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PERIODICAL 20% JAN 21 1929 
VOL: fig. saa FEBRUARY, 1929 No. 2 


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NATIONAL EDUCATION 
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What About Posture ?—Thomas D. Wood and Lula Sweigard 



























’ & : 
UL! ' A Midwest Rural School—Charles W. Howard . ; ; ; , , 39 al 
A Prophetic Experiment—Edwin Osfood Grover . ; ; , ; 41 
The Dean of Girls in High School—Mary Webster Seine ; ; 43 q == 
i } Young Citizens in a Great City—Marion Strassburger : ; ‘ ; 45 
\ Where is the Place of Understanding ?>—Walter A. Terpenning ; ; ; 47 { 
Ye The Pro and Con of Interschool Athletics—Henry S. Curtis ' : ; 49 















































T Mental Health and Environment—Daniel Wolford La Rue ; : : 51 ~ {See 
—~—4 9, Editorial—The American High School é " , . ‘ . 52 ay 
w { Vocational Education During 1928—J. C. W right . ; : ; 3 | 3) 
— } Educational Psychology During the Past Year—Frank N. Pieniaiee : : 54 
UJ School Administration During 1928—George D. Strayer . ‘ Y 55 I | 
Teacher Training During 1928—George Willard Frasier : ; ‘ ; 56 ‘ 
Physical Education in 1928—James Edward Rogers ‘ , : ‘ . 57 ‘xs 
Tht Adult Education in 1928—Mary L. Ely . . . . «. . . $8 
= Higher Education in 1928—f. J. Kelly é . : , . , ‘ 59 y | se 
SS The Student’s Ten Commandments—Poster , , , : : . 60 y iM 2. 
oie Vitalized Group Study and Faculty Meetings ‘ " ; ; , ; 61 \ aA 
Kea J} The Need for Professional Librarians—Statistics . ‘ ; ‘ ° ; 62 ' ul J 
NAS) Three Problems in Education—Dean Russell's Report . : : , 63 Sitar 
A2)Y Teachers’ Salaries in Pittsburgh ‘ : 64 |e 
LL] i Department of Superintendence—Tentative See ot ms Clev sles Missing 65 
Fa al) Builders of Our Profession . : ; ; ‘ ; , : , 67 


Notes and Announcements 






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






tay 

2. NatTIoNnat EpucaTion ASssociATION OF THE Unitep STATas 
LW 1201 SixTeENTH StrREET NortHwest, WASHINGTON, D. C. ab 

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











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February, 1929 


What About Posture? 


Tuomas D. Woop ano LULA SWEIGARD 


Teachers College, Columbia University, New York City 


MONG the many things which in- 
A fluence health and which, con- 
versely, are influenced by health, 
posture is prominent. Numerous authori- 
ties who have made extensive studies of 
this subject believe that good posture is 
necessary for the proper functioning of 
all the vital organs; that without efh- 
ciency of vital organs, without a body 
normally adjusted and balanced in all its 
parts without strain, no individual can 
attain to the best use of physical and men- 
tal powers. 

Many people whose activities have been 
of a type to give them in other respects 
welldeveloped bodies with strong muscles 
are nevertheless handicapped by poor 
posture. 

Considering the body in the three 

standard positions of standing, walking, 
and sitting, a few conditions and criteria 
of good posture may be stated. The 
standing position, no matter how good, 
cannot be maintained quietly for a long 
time without discomfort and fatigue. 
One should stand with the weight toward 
the outer borders of the feet and almost 
equally distributed between the heels and 
balls of the feet; the weight being felt a 
little more upon’the balls of the feet than 
upon the heels. The knees should be re- 
laxed sufficiently to avoid tension. The 
abdominal muscles should be held firm. 
By avoiding excessive curve in the lower 
back, the pelvis is placed in a position so 
that it acts as a safe and comfortable base 
of support for the abdominal organs. The 
chest should be lifted, but not to an ex- 
tent to cause increased curve in the lower 
back. The shoulders should be held re- 
laxed without conscious effort and ten- 
sion. The effort to hold the shoulders 
back or to pull the shoulder blades to- 
gether, unless one controls correctly other 
body adjustments, invariably results in 
more harm than benefit. The head should 
be held easily erect and without tension 
in the neck. In other words, one should 
stand tall and sit tall without strain in 
shoulders, neck, or knees. 





There is little to be said about walking 
in addition to what has been advised for 
standing, other than that one should walk 
with toes straight ahead and with full use 

















Children’s Bureau, United States 
Department of Labor 








of a flexible foot supported by a well- 
fitting, comfortable shoe. There would 
be much more efficient use of all the 
joints of the body if the feet were used 
properly. 

As to sitting posture, the individual, 
whether child or adult, should sit well 
back in a chair with feet resting firmly 
on the floor. Any bend forward should 
come from the hip joints and not from 
the upper back and neck. The child 
should not be expected to maintain the 
sitting position, without change, for any 
long period of time. Resulting fatigue 
quickly induces bad habits of slumping. 

What are the causes of poor posture? 
Who is responsible, directly or indirectly, 
for the prevalence of faulty posture, with 
its accompanying ineffective coordination 
of muscles and awkward use of the body 
which quickly fatigue the individual and 
waste valuable energy ? 


[37] 


There are usually several contributing 
factors to poor posture just as there are 
frequently several contributing factors to 
poor health. Only rarely can one cause 
be found to account for the condition in 
either case. It is the same with the plac- 
ing of responsibility. Parents, teachers, 
doctors, all those who have a part in the 
education of the child, both in and out 
of school, have a definite influence upon 
or some responsibility for his posture. 

We have too long been emphasizing 
posture correction at the adolescent and 
early adult age. We wait until poor nu- 
trition and bad environment have exerted 
their most harmful influences, until the 
individual has established detrimental 
habits in the adjustment and use of the 
body ; then we hope by a little instruction 
and training to undo the accumulated 
undesirable results of many years. 

There are several essentials to good 
posture, such as strong bones, firm and 
wellcoordinated muscles, and, finally, 
proper social adjustments, all of which 
must be given consideration from earliest 
childhood. 

The expectant mother through careful 
consideration of her diet, exerts the first 
influence on the development of strong 
bones. After the child is born, nutrition 
continues to influence strongly proper 
growth. Other factors now begin to play 
important parts. To continue normal de- 
velopment, there must be plenty of sun- 
shine and play outofdoors. A serious mis- 
take made by many mothers at this time 
is that of urging the child to walk be- 
fore it is ready to do so. It is far better 
to allow or encourage the baby to creep 
as long as possible for the sake of the de- 
velopment of the abdominal muscles, and 
until the legs and the rest of the body 
are stronger. When the baby does begin 
to walk, its only way of learning is by 
imitation of its elders. And now comes 
the good or bad influence of the example 
set for the child. If, instead of walking 
with toes straight ahead, the parent toes 
out, the baby is apt to toe out also; hence 


38 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1929 





one sees reflected in the developing child 
characteristic mannerisms in faulty pos- 
ture habits of the parents. 

The clothing of the child is likewise to 
be given consideration at this early age. 
It should permit the greatest bodily free- 
dom. Stockings must always be longer 
than the feet. Shoes should be worn as 
little as possible, and when they are worn 
they should be low-cut, flexible, and with 
sufficient room for the spread of the toes. 

In addition to food, play activities, 
sunshine, and clothing the furniture for 
the preschool child in the home should be 
given some attention. Too often the fur- 
niture of the grownup person is used for 
the child and consequently many children 
sit with feet and back unsupported and 
with undue pressure back of the knees, 
resulting in disturbed circulation and ner- 
vous irritation. 

Up to five years of age the problem 
of the social adjustment of the child is 
one of far greater importance than we 
have been accustomed to consider it. At 
this time are laid the vital foundations 
which will largely determine future hab- 
its and attitudes, and future adjust- 
ments to society. It is recognized now 
that mental and emotional attitudes have 
a most important influence on poise and 
carriage of the body. We can readily see 
therefore that selfconfidence, courage, 
and a cheerful outlook on life are neces- 
sary, and that we must do everything pos- 
sible to help the child secure and establish 
these in the first years. 

Now the child is old enough to enter 
school—the product of early environment 
and training. But in nine cases out of 
ten, in most communities at least, he is 
not healthy; he is not free from remedi- 
able health defects. 

Among the more frequent and serious 
posture defects are round shoulders, flat 
or hollow chest, drooping head, protrud- 
ing abdomen, hollow back, tense knees, 
weak arches, and a generally ineffective 
use of the body. The child so handicapped 
physically cannot develop mentally and 
socially to the best advantage. 

What is the teacher’s responsibility rel- 
ative to these handicaps? Intelligent-con- 
sideration of this problem makes it ob- 
vious that he should turn his attention 
to those factors, personal and environ- 
mental, which he may help to control. 

Of first importance is the correction 
of remediable physical defects which 
serve as handicaps to mental and physical 
‘health. At the same time the environ- 
ment should be made as healthful as pos- 


sible. The light in the schoolroom should 
come from the left and from the back of 
the room. Cross lighting and glaring 
blackboards should not be tolerated. 
Temperature should be maintained near 
sixty-eight degrees Fahrenheit with a 
slight constant movement of air. De- 
velopmental growth and efficiency of the 
vital organs should be promoted by big 


| What Every Teacher 
| Should Do to Promote 
Good Posture 


1. Be an example of good posture. 





2. See that every child gains self- 
confidence through some successful 
achievement each day. 


3. Create the desire for good posture 
as a means of doing better those desir- 
able things which the child most wishes 
to do. 


4. Make the physical and mental en- 
vironment that which is most condu- 
cive to good health and happiness. 


5. Guard against overfatigue and 
strain. 


6. Encourage those desirable atti- 
tudes which help to establish physical, 
mental, and social habits of health. 





7. Cooperate with the parents to se- 
cure for the child the best possible 
health. 





muscle activity of a natural type and out- 
ofdoors whenever possible. Long periods of 
inactivity producing fatigue and restless- 
ness are to be avoided. Carrying of heavy 
brief cases by pupils should also be for- 
bidden. Finally the midmorning lunch, 
particularly for the undernourished, and 
the warm noon lunch are essential. 

Another contribution to the good pos- 
ture of the child is made by the teacher’s 
intelligent understanding of proper school 
seating. It should be remembered first of 
all that even the most ideal school furni- 
ture is suitable for the child for only brief 
periods of time. 

A few standards for school seats and 
desks are as follows: Seats should be of 
such a height that the knees will be at 
right angles, with the feet resting firmly 
on the floor. The depth of the seat should 
be about three fourths the length of the 
thigh. Undue pressure on the under part 
of the thigh and back of the knee is 
avoided if the seat is right in height and 
in depth from front to back. In addition 
to this, further comfort is secured if the 
seat slopes gently downward toward the 
back, thus preventing its occupant from 


sliding forward. The lower third of the 
back should be left unsupported by a back 
rest. The middle third of the back, not 
to rise above the scapulae (shoulder 
blades), should be supported by a chair 
or seat back, slightly convex, curved 
forward from above downward. If the 
entire back is supported, this support 
should conform to the natural curves of 
the back. The desk should be of a height 
that will support the arms without hunch 
or slump of the shoulders, and the desk 
top should be placed at such a distance 
from the seat that it will overlap the 
front edge of the seat one to two inches, 
Much better than adjustable or station- 
ary seats or desks is movable furniture of 
varying sizes for the pupils of each grade, 

In addition to the control of the en- 
vironment, the teacher has a fine oppor- 
tunity to help his pupils gain and main- 
tain good posture through the mental and 
emotional satisfactions of a wellplanned 
and executed school program. He should 
help each pupil find joy in the successful 
accomplishment, or attempt at accom- 
plishment, of some worthwhile task every 
day. The importance of selfconfidence to 
good posture cannot be too strongly em- 
phasized. 

From the foregoing discussion what 
conclusions can be drawn concerning the 
responsibility of the teacher for the good 
posture of the child? It is not that of 
giving short and meaningless gymnastic 
posture drills. No, he must exert his in- 
fluence for good posture in quite a differ- 
ent way. First of all, he must be an ex- 
ample of that which he would see re 
flected in his pupils. He must have 2 
cheerful mental attitude and the ability 
to encourage in his pupils activities in 
meaningful efforts, thus creating in them 
selfconfidence; and somehow, he must 
create a desire for good posture as 4 
means rather than an end. But this must 
be done indirectly through example and 
correlation in various situations, certainly 
not by nagging. Important environ 
mental conditions, as seating, ventilation, 
lighting, are largely within his control; 
and his ingenuity and -thoughtful plat 
ning will produce the best results in dif 
ferent situations. Long periods of sitting 
must not be permitted, and all children 
who are well should get a great many 
hours of natural big-muscle activity 
play in the open. This means guarding 
against overfatigue and tension. Through 
intelligent cooperation with parents, 
everything should be done to bring each 
child to the best possible health. 








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ents, 


Schools That Are Prophecies 


A Midwest Rural School 


200 miles west of where Lieutenant 

Zebulon Pike said civilization could 
ever extend, where the parents of about 
sixty percent of the children were living 
in a land of their own adoption, tenants 
and laborers for a large industrial sugar 
company ; where teachers in one and two- 
room school buildings, with fifty or more 
pupils each, were attempting to Ameri- 
canize this heterogeneous group. This is 
a little of the setting that prompted Pro- 
fessor C. E. Rarick, of the department 
of rural education of the Kansas State 
Teachers College at Hays, about ten 
years ago, with other educational lead- 
ers, to dream for this community a school 
that would offer better opportunities than 
had ever existed in this section of the 
country. 

The village of Holcomb, with probably 
a dozen homes, two stores, a bank, and 
a lumberyard, was selected as a typical 
place where a modern type of education 
was especially needed. Located seven 
miles west of Garden City, Kansas, in 
the heart of the richest irrigation land 
in Kansas, on the Arkansas River, it had 
enough wealth to support a program that 
would be attractive and be in many re- 
spects a model for other communities to 
follow. It has done just that. It was the 
pioneer of consolidation in Kansas. Prob- 
ably half of the more than 100 consoli- 
dated schools in western Kansas have 
been copied from Holcomb. The Hol- 
comb plant, when established, was almost 
revolutionary. The Kansas State Teach- 
ers College had in mind a school that 
would be a model but this was kept in 
the background since the local need for 
better conditions was paramount. 

The Garden City Sugar Company 
owned a large portion of this rich irri- 
gation land and had tenants raising sugar 
beets. The majority of tenants were un- 
naturalized foreigners; Germans, Rus- 
Sians, and Mexicans predominated. One 
and two-room country schools, crowded 
beyond the possibilities of any teaching, 
were attempting to make out of these 
children American citizens, equipped and 
ready for the problems of life. 

he program was organized and set in 
action. Seven of the surrounding school 


Povo ni a strictly rural community, 


CuHar_Les W. Howarp 


districts consolidated in a large union 
district composed of 125.5 square miles 
around the village of Holcomb as the 
community center. The school grounds 
on the historic Santa Fe Trail comprise 
a little over twenty acres. Bonds were 





Photo by Conard 


See lunch at noon in the homemaking 
laboratory. The girls take pride in put- 
ting their best into their work. It is a form 
of artistic expression. 





voted and a large modern building imme- 
diately started. The best of the school- 
houses were moved in and used while the 
new building was under construction and 
afterwards remodeled into modern homes 
for the employees of the district. Twelve 
autos large enough to haul thirty pupils 
each were purchased for transportation 
of pupils to and from school daily. These 
buses are driven by teachers. The main 
building, semi-fireproof, is 103 by 134 
feet in dimensions. It has a combined 
auditorium-gymnasium fifty-three by sev- 
enty feet with galleries. There are four 
toilet rooms, two of which contain show- 
ers. The south wing on the main floor 
contains three rooms and is especially de- 
signed for domestic science and art. Hot 
lunches are served here daily at cost by 
the department of homemaking. 

The north wing is used for vocational 
agriculture and shop. Both agriculture 


[39] 


and homemaking are fulltime Smith- 
Hughes projects. There are three grade 
classrooms on the first floor. The second 
floor is arranged and used for science hall, 
study hall, library, junior and senior 
classrooms, music room, and two grade 
rooms. There is a separate grade build- 
ing, which was the original community 
school at the time of consolidation, where 
the kindergarten and most of the first 
three grades are housed. This is a frame 
stucco construction and is connected with 
the steam and water system of the main 
building. 

An important feature of the Holcomb 
Consolidated School is the school farm of 
twelve acres. On this farm are orchards 
of apples and cherries, alfalfa hay and 
demonstration plots where agriculture 
projects are carried on by students under 
supervision. One agriculture class han- 
dles the hay project and another class the 
truck garden project. The boys keep ac- 
curate accounts of all costs and sales. 
The profits made have been used to at- 
tend state contests. All agricultural stu- 
dents are enroled in an agricultural club. 
The objective of the club now is raising 
money to attend the Royal Stock Show at 
Kansas City this coming winter. The 
farm is equipped with an 800-gallon irri- 
gation pump. This section of Kansas is 
underlaid with an inexhaustible water 
supply, which makes irrigation depend- 
able. 

The Wiley Athletic Park contains 
about seven acres. It was a gift to the 
district by interested citizens. The school 
fenced the field with a woven wire fence 
and erected two artistic gatewayson which 
are lettered, “Wiley Athletic Park— 
1923” in orange and black, the school 
colors. Shade trees have been set out 
around the park and an irrigation pump 
installed to water them and other shrub- 
bery around the building. 

How the community is back of the 
school is shown by the annual community 
workdays sponsored by the community 
club. Duringthese daysshrubbery hasbeen 
set, sidewalks laid, elevations graded, 
streets and driveways sanded, tennis courts 
leveled, and lawns seeded. The class in 
vocational agriculture does all the prun- 
ing of trees and shrubbery. 

The physical side of each child is cared 








40 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1929 





for by means of playground equipment 
for smaller children, in the form of 
merry - go- rounds, slides, swings, etc. 
From fourth grade up a physical educa- 
tion period is required twice a week. 
Gymnasium floor work and organized 
games are played. All children are re- 
quired to take shower baths. The county 
Red Cross nurse makes annual examina- 
tion of all grade pupils and recommends 
corrections to be made. This program 
has proved beneficial in the detection of 
minor contagious diseases and in creating 
better health habits among the boys and 
girls. 

The junior-high girls have a definite 
course of calisthenics, tumbling, and floor 
work. The boys do organized games and 
competitive sports. High-school girls usu- 
ally play not more than three competitive 
games of basketball. Some intramural 
games and floor work occupy the rest of 
the program. The high-school boys’ pro- 
gram consists largely of sports. 

A fulltime music teacher is employed. 
Music is taught daily, beginning in kin- 
dergarten and throughout the entire sys- 
tem. The work below the junior high 
school is regular graded public school 
music with numerous little programs and 
operettas celebrating special days. The 
junior and senior high-school music has 
_been conducted in the form of glee clubs 
and quartettes with one operetta for each 
organization each year and a number of 
chapel and special music programs. The 
high school enters one music contest each 
year. The instrumental music is just be- 
ginning to have attention as a school 
function. A combined school and com- 
munity orchestra is proving worthwhile 
and will probably lead to instrumental 
music being taught in school. 


An attempt is made to keep each child 
classified where he can do his best work. 
In grades second to fifth inclusive pupils 
are divided into three sections depending 
on the ability and perseverance of the 
child. Intelligence and achievement tests 
are given and used in conjunction with 


Ww KNOWLEDGE is of most 
worth? The uniform reply is: 
Science. This is the verdict on all 
counts. For direct selfpreservation, or 
the maintenance of life and health, the 
all-important knowedge is — science. 
For that indirect selfpreservation which 
we call gaining a livelihood, the knowl- 
edge of greatest value is—science. For 
the discharge of parental functions, the 
proper guidance is to be found only in 
science. For the interpretation of na- 
tional life, past and present, without 
which the citizen cannot rightly regu- 
late his conduct, the indispensable key 
is—science. Alike for the most perfect 
production and present enjoyment of 
art in all its forms, the needful prepa- 
ration is still—science. And for pur- 
poses of discipline—intellectual, moral, 
religious—the most efficient study is, 
once more—science.—Essay on Educa- 
tion, Herbert Spencer. 


EEE 








teachers’ judgment to determine classifi- 
cation and promotion with the idea being 
kept foremost all the time that each child 
is a case in himself and that he should 
work in the group where he can do his 
best work. On account of the limited 
teaching force we find it necessary to 
eliminate the section after the fifth grade. 

Some department work is done in 
grades four to six. The high school is the 
two-four plan. The junior high school is 
organized on the single curriculum type 
because of limited teaching force. The 








senior high-school curriculum offers three 
complete courses of study and a rich field 
of electives. 

The setting here is strictly rural and 
while one fourth of the required studies 
of the boys and girls directly fits them 
for worthy participation in rural life 
through the vocational courses in home. 
making and agriculture, yet the classical 
and academic sides are not forgotten and 
the curriculum is balanced with language, 
mathematics, commerce, science, music, 
and physical education. The high school 
is ranked Class A with the state depart- 
ment of education, which is the highest 
rank possible. 

Holcomb Consolidated School is a cen- 
ter for the educational, social, and re 
ligious life of the community. The com. 
munity Sunday School and church are 
held in the main building every Sunday, 
All social activities of the community 
are conducted in this building. Volley 
ball is played in it by men and women 
weekly. Every winter there is a com 
munity basketball team. The homemak- 
ing courses of the school are used for 
demonstration work for the community 
to a limited extent. 

Holcomb is not through growing. We 
have not attained our fullest ambitions. 
We are looking forward to an ungraded 
room, very much needed here. Next fall 
our program calls for an expansion of the 
visual education program, by means of 
weekly educational picture shows free to 
the children. Our music department is 
in its infancy. We want to include in 
strumental music as a regular part of the 
music program, and make it free to all 
who will avail themselves of the oppor 
tunity. The challenge is here. We are 
attempting to answer it. 








Photo by Conard 


AN THE left—a class in vocational agriculture. They are learning the chemistry of the soil and crops. A stretch of the campus is 
shown at the right with the vocational agriculture instructors’ cottage and the faculty home. 








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Schools That Are Prophecies 


A Prophetic Experiment 


HERE ARE scores of elementary 

schools throughout the country that 

are prophecies of better things, but 
the prophetic colleges of the country can 
be counted on the fingers of a pair of 
hands. Colleges are naturally strong- 
holds of tradition. Any selfcontained in- 
stitution must necessarily be governed 
largely by its traditions, just as people 
are governed largely by their habits. But 
it is evident that something is at last hap- 
pening in the life and work of our col- 
leges and universities. Just what is hap- 
pening nobody as yet knows. It is evi- 
dent, however, that formal education as 
represented by the lecture and quiz sys- 
tem no longer stimulates or satisfies the 
younger generation. The average college 
student of today does not want to be told 
things—he wants to discover them for 
himself. He does not want to be quizzed 
by the teacher—he wants to quiz the 
teacher, his classmates, and even life it- 
self. He wishes to confront everything 
with a question mark. It is too soon to 
predict what the result of this question- 
ing spirit will be. That it will be bene- 
ficial cannot be doubted, for the inquiring 
mind is the beginning of all selfeducation, 
and it is an axiom that we are educated 
by our own mental activity and not by 
the mental activity of our teachers. 

Probably the most general criticism of 
our colleges and universities is aimed at 
the formal lecture and quiz method of 
instruction so generally in vogue at the 
present time. Campus reports from many 
of our leading colleges, both for men and 
women, indicate a widespread unrest 
and a dissatisfaction with this spoon-fed 
method of education. 

The formal examination and quiz is 
also under indictment by the presentday 
college student. He looks upon the exam- 
ination and quiz as an effort on the part 
of the professor to play the detective or 
Policeman. 

One of the most significant of all the 
experiments in college education in the 
United States is that being conducted at 
Rollins College, Winter Park, Florida, 
under the leadership of Hamilton Holt, 
for many years editor of The Independ- 
ent. When Dr. Holt was elected presi- 
dent of Rollins three years ago he found 


Epwin Oscoop GROVER 


a small college established by New Eng- 
landers forty-three years ago. It is beau- 
tifully situated on a forty-five acre cam- 
pus in the town of Winter Park in the 
high lake region of central Florida. The 
college campus has a half mile of front- 





ge ete Hall, one of the recitation build- 
ings. The buildings of the college are in 
keeping with the semi-tropical climate of cen- 
tral Florida. 





age on Lake Virginia and there are eight- 
een lakes within the city limits. Further- 
more, the college was not so large, so old, 
nor so wealthy that it had unbreakable 
traditions. It was under such conditions 
that President Holt, with the approval of 
the faculty, undertook what he likes to 
call “an experiment in commonsense ed- 
ucation,” or the conference plan of in- 
struction. Briefly the plan consists of 
substituting informal conferences, or dis- 
cussions, for the formal lecture; it also 
eliminates the final examination horror 
and encourages the student to quiz the 
professor instead of having the professor 
quiz the student. 

At Rollins College classroom periods 
have been lengthened to two hours in an 
effort to double the time of contact be- 
tween the teacher and the taught. If it is 
true that “to teach others is to touch their 
lives with your loves, your pleasures, 
your admiration, your enthusiasms, and 


[41] 


your little wisdom,” then the conference 
plan is the ideal method of teaching, for 
it not only makes this “contagious teach- 
ing’’ possible, but necessary. It makes the 
acquisition of learning the joint adven- 
ture of both the teacher and the taught. 

It is needless to say that this confer- 
ence plan is not new. Socrates used it on 
the streets of Athens long ago. Individ- 
ual professors have used it with brilliant 
success, but so far as known, Rollins Col- 
lege is the first institution of higher learn- 
ing to adopt it as a general teaching plan. 

Neither is the conference plan a sys- 
tem of instruction. If it were, it would 
mean simply the substitution of a new 
system for an old one. The conference 
plan is rather an educational ideal, a com- 
mon goal toward which the faculty and 
students at Rollins are making enthusi- 
astic and confident progress. Instead of 
being a new system, it is rather a change 
in attitude, a new emphasis, a fresh point 
of view on the part of both professor and 
student. It is the Socratic method 
brought down to date. 

Just because the conference plan is not 
a system of instruction it offers wide lib- 
erty of action to both the professors and 
students. No two professors at Rollins 
use the two-hour periods in exactly the 
same way, but each is developing his own 
technic of teaching based on his personal 
temperament, his teaching experience, 
and the material of his course. While we 
have at Rollins two-hour classroom pe- 
riods, there is nothing sacred in the length 
of the period, and the conference plan 
could be operated in an hour and a half 
or even one-hour periods. 

While the work of every department 
has been greatly stimulated by the intro- 
duction of the conference plan at Rollins, 
the Department of English has shown 
quite remarkable results. Our class in 
journalism functions through our weekly 
college newspaper, The sandspur, and 
the Department of English sponsors an 
undergraduate literary magazine called 
The flamingo, which many disinterested 
critics have pronounced one of the most 
distinguished literary magazines, both as 
to form and content, issued by under- 
graduates in any college. 

In similar yet quite different ways our 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





School of Music, our Department of 
Public Speaking, our Little Theater 
Workshop, our Department of Sociology, 
and others are functioning to enable the 
students to participate more and more 
and to become intellectual agents in their 
own education. 

After participating for two years in the 
operation of the conference plan and ob- 
serving its working in departments other 
than my own, I am convinced that it is 
not only a prophecy but a genuine con- 
tribution to higher education. 

The most notable results may be sum- 
marized under three heads: First, The 
conference plan breaks down all barriers, 
real or imaginary, between the professor 
and the student. No professor could 
“stand on his dignity”’ before his class for 
two hours day after day—he would crack 
under the strain. The result is a free dis- 
cussion with the professor as guide, phi- 
losopher, and friend. 
quickly discovers the unusual student— 


This association 


and also the slacker. In breaking down 
the barriers we have helped the students 
to develop selfreliance, and many of them 
have actually begun to show evidences of 
thinking. Emerson’s definition of the 
scholar as “man thinking” still holds. 
Second, Under the socalled lecture 


fs 





and quiz system the initiative always 
rests with the teacher. It is he who does 
the lecturing and the quizzing. It is the 
student’s job to listen to the lecturer and 
answer specific questions when called 
upon. After two years of operation of the 
conference plan at Rollins College, a very 
significant tendency is in evidence. The 
students are beginning to take the initia- 
tive—they are beginning to quiz the pro- 
fessor! This transfer of the initiative 
from the teacher to the taught is one of 
the most hopeful results of this interest- 
ing experiment in commonsense educa- 
tion. 

Third, A considerable number of the 
students are beginning to think of getting 
an education in terms of adventure. Go- 
ing to college for the purpose of getting 
an education is becoming with some of 
our students almost a major indoor sport. 
In most colleges the academic work is not 
made sufficiently adventurous to compete 
with athletics or other extracurriculum 
activities. I believe both faculty and stu- 
dents at Rollins would tell you that the 
conference plan has developed a new in- 
tellectual interest on the part of the stu- 
dents which has resulted in a quickened 
spirit of adventure in classroom work. 

This does not mean that all students at 





| 

| 

T HE FINE buildings of Rollins College are made more attractive by their situation in the lake region of Florida. 
shows the college campus fronting on Lake Virginia. 


February, 1929 


Rollins have responded equally, or that 
we do not have the proverbial slacker. It 
does mean that an increasing number of 
students at Rollins are beginning to de- 
velop the inquiring mind which leads 
them unconsciously to become active in- 
tellectual agents in their own education, 
From what has been said it should be evi- 
dent that the conference plan is a step 
away from mass education, which always 
tends to become formal and dogmatic, to 
the education of the individual. 

It is true that the experiment at Rol- 
lins College is being tried under almost 
ideal conditions. It is a small college of 
four hundred students representing eight- 
een states. It is located in the semitropi- 
cal climate of central Florida where 
much of the life of the college student 
can be lived outofdoors both winter and 
summer in beautiful Winter Park. 

The successful operation of the confer- 
ence plan is not dependent, however, on 
the size or location of the college. It will 
work anywhere. All that is needed is a 
divine discontent with formal and tradi- 
tional teaching, an open mind, and a will- 
ingness to enter upon a great educational 
adventure. When entered upon in this 
spirit, the conference plan will yield as- 
tonishing results. 








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This picture 














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The Dean of Girls in High School 


Dean of 


URING the last twenty years the 
D dean of girls in high schools has 

become an accepted fact. No 
longer is her office an experiment, but an 
essential part of the school, made neces- 
sary by the increasing complexity of mod- 
ern life and the resulting problems be- 
fore the girls today. The National Asso- 
ciation of Deans of Women has had a 
high-school section since 1921, and in 
the last ten years deans of girls, advisers 
of girls, assistant principals, or whatever 
they may be called, have been appointed 
in practically all the large cities and in 
many of the smaller ones until the high- 
school group is the largest in the mem- 
bership of the national association. 

As the high schools increased in size 
and it was recognized that the students 
came from every group in the community, 
poor as well as rich, foreign as well as 
native American, the courses of study 
broadened to meet the new demands, and 
the need for a dean came with the reali- 
zation that the school must offer far more 
than academic training. The greater 
pressure of modern life increased the de- 
mands upon the parents; the pressure 
upon the school multiplied tenfold the 
duties of the classroom teacher and les- 
sened to a corresponding degree the time 
available for conference with the indi- 
vidual pupil. The day of specialization 
had arrived and the high-school boys and 
girls went rapidly from one teacher to 
another, usually coming in touch with at 
least six teachers a day, each one of whom 
could see but one side of any pupil unless 
fortunate chance forced a more intimate 
acquaintance. Every real teacher, every 
teacher worthy of the name, always does 
what advisory work he can but the school 
day is far too short for the demands 
upgn it. 

Then in recent years the business and 
professional world into which our stu- 
dents go has become a field too varied for 
them to investigate for themselves, most 
of their families have not the facilities, 
the advanced schools all have differing 
entrance requirements and admit only the 
best qualified candidates. An adviser is 
needed who is a member of the school 
faculty and familiar with the resources 
and standards of that school; one who 
's accessible and in a sufficiently central 


Mary WEBSTER SAWYER 


location to know the whole girl, not just 
the side seen in the French or the history 
class; one who has time to consult with 
the girl herself, with her family, with her 
teachers, and who has time to investigate 





1s attractive card, designed by the girls 

of Altoona, Pennsylvania, High School, is 

illustrative of how one dean tries to build 

up right standards of conduct. The Girls’ 

League is the medium through which the dean 
keeps in touch with the girls. 


vocational and educational opportunities 
toward which the girl is tending. 

Recent years have also shown the need 
of developing a sound social program, 
not simply for good times as its critics 
seem to think, but that the boys and girls 
may learn under proper guidance how to 
work with their mates for the good of 
the entire group, how to assume respon- 
sibility, how to carry that responsibility 
through to the end, how, in short, to be 
a good citizen. Of course, every club has 
its faculty sponsor and every school affair, 
from dance to assembly, its careful super- 
vision but there should be someone in 
charge of the whole social program if it 
is to have consistent standards and be de- 
veloped without duplication of effort and 
result. 

It may be said that some schools al- 
ready have advisers to supervise electives, 
college entrance papers, and class affairs, 
vocational counselors to steer the girl to- 


[43] 


Girls, the High School, Brookline, Massachusetts 


ward the work for which she seems most 
fitted, a social director, a school nurse, 
a school doctor, a physical director, a 
psychiatrist, or a visiting teacher to es- 
tablish desired contacts between home 
and school. Yet if the dean had little 
else to do, her time would be well taken 
with the establishment of standards and 
ideals toward which all would work and 
with the constructive program into which 
would fit the above-mentioned members 
of the school staff. Edward Rynearson, 
principal of the Fifth Avenue High 
School of Pittsburgh, told a group of 
principals and deans meeting last Febru- 
ary in Boston that every high school 
should have a dean of girls who was an 
assistant principal because the principal 
did not have the time for the work, the 
training, nor the understanding of the 
problem due to the peculiarities of the 
group. Many agree with him but there 
is probably no position in American edu- 
cation today less standardized than that 
of the dean of girls and it is the glorious 
challenge of the work that it is so. No 
two schools call for the same emphasis. 
Each dean from the background of her 
own social and educational experience 
must face the peculiar conditions of her 
own position. 

“A dean’s job is as big as she is,”’ said 
one speaker at the Boston convention last 
February. “Her opportunities are limited 
only by herself and consequently the 
broader her training and the more varied 
her experiences, the greater and better will 
be the service which she can render. Per- 
sonally, I believe a dean is largely the 
result of her inheritance and early train- 
ing. Much as professional training may 
assist her, in itself it cannot make a dean. 
Many of the qualities which make a good 
dean are acquired during her early for- 
mative years: Tolerance, human under- 
standing, broad sympathies, refinement, 
resourcefulness, judgment, an interest in 
girls as individuals, executive ability, and 
familiarity with the customs of polite so- 
ciety. If to such a person is given a broad 
general education, some professional 
training, some teaching experience, and 
as many varied life experiences as are 
consistent with her profession, then she 
should be prepared for the responsibili- 
ties which come to a dean of girls in a 








be THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


modern high school.”” How the require- 
ments for the position have grown since 
the first deans were appointed! Then 
their duties were entirely unstandardized, 
no professional ideals pointed the way, 
no educational requirements were neces- 
sarily to be met, no knowledge of technic 
smoothed the path, nothing seemed to be 
necessary except an ability “to get along 
with girls.”’ Those days have passed, 
never to return. Colleges and universi- 
ties throughout the country now offer 
professional courses for deans so that 
there is no reason for anyone to attempt 
the work who is not trained for its duties 
and responsibilities. Needless to say, the 
dean should have as broad and thorough 
a training as any teacher on the faculty 
with which she is associated and, in ad- 
dition to that, a professional training 
which will make her an expert in her 
chosen field. 

What is included in the work of the 
dean of girls? What do the girls of the 
school gain that they would lose if there 
were no dean? Most deans spend much 
of their time in conference with indi- 
viduals on personal problems: The able 
girls who are too ambitious for their own 
good, the indifferent girls who must be 
continually prodded, the girls who are 
earning their own living, and the girls in 
trouble at home or with their mates, all 
come to the dean sooner or later. She 
probably supervises the social program of 
her school and through her contact with 
student council, girls’ clubs, school paper, 
dramatics, senior advisers, and girls’ ath- 
letics, accomplishes results not otherwise 
easily attained. As one girl wrote, “The 
dean must help make her student body 
one big, cooperative family.” For the 
benefit of her girls she should establish 
and preserve contacts with the local or- 
ganizations and foundations which may 
be of help to her and she should keep the 
home and school in close touch. 


What qualities should the dean of girls 
possess? Many have already been sug- 
gested and, in addition, a sense of humor, 
unlimited patience and tact, and the abil- 
ity to keep young in spirit no matter what 
her years, are all usually included in the 
impressive list of qualities deans should 
possess. The girls themselves give much 
the same list as the educational experts. 
To use the girls’ own words, they feel the 
need of one “who is modern and under- 
stands the world her girls are living in,” 
“who is willing to give a girl another 
chance when no one else would,” “who 
is as ready to praise as to scold,” “who 
gives each girl a square deal,” “whom any 
pupil would be proud to be like,” “who 
is a beacon of encouragement, hope, and 
good feeling,” and “who is religious in 
the sense that to do her work and carry 
her responsibilities, the dean must have 
help and guidance from God.”’ In other 
words, the call of girlhood is everywhere 
the same. They crave understanding, a 
knowledge of their needs, and the ability 
to satisfy those needs without injuring 
their pride, and they long for the older 
friend in whom they can place absolute 
trust. 

In conclusion, in whatever type of com- 
munity the dean finds herself, there will 
be three phases of her work, social, ad- 
ministrative, and academic. Her first aim 
will be social, to educate the whole girl 
to be a person pleasant to live with, a 
benefit to herself, and of value to the com- 
munity as a good citizen. The dean is 
concerned with all extracurriculum 
activities. Lunchroom, student council 
meeting, club meeting, dance, or moth- 
ers’ tea may serve as a laboratory in social 
usages. ‘““The field of the dean of girls is 
the field of socialization, of teaching girls 
fine and gracious ways of life.’”’ Her ad- 
ministrative duties should place her next 
to the principal in rank, so far as the girls 
are concerned, and should give her a voice 


February, 1929 
in the policy of the school. Ideally she 
should teach one or two classes in aca- 
demic subjects, both to give her recogni- 
tion by the faculty as a teacher, and to 
give her an approach to the girls. Never 
should she be forced to teach more than 
that, however, and in many schools the 
dean’s responsibilities are so heavy that 
actual class teaching must be limited to 
orientation classes for new pupils and 
frequent group meetings. 

Obviously, the dean cannot do all the 
work in the suggested fields alone if she 
is dealing with large numbers of girls but 
she is the one to guide, stimulate, pro- 
mote, and limit student activities and 
she must work in cooperation with all 
teachers and pupils. The greater part of 
her work is to guide pupils and teachers 
toward definite achievement rather than 
to spend most of her time on breakdowns 
that could have been prevented by a posi- 
tive constructive program. As Georgia 
White, now dean of women at Carleton 
College, once told the high-school deans, 
“What you are now inclined to regard 
as your maximum achievement by pres- 
ent methods will later be considered your 
minimum.” How the work will develop 
is still to be seen. Perhaps in the larger 
schools the dean will head a special de- 
partment with a staff of experts under 
her, perhaps she will be one of a group 
particularly interested in the different 
phases of social education, yet in the 
smaller schools she will perforce do what 
she can herself and then be the leader of 
all whose cooperation she can enlist for 
the good of the girls in her charge. The 
dean of girls in high schools holds a posi- 
tion of increasing importance and respon- 
sibility, not to be lightly undertaken by 
anyone. Those who enter this field 
should have faith in youth and a vision 
of the end to be attained, together with 
the training which will make possible the 
fulfilment of that vision. 





HE DEAN’S office at the Senior High School, Yakima, Washington. The girls are receiving advice about the proper courses 
to take. The dean keeps in contact with the parents. In the picture at the right the girls are ready for a Mothers’ Tea. 














. 


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Young Citizens in a Great City 


MARION STRASSBURGER 


Assistant Director, Public Education Association of the City of New York 


children were taught information 

about the Constitution of the United 
States, the departments and structure of 
government, the machinery by which gov- 
ernment is carried on. Gradually the em- 
phasis shifted from the organization of 
government fer se to its effect upon the 
governed and their effect upon it. Our 
schools were seen to be a great machinery 
for the training of future citizens. There, 
for a time, the emphasis stayed. 

An enormous enrichment and vitaliza- 
tion of subjectmatter in civics courses re- 
sulted from this shift of emphasis. Train- 
ing children for the wise exercise of fu- 
ture powers and for an understanding 
of their own future relationship to their 
government became one of the most im- 
portant functions of the public schools. 
This conception still dominates the teach- 
ing of civics in some parts of the country. 

But with it and slowly superseding it 
has grown up a new idea, perhaps an ex- 
pansion of the training-for-future-citizen- 
ship plan. The new idea is that children 
learn to live by living and that skills are 
learned by exercising them. Gradually 
the word future, though not forgotten 
nor its implications neglected, is dropping 
out of the terminology or assuming a sec- 
ondary place. Gradually the emphasis 
has shifted to the child in his present rela- 
tion to his community. 


I THE STUDY of civics not so long ago 


From training 
schools the civics classes have been trans- 
formed into laboratories. 

And the junior citizen emerges. He is 
recognized as a present, active member of 
the community. He is still a potential 
voter. He is still being trained toward a 
wise exercise of powers and privileges, 
duties and responsibilities that will some 
day be his. Meanwhile, he is first learn- 
ing to exercise such powers, privileges, 
duties, and responsibilities as are his now. 
No longer “outside looking in,” but now 
quite definitely a part of the picture, he 
studies his city, his state, and his nation 
in their bearing upon himself; he discov- 
ers the resources which his environment 
offers him; he learns what he may do to 
bear his share of the social cooperation 
which he sees in operation about him; and 
he practises citizenship in his civics class, 
in his school, and in his neighborhood. 
The shift in emphasis may seem to be 


slight. Actually it is very marked; for 
when children are learning that the pro- 
nouns in the slogan ‘““What all of us do 
for each and what each should do for all” 
apply to themselves, it is significant that 





American Museum of Natural History 


visit to the American Museum of Natural 
History. The Museum is making a spe- 


cial effort to adapt its work to the needs of 
the schools. 


they discover also that the verbs are in 
the present tense. 

Let us observe, then, the junior citizen 
in New York City. He is a part of the 
largest school system in the world. He is 
one of the more than a million young citi- 
zens for whom that school system is or- 
ganized. About him lies a city, infinitely 
complex, infinitely rich, infinitely haz- 
ardous, infinitely varied. Here are met 
together all the peoples of the world, an 
assortment of races and cultures and 
standards unequalled probably anywhere 
else. Somehow he must learn to find his 
way about in all this complex maze of 
life and activity. 

The beginnings are very simple. In the 
first three years of school he learns con- 
cretely about safety, fire prevention, and 
health. Since a most effective way of 
teaching children their responsibilities to 
themselves and to their communities is to 
offer them a chance to participate in 
school and neighborhood affairs, teachers 
in many of the elementary schools in 
New York City provide that the children 


[45 ] 


shall actively assist in the management of 
school discipline, recitations, fire drill, 
opening exercises, clubs, entertainments, 
excursions, games, banks, and traffic reg- 
ulations within the school. 

If the child goes into the junior high 
school he plays an even larger part in 
the organization and management of his 
community. Here he finds a variety of 
clubs—music and art, science and litera- 
ture, sewing, homemaking, and wood- 
working, walking and dancing, photog- 
raphy and stamp collecting, radio and 
dramatic clubs. These are all organized 
and run by pupils themselves, with teach- 
ers in the background to advise and help. 
The scope of the child’s activity and par- 
ticipation is thus greatly enlarged. Even 
more significant is the part he comes to 
play in the management of the whole 
school. Some of the schools are organized 
as cities, some as republics, with the pu- 
pils themselves in office. Sometimes the 
school resembles a large club, with com- 
mittees of pupils cooperating with the fac- 
ulty in administrative matters. Respon- 
sibility for the conduct of fire drills, open- 
ing exercises, and the changing of classes 
falls increasingly into the child’s hands as 
he progresses in the school. In the junior 
high school civics is now taught as a reg- 
ular subject, since it has been made a re- 
quired study in the freshman year of 
high school. When this requirement was 
made, a committee of teachers formulated 
a plan for making the study concrete 
rather than abstract. 

If the child does not go to the junior 
high school, but moves directly to senior 
high school, he enters at once a class in 
civics. Here perhaps he is first asked to 
name all the things that he actually must 
have to live. From naming the common 
necessities he will proceed to the means 
of procuring them. From this beginning 
will develop the naming of the various 
municipal departments and their function 
in the life of the people. By making illus- 
trative maps, charts, and graphs, clipping 
relevant pictures and stories from news- 
papers and magazines, reading books, and 
making a number of visits to the sources 
of knowledge, cooperating with civic or- 
ganizations and city departments, the 
child proceeds to understand his city’s 
government, 











+o THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


By the cooperation of the municipal 
library, of museums, of the city, state, 
and federal bureaus, the whole city is 
turned into a vast laboratory. A room is 
set aside in the library where are kept for 
the use of civics teachers and pupils all 
available information about various city 
departments, gathered with the help of 
the city officials. The bureaus will give 
even more direct help. For instance, the 
Bureau of Weights and Measurements, 
when the children are studying foods and 
markets, will send to any school a lec- 
turer with a carload of the apparatus 
used in testing scales. Firehouses will 
The chil- 
dren may visit the Board of Aldermen, 
the Board of Estimate and Apportion- 
ment, the Board of Education, and the 
courts when they are in session. All pub- 
lic bureaus are free to them. City officials 
meet with civics teachers to tell them 
about their work and to suggest possibili- 
ties for cooperation with the schools. 

The children are, of course, persuaded 
that they must not become public nui- 
sances. For instance, in a cleaning-up-the 
neighborhood campaign, which a group 
of children may voluntarily undertake 
they learn to direct their energies profit- 
ably and valuably. They learn also the 
technic of writing letters of complaint to 
officials, when to write these letters, and 
when, too, not to write them. 

The trips that the children take, either 
in groups or with their families, and then 
write up as reports, would make an inter- 
esting book. A number of girls in Wash- 
ington Irving High School were recently 
eager to describe to me what they had 
seen and learned on a trip through lower 


stage special demonstrations. 


aS 
ae 
+R, bee 
a 
ir. 
iL 


Manhattan “In the Footsteps of the Old 
Dutch Burghers.” Different groups had 
also, during the year, visited the Metro- 
politan Museum of Art, the American 
Museum of Natural History, Central 
Park, Battery Park, Roosevelt House, the 
Municipal Building, Ellis Island, meet- 
ings of the Board of Aldermen and of the 
Board of Estimate and Apportionment, 
the Workmen’s Compensation Court, 
and the City Hospital on Welfare Island. 
Fifty such trips are suggested to them on 
a little printed sheet given to each girl. 
And in New York City there are many 
more such places of civic interest and 
beauty which they are encouraged to dis- 
cover for themselves. 

The young citizen does not stop with 
passive observation of his city. For some 
years now he has had the encouragement 
of an Active Citizenship Committee, 
composed of representatives of civic or- 
ganizations and city departments, which 
cooperates with the civics department of 
the public schools and offers boys and 
girls a variety of opportunities for serv- 
ing their neighborhoods and for express- 
ing their civic pride. The League of 
Women Voters, the National Civic Fed- 
eration, mothers’ clubs, the Merchants’ 
Association, and many others enlist pub- 
lic school children in various cooperative 
activities. 

In their school organizations these 
young citizens find another important 
practise shop in citizenship. Civics clubs 
conduct courts and legislatures ; debating 
clubs discuss civic problems. Sometimes, 
in a presidential year, a whole school may 
organize a mock election. Traffic squads 
and sanitary squads police the school 


February, 1929 





building itself. Pupils find stimulus in 
taking part in such extramural activities 
as the National Oratorical Contest, 
There are a hundred activities for the 
young citizen to choose among, and, as he 
progresses, an increasingly weighty re- 
sponsibility falls upon him. 

He may become one of the officers of 
his general organization. These student 
body associations are a distinctive feature 
of New York school life. They differ in 
function and scope among the various 
schools, although every high school has 
one. The officials are elected from the 
student body and are a most important 
factor in the school’s social life. Mem- 
bership is voluntary, but practically all 
students join and pay their dues, which 
in turn serve to finance all the student 
activities of the school. The funds are 
budgeted for each year, and, although 
teachers assist and advise, are actually ad- 
ministered by the student officers. 

The handling of public money, how- 
ever, is not the chief function of the gen- 
eral organizations. In a girls’ high school 
where interschool athletics play a smaller 
part than in the boys’ or coeducational 
schools, the financial duties are overshad- 
owed by the civic. In one such school an 
association based on a representation by 
classes has grown up. Its avowed purpose 
is to “direct student activities and to 
maintain good government in the school, 
especially by fostering the civic virtues of 
selfcontrol, courtesy, cooperation, and 
obedience to lawful authority.” 

There, in his general organization, let 
us leave our child—a full citizen in a 
junior democracy, as well as a junior citi- 
zen in a big city. 





At the right, the later-day idea of the policeman—a friend in need. 





N THE left—the judge turns over the courtroom to the young citizens who conduct a mock trial, faithfully copying the real ones. 











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Where is the Place of Understanding? 


WaLTeR A. TERPENNING 


Department of Sociology, Western State Teachers College, Kalamazoo, Michigan 


CCORDING to Emerson, the word of 
ambition in his day was culture. 
It is the same word in ours, as evi- 
denced by the efforts and expenditures 
being made to acquire it by our 820,000 
college students, our army of tourists at 
home and abroad, and the multitude who 
are availing themselves of the great va- 
riety of much-advertised shortcuts in the 
way of correspondence schools, five-foot 
shelves, and scrapbooks. 

The main difficulties in the way of our 
acquisition of culture are not that we do 
not desire it, but that we do not quite 
know what it is or where we can locate 
it. Like the Kingdom of Heaven, it has 
no exact and general definition, nor is 
it something of which we can say, “Lo 
here,” or “Lo there,” for behold, our 
culture is within us. 

Perhaps we were never more in need 
of Plato’s old philosopher who would 
undertake to explain to his fellows that 
the forms which they saw on the walls 
of their cave were not reality, but just the 
shadows of it. He would probably insist 
that some of the appearances which we 
have called culture are not its eternal 
forms at all, but only its shadow. 

Culture is not, as someone has sug- 
gested, a sort of dickey such as old- 
fashioned gentlemen used to wear in 
place of a shirt. It is not a decoration, 
or a polish, or something which may be 
spread on. Such superficial cultural ob- 
jectives remind one of the slogan in the 
paint advertisement, “Save the surface 
and you save all.” It is not-a covering 
which, like charity, covers a multitude 
of sins. It cannot be pointed out as any 
specific thing, such as refined manners, 

the using of one’s mother tongue cor- 
rectly, a knowledge of the classics, the 
ability to wear one’s clothes well, nor 
“whatever qualifies one for going to 
Europe.” Like M. Jourdain, our bour- 
geoisie are beginning to realize that cul- 
ture is not a matter of orthography. 

The teachers’ colleges of the country, 
and many other colleges, still give “life 
certificates” upon the completion of two 
years of college work. But the “life cer- 
tificate” is sometimes mistaken for the 
summum bonum of culture, and so be- 
comes a death certificate. 

There are many efforts at definitions 


of culture. One recent writer discusses 
it in high-sounding psychological terms 
and defines it as the ability to function 
without friction or conflict in the various 
social groups. If this were true, our poli- 
ticians would be our most cultured men. 
A cultured man cannot be a coward, 
however, and he must not be too careful 
of expressing himself for fear of coming 
into collision with his fellows, like the 
cock of the fable, who, when he found 
himself knocked from his perch and 
forced to dodge about under the feet of 
the horses in the stable, addressed them 
thus: “Friends, let us step gently, for 
fear we tread on one another.” 

Perhaps employment in the extreme 
machine specialization in which one looks 
for promotion only through putting in 
bolt number two instead of bolt number 
one, and which is said to make a man 
into a machine, is the nearest approach 
which busy men make to that condition 
of idleness for which Stevenson apolo- 
gizes. When the work of a man who has 
the capacity for culture becomes mechan- 
ical, his mind is at leisure, and he, too, 
like Stevenson’s idler, can be “contented- 
ly aware of a sort of morning hour upon 
all sublunary things, with an army of 
shadows running speedily and in many 
different directions into the great day- 
light of Eternity.” He, too, like the 
idler, can see “the shadows and the gen- 
erations, the shrill doctors and the plan- 
gent wars, go by in ultimate silence and 
emptiness ; but underneath all this . 
much green and peaceful landscape, 
many firelit parlors, good people laugh- 
ing, drinking, and making love as they 
did before the Flood or the French Rev- 
olution, and the old shepherd telling his 
tale under the hawthorn.” 

Surely the place of understanding is to 
be found in no remote region or by 
means of extraordinary experiences more 
easily than in the commonplaces of every- 
day living. We get our start in the 
family, neighborhood, and play groups 
and in the heaven that lies about us in 
our infancy. 

During youth, what could be more 
cultural or more common than for one to 
find himself in the state of mind in which 
he, like Dante, is determined to “say 
nothing of the blessed one until such time 


[47] 


as he can discourse more worthily con- 
cerning her,” and when he begins to hope 
for the time when he will be able to 
write concerning her, “what hath not 
before been written of any woman?” 
What guide can better show a man 
through his Empyrean than she? Who 
can better put him in contact with the 
best that has been said and thought in 
the world? 

Perhaps there is no respect in which 
the leadership of a little child counts 
for so much as in his cultural influence. 
Thoreau was of the opinion that adults 
have nothing of value to tell the younger 
generation, which discovery, if true, like 
that of the agnostic to the effect that we 
can know nothing about God, would be 
very important knowledge to pass .on. 
Thoreau, however, never raised the ques- 
tion as to whether the younger genera- 
tion had anything of value to tell us. On 
our part, we ought to strive to be able 
to bequeath them, insofar as our own 
title of meekness is clear, the earth and 
the fullness thereof. But they can do 
something greater for us. We may be 
able to introduce them to the society of 
the past and the present, but they can 
initiate us into the society of the future. 

Some of the disagreement about the 
nature of culture is due to the confusion 
of the means with the end, and while 
some of the old notions of culture seem 
to us to emphasize only the trappings of 
it, they nevertheless furnish us with 
helpful suggestions for the acquirement 
of the real objective. Ask the backwoods 
country boy, whose parents have waited 
to see if he would have any need for 
good manners before teaching them to 
him, or one who has had to stand with 
his back to the schoolhouse and watch 
the others play because he had a hole in 
the seat of his trousers, or one whose 
love letters have been criticized by the 
recipient because of poor grammar, spell- 
ing, or punctuation, if refined manners, 
proper clothes, and correct English are 
not concomitants of the realization of 
this larger membership in the social or- 
der. When one sees culture as an en- 
largement of his sympathetic relation to 
his fellows, it is easy to see that there is 
no scrap of knowledge which may_not 
“let us in” on a larger membership. — 





48 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1929 





Professor Cooley shows that all art 
enlarges human sympathy and has for its 
purpose that which Beethoven ascribed 
to music, the purpose of bringing about 
a oneness of emotion, thus suggesting to 
our minds the coming time of universal 
brotherhood. It is fortunate if one’s work 
allows one some of the spirit of art, “joy- 
ous selfexpression.” 

Kahlil Gibran, in his book The 
Prophet, furnishes an illustration of such 
work: 

And what is it to work with love? It is 
to weave the cloth with threads drawn from 
your heart, even as if your beloved were to 
wear that cloth. It is to build a house with 
affection, even as if your beloved were to 
dwell in that house. It is to sow seeds with 
tenderness and reap the harvest with joy, 
even as if your beloved were to eat the fruit. 
Work is love made visible. And if you can- 
not work with love, but only with distaste, 
it is better to leave your work and sit at 
the gate of the temple and take alms of 
those who work with joy. For if you bake 
bread with indifference, you bake a bitter 
bread that feeds but half a man’s hunger, 
and if you sing though as angels, and love 
not the singing, you muffle men’s ears to the 
voices of the day and the voices of the night. 

That is true of school teachers, any- 
way. 

If those who do the work of the world 
are to find in it a satisfying selfexpres- 
sion, each must understand the impor- 
tance of his special function in relation to 
the world’s work as a whole. Whiting 
Williams is right when he says: “The 
prime influence on all of us today is our 
wish to enjoy the feeling of our worth 
as persons among persons.” If the farm- 
er, for instance, is to cultivate himself 
along with his soil (not in the way 
Thoreau suggests) he must stop singing 
“The Farmer is the Man Who Feeds 
Them All” at least long enough to re- 
mind himself that all of us, including 
himself, need something else besides 
feeding. 

‘Travel has been recommended as an 
easy and comfortable means to culture, 
although many are doubtful about its 
effectiveness. A minister friend of mine 
thinks a contagion of certain old diseases 
such as lockjaw, writer’s cramp, and 
locomotor ataxia would be helpful nowa- 
days, the last named particularly, because 
it would make us “stay put” and quit 
chasing around the country trying to find 
that most delightful spot where we are 
not. Emerson says: ““Men run away to 
other countries because they are not good 
in their own, and run back to their own 
because they pass for nothing in the new 
places.” He thinks that one will not 
find anything in Europe which one has 


not seen at home. They scald milkpans, 
and swaddle infants, he says, and burn 
brushwood, and broil fish in any country. 
“Let him go where he will, he can find 
only so much beauty or worth as he 
carries.” 

It is not so important, however, 
whether a man travels or stays at home, 
cleans the streets or paints pictures, stud- 
ies the classics or manual arts, as that he 
have the capacity for and the spirit of 
culture. Perhaps the definition of cul- 
ture as contact with the best that has 
been said and thought in the world 
would not be objectionable if we used 
the word “contact” as an electrician 
uses it; and the reason some of us do not 
make much progress in cultural develop- 
ment is that we are like long-used spark 
plugs, in need of a mechanic in the way 
of a guide or a boss or a teacher, who can 
scrape off some of the carbon. We need 
guides who can really explain who Chris- 
topher Columbus was, and bosses who 
can “‘spiritualize the secular,” and teach- 
ers who can evaluate, that is to say, ap- 
preciate, the subjects they teach. 

If we are to achieve this “expansion 
of the soul” which is culture, we shall 
have to begin by following the advice of 
the wise man, who was thinking, I be- 
lieve, of something of the sort when he 
said, “The fear of the Lord is the be- 
ginning of wisdom.” One can hardly 
conceive of a cultured person who is not 
reverent to start with. Perhaps it would 
help for us to remind ourselves of what 
we owe not only to the nature of things 
in general, but to the society in which we 
seek this larger membership. I am re- 
minded of the words of one of the old 
hymns which my father used to sing as 
we clattered along on our way to town 
in the old lumber wagon: “Oh, to grace 
how great a debtor daily I’m constrained 
to be!” 

We must try also to become other than 
indifferent observers of life, and to seek 
to develop a purposefulness which will 
be sufficiently powerful to draw us into 
active participation in it. Not to sit ina 
house by the side of the road while the 
race of men go by will be the aim of 
those who would acquire true culture, 
but to get right into the procession, like 
the boy in the circus parade. 

We need a kindling of the mind simi- 
lar to that which happened to the great 
Tolstoi when as a small boy his brother 
Serge told him the story of the stick 
buried beside the pond on which was 
written the secret which would make all 
men happy. We need to seek some of 


that quality which a friend of mine calls 
“social equilibrium,” which is to a per- 
son what a vacuum is to an automobile, 
some of that characteristic which Samuel 
Pepys called “a good carriage,” or which 
is expressed by the old-fashioned word, 
grace. A cultivated man will avoid 
wasteful conflicts and try to perfect him- 
self in whatever will facilitate his effec- 
tive participation in the social order. 

Culture is not something which we 
absorb, but rather that which we must 
share if we are to get it or keep it. If we 
are to acquire it, we must make a con- 
scious effort to break down our idols of 
the cave, tribe, forum, and theater. We 
must come to look upon common men 
and women and boys and girls, not per- 
haps as types of madonnas and saints and 
saviors, but as types of fatherhood, 
motherhood, brotherhood, and_ sister- 
hood. We must make the connection 
between the past, present, and future, 
reminding ourselves that we grow out of 
the past, not outgrow it, and that great 
character, like great architecture, must 
be a memorial. 

What, then, is culture? 

It is to take off our shoes and tread 
with reverence the holy ground made 
sacred by the labor and suffering of the 
pioneer. It is to mingle our sweat with 
the sweat of the 100,000 slaves who 
toiled thirty years on the Great Pyramid 
in producing some work, tangible or in- 
tangible, which shall be of permanent 
value and help to preserve the sentiments 
and thoughts of the present for the future. 
It is to memorize a lullaby with which a 
hundred million mothers have crooned 
their babies to sleep. It is to appreciate 
a picture which detaches and lifts out 
of the confusing, distracting details of 
everyday life some great ideal. It is to 
let the dock laborer or the lumberjack 
introduce us to that multitude of home- 
less, wifeless, childless men who are 
ready to curse-God and die. It is to walk 
the streets with the throng, and to find 
the meaning of life, vicariously at least, 
through sharing their purposefulness, 
even their desperation. It is to have 4 
religious experience so sound that the 
gates of hell and the ministerial associa- 
tion combined cannot prevail against it. 
It is to read history and literature, and 
study science and art, in such a mannet 
as to find one’s way into that great com 
pany, that apostolic succession of saints 
and martyrs, prophets and seers, tellers 
of tales and singers of songs, yes, and 
hewers of wood, and drawers of watet, 
and diggers of ditches. 








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The Pro and Con of Interschool Athletics 


Henry S. Curtis 


Director of Hygiene and Physical Education for Missouri, Jefferson, Missouri 


larger place in the public mind than 

the whole program of physical edu- 
cation. The coach is apt to be the high- 
est paid man on the faculty. But to those 
who look at interschool athletics from 
an educational point of view, it is often 
an open question as to whether they are 
worthwhile at all. Some of the pros and 
cons may be worth considering. 

Perhaps the commonest objection to 
interschool athletics is that they reach 
only a small proportion and always the 
strongest members of the student body. 
Interschool athletics are very costly. In 
a study of athletics at Harvard and Yale 
made some fifteen years ago, it was shown 
that both these colleges were directly or 
indirectly spending something over $1000 
each on 100 picked athletes while the 
student body were receiving less than four 
dollars per capita. In our high schools, 
the sums expended are not so great, but 
when uniforms and travel are considered 
they make a considerable total. But the 
real extravagance is that the interschool 


[seer a athletics usually hold a 


. team often monopolizes the gymnasium 


and field and the time and interest of the 
coach or physical director to the practical 
exclusion of the student body who are the 
rightful owners of both facilities and 
time, 

A yet more injurious effect is that the 
publicity in connection with athletic con- 
tests often distorts educational values to 
such an extent that the high school ap- 
pears a mere minor appendage of the 
football and the basketball teams. The 
victorious heroes of these contests are 
given an amount of adulation which is 
not awarded to honor men in scholar- 
ship. 

The athletic injuries of the football 
field, which are often scoffed at by the 
football enthusiasts or even advocated 
as a means of training in virility, are 
more serious than coaches admit. A badly 
sprained ankle often means a weak ankle 
tor life and is almost certain to be painful 
during damp weather for years. Bruises 
in ribs and back are apt to reappear later. 
I have known men who were suffering 
seriously, on damp days, from bruises and 


sprains received in football many years 
before, 


The training given to the picked ath- 
lete is dealing with the law of diminish- 
ing returns. If the coach selects out of a 
class of forty the four best men whom 
we will suppose able to run 100 yards in 
ten seconds and gives them a period of 
intensive training, at the end of the pe- 


PLAYGROUND anp 
RECREATION 
sag ASSOCIATION 
OF AMERICA: 


riod, it may be that two of these men will 
run 100 yards in nine and four fifths sec- 
onds. The period of training has yielded 
two fifths of a second in speed. If, on the 
other hand, the coach had taken the class 
of forty, with an average speed of fifteen 
seconds, and given them the same kind 
and amount of attention, they would at 
the end of the time probably have run the 
100 yards at an average speed of thirteen 
seconds. The class would have gained 
eighty seconds in speed where the four 
men gained only two fifths of a second. 

But this is not the most serious result. 
In two or three years the four men in- 
tensively trained will run the 100 yards 
probably not in nine and four fifths sec- 
onds but in about ten and two fifths sec- 
onds. In other words, the intensive train- 
ing which they have received in high 
school has been, in some cases at least, in- 
jurious to them. On the other hand, the 
forty will probably run the 100 yards in 
about twelve seconds. 

The great time for physical education 
is during the elementary school. This is 
the great physical period of life. It is 


[49] 





then that skills are most easily acquired. 
It is then that the interest in physical ac- 
complishment is highest and almost uni- 
versal in extent. It is the time when the 
establishing of a normal growth and 
health are paramount. If we were giving 
half the attention to the development of 
our elementary children that we are giv- 
ing to our high-school athletes, we could 
soon see the difference in the general ap- 
pearance of our people. 

To counteract these evils in high school 
the following rules seem to be necessary : 


1. A careful physical examination of 
every pupil to cover not only heart but 
also lungs, thyroid, and nerves. The pupil 
with a heart murmur may go through a 
strenuous football season without seri- 
ous injury, but one who has an enlarged 
thyroid, insipient tuberculosis, or an un- 
stable system will almost certainly be 
injured. 

2. Interschool contests should be in 
charge of competent physical directors 
who are not willing to sacrifice a student 
in order to win a tournament. They 
should understand the reasonable limits 
of training and the amount of competi- 
tion which any growing boy can stand in 
a single day. 

3. In order to cut down on the ex- 
penses and time involved in interschool 
competition, the districts in a good many 
states should be much smaller, so that a 
populous state would be divided into not 
less than twenty or thirty districts rather 
than four or five.’ 

4. The time which may be taken from 
school work should be limited by the state 
association. 


5. That competition in basketball and 
football should be limited to pupils be- 
tween the ages of fifteen and nineteen. 
The boy who is approaching twenty-one 
during the football season is the age of a 
college junior, as the average age of col- 
lege graduation is but a little over twenty- 
two. The average age of graduation 
from high school is about eighteen and a 
half. The average high-school senior is 
probably only seventeen during the foot- 
ball season. If boys are allowed to com- 
pete in football until they are twenty-one 
years of age, the team is apt to be made 
up of these overage boys to the exclu- 
sion of boys who are going through high 
school at the normal rate. The most seri- 








50 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ous danger in football is when these 
mature men of college age are brought 
against young and immature boys of fif- 
teen and sixteen. 

6. The weight of football players 
should be restricted to limits from 125 to 
185 pounds. It might seem that this is 
unnecessary, but two years ago we had a 
high-school team in Missouri with an 
average weight of 212 pounds while the 
center man was six feet six inches tall, 
weighed 276 pounds, and could put 150 
pounds over his shoulder with either 
hand. It may be that such a heavy team 
does not stand any better chance of suc- 
cess than a lighter one, but it is an ex- 
tremely dangerous team to young and 
light opponents. There was a case in this 
state three years ago where a man weigh- 
ing 220 pounds came down on a light boy 
of seventeen and broke his back. 

7. The educational authorities should 
seek to control as far as possible the pub- 
licity in the papers to see that opponents 
receive justice and that sportsmanship is 
given no less attention than victories. 

8. As the junior high school is now a 
separate institution from the senior high, 
school competition should be restricted 
to three years at the longest. In the 
larger high schools with a thousand or 
more pupils, competition should be for 
one year in each event in order to give a 
larger number of boys an opportunity to 
compete. We have high schools in Mis- 
souri where the entire basketball team 
have been playing together as a school 
team for four years, thus completely ex- 
cluding for a four-year period any other 
boy from making the team. The high 
school is not the time for specialization 
but for general training. We have ac- 
cepted this principle in languages, mathe- 
matics, and all 
academic subjects, 
but we are violat- 
ing it grossly in 
our athletics. 

What is the ob- 
ject of interschool 
athletics anyway? 
If you ask the stu- 
dent body or the 
alumni or an aver- 
in the 
community, he will 
tell you the object 
is to win the cham- 
pionship, to have 
a victorious team. 
Looked at from the 


age person 


point of view of 
the state, it must 
be said that if this 
is the object there 











can be no argument made for interschool 
athletics. The state has no interest in 
having one high school win over an- 
other high school. For every victory 
there is always a defeat. If you con- 
sider a series as a whole in which twenty 
teams take part there will be nineteen 
defeated teams and one victorious one. 

lf we consider the winning of games to 
be the objective, the results of defeat are 
serious. The losing team has a feeling of 
defeat and is ofttimes ashamed of the 
team and the school. The members fre- 
quently cry at the close of the contest, 
and the coach often loses his job. 

At meetings of the board of control of 
the state high-school athletic associations, 
most of the time is taken up with the dis- 
cussion of petty questions of eligibility 
that have no significance either in physi- 
cal education or in the general welfare. 
If the purpose of these contests were the 
welfare of the competitors or physical 
education, these questions would not arise. 

Of course, the purpose of the team will 
always be to win, but school authorities 
should*look at athletics in a larger way. 
Certainly no educational organization 
can conscientiously encourage interschool 
sport if it sees no larger objective. 

The purpose of interschool athletics 
should be to train men to stand the gaff 
and meet the competitions of life. In the 
struggles that are to come there will be 
defeats as well as victories. The ability 
to do one’s best to the end of a losing 
game is about as valuable training as to 
make a spurt when everything looks like 
victory. 

Where the student body has controled 





February, 1929 








athletics in the interest of winning teams, 
coaches with little education and of the 
roughneck variety have often been se- 
lected. There was a good deal of profan- 
ity and obscenity, and their sportsman- 
ship was that of the corner gang. Far 
more than the teacher of mathematics 
or English the coach should be a man 
worthy of imitation. His first character- 
istic should be good sportsmanship and a 
virile, aggressive attitude toward difficul- 
ties. Profanity, obscenity, and smoking 
on the field should be valid reasons for 
his discharge. The coach has a personal 
contact with students similar to that of 
the dean of men or the dean of women. 
This training is an excellent preparation 
for a principalship or a superintendency, 
It would be hard to estimate what the 
influence of Alonza Stagg has been upon 
the athletes of the University of Chicago, 
Interschool athletics as a whole are 
primarily a spectacle such as an out- 
door theater or pageant; the primary 
consideration is not the effect on the 
team on the field but on the thousands of 
spectators who are on the bleachers. The 
football stadium is the greatest classroom 
in the world. It may teach school spirit 
and sportsmanship more effectively than 
they can be taught in any way and to 
many thousands at the same time. 
When loss of time, loss of academic 
interest, expenses, and athletic injuries 


are considered on one side and a physical ° 


development suited to an entirely differ- 
ent age of history is considered on the 
other, it is a question on the physical 
side whether we have a positive or a nega- 
tive quantity. The physical develop- 
ment of a football 
hero may not fit 
for modern life, 
but its aggressive 
ness, its selfconfi- 
dence, its social 
contacts, its travel, 
its facility in meet 
ing people, and its 
sportsmanship are 
of trer-endous 
value. Interschool 
contests should be 
regarded primarily 
as a social rather 
than a physical phe- 
nomenon. T hey 
lie quite as much 
in the field of ethics 
and sociology as if 
the field of physical 


education. 





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Personal Growth Through Mental Hygiene 


Mental Health and Environment 


NLY SLOWLY and with great labor 
() can man change his physical en- 

vironment. But he is permitted 
to create his mental environment, the 
thoughts and feelings with which he is 
surrounded. And if he would, he could 
in a short time make such a vital change 
that it would not seem like the same 
world. Athens was Athens because of 
her ideal of “harmony” (now nicknamed 
“integration” ) for the soul, and the en- 
vironment of “music” to which the grow- 
ing personality adapted itself. Sparta 
was merely Sparta because she had no 
music in her soul. 

We must choose our mental milieu as 
we do our bodily abode, thoughtfully. 
The teacher is supposed to favor an “in- 
tellectual atmosphere.’’ Yet too much in- 
tellectual dust is dangerous. If it could 
explode, as other pulverized particles can, 
the heads of many of us would be blown 
to pieces. 

Are we over-inhibited ? Let us go where 
life has more of the rollicking, college- 
boy spirit. Do we lack courage? Let us 
train with the stalwarts. Gideon sent 
back the fearful from his band. Would 
that we could dismiss to the rear all con- 
taminators of mental health. As the 
sponge absorbs his medium of life and 
ejects it, living thereby, so do we imbibe 
our mental medium and thrive or lan- 
guish on it. 

‘But you must sometimes accept a men- 
tal environment instead of choosing one. 
And then the two big questions are : How 
do you take it ? and How do you make it? 

A child can be killed by mental mis- 
handling. He does not know how to take 
it, how to protect himself. We, like him, 

May not even recognize what is being 
practised on us, for it has been shown 
that we are influenced mentally by 
stimuli of which we are not even aware. 
Rule one, then: Recognize what is in 
your mental environment and make your- 
self keenly sensitive to it, even at the 
cost of suffering. And watch for the first, 
faint, responsive-stirrings of pique or pas- 
sion in yourself, 

Rule two: Practise making yourself 
mentally impervious at will. Still better 
than the “poker face” is the poker mind. 
The soul has eyelids, as the body has. 


DaniEL Wo.trorpD La RuE 


Learn to close them when babies cry, or 
pupils persecute, or seducing spendthrifti- 
ness, backed by public practise, would 
tear the eyes out of your economy. Tell 
yourself, “I am too big a person for any 
such trifle as this to rouse or rend me.” 
If that is false at first, repeat it at length 
and by the repetition you will make it 
come true. 





QO” GREATEST task is to create a new 
world by projecting a new mental 
environment. Men do not go to war be- 
cause of mountains and valleys merely, 
but because of the thoughts and feelings 
with which they are surrounded. 

The final test for any school or mode 
of teaching is this: Does it keep the 
disciple in a superior mental environ- 
ment, especially that of a greatsouled 
master P 

Whether or not your food digests 
depends on the mental environment you 
give your stomach. 

You cannot do a better thing for 
your own mental health than to de- 
termine to do something for the mental 
health of the community. 














But we should all aspire to help make 
the mental environment. “The most im- 
portant thing about an automobile driver 
is his mental condition,” says a New 
York judge. In traffic, shall we regard 
every driver as a competitor in a mad 
scramble where each would give a mil- 
lion of money for an inch of time or 
space? If so, we shal! increase our ac- 
cidents another thousand percent next 
year. 

We teachers, whose chief responsibil- 
ity, perhaps, is that of creating a mental 
environment for those who are in the 
stage of character absorption, are con- 
stantly determining our own mental 
set by common stimuli not generally 
thought of in this connection, posture, 
dress, and voice. “This teacher,” wrote 
one of her pupils in after years, “was 
very angular, and always assumed the 
posture of dilapidation. She never smiled, 
and always dressed in black. Her voice 
was nasal and drawling. The only bright 
thing that relieved her sombreness was 
the gleam of anger that shot from her 
eyes.” 


[51] 


Have you never, in the privacy of your 
room, stood and acted like Smith, Jones, 
or Lucy, in order to make yourself feel 
as he or she must within the very lining 
of the soul? Act like a rogue long enough 
and you will be one. Herein is justified 
much of our dramatizing: It gets us in- 
side the truth instead of leaving us star- 
ing at its outside. The play’s a thing 
wherein we can create the consciousness 
of a king. And so is posture. 

We identify ourselves first of all with 
our bodies, and next with our clothes. 
Clothes both extend and create our per- 
sonalities. “The queen is scarcely a queen 
with her crown off. We are dramatizing 
something all the while, and costume is 
a key to character. Could you teach well, 
dressed in beggar’s rags, or in the cartoon 
garb of a clown? 

If architecture is frozen music, artis- 
tic clothing is good manners in the stat- 
uesque. “If I were rich,” declared a 
teacher, “my dress would express me.” 
But there are many rich choices of style, 
color, and comfort, even within the 
limits of the professional purse—so we 
can follow Polonius’s advice, “rich, not 
gaudy.” Wealth brings the temptation to 
use clothing as a camouflage for personal- 
ity, rather than an expression of it. Na- 
ture, in making us, has set our individual 
style, leaving us to complete and touch 
up the picture through choice of attire. 
Dress should contribute to the harmony 
within, and to the mental environment 
of the community. 

Finally, voice—another selfdetermin- 
ing and environment-creating stimulus, 
not so constant as dress (let us hope), 
but even more an index to the self, since 
it is the soul going out in sound. If 
our voices issued from our mouths as 
vibrating clouds of vapor, colored accord- 
ing to their beauty or ugliness, teachers 
of vocal culture would soon be rich. 
One superintendent asserts that the teach- 
er’s voice is the control key to his nerves ; 
and that if he will take pains to keep his 
throat open, with voice rich and well- 
modulated, he will finish the day in peace. 
And how remarkably the pupils respond 
to an environment of 
sound! 

It is worth trying. 


sweet-pulsing 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1929 





The Journal of the 
National Education Association 


Published monthly, except July, August, and Sep- 
tember, by the National Education Association of 
the United Sates 


President, Uel W. Lamkin 
Secretary, J. W. Crabtree 








The payment of $2 active membership dues entitles 
a member to attend all meetings of the Association 
and its departments, to vote for delegates to the 
Representative Assembly, to hold office, and to re- 
ceive THe JOURNAL. 

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

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

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





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


Harold A. Allan 


Business Manager 


Joy Elmer Morgan 
Editor 


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


The American High School 


MERICA’S greatest gift to the world 
is the idea of free public school 
opportunity for all children. The 

first tax-supported high school in the 
United States was the Boys Classical 
School of Boston which was established in 
1821. There were many decades of strug- 
gle in city after city before the idea be- 
came established. But once it had found 
its way into the hearts ef the people it 
spread by leaps and bounds until now 
even small towns and the open country 
enjoy this wonderful service. In 1880 
free high schools enroled 110,277 pupils. 
Every decade since then the enrolment 
has approximately doubled so that the 
figures read: 202,963 in 1890; 519,251 
in 1900; 915,061 in 1910; 2,100,389 in 
1920; and now more than 4,000,000! 

It is no criticism of these schools to say 
that their graduates are not able to do 
certain things which the schools do not 
aim to prepare them to do. We need not 
be surprised if overseas observors accus- 
tomed to a system of secondary education 
whose primary aim is scholarship should 
fail to understand our American institu- 
tions. 

While the old world has perfected its 
notion of a lengthened period of training 
for those who wish to become scholars, 
America has developed the ideal that a 
longer period of guidance is important for 
all youth—the weak as well as the strong; 
the dull as well as the bright; the way- 
ward as well as the exemplary. The 





working out of this new ideal is still in its 
pioneer stage, but it has already borne 
fruit beyond the dreams of its sponsors. 

It is generally conceded that the weak- 
est area in adolescent education today is 
the small high school. Workers in these 
schools need more faith in their own 
ability to determine educational values in 
the iight of local and individual needs. 
They have wonderful opportunities for 
pioneering service and wholesome experi- 
ment. According to the Sixth Yearbook 
of the Department of Superintendence— 
which may well be‘ the professional bible 
of every secondary school worker—there 
were 18,157 high schools in the United 
States in 1926 of which 10,999 or 61 
percent had an enrolment of 100 pupils 
or less. All honor to these schools. They 
are staffed by countless unknown teachers 
of priceless gifts and devotion. 

Out in northwestern Montana is a 
great institution known as the Flathead 
County High School. It is presided over 
by a principal, Payne Templeton, who 
knows what a modern high school should 
be. Mr. Templeton wrote the article “A 
Profession in the Making” which ap- 
peared in the December JouRNAL. The 
Flathead messenger is a2 monthly paper 
published by the faculty of this high 
school as a means of interpreting the work 
of the school to patrons and citizens. It 
contains an editorial on “Essentials of 
a Progressive School” which is so clear a 
statement that we reprint it here. 


Essentials of a progressive school—Before 
the American high school can become the 
people’s college it hopes to be, before it can 
serve practically all young people of high- 
school age, there are at least three major con- 
ditions which must be met. 

First, the process of changing the curricu- 
lum, administration, and teaching method 
must continue apace with the times. The 
typical high school is still keyed up to the 
highest third of its students, though not nearly 
so much so as in the past. The curriculum is 
still too narrow for twentieth century life and 
is aimed too much at college preparation. 
Teaching method is still too rigid and lacking 
in variety and adaptation. The greater the 
number that come to school the greater the 
variety of ability and interest that must be 
served and the more the high school must 
exert itself to spread its service effectively. 

Second, there must be fiscal changes. The 
maintenance of the American high school to- 
day runs around five hundred million dollars 
annually. If practically all students should 
come to school the annual cost would be 
doubled and hundreds of additional buildings 
and equipment would need to be provided. 

Throughout America practically all the 
taxation burden falls at present upon real 
property, until holders of property are crying 
out for mercy. If America is to continue and 


expand its policy of providing secondary edu- . 





cation for all, the base of taxation must be 
widened to include other types of property, 
And there must be a political change. That 
is, the unit for the levying and distributing 
of taxes must be enlarged. The district js 
too small a territorial unit for the support of 
the high school. It should bear part of the 
burden but not nearly all of it; the county 
and state should give substantial help. 

Third, and most important, there must be a 
deeper sense of appreciation. Even high- 
school teachers do not realize the type of in- 
stitution they are working in and do not ap- 
preciate the opportunity that is theirs. The 
general tax-paying public does not stop to 
think—in its hurry and bustle, does not see 
the high school in all its magnitude and glory, 
This institution has just grown up in America; 
it hasn’t been consciously planned. The 
American people do not realize what a giant 
they have raised. Even parents of high-school 
students are often blind to the purposes of the 
high school. Some of them seem to think it 
just a social institution, just a place where the 
child should go as a matter of course. Some- 
one asked Mr. Dooley if he should send his 
boy to high school and Mr. Dooley answered, 
“Sure, you don’t want him around the house 
at his age, do you?” 

High-school students are notoriously blind 
to their opportunities. Too many of them think 
high school is just a pleasant place to loaf, a 
nice warm place to spend the winter. It is 
that, of course, but not that mainly. It is 
a place where life in both its pleasant and its 
serious aspects is lived and where there is 
serious preparation for a more complicated 
sort of life to be experienced later. 


D’™ BANCROFT JoHNSON, president of 
Winthrop College, Rockhill, South Car- 
olina, and past president of the National 
Education Association, whose death on De 
cember 26 marked the passing of one ® 
America’s most able and beloved educationdl 


leaders. His career was characterized 
his vision of the social responsibility of edu- 
cation. He constantly saw the influence © 
the school and college extending out into the 
daily life of the. community. 




















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Vocational Education During 1928 


J. C. Wricut 


Director, | ederal Board for Vocational Education, Washington, D. C. 


HIS SUMMARY deals primarily with 

vocational education of less than 

college grade, under public control, 
as carried on under the terms of the na- 
tional vocational education act and the 
state acts and state plans complementary 
thereto. 

The situation in 1928 can best be pic- 
tured in two ways: In terms of statis- 
tical data, and in development of lines 
of thought. Speaking statistically, state 
and federally aided programs have shown 
certain satisfactory developments during 
the year. Financially, the states have 
continued increasingly to contribute 
funds in excess of those required to 
match federal funds. During the last 
year, for every dollar of federal funds, 
an average of $2.77 was provided from 
state funds, local funds, or from both. 
This ratio has steadily increased from 
the inception of the program in 1917. 

The total utilization of federal funds 
by the states during the last year reached 
94.9 percent, the highest figure yet at- 
tained. This probably represents the ap- 
proximate maximum absorbing power of 
the states, since there are always situa- 
tions which come up in the administra- 
tion of the state acts by state boards for 
vocational education which will probably 
prevent this figure from ever rising to 
100 percent. 

The enrolment in schools actually re- 
ceiving federal aid during 1928 was ap- 
proximately 860,000 out of a possible 
1,000,000. The difference in these 
figures is due to the fact that some states 
have adopted policies whereby federal 
aid is not always given to schools and 
classes which nevertheless meet the re- 
quirements of the state plan, and which 
are under the supervision of state boards 
for vocational education. On the whole, 
the enrolment in agricultural, trade and 
industrial, and home economics schools 
and classes has increased somewhat in 
excess of the normal expectation. 

The more widely opportunities are 
spread over a state, the greater the ac- 
cessibility to those for whom the pro- 
gram is intended. Hence, the increase in 
the number of schools and classes is an 
indication of a desirable form of de- 
velopment. The variety of types of 
schools and classes makes it extremely 


dificult to determine this figure accu- 
rately. Agricultural departments in high 
schools are a fairly standard type. The 
same statement is generally true in the 
case of home economics classes in sec- 
ondary schools but many types are op- 
erated in the trade and industrial field. 
Evening classes are organized in so 
many different ways in all three fields 
of vocational education that accurate and 
comparable figures are not procurable. 
On the basis of distinct administrative 
units or units obviously geographically 
separated which are reported by the 
states as having received federal aid, the 
increase during the last year has been 
approximately from 8700 to 10,000. 

An important development which has 
taken place is an increasing clarity of 
understanding as to the function of vo- 
cational education as compared with 
other desirable forms of educational ac- 
tivity. This has been particularly true 
in the case of manual training, indus- 
trial arts, and vocational guidance. 
While unfortunately there still appears 
to be considerable confusion in the minds 
of many educational workers as to the 
social functions of these three forms of 
educational activity, it can be fairly said 
that there has come about a much clearer 
understanding with regard to these mat- 
ters. It is becoming more and more rec- 
ognized that industrial arts and manual 
training function as part of a general 
educational program, serving to motivate 
programs, to render some service as a 
finding agency, and to offer a highly eff- 
cient educational medium for many types 
of secondary school pupils. The function 
of vocational guidance has in the same 
way become more clearly defined as that 
of assisting the individual to capitalize 
to the best advantage upon whatever op- 
portunities, special aptitudes, and abili- 
ties he may possess. As distinguished 
from these two educational enterprises, 
vocational education is now becoming 
much more clearly recognized as that 
form of education which assists an in- 
dividual to secure specific training which 
will help him in getting a job, holding a 
job, or getting a better job. 

A second important trend which has 
manifested itself more strongly during 
the last year than heretofore has been in 


[53] 


the increasing recognition of the relative 
efficiency of vocational education for 
those who are looking forward to em- 
ployment as compared to those who are 
already engaged in an occupation with 
which vocational training deals. The in- 
creased attention which has recently been 
given to adult education has unquestion- 
ably affected the trend in vocational ed- 
ucation in all fields. 

A third important development has 
been the attention given to the efficiency 
phase of vocational education and the at- 
tempt to develop certain methods and 
procedures whereby the efficiency of vo- 
cational courses or schools or programs 
can be evaluated in terms of certain 
standards. 

Up to the present time general educa- 
tion has developed but few types of 
schools. The senior and junior high 
school and the elementary school are 
standard types. In vocational education, 
however, many types have been devel- 
oped, such as the regular preemployment 
day school, the partime trade school, the 
apprentice school, the partime continua- 
tion school, the dull season school, the 
school for “in and outers,” the oppor- 
tunity school, the short unit course, and a 
number of others. During the last year 
there appears to have been a distinct trend 
towards the utilization of types of schools 
wherein the student divides his time be- 
tween work in an occupation and at- 
tendance at school. 

In the field of vocational rehabilita- 
tion it is recognized that vocational edu- 
cation is a portion of the process of re- 
habilitation. Considerable progress has 
been made along two lines: First, in dem- 
onstrating the social and economic value 
of rehabilitation, and, second, in securing 
a much better agreement as to its func- 
tion and as to the most efficient pro- 
cedures which can be followed in carry- 
ing it out. A very elaborate study of 
something over 6000 cases of rehabilita- 
tion during the last four years has dem- 
onstrated beyond question not only that 
the great proportion of individuals can 
be successfully rehabilitated, but that in 
many cases rehabilitation has functioned 
in actually giving them a greater earning 
power than that which they previously 
possessed. 









































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School of Education, University of Chicago 


HERE seems to be an evident trend 

in interest toward certain types of 

problems. ‘hese problems are con- 
cerned with behavior or conduct, with 
the control or education of behavior, 
with tests of personality and of conduct, 
and with mental hygiene. Along with 
this interest toward the nonintellectual 
aspects of educational psychology is the 
development of an interest in the early 
period of childhood. It is coming to be 
felt that the explanation of much of the 
older person’s behavior is to be found in 
the experiences of the early years. Re- 
search is, therefore, being concentrated 
upon this period of the child’s life. We 
may probably trace this interest in be- 
havior and in the early period of life 
to several sources. Among these is the 
psychology of Freud and the psycho- 
analytic method, the doctrine of behav- 
iorism with its emphasis upon training 
and experience as contrasted with in- 
stinct, and a reaction against the ultra- 
intellectualistic interpretation of mental 
development. The general interest in 
character education, prompted by the 
current shift in standards of conduct 
and the apparent increase in delinquency, 
may also be responsible for the domi- 
nant trend. 

We may first notice the development 
in the study of the mental development of 
children. This type of study was neg- 
lected for a long period following the de- 
cline of the childstudy movement under 
Hall and his associates. A prominent fea- 
ture of the presentday research is the 
clinical method. This method is being ap- 
plied in the examination of children who 
present problems in behavior. Its purpose 
is not only to prevent or cure delinquency, 
but also to get rid of mental and social 
conflicts*and to promote mental health. 
Vigorous research is being promoted in 
this field as illustrated by the activity of 
child guidance clinics. A prominent ex- 
ample is the Commonwealth study being 
carried on in the city of Toronto. 

Studies of the mental growth of chil- 
dren of a more general type are also being 
carried on. A summary of the knowledge 
in this field was given in H. L. Holling- 
worth’s Mental growth and decline. \m- 
portant contributions to our knowledge 
of mental growth have been made by a 





Educational Psychology During the Past Year 


Frank N. FREEMAN 


series of studies in the Child Welfare Sta- 
tion at the University of Iowa. These 
studies have dealt with the preschool age. 
Even greater emphasis is being placed 
upon studies of mental development in 
Europe. The work of Jean Piaget is at- 
tracting considerable attention. He has 
recently published two books which have 
been translated into English, called Lan- 
guage and thought of the child, and 
Judgment and reasoning in the child. 

Along with the marked interest in the 
early period is coming a very significant 
emphasis upon the possibilities of educa- 
tion in the adult. As an expression of the 
interest in adult education, a recent im- 
portant study of adult learning has been 
made by Thorndike and his collaborators. 
The book, entitled ddult learning, pre- 
sents the evidence from numerous studies 
that there is little if any decline in learn- 
ing ability up to middle age. 

Another important subject of study is 
the interpretation of individual differ- 
ences and of the causes of individual dif- 
ferences and of mental growth. This has 
been the subject of animated discussion 
for some years in connection with the 
interpretation of intelligence tests. It is 
related also to studies which have been 
carried on by the newer school of biolo- 
gists. The Twenty-Seventh Yearbook of 
the National Society for the Study of 
Education contained a large collection of 
investigations bearing upon this general 





Fae a wih 


Providence, Rhode Island. 
[ 54] 


fesse Public Library, Knight Memorial, 


question. While these and other studies 
have not yielded a final answer to the 
problem of nature and nurture, they do 
appear to indicate that the extreme 
hereditarian point of view is to be ques- 
tioned. The reaction against this extreme 
view is represented in W. F. Dearborn’s 
Intelligence testing. 

In the field of mental tests the chief 
productivity during the past year has 
been in the development of tests of char- 
acter, attitudes, emotions, and _ similar 
nonintellectual traits. The interpretation 
of these tests will undoubtedly undergo 
the same vigorous criticism as has the 
interpretation of intelligence tests. But 
they promise to yield important insight 
into the characteristics of the individual. 
On the intellectual side a vigorous at- 
tempt has been made to measure abilities 
analytically instead of finding a general 
blanket measure. This attempt is repre- 
sented competently in Clark L. Hull’s 
A ptitude testing. This analytical test- 
ing is commonly carried out by elaborate 
statistical methods. 

The types of research which have been 
described seem for the moment to have 
eclipsed the more prosaic studies of 
learning. Some investigation has been 
made of the psychology of school sub- 
jects. Studies of learning, however, have 
probably not been prosecuted as vigor- 
ously as they deserve. 

As in recent years, many studies have 
been made consisting chiefly in the appli- 
cation of intelligence tests to groups of 
individuals. These studies as a whole ap- 
pear to be among the less productive of 
the investigations in psychology. 

The general trend in the textbooks in 
the field seems to be toward an emphasis 
upon practical applications. Many of the 
earlier textbooks consisted chiefly of gen- 
eral psychology with a few incidental ap- 
plications to education. The recent texts 
usually include something of the psychol- 
ogy of the school subjects, testing, indi- 
vidual differences, elementary statistical 
methods, and allied subjects. They 40 
not, however, include an account of the 
mental development of the child. Ex 
amples of recent texts are those by E. H. 
Cameron, A. M. Jordan, and Peter Sand- 
iford, all under the title Educational psi 
chology. 


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School Administration During 1928 


GeEorGE D. STRAYER 


Professor of Education and Director, Division of Field Studies, Institute of Educational Research, 
Teachers College, Columbia University, New York City 


ROGRESS in school administration is 

dependent upon scientific inquiry. 

The year of 1928 was marked by 
most significant advances in the applica- 
tion of scientific methods to the problems 
of administration. Not many years ago 
the dismissal of Superintendent McAn- 
drew in Chicago would have been the 
occasion for many expressions of regret. 
During the past year the publication of 
School and society in Chicago gives a 
scientific analysis of the situation which 
made it possible for the mayor of Chicago 
to carry out his purposes. The time has 
arrived when scientific inquiry is the 
basis upon which we discuss all of the 
problems of administration. 

Further evidence of the acceptance of 
the scientific method of approach to ad- 
ministrative problems is to be found in 
the program of the meeting of the De- 
partment of Superintendence. The out- 
standing feature of the Boston meeting 
was the amount of scientific material 
presented. In line with this program is 
the work of the elementary and second- 
ary school principals whose yearbooks 
present the results of inquiries concern- 
ing the work of these groups. Further 
evidence of the movement is found in 
the publications of state teachers associa- 
tions and the appropriations which they 
are making for the conduct of scientific 
inquiries in several states. 

The work of the National Education 
Association through its Research Division 
has never been more significant than dur- 
ing the years just past. In addition to the 
continuing study on teachers’ salaries, the 
bulletins on Creating a curriculum for 
adolescent youth, The principal studies 
his job, The advance of the teacher re- 
tirement movement, and Practises affect- 
ing teaching personnel offer a substantial 
contribution to the scientific study of the 
problems in which all administrators are 
interested. It is gratifying to note that 
our national association is devoting so 
large a part of its revenue to this most 
fundamental type of activity. However 
adequately research agencies may be de- 
veloped in connection with our universi- 
ties and state offices, there will always be 
the need for the service that can be ren- 
dered best by the national association. 


The scientific work done by the Na- 
tional Education Association and by 
other investigators has been used as the 
basis for readjusting salaries in one fifth 
of the cities in the United States having 
more than ten thousand population. 
These salary adjustments have for the 
most part carried an increase for teach- 
ers. They have, as well, recognized the 
principle of paying larger salaries to 
those having the maximum of training. 
The single salary schedule has been 
adopted in a number of cases. This sal- 
ary adjustment is partly responsible for 
the very large percent of teachers in at- 
tendance in our summer schools in 1928. 
Approximately thirty-one percent of our 
teachers availed themselves of the oppor- 
tunity presented in summer sessions for 
their personal and professional improve- 
ment. 

There has been a reawakening to the 
importance of the problem presented by 
the facts of retardation and failure dur- 
ing the past year. Everywhere adminis- 
trators are attacking the problem in a 
way that promises better opportunity in 
our schools for individual boys and girls. 
We are acknowledging the fact that 
there must be many standards of work 
and many types of opportunity provided 
through courses of study and curriculums 
if the school is to provide opportunities 
for all children. Failure and retardation 
are coming to be thought of as abnormal. 
The criterion which is proving acceptable 
proposes that every child shall have that 
opportunity which will enable him to 
make such progress as may be expected 
of one of his intellectual attainment. 

In this connection it is worthwhile to 
call attention to the development of the 
visiting teacher movement. In the past, 
home conditions unknown to classroom 
teachers have often been the most certain 
cause of failure in school. Visiting teach- 
ers are being more commonly employed 
and preparation for this most important 
work is being extended. During the past 
year twenty courses for the preparation 
of visiting teachers were offered in our 
colleges and universities. 

Most significant progress is being made 
in improving teaching by means of mov- 
ing pictures and by the use of the radio. 
There will soon be issued a scientific study 


[55] 


reporting on extensive experiments in 
which moving pictures were used as an in- 
strument of instruction. Modern school 
buildings are being wired for radio recep- 
tion and loud speakers are being installed. 
It seems entirely probable that similar 
installations will be made in our older 
buildings in order to bring to children the 
important programs that are being ar- 
ranged. 

There has been a real advance, during 
the past year, in the work of our partime 
schools. Interest in the continuation school 
and in adult education is growing through- 
out the country. It seems probable that 
we are on the eve of a great expansion of 
our offering for employed youth and 
adults. This program will take account 
of the necessity for education which will 
mean for better use of leisure time as well 
as for the contribution which it may make 
to vocational advancement. 

A conference on education in the south 
was called by the University of North 
Carolina in November. The discussions 
of the conference and the reports of prog- 
ress in the southern states must have 
been most gratifying to those who were 
responsible for those earlier conferences 
discontinued some years ago. Here, as 
elsewhere, the dependence upon scientific 
inquiry as the basis for the advancing 
program was most evident. 

Throughout the country there con- 
tinues to be agitated the development of 
some adequate governmental machinery 
for the administration of public educa- 
tion. By vote of the people, Lake County, 
Minnesota, has been organized asacounty 
unit. The Florida state survey proposes 
to strengthen the county unit in that state 
by abolishing special tax districts and by 
the selection of the county superintendent 
by the county board of education. In 
several of the states the proposal to place 
the selection of the state superintendent 
of schools in the hands of a state board 
of education is before the people. Every- 
where there is recognition of the necessity 
for a local unit of administration large 
enough to make possible the employment 
of a competent executive supported by a 
staff whose training and ability will per- 
mit that increased efficiency in the ad- 
ministration of our schools whichscientific 
inquiry has made possible. 


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Teacher Training During 1928 


GeEorGE WILLARD FRASIER 


President, Colorado State Teachers College, Greeley, Colorado 


HE YEAR 1928 has been marked by 
many interesting and progressive 


movements in teacher training. The 
first and most significant change has 
been the accrediting of teacher-training 
institutions by The American Associa- 
tion of Teachers Colleges. This national 
organization has existed for several years 
and was recently made a department of 
the National Education Association, but 
up to February 1928 there had been no 
practical accrediting of member institu- 
tions. Two years ago a committee was 
appointed to formulate standards. The 
report of this committee was accepted 
and standards adopted at the 1927 meet- 
ing. At this time another committee 
was appointed to put these standards into 
operation. During 1928 inspectors rep- 
resenting this committee visited various 
teacher-training institutions. The com- 
mittee met in Boston in February 1928 
and prepared a list of accredited institu- 
tions. This attempt to set definite stand- 
ards for teachers’ colleges is proving an 
excellent means of bringing these schools 
to a higher level of educational efficiency. 
I have had the privilege of examining 
some of these colleges and have been 
much pleased to note many progressive 
steps that have been taken by them since 
these standards have been adopted. 

Another evidence of progress in teacher 
training is the fact that one of the most 
powerful accrediting agencies in the 
United States, the North Central Asso- 
ciation, has this year, for the first time, 
added teachers’ colleges to its regular 
-group of accredited colleges. Eight of the 
outstanding teachers colleges were put on 
the regular list. , 

A third important step in teacher 
training has been the pronounced raising 
of standards. Many of the state teachers’ 
colleges, during 1928, have raised re- 
quirements for graduation. In several 
instances the two-year life certificate 
course has been changed to a three or 
four-year course. This program has been 
particularly noticeable in Michigan, 


New York, New Jersey, California, and 
Colorado. It now appears possible that 
in a short time all of the teachers’ col- 
leges in this country will do away with 
the short courses and go on a full four- 
- year basis. Several have already gone on 





that basis—Albany, New York, Mont- 
clair, New Jersey, and some in Califor- 
nia. 

Progress is shown, also, by the fact 
that in practically every school with 
which I have come in contact during the 
past year a serious effort is being made 
to rebuild the curriculum. These col- 
leges are attempting to throw out the 
dead material and make the schools better 
both from the cultural and professional 


standpoint. This movement seems to be 
general. 
There appears to be an_ unusual 


amount of interest in all branches of 
education in teacher training. In the 
1928 Proceedings of the National Edu- 
cation Association one finds a large num- 
ber of papers and addresses given during 
the year that dealt with different phases 
of this question. —The Committee on Co- 
ordination of the Department of Super- 
intendence, in making its 1929 Yearbook, 
has included a committee to deal with 
the teacher-training problem as far as co- 
ordination is concerned. 

An interesting development during the 
year in the university field has been the 
announcement by Stanford University 
and the University of Southern Cali- 
fornia of a degree of doctor of education 
which will differ from the doctor of 
philosophy degree in certain respects, 
particularly in the amount and type of 
research necessary for the completion of 
the requirements. Dr. Judd of the Uni- 
versity of Chicago refers to this degree 
as a “practitioner’s” degree as contrasted 
with research degrees. Just what in- 
fluence this new department will have 
on education I do not know, but it is 
a significant move. 

Foreign educators seem to be inter- 
ested in American education and the 
American method of teacher-training. 
A large number of foreign educators 
have visited America during 1928. Par- 
ticular mention should be made of a 
group of German educators who visited 
this country and were told of American 
education, particularly in Teachers Col- 
lege, Columbia University. 

One of the most significant happen- 
ings during 1928 has been the inaugura- 
tion of a new dean at Teachers College, 
Columbia University. Dean James Earl 


[ 56] 


Russell, who made Teachers College, 
retired and his son, William E. Russell, 
became the new dean. One of the most 
brilliant educational meetings during the 
year, from the standpoint of teacher 
training, was held in New York in con- 
nection with the inauguration of Dr, 
Russell to the position of dean. 

In the training school field, the tend- 
ency at present is to increase the amount 
of student teaching where this type of 
work is being done. There is a question 
in the minds of many educators as to the 
value of student teaching but in those 
schools where it is required the tendency 
is to have the student teach for several 
consecutive hours instead of a few min- 
utes each day. Another noticeable tend- 
ency is the attempt to put student teach- 
ing into public school conditions. It is 
felt that students get more training by 
teaching under public school conditions 
than they get under the artificial condi- 
tions of the training school. The Na- 
tional Association of Supervisors of 
Student Teaching, which deals actively 
with the problem of student teachers in 
the training school, has become a depart- 
ment of the National Education Associa- 
tion and is beginning to make itself felt in 
this field. Three institutions are provid- 
ing training for teachers who plan to go 
into the field of supervision of student 
teaching. 

Another tendency in teachers’ col- 
leges is that of higher educational re- 
quirements for professors. This has 
partly been brought about by the stand- 
ardizing agencies and partly by the desire 
of these institutions to raise their stand- 
ards. This increase in training has been 
paralleled by a substantial increase in 
salaries in teacher-training institutions. 

Probably the most significant move- 
ment of the present year has been the 
completion by W. W. Charters, for- 
merly of the University of Chicago, of 
his Activity analysis of teaching. Dt. 
Charters and a group of his associates 
have been working for some time under 
a grant of the Commonwealth Fund, 
making an activity analysis of the job of 
teaching. The results of this study 
should have a marked influence on the 


making of curriculums in teacher-traif- 


ing institutions. 


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Physical Education in 1928 


James Epwarp Rocers 


President, Department of School Health and Physical Education of the National Education Association 
and Director, National Physical Education Service, New York City 


EALTH has been designated in the 
H seven cardinal principles as the 

first objective in education. Per- 
haps no subject has received greater at- 
tention and approbation of the general 
educator than this farst cardinal prin- 
ciple, yet in many places this subject 
which we put first in theory we often 
neglect in practise. 

However, in many states and cities 
health and physical education has made 
most rapid progress. Educators are see- 
ing that if this subject is to have educa- 
tional content it should be put on the 
same basis as any of the academic sub- 
jects, i. e., it should have adequate in- 
door and outdoor facilities to do an 
eficient job; sufficient time allotment 
particularly should be granted in order 
that benefits could be derived; recogni- 
tion of the importance of this subject 
by requiring it for promotion, gradua- 
tion, and even accredited unit value; and 
finally employing none but adequately 
trained leaders. These four standards 
are the essentials in any subject if it 
is to be properly administered. 

The two outstanding events in this 
field of education were: The report of 
the Committee on Health and Physical 
Education for the junior and senior high 
schools, published in the 1928 Yearbook 
of the Department of Superintendence 
and the forceful resolution adopted by the 
National Education Association at Min- 
neapolis. In its longest resolution, it 
went on record indorsing strongly health 
and physical education. 

The growth in the employment of full- 
time physical education teachers is im- 
pressive. It is estimated that about 
20,000 are now employed in the public 
schools of the country. About 175 uni- 
Versities, colleges, normal schools, and 
Private schools are graduating approxi- 
mately 3000 students in this field of 
education each year. Four-year gradu- 
ates, with degrees, are now becoming the 
tule. In brief, the personnel is growing 
and becoming better trained, both in 
technic and academic background. In 
West Virginia there was a 400 percent 
growth in five years in the number of 
fulltime physical education teachers em- 
Ployed. In Ohio last year over 300 new 


fulltime teachers were created for the 
first time. 

Schools are obtaining better outdoor 
and indoor facilities. Dr. Strayer of 
Columbia University has set the stand- 
ard of five acres for elementary schools, 
ten acres for junior high schools, and 
twenty acres for senior high schools. 
These standards are not unusual. There 
are a number of cities in the country 
that approximate or exceed them. Re- 
cently a national survey of school sites 
demonstrated that many cities qualify in 
all these three groups. Two new high 
schools at Harrisburg, Pennsylvania, 
which were recently downtown without 
any outdoor area, now have forty-eight 
acres and thirty-eight acres respectively. 
Other cities and other schools could be 
cited where the acreage runs higher than 
those recommended by Dr. Strayer. 

The growth in gymnasiums, swim- 
ming pools, showers, lockers, and laun- 
dries is most rapid and encouraging. Few 
junior and senior high schools of any 
size are being built without adequate 
gymnasiums. Unfortunately, some are 
being built in the basement or below the 
ground level. However, it is a pleasure 
to see many gymnasiums being erected 
above ground in separate buildings or 
on the second or third floor, or abutting 
on the main building, three sides having 
large ample windows for the sunshine. 
Every elementary school in Des Moines 
has a gymnasium, while in Providence, 
Rhode Island, all the elementary schools 
have two gymnasiums. In Des Moines 
every junior high school] has four gym- 
nasiums and a swimming pool. In Tren- 
ton, New Jersey, every junior high 
school has its own laundry. Children 
are furnished clean suits and towels each 
day. A new high school in Trenton will 
have seven gymnasiums. 

Other cities that have adequate indoor 
facilities are Buffalo, Detroit, Omaha, 
Wichita (Kansas), Redwood City (Cali- 
fornia), and Los Angeles. There are 
some admirable developments in Ohio in 
small communities of 20,000 and under; 
the new gymnasium at Bowling Green is 
a commendable type. 

Given trained personnel and adequate 
facilities, the next important requisite 


[57] 


for health and physical education is to 
have an adequate time allotment. There 
has been most helpful cooperation on the 
part of the general educator to give more 
time to this subject. A national survey 
has been made, and the average for rural 
schools is twenty minutes a day; for 
large cities, thirty minutes per day for 
elementary schools, and, for junior high 
schools, four periods a week. Many of 
the large cities give a full sixty-minute 
period or 300 minutes per week. The 
average for high schools is a little over 
three fifty-minute periods or 150 minutes 
per week, although some cities give 200 
or more minutes per week. Des Moines, 
in the senior high schools, gives 375 
minutes. It is an excellent arrangement. 

Another step in the progress has been 
the requirement of this subject for pro- 
motion and graduation. In most states 
and cities credit value is given for this 
subject. In three states accredited unit 
value at the university is given. 

Another sign of progress is that in the 
large cities, in order to avoid conflict 
in the program, the periods for this 
subject are entered first in the program 
of the student. He fills in first his three 
hours of physical education and then his 
other subjects. 

Another tendency is to correlate under 
the school department of health and 
physical education the following sub- 
jects: Health, play, physical education, 
athletics, and safety education. 

Therefore, we see that in the four 
outstanding essentials necessary for the 
successful teaching of any subject in the 
curriculm, real progress has been made 
this year in the subject of health and 
physical education, Better and finer in- 
door and outdoor facilities are being 
provided; more and more time is being 
given to this subject so that proper re- 
sults may be obtained; recognition and 
encouragement are being given to this 
subject in promotion and graduation so 
that it will be worth something in the 
minds of the teachers and the students; 
and finally a better type of teacher is be- 
ing trained to develop a program that 
will merit these educational stand¥rds 
and receive the approbation of the gen- 
eral educator. 


Adult Education in 1928 


Mary L. Ety 


American Association for Adult Education, New York City 


HE ADVANCES made in adult educa- 

tion during 1928 give unmistakable 

evidence of an increasing recogni- 
tion that continuing education is a condi- 
tion precedent to the complete life and 
that henceforth any general review of ed- 
ucation in this country must take adult 
education into account. 

When the American Association for 
Adult Education was organized in 1926, 
the movement was already fully under- 
way. It was and has remained a spon- 
and selfdirecting movement. 
The Association has, however, always 
held itself in readiness to serve as a sup- 
plemental agency to other agencies, com- 
munity, state, regional, or national. In 
that capacity it has been in active contact 
during 1928 with about 400 organiza- 


tions. 


taneous 


Perhaps a picture of the movement as 
a whole may best be gained from an 
enumeration of the various agencies con- 
tributing to it at the present time. The 
list includes libraries; museums; univer- 
sities and colleges—largely through their 
extension and other extramural depart- 
ments; the public school system through 
its various extensions; parent education 


associations; correspondence _ schools; 
chautauquas; lyceums; open forums; 
people’s institutes; people’s colleges; 


labor schools and other workers’ educa- 
tion activities; corporation schools and 
programs; national associations, educa- 
tional, fraternal, religious, etc.; clubs of 
various sorts; and other enterprises so 
individualistic as to defy classification. 
Nor is this all! For example, the grow- 
ing importance in education of radio, 
motion pictures, and newspapers is .al- 
ready affecting the initial conception of 
adult education. 

Progress in 1928 has not been confined 
to the cities and larger towns where the 
promotion of adult education is easiest 
and proceeds most rapidly. Several ex- 
periments that are now being carried for- 
ward are designed to test methods for 
opening up adult education opportunities 
in rural communities and small towns. 
One of these, initiated in the fall of 1927 
under the auspices of the National Com- 
mufMity Foundation, chose as its field 
sixty small cities and towns of the middle 
Atlantic states. This field has been some- 


what narrowed and the experiment is 
now being carried on intensively in 
selected towns of Chester County, Penn- 
sylvania. A second experiment in which 
Michigan State College has been one of 
the agents is centered in two counties of 
Michigan. The object of both of these 
enterprises has been to investigate the 
possibilities of linking educational pro- 
grams for adults with the movement for 
community organization. A third experi- 
ment, which closed in June, 1928, has 
tested the feasibility of sending a travel- 
ing teacher into mill villages of New Eng- 
land. A report on this experiment is in 
preparation. Another traveling-teacher 
circuit has been formed in a number of 
small cities of western New York. A 
rural county experiment, probably involv- 
ing the development of an educational 
program, is being conducted by the Cali- 
fornia State Board of Education. 

In urban communities two tendencies 
have become increasingly apparent dur- 
ing 1928. One is toward the coordina- 
tion of adult education activities in an 
inclusive community program; the other 
is in the direction of decentralization, 
with the employment of the coordinating 
body as a safeguard against duplication 
and competition of effort. Selfsurveys, 
as a first step in the coordinating process, 
have been made in Buffalo and Cleve- 
land, and reports have been published. 
During 1928, similar surveys were in 
progress in Chicago, Detroit, St. Louis, 
and Brooklyn. 

Since adult education is addressed 
chiefly to men and women whose primary 
interest lies in a vocation, its program is, 
of necessity, adjusted to times of leisure. 
It is natural, therefore, that it concen- 
trates in evening classes and summer 
schools. In the former field, the new ac- 
tivities during 1928 have been too numer- 
ous even for listing. Of adult education 
summer sessions there were nearly a score 
held in the summer of 1928, showing the 
growth of interest in this form of edu- 
cation, since the first workers’ summer 
school was established at Bryn Mawr 
College in 1921. The Ashland, Michi- 
gan, School for Adult Education, which 
opened for a six weeks’ session on July 30, 
1928, was an interesting addition to the 
number. 





[58] 


A unique enterprise which seeks to 
utilize the enforced leisure of commuters 
during their hours of daily travel is the 
Commuters’ School of Los Angeles. 

The importance of research and ex. 
perimentation in a field so new as that 
of adult education is obvious. Recogniz- 
ing its value, the American Association 
for Adult Education has made the pro- 
motion of study and experimentation one 
of its main functions. 

The question “Can adults learn?” go 
directly affects the validity of the whole 
movement for adult education that, at 
the instance of the Association, an answer 
as authoritative as scientific experimenta- 
tion could make it, has been sought, 
After three years of testing the ability of 
adults to learn at various age levels, 
E. L. Thorndike and his associates at 
Teachers College, Columbia University, 
have just published their results in a vol- 
ume entitled 4dult learning. Dr. Thor- 
dike’s conclusions indicate that, within 
limits which extend to forty-five years of 
age and beyond, the best time to lear 
anything is the time when one needs or 
wishes to know it. 

All adult education activities are alike 
in certain important respects which dif 
ferentiate them from compulsory educa 
tion of children and adolescents. Adult 
education students are men and women 
of experience and more or less developed 
interests and concerns, and, what is 
equally important, they are voluntary 
students and continue to attend classes 
and schools only so long as the programs 
offer them something that seems worth- 
while. It follows that adult education 
must be addressed to adult intelligence. 

Significant results have issued from 
these circumstances. The academically 
minded have been called upon to meet 4 
demand which cuts across the traditional 
divisions of knowledge and takes, where- 
ever it can find it, the material that con 
tributes to an understanding of human 
situations and problems. On the other 
hand, those who are actuated by a spirit 
of brotherly love and a desire for ufr 
versal educational salvation have been 
brought to recognize the fact that a 
educational program needs a_ firmer 
foundation than Utopian yearnings and 
altruistic sentiments. 








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Higher Education in 1928 


F. J. KeELtiy 


President, University of Idaho, Moscow, Idaho 


EW THINGS of importance in such 
fields as education start or stop 
abruptly. Germs of beginnings and 
germs of decay may be detected at fairly 
definite times but movements which are 
of significance during any given year 
have been in progress for some time and 
will continue after the period under re- 
view. It seems best therefore to discuss 
higher education during 1928 in terms 
of certain significant movements in 
which trends are discernible, rather than 
to devote the limited space to isolated 
cases of changes which have taken place. 
Four separate movements seem worthy 
of consideration: 


1. The increasing emphasis upon ef- 
fective teaching by members of college 
faculties. Much has been done to arouse 
the interest of college faculties in the 
problem of college teaching. This sub- 
ject occupied a prominent place in the 
program of section Q of the Association 
for the Advancement of Science and in 
the program of the National Society for 
the Study of Education. Conferences of 
college faculties on the problems of im- 
proving instruction were more widely 
held than in any previous year. The re- 
sponsibility of the college teacher to 
understand his students and their capaci- 
ties to learn, as well as to understand his 
subject, has gained acceptance on many 
college campuses. 

This is a most significant movement 
because only as college faculties take 
more seriously the study of the teaching 
problem can we hope for the success of 
reorganization movements which will be 
mentioned under two and three below. 


2. Emphasis on studies of student per- 
sonnel. Probably the most fundamental 
movement affecting college organization 
and instruction has come in the increased 
emphasis placed upon studies of student 
personnel. Colleges are adopting one 
form or another of bureaus for the edu- 
cational guidance of students. Increasing 
we is being made of psychological as well 
® placement tests for the evaluation of 
student capacities and interests. Adjust- 
Ments are being made in both curricu- 
lums and teaching methods in the light 
of these student personnel studies. 


The most significant single step in this 
direction is the creation of the National 
Student Personnel Committee fostered 
by the National Research Council and 
sufficiently subsidized that continuous 
study over a considerable period may be 
made by those most competent in the 
many colleges throughout the country. 

3. Development of germs of independ- 
ent study. A genuine awakening has ap- 
parently taken place in American higher 
education as to the fallacy of assuming 
that when students are compelled, under 
the stress of rigorous requirements, to 
obtain a certain amount of information 
that they have thus become educated for 
the American way of living. Only as 
students obtain the capacity for inde- 
pendent study which will actuate their 
after-college years may we assume that 
they are prepared for the freedom upon 
which American institutions and Amer- 
ican life depend. Therefore, plans of in- 
pendent study instituted in colleges have 
had increasing vogue throughout 1928. 
Honor courses have been introduced in 
a number of colleges on the basis of 
which selected students are excused from 
the detailed requirements of attendance 
at classes, course examinations, and the 
like, and are allowed instead to use their 
own modes of study and are tested 
by comprehensive examination over the 
whole curriculum. Other universities 
and colleges which have not thought it 
feasible to take that step as yet are sof- 
tening their requirements in the interest 
of student selfdiscipline. Not so much 
what students learn as what capacities 
they obtain for future learning is rec- 
ognized as the real test of higher edu- 
cation. 

4. Closer correlation between high 
school and college. Another movement 
which has gained much greater head- 
way during 1928 has to do with the 
more intimate dovetailing of the work of 
the college with that of the high school. 
This has been accentuated by the growth 


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Gymnasium, University of Colorado 


[59] 


of the junior college which is recognized 
as of the same spirit and purpose as the 
high school. Curriculums covering the 
senior high-school and junior college pe- 
riods are being worked out in conference 
between high-school and junior college 
faculties in such a way that the plan of 
study of the student is unified for this 
five or six-year period. This has resulted 
in the growth of the sentiment that the 
junior college may well be regarded as 
a terminal point in education for an in- 
creasing number of students and that the 
real university study, which is char- 
acterized by specialization, may well be 
reserved for that type of student who 
possesses competence to go forward with 
independent study of his chosen fields of 
specialization. This is true not only of 
specialization in the arts and sciences in 
preparation for lives of teaching and 
scholarship in these fields, but is rec- 
ognized to be true also in professional 
studies such as medicine and law. On 
this account requirements for admission 
to senior college divisions have come in- 
creasingly to include not only the com- 
pletion of subjects specified in the high 
school and junior college but also a grade 
of work somewhat above merely passing. 

These four movements represent to- 
gether the evidence of realization on the 
part of those interested in higher educa- 
tion that the old philosophy no longer 
suffices and that we must build up in the 
United States a system of education 
rather than a series of independent ad- 
ministrative units, and that that system 
of education must make ample provision 
for the individual differences among the 
youth composing the student bodies. 
Equality of opportunity demands that 
superior students be given a chance to 
develop to their maximum capacity as 
well as average students. Democracy de- 
pends upon excellence of leadership quite 
as much as does any other form of 
government. Intellectual independence, 
therefore, must not be stifled in the in- 
terest of the routine type of educational 
procedure which the welfare of certain 
groups of students may appear to de- 
mand. To carry out this new point of 
view teachers in colleges must under- 
stand students as well as subjects. 


Ry es > Ear aE 





THE STUDENT’S TEN COMMANDMENTS 
President John M. Thomas of Rutgers University 


Thou shalt set the service of God and man before thine 
heart as the end of all thy work. 


Thou shalt inquire of each study what it has for thee as 
a worker for a better world, not relinquishing thy pursuit of 
it until thou hast gained its profit unto this end. 


Thou shalt love the truth and only the truth, and welcome 
all truth gladly, whether it bring thee or the world joy or suf- 
fering, pleasure or hardship, ease or toil. 


Thou shalt meet each task at the moment assigned for it 
with a willing heart. 


Thou shalt work each day to the limit of thy strength, 
consistently with yet harder work which shall be thy duty on 
the morrow. 


Thou shalt respect the rights and pleasures of others, 
claiming no privilege for thyself but the privilege of service, 
and allowing thyself no joy which does not increase the joy 
of thy fellowmen. 


Thou shalt love thy friends more than thyself, thy college 
more than thy friends, thy country more than thy college, and 
God more than all else. 


Thou shalt rejoice in the excellences of others, and despise 
all rewards saving the gratitude of thy fellows and the ap- 
proval of God. 


Thou shalt live by thy best, holding thyself relentlessly to 
those ideals thou dost most admire in other men. 


Thou shalt make for thyself commandments harder than 
another can make for thee, and each new day command- 
ments more rigorous than thine own laws of the day before. 
{Given in 1909 before the convocation of the University of the State of New York.} 


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










































































Vitalized Group Study and Faculty Meetings 


tic in their nature and professional 

in their aim. Every member of the 
faculty should have the right to partici- 
pate freely in the discussions and to cast 
a vote on matters that are to be deter- 
mined by ballot.” 

“The curriculums of the teachers col- 
leges should be the result of the coopera- 
tive effort of the entire faculty. Every 
course offered by the college and all the 
major topics in each course should have 
the thoughtful consideration of the entire 
instructional staff of the institution.” 

“The constructive study of the cur- 
riculum, the development of integrated 
courses of instruction in accord with 
sound criteria, the study of the results 
achieved through these courses—these ac- 
tivities furnish the very best stimuli for 
the inservice growth of the teaching 
staff."—Adolph Linscheid in Inservice 
improvement of the state teachers col- 
lege faculty. 


F ACULTY meetings should be democra- 


The practise of teacher participation in 
teachers’ colleges is being applied in sec- 
ondary and elementary schools. For ex- 
ample, the faculty of the Denver schools 
is now working on a twelve-year course 
in English. 

What to study—Single salary sched- 
ule, activities program, the home room as 
a working unit, radio in the school, audi- 
torlum period, size of classes, assign- 
ments, behavior studies of children, group 
insurance, teachers’ investments, health 
and recreation of teachers, school library 
improvement, creative work of pupils, 
remedial instruction in reading, holidays 
and special days. 

How conducted—The small group in- 
terested in some particular problem is a 
common practise in large schools; meet- 
ings for the entire faculty are few in 
number, and are usually held for an- 
nouncements or inspirational material. 
But.in small schools, professional study 
can often be best handled in meetings of 
the entire faculty. There are many prob- 
lems that concern every teacher in the 
school— professional reading, supervision, 
playground and lunch hour, radio and 
films, schoolroom decoration, school and 
home cooperation. 

For elementary schools—The profes- 
‘ional awakening of teachers and sugges- 


tons for teaching are found in the follow- 
ing JourNAL articles: 


Conferences of classroom teachers, January 
1929, p36 

Teachers’ remedies for classroom difficul- 
ties—George H. Betts, January 1929, p3 

The school of tomorrow—editorial, Janu- 
ary 1929, pl 

Everyday resolutions on health and safety 
—poster, January 1929, p26 


Builders of our profession, January 1929, 
p3l 





pene meetings held at regular in- 
tervals based on the study of state, 
national, and other educational jour- 
nals are now an established feature in 
many of the best schools. The practise 
is proving especially successful in 
schools with 100 percent membership, 
of which there are now many thou- 
sands. These journals are carefully 
planned. They help the teacher to be 
more than a mere peddler of petty ac- 
curacies. They bring inspiration and 
widened outlook. They enable the en- 
tire school faculty to appreciate more 
fully its share in the larger movements 
of our times. 











What about posture?—Thomas D. Wood, 
February 1929, p37 


Young citizens in a great city—Marion 
Strassburger, February 1929, p45 


For junior and senior high schools— 
Articles containing suggestions which can 
be used in working with your pupils or in 
improving your school: 

The American high school—editorial, Feb- 
ruary 1929, p52 

The dean of girls in high school—Mary W. 
Sawyer, February 1929, p43 

The pro and con of interschool athletics— 
Henry N. Curtis, February 1929, p49 

Mental health and environment—Daniel 
W. La Rue, February 1929, p51 

A midwest rural school—Charles W. How- 
ard, February 1929, p39 


For colleges—What are the experi- 
mental features of Rollins College? What 
progress has been made in teacher train- 
ing recently? In higher education ? These 
and other questions of interest to colleges 
are discussed in the following articles: 

A prophetic experiment—Edmund O. Gro- 
ver, February 1929, p41 


Teacher training during 1928—George W. 
Frasier, February 1929, p56 


Higher education during 1928—F. J. Kelly, 
February 1929, p59 


The student teacher and the whole child— 
May Hill, January 1929, p7 


College teaching as a career—Robert D. 
Leigh, January 1929, p9 


What the JouRNAL checkup shows— 
Reports from readers on the December 


[61] 


JOURNAL gave first rank to The tired 
child by Max and Grete Seham; second, 
to An adventure in personal growth (the 
Franklin plan). Two articles tied for 
third place—Thomas A. Edison School 
for boys by Clayton R. Wise and Square 
baby: A tale of Minneapolis by Bertha 
Ferguson. You may like to compare your 
own preferences with these rankings. 


A few high points in state education 
journals—Readers who answer the Jour- 
NAL checkup frequently mention articles 
in their own state education journals as 
being of most interest to them. The fol- 
lowing are from December issues: 


Absence for sickness, editorial in Missis- 
sippi Educational Advance 


Fort Bragg schools by J. S. Cotton in Sierra 
Educational News (California) 


Character training by Angelo Patri in In- 
diana Teacher 


A satisfactory salary schedule by Nina E. 
Bristol in Michigan Education Journal 

Visual education and music by E. Spaugh 
in Journal of Florida Education Association 


The spirit of research by H. W. Anderson 
in Colorado School Journal 


The March JourNaAt—Teachers and 
students of education have found in this 
issue for several years two features of im- 
portance—the Sixty Educational Books 
of the previous year and a table of statis- 
tics which shows growth in education as- 
sociations, state and national. 

Lay magazines and education—Discus- 
sion of education in lay magazines during 
the past two months has been marked by 
a strongly constructive tone. 


The education of an American boy in 
Harpers, December 


The road to riches by Howard V. O’Brien 
in Century, December 


The history we teach by Bessie L. Pierce in 
Survey, October 15 


Education pays cash by E. V. Lord in Re- 
view of Reviews, November 

The long suffering student by Charles F. 
Thwing in Worlds Work, December 

A new world in the making by John Dewey 
in New Republic, November 28 

Wisdom while you wait by W. N. Brigance 
in North American Review, December 


Our truant professors by Addison Hibbard 
in Outlook, December 5 


Your faculty meetings—What are you 
studying? How are your meetings con- 
ducted ? On what points would you like 
help? All these things are of interest to 
other school people. You can reach other 
readers by writing your ideas to the edi- 
tor of THE JOURNAL. 





The Need For Professional Librarians 








} 


Estimated number of librarians 
needed in: 


Estimated number of new library 
recruits needed each year 


Estimated 
cost of 
special 

training at 

| $1,000 each 


Number of 
school 
librarians 


| Estimated | 

| number of | 
teachers 
in 1928 


Public 
school 


Public 


Graduate 
library 


degree 


Bachelor’s 


| 
degree | Total 
| 


1 3 } 4 





7 | 9 





United States 45,035 | 45,035 90,070 


$9 , 007 ,000 








Alabama , 805 805 
Arizona : : ‘ 155 155 
Arkansas 625 625 
California , 900 1,900 
Colorado 535 535 


1,610 

310 
1,250 
3,800 
1,070 


161,000 
31,000 
125 ,000 
380 , 000 
107 ,000 
Connecticut ; 550 550 
Delaware. . P c 75 75 
District of Columbia. . 145 145 
Florida... 500 500 
Georgia 912 913 


1,100 
150 
290 

1,000 

1,825 


110,000 
15 ,000 
29 ,000 

100 , 000 

183 ,000 





Idaho. : 225 | 
Illinois , 300 
Indiana , 200 
lowa 300 
Kansas... . , 085 


225 | 
, 300 
, 200 
‘300 
085 | 


450 
4,600 
2,400 
2,600 
2,170 


45 ,000 
460 ,000 
240,000 
260 ,000 
217,000 
Kentucky 
Louisiana 
Maine 
Maryland 
Massachusetts 


900 
550 
320 
420 
, 300 


900 
550 
320 
420 
1,300 


1,800 180,000 
1,100 110,000 
640 64,000 
840 84,000 
2,600 260 , 000 








Michigan. . 
Minnesota. . 
| Mississippi 
| Missouri. 
Montana 


, 560 
, 200 
750 
, 240 
310 


1,560 
1,200 
750 
1,240 
310 


3,120 
2,400 
1,500 
2,480 

620 


312,000 
240 ,000 
150,000 
248 ,000 
62,000 














OEP i 750 750 1,500 
Nevada 40 40 80 
New Hampshire... 3, 155 155 310 
New Jersey. ‘ 225 1,225 2,450 
New Mexico 170 170 340 


7,300 
2,420 

950 
4,500 
1,930 


150,000 

8,000 
31,000 
245 ,000 
34,000 


730,000 
242,000 
95 ,000 
450 ,000 
193 ,000 





New York.. 

North Carolina..... 
| North Dakota...... ; 
| Ohio. . 
| Oklahoma 


3,650 
1,210 
475 
2,250 
965 





Oregon. . 

Pennsylvania 

Rhode Island 

South Carolina...... 
South Dakota......... 


420 840 
5,900 
390 


1,400 


84,000 
590 , 000 
39,000 
140,000 
95 ,000 


| 
Tennessee 
Texas. 
Utah be ete S 2 
ee vores 
Virginia 


180,000 
400 ,000 
46 ,000 
31,000 
180,000 


4,000 
460 
310 

1,800 


Washington.......... 
West Virginia...... 
Wisconsin 

Wyoming 


119,000 
160 ,000 
215,000 


1,600 





Hawaii. 
Phillipine Islands. . 
Porto Rico 


oe school library lies at the 
very heart of the pedagogy of 





librarian for each twenty teachers. The 
figures in column two are from page 265 


special training for these librarians 


(column 9) was obtained by multiplying 


individual differences. No single 
step toward a progressive school 
can be taken so easily, so safely, 
and with such certain assurance 
of success and approval by par- 
ents and citizens. The library 
helps the children to discover 
themselves and trains for the 
wise use of leisure. 

The need for trained librarians‘in both 
school and community is so great that this 
field presents special opportunities for 
young men and women who have the gifts 
for it. This table is based on the assump- 
tion—obvious to anyone familiar with 
schools and communities where the best 
library practise prevails—that there should 
be one school librarian and one public 


of THe JourNaL for November 1928. 
Those in column ten are from the School 
Library Yearbook Number Two, compiled 
by the American Library Association. 
Those in column eleven are from the 
Handbook of the American Library As- 
sociation. 

The total number of librarians needed 
(column 5) was obtained by taking one 
tenth of the number of teachers (column 
2) and distributing these figures equally be- 
tween public schools and public libraries 


(columns 3 and 4). The number of new 
library recruits needed each year (column 


8) was obtained by taking one tenth of the 
total number needed (column 5) and dis- 
tributing these figures on a ratio of 9 to 
1 between the bachelor and graduate de- 
grees (columns 6 and 7). The cost of 


the number of recruits needed (column 
8) by $1000. 

Where as many as fifty library students 
can be assembled teacher-training institu- 
tions may figure the cost of this special 
training at $500 each. 

The bases of these estimates are arbi- 
trary and the estimates may prove too 
high in some localities and too low in 
others but they suggest the general need 
in the country if our standard of in- 
formed intelligence is to be reasonably 
high. The figures would be increased by 
the addition of figures for colleges and - 
universities. 

Persons wishing information about pro- 
fessionally trained librarians or training 
for librarianship should write the Amer- 
ican Library Association, 86 East Ran- 
dolph Street, Chicago, Illinois. 








anoon 


So 














Cre wnovVe MVS oeSeor~S 





Three Problems in Education 


being the largest teacher training insti- 
tution in the world, the reports of its 
oficers have unusual significance and inter- 
est. The annual reports of the elder dean, 
James E. Russell, who served the institution 
during its twenty-five years of building, are 
monumental records of growth and develop- 
ment. The first annual report of the younger 
dean, William F. Russell, the son of the great 
pioneer, gives every promise of building upon 
the great foundations laid by the father. 
Much of these reports necessarily deal with 
internal affairs of the college but included in 
Dean Russell’s first annual report is a discus- 
sion of three problems of education which 
is worthy of repetition here for the general 
reader. 
E TRIPLE PROBLEM—One of the most 
— cebmarsed problems confronting the 
American educational system arises from the 
simultaneous impact upon the school of three 
popular demands—that pupils be accommo- 
dated in greater numbers, that training of 
better quality be offered, and that there be 
greater economy in all public expenditures. 
Quantity—The American people want edu- 
cational opportunities to be widely extended. 
Our nation was founded upon the assumption 
that all men are created free and equal and 
we have come to believe that all should have 
an equal chance. We desire no leader to be 
selected on account of his wealth alone, no 
child to be bound by the accidents of birth; 
and we hope that the time may soon come 
when the race of life will be run from an 
even start with a free field. Franklin and 
Lincoln are our heroes. “Onward and up- 
ward” is a favorite motto. The most gratify- 
ing spectacle to most of us is that of the poor 
boy rising to the gilded heights. The humble 
origins of Smith and Hoover are political cap- 
ital. This is the explanation of the growth of 
our school system and forms the underlying 
cause of the extraordinary expansion of all 
its parts. The public school is dear to the 
hearts of the American people. Through it 
they hope to realize their fondest desires; and 
they will not rest content until every boy and 
every girl is given opportunity commensurate 
with ability, regardless of birth, wealth, or 
health. Americans want more education. 
Quality—At the same time they want bet- 
ter quality of education. They are not satis- 
fied with the schools as they are. Returning 
travelers receive thoughtful attention when 
they pronounce American education as in- 
ferior to European. Merchants and manufac- 
turers complain of the deficiencies of the 
graduates of our schools. Famous critics per- 
telve a lack of thoroughness, they detect a 
certain softness in our teaching; and they 
plead for the production of true scholars and 
‘return to scholarly ideals. Legislatures enact 
aws requiring higher standards and better 
teachers. School authorities advance admis- 
sion requirements and restrict attendance. 
Certain colleges practically elect to member- 
ship a favored few. Waiting lists are long. 
Institutions secure popular support by an- 
houncing as their aim education of fine qual- 
ty, and they point with pride to small classes, 


T osine Cotiece, Columbia University, 


individual instruction, and education by con- 
ference under a tutorial system. 

Economy—The American people want 
quantity and quality, and at the same time 
display a solicitude concerning all public ex- 
penditures. The economy program of the na- 
tional administration, which has had wide 
public appeal, has been reflected in states and 
localities by the appointment of budget direc- 
tors, the adoption of economy policies, the 
rigid scrutiny of all payments, and the reduc- 
tion of taxes. Some experts assert that the 
United States cannot afford to support its 
present educational program. This seems ab- 
surd, but one may well pause when he looks 
into the future. If the American people pro- 
ceed with a policy of extending education 
widely and at the same time increase expendi- 
tures in order to work for quality, the time 
may be not far distant when we shall be 
forced to consider whether we, as a nation, 
can afford to pay for all that we want. It is 
to be hoped that our economists will address 
themselves to this problem. A portion of the 
people by their own labors are able to sup- 
port the balance who are not at work—the 
young, the aged, the ill, the unemployed, and 
those who are in school. 

Quantity and quality with economy?—The 
problem is as difficult as it is important. 
Those who favor quantity are extending edu- 
cational facilities and welcoming the hordes 
of students who flock to the doors of our 
schools and colleges. Those who think first of 
quality are restricting attendance in order to 
do their best for small numbers. If it were 
possible to give a satisfactory education to 
large numbers in big institutions under con- 
ditions of reasonable economy, the results 
would be of utmost importance. After all, it 
is a question of the possibility of quantity pro- 
duction of quality in education. 

Beginnings of quantity production in edu- 
cation—We are apt to forget that there is 
nothing new in this idea. Long ago the lead- 
ing countries of the world embarked upon 
such a program. Once the typical educational 
relationship was a teacher and one pupil at a 
time; and even in the present day, when one 
considers the teachers in the old-style schools 
in Confucian, Buddhist, and Mahometan 
countries, masters with apprentices, and the 
adults who are the teachers among primitive 
peoples, it is probable that there are more 
teachers in the world teaching one pupil at a 
time than there are teachers teaching more 
than one. 

Problems of quality in the schools—Class 
work has often been criticized adversely. 
There has been much discussion concerning 
proper limits of effectiveness; upper and 
lower extremes, and the optimum size of 
the group to be taught. Recent research is 
giving encouragement to the adherents of the 
tutorial system. Careful studies of the exact 
way in which children learn to read, to spell, 
to add and subtract, reveal that much of it is 
an individual matter. Class exercises, they 
say, may serve to help the teacher to diagnose 
difficulties, to test results, and to give direc- 
tions; but the learning process is more eco- 
nomical when the individual works alone. 


[ 63] 


This has not forced the abandonment of class 
work; rather it has called for a new technic 
of teaching. Educators have found ways so 
to vary the procedures of class management 
that individual instruction can be given 
under school conditions without greatly in- 
creased cost. The plan resembles a correspond- 
ence course given in residence. Undoubtedly 
the American genius for administration when 
turned to this problem will find in the future 


more perfect methods of supplementing the 
individual contacts of teacher and pupil so 
that better results will ensue. It is said that 
Mark Hopkins on one end of a log and a stu- 
dent on the other would make a university. 
One wonders why so obvious a statement 
should be handed down from generation to 
generation. Naturally it would be a fine in- 
stitution and the annual tuition charges per 
student would be exactly the salary of a dis- 
tinguished man like President Hopkins. The 
real problem is so to arrange the logs like the 
spokes of a wheel that a Mark Hopkins may 
sit at the hub and pupils and students on the 
rim in numbers sufficient to carry the cost. 

Problems of quality in the colleges—Once 
when the colleges were small there were in- 
timate relations between students and faculty. 
Students were few. Famous teachers sur- 
rounded by their books gave individual atten- 
tion to a small group. Research was attacked 
together; interpretation was made inciden- 
tally; great scholars were the inspiration; 
great scholars were the result. As a general 
thing these times are past. Now the colleges 
have thousands of students, huge buildings, 
multiplicity of offerings, and a variety of de- 
partments. Professors mourn the days that 
are gone and the temptation is to try to bring 
back former conditions. But the commitments 
are here. Students make their demands. Sheer 
numbers force a change. In occasional sub- 
jects such as anthropology or astronomy the 
old methods are still possible; but for most 
subjects they are out of the question. The con- 
ference becomes a lecture course. What was 
formerly personal advice is now a printed 
syllabus. Some of the research guidance is 
given in a class; and the library, formerly the 
workroom, the meeting room, the research 
laboratory, and the classroom, tends to be- 
come a collection of books, housed in a sepa- 
rate building, upon the campus to be sure, but 
in no sense holding the intimate and integral 
relation to the life of the institution that once 
it held. The colleges are not remaining static. 
Despite the fact that some are strictly limit- 
ing attendance, there are many that are try- 
ing to improve their methods the better to 
adjust themselves for numbers. 

Thus the school and the college as we find 
them are already making efforts toward quan- 
tity production in response to the demand that 
many be educated. They are modifying their 
procedures so that many may be educated bet- 
ter. By giving quality in quantity they are 
serving the interests of economy; but the 
persistent demands for extended facilities, 
the criticism of American standards, and the 
call for reduced expenditures indicate that 
the problem is not yet solved and that much 
remains to be done. 


——) ae 
aN sey ware eae 


nae <A e- _Glenatl 


it 
i 
} 
: 
st 





ITTSBURGH has gone about the task 

of improving the salaries of its 

teachers with a statesmanlike vision 
characteristic of the able men who are 
responsible for educational and _ civic 
leadership in that city. A committee of 
leading citizens has been at work on the 
problem for some time. It has been aided 
by an advisory committee consisting of 
Thomas E. Finegan, Herbert S. Weet, 
and John W. Withers. It also called to 
its aid experts in personnel and research 
including John K. Norton of the Re- 
search Division of the National Educa- 
tion Association. 


The report of the committee has been 
approved by the Board of Education. It 
emphasizes the necessity for rewarding 
teachers according to merit with special 
opportunity for persons of superior abil- 
ity and training. It sets up within the 
school system an agency to have charge 
of personnel under the direction of an 
associate superintendent of schools. The 
duties of this officer are outlined as fol- 
lows: 


1. To develop an organization and the nec- 
essary technic for the purpose of determining 
where and by whom superior service is 
being rendered, so that the provisions for 
rewarding conspicuously high grade service 
can become operative. 

2. To use his organization in cooperation 
with other administrative departments and 
with supervisors and principals, for the early 
development of superior teaching. 

3. To make specific recommendations for 
the advancement of such personnel who are 
rendering superior service and who have met 
the necessary requirements, to the salary 
levels provided in the schedules. 

4. To give direction to the training of 
teachers and principals in service who aspire 
to qualify for the superior service salary 
levels. This provision will properly tend to 
protect the health of the teacher and prevent 
a lowering of the quality of classroom in- 
struction. 

5. To develop a program for the selection 
of new teachers brought into the school sys- 
tem. The personnel department should stim- 
ulate the enlistment of the finest of recruits 
to the teaching service. 

6. To recommend to the superintendent of 
schools the transfer, demotion, or dismissal of 
personnel whose services are unsatisfactory. 

7. To develop under the direction of the 
superintendent of schools a program in con- 
nection with the Frick Training School for 
the proper selection of high-school graduates 
for elementary teaching and to assume jointly 
with the Frick Training School and the De- 
partment of Curriculum Study the improve- 
ment of the curriculum of that institution. 
The committee further recommends that as 





Teachers’ Salaries in Pittsburgh 


soon as practicable the Frick Training School 
course be extended to four years. 

$. To act as a clearinghouse for adjusting 
personnel complaints arising from the teach- 
ing and administrative forces. 


SUPERIOR TEACHING LEVEL #5 
q SUPERIOR TEACHING LEVEL #4 
SUPERIOR TEACHING LEVEL #3 


my SUPERIOR TEACHING LEVEL ©2 


SUPERIOR TEACHING LEVEL ©] 


SJ PRESENT 
MALIMUM 


SCHEDULE A 





bt chart shows the proposed schedule for 


elementary teachers. 





9. To develop and operate a system of per- 
sonnel records for the entire school system 
which will be cumulative and comprehensive. 

10. To cooperate with the fiscal officers of 
the schcol system in order to make such ad- 
justments in the organization of personnel as 
are necessary to meet budget requirements. 


The salary schedules are based on the 
seven groupings of teachers which have 
been in operation in Pittsburgh for some 
time. The printed report of the Citizens’ 
Committee outlines the basic principles 
followed in the proposed schedules: 


Principle I. Rewards for superior service— 
The Committee is of the unanimous opinion 
that such salary schedules as are here pro- 
posed should lay the basis for giving definite 
rewards to teachers who are rendering su- 
perior service in the schools of our city. ‘ 

Principle II. Salaries should meet living 
costs—Salary adjustments should be made so 
that as far as possible every teacher in the 
school system will receive a salary sufficient 
to afford a standard of living in keeping with 
the needs and the demands of the teaching 
profession. In the light of this principle, flat 
increases, totaling approximately a quarter 
of a million dollars additional per year, are 
recommended for the teachers on the elemen- 
tary schedule. It is they who are the lowest 
paid teachers in the system. 


[ 64] 


Principle 111. Superior personnel in pring. 
palships—The Committee is of the firm and 
deep conviction that in the proper operation of 
salary schedules lies the possibility of obtain. 
ing better and superior teaching in the pub- 
lic schools. To gain this high objective, how- 
ever, the schools must have forceful and jp- 
telligent leadership. In short, superior teach- 
ing is predicated upon superior leadership, 
The Committee, therefore, places great stress 
upon having strong outstanding principals, 
Thus, it recommends such salary changes for 
principals as will attract and hold the high- 
est types of persons. 

Principle IV. Taxation— This principle 
deals with the problem of taxation. The fore- 
going policies which the Committee feels are 
both sound and desirable have but one limi- 
tation, namely, the amount of additional tax 
burden that can be reasonably carried for the 
establishment of the foregoing principles. 

In attempting to be fair both to the teach- 
ers and to the taxpayers alike, the Commit- 
tee believes that in the light of all the facts 
that salary increases reaching approximately 
nine percent annually in six years, and 
the necessary additional taxation that such 
increases would entail (three quarters of a 
million dollars) constitute an equitable ad- 
justment of the problem. 


The proposed salary increases are 
based on the seven groupings which are 
in operation in the Pittsburgh schools: 


Schedule A includes elementary teachers 
and others. It begins with a minimum of 
$1200. There are ten automatic annual in- 
crements of $100 each. Special provision is 
made to reward superior teaching up to a 
maximum of $3200. To reach this level 
teachers must have four years of training 
beyond their four years of high school. 

Schedule B includes junior high-school 
teachers and others. It starts with an en- 
trance salary of $1800 and an automatic 
maximum of $2850 which is reached with 
six annual increments of $175 each. Provi- 
sion is made for superior teaching up to 4 
maximum of $3800. 

Schedule C includes high-school teachers. 
It begins with a minimum of $1800, going up 
to an automatic maximum of $3200 in eight 
annual increments of $175 each. Superior 
teachers in this group continue their salary 
advance up to a possible $4200. 

Schedule D which applies to assistants is 
left to the discretion of the Board. 

Schedule E applies to elementary school 
principals. It provides for a minimum of 
$2350 and a maximum of $2750 for the smaller 
schools, with higher salaries for the larger 
schools, with a possible $6000. 

Schedule F for assistant elementary school 
principals is defined in terms of the salaries 
of principals in the smaller schools. ; 

Schedule G includes principals of high 
schools both junior and senior and of several 
other schools. There is a minimum of $4250 
and an automatic maximum of $5750. A 
superior salary of $7500 is recommended. 






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Department of Superintendence 


Tentative Program for Cleveland Meeting 


Sunday Morning, February 24 
The ministers of Cleveland and of the na- 
tion are invited to discuss Sunday morning 
the convention thesis, namely, How can the 
public schools better serve democracy, in- 
creasingly produce a higher type of citizen? 


Sunday, February 24, 3:15 P. M 
Vesper Service 


Place—Music Hall, Public Auditorium. 

Speaker—Rev. Joel B. Hayden, pastor, Fair- 
mount Presbyterian Church, Cleveland. 

Music—Glendale Choral Club, Cleveland, 
under the direction of Russell V. Morgan, 
director of music, Cleveland Public Schools. 


Monday, February 25, 9:00 A. M. 

How Can the Convention Thesis Be An- 
swered Through a Better Financing of 
Public Education? 


Singing—Led by Albert Edmund Brown, 
dean, Ithaca Institution of Public School 
Music, Ithaca, N. Y. 

Unison Prayer—Led by the president of the 
department: 


Father of us all, for life’s goodness and glad- 
ness, and hope, we thank Thee. We rejoice that 
we live. We are grateful for our work and for 
the chance to serve. Help us to learn new 
things; to behold new visions; to attempt yet 
worthier tasks. Bless all our association to- 
gether, all our interchange of thought. And 
may we return to our work refreshed and in- 
Spired, determined to live helpfully... For the 
glory of Thy Name we pray. Amen.—(Rev 
Samuel W. Marble at Colorado Teachers Con- 
vention, Denver.) 

Presiding—Robinson G. Jones, superintendent 
of schools, Cleveland, Ohio. 

Address of welcome—E. M. Williams, presi- 
dent of the Board of Education, Cleveland, 
and president of the Sherwin-Williams 
Paint Company. 

President's address—Frank D. Boynton, 
superintendent of schools, Ithaca, N. Y., 
and president of the Department of Super- 
intendence. 

Our chief concern with the future school 
building program—Joseph M. Gwinn, 
superintendent of schools, San Francisco, 
Calif, 

How is education to be financed in view of 
the increasing cost?—George D. Strayer, 
professor of school administration, Teach- 
ers College, Columbia University, New 
York City. 

Report of the Committee on Lay Relations— 
M. G. Clark, superintendent of schools, 
Sioux City, Iowa. 


Monday, February 25, 2:15 P. M. 
Discussion Groups 
The theme for these groups will be the 
‘ame as discussed during the morning, but 
divided between the speakers named and dis- 


‘usion from the floor. This plan will be 
followed each afternoon. 


The following discussion groups will meet: 
Group 1, County superintendents, J. W. 
Sweeney, superintendent of Elk County 


February 24-28, 1929 


schools, St. Mary’s, Pa., chairman. Educa- 
tion and finance—Paul R. Mort, Teachers 
College, Columbia University, New York 
City; Financing the, rural schools—C. E. 
Rarick, professor of rural education, Kan- 
sas State Teachers’ College, Hays, Kan- 
sas; Proper rural facilities—Ernest Burn- 
ham, Department of Rural Education, 
Western State Teachers’ College, Kala- 





| gs: D. Boynton, president of the Depart- 
ment of Superintendence, and superintend- 
ent of schools, Ithaca, New York. 





mazoo, Mich.; Summary of theme—John 
A. H. Keith, state superintendent of public 
instruction, Harrisburg, Pa. 

Group 2, Cities of less than 10,000 population, 
L. H. Bugbee, superintendent of schools, 
West Hartford, Conn., chairman. Other 
speakers include: J. C. West, Bemidji, 
Minn.;' H. H. Davis, Columbus, Ohio; 
Arthur Deamer, Cedar Rapids, Iowa; H. 
M. Roland, Washington, N. C.; C. F. 
Hedges, Neenah, Wis. 

Group 3, Cities over 10,000 and less than 
50,000 population, Wilbur H. Lynch, super- 
intendent of schools, Amsterdam, N. Y. 
Can building costs be cut? If so, how?— 
Roy R. Roudebush, assistant superintendent 
of public instruction, Indianapolis, Ind.; 
To what extent should school funds be 
used for activities not strictly classed as 
school work?—M. G. Neale, dean, School 
of Education, University of Missouri, 
Columbia, Mo.; The cause of increase in 
school costs—Louis P. Benezet, superin- 
tendent of schools, Manchester, N. H.; If 
the state supplies money for local school 
expenses, how far is the state justified in 
supervising schools?—William W. Fair- 


[ 65] 


child, superintendent of schools, Rutland, 
Vt. 


Group 4, Cities of 50,000 to 100,000 population, 


L. W. Mayberry, superintendent of schools, 
Wichita, Kans., chairman. What education 
should be publicly financed?—Frank G. 
Pickell, Montclair, N. J.; How a city of 
100,000 people profits from an adequate 
statewide financing system—Paul R. Mort, 
New York City; Economies effected through 
eficient business management—Homer 
Shepherd, Knoxville, Tenn.; Practical 
economies which are put into effect in cities 
of 100,000 people—M. C. Lefler, Lincoln, 
Nebr. 


Group 5, Cities larger than 100,000 and less 


than 200,000 population, George N. Child, 
superintendent of schools, Salt Lake City, 
Utah, chairman. The attitude of the public 
mind toward taxation—A. L. Threlkeld, 
Denver, Colo.; The relationship between 
financial support of education and re- 
sultt—C. B. Glenn, Birmingham, Ala.; 
Why school costs have increased in recent 
years—R. L. Jones, Memphis, Tenn. ; Finan- 
cial economies in school administration— 
P. C. Packer, Iowa City, Iowa. 


Group 6, Cities of over 200,000 population, 


Frank Cody, superintendent of schools, De- 
troit, Mich., chairman. National aid for 
education—Frank W. Ballou, Washington, 
D. C.; State aid for education—J. A. H. 
Keith, Harrisburg, Pa.; The pay-as-you-go 
plan for capital costs—H. C. Morrison, 
Chicago, Ill.; A continuous publicity pro- 
gram—R. G. Jones, Cleveland, Ohio. 


Group 7, Music Education, Will Earhart, 


director of music, Pittsburgh Public Schools, 
Pittsburgh, Pa. Values of music education in 
the present age—Walter Van Dyke Bing- 
ham, New York City; The place of music 
in the high-school curriculum—John T. 
Bogan, Chicago, Ill.; What company should 
music keep? an inquiry as to the appropri- 
ateness of music in college and college pre- 
paratory courses—Will Grant Chambers, 
State College, Pa.; The answer given by 
high schools and colleges, a report of pres- 
ent practise as disclosed by a recent sur- 
vey—Peter W. Dykema, New York City. 


Group 8, Assistant and district superintend- 


ents of schools, Frank M. Underwood, as- 
sistant superintendent of schools, St. 
Louis, Mo., chairman. Other speakers in- 
clude: W. H. Martin, Kansas City, Mo.; 
E. B. Cauthorn, Dallas, Tex.; Mary A. S. 
Mugan, Fall River, Mass.; Edwin L. 
Miller, Detroit, Mich.; H. M. Buckley, 
Cleveland, Ohio. 


Monday, February 25, 7:35 P. M. 


Demonstration of Physical and Health Edu- 


cation by Cleveland Children 


Half-hour music program, Cleveland Public 


Schools. 


5 
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A. 


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66 


Program of physical and health education, 


arranged by the staff of physical and health 
education workers in the Cleveland Public 
Schools. 


Tuesday, February 26, 9:15 A. M. 


The Articulation of the Units of American 


Education 


Singing—Led by Russell V. Morgan, director 


of music, Cleveland Public Schools. 


‘he work of the Commission on Articulation 


of Educational Units, Herbert S. Weet, 
superintendent of schools, Rochester, N. Y., 
chairman. 


Waste in American education through lack of 


coordination of the units of American edu- 
cation, John Dewey, professor of philoso- 
phy and dean of Columbia University, New 
York City. 


The problem of articulation as seen by the 


college and professional schools, Edward 
C. Elliott, president, Purdue Oniversity, 
Lafayette, Ind. 


The necessity of coordinating educational 


activities with public affairs, Leonard P. 
Ayres, Cleveland Trust Company. 


Business Meeting—Reports of committees and 


nomination of officers. 


Tuesday, February 26, 2:15 P. M. 


Discussion Groups 


Group 1, Joint meeting with the National 


Council of Kindergarten Supervisors and 
National Council of Primary Education; 
topic, Problems and progress in the articu- 
lation of the kindergarten and the primary 
grades. Julia Letheld Hahn, director of kin- 
dergarten and primary grades, San Fran- 
cisco, Calif., chairman. 


Group 2, The new types of organization of 


school units, George Melcher, superintend- 
ent of schools, Kansas City, Mo., chairman. 
The advantages and disadvantages of the 
6-4-4 plan of organization—William J. 
Cooper, state superintendent of public in- 
struction, Sacramento, Calif.; Discussion 
led by—John Sexson, superintendent of 
schools, Pasadena, Calif.. and Samuel J. 
Slawson, superintendent of schools, Johns- 
town, Pa.; The Texas junior high school— 
M. H. Moore, superintendent of schools, 
Fort Worth, Texas; The possibilities of 
the four-year junior college—James M. 
Wood, president, Stephens College, Colum- 
bia, Mo. 


Group 3, Where can time best be economised 


in reorganization of educational units?, 
Charles H. Judd, professor of education, 
University of Chicago, chairman. Other 
speakers include: Fred J. Kelly, Moscow, 
Idaho; Samuel C. Capen, Buffalo, N. Y.; 
C. R. Mann, Washington, D. C.; David 
Allen Robertson, Washington, D. C. 


Group 4, Accrediting agencies and college 


entrance requirements, J.B. Edmonson, pro- 
fessor of education, University of Michi- 
gan, Ann Arbor, Mich., chairman. Other 
speakers include: Jesse Newlon, New York 
City ; Lewis Wilbur Smith, Berkeley, Calif. ; 
Jesse B. Davis, Boston, Mass.; George M. 
Wiley, Albany, N. Y. 


Group 5, Advantages and disadvantages of 


the six-year high school for the larger city 
and smaller Gommunity, R. E. Tidwell, 
state superintendent of public instruction, 


THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Montgomery, Ala., chairman. The six-year 
high school in the American public school 
system—C. O. Davis, Ann Arbor, Mich.; 
The six-year high school in the larger ur- 
ban community—C. R. Foster, Indiana, Pa.; 
The six-year high school in the rural com- 
munity—A. W. Yawberg, Cleveland, Ohio. 


Group 6, Articulating school with life, Paul 


C. Stetson, superintendent of schools, Day- 
ton, Ohio, chairman. Education~| Processes 
of the adjustment of youth to life—Howell 
Cheney, South Manchester, Conn.; Artic- 
ulating the school with the home—Mrs., 
S. M. N. Marrs, president, National Con- 
gress of Parents and Teachers, Austin, 
Texas; Robert L. Cooley, Milwaukee, Wii. 





Convention Items 


PECIAL RAILROAD RATES, one and one 

half fare for the round trip. 
Identification certificates furnished to 
members of the N. E. A. on request. 
Write Secretary J. W. Crabtree, N. E. 
A. headquarters, 1201 Sixteenth Street 
Northwest, Washington, D. C., or your 
state director, or your state secretary. 
If you neglect to get in advance your 
identification certificate and purchase 
a round trip ticket, no adjustment of 
fare can be made after arrival at 
Cleveland. Sale begins in Central Pas- 
senger Association territory February 
19, final return limit March 6. 

Sleeping-room reservations are han- 
dled through the Housing Committee, 
Albert C. Eldredge, chairman, Room 
1604, Terminal Tower Building, Cleve- 
land, Ohio. 

Convention headquarters, registra- 
tion, postoffiice, exhibits, and general 
sessions are located in the Public 
Auditorium. 

Programs for other departments and 
organizations were printed in the 
January JOURNAL. 





Group 7, Articulation problems in the field 


of adult education, Carroll R. Reed, super- 
intendent of schools, Bridgeport, Conn., 
chairman. Administration and organization 
in smaller communities—W. C. Smith, 
Albany, N. Y.; Administration and organ- 
ization in larger communities—William J. 
Bogan, Chicago, Ill.; Curriculum and 
method in larger cities, Alonzo G. Grace, 
Cleveland, Ohio; Curriculum and method 
in smaller communities—Paul J. Kruse, 
Ithaca, N. ¥.; Randall J. Condon, Cincin- 
nati, Ohio. 


Group 8, The guidance program as a means 


to articulation of the units of American 
education, John H. Bosshart, superintend- 
ent of schools, South Orange, N. J., chair- 
man. The effect of guidance upon articula- 
tion from unit to unit and within units— 
R. D. Allen, assistant superintendent of 
schools, Providence, Rhode Island; The 
effect of guidance upon the articulation of 
the organization—W. E. Givens, superin- 
tendent of schools, Oakland, Calif.; The 
effect of guidance upon the articulation of 
the curriculum—E. N. Ferriss, Cornell Uni- 
versity, Ithaca, N. Y.; The effect of guid- 
ance upon teacher training for better artic- 


February, 1929 


ulation—C. D. Cooper, principal of the 
State Normal School, Brockport, N. Y,; 
Better articulation through guidance and 
its effect upon morale and scholarship— 
Elizabeth E. Packer, acting principal, New 
Trier Township High School, Winnetka, 
Ill. 

Group 9, Articulation of teacher training 
agencies with the other units of American 
education, John W. Withers, dean of the 
School of Education, New York University, 
New York City, chairman. Summary and 
interpretation of the report of the com- 
mittee on the articulation of teacher train- 
ing agencies—John W. Withers; The 
state department of education in relation 
to articulation of teacher training agenc’es 
within the state—Ned H. Dearborn, state 
department of education, Albany, N. Y,; 
The university school of education in rela- 
tion to other teacher training agencies 
within the state—D. C. Phillips, University 
of Missouri, Columbia, Mo.; Arts colleges 
as teacher training agencies—R. H. Jordan, 
Cornell University, Ithaca, N. Y.; Articu- 
lation of state agencies for teacher train- 
ing with the field staffs of their service 
areas—from the standpoint of the school 
superintendent—T. W. Gosling, superin- 
tendent of schools, Akron, Ohio; from the 
standpoint of the president and faculty of 
the teacher training agency—Charles Fos- 
ter, State Teachers College, Indiana, Pa.; 
General discussion from the floor—led by 
Arvie Eldred, superintendent of schools, 
ate, m,. ¥. 


Tuesday, February 26, 7:35 P. M. 


Joint Meeting with the American Educational 
Research Association, 
The Importance of Research as a Basis for 
Public School Administration, Arthur B. 
Moehlman, Chairman. 


Functional administration and research—M. 
R. Keyworth, superintendent of schools, 
Hamtramck, Mich. 

Function and value of public school research 
departments—W. W. Theisen, assistant 
superintendent of schools, Milwaukee, Wis. 

The research function of state departments— 
J. Cayce Morrison, assistant commissioner 
for elementary education, State Education 
Department, Albany, N. Y. 

University research and its value to public 
school administration—M. R. Trabue, pro- 
fessor of education, University of North 
Carolina, Chapel Hill, N. C. 


Wednesday, February 27, 9:15 A. M. 


How Can the Public Schools Better Serve 
Democracy by a Better Trained and a 
Better Selected Teaching Staff? 


What a superintendent has a right to expect 
of an institution training teachers for the 
elementary schools—E. C. Hartwell, supet- 
intendent of schools, Buffalo, N. Y. 

What a superintendent has a right to expect 
of an institution training teachers for the 
secondary schools—Charles S. Meek, super 
intendent of schools, Toledo, Ohio. 

What a rural school has a right to expect of 
an institution training teachers for the rural 
schools—Julian E. Butterworth, professor 
of education, Cornell University, Ithaca, 
Ns. 2s 

(Continued under Notes and Announcements) 





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Builders of Our Profession 


dominating characteristic of the day. 

A few years ago “trust busting” was 
a popular indoor sport. Today the govern- 
ment advises railway mergers and coopera- 
tive marketing associations. A decade ago 
large business organizations were feared. To- 
day they are encouraged because the public 
has discovered that when properly regulated 
they can render better service at a lower 
cost. 

Recently a single issue of a large metropoli- 
tan daily carried three items indicating the 
tendency of industry and commerce to merge 
their resources. Here they are: 


() “erinating characteris is the pre- 


1. New York (AP). Negotiations are under way 
for the purchase of the Shredded Wheat Company of 
Niagara Falls by the National Biscuit Company. " 

2. Farmers to unite in nationwide body federation 
to form huge cooperative service at beginning of 
1929—Chicago (AP) A nationwide agricultural co- 
operative service to function as a trade association for 
farm cooperatives is to be inauguarated by the Amer- 
ican Farm Bureau Federation—The various farmers’ 
cooperative associations will be joined together in the 
national organization sponsored by the Federation 
for the purpose of pooling their resources—The 
marketing expert and chief council said the immediate 
effort would be concentrated on the creation of a 
research board or fact finding commission which 
would supervise the analysis of markets, give legal 
advice on contracts, taxes, and similar matters, and 
supply a transportation bureau and other special 
service. In establishing this new service, account has 
been taken of the general tendency in the direction 
of nationwide contracts in all major industries. 

3. An editorial, The Formation in New York of a 
Department Store Chain which will have an annual 
sales volume of more than $1,000,000,000, clearly 
indicates the trend of American business. The new 
enterprise represents consolidation of twenty-two 
leading department stores in large cities scattered 
from coast to coast—-The movement is significant of 
the new era of retailing. 


We teachers are gradually coming to realize 
that if education is to receive the attention 
which it merits and to make the progress that 
it should make we must unite our forces and 
pool our resources in a great national or- 
ganization. Ten years ago the National Ed- 
ucation Association had less than 10,000 mem- 
bers. This year it has nearly 200,000. Ten 


years hence it should have more than half a 
million. 


New Life Enlistments 


Plats OF PROMISE—The Association is 
anxious to get the names of teachers of 
exceptional promise. It wishes to give them 
words of encouragement in their work and 
particularly in the line of professional ad- 
vancement. It would extend life membership 
invitations to a few of them whether they 
could accept at once or not. Anyone knowing 
such teachers is invited to send their names 
to J..W. Crabtree, Secretary, National Edu- 
tation Association, 1201 Sixteenth Street 
N. W,, Washington, D. C. 


The following life members have been re- 
Ported since the list was published in the 
January JoURNAL: 


ALABAMA—Robert E. Tidwell. 
ARKANSAsS—Garth H. Akridge. 
ALIFORNIA—John Stedman Carver, Margery J. 
‘stang, Warren O. Mendenhall, Bert F. Steelhead. 
Stor Robert G. Blake, F. S. Hartsfield, M. L. 
TAwAt—Ralph C. Lane, H. Alton Rogers. 
LLINOIS—Florence Donahey, Charles J. Lunak. 


[¥A—Esther Helbig, Mary O’Connor, James Rae. 
ANSAS—Vera Jackson. 


MASSACHUSETTS—Frederic W. Kingman. 

MICHIGAN—George G. Malcolm. 

MonTANA—Samuel D. Largent, May Trumper. 

NEBRASKA—Susan R. Frazier, Kenneth H. Thomp- 
son. 

New York—Edith C. Towl. 

Qu1o—Jerome Hull, Robinson G. Jones, C. B. 





| pees Camp, principal of Leggett 
School, Akron, Ohio. The teachers of her 
school have recently presented Miss Camp 
with a life membership in the National Edu- 
cation Association in appreciation of her ef- 
forts to keep the standards of the school high 
and the spirit fine. 


Marquand, Henrietta Schmeuszer. 
OreEGON—William Bryan Durland. 
PENNSYLVANIA—Mary Ayres Leal, John C. Shopp, 
Herman M. Wessel, Ellamae Wilson. 
Texas—J. Fred Horn. 
Wyominc—The Library, University of Wyoming. 


Completed Enrolments 


BSc teachers’ association is the organized 
expression of the teacher’s professional 
aspirations. Through this organization the 
individual identifies himself with the large 
accomplishments of his profession as a whole. 
The welfare of teachers—physical, economic, 
social, and spiritual, cannot be effectually 
promoted by individual endeavor; but by 
group thinking and group acting, such welfare 
is readily secured. But the teaching profes- 
sion is vastly greater than the personal in- 
terests of teachers. The child’s intellectual, 
moral, and physical needs are paramount; the 
preservation of state and nation through an 
intelligent and socially responsive citizenship, 
is an important professional aim; the ad- 
vancement of civilization is our ultimate pur- 
pose. To attain these purposes professional 
solidarity is indispensable. The teacher who 
stands apart from his professional associa- 
tions is like the citizen who neglects to vote, 
declines citizenship responsibilities, and 
evades taxes. “Why join the teachers’ asso- 


[ 67] 


ciation?” Because the teacher desires to be 
loyal to his profession and as a good citizen 
seeks to perform his professional obliga- 


tions.—Journal of New York State Teachers 
Association. 


The following schools have completed their 
100 percent enrolment in the National Edu- 
cation Association since the list was pub- 
lished in the January JoURNAL. 


Ten Years 
Texas—El Paso, Aoy. 


Nine Years 


CoLorapo—Colorado Springs, Buena Vista, Long- 
fellow, Washington. 

ILLinois—Moline, Lincoln, Willard. 

PENNSYLVANIA—Pittsburgh, Knoxville Junior High. 


Eight Years 


CALiroRNiA—Fresno, Winchell. 

ILLINOIsS—Maywood, Lincoln; Moline, Logan. 

MicnicaN—Detroit, Bellevue, Greenfield Park; Grand 
Rapids, Palmer. 

On10—Norwood, Sharpsburg. 


Seven Years 


CoLorapo—Sterling, Sterling Public Schools, Frank- 
lin, High, Junior High, Lincoln. 

ILLiNois—Moline, Central Grammar, Garfield, Gren- 
nell, Washington. 

INDIANA—Wabash, Wabash Public Schools, Century, 
East Ward, High, Junior High, Miami, South, 
West Ward. 

MICHIGAN—Grand Rapids, Sibley. 

New Jersey—Kearny, Nathan Hale. 

New YorK—Binghamton, Alfred Street. 

PENNSYLVANIA—J uniata, Juniata Public Schools, Key- 
stone, Logan, McKinley, Noble; Pittsburgh, Con- 
tinuation. 


Six Years 


CALIFoRNIA—Los Angeles, Cahuenga, Melrose Ave- 
nue; Santa Monica, Garfield, Grant, Jefferson, 
John Muir, McKinley, Roosevelt. 

Co._orapo—Colorado Springs, Arensdale, Whittier; 
Rocky Ford, Rocky Ford Public Schools, High, 
Liberty, Lincoln, Washington. 

DeLAWARE—Wilmington, Number 21. 

ILLinois—Dundee, Public; Moline, Ericsson, High, 
Irving, McKinley, Roosevelt. 

MIcHIGAN—Grand Rapids, Sheldon. 

Missourt—Kansas City, Milton Moore. 

New YorK—Binghamton, Laurel Avenue, Opportu- 
nity, Pine Street, Thomas Jefferson, Woodrow 
Wilson. 

On10—Cleveland, Mt. Auburn Training. 

Uran—Sevier District, Salinda Grade. 

WASHINGTON—Hoguiam, Central, Emerson. 

West Vircinta—Clarksburg, Central Junior High. 


Five years 


ALABAMA—Birmingham, Glen Iris. 

ARIZONA—Tempe, Tempe State Teachers College. 

CaLirorNiA—Danville, San Ramon Valley Union 
High; Los Angeles, Amestoy Avenue, Home Eco- 
nomics Division; Oakland, Frich, Grant; Pasadena, 
Henry W. Longfellow. 

Cotorapo—Colorado Springs, Midland, Roswell, 
Steele. 

ConNECTICUT—Stratford, Sedgwick. 

De_aware—Wilmington, Number 22. 

FLorwAa—Pinellas County, Pinellas County Public 
Schools, Anona Elementary, Central Primary, 
Child’s Park Elementary, Clearview Avenue, Clear- 
water Junior High, Clearwater North Ward, Clear- 
water Senior High, Clearwater South Ward, Coffee 
Pot Elementary, Disston Junior High, Dunedin 
Grade, Dunedin Junior High, Euclid Grade, Forest 
Hills Elementary, Glenoak Grade, Gulfport Ele- 
mentary, Harris Grammar, Lakewood Grammar, 
Largo Elementary, Largo Junior and Senior High, 
Lealman Avenue, Lealman Junior High, North 
Ward Grade, Norwood, Palm Harbor Elementary, 
Pasadena Elementary, Pass-A-Grille Elementary, 
Pinehurst Elementary, Pinellas Park Elementary, 
Rio Vista Elementary, Roser Park, Safety Harbor 
Elementary, Seminole Elementary, Sixteenth Street 
Elementary, South Side Junior High, St. Peters- 
burg Boy’s Junior High, St. Petersburg Girl's 
Junior High, St. Petersburg Senior High, Tampa- 
shores Elementary, Tarpon Springs Elementary, 
Tarpon Springs Junior and SAiior High, Twenty- 
fifth Street Elementary, Wall Springs Elementary, 
West Central Intermediate. 


} 


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| 
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i: .iNois—Dundee, Carpentersville; Elmhurst, Theo- 
dore Roosevelt; Moline, Moline Public Schools, 
Central Grammar, Ericsson, Garfield, Grant, Gren- 
nell, High, Irving, Lincoln, Logan, Manual Arts, 
McKinley, Roosevelt, Washington, Willard, Wil- 
liam Carr; Rock Island, Audubon, Edison, Eugene 
Field, Grant, Hawthorne, Horace Mann, Irving, 
Longfellow. 

INDIANA—Elwood, Edgewood; Michigan City, Canada, 
Jefferson. . 
Kansas—Hutchinson, Fourth Avenue, North Side; 
Kansas City, Kansas City Public Schools, Abbott, 
Argentine Junior-Senior High, Attucks, Bancroft, 
Booker T. Washington, Bruce, Bryant, Carlisle, 
Central, Central Junior High, Chelsea, Clara 
Barton, Columbian, Cooper, Douglass, Dunbar, Edi- 
son, Emerson, Eugene Ware, Frances Willard, 
Franklin, Garrison, Grant, Hawthorne, Horace 
Mann, Irving, John Fiske, John J. Ingalls, Junior 
College, Kealing, Library Department, Lincoln, 
Longfellow, Louisa M. Alcott, Loweil, Macco- 
chaque, Major Hudson, Mark Twain, McKinley, 
Morse, Noble Prentis, Northeast Junior High, 
Northwest Junior High, Park, Parker, Phillips, 
Prescott, Quindaro, Riverview, Roosevelt, Rose- 
dale Junior-Senior High, Snow, Stanley, Stowe, 
Sumner High, Whitmore, Whittier, Wyandotte 

High. 

Kentucky—Louisville, F. T. Salisbury. 

MassacHuUSeTTs—Springfield, White Street. 

MicHIGAN—Grand Rapids, Michigan, Turner. 

Minnesota—Minneapolis, Lake Harriet. 

New YorkK—Binghamton, Abraham Lincoln, Christo- 
pher Columbus, George Washington, Robinson 
Street, Rossville, St. John Avenue. : 

Ou1o—Findlay, Findlay Public Schools, Adams, Bige- 
low, Detwiler, Firmin, Glenwood Junior High, How- 
ard, Huber, J. C. Donnell Junior High, Lincoln, 
McKee, Senior High, Strother, Washington; Niles, 
Monroe; Norwood, Williams Avenue. 

PENNSYLVANIA—Erie, Jones, Marshall; Greenville, 
Columbia, Junior High, Washington, West Side; 
Pittsburgh, Business High, James E. Rogers. 

SoutH CaroLina—Laurens County, Laurens County 
Public Schools, Academy Street, Bailey, Barksdale- 
Narnie, Bethany, Bethel Grove, Brewerton, Center- 
point, Central, Clinton High, Copeland, Cross Hill, 
Eden, Fleming, Florida Street, Garlington, Gold- 
ville, Gray Court-Owings, Grays, Green Pond, 
Hickory Tavern High, Hurricane, Lanford, Lidia 
Mills, Long Branch, Mount Bethel, Mount Galla- 
gher, Mount Olive, Mount Pleasant, Mountville, 
Oak Grove, Oakville, Ora, Poplar Springs, Prince- 
ton, Prospect, Renno, Shady Grove, Trinity Ridge, 
Wardsworth, Warrior Creek, Waterloo, Watts 
Mills, Youngs. 

‘TENNESSEE—Shelby County, Shelby County Public 
Schools, Arlington High and Elementary, Bartlett 
High and Elementary, Bethel Grove Elementary, 
Bolton High and Elementary, Brunswick Elemen- 
tary, Capleville High and Elementary, Coleman 
Elementary, Collierville High and Elementary, 
Cordova High and Elementary, E. E. Jeter Junior 
High and Elementary, Ellendale Elementary, Ernest 
Adams High and Elementary, Ford N. Taylor Ele- 
mentary, Forest Hill Elementary, Frayser Elemen- 
tary, George R. James High and Elementary, Gragg 
Elementary, Hollywood High and Elementary, In- 
dustrial Elementary, Kerrville Elementary, Levi 
Elementary, Lucy Elementary, Macedonia Elemen- 
tary, M. C. Williams High and Elementary, Mes- 
sick High and Elementary, Millinton High and 
Elementary, Oakville Elementary, Rosemark High 
and Elementary, Whitehaven Elementary, White- 
haven High, White Station Elementary. 


Four years 

ALASKA—Juneau, Juneau Public Schools. 

ArIzONA—Gilbert, Gilbert Public Schools; Winslow, 
Winslow Public Schools, Coopertown, High, Junior 
High, Southside, Washington. 

CatirorniAa—Los Angeles, Amelia Street, American- 
ization Division, Carpenter Street, Dahlia Heights, 
Eighty-seventh Street, Euclid Avenue, Garfield 
High, Hyde Park, Lockwood Street, Reseda, Rose- 
mont Avenue, Second Street, Sixty-eighth Street, 
Speech Correction Division, Theodore Roosevelt, 
Union Avenue, Van Ness Avenue; San Francisco, 
Patrick Henry; Santa Monica, Franklin, John 
Adams Junior High; Wilmington, Fries Avenue. 

Co.orapo—Colorado Springs, Garfield, Helen Hunt, 
Ivywild, North Junior High, West Junior High. 

ILtrnotis—East St. Louis, Cannady, Longfellow; 
Robinson, Township High; Rock Island, Franklin 
Junior High, Lincoln Junior High. 

KentuckyYy—Lonuisville, I. N. Bloom. 

Maine—Augusta, Williams. 

MASSACHUSETTS—Plymouth, Cornish; West Spring- 
field, Riverdale. 

MicHIGAN—Detroit, Monteith, Pingree; Grand 
Rapids, Henry. 

New Jersey—Bridgeton, Pearl Street; Camden, 
Northeast, Sewell. 

New YorkK—Binghamton, Binghamton Public Schools, 
Abraham Lincoln, Alfred Street, Central High, 
Christopher Columbus, Crippled Children’s, Dick- 
inson, East Junior High, Fairview, George Wash- 
ington, Health Education Department, Jarvis Street, 
Laurel Avenue, Opportunity, Pine Street, Robin- 
son Street, Rossville, Special Teachers Department, 
St. John Avenue, Theodore Roosevelt, Thomas 
Jefferson, Woodrow Wilson. 

NortH CArotina—Durham, Edgemont. 










































































































































































































































































































































































































































































































































































68 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1929 





On1o—Akron, Frank H. Mason; Cincinnati, Avon- 
dale; East Cleveland, Shaw High; Kenton, East, 
Espy, Grammar, North, West; Mansfield, Senior 
High; Marietta, Washington; Wood County, Wood 
County Public Schools, Bloomdale, Bradner, Custar, 
Dunbridge Cygnet, Dowling, Freedom Township, 
Glenwood Rural, Grand Rapids Township, Henry 
Township, Jackson Township, Lake Township, 
Liberty Township, Lime City, Middleton Township, 
Millbury, Milton Township, Montgomery Town- 
ship, North Baltimore, North Troy Township, Pem- 
berville, Perrysburg, Perry Township, Portage 
Township, Portage Village, Risingsun, Rossford, 
Ross Township, Troy Township, Walbridge, Wash- 
ington Township, Webster Township, West Mill- 
grove, Weston Township, Weston Village. 

OreGoN—La Grande, La Grande Public Schools, 
Central, Greenwood, High, Riveria, Willow. 

PENNSYLVANIA—A bington, Elementary, Glenside- 
Weldon, High, Highland, McKinley, North Glen- 
side, Overlook, Park, Roslyn; Chester, Larkin; 
Greenville, Greenville Public Schools, Columbia, 
Junior High, Senior High, Washington, West Side. 

Soutn Dakota—Sioux Falls, Longfellow. 

Texas—Dallas, Alamo, Ascher Silberstein, Ben 
Milam, David Crockett, James Stephen Hogg, 
Mount Auburn, Roger Q. Mills, Rosemont, San 
Jacinto, Stephen F. Austin, T. G. Terry, Vickery 
Place; Houston, Bowie. 

Uran—Sevier District, Cove. 

VirGiIniAa—Richmond, Robert Fulton. 

WASHINGTON—S pokane, Arlington, Cowley, Mann. 

West VirGinia—Clarksburg, Linden. 


Three years 

ARIZONA—Chandler, Chandler Junior-Senior High, 
Grammar. 

CaLirorniA—Los Angeles, Classical Center Division, 
Clifford Street, John Burroughs Junior High, Nor- 
mandie Avenue, Primary Manual Arts Division, 
Soto Street, Visual Education Division; National 
City, Sweetwater Union High; Santa Ana, Spur- 
geon; Santa Monica, Madison Street; Sawtelle, 
Boulevard. 

Co.orapo—Colorado Springs, Pike View. 

District oF CoLUMBIA—Washington, Douglass. 

ILLINoOIsS—Shabbona, Community High and Consoli- 
dated Grade. 

INDIANA—Michigan City, Michigan City Public 
Schools, Canada, Central, Eastport, Elston, Gar- 
ow Jefferson, Junor High, Marsh, Park, Senior 

igh. 

Iowa—Des Moines, Webster. 

KansAs—Pittsburg, Eugene Field. 

MaAINE—Augusta, Webster. 

MASSACHUSETTS—Revere, Henry Waitt, Julia Ward 
Howe, Theodore Roosevelt. 

New Jersey—Newport, High; Passaic, Lafayette; 
Port Norris, High; Trenton, Cadwalader. 

NortH CaroLina—Durham, Lakewood, South Side. 

Oun10—Cincinnati, Garfield, Twenty-seventh District; 
Cleveland, Almira; Sycamore, Sycamore Public 
Schools; Youngstown, Sheridan. 

OKLAHOMA—Oklahoma City, Roosevelt Junior High. 

PENNSYLVANIA—Bellevue, Bellevue Public Schools, 
Grant, Jackson, High; Chester, Booker T. Wash- 
ington Junior High; Delaware County, Delaware 
County Public Schools, Aldan, Aston, Bethel, Clif- 
ton Heights, Collingdale, Colwyn, Concord, East 
Lansdowne, Eastern Thornbury, Eddystone, Edg- 
mont, Folcroft, Folsom, Franklin, Glen-Nor Joint 
High, Glenolden, Kedron, Lansdowne, Leiperville, 
Lima, Lincoln, Lower Chichester, Marcus Hook, 
Marple-Newtown Joint High, Marple, McKinley, 
Media, Nether Providence, Newtown, Norwood, 
Parkmount, Parkside, Prospect Park, Ridley Park, 
Roosevelt, Rutledge, Sharon Hill, Smedley, Spring- 
field, Swarthmore, Tinicum, Trainer, Upland, 
Upper Chichester, Upper Providence, Washington, 
Western Thornbury, Wheatley, Woodlyn, Wright, 
Yeadon; Meadville, Third District; Pittsburgh, 
Stephen C. Foster. 

TENNESSEE—Memphis, West Tennessee State Teach- 
ers College and Training School. 

Texas—Dallas, M. B. Lamar, Richard Lagow, Robert 
E. Lee; Houston, Harrisburg Junior High and Ele- 
mentary; Port Arthur, Tyrrell. 

Utan—Sevier District, Joseph, Richfield Grade and 
Junior High. 

Vircinia—Lynchburg, Robert E. Lee Junior High; 
Richmond, George Thorpe, Helen Dickinson, John 
B. Cary, Nathaniel Bacon, Randolph, Stonewall 
Jackson. 

WASHINGTON—Kent, Kent Public Schools, Bowen, 
High Valley; Spokane, Lewis and Clark High. 

Wisconsin—Ashland, Ashland County Normal; 
Madison, Emerson, Longfellow. 





Two Years 

ALAasKA—Ketchikan, Ketchikan Public Schools. 

CairorNia—Bonsall, Union; Fallbrook, West Fall- 
brook Union; Inglewood, Center Avenue; Kelsey- 
ville, Union High; La Mesa, Grammar; Los 
Angeles, Alessandro, Cheremoya Avenue, Com- 
mercial Education Division, Eastman Street, EI 
Sereno, Forty-ninth Street, High School Library 
and Text Book Division, Kindergarten and Primary 
Manual Art Department, Modern Language Di- 
vision, Mount Washington, Music Division, Ninety- 
second Street, Norfolk Street, Orchestra Division, 
Pacific Palisades, Penmanship Division; Pa!mdale, 
State Model; Pasadena, Junipero Serra; Ramona, 
Union Grammar; San Pedro, Leland Street; Santa 
Monica, Washington; Sawtelle, Woodrow Wilson. 


CoL_oravo—Colorado Springs, Bristol, Columbia, Cyr. 
tis, Liller, Lowell, South Junior High. 

Connecticut—Norwalk, Center Junior High, Marvin, 

FLoripaA—Dania, Public; Daytona Beach, North Sega. 
breeze Elementary; Hallandale, Public; Palm Beach 
County, Palm Beach County Public Schools, Bocg 
Raton, Boynton High, Canal Point, Central Gram. 
mar, Central High, Central Primary, Delray High, 
Green Acres, Jupiter, Kelsey City, Lake Avenue, 
Lake Worth Junior-Senior High, Lake Worth North 
Grade, Lake Worth South Grade, Lake Worth Weg 
Grade, Lantana-Hypoluxo, Northboro, Pahokee, 
Palm Beach, Riviera, Southboro, West Gate. 

Georcia—A tlanta, Formwalt, W. H. Crogman; Cedg 
Grove, High. 

ILuiNois—Decatur, Lincoln; Rockford, Church. 

INDIANA—Hammond, West Park. 

KANsas—Pittsburg, Central. 

LovuIsiaNa—Zimmerman, Public. 

Massacuusetts—Brookline, Heath; Norfolk, City 
Mills. 

MIcHIGAN—Detroit, Burt; Muskegon, Pillsbury. 

Missourt—Kansas City, Gladstone. 

Nevapa—Ely, Public. 

New Jersey—Ridgefield Park, Ridgefield Park Public 
Schools, Grant, Lincoln, Roosevelt, Special Teachers 
Department, Washington High, Washington Irving, 

New Mexico—Albuquerque, University Heights. 

Oxn1o— Cincinnati, Central Fairmount, Columbian; 
Euclid, Roosevelt; Kenton, Kenton Public Schools, 
East, Espy, Grammar, High, North, West; Smith. 
field, Smithfield Public Schools. 

PENNSYLVANIA—Bradford, Bradford Public Schools; 
Pittsburgh, Daniel Webster. 

Soutn Dakota—Doland, Doland Public Schools. 

Texas—Dallas, Leila P. Cowart; Houston, Cooley, 

Utan—Sevier District, Koosharem, Sigurd; Nephi, 
Juab District Public Schools; Wasatch County, 
Wasatch County Public Schools, Center, Central, 
Charleston, Daniel, Junior High, Keetley, Midway, 
North, Soldier Summit, Wallsburg, Wasatch High, 

VeERMONT—-Brattleboro, Oak Grove. 

VirGinia—Richmond, Grace Arents. 

WASHINGTON—Hoguiam, Junior High, Lincoln; Spo- 
kane, Audubon, Columbia, Young. 


Current Year 


ALaBAMA—Bessemer, Clarendon, Roberts-Vance; 
Birmingham, Cunningham, Gate City. 

ARIZONA—KAingman, Kingman Public; Miami, Lower 
Miami Public Schools. 

CaLiFoRNIA—A naheim, Katella Elementary; Fairmont, 
Pine Canyon; Irvine, San Joaquin; Los Angeles, 
Aldama, American History and Research Division, 
Art Division, Barton Hill, California History De- 
partment, California Street, Course of Study Di- 
vision, Eagle Rock High, Elementary Library Di- 
vision, Fifty-ninth Street, Fletcher Drive, Hayven- 
hurst Avenue, Hazeltine Avenue, Industrial Arts 
Division, Ivanhoe, Magnolia Avenue, Manchester 
Avenue, North Hollywood, Paducah Street, Robert 
L. Stevenson Junior High, Sales Department, 
School Savings Division, Sheridan Street, Student 
Body Finance Division, Twenty-eighth Street, 
Wadsworth Street, Washington Street; Modesio, 
John Muir; Pasadena, Andrew Jackson, Grover 
Cleveland, James A. Garfield, John C. Fremont, 
Linda Vista, San Rafael; San Diego, Washington; 
San Fernando, Granada, Hagar Street; San Fran- 
cisco, Redding; San Pedro, Point Fermin; Santa 
Monica, Lincoln Junior High, Twentieth Street; 
Solana Beach, San Dieguito; Van Nuys, Encino. 

DELAWARE—W ilmington, Number 14. 

District or CotumMBpia—Washington, Garfield. 
FLorwa—Fort Lauderdale, Central Elementary, High; 
Pensacola, Annie K. Suter. - 
Grorcia—Atlanta, Smillie; Columbus, Rose Hill; 

Fayetteville, Fayette County High. 

Hawau—Hana, Maui, Hana, Haow, Kaeleku. ] 

ILLINOis—Evanston, Foster; Harvey, Garfield, Lin- 
coln, Washington; Hillsdale, Community High; 
Rock Island, Frances Willard; Steger, Steger Pub- 
lic Schools. 

INDIANA—Fairmount, Washington Street; Fort Wayne, 
Grasmere Heights. ; 
Kansas—Vineland, Vineland Rural High; Wichita, 

Linwood. 

MaryYLaNp—Baltimore, Number 218. : 

MICHIGAN—Detroit, Angell, Moore; Grand Rapids, 
Burton, Franklin, Oral School for the Deaf, Pine; 
Royal Oak, Edwin A. Starr; Saginaw, Burt, 
Emerson. 

New Jersey—Camden, Fetters; Delanco, Delanco 
Public Schools; Long Valley, Washington Town- 
ship Public Schools; Plainfield, Maxson; Port 
Norris, Elementary; Summit, Washington, — 

New York—dHarriman, Union; Oneida, Elizabeth 
Street; Scotia, High. 

NortH Carotina—Durham, East Durham, North 
Durham. sad 

On10—Cincinnati, Clifton, Withrow Senior High; 
Cleveland, Brownell Junior High, Harmon, 
Park, Willard; Marion County, Marion ? 
Public Schools, Caledonia High and Elementary, 
Claridon High and Elementary, Grand Prairie Ls 
mentary, Green Camp High and Elementary, 
‘ Rue High and Elementary, Montgomery High 
Elementary, Morral High and Elementary, Nev 
Bloomington High and Elementary, Pleasant igh 
and Elementary, Prospect High and Elementary. 
Scott High and Elementary, Tully High and do 
mentary, Waldo High and Elementary; Toled® 


(Continued on page A-59) 








ty 


Vayne, 


EE — ———— 








rol. 18, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A—45 
ol. 































Higher standings—lower cost—come with 
the use of Eastman Classroom Films 


The scientific, nation-wide test made recently in 100 
schools proves beyond question that Eastman Class- 
room Films will raise pupils’ standings, eliminate many 
failures and reduce the cost of education. It marks 
these films as a significant contribution to classroom 
technique—as outstanding educational aids. 





Write for your copy of an interesting booklet about Eastman Classroom Films 





See a demonstration of Eastman Classroom Films 
in booths 56 and 57 at the Cleveland meeting of 
the Department of Superintendence of the N. E. A. 


EASTMAN TEACHING FILMS, Inc. 


SUBSIDIARY OF EASTMAN KODAK COMPANY 


ROCHESTER, N. Y. 


Mention THe Journat when writing our advertisers 















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1929 





Over Half a Century Leaders in Reproduction of Sculpture 
from the World’s Masterpieces 


OUR EXHIBIT 


at the Cleveland meeting 


of the National Education Association will be found in Booths 83-84. 
It will be the most comprehensive exhibit of its kind ever made in 


King Arthur, by Peter Vischer, finished by 
our artists to represent the original bronze 
in Innsbruck, Austria, will be shown at 
the Cleveland meeting. 





| 
| 


Venus of Ostia 


America. 
periods. 


Including subjects from the Ancient, Medieval and Modern 


REFERENCE BOOKS 
OF SCULPTURE 


Caproni galleries hold the world’s greatest collection of 
authentic plastic statuary. These are shown in two large 


books. 


One has 1600 illustrations of Ancient, Medieval 


and Modern subjects, for decorative purposes; the other 


1300 subjects for art classes. 


dispensable to your art library. 


This is the most complete 
treatise on sculpture in existence. 


These books are in- 


SPECIAL OFFER—Sent postpaid to schools for 


$1.00 each. 


One dollar is refunded on a minimum 


purchase of $25.00 within the school year. 
10% Discount to Schools 


P. P. CAPRONI & BROTHER 


INCORPORATED 
Galleries and Offices 


1914 Washington Street, Boston, Mass., U. S. A. 


NOTES and ANNOUNCEMENTS 


| Seton roc 5 8 pe NA RNR OR NN AERA ERS RM 


Department of Superintendence, Tenta- 
tive Programs (Continued) 


What a teacher has a right to expect in help, 
guidance, and professional stimulus from 
the school engaging her services—Frank 
Pierrepont Graves, state commissioner of 
education, Albany, N. Y. 


Wednesday, February 27, 2:15 P. M. 
Discussion Groups 


How Can the Public Schools better Serve 
Democracy by a more Careful Selection of 
Candidates for Teacher Training Institu- 
tions, Better Basal Training, Better Condi- 
tions for Improvement in Service, and Cor- 

respondingly Better Compensation? 


Superintendents, J. W. 
chairman. Improvement of 
teachers—N. Searle Light, director, divi- 
sion of rural education, State Department 
of Education, Hartford, Conn.; Training 
teachers in service—Kate V. Wofford, 
superintendent, Laurens County Schools, 
Laurens, S. C.; Vitalizing teaching through 
motive—Marie Sorum, superintendent, Em- 


Group 1, 
Sweeney, 


County 


met County Schools, Estherville, Iowa; 
Summary of theme—A. E. Winship, editor, 
Journal of Education, Boston, Mass. 

Group 2, Cities of less than 10,000 population, 
L. H. Bugbee, chairman. Other speakers 
include: E. W. Ireland, Stratford, Conn.; 
L. P. Hollis, Greenville, S. C.; J. P. 
Vaughan, Chisholm, Minn.; C. R. Coblentz, 
Eaton, Ohio; E. C. MacInnis, Jefferson, 
Wis.; I. H. Hart, Cedar Rapids, Iowa. 

Group 3, Cities of over 10,000 and less than 
50,000 population, Wilbur H. Lynch, 
Amsterdam, N. Y., chairman. Are the uni- 
versities making adequate provision for 
liberal citizenship education in their pro- 
grams for preparation of secondary teach- 
ers?—J. O. Creager, dean, College of Edu- 
cation, University of Arkansas, Fayette- 
ville, Ark.; Salaries in teacher training in- 
stitutions, are they sufficient to secure the 
best service?—Roy P. Wisehart, state 
superintendent of public instruction, Indi- 
anapolis, Ind.; To what extent are em- 
ployers responsible for the success or 
failure of the young teacher?—John B. 
Heffelfinger, superintendent of schools, 
Newton, Kansas; Selective teacher train- 


ing—Sheldon E. Davis, president, State 
Normal College, Dillon, Mont. 

Group 4, Cities of over 50,000 and less than 
100,000 population, L. W. Mayberry, 
Wichita, Kans., chairman. Better train- 
ing for entrance—David E. Weglein, Balti- 
more, Md.; Training after entrance—A. H. 
Hughey, El Paso, Tex.; Rewards for traif- 
ing—Clyde B. Moore, Cornell University; 
Will training and rewards develop a pro 
fession?—Harry DeW. DeGroat, Cort 
land, N. Y. 

Group 5, Cities over 100,000 and less tha® 
200,000 population, George N. Child, Salt 
Lake City, Utah, chairman. Requisite 
qualifications of the beginning teacher and 
how to secure them—G. W. Frasier, 
Greeley, Colo.; The active teacher a com 
stant student—Why, what, when, where?— 
P. P. Claxton, Tulsa, Okla.; The place 
kind, and amount of supervision requisite 
for improved teaching service—E. 
Butterfield, Concord, N. H.; The relatio® 
ship between salary schedules and teacher 
service—E. S$. Evenden, New York City. 

Group 6, Cities of over 200,000 populatio®, 

(Continued on page A-48) 





State 


than 
erry, 
rain- 
Balti- 
A. H. 
rrain- 
rsity; 
| pro- 
Cort- 


than 
, Salt 
juisite 
r and 
rasiet, 
a con- 
rer 
place, 
quisite 


lation- 
eacher 
City. 

lation, 


Vol. 18, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-47 


Won Buprin 


Self-Releasing Fire Exit Latches 








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Will be exhibited at the N. E. A. convention in the Cleveland 


Auditorium and you are cordially invited to inspect the newest 


developments at 
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Mr. Erwin Happersberger, who will be in charge, is thoroughly 
familiar with all phases of the application of panic devices to edu- 
cational buildings, and will be glad to welcome you. 


If your Fire Marshal has instructed you to have your old 
schools equipped, we particularly urge that you see our exhibit, as Zé \ 


we can be of great assistance to you. 6} 
VONNEGUT HARDWARE CO. t 





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use of this great improvement—the 
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Already in usein a great many 
schools, this has proved to be a re- 
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—Arm supported while writing, nts A 
resulting in better penmanship and 


less fatigue and nervous strain. The Moeser Supporting Arm Top can be furnished 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1929 


es 

















: Sd (Continued from page A-46) 
Joseph C. Llewellyn Ralph C. Llewellyn | Frank Cody, Detroit, Mich., chairman, 
At A. W.S. E. and A. I. A. What counts in the selection of teachers?— 


JOS. C. LLEWELLYN CO. 


R. L. Jones, Memphis, Tenn.; How long 
should be the basal training for a teacher? 


| 
: ; —~i ©, Bauer, Milwaukee, Wis.; 
School Architects and Engineers | ee ee 


training should be given while in service ?— 

Our booths at the Cleveland Convention Exhibit will be C. W. Washburne, Winnetka, Ill.; How 
No. 275 and No. 276. We invite you to call. stimulate continuation of training while ip 

38 S. Dearborn St. Chicago, Illinois service ?—Fred M. Hunter, Denver, Colo, 
sos ___|] | Group 7, Physical and health education, 

" | Frederick Rand Rogers, Albany, N. Y, 

chairman. The organization of — school 
medical service—Frederick W. Maroney, 
Atlantic City, N. J.; Education of the phy- 


sical vs. education through the physical— 


Book Covers Jesse Feiring Williams, Columbia Uni- 


versity, New York City; Administrative 
. : | policies in health education—Albert J. 
Springfield, Massachusetts || Or idard, Schenectady, N. Y. 
— ————— | Group 8, Training for administration, Zenos 
E. Scott, Springfield, Mass., chairman. The 
responsibility which a profession and the 
Department of Superintendence must as- 
sume for establishing standards for its 
members—Fred Engelhardt, Minneapolis, 
Minn.; Current practises in selecting school 
administrative oficers—E. E. Lewis, Co- 
lumbus, Ohio; The extent to which quali- 
fications for school administrative officers 
should be legally standardized in states 
and the United States—Augustus 0, 
Thomas, Augusta, Me.; Professional train- 
ing of school administrative officers— 
Thomas W. Gosling, Akron, Ohio. 


























IEEE INS 


. a 
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TIFFIN, GHIO 
CATALOGUE UPON REQUEST 











Wednesday, February 27, 7:30 P. M. 


This evening is reserved for college din- 
ners, 

















Thursday, February 28, 9:15 A. M. 


How Can the Convention Thesis be An- 
swered through Character Education? 






Music Program. 

The scientific investigation of problems of 
character education—William F. Russell, 
dean of Teachers College, Columbia Uni- 
versity, New York City. 

Handicaps of character education in the 
United States—William C. Bagley, profes- 
sor of education, Teachers College, Colum- 
bia University, New York City. 

Character education from the point of view 
of the philosophy of education—John J. 
Tigert, president, University of Florida, 
Gainesville, Fla. 

Reports of committees. 


Our Best Wishes to the N. E. A! 


EYWOOD-WAKEFIELD extends its best 


wishes for a happy and memorable Conven- 


tion at Cleveland, February 23 to 28. May your 












meeting be successful in every respect ! If you can 






find time to spare during the session, we shall be 
pleased to have you visit us at Booths 285, 286, 
315 and 316 where our complete new line of school 








Thursday, February 28, 2:15 P. M. 


Music Program—Cleveland Public Schools. 

Introduction of Uel W. Lamkin, president of 
the National Education Association and 
president of Northwest Missouri State 
Teachers College, Maryville, Mo. 

Introduction of the new U. S. Commissioner 
of Education. 

Introduction of the newly elected president 
of the Department of Superintendence. 
Address—Paul V. McNutt, dean of the law 
school, University of Indiana, and national 

commander of the American Legion. 


THE NaTionat Council of Administr™ 
tive Women in Education will hold twe 
sessions in connection with the Cleveland 
meeting of the Department of Super!” 
(Continued on page A-50) 


furniture will be on display. 


HEY WOOD-WAKEFIELD 
COMPANY 


PUBLIC SEATING DIVISION 


















Baltimore, Md. Kansas City, Mo. Oklahoma City, Okla. 
Boston, Mass. Los Angeles, Calif. Philadelphia, Pa. 
Buffalo, N. Y. Minneapolis, Minn. Portland, Ore. 
Chicago, Ill. New Orleans, La. San Francisco, Calif. 
Detroit, Mich. New York, N. Y. — Seattle, Wash. 



























Vol. 18, No. 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-49 











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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1929 













Lansing, Michigan 
Eastern High School 


recently equipped with WELCH 
Laboratory Furniture 


Welch Laboratory ..i‘iitry Furniture 


Manufactured 
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The Chemistry 
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QUALITY 

time—one of the : 
ome aoe ~e CA Sign of Quality Is LG CA Mark of Service oe ee ope Sad eien 
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construction, ee > University of Illinois 
modern design, | WW. M. Welch Manufacturing Company Milwaukee, Wisconsin 

and pedagogic Laboratory Furniture Factory General Offices, Warehouse and Indianapolis, Indiana 

utility Manitowoc, Wisconsin Scientific Apparatus Factory Somerville, Massachusetts 
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Bring the Wealth of the or) 
Museum to the 
Classroom 


Accurate Color Prints 


| “Day _Masterpiece Miniatures’’ 

| (3%"” x4%”), 214 subjects, 
2% cents each. 

“Day Historic Designs’’ (4”x 
6”), 24 subjects, 5 cents each. 

Instructors’ Texts (loose-leaf) 

| for each print, 2 cents each. 
Have you our latest prospectus of all 

Educational Art Publications? 
Free to Teachers, Specimen Prints Included 


BROWN-ROBERTSON COMPANY, INC. 
Educational Art Publishers 
| Dept. N.E. 424 Madison Ave., New York | 

id-western Branch 
210 Palmer House Shops, Chicago 


(Continued from page A-48) 
tendence. There will be a dinner pro- 
gram Monday evening, February 25, at 
5:30 at the Hotel Statler with the follow- 
ing speakers on the program: Mabel 
Bragg, Eva G. Pinkston, Katherine D. 
Blake, Kate V. Wofford, Henry Turner 
Bailey, Uel W. Lamkin, Frank D. Boyn- 
ton, and Charl O. Williams. 

The second meeting will be held Wed- 
nesday afternoon at the Hollenden Hotel 
at two o'clock. Speakers will be: Emily 
Griffith, Patty Smith Hill, and Martha 
Berry. The annual business meeting will 
follow. 





OVERLAPPINGS 


and 


OMISSIONS 


COURSES OF STUDY 


Prepared under the 
direction of 


W. J. OSBURN 


ART PUBLISHERS | 


















with the Assistance of a Grant from | I THE AMERICAN Association of Teach- 
the Commonwealth Fund to the State ers Colleges will hold five sessions Fri- 
Department of Public Instruction of AND EXERCISES IN day and Saturday, February 22 and 23, 
Wisconsin. Rural Community Problems _|f | at the Cleveland Hotel. The topic of 
For Use In Rural Life, iscussi g 7 j 7] ie 
167 pages 6x9. Cloth cover. | Rural Sociology, and Rural ‘Damani Courses | discussion at the first a will be Th 
; - outline arranged topically with selected text- Faculty with the following speakers: 

200) pferences and containi ore the t 1 - ‘ ° ° . 
P . $2 50 ostpaid dred laboratory problems. with, cutline mage, statio- | Sheldon E. Davis, Dillon, Mont. ; 0. 

> é cal data, and graph paper. ‘ wet 
rice, 30 p By S.C. RATCLIFFE, Ph.D. R. Latham, Cedar Falls, Lowa; and 
Professor of “toi a ~ o University, Charles McKenny, Ypsilanti, Mich. 
L. W. HACKER, M. A., cece) 7 '» 
P bli Sch | P bli hi Director Dept. Rural Education, Illinois State At the second session the follow ing speak 
UDC 00 UDIS ing —— ee ee Oe. ers will discuss The Curriculum: M. E 

‘e, 65 cents | 
Company McKNIGHT & McKNIGHT, Publishers Haggerty, Minneapolis, Minn. ; Robert 
NoRMAL, ILLINOIS 


Pre TS aS NS Ce Clark, Charleston, W. Va.; E. S. Ever 
den, New York City. Extracurriculum 
and Extramural Activities will be th 
subject for the third session and the fol 
lowing will speak: Charles H. Judd, 
YES--ABSOLUTELY! Chicago, Ill.; L. O. McAfee, Natchi- 
if equipped with the toches, La.; and R. B. Cousins, Kings 
Dudley ville, Tex. At the fourth session The 
Combination Lock Student Body will be discussed by John 
—_ =f yet acd L. Dunkle, Frostburg, Md. and is 
proof lock. Fair, Kirksville, Mo. Administration a” 
Dudley Lock Corp. | | Finance will be the topic at the fifth se 
Dept. A-72 sion with the following speakers: Ralp 
26 North Franklin St. W. Noyer, Muncie, Ind.; A. B. Mere: 
a dith, Hartford, Conn.; R. T. Wells, 
See Us at Cleveland N. E. A. Booth No. 130 - 
Murray, Ky. 


(Continued on page A-52) 


509-11-13 North East St. 
BLOOMINGTON, ILLINOIS 








FOLK 
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use the material in our 
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64-page illustrated descriptive catalogue, with Table 
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A. S. BARNES & COMPANY 
Publishers of Educational Books Since 1838 
67 West 44 Street, New York 















Vol. 18, No. 2 


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For both city and rural schools, these planes fill 
the immediate demand for airplane building 
material for manual training. 


All parts are made of aluminum and finished 
ready for assembly. No special tools or benches 
are needed, as only pliers are used for assembly. 
The work is easy and ean be performed on ordi- 
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structions furnished. Complete in every detail. 


When completed, this plane will actually fly, 
taking off from the ground. It is strong—and 
will stand considerable abuse. Replacement 
parts are furnished at smalt cost. 


Set No. L-100 illustrated ready for immediate 
delivery. 


This is a practical, simply designed, real 
model plane that fills the urgent need for in- 
structive airplane construction material at a 
moderate cost. Complete with rivets, bolts, 
wheels, wing and fuselage covering material, 
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Complete outfit mounted on cardboard. 


It is well to remember that all real airplanes 
are first tested by making models. 


Write immediately for full information to 
cover your requirements. Send $1.25 for sample 
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order. Orders filled strictly in rotation. 


Made by School Men for School Use 


THE MOUNT CARMEL MBG. CO. 
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Mention THe JourNAL when writing our advertisers. 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


Makes Harmonica 
Part of Regular 
School Work 


Says Supervisor of Schools in Paducah, Ky. 


HE training of a “musical ear” in children and the 

ability to read music at sight readily—the bugaboo of 
most teachers—is now being stimulated to a very large extent 
by the introduction of the harmonica as a part of the regular 
musical curriculum in thousands of schools. 


This modern method of teaching music successfully reaches 
thousands of boys and girls who have had very little love for 


music in the past and creates, not only interest, but a real 
enthusiasm for performance. 


Inculcates True Musical “Taste” 


Children of every age enjoy the harmdnica. They are in- 
spired by the fact that they can produce “real music” so 
quickly and with so little effort, and from this point it is an 
easy matter for the teacher to lead them into a greater interest 
in music and its appreciation. 


With the desire to play aroused—with the ability to read 
notes—the next step lies in encouraging the formation of 
bands or orchestras. It has been found repeatedly that even 
pupils who are generally unruly and backward in their formal 
studies are attracted to school, when other means fail, by 
membership in a harmonica band. And thru the strong 
fascination of this novel type of training they unconsciously 
develop concentration, perseverance and preciseness. 


To enable teachers to study the results of harmonica group work in 
many schools, under varying conditions, a thorough treatment of the 
subject has been prepared in the form of a brochure entitled “The 


Harmonica as an Important Factor in the Modern Education of 
Girls and Boys.” 


The brochure carries practical suggestions and helps for individual 
as well as group instruction on the harmonica. It illustrates how, 
with the aid of instruction books, four-part harmony charts for 
teachers and individual “part” cards for pupils, harmonica instruc- 
tion becomes simple and progress rapid. To teachers and music 
supervisors this brochure will be submitted without charge. 


M. Hohner, Inc., Dept. 544-B 
114 East 16th St., New York 
Gentlemen: Please send me without charge brochure on “The Har- 


monica as an Important Factor in the Modern Education of Girls and 
Boys.” 


Address 





—————— 


No chance for 


nitection 


5 CHOOL authorities realize the value of 
sanitation in schools, 


for school 


ture more than the 


dom from servicing 


Automatic 


dom 
Stream Control 


Halsey 
The Halsey 


from infection 
A distinctive Halsey Tay- 
lor feature—water never 
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practical, efficient and 
SANITARY! 
plete 


A com- 
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purposes. Write for cat- 


alog. 


HALSEY TAYLOR 


Mri nkingcfoun tains. 


Certainly no item 
installation demands this fea- 
drinking 
Attractive design, ease of installation, free- 
all these are impor- 

tant and determining factors! 
4 Halsey Taylor Drinking Fountains can you 

get these factors PLUS sanitation! 


Taylor fountains are 
W. Taylor Co., 
Warren, Ohio. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








fountains. 


But only in 


Free- 
provided when 
installed. 


_ ee 


EEE 





(Continued from page A-50) 

THE DEPARTMENT of Supervisors and 
Directors of Instruction will hold a pro- 
gram at Cleveland with open meetings on 
Tuesday and Wednesday mornings and 
a luncheon for members only at the Hotel 
Statler Wednesday noon. The topic for 
discussion Tuesday will be Next Steps in 
Supervision and addresses will be made 
by: Julia L. Hahn, Arthur S. Gist, I. 
Jewell Simpson, and James F. Hosic. 

At the Wednesday meeting the topic 
will be Scientific Method in Supervision 
zs Presented in the Second Yearbook of 
the Department. Speakers will be: Leo 
J. Brueckner, Douglas Waples, Paul T. 
Rankin, Prudence Cutright, and Ernest 
Horn. 


Tue NatIonaL Organization of Sec- 
retaries of State Teachers Associations 
will hold a luncheon Monday, February 
25, at the Hotel Cleveland. R. T. Ellis, 
secretary of the Texas State Teachers 
Association, is in charge of arrangements. 

Tue Nationa Council of Teachers 
of Mathematics will meet at Cleveland 
Friday, February 23, and Saturday, Feb- 
ruary 24, holding three sessions each day. 
Meetings are in charge of Harry C. Bar- 
ber, Exeter, New Hampshire, and Fred 





N. Burroughs, Adams _ School, 


Cleveland, Ohio. 


John 


A MEETING of the Daniel Guggenheim 
Fund Committee on Elementary and 
Secondary Aeronautical Education will 
be held in Cleveland in the auditorium of 
the Old Stone Church on Monday after- 
noon, February 25. Addresses will be 
made by John W. Withers, chairman of 
the committee and dean of the School of 
Education, New York University, New 
York City, Roland H. Spaulding, special- 
ist in aeronautical education, School of 
Education, New York University, New 
York City, C. S. Jones, president of the 
Curtiss Flying Service, Inc. There will 
be a general discussion led by men promi- 
nent in the teaching of aeronautics in the 
public schools. 


For MANY years the activities of the 
National Education Association have had 
a profound influence on the improvement 
of salaries for teachers in elementary and 
high schools. In recent years it is increas- 
ing its efforts to improve salaries in the 
colleges and universities. Secretary J. W. 
Crabtree has broadcast the following 
statement: 


It is generally conceded that college instruc- 
tors and professors constitute the worst paid 


February, 1929 


NORTH, SOUTH, 
EAST, WEST 


Youll find STEEL Seating 


in good schools 


No matter where you go you will find 
good schools equipped with Steel Furni- 
ture Company seating. The extra ad- 
vantages to be had in Steel seating has 
gained the approval of school boards who 
are seeking the best at a_ reasonable 
price. Steel seating is exceptionally dur- 
able, wonderfully made by famous Grand 
Rapids craftsmen, and designed to seat 
the student in a correct, heaithful posture. 
Steel engineers will gladly submit a 
sound, economical seating plan for your 
consideration. Send for Steel catalog 
today. 


STEEL FURNITURE CO. 


Grand Rapids, Michigan 


group in the teaching profession. The serious- 
ness of this oversight is readily appreciated 
when we take into account the fact that no 
group of teachers receives pay in propor- 
tion to the services rendered. College author- 
ities are fully aware of this condition. They 
throw the responsibility for it on state leg- 
islatures and educational foundations. They 
claim that it is much easier to secure funds 
for buildings and equipment than for increas- 
ing the pay of professors. I have sometimes 
wondered whether these authorities make the 
same determined effort for adequate pay for 
the staff that they make for a larger cam- 
pus and for additional buildings. I wonder 
whether they realize as fully as they think 
they do that-men and women, not buildings, 
make the college or university. 

It is surprising that the college can hold as 
many of its high class instructors as it does of 
present salary schedules. The effect is being 
felt, however, and with the continuance of 
low pay it must in the course of time be dis 
astrous to the institution. Perhaps the stag 
gering freshman mortality of recent years '8 
in part due to inefficient teaching in the fresh- 
man year. 

Should members of the legislature in each 
of forty states become convinced as I am con- 
vinced that freshman mortality could be 
greatly reduced by increasing the efficiency of 
the teaching staff, there is no question but that 
funds would be added to appropriations for 
the specific purpose of increasing salaries. 

The press has already poked fun at colleges 
because of this situation. The press and the 


(Continued on page A-55) 



















Vol. 18, No. 2 THE JOURNAL OF THE NATIONAL EpucATION AssocIATION A- 


a 02 Bh RF Leading Educators 


q THREAD‘ S TRAIGHT 


THROUGH wy rteniaeneea|| Planned These Film Courses 


wn 
Ww 



































HE outstanding superiority of DeVry School Films is 
due to the fact that they are definitely planned for 
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Paying tribute to the educational merit of these courses, the 
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For the 


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NO i Bat : ; 
The Public School Museum of St. Louis, the school systems of 
one = San Diego, Calif., Detroit and Seattle, and the Field Museum i 
CHAINS in Chicago are recent additions to those using these scholarly i 
aids to visual instruction. ) 
DeVry School film courses are correlated closely with the 
regular curriculum. Each film is accompanied by a com- . 
plete lesson plan which enables any teacher to make an effec- { 
Low IN PRICE : tive presentation of the subject. t 
yet projects a 10 ft. x 14 ft. picture s i } 
up to 100 ft., equal in quality and All films are on non-inflammable stock and are supplied in 
| definition to pictures shown in mov- either 35 mm. or 16 mm. widths. They may be purchased i 
ind ing picture houses. outright or obtained on a reasonable rental basis. Send the 
a 15 DAYS’ FREE TRIAL coupon now for further information and sample of teacher’s 
ad- Compare it with any other make; if lesson guides. Mention courses which interest you. ' 
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and a . oa. focus adjustment, simplicity | F. S. Wythe, Editor-in-Chief 
t hout. AS NO EQUAL. ss a "= 
eat thet Why a Tnited Seaae Navy is using 150 Ma- Nature Study 18 Lessons By Dr. C. Clyde Fisher, . ' 
ure. chines. 51 being used by Hollywood’s most famous : : American Museum of Natural History ; 
i. celebrities, directors and producers. American Statesmen 6 Lessons By Jas. A. Fitzpatrick ~ 
has just Professional quality with portability. Weight 44 pounds Citizenship 12 Lessons ei i Seen cenenemny with ‘ 
our J Can be operated from any light system, farm lighting Byte ocepegl ol ge nee : 
slog bought incladell World Geography 9 Lessons By DeForest Stull, Columbia University : 
& a Weite for interesting Getails Vocational Guidance 9 Lessons By Fred C. Smith, Harvard University E 
its 151ist ee 20 8 General Science 9 Lessons By Dr. Morris Meister i 
ES HOLMES PROJECTOR COMPANY | Health Hygiene 9 Lessons By Dr. Benj. C. Gruenberg, Director ‘ 
) HOLM Chi Tl American Association for Medical Progress } 
, PROJECTOR 1638 No. Halsted St. icago, . Electricity 12 Lessons By J. W. Coffman { 
= —— —— — ~ ae be = in a oe | . 7 * : 
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| “‘Is Civilization Moving West? 
| : 
~e ? ? ? : his is the title of an interesting new booklet by President DeVry. \ 
ate mportant statistics on the proven value of visual instruction methods } 
0 You Be There ee and the cost of “‘repeaters’’ in schools make this booklet of exceptional 7 
ae | interest to every teacher. Sent free to teachers who request it on ‘ 
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| AT THE 
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World’s Largest Manufacturers of 
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A-54 








































Pathe 


MOTION PICTURES 


ow 


Now a necessary 
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The increased amount of knowl- 
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demands faster and more effici- 
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Many of the world’s leading edu- 
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now available on 16 mm. as well 
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releases include more than one 
hundred subjects on Current 
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ard film. Teachers’ Aid 
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ow 


Standard width films may 
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Pathe Service is always 
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ow 






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Pathe Exchange, Inc., Dept. J. N. E. A.-2 
35 W. 45th St., New York City 


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I em interested in a program for the purpose o: 














THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Containing a block printed 
outline of an island castle de- 
sign on home spun crash, size 
16"x24" ready for “Crayonexing”, (the pro- 
cess of applying “Crayonex” wax crayons to 
fabric and setting the color by means of a 
warm iron), with a full set of instructions and 
a wide assortment of twenty-four beautiful 
colors, “Crayonex” box No. 28. 


An excellent individual or classroom prob- 
lem. 


“Crayonexing Kit” complete $1.00, and one 
Kit free with each order of twelve. Send 
check or dollar bill addressed to 


Department “OQ” 


THE AMERICAN (77) CRAYON COMPANY 


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LEADERSHIP SINCE 1835 94 YEARS OF FAITHFUL SERVICE 








For nearly a quarter 
of a century school 
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vestments by specifying 
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Easy operation—lIong life 
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TEACHERS: 


Earn Money 
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the 
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What are your Plans for 
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Imagine yourself in this Teacher's Place! 


B* A TURN of the pen you can achievean opportunity in interesting educational work 
that should prove more attractive than teaching—and much more remunerative. 


Right now in ay ng for our next summer’s campaign there are a few good po- 
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the Things You Want 


Here is an opportunity for a summer of unusual 
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In the parent sane hundreds of teachers 
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THE S. L. WEEDON COMPANY 
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MAIL THIS COUPON TODAY! 


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I ihvainxastnsateen rg caer PE eee naseneesnnneneem — 


February, 1929 





I'd like to have you tell me more about the attrac- jf 





age 
com 
fere 
org 
dre! 
poit 
teat 
mat 


cau 


me! 





Vol. 18, No. 2 





(Continued from page A-52) 


public are now about ready, if not entirely 
ready, to sponsor a movement in behalf of the 
college professor under whose leadership a 
million young men and women are now near- 
ing the frontier of adult life, and to whom 
men and women in all walks of life are under 
deep obligation. 


A COMMITTEE of ten has been appointed 
by President Lamkin to investigate the 
use in schools of material which outside 
agencies or organizations provide. The 
committee will examine the material of- 
fered the schools by various commercial 
organizations in an effort to keep the chil- 
dren from being given one-sided view- 
points. It will also attempt to provide 
teachers and administrators with infor- 
mation which will enable them to prevent 
the use of schools for promoting selfish 
causes. The members of the commit- 
te are: E. C. Broome, superintendent 
of schools, Philadelphia, Pennsylvania, 
chairman; Frank W. Ballou, superin- 
tendent of schools, Washington, D. C.; 
Cornelia S. Adair, vicepresident of the 
National Education Association, Rich- 
mond, Virginia; Eva G. Pinkston, presi- 
dent of the Department of Elementary 
School Principals, Dallas, Texas; J. Ste- 
vens Kadesch, president of the Depart- 
ment of Secondary School Principals, 
Medford, Massachusetts; C. E. Partch, 
dean of the school of education, Rutgers 
University, New Brunswick, New Jer- 
sey; L. A. Pittenger, president of Ball 
Teachers College, Muncie, Indiana; 
A. T. Allen, state superintendent of pub- 
lic instruction, Raleigh, North Carolina; 
David A. Ward, superintendent of 
schools, Wilmington, Delaware; and 
Paul C. Stetson superintendent of 
schools, Dayton, Ohio. 


THE FOLLOWING opportunities in for- 
eign summer schools for 1929 are given 
here in advance of the complete list be- 
cause of the necessity of planning attend- 
ance further in advance. This list was as- 
sembled by Adele Humphrey, viceprinci- 
pal of the Polytechnic High School of 
Los. Angeles, California, who prepared 


the list which appeared in the May, 1928, 
JourNnat. 


University of London: Holiday Course for Foreign- 
ere. July 19-August 15, 1929. Lectures by L. U. 
Wilkinson on contemporary English writers, W. Rip- 
-— on sounds of modern English, Gilbert Slater, 
British contributions to European culture, Allen S. 
Walker, the history of London and English archi- 
tecture. Classes in phonetics and conversation. Di- 
fector, Walter Ripman, M. A. 


Austro-American Institute of Education, Elizabeth- 
ma 9, Vienna I. July 17-August 13. Courses in 
Tman language, lectures, excursions to children’s 


clini . 
“ines, kindergartens, community houses, state board- 
'§ school, etc. 


(Continued on page A-59) 





45 EAST 17th ST. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





j ®& Ss —<—-. 
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yd —a 


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rogress! 


“Established to promote public welfare by teach- 
ing the value of cleanliness’ —such is the purpose of 
Cleanliness Institute. 


What has been accomplished? Here in brief is 
the record for 1928, the first full year of the In- 
stitute’s existence. 

Cleanliness messages reached audiences in the 
tens of millions through the printed page, the micro- 
phone, and the cooperation of thousands of officials 
and organizations. The aggregate circulation—or 
the number of times that cleanliness educational mes- 
sages were repeated—reached the impressive total of 
671,000,000. This number, tremendous as it is, will 
probably be exceeded in 1929. 


Outstanding among the activities of the Institute 
has been the publication of three graded supplemen- 
tary school readers of unusual charm and value, 
written by authorities, well illustrated, pedagogically 
sound, aimed at inculcating habits as well as knowl- 
edge. These cleanliness stories and texts have been 
instantly popular with school administrators and 
teachers. School leaders have asked for hundreds 
of thousands of copies. 

The cooperation of the Institute is yours for the 
asking. Gratifying progress has already been made. 
Even greater usefulness can result as interest in- 


creases among leaders of public thought and organi- 
zation. 


Are you in touch with the Institute? If not, why 
not write today ? 


CLEANLINESS INSTITUTE 


Established to promote public welfare 
by teaching the value of cleanliness 


& 


NEW YORK 


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World Federation 
of 


Education Associations 


GENEVA 
July 26 to August 4, 1929 


Thos. Cook & Son 


Have been designated as the 


Official Travel Agency 


by 
Miss Olive M. Jones 


Chairman of the Committee onTrans- 
portation for the Committee on 
International Relations of the 


National Education 
Association 


Sailings from New York and Montreal 
from June 1 to July 15 


Pre- and Post-Convention Tours 
of Europe Arranged 


FILL OUT AND MAIL COUPON FOR FULL INFORMATION 
Thos. Cook & Son 
585 Fifth Avenue, New York, N. Y 
Please send me booklet A-12 containing information 
on subjects checked below. 


Date of departure No. in party 


° ° re : 
I am interested ina wl -Convention Tour 


I wish — Third accommodations. 


I wish to spend approximately $ 


I should like to visit the following countries 


Name 


Street and Number 


City 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ELECT your trip abroad 

from 232 itineraries cover- 
ing all countries of Europe 
during summer of 1929. Prices 
from $295 to $1074. England, 
Belgium, Holland, Germany 
and France, all expenses, $406. 
Congenial parties personally 
conducted by expert couriers. 
Delightful Tourist Third 


Cabin accommodations on 


Canadian Pacific 


steamships via the scenic St. 
Lawrence “water boulevard” 
to Europe. College orchestras 


February, 1929 


on shipboard—just like a big 
house party! Large amount 
of motor travel in Europe, 
Thousands of satisfied clients 
recommend Guild tours. 


Tour prices include round 
trip Ocean passage; transpor- 
tation through Europe by rail, 
steamer and motor; good ho- 
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meals; sightseeing programs; 
admissions to galleries and 
museums; services of English- 
speaking couriers and guides; 
transportation of baggage; 
and all tips abroad. 


Dept. 676, 180 North Michigan Boulevard, CHICAGO 








Mention THE Journat, when writing our advertisers. 


5000 AMERICAN TEACHERS 
Will Attend 


The World Federation 


of Education Associations 


GENEVA 
July 25, 1929 


An International Acquaintance Tour is planned 
under the leadership of 


MISS CORNELIA STORRS ADAIR 


Former President, N. E. A. 
2121 Park Ave., Richmond, Va. 


and 


DR. W. CARSON RYAN, JR. 


Professor of Education, Swarthmore College 


The itinerary also covers full program of 
sight-seeing in Europe’s famous capitals. 


SAIL—“ARABIC”—JULY 6 
RETURN—“HOMERIC”—AUGUST 28 


Make early application for membership to 


MISS ADAIR, DR. RYAN, or 


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*ol. 18, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-59 
] Ol. , 





(Continued from page A-55) 


University of Grenoble, France. July 1-Octo- 
ber 31. Elementary and advanced lectures in French 
language, civilization, and literature for foreigners. 
Special work in phonetics. Visits to places of in- 
terest in mountains of Dauphiny and Savoy, and to 
the towns of the Rhone valley and the Riviera. 

University of Paris. July 1-October 28. Director, 
Henri Goy. Courses in French literature, general 
history of France, history of art, history of ideas in 
France, history of French civilization. 

University of Berlin; Potsdamerstrasse, 120, Ber- 
lin W. 35 from middle of July to last of August. 
Lectures on German literature, art, history, educa- 
tional matters, and economic relations. German lan- 
guage, phonetics, conversation classes; visits to mu- 
seums, schools, etc. 

University of Gottingen. Month of July. Herr 
Gossman, Sekretariat. German language, philosophy, 
and pedagogy, economics and sociology, history, pure 
and applied mathematics, and physics. 

University of Hamburg—month of August and fort- 
night’s tour of Germany. Edmund Siemersallee Ham- 
burg, 13. German language, economic and intellectual 
life of Germany, organization of public welfare. 

University of Heidelberg. Augustinergasse 15. 
Month of July. German language, literature, folk- 
lore, music, art, history, economics, medicine, chem- 
istry, and geology. Heidelberg festival plays will 
be presented. 

Associazione Italo-Americana, 271 Corso Umberto 
I, Rome. July and August. Italian language and 
literature, art and archaeology, economic, industrial, 
and social development of Italy. Courses given at 
University of Rome especially for American students 
and teachers. 

Bureau International d’Education, 4 Rue Charles 
Bonnet, Geneva, Switzerland. Last two weeks in 
August. The work of the League of Nations; devel- 
opment of international cooperation. 

Institute Jacques Dalcroze, 44 Terrassiere, Geneva. 
Ten days in August. Rhythmic movement, plastic, 
solfege, and improvisations. Four lessons a day. 

Institute J. J. Rousseau, 4 Rue Charles Bonnet, 
Geneva. Two weeks in August. Psychology of the 
child and experimental psychology. 

Université de Genéve—July and August. Modern 
French language and literature: Literary analysis, 
classical literature, French spiritual life, art, ex- 
cursions, opportunities for sports and Alpine climb- 
ing. Social and theatrical evenings. 

Center of Historical Studies, Madrid. Director, 
Homero Seris, Almagro, 26, Madrid 4. Month of 
July. Spanish language, grammar, phonetics, litera- 
ture, art, and history. Classes in conversation and 
composition. Contemporary literature, Spanish life, 
music, and commercial course in Spanish. Visits to 
Museums and excursions to other cities. 

University College of South West of England, Ex- 
eter, Devon. Professor J. W. Schopp, M. A. Month 


of August. English language, literature, phonetics, 
life, and institutions. 


Builders of Our Profession 
(Continued from page 68) 


Auburndale ; Wellington, Penfield High; Willoughby 
Lincoln; Youngstown, Chaney High. 

— Northwestern State Teachers Col- 
ege. 

PENNSYLVANIA—Pittsburgh, Perry High, Sterrett; 
adnor Township, Rosemont, Wayne Grammar, 
ayne Primary; Reading, Continuation. 

Carotina—Parksville, Washington Consoli- 
dated High; Silverstreet, High. 

ENNESSEE—Cleveland, Mayfield; Knoxville, Moun- 

~ View, West View; Memphis, A. B. Hill, 
Tuce, Snowden Junior High; Tyner, High. 

ter Dallas, City Park, Cockrell Hill, Eagle Ford, 
torge Peabody, Love Field, Maple Lawn, William 
- Travis. 

Vini—Sevier District, Central, High, Monroe Grade. 
GINA—Newport News, Woodrow Wilson; Rich- 

Wann’: John Smith, Ruffner. 

TONCTON —Hoquiam, Washington; Spokane, Libby 

W “nior High, Madison. 

YOMING—Cas per, Willard. 













j Superintendents, Principals, 
TEAGHERS AGENCY Teachers for Grades, High 
Schools, and State Teachers’ 


Colleges secure promotions 
through this live-wire Place- 








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535 Fifth Avenue, New York 





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STATUARY MAKES ATTRAC- ° . 

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AT LOW COST 

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Washington Birthdays. Philadelphia, Pa. 
Washington Life- 
Size Busts 
30” high, $15.00; College of Liberal Arts and 
weight, 100 Ibs. ~ 
packed. Sciences 
23” high, $7.50; 
weight, 50 Ibs. Teachers College 
packed. 
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inclusive 
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HARRIOT HAMBLEN JONES, Principal 
25 Huntington Ave., Room 316 





















Boston, Mass. 


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for Hygiene 
and Physical Education 


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Send 25¢ for the “Art Index,” a list and catalogue of 2500 famous works of art. 





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February, 1929 


i 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








THE YATES-FISHER TEACHERS’ AGENCY 


PAUL YATES, Manager 


620 South Michigan Avenue, Chicago 
Telephones: Harrison 2642, Harrison 2132 
Other Office: Portland, Oregon, 911-12 Broadway Bldg. 


TEACHERS 


HURSTON actncy 


224 S. Michigan Ave. CHICAGO, ILL. 


Average increase 134% in business 
past 2 years makes need for more 
teachers, Register now for best 
results. 


TEACHERS WANTED 
For Schools and Colleges 


NATIONAL TEACHERS AGENCY, Inc. 
D. H. Cook, Gen. M@gr., Philadelphia, Penna. 


Syracuse, N. Y.; Cincinnati, O.; Northampton, Mass.; Memphis, Tenn.; 
Pittsburgh, Penna.; New Haven, Conn. 


B B O T T CENTRAL, SOUTHERN, 
Teachers’ acency WESTERN STATES 
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201 MOORE & TURNER BLDG. 
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Other Offices: 


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MEET US IN CLEVELAND Represented by several managers. *‘Souvenirs”* 


SOUTHERN TEACHERS’ AGENCY 
Columbia Chattanooga Richmond Louisville 


MONTANA TEACHERS AGENC 


BAKER, MONTANA A. George Rudolph, Mgr. 


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THE J. M. HAHN TEACHERS AGENCY 


A WESTERN PLACEMENT BUREAU ELEMENTARY, SECONDARY, COLLEGE 
Always in quest of outstanding educators for important positions. Teachers with higher degrees in 
demand. Doctors of Philosophy urgently needed for college and university positions. 


Begin any time J. M. HAHN and Blanche Tucker, Managers, 2161 Shattuck Ave., Berkeley, California 


The Anibversity of Chicago 


301 Ettis HALL CHICAGO, ILLINOIS 


“TD, 


H § 402 Dillaye Bldg., Syracuse 317 Schofield Bldg., Cleveland, 0, 
The Everett 0. Fisk Teachers encies 1420 Chestnut St., Philadelphia 1020 McGee St., Kansas City 
808 Title Bldg., Birmingham 409 Journal Bldg., Portland, Or. 
120 Boylston oan ane jew Yoru! Portland, Me. 549 Union Trust Bldg., Pittsburg 548 Spring St., Los Angeles 
Send for Circular and Registration Form to any address above 





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NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES 


RGANIZED in 1914, the N. A. T. A. now includes approximately the 60 leading Teachers’ 
United States. 


membership is recognized as assuring professional fitness and business reliability. 


\gencies of the 
All members have been investigated carefully, and have subscribed to the Code of Ethics; 


OTT nl cae TT eG 


are invited to visit and use the N. A. T. 


List of Members, February, 1929 


m. ¥. 
Boston, Mass. 
Agency, New York City. 
Agency, Birmingham, Ala. 
Boston, Mass. 
Chicago, Ill. 

New York City. 
Agency, Philadelphia, Pa. 


Frankford Pacific Teachers’ Agency, Los An- 
geles, Calif. 


J. M. Hahn Teachers’ Agency, 
E. L. Huff Teachers’ Agency, 
Interstate 
Interstate 


Educational Executives 
vention. 


A. Booth, No. 257, at the Cleveland Con- 


eet! aot 


Albany Teachers’ 
Albert 


Agency, Albany, N. Y. 

Agency, Chicago, III. Fickett Teachers’ 

Allied Teachers’ Agency, New York City. Fifth Avenue 

American Teachers’ Agency, Springfield, Mass. Fisk 

American and Foreign Teachers’ 
York City. Fisk Teachers’ 

Boston Musical and Educational Bureau, Boston,  jj;,4 
Mass. 


Empire Teachers’ Agency, Syracuse, Pratt Teachers’ Agency, New York City. 


Rocky Mountain Teachers’ Denver, Colo. 
Rocky Mountain Minneapolis, 

Minn. 
Rogers 


Teachers’ Agency, Agency, 


Teachers’ Agency, 


Teachers’ 


Agency, New Fisk Teachers’ Agency, Teachers’ Agency, Columbus, Ohio. 


Sabin’s Educational Exchange, Des Moines, lowa. 
Agency, New York City. 
Agency, Cleveland, Ohio. 
Agency, Pittsburgh. 
Agency, Columbia, S. C. 
Southern Teachers’ Agency, Chattanooga, Tenn. 
Southern Teachers’ Agency, Richmond, Virginia. 
Southern Teachers’ Agency, Louisville, Ky. 


Agency, 


Taan ’ nu 
Teachers’ Agency, Schermerhorn Teachers’ 


tis " ’ . ye . 
Boynton Teachers’ Bureau, Los Angeles, Calif. Fisk Teachers Schermerhorn Teachers 
New York City. 
Philadelphia, Pa. 
Cary Hartford, Conn, 
Cary Agency, Boston, 


Clark-Brewer Teachers’ 


Schermerhorn Teachers’ 
Southern 


Bryant Teachers’ Bureau, 


mn : 
Bryant Teachers’ Bureau, Teachers 
Teachers’ 


Teachers’ 


Berkeley, Calif. 
Missoula, Montana, 
Rochester, N. Y. 
Atlanta, Ga. 


Agency, 
Mass. 
Chicago, Ill, 


Agency Teachers’ Agency, 


Teachers’ Bureau, 


Clark-Brewer Teachers’ Agency, Minneapolis, Minn. 
Clark-Brewer Teachers’ Agency, Pittsburgh, Pa. 
Agency, Spokane, Wash. 
New York City. 
Kansas City,Mo. 
Agency, Buffalo, N. Y. 

Teachers’ Agency, Boston, 
Davis-School Service, Lincoln, Neb. 
Educators’ 


Clark-Brewer Teachers’ 
Clark-Brewer Teachers’ Agency, 


Clark-Brewer Teachers’ Agency, 
Co-operative Teachers’ 
Corlew Mass. 


Bureau, Indianapolis, Ind. 


Mention THe 


Interstate Teachers’ Agency, New Orleans, La. 
Kellogg’s Agency, New York City. 
Love Teachers’ Agency, Fargo, N. Dak. 


Mateus Schools Teachers’ Agency, Des Moines, 
owa, 


Ohio Midland Teachers’ 
Ohio Valley Teachers’ 
Oswego Teachers’ 
Parker 


‘Teachers’ 


Agency, Columbus, Ohio. 
Agency, Mentor, Ky. 
Agency, Oswego, N. Y. 
Madison, Wis. 


Teachers’ Agency, 


JourNat 


when writing our advertisers. 


Specialists’ Educational Bureau, St. Louis, Mo. 
Stout Teachers’ Agency, Portland, Oregon. 
Teachers Exchange, Boston, Mass. 

Thurston Teachers’ Agency, Chicage, Ill. 
Tucker Teachers’ Agency, Boston, Mass. 
Western Teachers’ Exchange, Denver, Colo. 
Agency, Boston, Mass. 
Agency, Salt Lake City, 


‘Teachers’ 
Yergensen 
Utah. 


Winship 


Teachers’