VOL. 18 JUNE, 1929 MAY 3.1 19 NATIONAL EDUCATION | _ ASSOCIATION | 6- jit" Wha 5 { ( (| ‘ Seen mene oe | =! -_ i) ( . ml The Journal for the Next School Year—Editorial Teacher Participation in Supervision—A. M. Hopper The Winnetka Schools—S. R. Logan ‘ Articulation and the Junior High het aii M. Alltucker (3 Wy — = Lf iti { ee t Breadwinning and Soulsaving—Lawrence Pearsall Jacks ' A Philosophy of Work—KaaAlil Gibran , . ; : ay The Commonwealth Teacher-Training Study—W’. Carson Ryan, Jr. = j Recent Verse for Children =Ke i The Changing School—J. Milnor iis oy : [| T % me Mental Health and the Principal—Daniel Wolford Me Rue f Your z ‘ c oster yo f le: Books for Teenie High-School Libraries ti & American Education Week f nai AD | Our State Associations, 1928-29 GAG i} ved | Roll Call of Nations : . . ft pe SF, The Nationwide School Printing Project , Lu 4 ta The Rights of the Child—Attitudes—Harold Saxe T sale gas B ular : Vitalized, Group Study and Faculty Meetings ; : ; ; 2S 4 a Median Salaries Paid City Elementary School Teachers in 1928-29—Statistics | H fifty Tentative Programs of Departments and Allied Organizations FS! f >ssi- =| | The District School—William Ladd Taylor SZ i icial | ¢ a : : / a vish Builders of Our Profession E ice 3 President Lamkin’s Program ‘ ; . Hi yen | The Future of the Bureau of E Iino d. W. Crabtree the Notes and Announcements te a } ga st heir f tless c k. Published monthly, except July, August, and September, by the : i wd. NATIONAL EpuCATION ASSOCIATION OF THE UNITED STATES { " rin 1201 StxTeeENTH Street Nortuwest, WAsuincTon, D. C. | i ch a ; or- 241 Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance AB fort : \ for mailing at special rate of postage provided Ori in section 1103, Act of October 3, 1917, authorized January 26, 1921. f f tion ; Mf The New Wipe AWAKE READERS By CLarA Murray Copiously illustrated throughout The first three books have all pictures in color. Colored pictures appear also in all the other books in the series. Three essentials have been carefully observed: Child Interest Careful and Even Grading Abundance of Reading Matter Whether or not you knew the Old Wide Awake Readers you ought to become acquainted with the New Wide Awake Readers. THE NEW WIDE AWAKE JUNIOR, 65 cents THE NEW WIDE AWAKE PRIMER, 65 cents THE NEW WIDE AWAKE FIRST READER, 70 cents THE NEW WIDE AWAKE SECOND READER, 70 cents THE NEW WIDE AWAKE THIRD READER, 75 cents THE NEW WIDE AWAKE FOURTH READER, 8&5 cents Little, Brown and Company 34 Beacon Street, Boston 221 East 20th Street, Chicago Where hos These Todayr The old gives way to the new—in dictionaries as in automobiles. Your dictionary may be as out-of-date as. these “‘horseless carriages.” Not, however, if it is THE WINSTON SIMPLIFIED DICTIONARY, for On April 5, 1929 the State Board of School Book Commissioners INDIANA ADOPTED STRAYER-UPTON ARITHMETICS FOR EXCLUSIVE BASAL USE IN THE PUBLIC SCHOOLS FOR A PERIOD OF FIVE YEARS —B On April 16, 1929, the Board of Education of BUFFALO, N. Y. also ADOPTED STRAYER-UPTON ARITHMETICS FOR BASAL USE Saal — Published in two, three and six book editions AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta What an Age! Photographs by radio—Ma- chines that think ~ Lights that pierce fog — Gas made from water— Electric shovels that lift 24 tons — Beacons that are visible 250 miles ~ Crewless trains, and cam- eras that record the path of lightning bolts. this work is as modern as the Model A Ford and the And newest Packard Eight. Not only in the inclusion of new words, but in the whole tone and outlook of the book, this dictionary is a true reflection of current American good usage. Its unusual simplicity of defi- nition is but one of its many distinctive and out- standing features. THE WINSTON SIMPLIFIED DICTIONARY $2.64 With Index Advanced Edition ... Intermediate Edition, 44,000 words Primary Edition, 28,000 words Subject to usual school discount CHICAGO ATLANTA what a Dictionary!! New words, present-day meanings of old words, orig- inal illustrations, simple, complete, accurate defini- tions—in every respect The Winston Simplified Dic- . tionary is as modern as the age in which we live — There is an edition that exactly fits your needs. PHILADELPHIA 2) I) SAN FRANCISCO FOR TEXTBOOKS Vol. 18, No. 6 THE JOURNAL OF THE NATIONAL EpUCATION AssOcIATION . — - — = —_ A-151 Insure the oral health of your children by teaching them gum massage Dentists say UICK to profit by the latest discover- ies of the dental profes- sion, the teachers of Amer- ica are now adding to their splendid work of teaching our children to take care of their teeth. They recognize that gum massage is essential to correct oral hygiene, and they are instructing their children in the proper use of gum massage. We have received let- ters from all over the country telling how this healthful activity is being carried on. To quote from a letter from a teacher in Louisiana: “In our tooth brush drill, the children are taught to brush up and down, also ‘behind the ears’ (as we call it) of the teeth, and to massage the gums.” This letter is but a single instance of what is being done in thousands of schools throughout the country. And the future benefits from this widespread practice are well-nigh incalculable, for, in the words of one dental specialist: “If a man or woman reaches adult life with clean, healthy gums, he will probably keep them so for the remainder of his or her life.” How soft foods rob the gums of health Children are the worst offenders in the hasty eating of soft foods that cause the many gum disorders so Children seldom realize the value of coarse foods in maintaining healthy gums. and cleanliness. prevalent today. This diet of ours, stripped of its fibre, robbed of its roughage, does not afford the stimu- lation that healthy gums require. As a result the blood courses but slowly in the gum walls. The tissues become tender and feeble, and break down. Soon a tinge of “pink” ap- pears upon the tooth brush. Knowing full well the difficulties of attempting to change the diet of the nation — that the American people would never go back to a coarse, primitive fare—the dental profession is wisely recommending the best corrective for the damage done by soft foods: a twice-daily massage of the gums, This massage will stir up the sluggish flow of blood in the capil- laries of the gums. It will tone and invigorate the tiny cells, and bring new health and strength to the wasted, depleted gum tissues. As one authority has said in a text book on mouth hygiene: “Healthy gums can bear the same scrubbing as the flesh around the finger nails, and with the same benefit. In fact, the exposed sur- faces of unhealthy, inflamed gums, when given vigorous scrubbing with a stiff brush twice-a-day, will be- come firm and healthy.” Mention Tue Journat when writing our advertisers. Give your children a careful demonstration of the two uses of the toothbrush. Then they will know how to insure their oral health it is as important as brushing the teeth But these recommenda- tions of the dental pro- fession will be of little value unless you, the teachers, incorporate them into the daily rou- tine of the class room. Give your children the benefits of gum massage Give your children a clear demonstration of the use of gum massage. Teach them to brush their gums from the base to the teeth, gently at first, harder later on. Impress upon them the vital importance of spending an extra minute, each time they brush their teeth, to give their gums a gentle but thorough stimulation. This work on your part will go far toward in- suring the coming generation gums that are firm and healthy and teeth that are clean, sound and white. Ipana Tooth Paste is an excellent dentifrice to assist you in teaching children this new habit of oral clean- liness. Not only is it often recom- mended by dentists to tone up the gums as well as to clean the teeth, but its refreshing flavor delights even children, and that, of course, makes things easier. Ipana’s content of ziratol makes it a specific for tender or bleeding gums. Try it yourself if your tooth brush occasionally “shows pink.” But Ipana or no, every educator now has an opportunity to spread the doctrine of better teeth and gums by teaching children the twice- a-day habit of gum massage. Published in the interest of better health, by BRISTOL-MYERS CO., NEW YORK NEW YORK 270 Madison Ave. A New Lead in Geography THE DODGE-LACKEY SERIES }y RicHarp Etwoop Dopce, formerly Emeritus Professor of Geography, ichers College, Columbia University, and Eart E. Lackry, Department seology and Geography, University of Nebraska. The Dodge-Lackey Geographies for schools are human geographies. Today relationships of human groups, economically, commercially, and socially, are the larger world problems. Hence in this series the emphasis is on man himself in relation to his background and the use he makes of the region about him. Here is a series of books that has just as much geography and four times as much pedagogy as any other series. One teacher said these geographies do their own teaching. Numerous fine maps and many interesting half- tones and graphs illustrate the book. Dodge-Lackey Elementary Geography Dodge-Lackey Advanced Geography Rand M‘Nally & Company (Dept. F-95) CHICAGO 536 So. Clark St. SAN FRANCISCO 559 Mission St. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION New APPLETON Books CONTEMPORARY EDUCATION Its Principles and Practice. By Paul Klapper, Dean of the School of Education, College of the City of New York. A modern and progres- sive, systematic survey of the whole field of elementary and secondary education. $2.40. TEACHING AND LEARNING THE COMMON BRANCHES By C. C. Schmidt, Professor of Methods and School Administration, University of North Da- kota. An up-to-date and thoroughly sound trea- tise concerned with the actual class work of the teacher, packed with specific suggestions. $2.25. THE TEACHING UNIT By Douglas Waples and Charles A. Stone, of the University of Chicago. Based on a high- grade piece of research work, this monograph il- lustrates the application of the unit-teaching plan to one unit of junior high-school mathematics. A unique contribution to education. $2.00. JOURNALISTIC WRITING—New Edition By Grant Milnor Hyde, Professor of Journal- ism in the University of Wisconsin. A com- pletely revised and reset edition of the author’s pioneer and successful book on journalistic writing. $1.60. D. APPLETON AND COMPANY 35 West 32nd Street New York June, 1929 BOOKS WHICH OFFER PRACTICAL ASSISTANCE and PROFESSIONAL STIMULATION HUMAN BEHAVIOR: Revised. By STEPHEN SHELDON COLVIN and WILLIAM CHANDLER BAGLEY, $1.60 THE TEACHING OF ENGLISH IN THE ELEMENTARY AND SECONDARY SCHOOL: Revised Edition. By PERCIVAL CHUBB, in press TESTING INTELLIGENCE AND ACHIEVEMENT. By ALBERT J. LEVINE and LOUIS MARKS, 2.00 THE QUESTIONNAIRE IN EDUCA- TION. By LEONARD V. KOOS, $1.25 New York Boston Chicago THE MACMILLAN COMPANY Atlanta Dallas Mention THe Journat when writing our advertisers. ELEMENTARY PRINCIPLES OF EDU- CATION. . By EDWARD L. THORNDIKE and ARTHUR I. GATES, $1.60 FUNDAMENTALS OF CHILD STUDY: Revised. By EDWIN A. KIRKPATRICK, $2.00 PROGRESSIVE PRACTICES IN _ DI- RECTING LEARNING. By ANTHONY RAY PALMER, in press SCHOOL CLUBS. By HARRY C. McKOWN, in press San Francisco LU NU Editorial for June, 1929 The Journal for the Next School Year HE SCHOOL today stands at the center of American life. This gen- eration of teachers faces a chal- lenge to be informed. The need for broad and constant reading is particu- larly great among the teaching group which in a sense stands between today’s progress and tomorrow’s promise to the young people of the world. To main- tain a reasonable familiarity with what is happening requires persistent and thoughtful reading. The teaching profession itself is grow- ing rapidly in numbers and working power. Within a decade the profession has added three hundred fifty thousand teachers to its ranks. It has gained a new conception of the importance of teaching and the absolute necessity for adequate salaries, secure tenure, better working conditions, and provision for re- tirement. Professional associations have come to be significant policy-determining agencies in education. Through these associations—local, state, and national— teachers are coming to have a larger place in civic life. Their influence is helping to shape public sentiment and public policy. Unless public policy is to be dominated by competitive and selfish motives it is essential that the spiritual and noncompetitive groups be alert and active in shaping the values which govern human life. Our professional organizations are therefore pioneer groups seeking to build better communities, better schools, higher conceptions of the art of living as distin- guished from mere existence, higher standards of ethics, better notions of in- ternational relations, higher ideals of home life, more wholesome avenues of leisure, and so on through the list of higher values. To every member of the Association THE JOURNAL goes each school month to help maintain that common back- ground of information and mutual un- derstanding which is the necessary foun- dation of cooperation and advance. THE JouRNAL seeks to interpret the work of the Association and to present new move- ments in education. Said one reader in a recent letter, “Nowhere else in such compact and inviting form do I find so much that is helpful and to the point.” Plans for 1929-30 are now sufficiently developed to insure an even better Jour- NAL than in the past. There will be con- tinued emphasis onschoolsthat are proph- ecies. Mental hygiene, which is prov- ing so helpful in schools that are experi- menting with it, will be still further treated in some of its practical phases. The second cardinal objective of educa- A Service to Members M** thousands of people con- | tribute directly or indirectly to THE JOURNAL each year. The 1929.30 issues will contain: 2 reports of great conventions 100 reports of educational progress in more than fifty states and territories 1000 names 4 pages of Week 9 pages of study of new life members plans for American Education suggestions for vitalized group 9 editorials on current themes 8000 names of 100 percent schools 10 descriptions of schools that are proph- ecies 9 posters for schoolrooms 8 articles on practical character education 9 articles on interpreting the schools to the public 9 articles on mental hygiene 5 articles on the changing secondary schools 10 thought-provoking articles on education for worthy home membership Other articles on significant current themes 5000 statistical facts showing educational progress in the states 150 important books described by appropri- ate notes Information about 200 schools which offer op- portunities in summer sessions Several hundred notes and announcements on matters of immediate importance The equivalent of 4 professional books which would cost $2 each. tion—Worthy Home Membership—will be discussed in a series of articles which bring together a rich variety of material. Phases of this subject which have hither- to largely escaped notice will be devel- oped by pioneer authors and _ thinkers. The statistical tables which throw light on large trends will be continued. Prac- tical character education will have a series of excellent articles. The popular posters for schoolroom use which have appeared in recent numbers will con- tinue. Vitalized group study has now reached a point where THE JOURNAL will em- [171] phasize it as a regular feature. More than eight thousand schools now have 100 percent enrolment in state and national associations. Without additional cost the teachers in these schools have a variety of material which, if carefully read, will offset the narrowing tendency of special- ized work. Many schools are now en- riching the intellectual life of their teach- ers by this delightful process. The series on Builders of Our Pro- fession will be still further developed in keeping with the continued growth of professional activity. There will be many other inviting features. After these years of growth it is in- structive to note the stages in the de- velopment of THE JOURNAL itself. 1. The creation of the Division of Publica- tions in 1920 to coordinate this phase of the Association’s activities. 2. The appearance in January 1921 of the first issue of the new JOURNAL. 3. The development of JourNaL policy through the editorial council and careful study of Association history and resolutions. 4. The arrangement of a procedure for ob- taining estimates from several readers on each manuscript before a final decision is reached as to its use. Each manuscript reader is given the following outline upon which to base his estimate: Tue JouRNAL aims to include only material which Advances the policies for which the Association stands Is clearly written in simple English Appeals as far as possible to all JourRNat read- ers Does not claim more space than the topic justi- fies in a journal devoted to the whole profession Does not cover ground too recently covered by other articles in THe JOURNAL Is accurate in facts cited Helps to round out THe JouRNAL’s treatment of the entire field of education Helps to unify the profession in its attitudes and working policies. 5. Future planning which insures that THE JourNAL will cover carefully and system- atically the important ideas in education in the most attractive way. 6. The development of a plan of reader reports which gives each month a sufficient number of estimates to show which JOURNAL articles prove most useful to various types of readers and which throws much light on what teachers read in addition to THE JourR- NAL. One report is secured each month for each thousand readers. 7. The development of a plan of vitalized group study and faculty meetings which en- ables teachers through discussion to bring out the broader values of the material in the journals of state and national associations. By the sheer worth of its program and 172 THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION the devotion of its pioneer workers the National Education Association has risen to a major place in the life of America. The very existence of this widespread movement is one of the evidences of na- tional purpose and revival. This great organization seeks to elevate education— SUPERVISORY activity which has done much to improve class- room instruction in Louisiana is the group conference. The term, as used here, means a day’s meeting in which the forenoon is devoted to the observation of teaching and the afternoon to the discus- sion of the observed lessons. The confer- ences are usually organized on a parish (county) basis. Two general types of conferences are conducted, one in which the group of teachers participating is de- termined by schools, and one in which the group of teachers participating is deter- mined by grades. The plans for the first type of meeting are as follows: The first step is to select the dates and places for the meetings. The parish superintendent or supervisor selects a number of schools that are to attend the conference and has the teachers from this group meet at a school that is centrally located. By this plan traveling is reduced to a minimum. Teaching is distributed throughout the grades, so that each teacher will observe one or more lessons from the grades he teaches. When it is convenient separate conferences are held for rural teachers and city teachers. If the second plan is followed, the teaching at any meeting is confined to one or two grades. All the teachers of the parish who teach these grades attend the meeting. If the parish is large, a separate meeting is held for each grade, as it has been found that the best results are ob- tained if the number of teachers partici- pating in the conference is limited to about twenty. The plan for either type of conference is essentially as follows: Sessions—Two sessions are held, one in the morning and one in the afternoon. The morning session is devoted to obser- vation instruction. The afternoon session is devoted to a round- table discussion of the lesson observed. Morning session—Four or five lessons are usually scheduled for observation. If the conference is organized by schools, of classroom June, 1929 to preserve, develop, and magnify those elements in the life of our people which make for human excellence and happi- ness. It is dedicated to the finer and nobler things. It can achieve its great purpose only through large use of the printed word. It is the aim of THE Teacher Participation in Supervision UPERVISION is individual in its applicability, and hence is superior to any other agency ot improvement in its poten- tial serviceability and effec- tiveness, but comprehensive in a real and sense is al- most or wholly lacking in many of the smaller and most nearly typical school systems of our country.—I. H. Hart, director of extension, State Teachers College, Cedar Falls, Iowa. the following lessons are usually taught: 1. A first-grade reading lesson 2. A second or third-grade language lesson 3. A fourth or fifth-grade arithmetic lesson 4. A sixth or seventh-grade content subject lesson; as, history, civics, geography, hygiene. This list is only suggestive and the spe- cific lessons to be taught are usually selected by the school principal and the teachers of the school visfted. If the con- ferences are organized by grades, the demonstration lessons include practically all the subjects of the grades. Teaching—The teaching is done by the regular classroom teacher. He is always notified in advance that he is to teach a given lesson, so that he may have time to make adequate preparation. Observation—All observers visit the classroom together. Each teacher takes notes on what is done, writing down any questions he wishes to raise in regard to the procedure followed. Both strong and weak points of the lesson are noted. One of the teachers is usually appointed to lead the discussion for a given lesson. Afternoon session—In the afternoon session, a roundtable discussion of the les- sons observed in the morning is con- ducted. The discussion for a given lesson is conducted by the leader who was ap- JOURNAL to develop a body of reading material which shall be worthy of the spirit of the pioneer founders, which shall express the combined judgment and ex- perience of our best workers, and which shall be in keeping with the place of the Association in the life of America. pointed for that purpose. All other teach- ers, principals, superintendents, and su- pervisors participate in the discussion. It is understood by all members of the con- ference that the discussion is to be strictly impersonal. ‘The work done in the meet- ing is not to be made a subject of dis- cussion with people outside the ranks of the profession. At the close of the dis- cussion of each lesson, a previously named teacher summarizes the discussion on that lesson, stating: (1) what was done; (2) the weak points; (3) the strong points; (4) suggestions for improvement; and (5) suggestions for adapting the proced- ures to one’s classroom needs. At the close of the conference, a general sum- mary is usually made by the superintend- ent or state supervisor. After the meet- ing the general summary is mimeo- graphed and sent to all the teachers who participated in the meeting. The strong points of a group confer- ence, as directed above, are: 1. The teaching is done under as nearly normal conditions as is possible when visitors are present. 2. The teaching is usually superior, thus furnishing good material for study, imitation, or discussion. 3. The teaching ig done under conditions similar to those in which the observers work. 4. The group is small enough for each teacher to feel his responsibility in contrib- uting to the discussion. : 5. The discussion gives an opportunity to reach a common understanding about the out- standing points of each lesson. Another type of conference that plays an important part in unifying the work throughout the state is the state confer- ence for supervisors and superintendents. This conference is held annually and is attended by all supervisors and many su- perintendents. The purpose of the con- ference is to unify the work in super- vision throughout the state and to decide upon objectives that are to be worked for in the future——A. M. Hopper, state supervisor of elementary schools, Baton Rouge, Louisiana. = rt, rT re = 29 ng he all *X- ch he *h- su- It n- tly et- lis- jis- ied lat bo ~— ts; ed- the nd- et- e0- ‘ho irly ‘Ors hus ion, ons ork. ach rib- r to yut- ays ork its. | is su- on- er- ide ced ate ton Schools That Are Prophecies The Winnetka Schools S. R. LoGan Assistant Superintendent of Schools, Winnetka, Illinois HE WINNETKA school system has been called an adventure in free- dom. With the naiveté of a child, this youngster has addressed itself to problems too weighty for the wise and has plunged with childlike directness into the heart and roots of things. It has pressed forward exploringly in the direc- tion of its fancy. Its irreverent rompings in the sacred gardens of pedagogy have made some new tracks and combinations of tracks. Pedagogs from near and far step aside to see what, if anything, the strange marks spell and to note the char- acteristics of this extraordinarily lively infant. Superintendent Carleton W. Wash- burne, who set up the system and infused into it his own boyish spirit, is tremen- dously driven by the ideal which possesses him. His mother, as a lieutenant of Colo- nel Parker, was the first editor of what is now the Elementary School Journal and was also closely associated with John Dewey. She wrote and lectured widely. His father a physician, Carleton’s doc- torate came near being in medicine in- stead of education. His imagination and reformer’s zeal have been tempered by the study and teaching of science and by the responsibility of directing research for many years. A year’s experience in a two-teacher school, and a year as teacher of an ungraded class in a California vil- lage, gave him close touch with children at the elementary level, free from the mechanics of grade organization. The fiery President Burk took him into his faculty at the San Francisco State Nor- mal and heated him and hammered him for some years prior to his advent as su- perintendent of the Winnetka schools. His youthfulness, plus an unusual physi- cal, emotional, and intellectual endow- ment, goes far to explain the rapidity with which his demonstration has been recognized as significant. Winnetka is a beautiful suburb of Chi- cago in the woods along the North Shore. The present school enrolment is about 1800, distributed from the nursery school to the eighth grade inclusive. The junior high school consists of the seventh and eighth grades and part of the sixth. The phrases individual instruction, individual technic, with which Winnetka is associated popularly, seem lately to be a key to the interest of educational philosophers and practitioners every- where and at every level. As they feel the pressure of wholesale organization in every field, people are becoming con- cerned to maintain themselves as_per- sons, masters of, rather than slaves to the A SECOND grade orchestra. These children are learning a music lesson in the best way possible—by working out their orchestra for themselves. They are developing initiative. huge impersonal organization machines which use up and flatten out human beings. In the increasing integration and specialization what is to become of in- dividuality ? Human beings cannot afford to be pawns of corporate power, nor can so- ciety afford to have them as such. The measure of social systems is the individual person. Regimentation and lockstep are not conducive to personal growth. Surely adequate opportunity should be provided in the school for an individual to choose his work and to do it in his own way at his own rate in voluntary cooperation with his fellows. In the making of men and women of hardihood, vision, and initiative, fit for new frontiers, method as well as content is important. Psychological studies have shown how greatly children differ. All learning is individual and is facilitated by selfdirec- [ 173 ] tion. New types of men are produced by modifications in the systems in which they act and individuals working co- operatively may determine the kind of angels they and their descendants are to be and the kind of heaven or hell on earth they may have for a dwelling place. School has been faced to the future and has taken on a religious urge. If children are young gods of creation, each is in- finitely precious for his own peculiar potentiality. Religion and democracy call for a more personal type of schooling. People are at last eager to use their schools for democ- racy, realizing that reasoned freedom, initiative, selfcontrol, equality, and the exercise of mutual responsibility in the school are essential to abundant personal life and social progress in the larger com- munity as well as in the school com- munity. A statement of faith for the Winnetka schools, in common with many others, would be in part somewhat as follows: Progressive education is scientific and ap- preciative rather than dogmatic and ar- rogant with regard to human relation- ships. It seeks to develop personal powers, independent thinking, a practical good- will, and cooperative abilities. Jt aims to liberate rather than to indoctrinate. \t endeavors to prepare for a changing order by purposeful living in an order which changes in response to human will. It is an enthusiastic expression of faith in democracy and faith in democratic methods and motives in school. It stresses the psychological rather than the logical. It seeks freedom through the discovery and use of law. Knowledge can best be attained by the pupil on his own attack. Winnetka boldly tries to act out its belief in a cooperative school socicty adapted to the pupil’s maturity. The personal-social side of education, which until recent years has been taken care of by home and neighborhood con- ditions formerly prevailing, has always been individual rather than class in type, and, by its nature, must be largely so. According to the guiding philosophy of the Winnetka system the test of a school is fourfold: 1. There is a body of common facts and skills which all should acquire certainly and } i] af ' b | 174 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION economically in preparation for adult life in modern society. A technic of selfdirected study and progression through mastery has been developed for this need. 2. Abundant, happy living in the now of childhood is an end in itself as well as per- haps the most fruitful means of preparation for further life. 3. Imagination, originality, and creative- ness, resulting in uniqueness of personality, are essential to happiness, through selfexpres- sion, and to social enrichment and progress. 4. The emotions, habits, and skills of social membership and interdependence must be in- tensified in school life and expanded by ac- tual and imaginative participation into a vital program of social selfidentification and subordination; into adequate character. The plan by which children vary freely in their rate of progress through certain subjectmatter has attracted more atten- tion than any feature. Children spend about half of their time in this tvpe of work. It is the basis of promotion. In general the rest of the time is occupied by appreciative, creative, and social enter- prises and activities the doing of which is its own reward. The mastery work is laid out in units called goals. Each child practises and checks his work by means of selfteaching text material until he has apparently mastered a unit. Then he takes an official test covering every point, and receives an OK in his goal book if his performance is 100 percent of the standard set. If he fails to show mastery, he practises again, guided by the results of the test, which show his weak points, and takes another form of the same test. The teacher gives oral encouragement, usually to one child at a time but not infrequently to a group who are having the same difficulties. Assignments are not other T .THE left—working out farm ideas. Right—Thatching a house in connection with social studies. social conditions does not soon leave these children when they have actually seen the surroundings in which people are living. by class but are individual and in large undertakings which are broken up into units. Jhere are no recitations for the purpose of showing the teacher what one knows or does not know. The tests and personal supervision take care of thisneed much more thoroughly and economically. There is, on the other hand, much more discussion in contemplation of action than traditional type schools afford. It is understood between the teachers and the pupil, and by the pupil with ref- erence to all others, that he is undertak- ing to educate himself, that he is re- sponsible for his progress, and that his progress in “tool subjects” is to register as directly and obviously as it does in a game of golf. There are no “model reci- tations.” If there is any pursuing to be done let the child pursue the teachers and his studies rather than be pursued by them. The ultimate object is to foster those dispositions and habits which con- stitute power in discovering and solving problems. The value of information and skills as ends is secondary only. The real question is, what is happening to the child, rather than the question of quantity of knowledge or status. An experimental nursery school is maintained at one school. Each elemen- tary building has kindergarten classes. Children are admitted into first grade work on the basis of the average of their mental and chronological age. There are often two or more groups per grade in each elementary building. The elemen- tary school is not departmental. In the junior high school there are six or seven groups, according to specific These first graders are getting a practical insight into the way a farm is managed. There is a deeper learning in these activities. June, 1929 abilities, in each grade. In no case is such classification fixed and rigid, nor does jt interfere with strictly individual rates of progress for each child. In the depart- mental organization of the junior high school such grouping is by subject and adjustments are easily made by the pupil’s adviser. Any individual’s requirements in any group may be modified upon the advice of the psychologist. It must be remembered that every child is_ pro- grammed as an individual, not as a mem- ber of a group. A time schedule is used in both elementary and junior high schools, but in the latter, particularly, many children are not required to adhere to it. Promotion is continuous, although most of the changes are made yearly. Such placement is determined by social and physical characteristics and to a less extent by subject achievement and is sup- posed to provide the association most con- ducive to the given child’s development. Usually an individual’s work in a room or class does not range over more than one or two grades. Grade divisions in subjectmatter are still recognized but they will probably be dispensed with as soon as expediency permits. While a child’s progress is entirely independent of that of the rest of the class, and there is consequently no uniformity in the class, each child, by budgeting his time, main- tains an approximate evenness in his rates of progress in the various school subjects. In the “appreciative, group, and crea- tive activities” there is no question of promotion. The child participates . and Knowledge of = co be th sc sc th n uch S it S Of art- igh and Dil’s S$ in the be Dro- em- ised igh rly, here ugh irly. cial less sup- con- lent. Dom han but h as le a it of re is lass, \ain- his hool ‘rea- n of and Vol. 18, No. 6 THE JOURNAL OF THE NATIONAL EpDUCATION AssocIATION 175 contributes in these, whatever they may be, merely as a matter of course, without thought of promotion. Each type of school work totals about half of the school day, the one kind alternating with the other by varying periods of thirty to ninety minutes. No one is ever “failed” and “repeated.” The pupil’s success is assured in all sub- jects but his rate is commensurate with his own efforts and aptitudes. He com- petes with his own record only. There are no competitive marks. The wage sys- tem in school is capable of obscuring and perverting appropriate drives. Let chil- dren think more in terms of giving and less in terms of getting. Certainly the motive of acquisitive competition is culti- vated by agencies outside of school so intensively that there is less of this left for the school to do than to undo. Teach- ers who cannot rely upon this cheap and often harmful incentive may hope to use worthier methods more expertly, and so lay a saner foundation of happiness and success in the lives of children, and to stimulate social improvement mutual aid. The chief incentives depended upon are the intrinsic interest of the job, pride of workmanship, ambition to reach a through higher level of achievement in the social and creative activities, the thrill of crea- tive participation, and in general the pleasure of meeting the approval of one’s fellows. Cramming and undue emphasis upon the acquisition of knowledge are avoided as far as possible. Knowledge is merely a tool which can gain virtue only from the manner of the acquisition and the character of its use. The best that can be done with the three R’s is to attack them with a technic which is so efficient that it saves time for more vital experi- ence ; which results in increased initiative, selfreliance, perseverance, and _ responsi- bility in the learner; which promotes a favorable set of mind toward school and learning; and which, by time economy, makes possible participation in creative and social activities which engage the emotions and build character and taste. Usually children go into the junior high school as rapidly as they acquire suitable proficiency in the tool subjects. However, this can be delayed easily for immature children by increasing their committee and individual service to the school, by allowing them more music, art, dramatics, some seventh grade in- dividual work, and special projects, and by making junior high-school electives available. Once in the junior high school they can be well occupied a year or so longer than the average if age, health, social maturity, grasp of subjectmatter, or other conditions seem to favor it. The twenty-four or thirty elective courses available in addition to constants, are more than even the fastest workers can do in the two years. Thus undue accelera- tion as well as excessive retardation is prevented. A child should never be pro- moted into high school as a member of a class but upon the merit of his individual case. A strong sense of membership in the school and all parts of it is cultivated, but grade membership, which tends to set up i EFT—Studying Greece, fifth-grade children made a play and appropriate properties. the same graduation time for all regard- less of differences, is minimized. Decisions upon policies, standards, and procedures are tentative, pending further evidence. There is a constant checkup. The research department, which employs five workers, is considered indispensable. A seminar is conducted for teachers who wish to engage in research. A class in psychology is maintained by the depart- ment of child guidance to train teachers better to understand behavior. Another class for teachers in children’s dramatics is also open. Courses in educational so- ciology and in art are maintained. One evening monthly teachers meet to discuss current thought in politics, sociology, literature, or art. Usually the discus- sion centers around the talk of a guest of distinction in one of these fields. Everyone enjoys the completest freedom of opinion and speech. Enthusiasms are appreciated but the disposition toward the scientific attitude in judging human situations is valued highly. In the schoolroom a conscious effort is made to promote the spirit of inquiry and to practise the elements of the scientific method. Determination of objectives, the placement of subjectmatter for economy of learning and retention, comparison of technics of measurement of results, impregnation of the’ school atmosphere with the zeal, humility, toler- ance, and fearlessness of science in its best aspects—these characteristics Win- netka considers essential in progressive education. For some time two psychologists have given full time to prevention and correc Here art and history are combined. Right—Trying out boats of their own construction. By this kind of work the children develop initiative, resourcefulness, and an appetite for achievement. As Joseph Lee says, what creative art is to the grown-up, constructive play is to the child. 176 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tion of “problem cases.” This work has just been expanded through the generous Mr. and Mrs. Alfred Alschuler, the Rosenwald Fund, and the cooperation ot Illinois Institute of Juvenile Research with the Board of Education to provide a wellhoused and wellmanned experi- mental unit for child guidance. The wing built for this purpose will also house an experimental nursery school which has been in operation one year at another lo- cation. The development of the children not in attendance, of a control group matched in number, intelligence quo- tients, age, health, sex, and home condi- tions, is being checked as carefully as possible in comparison with the children attending the nursery school. Many other experiments have been carried out or are now in progress. Practise of the theory that education consists primarily of richly living now is furthered by the rule that tool subjects as such must not occupy more than half the time. On the positive side this practise is reinforced by supervisors in art, man- ual arts, music, nature study, physical education, dramatics, and social activities. In this general field projects, problems, socialized class meetings, dramatization, and all sorts of vitalizing activities flour- ish in their own right, correlating the various departments of interest but never dragged in merely to show the need of and to stimulate interest in arithmetic, spelling, reading, writing, and the com- mon social facts. There is no end of ac- tivity but none of it is extracurriculum. A few words further concerning the theory underlying the socialization pro- gram. A society within society, the school needs to be looked upon as the new world in embryo. It may richly provide types of social organization which sociologists designate as primary, intermediate, and secondary. To bring about effective, re- sponsible membership, or partnership, of every child in the infinite series of identi- fications which constitute expanding hu- man life is the allinclusive job of the school. School management should use the sociological laws of expansion and , limitation, and cunflict and harmony, to engage children in these creative partner- ships, on a high moral plane, as fully and as rapidly as possible. Such a program of social control and character development represents a revolutionary departure from the type of school where cultivation and direction of the emotions are given little systematic attention except as they relate to learning book assignments. As it is difficult to measure products in this field, technic of instruction and’ evaluation of June, 1929 method and objectives are only conjec- tural. All children and teachers participate in making and executing and revising programs of school control. This is done through individual selfgovernment, com- mittee service for all, advisory rooms as the political unit, councils, assemblies, newspaper and magazine, principal’s con- ferences, a “selfreliant” program and in other ways. The physical education pro- gram aims at Social practise is under constant analysis especially socialization. and is kept as much as possible on the level of sincerity and devotion. It is not do as you please. On occasion teachers exercise authority on their own initiative as well as in response to the demand of the children. Social study is pursued as one subject with the whole community as its field and the whole school as its laboratory. At the junior high-school level it is in the nature of sociology, economics, and politics studied for light on future con- duct, to promote understanding as a means for improvement of the immediate school environment, and in the organiza- tion and direction of society. History, geography, and civics are included as one unit. In the elementary grades children reproduce as graphically as possible cul- tures representative of various stages of social evolution. They plan and work out together all sorts of enterprises. There are numerous excursions to ob- serve civic, social, industrial, scientific, and fine arts institutions at work and these in turn are brought into the school through representatives. The city health officer and the city manager are, in ef- fect, members of the instructional staff. Children participate in the work of com- munity agencies for social amelioration, Business enterprises in the school are in- tended to engender professional perspec- tive in business. There are many explora- tory electives and many children’s clubs. An orientation course which is required in the seventh grade includes a candid study of human reproduction and the home as a social institution. In art, dra- matics, and free composition, expression and creativeness are emphasized first and accuracy follows more or less inciden- tally. A great deal of art, dramatics, man- ual construction, and oral composition is done in connection with research projects in social studies activities. One means by which the relationship between freedom and responsibility is dramatized in the life of the junior high school is the “selfreliant program,” as it is called. This is one of the “radiant points of social control.’’ Children who achieve this status are practically free from the class schedules and may budget their time in the manner that seems to them most conducive to the welfare of themselves and the school. They expect a maximum of service and a minimum of selfishness from themselves and no priv- ileges. The school’s expectations of them are also formidable. It is looked upon not as a privileged but as a harder way of life, desirable because of its superior satis- factions. ; The number in this advanced course in citizenship varies from about one fifth of the enrolment at the opening in the fall to about one half at the close in the spring. The standards are not fixed, but are constantly evolving in the tradition of the school and in the social growth of each individual person. To reach this selfreliant standing a child must have his application passed upon by his social prob- lems class, the schaol council, other “‘self- reliant” pupils, and the faculty. Thus every child in school assumes responsi- bility of evaluating an applicant with reference to standards of selfreliance. Every time a person sets up standards of citizenship for another person he involun- tarily enthrones an ideal -for himself, and moral growth is encouraged thereby. Truly Winnetka’s motto is not safety first, yet, since it tries to submit long ac- cepted practise as well as newer proposals to the test of objective evidence, it may be considered more careful than unques- tioning schools. Its belief in freedom, equality, cooperation, and science is in- tense. Except in its fundamental philoso- phy, it is constantly changing. It knows the zest of adventure which comes to an institution which attempts to live its conviction. 29 on, in- ec- ra- ibs. red did the lra- sion and len- lan- n is ects ship r is igh is it lant who free iget 5s to > of pect n of Tiv- hem not y of atis- e in hfth the the but tion h of this > his rob- self- “hus ynsi- vith nce. Is of lun- and fety r ac- »sals may jues- lom, ; in- loso- LOWS o an . its Articulation and the Junior High School Marcaret M. ALLTUCKER Research Division, National Education Association, Washington, D. C. RTICULATION problems will be solved when teachers and prin- cipals in all the school units catch the spirit of the junior high school.” Thus spoke the principal of an academic senior high school, who had been study- ing intensively the articulation problems in his local school system. When ques- tioned as to what he meant, he explained that articulation results from the point of view which emphasizes adequate pro- vision for the interests, needs, and ca- pacities of boys and girls at each level of their development. And since the junior high school has set as its objectives the meeting of the needs of adolescent youth, exploration, guidance, prevocational edu- cation, and the continuation of common education beyond the elementary level, the spirit of the junior high school—if it prevailed throughout the elementary school, the senior high school, the junior college, and the university—would, ac- cording to this senior high-school prin- cipal, be a great articulating force. What he meant was that the ideal junior high school is seeing its job in terms of the needs of adolescent boys and girls, per- haps more clearly than other school units are seeing the needs of children at the particular level of development at which they have them. For articulation, in terms of education, implies such adjust- ments and relationships between and within school units as permit every pupil to make maximum progress at all points in his school life. Different stages of human develop- ment call for different school units. While pupil development is continuous, successive stages of development are enough unlike, so that the needs of chil- dren at different periods of their develop- ment can best be met by school units having more or less different objectives, methods, and curriculum content. The infant has one kind of mind and needs one kind of educational treatment. The junior high-school pupil is at a wholly different stage of maturity and needs a type of treatment appropriate to his de- velopment. In like manner, the senior high-school and the college student pre- sent different needs, and hence different provisions should be made for them. The various grades at present included in the elementary and secondary school units indicate that school systems are experi- menting to discover what segments of child development can best be served through separate schools. Organization plans such as the 8-4-4, 6-6-4, 6-3-3-4, 6-4-4-2, and 4-4-4-4 all indicate that this question is far from answered. While practise has not yet determined what a secondary school is, all of us would agree that children aged eleven to eighteen present different needs from ele- mentary pupils or college students. And school units are effective to the degree that they recognize the needs peculiar to the particular group of pupils which they serve. To illustrate, a junior high school is far more than the last two years cere- moniously “chopped” from the elemen- tary school, with the first year of the high school appropriated to make a school where “Junior High School” is written above the door. The real junior high school meets the growth needs of chil- dren at a particular stage of develop- ment. Granted that the sixteen-year span of formal education must be broken up into units, the question is how can the ad- ministration, curriculum, supervision, and teaching personnel of these various units be so related and articulated that there is no interruption to the continuity of a pupil’s mental, physical, and social growth. What is the first essential to a better working understanding between the ele- mentary school and the junior high school, and the latter with the senior high school? According to President Elliott of Purdue University, the spirit of genuine articulation means more com- prehension and less condescension. Toco often the elementary school, the junior high-school, and the senior high-school faculties of local school systems are guided by different philosophies of edu- cation. They work independently of each other without unity of purpose and are ignorant of each other’s aims, methods, and accomplishments. Senior high-school teachers are accused of thinking largely in terms of school subjects and college preparation, while junior high-school teachers think largely in terms of child [177] development. Occasionally, the one thing that all groups of teachers have in com- mon is a feeling of superiority to the group immediately below them. The child is the one that suffers, for he is the one who progresses through the system and comes in contact with the whole pro- cess, while teachers in each unit repeat their work each year with a new class. In other words, the articulation or more complete coordination and functioning of the entire educational organization is fundamentally a human and individual enterprise. Hence, when the approach to the prob- lem of articulation is from the side of personal growth of individual needs and capacities of children, one is immedi- ately faced with this question, What school organization and procedures are best calculated to secure continuity and eficiency of development? The existing system is called into question and inquiry is made as to the breaks and overlappings that make for maladjustment and inefh- cient expenditure of time and energy on the part of both pupil and teacher. Twenty-two communities cooperated with the Articulation Commission of the Department of Superintendence of the National studying their local inarticulations, the Education Association, in breaks and overlappings. These are re- ported in the 1929 Yearbook of the De- partment, entitled: The Articulation of the Units of American Education. The articulation problems of the junior high school in these twenty-two school systems fell into these four large groups: 1. General problems, such as differ- ences in basic educational philosophy. The concept of education and its pur- poses held by teachers in the junior high school is often quite different from the concept held by teachers in the senior high school. How can this difficulty be met? ‘These are suggested ways. a. Intervisitation of teachers and principals of these two school units. b. Transfer of teachers ‘rom one grade ‘to another or provision for teachers to give in- struction during the same year in more than one grade. c. Formulation of clear statements of the functions of each of the school units. 4 5 £ -> ; d. Curriculum revision programs whica re- sult in teacher training through reading and cooperative committee service. e. Appointment of an assistant superintend- ent of schools in charge of both junior and senior high schools, who seeks to coordinate the work of the two institutions. 2. Problems of school organization— How to provide a consistent policy of or- ganization from unit to unit. To illus- trate, if homogeneous grouping exists in the junior high school, it forces the issue in the senior high school, despite the difficulties of schedule-making and di- vergent elective courses offered. 3. Problems of school administration and supervision. These such (a) Bases of promotion include problems as: from one secondary school unit to an- other, (b) cumulative pupil record card which follows the student to another, and fpom one (c) “systematic ways and means of bridging the gap from the junior to the senior high school. school To be more specific, these systematic plans to assist pupils in making this ad- justment and securing their immediate participation in the life of the senior high school often Distribution of pamphlets to prospective pupils describ- ing the opportunities offered in the senior high school ; systematic study in guidance or homeroom periods in the junior high school of the pamphlet dealing with the senior high school and its program of studies; the senior high-school principal or counselor visits the junior high schools and explains to the pupils who are about to graduate the various courses offered in the senior high school; arrangements are made for junior high-school pupils to visit the senior high school previous to their enrolment; great care is taken in the include: registration and programming of pupils, and each*pupil is assigned to a homeroom teacher or especially qualified faculty adviser who is freed from certain teaching and administrative duties so that he has time to give to student personnel problems. At the transition from the elementary school to the junior high school, care should be taken to prevent these articu- lation problems from becoming serious: Too sudden transition from one to many teachers—pupils must be taught how to study in the new situation Too sudden offering of many auxiliary ac- tivities Too sudden transition in disciplinary situa- tion to greater freedom and selfdirection. 4. Problems of the curriculum and in- struction. Where parallel curriculums THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION are oftered, pupils are faced with the problem of selecting a particular curric- ulum such as: College preparatory, com- mercial, or industrial arts. Even when a core curriculum with variables is offered, there is need for careful selection of elec- tives. In both instances, there should be co- operation between the pupil, his parents, and the school counselor, resulting in the guidance of the pupil in his selection of curriculum or course. The importance of the counseling program in the achievement of better articulation cannot be overestimated. Throughout the pupil's entire school career, the counseling program provides someone personally interested in helping him to make his school life profitable and happy. The counselor is one primarily responsible for seeing that all agencies in the school focus on the satisfactory de- velopment of each child. Other procedures suggested for secur- ing a greater smoothness of transition from junior to senior high school are these: Introduction into the last year of the junior high school of some of the newer technics and processes of the senior high school; and the continuation in the senior high school of some of the methods and conventions in use in the junior high school. This would include the introduc- tion of more lengthy reference reading in ninth-grade history, more home study in grades eight and nine, and more guided study periods in grade ten. The lack of articulation between the work of various subject teachers in che junior as well as in the senior high school is well illustrated by the answer of a pre- cocious ten vear old child who had been in the junior high school a month. When asked how she liked the junior high school she said: “It would be great if only each one of my seven teachers didn’t think she was the whole show and ought to have my entire attention. I wish my history teacher knew how long my alge- bra assignments are ; that both my history and algebra teachers knew what my English lesson is about; and that my art teacher knew not only about my history, algebra, and English, but also about my science, music, and physical education. I like them all, but it’s hard when not one of them knows what the others are do- ing to me.” Departmentalization must not mean a subdivision of labor such as prevails in a Ford factory. Integrated personalities are not developed by such methods. June, 1929 Each of the twenty-two school systems cooperating with the Articulation Com- mission in an intensive study of their local articulation problems listed these as major articulation problems having to do with the curriculum: a. College entrance requirements are now stated almost entirely in terms of subject- matter requirements. These requirements make it difficult to bring about some of the curriculum rear- rangements that are needed to effect better articulation between junior and senior high school or to work out a senior high-school curriculum suited to individual pupil and community needs. b. Often there is lack of articulation of subjectmatter in a particular field; this may result in an inordinate amount of repetition or an omission of truly important material. To illustrate, hygiene is often taught mo.e or less informally, throughout the grades in the elementary school and in part in the high school. It is often taught by the regular class- room teacher and in part in the physical edu- cation classes; as a result, there is oppor- tunity for duplication and omission. c. Curriculum content is not sufficiently dif- ferentiated to care for pupils of different levels of ability. d. There is lack of correlation between dif- ferent subjects. e. Scientific data which would aid in de- ciding on the grade placement of curriculum materials. Among the suggestions made for the amelioration of these problems are: Courses of study for consecutive school units should be developed by committees rep- resenting each of such units. Where several individuals or groups are responsible for a particular program, each one’s responsibility should be carefully outlined. Studies should be made to determine the activities in which pupils of different levels of ability succeed or fail, and of the character- istic learning differences of dull and bright pupils. ; Many of the old subjectmatter divisions should be broken down and the materials re- grouped into fields. Furthermore, course-of-study should show all teachers in a school what is being taught in the different departments and offer sugges- tions for the correlation of subjectmatter. Most important of all, teachers must con- stantly remember that in order to articulate successive phases of subjectmatter with one another, there must be an articulation of the curriculum with the broadening range of ex- periences had at home, jn the neighborhood, and in the community. In the last analysis, articulation, like democ- racy, may be defined as an attitude of mind. Articulation of school units is secured only as at each stage of the school system pupils’ ac- tivities are directed in reference to a continu- ing wholeness of growth. larger outlines 2 Breadwinning and Soulsaving F ALL the influences that make the men and women of today what they are, for good or for evil, the chief is unquestionably to be found in the nature of the manifold occupations by which they earn their living. And this holds true not only when we are think- ing of men and women one by one, but of nations, of societies, of civilizations, of historical epochs in their collective and continuous character. It is as true of every modern civilization as of any indi- vidual who lives under it, that its char- acter as a high civilization or a low is mainly determined by its occupation— that is, by the kind of work which sus- tains it as a going concern from day to day. This work, of course, goes on in thou- sands of more or less specialized forms, from the coalheaver to the artist, from the slaughterman in the stockyards of Chicago to the President of the United States, from the lowest level of unskilled repetition work to the highest level of delicate, exacting, responsible, and beau- tiful art. But in spite of its immense variety of specialized forms the work by which a society or a civilization earns its living has still a unitary character. That unitary character has received a name. We call it “industry” of which all the special occupations are integral and more or less necessary parts; and we mark our sense of its unitary char- acter by speaking of “industrial civiliza- tion.” This “industry,” made up of un- counted thousands of specialized but in- terrelated activities, is the unitary occupa- tion by which our civilization as a whole “earns its living,” sustains itself as a go- ing concern from day to day, just in the same sense that one individual earns his living by killing pigs and another earns his by producing works of art. When we call our civilization “industrial” we LAWRENCE PEARSALL Jacks mean precisely that. We mean that “in- dustry,” mechanized for the most part, as it happens to be, commercialized al- most entirely, infinitely complicated and yet forming a unitary system—for we speak of the “industrial system’’—is the vocation, occupation, employment by nes PEARSALL JACKs is principal and professor of philosophy at Manchester College, Oxford. He is on tour of the United States under the auspices of the American Association for Aduit Education and of the Car- negie Corporation. This article is reprinted from The Journal of Adult Education by cour- teous permission of the editors. The recent establishment of this journal is one of many evidences which indicate a rapid development of adult education in America. Other evidences are the increased sale of significant books and the growing book circulation reported by free public libraries. which the world of our day has to earn its living as a world, by which the age in which we live has to carry itself on into the future. And as pigkilling is the major nfluence which makes the pigkiller what he is for good or ill, and art work the major influence which acts in the same way on the artist, so too the essential qualities of our civilization, good or evil, will be found to have a distinct depen- dence on the essential qualities of the uni- versal “industry” which supports it and carries it on. If that industry is mechan- ized or commercialized, corresponding qualities may be looked for in the whole life of the age, not excluding its culture and its religion; if, on the other hand, it is animated by the ideal of excellence the same ideal will extend its influence and leave its stamp on human activity and human character in general. This, I say, is the major influence. But of course there are many others, and some of them of great importance. The occupations of leisure after our liv- ing has been earned have to be considered as well as the occupations of labor by which we earn it. It has been truly said that the acid test of a civilization lies in the use that is made of leisure. But it will always be found that the nature of leisure occupation is very largely determined both for individuals and for civilizations, by the nature of labor occupation; what they do with themselves when they are “off” duty by what they did with them- selves when they were “on” ; the way they amuse themselves in the enjoyment of their “‘living’’ by the way they exert themselves in earning it; the way they rest by the way they work, for there are many ways of “resting.”’ The pigkiller and the artist do not spend their leisure in the same way, and I will venture to add that the attempt to make the pig- killer spend his leisure as the artist spends his is quite futile; after killing pigs all day he is in no mood for sitting down to admire a sunset or read the poems of Shelley, but is more likely to “pursue the infinite’ by getting drunk, or to knife his neighbor in a brawl. The amuse- ments of New York are not those of ancient Athens and the amusements of England are widely different from what they were before the Industrial Revolu- tion—in some respects less brutal, in others far sillier. What makes our leisure occupations a good test of our civilization is the reflection they afford of our labor occupations, what men do with themselves at the leisure end of life being all of a piece with what they do at the labor end. There is an unbroken continuity between the two; so that if we find a society which plays the fool at the leisure end we may confidently infer that the “industry” by Lawrence Pearsall Jacks E HUMAN beings are apt to think our race the only object in creation that really matters. We have developed a kind of class consciousness in presence of the universe. The human race is all-important in its own eyes: nature is there to be ruled by us; her forces were meant to turn our wheels; her materials to be exploited for our enrichment; her laws to provide for our comfort, and the very stars in their courses must be yoked to our wagons. We have still to learn that the human race 1s tolerated in the universe only on strict condition of good behavior. If we neglect our citizenship there, or think that we can play fast and loose with the laws that are written there, laws that were not voted into existence by us, those other citizenships will come to grief. This human class consciousness im presence of the rest of the universe is not a good thing. It is a dangerous thing. Unless we bear that in mind our study of the rights and duties of the citizen is not worthwhile——From Constructive Citizenship, by 180 which it earns its living at the labor end has some quality to account for that fool- ishness and to correspond with it. A so- ciety which plays the man in labor does not play the fool in leisure, nor vice versa. Among the influences that form a people for good or evil, in addition to the major influence of their daily work, we come next to education—my central theme. ‘his unquestionably is a potent factor, and yet not so potent as to be able to do its work and achieve its end when the major influences of industry are working against it. If the labor by which aman (or a civilization) earns his living is of such a nature that it devitalizes his intelligence or demoralizes his character, it will be more than education can do to vitalize the one or to moralize the other. If industry kills, education cannot make alive. The same holds true of religion, and of “culture” in any sense of the term. To produce good results, either in the field of intelligence or the field of char- acter (though the two fields are not sep- arate) industry and education must work in harmony. Whenever they work as an- tagonists the fortunes of civilization, ma- terial and spiritual (which again are not separate) are in jeopardy. A type of edu- cation which seeks merely, no matter with how lofty an aim, to undo the effects of industry on the mind and character of a people will ultimately suffer defeat, for the forces of industry are mightier than it: at most it will succeed in unfitting people for their daily work while not fit- ting them for anything else—a charge often brought against existing methods of education, and not without reason. Nor will education succeed much bet- ter if what it has to offer is only a supple- ment or “beneficent extra,” a new and fowign thing, introduced by way of satis- fying a man (or a civilization) who earns his living by an occupation whiclr gives his manhood no satisfaction; for the ef- fect, in that case, will again be to set him THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION June, 1929 against his daily work, thereby reducing his efficiency as an earner of “his living” and so killing the goose that lays the golden egg; for a man’s “‘living” (or a civilization’s) is after all his life and un- less the “living” be a live reality there is nothing for education to operate upon. Here we light on a principle of su- preme importance to the social thinker, though I rarely see it alluded to. The real value to a man of the “living’’ that he earns reflects the real value of the work or vocation by which he earns it. A “living” that will satisfy his nature as a man cannot be earned by a vocation or work which leaves his nature as a man poverty stricken, stunted, or starved. If his work or vocation is neither personally enjoyable to himself nor socially valuable to his fellows the “living”? earned by it will correspond. The amusements of his leisure will then reflect the inanity, the devitalization, the aimlessness, the un- skilled monotony of his labor; his sins, as well as his virtues, will be monoton- ous, to say nothing of the obvious fact that his “living,” which is only another name for his life, is already considerably — consumed in the dull hours or meaning- less years devoted to earning it. Per con- tra, the worker who enjoys his work, ploughman or Pope, gets a good “living”’ in the actual process of doing that work, and having played the man on that field is less likely than his unfortunate neigh- bor, described above, to play the fool when he knocks off. We make a mistake in setting up a sharp division between the work which earns our “living” and the “living” that is earned. We are living all the time we are earning, and if we want to live well or happily must live well or happily then. And it is equally true that we are earning all the time we are living—though it be only the devil’s wages of boredom and disillusion. Earn- ing and living are not two separate de- partments or operations in life. They are ONSTRUCTIVE citizenship has no panacea for the ills of society, which society must either take or perish for not taking. It has no summary formula for mending the world. World-mending is not the vocation of constructive citizenship. It aims rather to make than to mend, and to cure by vitalizing. It is a diligent searcher-out of the vital spots in society, of the spots where healthy life is seen to be stirring. All its hopes are centered there, all its efforts directed to strengthening the life that is there stirring. It does not ask for the rapid and simultaneous conversion of the world to any social theory, knowing that until the general vitality is greatly increased there will be no effective agreement about anything that really matters. It has little use for oratory as a means of reforming the world, but much use for sk‘ll, science, high character, and silent heroism. Its efforts are not spectacular, nor its hopes extravagant. It is content to assume that a moderate degree of happiness is the utmost the human race can ever attain to, believing the human enterprise on this planet to be still worthwhile even when not exuberantly happy. On the question as to whether society is radically diseased, constructive citizenship holds its peace, but points to the reassuring fact that society is alive after many thousand years of troubled existence. The philosophy of it may be summed into this: “Let us make the best of things as they are.’—From Constructive Citizenship, by Lawrence Pearsall Jacks. two names for a_ continuous looked at from opposite ends. In the last remark I have been speak- ing of the individual worker as he fol- lows his special vocation, whatever it may be, in the vast complex of modern civilization. But our vision of these things must not be limited to individual workers considered one by one. Whatever truth there may be in this way of looking at things when applied to the individual worker we must now apply to industrial civilization as a whole. We must broaden our horizon and broaden it vastly. We must recall the conception with which this article opened, and remind ourselves of what we mean by giving the name “‘in- dustrial’ to the civilization under which we live. We mean that our civilization, considered as a whole, is not merely in- dustrial but industrious, for industrial surely has no meaning unless industrious be part of it. We mean that civilization, considered as a whole, has a summary “business” or vocation, to which its total industry is devoted and that this “‘busi- ness” or vocation is nothing else than that of earning its living, of keeping it- self going as a civilized and civilizing concern from day to day. This universe has no place for civilizations that refuse to earn their living or become incapable process of it; its laws do not permit them to con- tinue. The shores of history are strewn with the wreckage of civilizations which have forgotten this and given themselves up to playing the fool. Breadwinning still remains the fundamental and_allinclu- sive “employment”’ of society; the indis- pensable basis and support of all its other activities; so that, if civilization were ever to pray as a single unit, its first prayer, addressed to the soul of the uni- verse, would always be “give us this day our daily bread.” If the reader at this point should charge me with “gross materialism” and remind me that civilization needs food 9 Vol. 18, No. 6 ‘THE JOURNAL OF THE for its soul as well as for its body, I have my answer. The quality of the spiritual food that mankind gets for its soul is strictly dependent on the way it goes about the business of earning the daily bread that feeds its body. If the bread- winning part of its business contributes nothing to its spiritual nourishment, the soul of civilization will die of famine, all social reforms, political philosophies, and religious revivals notwithstanding, while the drugs, stimulants, and appetizers made use of to keep it alive will only hasten the process of spiritual decay. In this article I am pleading for the con- tinuity of things. Breadwinning and soul- saving are not two independent opera- tions—most assuredly not when the soul of a civilization is in question. They form a single and continuous operation, called material if we look at it from one end, spiritual if we look at it from the other. A civilization saves its soul by the way it wins its daily bread. And | have no hesitation in saying that the chief reason why the various soulsaving enterprises now in being are yielding such meager results lies in the general overlooking of this elementary and everlasting truth. The conception of soulsaving as sup- plementary to breadwinning, of the spiri- tual as opposed to the material, and the consequent divorce of the two in prac- tise, have done great damage to our Civi- lization. They have devitalized the spiri- tual by cutting it off from its root in daily work. They have devitalized the material for the inverse reason—just as a tree becomes devitalized if you cut the branches off when the sap is flowing; the roots beginning to rot, the bark get- ting covered with fungus and becoming a home for parasites. Once let your soul- saving get separated from your bread- winning and the certain effect will be that the souls saved at the one end will be few in number and liable to relapse, while the bread won at the other will be unwholesome, adulterated, and some- times poisonous. The quantity of it may be enormous, but the quality of it will be inferior and the use of it will be reckless and stupid. It will run more and more into the form of dainties, luxuries, con- fectioneries, things that tickle the appetite and minister to the mean game of play- ing the fool, the spiced and sweetened “candy” of life. The reader will perceive that the “candy” I am speaking of, like the “bread” to which it stands in contrast, is not confined to the article which com- monly bears that name. It is a thing of endless variety and appeals to that end- less variety of appetites which are not content with daily bread unless they get it spiced, sugared, and otherwise doctored to meet the wants of a jaded palate and a feeble digestion. Taking the word in that comprehensive way is there not a real danger that industrial civilization may gradually degenerate into a vast en- terprise for the mass production of this “candy,” a real danger that “candy” may become our god? Take a walk down one of the shopping streets of a great city and NATIONAL EDUCATION ASSOCIATION 181 inspect the articles in the shop windows; or, better still, take a glance at the list of industrial securities dealt in on the stock exchange and observe the prices of the “candy” stocks as compared with the others. You will note, for example, that wheat is “down” but cigarettes are “up” ; cotton is “down” but artificial silk is “up”; coal, iron, and steel are “down” but cinemas, gramophones, and patent medicines are “up.” So at least my Lon- don broker tells me. I hear also that the trade in birth control appliances is doing very well. While this industry flourishes, and needs no subsidies from the govern- ment to keep it going many farmers find themselves unable to meet their creditors and are clamoring for state aid. That also is a sign of the times and it would be interesting to know what our pos- terity—if it leaves us many—will think about it. By these considerations we are re- minded once more of a profound but easily forgotten commonplace—the inter- connectedness of everything in the world. The work and play of our civilization, its labor and leisure, its breadwinning and soulsaving, the industry which earns its “living” and the “living” which is so earned are interconnected. Each reflects the other and reacts upon it. Each is strengthened by the other’s strength and weakened by its weakness, vitalized by its health or devitalized by its diseases, so that whatever virtue or vice is found in the one a corresponding virtue or vice is sure to appear in the other. If civiliza- His drawing shows the architect's plan for Duke University which is now under construction at Durham, North Carolina. _ buildings are of a beautiful Neo-Gothic design attractively located in a wooded area whose natural beauties have been preserved. Peete OMEN 182 tion plays the tool or the knave at the: leisure end of its life, it will inevitably play the fool or the knave to a corres- ponding extent at the labor end, the ‘‘bus- end. If what it de- mands for the enjoyment of its leisure, iness” “candy” is the production of “candy,” the “spiritual value” of which is precisely on a level with the consumption of it, will be a chief occupation of its labor. If the road that it travels on week days leads to the bottomless pit the road that it travels on Sundays will not take it very far in the opposite direction and may even turn out to be the week-day differently named. If the men devitalize or demoralize their humanity the schools and colleges that train them road vocations follow for those vocations are only doing the devil's work—a point which some advo- cates of vocational training seem to have overlooked. Per contra, every stroke of good work that enters into the universal breadwinning, devoted there to the pursuit of excellence has its fruit and counterpart in some excellent every moment THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION quality of human life and forms a con- tribution to saving the soul of civiliza- tion. ‘To see our civilization thus, as sav- ing its soul (or otherwise) by the quality of the work which furnishes its daily bread, is to see our civilization “steadily and see it whole.” A type of education based on this vision of continuity is, obviously, the outstand- ing need of our times. Its outlook will be lifelong. It will look upon the industry of civilization as the great “continuation school” for intelligence and for character, and its object will be, not merely to fit men and women for the specialized voca- tions they are to follow, but also to animate the vocations themselves with ideals of excellence appropriate to each. At the risk of seeming fantastic I will ven- ture to say that the final objective of the New Education is the gradual transfor- mation of the industry of the world into the university of the world; in other words, the gradual bringing about of a state of things in which “breadwinning” and “‘soulsaving” instead of being, as June, 1929 now, disconnected and often oppo.ed operations, shall become a single and con- tinuous operation. Under such a conception education ceases to be a departmental activity, either in the sense of being limited to a few years of early life or in the sense of being carried on by a special class in the com- munity. It becomes a social enterprise of the first magnitude covering the life of the citizen from birth to death and de- manding the mobilization of all the higher forces of society, of the key men of every city, of the “vote and influence” of every citizen. We are concerned here with something greater than vocational education. We are concerned with an enterprise whose final object, fantastic as it may seem at the moment, is to make vocations educational. That the difficulties are enormous needs no saying. But the fate of indus- trial civilization depends on our having the courage to attack them and the vision that sees beyond them. A Philosophy of Work N HIS book The Prophet Kahlil Gi- bran pictures Almustafa, the prophet, as leaving the city to return to the isle of his birth, after twelve years among the people. As he prepares to return to the ship which will bear him away his associates gather around him to ask questions about the deeper things of life. A ploughman said, Speak to us of Work. And he answered, saying: You work that you may keep pace with the earth and the soul of the earth. For to be idle is to become a stranger unto the seasons, and to step out of life’s pro- cession, that marches in majesty and proud submission towards the infinite. When you work you are a flute through whose heart the whispering of the hours turns to music. Which of you would be a reed, dumb and silent, when all else sings together in unison? Always you have been told that work is a curse and labor a misfortune. But I say to you that when you work you fulfill a part of earth’s furthest dream, assigned to you when that dream was born. And in keeping yourself with labor you are in truth loving life. And to love life through labor is to be intimate with life’s inmost secret. But if you in your pain call birth an KAHLIL GIBRAN affliction and the support of the flesh a curse written upon your brow, then | answer that naught but the sweat of your brow shall wash away that which is writ- ten. You have been told also that life is darkness, and in your weariness you echo what was said by the weary. And I say that life is indeed darkness save when there is urge. And all urge is blind save when there is knowledge. And all know]l- edge is vain save when there is work. And all work is empty save when there is love. And when you work with love you bind yourself to yourself, and to one another, and to God. And what is it to work with love? It is to weave the cloth with threads drawn from your heart, even as if your be- loved were to wear that cloth. It is to build a house with affection, even as if vour beloved were to dwell in that house. It is to sow seeds with tenderness and reap the harvest with joy, even as if your beloved were to eat the fruit. It is to charge all things you fashion with a breath of your own spirit. And to know that all the blessed dead are standing about you and watching. Often have I heard-you say, as if speaking in sleep, “He who works in marble, and finds the shape of his own soul in the stone, is nobler than he who ploughs the soil. And he who seizes the rainbow to lay it on a cloth in the like- ness of man, is more than he who makes the sandals for our feet.” But I say, not in sleep but in the overwakefulness of noontide, that the wind speaks not more sweetly to the giant oaks than to the least of all the blades of grass; and he alone is great who turns the voice of the wind into a song made sweeter by his own loving. Work is love made visible. And if you cannot work with love but only with distaste, it is better that you should leave your work and sit at the gate of the temple and take alms of those who work with joy. For if you bake bread with in- difference, you bake a bitter bread that feeds but half man’s hunger. And if you grudge the crushing of the grapes, your grudge distills a poison in the wine. And if you sing though as angels, and love not the singing, you muffle man’s ears to the voices of the day and the voices of the night.—Used by courteous permis- sion of the publishers of The Prophet, Alfred A. Knopf. The Commonwealth Teacher-Training Study VERY teacher knows that a day’s work in teaching covers about everything in human living, but just how many different activities teach- ers actually carry on and how many “traits” they need to possess for success- ful teaching has seldom if ever been as convincingly shown as in the study just published by W. W. Charters and Doug- las Waples for the Commonwealth Fund. This is essentially a ‘‘functional study,” in that it tries to find out what the pro- fessional practitioner does under modern conditions of practise as a basis for a training program. A “Thousand and One Things'’—The master-list of the activities of teachers in public schools from primary grades through senior high schools, as compiled for this study, totals almost exactly the proverbial “thousand and one things.” It takes a hundred seventy large pages to print the list, and another score or more of pages in small type to give, with- out comment, the “‘teachers’ traits and trait-actions” found necessary in this three-year investigation of what consti- tutes teaching. The activities include everything from “teaching subjectmatter” to “managing funds for school supplies” and ‘“main- taining cordial relations with members of the community.”” How detailed the list- ing is may be seen by taking any one of the hundreds of items at random. Under Taking account of pupils’ interests, abil- ities and needs (\tem 30), for example: Basing work of course on common experi- ence, on community practises (production, marketing) on current problems (as revealed in readings and discussions with parents and in class) on seasonal sequence, selecting ma- terial interesting to pupils coming within the pupils’ experience and understanding; select- ing illustrative, thought-stimulating material leading to new activities; recognizing indi- vidual abilities and interests; adapting fixed courses of study to individual differences (differences in ability, experience, environ- ment, race). Even more detailed is the description under item 78 (Diagnosing pupils’ dif- ficulties), which includes everything from determining and analyzing the difh- culties, giving diagnostic tests and meas- uring individual progress, to “discussing results of tests with pupils” and “avoid- ing premature judgments of pupils’ abili- ties.”’ Experienced teachers will not be surprised to learn that it takes two full pages of type to list the activities in- volved in recording and reporting attend- ance; that marks and promotions claim another series of whole pages; that “‘en- forcing instruction to pupils’ and “‘in- specting and evaluating pupils’ behavior”’ imply literally hundreds of separate ac- tivities, all of which the report sets forth patiently. The clubs one belongs to; the professional organizations teachers need to keep in teuch with, from the National Education Association and the state asso- ciations down; teacher participation in outside activities of one sort or another— these are all scheduled. Item 969 in this comprehensive inventory throws light on the kind of work teachers do to supple- ment their salaries—from picking fruit and painting china to refereeing baseball games and singing in church choirs. Adaptability and other traits—‘ Adapt- ability” emerges as the “trait” of first importance in rural schools and of high rank in all other types of educational in- stitutions, when one examines the twenty- five major traits that are suggested as the essential survivals of the eighty-three groups, involving hundreds of separate “traits” and “trait-actions” revealed in the study. “Breadth of interest’ ranks first in the senior high schools as a de- sirable trait; ‘good judgment” was con- sidered of highest importance for junior high-school teaching. ‘‘Considerateness”’ was at the top of the list for primary grades and intermediate alike, but ranked very low in the senior high school. The other traits were: Attractiveness; care- fulness; cooperation; dependability ; en- thusiasm; fluency; forcefulness; health; honesty; industry; leadership; magnet- ism ; neatness ; openmindedness ; original- ity ; progressiveness (ambition) ; prompt- ness; refinement; scholarship; selfcon- trol; thrift. “Fluency” and “thrift” were rated as lowest in importance for all types of schools. New and old in teaching—Lest what teachers conventionally do should be taken for what they ought to do, the au- thors took pains to add to the activities performed by teachers of typical public schools “‘those performed by teachers of experimental schools and still other ac- tivities which progressive educational thinkers believe should be performed.” One finds listed, therefore, both in traits and activities, the new and the old in education. A book review by W. Carson Ryan, Jr., based on The Commonwealth Teacher-Training Study by W. W. Charters and Douglas Waples. University of Chicago Press, Chi- cago, 1929. 666p. Wo types of school libraries. Left, the mysteries of the big dictionary are being explained to two fourth-grade children of Los Angeles. Right, a book truck from the county library brings books to the rural schools of Hennepin County, Minnesota. [183 ] poetry have been HESE selections of new [made for THe JouRNAL by Miriam Huber who selected the page on Recent Verse for Children in Tur for March, 1928. Dr. Huber is Children’s Interests in Poetry and editor of The Poetry Book. The books from Blanton JOURNAI author of these are taken are covered which poems by copyright and special acknowledgment and thanks are due the authors and publishers as shown by note in connection with each poem. The essential point in creative writing either for children or by children is that it shall ex- press the child's experience and understanding. The number of teachers who can successfully cul- tivate the creative gifts of children is increasing. There is no better way to cultivate these gifts than to surround the children with an atmosphere of beautiful verse which they will love to mem- orize and recite. The Bird’s Nest John Drinkwater I know a place, in the ivy on a tree, Where a bird’s nest is, and the eggs are three, And the bird is brown, and the eggs are blue, And the twigs are old, but the moss is new, And I go quite near, though I think I should have heard The sound of me watching, if I had been a bird. [From All About 1928, Me, by Houghton Mifflin Company.]} John Drinkwater. Copyright, Cat Mary Britton Miller The black cat yawns, Opens her jaws, Stretches her legs, And shows her claws. Then she gets up And stands on four Long stiff legs And yawns some more. * she shows her sharp teeth, She stretches her lip, Her slice of a tongue Torns up at the tip. Lifting herself On her delicate toes, She arches her back As high as it goes. She lets herself down With particular care, And pads away With her tail in the air. |From Menagerie, by Mary Britton Miller. Copyright, 1928, The Macmillan Company. ] The Sky Elizabeth Madox Roberts I saw a shadow on the ground And heard a blue jay going by; \ shadow went across the ground, And I looked up and saw the sky. ecent Verse for Children It hung on the poplar tree, But while I looked it did not stay; It gave a tiny sort of jerk And moved a little bit away. And farther on and farther on It moved and never seemed to stop. I think it must be tied with chains And something pulls it from the top. It never has come down again, And every time I look to see, The sky is always slipping back And getting far away from me. [From Under the Tree, by Roberts. Elizabeth Madox Copyright, 1922, B. W. Huebsch, Inc.] Furry Bear A. A. Milne If I were a bear, and a big bear too, I shouldn't much care if it froze or snew; I shouldn't much mind if it snowed or friz- I'd be all fur-lined with a coat like his! For I'd have fur boots and a brown fur wrap, And brown fur knickers and a big fur cap. I'd have a fur muffle-ruff to cover my jaws, And brown fur mittens on my big brown paws. With a big brown furry-down up to my head, I'd sleep all winter in a big fur bed. [From Now We Copyright, 1927, E. Are Six, by A. A. Milne. P. Dutton and Company. ] Mouse Hilda Conklin Little mouse in gray velvet, Have you had a cheese-breakfast ? There are no crumbs on your coat, Did you use a napkin? I wonder what you had to eat, And who dresses you in gray velvet. [From Silverhorn, by Hilda Conklin. right, 1924, Frederick A. Stokes Company. ] Some One Walter de la Mare Some one came knocking At my wee, small door; Some one came knocking, I’m sure—sure—sure. I listened, I opened, I looked to left and right, But naught there was a-stirring In the still, dark night. Only the busy beetle Tap-tapping in the wall, Only from the forest The screech-owl’s call. Only the cricket whistling While the dewdrops fall, So I know not who came knocking, At all, at all, at all. [From Down-Adown-Derry, by Walter de la 1922, Henry Holt and Com- Mare. pany. ] Copyright, Copy- How Old is an Elf? Rachel Field When an Elf is as old as a year and a minute He can wear a cap with a feather in it. By the time that he is two times two He has a buckle for either shoe. At twenty he is fine as a fiddle, With a little brown belt to go round his middle. When he’s lived for fifty years or so, His coat may have buttons all in a row. If past three score and ten he’s grown, Two pockets he has for his very own. At eighty-two or three years old They bulge and jingle with bits of gold. But when he’s a hundred and a day He gets a little pipe to play! [From Eliza and the Elves, by Rachel Field. Copyright, 1926, The Macmillan Company. ] Primer Lesson Carl Sandburg Look out how you use proud words; When you let proud words go, it is not easy to call them back. They wear long boots, hard boots; they walk off proud; they can’t hear you calling— Look out how you use proud words. [From Slabs of the Sunburnt Sandburg. Copyright, 1922, Company. } West, by Carl Harcourt, Brace and The Ticket Agent Edmund Leamy Like any merchant in a store, Who sells things by the pound or score, He deals, with scarce perfunctory glance, Small pass-keys to the world’s Romance. He takes dull money, turns and hands The roadways to far distant lands. Bright shining rail and fencéless sea Are partners to his wizardry. He calls off names as if they were Just names to cause no heart to stir. For, listening, you'll hear him say “. . . and then to Aden and Bombay. . .” Or “. . . ’Frisco first and then to Nome, Across the Rocky Mountains—Home.. .” And never catch of voice to tell He knows the lure or feels the spell. Like any salesman in a store, He sells but tickets—nothing more. And casual as any clerk He deals in dreams, and calls it—work! {From Harper’s Magazine, Jan., 19°3. Copy- right by Edmund Leamy and Harper’s Magazine.] The Changing School J. Mitnor Dorey Executive Secretary, The Progressive Education Association, Washington, D. C. ANY public school educators resent the term “progressive” as appro- priated by the sponsors of a movement which is affecting educational thought here and abroad. ‘They contend, and rightly, that all education is progress- ing, because life is progressing, and ob- ject to the implication that schools can be non-progressive. But, pinned down to definitions, they refer to their increased budget, the number of new buildings, schools with gymnasiums and auditor- iums, increased library facilities, swim- ming pools, vocational courses, and the like, and contend that they are progres- sive. So they are. But the Progressive Edu- cation movement is talking about entirely different things. Its use of the term “progressive” is psychological, a new ap- proach to the problem of child develop- ment, not to be defined in terms of costs, equipment, and areas of school property. It is defined in terms of opportunities for individual development; the elimination of fear; the consciousness of the teacher as a helper, not a taskmaster ; and a school atmosphere of happy, motivated work, characterized by wholesale relationships and attractive surroundings. Such a school or school system is easily recog- nized, just as the absence of these factors is easily detected. It is in these terms that the Progressive Education move- ment speaks. Even so, the public school official con- tends that he is in thorough sympathy with these ideals, and is practising them to the extent that the problems of mass education, and his constituency, will allow. But again pinned down, we find him holding on to certain fetishes which he believes the “progressive” teacher ig- nores. The “progressive” teacher is not so far apart from him as he thinks. He is quite willing to accept all of the fetishes, but he elects to redefine and reapply them. Out of this misconception has grown a serious misunderstanding. It has led many educators and laymen to attack the Progressive Education movement on the grounds of inefficiency, futility, and pa- rochialism. They argue that the progres- sive school encourages license, a “soft” education, inadequate “preparation for life,’ and the exploitation of a type of administration which is operative only in small, endowed, and select schools. Noth- ing could be farther from the truth. Let -us look at some of these fetishes. 1. “Education should be made hard.” Nobody disagrees with that. But does that mean an educational system based on Mr. Dooley’s philosophy that “It makes no difference what you teach a boy, so long as he doesn’t like it”? Or, is Dr. Kilpatrick correct when he states that “Learning progresses most rapidly when the results of the effort of learning are satisfying to the learner; and also that satisfaction in learning is the result of interest in the thing being learned”? When pupils are inspired with self- respect, belief in their own powers, are allowed to motivate their interests, and permitted to have pride in selfdirected achievements, they will attack their school tasks with zest and far greater efficiency. 2. “Children should be disciplined.” Surely. This is an adultmade world. The “lessons of life’? must be learned. But what is “discipline”? It certainly is not defined by merely “keeping order” in the school, nor by compelling all the children to act in the same way under all circumstances. Such a condition makes an easier school atmosphere for the time- serving teacher. But the “progressive” teacher is not a time-server. He has the hardest educational problem in the entire range of instruction. His job is to de- velop right habits of thought. The emphasis laid on “freedom” by the progressive school has led to another wild mischaracterization. In the progres- sive school, it is said, “Children are al- lowed to do what they please.” Another false notion, not true of the sound pro- gressive school. What is freedom? “Free- dom is a condition necessary for such prosecution of the enterprise as best fos- ters good learning conditions.” For all of us, every act of thought is an exercise of freedom of choice, a decision of the mind. It is by this exercise that we grow. Does the adult still say he wants to do all the thinking for youth? Has he as- sumed that he has made a perfect world and that nothing more should be done about it? A student recently complained, [185] “You of the older generation do all the planning for us. You select the text- books. You lay out the courses of study. Then when completed the courses assigned by you, you condemn our lack of experience and judgment. When we occasionally question some dictum, we are told that things which have been ac- cepted as fact for a long time are not to be questioned, lest the social order be dis- turbed.”” The social order is the result we have of the adjustment of each generation to its environment. It is that freedom of thought and growth, and a corresponding flexibility of school administration, for which the progressive school contends. Granted that, selfdiscipline emerges— the highest form of discipline. 3. “The schools should teach skills.” Again undisputed. But, as John Dewey says, “The way to get possession and command of a tool for later use is by having the experiences proper to the im- mediate use. Unless powers as they ripen are not put to immediate use in acquiring new knowledge and skills, tools are not shaped for later use. The early problem is to discover those particular needs, in- terests, and capacities which are ripen- ing, not attempting a premature intro- duction and forcing of others.” Defined in such terms, “skills” take on a deeper educational significance than expressed by the courses in manual and vocational training common to many public schools. The emphasis laid on “‘activities”’ in the progressive school produces “‘skills” to a far greater degree than under the con- ventional conception of the term. 4. “Those who wish to learn must be taught; classes must be formed; courses of study must be adopted—subject by subject; textbooks must be bought; pu- pils must be examined; records must be kept, grades given, and diplomas be- stowed.” The,critic of the progressive school declares that none of these things are done in such a school. True, the emphasis has shifted to the child, not to the subjectmatter; to teaching subjects in relationship, not as detached units— to impart knowledge as we actually come to use it; to his individual needs, not to passing a set course of study in conformity to a group; to an estimate of his accom- plishments, not to the desire of the teacher 186 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION to prove, by the grades of the child, how poor he is, and to a desire to pass him on. But if modern philosophy is correct that education is experience, life itself, not life ; schools are results, not causes, the “pro- merely learning about if good gressive’ educator looks upon courses of study, textbooks, grades, recitation classes as mere mediums of an active educational process, proceeding foremost and con- tinuously from the child. With such in- sight, he is perpetually skeptical about conventional school machinery, ever ready to adjust, remould, subordinate, and eliminate. Who will question his wis- dom? 5. “The school is a preparation for life.” Corollaries of this fetish are the needs of learning,” ‘character formation,” “efficiency,” “obe- dience to law,” “the acquisition of cul- ture,” teaching “sound and that questionable byproduct, “college preparation.” Dorothy Canfield Fisher naively asks in her book, ‘““Why stop learning?” ‘The vast and significant adult education movement is the answer. Anyone who thinks he has stopped learning is ready for the undertaker, as a certain bishop announced in his sermon. No, this time- worn fetish of “schooling vs. life’ has long been passé among thoughtful men. “Sound learning’? Yes, but for what—for the acquisition of past knowl- edge, “drilled” mechanically into grow- ing minds, or for reapplication to the de- mands of the age ? Walter Lippmann says that “The ideal of education must be not that the child shall acquire the wisdom of his elders but that he shall revise and surpass it.”” But many schools that reit- erate their slogan of “‘sound learning and character” seem to act on the theory that the world is fixed, static, regrettably bad, and nothing carn be done about it except They call that “education.” “Fine character”? But how is to learn how to steel yourself. Yes, assuredly. character June, 1929 formed—by the conning of rules, appli- cation of maxims, imitation of our elders, subscription to dogmatic theology? Hardly. When a growing mind begins to grasp the significance of life, his rela- tionship to his social environment, the contribution his individuality must make to it, then issues a proper concept of “morals,” “obedience to law,” and real ‘efficiency’ as a member in a democracy. “Culture”? Many schools look upon culture as an acquisition, a veneer, a cer- tain manner of acting and speaking, and smattering of acceptable knowledge. The progressive school forgets the term as such. But the child who has it is easily recognized. It is said that the progressive school cannot “prepare for college.” The sta- tistics are all against that notion and the statistics are all for the proof that pupils prepared in a “progressive” school make the best “college material.’’ And this is true despite the fact that such schools are compelled to compromise their ideals. But the progressive schools are on the warpath. If there is no such thing as preparation for life, what is meant by preparation for college? What do en- trance examinations really prove? What do the aptitude tests really show? What do the colleges mean by “college ma- terial?’ And why should there be any such abstraction as “college material?” Where, after all, are real powers de- veloped and habits formed? Why this notion that the climax of education is in the college, and that all educational pro- cesses should conform to it? The answer is being found in the changing colleges themselves. But the underbrush is not yet cleared. A recent symposium of par- ents on the private school situation con- cluded that “the driving force in educa- tion today must come from the more progressive schools.” Whether we welcome it or not, the schools are ‘‘changing.” There is in real- ity no such thing as a “changed”’ school. Nothing in science is fixed; nothing in education can be. Pope’s maxim is wise, but we should be willing to apply it. It is time for all educators to clear their brains of cobwebs, honestly examine their fetishes, rouse themselves from comfort- able inertia, and with open minds and a forward vision, welcome any proved ex- perimentation which will render the best educational service to their communities. Ten years ago the Progressive Educa. tion Association was formed to discover, appraise, and disseminate information about the newer tendencies in education. In the minds of some public school men it is merely a “cult,” a small group of idealists with little knowledge of hard actualities. The answer to that false judgment is its remarkable growth, its increasing influence on_ educational thought, from the nursery school to the university. In point of fact, its most severe critics are its own members. It has no patience with mere enthusiasms. It demands concrete results in scientific terms. But it does call for a new deal for the child. And that demand does compel in many school systems sweeping changes, and in many minds an intelligent renew- ing of the spirit. Moreover, its greatest concern and the heart of its labors are centered in our public school system. One might infer from the foregoing that the “progressives” think all public schools are benighted. Not at all. The September 1929 issue of Progressive Ed- ucation, “New Trends in Public School Education,” will disprove that notion. It will contain accounts of successful ap- plications of the principles of progres- sive education in Bronxville, N. Y., Grand Rapids, Mich., Baltimore, Md., West Hartford, Conn., Raleigh, N. C., San Francisco, Galif., Los Angeles, Calif., Kalamazoo, Mich., Denver, Colo., Norfolk, Va., Montclair, N. J., and other school systems. Art expression, Monroe Kindergarten, Toledo, Ohio. 129 ol. ise, It eir eir rt- la ex- est ies. ca: ion on. len of ird Ise its nal the ost has It ific for pel es, w- est are ing lic | ‘he td- ool on. ap- ‘es- {a d., ta les, lo., ind 10. MAN of old experience in marriage was giving advice to a newly mar- ried pair. “Above all,” said he, “don't both get mad at once.”’ A princi- pal is one who is paid extra to refrain from working too hard, so that when everyone else about the place has gone fagged or wild, his cool head will serve as a nucleus of sanity. More than fifty percent of his time (according to Cub- berley ) he is likely to be dealing personally with pupils, teachers,or parents. Now the first of the far-famed “seven objectives” is Health—and the only ultimate health is mental health. The first big duty of the principal, then, is to give a daily demon- stration lesson in mental hygiene, to carry out Kipling’s “If,” keeping his head when all about him are losing theirs and blam- ing it on him, to remain a kindly, big- souled, thoughtful, sincere, fair-minded, progressive personality whatever betide, to be a creative artist without the tem- peramental mood and passion. Live as you would be lived with. The second commandment which sums up the law and the prophets for prin- cipals is like the first: Treat your teach- ers as you want them to treat their pupils. Let us apply the text. 1. Be friendly and approachable. The ideal teacher is one to whom the pupil naturally resorts when in trouble. He has Professor Palmer’s well-remembered “capacity for vicariousness.”” Mental hy- gienists find that children who are in sympathetic relations with their parents do not develop repressions. The princi- pal who does not cultivate sympathetic relations with his teachers may find “‘re- pressions” developing in his school sys- tem, and, unless the teachers seek reliev- ing counsel elsewhere, in their mental systems as well. The teacher should feel assured, too, that his approach to the principal for aid and comfort will in no Wise count against him. 2. Study, develop, and integrate your personnel. You expect the teacher to study each pupil, discover individual ca- pacities, keep each child mentally healthy by the nice adjustment of his tasks to his leading traits, and, harmonizing all this variety of selfexpression, to maintain group unity while remaining, himself, somewhat in the background. This is your cue to the new leadership. You may be able to discover from the outside of Personal Growth Through Mental Hygiene Mental Health and the Principal DanieL Wotrorp La Rue the teacher’s personality, better than he can from the inside, the trend round which he should organize his efforts. At any rate, do not brutally dominate the group, but inventory its talent and dis- pose it strategically. Probably you have ‘*Am I THE KEEPER OF THE TEACHER’S MIND?”’ es, Mr. Principal, you are, in some degree. For to force a child daily into the presence of a teacher who does not enjoy mental health may be worse for that pupil than compulsory child labor. “The first duty of the law,” said Woodrow Wilson, “is to keep sound the society it serves.” “I took my work too seriously,” lamented a teacher in a mental hos- pital. “For fifteen years I was never late nor absent a single time. Yet I did not enjoy my work. Quite the con- trary: it was monotonous slavery.” A sympathetic principal is like a good coach. He can grade the training, introduce variety, prevent staleness and breakdown. No matter what other drive is on, the “drive” for mental health should always be on, leading in all super- visory efforts for both teacher and child. teachers who can give better demonstra- tion lessons than you can. Use them. Do not haze the new teacher by assigning him especially heavy work, but lighten his task until he is initiated. Avoid the atmosphere of depression by remembering that you are not there primarily to criti- cise but to construct. 3. Through purpose, build morale. There is a story of some workmen who, having dug one hole, were blindly told to dig another and another, until they finally dropped their tools and declared, “No more dig.” But when informed that the object was to locate a certain water pipe, they cheerfully resumed activities. Merely to encourage the “rah rah habit” in a school is to develop scholastic vanity. But a purpose-filled faculty will keep itself frank - minded by open discussion, and even take delight in substituting tactful- ness for vengeance in dealing with zig- zag-minded patrons. No one really lives until he has a cause for which to die. 4. Economize the teacher’s energy. Im- portant here are the atmosphere in which [ 187] he works, avoidance of useless tasks, and the establishing of a smoothly-operating regime. ‘The small-minded principal is likely to imitate what he mistakes for big business, and charge all nervous systems so tensely that there is a leak at every neurone. Or he may keep his teachers worried by his feeling, like that of the newly-elected school board member, that he must interfere with something or he has not justified his being there. To re- quire much writing, elaborate reports, ex- tensive paper work of any sort, is an error. Ask yourself always, if the teacher is not with his pupils, whether you are not cheating them and harassing him. The smoothly-operating régime includes all the grooves our natures slide in. A cold room, a refractory window, lack of crayon, uproar in the corridor, too fre- quent or disorderly change of classes, may wear more thin places in the teacher’s soul than does the work of the hour. 5. Use modern, democratic methods as you want your teachers to do. It is strange that, even in a democracy, the army and the public school are still organized au- tocratically. In the classroom, however, autocracy is passing, and the teacher knows that even school administration without teacher representation is tyranny. You do not want your teachers to gov- ern by fear. Do you use it? Are your teachers treated like hired servants, or do you accord them professional recognition as your equals and make them feel that they are an essential part of the system? “Give heed to motivation,” you exhort. How you teachers? “Use tact.”” A majority of questionnaired teachers set down “Tact’’ as the first qual- do motivate your ification for a principal, and lack of it as the most common defect. “Use the proj- ect method and the socialized recitation.” Is there, in your teachers meetings, a teachers’ project? And are those meetings socialized ? Dare the teachers really speak their minds? “Install pupil selfgovern- ment.” Dare you install teacher selfgov- ernment ? By modern, democratic methods you will best maintain the mental health of your teachers and secure that “gentle and unforced accord” that “sits smiling” to your heart. Be mentally healthy yourself, and treat your teachers as you want them to treat their pupils. YOUR AFTERSELF A Commencement Message for All Youth Davip STARR JORDAN OUR first duty in life is toward your afterself. So live that the man you ought to be may, in his time, be possible, be actual. Far away in the years he is waiting his turn. His body, his brain, his soul, are in your boyish hands. He cannot help himself. What will you leave for him? Will it be a brain unspoiled by lust or dissipation; a mind trained to think and act; a nervous system true as a dial in its response to the truth about you? Will you, Boy, let him come as a man among men in his time? Or will you throw away his inheritance before he has had the chance to touch it? Will you turn over to him a brain distorted, a mind diseased, a will un- trained to action, a spinal cord grown through and through with “the devil-grass, wild oats”? Will you let him come and take your place, gaining through your experience, happy in your friendships, hallowed through your joys, building on them his own? Or will you fling it all away, decreeing, wantonlike, that the man you might have been shall never be? This is your problem in life—the problem which is vastly more to you than any or all others. How will you meet it, as a man or as a fool? It comes before you today and every day, and the hour of your choice is the crisis in your destiny! [This poster for your classroom is from the Journal of the National Education Association] Books for Junior High-School Libraries HE SCHOOL library is the heart of the I intellectual life of the school. It opens windows into the outer world, connect- ing the school with all places and all times. June is the season when school library buy- ing lists are made up. The selection of books which bring new points of view, new vitality, new knowledge into the school at- mosphere increases the working power of every pupil and every teacher. The books listed on these pages are from a list pre- pared by the junior high-school librarians of Long Beach, California, who prepared the list for the elementary school library which was published in the June 1928 JouRNAL. They are persons of unusually wide experi- ence and training for library service. The group includes: Alice Frost, Marjorie Full- wood, Mrs. Edwina Steele Hicks, Josephine Kenkel, Mrs. Anne Mitchell Massey, Mrs. Frances Machette Meadows, Avis Meigs, Gladys Warren, and Mrs. E. Riddell White. This list is a result of firsthand contact with young people and actual work with the books themselves. It was not possible in the space available to publish all sections of this valu- able list. Accordingly the sections on fic- tion, reference books, philology, and litera- ture are not here included. Titles preceded by an asterisk (*) indicate first choice when it is not possible to secure the entire list. SOCIAL SCIENCES Social Problems Burch, H. R.—American social problems, Macmil- lan, 1918, $1.68 *Fairchild, H. P.—Elements of social science, Mac- millan, 1924, $1.75 Statistics and General Information American yearbook; a record of events and prog- ress, Latest annual edition, Macmillan, $7.50 Statesman’s yearbook. Latest annual edition, Mac- millan, $7.50 *U. S. Bureau of the Census—Abstract of the four- teenth census of the U. S. Supt. of doc., 1923, $1.50 U. S. Bureau of foreign and domestic commerce— Statistical abstract of the U. S§. Latest annual edition. Supt. of doc., $1 *World almanac and book of facts. Latest annual cdition, N. Y. World, $1 Immigration *Ross, E. A.—Old world in the new, Century, 1914, $3 Parliamentary Law *Hall, A. B.—Textbook on parliamentary law, Mac- millan, 1923, $1.20 Political Parties Macy, Jesse—History of political parties in the U. S., Macmillan, 1918, $2.25 Economics Bogart, E. L.—Economic history of the U. S., Longmans, 1922, $2 Fuller, R. G.—Meaning of child labor, McClurg, 1922, $1 Hughes, R. O.—Economic civics, Allyn, 1921, $1.75 Johnson, J. F.—We and our work, Amer. View. Soc., 1923, $2.07 *Lapp, J. A.—Economics and the community, Cen- tury, 1922, $1.75 Industrial History *Toothaker, C. R.—Commercial raw products, Ginn, 1905, $1.92 *Wells, L. R.—Industrial history of the U. S., Macmillan, 1922, $2 Conservation *Price, O. W.—Land we live in, Dodd, 1911, $2 Van Hise, C. R.—Conservation of natural resources in the U. S., Macmillan, 1910, $2.50 Constitution *Cloud, A. J.—Our constitution, Scott, 1923, 80 cents Tappan, E. M.—Story of our constitution, Lothrop, 1922, $1.50 Government and Citizenship *Ashley, R. L.—New Civics, 1925, $1.60 Crump, Irving—Boys’ book of firemen, Dodd, 1916, 31.75 Crump, Irving—Boys’ book of policemen, Dodd, 1917, $1.75 Davis, S. E.—Our government, Laidlaw, 1922, $1 Du Puy, W. A.—Uncle Sam, wonder worker, Stokes, 1913, $1.75 Du Puy, W. A.—Uncle Sam’s modern miracles, Stokes, 1914, $1.75 Duvall, J. J.—Civil government simplified, Wagner, 1919, 60 cents *Foreman, S. E.—American democracy, 1926, $1.75 *Haskin, F. J.—American government, Lippincott, 1924, $2 Hepner, W. R.—Good citizen, Houghton, 1924, $1.40 *Hill, H. C.—Community life and civic problems, Ginn, 1922, $1.40 *Hughes, R. O.—New community civics, Allyn, 1924, 1.40 Jenks, J. W.—We and our government, Amer. View. Soc., 1922, $1.40 *Munro, W. B.—Social civics, Macmillan, 1922, $1.72 any Geoftrey—Land of fair play, Scribner, 1919, 1.50 $1.80 Woodburn, J. A.—American community. Rev. ed., Longmans, 1924, $1.48 Macmillan, Century, E. A.—Civic sociology, World bk., 1926, Young, J. T.—-New American government and its work, Macmillan, 1923, $3 Navy *Jackson, O. P.—New book of American ships Stokes, 1926, $5 Clubs *Boy scouts of America—Official handbook for boys, Latest annual edition, Grosset, $1 *Girl scouts of America—Scouting for girls, Girl scouts, 1925, 80 cents *Stern, R. B.—Clubs, making and management, Rand 1925, $1.50 Occupations Dean, E. O.—Opportunities 1921, $1.25 Filene, Catherine—Careers for women, Houghton, 1920, $2 *Gowin, E. B.—Occupations, Ginn, 1923, $1.48 Hawksworth, Hallam—-What are you going to be? Century, 1924, $1.75 Jackson, B. B.—Opportunities of today for boys and girls, Century, 1921, 85 cents *Leuck, M. S.—Fields of work for women, Appleton, 1926, $2.50 Lyon, L. S.—Making a living, Macmillan, 1926, $1.60 *Rosengarten, W.-—Choosing your life work, Me- Graw, 1924, $2.50 outofdoors, Harper Commerce *Baldwin, James—Sailing the seas, American bk., 1920, $1 Cartwright, C. E.—Tale of our merchant ships, Dutton, 1924, $3. Collins, F. A.—Our harbors and inland waterways. Century, 1924, $2 Stamps *Scott Stamp & Coin Co.—Standard postage stamp catalog. Latest annual edition, Scott, $2 Costumes *Haire, F. M.—Folk costume book, Barnes, 1926, $6 Lester, K. M.—Historic costume, Manual Arts, 1925, $2.50 Holiday Material *Carnegie Library School Assoc.—Christmas in poetry; first and second series, Wilson, 1923, $1.20 Easter in poetry, Wilson, 1926, 60 cents Memorial day in poetry, Wilson, 1924, 60 cents Mother's day in poetry, Wilson, 1926, 60 cents Thanksgiving in poetry, Wilson, 1923, 60 cents Washington and Lincoln in poetry, Wilson, 1927, 60 cents [ 189 J Dickinson, A. D.—Children’s book of Christmas stories, Doubleday, 1913, $1.75 Dickinson, A. D.—Children’s book of patrioti: stories, Doubleday, 1917, $1.75 Dickinson, A. D.—Children’s book of Thanksgiving stories, Doubleday, 1915, $1.75 *Dier, J. C.—Children’s book of Christmas, Mac- millan, 1911, $1.50 — J. W.— Book of holidays, Crowell, 1917, *Olcott, F. J.—Good stories for great holidays, Houghton, 1914, $3 Pringle, M. P.—Yule-tide in many lands, Lothrop, 1916, $1.50 Sanford, A. P. Schauffler, R. H. *Schauffler, R. $2 *Schauffler, R. $2 Armistice day, Dodd, 1927, $2 Christmas, Dodd, 1907, $2 H.—Lincoln’s birthday, Dodd, 1909, H.—Thanksgiving day, Dodd, 1907, *Schauffler, 1910, $2 *Smith, E. S.—Christmas in legend and story, Loth- rop, 1915, $2 *Stevenson, B. E.—Days and deeds: Poetry, Double- day, 1906, $1.75 (Note: Hazeltine, M. E.—Anniversaries and holi- days. Excellent index in a _ larger collection. A. L. A. 1928, $6 R. H.—Washington’s birthday, Dodd, Etiquette *Clark, M. E.—Etiquette, Jr., Doubleday, 1926, $2 Philadelphia, So. Phil. High School for girls; Every- day manners for American boys and girls, Macmil- lan, 1922, $1 Folk Lore and Hero Tales *Aesop—Fables of Aesop; ed. by Joseph Jacobs; il. by Richard Heighway (Children’s classics), Mac- millan, $1.75 *Andersen, Hans.—Fairy tales and wonder stories; il. by Louis Rhead, Harper, $1.75 *Arabian nights—-Arabian nights; ed. by K. D. Wig- gin & N. A. Smith; il. by Maxfield Parrish, Scribner, $2.50 *Asbjornson, P. C.—East of the sun and west of the moon; il. by Hedwig Collin (Children’s classics), Macmillan, $1.75 Asbjornson, P. C. $2.50 Baldwin, James—Sampo, Scribner, $2 *Baldwin, James—-Story of Roland, Scribner, $2 *Baldwin, James—-Story of Siegfried, Scribner, $2 Darton, F. J.—Wonder book of old romance, Stokes, $2.50 *Grimm, Jakob—Fairy tales of the brothers Grimm; trans. by Mrs. Edgar Lucas; il. by Arthur Rack- ham, Lippincott, $2 Guerber, H. A.—Legends of the middle ages, Ameri- ican bk., $2 *Harris, J. C.—Uncle Remus: his songs and his sayings, Appleton, $2 *Jacobs, Joseph—English fairy tales, Putnam, $1.75 *Jacobs, Joseph—Jndian fairy tales, Putnam, $1.75 *Lang, Andrew—Bilue fairy book; il. by M. DeV. Lee (Washington Square classics) Macrae, $1.50 *Lanier, Sidney—Boy’s King Arthur; il. by N. C. Wyeth, Scribner, $2.50 Macleod, Mary—Book of King Arthur and his noble knights, Stokes, $2.50 Olcott, F. J.—Wonder tales from China seas; il. by D. S. Walker, Longmans, $2 Ozaki, Y. T.—Japanese fairy book, Dutton, $3 *Pyle, Howard—Merry adventures of Robin Hood, Scribner, $3.50 *Pyle, Howard—Story of King knights, Scribner, $3.50 E. M.—Old ballads in prose, Houghton, Tales from the Fjeld, Putnam, Arthur and his Tales of laughter; il. by Elizabeth MacKinstry, Doubleday, $3 SCIENCE General *Bowden, G. A.—General science with experimental project studies, Blakiston, 1923, $1.68 Caldwell, O. W.—-Elements of general science with experiments, Ginn, 1926, $1.68 *Caldwell, O. W.—Open doors to science, Ginn, 1926, $1 Collins, A. F.—Boy scientist, Lothrop, 1925, $2.50 Darrow, F. L.—Boy’s own book of science, Mac- millan, 1923, $2.50 *Mills, E. A.—-Story of a thousand year pine, Hough- ton, 1914, $1.25 Moseley, E. L.—Trees, stars, and birds, World bk., 1919, $1.80 *Pieper, C. J.—Everyday problems in science, Scott, 1925, $1.60 Slosson, FE. E.—Chats on science, Century, 1924, $2 190 Thompson, J. A.—Outline of science, 4 vols., Put- nam, 1922, $18 Trafton, G. H.—Biology of home and community, Macmillan, 1923, $1.68 *Webb, H. A.—Early steps in science, Appleton, 1927, $1.68 Mathematics *Stone, John—Junior high-school mathematics, 3 vols., Sanborn, 1919, 81 cents each Astronomy *Lewis, I. M.—Astronomy for young folks, Duffield, 1922, $2 *Murphy, E. G.—Beginner’s guide to the stars, Put- nam, 1924, $1 *Proctor, Mary—-Young folk’s book of the heavens, Little, 1925, $2 Physics and Electricity *Jackson, D. C.—Elementary book on electricity and magnetism and their applications, Macmillan, 1919, $2.50 *Miilikan, R. A.—Practical physics, Ginn, 1922, $1.64 Wade, H. T.—Everyday electricity, Little, 1924, $2 Chemistry *Brownlee, R. B. lyn, 1914, $1.80 *Collins, A. F.—Boy chemist, Lothrop, 1924, $2 Howe, H. E.—Chemistry in industry, 2 vols., Chem- ical Foundation, 1924-25, $1 each Martin, Geoffrey—Modern chemistry and its won- ders, Van Nostrand, 1922, $3 Sadtler, S. S.--Chemistry of familiar things, Lip- pincott, 1924, $3 Chemistry of common things, Al- Geology Fabre, J. H.—This earth of ours, Century, 1923, $2.50 Fairbanks, H. W.—-Stories of rocks and minerals Educational, 1903, $1 *Finnemore, Hilda—History of the earth, Longmars, 1924, $1.25 *Jordan, D. S.—High lights of geography: Europe World bk., 1925, $1.44 *Jordan, D. S.—High lights of geography: America, World bk., 1925, $1.44 *Loomis, F. B.—Field book of common rocks and minerals, Putnam, 1923, $3.50 *Tarr, R. S.—New physical geography, Macmillan, 1926, $1.68 *Verrill, A. H.—Ocean and its mysteries, Duffield, 1916, $1.50 Ward, R. D. 1925, $4 Whitbeck, R. H.—High school geography, Macmil- lan, 1922, $2 North Climates of the United States, Ginn, Paleontology *lucas, F. A.—Animals of the past, Amer. Museum of Natural History, 1922, 80 cents Biology - Gruenberg, B. C. 1925, $1.72 *Kummer, F. A.—First days of knowledge, Doran, 1923, $2 Kummer, F. A.—First days of man, Doran, 1922, $2 Biology and human life, Ginn, - Botany *Bailey, L. H.—Botany for secondary schools, Mac- millan, 1920, $1.68 *Keeler, H. L.—Our native trees, Scribner,-1900, $3 *Mathews, F. S.—-Book of wild flowers for young people, Putnam, 1923, $3 Mathews, F. S.—Familiar trees and their leaves, Appleton, 1911, $3.50 *Mathews, F. S.—Field book of American trees and Shrubs, Putnam, 1915, $3.50 Nat'l Geog. Soc.—Book of wild flowers, Geog., 1924, $4 Pack, C. L.—-Trees as good citizens, Am. tree as- soc., 1923, $2 Parker, B. M.—Book of plants, Houghton, 1925, 88 cents Peabody, J. E.—Elementary plant biology, M il- lan, 1912, $1.20 saat — a Natl Botany (Local) Each school should substitute best titles for its locality. *Armstrong, Margaret—Field book of western wild flowers, Putnam, 1915, $3.50 Fultz, F. M.—Elfin-forest of California, Mirror, 1927, $2 Jepson, W. L.—Trees of Cali ia, Calif. Sch. : oak Sess f California, Calif. Sch. bk., Saunders, C. F.—Trees and shrubs of California gardens, McBride, 1926, $3 Times- THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Birds and Bird Houses M.—-Bird-life, Appleton, 1901, $4 M.—Travels of birds, Appleton, 1916, *Chapman, F. Chapman, F. 76 cents Chapman, F. M.—What bird is that? Appleton, 1920, $1.50 Hawksworth, Hallam— Year in the wonderland of birds, Scribner, 1925, $1.60 Mathews, F. S.—-Book of birds for young people, Putnam, 1921, $3 Miller, O. T.—Children’s book of birds, hioughton, 1915, $3 Siepert, A. E.—Bird houses boys can build, Man- ual Arts, 1916, $2 Birds (Local) *Eliot, W. A.—Birds of the Pacific coast, Putnam, 1923, $3.50 Wheelock, I. G.- 1903, $4 Wyman, L. E.—Field book of birds of the South- western U. §., Houghton, 1925, $3.50 Birds of California, McClurg, Animals Beard, D. C.—American boys’ book of wild animals, Lippincott, 1921, $3 *Bostock, F. C.—Training of wild animals, Century, 1903, $1.75 *Champlain, J. D.—Young folks’ cyclopedia of nat- ural history, Holt, 1905, $3.50 Daglish, E. F.—Animals in black and white: larger beasts, Morrow, 1928, $1 Daglish, E. F.—Animals in black smaller beasts, Morrow, 1928, $1 Du Chaillu, Paul—World of the great forest, Scrib- ner, 1900, $2 *Fabre, J. H.—-Animal life in field and garden, Cen- tury, 1921, $2.50 *Hornaday, W. T. ner, 1904, $5 Hornaday, W. T.—Minds and manners of wild ani- mals, Scribner, 1922, $2.50 *Hornaday, W. T.—Tales from nature’s wonderlands Scribner, 1924, $2.50 Stone, W. G.—American animals, Doubleday, 1905, $5 Wood, C. D.- man, Ginn, and white: American natural history, Scrib- Animals: their relation and use to 1912, 88 cents Stories of Wild Animals Roberts, C. G. D.—Children of the wild, Macmil- lan, 1913, $2 *Roberts, C. G. D.— Wilmot-Buxton, E. M.—Story of the crusades, Crowell, 1911, $1.75 World War Benezet, L. P.—Young people’s history of the world war, Macmillan, 1922, $1.20 *Hall, J. N.—High adventure, Houghton, 1918, $2 *Hayes, C. J.—Brief history of the great war, Mac- millan, 1920, $2.75 Updegraff, Allan—Literary Digest atlas of the new Europe and the Far East, Funk, 1921, $1 Great Britain Johnston, Charles—Jreland’s story, Houghton, 1923, $3 *Marshall, H. E. *Marshall, H. E. Island story, Stokes, 1920, $5 Scotland's story, Stokes, 1907, $5 Quennell, Marjorie--Hisiory of everyday things in England, 1006-1799, Scritner, 1921, $5 *Warren, H. P.--Stories from English history from B. C. 55 to A. D. 1923, Heath, 1923, $1.48 Germany Marshall, H. E.—History of Germany, o. p. France Dark, Sidney-—-Book of France, Doubleday, 1923, $2 Marshall, H. E.—History of France, Doubleday, 1925, $3 Indians Catlin, George—Boy’s Catlin, Scribner, 1905, $2 *Drake, F. S.—Indian history for young folks, Har- per, 1919, $3 Grinnell, G. B. 1904, $3 Johnston, C. H. L. 1909, $2 *Schultz, J. W.—Bird woman: The guide of Lewis and Clark, Houghton, 1918, $2 Seymour, F. W.—Jndians today, Sanborn, 1926, $1 *Starr, Frederick—American Indians, Heath, 1898, 96 cents Story of the Indian, Appleton, Famous Page, Indian chiefs, United States History Note: Pageant of America to be complete in 15 volumes. Sold on subscription basis of $75 for set. Single voluthes sold only to schools and li- braries, each $5.50. Bicknell, Edward—Territorial acquistions of the U. §., 1787-1913, Small, 1913, 50 cents Bourne, H. E.—History of the U. S., Heath, 1925, $1.48 Brigham, A. P.-—Geographic influences in Ameri- can history, Ginn, 1903, $1.48 *Burnham, Smith Making of our country, Winston, 1921, $1.68 *Elson, H. W.— History of the U. S. of America, Macmillan, 1923, $3 Elson, H. W.—-Side lights on American history, 2 vols., Macmillan, 1900, $1.20 each Elson, H. W.--United States, its past and present, Am. bk., 1926, $1.60 *Gabriel, R. H.--Toilers of land and sea (Pageant of America, vol. 3) Yale Univ. press, 1926, $5.50 Guitteau, W. B.—Our United States, Silver, 1919, $1.68 *Halleck, R. P.--History of our country for higher grades, 4m. bk., 1923, $1.60 Harper's encyclopedia of United States history. 10 vols., Harper, 1915 Hert, A. B.—How our grandfathers lived, Macmil- lan, 1902, $1.08 Hart, A. B.—Jn our times, Macmillan, 1927, $1.40 *Keir, Malcolm— Epic of industry (Pageant of Amer- ica. Vol.°5), Yale Univ. Press, 1926, $5.50 Leonard, A. R.—-Nation’s history, Holt, 1924, $1.72 Lodge, H. C.--Hero tales from American history, Century, 1895, $1.90 Marshall, H. E.—This country of ours, Doran, 1917 Tut JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION *Nluzzey, D. S.—American hkistory, Ginn, 1925, $1.96 Ogg, F. A.—Builders of the republic (Pageant of America, vol. 8), Yale Univ. Press, 1927, $5.50 Pyle, Howard 1923, $5 *Sparks, E. E.—Expansion of the American people, Scott, 1900, 86 cents Thwaites, R. G.—-History of the U. §., 1924, $1.60 Tryon, R. M. 1927, $1.72 *West, Ruth—-Story of our country, Allyn, 1926, $1.80 Wissler, Clark—-Adventurers in the wilderness (Pageant of America: vol. 1), Yale Univ. Press, 1925, $5.50 Book of the American spirit, Harper, Houghton, American people and nation, Ginn, Discovery and Colonial Period Barstow, C. L.—Colonist and the revolution, Cen- tury, 1912, 85 cents *Barstow, C. L.—Explorers 1912, 85 cents and settlers, Century, Earle, A. M. Child life in colonial days, Mac- millan, 1899, $2.50 *Earle, A. M.—Home life in colonial days, Mac- millan, 1898, $2.50 Guerber, H. A.—-Story of the thirteen colonies, Am. bk., 1898, 80 cents *Mathers, Basil Prescott, D. 1921, $1.25 Stone, G. L.—Everyday life in the colonies, Heath, 1905, 72 cents *Usher, R. G. 1923, $1.50 Argonauts of faith, Doran, 1920 R.—Day in a colonial home, Jones, Story of the Pilgrims, Macmillan, Revolution Coffin, C. C.—Boys of '76, Harper, 1924, $2.50 Thwaites, R. G.- How George Rogers Clark won the Northwest, McClurg, 1918, $2 Civil War Hart, A. B.. Romance of the Civil War, Macmillan, 1903, $1.12 Far West *Barstow, C. L.—Westward movement, Century, 1912, 85 cents Nida, W. L.—Following the frontier, Macmillan, 1924, 96 cents *Parkman, Francis—Oregon trail; il. by N. C. Wyeth (Beacon Hill bookshelf), Little, 1925, $2 Paxson, F. L.—Last American frontier, Macmillan, 1910, 75 cents Wade, M. H.—Trail blazers, Little, 1924, $1.65 [The schools in each state will wish to supply a brief list of the best books on that state.] Mexico Banks, H. W.—Boys’ Prescott, Mexico, Stokes, 1916, $1.75 the conquest of Panama Verrill, A. H.—-Panama of today, Dodd, 1927, $2 Arctic Region MacLean, J. K.—Heroes of the farthest north and farthest south, Crowell, 1923, $1.75 GEOGRAPHY AND TRAVEL Atlases *Goode, J. P.—School atlas, Rand, 1923, $4 *Rand McNally—ZInternational atlas, Rand, 1923, Sineshond, W. R.—Historical atlas, Holt, 1924, $3.90 Geography—Physical and Economic Atwood, W. W.—New geography, book two, Ginn, 1920, $2 Chamberlain, J. F.—How we are sheltered, Mac- millan, 1924, 88 cents *Dakin, W. S.—Great rivers of the world, Macmil- lan, 1925, 96 cents *Fisher, E. F.—Resources and industries of United States, Ginn, 1923, 96 cents *Huntington, Ellsworth—Modern business geography, World bk., 1925, $1.96 Keller, A. G.—Commercial and industrial geography, Ginn, 1912, $1.28 *Packard, L. O.—Nations as neighbors, Macmillan, 1925, $2 Rocheleau, W. F.—Geography of commerce and in- dustry, Educational, 1923, $1.50 *Smith, J. R.—Commerce and industry, Holt, 1925, $1.96 Smith, J. R.—Human geography, 2 1922, $1.36 and $1.72 *Smith, J. R.—Jndustrial and commercial geography, Holt, 1913, $4.50 the vols., Winston, June, 1929 Smith, J. R. $3.50 Stuart, D. M.—Young folk’s book of other lands, Little, 1927, $2 *Whitebeck, R. H.—Jndustrial geography, Am. bk., 1924, $1.72 World’s food resources, Holt, 1919, Description and Travel *Bullen, F. T.—Cruise of the Cachalot; il. by Mead Schaeffer, Dodd, 1926, $3.50 *Dana, R. H.--Two years before the mast; il. by E. B. Smith (Riverside bookshelf) Houghton, 1911, $2 Faris, J. T.—Real stories of the geography makers, Ginn, 1925, 92 cents Paine, R. D.—Lost ships and lonely seas, Century, 1921, $4 Putnam, D. B.—David goes voyaging, Putnam, 1925, $1.75 Stockton, F. R.—Buccaneers and pirates of our coasts; il. by G. Varian and B. W. Clinedinst, Macmillan, 1898, $2 *Synge, M. B.—-Book of discovery, Putnam, 1912, $5 Europe *Allen, N. B.—New Europe, Ginn, 1920, $1 Bates, K. L.—-In sunny Spain, Dutton, 1913, $2 Carpenter, F. G.—Europe, Am. bk., 1922, $1 *Clark, V. B.—Europe, Silver, 1925, $1.28 Du Chaillu, Paul—Land of the long night, Scribner, 1899, $2 *Irving, Washington—Alkambra; il. nell, Macmillan, 1921, $2 *Lane, R. W.—Peaks of Shala, Harper, 1923, $3 Power, Eileen—Cities and their stories, Houghton, 1927, $1.75; School edition, $1.28 by Joseph Pen- Asia *Allen, N. B.—Asia, Ginn, 1916, $1 Franck, H. A.—-China, Owen, 1927, 91 cents *Huntington, Ellsworth—-Asia, Rand, 1912, $1.25 Roosevelt, Theodore—-East of the sun and west of the moon, Scribner, 1926, $3.50 Tietjens, Eunice—Japan, Korea, and Formosa (Bur- ton Holmes travel stories), Wheeler, 1924, $1.24 Africa Allen, N. B.—Africa, Australia, and the islands of the Pacific, Ginn, 1924, $1.12 *Carpenter, F. G.—-Africa, Am. bk., 1924, $1 *Du Chaillu, Paul—-Jn African forest and jungle, Scribner, 1903, $2.25 Roosevelt, Theodore—-African game trails, Scribner, 1910, $4 Wilbur, Susan—Egypt and the Suez Canal (Burton Holmes travel stories), Wheeler, 1924, $1.28 North America Carpenter, F. G.-Canada and Newfoundland, Doubleday, 1924, $4 *Carpenter, F. G.—North America, Am. bk., 1922, $1 *Smith, J. R.—North America, Harcourt, 1925, $6 United States *Allen, N. B.—United States, Ginn, 1925, 92 certs *Carpenter, F. G.—Alaska, our Northern Wonder- land, Doubleday, 1923, $4. Nat'l Geog. Soc.—Capital of our country, Nat'l Geog. Soc., 1923, $3 Nusbaum, Deric—Deric in Mesa Verde, Putnam, 1926, $1.75 Roosevelt, Theodore—Stories of the great West, Century, 1909, $1.75 Southworth, G. V.—Great cities of States, Iroquois, 1922, $1.08 Tomlinson, E. T.—Places young Americans want to know, Appleton, 1915, $2 *Yard, R. S.—National parks portfolio, Govt. prtg. off., 1925, $1 the United South America *Allen, N. B.—South America, Ginn, 1918, $1 *Bowman, Isaiah—South America, Rand, 1920, $1.25 Carpenter, F. G.—South America, Amer. bk., 1921, $1 Lavarre, W. J.—Up the Mazaruni for diamonds, Jones, 1919, $1.75 Whitbeck, R. H.—Economic geography of South America, McGraw, 1926, $3.50 (See also publications of the Pan American Union, Washington, D. C.) Oceania and Polar Regions *Carpenter, F. G.—Australia, the Philippines, and other islands of the sea, Am. bk., 1927, $1 *Grosvenor, Gilbert—Hawa-ian islands, Nat'l Geog. Soc., 1924, $1.50 Putnam, D. B.—David goes to Greenland, Putnam, 1926, $1.75 Stefansson, Vilhjalmur— Harcourt, 1922, $2.50 Turley, Charles—Voyages of Captain Scott, Dodd, 1915, $2.50 Hunters of the great north, )29 919, nds, Jead 1ton, kers, tury, 1925, our inst, 2, $5 2 bner, Pen- } hton, 5 5 west Bur- $1.24 ds of ingle, ibner, urton certs nder- Nat'l tnam, West, Jnited ant to prtg. $1 $1.25 1921, nonds, South Jnion, ;, and ‘Geog. itnam, north, Dodd, American Education Week HE SPECIAL week in 1929 set aside tor education is November 11-17. Committees are now beginning to plan programs for its Celebration. The purpose of this week is to acquaint the public with the work of the schools, with their ideals, their achievements, and their needs. America’s best gift to civilization, the public school, during this week is made the theme of the press, the plat- form, the pulpit, and other agencies. Many organizations during American Education Week have programs arranged with their educational interests in view. The Department of Superintendence of the National Education Association lends its support this year to the movement by the following resolution adopted at Cleveland: Although every week of the school year is an education week, we believe that to concen- trate the attention of the people upon the work and needs of the schools during a com- mon period observed throughout the nation has proved a valuable project. We recom- mend a continuance of this observance as a period of demonstration of the purposes and work of the schools. The program emphasizes, as did the program of 1928, the seven cardinal ob- jectives of education: health and satety ; worthy home membership ; mastery of the tools, technics, and spirit of learning; taithful citizenship; vocational and eco- nomic effectiveness; wise use of leisure; and ethical character. Armistice day, Monday, Nov. 11—Armis- tice Day falls this year on the first day of American Education Week. It is fitting that the schools magnify on this day education for citizenship. Armistice Day programs, if in charge of school citizenship clubs, will awaken interest among the pupils that will spread throughout the community. Home and school day, Tuesday, Nov. 12— On this day magnify the home. Get ac- quainted with the parents of your pupils. Help children to appreciate their fathers and mothers and commend them for the faithful performance of home duties. Teach them how to make better homes. Emphasize parent edu- cation. Know your school day, Wednesday, Nov. 13—Early in the fall begin calling attention to the work of the schools. Make Wednes- day of American Education Week an “at home” day for teachers and pupils. Have a program showing how the school teaches children to learn, to think, to develop vision, to judge, and to do. Have children make talks on what the school means to them. School opportunity day, Thursday, Nov. 14—The time to show how vocational efh- ciency is promoted in your vicinity through November 11-17, 1929 courses in agriculture, trades and industries, commerce, and home economics. The ad- vantages of special classes and evening schools can be seen at a Parents’ Night. Have a shortened school session and let the parents see what it’s like to go to school. Health day, Friday, Nov. 15—Health is the key to happiness. The healthy child en- joys learning. Health Day is a good time to show the public what schools do to pro- mote health through training in good habits, Enormous Returns _— WEEK which includes Armis- tice Day, November II, is set aside each year for the rededication of our people to the cause of universal education and for a fuller understand- ing of the ideals, achievements, and needs of the schools. Each community and state works out its own program. Under the guidance of the leaders in a community, American Education Week calls the teacher to serve better the children of that community and to labor more zealously on the problems of his profession. It gives the parent deeper insight into parenthood—its duties, privileges, and opportunities. By increasing the child's interest in school, it releases his energies for greater accomplishment. It magnifies the faith of every citizen in education and enrols his help in the school, America’s greatest collective enter- prise. The enterprise of education though yielding enormous returns on the money invested, is capable of pro- ducing still larger profits. An _ in- formed, interested, appreciative, and cooperating public makes the school better. recreation, nutrition, and ventilation. An at- tractive, spacious, sanitary school building is an invaluable community asset. Community day, Saturday, Nov. 16—Edu- cation for the wise use of leisure begins in the graded school and extends through life. Schools help advance community life by pro- viding facilities of training for leisure— auditoriums, libraries, gymnasiums, gardens, and playfields. For God and country day, Sunday, Nov. 17—Ministers of all denominations will ad- dress their audiences on the higher values of education and on the work of the schools. By emphasizing ideals of right conduct the schools cooperate with the churches in seek- ing to maintain the moral and spiritual wel- fare of our people. Suggestions for cooperating agencies— The superintendent may serve as director of activities. The mayor on request will issue a proclamation setting aside November 11-17 as American Education Week. [ 193 } Local officials of patriotic orders may serve on committees and help promote the observance of the week. Parent-Teacher associations welcome this opportunity to promote child welfare in home, school, and community. Churches, fraternal and labor organ- izations, chambers of commerce, women’s clubs, and other agencies can feature the week in short talks. Plan radio programs of your best speakers for each day. Sup- ply material for projection to the largest motion picture theaters. Make pilgrim- ages to the best schools in your city and to the graves of wellknown educators and benefactors of education. _ Newspapers by printing the news about éducation, running the local program for the week in full, or featuring some edu- cation achievement will contribute largely to the success of Week. Radio broadcasting stations may tea- American Education ture educational addresses and school pro- grams. An early start—Begin now to appoint general committees to carry forward plans for the observance of American Education Week. Now is the time to gather material that shows what your schools are doing. Back files of state edu- cation association journals contain good material for each of the seven days. The following references to THE JOURNAL of the National Education Association will be helpful : American Education 223-230 Every teacher an interpreter—Cleve R. Brad- shaw; Jan. 1928. 17:13 Interpreting the schools; Nov. 260 Economic resources and school costs by states in 1926; Feb. 1928. 17:56 Enrolment in American schools both public and private; May 1928. 17:150 School costs and the public—editorial; May 1929. 18:135 The school of 1929. 18-1 Week; Oct. 1928. 17: 1928. 17:257- tomorrow—editorial; Jan. Research Bulletins containing useful material are: Can the nation afford to educate its children? Vol. 6, No. 5. Nov. 1928 The advance of the American public school system. Vol. 5, No. 4, Sept. 1927. Can the states afford to educate their chil- dren? Vol. 7, No. 1, Jan 1929 Additional material w Il appear in the October JOURNAL, and in the Research Bulletin of the Association. ‘TATE and territorial associations affiliated with the National Education Associaticn are here listed with important information about each. The associations employing fulltime secretaries are indicated by asterisks. *Alabama Education Association, Olive J, Dodge, President, Supervisor Elementary Grades, Mo- bile; Frank L. Grove, Secretary, 1017 First National Bank Building, Montgomery. Annual meeting, March, 1930. Alaska Educational Bowman, Petersburg; Petersburg. Association, Conrad Henry President, Superintendent of Schools, Mary Fox, Secretary-Treasurer, Annual meeting not decided, Arizona State Educational Association, D. M. Hib- ner, President, Ray; W. T. Machan, Secretary, Principal, Creighton School, Phenix. Annual meeting to be decided in April, 1929. Sectional meetings: Wednesday and Thursday preceding Thanksgiving. Delegate meeting, Dec. 26-27, 1929. *Arkansas Education Association, J. W. Ramsey, President, Superintendent of Schools, Fort Smith; H. L. Lambert, Executive Secretary, 220 Glover Building, Little Rock. Willie Lawson, corresponding secretary, Blytheville. Annual meeting; November 14-16, 1929, at Little Rock. *California Teachers Association, J. M. Gwinn, President, Superintendent of City Schools, San Francisco; Roy W. Cloud, Secretary, 508 Shel- don Building, 461 Market St., San Francisco. No general meeting. Bay Section, Oakland, December 16-20, 1929; Central Section, Fresno, November 25-27, 1929; Central Coast Section, Monterey, December 16-20, 1929; Northern Section, Sacramento, October 14-18, 1929; North Coast Section, Eureka, October 7-9, 1929; Southern Section, Los Angeles, December 16-20, 1929. *Colorado Education Association, H. M. President, Superintendent of Schools, Springs; W. B. Mooney, Secretary, 530 Com- monwealth Building, Denver. Annual Meet- ing: Western Division—Grand Junction; South- Corning, Colorado ern Division—Pueblo; Eastern Division—Den- ver. Connecticut State Teachers’ Association, E. Mae Keefe, President, 50 Spencer Ave., Waterbury; Samuel P. Willard, Corresponding Secretary, State Capitol, Hartford. Annual meeting not decided. Delaware State Education Association, Rosalie R. Martin, President, Georgetown; Robert E. Shil- ling, Acting Secretary, Superintendent of Schools, Milford. Annual meeting not decided. Education Association of the District of Columbia, Edith Louise Grosvenor, President, 73 The Iowa; J. Anna Tennyson, Secretary, Langley Junior High School. , Annual meeting: January, 1930. *Florida Education Association, J. W. Norman, of Florida, Secretary, Pensacola, Gainesville; Daytona Beach. November 29-30, President, University R. J. Longstreet, Annual meeting: 1929. *Georgia Education Association, J. E. Purks, Presi- dent, Superintendent of Schools, Cedartown; Kyle T. Alfriend, Secretary, 400 Vineville Ave- nue, Macon. Annual meeting not decided. Hawaii Education Association, John Nelson, Presi- dent, Prin., Kamehameha Boys School, Honolulu; Mrs. Eva Hendry, Secretary, 3015 Kalakana Ave., Honolulu. Annual meeting not decided. *The Idaho Education Association, C. L. Harlan, President, State Normal School, Lewiston; John I. Hillman, Secretary, 331 Sonna_ Building, Boise. Annual meeting not decided. *Illinois State Teachers Association, Wham, President, Carbondale; Robert C. Moore, Secretary, Carlinville. Annual meet- ing: Springfield, December 26-28, 1929. *Indiana State Teachers’ Association, Ralph N. Tirey, President, Bloomington; Charles O. Williams, Secretary, Room 205 Hotel Lincoln, Indianapolis. Annual meeting: Indianapolis, October 17-19, 1929. *Iowa State Teachers’ Association, Esther Helbig, President, 1033 Melrose Terrace, Dubuque; Charles F. Pye, Secretary, 415 Shops Building, Des Moines. Annual meeting: Des Moines, November 7-9, 1929. *Kansas State Teachers Association, L. W. Brooks, President, Wict ita High School, Wichita; F. L. Pinet, Secrete ,, 315 W. 10th St., Topeka. An- nual meetin Kansas City. Topeka, Salina, Wichita, Dodge City, and Independence, Octo- ber 31 and November 1-2, 1929. George D. Our State Associations, 1928-29 *Kentucky Education Association, William S. Taylor. President. University of Kentucky, Lexington; R. E. Williams, Secretary, 4518 Southern Park- way, Louisville. Annual meeting: Louisville, April 17-20, 1929. *Louisiana Teachers Association, Amy H. Hinrichs, President, 7336 Irma Street, New Orleans; P. H. Griffith, Secretary, Box 541, Baton Rouge. Annual meeting: Alexandria, November 21-23, 1929. Maine Teachers Association, Thomas P. Packard, President, Superintendent of Schools, Houlton; Adelbert W. Gordon, Secretary, State House, Augusta. Annual meeting: Portland, October 24-25, 1929. Maryland State Teachers Association, Charles W. Sylvester, President, City Department of Educa- tion, Administration Building, Baltimore; Wal- ter H. Davis, Secretary, Principal, High School, Havre de Grace. Annual meeting: Baltimore, November 29-30, 1929. Massachusetts Teachers Federation, Annie CG Woodward, President, 144 School St., Somer- ville; Stanley R. Oldham, Secretary, 15 Ash- burton Place, Boston. Annual meeting: April 20, 1929. *Michigan Education Association. J. W. Sexton, President, Superintendent of Schools, Lansing; Ernest T. Cameron, Secretary, Michigan Educa- tion Building, Lansing. Annual meeting: Lan- sing, March 29-30, 1929. *Minnesota Education Association, George H. San- berg, President, Superintendent of Schools, Rochester; C. G. Schulz, Secretary, 162 W. College Avenue, St. Paul. No annual meeting in 1929. Division meetings: St. Cloud, Thief River Falls, Moorhead, Virginia, Oct. 17-19; Mankato, Winona, St. Paul, Oct. 24-26. *Mississippi Education Association, Nannie Gillis, President, Magnolia; Walter N. Taylor, Secre- tary, West Jackson Station, Jackson. Annual meeting: Jackson, April 11-12, 1929. *Missouri State Teachers Association, M. G. Neale, President, Dean, School of Education, Univer- sity of Missouri, Columbia; E. M. Carter, Sec- retary, Missouri State Teachers Association, Columbia. Annual meeting: St. Louis, Novem- ber 13-16, 1929. *Montana Education Association, Owen D. Speer, President, Superintendent of Schools, Deer Lodge; R. J. Cunningham, Secretary, Box 217, (9 Kohrs Block) Helena. Annual conventions: Bozeman, Great Falls, and Miles City. Dele- gate Assembly: Dec. 27-28 (place not deter- mined). *Nebraska State Teachers Association, J. A. Dore- mus, President, Aurora; Everett M. Hosman, Secretary, 511 Richards Block, 11th and O Sts., Lincoln. Annual meeting: Omaha, Lincoln, Nor- folk, Alliance, Holdrege, Kearney, October 30- 31 and November 1-2, 1929. Nevada State Educational Association, George L. Dilworth, President, Superintendent of City Schools, Sparks; Minnie Wolf, Secretary, Sparks. Annual meeting: Reno. New Hampshire State Teachers Association, Dana S. Jordan, President, Lisbon; John W. Con- don, Executive Secretary, Derry. Annual meet- ing: Littleton, October 4-5, 1929. New Jersey State Teachers Association, Raymond B. Gurley, President, Cleveland Junior High School, Newark; Charles B. Dyke, Secretary, Short Hills. Annual meeting: Atlantic City, November 9-12, 1929. New Mexico Educational Association, J. F. Zim- merman, President, Albuquerque; John Milne, Secretary, Albuquerque. Annual meeting: Al- buquerque, October 31, November 1-2, 1929. *New York State Teachers Association, G. Carl Alverson, President, Superintendent of Schools, Syracuse; Harlan H. Horner, Executive Secre- tary, Box 20, Capitol Station, Albany; Richard A. Searing, Recording Secretary, 617 N. Good- man St., Rochester. Annual meeting: Syracuse, November 25-26, 1929. District meetings: North- ern District, Potsdam, October 10-11. 1929, Central District, Syracuse, October 24-25 1929, Eastern District, Albany, October 24-25. 1929, Southeastern District, New York City, October 24-25, 1929. Southern District, Binghamton, No- vember 1-2, 1929, Central Western District, Rochester. November 1-2, 1929. Western Dis- trict, Buffalo, November 8-9, 1929. [ 194] *North Carolina Education Association, Cherry, President, Roanoke Rapids; Warren, Secretary, Box 274, Raleigh. meeting not decided. Annie M, Jule 8. Annual *North Dakota Education Association, Huldah |. Winsted, President, Minot; M. McCurdy, Secretary, 11 Magill Block, Fargo. Annual meet. ing: Minot, November, 1929. *Ohio Education Association, John J. Richeson, President, Board of Education, Youngstown; Frank E. Reynolds, Secretary-Treasurer, 428 Chamber of Commerce, Columbus. Annual meeting: Cedar Point, June 20-22, 1929. *Oklahoma Education Association, M. A. Nash, Presi- dent, Oklahoma College for Women, Chickasha; C. M. Howell, Secretary, 708 Continental Build. ing, Oklahoma City. Annual meeting: Okla- homa City. Date not definitely set. Probably February or March, 1930. *Oregon State Teachers Association, Julia A. Spooner, President, Holladay Demonstration School, Portland; E. F. Carleton, Secretary- Treasurer, 301 Behnke-Walker Bldg., 11th and Salmon Sts., Portland. Annual meeting: Port- land, December 26-28, 1929. *Pennsylvania State Education Association, C. R. Foster, President, State Teachers College, In- diana; J. Herbert Kelley, Secretary, 400 N. Third St., Harrisburg. Annual meeting: New Castle, December 26-27, 1929. Rhode Island Institute of Instruction, Mrs. Pearl T. Remington, President, 212 Waterman Avenue, East Providence; Clarence W. Bos- worth, Secretary, Prin., Cranston High School, Auburn. Annual meeting: Providence, Octo- ber 24-26, 1929. *South Carolina Teachers Association, Harry Clark, President, Greenville (from July 1); J. P. Coates, Secretary, The State Teachers Building, 1218 Senate St., Columbia. Annual meeting not decided. *South Dakota Education Association, C. G. Law- rence, President, Southern State Normal, Spring- field; N. E. Steele, Secretary, Room 3, Perry Bldg., Sioux Falls. Annual meeting: Rapid City November. *Tennessee State Teachers Association, Kather:ne Ingram, President, Bolivar; P. L. Harned, Sec- retary, State House, Nashville. Annual meeting: Nashville, Thursday, Friday, and Saturday be- fore Easter, 1930. *Texas State Teachers Association, Rush M. Cald- well, President, 2527 Ross Ave., Dallas; R. T. Ellis, Secretary, 708 Neil P. Anderson Bidg., Fort Worth. Annual meeting: Dallas, Novem- ber 28-30, 1929. *Utah Education Association, President, 1042 Ramona City; D. W. Parratt, Secretary, 330 E. 2lst South, Salt Lake City. Annual meeting: Salt Lake City, October 17-19, 1929. Vermont State Teachers Association, Clayton L. Erwin, President, Deputy Commissioner of Edu- cation, Montpelier; Marion C. Parkhurst, Secre- tary, 323 Pearl St., Burlington. Annual meet- ing: Burlington, October 10-12, 1929. Arch M. Thurman, Avenue, Salt Lake *Virginia Education Association, R. W. House, Pres- ident, Principal of Schools, Prospect; Cornelius J. Heatwole, Secretary, Room 1, State Capitol, Richmond. Annual meeting: Richmond, Novem- ber 27-30, 1929. *Washington Education Association, C. Paine Shan- gle, President, Superintendent of Schools, Sedro Woolley; Arthur L. Marsh, Secretary, 707 Low- man Bldg., Seattle. Annual’ meeting: Seattle, October 24-25, 1929. (Rep. Assembly on Oc- tober 26.) *West Virginia State Education Association, J. F. Marsh. President, State Department of Educa- tion, Charleston; J. . Hickman, Secretary, Rooms 403-405 Capital City Bank Bid¢., Charleston. Annual meeting: Huntington, Octo- ber 31, November 1-2, 1929. *Wisconsin Teachers Association, Merle C. Palmer, President, Columbus; B. E. McCormick, Secre- tary, 716 Beaver Building, Madison. Annual meeting: Milwaukee, November 7-9, 1929. Wyoming State Teachers Association, L. C. Tidball, President, Cheyenne; B. H. McIntosh, Secre- tary, Prin., High School, Cheyenne. Annual meeting: Thermopolis, Oct. 9-11, 1929. wl W tio tic fre wl Clg dit ed scl se’ op gi! tel mi ar on a ct dr eee ie M, le B. nnual ah L. lurdy, meet. heson, town H » 428 \nnual Presi- kasha; Build- Okla- obably ia A, tration retary- th and Port- Cc. & ie, In- 00 N. : New Pearl terman . Bos- School, Octo- Clark, J. 1ilding, ing not . Law. Spring- . Perry d City ther:ne d, Sec- eeting: Jay be- . Cald- R. T | Bidg., Novem- 1urman, t Lake E. 2ist 2: Salt yton L. of Edu- , Seere- il meet- e, Pres- ornelius Capitol, Novem- e Shan- ;, Sedro )7 Low- Seattle, on Oc- ip Ds Educa- ecretary, Bldg., n, Octo- Palmer, :, Secre- Annual 29. Tidball, , Secre- Annual Roll Call of Nations HE EDUCATIONALawakening which is moving forward so rapidly in America is in some measure world- wide. The biennial conference of the World Federation of Education Associa- tions to be held in Geneva July 25-August 4 emphasizes the world outlook in educa- tion. The figures here given are available from various sources. It is significant that while recent figures can be had for finan- cial, economic, or military affairs, it is dificult to get such figures in the field of education. Afghanistan—Elementary and _ secondary schools are free. The colleges include Har- bia or military, Habibia or arts college, and several others. The 1927 budget provided for opening 27 new primary boys’ schools and 3 girls’ schools and schools of agriculture and telegraphy. Albania—1926-27. Enrolment in 548 pri- mary schools, 24,000 with 854 teachers. There are 12 continuation schools, 2 secondary, and one teacher training college. Argentina—1925-26. Enrolment in 10,358 public primary schools, 1,036,819; in 44 na- tional secondary schools, 13,437; in 84 nor- mal schools, 12,650; in 54 special schools, 74,- 628 with 6763 teachers; in 107 private schools 4655; in five national universities, 20,746. In 1925 over 19 million paper pesos ($8,360,000) were spent on university education. Australia—Enrolment in 10,235 state public schools, 872,473 with 28,241 teachers; in 1737 private schools, 228,564 with 9266 teachers; in technical schools, 71,000; in business schools, 25,000; 65 free kindergartens have 724 teach- ers. There are six universities. Austria—In 1924-25, enrolment in 5252 public and private elementary schools, 717,- 571 with 29,125 teachers; in 145 secondary schools, 44,513 with 3593 teachers; in three universities, 13,425 with 1295 instructors; in two technical high schools, 4877 with 410 teachers. There are 36 training colleges for teachers and twelve theological colleges, ten of which are for Roman Catholics. Belgium—1925-26. Enrolment in 14,113 public elementary schools 1,107,316; in 197 secondary and higher schools, state and pri- vate, 46,855; in 87 normal schools, 11,876; in four universities, 8961. Bolivia—1925-26. Enrolment in 1598 ele- { mentary schools, 86,821 with 2765 teachers; in 37 secondary schools, 4213 with 403 teach- ers; in 22 special schools, 1913 with 177 teachers. Brazil—1920. Enrolment in 21,748 primary schools, 1,249,449; in 450 secondary 48,000; in 367 professional schools, 937,000. British India—1925-26. Enrolment in 183,- 164 primary schools 7,799,076; in 10,837 sec- ondary schools, 1,716,147, and in 228 arts and science colleges and universities, 70,211; in 8881 special schools and colleges 307,269; in 34,726 indigenous schools (unrecognized in- stitutions) 621,618. Expenditures for recog- nized institutions Rs 227,792,532. “The In- dian Government’s expenditures for educa- tion in 1924-25 amounted to $31,936,610, a sum representing less than $0.10 for each per- son of the population more than 90 percent are illiterate.’"—New International, 1927. Bulgaria—1925-26. Enrolment in 4115 ele- mentary national schools 391,763 with 12,419 teachers; in 1570 elementary private schools, 70,208 with 2490 teachers; in 1280 gymnasia national, 159,775 with 7116 teachers; in 70 professional and private gymnasia, 5932 with 375 teachers; in 131 professional national, 15,548 with 1089; in 58 professional private schools, +373 with 208. The universities enrol 5091 with 342 instructors. The budget esti- mate (in lev) for 1927-28 for the ministry of education is 871,444,000 ($174,288,000). “Ap- proximately one third the population is illiter- ate.”—A mericana, 1928. Canada—1925-26. Enrolment in 29,754 state-controled elementary and_ secondary schools, 1,998,579 with 60,925 teachers; in 83 professional and technical colleges, 20,791; in 23 universities, 44,483 with 4126 teachers. The cost of state-controlled elementary and secondary schools exclusive of schools is $122,701,259. Chile—1924. Enrolment in 3357 public pri- mary schools 438,781 with 9414 teachers; in 459 private primary schools, 62,099 with 1430 teachers; in 15 public normal schools 2507 with 453 teachers; in 96 public secondary schools, 40,084 with 2038 teachers; in 102 pri- vate secondary schools, 20,536 with 1247 teachers. There are three universities and many special schools. Cost in 1924 of public primary and secondary schools and the na- tional normal school was 61,354,818 paper pesos or $7,454,608. China—1923. Enrolment in 10,236 higher primary schools 582,579; in 167,076 lower pri- mary schools, 5,814,375; in Protestant and Catholic mission schools, colleges, and univer- sities, 500,000. In 1927 nearly 2500 Chinese students in the United States; 5000 in Europe. Colombia—1926. Enrolment in 6927 pri- mary schools, +99,688; in secondary schools, 7888; in 17 normal schools, 1355; in indus- trial and art schools 2000. Estimated expendi- ture for public health and instruction in 1927 is 3,862,677 pesos. Costa Rica—1926. Enrolment in 468 ele- mentary schools, 42,031 with 1437 teachers; in secondary schools 972, and in normal school at Heredia 343. There are three col- leges and four professional schools. Expendi- ture on education in 1926 was 3,308,889 colones or $1,539,018. Cuba—1926-27. Enrolment in 3702 elemen- tary schools, 321,821 with 7110 teachers; in 467 private schools, 30,293 with 1545 teach- ers; in 82.night schools for working people, 3679; in six special institutions for advanced education, one to each province, 14,569; in the University of Havana, 5473. Czechoslovakia—1925-26. Enrolment in 14,- 158 elementary schools, 1,403,823; in 1736 higher grade schools, 310,010; in 354 second- ary Latin and technical schools, 108,760; in 167 public, or state-aided, schools of com- [195] technical merce, 31,839; four universities, 14,810; in four technical high schools, 11,206. There are many special schools. Denmark—1925-26. Enrolment in 4493 lower schools, public and private, 493,237; in 468 schools of higher instruction 57,380 with 340 instructors. Dominican Republic—1920. Enrolment in 972 public schools, 105,000 with 1544 teach- ers. There are six secondary schools and one university. “The annual expenditure on edu- cation is about $1,000,000.” Ecuador—1922-23. Enrolment in 1488 gov- ernment schools, municipal and private, 101,- 378, with 1838 teachers. There are three nor- mal schools and four universities. Total ex- penditure for the universities in 1925 was 587,625 sucres, or $285,997, Egypt—1926. Enrolment in 337 maktabs under control of the Ministry of Education, 49,531; in 3575 schools under control of provincial councils, 286,681; in 60 primary schools, 19,636; in eleven commercial and trade night classes 1934; in 72 higher schools, approximately 20,000. Grant-in-aid for 1925- 26, 23,000£ or $111,790. England—March 31, 1927. Enrolment in 20,723 public elementary schools, 5,603,654 with 169,702 teachers; (1925-26) in 1753 sec- ondary and technical schools, 404,824 with 19,604 teachers. In 1924-25, the expenditure by local authorities on higher education was 14,531,328£ or $70,627,114; for elementary education in 1925-26, 58,375,000£ or $283, 702,500. Total public school expenditure dur- ing 1924-25 was 10,875,134£, including 7,343,661£ for teachers’ salaries and pen- sions, or $35,890,200. Estonia—1925-26. There are 1304 public elementary schools, 53 public middle schools, 52 private elementary schools, and 28 private middle schools. Dorpat University enroled 4651 in 1926 and Technical Institute 484. Ethiopia—Education is in charge of the secular and regular clergy. There are schools in the larger centers, but the attendance is poor and a great many of the people are il- literate. A few foreign missions carry on a little educational work. Finland—1926. Enrolment in 4548 elemen- tary schools, 220,274; in 2552 lower elemen- tary schools, 64,052; in 867 infant schools under church supervision 96,035; in 1310 higher elementary schools, 40,091; in 341 spe- cial schools, 16,735; in 246 secondary and training schools, 49,420 with 3392 teachers; in three universities, 3664. France—1924-25. Enrolment in 3049 pub- lic infant schools 328,416; in 687 private in- fant schools, 38,381; in 68,899 public primary, 3,060,921; in 12,127 private primary, 766,- 844: in 367 boys’ lycées and communal col- leges, 117,337; in 206 girls’ lycées, colleges, 53.960: in seventeen universities, 52,960; in 370 private technical schools (1924), 92,000. Germany — 1926-27. Enrolment in 53,000 public elementary schools, 8,900,000 with 197,- 000 teachers; in 10 technical high schools, 22.000 with 2274 teachers; in 23 universities, 65,021 with 7234 teachers. There are no re- cent figures for secondary schools. There are 41 special schools. Greece—1922. Enrolment in 7200 primary schools, 499,084 with 13,996 teachers; in 196 1924-25, in 677 secondary schools, 90,307; in three universities and polytechnical schools, 9969 with 83 teachers. Guatemala — 1926-27. Enrolment in 2909 primary schools, 103,859 with 3212 teachers; in 88 normal and secondary schools, 3141. Besides the University of Guatemala and the National Central Institute are several special schools. Expenditure for education in 1926 was 1,170,345 quetzales (gold coin=$1). Haiti—1925-26. Enroled in 820 national primary (city and rural) 68,938; in 138 private primary, 9622; in six national lycées 1042; in 11 private secondary, 3219. Nearly a million dollars is annually spent on educa- tion, chiefly for agricultural education. Hedjas—(Arabia)—“The government of Hedjas ordered the establishment of a sys- tem of religious schools and a university at Mecca, as well as 21 primary and secondary schools in various cities. Forty teachers were invited from Syria.”—A mericana, 1928. Honduras—1926. Enrolment in 863 public and 34 private schools, 28,048. There are six secondary, 5 normal training schools, several special schools, and a university. Hungary—1925-26. Enrolment in 6813 pri- mary and elementary schools, 743,510 with 20,597 teachers; in 152 middle schools, 61,- 757 with 2959 teachers; in 145 special schools, 18,882; in 30 institutions of higher learning, 14,198 with 949 teachers. Iceland—1919-20. Enrolment in 209 ele- mentary schools, 6485 with 318 teachers. There are several special schools, continua- tion schools, and the University of Reykjavik. Education is now compulsory from ten to fourteen years of age. Ireland—1926-27. Enrolment in 1970 public elementary schools 202,437; in 70 secondary schools, 9012; in 143 technical schools and other centers, 23,000. In 1927 the University of Belfast enroled 1236 with 111 teachers. Italy—1924-25. Enrolment in 5828 asili for infants, 473,652; in 27,192 public elementary schools, 3,644,606 with 94,197. 1925-26. In 1218 government secondary schools, 189,263 with 14,475 teachers; in 1082 private sec- ondary schools, 46,268; in 21 state and 4 free universities, 30,855; in 44 special schools, 14,- 828. Japan—1923-24. Enrolment in 801 kinder- gartens, 66,687 with 2273 teachers; in 25,462 elementary schools, 9,137,160 with 199,663 teachers; in 468 middle schools, 246,680 with 10,129 teachers; in 808 high schools, 286,940 with 12,711 teachers; in 743 techhical schools, 179,534, with 9102 teachers; in 14,969 con- tinuation technical schools, 1,024,774 with 8305 teachers; in 31 institutions of higher learning, 38,728 with 3224 instructors. Latvia—1926-27. Enrolment in 1921 ele- mentary schools, 164,954, with 7403 teachers; in 122 secondary schools, 22,066 with 2350; in 70 technical schools, 5116; in Latvian Na- tional University 6314 with 309 instructors. Liberia— Enrolment in 22 government schools, 700; in 67 missions 3200; in the government college, 143 with 9 teachers. Lithuania—1927. Enrolment in 2320 pri- mary schools 122,000 with 3281 teachers; in 120 secondary schools, 22,194; in the Uni- versity of Kovno, 4000 with 258 teachers. Luxemburg—1926. There are 979 teachers in the primary schools. There are 25 higher elementary schools and 12 special schools and colleges. Mexico—1926. 3000 Enrolment in rural THe JouRNAL OF THE NATIONAL EpUCATION AssOcIATION schools, 143,435; in 426 day primary schools, 42,957; in 107 technical, 78,403 with 7247 teachers. “Mexico faces a difficult educa- tional problem, for 62 percent of the popula- tion is illiterate; some 2,750,000 children need to be sent to school, and nearly 1,750,000 of these are without a school to go to, while state governments spend on an average 40 percent of their budgets on schools.”—A mer- icana, 1928, Netherlands—1924-25. Enrolment in 3980 public infant and elementary schools, 536,- 576 with 17,331 teachers; in 4878 private in- fant and elementary schools, 691,288 with 21,013 teachers; in 227 secondary schools, 47,493 with 3643 teachers; in 641 schools for working people, 108,052 with 4972 teachers; in 7 universities 9044 with 534 teachers. There are many technical schools. In 1924 the state spent on education 169,814,000 guilders or $67,925,600. Newfoundland — 1926-27. Enrolment in 1092 schools, 58,093. Total expenditure for education $977,590. New Zealand—1925-26. Enrolment in 301 private primary schools 26,778; in 2601 pub- lic primary schools 219,969; in 41 incor- porated or endowed secondary schools, 13,- 651 with 568 teachers; in other high schools (122) 7189. Total expenditure on education in 1926-27, 3,910,241£ or $19,003,771. Nicaragua—Enrolment in 460 state ele- mentary schools, 30,210 with 1105 teachers; in 76 private elementary, 5557; in three pri- vate secondary 259 with 37 teachers. There are a number of special schools and three universities. Norway—1924-25. Enrolment in elementary schools, 394,553; in 225 secondary schools 28,784. Many special schools. Panama—1926. Enrolment in 446 public schools, 54,214 with 1492 teachers, in 71 pri- vate schools, 9156. There are several schools of higher learning. 78 percent of the school population was enroled in all schools. Paraguay—1926. Enrolment in 576 govern- ment primary schools, 90,133 with 1984 teach- ers; in 21 private schools, 3201, with 112 teachers; in three high schools, 800, with 55 teachers; in six normal schools 482. Persia—1927. Enrolment in 727 non-relig- ious schools, 84,041; in 2536 religious and maktab schools, 134,987. There are several schools of higher learning. Total expendi- ture for 1926-27 was 17,006,610, or $306,118,- 980. Peru—1926. Enrolment in 3300 primary schools, 262,267 with 5487 teachers; in 29 secondary schools, 5326 with 583 teachers; in seven normal schools 1950; in the Univer- sity 1717. Poland—1926-27. Enrolment in 26,775 ele- mentary schools, 3,365,235 with 69,360 teach- ers; in 780 secondary schools, 216,552 with 780 teachers; in 195 colleges for teachers, 34,437 with 1931 teachers; in 850 technical schools, 110,000. In seven colleges, seven thousand June, 1929 ———.. one hundred twenty-five with 954 teachers, Portugal—1924-25. There are 6850 public elementary schools; enrolment in 33 secop. dary schools, 11,304, with 756 teachers; in 5 normal schools 926 with 89 teachers; in three universities 3909. Rumania—1920-21. Enrolment in 7000 ele. mentary schools, 692,896 with 11,088 teach- ers; in 257 secondary schools, 81,254 with 3624 teachers; in 467 secondary schools, 115. 350 with 6513 teachers; in 104 normal schools, 15,638 with 920 teachers; in 145 spe. cial schools, 10,402 with 785 teachers; in four universities 13,096 with 671 instructors. Salvador—1926. Enrolment in 849 public primary schools 51,933 with 1555 teachers; in 1922 enrolment in two normal schools 160, Expenditure on education in 1926 was 1,870,- 000 colones or $935,000. Scotland—1925-26. Enrolment in 2896 pri- mary schools 658,963 with 18,372 teachers; in 249 secondary schools, 152,537 with 6209 teachers; in 954 continuation classes, 147,071; in four universities, 11,323 with 886 teachers. There are many special schools. Serb, Croat, and Slovene States—1925-26. Enrolment in 7208 elementary schools, 786,- 324 with 17,576 teachers; in 173 secondary schools, 83,399 with 3595 teachers; in 155 civil schools, 26,635 with 1423 teachers; in 16 commercial schools, 2535 with 159 teach- ers; in three universities, 10,320 with 360 teachers. Siam—1924-25. Enrolment in 343 govern- ment schools (including 236 secondary schools), 47,268 with 1958 teachers; in 4707 local schools, 527,603 with 9872 teachers; in 573 private schools, 27,435 with 1446 teach- ers. Over 90 percent of local schools and 60 percent of the government schools are lo- cated in temples. Spain—1926. Enrolment in 29,308 public schools and 6000 private schools, 3,098,840; in 60 institutions or middle class schools 63,- 084+; in 11 universities, 27,800. In 1925-26 expenditure for education was 169,667,571 pesetas or $32,236,838. Sweden—1926. Enrolment in elementary schools, 665,032 with 26,669 teachers; in 77 public secondary schools, 28,564; in state uni- versities, 5253; in private universities, 1165. Cost of public instruction is largely paid by parishes. Switzerland—1925-26. Enrolment in 4407 primary 495,516 with 16,738 teachers; in 599 secondary schools, 53,579 with 2500 teachers; in 111 lower middle schools 14,794 with 761 teachers; in seven colleges, 6662 with 977 teachers. There are many special schools. Turkey—Enrolment in 4800 primary state schools, 302,500, with 9000 teachers; in 71 middle schools 5800; in 20 high schools, 5600. Union of South Africa—1925. Enrolment in state and state-aided schools, 606,760 with 21,322 teachers; in 658 private schools (white and colored), 37,382 with 1867 teach- ers; in four universities 5570. Expenditures on education other than higher education of white scholars 6,766,688£ or $32,886,103. Uruguay—Enrolment in 1264 public and private schools 148,485 with 3890 teachers; in 64 evening courses for adults 7161 with 160 teachers. In the University of the Re- public 2230. A few special schools. V enezucla—1926. Enrolment in government primary 63,747; in 341 private schools 15,- 302; in 236 municipal schools, 10,473; in sec- ondary schools, 588; in special schools, 1618. ——E eae 1929 a chers, Public secon- ; in § three 0 ele- teach- with , 115.- \ormal 5 spe- n four public rs; in Ss 160. 1,870,- 16 pri- ers; in | 6209 +7071; achers. 925-26, » 786, ondary in 155 rs; in teach- th 360 rovern- ondary in 4707 ers; in teach- and 60 are lo- public 98,840; ols 63,- 1925-26 667,571 nentary ; in 77 ate uni- s, 1165. paid by n 4407 - in 599 achers; ith 761 ith 977 ools. ry state ; in 71 Is, 5600. lment in 60 with schools 7 teach- nditures ation of 103. slic and eachers; 61 with the Re- ernment ools 15,- ; in sec- vis, 1618. The Nationwide School Printing Project While the immediate aim of printing courses may be to teach printing as a trade, the schools owe a larger duty both to the student and to the industry. It is the privilege of the school to help lift every voca- tion to the plane of an art. Printing is one of the noblest and most democratic of the arts. It lends itself to wide appreciation. Mil- lions of people see the printed page daily. If it is a good practise to teach appreciation of beautiful music, why not appreciation of beautiful letters, beautiful type designs, finely printed pages? Many printing offices today accept too low a standard of output. They are satisfied with careless choice of typefaces, crude spacing, inaccurate proofreading—hasty work. Frequently this carelessness costs more than careful work. Everyone who buys printing is aware of the cost of authors’ cor- rections and changes which might be avoided. In an effort to focus attention on the pos- sibility of a better quality of printing, THE JoURNAL of the National Education Associa- tion started two years ago the nationwide school printing project. It sent to classes in printing Henry van Dyke’s “Tribute to the Unknown Teacher,” with specifications for building a type page in poster form the size of a JOURNAL page. The posters turned in by these classes in the spring of 1928 are an inspiring example of what printing teachers are doing in this field. For the 1929 project the copy used was Wil- liam Henry Scott’s “Dedicating the School.” On this page is an example of a poster en- tered in this project. It is not possible to show the real beauty of these posters here because of the necessity for reduced fac- similes and the inability to reproduce the beautiful colors that printing classes have worked out. The plan is to continue this project for several years until its full effect has reached widely into printing classes. In- cidentally the material in these posters serves as a means of emphasizing the importance of education, the schools, the teacher—an agency for interpreting the schools. Schools which deserve special mention for the excellence of the posters submitted are listed below. The schools whose posters were considered best are indicated by aster- isks (*). Several schools enroled in the pro- ject had not sent in posters at the time of going to press. piwiie is now taught in many schools. ALABAMA _ Birmingham, John Herbert Phillips High School, C. J. Going, principal, George S. Hunt, teacher of Printing; Woodlawn High School, N. B. Hendrix, Principal, H. C. Elliott, instructor. ARKANSAS Fort Smith, Senior High School, Elmer Cook, prin- cipal, Theodore R. Harms, teacher of printing. ARIZONA Phoenix, Union High School, Harry L. Crockett, teacher of printing. CALIFORNIA Berkeley, Berkeley High School, C. L. Biedenbach, principal, Guy F. Street, teacher; Garfield Junior High School, D. L. Hennessey, principal, S. J. Le- land, teacher of printing. _ Coalinga, Union High School, C. L. Geer, prin- cipal, T. A. Ellestad, printing instructor. Los Angeles,* Lincoln High School, Ethel Percy Andrus, principal, Frank L. Tade, teacher of printing. San Diego, Senior High School, John Aseltine, Prircipal, James E. Hutchison, teacher of printing. San Pedro, High School, Juliette Pierce, principal, Clyde E. Bundy, teacher of printing. CONNECTICUT New Haven, Boardman Trade School, Frank R. Lawrence, director, Joseph J. Reilly, printing depart- ment instructor. DELAWARE Wilmington, Wilmington Trade School, W. E. White, principal, Frank P. Hall, teacher of printing. DISTRICT OF COLUMBIA Washington, Randall Junior High School, G. Smith Wormley, principal, J. M. Montgomery, teacher of printing; Stuart Junior High School, Claus J. Schwartz, principal, Kenneth M. Hawkins, teacher of printing; United States Government Printing Office, Burr G. Williams, Chief Instructor of Apprentices; Garnet-Patterson Junior High School, Mineola Kirk- land, principal, Hiram F. Jones, teacher of printing. Dedicating Ghe School WILLIAM HENRY SCOTT i us now with earnest hearts and with exalted faith and hope solemnly consecrate this building to its high and holy purpose - eWay the youth of this community for generations to come gather in this place to receive instruction in knowledge and training in virtue~.oMay they find her every condition neces- sary to a true and enlightened education -~ Especially, may their teachers be examples of excellence in schol- arship and character, seekers after goodness and truth lovers of children, enthusiasts and adepts in the finest of all arts, the development and inspiration of human souls ~eWay these rooms always be pervaded with an invigorating atmosphere of mental and moral life, and may no child pass from these schools to higher grades or to the outer world without having been made more intelligent, more thoughtful, more cou- rageous, more Virtuous, and in every way more cap- able of wise and just, of useful and noble living~ Go this end, may the blessing of God be upon child and parent, upon pupil and teacher, upon principal and superintendent, and upon every one whose influ- ence will in any degree affect the work of education as it shall be conducted within these walls ~ § Be. is a facsimile of one of the many beau- tiful posters received this year. It came surrounded hy a decorative border which was removed in order that the type could be reproduced as large as possible. It was printed in the shop of the Elm Vocational School at Buffalo, New York. It was set in Goudy Cursive 30, 18, and 10 point type. ILLINOIS Oak Park, Emerson School, Caroline H. Parsons, principal, Stewart M. Purinton, teacher of printing Rock Island, Rock Island High School, Eugene Youngert, principal, E. L. Courtney, instructor of printing. INDIANA Fort Wayne, Central High School, Fred H. Cronin- ger, principal, W. W. White, teacher of printing. Franklin,* Masonic Home High School, Fred M. Sageser, principal, Harry O. Butler, teacher of printing. Gary, Gary Technical Schools, G. E. Wulfing, di- rector of industrial education, William O. Wallace, teacher of printing. Indianapolis, Harry E. Wood, director of voca- tional education and manual training. Calvin Fletcher School, Mildred Weld, principal, J. J. Maxwell, teacher of printing; Emerson School, Maude Moudy, principal, Leo J. Pritchard, teacher of printing; School Fifty-two, J. L. Dunn. principal, Charles W. Hyde, instructor; School Fifty-four, Grace Black, principal, Ivan A. Hamen, teacher of printing; Rob- ert Dale Owen School, W. A. Stockinger, principal, Wilbur E. Morgan, teacher of printing; William Bell School, Mary S. Ray, principal, D. R. Winegarden, instructor; William McKinley School, Lena Swope, principal, Vincent Maxwell, teacher of printing. : Mishawaka, High School, C. C. Cauble, principal, Dwight Marsee, teacher of printing. [ 197] KANSAS Salina, The Salina High School, W. W. Waring, principal, W. H. Woodhouse, teacher of printing. KENTUCKY Covington,* Holmes High School, Junior Depart- ment, John L. Goble, principal, Henry A. Breucker, instructor. Louisville, Thomas Ahrens Trade School, E. M. Lovell, principal, J. H. Nissen and V. B. Smith, teachers of printing. MAINE Portland, High School, Arthur W. Lowe, principal, Cecil C. Farrar, teacher of printing. MARYLAND Baltimore, Douglas High School, Mason A. Haw- kins, principal, James A. B. Callis, teacher of printing. MASSACH USETTS Lynn, English High School, Frederic R. Willard, principal, Leslie S. Burnell, printing instructor. Waltham, Waltham Vocational School, Harold L. Pride, director, Jacob H. Nottenburg, teacher of printing. MICHIGAN Lansing, Central High School, C. E. LeFurge, prin- cipal, J. H. Cigard, teacher of printing. River Rouge, River Rouge High School, H. Rosa, principal, R. H. Carrington, teacher. MINNESOTA Chisolm, Junior and Senior High Schools, Earle H. Meyer, instructor of printing. Duluth, Washington Junior High School, J. W. Meyer, principal, Harold S. Berg, teacher of printing. Virginia, Technical High School, E. H. Bosshardt, principal, E. A. Mueller, teacher of printing. MISSOURI Fulton, Missouri School for the Deaf, Herbert E Day, superintendent, P. J. Kelly, teacher of printing. Kansas City, Lathrop Trade School, Allen L. Shank, principal, Clinton V. Hill, teacher of printing; North- east High School, A. T. Chapin, principal, O. W Kunz, printing instructor. M. NEBRASKA Lincoln, Lincoln High School, Will French, prin- cipal, James S. Wallace, printing teacher. NEW JERSEY Irvington, Frank H. Morrell High School, Edward D. Haertter, principal, Richard J. Hillman, printing instructor. Jersey City,* Henry Snyder Junior High School, John M. Kerwin, principal, Harry W. Osgood, teacher of printing. Kearny, High School, Albion H. Brainerd, prin- cipal, John M. Loftus, instructor of printing. Vontclair, Montclair High School, Harold A. Fer- guson, principal, Frank A. Baker, printing instructor NEW YORK 4lbany, Boys Vocational School, E. A. T. Hap- good, principal, Charles E. Dunigan, teacher of printing. Buffalo, Elm Vocational School, William B. Kam- prath, principal, George C. Hummel, teacher of printing. Rochester, East High School Annex, Judson Decker, principal, Lewis W. Miller, printing instruc- tor; Monroe Junior-Senior High School, W. E. Hawley, principal, Harry P. Bohrer, printing instruc- tor. OHIO Cincinnati,* Printing Trades School, Henry Him- melmann, principal. Cleveland, East High School, Daniel W. Lothman, principal, H. H. Akehurst, instructor. Columbus, W. M. Townsend, principal, Anderson, teacher of printing. Steubenville, Harding Junior High School, F. H Duffy, principal, R. Randolph Karch, teacher of printing. George OKLAHOMA Oklahoma City, C. W. Gethmann, principal, Clark A. Parker. teacher of printing. m7 Tulsa, Central High School, Merle Prunty, princi- pal, W. W. Graham, director of printing. PENNSYLVANIA Johnstown,* Senior High School, James Killius, principal, Wilbur Fisk Cleaver, teacher of printing. Pittsburgh, Carnegie Institute of Technology, David Gustafson, head of printing department, Walter B. Gress, instructor in typography. WISCONSIN Appleton, Roosevelt Junior High School, A. G. Oosterhous, principal, R. W. Norris, teacher of print- ing. a Sheboygan, High School, William Urban, principal, J. A. Hartenberger, instructor. The Rights of the Child—Attitudes Haro_p Saxe TUTr_e Assistant Professor of Education, University of Oregon, N The Passing of the Third Floor Back Jerome portrays the character of an artist who, under temptation, panders to the demoralized tastes of those who are willing to pay well for his skill prostituted to the level of their fancy. Under the spell of the he comes to detest the vile use he has made “stranger” of his art and chooses to employ it only to ennoble his fellows. What the stranger did for the artist, society must do for every child. Around each choice of refining influences society must throw a wealth of pleasures as rich and satisfying as the child has capacity to appreciate. Cheapening and degrading influences must be weeded out. The loud guffaw, the interruption of appreciative listeners at the concert, the inept story, the ridicule of courtesy, the slur cast upon the motives of another, the tactless remark, and all that detracts from the sweetness and beauty of life are handicaps from which every citizen is en- titled to be kept free insofar as society can keep him free by early training. In the of one’s social approval depends upon hab- greater number instances its; the comparatively few dramatic mo- ments of deep emotion in life are out- comes primarily of attitudes. Deep humil- iation, sharp disappointment, and rack- ing jealousy need not be experienced of- ten in order to stifle all the joy from an normal life. Similarly the ecstacy of a very few supreme triumphs will diffuse.through months and years of uneventful existence. otherwise For protection against these pangs of sorrow and for enlargement of the pos- sibilities of exalting joy, discipline of the emotions is necessary. Habits and judg- ments must be supplemented by whole- some tastes, approved standards, and worthy ideals. Even the routine activi- ties of life acquire significance in propor- tion to the emotional coloring that can be added to them. And the leisure mo- ments are vacant or rich according as they are filled with activities prompted by impulse or by abiding interests. The lack of taste for music or art or poetry or drama leaves one distinctly un- comfortable in the presence of those who have learned to appreciate these sources of enjoyment. One who is bored by any other topic than his own shop talk or hobby is likely to find many an uninter- esting hour in his recreation periods. ‘The loss of interest in play is certain to prove a distinct handicap in both mental and Cultivating Attitudes . ee important recent discussions of attitude-training are: Briggs: Can Character be School and Society, 12: 595. Briggs: Curriculum Problems. millan. Taught? Mac- Character Education. U. S. Education Bulletin 1926, No. 7. Charters: The Teaching Macmillan. of Ideals. Coe: Law and Freedom in the School. University of Chicago Press. Forbush: Honesty Book. Honesty Bureau, N. Y. National McCormack: Utilizing Moral Crises. School and Society, 33: 123. Otto: Moral Education of Youth. /n- ternational Journal of Ethics, 32:52. Overstreet: Influencing Human Be- havior. Norton. Rich: Constructive Program for Moral and Civic Habit Formation. Educa- tion, 45: 120. Schauffler: Adventures in Habit Craft. Macmillan. Starbuck: Iowa Plan of Character Education. National Capital Press, Washington, D. C. Watson: Virtue and the Virtues. School and Society, Sept. 3, 1927. physical health. The type of humor one has learned to prefer will determine his enjoyment to a great extent. How many a potential joy is greeted, as was the sun- set glory in the stock incident, with the listless comment, “I don’t see anything in it to get excited about!” And how ap- propriately may the reply be made to them all, “Don’t you wish you could?” Society, then, owes the child much more than mere skills in the fundamental processes and conventional knowledge. These skills may save him from condem- nation into menial servitude; but they are not sufficient to enrich his life and open for him the avenues to normal hap- piness. It is rather his attitudes toward the rights and interests of others that will [ 198 ] Eugene, Oregon automatically open doors to him and sur- round him with pleasures which will make life most richly satisfying. These attitudes develop by processes as definitely within the control of so- ciety as skills in arithmetic or informa- tion about our export trade. Society can choose whether its young shall prefer in- flaming and salacious magazines or chaste and artistic literature. It can determine whether jazz or melody shall be most enjoyed ; whether truth shall be admired or artful falsehood considered clever; whether chivalry shall be considered noble or weak; whether success shall be judged by wealth or by service; whether it shall be more blessed to give or to receive. Tastes are cultivated by repeated ex- periences of pleasure saitsfaction. They are destroyed by repeated associa- tions with displeasure or annoyance. Many a child is ridiculed out of his esthetic enjovyments and budding ideals; and many are bribed into formal tastes merely by the recognition that such tastes are approved by the group whose favor most coveted. The taste for good reading is acquired by reading good books, provided no one scoffs and elders appreciate the ability of the child to read “so fine a story.” Taste for good music is acquired by hearing good music in com- pany with appreciative listeners. ‘Taste for refined entertainment is favored by the discovery that the social set makes such taste the condition of admission to their circle. Every attitude of deference to increasing evidences of culture, every privilege conferred on the basis of refine- ment adds to the strength and perma- nence of the taste under cultivation. Because the largest happiness of the child and all his associates depends to such a high degree upon his tastes and ideals every child is entitled at the hands of society to the full development of his finest capacities. “The child in the school is forming, every day of his life, healthful or un- healthful attitudes toward his work and toward the work of the world. The sig- nificance of the role which the teacher plays in the development of these basal mind sets in the pupils can hardly be overestimated.” or is pl cia if co Wi ca \\ ga th th ec th fe tr St celettaas D. Cc. Haro_p A. ALLAN, Business Manager N ‘the scho nngvesiathin of schools—Do the newspapers in your community appreciate the schools? If they do not, have you done your part to give them an opportunity? | Have you and the teachers made it easy for editors to have the facts about the schools? Have you treated reporters as friends and neighbors and fellow teachers which | they really areP The newspapers are rendering a great civic service, not the least impor- | tant of which is the support of the schools. It would be a fine thing if someone of means | would offer a thousand-dollar prize each year for the best newspaper editorial on the | schools. Here is one that is worthwhile. ELL paid school teachers are the least expensive—Big business and, in general, eff- cient business in this country has learned that there can be no substitute for character and brains in employees. They are irresistible. If a business commands them it suceeds. | The public schools are the biggest business in America. They are, in fact, the basic business. And for the work that they are called upon to do they must command brains and character. The responsibility for making the schools give the service that we have a right to ex- pect of them falls mainly on the teachers. We naturally want these teachers to possess | ability, knowledge, character, and devotion of the highest order. We know how important it is that our children shall receive their instruction and their impress during plastic years | from men and women who can properly instruct and influence them. In many respects the work of the teachers is the most important in the country, and | they should be well paid. Most teachers, unfortunately, are not well paid. Being niggardly in this regard is a habit that a considerable part of the United States has fallen into. It is not only a bad habit, but it is also expensive; for a low standard of wages inevitably results | in the quality of teachers deteriorating. The brightest men and woman in the profession | seek other lines. And the classrooms in these shortsighted communities are turned over to second-raters. That means, of course, a generally inferior product turned out from the schools. But a high standard of pay attracts high-class people; there is sharper competition for the teachers’ positions, and the beneficial effect upon pupils is marked. Of course, the child gets from the school what he or she puts into it. It is the teachers’ business to develop the latent possibilities in the child’s mind—that is to educate, which means to lead out. Do you want this delicate and vitally important work done by incompetents or by experts? There is only one answer. The way to get experts is to make the teaching profession attractive to capable, high-class men and women. Those who really understand this sub- ject demand the BEST COMPENSATION for teachers.—San Francisco Examiner. > et lOO OO ae SO —" i te tat af President Lamkin’s Program present a list of distinguished speak- ers at the sixty-seventh convention of the Association in Atlanta, Georgia, June 28-July 4. The theme of the meeting will be ‘“Education for a New World.” At the closing session on the morning of Independence Day, July 4, the speaker will be Arthur M. Hyde, Secretary of Agriculture of the United States. This session will be the inspirational climax of the convention week. Among the outstanding people, both in and out of the teaching profession, to appear on the program, will be Lorado Taft, the Chicago sculptor, who will tell of the part to be played by art in develop- ing the future citizen. ‘Education for the Vocations” will be presented by William Green, President of the Amer- ican Federation of Labor, and J. C. Wright, Director of the Federal Board for Vocational Education. Prophecies for the future of teacher training in America will be discussed by Dean William F. Russell, Teachers Col- lege, Columbia University; Dean Shel- ton Phelps, George Peabody College for Teachers, Nashville, Tenn.; President W. P. Morgan, Western Illinois State Teachers College, and President of the North Central Association of Colleges and Secondary Schools. “International Aspects of Education” will be presented by A. O. Thomas, President of the World Federation of Education Associations, and Madame Castellani of Italy. Among the other speakers who are to have prominent places on the program are Dean Walter Williams, School of Journalism, University of Missouri and President of the Press Conference of the World, whose subject is “As a Reporter Sees the New World”; William J. Bo- gan, Superintendent of Schools, Chicago ; M.R. Trabue, University of North Caro- lina; Principal Robert R. Moton, Tus- kegee Institute, Alabama; Lucy Gage, Assistant Professor of Elementary Edu- cation at George Peabody College; and Dean Anna P. MacVay, Wadleigh High School, New York City, who will speak on “Vergil, Prophet of the New World.” An outline of the program follows: Friday, June 28. The opening ses- sion of the convention will be held at 7:30 p. m. in the Atlanta Auditorium. The speakers will be William John Ee LAMKIN is arranging to Cooper, United States Commissioner of Education and Bishop Francis J. Mc- Connell, President of the Federal Coun- cil of Churches of Christ in America. Registration will open at 8 a. m. Friday. EL W. LAMKIN, president of the National Education Association for 1928-29, and president of the Northwest Missouri State Teachers College at Maryville since 1921. Saturday, June 29. In the morning there will be a general session. At 12 oclock members of the state delegations will meet in their respective state head- quarters to elect members of the Board of Directors of the National Education Association. At 2 oclock delegates and others attending the convention will be guests of the citizens of Atlanta at a barbecue. At night there will be a pro- gram of negro music arranged by N. C. Newbold, chairman of the Committee to Cooperate with the National Association of Teachers in Colored Schools. The program will be given by students from Tuskegee Institute, Fiske University, Morehouse College, and the Georgia College for Negroes. Sunday, June 30. In the morning, churches throughout Georgia will give attention to the convention theme. Three hundred educators have been invited to occupy pulpits in the state on this day. In the afternoon at 4 oclock there will be a vesper service with an address by a religious leader of national prominence. Monday, July 1. The Representa- { 207 ] tive Assembly will hold its first session at 9 oclock. At the same time there will be a meeting for those who are not dele- gates. Reports which will be presented before the Representative Assembly will include that of the Committees on Ne- crology, Ethics of the Profession, Re- tirement Allowances, and International Relations, and a preliminary report of the Committee on Appointment of Dele- gates and Kindred Questions. Monday afternoon there will be meetings of the departments of the Association. Tuesday, July 2. Tuesday morning there will be an open meeting of the Representative Assembly for all people attending the convention. At this session there will be reports of the special Com- mittee of Ten by its chairman, Super- intendent E. C. Broome of Philadelphia ; the Legislative Commission; and the Committee on the Economic Status of the Teacher. There will be brief ad- dresses by Howard R. Driggs of New York University and Principal Robert R. Moton of Tuskegee. Tuesday after- noon departments will continue their meetings and at night there will be an outdoor pageant. Wednesday, July 3. The third ses- sion of the Representative Assembly will hear the completed report of the Com- mittee on Appointment of Delegates and Kindred Questions presented by A. L. Threlkeld, Superintendent of Schools, Denver; and the annual reports of the Secretary, Treasurer, Board of Trustees, Budget Committee, and Board of Direc- tors. The election of officers will be held on Wednesday. Simultaneously with the session of the Representative Assembly there will be a general session in one of the downtown churches. There will be department meetings in the afternoon and another general session at night. Thursday, July 4. The closing ses- sion of the convention will be held on the morning of Independence Day.. ‘The speaker will be the Secretary of Agri- culture of the United States, Arthur M. Hyde. Before adjournment at noon Pres- ident Lamkin will introduce the new President of the National Education As- sociation. Many delegates will leave Thursday afternoon for New York where they will sail on Saturday, July 6 for Europe to attend the conference of the World Federation of Education Associa- tions at Geneva, Switzerland. HE opportunities and _ responsibili- ties which lie immediately ahead of you are the problems also of the Na- tional Education Association and of the Bureau of Education. The President of the National Education building the program for the Atlanta convention around this thought—‘‘Edu- cation for a New World.” Many new problems have, within a decade, taken on major importance. One of them is the problem of char- acter training. The new set of conditions which give us essentially a new world, has removed the fireside and the hearth- stone from the home life. These new conditions have decreased the waking hours of children in the home almost to the vanishing point. Can you help the home give more time and attention to young people than it is now giving? Can the Bureau of Education and the National Education Association impress more strongly upon teachers and school authorities the imperative need of their assuming greater responsibility in char- acter training than ever before? The parents of America, the teachers, all citizens interested in the welfare of children, are looking to our great na- tional organizations for information and for guidance. Let us try to meet our re- sponsibility as to character training on the part of the youth of the nation as the largest and most fundamental problem of our civilization.’ Association is Your Association is reaching out and enlisting the organized support of parents and teachers in every community in the land. The National Education Associa- tion represents the entire profession of teaching in its membership. The Bureau of Education, under the leadership of a Eh. PICTURE shows the great triangle of Federal buildings which will lie south of Pennsyl- The Future of the Bureau of Education’ J. W. CRABTREE new Commissioner of Education, looks ahead to growth and increased efficiency. It is most encouraging to note the fact that the new Secretary of the Depart- ment of the Interior advocates the en- largement of the Bureau of Education. It is high time that the government should open its eyes to its own responsibility in the matter of education. This is an ad- vanced step for the Department of the Interior to take. Other secretaries have not realized the importance of this par- ticular Bureau. They have allowed it to run along for a half century with its duties limited and its opportunities re- stricted. Your work and ours has, undoubtedly, helped to awaken this new interest. As long as the friends of education were sat- isfied with a Bureau and as long as they limited their efforts to its improvement, very little gain was made. But when they decided on a Department of Educa- tion as an ideal and united to reach the goal, the Bureau began to take on new importance. Whatever the new Secre- tary gets for the Bureau will be due to the feeling over the United States that the government owes as much attention to education as to either commerce, la- bor, or agriculture. The most effective help that can be given Secretary Wilbur for the enlarged Bureau is to increase the efforts for a Department of Education. Are you aware of the low salaries paid to research specialists in the Bureau? Are you aware of the fact that the city librarian in the District of Columbia re- ceives a much higher salary than the National Commissioner of Education? There is a great opportunity for not only enlarging the Bureau but for in- creasing its efficiency and prestige. The vania Avenue between the Capitol and the White House. The Department of Com- merce building in the foreground is now under construction; its estimated cost is Buildings for the Interstate Commerce Commission, for the Departments of Justice and of Labor, and an archives building will also be in this magnificent group. Some day the educational activities of the Federal government, now scattered in several depart- ments, in boards, commissions, and the Bureau ' $17,500,000. of Education, may be brought together in an adequate and beautiful building in Washington, D. C. first step for Secretary Wilbur to take is salary classification and to pay adequate salaries for experts in research and for leadership in the various educational ac- tivities. We have one of the greatest of the Bureau. Let us all join him and Secretary Wilbur in urging the enlarge- efficiency even to the point of converting it into a Department with the name to place Dr. Cooper’s position in a higher leaders in the United States at the head ment of the Bureau and in increasing its “Commissioner” changed to “Secretary.” In behalf of the President and officers, I bring you greetings of the National Education Association. We honor our- selves in honoring the founders of the National Congress of Parents and Teach- ers. No leaders of the last generation ex- celled them in vision, insight, and high purpose. They have laid the foundations of an organization which has come to have a large place in the life of the na- tion. Their service has magnified the home, it has dignified parenthood, it has honored teachers and teaching. Your Congress has taken as its permanent plat- form the seven cardinal objectives of ed- ucation. It has worked for worthy legis- lation. It has enriched and strengthened community life. It has dedicated itself to the great principle that every child shall have a fair start and that the human values shall stand first in the life of our people. It has been my privilege to know personally the founders of this Association, their successors, and the de- voted headquarters staff which shares with us our beautiful building in the nation’s capital. 1An address before the annual convention of the National Congress of Parents and Teachers, Washington, D. C., May 6, 1929. . Photo by », Theo. Horydeczak ike is i igher quate d for al ac- eatest head 1 and large- ng its erting name tary.” ficers, tional - our- of the “each- on ex- | high ations me to he na- -d the it has Your t plat- of ed- ’ legis- thened self to d shall human of our ege to of this the de- shares in the ivention nts and 6, 1929. ydeczak Vol. 18, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-165 POURING PLATE GLASS~—A SCENE FROM THE EASTMAN CLASSROOM FILM, “SAND AND CLAY” v A POWERFUL Educational Force becomes directly available for classroom instruction Tae power of motion pictures—to mold public opin- ion, to influence customs, to promote appreciation of the arts, to educate while entertaining—has been amply demonstrated during the last quarter-century. It was logical to assume that this force could be made a direct aid to specific classroom instruction. It re- mained for EASTMAN CLASSROOM FILMs #0 PROVE the assumption. A carefully organized ten weeks’ experi- ment, utilizing these films, was conducted in one hun- dred schools of twelve cities throughout the country. When final results were tabulated, it was shown con- clusively that these motion pictures substantially help both pupil and teacher. Eastman Classroom Films are rich in teaching value. Their content—chiefly action—emphasizes the important points of the topic under discussion. These points are correlated by ex- perienced editors and educators. At the proper time....and at the simple turn of a switch én the classroom....this material is presented on the silver screen. Interest is heightened and sus- tained. The attention of pupil and teacher is concentrated upon the very heart of the lesson. The coherent visual im- pressions give pupils a clear-cut, accurate understanding of the topic. By thus making lasting, significant contributions to knowledge, these films promote higher scholarship and better citizenship. Today....a year after the close of the Eastman experiment, and after a year of regular use in many schools, Eastman Classroom Films have clearly demonstrated that in them the powerful educational force of the motion picture is now di- rectly available for classroom instruction. Descriptive booklet on request. EasTMAN [TEACHING Fins, INc. Subsidiary of EASTMAN KODAK COMPANY, ROCHESTER, N. Y. Mention Tue Journat when writing our advertisers. A-166 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION DeVry School Films have been tested in schools for five years, and 86 reels are ready for immediate use. They may be purchased or rented in either 16 mm. or 35 mm. widths. School Projectors from $37.50 to $300.00 DeVry Summer School of Visual Education FREE TUITION Northwestern University McKlintock (Chicago) Campus July 8th-12th, 1929 Write at once for literature or reservations QRS-DE VRY CORPORATION, DEPT. S-6 New Y ork (Established 1900) 333 North Michigan Avenue Chicago, Illinois San Francisco NOTES and ANNOUNCEMENTS + Tue DEPARTMENT of Superintend- ence will hold its sixtieth annual con- vention at Atlantic City, New Jersey, February 23-27, 1930, according to an announcement made by President Frank Cody and the Department’s Executive Committee at a meeting held May 3. Hotel reservations may be made by ad- dressing A. H. Skean, Secretary of the Hotel Committee, Department of Su- perintendence, 16 Central Pier, Atlantic City, N. J. Headquarters, registration, general sessions, and exhibits will be in the Atlantic City Convention Hall lo- cated on the Boardwalk. SUPERINTENDENT Frank Cody, presi- dent of the Department of Superintend- ence, will be chairman of the Conference of Superintendents of Schools to be held at Atianta, Monday, July 1, at 2 p. m. The theme of the conference will be “Equalization of Educational Opportu- nities — a Financial Problem.” Among the speakers will be A. L. Threlkeld, who will speak on How Methods of Fi- nance Affect the Schools; Robert E. Tid- well of Alabama on Educational Adjust- ments to Meet the Changing Economic and Industrial Conditions of the South; E. E. Oberholtzer of Houston, Texas, on Is the Elementary School Getting a Fair Share of the Public Money; and C. B. Glenn of Birmingham and Nicholas Bauer of New Orleans will speak on Signs of Progress. THE FOLLOWING changes and amend- ments to the Constitution of the Depart- ment of Classroom Teachers have been proposed by the Constitution Committee and will be acted upon at the business meeting of the Department at Atlanta: Article V, Section 3, after “such proposed expenditures are to be made” in first sentence add, “except that the executive committee shall have the power to reapportion such funds when necessary.” To Article VI, Sec- tion 1,add,“Former members of the executive committee may be authorized to conduct re- gional conferences in their respective locali- Mention Tue JournaL when writing our advertisers. ties by the president with the consent of the other members of the executive committee.” To Article VII after first sentence add, “Busi- ness sessions shall be open to classroom teach- ers only.” From Article VIII omit “or by unanimous consent of the members of any annual meeting when notice of the proposed amendment has not been filed with the secre- tary and published as herein provided.” The committee submitting the report consists of Christine Jacobsen, chairman, George Aiken, and Lula Mock. PLANS are being made to run special excursions from Atlanta to Tuskegee, Alabama, for those attending the N. E. A. convention who would be interested in visiting the famous Tuskegee Institute. Do you KNow that the average salary of teachers in Virginia in cities of 5000 to 10,000 is $970 as compared with an average of $1342 for the United States? You can find similar facts for your state in the table on page 200 in this JouRNAL. (Continued on page A-168) June, 1929 al Vol. 18, No. 6 THE JOURNAL OF THE NATIONAL EpucaTIon Association A-167 No. 78 No. 79 TWO BOOTHS You Should Not Miss AT THE N.E. A. SPENCER BOOTH 78 SPENCER BOOTH 79 Spencer Lens Co. Visualizit, Inc. BUFFALO, N. Y. ATLANTA, GA. Always at your Service with AS iain the very best Visual Education Sahics pence: Gearcr Materials. Serving the South. 151 Holmes Portable Projectors are | . x riding the high seas in the service Atlanta Auditorium Annex robo nited States Navy—37 more | ATLANTA, GA. ave been delivered recently. 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They will help in ease of opera- on omelite HO ES PROJECTOR CO. you select the best material for your particular work. pee tees 21. ne 1638 No. Halsted St. Chicago, Ill, | SPENCER LENS COMPANY “Study in the Natton’s Capital” | Safe The George Washington | Anywhere University | Under the ere we T. C. U. Umbrella Ir you contemplate a trip this sum- mer, it will be reassuring to you to know that T. C. U. protection follows you wherever you go. Summer Sessions, 1929— Courses in Education, Liberal Arts, Fine . a T. C. U. protects in vacation time—any- Arts, Library Science, Engineering | | where. Cecile Quirk, Brooklyn, N. Y., wrote: Last August I met with an accident while traveling in Ireland. How- ever, I was under the T. C. U. ‘umbrella’ and your check was racing toward Montreal while the steamer was bringing me back to that port.” ‘man, ||| and Government pecial | 6 weeks’ term—Fuly J—August 10 Mary Eleanor Peters, San Mateo, Calif., recently wrote: “My trip to ; Yosemite this past week-end was enjoyed all the more because I knew kegee, 9 weeks’ term—Fune 17—August 17 I had T. C. U. protection. Fortunately, I had no casualties from any E. A. walks in ice and snow, save one little fall, but the bruised wrist result i ant made me again give thanks for your protection.” ed in gain ¢ p . Get the most out of your vacations by taking the T. C. U. with you titute. Law to provide against mishaps. Send for full information. 600 T.C. U. Building salary ; TEACHERS CASUALTY UNDERWRIT LINCOLN, NEBR. 5000 First term—Fune 17—Fuly 31 F ar ase A ith an Second term—August 1—September 14 ree My yb: gy rd gooey tates? An Identification Tag Lincoln, Nebraska for Your Traveling Bag z am a Teacher in Se hool. interested knowin bout rt ) ieee. ° Has space for name and address, tective Benefits. Se “ni i we . vuebe “eens 4 RNAL. For Catalogues, address The Registrar, 2033 G Street th aaemanel an | We tae Booklet of testimonials WASHINGTON, D. C. only a limited number, but they = poo “er are free to teachers as long as they o (This coupon places the sender under no last. SEND THE COUPON. obligation) Mention Tue Journat when writing our advertisers. ¥ 4 golden days that cost you nothing! Cross by one of Cunard’s seventeen Cabin steamers... the largest Cabin Fleet afloat -. - 2 extra days over, 2 extra days back . . . days of invigor- ating ocean air that builds up bodies . . . smoothes wrinkles and reddens cheeks. More rest, more “tonic”, more leisure, more recreation, animating contact with congenial com- panions, and not one whit less of wholesome gayety. For $145 up - +. a bed or a berth ina charming stateroom, flawless service, delicious meals, Morn- ing Broth, Afternoon Tea, Deck Games, Concerts, Dances -.-every form of delightful ship life. There are also very attrac- tive and surprisingly comfort- able Tourist Third Cabin accommodations available from $102.50 up, one way; $184.50 up, round trip. Visit Europe in the Fall and know Europe as Europe actually is Autumn is the Season when the sociai activities of every European Capital are at their height; operas, carnivals, fetes, ageants ... everywhere the REAL native kaleidoscope. You willseeallthat the Summer Tourists see and a great deal more...and see it unhurried. THREE SAILINGS A WEEK CUNARD LINE er See Your Local Agent THE SHORTEST BRIDGE TO EUROPE THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION GRACE DODGE HOTEL WASHINGTON, D. C. Near the Capitol We offer you every facility for enjoy- ing a holiday in the National Capital and for trips to Mt. Vernon, Arling- ton, Annapolis and Gettysburg. Open to men and women Garage Accommodations Golf Privileges at Country Club No Tipping Special Summer Rates for Teachers Write for Information The Foremost Student Tours 20 special all-expense tours to the World Federation of Education at Geneva. Covering all countries and ranging from 35 days, $295, to 60 days, $595. Nearly 3000 satisfied members last year is our guarantee of the best Summer of your life. Send _ for booklet. COLLEGE TRAVEL CLUB EUROPE $308 to $1,405 Send for booklet TEMPLE Gi OURS *MCORPORATED 443-Y Park Square Bldg. Boston, Mass. UNIVERSITY AND GENERAL TOURS Address SCHOOL OF FOREIGN TRAVEL INC. Managers of University Jours 110 EAST 42”ST. NEW YORK CITY Mention THe Journat when writing our advertisers. 154 Boylston St., Boston, Mass. June, 1929 ——___.. \™ (Continued from page A-166) Form the habit of reading these tables regularly, selecting the information for your state. .4° ee FLORENCE E. MERVILLE, librarian of East Orange, New Jersey, writes: I have been particularly interested in your articles on careers in education. “School Nursing as a Career” in the May issue is very helpful. I was interested, naturally, in the one on “Librarianship” recently. It was well done. I always read THE JourNnat with care as soon as it arrives. 2 SUPERINTENDENT Frank D. Boyn- ton’s Cleveland convention address “‘Ed- ucation: What Program? What Price?” has been published in a booklet. Copies may be had without charge by address- ing the Department of Superintendence, 1201 16th Street N. W., Washington, a 4. WHEN YOU ARE THROUGH with this JOURNAL, if you do not keep it for per- manent records, kindly pass it along to some teacher friend or interested citizen. THE OFFICERS of the education com- mittee of the American Library Associa- tion who attended the Department of Superintendence at Cleveland have writ- ten most enthusiastically of the apprecia- tion for the school library which they found on every hand. Their comment in- | ~ cludes the following: The librarians who went to Cleveland to attend the meetings of the Department of Superintendence soon began to feel that they were attending a great educational revival. The spirit of this great convention of educa- tional leaders was quickly contagious. No] | one could have been there without being | deeply affected by it and without becoming aware that the schoolman is completely mak- ing over his job to fit the changing world and that he is setting for himself an almost super- human task. The school library movement, although a comparatively new one, is on in full stride, and was one of the major ques- tions demanding attention and thought at the convention. THE JouRNAL is planning to present in turn each of the seven cardinal ob- jectives of education during the next seven years.. For each objective there will be a series of from 10 to 20 articles by the best writers. This program will cor- respond with the movement for vitalized commencements so that the material may be used from year to year by advisers of graduating classes who wish to build their commencement study and programs around these significant life objectives. The National Congress of Parents and Teachers has made these seven objectives (Continued on page A-170) 929 bles for n of your ‘hool 1e is y, in Was RNAL oyn- ‘Ed- ce?” Opies Tess- ence, 7ton, | this per- 1g to izen, com- socla- it of writ- recia- they nt in- ind to ont of it they vival. educa- ; No being oming , mak- ld and super- ement, on in * ques- at the resent al ob- next re will ‘les by ll cor- talized al may sers of build »grams octives. ts and jectives Vol. 18, No. 6 ' est, mo@st care ~ of yacation trip ouse Party Ours with jolly group of travelers luxurlous special rains to the popular va- | cation-lands of the | | | - > eee United States and Can- ada. Special trains leave Chicago, eastbound and westbound, Sundays, June 23 to August 25. “Regreggion car for movy- ie cing.C6m- ensive sight-seeing. Rbeeain hotels. Expert couriers. Choose your | | Art Crafts GUILD TRAVEL BUREAU Dept. 6680, 180 North Michigan, : All Expenses 10 and 17 Days $ ] 55 up All the glamour of Old Seville enjoyed after an invigorating trip at sea on a big modern Ward Liner. Plenty of time for sightseeing among the old-world streets, shops, theatres and gardens. Accornmoda- tions on the American Plan at Hotels. Delightful automobile sightseeing trips included. The 17 day trip at proportion- ately higher fares includes hotel accommo- dations for the 11 days in Havana. Sail- ings each Saturday. uild | THE JOURNAL OF THE NATIONAL EpuCATION AssOcIATION t or Wgst in America, A te 3 ecial Trains, Pergonally-Conduct ‘s Lag RS ! vee "hundreds of * dian Rockies, Paci Yellowstone, Alas! rahi nia, Yosemite, Grand A ¥en. Colorado, Salt Lake, Zio National Park, Hawaii. Ask for Booklet “DW”. ~~» “Historic East” —Summer Tours of the Atlantic Coast, Acigiiie Cie ‘Philadelphia, of At jc City, New York, Bos Quebec, Montreal, Toronto, Niagara F, : ginia, Bermuda, the’ Wh Mountains. Booklet ‘ Fes MEXICO 25 alee to Monies City $2 75 up Scenic splendors of Mexico and cosmo- politan attractions of Mexico City, en- hanced by a balmy delightful climate. Visit at Havana, side trip, ~~ to Merida, railroad fares—Vera Cruz to Mexico City—hotel expenses—automo- bile sightseeing trips—all included. For those attending the University of Mexico, regular round trip tickets—fare $185 and up—limited tosix months. Sail- ings from New York each Thursday. For information and literature address é — Sd ’ a { ~ NE Ft. of Wall St., N.Y. \ , or Authorized aie Agents ~ Mention Tue JournaL when A-169 : fee a Different and Delightful Summer Vacation Come to ST. PETERSBURG Florida’s “Sunshine City” Y a different vacation this summer. Come and discover the summertime delights of St. Petersburg, on the wonderful Gulf Coast of Florida. You'll find the finest of weather—balmy, in- vigorating days—refreshing breezes always blowing from the Gulf or Tampa Bay—and always something to do in the glorious outdoors. St. Petersburg is situated on the southern tip of beautiful Pinellas Peninsula, almost entirely surrounded by water. ‘That accounts to a large extent for its marvelous summer climate. The average temperature for June, July and August is 80.5 degrees, and the high- est temperature recorded since government records have been kept was 96 degrees. Nights are almost always cool. You can play outdoors every day—and every kind of summer sport can be enjoyed here. You'll delight in the swimming in Gulf or Bay. You can go boating or fishing to your heart’s content. There’s golf on four fine courses; tennis, roque, motoring, and all the rest. In summer, too, you'll find accommodations plentiful and rates sur- prisingly low. And you'll find the same cordial hospitality which has ever characterized “The Sunshine City.” Plan your vacation now. Write for our illustrated booklet and special information about sum- mer vacations. Address: M. O. Conant, Chamber of Commerce, St. Petersburg, Florida. cure, O writing our advertisers. A-170 Tue JourNAL oF THE NATIONAL EDUCATION HOLD EN Book Covers Springfield, Massachusetts TFPINS» cenic Studios TIFFIN, OHIO CATALOGUE UPON REQUEST Help to Raise the Standard of. . . Color Reproduction in America! Help to extend art appreciation and the love of good printing by using ARTEXT PRINTS and JUNIORS The color prints made directly from the originals by color photography. Write for free specimen and list of 250 Juniors. THE ART INDEX, a catalog of 2500 famous works of art, sent pose paid for 25 cents. ART EXTENSION PRESS, Inc. Westport, Conn. 5 YEARS’ EQUIP ? o37 S T AG GES-: * EX PERIENCE assestos ~=(CU RTAINS FABRIC Scenery -+ Cycloramas -: PictureScreens - Hardware -- Electrical Equipment - TWIN CITY SCENIC COMPANY Minneapolis, Minn., 2819 Nicollet Ave. Detroit Mich., 502-4 Film Exchange Bldg. ad SAFE TRANSPORTATION for the CHILDREN By Wayne ‘Bus Bodies assure greater safety for the children because they are built of quality materials throughout. Additional margins of safety protect the youngsters. Every purchaser of transportation equipment should investigate the many superior features of WayNE Bodies. “Data on Requests x Since 1868 THE WAYNE WORKS, Inc. RICHMOND, INDIANA eee ASSOCIATION Mention Tue Journat when writing our advertisers. June, 1929 (Continued from page A-168) its permanent platform and is building one convention program around each of them. Worthy home membership was the theme for its convention in Washington, D. C., last month. Anita M. Hostetter, member of the Board of Education for Librarianship of the American Library Association, has written as follows: We have summarized the response to the article in the February JOURNAL on “The Need for Professional Librarians.” We find that 76 letters requesting information about librarianship as a profession were received. The requests for help in organizing or im- proving school library service were very heavy immediately following the publication of this article. THE EIGHTH YEARBOOK of the De- partment of Elmentary School Princi- pals has just been published and is being distributed at $2 per copy by the De- partment’s office at 1201 Sixteenth Street, N. W., Washington, D. C. Its theme, “Activities of the Principal” suggests the practical helpfulness to be found in its 528 pages. Arthur S. Gist is the editor. UTan’s enactment of a drastic law prohibiting all billboard and streetcar display of cigarette or tobacco advertis- ing reflects the opposition of parents all over the nation toward the intensive cam- ‘ paign of the tobacco companies to turn | ! 25,000,000 boys and girls into habitual ‘ smokers, declares Mrs. Alice Hyatt Ma- ther of Chicago, secretary of the Boys’ and Girls’ Anti-Cigarette League. — Journal of Education. Tue FourtH YEARBOOK of the De- partment of Classroom Teachers will be ready for distribution at the Atlanta meeting. Constructive work by class- room teachers in all sections of the United States will be presented in this yearbook which carries the title “Crea- tive Teaching and Professional Progress.” THE 1929 YEARBOOK of the American Association of Teachers Colleges may be secured from the secretary-treasurer, Charles W. Hunt, Western Reserve Uni- versity, Cleveland, Ohio. EFFECTS OF NOISE—Recent studies by scientists indicate that the noise of our modern machinery is actually killing the people of our large cities. By experiments with intensified sound waves they have found that those too high pitched for the human ear to hear are able to destroy living cells. While the sounds in cities are less powerful they are responsible for the increasing number of nerve cases and deafness. A recent survey in New York schools revealed that fifteen percent of the children are wholly or partially deaf. as @ eo |= & e<—“snesterrNet os wh 929 ding h of > the ton, f the Pp of has > the “The - find ibout ived. r im- very ation De- inci- eing De- reet, eme, s the n its litor. law etcar ertis- ts all cam- turn itual Ma- Boys’ ie. — . De- will lanta class- - the 1 this - Srea- ” ress. ‘rican ay be surer, Uni- es by f our ig the ments have or the estroy cities le for -s and York nt of deaf. Vol. 18, No. 6 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A-171 _ INSTITUTE OF PROGRESSIVE EDUCATION —A three weeks Institute in the prin- ciples and practises of progressive educa- tion will be conducted by the Progressive Education Association at Pennsylvania State College, July 1-19. It is open to teachers, principals, superintendents, and others interested in the newer attitude toward childhood and in better schools. The courses carry college credit. HEALTH IS YOUR CAPITAL—Do you in- vest it wisely? Look back over the past twenty-four hours. Were your invest- ments safe? Three times you invested in food. The morning was a busy one. Did you prepare for it by eating a breakfast which gave you the assurance of being wellprepared for work, or, anticipating the pressure of the day, did you “save time” by drinking a cup of coffee and hurrying away to teach a health lesson in which the value of a good breakfast was emphasized? Lunch time arrived— again you made an investment. Invest- reasons for more ments in dinner are apt to be safer than 4 i d , but the day is done, work finished. ‘The ON ECF ment Bureau. Operates every- nd 44th YEAR 721 Riverside Drive, Spokane, Wash. where. Best service. Booklet lect 700 Rooms 217 E. Williams, Wichita, Kansas free. rked ‘ired Equipped with every facility not for making your Washington P « al trip a happy heliday. Special Education deal A hotel in the modern manner Teachers Opportunity Rooms ‘ame Cool and Comfortable bp y and Splendid Location Shop Story Readers from third to i ixth grades are provided for your j Perfect Service six val particular needs. _—Pre-vocational, MIDWEST HOCKEY - 25% Discount to Teachers visual, vocabulary building, and in- and SPORTS CAMP iT he formational, these books will answer At Wetomachek, Powers Lake, Wisconsin | dis- een Sr Sean your long felt need. Fepded Smaiion, "Pasesend "teenies a: and wi interested 1 Land d Wate gan. Single copies 80c Rocete, Lattet ‘English Hockey methods, > king abate pert coaching. Danish gymnastics. Beautiful —— lake, good food, low cost. No routine—your > > time is your own. Register now for one week SEND FOR LITERATURE or more. July 17th to August 28th. Address ocial ils diana : . with his arithmetic book, reading and do- /not |. pee a ~ —_—<—_ =" how | ing examples with “big” numbers. After REAUME PRINTERY . that day, he had a superior air whenever 106 E 5th Street - : d to | any other child failed to read numbers ROYAL OAK, MICH. Keep abreast 1g to | correctly. in your subject a This summer Joe became sixteen years Some courses in Edu- ce of d d ale | d cation are “‘Genetic Psy- le to old and started to work. e already re- chology,”” ‘Story Telling in Primary Grades,”’ “The Rural Teacher’s Prob- lems,” ‘‘Study of Psycho- pathic Children,’’ “‘Meth- odsof Teachingin Elemen- tary Gredes,’’ **The Junior le to | alizes that he cannot get along well with- mtell out being able to read and write cor- rectly. He said that he lost his first job NEWS = LET TER invites you to an interesting exhibit heal because he addressed a package to Wash- Booth 47 Courses in 40 eau iat ae ° x i ding credit ministration and Supervi- ington and forgot to put “D. C.,” N. E. A, Convention — “ reg ee gt : g P Ny Atlanta, Ga., June 28-July 4 —— SS knowing that it made any difference. Science News-Letter is a weekly supple- urements,’’ etc. . t t t it fence text- . Recently he feared that he would lose his Books in Sunior § Highs, ‘Senior Hight and Bocin any time ee eges. rushes to you up- vd * , ° present position. He was sent downtown ee el The Aniversity of Chicago to get an order and was scared all the Hallie Jenkins in attendance at booth SO! Ettis HaLt CHICAGO, ILLINOIS way down, feeling that he couldn’t write utes | Seuss SanweS . HEALTH | 2141 B Street Washington, D.C. | the order and not knowing what he should do. When he arrived at the cus- tomer’s store he was handed a written HEREDITY Correspondence Course for Summer Playground Workers order! So Joe decided to go to night Bring the Wealth - the Cepecation AU Ten lessons, covering principles of pro- Museum to the aie gramming, leadership and administration; school to learn how to spell and how to Classroom _ ame pregrams and inqqrnstions for all * . playground activities. he ourse, in- write. Rig ran bey hd natl = rev a seven bectiiote and ee ooze. “Day Masterpiece niatures”’ spondence service, wit certificate for Hard as we teachers try, from first (3%" x 4%"). 214 subjects, a: ad cagidhe, grade up, there are always some who ‘3 Fee eee, i National Recreation School wake up too late to take proper advan- Instructors’ Texts, (loose-leaf) | @F- PUBTISMERS) Playground and fn sy Associa- 7 ss or each print, cents each. — tion o merica tage of their school life-——Bertha F. | ]| fieteaaiacheacieaensdamainaeae Neeidl: . - i ae S li Cc h kT h r Boudinot School Educational Art Publications? ourt venue, ew or aity _—" oO na eacher, ’ Free to Teachers, Specimen Prints Included Philadelphia, Pa. BROWN -ROBERTSON COMPANY, INC. Educational Art Publishers Dept. N.E. tes Sw ag Ave., New York 7 id-western Branch ONE WAR@RED PEATE PCROOLS—CUR 210 Palmer House Shops, Chicago LIBRARY TEACHERS A course in Library Work in Elementary and Platoon Schools is offered during the Summer Session, July 1 to August 10. (Continued from page 206) Ou1o—Ashtabula, Ashtabula Public Schools; Bucy- rus, Lincoln. : OrEcon—Ashland, Lincoln; Warrenton, High. PENNSYLVANIA—Williamsport, Daniel Webster. SoutH Daxota—Cottonwood, High. TENNESSEE—Hamilton County, Alton Park, Central CARNEGIE LIBRARY SCHOOL Pittsburgh High, East Ridge, Fairmount. Fairview, Hixson Games—Festivals High and Grammar, King’s Point, Lookout i. Pageants—Athletics —————— — _ tain Elementary, Lupton City, Meadowview, Moun- Thousands of teachers ' tain Creek, Mowbray, Pineville, Salem, Sunnyside. use the material in our Schoolhouse Planning Tex Liseole, we Tecackane Public Schools, Aki aoe Oe Fon thane he hove eet paling pretions. EXAS—-Texarkana, Texarkana Public Schools, in, 64- illustrated descripti tal ith Tabl able for those who have school-building problems. Bowie, Central, Texarkana Junior College. — of Cuubente of "beskea, sont yo — A splendid textbook for Summer School Courses. Utan—Bluebell, Public; Sevier District, Aurora. 164pages . . - + « $1.00 per copy Virncinra—Newport News, George Washington, Ma- A. S. BARNES & COMPANY National Education Association éruder. Publishers of Educational Books Since 1838 ASHINGTON—Vancouver, Arnada, Central, Frank- 67 West 44 Street. New York 1201 Sixteenth Street N. W. Wediiagen, D.C. lin, Lincoln, Washington. : a Mention THe Journat when writing our advertisers. A-176 Perry. University credits. 25 Kuntington Ave. Ph iladelp THE Jou RNAL OF THE 2 N. ATIONAL E DUCATION Assocu. ATION June, 1929 Temple University Broad St. and Montgomery Ave. hia, Pa. School of Commerce Professional Schools: Theology, Law, Medicine, Pharmacy, University High School SEND FOR B Phone, g for kindergarten, s 3-year course L Dentistry, Chiropody School of Music Stevenson 7600 College of Liberal Arts and Sciences Teachers College | Training School for Nurses ULLETIN PERRY KINDERGARTEN NORMAL SCHOOL Trainin position personal primary and playground imited enrolment insures attention Supervised practice teaching. Send for booklet Edna Dean Baker, Pres., Box D 69,Evanston, Il. Founded 1898 by Annie Moseley “Training Children.’’ Harriott HAMBLEN Jones, Principal, , Room 316, Boston, Mass. NATIONAL Kindergarten%% Elementary COLLEGE SUMMEK session opens June Zi, 1929. Ee... courses to meet the special needs of teachers from nursery school through sixth grade. New college and dormitory buildings. Campus of 3% acres near Lake Michigan. Address: THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 | ~ TEACHERS 28 gasr JACKSON BLVD. TS oc Hil CAGO Address Dept. K Cc. E. GOODELL, President and General Manager Selective Service ngieg g from Primary Teachers to College Presidents. School officials as well as teachers will find the personal, sympathetic understanding of their needs a valuable enlargement of the recognized proficiency of this Agency. Write for details. MID-NATION URING my fifteen years of experience in placing teachers, I > TEACHERS have placed hundreds. We SERVICE 6625 DELMAR write me. BOULEVARD 5 2S ; ST. LOUIS, MO. H. D. YATES, Manager cover many states. If you are interested in grade, high school or college vacancies, please THE J. M. HAHN TEACHERS AGENCY | A WESTERN PLACEMENT BUREAU ELEMENTARY, SECONDARY, COLLEGE Always in quest of outstanding educators for important positions. Teachers with higher degrees in demand. Doctors of Philosophy urgently needed for college and university positions. J. M. HAHN and Blanche Tucker, Managers, 2161 Shattuck Ave., Berkeley, California ’ 1 H 402 Dillaye Bldg.. Syracuse 317 Schofield Bldg., Cleveland, O. The Everett 0. Fisk Teachers Agencies 1420 Chestnut St., Philadelphia 1020 MtGee St., Kansas City , “ 808 Title Bldg., Birmingham 409 Journal Bldg., Portland, Or. 121 s 5 C ss § . 2 ’ ; . : 0 Boylston ao a aaa Me 549 Union Trust Bldg., Pittsburg 548 Spring St., Los Angeles Send for Circular and Registration Form to any address above MONTANA TEACHERS AGENCY sscitssseovss Territory, Entire Northwest and BAKER, MONTANA A. George Rudolph, Mgr. Mountain States. SOUTHERN TEACHERS’ AGENCY Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Memphis, Tenn. Continuous registration in four offices, Covers the Middle Atlantic, South and Middle West. TEACHERS WANTED NATIONAL TEACHERS AGENCY, Inc. 48th yea qualified standing Affiliated 5 Catalog Complete Gymnastic, Equipment. Faculty. ble Successful Appointment Bureau. For Catalog Address 1462 Chapel E Conn. OLD FARNOL coLLEGL THE SARGENT SCHOOL FOR, PHYSICAL SARGENT SCHOOL FOR, UCHYEN New Haven, Degree mUCAT] SI High School Graduates Athletic and Camp Dormitories on Campus. Capa FOR __ PHYSICAL r. Internationally known school for properly young women. Faculty of specialists. Out- camp work and equipment. Dormitories. degree in four years. L. W. Sargent, Pres. 14 Everett St., C ambridge, Mass. Critic Write Euclid Ohio, Normal School, Teachers’ Home Study Course for Enriching Knowledge of Subject Matter and Illustrating Methods of Class Procedure Form Teacher, Speyer Conducted by Ipa C. Carter, B. Litt., M. A erly Grade and Special Teacher, Cleveland, Ohio; School, Teachers Col- lege, Columbia University, N. Y. C.; Teacher of Education and Psychology, Montclair State Montclair, N. J. to (Mrs.) IDA C. CARTER, 2933 Heights Blvd., stating position, Cleveland Heights, training, experience. D. H. Cook, Gen. Mgr., Philadelphia, Penna. Other Offices: Syracuse, N. Y.; Cincinnati, O.; Northampton, Mass.; Memphis, Tenn.; Pittsburgh, Penna.; New Haven, Conn. SPECIALISTS Eesesesees EDUCATIONAL BUREAU 320 N.GRAND AT OLIVE, ST.LOUIS.Me ALLIED PROFESSIONAL BUREAUS "iis" We recommend superior teachers for the better positions in Universities, Colleges, Teachers Colleges, and accredited Schools. Register Now—MARSHALL FIELD ANNEX BUILDING, 25 E. Washington St., CHICAGO, ILLINOIS WESTERN REFERENCE Kindergarten, Grades, High Schools, Colleges, Universities, and BOND ASSOCIATION Business Schools. Vacancies wanted. Any position, anywhere. John W. Million, A. M., Pres. & Mégr. 228-229 Mis. Exc. Bidg., 8th & Wyandotte, Kansas City, Mo. SS oad a ROCKY MAE TEACHERS" "AGENCY worn ExcHANGE | NEAPOLIS. MINN 5. NATL. BANK B 3R DENVER, COL¢ BBOT T CENTRAL, SOUTHERN, TEACHERS’ AGENcy WESTERN STATES 24 Years Home Ec., Voc. Agrti., Science. Prin., Superintendents; Teachers for Grades, High hools and Colleges. 201 MOORE & TURNER BLDG. LITTLE ROCK ARKANSAS TEACHERS HURSTON acency 224 S. Michigan Ave. CHICAGO, ILL. Average increase 134% in business past 2 years makes need for more teachers, Register now for best results. Mention THe Journat when writing our advertisers.