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MARCH, 1929 


‘@he J OURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Education: What Program? What Price ?—Frank D. Boynton 

The Transformation of Peter—Thomas R. Henry 

Teachers Talk Too Much—/JVilliam Allen Millers 

The Pioneer Burk School—John H. Butler 

, The Scarsdale Plan—Ralph Underhill 

School Librarianship as a Career—Helen Harris 

Two Gates of Atlanta—National Geographic Society 

Editorial—The New Commissioner of Education 

Child Health Day—Programs for May Day . ‘ 

Mental Health Through Work and Play—Deniel W. he Rue 

Universal Postal Union—dA Poster for all schools . 

Growth of Education Associations—Statistics for all teachers . 

Vitalized Group Study and Faculty Meetings 

Rural Education During 1928—Charles W. Pugsley 
«Secondary Education in 1928—J. T. Giles : 

Adjusting the Maladjusted Girl—Jessie B. Colburn . 

Disease—An Added School Burden—Hugh S. Cumming 

The Rights of the Child—Harold Saxe Tuttle 

Sixty Educational Books of 1928 

Builders of Our Profession—Schools at work on shale iin ms 

Notes and Announcements 


Published monthly, except July, August, and September, by the 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 


1201 SixTeentH Street Nortuwest, WaAsHINGcTON, D. C. 


Entered as secondclass matter October 28, 1920, at the poets at Washington, D. C., under the Act of August 24, 1912. Acceptance 
for mailing at special rate of postage provided 


or in section 1103, Act of October 3, 1917, authorized January 26, 1921. 


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March, 1929 


Education: What Program? What Price? 


with a spark of imagination to stand 

unmoved before this assemblage. We 
are gathered here from the four corners 
of this great republic, adventurers in the 
continuously creative enterprise of de- 
veloping and perfecting the American 
public school. Four days are to be de- 
voted to the consideration of this funda- 
mental proposition. If as a result we 
return to our classrooms and offices with 
a clearer vision of the meaning of our 
tasks, a firmer grip upon the practical 
methods by which the end sought is to 
be attained, a renewed courage, and de- 
termination to achieve, then this meeting 
will have served its purpose. 

But before we enter upon the quest for 
the best practical means for securing these 
ends, let us look for a little at the thesis 
which we have chosen as the central 
theme for this convention, ““How can the 
public schools better serve democracy, 
increasingly produce a higher type of 
citizen?” In this one terse sentence we 
are calling public attention to the ultimate 
goal of American education, stating a 
major objective of the church, and ex- 
pressing the hope of good citizens every- 
where. 

Recognition of the value of the work 
of our public schools by great leaders is 
not lacking. President-elect Herbert 
Hoover says: “The progress of the race 
is upon the marching feet of healthy, in- 
structed children,” and that “if we were 
to suppress our educational system for a 
single generation the equipment would 
decay, the most of our people would die 
of starvation, and intellectually and 
Spiritually we would slip back four thou- 
sand years in human progress.” About 
4 year ago, Roger Babson, set down to 
the credit of the American public school 
system the following credit-results. 


‘ WOULD be impossible for anyone 


Mr. Babson says: 


During the past twenty years the public 
schools have practically eliminated illiteracy 


aad materially raised the general level of 
intelligence. 


1 
8 Address delivered before the Department of 
“UPerintendence at Cleveland, Monday, February 25. 


Frank D. Boynton 


They have supervised the health and safety 
of the nation’s children to a much greater 
extent than ever before and to their great 
good. 

They have absorbed the great flood of 
immigration which inundated the country, 
and kept it American. 

Through courses in vocational education, 
they have prepared young people for specific 


HROUGH the courtesy of President 

Boynton in preparing this address 
well in advance, it is possible to pre- 
sent it in the March JouRNAL which 
goes to press before the convention 
opens. This is the fifty-ninth conven- 
tion which the superintendents of the 
United States have held. It is probably 
the most powerful convention on earth 
in the magnitude of the interests which 
its members represent. Into its work 
several generations of the finest men 
and women of the country have poured 
their best talents. The fifty-nine presi- 
dential speeches alone would make a 


notable volume of inspiring educational 
faith. 














trudes and have increased the earning power 
of those thus educated. 

Our great advance in material prosperity 
can be ascribed in part to the higher educa- 
tional levels and thinking to which the work 
of the public schools has raised the masses. 


Quotations of like import could be 
multiplied indefinitely. But the impor- 
tant thing to know is not that the service 
of the school is valuable, but how valuable 
it is. What measure of value can be ap- 
plied to an institution that has practically 
banished illiteracy ; looked after the physi- 
cal wellbeing of twenty-five million chil- 
dren; raised the level of living and think- 
ing; increased the earning and purchas- 
ing power of the worker, thereby creat- 
ing and building up a home market which 
consumes ninety percent of the product 
of farm and factory ; and despite the flood 
of immigration kept the nation Ameri- 
can? He is a brave man, or a fool, who 
ventures to place a money value upon 
such a service. 

No considerable fraction of the public 
would deny the desirability of public edu- 
cation or the right of every child to some 


[69] 


amount and some kind of education. The 
question is not “Shall we have public 
education at public expense?” That ques- 
tion is settled permanently. The question 
is rather “How much education and what 
kind shall we have and how much shall 
we pay for it?” “‘Are we trying to buy 
too much and too many kinds for too 
many people, and are we paying too much 
for what we are getting?’ These are 
the questions the critics of the schools are 
asking. For it has become the fashion of 
late for certain speakers and writers on 
taxation and public expenditures to point 
an admonishing finger at the steadily ris- 
ing cost of public education, questioning 
the value of much that has gone to enrich 
the curriculum, and leading the taxpayer 
to regard himself as the victim of ruthless 
exploitation at the hands of the pro- 
fessional educator. 

But who is it that bewails the high cost 
of public education, declaring that we 
are trying to teach too many people too 
many things; whose heart is it that so 
yearns with sympathy for the over- 
burdened taxpayer and who sees in the re- 
duction of school costs the easiest road to 
his relief? Is it the working man living 
in a small rented home striving to sup- 
port a large family on a small income and 
struggling against the approaching day 
when his older children must give up 
school and join the ranks of the wage 
earners? Is it the less numerous middle- 
class worker, owning his modest home, 
whose children can look forward with 
a fair degree of assurance to attending 
the high school for a season? No, not 
these. They know that in education lies 
the hope of realizing for their children 
what circumstances have denied them- 
selves ; that through the American public 
school runs the straightest road to success 
and a more equal distribution of the 
world’s wealth. 

Who is it, then, that wishes to curtail 
the school budget and reduce the op- 
portunities offered accordingly? It is that 
small but powerful and active class, made 
up in part of those who believe apparently 
that education, above the line of illiteracy, 





70 





is the exclusive right of a few select souls 
and who claim it for their own by a sort 
of divine right bestowed by heredity and 
wealth, forgetting that they themselves 
and their prestige are the product of that 
democracy which they now desire to 
strangle; a class made up in part of these, 
and in part, also, of those gold-greedy go- 
getters who have always been willing to 
rob childhood of its birthright and to 
coin it into coupons, in order that, with 
unconscious irony, they may build monu- 
ments to themselves upon college cam- 
These are our “conscientious ob- 
jectors’ to the school budget. But these 
enemies of universal education have been 
met before in the fight for free elemen- 
tary, and again for free secondary schools 
and state universities, and were defeated. 
Once more they are riding to a fall. 
For see what has happened. The 
American public school is not something 
fixed, static, unchanging; it is a growth, 
reflecting the growth, the prosperity, the 
changing social, domestic, and economic 
arrangements of the national life. More 
accurately and completely than any other 
institution, it mirrors the national ideals, 
prosperity, and aspirations. The traveler 
in Europe on entering a town first sees 
the great cathedral; in America he sees 
the schoolhouse. It 


puses. 


is ubiquitous and 
dominant. It gathers into itself an ever 
larger share of the life of our youth. 
Now it is reaching out for the adult also, 
offering him a share of its wealth, and 
providing profitably for his increasing 
hours of leisure. 

At the time of the adoption of the Con- 
stitution the average length of attendance 
upon school for the individual was sixty 
days; in 1920 it was 1200 days, the 
highest average length of school life for 
a whole population ever attained by any 
nation. In 1775 the elementary curric- 
ulum consisted of the three R’s with 
spelling and the Bible added. Fifty years 
later grammar, geography, and_ book- 
keeping had been added. Another twenty- 
five years and we had added history and 
begun the use of object lessons. By 1875 
the “frills” of the previous fifty years 
had passed to the stage of “essentials,” 
grammar, geography, and history holding 
secure places in the program while new 
“frills” appeared in the form of civics, 
music, drawing, and health education. 
By 1925, one hundred fifty years after 
the beginning, the curriculum included 
not five but twenty-three subjects. 

As it stands today, the program reflects 
and always has, not so much the abstract 
theories of educators as to what consti- 


[HE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





tutes correct educational procedure, as it 
does the popular conception of what con- 
stitutes a satisfactory school. When the 
public school idea was first thought out, 
the home was the primary and authorita- 
tive institution and the most interesting. 
In large measure it was independent of 
all other institutions. The art of living 
out of paper bags and tin cans had not yet 
emerged. If the grocery boy overslept the 
family could still have breakfast. The 
railroad, the telephone, the factory, the 
department store, and the bakery had not 
then made of the home a shell. The 
school when it came was merely a supple- 
mentary institution created by the home 
for the performance of certain of its own 
functions which it chose to delegate but 
for which it recognized its responsibility. 
Around the fireside the family gathered 
evenings ; friends were entertained in the 
home and welcome. We had not learned 
then to rent halls for entertaining and to 
drive out to dinner in luxurious automo- 
biles. The home designed the family 
clothes and made them; it did the can- 
ning and preserving; there was always 
something creative to be done there; and 
because of these things it was the most 
interesting and best beloved place in the 
world—a place about which poets sang. 

As our social and industrial organiza- 
tion has grown more complex the former 
activities of the home have been delegated 
one after another to other agencies and 
the responsibilities which the home once 
bore have been definitely placed upon the 
shoulders of other institutions, principally 
the factory, the church, and the school. 
The result has been the gradual trans- 
formation of the school from a place of 
mere training in the essentials of academic 
learning for the children of such parents 
as were rich enough to dispense with 
their labor, to great service stations, tax- 
supported and buttressed by child labor 
and compulsory attendance laws in every 
state in the nation, dedicated to the serv- 
ice of all the children of all the people. 
A service program, therefore, has been 
built up which accurately reflects the 
changes in our domestic, social, and eco- 
nomic life. There is not a subject in the 
program but has found its place there 
as a result of either mandatory or per- 
missive legislation or of pressure upon 
school officers by organized, active, per- 
sistent, local groups. Our present pro- 
gram, therefore, is the people’s own, 
worked out and adopted in response to 
their demands. As it has been made, so 
it will be continuously remade—chang- 


March, 1929 


i 


ing, developing, expanding to meet the 
needs of a changing social order. 

This does not mean, however, that the 
schools will respond to the demands of 
every group that conceives the idea of 
furthering its own selfish interests o; 
disseminating its pet propaganda by im. 
planting its particular dogmas in the 
youthful mind. Our critics say that we 
are not teaching the children to read and 
write and spell correctly, but fail to show 
how this is to be done better by adding to 
our present program the items that they 
propose—instruction in aeronautics, in 
conservation of natural resources, in fire 
and accident prevention, in thrift and 
economy, in automobile driving and the 
theory of the gas engine, in music appre- 
ciation through radio broadcasting, in 
moral and religious education, in gar- 
ment and dressmaking, in cherry and egg 
harvesting, in the advantages of private 
ownership and the failure of public own- 
ership of public utilities (the glitter of 
whose gold has tripped some of the 
weaker brothers of the craft and tempted 
school board members), in the extended 
use of rubber in industry, in the best way 
to solve the liquor problem. 

The schools should remain closed to all 
illegitimate demands seeking to further 
private or group interests; but it is ob- 
vious that if the public school is to serve 
the national life to the extent of its po- 
tentialities, it has a program of expansion 
ahead, an expansion to be achieved with- 
out loss to educational efficiency. But 
here is a danger to be guarded against, a 
danger frequently more apparent than 
real. 

The educational efficiency of American 
schools, for example, has been criticised 
as being below that of Europe. Let the 
friends of American education remember 
that there is no European system that is 
not a class system based upon privilege. 
So severe is the cutting in the European 
schools at the fifth, eighth, and twelfth 
grade levels as to indicate clearly the Ev- 
ropean belief that to the few belongs the 
right to be educated. Prussia has fewer 
than nine percent of those of secondary 
school age in attendance upon these 
schools ; England has fewer than fourteen 
percent; while in the United States overt 
fifty-two percent of those of high 
school age are in attendance upon second- 
ary education. Thus we reverse the fig: 
ures of Europe as we reverse its objet 
tives; and our upper quarter, man for 
man, equals any European class in age, 
mental power, and attainment. Europes 





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Vol. 18, No. 3 


—_—————————————- 


educational system has been unable dur- 
ing the centuries to get wooden shoes off 
the feet of the common people or thatch 
from the roofs of their homes or to re- 
duce its standing armies which make it 
an armed camp in times of peace. When 
every European child stands equal to 
every other European child before the 
schoolmaster’s desk, Europe will have 
taken the longest step toward international 
peace and goodwill in its history, a step 
longer than has ever been suggested by 
her statesmen. The difference in the level 
of living in Europe and America is ac- 
curately measured by the systems of edu- 
cation in each. 
Expansion without the loss of educa- 
tional efficiency has been achieved and 
this policy must continue in order to meet 
the changes in our expanding national 
life. Never in the history of the world 
has any people been the beneficiary of a 
material prosperity so great and so widely 
diffused. More and more the burden of 
assisting in family support is being lifted 
from young shoulders. The old theory of 
the vicious circle with its underprivi- 
leged classes is being replaced by the 
newer philosophy of the never ending 
spiral of expanding opportunities to the 
end that poverty, the last stand of vice 
and crime, like illiteracy, shall have its 
hold broken everywhere. Ever more the 
demand for universal free secondary and 
higher education grows insistent. “Main- 
tained equality of opportunity” is a phrase 
made familiar to the ears of the people 
by the President-elect during the late 
campaigning. This phrase means, he tells 
us, “that there should be no child in 
America who has not been born and who 
does not live under sound conditions of 
health; who does not have full oppor- 
tunity for education from the kindergar- 
ten to the university; who is not free 
from injurious labor ; who does not have 
stimulation to ambition to the fullest of 
his or her capacities.” Continuing this 
thought, Mr. Hoover says, “If we are 
to maintain America as the land of op- 
portunity where every boy and girl may 
have the chance to climb to that position 
to which his ability and character entitle 
him, we shall need to be increasingly on 
ourguard. If I could drive the full mean- 
ing and importance of maintained equal- 
ty of opportunity into the very conscious- 
ness of the American people, I would feel 
[had made some contribution to Ameri- 
can life. It is the most precious of our 
Possessions that the windows of every 
ome shall look out upon unlimited 
ope.” But, my brethren, do not be de- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 71 





ceived. Greed of gain will contest every 
inch of the way to the realization of this 
goal. 

The same industrial and economic 
changes that are gathering the children 
out of the shops and factories and pour- 
ing them into the schools are creating for 
their parents a growing margin of leisure 





HE UNIT of American life is the 

family and the home. It vibrates 
through every hope of the future. It is 
the economic unit as well as the moral 
and spiritual unit. But it is more than 
this. It is the beginning of selfgovern- 
ment. It is the throne of our highest 


ideals. It is the source of the spiritual 
energy of our people. For the perfect- 
ing of this unit of national life we must 
bend all of our material and scientific 
ingenuity. For the attainment of this 
end we must lend every energy of gov- 
ernment.—HERBERT HOOVER. 





whose proper use constitutes a major so- 
cial problem. Already the more ambitious 
and intelligent elements of the population 
from whose shoulders the machine has 
lifted a portion of age-old burden of 
drudgery, are turning to the public school 
with the demand that for them also, 
through provision for adult education and 
recreation, the way be opened to the more 
abundant life. Here is a new problem, 
calling for a new educational procedure 
and technic, a problem that must be met 
and solved if the added leisure is to be 
the blessing hoped for. Already the so- 
cially destructive forces are finding here 
an enlarged field for their operation. Al- 
ready the schoolmen are fighting a public 
opinion set up for the moron. Birth con- 
trol artists have furnished the informa- 
tion which makes sex indulgence for youth 
as safe as kissing; discredited judges are 
spewing the sewage of their courts 
through salacious magazines until our 
newstands groan under the weight of pu- 
trefaction which they contain ; our theaters 
aim at a sex appeal so crass at times as to 
disgust the guilty; the press, civiliza- 
tion’s greatest agent, is becoming the chief 
source of the criminal’s information, 
where he finds himself daily featured 
upon the front page; our churches are 
clinging to man-made creeds hundreds of 
years old while their doors are closing 
rather than devoting themselves to inter- 
preting the times to a befuddled and be- 
wildered multitude. I am taking no de- 
light in writing this paragraph nor am I 
shirking my share of the responsibility 
for the conditions mentioned. What I am 


trying to do is to draw a picture of the 
conditions which schoolmen are called 
upon to combat; to indicate, if only 
roughly, the character of the defense 
upon which we must rely, namely, a 
greatly enlarged school program which 
shall call to its aid in ever larger meas- 
ure the cultural resources which civiliza- 
tion has slowly built up for its defense 
and perpetuation—physical and _ health 
programs, science, technology, art, music, 
literature which records the march of the 
soul, the drama—and shall place them all 
freely at the service of the people; to cul- 
tivate a changed attitude toward the 
church and what is expected of the press; 
and to plead for the seeing eye and the 
understanding heart wherever the ques- 
tion of expenditure for school purposes 
is under discussion. 

For, rest assured, the cost of maintain- 
ing the public school will be and should 
be a steadily mounting sum. Our popu- 
lation, rapidly increasing, and the de- 
mand for an expanding program as herein 
set forth are discouraging indices to 
those looking for a reduction. Can the 
cost be borne? How are we spending our 
annual income estimated by federal au- 
thority to exceed ninety billions? Accord- 
ing to federal authority we are spending 
out of each earned dollar twenty-four 
and one half cents for necessities, twenty- 
two cents for luxuries, eleven cents for 
investment ; eight and one half cents for 
crime; four and one half cents for gov- 
ernment local, state, and national ; waste, 
fourteen cents; miscellaneous, thirteen 
and one half cents; one and one half cents 
on education ; and three fourths of a cent 
on religion and philanthropy. In 1927 we 
added fifteen hundred millionaires to our 
already handsome total, so we were told 
by the Treasury Department. Without 
taking any of the joy out of life is it not 
possible to double the amount expended 
for education and religion twice by a re- 
duction of the waste and still be a long 
way from an economic breakdown from 
these two causes? 

Like a dinner, a school program costs 
in proportion to the service. Recently in 
a city where the cost of schools was under 
criticism by the Tax Dodgers League 
the sum of $175,000 was voted for a 
snake house without arousing protest. 
We complain about and sometimes elim- 
inate the cost of athletics from the school 
program and at the same time maintain 
municipal golf courses and tennis courts 
and swimming pools. Each state is under 
constitutional mandate to maintain a sys- 





72 


‘THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


March, 1929 


ee 


tem of free public schools; but there is 
nothing in the constitution of any state 
requiring it to maintain a system of pleas- 
ure roads through its mountains, or a 
state fair, or fish hatcheries, or pleasure 
parks and camping sites for the sports- 
man tourist and the gentleman of leisure. 
I am offering no objection to these ac- 
tivities of the state. I approve them since 
they help the people to live larger and 
better lives, the objectives of our exis- 
tence. But what I am objecting to is any 
curtailment in the expenditures for edu- 
_ cation, the most important the commun- 
ity, state, and nation makes, excepting 
where it can be shown by the friends of 
American education to be a wise econ- 
omy which can be effected without 
abridging educational opportunity for 
anyone. 

Upon the principle of the equal right 
of every individual to “life, liberty, and 
the pursuit of happiness” this government 
was founded. This conception of the 
right of the individual to equality of op- 
portunity, which does not mean the same 
opportunity necessarily, is unique and 
fundamental to our whole scheme of na- 
tional life. —To preserve this principle in- 
violate and to train each individual for 
such efficiency—civic, economic, moral, 
political—as his capacity makes possible, 
is the primary function of education in 
this great democracy which we call 
America. 


We live in proportion to our ability 
to respond to our environment. Educa- 
tion multiplies the points of contact with 
environment; trains man to interpret, to 
modify, and, in a measure, to control en- 
vironment; and leads him upward from 
savagery toward his Maker. Through 
education we have discarded the strong- 
back method of advancing civilization— 
the method which reared the pyramids 
and built the ancient temples. Through 
education we have lifted the burden from 
the sweating backs of men. Through edu- 
cation we have raised the standard of liv- 
ing; enlarged the circle of those who can 
eat white bread till it circumnavigates 
the globe; and have made the bathtub, 
once a luxury in the homes of the rich, 
a health necessity in the homes of the 
poor. Through education we erect our 
skyscrapers, span rivers, bore through 
mountains, annihilate distance, reduce the 
ravages of disease, and distribute more 
equally the blessings of prosperity. 
Through education we are bringing 
nearer a realization of the brotherhood 
of man and are welding the nations of 
earth into one great family. Through 
education our lamp of reason is lighted 
and set in the candlestick to give light to 
all the house. No longer is it hidden 
under the bushel of superstition and fear. 

Each year the march of the nation’s 
war heroes toward the setting sun in- 
creases apace. 1 wonder sometimes if on 


their westward march they pause for a 
moment to catch a glimpse of the New 
Grand Army of the Republic, an army 
whose line, marchingin “fours” past a given 
point, would be paralleled by the children 
of the front ranks before the rear “fours” 
could pass the reviewing stand; an army 
marching against the citadels of ignorance 
and superstition and race hatred, uphold- 
ing the traditions and defending the 
ideals of the republic they love; an army 
gathering every school day from hill and 
dale, from city and village, from the 
farm, the workshop, the mine, from in- 
dustry and commerce, with the blood 
of the Occident and Orient coursing 
through its veins, speaking one language, 
loving one flag, destined in each of the 
forty-eight states of this great American 
league of nations to become citizens not 
subjects, masters not servants; an army 
trained to useful and intelligent citizen- 
ship and dedicated to the task of making a 
better today than yesterday, and a tomor- 
row better than either; an ariny whose 
proud accomplishments in the past and 
whose promise for the future lends glory 
to the wisdom and leadership of the na- 
tion’s founders; an army whose high des- 
tiny lays upon every American citizen a 
sacred obligation to support to the limit 
of his power this stronghold of our de- 
mocracy, this bulwark of our free insti- 
tutions, the pride of the republic—the 
American public school. 


How Teaching Can Be Improved 


hensive knowledge of the subject- 

matter taught kept down to date. 
For this there is no substitute. Keeping 
up with new discoveries in one’s line of 
work is just an exercise of intelligence, 
and is not to be confounded with “re- 
search” which is a seeking after knowl- 
edge never before known. 

Second—By professional training, a 
thorough and comprehensive study of 
how to put the thing over. For this there 
is no substitute. It is just as essential for 
the would-be teacher to study the develop- 
ment of his job and those who have been 
successful in bringing it to its present 
state of perfection as it is for the lawyer, 
the architect, the physician, or the minis- 
ter. The day for the “trial and error” 
method of selecting teachers has passed. 
Teaching is the one profession where this 
method receives any encouragement. In- 
dustry and the crafts are turning to the 


P tensive a thorough and compre- 


schools for their supply of help having 
very largely scrapped the “trial and error” 
method generally spoken of as the “ap- 
prentice system” as too wasteful inthisage. 

Third—By supervised instruction. In 
advocating supervised instruction | am 
not advocating gumshoeing. Far from it. 
But I am advocating that the faculty of 
a given department, e. g-, in mathematics, 
sit around the table and jointly select the 
textbook that is to be used in a given 
course, to outline the work for the semes- 
ter and furnish every student taking the 
course with a copy of the outline thus en- 
abling him to lay out his work intelli- 
gently, to set the questions for the “finals” 
jointly and to agree in general upon the 
value of each such question set, to bring 
to the weekly conferences the problems in- 
herent in the subject and individual stu- 
dent problems and honestly seek to find a 
solution, that the reason for the apparent 
failure of a given student should be as- 


certained and removed where the cause 
is within control, in other words, to apply 
the Golden Rule in the selection of stu- 
dents for college training and in all of our 
treatment of students once admitted. 

Fourth—By an agreement of full and 
associate professors that each will teach 
one or more divisions or sections of fresh- 
men. I know where this is being done 
and have been assured by the professors 
that while they undertook this work with 
some misgivings that it is a real pleasure 
to teach these boys. It was my good for- 
tune to sit in several of the classes at 
Purdue University recently and see full 
professors doing this work. The clearness 
of the instruction, the ease with which it 
was done, the professors’ attitude of et 
couragement was such as only comes from 
those skilled in imparting information 
and stimulating the learner to a desife 
for further knowledge. I have never seef 
it better done. —FRANK D. BoyNTON- 





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The Transformation of Peter 


’EN though it be a cross.” 
E Peter was one of the worst prob- 
lem children the District schools 
have known in recent years. 

Harold D. Fife, principal of the Gales 
Special School, has a stack of letters in 
his desk about the child. Some express 
unmitigated disgust; others sympathy, 
but hopelessness. Peter had been tried 
with all sorts of teachers. The strict dis- 
ciplinarians found him unmanageable and 
dangerous. The gentle, motherly kind 
wasted their tenderness. The mental re- 
search department classified him as a 
dullard. 

Peter was ragged, dirty, and a thief. 
His adolescent mind was a sewer of filthy 
thoughts. Girls weren't safe in the same 
room with him. When he was asked a 
question he would reply with a string of 
oaths and that would have 
shocked a mule driver. He took no inter- 
est in anything offered by the schools. He 
was an habitual truant. 

Here, it seemed, there was a congenital 
delinquent, if such a creature ever existed. 

As a last resort Peter was transferred 
to the Gales Special School. He was a 
stubborn case. Week after week Fife 
tried to find some point of contact with 
whatever spark of goodness there might 
be in the child. His personality was im- 
penetrable. Even among the problem 
cases he was outstandingly bad. Nothing 
could be found which interested him 
upon which to condition other interests. 
Here at last, Fife thought, was the ex- 
ceptional case where his theories didn’t 
work, 

Day after day the teacher talked with 
the boy on his own level and tried to 
make friends with him. The net result 
apparently was only a slight lessening of 
the animosity which the child felt for all 
teachers and all authority. 

That point of contact in the child’s 
Personality with decency and aspiration 
which Fife thinks exists somewhere in 
“eryone could not be located and there 
*emed no alternative but to abandon him 
‘a reform school—and probably to a 
‘uccession of prisons after that—for the 
Protection of society. 

Suddenly, strangely, beautifully, came 
the break. 

Peter had been showing the world an 
‘tihcial, selfcreated shell of a person- 


iity. Behind this he had hid his real 


nastiness 


Tuomas R. HENRY 


self—a highly spiritual, luminous, saintly 
self with Christlike elements about it. 
He came to Fife’s desk after school one 
afternoon. 
“Yer know dem crosses dey sticks on 
de stiffs out in Arlington?” he asked. 
“Yes.” 
“Well, what I wants to know is how 
much the things costs.” 








HIS article which is one of a series 

appearing in the Evening Star, 
Washington, D. C., is a superb example 
of newspaper interpretation of the 
work of the schools. Special schools to 
meet special problems within public 
school systems are increasing rapidly. 
In the light of such prophetic efforts 
can anyone say that public schools are 
not progressive? There is another as- 
pect of this story. This case seems re- 
markable to most people. It should not 
seem remarkable at all. It is simply 





one more evidence of what can be ac- 
complished by the educational ap- 
proach to behavior problems. It is pro- 
phetic of a day when the schools and 
not police or criminal courts will 
handle the behavior problems of all 





youth. Work with such cases will 
throw much light on the character edu- 
cation work of school. It will also help 
to save for constructive purposes a 
large share of the ten billion dollars 
which is spent annually in the United 
States on account of crime. 








“TI don’t know—about $50, I should 
think.” 

Fife noticed the boy’s face fall. 

“As much as that?” 

“Yes. You see, they have to carve 
them out of a pretty big piece of stone 
and there is a lot of heavy work.” 

“Don’t they ever make ’em of nothing 
but stone that don’t cost so much?” 

“Yes. You might make one out of 
wood.” 

“Could I make one?” 

“IT should think you could. I'd help 
you some. Why are you interested in 
crosses, Peter?” 

The old look of hostility came over 
Peter’s face at this question. The teacher 
saw that he had made a mistake, that it 
Was too soon to ask. 

“I want to make a cross,” the boy said. 

Fife took him to a room downstairs 
where there was some lumber and a few 
tools. He showed him rapidly how the 
tools were used. 


[73] 


“Go ahead and make your cross,” he 
said. 

From that time on he didn’t bother 
Peter with school work. Every morning 
the boy went to the lumber room, shut 
himself in, and worked. He made many 
mistakes. There was much to be done 
over. But he seemed absorbed 
work. 

Never before had Peter shown any 
mechanical interests. For the first time 
something had been found which kept him 
out of mischief. Fife visited him every 
day and coached him a little. Peter rather 
resented this coaching, but he listened and 
profited by it. He grew more and more 
friendly with the teacher. 

Finally Fife judged that the time was 
ripe to try once more to go a little deeper. 

“Peter, you've never told me why you 
are interested in crosses,” he said. 

“Oh, didn’t 1? Well, you see, it’s like 
this” 

A marvelous transformation had come 
over the dirty, foul-mouthed boy in that 
moment. 

His mother had died ten years before, 
leaving his father, a poor day laborer, 
with a large family. 

The family was poor. The mother had 
been buried in a corner of one of the 
Washington cemeteries. They had put no 
headstone over her grave. Brush and 
weeds had grown over it. The poor 
woman was cast utterly out of the world’s 
memory. 

But there was an outline of stones 
around the space into which her coffin 
had been lowered. Peter had put them 
there. 

Twice a year little Peter had trudged 
to the cemetery and filled in the gaps in 
that outline of stone. He had been doing 
this, unknown to any one else, all the 
time that his school teachers had been 
calling him the worst boy in Washington. 
He had been doing this all the time that 
his tongue was so filthy that the most 
hardened teachers, men and women, 
couldn’t endure listening to him. 

There he would kneel in the long grass, 
replacing the scattered stones. 

All around him, over the graves of the 
mothers of other little boys, rose monu- 
ments and crosses. Each of these pilgrim- 
ages only made him worse. He would get 
even—the boy would clinch his fists and 
curse the Lord in Heaven—he would get 


in his 





ae a cal 





74 Tue Jou 


RNAL OF THE NATIONAL EDUCATION ASSOCIATION 



































































































































































even with a world which had treated his 
mother like this. 

Over her nameless grave he had prom- 
ised to get even. He was keeping his 
word. 

The father was a well-meaning man, 
but his thoughts were with the living and 
not the dead. His slender wage barely 
sufficed to feed the hungry mouths de- 
pendent on him. He tried to clothe them 
decently and made a terrible job of it, to 
judge by Peter. 

Every time the boy had suggested that 
a headstone be placed over his mother the 
father had dismissed the idea rather 
curtly. She was dead, wasn’t she? She 
wasn’t hungry or cold any more. She was 
comfortable enough there in the ground. 
Why bother with her when the kids 
needed clothes? 

He was not an unkindly man, but he 
had no motherliness about him. He was 
too tired to mother the kids when he came 
back from his day’s work. 

The human touch had gone out of 
Peter’s life the day his mother’s body in a 
bare wooden box had been carried out of 
the door of the shack where they lived. 





The spiritual, Christ-like Peter had 
gone out of the skinny, unwashed little 
body and crept into the coffin. There all 
these years he had snuggled in her arms. 
The poor dead woman had crooned to 
her baby there in the graveyard. 

The Peter of the District schools, the 
Peter who swore at teachers, stole every- 
thing he could lay his hands on, and as- 
saulted girls, was not Peter at all. Peter 
was in his mother’s arms in her nameless 
grave. 

Fife gave the boy money to finish the 
cross, to buy paint and other trimmings. 
It was a work of art when it was done. 
There was a soul in it. 

One day the teacher and the boy went 
out together and cleared away the weeds 
from the grave. But for the setting up of 
the cross Peter went alone one Sunday. 

“It looks better than any of the others 
in the cemetery,” he said when he came 
to school the next morning. “Do you 
think she knows about it? Do you think 
she will like it because it’s just wood ?” 

“That cross is made of gold, Peter,” 
the teacher said. “She will know it is 
made of gold.” 





March, 1929 


——— —_—________, 





So the soul of Peter was raised from 
his mother’s grave on the cross his hands 
had carved. 

He has never given any trouble since. 

“T have known many boys,” says Mr, 
Fife, “but I never knew another so spirit- 
ually-minded as Peter is today. He is all] 
spirit. And he is the one boy sent here for 
whom nobody had any hope.” 

Fife hesitates to psychoanalyze this 
strange case of dual personality in a child. 

One school would explain it perhaps 
in terms of mother fixation twisted in 
some curious way. 

Another would find an inferiority com- 
plex—the motherless child, whom the 
world so despised that it would not even 
accord his mother the poor honor of a 
cross over her grave, developing a super- 
iority complex in compensation which 
drove him to make the world pay atten- 
tion to him by the very extent of his de- 
pravity. 

But the mystic would find here the 
symbols of holy and unseen things—of 
Christ descending into hell at the behest 
of the Holy Mother. 


Perhaps all are right. Who knows? 


Teachers Talk Too Much 


ITH school teachers, talking too 

much seems to be more prevalent 

than in many other lines of ac- 
tivity. The very nature of the schoolroom 
situation develops talkativeness unless we 
guard against it. There is enough ego in 
us to make us proud of. our opinions and 
experiences. Then, too, we are supposed 
to know so much more than those we 
teach. It might also be worth mentioning 
that talking often takes the place of think- 
ing and is very effectively used as a time 
killer. At any rate we have the children 
in a place where they cannot or will not 
answer back and we take advantage of 
the situation to talk too much. 

The meaning of the word “educate” 
is to lead forth, to bring out. By no 
stretch of the imagination can it be made 
to mean to pour in. Yet judging from 
actual classroom procedure many teach- 
ers seem to be laboring under the im- 
pression that the educative process is 
largely one of pouring in. 

When we teach a child to walk we put 
our hands under his arms and carry part 
of the weight or take him by the hand to 
steady and guide him. We never think 
of prefacing a walking lesson with a long 
discourse or a page reference assignment. 


The underlying principles of teaching 
a child physical steps and mental steps 
are not essentially different. Yet if many 
of our teachers followed their usual 
method of teaching in presenting a walk- 
ing lesson we would hear something simi- 
lar to the following: “‘Now children we 
are going to have a lesson in walking this 
morning. How many of you have seen 
people walk? (Wild waving of hands 
but no opportunity for a reply). All 
right, put your hands down; people have 
walked for many years, etc., etc.’”’—for 
ten minutes. “My experience in walking 
has been—etc.”—for five minutes. ‘Turn 
to page ninety-two in your book and read 
what it says about walking. Now all the 
class will take three steps forward. All 
who fall down will have to stay after 
school.” 

As important as we think subjectmat- 
ter is, much of it will be forgotten and in 
many cases the loss will not be severe. 
But the ability to do things, to stay with 
a task until it is done and know that it is 
done, to solve one’s own problems inde- 
pendently, to stand on one’s feet intel- 
lectually, will not be forgotten if once ac- 
quired. And what is more, these abilities 
will function in adult life whether “‘Gal- 


lia est omnis divisa in partes tres” or not. 

It is a rather common observation that 
the use of method decreases as we go up 
the educational ladder. Lecturing is the 
university method. Most of us teach the 
way we have been taught. As more and 
more teachers get training in higher in- 
stitutions of learning the tendency to lec- 
ture in the lower school becomes more 
noticeable. Surely there is no place for 
lecturing in the elementary school, very 
little in the high school, and instruction 
in higher institutions of learning would 
probably be improved if the lecture 
method were used more sparingly. 

This does not mean that teachers 
should never develop a topic or expand 
textbook material but it does mean that 
the time taken by the teacher should be 
a relatively small amount of the class 
period. Many teachers could reduce the 
amount of time they use in talking to 
their classes by half without impairing 
their teaching. The reduction would 
probably be an improvement. Remember 
that learning is doing and that it is the 
children who are supposed to be doing 
the learning. Lead out—do not pour in. 
—WILLIAM ALLEN MILLER, principal, 
Matheny School, Springfield, Illinois. 








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Schools That Are Prophecies 


The Pioneer Burk School 


HEY BUILD boats that sail, or that 

speed along from the thrust of pro- 

pellers driven by tiny electric mo- 
tors. They make airplanes that actually 
fly. Or, if they are girls, they sew doll 
dresses—dazzling creations; they cook in 
real pots and pans, decorate living rooms, 
and the like. They plant flowers and 
beans and rutabagas, raise rabbits, collect 
moths. They build radios, mix interest- 
ing things in test tubes, and look through 
telescopes. 

They write stories because they wish 
to, read books because they wish to, give 
little plays because they won’t be denied. 
They sing in real glee clubs and put on 
real ‘‘shows’’—even darky minstrels with 
end men and everything. Some sol- 
emnly decide to become artists and, to 
that end, paint pictures that are actually 
exhibited. 

The odd thing about it all is that they 
do these—and the many other things this 
article is too short to list—because they 
want to do them. They themselves choose 
the things they wish to do. They are the 
children in that elementary school known 
as the training school of the San Fran- 
cisco State Teachers College, and the 
fact that there is time for such things in 
school hours is entirely due to the school’s 
system of individual instruction that was 
pioneered here fifteen years ago. 

Fifteen years ago the president of the 
Teachers College, Frederic Burk, now 
dead, devised a plan of breaking up what 
he called the lockstep in education. He 
put it into operation in the college train- 
ing school, where 750 elementary pupils 
were housed. That plan, devised fifteen 
years ago, has become known all over the 
world. 

The Winnetka Plan grew from it, 
for, when Burk was asked to send to the 
Illinois city someone who could try out 
his ideas there, he sent one of his faculty 
members, a young man who had super- 
vised teaching several years in the college 
training school. This faculty member 
was Carleton W. Washburne. 

When Washburne went to Winnetka 
he took with him a nucleus of instructors 
from San Francisco. Two out of this 
little group have since made names for 
themselves. One is Louise Mohr, now 
the head of the research work at Win- 
netka. The other is Willard Beatty, who, 


Joun H. Bur_er 


after working awhile with Washburne, 
is now at Bronxville, New York, where 
he too is running his schools under the 
individual plan. 

Burk’s experiment, started in 1913, 
had been working two years when San 
Francisco’s great Pan-Pacific Exposition 





A ouTOFDOORS art class. These junior high- 
school students of Kenosha, Wisconsin, 
are happy in picturing the beauties of nature. 





Was in progress. At this exposition, 
Madame Montessori was demonstrating 
her educational theories. She was aided 
by an American woman, since become 
world-known. This woman, hearing of 
the individual instruction methods being 
used in the training school of the San 
Francisco College, visited it, for she had 
been thinking along the same lines. A 
few years later a new type of individual 
instruction came into being. That woman 
was Helen Parkhurst and her creation, 
the Dalton Plan, has swept over the 
world. 

But one of the most significant move- 
ments Burk’s plan has ever inspired is yet 
hardly a year old, yet hardly known out- 
side the state of California. If it is suc- 
cessful, it may vitally affect the lives of 
millions of American boys and girls, for, 
according to those enthusiastically de- 
veloping it, the plan will revolutionize 
the rural school. 


[75 ] 


Under the driving energy of Helen 
Heffernan, chief of the Division of Rural 
Schools in California, experimental 
schools are being set up all over the state. 
One in San Joaquin County and one in 
Yolo County are already operating, while 
Fresno County has fifteen regular rural 
schools rapidly taking over the plan. 

The plan in question is that which has 
been functioning quietly at the San Fran- 
cisco College training school for fifteen 
years, functioning almost in obscurity 
while other schools have reaped the credit. 
Every rural school in California is in- 
cluded in the scope of Miss Heffernan’s 
ambitious program, and if individual in- 
struction solves some of California’s rural 
school problems it will be copied else- 
where. Already other states are eagerly 
watching. 

Miss Heffernan is using materials, 
courses of study, and teaching methods 
borrowed directly from the San Francisco 
College. Not only that: she is sending 
several of the college staff up and down 
the state to lecture to the rural teachers 
and to demonstrate the methods. The 
rural teachers she picks for her experi- 
mental schools make trips to Sari Fran- 
cisco to observe in the college training 
school. This summer the college is setting 
up a series of demonstration classes where 
elementary pupils will be taught by the 
San Francisco plan, directly under the 
eyes of hundreds of eager rural teachers— 
and taught by other rural teachers now 
mastering the method. 

Which brings us back to this plan that 
Burk started fifteen years ago, this plan 
that has been so developed that today, in 
spite of the label, “individual instruc- 
tion,” it offers far more socializing work 
than almost all but the impractically pro- 
jectized schools. 

In the Frederic Burk Elementary 
School—it was named in honor of its 
founder—the tool subjects only are in- 
dividualized, these and the tool parts of 
the social subjects. Reading, spelling, 
phonics, arithmetic, and formal gram- 
mar are individualized. So is creative 
composition. That part of geography 
dealing with locations and the like, to- 
gether with tool material in history, is in- 
dividualized, too. But it is the reading, 
spelling, and arithmetic where the organ- 
ization functions most vitally. 


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76 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The child studies at his own rate of 
speed. “Break the lockstep” was Burk’s 
cry fifteen years ago. Each child differs 
from his fellows. Though he differs in 
intelligence, he also differs in so many 
other things that intelligence cannot be 
considered alone. And it is not capacity 
to do that should be considered ; it is ac- 
tual performance. 

Not only—so Burk held—do children 
differ from their fellows in actual per- 
formance; they differ in themselves in 
their respective abilities to perform at re- 
spective studies. Granting that, if all 
things were equal, a child who tended to 
do well in one subject would tend to do 
well in all subjects, this philosophy 
sternly held that all things were seldom 
equal, that there was often a wide varia- 
tion in a given pupil’s abilities to perform 
at the several subjects within the par- 
ticular grade in which he found himself. 

So, in the Frederic Burk School, each 
child goes at his own rate of speed in the 
tool subjects. The material is largely self- 
instructive. Practically all of it has been 
written by the college faculty. In the 
fourth grade, a pupil may be doing third- 
grade arithmetic, fourth-grade reading, 
fifth-grade spelling, etc. Often a child 
takes a year and a half to do fifth-grade 
arithmetic, but does sixth-grade work in 
half a year. 

But what about the social side? Few 
schools have such a richly socialized cur- 
riculum. From their very essence, there is 
little socialization possible in arithmetic, 
reading, spelling, and the other tool fun- 
damentals. And so, in the Frederic Burk 
School, such work is handled by the pupil 
studying by himself. In the social and 
other subjects, a high degree of socializa- 
tion motivates and goes along with the in- 
dividual pupil’s work. In those studies 
that are social in nature, he is an active 











member of a group. In the life of the 
school, he is an individual working with 
other individuals toward a common pur- 
pose. 

The time saved is enormous. Most 
children finish their tool studies a vear 
or two ahead of time. In the history of 
the fifteen years, no child has taken more 
than eight years to go through. dnd no 
child has failed. \t is this saved time that 
the pupils use for the things listed at the 
beginning of this article. 

But first let us take up the required 
socialized work. Every child takes group 
work in music, dramatics, story-telling 
(the pupils tell the story), physical edu- 
cation, health work, nature study (field 
trips and all), group geography, group 
history, book lovers’ club work, and writ- 
ing. (The last—writing—is taught in 
group work for efficiency’s sake.) Cer- 
tainly this side of the school’s work is 
widely social, far more so than that in all 
but perhaps one percent of the country’s 
educational system. 

Now to the elective socialized work. 
There are fifteen clubs which any pupil 
from the fourth grade up may join. 
Those in the fourth grade may pick one 
club; those in the fifth and sixth grades 
may belong to three; and those in the 
seventh and eight grades to four. Every 
pupil takes his full allotment—and begs 
for more. There are manual training 
clubs, sewing and cooking clubs, book lov- 
ers’ clubs, clubs for story writers, dra- 
matics, public speaking, nature study, ele- 
mentary science, general science, not to 
mention glee clubs for both boys and girls, 
orchestras, and even a travel club. 

The pupil picks the things he likes. 
This develops the individual in him. But 
he works as one in a group, and, since 
these groups are natural ones, not arti- 
ficial classroom chain gangs, the socializa- 


HE idea of providing for individual differences is now spreading rapidly throughout the country. Here are children in the ele- 
mentary school at Towson, Maryland, who are at work developing their own ideas and learning to assume responsibilities | 
for their activities. By giving them this chance for selfexpression, teachers train them to be original in thinking and methods. 


March, 1929 


——————— 





tion he gets is far superior to that which 
is to be found in the pseudo-socialized 
schools. 

Education at the Frederic Burk 
School is life. As in life, there are chores 
to do, serious work where the individual 
can best toil alone. To help him do this 
work efficiently, the school uses indi- 
vidual instruction. But in the Frederic 
Burk School, as in life, there is the gther 
side. And how rich and varied is this 
other side. Because the pupils save so 
much time in their tool subjects, they 
have marvelous opportunities at the other, 
More than half his time the pupil is work- 
ing with his fellows, studying with them, 
playing with them. He is learning to co- 
operate by cooperating, learning to gov- 
ern by governing, learning to live fully by 
living fully. But—and this is the most 
precious thing of all—even as he learns 
the duties of the being to his fellow 
beings, that valuable bit of individuality 
which every child possesses is nurtured, 
fed, trained, and he is turned out of the 
school, not a drab marcher in a drab chain 
gang, but a being who is himself, reliant 
and proud in the knowledge that he is 
himself. 

Four years ago Frederic Burk died, 
but his successor to the presidency, Archi- 
bald B. Anderson, took up the develop- 
ment of the school where Burk left off. 
One year ago Archibald B. Anderson 
died, and Alexander C. Roberts was 
called from the University of Washing- 
ton to direct the San Francisco State 
Teachers College and also the elementary 
training school. Dr. Roberts, too, is tak- 
ing up the work where his predecessor 
left off, and has already broken ground 
for a fine new building that will be de- 
voted to the teacher training needs of the 
college, and to the needs of the Burk plan 
of individual instruction. 











929 


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Schools That Are Prophecies 


The Scarsdale Plan 


CARSDALE is a residential community 
of eight thousand, some eighteen 
miles from New York City. Nearly 

sixteen hundred children are enroled in 
two elementary schools and a six-year 
high school. In native ability these chil- 
dren rank above the average, the median 
1Q being approximately 112. The prob- 
lems of individual differences, however, 
are acute, for there is an unusually wide 
range in ability, extending in the high 
school from a low 1Q of seventy to a 
high 1Q of 160. The size of the school 
does not permit sectioning according to 
ability. Many of the pupils are prepar- 
ing for college and, owing to the financial 
and social position of their parents, enjoy 
unusual opportunities. On the other hand, 
their good fortune subjects them to the 
distracting influences of the day to a 
greater extent than would be the case in 
most communities. Life is rather too easy 
for them to appreciate its necessities. 
More than most children of their age, 
they need tasks for which they are re- 
sponsible and which constitute a chal- 
lenge to them to extend themselves. 

As a means of meeting this situation 
the traditional class method of instruc- 
tion seemed increasingly unsatisfactory, 
for it ignored the differences existing 
among the pupils. Slow pupils were un- 
able to keep up and became discouraged 
and accustomed to failure. Gifted pupils 
were held back, became bored, and in 
many cases grew superficial so that, when 
a real task confronted them, they had no 
habits of regular, faithful study; and so 
flattened out. The class method, there- 
fore, was to be tolerated only in the ab- 
sence of something better. 

It was in 1923 that the Scarsdale 
schools began to grapple with these prob- 
lems, and, after several years of experi- 
ment, they have developed what is now 
termed the Scarsdale Plan. Perhaps this 
title is not deserved, for the Plan is in one 
sense simply an assembled plan, borrow- 
ing freely from other methods, as the staff 
came to feel the impossibility of dealing 
adequately with a problem as complex as 
education by any single approach, for- 
mula, theory, or method. Moreover, the 
name implies that it is an attempt to meet 
the needs of the local community rather 
than an effort to force Scarsdale into the 
mold of a readymade scheme of education. 


RatpepH UNDERHILL 


As its cornerstone the Scarsdale Plan 
has adopted the idea of the job. Out- 
side of most classrooms, the world is 
organized in terms of jobs. No matter 
how much we may choose our jobs or 
enjoy them in the large, there are certain 





ae laboratory during a free period 
in which pupils and teacher are able to 
work together naturally and informally. 





phases of our work that are just tasks 
to be put through as quickly and as 
thoroughly as possible. It is essential, 
therefore, that our children should be- 
come accustomed to jobs, and to responsi- 
bility for them, and that this experience 
should be theirs throughout their whole 
school life. In the elementary grades of 
Scarsdale, therefore, the standards for 
each class are set up very definitely, drill 
materials in the form of printed or mime- 
ographed work sheets or pamphlets are 
used freely,and real mastery of the funda- 
mentals is insisted upon. As a result, de- 
sirable standards more nearly commen- 
surate with the abilities of the pupils have 
been attained and a margin of time for 
appreciative or expressive activities has 
been won. 

In the fifth grade the Plan provides 
for a rather complete departmentalization 
of work, for four-week assignments or 
“contracts,” and for longer periods for 
class meetings. In the seventh grade the 
period for class meetings is lengthened 
once more, this time to sixty minutes, 


[77] 


and a free margin of unscheduled time 
is provided to enable each pupil to appor- 
tion his study effort to meet the demands 
of his course of study and to make possi- 


‘ble conferences with his teachers outside 


of class meetings. From the seventh grade 
to the twelfth this free margin is gradu- 
ally increased until the mature student of 
the eleventh and twelfth grades has from 
twenty-five percent to forty percent of his 
school day under his own control. 

The experience of the Scarsdale teach- 
ers during the last four years may be 
helpful to other groups, particularly 
those in small systems where it is impos- 
sible to section according to ability or to 
provide a wide variety of curriculum 
offerings. Moreover, although the _phi- 
losophy of individualized instruction 
sounds reasonable and simple, its prob- 
lems are extremely complicated. 

The first problem in individual instruc- 
tion concerns the contract or assignment. 
To serve its purpose the contract must be 
so drawn as to call attention to the big, 
central issues. It must be inviting, help- 
ful with study suggestions, and lend itself 
to the schedule of class meetings so that 
specific portions of the contract can be as- 
signed, discussed, and tested at each class 
meeting. Usually the contract will need 
to be supplemented by work or drill sheets, 
to be used as a guide to study and as a 
basis for short quizzes or power tests. 
Part of this material should probably be 
produced by the teacher to meet his own 
situation, but more and more he can uti- 
lize published drills which are the work 
of experts in his field. 

To provide for individual differences 
the contract should contain a core, con- 
sisting of the fundamentals to be de- 
manded of all pupils, together with vari- 
ous supplementary units for slow or gifted 
pupils, and several optional “honor units.” 
These latter should be something better 
than “more of the same” and should serve 
to broaden and deepen the pupil’s know]- 
edge of and interest in the subject. Pupils 
who do the honor units should receive 
sufficient recognition in their ratings to 
make the extra work seem well worth 
doing. The honor units as well as the 
supplementary units help the teacher also 
to fit his instruction to the goal of the 
pupil, whether it be college, technical 
school, or business. 







































Ihe second, and perhaps the most bat- 
fling problem involved in applying such a 
method as the Scarsdale Plan, is the class 
meeting. “To use a sixty-minute period 
rightly requires exceedingly careful plan- 
ning and alert, skilful teaching, otherwise 
the teacher will find that he is accomp- 
lishing in the longer period very little 
more than he covered in the old forty- 
minute period and is being swamped with 
paper work and an impossible number of 
requests for individual conferences by pu- 
pils who need help or wish to have their 
work checked. The class meeting, there- 
fore, must make adequate provision for 
four major activities: Class discussion, 
checking and testing of units prepared, 
teaching of advanced sections of the as- 
signment, and individual teaching and 
studying. 

Class discussion should result in clear- 
ing up difficulties, fixing the issues of the 
assignment in the minds of the pupils, 
and suggesting “leads” for further study 
and reports to future class meetings. This 
phase of the class meeting offers an oppor- 
tunity for socialization of the work, for 
inspiring deeper interest, and for the 
practise of oral English. 

Normally the pupils will have a specific 
assignment to show at each class meeting. 
‘This may cover one, two, or more units 
for which credit should be given. In most 
cases the assignment consists of practise 
work of some sort—problems, transla- 
tions, or the mastery of informational ma- 
terial as in history, geography, and cer- 
tain aspects of English and science. 

While the Scarsdale Plan emphasizes 
the responsibility of the pupil for learn- 
teacher from 
Some of his 
instruction is given during the discussion 
period, but ample provision must be made 
for the adequate teaching of the assign- 


ing, it does not relieve the 
responsibility for teaching. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ment for the next conference, for supple- 
mentary trouble- 
some points in the work. To do this suc- 
cessfully requires very careful advance 
preparation by the teacher. It is in this 
connection that his skill in building his 
contract is best tested, for if that is 
properly balanced, it will head up into 
teaching units that fit into the class meet- 
ing plan. If the teaching is adequate, the 


instruction covering 


‘class will be prepared to attack the assign- 


ment intelligently and will come to class 
wellprepared and able to apply 
knowledge. 


their 


In a wellplanned and economically 
used class meeting there will be some time 
before the close of the period for the 
teacher to spend in helping pupils in- 
dividually or in groups, in checking 
make-up work, or in checking units of 
pupils who have been absent. In certain 
subjects, particularly the languages, the 
entire period is likely to be required for 
a variety of group work, the individual 
instruction being deferred to the un- 
assigned: pewfods of the day. 

The third problem connected with any 
individualization of instruction consists 
in supervising free study time. When not 
participating in scheduled class meetings, 
both pupils and teachers are working to- 
gether in the classrooms. At such times 
each room must carry its quota of pupils, 
for there are no study halls in the build- 
ing and the capacity of the library is 
limited. For the pupil, unscheduled or 
free time serves as an opportunity for the 
preparation of units for approaching class 
meetings, for consultation with the 
teacher over the troublesome points in 
the contract, for making up back work 
so as to receive credit before the close of 
the contract, for the correction of a 
theme, or for sight translation or oral 
French, as the case may be. For the 














H™ individual work is carried on. At the left second graders are at work individually and in groups. Right, a fifth-grade history 
class; when the assignment has been completed, the pupils are then encouraged to undertake their supplementary activities. 





March, 1929 





teacher, the free time provides an op- 
portunity to supplement the instruction 
of the class meetings by administering 
“first aid” to those who need it, and to 
clear up odds and ends of back work. To 
make the most of the unscheduled time, 
the teacher must develop executive ability 
so as to organize his time effectively ; he 
must be able to teach concisely. And all 
the time he must be making notes of com- 
mon difficulties so that at his next class 
meeting he may give supplementary in- 
struction or more drill. Rightly used, 
the free time discovers to the alert teacher 
the needs of his pupils and the weak spots 
in his own teaching. By applying in the 
class meetings what he learns in the free 
time about the reaction of the pupils to 
his contract and methods of instruction, 
he can do much to improve his teaching 
and to grow professionally. 

Such in bare outline is the Scarsdale 
Plan. Since its inauguration pupils and 
teachers have found it possible to accom- 
plish more and better work, to share 
responsibility for progress, and to co- 
operate without friction. Standards as 
measured by achievement tests and state- 
wide examinations have shown a very 
gratifying improvement, much time-con- 
suming re-teaching has been eliminated, 
while the percent of nonpromotions has 
decreased. In its present form it is cap- 
able of introduction into any school, de- 
partment, or class without dislocating the 
organization or swamping the teaching 
staff. Moreover, it is sufficiently flexible 
to be applicable to all subjects. It 
avoids over-individualization, and pro- 
vides enough routine to insure the forma- 
tion of desirable study habits and regu- 
larly spaced contacts between pupil and 
subject in the presence of the one who 
will always be the greatest single factor 
in the education of the child—the teacher. 
































School Librarianship as a Career 


HELEN Harris 
In Charge of Special Courses for School Librarians, The Drexel Institute, Philadelphia, Pennsylvania 


N THE table of statistics in the Feb- 
ruary JOURNAL, The Need for Pro- 
fessional Librarians, it is shown that, 

with a full library development, there 
would be needed some nine thousand 
new library recruits each year. “The com- 
bined product of all the library schools 
at present is about nine hundred. It is 
quite evident, therefore, that there will 
be a great many young people in the 
near future who ought to be considering 
school librarianship as a career. Because 
it is a comparatively new vocation, and 
for that very reason suffers from a good 
many mistaken conceptions, a study of 
its requirements and opportunities is well 
worthwhile for young teachers and col- 
lege graduates who are seeking a career 
that offers an interesting and profitable 
return on life investment. 

The library in the school has three 
objectives: To lead children to love 
books and reading; to teach them to 
supplement their studies with other than 
textbooks; to train them to use public 
libraries intelligently. 

It is the second objective that keeps 
the librarian’s nose so close to the grind- 
stone that he is in danger of forgetting 
everything else. His efforts to relate the 
library to every course of study, to make 
it a source of constant help to each teach- 
er and pupil are sufficient to occupy his 
every moment, but if the library is to 
serve its whole purpose he must never 
lose sight of the other functions, to lead 
children to love books and reading, and 
to know how to use public libraries. The 
average child spends at most ten years 
in school as compared with the rest of 
his life outside. During those latter years 
the public library, if he knows it, may 
become his continuation school. One of 
the most important things the school 
librarian does is to bridge the gap be- 
tween school and public library so that 
boys and girls may not be like the child 
who said, “No, I don’t go to the library 
anymore. I’ve quit school.” 

The public school in the United States 
has grown up from elementary through 
high school to college. School libraries 
have followed the reverse order. Among 
the earliest libraries were those in col- 
leges, the turn of the twentieth cen- 
tury saw their appearance in secondary 


schools, the junior high-school library 
is now thriving, and the elementary 
school library will be a feature of the 
educational world in the next decade. It 
is significant that during the past two 
years there has been held for two weeks 
following the meeting of the National 
Education Association a library institute 
for elementary school administrators. 
‘The types of activities carried on in each 
of these libraries varies according to the 
organization of the school. In elemen- 
tary or platoon schools the children come 
to the library in class groups to play 
simple alphabet games, to listen to a 
story, or to tell one, to look at pictures, 
to learn library manners and how to care 
for books. Intermediate boys and girls 
find the school library offers every op- 
portunity to try out various fields of 
knowledge, making a rich contribution 
to the exploratory processes of the junior 
high school. Senior students have learned 
to depend on it for assistance in every 
problem of school life. The libraries will 
be found as varied as the schools in 
which they are located, from the cozy 
alcove set aside in the rural school to the 
suite including class and work rooms in 
the urban school. The hope of them all 
is to build up a consciousness on the part 
of the child of the library as a place rich 
in interest to which he can turn for help 
and for pleasure in every circumstance 
of life. 

What are the essentials in training and 
qualifications for this work? Dean Rus- 
sell of Teachers College, Columbia Uni- 
versity, concludes from a survey of school 
library conditions in twenty large cities 
of the country that “superintendents are 
agreed that the properly trained librarian 
must have all that the good teacher has 
and in addition library training.” Most 
senior and many junior high schools are 
now requiring a college degree and a 
year’s training in an accredited library 
school. However, on account of the small 
number of available library school gradu- 
ates many librarians who have less than 
this amount of training will be found in 
the service. State teachers’ colleges and 
normal schools are offering elementary 
courses in school library methods which 
prepare teachers for partime or small 
school positions. There are also a num- 


[79] 


ber of summer schools which give special 
courses designed to meet the needs of 
those who are in charge of school li- 
braries. ‘These courses are generally 
recognized as inadequate preparation for 
the widely varied activities of the school 
library and the tendency will doubtless 
be in the future to require a full year 
of professional training. 

In some states, in addition to library 
training, teaching experience is required. 
A year or two of teaching is valuable 
but more often it is a handicap rather 
than an advantage. The psychology of 
the library is not that of the classroom 
and one who has spent years learning and 
practising classroom methods finds it dif- 
ficult to abandon them for library 
methods. School administrators are fre- 
quently of the opinion that the giving of 
formal instruction in the use of books 
and libraries is the chief objective of the 
library, and that therefore an experi- 
enced teacher is better qualified for the 
work than a trained librarian. Impor- 
tant as this feature of school library work 
is, it is only incidental. Library instruc- 
tion is a means to an end, not an end in 
itself. The school library is an adapta- 
tion of the public library and, if teaching 
experience is desirable to give the school 
librarian an understanding of the school 
point of view, equally necessary is a pub- 
lic library experience to give him library 
technic and to show him how the school 
library is a part of the great educational 
program of a community carried on in 
both schools and libraries. 

The good school librarian likes to deal 
with people, all kinds of people, and he 
knows books, all kinds of books. People 
and books are his stock in trade and he 
can no more be a successful librarian 
without knowing and believing in them 
than a salesman can sell goods if he does 
not know his samples and is not con- 
vinced of their worth. Accuracy and 
neatness were once considered of first 
importance among a librarian’s qualifica- 
tions, but though they are eminently 
desirable in a day when there is scant 
time to spend correcting mistakes or do- 
ing work over, we now know that the 
librarian’s chief asset is his knowledge 
and love of books. 

Quite obviously the librarian needs 


— 


eee ae ing RO tts 


me. 


ec ame 


he eet: DICT OE 


SA OWE GL I AY CEL 





vood health. His days are strenuous and 
his nerves must be negligible. He must 
see his work in perspective, not be an- 
noyed by details that un- 
finished, but keeping his eye on the ulti- 


accumulate 


mate goal of his effort, press on toward 
that He needs 


patience and tact, tor there are still 


things are important. 
people who look on the library as an alien 
element, a sort of extraneous body, more 
or less reluctantly admitted to the school 
at the insistent demand of the state de- 
partment of education, or perhaps they 
consider it a part of the English depart- 
ment. In either case it is an important 
part of the librarian’s work to demon- 
strate, by service rendered, the fact that 
the library is an integral part of the 
school, an independent department itself. 

School librarianship is at present a 
Indeed it 
is probable that, due to the shortage of 


field that is not overcrowded. 


people who are adequately prepared for 
the work, one of the most difficult posi- 
tions to fill in either junior or senior high 
schools is that of the librarian. A quali- 
fied person need not fear unemployment, 
and while the opportunities are more 
abundant in some states where the school 
library movement has been longer estab- 
lished, there is scarcely a section of the 
country that is not calling for more 
people than can be found prepared to do 
the work. 

No one grows rich financially in edu- 
cational work, but school librarianship 
offers a fair money return. Librarians 
are usually paid on the teachers’ salary 
schedule which varies, of course, accord- 





one = &@ 











THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








A minimum of 
$1600 for beginners is usual, with the 


ing to the community. 


possibility of reaching a maximum of 
$3000 or $3500. Most librarians are em- 
ployed on a ten-month basis, so that they 
have long vacations for teaching or at- 
tending summer schools, or for travel, 
and they have the usual school holidays 
during the year. 

Every work has compensations which 
are not figured in hours or in dollars and 
cents, but which bulk large in the ulti- 
mate test of its satisfaction. School li- 
brarians find one of these rewards in the 
opportunity which their work offers for 
continual growth through contact with 
books and people. Every request for in- 
formation that comes to the desk is a 
challenge to follow a new bypath of 
knowledge. In seeking to make the li- 
brary of the utmost service to each depart- 
ment of the school the librarian keeps 
abreast of the times in every field of 
human activity. It has been called a 
“growing profession and a profession to 
grow in.” 

There are some teachers and librarians 
who need the stimulation of mature 
minds to keep up interest in their work. 
They want a certain “give and take” 
on an equal intellectual footing found 
in teaching adults or in public library 
work. The school librarian must face the 
fact that, except in his contact with a few 
teachers, he will be dealing continually 
with immature minds. Fortunately there 
are many to whom that brings a real 
thrill. 


While the readers he serves are im- 


ae? 2 
a 5 a ee 


’ i LIBRARY of a Los Angeles high school. Modern school libraries are the result of the new methods of teaching. Children are 
learning to consult sources and form their own opinions. Here the library is the book laboratory for the whole school. 





March, 1929 


ee 





mature and much of his work is plant- 
ing seed in faith that he will not see 
come to fruit, the school librarian does 
not work entirely in the dark. He 
touches these young lives during three or 
four of their most impressionable years 
and he can follow up his work with a 
continuity that is not possible, either for 
the teacher who has them for one year, 
or the public librarian who meets them 
in occasional contact. 

The school of tomorrow will build 
its organization around the library and 
next to the principal the librarian will 
be the key person of the school. As John 
Carr Duff, principal of Franklin Junior 
High School, Uniontown, Pennsylvania, 
said in a recent article in the Library 
Journal: 

“Every . . . school will be marked 
by the character of its principal who 
determines most of its policies and molds 
its progress. But second only to the prin- 
cipal in the measure in which she may 
influence the success of the school, is the 
patient woman who never runs out of 
smiles and has something interesting up 
her sleeve for every person in the build- 
ing.” 

School librarianship is a challenge to 
a keen, wideawake, young person who is 
not afraid of work, who is willing to 
study constantly changing methods of ed- 
ucation, seeking to find ways in which 
the library can serve them, and who will 
give the best that is in him trying to help 
boys and girls to know the joys that good 
books bring to those who know and love 
them. 

















129 


nt- 
see 
oes 
He 
> or 
ars 
ha 
for 
ear, 
1em 


uild 
and 
will 
ohn 
nior 
nia, 
rary 


rked 
who 
olds 
yrin- 
may 
; the 
t of 
z up 
uild- 


re to 
ho is 


g to 
f ed- 
rhich 
will 
help 
good 
love 





Two Gates of Atlanta 


HE GaTE City of the South has 

two gates. Neither is ever closed. 

One is the roaring railroad gate 

down town. Steam, smoke, whistles, 

bells. Oranges for Cincinnati; washing 

machines for Jacksonville ; hurrying pas- 

sengers for New Orleans; grapefruit for 

Chicago; automobiles for Miami; pecans 

for St. Louis; whatnot for everywhere, 

churn in endless, ordered tumult through 
Atlanta’s trade gate. 

The other gate, a modest and plain 
garden gate for the use of men and 
women, and especially children, opens 
wide at 214 Gordon Street, near Uncle 
Remus Avenue. It opens on the walk 
leading up to the broad steps and broad 
porches of the “Wren’s Nest,” home of 
Uncle Remus, Brer Rabbit, Brer Fox, 
and Joel Chandler Harris. The house 
stands in the midst of Snap Bean Farm, 
a plantation of honeysuckle, mocking 
birds, and roses spreading over two city 
lots. Mr. Harris has been dead these 
twenty years but Uncle Remus, Brer 
Rabbit, and Brer Fox live on. Atlanta 
has preserved the home where these com- 
panions of everyone’s childhood were 
born. 

Once within the ““Wren’s Nest” gate 
one is tempted to take a comfortable 
chair on the porch and spend about 3000 
words with Joe] Chandler Harris. We 
must resist the temptation. It would be 
ill-mannered not to meet the many others 
in Atlanta’s reception line. 

Atlanta is a proud city. She is proud 
of her success, proud of her rising sky- 
scrapers, proud of her bank clearings, 
preening proud of Bobby Jones and 
Alexa Stirling. Proud, too, in her trade 
rule of the Southeast, confident of her 
colleges, exultant over the Georgia Tech 
football champions, and justly boastful of 
her grand opera, soft drink industry, and 
cotton trade. But her most precious pos- 
Session, certainly, is the memory of Joel 
Chandler Harris. 

Although Harris did not come to At- 
lanta until he was twenty-eight, the span 
of his life roughly coincides with the 
birth, the ordeal by fire, and the swift 


1 Prepared especially for THe Journat of the 
National Education Association by the National 
Geographic Society. Members of the Association 
who plan to attend its sixty-seventh convention at 
Atlanta, June 28-July 4, 1929, will especially en- 
joy this article and will wish to read other ma- 
terial on the South in preparation for their 
pilgrimage to the convention during July. The 
public library will gladly arrange a collection of 
books for this purpose. 


rise of the Gate City of the South. Joel 
Chandler Harris was born at Eatonton, 
seventy miles southeast of Atlanta, in 
1848. On Christmas Eve, six years pre- 
viously, an engine which had been hauled 
sixty miles across country by eight pairs 





Wag ae 


paren: pine trees for turpentine. Con- 
trary to the general impression, turpen- 
tine gum is not the sap of the pine tree, 
but is an exudation by means of which Na- 
ture tries to heal the wound made in the bark. 


of mules, made the first triumphal trip 
from Atlanta to Marietta. This was the 
first of the railroads which were to create 
in Georgia a crossroads metropolis, the 
“New York of the South.” 

A tradition survives that when the first 
railroad was projected through this part 
of Georgia, sedate citizens of Decatur 
prohibited the builders from approaching 
closer than five miles to their quiet 
streets. Therefore, a new town was built 
by the railroad and called Marthasville. 
Today Marthasville (Atlanta) is a city 
of 250,000. One of its suburbs is De- 
catur. 

When Harris, at the age of fourteen, 
left home to learn the printing trade at 
Turnwold plantation, Atlanta had be- 
come a town of 10,000 souls eagerly de- 
voted to supplying food, guns, powder, 
and men to Confederate armies. Two 
years later young Harris, sitting on a rail 
fence, saw Sherman’s cavalry marching 
to the sea and leaving in their wake the 
smoking ruins of Atlanta. (See also: 
Marching Through Georgia Sixty Years 


[81] 


After, by Ralph A. Graves, in the Na- 
tional Geographic Magazine of Septem- 
ber, 1926.) 

When “J. C. Harris, wife, two sons, 
and bilious nurse”’ registered at the Kim- 
ball Hotel one September day in 1876, 
they came to a reborn city of 30,000. 
The young newspaper man already had 
a reputation as a columnist, so he was 
soon invited to join the Constitution staff. 
By 1908, the year of his death, Atlanta 
had engulfed the “Wren’s Nest,” and ics 
150,000 citizens were pushing into the 
suburbs. 

Thus Atlanta’s story can be told with- 
in the life span of one of its most famous 
citizens. 

Atlanta is of the class of 1850; that is, 
it appears in the United States census 
figures for the first time along with some 
other striplings of approximately 2000 
population, such as Los Angeles, San 
Francisco, St. Paul, Akron, Syracuse, 
Memphis, San Antonio, Houston, Grand 
Rapids, and Youngstown. The Gate 
City, therefore, is plainly a new town 
and the spirit of youth together with an 
advantageous focus of iron rails in search 
of the shortest distance between such 
points as Savannah and Memphis, 
Charleston and Birmingham, Jackson- 
ville and St. Louis, and Washington and 
New Orleans, have won her leadership 
of the Southeast. 

The whole South drives forward to- 
ward economic independence. Atlanta is 
the spearhead of its progress. Or let us 
say, the South has been tied to the cotton 
apron string, which Atlanta and Bir- 
mingham, armed with the steel shears of 
industry, propose to snip. Nearly every 
Atlantan, it is said, figuratively carries in 
his pocket a copy of Henry Grady’s 4 
Georgia Funeral. This is what he wrote: 

A Georgia Funeral—It was a “one-gallus” 
fellow whose breeches struck him under the 
arm pits and hit him at the other end about 
the knees. He didn’t believe in decolleté clothes. 
They buried him in the midst of a marble 
quarry; they cut through solid marble to 
make his grave; and yet a little tombstone 
they put above him came from Vermont. 
They buried him in the heart of a pine forest, 
and yet the pine coffin was imported from 
Cincinnati. They buried him within touch of 
an iron mine, yet the nails in his coffin and 
the iron in the shovel that dug his grave were 
imported from Pittsburgh. They buried him 
by the site of the best sheep-grazing country 


on earth, yet the wool in the coffin bands 
themselves was brought from the North. 


re ee 


a hk RT PONG SOE OD I I 


PU Ae Ripe ae e 








2 He Jou 


The South didn’t furnish a thing on earth 
for that funeral but the corpse and the hole 
in the ground. And they put him away and 


the clods rattled down on the cofin. And they 
buried him in a New York coat and a Boston 
pair of ' 
Chicago and a shirt from Cincinnati, leaving 


shoes and a pair of breeches from 


: s 
him nothing to carry into the next world with 


m to remind him of the country in which 


t lived. and for which he fought for four 


but the chilled blood in his veins and 


the marrow in his bones 
Atlanta can go down the list in Henry 
A Georgia 


challenge with an accom- 


CGjrady’s lune al and check 

1 
neariy 
plishment. A 


proudly to his eternal rest labeled “Made 


every 


Georgian now can go 


in Georgia’; a tombstone of Georgia 
granite or Georgia marble; coffin by the 
first coffin factory in the South; nails by 
the At 


pig iron; shoes by the largest shoe manu- 





anta nail mill from Birmingham 
icturer south of Virginia; tie by Geor- 
gia rayon companies; shirt by the new 
southern branch of a nationally known 
New shirt 


the deceased were content with overalls 


England manufacturer. If 


\tlanta could finish off her outfitting 
task 100 percent complete, but for wool 


and wool coffin bands, 


oats, wool suits, 


ya 


rs 
LAR 





view of Atlanta, looking east. 


RNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the South still looks to the North, al- 
though three woolen weaving mills have 
been set up in Georgia. 

Not 


Grady’s 


content with Henry 
Atlanta 
has set about luring Northern dollars 


into 


meeting 
challenge, ambitious 


Southern manufacturers’ pocket- 
books. While it is embarrassingly true 
that their own capitol building is of Jn- 
diana limestone, Atiantans love to dwell 
on the fact that the Federal Building in 
Boston was partly built of Georgia mar- 
ble. ‘The Royal Banks of Winnipeg and 
Montreal, the New York Stock Ex- 
change, the Minnesota state capitol, and 
the Lincoln statue in the Lincoln Me- 
morial at Washington, all are of Georgia 
marble. A soft drink created in Atlanta 
has spread throughout the world and 
built a multimillion-dollar corporation. 

Nevertheless, Atlanta is very much a 
“headquarters town.” The salesman who 
traveled out of Chicago, Cincinnati, or 
New York, now travels out of the South- 
east headquarters of his firm in Atlanta. 
Automobile companies, fire-fighting equip- 
ment companies, phonograph companies, 
oil companies, match companies, radiator 






eee ee 
So nt eo? a 





March, 1929 


companies, scale companies, plow com- 


panies, cheese companies, watch com- 


panies, packing companies, all kinds of 
companies, established Southeast 
agencies in Atlanta. Some years ago the 


have 


number of such agencies was estimated at 
500; many more have come and a flock 
of new ones arrives each year. 

For some visitors the roof line of the 
College, 


gently away on the same easy angle as 


buildings at Emory sloping 
the swaying branches of the neighbor- 
ing Georgia pines, will seem one lovely 
inspired the eternal 
search for native architectural forms. 


and solution to 
A city so loving music that it brings 
the New York Metropelitan Opera 
Company to its auditorium annually; a 
city with a club so devoted to Bobbie 
Burns that it built a duplicate of his 
Scotch cottage on Georgia soil; a city 
where a resident can plant a shade tree 
which annually yields enough pecans to 
pay taxes on a city lot; a city which has 
put its shoulder behind the vast task of 
converting a granite mountain into a 
memorial, is no ordinary town. 
Atlanta 


Sixteen miles east of Stone 


Most cities have a super-prosperous side of town, and are not so good “across the railroad track.” 
Atlanta approaches uniqueness in that, although it is split by a series of tracks, both sides of the city are flourishing. 








ee 
to 
as 


of 


ne 





ck.” 


Ling. 


Vol. 18, No. 3 


—_—_—— - — 








Mountain rears itself out of the ground 
like some superleviathan of past eons ris- 
ing out of the ooze. Eight thousand feet 
long, 686 feet above the surrounding 
country! On the northern side Stone 
Mountain drops sheer as a wall and it 
is here that the heroic carving to the 
leaders of the Confederacy begins to take 
form on the mountain face. 

General Robert E. Lee, now a lone 
figure, will soon be joined by General 
Stonewall Jackson and Jefferson Davis, 
leading the granite ghosts of the Gray. 

As Atlanta has progressed in prosper- 
ity and population, so has it progressed in 
the field of education. They tell the story 
of an old time school trustee to whom 
the “round” vs. the “flat” theory of the 
configuration of the earth was still a 
moot question. This trustee was examin- 
ing an applicant for teacher. 

“Which system” he asked, “do you 
teach, that the world is round or flat?” 

The applicant, who was in great need 
of the job, answered: 

“T understand both systems thoroughly 
and can teach either one you want.” 

Atlantans carefully fasten this story 


LAVE quarters of the old Hermitage Plantation near Savannah. Since ante bellum days these one-family cabins have remained un- 
changed in the changing South. But the once proud mansion of the master of the estate has long since fallen into ruin. 


on a rural school trustee, affirming that 
Atlanta has always insisted on the best in 
education. The whole South had to 
change its educational habits after the 
War Between the States, to shift from 
private schools to public schools. It has 
proved to be more a transition than a 
shift; a transition still going on. Sixty- 
seven buildings stand today in Atlanta as 
monuments to the conversion of her citi- 
zenry to belief in public schools. 

State-supported Georgia School of 
Technology (better known as the home 
of the 1928 Golden Tornado football 
champions), the most populous unit of 
Georgia’s university system of sixteen in- 
stitutions, beckons students to Atlanta. 
It is one of the ring of colleges around 
the city: Emory University, a Methodist 
institution ; Agnes Scott College and Co- 
lumbia Seminary, Presbyterian institu- 
tions; Oglethorpe University, an institu- 
tion named in honor of the founder of 
Georgia ; as well as several others occupy- 
ing special fields of work and seven in- 
stitutions for the Negro. 

Not even Atlanta’s salubrious climate 
is proof against the weariness that comes 


oe 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 83 





of “tourist feet,” so let us return to the 
shaded porch of the “Wren’s Nest.” 
Come, take this comfortable chair. 

After Joel Chandler Harris died his 
children looked back through his volu- 
minous writings for a paragraph that 
would serve as anepitaph. Reading it one 
understands that out of an openhearted, 
comprehending affection for children 
were created the Uncle Remus tales. 
The lines hold a mirror before which 
teachers may hold their ideals and atti- 
tudes. Indeed, the epitaph might well be 
that of a teacher much beloved: 


I seem to see before me the smiling 
faces of thousands of children—some 
young and fresh, and some wearing the 
friendly marks of age, but all children 
at heart—and not an unfriendly face 
among them. And out of the confusion, 
and while I am trying hard to speak the 
right word, I seem to hear a voice lifted 
above the rest, saying: “You have made 
some of us happy.” And so I feel my 
heart fluttering and my lips trembling, 
and I have to bow silently and turn away 
and hurry back into the obscurity that 
fits me best. 





eee 


RS ee PED Se Ne 8 ee 














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 ell 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 
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tion. One dollar of each membership fee is for a 
year’s subscription to THE JoURNAL. The payment 
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ship for life. , 
Subscription to nonmembers is $2 per year; single 
copies, 25 cents. Advertising rates on application. 
Members are kindly requested to report at once any 
change of address, giving old as well as new address. 
Tue JoURNAL is a member of the Educational 
Press Association of America and is published in ac- 
cordance with the standards of that organization. 





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


Harold A. Allan 


Busine 


Joy Elmer Morgan 


Editor s Manager 


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








The New Commissioner 
of Education 

HE SELECTION of State Superin- 

tendent William John Cooper of 

California to be United States 
Commissioner of Education is an admi- 
rable example of a presidential appoint- 
ment on a professional basis. It confirms 
our best American tradition of keeping 
the schools free from politics and stands 
out as one of the significant services of 
the closing weeks of President Coolidge’s 
administration. 

The United States Commissioner of 
Education has a large responsibility. He 
is the spokesman for the federal govern- 
ment in matters educational. He is ex- 
pected to appear and speak with author- 
ity on numerous international, national, 
state, and local programs. What hé says 
commands the attention of the public and 
space in newspapers and magazines. As 
an exponent of American educational 
ideals he wields a tremendous influence. 

It is his duty to direct the activities of 
the Bureau of Education. It is no small 
task to see that this organization which 
touches education at many points is work- 
ing efficiently in its internal relations and 
in its contacts with the educational forces 
of the nation. It is especially important 
during this period of educational recon- 
struction that the Bureau itself shall 
reach the highest possible levels of effi- 
ciency. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





March, 1929 





At this juncture the Commissioner of 
Education faces another task of the great- 
est significance. There are a number of 
major projects in educational research 
which need national attention and which 
can be done effectively only through wide 
cooperation requiring the most able lead- 
ership. In working out these projects the 
federal government can exert as profound 
an influence for the improvement of edu- 
cation as the Department of Commerce 
has been able to exert upon industry 
through its research and the organization 
of voluntary cooperative projects. 

For all these tasks Commissioner 
Cooper is especially well fitted in talents, 
in training, and in experience. His ac- 
tivities have been laid in California 
which is noted for its educational achieve- 
ment. In the equalization of educational 
opportunity, in the training of teachers, 
in salaries, in curriculum, and in coopera- 
tion with the public, the schools of Cali- 
fornia have reached a high degree of de- 
velopment. Mr. Cooper has been a part 
of that development. He was educated 
in the public schools of California and 
holds degrees from the University of Cal- 
ifornia. His professional experience has 
involved contact with education on all 
levels from the elementary school 
through the university. It includes teach- 
ing in several California high schools and 
administrative service in the superintend- 
encies at Piedmont, Fresno, and San 
Diego. When Mr. Cooper was called to 
be state superintendent of public instruc- 
tion for California he accepted the chal- 
lenge to wider leadership even though 
it involved a substantial reduction in sal- 
ary. As state educational executive he 
has proved his strength in two years of 
efficient, faithful service. 

Superintendent Cooper has spoken be- 
fore many educational gatherings. In- 
sight into his educational outlook may be 
had from an address which he delivered 
before the Department of Superintend- 
ence at Dallas in 1927 when he spoke on 
Educational Ideals and Their Achieve- 
ment. A few sentences from that address 
are worthy of quotation here. 


The chief concern of the teacher is chil- 
dren. The chief concern of the administrator 
is to have teaching take place under the most 
favorable conditions. In small schools with 
carefully selected teachers there is little for 
administrators to do, but as soon as any school 
grows beyond the point where its principal 
may know the pupils personally or a city 
system has reached a size where one person, 
the superintendent, is unable to give im- 
mediate attention to all administrative de- 





tails, organization becomes important and 
executive skill of high order is demanded. 

Two principles should govern the super- 
intendent’s policies. They are: First, keep the 
machinery of administration subordinate in 
importance to the teaching process. Never 
forget that it exists to make good teaching 
and real learning (in its broadest sense) pos- 
sible and effective. Second, keep the admin- 
istration democratic; keep it in touch with 
those who are in daily contact with the chil- 
dren for whom the school exists, and let 
them help create and constantly rebuild the 
necessary administrative machinery. 

Democratic administration will consider 
not only the superintendent's immediate as- 
sociates, and the principals and supervisors, 
but means will be found for teacher partici- 
pation also. There are problems connected 
with salary schedules, the teaching load, 
teaching day, tenure, professional attitude, 
social interests of teachers and the like, which 
require a clearinghouse. 

No city superintendent can afford to ignore 
the growing interest of intelligent laymen in 
school affairs. Nor is he fully realizing his 
opportunities if he neglects to develop and 
capitalize such latent ability. Some of this 
ability is used through parent-teacher organi- 
zation. 


Mr. Cooper’s appointment has been 
received with enthusiasm throughout the 
country. He enters upon his great task 
with the best wishes of all and every 
promise of an administration which will 
bring to American education new inspira- 
tion and a new vision of what it means 
to give a fair start to every boy and girl. 
The fact that President Hoover is also 
committed to this great ideal and is espe- 
cially devoted to the welfare of children 
should insure the maximum cooperation 
between the educational forces and the 
government in general. 





Commissioner William John Cooper 


id, 


ich 


his 


Child Health Day 


inaugurated as a means of focusing 

the attention of the country on the 
most effective community measures to 
protect and promote the health of chil- 
dren. At this time the American Child 
Health Association was formed, with 
Mr. Hoover as president, uniting two 
national organizations working for child 
health. Its purpose was to study the causes 
that threaten the health of children and 
to spread health knowledge. With a will 
the Association started in to bridge the 
gap between the laboratories and the lives 
of millions of American children. It was 
a new way to express démocracy. 

In order to awaken a nationwide inter- 
est, a special day was set aside when, to 
use President Coolidge’s words, “the peo- 
ple of America rededicate themselves to 
the happy task of safeguarding our most 
precious asset, our thirty-five million chil- 
dren.” Slogans caught the public fancy: 
“May Day—Every child’s day”; -and 
“Better children for our nation, a better 
nation for our children.” 

Each year the first of May receives 
greater attention from those interested in 
child welfare. On the initiative of Presi- 
dent William Green of the American 
Federation of Labor and after hearings 
at which the proposal was supported by 
representatives of the National Educa- 
tion Association, of the Bureau of Edu- 
cation, and others, Congress passed a 
joint resolution authorizing the Presi- 
dent to issue a proclamation setting aside 
May 1 as Child Health Day. ‘The 
resolution, which was passed on May 
14, 1928, reads: 


fF’: years ago Child Health Day was . 


Resolved by the Senate and House of Rep- 
resentatives of the United States of America 
in Congress assembled, That the President 
of the United States is hereby authorized 
and requested to issue annually a proclama- 
tion setting apart May 1 of each year as 
Child Health Day and inviting all agencies 
and organizations interested in child welfare 
to unite upon that day in the observance of 
such exercises as will awaken the people of 
the nation to the fundamental necessity of a 
year-round program for the protection and 
development of the health of the nation’s 
children. 





The origin of May Day—The idea of 
focusing community interest on May Day 
with its outdoor tradition of festivals and 
joy, with its vision of a maypole sur- 
rounded by laughing chiidren on every 
village green, was a happy thought that 
caught the imagination of the country. 


HE PURPOSE OF the May Day cele- 

bration is to focus attention upon 
our most precious national asset—our 
children. The tie between the child and 
all adult life is at once the strongest and 
the gentlest element in human nature. 
Greater sacrifices are made for chil- 
dren than for ourselves; greater hap- 
piness is derived from these sacrifices 
than from all the triumphs that per- 
sonal success can bring. Our daily la- 
bors, whether in the home, or in the 
outside world of competition for ma- 
terial things, or even in the search for 
culture and for spiritual advancement, 
derive largely from the conscious or 
unconscious impulse to cherish the 
child and to hold the child’s affection 
and-respect.—HERBERT Hoover. 











How it spread—The idea, once origi- 
nated, developed rapidly. The public 
health machinery of the country was set 
in motion. Local health departments and 
those in state departments of education 
officially recognize May Day not as a 
one-day festival but a year-round pro- 
gram for health. The day became the in- 
centive for campaigns to lessen the rav- 
ages of smallpox and diphtheria. It en- 
couraged prenatal, preschool, dental cam- 
paigns of all kinds—weight, milk, safety, 
sanitation. It worked to better the lives 
of defectives, mental and physical—the 
crippled, the deaf, the blind. 

May Day celebrations in 1928—Okla- 
homa had a child health rodeo on a fa- 
mous ranch. The children took the place 
of cowboys and bronchos. 

In 141 cities and towns of Massachu- 
setts, there are child: health committees. 
Two hundred thirty-three cities and 
towns held May Day celebrations with 
special emphasis on weight, posture, and 
teeth. Tags for being up to standard 
were distributed to 112,500 children. 

Jackson County, Oregon, has a 











I 






HAVE entered every health drive with enthusiasm because I believe that health is the 
basis of human growth and conduct. I believe that a healthy child is a good child. 
And I believe just as heartily that an unhealthy child is handicapped as to goodness 
from the start, and the chances for his successful living are against him tothe end. How 
can health come out of foulnessP Why do we dip the sea with a spoonP—ANGELO PATRI. 


Health Honor Roll sponsored by the 
County Public Health Association, the 
Medford Parent-Teacher Association, 
and the county and city school superin- 
tendents and school boards. Dental and 
medical examinations of all the Medford 
children were held. About eighty per- 
cent of these were found to have defective 
feet. Corrective exercises, for school and 
for home, were given. A posture test is 
given annually and asilver cup is awarded 
the pupil showing the greatest improve- 
ment. 1553 children were examined for 
the Health Honor Roll; 1112 defects 
were found and 702 corrections were 
made. 

Arkansas has twenty-five health cen- 
ters in its seventy-five counties. In Jones- 
boro work began in January, 1928, and 
on May Day every child, white and col- 
ored, had been examined and 420 had 
had all defects corrected. One hundred 
seventy-six of its junior high-school pu- 
pils proved to be 100 percent physically 
fit. Every school was 100 percent im- 
munized against smallpox and practically 
every child had a birth certificate. 

North Carolina backed the Summer 
Round-Up program of the National 
Congress of Parents and Teachers and 
6408 preschool children were examined. 

Every school child in Virginia is striv- 
ing for the five-point star of health— 
vision, hearing, teeth, throat, and weight. 
In 1927 only seven percent of Virginia’s 
school children measured up to the five 
points; in 1928, fourteen percent quali- 
fied. What will 1929 show? 

Hawaii has caught the idea and its 
health authorities are preparing to put 
on a 100 percent preschool drive. 

Semiannual events —Child Health 
Day in May and Health Day of Ameri- 
can Education Week in November, com- 
ing six months apart and during the 
school year, afford the schools two excel- 
lent opportunities to check up on health. 
The day is coming when school and 
home will unite to bring every child in 
the United States to such a state of 
health as will not only improve his ap- 
pearance and conduce to longevity, but 
will make him fit for work and play. 














Personal Growth Through Mental Hygiene 





Mental Health Through Work and Play 






ERHAPS the most important 
question about a job is how 
to hold it. If you would hold 

it, learn to enjoy it. If you want 

to enjoy it, turn it into play. “Yes; 
now just how can I turn it into 


play ?” 


Well, every time you ap- 
proach it, stimulate the inner atti- 
tude of the happy worker by say- 
ing to yourself, “Now I am going 
to have a good time with this.” 
Here is the ideal mental state for 
every teacher as he approaches his 





DanieL Wotrorp La RuE 


Henry van Dyke 


ET me but do my work from day to day, 
In field, or forest, at the desk or loom, 
In roaring market place or tranquil room; 
Let me but find it in my heart to say, 
When vagrant wishes beckon me astray, 
“This is my work; my blessing, not my doom; 
Of all who live, I am the one by whom 
This work can best be done in the right way.” 
Then shall I see it not too great, nor small, 
To suit my spirit and to prove my powers; 
Then shall I cheerful greet the laboring hours, 


lesson and his class. 

When are we playing? Play is 
the and harmonious 
running of one or more of our pri- 
mary emotions, fear, anger, curios- 
ity, or what not. “Spontaneous” 
means that there is plenty of energy to 
run the emotion motor, and that it re- 
sponds to the selfstarter, not being 
forced to run when it does not choose 
to. “Harmonious” means that it is run- 
ning freely, without undue friction or 
conflict, and so with pleasure. We com- 
monly think of play as involving a run- 
ning about, muscular action. But a child 
or an adult is playing when at cards, or 
sitting at the movies, or with a story book, 
or in happy reverie. Your fear for the 
fate of the hero, your anger at the villain, 
your elation as you find that the charac- 
ter with which you have identified your- 
self has at last triumphed—all these are 
play. 


spontaneous 


Work means flagging energy, forced 
pcrformance, or a conflict of emotions. 
By all means avoid it. 

The first problem, then, is copious 
energy. To get this, you should not 
only sleep “long hours with your win- 
dows open,” but loaf long hours out of 
doors with your lungs and skin open. 
Your happy face and spirits will be 
worth much more to your children to- 
morrow than many blue marks and blue 
looks. 


A word on how to conserve this 


energy. Adopt the method of compan- 
ionship. Mosso found that most of the 
fatigue of teaching does not arise from 
the work of preparation, but from school- 
room conditions. They tire themselves 
most who cling to much detail and 
Sicmalion involving heavy nervous dis- 





And cheerful turn, when the long shadows fall 

At eventide, to play and love and rest, 

Because I know for me my work is best. 
[From Music and other poems, Scribner's, 1919.] 





charge. They tire themselves least who 
adopt a familiar manner, and place them- 
selves most closely in accord with those 
whom they teach. This saves the pupil 
also, yields more progress, and so again 
conserves energy. 

The speed law, too, is often broken, 
and we speed toward neurasthenia. 
Don’t teach as if you were dancing a 
breakdown or you will dance one—a 
nervous breakdown. We hear so much 
of “rapid reading,” “rapid writing,” 
“rapid drill,” that we capsize and sub- 
merge in these rapids. Then speedily 
springs the life-saver, “Diagnostic and 
remedial teaching.” But we shouldn’t 
need him so much. The rule for ninety- 
five or more percent of all teaching is 
this: For speed, go slow. Concentrate on 
accuracy. (Every teacher—and more 
especially those who supervise teaching, 
should read and ponder Garry Cleve- 
land Myers’ article, “Schoolroom_ Haz- 
ards to the Mental Health of Children,” 
in Mental Hygiene for January, 1928.) 

A further reaseor why our work “takes 
so much out of us,” “drives us wild,” 
and so on, is that we do nc* do the simple, 
straightforward thing, attend to our task 
and play away at it, but start a mental 
civil war and fight our own emotions. 
Let us see how some of them make a 
flank attack on us. > 

First, fear. Perhaps you learned it in 
some old-fashioned training school where. 
you were constantly criticized for not 
getting everything just right all at once. 


[86] 


Having learned your lesson, you 
still practise it, just as you even 
yet fear snakes as you learned to 
do in childhood. Some of us cure 
this by imitating, or even imper- 
sonating, certain great teachers we 
have had. They were fearless, free, 
successful in their teaching. We 
act like them, and behold: The 
card-house prison falls and we, too, 
are free. 

Or we see the job high as Olym- 
pus and ourselves like pygmies on 
the plain below. But take a seat 
among the gods and Olympus is 
not lofty. Think more highly of 
yourself, and like Commodore Van- 
derbilt, meet the overimpressive cir- 
cumstance with, ‘That 
amount to anything.” 

Perhaps anger is the invading emotion. 
You may desire some other occupation 
for the nonce or for all time, and the 
professional bonds cut deep. There are 
many remedies. Don’t merely grin and 
bear it, but grin and glorify it. Here is 
the place to use your motto, “Now I am 
going to have a good time with this.” You 
get so you can even smile at the lawn- 
mower clamoring under your classroom 
window. 

Continue the inventory of the emo- 
tions for yourself. Perhaps you are 
haunted with disgust at what sometimes 
seems a picayune profession. “Think 
well of yourself and think well of your 
job,” said an eminent Columbia profes- 
sor. “That is the basis of mental hy- 
giene.” I have noticed that successful 
men usually do think well of themselves 
and their jobs. Or you may be distressed 
because of lack of preparation, or because 
you cannot see your goal for the mists, 
or because you have set that goal heaven- 
high, forgetting that all of us are still 
earthbound. 

“Now I am going to enjoy this.” 
Why? Because it gives me a chance to 
be kind to those who need me—the great- 
est luxury on earth; to whet and satisfy 
curiosity, my own included; to feel just 
pride in proprietorship; to experience 
the creative contact of spirit with spirit; 
to tune the very atmosphere by striking 
the keynote of good humor; to identify 
myself with a mighty, uplifting cause. 


doesn’t 








n- 
ir- 
n’t 


yn- 
om 


no- 
are 
nes 


ink 


yur 


hy- 
ful 
ves 
sed 
use 
sts, 
en- 


till 


-at- 
isfy 
‘ust 
nce 
rit; 
ing 
tify 





FoR five cents one can send a letter to any point in the civilized world. It is possible to do this because 

all nations are cooperating in the Universal Postal Union. This monument to the Union stands in 
Berne, Switzerland. It symbolizes the ties that bind all peoples in mutual helpfulness. The figures repre- 
sent the continents. On World Goodwill Day—May 18—let the children in the schools consider the many 
ways in which nations today are working together. It is fitting in this year 1929, which marks the 
ratification by the various nations of the treaty for the renunciation of war, that attention be called to the 
present extent of international cooperation. Let every child be led toappreciate and perhaps to mem- 
orize sections one and two of the treaty which should be on the wall of every schoolroom. For the 
| first time in the history of civilization the nations by voluntary agreement have created a document 

setting fortha great principle in terms so simple that it can be taught to the school children of the world. 


[Use this page from the Journal of the National Education Association as a poster for your classroom| 



























































Growth of Education Associations 


Membership in National Education Association 














Membership in State Association 




































































































































































HIS TABLE shows the growth of pro- 

















Estimated aie 1 a yee 
| number _ | | | ; 
States and other units lof teachers Percent of Relative | Rank in Life | Percent of Relative 
in 1929 Jan. 1, Jan. 1, teachers ranks size membership| Jan. 1, Jan. 1, | teachers rank 
1928 1929 members | Jan. 1, groups! Jan. 1, 1928 1929. | members | Jan. 1, 
1929 1929 1929 1929 1929 
1 2 3 4 5 6 | 7 8 Qo 10 | ll 12 
United States 927,704 181,350 193,145 20. 82 ; 2,062 650, 368 664,779 a er 
Alabama 16,500 1,150 1,331 8.07 46 c £8 38 11,9165 9,610" 58.24 42 
Alaska 235 161 161 68.51 4 E Sao eee eee 231 98.30 3 
Arizona 3,200 2,186 2,262 70.69 3 o> 2 7 21 2,525 2,985 93.28 10 
Arkansa¢ 12,750 810 857 6.72 | 48 13 59 8,269 8,329 65.33 38 
California 40,000 18,497 19,486 48.72 | 6 A 1 181 30,469 32,487 81.22 20 
unal Zone 142 107 65 45.77 8 E gd, ky ea Fe) a ae oe Serene eee 
c — .| 10,900 4,582 4,663 42.78 12 Cc 2 43 | 8,073 8,178 75.03 25 
Connecticut.......... ‘ : 11,700 1,997 2,051 17.53 27 ze 4 25 9,996 10, 280 | 87.86 15 
Delaware ? er om 1,600 756 ) a 45.06 10 | E 4 9 1,400 1,057 66.06 36 
District of Columbia re | 3,000 | 1,432 | 1,370 | 45.67 | 9 | D 4 27 1, 200e* 1, 000e 33.33 50 
Dis ck ke eRaewes 11,000 | 2,819 2,651 | 24.10 | 22 _& 3 30 6, 8865 7, 3818 67.10 35 
su aonioed Whe a ees arate 203 EB PS ee eer eee eeee a SRE Sa ee eee Ao oe 
eae cindcdes +s 19,000 645 | 1,909 10.05 | 41 . 8 | 33 10,5515 13, 200e | 69.47 31 
Hawaii .| 2,400 2,593 | 2,624 109.338 1 D * r: ae ol Ses, Ae Ra eee eee 
Idaho...... | 4,900 1,049 1,050 21.43 25 D 8 | 12 3,650 3,959 80.80 21 
—_ —_ erccitniends —_——_—_ ——_—_—__—__— ——__ ——_—_ -—--—- | —_—_—--- — - 
4 66sec ada 47,500 11,253 11,197 23.57 23 A 5 98 33,888 35 ,098 73.89 28 
Indiana... 24,000 5,315 5,902 24.59 21 B xy | 69 16,552 16,448 68.53 34 
BO 0:40-5:3 23,500 3,342 3,342 14.22 31 | B 6 | 32 16,891 17 ,647 75.09 24 
SL ee 22,000 2,789 3,020 13.73 | 35 B , 4 36 16,843 16,996 77.25 23 
Kentucky... 18,000 4,322 | 1,362 [4 43 te 9 14 13,355* 12,500? | 69.44 32 
te oe vane tn ’ Pe risa secant paaiainasl - cali a SAR. IPE i ee pate 
Ds 505 Co asaknlenes 11,700 770 | 636 | 5.44 | 50 Se 16 10, 1498 10, 3828 88.74 14 
Maine... I ea ein ..| 6,500 1,643 1.200.) 27.22 | 20 i ye ae 16 7,054 6,371 98 .02 5 
SE are 7 .| 8,500 952 | 882 | 10.38 | 40 | D 14 12 2,302? 3,418? 40.21 49 
Massachusetts............ .| 27,000 5 646 6,340 | 23.48 | 24 B 4 | 48 17,134 17,819 66.00 37 
Michigan | 32,500 | 11,256 12,230 37.63 | 14 A 3 | 40 29,483 30,638 94.27 | 9 
: ie A en <n ie arent et . ite eles ——— = — = ion ay 
NI, bcos eessens | 25,000 5,773 | 7,518 30.07 18 B 1 40 14,600 14,675 58.70 41 
Pree 16,000 274 361 2.26 53 ea 7 9, 9408 10,2778 64.23 39 
Missouri. . 25,400 2,973 3,219 12.67 37 B 8 54 22,7528 23,6208 92.99 il 
Montana 6,300 612 886 14.06 32 m ~ ii 15 3,920 4,377 69.48 30 
Nebraska 15,500 2,376 2,313 14.92 29 c 6 | 58 13,537 13,53le 87.30 16 
nein 5 dea x saak's 900 778 753 83.67 | 2 | E 1 4 655 430e 47.78 47 
New Hampshire.......... 3,100 431 454 14.65 30 - @ | 9 2,630 2 ,630° 84.84 17 
New Jersey 26,000 7,473 |} 7,678 29.53 19 zz. > | 68 24,500e 26 ,000e 100.00 1 
oe) ee 3,500 354 430 12.29 38 | D 13 28 2,203 2,610 74.57 27 
DOS 2 Ga adienease-c 75,000 8,666 10,315 13.75 34 a 6 95 38 ,516* 39 ,500e 52.67 44 
le! ere 24,600 716 854 | 3.47 52 B 9 46 14,548* 15,6728 63.71 40 
en 9,000 517 588 6.53 49 D 16 | 23 4,480 4,350 48.33 46 
oe Sahu pia .| 46,500 16,785 19, 490 41.91 13 A 2 i 160 37,117 39,099 84.08 19 
Se SG ahs 66.5.5.4:00 0:60 19,500 1,801 1,781 o.i5 | 44 | &- 36 18, 2168 19,1078 97.98 6 
Oregon........ | 9,000 2.316 2,794 nea | 21 2.8 25 6,617 6,600e | 73.33 29 
fw Sct: 2 Rraee SR Ties os ak cae SM . 
Pennsylvania....... 60,000 18,459 19,316 32.19 15 A 4 144 57,411 | 58,324 97.21 7 
Philippine Islands . 27,000 | 83 110 41 55 B 10 Mn Seer: ere i: See Semerrer 
Porto Rico....... 5,000 79 86 1.72 54 | oe: Be ae See Pe RS Oe RS, A OF 
eS OCTET 4,000 319 371 9.28 42 D 15 8 3,711 3,950 | 98.75 2 
South Carolina 14,500 633 635 4.38 Si . + 1S 17 8,281° 8, 135% 56.10 43 
OU SOOO: 6c csc ed dwcasel 9,500 1,198 | 1,288 13.56 36 | D 9 34 9,113 9,045 | 95.21 8 
os a tk beKe ee ak 18,000 1,115 1,457 | 8.09 45 oa | 6 7,900 7, 9005 43.89 48 
pp ES ere eres | 46,000 4,997 3,469 | 7.54 47 | A 7 132 28 ,500e* 24,0598 52.30 45 
SIRE Mit Mans bh05.6-00 00.08 oo 5,000 2,562 2,842 56.84 § | BD 3 20 4,861 4,911 98.22 4 
WOM Goss cnccn nae sul s | 38 | 417 450 14.06 | 33 D 12 6 2,495 2,400 75.00 26 
Virgin Islands................ 127 105 56 44.09 11 S s ee BRS PEP eae Voi ih oe babe « 
ROR A 18,500 1,794 2,015 10.89 39 Cc 7 
i as chee 0s bas aan 12,000 6,899 5,625 46.88 7 Cc 1 : 
WO... ovo ceasc succes 16,000 | 2,603 2,513 15.71 28 Cc 5 ; 
. + eee 21,450 4,062 4,228 19.71 26 B 5 ’ 
WN eo 55 56 bs oss 3,600 1,206 1,146 | 31.83 16 3 ’ 






































































































fessional organizations and indicates 
the relative standing of each of the states 
with respect to membership in both na- 
tional and state associations. The total 
membership in the National Education 
Association was 181,350 on January 1, 
1928, and 193,145 on January 1, 1929. This 
latter figure is 20.82 percent of the 927,704 
teachers in the United States and terri- 
tories. The life membership in the Na- 
tional Education Association on January 
1, 1929, was 2062. 

The figures for state associations for 
January 1, 1928, show a membership in 
these associations of 650,368. This figure 
for January 1, 1929, is 664,779, which is 
71.64 percent of the 927,704 teachers in the 
United States and territories. 


In the United States in 1927, 19.07 per- 
cent of the teachers of the country were 
enroled in the National Education Asso- 
ciation; in 1928, 20.12 percent were en- 
roled; the corresponding percent for 1929 
given at the head of column 5 is 20.82. 
The percent of teachers enroled in state 
associations in 1927 was 68.84; in 1928, 
72.16; and in 1929, 71.66, the percent given 
at the head of column 11. The preceding 
percents are based upon estimates as to 
the number of teachers in each state in 
1927, 1928, and 1929. These estimates are 
as accurate as available data permit. The 
figures of column 2 include teachers, prin- 
cipals, supervisors, and administrative 
officers. The figures for state associations 
are based on signed reports from the offi- 
cers of those associations. 


© The letter “‘e” indicates that the figure is an 
estimate. 

1 Column 8 enables each state to compare its 
membership achievement with that of other states 
in its size group. The states marked ‘‘A” have 
30,001 or more teachers; those marked “‘B” have 
20,001 to 30,000 teachers; “‘C,”’ 10,001 to 20,000; 
“D,” 2001 to 10,000; “E,” 2000 or under. 

2 Figure does not include members enroled in 
statewide organizations for colored teachers. 

* Includes enrolment in both white and colored 
associations (separate organizations). 

* The rank of the New York State Association 
is lowered by the fact that New York City teach- 
ers at present work largely through local organi- 
zations. There are approximately 30,000 teachers 
in New York City. 

5 Figure for 1928. 

® The percents in excess of one hundred per- 
cent are accounted for by the fact that members 
are enroled among teachers in private schools, 






















institutions of higher learning, and layman. 











Vitalized Group Study and Faculty Meetings 


EACHERS who are working on prob- 

lems of the profession suggest fac- 

ulty meetings which will be filled 
with inspiration and specific helpfulness. 
Mary V. Lord, a high-school teacher in 
Salem, Massachusetts, emphasizes six 
points which she considers fundamental 
in faculty meetings that would bring the 
maximum benefit to teachers. 


1. As few meetings as possible—once or 
twice a month is sufficient. 

2. Each meeting short—one hour is a good 
length. 

3. A regular day scheduled for each meet- 
ing, preferably early in the week. 

4. Each meeting planned with a definite 
constructive purpose in view. 

5. The aim of the meetings to be the de- 
velopment and strengthening of a spirit of 
unity, loyalty, and ambition among the 
teachers. 

6. Never lose sight of the fact that the 
meetings are one very effective way of 
improving the teaching in the building. 

M. F. Hyde, principal of the Law- 
rence (Kansas) Junior High School, 
writes: “I have been very much in- 
terested in your article in the December 
JOURNAL on ‘Vitalized Group Study 
and Faculty Meetings.’ I have been in- 
terested in that type of work for years. 

“During the first semester, we have 
studied ability grouping of the 7B class, 
supervision, the program studies, and the 
measurement of instruction. During the 
second semester we expect to repeat the 
study of ability grouping of the new 7B 
class, and study library needs for junior 
high school, checking on our own needs 
in Lawrence. With a small group I shall 
attack the problem of teaching habits of 
careful silent reading. 

“When we studied supervision, I had 
an opportunity to come directly in con- 
tact with the classroom problems of the 
entire faculty. It served as a basis for 
both group and individual conferences.”’ 

What to study—Mental health of 
children, the seven objectives of educa- 
tion, schools that are prophecies, char- 
acter education, the tired child, safety 
education, vitalized commencements, cit- 
izenship clubs, the school of tomorrow, 
teacher participation in professional 
problems, educational progress. 

For elementary schools—Suggestions 
for the study of children and professional 
advance are in the following JouRNAL 
articles: 


Child health day, March 1929, p85 


The transformation of Peter—Thomas R. 
Henry, March 1929, p73 
Universal Postal Union, March 1929, p87 


The rights of the child—Harold S. Tuttle, 
March 1929, p94 
What about posture?—Thomas D. Wood, 


February 1929, p37 





200,000 


~| NATIONAL 
EDUCATION | 
ASSOCIATION | 


190,000 
180,000 
170,000 — 


160,000 


ADECADE | 
OF GROWTH | 
1915 ~ 1928 | 
140,000 — 


150,000 


Count made at end of 
130,000 each Calendar Year 
Rew $4 





120,000 


110,000 


100,000 


90,000 





80,000 
70,000 
60,000 
50,000 
F 40,000 


30,000 





20,000 


10,000 


< 
8 
| | | | 
| | 


: 
SR ie a NP a ON RE Re Hi Me 


=o om as 
FR ec a Sc RD NS A Ss Al 











HIS CHART Wisualizes the information on 

Association growth covered by the fig- 
ures on the opposite page. It is an inspiring 
and challenging record. The growth in 
professional zeal and devotion is even great- 
er than the growth in membership. One hun- 
dred percent schools in increasing numbers 
are holding regular faculty meetings, one of 
which each month is devoted to current prob- 
lems as set forth in educational journals. 


For junior and senior high schools— 
What features of the Scarsdale plan can 
be used in your school? What advances 
have been made in secondary education 
in 1928? These and other points of in- 
terest to high schools are in the follow- 
ing JOURNAL articles: 


The Scarsdale plan—Ralph I. 
March 1929, p77 

Secondary education in 1928—J. T. Giles, 
March 1929, p91 

Adjusting the maladjusted girl—Jessie Col- 
burn, March 1929, p92 

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


Underhill, 


For colleges—The larger trends in 
education as well as special problems are 
of interest to college faculties. The fol- 
lowing JOURNAL articles are suggestive: 
Education: What program? What price ?— 

Frank D. Boynton, March 1929, p69 


The pioneer Burk school—John M. Butler, 
March 1929, p75 


[89] 


School librarianship as a 
Harris, March 1929, p79 
Growth of education 

1929, p88 
Sixty educational books of 1928, March 1929, 
p95 


career—Helen 


associations, March 


What the Journal checkup shows— 
Through the cooperation of a large num- 
ber of its readers, THE JOURNAL has a 
system of checking which shows articles 
its readers find most interesting. In the 
January JouRNAL, the editorial, The 
school of tomorrow received first rank; 
Teachers’ remedies for classroom diffi- 
culties by George H. Betts, second; and 
Mental health and sleep by Daniel W. 
La Rue, third. You may like to compare 
your own preferences with these rank- 
ings. 

State education journals—Some of the 
interesting articles in January issues of 
these journals are: 


Saving time in spelling instruction by C. P. 
Archer in Minnesota Journal of Education 

The school library by Lillian E. Cook in 
North Dakota Teacher 

An English laboratory by Kathryn M. Smith 
in New York State Education 

Human resources vs. material resources by 


L. E. Akeley in South Dakota Education 
Association Journal 

Were William H. McGuffey alive by W. H. 
Webb in Ohio Schools 

The classroom teacher as a character builder 
by G. E, Patterson in Kansas Teacher 


The Atlanta convention—A comment 
from a recent JOURNAL checkup sheet 
says: “I think that there should be an 
article in THE JOURNAL every month on 
the Decision 
to attend is often a growth in the mind 
of the reader.” Your faculty might be- 
gin planning now to attend the Atlanta 
meeting—the route to take and how to 
get the most from the convention. The 
following articles on the Atlanta meet- 
ing have appeared in THE JOURNAL: 


next annual convention. 


Way down south in Dixie, November 1928, 
p251 

All auto 
1929, pll 

Two gates of Atlanta—National Geographic 
Society, March 1929, p81 


roads lead to Atlanta, January 


Your faculty meetings—How are your 
meetings conducted? What are you 
studying? 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 editor of THE JOURNAL. 





















































































































































CuHar.es W. PucsLey 


Rural Education During 1928 


President, South Dakota State College of Agriculture and Mechanic Arts, Brookings, South Dakota 


URAL people name as their greatest 
school problems the securing of 
good and permanent teachers, the 

building of adequate buildings, the pur- 
chasing of uptodate equipment, and the 
securing of proper supervisory help and 
they are likely to give these problems in 
the order named. 

The professional rural school man 
recognizes that there are two really 
fundamental problems, the first and most 
important of which is the securing for 
the use of the district a sufficient amount 
of money to make it possible to solve the 
problems and the second, the education of 
the dwellers in rural districts toward the 
needs of better rural schools and thus 
assure their cooperation for improvement. 

During 1928, judging from reports 
trom a large number of rural school 
board members and patrons, and of state 
rural school supervisors and state super- 
intendents, great progress has been made 
along all lines but especially in the secur- 
ing of better financial support for rural 
schools. Special appropriations and funds 
have been allotted inmanystates (approxi- 
mately three fourths) to aid rural school 
districts. These equalization funds are 
in most instances still crudely planned 
and administered. The incoming legisla- 
tures of a large majority of the states will 
be confronted with plans for perfecting 
the administration and distribution of 
such funds. Probably only a few of the 
states have hit upon the proper method 
of distribution but the mere fact that this 
problem is being attacked so vigorously 
is encouraging. 

Speaking from the standpoint of one 
who has spent practically all of his life 
either in the open country on the farms, 
or in work having to do with farm prob- 
lems, I have a decided viewpoint in this 
matter of aid to rural schools. We have 
heard much of the farm relief problem 
during recent years. In my opinion there 
is no farm relief problem greater than the 
problem of relieving tax-burdened rural 
school districts. There is a great similarity 
between the economic problem which the 
farmer has in relation to his personal in- 
come and the difficulty he has in connec- 
tion with the maintenance of proper 
school facilities. 

Our complex society is now so organ- 
ized that industries are largely concen- 


trated in large cities. Not only is that 
true but these cities are concentrated in 
small sections in a few of the socalled in- 
dustrial states of the Union. 

The farmer grows the raw products 
which are sent to these points of concen- 
tration to be converted into finished pro- 


6 bw: article—like many which ap- 
pear in THe JoURNAL—has the au- 
thority of a man of wide experience 
and clear vision. It is based on answers 
to questions submitted by the author to 
rural school supervisors, state super- 
intendents, and rural schoolboard mem- 
bers and patrons. For the generous aid 
of all who thus cooperated THe Jour- 
NAL and the author express apprecia- 
tion. 

The greatest farm problem in Amer- 
ica today is the problem of the rural 
school. The surest and most abiding: 
form of farm relief is some measure 
which will bring to the rural school 
the highest forms of administrative and 
teaching service and to every boy and 
girl a fair start in life. 








ducts. Naturally, therefore, he has in his 
community very little tangible taxable 
property and he has less intangible tax- 
able property because the stocks, bonds, 
moneys, etc., necessary to the conduct of 
big business are concentrated where the 
big business is found. There the popula- 
tion is dense with many of the people in 
homes of much higher average value than 
the homes of rural communities. 

In a real sense, therefore, the farmer 
is actually devoting his time to the pro- 
duction of wealth which finds its way 
outside his community and his state and, 
therefore, beyond his ability to tax but 
it is taxed in these areas of concentration, 
thus contributing to the comforts and 
necessities of the city population. 

Furthermore, the farmer has a more 
costly problem based upon each individual 
child in his community than has the city 
dweller. Isolated one and two-room 
schools are more costly to heat, janitor, 
and maintain than are the large two and 
three-storied structures of the cities. Of 
course there are numerous other problems 
which handicap the rural population in 
connection with furnishing the youth of 
the country equal advantages to those of 
the city youth. 


[90] 


For these reasons I am a great believer 
in federal and state aid in education. It 
seems to me only just and fair that the 
sections of the country where wealth is 
concentrated should contribute toward 
an equalization fund which can be dis- 
tributed to those sections of the country 
which have been drained of this wealth. 
After all, such a plan is in no sense a 
gift to the rural people for they are only 
securing what rightly belongs to them. 
It has merely been placed beyond their 
reach because of our system of govern- 
ment and because of the trend of modern 
industry. 

When a proper system of redistribution 
of funds for school purposes has become 
general, the major problems mentioned 
by the rural people themselves will largely 
disappear. Larger salaries can be paid for 
teachers and, therefore, better prepared 
teachers will be available. We need not 
expect highly specialized rural teachers 
until we are able to pay them salaries 
equal to the salaries they can receive in 
towns and cities. The solution of the 
financial problem will solve the building 
and equipment problem and it will like- 
wise take care very largely of the problem 
of supervision. In those states where the 
equalization fee has been established, the 
greatest progress has been made toward 
the solution of all the problems of the 
rural schools. 

There is, however, the pressing neces- 
sity of educating the farm dwellers them- 
selves to the importance of education for 
their youth. At the present time there 
are approximately one fourth of the rural 
children from fifteen to eighteen years of 
age enroled in high schools as compared 
with nearly three times as many of the 
same age in urban communities. These 
Statistics prepared by the United States 
Bureau of Education are worth careful 
study. We can never hope to progress as 
a nation as rapidly as we should if our 
entire rural population, comprising about 
one third of our total, is lagging behind 
in education. Whether this is due to in- 
ability to support the schools or to lack 
of appreciation of the value of education 
in country districts makes no difference 
with the fact. It does, however, make 
a difference with the work which is to 
be done with, for, and by the rural peop'e 
themselves. 








ig 
e- 


1e 
1e 


Secondary Education in 1928 


HE latest statistics show no slack- 

ing up in the growth of secondary- 

school enrolment, the training of 
high-school teachers, and the erection of 
magnificent school buildings. The citizens 
of this country have evidently decided 
that all their adolescent children as well 
as the younger brothers and sisters are 
entitled to an equal opportunity for edu- 
cation. The leaders in education are now 
trying to find out what that equality of 
opportunity implies. 

The consciousness of our need for a 
common basic theory of American edu- 
cation has grown perceptibly in recent 
years. The Foundations of Curriculum- 
Making (The Twenty-sixth Yearbook, 
Part II, of the National Society for the 
Study of Education) revealed our differ- 
ences of opinion in this field even more 
than our agreements. This report served 
at least to clarify the problems before us 
and it has given rise to wide discussion 
in professional journals and in educa- 
tional meetings. Professor Finney in his 
Sociological Philosophy of Education has 
made a notable contribution to this dis- 
cussion during the present year. The 
need and even the necessity for a philos- 
ophy of education, sufficiently agreed 
upon and clearly understood by the teach- 
ing rank and file, becomes more apparent 
as we observe recent changes in the edu- 
cational systems of other countries. 

The reorganization of the high-school 
curriculum which has for more than a 
decade been a subject not only of theo- 
retical discussion but also of fruitful 
scientific research, continues to hold a 
central position among the problems in 
the secondary field. Almost every organ- 
ization in the country concerned with 
high-school education is active in the 
prosecution of curriculum study. While 
much of this activity is supported and di- 
rected locally, a number of agencies of 
national scope are at work. The need 
and possibility of securing federal aid 
for carrying on the investigation of this 
comprehensive and pressing problem in 
American education has been suggested. 
Articles and books on this subject too 
numerous for mention here have appeared 
during the current year. It seems quite 
clear that, owing to the immense amount 
of research required in secondary-school 
curriculum building, the major part of 
the task must be financed and carried on 
by organizations nationwide in scope. 


The movement for reform in the 
technic of teaching which was given 
impetus by the Dalton experiment has 
gathered headway in the intervening years 
and is now in full swing in the high 
schools of the country. The traditional 
routine of question-and-answer recitation 
and daily textbook assignment is rapidly 
passing. The movement is being guided 
by the work of Morrison, Miller, and 
others who have exemplified in the schools 
under their charge the application of 
pedagogical principles to secondary-school 
conditions. The new teaching methods 
involve teaching and learning-units of 
subjectmatter more “comprehensive and 
significant” than the former page assign- 
ments. Directed study and practise are 
emphasized and a flood of “workbooks” 
and other pupil and teacher helps is issu- 
ing from the presses of the publishers. 
Pupil achievement is being tested and 
measured by the use of the new-type, 
short-answer, objective tests, both stand- 
ardized and informal, instead of by the 
oral quiz. In fact, it was the develop- 
ment of the new-type tests that made 
the abandonment of the old question- 
and-answer recitation possible. “Texts by 
Symonds and by Ruch and Stoddard de- 
voted entirely to tests and measurements 
in secondary education offer to the high- 
school administrator and teacher for the 
first time authoritative information cover- 
ing this entire field. 

The modification of curriculum ma- 
terials and teaching methods now taking 
place in the high school has placed a new 
emphasis on the need for supervision of 
instruction. It has usually been recog- 
nized that the inexperienced teacher, fresh 
from the training-school, is no more pre- 
pared for actual classroom practise than 
the newly-graduated doctor is for medical 
practise and both have received in the 
past some further training on the job 
through supervision. It is now being dis- 
covered not only that the efficiency of the 
experienced teacher can be indefinitely 
increased by training-in-service but that if 
the new materials and methods are to be 
introduced effectively into the schools it 
must be done by adequate supervision. 
Growth comes in this field through the 
solution of problems, not by following di- 
rections. The new supervision is, there- 
fore, cooperative rather than authorita- 
rian, democratic rather than autocratic. 
This developing function of teacher-train- 


[91] 


ing becomes an added duty of the high- 
school principal for which he is often 
poorly prepared. In the larger schools 
much of this work must be delegated to 
department heads, an assistant principal, 
or an assistant superintendent. In any 
case the high-school principal is logically 
responsible for the improvement of in- 
struction in his school as well as for its 
administration. 

Extracurriculum activities have in- 
creased rapidly in high schools everywhere 
in recent years, both in the number of 
activities themselves and in the number 
of pupils participating. The problem of 
their regulation and effective use has be- 
come a serious one. The range of ac- 
tivities covers the fields of sports and 
athletics, forensics, music and other fine 
arts, social and recreational functions, 
study clubs in various fields, and organ- 
izations for a wide variety of purposes. 
A great deal of the principal’s and teach- 
ers’ time and energy is required for their 
administration and development. A large 
number of books on the subject is appear- 
ing to aid the perplexed principal. ‘Teach- 
ers are wondering where the limit lies. 

Another growing function of high- 
school administration is that of pupil- 
guidance. Counseling pupils on matters 
of discipline and occasionally in regard 
to college preparation has usually covered 
the principal’s responsibility along this 
line in the past. It is now realized that 
this falls far short of the opportunity and 
need for assistance to many pupils in 
making the various complex adjustments 
of modern life. The technic of this new 
school activity has not yet been well- 
developed and resources for carrying it on 
are meager. 

The high-school principal himself is 
becoming more conscious of his growing 
problems. In smaller schools he is asking 
for a lighter teaching load in order that 
he may have more time for administra- 
tive, supervisory, and guidance functions. 

In the larger schools more duties of 
various kinds are being delegated to his 
assistants while he retains general direc- 
tion in all fields. All of which indicates 
that high-school principals throughout 
the United States are not only “studying 
their job” but are preparing themselves 
better to meet their old and new responsi- 
bilities and duties—J. T. Gives, state 
high-school supervisor, Madison, Wis- 
consin. 


cenit ie RS alie nani acenee 



























































“¢ 


ce 


Be ae Rees ES 


eh 
ioe 
7, 


Adjusting the Maladjusted Girl 


Jessie B. CoLBurn 


Principal, Junior High School 96, Manhattan, City of New York 


OU KNOW, my daughter Nellie in 
¥; our school? Well, I want to take 
her out.” 

Despite the fact that you have from 
two thousand to three thousand Nellies 
and Rebeccas and Lucias in your care, 
each mother is trustingly confident that 
her particular ewe lamb will come at 
once to mind at this call. When, how- 
ever, you have established the identity of 
the girl in question and discovered that 
she is in a 6A class and is thirteen years 
old, you explain carefully that the law of 
New York State will not permit the 
child to go to work until she is fifteen 
and has, at least, reached the 7A grade. 
Then comes the argument. 

“But what's the use of keepin’ her in 
school? She don't learn nothin’ and she’s 
lost all her interest. She might better be 
doin’ something to earn a little money 
and help me.” 

Having patiently repeated in various 
forms the statement that our beneficent 
state law is made to protect all the chil- 
dren and that her Nellie is included in 
the number and that the school principal 
has no power even if he has the inclina- 
tion to violate it, the argument swings to 
a different angle. 

“Well, if she can’t go to work she 
can stay home and help me. I’m a sick 
woman, 1 am. I need her-help. Besides, 
what's the use of her stayin’ in school? 
She's always bein’ left back and she won't 
study and she’s lost all her interest and 
there's no use of her comin’ here any 
longer.” : 

Esther and Concetta sit side by side at 


’ the same desk. Esther, with a thousand 


years of reverence for the printed page 
in her blood, excels in spelling and arith- 
metic, in reading and history and com- 
position, and we praise and advance her, 
even if her handwork is generally poor. 
While poor Concetta, whose forbears for 
a thousand years have loved the open, 
loved to work with their hands, to fight, 
to love, to sing, to dance, but not to 
study, we dub “stupid” because she fails 
in book work and we fail to discover the 
marvelous needlework she does, her won- 
derful flair for color and form, often her 
cleverness in applied design and other 
forms of handcraft. And she is “left 
back” and becomes a repeater, a “retard- 
ation case,” becomes inured to. failure, 


loses selfconfidence and selfrespect and 
settles down to mark time until at six- 
teen she can claim her liberty to get into 
industry, usually goes into a “blind alley 
job” that promises little for the future. 

But now—Enter the junior high 
school! And with it, at last, the oppor- 
tunity we have been seeking, for with its 
differentiated courses, its special equip- 
ment, its catering to the young adolescent, 
we have finally found a medium through 
which these difficult cases may be served 
and, we hope, the problem solved. 

Here is a brief account of how one 
junior high school has proceeded. Five 
years ago I was sent to my present school 
to organize it as a junior high. I found a 
very large percent of retardation and de- 
termined to try the experiment we have 
since been carrying on. 

A group of forty girls ranging in age 
from thirteen to fifteen was selected from 
the fifth and sixth grades. They were, 
generally speaking, heavy and rather sul- 
len, reconciled to failure and simply mark- 
ing time till they could legally leaveschool. 
We called in the mothers, explained to 
them and to the children what we hoped 
to do, obtained a promise that the girls 
would remain with us for two years and 
started in. We placed them in the junior 
high department where they would mingle 
with those of their own age and social 
maturity ; they assembled withthe others; 
in music, physical training, and cooking 
they moved departmentally as did the 
rest of the junior highs. We worked out 
a simplified course in English, arithmetic, 
history, civics, and geography, correlat- 
ing these subjects so far as was feasible 
with the handcraft work, and carrying 
them to a point which made it possible 
to register these girls as of the seventh 
year grade when they had completed the 
“adjustment” course, so that they would 
be eligible for “working papers.” The 
rest of their time we gave to advanced 
sewing, millinery, novelty work, rug 
weaving, industrial design. Along these 
lines the drawing and sewing teachers 
worked in closest cooperation. For in- 
stance, a girl would make a filet design 
in the drawing class, she would take this 
design to the sewing teacher, crochet it 
and use it to ornament the garment she 
was making. Her interest in both sub- 
jects became keen. She soon saw that she 


[92] 


could easily outdistance even the “rapid 
advancement” pupil in handwork. She 
regained her selfrespect and in a very 
few weeks the attitude toward school 
and school work changed fundamentally. 

We find today that after two years of 
intensive training these results may be 
confidently predicted: In the usual 
school subjects the girls may honestly be 
enroled as seventh year pupils. In hand- 
crafts the majority, if given a few weeks 
training in trade extension classes, master 
the power machine and attain trade 
standards so that they can be placed in 
well paying jobs. A fair number make 
good in dressmaking or millinery shops 
with an excellent chance of advancing to 
the highly paid positions. A few show 
enough ability to do well in office posi- 
tions. A large number succeed in the 
making of various types of commercially 
salable novelties. An occasional girl has 
shown real talent in industrial or costume 
design and has been started on a promis- 
ing career. As yet, no girl has actually 
failed to make good in some line of work. 

Now and then we find a girl whose 
retardation has been due to some cause 
other than inability to master books and 
she is shifted to the regular grades and 
given individual attention and help till 
she is well started toward graduation. 

One of our proudest boasts—perhaps 
the thing which means the most to us in 
all this work—is the character develop- 
ment which is evidenced so clearly in our 
girls. The classes are now open to the 
schools of two districts, and naturally in 
a group of this sort we get all types of 
behavior problems. In the first term and 
to a lesser degree in the second, the dis- 
ciplinary questions are many and trying; 
by the time the third and fourth terms 
are reached hardly a behavior question 
arises. Our school motto is “Selfcon- 
trol and Service” and we give promo- 
tional credit to girls for marked growth 
in these lines. The results have been 
most gratifying. 

The devotion of those teachers who 
have helped to work out the experiment 
and the marvelous teamwork of the hand- 
craft teachers have made possible such 
success as we have attained. We believe 
we are on the right track and hope that 
future extensions and modifications of 
the course may make for better results. 





























































Disease—An Added School Burden 


Hucu S. Cummina, M. D., D. Sc. 


Surgeon General, United States Public Health Service. 


HERE are relatively few deaths 
"| among children of elementary 

school age as compared with 
younger children. In 1925, in the death 
registration area of the United States, 
there were 213,017 deaths in children 
under five years gf age, while there were 
only 22,073 deaths among children five 
to nine, and 18,001 in children ten to 
fourteen years old. In other words, the 
death rate for children in the age group 
five to nine years was about one ninth 
that for children under five, and the 
rate for children ten to fourteen years 
of age was about one eleventh that for 
the very young group. Even at high- 
school age the rate was only a little more 
than one sixth that for children under 
five. Statistics also show that children 
of school age—especially elementary 
school children—have a particularly fa- 
vorable expectation of life. There are 430 
chances to one that the boy or girl from 
five to nine years old will live through 
the year, and the odds are even better 
between the ages ten and fourteen—550 
to one. 

From the above one would think that 
elementary school children were a con- 
spicuously healthy lot. Nothing could 
be further from the facts. Children of 
these ages seldom die, but are often sick. 

Special studies of sickness among 
children and adults in a typical Ameri- 
can small city have been made by the 
United States Public Health Service and 
a wealth of illuminating data have been 
obtained. Only in the very young age 
group—under five years—is there a 
greater amount of sickness than among 
children in the age group five to fourteen 
years. In the high-school ages the sick- 
ness rate drops off rapidly, the rate be- 
tween fifteen and nineteen being only 
one half that between five and nine. It 
has been found that children lose about 
four percent of the possible days of at- 
tendance at school on account of sickness. 

School authorities could help to lessen 
this appalling loss of time if they knew 
more about certain characteristics of the 
common diseases of children. When the 
teacher knows what diseases are most 
prevalent at the elementary school ages, 
the age at which certain diseases are 
most likely to occur, the months in which 





the different diseases appear in the largest 
numbers together with the common symp- 
toms of the diseases, his usefulness will be 
markedly increased. For instance, when 
Miss Brown, teaching the first grade, 
notices that Willie Smith, aged six, is 





CHIEF CAUSES 4 ILLNESS 


AMONG ELEMENTARY SCHOOL CHILDREN 




























































































6 9 10 il i2 


Age at Nearest Birthday 











sneezing, with red, watering eyes, dis- 
charging nose, and a hoarse cough, she 
will naturally suspect measles, especially 
if the time happens to be in one of the 
winter or spring months. On the other 
hand, Miss Jones, of the eighth grade, 
noticing similar symptoms in John 
Smith, aged fourteen, will think that 
his trouble is probably something else. 
She knows that after the age of six, 
seven, or eight the measles rate drops 
off very rapidly, and that John by this 
time probably has an acquired or natural 
immunity to this disease. 

Since such important infectious dis- 
eases as diphtheria, scarlet fever, measles, 
and whooping cough may each make its 
appearance with some feature or features 
of a common cold, it is highly desirable 
for the teacher to know this, and to 

“know at what age the seeming ‘“‘cold”’ 
may prove to be something more serious. 

Cases of colds and other respiratory 
disorders far exceed in number any other 
illness. Though the number of days lost 
from a single cold is small, the accumu- 


[93 ] 


lated absences from this cause result in 
a greater loss of time than the accumu- 
lated absences due to any other single 
cause. 

The ordinary infectious diseases— 
measles, whooping cough, chicken pox, 
scarlet fever, and diphtheria—are much 
more prevalent among the younger 
children—those from five or six to nine 
years of age. This, of course, means that 
these diseases will crop out in the first 
grades much oftener than in the five 
upper grades; and the teachers in the 
kindergarten and primary grades can 
keep their classes even approximately 
free from these infections only at the 
cost of ceaseless vigilance. There is al- 
most twice as much diphtheria in the 
lower grades as in the upper, three and 
one half times as much scarlet fever, and 
about nine times as much measles, whoop- 
ing cough, or chicken pox. Earache and 
croup also predominate in the lower 
grades and there are more colds and 
other disorders in 
grades than among the alder children. 


respiratory these 
Tonsillitis and sore throat do not vary 
markedly through the grades, and grippe 
and influenza are no respecters of age. 
Headache and neuralgia become more 
frequent in the upper grades; and this 
is a subject that should receive thought- 
ful consideration. 

Fall colds begin to appear soon after 
the opening of school. Scarlet fever is 
more prevalent in fall and winter. Diph- 
theria is found throughout the year, but 
most frequently in the colder months. 
spring, 
large on the horizon, and whooping 


In winter and measles looms 
cough frequently arrives at about the 
same time. 


diseases may occur at any time. 


Sporadic cases of all these 


There is a striking decrease with age 
in the amount of illness due to the com- 
mon diseases of childhood. The first 
four grades will have a much poorer at- 
tendance record than the upper grades 
unless extraordinary care is exercised. 

If school absenteeism is to be cut 
down, competent health supervision of 
all pupils must be instituted. Such super- 
vision is essential to the economic con- 
duct of any school, and is a duty the pub- 
lic health authorities owe the taxpayers. 


CRABS Hee SI Ty 


— 


ae fil. cat OS oh. 








The Rights of the Child 


Haro_p SAxE TUTTLE 


Assistant Professor of Education, University of Oregon, Eugene, Oregon 


F CouRSE he is old enough to know 
better,” said a school principal, 

speaking of a thoughtless pupil. 
But of course he was not. Knowledge ts 
not a product of age; it is only an inci- 
dent. More accurately, the critic of the 
vouth should have said, “Society should 
by this time have given him training to 
act better, for the sake of both his own 
happiness and that of society.” 

A common argument for public educa- 
tion in a democracy has been that it is 
cheaper to educate the child to be a good 
citizen than to deal with him in courts 
and jails after he has become a bad citi- 
zen. ‘The aim of education is thus made 
the protection of society against the child. 
Without questioning this commendable 
outcome of education would it not be 
more honorable and truer to the actual 
relations to acknowledge ourselves, as so- 
ciety, to be under obligations to protect 
the child against us. 

The child is the victim of society. 
While he is potentially a free moral agent 
his freedom is that of choosing between 
alternatives rather than of being or do- 
ing, without limit, whatever he may 
dream. 

The child is the victim of society be- 
cause of the very nature of his mental 
life. ‘The newborn child knows nothing. 
He has neither information nor habits 
nor judgments. All his ideas must be 
built out of his experience. Capacities 
he has in abundance; capacities for re- 
sponse, capacities for growth, capacities 
for adjustment and learning, capacities 
for feeling, for memory and imagination 
and reasoning and for many forms of 
expression. Aptitudes also he has, myste- 
rious in their nature and workings, but 
effective in leading him to attainments 
and interests quite different from those 
of the rest of his race. His heritage also 
includes tendencies to act in certain ways 
as various elements of the environment 
stimulate him: Instincts we are accus- 
tomed to call unlearned skills. These 
constitute the capital with which the child 
enters upon the business of living. 

By means of these inherited capacities 
he is able, in an increasing variety of 
ways, to adjust himself to his environ- 
ment. Each adjustment increases the ef- 


fectiveness of the next and enlarges the 
environment which conditions him. This 
process, indeed, is the essence of educa- 
tion. In the process, as in each adjust- 
ment, environment is always a condition- 
ing factor. 

Far more significant than the limita- 
tions imposed by his physical surround- 


4 child is the victim of 
society. The aim of educa- 
tion should be not the protec- 
tion of society against the child, 
but rather the protection of the 
child against society. 

If the child is to live a happy, 
normal life, he must receive at 
the hands of society training in 
socially valuable habits, foun- 


dation for sane judgments, and 
discipline of emotions which 
will assure worthy tastes and 


ideals. * * * Jt were bet- 
ter for him that a millstone 
were hanged about his neck 
and he be cast into the sea than 
that he should offend one of 
these little ones. 





ings are those imposed by his human com- 
panions. The language he adopts is that 
with which society surrounds him. In- 
deed, his use of language at all is con- 
ditioned upon the use of language by his 
elders. The economic fortunes of adults 
affect their children even more seriously 
than themselves. Penury or abundance, 
economy or waste, neglect or care, early 
work or normal play, leave their grave 
impress quite heedless of the child’s 
choice. The laws of a state also exert a 
profound influence on all the children 
who live under them. The suppression 
of native tongues by the Hapsburgs, the 
protection of licensed saloons prior to the 
eighteenth amendment, the prohibition 
of religious instruction under the Soviet, 
the requirement of the national flag on 
every schoolhouse, all have had a direct 
effect upon the children subject to, but 
not responsible for, the laws in question. 

But language, economic conditions, 
and laws are insignificant in the limita- 
tions they impose upon children in com- 
parison with the subtle and powerful 
control exerted by customs and tradi- 


[94] 


tions, fashions, and ‘‘folkways.” This 
elusive complex of habits and manners, 
standards and ideals in a thousand subtle 
forms is well termed ‘‘social heredity ;” 
for its influence is as potent in determin- 
ing one’s attitudes and prejudices as is his 
biological inheritance of aptitudes and 
bents. News items, advertisements, mag- 
azine covers, shop windows, street corner 
gossip, treatment by elders, conversation 
in the home, comment in school, and 
countless other influences are constantly 
pressing upon the consciousness of the 
child, giving him ‘meanings’ out of 
which he constructs with his limited ca- 
pacities a sort of philosophy of life. 

Society has given him the materials 
and suggested the pattern. Moreover, 
during his period of dependence the child 
is conscious of the authority which so- 
ciety holds over him; and he learns to 
revise his catalog of values in terms of 
the means he finds effective in securing 
freedom for his own impulses and desires. 

Even his ideals are largely conditioned 
by those he perceives among his fellows; 
and although he may rise above the no- 
blest of his associates he can conceive 
ideals only in terms of meanings made 
possible by society’s demands. 

At whatever point we touch the life 
of the child, then, we find him limited 
and all but controled by society. It is no 
exaggeration to assert that the child is 
the victim of society. Because of his help- 
lessness in the face of society’s authority 
and its moral standards the child is en- 
titled to such training at the hands of 
society as will give him reasonable oppor- 
tunity for normal exercise of his powers, 
development of his capacities, and whole- 
some relationships to his fellows. In mak- 
ing these intellectual and moral adjust- 
ments he is entitled to a normal degree 
of happiness. 

In order thus to live a happy, normal 
life a child must receive at the hands of 
society, training in socially approved 
habits, an adequate foundation of experi- 
ences on which to build sound judgments, 
and such discipline of his emotions as 
will insure satisfying and worthy tastes, 
attitudes, and ideals. [This is the first of 
a series of articles by Mr. Tuttle on the 
rights of the child. ] 





his 
TS, 
tle 
‘in- 
his 
nd 
ag- 
ler 


Sixty Educational Books of 1928 


its various aspects were published in 

1928. Anyone making a close study 
should consult the complete list of these titles 
as issued in School and Society, December 29, 
1928. The selection of sixty out of these has 
been based on careful examination ofall avail- 
able titles and the study of several hundred 
reviews, supplemented by the scorings and 
comments gathered by correspondence with 
nearly 100 specialists in various educational 
fields throughout the United States. 

This list is prepared annually for the 
American Library Association and THE 
JOURNAL OF THE NATIONAL EDUCATION Asso- 
CIATION. It has been prepared in the Teach- 
ers’ Department of the Enoch Pratt Free 
Library at Baltimore, under the direction of 
Joseph L. Wheeler, librarian, practically all 
of the notes having been prepared by Grace 
A. Kramer of the Bureau of Research of 
Baltimore public schools and associate editor 
of the Baltimore Bulletin of Education, who 
has contributed her own knowledge of the 
books of the year. 

This year, more than ever, many excellent 
books and pamphlets have had to be omitted 
from this short list of sixty. New editions 
are not included. Pamphlets, research mono- 
graphs, and books too specialized in char- 
acter, or not bearing entirely on education 
had to be omitted in favor of titles that 
would be more useful to the great proportion 
of teachers, principals, and superintendents 
who make up the teaching profession. Among 
such titles omitted with greatest regret are: 
Gesell’s Infancy and human growth, Holling- 
worth’s Psychology; its facts and principles, 
and Hartshorne and May’s Studies in deceit. 
Books starred are considered especially use- 
ful for teachers and for public, normal school, 
and superintendents’ libraries. 


N EARLY 450 publications on education in 


Purposes, Principles, and Philosophy of 
Education 


COBB, STANWOOD. The new ileaven. 340p. 
John Day. $2.50. The president of the Progres- 
sive Education Association presents ten basic prin- 
ciples formulated by the progressive education group: 
Health, freedom from unnatural restraint, learning 
by doing, adaptation to individual differences, de- 
velopment of group-consciousness, emphasis on cre- 
ative expression, acquisition of the tools of learn- 
ing rather than of facts, abolition of the tyranny of 
marks and examinations, and making the teacher 
a leader and guide, not a taskmaster. The book con- 
sists of arguments in support of these ten principles 
with illustrative examples rather than citation of 
carefully controled scientific studies. Will interest 
the popular reader in the field of education. 

* FINNEY, R. L. A sociological philosophy of 
education. 563p. Macmillan. $2.50. Emphasizes the 
social nature of the mental life, the tendency of 
human minds to learn from one another. The re- 
sponsibility of educators as leaders in social change 
and progress and the newer functions of education 
in relation to family life and the economic world 
are stressed, with thoughtprovoking suggestions for 
socializing the teaching of history, the arts, and the 
“new humanities.”” Many will challenge the chapters 
on the necessity for developing leadership in the few 
and “followership” for the “duller intellects,” but 
every reader will find the discussion stimulating. 
The whole subject is lucidly presented in delightful 


style. General readers will enjoy the book as well 
as educators. 

GRIZZELL, E. D. Education: principles and prac- 
tises. 428p. Macmillan. $2.40. Introduces the be- 
ginning student to education in its larger aspect, 
tying up aims and purposes with the newer science of 
education. Gives a complete picture of present 
trends in the United States, placing our system in 
its proper setting of European origins. The approach 
is historical and comparative. Provides a_ liberal 
amount of quoted material together with a _ well 
selected bibliography presenting many points of view. 





NDIVIDUAL teachers use it to dis- 
cover the professional books of 

the year which they should examine, 
read, or buy. 

2. Instructors in teachers colleges 
refer their students to these annual 
lists to encourage free reading. 

3. Persons in charge of professional 
libraries for teachers use it as a 
checklist in making up purchase or- 
ders. 

4. Librarians in public libraries use 
it as a buying list for their teachers’ 
room. 

5. Librarians in teachers colleges 
check their year’s purchases with it. 

6. Librarians in foreign countries 
and instructors of foreign students in 
America use it to keep contact with 
educational writings in this country. 

7. Directors of extension courses for 
teachers study these lists to discover 
new material for reading courses. 











The book offers a concise, ably written, and well- 
balanced treatment of the philosophy and science of 
education. Will prove of value to teachers and stu- 
dents. Useful bibliography. 

HARRIS, P. E. Changing conceptions of school 
discipline. 384p. Macmillan. $2. Shows the historical 
evolution of various conceptions of discipline, to- 
gether with some of the social, religious, and edu- 
cational factors associated with them. Regards dis- 
cipline as a part of the general process of learning 
and as being concerned with intelligent adjustment 
to environment rather than a device for governing the 
child. Emphasizes the present changed attitude to- 
ward child nature. Most helpful for teachers, super- 
visors, principals, and also parents. An extensive 
bibliography and useful index. 

KANDEL, I. L., ed. (Fourth) Educational year- 
book of the International Institute of Teachers Col- 
lege, Columbia. 618p. Teachers College, Columbia. 
$3.50. This essential annual review gives a clear 
idea of the current major problems in educational 
development in the United States and some fifteen 
foreign countries. Each article has been prepared by 
an eminent authority on education in his own coun- 
try. These general surveys show, among other things, 
the growing interest in vocational and adult educa- 
tion everywhere, and in the necessity of fitting the 
school to the needs of the individual child. In addi- 
tion, a section is devoted to teacher training in 
England, France, Germany, and the United States. 
Useful for reference and general reading. 

SNEDDEN, DAVID. Educational sociology for be- 
dinners. 636p. Macmillan. $3.50. Provides a socio- 
logical background for evaluation and interpretation 
of the purposes and processes of education. Begins 


[95] 


with the general principles of sociology and devotes 
generous space to American social problems. Con- 
siders the social relations of the teacher within and 
without the school and the sociological foundations of 
present educational practises and tendencies. The 
problem questions in the text are valuable. 

WASHBURNE, C. and STEARNS, M. M. Better 
schools. 342p. John Day. $2.50. A nontechnical book 
which selects for the layman, teacher, or school ad- 
ministrator certain of the newer educational ideas 
and illustrates them with concrete examples of 
schools that have successfully worked them through. 
The authors, in a general discussion, frankly evalu- 
ate these modern trends. Part I shows how schools 
start, where politics enter, and how better schools 
are organized. In parts II and III, on what and 
how to teach, we find sketched new departures both 
in curriculum content and in scientific approach to 
method and organization. The book is written with 
the clearness, directness, and enthusiasm which 
characterize the authors. 


Administration and Supervision 


* AYER, F. C. and BARR, A. S. The organiza- 
tion of supervision. 397p. Appleton. $2.25. The chief 
service of this volume is to bring together in an 
organized discussion studies which contribute to a 
better understanding of the organization of super- 
vision. The authors set forth the major types of 
supervisory organization and give detailed examples 
of their operation in a number of cities. Particular 
attention is devoted to the place of special super- 
vision, to the interrelations of supervisory officers, 
and to the distribution of duties. Valuable principles 
of guidance for planning and organizing supervision 
in large and small cities are stated. The practical 
administrator and supervisor will find the book 
definitely helpful. 

* COUNTS, G. S. School and society in Chicago. 
367p. Harcourt, Brace. $2.50. A dramatic and vigor- 
ous account of those conflicting groups and interests 
within and without the school system engaged in the 
battle for control of the schools of Chicago. The 
most powerful factors are selected for analysis: Fi- 
nance, labor, churches, the press, politics, and 
women’s and teachers’ organizations. Makes clear 
that similar forces are operating upon school adminis- 
trators everywhere and that school leadership must 
take them into account. Shows that surveys of how 
schools function in the community and of the atti- 
tudes of the teaching staff and the various social 
groups in an industrial society will be as important 
in the future as surveys of building and curriculum. 

GIST, A. S. Administration of an elementary 
school. 308p. Scribner's. $1.80. Helpful suggestions 
for improvement in administration and supervision 
for the elementary school principal. Chapters on com- 
munity leadership, management of supplies, care of 
the building, office duties, development of abilities in 
staff, extracurriculum activities, the platoon-type 
school, and high types of efficiency. Emphasizes the 
supervisory duties of the principal as his main 
activity. The author, a principal of long and success- 
ful experience, was President of the Department of 
Elementary School Principals of the National Educa- 
tion Association, 1927-28. 

LINDSAY, E. E. Problems in school administra- 
tion, with emphasis on fiscal and personnel phases. 
544p. Macmillan. $2.50. A practical, compact, and 
comprehensive book on school administration for 
college class use but equally valuable for superin- 
tendents in service. Deals with topics in schowl 
finance such as school accounts, budgeting, business 
management, salaries, bond issues, and building pro- 
grams. Part I considers the facts and figures of the 
school administrative scheme. Part II, the distinctive 
feature of the book, presents case problems of actual 
conditions and complications which have confronted 
superintendents and gives suggestions for meeting 
them. Will familiarize the prospective school ad- 


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96 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ministrator with typical situations likely to con- 
front him. Excellent annotated bibliographies. 

* MORT, P. R. The individual pupil in the manage- 
ment of class and school. 383p. American Book Co. 
$1.60. Covers elementary, junior, and senior high 
fields. Practically differentiates individual differences 
from individual needs and plans both for groups and 
for individual pupils. Discusses pupil placement and 
complicating factors: Overage, low mental ability, 
specific deficiencies. Evaluates acceleration policies. 
Presents good practise for discovering differences, 
suggests test programs in school systems and analyses 
of results. Especially valuable is the application of 
theory attained through detailed analyses of practi- 
cal class and individual problems. A useful book for 
administrator and teacher. 

NATIONAL EDUCATION ASSOCIATION. 
Seventh yearbook of the Department of Elementary 
School Principals. The elementary school principal- 
ship. 638p. The National Education Association. $2. 
Assembles data upon standards for the office, presents 
a survey of present conditions, and suggests lines 
for future development. Emphasizes the supervising 
rather than the teaching principal. Submits findings 
of investigation in the classification of the functions 
and duties of the office and in time distribution of 
activities and makes recommendations of value to 
principals and boards of education. Case studies of 
successful principals; chapter on special features de- 
veloped by individual executives. Proposes stand- 
ards for training and selection. Valuable bibliography. 

NUTT, H. W. Current problems in the super- 
vision of instruction. 538p. Johnson Pub. Co. $2. 
Deals with both theory and practise in a helpful and 
stimulating manner. Sees supervision as a coopera- 
tive undertaking between teacher and supervisor and 
suggests a code for each. Gives detailed type plans 
for organization of supervision in school systems of 
different sizes, after experiment in several school 
systems. Helpful both to teachers and supervisors. 

PIERCE, A. E. Deans and advisers of women and 
girls. 636p. Professional and Technical Press. $4. A 
pioneer attempt to formulate the principles upon 
which the office is based,to outline the fields of work, 
to define the administrative and social duties and 
qualifications. Carefully discriminates between the 
duties in large and small colleges and modifications 
which location in a small community or a large city 
makes necessary. Much of the information is in con- 
venient tabulated form. Considers social activities, 
athletics, amusements, health, student government, 
organization, and housing. Important as a compilation 
of information in a field in which little has been writ- 
ten. Will be useful as a text in courses in deanship. 
Concerned chiefly with the problems of the social 
dean rather than the academic official. Useful topical 
bibliography. 

* REEVES, C. E. and GANDERS, H. S. School 
building management. 395p. Teachers College, Co- 
lumbia. $3.75. Carefully prepared pioneer book, of 
unusual value when taxpayers are making enormous 
investment in school buildings, the care of which in- 
fluences millions of children. Based on the idea that 
building care demands the study of architects, engi- 
neers, and school administrators, and requires the 
services of the “engineer-janitor.”” Devotes much 
space to the selection, training, compensation, and 
supervision of the building force. Covers the choice 
of equipment in a new building, and the problems of 
daily upkeep. Discusses sanitation, supplies, heating, 
ventilating, grounds, schedules, and reports, etc. 
Recognizes difference in problems of large and small 
school plants. Important as a guide for the building 
staff and for those responsible for planning and 
operating schools. Useful bibliography. 


Curriculum 

*HARAP, HENRY. The technic of curriculum 
making. 315p. Macmillan. $1.80. A ‘“‘work-book’’ 
showing how actually to perform the steps outlined 
in the preparation, revision, or evaluation of a course 
of study, including determining and organizing ob- 
jectives, determining and composing teaching units, 
and summary of a plan. Gives an allround survey 
of the predominant technics in the field together with 
thoughtful evaluations. Will give the classroom 
teacher an orientation point from which to direct 





his own curriculum-reconstruction activities and 
merits wide reading by administrators. Extensive 
bibliographies. An important contribution. 
NATIONAL EDUCATION ASSOCIATION. 
Sixth yearbook of the Department of Superintendence. 
The development of the high-school curriculum. 
584p. National Education Association. $2. Outstand- 
ing superintendents, principals, and university spe- 
cialists in secondary education are responsible for 
this study, designed to stimulate individual school 
systems to develop the particular courses of study 
best suited to their needs. Deals with outstanding 





The Paper Maker 


| eer more than any other one com- 
modity, underlies our civilization. 
Upon it are written and printed the 
major documents, the constitutions, the 
statutes, the patents, the contracts, 
the agreements, which are the foun- 
dation of all our civil, industrial, and 
educational institutions. Upon it the 
business of the world is transacted. 
Upon it rest the records of the past, 
the best that man has thought and 
accomplished throughout the ages. 





From its pages may be gleaned for 


common and universal use, the best 
thoughts of the brightest minds of the 
race. By means of it there is created 
and fostered the demand for the prod- 
ucts of industry, the interchange of 
which constitutes the structure of our 
civilization. Empires may fall, wars 
may come, cataclysms of nature may 
rock the earth, and many of our most 
cherished institutions may perish. But 
let paper remain and the intelligence 
and energy of mankind will continue to 
build the world anew in a manner ever 
more worthy to endure.—WALDO 
PoNpDRAY WARREN, through the cour- 
tesy of the Reading Paper Mills. 











issues which all local school systems must face be- 
fore making extensive curriculum revisions: Col- 
lege entrance requirements, meeting the needs of 
pupils not going to college and of pupils of different 
levels of ability, school counseling, and needs of the 
American adolescent youth. Research studies in the 
high-school subjects by specialists in each field com- 
plete the volume. Helpful subject bibliographies. 


Conduct and Character Formation 


FISHBACK, FE. H. Character education in the 
junior high school. 190p. Heath. $1.24. A short 
serviceable volume, the outgrowth of a painstaking 
study of character training at the junior high-school 
age. Presents a practical plan for setting up a minia- 
ture democracy within the school. Evaluates the 
ethical content of different studies and activities, and 
the importance of the teacher's personality, and out- 
lines a definite character education course. 

SYMONDS, P. M. The nature of conduct. 346p. 
Macmillan. $2. This book offers a new viewpoint and 
correlation of facts for the psychologist, and a clearer 
conception of the psychological and biological founda- 
tions of conduct for the educator. Everyday situa- 
tions are used for illustrations and a large number 
of conduct codes are discussed. There are definite 
studies of courage, loyalty, kindness, and other 
qualities, and of various forces influencing behavior. 
Methods of curriculum construction are suggested. 
A book which should prove of value both to teach- 
ers and to others who are concerned with the regula- 
tion of human conduct. 


Educational Psychology 


AVERILL, L. A. The hygiene of instruction. 
386p. Houghton, Mifflin. $2. A textbook written for 





March, 1929 


teacher-training classes in the mental hygiene of the 
school child. Will give the reader an insight into 
the possibilities of treating peculiarities of behavior 
in children and of developing the proper mental 
attitudes. Includes chapters on the hygiene of in- 
struction and performance, on the mental hygiene of 
the school day and of the various school subjects, 
and on the mental health of the problem child. 

HOLLINGWORTH, L. S. The psychology of the 
adolescent. 259p. Appleton. $2. A sane, practical 
discussion of adolescence, the outgrowth of the 
author’s experience and study in the field and com- 
prising the basic content of her lectures at Columbia. 
Offers the viewpoint and practical philosophy of our 
time rather than the acceptance of the educational 
psychologist of twenty-five years ago. Certain chap- 
ters will be of rare value to teachers and mothers in 
helping them develop that sane, working system of 
thinking and acting which will assist the child in 
becoming an “adequate adult.’’ Adopts the practical 
rather than the mystical outlook upon the period of 
adolescence. The book is of such value that no 
educator or parent can afford to overlook it. 

NATIONAL SOCIETY FOR THE STUDY OF 
EDUCATION. Twenty-seventh yearbook: Nature and 
nurture. Part I, 465p. Part II, 397p. Public School 
Pub. Co. $1.75 each. Are the wide individual differ- 
ences disclosed by intelligence scores due to factors 
of environment and training which can be controled 
by proper education, or primarily to differences in 
original endowment which make necessary differ- 
entiated training for varying individual types? This 
yearbook is devoted to the dispassionate exposition of 
the results of new investigations in this nature- 
nurture problem. It considers the effect of family 
resemblance, intelligence and social environment, 
race differences and health, schooling and coaching 
upon intelligence scores and the influence of such 
factors as intelligence, school attendance, teaching 
method, and effort upon achievement scores. Since 
intricate methods of approach and complex statistical 
methods of treatment were necessary, a brief pref- 
ace is attached to each chapter to help the less tech- 
nical reader. The committee in charge of the study 
included such widely known names as Bagley, Free- 
man, Baldwin, Brigham, Pintner, Terman, and Whip- 
ple. 

SANDIFORD, PETER. Educational psychology: 
an objective study. 406p. Longmans, Green. $3.50. 
The author of this textbook attempts to confine his 
statements to “objective and verifiable data of care- 
fully controled observations and experiments,” dis- 
carding the speculative and introspective points of 
view. Much space is therefore devoted to a study 
of man’s equipment for learning and of the newer 
methods of studying intelligence and the learning 
process. The practical application of the laws of 
learning to special subjects, such as the acquirement 
of language habits or skill in arithmetic, is treated. 
A technical but not too difficult text. 


Tests and Measurements 
* DEARBORN, W. R. Intelligence tests. 336p. 


Houghton, Mifflin. $2.50. Critical study of the func- 
tion and use of tests. Discusses intelligence and 
achievement, individual differences, intelligence and 
environment. Makes plea for tests which will more 
nearly gage general intelligence. Includes chapters 
on school and college marks and the tests; special 
abilities and disabilities; the nature of intelligence 
and the influences of maturity; provision for the 
weak and the strong-minded. Discusses educational 
determinism and social policy. A real contribution 
to the administration and interpretation of tests and 
measurements. 

HULL, C. L. Aptitude testing. 535p. World Book 
Co. $2.68. Excellent handbook for persons engaged in 
vocational guidance, general personnel work, or selec- 
tion of employees in any important field of activity. 
Gives the psychological principles and technical 
methods involved in developing and using tests of 
aptitudes required for special life activities or occu- 
pations. Includes good statistical material. The 
author brings together, under one cover, the mini- 
mum essentials of preparation for those making 
serious use of measurement methods, either in classi- 
fying pupils or in work in educational and vocational 
guidance. 





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Vol. 18, No. 3 


SMITH, H. L. and WRIGHT, W. W. Tests and 
measurements. 540p. Silver, Burdett. $3. Brings to- 
gether in one discussion curriculum objectives of 
teaching particular elementary and secondary sub- 
jects, and technics of testing and measuring achieve- 
ment in those subjects. Shows how to use test re- 
sults, to diagnose pupil needs, and to improve teach- 
ing. Goes into the field of the construction of in- 
formal tests of the new type. Calls attention to 
various good standard tests and suggests methods for 
evaluating them. Good chapter bibliographies. Im- 
portant to teachers, supervisors, and administrators. 


Exceptional Children 

* GODDARD, H. H. School training of gifted 
children. 226p. World Book Co. $2. Reports the out- 
come of the author’s five-year study of special classes 
for gifted children maintained in Cleveland’s school 
system. Describes these classes at work and discusses 
problems encountered and solutions applied. Empha- 
sizes enrichment rather than rapid advancement. 
Describes equipment and evaluates ideals, purposes, 
and method. The volume will arouse the enthusiasm 
of the superintendent planning to establish classes 
for superior children. It has much, moreover, of 
value to the classroom teacher interested in planning 
to meet the needs of bright children. 


Educational Research 


GOOD, C. V. How to do research in education. 
298p. Warwick & York. $2.50. Attempts to bring 
together and to organize for the graduate student, 
research worker, and public school investigator the 
large body of information now available on educa- 
tional research and its procedures. Shows the re- 
sult of long, wide, and thorough attention to the 
various literature on the subject from many view- 
points, and is not confined to the usual desk- 
routine of the “‘research expert.’’ Topics considered 
include sources of information, technics for collecting, 
analyzing, summarizing, and interpreting data, and 
reporting and publishing research findings. Intended 
primarily as a handbook in the preparation of theses 
and for graduate students and school administrators. 

HOLZINGER, K. L. Statistical methods for stu- 
dents in education. 372p. Ginn. $3.60. For the seri- 
ous student or worker in statistical interpretation 
of the data of educational measurements. Provides 
the review of algebra frequently needed upon en- 
trance to statistics. Includes illustration problems, 
model computation in use of formulas, and practise 
problems with answers. Gives unusually full and 
valuable list of reference formulas. The latter half 
of the book offers material for the more advanced 
student or scientific school worker. Incorporates the 
outcomes of its author’s wide training in the field of 
expert statistics. 


Teachers and Teaching Methods 


* ALMACK, J. C. and LANG, A. R. The begin- 
ning teacher. 478p. Houghton, Mifflin. $2.40. A prac- 
tical and definite guide to the information the inex- 
perienced teacher usually seeks, whether it be in the 
matter of securing a position, managing a class- 
room, or teaching some special subject. With little 
attention to theory, but with special emphasis upon 
the practical aspects of both method and management, 
the authors discuss discipline, attendance, daily rou- 
tine, grading, lesson assignments, and the special 
methods best fitted for the teaching of the individual 
subjects in the school curriculum. A boon to the 
young or inadequately trained teacher. 

DORRIS, A. V. Visual instruction in the public 
schools. 48lp. Ginn. $2.64. By far the most valu- 
able and suggestive treatment of the subject. Dis- 
cusses the background of visual instraction in mod- 
ern educational procedure; visual instruction applied 
to the teaching of the various subjects of the 
curriculum; administrative problems. Valuable ap- 
pendices list sources of supply for illustrative ma- 
terials and visual materials applied to the study of 
specific subjects. Highly professional and suggests a 
variety of motives for lessons in visual education. 
Every principal and administrator should see this 
book. Annotated bibliography. 

MAGUIRE, E. R. The group-study plan. 203p. 
Scribner's. $1.80. Emphasizes the pupil at work, 





not waiting to be called upon, and builds a teaching 
technic upon pupil participation in flexible study 
groupings. Discusses training pupils in methods of 
study and work, and the teacher’s plan of lesson 
organization. Written by a practical administrator 
for junior-high teachers. Helpful concrete illus- 
trations. 

*RUGG, HAROLD and SHUMAKER, ANN. 
The child-centered school. 359p. World Book Co. 
$2.40. A critical appraisal of the new type of educa- 





The Bookbinder 


ONG after many of the proudest 
achievements of our day have 
crumbled into dust, or have been re- 
placed by more modern things as yet 
undreamed, the work of the craftsman 
bookbinder will remain a thing of cher- 
ished beauty and treasured worth. The 
wise and the good and the great of all 
time and place will hold his productions 
fondly in their hands, show them 
proudly as prized possessions, superla- 
tive tokens of culture and refinement, 
and give the honor of their apprecia- 
tion to every subtle evidence of his 
skill. From the pages he binds to- 
gether will shine forth ideas that will 
inspire, illumine,and rebuild the world. 
Between their covers will the thought 
treasures of the past be preserved for 
the generations that are to follow. 
Such are the inspirations for deft dex- 
terity, skillful sincerity, and love- 
wrought handicraft.——WaLpo PoNDRAY 
WarreEN, through the courtesy of the 
Reading Paper Mills. 











tion, tracing its development in America. Gives 
detailed programs of work in outstanding creative 
centers. Chapters on center of interest versus school 
subjects, planning the curriculum in advance, ideas 
and thinking in the new school, and provision for 
mastery through repetition give constructive, sym- 
pathetic criticism. The book is rich in concrete illus- 
trations of creative class work through which it not 
only evaluates results but shows need for develop- 
ment of a psychology for creative expression. 

STILLMAN, B. W. Training children to study. 
247p. Heath. $1.60. Aims to show how school sub- 
jects in grades five, six, and seven can be utilized 
in training children to analyze subjectmatter, to 
discover the important points, and to evaluate and 
verify findings. Describes classroom work at the 
Ethical Culture School, but is applicable to the 
average classroom with a large class and limited 
materials. Chapters on helping children to get food 
for thought, to organize facts, to make the most eco- 
nomical use of memory, with discussion of self- 
expression through English composition. The in- 
troduction by F. M. McMurry on the relation of 
study to thinking and the chapter by B. H. Bode on 
the place of thinking in education are unusually 
stimulating. 

THAYER, V. T. The passing of the recitation. 
33lp. Heath. $2. This book marks the fall of the 
old recitation and the triumph of the new methods in 
the classroom. Old procedures are found to be in- 
consistent with objectives of modern education. 
Constructively criticizes the Dalton and Winnetka 
plans, socialized recitation, and project method. 
Describes origin of the recitation methods and gives 
contrasting presentday educational ideals. Biblio- 
graphies. 

Preschool, Kindergarten, and Elementary 

Schools 
(See also Administration, Supervision, Reading, 
Tests, Social Studies, etc.) 


JOHNSON, H. M. Children in the nursery school. 
325p. John Day. $3. Clear, practical presentation of 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 97 


eight years’ experimental work with children of 
fourteen to thirty-six months in the nursery school 
of the Bureau of Educational Experiment, New York 
City. Discusses “why we do what we do.” Deals 
with records of child growth and methods of keep- 
ing them. The author with scientific attitude bases 
her program upon observations of the child’s natural 
growth and impulses. Findings challenge contempo- 
rary nursery school practise as well as the treat- 
ment of the young child in the home. Useful for 
nursery school educators. 

*LEWIS, M. H. An adventure with children. 
250p. Macmillan. $1.75. Traces the twelve years’ 
development of the Park School of Cleveland, char- 
acterized by Dr. Dewey as one of the two or three 
outstanding experiments in elementary education in 
this country. Stresses the importance of environment 
and a wide use of its advantages as essential factors 
in developing education for citizenship. Tells what 
was done rather than about what was done. Gives 
concrete discussions of meaningful types of work, 
valuable projects, and ways of developing in chil- 
dren interest in the real significance of work. Style 
conversational and fascinating, with entire freedom 
from technical, pedagogical terms or implications. 
A great little book for all school people willing to 
change and grow. 

* STORMZAND, M. J. and McKEE, J. W. The 
progressive primary teacher. 352p. Houghton, Mifflin. 
$2.40. The authors feel that it is not possible to 
adapt some of the newer primary programs in their 
entirety to public school situations. Hence their 
purpose is “‘to present the best of progressive technic 
in first-grade teaching without going to impractical 
extremes.”” Part I deals with primary classrooms, 
equipment, supplies and justifies provision for varied 
activity. Part II offers valuable discussion of test- 
ing and methods of work. Timely warning against un- 
skilful use of the activity program such as would 
result in loss to the child of development of reading 
and number. Gives practical games and teaching de- 
vices. Valuable to young teachers in primary grades. 

WIECKING, A. M. Education through manual 
activities. 35l1p. Ginn. $1.80. An interesting book 
showing how the manual arts serve in creative ex- 
pression. Describes materials and their uses and the 
relation of manual activities to various kinds of 
subjectmatter. Suggestions for buying equipment and 
planning lessons and projects. Gives simple direc- 
tions for many different types of manual work for 
children in the various grades. Shows the teacher 
how to make a variety of things suitable for class 
work. For the elementary teacher. 


Junior High School 


See the following titles in other sections: Fish- 
back, E H. Character education in the junior high 
school; Maguire, E. R. The group-study plan; Black- 
hurst, J. H. Principles and methods of junior high- 
school mathematics; Opdycke, J. B. In the service 
of youth. 


Secondary Education 
(See also Teaching, Psychology, Tests, School Li- 
braries, Extracurriculum, Health, etc.) 


* FONTAINE, E. C. Ways to better teaching in 
the secondary school. 27lp. Ginn. $1.60. An in- 
tensely practical and unusually successful, construc- 
tive criticism of teaching procedures. While it em- 
bodies the best modern theories as a foundation, 
it is largely devoted to concrete teaching proce- 
dures which it criticizes and analyzes helpfully, with 
sound suggestions for better practise. The social 
viewpoint is emphasized throughout, and there is a 
wealth of illustrative material, incidents, and lesson 
assignments, based on the author’s rich experience 
as state supervisor in high schools. Holds that each 
subject teacher must be first saturated with the pos- 
sibilities of his subject and its purpose, as prelimi- 
naries to good teaching. Simple, direct, understand- 
able form. Has a refreshing element of humor and 
practical sense. 

* MONROE, W. S. and WEBER, O. P. The high 
school. 511p. Doubleday, Doran. $2.50. Textbook for 
prospective high-school teachers whose work will be 
confined to one or two departments but who need 
to know the high school in general and something 


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O08 ‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


of the development and organization of the curric- 
ulum. The chapters on the various subjects of the 
curriculum are particularly commendable for their 
forcetulness and directness. The book gathers to- 
gether material from many sources inaccessible to 
most readers. 

WAPLES, DOUGLAS and others. Problem exer- 
cises for high-school teachers. 99p. University of 
Chicago. $1. A series of classroom procedure tests in 
English, sucial studies, mathematics, science, and 
general method suitable for teacher training classes 
er for teachers’ discussion groups. Four hundred 
everyday difficulties gathered from the experiences of 
many high-school instructors have been classified 
and illustrated by problem cases. Five possible 
solutions for each problem are suggested for discus- 
sion. Will stimulate thought and offer definite help 


in many classroom situations. 


Reading, Writing, and Languages 
* GATES, A. I. New methods in primary read- 
ing. 236p. Teachers College, Columbia. $2.25. 
The author is convinced that most reading difficul- 
ties have their beginning in the work of the first 
grade. 
and devices for developing it. The most significant 


He is deeply concerned with word mastery 


contribution of the book is the author's careful study 
of the phonetic possibilities of our language and his 
questioning of the school’s use of phonetics. His 
thinking does not coincide at all points with present 
trends in teaching reading. Supervisors and sup- 
erintendents will want to study this argument for 
phonetic training in beginning reading. 

OPDYCKE, J. B. In the service of youth. 404p. 
Pitman. $3. A stimulating ‘“‘how-to-do"’ book based 
on twenty years’ teaching that recognized the con- 
nection between the schoolroom and the community 
outside the walls. English teachers in junior and 
senior high schools will find the usual topics treated 
from new and aggressive angles, with a great wealth 
ot definite suggestions as to method, materials, and 
viewpoint. Pupil participation is emphasized. Five 
outlines for thirty-period courses are appended. 
William McAndrew writes the introduction to this 
“personally conducted journey.” 

YOAKAM, G. A. Reading and study. 502p. 
Macmillan. $2. A working plan for the develop- 
ment of the ability to read for study purposes—an 
important function in the teaching of reading in the 
elementary grades. Suggests how to give the child 
specific habits of study which are the result of long 
and careful training. Written from a wide knowl- 
edge of modern methods and of various investigations 
in the field. An interesting “Course of study in 
study,”’ useful particularly for teachers in the first 
six grades. ‘ 

Mathematics 


BLACKHURST, J. H. Principles and methods of 
junior high-school mathematics. 355p. Century. 
$2.50. Presents briefly the goals of mathematics 
teaching in junior high schools and, in greater detail, 
the practical determination of the content of the 
curriculum and the most effective methods of real- 
izing the objectives of mathematical instruction. 
Calls attention to recent developments in teaching 
technic. curriculum construction, and tests and meas- 
urements as they apply to this particular subject in 
the junior-high course. Contains many valuable 
suggestions for the mathematics teacher in these 
grades. 

* NATIONAL COUNCIL OF TEACHERS OF 
MATHEMATICS. Third yearbook. 276p. Teach- 
ers College, Columbia. $2.50. Discusses topics con- 
cerning which there has been some difference of 
opinion. Other topics chosen because their teach- 
ing might be improved if more reference material 
were available. Contributors include, among others, 
Dr. Judd, on the fallacy of teaching school subjects 
as tool subjects, Dr. Eugene Smith on mathematics 
in the training for citizenship, Dr. Breslich on de- 
veloping functional thinking in secondary school 
mathematics, Marie Gugle on dynamic symmetry. 
There are fourteen contributions from outstanding 
people in the secondary field. 


Social Studies 
*BRANOM, M. E. A teacher's geography. 
252p. Macmillan. $2.40. A work book for the 










teacher himself, to guide him in the best use of 
the problem method. Reflects the changed emphasis 
from descriptive to interpretative geography. Or- 
ganizes content, states purposes, develops method, 
and discusses use of topical outline. Provides list 
of problems through which essentials can be taught. 
Through the use of large unifying topics for organ- 
izing the subjectmatter it makes a problem analysis 
of each of the world’s great regions and emphasizes 
the relations between man and his environment. A 
unique contribution, incomparable for the teaching 
of modern geography. 

*KELTY, M. C. Teaching American history in 
the middle grades of the elementary school. 748p. 
Ginn. $2.40. A treasure book for teachers of 
intermediate grades and low ability groups in junior 
high school. Trend in organization reflects the in- 
fluence of Dr. Tryon, and that in selection of prin- 
ciples of teaching the thinking of Dr. Morrison. 
To bring this careful expert work to function at 
the level of the elementary scheol is a great thing 
in elementary history. Supplies twelve fully worked- 
out units and gives a series of illustrative lessons of 
specific types: Drill, dramatization, picture study, 
etc. The appendices provide booklists, illustrative 
material, minimal essentials. An outstanding book 
for teachers. 


- School Libraries 


LOGASA, HANNAH. The high-school library: 
its function in education. 283p. Appleton. $1.75. 
Highly important contribution on a subject in which 
superintendents, principals, and teachers are now 
interested and in which definite material written 
from the school viewpoint has been lacking. De- 
votes three especially helpful chapters to the high- 
school pupil and library use. Discusses the guid- 
ance and adjustment of outside reading, devices for 
increasing voluntary reading, technic of teaching 
pupils to use books in libraries, and the integration 
of independent reading with classroom practise. 
Contains a wealth of detailed suggestions and bibli- 
ographies for further study, together with appendices 
which include scorecards for school libraries, and 
selected booklists. 


V ocational 


BROWN, C. M. and HALEY, A. H. The teach- 
ing of home economics. 395p. Houghton, Mifflin. 
$2. Clear-cut application to home economics of the 
recognized principles of educational psychology and 
the newer methods of teaching. Questions what 
should be taught and how, to help girls to be more 
socially efficient. Includes valuable material for 
teachers of general and vocational home economics 
in day, evening, and partime schools. Many prac- 
tical teaching aids. A wealth of information in con- 
cise, compact form for teachers and supervisors. 

EASTERN COMMERCIAL TEACHERS’ ASSO- 
CIATION. First yearbook: Foundation of com- 
mercial education. 423p. The Association. $2.50. 
A significant attempt to discover the purposes of 
commercial education and its relationship to the 
whole field of education and, correlatively, the rela- 
tionship of business to the whole of life experience. 
Analyzes the value of present research materials 
and methods in this field. Discusses problems of 
subjectmatter. The study is edited by Paul Lomax 
and many educational experts are contributors. A 
very valuable bibliography. 


Health and Physical Education 


BENNETT, H. E. School posture and seating. 
323p. Ginn. $2. Though on a specialized topic, 
this book appears highly important as affecting every 
school pupil. By measurement of some 3700 chil- 
dren, the author has determined the postural needs 
of different ages and gives tables to guide in select- 
ing seat sizes. Includes special suggestions on 
equipment for handicapped pupils. Invaluable to 
teachers and physical directors interested in good 
posture, to administrators desiring to purchase sci- 
entifically constructed school equipment, and to 
manufacturers of school chairs. Selected bibliog- 
raphy. 


March, 1929 








LOWMAN, C. L., COLESTOCK, CLAIRE, and 
COOPER, HAZEL. Corrective physical education 
for groups. 521p. A. S. Barnes. $4.50. A theo. 
retical and practical guide for physical education 
teachers and students, in the administration, organi- 
zation, and methods of corrective group work. 
Written by a gifted orthopedist and a group of physi- 
cal education teachers who have tried out the ma- 
terial thoroughly. Meets the need for adapted group 
exercises and corrective games and for an allround 
program suited to the capacities of the groups in- 
volved. A valuable bibliography. 

* MYERS, A. F. and BIRD, O. C. Health and 
physical education. 342p. Doubleday, Doran. $1.50. 
Presents a modern program of health and physical 
education for elementary schools. Discusses recent 
tendencies, mental hygiene, communicable diseases, 
correction of physical defects, first aid, playgrounds, 
and athletics. Suitable informal activities for the 
different grades and an outline for health instruction 
are given in detail. A practical handbook telling 
what to do and how to do it. 

UNIVERSITY OF MICHIGAN. Department of 
Physical Education for Women. Physical education 
activities for high-school girls. 322p. Lea and 
Febiger. $3.50. Suggestions for activities in a 
physical education program for high-school girls. 
Covers individual gymnastics, restricted activities, 
marching, games and tournaments, rhythmical activi- 
ties, tumbling and stunts, swimming, canoeing, arch- 
ery, and tennis. An uptodate treatment of the in- 
formal type of program. Very practical. 


Extracurriculum 

ROBERTS, A. C. and DRAPER, E. M. Extra- 
class and intramural activities in high schools. 529p. 
Heath. $2.40. A firm belief in the high school as 
the ideal training ground for responsible citizenship 
in a democracy has led the authors to point out the 
growing importance of extracurriculum activities in 
teaching children how to live in an_ increasingly 
complex democratic social organization. The book 
is a practical study of the development and man- 
agement of such activities and of their contribution 
to general school and community life. The material 
is drawn from the literature in the field, from a 
questionnaire study, and from personal experience. 
Presents both sides of controversial matters and 
gives detailed practise from a number of schools. 


Higher Education 

* HUDELSON, EARL. Problems of college edu- 
cation. 449p. Univ. of Minnesota Press. $3. Dr. 
Judd characterizes this compilation of papers, pre- 
sented at the Institute on the Problems of College 
Education at the University of Minnesota, as “mark- 
ing the beginning of a new era in college adminis- 
tration.”” Contains a wealth of suggestive materials 
on administration, student personnel, curriculum, 
and instruction. Majority of the articles contributed 
by faculty of the University of Minnesota, where 
research in college education has been underway 
for three years. Other articles by notable edu- 
cators in various universities. Includes report sum- 
marizing Dr. Hudelson’s complete study, Class size 
at the college level (299p.), which is an investiga- 
tion of the relative effectiveness of the large and 
small class in the college. Contains more new and 
essential material than R. L. Kelly’s The effective 
college (302p.), which, in turn, covers a broader 
range of cultural viewpoints. 


Adult Education 


* THORNDIKE, E. L., BREGMAN, BE. O., TIL- 
TON, J. W., and WOODYARD, E. Adult learn- 
ing. 335p. Macmillan. $2.25. The authors re- 
port the facts found in a series of wide studies of the 
ability of adults to master a variety of subjects, 
particularly the common high-school subjects—mod- 
ern languages, secretarial subjects, and special sub- 
jects involving special aptitudes and skills. The 
adult learns practically as well as does the youth, 
and has, moreover, many advantages due to experi- 
ence, understanding of the value of his study, and 
immediate need for facts, skills, and new habits. 
The findings give a new importance and impetus 
to “adult education’ as the universal consequence 
and outgrowth of school work. 





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Builders of Our Profession 


Earl 
OrEGON—H. E. 
PENNSYLVANIA—Mary R. 

Barrass, Maria L. Brock, Quincy A. Kuehner, Mary 

E. Martin, R. N. Thompson, Dena D. Ungemach, 

Anna W. Walker. 


a never has been in the world’s his- 
tory a period when it was more worth- 
while to be a teacher than in the twentieth 
century, for there was never an age when 
such vast multitudes were eager for an edu- 
cation, or when the necessity of a liberal 
education was so generally recognized. . . . 
It would seem as though the whole world 
were trying to lift itself to a higher plane of 
thought. . . It is a great thing to be a 
teacher in these present years of grace.— 
William Lyon Phelps in Wisconsin Journal 
of Education. 


New Life Enlistments 


o iw presentation of life memberships in 
the National Education Associationis be- 
coming an increasingly popular way of show- 
ing appreciation of a beloved teacher. Two 
such presentations are worthy of note—one 
to a veteran classroom teacher, the other to 
a state superintendent of education. A group 
of classroom teachers of the Virginia Educa- 
tion Association presented a life member- 
ship to Edmonia V. Hardy of Appomattox, 
Virginia, in recognition of her fifty years of 
service in the classroom. Robert E. Tidwell, 
state superintendent of education of Ala- 
bama, was presented with a life membership 
by the staff of the state department of edu- 
cation. A portion of the letter of the commit- 
tee of presentation follows: 


In recognition of your professional, official, and 
personal services and contributions to the cause of 
public education, and in appreciation of the con- 
sideration, cooperation, and courtesy which you have 
uniformily extended to us in the performance of our 
several duties, we, your associates on the staff of the 
state department of education of Alabama, the entire 
personnel participating, have sincere pleasure in pre- 
senting to you this certificate and this badge of life 
membership in the National Education Association 
of the United States of America. 


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


ARKANSAS—Mattie H. Bryant, Lee Measeles, Har- 
old E. Ward. 

CALIFORNIA—Ethelda A. Drake, Mrs. Gladys M. 
Head, Walter R. Hepner, Walter B. Munson, Nora 
Sterry, Alice B. Struthers, Keijiro Takiguchi, W. 
S. Wood. 

Co_orapo__Richard R. Brown, James H. Risley. 

ConNECTICUT—Wilson Greer, Mary L. Lynch. 

FLorma—R, J. Longstreet. 

Georcua__J. I. Allman, B. B. Broughton, I. S. 
Ingram. 

Hawat—James L. Awai, Rebecca Bohnenberg, D. 
E. Brunk, Mrs. Sarah A. K. Buck, V. A. Carvalho, 
Josephine Deyo, Mrs. Oma L. Duncan, Robert M. 
Faulkner, Charles J. Griswold, Charles N. P. 
Henry, William K. Hoopii, John A. Lee, Beatrice 
B. Lewis, John C. Luiz, Mrs. Rose K. Mookini, 


Samuel K. Mookini, Mrs. Kathleen C. Moses, 
Charles S. Putnam, Violet Sweet, Gilbert L. H. 
Wong. 


IpaHoO—Ethel E. Redfield. 

ILLtNois—Eleanor Chaffee, J. C. Gambach, E. 
E. Keener, James E. McDade, Ora M. Riggs, Victor 
J. H. Seifert. 

Iowa—Mary McCarty, J. 
Studebaker, H. Van Hettinga. 

KENTUCKY—Mary M. Wyman. 

Louistana—Edwin L. Stephens. 

MAssaCHUSETTS—William A. Baldwin. 

MICHIGAN—Wayne Beery, George H. Curtis, An- 
drew B. Gorman, Marion W. Longman. 

Missourt—John F. Herget, Charles A. Lee, Anna 
G. Myers, Charles H. Withington. 

MontTaNa—Mrs. Eunice H. Stong. 

NeEBRASKA—Alice Florer, Harold Peterson. 

_New  Jersty__Llewellyn A. Delp, Ferdinand 
Kertes, Mary A. Wilson. 

New Mexico—B. H. Hewett. 

New YorkK—Harwood M. Schwartz. 

NortH Dakota—Thomas F. Kane. 

_Oxn1io—D. C. Bryant, L. C. Dick, Paul N. Has- 
kins, Faye M. Throckmorton, A. L. Walker. 


Robert Steel, J. W. 


OKLAHOMA- Dixon, William A. Morgan. 
Inlow, Sylvia E. Wise. 


Anderson, Jeannette 


SoutH Dakxota—C. F. Clark. 

Texas—L. S. Baker, J. P. Buck, William W. 
Freeman, Mrs. Geraldine Green, J. W. Me- 
Crary, Jr.. W. E. Moreland, Marian L. Norming- 
ton, W. W. Richardson, J. T. Rundell, R. A. 
Terrill, William E. Walker, James F. Whittlesey. 

WASHINGTON—Frederick N. Lash. 





usAN M. Dorsey, whose retirement: from 

the superintendency of schools of Los 
Angeles has been announced. Mrs. Dorsey 
has devoted thirty-two years to the Los An- 
geles public schools. During her nine years 
of superintendency Los Angeles has devel- 
oped one of our greatest school systems. 


Completed Enrolments 
Big resolution of the California Teach- 


ers’ Association, Bay Section, is typical 
of the new professional spirit of teachers 
everywhere: “We reaffirm our allegiance to 
and our belief in the California Teachers’ 
Association of which this section is a part, 
and to that greater body, the National Edu- 
cation Association, and we urge that every 
individual teacher in this section assist in 
the promotion of the welfare of our public 
schools by assuming the responsibilities and 
privileges of membership in these great for- 
ward-looking professional organizations.” 
The following schools have completed 
their 100 percent enrolment in the National 
Education Association since the list was pub- 
lished in the February JoURNAL. 


Eleven years 


Cor oravo—Pueblo, District 20, Columbian, Corona, 
Danforth. 


Ten years 


Cotoran0o—Pueblo, District 20, Bessemer, 
Grade, Edison, Minnequa. 


Nine years 


Catirornia—Berkeley, Le Conte; Long Beach, John 
C. Fremont. 

CoLorapo—Pueblo, District 29, Carlile, 
Wildeboor. 


Central 


Lake View, 


[99] 


Missourt—St. Joseph, St. Joseph Public Schools, 
Bartlett High and Grade, Benton High and Grade, 
Blair, Bliss, Central High, Children’s Home, Doug- 
Lass, Ernst, Eugene Field, Florence, Floyd, Gar- 
field, Green Valley, Hall, Hosea, Humboldt, Hyde 
Jackson, Junior College, Krug, Lafayette High and 
Elementary, Lincoln, Longfellow, Maxwell, Mc- 
Kinley, Musser, Neely, Noyes, Owen, Robidoux 
High, Sherwood, South Park, Washington, Web- 
ster, Whittier, Wyatt, Young. 


Eight years 


Cairornia—Berkeley, 
Winchell. 


Jefferson; Fresno, L. A 


Hawan—Ewa, Oahu, Ewa. 
ILLINOGIS—Chicago, Pullman; East St. Louis, Haw- 
thorne; Elgin, Columbia, Wing. 
MicuicAN—Battle Creek, Number 2, Number 10, 
Number 13. 
Seven years 
CALIFORNIA—Berkeley, John Muir; Los Angeles, 


Utah Street. 

ILLinois__Elgin, Franklin, Garfield, Lowrie. 

New Jersey—-New Brunswick, Lord Stirling. 

New York—Lockport, DeWitt Clinton, Hawley Street, 
Intermediate, Special and Part Time Department, 
Walnut Street, West Avenue, William Street. 

Six years 

Ca.irornia—Long Beach, George Washington Junior 
High and Elementary. 

Hawatt—Honolulu, Territorial School 
Blind; Papaikou, Kalanianaole. 

ILuinois—Decatur, Roosevelt Junior 
Grant, 

Kansas—Lawrence, New York. 

MaryYLanp—Galena, Galena High and Elementary. 

MIcHIGAN—Aun Arbor, Christian Mack, Eberbach, 
Philip Bach, W. S. Perry. 


for Deaf and 


High; Elgin, 


Trexas—El Paso, Alamo. 
Five years 
A1LABAMA—Birmingham, Powell. 
Arizona—Hayden, Grammar; Nogales, Nogales Pub- 
lic Schools, Elm Street, Grand Avenue, High, 
Lincoln, Plum Street. 


Ca.irornia—Buena Park, Grammar; La Mesa, La 
Mesa Heights; Los Angeles, Ann Street, Central 
Avenue, San Pedro Street, Third Street; San 
Francisco, Edward Robeson Taylor. 

Co.orapo—Englewood, North Englewood; Pueblo, 
District 20, Pueblo Public Schools, District 20, 
Bessemer, Carlile, Central Grade, Central Junior 
High, Central Senior High, Columbian, Corona, 
Danforth, Edison, Lake View, Lincoln, Minnequa, 
Wildeboor. 

Connecticut—Stratford, Garden. 

DELAWARE—Delmar, Delmar High and Elementary; 
Wilmington, Number 18. 

IpaAHno—Idaho Falls, Eagle Rock, Eastside, 
side; Pocatello, Franklin Junior High. 

I_uwois—Elgin, Elgin Public Schools, 
Franklin, Garfield, Grant, High, Lincoln, 
Lowrie, McKinley, Sheridan, Washington, 
Rockford, P. A. Peterson. 


River- 


Columbia, 
Lord, 
Wing: 


INDIANA—East Chicago, Garfield; Evansville, Ben- 
jamin Bosse High, Chestnut-Walnut, Delaware, 
Henry Reis. 

TIowa—Council Bluffs, Thomas Jefferson High. 

MARYLAND—QOueen Anne’s County, Queen Anne's 
County Public Schools. 

Massacuusetts—Brookline, Lawrence. 

MicHIGAN—Adrian, Jefferson, Lincoln, New Me- 
Kinley, Old McKinley; Ann Arbor, James B. 
Angell; Battle Creek, Number 1. 

MINNESOTA—Minneapolis, Simmons. 

New Hampsuire—Claremont, West Terrace. 

New Jersey — Hackensack, UHackensack Public 


Schools, Broadway, Fairmont, First Street, High, 
Jackson Avenue, Number 7, State Street, Union 
Street; Neptune Township, Grammar, Ridge Ave- 
nue, Summerfield, Whitesville. 


Ou1o—Marion, Greenwood, Pearl Street; Toledo, 
Pickett, Riverside. 
PENNSYLVANIA—East Mauch Chunk, East Mauch 


Chunk Public Schools; Nanticoke, Nanticoke Pub- 
lic Schools, Centennial, Garfield, Hanover, High, 
Kosciuszko Junior High, Lincoln, McKinley, Pu- 
laski, State Street, Washington, West Main Street; 
Shenandoah, Shenandoah Public Schools, Centre 
Street, High, Jardin Street, Lincoln, Old White 
Street, Penn, Turkey Run, Union Street, Washing- 
ton, West Street, Wilson. 

Soutn Daxota—Mobridge, Lincoln. 

Trexas—Waco, Brook Avenue. 

Utan—Sevier District, Glenwood. 

West Vircinta—Clarksburg, Carlile, Monticello, 


Four years 
Ai aABAMA—Birmingham, Gorgas. 
AtasKa__Valdez, Valdez Public Schools. 
Catirornia—Berkeley, University; Hermosa 
Hermosa Beach Public Schools, North, 


Beac hk, 
Ocean 





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100 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





View, Pier Avenue, Prospect Avenue, South; 
Long Beach, Atlantic Avenue, Bixby, Bryant, 
Horace Mann, John G. Whittier, John Muir, Lin- 
coln, Los Cerritos, McKinley, Naples, Temple, 
Theodore Roosevelt; Los Angeles, Commonwealth 
Avenue, Eagle Rock, Lafayette Junior High, Loreto 
Street, Miramonte, Rowan Avenue, Santa Monica 
Boulevard, Thirty-sixth Street; Monrovia, May- 
flower; Santa Ynez, Santa Ynez Vailey Union 
High. 

wcce~iitelien, Kihei, Kuhio, Lanakila, Waihee. 

Ipano—Idaho Falls, Idaho Falls Public Schools, _Cen- 
tral and Junior High, Eagle Rock, Eastside, Emer- 
son, High, Riverside. 

ILtinois—E vanston, Dewey. 

Kansas—Lawrence, Woodlawn. 

MaAine—Dover-Foxcroft, Grammar, Pleasant Street. 

MaryLanp—Chevy Chase, Public. 

MicHiGAN—Adrian, Adrian Public Schools, Garfield, 
Jefferson, Junior High, Lincoln, New McKinley, 
Old McKinley, Senior High; Sault Ste. Marie, 
High. 

MiNNESOTA—Minneapolis, Logan. 

Nesraska—Omaha, Miller Park. 

Nevapa—East Ely, Public. 

New Jersey—Asbury Park, Bond Street, Bradley, 
High. 

New Yorx—Lockport, Emmet Belknap. 

Ou1o—East Cleveland, East Cleveland Public 
Schools; Marion, Lincoln, Mark Street; Toledo, 
Arlington, Glenwood, Harvard, Walbridge. 

OreGoN—Boring, Public; Washington County, Dis- 
trict Number 7, District Number 13, District 
Number 23, District Number 29. 

PENNSYLVANIA—Chester, Harvey, Jones, Martin; 
Kane, Central, Clay Street, Sub-High, Welsh 
Street, West Side; Radnor Township, Wayne Pri- 
mary; York, York Public Schools, Arch Street, 
Burrowes, Central Grade, Cherry Street Junior 
High, Continuation, East King Street, Franklin, 
Garfield, Hannah Penn Junior High, Hartley, Jack- 
son, Jefferson, Lincoln, Madison, McKinley, Noell, 
Pine Street, Plank Road, Princess Street, Ridge 
Avenue, Senior High, Smallwood, Stevens. 

SoutH Daxkora—Lennox, Lennox Public Schools; 
Mobridge, Mobridge Public Schools, General 
Beadle, Junior High, Lincoln, Senior High; Sioux 
Falls, Hawthorne. 

TENNESSEE—Memphis, L. C. Humes High. 

Texas—Dallas, Obadiah Knight. 

Utan—Salt Lake City, Uintah. 

WASHINGTON—Seattle, John B. Allen. 

West Vircinta—Clarksburg, West End: McDowell 
County, Elbert-Filbert, Havaco, Jenkinjones, Page- 
ton, Thorpe. 

WIscoNsIN—Madison, Lapham. 


Three years 


ArIzONA—Ash Fork, Public. 

CALIFORNIA—Dinuba, Dinuba Elementary; Fresno, 
Edison Technical Junior-Senior High, Kirk; Galt, 
Galt Joint Union High and Junior College; Haw- 
thorne, Hawthorne Public Schools, Ballona Avenue, 
Eucalyptus Street, Fifth Street, Washington Street, 
Williams Street, York Street; La Crescenta, La 
Crescenta Public Schools, La Crescenta, Lincoln, 
Montrose; Long Beach, Edison Junior High, 
Harding Park, James Russell Lowell, John Dewey 
Junior High; Los Angeles, Annandale Boulevard, 
Bridge Street, Brooklyn Avenue, Canyon, Cienega, 
Horace Mann Junior High, Le Conte Junior High, 
Riggin Avenue, Winnetka Avenue, Wonderland 
Avenue; Ontario, Lincoln, San Antonio; Rich- 
mond, Fairmont, Harding. 

District of CoLtumMBiw—Washington, Arthur. 

— -Honokowai, Maui High, Washington Junior 

igh. 

ILLINoIis—Chicago, Shields; Decatur, Central Junior 
High, Dennis, E. A. Gastman, Garfield, Mary W. 
French, Oakland, Oglesby, Riverside, Roach, Ull- 
rich, Warren Street; Elmhurst, Hawthorne; May- 
wood, Garfield. 

INDIANA—Evansville, Fulton. 

Kansas—Atchison, Martin; Hutchinson, Central, 
a Lawrence, McAllester; Norton, Junior 

1 ° 

MassACHUSETTS—W aban, Albert E. Angier. 

MicuicAN—Battle Creek, Number 3, Number 8, 
Number 14; Highland Park, Highland Park Junior 
College; Royal Oak, Madison High; Saginaw, 
Salina. 

MINNESOTA—Minneapolis, Motley. 

Missourt—St. Louis, Mason. 

New Jersey—Asbury Park, Asbury Park Public 
Schools, Bond Street, Bradley, High, North Bangs, 
Prospect Avenue, South Bangs; Camden, Senior 
High; Colonia, Number 2; Morristown, Maple 
Avenue. 

New YorK—New Rochelle, Mayflower. 

Ou1o—Akron, Kent; Cincinnati, Douglass Junior 
High; Cleveland Heights, Coventry; Toledo, 
Hamilton, Irving. 

PENNSYLVANIA — Braddock, Copeland, Hamilton, 
High; Chester, McCay, Sun Village; Erie, Penn; 
Kane, Kane Public Schools, Central, Clay Street, 
High, Special Teachers Department, Sub-High, 





March, 1929 





Welsh Street, West Side; Redstone Township, 
Braznell, Herbert, Orient, Republic, Royal; Union- 
town, Gallatin. 

Texas—Dallas, John H. Reagan. 

Vircinia—L ynchburg, E. C. Glass High; Richmond, 
Franklin. P 


Two years 


CALiPpoRNiA — Bakersfield, Beardsley Elementary; 
Fresno, E. R. Snyder Continuation High, Fresno 
Intermediate; Long Beach, Chestnut Avenue, Jane 
Adams; Los Angeles, Berrymay Avenue, Graham, 
Los Feliz, Malabar Street, Moneta; Mission 
Beach, Public; Riverside, Glenavon; San Diego, 
Chollas, Encanto, Florence, Ocean View; San 
Luis Obispo, Junior High; Venice, Florence 
Nightingale, Machado. 

Co.torapo—Castle Rock, Castle Rock Consolidated 
Schools. 

CoNNECTICUT—South Windsor, Wapping; Woodstock, 
Public. 

District oF CoLuMBIA—Washington, Gales. 

Georcia—Atlanta, Lee Street. 

Hawau—Andrew Cox Junior High, Benjamin Parker, 
Halehaku, Hamakuapoko, Hauula, Honokohua, 
Kahuku, Kahului, Kalihiwaena, Kaupakalua, Kawai- 
loa, Keokea, Lincoln, Maemae, Manoa, Moanalua, 
Palolo, Pohukaina, Puukolii, Royal, Salvation 
Army Boys, Spreckelsville, Waiahole, Waialua, 
Waikapu, Waikiki. 

ILtinois—Decatur, Grant, H. B. Durfee, H. B. Dur- 
fee Junior High, Lincoln, Pugh, Washington; 
East St. Louis, Manners, Woodrow Wilson. 

INDIANA—Evansville, Baker, Bosse Elementary, 
Campbell, Carpenter, Centennial, Columbia, 
Daniel Wertz, Emma Roach, Francis Joseph Reitz 
High, Howard Roosa, Stanley Hall, Wheeler; 
Hammond, Hammond Public Schools, Lafayette, 
Special Teachers Department. 

Kansas—Girard, Girard Public Schools; Hutchin- 
son, Allen; Lawrence, Lincoln, Quincey. 

Maine—Islesboro, Islesboro High. 

MASSACHUSETIS—Greenfield, Pierce Street; North 
Adams, Mark Hopkins; Pittsfield, Briggs; Stough- 
ton, Stoughton Public Schools, Adams, Atherton, 
Capen, Clapp, Dennis, Drake, High, Junior High, 
Smith, Supervisors Department, Tolman. 

MICHIGAN._Anmn Arbor, High; Battle Creek, Number 
11, Urbandale; Detroit, Marion Law. 

ren High; Minneapolis, Horace 

ann. 

Missourt—Kansas City, McCoy. 

NEBRASKA—Omaha, West Side. 

Nevapa—Battle Mountain, Grade; Carlin, Public; 
Galconda, Public. 

New HAmpsHirne—Hampton, Centre. 

New Jersey—Alloway, Grammar. 

New YorK—Lockport, High Street. 

Ou10o—A shtabula, State Road; Cable, Wayne-Cable; 
Lancaster, Walnut Street; Marion, Forest Lawn, 
Oak Street, Olney Avenue, State Street; New 
Philadelphia, New Philadelphia Public Schools, 
Central, East, Front Avenue, Junior High, 
Schoenbrunn, Senior High, South, Tuscarawas 
Avenue, West; Ravenna, Ravenna Public Schools, 
Chestnut Street, High, Highland Avenue, Junior 
High; Toledo, Beverly, Erie Ungraded, Jefferson, 
Jones Junior High, Newton, Warren, Washington; 
Youngstown, Parmelee. 

PENNSYLVANIA—Braddock, Braddock Public Schools, 
Carnegie, Copeland, Hamilton, Henning, High; 
Chester, Smedley Junior High; Hollidaysburg, 
Hollidaysburg Public Schools, Central, Gaysport, 
High, Hillcrest; Mount Union, Mount Union Pub- 
lic Schools, Elementary, High; Pittsburgh, Belle- 
field Girls Trade, Irwin Avenue Girls’ Trade; 
Redstone Township, Colonial Number 3, Fitbert, 
Grindstone, High, Rowes Run, Thompson, Tower 
Hill; Telford, West Telford; Waverly, High. 

Texas—-Dallas, Sidney Lanier; E/ Paso, Crockett. 

UraH— Logan, Logan Public Schools, Benson, Ellis, 
High, Junior High, Webster, Wilson, Woodruff. 

Vircinia—Lynchburg, Lynchburg Public Schools, E. 
C. Glass High, Guggenheimer-Miliken; Richmond, 
J. E. B. Stuart, Madison, Springfield. 

WASHINGTON—S pokane, Hutton. 

West Vircinta—Clarksburg, Clarksburg Public 
Schools, Carlile, Monticello, West End. 

Wisconsin—Lake Geneva, Central. 


Current year 


ALABAMA—Bessemer, Jonesboro; Birmingham, Ken- 
nedy, Paul Hayne High, Ullman. 

ALASKA__Anchorage, Anchorage Public Schools. 

ArIzONA—Casa Grande, Casa Grande Union High; 
Phoenix, U. S. Indian. 

CALIFORNIA—A valon, Santa Catalina Island; Bakers- 
field, Norris; Calipatria, Bonita; Cypress, Public; 
Descanso, Public; Fresno, Columbia; Huntington 
Beach, Elementary; Long Beach, Edison Elemen- 
tary, Franklin Junior High, Garfield, Longfellow, 
Orthopedic; Los Angeles, Chatsworth Park, Cus- 
ter Avenue, Eton Avenue, Farmdale, Fourth 
Street, Hoover Street, Nevin Avenue, Ninety- 
seventh Street, One Hundred and Eighteenth 
Street, Orange Street, San Pascual Avenue, Santa 
Barbara Avenue, Victory Boulevard; Lower Lake, 
High; Monrovia, Huntington; National City, 





Monument; Ontario, Central; Pasadena, Andrew 
Jackson, Roosevelt Part Time High, Washington 
Elementary; Pomona, Central; Richmond, Wash. 
ington, Woodrow Wilson; Sacramento, Crocker; 
San Diego, Emerson, Sorrento, Washington; Sap 
Francisco, Farragut; San Luis Rey, Public; Santa 
Ana, Greenville; Sutter County, Board of Educa. 
tion; Walnut, Public; Westmorland, Grammar; 
Woody, Blake. 

CONNECTICUT—South Windsor, South Windsor Pub. 
lic Schools, Pleasant Valley, Rye Street, Union, 
Wapping; Stamford, Glenbrook. 

GeorGia—Albany, Mulberry Street; Cusseta, Public; 
Veazey, Veazey Public Schools. 

Hawat—Aiea, Cummins, Halemano, Kaaawa, Kaiu- 
lani, Kalihi-Uka, Kawananakoa, Lanai City, Leahj 
Home, Leilihua, Lunalilo, McKinley High, Mount 
Happy, Normal, Paia, Pauoa, Pearl City, Robello, 
Shrine Ward, Supervisors Department, Waipahu, 

ILLINOIs—Aurora, J. H. Freeman; Chicago, Portage 
Park; Decatur, Decatur Public Schools, Central 
Junior High, Dennis, E. A. Gastman, Garfield, 
Grant, H. B. Durfee, H. B. Durfee Junior High, 
Lincoln, Mary W. French, Oak Grove, Oakland, 
Oakland Junior High, Oglesby, Oglesby Annex, 
Pugh, Riverside, Roach, Roosevelt Junior High- 
Senior High, Ullrich, Warren Street, Washington, 

INDIANA—Alexandria, South Side; Evansville, Cen- 
tral High; Fort Wayne, Adams. 

Kansas—Hutchinson, Senior High; Kansas City, 
Roseland; Wichita, Ingalls, Kellogg, Lowell, 
Skinner, Washington. 

KENTUCKY—Louisville, Margaret Merker. 

Maine—Waterville, Redington Street. 

MARYLAND—Sandy Hook, Public. 

MASSACHUSETIS—Winchester, Noonan. 

MICHIGAN—Ann Arbor, Donovan; Bark River, Dis- 
trict Number 1 Public Schools; Battle Creek, 
Jefferson, Southwestern Elementary; Detroit, Mc- 
Kerrow, Psychological Clinic Department. 

Missouri—Kansas City, J. C. Nichols; Kirksville, 
Northeast Missouri State Teachers College. 

MoNntTANA—Brockway, Public. 

NEBRASKA—Omaha, Comenius. 

NevADA—Arden, Public; Battle Mountain, Lander 
County High; Lincoln County, Caliente Public, 
Pioche Public. 

New Jersey—Camden, Central; Newark, Cleveland 
Junior High; Paterson, Public Number 13; Pit- 
man, Elwood Kindle. 

New York—Canastota, Junior High; Chappaqua, 
Public; Olean, Olean Public Schools, High, Num- 
ber 1, Number 2, Number 3, Number 4, Number 
5, Number 6, Number 7, Number 8, Number 9, 
Number 10 Number 11. 

Ou10—Cincinnati, Dyer; Cleveland, Brownell Ele- 
mentary, Charles Dickens, Dike, Longwood Com- 
merce High, Quincy, Sackett, St. Clair, Sibley, 
Walton; Lancaster, Ann Street, Manor Street; 
Marion, North Main, Oakland, Vernon; Peters- 
burg, Springfield Township High; Toledo, Bur- 
roughs, Cherry, De Veaux Park, Garfield, Indiana, 
Longfellow, McKinley, McKinley High, Monroe, 
Navarre, Office, Board of Education, Parkland, 
Raymer, Stickney. 

oe agaist Latta Consolidated; Tulsa, Senior 

igh, 

OrEGON—Coos County, Alder Crest, Allegany, Ban- 
don Central, Bandon High, Base Hill, Beach View, 
Broadbent, Bunker Hill, Catching Creek, Central, 
Charleston, Coaledo, Coquille High, Cunningham, 
Dora, Eastside, Empire, Etalka, Fairview, Fat Elk, 
Flagstaff, Floras Creek, Four Mile, Gravelford, 
Hauser, Haynes Inlet, Johnsons Mill, Kentuck In- 
let, Lakeview, Larson Inlet, Lee, Lincoln, Me- 
Kinley, Merchant, Mulkey, Myrtle Point Grade, 
Myrtle Point Junior High, New Lake, North Bend 
High, North Lake, Norway, Pleasant Point, Pow- 
ers Grade, Powers High, Prosper, Riverside, River- 
ton, Roosevelt, Roy, Seaside, Shiloh, Sitkum, South 
Slough, Sumner, Templeton, Twin Oaks, Union 
High, Washington, West Side; Salem, Englewood; 
Washington County, District Number U-3, District 
Number 28, District Number 38, District Number 
67 Jt., District Number 69. 

PENNSYLVANIA—Chester, Booker T. Washington; 
Lebanon, Burrows, Mifflin, Stevens, Washington; 
Pittsburgh, Ralston Industrial; Redstone Town- 
ship, Redstone Township Public Schools, Allison, 
Braznell, Brier Hill, Colonial Number 3, Filbert, 
Grindstone, Herbert, High, Orient, Republic, 
Rowes Run, Royal, Thompson, Tower Hill; South 
Brownsville, High; Uniontown, Senior High. 

SoutH CAROLINA—Greskam, Public; Prosperity, St. 
Phillips. 

TENNEeESSEE—Knoxville, Flenniken, Park Junior 
High; Memphis, Cummings, Lawler, Madison 
Heights. 

Texas—El Paso, Bailey, Lamar, Rescue Home, 
Rusk; Texarkana, High; Wichita Falls, Travis 
Elementary. 

WASHINGTON—Clark County, District Number 7, 
District Number 8; Spokane, Havermale Junior 
High; Tacoma, Morton McCarver, Robert Gray, 
Whitman. 

West Vircinta—Anawalt, Junior High; Spanishburg, 
Spanishburg Public Schools. 

Wisconsin—Keshena, Keshena Indian; Racine, Mc- 
Mynn. 

Wyrominc—Cheyenne, Cheyenne Public Schools. 





a, 4 


1929 


ndrew 
INgton 
Wash. 
ocker; 


Santa 
Educa. 
mmar ; 


* Pub. 
Union, 


ublie; 


Kaiu- 
Leahi 
Mount 
bello, 
ipahu, 
Ortage 
entral 
rfield, 


kland, 
\nnex, 
High- 
ngton, 

Cen- 


City, 
owell, 


_ Dis- 
reek, 


, Me 


ville, 


ander 
ublic, 


eland 
Pit. 


aqua, 
Num- 
mber 
er 9, 


Ele- 
bley, 


reet; 
ters. 
Bur- 
iana, 
nroe, 
land, 


enior 


trict 
nber 


ton; 
ton; 
mn = 
son, 
vert, 
lic, 
outh 


St. 


nior 
ison 


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avis 
nior 
ray, 
ure, 


Me- 


Vol. 18, No. 3 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-77 














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Beautiful New Basal Readers — Product of a Nationwide 
Experiment Involving 50,000 Children and 1500 Teachers 








Ket THOUSAND children, fifteen hundred teachers, 
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Children’s Own Readers. Never before has so big a 
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as to interest and value the prose content of basal readers. 


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evaluated by Dr. Herbert Bruner and Arthur V. Linden 





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PENNELL-CUSACK— 


So. 





From the Primer 


THE CHILDREN’S OWN READERS 








of the Bureau of Curriculum Research of Teachers Col- 
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of this evaluation and of 1500 teacher judgments on the 
form of the material and the method in the manuals, 


the permanent editions were made. 


The Children’s Own Readers is a basal series con- 
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As THIS number of THE JOURNAL goes 
into the mails the great convention at 
Cleveland is in session. Plans for the 
July meeting in Atlanta have gone far 
enough to suggest that it will be rich in 
surprises. President Thomasofthe World 
Federation of Education Associations re- 
ports excellent progress on the plans for 
the Geneva conference, July 25-August 
4+. Further information about these meet- 
ings will appear in the April, May, and 
June numbers of THe JourNAL. 


AMERICAN teachers who are planning to 
visit [reland in connection with their trip 
to the meeting of the World Federation 
of Education Associations in Geneva, 
July 25-August 4, are asked to notify 
T. J. O’Connell, General Secretary of 
the Irish National Teachers’ Organiza- 
tion, 9 Gardiner’s Place, Dublin, C. 14. 
Dr. O’Connell writes, “I believe that the 
most suitable time for the visit would be 
when the delegates are on their way back 


from Geneva. I have no doubt that those 
who wish to visit Ireland could arrange 
to sail for the United States either from 
Cobh (Queenstown) or Belfast.’’ The 
Irish teachers are anxious to know before 
their Easter convention, if possible, how 
many American teachers they may expect 
next summer. 


THE FIFTH international conference of 
the New Education Fellowship will be 
held at Elsinore, Denmark, August 8 
to August 20, 1929. The Fellowship 
acts as a center of information concerning 
progressive education all over the world, 
giving assistance to those interested in 
educational work in other countries. The 
aim of its biennial conferences is stated 
as follows: 

To draw together all who are seeking to 
practise the new ideals in education, for inter- 
change of ideas, and for a strengthening of 
those bonds that unite educational pioneers 


throughout the world. The special object of 
this conference will be to discover what is 








March, 1929 





STILL PROJECTION 
HAS ITS ADVANTAGES 


The instructor, for example, may proceed at a 
speed which best suits the subject which he is dis- 
cussing. He may dwell on any particular illustra- 
tion as long as he sees fit. 


And subject material is easy to obtain for the 
Bausch & Lomb LRM Combined Balopticon. 
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being done in different countries to put into 
practise in the schools the ideals, philosophy, 
and psychology of the new education. 


For additional information write to 
the New Education Fellowship, Room 
1607, 2 W. 46 Street, New York City. 
THE DEPARTMENT of Superintendence 
is now receiving subscriptions for its mil- 
lion dollar educational research fund. 
The Committee on Financing Educa- 
tional Research outlines the plan to raise 
the fund as follows: 


We are proposing that each member of the 
Department assume responsibility for $250, 
to be paid in five annual instalments. Many 
will prefer to pay the entire amount them- 
selves; others will be able, through their 
parent-teacher associations and through lo- 
cal friends of education, to secure what they 
may not wish to pay personally, each mem- 
ber being entirely free to handle the matter 
as he desires. By this plan there would be 
created during the first year a fund of 
$200,000, which at four percent would yield 
an income of $8000, the second year $400,000 

(Continued on page A-80) 















— Vol. 18, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \~79 

















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is the title of a new booklet 
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Relative Position of Letters 
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(Continued from page A-78) 

with an income of $16,000. In five years the 
full million dollars would be reached, with 
an annual income of $40,000, which would 
enable the Department to carry on a con- 
tinuous study of the problems of school ad- 
ministration from funds entirely within its 
own control and independent of any outside 
influence or the implications or suspicion of 
obligation to any interest except the public 
welfare. 


THe CommitTEE on the use in schools 
of material provided by outside agencies 
held a two-day session at the Association’s 
headquarters, December 14 and 15, 
Chairman Edwin C. Broome, superin- 
tendent of schools of Philadelphia, sum- 
marized their discussions as follows: 

It is the unanimous conviction of the com- 
mittee that the function of the school is to 
teach children how to think and not what to 
think. The schools belong to all the people 
and exist to serve all the children. It is not 
right to indoctrinate the minds of young 
people with either one side or the other of 
controversial questions. It is not right to use 
in the schools material which seeks to ad- 


vertise or bring profit to any agency in the 
community. 


IN A SUMMARY of Association income 
and expenditures recently sent to mem- 
bers of the Board of Directors, Secretary 
Crabtree calls attention to the fact that 
during the past seven years the perma- 
nent fund has more than doubled, largely 
through the income from life member- 
ships. On January 1, 1929, it amounted 
to $450,372.79. Mr. Crabtree further 
points out that the addition of 500 more 
life members would raise the permanent 
fund to half a million dollars which 
would cover the cost of the proposed new 
building. 


Memsers of the National Education As- 
sociation are rejoicing over the additional 
appropriation of $50,000 which has been 
made available for the Bureau of Educa- 
tion through the regular budget as 
adopted by both houses of Congress. 
This sum is a part of a three-year fund 
of $225,000 provided for research in sec- 
ondary school education. $75,000 is to 
be made available for the second year of 
this work and $100,000 for the third 
year. This is a greatly needed study. En- 
rolment in secondary schools which was 
approximately two million in 1920 is 
now more than four million. The spon- 
sors of this appropriation believe that 
when this study of secondary schools is 
completed it will be convincing evidence 
of the need for further research into our 
major educational problems. 
(Continued on page A-83) 







, 1929 


a 


ars the 
i, with 
would 
a con- 
01 ad- 
hin its 
outside 
sion of 
Public 


chools 
encies 
ition’s 
| 15, 
perin- 
sum- 
3s: 
> com- 
is to 
hat to 
people 
is not 
young 
ler of 
to use 
Oo ad- 
in the 


come 
nem- 
tary 
that 
rma- 
‘gely 
iber- 
nted 
ther 
nore 
nent 
hich 


new 


V ol. 18, No. 3 


THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





— 


(Continued from page A-80) 

THE WATCHFUL eye which the National 
Education Association keeps over the in- 
terests of schools and teachers is sug- 
gested by the following letter which Sec- 
retary Crabtree sent to the Ways and 
Means Committee of the House of Rep- 
resentatives in connection with its study 
of the tariff situation: 


tion before your committee for increased 
tariff rates on water colors used largely in 
public and private schools. We are writing 
to caution against your granting this increase 
without looking into the matter to see how 
it affects the schools. Is not more than seventy 
five percent of this material purchased by 
the schools and by the children in the schools? 

There are perhaps less than 1500 men and 
women counting all laborers connected with 
the companies making the request, whereas 
there are millions of children who do the pur- 
chasing. Is this request made from the stand- 
point of the public welfare or from the stand- 
point of commercial benefits? We should not 
object to reasonable tariff regulations but 
when, as in this case, there is already a 
rather high tariff, ought we not weigh most 
carefully the reasons and needs for the in- 
crease? 

May we not therefore urge your honorable 
committee to call on your national commis- 
sioner of education, or other experts, to study 
the question from the standpoint of the schools 
and the children and to report back to you 
before giving serious consideration to the 
request? 


LA - 
‘ 
We have just learned of a recommenda- amy ‘ A’ ‘ 





BEQuEstTs and endowments — Several 
members of the National Education As- 
sociation have expressed an interest in 
some plan to insert in their wills be- 
quests to the Association. Many teachers 
as they approach the later years of their 
lives have no relatives who are close to 
them. To what better purpose could the 
residue of their estate be devoted than 
the promotion of the ideals for which 
they have stood as teachers in the great 
work of the National Education Associa- 
tion? It is easy to provide for these be- 
quests. The proper legal form is as fol- | 
lows: 


I give and bequeath unto the National Edu- _, = 


cation Association of the United States the | 
SUE Meh Saas bates 5434s wee dollars to be | 
used for the activities of the Association. 


PusBuic utilities propaganda in the 
schools—Persons interested in the efforts 
of the power interests to influence the 
teaching in the schools in the matter of 
public vs. private ownership should read 
the Congressional Record for December 
5, 1928, pages 43 to 49. Copies of the 
Record may be found in any public li- 
brary. 
(Continued on page A-85) 





| 


Pay Days 


When Youre aT CU 


What It Means to be a T. C. U. 


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$11.67 a Week when you are quaran- 
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you from work. 


20 Per Cent increase in sick benefits 
for two months when you are con- 
fined to an established hospital. 


$50 a Month when you are totally dis- 
abled by injuries received in an 
automobile accident, and $1000 for 
accidental death in an automobile 
disaster. 


$333 to $1000 for major accidents, or 
for accidental loss of life. These in- 
demnities are increased 10 per cent 
for each consecutive annual renewal 
of the policy for not to exceed five 
years. 


Double these benefits for travel acci- 
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Operation benefits in addition to other 
benefits if your policy has been main- 
tained in force for one year. 


Protects during the vacation period as 
well as during the school year. 


Policies with increased benefits issued 
to those enjoying larger incomes. 


“Illness doesn’t make you half as sick when 


all the worry is taken out by the T. C. U 


—Miss Ellen Richardson, Jacksonville, Fla. 





Mention THE Journat when writing our advertisers. 


| 


Tom: “That looks like real money.” 

Jane: “It couldn't be more real—it’s 
my rainy day check.” 

Tom: “Your rainy day check—what 
d’you mean?” 

Jane: “Well, you know I've been sick, 
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comes my rainy day check to scatter 
the clouds and let the sunshine in.” 

Tom: “Nothing could be sweeter—or 
more timely. But who’s your rainy day 
friend ?”’ 

Jane: “If you were a teacher, you'd 
know—it’s the T. C. U.” 

Tom: “The T. C. U.! What does that 
mean?” 

Jane: “Teachers Casualty Under- 
writers—an association of teachers. It 
pays an income when one’s regular in- 
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cident or quarantine.” 

Tom: “Fine. I had no idea teachers 
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all belong?” 

Jane: “Well, lots of them do. A few 
are still ‘exposed’ when rainy days 
come, but I’m right here with my little 
old T. C. U. Umbrella when the shower 
starts.” 





Tom: “Sensible Jane—you’ve got a 
good head. I’m for you and your 
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The Five Senses, by Jessie Willcox Smith, 
Tasting, Hearing, Seeing, Touching, Smelling, 


are now published in Fine Art Quality by 


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7% x 10% inches, at 50c each or $2.50 the set. 
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A circular of contemporary illustrations mailed to teachers on request 
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The Ridgley Geography workbooks 
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Hard-of-Hearing Child 
in Public Schools 


Teachers’ bag | Se in Speech Reading 
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JULY cm AUGUST 
Write to 


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Catalog School 
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THe JoURNAL OF THE NATIONAL EpucATION ASSOCIATION 















March, 1929 












"ANNOUNCING THE 
FIRST CARIBBEAN INSTITUTE 


Cruise to Centrat America and the Caribbean 
Uperated on a non-profit basis 





















Writing WILLIAMS, Director 
Author and Internationally Known Authority on 
Social Conditions 
An educational cruise to familiarize a_ selected 
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the Panama Canal; Cartagena, Puerto Colombia 
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lectures on shipboard and official receptions and 
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Sailing New York, July 5.8.8. CALAMARES 
Thirty-eight days 
Conducted in cooperation with the United Fruit Co. 
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To the Heads of School Parties 
Contemplating a Visit to the 
Nation’sCapital and Mt. Vernon 


You are requested to include the Old Presby- 
terian Meeting House of Alexandria in your itin- 
erary. It is one of the most historic and beauti- 
ful of the Colonial churches. In its churchyard 
rests the Unknown Soldier of the American Revo- 
lution; Dr. James Craik, who exposed the infa- 

mous Conway Cabal against General Washington; 

John Carlyle, Quartermaster General of the ill- 

fated Braddock; some of the pallbearers of Gen- 

cral Washington, and dozens of his most intimate 
friends. Your admission fee of ten cents helps to | 
| pay for the work of restoration. 
| 
} 


Address, Curator, Old Presbyterian Meeting 
House, 300 Block, South Fairfax, for further 
details. 


















Vol. 18, No. 3 





(Continued from page A-83) 
VITALIZED COMMENCEMENTS—Readers 
of THE JOURNAL are invited to write 
the editor about their commencement 
programs. The movement for vitalized 
commencements is spreading among pro- 


gressive school workers. Letters continue 
to come to THE JOURNAL office asking 
for help. The following letter is typical. 
Schools working in this field are asked 
to send Mr. Long the material requested. 
I have noticed by the articles appearing in 
THE JOURNAL that you are interested in new 
types of high-school commencement programs. 
Can you give me a list of high schools, pre- 
ferably those whose enrolment is under 250, 
that have done unique things in this field? I 
should like to have as many representative 
programs as possible-——Edwin B. Long, super- 
vising principal, High School, Millersburg, 
Pennsylvania. 
On Marcu 22 and 23 the Kent State 
Normal College of Kent, Ohio, will for- 
mally install James O. Engleman as 
president and will dedicate a new train- 
ing school building and a new library. 
Dr. Engleman was formerly field secre- 
tary of the staff of the National Educa- 
tion Association. 
THE AUTHORS of the two articles of the 
Schools That Are Prophecies series in 
this issue are connected with the institu- 
tions of which they write. Mr. Butler, 
author of The Pioneer Burk School is on 
the faculty of the San Francisco State 
Teachers College; Ralph I. Underhill, 
who wrote The Scarsdale Plan, is super- 
intendent of schools of that city. 


THE FOLLOWING letter has been sent to 
the educational journals of foreign coun- 
tries from the office of THE JOURNAL: 


The Pact to Outlaw War has now been 
ratified by a sufficiently large number of the 
nations to assure its success. From an edu- 
cational point of view this is an achievement 
of the utmost significance. For the first time 
in the history of civilization the nations by 
voluntary agreement have created a docu- 
ment setting forth a great principle in terms 
so simple that it can be taught to the school 
children of the world. 

May we not invite your journal to join THE 
JourNAL of the National Education Associa- 
tion and the other teachers’ periodicals of the 
world in an effort to have Sections I and 
Il of the Pact printed in large poster type 
and kept on the walls of every schoolroom? 
This would help to bring on the new day. It 
would help to prepare the next generation 
to save for education and other constructive 
uses the huge sums now spent for war. 


Keep your file of THE JouRNAL. Read 
them over and over. Make yourself a 
part of the educational advance. Deter- 
mine to enjoy your reading. It is an abid- 
ing pleasure. 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 














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Now, for the first time, you can examine in 
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in school curricula the nation over. Cleanliness 





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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





NATIONAL—TO EVERYWHERE IN CANADA 





Come north this summer. Cruise a thousand miles through the 
calm waters of the “Inside Passage” to Alaska—land of sky- 
piercing mountains, giant glaciers, valleys ablaze with wild- 
flowers—land of romance and gold. A delightful ten-day voyage; 
stops ashore at Ketchikan, Wrangell, Juneau and Skagway, with 
their quaint native homes and grotesque totem poles. 

From Skagway follow the “trail of °98” through the once 
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the “ghost towns” which stand as silent and deserted reminders 
of the Klondike gold rush. 

Make this glorious tour to Alaska over the Jasper Park-Pacific 
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heart of the Canadian Rockies. 

The whole trip is one of comfort and relaxation—de luxe train 
service across the continent—palatial Canadian National 
Steamers with large airy lounges and smoke rooms—dancing 
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For information on Alaska tours—consult the nearest Canadian National office 


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BUFFALO 
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49 E. Fourth St. 
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925 Euclid Ave. 
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12659 Griswold St. 
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430 W. Superior St. 
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706 Walnut St. 
LOS ANGELES 
607 So. Grand Ave. 
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518 Second Ave. So. 
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‘(UNIVERSITY 





March, 1929 


Geneva Conference Tour 


A Motor Tour through Rural England; five 
days in London; all through Holland and 
Belgium; The Hague, Amsterdam, Antwerp, | 
and Brussels; over a week in Paris: The | 
World Federation of Education Associations 
Convention in Geneva (ten days)—with op- 
tional excursions to Mont Blanc, Chamonix, 
Castle of Chillon, Montreux, and Lausanne; 
Milan; then four days in Venice; a week in - | 
| Florence and a visit to Pisa, Genoa, Monte | 
Carlo, the Corniche Drive by motor; Mar- | 
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INCLUSIVE PRICE, $735 


Extension through Rome and Naples if de- 
sired, 


Write for details 
BUREAU of UNIVERSITY TRAVEL 


Newton, Mass. 


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GENEVA? 


W orld Federation of Education Associations 


For complete details and reserva- 
tions send for Booklet No. A-12. 


THOS. COOK & SON 


| 585 Fifth Avenue, New York 





The ONLY OFFICIAL Travel Agency for delegates of 
the NATIONAL EDUCATION ASSOCIATION 


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LONDON - PARIS - ROME | 
with | 
experienced conductor and con- | 
genial party 
June 29-Sept. 3, 1929 


Independent tours planned to all | 
parts of, and around, the world | 
MISS ARIAL KROMER, 
A. B., M. A. 
540 W. 123rd St., B-11 
New York City | 





Spend This Summer in 
EUROPE at Our Expense 
WRITE FOR PARTICULARS 
FREDERICK LACK 


Steamship and Tourist Agency 
1270 BROADWAY NEW YORK 


Europe This Summer? 





A personally conducted party will sail 
July 16th for a leisurely visit to Eng- 
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France—46 days, $475—party limited. 
Write for circular to Mrs. R. S. Ridg- 
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Take a Temple Tour 


A Real Vacation This Summer 
Motoring to Italian Hill Towns, Shake- 
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_ || AND GENERAL TOURS 
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$395 












——— credit if Boles’ ; COLLEGE INSTRUCTION 
28 years’ successful experience AND CREDITS IF DESIRED 
$308 to $1405 —— 
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TEMPLEGS TOURS SCHOOL OF FOREIGN TRAVEL INC. 
E MPLECIOTOU RS Managers of University Tours 


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So. Arlington Avenue, East Orange, 
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