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OL. 19 JANUARY, 1930 


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‘Ghe J OURNAL of the 
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The Leisure of Tomorrow—Editorial 

The Bayonne Junior High School—Philip W. L. Cin 

On the Threshold of the School—J. Mace Andress 

American’School and College Athletics—W. Carson Ryan, Ie. 

Teaching the Social Studies—E. Clarke Fontaine 

A Year with the Knighthood of Youth—Julia Williams 

Individual Needs—4 nnette Mann 

Degrees of Skill in Supervision—Research Bulletin Retrint. 

A False Analogy—Ross L. Finney ‘ 

Educational Opportunities in Radio during Semssege. 1930 

Teaching the Home County—Wilson Gee 

Child Guidance—Francis W. Kirkham 

The Atlantic City Convention—d Forecast 

Development of Public High Schools—Statistics 

The Journal’s Annual Roll Call—d4 Continuing Record of Inenietes Adv ance 
To rs Youth of America—Schoolroom Poster ‘ 

School) Health in a Rural County—C. 4. Greenleaf, M. D. 

Buildfes of Our Profession 


Sixty Years of Distinguished Rictieo~d Tribute t to the a 


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of Superintendence 


Vitalized Group Study and Faculty oe 
Notes and Announcements 


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Pusuisuep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- 
TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- 
CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, 
D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT 
SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF 
OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. 


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A Two Years’ Course in Fine Reading 


Hervey’s 
Junior Literature 


Grades Seven and Eight or Junior High School 





“IT know of no other series which surpasses 
Junior Literature in its quality, in its adap- 
tation to the needs of junior high school 
pupils, and in the helpful suggestions for 
the teaching of literature scattered through 


the volume. 


lished is worthy of commendation. 


“The form in which these books are pub- 


The 


binding and typography will satisfy ~ the 
most exacting taste. A service of very great 


value has been rendered in preparing these 


books for junior high school children.” 


Dr. Albert Leonard, Supt. of Schools, 


New Rochelle, New York. 


LONGMANS, GREEN & CO. 


NEW YORK CHICAGO BOSTON 


55 Fifth Ave. 221 E. 20th St. Tremont Temple 








No amount of 
patching can 
make a perfect 
pair of pants... 


True, isn’t it, and equally 
true when applied to a dic- 
tionary. Any dictionary may 
be patched; that is, new 
words added as they come 
into use, but no amount of 
patching can make a twen- 
tieth century dictionary. 


Modern, authentic scholar- 
ship is as necessary in prepar- 
ing the definitions of older 
words as it is in defining new 
words and words of recent 


tionary should be a work with 
definitions that coordinate. 


RS 





WINSTON BUILDING 
CHICAGO ATLANTA 





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By CLYDE B. MOORE, Rural Education Department, 
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The civic objectives in the teaching of 
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Men and women, active lead- 
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SAN FRANCISCO DALLAS 








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Editorial for January, 1930 


The Leisure of Tomorrow 


p, clothing, shelter, tools, temples, 
schools, transportation — these has 
man sought through the centuries. 

And now comes leisure, the fulfilment of 
an ancient longing. Within a generation 
the average working day has been re- 
duced from ten hours to eight hours and 
the forces which have brought that 
change are only beginning to make them- 
selves felt. A work period of six hours a 
day, five days a week, forty-eight weeks 
a year for the masses is a possibility by 
1940. The factors which point in that 
direction interact upon each other so that 
each gain at one point means gains at 
several other points. Among these factors 
are the lifting influence of universal edu- 
cation; the development of automatic 
machinery; scientific factory manage- 
ment; the reduction of ill health and dis- 
ease ; changes in home occupations which 
send women into office, shop, and fac- 
tory; the elimination of parasitic indus- 
tries such as the liquor business; and the 
reduction of warmaking activities. 

From his own observation anyone can 
see how each of these factors is at work. 
All about us we see machines which take 
the place of scores or hundreds, or even 
thousands of men. From 1919 to 1927 
the number of wage earners in manu- 
facturing plants in the United States 
actually decreased 2.9 percent while pro- 
duction in these plants increased 46.5 
percent. Two percent fewer people pro- 
duced 46 percent more goods. The total 
horsepower in all electric motors in all 
manufacturing plants in the United 
States in 1899 was 492,936 and in 1915 
it was 30,360,026. New power is being 
developed rapidly. Increased leisure is 
inescapable. 

And what shall man do with this great 
gift? Shall he use his new found free- 
dom to give reign to his lower impulses 
and to become the slave of commercial- 
ized, mechanized entertainment? Or 
shall he meet the new day eager to make 
this latest gift another stepping-stone ? 

Increasing leisure in the midst of mod- 
ern opportunity is a profound challenge 
to the intelligence of the race. It comes 
with peculiar force to those engaged in 
education. The schools have taught man 
to respect the laws of his being and to 
live in harmony with other men. They 
have taught him to work. Can they teach 
him to play? Play! The very word has 
a confused meaning. Joseph Lee, the de- 














lightful philosopher of the recreation 
movement, points out that we really have 
no word for the play of grownups. We 
have been wont to regard play as some- 








A Movement for the 
Wise Use of Leisure 


Pea E. RutH Pyrtie of the | 
National Education Association an- | 
nounces a_ nationwide allinclusive 
movement for the wise use of leisure 
which may prove to be the ¢reatest 
enterprise on which the Association 
has so far embarked. The movement 
is to be led by a National Commission 
on the Wise Use of Leisure composed 
of the officers of the Department of 
Adult Education and prominent citi- 
zens who have made extensive contri- | 
butions to American life. There will 
also be commissions in each of the 
states. 

The movement will find expression 
in adult education activities, in re- 
search, in convention programs, in 
American Education Week, vitalized | 
group study and faculty meetings, in 
the platforms and programs of allied 
groups, in courses in high schools and 
| colleges, and in a series of notable 
articles which will be published in THE 
JOURNAL during the coming months. It 
is proposed to bring together in THE 
JOURNAL the greatest body of facts and 
| philosophy bearing on leisure that has 
ever been assembled. 






















thing useless—an indulgence for chil- 
dren. But play to the child is life and its 
equivalent for the grownup is creative 
art. There you have the real vision of 
what leisure might mean—every man 
and woman freed for that eager pursuit 
of truth, goodness, and beauty which we 
associate with the gardener, the designer, 
the architect, the sculptor, the composer, 
the writer, the singer, the teacher, the 
librarian, and the other creative workers 
of the world. Our very labor becomes 
art; the old dualism between liberal and 
practical education is healed by a wider 
concept that includes them both. What 
new heights may the race not reach if one 
generation of teachers can guide one gen- 
eration of children to meet the challenge 
of leisure with eager search for the higher 
values ? 

Leisure wisely used will add some- 
thing to every phase of life. Let each of 
us ask himself what the extra hours 
might contribute to the objectives of edu- 


[1] 


cation and life—health, home, learning, 
citizenship, vocation, 
character. 

Health is not pills and cures. It is 
positive not negative. It is buoyant, for- 
ward-looking. Who has not seen the 
sick made well by the discovery of a 
compelling purpose? For those who are 
sick or feeble the extra hours will mean 
a lighter load—a new chance to estab- 
lish balance between energy created and 
energy spent. The world of tomorrow 
will demand a standard of maintained 
physical, mental, and emotional efficiency 
higher than anything hitherto conceived. 
The speed and power of modern life 
means death to the inefficient. 

The complicated organization of mod- 
ern work makes absence, irregularity, and 
low efficiency a detriment not only to 
oneself but to the whole organization of 
which he is a part. Today’s loss from 
disease and ill health runs literally into 
the tens of billions annually, not to men- 
tion the greater loss in happiness. To- 
morrow’s world calls for a stream of life 
that is strong and certain. Leisure may 
mean turning regularly to the life-giving 
forces of nature—to the sun, the air, 
the hills, and the sea. 

Home is not merely a place to indulge 
appetites, rear children, and to establish 
economic security. It is a community of 
enterprise, understanding, fellowship, 
and happiness—a garden of growth. It 
cannot be these things in the highest sense 
without periods of common life, of talk- 
ing together, reading together, meditat- 
ing together. Upon the perfection of this 
little community the wellbeing of the 
larger communities depends. We need al- 
ways to remember that the purpose of 
education is life, that the purpose of in- 
dustry is life, that the purpose of relig- 
ion is life, that the purpose of govern- 
ment is life, and that in the home, life 
reaches its finest growth. Let us teach 
the children, let us ourselves learn to use 
the extra hours of tomorrow for the im- 
provement of the basic institution of 
civilization. 


avocation, and 


Learning is no longer regarded as 
merely childish drill in the symbols of 
knowledge. It is creative living in ac- 
cordance with knowledge. It is the de- 
velopment of new knowledge in the very 
setting of our daily lives. Already America 
has extended popular education to the 
highest point ever reached. In 1920 there 



































































were two million youth in our high 
schools. Within less than a decade we 
have added three million more, the great- 
est mobilization of all history, giving a 
great army of young people five million 
strong, seeking the best education ever 
given to the masses. The high school of 
tomorrow will be better still. It will 
become literally a people’s college. Li- 
braries will multiply. The library of to- 
morrow will build its book collections 
around the daily needs of the people. 
There will be specialists to advise read- 
ers. There will be field workers to talk 
over in homes and schools the book needs 
of individuals and to make plans for their 
reading. Collections of small books will 
be made up for people to carry in their 
autos and airplanes. We shall learn to use 
the radio to instruct as well as to enter- 
tain. 

Psychologists now teach that one is 
never too old to learn, that ages 25-45 
are superior to childhood in ability to 
learn. Millions have mastered the com- 
plicated task of driving autos. Millions 
tomorrow will fly planes, traveling about 
the entire earth as they now move about 
their neighborhoods. Already a great 
automobile industry has allied itself with 
the radio industry. Autos and planes are 
to be so equipped as to keep us in touch 
with the world of thought everywhere. 
The lower schools, freed from the duty 
of cramming all knowledge into childish 
heads in a few years, can give more at- 
tention to the spirit of learning and the 
technics of learning, so that the school 
will create with increasing certainty the 
appetite for learning as one of the mov- 
ing forces of a long, happy, and intelli- 
gent life. 

Citizenship in the past, except in times 
of war, has been largely a negative vir- 
tue. Men have been considered good 
citizens, not so much because of what 
they did as because of what they refrained 
from doing. The new age demands a new 
view of citizenship, which has been ably 
stated by L. P. Jacks, the great English 
philosopher, in his inspiring volume Con- 
structive Citizenship and by Benton 
MacKaye in The New Exploration. The 
new ideal is this: Until now the institu- 
tions of civilized life have been largely 
a matter of chance or accident. Tomor- 
row faces the challenge of a planned life 
not only for the individual but for the 
community, the state, the nation, and the 
world. Cities will not be allowed to grow 
up wretched and haphazard and ugly. 
Homes will not be crowded amid noise 


and filth. The beauty of nature will be 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





January, 1930 





and extended. Homes and 
schools will be surrounded by parks and 
open spaces. Traffic and noise will be 
isolated. Highways will be lined with 
beautiful shrubs and trees. Unsightly 
shops and stations will be hidden. Like- 
wise there will be a steady effort to im- 
prove the law, to improve medicine, to 
better education, to perfect government, 


preserved 


and to correlate all of these in the inter- 
est of wholesome happy living. The citi- 
zen of tomorrow will enjoy the increas- 
ing fruits of skill, trusteeship or loyalty, 
and the scientific method. 

Vocations tomorrow will range from 
the routine tending of automatic ma- 
chines to the highest forms of creative 
design and the cultivation of growing 
things. The monotony of machinefacture 
will be counteracted during leisure by 
activities which give variety, freedom, 
fresh air, sunshine, and widened inter- 
ests. The masses of men must be given 
new wants and new tasks. In proportion 
as intelligence and skill are cumulated in 
the machines that do our work we shall 
need increased opportunity in our leisure 
to express our intelligence and develop 
skill. As L. P. Jacks points out both play 
and work have this element of skill in 
common and the hope of nobler work- 
manship lies in the skills which increas- 
ing leisure may foster. Perhaps during 
leisure we shall achieve the dream of 


Kahlil Gibran in The Prophet: 


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 knowledge 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. 


A vocations! What can leisure do for 
leisure? For most of us the spare hours 
have been so few as to make difficult any 
plan for their systematic use. With the 
coming of larger leisure, avocations 
which have been the joy of a limited class 
may become the privilege of the many. 
One will grow roses, another paint pic- 
tures, another design houses, another 
plan cities, another write verse; many 
will study and read in an effort to cap- 
ture the nobler and wider vistas which 
are the zest of intellectual life. Perhaps 
all of us will have more time for travel, 
for companionship, and for the beauty 
that surrounds our daily lives. Perhaps 
we shall realize the vision Stevenson 
gives in The Celestial Surgeon: 


-wide fellowships ‘and its high enthusi- 


If I have faltered more or less 

In my great task of happiness; 

If I have moved among my race 

And shown no glorious morning face; 
If beams from happy human eyes 
Have moved me not; if morning skies, 
Books, and my food, and summer rain 
Knocked on my sullen heart in vain— ' 
Lord, thy most pointed pleasure take, 
And stab my spirit broad awake; 

Or, Lord, if too obdurate I, 

Choose Thou, before that spirit die, 
A piercing pain, a killing sin, 

And to my dead heart run them in! 





Character is the supreme value and the 
supreme achievement. Fine character im- 
plies truth, goodness, beauty, and growth. 
It is the balance one strikes with all the 
values and activities of life. We think 
of character as expressing itself in play, 
in work, and in our relations with others. 
It reaches its highest perfection in the 
riper years of life. The leisure of tomor- 
row may weaken character by releasing 
purposeless men and women from the re- 
straining force of work, or it may enno- 
ble character through freedom to pursue 
the nobler ends which each individual 
sets for his own life. May life not take on 
a new meaning, a new eagerness, as sug- 
gested by James in his revealing essay, 
What Makes a Life Significant? 

To character, the leisure of tomorrow 
may mean a new center of gravity—even 
as Copernicus, the Polish astronomer, in 
1543 gave the human mind a new chal- 
lenge by announcing that the sun and not | 
the earth is the center of the universe. 
All through the ages man has struggled 
for power. Now that power is his in 
abundance it becomes plain that light is 
a higher value. Will not the center of 
gravity shift from “the struggle for 
power, with its mean passions, its mon- 
strous illusions, and its contemptible 
ideals to the struggle for light, with its 


asms ?”’ Perhaps the leisure of tomorrow 
will bring men and women everywhere | 
to ask, What is true? What is good? | 
What is beautiful ? What is right? 

This consideration of leisure in rela- 
tion to the seven objectivyes—which any- 
one may pursue further for himself— 
suggests the magnitude of the problem. | 
The wise use of leisure is not coming | 
overnight. Big movements are slow move- 
ments but there is certainty in their very 
bigness. They roll on like mighty tides. 
Big movements such as the enlisting of 
the teaching profession to work on the 
problems of education and the awakening | 
of the whole people to the importance L 
of leisure will endure because they touch 


the heart of life-—J. E. M. 




















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Schools That Are Prophecies 


The Bayonne Junior High School 


Puitie W. L. Cox 


Professor of Secondary Education, New York University 


UTSTANDING junior high schools 

do not just happen; they are the 

result of persistent, intelligent, 
resourceful, and confident experimenta- 
tion and adventure. Generally such 
schools grow into effectiveness as a result 
of the creative urge which energetic and 
democratic principals develop among 
teachers, pupils, and parents. Occasion- 
ally, perhaps, schools are made to func- 
tion adequately by the consistent domina- 
tion of a tireless administrator. 

In a very few instances, however, have 
junior high schools been planned in ad- 
vance as telic social instruments. And 
yet, in the long run, that is precisely how 
schools must be conceived if they are to 
assume a directive function in community 
life. 

The only telicly planned junior high 
school known to the writer is the Bay- 
onne, New Jersey Junior High School. 
As early as 1920 the principal of this 
school, Edward J. Sweeney, became con- 
vinced, after visiting the best schools in 
the east and in the north-central states, 
that the social and educational problem 
of Bayonne could best be delimited and 
be most directly attacked through the or- 
ganization of a thoroughly adequate 
junior high school. At that time, Mr. 
Sweeney was a member of the local board 
of education and was vice principal of 
the high school of a neighboring city. 

The thoughtful planning of any insti- 
tution presupposes the existence of needs 
for which no adequate provision has been 
made. Before undertaking the work of 
planning a junior high school as a telic 
agency for meeting local needs, there is 
required an examination of actual com- 
munity conditions and a systematic col- 
lection of information that might possibly 
throw light on the character of the needs. 

Largely through Mr. Sweeney’s lead- 
ership, a very extensive industrial, com- 
mercial, and educational survey was 
undertaken in Bayonne. This study, 
in which committees of principals and 
teachers cooperated with other social 
agents and municipal officers, led the 
board of education to authorize the de- 
velopment of a vocational school and of 
a central junior high school. 

Mr. Sweeney, no longer a board mem- 
ber, was chosen to be principal of a school 
which would exist only on paper for two 





years. He was given an office and a 
clerical assistant and was directed to 
plan, in conjunction with the architect, 
the superintendent of schools, and the 
principal of the vocational school, for the 
school that was to be. As a result, there 
grew up on the shore of Newark Bay, a 
building which was the very embodiment 
of a well-considered educational pro- 
gram. 

The educational needs of Bayonne— 
The present city of Bayonne is situated at 
the southern end of Hudson County, just 
across the Hudson River from New 
York. In its three and three-quarters 
square miles it contains about 100,000 
population, of which eighty percent are 
foreign-born or children of foreign-born 
parents, representing twenty-seven lan- 
guage groups. It is a remarkably youth- 
ful population: 72 percent is under 35 
years of age; 45 percent is under the age 
of 20; and more than 30 percent is of 
school age. 

Bayonne is the world’s largest oil cen- 
ter and is a veritable hive of other in- 
dustries of worldwide importance— 
chemicals, steam boilers, wire and cable, 
electric launches, power boats, textiles, 
soap, metals, and machinery. There are 
produced nearly $300,000,000 of manu- 
factured products in Bayonne every year. 
With such a concentration of population 
and production, there are, of course, 
banks, stores, railroads, and street after 
street of small detached houses and apart- 
ment buildings, docks, parks, and swarms 
of cars, trucks, buses, pedestrians, and 
children. The average number of per- 
sons per dwelling is 9.2, which is much 
higher than in any other similar city in 
this country. Health and safety present 
obvious problems for schools, settlements, 
and the board of health to deal with. 
Other agencies, too, are active. The park 
commission maintains playgrounds and a 
bathing beach. The Y. M. C. A. carries 
on recreational and educational programs 
for young adults. There are six Catho- 
lic parochial schools. 

There have been developed several 
other junior high-school departments in 
connection with the Bayonne elementary 
schools which serve special localities and 
to which are sent all pupils of superior 
intelligence. The pupils who attend the 
central junior high school represent, 


[3] 


therefore, an unusual distribution: there 
are more children with I. Q.’s from 70 
to 80 than there are with I. Q.’s of 120 
to 130. 

In the Bayonne Junior High School 
classification tests are given to all enter- 
ing pupils. ‘Then pupils are grouped 
homogeneously in the light of their 
chronological age, social histories, phys- 
ical development, abstract intelligences, 
and special aptitudes. Over-age pupils, if 
they show mechanical aptitudes, are 
transferred to the excellent vocational 
school which shares the building with 
the junior high school. Definitely feeble- 
minded children are transferred to a spe- 
cial school. 

Special ungraded classes are main- 
tained in the junior high school for dull 
children, in whom no special aptitude can 
be discovered; here they remain until 
exempted by law from school attendance 
when they leave to swell the ranks of 
unskilled labor. The school recognizes 
this condition as an unsolved problem. 
As broader curriculum opportunities are 
opened up, as the testing and guidance 
programs are directed more and more to- 
ward the positive activities of children 
and away from the re-citation modes, 
the number of children in the special un- 
graded classes grows smaller and smaller. 

Paving the way for a junior high 
school—The success of the junior high 
school depends upon the spirit in which 
it is conceived and the vision manifested 
in its mission, aims, and purposes, and 
a wise application of the means to accom- 
plish them; it depends upon the wise use 
and the sane application of the results of 
intelligence and educational tests to ap- 
proximate the mental capacities and 
achievement of children for homogeneous 
groupings to enable them to continue 
their work at a rate of speed suited to 
their abilities; it depends upon a faculty 
of inspiring personalities carefully se- 
lected and specially trained, intensely in- 
terested in boys and girls of the ado- 
lescent age and sympathetically alert to 
help them; it depends upon expert guid- 
ance, vocational and educational, that 
will enable pupils to select wisely and 
pursue diligently the studies and other 
school activities which will best meet 
their present and assured future needs; it 
depends upon the adequate provision of 



























































THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 





exploratory courses that will furnish ad- 
ditional opportunities for individual 
pupil-development in those fields, thus 
enabling each one to discover his own 
aptitudes; it depends upon the socializa- 
tion and extra- 
curriculum activities so that school may 
be, as Dewey would have it, a prepara- 
tion for social life by reproducing within 
itself purified and idealized situations 
that are typical of social life outside of 
school ; it depends upon the proper hous- 


of the school’s intra- 


ing of the junior high-school pupils and 
activities in a building that is scientific- 
ally planned around a junior high-school 
program, a building that is comprehen- 
sive, convenient, and flexible enough to 
permit of an easy adjustment of the func- 
tioning organizations to new conditions. 

In Bayonne, on the recommendation 
of the superintendent of schools in 1920, 
the board of education appointed a com- 
mittee of school men and board mem- 
bers to consider the following problems: 


(1) The advisability of including the 
junior high school as a unit of organization 
in the local school system; (2) the standards 
and qualifications of junior high-school teach- 
ers, (3) the selection and training of junior 
high-school teachers; (4) the organization 
of curriculum and courses of study; (5) plan- 
ning a junior high-school building. 


Leaders in the junior high-school field 
were brought to Bayonne who discussed 
the purposes and contributions to their 
communities of successful junior high 
schools. To these lectures came teachers, 
board members, and interested parents 
and other citizens. Teachers who already 
complied with the regular city qualifica- 
tions were given opportunity of enrol- 
ing, tuition free, in courses arranged by 
the committee on the junior high school. 

In the belief that the reorganization 
of the curriculum in the limited field of 
the junior high school, without a corre- 
sponding reorganization in the rest of 
the system would be most difficult, the 
committee urged the appointment of cur- 
riculum revision committees for the 
entire school system. Such committees 
were appointed and conducted their work 
in connection with courses given by the 
staffs of Teachers College, Columbia 
University, and the School of Education 
of New York University. The expense 
of these courses, also, was borne by the 
board of education. 

The general plan for organizing the 
junior high-school curriculum was that 
advocated by the writer of this article 
(Cox, The Junior High School and. Its 
Curriculum, Scribner’s, 1929). The 





January, 1930 





considerations underlying this plan are: 


1. That the junior high school accept all who 
are in any respect so mature that they 
would derive more benefit from the sec- 
ondary school than from the elementary 
school. 

. That it make intelligent effort to educate 
all 
(a) In keeping with the wide range of in- 

dividual differences in intellectual 

capacities, specific abilities, and phys- 
ical and psychological development; 
in harmony with physical, intellec- 
tual, emotional characteristics of late 
preadolescence and early adolescence ; 
(c) in view of the complex social demands 
for various participations in life ac- 
tivities. 

3. That this be accomplished through the 
stimulation and guidance of pupil activ- 
ities of two types: 

(a) Unspecialized activities for all to 

promote the attainment of seven ob- 
jectives: Habits and attitudes of im- 
portance for associational living in 
an industrial community; knowl- 
edges, interests, skills necessary for 
a critical active understanding of 
and behavior in relation to social in- 
stitutions; habits, attitudes, ideals 
and knowledge of importance in 
wholesome living; a command and 
confident use of language tools; fa- 
miliarity with and understanding of 
the relation of man to science—his 
place in nature, his use of natural 
laws and materials, the instruments 
and language which man uses in 
dealing with science; an appreciation 
of beauty and of the more “spiritual” 
aspects of the natural and social en- 
vironments; unspecialized practical 
arts of almost universal importance 
in daily living; 
More or less of specialized activities 
for the attainment of the same ob- 
jectives according to the resources of 
definite pupil groups or of individ- 
uals: Specific prescriptions to over- 
come individual shortcomings in fun- 
damental knowledges and _ skills; 
elective opportunities to stimulate 
and develop inherent or social inter- 
ests and abilities in science, mathe- 
matics, languages. and literatures, 
creative expression in music, art, and 
writing, and in commercial, indus- 
trial, and home-making activities. 


nN 


(b) 


(b) 


Preliminary teacher preparation for 
the proposed curriculum practises—As 
an experimental basis for introducing so 
radical a curriculum procedure, eighty 
teachers of traditional subjects began to 
set up activities that might be included 
in what are called “subjects.” Each ac- 
tivity was checked against the principles 


THE LOVE OF LEARNING, THE 
SEQUESTERED NOOKS, 


AND ALL THE SWEET SERENITY 
OF BOOKS. HENRY W. LONGFELLOW. 





already mentioned, the objectives in edu- 


cation, and the characteristics of ado- | 


lescence. Each activity was then arranged 
with reference to curriculum and grade 


placement, either as a core-curriculum | 


activity or a free elective. 

In order to prepare for the articula- 
tion of the new curriculum with the rest 
of the city’s curriculum program there 
was set up a reviewing committee com- 
posed of the chairmen of all committees, 
representing elementary, junior high, 
senior high, and special schools. 
committee approved all courses of study 
before they were put in use throughout 
the school system. 


So revolutionary a procedure is not | 


without its high new hopes and its in- 
evitable disappointments. 
aspects of the curriculum as health, a 
truly telic process has been introduced. 
In the entrenched subjects—mathe- 
matics, English, social studies—the re- 
sults have sometimes been relatively 


In such new | 











| 








a 
| 


This | 


, 
§ 
t 
| 


meager. The teachers who have gained | 


appointments to the new junior high 
school have not always been those who 
have had most to offer to a pioneering 
school ; too often they have been those of 
long and “successful” service in tradi- 
tional grade work. 


Nevertheless, the broad and consistent | 


policy which the principal has followed 


from the beginning is bearing fruit. | 


Promising teachers are emerging—self- | 


educated into behavior patterns of so- 


cialized undertakings. The alert com- | 
mercial curriculum groups, the busy li- | 
brary, the living general science, the in- | 


spiring adequacy of the home-economics 


Ld aR 


girls, the responsibility and enthusiasm | 


of the youthful participators in student 
government, the naturalness and honesty 


of assembly and club activities, the con- © 
stant utilization and reenforcement of © 
community activities—these typify the | 
- new spirit of the junior high-school cur- 


riculum as it is found at Bayonne. 
Here is a school of promise. It is an 
environment of dignity, beauty, health, 


socialization, practical efficiency, self- | 


government, leisure occupations, 
ethical responses. 


fects the breakfasts and sleeping habits 
of pupils and parents; it increases the 


public’s uses of public parks and libraries; | 
it promotes evening school attendance | 


and community athletics. It exists as a 
forerunner of a beautiful, tolerant, ac- 
tive, cooperative Bayonne. It is itself the 
promise of what the community is to be! 


and § 
But it functions not | 
only during school hours. The building | 
is open to youths and adults every day | 
and evening. The school’s program af- | 





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T IS a dramatic moment in the life 
| of the child when he first appears in 
the door of the schoolroom. The 
change comes with such suddenness that 
it seems almost like a revolution. He 
leaves behind him a world in which he 
enjoyed a greater amount of freedom, 
play, and spontaneous imagination than 
he ever will again. In the future more 
formal tasks will confront him. He leaves 
behind him a world of people and things 
where he felt fairly familiar and faces 
an unknown, a place where the people, 
things, morals, and requirements for suc- 
cessful living are different. The scenery 
in general is in marked contrast with the 
world he has known. He has developed 
a technic of action which might have 
helped him fairly well in his preschool 
years. Will it help him to succeed at 
school? It is selfevident that the child 
who can make this readjustment with 
ease is at an advantage. 

So important is this preschool life of 
the child that many psychologists believe 
that it is equal to if not even more sig- 
nificant than any period of school life. 
It is only during the last decade that any 
serious attempt has been made to get an 
inventory of this hinterland of preschool 
experience. Such studies indicate that 
many of the physical and mental break- 
downs of later life owe their beginnings 
to mishaps during preschool years. For 
example, colds, pneumonia, tonsilitis, and 
general bronchial infections in early 
childhood are responsible for much of 
the rheumatism and heart disease of later 
years. It is also during these early years 
that every child forms habits and atti- 
tudes that not only function in the period 
preceding school attendance but also tend 
to cast their lights and shadows on later 
years. It may be habits of telling the 
truth, honesty, selfcontrol, selfreliance, 
or possibly opposite traits of character. 
He will also develop certain attitudes 
toward father, mother, home, church, 
school, teachers, subjects, honor, religion, 
reverence, and also attitudes toward him- 
self. It is often assumed that undesirable 
characteristics that develop during this 
period are not of lasting importance be- 
cause they will be outgrown usually. 
This assumption is not borne out by 
facts. Rather it is nearer the truth to 
say that these habits and attitudes tend 
to persist. They may take on varied 





Mental Hygiene in the Classroom 


On the Threshold of the School 


J. Mace AnpbREss 
forms. but frequently the psychiatrist 
finds them functioning in abnormal adult 
personalities. If of the right sort they 
may further the development of a har- 
monious and wholesome personality. 


5 THE KINDERGARTNER and first 
grade teacher—Yes, it is true that 
home influence is important, and that 
these children who are coming to you 
for the first time are hampered or 
helped by the nature of their home 
training. 

Do not blame those children who 
fail to fit into the life of the school. 
They are largely the victims of their 
past environment. So far as possible 
see that their old unfortunate habits 
which brought satisfaction now bring 
dissatisfaction. Manage so that every 
good tendency succeeds and brings sat- 
isfaction. 

The preschool clinic is the place to 
catch the incoming children and give 
them a thorough examination. Enlist 
the cooperation of the parents. 

Remember that your work is just as 
important as that of teachers in the 
higher grades and requires just as 
much science and skill. Continue your 
good work of starting the child right 
as he enters school. 

















One thing is certain that although 
children may not learn to read during 
this preschool period they are getting 
command of the real alphabet of life. 
The years of early childhood are forgot- 
ten but they are registered in the nervous 
system where they influence subsequent 
learning and life. For example, a college 
professor was very much afraid of 
horses. In those days when they were 
tied to hitching posts along the street 
in large numbers he was afraid to walk 
past them and always showed marked 
signs of fear when he was compelled to 
be near them. As a college professor of 
psychology, he became much interested in 
finding the source of this distressing fear. 
On inquiring of his old nursemaid he 
discovered that he once had been bitten 
and severely frightened in early childhood 
as he walked past a horse. The incident 
had been forgotten but the attitude 
toward horses remained. In a similar 
way many of our own prejudices and at- 
titudes could be traced back to the first 
few years of life. 

The great mass of children receive 


[5] 


such training at home that they are 
equipped to push their way through 
school with little or no appreciable dif- 
ficulty but there are always some who 
are regarded as problem-children. Some- 
times this implies no inferiority on their 
part. They may be so superior that they 
find it impossible to keep the lockstep 
that is so often required in schools. Such 
children make trouble for the teachers 
because they do not fit readily into the 
molds prepared for them. But in many 
cases the entering school child is a prob- 
lem because of the undesirable habits 
and attitudes acquired at home. 


Edward is a boy who does not get along 
well with his playmates. The intelligence 
tests show that he is above average intelli- 
gence and in good physical health. He is shy 
and avoids the other children at play. He 
cries when he is beaten and cries so often 
that the children call him “Eddie Crybaby.” 
Other boys like to pester him on his way to 
and from school. Often his mother accom- 
panies him to school in the morning and 
calls for him again at night. The mother 
laments to the teacher about the cruelty of 
the other children and rejoices that her 
Edward is so kind and devoted, so different 
from the pupils of the school. 

When Edward appeared on the threshold 
of the school he was greatly handicapped 
by his home training. His mother became a 
widow when Edward was only a few months 
old. The affection which the mother had for 
her husband was concentrated on Edward. 
She refused to allow him to grow up by 
keeping him in an infantile state. She fed 
him longer than was necessary, lay down 
with him at nap time, and dressed him long 
after he could do it himself. Edward found 
that he could always have his way through 
tantrums, weeping, and refusing to eat his 
food. He took delight in doing these things 
also because he enjeyed being called queer. 
If Edward got into trouble in his play with 
other children mother always took his part 
and blamed his playmates. Naturally this 
sort of mother was the one to march with 
him back and forth to school and help him 
fight his battles. What Edward needed badly 
was experience and training in dealing with 
other children, the development of courage, 
and particularly training in selfreliance. 


Edward is only one of a number of 
such children who appear on the thresh- 
old of the school every September. 
Edward was not born queer. He became 
queer because of the influences brought 
to bear upon him. In his world he found 
that crying and tantrums would work 
and bring ultimate satisfaction. Finally 
these habits were fastened upon him. If 


















































THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





the mother had understood some of the 
fundamental principles of mental hygiene 
she would have realized that even when 
Edward was a baby he might have been 
trained in regular, sensible habits of eat- 
ing, sleeping, resting, toilet, and play. 
Tantrums should have been ignored and 
never allowed to bring satisfaction. As 
soon as he was physically able to put on 
his shoes, stockings, and clothing; feed 
and wash himself he should have been 
allowed to do so. By letting him under- 
take responsibility as fast as he was able 
he would have acquired skill, selfreliance, 
and mental health. The only thing to do 
with Edward now is to reeducate him. 
This is a difficult task but it may be 


done. It is possible only if both mother 
and the school will work in close coopera- 


tion. 

Unfortunately the school and society 
as organized at present have little di- 
rect influence over the preschool child. 
In many cases the physician sees the 
child at birth but does not examine him 
again until he enters school. Between 
birth and school entrance there are sev- 
eral years intervening in which the child 
may develop mental and physical de- 
fects. This is a dangerous period since one 
third of the deaths of the nation occur 
below the age of six. It therefore be- 
hooves the school to get hold of the child 
as soon before school entrance as possible. 





A good slogan is “Get your child ready 
for school” but this should be interpreted 
to mean getting mind as well as body fit. 

The preschool clinic with doctor, 
nurse, dietician, mental hygienist, teacher, 
and parent should begin to operate a 
few weeks or months before school 
opens so that children may have a thor- 
ough mental and physical examination. 
Many physical defects like diseased ton- 
sils may be removed and parents and 
children may be started in reeducation in 
mental health. Special training courses 
for parents in the care of the preschool 
child will prove helpful. Under such 
conditions the handicapped child begins 
school with a fair chance to succeed. 


American School and College Athletics 


UST WHAT does the Carnegie Founda- 

tion’s inquiry into school and col- 

lege athletics, which broke so sud- 
denly into the 1929 football season, 
mean for the whole educational pro- 
gram? 

Public interest has naturally been 
concerned in the main with the revela- 
tions regarding proselyting and the 
charges of commercialism, with special 
reference to local institutions. Actually, 
however, the published report of the in- 
quiry reveals a careful study of athletics 
against the background of the American 
educational program from elementary 
school through university. 

From the point of view of education, 
the report finds, one of the most serious 
defects of presentday athletics, whether 
in school or college, is the failure to make 
full educational use of games and sports. 
We have to accept 
claims for the educational values of com- 
petitive without inquiring too 
closely into the actual situation. The 
tendency has been more and more to let 
the coach direct the game, thereby re- 
ducing the opportunities for responsible 
direction that constitute an important 
part of whatever educational values are 
to be realized. Similarly with athletic ad- 
ministration—faculty control too often 
means that students are deprived of the 
chance they should have for experience 
in management and financing of their 
own activities. 

Even as health education, athletics are 
likely to be a potential rather than an 
actual asset. In order to fulfil expecta- 
tions in physical health, the report says, 


been accustomed 


games 


the athletic team physician should be con- 
sidered the key man in the supervision 
of the hygiene of athletic training and 
should have authority accordingly; his 
qualifications should include postgradu- 
ate work in the hygiene of athletic train- 
ing. Adequate provision needs to be made 
in every school, college, or university for 
a thorough medical examination, health 
history, and health-habit inventory of 
every student at least once a year; and, 
while participation in athletics should be 
assumed for the vast majority of stu- 
dents, a wide variety of sports should be 
provided, so that games and recreations 
may be suited to the individual. 
Whichever conception of education 
is accepted, says the report—whether 
that of a purely intellectual process of 
“training the habits and powers of the 
mind,” or that of a “socializing agency 
that prepares for various aspects of life” 
—the educational bearings of athletics 
are genuine and significant. “It has been 
assumed,” says President Pritchett in 
the preface, “that there is a legitimate 
place in the secondary school and in the 
college for organized sports, that such 
sports contribute, when employed in a 
rational way, to the development both 
of character and of health. The report 
is a friendly effort to help toward a wise 
solution of the place of such sports in our 
educational system.” The “friendly ef- 
fort” includes frank and courageous 
statements on the following phases of 
athletics: the growth of college athletics ; 
the development of the modern amateur 
status; athletics in American schools; the 
administrative control of athletics; ath- 


letic participation and its results; the hy- 
giene of athletic training; the coach in 
college athletics; extramural relation- 
ships; the recruiting and subsidizing of 
athletes; the press and college athletics; 
values in athletics. The appendix contains 
letters on recruiting that every school- 
man and every alumnus with any real 
sense of sportsmanship ought to read. 

Again and again the report comes 
back to the educational standpoint, both 
in schools and colleges. In schools: 


The ultimate justification for athletics in 
secondary schools, public or private, is the 
welfare of the individual boy or girl. Any 
contribution that athletics can make to his 
welfare should be fostered; all that tends to 
impair it should be discouraged, and, if pos- 
sible, abolished. 


In colleges: 


The American college must renew within 
itself the force that will challenge the best 


‘ intellectual capabilities of the undergraduate. 


Happily this task is now engaging the atten- 
tion of numerous college officers and teach- 
ers. Better still, the fact is becoming recog- 
nized that the granting of opportunity for 
the fulfilment of intellectual promise need 
not impair the socializing qualities of college 
sport. It is not necessary to “include athletics 


in the curriculum” of the undergraduate or | 
to legislate out of them their'life and spirit | 


in order to extract what educational values 
they promise in terms of courage, independ- 
ent thinking, cooperation, initiative, habits 


of bodily activity, and, above all, honesty | 


in dealings between man and man. [A book 
review by W. Carson Ryan, jr., of American 
College Athletics, by Howard J. Savage, 
Harold W. Bentley, John T. McGovern, and 
Dean F. Smiley. New York, The Carnegie 
Foundation for the Advancement of Teach- 
ing, 1929. 383p.] 


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Teach- 


The Changing Secondary School 


Teaching the Social Studies 


FE. CLarkKE FonrAINE 


Supervisor of High Schools, State of Maryland 


HE TWENTIETH CENTURY world, 

which awaits the high-school grad- 

uate of today, is a highly complex 
society full of perplexities and problems. 
America and the world need today more 
than ever before a high type of trained 
and enlightened citizenship. There is 
need of a greater number of people who 
have a broad knowledge and a clear 
understanding of the origin, nature, and 
gradual development of our institutions ; 
a greater number of people who are in- 
telligently and sensitively conscious of 
the rapidly growing interdependence of 
nations and continents and the resulting 
necessity of friendly cooperation among 
the great powers if civilization is not 
eventually to destroy itself; a greater 
number of people, finally, who have been 
so trained in scientific habits of thought 
and in the scientific point of view as ap- 
plied to human relationships that they 
have a crystallized tendency to react to 
issues and problemson the basis of delibera- 
tive and dispassionate judgment rather 
than on predisposition, prejudice, passion, 
propaganda, or personal advantage. 

The social studies are peculiarly 
adapted by the nature of their content 
for the attainment of these important 
objectives. If the materials are judiciously 
selected and skilfully presented, excep- 
tional opportunities are offered for real 
training for a type of citizenship which 
will meet the insistent demands of today 
and tomorrow. 

The space limits of this article will not 
permit an exposition of the details of 
classroom technic as applied to the teach- 
ing of the social studies in the secondary 
school. In general, the same principles 
of organization and presentation which 
should govern instruction in the other 
major high-school subjects apply with 
equal force to this field. It seems expedi- 
ent to confine ourselves here to a con- 
sideration of certain fundamental princi- 
ples and viewpoints which are essential 
for the teacher of the social studies to 
keep always in mind if he is to succeed 
in making his subject mean anything in 
the lives of adolescent boys and girls who 
are to be the citizens of tomorrow. My 
observation and experience have forced 
me to the conclusion that the social 
studies are, at present, more poorly taught 





and fall farther short of their intrinsic 
educational possibilities than any other 
subject in the secondary school curricu- 
lum. Instruction in history and civics and 
the other allied social sciences in a large 
majority of cases, fails lamentably to 
“register” and seems in too many in- 
stances a woeful waste of time and energy 
as measured by any reasonable standard 
of “mastery.’’ The causes for this failure 
are at least partly implicit in the para- 
graphs that comprise the remainder of 
this article. 

1. In the first place, teachers of high- 
school history should always remember 
that the typical history textbook is little 
more than a summary and that sum- 
maries always presuppose a fund of ad- 
vance information. This advance infor- 
mation, or background, the high-school 
student does not have. It must be sup- 
plied in some way or other if teaching is 
to result in vital, realistic knowledge. 
Far too often the subjectmatter of the 
social studies means nothing more to the 
student than a jumble of words. He can 
memorize, of course, and when called 
upon to recite, can repeat verbatim the 
words of the textbook but the educational 
values deriving from such a performance 
are fairly stated as practically nil, when 
unaccompanied, as is so often the case, by 
any real thinking, comprehension, or in- 
terpretation. Young and inexperienced 
teachers, especially, exhibit a marked 
tendency to assume too much, to take 
too much for granted. The writer has 
often heard high-school children answer 
glibly questions based on the history text, 
using almost verbatim the language of 
the book. The young teacher passes on, 
assuming that the pupils know what they 
are talking about, when a searching ques- 
tion or two would show in many cases 
that no one in the class can explain the 
meaning of many of the terms employed. 
In the light of the facts, ordinary com- 
monsense would seem to demand that the 
history textbook must be supplemented 
and enriched by the teacher’s interpreta- 
tive comments, by. collateral reading, and 
by informal class discussion, if instruc- 
tion is to mean anything at all to the 
average high-school student, if the stu- 
dent is to get any real feeling for great 
historical movements and _ institutions 


[7] 


which will lead to an intelligent under- 
standing of them. 

2. Any particular course in the social 
studies may be organized effectively 
around a few large centralizing units or 
topics. These should be mapped out care- 
fully in advance by the teacher. The as- 
similative material for each unit should 
include the vital, significant, and compre- 
hensive aspects of the subjectmatter in- 
volved and it should be organized and 
presented in such form that it is capable 
of being understood rather than capable 
merely of being memorized. The teacher 
in formulating and stating the large unit 
or problem should always bear in mind 
that understanding involves the percep- 
tion of relationships, that we really under- 
stand when we see how or why an event, 
situation, or movement developed, where- 
as “what,” “when,” and “where” merely 
call into action the memory of events, 
dates, and places. “How England came to 
own most of North America,” “How 
machines changed our methods of liv- 
ing,” “Why English people came to live 
in the new world” are good examples of 
statements of history units and furnish a 
clue to the method of organizing the ma- 
terials of history for purposes of instruc- 
tion with understanding as the goal rather 
than the mere acquisition of a mass of 
information. 

3. Henry Johnson said many years ago 
that if history instruction is to be effec- 
tive, the past must be made real. History 
can have no vital meaning to students so 
long as the “dead past’’ remains dead. 
To make the past live, it must in some 
way or other be tied up to or related to 
the present. Finney says that causal rela- 
tions, the causality of antecedents and 
consequents, are a large part of history. 
The present is what it is bécause the 
past was what it was, or, expressed in 
other terms, the roots of the present 
(events, conditions, ideas, movements, in- 
stitutions) lie in the past. How has man 
come to think as he does, to feel as he 
does, to act as he does? The answer may 
be found in the pages of history. 

The history teacher must keep this law 
of continuity continually in mind. Op- 
portunities without number are at hand 
whereby the alert, wellinformed in 
structor may relate the past to the pres- 






















































5 


ent in a vital and practical way. The 
principle of causality, of antecedent and 
consequent, of cause and effect, of com- 
parison and contrast can be continually 
utilized in the assignment and discussion 
of problems to interpret and illumine 
presentday conditions in the political, 
economic, social, and religious world. 
In short, only that part of the past is 
important which has a bearing on or 
makes a contribution to the future. The 
teaching of history can hardly be justi- 
fied on cultural grounds alone. The issue 
of relative values demands that the past 
the aim of 
making the world in which we now live 


be studied primarily with 
comprehensible and understandable. 

4. The social studies are especially 
well adapted for developing those habits 
and powers of thought, attitudes, and 
ideals which are characteristic of the use- 
ful citizen. The mere amassing of his- 
torical information is of itself not educa- 
tive. The power to organize and digest 
facts, to see facts in their proper rela- 
tionship to other facts, the ability to con- 
sider, to weigh, and to judge, and to ar- 
rive at accurate conclusions, a real pas- 
sion for getting at the truth of the mat- 
ter, the scientific attitude of mind that 
enables one to throw aside predisposi- 
tions and prejudices, tradition, and cher- 
ished notions of belief for the sake of 
getting at the real facts of the situa- 
tion—these constitute the really impor- 
tant objectives in the teaching of the so- 
cial studies. How different a world this 
would be if the scientific attitude of 
mind—the critical attitude of examining 
without prejudice—which has accom- 
plished so much in the field of the natural 


sciences, were employed by even the 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





majority of our citizens in the considera- 
tion of those problems involving our 
human and social relationships! 

5. Sufficient has been said here to in- 
dicate the importance of clear and defi- 
nite purposes and goals in the mind of 
the teacher. Not only should the teacher 
of the social studies have a clear concep- 
tion of objectives for each large unit of 
instruction and for each subdivision of 
each unit but he should have as a back- 
ground for these such a wealth of know]l- 
edge of his own subject and at the same 
time such an understanding and compre- 
hension of presentday problems and af- 
fairs as will enable him not only to 
visualize and grasp the full educational 
possibilities of the social studies as media 
for citizenship training but to utilize 
these possibilities as opportunities daily 
present themselves in the classroom. How 
can the teacher, for example, relate the 
past to the present or tie it up to the pres- 
ent and its problems in any vital and 
practical way unless he really knows and 
understands the past? How can he do 
this if he does not also know and under- 
stand the present? The teacher of his- 
tory and government and contemporary 
problems must not only have a rich back- 
ground of cultural knowledge; he must 
also be an interested student of commu- 
nity, national, and international problems 
that are pressing for just and satisfactory 
settlement in the complex civilization 
of today. 

6. Finally, if the scientific attitude of 
mind toward these problems is to be de- 
veloped in the citizens of tomorrow, the 
teacher should look into her mind and 
heart and ask herself if she is open- 
minded, unprejudiced, and tolerant. The 





possible and desired objectives will not 
likely be realized through lecturing, 
moralizing, or dogmatizing. The opinions 
of the teacher on controversial subjects 
should always be kept in the background ; 
the students through skilful guidance 
should arrive at independent conclusions 
by their individual efforts and initiative. 
There is a vital difference between edu- 
cation and propaganda. This distinction 
the high-school student may be trained to 
see. If the teacher herself is a partisan 
or propagandist, the most important edu- 
cational results possible to instruction in 
this field will very likely be lost to the 
student. 

The problem of training citizens for 
active and useful participation in the af- 
fairs and institutions of a society and 
civilization visioned by the teacher as 
better than the one in which we are now 
living presents an inevitable dilemma. 
Schools do not exist to train their gradu- 
ates to succeed in the present world but 
rather to develop in them those qualities 
of heart and mind that will impel them 
to will to do their part to make a better 
world. They come out of an environ- 
ment that is, in large measure at least, 
competitive, intolerant, materialistic, 
and predatory. When they graduate they 
go out into the same type of environ- 
ment. Even while the school has them 
under its guidance and influence, there 
are forces and influences outside the 
school which are working against those 
things for which the school is supposed 
to stand. Can the school do anything in 
the face of this dilemma? The only an- 
swer to this question is: If the school 
cannot, nothing else can and the ideal of 
democracy is false. 






W' WHO DESIRE PEACE must write | 
it in the hearts of children. 
Acting upon this creed the Committee 
on World Friendship Among Chil- 
dren is promoting its third world 
friendship project. The country se- 
lected is the Philippine Islands and 
the symbol is a Friendship Chest, 
built of metal to be impervious to the 
white ants of the Islands and so dec- 
orated as to delight the heart of any 
child. There are handles oi brass and 
a lock and key, and on a background 
of sky-blue, fascinating pictures are 
lithographed in many colors. A thor- 
ough study of the Philippines and its 
people is necessary to fill the chest in- 
telligently and it is on the foundation 
of understanding thus laid that the last- 
ing friendship is built. For further 
information see the note on pA-250 
of the December JouRNAL. 











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Character Growth Through Clubs 


A Year With The Knighthood of Youth 


Juxia WILLIAMS 


Teacher, Colgate Public School, Orange, New Jersey 


iss WILLIAMS, if you were the 

teacher of my new class, I am 

sure you would be ready to cry! 
There is no class spirit; things are ter- 
rible.”” So spoke Janet, one of my former 
pupils, now attending an elementary 
school in another city. 

One year before, Janet had become a 
member of my class in the Colgate 
School, Orange, New Jersey. She soon 
proved to be a great nuisance. Her 
mother sorrowfully admitted that Janet 
was a “spoiled, only child’ and very 
selfish. In November, however, we dis- 
covered a new way of directing her ex- 
cess energies. She gradually became more 
interested in others and in a few months 
the transformation was so complete that 
it was noticed by her classmates, her 
mother, and even their neighbors. 

Under the same new method, marked 
improvement was shown by other pu- 
pils—Philip, for example. Before enter- 
ing my class he had always been in 
trouble. In a former school he had actu- 
ally struck the principal. I had tried hard 
to find some way to appeal to him but 
without success. As suddenly as in the 
case of Janet, he became greatly inter- 
ested, ceased to be a discipline problem, 
and even became a constructive force for 
good. 

This transformation of an entire class 
was in a large measure the direct result 
of our taking up the Knighthood of 
Youth program as a game around 
which we built most of our school 
activities. This program was brought 
to my class at the request of Mr. 
Dwight B. Burley, my principal and 
Mr. W. Burton Patrick, superintendent 
of the Orange, New Jersey schools. Dr. 
Frank Astor, of the National Child Wel- 
fare Association, helped us in the first 
week of November 1928, to inaugurate 
the Knighthood of Youth club. He dis- 
cussed with my class the stories of King 
Arthur, the companions of the Round 
Table and the crusaders, and asked the 
boys and girls what men and women of 
today they would choose as modern 
knights. The members of the class, com- 
ing from a variety of middle-class homes, 
found no trouble in agreeing that a 
policeman or fireman might be called a 
knight, that Edison is the knight of elec- 
tricity and Lindbergh a knight of the air. 





Our visitor explained that the Knight- 
hood of Youth is a national club consist- 
ing of children from the fourth through 
the seventh grades. Its program includes 
work done at home and at school. The 





A gallant twentieth century knight 


activities and committees of clubs in 
other schools were described. Each club 
chooses its own code, committees, activi- 
ties, “adventures,” and “dragons.” More 
than a hundred thousand boys and girls 
in various parts of the United States 
have already played this game. 

At this point in the discussion each 
pupil was given a chart containing such 
questions as: “Did I knowingly break 
any law of the class code? Did I brush 
my teeth today, both night and morn- 
ing? Did I meet difficulties or defeat 
in a sportsmanlike manner? Did I speak 
kindly, not teasing or calling names?” 
This chart was referred to as a List 
of Daily Adventures and each question 
was called either a “dragon” or an 
“adventure.” It was explained that this 
list is something like a diary and that the 
questions are merely reminders of the 
adventures which young knights may 
undertake. 

The boys and girls were advised to at- 
tempt not more than one or two dragons 
at one time. They might choose their 
own questions from the chart or from 


[9] 


any other source, so long as the teacher 
approved. They were told of a similar 
plan used by Benjamin Franklin. (A full 
account of this method as used by Benja- 
min Franklin is given on page 291 of the 
December 1928 NEA Journat.) It 
was also explained that the questions 
might be checked at home, preferably 
under the supervision of their parents. 
The charts are arranged for sixteen 
weeks. At the end of this period those 
boys and girls who in the opinion of the 
teacher have shown results in their work 
with the class code, committees, activi- 
ties, adventures, dragons, and have per- 
formed as many helpful acts as opportu- 
nity afforded, are promoted in rank. At 
the close of successive periods of sixteen 
weeks, with evidence of knightly develop- 
ment, any pupil may earn in sequence the 
badges of Esquire, Knight, Knight Ban- 
neret, Knight Constant, and Knight 
Crusader. 

When the members of my class under- 
stood how the Knighthood of Youth 
functions, they voted unanimously in 
favor of joining. Each member became a 
page and received the appropriate badge. 

Our new club had no difficulty in se- 
curing permission from our principal to 
hold regular meetings during the last 
period on Friday afternoon of each week. 
At the first meeting the pages elected a 
president, vicepresident, secretary, and 
treasurer. They chose for their club name 
Colgate Knights and for their motto “No 
victory without labor.”” The questions on 
the charts were discussed and _ their 
teacher consulted about points which 
were not clear. At later meetings they 
heard the secretary's minutes of the 
previous meeting, made arrangements 
for committees to take responsibility for 
various tasks, gave reports of committees 
and held discussions. 

From time to time, outside speakers 
were invited to give talks. Miss Alice 
Hoben pleased the Colgate Knights by 
reading to them from manuscript a chap- 
ter of her book, Knights, Old and New. 

It was the ambition of the officers to 
have every member active on at least one 
committee. As one boy expressed it: 
“Everyone has something special to do.” 
The following is a partial list of the 
committees which were functioning be- 
fore the year was over: code, law and 










































10 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





order, decoration, attendance, social, 
English, entertainment, health, cleanli- 
ness, thrift, service, courtesy, and library. 

On the recommendation of the code 
committee, the Colgate Knights, 


studying the matter and conferring with 


after 


their teacher, decided to work out gradu- 
ally 


points : the lawsofselfcontrol, good health, 


their own code, usipg as starting 
sportsmanship, selfreliance, duty, relia- 
bility, truth, good workmanship, team- 
work, loyalty, and service. Most of these 


were borrowed from the Children’s 
Morality Code, sponsored by the Char- 
acter Education Institution, Chevy 


Chase, Washington, D. C. The code of 
the Colgate Knights was constantly be- 
ing revised to fit the changing public 
opinion of the group. It was used as the 
criterion in discussing classroom inci- 
dents and the lives of real and imaginary 
persons. “Did 


the laws of the 


For instance, Benedict 
Arnold break one of 
Such took place at 
meetings or in the course of the regular 
school work. 

The committee took 


charge of the class whenever the teacher 


si : ; 
code? discussion 


law and order 


was absent. It later received the name 
“Q.O.B.” committee, because it helped 
the class to be quiet, orderly, and busy. 

The social committee arranged for a 
mothers’ meeting, a party, an afternoon 
of nature study in the woods, and a trip 
to museums in New York City. 

The members of the English committee 
wrote and encouraged others to write 
stories and poems relating to knighthood 
of all times. They also wrote articles for 
the school and local newspapers. 

The entertainment committee made all 
arrangements for a play, which was given 
at a regular meeting and repeated later 





the auditorium. 
It prepared programs which linked the 
Knighthood work with the various na- 
tional birthdays and holidays. It also 
made most of the plans for special cere- 


before other classes in 


monies in which promotions in rank were 
conferred. 

A product of the artistic powers of all 
the committees was the “Code Castle,” 
which occupied a prominent place in the 
front of the room. It stood three feet in 
height and carried many each 
named after one of the laws of the class 
code. Whenever the code committee felt 
that the class had learned reasonably 
well, to practise the ideals expressed in 
one of the code laws, they added another 
tower. 


towers, 


Another class project was the “Drag- 
ons’ Cemetery.”” This was a box with 
pictures of dragons pasted on the out- 
side and a supply of sand inside. When- 
ever any member felt that he had over- 
come a dragon, or bad habit, he wrote 
the name of this habit on a piece of paper 
and, without signing it, buried it in the 
sand. 

Many activities of these committees 
were correlated. with the school studies. 
The building of the castle helped the 
class in literature and in history. Corre- 
lated with the work in English were stor- 
ies, poems, speeches, and the class play. 
In history class, the pupils often selected 
men and women who illustrated in their 
lives the laws of the class code. There 
were many other projects and ways in 
which the Knighthood of Youth helped 
to enrich and make more interesting the 
regular school subjects. 

The results of this character education 
program were manifold. There was an 
excellent class spirit and it was evident 


ouRTESY, kindness, the aid and defense of the helpless and the weak—these are the ideals which inspired the romantic lives of the 
medieval crusaders. The young knights of today find that the world still offers the same thrilling opportunity for service. 


$$, 


to others who came into contact with 
the boys and girls that they were attempt- 
ing to carry out the ideals of their code 
not only in our classroom but also on the 
street and in their homes. They were 
even crusaders trying to get other schools 
interested in the same kind of work. 

The pupils in this class are now scat- 
tered to other schools. Yet every day 
during the present term, at least one 
member of last year’s class has come to 
visit me. The topic of conversation is 
practically always—The Knighthood of 
Youth club. Early in September they be- 
gan to ask whether my new class had been 
organized as Knights. When I was able 
to report in the affirmative, they asked 
how they could be of help. As an example 
of this proffered aid, the decoration com- 
mittee of my new club has for its adviser 
after school hours, a girl who was last 
year the chairman of the same committee 
and is this year the president of a club of 
Knights in another school. T'wo of the 
former classmates of this girl are presi- 
dents of similar clubs. Practically all her 
former classmates are either taking an 
active part in Knighthood or are attempt- 
ing to have a club started in their own 
classrooms. The spirit ‘and practise of 
service appeal to children. 

Among those who have come back is 
Janet, the former “spoiled child.’”” When 
she first came with the sad news about 
the lack of class spirit in her new school, 
her purpose was to find out what steps 
were necessary for her class to have a 
Knighthood of Youth club. I suggested 
that she ask her teacher to write to the 
National Child Welfare Association at 
70 Fifth Avenue, New York City, for 
literature describing the Knighthood of 
Youth. 

















f 


te aay 


A ABATE 


A 


30 


ith 
ipt- 
ode 
the 
ere 
01s 


cat- 
day 
one 
e to 





Better Teaching of Reading 


Individual Needs 


ANNETTE MANN 


Supervisor of English, Funior High Schools, Baltimore, Maryland 


Ss TEACHERS use the term individual 
it is not a synonym for the phrase 
one child or one pupil. An individ- 

ual is something more than one member 
of a learning group; he is a pupil plus 
his worth to the world. Individualization 
is treating each pupil as the hero of his 
own life’s story. It means studying his 
environment as the setting which must 
have a bearing upon the development of 
the plot. His deficiencies appear as com- 
plicating forces to be overcome. His pro- 
file chart is to be studied as astrologers of 
old studied the horoscopes of young 
princes. 

To estimate the reading needs of an in- 
dividual, it is essential to understand 
what educational purposes reading can 
fulfil. Objectives held without reference 
to individuals attenuate to the thin mist 
of dreams. It is only when the faces of 
children, one by one, are turned toward 
these objectives that their meaning be- 
comes clear to the teacher. The seven 
cardinal objectives are not dim angels 
beckoning the race toward a far millen- 
nium. They are ends immediately ap- 
proachable and altogether desirable for 
the most commonplace citizen. Worthy 
citizenship, for example, implies some- 
thing quite as specific as establishing 
John Doe, Jr. in harmonious relations 
with the other residents of Main Street. 
If reading is to aid in this adjustment, 
the teacher must think of citizenship not 
as an abstraction but as the individual’s 
membership in a particular community 
with its own traffic problems, its own de- 
gree of neighborliness, its own atmos- 
phere of prosperity or dejection, of order 
or disorder. 

A generally accepted purpose for read- 
ing is “a richer and better interpretation 
of life,” What is meant by life? It is as 
impossible of definition as truth. Only 
when an individual’s reading modifies his 
living can reading be said to affect life. 
The transmigrations of sympathy and 
imagination are all made within the 
limits of individuality. The vicarious liv- 
ing of another’s experience is not escape 
from one’s own life but merely an exten- 
sion of it. 

If reading is to aid the interpretation 
of life, it must have a personal and biog- 
raphical application to the experience of 


the one who reads. Hence it is most im- 
portant for the teacher of reading to 
utilize all the data she can collect relat- 
ing to each child’s experience and to 
neglect no detail of speech or conduct 
that betrays the trend of his thinking. 

It is not always safe to assume that a 
child needs the kind of reading that he 
craves. His choice may be only the result 
of inexperience with other types of read- 
ing material. In that case, his seeming 
preference for a particular type of book 
or story is based upon no sense of relative 
values and may actually serve no domi- 
nant interest. He needs to have his read- 
ing interest tempted away from its fa- 
miliar easy-chair and sent pioneering 
through fields he has not yet explored. 
The first adventuring should not be too 
far afield from his habitual reading and 
his willingness to go that road should be 
encouraged by the most attractive edi- 
tions procurable. 

The child who does not want to read 
at all needs similar treatment. His con- 
viction that books hold nothing of use 
to him is due to his inexperience with 
books. He must be shown that the very 
things he finds most amusing in life are in 
books too and are there with a flavor and 
charm rarely realized apart from reading. 

At the other extreme is the pupil who 
reads too much. He merits an interfer- 
ence that teachers are always reluctant 
to give. He is so happy in his reading! 
It seems too great a pity to curtail such 
joyous withdrawal from reality. Yet all 
the seven cardinal principles totter be- 
fore his absorption in books. Eyestrain 
and poor posture almost always mark the 
bookworm ; lack of outdoor play and too 
little participation in human affairs 
threaten his health. He commands the 
reading process at the expense of other 
fundamental skills. His selfish absorp- 
tion in books leaves him no time for the 
obligations or privileges of home member- 
ship. Seeing life only through books, he 
grows less and less fit for a practical vo- 
cation. There is little promise of active 
citizenship in one whose library obscures 
Capitol and City Hall. For him constant 
reading ceases to be recreation, yet he 
takes no other leisure. His ethical sense 
operates only for people in books; in his 
cloistered days he has no need to develop 


C11] 


moral stamina. Yet to reduce his reading 
arbitrarily is to make him miserable. It 
is better to interest him in books which 
provide more difficulties than those to 
which he has been accustomed. Let him 
not find reading so easy a pursuit as 
formerly. A deliberate plan should be de- 
vised to interest him in varied social ac- 
tivities and in some form of handicraft, 
athletics, mechanics, or gardening. 

Most appealing to the teacher’s wis- 
dom and sympathy is the child who would 
read if he could but who lacks the funda- 
mental reading skills needed to enjoy the 
material in which he is interested. The 
child whose reading comprehension is 
several grades below his intelligence, 
emotional development, and social out- 
look is as pitiable as a hungry urchin out- 
side a delicatessen-shop window. Help- 
ing such a child acquire the skills he lacks 
is one of the triumphs of individualiza- 
tion. Correct diagnosis of his needs is the 
first essential. Formal test scores alone 
are not a reliable index. The evidence 
they yield should be supplemented by in- 
formal tests’ and personal interviews. 
Achievements and difficulties displayed 
in actual reading situations are often 
significant. To the data accumulated in 
these ways should be added whatever 
may be known of his history. 

Given the correct diagnosis of a pupil's 
reading needs, the teacher may apply 
remedial teaching with a high degree of 
confidence. Experience has established 
certain procedures as more than fairly 
reliable remedies for specific difficulties. 

The teacher’s ingenuity is taxed to 
meet the different needs of many indi- 
viduals within the limits of the reading 
period. The solution is generally an ar- 
rangement of pupils in several flexible 
groups composed of children having simi- 
lar needs. Though such grouping is es- 
sentially begging the question of indi- 
vidualization, it is far preferable to mass 
teaching. While the teacher is at work 
with an individual or with a small group, 
the rest of the class is employed in varied 
reading activities. The group of pupils 
able to read independently demands a 
minimum of the teacher’s time in the 
classroom. The individual interests of 
these able readers, however, require 
much intelligent planning. In all groups 




















12 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1930 








it is important that each child under- 
the 
activity and desires the skill or knowledge 


est and of difficulty should be available. 
One corner of the room, at least, should 
reflect a library atmosphere. Stocking 
the low shelves here, in addition to sup- 
plying the material needed for remedial 
cases, does not necessarily increase the ex- 
penditure above that of the days when 
each child was given a copy of the same 
reader. The difference is not so much in 
the number of books as in the number of 
titles. 

The individual of today makes more 
trouble for his teacher than the pupil 
of the “little red schoolhouse” ever did. 


Yet for all the labor of analyzing and 
providing for individual needs, there is 
satisfaction for the teacher in the sense 
that she is collaborating in the develop- 
ment of a creditable plot for each of her 
torty-odd central characters. The indi- 
vidual’s sojourn in her classroom is a 
significant episode in a life that within 
its own circle is of epic importance. 
Whether his life-story moves toward a 
splendid climax or a pitiful denouement, 
there will be pages in it from which 
traces of her authorship can never be 
erased. 


stands and accepts purpose of his 
it promises. He should check his own 
work and keep a graphic record of his 
progress. 

In individual 


needs, the classroom equipment is of ut- 


adapting reading to 
most importance. Movable furniture fa- 
cilitates working in small groups and is 
adaptable to a true audience situation. 
To provide individual experience in the 
care and selection of books, many vol- 
umes representing a wide range of inter- 












Degrees of Skill in Supervision 


From the Research Bulletin of the N. E. A., November, 1929 


Pseudo? 


Are you a or Super-visor? 


Snoop? 








Snooper-visiop Pseudo-vision Super-vision 




















Use 



















Rating Scales | rating scheme as a “club” to com- Use rating card made by administrators Develop score cards in cooperation with 
pel adherence to supervisor’s pet schemes only. Encourage statistical treatment of teachers. Design items on_ rating card SO 
Emphasize personal qualities and irrele petty personal and instructional items. as to diagnose teaching difficulties. Use 
vancies, while neglecting to rate the im Place an unusual emphasis upon ratings rating as a means to better teaching, not 
portant, intangible factors of teaching | because of their statistical nature.  De- as an end in itself. Show all ratings to 
technic. Never show ratings to the | fend these mathematical symbols of sub- the teacher and indicate steps in selfim- 
teachers. jective opinions as being infallible and provement. 
| final. | 
| 
el 7 Re a ee ——: 
Class Visitation Drop in for short, irregular visits. Count Visit according to a_ get-into-every-room Visit according to previously thought-out 
the number of open windows. Note the schedule. Take copious notes. Make purposes. Observe often and long enough 
neatness of the floor. Smile at the teacher realize that he is being critically to form reliable judgments. Observe 
pupils. Scowl at the teacher. Exit hur- examined. Interrupt instruction to leave | mainly teaching technics and pupil be- 
riedly with a mystical expresssion. copy of notes. Tell teacher that you ex havior; not persons. Confer on lesson at 


pect improvement before your next visit. time when teacher may ask questions and 


offer suggestions. 












Teachers’ Call all 









meetings unexpectedly. Permit Require meetings for intensive profes- Professional meetings arise from a con- 

Meetings long-drawn-out discussions on insignificant sional study. Discuss topics remotely structive supervisory program. Attend- 
topics. Discuss petty routine details of connected with the needs of the particular ance is voluntary because attractive pro- 

school organization. Scold the whole group of teachers. Ignore the extension grams make compulsory rules unneces- 

faculty for the mistakes of the few. work and professional interests of the sary. Discussion and critical evaluation 

Show authority by dominating the meet- staff. Encourage promiscuous and un- of current experimental literature are en- 





ings. critical experimentation. couraged. Teachers report on their own 


research and experimentation. 









Demonstration Emergency demonstrations while visiting Many intensive demonstrations by highly 

















Demonstration lessons in natural situa- | 

Lessons classrooms. Demonstrator usually poorly skilled specialists. Lesson given before tions under regular teachers. Aims of | 
prepared for the lesson and not acquainted many persons and under otherwise un- lesson attainable and understood by ob- 

with the teacher’s most pressing prob- natural surroundings. Failure to apply servers. Observation of lesson guided by 

lems. Teacher chagrined and criticized the principles of the demonstration to outlines. Small group discussions fol- 

before the class. Children confused and classroom problems. Failure to recognize lowing the lesson with applications to 
ill-at-ease. No opportunity for the teacher the danger of discouraging, fatiguing, typical classroom conditions. Teachers | 

to raise questions. overawing, or confusing teachers. encouraged to improve upon demonstration 

lessons, 








ES RTE CS TE, 














Pupil 






























Individual 
Conferences 


Adjustment 





Pupil maladjustments 


generally ignored. 
Teachers urged to 


settle difficulties in 
their own way. Most serious cases trans- 
ferred, punished or otherwise avoided. 
No careful case studies of pupils. Teach- 
er’s suggestions and parental cooperation 
ignored or misused. Principal’s judg- 
ment final and infallible. 


Teacher made to feel that he is ‘‘on the 
carpet” for inferior work. Blanket praise 
without emphasis upon specific _ skills. 
Blanket criticisms without suggestions for 
improvement. A _ one-sided conversation 
with the teacher listening to impractical 
and unsympathetic advice. 





Principal ferrets out and magnifies minor 
pupil maladjustments. Pupils measured 
statistically and adjusted according to 
formulas. No recognition taken of pupil 
achievement, interests, or health. No re- 
cognition of teacher’s judgment of pupil. 
Uncritical dependence upon current sta- 
tistical procedures. 


Teacher shown test scores and other statis- 
tical data without instruction as to the 
meaning of these terms. Professional 
reading assigned without emphasis upon 
specific pages of particular value. Pro- 
fessional courses advised without consid- 
eration of the teacher’s classroom prob- 
lems, personal health, or previous training. 





Teachers assisted in studying pupils ob- 
jectively. Pupil guidance and adjustment 
based upon complete data, including 
pupil’s health, parental opinions, and 
teacher judgment. All individual place- 
ments tentative and adjustable in terms 
of subsequent developments. Emphasis 
upon prevention of maladjustments. 


Se eeseeensse 








Conference based upon previous teachers’ 
meeting, testing program or class visit. 
Suggestions made in terms of the individ- 
ual differences of teachers. Appreciation 
of teacher’s specific skills clearly indi- 
cated. Joint agreement with teacher on 
necessary steps to overcome weaknesses 


and develop strong points of classroom 
procedure, 














130 


ind 
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nse 
op- 
her 
idi- 
sa 
hin 
1ce. 
da 
ent, 
lich 


be 





hers’ 
visit. 
livid- 
ation | 
indi- | 


r on 
esses 
room 





pete 


scams, 


POPE 


A False Analogy 


Ross L. FINNEY 


Associate Professor of Educational Sociology, University of Minnesota 


NE OF THE most commendable de- 
velopments of the past quarter 
century is the movement to scien- 

tize the technology of education. Noth- 
ing comparable to it has occurred in any 
other field, unless it be in the field of 
business administration. It has greatly 
increased the efficiency of teaching meth- 
ods, especially on the elementary levels; 
it has adapted the offerings of the school 
to the specific needs of local communities ; 
it has adjusted educational organization 
to the differing needs of individual chil- 
dren; and it has eliminated waste and 
malarticulation from the fiscal and budg- 
etary aspects of the system. The train- 
ing of teachers has necessarily advanced 
to keep pace with this new technology. 
Colleges of education have developed in 
the universities and normal schools have 
expanded into teachers’ colleges. A vast 
scientific literature has accumulated and 
the requirements for certification have 
been correspondingly specialized and en- 
larged. 

The motivation of this movement boils 
down to the laudable ambition upon the 
part of educators to put their own voca- 
tion on a truly professional basis com- 
parable with medicine, law, and engi- 
neering. The philosophy of this aspira- 
tion may be summarized in the follow- 
ing syllogism. Major premise: If educa- 
tion is to establish itself as a profession 
on a par with the other professions, it 
must, like the other professions, build up 
a body of exact scientific knowledge in 
its own special field. Minor premise: 
Corresponding to medicine’s special field 
of materia medica, anatomy, and physi- 
ology ; and to the law’s specialty of law, 
precedents, and court procedure; and to 
engineering’s special application of the 
physical sciences is the educator’s special 
technology of teaching, classroom man- 
agement, and school administration in its 
various phases. Conclusion: Education 
must scientize that specialty and build 
up in it a body of exact knowledge com- 
parable to the scientific stock-in-trade of 
the other professions. 

Laudable, however, as is the aspira- 
tion to professionalize education, logical 
as the philosophy of the movement 
sounds, and contributory as has been the 
development of a scientized technology, 


the fact remains that the whole move- 
ment is one-sided and therefore fraught 
Like all 
one-sided movements it is tangential and 
therefore dangerous. And the underlying 
reason for all this is that the philosophy 
from which the movement has been in- 
ferred is fallacious. The syllogism stated 
just above is, in reality, a false analogy. 

The crux of the matter is that educa- 
tion is not like the oth: professions but 
essentially unlike them. It is not, there- 
fore, to be professionalized by the same 
formula. The analogy to which the move- 
ment habitually appeals for justification 
is not a ray of light but a wedge of mis- 
guidance. 


with serious sins of omission. 


The concept that requires analysis to 
make this criticism convincing is that of 
the special field by which each profession 
is characterized. Upon analysis it turns 
out that each profession has a major and 
a minor specialty. Its major specialty is 
that body of scientific knowledge which 
is the business of the profession to ap- 
ply; its minor specialty is the scientized 
technic of applying that knowledge. The 
major specialty of the medical profession, 
for example, includes anatomy, physi- 
ology, and materia medica; its minor 
specialty, the technic of conducting di- 
agnoses, Managing clinics, and adminis- 
tering hospitals. The major specialty of 
the legal profession includes the law and 
court precedents; its minor specialty, the 
technic of legal procedure. The major 
specialty of engineering includes the sci- 
ences applied in that profession ; its minor 
specialty, the technic of applying them. 
Similarly, the major specialty of the edu- 
cator’s profession is—but what it is we 
shall try to make clear shortly ; its minor 
specialty is the technic of managing 
schools and administering systems. What 
the educators have done is to equate the 
minor specialty of their own profession 
with the total specialty of the other pro- 
fessions. They have mistaken a part for 
the whole and the lesser part at that; 
with the result that the lesser part tends 
to monopolize their attention altogether, 
to the neglect and even disparagement by 
them of the major part. It is as if the 
doctors, in their professional education, 
paid attention almost entirely to the 
technic of managing offices, conducting 


[13] 


clinics, and administering hospitals to the 
neglect of anatomy, physiology, pathol- 
ogy, and materia medica. 

This becomes clear upon analysis of 
the school administrator’s job, which di- 
vides itself, upon inspection, into two 
parts. The first is running the schools; 
the second is making the schools over. 
These two jobs are as different from 
each other as the jobs of the locomotive 
engineer who runs the trains across a 
bridge that is being reconstructed, and 
of the civil engineer who reconstructs the 
bridge while the trains are being run 
across it. There is no reason for confus- 
ing these two jobs because both are la- 
beled engineering, or because the trains 
are kept running, nor for confusing the 
school administrator’s two jobs on ac- 
count of similar reasons. ‘I'wo jobs in one 
man—and they as different as red and 
green. 

The first job includes the supervision 
of instruction and discipline, school ac- 
counting both instructional and financial, 
selection of teachers, budget-making, and 
the like. The second job involves the 
guidance of his staff in the progressive 
reorganization of the curriculum and of 
the facilities for presenting the same. 
In his first capacity as school shopkeeper 
the educational administrator is operat- 
ing the school as it now is; in his second 
capacity as educational statesman he is 
making the school over into what society 
needs it to become. In the one function 
he is merely running the school of today ; 
in the other he is running the world of 
tomorrow. The second is incomparably 
the more important. 

This shifts the center of gravity in the 
education of educators from the school 
itself to the world outside the school. 
For their minor specialty it is true that 
they must know the school and the child. 
But for their major specialty they must 
know the social world outside the school, 
for service in which the child is being 
prepared, and by participation in which 
the child is to find selfrealization. Edu- 
cators must, therefore, above all things, 
understand the institutiens of society; 
their organization and inherent func- 
tions; their trends, tendencies, and in- 
cipient problems; and the most promis- 
ing measures by which the social life can 












































































14 





be improved. For, as pointed out in a 
previous article, what is put into the 
school program of today comes out in the 
social program of tomorrow. And since 
the social program is a matter of mental 
cooperation and community of mental 
interests, there can be nothing more im- 
portant than for educators to forecast 
correctly what mental stock-in-trade the 
society of tomorrow will need to have 
had fed into the school program of to- 
day. It is a large reponsibility—their 
major responsibility, indeed; and train- 
ing for it falls almost entirely outside the 
limits of their minor specialty. 

Nothing can more clearly reveal the 
misguidance in the analogy condemned 
above than to carry it through to its 
logical conclusions. For society is the 
educator’s patient, the social institutions 
are the anatomy he must study, the social 
processes are his physiology, the social 
problems are his pathology, while the in- 
tellectual resources of the social heritage 
are his materia medica. The curriculum 
is his prescription! How can he diagnose 
unless he knows his anatomy, physiology, 


apio has an established place in edu- 
cation. It is lifting the level of in- 
formed intelligence throughout the world. 
It is a part of the task of the school to 
train young people to select, from the 
many offerings, the particular features 
which will help to make their lives 
broader and more useful. This can be 
done by giving attention in school to the 
technic of home listening. Special broad- 
casts for classroom use are increasing. 
Classroom, rather than assembly room, 
listening is now considered best. Some 
programs which it is expected will be 
available during January are here 
listed. Readers are invited to call the 
attention of THE JOURNAL to notable 
educational features offered throughout 
the country. 


Thursday, January 2 
8:15-8:30pmEST Political Situation in Washing- 

ton—Frederic William Wile CBS 
10:30pmEST National Forum Wash. D.C. CBS 


Friday, January 3 
3:30-4pmEST For Your Information CBS 
4-4:30pmEST Music Appreciation Hour NBC 
SpmEST Dr. Clark’s French Lessons CBS 


Saturday, January 4 
11-11:30amEST Drama for children CBS 


Sunday, January § 
10amEST Children’s Hour CBS 
7-7:30pmEST Our Romantic Ancestors CBS 
7:45pmEST World’s Business—Dr. Klein CBS 










Monday, January 6 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 
6:30pmEST Current Events CBS 
7:45pmEST Back of the News in Wash. NBC 
| 


Tuesday, January 7 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 





9pmEST Our Government—David Lawrence NBC 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


and pathology? How can he prescribe 
unless he knows his materia medica? The 
mere technic of clinic management and 
hospital administration would leave him 
quite unqualified. 

If the foregoing argument is sound in 
the main it follows that the science of 
education has done two things, one of 
which is a service and the other a dis- 
service. It has increased the efficiency of 
instruction, classroom management, and 
the administration of school systems. 
But it has also put belladonna in the 
eyes of many educational leaders and 
blinded them to the larger responsibili- 
ties of their profession. Zealous of the 
contributions of their science, its devotees 
fail to note its sins of omission. And their 
blindspot is utterly unforgivable 
fault. Obsessed with technology, they 
fail to concern themselves as they should 
with the larger of civilization 
which their policies must predetermine. 

For the democratic nature of our so- 
ciety, together with the enlarged preroga- 
tives and responsibilities so rapidly being 
assumed by public education, throws the 


an 


issues 










Educational Opportunities In Radio During January, 1930 


Wednesday, January 8 
2-3pmCST Ohio School of the Air 
6-6:28pmEST Going to Press CBS 


Thursday, January 9 
2-3pmCST Ohio School of the Air 
8:15pmEST Political Situation—Wile CBS 
10:30pmEST National Forum Wash. D. C. CBS 


Friday, January 10 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 
4-4:30pmEST Music Appreciation Hour NBC 
5SpmEST Dr. Clark's French Lessons CBS 


Saturday, January 11 
11-11:30amEST Drama for children CBS 


Sunday, January 12 
10-llamEST Children’s Hour CBS 
7-7:30pmEST Our Romantic Ancestors CBS 
7:45pmEST World’s Business—Dr. Klein CBS 
9pmEST Our Government—David Lawrence NBC 


Monday, January 13 
2-3pmCST Ohio School of the Air 
3:30pmEST For your Infurmation CBS 
6:30pmEST Current Events CBS 
7:45pmEST Back of the News in Wash. NBC 


Tuesday, January 14 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 


Wednesday, January 15 
2-3pmCST Ohio School of the Air 


Thursday, January 16 
2-3pmCST Ohio School of the Air 
8:15pmEST Political Situation—Wile CBS 
10:30pmEST Natl. Forum Wash., D. C. CBS 


Friday, January 17 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 
4-4:30pmEST Music Appreciation Hour NBC 
SpmEST Dr. Clark’s French Lessons CBS 


Saturday, January 18 
11-11:30amEST Drama for children CBS 


Sunday, January 19 
10-llamEST Children’s Hour CBS 
7-7:30pmEST Our Romantic Ancestors CBS 
7:45pmEST World’s Business—Dr. Klein CBS 
9pmEST Our Government—David Lawrence NBC 


* 11-11:30amEST Drama for children CBS 





January, 1930 


prime responsibility for social leadership 
upon the educators. Leadership is the 
crucial need of the age; and telic leader- 
ship the profession can by no means 
escape, since, whether they will it or not, 
the school is now the steering-gear of 
society. Hence preparation for such 
leadership is the major responsibility of 
the teachers’ colleges. They are the piv- 
otal institutions in our changing civiliza- 
tion; their policy makers are, more than 
anybody else in modern society, the ar- 
biters of our social destiny. It follows 
that they should above all things else 
prepare their graduates, and especially 
their Masters and Doctors, for educa- 
tional statesmanship. Their major con- 
cern should therefore be with those sub- 
jects which treat of human culture and 
relationships; namely: geography, biol- 
ogy, psychology, anthropology, econom- 
ics, politics, sociology, ethics, and history, 
not to mention the natural sciences and 
the fine arts. These are the intellectual 
substances out of which envisioned 
leadership is made. These are the main 
branches of the major pedagogy ! 


Monday, January 20 
2-3pmCST Ohio School of the Air 
:330pmEST For Your Information CBS 
:30pmEST Current Events CBS 
:45pmEST Back of the News in Wash. NBC 


Tuesday, January 21 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 


Wednesday, January 22 
2-3pmCST Ohio School of the Air | 
6:15-6:28pmEST Going to Press CBS 


Thursday, January 23 
2-3pmCST Ohio School of the Air 
8:15pmEST Political Situation—Wile CBS 

10:30pmEST Natl. Forum Wash. D. C. CBS 
Friday, January 24 | 

2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 
4-4:30pmEST Music Appreciation Hour NBC 
SpmEST Dr. Clark’s French Lessons CBS | 
| 


Saturday,. January 25 


NAW 


Sunday, January 26 
10-llamEST Children’s Hour CBS 
7-7:30pmEST Our Romantic Ancestors CBS 


7:45pmEST World’s Business—Dr. Klein CBS 
9pmEST Our Government—David Lawrence 
NBC 


Monday, January 27 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 
6:30pmEST Current Events CBS 
7:45pmEST Back of the News in Wash. NBC 


Tuesday, January 28 
2-3pmCST Ohio School of the Air 
3:30pmEST For Your Information CBS 


Wednesday, January 29 
2-3pmCST Ohio School of the Air 
6:15-6:28pmEST Going to Press CBS 


Thursday, January 30 
2-3pmCST Ohio School of the Air 
8:15pmEST Political Situation—Wile CBS 
10:30pmEST Natl. Forum Wash. D. C. CBS 


Friday, January 31 
2-3pmCST Ohio School of the Air 
4-4:30pmEST Music Appreciation Hour NBC 





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Teaching the Home County 


WILson GEE 


Professor of Rural Economics and Rural Sociology, University of Virginia 


HE 1920 federal census informs us 

that in the United States on the 

average 67.2 percent of the popula- 
tion reside in the state in which they 
were born, 19.2 percent were born in 
other states than the one in which they 
now reside, and 13.2 percent of our popu- 
lation are foreign-born. In the state of 
North Carolina, as many as 93.4 percent 
of the population in 1920 were born in 
that state. On the other hand, in Wyom- 
ing, all except 25.2 percent of the popula- 
tion were recruited largely from other 
states with a fair admixture of foreign- 
born. 

It may be assumed with a fair degree 
of accuracy that these same figures hold 
on an average for the individual com- 
munities in the particular commonwealth, 
with, of course, a wide degree of varia- 
tion in the different communities. It is 
perhaps perfectly safe to say of the peo- 
ple who are born in the average county 
in the United States considerably more 
than fifty percent of them live their lives 
out in the county of birth. While the au- 
tomobile has served greatly to extend the 
impress of outside influences and examples 
upon this citizenship, still the prevailing 
attitudes with this majority of the citizens 
is that which they have inherited through 
the traditional forces and institutions of 
their particular locality. 

To study the features of the A byssin- 
ian Highlands and of Somaliland and 
practically to neglect those of the county 


A view of the historic University 






in which the pupil is living is not merely 
absurd in our geography teaching in the 
schools today—it is little short of a peda- 
gogic crime and a severe loss in citizen- 





x. every county possesses some rem- 
nant of the life of an earlier day like this 
Joseph Funk printing house at Singer Glen, 


Virginia. Nothing makes history so real as a 
visit to such a spot. 


ship training. A knowledge of Uruguay 
and Ecuador is of considerable value to 
the great body of our future citizenship 
passing through the schools, and it is not 


of Virginia with a statue of its famous founder, Thomas Jefferson, in the foreground. 


[15] 





meant to disparage even for a moment a 
thorough treatment of such topics among 
the content of our geography courses. It 
is contended, however, that these foreign 
subjects should be liberally supplemented 
by a more or less practical consideration 
of the economic and social resources of 
the county in which the pupil resides. 
Our public schools are the training 
ground of the nation. The ideas im- 
planted there into fertile brains of bright 
youngsters, and of apparently dull ones, 
too, will some day spring into the frui- 
tion of actual achievement. If they are 
taught that their county is backward in 
its industria] development but that un- 
developed water power is nearby, raw 
materials are available, etc., one day 
some of these children, grown to man 
hood and with more of venture and ag- 
gressiveness than the rest, are going to 
make the wheels of various industries 
hum with the harnessed energy. If the 
chasm between possibility and achieve- 
ment in agricultural lines is shown to be 
vast, and his county pride is appealed to, 
more of motive is provided in the little 
future farmer to make him a larger fac- 
tor in his community. How can effective 
progress ever be secured unless a basic 
knowledge as to what progress is be laid 
in the minds of those who are to promote 
such forward development ? We must be 
acutely conscious of the fact that what is 
taught in the schools today will be ex- 
pressed in the county, state, and nation 




























































I" IS A TRIBUTE to the beauty of Shenandoah Valley that many Virginians refer to it as “The 

Valley of Virginia.” The above pictures show: a panorama of “The Valley” two miles 
west of Bridgewater; Brock’s Gap near Cootes Store; and the quiet peace of nature. For 
beauty alone these pictures are worthwhile, but they also suggest the wealth of material 
which other sections offer for the study of geography, history, industry, or natural resources. 














16 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1930 














of tomorrow. A recognition of such a 
fact places a great responsibility upon 
those writing textbooks and those in 
charge of the forces that determine cur- 
riculum content to see that as nearly as 
possible those things that constitute a 
sound economic and social development | 
are included. ; 

The idea has long and widely prevailed 
that the more definitely instruction can 
be made in terms of everyday life, the 
more valuable an education will be. All 
good geography teachers have wanted 
their pupils to study the county of resi- 
dence. But sufficient time has not been 
available on the part of the teacher to do 
the research necessary to present this 
phase of the work effectively. Frequently | 
the instructor comes from another county 
or state and knows less than the pupil 
about such matters which he would like | 
to teach. 

To meet just such a need, five sum- | 
mers ago, through the helpful coopera- | 
tion of Dean Charles G. Maphis, the ex- | 
periment of offering a course in the | 
preparation of county geography supple- | 
ments was begun in the summer quarter | 
of the University of Virginia. The ex- 
periment has been a marked success, and | 
during the past four summers, interested | 
teachers from Albemarle, Alleghany, |) “ 
Augusta, Brunswick, Campbell, Dicken- 
son, Dinwiddie, Fairfax, Fauquier, 
Henry, Loudoun, Middlesex, Northamp- 
ton, Pittsylvania, Rockingham, Shenan- | , 
doah, and Wise Counties have completed 
such supplements, and in practically all | 
of these units, the studies have been pub- | ; 

lished by the county school board and are | 
being taught as a part of the geography | 
courses in all of the schools of those | 
counties. t 

The plan adopted is an economical and | 
self-financing one. First the interest is | 
aroused of the division superintendent of 
schools in a giveri county, and his coopera- 
tion assured. His efforts are directed to- | 
wards the endorsement of the plan by his 
county school board, and towards inter- 
esting a small group of his teachers in} 


ee 


PFET ET 
— & - 
— yA —_ 


A aN 
> eo 


ALR Reyer EI 
- | 









undertaking the task. These teachers | ; 
have prepared the supplements under the . 
direction of an instructor in charge of} b 
the course in the University of Virginia r 
summer quarter. This course constitutes) 
only one-third of the work that they carry : 
through one term of the summer quarter.) |, 
For it they can receive college and teach} ¢ 
er’s certificate credit. The writer haj ,, 
never before taught a course in which) ~ 
there was the uniformity of interest ani) ., 
enthusiasm in the work. With few excep) ,; 


tions, these teachers are natives of the a 


So 
= 


Vol. 19, No. 1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 17 








color map of thé county. The illustrations 
usually cost little; for they are borrowed 
in the shape of “cuts” from various agen- 


like 


s county for which the supplement is being 
= prepared and with them the task is a labor 

™ of love for which they strive diligently in 
= and out of class periods. 

= When the supplement is completed, 
- 4 § the county school boards of the counties 
= concerned underwrite the publication, 
. . § which costs usually about three hundred 
iled dollars and the study of it becomes a part 
= of the required geography course in the 
the several schools of the county. The book- 
All lets are retailed at a price of some twenty- 
ited > five to thirty cents a copy, and in the 
resi- | course of two or three years, the invest- 
seen | ment with interest is returned in this way 
‘ do } to the school funds of the county. 
this | These supplements consist of a bulle- 
ntly | tin of twenty-eight to thirty-two pages, 
unty } attractively illustrated and with a three- 
pupil ; 


sum- | cies in the county which at previous times 
pera- } have used them for special pamphlets or 
¥ aa newspaper issues on one or another phase 
: re ) of the life of the county. 
: e- 
PP : In contents, one of these supplements 
jarter | ° Z mee ae : 

} has the following section headings: his- 
e ex- | tes . 

| tory; position; topography and climate; 
, and | ‘ Pace 

natural resources, including forests, min- 

rested | ia ; 

§ erals, soils and waterpower ; agriculture ; 
hany, | . wa re : ‘ ks 6 
-. °’§ manufactures; wealth; transportation; 
icken- : Wwe: , : 

. population; towns and villages; educa- 
uier, , ae 4. ‘ 
q | tion; religion; and government. Effort is 

hamp- | A re Agger : ; 
} made to give only essential facts in an in- 
venan- | ; ee 
leted teresting manner, and the enthusiastic 
ete : 
; i reception of the supplements by students 
y rr and teachers are assurance that a large 
he "§ measure of success has been achieved 
re | . 
. re § along these lines. 
yraphy © vin . P 
> rs 7y The value and practicality of the 
ose | ; 
} county geography supplements thus be- 
4 comes apparent so far as the schools are 
-al an : : 
tj concerned. There are a number of addi- 
rest ish |. - ; 
ae tional uses which they very effectively 
ent off | ° ’ ~ ba 
ah Sttve: Often in a day’s work questions 
yOpera- : z 
pe arise about one’s county or town, and be- 
ted to- 


by his cause of a lack of a convenient and au- 
1 . . . . 
y thoritative source of information, these 


; inter- 

‘ . — questions must go unanswered. Almost 

hers in daily Z 
aily local chambers of commerce receive 

eachers 


detailed inquiries from outsiders inter- 
der the S : . 
ested in the county from a residence or 


e of ‘ > 4 a 
va nial business point of view, and for a similar 
i ; 
iS reason the replies must be only partial or 
istitutes : : ; 
a general in nature. Frequently, an authori- 
eye - tative map of the county is needed for 
quart") reference. All of these and many like 
d teach 


ao functions may be served by these county 
eee hich geography supplements. 

i 
atte So far as I know, the county geography 





, and b : because of her early founding, is particularly rich in this field, but every locality has 

rest supplement pl It h ssed a 

w excel ‘ pian Is epee : -~ a Be had its interesting beginnings. These pictures of Virginia show: a view of the Shenandoah 
¢ the the experimental stage in Virginia and 

s oO 


River from a bridge constructed on the site of one burned by Stonewall Jackson; Cross 


seems destined to be generally used. Keys Battlefield; and a bit of history in the making. 












































HE raw material of a factory is 
selected to fit a single process but 
the raw material of the school 
The of the 
school should be varied to meet the in- 
dividual differences of boys and girls. 
Both before and during training, young 
people should be studied and the factors 
which contribute to their training ascer- 
tained. The problem of guidance is so 
important that all schools should make 
the best offering possible. 

Guidance on a district-wide basis in 
the schools of Granite District, Utah be- 
gan to take definite form in 1925. In 
that year a system of accounting for all 
children, described in the December 
JOURNAL, was initiated. Specialized pro- 
cedures by visiting teachers or by experts 
in guidance clinics were not available be- 
cause of the expense involved. The re- 
sponsibility of the guidance program was 
placed upon and advisory 
teachers for pupils of the regular school ; 
and upon partime instructors for young 
people excused to work. These teachers 
were assisted by the principal, other 
teachers, school nurses and physician, at- 
tendance officers, and the work-and- 
school coordinators. 

The first assistance offered to these 
teachers was the use of standard tests 
for the regular school subjects, followed 
by group intelligence tests. All tests 
were given under the direction of the su- 
pervisors. One result of this testing re- 
vealed to the teachers that 200 freshmen 
in the high school, all “graduates from 
the eighth grade,” ranged from the sixth 
to the eleventh grade in reading ability 
and their I. Q.’s were from 70 to 130. 
Yet, all these students were placed in the 
same kind of algebra class and were ex- 
pected to achieve the same results. 


cannot be selected. work 


classroom 


The testing program has been continued 
and developed so that a card for each pupil 
now gives the term markings and the stand- 
ard achievement tests, together with the yearly 
health examination, over a number of years. 
This cumulative record card indicates to the 
principal and advisory teacher the probable 
success of the pupil in various class work. 


Next was the improvement of the 
yearly physical examination of all chil- 
dren—a joint undertaking by Salt Lake 
County and Granite District. The ex- 
amining physician was required to give 


The Seven Objectives in a Rural District 


Child Guidance 


Francis W. KIRKHAM 


specific information regarding every im- 
portant bodily function; a record of 
which was placed on the cumulative rec- 
ord card. For example, the tonsils were 
either normal, enlarged, diseased, or re- 
moved. The Snellen test for eyes was 
given. All remedial defects were care- 
fully noted. The yearly physical exami- 
nation of the child for a series of years 
was thus available to the guidance 
teacher. 


In addition the teacher had the record of 
each pupil regarding his health habits and 
his physical condition as shown by the tests 
of the National Playground and Recreation 
Association of America. All this information 
was used for followup work to correct de- 
fects and to direct the child toward the 
health-training, studies, and vocations which 
the health record indicated were best suited 
to him. The health conditions of children 
entering school for the first time, their previ- 
ous training, and their ability to learn as 
shown by the Detroit test were carefully 
noted for guidance purposes. 

Special aptitude tests in music were given 
by the supervisor in grades one and six. 
Progress and ability in music were carefully 
noted and recommendations made to certain 
pupils to continue their musical training in a 
more intensive way. Similar tests were given 
in graphic and mechanic arts in the junior 
high schools. 


The guidance program was materially 
extended for pupils who could not attend 
school full time and for those whose rec- 
ords indicated that they were not suc- 
ceeding in the regular school. The 
partime teacher, cooperating with the 
principal, the school nurse, and the work- 
and-school coordinator, made intensive 
investigations of their health, home, lei- 
sure-time, and work conditions. Parents. 
and employers were consulted. Every pos- 
sible effort was made to know the child 
in order to direct him into successful 
school-work-and-leisure-time activities. 


One boy, whom the principal wanted to 
dismiss because of his sullen nature and his 
refusal to study the regular subjects, was 
transferred to the special instructor for 
partime and maladjusted pupils. He was 
permitted to choose his study and did nothing 
but paint pictures for a week. But he needed 
money, so the work-and-school coordinator, 
thinking to make use of his ability, found him 
a job in commercial advertising. His bad 
temper, due to home conditions, resulted in 
his dismissal within a week and he started 
on a bicycle for California. A telegram to 
the county sheriff brought him home. A more 
intensive study of the boy was then made 


[18] 


and he was required to remain under the 
constant direction of the special teacher for 
six weeks. His stepmother informed the 
work-and-school coordinator that he should 
have been a girl as he liked to sew. In 
desperation to find a work opportunity for a 
boy of his inclinations, a manufacturer of 
women’s garments was induced to give him 
a trial. Under the close and constant super- 
vision of the work-and-school coordinator, 
the boy was saved from dismissal. In time 
he struck a pace and began using his art in 
suggesting designs for women’s clothing. A 
year has passed. He now receives an ade- 
quate salary as a designer of women’s ap- 
parel—and a boy has been saved from hu- 
man wreckage. 


A questionnaire covering home con- 
ditions was developed over a series of 
years. This asked pupils of the junior 
high schools to give certain facts about 
their home, such as the number in the 
family, nationality, ages and sex, num- 
ber of rooms in the house, its conven- 
iences, family income and those contrib- 
uting to it. The experience of Granite 
District indicates that the advisory 
teacher, with the help of the school nurse, 
the attendance officer, and the work-and- 
school coordinator, can obtain sufficiently 
reliable information of this nature to ma- 
terially help in a guidance program. 


A daily report kept for six weeks by each 
pupil gave his health habits and the minutes 
spent each day in extracurriculum activities, 
in leisure-time activities, in work activities, 
and his participation in community organi- 
zations. This daily reminder was designed 
to be helpful to pupils in character training 
and citizenship. The information was used 
for guidance and for recommendations for 
employment. The junior high-school teach- 
ers also kept pupil’s excuses, results of con- 
ferences with pupils and parents, special ex- 
amination material, and other information. 

All guidance material was kept in an in- 
dividual folder which followed the pupil 
from grade to grade and from school to 
school. Thus a new teacher, at the begin- 
ning of the year, had extensive, valuable, 
personal information regarding each pupil. 
The information is used by advisory teach- 
ers and principals in the registration of 
pupils in the spring semester for the next 
year. 


This guidance program required no 
additional expense except for material 
used. It did, however, require the at- 
tention of principals and teachers. It was 
its own reward. It lightened the burden 
of the teacher for it made happier, mort 
contented, and more successful children. 





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The Atlantic City Convention 


HE SIXTIETH Anniversary meeting 
of the Department of Superintend- 
ence will be held in the world’s 
largest auditorium on the famous board- 
walk at Atlantic City, February 22-27 


a ee ht Bg 


1930. The beautiful ballroom on the 
ocean front of this auditorium is to be 
used for the general sessions. The At- 
lantic City Auditorium is within easy 
walking distance of the leading hotels. 


Special railroad rates—Roundtrip tickets 
on the identification certificate plan will be 
sold to Atlantic City, N. J. at one and one- 
half fare for members of the National Educa- 
tion Association and dependent members of 
their families. 

Tickets will be on sale February 18 to 24 
in the territory of the Trunk Line, New Eng- 
land, Eastern Canadian, Southeastern, and 
Central Passenger Associations. When vali- 
dated at regular ticket offices in Atlantic 
City, tickets will be good for return to reach 
original starting point not later than mid- 
night of March 5. Dates of sale in the west- 
ern portion of the United States begin earlier 
and return limits are later on account of in- 
creased distance. Details may be had from 
your local ticket agent. In addition, the car- 
riers have authorized one and three-fifths 
fare for the round trip on identification cer- 
tificates with return limit of thirty days from 
date of sale. Identification certificates will 
be ready for distribution January 10. Write 
J. W. Crabtree, Secretary, National Educa- 
tion Association, 1201 Sixteenth Street North- 
west, Washington, D. C. If in arrears, in- 
close check for membership dues. If identifi- 
cation certificate is not obtained in advance, 
no adjustment of fare can be made after ar- 
rival in Atlantic City. 


Atlantic City hotels—No headquarters 
hotel has been designated. Single rooms in 
principal hotels are no longer available. All 
sleeping room. reservations are handled 
through the Hotel Committee of the Atlantic 
City Convention and Publicity Bureau, of 
which A. H. Skean is secretary. Inquiries re- 
garding sleeping room accommodations 
should be addressed to Mr. Skean, 16 Central 
Pier, Atlantic City, N. J. Please state exact 
time of your arrival and give name and ad- 
dress of each person to be accommodated by 
the reservation. If for any reason a reserva- 
tion is not needed, notify hotel immediately. 


Headquarters and _ exhibits—Convention 
headquarters, registration, exhibits, and post- 
office will be located in the main arena of 
the auditorium: a room so large that a thir- 
teen-story building 500 feet long and 200 feet 
wide could be placed in it and still leave 75 
feet on all sides to spare. Ten pairs of 
trusses support the roof, each with a clear 
span of 350 feet. The exceptional facilities 
thus offered will make the exhibit an out- 
standing feature. 


Sixty years of service—Nineteen former 
presidents of the Department of Superintend- 
ence are still living. At the session Tuesday 
morning, President Frank Cody will present 
a beautiful past president’s jewel to each one 
of these former officers. This ceremony will 





Atlantic Foto Service 


gee yp Copy believes the old adage, “All 
work and no play makes Jack a dull boy.” 
With Secretary Shankland he enjoys the At- 
lantic City boardwalk after completing ar- 
rangements for the convention. 





bring to a close the anniversary session cele- 
brating the organization of the Department 
of Superintendence in 1870. Just before the 
presentation ceremony, the Achievements of 
American Education will be outlined in seven 
carefully prepared fifteen-minute addresses. 


Pageant—On Tuesday evening under the 
auspices of a committee of New Jersey school 
people there will be presented a pageant en- 
titled “Recreative Living” which will depict 
the development of leisure time through the 
ages, the importance of leisure in modern 
life, the possibilities in the use of leisure, and 
the training for leisure to be given by the 
schools. 


Convention theme: Education in the spirit 
of life—Education is life. This statement of 
the philosopher, which seemed so radical 
when first uttered, is now generally accepted. 
American education is engaged in the process 
of putting the ideal into practise. As we would 
have life, so must our education be. The 


tentative outline of the program day by day 
follows: 


Saturday, February 22, 1:30 P. M.—General Ses- 
sion: Formal opening of the exhibits. 

Sunday, February 23, 4:30 P. M.—General Ses- 
sion: Vesper Service. Theme—Life is 


[19] 


idealistic: 


education must aim high. 8:15 P. M.—General Ses- 
sion: Recital by New Jersey All-State Orchestra. 


Monday, February 24, 9 A. M.—General Session. 
Theme—Life is friendly: education must develop’ a 


social spirit. 2:15 P. M.—Administrative groups, 
arranged according to size of city. & P. M.—Gen- 
eral Session. Theme—Life is dynamic: education 


must move forward aggressively. 
Tuesday, February 25, 9 A. M. 
and Business Meeting. Theme—Life is 
education must be efficient. 2:15 P. M.—Discussion 
groups, with themes selected to supplement Tuesday 
morning general session. § P. M.—General Session 
and Pageant, ‘‘Education for Leisure.’’ Theme—Life 
is recreative: education must train for leisure. 
Wednesday, February 26, 9 A. M.—General Ses- 
sion. Theme—Life is progressive: 
adjust itself to new needs. 2:15 P. 
tive groups, 


General Session 


practical : 


education must 
M.—Administra- 
problems of supervision. 
6 P. M.—College dinners. 8 P. M.—Rehearsal ot 
National High-School Orchestra, open to the public. 

Thursday, February 27, 9 A. Ses- 
sion. Theme—Life is cooperative: education must 
itself cooperate. 2 P. M.—Final General Session: 
Grand Concert of National High-School Orchestra. 


to consider 


M.—General 


Supervision Yearbook—At Atlantic City 
the Department of Superintendence will dis- 
tribute its Eighth Yearbook which deals with 
the important subject of supervision. The 
Commission which prepared the yearbook 
consisted of State Superintendent Albert S. 
Cook, Baltimore, Maryland, Chairman, and 
nine others whose photos are shown else- 
where in this issue. Chairman Cook will 
make a final report for the Commission at 
the Wednesday morning session. This will 
be followed by discussions of supervision 
problems by all Wednesday afternoon group 
meetings. 


Departments and allied organizations have 
developed strong programs for the conven- 
tion. These will appear in the Official Pro- 
gram which will be distributed to all who 
register at Atlantic City. Programs by the 
following groups are included: 


American Educational Research Association: Feb- 
ruary 22, P. M., February, A. M., P. M., Febru- 
ary 26, A. M., P. M. 


Elementary School Principals: February 24, P. M., 
February 26, P. M. 


Rural Education: February 24, P. M., February 
25, A. M., P. M., February 26, P. M. 


Secondary School Principals: February 24, P. M. 
February 25, A. M., P. M., February 26, A. M., 
P. M. 


Supervisors and Directors of Instruction: Febru- 
ary 25, A. M., February 26, A. M. 


Municipal Normal School and Teachers College 
Section: February 24, P. M., February 25, P. M. 


Deans of Women: February 19-22. 


High School Inspectors and Supervisors: February 
24, P. M., February 25, P. M., February 26, P. M. 


Council of Childhood Education: 


February 24, 
P. M., February 26, P. M. 


Council of Education: Philadelphia, Pa., Benjamin 
Franklin Hotel, February 22, A. M., P. M., eve. 


Society for the Study of Education: February 22, 
eve., February 25, eve. 


College Teachers of Education: February 24, 


P. M., February 25, A. M., P. M.. February 26, 
P. M. 












Development of Public High Schools 


Prepared by the Division of Research of the National Education Association 












































Public highs school enrolment Population por high school Fit ay Rank | B... 5m 

States —_— _ ' | high school | in | per hi 

“ — enrolment | column school 

from 1920 | 10 student 
1900 1910 1920 1926 1900 1910 1920 1926 to 1926 1926 
1 2 3 4 5 6 7 8& 9 10 11 12 

Continental United States 519,251! 915,061! 2,199, 389? |3,757 ,466? 146.4 100.5 48.1 31.2 70.8 
Alabama : 3,817 8,017 35,433 | 51,421 | 479.1 | 266.7| 66.3 49.1 45.1 47 47 
Arizona 172 1,135 5,918 10,291 714.7 180.0 | 56.5 43.2 73.9 27 40 
Arkansas 3,224 6,593 27,810 34,752 406.8 | 238.8 63.0 54.8 25.0 53 48 
California 12,620 35.174 162,650 256,797 7.7 | 67.6 y 16.8 57.9 36 2 
Colorado 5,910 12,232 | 24,404 41,771 91.3 65.3 38.5 25.4 71.2 28 12 
- = allieieacceinpsiaintemets - —EE EE Se — ” = —E 

Connecticut 8,107 13,209 | 30,959 41,357 112.1 84.4 | 44.6 | 38.8 33 6 51 35 
Delaware ee 1,052 | 1,726 | 3,045 5,707 175.6 a7 2 | Jo.2 42.1 87.4 20 38 
District of Columbia. . 3,431 | 5.168 | 8,772 13,468 $4.2 | 64.1 | 49.9 | 39.2 53.5 40 36 
Florida wats 1,503 3, 286 | 12,695 35 ,040 351.7 | 229.0 76.3 37.6 | 176.0 1 33 
Georgia 5,845 | 10,945 45,128 65,546 | 379.2 238.4 | 64.2 47.9 | 45.2 | 46 46 
Idaho 486 | 2,307 13,198 21,825 332.9 141.1 | 32.7 | 23.9 65.4 | 33 10 
Illinois 37,446 | 63,130 127 ,694 235,711 128.8 89.3 | 50.8 | 30.6 84.6 | 23 21 
Indiana 26,415 43,799 78 516 146 , 447 95.3 | 61.7 | 37.23 1 21.3 86.5 21 3 
lowa 29 ,022 39 539 | 51,967 111,894 76.9 56.3 46.3 | 21.7 115.3 7 5 
Kansas 14,913 26,278 57,528 84,631 98.6 | 64.3 | 30.8 21.5 | 47.1 } 45 4 

. <a Bs al, Ea = f Lex as rede lie Ps ae te 
Kentucky 5,517 9,677 23,491 45 .486 389.2 | 236.6 102.9 55.5 | 93.6 16 49 
Louisiana 2,215 4,876 | 24,080 | 45,519 | 623.8 339.7 | 74.7 42.2 89.0 19 39 
Maine 8,749 11,060 19,225 27 ,062 | 79.4 | 67.1 39.9 29.2 40.8 49 18 
Maryland 3,956 8,137 16,528 33,278 300.3 159.2 | 87.7 47.5 101.3 12 44 
Massachusetts 35 ,944 54,817 | 93,386 138 , 963 78.0 | 61.4 41.3 30.2 | 48.8 42 20 
Michigan 28,811 | 39 984 | 85.797 | 126,830 84.0 70.3 42.8 34.7 47.8 | 43 27 
Minnesota 12,310 26,677 61,376 | 84,046 142.3 77.8 38.9 31.5 36.9 50 22 
Mississippi 4,052 7,708 | 22,284 43,105 382.8 233.1 80.4 41.5 | 93.4 | 17 7 
Missouri 20 ,606 32,883 | 71,904 110,753 150.8 | 100.2 47.3 31.6 | 54.0 39 23 
Montana 1,635 | 2,997 | 14,517 20,941 148.8 125.5 37.8 33.2 | 44.2 48 24 
Nebraska 15,208 | 19,484 31,182 60, 106 70.1 | 61.2 41.6 23.0 92.8 18 9 
Nevada 431 | 722 | 2,134 2,810 98.2 | 113.4 36.3 27.5 | 3.7 } §2 15 
New Hampshre ; 3,704 5,446 | 7,985 12,157 111.1 | 79.1 So .3 Bee | §2.2 | 41 32 
New Jersey 11,260 22,555 56 ,692 105 ,372 167.3 | 112.5 55.7 | 34.9 85.9 22 29 
New Mexico 243 | 1,343 | 3,870 8,158 803.7 | 243.7 93.1 47.6 | 110.8 | Q 45 

: 2 - : . : oe aes Bettie = Ciazeoe : & Pes a, ize: ese iia eh ie ee 
New York 62,366 | 102,757 | 219,589 | 324,232 | 116.6 | 88.7 47.3 34.9 47.7 | 44 28 
North Carolina | 943 | 8,505 30 , 868 84,569 | 2008.3 | 259.4 84.2 33.8 174.0 2 26 
North Dakota | 1,130 | 4,415 | 11,566 23,253 282.4 130.7 55.9 27.6 | 101.0 13 16 
Ohio 45,712 62,622 | 133,888 223,679 91.0 76.1 43.0 29.5 | 67.1 | 31 | 19 
Oklahoma | 4933 8,877 42,369 83 ,062 1603.2 186.7 47.9 28.2 96.0 14 17 
Oregon ae " | 1,916 | 8,914 | 25,250 39,180 215.8 32.2 | 34.4.1 22.4 55.2 38 | 7 
Pennsylvania... . , | 32,387 | 64.957 137 ,967 267 ,396 194.6 118.0 63.2 36.0 | 93.8 15 30 
Rhode Island....... Fates 65> ales ten 3,450 | 6,718 9,119 14,942 124.2 80.8 | 66.3 | 46.4 63.9 | 34 43 
South Carolina 3,998 § 582 28,683 | 47 ,844 335.2 271.5 | 58.7 38.2 66.8 | 32 34 
South Dakota 2,617 5.736 | 14,734 | 26,385 153.4 101.8 | 43.2 | 26.1 79.1 | 25 13 
Tennessee ee _ ‘ §,422 9 438 | 34,030 | 53,292 Sea.7-4. 201.5 3 68.7 46.3 | 56.6 | 37 42 
WEE FON PSC ee are bums 8 peur seewe 14,929 30 , 387 107,779 194,176 204.2 128.2 43.3 27.4 80.2 24 14 
ee ae ene 1,115 3,599 14,130 31,093 248.2 103.7 31.8 16.5 120.0 5 1 
Vermont ; 3,438 4,611 9,265 10,495 100.0 77.2 38.0 33.6 13.3 54 25 
Virginia é 4,330 11,567 30,919 69 ,676 428.2 | 178.2 74.7 36.2 125.4 | + 31 
ES et disable o's bolo 4 eed 3,463 18,567 43,365 70,474 149.6 61.5 31.3 21.8 62.5 35 6 
West Virginia 1,955 4,036 21,448 36,114 490.4 302.6 68.2 46.2 68.4 29 41 
Wisconsin 20 ,626 32,002 59,776 126,696 100.3 72.9 44.0 22.8 112.0 8 8 
Wyoming 357 867 4,476 9,664 259.2 168.4 43.4 | 24.4 115.9 6 | 11 

| | | 
Alaska | 347 581 | 158.6 | 103.3 | 67.4 30S 52 
Canal Zone sf 242 425 94.5 63.9 75.6 26 50 
ce en a a a ars (gia or Saad ny cae 76 a + 222.9 | ; 55 
Hawaii EN RU ty fh 1,950 4,078 | aN 7 | 131.2 80.5 | 109.1 10 51 
Philippine Islands 22.351 55,156 | ee | 463.1 209.8 | 146.8 3 54 
isc. tga nee nie ee ms el tere ee cai) VE ERSRERCe] SMT REE Raat, Eien saa Se ME a 
Porto Rico | 3,882 | 7,962 | | 334.8 | 1758.7 105.1 | 11 53 
Virgin Islands. ane | Aa eee oh ews Fons Peon pee ee 56 
| ' | 


OU MAY OBTAIN the figures 
for your state by reading the 


above table as follows: In Ala- 
bama, for example, there were 3,817 
pupils enroled in public high schools 
in 1900; 8,017 in 1910; 35,433 in 1920; 
and 51,421 in 1926. During the six 
year period between 1920 and 1926 
the enrolment in public high schools 
increased 45.1 percent (column 10). 
This gives Alabama a relative rank 
of 47 in percent increase from 1920 
to 1926 in number of pupils enroled 
in public high schools. In 1900 there 
was one high school student for 
every 479 persons in Alabama; in 1910 
this number had decreased to 267 
persons; in 1920, to 66 persons; and 
in 1926 there was one student for 
every 49 persons within the state. 
































This last figure gives Alabama the 
relative rank of 47 in population per 
public high school student in 1926. 
Sources of data: Figures of column 
2 from Report of the Commissioner 
of Education for 1899-1900, Govern- 
ment Printing Office, Washington, 
D. C., Vol. 2, Table 9, Column 2, 
p. 2137. Figures of column 3 from 
Report of the Commissioner of Edu- 
cation, 1910, Government Printing 
Office, Washington, D. C., Vol. II, 
Table 108, Column 8, p. 1142. Figures 
of column 4 from Biennial Survey of 
Education, 1918-20, Department of 
the Interior, Bureau of Education 
Bulletin, 1923, No. 29, Table 3, Col- 
umn 7, p. 48-9. Figures of column 5 
from Biennial Survey of Education, 
1924-26, Department of the Interior, 



































Bureau of Education, Bulletin, 1928, 
No. 25, Table 4, Column 9, p. 578. 

Population figures from which col- 
umns 6 to 9 are calculated are those 
of the Department of Commerce, 
Bureau of Census. Those used in 
calculating column 9 are .estimates 
for 1926, except for the following 
cases: Alaska (1924), Canal Zone 
(1924), Porto Rico (1925), and Virgin 
Islands (1917). 

1From reports of public high 
schools. These figures are incom- 
plete as reports were not received from 
all high schools. 

2? From reports of state departments 
of education. 


’Includes figures for Indian Ter- 
ritory. 








i 
t 
t 
’ 




























PRR EE TART IN ORE ON 
ERI LOO TT TTI 


Ae ET 


LRN TLE ED PEELE EEE OIE ES ETO LIE 








The Journal’s Annual Roll Call 


A Continuing Record of Inspiring Advance 


IGHER requirements for entrance 

into the teaching profession and 

a growing determination to equal- 
ize educational opportunity are evident 
in the replies from the states and terri- 
tories which are here recorded in the 
eighth annual roll call conducted by 
THE JourNAL. Each year since 1922 
this feature has been a regular JOURNAL 
Reports are requested from 
three persons in each state—the state 
superintendent of public instruction, the 
secretary of the state education associa- 
tion, and the National Education Asso- 
ciation state director. Each is asked to 
report the most significant educational 
achievement of the state for the current 
year. This record is used by newspapers, 
magazines, yearbook makers, and writers 
on education. On the whole 1929 was a 
good year. The schools are demanding a 
higher quality of achievement and the re- 
sults are evident everywhere. 


service. 


Alabama—The dedication of a $250,000 
education building on the campus of the Uni- 
versity of Alabama to house the school of 
education and the transformation of the two- 
year normal schools into teachers colleges. 
In connection with these, the way was 
cleared for certification revision which will 
simplify the present plan and provide for 
standard preparation of all Alabama public 
school teachers entering the profession after 
June 1931.—Dale S. Young, director, division 
of research and information, department of 
education, Montgomery. 

The splendid growth of professional con- 
sciousness among Alabama teachers as evi- 
denced by the increasingly effective support 
of the Alabama Education Association. The 
satisfactory use of county and city surveys 
of educational systems, provided by the state 
department of education, as a means of in- 
terpreting educational needsand achievements 
to our people.—Frank L. Grove, secretary, 
Alabama Education Association. 

Advancement of our full normal schools to 
standard teachers colleges for the training of 
elementary teachers and the standardization 
of curriculum for the professional reparation 
of secondary teachers in our state colleges.— 
Zebulon Judd, NEA director, Auburn. 


Arizona—On and after January 1, 1930, 
no elementary certificates will be issued to 
applicants who have not completed at least 
a three-year teacher-training course over 
and above a standard high-school course. 
Teachers having completed the two-year 
training course may be certified by doing the 
equivalent of the third year of the teacher 
training course.—C. O. Case, state superin- 
tendent of public instruction, Phoenix. 


Three-year training course necessary for 
teachers qualifying in the Arizona schools, 
raising the teacher college to a standard 
four-year course —W. T. Machan, secretary, 
Arizona State Teachers Association, Phoenix. 


Arkansas—Enactment of a net income tax 
law to provide the revenue for the equaliza- 





_ 


N™ SCHOOLS in both country and city are 
leading the way toward a finer and bet- 
ter America. This is arural school in Decatur 
County, Iowa. 





tion fund.—H. L. Lambert, secretary, Ar- 
kansas Education Association, Little Rock. 


California—Professional solidarity result- 
ing from crystallization of thinking in terms 
of curriculum procedures and organization 
adapted to specific needs of individuals in 
every stage of education.—Vierling Kersey, 
state superintendent of public 
Sacramento. 

The codification of the school laws. Cali- 
fornia now has a school code which is of 
equal importance with the civil code, the 
penal code, and the code of civil procedure.— 
Roy W. Cloud, state executive secretary, Cali- 
fornia Teachers Association, San Francisco. 

The codification of the California School 
Law.—Willard E. Givens, NEA director. 


instruction, 


Colorado—The combined effort on the part 
of teachers in the state of Colorado to center 
on character education, and in order that the 
work may be systematized, an outline has 
been formulated by the state department 
with a character slogan from each county.— 
Katherine L. Craig, state superintendent of 
public instruction, ‘Denver. 


Connecticut—Redirection of the program 
of trade and vocational education through 


[21] 


the establishment of closer relations with in- 
dustry and by added provisions for teacher- 
training for trades and industries.—A. B. 


Meredith, state commissioner of education, 
Hartford. 


Delaware—Appropriation by the legisla- 
ture for current expenses 30 percent more 
than in the preceding biennium, 25 percent 
more for state aid school building purposes, 
and the setting in motion of plans for a 
demonstration model school for teachers in 
service and for adult community education.— 
H. V. Holloway, state superintendent of pub- 
lic instruction, Dover. 


District of Columbia—Extension of our 
three-year normal school to a _ four-year 
teachers college with authority to grant ap- 
propriate degrees.—Frank W. Ballou, super- 
intendent of schools. 

Establishment of a four-year normal col- 
lege—J. Anna Tennyson, secretary, Educa- 
tion Association of the District of Columbia. 

Greatly increased basic educational require- 
ments for teacherships in the public schools 
of the District of Columbia, with prescribed 
educational courses, to take effect on and 
after July 1, 1933; for senicr high schools and 
certain teacherships in the junior high 
schools—a master’s degree from an accred- 
ited college; elementary schools and certain 
teacherships in the junior high schools—a 
bachelor’s degree from the accredited teach- 
ers college—Harry English, NEA director. 


Florida—A _ negative achievement, for 
when the legislature refused to approve the 
report of the state school survey commission 
there began in the minds of the educators of 
the state a realization that they must cast 
aside personal and local conceptions and 
achieve a statewide solidarity, a program 
of advancement on which all could stand to- 
gether.—] ames S. Rickards, secretary, 
Florida Education Association, NEA director, 
Tallahassee. 


Georgia—Increase of the gasoline tax from 
one half cent to one cent a gallon, to be used 
as an equalization fund for the rural schools 
of Georgia. This will make an increase in the 
fund of a million and a quarter dollars and 
make available annually about two million 
and a half dollars as an equalization fund. 
The state also passed a sales tax and an in- 
come tax law, both backed by the educational 
leaders that more funds might be available 
for educational progress—Kyle T. Alfriend, 
secretary, Georgia Education Association. 


Idaho—Organization of junior colleges in 
our two universities; legal requirement that 
all grade teachers must be at least a graduate 
of a two-year normal school; requirement 
that all high-scheol teachers must have an 
A. B. degree or equivalent; a requirement 
that all high schools, in order to exist, must 
meet the requirements of the Northwest Sec- 
ondary School Accrediting Association; the 








doubling of the of standard rural 
high schools.—W. D. Vincent, state commis- 


sioner of education, Boise. 


number 


Putting into effective operation the law re- 
quiring that elementary in Idaho 
shall have had at least two years of normal- 
school the equivalent beyond 
graduation from a four-year high school to 
make them eligible to teach in the public ele- 
mentary schools of Idaho.—John 1. Hillman, 
executive secretary, Idaho Education Associa- 
tion, Boise. 

Most 


is regional 


teachers 


training or 


significant educational achievement 
of the Idaho 
Education Association, which has brought a 
program of professional and re- 
sponsibility to all of the teachers of the 
state and the teachers of Idaho are respond- 
ing to the challenge of opportunity for pro- 
fessional NEA 


organization 


interest 


service.—C. F. Dienst, di- 


rector, Boise. 


Illinois—Adoption of the equalizing princi- 
ple in the state distributive fund; the placing 
of the certificating law on a sound profes- 


sional basis; emeritus 


establishment of an 
col- 
appointment of a state director of 
physical education.—F. G. Blair, state super- 
intendent of schools, Springfield. 

Illinois this 
the minimum seven to 
eight months, clarifying and strengthening 
the compulsory attendance law, raising the 
minimum for certification of 
$2,000,000 a year to the 
and largely increasing the 
the 


Moore, 


retirement system in our five teachers 


leges; 


year enacted laws raising 


school term from 


requirements 
teachers, adding 
state school fund, 
appropriation to 


colleges.—R. C. 


state teacher-training 
secretary, Illinois 


State Teachers’ Association, Carlinville. 


Indiana—Two years teacher-training for 
elementary license ; four years for high school ; 
significant revision of the elementary cur- 
riculum with steps toward high-school revi- 
sion; adoption of a plan for classification of 
all schools.—Roy P. Wisehart, state superin- 
tendent of public instruction, Indianapolis. 
The defeat of all attempts repeal 

amend the Teachers’ Tenure Law. 
This law, passed in 1927, is statewide in its 
application and includes all teachers from 
the single room rural school to the superin- 
tendent of the -largest city—Charles O. Wil- 


to 
or 


Central section 


of the new 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





liams, secretary, Indiana State Teachers As- 
sociation, Indianapolis. 

Completion and report of a study of the 
opinions of leading men and women of the 
state and nation on the important problem 
of achieving international peace and amity 


Phillips High School, Birmingham, Alabama 





through education, the study directed by H. 
L. Smith of Indiana University.—Charles F. 
Miller, NEA director, Indianapolis. 


Iowa—Statute increasing teacher qualifica- 
tions ; survey of public school system with spe- 
cial reference to costs and including a census 
of handicapped children; installation of the 
new elementary state course of study and the 
organization of the secondary course of study 
commission.—Agnes Samuelson, state super- 
intendent of public instruction, Des Moines. 

Planning a standardized course of study 
for secondary schools through the joint 
cooperation of selected committees and our 
state superintendent, Agnes Samuelson. Im- 
proved personnel of Iowa teachers and the 
raising of the certification—Mary A. Lord, 
NEA director, Des Moines. 


foc i : ie a 


school 


Kansas—lInclusion by the Kansas Tax Code 
Commission in its report to the Governor of 
the principle of equalization of educational 
opportunity through a state equalization fund, 
as suggested by the Kansas School Code Com- 
mission report.—George A. Allen, Jr., state 
superintendent of public instruction, Topeka. 

Increase of membership in the Kansas 
State Teachers Association to approxi- 
mately 18,000 with very definite growth 
in the professional spirit and harmony of the 
membership in the Association as evidenced 
by the sixty-sixth annual session held Octo- 
ber 31, November 1 and 2 in Kansas City, 
Topeka, Salina, Dodge City, Wichita, and In- 
dependence.—F. L. Pinet, secretary, Kansas 
State Teachers Association, Topeka. 

Kentucky—The completion of new dormi- 
tories, auditorium, and_ teacher-training 
buildings at state university and enlarged 
plans for dormitories, libraries, and teacher- 
training additions to other state institutions.— 
R.E. Williams, secretary, Kentuaky Education 
Association, NEA state director, Louisville. 

Louisiana—Reaching the ideal of two, three, 
or four years of college training by 86 per- 
cent of the teachers employed in the public 
schools; the adoption of a regulation by the 
state board of education that after Septem- 
ber 1, 1931, elementary certificates will be 
issued only to such applicants as have com- 
pleted two years of college 
reasonable proportion of which will be 
required be in professional training 
and practise teaching; and after September 
1, 1930, high-school certificates will be 
issued only such persons as_ have 
earned college degrees, six session hours of 
whose work will be required to be in profes- 
sional training and practise teaching; dur- 
ing the session we reached between fifty and 
seventy-five thousand adult illiterates, with 
instruction placing them in position to read 
and write.—T. H. Harris, state superintend- 
ent, Baton Rouge. 

The inauguration of a campaign to 
reduce adult illiteracy, which has resulted 
in the teaching of more than one hun- 
dred thousand adults, both white and 
colored, how to read and write. The cam- 
paign has been statewide and adult classes 
have been organized in every county in the 
state. All educational forces in the state have 
assisted in this campaign.—P. H. Griffith, 


work, a 


to 


to 


and junior college, Little Rock, Arkansas 











»de 

of 
nal 
nd 
ym- 
ate 
ka. 
‘Sas 
»xi- 
wth 
the 
ced 
cto- 





nt ennai 


Vol. 19, No. 1 


— 





secretary, Louisiana Teachers’ Association; 
Annie T. Bell, NEA director, Baton Rouge. 


Maine—lIncreasing the minimum length of 
the school year from thirty to thirty-two 
weeks; compulsory membership in the Teach- 
ers’ Retirement Association after six years 
of teaching service; and the granting of pen- 
sions under the old pension law to teachers 
at the age of fifty instead of sixty who have 
in all respects complied with the requirements 
as to service and who, because of disability, 
have no other means of support.—Bertram 
E. Packard, state commissioner of education, 
Augusta. 

The establishment of a compulsory con- 
tributory pension system for teachers, by the 
legislature, which is known as the Maine 
Teachers’ Retirement Association System. 
All teachers in the public schools of Maine 
who entered the service on or after July 1, 
1924 are required by law, beginning on their 
seventh year of teaching service, to join the 
Maine Teachers’ Retirement Association. Up 
to 1929 membership in the association has 
been optional with the result that less than 
one hundred teachers have taken advantage 
of the pension—William B. Jack, NEA di- 
rector, Portland. 


Maryland—First adequate state appropria- 
tion for Maryland Teachers’ Retirement Sys- 
tem secured. Teachers in both elementary and 
high schools throughout the state developing 
large units through which to teach children 
more effectively. Intensive work on county 
courses of study by the entire professional 
group in many counties.—Albert S. Cook, 
state superintendent of schools, Baltimore. 


Massachusetts—A regulation of the de- 
partment of education provides that the mini- 
mum course leading to a diploma in a state 
normal school shall henceforth be three years 
in length. Teachers in Massachusetts will, 
therefore, be prepared through three and 
four-year courses only.—Payson Smith, state 
commissioner of education, Boston. 

The change in the Pension Law, raising 
the possible maximum pension available at 
age sixty from $500 to $650 and the possible 
maximum retirement allowance from $1000 
to $1500. This piece of legislation was spon- 
sored by the Massachusetts Teachers’ Feder- 
ation.—Stanley R. Oldham, secretary, Massa- 
chusetts Teachers Federation, Boston. 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Michigan—Repeal of the law 
county superintendents to certificate teachers, 
making such certification a duty of the state 
department of public instruction, reduces the 
number of certificating agencies and brings 
uniformity of practise necessary before re- 


permitting 


quirements for certification could be ad- 





East High School, Denver, Colorado 





vanced.—_Webster H. Pearce, state director 
of public instruction, Lansing. 

Enactment of the Turner Bill appro- 
priating two million dollars from the 
general funds of the state to be distributed 
to the poorer school districts of the state. 
This is a long step forward in the equaliza- 
tion of educational costs in Michigan and 
also evidence of the state’s recognition of its 
responsibility in the equalization of educa- 
tional opportunity—Arthur H. Rice, man- 
aging editor, Michigan Education Journal, 
Lansing. 

Minnesota—Enactment by the 1929 legis- 
lature of an entirely new law governing the 
certification of teachers.—James M. McCon- 
nell, state commissioner of education, St. Paul. 


23 





On the part of organized teachers: greater 
unity among teachers in their support of a 
sound, equitable, practical retirement fund 
law; their fixed purpose to achieve it; two 
successful test votes in the 1929 legislative 
session indicative of progress; and a greater 
public interest in favor of this law.—C. G. 
Schulz, secretary, Minnesota Education As- 
sociation, St. Paul. 

At the close of the 1929 session of the 
legislature the Minnesota State Teachers’ 
Retirement Fund Bill was left in such 
a way that with a continuance of the 
campaign that was started in January, 1929, 
there is every reason to believe the lines can 
be held together, moving forward to ulti- 
mate victory at the next session of the legis- 
lature—Alice F. Sullivan, NEA director, 
Duluth. 


Mississippi—The equalization of the tax 
burden in the various counties by the elimina- 
tion of district school taxes and the raising 
of the countywide school taxes. The result is 
that every white child in every county except 
six will have a minimum public school term 
of eight months. Along with this comes the 
program of super-consolidation which will 
result finally in the maintaining only of high 
schools with a sufficient enrolment to guaran- 
tee giving not only the college preparatory 
course but vocational work as well.—W. F. 


Bond, state superintendent of education, 
Jackson. 
Missouri—The educational survey which 


is being conducted by Doctors Strayer and 
Engelhardt and associates of Teachers Col- 
lege, New York, the report of which will be 
made this year.—Charles A. Lee, state super- 
intendent, Jefferson. 

The work accomplished by the Missouri 
state survey commission for all 
schools.—E. M. Carter, secretary, 
State Teachers Association, Columbia. 


Missouri 
Missouri 


Montana—Minimum requirements for all 
rural teachers in Montana are high-school 
graduation plus one year of professional and 
academic training obtained in a fully accred- 
ited normal, college, or university.—Elizabeth 
Ireland, state superintendent of public in- 
struction, Helena. 


An awakened interest in financing edu- 
cation more adequately throughout the 
state and particularly in the twenty-first 


school 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





ée 


Public School No. 77, the Bronx, New York City 


assembly as reflected by the group of bills 
enacted that provide additional revenue for 
both grade and high schools.—R. J. Cunning- 
ham, secretary, Montana Education Associa- 
tion, NEA director, Helena. 


Nebraska—The development of the course 
of study in rural sociology and economics for 
the training of rural teachers in normal train- 
ing high schools and a definite enlargement 
of the course of study dealing with the evil 
effects of alcohol and narcotics on the grow- 
ing bodies of boys and girls as a part of the 
character education program of Nebraska.— 
Charles W. Taylor, state superintendent of 
public instruction, Lincoln. 

The consideration which Nebraska is giv- 
ing to the question of equalizing educational 
opportunity throughout the state—DMillard 
C. Lefler, NEA director, Lincoln. 


Nevada—School progress in Nevada nor- 
mal. The department of education working 
for codification of school laws, a sound re- 
tirement law, and an enlarged state board 
of education—Walter W. Anderson, state 
superintendent of public instruction, Carson 
City. 


New Hampshire—Total school costs for 
state lower in 1929 than in 1928 or 1926—this 
due not to lowered standards but to increased 
educational efficiency.—Ernest W. Butter- 
field, state commissioner of education, Con- 
cord. 


New Jersey—Lengthening of the general 
two-year normal school curriculum to three 
years; the three year music, commercial, and 
physical education curriculum to four years. 
—Charles H. Elliott, state commissioner of 
education, Trenton. 

Democracy in educational supervision and 
administration; the adaptation of the instruc- 
tion and curriculum in the elementary schools 
to the individual child; increase of normal 
school training for teachers to three years.— 
Charles B. Dyke, secretary, New Jersey State 
Teachers Association. 

Inauguration of an 


actual three-years’ 


program of training in all the normal 
schools of the state for diploma en- 
titling to teach in the elementary schools. 
Creation by legislative action of a state board 
of regents to act as a clearinghouse and 
guide to the educational activities of the 
state-—A. J. Glennie, NEA director, Newark. 


New Mexico—Elimination of 
ducted 


state con- 
eighth grade examinations, leaving 
matter of promotion of pupils from eighth 
to ninth grade in the hands of the county 
school superintendents; the increase in per 
capita apportionment of school funds from 
$8.50 to $10.50.—Atanasio Montoya, state 
superintendent of public instruction, Santa Fe. 

The scientific study by the educational 
leaders of problems peculiar to our state; 
noticeable growth of professional spirit 
among our teachers, with the desire to raise 
standards of both their qualifications and 


work.—Mrs. H. 
Gallup. 


New York—Committees representing 
school superintendents and high-school prin- 
cipals cooperating with teachers in all parts 
of the state in studying curriculum problems 
in both elementary and secondary schools. 
Classroom procedure at every level of edu- 
cational service being analyzed in terms of 
aims and objectives.—George M. Wiley, as- 
sistant state commissioner of education, 
Albany. 


F. Brock, NEA director, 


A comprehensive study of the cardinal ob- 
jectives of elementary and secondary educa- 
tion in the light of presentday conditions by 
committees of schoolmen in cooperation with 
the state education department.—Harlan H. 
Horner, secretary, New York State Teachers 
Association. 

Rapid development of program for im- 
provement of rural schools, including in- 
creased state aid, awakening of rural trus- 
tees, establishment of rural training-centers 
in normal schools, rapid development of cen- 
tral rural schools—Harry W. Langworthy, 
NEA director, Gloversville. 


North Carolina—The appropriation § by 
the general assembly of 1929 of $1,250,000 in 
recognition of the necessity of a statewide 
eight months school term.—A. T. Allen, state 
superintendent of public instruction, Raleigh. 


North Dakota—Two full-time supervisors 
for rural schools; reorganization of state edu- 
cation associations providing for a_repre- 
sentative assembly to transact all business; 
first steps in readjustment of courses in teach- 
er-training institutions to offer in first year 
of standard course those subjects which are 
especially needed for positions in rural 
schools.—Bertha R. Palmer, state superin- 
tendent of public instruction, Bismarck. 


Ohio—Scientific plan for financing weak 
school districts with a rehabilitation program 
by which the state helps in supplying addi- 
tional building and equipment. This has 


Junior High School, Midvale, 














































30 


or, 
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 edu- 
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Vol. 19, No. 1 





THE JOURNAL OF 








eliminated five hundred one-room schools 
within the past year.—J. L. Clifton, state di- 
rector of education, Columbus. 

Inauguration by the appropriation of one 
million dollars of a probable policy on the 
part of the state for rehabilitation of school 
buildings in financially weak school districts 
through the supervision of the state depart- 
ment of education.—F. E. Reynolds, secre- 
tary, Ohio Education Association. 


Oklahoma—Elimination of county teacher’s 
certificate and location of control of all 
teachers certification in state board of educa- 
tion with authority to make all certificate 
regulations providing for coordination for 
partial adoption John Vaughan, state super- 
intendent of public instruction, Oklahoma 
City. 

The putting into effect of a new system of 
certifying teachers whereby all certificates 
are issued by one board instead of over 
four hundred agencies which were author- 
ized to issue certificates heretofore.—C. M. 
Howell, secretary, Oklahoma Education As- 
sociation, Oklahoma City. 


Oregon—Conference of high-school princi- 
pals of the state under joint auspices of the 
state superintendent of public instruction and 
the department of high-school principals of 
Oregon State Teachers Association resulting 
in uniform records, grading system, standards 
for high schools and junior high schools, im- 
petus given state association research work.— 
E. F. Carleton, secretary, Oregon State 
Teachers Association. 


Pennsylvania—Development of local super- 
visory programs for the improvement of in- 
struction through plans proposed by two re- 
search committees composed of county and 
district superintendents respectively.—John 
A. H. Keith, state superintendent of public 
instruction, Harrisburg. 

Establishment of the Lloyd Mifflin Mem- 
orial Home for teachers; the 
of $14,750.48 by voluntary 


raising 
contributions 


Elementary School, Byberry and Stevens Roads, Philadelphia, Pennsylvania 


THE NATIONAL EDUCATION ASSOCIATION 2 


Ww 








Bragaw Avenue School, Newark, New Jersey 


for the relief of teachers who retired 
before 1919, the time when our Retirement 
Act became operative; enactment of the Con- 
tinuing Contract Act; and adoption of group 
insurance.—J. Herbert Kelley, executive sec- 
retary, Pennsylvania State Education Asso- 
ciation, NEA director, Harrisburg. 


e Rhode Island—Increased attention by de- 
partments of attendance in several towns and 
cities to preventive work, an effort being 
made to become acquainted with unfavorable 
influences and an attempt to overcome them 
in order to prevent a necessity for more 
drastic measures.—Clarence W. Bosworth, 
secretary, Rhode Island Institute of Instruc- 
tion, Auburn. 


South Carolina—Elimination of require- 
ment to stand teachers’ examination to qualify 





teachers because of higher training stand- 
ards. Payment of half of equalizing fund 
in January to relieve counties of interest 
charges until time when the total of state 
aid is sent to counties—James H. Hope, state 
superintendent, Columbia. 


South Dakota—The organization and pub- 
lication of the Citizen,” a four 
column eight page paper for the elementary 
school children of South Dakota. It is the 
official organ of the South Dakota Young 
Citizens League and has a full-time editor 
connected with this department.—E. C. Giffen, 
state superintendent of public 
Pierre. 

A statewide program of curriculum revi- 
sion in which the department of public in- 
struction and the South Dakota Education 
Association are cooperating, embracing ele- 
mentary and secondary schools, including 
parent education, preschool education, and 
junior high-school curriculum.—N. E. Steele, 
secretary, South Dakota Education Associa- 
tion, NEA director, Sioux Falls. 


“Young 


instruction, 


Tennessee—Placing school funds on a 
budget basis instead of a percentage of cur- 
rent income and making appropriations for 
elementary and high schools for the bien- 
nium 1929-1931 amounting to $9,969,341.45 
which is an increase of $1,561,769-80 over 
the preceding biennium.—P. L. Harned, state 
commissioner of education and _ secretary, 
Tennessee State Teachers Association, Nash- 
ville. 


Texas—Appropriation of $2,100,000 to be 
used as an equalization fund; appropriation 
of $400,000 annually to guarantee payment 
of tuition of high-school students who reside 
in rural districts; change of free school age 
from seven to twenty-one to six to twenty- 
one years.—S. M. N. Marrs, state superin- 
tendent of public instruction, Austin. 

The creation and organization of a new 
state board of education, nine members ap- 
pointed by the governor, confirmed by the 
senate, serving for terms of six years. This 








THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Ja NuUCaTY, 1930 


board takes the place of the old ex-officio 
board.—R. T. Ellis, secretary, Texas State 
Teachers Association, Forth Worth. 

Creation of a real state board of educa- 
tion to replace the ex-officio board which 
performed only routine functions.—L. W. 
Rogers, NEA director, Austin. 


Utah—Securing the passage by the legis- 
lature of a resolution providing for a state 
school equalization fund equivalent of five 
dollars for each child of school age—C. N, 
Jensen, state superintendent of public instruc- 
tion, Salt Lake City. 

Passing two joint resolutions by the last 
state legislature looking to amending our 
state constitution so that a fund will be set 
up and maintained by the state to aid in more 
nearly equalizing educational opportunities 
for all the boys and girls of the state—D. 
W. Parratt, secretary, Utah Education Asso- 
ciation, Salt Lake City. 

Legislative enactment permitting the crea- 
tion of an equalization fund and better 
financial support for the public schools of 
the state-—Arch M. Thurman, NEA director, 
Salt Lake City. 


children, Minneapolis, Minnesota 


Vermont—Significant tendency toward the 
requirement of a two-year training course 
beyond the high school for teachers both in 
rural communities and towns. An increased 
number of four-year students enroled in the 
universities for elementary education— 
Marion C. Parkhurst, secretary, Vermont 
State Teachers’ Association, Burlington. 


Virginia—The perfecting of the county as 
the unit of financial as well as administrative 
operation. The elimination of the district as 
such a unit. The great improvement of the 
teaching profession in minimum qualifica- 
tions and in personnel.—Harris Hart, state 
superintendent of public instruction, Rich- 
mond. 

Washington—Advancement in certification 
standards, applicable 1933, to three years 
higher education for elementary teachers and 
five years for high-school teachers, by state 
board action. Entrance requirements to uni- 
versity raised to topnotch. W. E. A. dues in- 
creased to $2.50 and field director employed 
on full time—Arthur L. Marsh, executive 
secretary, Washington Education Associa- 
tion, NEA director, Seattle. 


West Virginia—Increase in high-school en- 
rolment, due, we “believe, to more effective 
junior high-school organizations and _ ex- 
tended high-school facilities—William C. 
Cook, state superintendent of free schools, 
Charleston. 

A program embracing a statewide organ- 
ization for the removal of illiteracy by May 
1930 and the addition to the libraries of the 
elementary schools of approximately 375,000 
volumes for this school year is in progress. 
The enlistment of thirteen thousand of the 
fifteen thousand white teachers in the state 
education association, the purchase of 
permanent headquarters for the Association 
in Charleston, and the attendance at the re 
cent annual Association convention of six 
thousand teachers——J. H. Hickman, editor- 
secretary, West Virginia State Educatioa 
Association, Charleston. 


, Wisconsin—Development of instruction for 
Sherman School, San Francisco, California crippled children in hospitals under the dt 














— Vol. 19, No. 1 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 27 
icio 
tate rection of city superintendents and a new 
children’s code.—B. E. McCormick, secretary, 
uca- Wisconsin Teachers Association, Madison. 
hich Establishment of a hospital for crippled 
Ww. children with educational provisions for 
them. Increased attendance in summer 
gis- schools and a much more serious attitude 
pint toward the problem of teacher-training as 
— evidenced by the appointment of a Wis- 
_ consin Teacher-Training Council by the 
aac! Wisconsin Teachers Association—Edgar J. 
Doudna, NEA director, Madison. 
last Wyoming—The new certification regula- 
our tions which went into effect July 1, 1929. 
e set These regulations require for the lowest 
more class certificate, graduation from a two-year 
nities normal course or its equivalent for nonresi- 
—D. dents and at least a full year beyond high 
Asso- school for residents of the state—Katharine 
A. Morton, state superintendent of public 
crea- instruction, Cheyenne. 
etter Transfer of care of deaf and blind from 
Is of the department of charities and reform to 
Ector, the state department of education, with a 
specialist in charge.—B. H. McIntosh, secre- 
1 the tary, Wyoming State Teachers Association, 
ourse Cheyenne. 
th in Raising of standards for teachers’ certifi- 
eased cates and the improvement of rural school 
n the buildings and equipment.—J. J. Early, NEA 
ion.— director, Sheridan. 
a Alaska—Raising of the territorial refund 
“ to schools in incorporated cities and school 
ity as districts, thereby eliminating hindrance to de- 
rative velopment. Elimination of teachers certificates 
ict as by examination placing definite educatioral 
rf the qualification with two-year normal or col- 
lifica- lege with twelve semester hours in education 
atate as the minimum requirement for granting of 
Rich- certificates—Leo W. Breuer, commissioner 
of education for Alaska, Juneau. 
cation Requirement of two years of normal train- 
years ing-or its equivalent as a prerequisite for 
‘s and § certification of teachers and the establishment 
' state of a retirement system for teachers.—W. K. 
> uni- Keller, NEA director, Juneau. 
ell Canal Zone—Central junior high schools 
onal were established, one at Cristobal for pupils 
mee of the Atlantic side of the Isthmus and one 
at Balboa for pupils of the Pacific side.— 
Ben M. Williams, superintendent of schools, 
ol en- Balboa Heights. 
fective 
4 ef Hawaii—Reorganization of all courses of 
m & study with a view to their better adaptation 
chools, to the social and economic needs and oppor- 
tunities of Hawaii— Will C. Crawford, super- 
organ intendent, department of public instruction, 
y May Honolulu. 
of the The division of research, acting through 
375,000 the Territorial Normal School, has sold the 
rogress. progressive education idea to teachers. The 
of the great number of completely reorganized 
e state schools or schools in the process of reor- 
6 ae ganization is the outstanding feature in 
ociation Hawaii’s schools today.—F. E. Howard, NEA 
the re director for Hawaii, Hilo. 
of six Porto Rico—The organization of the Sec- 
editor- ond Unit Schools including grades four to 
jucation nine on the basis of agricultural, industrial, 
and social work with practical adaptation to 
tion for the needs of the rural community.—Fran- 
the di- cisco Vizearrondo, assistant commissioner of 


education, and NEA director, San Juan. Mt. Vernon Elementary School, Chicago, Illinois 





To the Youth of America: 


OUR FIRST DUTY in life is toward your after- 

self. So live that the man you ought to be may, 

in his time, be possible, be actual.—David Starr 
Jordan, noted biologist. 


There is no agency in the world today that is so 
seriously affecting the health, efficiency, education, 
and character of boys and girls as the cigaret habit. 
—Herbert Hoover, President of the United States. 


_ Boys, through cigarets, train with bad company. 
The cigaret drags them down.— Henry Ford, famous 
manufacturer. 


Tobacco used in any form destroys a boy’s ability 
to apply himself to study and prevents his compre- 
hending or remembering his lessons.—Homer H. 
Seerley, beloved educator. 


I have seen the careers of several promising young 
ball players ruined by the use of tobacco. Cigarets are 
bad, and my advice is to let them alone.— Walter 
Johnson, major league baseball star. 


In my judgment there is no question about the bad 
effects of tobacco on boys.—Alonzo Stagg, Chicago 
University football coach. 


Tobacco is injurious to the human body. It stunts 


the growth of the young.—Irving Fisher, saniliee 
economist. 


The National Education Association believes that 
every boy and girl should have a fair start in life. 
Will you do your part? 


This poster for your classroom is from the Journal of the National Education Association 
Copies, printed on attractive art paper, may be had from the N. E. A.: 20 copies, $1; $4 a hundred; $30 a thousand | 
[ 28 ] 








School Health in a Rural County 


Director, School Hygiene Service, Cattaraugus County, 


ATTARAUGUS is the first rural 

county in New York to organize a 

school health program on a 
countywide basis. In 1923 when Catta- 
raugus organized its school hygiene dis- 
trict, the county was the site of a rural 
health demonstration initiated by the lo- 
cal board of health, with aid from the 
county, the state of New York, and the 
Milbank Memorial Fund. The purpose 
of the program was to establish a service 
adequate for the needs of the county at a 
cost that the community could afford to 
maintain permanently. 

Variations in size and in equipment of 
the 299 schools in the county made neces- 
sary a plan of work sufficiently flexible to 
be easily adaptable to the needs of each 
school. Twenty-two of the schools are 
located in the cities of Olean and Sala- 
manca, eight are on the Alleghany Indian 
Reservation, and 232 of the rural schools 
are one-room district schools typical of 
rural sections throughout the country. 
The school population of the county dur- 
ing recent years has averaged 17,948— 
more than half in the rural schools. The 
269 independent districts outside of the 
two cities with their 370 school trustees 
are grouped into five rural supervisory 
school districts as provided by state law. 

Those responsible for planning an eff- 
cient countywide school health service 
faced a number of perplexing problems: 
the size of the county, the great distances 
between schools, the unevenly scattered 
school population, and the difficulty of 
getting about over the country roads, es- 
pecially in winter. The large number of 
local districts and the variation in the 











C. A. Greencear, M. D. 


needs of individual schools were addi- 
tional factors which made difficult the 
task of devising a routine program and 
uniform standards. 

It was first necessary to create a county- 
wide school health organization. Admin- 
istrative responsibility for this was placed 
in the hands of an unofficial county super- 
visor of school health selected by the 
county board of supervisors. This officer, 
together with the supervisors of the five 
rural supervisory districts, established in 
September, 1923, a county school health 
organization which operated effectively 
on a voluntary basis until May, 1924, 
when a state law was passed making it 
permissible for county boards of super- 
visors to form county school hygiene dis- 
tricts. Immediately, the county board of 
supervisors combined the five rural su- 
pervisory districts into one county school 
hygiene district and appointed the former 
unofficial supervisor of school health as 
its director. The city school districts both 
joined voluntarily. Thus was created for 
the first time in the state an official 
countywide school hygiene district. 

The Olean and Salamanca boards of 
education became the city administrative 
units of the new school health organiza- 
tion. It was a fairly simple matter to de- 
vise plans for a routine health service for 
the school children in these two cities. 
The difficulty of dealing separately with 
the trustees of the 269 rural districts was 
eliminated by setting up as the units for 
administration in the rural sections the 
five supervisory rural districts. 

The principal objectives of the school 
health service were to discover and secure 








[29 ] 


New York 


correction of the physical defects in the 
children, to devise measures which would 
tend to prevent the future occurrence of 
disease and physical defect, and to pro- 
mote healthful living. 

Provisions for carrying out this pro- 
gram included: medical service for regu- 
lar physical examinations; nursing serv- 
ice for followup work; a limited service 
in dental hygiene and nutrition work; 
special services directed either toward the 
prevention of communicable diseases or 
the correction of special defects; and a 
program in health instruction. This pro- 
gram, though rather elementary, was be- 
lieved to be practical for immediate use. 

The supervisory staff of the county 
service consisted of a partime medical di- 
rector and a fulltime county school nurse. 
Assisting the medical director were medi- 
cal inspectors appointed and paid by each 
of the school districts. A partime medical 
inspector, a fulltime school nurse, and 
partime clerk were employed by each of 
the city boards of education, the medical 
inspector of the Olean schools serving 
also as director of the county. School 
nursing service for the rural districts was 
furnished by the county department of 
health. The dental service staff consisted 
of two hygienists, one employed by the 
Olean board of education, the other by 
the trustees of one of the five rural su- 
pervisory districts, containing 48 schools. 
Available also from the county health de- 
partment was a nutritionist. 

The work was launched in September, 
1923, with the physical examination of 
every school child in the county. Exami- 
nations of the children in the city and 








30 


rural schools were carried on at the same 
time, 57 physicians participating in the 
rural work. All of the examiners followed 
a standard form and a uniform code in 
reporting defects, so that the reports 
were reasonably comparable. 

Due, no doubt, to the fact that medical 
inspectors and school nurses had been 
employed by the city schools prior to the 
inauguration of the county service, the 
city children were found in better con- 
dition than the rural children. Of the 
7758 pupils of the rural schools exam- 
ined in this initial survey, only 11 percent 
were found free from physical defect. 
Among the remainder there were noted 
approximately 10,000 defects, 
enough to warrant immediate attention. 
One fifth of the children examined were 
more than 10 percent underweight ; more 
than two fifths had enlarged tonsils, 
while about one sixth were suffering from 
uncorrected defects of vision. 

The knowledge this survey gave of the 
major physical defects among the rural 
children enabled the school health serv- 
ice to develop sound plans for the correc- 
tive and preventive phases of the pro- 
gram. The discovery that the health work 
in the city schools was nearly in conform- 
ity with accepted standards released the 
energy of the administrators for inten- 
sive work in the five rural supervisory 
districts. 

From September, 1924, to July, 1926, 
efforts were devoted to securing correc- 
tion of the physical defects. The three 
principal followup methods used were: 
correspondence with parents of children ; 
general publicity urging medical atten- 
tion for children in need of same; and 
nursing service in the schools and homes. 

In every case where an examination 
revealed defects, the director of the serv- 
ice wrote to the child’s parents, explain- 
ing the nature of the defect and advising 
that it be corrected by the family phy- 
sician. The nurses then followed up this 
letter, making during the year subsequent 
to the survey, 3972 visits to homes to 
urge correction of defects and during the 
next year a total of +109 home visits. 

Careful records of all corrections of 
defects were kept and the findings assem- 
bled for tabulation and comparison at the 
end of each year showed that considerable 
progress had been made in bringing about 
corrections. In the five rural supervisory 
districts 50 percent of the major defects 
noted during the initial survey had been 
corrected by July 1, 1926—23 percent in 
1924-1925 and 27 percent in 1925-1926. 

Most of these corrections were made 
by private physicians, usually at the ex- 


serious 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


pense of the parents. Many physicians 
charged only nominal fees when parents, 
unable to afford regular fees, would not 
accept free service. In some cases private 
physicians gave their services for neces- 
sary operations but even when they were 
willing to do this the absence of free hos- 
pitals in the county made it difficult to 
finance the care of indigent children. De- 
spite the lack of facilities, more corrective 
work was effected within the first two 
years than the leaders had believed pos- 
sible. 

The school nursing service, which was 
one of the most important factors in 
carrying out the program, covered a broad 
field. The activities of the service in- 
cluded periodic inspection of pupils, fol- 
lowed by health talks; supervision of the 
teachers- morning inspections of their 
pupils; sanitary inspections of schools; 
the investigation under the supervision of 
the physician in charge of cases of com- 
municable diseases to insure the enforce- 
ment of quarantine and fumigation ; a su- 
pervision of the routine monthly weigh- 
ing and measuring of children; arrange- 
ment of the details connected with the 
corrective and preventive work, supple- 
menting the work of the physicians re- 
sponsible for it ; home visiting and follow- 
up work; assistance to teachers in organ- 
izing their plans for health work ; and co- 
operation in nutrition and other health 
instruction projects. 

The nurses visited the rural schools 
systematically, the larger village schools 
once a month and the one-room schools 
two or three times a year. Due to the long 
distances between schools and the poor 
roads, each nurse engaged in rural work 
was forced to spend about one third of 
her time in travel. The number of county 
field nurses assigned on partime to the 
rural work varied from six in 1923, to 
fifteen in 1926. The increased number 


of corrections of defects secured in 1925-. 


1926 was due largely to the additional 
nursing service available for the rural 
work. 

Dental hygiene activities included in- 
spection and cleaning of teeth; advice as 
to having treatment with subsequent in- 
spections and followup advice; and in- 
struction in oral hygiene. The dental hy- 
gienist for the rural schools, traveling 
from school to school with a portable 
outfit, consisting of a light dental chair, 
a foot engine, and the necessary instru- 
ments and supplies, examined the mouths 
of 821 pupils in the second rural super- 
visory district during the initial survey. 
Reexamination of 190 of the pupils of 
this group in 1925 showed marked im- 





January, 1930 


provements. Initial examinations of chil- 
dren’s mouths from year to year have 
shown better conditions than were re- 
vealed in the early surveys. 

Owing to the fact that the services of 
the nutritionist had to be distributed over 
the entire county, the greater part of her 
efforts were devoted to educational meas- 
ures, which she promoted indirectly 
through professional coworkers and nat- 
ural leaders. The nutritionist spent ten 
days monthly with the teachers, eight 
with the nurses, and four with the home 
bureau leaders teaching the dietary needs 
of the child. Many ingenious methods 
were devised in cooperation with parents 
and local leaders to teach children to like 
the foods that are good for them and to 
adopt health promoting habits. Although 
not one of the 269 rural schools provided 
a hot lunch prior to 1923, by June 1928 
hot lunches were being served in 130 of 
these schools. 

The health instruction activities have 
been of two types—those promoted by 
the specialists of the different professional 
services and those classified as general for 
which the teachers have been responsible. 
By June 1926, health instruction, daily 
or weekly, had found its way into 204 of 
the rural schools. The teachers correlated 
health instruction with regular schools 
subjects, although sometimes they organ- 
ized health material in simple lessons. 
Valuable aid was given them by the 
nurses and nutritionists who taught them 
how to take advantage of the many nat- 
ural opportunities for imparting health 
knowledge that arise daily in any school- 
room. 

Community interest in the school 
health program was stimulated through 
the newspapers, special educational liter- 
ature, and talks on various phases of the 
child’s health. Special projects were pro- 
moted: the administration of toxin-anti- 
toxin, a countyWide examination of the 
children 10 percent or more underweight, 
and clinics for the correction of eye and 
tonsil defects. The improvement of health 
conditions was constantly emphasized as 
one of the most important objectives of 
any community health program. 

Health instruction in the rural schools 
has improved the children’s health habits 
and increased their knowledge of health 
principles. As a result of the emphasis 
placed upon health habits on a community 
scale, 212 of the 269 rural schools have 
adopted one or more good health meas 
ures. The influence of the health in- 
struction given in the schools has filtered 
into the homes of the school children and 
affected family health practises. 





130 


hil- 
ave 
re- 


; of 
Ver 
her 
eas- 
ctly 
nat- 
ten 
ight 
ome 
eeds 
10ds 
ents 
like 
d to 
ugh 
ided 
1928 
0 of 


have 
d by 
ional 
il for 
sible. 
daily 
4 of 
lated 
hools 
rgan- 
ssons. 
y the 
them 
y nat- 
realth 
chool- 


school 
rough 
liter- 
of the 
e pro- 
1-anti- 
of the 
veight, 
ye and 
health 
zed as 
ives of 


schools 
| habits 

health 
nphasis 
munity 
ls have 


) meas- 
Ith in- 
filtered 


ren and 


Builders of Our Profession 


and indifference to difficulties—these 

qualities of our heroic ancestors are 
needed in this stirring age more than in all 
the centuries that have gone before. Man is 
only beginning to be man. The greatest con- 
quests are ahead, and the forces of education 
constitute the advance guard. 


E= resourcefulness, enduring patience, 


New Life Enlistments 


fis FOLLOWING life members have been 
reported since the list was published in 
the December JOURNAL. 


A.asKA—Leigh E. Robinson. 

CaLirorNia—J. Warren Ayer, John Howard Brad- 
ley, Florence M. Currey, Don T. Delmet, Mrs. 
Grace Silknitter Finley, Mrs. Hester A. Haines, 
Osman R. Hull, Tinlih Lewis Li, John C. Mce- 
Glade, Vivian F. M. Olson, Edith Helen Proctor, 
Eugene S. Richards, Isabell B. Valdes. 

Cotorapo—Mary Alice Rankin. 

FLoripA—Kenneth B. Hait. 

Grorcia—Nina Cox. 

Hawau—Clayton J. Chamberlin, John T. Ferreira, 
Jr., L. A. Gaspar, Reinhart L. Hugelen, Mrs. Mary 
K. Kauila, Nawai Kekoolani, Mabel V. Lacy, Mrs. 
Dollie K. Richmond, Mrs. Martha E. R. Wakefield. 

ILuinois—Ray S. Erlandson, Mrs. Mildred C. 
Horner, Mrs. Lucie H. Schacht. 

INDIANA—Emmet Eiler. 

lowa—George H. Kellogg, R. Arno Peet, C. W. 
Sankey, Isabelle P. Sloan. 

Kansas—Dewey Bennett. 

Kentucky—Orie P. Gruelle. 

LoutsiaNA—W. E. Farber, Caroline S. Pfaff. 

MarRYLAND—Lloyd M. Bertholf, Edna E. Correll. 

MAssACHUSETTS—Ruth M. Lang, Jasper R. Moul- 
ton. 

MicHIGAN—Fern E. Bickford, C. L. Dorsey, John 
C. Hoekje. 

MississipP1—P. H. Easom. 

MissourI—Lily Jane Holtzapple, Roy Lee Ramey, 
Otis A. See. 

Montana—N. C. Abbott. 

NesrasKA—Bess Bowen. 

New Jersty—Ernest C. Witham. 

New York—Roy L. Butterfield, A. Elmo Cole. 

Norro Dakota—Virgil A. Reed, Troy J. Wilson. 

Oxn1to—Helen Coles, S. A. Hall, Joseph A. Moore, 
Charles R. Van Eman. 

OKLAHOMA—Ellsworth Collings. 

OrEcoN—John Francis Cramer, Vernon G. Hender- 
son. 

PENNSYLVANIA—R. W. Beamer, Jo Hays, J. Fred 
Holloway, Carrie Belle Parks. 

Porto Rico--J. P. Blanco. 

TENNESSEE—J. P. Dyer, R. H. Erwin. 

Texas—Margaret A. Crockett, Richard O. Jonas, 
W. C. Lyons. 

VERMONT—Clayton L. Erwin. 

—— Vircinta—Orell Adair Phillips, H. L. Van 
amp. 

Wisconsin—Beverly B. Burling, O. H. Caspers, 
Alexander R. Graham, L. C. Montgomery, August 
Newman, William F. Osius, Mrs. Ella Williams. 

Wyominc—Raymond H. White. 


4 ew FOLLOWING schools have completed 
their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the December JouRNAL. 


A star preceding the name of a school 
indicates enrolment in vitalized group study 
and faculty meetings as outlined on p240 of 
the October JoURNAL. 





Twelve Years 


Cotorano—Pueblo, District Number 20, Columbian, 
Corona, Danforth. 


Eleven Years 


Catirornia—San Francisco, Pacific Heights. 

Cotorapo—Greeley, Central Platoon; Pueblo, Dis- 
trict Number 20, Bessemer, Central Grade, Edi- 
son, Minnequa. 

lowa—Keokuk, Elementary Teachers Club. 

Missourt—Sedalia, Horace Mann, Mark Twain. 

Orecon—Salem, Englewood. 





PENNSYLVANIA—Alftoona, Altoona Public Schools, 
Adams, Allegheny, Baker, Curtin, East End, El- 
dorado, Emerson, Endress, Fairview, Franklin, 
Garfield, High, Irving, Jefferson, Keystone, 


Lincoln, Logan, Lowell, McKinley, Junior High, 
Madison, Miller, Noble, Penn, Pleasant Valley, 
Prospect Park, Roosevelt Junior High, Stevens, 
Washington, Webster, Wehnwood, Whittier, Wood- 
row Wilson, Wright; Erie, Franklin. 





































Greetings from President 
Pyrtle 


| geneg best wishes for the new 
year! May it be for every 
| teacher a year of happy achievement. 
The profession is at work on its prob- 
lems as never before. Among the great 
projects which are being carried for- 
ward in state after state and in the 
nation are: 











1. The enlistment of the profession to- 
ward the goal of 100 percent membership in 
local, state, and national associations 
| 2. Life enlistment in behalf of permanent 
| professional service 

3. Vitalized group study and faculty meet- 
ings using the journals of state and na- 
tional associations 

4. Every teacher at work on the problems 
of the profession with a fuller understanding 
of such questions as tenure, retirement, 
| salaries, and the training of teachers 

5. Revision of the curriculum to meet the 
new needs of today’s life 

6. Better articulation of the various units 
of the school system 

7. The interpretation of the schools through 
| American Education Week 
| 8. The strengthening of state departments 
of education and the creation of a federal 
department of education with a secretary in 
the President’s cabinet 

9. Preparation for the celebration of the 
Horace Mann Centennial in 1937 








May every school work on some of 
| these projects—perhaps five out of 
| the nine. The teaching profession to- 
| day has a large place in American life. 
The people are turning to the schools 
with a rich and abundant faith that 
they will provide a fair start in life 
for our thirty million youth. Did any 
body of professional people ever face 
a greater challenge than this? 





Ten Years 


Cotorapo—Colorado Springs, Buena Vista, Long- 
fellow, *Washington; Pueblo, District Number 20, 
Carlisle, Lake View, Wildeboor. 

Intrnois—Moline, Lincoln, Willard; Rock Island, 
Washington Junior High. 

MASSACHUSETTS— Brookline, Cabot. 

Missourt—St. Joseph, St. Joseph Public Schools, 
*Bartlett, Benton High, Bliss, Central High, Doug- 
lass, Ernst, Eugene Field, Floyd, Garfield, Green 
Valley, Hall, Hosea, Humbolt, Hyde, Jackson, 
Junior College, Krug, Lafayette High, Lincoln, 
Longfellow, McKinley, Maxwell, Musser, Neely, 
Noyes, Owen, Robidoux, Sherwood, South Park, 
Washington, Webster, Whittier, Wyatt, Young; 
St. Louis, Simmons; Sedalia, *Broadway, Jefferson, 
Smith-Cotton High, Washington, Whittier. 

NesrasKA—Lincoln, Bancroft, Capitol, Everett Junior 
High, Hawthorne, Hayward, Park, Whittier Junior 
High, Willard. 

New YorkK—Mount Vernon, William Penn. 

PENNSYLVANIA—Pittsburgh, Knoxville Junior High. 

Vircinia—Norfolk, Henry Clay. 

Wisconsin—Fond du Lac, Fond du Lac Public 
Schools, Bragg, Cleveland, Franklin, Grant, Jeffer- 
son, *Lincoln, McKinley, Roosevelt Junior High, 
Senior High, Vocational, Washington, Wilson. 


[31] 


Nine Years 


CALIFORNIA—San Jose, Washington; Santa Barbara, 
Garfield, *McKinley, Lincoln, *Roosevelt, Wilson. 

CoLorap0o—Arvada, *Public; Denver, Ironton, Lin- 
coln; Montrose, Central. 


ILLINOGIS—Moline, Logan; Waukegan, Waukegan 
Township High. 

Maine—Dexter, Pleasant Street. 

MASSACHUSETTS—Brookline, Runkle; Springfield, 


Homer Street. 

MICHIGAN—Grand Rapids, *Palmer. 

NEBRASKA—Lincoln, Belmont, Elliott, Hartley, Long- 
fellow, Normal, Randolph, Saratoga. 

Nevapa—Las Vegas, Elementary. 

New YorK—Mount Vernon, DeWitt Clinton Ele- 
mentary, Hamilton, Robert Fulton. 

On10o—Cincinnati, Vine; Lorain, Brownell, Harri- 
son, Lowell; Norwood, Allison Street, Sharps- 
burg; Toledo, Lincoln. 


Eight Years 

ARIZONA—Globe, Globe Public Schools, Central, 
East Globe, High, Hill Street, Noftsger Hill; 
Phoenix, Phoenix Public Schools, Adams, Booker 
T. Washington, Capitol, Douglas, Dunbar, Emer- 
son, Fillmore, Franklin, Garfield, Grant, Jackson, 
Kenilworth, Lincoln, Longfellow, Lowell, McKin- 
ley, Monroe, Robert Louis Stevenson, Washing- 
ton, Whittier; Tucson, Roskruge. 

CALIFORNIA—Glendale, Colorado Street, Magnolia; 
Santa Ana, Roosevelt. 

CoLorapo—Boulder, University Hill; Sterling, Sterl- 
ing Public Schools, Franklin, High, *Junior High, 
Lincoln. 

I_tt1Nois—Moline, Central Grammar, Garfield, Gren- 
nell, Washington. 

INDIANA—Anderson, Anderson Public Schools, Cen- 
tral Avenue, Columbia, Hazelwood, Jefferson, 
*Junior High, Junior High Annex, Lincoln, Long- 
fellow, Mt. Hope, Park Place, Riley, Senior High, 
Seventh Street, Shadeland, Twenty-Ninth Street, 
*Washington; Wabash, *Wabash Public Schools, 
Century, East Ward, Junior High, Miami, Senior 
High, South Side, West Ward. 

lowa—Sioux City, Lowell. 

Kansas—Salina, *Salina Public Schools, Bartlett, 
Dunbar, Franklin, Hawthorne, Lincoln High, Long- 
fellow, Lowell, Oakdale, Phillips, Roosevelt, 
South Park, Washington High, Whittier. 

MicHiGAN—Detroit, White; Grand Rapids, Sibley: 
Mount Clemens, *Mount Clemens Public Schools, 
Alexander Macomb, Clemens, Dickinson, A. T. 
Donaldson, Grant, High, Lincoln, Woodrow Wil- 
son; South Haven, South Haven Public Schools, 
Central, Hartman, Indiana, *Junior High, Senior 
High. 

Missourit—Sedalia, Sedalia Public Schools, Broad- 
way, Horace Mann, Jefferson, Mark Twain, Martha 
Letts Junior High; Smith-Cotton High, Washing- 
ton, Whittier. 

New Jersey—Kearny, Franklin, Nathan Hale; New 
Brunswick, Lord Stirling; Plainfield, Lincoln. 

New YorK—Lockport, DeWitt Clinton, Hawley 
Street, Intermediate, Part Time Continuation, Wal- 
nut Street, West Avenue, William Street; Mount 
Vernon, Columbus, Jefferson, Lincoln. 

On1o—Lorain, Hawthorne Junior High, High School, 
Lincoln, Whittier Junior High; Oberlin, Oberlin 
Public Schools, Centennial, Junior High, Pleasant 
Street, Prospect Street, *Senior High; Scienceville, 
Coitsville Public Schools, Buckeye, Coitsville, Cen- 
ter, Geography Hall, John White, Scienceville 
Grade, *Scienceville High, Thorn Hill Avenue, 
Thorn Hill, Warren Richey. 

PENNSYLVANIA—Altoona, Keystone, Logan, McKin- 
ley Junior High, Noble; Pittsburgh, Continuation. 

VirciniA—L ynchburg, Frank Roane. 

WISCOoNSIN—W ausau, Irving, John Marshall. 


Seven Years 


ARIZONA—Jerome, Jerome Public Schools, Adminis- 
tration Building, Clark Street, High, Main Street, 
Walnnt Gulch. 

CaLirorNiA—Los Angeles, Melrose Avenue; Mon- 
rovia, Orange Avenue; San Jose, Gardner, Santa 
Ana, McKinley. 

Cotorapo—Colorado Springs, Arensdale, Whittier; 
Denver, Alcott; Rocky Ford, Rocky Ford Public 
Schools, High, Liberty, Lincoln, Washington. 

Connecticut—Darien, High. 

De_aware—Wilmington, *Number 13, Number 21, 
Number 23. 

Inurvois—Blue Island, Lincoln, Whittier; Cham- 
paign, Colonel Wolfe; Decatur, Roosevelt Junior 
High; Dundee, Dundee Grade; Moline, Ericsson, 
High, Irving, McKinley, Roosevelt; Pontiac, Pon- 
tiac Public Schools, Central, Ladd, Lincoln, Spe- 
cial Teachers Department, Washington; Waukegan, 
North. 


| 
| 
| 


— ee 
ea IE ET 





lowa—Council Bluffs, Longfellow; Sioux City, Long- 
fellow. 

KaNnsas—Lawrence, New York. 

MARYLAND— Galena, High. 

MaASSACHUSETIS—-Brookline, Sewall. 

MicHIGAN—Cadillac, Cadillac Public Schools, Cass, 
Cooley, Emerson, Franklin, High, Lincoln, McKin- 
ley, Whittier; Detroit, Guyton; Grand Rapids, 
Finney, Madison. 

Nepraska—Lincoln, Lake View, Prescott. 

New Jersey—Plainfield, Stillman, Washington; West 
New York, Number 1. 

New York—Binghamton, 
tunity, Pine Street, 
Wilson. 

Oniw—East Cleveland, Caledonia; Lorain, Irving 
Junior High, *Longfellow Junior High; Norwood, 
North, Norwood View; Wooster, Beall Avenue; 
Zanesville, Zanesville Public Schools, Columbia, 
Garfield, Grant, Grover Cleveland Junior High, 
Hancock Junior High, Jackson, Lincoln, Madison, 
McIntire, Monroe, Mexahala, Munson, Norval 
Park, Pioneer, Senior High, Sheridan, Stemler, 
Theodore Roosevelt Junior High, West View. 

OreEGON—Hood River, Hood River Public Schools, 

Primary, Junior High, Park Street, Senior 


Laurel 
Thomas 


Avenue, 
Jefferson, 


Oppor- 
Woodrow 


Coe 
High. 
PENNSYLVANIA—Erie, Garfield; Mauch Chunk, First 
Ward; Pittsburgh, Friendship. 
SoutH Dakota—Sioux Falls, Bancroft, 
ViRGINIA—Lynchburg, Biggers. 
West VirGintAa—Charleston, Roosevelt Junior High; 
Clarksburg, Central Junior High. 
WYoMING—Diamondbville, Public 
Number 2. 


Mark Twain. 


School District 


Six Years 


ArIZONA—Bisbee, Central; Flagstaff, Emerson, High; 
Hayden, Grammar; Nogales, Nogales Public 
Schools, Elm Street, Grand Avenue, High, Lincoln, 
Plum Street. 

CALIFORNIA—Los Angeles, 
Jose, Grant, Hawthorne, 
dena, Lincoln Park. 

CoLorapo—Brush, Brush Public Schools, Central, 
Hagan, Knearl, Liberty, Union High; Colorado 
Springs, Midland, Roswell, Steele; Denver, Brom- 
well, Fairmont, Gilpin, Globeville, Logan, Mont- 
clair, Stevens, Thatcher, Twenty-fourth Street, 
Webster, Whittier, Wyman; Englewood, North 
Englewood; Erie, Erie Consolidated; Louisville, 
Louisville Public Schools; Pueblo District Num- 
ber 1, Bradford, Hinsdale, Irving, Park View, 
Riverside, Somerlid, Thatcher; Pueblo District 


Amestoy Avenue; San 
Longfellow, South Pasa- 


Number 20, Pueblo Public Schools, District Num- 
ber 20, Bessemer, Carlile, Central Grade, Central 


High, Central Junior High, Columbian, Corona, 


Danforth, Edison, Lake View, Lincoln, Minnequa, 
Wildeboor. 


Connecticut—Darien, Fifth Street. 

DeLAwaARE—Wilmington, Number 5, Number 9. 

FLoriwa—Dade County, Hialeah Junior High, Hia- 
leah, Highland, Southside; Pinellas County, Ele- 


mentary, Junior-Senior High; St. Petersburg, *For- 
est Hills. 


Department of Superintendence Yearbook Commission 


Albert S. Cook 
Baltimore, Maryland 


Zenos E. Scott 
Springfield, Mass. 





Charles L. Spain 
Detroit, Michigan 


Leo J.. Brueckner 
Minneapolis, Minnesota 


. THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1930 





Ipano—Idaho Falls. Eagle Rock, Eastside, *River- 
side; Pocatello, Lincoln. 

ILtinois—Bilue Island, Blue Island Public Schools, 
Greenwood, High, Lincoln, Paul Revere, Sanders, 
Whittier; Champaign, Avenue, Dr. Howard, 
Gregory, South Side; Chicago, Parker Practice; 
Chicago Heights, Garfield, Grant, Jefferson, 
Lincoln, Roosevelt; Dundee, Carpentersville, 
Dundee Community High; Jacksonville, David 
Prince Junior High, Franklin, Jefferson, Josephine 
Milligan, Lafayette, Morton, Washington; Moline, 
Moline Public Schools, Central Grammar, Erics- 
son, Garfield, Grant, Grennell, High, Irving, 
Lincoln, Logan, McKinley, Manual Arts, Roose- 
velt, Washington, Willard, William Carr; Mon- 
mouth, Central; Rock Island, Edison, Eugene 
Field, Grant, Hawthorne, Horace Mann, Irving, 
Lincoln, Longfellow. 

INDIANA—East Chicago, Garfield, Elwood, Osborn; 
Hammond, *High, Technical-Vocational; Michigan 
City, Canada, Jefferson; South Bend, Muessel; 
Terre Haute, Albert Lange. 

Kansas—Hutchinson, Avenue A, *Grandview, North 
Side, Roosevelt. 

Kentucky—Louisville, Salisbury. 

Maine—Portland, North, Presumpscot. 

MassacHusetts—Beverly, Washington; 
Lawrence. 

MicHIGAN—Detroit, 


Brookline, 


Lynch, Western Senior High; 

Grand Rapids, Dickinson, Lexington; Jronwood, 
Newport; Onaway, Onaway Public Schools. 

MINNESOTA— Minneapolis, Longfellow. 

Nesraska—Lincoln, Lincoln Public Schools, Ban- 
croft, Belmont, Bethany Junior and Senior High, 
Capitol, Clinton, College View Elementary, Col- 
lege View Junior and Senior High, Elliott, 
Everett Junior High, Hartley, Hawthorne, Hay- 
ward, Huntington, Irving Junior High, Jackson 
Junior-Senior High, Lake View, Lincoln High, 
Longfellow, Normal, Park, Prescott, Randolph, 
Riley, Saratoga, Sheridan, Supervisors Department, 
Twenty-sixth and O Street Junior High, Van 
Fleet, Whittier Junior High, Willard. 

Nevapa—District Number 1, Educational District 
Number 1 Schools, Bunkerville, Mesquite, Moapa, 
Overton, St. Thomas. 

New Hampsuire—East Rochester, Grammar. 

New JerseY—Hackensack, Hackensack Public 
Schools, Broadway, Fairmount, First and High 
Street, High, Jackson Avenue, Longview Avenue, 
*State Street, Union Street; Neptune, Ridge Ave- 
nue, Whitesville; Mew Brunswick, Livingston; 
Ocean Grove, Grade; Plainfield, Irving. 

New YorKk—Binghamton, Abraham Lincoln, 
topher Columbus, George Washington, 
Street, Rossville. 

On10—Cuyahoga County, Cuyahoga County 
Schools, Beechwood, Berea Central Elementary, 
Berea High, Bratenahl, Brecksville, Broadview, 
Brooklyn Village, Brook Park, Butternut Ridge, 
Chagrin Falls Elementary, Chagrin Falls High, 
Coe, Dover Elementary, Dover High, Fair Street, 
Fairview High, Forest View, Garfield Elementary, 
Garfield High, Garnett, Gates Mill, Gilles-Sweet, 
Henry J. Schaaf Junior High, Independence, Maple 


Chris- 
Robinson 


Public 


George D. Strayer 
New York City 


Fred C. Ayer 
Austin, Texas 





Frank W. Ballou 
Washington, 


William H. Burton 
Chicago, Illinois 


Leaf, Mayfield Center, Mayfield High, Mayfield 
Road, Miles Heights, North Royalton, Oakville, 
Olmsted Falls, Orange, Park Knoll, Parkview 
High, Parma Senior High, Pearl Road, Richmond 
Heights, Roosevelt, Solon, State Road, Strongs- 
ville, Thoreau Park, Valley View, Warrensville; 
Logan County, Logan County Public Schools, Belle 
Center Village, Bokescreek Rural, DeGraff Village, 
Harrison Rural, Huntsville Village, Iron City 
Rural, Jefferson Rural, Lake Rural, Monroe Rural, 
Perry Rural, Quincy Village, Rush Creek Village, 
Stokes Rural, Washington Rural, West Liberty 
Village, Zane Rural; London, London Public 
Schools, Grade, High; Lorain, Lorain Public 
Schools, Fairhome, Garden Avenue, Garfield, Oak- 
wood; Norwood, Norwood Public Schools, Allison 
Street, High, Norwood View, North, Sharpsburg, 
Williams Avenue. 

PENNSYLVANIA—Altoona, 
rado, Endress, Lowell, Pleasant Valley, Wehn- 
wood, Whittier, Woodrow Wilson; Chester, 
Morton, Starr; Erie, Glenwood, *Marshall; Meuch 
Chunk, Asa Packer; Pittsburgh, James E. Rogers. 

Texas—-Houston, Alamo. 

Utan—Jordan District, Jordan District Public Schools, 
Bingham Central, Bingham High, Bluffdale, Butler, 
Copperton, Crescent, Draper, Granite, Herriman, 
Highland Boy, Jordan High, Lark, Midvale, River- 
ton, Sandy, South Jordan, Union, Upper Bingham, 
West Jordan; Salt Lake City, Washington; South 
Sanpete District, South Sanpete District Public 
Schools, Axtell Elementary, Centerfield Grade, 
Clarion Grade, Ephraim Junior High, Ephraim 
Primary, Ephraim Senior High, Fayette Grade, 
Gunnison Grade, Gunnison High, Manti Junior 
High and Elementary, Manti Senior High, May- 
field Junior High and Elementary, Sterling Grade. 

VERMON1—Brattleboro, Canal Street. 

WEs1 VirGinta—Charleston, Kanawha, 
Morgantown, Central, Chestnut Ridge, 
Dorsey, Evansdale, Flatts, Seneca, 
Woodburn, Woodland; Sistersville, 
Street. 

WISCONSIN—Madison, *Randall; Wausau, Wausau 
Public Schools, Central, Franklin, Grant, Irving, 
John Marshall, Junior High, Lincoln, Longfellow, 
Marathon County Normal, Senior High, Voca- 
tional, Washington; Wauwatosa, Aetna Park. 


Baker, East End, Eldo- 


Union; 
Dellslow, 
Star City, 
High, Main 


Five Years 
ALABAMA—Birmingham, *Avondale, 
son. 
ALASKA—Juneau, Juneau Public Schools. 
ARIZONA—Florence, Florence Union High. 
CALIFORNIA—Anderson, Union High; Davis, Davis 
Joint Grammar, Davis Joint Union High; Glen- 
dale, Benjamin Franklin, Cerritos, *Horace Mann, 
John C. Fremont, John Marshall, John Muir, 
Thomas A. Edison, Verdugo Woodlands; Hay- 
ward, Muir; Long Beach, *Lincoln; Los Angeles, 
Amelia Street, Eighty-seventh Street, Garvanza, 
Hyde Park, James A. Garfield High, Rosemont 
Avenue, Thirty-sixth Street; Monrovia, May- 
fiower; Pasadena, *John Muir Technical High; 


Stonewall Jack- 


I. Jewell Simpson 


D. C. Baltimore, Maryland 


Arvil S. Barr 
Madison, Wisconsin 





30 Vol. 1Y, No. 1 


“THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 33 





ield 

ille, 

‘iew 
ond 

ngs- 
lle; 

elle 
age, 
City 
ural, 
lage, 
erty 
ublie 
ublic 
Oak- 
lison 


burg, 


Eldo- 
/ehn- 
ester, 
[auch 
gers. 


nools, 
utler, 
iman, 
tiver- 
gham, 
South 
Public 
jrade, 
hraim 
srade, 
Junior 

May- 


Grade. 


Jnion; 
llslow, 
City, 
Main 


Vausau 
Irving, 
fellow, 

Voca- 


k. 


Jack- 


Davis 
Glen- 
Mann, 
Muir, 
Hay- 
ingeles, 
irvanza, 
osemont 
. May- 
High; 


on 
yland 


San Francisco, Franklin, Patrick Henry; San Jose, 
*Woodrow Wilson Junior High. 

Cotoravo—Colorado Springs, Garfield, Helen Hunt, 
Ivywild, West Junior High; Denver, Alameda; 
Fort Lupton, Fort Lupton Public Schools; Pueblo, 
District Number 1, Pueblo District Number 1 
Public Schools, *Bradford, *Fountain, High, *Hins- 
dale, *Irving, *Park Hill Junior High, *Park View, 
*Riverside, *Somerlid, *Thatcher. 

Connecticut—Bridgeport, McKinley. 

District oF CoLuMBiA—Washington, Blow, Langdon. 

FLoriwa—Fort Lauderdale, South Side. 

Grorcia—Atlanta, Grant Park. 

IpaHo—Idaho Falls, *Idaho Falls Public Schools, 
Central and Junior High, Emerson, Senior High; 
Kellogg, Kellogg Public Schools, High, Lincoln, 
Sunnyside, Wardner, Washington; Rexburg, Rex- 
burg Public Schools. 

Inuinois—Broekfield, Brookfield Public Schools; 
Champaign, Lawhead, Willard; Chicago Heights, 
Chicago Heights Public Schools, Franklin, Gar- 
field, Grant, Jefferson, Lincoln, McKinley, Roose- 
velt, Washington, Washington Annex; Cicero, John 
J. Sherlock, Woodbine; Daytona Beach, Seabreeze 
High; East St. Louis, Charles Cannady, Long- 
fellow; Evanston, Dewey, Lincolnwood, Orrington; 
Rock Island, Franklin Junior High; Watseka, Wat- 
seka Public Schools, North Side Grade, South 
Side Grade, Watseka Community High. 

INDIANA—Butler, High; Fort Wayne, Washington; 
Martinsville, High. 

Kansas—-Lawrence, Woodlawn. 

KentuckY—Louisville, 1. N. Bloom, John Marshall. 

Maine—Presque Isle, Aroostook State Normal. 

MASSACHUSETTS—Beverly, *McKay; Everett, Devens; 
Malden, Judson; West Springfield, Park Avenue. 

MICcHIGAN—Detroit, Columbian, *Monteith, Scripps; 
Traverse City, Traverse City Public Schools, Board- 
man Avenue, Central, Elmwood Avenue, Junior 
High, Oak Park, Senior High, Union Street. 

Minnesota—Cloquet, Central, Garfield; Minneapolis, 
Webster. 

Missourt—Aansas City, Greewood, Sanford B. Ladd, 

Nevapa—East Ely, Public; Reno, Junior High. 

New Jersey—Atlantic City, Household Arts De- 
partment, Junior High; Bridgeton, Pearl Street, 
South Avenue; Camden, C. K. Evered, Northeast, 
Sewell; Monroe Township, Maple Grove; New 
Brunswick, Roosevelt Junior High; Plainfield, 
Bryant, Jefferson, Whittier; Sea Isle City, Sea 
Isle City Public Schools. 

New York—Ardsley, Ardsley High; Binghamton, 
Binghamton Public Schools, Abraham Lincoln, 
Alexander Hamilton, Benjamin Franklin, Central 
High, Central Junior High, Christopher Colum- 
bus, Continuation, Crippled Childrens, Daniel S. 
Dickinson, *East Junior High, Fairview, George 
Washington, *Jarvis Street, Laurel Avenue, Op- 
portunity, Pine Street, Robinson Street, Rossville, 
Theodore Roosevelt, Thomas Jefferson, Woodrow 
Wilson; Lockport, Emmet Belknap; Mount 
Vernon, Longfellow, Nichols Junior High; Sche- 
nectady, S. B. Howe. 

On1to—Akron, Glover, Mason; Ashtabula, *Harbor 
Special Public Schools, High, Jackson, Washing- 





ton; Bellevue, Ellis, Junior High, McKim, Pike; 
Cleveland, Waverly; Columbus, Main Street, 
Stewart Avenue; East Cleveland, Shaw High; 
Mansfield, Senior High; Middletown, Middletown 
Public Schools, Booker T. Washington, Central, 
Garfield, Jefferson, Lincoln, North, Roosevelt, 
*Sherman, *South, Young; Oakwood, Shafor Boule- 
vard; St. Paris, Johnson-St. Paris Public Schools; 
Springfield, Springfield Public Schools, Automo- 
tive, Blair, Broadway Primary, Bushnell, Central 
Junior High, Continuation, Elmwood, Emerson, 
Frey Grade, Frey Junior High, Fulton, Garfield, 
Gray, Highlands, Jefferson, Kenwood Heights, 
Lagonda, Lincoln, McKinley, Northern Heights, 
Northern, Roosevelt Junior High, Schaefer Junior 
High, Senior High, Snyder Park Junior High, 
Southern, Warder Park, Washington, Western; 
Warren, Market Street; Youngstown, Elm Street. 
OreEGON—Boring, Boring Public Schools; La Grande, 
La Grande Public Schools, Central, Greenwood, 
High, Riveria, Willow; Newberg, Harding. 
PENNSYLVANIA—A bington, Abington Public Schools, 


Abington Township High, Elementary, Glenside 
Weldon, Highland, McKinley, North Glenside, 
Overlook, Park, Roslyn; Chester, |. Graham, 
*Howell; Indiana, Faculty of the State Teachers 
College; Packerton, Packerton Independent; 
Radnor Township, Wayne Primary; Reading, 


Tenth and Green Street; Warren, Jefferson. 

SoutH Dakotra—Sioux Falls, General Beadle, Long- 
fellow. 

TENNESSEE—Springfield, High. 

Trexas—Dallas, North Dallas High; Houston, East- 
wood, Hawthorne. . 

West Vircinia—Charleston, Thomas Jefferson Senior 
High, Woodrow Wilson Junior High; Clarksburg, 
West End; Fairmont, William R. White; McDowell 


County, Browns Creek District, Browns Creek 
District Public Schools, Asco, Big Four, Big 
Sandy, Browns Creek, Burke Hollow, Carswell, 


Davy, Eckman, Erin, Hemphill-Capels, Keystone, 
Kimball, King, Landgraff, Maitland, Marytown, 
Mohegan, Premier, Roderfield, Twin Branch, 
Vivian, Welch Grade, Welch High, Welch Junior 
High. 
WIsconsin—K enosha, 
High, *Wiison. 


Frank; 


Wauwatosa, Junior 


Four Years 


ArRIZONA—Clarkdale, Clarkdale 
Safford, *Saftord Public 
Ward, South Ward. 

AKKANSAS—Little Rock, Rightsell. 

CALirorNia—Galt, Galt Joint Union High and Junior 
College; La Crescenta, La Crescenta Public 
Schools, La Crescenta, Lincoln, Montrose; Los 
Angeles, John Burroughs Junior High, Riggin Ave- 
nue; San Francisco, Francisco Junior High; Santa 
Barbara, Montecita Union. 

Cotorapo—Colorado Springs, Pike View; 
Asbury, Columbine, Edison, University Park; 
Eckley, Eckley Public Schools, Grade, High; 
Frederick, Frederick Public Schools; Meeker, 
Meeker Public Schools. 

CoNNECTICUT—T orrington, Southeast. 


Public 
Schools, 


Schools ; 
High, North 


Denver, 


FLoripa—Dade County, Dade County Public Schools, 
Ada Merritt Junior High, Allapattah, Andrew 
Jackson Junior High, Buena Vista, Central, Citrus 
Grove, Coconut Grove, Comstock, Coral Gables, 
Country Club Estates, Dade County Agricultural 
High, Earlington Heights, Florida City, Fulford, 
Hialeah Junior High, Hialeah, Highland, Home- 
stead Junior and Senior High, Homestead Elemen- 
tary, Ida M. Fisher High, Kendall, Kinlock Park, 
Lemon City, Little River, Miami Beach Elemen- 
tary, Miami High, Miramar, Morningside, Ojus, 
Opa Locka, Orange Glade, Orchard Villa, Perrine, 
Ponce De Leon High, Redland Elementary, Red- 
land High, Riverside, Robert E. Lee Junior High, 
Santa Clara, Shadowlawn, Shenandoah Elementary, 
Shenandoah Junior High, Shore Crest, Silver Bluff, 
South Miami, Southside, West Little River, White 
Belt, William J. Brfan Elementary, William J. 
Bryan Junior High. 

Gerorcia— Macon, Bellevue. 

ILLinois—Burlington, Township High; Champaign, 
Central, Columbia, Marquette; Cicero, Wilson; 
DePue, *DePue Public Schools; Lockport, Taft; 
Monmouth, Garfield, Harding, Willitts; Rockford, 


*Turner, P. R. Walker; Shabbona, Community 
High and Consolidated Grade. 
INDIANA—Martinsville, Central; Michigan City, 


Michigan City Public Schools, Canada, Central, 
Eastport, Elston, Garfield, James Whitcomb Riley, 


Jefferson, Junior High, *Marsh, Park, Senior 
High; Rushville, Belle Gregg. 
Kansas—Lawrence, McAllaster; Norton, Junior 


High. 

KENTUCKY—Ashland, Bayless, Coles Junior High, 
John F. Hager, Means, Senior High; Louisville, 
Oakdale. 

MAINE—Augusta, Webster. 

MICHIGAN—Bay City, Whittier; Coldwater, Cold- 
water Public Schools, First Ward, Fourth Ward, 
Lincoln Junior High, Roosevelt Senior High, 
Second Ward, Third Ward; Dearborn, Garrison; 
Detroit, Clark, Coolidge, Cooper, Lyon, Marx- 
hausen, Thomas; Muskegon, Angell, McLaughlin. 

MINNESOTA—-Clouquet, High, Leach; Minneapolis, 
Edith Cavell, Fuller, Loring, Minnehaha. 

Missourr—St. Louis, Roe, Wyman. 

New Jersey—Bridgeton, *High, Monroe Street; Cam- 
den, Mulford; Carney’s Point, Lafayette; Dunellen, 
Roosevelt Junior High; Port Norris, High; 
Trenton, Cadwalader; West Deptford Township, 
West Deptford Township Public Schools, Colonial 
Manor, Mantua Grove, Mantua Terrace, Red 
Bank, Thorofare, Thorofare (Colored), Verga. 

New Mexico—Roswell, East Side, Missouri Ave- 
nue. 

New York—Mount Vernon, Washington 
High; Rochester, Lincoln Park. 

Oun1o—Akron, East High, H. V. Hotchkiss, Howe, 
Lincoln; Bowling Green, Church Street, Ridge 
Street, South; Cambridge, Park Street; Cincinnati, 
Douglass Junior High, Twenty-seventh District; 
Hamilton, Jefferson, Tyler; Youngstown, Joseph 
G. Buller Junior High. 

Orecon—Salem, Highland. 


Junior 


Vicepresidents of the National Education Association 


Willis A. Sutton 


W. H. Holmes 
Atlanta, Georgia 


Mt. Vernon, N. Y. 


John E. Bryan 


William A. James 
Bessemer, Ala. 


Galveston, Texas 


Florence M. Hale 
Augusta, Maine 


Elizabeth McCormick 
Superior, Wisconsin 


Jean L. Soules 


W. F. Bond 
Spokane, Wash. 


Jackson, Miss. 





Uel W. Lamkin 


E. H. Whitney 
Maryville, Mo. 


Portland, Oregon 


Eugenia W. Jones 


S. L. Ragsdale 
Los Angeles, Cal. 


Memphis, Tenn. 








34 THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 





PENNSYLVANIA—Bellevue, *Bellevue Public Schools, 
Grant, High, Jackson; Chester, Gartside, Sun Vil- 
lage; Pittsburgh, Stephen C. Foster; Redstone 
Township, Braynell, Herbert, Orient, Republic, 
Royal. 

Ruope IsLtaNp—Westerly, Bradford. 

Texas—Houston, *David Crockett; 
*Tyrrell. 

Uran—Provo, Provo Public Schools, Franklin, 
Junior High, Maeser, Parker, Senior High, Tim- 
panogos; Salt Lake City, Lafayette. 

VeRMONT—Joknson, *Johnson Junior-Senior High. 

Vircinia—Lynchburg, West End; Portsmouth, Trux- 
ton. 

WASHINGTON—Bellingham, 

and Clark High. 

West Vircinia—Charlestong Bigley, *Elk, Fernbank, 
Glenwood, Mercer, Tiskelwah, *Watts; Elkins, 
Elkins High. 

WISCONSIN—Kenosha, Jefferson; La Crosse, *Hamil- 
ton; Madison, Longfellow, Washington; Manitowoc, 
Cleveland, County Rural Normal, Garfield, *Jef- 
ferson, *McKinley, *Roosevelt, Washington Junior 
High; Wauwatosa, Senior High. 

WyYominc—Sheridan, High. 


Port Arthur, 


Sehome; Spokane, Lewis 


Three Years 

ALABAMA—Birmingham, Barker. 

ARIZONA—Florence, Elementary; Litchfield Park, 
Litchfield Park Public Schools; Willcox, Grade. 
CALIFORNIA—Alameda, Everett, Franklin, Haight, 
Lincoln, Longfellow, Mastick, Porter, Washington; 
Anaheim, Citron, Fremont, La Palma; Bakersfield, 
Beardsley; Glendale, Doran Street, Eugene Field, 
Thomas Jefferson; Los Angeles, Moneta, Ninety- 
second Street; Palmdale, State Demonstration; 
Pomona, Washington; Santa Barbara, *Harding; 

Turlock, Hawthorne, Lowell. 

CoL_orapo—Castle Rock, Castle Rock Consolidated; 
Canon City, Wilson Junior High; ‘Colorado 
Springs, Bristol, Columbia, Liller, Lowell, South 
Junior High; Denver, Adams, Bryant, Evans, 
Grant Junior High; Gypsum, Eagle County High; 
Montrose, Johnson; North Side; Yuma, Yuma 
Public Schools. 

Connecticut—South Norwalk, 
ford, Lordship. 

FLoripa—Daytona Beach, Lenox Avenue; 
Palmetto Public Schools; 
son. 

Georcia—Atlanta, Formwalt, George Avenue, C. J. 
McLendon, Lee Street. 

Hawat—Kalaheo, Kauai, 
lokai, Maunaloa. 

IpaAHo—Boise, Washington, 
Whittier. 

I:.tinois—Bowen, Bowen Community High; 
paign, Champaign High, Lottie Switzer, 
tunity, Special Teachers Department; 
Louis, Woodrow Wilson; Monmouth, Junior 
High; Oak Park, *Oak Park Public Schools, 
Abraham Lincoln, Henry W. Longfellow, Horace 
Mann, James Russell Lowell, John Greenleaf 
Whittier, Nathaniel Hawthorne, Oliver Wendell 
Holmes, Ralph Waldo Emerson, Washington Irv- 
ing, William Beye, William H. Hatch; Ramsey, 
Ramsey Public Schools; River Forest, River 
Forest Public Schools, Lincoln, Roosevelt, Wash- 
ington; Rockford, Blake, *Church, Franklin, Jack- 
son. 

INDIANA—Hammond, Harding, West Park; Martins- 
ville, South. 

lowa—Council Bluffs, Gunn. 

Kansas—Lawrence, ‘*Cordley, Lincoln, Quincy; 
Pittsburgh, Central, Lakside Junior High; Topeka, 
Highland Park Public Schools. 

KeNTUuCKY—Ashland, John Grant Crabbe, Oakview, 
Wylie; Louisville, Monsarrat. 

Matne—Portland, Long Island, Special Teachers De- 
partment. 

MARYLAND—Boonsboro, Boonsboro High. 

MASSACHUSETTS—Andover, Bradlee; Athol, Lake 
Park; Everett, Hancock, *Horace Mann, Parlin, 
Winthrop; Melrose, Lincoln, Mary A. Livermore, 
Ripley; Pittsfield, Briggs; Swampscott, Machon. 

MicuiGAN—Detroit, Goodale, Grant, Marion Law; 
Muskegon, Pillsbury. 

Mississippi—Jackson, Davis. 

NEBRASKA—Grand Island, Dodge. 

NevapA—Lyon County, Smith Valley Union Public 
Schools; Mineral County, Hawthorne Grade; Reno, 
McKinley Park; Union County, County High. 

New Jersey—Alloway, Alloway Consolidated; 
Hopewell, Public; Madison, Central Avenue; 
Monroe Township, Cecil; Montclair *Watchung; 
Plainfield, Evergreen; Summit, Franklin. 

New Mexico—Albuquerque, University 
Roswell, Senior High. 

New YorK—Kenmore, 


Washington; Strat- 


Palmetto, 
Tampa, *Thomas Jack- 


*Kalaheo; Maunaloa, Mo- 
Whitney; Pocatello, 
Cham- 


Oppor- 
East St. 


Heights ; 
High 


Harding; 
Street; Mount Vernon, DeWitt Junior High, Wil- 
son Junior High. 


Oun1o—Allensville, Richland Township High; Alli- 


Lockport, 


ance, Alliance Public Schools, Franklin, 
Mahoning Avenue, North Lincoln, 
Park and Broadway, Riverside, 


High, 
North Park, 
Seneca, South 


January, 1930 





Freedom, South Liberty, South Lincoln, State 
Street; Ashtabula, State Road; Bellevue, Bellevue 
Public Schools, Ellis, High, Junior High, McKim, 
Pike; Bluffton, Bluffton-Richland Village Schools; 
Cincinnati, *Kennedy, Mary Dill; Cleveland, 
*Chesterfield, Collinwood, Mt. Pleasant; Columbus, 
Champion Avenue Junior High; Euclid, Roosevelt; 
Fremont, Atkinson, Croghan, Hayes, Otis, Stamm; 
Goshen, *Public; Lockland, Springdale; Oakwood, 
Oakwood High, Harmon Avenue; Piqua, Bennett 
Junior High, Spring Street, Staunton Street, 
Wilder Junior High; Preble County, Dixon Town- 
ship Centralized; Wyoming, Wyoming Pubiic 
Schools; Youngstown, Parmelee, Wood Street. 

OKLAHOMA—Oklahoma City, Shields Heights. 

PENNSYLVANIA—Dormont, Hllisdale Avenue, Kelton 
Avenue; Erie, Lincoln, Wilson Junior High; Pitts- 
burgh, Bellefield Girls Trade; Redstone Township, 
Colonial Number 3, Filbert, Grindstone, Red- 
stone Township High, Rowes Run, Thompson, 
Tower Hill; Rochester, Rochester Public Schools, 
Adams Street, Jefferson Street, Junior High, 
Senior High. 

SoutH Dakota—Canton, *Canton Public 
Central, East Side, West Side. 

Uran—Davis District, Davis District Public Schools, 
Centerville, Clearfield, Clinton, Davis High, 
Farmington, Kaysville, Layton, South Bountiful, 
South Junior High, Stoker, Syracuse, West Bounti- 
ful, West Point; Juab District, Juab District Pub- 
lic Schools, Central, Levan Grade, Levan Junior 
High, Mills, Mona, Nephi High, Nephi Junior 
High; Logan, Logan Public Schools, Benson, Ellis, 
Junior High, Senior High, Wilson, Webster, 
Woodruff. 

VERMONT—Rutland, Park Street. 

ViRGINIA—Petersburg, Stonewall Jackson. 

West Vircinia—Charleston, Magazine; Clarksburg, 
*Washington Irving High; Morgantown, Cool 
Springs, Dug Hill, Junior High, Marilla, Plain- 
view, Sarver, Summers, Sturgiss, Sturgisson, Rock 
Forge, Suncrest, Vandervort. 

WIscoNSIN—Meanitowoc, *Lincoln High; Shorewood, 
Shorewood Public Schools, High; Wauwatosa, Wau- 
watosa Public Schools, Aetna Park, Junior High, 
Senior High, Wilson. 


Schools, 


Two Years 


ALABAMA — Bessemer, 
Acipco, *Martin, Paul High, Woodrow 
Wilson. 

ARIZONA—Casa Grande, Union High; Kingman, 
Grammar; Miami, Oak Street; Phoenix, Wilson. 

CALIFORNIA—Alhambra, Ramona; Guadalupe, Guada- 
lupe Joint Union; Irvine, San Joaquin; Los 
Angeles, Farmdale, Hoover Street, *Nevin Avenue; 
Monrovia, Huntington; Pomona, Theodore Roose- 
velt; San Francisco, Redding; San Jose, Hester, 
Lowell, M. R. Trace; San Pedro, Barton Hill; 
Santa Ana, Thomas A. Edison; Santa Barbara, 
La Cumbre Junior High, Peabody; Van Nuys, 
Encino Elementary; Walnut Creek, Elementary; 
Whittier, West Whittier. 

CoLorapo—Denver, Boulevard, 
Sherman. 

DELAWARE—W ilmington, Number 11. 
FLoriwa—Jacksonville, Murray Hill; Pierce, *Pierce 
Junior High. 
Georcia—A lbany, 

Street. 

Hawatut—Hana, Maui, Haou. 

IpaHo—Hailey, High. ~ 

ILtrnois—Chicago, Irving Park; Chrisman, *Chris- 
man Township High; Gurnee, Warren Township 
High; Hillsdale, Hillsdale Community; La Grange, 
Cossitt; Rock Island, Frances Willard; Springfield, 
Harvard Park; Villa Park, Villa Park Public 
Schools, Ardmore, Franklin, Lincoln, Washington, 
Westmore. 

INDIANA—Alexandria, Junior High; Fort Wayne, 
Bloomingdale; Indianapolis, Abraham Lincoln, 
Number 25, Number 45, Number 51, Number 61, 
Number 67; Martinsville, Martinsville Public 
Schools, Central, High, South; Terre Haute, Sandi- 
son. 

Iowa—Council Bluffs, Bloomer, Walnut Grove. 

Kansas—Garnett, High, Irving, Longfellow; Kansas 
City, *Roesland; Lawrence, Pinckney; Wichita, 
Carleton. 

KENTUCKY—Louisville, Margaret Merker, Theodore 
Roosevelt. 

Maine—Portland, Cliff Island. 

MarYLAND—Baltimore, Howard Park. 

MASSACHUSETIS—Ashburnham, Dolly Whitney 
Adams; Braintree, Jonas Perkins; Everett, Glen- 
dale; Harwich, High; Revere, Governor Brad- 
street; West Springfield, Bridge Street. 

MicHicAN—Deftroit, Field, Marr Training; 
Zimmerman; Grand Rapids, Burton; 
Central. 

MinNeEsoTta—Duluth, Lincoln; St. Louis Park, Eliot. 

Missourr—Kansas City, Central Junior High; Maple- 
wood, Valley, West Richmond, 

Nevapa—Lincoln County, Pioche Public; 
County, Mineral County Public Schools, 


Rutledge; 


Birmingham, 
Hayne 


Elyria, Franklin, 


Broad Street; Atlanta, Peoples 


Flint, 
Ironwood, 


Mineral 
County 





High, Hawthorne Grade, 
pah, *Grade. 

New JerseEY—Camden, Central, Yorkship; Cum. 
berland County, Delmont; Delanco, Delanco Pub. 
lic Schools; Hawthorne, Washington; Heislerville, 
Public; Livingston, Livingston Central; Long Val. 
ley, Washington Township Public Schools; Monroe 
Township, Monroe Township Public Schools, Cecil, 
Hall Street, Maple Grove, Oak Knoll; Montclair, 
George Inness Junior High; Morris Plains, *Pub- 
lic; Newark, Cleveland Junior High; Patterson, 
*Number 13; Plainfield, Maxson; Port Norris, Ele. 
mentary; Ridgewood, Union Street; Rutherford, 
Washington; Ventnor City, Oxford Avenue. 

New YorK—Glens Falls, *South Street; Harstdale, 
Number 7; Mount Vernon, Washington Elemen- 
tary; Rochester, Lewis H. Morgan; Yonkers; 
Number 6. 

Oun1o—Akron, Goodyear Hall, Teachers College of 
the University of Akron; Ashtabula, Ashtabula 
Public Schools, State Road; Cincinnati, Cummins; 
Cleveland, Garfield, Giddings, Lawn, Louisa M. 
Alcott, Mayflower, Patrick Henry Junior High, 
Sackett; Hiram, Hiram Village; Mt. Cory, Union 
Township Centralized; Old Fort, Old Fort Public 
Schools; Piqua, Piqua Public Schools, Bennett 
Junior High, Central High, Favorite iil, North 
Street, South Street, Special Teachers Department, 
Spring Street, Staunton Street, Wiluer Junior 
High; Preble County, Jackson Township Centrali- 
ized Schools; Shaker Heights, Malvern; Toronto, 
Toronto Public Schools, Central, Franklin, Foster. 
ville, *High, Roosevelt; Willoughby, Willoughby 
Public Schools, Browning, Lincoln, Memorial 
Junior High, Union High; Youngstown, Haselton, 

OrEGON—Coos County, Alder Crest, Bandon High, 
Base Hill, Beach View, Bunker Hill, Catching 
Creek, Catching Inlet, Central, Charleston, Coa- 
ledo, Coocton, Eastside, Empire, Etalka, Fairview, 
Flagstaff, Floras Creek, Four Mile, Gravelford, 
Hauser, Haynes Inlet, Kentuck Inlet, Lakeview, 
Lee, Lincoln, McKinley, Merchant, New Lake, 
Norway, Powers, Prosper, Riverton Union High, 
Roy, Seaside, Sitkum, Sumner. 

PENNSYLVANIA—Altoona, Lincoln; Erie, Central 
High; Middletown, Grammar, Wood Street; Pitts. 
burgh, Fort Pitt, Ralston; Radnor Township, 
Rosemont, Grammar, Wayne Primary; 
Redstone Township, Redstone Township Public 
Schools, Allison, Braznell, Brier Hill, Colonial 
Number 3, Filbert, Grindstone, Herbert, Orient, 
Redstone Township High, Republic, Rowes Run, 
Royal, Thompson, Tower Hill; Royalton, Royal- 
ton Public School District. 

SoutH Dakota—Pine Ridge, Oglala Boarding. 

TENNESSEE—Cleveland, *Bradley High; Knoxville, 
Perkins; Springfield, Springfield Public Schools, 
*Main Street, *Woodland Street. 

Texas—Dallas, Eagle Ford; Texarkana, Texarkana 
Junior College, Whitaker. 

Uran—Oasis, A. C. Nelson. 

VirciINniA—Newport News, George Washington, 
Woodrow Wilson; Norfolk, J. B. Hope, Joho 
Marshall. 

West Vircinia—Charleston, Charleston Public 
Schools, Bigley, Chamberlain, Elk, Fernbank, 
Glenwood, Kanawha, Lincoln Junior High, *Lincola, 
Magazine, Mercer, Roosevelt Junior High, South 
Ruffner, Senior High, Thomas Jefferson Junior 
High, Tiskelwah, Union, Watts, Woodrow Wilson | 
Junior High. 

Wisconsin—Haugen, Haugen State Graded; Wausau, 
Marathon County Normal. 


Wrominc—Oakley, Oakley School District Number 
Two. 


Mina Grammar; Tono.- 


Wayne 


Current Year 


ALABAMA—Bessemer, Senior High; Birmingham, 
Graymont, Inglenook, Seventeenth Avenue, South 
Highland. 

ArIzONA—Humboldt, 


Public; Somerton, Grammar; 
Tolleson, 


Pendergast; Willcox, Willcox Public 
Schools, Grade, High; Yavapai County, Camp 
Verde Public School District Number 28, Con- 
gress Junction Public School District Number 17, 
Walker Public School District Number 12. 

ARKANSAS—Hot Springs, Garland Ward. 

CALIFORNIA—Alameda, Versailles; Chula Vista, 
Otay; Costa Mesa, Grammar; Glendale, Glendale 
Public Schools, Benjamin Franklin, Cerritos, Colo 
rado Street, Columbus, Doran Street, Eleanor J. 
Toll, Eugene Field, Horace Mann, John C. Fre 
mont, John Marshall, John Muir, Magnolia, Spe 
cial Teachers Department, Supervisors and A® 
sistants Department, Theodore Roosevelt, Thoma 
A. Edison, Thomas Jefferson, Verdugo Woodlands, 
Woodrow Wi!:on; Inglewood, Kelso; Los Angeles, 
Dahlia Heights, Fries Avenue, Gardner Street, 
Girard, One Hundred and Ninth Street, Sixty-firt 
Street, Valley View; Modesto, Lincoln; Nestor, 
Southwest Junior High; Nevada City, High; 
Pismo Beach, Grammar; Pomona, Alcott; San Fer 
nando, El Retiro; San Francisco, Commodor 
Stockton, Kindergarten Primary Department-Boatl 
of Education, McKinley, Sunnyside, Sutro; S# 
Jose, Horace Mann; Santa Ana, John Muir; Sanlé 


(Continued on page A-268) 





930 


————» 


 ono- 


Cums 

Pub. 
ville, 

Val. 
onroe 
Cecil, 
tclair, 
*Pub- 
'rson, 
, Ele. 
rford, 


tdale, 
emen- 
thers; 


ge of 
tabula 
mins; 
sa M. 
High, 
Union 
Public 
en nett 
North 
‘tment, 
Junior 
‘ntrali- 
pronto, 
F oster- 
oughby 
>morial 
iselton. 
High, 
atching 
, Coa. 
irview, 
velford, 
keview, 
Lake, 
1 High, 


Central 
; Pitts. 
wnship, 
rimary; 
Public 
Colonial 
Orient, 
2s Run, 
Royal- 


soxville, 
Schools, 


>xarkans 


shington, 
e, John 


Public 
ernbank, 
'Lincola, 
h, South 
. Junior 
+ Wilson 


Wausau, 


Number 


mingham, 
ie, South 


;rammar; 
< Public 
y, Camp 
28, Con- 
mber 17, 


» Vista, 
Glendale 
tos, Colo 
leanor J. 
. C. Fre 
olia, Spe 
and A® 
, Thomas 
J oodlands, 
: Angeles, 
er Street, 
Sixty-first 
> Nestor, 
'y, High; 
San Fer 
‘ommodort 
nent-Boatl 
utro; Sa 
uir; Sanlé 


) 


Sixty Years of Distinguished Service 1870-1930 


A Tribute to the Department of Superintendence 


HE INSPIRATION to devote my life 

to education came when I attended 

my first meeting of the Depart- 
ment of Superintendence in 1887,” re- 
cently remarked a noted educator. “I 
had been working as superintendent in 
a small town without any real apprecia- 
tion of the importance of the school. At 
that meeting | met men bigger than any 
| had known before. Their fineness of 
spirit and the nobility of their minds were 
a challenge to my young life and from 
that day to this the meetings of the De- 
partment have been my college of educa- 
tion.”’ He then went on to speak of lives 
that had meant much to him—of the 
great lover of young men, William T. 
Harris; of the artist schoolmaster, Ran- 
dall J. Condon ; of the eloquent humanist, 
William M. Davidson; of the educa- 
tional engineer administrator, George D. 
Strayer; and of a host of others. And so 
it has been with literally tens of thou- 
sands of men and women. ‘The speaker 
went on to remark that he had just paid 
the first instalment of $50 toward his 
contribution of $250 for the research 
fund which the Department has created. 
“I want to do my bit,” said he, “for the 
other boys who are coming on.” Here is 
the living gospel of inspiration. To its 
cumulative force American schools owe 
the idealism and the devotion which has 
lifted them to a high place in American 
life and achievement. 

The Department began its existence 
during those significant years following 
the Civil War when the nation was bind- 
ing up its wounds and laying the founda- 
tions for rapid expansion and rise to na- 
tional greatness. From that day to this 
the Department has met year after year, 
now in this city, now in that, under the 
guidance of able presidents, with pro- 
grams that have drawn upon the finest 
talent in the nation, with opportunity for 
fellowship, and the cultivation of that 
harmony and singleness of outlook which 
are helping to make American schools the 
finest and best schools on earth. 

Visitors from other lands are often 
surprised at the notable unity of educa- 
tional ideals and practise in a vast nation 
Where the control of education is vested 
in state and local authorities. The reason 
lies in our allinclusive national associa- 
tions and in the free movement of edu- 
cational workers from one state to an- 



































The Superintendent 

HE SUPERINTENDENT holds 
i mighty responsibility. 
American life needs unity. 
The school system supplies 
that unity. The school system 
itself needs unity. The super- 
intendent takes the lead in see- 
ing that 
Someone must be responsible 
for all children—the rich and 
the poor, the weak and the 
strong, the crippled and the 
gifted. The 
holds that responsibility. Some- 
one must inspire teachers with 
a keen appreciation of the so- 
cial significance of their work. 


unity is achieved. 


superintendent 


The superintendent sees the 
school in relation to the whole 
life of the community. Some- 
one must know the public with 
its ambitions, enthusiasms, 
prejudices, and whims. Here 
the superintendent is a special- 
ist. Someone must be an apostle 
of fineness and intelligence in 
daily life. The superintendent 
must meet this challenge. | 
Someone must be a _ philoso- 
pher with insight and faith and 
the courage to try new things. 
The superintendent cannot 
escape this responsibility. 
Someone must be a doer, a 
general, an organizer, with the 
energy to carry through. The 
superintendent stands at the 
head of the phalanx. 


other. The best practise is magnified. 

Last night I picked up the Proceedings 
for 1871 and read a speech by the gov- 
ernor of Missouri welcoming the Asso- 
ciation at its meeting in St. Louis. The 
governor protested against the growing 
movement toward compulsory education 
which was then a topic of discussion. But 
the problem would not down, because 
America had a ghastly army of children 


[35] 


out of school which numbered millions. 
Today no one doubts the wisdom of re- 
quiring every child to attend school and 
the age limit has been lifted higher and 
higher to meet the needs of a rising stand- 
ard of living. Thus through discussion 
and the exchange of experience, one basic 
educational problem after another has 
been solved. 

The Department of Superintendence 
has helped educational administrators to 
find themselves and to think through their 
problems. A Federal system of statistics, 
the United States Office of Education, 
compulsory education, the introduction of 
new studies, the revision of the curricu- 
lum, the recognition of scientific research 
in education, the importance of better 
articulation between the various units of 
the school system—these are only a few 
of the advances to which this great de- 
partment has contributed through the 
years. The possibilities of the future are 
almost unlimited. 

This year the Department meets again 
in Atlantic City. Here in 1921 the foun- 
dation was laid for a new period in the 
Department’s growth, leading to the ap- 
pointment of its own permanent secretary 
and the development of better relation- 
ships with the parent association. It is 
to the eternal glory of the American su- 
perintendent that he works hand in hand 
with the American teacher and that both 
superintendents and teachers join in mak- 
ing their contribution to American life 
and the American child through the all- 
inclusive National Education Association. 
Nowhere else in the world is there a finer 
understanding between those who teach 
and those who administer. Misunder- 
standings may arise here and there, but 
in the country as a whole there is har- 
mony, singleness of purpose, devotion to 
the same ideals, determination to give 
every boy and girl a fair start. 

At sixty years of age the Department 
stands as a lusty youth ready for the great 
tasks that lie ahead. School administra- 
tion now ranks with engineering and the 
other major professions. It has a remark- 
able record of efficiency, integrity, and 
public devotion. It has set standards 
which business, industry, and other phases 
of public life will come more and more 
to adopt. Where could one find a more 
glorious example of the power of profes- 
sional loyalty and cooperation ?—J.E.M. 





Vitalized Group Study and Faculty Meetings 


SCHEDULE of their faculty meet- 

ings sent in by Principal Donald 

E. ‘Tower of East Junior High 

School, Binghamton, New York shows 
these good points: 


1. Meetings are planned well in advance 
from September 18, 1929 to April 30, 1930. 
2. A committee of from 3 to 5 teachers is 
responsible for each except the 


first, assigned to a single speaker. 


meeting, 


3. The time given to each person is lim- 
ited—20 or 30 minutes. 

4. The number of meetings is evidently 
suited to holiday and mid-year registration 
needs—usually once a month but sometimes 
every 2 or 3 weeks. The day of the week is 
always the same—Wednesday. 

5. The topics are truly of the vitalized 
type, such as are discussed in current educa- 
tional literature and are keyed to local con- 
ditions: 

The seven objectives of education what we should 
and are doing to attain them; a comparison of East 
Junior with “The School of Tomorrow” as described 
in the NEA Journat of January 1929; waste in 
East Junior; understanding the child’s personality ; 
character education; how to make clubs in East 
Junior function; the home room as a working unit; 
the mental health of the child; school and home 


cooperation; how East Junior is keeping up with edu- 
cational progress as shown in recent publications. 


It is a safe guess that the teachers of 
Binghamton East Junior High enjoy 
their meetings and consider them an im- 
portant means of professional growth. 

Martha B. Lummis, principal of Cas- 
sady School, Camden, New Jersey has 
followed a procedure similar to the sug- 
gestions on page 280 of the November 
1929 JOURNAL: 


I asked the teachers to submit to me sug- 
gestions for our weekly teachers’ meetings. 
Their suggestions had a range of 14 topics. 
These topics were listed and each teacher 
given a copy of the list. Each teacher showed 
her choice by numbering the topics. As a re- 
sult we secured the following information, 
the subjects given in order of preference: 

How to conduct group activity; ways and means 
of dealing with our own teaching problems; review 


of articles from educational journals; discussion of 
the newest methods in education; music appreciation 


for its cultural value and for relaxation; how to 
secure courtesy without using discipline; teaching 
spelling; reading aloud some worthwhile book along 
pedagogical lines; correction of speech defects; devices 
for arithmetic drill; New Jersey educational news; 
discussions of methods in subjects in which individual 
teachers excel—the discussion conducted by the 


teacher; interesting and profitable seat work; demon- 
Stration lessons. 


From the above topics the program for our 
teachers’ meetings was made. As you will 
see it has included the use of articles in both 
the national and the state journals. 


A publication of the Goshen, Ohio 


schools contains this statement: 


The words, teachers’ meetings, may sug- 
gest to many teachers something dull and un- 
interesting, something to sit through while 
the superintendent preaches to his teachers 
and commands them to do thus and so. 

Not so at Goshen School. Every Monday 
evening you will find all the teachers assem- 
bled in the office eager for the meeting to 
begin. Our meetings are not just a place to 
air our troubles of the classroom. 

Read over the following assignments Sup’t 
Hoggatt made of our meetings and form 
your own conclusions: 


Teaching and character in school learning; plays 
and games for grades 1, 2, 3; democracy in Ameri- 
can higher education; the value of the poet; the 
civic value of Spanish in high school; good citizen- 
ship. (Each topic is presented by a different faculty 
member.) 


Our discussions at these meetings are based 
upon articles in the following school maga- 
zines: Education, THE JOURNAL OF THE NA- 
TIONAL EpucaTion AssociATION, Ohio Schools, 
Ohio Teacher, School Executives Magazine, 
American School Board Journal. 

Our school has had 100 percent member- 
ship in the county, state, and sectional asso- 
ciations for eight years and this is the third 
year for 100 percent membership in the Na- 
tional Education Association. 


The stirring events and gigantic in- 
fluences at work in industry, business, 
national and international affairs, make 
an awakened teaching profession a neces- 
sity. “Every teacher at work on the 

agar aaet 
problems of the profession” is being real- 
ized more every day. The movement for 


vitalized group study and faculty meet- 
ings is an important part of the profes. 
sional awakening. It is a good place to 
begin and will point the way to larger 
growth. What some JOURNAL readers 
think of the idea is shown by these ex- 
cerpts: 


In the past year our teachers have been 
attending faculty meetings on the average 
of two per month; therefore we are glad to 
say that one of these meetings will be de. 
voted to the study of material in THe Jour. 


NAL. The suggestions found in THE JourNat 
will prove very helpful to our teachers at 


these meetings—J. W. Balmer, Pipestone, 
Minn. 


I am very much interested in your plan 
for vitalized group study and faculty meet- 
ings. For years all of the teachers of St, 
Joseph have belonged to NEA.—J. E. Jones, 
St. Joseph, Mo. 


We have made frequent use of this plan 
in the past—W. E. Wenner, Ashtabula, O. 


The JouRNAL checkup—The votes of 
many readers on the 5 articles they like 
best in the November JouRNAL: 


First, The Mental Health of the Teacher 
by J. Mace Andress; second, The Educator 
as Statesman by Ross L. Finney; third, Men- 


tal Hygiene and the Home by Douglas A. 
Thom. 


Suggestive questions for discussion ot 
articles in this issue: 


The Leisure of Tomorrow. How is your school 
encouraging the wiser use of leisure among your 
pupils and in the community ? 

The Bayonne Junior High School. The purpose: 
ful planning for this high school suggests the telic 
responsibility of education discussed by Finney in 
the November 1929 JouRNAL. 

On the Threshold of the School. What cooper 
tion between home and school is of most help to 
both ? 

Teaching the Social Studies. What 6 points are set 
forth as essential ? 

A Year with the Knighthood of Youth. Why doe 
this organization appeal to young children? 

Individual Needs in Reading. What classroom 
equipment is suggested as hepful in teaching read: 
ing? 

A False Analogy. What are the 2 parts of a school 
admipistrator’s job? What is essential in the majo 
specialty of education? 

The JourRNAL’s Annual Roll Call. What trends is 
educational advance are indicated here? 





The J ournal of tie National Education Mdeiieliainn 





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


President, E. RUTH PYRTLE 


The payment of $2 active membership dues entitles a member to attend all 
to the Representative Assembly, to hold office, and to receive THE JOURNAL. 

The payment of $5 instead of $2 entitles an active member, in addition 
committee reports, and other regular publications of the Association. One dollar 
The payment of $100 gives the privileges of the $5 active membership for life. 

Subscription to nonmembers is $2 per year; single copies, 25 cents. 
at once any change of address, giving old as well as new address. 


Tur JourNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that 


organization. 





Editor 


Entered as secondclass matter October 28, 1920, at the postoffice at 
mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 


Offices: 1201 Sixteenth Street N. W., Washington, D. C. ‘em Bes i 





Advertising rates on application. 


Washington, D. C., under the act of August 24, 1912. 


Secretary, J. W. CRABTREE 


meetings of the Association and its departments, to vote for delegates 


to the privileges of the $2 membership, to receive the Proceedings, 
of each membership fee is for a year’s subscription to THE JOURNAL. 


Members are kindly requested to report 


Acceptance for 


LLAN, Business Manager 








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Vol. 19, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-267 
be Prat 4 Li-Z0/ 








— 








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Mention Tue Journat when writing our advertisers. 








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Builders of Our Profession 


(Continued from page 34) 


Barbara, Kindergarten Department; Sierra Madre, 
Public; Soledad, Union Grammar; Stanislaus 
County, Emory School District, Fairacres School 
District, Fairview School District, Hart School 
District, Jackson School District, Jones School 
District, Keyes, Mountain View School District, 
Rising Sun Junction School District, Rowe School 
District, Shiloh School District, Turlock School 
District, Washington School District; Toledo, 
Westwood Gardens; Venice, Broadway. 

CoLtorapo—Canon City, Garfield, Jefferson, Lincoln, 
McKinley, Madison, Washington; Denver, Berkeley, 
Beach Court, Central, Columbian, Dora M. Moore, 
McKinley, Mitchell, Park Hill, Swansea, Villa 
Park; Greeley, Cameron, *Gipson, South Ward, 
West Ward; -Gunnison, *Gunnison Public Schools, 
Elementary, High, Junior High; Las Animas, 
Frey; Montrose, Montrose County High. 

Connecticut—East Hartford, Center; Stamford, 
Julia A. Stark. 

District oF CoL_umMBiA—Washington, 
Kingsman. 

FLorma—Daytona Beach, South Ridgewood; Pensa- 
cola, A. V. Clubs; Sarasota, High; Tampa, Bal- 
last Point. 

Grorcia—A tlanta, 1. N. Ragsdale. 

Hawat—Hoolehua, Molokai, Molokai Junior High; 
Keanae, Maui, Keanae; Kaupo, Maui, Kaupo. 

Ittinois—Chicago, Yale; Claytonville, Public; 
Crete, Public; Des Plaines, Central Grade; East 
St. Louis, Franklin; Geneva, Sixth Street, Litch- 
field, Madison Park; Rockford, O. F. Barbour; 
Timewell, Public. 

INDIANA—Alexandria, Senior High; Elwood, Central, 
Junior High; Terre Haute, Fairview. 

Kansas—Kansas City, Junction District Number 16; 
Lawrence, Junior High; Lovewell, Lovewell Rural 
High; Manhattan, Eugene Field; Norton, Norton 
Public Schools, Grade, Junior High. 

Kentucky—Ashland, Ashland Public Schools, Bay- 
less, Charles Russell, Coles Junior High, R. E. 
Hatcher, John F. Hager, John Grant Crabbe, 
Means, Oakview, Senior High, Supervisors De- 
partment, William C. Condit, Wylie; Corydon, Pub- 
lie; Louisville, Emma Dolfinger. 

Maine—Portland, Open Window, Walker Manual 
Training. 


Brent, Dent, 


MASSACHUSETTS—Everett, E. E. Hale, Franklin, 
Hamilton, Lincoln, Webster; Gloucester, Brad- 
street; Springfield, Robert D. Morris. 

MICHIGAN—A/ma, Hillcrest, Lincoln, Republic, Wash- 
ington, Wright Avenue; Berkley, Berkley Public 
Schools, Berkley Junior-Senior High, Burton, 
Pattengill; Detroit, Alger, Atkinson, Berry, Bird- 
hurst, Capron, Christopher Columbus, Coram- 
Monarch, Courville, Detroit Teachers College, 
Estabrook, Finney, Gabriel Richard, Girls Voca- 
tional, Goldberg, Hally, Isaac Newton, Lingemann, 
Munger Intermediate, Marshall, Nichols, T. Dale 
Cooke, Van Dyke, von Steuben; Flint, Stevenson; 
Holland, Public; Ironwood, A. L. Norrie, Oliver; 
Kalamazoo, Vine Street; Muskegon, Froebel, 
Vanderlaan. . 

MINNESOTA—Duluth, Jefferson; Minneapolis, Hamil- 
ton; St. Louis Park, *St. Louis Park Public 
Schools, Brookside, Eliot, Fern Hill, Junior High, 
Lenox, Lincoln, Oak Hill, Senior High. : 

Missourt—Kirkwood, Henry Hough; Maplewood, 
Maplewood Public Schools, High, Richmond 
Heights, Suton, Valley, West Richmond; West- 
phalia, High; Springfield, Waddill. 

NeEBRASKA—Omaha, Jackson, Train. 

NevapA—Gardnerville, Consolidated School District 
“A’’; Lincoln County, Alamo District Public, 
Panaca District Public; Lyon County, Dayton, 
Fernley Union Public Schools, Mason District Pub- 
lic Schools; Round Mountain, Public. 


New Jersey—Atlantic City, Department of Health’ 


Education, Indiana Avenue Vocational, Pennsyl- 
vania Avenue; Camden, O. V. Catto, Linden; 
Cedarville, Oak Leaf Grade; Cumberland County, 
Brown; Deerfield, Union; East Orange, High; 
Hopewell, Lower Hopewell, Iselin, Public; Liv- 
ingston, Amos W. Harrison; Montclair, High, 
Nishuane; Moorestown, Junior High, Lenola, Stan- 
wick; Newark, Elizabeth Avenue Open Air, Fif- 
teenth Avenue, Oliver Street, Speedway Avenue, 
Sussex Avenue; New Vernon, Public; Paramus, 
Fairview Avenue; Shiloh, Public; South Plain- 
field, Willis; Trenton, Boys Continuation, Girls 
Continuation; Union, Connecticut Farms; Ventnor 
City, Ventnor Avenue; Wanaque, Haskell, Mid- 
vale; Woodbridge, Colonia. 

New Mexico—Albuquerque, Duranes. 

New YorKk—Glens Falls, Sanford Street; Glovers- 
ville, Kingsboro; Lockport, Lockport Public 


Mention THe JournAL when writing our advertisers. 


investigating 
have decided to purchase the Spencer Delineascope Model D.” 


these 
and 


Lecture 
perfect 
models on 


best 
be purchased 


(All 
were 
reference given upon request.) 


classroom lanterns of other companies, I 


Mr. M., Bd. Edu., Shandalee Lake, N. Y. 


splendid 
find it 


new Model B 


ondi and 
indispensable. It is 


greatest 


lanterns 
the 
Prof. V., Redlands, Cal. 
Table Delineascope has just been re- 
wonder, and to our mind one of the 
the market.” 

Prof. M., 


Austin, Tex. 


“Herewith please enter my order for the Model B Delineascope 
40)” 
I am literally 


beaded screen recently sent me on 
tickled pink with the outfit.” 


Prof. P., Nashville, 


con- 
Tenn. 


lantern I have 


here.”’ 


ever used. Others will 


Prof. G., Amherst, Mass. 


of the above 
unsolicited, 


comments 
Names for 


Write for 


detailed data. 


SPENCER LENS COMPANY 


BUFFALO, N. Y. 


Branches: 
CHICAGO SAN FRANCISCO 
WASHINGTON 


Schools, DeWitt Clinton, Emmet Belknap, Hawley 
Street, High, High Street, Intermediate, Part Time 
Continuation, Supervisors Department, Walnut 
Street, West Avenue, William Street, Mount 
Vernon, Nathan Hale, Part Time, Supervisors De 
partment; Newburgh, Grand Street, Poughkeepsie, 
S. F. B. Morse; Rochester, General E. S. Otis, 
John W. Castleman, Pinnacle; Spring Valley, 
Lakeside. 

NortH CaroLtina—Mt. Airy, Rockford Street. 

NortH Dakota—Fargo, Central, Jefferson Platoon. 

Oun10o—Akron, Andrew Jackson: Arcadia, Public; 
Athens, East Side; Butler County, Collinsville, 
Maple Park, Reily, Trenton; Canton, Sherry Ave 
nue, John K. Baxter; Champaign County, Harti- 
son Rural, Jackson Rural, Urbana Rural, Wayne 
Cable Rural; Cincinnati, Fairview, Sayler Park; 
Cleveland, Buhrer, Fruitland, Lafayette; Clintos 
County, Clinton County Public Schools, Adams 
Township, Blanchester, Chester Township, Clarks 
ville, Cuba, Jefferson Township, Liberty Town 
ship, Martinsville, Mt. Pleasant, New Antioch, 
New Vienna Public, Reesville, Sabina Village, 
Second Creek, Wayne Township; Columbiana, Fair 
field Centralized; Columbus, Atchison, Everett 
Junior High, Franklin County Childrens Home, Lir 
aden, McKinley Junior High, North Linden; Fremont, 
Fremont Public Schools, Atkinson, Croghan, Hayes, 
High, Lutz, Otis, Stamm; Hamilton, Hamilton 
Public Schools, Buchanan, Jefferson, Monroe, 
Pierce, Polk, Taylor, Tyler, Van Buren; Kent, 
Roosevelt High, Streetsboro High; Lakewood, 
Franklin, Harding Junior High; Lindsey, Wash 
ington Township; Lorain County, Avon Village § 
Brownhelm Township Centralized, Camden Towr 
ship Centralized, Columbia Township Centralized, 
East Carlile Rural, Fields Corners, Henrietts 
Township Centralized, Highland, La Grange Vil 
lage, Penfield Township Rural Centralized, 
Ridgeville Township Centralized, South Ambers 
Village, Wellington Village High; Lucas County, 
Adams Township Public Schools; Maple Heights, 
Maple Heights Public Schools, Clement Drive 
Maple Grove, New Concord, New Concord Publit 
Schools, Grade, High; Noble, Public; Point Platt 
Point Place Public Schools; Portage Count) 
Aurora, Franklin, Mantua Township, Nelson Tow 
ship, Palmyra, Ravenna Township, Suffield; Prebit 


(Continued on page A-270) 








930 








Hawley 
rt Time 
Walnut 
Mount 
ors De 
keepsie, 
5. Otis, 
Valley 


Platoon. 
Public; 
linsville, 
ry Ave 
, Harri- 
Wayne: 
r Park; 


Clintos & 


Adams 
Clarks 

y Town 
Antioch, 
Village, 
na, Fait 
Everett 


me, Linx § 


Fremont, 
n, Hayes, 


Hamilton F 
Monroe, 


n; Kent, 
akewood, 
y, Wash: 


Village, F 


n Tow? 
ntralized, 
Henrietts 
ange Vil 
ntralized, 
Amherst 
; County, 
Heights, 
at Drive 
rd Publit 
int Place, 

Count), 
on Tow 
d; Prebit 


Jol. 19, No. l 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 








FILMO SCHOOL PROJECTOR 
has proved itself in 


American Schools and Universities 


Filmo School Projector and Filmo 
motion picture cameras do a giant 
teaching task in hundreds of leading 
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over and over again for these pro- 
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And for every college or university 
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There is no secret in Filmo success. 
Quickly evident to the most unprac- 
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The two-year factory guarantee is an 
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years and years of efficient service it 
will render are the fullest measure of 
its excellence. 


Send coupon today for literature on 
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G HOWELL 


Chilmo 


BELL & HOWELL CO., DEPT. M, 


1816 LARCHMONT AVE., CHICAGO, ILLINOIS 


NEW YORK - HOLLYWOOD - LONDON .: (B. & H. CO., LTD.) - ESTABLISHED 1907 








Mention Tue Journat when writing our advertisers. 





Filmo 57-E School Projector in use in typical 
primary grade schoolroom, projecting movies as 
part of a physical geography lesson. 


Cfilmo at 


CORNELL 
UNIVERSITY 


Six Filmo School Projectors and 
five Filmo motion picture cameras 
are in use in seven major depart- 
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versity. The Military Dept. uses 
both a Filmo Projector and Cam- 
era; Dept. of Civil Engineering, 
Projector and Camera; Sibley Col- 
lege, Projector; Dept. of Rural 
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Special Filmo 57-E School Projector. 250 watt, 
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Dept. M l 
1816 Larchmont Ave., Chicago 

| 


Please send me the booklet *‘Filmo in 
Schools and Colleges’’ and details on 
educational film libraries. 


Name 
School 


Street 











‘THE JOURNAL OF THE NATIONAL 


EDUCATION ASSOCIATION 


January, 193) 





HOLMES 


MOTION PICTURE 


PROJECTOR 


for the 


—1} ASSEMBLY HALL 
’ and CLASS ROOMS 


NO PIG TAIL TWIST 
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shown 


pictures 


Teaching with the 


BALOPTICON 


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NO 
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the students’ mind is available than actual 
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HAS NO EQUAL. 
Weight 44 pounds. 
ing included. 


Representatives wanted. 
One _ professor makes 
$150 a wee Others 
make big money work 

ing part time. 





(Continued from page A-268) 

County, Verona Village Public Schools, West 
Elkton Village Schools; Rawson, *Rawson Public 
Schools, Grade, High; South Euclid, Green Road; 
Sylvania, Sylvania Public Schools; Wapakoneta, 
Wapakoneta Public Schools, Blume High, Second 
Ward, Williamson; Wooster, Junior High, Pitts- 
burgh Avenue, Walnut Street; Youngstown, Brier 
Hill, Tod. 

OKLAHOMA—Oklahoma City, Irving, Junction, Rock- 
wood, Shidler; Tulsa, Celia, Clinton, Franklin, 
John Burroughs, Osage. 

Orecon—Coos County, Bald Hill, Bancroft, Bears 
Creek, Central, Coos River, Englewood, Harding, 
Leneve, Parkersburg, Pleasant Hill, Remote; 
Multnomah County, Russellville; Salem, Garfield, 
Lincoln, Richmond; Sweet Home, Union High. 

PENNSYLVANIA—A vella, Avella Heights, Independ- 
ence Township High; Chester, Clayton, Dewey, 
Horace Mann, Lincoln, Patterson; Dormont, 
High; Erie, McKinley; Hanover, Hanover Public 
Schools, Clearview Street, Hanover Street, High, 
High Street, Midway Street, New Baltimore, Stock 
Street, Walnut Street Junior High; Middletown, 
Susquehanna; Mount Lebanon, Mount Lebanon 
Public Schools, Edwin Markham, Julia Ward 
Howe, Junior-Senior High, Lincoln, Washington; 
Pittsburgh, Henry Clay Frick Training, Larimer, 
McCleary, Manchester, Mt. Albion, Penn, Art De- 
partment, Woolslair; Susquehanna, Oakland 
Borough. 

SOUTH Dakota—Aberdeen, Garfield, Lincoln, Mon- 
roe, Washington. 

TENNESSEE—Memphis, Lenox, Special. 

TEXAS—Houston, 
Oaks. 

Utan—Salt Lake City, Fremont. 

VirGinia—Norfolk, Patrick Henry. 

West ViRGINIA—Arcola, Arcola 
Public; Pattersons Creek, 
Public; Sully, Public. 

WisconsIN—Cudahy, South Side; Schofield, *Scho- 
field Public Schools. 

Wyrominc—Egbert, Egbert’ Public Schools. 


Berry Elementary, Lamar, River 


Grade; 
Public; 


Cascade, 
Pemberton, 


Write for interesting details 
HOLMES PROJECTOR COMPANY 
1811 Orchard Street 


IT 
using 51. 


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and many other subjects can vividly be pre- 
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by means of the LRM Balopticon. 


Let uy tell you more about thiy invtrument. 


Bausch & Lomb Optical Co. 
640 St. Paul St., 


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Readings in the philosophy of 
leisure—The philosophy of leisure is 
yet to be written in terms so simple and 
compelling as to catch the imagination 
of the masses. The beginnings of such a 
philosophy are in.the following writings 
which may well be read in the order 
listed : 


The Threat of Leisure. A stimulating dis- 
cussion of current trends by President George 
B. Cutten of Colgate University. Published 
by Macmillan. 

The Challenge of Life. An inspiring book 
of 102 pages by L. P. Jacks, published by 
Doran. 

What Makes a Life Significant. A charm- 
ing essay by William James which is in- 
cluded in his Talks to Teachers on Psychology 
and to Students on Some of Life’s Ideals, 
published by Henry Holt: 

Labor and Leisure. Chapter 19 in John 
Dewey’s Democracy in Education, published 
by Macmillan. 

Play in Education. A substantial book of 
500 pages by Joseph Lee, who knows how to 
play and to write about play. Published by 
Macmillan. 

Be Interested in the Community. Chapter 
10 in Arnold Bennett’s How to Make the Best 
of Life, published by Doran. 


Mention Tue Journal when writing our advertisers. 


Living versus Existence. Chapter 8 in Ben 
ton MacKaye’s The New Exploration, pub- 
lished by Harcourt, Brace. 

A History of the Freedom of Thought. A 
book for the ages by J. B. Bury, published by 
Henry Holt. 

The Professional Education of Educator. 
Chapter 27 in Ross L. Finney’s 4 Sociological 
Philosophy of Education, published by Mac 
millan. 

The Teacher’s Philosophy Out of School. 
Part 2 of William DeWitt Hyde’s The 
Teacher’s Philosophy in and Out of Schoo, 
published by Houghton Mifflin. 


State Supérintendents meet a@ 
Washington—The second annual cor 
ference of the National Council of State 
Superintendents and Commissioners 0 
Education met upon the call of United 
States Commissioner of Education Wil: 
liam John Cooper in the Department ¢ 
the Interior Building, December 9-10. 
Among the topics discussed by the super 
intendents were the school building ser 
ice of state departments of education; e& 
perimental work of state departments; 
teacher preparation; transportation @ 
school children by school buses ; equalize 
tion plans; and new sources of reventt 
for schools. 

The following committees made _ report 
Secretary Wilbur’s National Advisory Com 
mittee on Education; the committee on Radi)f 


(Continued on page A-271) 








in Ben- 
in, pubd- 


ught. A 
ished by 


|ucators. 
ological 
yy Mac 


School. 
’s The 
Schodl, 


eet al 
al com 
rf State 
ners of 
United 
n Wil 
nent of 
r 9-10. 
> super 
1g serv 
ion ; e& 
tments; 
tion @ 
qualizs- 
revenut 


reports: 
ry Com 


on Radiof 





Vol. 19, No. 1 


——— 





(Continued from page A-270) 
Education and Illiteracy; and the National 
Education Association’s Committee on the 
Enrichment of Adult Life by Secretary J. W. 
Crabtree. Commissioner Cooper explained the 
plans for the secondary education survey re- 
cently inaugurated by the United States Office 
of Education with Dr. Leonard V. Koos as 
director. 

Speakers at the Monday evening dinner 
meeting included: Superintendent John A. H. 
Keith of Pennsylvania; Superintendent N. D. 
Showalter of Washington; Dr. Alonzo F. 
Meyers, director of teacher preparation, Con- 
necticut; Commissioner A. B. Meredith, Con- 
necticut; and Superintendent Agnes E. 
Samuelson, Iowa. The following states were 
represented at the meeting: Alabama, Ar- 
kansas, California, Connecticut, Delaware, 
Georgia, Illinois, Indiana, lowa, Louisiana, 
Maine, Maryland, Michigan, Minnesota, Mis- 
sissippi, Nebraska, Nevada, New Hampshire, 
New Jersey, North Carolina, Ohio, Okla- 
homa, Oregon, Pennsylvania, Rhode Island, 
South Carolina, South Dakota, Texas, Ver- 
mont, Virginia, Washington, Wisconsin. 


State superintendents commend 
radio—At their meeting in Washing- 
ton, December 10, 1929, the National 
Council of State Superintendents and 
Commissioners of Education adopted the 
following statement : 


(1) The National Council of State Super- 
intendents and Commissioners of Education 
wishes to commend the radio broadcasters 
for their efforts to keep the air clean and 
free of objectionable material. 

(2) The Council also wishes to express 
its gratitude for the courtesies extended by 
the radio broadcasters to the various educa- 
tional agencies. 

(3) Insofar as the cooperation of com- 
mercial organizations is utilized, it is the 
position of the Council that there should be 
no advertising admitted to school broadcast- 
ing. 

(4) The Council recommends that each 
state set up a committee for the study and 
evaluation of radio education procedure. 

(5) The Council recommends that the Fed- 
eral Government reserve channels for the 
use of the Government and the individual 


states for governmental and educational pur- 
poses, 


New specialist appointed for U. S. 
Office of Education—On December 
6, 1929, Secretary Wilbur announced the 
appointment of James A. Bond, of Ken- 
tucky, dean of the Kentucky Normal 
and Industrial Institute, as a “specialist 
in negro education.” He will be tempo- 
tarily stationed in Cincinnati but later 
will serve in Washington. His work will 
bea part of the Survey of Secondary Edu- 
cation that is being made by the Federal 
Office of Education under an authoriza- 
tion by Congress and will have to do par- 
ticularly with those phases of it relating 
to the negro race. 


(Continued on page A-272) 


THE JOURNAL OF THE NATIONAL EDUCATION 


HOLDEN 


Book Covers 


Springfield, Massachusetts 





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Activity Curriculums 
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A report based on the work of 





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ucation at Atlanta 





25 cents a copy 
Discounts on quantities 


Published by 
The National Education 


Association 
1201 Sixteenth St. Washington, D. C. 








| 





SUUVTUVUVEAUAUENUELEUEOOUENEOUEOUOUEUEOOOOOOOEDOOUED EG UAL EUEGET EOE 


SCIENCE 
NEWS-LETTER 


for Junior and Senior High Schools 
and Colleges 


GCIENCE TEACHERS! Before starting the 
new semester, see a copy of this unusual 
weekly, which RUSHES to you all the impor- 
tant current news in every branch of science. 
It is unique and highly beneficial to class work. 
The coupon below is for your convenience. 








Science Service 

2189 BISt. N. W., Washington, D. C. 

Send me by return mail a sample copy of the curren 
sgcace! News-Letter weekly witt ©P at, SCHOOL 


Name 





Street Address - 





City. = . State_ . 
STM 


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ASSOCIATION 











Catalog School 
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Contains listing of 44,000 Edu- 
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Write for Free Copy 


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offers a lucrative sales position to men and women 
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Educational Dept. C, NEW HAVEN, CONNECTICUT 


SCHOOL ENTERTAINMENTS 


PLAYS, NOVELTIES, MINSTRELS 


BOOKS PIANOLOGUES 
STUNTS OPERETTAS 
MINSTRELS READINGS 
CHILDREN’S ORATIONS 


SPECIALTIES PLAYS 
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THE FIVE SENSES 


By Jessie Willcox Smith 
Dodge Color Prints, 
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New Illustrated Catalog “B5” 
showing 250 subjects, 10c. 


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Westport, Conn. 


the EYE 
remembers what 
the EAR 
forgets! 





The use of visual aids through 
the medium of motion-picture film 
constitutes a momentous advance 
in modern instructional methods 


Pathé Exchange, in collabora 
tion with the world’s premier edu 
cators, puts at your command a 
wide range of educational motion 
pictures. Classroom subjects are 
graphically covered in a way that 
fixes facts and nourishes ideas in 
the young mind. 


Accompanying Teachers’ Aid 
pamphlets explain, step for step, 
the most effective use of this ma- 
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prices, etc., on request. 


Pathe 


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Please send me full information on Pathé 
Pictures for Classroom Use. 


Address 


Name of Projector. . 


























than the mailed fist... 






NCE, man required a coat of mail to protect 
him from his enemies. But today his chief 
enemies are bacteria. Naturally he must use a 
different kind of armor. 
Cleanliness ... simple cleanliness . . . is one of 
his greatest protections ! 


It is extremely important that schools provide 













adequate cleanliness teaching, since good cleanli- 
ness habits are most easily established in child- 


hood. 






Helpful classroom aids for teaching cleanliness 
are now available to educators through Cleanli- 





ness Institute’s School Service—for example, 
source material, carefully graded and attractively 
illustrated readers, and posters. 


Many teachers have found this material help- 
| ful. Undoubtedly you will. Write for it! (Note: 
please specify grades for which it is intended. ) 


Established to promote public welfare 
by teaching the value of cleanliness 


45 EAST 17rn STREET, NEW YORK, N. Y. 








A-272 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 193 


The clean hand ¢s mightier 


CLEANLINESS INSTITUTE 


Mention Tur JourNAL when writing our advertisers. 





Vol. 





(Continued from page A-271) 

‘ .B throt 

Two large improvements made j; gone 
| the U. S. Office of Education—Fy§ jn th 
| lowing the recommendation of Commi long 
| sioner Cooper, which was supported } ae 
. P ° ° 1 eler 

the American Library Association and thy ea ; 
| National Education Association, the pe’ = T 






































| sonnel classification board which dete§ of ¢ 
| mines the rank of government employes 44 
| has advanced the classification of two p inl 
_ sitions in the Office of Education—th et 
librarian and the editor. bers 
Shall it be California, OhiogAll as 
PennsylvaniaP—A vigorous ang tiona 
friendly rivalry is going on between thes ‘is 
three states for the honor of having th itl 
highest total number of active member 
in the National Education Associatio§ 
Each of the states is proud of its educag ¢4t© 
_ tional progress and it will be interesting NB 
to see how the membership totals com CB 
out this year. in ¢ 
We 
Wisconsin life members organize Dr. 
—At a luncheon held in Milwauke Dr. 
twenty-seven of Wisconsin’s fifty lifemem lege 
bers met and voted to perfect a perma Ma 
nent state organization. Mrs. Mary EB.) 
| Bradford of Kenosha presided and wag yo. 
chosen chairman for the next year. Mis§ yoy 
| Elizabeth McCormick of Superior wa§ gi, 
| made secretary and treasurer. Member D. 
| decided to hold their meeting next yea! ont 







| at the time of the state association meet 


é Dr. 
| ing. 


prin 
and 
com 


Ney 







Teachers paid in twelve instal 
ments—At the request of the teacher 
| of Salt Lake City, Utah, the Board ¢ 
| Education has adopted a plan wherebj 
| the teachers will be paid their salaries i 
| twelve monthly instalments. Last yea 
| approximately 90 percent of the prinf 
| cipals and teachers voted in favor of th 
| twelve month plan. The Board, by res¢ 

lution, agreed to the new plan providel 
| the teachers became unanimous in th 
request. Teachers and principals have al 
signed the amendment. The new plat 
will therefore go into effect at once. 











—A 
rele 
cati 
the 
of | 
tion 
ver 
tion 
Day 
eve! 
aim 
sche 





















NEA membership a vital factor 
The following excerpt is from a lette! 
| sent by T. Wingate Andrews, NEA ¢: 
rector for North Carolina, to all city an’ 
county superintendents in the state: 














Th 
Vise 
ics 

Fet 
Th 


for 







| American Education Week, sponsored 
| the National Education Association, has j¥ 
been observed throughout the nation. In i 
| wake of this concerted movement in beh# 
of public education in America, I wish to cal 
to your attention the importance of our ent 
ing a larger membership from North Cat 

lina in the National Education Associatit® 
|  Provincialism is one of the deadliest foes 
progress in education in North Carolina & 
day. The whole social organism is so 


(Continued on page A-275) 






















stri 


firs 








Bol. 19, No. 1 
re 27?” 

(Continued from page A-272) 

BE through with forces world-wide in their sweep 
de i and validity that such phrases as “the best 
~FolB in the state” or “the best in the South” are no 
nmig longer adequate and ought to be eliminated 
dh from our vocabulary. We are weighed in the 
ey F relentless balances of the world. What have 
id th we to throw into these ponderous scales? 

e per The National Education Association is one 
deter™ of the greatest forces available in America 
overs today for breaking down provincial barriers. 
” -§ For this reason and for other important rea- 
be sons, 1 feel that every teacher in the United 
—th States should support it with his active mem- 
bership. 

It is particularly important, it seems to me, 

O, OM that every person in the position of educa- 


5 


an 
| thes 
1g thé 
mber 
ation 
educa 
-estin 













come 


anizé 
vauked 
e mem 
erme 
ary £ 
id wa 
. Mis 
or Wa 
ember 
xt year 
1 meet 


instal: 
eachen 
yard ot 
vherebi 
aries it 
st yea! 
e prin 


- of thei 


vy rest 
rovidel 
in the 
have all 
w plat 
nce. 


actor— 
a lette! 
TEA d: 
city ant 
te: 


sored bi 
has jus 
n. In the 
in behal 
sh to cal 
yur ento 
rth Care 
sociatio 
st foes 
rolina t 
s so sht 


) 


tional leadership in his community belong to 
this organization. The membership fee is $2 
for 12 months. The NEA Journat alone is 
worth more than this amount. 


Did you tune inP—A group of edu- 
cators took part in broadcasts over the 
NBC network on November 13 and the 
CBS chain on November 12 and 15, 
in observance of American Education 
Week. Among the speakers listed were 
Dr. John Dewey, Columbia University ; 
Dr. John W. Withers, dean of the col- 
lege of education, New York University ; 
Mabel Carney, professor of rural educa- 
tion, Teachers College, Columbia Uni- 
versity; Professor Howard R. Driggs, 
New York University ; Dr. E. L. Thorn- 
dike, Teachers College; Senator Simeon 
D. Fess, of Ohio; Bess Goodykoontz, 
asst. U. S. commissioner of education; 
Dr. Angelo Patri, New York City school 
principal and consultant in education; 
and Colonel Douglas I. McKay, past 
commander of the American Legion in 
New York. 

American Education Week, 1930 


—According to an announcement just 


} released the tenth annual American Edu- 


cation Week, under the sponsorship of 
the American Legion, the U. S. Office 
of Education, and the National Educa- 
tion Association, will be observed No- 
vember 10-16, 1930. American Educa- 
tion Week each year includes Armistice 
Day. It is the purpose of this annual 
tvent to acquaint the public with the 


aims, achievements, and needs of the 
schools. 


Another Atlantic City meeting— 
The third National Conference of Super- 
visors and Teachers of Home Econom- 
ies will be held Monday and Tuesday, 
February 24 and 25, at Atlantic City. 
The Chelsea Hotel is the headquarters 
for this conference: the meetings will 


be held in the Lake Como room. 
Children first—When disaster 


strikes a ship children and women are 
first rescued. Thus, the race seeks to 
(Continued on page A-276) 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








‘WhoWil Pay the Doctor, 


the Nurse.and the Board Bill. 
WhenYou areSick orlnjured ? 


HIS is the question you must decide, and you are deciding it right now 
whether you will continue to carry the risk of financial loss and embarrass- 


ment in time of need, 
share the burden when the loss comes. 


or whether you will let the T. C. 


U. 


assume the risk and 


One Teacher in Five Will Lose 


It is an actual fact, proven by the records, that every year one out of five 


teachers suffers enforced idleness and loss of salary through Sickness, 


or Quarantine. 


You may be that unlucky fifth teacher this year. 


Accident 


Why take the risk of being 


compelled to use up your savings, or to run into debt, to carry you through 


period of enforced idleness, when the T. 


burden? 


What the T.C. U. Will 
Do for You 


The Teachers Casualty Underwriters is a 
national organization of teachers for teachers. 
For the small cost of less than a nickel a day, 
it will assure you an income when you are 
sick or quarantined, or when you are acci- 
dentally injured. It will also pay you Opera- 
tion and Hospital Benefits. 


Send Your Name—No 
Obligation 


T. C. U. protection is for teachers and is low 
in cost. It is yours if you want it, but it can 
do nothing for you—when the time of need 
comes—unless you accept now. Just fill 
out and mail the coupon. We will then 
mail you full particulars of how we pro- 
tect teachers. Please do it today. 


Teachers Casualty Underwriters 
604 T. C. U. Building, Lincoln, Nebraska 


Mention THe JourNnaL 





when writing our 


advertisers. 


C. U. stands ready to help bear that 


These Teachers KNOW 


T.C. U. Paid Both Bills 
How I could have done without my T. C. U. 
help I can’t see. Two doctors’ bills within 
four weeks would have been a serious financial 
strain. T. C. U. paid both.—Sally Wood, 


Texas Presbyterian College, Milford, Texas. 
A Delightful Christmas Present 

Your letter with the enclosed check came 

a delightful present, 


as 
just as I was feeling in the 
depths because of hospital, nurse and surgeon 
bills, to say nothing of a substitute earning my 
school money. Words are wholly insufficient 
to express my appreciation.-Anna B. Ken- 
nedy, Brookfield, Mass. 
Such a Comfort 

It was such a comfort during my recent ill- 
ness to know that I was under the T. C. U 
“Umbrella.” It certainly lessened my worries 
of getting a substitute, doctor and board bi! 
paid—Anne Long, Oliver Springs, Tenn. 





To the T. C. U., 604 T. C. U. Building, 
Lincoln Nebraska 
I am interested in knowing 


" 
| 
| 
| Benefits. Send me the whole 
| 
| 
| 


your Protective 


and booklet of 


about 
story 
testimonials. 
NAME 
ADDRESS 
| (This coupon places the sender under no obligation) 



























/0 


A-2 


Joseph C. Llewellyn 
vm B.A, 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Ralph C. Llewellyn 
W. S. E. and A. I. A. 


JOS. C. LLEWELLYN CO. 


School Architects and Engineers 


38 S. Dearborn St. 





EVERYTHING 


FOR 


A thirty-year-old organization to serve you 


RELIABLE . 


Write 
TWIN CITY SCENIC COMPANY 


2819 Nicollet Ave., 2310 Cass Ave., 


Detroit, Mich. 


Minneapolis, Minn. 





Chicago, Illinois 








YOUR STAGE 


EFFICIENT 





605 Century Bldg., 
Milwaukee, Wis. 


911 Widener Bldg., 
Philadelphia, Pa. 








OPPORTUNITIES for TEACHERS! 








A Summers Adventure Affording 
You Money and Good Times! 








Here is the Way fo a 
New and Greater 
Opportunity] 


AAAARAAAAAA AAAAL AWA AAAI 


\ X | OULDN'T you like to plan now to make the most of 
the vacation months which will soon be gloriously yours? 


As hundreds have done in past summers you can make your 
summer ideal by traveling in one of our educational groups. 


You'll have a good time and make money, too! 


Teaching Experience is All You Need! 
Your teaching experience is all the preparation you need before 
joining us as we will carefully instruct you in applying that know- 
ledge in our work. No matter if your teaching exnerience 


is limited, we will have a place for you this summer where ° 


you can have: 
1. Added Income 
2. Travel Experience 
3%. Permanent Place in Business 


We help you in every way: (a) careful training: (b) guaranteed 
income at start: (c) railroad fare paid; (d) constant personal help 
after beginning. Agreeable associates, too. 


You Can Gain a Position in Business 
With us your summer can be made the happiest and most profit- 
able you've ever known. Many of our pec ple voluntarily tell us 
this. The chances are you'll like the new position so well you'll 
gladly stay with us permanently — if you do, you'll have an op- 
portunity to advance !o an attractive supervisory position of per- 
manence and excellent income. 








gS SSS SS Re ea eaneeeeeeeseeeeneeeeeeeEEEER 
s THE 5. L. WEEDON COMPANY ’ 
5 2 36 E. 89th St., Dept. 1-J :: Cleveland, Ohio H 
s I d like to travel this « ummer and make $1000, too H 
H Without obligation tell me how to do it. Uy 
H ’ 
s 
H Name H 
. 
H Address . H 
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H Cay = Age H 
H I have taught school ———___- years H 
SRBBeeeeeasenseaneseueseueeussusuaensuue 


During the past twenty years hundreds of teachers 
with no more experience or better equipment than 
yourself have come with us and “made good”. 
Some are earning $300 per month—some as 
much as $500. If they have done it, you can do 
it, loo! To receive our altractive offer, fill in and 
mail the coupon at the left. 


THE S&S LWEEDON COMPANY 
Weedon Building :: Cleveland, Ohio 


Mention THe JourNnaAL when writing our advertisers. 





January, 193) 





(Continued from page A-275) 
| safeguard its future. The care and de 
| velopment of its children is the first an¢ 
| last duty of society. ‘There is no darker 
| blot on American life than its child Wage 
slaves. Congress has submitted a Cop. 
| stitutional amendment to the states ask. 
ing for power to remove that blot. Civic. 
minded people are urging ratification 9 
the amendment by the states. Selfish in. 
terests oppose it, hoping to squeeze mor 








gold from the young life they exploit 
Will the people be misled by their thinh 
veneered arguments? Much depends op 
what each teacher does to acquaint the 
people in his community with the faets 
Governors of 26 states have joined in 
a plea for the conservation of the chil 
dren of America in a statement issued by 
the National Child Labor Committee in 
connection with its silver anniversary, 
which was observed in December. De 
claring for constructive protection and 
for equal opportunities in health, growth 
and education of all children, the gov- 
ernors in their individual letters faced 
the problems of child labor as it affect} 
| the attainment of this objective for Amer. 
| ican childhood. Progress in many state 
was detailed, but most of the governor 
agreed that many aspects of the child le 
bor problem are yet unsolved, and that 
the anniversary conference of the com 
| mittee again focuses attention on the chal: 
lenge of the situation. The keynote of the 
state executives was the declaration that 
the childhood of America must be cor 
served. 
Child Labor Day, 1930, will be ob 
served January 25 for synagogs, Janv 
ary 26 for Sunday schools and churche 
and January 27 for clubs and other or 
ganizations. Programs and informatio 
| may be secured from the National Chili 
Labor Committee, 215 Fourth Avenue 
New York City. 














































President Hutchins inaugurated 
—Robert Maynard Hutchins, recently 
installed as president of the Universit 
of Chicago, said in his inaugural a 
dress: 










That spirit (of the University of Chicago 
has been characterized by emphasis # 
productive scholarship, by emphasis on me? 
before everything else, on work with and ft 
Chicago, and on an experimental attitude. 
























| Peace through education—In th 
present state of the world, with evidet! 
proof that war is the greatest of al 
tragedies from which humanity suffer 
the necessity for employing all edutt 
tional forces to create mutual understam 
| ing and sympathy is obvious.—Joht 
| Dewey. 


















(Continued on page A-277) 








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also 


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IE yo. 19, No. 1 





(Continued from page A-276) 

de Reproduction of Kellogg Treaty 
ancy The World Peace Foundation at Bos- 
rhe ton has made up a handsome four-color 
vast facsimile of the Kellogg Treaty designed 
“ON-F especially for permanent display in 
ask schools and libraries. This is an author- 
VICE ed reproduction of the original docu- 
Of ment deposited in the archives of the 
h in. U. §. Department of State at Washing- 
MO ton. It shows not only the text of the 
ploit treaty in French and English, but in- 
hinh cludes the signatures, the seals, and the 
1s on colors of the binding. In the interest of 
‘ the legibility, the two principal articles are 
facts§ .\so reproduced in larger type. This re- 
ed in production is provided with metal hang- 
chil ers at the top and bottom for users who 
ed bE do not wish to frame it. It will be sent 
ee in postpaid from the Foundation offices at 
rsary,e 


40 Mount Vernon Street, Boston, for $1 


per copy. 








De 
1 and 
owth 
- gor 
faced 
iffect:§ 
A mer: 
states 
ernon 


Peace programs available for 
special days—Programs suggested for 
use in celebrating Armistice Day, Good- 
will Day, and Memorial Day, which 
have the focus of attention placed on 
heroes of peace and avenues for world 
cooperation, rather than military achieve- 


ild la@ ments, have been compiled by the edu- 
d tha cation committee of the Women’s Inter- 
. com§ national League for Peace and Freedom, 
e cha-§ and are available upon application to the 
of te Pennsylvania Branch, 1924 Chestnut 
n that Street, Philadelphia, Pa. Songs, poems, 
e comp plays, pageants, folk dances, selections 
| from the writings of famous men, and 
be ob— topics for short talks and essays, are in- 
Janvp cluded, classified according to the age of 
urche— the pupil. 
mek League of Nations issues new 
| Chili pamphlet— Essential Facts in regard 
wen °° The League of Nations, the World 
Court, and the International Labor Or- 
ganizations,” is the title of a pamphlet 
uratedp just issued by the League of Nations, de- 
-ecentiif signed to supplement high-school history 
iversityp textbooks. It is generally useful as a con- 
ral at® cise, factual account of these bodies. 
lt is priced at five cents a copy and may 
Chicago be secured from the Educational Depart- 
asis “ ment, League of Nations Association, 6 
on m6 East 39th Street, New York City. 
. and fo . 
ies New education system is en- 
-In th forced in Italy—Many thousands of 
evide'f Italian children attending school this 
- of al year for the first time are confronted with 
suffesf a new set of the ever-changing conditions 
| educt® under the Fascist regime. 
ersta’B §=Most of the changes center around 
—JobF the increased importance given to schools 
for industrial, agricultural, or commercial 


(Continued on page A-278) 





THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 





| versity. 
‘engraved maps—each reproducing one of | 
| the world’s hemispheres. 
|in full color, printed upon an unusually 
\fine grade of heavy paper with metal- 
| bound edges. 
| be read from a considerable distance when 
| hung on the schoolroom walls and are dec- 
orative enough 


in soap manufacture are indicated in their | 


| handling. 








Announcing a new educational project | 
for intermediate grades 


“The Origin of Soap Materials” is the title 
of a new project prepared under the su- 
pervision of Dr. Bonser of Columbia Uni- | 
It consists of two handsomely | 


The maps are | 
They are large enough to 


for permanent display. 


The many sources of raw materials used 


proper positions on the two maps. A 
booklet of instructions and index and 
identification numbers are provided with 
the project. 


Teachers of geography and history will 
find this project an interesting variation 
in class routine. The entire project will 
be mailed upon receipt of 90 cents in 
stamps to cover cost of mailing and 


Have you tried Soap Sculpture in recrea- 
tional periods? If not, we shall be glad 
to send you free patterns and bulletins on 
this interesting sub ject. 


PROCTER & GAMBLE 
Educational Dept., JN-130 
Cincinnati, Ohio 

















GEOGRAPHY WORKBOOKS 


By RIDGLEY and OTHERS 
ECONOMIC GEOGRAPHY , a reference work- 


book to accompany any high-school economic 
geography text. 


EXPORTS AND IMPORTS OF THE 


UNITED STATES, a pamphlet giving sources 


and destinations of all exports and imports of the 


United States. 
PHYSIOGRAPHY, a reference workbook to be 
used with any high-school physiography text. 


MATHEMATICAL GEOGRAPHY AND 
GEOGRAPHIC FACTORS, a workbook for 


the junior high school. 


Send for further information to 
McKNIGHT & McKNIGHT, Publishers 


Bloomington, Illinois 


UNIVERSITY and 


STUDENT TOURS 


The Ideal Tours for cultured trav- 
elers. Competent Leadership — 
splendid travel arrangements. 
College credit available. “The 
American University Way of 
Travel.” 


AMERICAN INSTITUTE 
of EDUCATIONAL TRAVEL 
587 Fifth Avenue _ ' New York 


UNIVERSITY 


(COLLECE COURSES & CREDITS) 


“«» STUDENT TOURS 


** EUROPE 


Selected Croups ~, Experienced | 

Management \ Expert Leadership | 
SCHOOL OF FOREIGN TRAVEL ine. 

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Teachers Should Be Paid if Disabled 


is disabled, no one would doubt the necessity of 


Many plans have been devised, but have n 
cases, THE COST WAS TOO HIGH for the bene 
certain diseases. 


a bad risk, or retired from teaching. 





Various committees of 


teachers, in 


Union of Lancaster, Pennsylvania (THE LARG 
THE WORLD), is the ideal protection for-them 
ACCIDENT known to medical science in any par 
pays a teacher benefits if she not ill 
some contagious disease existing at her home. 
tinued after retirement. 


is 


They offer two classes of protection 


$25.00 a week for sickness and quarantine, an 


costing $24.00 a year, and paying benefits of $25.00 a 


quarantine. 


The above Organization was chartered in 1912, and today 


in force, and has paid to its members over ONI 
terested in relieving 
Organization. 


financial worriment, do 


For your convenience, this form is attached 





TEACHERS PROTECTIVE UNION 


Breneman Bldg. Lancaster, Pa. 


Please send me descriptive printed matter and ap- 
plication forms for your exceptional health and acci 
dent protection for Teachers. It is understood that 
this carries no obligation on my part. 


Mention THe Journat when writing our advertisers. 


Then, too, the protection offe 


different 
studying this matter, have conceded that the protection offered by The 


The protection they offer may also be con- 


: one costing $30.00 a year, and paying benefits of 


With the present high cost of medical service and the loss of salary when a teacher 


protecting his or her income. 


ot In some 
fits paid, or the protection was limited to 
red was cancelable if 


proven entirely satisfactory. 


the teacher proved 


parts of the have been 


Teachers Protective 
OF ITS KIND IN 


country, who 


EST ORGANIZATION 


; because it pays for EVERY DISEASE AND 
rt of the civilized world; and, in addition, 
herself, 


but is kept from her classroom, due to 


d $45.00 a week the other 


accident 


for accident ; 


week for sickness, and 


has over 25,000 Certificates 
DOLLARS ; 
to get in 





) MILLION 
not 


so if you are in 


hesitate with 


touch this 


Name 
Address 


City 


Date 




































































































THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





THROUGH EUROPE 


At sensationally low prices! 


Now you may see Europe as the 
leisured traveler does... from the 
seat of a deluxe motor coach which 
visits the quaint little towns and 
romantic countryside, as well as 
the great, glittering capitals! 

Small parties. Average motor 
journey, seventy-five miles a day. 
Generous opportunity for individ- 
ual sightseeing, shopping, idling. 

Tour prices as quoted include 
round trip ocean passage on fame 
Canadian Pacific steamships; ac- 
commodations and meals at good 
hotels; motor trips and sightseeing 
programs; all tips abroad; admis- 
sions to galleries, museums, etc.; 
and services of couriers, lecturers, 
chauffeur and guides. 


ae ” 
Ask for Booklet “E-30 
describing these and hundreds of 
other fascinating tours priced from 
$335to $997. Sentfree on request. 






o Announcing - - | 
> HOUSE PARTY TOURS 








January, 193) 








BY MOTOR + 1930 | 
THE PASSION PLAY 


and Five Countries by Motor 


ALL EXPENSES $ 

See Normandy,Paris, 

Burgundy, Switzer- | 
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the Passion Play, Munich, Nur- 
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Brussels, Antwerp. 


“ALL-OF-EUROPE” TOUR 
by Motor, including Passion Play | 


ALL EXPENSES $ 

Itinerary = a 

England, Holland 

Belgium, Germany, Austria, Hun- 
gary, Czecho-Slovakia, the Passion 
Play, Switzerland, Italy and France, 
with special emphasis onthe 
Shakespeare Country, Rhine Re- 
gion, Tyrolian Alps, Grande Alpine 
Tour, Italian Lakes and HillTowns, 
Italian and French Rivieras, Route 
des Alpes, the Chateau Country 
and Paris. 











































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select your printer as carefully as you would 
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OUR PLANT 


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Among the publications from our’ presses 
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Master Printers 
WASHINGTON, D. C. 





(Continued from page A-277) 
training. Pupils who have passed through 
the fifth grade are given the opportunity 
of choosing courses. They can continue 
through the eighth grade, taking ordinary 
academic subjects or they can go immedi- 
ately to a vocational training school and 
prepare for an industrial, agricultural, or 
commercial career. Any pupil ten years 
old can enter a vocational school. 

The Fascist regime by concentrating 
jurisdiction-over every educational activ- 
ity throughout Italy in the hands of the 
ministry of education at Rome has en- 
abled the minister to shift school teachers 
from districts where they have been too 
numerous to other areas. Other changes 
regulating appointment of teachers and 
their pay have been made by the govern- 
ment in its effort to lessen illiteracy in 
Italy—From the 
Rome, September 16. 


Associated Press, 


Investigation of social studies 
underway—The American Historical 
Association is sponsoring an investigation 
of history and other social studies made 
possible by a grant from the Carnegie 
Foundation in March 1929. The investi- 
gation is being conducted under the lead- 
ership of a committee of direction of 


which A. C. Krey, president, NEA de- 


partment of social studies, is chairman. 
Any communications should be addressed 
to 610 Fayerweather Hall, Columbia 
University or Room 316, Library, Uni- 


versity of Minnesota. 


Education fellowship for women 
—Pi Lambda Theta, honorary educa- 
tional fraternity for women, offers the 
Ella Victoria Dobbs fellowship for re- 
search in education for the year 1930-31. 
It carries a stipend of $1000. Further in- 


formation may be had from Delia E.. 


Kibbe, State Department of Public In- 
struction, Madison, Wis. 


Appointment service given by 
American Association of Univer- 
sity Professors—All active and asso- 
ciate members of the American Associa- 
tion of University Professors interested 
for any reason in possible transfers are in- 
vited to register with the Appointment 
Service of the Association at 26 Jackson 
Place Northwest, Washington, D. C. 

A class of junior members including 
graduate students and teachers of less 
than three years service has been estab- 
lished and such members are also ex- 
pected to register for possible appoint- 
ment. The service has free access to the 
registration files of the American Coun- 
cil on Education. Further information 


Mention THe JournaL when writing our advertisers. 




























It reflects your judgment 
Naturally, therefore, you should 







Each and every job—from a calling 
million copies of a large magazine—is 
same attention. It will be to your ad- 


order for printing. 


The American (Federationist, The 
American Forests and 


of the American Revolution Magazine. 

















may be secured by writing to the above 
address, 


University seeks to prevent colds 
—An ultra-violet ray solarium has been 
installed at Cornell University ; irradia 
tions are available to all men students 
for the prevention of colds. 







How shall today be spelled?—A 
study of current usage in relation to the 
lingering hyphen in today and tomorrow 
made by the JOURNAL staff shows tha 
this practise cannot be justified on the 
basis of usage, most dictionaries ané 
spelling books notwithstanding. All o 
the journals of the state education ass0 
ciations use the nonhyphenated form; 0 
the daily newspapers in various state 
capitals, only 3 use the hyphenated form 
Magazines of large popular concert, 
such as Good Housekeeping and th 
Saturday Evening Post, overwhelming) 
prefer the nonhyphenated form. This 
tendency of the hyphen to linger illus 
trates one of the difficulties of the Eng 
lish language—a gap between the spoke 
forms and the written forms. The ided 
is to allow writing and printing to fd: 
low the spoken meaning so that when 
words formerly separated become unified 

(Continued on page A-279) 





Vol. 


in n 
as: 

byla 
like. 


P 
ity 
ago 
of si 
cuss 
sche 
citie 
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above 


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to fol- 
t when 
unified 
) 








Vol. 19, No. 1 


_—_— 





(Continued from page A-278) 
in meaning, they are unified in spelling 
as: preschool, extracurriculum, byways, 
bylaws, subjectmatter, goodwill, and the 
like. 


Player freedom with responsibil- 
ity in interschool sports—Two years 
ago last June, a group of superintendents 
of schools in New York state met to dis- 
cuss ways and means of improving inter- 
scholastic athletics in their respective 
cities and villages. One outcome of the 
meeting was an agreement to limit the 
high-school coaching activities of phy- 
sical directors and other adults to pre- 
game time. During games and all inter- 
missions, playing captains, with the aid 
of other players, were to guide the des- 
tinies of their teams, selecting substitutes, 
planning strategic moves, solving prob- 
lems between halves. 

This “new departure’? was put into 
effect in the fall of 1927, in Albany and 
many other of the larger cities of the 
state. It has spread to other states, not- 
ably Michigan and California. The prin- 
ciple of “‘captain-control” or pupil free- 
dom with responsibility has been for- 
mulated as “General Regulation Number 
One” by the New York State Public 
High-School Athletic Association. -John 
Dewey describes the new departure as 
“the greatest advance step yet taken in 
school athletics,” for as Dr. Dewey says: 


Many of the claims that have been made 
for mental or moral training by means of 
sports have been nullified by the fact that 
judgment and decisions were not left with 
the players. Moreover, control of the game 
by those who are not playing inevitably 
makes winning the main object. 


A prophecy—The wise policy for the 
country at large is clear; it is to build 
up the smaller communities—the towns, 
villages, and rural sections—and to 
spread, as far as possible, the business 
and industry among them. As a people 
we have reason to be thankful at the 
signs that future national development 
will take this very course.—From Satur- 


day Evening Post, editorial, September 
21, 1929. 


An author pays tribute to his 
teacher —‘‘There is, deep down in the 
heart of almost every American, the sa- 
cred memory of some dear teacher who 
has been to him another mother, to whom 
he owes a keenly felt but often unex- 
Pressed debt of gratitude. She is securely 
enshrined in his affections. The first to 
have faith in him, she would be last to 
lose it. 

“To her, then, and to that Temple of 
the Republic in which she served, this 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


~ 


A-27° 





book is a grateful tribute, presented in 
the hope that it may interpret something 
of the life and the spirit of both. 

“For many of her former pupils one of 
their dearest hopes of heaven will be that 
they may find her there, ready and wait- 
ing to enrol them in a higher class.”— 
Foreword of Templed Hills by George 
William Gerwig. 


School libraries hope for in- 
creased aid—As a librarian, I am, of | 
course, much interested in the reorgani- 
zation of the Bureau of Education with 
the hint of promise that the library di- 
vision is to be enlarged and developed. It 
can do so much for the school library, 
particularly in the rural problem which 
is our big problem in the southeast.— 
Helen Harris, asst. prof. library science, 
University of Tennessee, Knoxville. 


JOURNAL content broad in appeal— 
The content of the JoURNAL is sufh- 
ciently varied to invite the teacher to a 
complete reading—varied in subject, ap- 
proach, and development. | appreciate 
the frankness of the JOURNAL in its 





recognition of the extent and character 
of the problems of our profession.—R. B. 
Marston, supt. Sistersville, W. Va. 


Iowa inaugurates rural leisure 
program—The lowa state fair next 
summer will have a feature never before 
attempted—a _ statewide rural _ school 
choir composed of from 3000 to 5000 
school children from all over the state. 
The program will be supervised by Jessie 
M. Parker of the rural school division of 
the department of public instruction; the 
choir will be directed by C. A. Fuller- 
ton, head of the music department of 
Iowa State Teachers’ College, who has 
spent a lifetime in the development of 
rural music. The county superintendents 
of the state have indicated their whole- 
hearted support of the movement and 
will have charge of the development of 
the undertaking in the various counties. 

The purpose of this movement is to 
help the country schools to achieve one 
of the cardinal objectives of education— 
that of the wise use and wholesome en- 
joyment of leisure time. Every rural 
school child in grades 4 to 8, inclusive, is 
eligible to try out for the choir. He must 
pass some simple tests in music and rhy- 
thm based upon the outline especially pre- 
pared by Professor Fullerton. It is recom- 
mended that pupils participating in this 
work be excused from the eighth grade 
examination in music this year.—Mid- 
land Schools. 


Mention Tuer Journat when writing our advertisers. 





FIVE COUNTRIES $ 
PASSION PLAY 385 

—the results of years of specialization. 
551 Fifth Ave., N. ¥.—Write for Booklet W 


LEADING STUDENT TOURS TO 
All expenses Sea 
We serve the intellectual elite. Become 
Cunard supremacy! 10,000 satisfied guests. 


and Land including 
acquainted with our amazing travel values 
STUDENTS TRAVEL CLUB 


Europe Next Summer? 
Sailing July 5th 


Visit A—England, Holland, Belgium, Germany, 
Switzerland, France 


(Passion Play—Extra Charge) 


Visit B—England, Wales, Scotland, Holland, Bel- 
gium and France 


Ist Class $725, Tourist Third Cabin $525 
46 Days—Parties limited to 25 











Early reservation imperative this year 
APPLY TO 


MRS. R. S. RIDGWAY 


24SO.GROVEST. EAST ORANGE,N. J. 





Here is YOUR wonderful oppor- 
tunity to visit England, Ireland, 
Scotland, Belgium, Holland, Ger- 
many, Switzerland, Italy, France, 
and to sce the Play et Oberam- 


after 
Via Scenic St. Lawrence Route return. 
From Montreal, through 1000 miles of river 
Oni Third 


? 
complete details, itineraries, and terms, write to 


European Treasure Tours 
Dept. 107, 400 Madison Avepue 
New York City 


VACATION TRIPS 


Art and Music 
English Literature 
Interior Decoration 


Language Study 
Send for Booklet 


TEMPLEGIOTOURS 


443-Y Park Square Building 
BOSTON, MASS. 


pg og 340) 52 > 


Foremost Student Tours 
Nearly 4000 satisfied membersin1929 
250 All Expense Tours 
‘Small groups, lst class hotels, more 
motor travel. Visit the Passion Play 
of 1930. Send for booklet. 
COLLEGE TRAVEL CLUB 
154 BoyLsTon St. Boston, Masa. 

















A-280 


TEMPLE UNIVERSITY 


Broad St. and Montgomery Ave. 
PHILADELPHIA, PA. 


od 


College of Liberal Arts and Sciences 
Teachers College 
School of Commerce 
Professional Schools: 
Theology, Law, 
Medicine, Dentistry, 
Pharmacy, Chiropody 
School of Music 
Training School for Nurses 
University High School 





cy 


SECOND SEMESTER 


Begins February 10, 1930 
SEND FOR BULLETIN 
Phone, Stevenson 7600 


(HicacoNoRMALScHOOL 
toot Of Physical Fducation 


Women 
Accredited 


courses. 
Mid yeas 
for catalog. 


Chicago, Ill. 


? 


2-year diploma and 3-year B. P. E. 
Modern equipment, fine dormitories. 
term opens February 3rd. Write 
Box 910, 5026 Greenwood Ave. 





PERRY KINDERGARTEN NORMAL SCHOOL 


Training for kindergarten, 
positions 3-year course Limited enrolment insures 
personal attention. Supervised practice teaching. Uni- 
versity credits. Founded 1898 by Annie Moseley Perry. 
Send for booklet, ‘‘Training Children.”’ 


primary and playground 


Prin., 
Boston, 


Hamblen Jones, 
Ave., Room 316, 


Harriot 


25 Huntington 
Mass. 





NATIONAL ACADEMY OF 
Accredited and State Chartered— 
AR Painting, Illustration, Interior Decora- 
i tion, Sculpture, Commercial Art and 
aids rapid progress. Demand for Graduates. 
European®Tours. Supervised Dormitories. Cultural 
mer Terms... February entrance permitted. 
CATALOG—BOX J, 230 E. OHIO i 


hence teachers recommend for: 
Design. Individual instruction under successful artists 
advantages of the City used. Both Winter and Sum- 





Prepares young women to teach children 
from nursery school through 6th grade 
Diploma and degree courses. Spring 
term, February 3d. Summer, June 20th. 
Catalog. Box D 10, Evanston, Ill. 


NATIONAL 


Kindergarten and Elementary 


COLLEGE 


KEEP ABREAST — 
YOUR SUBJECT 


by using the 


HOME-STUDY COURSES 


given by 


The Anibersity of Chicago 


Courses for Teachers in Rural, Primary, Grade 
and High Schools—also for Supervisors and 
Principals. 450 courses in 45 subjects yield 
credit toward a Bachelor’s degree ora Teach- 
ing Certificate. 

For booklet giving full information, write 


The Aniversity of Chicago 


401 Ellis Hall Chicago 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





CHICAGO | 








Mention THE 


January, 1930 


———___—__.., 





THE YATES-FISHER TEACHERS’ AGENCY 


PAUL YATES, Manager 


620 South Michigan Avenue, Chicago 
Telephones: Harrison 2642, Harrison 2643 


>] In the past decade this 
Agency has secured promo- 
tions for thousands of 
ee a IN A LOD LIE GELLER LEBEL 


teachers in the best Public 
and Normal Schools. Also 
for many Superintendents. 
High class clientage. Book- 
let with valuable informa- 
tion free. 





ALBERT 


45th year 


E. Jackson Blvd., Chicago 
Fifth Ave., New York City 
Riverside, Spokane, Wash. 
E. Williams, Wichita, Kans. 





AGENCY 


Address 
Dept. K 





[THE CARY TEACH ERS’ 


36 Pear! Street 
HARTFORD, CONN. 


hods conf he high. 
AGENCY o methods conform to the hig 


standards of placement work 


14 Beacon Street 


Members National Assn. of Teachers’ Agencies BOSTON, MASS. 





, 2 Dillaye Bldg., Syracuse 317 Schofield Bldg.,Cleveland,O, 
e@ Everet iS eacners encies 1420 Chestnut StPhiladelohia 1020 MeGee St.. Kansas City 
808 Title Bldg., Birmingham 409 Journal Bldg., Portland, Or, 
120 Boylst« m. Ses ngress . Portl: N tg - : 
regi 225 Fifth Pacmag Fs ty ortland. Me. 549 Union Trust Bldg., Pittsburgh 548 Spring St., Los Angeles 


Send for Circular and Registration Form to any address above 


SOUTHERN TEACHERS’ AGENCY 
Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Memphis, Tenn, 
Covers the Middle Atlantic, South and Middle West. 


Ci lumbia, S. 


Continuous registration in four offices. 


TEACHERS WANTED 


For Schools and Colleges 


NATIONAL TEACHERS AGENCY, Inc. 
D. H. Cook, Gen. Mgr., Philadelphia, Penna. 


Syracuse, N. Y.; Cincinnati, 0O.; Mass. ; 
Pittsburgh, Penna.; 


SPECI ALISTS’ TEACHERS WANTED — College Gradu- 
> ates only, except in special fields. All subjects except 
elementary. Best places. All States. Get details. 


EDUCATIONAL BUREAU 320 N.GRAND AT OLIVE, ST.LOUIS MeN 


Other Offices: Northampton, Memphis, 


Tenn. ; 
New Haven, Conn. 








Greater Efficiency » » Less Waste 


School House Planning 


164 Pages 


Discount on Quantities 


$1.00 Per Copy 


od 


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National Education 


Association 
1201 Sixteenth Street Washington, D. C. 


Journat when writing our advertisers.