9 
VOL. 18 APRIL, 1929 MAR 38 192 


No. 4 


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‘@Qhe J OURNAL of the 
—— EDUCATION 
sewers ASSOCIATION 


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The Cleveland Convention—Editorial 
Organization—The Way Out—Frank D. Boynton 

The County Unit in Webster Parish—E. S. Richardson 

A Guidance Nursery—dArnold Gesell ‘ 

The Crucial Problem of the Next Decade—VW/illiam C. a. 
What Company Should Music Keep ?—W ill Grant Chambers 
Teacher Training as a Career—Charles Ad. McMurry 

[i | May Day 1929 Play Day—Lucy Oppen 

Getting Ready for Geneva—A ugustus O. Thomas 

wD The Child-Centered School—/V. Carson Ryan, Jr. 

First Class Ideas from Cleveland—Extracts from addresses 
A Remarkable Editorial—The Cleveland Resolutions 


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Principles of Educational Articulation—John Dewey 
= Schoolroom poster—Horace Mann 
UJ Mental Health and Social po ae, W olford - he |} | 
Teachers’ Salary Trends and Buying Power—Statistics 
=X: Vitalized Group Study and Faculty Meetings w@ 
Tj] ¥ The Teacher’s Own Health Card ; (TI 
Opportunities in Summer Schools—1929—A sse aie by Ade le Hamphee y ‘ 
S Selecting the National Flower—Paul F. Hannah SH: 
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The Rights of the Child—Habit—Harold Saxe Tuttle 
Builders of Our Profession 
Notes and Announcements 





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


NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
1201 StxTEENTH StreET Nortuwest, WAsHINGTON, D. C. 








Entered as secondclass matter October 28, 1920, at the pate: at Washington, D. C., under the Act of August 24, 1912. Acceptance 
for mailing at special rate of postage provided section 1103, Act of October 3, 1917, authorized January 26, 192). 





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April, 1929 


The Cleveland Convention 


NIMATED by 
America’s destiny and the place 
of education in that destiny, the 
members of the Department of Superin- 
tendence and allied groups met in Cleve- 
land the last week in February in such 
mighty force as to crowd the facilities of 
that capacious city. It was an all-Ameri- 
can convention of fine and responsible 
people—newspaper reporters noted their 
kindliness and keenness, their integrity and 
friendliness. Behind the scenes there was 
a large amount of committee work which 
laid the basis effort 
throughout the coming year. This dy- 
namic interest in the problems of the pro- 
fession was a leading characteristic of 
the Cleveland convention. Hundreds of 
addresses showed careful preparation. Col- 
lege men were much in evidence. The 
convention itself was an example of that 
articulation in education which is the 
theme of the Seventh Yearbook of the 
Department of Superintendence. 

President Boynton is to be con- 
gratulated on having built his program 
around the theme of democracy and 
citizenship. He focused attention on the 
need for meeting constructively pressing 
problems of educational finance. As some- 
one remarked, “The critics of education 
met at Cleveland more intelligence and 
less belligerence.” There was a sincere 
eftort on the part of school leaders to 
consider how the money available for edu- 
cation may be spent with the maximum 
efficiency. 

The convention as a _ clearing- 
house—In his radio address introducing 
the convention to the citizens of the city, 
Superintendent R. G. Jones pointed out 
that it is really a great clearinghouse of 
education. After describing the National 
Education Association in its growth and 
service, he called attention to the fact 
that everywhere school officers are look- 
ing for talent and that the quiet search 
goes on during the convention in a thou- 
sand conversations. 

Physical and health education 
visualized—Cleveland schoolsare noted 
for the excellence of their work. At the 
Monday evening session thirty-two hun- 
dred pupils and teachers presented in the 
Public Auditorium a visual interpretation 


a growing sense of 


for constructive 





of physical and health education in the 
Cleveland public schools. 

Interest in educational philosophy 
— ‘The Cleveland convention plowed 





pee Copy, president of the Department 
of Superintendence, 1929-30, and super- 
intendent of schools of Detroit where he has 
been since 1919. He was elected at Cleveland 
without opposition. Superintendent Cody be- 
lieves that the schools belong to the people and 
has been unusually successful in maintaining 
close cooperation between teachers and parents. 


deeper than any other I have ever at- 
tended”’ said a veteran of many conven- 
tions. ‘There was a tendency to go into 
the more fundamental aspects of educa- 
tional values and to weigh the fruits of 
the scientific movement in education in 
the light of their larger relations.’’ Per- 
haps as the pressure of physical expansion 
of school plants which followed the war, 
grows less, educational workers can give 
more attention and time to the considera- 
tion of the higher things. 

State teachers colleges coming into 
their own—The American Association 
of Teachers Colleges is one of the most 
important departments in the Associa- 
tion. Through its able committees it has 
set up an inspiring program for the im- 
provement of schools for the education 
of teachers. The work has been under- 


[ 101 ] 


taken in a spirit of goodwill and mutual 
helpfulness and is a fine example of what 
can be done through clear vision and hard 
work. The state teachers colleges are de- 
termined to make themselves the best col- 
leges in America. 

Rural education moves ahead— 
One otf the strongest programs of the 
convention was presented by the Depart- 
ment of Rural Education. There was in- 
creasing appreciation of the rural child’s 
right to a fair start. Leading topics were 
professional county superintendents, bet- 
ter trained rural teachers, larger units of 
administration, parent-teacher coopera- 
tion, and effective supervision. 

Good music on time—Convention 
music is often a problem. The people 
who plan this music sometimes forget 
that the main business of a convention is 
business. Russell V. Morgan, supervisor 
of music in the Cleveland schools and 
his able assistants, provided just the music 
to create the right atmosphere. Music 
features began on the minute and ended 
when the time was up. They were ap- 
propriate, inspiring, effective, and ap- 
preciated. 

Faithful to the end—The all-star 
program of the final session on Thursday 
afternoon held the crowd to the end. 
There was brilliant music and a speaking 
program that included President Lamkin 
of the National Education Association, 
United States Commissioner William 
John Cooper, President-elect Frank 
Cody, and Commander Paul V. McNutt 
of the American Legion. 

A well-managed Convention — 
The meetings of the National Education 
Association are noted for the effectiveness 
of their management. The Cleveland 
convention was especially well handled. 
In addition to the general sessions of 
the Department of Superintendence, 113 
other meetings were regularly scheduled 
in halls suited to their needs. ‘The exhibit 
was the largest so far held. The attend- 
ence was 11,491 on Monday, 9391 on 
Tuesday, 9272 on Wednesday, and 7006 
on Thursday. Five years ago the ex- 
hibit contained 135 units, this year 360; 
five vears ago 113 firms, this year 275. 
The Cleveland committees and city au- 
thorities did their part with unusual skill. 






















































































































































































































































































































































































Organization 






HERE is at present a vast amount 
of organization in the field of edu- 
cation; but its purpose has been 
predominantly the improvement in pro- 
fessional equipment of its individual mem- 
bers. he result has been a growing pub- 
lic recognition of these organizations as 
bodies of experts better qualified to advise 
with reference to educational legislation 
than any other group; and this recogni- 
tion has naturally led the organizations 
themselves to an increasing realization of 
their own power and a growing ability to 
use it. Already in several states teachers 
maintain a central office at the state cap- 
ital, and the profession maintains national 
headquarters at Washington. Through 
parent-teacher associations and other child 
welfare organizations with which they 
maintain more or less close afhliation, they 
are exercising a steadily increasing in- 
fluence upon legislation. In some states 
teachers are already so well organized and 
financed that it is exceedingly difficult to 
pass laws affecting educational procedure 
to which they are opposed. 

And already certain “interests” are 
denouncing the “teachers 
lobby.” That teachers should maintain a 
lobby seems somehow to convey a peculiar 
shock to their sensibilities. Now just 
why? There are lobbies and _ lobbies. 
Whether a lobby is socially desirable or 
socially reprehensible all depends upon 
the motives which actuate it and the 
methods by which it conducts its business. 
Every great economic and _ industrial 
enterprise, every sort of selfish “interest,” 
maintains at Washingtonand at state cap- 
itals well paid lobbies. Groups interested 
in tariff revision, in public utilities, in in- 
surance, in a thousand and one industrial 
enterprises, send their representatives to 
hover about the legislative halls at each 
legislative session. No hesitation here 
about bringing “influence” to bear on 
statesmen. To the protests of any of these 
“interests” against the teachers lobby, 
therefore, the sufficient answer is the 
reply of Shylock, “The villainy you teach 
me I will execute.” Lobbying is as legiti- 
mate an activity of one group as of an- 
other ; and thus far certainly the teachers 
lobby, so far as there may be said to be 
one, has avoided the scandals which smear 
many a page of the record of other 
lobbies. To the silly argument that be- 
cause teachers are public servants paid 


vociferously 








FRANK D. Boynton 


The Way Out 





from public funds the maintenance of 
a lobby to further their interests is shock- 
ingly out of place, it is sufficient to re- 
ply that the public also rides on rail- 
roads, takes out insurance, buys silks and 


Education 


HERBERT HOOVER 


A education is primarily 

a responsibility of the states and 
local communities and rightly so, yet 
the nation as a whole is vitally con- 
cerned in its development everywhere 
to the highest standards and to com- 
plete universality. Sclfgovernment can 
succeed only through an _ instructed 
electorate. Our objective is not simply 
to overcome illiteracy. The nation has 
marched far beyond that. The more 
complex the problems of the nation 
become, the greater is the need for 
more and more advanced instruction. 
Moreover, as our numbers increase 
and as our life expands with science 
and invention, we must discover more 
and more leaders for every walk of 
life. We cannot hope to succeed in di- 
recting this increasingly complex civi- 
lization unless we can draw all the 
talent of leadership from the whole 
people. One civilization after another 
has been wrecked upon the attempt to 
secure sufficient leadership from a sin- 
gle group or class. If we would pre- 
vent the growth of class distinctions 
and would constantly refresh our lead- 
ership with the ideals of our people, 
we must draw constantly from the gen- 
eral mass. The full opportunity for 
every boy and girl to rise through the 
selective processes of education can 
alone secure to us this leadership.— 
From the Inaugural Address. 








gasoline, uses electricity, has accounts at 
banks and department stores, and buys 
shoes and automobiles as well as educa- 
tion. When all these “interests” abolish 
their lobbies and keep out of politics, there 
will be less need of a teachers lobby to 
safeguard the rights of childhood and 
their own. 

As a matter of fact, what is needed 
is bigger and better teachers lobbies. 
Through our organizations and leaders, 
through state departments of education 
and other child welfare organizations, we 
should bring increasing pressure to bear 
on educational legislation. Too long have 
we left this great responsibility to those 
whose major interests lie in other fields. 


[ 102] 





That is why education is today the most 
inadequately financed of any of the great 
public enterprises. That is why teaching 
is proverbially the most poorly paid of 
any of the professions. 

Since I have been superintendent of 
schools in Ithaca I have known a man, 
starting with me at my salary level, to 
rise in manufacturing to a financial posi- 
tion where, sitting on the same board of 
directors, | have seen him write and give 
away a check for a sum greater than my 
city ever paid me for a year’s work. 
This experience can be duplicated inevery 
city in every state of the Union. I would 
not be misunderstood. | feel no personal 
envy of this man nor of the thousands he 
represents. | am not grieved that not one 
of the fifteen hundred new millionaires 
reported in 1927 was a teacher. But unless 
society can be led or driven into offering 
rewards for the training of its children 
more nearly comparable to those it is will- 
ing to pay to the makers of its auto- 
mobiles, it must expect to see a large pro- 
portion of its finest potential teaching 
ability expending itself in business and in- 
dustrial enterprise. Isn’t it a fair ques- 
tion, even if disturbing to the established 
order, to ask: Are these material things 
more important than the training of 
youth in which is wrapped up the general 
welfare? 

At present it would seem that the way 
out is through organization, through the 
selection of leaders of ability and cour- 
age, and through the adoption of all legiti- 
mate methods which other interests and 
blocs have used successfully. Thus may 
we hope to hasten the day when bankers 
and manufacturers cease to draft the laws 
for the control of public education. We 
have been piously told that ours is a noble 
profession. Let us make it-an effective one 
for the protection of our own interests 
and the interests of the youth intrusted 
to our care. Let us remember that when 
we entered upon the profession of teach- 
ing we did not lay aside a single duty, 
responsibility, or privilege which other 
citizens enjoy. We are still Americans 
with all the rights and privileges there- 
unto appertaining. Let us not be deterred 
from using them effectively by any cry of 
“Wolf, wolf” from the camp of the 
“interests.”—From an address before the 
Department of Secondary School Prin- 
cipals at Cleveland, February 25. 


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The County Unit in Webster Parish 


E. S. RicHARDSON 


Superintendent, Webster Parish Schools, Minden, Louisiana 


OME findings gathered firsthand on 
an auto trip made recently through 
six southern states gave part of the 

background for this article. In addition, 
| talked to many school men and citizens 
on prevailing school conditions in their 
respective communities. 

A certain county has a total assessed 
wealth of fourteen million dollars of 
which twelve million is located in the 
city, the county seat. The same number 
of educables live outside the city limits 
as live in the county seat. The children 
in the county seat enjoy a modern, first 
class city school system. The county is 
divided into fifty-five small distinct school 
systems, all of which are obviously very 
poor. In another state, a certain college 
city has an assessment of fifty-eight mil- 
lion dollars. The county, excluding the 
city proper, has an assessed wealth of 
only twelve million. There live as many 
children of school age in the county out- 
side the city as live in the city. The city’s 
actual wealth comes from the productive 
farms in the surrounding country. Is 
there anything very strange about the 
cause for inadequate rural school facili- 
ties in the counties in which these two 
cities are located ? 

In the trade territory near these cities 
I soon discovered that the country chil- 
dren had been penalized because they had 
not been born in one of the nearby cities. 

























The antiquated, dilapidated one, two, 
and_ three-room buildings 
mute testimony that democracy in educa- 


school bore 





in a Webster 

County school. The girls learn enjoy- 
ment of household tasks through the satts- 
faction of being able to perform them well. 


HOME economics class 





tion in that territory was a farce. Both 
school officials and the people in the cities 
and towns of this area spoke of the supe- 
rior advantages being given their chil- 
dren, their trained teachers, the breadth 


DELIVERING the CREAM 


and richness of their courses of study. No 
mention, however, was made by them of 
the thousands of country children on the 
farms just outside the gates of their cities 
who for lack of funds and by the prevail- 
ing district school system are forced to 
attend school in miserable little school- 
houses where incompetent teachers teach 
for a short time. 

Where such glaring inequalities exist 
almost in sight of our American cities 
and towns I see no ray of hope for the 
education of the farmers’ children until 
the whole scheme of school machinery is 
changed and placed on a permanent, dem- 
ocratic, workable, business-like basis with 
larger units of taxation and administra- 
tion, embracing cities and towns. Such 
flagrant discrimination in educational op- 
portunity is growing greater. 

In the September number of World's 
Work, T. N. Carver of Harvard Uni- 
versity, an authority on agricultural eco- 
nomics, writes that America’s greatest 
rural needs are schools, hospitals, and 
roads. The greatest of these, he says, is 
schools. He also says that the largest 
single factor in American life, either ur- 
ban or rural, is the school. He further 
states that the greatest single advantage 
of living in the city over living in the 
country is the superiority of the city 
schools over those in the country. He 
says that the greatest single thing that 


and the CREAM from the COW 
WEBSTER PARISH, LOUISIANA 





ould be done toward making 


country 
life as attractive as city life would be to 
place in reach of every country child as 
yood a school as is provided for the city 
child. 

Webster Parish has reached the goal 
that Dr. Carver has mentioned so tar as 
educational democracy is concerned. 
Vhere is nothing phenomenal about any 
individual school in Webster, either in 
the matter of buildings, equipment, or 
this 


difference, 


course of study. There is funda- 


mental however, 


and wide 
that makes Webster’s schools outstand- 
ing. Lhe real intent of the framers of 
both our state and national constitutions 
is being carried out in giving to all the 


children the educational 


same oppor- 
tunity. 

This democratic transformation has 
been brought about gradually after a 


careful planning with a definite aim in 
iew. January 1, 1921, found Webster 
with a parishwide tax of five mills for 
school maintenance, with one large and 
three small high schools, and with thirty- 
five one and two-room schools. Most of 
them were located in a haphazard way, 
some on dry weather roads, others on no 
roads at all. During the year a careful 
survey was made of the parish schools 
with a view of inaugurating a business- 
like program of consolidation on a parish- 
wide basis ; a program that when achieved 
would enable every child in the parish to 
live at home and at the same time be given 
the same advantages that the parish was 
then giving a few fortunate children who 
happened to live near one of the high 
schools. This program also contemplated 
that the wealthy centers would assist in 
the maintenance of the schools located in 
the poorer communities. The plan was 
presented to the parish board where it 
met with unanimous approval., From 
that time until now, with a constant 
changing personnel of the board, not a 
single vote has been cast against the origi- 
nal program. In view of the road condi- 
tions at that time and the existence of < 
large number of small communities, the 
board’s plan seemed a little ambitious and 
impracticable. Many citizens prophesied 
failure and bankruptcy of the parish. 
The idea of “equal educational oppor- 
tunities for all the children” had to be 
“sold” to the people gradually. The story 
is too long to relate, covering seven years 
of hard work by school officials but the 
people caught the idea and are now heart- 
ily in favor of the parishwide program. 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


During these years under the county 
unit form of school government Webster 
Parish schools have attained the follow- 
ing standards of efficiency: ‘Today there 
are ten high-school centers instead of 
thirty-nine. Each community enjoys a 
commodious, 


modern, school 


uptodate 
plant, each located on sites ranging from 
eight to thirty acres. All buildings are 
brick except one. All buildings are elec- 
trically lighted, steamheated, equipped 
with sanitary appliances, hot and cold 
baths, furnished with deep well water 
served through sanitary drinking foun- 
tains. Principals’ homes are being pro- 
vided. Each school is in charge of a com- 
petent trained principal of known educa- 
tional leadership and ability who is re- 
quired to devote at least one third of his 
time to actual classroom supervision. 
The children are being taught by com- 
petent faculties paid according to a uni- 
form salary schedule. Teachers are care- 
fully selected and supervised by compe- 
tent supervisors. Elementary teachers are 
required by law to have at least two 
years of teacher training work above 
graduation from a four-year high school. 
Teachers of high-school subjects are re- 
quired to hold college diplomas. Ele- 
mentary teachers have charge of not more 
than one grade. 

In order to give all the children of the 
parish the advantages of such schools and 
equipment as mentioned above, fifty-three 
auto buses, with a capacity ranging from 
thirty-five to seventy-five, have been pro- 
vided to bring children from the farm 
homes that are over two miles from the 
schools. The classrooms are equipped 
with the necessary teaching materials for 
the respective grades. The health of the 
children is carefully guarded by an efh- 
cient health staff. Extra food is provided 
for malnourished children. Serums for 
the niost common local preventable di- 
seases are furnished free. The sanitary 
staff furnishes to. the school board 
monthly a sanitary report on each of 
the school plants. 

The farmers of the parish are greatly 
pleased with the new order of things for 
the reason that their children can receive 
the advantages of high-school training 
without the parents having to board them 
or move to town. They have their chil- 
dren around their fireside at night and 
at the same time they are getting the 
same type of training as is being given 
the children of the merchants, bankers, 
and business men in the towns and cities. 





A pril, 1929 


‘Their farms have been greatly enhanced 
in value due to the parish-wide school or- 
ganization. ‘The bankers and merchants 
are pleased because the country and town 
are now one and the same great com- 
munity. Urban and rural prejudices have 
been eliminated. 

We have only one superintendent to 
the county (parish) in Louisiana. The 
schools in the country enjoy the same 
standard of supervision as do the schools 
in the city. In the centralized county 
unit system there is no duplication of 
effort in school administration. The par- 
ish board of Webster is composed of seven 
members, elected by the people for a pe- 
riod of six years; one third of them go 
out every two years, which makes our 
board stable and free from politics. The 
election of school board members is not 
held at the time of the general election, 
but at the time of the congressional elec- 
tion, when local politics are not so agi- 
tated. The parish superintendent is the 
secretary-treasurer of the board, nomi- 
nates all teachers, and appoints the office 
staff and all supervisors with nomina- 
tions subject to the approval of the board. 

The county unit method of operating 
schools is simply the application of busi- 
ness methods to school procedure. Can 
we expect to get the best results educa- 
tionally for the people’s money when we 
continue to operate schools on the anti- 
quated system of twenty-five years ago? 

In addition to giving urban and rural 
children the same educational advantages, 
the taxpayers are saved thousands of dol- 
lars annually by a reduction in overhead 
expenses in the matter of handling of all 
funds, purchasing of supplies, furniture, 
equipment, etc., in large quantities. We 
save annually in insurance alone $1000. 

The board has located at Minden, the 
capital of the parish, a large fireproof 
general store and warehouse where all 
supplies are purchased in large quantities 
and delivered to the schools as needed. 
Part of the profits made on supplies is 
used in defraying the expenses of the con- 
struction foreman or utility man who is 
furnished with a truck and devotes his 
whole time to keeping the school plants 
and buildings in good repair. 

When our law makers and educational 
leaders give a wider interpretation to the 
meaning of democracy educationally, 
when they interpret its meaning in terms 
of society’s responsibility to the child, 
then America will have “equal educa- 
tional opportunities for all the children.” 


, 1929 


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Nn. 


Schools That Are Prophecies 


A Guidance Nursery 


ERHAPS the best way to explain 

the guidance nursery of the Yale 

Psycho-Clinic is to relate briefly 
how this new field of work came to be 
developed. The clinic was established in 
1911. Its first headquarters were in the 
public schools of New Haven. Its pur- 
pose was to make psychological examina- 
backward and_ handicapped 
pupils and to give advice in regard to 
their educational treatment. 


tions of 


The office of the clinic was soon moved 
to the New Haven dispensary of the Yale 
School of Medicine. The dispensary had 
the usual medical clinics to which chil- 
dren of all ages were referred. In the 
same building was an infant welfare cen- 
ter to which the mothers brought their 
tiny babies for periodic examinations. 
Although in the beginning our clinic 
limited itself chiefly to children of ele- 
mentary school age, we naturally took 
a marginal interest in the non-school 
going infants across the hallway, who by 
their presence (and by their crying!) 
seemed to say, “You will have to reckon 
with us later.” 

Weekly and monthly these infants 
were carefully weighed to determine 
their physical growth. This early sys- 
tematic supervision of bodily nutrition is 
of first importance. In no small measure 
the physique of the school child is de- 
termined in the foundational years of in- 
fancy. 

But while the body grows, the mind 
grows too. No false distinctions indeed 
should be made between these two forms 
of growth. We became interested in the 
early mental growth of both normal and 
handicapped infants. Several hundred in- 
fants and young children were studied at 
+, 6, 12, 18, 24, 36, 48, and 60 months 
of age to determine their characteristic 
behavior at these advancing age levels. 
The children were observed in their 
homes and in the clinics and records were 
made of their motor capacities, their lan- 
guage, their adaptive behavior, and their 
personal habits. It -became increasingly 
evident that infants show individual psy- 
chological differences and also deviations 
in mental health similar to those of school 
children. It also became evident that the 
foundation of mental health, like that of 


ARNOLD GEsELL, M. D. 


physical health, is in no small measure 
laid in the preschool years. 

Not only were there young children of 
subnormal intelligence, and children with 
defects of seeing, of hearing, or of motor 
control ; but large numbers of relatively 
normal children as follows: (a) Children 





T THE brink of the playpond. By using 
A the floating toys, the sticks to poke with, 
and the strings to pull with, the children have 
endless opportunities for constructive play. 





with defects of speech and with repressed 
conversation. (b) Children with faulty 
personal habits of eating, sleeping, rest, 
play, elimination. (c) Children with 
faulty emotional or personality trends— 
over-timid, over-aggressive, over-depen- 
dent, negative, and unstable. 

Individualized child guidance meas- 
ures are needed to meet these numerous 
problems of mental hygiene. And if our 
measures are to be timely and preventive, 
they must begin early. They must begin 
in the kindergarten years and in the im- 
portant home years while the child is 
undergoing his fundamental growth. 

In 1926 a grant of funds by the Laura 
Spelman Rockefeller Memorial made 
possible the extension of the work of the 
Yale Psycho-Clinic in the field of child 
development. A program of intensive in- 
vestigation of the mental growth of nor- 
mal infants in the first year of life was 
undertaken. It was also determined to 


[1051 


develop procedures in the field of early 
child guidance. 

The Guidance Nursery was established 
as an adjunct of the service division of 
the clinic. It is a device for the observa- 
tion and guidance of young children; and 
also for the guidance of parents who are 
perplexed with the behavior problems 
which their children present. The Guid- 
ance Nursery lacks many of the charac- 
teristics of a school, and yet it is designed 
to be an educational tool. It is operated 
like a service unit on an appointment 
basis. The procedure is constantly varied 
to meet the special needs of the individual 
child or parent. The guidance work is on 
a dispensatory basis. 

The Guidance Nursery, therefore, has 
no fixed enrolment like the ordinary nur- 
sery school. Its activities and attendance 
vary from week to week and even from 
day to day. It is in charge of a guidance 
worker who has a background of ex- 
perience with children of kindergarten 
and preschool age. Sometimes she works 
with one child; more tre- 
quently she works with small groups of 


intensively 


three, four, five, and six children, usually 
from eighteen months to five years of 
age. The number of times which any 
given child comes to the nursery is inde- 
terminate and depends upon the amount 
which is 
needed. At first a child may attend two 


of adjustment or education 
or three times a week; later, only once a 
month. Much depends upon the nature 
of the problem and upon the needs of the 
parent. 

Child guidance and parent guidance 
are carried on conjointly in natural rela- 
tions with each other. One of the aims 
of the Guidance Nursery is to demon- 
strate methods of child care which can 
be carried out in an ordinary home and, 
to a large extent, even in an ordinary 
schoolroom. These methods are simple in 
principle and require no unusual equip- 
ment. 

The purpose of the equipment of the 
nursery is not merely to furnish amuse- 
ment for the child; but to give him a 
chance to show his true traits and abili- 
ties, both in independent and in social 
situations. There are plenty of oppo! 
tunities for him to “work” at problems 



























































































































































































































































106 


requiring intelligence, motor coordina- 
tion, conversation, and emotional control. 
Best of all he is anxious to come back on 
the morrow. With the oversight of the 
guidance worker, he learns to make new 
adjustments. The guidance worker does 
not “teach” him in the ordinary sense. 
She “guides” him. There are no set les- 
sons, but there are genuine life lessons in 
his new experiences. 

The mother also may get a fresh and 
more wholesomely detached point of view 
by observing his behavior through the 
segregative screen of the observation al- 
cove. This screen is so constructed that 
the mother can see-her child at close 
range, while she herself remains invisi- 
ble. Of course she may take a station 
in the nursery itself; but there is a 
distinct psychological advantage in the 
more detached view of the child’s beha- 
vior, which she gets from her special ob- 
servation post. 

It should be emphasized that the nur- 
sery equipment is simple and that the 
essentials could be duplicated anywhere. 
Even the playpond is of very simple con- 
struction. It consists of nothing more 
than a shallow basin (four feet by six 
feet) made of galvanized sheeting. The 
basin is painted a marine green and sup- 
plied with a central fountain which 
makes a pleasant sound when it is play- 
ing. Planks serve as bridges. Water has 
great educational value as well as inter- 
est for young children. 

A large observation room is not, of 
course, indispensable. The panels of the 
door of the cloakroom (indicated by H 
on the diagram) are provided with an 


Arrangements of 

the nursery. At D 

there is a long 
| bench with toys 
and a Noah’s ark; 
at G, a black- 
board; at F, 
housekeeping fa- 
cilities, stove, tea 
| table, ironing 

board, doll bed, 

bureau, etc.; C, 
| the playpond with 
boats, ducks, 
fountain, and 
bridge; A, the ob- 
servation alcove. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








A pril, 1929 





observation screen which can be advan- 
tageously used by one or two observers. 
This screen is made of ordinary com- 
mercial screen (sixteen mesh) 
painted with several thin coats of white 
enamel on the surface which faces the 
nursery. These observation arrangements 
serve to reinforce the actual guidance 
work, 

This guidance procedure varies with 
each individual case. Typically the dif- 
ferent steps are as follows: 


wire 


A request for an appointment and a con- 
sultation concerning a concrete report of the 
behavior problem. Usually the mother brings 
the child to the clinic on the first visit. 

A psychological examination of the child in 
the service clinic. 

Observation of the spontaneous 
of the child in the guidance nursery. 

A conference of the guidance worker and 
of the clinical examiner, which leads to the 
planning of a special guidance program. 

Return visits of the child to the guidance 
nursery, once, twice, or oftener, a week. 

Occasional return visits by the mother to 
give her an opportunity to observe the child 
and to learn, through the demonstration of 
the guidance nursery, the methods to be used. 

Conference with the mother to show how 
similar methods may be used at home. 

Follow-up visits of child and parent to con- 
tinue guidance and supervision. 


behavior 


The parents, like the children, are, for 
the most part, seen individually. The 
guidance takes the form of consultation 
and conference rather than formal group 
instruction. The problems of child man- 
agement are discussed in terms of the 
specific child and concretely in relation to 
his reported behavior and his actual be- 
havior at the clinic. Thus the parent 
guidance and the child guidance are car- 








ried on conjointly in a natural context 
and in direct relation to a concrete situa- 
tion. 

We have tried to demonstrate that in 
many different types of child develop- 
ment problems occasional contacts with 
a guidance center are effective, and that 
daily attendance is not necessary to ac- 
complish positive results. 

Individualized child and parent guid- 
ance, therefore, represents a concept of 
education and a method of approach 
which takes us away from the everpresent 
danger of congregate institutionalization. 
Even the kindergarten, which is one of 
the freest agents in our school system, 
has imitated too closely the organization 
of the primary school. There is danger 
that the nursery school will be conceived 
too much in conventional school patterns. 

The modern hospital, the library, the so- 
cial settlement, and the child health center 
illustrate individualized flexible methods 
of procedure which in some measure can 
be incorporated into school practise. In- 
deed it is quite probable that the schools 
of the future, particularly in the kinder- 
garten and prekindergarten fields, will 
readjust their present methods and adopt 
a more flexible policy. 

Meanwhile there are unlimited ways 
in which the general idea of individual 
guidance can be put into operation, even 
in a crowded schoolroom. It is hoped 
that the present article is suggestive 
enough to encourage the teacher to single 
out one child in his room, and to plan a 
special individualized program for his 
educational benefit. It will be worth the 
venture. 














ays 
ual 
yen 
ved 
ive 
gle 
1a 
his 
the 


The Crucial Problem of the Next Decade 


E NOW face the very serious 

problem of correcting the tend- 

ency to looseness and softness 
that our policy so easily involves. Here, 
I believe, is the crucial problem of the 
next decade in American education. We 
must justify our democracy by demon- 
strating that, even with the handicaps of 
our mobile masses and the diverse stand- 
ards of conduct represented by our con- 
glomerate population and our tradition 
of lawlessness, and with an educational 
system that keeps its doors open to all 
throughout all of its levels, we can make 
this educational system an effective source 
of mental and moral discipline for all— 
that, even under these handicaps and with 
this condition, we can make public edu- 
cation the steadying and stabilizing force 
that it must be if our dreams of a tri- 
umphant democracy are to come true. 

And our first task, 1 am sure, is clearly 
to recognize that the relaxation of stand- 
ards, while justified in our efforts to 
realize our democratic ideals, is not in it- 
self a virtue. Quite naturally we have 
been glad to rationalize our policy, but 
this tendency has too often been an at- 
tempt to justify loose standards per se, 
rather than to recognize clearly and 
frankly the situation and its needs. As a 
result, educational theory has gone far be- 
yond the needs of the situation; it has 
sanctioned looseness when, without in the 
least curtailing our educational expan- 
sion, it might easily have sanctioned rigor. 

In short, the net effect of these ration- 
alized justifications of relaxed standards 
has been to open the paths of least resist- 
ance. The influence can be clearly traced 
in the changes that have taken place in 
our educational vocabulary. Practically 
every term suggestive of strength and 
vigor and rigor has been replaced by a 
weaker term. Certain words are never 
mentioned in our discussions except as ob- 
jects of opprobrium—such words as dis- 
cipline, thoroughness, and system. 

The educational practitioner and the 
educational administrator, in my judg- 
ment, have not been primarily tesponsible 
for these weakening tendencies. The 
spirit of the times has worked increas- 
ingly in this direction, and educational 
theory, in a very emphatic fashion, has 
compounded this influence. 

The extent to which these softening 
influences have gone is most clearly seen 


WILuiAM C. BaGcLey 


in the increasing vogue of what I shall 
call the freedom-theory of education. In 
its popular form, which | am sure is very 
far from what the sincere advocates of 
the socalled Progressive Movement would 
indorse, this theory deifies individual 
freedom not only as an end of education, 
but also as the primary and most effective 
means to this end. Learning activities 
must not be imposed; they must always 
take their cue from the immediate desires 


WwW" HIs usual vigor and clear- 
ness Dr. Bagley addressed the 
Department of Superintendence at 
Cleveland on Handicaps of Character 
Education in the United States. He 


pointed out the vast services of edu- 
cation to American life. He then 


called attention to the pressing need 
for surer results in character educa- 
tion and pointed out as handicaps: 


1. The mobility of our people. 
2. Diverse standards of conduct rep- 


resented by our conglomerate popula- 
tion. 

3. The tradition of lawlessness, grow- 
ing out of resistance to laws imposed 
by the mother country. 

4. The prosperity that education it- 
self has helped to bring about. 


He pleaded for rigor in education in 
this day when material wealth and the 
effort to humanize the school tend to- 
ward softness. This article is from the 
second part of Dr. Bagley’s address. 








and purposes of the individual. The con- 
tinuance of the learning process must be 
justified at each step by the learner’s own 
recognition of its value. To use the street- 
phase, the learner must get a “kick” out 
of each experience. Imposed tasks and 
prescribed programs of study not only 
violate the inherent right of the learner 
to make free choices, but are themselves 
either futile or negative as educational 
means. At present the popular emphasis 
is upon the “creative impulse.’ Through 
the simple legerdemain of “taking off the 
lid,” it seems, we shall be able to conjure 
creative products out of a vacuum. This 
may be true; but if it is, the millenium 
should have synchronized with the old 
Stone Age. 

It would be unnecessary to refer to 
these extreme expressions of a theory 
which, sanely interpreted, has much to 
commend it, were it not for the fact that 
they have acquired a popular vogue of 


[ 107 } 


very wide dimensions which makes them 
especially dangerous at the present time. 
Even in their extreme form, they might 
have a salutary influence upon an educa- 
tional régime that was ultra-modern, 
ultra-formal, and ultra-rigorous, or in a 
nation long oppressed by the iron hand of 
autocratic rulers. At the present juncture 
in American civilization, however, they 
constitute about the last word in perilous 
adventure. They compound the forces 
that are already operating to weaken the 
educational fiber at the very time when a 
stiffening of that fiber is distinctly in 
order. 

I have already called attention to the 
social situation reflected by our heavy and 
apparently increasing ratios of serious 
crime. May I call attention to another 
symptom of the Zeitgeist with which edu- 
cation should be even more seriously con- 
cerned? I refer to the rapidly increasing 
ratio of divorces to marriages. This phe- 
nomenon is particularly significant be- 
cause it is hailed by many of our intellec- 
tual leaders as a sign of an increasing 
spirit of liberalism and tolerance among 
our people. 

Let us look at the facts. Taking the 
country as a whole, the divorce rate has 
doubled within the past generation, start- 
ing from an abnormally high initial point. 
It is still mounting. Today practically 
one marriage in every six may be ex- 
pected to end in a divorce. In some of the 
states the expectancy is one in five; in at 
least one state, it is as high as one in 
three. How we compare in this respect 
with other not unprogressive countries is 
suggested when we find that in proportion 
to the population we have nearly fifteen 
times as many divorces as does Canada. 

Now I have no prejudice, religious or 
otherwise, against divorce as such; | hold 
no brief for the immutability of the mar- 
riage contract ; but I do know that broken 
homes are cruel wrongs to children, and 
every pertinent investigation shows that 
from such homes an entirely dispropor- 
tionate number of delinquents, criminals, 
prostitutes, and other social misfits are re- 
crui'ed. I do not look upon our scandal- 
ous divorce-rates as a gratifying symptom 
of a growing spirit of liberalism among 
our people; I see it rather as further evi- 
dence of a growing individualism—of an 
increasing tendency to place personal 
comfort, personal pleasure, and personal 


mets 






























































































































happiness above the weltare ot others— 


and in this case above the welfare of 
children. It is an interesting commentary 
that the identical theory which glorifies 
treedom as the inalienable right of chil- 
dren in their education can also serve to 
ationalize a social standard which will 
inevitably deny to children in ever-in- 
creasing numbers the right to a normal 


ask 


‘rights”’ the children of the 


home. | you which ot these two 
coming gen- 
erations will thank us the more for re- 
specting and preserving. 

As | see it, public education today is 
between two side, it is 
tempted by the soft sentimentalism of the 
extreme the other 


side, it is assailed by the hard materialism 


fires. On one 


freedom-theors ; on 


which stigmatizes the budgets for public 
education as “sanctified squander.” In a 
very real sense, public education is not 
only between Scylla and Charybdis, not 
only between the devil and the deep sea, 
it is between the upper and the nether 
millstones. 

Public education will solve these prob- 
lems. It will resist these temptations and 
But it will take hard 
thinking and some heroic action to do it. 
In the meantime, it is facing a task the 


these 


pressures. 


magnitude of which we are only dimly 
sensing. This vast expansion of education 


rit JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


which has so greatly complicated our 
problem is something more than a mere 
concomitant of our material prosperity. 
It is in part a cause of this prosperity, as 
we have already pointed out; in part, it 
is an answer to very definite needs which 
other contributing causes of prosperity 
have brought about. 

It is, indeed, a clear-cut expression of 
the needs of our industrialized civiliza- 
tion. With increasing acceleration, the 
routine work, the work that can be done 
without judgment, is being done by au- 
tomatic machinery. Fewer and fewer are 
the opportunities to earn a living in the 
routine trades; greater and greater are 
the needs on the stepped-up levels that 
require intelligent adaptation. There are 
nearly two million fewer routine work- 
ers in agriculture and industry today than 
in 1920. There are many more workers 
on the levels represented by the protes- 
sional and semi-professional callings. The 
crowding of high schools and colleges is 
no accident. It is the product of some of 
the most fundamental forces in social 
evolution. Even if it is a vague, it is none 
the less a recognizable demand for a type 
of instruction, inspiration, and discipline 
that will mean for the great masses a real 
intellectual growth. Even though they 
may be somewhat inarticulate, they are 








A pril, 1929 
asking for bread—and we cannot, we 
must not, give them a stone. 

And happily the pessimism that be- 
clouded our thinking for so many years 
as to possibilities of giving them real 
bread is now disappearing. The investi- 
gations reported last year at Boston dem- 
onstrated that intelligence can be, in 
some measure, influenced by nurture. 
Since that time, the newer reports are 
even more encouraging. I have every 
faith that if we put our shoulders to the 
wheel we can solve the problem. From 
between these opposing forces of soft 
sentimentalism and hard materialism, we 
can climb to a new plane—the plane of a 
virile, practical, and dynamic idealism. 
The only kind of freedom that is think- 
able today is disciplined freedom. I told 
you sixteen ago that could 
not build our democratic structure on 
the shifting sands of soft pedagogy. That 
statement still holds. There must be iron 
in the blood of education and lime in the 
bone. In the individual, as in the race, 
true freedom is always as conquest, never 
a gift. 

For the motto of an educational theory 
meet for the needs of democracy in an 
increasingly industrialized civilization, I 
propose the phrase, 

‘ Through Discipline to Freedom,” 


years we 


‘ 


What Company Should Music Keep? 


HETHER tested. by values which 

are predominantly intrinsic or 

practical or preparatory or cul- 
tural, music is entitled to a large place in 
the curriculum of both the college and 
the preparatory school. No other art has 
so completely possessed the field of hu- 
man interest during the past quarter cen- 
tury as has music. The applications of 
science in the improvement of musical in- 
truments, the perfection of the victrola 
and the radio, the improvement in meth- 
ods of music instruction, the development 
ot new demands for music in a great va- 
riety of individual and social situations, 
have all combined to emphasize the im- 
portance which music holds in modern 
education. 

Music, or what purports to be music, 
is going on everywhere and always in our 
present life. If you turn on your radio 
you are certain to tune in on the voice of 
Firestone or “There’s a Rainbow Round 
My Shoulder.” In the public dining 
room music is as much an essential of the 
menu as the soup or the dessert. Whether 


the occasion be the celebration of the 
birth of a prince, the marriage of an heir- 
ess, the inauguration of a president, the 
parade of a striking labor union, the 
launching of a battleship, the conduct of 
a prayer meeting, the dedication of an 
aeronautic field, or the funeral of a boot- 
legger, it demands equally the services of 
a band, an orchestra, a chorus, or an or- 
gan. How can one live efficiently, hap- 
pily, and significantly in our world with- 
out education in music? The college 
man without interest in the arts of our 
day is surely as pitiable an object in terms 
of culture as the Harvard graduate of a 
century ago who knew no Latin, if such 
a creature ever existed. 

Let those who will continue the study 
of the ancient languages, literatures, and 
philosophies, as means of culture. But 
the masses of those who seek preparation 
for life through a college course will find 
more to refine their taste, to direct their 
conversation into clean and worthy chan- 
nels, to fill their leisure hours with 
wholesome, creative, and enjoyable re- 


flections, through the study, practise, and 
appreciation of the arts which are most 
prominent in the life of our day. This 
truth is all the more fundamental because 
these arts are the modern developments, 
refined by science and popularized by in- 
tercommunication, of those older ones 
that have always appealed to the imag- 
ination and contributed to the satisfac- 
tion of men in all ages.—F rom an address 
by Will Grant Chambers, Dean, School 
of Education, Pennsylvania State Col- 
lege, Pennsylvania. 








peeecaree is winning recognition as 
a definitely established profession 
whose practitioners, having mastered a 
certain field of technical knowledge and 
a definite technic, are entitled to recogni- 
tion as professionals, and in many cases as 
experts, and have a right to demand that 
they be freed from the burden of lay in- 
terference heretofore imposed to an ex- 
tent that no other profession would tol- 
erate.—Frank D. Boynton. 





1929 

we 
‘ be- 
years 

real 
vesti- 
dem- 
> m 
ture. 
s are 
every 
o the 
From 

soft 
1, we 
-ofa 
lism. 
hink- 
told 
ould 
e on 
That 
‘iron 
n the 
race, 
never 


heory 
in an 
on, [ 


a 


, and 
most 
This 
cause 
ents, 
y in- 
ones 
mag- 
isfac- 
dress 


chool 


Col- 


m as 
ssion 
eda 
and 
ogni- 
eS as 
that 
y in- 
1 ex- 
| tol- 











Teacher Training As a Career 


CuHarLes A. McMurry 


George Peabody College for Teachers, Nashville, 


HE TERM “teacher training” im- 

plies a higher order of human be- 

ings who would be contented with 
the noblest task entrusted to mortals, 
namely, being teachers. 
Teaching and the training of teachers has 
one priceless advantage: It is a growing 
art. Its whole, 
mighty mystery is ahead in the future 
and just enough is known to awaken 


teachers of 


science, a developing 


the highest energy of thought and zeal 
for discovery. What is needed is less 
flummery about teaching and a few more 
good teachers to set the standard. 

The first normal schools established in 
this country had boundless faith that some- 
thing incomparably good ought to be 
done; yet they had no intelligent plan. 
So they did the only thing that could be 
done—they began to teach the common 
branches more conscientiously. In the 
ninety years since then many hopeful ex- 
periments have been tried and much has 
been learned about education. But our 
teachers colleges are now much at sea in 
regard to the curriculum, and the ques- 
tion—how to train teachers—is answered 
in a variety of ways. 

What can be said to young teachers 
about teacher training as a profession? 
And what can be said to the seasoned 
and unseasoned instructors in our teach- 
ers colleges who have this business of the 
sacred temple in charge? 

The great teachers have been groping 
their way, just as in other professions, 
toward a better understanding of their 
art and even in search of a scientific basis 
for it. If evolution has had anything to 
do with the progress of education the 
study of the work of these wise and 
heroic leaders is a good starting point for 
young teachers. 

In reality a standard profession, such 
as education lays claim to be, demands 
just this historic and world background, 
a rooted incorporation into the estab- 
lished world-order out of which it has 
sprung. In truth education is the out- 
come of profound social changes and 
growths. It carries within it the seed 
thoughts of all past ages. From this point 
of view of its world background, teach- 
ing may find not only a respectable place 
among the standard profession , but, be- 


cause of its comprehensive inclusion of 
all the main factors that make for the 
progress of civil society, it takes a gen- 
eral precedence over all insofar as it can 
be grounded on true principles. It con- 
tributes a strong reinforcement to every 
profession and may claim and exercise a 
general supremacy over all. 

The honorable place therefore, already 
gained and held by the teaching profes- 





Rigs coon A. McMurry has been pro- 


fessor of elementary education at 
George Peabody College for Teachers since 
1915. He is one of our leading authorities on 
training teachers for elementary education. 


sion in being linked up with the historic 
world order and its present enlarged in- 
fluence in the economic and social system 
may well awaken the just confidence and 
pride of teachers. 

Education in this country has now 
grown to colossal proportions and it is 
built into the life and conscience of the 
people. The teacher-training schools have 
of late acquired a strong, if not predom- 
inant, influence within this entire organ- 
ized system. The deeper meaning of all 
this, its inner controling spirit, lies in its 
historic background, its vital and organic 
union of the superior life forces that have 
come together and are now solidly em- 
battled in support of the public school 
program. It is not merely a colossus of 


[ 109 } 


Lennessee 


external organization. Back of the front 
rank of organized officials and including 
the real teachers the 


them, represent 


moral, intellectual, and spiritual re- 
sources which put the life energy into all 
this machinery. Within the bounds of 
this material growth and organization in 
our expanding school system is a high- 
powered energy that is almost magis- 
terial. Without spirited, qualified teach- 
ers this whole framework of order and 
system would shrink into a pitiful for- 
malism, empty of content and wasteful of 
the But 
sources do teachers draw life-giving en- 
ergy and wisdom? What are their re- 


sources 


people's means. from what 


for mental enlargement, for 
moral power? 
First of 


the life of young people. The fountains 


all is the direct contact with 


of eternal youth gush up fresh and un- 
stinted in younger children and in ado- 
lescent boys and the 
teacher to share the energy and feel the 


girls. It is for 
almost startling vigor of these young 
spirits. Average children are brimming 
over with elemental power good enough 
and more than enough for any teacher 
however competent. This is the teach- 
er’s own highway to mental enrichment. 
The variety of character and capacity in 
children is the teacher’s important asset. 
It will stretch his powers to the limit to 
meet their needs. ‘Vhis is the place to 
know human nature in its’ original 
sources and to observe its frank expand- 
ing potencies. Here may be seen the fast 
union of physical, mental, and moral 
traits shaping into the molds of character. 
The pleasure which the teacher gets from 
direct and heartfelt contact with boister- 
ous and energetic or with mild and affec- 
tionate for 
minor losses. ‘The failure to make thi 


children may compensate 
joyful contact with youth may be a sign 
of unfitness or it may reveal the fact that 
has the 
A wholesome, sensible 


one not yet learned game or 
caught its spirit. 
confidence in children and respect for 
their ability, a deeper regard for their 
soul-worth, their mental and moral com- 
petency, would solve a thousand problems 
of discipline and instruction. Even the 
deviltries of children, by a slight change 


of motivation, may be transformed into 
























































































































110 





heroic enterprises. it is a rapidly chang- 
ing and growing world in which am ac- 
tive-minded teacher lives. ‘Uhink of lay- 
ing one’s hands upon the heads and hearts 
of children out of which springs ever 
anew the progressive order of the world! 

In the second place and as a part ot 
the foregoing program, it is the business 
of teachers to guide children into the 
fresh, opening fields of knowledge. The 
school is the springtime of life and the 
world is unfolding its mysteries. Every 
topic brought before a child should make 
a direct bid for his intelligent respect and 
should enthusiasm and _ his 
sober Suitable, vital, 
rousing knowledge, combined with actual 


arouse his 
sense of values. 
experience, is a thing of vast import in 
every phase of good teaching. ‘The modern 
full of this 
grand sweep of the sciences. This means 


curriculum takes account 
the best, the most appropriate in litera- 
ture, science, history, music, geography, 
and the industrial and fine arts. Not too 
much, not loosely scattering, but centered 
upon vital points that arouse the deeper 
energies of thought, feeling, and action. 

Every teacher of a special subject like 
history or science has a gold mine to ex- 
ploit and he may have quick and eager co- 
workers. By selecting wisely the central 
topics and projects in each study, a stead- 
ily interest and the waxing 
power of organized knowledge may be 
attained. The curriculum has been lately 
stocked with the choice products of the 
world’s experience and profitable culture 
and these best gifts correspond to the 
needs and healthy desires of children. It 
is indeed a pity what time and effort are 
wasted on poor, cheap stuff, when there 
is close at hand a prodigality of the best 
in all studies. The variety and scope of 


growing 


these copious gifts correspond to the range 
and possibilities of human nature. With- 
out detriment to depth and efficiency of 
knowledge in his chosen specialty, the 
teacher may well reach abroad into the 
domain of larger scholarship and world 
lore. In fact, an earnest, comprehending 
outlook over the broader fields of human 
interest and action is a potent function 
of the teacher’s art. By no other means 
can he adjust himself to the variety of 
talent which he is under obligation to 
awaken and cultivate. In no other way 
can he comprehend the largeness of his 
own field. 

In the third place, the wise and illus- 
trious teachers of the past stand at the 
portal and challenge the right of the 
young teacher to enter except as a novice. 
They show a marked benevolence toward 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





aspirants who are modest, capable, and 
willing to learn, but they are uncom- 
promising as to the dignity of their call- 
ing and its standards of value. Such men 
as Erasmus, John Locke, Melanchthon, 
Vittorino da Feltre, Comenius, Pesta- 
Froebel, Plato, and Immanuel 
Kant had a farseeing vision and they 
were prophets of a new and better order. 
They sought deep and solid foundations 


lozzi, 


co TEACHING profession has now 
come to be recognized as the 
greatest profession of them all in point 
of numbers as well as in influence. 
Ross L. Finney in his recent book, A 
Sociological Philosophy of Education 
writes: “Within limits, education is the 
guiding factor in social change. There- 
fore the educators are running not 
merely the schools, but, in the long 
run, the world itself. The control of 
the collective life is passing from the 
soldiers, diplomats, politicians, and ec- 
clesiastics to the scientists, scholars, 
and educators.” Taking into account all 
types of schools there are approxi- 
mately a million teachers in the United 
States. Both salaries and training are 
advancing and may be expected to con- 
tinue to improve as citizens generally 
grow in appreciation of the significant 
work of the school. 





— 








upon which to rear the structure of so- 
ciety and their whole design was rooted 
in educational principles. 

Every young person who sets out to be 
a teacher should live for a while in the 
home circle of these high-minded and 
sagacious educators. Biography in its en- 
gaging form portrays the inner life and 
outer circumstances of their aspiring and 
illustrious careers. Those that are com- 
plaining that their salaries are too small 
might spend a week with Pestalozzi. 
They would know, then, that they would 
never receive proportionate salaries, that 
all the gold in Ophir would not pay the 
bill. 

The very entrance and vestibule of the 
teacher-training course should open into 
this hall of nobility, which, while desti- 
tute of the trappings of royalty, is yet 
able to dispense the most princely gifts to 
the widest circle of votaries. Nor is it 
any exaggeration to say that the teachers 
of mankind in quality of character far 
outrank the kings, princes, and statesmen 
who have figured large in world history. 
It is in very fact a noble fellowship to 
which the young teacher may be intro- 
duced through the biographies of educa- 
tional leaders. It is not only a series of 
striking object lessons in practical teach- 








April, 1929 











ing, but it furnishes a generous vision of 
the worthiness and dignity of the profes- 
sion. 

Closely allied with biography and 
strongly reinforcing it is a second power- 
ful influence—the noble masterpieces of 
educational literature. Of these are 
Plato’s Republic, Quintilian’s Institutes, 
Luther’s Letter to Mayors and Alder- 
men, Milton’s Tractate, Bacon’s Novum 
Organum, Comenius’ Didactica Magna, 
‘Fichte’s Addresses to the German Na- 
tion, Herbart’s Science of Education, 
Locke’s Conduct of the Human Under- 
standing and Thoughts on Education, 
Rosenkranz’s Philosophy of Education, 
Rousseau’s Emile, Horace Mann’s Sev- 
enth Report, and Spencer’s Education. 
This list could be indefinitely enlarged. 
Such works express in literary form the 
matured and chastened thought of master 
minds aroused to full energy by the con- 
cept of education. They are not com- 
monplace books. They are charged with 
the inherent force of powerful minds. 
They deal with the supreme interests 
leading to human progress and welfare. 
The teacher's profession requires this 


strong reinforcement from the main 
sources of intellectual and spiritual 
power. 


The general history of education fur- 
nishes the setting for the great biogra- 
phies and for the masterpieces. But the 
history of education is too schematic and 
broadly generalized to arouse the deeper 
interest of teachers, young or old. The 
real sources of active energy lie in full 
descriptive biography and in educational 
masterpieces. A wisely arranged collec- 
tion of these would make an educational 
bible, a genuine sourcebook both of in- 
spiration and of practical guidance. 

The more recent movements which 
have transformed education in this coun- 
try will soon take their place in this his- 
toric perspective. The last fifty or sixty 
years have witnessed a succession of prog- 
ressive forward movements in education 
which might be called the educational 
revival par excellence. Our. recent his- 
tory has been full of educational fer- 
ment, and progress has been rapid in 
many directions. To keep one’s balance 
in this stormy sea of educational prog- 
ress demands not only a broad historical 
perspective but a philosophical depth and 
comprehensiveness in thinking and a 
sound judgment as to practical values. 

The chimes that ring the call to great 
enterprises in education are clear and 
strong. 


1929 


—_.., 


on of 
rofes- 


and 
ower- 
ces of 
are 
tutes, 
{ Ider- 
‘ovum 
‘agna, 
1 Na- 
ation, 
'nder- 
ation, 
ation, 
; Sev- 
ation. 
arged., 
m the 
naster 
e con- 
com- 
| with 
ninds, 
ferests 
*lfare. 
; this 
main 
ritual 


1 fur- 
logra- 
it the 
ic and 
leeper 
. The 
n full 
tional 
ollec- 
tional 
of in- 
which 
coun- 
is his- 
sixty 
prog- 
cation 
tional 
t his- 
| fer- 
id in 
ilance 
prog- 
orical 
h and 
nd a 
1es. 
great 
and 


May Day 1929 Play Day 


“Happy hearts and happy faces, happy play in grassy places, 


That was how, in ancient ages, children grew to kings and sages” 


HAT—A day designated by 
presidential proclamation and 
joint resolution of Congress, as 
a time for mobilizing the goodwill of 
the country toward child- 
nay Ao hood, through commu- 
In General : 2 
nity stock-taking and 
concerted planning with respect to pro- 
vision for the fundamental needs of chil- 
dren. 


W hy—Because in any practical develop- 
ment, as every successful business house 
knows, it is well to have a fiscal year, to 
set a definite time to take stock, to meas- 
ure progress during the past year, and to 
set reasonable goals of achievement for 
the year to come. 


How—Through the cooperation of 
all those agencies in the community 
which minister to child protection and 
child development, to plan and carry 
through a wellrounded community Child 
Health program, interpreting Child 
Health in its broadest significance as 
including mental health and right so- 
cial adjustment, as well as mere physical 
health. To give special and concerted 
emphasis to some one phase of the pro- 
gram each year, while taking care not to 
neglect the other necessary phases. 


This Year 
In Particular 


What—ls the goal of 
special emphasis for this 
year? Play for every 
child—of the right kind, in the right 
places, in right amount. The develop- 
ment of fine leisure-time activities and 
interests for every child—one of the 
fundamental educational goals which all 
true educators already recognize and 
toward which they are working. 


W hy—Because true play is one of the 
best means, not only of stimulating the 
physical and mental development of the 
child, but of educating his social nature 
through the formation of attitudes and 
habits of social cooperation, necessary 
alike to his individual success in life 
and to the social soundness and success of 
our democratic form of government. 


How—Through the provision, by 
every community, of adequate opportun- 
ity for play for every child, with respect 
to time, place, equipment, and leader- 


ship. The following are some of the 
points on which every community should 
agree, as suggested by the Playground 
and Recreation Association of America: 


1. That community leisure-time programs 
should continue throughout the entire twelve 
months of the year. 

2. That in nearly every community with 
a population of 8000 or more there is need 


me ONE thing in the world on | 
which everyone, regardless of race, 


creed, or language, can agree is the 
worth of a little child. America is 
committed to the ideal that every child 
shall have a fair start in life. This 
means, first and foremost, sound, 
buoyant, happy health. Every teacher 
has a part in helping to realize that 
ideal in school, home, and community. 
Every effort to build positive health 
helps to magnify the finer and richer 
values of our civilization. May Day is 
a strategic time to mobilize the forces 
which make her health and happiness. 
Let teachers throughout the world join 
in an effort to interest every citizen in 
this significant project. 





| 














of a man or a woman who shall give full 
time to thinking, planning, and working for 
the best possible use of the leisure hours of 
men, women, and children. 

3. That each child under ten years of age 
living in a city or town should be given an 
opportunity to play upon a public playground 
without going more than one quarter of a 
mile from home. 

4. That every community should provide 
space in sufficient area for the boys of the 
community to play baseball and football. 

5. That every community should provide 
opportunity for the boys and girls to swim 
in summer and, as far as possible, to skate 
and coast in winter. 

6. That every boy and every girl ought 
to have opportunity, either on his own home 
grounds or on land provided by the munici- 
pality, to have a small garden where he may 
watch the growth of plants springing up from 
seeds which he has planted. | 

7. That all employed boys and girls should 
have opportunity in their free hours to enjoy 
companionship and wholesome social life. 

8. That through the community recreation 
program every boy and girl should come to 
appreciate the beautiful in life. 

9. That even though the beginning of a 
city or town recreation program be children’s 
playgrounds, other features ought to be added 
progressively from year to year until music, 
dramatic activities, discussion of public ques- 
tions, training for more intellectual uses of 
spare time, and other valuable activities have 


[111] 


been included, so that all ages and all kinds 
of people may find vital interest. 

10. That the emphasis ought to be not only 
on maintaining certain activities on play- 
grounds and in recreation centers but also 
definitely on the training of the entire people 
in leisure-time activities, so that within the 
home, in the church, and through all natural, 
human relationships there shall be the best 
opportunity for wholesome good times. 

11. That if a suitable meeting place for 
community groups is not available in the 
schools or elsewhere, a community building 
should be provided through community effort. 

12. That there is need in every community, 
even though the municipal recreation ad- 
ministrative body be most effective, for pri- 
vate organization of citizens in their neigh- 
borhoods to make the fullest use of the facili- 
ties provided, to make sure that what is being 
done is meeting the deeper needs of the 
people of the neighborhood. 

13. That it is the responsibility of the en- 
tire community to maintain recreation oppor- 
tunity for all the citizens and that there 
ought, therefore, to be, as early as possible, 
support of the recreation program through 
public taxation under some department of 
the local government. 

14. That there should be in every state a 
home-rule bill which will permit the people 
of any city or town to make provision under 
their local government for the administra- 
tions of their community recreation. 

15. That in new real estate developments 
of five acres or more, not less than one tenth 
of the space should be set aside to be used 
for play just as part of the land is set aside 
for streets. 


The Specific W hat—The use of every 
Role of the opportunity to throw 
School 


into relief the year-round 
play and leisure-time activities of the 
school, for the purpose of focusing con- 
sciousness upon them and further de- 
veloping them. 


W hy—Because, through a selfsurvey, 
we may heighten the consciousness of the 
responsible administrators of the schools 
as to the strong points and weaknesses of 
the schools’ present program with respect 
to this play. Because it is desirable to in- 
terpret to the community what is already 
being done along these lines by the schools 
and to secure further support from the 
community for certain definite needs. 
Because we desire to create one real play 
day for the children, and to give them a 
thoroughly good time in harmony with 
educational objectives. 


How—1. Teach every boy and girl in 
the community to know and to delight in 







































































































112 ‘THe JOURNAL OF 


ing a certain number ot games tor 
» indoors and outdoors, and to take de- 
rht in the arts of singing, rhythms, 


, 
so that 


ere neve! will be need TO ins boy oO! 


drawing, dramatic and plastic art, 

rl to say that he cannot think of any- 
thing to do. 

ae ae 

és Analyze carefully the home-school 

schedule of the children’s time, in orde: 


tr + 


iat disproportionate assignments for 


homework may not rob the child of his 

p time. 

3. Find out what other groups in your 
ymmunity are already enlisted by writ- 

ing to the director ot child hygiene of 
uur state department of health, who is 

officially in charge of your state May Day 

ogram as a 


} 


irst step in cooperation 
with the othet social agencies interested 
in developing community recreation pro- 
rams. 

4+. Make a study of what is being done 
by all local groups, such as the Recrea- 
tion Commission, the department in 
charge of parks, and any private organi- 
zations which influence the play lite of 
the children of the community. 

5. Bring to the active consciousness of 
the 
needs of the present school recreation 


the successes and 


the community 


program through educational publicity in 
local newspapers and through addresses 
nd demonstrations before church, phil- 
inthropic, or social groups such as wom- 
en’s clubs and Rotary clubs. 

6. Provide adequate outdoor playfields 
in connection with all the schools and 
provide adequate gymnasiums and audi- 
toritums in all of the buildings according 
to accepted standards. (See the report of 
the National Education Association Com- 
mittee on Schoolhouse Planning, Strayer 





rHE NATIONAL EDUCATION 


Some Helps in Develop- 
ing a Play Program 


1. List of publications of Playground 
and Recreation Association of Amer- 
ica—free—315 Fourth Ave., New York 
City. 

2. Play areas, their design and equip- 
ment, prepared by the Playground and | 
Recreation Association of America, A. | 
S. Barnes and Co., New York City. 
1928. 206p. $2.50. 

3. Recreative athletics, Playground 
and Recreation Association of Amer- 
ica, New York City, 1926 (revised edi- 
tion) 127p. In preparation. 

4. Practise of organized play, W. P. 
Bowen and E. D. Mitchell, A. S. 
Barnes and Co., New York City, 1927, 
258p. $2. 

5. Organization and administration 
of playgrounds and recreations, Jay B. 
Nash, A. S. Barnes and Co., New York | 
City, 1927, 547p. $4. 

6. Play activities for elementary 
schools; Grades I to VIII, Dorothy | 
LaSalle, A. S. Barnes and Co., New 
York City, 1926, 179p. $2. 

7. Play days, Helen Norman Smith 
and Helen L. Coops, A. S. Barnes and 
Co., New York City, 1928, 45p. 75 
cents. 

8. Play day—the spirit of sport, | 
Ethel Perrin and Grace Turner, Amer- | 
ican Child Health Association, New 
York City, 1929, 80p. 35 cents. 





and Englehardt’s Standards for High- 
School Buildings). 

7. Provide adequate leadership and 
appropriate organization for recreational 
activities, as suggested, Chapter 24, Part 
ILI of the Sixth Yearbook of the Depart- 
ment of Superintendence (1928). 

8. Write to the Playground and Rec- 
reation Association of America for their 
list of publications, then select for local 


ASSOCIATION 








A pril, 1929 


































use those which seem most appropriate in 
this connection, such as School Play and 
Home Play (useful for parent-teacher as- 
sociations ). 

9. Develop the spirit of sport through 
recognition by the school authorities of 
May Day—1929—as a play day for chil- 
dren, with the organization of suitable 
play-day activities such as those suggested 
in the pamphlet—Play day—the Spirit 
of Sport published by the 
Child Health Association. 


American 


Play Day— 


Wehat—A plan for ath- 
1929 


letics, for the purpose of 
fostering in our Ameri- 
can youth the true spirit of sport. 


WV hy—‘‘Relaxation and fun for all in- 


stead of overexertion for the few and 


bleacher seats for the many.” 


How—By focusing in one joyous pro- 
gram, participated in by all children, 
their delight in plays, games, dramatics, 
music, and pageantry, to create a new ap- 
preciation of the place of healthful play 
in a wellrounded child health program. 
To do this through the provision of place 
and equipment and of adequate leader- 
ship (instruction and organization in ad- 
vance for all teachers). 

Note: Remember that in this work 
schools are not standing alone, and that 
if there is a need for special equipment 
or funds for the transportation of the 
children to a suitable place, there are 
other community agencies standing read\ 
to assist, such as the American Legion, 
men’s commercial clubs and women’s 
clubs, and church groups.—Lucy Obp- 
PEN, staff associate, Child 
Health Association. 


American 











1929 


te in 
and 
Tr as- 


ough 
's of 
chil- 
rable 
sted 
pirit 
‘ican 


ath- 
se ot 
neri- 


1 in- 
and 


pro- 
lren, 
tics, 
y ap- 
play 
ram. 
ylace 
ider- 


1 ad- 


\ ork 
that 
nent 
the 
are 
eady 


7i0N, 


1en's 
Op- 
‘hild 





Getting Ready for Geneva 


Avucustus O. THomas 


President, World Federation of Education Associations, Augusta, Maine 


ENEVA, situated in the heart of 
Europe, picturesque and interest- 

ing, will be the Mecca from July 

25 to August 3, 1929, for hundreds of 
teachers from all lands, attracted by the 
opportunity which the Federation affords 
tor teachers of all kindred and tongues 
to meet socially, recreationally, and 
iround the conference table for the dis- 
cussion of education from the standpoint 
ot methods, materials, and ideals. Why 
is it that not only teachers but representa- 
tives of all business and professional in- 
terests as well as statesmen attend such 
meetings? We do not need to go far for 
The Federation is both an 
ideal. It is 


an answer. 
a selfevident 
road to international understanding and 
friendship. Education is recognized as 


idea and an 


one of the most important factors in 
understanding. Much of the understand- 
ing between nations is intellectual and 
based upon a better knowledge of each 
other. The future depends upon how the 
young are taught, for ideals and attitudes 
can be cultivated and few are those who 
do not believe in education as a great 
torce in individual and national life as 
well as in the life of a world community 
such as we have at the present time. 
Geneva is a veritable key city for 
pleasurable trips and excursions of all 
sorts. The local committee plans to make 
Thursday, August 1, Recreation Day 
and trips on the lake and in the moun- 
tains are being planned. A large, but at 
the same time a restricted, exhibition is 
being prepared with the collaboration of 
several special committees. This exhibi- 
tion will not be of a commercial nature 
but will be purely pedagogical, consist- 
ing of the following: Atlas of Civiliza- 
tion: An exhibit of national contribu- 
tions to civilization and their important 
factors; auto-didactic material; general 
teaching material; children’s books typi- 
cal of national life and those stressing in- 
ternational goodwill; material showing 
how to teach international understand- 
ing, based upon the work of Herman- 
Jordan Committee No. 5; international 
school correspondence under the direction 
ot the League of Junior Red Cross Soci- 
eties; Declaration of Geneva: Interna- 
tional competition of children’s drawings. 


Reports which will be presented to 
the section meetings will be printed be- 
fore the Conference opens, in English, 


Tentative Schedule 
of Meetings 


Thursday, July 25 
Registration and billeting } 
2 p. m.—Directors’ meeting 


8:30 p. m.—Informal gathering of all dele- | 
gates 






























Friday, July 26 

Registering and billeting | 

5 p. m.—General meeting—address on an 
international subject 

8:30 p. m.—Official reception to delegates | 

by the Canton of Geneva 


Saturday, July 27 | 


9 a. m.—Section meetings | 
2 p. m.—Meeting of Herman-Jordan com- | 
mittees | 
5 p. m.—General meeting—address on | 
Labor and Education—M. Albert Thomas 
8:30 p. m.—Festival—Jacques-Dalcroze 


Sunday, July 28 


11 a. m.—Protestant service in St. Peter's 
Cathedral 

Roman Catholic service in Notre Dame 
Cathedral 


Undenominational service in Victoria Hall 





Afternoon 
Excursions 
8:30 p. m.—Festival—Jacques-Dalcroze 


Monday, July 29 | 
9 a. m.—Section meetings 






















2 p. m.—Open sessions of Herman-Jordan 
committees 
5 p. m.—General meeting—Address on 


The International Education 
Gilbert Murray 
8:30 p. m.—General meeting— Messages 


from representatives of different countries 
Tuesday, July 30 


9 a. m.—Section meetings 

2 p. m.—Open sessions of Herman-Jordan 
committees 

5 p. m.—General meeting—The Needs of 
Rural Districts (speaker to be announced 
later) | 

8:30 p. m.—General meeting—visual edu- | 
cation— films 


Wednesday, July 31 


9 a. m.—Section meetings 

2 p. m.—Open sessions of Herman-Jordan 
committees 

5 p. m.—General meeting—Address on 
Some Behavior Problems 

8:30 p. m.—General meeting— Messages 
from representatives of different countries 


Thursday, August 1 


Excursions around lake 
8:30 p. m.—National Féte 


Friday, August 2 


9 a. m.—Section meetings 

5 p. m.—General meeting—Address on 
Home and School (speaker to be announced 
later) 

8:30 p. m.—Delegate 
and resolutions 


Aspect of 













Assembly—reports 


| Saturday, August 3 
} a. m.—Delegate Assembly 

p. m.—Meeting of directors 
p. m.—Farewell meeting 


wns 


German. The 


French, and 


language 
chosen for the discussions in each section 
will be according to the desire of the 


[113 ] 


majority of the delegates attending the 
sessions of that section. Badges will be 
distributed to be worn by the delegates 
showing which languages they speak— 
blue for English, red for French, yellow 
for German, and green for Esperanto. 

All Geneva has been mobilized to 
lodge the members of the Conference. 
The cost per day for room, including 
three meals, (noted by the Swiss people 
“without wine’), will be from two to 
four dollars. Room and breakfast in 
private families will cost from four to 
ten francs a day, a franc being approxi- 
mately twenty cents. 

The local committee at Geneva wishes 
the names of delegates from the United 
States, Canada, and Great Britain to be 
sent in block by the central agencies. 
Therefore, persons who wish to attend 
and wish Geneva 
provided for them should send their in- 
tention either to the president at Au- 


accommodations in 


gusta, Maine, or the secretary, Charles 
H. Williams, at the University of Mis- 
souri. Persons sending in these requests 
should indicate as nearly as possible the 
type of accommodation desired. 

the Conference 
there will be the usual arrangement of 
including 
phases of education, so that persons who 
attend will be able to find the particular 
type of work in which they are most in- 
terested. It is hoped that the various 
Herman-Jordan committees may be able 


In connection with 


departments, some twenty 


to make a satisfactory report of progress 
on their several particular phases so 
that following the Geneva Convention 
detinite suggestions and procedure con- 
taining outlines, materials, and methods 
of teaching broadmindedness, under- 
standing, and coopération may be given 
to the teachers who are interested. 

President Lamkin of the National Ed- 
ucation Association is appointing dele- 
gates to Geneva. It is hoped that all of 
these delegates will be able to attend the 
Atlanta Convention as the time is being 
adjusted to the trip abroad. Interested 
persons will have no difficulty in going 
directly from Atlanta to New York or 
other harbors and joining the party of 
N. E. A. representatives on the way to 
Geneva. 






































AN THE teacher, as creative artist, 
‘ “break through the thick crust 

of imitation and superficiality” 
that has bound other arts than that of 
teaching? Can the school be active, in- 
stead of passive, a place where children 
work, rather than merely “listen?” Can 
we have in education maximum growth 
of individuality instead of social efh- 
ciency alone? 

These are the fundamental questions 
raised by Harold Rugg and Ann Shu- 
maker in The Child-Centered School, a 
book that seems likely to be one of the 
significantly controversial documents of 
our period. It 
rather than glorification, that the authors 
have tried to give. Nevertheless, enthu- 
siasm for the work done in some of the 
new-type 


is critical evaluation, 


schools” is on 
nearly every page. The very frontispiece 
presents two pictures intended to con- 
trast the new and the old in education. 
The upper picture shows an informal 
group of about twenty children, each 
working at a different task—some paint- 
ing, others writing, at least one sawing a 
board across a chair. The caption reads: 
“Freedom! Pupil initiative! Activity! A 
life of happy intimacy—this is the draw- 
ing-out environment of the new school.” 
The lower picture shows an equally at- 
tractive class of children but there are 
forty or more of them, sitting in stiff, 
conventional rows of seats, arms behind 


“progressive 


The Child-Centered School 


their backs, and the label under the pic- 
ture reads: “Eyes front! Arms foided! 
Sit still! Pay attention! Question and 
answer situations—this was the listening 
régime.” 

That the “new school’’—the ‘“child- 
centered school” —is distinctively differ- 
ent from the ordinary school is insisted 
upon by the authors. It is different, they 
assert, “in atmosphere, housing, furni- 
ture; different in its basic philosophy and 
psychology; different in the role that it 
assigns to pupil and teacher initiative.” 
For contrast the history of the conven- 
tional school is traced with some care; 
the authors describe the evolution of the 
curriculum and the American system of 
grades, and the determined efforts of re- 
formers from William T. Harris down 
to “undo the evils of a rigid graded sys- 
tem.” The charge made in the 1927 
Yearbook of the National Society for the 
Study of Education—that “not once from 
the signing of the American Constitution 
to the present time has the school caught 
up with American life’ —is reiterated. 

The Child-Centered School is by no 
means merely destructively critical, how- 
ever. Actual programs of work in the new 
schools are given, set side by side with 
the older type of programs. Methods by 
which “rhythm” may be made to develop 
both physical grace and emotional stabil- 
ity; what creative art signifies as com- 
pared with the “copybook régime in art” ; 










selfexpression through words, as_ illus- 
trated in the poetry of the Lincoln School 
under Mearns; the children’s theater ; the 
physical setting of the newtype school— 
all these are detailed in such wise that 
the teacher who reads with the ever- 
present question: ‘““Which of these things 
in the socalled new education are worth- 
while and how can I use them,” will re- 
ceive direct encouragement and help. 

The new schools are justly criticized, 
say the authors, for their lack of atten- 
tion to scientific procedure ; their planless- 
ness ; their failure to evaluate their results 
objectively. But these faults must not 
lead us to be blind to their importance, 
they insist, for— 






The progressive schools of today, for the 
first time in history, are actually working out 
in practise something which Rousseau per- 
ceived and only vaguely described to his con- 
temporaries; which Pestalozzi apprehended 
only in the personal love and goodness of his 
heart; toward which Froebel strove through 
an obscure mysticism; which Dewey par- 
tially phrased and could not entirely exem- 
plify. In spite of the errors and gropings and 
mistakes of an imperfect methodology one 
fact stands supreme: The new education has 
reoriented educational thinking about its true 
center—the child. 


[A book review by W. Carson Ryan, 
Jr. based on The Child-Centered School 
by Harold Rugg and Ann Shumaker. 
Yonkers-on-Hudson, World Book Com- 
pany, 1928. 359p. illus. } 


First Class Ideas from Cleveland 


CLEAN, adequate schoolhouse in 
A an attractive setting serves to ad- 

vertise a school system better 
than eight columns of type in the news- 
paper. Of equal importance with the 
schoolhouse is the teacher. Teachers who 
are informed, interesting, and competent, 
and who are liked by the community 
carry with them in every contact that 
they make the impression that the school 
system of which they are a part is sound. 
—R. G. Jones. 

The function of play and of art is to 
supplement adaptation in making more 
complete the integration of the person- 
ality. Such a supplementary process has 
an essential place. When it is made the 
whole of life and of education, to the ex- 
clusion of sociaily responsible activity, it 
not only impairs the individual’s adapta- 
tion to his environment but it results in 


grave disorders of the personality.— 
Frank N. Freeman. 

It is not fair to children to permit local 
authorities to certificate a poorly trained 
person when trained teachers are avail- 
able. It is not fair to the great body of 
American teachers who are endeavoring 
to professionalize their calling to have 
such a door opened to those who are for 
the most part mere job hunters.—Wil- 
liam John Cooper. 

It is our business, first of all, to teach 
the young of the land how to think, that 
is education. It is our business next to 
teach the young of the land how to dis- 
cipline themselves mentally as well as 
physically. And it is the business of all 
educators to teach the young of the land 
not only to know but to understand and 
to be willing to accept the responsibilities 
of citizenship.—Paul V. McNutt. 


[ 114] 


Character education is not merely a 
matter of importance, it is the outstand- 
ing end of our education. To the degree 
that we achieve it, we succeed ; to the de- 
gree that it eludes our grasp, in that meas- 
ure we fail. Once we learn how to 
accomplish it, our major problems are 
solved.—William F. Russell. 

The most important social task that 
lies before us to accomplish is to analyze 
the cultural core of American civilization. 
This can be arrived at only by selecting 
cultured people and then investigating 
their interests, their qualities, their prob- 
lems, and their obligations. When this 
difficult task has been performed, it is a 
relatively simple matter to determine 
what the schools should do. Until it is 
completed, the school curriculum is in 
confusion so far as articulation is con- 
cerned.—W. W. Charters. 






> illus. 


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OR MORE than seven decades the 

keenest minds, the finest hearts, and 

the noblest spirits in America have 
been writing resolutions for the National 
Education Association and its depart- 
ments. Each committee has studied care- 
fully the work of its predecessors; has 
preserved the best; and has added its bit 
of new revelation and persuasion. The 
cumulative force of this effort operating 
through several generations has been far- 
reaching. More than any other factor it 
has built up educational ideals and prac- 
tises. No amount of arbitrary require- 
ment could have forced what the people 
have gladly done for themselves follow- 
ing the ideals set forth in these significant 
policy-determining documents which are 
really the work of more than a thousand 
authors—men and women of insight and 
devotion to children. Let every school 
faculty in America give at least one meet- 
ing to a careful consideration of these 
resolutions and the problems raised by 
them. 

Education is coming to occupy a larger 
and larger place in the life of the nation. 
It is of the utmost importance that its 
policies be sound and that they be under- 
stood by teachers and citizens throughout 
the country. Only on this basis will the 
people give gladly the increasing funds 
and personal attention which are neces- 
sary for the finest flowering of American 
education. 


1. The Main Purpose of the Public Schools 


Again we remind ourselves that our 
state systems of education were estab- 
lished in accord with the proposals of 
Washington, Franklin, Jefferson, and a 
long line of farseeing statesmen for the 
purpose of preserving and improving our 
political institutions. Again we recall 
that our wages are paid and our equip- 
ment provided by a tax on all the people 
whether or not they be parents. Thus re- 
minded, we pledge ourselves anew to the 
direct teaching of the duties of citizenship 
in all the school grades. Not culture, not 
scholarship, nor selfsupport, nor com- 
pliance with the entrance requirements 
of more advanced schools shall turn us 
from the duty of teaching our youth the 
needs of our civic life and from inspiring 
our citizens with a determination to im- 


prove it. 


A Remarkable Editorial 


The Cleveland Resolutions 


2. Federal Department of Education 


Again we commend to the Congress of 
the United States the establishment of.a 
Department of Education not inferior in 
importance and dignity to the Depart- 
ment of Agriculture, or Commerce, or 
Labor, or War, or the Navy, and give to 
this Department the standing and honor 
appropriate thereto. To consider that 
the levying of import duties, the opera- 
tion of banking systems and of the postal 
service are more national and less local in 
scope than is Education, is to deny to 
Education the recognition which is its 
due. By national legislation we now seek 
to protect the republic against a floed of 
illprepared immigrants. It is no less than 
a national matter to protect the nation 
as a whole against the ignorant fanaticism 
of improperly trained citizens growing 
up within our borders. The fundamental 
purposes of this nation, equal rights to 
life, liberty, and happiness, equal duties 
to promote justice, domestic tranquillity, 
common defense, and the general welfare 
are thwarted so long as the human prod- 
uct of a less fortunate state is free to 
carry his dangerous ignorance to any 
other state. We urge that a Department 
of Education be established as a means to 
secure a more perfect Union. 


3. A Fair Chance for the Rural Districts 


We renew our pledges to secure better 
support for rural schools through our ad- 
vocacy of larger units of financial sup- 
port, to the end that the country child, 
and his parents may fully enjoy that 
equality of educational opportunity which 
is our national boast. 


4. Extension of Public Schools 


Convinced by the amazing increase in 
enrolments of the colleges and univer- 
sities that our people are awake to the 
need of school training beyond the age of 
childhood, we commend the addition of 
junior colleges as an integral part of the 
public school system, and we advocate 
the establishment and generous support 
of one or more state universities in every 
commonwealth of the Union. 


5. Fitness for Educational Service 


If the nation’s purpose is to be real- 
ized, and if the teaching profession is to 
profit through the improved technics de- 
veloped by a notable increase of scientific 


115] 


educational research, a higher degree of 
professional skill than is now common 
will be required. We pledge ourselves to 
continued alertness in professional study ; 
to more effective provision for the train- 
ing of teachers in service; to demanding 
better preparation before the appoint- 
ment of teachers, and to more drastic 
dismissals of those who fail to give ade- 
quate attention to improving their use- 
fulness. 


6. War 


We repeat our belief that war is an 
outworn barbarism which should be re- 
jected by civilized nations. Education is 
life. It is inherently obligated to secure 
the use of intelligence and reason in the 
settlement of disputes. It proposes agree- 
ments in advance of difficulties so that 
settlements may be made without the de- 
struction of life and property. We join 
with our fellow teachers overseas in de- 
votion to the duty of training mankind 
to adjust disagreements without the shed- 
ding of blood. 

[In addition to the above resolution, 
there was printed in the official program 
of the Department of Superintendence, 
the following statement regarding the 
Pact of Paris: 

To the teachers of America—Your 
attention is called to the following Pact 
of Paris signed by the leading powers of 
the world, whereby thinking men in con- 
trol in the nations have agreed to bring 
their differences to the council table and 
to beat their swords into plowshares. 
Ours is distinctly a work of peace, pre- 
paring the boys and girls of this genera- 
tion to promote international goodwill 
when they shall succeed to the control 
of affairs. Let us take advantage of this 
opportunity which perhaps more than 
any other one thing in the memory ot 
men now living will promote the princi- 
ples of the Prince of Peace. 

Article I1—The High Contracting 
Parties solemnly declare, in the names 
of their respective peoples, that they con- 
demn recourse to war for the solution of 
international controversies, and renounce 
it as an-instrument of national policy in 
their relations with one another. 

Article I1—The High Contracting 
Parties agree that the settlement or solu- 
tion of all disputes or conflicts, of what- 
ever nature or of whatever origin they 
































































































































may be, which may arise among them, 
shall never be sought except by pacific 
means. } 

7. Child Labor 


We continue our indorsement of in- 
telligent legislation aiming at the libera- 
tion of children from the stunting effects 
of severe labor. The main and real pur- 
pose of public education cannot be real- 
ized unless all children are kept out of 
Industry so long as School is more profit- 
able to the nation than is their presence 
in factory, mine, or store. We insist that 
adequate provision be made by the schools 
to assure through varied curriculums 
equal opportunity to all children. 
8S. American Education Week 

Although every week of the school vear 
is an education week, we believe that to 
concentrate the attention of the people 
upon the work and needs of the schoois 
during acommon period observed through- 
out the nation has proved a valuable 
project. We recommend a continuance 
of this observance as a period of demon- 
stration of the purposes and work of the 
s¢ hools. 

9. Boy and Girl Scouts, Camp Fire Girls, 
Girl Reserves, High Y's, Pioneers, and 
Similar Organizations 

We are convinced that the work of scout 
ind similar organizations is strongly con- 
tributing to the training for character 
sought by the schools. We do therefore, 
in our several communities, continue to 
advocate provision for meeting places, 
aids to the instruction of adult leaders, 
and other helps which may be given by 
the school. 

10. Parent-Teacher Organizations 


We compliment and commend the par- 
ent-teacher associations for their increas- 
ing attention to the problems of public 
education. We shall encourage reason- 
able participation in their activities by 
public school workers and shall assure 
them of our cooperation in their efforts 
for the good of children. 

11. Other Supplementary Service 

By sad experience, we know that too 
much dispersion of effort impairs the 
value of school service. Success in school 
work depends largely upon plans made 
vell in advance of action. We pledge 
ourselves once more to persuade our com- 
munities to abstain from using or misus- 
ing the schools for the collection of money 
from children; for the celebration of the 
numerous special weeks and special days, 
and other similar interruptions other 
than those approved by school boards and 
superintendents at least a year in advance. 

- We recommend that solicitations for re- 


Tue JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION 








A pril, 1929 








plies to questionnaires be referred to the 
Research Division of the National Educa- 
tion Association—an obligation to which 
superintendents may consider themselves 
bound by the passage of this resolution. 
12. Economics 

We urge upon every community an 
honest study of its school budget. We re- 
mind those whom we serve that the aver- 
age emolument of physicians, lawyers, ar- 
chitects, of all those persons in charge of 
interests no more precious than those in 
our care, is higher than formerly and is 
not being reduced. We condemn the at- 
tacks made upon school costs by unin- 
formed intentions are 
good, by informed persons whose inten- 


persons whose 
tions are bad, and by paid objectors who 
are more concerned with their own fine 
salaries than with the good of the state. 
We believe that expenditure for public 
education is recognized by the best minds 
of the day as the most generally profit- 
able investment the nation can make. We 
hold that failure to pay good wages for 
educational service is failing in securing 
the best results. 
13. Support of the Federal Bureau 

We commend the Congress for its in- 
creasingly generous appropriations for the 
Bureau of Education pending the estab- 
ment of a Federal Department of Educa- 
tion. 
14. Propaganda 


We reiterate our belief that the public 
schools shall offer no lodgment for liter- 
ature of the propaganda type, nor any 
encouragement to speakers who have 
propaganda to spread through contacts 
with school children. We pledge our- 
selves to protect our schools against the 
insidious wiles of all agencies which seek 
to serve private ends through misuse of 
school publicity. 

15. Restricted Immigration 

We indorse present legislation restrict- 
ing the flood of an unassimilable immi- 
gration, whose only effect is to lower the 
American standard of living, American 
wage rates, and American ideals. We 
pledge our support to any legislation hav- 
ing for its object the maintenance of a 
thoroughly restricted immigration, and a 
close enforcement of such restrictions. 


16. Teacher Retirement Funds 


We affirm our belief that an equitable 
and actuarily sound teacher retirement 
system is essential to the best interest of 
the nation and we therefore recommend 
a thorough study of such retirement pro- 
gram by all persons interested in educa- 
tion. 





17. Appreciation 


We desire to express to the good peo- 
ple of Cleveland, to its municipal admin- 
istration, and especially to Superintend- 
ent R. G. Jones and his coworkers in the 
schools of this city our appreciation of 
their endeavors to make of this conven- 
tion a successful event, and to convey to 
all of them our heartiest thanks for their 
assistance. 


18. Our Own People 


We record our satisfaction with the 
work of our officers, committees, and per- 
manent staff, who have conducted the 
business of the department with fidelity, 
intelligence, and efficiency. Especially do 
we urge and commend the continuance 
of studies having for their object the 
elimination of waste in school procedure, 
the introduction of more successful meth- 
ods of teaching, and the realization of 
the important aims embodied in these 
resolutions. 


19. Conclusion 


Continuing in the public employ with 
intent to serve our country to the best of 
our ability ; convinced that no line of na- 
tional activity is of more importance, we 
pledge ourselves to the support of these 
resolutions and to a fearless, energetic 
conduct and defense of the public school 
system to the end that it may approach to 
the peerless consummation visioned by its 
founders. 

Adopted this twenty-sixth day of Feb- 
ruary 1929 by the Department of Super- 
intendence, National Education Associa- 
tion, convening in Cleveland, Ohio. 


These resolutions were worked out by 
a committee consisting of the following 
persons: William McAndrew, editor, 
Educational Review, New York City, 
chairman; L. C. Ward, superintendent 
of schools, Fort Wayne, Indiana; Harvey 
QO. Hutchinson, superintendent of schools, 
Elmira, New York; Norman R. Croz- 
ier, superintendent of schools, Dallas, 
Texas; Leonard Young, superintendent 
of schools, Duluth, Minnesota; O. B. 
Strong, superintendent of schools, Sa- 
vannah, Georgia; L. W. Mayberry, su- 
perintendent of schools, Wichita, Kansas ; 
Irving W. Small, superintendent of 
schools, Bangor, Maine; Leslie A. But- 
ler, superintendent of schools, Grand 
Rapids, Michigan; G. O. Swing, super: 
intendent of schools, Covington, Ken- 
tucky ; J. Harry Winstrom, superintend- 
ent of schools, Springfield, Illinois. In 
the absence of the chairman, Mr. Ward 
served as acting chairman and presented 
the resolutions to the convention. 









929 


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Principles of Educational Articulation 


Joun Dewey 


HERE are two ways of approaching 

the problem of elimination of waste 

in the educative processes of the 
schools. One is the administrative. This 
takes the existing system as a going 
concern, and inquires into the breaks and 
overlappings that make for maladjust- 
ment and inefficient expenditure of time 
and energy on the part of both pupil and 
teacher, useless and therefore harmful 
mental notions, harmful and not merely 
useless because they set up bad habits. 
The other may be called personal, psy- 
chological, or moral. By these adjectives 
is meant that the method starts from the 
side of personal growth of individual 
needs and capacities, and asks what school 
organization is best calculated to secure 
continuity and efficiency of development. 
It sets out from the side of pupils and asks 
how the successive stages of the school 
system should be so arranged that there 
shall be a minimum of blocks, arrests, 
sudden switches and gaps, futile repeti- 
tions and duplications, as the children 
and youth pass from one stage to another. 
This statement of two modes of ap- 
proach does not imply that there is a nec- 
essary opposition between the two. They 
should be complementary. What is com- 
mon to both is that each looks at the edu- 
cational system as a whole and views each 
part with respect to what it does in mak- 
ing education really a whole, and not 
merely a juxtaposition of mechanically 
separated parts. Each avenue of approach 
is equally concerned to eliminate isola- 
tions and render the function of each 
part effective with respect to the others. 
It is recognized that adequate treat- 
ment of this fundamental problem—the 
mutually complementary character of the 
administrative and the moral psycholog- 
ical development of individuals—must 
Wait upon command of greater knowl- 
edge of the actual process of normal 
growth than anybody now possesses. 
Nevertheless, reference to the latter is 
important, for it indicates, in the first 
place, the necessity of continued study of 
personal growth as an inherent factor in 
the problem of articulation from the ad- 
ministrative side. And, in the second 
place, it serves as a warning, a caveat. 
It cautions us against a too ready assump- 
tion that the present institutional division 
into separate units has necessary inher- 
ent value on account of corresponding 


“epochs” of personal development. It 
warns us against attaching too great 
value, decisive value, to matter of ad- 
ministrative habit and inertia. 4 com- 
plete examination of the question of ar- 
ticulation can be attained only when the 
experiences of classroom teachers in im- 
mediate contact with pupils are procured 
and utilized, as well as the experiences of 
administrators. 

Conceding that we have not adequate 
knowledge of the course of mental de- 
velopment in individuals, I propose now 
to consider the bearing of what is avail- 
able in this respect upon the general prob- 
lem of articulation. I begin with a state- 
ment which is so general that it can 
hardly arouse dissent. The ideal is that 
the achievements at any one period of 
growth be the tools, the agencies, and in- 
strumentalities of further growth. What- 
ever the pupils gain at any period, 
whether in skill or knowledge, should be 
promptly funded into something actively 
employed in gaining new skill and know]l- 
edge. A new level of intellectual achieve- 
ment should mark off each successive 
month and week of school life, and not 
be thought of as occurring only in the 
transition from one unit to another. 

The idea of ripening, maturing, is evi- 
dently fundamental in the question of in- 
dividual growth. Now what needs to be 
especially borne in mind with reference 
to maturing is that it is plural, that is, 
various powers and interests mature at 
very different rates. Maturing is a con- 
tinuous process ; the mature fruit may ap- 
pear, as with fruits on a tree, only at 
some later stage, even if we assume, 
which it is probably wrong to do, that 
there is any such completely matured 
fruit in the case of a human being. 

Since maturing is a continuous process 
and also a plural one, it is not a uniform 
four-abreast thing. No parent ever makes 
the mistake of overlooking this plural na- 
ture of maturing. When we come to 
schooling, however, I wonder if there is 
not too much of a tendency to assume an 
equal, uniform, four-abreast maturing, 
and if that does not underlie the concep- 
tion of “epochs” of growth which corre- 
spond to various units of the school sys- 
tem? If the assumption is not made in a 
positive form, it is made in a negative 
way. It is this neglect which is responsi- 
ble for the idea that each stage is merely 


[117] 


preparation for some later stage, par- 
ticularly that the aim of the early years 
of the elementary school is chiefly the 
purpose of gaining social tools to be em- 
ployed and enjoyed later on. 

I am always surprised and disturbed 
when I find persons who insist that the 
high school must not be dominated by 
the idea of college preparation ready to 
assume as a matter of course that the first 
two or three primary years must have as 
their main purpose the securing of “social 
tools” for later use, instead of being de- 
voted to gaining those experiences which 
are appropriate to the powers that are 
ripening at the time. J must express my 
profound dissent from the position that 
sets up a dualism between the actual ex- 
perience of children in the early years and 
the requirements imposed and dictated by 
the needs of later school years. 

The way to get possession and com- 
mand of a tool for later use is by having 
the experiences proper to the immediate 
time—exper:ences which awaken new 
needs and opportunities and which, just 
because they are achievements, matured 
developments, form the natural agencies 
or tools for later activities. Any theory 
which sets out by denying that this is pos- 
sible so misstates the problem of articula- 
tion that its “solution” is bound to be de- 
fective. Unless powers as they ripen aic 
put to immediate use in acquiring new 
knowledge and skill, tools are not shaped 
for later use. The real problem is not 
one of early maturing for a fruitage to 
come in a later unit. It is, from the side 
of earlier years, the problem of discover- 
ing those particular needs, interests, and 
capacities which are ripening, not at- 
tempting a premature introduction and 
forcing of others; and then of finding 
that use and application of them which 
passes insensibly into the ripening of other 
more complex tendencies. From the side 
of later years, it is the same problem, 
with the added factor of adjusting sub- 
jectmatter and methods so that the powers 
already relatively ripened shall be used 
in developing new powers that are show- 
ing themselves. Only in this way can 
the maximum of continuous growth be 
secured and an internal rather than me- 
chanical articulation be secured.—From 
an address before the Department of Su- 
perintendence, Cleveland, Ohio, February 
26, 1929. 





© Malcelm E. Robb, Salem, Mass. 


HIS IS Horace Mann. He is the friend of every boy and girl. During his lifetime (1796-1859) poor chil- 

dren had few school opportunities. Through education he helped to build the nation as did W ashing- 

ton and Lincoln by their efforts as statesmen. On the anniversary of his birth, May 4, special honor 
should be paid to his name and the ideals for which it stands. 


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











Personal Growth Through Mental Hygiene 


Mental Health and Social Adjustment 


DaniEL Wo.rorp La RuE 


OCIAL maladjustment is due largely 
S to lack of personality culture. On 
the one hand stands an imperfect 
world, making certain demands; on the 
other, ourselves, with our individual 
traits, struggling to fulfil those demands. 
We can inventory the two and see how 
they agree. We can develop what might 
be called a standard personality. And we 
can then sing true though all the world 
go flat. 

The most general rule is a corollary of 
the Golden Rule: you will get as good, 
or bad, as you send. The Germany of 
1914 declared she was surrounded by a 
ring of enemies. This hostile attitude 
caused her to be so surrounded. He who 
would have friends must show himself 
friendly. And mental soundness has 
something contagious about it. Clow tells 
of a teacher who had trouble with mis- 
chievous boys. One day, one of them hit 
the front of her white shirtwaist with a 
paper wad soaked in ink. She quietly 
went on with her work, and forthwith 
the boys became her backers. 

He who finds the people of one com- 
munity bad frequently finds all communi- 
ties bad. The trouble is wrapped in his 
own skin. 

One of the chief difficulties, no doubt, 
is that so many of us are ignorant both 
of ourselves and of the natural effect to 
be expected from our type of words and 
actions. We naively take ourselves as the 
haphazard environment has left us and 
assume that our point of view is univer- 
sal, whereas we may be so unsocial that 
we are better adapted to keeping a light- 
house than to anything else. We must 
not only look in our mirror, but study 
our minds by introspection and compari- 
son till we know our mental figure as 
well as we do our backhead. President 
Lowell tells a story of a Bostonian who, 
whenever he was very indignant about 
anything, would case his anger in a letter 
and drop it into the mail—addressed to 
himself! The reading of such a letter 
was a revelation of the kind of dents he 
was likely to make in the world. 

Some day, perhaps, we can afford to 
use the vitaphone in teacher training. 
When we have brought out the voice 
and action of the model teacher, we shall 





exihibit the thunder and lightning of the 
cross one, the timid one who by his man- 
ner invites pupils to pick on him, the dis- 
gusted one who by word or look con- 
demns all within reach, and so on. Then 
we shall give each candidate a vision and 
audition of himself at work, affording 
him a kind of behavioristic introspection. 
Perhaps we lack social experience ; for 
some do grow up without ever participat- 
ing thoroughly in a natural group, and 
so seem as naive as a Johnny penguin. 
Just as one acquires units for world inter- 
pretation by studying home geography, so 
a little observational home sociology 
must fix an apperceptive social basis. All 
study and no social experience make 
even the valedictorian a dull freak. 
Others apparently never can be social. 
One such young man failed in teaching 
and in several other things, including his 
mental health, until he got a position in 
an isolated department in a_ business 
house, where he succeeded handsomely. 
A mental frailty not infrequently 
brings social scorn, and social scorn is 
mental poison. Let us glance at a few of 
the germinal difficulties. Here is the 
mental thief, seizing unearned elation 
through fantasy, or ‘“‘big talk,” or bluff; 
the chronically suspicious, whose swollen 
and sensitive ego feels itself the object of 
divers forms of evil intent; the hare- 
hearted, too shy to be happy; the grouch 
in his barbed-wire entanglement; the 
clan-minded, creating division rather 
than union; the sentimental, whose feel- 
ings cannot bridge the way to deeds; the 
ever-injured, fluttering his weak wings; 
the rebellious, fortified and armed against 
all authority ; the much-depressed, deserv- 
ing of all pity ; the domineering, deserving 
of none; and even the verbal egotist, the 
machine-gun talker who forsakes con- 
versation for monolog. The list is in- 
complete and merely suggestive. 
Turning from the many diverging 
negatives to the focal positive, what shall 
we do that we may live? Society ap- 
proves most one who: 


1. Earnestly identifies himself with a great 
cause, especially a social cause. This is for- 
tunate, for the pursuit of such a cause inte- 
grates and renders healthy both the indi- 
_vidual and society. 


1119] 


2. Next, is cheerfully kind, a good fellow 
everywhere, but without the good fellow’s 
bad habits. The intellectual differences which 
you have with your associates need not re- 
sult in emotional clashes. One can be frank 
and still be kind. To cherish enmity against 
anyone, anywhere, is simply selfish folly. 

3. Is orderly. In your mind take every- 
thing intellectually, not with sobs, shrieks, or 
moans. In the community, conform as far as 
possible to the best custom. 

4. Is progressive. This does not mean that 
you shall call down fire on the community, 
nor try to reform it in six weeks. If zeal is 
consuming you, read history and cool off. Get 
the confidence of your peers. Then they will 
follow you—if they ought to. But if you 
cherish the ideal of immediate perfection, 
it will make you very imperfect. 

The time will come when our train- 
ing schools will give courses involving 
emotional-social development. If you 
have not had such a curriculum, plan 
your own self-study in it now, grading it 
carefully to avoid discouragement. 

An emotionally developed and men- 
tally healthy person, on entering the 
schoolroom, usually has little trouble 
there. It helps immensely if we remem- 
ber that, as “the customer is never 
wrong,” the child is never to blame. In- 
vestigation indicates that twenty percent 
of first-grade children are not ready to 
begin reading; and doubtless there is 
much similar unreadinessin higher grades. 
Emotional unreadiness is still greater— 
whereas we are likely to assume, uncon- 
sciously, as'so many mothers do, that the 
child is an adult in character, and expect 
adult behavior. We taught the child’s 
mind for centuries before we discovered 
his body. At last we are discovering his 
emotions, and realizing that if these do 
not grow, he can never be fully grown. 

As to your professional “superiors,” 
treat them as you want your “subordi- 
nates” to treat you. 

In dealing with your public, remember 
you are not compromising your person- 
ality if you aim to please. Why not take 
pleasure in pleasing? Fitting into the in- 
terstices and intricacies of other people’s 
natures is a real art and good exercise. 

And again, if you want to be the keen- 
est villain in the whole pack and win in- 
describable happiness and mental health, 
just be kind to everybody. Love does 
grow, especially if it has a good nurse. 






Average salary in 


States and other units 























Connecticut S78 | 1,124 | 1 
Delaware. . 381 848 1 
Florida... 292 518 | 
Georgia 323 426 | 
Idaho. 584 932 1 












Lllinois 662 | 1,081 | 1 
indiana 547 964 | 1 
lowa... 460 827 | 1 
Kansas ‘ 534 763 «(i 1 
Kentucky asi : 359 413 


















Louisiana.... Maas 373 2 
Maine..... } 393 603 
Maryland | §33 902 1 
Massachusetts | 667 | 1,262 1 
Michigan. . 520 911 1 














Minnesota. . 





460 


Mississippi 34 291 
Missouri 490 797 1 
Montana 657 958 1 


Nebraska... 





520 | 765 




















Nevada 635 So 4 4, 
New Hampshire. . 418 | 759 | 1 
New Jersey. 816 | 1,282 1 
New Mexico 398 | 803 | 1 
New York. 936 2s : 2, 






North Carolina.... 243 


North Dakota..... 516 | 728 
eee 729- | 1,088 1 
Oklahoma eo | 393 768 | 
Oregon. . 529 870 | 1 





Pennsylvania 451 | 920 | 1 
Rhode Island 681 | 1,070 1 
South Carolina. . 252 | 464 | 
South Dakota... 426 | 696 | 


Tennessee. . 





328 












Texas. 422 

















Utah 633 992 i} 1 
Vermont 329 667 | 
Virginia } 309 546 | 
Washington.... 708 1,229 i 














\laska . 
Hawaii..... * 1 


| 181 1 
Porto Rico rt | 


635 









OU can obtain the figures for your 

state as follows: In Colorado the 
average annual salary of teachers was 
$599 in 1913; $929 in 1920; and $1290 
in 1926. Due to the rapid loss in 
purchasing power of the dollar be- 
tween 1913 and 1920, the 1920 average 
salary ($929) purchased the same as 
$446 bought in 1913. This amount 
($446) is 74 percent of, or 26 percent 
less than $599, the average salary in 
1913. The 1926 average ($1290) pur- 
chased the same as $736 bought in 
1913. This amount ($736) is 123 
percent of $599, the average salary in 
1913. Colorado ranked 14th among 
the states as to average salary of 
teachers in 1913; 16th in 1920; and 
17th in 1926. In 1926 the average 
salary of Colorado teachers was 101 
percent of the average for the United 
States. 


In studying the table note that: 

























































































West Virginia 337 639 | 1 
Wisconsin 623 | 915 | 1 
Wyoming... 410 869 | 1, 


1913 1920 1926 
i , ow 3 4 
United States... | $512 | $871 |$1,277 
} | a 
Alabama 320 | 484 678 
\rizona 677 | 1,279 1,575 
\rkansas ox 330 } 477 686 
California 4,153 | 2.272 | 1.995 
Colorado 599 | 929 | 1,290 





42 
356 


831 
684 


,134 


,515 
361 
. 241 
,114 


sad 


844 


, 353 
618 
510 


582 
153 
‘096 


, 365 
875 


Teachers’ Salary Trends and Buying Power 


Prepared by the Research Division of the National Education Association 


Purchasing power of 
| average salary in 1913 
| 

















dollars in: 1913 base in: 
| 1913 1920 1926 1913 1920 
> i= 1 ys. se ee 
$512 | $418 | $729 | 100 | 82 
320 | 232 387 100 73 | 
677 | 613 899 100 91 
330 229 392 100 | 69 
1,153 | 610 | 1,087 | 100 os: 
599 | 446 736 | 100 | 74 | 
| 578 539 897 100 | 93 
381 |} 407 | 774 100 107. | 
292 248 474 100 | 85 
323 204 390 100 63 
584 447 647 100 | 77 















| 662 518 865 100 78 
$47 462 777 100 84 

397 708 100 86 

534 365 636 100 68 

359 198 443 100 55 


100 


— 
> 
~ 


393 289 100 74 | 
533 433 772, | 100 | si | 
667 605 924 | 100 | 91 

| 520 | 437 | 862 


100 | 84 | 





Index of purchasing power 
of average salary on | 





42 x 100 
234 140 | 332 100 60 
490 382 658 100 7§ 
657 | 626 100 70 





100 


3S 100 
. 164 418 364 664 100 87 
, 930 816 615 1,102 100 75 
,028 398 385 587 100 97 


100 
| 100 


905 516 349 S17. | 100 68 
411 729 522 805 100 72 
979 393 368 | S59 | 100 | 94 
, 267 529 417 723 | «#41100 | 79 


468 | 451 441 838 100 98 
478 681 513 844 100 75 
761 252 | 223 | 434 100 | 88 
923 426 334 527 100 78 


100 





‘ 2 100 | 

.204 | 633 476 687 100 75 
899 329 320 513 100 97 
746 309 262 426 100 85 
515 708 589 865 100 83 


072 | 337 306 612 100 | 91 
237 623 439 | 706 100 | 70 
143 410 | 417 652 100 102 

















First, in all states the average salary 
increased between 1913 and 1920 
(compare columns 2 and 3). Second, 
the buying power of 1920 salaries was 
less than that of 1913 in all states 
except Delaware and Wyoming (com- 
pare columns 5 and 6; also note 
column 9). Third, between 1920 and 
1926 salaries increased in every state 
in union (compare columns 3 and 4). 
Fourth, the average salary in all 
states except California and Montana 
was greater both in amount and in 
buying power in 1926 than in 1913 
(compare columns 5 and 7; also note 
column 10). Fifth, some states lost 
in rank even though their average 
salaries increased both in dollars and 
in purchasing power between 1913 
and 1926, due to the fact that the gain 
in these states was less than that in 
most states. Sixth, the states differ 
greatly in average salary. Mississippi's 





j 
| 


Rank of states as to amount | 
of average salary in: 








| [ equals 100 
1926 1913 | 1920 | 1926 | 
10 a iat = 14 
142 ny: See ee 100 
| 
121 43 42 47 | 53 
133 7 2 s.] 123 
119 39 43 | 45 | 54 
94 ¢ | s 4 149 
(73 14 | 16 | 7 3 101 
155 16 8 | 6 123 
203 35 24 15 106 
162 4s | 40 39 65 
121 42 46 46 54 
111 15 15 26 89 
131 9 | 10 7.5 | 119 
142 17 13 14 | 107 
154 25.5 25 19 97 
119 6 30 27 87 
mi # | a 42 | 61 
| 





123 33.5, 38 37 66 
145 19 20 16 106 
139 8 4 | 4 127 
166 21.5 19 | 9 | 118 
| . 
142 48 48 48 | 46 
134 24 27 24 90 
95 10 | 14 28 | 86 
133 | 
159 30 | 31  - 91 
135 3 | 1 eT 151 
‘ ; Ps 


100 Bi. SR 34 | 71 
110 4 9 13 110 
142 33.5 28 32 77 
137 20 | 22 18 | 99 








186 27 «(| 4 i 115 
124 6 | 3 a of 116 
172 46 44.5) 43 | 60 
124 28 34 | 33° 72 
135 41 





? 
109 i2 12 | 22 94 
156 40 35 70 
138 44 3 44 | 58 
122 5 6 7.9 119 


182 
1 & 20 97 
159 3 23 | 25 90 


average in 1926 ($582) was 46 per- 
cent of that of the United States 
($1277), while New York’s average 
($2025) was 159 percent of the nation’s 
average. 

Sources of data: Figures as to 
average salaries in columns 2, 3, and 
4 are from Bulletins of the United 
States Bureau of Education. The 
index numbers used in calculating 
the figures of columns 5, 6, and 7, 
to adjust those of columns 2, 3, and 
4 for changes in purchasing power of 
the dollar, are from U. S. Bureau 
of Labor Statistics. In the calcula- 
tions to correct for changes in pur- 
chasing power of the dollar, it is 
assumed that the changes in all 
states were the same, namely, that 
for the United States as a whole. 

* Figures for territories not avail- 
able for 1913, consequently the data 


given for territories are not complete. 


Index of average 
salary in 1926; 
average salary of 
a United States 



























































Vitalized Group Study and Faculty Meetings 


EACHING is a growing profession 
and its stock of ideas and method 
is increasing every year. A teacher 
neglects professional reading and 
study is missing the joy that comes from 
srowth and achievement. 

J. L. Oppelt, principal of the Avon 
Lake, Ohio, High School writes: ““There 
ire twelve welltrained and competent 
teachers in our school. The fact that 
there are regular semimonthly faculty 
meetings for professional study and dis- 
cussion Is evidence of a superior teaching 


who 


personnel. When the hour is up, no one 
wants to leave. The entire group will re- 
main fifteen or thirty minutes afterward 
engaged in enthusiastic and friendly dis- 
cussion, Is this unusual ?” 

Such faculty meetings are not unusual 
as teachers and administrators in increas- 
ing numbers are working on the problems 
ot the profession and are finding genuine 
satisfaction in achievement and growth. 
Leadership and teacher participation are 
always present in live faculty meetings. 

In the Avon Lake school mentioned 
above is another secret of professional 
growth: “Another indication of merit is 
100 percent enrolment in county, state, 
and national teachers’ associations. Mem- 
bership in these organizations has been 
voluntary for the past three years.” 

Every teacher in such a school has 
every month educational magazines which 
vive the new trends of thought and de- 
tinite help for classroom practise. Facul- 
ties which use THE JouRNAL and other 
educational magazines for one meeting 
each month have fresh material which 
is a part of the educational advance, 
“moving like a mighty tide.” 

What to study—Child guidance, the 
teacher’s health, the school library, the 
adolescent, summer school courses, super- 
vision and demonstration lessons, individ- 
ual differences, world goodwill program, 
Child Health Day, selection of normal 
school entrants, teacher supply and de- 
mand. 

For elementary schools—Suggestions 
tor the summer and for child study are 
in the following JouRNAL articles: 

Opportunities in summer 
Humphrey, April 1929, p123 

Getting ready for Geneva—Augustus O. 
Thomas, April 1929, p113 


A guidance nursery—Arnold Gesell, April 
1929, p105 

Che crucial problem of the next decade— 
William C. Bagley, April 1929, p107 

For junior and senior high schools— 


schools—Adele 


Material for classroom and personal use 
is in the following JoURNAL articles: 

Schoolroom poster—Horace Mann, April 
1929, p118 


Selecting the national flower—Paul Han- 
nah, April 1929, p131. 





va G. Pinkston, principal of the 


Sam 
Houston School, Dallas, Texas and 


president of the Department of Elementary 
School Principals. Principals now recognize 
that they are the natural leaders in the schools 
over which they preside and are taking the 
initiative in the development of their teachers 
through constructive faculty meetings 
group study. The use of the journals of 
state and national associations as the 
basis of one each month helps 
teachers to share in the educational advance. 


and 


meeting 


May Day 1929 Play 
April 1929, plil 

Mental health and social adjustment—D. 
W. La Rue, April 1929, p119 

The teachers’ own health card—April 1929, 
p122 

A remarkable editorial—The 
resolutions—April 1929, p1i15 


Day—Lucy Oppen, 


Cleveland 


For colleges—Teachers and adminis- 
trators will find the following JouRNAL 
articles helpful: 

Teacher training as a career—Charles A. 
McMurry, April 1929, p109 

The county unit in Webster Parish—E. S. 
Richardson, April 1929, p103 

The Cleveland convention—editorial, April 
1929, p101 

Teachers’ salary trends—statistics, 
1929, p120 

Principles of Educational 
John Dewey, April 1929, p117. 


What the JouRNAL checkup shows— 


April 


Articulation— 


[121 | 


Readers who answered the JourNat 
checkup for February ranked first, “A 
prophetic experiment” by Edwin Osgood 
Grover; second, “What about posture ?”’ 
by Thomas D. Wood; and third, ““Men- 
Daniel 
W. La Rue. You will enjoy comparing 
your own preferences with these rankings. 

State education journals—Some ot the 
interesting articles in February issues ot 
these journals are: 


tal health and environment” by 


Teachers that superintendents seek by Leo 
B. Baisden in HW’ ashington Education Journal! 

Put away your books by Rachel 
Montana Education 

An experiment in reports to parents by 
Adelaide M. Ayer in Wisconsin Journal of 
Education 

Teacher retirement by Telfair Hendon in 
New Mexico School Review 

The value of athletics in the high school 
by Tom McCabe in Common Ground (Massa- 


chusetts ). 


Stein in 


The Honor Society in the junior high school 
by Mary S. 
tion. 


Grier in South Carolina Educa- 

Sick leave benefits for Arizona teachers by 
Harold W. Smith in Teacher 
Home Journal. 


Arizona and 


THE JouRNAL in the classroom—J. 
C. Muerman, director of rural education 
in the State Teachers College at Durant, 
Oklahoma, “You are 
making THe JourNAt the best ever. [ 
have marked over twenty-five articles for 


recently wrote: 


my class use during the summer term.” 

Mrs. Blanche E. K. Evans, director of 
piano music in the Cincinnati, Ohio 
schools writes: “Many articles in THe 
JouRNAL have been helpful in a course 
on ‘Experimental problems in the second- 
ary school’ that | have been taking at the 
University of Cincinnati this winter.” 

An appreciative reader—Ethel A. 
Hughes, a teacher in the fifth and sixth 
grades at Sherwood, Oregon writes: “I 
always plan my work so that | may have 
one evening a week to read THe Jour- 
NAL. I read it trom cover to cover and 
some of the articles | read many times. | 
enjoy reading it and derive a great deal 
of good from it. I am sure that TH: 
JouRNAL’s articles are as much help and 
inspiration to thousands of other teachers 
as they are to our small group here.”’ 

Your faculty meetings—Whiat use do 
vou make of THe Journat? What are 
you studying? How are your meetings 
planned ? What you are doing if written 
to the editor of THE JouRNAL will reach 
the largest group of teacher-readers in 
the world. 










































































ouwnk & hw 


. Can you work and play without being more than natu- 


. Is your appetite good for wholesome food? 
. Are you free from persistent trivial worry? 
. Do you enjoy mingling with other people? 
. Have you confidence in yourself? 
*7. 


The Teacher’s Own Health Card 


Prepared by the Committee on Hygiene and Physical Education of the Massachusetts Teachers Federation 


- 
I. SIGNS OF HEALTH | § 
X 


rally tired mentally or physically at bedtime? ..... 
Are you rested when you get up in the morning?....... 


ee 


Is your weight within 10 percent below or 15 percent above 
the average for your height and years?.................. 40 


. Does your posture indicate health and efficiency?....... 30 
. Are your arches normal and are you free from pain in 


your feet and legs? 





SO. Age pour mameried DOOMED 6. io. ik. osicesccbbenebeceesnass 20 

11. Is your vision either normal or corrected by glasses?.....| 20 

12. Can you hear ordinary conversation at 16 feet?.......... 20 

83. te power abim Glenn: cober Geed?........... 0. .ccetagsdcaseress 20 
14. Is your hair glossy, but free from excessive oil? (Not 

brittle and dry.) sine 66 dma 0.0.0.0 06 « aie Se 20 

15. Are your teeth either sound or filled?................2.-. 20 
16. Are you free from constantly recurring infections in- 

| rT 30 

17. Are you free from constant or recurring pain?........... 30 

II. HEALTH HABITS 

1. Are you eating some dark bread daily?.................. 20 

2. Do you drink 6 glasses of water every day?............... 20 

3. Do you average at least 8 hours’ sleep every night?...... 30 
4. Do you eat sweets in moderation and only at the end of 

| es ae Per Pe 30 

5. Do you eat only at mealtime? (Fruit may be excepted)..| 10 

6. Do you eat 2 vegetables exclusive of potato every day?...| 20 
7. Is one of these an uncooked vegetable? (celery, lettuce, 

RD 6 giick nh on ce RGbae ED eedb. cand atoasdinved 20 

8. Do you eat fruit at least once a day?.................... 20 
*9. Do you eat one of the following every day? (meat, milk, 

I I 6 io. oss one cicaa a came saabemagieee ear 20 

10. Do you take your meals regularly?...................... 20 

ee a I ob ds ks cbt ako nvdaad bared desoonss é 20 

*12. Do you take a full bath at least twice a week?.......... 10 

13. Do you clean your teeth at least twice a day?............ 10 
14. Do you have a bowel movement each day (without a 

CF ee en. Ee Ley Ser es A er 30 

15. Do you average at least an hour outofdoors every day?...| 30 
*16. Do you exercise vigorously at least }4 hour every day 

ee CORE OE re rere. eet 20 
17. Doyou take at least ten hours each week for recreation, so- 

cial activity, reading, etc. (in addition to the daily exercise?)| 20 
*18. Have you a vital and satisfying interest outside of your 

ss 16d dieu donk ante wchtudeeeeealeaialnslabies «oa inte Waa alll 30 

19. Do you have your bedroom window open at night?...... 10 
20. Do you endeavor to maintain your best standing and 

ID 53. 5 o's cee'd Fen chlas Jags «so een Oe 20 
21. During business hours do you wear comfortable walking 

ako 850 35 .c .cdintae caps dab alesse tae 10 

22. Do you havea thorough physical examination oncea year?) 50 

23. Does your dentist examine your teeth twice a year?..... 40 
*24. If you have physical limitations do you know them and 

OTe EE CAP LT Te ERT OP OE CTO 20 

INNS... 5. da osin ah cd eae on + a Ree eke 1000 








Average Score 


* See note. 





























HIS scorecard is planned for the purpose of ena- 
bling teachers to score themselves regularly upon 
their health status and upon those health practises 
which are necessary for the maintenance of ‘‘fitness for 
work and for enjoyment of life.’’ Careful consideration 
has been given to the selection of the various items and 
to the relative values placed upon them. It is recognized, 
however, that even the most careful selection cannot 
pm pe a final authority. This piece of material is 
offered not as a substitute for careful medical diagnosis, 
but rather as a means of helpful stimulation. . 
Most items included in the scorecard need no elabora- 
tion; their meaning is obvious. There are a few, however, 
which may require some interpretation. 


No. I-7. Overweight. The problem of overweight is 
one which is frequently attacked in an unhygienic way 
by people who do not realize the dangers involved. A 
person who is only slightly overweight may lose weight 
safely by intelligent control of diet and exercise. Those 
who are extremely overweight should not attempt to 
reduce except under the care of a competent physician or 
hospital clinic. 


No. II-9. Protein. It has long been known that an 
excess of certain proteins is undesirable. Recent re- 
search indicates that many people are under-proteinized 
rather than over-proteinized. The minimum daily 
requirement of an adult is said to be the equivalent of 
one egg, one glass of milk, and one serving of meat. It 
has been found that many obscure conditions are due 
to lack of protein. 


No. II-12. Bathing. In addition to the warm bath 
which should be taken before retiring at least twice a 
week for the purpose of cleanliness, a daily cold bath 
which results in a healthy stimulation or tonicity of the 
body is an excellent practise. It may seem to some too 
rigorous a habit to subject themselves to a cold tub bath 
each morning. These people will find a beneficial effect 
from a quick cold sponge of the body, or even of the 
face, chest, and arms. It is one of the best means for 
hardening the skin against the sensitiveness to colds 
which accompanies the present fashion of wearing furs. 


No. II-16. Exercise. Daily exercise is as important in 
many ways as daily food or sleep. The body cannot be 
maintained in an efficient working condition if we lump 
all of our exercise into periods which occur only at long 
intervals. The ‘‘Daily Dozen’’ type of exercises, the 
morning radio exercises, serve a good purpose for the 
city dweller, who finds it impossible to obtain more 
satisfactory ways of exercising. Much better than this, 
however, would be a rapid walk of at least two miles 
every day; a good game in the open air, and there are 
many which are possible: Skating and skiing, swimming 
or paddling in season. After other health requirements 
are fulfilled, there is perhaps no better contribution 
toward good health and a long life than this matter of 
regular exercise carried on in the spirit of play. 


No. II-18. Interest outside of work. It is commonly 
recognized that people who work constantly with other 
people are especially subject to mental and nervous 
fatigue. In addition to the strain occasioned by the 
nature of their work, many teachers suffer because they 
live wholly outside of a normal family life. For these 
reasons, it is particularly important that teachers should 
safeguard their mental health in every reasonable way. 
One important factor is the possession of vital and 
satisfying interests outside of work. If a teacher has 
naturally found these through outdoor sports, theater, 
books, music, arts, and the like, he is fortunate indeed; 
if he has not acquired such interests naturally, he should 
seek them intelligently and persistently, knowing that 
vital interests which have the power to stimulate and 
satisfy are among the first requisites for a wholesome 
personality. 


No. II-24. Physical Limitations. Many adults have 
brought with them from childhood or have acquired in 
some way certain physical defects which place limita- 
tions upon their manner of living—a weak heart, a 
postural defect, or some chronic organic affliction. Such 
a person, in order to secure the highest efficiency, 
should have the defect cared for to the utmost of scien- 
tific skill, and then learn the limitations within which 
he must live to maintain his best condition. This item 
on the scorecard should not be interpreted as giving 
approval to the type of selfpampering which is char- 
acteristic of the neurasthenic. 














} 





















Opportunities in Summer Schools—1929 


ASSEMBLED BY ADELE HUMPHREY 


Viceprincipal, Polytechnic High School, Los Angeles, California 


URING the next few years hundreds 

of thousands of American teachers 

face the task of raising the level of 
their education to the standard represented 
by four years beyond the four-year high 
school. There are two phases to the prob- 
lem. The minor phase involves mastery of 
the increasing scientific technics of educa- 
tion. The major phase involves mastery of 
the ideals, purposes, history, and institutions 
of our rich and varied modern civilization. 
The fact that no one can teach more than 
he is, is a supreme argument for the most 
liberal education of teachers that can be pro- 
vided. 

The inspiring opportunities set forth in 
these pages are designed to help teachers 
make wise use of their time and energy dur- 
ing the summer. Present indications point 
to an attendance of more than 250,000. 

Abbreviations and special marks have the 
following meaning: FT, first term, ST, sec- 
ond term, 1928E, last year’s enrolment, and 
SF, special feature. Ali institutions marked 
by one or more asterisks (*) are paid up 
members of the American Association of 
Teachers Colleges—a department of the Na- 
tional Education Association—which is ren- 
dering priceless service by its efforts to im- 
prove teacher training. Two asterisks indi- 
cate that the school is on the list of schools 
approved by the American Association of 
Teachers Colleges for two years of work. 
Three asterisks show that the school is ap- 
proved for four years of work. The letters 
“a” and “b” refer to the rank of the school 
as a class A or class B institution. 


Alabama 


**** State Normal School, Troy: 1919 June 
3-August 16, 1928E 677. 

University of Alabama, University: 1929 
FT June 10-July 19. ST July 20-August 23. 
1928E 1749. SF 300-acre campus on Warrior 
River. Trips to coal mines, factories, and 
historic places, State conference for school 
superintendents, supervisors, and principals 
with George D. Strayer of Columbia as spe- 
cial lecturer. Ten days intensive course for 
football coaches. 


Howard College, Birmingham: 1929 June 
5-August 19. 1928E FT 755; ST 506. SF In 
picturesque Alleghanies. Trips to coal 
mines, steel plants, and chemical labora- 
tories and much outdoor recreation. 





F® the second time THE JoURNAL 
is privileged to present this 
monumental piece of work by Miss 
Humphrey. It is a fine service to 


the many thousands of teachers who 
spend a part of their summer in pro- 
fessional study. The spirit which Miss 
Humphrey has shown in doing this 
labor of love is an example of the help- 
ful attitude which is making teaching 
the noblest profession of them all. 


It is not aimed to include in this list 
schools distinctly local in character 
however fine they may be. If any 
schools that should be in the list have 
been omitted it will be appreciated if 
they will write to the editor of THE 
JOURNAL, 1201 Sixteenth Street North- 
west, Washington, D. C., so that when 
the list is compiled for 1930 provision 
may be made for them. 














Arizona 


*Northern Arizona Teachers College, 
Flagstaff: Held jointly with session of Uni- 
versity of Arizona. Dates not given. 1928E 
958. SF Courses leading to two-year di- 
ploma, and A.B. and A.M. degrees. Field 
courses in botany, zoology, and geology. 
Trips to Grand Canyon, Painted Desert, lava 
beds, extinct volcanoes, Indian ruins, and 
villages, etc. 

University of Arizona, Tucson: 1929 June 
17-August 16. 1928E 964. SF Field courses 
in the natural sciences conducted by re- 
search men of national repute. These will 
take advantage of the resources of the state 
as a whole. 

Arkansas 


**** Arkansas State Teachers College, Nor- 
mal Station, Conway: 1929 June 10-August 
30. 1928E 1950. 








University of Arkansas, Fayetteville: Two 
five-week sessions beginning June 5. 1928E 
1000. SF Delightful summer climate in 
Ozarks; trips to points of scenic interest; 
carefully chosen faculty of resident and out- 
of-state instructors. 


California 


*Humboldt State Teachers College, 
Arcata: 1929 June 24-August 2. 1928E 231. 
SF Ideal climate; on Pacific Ocean with 
forest-clad hills to the rear. Weekly excur- 
sions to redwood forests, lumber mills, whal- 
ing station, etc. Courses for professional re- 
quirements and for bachelor’s degree. 

*State Teachers College, Fresno: 1929 July 
1-August 9. 1928E 275. Session at Hunting- 
ton Lake in Sierra Nevada Mountains. 7000 
feet altitude. Recreational advantages un- 
excelled. SF Courses in field surveying and 
in dramatic art. 

**** State Teachers College, San Diego: 
1929 FT June 24-August 2. ST August 5- 
August 27, 1928E 742. Exchange of profes- 
sors with University of Mexico. Attendance 
of thirty public school teachers from Mexico 
in 1928 who were taught American school 
methods. SF Courses in Mexican back- 
grounds, the parent-teacher movement, and 
preschool child. 

*State Teachers College, San Francisco: 
1929 June 24-August 2. 1928E 1200. SF 
Training for rural teachers; demonstration 
school for technic of individual instruction; 
work for handicapped children; special cre- 
dential courses for administration, super- 
vision, art, music, and physical education. 
Climate conducive to summer work. 

*State Teachers College, San Jose: 1929 
June 24-August 2. 1928E 1119. SF Courses 
in art, English, science, psychology, social 
science, commerce, library, education, speech 
arts, industrial arts, physiology and health, 
music, physical education, and home making. 

**** State Teachers College, Santa Bar- 
bara: 1929 July 1-August 9. 1928E 350. SF 
New home economics building; special lec- 
tures daily to entire student body by noted 
persons. Fine program of ocean and moun- 
tain outings. Tours by bus of the United 





HAT courses shall be offered in the teacher training institution which seeks to serve workers who 
return from the field to increase their teaching equipment? Obviously it should offer those courses 
which the teachers themselves need. No ambition to be regular or traditional or to achieve degrees 
should take the place of training which will enable these teachers in service to do better the work upon 
which they have already entered. Such subjects as Latin and higher mathematics, however good in them- 
selves, should not be loaded upon teachers whose primary need is for children’s reading, for physical cul- 
ture, for music, for social studies, or for courses in the newer methods in teaching reading. The teachers 
themselves have a right to a voice in determining what shall be taught in the summer schools. In every 
state there may well be committees of teachers working with officers of teacher training institutions on this 
problem. An example of such cooperation is found in Massachusetts where the Elementary Principals 


Association and Boston University School of Education worked out jointly a summer program for special 
service to elementary school principals. 



































States to study educational advancement in 


various states. Limited to twenty educators. 


University of California, Berkeley: 1929 
July 1-August 10. Intersession from May 
20 to June 29. 1928E 5227 (Intersession, 
2090). SF Adult education conference under 
direction of Harry Allen Overstreet of Col- 
lege of City of New York. New courses 


arranged by American National Red Cross 
in subjectmatter and technic in the teaching 
of home hygiene, care of the sick, etc; also 
Junior Red Cross. Eighty 
education—all fields, i cluding 
Americanization, speech disorders, vocational 
education, special problems. 

University of California, Los Angeles: 
1929 July 1-August 10. 1928E 3658. SF 230 
courses in thirty-three departments. In voca- 
tional and partime work two courses will 
be given by Monette Todd in principles and 
problems of teaching salesmanship, and 
methods and observation of retail selling. 
Another new course is occupational therapy. 
Demonstration school: Nursery kindergar- 
ten and six grades. Special clinic for the 
hard of hearing to supplement a course in 
lip reading under Martha E. Bruhn of Miller 
Walle School of Lip Reading in Boston. 

Stanford University, Stanford University 
P. O.: 1929 Academic Quarter, June 20- 
August 31. Six Weeks Division, June 20- 
August 2. 1928E 1345. SF Strong program 
of same credit value as other quarters of 
the year. Six distinguished professors from 
European universities. 

University of Southern California, Los An- 
geles: 1929 Eight weeks session June 17- 
August 8. Six weeks session July 1-August 
8 Post session August 12-September 3. 
1928E 3378. Post session, 1200. All academic 
work leading to degrees, graduate and under- 
graduate; credential work for high-school 
teaching, etc. Summer climate conducive to 
study, with sea and mountains near for rec- 
reation. 


Mills College, Mills College P.O.: 1929 


a course in 
courses in 


July 1-August 9. 1928E School of Adult 
Education 175; Field hockey and sports 
camp, fifty (limit). SF School of Music, 


Drama, and Art will bring teachers of note 
in these three fields. Luther B. Marchant 
and Samuel J. Hume will direct the depart- 
ments of music and drama. Piano, voice, 
organ, ear training, harmony, advanced com- 
position; stagecraft, the speaking voice, 
marionettes, make-up, dancing, general de- 
sign, costume, applied art, landscape paint- 
ing will be taught. Field hockey and: sports 
camp June 29-July 28 on the campus. Rosa- 
lind Cassidy and Hazel Cubberly, directors. 

Pomona College, Claremont: 1929 June 24- 
August 2. 1928E 333. SF Small classes and 
individual attention to student. 


Colorado 


**** Colorado State Teachers College, 
Greeley: 1929 FT June 15-July 20. ST July 
22-August 24. 1928E FT 2325. ST 2008. Out- 
standing lecturers from different parts of the 
country in addition to resident 
Weekend trips to close-by mountains. 

**“ Western State College of Colorado, 
Gunnison: 1929 FT June 15-July 19. ST 
July 20-August 24. SF Altitude of campus 
7678 feet; in heart of Rocky Mountains. 
Ideal summer climate for study. Lecturers 
of nationwide reputation. 

State Agricultural College, Fort Collins: 
1929 FT June 17-July 26. ST July 27-August 


faculty. 


‘THe JOURNAL OF THE NATIONAL EpucaAtTION ASSOCIAT.O. 


30. 1928E 648. SF Courses in agricultural, 
trade, and industrial education, home eco- 
nomics, library methods, rural education. 
The National Red Cross will conduct a school 
of home hygiene and care of the sick. 
University of Colorado, Boulder: 1929 FT 
June 17-July 20. ST July 22-August 23. 
1928E 3436. SF Field geology and geography 
at Science Lodge, University Camp. Special 
courses for coaches and directors of athletics; 
public speaking; public school music and 





IBRARY of the Colorado State Teachers Col- 
L lege, at Greeley. Many teachers pre- 
fer Colorado because of its high altitude 
and stimulating climate conducive to study. 


dramatic art. Trips to mountain peaks and 
glaciers. 

Colorado School of Mines, Golden: 1929 
July 1-August 23. 1928E 132. SF Location 
in proximity to mines of all types—for gold, 
silver, coal, clay, oil fields, quarries, etc., 
gives opportunity for field study in mining 
and geology. Altitude 5700 feet. Climate 
heathful and invigorating. Twelve miles from 
Denver. 

University of Denver, Denver: 1929 FT 
begins June 17. 
1928E 820. SF Guest professors, George Mel- 
cher, Supt. of Schools, Kansas City, Mo.; 
Mabel Carney and Sarah M. Sturtevant, as- 
sociate professors, Columbia University, and 
Melvin E. Haggerty, dean of College of Edu- 
cation at Minnesota. Institute of Politics 
with distinguished advisory council. Na- 
tional track and field championships of the 
A. A. U. will take place in the new stadium. 
Botany courses in Estes Park (Rocky Moun- 
tain National Park). 

Colorado College, Colorado Springs: 1929 
June 17-July 26. 1928E 166. SF Dr. Spaeth 
of Princeton will lecture on English litera- 
ture. Mrs. Inez Johnson Lewis, superintend- 
ent of schools of El Paso County, will offer 
a course on problems in rural education. 


Connecticut 


Arnold College for Hygiene and Physical 
Education, New Haven: 1929 July 15-August 
24. 1928E 12. SF Water sports, tennis, danc- 
ing Physiotherapy work. 


ST June 24-August 30. 





April, 1929 


District of Columbia 

George Washington University, Washing- 
ton: 1929 Nine weeks session (Liberal Arts) 
June 17-August 17. Six weeks session (Edu- 
cation) July 1-August 10. Law School FT 
June 17-July 27. ST July 29-September 14. 
1928E 1416. Courses offered for the higher 
degrees. 

Howard University, Washington (colored) : 
1929 June 17-August 14. 1928E 410. SF Edu- 
cational advantages of nation’s capital. Trips 
to historic places. Courses in education. 


Florida 

Florida State College for Women, Talla- 
hassee: 1929 June 10-August 2. 1928E 766. 

University of Florida, Gainesville: 1929 
June 10-August 2. 1928E 1686. SF Situa- 
tion in highlands of Florida. Excellent sum- 
mer climate. Special emphasis in summer 
session on teacher training, especially on 
athletic coaching. Large variety of graduate 
courses offered. 

Georgia 

* Georgia Normal School, Statesboro: 1929 
June 10-July 20. 1928E 605. SF Observation 
school on campus, playground activities, com- 
munity singing, motion pictures, radio pro- 
grams, barbecues, and watermelon cuttings. 

***° Georgia State College for Women. 
Milledgeville: 1929 June 12-July 20. 1928E 
1055. SF Enlarged departments in education. 
English, and languages. Entertainments and 
plays by student body. 

**** Georgia State Womans College, Val- 
dosta: 1929 June 10-July 19. 1928E 309. 

****8 University of Georgia, Athens: 192% 
June 24-August 23. 1928E 2667. SF Institut> 
of Public Affairs; Music Conference and 
week of grand opera. 

Hawaii 

*Territorial Normal and Training School, 
Honolulu: 1929 June 17-July 26, 1928E 1001. 
SF Courses designed to give teachers added 
skill in the various practical arts in order 
that they may know how to “make things’ 
in conducting the activity program. 

University of Hawaii, Honolulu: 1929 July 
1-August 9. 1928E 320 (Fifty-eight from 
mainland of U. S.). SF Course in history 
and civilization of countries about the Pacific 
Ocean. Lecturers from U. S., Japan, China, 
and Australia added to resident faculty. 
Sightseeing tours and _ entertainment in 
Hawaii. . 

Idaho 

*State Normal School, Lewiston: 1929 June 

3-August 2. 1928E 327. 
Illinois 

**** Fastern Illinois State Teachers Col- 
lege, Charleston: 1929 FT June 10-July 19. 
ST July 22-August 30. 1928E FT 803. ST 
202. SF Elementary training school for ob- 
servation and demonstration. 
teaching in summer term. 

**** Northern Illinois State Teachers Col- 
lege, De Kalb: 1929 FT June 10-July 19. ST 
July 22-August 30. 1928E FT 758. ST 250. 

****® Southern Illinois State Normal Uni- 
versity, Carbondale: 1929 June 13-August 28. 
1928E FT 1611. ST 894. 

**** Western Illinois State Teachers Col- 
lege, Macomb: 1929 FT June 10-July 19. ST 
July 19-August 28. 1928E FT 1053. ST 347. 
SF Work in visual education from primary 
into college science. Noted lecturers and 
entertainment. 


No practise 





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mary 
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Jol. 18, No. 4 





*=** Tllinois State Normal University, Nor- 
mal: 1929 FT June 8-July 19. ST July 20- 
August 28. 1928E FT 2394. ST 926. SF 
Geographical and industrial excursions on 
Saturdays. During second term motor bus 
excursion to Washington, Boston, Niagara 
Falls for geographical and historical studies. 

University of Illinois, Urbana: 1929 June 
17-August 10. 1928E 2208. Regular quarter 
of school year. 

University of Chicago, Chicago: 1929 FT 
June 17-July 25. ST July 25-August 30. 
1928E 6480. SF Regular quarter of year’s 
program. Augmented faculty. Sixth Institute 
under the Harris Foundation to be held dur- 
ing first term. Lectures by authorities from 
our own country and from abroad. Special 
courses in sight conservation. Dr. Spearman 
of University of London on psychology of 
learning, and Dr. Blatz of Toronto Univer- 
sity on psychopathic, retarded, and mentally 
defective children, will be notable lecturers. 
Courses on curriculum construction. The 
presidents of Kentucky and Minnesota uni- 
versities and of Iowa State College and the 
Carnegie Foundation for the Advancement of 
Teaching will contribute six lectures each to 
a course on problems of higher institutions to 
be given by Floyd W. Reeves, University of 
Kentucky. Courses in psychology of the child 
by Helen L. Koch, University of Texas. 
Field courses in geology and geography in 
Wisconsin, Missouri, Washington, Idaho, and 
Montana, in Great Lakes region and Alaska. 
Marine biology at Wood's Hole. 

Northwestern University, Evanston-Chi- 
cago: 1929 June 24-August 16 for College of 
Liberal Arts, the Graduate School, and 
Schools of Education, Commerce, and Jour- 
nalism. Music and speech close August 2; 
Law closes August 23. 1928E 2282. Special 
lecturers, recitals, and concerts. 

Wheaton College, Wheaton: 1929 June 17- 
August 9. 1928E 201. SF New courses in 
education and psychology and possiby in reli- 
gious education for Sunday School workers. 

Special Schools—National Kindergarten 
and Elementary College, Evanston: 1929 June 
24-August 3. 1928E 220. SF Courses for 
nursery, kindergarten, and elementary teach- 
ing and supervising; for directors of church 
schools, playgrounds, and parent education. 
Demonstration in school methods based on 
recent scientific studies. 

Pestalozzi-Froebel Teachers College, Chi- 
cago. 1929 June 24-August 2. 1928E 65. SF 
Nursery school education, playground work 
in folk dancing, festivals and pageantry, 
applied art and costume, story telling. 

Columbia School of Music, Chicago: 1929 
June 24-July 27. All departments of music. 
Special courses leading to degrees in public 
school music methods. Band and orchestra 
conductors’ courses. 

American College of Physical Education, 
Chicago: 1929 June 24-August 3. 1928E 100. 
SF All various systems of gymnastic teach- 
ing represented and latest ideas in technic of 
teaching. New dancing material for school 
work. Course in physiotherapy including 
orthopedics and corrective work. 


Indiana 
*Teachers College, Indianapolis: 1929 FT 
June 17-July 20. ST July 22-August 24. 
1928E 278. 
**** Ball State Teachers College, Muncie: 
1929 FT June 17-July 20. ST July 22- 
August 24. 


1928E FT 1504. ST 780. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 125 





**** Indiana State Normal School, Terre 
Haute: 1929 FT June 17-July 20. ST July 
22-August 24. Classes six days a week. 
1928E FT 2500. ST 1400. SF Graduate de- 
partment leading to degree master of arts in 
education. Two-year courses leading to life 
licenses for grade work; four-year courses for 
licenses of all kinds for high-school work. 





HE CAMPANILE of Iowa State College at 
Ames. The beauty of the tower is indica- 
tive of the charm of the other buildings. 


Smith-Hughes 





Library of 110,000 volumes. 
courses. 

Indiana University, Bloomington: 1929 
June 13-August 9. Special three-weeks ses- 
sion, August 10-27. SF Plans to take the sum- 
mer school of music abroad for three months. 
Also research tour, with six semester hours 
of credit, to the World Federation of Edu- 
cation Associations in Geneva, Switzerland, 
July 26 to August 3; schools in six countries 
will be visited and lectures will be given by 
educators of those countries. For the ses- 
sion on the campus there is a good offering 
of courses both undergraduate and graduate. 
Zoology, embryology, and limnology will be 
given at the biological station at Winona 
Lake, Indiana. 

De Pauw University, Greencastle: 1929 
June 10-August 14. 1928E 122. SF Courses 
especially arranged for high-school teachers. 

University of Notre Dame, Notre Dame: 
1929 June 25-August 6. 1928E 1023. All 
regular college subjects fully treated, includ- 
ing advertising, journalism, astronomy, reli- 
gion, salesmanship, and law. 


lowa 


**** Towa State Teachers College, Cedar 
Falls: 1929 June 5-August 23. 1928E 3699. 
On campus 2457. In five branch schools 1242. 
SF Full quarter of twelve weeks. Diploma 
and degree courses in all educational depart- 
ments. Private instruction in voice, piano, 
string and wind instruments. Opportunities 
for golf, canoeing, swimming, and social ac- 
tivities. Dormitories for women. 

Iowa State College, Ames: 1929 FT June 
8-July 17. ST July 16-August 29. 1928E FT 
1533. ST 805. SF Civil engineering sum- 
mer camp; geology field course; forestry 
camp; travel courses; work in horticulture. 


University of Iowa, lowa City: 1929 FT 
June 10-July 19. ST July 22-August 23. 
1928E 4473. SF Full complement of experi- 
mental schools as laboratories for advanced 
students. Iowa Lakeside Laboratory offers 
exceptional facilities for research workers 
in natural sciences. 

Drake University, Des Moines: 1929 June 
11-August 9. 1928E 656. 


Kansas 


**** Kansas State Teachers College, Em- 
poria: 1929 May 30-July 27. 1928E 1697. SF 
Several prominent educators will be added 
to regular faculty; others will come to give 
special lectures. 

****8 Kansas State Teachers College, Hays: 
1929 opens May 28. 1928E 892. SF Rural 
life conference; consolidated school confer- 
ence; series of dramatic productions for 
English teaching; special course in physical 
education and coaching under men of na- 
tional reputation. Emphasis on community 
health education. 

**** Kansas State Teachers College, Pitts- 
burg: 1929 May 27-July 26. August session 
July 27-August 23. SF Lectures by E. E. 
Slosson, Will Durant, Lorado Taft, and 
others. Vocational conference week of June 
3. Excursion to heart of the Ozarks. 

Kansas State Agricultural College, Man- 
hattan: 1929 May 31-July 31. 1928E 918. SF 
School leadership; special 
course for principals of rural schools; course 
for athletic coaches. 

University of Kansas, Lawrence: 1929 FT 
June 12-July 20. ST July 22-August 16. 
1928E 1685. SF Graduate work, especially 
in the School of Education. 

Rocky Mountain Summer School of Me- 
Pherson College (Kansas), Palmer Lake, Col- 
orado. 1929 FT June 10-July 19. ST July 22- 
August 16. SF A beautiful mountain retreat. 
Excellent instruction, superb climate, excur- 
sions featured, nature study a specialty. All 
work accredited. 


for community 


Kentucky 

**** Western Kentucky State Teachers Col- 
lege and Normal School, Bowling Green: 
1929 July 5-August 23. 1928E 2500. SF Lec- 
tures by outstanding educators of the coun- 
try. Attention to needs of rural school teach- 
ers. 

University of Kentucky, Lexington: 1929 
FT June 17-July 20. ST July 22-August 24. 
1928E FT 1122. ST 681 SF Cooking school; 
conference for agricultural teachers; special 
work in higher education, particularly for 
college registrars and deans. 


Louisiana 

*Louisiana State Normal College, Natchito- 
ches: 1929 June 11-August 31. 1928E 1194. 
SF Discussion of live educational questions 
by prominent educators. Emphasis on games, 
play, swimming, boating, and other forms 
of physical education. Convocation of parish 
superintendents of Louisiana in connection 
with supervisory program of the state. 

Louisiana State University and Agricul- 
tural‘and Mechanical College, Baton Rouge: 
1929 FT June 12-July 23. ST July 24-August 
21. 1928E FT 1000. ST 400. SF Library 
school; courses in nursing education as well 
as general courses in education. National In- 
stitute of Cooperative Marketing in session 
during second term. 

Tulane University of Louisiana, New 
Orleans: 1929 June 17-July 27. 1928E 1133. 


126 


SF Educational courses of practical value to 
teachers are added to the regular courses. 


Maine 

Bates College, Lewiston: 1929 July 8-Au- 
gust 16. 1928E 258. SF School for teach- 
ers of secondary education, and graduate 
work. 

State Normal School, Farmington: 1929 
July 1-August 9. 1928E 415. SF Rural school 
work and primary methods. 


Maryland 

State Normal School, Frostburg: 1929 
June 24-August 2. .1928E 110. Special sub- 
jectmatter courses. Advanced theory courses. 

University of Maryland, College Park: 
1929 June 26-August 6. 1928E 626. SF Spe- 
cial opportunities in chemistry, Romance lan- 
guages, agriculture, high-school music. Lo- 
cated in country, eight miles from Washing- 
ton. 

Johns Hopkins University, Baltimore: 1929 
June 24-August 2. 1928E 1107. SF Demon- 
stration school. All grades from kindergarten 
through ninth grade in junior high school. 


Massachusetts 

Boston University, Boston: 1929 July 18- 
August 17. 1928E 1375. SF Large offering 
of courses for superintendents of schools, 
principals, and teachers. Courses in English 
literature and history to be given in London 
by Boston University professors. 

Clark University, Worcester: 1929 July 1- 
August 9. 1928E 220. SF Concentration on 
geography, history, and economics. Transcon- 
tinental trip by motor coach July 1-August 
23, for field work in geography and history. 

Massachusetts Agricultural College, Am- 
herst: 1929 July 1-August 10. 1928E 165. 
SF Professional courses in education, home 
economics, and the sciences. Instruction in 
riding. 

Harvard University, Cambridge: 1929 July 
8-August 17. 1928E 2713. SF Special lec- 
turers in education will be: Leonard Seif of 
Munich, Germany; Jerome Davis of Yale 
University; Walter V. Bingham, director, 
Personnel Research Federation, New York 
City. The field course in geology will be 
held in the Canadian Rockies for five weeks 
beginning June 24. 

Massachusetts Institute of Technology, 
Cambridge: 1929 June 3-September 21. 
1928E 1415. SF Special courses for teachers 
of mathematics, science, and education. 


Simmons College, Boston: 1929 July 1-Au- 
gust 9. 1928E 266. SF Household economics, 
secretarial studies, library science, social 
work, and nursing. College dormitories open 
to women students. 


Michigan 

**** Western State Teachers College, Kala- 
mazoo: 1929 June 24-August 2. 1928E 1944. 
SF Fine program of special events educa- 
tional and entertaining. Weekend excursions 
and matinée tours. 

**** Central State Teachers College, 
Mount Pleasant: 1929 June 28-August 2. 
1928E 1404. SF Lecturers, entertainments, 
and excursions. 

****Northern State Teachers College, Mar- 
quette: 1929 June 24-August 2. 1928E 794. 
SF Location on Lake Superior. Cool climate 
conducive to summer study. Weekend excur- 
sions to points of interest in northern Mich- 
igan. 

**** Michigan State Normal School, Yp- 
silanti: 1929 June 22-August 2. 1928E 2206. 

Michigan State College of Agriculture and 
Applied Science, East Lansing: 1929 July 25- 
August 2. 1928E 632. 

University of Michigan, Ann Arbor: 1929 
All colleges except law June 24-August 16. 
Law School June 18-August 29. (Two terms 
of five weeks each.) School of Education 
includes demonstration and _ observation 
courses; instruction in athletic coaching and 
administration, in hygiene, public health, and 
physical education. Weekend Institutes. 
Biological Station, Douglas Lake, Northern 
Michigan; School of Forestry and Conserva- 
tion, camp in Upper Peninsula of Michigan. 

Battle Creek College, Battle Creek: 1929 
June 24-August 2. 1928E 245. SF Health in- 
formation and training in better health habits. 


Minnesota 

**** State Teachers College, Bemidji: 1929 
June 17-July 26. 1928E 300. SF Location on 
beautiful lake in northern Minnesota; cli- 
mate conducive to summer study. Special 
program of lectures, concerts, and nature 
excursions. 

**** State Teachers College, Duluth: 1929 
opens June 15. 1928E 487. Two hundred 
of the students were doing upper division, 
i. e. graduate work. 

****° State Teachers College, Mankato: 1929 
June 18-July 27. 1928E 448. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


April, 1929 


**** State Teachers College, Moorhead: 
1929 opens June 17. 1928E 362. SF Rural de. 
monstration school. Pupils from rural dis- 
trict brought to college and taught by expert 
rural teacher. Excursions to interesting 
nearby places. A trip to Yellowstone Park 
is offered after the session with credit possi- 
bility. 

**** State Teachers College, St. Cloud: 
1929 June 17-July 26. 1928E 740. SF New 
courses in the senior college and in indus- 
trial arts. Unusual opportunities in rural 
education. 

**** State Teachers College, Winona: 1929 
June 17-July 26. 1928E 387. New courses 
for teachers who are candidates for degree in 
education which Minnesota teachers colleges 
are now authorized to grant, thus preparing 
for high school as well as elementary teach- 
ing. 

University of Minnesota, Minneapolis: 
1929 FT June 18-July 27. ST July 29-Au- 
gust 31. 1928E-5444. SF Fine arts project; 
an institute of physiology, biochemistry, and 
chemical kinetics; an institute on the prob- 
lems of the small town. 


Mississippi 

*State Teachers College, Hattiesburg: 
1929 FT May 27-July 5. ST July 8-August 
16. 1928E 1127. SF Courses in forestry added 
to regular college work. Demonstration 
school of twelve grades. 

University of Mississippi, University P. O.: 
1929 June 10-August 9. 1928E 309. SF 
Course in parent-teacher association work. 
All courses lead to degree. 


Missouri 


***° Southeast Missouri State Teachers 
College, Cape Girardeau: 1929 May 28-Au- 
gust 2. 1928E 1033. SF Lecturers and enter- 
tainers of note. 

**** Teachers College, Kansas City, Mo.: 
1929 June 10-July 19. 1928E 450. SF Sur- 
vey course in education given by eight or nine 
different lecturers from various parts of the 
country. 

**** Northwest Missouri State Teachers 
College, Kirksville: 1929 May 31-August 7. 
1928E 1452. SF Training of kindergarten, 
primary, grade, and high-school teachers. 

**** Northwest Missouri State Teachers 
College, Maryville: 1929 June 4-August 7. 
1928E 1200. 








ert—Corridor in Kamola Hall, Washington State Normal School at Ellensburg. Right—Students’ residence at the Center of 
I , Historical Studies, Madrid, Spain. Notice of this school appeared in Notes and Announcements in the February JOURNAL. 














1929 


ne 


rhead: 
ral de- 
al dis. 
expert 
resting 
> Park 
Possi- 


Cloud: 
* New 
indus- 

rural 


: 1929 
ourses 
free in 
olleges 
Paring 

teach- 


apolis: 
29. Au- 
“oject; 
y, and 

prob. 


sburg: 
August 
added 


tration 


achers 
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achers 
just 7. 
farten, 
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achers 
ust 7. 











Vol. 18, No. 4 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





———— 


**** Southwest Missouri State Teachers 
College, Springfield: 1929 June 3-August 7. 
1928E 1931. SF Noted lecturers and musical 
artists. 

**** Central Missouri State Teachers Col- 
lege, Warrensburg: 1929 May 27-August 1. 
1928E 1950. SF Courses for superintendents, 
principals, and teachers in city, town, or 
rural schools. College rank Class A with 
liberal arts colleges in North Central Asso- 
ciation. 

University of Missouri, Columbia: 1929 
June 10-August 2. 1928E 2105. SF Graduate 
work in education and in arts and science. 
720 graduate students. Masters degree work 
can be completed in four summers. School 
of Mines at Rolla. 

Washington University, Saint Louis: 1929 
June 14-July 26. 1928E 938. SF Graduate 
courses. Special courses in social work; also 
treatment of behavior problem children in 
school. Trips about St. Louis and season of 
openair opera. 


Montana 


University of Montana, Missoula: 1929 
June 17-August 16. SF Regular college 
courses and special courses for teachers, prin- 
cipals, and superintendents. Program of 
social events and weekend excursions to 
mountains, lakes, waterfalls, hot springs, In- 
dian reservation, bison preserve. Glacier 
Park and Yellowstone Park trips possible 
before or after session. 


Nebraska 

**** Nebraska State Normal College, 
Chadron: 1929 FT June 7-July 17. ST July 
16-August 23. 1928E 747. SF N.L. Engel- 
hardt of Teachers College, Columbia, lec- 
turer. The Coffer Miller Players will present 
a group of plays. Annual picnic in Nebraska 
State Park; excursion to the Black Hills, 
scene of the summer White House in 1927. 

**** State Teachers College, Kearney: 
Opens June 10, 1929. 1928E 1174. 

**** State Normal School and Teachers 
College, Peru: 1929 FT June 10-July 17. ST 
July 18-August 23. 1928E 758. SF Classes 
in vitalized agriculture and in character edu- 
cation. 

**** Nebraska State Teachers College, 
Wayne: 1929 FT June 10-July 19. ST July 
22-August 23. 1928E FT 790. ST 447. 

University of Nebraska, Lincoln: 1929 
June 10-August 8. 1928E 3319. SF 110 grad- 


uate courses offered. Field courses in botany, 
geology, agronomy, and surveying. Travel 
courses in geography in both eastern and 
western United States. 


Nevada 


University of Nevada, Reno: 1929 June 17- 
July 26. 1928E 120. SF Serving the needs 
of rural teachers who cannot afford to go out 
of the state. 

New Jersey 


Rutgers University, the State University of 
New Jersey, New Brunswick: 1929 June 24- 
August 2. 1928E 1532. SF Classes in jour- 
nalism and guidance. Courses in clinical 
psychology at the Training School, Vineland, 
MN J. 

New Mexico 

*New Mexico Normal University, East Las 
Vegas: 1929 FT June 8, six weeks; ST July 
18-August 21. 1928E 1200. First session will 
be five days a week with weekend tours to 
interesting places; second session will be six 
days a week. SF Courses in Spanish, south- 
western art, history, and education. Com- 
plete college curriculum. 

*New Mexico State Teachers College, Sil- 
ver City: 1929 FT June 10-July 20. ST July 
22-August 31. 1928E 350. SF Agreeable sum- 
mer climate in Rocky Mountain area; op- 
portunities for outdoor recreation. Several 
prominent educators will be added to regular 
faculty. 

New Mexico College of Agriculture and 
Mechanic Arts, State College: 1929 June 3- 
July 27. 1928E 90. Regular college work 
and work especially for teachers in educa- 
tion, methods, music, and art. Lectures and 
entertainments. 

University of New Mexico, Albuquerque: 
1929 June 10-August 3. 1928E 405. SF 
Affiliation with School of American Research 
at Santa Fe. Field school of archaeology in 
August. Theme “Man and Nature in the 
Southwest” Students assist in excavation, re- 
covering, recording, and museum installation 
of material. 

New York 

****° State College for Teachers, Albany: 
1929 July 8-August 17. 1928E 825. SF 
Courses in pedagogy for college graduates 
wishing to teach in high schools of the state; 
courses in administration to prepare young 


men for principalships or superintendencies. 
**** State Teachers College, Buffalo: 1929 









eFT—Stanford University, California. 


Memorial Church forms an inspiring center to the inner quadrangle. 
| Head, near Arcata, California. Magnificent scenery is an added attraction at Humbolt State Teachers College at Arcata. 


127 


July 1-August 9. 1928E 1026. SF Courses 
carrying credit for degree for teachers in ele- 
mentary and junior high-school field. Spe- 
cial curriculum for school nurses. Courses 
for home economics teachers. 

*State Normal School, New Paltz: 
July 1-August 9. 1928E 359. 

*State Normal School, Oswego: 1929 July 
2-August 10. 1928E 669. SF Vocational con- 
ference; ten days of lectures and discussions 
on all phases of trade education and voca- 
tional guidance. 

Columbia University, New York City: 
1929 July 8-August 17. 1928E 14,007. SF 
Special emphasis on economics, comparative 
literature, government, history, library serv- 
ice, religion, the social aspects ef law, col- 
lege administration, child development, 
health education, and music. Excursions in 
and about New York. 

Teachers’ College of Columbia University, 
New York City: 1929 July 8-August 16. 
1928E 9991. 

Cornell University, Ithaca: 1929 July 6- 
August 16. 1928E 2150. SF Strong courses 
for teachers, especially high and junior-high 
teachers. Campus on Cayuga Lake, with 
streams and waterfalls in vicinity. Excur- 
sions to Niagara Falls and other places of 
interest. 

New York University, Washington Square 
East, New York: 1929 July 1-August 9. 
1928E 4800. SF Course in problems of avia- 
tion in the public schools with cooperation 
of Guggenheim Fund. Physical education 
camp in Palisades Interstate Park. 

University of Rochester, Rochester: 1929 
June 26-August 2. 1928E 852. Full pro- 
gram of courses leading to degrees. Courses 
in kindergarten, elementary, and junior high- 
school education with public schools open as 
laboratory. 

Syracuse University, Syracuse: 1929 FT 
July 2-August 9. ST August 12-September 
13. 1928E 1766. SF General teachers 
courses, public-school music, and school and 
public library courses. Also regular academic 
work in all departments. 

Institute of Euthenics, 


1929 


Vassar College, 


Poughkeepsie: 1929 June 24-August 3. 1928E 
eighty-nine adults. For parents and teachers. 
Nursery school for children from twenty-one 
months to fifty-four months, and a progres- 
sive school for children from five to seven 
years. Courses in mental hygiene, child guid- 





Right—Trinidad 


















































128 


ance, religious education, nutrition, speech 


defects, the family, food production, and 
household technology. 
North Carolina 
**** Fast Carolina Teachers College, 
Greenville: 1929 June 1l-August 23. 1928E 


714. SF New practise school; dormitories 
for 800; weekend trips to Pamlico bathing 
beaches. 

"Appalachian State Normal School, Boone: 
1929 June 4-August 23. 1928E 1354. SF Ad- 
vanced courses; climate cool and delightful 
at altitude of 3700 feet. 

North Carolina College for Women, 
Greensboro: 1929 FT June 12-July 20. ST 
July 23-August 30. 1928E FT 1211. ST 
415. SF observation school, graduate work, 
home economics, library science. 

North Carolina State College of Agricul- 
ture and Engineering, Raleigh: 1929 June 
10-July 19. 1928E 308. SF Karl C. Gar- 
psychologist, and Merle Showalter, 
specialist in science teaching, will be visit- 
ing professors. Industrial arts training will 
be featured. Courses will receive college 
credit. Graduate work materially increased. 

University of North Carolina, Chapel Hill: 
1929 begins June 13. 1928E 1753. SF Travel 
study groups, with credit, in France and 
Germany. Engineering and geology groups 
in western part of North Carolina. Special 
emphasis on graduate work; also special di- 
vision of elementary education with college 
credit. 

Duke University, Durham: 1929 FT June 
11-July 20; ST July 22-August 29. 1928E 
FT 992; ST 402. SF Graduate field work in 
hotany in western part of state. 


rison, 


North Dakota 


*State Normal School, Dickinson: 1929 
June 15-August 30. 1928E 511. SF Summer 
session is a regular quarter of the year. All 
required courses are continued for the whole 
session. Complete courses are offered, how- 
ever, to students who cannot remain through- 
out. . 

**** State Normal and Industrial School, 


Ellendale: 1929 June 17-August 30. 1928E 
324. SF Good summer climate. 
***®* State Teachers College, Mayville: 


1929 June 17-August 30. 1928E 486. SF 
Rural education’ with rural training school 
on campus. State conference on rural educa- 
tion to be held during session. Lectures by 
specialists. 

**** State Teachers Colloge, Minot: 1929 
June 17-August 3. 1928E FT 776. ST 645. 

**** State Teachers College, Valley City: 
1929 June 17-August 30. 1928E 1187. SF 
Excursions to Badlands, Lake Itasca, and to 
Iron Range of Minnesota. Rural demonstra- 
tion school. Special courses for rural teach- 
ers. . 

North Dakota Agricultural College, State 
College Station, Fargo: 1929 June 11-July 
20. 1928E 189. SF Emphasis on courses 
leading to master’s degree. Special work in 
agriculture, biology, physics, and chemistry 
and in education. 

University of North Dakota, Grand Forks: 
1929 June 17-August 9. 1928E 351. SF Spe- 
cial methods and practise teaching in high- 
school subjects, for teachers of the deaf and 
for mental defectives; for bandmasters and 
orchestra leaders. Increased facilities in 
graduate division. 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Ohio 

**** School of Education, Cleveland: (con- 
ducted jointly by Western Reserve Univer- 
sity and Cleveland Board of Education.) 
1929 June 24-August 2. 1928E 1983. SF 
Observation school; reading clinic; speech 
correction clinic; modern language school 
with French House where only French and 
Spanish are spoken; nature guide school and 
camp at Hudson, Ohio, where campfire nat- 
uralists, playground and scout leaders are 
trained; (parents, teachers, and hobbyists 


i CONTRAST between the best 
trained and the poorest trained 
teachers in America is still very great. 
Improvement however is now so rapid 
as to suggest the possibility of reach- 
ing a satisfactory general standard by 
1937, which is the centennial of Horace 
Mann’s secretaryship. The rapid 
growth of the American school system 
is emphasized by a realization that in 
1837 Horace Mann became secretary 
of the Massachusetts State Board of 
Education, the first state school officer 


in America. By 1937, the centennial of 
that event, every beginning teacher may 
well have four years education beyond 
the four-year high school. Some states 
have nearly reached that standard al- 
ready and others are definitely plan- 


ning to do so. In making these ad- 
vances teachers already in the service 
are given opportunities to take courses 
which will bring them the required 
academic standard and at the same 
time make them better human beings 
and better teachers. 





welcome); complete offering in music and 
art; graduate school. 

Ohio State University, Columbus: 1929 
FT June 18-July 24. ST July 25-August 30. 
1928E 3504. SF Dalton Plan demonstration 
school under personal supervision of Helen 
Parkhurst. 

University of Cincinnati, Cincinnati: 1929 
Liberal Arts and Education, June 24-July 30 
and July 30-August 31. Premedical courses, 
June 17-August 10. 1928E 1648. SF Unit 
courses in health and hygiene education. 
Demonstration school on campus featuring 
reorganized primary, and sight conservation. 
Graduate courses in education, Superin- 
tendent Beveridge of Omaha supplementing 
regular faculty in educational administra- 
tion. 

***® Ohio University, Athens: 1929 June 
17-August 16. 1928E 1500. All courses in 
liberal arts and education. Special emphasis 
on physical education and playground work. 

University of Akron, Akron: 1929 June 24- 
August 2. 1928E 549. 


Oklahoma 


***® Northeastern State Teachers College, 
Tahlequah: 1929 May 27-July 26. 1928E 
1803. SF Conferences on rural education, 
extracurriculum activities, and secondary 
school administration. These will be con- 
ducted by specialists and will be of two and 
three days duration. 

University of Oklahoma, Norman: 
June 5-August 2. 1928E 2373. 


1929 








A pril, 1929 








Oregon 


*Oregon Normal School, Monmouth: 1929 
June 17-August 31. Three programs: first. 
full session; second, first half; third, second 
half. Emphasis placed on special depart- 
ments in the platoon school systems, as audi- 
torium work, nature study, science, geog- 
raphy, physical education, music, and art. 
Popular lectures and entertainments in the 
evenings. 

University of Oregon, Eugene and Port- 
land: 1929 sessions held simultaneously June 
24-August 2. Post session in Eugene August 
5-August 30. Total enrolment 1928, 1404. 
SF Geology camp, clinic on atypical chil- 
dren; class in first aid. Trip to Alaska last 
two weeks of post session. 

Pennsylvania 

**** State Teachers College, Bloomsbur¢: 
1929 June 24-August 2. 1928E 378. SF Ele- 
mentary student teaching and demonstration 
school; special opportunity to work for B.S. 
degree; opportunity to qualify for standard 
certificate. 

**** State Normal School, Clarion: 
June 25-August 3. 1928E 419. 

**** State Teachers College, East Strouds- 
burg: 1929 June 24-August 3. 1928E 384. Spe- 
cial work in health education. Situation in 
Delaware Water Gap conducive to delight- 
ful outdoor sports and recreation. 

**** State Teachers College, Indiana: 1929 
dates not determined. 1928E 1140. 

**** State Teachers College, Kutztown: 
1929 June 24-August 2. 1928E 272. SF Prac- 
tise teaching and demonstration school; art 
supervisors course; educational sightseeing 
trips. 

***" State Teachers College, Slippery 
Rock: 1929 opens June 24, 1928E 538. SF 
Advanced work for degree; special courses 
in health education work. 

Pennsylvania State College, State College: 
1929 July 1-August 9. 1928E 2799. SF Two 
nature camps in Stone Valley, fifteen miles 
from college. Continuation of Institutes of 
French Education, English Education, and 
Music Education. An Institute of Progres- 
sive Education under joint auspices of Pro- 
gressive Education Association and Pennsyl- 
vania State College, July 1-July 20. Com- 
posite course in rural school organization 
and administration by six specialists. Spe- 
cial program in geography. Demonstration 
school from kindergarten through junior high 
school. 

University of Pennsylvania, Philadelphia: 
1929 July 1-August 10. 1928E 2272. SF Full 
selection of courses in arts, sciences, edu- 
cation, physical education, fine arts, and com- 
merce. Increased number of graduate courses 
and visiting professors. Penniman Memorial 
Library of Education. Demonstration school. 

University of Pittsburgh, Pittsburgh: 1929 
Regular six weeks session July 1-August 9. 
Eight weeks science course July 1-August 23. 
Downtown session June 10-July 19. Branch 
sessions at Johnstown, Erie, and Union- 
town. 

Carnegie Institute of Technology, Schen- 
ley Park, Pittsburgh: 1929 School of Architec- 
ture, June 17-July 26. Courses for engineers 
and for teachers of music, art, and industrial 
education, June 17-August 9, and July 1- 
August 9. 1928E 755. 

Lehigh University, Bethlehem: 1929 July 
1-August 10. 1928E 466. SF Graduate and 


1929 


1929 


——. 


1929 

first, 
econd 
>part- 
audi- 
geog- 
| art. 
n the 


Port- 
June 
ugust 
1404. 
chil- 


a last 


burg: 
* Ele- 
ration 
BS 
ndard 


1929 


“ouds- 
_ Spe- 
on in 


light- 
> 1929 


town: 

Prac- 
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seeing 


ippery 
5. SE 


purses 


lege: 
* Two 
miles 
tes of 
., and 
ogres- 
f Pro- 
nnsyl- 
Com- 
zation 
Spe- 
ration 
r high 


Iphia: 
P Full 
, edu- 
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ourses 
morial 
school. 
: 1929 
fust 9. 
ust 23. 
sranch 
Jnion- 


Schen- 
chitec- 
jineers 
ustrial 
uly 1- 


» July 
re and 





Vol. 18, No. 4 


Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





— 


undergraduate courses in languages, social 
science, history, engineering, economics, busi- 
ness administration, and education. 

Temple University, Philadelphia: 1929 
July 1-August 9. 1928E 1244. SF Health Edu- 
cation; correction of speech defects; public 
school music; school library’ management; 
commercial education. 

Porto Rico. 

University of Porto Rico, Rio Piedras: 
1929 July 1-August 14. 1928E 1249. SF 
Graduate work in Spanish. Visiting profes- 
sor from University of Granada, Spain, Don 
Fernando de los Rios. Many courses in edu- 
cation and attractive social program. 

South Carolina 


University of South Carolina, Columbia: 
1929 opens June 18. 1928E 480. SF Gradu- 
ate work for teachers. Conferring of de- 
grees at end of summer session. Specializa- 
tion for teachers in field of secondary and 
higher work. 

Winthrop College, the South Carolina 
College for Women, Rock Hill: 1929 June 
25-August 2. 1928E 878. SF Training school 
for observation. 


South Dakota 


**** Northern Normal and 
School, Aberdeen: 
1928E 932. 

**** Eastern State Normal School, Madi- 
son: 1929 June 6-July 19. 1928E 368. SF 
Course in orchestra and band conducting. 

Spearfish Normal School, Spearfish: 1929 
June 10-July 17. 1928E FT 479. ST 165. 
Sightseeing and study trips through the Black 
Hills and to Homestake Mine, Crystal Cave, 
and other places of interest. 

*Southern State Normal School, Spring- 
field: 1929 June 10-July 19. 1928E 212. 
Special courses in art and possibly in social 
hygiene. 

South Dakota State College of Agriculture 
and Mechanic Arts, Brookings: 1929 June 
ll-July 19. SF Courses for teachers as well 
as for regular college students. Popular 
courses for those seeking general culture. 
Advanced work for graduate students. Work 
for master’s degree offered. 

University of South Dakota, Vermillion: 
1929 June 17-July 26. 1928E 254. SF Lectures, 
plays, and social programs. 


Industrial 
1929 June 10-July 19. 


Tennessee 


**** Bast Tennessee State Teachers Col- 
lege, Johnson City: 1929 June 10-August 28. 
1928E 1000. SF Location in mountains. Trips 
to Washington, D. C., Magnolia Gardens in 
South Carolina, Great Smoky Mountain 
Park, ete. 

George Peabody College for Teachers, 
Nashville: 1929 FT June 10-July 20. ST July 
22-August 26. 1928E 2837. SF Course in 
college and university administration by Dr. 
Suzzallo. Courses in philosophy of educa- 
tion and relation of psychology to education 
by Sir John Adams. Courses in modern 
methods of teaching foreign languages by 
Mr. Marchand. 

University of Tennessee, Knoxville: 1929 
June 10-August 23. 1928E 1423. SF Graduate 
courses in vocational agriculture and indus- 
trial education, in home economics, espe- 
cially rutrition and child care, and in many 
departrrents of the university. A nursery 
school will be held from June 10 to July 17. 


Texas 

*Sul Ross State Teachers College, Alpine: 
1929 June 4-August 23. 1928E 774. SF Alti- 
tude 4600 feet. Fine climate, sports, and ex- 
cursions. 

*West Texas State Teachers College, 
Canyon: 1929 June 5-August 27. 1928E 915. 
SF Elevation 3600 feet; summer climate 
comfortable. Weekend trips to Carlsbad 
Cavern and Santa Fe in New Mexico. Spe- 


cial lecture course and musical entertain- 
ments. 





For Educators Who 
Spend the Summer 
at Home 


A TEACHER who was kept from at- 
tending summer school by illness 
in the family, once remarked that that 
summer with odd moments spent in 
reading had so deepened her insight 
that it proved the turning point in her 
career. For those who remain at home 
during the summer the editor of THE 
JOURNAL wishes to suggest the read- 
ing of the following twelve books in 
the belief that they will open many 
doors and windows of understanding: 


How to make the best of life, by | 
Arnold Bennett, Doran 

A history of the freedom of thought, 
by J. B. Bury, Holt 

The teacher's philosophy in and out 
of school, by William DeWitt Hyde, 
Houghton 

A sociological philosophy of educa- 
tion, by Ross L. Finney, Macmillan 

The prophet, by Kahlil Gibran, 
Knopf 
Talks to teachers, by William James, | 
Holt 


| Education for a changing civiliza- | 



























tion, by William Heard Kilpatrick, 
Macmillan 


Play in education, by Joseph Lee, | 














Macmillan. 

The ideal teacher, by George Her- 
bert Palmer, Houghton 

The philosophy of loyalty, by Josiah 
Royce, Macmillan 

Education and the good life, by Ber- 
trand Russel, Boni 

All the children of all the people, by 
William Hawley Smith, Macmillan 











*East Texas State Teachers College, Com- 
merce: 1929 June 4-August 23. 1928E 2207. 
Faculty of trained specialists; lectures by 
nationally-known men and women. 

**** North Texas State Teachers College, 
Teachers College Station, Denton: 1929 June 
2-August 23. 1928E 3434. SF Summer term 
one full third of year’s work. Many of the 
instructors are successful teachers in elemen- 
tary or high-school work during year. Sev- 
eral exchange professors. Full recreation pro- 
gram for evenings. 

Sam Houston State Teachers College, 
Huntsville: 1929 June 3-August 23. 1928E 
1671. Wide range of college credit courses; 
outstanding lecturers. Excursions to sea coast 
at Galveston and to San Jacinto battlefield. 

South Texas State Teachers College, Kings- 
ville: 1929 June 3-August 24. 1928E 787. 


129 





SF “The most southerly state-supported in- 
stitution of learning in the United States.” 

**** Stephen F. Austin State Teachers Col- 
lege, Nacogdoches: 1929 June 5-August 30. 
1928E 1130. 

****Southwest Texas State Teachers Col- 
lege, San Marcos: 1929 opens June 3, 1928E 
1943. SF Courses for experienced teachers 
as well as those preparing to teach. Bachel- 
ors’ degrees conferred at close of summer 
term. 

Agricultural and Mechanical College of 
Texas, College Station: 1929 FT June 10- 
July 20. ST July 22-August 31. 1928E 1041. 
SF Graduate and undergraduate work in all 
technical departments and_ short 
(three weeks) for vocational teachers. 

University of Texas, Austin: 1929 FT June 
4-July 15. ST July 15-August 26. 1928E 
3158. SF Special graduate work for students 
interested in southwest history, geology, and 
education. 


course 


Utah 
Utah Agricultural College, Logan: 1929 
June 10-July 19. 1928E 500. SF Music 


course under Osbourne McConathy, editor of 
Progressive Music series; education under 
Frank W. Hart, University of California; 
dramatic art under Lee Emerson Bassett, 
Stanford; field geology class under E. B. 
Branson, University of Missouri; athletic 
coaching under Robert Zuppke of Illinois 
and Forrest Allen of Kansas; child welfare 
under Mary Sweeney of Merrill-Palmer 
school; recreation under Mary Wood Hinn- 
man of Chicago. 

***8 University of Utah, Salt Lake City: 
1929 June 10 (six weeks). 1928E 741. SF 
Course in British politics by Prof. Charles 
McKinley of Reed College, and one in Chi- 
nese history and civilization by Prof. O. S. 
Johnson of Stanford. Courses in educa- 
tional supervision and administration by 
John G. Rossman, assistant superintendent, 
Gary, Indiana. 

Vermont 

University of Vermont, Burlington: 1929 
July 5-August 14. 1928E 912. SF Location 
on Lake Champlain. Trips to Adirondacks, 
Montreal, and Quebec. Graduate and under- 
graduate work in education, psychology, 
mathematics, and languages. Demonstration 
school. Courses for superintendents and 
principals as well as teachers. 

Middlebury College, Middlebury: 1929 
June 28-August 16. Four distinct schools as 
follows: English at Bread Loaf Inn in Bat- 
tell Forest. Faculty of successful creative 
writers. French in separate house with 
French the exclusive language in dormitory, 
classroom, and social life. Teachers all na- 
tive French except a few specialists in 
method, etc. Spanish conducted in same 
manner. Concha Espina, Spain’s foremost 
woman writer will be on teaching staff. 
Chemistry, the fourth school, is recognized 
as giving the best premedical courses. 1928E 
English 115; French 286; Spanish 83; Chem- 
istry 33. 

Virginia 

****State Teachers College, East Radford: 
1929 FT June 10-July 19. ST July 20-Au- 
gust 23. SF Strong academic courses; also 
home economics, industrial and fine arts. 
Board is twenty-five dollars a month. Pleas- 
ant climate in the heart of the Alleghanies. 































































































THE JOURNAL OF THE 





**** State Teachers College, Harrisonburg: 
1929 opens June 17. 1928E 542. 

University of Virginia, University: 1929 
FT June 17-July 27. ST July 29-August 30. 
1928E 2209. Graduate students, 247. SF In- 
stitute of Public Affairs during second term. 
Speakers of international note. Music festi- 
val. Pleasant summer climate. Beautiful 
campus; comfortable and reasonable ac- 
commodations. 

University of Richmond, Richmond: 1929 
June 17-August 17. 1928E 200. Regular 
work of winter session with emphasis on 
premedical courses. 

College of William and Mary, Williams- 
burg: 1929 FT June 17-July 27. ST July 
27-August 31. 1928E 413. SF Courses in 
Colonial and Western U. S. history; courses 
for teachers and school administrators; 
library science; premedical courses. 

Washington 

*Washington State Normal School, Belling- 
ham: 1929 June 10-August 23. 1928E 1050. 
SF Special courses at Puget Sound Biological 
Station and Mt. Baker Cabin. Special pro- 
vision for third and fourth-year students. 
Unusual recreation program with both moun- 
tains and sea as its arena. 

*State Normal School, Cheney: 1929 June 
3 to August 15. 1928E 800. 

*Washington State Normal School, Ellens- 
burg: 1929 June 2-August 16. 1928E 400. 
SF Location in foothills of Cascade moun- 
tains; dry, temperate climate. Lecturers of 
national repute. Outdoor sports including 
instruction in horseback riding and archery. 
Dramatic and musical productions. New fire- 
safe dormitories for men and women. 

State College of Washington, Pullman: 
1929 June 12-August 10. 1928E 400. SF 
Courses for secondary teachers, principals, 
and superintendents. Private instruction in 
voice, piano, pipe-organ, and violin; also in 
teaching of piano. Attractive summer cli- 
mate; altitude 2500 feet. 

University of Washington, Seattle: 1929 
FT June 19-July 25. ST July 26-August 29. 
1928E 3057. SF Courses in business admin- 





istration, engineering shop, geology, music, 
philosophy, sociology, zoology, and education 
from elementary teacher to high-school prin- 
cipal and superintendent; for industrial and 
vocational teachers. Nineteen visiting pro- 
fessors of note from twelve states. 

West Virginia 

*Concord State Normal, Athens: 1929 June 
10-August 9. 1928E 710. SF Altitude 2700 
feet. Special lecturers; course in Scouting; 
dramatic productions; geographic and _ his- 
torical excursions. 

**** Marshall College, Huntington: 1929 
June 10-August 10. 1928E 1323. SF Practise 
teaching facilities; emphasis on industrial 
and social studies and excellent facilities for 
recreation. 

*Shepherd College State Normal School, 
Shepherdstown: 1929 June 10-August 9. 
1928E 370. SF Location in the beautiful 
Shenandoah Valley. 

*West Liberty State Normal School, West 
Liberty: 1929 June 10-August 9. 1928E 312. 


Wisconsin 


*** Central State Teachers College, Stev- 
ens Point: 1929 June 17-July 26. 1928E 533. 
SF Third Annual Rural Setting-up Confer- 
ence, also Home Economics Conference. 
Nationally recognized leaders at head of 
these conferences. 

**** State Teachers College, La Crosse: 
1929 June 17-July 26. 1928E 457. SF Degree 
course in secondary education and physical 
education. Special coaching school in ath- 
letics. Lectures on elementary, secondary, 
rural, and physical education. 

**** State Teachers College, Oshkosh: 1929 
June 24-August 2. 1928E 520. SF Courses 


’ for teachers, supervisors, and directors of 


vocational education; also courses leading to 
bachelor’s degree. Rural education and su- 
pervision of rural schools will be stressed. 
**** Superior State Teachers College, Su- 
perior: 1929 June 17-July 26. 1928E 650. SF 
Coaching school, nursery school, excursions 
to iron mines and steel plant. Leading edu- 
cators will give special lecture courses. 








NATIONAL EpUCATION ASSOCIATION 


Above is pictured one of its handsome buildings—the library. 





A pril, 1929 








***" State Teachers College, Whitewater: 
1929 June 17-July 26. 1928E 387. SF Lec. 
tures by leading educators of the country, 
Special courses in the principal department 
of the college—commercial education. En. 
tertainment and recreation. 

**** Stout Institute, Menomonie: 1929 June 
17-August 15. 1928E Industrial education 
307; home economics 142. SF Parent educa- 
tion. Special consideration to newer curric- 
ulum content distributions. 

University of Wisconsin, Madison: 1929 
General six weeks session, July 1-August 9, 
Special nine weeks session of Graduate 
School, July 1-August 30. Ten weeks session 
of Law School, June 24-August 30. 1928E 
5065. SF Nine weeks session carries one 
half semester of residence credit toward 
master’s or doctor's degree. Course for 
workers in industry for selected workers. 
Work includes elementary economics, Eng- 
lish, speech, and physical education. Special 
lecturers in psychology from Edinburgh, 
Utrecht, Berlin, London, Leeds, and Am- 
sterdam. Special courses for superintend- 
ents and principals and teachers. 


Marquette University, Milwaukee: 1929 
June 22-August 2. 1928E 796. 
W yoming 
University of Wyoming, Laramie: 1929 


FT June 17-July 24. ST July 25-August 30. 
1928E 1159. SF “Coolest summer school in 
America.” Summer camp in mountains for 
courses in geology, botany, zoology, general 
science, and art. Geology School affliated 
with Columbia; graduate courses in education. 
Mexico 

National University of Mexico, Mexico 
City: 1929 July 2-August 17. 1928E 3235. 
SF Wide variety of courses for students and 
teachers of Spanish; several general culture 
courses for persons having no knowledge of 
Spanish; weekend excursions, under univer- 
sity supervision, to pyramids, ruined cities, 
and other points of archeological, historical, 
or scenic interest; a cool climate (average 
summer temperature of Mexico City, sixty- 
two degrees). 


EORGE Peasopy CoLiece ror TEACHERS, Nashville, Tennessee, has been a pioneer in the education of practise teachers and one of the most 
persistent advocates of the highest scholarship and technical skill. 









1929 
t 30. 
ol in 
; for 
neral 
lated 
tion. 





nost 
ary. 














WELLKNOWN educator once said, 
“Every child has the right to 
know six flowers, six birds, and 

six stars.” 

The national flower poll, which was 
instituted last November by the Ameri- 
can Nature Association of Washington, 
D. C., to get a countrywide opinion from 
school children and adults on the best 
flower to represent the nation, was under- 
taken so that both child and adult could 
exercise his right to know more than six 
flowers. Knowledge of flowers was not 
the only goal, however; the poll, in addi- 
tion to establishing a national emblem, 
was to serve as a conservation force, to 
enlist both young and old as crusaders to 
prevent further flower extermination. 

A quick and enthusiastic response from 
schools, nature clubs, women’s clubs, and 
civic organizations was made to the first 
call for votes. Hundreds of classes bal- 
lotted. Many more will do so during this 
spring and fall. And while the poll was 
planned so that the voting would take 
but a few if schedules were 
crowded, yet a large percent of the teach- 
ers have reported successful flower and 


minutes 


conservation studies built around the in- 








Selecting the National 


Flower 


Pau. F. HANNAH 


American Nature Association, Washington, D. 


terest which was aroused in the campaign. 

Just as the concern engendered by a 
presidential election has been capitalized 
by the teacher to instruct in political 
science and history, so has the interest in 
the national floral referendum been util- 
ized in many classes. The children, in 
this campaign, are voting for the first 
time on a parity with their elders; their 
voice, regardless of age, has here national 
significance. Every child is proud of the 
chance to make himself heard. In studies 
of citizenship, the poll has been used to 
inculcate a sense of civic responsibility. 

The study of national flowers of other 
lands creates a new interest in the his- 
tory class and the student, when he learns 
that America is the only important nation 
in the world without a floral emblem, 
and that he, now, has the opportunity to 
help select one for his own country, feels 
a greater pride in casting his vote. 

In the field of nature study, the state 
flowers, lists of which may still be had 
from the Wild Flower Preservation So- 
ciety at Washington, D. C., might be 
discussed before voting. Surveys have 
been made of the flowers loved nearly to 
extinction by the American people, such 





G. 





as the columbine in Colorado, the dog- 
wood in the East, and the golden poppy 
of California, and the lesson driven home 
that the children, by becoming crusaders 
against promiscuous picking, may signally 
serve the nation. In reading and biog- 
raphy classes the enthusiasm evoked by 
the poll makes excerpts from Thoreau, 
Burroughs, and other naturalists under- 
standable and timely, and the stories of 
their lives more significant. The question 
of which flowers offer themselves best 
for decorative designs and emblems has 
kindled the imagination of art classes. 
The American Nature Association has 
been supplying, upon request from prin- 
cipals and teachers, bulletins containing 
ballots and information on the flowers, 
to help prepare programs. Flower books 
and the writings of naturalists are sug- 
gested for supplementary work. Yet if 
time presses, the first right of the chil- 
dren—that of voting—may be asserted by 
a short survey of the flower candidates, 
a ballot, and a letter to the American 
Nature Washington, 
D. C., giving the number of votes cast 


Association at 


for winners of first, second, and third 
places. A vote from each child is the goal. 


Here are some of the candidates in the national 
flower campaign—above, the wild rose and the 
mountain laurel, and below, from left to right, the 
black-eyed susan, the columbine, and the phlox. 
There are many others. All native wild flowers are 
candidates. Has your school voted yet? Send the re- 
turns to the American Nature Association, Wash- 


ington, D. C. 





{ 131] 









































HE CHILD is the victim of society. 

In his physical environment he is 

helpless until he has been trained 
by his elders. The laws of the state con- 
trol him, though he has no voice in their 
enactment. Social heredity conditions all 
his thinking and feeling and acting. 

lf he is to live normally and happily 
the child must acquire habits which do 
not run counter to society’s needs and 
traditions ; he must have a broad founda- 
tion of experience out of which to build 
sound judgments; and he must have 
tastes and ideals which will lend them- 
selves to the happiness of both himself 
ind others. For these habits, judgments, 
and ideals the child is so largely depend- 
ent on society that it is no exaggeration 
to assert that the child is the victim of 
society. 

He is born without habits, but with 
the capacity to acquire them. His habit 
mechanism provides for the ready forma- 
of habits 
proval and the prompt abandonment of 
those which meet with social rebuke. So 


economical of thought and energy are 


tion which secure social ap- 


habits that much of life is purely me- 
chanical. New situations can be met in- 
telligently only when -habit takes care of 
the familiar phases, releasing attention 
for the unfamiliar tasks that demand it. 
But this very slavery to habit in the daily 
routine emphasizes the need of guiding 
that routine in keeping with the high- 
est interest of society. : 

A school boy, when asked why he used 
profanity, replied, “You can’t help it 
when you hear it all the time; and the 
fellows call you sissy if you don’t.””. What 
objectionable habit of childhood is not 
the product of similar group pressure? 
“You gotta smoke before you can be a 
man,’ echoed a_ twelve-year-old boy, 
when called to task for using cigarets. 


scious neither that he is initiating—or 


The Rights of the Child—Habit 


Haro_p SAxE TUTTLE 


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


These simple instances crudely illus- 
trate the fact that acts are performed, 
and corresponding habits formed, not by 
sheer of the child but as “re- 
sponses”’ to social stimuli and under social 


“choice” 


VERY smallest stroke of virtue or 
Bi vice leaves its never-so-little 
sear . . . The great thing in all 
education is to make our nervous sys- 
tems our allies instead of our enemies. 
—WiiuiaAM James: Psychology 


HE virtuous man is in a kind of 

bondage to righteousness. In view 
of this no one can overestimate the 
ethical importance of habit.—J. R. 
ANGELL: Psychology 


ABITS can be shaped and changed. 

There is no mystery about them. 
It is only when we think of changing 
character that mystery begins. But 
what is one’s character?—only pre- 
dominant habit systems.—Harry A. 
Overstreet: Influencing Human Be- 
havior 


ABITS are conditions of intellectual 
H efficiency . . . The more flexible 
they are the more refined is percep- 
tion in its discrimination, and the more 
delicate the presentation evoked by 


imagination —JOHN Dewey: 
Nature and Conduct 


Human 








pressure. The child's habits are not of his 
own choosing; they are social products, 

The grip of alcohol, opium, or to- 
bacco is no more real, and at times hardly 
more distressing than the grip of habits 
of speech, of voice, of manner of eating, 
of dressing, of play, of honor, of respect 
for property, or of reverence. The child 
is entitled at the hands of society to such 
training in habits as will give him a feel- 
ing of ease and propriety in the most re- 
fined and morally exacting social groups. 

As the child performs an act he is con- 


perhaps confirming—a habit, nor that the 
habit will in later years meet with a dif- 
ferent sort of response from that of the 
present group. The act of ruthless van- 
dalism perpetrated on Hallowe’en wins 
gleeful approval from the gang, just now. 
Fighting a boy from the other side of 
town establishes the possession of a de- 
gree of courage questioned (for effect) 
by one’s backers. Mild gambling in a 
local fair or benevolent raffle wins only 
immediate cake 
from a rival class picnic is smart in the 


praises. “Swiping” a 


eves of one’s own set. A sip of moonshine 
from a bottle cleverly secured by a high- 
school boy represents only a “‘lark’’ for 
the bunch. But the day will come when 
society will inflict sharp penalties upon 
those who destroy property and fight and 
gamble and steal and become intoxicated. 
Does not society owe it to the child to 
direct his habits if it is to hold him re- 
sponsible later for acting upon them? 

So much of his future happiness de- 
pends on the acquisition of habits— 
truthfulness and honesty and chivalry 
and respect for the rights of others— 
that the child could justly insist, could he 
but see the future, that society equip him 
with such habitual tendencies as it will 
demand of him later. 

No system of education which rests 
on knowledge and skill alone can give 
any generation of children their rights. 
Habits must be built, of the sort that will 
bring no social censure, but will rather 
bring social approval. 


“Only the best is good enough for the 
child.” And only the best will discharge 
society's moral obligation to him. “The 
best” is not a catalog of facts which will 
enable him to pass examinations, but 
deeply ingrained character tendencies 
will make him a wholesome, serving, 
happy member of society. 





wn ian Ls ot a ae Bk eee 





it the 
. dif- 
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van- 
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le of 
1 de- 
fect ) 
in a 
only 
cake 
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high- 
” for 
vhen 
upon 
- and 
ated. 
ld to 
n re- 
? 

. de- 
its— 
valry 
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d he 
him 
will 


rests 
give 
rhts. 
will 
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The 
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ICIS 


ing, 








HEN WE, as teachers, catch the vision 
W of the possibilities of organized edu- 

cation; when we dedicate ourselves 
through sympathetic guidance of youth to 
the mission of the development of intellec- 
tual, social, moral, and emotional life, to the 
end that we shall have an intelligent citizen- 
ship where right is might, a nation of home 
builders who forget not the God of their 
fathers, and a beginning of world fellow- 
ship—then we may know that we have not 
stood in vain by the brink of the great river 
of Education, trying to gather a bit from its 
current as it sweeps on into eternity—L. M. 
Fort, president, South Dakota Education 
Association. 


New Life Enlistments 


HALF century spent in the public schools! 

What an opportunity—what a service! 
This is the record of Mary E. McCarty of 
Sioux City, lowa. That some slight recogni- 
tion might be given her, friends and former 
students who are now prominent in the busi- 
ness and professional world, presented her 
with a life membership in the National Edu- 
cation Association. What a fine reward for 
one who has served the profession so long 
and faithfully! There are many who are com- 
pleting years of outstanding service and who 
should receive recognition. If there is such a 
teacher in your community why not start the 
movement and give him this slight reward 
for his years of service and sacrifice? 


Notable records in life membership enrol- 
ment—F. E. Howard, state director for 
Hawaii, has sent in forty-four life member- 
ships since the beginning of the year. R. P. 
Jarrett, dean of West Texas State Teachers 
College, Canyon, has been responsible for 
the receipt of thirteen life memberships since 
the first of the year. Mary A. Lord, Wood- 
row Wilson Junior High School, Sioux City, 
lowa, and state director for lowa, has been 
stimulating interest in life memberships in 
her state to the extent of nine life member- 
ships since January 1. 


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


ALABAMA—Marietta Johnson, Clark C. Moseley, 
Florence Tilman. 

Arizona—J. P. McVey. 

ARKANSAS—Harvey H. Haley. 

Ca.irornia—Charles C. Hughes, George I. Linn, 
B. = Rutledge, Mrs. Ora L. Schieber, R. H. Sten- 
ack. 

Connecticut—Gordon C. Swift. 

District of Co_umBia—Caroline E. Toner. 

Fioripa—William L. Carter. 

— L. Downs, W. S. Nicholson, Jere A. 
ells. 

Hawan—Lily K. Auld, George E. Axtelle, Flora B. 
Brown, Joseph Cravalho, A. Archie Dorsey, Clarence 
B. Dyson, Bernice E. L. Hundley, Floyd M. Johns, 
Edward Kahale, Helen Kangley, Eleanor A. Kellogg, 
Frank Kinnison, M. B. Olival, Paul B. Sanborne, 
Lucy A. P. Seong, James Heen Wong. 

ILurnots—J. C. Wiedrich. 

INpDIANA—John H. Hines, Homer L. Reeves. 

Towa—E, E. Bovee, Margaret Coulter, Gertrude 
Dennison, Fannie Foster, Meta Grandy, Lucy E. 
Hobbs, Agnes M. Samuelson. 

Louisiana—William J. Avery, John T. Cupit, 
Ruby V. Perry. 

: MaryLanp—Angela M. Broening, Eunice K. Crab- 
ree. 

MICHIGAN—Deland A. Davis, Elna E. Nelson, 
Anna T. Reardon. 

MississippPI—W. F. Bond. 

IssOURI—Mary M. Fisher. 


Builders of Our Profession 


New JerseEy—Barbara V. Hermann. 

—_ YorkK—Frank D. Boynton, Rollo G. Rey- 
nolds. 

NortH CAroLina—T. Wingate Andrews. 


NortH Dakota—Agda Olson, Mrs. Myrtle B. 
Porterville, Merle S. Ward. 
On1io—Emma J. Clark, Claude C. Gossett, Mar- 


garet E. Hasemeier. W. C. Kunce, J. V. Nelson, 
James P. Pollock, E. V. Stephan. 
OreEGoN—Mrs. Blanche D. Williams. 
PENNSYLVANIA—Ermest T. Chapman, Galen Jones, 
Grover W. Mueller. 
SoutTH Caro.tina—James P. Coates. 
Texas—L. T. Callicutt, Elva Fronabarger, 
O. Roark. 


James 





Harris & Ewing 


panne acd J. W. Crabtree who was re- 
appointed at the Cleveland convention 
for a fourth term of four years. Mr. Crab- 
tree has been active in the Association since 
1890 and has been its fulltime secretary dur- 
ing the past twelve years of its remarkable 
develotment. Among the many expressions of 
appreciation for his service was a luncheon 
which was given him by the headquarters staff. 





Vircinia—J. J. Kelly, Jr. : 
West Vircinia—Eldred H. Batson, S. Key Dickin- 
son. 
WISCONSIN- 
Ginty. 
Wyominc—Edward M. Thompson. 


Teachers Colleges Lead 


Berens, training institutions are the foun- 
tain-heads of professional spirit. They 
set the pace for their students. The follow- 
ing professional schools for teachers, having 
more than five fulltime members on their 
staff, have reported a 100 percent enrolment 


Josephine Benson, Mrs. Clara W. 


of their faculties for the current year: 


Tempe State Teachers College, Tempe, Ariz. 

Department of Education, Stanford University, Calif. 

Atlanta Normal School, Atlanta, Ga. 

State Normal and Industrial College, Bowdon, Ga. 

Department of Education, University of Kansas, Law- 
rence, Kans. 

Department of Education, University of Kentucky, 
Lexington, Ky. 

Dingley Normal Training School, Lewiston, Me. 

Washington State Normal School, Portland, Me. 

Aroostook State Normal School, Presoue Isle, Me. 


School of Education, Boston University, Boston, Mass. 


{ 133 ] 


Training School, State Normal School, Bridgewater, 
Mass. 

Western State Teachers College, Kalamazoo, 

State Teachers College, St. Cloud, Minn. 

Teachers College of Kansas City, Kansas City, Mo. 

Northeast Missouri State Teachers College, Kirks- 
ville, Mo. 

College of Education, University of New Mexico, 
Albuquerque, N. Mex. 

New Mexico State Teachers College, 
N. Mex. 

Teachers College, University of Syracuse, Syracus>, 
. ae A 

Teachers College, University of Akron, Akron, Ohio 

Columbus Normal School, Columbus, Ohio 

Department of Education, Wittenberg College, Spring- 
field, Ohio 

Warren City Normal School, Warren, Ohio 

Northwestern State Teachers College, Alva, Okla. 

State Teachers College, Bloomsburg, Pa. 

State Teachers College, Indiana, Pa. 

State Teachers College of Slippery Rock, Slippery 
Rock, Pa. 

Department of Education, University of South Caro- 
lina, Columbia, S. C. 

West Tennessee State Teachers College, 
Tenn. 

Armstrong Elementary Normal School, Richmond, Va. 

Ashland County Normal School, Ashland, Wis. 

Marathon County Normal School, Wausau, Wis. 

Territorial Normal School, Honolulu, Hawaii 


Mich. 


Silver City, 


Memphis, 


Several institutions take pride in the fact 
that all members of their faculties are life 
members. The following are among those 
which have achieved this goal: 

Teachers College, University of Florida, Gainesville, 

Fla. 

Department of Education, Dartmouth College, Han- 
over, N. H. L . ‘ 
School of Education, Rutgers University, New Bruns- 

wick, N. J 

West Texas State Teachers College, Can- 
yon, Texas, boasts the largest total N. E. A. 
life membership of any teacher training in- 
stitution in the country. It has sixteen. 


Completed Enrolments 


HE following schools have completed 
few 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the March JouRNAL. 


Ten years 


CoLorapo—Greeley, North Ward. 
OrEGON—Salem, Englewood. 
Nine years 
Inumois—Rock Island, Washington Junior High. 
Nepraska—Lincoln, Bancroft, Capitol, Everett Junior 
High, Hawthorne, Hayward, Park, Whittier Junior 


High, Willard. 
Texas—Beaumont, Junker. 


Eight years 


Nesraska—Lincoln, Belmont, Bryant, Elliott, Hart- 
ley, Longfellow, Normal, Randolph, Saratoga. 


Seven years 


Cauirornia—Bakersfield, McKinley; 
Golden Gate. 

Hawai—Mt. View, Mt. View. 

MicHiGAN—Grand Rapids, Walker. 

NEBRASKA—Omaha, Minne Lusa. 


San Francisco, 


Six ycars 


CairorniA—Oakland, Melrose. 
Hawau-—Hakalau, Hakalau. 
NespraskA—Lincoln, Lake View, 
Oun1o— Mansfield, Carpenter. 
Texas——Beaumont, Averill. 


Prescott. 


Five years 
ARKANSAS—Wilson, Wilson Public Schools. 


Cairornia—Oakland, Cleveland, Crocker Highlands, 
Durant, Elmhurst Junior High, Emerson, Garfield 


Junior High, Hawthorne, Highland, Jefferson, 
Lafayette, Laurel, Maxwell Park, McChesney, 
Peralta, Piedmont Avenue, Rockridge, Stonehurst, 
Tompkins. 
Hawau—Olaa, Olaa. 
INDIANA—South Bend, John F. Nuner. 
MINNESOTA—Minneapolis, Hiawatha, Lowry. 
Missouri—Kansas City, Scarritt. 
Nesraska—Lincoln, Lincoln Public Schools, Ban- 


croft, Belmont, Bethany, Bryant, Capitol, Clinton, 
















134 


Elliott, Everett Junior High, Hartley, Hawthorne, 
Hayward, Huntington, Irving Junior High, Jack- 
son High, Lake View, Lincoln High, Longfellow, 
Normal, Park, Prescott, Randolph, Riley, Sera- 
toga, Sheridan, Supervisors Department, Twenty- 
sixth and O Streets Junior High, Van Fleet, Whit- 
tier Junior High, Willard; Omaha, Madison. 
OreGcon—Portland, Vernon. 
SoutH Dakota—Sioux Falls, Meredith. 
lexas—Beaumont, Magnolia. 
WASHINGTON—Bellingham, Roosevelt. 


Four years 


Cavirorniu—La Jolla, High; Long Beach, Luther 
Burbank; Los Angeles, Garvanza; Ookland, Bella 
Vista, Charles Burckhalter, Dewey, Lakeview 
Junior High, Lockwood Junior High, Roosevelt 
High, Toler Heights, Webster; Santa Maria, Mill. 

Co.oravo—Kremmling, Grade, Union High. 

FLoripa—Fort Lauderdale, South Side. 

Inano—Gooding, Junior High. 

ILuinow—Brookfield, Brookfield Public Schools; 
Rock Island, Lincoln; Saunemin, Township High. 

INDIANA—Butler, High. 

KentuCcKY—Lonuisville, California. 

Maine—Bar Harbor, Emerson. 

MicHiGAN—Grand Rapids, Buchanan, Fairmount. 

Nevapa—Verdi, Public. 

New Hampsnire—Pittsfield, Memorial. 

New Jersey—Atlentic City, Household Arts De- 
partment. 4 

Orecon—Marshfield, Harding. 

PENNSYLVANIA—Chester, Larkin Secondary. 

Texas—Dallas, Cumberland, Sam Houston, Stephen 
J. Hay, William Lipscomb. 

VERMONT—Newbury, Junior-Senior High. 

Wisconsin—Madison, Doty, Lowell. 


Three years 


CaLirorNia—Oakland, Chabot, Clawson Junior High, 
Fruitvale, Golden Gate Junior High, Horace 
Mann, John Swett, Lincoln, Montclair, Parker, 
Prescott Junior High, Sequoia. 

Hawau—aAlae, Holualoa, Hookena, Honaunau, Hono- 
kohau, Kalaoa, Kapapala, Keauhou, Konawaena High 
and Grmmar, Milolii, Napoopoo, Pahala, Puuana- 
hulu. 

ILLINOIS—Chicago, Walter Scott; Cicero, Woodrow 
Wilson; Harrisburg, Dorrisville; Pinckneyville, 
Pinckneyville Public Schools; Springfield, Palmer. 

KANSAS—A ugusta, Garfield. 

Kentucky—Ashland, Coles Junior High, John F. 
Hager, Means. 

Maine—Bath, Mitchell. 

MASSACHUSETTS—Somerville, Morse. 

MicHIGAN—Ludington, Lakeview; Muskegon, Angell. 

MINNESOTA—Minneapolis, Sumner. 


New Jersey—Dunellen, Lincoln, Whittier; Ocean 
City, Central Avenue Grade, Wesley Avenue 
Grade. 


PENNSYLVANIA—Kresgeville, Polk Township High. 
Texas—Dallas, Mirabeau B. Lamar. 
Utran—Grand County, Grand County Public Schools, 
Elementary, High. 
VeERMONT—Johnson, Junior-Senior High. 
al ‘peaaalia aera Sehome; Onalaska, Union 
igh. 


Two years 


CaLirorNiA—Fort Bragg, Fort Bragg Public Schools; 
Oakland, Cole, Franklin, Glenview, Lazear, 
—— Burbank, Merritt High; San Diego, Ca< 
rillo. 

CoLorapo—Canon City, Harrison. 

ConnecTicuT—Norwalk, Putnam; Westport, Green's 
Farms, 

Hawau—Helemano, Lanai City. 

ILtinois—Champaign, High, Lottie Switzer; Cicero, 
Goodwin. 

INDIANA—Evansville, Third Avenue. 

lowaA—West Liberty, West Liberty Public Schools. 

Kansas—Girard, Girard Public Schools, Emerson, 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


April, 1929 





High, Junior High, Lowell, Whittier; 
Cordley. 
Kentucky—Ashkland, John Grant Crabbe, Oakview. 
Maine—Bath, North Grammar; Islesboro, Grade. 
MassacHusetts—South Ashburnham, Emeline Jewell 
Whitney. 
MICHIGAN—Detroit, Burt; Pontiac, Bagley. 
MINNESOTA—Minneapolis, Pierce. 
Missourt—Kansas City, St. Joseph’s Orphans Home. 
Nevapva—Hawthorne, Public. 
New Hampsuire—Keene, Symonds. 
New Jersey—Newark, Elliott Street. 
On1o—Rocky River, Kensington. 


Lawrence, 


Current year 


ALABAMA—Jasper, Union Chapel. 

ArIzZONA—Phoenix, Alhambra. 

Ca.irorNiA—Bakersfield, Washington; Fresno, Po- 
mona; Guadalupe, Grade; Lemoore, San Jose; Los 
Angeles, Alpine Street, One Hundred and Eighty- 
fourth Street; Oakland, Camden, Dimond Heights, 
Fremont High, Hamilton Junior High, Lakeview, 
McClymonds High, Washington, Whittier; Pasa- 
dena, Thomas Edison; Santa Maria, Cook, Ele- 
mentary, Fairlawn. 

Co.torapo—Las Animas, Columbian. 

ConNECTICUT—W estport, Bedford Junior High. 

Georcia—Albany, Broad Street, MacIntosh; Bowdon, 
State Normal and Industrial College; Columbus, 
Sixteenth Street; Dalton, City Park; Metter, 
Metter Public Schools; Monroe, Johnston Insti- 
tute; Monticello, Monticello Public Schools. 


Hawau—Kona Kau Teachers Association, Kailua, 
Naalehu. 

ILtinois—Cicero, Morton Park Elementary, Roose- 
velt; Putnam, Senachwine Community High; 
Riverside, A. F, Ames. 


INDIANA—Meartinsville, Martinsville Public Schools; 
Monticello, Monticello and Union Township 
Schools; New Castle, New Castle Public Schools, 
Benjamin S. Parker, Charles S. Hernley, Holland, 
— C. Weir, Junior High, Omar Bundy, Senior 

igh. 


lowa—Sioux City, West Junior High, Woodrow 


Wilson. 

Kansas—Lawrence, Pinckney; Wichita, Carleton 
Elementary. 

Louisiana—Lecompte, High. 

MatIne—Canton, Canton and Livermore District; 


Madison, Weston Avenue; Monson, Grade, Mon- 
son Academy; Waterville, Grove Street. 

MASSACHUSETTS—Ashburnham, Dolly Whitney 
Adams; Somerville, Burns; Springfield, Frederick 
Harris; Stoneham, Center; Uxbridge, Wheelock; 
Waltham, Lawrence. 

MIcHIGAN—Alpha, Mastodon Township Public 
Schools; Detroit, Cerveny; Hurd, Hurd Training; 
Kalamazoo, Western State Teachers College; Me- 
costa, High; Paw Paw, Paw Paw Training; Port- 
age, Portage Training; Richlend, Richland Train- 
ing; Sault Ste. Marie, Washington. 

MINNESOTA—Duluth, Bryant; Pipestone, U. S. In- 
dian Training. 

Missouri—Springfield, Opportunity. 

MontTANA—Busby, Tongue River Boarding. 

Nevapa—Baker, Public; Eureka, Eureka Public 
Schools, County High, Grade; Tonopah, Grade. 

New HAmpsHiRE—Ossipee, High and Grammar. 

New Jersey—Ridgewood, Union Street; Trenton, 
McKinley, Washington. 

New Mexico—Toadlena, Toadlena Boarding. 

On1o—Barberton, Route 2, Norton High; Cam- 
bridge, Ninth Street; Cincinnati, Whittier; Cleve- 
land, East Clark, Fruitland, Giddings, Kentucky, 
Larchmont, Mayflower, Moulton, Nottingham, Park- 
hurst-Florian, Rawlings Elementary, Settlement, 
Thomas Jefferson Junior High; Dayton, Gorman 
School for Crippled Children; East Cleveland, 
Prospect; Lorain, Highland; Mentor, Junior- 
Senior High, Mentor Village; Willoughby, 
Willoughby Public Schools, Browning, Memorial 
Junior High, Union High. 

Ox.aHoMA—Oklahoma City, Walnut Grove. 

Orecon—S pringbrook, Public. 








PENNSYLVANIA—Bloomsburg, High, Junior-Senior 
High; Hummelstown, Hummelstown Public 
Schools; Jersey Shore, Jersey Shore Public 
Schools; Mifflin, Public; Pottsville, Pottsville 


Public Schools, Bunker Hill, Centre Street, Fish. 
bach, Garfield, High, Jackson, Jalappa, Miners. 
ville Street, Mount Hope, Orchard, Patterson, 
Race, Yorkville. 

SoutH Daxota—Pine Ridge, Public. 

TENNESSEE—Cleveland, Central High; Memphis, 
Lions Open-Air; St. Elmo, South St. Elmo. 

Texas—Big Spring, Midway; Dallas, Cedar Valley, 
Fair Park, John F. Peeler, Lisbon; Fort Worth, 
West Van Zandt; Haslet, Public. 

WASHINGTON—Tacoma, Edison, Larchmont, Mary 
Lyon, Mt. View Sanatorium, Oakland, Parental 
Girls, Park Avenue, Rogers, Washington; Van. 
couver, Columbia, Harney, Roosevelt. 

West Vircinta—McComas, Crane Creek; 
Public. 

WyYominc—E vanston, Brown. 


Norton, 





HIs letter from a school princi- 
pal in North Dakota is typical 
of many received at headquarters: 


Dear Mr. Crabtree, 1 believe it 
was Cromwell who said, “Not only 
strike while the iron is hot, but 
make it hot by striking.” You are 
a good salesman. I am so tired of 
putting your membership letters in 
the wastebasket that I am willing to 
succumb. Keeping everlastingly at 
it has at least made you two dollars 
today and a member of the N. E. A. 
I have put this thing off a dozen 
times in half as many years and this 
is the end. 

I imagine a good many school 
people are in my boat. We go along 
here from year to year tending to 
our rounds of duties and forgetting 
what the world is doing in coopera- 
tion among the industries and pro- 
fessions. I guess we will have to go 
out and get our “relief” by getting 
together and solving our own prob- 
lems as a great many of the farm or- 
ganizations are now doing it, instead 
of dreaming our way to success and 
recognition. 

I want to make one more admis- 
sion, or should I say confession? 
The Seven Cardinal Principles are 
still O. K. They saved my life re- 
cently in having to address the local 
Kiwanis Club on the subject of 
education. They make a most ex- 
cellent outline to follow. 


Inclosed find check. 





President, UEL W. LAMKIN 








organization. 


committee reports, and other regular publications of the Association. 
The payment of $100 gives the privileges of the $5 active membership for life. 

Subscription to nonmembers is $2 per year; single copies, 25 cents. 
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 accordance with the standards of that 


The Journal of the National Education Assediathen. 


Published monthly, except July, August, and September, by the National Education Association of the United States 





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


The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 
One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 


_. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. 
mailing at special rate of postage provided for in section 1103. 








Advertising rates on application. 


Act of October 3, 1917, authorized January 26, 1921. 


Secretary, J. W. CRABTREE 








Members are kindly requested to report 


Acceptance for 





Joy E-mer Morcan, Editor Offices: 1201 Sixteenth Street N. W., Washington, D. C. Haroip A: ALLAN, Business Manager 

















Vol. 








lior 
blic 
blie 
ville 
ish. 
ers- 
s0n, 


his, 


ley, 
rth, 


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ntal 


Vol. 18, No. 4 


— 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





A-109 





A FILM LESSON ON HOT AIR HEATING 


ever before have pupils had 
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experiences which children have never had before—and 


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which only Eastman Classroom Films can give them now. 

As a result, children taught with the aid of these films 
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Everyone associated with any phase of teaching should 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 










| 





practical, 


purposes 
alog. 


Ge 





Chicago, Ill. 











confer- 
ence—President Lamkin has sent invi- 
tations to the ministers of education in 
nineteen 


INTERAMERICAN | educational 


nations of the western hemi- 
sphere asking them to send representa- 
tives to Atlanta for an informal confer- 
ence on organizing an interamerican con- 
ference on education. Mr. Lamkin says: 


The educators in these nations are on most 
cordial terms with each other. This organi- 
zation will help to create a better under- 
standing between the people themselves. I 
look upon this as a most important movement 
and one which will rapidly improve rela- 
tionships. 


OFFicers of the Department of Super- 
intendence for 1929-30 are: President, 
Frank Cody, superintendent of schools, 
Detroit, Michigan; First vicepresident, 
Frank D. Boynton, superintendent of 
schools, Ithaca, New York; Second vice- 
president, Norman R. Crozier, super- 
intendent of schools, Dallas, Texas; Ex- 
ecutive committee, E. E. Lewis, professor 


NOTES and ANNOUNCEMENTS 


of school administration, Ohio State Uni- 
versity, Columbus, Ohio; Frank M. 
Underwood, district superintendent of 
schools, St. Louis, Missouri; Paul C. 
Stetson, superintendent of schools, Day- 
ton, Ohio; David E. Weglein, superin- 
tendent of schools, Baltimore, Maryland. 
TEN years of achievement—During the 
past ten years of remarkable growth 
the Department of Superintendence has 
come of age. Through changes in the 
bylaws, it has been made responsible for 
its own affairs. It has enjoyed the secre- 
tarial leadership of a great administrator, 
S. D. Shankland. It has profited by the 
able, fearless, and consecrated service of 
a succession of gifted presidents. It has 
issued a series of seven yearbooks which 
have already influenced educational prac- 
tise throughout the nation more pro- 
foundly than any other series of com- 
mittee reports in the history of American 
life; it has enlisted in behalf of the edu- 
cational advance nearly 4000 members 








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A PROPHETIC movement—Preschool and 
parent education was the theme of the 
meetings of the National Society for the 
Study of Education. The program was 
based on the Twenty-eighth Yearbook of 
that significant society. This yearbook 
and the Cleveland addresses will give 
new impetus to a movement which will 
vitally affect all education because it 
promises to bring children into the school 
with better physical, mental, and emo- 
tional habits. 


THE NATIONAL Council of Administra- 
tive Women in Education at its meeting 
in Cleveland gave the Ella Flagg Young 
Award for outstanding achievement in 
public service to Mrs. Susan M. Dorsey 
for her conspicuous service as superin- 
tendent of the Los Angeles Public 


(Continued on page A-112) 














“Great white watcher”; quaint Victoria and cosmopol- 
itan Vancouver. Wide choice of routes returning. 


1929 Vol. 18, No. 4 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-111 
SRY TTT 
to your 
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Westward again over the Continental Divide on the 
world’s longest electrified railroad; then the Inland 
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following the electrified road through the Cascades Low 
> to Seattle or Tacoma on Puget Sound. 
| Trips by rail or steamer to nearby points of interest. Summer 
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THe JouRNAL OF THE NATIONAL EpucaTIOoNn ASSOCIATION 








A pril, 1929 





~wWithout a care / 


With all the accidents that spoil vacation time for so many 
Teachers every summer, you can understand with what a feel- 


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(Continued from page A-110) 
Schools. This medal will be awarded each 
year. 

The National Council of Administra- 
tive Women is planning another award 
to be given each year for conspicuous 
service in a particular field of public 
education. This award will be a life 
membership in the National Education 
Association and will be given at Atlanta 
for the first time. 

At its Cleveland meeting, the Council 
of Administrative Women elected as its 
first honorarv life member, Katherine 
Lee Bates, in recognition of her writing 
America The Beautiful. 

Caroline $. Woodruff, principal of the 
State Normal Training School, Castle- 
ton, Vermont, was succeeded as president 
at Cleveland by Olive M. Jones of New 
York University, past-president of the 
National Education Association. 


THe CLEVELAND Convention was un- 
usually successful in offering real help to 
educational workers in a wide variety of 
fields. An English teacher from lowa 
who is working on curriculum problems 
referred to it as “The fullest, richest 
convention program among the five which 
I have attended.” 


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Careful as one may be, there can be no assurance of safety. 
The very best one can do is to exercise the greatest caution 
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‘THE TEACHER surplus—In some sec- 
tions of the United States there are now 
more teachers seeking employment than 
there are available positions. References 
to “teacher surplus’ are beginning to 
appear in newspapers and educational 
journals. There are several dangers in 
this situation. First, that promising talent 
will be diverted from the profession by 
the impression that it is already over- 
crowded. Second, the danger that in 
their scramble for employment teachers 
will underbid each other in their deal- 
ings with shortsighted school boards 
which may sometimes be found in the 
smaller towns and rural communities. 
All students of education know that it 
will be many years before there will be 
an adequate supply of fully trained 
teachers for the nation as a whole. The 
time is now here for a continuous cam- 
paign of interpretation to acquaint the 
public with the need for better trained 
teachers along with a consistent policy 
of steadily raising the standards for 
teacher certification until they have 
reached the level of four years of train- 
ing beyond the four years of high school, 
which is the goal set by the National 


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now in sight of a professionally trained 
teaching staff. Would it not be good 
strategy for the educational leaders of 
each state to resolve now that by 1937, 
which is the centennial anniversary of 
the creation of the first state board of 
education, no new recruits should be ad- 
mitted to the teaching staff who have not 
had this minimum training. 


Time TO Raise Teacher Qualifica- 
tions?—The number of valid teachers’ 
certificates in Illinois is now at least 
2000 greater than the number of teach- 
ing positions. Or, to state the same fact 
in other terms, there is now a large sur- 
plus of licensed teachers. This ought 
to result in the employment of a good 
teacher in every school, or at least in the 
employment of the best teachers avail- 
able; but it does not work out that way. 
For there are still school boards that 
want the cheapest rather than the best, 
and these boards take advantage of the 
large surplus of teachers to get them to 
bid against each other in the matter of 
salaries. This results in some of the 
poorest teachers getting positions, while 
some of the wellqualified teachers remain 
idle. Several graduates of our state 


(Continued on page A-114) 





—— | Jol. 18, No. 4 THe JourNAL OF THE NATIONAL EDUCATION ASSOCIATION A-113 























Annual Convention 


NATIONAL 
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ASSOCIATION 


ATLANTA, GA. 


June 29th - July 5th, 1929 
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THI 


To the Heads of School Parties 
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(Continued from page A-112) 
teacher-training institutions are not 
teaching although wellprepared and will- 
ing to teach. 


in two ways: 


This is a loss to the state 
first, the state is losing its 
investment in the schools to train teach- 
ers; second, the children are being de- 
prived of the services of these trained 
teachers. Since we have such a large 
surplus of licensed teachers, it is certainly 
time to raise our low standards of quali- 
fications for beginning teachers.—T he 


Illinois Teacher. 


NEW BUILDING for headquarters—The 
activities and staff of the National Edu- 
cation Association have grown so rapidly 
during recent years that the buildings now 
used for Headquarters 
seriously overcrowded. 


have become 
The Board of 
Trustees has been studying the problem 
for some months and at the Cleveland 
Convention presented a tentative plan 
for a solution. Secretary Crabtree re- 
ported that the life memberships have 
already developed the permanent fund to 
a point where a sufficient sum is in sight 
to cover the cost of a new building. He 
expressed the belief that with the appre- 
ciation of the life membership which now 
exists throughout the country and the 
earnest efforts of everyone interested in 
the Association five hundred additional 
life memberships would be taken out be- 
fore the Atlanta meeting. This would 
insure enough funds to build and furnish 
a fine eight story steel frame building on 
M Street to replace the old buildings 
back of the fine colonial building which 
would be preserved as an entrance to the 
new structure. Members of the Associa- 
tion may well be proud of this fine show- 
ing. 


Every teacher in America has a large 
stake in the movement for law observ- 
ance which President Hoover has taken 
for the main motive of his administra- 
tion as Mr. Coolidge took economy. 
Schools may now renew their teaching 
of the effects of narcotics with assurance. 
They will find ways of inculcating right 
attitudes toward law and social responsi- 
bility. Education will do more than 
force and its results will be permanent. 


A RECENT statement by William Green, 
president of the American Federation of 
Labor, shows that 165,029 members of 
local unions are now working a five-day 
forty-hour week. 


Concress has passed a provision for 

making a study of secondary education, 

the plan being to use $50,000 in 1929-30, 
(Continued on page A-116) 


929 


not 
will- 
state 
P its 
-ach- 

de- 
ined 
arge 
uinly 
uali- 


‘The 


‘The 
Edu- 
pidly 
now 
“ome 
d of 
blem 
‘land 
plan 
> Tes 
have 
id to 
sight 
He 
ppre- 
now 

the 
din 
ional 
t be- 
ould 
rnish 
ig on 
lings 
vhich 
0 the 
ocia- 
how- 


large 
serv- 
aken 
istra- 
omy. 
‘hing 
ance. 
right 
onsi- 
than 
nt. 


reen, 
yn of 
rs of 
»-day 


for 
tion, 


9-30, 





| 





Vol. 18, No. 4 





eee eames 


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And at the end of your journey—a vacation land supreme 
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>>> > > <<t<«<«<«< | 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





A-115 











GENEVA 
1929 


World Federation of 
Education Associations 


Get the utmost from your Convention trip... 
let this oldest and largest travel organization 
place at your disposal their great resources of 
experience .. . their 200 European offices .. . 
their vast organization of travel experts. 


Our program of tours offer, in addition to the 
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also in Philadelphia 
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_ THE Jou RNAL OF THE NATIONAL EpuCATION ASSOCIATION 









THE WORLD FEDERATION OF 
EDUCATION ASSOCIATIONS 


Third Biennial Conference 
GENEVA, SWITZERLAND 
July 25—August 4, 1929 

Theme: 


International Understanding 
Through Education. 


and Good-will 
















For information, address any of the fol- 
lowing: 
PRESIDENT 
AUGUSTUS O. THOMAS 
State Commissioner of Education 
Augusta, Maine, U. S. A 








VICE-PRESIDENTS 

HARRY CHARLESWORTH 

General Secretary, British Columbia Teac hers’ 
Federation 

614-616 Credit Foncier 

Vancouver, B. C., Canada 

P. W. KUO 

Director, China Institute in 

119 West 57th Street 

New York City, N. Y., U. S. A. 

F RED MANDER 

“St. Aubyn”’ 

Stockwood Crescent 

Luton, Bedford, England 


SECRETARY 
WILLIAMS 


America 





CHARLES H. 
101 Jesse Hall 
University of Missouri 

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S. A. 
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E. J. SAINSBURY 
Cheyne Lodge, Thames Ditton 
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TREASURER 
E. A. HARDY 

President, Canadian Teachers’ 
124 Duplex Avenue 

Toronto 12, Ontario, Canada 


FIELD REPRESENTATIVE 
WALTER R. SIDERS 

1630 Park Road N. W. 

Washington, D. C. 


Federation 





PROCEEDINGS OF 


the Second Biennial Conference 
at Toronto, 1927. 


A volume which is a world-wide survey of 
educational and sociological conditions. 


834 pp., $2.50 prepaid. 









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THE INTERNATIONAL 







STUDENTS fC oom Y 
























A pril, 1929 





(Continued from page A-114) 
and $75,000 
1931-32. These appropriations were rec- 


ommended by the North Central Associ- 
ation of Colleges and Secondary Schools, 
and indorsed by the American Council 
on Education and by the National Edu- 
cation Association at its meeting at Min- 


neapolis. 


Federation of 
Home and School, which is affiliated 
with the World Federation of Educa- 
tion Associations, will meet at Geneva 


July 25 to August 4, 1929. The presi- 
dent, Mrs. A. H. Reeve of Philadelphia, 


has organized a most promising program. 


Wor.p Goodwill Day is to be observed 


May 18. With the signing of the Pact 
of Paris during the past year and the 
coming meeting of the World Federa- 
tion of Education Associations this sum- 
mer, there is great incentive to teachers 
to plan to observe the day in their classes. 


THE AMERICAN Association of Univer- 
sity Professors announces an appointment 
service for college and university posi- 
tions and for research appointments of 
all grades from fellowships to professor- 
ships. The service will supply appoint- 
ing officers with lists of names of those 
who meet their qualifications. It will 
publish brief notices of vacancies in the 
monthly Bulletin. The service is main- 
tained “as a means of facilitating the 
entrance of qualified men and women 
into the profession and of assisting those 


already engaged to gain deserved ad- 
vancement.” 


STATE association headquarters—Several 
state associations now own their head- 
quarters buildings. Among them are 
Pennsylvania, Kansas, Missouri, and 
Michigan. The Journal of the Louisiana 
Teachers Association reports that the 
association executive council has saved 
enough money from its funds to pay cash 
for a building for its headquarters. 


TEACHERS in the public schools of 
Ithaca, New York, will be paid in 
twenty-four equal instalments beginning 
in September 1929. This plan along with 
the single salary schedule is one of the 
reforms sponsored by Superintendent 
Frank D. Boynton, who has just com- 
pleted his term as president of the De- 
partment of Superintendence. 


SuMMER school in Brazil—The Brazil 
Research School at Rio de Janeiro is 
offering a summer session for North 
American students this summer. Courses 
(Continued on page A-118) 


y 


ol. 


] 


Vol. 18, No. 4 THE JouRNAL OF THE NATIONAL EDUCATION AsSOCIATiON A-117 


— - _ — + —— 














































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THE | 


JOURNAL OF 


THE NATIONAL E DUCATION 


ASSOCIATION 


A pril, 1929 




















| 
i} at Atlanta. 


tions. 


desired, your request will receive 





National Education Association—Atlanta, Ga., June 28-July 4, 1929 


The list of hotels given below is for the convenience and information of those desiring hotel accommodations 
The Atlanta Convention and Tourist Bureau is acting as a clearing house for all reservations, and, 
while they desire to have every one placed according to first choice, it is true that the larger downtown hotels 
are filled first, and it will greatly simplify matters if you will state second and third choice in writing for reserva- 
If you will write Fred Houser, Executive Secretary of the Atlanta Convention and ‘Fourist Bureau, 
218 Mortgage Guarantee Building, Atlanta, Ga., stating the date of your arrival and the type of accommodations 
€ prompt attention. 





NAME OF HOTEL | 














ADDRESS 


| Number 
of = ees . 
Rooms 
| With Bath 





Rates per Day for Room Accom- Rates per Day for Room Accom- 
modating One Person 


Without Bath i 



















modating Two Persons 





With Bath | Without Bath 







































i} Atlanta Biltmore. . Went Poachiree.........6..| 560 O08 0065.00) 2...5........ $6.00 MORO iF ora sd ac ok. 
| Henry Grady | Peachtree at Cain........... 500 ee ee eee re eS eee 
| Ansley Hotel N. Forsyth at James St....... 400 eee eee ka 0 5 eee eo 

Kimball House &t.... "eee 400 2.00 and up 1.50 and - 2.00 and up 3.00 and up 
Cecil Hotel Luckie at Cone St. 312 mee ee 4.08 |... css I TRCN IES in ion Sig esha 
Robert Fulton | Luckie at Cone St.. 300 Zoom €.00955.. 09445 2.5. 2. Ee Steere eee 
Georgian Terrace Peachtree at Ponce de Leon. . 256 | 3.00 to 5.00 3.00 | 5.00to 7.00 | 3.50to 5.00 
Aragon Hotel Peachtree at Ellis.......... 200 | 2.00to 3.00 | 1.50to 2.00 | 3.50to 6.00 | 2.00to 3.00 
Winecoff Hotel Peachtree at Ellis........... 200 oo ee 2 ee St gt ee ne eee 
Terminal Hotel. . Spring at Mitchell........... - an a er ee me ee a ee 

Cox-Charlton Hotel. .| 683 Peachtree St............ 150 eee SS eee 
Princeton Hotel Ee Ee ow essences 130 5 aM foaias own 4.0.5 fs s SAMA MUER NE LE [PEM ewe Lee oc 

Marion Hotel ia 5. 5h colagais <4 wie 120 | 2 

Imperial Hotel 355 Peachtree St. N. E....... 119 meee 2.00 |... ce scrhors 4 Be Bess . noc ce eee 
Hotel Hampton | 35 Houston St. N. E......... 105 SE eee Oe ee 
Wilmot Hotei 46 Broad St. S. W........... 100 2 

Oliver Hotel NS EOE, ae See See were 

Mid-Town Inn ji | . eae ae Ck 2 Sree ee ee NOT Pee ee 

Candler Hotel pe a eee 60 | 2, SRY VES. cscs. .] SAD AC TAS 
Scoville Hotel BRL... Sea ee 50 | 2. 

Martinique Hotel....| Ivy and Ellis.............. aS eS 




















(Continued from page A-\16) 
are to be offered in the history, geogra- 
phy, institutions, and social conditions of 
Brazil. Anyone wishing further infor- 
mation about the propesed courses may 
it from Dr. Carlos Delgado de 
Carvalho, at the Institute of Interna- 
tional Education, 2 West 45 Street, New 


York City. 


secure 


SUMMER school courses in Europe—The 
Institute of Intellectual Cooperation of 
the League of Nations is again publish- 
ing a pamphlet giving full information 
about programs of over 100 courses at 
European universities. It can be obtained 
from the World Peace Foundation, 20 
Mount Vernon Street, Boston, Massa- 
chusetts. 


WITH A view to securing information as 
to how their school system could be re- 
organized to meet the needs of humanity 
better, a party of sixty-five San Augus- 
tine County (Texas) teachers visited the 
school system of Webster Parish, Louisi- 
ana, Deceniber 13-14, 1928. The Web- 
ster Parish system has won a national 
reputation because of its success in reach- 


ing democracy in education. A descrip- 





tion of the Webster Parish plan appears 
on pages 103 and 104 of this issue. 


Rapio is to be installed in the high-school 
building of Shenandoah, Pennsylvania, 
by the Rotary Club. Wires will be run 
from the main switchboard to all class- 
rooms. Teachers will have copies of ed- 
ucational programs and will be able to 
tune in on subjects in which their class 
is interested, by simply pressing a button. 
Tue Scuoor of Library Service at Co- 
lumbia University has announced a spe- 
cial course for school librarians which 
will represent one year of work be- 
yond the regular college course. Special 
courses for school librarians are also be- 
ing offered during the summer of 1929. 
Full information may be had from Dr. 
C. C. Williamson, director of the School 
of Library Service, Columbia University, 
New York City. 

A Goop Story—One of the speakers be- 
fore the Department of Rural Educa- 
tion at Cleveland told this story to illus- 
trate the reason why some rural teachers 
are not more effective. Little brother 
was greatly concerned because his small 
sister so frequently fell out of bed. The 


matter was a topic of family conversa- 
tion for days. Finally little brother’s 
face lighted up with a flash of under- 
standing and he exclaimed: “Mother, | 
know why little sister falls out of bed! 
She goes to sleep too near the place 


”? 


where she gets in! 


C. L. PuHELps, president of the state 
teachers college at Santa Barbara, writes 
of the progress of teachers colleges in 
California: 


In January, 1928, we placed all of the 
work of the colleges, including the training 
for elementary teaching, on a four-year, de- 
gree basis. In May we decided to do four 
years of the five of the training of high- 
school teachers in teachers colleges, thus 
working out the combination of four years 
in a teachers college and one year in a uni- 
versity as preparation for high-school teach- 
ing—something which I believe has not else- 
where been planned or undertaken. 

We have started a check to see what our 
progress has been in reference to developing 
faculties in the eight years since we have 
been teachers’ colleges. 


THIS LETTER, sent to the teachers of 

Van Buren County, Iowa, by their super- 

intendent, Cornelia C. Hodges, just be- 
(Continued on page A-120) 
















































































929 


I} 


Jol. 18, No. 4 














EUROPE 


$308 to $1,405 
Send for booklet 


TEMPLE GIO IOURS 


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ANNOUNCING THE ead 
FIRST CARIBBEAN INSTITUTE 


Cruise to Central America and the Caribbean 
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Waiting WiLuiaMs, Director 
Author and Internationally Known Authority on 
Social Conditions 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-119 





A NEW KIND 
OF CRUISE 


Directed by Dr. Sven V. Knudsen, 
Danish-American Educator 


Combine a wonderful summer 
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or Official Tours to World Federation of Education 
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or Around the World Cruises, Dec. 17, 1929, and Jan.11, 1930. 
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emphasis on History, Geography, political and eco- 
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Conducted in cooperation with the United Fruit Co. 
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P A personally conducted party will sail ° national Convention for In- 
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= New Jersey. Approved and Endorsed by Clip and mail coupon today 
h- AUGUSTUS O. THOMAS, Pres., and receive brochure describ- 
us od ‘ ihn Me ing this unparalleled educa- 
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i- Geneva Conference Tour — TRAVEL COMMITTEE nie cunt. 
h- A Motor Tour through Rural England; five days a PTTrItTiit iii liiiiiiiiiiiiiiiiiiiiiiiiiittitttttiitt 
ra in London; all through Holland and Belgium; 4 H 
The oo a ~~ Brussels ; Cc i i } f . . 
over a week in Paris; The World Federation of onducted Tours to choose from. . : 
Education Associations avention i yeneva e oe ‘ . . : 
ir deys)—atth eptional emguinas Mont Blane, British Isles and Continental 4 Dr. Sven V. Knudsen, s 
Chamonix, Castle of Chillon, Montreux, and Tours ® s 
g Lausanne; Milan, then four days in Venice, a week ’ a Room 206 M . 
= im Florence and a visit to Pisa. Gence. Monte Carlo, Booking can now be made : 248 Bovi s : 
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turn by Paris Send for booklet describing in full . 4 oyiston Street : 
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THE JOURNAL OF THE 














ALBERT 


44th YEAR 









































Summer Session 


NORTHWESTERN 
UNIVERSITY 


“By the Shore of Lake Michigan” 


High scholarship standards — 
Beautiful location—Moderate cli- 
mate—Unusual opportunities for 
recreation—Organized trips and 


excursions. 


Liberal Arts 

Graduate School 
School of Education 
School of Commerce 
School of Journalism 
School of Music 
School of Speech 
School of Law 








June 24 - Aug. 17 


June 24- Aug. 2 
June 24 - Aug. 24 


The School of Education 


Wide Range of Courses. Courses specially de- 
signed for Eiesnintendionss. Principals, Supervis- 
ors, Deans, Advisors and Teachers in High 
Schools, Elementary Schools and Teachers of 
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of faculties of other Universities and distinguished 
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Graduate Work. Special attention given to the 


needs of graduate students and experienced 
teachers, supervisors and administrators. 





For bulletin address 
THE DIRECTOR of the SUMMER SESSION 
103 University Hall, Evanston, Ill. 


























LIBRARY TEACHERS 


Library Work in Elementary and 
Platoon Schools is offered during the Summer Session, 








4A course in 

















July 1 to August 10. 











CARNEGIE LIBRARY SCHOOL 
Pittsburgh 






























Summer 
Session 


June 14 to July 26, 1929 











Graduate and Undergraduate 
Courses and Special Courses 
for Teachers. 









Also Courses in 









Music, Social Work, Engineering, Art 




































For special Bulletin of Summer Session, 
address Dean Isidor Loeb, Director of Summer 
Session, Room 204, Duncker Hall, Washing- 
ton University, St. Louis. MR 1096 






















TEAGHERS’ AGENCY 


25 E. Jackson Boulevard, Chicago 
535 Fifth Avenue, New York 

721 Riverside Drive, Spokane, Wash. 
217 E. Williams, Wichita, Kansas 











"a mm 










Superintendents, 
Teachers for 
Schools, 
Colleges 





Grades, 
secure 
ment Bureau. 


where. 
free. 


Best service. 





L$ 
Earn Your Credits in 
Delightful Surroundings 


Come to Vermont. Enjoy splendid facilities for 
study, lake and mountain excursions under Uni- 
versity direction. Superior opportunities for out- 


door life near Lake Champlain, the Adirondacks 
and the Green Mountains. 
Courses are offered for graduate students, those 


desiring credit toward college degrees, teachers 
working for certification credit and those wishing 
to study only for professional self-improvement. 


: Summer Session 
University of Vermont 
July 5—August 14 


A summer school combining excellent educational 
opportunities with recreation and the improve- 
ment of health. 


Write for further information and illustrated 
bulletins 

BeNNeETT C. DovGLass, 

Director of Summer School 


University of Vermont, Room C, Burlington, Vt. 


Burlington 


on-Lake-Champlain 


Principals, 
High 
and State Teachers’ 
promotions 
through this live-wire Place- 
Operates every- 
Booklet 


NATIONAL EpUCATION ASSOCIATION 


ds: 








“Do Your Summer’s Study in 
Vacation Land” 


UNIVERSITY of MAINE 


Summer Session July 1-August 9 


Ideal conditions for summer study and 
recreation. 


Graduate and undergraduate instruction 
in education and teaching subjects. 


Week-end trips to famous beauty spots. 


For Bulletin address: 





MILTON ELLIS, Director 
Orono, Maine 


MIDWEST HOCKEY 
and SPORTS CAMP 


At Wetomachek, Powers Lake, Wisconsin 


Conducted for Women Coaches, Directors of 
Physical Education, Playground Instructors, 
and women interested in Land and Water 
Sports. Latest English Hockey methods, ex- 
pert coaching. Danish gymnastics. Beautiful 
lake, good food, low cost. No routine—your 
time is your own. Register now for one week 
or more. July 17th to August 28th. Address 
Camp Secretary, 5026 Greenwood Ave., Box 
C-939, Chicago, Illinois. 








Mention Tue JournaL when writing our advertisers, 


A pril, 1929 


(Continued from page A-118) 
fore the Christmas holidays, deals pri- 
marily with a series of bank failures 
which recently occurred in that county, 
It is a fine expression from an educational 
leader under such circumstances. 


My Dear Teacher—With my wishes for 
you at this Christmas season I am inclosing 
a suggestion relative to the influence you 
may be able to exert on the morale of the 
children in your charge in this day of finan. 
cial uncertainty. 

Of course, the most pitiful phase of our 
bank failures is the fact that the savings, 
which represent the work and selfdenial of 
many helpless old people, have been swept § 
away. But the most farreaching ill effect is 
the loss of confidence in financial institutions 
on the part of the children. Many Van Buren 
County children have lost small savings ac- 
counts. The figures are small but they represent 
the child’s “all”; they loom large to him, and 
confidence thus shattered is a much more se- 
rious loss to the child than any bank account. 

I believe the teachers of Van Buren Coun- 
ty can help greatly to prevent loss of confi- 
dence in business and to restore that which 
is lost by their attitude in the schoolroom. 
This is a commercial age. Money is an im- 
portant consideration, of course, but more 
important is the possession of loved ones, 
health, and youth. We can always get some 
more money and we can always get along 
with less. Let us emphasize the fact to the 
children and to our communities that so long 
as we have these priceless possessions, that, 
if lost, cannot be replaced, we should look 
into the future with hope and courage and 
not dwell on the unfortunate events of the 
past until we allow them to mar the beauti- 
ful future. In other words, to throw in our 
health and happiness to make our measure of 
loss, already sustained, good. 

Let’s by example and precept help our fol- 
lowers to get first things first and not allow 
an unfortunate circumstance to drive us into 
a worse corner than is necessary. 

Teachers should stand out calm leaders in 
any emergency. Get control of your own 
thoughts and then teach confidence and cheer 
as your last act ig the old year and your 
first in the new year. 


Tue NATIONAL Association of Penman- 
ship Teachers and Supervisors will meet 
at the Hotel Statler, Buffalo, New York, 
April 24, 25, and 26. There will be 
addresses by wellknown educators and 
visits to the schools. 


THE SIXTH annual Music Week is to 
be observed this year May 5-11. To 
secure information about the plans for 
its celebration, write National Music 
Week Committee, 45 West 45 Street, 
New York City. 

Tue NaTIonaL University Extension 
Association announces the date of its 
annual meeting as May 13-15 at Austin, 
Texas. A world conference on adult 
education will be held at Cambridge, 
England, August 22-29. Wellknown 


American educators will speak.