JUNE, 1930 tie JOURNAL ¢¥ the NATIONAL EDUCATION ASSOCIATION ( | MS, te tile (alee mm it || amar ee Ne = alle — OOOO OO OOOO OO OOO OO 14] A Commencement Message for Teachers—Editorial Forty Notable American Books of 1929 Teacher or Factory Hand?—d Teacher The Relation of Reading to Other Subbioces—Kathore a Mental Health and the School of the Future—J. Mace Andress Auto Roads to Columbus Personnel Problems of the Diteaindindicthen 8. ‘Gist What the Teacher Can Do—Elvin H. Fishback Books for Graduation Gifts—Jesse Lee Bennett , The Outlawry of Beverage Alcohol—Edward Alsworth ews The Kindergarten Trains for Citizenship—Sarah H. Williams The Home and Learning—Garry Cleveland Myers ‘ State Directors of the National Education Aenciinten—Phetegraph | Our Failing Pupils—Bernard Brodie . Vitalized Group Study and Faculty Meetings The Nationwide School Printing Project The Home and the Virtues—Classroom Poster Speech-Reading as a College Course—Bernice Elliott Opportunities for the Use of Leisure ‘ Education for the Wise Use of Leisure Achievements in Teacher Training, 1929-30 President Pyrtle’s Program Departments and Allied Groups at Cabeniees Builders of Our Profession Getting Ready for Columbus ‘ ‘ ‘ ‘ ‘ ‘ . Notes and Announcements . ‘ : ; ‘ . ‘ : . A- 168 Ga = m = 4 | if wlilite == ad b ———_! h A — qn ¢ ‘ xf ! tts L fi yin fi 7s | - NC _¢ uy Ihe | “<= 7s Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide in your library. ——— MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- ‘EENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, . C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF ‘TOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. This is a New Book McKITRICK and WES ‘\"s English Composi ion Just Published READING and LIVING For the Middle Grades | Tus two-year course blends thorou:': in. struction in grammatical correctness with By HOWARD C. HILL, Laboratory Schools, Uni- stimulating practice in creative expression. It versity of Chicago; ROLLO L. LYMAN, College of unites the practical with the inspirationai. Education, University of Chicago; and NELLE FE. | T sa . MOORE, Department of Supervision, Public Schools, HE material is so organized that there is Wilmette, Illinois. steady progression in the pupil’s develop- Book One, 84¢ Book Two, 88¢ Book Three, 88¢ ment. He is led to see the interest, charm, i i dramatic quality, and personal value of the Outstanding Distinctions study of English. New and Interest-Compelling Materials A . . : ; Unit Organization of Selections S far as is possible, the teacher is relieved Correlation with Life Values of the burden of organization of material, Program of Reading Habits and Skills assignment making, and guidance. Provisions for Independent Reading The authors are: May McKittrick, Assistant Professor of English, Socialization through Group Activities School of Education, Western Reserve University, Cleveland, Ohio, and Marretta Hype West, formerly Head of the Department of Eng- lish, East Technical High School, Cleveland, Ohio. 608 pages Illustrated Price, $1.44 Striking and attractive covers, beautiful colored frontispieces and copious artistic illustrations specially drawn by highly skilled artists. CHARLES SCRIBNER’S SONS || AMERICAN BooK COMPANY NEW YORK CHICAGO BOSTON ATLANTA SAN FRANCISCO ——— n “ ‘ : New York Cincinnati Chicago Boston Atlanta On every teacher’s desk | onion What does your diction- + e ° ge ary say that it is? should be this up-to-date, reliable dictionary: h 7. WINSTON shad ary say that it is? SIMPLIFIED DICTIONARY goose What does your diction- No matter what her subject or grade, every teacher needs ary say that it is? this dictionary—comprehensive enough for all daily needs | and ideal for quick, easy classroom reference. Perhaps you have seen the advertisements in nation- Every Study Hall and every English classroom should be ally circulated magazines well supplied with this dictionary for students’ use. Attrac- based upon thewords above. tive format invites use; definitions are so simply worded that they can be easily understood by students. Have you compared the definitions of these words in other dictionaries with Intermediate Edition f the definitions in THE ; Primary Edition WINSTON ee MPLIFIED (Less usual school discount) DICTIONARY : There are no “detours” in THE WINSTON SIM- PLIFIED DICTI‘ )NARY. Ne Every word is se defined bes that its use and meaning cnn — a are instantly clear Vol. 19, No. 6 THE JOURNAL OF THE NATIONAL EpucaTION ASsocIATION Help the dentists to spread the new doctrine of gum massage Teach your children to safeguard their teeth and gums by adopting this sound method of oral hygiene LL praise to the teachers of America, who so patiently have taught our children to clean their teeth! And now this splendid tradition of unselfish service is being carried still further. For teachers in all parts of the country, alert to the latest findings of oral hygiene, are adopt- ing into the classroom curriculum the daily practice of gum massage, which the profession today holds to be so important. The number of these teachers is legion and their work is done with the same painstaking care that as- sured the success of their earlier efforts on behalf of our children’s health. As one example of this educational endeavor we quote from a Louisiana teacher’s letter: “Through the use of Ipana Tooth Paste, I’ve been able to teach my children to care for and appreciate a good, clean, healthy tooth and to develop firm, pink gums and a sweet breath.” (The italics are ours.) This teacher’s work, duplicated as it is by that of thousands more, will inure to the lasting benefit of the children of today—the grown- ups of tomorrow. Its importance is emphasized by these words of a prominent dental authority: “If a man or woman reaches adult life with clean, healthy gums, he will probably keep them so for the remainder of his or her life’’. The responsibility for the modern Plague of gum disorders rests with Children are very fond of tender dunia. Explain to your children the importance of hard and healthy gums. Then they will more fully appreciate the value of Sum massage. our diet of soft, over-refined foods. They deprive the gums of the exer- cise and stimulation which is so essential to their health. But a brisk rubbing of the gums with the brush or with the fingers will take the place of the friction from coarse, fibrous foods which nature intended for our teeth and gums. Gum massage, regularly followed, will maintain normal circulation in the gum walls, it will keep the tissues firm in texture, healthy pinkin color. There will be small danger in mature years of gingivitis, Vincent’s disease or the more dreaded pyorrhea. Teach your children this easy way to safeguard their oral health Explain carefully to your children the extreme importance of a twice- daily gum massage. Tell them, after the regular brushing of the teeth, to rub their gums, inside and out, from the base toward the teeth. This regime, begun at their early age, can scarcely fail to free them of dental caresand worriesinthe yearstocome. In teaching your children this im- portant preventive measure, you Mention THe Journat, when writing our advertisers. make a real contribution to their future welfare—one which should be an unfailing source of pride and satisfaction to you. Ipana Tooth Paste is an excellent dentifrice to assist you in teaching children this new technique of oral hygiene. Not only is it often recom- mended by dentists to tone the gums and to clean the teeth, but its re- freshing flavor delights even chil- dren, and that makes things easier. Ipana’s content of ziratol makes it a specific for tender or bleeding gums. Try it yourself, if your tooth brush occasionally “‘shows pink’’. But Ipana or no, every educator now has an opportunity to spread the doctrine of better teeth and gums by teaching children the twice- a-day habit of gum massage. Published in the interest of better health, by BRISTOL-MYERS CO., NEW YORK A-153 THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION A GUIDE TO BOOKS FOR CHARACTER By Epwin D. Starsuck, FRANK K. SHUTTLEWORTH, AND OTHERS How to find the right beoks for children to read! HIS guide is in the form of two volumes which list over a thou- la of the world’s best books for children in such a way that you can select knowingly and with ease the particular reading that will be best for any child. Based on the work of a group of experts who have been conducting scientific research for years with the en- thusiastic coédperation of publishers, librarians, educators, psychologists and parents, the Guide is completely worthy of your confidence. Vol. I, Fairy Tale, Myth, and Legend - - - - $2.00 Vol. Il, Fiction - - + - + = = © = = = = $2.50 THE QUESTIONNAIRE IN EDUCATION By Leonarp V. Koos, Professor of Education, University of Chicago. i” HIS book is timely inasmuch as the questionnaire method is be- ing used both wisely and foolishly. Koos has given a very sane exposition of the function, construction, and use of the ques- tionnaire, and I think the results ought to be salutary for our research workers.” Price $1.25. PercivaL M. Symonps, Associate Professor of Education, Teachers College, Columbia University. THE New York MACMILLAN COMPANY Chicago Boston Dallas Atlanta San Francisco On { Subseribe Now and Pay Later for } June, 193) a ata for various reasons teachers approve ADVENTURES IN READING Fourth Year, Fifth Year, Sixth Yea, By SMITH, LOWE & SIMPSON “... the stories are fresh and highly interesting.” “« ... they correlate with English, nature study geography, and history.” ““ ... they contain excellent material for the grades for which they are designed.” “ ... the devices for motivation preced- ing each selection, and the pupil helps at the close of each selection, are well thought out.” “... they help greatly in developing good reading habits and in the achievye- ment of the objectives of reading.” “| .. they fulfill all the ciples of teaching reading.” modern prin- “ ... the most attractive page and illus- tration I have ever seen.” DOUBLEDAY, DORAN & COMPANY, Inc. Garden City, New York NORMAL INSTRUCTOR and PRIMARY PLANS THE MOST HELPFUL MAGAZINE FOR GRADE AND RURAL TEACHERS Normal Instructor-Primary Plans, the world’s outstanding educational journal, is published monthly during the school year from September to June in- clusive—ten large, beautifully printed numbers filled with the best teaching material obtainable. Visual Aids for All Grades in the Rotogravure Picture Section. each month of pictures carefully selected for their value as visual aids and beautifully reproduced in brown gravure. This section contains eight pages —= =~ | NORMAL INSTRUCTOR and PRIMARY PLANS Geography, history, industry, travel, The Contents comprise Plans, Projects, Methods, Aids, Devices and Material for use in all branches of elementary school work. Special attention is given to such important subjects as Health and Safety Edu- cation, Industrial Arts, Elementary Science, Nature Study, Reading and Literature, Music Appreciation, Citizenship, etc. The Many Illustrations include: full page draw- ings for Seat Work, Construction Work, Cut Outs, etc.; page and double page Poster Patterns; designs art, nature study and other subjects for which visual aids are especially desirable are covered. Abundance of Entertainment Material. Each number contains several pages of Plays, Exercises, Pieces to Speak, Music, Special Day Programs, etc., for use in graded or rural schools. Other Helpful Departments are: Primary Plans and Activities; Plans and Activities for Inter- mediate and Grammar Grades; Teachers’ Help- One-Another Club; Answers to Queries; Travel; for Calendars, Blackboard Drawings, Coloring Cards, Window Decorations, etc. Full Color Reproductions of Famous Paintings for Picture Study. On the front cover each month a famous painting well adapted for picture study is faithfully reproduced in the full colors of the original. In the magazine the following material for use in the study of the picture is furnished: A helpful story of the picture and the artist for the teacher’s use; questions to ask the pupils; a brief story of the picture in large type to use for silent reading; a page of miniature reproductions to be cut out and distributed to the pupils. Money-Saving Clubbing Offers with Other Magazines Normal Instructor-Primary Plans$2.00| , Both Nature Magazine $4 .20 Normal Instructor-Primary Plans$2.00| « Both . Hygeia, Health Magazine $3.00; $4.25 Normal Instractor-Primary Plans $2. 00| Both The Etude, Music Magazine___ $2.00) $3.35 Both $6.00 Educational Notes; New Books; etc. IMPORTANT TO PRIMARY TEACHERS. Normal Instructor-Primary Plans supplies more primary material than any other teachers’ magazine. It also supplies a correspondingly large amount of material for the intermediate and grammar grades. The Contributors are leading specialists in the various branches of elementary school work, actively engaged in the profession, and their articles are authorita- tive and up-to-date. SUBSCRIPTION PRICE $2.00 PER YEAR OF 10 ISSUES. ——[Use This Order Blank— Pay October 5|-- [J. N. E. A.—June] Be Sure to See the New Happy Childhood Readers Also Geographical and Historical Readers at Booth F-16 N. E. A. Convention Columbus F. A. Owen Publishing Co., Dansville, N. Y. ™ the Please send me Normal Instructor-Primary Plans for one year beginning with ' September, 1930, issue. Price $2.00. Also send me the magazines checked below, September: . } each for one year beginning Wi"! (J Nature Magazine 0 Hygeia, Health Magazine CO The Etude, Music Magazine Cl Time, Weekly Newsmagazine —_ ay October The total amount of the above order is $ [which I — sa 5th, 1930.] (Strike out bracketed words if you send cash with order. Normal Instructor-Primary Plans $2.00 Time, Weekly Newsmagazine _ _$5.00 Post Office Mention THe JournaL when writing our advertisers. ary jate ary ita- s]-- 198..-. with the ing wit » OK tober Jol. 19, No. 6 pei ome THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The First Day of School... Get Ready NOW/ HAT about the opening of your school in eptember? Will you approach it with confidence, or are you fearful of that first day? A good start is half the battle—the discipline and work habits of your pupils will be permanently influenced for good or ill by what happens to them in the first ses- sion—are you ready for them? If you do. not know exactly what you are going to do, if you are not confident that your class will start its year with perfect dis- cipline and effective work habits— A little of your Spare Time This Summer with The Classroom Teacher will Thoroughly Prepare you for this Crucial Situation. You need not worry about the begin- ning of the school year. You can approach the first day with the complete self-as- surance that comes from knowing how. There is a very easy way to do this! Just spend a few minutes a day during = vacation with THE CLASSROOM - ACHER. It will familiarize you with most modern and successful methods 0 classroom technique and thoroughly rquip you to meet any and every prob- CR of the New Term. Dr. William Uae Teachers College, Columbia niversity, tells you in “Starting the 104 S. Michigan Ave. Mention Ture JourNAL, when writing our advertisers. Work of the School Year’? exactly how to get your pupils into the “learning atti- tude”? right at the beginning. To the best experience in the country he adds specific cases and definite suggestions. And every subject and problem is cov- ered by some really great authority. Dr. William Scott Gray, of the College of Education of the University of Chicago, and Dr. Laura Zirbes of Ohio State, famous specialists both of them, give you concrete help in the teaching of Reading. David Eugene Smith on Arithmetic and Harold O. Rugg in the Social Sciences will be “‘at your side.”’ A NEW CONCEPT IN EDUCATION 64 of the most widely known leaders in every educational field have con- tributed to The Classroom Teacher— designed in an entirely new way to place in your hands the experience and tested methods of the most successful educa- tors of today. Every subject and every problem in every grade that confronts teacher is dealt with fully and clearly in this The CLASSROOM TEACH ERT Dept. F21 PONE cesiiaas Address City Home address if different Chicago, II. the r-ecee-— The Classroom Teacher, Inc., Dept. F21, 104 S. Michigan Ave., Chicago, Ill. | Please send me without obligation a copy of your booklet “The | Road of Progress’? with sample pages from The Classroom Teacher. | | | | | | | Position ..... | | | | professionalized series, which has become almost a necessity in educational work. The Classroom Teacher does away with nightly drudgery in preparing lessons for the next day. It ends uncertainty it stops floundering. It definitely helps you to gain that recognition which every teacher most desires. The Classroom Teacher will strengthen your weak points and add to and enrich the subjects you have mastered. There are more than 8,000 pages in this great work, divided into 85 units dealing with 50 subjects. A double concordance cross-reference index enables you to put your finger immediately on exactly the information and help you may need at any hour of the day. MAIL COUPON FOR FREE BOOKLET This is the BEST time for you to investigate how The Classroom Teacher will make your task easier and help gain recognition for your efforts. Just mail the coupon below for a copy of the free book **The Road of Progress.”’ It tells how The Classroom Teacher was written to fill a particular need, the authorities who built it, its ever-grow- ing reputation, and how it can help you achieve greater success with less wasted effort. Sample pages of the volumes themselves will also be in- cluded. Send for your copy today. It is Free! THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION VICTOR Records provide the music OMMENCEMENT is the crowning event of the en- tire school year. So why not let the world’s greatest artists and orchestras provide the music for this year’s Commencement program? The matchless Victor recordings are invaluable as Victor Radio-Flectrola patterns for class singing or less Radiotrons. group singing. These magnifi- cent Victor Records are invaluable for pro- viding incidental music during the program. Now, at the close of this year, is the time to prepare for the next. Ask Victor to help you plan your course of study. Visit our exhibit at the NEA Convention in Columbus... See the latest materials for teaching music appre- ciation and correlated subjects. Examine our text-books...see and hear the marvelous instruments. Take advantage of the special Victor offer of 30% discount to schools. Select your Victor Radio-Electrolaand youryear’s supply of Victor Rec- ords. Obtain them at this great reduction—to schools only. Save for the Fall by buying now! This discount applies to RCA Victor products... RCA Radi- olas, Victrolas, Victor Radios, Vietor Radio-Electrola Electrolas and Victor Records. “tes halieew” ‘te Radiotrons. Educational Department RCA Victor Company, CAMDEN,N.J..U.S.A. Chemistry Table No. D-764 Handles 40 Students Five sections of eight students each ean be accommo- dated every day with this popular chemistry table. That's why this table is highly desirable in schools teaching a number of classes in chemistry. Each student is provided with a private drawer and there are 8 cupboards for stor- age, acid-resisting top, solid construction, continuous lead- lined trough, stone sink, gas, water and plumbing com- plete to floor line. : Write for Kewaunee Book The Kewaunee Book lists 1500 different laboratory pieces—the largest line of its kind. Write for it. It is sent to any teacher or buyer of school equipment. Write for it on institution’s letterhead. SKeiuiasiiee’r LABORATORY Sewiawitedd re: C. G. CAMPBELL, Pres. and Gen. Mgr. 123 Lincoln St., Kewaunee, Wisconsin. Chicago Office: E New York Office: 14 E. Jackson Blvd. 70 Fifth Avenue. Offices in Principal Cities CO TT THE Balfourpian : ~cO OFFERED :TO> < HIGH: SCHOOLS ~* & WITH:-AN: ENROLLMEMT:OF:AT:-LEAST:75 << << << | i<¢)} << ) Z| <<} jx) ja) << << oD) <<) << <<) << << << << << << << << <<) << <4 << << << <+))) 4<+)) << | 9) «| va! « )j | D) A CO-OPERATIVE PLAN TO 1. Help solve the problem of buying class jew elry, and save expense. 2. Promote scholarship and character building. ACCOMPLISHED BY 1. Term contract for class jewelry. 2. Presentation of plaque and keys. The Life Membership pins and keys of the National Education Association are made by Balfour. L. G. BALFOUR COMPANY ATTLEBORO, MASS. Mention Tur JournaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTion AssoclATION Singer Machines in Home Economics Department, Tennessee Polytechnic Institute, Cookville, Tennessee For the Modern Sewing Classroom —Swift and Silent Singer Electrics N the modern school, as in the modern home, the just essential of sewing equipment is now the Singer Electric. With silent, hidden power doing all the work, sewing becomes a truly creative art. Students enjoy the sewing period, for having planned and pre- pared their materials, they can turn to a Singer Elec- tric and swiftly and easily complete a stylish garment. And they learn to sew on the very same type of ma- chine they will use tomorrow in the home. Schools and colleges where sewing is taught find an additional advantage in the fact that Singer pro- vides free an educational service which includes free training courses for sewing teachers, free loan of ma- chines, free wall charts, free textbooks and manuals and a free demonstration lesson for sewing classes. Gbe STUDENT MODEL HIS modern Singer Electric is espe- cially designed for classroom use. Its sewing mechanism is exactly like that of Singer Electrics used in the modern home. But in addition it has special features for the student’s con- venience—drawers and compartments for books and materials, cover with safety lock, adjustable knee control, legs of any desired height. It is the modern sewing machine for the modern school. Cabinet No. 402 Three drawers atleftand open compartment for books and materials at right SINGER ELECTRIC SEWING MACHINES Singer Sewing Machine Company, Educational Dept., Singer Bldg., New York Singer Sewing Machines are Used Almost Exclusively in Schools Throughout the World SS ————e—e—e—e—e—eEeEeeeeeeee———————e————eeE——— Copyright U. 5. A. 1929 and 1930 by Ihe Singer Manufacturing Co. All Rights Reserved tor All Countries. Mention THe JourNnaL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Just What are the Objectives in Junior Business Training? WHERE DOES THE EMPHASIS BELONG? In GENERAL BUSINESS SCIENCE the authors answer the question by building their philosophy on the premise that All boys and girls are CONSUMERS and CITIZENS and that some of them will be paid WORKERS WwW GENERAL BUSINESS SCIENCE by Luioyp L. Jones and Lioyp Berrtscuti gives all the necessary training for jobs on the junior level of employment, and, in addition, opens up the whole field of business for exploration and develops the subject in accordance with Junior High School objectives. WwW List Prices General Business Science Projects in Business Science, Part I . Projects in Business Science, Part IT . All prices subject to regular school discount WwW Write our nearest office for examination copy or descriptive literature The Gregg Publishing Company NEW YORK CHICAGO BOSTON SAN FRANCISCO TORONTO LONDON = June, 193)) ‘ THE New WIDE AWAKE READERS Four essentials have been carefully observed: Child Interest Careful and Even Grading Abundance of Reading Matter Non-duplication of Material Whether or not you knew the old Wide Awake Readers you ought to become acquainted with the New Wide Awake Readers The New Wide Awake Junior, 65 cents; Primer, 65 cents; First Reader, 70 cents; Second Reader, 70 cents; Third Reader. 75 cents; Fourth Reader, 85 cents. LITTLE, BROWN AND COMPANY 34 Beacon St., Boston 221 East 20th St., Chicago Ge PALMER METHOD leads the way PALMER METHOD TEXTS are being constantly re- vised to keep entirely up-to-date with modern progressive thought in handwriting instruction, and to be of greatest possible assistance to both teacher and pupil. PALMER METHOD SERVICE covers completely every need of the school. Teacher-training service, award serv- ice, visiting instructor service and many other services are given without cost. PALMER METHOD RESEARCH, under the direction of an eminent psychologist, keeps the Palmer Method in ac- cord with the soundest educational opinion and explores every phase of penmanship pedagogy. PALMER METHOD UNIVERSALITY permits a broad view of the penmanship needs of the nation and allows for constant planning for improvement—for better texts. for additional service, for more research. If you are planning to reorganize the penmanship department in your school, write to the nearest office of The A. N. Palmer Company for full par- ticulars of the Palmer Method Plan. The A.N. Palmer Company 55 Fifth Ave. 2128 Calumet Ave. Palmer Bldg. Terminal Sales Bldg. NEW YORK, N.Y. CHICAGO, ILL. CEDAR RAPIDS, TA. PORTLAND, ORE. Mention Tur Journat, when writing our advertisers, ws Bldg. RE. fret At the Department of Superintendence Convention in February the following resolution was passed: Three hundred years ago there was brought to this country the charter of Massachusetts Bay Colony. This charter made an important con- tribution to the establishment in the western world of the principle of free democratic gov- ernment. Two hundred years later, under the leadership of courageous pioneers, the move- ment of the population to the west spread that principle across the continent and estab- lished the unity of a nation. We commend to superintendents and teachers the widespread observance in schools of the Tercentenary of the Massachusetts Bay Colony and of the Covered Wagon Centennial. a is ready to help you plan your Tercentenary costumes for schoolroom and out-of-door pageants. There is now ready a 12-page book giving complete plans and direc- tions for making 11 appropriate period costumes of Dennison’s crepe paper. Every costume shown is easy to make, authen- tically correct and inexpensive. You will find these costume plans invaluable in depicting life and dress of early America. All details of each costume are clearly shown accompanied by casy-to-follow: instructions for making. Send for your free copy of the book today DD ennisow Manufacturing Company FRAMINGHAM THE JOURNAL OF THE NATIONAL EpucATION AssoclATION MASSACHUSETTS / Complete Plans for 11 Massachusetts Bay Tercentenary Costumes The Costumes illustrated and described are: 1. INDIAN...Man, Woman. 2. PURITAN...Man, Woman, Boy, Girl. 3. COLONIAL COSTUMES...Lady, Gentleman. 4, COSTUMES of 1775... Colonial Soldier, British Redcoat. 5. COSTUME of 1860...Lady. MAIL THIS COUPON TODAY! DENNISON’S, Dept. 172-T FRAMINGHAM, MASS. tions for making 11 appropriate period costumes. Name. I [ I [ I : Please send me free 12-page book of plans and direc- I | I | | Street or R.F.D. | I a Mention Tur JournaL when writing our advertisers, THE JOURNAL OF THE NATIONAL EpucaTtion ASSOCIATION June, 193 , J nee ODERN Education for Extra Curricular Activities are best met by 42% 24 =| 4 2! S a ars 2a e4 . ¥ a Extra Curricular Library OR some time there has been a feeling among edu- cators that general books do not satisfy the demand for extra curricular material. The breadth of the subject demanded more than could be encompassed in single un- related volumes. Under the able editorship of Harold D. Meyer, author of the “Hand Book of Extra Curricular Activities,” there is in process of publication a library of fifteen volumes, each one of which is a practical application of the prin- ciples involved. Each volume is based on the author’s experience in the field, and each author is an expert in the particular sub- ject covered. Other volumes to be _ included— Student School Government, School Clubs, The Puppet in Education, Rural School Practices, Athletics, Music, Dramatics, Safety Education, Class Organization Programs, Appre- ciation Centers, Vocational Guidance, and Girls’ Activities. Each volume contains about one hundred and fifty pages of material and is uniformly bound in limp leather, size 714 x 4% inches. Price per volume, $1.00 net. SPECIAL: If the complete library is ordered, to be de- livered as published, a special rate is made. Send now for descriptive circular and this proposition. VvTvovov VvTvVv WV A. S. BARNES & CO. 67 WEST 44TH STREET Of Timely Interest Commencement Gertrude Jones, Lincoln High School, Lincoln, Nebraska. Assembly Programs M. Channing Wagner, Assist- ant Superintendent, Wilming ton, Delaware. Financing Extra Cur- ricular Activities Harold D. Meyer, Univ. of North Carolina, and S. M. Eddleman. Thrift Through Education Carobel Murphey, Vice Trin- cipal Edison Jr. High School, Los Angeles. Organization and Ad- ministration of Extra Curricular Activities Cc. V. Millard, Superintendent. Dearborn, Mich., Public Schools. Home Rooms, Organ- ization, Administra- tion and Activities Evan E. Evans, Winfield, Kans., High School, and Malcolm Seott Hallman, Washington Senior High School, Cedar Rapids, Iowa. Student Publications George C. Wells, Secretary State Board of Education, Oklahoma, and Wayde H. McCalister, Webster Jr. High School, Oklahoma City. Point Systems and Awards Edgar G. Johnston, Prin. Uni- versity High School, Ann Arbor, Mich. Do Not Fail to Examine a C opy of The Lincoln Library of Essential Information At the N.E.A. Convention AT COLUMBUS, OHIO Booth No. C-16 This Modern Reference Book completely serves modern needs. It contains a vast amount of carefully selected, well- organized, accurate, and up-to-date information. The answers to about 300,000 practical questions may be easily found in it. Many teachers say that they use it more than any other reference work. Twelve Complete Books PRICE One Sturdy Volume $ 1 5 5 (Q) THE FRONTIER PRESS COMPANY Dept. 30J, Lafayette Bldg., Buffalo, N. Y. Write for free copy of “The Lincoln Way,” our 2000-question booklet prepared for the use of teachers. SUPERVISION a Creative Enterprise Is supervision necessary? What do supervisory officers do? How shall plans for supervision be made? What is the best type of supervisory organizo- tion? Is desirable training for supervisors available at present? Answers to these and many other such questions The Superintendent Surveys Supervision Eighth Yearbook of the Department of Superintendence (ISSUED IN FEBRUARY, 1930) This book represents the pooled judgment of superintendents of schools, college experts, and other leaders of education. Price $2.00 per copy Address communications and make checks payable to ee? = Superintendence, N. €. A., 1201 Sixteenth Street N. W., Washing ton, D. C. Mention Tue Journat when writing our advertisers. YOU VOT pupils’ health YZ Ney 4 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ft) organs are crowded— the spine is deformed— lungs compressed ° energy, vigor, and mental vitality are definitely lowered. Correct sitting posture demands that the pelvis be vertical. Unless school seats definitely assist in meee this important direction the body slumps—vital y~— ., 8 tt based on 50 year old theories ... or the facts of today? STONISHING—but true—only recently has science Cast its spotlight on the importance, both physical and mental, of school seating. Old school seats may still serve to sit upon—but that’s all. They do not perform the other functions that science and modern education demand. Correct school seating is recognized today as a decided factor in the physical and mental development of the school child—a factor that should be reck- oned with, Your school... to give pupils the advantages and opportunities that modern schooling should give—must have posturally correct seating. Your vote... with your school board, should be cast for American Seats . . . seats that are manufac- tured under exacting scientific specifications to help the child sit erect without effort. School seats—as we design them—help the lungs to expand, the heart to have full freedom, the spine to retain a normally erect position. All vital organs are saved from the dangers of cramp- ing and are permitted to function with free effi- ciency. Your pupils feel better—work better— their chests are out—their shoulders relaxed... through scientifically correct seating their stand- ing, too, is improved. The American school seat of today makes a majorcontribution tothe general health, strength and men- tal progress of America’s school children. There is an American seat for every school re- quirement... seating ina wide diversityof styles and models. For more than 50 years American chairs have been preferred for depend- able quality—in schools, in theatres and auditori- ums where comfort and acoustics must be consid- American Universal Movable Desk Number 134 —Only one of the many types and sizes of seats and desks built tocomply with correct principles of health and hygiene. A swivel seat desk, adjustable and pos- turally correct. Descriptions of this and many other types of seating may be had by writing for school catalog No. 260. ered, and in chapels where beauty is a factor. You are invited to use our Seating Engineering Service. There is no obligation. American Seating Company XS 2 Mention THe JourNnaL, when writing our advertisers. General Offices: 14 East Jackson Boulevard, Chicago, Illinois Branches in All Principal Cities A-161 —-, — A-162 ut Last flour ~ Tired—weary and restless—that’s why children get into trouble during last-hour periods. It’s then when teachers are under greatest strain—when children pay less attention to studies and seats are most un- comfortable. Avoid last-hour strain on the part of pupils and nervous strain on the part of teachers by equipping with National Seats of Comfort with the famous Moeser Extended Arm Reduces “Last-Hour Uneasiness’’ In National Desks equipped with the Moeser Extended Arm, pupils sit squarely in their seats. The back is supported when writ- ing—working space is more than doubled —no turning to rest arm while writing— eliminates facing light and uncomfort- able positions that bring on “last-hour uneasiness.” When writing, the arm is supported, resulting in better penman- ship. National Desks are shaped to conform hygienically to the human figure—they encourage correct posture—insure greatest comfort—less fa- tigue—less eye strain—better grades in last-period classes and less worry and nerve strain on the instructor. Years of collaborating with America’s leading educators, to- gether with our own exhaustive research and experiments, have resulted in noticeably superior equipment. No. 101 Combination Desk with Moeser Arm Top. Standards finished in durable, baked enamel; woods, in National process finish, both in a soft brown color. Write for National Catalog If you are a buyer of School Equipment you will want our latest catalog on School Desks. All types of school chairs and teachers’ and office desks. We will send our catalog free and prepaid on request. The National School Equipment Co. Manufacturers of Complete School Equipment Port Washington, Wisconsin THE JOURNAL OF THE NaTIONAL EpucATION ASSOCIATION ANNOUNCING 1930 EDITION LENNES TEST AND PRACTICE SHEETS IN ARITHMETIC—N. J. Lennes Grades One to Eight, inclusive. Full-year and half. year pads with two score cards in each pad Many improvements have been made on the basis of the returns we have received from users of this materia] throughout all sections of the United States. New stand- ards for tests have been determined and PROBLEM TESTS have been included for each year. You will find, upon careful examination, that the 1930 Edition of the LENNES TEST AND PRACTICE SHEETS IN ARITHMETIC is in close agreement with the principles stated in the Twenty-ninth Yearbook of the National Society for the Study of Education. Educators who are already familiar with this material will appreciate the improvements found in the 1930 Edi- tion; those who are not, need only to recognize that it has been used successfully by more than five million pupils because it has increased accuracy and speed in a truly startling way. Visit Booth B-9 at the Exhibit of the National Educa- tion Association in Columbus, June 28-July 3. Write for Further Information LAIDLAW BROTHERS Educational Department 2001 Calumet Ave. 133 First Street 34 West 24th St. HICAGO SAN FRANCISCO NEW YORK Health Courses in Summer Schools The Joint Committee on Health Problems in Education has revised and enlarged the popular report originally issued in 1924. This new edition will be off the press June 10. Order Now and have available a text that will be up to the minute. Health Education (Second Edition) A Program for Public Schools and Teacher Training Institutions (Estimated number of pages—250. Preliminary price—$I.25 per copy) Liberal Discounts on Quantities National Education Association 1201 Sixteenth Street Washington, D. C. eee. ee Mention THe JourNnaL when writing our advertisers. 7 ral. 19, No. 6 : THE JOURNAL OF THE NATIONAL EpucaTIon AssoclATION A-163 Its easier _ to learn ona -_ TOUCH” and “Easy Touch” are terms familiar to every student and teacher of typing. Yet no matter how “easy” or how “light” touch may be, unless the keys respond quickly . . . effort- lessly . . . unless touch is “natural’’, it does little to make typing easy. The secret of ‘Natural Touch” is simple. It is merely the scientific adjustment of typebar action to the natural muscular movements of the hand. The result is complete flexibility and responsiveness . . . an ability to do more work in less time with less effort. i ——— a Natural touch and ease of action are but part of the advantages of the Remington 12. Every part of its construction is planned to simplify typing. To insure enduring good work. To give better serv- ice over a longer period of time. Remington 12 is the accepted business type- writer ... chosen by progressive business men for its unfailing dependability and for the high caliber of work inevitably produced on it. To equip your school with Remington 12’s will mean that you will be keeping step with progress. That your students will be better fitted for the business world. That they will learn more easily ... more quickly. It will mean that you will expend less effort in their instruc- tion. That you will be saving your own time and energy. | The Remington Rand man in your city will __ ated sa: gladly demonstrate the Remington 12 to you. To ai ee Ll call upon him does not obligate you in any way. aS Oa he ~ a 4 Remington Typewriter Division Remington Rand BUSINESS SERVICE BUFFALO, NEW YORK Mention THe JourNAL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION The $$ Columbus Exhibit June, 193) Sixty-eighth Annual Convention, June 28-July 3, 1930 National Education Association The firms COLUMBUS AUDITORIUM and organizations listed below have arranged to participate in the Columbus Exhibit. Acknowledgment of their cooperation is given. Aero-Globe Company American Book Company American Education Press, Inc. Andres-Tallman Motivation Charts Publishers Atwater Kent Mfg. Company Augsburg Publishing Company Balfour Co., L. G. Bell & Howell Company Bobbs-Merrill Company, The 300k House for Children, The Bradley Co., Milton Buckeye Blower Co., The sSurroughs Adding Machine Co. Caproni & Bro., Ine., P. P. Chicago Apparatus Company China Child Welfare, Inc. Christian Science Monitor, tension Committee Cleanliness Institute Coca Cola Company Colgate-Palmolive-Peet Co. Columbian Test Bureau Commercial Paste Co., The Cook & Company Dennison Mfg. Company Denoyer-Geppert Company Dick Company, A. B. Ditson Co., Oliver Ditto, Incorporated Dobson-Evans Co., The Draper Shade Co., Luther O. Dudley. Lock Corporation Dum Company, The Geo. E. Eastman Teaching Films, Inc. Educational Device Co., Ine., Educational Publishing Corp. Electrical Research Products, Inc. Encyclopedia Britannica Evaporated Milk Association Circulation Ex- The Foundation Press, Inc.. The Frontier Press Co., The Ginn and Company Girl Scouts, Ine. Gregg Publ. Co., The Grigsby-Grunow Company Grolier Society, The Hall & McCreary Company Harter Publishing Co. Hughes Co., -Marshall Ideal School Supply Co. Iroquois Publishing Co. Johns-Manville Corporation Journal of Home Economics Kemitex Products Co., The Keystone View Company Laidlaw Brothers Lawlor Co., S. Legislative Commission, N. E. A. Manual Arts Press, The Metropolitan Life Insurance Co. Midland Press, The Modern Educational Publishers Monroe Calculating Machine Co., Multistamp Co., The National Child Welfare Association National Congress of Parents & Teachers National Geographic Society National Illiteracy Crusade National Teachers Agency National Woman’s Christian Temperance Union, Dept. of Scientific Temp. Instruc. Nelson & Sons, Thomas Nesbitt, Ine., John J. N. American Sound & Talking Picture Equip- ment Corp. Owen Publishing Co.. P. A. Palmer Co., The A. N. Pathfinders of America Inc. Popular Science Publ. Co., Ine. Practical Drawing Company Practical Home Economics Quaker Oats Co., The Quarrie & Co., W. F. Radio Music Co. Rand McNally & Co. R C A Photophone, Inc. RCA Victor Co., Ine. Review of Reviews Corp., The Rowe Co., The H. M. Sadlier, Inc., Wm. H. Sanford Mfg. Company Scholastic Publ. Co., The School Specialty Press, Inc. Science Service Service Bureau tions Sherrick, J. L. L C Smith & Corona Typewriters, Ine. South-Western Publishing Co. Spencer Lens Co. Standard Electric Time Co., The Standard Mailing Machines Co. Teachers Casualty Underwriters Teachers Protective Union Tiffin Scenic Studios University Publishing Co. Victor Animatograph Co. Wallace & Co., J. D. Walraven Book Cover Co., A. Ward Co., The C. E. Webb Publishing Co. Weber Costello Co. Webster Publishing Company Welch Mfg. Co.. W. M. West Disinfecting Company Wheeler Publishing Company Zaner-Bloser Company of State Teachers Associa- Zs PLAN YOUR TIME AT THE COLUMBUS CONVENTION FOR A THOROUGH INSPECTION OF THE EXHIBIT Mention Tur Journat, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION NEW WORLDS TO CONQUER Now it’s extra-textbook education! The child’s world extends from school-room to Asia’s end—and to the apearttsgasttizeasessss Aagerteeencatescaegeene eee stars. His fertile imagination runs riot with a hungry Saas desire to know. And for him, and his million brothers and sisters, the Mimeograph is making possible extra- textbook teaching that nourishes his interest and stimulates his imagination. Wise teachers and school executives the world over are turning to it more and more for its inimitable aid in rapidly duplicating things type- written, written or drawn in line. So simply and with minimum effort does its stencil process produce pictorial lesson sheets, subject outlines, work books, graphic problems, music, maps, laboratory data, form letters, in hourly thousands, that it has become an indispensable tool of modern education. It operates today at lower. cost than ever before, and privately. For full particulars address A. B. Dick Company, Chicago, or ’phone branch office in any principal city. MIMEOGRAP Hi i i Ga Ss C a> Mention Tur JourNaL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION pe Questions for Review Questions for Drill, Questions for Tests Problems, Projects, ‘Topics for Themes OR a fully prepared lesson F on Iron and Steel, or Cour- tesy, or Useful Plants, or Milk, or the Song of Hiawatha, or whatever it may be, turn to the new Classroom Guide to The Book of Knowledge. This volume has been prepared by Ellis C. Persing of Western Reserve University, Harold Saxe Tuttle of Oregon University, Elmer L. Ritter of Iowa State Teachers College, Charles E. Skinner of New York University and other educators. UNITS OF STUDY By applying this Classroom Guide to the simple, clear and interesting articles in The Book of Knowledge, these become units of study, complete and ready for assignment to the class by the teacher. More than 500,000 copies of these units were tested by teachers in schools before this new volume was printed. For ref- erence use, the Index of 31,000 sub- jects (the work of a trained libra- rian, Miss Zaidee Brown) gives quick access to needed facts. For graded references, there is a stand- ard Course of Study in Volume 20. For topical references, including self-corrective games for kinder- gartners, paper handwork, first aid, etc., see the School Subject Guide in Volume 20, in which volume sity. THE GROLIER SOCIETY, Dept. 313, 2 West 45th Street, New York, N. Y. | C] Please send me, without obligation, information about The Classroom Guide to The Book of Knowledge. | | | | | | (1) I should like to know more about the money-making opportunities which The Grolier Society offers to | | | | ! | | teachers. ETERS eee Cee Were PR? RT ROE ee ne eee Ee ee aS eee ae ee eee Oe eT TEES Journal of the National Education Assoc. 6-30 Mention THE JourNAt, The Classroom Guide to The Book of Knowledge, Edited by Ellis C. Persing,Western Reserve Univer- The Grolier Society, New York. will also be found the new index to illustrations of painting, sculpture and architecture, the latter pre- pared under the supervision of Ralph Adams Cram. when writing our advertisers. CORRELATED FACTS For “correlated” facts, as con. trasted with the “isolated” facts of the usual encyclopedia article, see any informational unit of The Book of Knowledge. For instance, a child looking for information about beavers finds it immediately, and finds also that the article does not limit itself to this one variety of “gnawing and burrowing” ani- mals. The child cannot escape discovering that the rabbit, the squirrel, the mouse, the rat and others are included in the same animal group as the beaver, and thus arrives for himself at an im- portant conclusion in nature study. The titles of such articles as “The Great Cattle Family,” “Birds That Cannot Fly,” “Insect Friends and Foes,” “Conquerors of Disease,” “The Great Cereals,” etc., suf- ficiently suggest the educational importance of this unique plan. READY FOR USE The teacher who has available the New Edition of The Book of Knowledge may now turn without tedious compilation of separated encyclopedia articles to illustrated units of study in the various sub- jects, including Geography, His- tory, Character Education, Sci- ence, Biology, Health, The Fine Arts, Stories, Poetry and Factual Reading. 591 pages. Summer-time Earnings for Teachers The Grolier Society invites correspondence with teachers in every state who wish to spend all or part of the summer vacation period in congenial work which will earn for them a very considerable sum of money in a short time. Not only its extensive advertising in newspapers and maga- zines but also the long-established national sales orgamiza- tion of The Grolier Society, with its permanent branch offices in many cities, and the intimate knowledge of its — managers concerning local conditions make the way easy 1 teachers who are undertaking sales work for the first time, or who are returning to it again after months in the class- room. , Detailed information regarding the plan of selling, loca- tion of the nearest branch office, basis of remuneration opportunities for executive positions in the summer sa “ organization will be given by personal letter in response inquiries. Mail the coupon today. Editorial for June, 1930 A Commencement Message for Teachers ext to the concern of a devoted mother as she sends her daughter out into a new motherhood, or that of an eager father as he sends his on forth into the world, is the deep de- ire of every true teacher that the youth who have been with him for instruction may make the best of life. At commence- ment time parents, teachers, and friends join in a ceremony of idealism and well- wishing that is one of the glories of America. Beyond the instruction and the whole- some atmosphere of the schools, teachers have an obligation to youth that no one else can perform—the obligation to see that the community itself is a wholesome place for life, for growth, for excellence, and for happiness. This is a task for all citizens but peculiarly the task of teachers and parents. All other groups are special- ists. They are always in danger of over- emphasizing a narrow phase of life to the neglect of the larger humanity. Surgery and medicine grow more skil- ful. Hospitals multiply. The art of cur- ing and correcting physical ills advances. Preventive medicine makes gains. But the vastly more important task of so planning communities and housing and recreation as to conserve and build up physical vigor and wholesomeness of life —this task cries for workers who under- stand basic needs of growth and forma- tion as more important than reformation or correction. Lawyers increase and judges multiply to administer “justice” and penalize crime but crime goes on as an insidious cancer in the very vitals of civilization, costing more, five times over, than the schools. Teachers need to study crime. A careful case study of the personal factors back of every serious crime—with a clearing- house for result-—would give profound insight into the problems of character education. We need frankly to face the fact that crime can be stopped only through the processes of education—char- acter education, better teachers, profes- sionally trained policemen, judges who know psychology and sociology, news- Papers too intelligent to exploit mor- bidity, Industrial managers increase, but we ethe colossal waste of large scale un- employment on the one hand and of child labor exploitation on the other—millions hay unemployed and more than a million chil- dren who belong in schools at work in the name of profits. Here is a problem that has a claim to the attention of teachers. The Spirit of Life A Commencement Message Life is Progressive Life is Practical Life is Dynamic Life is Recreative Life is Friendly Life is Cooperative Life is Idealistic —From an address by Frank Cody —as president of the Department of —Superintendence, Feb. 24, 1930 Business men increase but the gap which separates the ghastly rich from the starving poor grows wider. Eleven thou- sand superrich gave returns for 1927 which showed annual incomes of more than $100,000 each or a grand total equal to one twenty-fifth of the net na- tional income, more than the total sum spent for education. “The income tax re- turns for 1928 show that in seven years the number of persons having an annual income of more than a million has in- creased from sixty-seven to almost five hundred, twenty-four of whom had in- comes of over $10,000,000 each.” Advertising gains in power and skill. It commands with its fabulous resources able artists, skilled printers, powerful writers. But even advertising forgets that human values come first. Thought- less elements spring up within the field. The Federal Trade Commission is kept more than busy trying to stop unfair prac- tises. Advertising beats even at the doors of the schools—even enters the schools, as in the case of the notorious fake to- bacco advertising which the best schools are now shutting out of classrooms and libraries. The load which falls upon government is increasing because of the associational [ 169 ] and corporate character of modern life, [John Dewey writes an article on the’ United States, Incorporated] and yet the ancient forces of graft and greed are still too prevalent particularly in the govern- ment of our big cities. The problem of world goodwill is seri- ously handicapped by the intrigue of self- ish interests who would make profits by playing upon the fears and doubts of nations. It must be clear to anyone who thinks on these problems that they can be solved only by unselfish citizenship and our com- mencement message is this—that teach- ers being the largest single body of pro- fessionally trained, distinterested citizens, close to life by the very nature of their work, sympathetic with the poor and needy, appreciative of the deeper values, have an obligation to take up their great task of citizenship, to exert their leader- ship, and to train young people whose ideals they influence, to make real in everyday life the great truths for which the schools stand. It seems but yesterday that we were discussing as college students, the income tax, woman suffrage, and the outlawry of beverage alcohol. Today the income tax is the foundation of our national finance ; woman suffrage is accepted ; and the outlawry of beverage alcohol is lift- ing America to an entirely new level of achievement and advance. No training given by colleges of our day helped Amer- ica more than this sense of responsibility for affairs which was built into the lives of students. It is one of the great contribu- tions of the normal schools. It is the glory of every great teacher, that when he as- sumed the teacher he did not lay aside the citizen. On another page appears the list of 40 books selected for the League of Nations from the thousands of books produced in America during 1929. A teacher whose vacation plans will permit, could do noth- ing more profitable during the vacation period than to read the sections of this list which relate to history, law, social science, and philosophy. America faces a period of marvelous possibility and opportunity, the founda- tion for which has been laid in our far flung system of schools. The future is with the schools, the teachers, and the children.—J. E. M. Forty Notable American Books of 1929 | MONG the notable services of the JOURNAL of the National Education Association is the pub- lication annually of this remarkable list. The selection of the titles is one of the vital sery. | ices of the American Library Association and the many distinguished librarians, able scholars, and skilled specialists who cooperate with it. The idea of a world List of best _ books each year is one of the significant contributions of the International Institute of Intellec. tual Cooperation of the League of Nations. This Institute has directed that “the works should be selected from those dealing with an important subject or from the pen of an original and_ interesting author and should be within the reach of persons of average education.” A good plan is to examine all the books, to read at least one from each of the groups, and to buy for fur. ther study and rereading in one’s own library as many as circumstances will permit. History Our Business Civilization. James Truslow Adams. Albert and Charles Boni, New York. 315p. $3. _ The Tragic Era. Claude Bowers. Houghton Mifflin Com- pany, Boston. 567p. $5. | Life and Labor in the Old South. Ulrich Phillips. Little, Brown and Company, Boston. 375p. $4. Law | The Dissenting Opinions of Mr. Justice Holmes. Oliver Wendell Holmes. ed. by Alfred Lief. Vanguard Press, New York. 314p. $4.50. Social Science Men and Machines. Stuart Chase. The Macmillan Com- pany, New York. 354p. $2.50. | Frontiers of Trade. Julius Klein. The Century Company, New York. 328p. $2.50. Middletown. Robert and Helen Lynd. Harcourt, Brace and Company, New York. 550p. $5. Chicago. C. E. Merriam. The Macmillan Company, New York. 305p. $3.50. War as an Instrument of National Policy and its Renuncia- tion in the Pact of Paris. James T. Shotwell. Harcourt, Brace and Company, New York. 310p. $3.50. Religion | Religion. Edward Ames. Henry Holt and Company, New York. 324p. $3. | Labor Speaks for Itself on Religion ; a symposium of labor leaders throughout the world. Jerome Dwight Davis, ed. The Macmillan Company, New York. 265p. $2. Philosophy and Psychology | The Quest for Certainty. John Dewey. Minton, Balch and Company, New York. 318p. $4. The Modern Temper. Joseph Wood Krutch. Harcourt, Brace and Company, New York. 249p. $2.50. | A Preface to Morals. Walter Lippman. The Macmillan Company, New York. 348p. $2.50. Belles Lettres and Art For Lancelot Andrews; essays on style and order. T. S. Eliot. Doubleday, Doran and Company, Garden City, N. Y. 159p. $2. A Farewell to Arms. Ernest Hemingway. Charles Scrib- ner’s Sons, New York. 355p. $2.50. | Dear Judas. Robinson Jeffers. H. Liveright, New York. 129p. $2.50. Laughing Boy. Oliver La Farge. Houghton Mifflin Com- pany, Boston, 302p. $2.50. Firehead. Lola Ridge. Payson and Clarke, New York. 218p. $2.50. Cavender’s House. Edwin Arlington Robinson. The Mac- | millan Company, New York. 103p. $2. The Wave. Evelyn Scott. Jonathan Cape, New York. 624p. $2.50. . Angels and Earthly Creatures. Elinor Wylie. Alfred A. Knopf, New York. 63p. $2.50. Drama The Theatre; three thousand years of drama, acting and stagecraft. Sheldon Cheyney. Longmans, Green and | Company, New York. 558p. $10. Street Scene. Elmer Rice. Samuel French, Inc., New York. 239p. $2. Biography Grandmother Brown’s Hundred Years. Harriet Connor | Brown. Little, Brown and Company, Boston. 369p. $3. Mrs. Eddy. Edwin Franden Dakin. Charles Scribner's Sons, New York. 553p. $5. The Life of an Ordinary Woman. Mrs. Anne Ellis. | Houghton Mifflin Company, Boston. 300p. $3.50. Henry the Eighth. Francis Hackett. H. Liveright, New York. 452p. $3. Herman Melville. Lewis Mumford. Harcourt, Brace and Company, New York. 377p. $3.50. The Life and Letters of Joseph Pennell. Elizabeth Pen- nell. Little, Brown and Company, Boston. 2v. $10. A Victorian Village; reminiscences of other days. Lizette Woodworth Reese. Farrar and Rinehart, New York. 285p. $3. La Fayette. Brand Whitlock. Appleton and Company, New | York. 2v. $10. Life and Letters of Stuart P. Sherman. Jacob Zeitlin and | Homer Woodbridge. Farrar and Rinehart, New York. | 2v. $10. Travel and Social Life Carl Akeley’s Africa. Mary Akeley. Dodd, Mead and | Company, New York. 321p. $5. Ends of the Earth. Roy Chapman Andrews. G. P. Put- | nam’s Sons, New York. 355p. $4.50. The Magic Island. William Seabrook. Harcourt, Brace | and Company, New York. 336p. $3.50. Science Our Face from Fish to Man. William Gregory. G. P. Putnam’s Sons, New York. 295p. $4.50. The Thinking Machine. Charles Herrick. University of Chicago Press, Chicago. 386p. $3. Introduction to Social Anthropology. Clark Wissler. Henry Holt and Company, New York. 392p. $3.50. The Great Apes. Robert Yerkes. Yale University Press, New Haven. 652p. $10. [170] seeing more than two patients every hour works unfairness both to her ind to her patient. Is there any judge icho believes he best serves the state when he holds simultaneous investigations of hirty-five different persons every hour ? What minister attempts to aid and com- ort the same number in platoons? Let me give the schedule of my average day this term. At 8:45 1 meet a little regiment of thirty-five. From 9:30 to 11, I sometimes have to keep quiet one hundred and fifty restless souls (a third of a crowded study hall), one fourth of whom know how to study; at other times I have to do cler- ical work connected with my “home” room or recitation classes or fill out cards and circulars sent by the school board. Occasionally | rejoice when I can correct afew themes in that time. From 11 until 2:50 (Thursdays and Fridays generally until 3:30), with forty minutes out for lunch, there sit before me for instruction four more classes of thirty-five to forty pupils each. For my second class, seniors, | have to bridge a three and a half years’ gap—the first class were freshmen. The third class, which follows five minutes after the last senior has left the room, re- quires another change of attitude—they have been in high school three terms. The same presentation will do for the fourth class, but the last class necessi- tates a jump back to treatment for seniors. The doctor tries to effect a physical and mental readjustment back to health; the judge attempts to place the asocial person in harmonious agreement with the rest of society; the religious leader instils faith in right living. As a teacher, Iam responsible for the health of stu- dents in my five recitation classes as well ® for that in my “home” class of fifty- tour. Not only should my method of con- HAVE HEARD my physician say that Teacher or Factory Hand? ducting recitations aid each of the one hundred and seventy-five students under my care to become peaceable citizens, but HIS ARTICLE which appeared in the Atlantic Monthly for April 1930 is reprinted here through courteous permission of the editors. It deals with a problem that in some measure is na- tionwide. Overstrain and chronic fa- tigue are far too common among teach- ers. The most fundamental processes of character formation—which is the real aim of the school—are paralyzed when the teaching load becomes so heavy that teachers are unable to un- derstand intimately, to enjoy, and to help the individual pupil. Schools have been expanding so rapidly that it has not been easy to provide a sufficient number of trained teachers. Now that there is a teacher surplus there is no reason why enough teachers should not be provided except the financial rea- son. A nation which spends more for tobacco than for its schools can surely afford to employ enough teachers to reach round, to pay them salaries in keeping with their great service, and to provide against want and uncertainty in old age.—J. E. M. it is my job to foster leaders among them. As a teacher of adolescents, I must en- courage moral responsibility. Mind you, all this is outside the objectives of my subject. As an English teacher, I must teach one hundred and seventy-five pupils —different ones every six months—to use the English tongue correctly in writing and speaking; ] must inculcate unswerv- ing application to the doing of the daily task, no matter how monotonous it may seem; I must teach how to extract mean- ings from difficult passages; I must achieve articulateness and initiative on the part of my pupils; it is my task to en- courage those with distinct literary abil- ity to do original work; I must foster in all a love for great books, so that sublime r 1908 there were in round numbers 5000 members in the National Education Association. In 1918 ten years later there were nearly 10,000 members. In 1928 another ten years later there were 180,000 mem- ers. On January 1930 the membership count showed an enrolment of 205,000. This is a marvelous rec- ord. The growth has been both inspiring and significant. There are as many 100 percent schools now as re members 22 years ago. {The life membership list is also growing by leaps and bounds. The count on April 10 was 3257. That adds $325,700 in notes and cash to the permanent fund. It provides the ew building which is being constructed at the present time. A great effort is under way w life members during the next month to complete the funds for the new building. there we funds for the n for 500 ne and moving truths may create a yearning to live useful and beautiful lives. How do I spend my day after three o'clock? Instead of taking needed exer- cise, I must sit at least once a week in a crowded lecture hall. My board of edu- cation has just passed a law requiring me to show evidence from some institu- tion of higher learning of thirty hours of successfully passed work every year if I wish my annual salary increases. One cor- respondence course may be submitted in fifteen years. Study groups, travel, and reading innumerable books from which I get much more stimulation are not, in the opinion of my board of education, either educational or broadening. Two to three hours’ travel to the big city universities, an hour’s lecture, and one afternoon is gone. Two Mondays of every month after school hours are spent in long fac- ulty meetings and twice every term there are the lengthy, if interesting, meetings of the English Teachers’ Association. On other days I plan and read for three dif- ferent grades of English, each grade tak- ing four types of work—literature, oral work, composition, and grammar. Plan- ning for three grades for one half term took me, this semester, the best part of two weeks. A forced absence from school during the first two weeks of the sem- ester because of a broken leg gave me the necessary leisure; I am not always so lucky. When I am not attending regular or special meetings, or planning work, there are one hundred and seventy-five papers I must correct every two weeks— they should come every week. Sometimes they are a page long, sometimes much longer. If I were a machine for spelling, sentence construction, punctuation, abil- ity to follow assignment adequately, and originality, I could read and correct a page-long composition every three min- utes. Being no Robot, I take considerably longer than 525 minutes for 175 themes. 172 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Then, too, since extracurriculum ac- tivities loom large in modern educational objectives, I must bear my share of the burden without any reduction of teach- ing hours or other duties. That share is management of the debating team. | ex- pect to spend every Saturday morning and much time during the week helping these four youngsters to learn to collect and organize material, to say nothing of teaching them effective delivery. To keep in sympathetic touch with my students’ minds, I have to read books my students delight in, and reading books on educa- tion and psychology is necessary profes- sionally. To keep from senile decay and to retain remnants of the faculty to ap- preciate the «esthetic, 1 must wedge in the reading of worthwhile new books and an occasional classic. Not much time for repairing my clothes—my salary does not admit of a lady’s maid—for most necessary meetings with my friends, at- tending theatres, museums, and so forth, is there? ~ When I compare my lot with that of the three other professions dealing with close contact between person and person, I do not write to induce my superior officers to reorganize the schools on a private-tutor basis; however delightful that might be, such an arrangement I know is out of the question. I write for the layman and superior officers who for- get that teachers deal with moving ma- terial just as do doctors, lawyers, and 1929. ministers ; not with cans of peas, or reams of paper, or figures on a balance sheet that can be shifted with impunity. I write specifically for those who are re- sponsible in my city for increasing the already heavy load of English teachers from twenty teaching hours a week to twenty-five, from four classes to five, and in many schools of the city to six. I write for the school executive who forgets the nerve tension on one mind of the simul- taneous workings of thirty-five to forty minds, for the man or woman who re- gards a school as an example in division, with the teaching staff as a fixed divisor and the pupils an ever-increasing divi- dend. The injustice to me as a_ teacher dwindles to insignificance when I think of how the child is cheated. Large classes and too many teaching periods a week prevent the personal interview so neces- sary to doctors, lawyers, and clergymen. It is only by accident that I learn of tragic difficulties under which pupils struggle. A chance smile in the hall opens Martha’s floodgates: she has to spend all her hours at home taking care of her sick mother. Camille is just one in a sea of faces until she writes on a short daily test, her third failure, “I need your help in Ivanhoe.” Frank is, after six months, only rather a diffident, intelligent young- ster, until one day, when pressed to try out for debating, he says with an old man’s tragedy in his black eyes, “You 6 pe America afford a fair start in life for every boy and girl?—Further and further have the imperial rulers of Wall Street extended the boundaries of their territory and more and more do all the lesser financial principalities look to New York for guidance and instruction. The force that is in the hands of a few strong men is powerful enough to dwarf: and engulf even the power of the greatest of hereditary monarchs. Those who have felt its pressure know its force. Since 1890, the beginning of the period of great amalgamations, the secret levers of all the great industries in the United States have been concentrated in the money center. Since 1914, the great power station has added the lever of all the other and lesser financial capitals of the world and its dominance today is as centralized as it is undisputed. In the years since 1920, the new army of the middle class has borne down upon Wall Street. Fleeced | time and time again by the experienced operators of the Street, its hordes have each time returned in larger force. ... Surplus funds, small in individual cases but tremendous in the aggregate have been placed by these persons in the stocks of American corporations. By 1922 more than 15,000,000 persons in _ the United States were owners of stocks. Strangely enough this development has strengthened rather than weakened the hold of the large financial interests on American industry. For so widely have the stocks become distributed, that it has now become possible for financiers to control and manage large industries with very little stock ownership, since the small stockholders—the real owners of the busi- ness—are scattered and unorganized. [Speaking of the development of investment trusts, the author then points out that were a huge investment trust to be established and to obtain the confidence of the middle class investors, it would be very powerful.] They could even name presidents, declare war, and enact _ legislation as their interests decreed.—Abridged from The Story of Wall Street by Robert Irving Warshow, June, 1930 know I haven't got the personality.” They are my nightmares, these Marthas and Franks, and Camilles. Because é the increase in size and number of my classes, I am forced to decrease the a ber of themes from each pupil, | have learned more about teaching and pupils’ problems from students’ themes to me than from any professor of pedagogy, I want to help and encourage every youngster that sits in my classroom, | feel that I was meant to teach adolescent boys and girls ; my present enjoyment of teach- ing, even under great difficulties, ought to prove that. I agree with prominent educators in Washington and in Albany when they preach creative teaching and individual instruction. But the board of education in the largest and richest city in the United States has another picture of me. They think of me as in a factory, a very noisy factory, where I am mind- ing 175-250 bobbins to see that they all turn with the same speed. But I am a poor factory hand. Very often a bobbin breaks or the thread that is being wound gets tangled. I quickly discard the broken and the tangled spools so as not to dis- turb the even whir of the other bobbins, But, because my foreman almost always sees my bobbins running smoothly, he thinks I am an efficient worker: he doesn’t know what a cheat and a liar] am. And the dreadful fear that comes to me is that perhaps some day | may agree with him. Better Teaching of Reading The Relation of Reading to Other Subjects KATHYRN KRIEGER Teacher, Second Grade, Montebello School, Baltimore, Maryland room can present reading possibili- ties. A child’s life in a schoolroom is a series of experiences that are recorded ‘, various ways and in various places. Nothing is capitalized. Everything is in- tegrated into the child’s living and con- tributes to his growth. His living is an asimilation of what he himself has de- veloped. In all his intellectual growth reading plays the greatest part. Reading is both a stimulus and a ref- uge for activities. It is basic in its im- portance of knowledge, for all subjects form an integral part of reading experi- ence. It opens up avenues for new ex- periences and furnishes a stimulus to curiosity. Through reading a child seeks knowledge and in reading a child gratifies his desire to know. If the need for read- ing is great enough, interest will follow, and, consequently, growth in knowledge of all subjects. Moreover, the better the reading ability, the greater is the facility in handling new knowledge; and the greater the resulting appreciation and wealth of knowledge will be. A child soon realizes how valuable reading is if he lives in an atmosphere where reading is indispensable. If the subjectmatter in history, geography, ele- mentary science, hygiene, and spelling are attractively placed before him and if enough simple and attractive story books are available, he soon feels a great de- pendency upon reading. He not only de- sires contact with and needs books but he feels his growing facility in handling books and reading. The teacher’s chief problem is to bring about conditions that provide the greatest interest in and needs for learning. Nothing more stimulates a child to learn than situations that he himself creates. And learning, when brought about by a need, can be so absorbing that t is the most important interest in his life, Learning, moreover, requires a co- ordination of subjectmatter, which the teacher may guide with a view to round- Bi CORNER, every spot in a class- ing out the child’s education. For ex- ample, a child enjoys making records of his work, both for his own perusal and for the enlightenment of his classmates, OOKS; typewriters; saws and hammers; paintpots. Observation; reading; writ- ing; drawing; doing. All blended—these are ways of holding interest; setting problems; facing difficulties; establishing skills; learn- ing to learn. and in making the records he uses various school subjects. Such types of record- making include: the class daily paper— containing records of geography or his- tory discussions, of excursions, or of other classroom experiences—bulletin notices, signs, posters, or labels. Since the records are to be read, writing standards become necessarily higher. The child realizes that anything he composes for others to read must be legible enough for people to read quickly and, since the records are to give other people pleasure and informa- tion, their reading must not be retarded by poor writing or spelling. Children realize that no written material is worth- while that cannot be read easily by others. Children often bring material into the classroom. The types of materials are usually suggested by the unit of work in progress. Children, who have been en- couraged in forming a reading habit, de- sire to give information about their new findings. Perhaps a bulletin notice or sign would be the means of communicat- ing the information or a story might be woven about the new interest. Of course, the teacher maneuvers to see that the ma- terial involved in these various types of reading is valuable and rich in content. Very often children contribute reading material that is really worthless and care must be taken to guide these children along more worthwhile lines. Children love to read and the more interesting the reading situations, the greater the child’s desire to achieve suc- cess in reading. Reading that has actual classroom experience for its content, be it in story form, newspaper, or other vari- ations, can be more stimulating. Jt is the child’s own work. He knows it is neces- sary to read to keep abreast of his own activities. One idea gives birth to an- other; all his work is set forth in some form for the benefit of his classmates, just as reading material is available for us in life. Keeping much of his work exposed about the room is important. The child soon feels the same life-conditions fa- miliar to grownups; that after all in- formation from experiences is compiled by others to serve a purpose—either to give us and others pleasure, to convey ideas, or as a guide for future activities. The greater the range of activities in a classroom, the richer the contact with reading, and the more dependent is the individual upon reading. Since much in- teresting reading is drawn from the ac- tivities in the class, it is advisable to em- ploy as many avenues for production as possible. Children will set the stage them- selves; they have an abundance of ideas and energy and with the proper incen- tives and freedom they can develop efficiency in all their subjects through reading. In the beginning of a unit of 1 x ip THERE anything on earth more touching than a child reading? The innocence and completeness with which the child’s spirit is rendered up to the book, its utter absorption and forgetfulness, makes this a sight that always moves me strangely. A child does | Rot read to criticize or compare, but just in the unsullied joy of finding itself in a new world. To see a youngster reading in the slums Sto me the most subtly heart-searching experience I know.—From The Child and the Book by Christopher Morley. 174 Tue JouRNAL OF THE NATIONAL EpucaTION AssoclaTION activities much reading material results from planning, raising, and answering questions, testing suggestions, and making charts. Experimenting and solving prob- lems requires the use of simple reference books or makeshift leaflets and the more urgent the need for a solution, the greater the desire to get and give information. In the second grade children are de- veloping an ability to use reference books and to read simple passages in some en- cyclopedias. A taste for and recognition of good stories and good books is de- veloped in this grade. To a child, a good book, or story, is one that contains a simple vocabulary, an interesting story, attractive pictures, and fairly good-sized print. Children get out of patience with stories that tend to disturb the highest point of interest with words too difficult for them. Many story books, although they have the attributes of good reading material are of little value because inter- est is broken by a vocabulary that could have been displaced by more readable lan- guage. It is quite different, however, with material the child himself composes. His creations may contain some very difficult words and words rare in second grade books but since the particular words are born of his own activities they While studying about trains this second grade found the become actual necessities for his expres- sion and he will use them frequently. Friday, November 1, 1929 School 44 Room 107 The engine is almost finished. It is going to be good. The people are work- ing hard. We need a barrel for the en- gine. There will be a bell on it. There will be many switches and signals. The engine will have a cab. There will be two windows. Someone will work the switches. Tuesday, November 12, 1929 School 44 Room 107 We want to find out all about the engine. We want to know how much oil and water it needs. There will be sand for the tracks. There will be a steam whistle and a bell. There will be a big light on the front. There will be a number in the front. The engine will have a big fender. The cab will have two windows. There will be an engi- neer and a fireman. A fair amount of freedom on the part of the child in selecting his reading ma- terial is advisable but it is often wise for a teacher to guide a child in selecting his books. In reading books for pleasure it is a good plan to see that children read class newspaper (see box above) a very live means June, 193) books of more than one kind so that each can experience a variety of stories anj books and so allow for growth in appre- ciation of better stories and different kinds of books. If children are encour- aged to give oral and written reports, or book reviews, the more enjoyable and more suitable books receive emphasis and will be listed for class reference. Ver often books receive adverse criticism such as, “I could have finished that story a long time ago but some of the words were very hard.” This difficulty can, however, be overcome if children pwn thetr books from a list of books recom. mended by other children or suggested }y the teacher. A child can be so interested in his class and school library and aware of the importance of any contriby- tion he offers the class, that he desires to extend his reading activities to his home life. He often selects books whose merits have attracted children in the classroom and duplicates them in his home library. Reading, therefore, which brings nat- ural, delightful, and varied opportunities and needs for learning to children be- comes an active agency in integrating the eager, curious child, his experiences, and those race experiences which have been organized into “school subjects.” ee J£3% of expression. HE DAYS of prophecy are not over but it is becoming increasingly diff- cult to predict what is likely to happen because of the rapid industrial, economic, and social changes that are taking place. Many students of affairs believe that in the next generation we shall witness even greater transforma- tions than we have in the past. We are beginning to appreciate the saying of an early Greek philosopher who remarked in a serious vein that the only permanent thing in the universe was change. But what has the educator to do with prophecy, one might ask. Is it not his business to teach school subjects? He is not paid to be a prophet, neither is he expected to be one. On the contrary a little reflection will show that one of the chief functions of the educator is to prophesy. He must dream dreams and then work persistently to see that they come true. His business is to work changes in boys and girls so that they will be able to adjust themselves to the world successfully with a minimum amount of strain. But the world is chang- ing every minute and education cannot be concerned merely with adjusting to the world as it is today. It is true that in the past there was too much thought about teaching the child with reference to what he needed in adult life and too little about the child and his needs at the stage in which he happened to be. There ought to be no conflict between education and preparation for later lite but no educa- tional philosophy can have a sound basis unless it considers the trend of social events and the kind of adult that should be developed for a new world. In the future, life will probably be more com- plex than it is even today. Adjustment will in many ways be more difficult but the outlook is hopeful. The applied sciences of psychology and sociology and allied subjects will give us more reliable knowledge about society and human be- havior. When we recall that the first Psychological laboratory in the United States was founded in 1881 and that men- tal health as a movement started only twenty years a b go there is every reason to © optimistic. But what of the future? ‘re are x few of my convictions con- ‘erning the future school and society. To Mental Hygiene in the Classroom Mental Health and the School of the Future J. Mace Anpress the extent that we see them clearly and believe in them we may hasten the com- ing of this school of the future. ° Education for leisure will be one of the fundamental aims of future schools. We M™ J. Mace AwNpbreEss, author of the notable series of articles in THE JOURNAL on Mental Hygiene in the Class- room. By the choice of JOURNAL readers two of these articles ranked first in the issues in which they appeared. Mr. Andress was trained in the Michigan State Normal College of Ypsilanti, from which many gifted men have come, inspired with the highest ideals of the profession. live in a machine age in which we are rapidly becoming more efficient in satisfy- ing the material needs of society. Even now we have become so efficient in cer- tain phases of industry that there is over- production and a marked tendency to decrease the number of hours of labor. This tendency will continue. Nobody can guess the average number of hours that people will work. Instead of work- ing eight hours per day for five days we may be employed only four hours per day for five days. This means a greater op- portunity and responsibility for society and schools. Shorter hours of work should make work more enjoyable. Undue fa- tigue, for example, may be eliminated. From the point of view of mental health, ° recreation offers the individual a chance [ 175 ] to realize aspirations which might other- wise be repressed. Various forms of recreation in music, travel, games, and reading at once suggest themselves. The possibility of greater leisure is also fraught with danger. If people spend their time in speeding on the highways, in gambling, and in other questionable forms of amusement and recreation it will not be as healthy a world as it is today. The school must seriously grapple with this problem. The aim of training boys and girls for refined and wholesome leisure will take precedence over the more formal aims of teaching school subjects or preparing for college. How will the school deal with this problem? Probably there will be greater cooperation with the home but doubtless the school will aim more definitely to get children to appreciate and enjoy to a much greater extent than now those refined pleasures which may continue beyond school. Social cooperation will be one of the striking activities of the coming school. Everything goes to show that the merci- less competition of the past is becoming a back number in both industry and the schools. Competition is wasteful. Co- operation is more economical and tends to promote health and serenity to a much greater extent. Consider, for example, the value of great business enterprises like life insurance companies. Every wise business leader today realizes that war between capital and labor is futile. Some manufacturing establishments have had no strikes or labor difficulties over a long period of years because there was mutual ‘cooperation. We are now trying with some anxiety and pain to achieve inter- national goodwill and cooperation. "Two of the three great dangers to the world, plague and famine, have been met suc- cessfully. The ghastly specter of war still remains to haunt us. As we learn to get along better with each other that too will disappear. Goodwill must take the place of suspicion and hatred. The men- tal hygienist insists that one of the aims of education is to train people to get along with each other. This need is now loom- ing so large on the horizon that Yale is to have an Institute of Human Relations with an endowment -of $2,000,000. The school is now responsive in some measure 176 THE JOURNAL OF to this demand for training in human re- lations but we have just begun. There will be marked changes in the content of textbooks and in the methods of teaching. The only real way to teach human co- operation is by actually getting boys and girls to cooperate. Some of our newer experimental and laboratory schools are already at work in developing coopera- tion. Some day—a long way off prob- ably—it will be regarded by all educa- tors as being much more serious for a pupil to fail in human relations than in ancient history or Cesar. The listening school even in our high schools and col- leges is doomed. In its place will come workshops, laboratories, projects in which children will learn not only knowledge and skills more naturally but they will learn how to get along with each other. Children will start school in the future in a much better mental and physical condition than they do today. Medicine and hygiene will be much more exact sciences than they are today. The place to begin on the health of the child is to begin with the mother. One great au- thority on nutrition finds that by chang- ing the diet of prospective mother rats he can control the kind of teeth the baby SOME OF THE MAIN ROUTES IN THE UNITED STATES rats will have. He can produce good teeth or bad teeth at will. He has found that diet also affects the behavior of the mother rat toward her babies. If fed on one kind of diet she will destroy them; if fed on another diet she will take the best care of them. This suggests many dis- coveries in the field of prenatal hygiene. Our knowledge of how to train the pre- school child is growing by leaps and bounds. Very helpful indeed are the ex- periments of Dr. Watson and others in educating the emotions. Dr. Watson in the laboratory is able to develop a fear in a child and by a careful method also to educate him out of this fear. There will be a vast amount of experimentation in preschool hygiene in the future. The school is now reaching down into this field through its preschool clinics. Such clinics and other clinics will be organized so as to reach down to the earlier years of childhood. They may or may not be di- rectly associated with the school but as time goes on they will cooperate more and more with educational institutions. In the school of the future, children will catch the spirit and practise the art of successful living. There will be fewer failures. The fundamental goal of all FIGURES AT TOWN NAMES INDICATE MILEAGES FROM COLUMBUS THE NATIONAL EpuUCATION ASSOCIATION Jj une, 1930 = tli education should be to train every j dividual to make a significant wd tion to.society, to do that thing which he can do best. Schools will seek More directly than they do now to discover and guide pupils. Tests will tell us with high degree of accuracy about the wes cal health and intellectual and emotional life. There will be a more carefy] treat: ment of each child. The Meaning of symptoms of misbehavior will be better known and their causes better under- stood. There will be tests revealing pos. sibility of delinquency before there js any overt act. We realize today how important suc- cess is. If a pupil cannot be successful along socially approved lines he may te- sort to daydreaming, lies, rationalization, shyness, boastfulness, fighting, teasing, cheating, stealing, and general misbe- havior. One who tastes success continu- ously will find it more satisfying to come to grips with reality, to face life courage- ously. This means that the school of the future will strive for emotional and social values rather than for the mere intellec- tual. The work of the child will be scientifically adjusted to his capacities. Mental health will be assured. Pfs Q i 15, Zi - YORK yi, seas CITY Apur 4 0) LPHIA 6 92 Sixty-eighth Annual Convention of the National Education Association, Columbus, Ohio, June 28-July 4, 1930. Personnel Problems of the Principal ArTHUR S. Gist State Teachers College, San Francisco, California ministrator depends upon his ability to direct his personnel fully as much as upon his technical qualifications for his particular field. He must study the per- sonnel as individuals, must know their problems, and visualize their reactions to all situations which arise. This is espe- cially true of the school principal, as education today is regarded ‘as a highly socialized function. He must be able to characterize the personal qualities of his teachers fully as accurately as their tech- nical fitness. He must be able to assist his teachers in characterizing the personali- ties of the pupils, as much of their success in school and later in the community will depend upon their personal qualities. The personnel whom he directs includes all school officials and any adults whose contacts with the pupils affect their growth and development. The teachers—The teachers constitute the most important group the principal directs and guides as it is largely through them that he influences the pupils. One of the first essential elements in this direc- tion of the teachers is to insure the right attitudes on their part. No teacher should work with children who does not possess a wholesome regard for them. If a teacher dislikes children he should not be trained at state expense for such work. He should not be employed. Many a principal finds such a teacher in his corps. Possibly his first task is to so influence him that this attitude is changed, is improved. The human element in teaching is fully as im- portant as the academic side. The prin- cipal should attempt to have such teachers feel that real joy comes in teaching when they regard the pupils in a human way. Failure in this effort will often justify the principal in suggesting to the teacher a change in vocation for his own good as well as that of the pupils and society. A change of assignment may be neces- “ary to secure right attitudes and efficient ‘ervice. This change may be a reassign- ment to pupils of a different age or to a different type of teaching in a depart- mental organization. A change of assign- ment to a different principal with an “iid different personality may be best ; ay be to another locality with a dif- Te success of the presentday ad- ferent type of children from other types of homes. Everything possible should be tried to secure happiness and pleasure in A Farsighted Program W: have been working out at this institution this year a program of pre-service and in-service training for elementary school principals in the state of New York. This development has been sponsored by the New York Education Department and the State Teachers College at Buffalo has been designated as the institution to initiate the program. Dr. J. Cayce Morrison, assistant commissioner for elementary education, has been the sponsor of the program and he has had the coopera- tion of the elementary school princi- pals of the state and of the New York State Council of Village and City Su- perintendents. The latter organization adopted unanimously at its 1929 meet- ing a committee report proposing the standards upon which the present pro- gram of pre-service training has been based. The first annual conference of elementary school principals was held here last week.- This meeting drew a large and representative group of ele- mentary school principals and superin- tendents from all over the state and marks an auspicious beginning in the development of service of this kind to principals already in service. Other phases of the in-service program are the provision of summer session courses for elementary school princi- pals at this institution and the offer- ing of extension courses during the year—Worth McClure, professor of elementary school administration, State Teachers College, Buffalo, New York, in a letter to the editor, April 17, 1930. teaching. The degree of dislike for chil- dren may justify the teacher’s discharge altogether though he may be technically qualified to teach. We all have our “off days” when teaching seems unpleasant but as a usual thing the teacher should take real pleasure in his work. Cooperation—A fine working spirit within a school is essential as no teacher is working to himself alone. He comes in contact with other teachers many times during the day in a modern socialized school. He should possess this ability or strive to attain it, knowing the necessity. Committee work among the teachers in [177] the school and common purposes in all school work require freedom of action without petty jealousies. Favorable teaching conditions—To se- cure the highest degree of efficiency in any vocation, favorable working conditions are now recognized as essential. The principal should treat his teachers as co- workers whose personalities, individuali- ties, ideas, training, and experience should be considered at all times. He should an- ticipate their needs and their problems as completely as possible. In guiding and in directing the work of a teacher, the prin- cipal should seek to build up the teacher’s selfconfidence ‘and to fully understand his problems in pupil management and in instruction. He should do everything possible to make the pupils feel that he has confidence in their teacher. When it is necessary to indicate shortcomings, he should assist the teacher to analyze his own problems, to recognize elements of weakness, leaving him confident of his ability to improve conditions, never de- pressed or discouraged. The teachers’ load in the classroom and in extra duties in the school should be divided as equi- tably as possible, each teacher taking his share and doing the tasks he can do best. The time and nervous energy of the teacher should be conserved as much as possible. The principal would do well to study the problem of the overworked teacher, the overconscientious teacher, and the highstrung teacher. The health and general physical condition of the teachers should be studied especially to- ward the close of the year. Noise and disturbing elements should be reduced to the minimum. Noisy chairs and _ tables often disturb the teacher more than even he himself realizes. We have enlarged the scope of our work and have speeded up our school practises. The child is partly protected by relaxation periods, play, and few home assignments. The teacher must also be protected if he is to function to the best advantage. The new teacher—With the new teacher the principal has a special prob- lem. He should make him feel at ease at once. He should make him feel very early that he has confidence in him. He should familiarize him with routine matters and 178 school policies and practises. He should not heap too many duties and new ideas upon him at one time. Many principals find it advantageous to have a sympa- thetic, reliable teacher delegated to assist the new teacher. The principal should know the type of training he has had and the character of his experience before he was assigned to him. Whenever possible this experience should be used to advan- tage in the new situation. Progressive school systems are now recognizing the problem of the new teacher as a special- ized duty to receive the attention of all administrative and supervisory officials. Orlando H. Johnson in a recent study indicates that some of our progressive school systems have definite plans and policies which they use to secure a high type of efliciency from the new teachers. [Eighth Yearbook, Department of Ele- mentary School Principals, National Education Association. } The teacher and the community—The teacher’s relationship to the community must receive considerable attention, espe- cially in the smaller places. The conven- tions of the small place should be known and in some cases observed by the teacher. There may be a strong sentiment against card playing and dancing. The teacher who disregards such sentiments while teaching in this community will often arouse resentment among the parents and thus lessen his influence because of their lack of confidence in him. The pupils—In the direction and in- fluence of pupils the principal has a very important . responsibility. While it is through the teachers that he functions to a large extent, he often comes in direct contact with groups of pupils and with individual cases when problems arise. A reputation for fairness, sympathy, and sensible understanding will help the prin- cipal in his influence with pupils. The principal who has established himself in the community with the parents and with the older children will find his work more effective. Former pupils can often exert a powerful influence over those now in school. The principal who has the confi- dence of the pupils will find that he can use his influence to good advantage. This confidence can often be established by showing a real interest in the pupils’ activities and ambitions. The principal should never be too busy to talk to pupils, to listen to them, to get their point of view. It is a fine thing for the pupils to enjoy being in the presence of the prifci- pal, to dread his illwill or disfavor. It is Tue JourNAL OF THE NATIONAL EpucATION ASSOCIATION splendid for the principal to be considered the real friend of the pupils, not shielding them nor overlooking their misdemean- ors, but a true friend and counselor to assist them in all difficulties and in all worthy ambitions. The parents—With the parents the principal has many important duties. The school can function to best advan- tage when the parents give their moral support at all times. In fact, it is doubt- ful if the school fully meets its full aims and purposes without the moral support of the homes. The school is most for- tunate when the principal and the teach- ers have been able to make the majority of the parents feel that cooperation and harmonious relationship is necessary to develop the highest type of citizenship. The playground directors—Playfields with adequate and competent supervision are now quite generally recognized as essential. The principal and all directors working with the pupils should have com- mon aims and plans. When the play- ground director functions as an athletic coach for the school, the principal has a real function in seeing that athletics are managed upon a sportsmanlike basis, with training toward good citizenship as the goal, not the mere winning of contests. The janitor—The principal must di- rect the janitor and work harmoniously with him. He should recognize the im- portance of his work and respect him to secure the highest type of efficiency. The clerk and other office assistants— The nature of the work delegated to the office assistants will very largely depend upon their ability and training. They should feel that they have a real respon- sibility and a share to contribute to the success of the entire school. The nearer the office assistant can function as a pri- vate secretary to the principal, the higher the type of service rendered. Such ser- vice will benefit the office assistant. Educational experts—The various su- perintendents, directors, and supervisors with whom the principal works should be regarded as educational experts in the different fields of administration and su- pervision. These experts can often func- tion to best advantage in his school when he recognizes and analyzes his problems in advance of their visits and then calls upon them as consulting experts to assist him in the solution of his problems. Personal qualities of the principal as a personnel director—The following per- sonal qualities should be found in the good principal: June, 1930 eae (1) He should be a most person, capable of accurately evaluating peo. ple from the human standpoint and hij hly successful in meeting and in getting , : pectomnc along with all types of individuals, Success here requires a combination of personal qualities, (2) He should be genuinely sincere in every respect to secure the highest type of personal confidence from all : whom he comes in contact. (3) He should be an optimist who is al- ways looking for the best, expecting the best, to the extent that his personality jis con- tagious. (4) He should be such a Professional ep- thusiast that he elicits enthusiasm from all his coworkers. (5) He should be so just and honest in all his opinions that personal bias can never in- fluence him. (6) He should be so firm and impartial that strong personalities in his corps cannot overshadow the points of excellence in less forceful teachers. (7) He should be so broadminded that credit and appreciation for excellent work will be quickly and easily given to those meriting it. (8) He should be so openminded that un- essential details, an occasional mistake, or a poor lesson given will not prejudice him for all time against a teacher. (9) He should be so frank and clearcut in his statements that no doubt is left as to his views. (10) He should be so tactful that offense is not taken at his criticisms. (11) He should be so sympathetic in his relationships that the teachers never feel de- pressed and discouraged. (12) He should be too sensible and too closemouthed to discuss one teacher with an- other. (13) He should be so approachable, acces- sible, and resourceful that the teacher will never feel hesitant about coming to him. (14) He should have poise and such a high degree of selfcontrol that his teachers have confidence in his ability to weather any storm. (15) He should be such a hard worker himself that he sets a good example for his teachers. (16) He should have the courage of his convictions that his teachers may have con- fidence in his opinions. (17) He should be so tidy in his personal appearance that he commands the respect of all. (18) He should be so judiciously-minded that his teachers, patrons, and pupils have confidence in his ability to look at all sides of the many perplexing problems which con- stantly confront him. (19) He should be so willing to assume his full responsibilities that his teachers will never feel that he sidesteps and shifts un- necessary blame and annoyances to them. (20) He should possess such loyalty to his teachers’ work that a high degree of loyalty is to him and to all his plans. (21) He should possess such real love for children that they will realize his personal interest. f (22) The principal must have efficient habits of work. social and human Persons with Character Educaticn What the Teacher Can Do Exvin H. Fisupack Principal, Junior High School, Anderson, Indiana changes that have made school aid to character training imperative were in- dicated. Scores of cities in the United States have undertaken definite plans for increased attention to character values. In three experimental centers, at least, some of these plans are under careful in- vestigation to determine their usefulness. Already a few of the plans have been shown to be futile. The suggestions made ‘a this article will give only those plans that have been found by experience to be helpful. Fundamental conceptions for the teacher—Lhe teacher should not engage in this phase of education until he has settled some questions in his own think- ing. Some of these are: [ q former article some of the social (1) The teacher must study character edu- cation as one phase of modern social educa- tion. (2) The teacher must know that such train- ing should be largely specific, that is, it must function in definite attitudes, ideals, and habits in concrete situations. (3) He must believe that there is an “un- conquerable rectitude” inherent in children, as well as in adults. (4) He must know that boys and girls are capable, under guidance, of making improve- ment in their attitudes, ideals, and habits. (5) He must believe that with the proper methods and materials significant changes may be made in the lives of young people. The history of the character education movement will show that, during the early part of it, teachers were inclined to depend upon devices and schemes without studying the whole question in the light of the principles of sociology, psychology, and scientific research. That stage is rap- idly passing and now all that is given under the name of character training must pass the test of sound school pro- cedure, Hartshorne and May [Hartshorne, Hugh and May, Mark A., Studies in De- eit, Macmillan Co. 1928] have shown in their investigations that habits are specialized. They conclude that “Those Who yield to the opportunity to deceive do not do so in any wholesale way, how- ever, but in a rather specialized way ac- cording to the particular situation in which they are placed.” Teachers have known that children are not interested in abstractions concerning conduct but that they are extremely interested in the out- comes of definite concrete situations that Friendliness Between Teacher and Pupil T° STIMULATE wholesome desires and attitudes is one of the most important functions of education today. These wholesome attitudes will be de- veloped when all teachers realize that success depends on friendship with pupils, because the pupil studies best, and learns best under the teacher he likes. Sound psychology and pedagogy require that the teaching be done in the terms of the lives of the pupils, the terms of the environment with which they are familiar. We as teachers must bear in mind that each child is a per- sonality; each differing from every child in the community. At all times we should recognize and act upon the understanding that children are social beings. The successful teacher considers his pupils as companions following him and they should think of him as a sympa- thetic leader in the daily round of nor- mal work and play. He should make contacts with his pupils, be received in the social circles of his boys and girls not only in the school, but also in the homes. Once he establishes this human contact with pupils he has laid a firm foundation upon which to build in having a readiness to attend to what he tries to teach them in books and a willingness to work untiringly over the hardest task.—Edith B. Joynes, presi- dent, Department of Classroom Teach- ers, 1928-29. involve conduct problems. One of the ex- planations of this fact is given in the sen- tence just quoted. If the teacher believes that deep in the human being there is an upward pull from which the great masses of people cannot escape then he has a firm basis of interest for his work. His problem is to so stimulate and direct the conduct re- sponses of the pupils that they will func- tion in conduct that makes for the best interests of the individual and society as a whole. Definite means of character training— In a study reported in the Fourth Year- book of the Department of Superintend- ence of the National Education Associa- [ 179 ] tion the teacher was voted as of first importance in any scheme of character training. This does not indicate that the teacher must consciously pose as an ‘‘ex- ample” for the boys and girls. Such an attitude would be hard on his nervous system and is not helpful to the pupils. It is important that he have a personality that is attractive to children and that he be the living embodiment of those ideals that he wishes his pupils to accept. Next in importance to the teacher is the school itself as a whole. The school must be so organized and managed that a maximum of opportunities will be offered in which the children may make use of the qualities that enter into a fully de- veloped character. One can conceive of a school in which pupil participation is at a minimum. In such a school as this there would not be many opportunities offered for the voluntary use of desirable char- acter traits. In schools where a definite program of character training has been worked out, the opening exercise periods in the ele- mentary school and the homeroom pe- riods in the junior and senior high schools, are used for special emphasis upon char- acter values. What are some of the things that can be done during these valuable group meetings that would be of interest and worth to children and youth? (1) One of the most effective things to do is to start with a concrete situation frequently met by children and easily understood by them. As an example of such a conduct situation, let us take the following which is an actual experience of a girl of the junior high-school age. The purpose of this problem is to show that selfreliance and initiative are needed in making important personal decisions. The time had arrived for the 9A students to select the work that they were to do in senior high school. There were three general courses offered in the school—the academic or college preparatory course; the commer- cial course; and the vocational course. Most of Marjorie’s friends were choosing the com- mercial course and tried to get her to do the same. She had decided that although she did not wish to part with her friends, she would take the college preparatory course because she had decided to go to college. At first her friends were offended but later they 180 agreed that Marjorie did the right thing in choosing work that appealed to her interests and ability. The following questions will help pupils to form conclusions regarding this case and others that involve the same principle of conduct. Why was it difficult for Marjorie to make a decision? Do you think that Marjorie chose wisely? Why? What experiences have you had that required you to have independence in thought and action? When should one not do as the crowd does? Many such cases may be collected by a school and a study made of them. Actual cases that immediately involve the pupils in the group may be brought up for discussion. Some of these are embarrassing and some- times there is danger of wounding the feelings of the children who are involved. The objective case that is not attached to any one pupil who is present has certain advantages, because it can be discussed in a wholly impartial manner. (2) All pupils in all grades of the public schools could analyze conduct sit- uations and list the situations in which courtesy, for instance, could be used. The uses for courtesy by the first-grade child would be different from those of the child in the senior high school. When a study is being made of responsibility, an extended list of the situations that in- volve responsibility could be made and so Books HE ROUGH HAND of the real world Tees away many youthful illusions in the first years after graduation. There are books which can take us back to youth and its vision; books which can afford wholesome relaxation. The following list has been made of books which appear to offer a basis around which youthful associations and all the memories of school and college may col- lect ; books which appear to give promise that whatever appeal they make will be enduring and that they will rest on their possessors’ shelves always ready—during the years—to give something vital and real; always ready to serve as a paper trail back to youth and its vision and its hopes and aspirations. For E1GHTH GRADE M. B. Synce. 4 book of discoveries. H. D. THoreav. Walden. Georce Catiin. The North American Indians. THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION on through the whole list of trait-actions. Such studies as these will assist the pupils in setting standards for themselves. (3) The school is obligated to help pupils to correct false notions regarding what constitutes proper conduct. Any teacher can collect a list of these false notions from the groups with which he deals. These false ideals have been ac- quired at home, on the street, at the pic- ture show, and elsewhere. If these are subjected to group discussion, many of them may be eradicated. (4) Provision must be made for con- duct studies and situations to be emo- tionalized. The study of literature is one of the best means of establishing proper emotional attitudes in which ideals may be formed. Before and after the study of some trait-action, for example that of honesty, stories that are interesting and involve the trait under study, should be read and discussed by the group. The story of “Why Drayton Was Safe,” a good baseball story, might become a part of the study of the trait of honesty. Biography has a similar effect and should be used plentifully. Under miscellaneous plans for char- acter education, the following may be mentioned: Bible reading for opening ex- ercise; memory gems; codes; mottoes; selfrating scales; assemblies; social ac- tivities ; pictures ; songs ; use of key words, such as responsibility to be put on a card ¥ June, 1930 ei and kept before the pupils for a week: clippings concerning the value of char. acter traits; dramatizations; talks by outsiders; games; special days; three. minute talks by students; slides and films: reports of character traits to parents. emphasis by school upon worthwhile traits of character ; and means of interest. ing parents in the problem through the parent-teacher associations. Character education is but part of modern social education, governed by the principles of psychology and sociology, The teacher is the most potent influence in any scheme of character training, He must have an abiding faith that children have an upward pull urging them to choose the better way. He must know that the growth of character may be stim- ulated and guided and he must know the methods and materials to be used. Case studies of conduct situations that pupils actually face are of great impor- tance. Conduct situations must be emo- tionalized so that satisfaction results from noble action. In order to get the proper emotional attitude, the teacher must have the confidence and respect of his pupils and the work must appeal to them as being worthwhile. Various other means of character training are of vital impor- tance. As goes character education in the schools, so will go the spiritual quality of society and the destiny of civilization. for Graduation Gifts PAUL DEKrulIF. Microbe hunters. GeorcE S. Bryan. Edison—The man and his work. Epwarp MuscHamp. Audacious Audu- bon. E.S. Wuire. Andivius Hedulio. HERMAN MELVILLE. Typee. Lewis AND CLarK. Journal. (EvVERYMAN EpiTIon). Hakluyt’s voy- ages. HicH ScHoo. Mark VAN Doren. The autobiography of America. SEDGWICK AND Tyter. 4 short history of science. Wit Durant. The story of philosophy. H.G. We ts. The outline of history. LoGaN CLENDENING. The human body. LLEWELLYN Jones. How to read books. GeorcE A. Dorsey. Why we behave like human beings. WivuiaM Bo.uitHo. Twelve against the gods. JosepH McCase. The key to culture. ABBE DIMNET. The art of thinking. COLLEGE C. A. and Mary Bearp. The rise of American civilization. A. A. v’Asro. The evolution of science. WooppsrincE Rivey. From myth to rea- son. WaAtrTER LippMANN.A preface to morals. A. N. WuireHeap. Science and the modern world. Craupe G. Bowers. Jefferson and Ham- ilton. R. A. MiLuiKan. Science and the new civilization. Watpemar KaemprrFert (ed.) 4 9% ular history of American invention. Gustavus Myers. History of the great American fortunes. BREASTED and Rospinson. The human adventure. [Prepared especially for THE Jour- NAL by Jesse Lee Bennett, noted author.] noted sociologist of today, writes on this great American achieve- ment out of lifelong scientific study and firsthand observation in many countries. Here are some of the facts he gathered. They are worth bringing to the atten- tion of high-school and college students. er ALsworTH Ross, the most x 1906 thoughtful Chinese woke to a realization of how the opium cancer had eaten into their vitals. The use of the drug had spread with truly appalling rapidity. The Chinese people were using seventy times as much as they had used in 1800. Annually twenty-two thousand tons of opium were absorbed, most of it converted into thick smoke and inhaled by a legion of smokers estimated to num- ber at least twenty-five millions. In the poppy-growing provinces a shocking pro- portion of the adults were addicted to the habit. In the cities of Szechuan half the men and a fifth of the women smoked. In Kansu three men out of four were devotees of the pipe. Districts were to be found in which virtually the whole adult population had given themselves up to the seduction and were sinking into a state of indescribable lethargy, misery, and degradation. Realizing that unless the people speed- ily renounced the vice that was under- mining its manhood there was no hope for China among the nations, the empress dowager issued, in 1906, the famous Anti- opium Edict, the opening gun in the most extensive warfare on a destructive pri- vate habit that the world has ever known. In 1910 I traveled for months through the far interior of China and on every hand met evidences of the resolute fight to stamp out the production of opium. In many districts where the poppy had been the staple crop, like corn in Kansas or cotton in Alabama, not a poppy field was to be seen. As a result, the local price of opium was from two to ten times that of the year before, while food was more plentiful and cheap than for years. As week after week I traversed the ‘cene. of conflicts, often fierce and some- times bloody, between the officials sup- ported by the reformers and patriots, and the Poppy-growers, traders, and den- keepers supported feebly by the slaves of the pipe, | reflected, “Is any vice coiling itself about us whites as opium coiled it- ‘elf about the Chinese?” As in a flash I Teaching the Protective Amendment The Outlawry of Beverage Alcohol saw that alcohol is to our people what opium is to the yellow race. And their experience had established that there are RESIDENT Hoover’s policy of careful law enforcement by men whose character qualifications have been given special consideration is producing re- sults. It is bringing new hope and chal- lenge to all who believe in maintain- ing our American standards of citizen- ship. Teachers, principals, and superin- tendents throughout the country are again exercising their leadership in behalf of a policy that has helped the schools beyond measure. They are teaching the evil effects of alcohol and the farreaching benefits of the pro- tective amendment. This intelligent, kindly, tactful teaching adapted to the needs of each child and each neighbor- hood will bear immediate fruit of the utmost value. Ignorance and narcotics are the great standardizers of the hu- man race. They bear most heavily upon those least able to stand the burden. private drug habits society dares not let alone, For a very long time the hand of government had been withheld in China, and if any principle of selflimitation lurked in the opium vice it ought to have declared itself long before. But, as a mat- ter of fact, opium smoking did not con- fine itself to fools and weaklings. It did not consume the chaff and leave the wheat. Like a gangrene, it ate deeper and deeper into the social body, spreading from weak tissue to sound, until the very existence of the Chinese race was at stake. Moral suasion had not availed to ar- rest the progress of the gangrene. It had been found necessary to resort to heroic treatment, i. e., to make opium inacces- sible. Might not our gangrene, despite the growth of temperance sentiment, go on eating into us until we made alco- holic beverages inaccessible ? Thus China’s experience with the juice of the poppy converted me to prohibition. The “dry” movement in this country was by no means a fanatical outburst against a vice already beaten to its knees by half a century of temperance agita- tion. What happened among us was that a part of American society turned away from liquor while the rest became wetter and wetter. The army of drinkers which survived the temperance simoon of the forties and fifties of the last century had [ 181 ] been reinforced by millions of immigrants —lIrish and Germans and Slavs—many of whom, owing to their relatively high earnings in this country, found themselves able for the first time to indulge freely in alcoholic pleasures. Another momentous thing happened— a profound change in the system for sup- plying drink. The catering of liquor be- came commercialized. It came to be a “big business” intent on profits—always more profits. From being shrinking and apologetic, it became brazen and aggres- sive. It no longer pleaded humbly for leave to assuage existing thirsts. In order to “promote business” it deliberately and methodically set itself to create new thirsts. It advertised, gave away samples, subsidized convivial organizations, en- couraged festal customs of a “damp” character, planted saloons in new places, and brought them into close partnership with the great social plagues, gambling and prostitution. In olden time alcoholic beverages were no more “pushed” than hen’s eggs are “pushed”. ‘Sut as produc- tion and distribution were centralized, the business grew more capitalistic, the saloon-keeper came to be the brewer’s man, while systematic efforts were made to “shove” liquor, especially beer. Be- tween 1880 and 1907 the annual per cap- ita consumption of all liquors in this country rose from ten gallons to nearly twenty-three gallons! A long and variegated experience with attempts to regulate the liquor traffic showed that it was incapable of being made decent and lawabiding. It would respect no law, heed no warnings or pro- tests. Always it was secretly digging un- der or insolently breaking over any bounds the community set to it. So, not out of a sour resentment of other people’s pleas- ures, but out of bitter experience with an unmitigated social evil, grew the senti- ment for destroying it, “root and branch.” When parents and other earnest people realized that here was a sinister thing do- ing its utmost to ensnare our boys and ravel out the fabric of sound principles and good resolutions which home and school and church had been at such pains to weave into the soul of youth, they hardened their hearts and struck it down. [This statement is taken from an admirable book by Dr. Ross, The Social Trend, pub- lished by the Century Company.] The Kindergarten Trains for Citizenship HE OPPORTUNITIES of the kinder- gartner for training the pupils un- der her charge for good citizenship are almost ideal. The children come to her fresh and unspoiled and before unde- sirable habits of feeling and action are firmly established. Their sense-perceptions are unfolding; their interest in every di- rection is observant and keen; and their inherent goodness only needs to be de- veloped and fostered. The virtues to be cultivated are simple and basic. In subsequent education there is dispute in regard to the choice and se- quence of studies, the best methods of presentation, and even as to whether the desired results will be gained. But the kindergartner may leave such questions to be considered by others at a later period and devote herself to the straightforward, definite task in hand—developing the whole nature of the child, his physical, mental, moral, and spiritual powers. Es- pecially she is to bring out the qualities of justice, kindness, selfcontrol, loyalty, and patriotism ; and to make these virtues habitual in the child. Her method is that which underlies all education. She must stimulate interest, arouse the imagination, and present her subjectmatter effectively, illustrating it by every available means. Besides, she is to exemplify in her personality and in the surroundings of the children the qualities which she would have them emulate. Abundant and eminently suitable ma- terial is in readiness to satisfy the child’s natural aptitude for exercise, play, and observation. The ordinary domestic tasks, the trades and occupations that supply the common needs of society are of extraordi- nary interest to the young child and these callings are imitated in the occupations and games of the kindergarten. Litera- ture, art, outofdoor life present inexhaust- ible possibilities for illustration and ex- ample. Again, the environment of the kinder- garten is specially adapted to develop and train the growing personality. The puz- zlements that confront the child in later school life, discrepancies between theory and practise, conflicting motives, distract- ing objects, and unseemly hurry are elim- inated as far as possible. The simple, es- sential articles of equipment and furnish- ing are harmonious in design and color. A few good pictures, objects to illustrate SarAH H. WILLIAMS plant and animal life as occasion demands, together with sunshine and simple, ap- propriate music, constitute a serene and cheerful atmosphere. It is all designed to encourage in the child a love of the true, the good, and the beautiful and to lead him to harmonize his feelings and actions accordingly. In short, the kindergartner reproduces in miniature a wellordered democracy, governed by the basic prin- ciple of allowing to each individual all the freedom that is compatible with the equal rights of others. As those interested in the subject know, there is nothing arbitrary in the work of the kindergarten. All the activities have been carefully devised for use under cer- tain conditions, to produce definite re- sults. Experience has proved that they are best suited to develop in due order the qualities desirable in the good citizen. Part of the exercises aim principally at physical development ; others are directed towards mental or spiritual growth. The definite purpose is kept in view—that the children are to be trained for good citi- zenship. Human beings are fundamentally gregarious; therefore children must learn to live peaceably, helpfully, enjoyably to- gether. No individual is entirely inde- pendent, consequently the members of a group should learn to work harmoniously together for the common good, and each individual should help and contribute something to the common welfare. Food, shelter, clothing, recreation, are funda- mental needs; and the activities of the kindergarten are grouped about occupa- tions connected with these basic require- ments. Whether the children are singing, playing games, or are busy with their hands, they are also being trained in good habits. In games, the forward, aggressive propensities of some are toned down and the diffidence and shyness of others grad- ually overcome by encouragement and judicious commendation. Consideration for the rights of others is construed to include everything from uncharitable feel- ings to disagreeable habits and even acts of violence; from a generous sharing of what one has, to actually taking away another’s property. The care and observa- tion of pets give opportunity for further training in kindness. A visitor to the kindergarten is sure to be impressed with the work that is being done to train the children in the common civic duties and virtues, while at the same time gratifying their natural delight in play and selfexpression. Each day has its regular program carefully planned in ad- vance. The morning song and a stanza or two of poetry, or a few cheerful remarks give an enlivening keynote for the actiyi- ties of the morning. Then follow definite periods for exercise, for concentrated oc. cupation, and for games. After the light luncheon and the short recess in the mid- dle of the morning comes more hand- work, then storytelling, and the morning ends with singing, marching, and saluting the flag. The regular procedure is varied from time to time as special occasions pre- sent themselves. Every part of the morning’s activities is utilized as a means for drill or train- ing. The discipline is unobtrusive but all- pervading. Prompt, cheerful obedience, selfcontrol, honesty, fairplay, and truth- fulness are insisted upon. The luncheon, which may consist of a couple of crackers for each child, affords opportunity for training in politeness and good manners; some of the occupations call for friendly cooperation ; the care and putting away of materials and implements used in the dif- ferent kinds of work give training in or- der and neatness. The cheerful songs and the final march serve as effective “setting up” exercises ; while the salute to the flag gives a last note of loyalty and patriotism. The child that has had two years of kindergarten training goes forth to his fu- ture school life with a sound, funda- mental beginning for good citizenship. Through constant practise he has ac- quired good habits. The training has been thorough, not directed so much to super- ficial politeness as to the performance of kind acts done largely through love of ap- probation. Efforts have been made to deal with the fundamental nature of the child, to make manifest in his habits and spon- taneous behavior the deepseated instincts on the side of kindliness, bravery, and de- sire for service—impulses which are in- nate in the normal child. It is impossible to measure in any ordinary way the im- mense amount of work that the kinder- gartner may accomplish during the year with her class of tiny children—some ot them hardly more than babies—but the benefit to them is very real and the good habits acquired will persist long aiter the children have left the kindergarten. [ 182] Education for Worthy Home Membership The Home and Learning Garry CLEVELAND Myers Head, Division of Parent Education, Cleveland College, Western Reserve University; and Editor of “Babyhood”’ home before he enters school than he learns all the rest of his lifetime. Before he is six months of age he has wchieved a great deal in adjusting himself to the adult members of the family and in causing them to adjust themselves to him. By that time the degree to which he will have his way at home is fairly wellestab- lished. Before he is two years old he has aquired rather free locomotion and the power of expressing his wants and feel- ings through speech. He has had consider- able experience in manipulating things and has gone a good way into inventions and creations. In spite of many hindrances from adults he goes on, during the next several years, making many discoveries. Happy is he if he has a home where he is allowed to do things for himself, amuse himself by exploring and creating, and by playing, quarrelling, and fighting with other children of his age. During these early years the average child is greatly handicapped by annoy- ances because he has not been taught the necessary routine habits with certainty and precision; handicapped also by un- necessary supervision, by having many things done for him which he could hap- pily do alone, and by not having all his questions answered sympathetically and with frankness. His native zeal for learn- ing is discouraged often by those about Pie THE CHILD learns more at him because his eagerness to explore, in- ° vent, and create, conflicts with their im- mediate comfort and because his questions often are too hard for them to answer. When he enters school he also often finds his curiosity curbed and his questions not always welcomed. Time was when the parent felt it his duty to help the child prepare his lessons and when the pupil, even in the elemen- lary grades, was supposed to come home with long assignments. But now homework is rapidly disap- pearing in the lower grades. Further- more, parents who still are eager to help their child with his “books” at home are discovering that the methods by which he taught at school are so different from the ways by which they were instructed, that they rarely can be of much assistance to him, But the home still has a direct bearing on the child’s learning in the school, in the attitude of parents toward the child’s N THE SIMPLE DAYS of early American life, children grew to manhood and woman- hood without seeing more than the few score people of the immediate neighborhood. To- | day the child at an early age is | obliged to adapt himself to in- numerable other personalities. Neighbors separated only by an eight inch wall, schools where thousands of children | are brought together in one | building, industry organized on a vast scale, highly com- plicated political forces, wide- | spread travel—is it any won- der that the growing person- ality struggles, often in vain, to discover the fundamental values? As the needs of the child’s mental and emotional life are better understood, homes and schools will realize that right food for mind and spirit are no less important than right food for the body. school work and progress, in the attitudes and habits which they cultivate in him before he enters school and while he goes to school, and in their attitude toward the teacher. The emotional background of the school child is in the home; his readiness to cooperate in school, his learning mo- rale, in short, is for the most part, de- pendent on the family atmosphere. The child who sits before the teacher in the classroom, who is seen and heard by him, whose name is on his register, is but a small part of the total personality that child really is. When he comes to school the biggest part of him may have been left at home. The largest problem any teacher has is to get the whole child before him all the time while he seems to be present as a pupil, to marshall him, with all his associations and emotions, about his classroom lessons. [ 183 ] It is not possible to conceive of any home which is perfect as a place of learn- ing for the child, nor of any school, for that matter. But it is quite possible for all homes to improve and for all schools to become better in some very definite ways. Of course, it does no good for any of us to condemn the home, no matter how inadequate it may seem to be. But if we study the home and ourselves, we may find ways by which we can make the school more useful to the home and help the home to contribute more to the child’s success in school. The average teacher knows very little about the individual homes of the chil- dren in his classroom. He is so absorbed by methods and reports that the human side of his teaching tends to be neglected. As his teaching becomes more specialized, he becomes less likely to deal with the child as a personality. “Reach the individual in the group,” has been a slogan he has read in journals and textbooks and has often heard in teachers’ meetings and conventions. But this interest in the individual naturally has turned about the child as he sees him in the classroom, the individual in terms of measured learning ability and meas- ured achievement. By the aid of intelli- gence tests and educational measurements the child’s capacity to learn and his spe- cific learning difficulties in terms of what he actually does in the classroom, have been analyzed rather carefully. Such diagnoses have helped the pupil and the teacher, as a rule, to develop better study and teaching technics. Nevertheless, the very nature of such interest in the mechanics of learn- ing and instruction has, no doubt, diverted the attention of the teacher from the fundamental human factors which are indispensable learning. The pupil really learns only when he wants to learn, when he feels the urge to learn, when he has good learning morale. It is not Torris White who learns arith- metic, but Torris White taught by Mr. MclIntyre, Torris White tied by heart- strings to a home, worthy or unworthy, where he is welcomed, loved, and under- to most. effective 184 THe JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION stood or neglected, annoyed, and misun- derstood. Does Torris go from school to a happy home? Does he enjoy the evening meal with the family? Do they care about his school success? Has he been taught regular habits of doing his home work? If he is helped with his studies are his difficulties met with sym- pathy, or is he scolded when he makes mis- takes? Can he learn with comfort, or is learn- ing in the home made miserable? Is he al- ways at home on evenings preceding each school day? Does he get sleep enough and go to bed at a regular hour? Does he send him- self to bed, or is he hounded off by nagging, threatening tongues? When he retires do his memories of the evening make him hopeful for the morrow? Does he have an evening at home which fosters happy dreams, or does he close his eyes in sorrow and discouragement, worrying through the night? Does the morning greet him with the thought and attitude of hope or are there doubts and gloom to darken his new day? Does he dress and do his morning toilet in a comfortable atmosphere, assuming all re- sponsibility for appearing for his breakfast promptly, and for getting off to school on time, or is he nagged and hurried until he leaves? Does he enjoy his breakfast, eating what he should, or does he complain about his food, refusing some or all of it? Does all the household have to help him find his books and other things and push him out the door amid emotional annoyance or does he calmly send himself off, on time, hopefully, amid the smiles and good wishes of the other members of the family? How is he treated when his parents see his school grades? Do they help him to want to strive by celebrating his successes or do they drive him to despair by constant condemna- tion of his failures? You and I can easily see that all these factors bear directly on the pupil’s learn- ing progress. A broken shoe string, a lost collarbutton, or a runner in a stocking have started many an adult on a day of gloom and dire defeat. Such little mat- ters have wrecked a whole day’s happi- ness, a day’s success for not only one but for scores of others who have come in touch with the annoyed person. The way a child feels when doing his homework, when going to bed, when leav- ing home for school, when dreaming of his home while sitting in the classroom—the Child Welfare Magazine. whole vague fringe of awareness of his home and loved ones in their absence have a powerful effect upon his success in school. Has the pupil learned to wait upon himself at home, wash himself, dress him- self, find his own hat and gloves and books and rubbers? Do his parents run after him with his books, music roll, and homework? Do they rob him of the nor- mal means to learn independence and re- sponsibility? Many a teacher and her class are annoyed by the child who does not have his pencil or his paper when all the rest are ready to do something im- portant. Many a student in high school and college fails because he has never learned to hand in writtenwork on time, or to carry through special assignments. Such students learned the patterns of these bad habits at home. The teacher who, early in the child’s school life, holds him up to promptness in such matters, does a great deal to counterbalance such bad home habits and to help the child avoid much later grief. What supplementary tools does the home have for the pupil by way of maga- zines and reference books? Children in the upper grades and high school whose homes are not equipped with encyclo- paedias often find it very difficult to do the outside work assigned. Many parents who can afford the expense are adding such home equipment rapidly; neverthe- less, the rank and file of children are still handicapped by lack of such assistance. Teachers ought to take this fact into ac- count, directing those who are limited in such facilities to wellequipped libraries. What kind of English does the pupil hear at home? Does he hear discussions which interest him? Does he enter into these discussions? Has he opportunities for selfexpression ? Regardless of the home background of the pupil, the first important considera- tion by the teacher is to take the home into account always. It is the wellspring of his learning interest. ae CREATIVENESS—The child under five is an inventor and creator, if he is allowed to be. But the same human frailties | | of parents which cause them to dull his curiosity also cause them to discourage his creativeness. We cold, matter-of-fact adults hardly appreciate the freedom of the little child’s imagination. His fancy flights in fairyland may be ridiculed as silly or condemned | as falsehoods. We forget that when the child plays he nearly always is creating and that his greatest pleasure comes from his aware- | ness that he is causing something. His playthings are valuable and precious to him in proportion to the uses he can put them to and the variety of things he can create with them. We stimulate and keep alive this trait as we fill him full of fairy tales, join with him in his dramas, live with him in his land of make-believe, listen to his yarns of fancy, enjoy the palaces he builds from blocks, the pictures which he draws, and the structures which he crudely makes with tools. When he enters school we shall continue reading to | him, continue to encourage him to express himself by pencil, paint, scissors, clay, and other tools——Garry Cleveland Myers in the June, 1930 Of course, the teacher who Meets sey. eral hundred children in a day has hard time to cultivate the human pout In the elementary grades the task js easier; even in the junior and senio; high school the homeroom affords a Means of personal contact. The homeroom teacher, in turn, can stimulate a good deal of personal interest in individual pupils by passing on to teachers what he knows about the pupil’s home back. ground. No teacher can approach his best effi- ciency who overlooks the pupil’s home and who does not prove to him that he has very genuine human interests. That teacher is loved most and for him the pupils work most earnestly and learn best, who makes them feel he cares about those things which mean most to them. Every- thing he says and does proves to each of his learners that he considers each of them a sacred personality, that he wants to know about his personal joys and sor- rows, and that he is ready always to lis- ten to his most intimate accounts. If his baby brother is ill, if his grandmother lies near the point of death, or if his father lost his job, the teacher is the one he wants to tell about it, if he is a great teacher. So also will the teacher know the fact, if the pupil’s father has en- joyed an increase in salary or income, or if the family have acquired a new car, new home, or new baby. Perhaps the average teacher who does really care, gives the impression that he doesn’t, just because he has so many things to do. No one doubts that he is busy. But his secret of success will be in his ability to engineer his work so that . these human matters always will be given due consideration. His supervisors are go- ing to encourage him in this direction and are going to show him ways of planning his work so as to have more time for human touches. In the best schools pupils are not penal- ized for arriving at their schoolroom early in the morning ; they are welcomed. —— Vol. 19, No. 6 The teacher there finds time to talk to them about other things than algebra, arithmetic, or spelling. Even if he must prepare some work he will choose to do it after school begins rather than to lose the opportunity to confer sympathetically with them before school. Be it remem- bered that as he does so he is doing a great deal to make them better students, better learners. There have been developing good methods and materials which afford more opportunities for human touches. Mimeo- graphed and printed, selfdirecting texts, and supplementary exercises are rapidly appearing. More and more children are working together in small groups. In con- sequence, the teacher is relieved from considerable drudgery so that he can find time for sympathetic conferences with pupils and can be a kind of general hu- man engineer, going among his pupils, lending individual help, and listening to individual expressions of personal inter- ests, regardless of their immediate rela- tion to the particular thing at hand. Principals and teachers have rare op- portunities to be more and more con- siderate of the pupil’s feelings, partic- ularly when it is known that he lacks sympathy and understanding in his home. Welcoming all parents to come to the office and classroom, the principal and teacher can, by exercise of skill, lead the parent not to speak of the child’s failures and shortcomings in his presence, and to be more considerate of his personal pride, and more often to encourage his efforts and to celebrate his smallest victories. The kindergartner and primary teacher have a peculiar opportunity to improve the attitude of parents toward their chil- dren. The strong teacher, therefore, with great poise and selfcontrol, makes parents “who come to curse remain to pray,” and praise the school. To such a teacher, par- ents by and by will come with all sorts of home problems. No matter how unworthy any home may be, the school can render a very use- ful service. But to effect such service the average teacher needs to acquire a wider sympathy and understanding of the parent and a better technic for changing atti- tudes in parents. The teacher is inclined to be impatient toward the parent, to take a rather pat- ronizing attitude toward him. “I manage forty children pretty well and you can’t manage three,” is what the teacher often thinks and sometimes says. In the first place he usually has been highly trained to manage forty children; parents have just become parents, with practically no training for their job. Furthermore, the teacher has the force of the group with all its approvals and disapprovals back of him; and there is a fairly welldefined certainty about his program. Except in large families there is lack- ing in the home the discipline of group influence and few homes have a very definite program. Besides, the teacher is dealing with other people’s children. He looks upon them rather objectively. But in the home the relationship of child and parent is wrapped up in all sorts of emo- tions and neither by nature nor training is the parent likely to look upon his prob- lems separate from strong feelings. The teacher, with all his advantages, is in a strategic position. When the parent becomes irate he can teach selfcontrol to the parent and pupils by demonstrating it in quiet, courteous calmness; when the parent disrespects the feelings of the child the teacher can lead the parent to a more sympathetic attitude. When the pupil lacks good habits of routine at home which are apparemt to the teacher, he may help work out with the parents specific programs for correcting some of these bad habits and for building better habits in their stead. But every parent has a certain amount of personal pride. This must be respected THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 185 by the teacher if there is to be success. Parents, like children, attend only to what they choose to attend to, learn only what they want to learn, and do only what they wish to do. Skilful teachers, therefore, are good “salesmen,” creating proper wishes in the parents. In the future, teacher training is go- ing to consider technics in meeting par- ents, in making them feel welcome in the school, and in cultivating in the home wholesome attitudes toward the child and the school. By and by that teacher will be graded highest whose good influ- ence on the child is registered in the home and who cultivates in parents the best cooperation. The best teacher reads books on the family and the home, on child care and training, is an active member of the parent-teachers association, attends its meetings regularly, goes to get as well as to give, goes to learn more about his pupils’ homes, to meet the parents and talk freely with them about their chil- dren. Such a teacher knows that the better he can understand the home and the more he can do to help parents under- stand their children, the better these chil- dren will learn at school. “Helping our children succeed in school” is the title of a series of eleven letters written by the author and sent out free by the U. S. Office of Educa- tion, Washington, D. C. These letters were written with a view to showing par- ents definite ways in which they may cooperate more effectively with the teacher. If you want your parents to read these letters don’t tell them they need the instruction; rather, let them know that through these letters they may get some suggestions for helping their children. We all like to think we are helping others to improve; no one seems very enthusiastic about selfim- provement. oe AT MISTAKES—We parents have a curious inclination to grow angry at the child’s mistakes in learning, particularly if he repeats an error which we have corrected, or if he does not follow literally the directions which we give. Perhaps our readiness to be so annoyed grows out of our pride and vanity. Anyway, he is just our child! We can keep our caste without being courteous and considerate to him. Think of the thousands of children who have learned to hate spelling, reading, or arithmetic because their impatient parents got angry at them. There is no better way to interfere with the child’s school progress than to lose one’s patience with him while attempting to help him with his homework. We may also grow angry at a judgment which the child has made. In an emergency he had to arrive at a decision; he did his best. There is no sense in scolding him if his decision is different from the one we would have made. The most destructive thing we parents say to our children and each other is, “You should have known better.” By such an attitude we crush out independence and initiative in those in whom we pretend to cultivate these valuable traits.—Garry Cleveland Myers in the Child Welfare Magazine. b) A Alabama Alaska Arizona Arkansas California Col Zebulon Judd William K. Keller E. W. Montgomery J. P. Womack W. E. Givens W. y Idaho Illinois Indiana Iowa Kansas Kentucky Charles F. Dienst A. L. Whittenberg Charles F. Miller Mary A. Lord M. E. Pearson R. E. Williams | Mississippi Missouri Montana Nebraska Nevada New Hampshire H. V. Cooper Thomas J. Walker R. J. Cunningham M. C. Lefler Jennie A. Curieux Dana S. Jordan MERICAN SCHOOLS are what they are bec 1 \ into the teaching profession—have hel reforms, have made sacrifices, have done ( save the abiding knowledge of a worthy task Oklahoma Oregon Pennsylvania John G. Mitchell eg ee eg such devotion. The men and women who loo importance. Each represents the National Ed for many vital activities. Each brings to the wisdom, the purposes of the people of his staté ideals that are developed by his associations : leaves all parties richer. High honor to these o. 1. wee N. E. Steele =o" the pioneer spirit of Horace Mann. They are of tomorrow may inherit better schools—ma stand for human values, and may grow up int life and the improvability of man. By going i of Directors now in office has performed a s¢ in the Association’s development. This new b Virginia Washington West Virginia Robert W. House Arthur L. Marsh Joseph Rosier life membership movement which appeals st ynal Education Association Connecticut Delaware District of Columbia Florida Georgia Hawaii Gordon C. Swift H. V. Holloway Harry English James S. Rickards M. L. Duggan F. E. Howard Louisiana Maine Maryland Massachusetts Michigan Minnesota Annie T. Bell William B. Jack William Burdick Annie C. Woodward Webster H. Pearce Alice F. Sullivan New Jersey New Mexico New York North Carolina North Dakota Ohio \lexander J. Glennie Mrs. H. F. Brock Harry W. Langworthy T. Wingate Andrews Minnie J. Nielson A. C. Eldredge >sood men and women have poured their lives phigh educational ideals, have led important civic ult volunteer work with no thought of reward i well. Our professional associations are rich in you from this page are giving a service of large “Ge ioe ueniinea Weadtaniadhs Prroncy Pg | ion Association in his state. Each is responsible N@nal Education Association the point of view, the th brings to his state the point of view and the ns Me national group. This is an interchange that ese crs of the profession. They have something of Utah Vermont are @#Y and willing to give themselves that the children L. W. Rogers Arch M. Thurman Clarence M. Dempsey mayg@e a fair start in life, may live in communities that ) int and women who believe in the enrichment of ng {@iird with the new headquarters building the Board a Sti Which will mark one of the great turning points >w bilmg has been made possible by the growth of the | y 7 ° e * . us SHMFY a8. a permanent dedication to the profession. her Oe Gel Pioneer Leader Horace Mann Our Failing Pupils T IS ALWAYS important to emphasize ['« need of attention to our sore spots. In education, the healing balms applied are termed remedial meas- ures. Of these, failure is a most menac- ing one. For some time it has been com- bated in many places. Minimum-maxi- mum standards, restoration classes, sup- plementary teachers, summer schools, trial promotions—these possibilities have been used to destroy the “failure’’ mon- ster. The following study was made in a school of 754 pupils for the purpose of analyzing conditions which influenced pupil failures. A tabulation of pupil progress as shown by registration cards revealed the following (The word “term” here means 5 months): Pupils NoOtmial PEOREESS .... ck ccc ccacdeacc 323 DB WEI ROROG 5.66 oiacein sedis cayenne 202 2 WOU SENREGO coco ce tk asdk ce scasion 95 @ GOOD SECAEROR ow .csk ok vcice ww deen 45 © COCO CETRREON . oj... eter edna ds 29 DS AOGUNE BERASEEE nono ck cc diseceiasiaer 11 6-8 terms retarded .. 2... .....60c50cde% 11 D CECE GO CAMEER oo. kc cee cc coeeeds 39 OTN SAME oon ks oc wre vee cs ener 2 Pupils retarded 6, 7, and 8 terms were placed in a backward class after testing by psychological clinic. The heart of the study lay in individual and class failure records. It contained a progressive survey of the individual’s progress from month to month. It was used regularly on the occasion of each report card distribu- tion. The records were collected from the teacher and combined, by grades, with pro- vision made for recording achievemeiit in the following months of the term. During the first term, 25 pupils failed every month. Six of these pupils were placed in an orthogenic backward class to be given special attention. One, a moral problem, was sent to a house of correc- tion. One failure was due to illness. One death occurred. The following form was given to the teacher to be passed on with the records of the pupil to successive teachers: (1) Name of child, grade, teacher, room (2) Chronological age—years and months (3) Physical defects—(a) from medical card (b) from teacher observation (c) from pupil or parent interview (4) Social tendencies—(a) pupil reaction to social conditions (b) class or pupil re- action to this child (5) School progress in individual subjects— pupil likes and dislikes (6) — of problem—mental, moral, so- cia (7) Contributing causes—(a) home condi- tions (b) choice of companions (c) for- mation of undesirable habits The subject failures for two terms were as follows: Arithmetic, 165 (78 first term and 87 sec- ond term); English 94 (49 and 45); read- ing, especially primary, 169 (82 and 87); geography, 54 (27 and 27); physical educa- tion, 11 (6 and 5); spelling, 123 (56 and 67); history, 24 (11 and 13); music 20 (13 and 7); civics, 15 (9 and 6); art, 15 (7 and 8); handwriting, 84 (40 and 44); hygiene, 7 (3 and 4). It is significant that the number of fail- ures int each subject continued to be ap- proximately the same each term. Does this explain partially our reluctance to alter our standards to meet new pupil needs? Pupil interview—This was done by the principal shortly after the report cards were issued for the month. It proved to be a tremendous factor for good—since it established a bond be- tween the principal and the child. Parent interview—Whenever it was possible to have a personal talk with the parent of a failing child, results were at- tained. It led to closer union between the school and the home with a focusing of the spotlight on the individual child. In one month, the parents of 39 of 77 failures were interviewed by the prin- cipal. Of these 39 pupils, 19 did not fail at the end of the term. Registration and medical card—In many cases, inspection of these records revealed causes of failure which ordi- narily could not possibly be detected. One case of deafness was caught in this way, another of a startling nutrition problem. In many cases the practise of examining the medical cards showed that the doc- tor’s examinations were so hurried that defects were present, or appeared later, which had not been recorded. Home visits by teacher, principal, school nurse, and social worker—In cases where a remedy seemed urgent, a home visit was arranged by the principal. This always brought results. It tended to im- press upon the parent the need of action and it served as an inspiration to teachers. Letters to parents—The study re- vealed that letters to parents were most worthwhile when they were sent at the beginning of the term. It seemed to be a commendable practise to insist that these letters be returned, signed or answered, wherever possible. [ 188 ] Change of teacher—While a contin- gency of this kind should be resorted to sparingly, it will bring splendid results at times. In the extraordinary case when all else fails, it seemed to be the sensible action to take. Teacher judgment—At the end of the term, the teachers were allowed to give the reasons for the failures as they saw them. These reasons were highly valu- able to the principal: Lack of effort (inattention) Saasrccreetas 58 EET Teor eee 54 Backward (slow) .................... 33 i EE eee 20 Health com@itions .................... 23 Foreigm parentage .................... 16 Too young (Ist grade) ............... 13 ee 7 Cihamge of schools .............00.005. 6 Cant read Or Spell ow... cc cicccaas. 5 RE ee en 4 MMMM, Whore cies sits sbits sta ees a sasahdva vara aseusla 3 No retentive pOWer . 2.0.05... 6.66 ccccce 3 Careless SpPHCation ..........0. 60.06. csce ss 2 jg a ae ana 2 Cigarette addict No reason It may be seen that some of these reasons could have been more closely grouped. It is possibly true that lack of effort and laziness are almost the same. In the same way, the inability to spell and read might properly be listed as backwardness. However, the list as sub- mitted served very well to show reasons for failure from a teacher point of view. A campaign was therefore begun to elim- inate the first three which stood out above the others. The principal retained a card in his office files for each pupil failure according to the above list. In addition to the remedies already mentioned, the following were found helpful: trial promotion, special assign- ments in failing subjects, and special coaching at school or home. An enlargement of the teacher concept of the meaning of failure may be accom- plished. Individual contacts may be de- veloped with failing pupils. Studies of individual cases may produce valuable byproducts which influence the success or failure of each pupil involved. A study of this type tends to bring the home and the school into closer relationship center- ing about the individual child.—Bernard Brodie, Principal, Alexander Henry Public School, Philadelphia, Pennsyl- vania. Vitalized Group Study and Faculty Meetings HOUSANDS of teachers and school administrators have used the NEA JourNaL and their own state asso- ciation journal for vitalized group study this school year. Some have followed this plan for several years. They have enjoyed the practical help which they find in these magazines. ‘They know that it means much to their school, to the children, and to their community to be alert and inter- ested in the larger problems of the pro- fesion. Browse a bit, either in profes- sional or lay magazines, or listen to ad- dresses in educational gatherings, and you will find this idea expressed again and again: “Teachers must be educated per- sons; they should have a broader out- look than the specific subjectmatter they teach.” The plan of using THE JOURNAL and your state association journal for faculty discussions is recommended because it works. In 100 percent schools, every teacher has a copy regularly during the school year. The material is uptodate, va- tied, and cannot be found elsewhere. It is a most effective means of personal growth and professional advance. As edu- cation becomes more specialized, it is in- creasingly important that teachers hold a few ideas and ideals in common. Now is a good time to plan faculty meetings for 1930-31. At least one meet- ing a month might be given to a study of articles in the NEA JourRNAL and your own state association journal. Your faculty can be divided into committees, each to be responsible for a meeting. Some schools plan their meetings, as to leaders and time, a semester or a year in advance; others have a program, as to themes, for as much as 5 years ahead. These sugges- tions may help in planning: (1) Early in the new school year, give each teacher a mimeographed form whereon he can list the names of fellow-teachers as lead- ers, and topics for meetings; also preference for time of meetings. (2) The teachers whose names are most frequently listed can be responsible for plan- ning the meetings for the year—the time, length of meeting, the division of the faculty into committees, each to have charge of a meeting. (3) Each committee may like to select its own leader and will choose the articles which it wishes to discuss. Many JOURNAL ar- ticles suggest a wide reading on the subject. Bibliographies can be prepared, statistics Rathered, a stimulating list of questions pre- _— guide teachers in their reading. No mmittee will care to put on a poor meeting. Every issue of next year’s JOURNAL will con- tain a page of timely suggestions on vitalized group study. (4) Begin and end meetings on time; aim The Journal for Next Year ILL interpret the age in which we live and point to the future Will give to the schools a common nu- cleus of ideas and ideals Will strengthen the activities of the Association and the profession Will coordinate the efforts of thousands of workers in its production. Some of its offerings for 1930-31 will be: articles on character education articles on mental hygiene pages of Week pages of suggestions for vitalized group study editorials on current themes posters for classroom use 14 articles on the training of teachers 4 pages of statistics 100 reports of educational progress in more than fifty states and territories 8000 names of 100 percent schools 1000 names of new life members 150 important books described by appropriate notes Reports of 2 great conventions Special articles on health, leisure, and other significant current themes. plans for American Education 2 9 9 articles on better teaching of reading 4 9 C4 for teacher participation in planning, in pre- siding, and in discussion; apply the articles to your own school condition$—doing this will make a difference in your school for children, teachers, and administrators. (5) Some schools, especially in the begin- ning of the year, use the first 15 minutes of their meeting for a social period. Routine matters which can be cared for by mail or the bulletin board are not allowed to mo- nopolize the time of the professional study group. The superintendent in a small school, or the building principal in a large sys- tem, will enjoy the statement below by Mary McSkimmon, herself a loved prin- cipal and former president of the National Education Association. The efficient principal has learned how to make sure of professional growth for the whole faculty through the regular teachers’ meetings. He knows that this time beyond price is his golden opportunity to awaken the latent powers and professional devotion of the teachers in his school. It is he who must take the blame when his meetings are dead and unprofitable to his teachers, exactly as they assume the responsibility when their work falls cold and dead upon the children in their classrooms. There is no opportunity that can come to the principal comparable to this ex- perience by which he is continually being weighed in the balance. The meeting worthy of a professionally- minded principal is a professional meeting— [ 189] one carefully planned with real objectives, with common interest participated in with careful study by way of preparation by all, contributed by all, but always under the con- trol of the master mind of the principal as leader. Edward E. Hood of the Henry Reis School, Evansville, Indiana, writes: There are in the United States approxi- mately 900,000 teachers. A large majority of these are neither broadly educated nor spe- cifically trained. Relatively great progress has been made but the job is yet far from com- pletion. In objective research and the scien- tific study of education this country has forged far ahead of many of our fellow-nations. In careful preparation of teachers for practical work our educational system has not kept pace with other progressive nations of the world. It is to meet some of these deficiencies that the professional study meeting has been util- ized in progressive school systems in many parts of the country in recent years. “The proof of the pudding,” you know, “Ws in the eating.” Schools which use THE JouRNAL for group study and teacher growth keep it up and recommend it to their neighbors. We have had faculty discussions based on educational journals for the past five years.— Whitson M. Overcash, Springfield, Tenn. We have been holding this type of facuity meetings for the past seven years and find them indispensable in the promotion and de- velopment of that finer professional spirit so noticeable in an ever increasing number of schools.—O. F. Nixon, Green Bay, Wisconsin. We have been using THE JouRNAL in our professionab faculty meetings and have found it of invaluable aid in furnishing us with ma- terial for discussion at these meetings.—R. C. Roebuck, Houston, Texas. We have one hour per week devoted to professional study and find THE JouRNAL of splendid aid in these meetings—in fact we study it two meetings per month.—F. Collier, Bessemer, Alabama. THE JOURNAL seems to me to have been improving with every issue for a long time. Some dozen educational magazines come to my desk every month, including the leading ones in America. I am coming to prize THE JouRNAL of the National Education Associa- tion most of all. It is more nearly accom- plishing its purpose than any magazine that I know of.—George E. Freeland, director, teacher training, San Jose State College, San Jose, California. THE JouRNAL checkup—The votes of many readers on the 5 articles they like best in the April JouRNAL: First, Education in the Spirit of Life by Frank Cody; second, The Use of Leisure by Henry Suzzalo; third, Mental Health and Learning by J. Mace Andress. The Nationwide School Printing Project CALL attention to the fine work in printing which is being done in Ameri- can schools and to encourage still fur- ther improvement, in 1927-28 THE JOURNAL of the National Education Association began a printing project. A short selection noted for the richness of its content and the beauty of its form was sent to many schools where printing is taught with instructions that it be made into a poster 9x12 inches. The response of the schools has been generous. A book containing copies of the posters of van Dyke’s “Unknown Teacher” was sent to the home of the author. When he returned after a period of absence to discover this beautiful volume he wrote a letter which is a fine tribute to the schools: It is a great surprise to me, as well as a sincere personal pleasure, to know that the typographic art is so well taught and admirably practised in our Ameri- can public schools. This comparatively recent devel- opment is one of those “modern features” which reasonable people, (those who have progressive prin- ciples and conservative tastes), cannot help approving and applauding. That our young folks, boys and girls, should be taught something about the material side of the making of good books is very desirab‘e. It may help to check the tide of bad printing of worthless books, which now sweeps over us. One could wish that many of those books were so badly printed that nobody could read them and on paper so badly made that it would crumble into dust within five years. The volume which you have sent me contains many ex- amples of clear type, well set, and arranged so as to make an attractive page. If our young Americans keep on in this way they may make a typothetical world for us to which Aldus and Elzevir, to say noth- ing of Baskerville and William Morris, would be glad to come back. Thanking you for this most interesting volume, and wishing that my Lobgesang to the Un- known Teacher were more worthy of the work which these boys and girls have done on it, I remain, Very sincerely yours, Henry van Dyke. “Dedicating the School” by William Henry Scott was used during 1928-29. The project this year is based on “The Home and the Vir- tues.” This statement is from a leaflet issued by the National Congress of Parents and Teachers—Educating for Worthy Home Mem- bership. The students have caught its spirit as shown by the excellent posters received. The schools whose posters deserve special men- tion are listed below. Those whose posters were considered best are indicated by aster- isks. ALABAMA Birmingham, Woodlawn High School, N. B. Hen- drix, principal, H. C. Elliott, teacher of printing. CALIFORNIA Berkeley, Berkeley High School, C. L. Biedenbach, principal, Guy F. Street, teacher of printing; Edison Junior High School, H. H. Glessner, principal, C. B. Marker, instructor of printing; Garfield Junior High School, D. L. Hennessey, principal, S. J. Leland, printing instructor, Ruth Kidwell, art instructor. Inglewood, Inglewood High School, George M. Green, principal, Fred T. Travis, instructor in print- ing; Inglewood Union High School, George M. Green, principal, Fred T. Travis, instructor in printing. San Francsco, Everett Junior High School, John F. Brady, principal, Morgan H. Streeter, instructor. \Santa Ana, Santa Ana High School, Thomas E. Williams, instructor. COLORADO Denver, Aaron Gove Junior High School, Miss Morris, principal, R. W. Sellinghausen, teacher of printing; Baker Junior High School, Peter C. Holm, principal, Merrill J. Day, printing instructor; Byers Junior High School, Louise A. Merrill, principa', R. K. Cooper, teacher of printing; Morey Junior High School, Miss Hamilton, principal, A. L. Rinne, teacher of printing; North High School, William C. Borst, principal, James A. Kingston, teacher of printing; Smiley Junior High School, G. E. Hook, principal, R. W. Seilinghausen, teacher of printing; *South High School, John J. Cory, principal, James J. King- ston, teacher of printing. CONNECTICUT Hartford, Northwest School, George W. Young, principal, Donald E. Phippin, teacher of printing. DISTRICT OF COLUMBIA Washington,* United States Government Printing Office, Burr G. Williams, chief instructor of appren- tices. GEORGIA Atlanta, Tech Hith School, W. O. Cheney, prin- cipal, Ed. L. Sutton and J. A. Alleyn, printing in- structors. INDIANA Fort Wayne, Central High School, Fred H. Cronin- ger, principal, W. W. White, teacher of printing. South Bend, Central Senior High School, J. S. Me- Cowan, principal, C. B. Murphy, printing instructor; Vocational School, G. F. Weber, principal, C. B. Murphy, printing instructor. IOWA Council Bluffs, Thomas Jefferson High School, R. F. Myers, principal, C. F. Gernetzky, printing in- structor. Des Moines, East High School, A. J. Burton, prin- cipal, J. L. Morton, instructor of printing. Fort Dodge, Fort Dodge High School, C. E. Nickle, principal, Leslie R. Goeldner, teacher of printing. KANSAS Salina, Salina High School, W. W. W pal, W. H. Woodhouse, teacher of printing” Princi- ing, KENTUCKY Covington,* Holmes High School, Joh principal, Henry A. Breucker, teacher op MAINE Portland,* Portland High School, Arth principal, Cecil C. Farrar, teacher of ea W. Lowe, inting. MASSACHUSETTS Arlington, Junior High School EF; Power, principal, Robert F. Thomp structor, ~ New Bedford, Roosevelt Junior Hi G. Campbell, principal, Thomas ee am of printing. Waltham, Waltham Vocational School, H a director, J. H. Nottenburg, iaunies aan ing. ast, William D, Son, printing in. A. Morrison, teacher MINNESOTA Chisholm, Chisholm High School, A. F. Drotni principal, Earle H. Meyer, teacher of printing. Duluth, Washington Junior High School, J. W Meyer, principal, H. S. Berg, teacher of printing, NEW HAMPSHIRE . Manchester, Manchester High School Central, Wil. liam Y. Morrison, principal, Raymond J. Pelletier teacher of printing. : NEW JERSEY Camden, Hatch Junior High School, Carleton R. Hopkins, principal, Thomas C. Marston, instructor of printing. East Orange, East Oranse High School, Ralph E. Files, principal, F. R. Price, instructor of printing, Montclair, Montclair High School, Harold A. Ferguson, principal, Frank A. Baker, teacher of printing. Trenton, Junior High School No. 3, Paul Loser, principal, J. W. Hills, teacher of printing. NEW YORK Syracuse, Nottingham High School, Fred J. Bierce, principal, Carl F. Eichelberg, teacher of printing. OHIO Fostoria, coordinator. Fostoria High School, C. R. Morris, PENNSYLVANIA Allentown, Central Junior High School, L. E. Dieruff, principal, N. A. Butz, director, Stuart R. Follweiler, printing instructor. Philadelphia,* McCall Continuation School, M. T. Maguire, principal, R. A. L. Granzow, printing in- structor, SOUTH DAKOTA Brookings, South Dakota State College, A. A. Applegate, department head, G. Lynn Hollen, instruc- tor of typography. The Home and the Virtues ~ The Meet Compra Pernt: cad Tomes eo children pobteness and obed: home during the polden age of Greece, they shall be kept bright im the lives of each new gener- ation is the concera of all goed people... -.. The one institution that may most saturally build these virtues into attitades and habits is the bome Let us cherish and strengthen it, At heart the bome is « spirit- e : # materia] equipment and daily routine: maintains # stumulenng mental life: seeks beauty: culnvates fine companionship, fosters meditenion and repose; developes the best side of each of its members Be of your home. Give it the best you have. Honor thy father and thy mother Ae? SE TOS ORT 360 for efficient material equipment and daily r D tains a stievlating mental life; seeks beauty; caltivates fine \ fm companioaship; fosters meditation and repose, develops | the best side of each of its members =. e. Be proud of your home Give it the best you have. Heoer thy father and thy muther. 0 ceo. ct The Home And The Virtues The Rononel Congress of Porcats Avd Teachers ‘The HOME the In the home during the golden age of Greece, Athenane precuset wade. courage, lemperance. and joeticn Chnatian pas enta have tought faith, ape, and love Modern life magneton indus try, serwce, and comperation In these twelve victues are the dreame © countiens generations of Une finest men and women the race hae produced These steals represent s cumulated wanith far beyond our maueral heritage That they shall be kept beght us the liven a sec) generation ie the concern of all woad paople The one instute : SS ’ ” | THE HOME | AND THE VIRTUES Ey The National Congress of Parents and Teachers “Tit heme che alten unt of vik te the fetter of cnet ure taught thew chabiren pbaenem, (prerwcone of the feet men and women the mor has prov teced Thea steals reprentot » cumulbued wealth far bryand owt maveral bereage That they shall be hept bight wn the frees of ach new generation w the concere of a good penple ‘Tht one wamnsece thet may mot naturaBy bak! (heat (eters tw aronades and habeus © the home Let we cherish and erengthes « ‘As bear the home © a,qpntua! une—s glowing fre grad WS cad wel igh The worthy home guards ss mcome and ¢rpamdsture, err for eficcer maseral equpment and dady roune, enere s maneng wena bir eke teary caboeoeee foweers the bee sade of each of te members Be proud of your home—Give it the best you have Homor thy father and thy mother | The Home and the Virtues | b » } ‘The Netteme! Congrem of Perent ond Tenchery | 4 Drobanrdhabe phesan rechabesr ener Pra | the mothers of ancient Chins taugbt their childrea | politeness and obedience. In the home during the qoisen age of Greece, Athenians practiced wisdom, couroge, temperance, and justice Christian parents have tuqbt faith, hope, and love Modern life maqnities iodustry service, apd cooperation <> — -— = In these twelve virtues are the dreams of countles At beart the bome isa spiritual unit-s glowing fire of qrodwill and arutual belpfuloess The worthy home quards its income and expenditure; strives for cthietent material equipment and daily routine; ios & stimulating mental life; seeks beauty. i com; ip; fosters meditation an ‘yal e bet de of ach ol fo em of your bome. Give it the best you have we Honor thy Father and thy Mother eetacon and rom dreloge gf wT at Se SS ————4 i oREpEnEane . : Pao Re m right the above posters are from: East High School, Des Moines, Iowa; Morey Junior High School, De Colo.; Manchester High School Central, Manchester, New Hampshire; Apprentice School, U. S. Government Printing Office; Holmes High School, Covington, Kentucky. The Home and the Virtues BY THE NATIONAL CONGRESS OF PARENTS AND TEACHERS WKHE home is the oldest unit of civilization. ae s 3 In it the mothers of ancient China taught ) their children politeness and obedience. In 829) the home during the golden age of Greece, Auhenione practised wisdom, courage, temperance, and justice. Christian parents have taught faith, hope, and love. Modern life magnifies industry, service, and cooperation. In these twelve virtues are the dreams of countless generations of the finest men and women the race has produced. These ideals represent a cumu- lated wealth far beyond our material heritage. That they shall be kept bright in the lives of each new generation is the concern of all good people. The one institution that may most naturally build these virtues into attitudes and habits is the home. Let us cherish and strengthen it. At heart the home is a spiritual unit—a glowing fire of goodwill and mutual help- fulness. The worthy home guards its income and expenditure; strives for efficient material equipment and daily routine; maintains a stimulating mental life; seeks beauty; cultivates fine companionship; fosters meditation and repose; develops the best side of each of its members. Be proud of your home. Give it the best you have. Honor thy father and thy mother. [This Poster i Oe enc an netted Cs Tehest, Pat Mai — een’ ates ae Oe Dee selected for Poster for T yo om m THE JOURNAL of the Natio 1 Educ n. Co 11911 highest excellence in wide project. opies on sen os r: 20 for $1; $4 per 00, S300 ony 1000. #19191. Speech-Reading As A College Course BERNICE ELLIOTT Director of Publicity, Michigan State Normal College, Ypsilanti, Michigan HILE THE DEAFNESS of child- hood may sometimes be arrested or the hearing improved, deaf- ness in the adult is rarely curable and usually grows slowly worse. The deaf- ened adult, moreover, who has had his hearing and lost it, feels his loss keenly. If he has serious impairment, he is in- clined to withdraw from his former con- tacts, closing himself up in a tight little compartment, sensitive, often irritable and depressed, looking out at his old world with eyes of suspicion. And the general public assumes that since he is an adult possessed of adult intelligence, he should be able to adjust himself to this new situation and make the best of a “bad bargain.” But this he cannot do by himself. Some compensation must be found for him. Speech-reading is agreed by those who have made the problems of the deaf their study, to be the most satisfactory compensation. Until recently, some forty-one private schools, with about 160 teachers, have done most of the work which has been done in speech-reading for the adult deaf- ened. When one considers, however, that there are more than 420,000 adult deaf- ened in the United States, some estimates going so high as to include one third of the population or about forty million, it is obvious that these schools cannot pos- sibly take care of the situation. Not only is their work chiefly confined to short courses in speech-reading but due to the nature of the schools and to the fact that most of the students live in their own homes and do not mingle with other students, much of the benefit which might be gained, is necessarily lost. The Michigan State Normal College at Ypsilanti is a pioneer among colleges in the field of speech-reading for adults. For three years, speech-reading classes of nine months duration have been offered in connection with the department of special education. At the Michigan Normal College, the psychological problem of the adult deaf- ened is treated as of equal importance with the problem presented by the hear- ing defect itself. It is believed that the purpose of a college course in speech- reading is twofold. The student is to acquire skill in an art whose mastery pre- sents greater difficulty than a foreign lan- guage and he must become rehabilitated. Young people are being enabled to con- tinue their education with normal con- tacts in regular college activities, and others develop courage, confidence, and sufficient proficiency to return to their occupations and “carry on’’ as before. An increase in health, through the relief from constant strain. is frequently a byproduct of the program. The deafened, himself, is learning the incalculable value of acquiring the ac- complishment of speech-reading before he reaches a state of serious impairment. It is, of course, assumed at the college, that all persons applying for work in speech-reading have previously gained all help possible from otologists but unless hearing can be actually restored, the ac- complishment of speech-reading is con- sidered of great practical value even when the hearing loss is slight. As a prelimi- nary measure, an audiometer test is given to all students. Twenty hours of work in speech-read- ing are given each week, two hours a day for class work and two hours for prac- tise. The technic of teaching follows the’ Jena method. The student is taught to “feel” himself speak. “Skill in speech-reading,” states Bessie L. Whitaker, associate professor of spe- cial education in charge of the division of speech-reading, “is acquired through the subconscious imitation of speech move- ment that accomplishment may be easy and effortless.” —The Jena method is used at the Normal College for the first time in this country with eminently satisfac: tory results. It is found to relieve much of the strain attendant upon lip-reading based solely upon the conscious training of the eye. In the speech-reading classes, condi- tions are made to resemble as far as pos- sible those of the outside world. The work is carried on in an informal manner. Students have teachers twice a day and practise with one another twice a day. This is an advantage to the student in becoming adjusted to reading the lips of different types of persons. At the begin- [ 192 ] ning of the term, work is planned from one day to the next in order to better adapt it to the needs of the students, During the first four weeks the “feeling of speech” is concentrated upon. All speech. sensations are obtained by means of practise in memorized series of consonants and vowel sounds. This work is varied by rhythm drills and simple folk dances to relieve strain. Since speech im- plies accompanying bodily movement, the instructors try to sensitize students to rhythmic movements. It is necessary to use practise material suited to the varied interest, education, and cultural background represented by the members of the class. Among the students of speech-reading at the Normai College, there have been teachers, a min- ister, social service workers, stenog- raphers, women prominent in social life, students from regular college courses. The speech-reading teachers try to stand or sit in positions typical of the outside world. Concrete problems are brought into the classroom, situations created. It is always essential to impress the humorous side upon the student. Any trace of the tragic must be removed from an embarrassing situation. Problems of temperament are among the most serious. The deafened are subject to ups and downs which the teacher has to be pre- pared to face. Discouragement has to be bridged over into success. The life of the college campus offers ample opportunity for the student of speech-reading to practise his art—not only offers but practically forces. He must accustom himself to hundreds of strangers, all with different lips which he must learn to read. He acquires facility. Training is offered those desiring to teach speech-reading and deafened stu- dents are encouraged to enter the field since it is believed that they are especially capable of understanding the particular problems facing the deafened. Thirteen states have been represented in the speech- reading classes. If a very small proportion of those who need it avail themselves of the opportu: nity of acquiring the art of speech-read- ing, no one state would be able to mect the demand for teachers of the subject. USOE Courses—The United States Office of Education has a series of reading courses of the highest merit, which may be had free for the asking. These courses have been developed under the direction of Ellen C. Lombard, assistant specialist in home education. While simple and brief, each course gives the reader a good start. For example, Reading Course number 32, on The Whole Child, contains an expla- nation of purposes, suggestions to read- ers, descriptions of five books with ques- tions on each, and a supplementary read- ing list of seventeen books. These reading courses cover a wide range of subjects as indicated by the fol- lowing list of titles which are now avail- able: World’s great literary Bibles [1] Great literature, ancient, medieval, and modern [2] Reading course for parents [3] Reading course for boys [4] Reading course for girls [5] Thirty books of great fiction [6] Thirty world heroes [7] American literature [8] Thirty great Americans [9] American history [10] France and her history [11] Heroes of American democracy [12] Call of blue waters [13] Iron and steel [14] Shipbuilding [15] Machine shop work [16] Foreign trade [17] Dante [18] Master builders of today [19] Teaching [20] Twenty good books for parents [21] Agriculture and country life [22] How to know architecture [23] Citizenship and government [24] Pathways to health [25] — selected stories for boys and girls 26] Poetical literature for boys and girls [27] Kindergarten ideals in the home and school [28] Preschool child [29] Forty books for boys and girls [30] Appreciation of music [31] Whole child [32] Foundations of family life [33] Problems in adolescence for parents [34] RWAP Courses—The American Library Association with characteristic insight and thoroughness has issued an_ attractive series of booklets on Reading With a Pur- bose. These are prepared with the utmost care by experts in the various fields. Each gives a simple introduction to the subject with a description of a few of the outstand- ing books on that subject. These booklets (This poster for your classroom is from THE JOURNAL of the National Education Association. Copies on art paper: 20 for $1; $4 per 100; $30 per thousand. $19193.] [ 193] Opportunities for the Use of Leisure A N inspiring phase of today’s life is the steady and substantial increase in the amount and quality of OW TO USE READING COURSES— [1] For the joy of systematic reading on your own [2] For home reading circles of family and neighbors [3] For parent education groups [4] For high-school courses [5] For college courses [6] For extension courses [7] For school clubs and free reading by individual students [8] For personal or school buying lists [9] As presents for young friends [10] As a means of personal and vocational guidance This statement is printed in THE JOURNAL as a part of the nationwide movement for the enrichment of human life through adult education and the wise use of leisure. promising sell for 50¢ each in cloth, 35¢ in paper. They may be had at any public library. They are helping to make free library serv- ice an aggressive, dynamic aid to every phase of individual and community life. The list of titles includes: Biology by Vernon Kellogg [1] “— literature by W. N. C. Carlton 2] Ten pivotal figures of history by Ambrose W. Vernon [3] Some great American books by Dallas Lore Sharp [4] Economics by Walton H. Hamilton [5] Frontiers of knowledge by Jesse Lee Bennett [6] Ears to hear: A guide for nfusic lovers by Daniel Gregory Mason [7] Sociology and social problems by Howard W. Odum [8] ™ physical science by Edwin E. Slosson J Conflicts in American public opinion by William Allen White and Walter E. Myer [10] Psychology and its use by Everett Dean Martin [11] Philosophy by Alexander Meiklejohn [12] Our children by M. V. O’Shea [13] Religion in everyday life by Wilfred T. Grenfell [14] The life of Christ by Rufus M. Jones [15] Mental hygiene by Frankwood E. Wil- liams [16] reading which is being done throughout the country. The library circulation of worthwhile books is moving sharply upward. Firstclass magazines are prospering as never before. Home study and extension divisions of colleges and universities find a heartier response than formerly. The National Con- ress of Parents and Teachers—one of the largest study groups in the world—has the slogan: Every parent al parent. Teachers in spite of their busy lives are coming to appreciate the profit and the joy of reading systematically. And what shall one read? It is easy to be welladvised. The appreciation of sculpture by Lorado Taft [17] The Europe of our day by Herbert Adams Gibbons [18] The poetry of our own times by Mar- guerite Wilkinson [19] The United States in recent times by Frederic Paxson [20] Pleasure from pictures by Henry Turner Bailey [21] American education by William F. Russell [22] Architecture by Lewis Mumford [23] The modern essay by Samuel McChord Crothers [24] Americans from abroad by John Palmer Gavit [25] The French revolution as told in fiction by William Stearns Davis [26] The practise of politics by Moley [27] The modern drama by Barrett H. Clark [28] The westward march of American settle- ment by Hamlin Garland [29] The stars by Harlow Shapley [30] The founders of the republic by Claude G. Bowers [31] The foreign relations of the United States by Paull Scott Mowrer [32] Twentieth century American novels by William Lyon Phelpg [33] A study of English drama on the stage by Walter Prichard Eaton [34] Good English-by Virginia C. Bacon [35] Adventures in flower gardening by Syd- ney B. Mitchell [36] French literature by Irving Babbitt [37] The young child by Bird T. Baldwin [38] Interior decoration by Harold D. Eber- lein [39] Geography and our need of it by J. Russell Smith [40] Pivotal figures of science by Arthur E. Bostwick [41] George Washington by Albert Bushnell Hart [42] Prehistoric man by George Grant Mac- Curdy [43] Living religions of the world by Robert Ernest Hume [44] English history by George H. Locke [45] The human body and its care by Morris Fishbein [47] er and labor by John Andrews Fitch 48] Journalism by Willard Grosvenor Bleyer [49 Home economics by Helen W. Atwater [50] Advertising by Earnest Elmo Calkins [51] — by John Alford Stevenson [5 Raymond Education for the Wise Use of Leisure Education and the Improvability of Man—editorial [19:135-6 May 1930] The Wise Use of Leisure—Francis W. Kirkham [19:138 May 1930] The Young Citizens League—S. B. Nissen [19:139-40 May 1930] Vitalized Leisure—L. P. Jacks [19:145-8 May 1930] Education in the Spirit of Life—Frank Cody [19:103 April 1930] The Use of Leisure—Henry Suzzalo [19:123-6 April 1930] 4-H Club Work—C. B. Smith [19:95-7 March 1930] The Privilege of Being One with Youth—C. Frances Loomis [19:49-51 February 1930] The Enrichment of Human Life—a page of good references [19:64 February 1930] The Leisure of Tomorrow—editorial [19:1-2 January 1930] A Year with the Knighthood of Youth—Julia Williams [19:9-10 January 1930] Girl Scouts in the Larger Life—Elizabeth K. Adams [18:257-9 November 1929] Character Education in Scouting—James E. West [18:219-21 October 1929] What the Schools Do [17:228 October 1928] Growth through Reading—Jesse Lee Bennett [17 :69-72 March 1928] Growth through Travel—Gilbert Grosvenor [17:1-3 January 1928] More Music in Our Schools—Joseph E. Maddy [16:237-8 November 1927] | Come Into the Garden—Helen Field Fischer [16:177-8 June 1927] Education and the Larger Leisure—Mabel Travis Wood [16:173-4 June 1927] Public Interest in Art—Henry W. Kent [18:151-4 May 1929] Teaching the Beauty of Landscape—Frank A. Waugh [18:137-8 May 1929] | Learning to Enjoy Pictures—Florence Williams [16:107-8 April 1927] Music as an Avocation—Hollis Dann [15:277-9 December 1926] The Art Museum and the School—Belle Boas [15:269-70 December 1926] Why School Libraries—Adeline B. Zachert [15:244 November 1926] Teaching the Beauty of Literature—Helen L. Cohen [15:237-8 November 1926] The Aim of Art Teaching—Antoinette E. Arnold [15:222 October 1926] Art Is Important—Ruth Harwood [15§:221 October 1926] Education and the Movies—Charles H. Judd [12:193-4 May 1923] Home Reading for Country Schools—Joseph L. Wheeler [12:91-4 March 1923] EACHERS are now studying the problems of leisure—its place in the school of today and in adult life. Month after month THE JouRNAL of the National Education Association has been gathering the choicest material in this field. No other single source contains such a wealth of material covering both the philosophy and the practical aspects of leisure. THE JoURNAL articles listed on this page are worth re- reading. They are excellent for courses in teachers colleges, universities, women’s study groups, and for faculty meetings. Extra copies of these JOURNALS may be had for 25¢ each; special price in quantity lots. [This poster for your classroom is from THE JOURNAL of the National Education Association. Copies on art paper: 20 for $1; $4 per 100; $30 per 1000. 719194.] [ 194] Achievements in Teacher Training, 1929-30 »oRROW the fine young men and women who are in the teachers col- leges today will be in the schools. What they are, what they stand for will be reflected in the children and in the mmunities which they serve. These teacher-training schools are now making marked progress. Within a few veats they are rising from the level of »wo-year normal schools to teachers col- leges with a richer background of scholar- ship and professional technology. Wish- ing to record this wave of progress in the making, THE JOURNAL of the National Education Association sent a letter to the presidents of the teachers colleges and normal schools that are listed in the United States Educational Directory. In this letter it asked : co What do you consider the most significant educational achievement in your school dur- ing 1929-30? We wish to answer this ques- tion in THE JouRNAL of the National Educa- tion Association in a statement showing special achievements of the state teacher- training institutions of the United States dur- ing 1929-30? Such a statement will be helpful to leaders and students in this field as well as to laymen, to newspaper interpreters, year- book makers, and students of American life. The teacher-training institutions are the very heart of American education. Any service Tue JOURNAL can give to this group will be a contribution to the educational advance. Will you kindly send us a statement of about thirty words in answer to the question: What iy the most significant educational achieve- ment in your school during 1929-30? The large number of prompt replies to this letter suggests the alertness of these chools. The following were received before this issue of THE JOURNAL went to press. ALABAMA: State Teachers College, Jack- sonville—The securing of all the children of Jacksonville and all who are transported to the city as a training school. The city of Jacksonville turned over to the State Teach- ers College the administration of its public schools, elementary, junior-high, and senior- high—C. W. Daugette, president. Troy State Teachers College, Troy—Au- thorization to go from a two-year normal school to a four-year teachers college for the training of elementary teachers. The third year was added last September and the fourth will be added next June.—E. M. Shackelford, president. ae Arizona State Teachers College, agstaf—The elimination of the two-year hormal-school course and substitution of a three-y cate : —— course.—Grady Gammage, presi- ent. CaLiFoRNIA: Humboldt State Teachers Col- lege, Arcata—The change from a three-year to a four-year minimum course for the train- ing of elementary teachers, permitting a broad, cultural, informational background for educational theory ‘and technic.—Ralph W. Swetman, president. Fresno State Teachers College, Fresno— The inauguration of systematic ‘plans for faculty study of factors affecting college in- struction, with provisions for cooperative re- search as to methods for securing continuous improvement of instruction. —Frank W. Thomas, president. State Teachers College, San Diego—Prog- ress in the integration of preparation for practise in the training school and in the pub- lic schools; also in the reorganization of our professional courses to reduce overlapping and to cut out nonessentials—Edward L. Hardy, president. State Teachers College, San Francisco— Development: better physical conditions; four-year A. B. for all certification; actual classroom responsibility for practise teachers in city schools; first winter session for teach- ers of closed mountain districts; several cur- riculums approved for training of teachers of handicapped children.—Alexander C. Rob- erts, president. San Jose State College, San Jose—We have developed an extensive system of student teaching connecting our institution with eighteen surrounding counties and eight cities in our vicinity. This is resulting in a fine type of cooperation between the teachers col- lege and the public school systems.—T. W. MacQuarrie, president. Santa Barbara State Teachers College, Santa Barbara—Closing out last of three-year courses, thereby completing transition to full four-year program and recognized college status. Addition of five new major lines of work.—C, L. Phelps, president. Cororapo: Colorado State Teachers Col- lege, Greeley—Initiated neW curriculum based upon cultural outlines of art, music, science, history, and literature plus basic professional courses and practise teaching, plus specific courses preparing for teaching in field chosen by the student.—George W. Frasier, presi- dent. Western State College of Colorado, Gunni- son—An orientation course, effective next year, required of freshmen, giving a broad view of contemporary civilization, its origin, its nature, and the relation of the student to it—Richard Aspinall, president. ° Connecticut: Connecticut State Normal School, Danbury—Reorganized follow-up pro- gram whereby we hope that every cadet of the last graduating class will be visited dur- ing this year by a faculty member cooperat- ing with the local school officers. The year will be marked by three other steps in ad- vance, which we have long advocated and which are the results of action by the state board of education and applied to all of the four Connecticut normal schools. {195 ] (1) Adoption of a three-year course for elementary teachers, that will be in operation next year at one school and in the others thereafter. (2) Adoption of more selective methods of admission, effective for September, that will include a visit to the school on the part of all candidates and will put the responsibility for selection entirely in the hands of the normal schools. (3) Employment of teachers with at least the Bachelor’s degree for the training schools, which has been made possible by larger ap- propriations.—L. D. Higgins, principal. Connecticut State Normal School, New Haven—Establishment in our laboratory schools of a complete set of demonstration rooms for each of the grades for which we prepare teachers. These rooms are used ex- clusively for demonstration purposes. We have expanded and enriched our library serv- ice so that this is a real educational achieve- ment in this institution.—Lester K. Ade, prin- cipal. Willimantic State Normal School, Willi- mantic—A better organization of training- school activities and a better coordination of training activities with theory.—George H. Shafer, principal. Georcia: Georgia State Womans College, Valdosta—Completing the transition from a normal school to a standard four-year womans college, as evidenced by admission to full membership in the Association of Colleges and Secondary Schools of the States.—R. H. Powell, president. Southern Hawau: Territorial Normal and Training School, Honolulu—An integrated education course for two-year students, combining eight separate courses in education in one con- tinuous course organized around practical professional problems.—Benjamin O. Wist, president. r IpaHo: Lewiston State Normal School, Lewiston—A studied effort, through individ- ual conferences between training-school critic teachers and the college faculty, to secure more perfect coordination between theory and practise with very gratifying results.— J. E. Turner, president. ILLINoIs: Southern Illinois State Normal University, Carbondale—A scheme for sys- tematic demonstration lessons in recognition of the fact that after all is said concerning the rationale of teaching procedures, teaching still remains to a degree an imitative art.— H. W. Shryock, president. Eastern Illinois State Teachers College, Charleston—The new Illinois certification law which has raised requirements for teach- ers’ certificates is reinforced by our own re- quirement of grades high enough to admit a student to practise teaching in order to en- title him to a certificate through ‘nstitutional credits. The opening of our new Practical Arts Building for the preparation of teachers 196 of manual arts, industrial arts, and Smith- Hughes home economics.—Livingston C. Lord, president. National College of Education, Evanston— The successful opening of a class for fathers of children in the demonstration school as part of the parent education program: thirty fathers attended the class on “Knowing our Children.’—Edna May Baker, president. Western Illinois State Teachers College, Macomb—Removal of the library to new quarters large enough to allow for four times the former shelf and seating capacity, and providing needed working space and a train- ing school library.—W. P. Morgan, president. INDIANA: Ball State Teachers College, Muncie—The development of a demonstra- tion-experimental campus school in which we are attempting to demonstrate the best in building, equipment, and teaching proce- dure.—L. A. Pittenger, president. Indiana State Teachers College, Terre Haute—The development of the physical plant including the completion of the physical education building and also a women’s resi- dence hall. Additions to the number of courses offered for the preparation of school libra- rians, the expansion of our graduate school, the beginning of the publication of the Teach- ers College Journal, and the attaining of higher standards in the academic preparation of the faculty—L. N. Hines, president. Kansas: Kansas State Teachers College, Emporia—During the year 1929-30 we offered courses of instruction approved by the Amer- ican Library Association designed to prepare librarians for high schools, junior colleges, and teachers colleges —Thomas W. Butcher, president. Kansas State Teachers College, Hays—The development of a program of health and physical education for the student body on the college campus, which shall function, first, in an individual program of health which the students will carry out in life after college; second, a health mindedness which will func- tion in the schoolroom, when the student goes out to take up his work of teaching.— W. A. Lewis, president. Kansas State Teachers College, Pittsburg— - The completion of an unusually fine library building; also the completion and equipment of Music Hall—a building entirely devoted to music.—W. A. Brandenburg, president. KENTUCKY: Murray State Teachers Col- lege, Murray—The extension of the English department to include thorough courses in library science, meeting the standards of the American Library Association; and the de- velopment of our entire college curriculum by providing a cultural background for teacher training.—Rainey T. Wells, president. Eastern Kentucky State Teachers College, Richmond—Improvement in scholarship of faculty represents most significant achieve- ment during year. Ten of our faculty won graduate degrees last year. Twelve are on leave this year. Of this number four will receive the doctorate.—H. L. Donovan, presi- dent. Maine: Madawaska Training School, Fort Kent—A coordination of subjects with special THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION stress on the subjects of education, such as technic of teaching, elementary educational psychology, practise teaching, biology, health education, and hygiene.—Richard F. Crocker, principal. MaryLaNnp: Maryland Normal School, Bowie—A survey of the teaching of our grad- uates in the rural schools of Maryland; ob- servations tabulated; strong and weak points, principles and laws violated; report and sug- gestions sent to teacher.—Leonidas S. James, president. State Normal School, Frostburg—The de- velopment of some desirable uniformities in professional terms used in lesson planning and in the teaching of lesson planning to the teacher in training—John L. Dunkle, prin- cipal. Maryland State Normal School, Salisbury— The determination of what are believed to be fair, efficient, and democratic standards to govern admission and retention of students.— William J. Holloway, principal. Massacuusetts: Massachusetts State Nor- mal School, Bridgewater—The establishment in September 1929 of the three-year minimum course for all elementary teachers, in addition to the four-year degree course—Arthur C. Boyden, principal. Teachers College of the City of Boston— The establishment of a four-year course for the training of teachers for the kindergarten and the elementary grades. This new course replaces the three-year course—Wm. H. J. Kennedy, principal. State Normal School, Framingham—The phenomenal development and growth of our four-year degree course in household arts, whereby we are reaching with upward im- pulse the schools, hospitals, and homes of New England, rendering life more attractive, wholesome, healthy, and productive.—James Chalmers, principal. MICHIGAN: Western State Teachers Col- lege, Kalamazoo—The development of the alumni office under the direction of an alumni secretary. Biographical memoranda covering 7035 entries now listed in Kardex system. This list is steadilf growing. Regional alumni banquets organized in strategic centers.—D. B. Waldo, president. Central State Teachers College, Mount Pleasant—The growing interest in improving rural schools through consolidation as evi- denced by the increasing number of calls made upon our rural education department for information and leadership.—E. C. War- riner, president. Michigan State Normal College, Ypsilanti —The opening of our new library in Janu- ary is the outstanding educational event at this institution. The increase in library facili- ties has added a great deal to the educational opportunities which the institution has to of- fer.—Chas. McKenny, president. MINNESOTA: Minnesota State Teachers Col- lege, St. Cloud—The provision of adequate physical facilities for several fields of work. A physical-education building, a music studio, and a home for the nursery school.—George A. Selke, president. June, 1930 na Winona State Teachers College, Winona The adoption by the State Teacher ind Board of a four-year curriculum, pursuant t the degree act of 1921 and the definitions a tablished by the revised certificate law of 1929 authorizing the college so to enlarge its work as to prepare teachers for al] kinds of public school service—G. E. dent. 8 College Maxwell, presi- Missour!: Northeast Missouri State T each- ers College, Kirksville—The rapid realization on the part of most of the faculty members that each may have a joyful professional de- velopment in keeping in close contact with and even doing some of the teaching in our demonstration and cadet schools.—Eugene Fair, president. Southwest Missouri State Teachers Col- lege, Springfield—Development of a system- atic plan of advice and guidance for training and placement of our students from the fresh- man year on through college.—Roy Ellis president. : Harris Teachers College, St. Louis—The initiation of a plan for the improvement of instruction through faculty discussion of spe- cific syllabi and by cooperation of the dean of instruction with individual faculty mem- bers-—J. Leslie Purdom, president. Montana: Eastern Montana Normal School, Billings—Better teaching on the part of our entire faculty—first, by making closer contact with life by means of excursions; sec- ond, by much greater use of visual educatior in all its forms.—L. B. McMullen, president State Normal College, Dillon—Wider ap- plication of a plan by which approximately one half of all students are exempted from taking courses in elementary subjects and sys- tematic provision made for those who are found deficient.—Sheldon E. Davis, president. NEBRASKA: State Teachers College, Kear- ney—The broadening and _ intensifying of teacher training necessary to the securing of the diplomas of this institution —George E. Martin, president. New Hampsuire: Normal School, Keene— The establishment of a training school for our students who are preparing to teach in high school. This has been done by “taking over” a small high school in a neighboring town, placing in charge a rural-minded and finely educated woman who runs the school with four of our seniors doing their practise work under her direction. This reacts not only to our advantage as a fine opportunity for practise but also helps the small rural town in which it is located in its educational advancement. We have also signed a con- tract to take over another such school in the same way beginning next September.—Wal- lace E. Mason, president. State Normal School, Plymouth—The de- velopment of our three off-campus rural high schools as centers of training for high- school teachers.—Ernest L. Silver, principal. New Jersey: State Normal School, New- ark—The initiation of the program of per sonnel guidance. While this is not an ac complished fact, the initial research and ac: tivity in this direction, including the app! Vol. 19, No- 6 oe —_ t of a consulting psychiatrist, is highly T niGcant —W. Ernest Townsend, principal. "la Normal School, Paterson—The de- velopment of a course in extra-curriculum activities which has given to the students an attitude which 7 socially significant.—Roy L. : rincipal. rt salu College, Upper Montclair— Two-year normal school courses for ele- mentary teachers discontinued. During the spring term all students are pursuing four- vear college work preparatory to teaching in secondary schools; the college will graduate its first class in June with A. B. degree.—H. A, Sprague, president. New Mexico: New Mexico State Teachers College, Silver City—The development and combination of Grant County library with Teachers College library, thus increasing its service possibilities almost 100 percent; the establishment of a rural circulating library service; the addition of an extra librarian to the staff; and the establishment of a chil- dren’s library —A. O. Bowden, president. New York: New York State College for Teachers, Albany—The development of a composite rating scheme for college admis- sions, based on personal history; measure of scholastic achievement; health; emotional characteristics; social and professional rela- tions. Tentative results are being tabulated for experimental groups from two college classes, "32 and °33.—A. R. Brubacher, presi- dent. State Teachers College, Buffalo—The de- velopment of a wellunified and complete new college plant which will give new significance to our work and enable us to organize our departments more effectively. In addition a department for the training of nursery-school teachers and one for the training of special art teachers are being considered.—H. W. Rockwell, president. State Normal and Training School, Cort- land—The building and furnishing of a so- rority house costing $45,000 and housing fifty students who ten months before had only the money required for legal incorporation. The sorority on February first had been organized just fourteen months. This may not be an educational achievement but it has been a step toward solving a difficult problem—the proper housing of our student body.—H. De W. De Groat, president. State Normal School, Fredonia—One hun- dred percent faculty cooperation in trying out, testing, and changing the experimental outlines used in all the courses of the present state normal school curriculum.—Hermann Cooper, principal. State Normal School, Geneseo—The or- ganization of a department for training teach- tts of rural schools. Special courses are offered in second year. Ten weeks of prac- teaching are required in rural schools.— W. A. Holcomb, principal. State Normal School, Oswego—The addi- sim a third year to the industrial arts - — bs recognition of the value of rethcath work by an appropriation of ’ or a new building exclusively de- Vv at ee . . ¢ to teacher training in industrial arts.— mes G. Riggs, principal. ti THE JOURNAL OF THE NATIONAL EpucaTIoNn AssociATION 197 State Normal School, Potsdam—Securing an appropriation for the building of a new practise school which will permit a much better observation and practise-teaching pro- gram and will release twenty-two rooms for other important activities—R. T. Congdon, principal. NortH Carouina: Western Carolina T each- ers College, Cullowhee—The authorization by the legislature to change from a two-year to a four-year status and to grant degrees.—H. T. Hunter, president. East Carolina Teachers College, Green- ville—The introduction of a course of study leading to the degree of master of arts. Now our college is equipped to train teachers, principals, and supervisors for any position in our state public-school system.—Robert H. Wright, president. Winston-Salem Teachers College, Winston- Salem—Organizing a health education proj- ect including standards for health practises on the campus and in our classrooms, and methods of making natural health correla- tions in all courses, to become a part of the teaching technic of all our graduates.—S. G. Atkins, president. NortH Dakota: North Dakota State Teachers College, Mayville—A revision of our courses in the Department of Education with special reference to the allocation of sub- jectmatter. Needless duplication will be avoided, all essential subjectmatter empha- sized, more intelligent cooperation between teachers of academic and professional sub- jects made possible——Carl C. Swain, presi- dent. Ou10: School of Education, Western Re- serve University, Cleveland—The organiza- tion of a nursery school to promote research in child development and further parent edu- cation. The nursery school is related to all the departments of the University which can contribute to child development.—Charles W. Hunt, dean. Kent State College, Kent—The establish- ment of a Liberal Arts College to supplement the Teachers College already on the campus, with authority granted by the General As- sembly of the state to grant the Bachelor of Arts and the Bachelor of Science Degree, in addition to-the Bachelor of Science Degree in Education.—J. O. Engleman, president. OKLAHOMA: Northwestern State Teachers College, Alva—The institution of a well- manned, wellequipped department of com- merce for the training of teachers of com- mercial subjects——Walter W. Parker, presi- dent. Southeastern Teachers College, Durant— The development of the extracurriculum program including a welldefined orientation program for freshmen, a functioning student council, a women’s organization, student par- ticipation in the assembly programs, student activities, production of student creations in art, drama, and literature. The extracurricu- lum budget is probably the most significant educational achievement in our school dur- ing 1929-30.—Eugene S. Briggs, president. Central State Teachers College, Edmond— Raising the standard of the college, through increased library facilities, erection of build- ings, and the addition of new faculty mem- bers with high professional standing.—Jchn G. Mitchell, president. Southwestern State Teachers College, Weatherford—The completion of a $125,000 library plant including a memorial room, a number of conference rooms, and stack cubi- cal features and the addition of some $20,- 000 worth of books and periodicals to the library.—E. E. Brown, president. OREGON: Southern Oregon State Normal School, Ashland—The development of a plan for placing our product, for following up their service in the field, and securing their promotion on successful experience.—J. A. Churchill, president. PENNSYLVANIA: State Teachers College, Bloomsburg—The development of the spirit of cooperation among the faculty, students, and trustees under our community govern- ment organization.—Francis B. Haas, presi- dent. Cheyney Training School for Teachers, Cheyney—Community work by means of the Cheyney Community League, student confer- ences, and the creation of a state council to consider constructively fundamental group interests.—Leslie Pinckney Hill, principal. State Teachers College, Clarion—The de- velopment of assembly programs to arouse or develop interest in the newspapers and pe- riodicals dealing with topics of the day.—G. C. L. Riemer, president. State Teachers College, Indiana—The com- plete development of an advisory system which includes every student in the institu- tion. Each faculty member acts as sponsor and adviser to a definite group of students. This faculty adviser is responsible for the physical, intellectual, moral, and social de- velopment of each student in the group. Fac- ulty members are taking their responsibilities in this respect, seriously, and we know it is bringing very definite results in the personal lives of the students.—C. R. Foster, president. Mansfield State Teachers College, Mans- field—The consolidation and closer articula- tion of the course of study and the coordina- tion of academic faculty, training-school fac- ulty, and students in the operation of the same. The establishment of closer relations between the training schools and the students in other than the teaching semester, begin- ning with the first semester of the freshman year.—W. R. Straughn, president. State Teachers College, Shippensburg— The Rural Department through the January 1930 College Herald, placed before the col- lege alumni a plan of developing and using better teaching units in the elementary grades. A practical discussion, study, and individual- help program, which permits of and encour- ages modern teaching technic, was given for the one-teacher schools.—Ezra Lehman, presi- dent. State Teachers College, West Chester— Such coordination of the work of all depart- ments as will result in steady, wholesome ad- vance toward maximum standards of scholar- ship and professional attainment without low- ering the efficiency of any department.—Nor- man W. Cameron, president. Ruove Istanp: Rhode Island College of Education, Providence — Further refinement of a successful plan for selective admission. Extended value of the laboratory school through weekly assigned visits of groups of public school teachers. Notable increase in club activities among college students. Inclu- sion of four junior high schools in the train- ing system. Cooperation with other colleges, with interchange of credits, in giving courses for teachers, principals, and superintend- ents—John L. Alger, president. SoutH CAaroLINnA: State Agricultural and Mechanical College, Orangeburg—Develop- ment of courses in teacher-training work in agriculture, mechanical arts, and home eco- nomics, with library facilities and labora- tory equipment especially adapted to carry out their purposes.—R. S. Wilkinson, presi- dent. Soutn Dakota: Northern State Teachers College, Aberdeen—A thorough survey of curriculums including a study of the con- tent of all courses, a revision of the offerings in various departments, and a closer articu- lation of one-year, two-year, and four-year courses.—David Allen Anderson, president. Eastern State Normal School, Madison— The increase in training-school facilities— over 600 pupils directly available for train- ing purposes for a student enrolment of ap- proximately 400, most of which are directly contiguous to the campus. The making of the seven-reel picture “Dacotah” which depicts the settlement and progress of the prairie states.—E. C. Higbie, president. Black Hills Teachers College, Spearfish— The rewriting of the one-year course of study to better meet the needs of prospective rural teachers.—E. C. Woodburn, president. Southern State Normal School, Springfield —Development of forensic activities. Twenty debates were scheduled with other colleges and we had representatives in oratory and extemporaneous speaking at the annual col- lege forensic meet.—C. G. Lawrence, presi- dent. TENNESSEE: East Tennessee State Teach- ers College, Johnson City—The completion of a new $200,000 training-school building enabled us to inaugurate a better program for more effective demonstration and appren- tice teaching.—Charles C. Sherrod, presi- dent. State Teachers College, Memphis—The establishment of a home-management house where students assume the responsibility of management and thus apply the principles learned in their courses in home economics.— J. W. Brister, president. George Peabody College for Teachers, Nashville—The development of the inter- state school building service pioneered by Professor F. B. Dresslar. The purposes of this organization are to offer training for direc- tors and supervisors of school buildings and to provide expert counsel to boards and su- perintendents interested in the erection of school buildings—Bruce R. Payne, president. Tennessee Agricultural and Industrial State College, Nashville — National recognition through Harmon Award in Education; in- 198 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION creased science laboratory facilities; 25 per- cent increase in enrolment; strengthening of faculty; building program of $500,000 being formulated.—W. J. Hale, president. Texas: West Texas State Teachers Col- lege, Canyon—The inauguration of a field service program among rural and village schools, under the sponsorship of the county superintendents of the counties visited.—J. A. Hill, president. Sam Houston State Teachers College, Huntsville—The expansion of the college- library program as indicated by the comple- tion of a $250,000 library building admirably planned and beautifully furnished; the em- ployment of trained librarians; the installa- tion of courses in library science.—H. F. Estill, president. Texas College of Arts and Industries, Kingsville—The South Texas State Teachers College in the last two years has been changed to the Texas College of Arts and Industries. As the name suggests, we have broadened the scope of the work of the institution. The law commands those in authority to continue the work of the Teachers College in the best pos- sible way. We are at present in the transition stage but there is every promise of a great future in the College of Education, as well as in the other divisions of the curriculum.— R. B. Cousins, president. VERMONT: State Normal School, Castle- ton—Putting into operation a revised, en- riched, and expanded curriculum for the two-year normal schools in Vermont.—Caro- line S. Woodruff, principal. VirciniA: Hampton Institute, Hampton— The offering of a curriculum in trade teach- ing, leading to a Bachelor of Science degree; the construction of Coleman Dupont Hall for biological, physical, and chemical laboratory at a cost of $160,000; and the construction of a $270,000 addition to the Huntington Li- brary to increase the shelf capacity to 250,- 000 volumes and house the library school.— George P. Phenix, principal. State Teachers College, Harrisonburg— The movement on foot in the state to have our Teachers College converted into an undergraduate college, coordinate with the University of Virginia, for the women of the state. The University does not admit to its undergraduate liberal-arts curriculum any women and therefore the state is undertak- ing to provide for them in some way similar to the manner suggested.—Samuel P. Duke, president. : Virginia Normal and Industrial Institute, Petersburg—The completion of four new fire- proof dormitories for students. The dor- mitories provide modern living conditions that will have much to do with the training of students in living under wholesome con- ditions —John M. Gandy, president. State Teachers College, Radford—We are energetically and constantly striving to im- prove the quality of instruction. It has al- ways been of a high character. However, we feel that teacher-training institutions should do everything possible to administer daily and hourly the best possible methods of pro- cedure and instruction, inasmuch as students will largely teach as they have been taught and not as they have been told to teach. The example and procedure of the professor in the classroom far outweighs his theories and June, 1930 cia discussions as to how teachin Z should done.—John Preston McConnell, peesiilons , WASHINGTON: State Normal Sc —A rewriting of the entire ¢ meet the new state standard of three-year quirement. The development of nian at student personnel guidance.—R. T H greaves, president. oe hool, Cheney Urriculum to West Vircinia: Fairmont State Norma’ School, Fairmont—The revision of on courses of study leading to Certification : the different types of teaching in the publi schools of the state. This work has ines done by a committee of the faculty with re purpose of meeting modern standards in the field of teacher-training.—Joseph Rosier president. ine Shepherd College State Normal School Shepherdstown—A_ Kiddies Kottage built under the supervision of the Training School: a complete miniature home constructed al limestone; a model farm for the Training School with miniature dwelling of limestone and a barn all completely outfitted ; designed and supervised by the children, student teach- ers, and supervisors.—W. H. S. White, presi- dent. in WISCONSIN: The Stout Institute, Menom. onie—Securing increased appropriations from the legislature sufficient to raise salaries of »ur teachers beyond a dead line which held for a decade to a figure creditably com- parable with that maintaining in other col- leges did more, I believe, than any other one thing to make teaching here a happier and more efficient process.—B. E. Nelson, presi- dent. Wisconsin State Teachers College, Mil- waukee—The putting into operation of an experiment in teacher training which aims to bring about the entire professional training of the teacher as outcomes of carefully selected professional experience—Frank E. Baker, president. State Teachers College, Oshkosh—De- velopment of the work of academic teachers so that they become more professional as to the direction and force of their teaching upon the professional upbuilding of students in training than are the teachers in charge of the socalled professional subjects—H. A. Brown, president. Pioneer State Teachers College, Platteville —Making practical our work in_ student teaching through the use of public schools, rural and graded, and high schools in dis- tricts located within a radius of fifty miles— A. M. Royce, president. Central State Teachers College, Stevens Point—Further experimentation with fresh- men survey courses in physics, chemistry, biology, mathematics, history, geography, En- glish, and education to envision for the stu- dent the evolution from, bearings upon, and future direction of life—Robert Dodge Bald- win, president. State Teachers College, Whitewater—The organization and establishment of a separate library for the children of our training school and the development of freedom on the part of the children in our training department, have been among the significant educational achievements in this college during the year of 1929-30.—Frank S. Hyer, president. President Pyrtle’s Program National Education Association at Columbus, Ohio, June 28—July 4, will be an outstanding convention in a long succession of these inspiring and helpful annual conferences on education. The program of the convention is built around the theme Vital Values in Educa- tion. This meeting will be devoted to evaluation of the services of the schools. It will point out what features of their great program are to receive emphasis during the years just ahead. The farflung lines of the American schools will be represented on the pro- gram for the South Seas by Dr. Camilio Osias, resident commissioner of the Phil- ippine Islands. Will C. Crawford will lead a large group of Hawaiian teachers, who will be en route to Columbus a month before teachers of the states have packed their bags for the trip. Hawaii maintains a 107 percent membership in the National Education Association. The Hawaiian delegations to the summer meetings have for years, in leis, music, and native costume, brought a touch of ro- mance from a faraway land. Jose Padin, commissioner of Porto Rico, will bring to the convention a sense of the educator’s problems in another tropical country. A. E. Karnes, superintendent of schools in Ketchikan, Alaska will bring a message from the schools in an opposite clime. Saturday, June 28—The convention will be opened with a concert by a local organization. Sunday, June 29—Opening vesper services will be held at 4+ p.m., with Su- perintendent J. G. Collicott of Columbus presiding. Randall J. Condon will offer T* sIXTY-EIGHTH MEETING of the _ prayer and William O. Thompson, presi- dent emeritus of Ohio State University, will make an address. At 8 p.m. there will be a general session presided over by J. L. Clifton, Ohio commissioner of edu- cation. The general theme will be Char- acter and Religion as Vital Values in Education. Mrs. S. M. N. Marrs, presi- dent of the National Congress of Parents and Teachers, will speak on ‘What the Home Can Do” and Bishop William F. McDowell of the Methodist Episcopal Church, Washington, D. C., will give an address on “What the Church Can Do.” Monday, June 30—Monday morn- ing there will be a general session, with Uel W. Lamkin, president of the North- Western State Teachers College, Mary- ville, Mo., presiding. Addresses of wel- come will be given by prominent Columbus citizens. President E. Ruth | re E. RutH Pyrt_e of the National Education Association on the left; Presi- dent Herbert Hoover on the right. From a photograph taken in connection with one of the White House Conferences on Child Health and Protection. Pyrtle will make an address on “The Educational Outlook.” In the afternoon a reception for convention visitors will be held by Governor Myers Y. Cooper. A feature for the evening will be the sec- ond life membership dinner, the program to be built around the new headquarters building which is entirely financed by life members. At 8:30 p.m. there will be a pageant presented by college students in Ohio. Tuesday, July 1—The theme tor this day will be The International Point of View as a Vital Value in Education.. The first session of the Representative Assembly will be held at 9 a.m. At the same time there will be two general ses- sions for those who are not delegates. Cornelia Adair, teacher in Bainbridge Jr. High School, Richmond, Virginia, will preside at General Session A, at which Bess Goodykoontz, assistant U. S. com- missioner of education, Ida Odelle Rudy of Dayton, Ohio, and A. O. Thomas, president of the World Federation of Education Associations, will make ad- dresses. Chancellor Fred M. Hunter of [199 ] the University of Denver will preside at General Session B and Dr. Camilio Osias will speak. At the Tuesday evening gen- eral session Olive M. Jones of New York City will preside. Judge Florence Allen of the Ohio Supreme Court will speak on “The International Point of View— Progress with Teachers.” Wednesday, July 2—On Wednes- day will occur the second session of the Representative Assembly. The general theme for this day will be The drt of Living as a Vital Value in Education. General Session A will have Joseph Rosier, President, State Teachers Col- lege, Fairmont, W. Va., as presiding of- ficer. Mary McSkimmon, principal of Pierce School, Brookline, Mass., Howard R. Driggs, School of Education, New York University, and Elizabeth Hall, as- sistant superintendent of Minneapolis schools, will make addresses pertaining to the international point of view. At Gen- eral Session B, Emily Griffith, principal of the Opportunity School, Denver, Colo., will speak on ““The Enrichment of Adult Life.” “Superintendent M. C. Lefler, of Lincoln, Nebr., will preside at the evening session, which will be ad- dressed by Mrs. Ruth Bryan Owen, Congresswoman from Florida and Willis A. Sutton, superintendent of schools, At- lanta, Ga. Thursday, July 3—On Thursday will be the third session of the Represen- tative Assembly. The theme for the gen- eral sessions will be Creative Learning as a Vital Value in Education. G. M. Davison of Brooklyn, N. Y., will pre- side over General Session A, which will be addressed by Florence Hale, state di- rector of rural education for Maine and Dean W. E. Sealock of the University of Nebraska. At General Session B, which will be presided over by Randall J. Con- don, there will be an address by Judge Ira E. Robinson, chairman of the Fed- eral Radio Commission. William John Cooper, U. S. commissioner of education, will address the general session to be held Thursday evening. Friday, July 4—The Association will observe the Fourth of July by a final gen- eral session on Patriotism as a Vital Value in Education, with President Pyrtle pre- siding. A flag drill will be presented by 10,000 children of the Columbus schools and a patriotic address will be given by a prominent statesman. n Pp hgh Departments and Allied Groups at Columbus WENTY-NINE departments and al- "ied organizations featuring more than two hundred speakers will furnish a rich and varied background for the inspiration of the general sessions of the National Education Association’s sixty-eighth annual meeting at Columbus, Ohio, June 28-July 4. The sectional meetings represent the profession at work on its problems. The groups are composed of individuals hav- ing similar interests. Their programs point toward specific purposes. The meet- ings are small enough to permit free dis- cussion. They are large enough to in- clude all who have important contribu- tions to make in their respective fields. Discussions are intimate and informal. Here new teachers discover a wide and sympathetic interest in their own every- day problems. They gain an appreciation of the value of leadership won by high ideals and hard work. The allied and departmental meetings will be built around Vital Values in Education, the convention theme. Methods and courses designed to achieve each of the seven cardinal objectives will be discussed. The largest sectional meeting will be that of the Department of Classroom Teachers. The discussions of the class- room teachers are a vital part of these great annual meetings. It is the classroom teachers who everyday come closest to the 30,000,000 young people in the Amer- ican schools, The inspiration of this large group radiates to every schoolroom in the nation. Upon teachers, more than upon any group, rests the chief burden of the education process, the obligation to secure results in service. They make plans, and carry them out. Theirs is the vision and the attainment. The National League of Teachers Associations will review the principles of the single salary schedule as they function in Denver, Cincinnati, and Minneapolis. Teachers from all units of the school organization will be represented. The Department of Kindergarten-Primary Education will consider the special prob- lems of schoolroom planning, will em- phasize creative expression for young children, and evaluate new activities in European schools. The program of the Department of Lip Reading will center around the tech- nics of prevention of deafness and the | HE FOLLOWING departments | and allied groups will hold | meetings during the Columbus convention. Their programs with full information will be included in the official program distributed at the time of regis- tration: DepartTMENTS National Council of Education Department of Adult Education Department of Business Education Department of Classroom Teachers Department of Deans of Women Dept. of El. School Principals Dept. of Kindg-Primary Education Department of Lip Reading Department of Rural Education Dept. of Sch. Health and Phy. Ed. Department of Science Instruction Department of Social Studies Department of Supervisors and Direc- tors of Instruction Department of Visual Instruction Department of Vocational Education ALLIED ORGANIZATIONS American Assn. of Visiting Teachers American Classical League Conference of High School Teachers Conference of Supts. of Schools National Conference of Supervisors and Teachers of Home Economics National Conference on Student Par- ticipation in School Government Nat’l Cong. of Parents and Teachers Nat’l Council of Geography Teachers Nat’l Council of Teachers of English Nat’l Fed. of Modern Lang. Teachers National Geographic Society Nat’l League of Teachers Assns. National Vocational Guidance Assn. | School Garden Association of America methods of teaching the hard of hearing child and adolescent. Speakers of the De- partment of Visual Education will report results of research and review the prog- ress of visual instruction in the United States from 1923 to 1929. The Department of Elementary School Principals will emphasize the administra- tive phases of the principal’s work. A special Conference of Superintendents of Schools will consider other phases of ad-’ ministration and supervision. The De- partment of Supervisors and Directors of Instruction will consider problems connected with the mastery of the tools, technics, and spirit of learning. The National Council of Education will observe its fiftieth anniversary in a discussion of the social objectives in edu- cation. Its principal sessions will be held Saturday, June 28 and Monday, June 30. [ 200 } A dinner will be held Saturday evening The Department of School Health and Physical Education will devote time to such topics as safety, health, and phys- ical education and athletics. ; What girls of high-school age can be taught about training their young broth. ers and sisters, as well as the technical phases of home economics, will be em- phasized in the National Conference of Supervisors and Teachers of Home Eco- nomics. The National Congress of Parents and Teachers will contribute to the worthy home membership objective in considering the problems of parent edu- cation. The National Geographic Society will provide an entertaining and instructive lecture showing how the “ring calendars” of an ancient tree have helped toward a better understanding of history in deter- mining the dates of scores of important Indian ruins in our southwest. The Department of Social Studies points toward the achievement of higher ideals of citizenship through teaching of history, and the study of racial problems and social adjustments. The relations of business and business education is an important problem for the Department of Business Education in their discussions of the objective of vo- cational effectiveness. The Department of Adult Education will plan a research program and discuss coordination of adult education with com- munity organizations in the effort to en- rich adult life through the schools. The Departments of Deans of Women, Rural Education, Science Instruction, and V0- cational Education will all have con- structive, helpful discussions of their problems. Department and allied pro- grams will begin Monday, June 30 and will close Thursday, July 3. All depart- ment and allied meetings will be held during the afternoons. Some of them have scheduled luncheons and dinners. Every teacher who attends this great convention will grow in service. Inspira- tion makes work easier. Increased pro- fessional equipment makes it more effec- tive. A common body of knowledge and mutual helpfulness is the foundation of a profession. The annual convention of the National Education Association the strongest link in the fellowship of teachers. tunately situated than the teachers of any other country. This is due in large A MERICAN TEACHERS are today more for- measure to the work which the profession has done through the National Education Association. The following extract from a letter which Secretary Crabtree has sent to school principals suggests a pressing need at this time: Are you fully conscious of the new set of economic conditions which surround our profession? As a re- It of inventions, machinery and general conditions, yw is all at once an over-supply of teachers, an over-supply of lawyers, bank cashiers, plumbers, car- penters, and of all other labor. Under this situation it is only possible to keep salaries on higher levels by means of organization. Of course there will be a re- adjustment to meet the new situation. In this readjust- ment organization is what counts. Salaries in your state are much better because of your efficient state association end because of the strength which comes to it from a powerful national association. We must not sound an alarm, yet we cannot deny that it will require all the strength that can be mus- tered to prevent setbacks. We now have an enrolment of 205,000 members in the N. E. A. which represents about 20 percent of the teachers of the nation. We are proud of the professional spirit which gives this the largest enrolment of any educational association in the world. But if we needed 205,000 last year and the year before we need the power of double that enrolment now that we are in the stream of a new set of con- ditions and movements. A few are writing in, stating that owing to conditions they are not renewing their membership this year. That is a short-sighted policy. These members do not realize that this more than ever before is the time when the $2 fee gives results. Every one in the profession will lose unless we give the greatest possible strength to the arm of the organ- ized profession at the present moment. New Life Enlistments HE FOLLOWING life memberships have been reported since the list was pub- lished in the May JOURNAL. ALaBAMA—Walter W. Agnew, T. H. Schutte. Arkansas—H. L. McAlister. CatirorNiA—Mary G. Barnum, Mrs. Lydia Gansey, Lela Geyer, Margaret Geyer, J. William Harris, Rob- ert Hill Lane, Mrs. Freda Hedge Liggett, Mary Kit- trell Liles, Emma L. Knapp Pearson, Lotta B. Putnam. District of CoLuMp1A—Mrs. Donna Wilson Crab- tree, M. J. House, Esther B. King. FLoripA—James S. Rickards. Grorcia—H. O. Burgess, W. A. Hatfield. ILuNotis—Louise Farwell, Walter Leslie Fisher, Frances R. Kern, H. D. Roberts. — D. Bradley, Raymond J. Bradley, R. C. night. Kansas—Breta Baker. Kentucky—E, T. Mackey. Maine—Eugene Eaton Smith. MaryLanp—Mary E. Danner, Delsie Fooks Pusey. MassachuseTts—Charles Russell. Micuican—John E. Davis, George E. Ganiard, Walter J. O'Neil. Builders of Our Profession One Hundred Percent Counties HE VISION of a united profession is spreading among teachers in rural com- munities. County superintendents who have caught this vision encourage their asso- ciates to merge their strength with that of state and national associations. The following counties have reported the enrolment of all of their teachers in the Na- tional Education Association for the year 1929-30: State County Superintendent Florida Dade Charles M. Fisher Palm Beach J. A. Youngblood Maryland Caroline E. M. Noble Cecil Howard T. Ruhl Frederick G. Lloyd Palmer Queen Anne’s T. G. Bennett Nevada Lincoln Carlyle W. Wilcox Mineral A. L. Carmen Ormsby Charles Priest New Mexico Colfax Oscar D. Moore North Carolina Halifax A. E. Akers Ohio Clinton D. H. Patton Cuyahoga E. J. Bryan Logan Glenn Drummond Lorain R. P. Vaughn Marion C. B. Rayburn Wood H. E. Hall Pennsylvania Berks Alvin F. Kemp Blair T. S. Davis Bradford J. A. Morrow Chester Clyde T. Saylor Cumberland Ralph Jacoby Delaware Carl G. Leech South Carolina Laurens Kate V. Wofford Tennessee Shelby Sue E. Powers Hamilton J. E. Walker Utah Box Elder C. H. Skidmore Davis H. C. Burton Duchesne W. A. Paxton Grand D. S. L. McCorkle *Jordan Dist. D. C. Jensen *Juab Dist. O. L. Barnett Morgan J. R. Tippetts *N. Summit Dist. H. A. Pace *S. Sanpete Dist. E. T. Reid Utah David Gourley Melvin Wilson Wasatch R. F. Nilsson Weber B. A. Fowler *Utah operates under a consolidated system. For the most part, counties and school districts are iden- tical. The districts marked with an asterisk represent approximately one-half counties. MINNESOTA—W. P. von Levern. Mississippi—Mrs. J. R. Sevier. Missouri—Catheryn Seckler Hudson. MoNTANA—Irving Wright Smith. New HampsHireE—Ralph A. Burns. New JerseEy—George C. Baker, Frances E. Clark, Cecil Wallace Roberts. New Mexico—Bertha Pircher. New York—Donna LuVerne Crabtree, Mary Eliza- beth Crabtree, Randall Condon Foster, William H. Kilpatrick, Augustus Ludwig, Paul Patterson. NortH Caro_ina—R. W. Eaves, Jr., L. E. Spikes, C. C. Wright. NortH Daxota—Alfred J. Opland. On1o—A. C. Eldredge, Ora Emile Foster, V. A. Garver, C. A. Gibbens, George Russell Matson, Lorena McClure, Ethel M. Rudisill, G. G. Starr, Alfred G. Wardley, C. H. Williams. OKLAHOMA—W. T. Leach, Bert Lindsey. PENNSYLVANIA—Herbert P. Holtzman, Margaret D. Miller, Norman Mitterling. Porto Rico—Jose Padin. SoutH Dakota—Mrs. George E. Sanders. Texas—Arthur Wilson Evans, O. A. Fleming, E. Douglas Johnson, Lauraine Trotman, Mrs. Edith D. Wright. VERMONT—Ralph Edward Noble. VirGcinia—Crawford Curry Crouch. West Vircinta—John Stanley Bonar, C. H. Mar- tin, D. W. McCormick. WisconsiIN—Jane Elizabeth Vernon. Completed Enrolments HE FOLLOWING schools have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the May JourNAL. Ten Years CALiIFORNIA—Stockton, Lafayette. Eight Years Ca.irornia—Los Angeles, Utah Street. Seven Years Hawau—Olaa, Olaa. Six Years ARKANSAS—Wiilson, Wilson Public Schoo!s. Five Years ILLINOIS—Saunemin, Saunemin Township High. OrEGON—Washington County, David Hill, Junior High, Peter Boscow. Texas—Dallas, David Crockett. Four Years ILLINOIS—Pinckneyville, Pinckneyville Public Schools. Texas—Dallas, John H. Reagan. Three Years Ca.iFoRNiA—Needles, Needles Public Schools. GeorGcia—A tlanta, Adair, Anne E. West, Faith, James L. Key. Missouri—Kansas City, R. W. Foster. UtaH—Coalville, North Summit High. Vircinia—Norfolk, Larchmont. Two Years CaLiFoRNiIA—Hayward, Tennyson; San Columbus. Georcia—Dalton, City Park. ILLINOIS—E vanston, Foster. Kansas—Wichita, Lowell. On10—Sidney, First Ward. TENNESSEE—Hamilton County, Francisco, Amnicola, Brown's Chapel, Daisy, Falling Water, New Providence, Patten’s Chapel, Riverside, Soddy, West View; Memphis, Lions Open Air. WASHINGTON— Vancouver, Arnada. aes M™: IMPORTANT than either direct instruction in moral conduct or incidental training is the unconscious influence of the teacher. Growing children are building their characters, using as materials the im- pulses and influences that come to them. One of the strongest instincts is imitation. By it the actions of the teachers are being stamped upon the lives of their pupils. It is important that teachers all be persons of high ideals and correct habits. If children are under the care of teachers approximately one fifth of the waking hours of the first twenty years of their lives should not these teachers assume one fifth of the responsibility for their training? Teachers have been excusing themselves by laying the blame for crime waves and cleverly perpetrated injustice at the doors of the home. But if we could have only persons of the highest character and ideals in the teaching positions in our schools and have them as highly trained in character development as in presenting subjectmatter we could within two decades produce a generation on a higher plane. By care in the selection of teachers school authorities can reform society and elevate social standards. By care in his conduct every teacher can elevate the social standards of the group with which he works.—B. E. Koonce in Fifth Yearbook of Department of Elementary School Principals. 202 Current Year A.tasKa—Seward, Seward Public Schools. ArIzONA— Yavapai County, Mayer. CaLirorNiA—Arcata, Humboldt State Teachers Col- lege; Clearwater, Roosevelt; El Centro, Lincoln; Los Angeles, Hammel Street. Connecticut—Buckland, Grammar. Grorcia—Atlanta, Capitol View, Milton Avenue. Hawau—Hilo, Hilo Junior High, Kalopana, Kapehu, Kapiolani, Pahoa, Waimea Junior High and Ele- mentary. ILLiNois—Cicero, Hawthorne; East St. Louis, Emer- son. MicHiGAN—Detroit, Russell. Nevava—Elko County, Deeth District, Jarbridge Dis- trict; Fallon, Harmon District; Lyon County, Bar- rett District; Sparks, Junior High, Mary Lee Nichols, Robert H. Mitchell. New Mexico—Raton, High, Junior High, Longfellow. On1o—Crooksville, Grade, High; Hamilton, Madison, Washington; Ottawa Hills, Ottawa Hills Public Schools; Scioto County, Buena Vista, Clay Town- ship, Haverhill, Morgan Township, Rush Township, Washington Township. Texas—Newlin, Gilpin. UraH—Alpine District, Alpine Teachers Association. Ben Adhem, Teacher pou BEN ADHEM (may his tribe increase) Awoke one night from a deep dream of peace And saw, within the moonlight of his room, Making it rich like a lily in bloom, An angel writing in a book of gold. Ben Adhem propped himself on his elbow and regarded the angel speculatively. That was really his name—Ben Adhem. You wouldn't dare call him Abou. Not to his face. His mother had, of course, when he was a little fellow, but that was different. You see Ben’s uncle was Adolphus X. Abou, the hairnet king, and Ben’s mother had always had the idea that Uncle Adolph might be kind to Ben in his will. And then, about twelve years ago—oh, you know what happened to the hairnet business twelve years ago—and after that even Ben’s mother hadn’t insisted on the Abou part of it. So Ben he had been called through the grades, high school, and a four- year normal course and now, selfsupporting and selfsufficient in his first year of teaching, he was known as Mr. A. Ben Adhem. Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION S$ $< Where were we? Oh, yes, Ben was propped up on his elbow regarding the angel specu- latively. “Haven’t you made a mistake about the room?” he asked. “I hope I haven’t made a mistake,” replied the angel sadly, “you see I’ve got to make out this list.” “What sort of a list?” Ben didn’t think he was very much interested in lists. “Why, this list of young teachers who have caught the real spirit of teaching and are go- ing to be successful in their profession.” “Say, you’ve come to the right party all right, all right,’ said Ben, hands around his knees. “I’ve figured this thing out and I know just what to do. You see the teaching profes- sion is just like a football game. You're out there with twenty-one other players and a lot of officials. Nobody’s going to notice you un- less you pull off something spectacular, like— well, suppose the score is 12 to 7 against you and the other team’s on your one-yard line. They pass, and you intercept it behind your own goal and run one hundred and ten yards for a touchdown while brave men cheer and beautiful ladies weep for joy. That’s what to do in your first year of teaching. Make ’em notice you. Do you want me to sign, or will you write it down yourself? The name’s A. Ben Adhen, spelled with an “H.” And now the angel looked very sad indeed. “I’m afraid you were right about making a mistake,” he said. “I must be going now.” * * * * ” It was midnight a year later when the angel returned. Ben wasn’t getting so much sleep these days. He was at his desk, his head bowed low over next week’s lesson plans. The angel was at Ben’s shoulder before he no- ticed it. “Oh, hello!” said Ben, “won’t you have a—?” He hesitated on a point of etiquette. Did one offer an angel a chair? June, 1930 ee, The angel did not seem to notice. “| that list again.” oa that list. Well now I'll ou’d better not bother about consider; on that list. Fact is I’ve decided a from the competition. You see I’ve had a “ne of teaching now, and it’s given me a new aa at things. I may never be heard of at all ; this profession.” . “What about the football game?” asked the angel, seating himself without being asked “Football? Oh, I remember now. Well that idea is out. It wouldn’t do the childeen any good.” - “You didn’t seem very much worried about the children last year,” remarked the angel idly fingering the lesson plans. “I know I didn’t,” said Ben, “but after a year you get to looking at things from that angle. I’ll tell you what teaching is really like. It’s like two teams with a gigantic push-ball. There are thousands of players on each team and no single player stands out. In fact there aren’t any spectators except a few people who happen to be passing by. On one side are the forces of ignorance, superstition and disease and on the other side are the teachers; and somewhere in the middle of that group of teachers am I, Nobody but the folks right next to me even know I’m there, and they're too busy to notice much. And then I brace my back and dig my toes a little deeper into the dirt, and somehow I think I feel that ball move ever so slightly in the right direction. That’s what teaching is really like.” The angel smiled. It is a beautiful thing to see an angel smile, and as Ben watched, his own face reflected a little of the joy. The angel spread out upon the table a book of gold. “And lo, Ben Adhem’s name led all the rest.”—Roland Upton, Lincoln School, in the Washington Education Journal, March, 1930. t’s about tell you. President, E. RUTH PYRTLE The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States committee reports, and other regular publications of the Association. Secretary, J. W. CRABTREE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. he payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, | . : One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 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. Advertising rates on application. Members are kindly requested to report | THe JouRNAL is a member of the Educational Press Association of Amcrica and is published in accordance with the standards of that organization. = Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Joy EtmMer Moracan, Editor | at once any change of address, giving old as well as new address. | Acceptance for Offices: 1201 Sixteenth Street N. W., Washington, D. C. Harotp A. ALLAN, Business Manager | HE PLATFORM of the National Education Association—(1) A competent, welltrained teacher in every classroom. (2) Improved facilities for the education of teachers and such inducements to enter the teaching profession as will attract men and women of the highest character and ability. (3) Such an interpretation of education as will awaken the people to a realization of the importance of the schools, elevate the profession of teaching to a higher plane in public esteem, and insure just compensation, secure tenure, and provision for retirement on the basis of efficient service. (4) Continued and thorough research on educational problems 4s the basis for revised standards and procedures. (5) The establishment of a department of education with a secretary in the Presi- dent’s cabinet, and the efficient integration of the educational activities of the Federal Government in this department. (6) The unifi- cation of the educational forces of the country in one all-inclusive organization devoted to the advance of the teaching profession, with every teacher an informed and participating member of local, state, and national associations. (7) Active assistance to state and local affiliated associations in promoting the interests of such associations. (8) Equal salaries for all teachers, both men and women, of equivalent training and experience. (9) Such participation by teachers in the determination of policy as will utilize the best fruits of classroom experience. (10) Cooperation with other organizations and with men and women of vision who recognize that only through | education can be solved the major problems of our changing civilization. (11) The National Education Association is committed to | a program of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpose is the welfare of the childhood of America.—Adopted at Atlanta, Georgia, July 3, 1929. Hy you will enjoy Colum- bus—Columbus is an ideal con- vention city. It is centrally lo- cated. Meeting halls and hotels are ample and-convenient. It is in the heart of Ohio at the junction of two great national pikes. Ohio has many things to offer visitors from other states, Well- paved roads lead to lake and river sum- mer resorts. In its beautiful hills are noted caverns. Indian mounds and other relics of the mound-builders may be seen throughout the state. The state is well called “historic Ohio.” Attendance at this vreat summer meeting will be long re- membered for pleasure as well as for pro- fessional profit. Get your identification ticket now— Identification certificates which are re- quired to secure your one and one-half fares to the Columbus meeting are avail- able from J. W.Crabtree, secretary, 1201 Sixteenth Street N. W., Washington, D. C., from your own state NEA: director, or from the secretary of your state asso- ciation. Do not fail to secure yours. All members of the NEA in good standing are entitled to certificates. The educational fair at Columbus— Every nook and corner of the convention exhibit hall at Columbus will be filled with aids to learning—books, apparatus, paper, pencils, crayons, and films; with facilities in daily use for making schools more convenient, safer, more efficient and healthful—building materials, fire extin- guishers, cleansing agents, toilet supplies, program clocks. All of these displays show how far the profession of education has advanced from the day when the ideal university was only a teacher on one end of a log with a Getting Ready for Columbus student on the other. All of them testify to the never-ending search of the educa- tor for devices which will make his serv- = is proud of this magnificent ex- am ple of business architecture. The tallest building in the city, this home of the Ameri- can Insurance Union, brilliantly lighted at night, is a mark of beauty in the downtown section. ices more helpful to the child and to the nation. This great educational fair re- peated at each annual convention has for years stimulated thousands of teachers to the development of more effective meth- ods, and widely modified teaching prac- tises. At this fair may be seen the fruits of inventive minds in education, in scientific, om {The teacher make use of ever A Epon TEACHER’S OPPORTUNITY—The summer meeting of the National Education Association offers inestimable values to those who attend its sessions. It provides a program in which the nation’s leading educators bring a wealth of new ideas. These programs have a far greater significance to one who is present and who feels one’s self a part of the great organization than to one who attempts to reap the benefits by reading such extracts of speeches as may be later printed for distribution. [One who attends the meeting has the advantages which come through the direct personal contact with teachers and administrators from every section of the country. Many times we have seen small groups of teachers assembled in the headquarters room of the Department of Classroom Teachers to discuss some specific problem pertaining to teacher organization work and have later heard some one of the group say, “This alone is worth my trip to this convention.” Through such discussions the teacher gains new ideas and new enthusiasm for his work in the classroom. The convention city is always one which is chosen because of its historic interest or because it is especially fitted as a convention city. Teachers everywhere realize the value which comes through travel. The usual attendant at the summer meeting is hot content to limit his sightseeing to the convention city, but avails himself of the opportunity to visit other places of interest which can always be found near the city in which the meeting is held. [Attendance at the summer meeting brings to the teacher a deeper sense of the significance of the work in which he is engaged and a fuller appreciation of the great organization of which he is a of today has the high privilege of training the first generation of people that must arrange its life on a world scale, or already the world has become one great community. In order to do well this great work intrusted to him, the teacher must now Y Opportunity for growth in education and for helping to make teaching a great profession. The National Education | — brings to us in its summer meeting such an opportunity.—Eula F. Hunter, president of the Department of Classroom eachers, in the Department News Bulletin. industrial, and commercial pursuits di- rected toward the improvement of the schools—maps, charts, magazines to the teacher; office machines, filing de- vices, accounting systems to aid the ad- ministrator and his staff; soaps, towels, mops, and brushes to make more efficient the work of the janitor-engineer. Three companies will exhibit the talk- ing film, an invention promising to make important changes in classroom proce- dure, which many teachers will see used educationally for the first time at this convention. Others will show visual edu- cation material in the form of slides, pho- tographs, and prints. Such widely varied objects as micro- scopes, locks, typewriters, phonographs, foods especially adapted to school lunch use; the exhibits of such different educa- tional organizations as those interested in child welfare, teachers’ insurance and placement, illiteracy crusades, and geo- graphic knowledge will make a half day spent in the exhibit hall of much value to the convention visitor. Extraprogram services at the conven- tion such as the registration booth of 20 clerks who will quickly register the 10,- 000 teachers and delegates, an informa- tion bureau, a postoffice, telegraph offices fully equipped, indicate the efficiency and thoughtfulness of the convention man- agement, which has learned through years of experience, quickly and smoothly to accommodate the needs of thousands of teachers in a brief space of time. NEA convention to plan character education program—One of the con- vention problems is the planning of a sound and practical program of character education which will extend the already aid 204 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION significant work of the schools in elevat- ing human conduct. This subject is es- pecially important because of the difficult adjustments required by today’s life. The subject has recently been emphasized in publications of the Association and its de- partments. The most recent bulletin of the Department of Elementary School Principals was devoted to character edu- cation. It is the topic of the 1931 Year- book of the Department of Superintend- ence. President Pyrtle has called a con- ference on character and religious educa- tion to follow the usual Sunday evening vespers. Dr. Neil M. Judd to give illustrated lecture—Dating Indian ruins of the southwest has been one of the most baffling questions in the study of the pre- Columbian history of the United States. The solution of this problem by means of the tree-ring calendar will be explained to an NEA audience Wednesday after- noon, July 2, by Dr. Neil M. Judd who spent many years exploring among these ruins for the National Geographic So- ciety. The existence of a civilization com- parable to that of Egypt and Syria; the discovery today of household utensils, marvelous jewelry, and other remnants of this culture—all this will be described i by Dr. Judd and illustrated with moving pictures and color slides. Pageant to be held in University stadium—A pageant will be held Monday evening, June 30, at 8 oclock in the stadium of Ohio State University, the weather permitting. It is to depict Ohio’s contribution to the educational progress of the nation. According to the plan now 2000 people are to take part. It will be free to all. The life member- ship dinner, scheduled for the same eve- ning, will begin promptly at 5:30 and close just as promptly at 7:30, which will give time for all those who attend this dinner to attend the pageant also. The stadium seats 65,000. Buckeye teachers plan to entertain nation’s educators—When the sixty- eighth annual meeting of the Association convenes at Columbus on June 28, those in attendance will find everything ready for their comfort and convenience—good hotels, an up-to-date commodious audi- torium which will adequately house the convention activities, and conveniently located meeting places for the sessions of departments and allied organizations. Last but not least in importance, an abundance of hospitality will be await- June, 193) ing the visitors which will be dispensed not only by the city itself but by the nn tire state of Ohio. It is fitting that the 1930 convention should meet in the state which holds three national records among the forty-eight states of the Union in NEA member. ship: (1) the largest total membershi 23,850, as of January 1; (2) the larse, number of life members, 282; and (3) the largest increase in members for three consecutive years. Columbus invites the educators of the country to come to the summer meeting of the National Education Association. the college president, the public school ad- ministrator, the classroom teacher—al| will receive a royal welcome. So come one come all. Just get in your limousine or a a parlor car and make Columbus your stopping place for a week beginning June 28 and ending July 4, 1930. The Capital City of Ohio will offer you many inter- esting places to visit, pleasant drives in and about the city, state institutions of all kinds, the State University, splendid public school buildings, the magnificent American Insurance Tower, cool parks, and attractive churches.—George M. Strong, president, Columbus Teachers Federation. HIS is the Budget Committee of the NEA for 1930-31. This pic ture was taken in connection with its meeting at headquarters May 1-3. Reading from left to right are: A. L. Whittenberg, G. W. Wannamaker, L. W. Rogers, W. B. Mooney, and Joseph Rosier. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION TALKING PICTURES THAT TEACH HE success of educational talking pictures is arousing widespread in- terest. It is a success based on a firm » \. foundation. For vivid realistic films are | Scene from “A Case for Professional Study, Grade 6.” being made that help teachers to teach in the most practical sense of the word. Fundamental research work that starts Electrical Research Products Inc. are with the selection of the authorities to supervise distributors for Western Electric, making the pictures is being carried on. Group judg- available for educational use portable talking ment rather than individual judgment is being picture equipment manufactured by the makers brought to bear in this selection. of your telephone. Pictures are being tested to determine Send the coupon for further infor- their place in a definite teaching plan. Elec- = mation. Find out where you can hear and see trical Research Products Inc. are cooperating a demonstration of educational talking pictures with educators in developing this medium. reproduced by Western Electric apparatus. . ical " Electrical Research Products Inc, 3 *'ectrical Research Products Inc AST Gentlemen: Distributors of Please send booklet telling how I can use Talking | Western Electric PORTABLE TALKING PICTURE EQUIPMENT Address wwe" Mention Tue Journat, when writing our advertisers. THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION NOTES and ANNOUNCEMENTS a Commencement: The high tide of idealism—There is no finer expression of the greatness and the gladness of America than the commencement season when the mighty army of graduates passes on to the next step of the educational lad- der or out into the school of maturity. During this season the tides of idealism run high. The finest traditions of our pioneering spirit find expression. Our de- votion to childhood and youth reaches a new high level. The homely pride of the common father and mother finds happi- ness in the achievements of their children. Horace Mann bust unveiled for Hall of Fame—On May 8 at New York University there was held a signifi- cant ceremony at which was unveiled a beautiful bronze bust of Horace Mann. The funds for this bust were provided by the Horace Mann League of the United States and the Horace Mann School of Teachers College, Columbia University. It was unveiled by Mr. Horace Mann, the grandson of the educator, and by his Throwing the of Understanding on Every Subject! A Way to Put Punch in Teaching ——$ Pe daughter Katharine. Honorable William John Cooper, United States commis- sioner of education, made a brief address which closed thus: “In placing in this shrine a likeness of our great educational statesman, we would pass on to those who come after us a sense of our obliga- tions to society so wellphrased in his own parting words, Be ashamed to die until you have won some victory for human- ity.” The following educators have been elected to the Hall of Fame of New York University: Horace Mann, Mark Hopkins, Mary Lyon, Emma Willard, and Alice Freeman Palmer. Dr. Strayer honored—Dr. George D. Strayer in recognition of his twenty-five years of service on the faculty of Teach- ers College, was honored at a testimonial! dinner at Teachers College on May 3, 1930. Three hundred colleagues and for- mer students joined in an enthusiastic ap- preciation. Noted speakers and friends recalled Dr. Strayer’s many contributions | to education during the quarter of q cen- tury, noting especially his service in the development of educational administra- tion, his work as president of the Na- tional Education Association, as chairman of its Emergency Commission, and of the Legislative Commission. Following the dinner a portrait of Dr. Strayer and the fellowship fund in his honor were pre- sented to Teachers College. Dr. Jesse H. Newlon, president of the National Edu- cation Association, 1924-25, was toast. master. The following message of greet- ing was sent to him by the Association, of which he was president in 1919: “Greet- ings and best wishes on this happy oc- casion. Congratulations upon your out- standing service in helping to lift school administration to the level of a profes- sion. Your achievement is one of the major contributions which has been made to childhood during this generation.” Give Journal posters to your gradu- ating class—A notable series of posters (Continued on page A-170) Light BUFFALO a MAIL SwItcH oN PictruroL — throw light on every sub- ject—make learning easier —every lesson more en- joyable! Use Picturol as hundreds of successful teachers do. Let it supple- ment text—clarify perplex- ing subjects—add fascina- tion to the daily round of classroom recitations and assignments. PicruROL is a simple, in- expensive stillfilm projector. Easily operated, light in weight, you just plug it in any electric-light socket or connect up with an ordi- nary storage battery. Films are available in wide variety on almost any subject, prac- tically every course of in- struction. PicTuROL puts punch in THE COUPON teaching. It solves the prob- lem of arousing interest with less effort on your part. It makes for infi- nitely more pupil progress. And now, for the sake of your own progress, won't you get the facts? There is no obligation. SOCIETY FOR VISUAL EDUCATION, INC. 327 S. La Salle St. CHICAGO, ILL. Manutacturers, Producers and Distributors of Visual Aids Dept. C6 | Dept. C6, 327 S. La Salle St., Chicago, | Please send me without obligation I full details about Picturol and | lists of Filmslides available for | classroom use. UR air etehiasecce lad OS aA | | Se aE eee ere FE | | Position | | | | | | | Welcome Booths _ F 8-10 N.E. A. Convention Columbus, 0. June 28 - July 3, 1930 A complete line of the best projectors for all types of work—opaque material, glass slides, filmslides and micro-slides—will be on display. Stop in and go over the many new outfits. You will surely find that for which you have long been searching. SPENCER LENS COMPANY Buffalo, N. Y. Branches CHICAGO SAN FRANCISCO BOSTON MINNEAPOLIS LOS ANGELES NEW YORK WASHINGTON Mention THe Journat, when writing our advertisers. See [al 19, No. 6 THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION SIGHT AND SOUND IN EDUCATION! The meteoric growth of the talking motion picture has been ollowed by a deep appreciation on the part of teachers and scientists of its potentialities as a new and powerful force in edu- "la through the medium of RCA PHOTOPHONE Portable Sound and Picture reproducing equipment, the modern school room becomes the living world of reality where history, science, literature, man’s work and nature are made understandable through the magic of sight and sound photography. Here the greatest edu- cators and scientists may deliver their lectures illustrated by mo- tion pictures even more graphically than they could by personal at- tendance in the class room. The world of education has only awaited the arrival of an equipment, portable, flexible and simple of operation to open up this vast new storehouse of knowledge. Such an equipment is now available in RCA PHOTOPHONE Portable Sound Reproducing equipment, the product of RCA PHOTOPHONE, Inc., pioneer developers of every branch of the talking picture art in association with Radio Corporation of America, General Electric, Westing- house and Radio-Victor Corporation. RCA PHOTOPHONE equipment for use in educational work accommodates standard size motion picture film and reproduces any standard sound on film motion picture. It is compact, simple of operation and embodies all the superior qualities of sound engineering that have made RCA PHOTOPHONE the supreme equipment in the leading theatres of the world. Demonstrations will be given in any of the RCA Photophone branch offices. Demonstrations of RCA Photophone Sound Reproducing Equipment Given Daily During the Columbus Convention, Free to All Members RCA PHOTOPHONE, INC. Subsidiary of RADIO CORPORATION OF AMERICA 411 Fifth Avenue, New York City BRANCH OFFICES ATLANTA, GA- 101 Marietta St. BOSTON, MASS —20 Providence St. (Statler Office Bldg.) CHICAGO, ILL.—100 W. Monroe St. VHE EMBLEM OF SAN FRANCISCO, CAL KANSAS CITY, MO.—1717 Wyandotte St. (Zoglin Bldg. ) -235 Montgomery St. (Russ Bldg.) . WASHINGTON, D. C.—1919 K St., N. W PEAFECT SOUND PHOTOPHONE SOUND EQUIPMENT TIME IS WRITE FOR FURTHER INFORMATION The Standard Electric Time Company SPRINGFIELD, MASS. Branches in Principal Cities of U. S. and Can. “STANDARD” MAKES EVERY MINUTE COUNT IMPORTANT Particularly in the School For nearly half a century Standard” Electric Time Service has been giving the schools and colleges of America reliable, uniform, accurate time service. Your schools need this big help. Electric Time Systems, School Fire and Telephone Equipment, Laboratory Voltage Supply Panels. Mention THE Journat when writing our advertisers. A-169 A-170 (Continued from page A-168) has been appearing monthly in THE JourRNAL of the National Education As- sociation. They have been selected with extreme care. Some of them are especially suited for elementary school children; others are designed to appeal to high- school pupils; still others are fitted to the needs of teachers and teachers colleges. Having been built out of the soil of teacher need, they are exceptionally use- ful. Their universal appeal has secured the ready approbation of pupils as well as of teachers, principals, and superin- tendents. An autographed copy to each member of your graduating class is a gift of lasting value. For elementary schools—Your Arfterself (18188), In Common Things—A Poem by Minot Judson Savage (18222), Ten Com- mandments for School Children (18252). For high schools—The Protective Amend- ment and the Public Schools (19127), The Seven Cardinal Objectives of Education (17285), Everyday Resolutions on Health and Safety (1826), The Student’s Ten Com- mandments (1860), Horace Mann (portrait— 18118), The Youth of America (1928), Dedi- cating the School (X-2), Celebrating the Covered Wagon Centennial (1984+), The Home and the Virtues (X-4). For teachers and teacher-training institu- tions—Ethics of the Teaching Profession (18261), A Prayer for Teachers by Glenn Frank (1954+), The Child’s Bill of Rights LIFE MEMBERSHIP Last Opportunity of the School Year New Headquarters Building Dedicated to the Profession Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION June, 1930 scoters sans ete atiaaiet Sc ida by Herbert Hoover (19114), The Ideal of a Liberal Education (19164), Values in the United States (X-1), The Unknown Teacher (X-3), Education in the Spirit of Life (X-5). Send your order for posters to the Di- vision of Publications, National Educa- tion Assocjation, 1201 Sixteenth Street N. W., Washington, D. C. Prices: 10 assorted, $1; 20 of a kind, $1; 100 for $4; 1000 for $30. Order by title and number. Move for vitalized commencements spreads abroad—As a result of an an- nouncement made in the February and March numbers of THE JOURNAL, 108 requests have been received for vitalized commencement material. These requests have come from 35 states and British Co- lumbia and Porto Rico. Using a Journal service—One of the annual services of THE JOURNAL is the printing of the list of Sixty Educational Books tor the year. Two ways in which this service has been used this year have come to our attention: You will be interested to know that for our High-School Conference with 6000 teachers here we placed in our text- book exhibit copies of the Sixty Educa- tional Books of 1929. It was a very popu- lar event—W. W. Charters, Bureau of Educational Research, Ohio State Uni- versity. I consider this list, Sixty Educational Books of 1929, a most useful means of narrowing down the selections of books for supplementary reading. It is Most use- ful in selecting the best things in those fields with which one is most unfamiliar I hope you keep up the excellent work.— Arthur I. Gates, Teachers College Co. lumbia University. Wisconsin legislators visit Associa. tion headquarters—The Interim Com. mittee on Education of the Wisconsin Legislators visited Association Headquar. ters on April 29. They were most appre- ciative of the Association’s service to the states and remarked that at no point in their tour for the study of educational conditions had they received such excel- lent help. State Senator E. J. Roethe js chairman of the committee, which was ac- companied by State Superintendent Cal- lahan. Youngest life member—Randall Con- don Foster is the youngest life member of the National Education Association. The membership was presented to him on his first birthday, April 4, by his grandfather, Randall J. Condon, for- mer superintendent of schools in Cin- cinnati, Ohio. From the editor’s mail—At some op- portune time, may we have through your (Continued on page A-172) THE CORNER STONE of the new headquarters building will be laid immediately following the Co- lumbus meeting. Into the Corner Stone will be placed a card index of the builders of this monument to education in the handwriting of life members themselves. THE SECOND LIFE MEM- BERSHIP dinner to be held in connection with the Columbus convention will be an occasion for rejoicing over the fulfillment of our dreams for a new headquarters building. It is scheduled for Mon- day, June 30 and will be held at the Neil House. Plan to attend. LIFE MEMBERSHIP KEY Every life member receives the pin or button without cost, but the key may be purchased if preferred. Smaller size, $3.50 Larger size, $4.00 | YOU PLAN to become a life member sometime. Enlist now on the ten payment plan. Names of all life members will be printed in the “Who’s Who in the Profession,” and copies will be distributed at the dinner. Try and be there to receive your copy. Use this blank and ENLIST NOW MR. J. W. CRABTREE, Secretary, National Education Association, 1201 16th Street N. W., Washington, D. C. Dear Mr. Crabtree: I wish to have a part in the special drive and to become a life member on the ten payment pl i 30, 1930. stand that the balance can be paid in nine equal annual installments. PERE CO aR aay Se Ga: SNE, I under- (Fill out, return at once and receive by mail the life membership certificate, card and gold emblem:) Mention THe JournaL, when writing our advertisers, THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION The thoughtful teacher will include these pictures in her | plans for the new school year beginning in September. Rosa Bonheur Ploughing ONE CENT SIZE. TWO CENT SIZE. For 50 or more. For 25 or more. 3 x 34. 5Y, x 8. Most of the pictures in the above sizes are published in a beautiful Sepia, or brown, tone, resembling that of expensive art photographs. Regardless of size or price, The Perry Pictures are faithful reproductions of the original subject. Sets of The Perry Pictures Catalogues Send 50 cents for 25 assorted Our 64-page Catalogue, of 1600 Art Subjects, or 25 by Rosa Bon- miniature illustrations, lists 2250 heur, or 25 Famous Men, or 25 pictures. It lists reproductions of for Children. Size 5% x 8. Or send 50 cents for Children. Size 3 x 3%. the world’s great paintings, the great buildings of the world, por- traits, etc. It costs only 15 cents. 50 for Large Pictures for Framing. Artotypes Size 22 x 28 inches, including the margin. These pictures at $1.00 each when two or more are ordered and $1.25 for a single copy, are also published in a Sepia tone. The Hand Colored, this size, $1.50 each for two or more; $2.00 for one. -—‘ePe rryJ°ictures Co., Box 4, Malden, Mass. YOUR PRINTING is your representative. and character. It reflects your judgment Naturally, therefore, you should select your printer as carefully as you wonld an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- pose in us when they ask us to produce their printing. Each and every job—from a calling card to a million copies of a large magazine—is given the same attention. It will be to your ad- vantage to get information from us regarding your next order for printing. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- zine, The American Federationist, The American Motorist, American Forests and Forest Life, The Bengalese, and the Daugh- ters of the American Revolution Magazine. JUDD & DETWEILER, INC. Master Printers WASHINGTON, <<. Mention THe Journat, when writing our advertisers. Modern means for Modern methods! Filmo School Projector in use in San Diego Public School, showing one of the many industrial subjects available in 16mm. film. Filmo School Projector! Fire drills without fire escapes would be as much in lineas school room movies without modern projection equipment. The Filmo 57 School Projector is not only abreast of the latest ideas in visual education, but is a stride or two in advance. For day in and day out, Bell & Howell engineers scrutinize its every partin orderto bring to the school room the latest idea in projector design. Side-tension, for instance, in Filmo’s shuttlemechanism, means a minimum of strain on the film and a tremendous gain in control and in efficiency of the film move- ment. And Filmo’s direct lighting, powered by a 250-watt mazda, means a striking increase in screen illumination. In every phase of Filmo’s design, science and prac- ticability merge to provide a machine immediately adaptable to every problemin visual education. Filmo Projector can give you the same satisfaction which thou- sands of other schools are now en- joying in its use. A nearby Filmo dealer will arrange for demonstra- tion, or write today for booklet “Filmo in Schools and Colleges.” See Filmo Booth C-2 at Columbus meeting, N. E.A., June 28—July 3. All Filmos use 50 or 100 foot films For black and white pictures, Filmo cameras use BELL & Eastman Safety Film (16 mm.) in the yellow box— bothregularand panchromatic—obtainableatprac- tically all dealers’ handling cameras and supplies. Filmo cameras and Filmo projectors are adaptable, under license from Eastman Kodak Company, for use of Kodacolor film for home movies in full color. Cost of film covers developing and return postpaid, within the country where processed, ready to show anywhere with Filmo projector. Filmo 57-E-Special School Projector, 250 watt, 5 amp. lamp, fixed resistance, 45-50 condenser, geared rewind, large type sprockets and safety shutter.W ith special new style school base case, $205. Other models from $198 up. HOWELL Filmo BELL & HOWELL CO., Derr. R, 1816 LARCHMONT AVENUE, CHICAGO New York + Hollywood - London (B. & H. Co., Ltd.) + Established 1907 A-172 Shown above is the “Old Faithful” exhibit at the N. E. A. convention. This display and announcement of a complete line of “Old | Faithful” Color Circle Art Products aroused | unusual interest. THE AMERICAN (j) CRAYON COMPANY HOME OFFICE ANO FACTORIES |“S7_ 1706 HAVES AVE. SANDUSKY OHIO NEW YORK OFFICE 130WEST FORTY- SECOND STREET SAN FRANCISCO 116 NEW MONTGOMERY STREET DALLAS. TEXAS SANTA FE BUILDING Wesce aoe TIPPIN, OHIO CATALOGUE UPON REQUEST THE SHERRICK DUPLICATOR An Improved Hectograph at Hectograph Prices. No melting to refill— Replacement Units. Visit Booth G-11 at Columbus N. E. A. Exhibit or write for Information. J. L. SHERRICK, Scottdale, Pa. 20TH CENTURY BOOKKEEPING AND ACCOUNTING Adapted to bookkeeping courses of various lengths. Optional practice material is provided. Unusually complete teachers’ reference books. Send for a sample copy. SOUTH-WESTERN PUBLISHING CO. Cincinnati New York Chicago San Francisco ADJUSTABLE Window Shades Wik nearly a quar- ter century of school shade manufacturing ex- erience behind it—The uther O. Draper Shade Company has specialized in giving school boards shades particularly adapt- able for schoolroom use. Hygienic features insure % positive control of ven- i see tilation and the preven- tion of all glare and re- sulting eye strain. Excel- lence of workmanship makes certain longer life. A profitable investment— in thousands of America’s finest schools. For illus- trated catalog address Dept. J LUTHER O. DRAPER SHADE COMPANY ae Sane E , No. $. Adjuatabl } Spiceland Indiana Roller Shade Style V. Double Roller Shade Unique Pictures Published in color exclusively in Artext Prints and Juniors. Free color reproduc- tion with latest list sent to art teachers. Illustrated Catalog “B-5,” 10c. ART EXTENSION PRESS, Inc. West t, Conn. Miss Mischief —- - SCIENCE NEW S"=LETTER \S Will be Displayed in 2 BOOTH E-10 During the National Education Association Convention, Columbus, Ohio, June 28 - July 3, 1930 Please permit our repre- sentative, Miss Hallie Jen- kins, to tell you of its real value to the science teach- er and pupil. Ask for free sample copy now by ad- dressing Science Service ,21st.& B Sts., Washington, D. C. MAPS FOR EVERY SECTION OF THE WORLD Prepared under the direction of DR. DOUGLAS C. RIDGLEY The Ridgley series contains outline maps on each of the continents, the world, the United States, sections of the United States, island groups, and small regions in many parts of the world. Write for our new map catalogue. McKNIGHT & McKNIGHT Bloomington, Illinois MASTERS IN ART THE FINEST COLLECTION OF AUTHENTIC SOURCE MATERIAL, COLOR PRINTS, ETC., WITH INSTRUCTORS’ DESCRIPTIVE TEXTS FOR PICTURE STUDY AND ART APPRECIATION Free to Educators: Prospectus and Specimen Color Prints Brown-Robertson Co., Inc. EDUCATIONAL ART PUBLISHERS 424 Madison Avenue 302 Palmer House Shops k hicago Fun-Gym Year-Round Delightful Relaxation Pat. Mar. 25, 1924 Write for Catalog Playground Equipment Co., 74 Duane Street, New York 1291S a) ae ok Mention THE JournaL when writing our advertisers. Tue JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION Se June, 193) eee (Continued from page A-170 magazine your ideas as to whether o; not a superintendent should attend summer schools, in as much as all teachers in this way better understand the teachers ses cedure! Has he a right to say “Go” to his teachers when he has not in twenty years entered a college to refresh himself in methods or studies! A message from far-off Hawaii— A; our school, we have been highly inter- ested in the NEA and its work. | per- sonally have found that material pub- lished by the Association is always helpful and most inspiring.— Henrietta Freitas, Kawananakoa Junior High School, Hon- olulu, Hawaii. Teachers show interest in Tur JOURNAL check-up—All teachers jn the Whittier School, Sioux City, lowa, seventeen in number, participated in se- lecting the five articles they liked best in the April JourNaL. The May Journat just received a day or so ago. Already two teachers have handed in their vote on the articles in the May issue. There is quite a little interest among the teachers here in selecting each month the five articles they like best.—E. E. Bovee, principal, Whittier School, Sioux City, Iowa. Summer schools study contempo- rary education—Progress is now so rapid and changes are so numerous that no one can keep uptodate who is not a constant student of the educational ad- vance. The best schools are now using THE JouRNAL of the National Educa- tion Association as a basis for this study of contemporary education. Page 194 of this issue, Education for the Wise Use of Leisure, is recommended for use in this connection. A tribute to the National Education Association—You gentlemen can be of more help to the George Washington Bicentennial than any other organization or association in the United States— United States Representative Sol Bloom, speaking in a conference of officers of the National Education Association. North Carolina’s life membership plan—The last meeting of the directors of the North Carolina Education Asso- ciation voted as a policy to present the Te- tiring president of the Association with a life membership in the National Educa- tion Association. The first life member- ship is to begin with the present retiring president. , Prohibition is accomplishing its pu pose—Here around Hull House we use to watch whisky and beer being left atthe saloons by the drayload. The poverty and suffering from drink were appalling. There is such a difference now that tt (Continued on page A-175) (ul. 19, No. 6 Esterbrook No. 556—- the best pen for the Zanerian system. ‘For Want ofa Nail.’ Ye recall all the dis- asters that followed the famous missing horseshoe nail. Justas poignant (although seldom so easy to see) are the misfortunes that result from neglected details in school. Little things. Faulty lighting — awkward seats— not enough chalk—scratchy pens. They often contribute to bad eyes, bad physique, bad discipline, and bad handwriting. Often a few cents and a little care will set them right —and keep them right. It costs very little more—a few Pennies per child for a whole year—for good pens. THE JOURNAL OF THE NATIONAL EpucaTion AssociATION Esterbrook No. 1000 —recommended by teachers of the Palmer Method for upper grades. And it spreads widening circles of better hand writ- ing, neater written work, more ready expression, finer scholarship. Esterbrook pens are the best obtainable. Not only are they designed and made with flawless skill, but each pen-point is individually in- spected before shipping. Buying Esterbrooks, you can be sure of getting, in this detail, once and for all, the best. TryEsterbrook pens—at our expense! Wewill gladly send any teacher or school official a free assortment. Esterbrook Pen Company, 72 Cooper St.,Camden, N.J. 6stertr You can identify genu- ine Esterbrook pens by the red box. | FAST - CLEAN - CONVENIENT Standard Rotary Duplicator Radically Different Gelatin Duplicator ROVIDES a speedier, more efficient and more convenient method of making copies —with no stencil-cutting, typesetting or carbon manifolding. Effects a substantial saving for any school in supply bills because one Standard duplicating film can be used over and over again. Originals are made on regular bond paper and can be typewritten, hand-written, drawn or printed. Any teacher or pupil can easily make originals and produce excellent copies for examination papers, drawings, maps, charts, lecture notes, music and bulletins. SPECIAL FEATURES Over 200 copies from one original. 50 to 60 copies a minute. Eliminates constant sponging or washing of gelatin. Uses Bond paper—coated paper not re- quired. Delivers copies flat—not curled. Gives perfect registration. Simple automatic operation. Produces clear, sharp copies. Small, light, easy to carry. Standard Rotary Duplicator is so flexible and economical in operation that no limit can be placed on its wide variety of practical uses, both in class rooms for instruction to pupils and in school offices for administrative work. It is particularly adapted to the copy-making requirements of every grade school, high school, college and business school, both public and private. Write for complete information Handard MAILING MACHINES COMPANY Second Street Mention THE JourNAL, when writing our advertisers. A-173 Everett, Massachusetts A-174 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION June, 1930 The Columbus Convention JUNE 28-JULY 4, 1930 The Sixty-eighth Annual Convention of the National Education Association will be held in Columbus, Ohio, June 28-July 4, 1930. Few cities are easier pf access to great numbers of members of the National Education Association. The Columbus Convention promises to set record figures of attendance and interest. General sessions, meetings of the Representative Assembly, registration and exhibits will be located in the new Columbus Auditorium. This building is conveniently located in the heart of the downtown section and within short distances of hotels. Meetings of departments of the Association and allied organizations will be held in places entirely convenient to the Auditorium and the hotels. Columbus offers conveniences of convention arrangement which are not excelled by any city in which the Association has met in recent years. | Columbus and Ohio members of the N. E. A. are preparing plans for entertainment. | spared to demonstrate Ohio’s known interest in the Association. No efforts will be Railroad Rates and Travel Special convention railroad rates will be available. The reduced convention rates will be obtainable as usual by the use of the railroad certificate which will be supplied to members on request by Secretary J. W. Crabtree, 1201 Sixteenth Street, N. W., Washington, D. C. These convention rates, and also summer excursion rates, will | provide economical railroad transportation costs. Columbus is well served by bus lines and is the center of a net- work of through highways which invite travel by automobile. Hotel Arrangements The Housing Committee for the Columbus meeting of the N. E. A. is prepared to give thorough service to members of the Association. Those who arrive in Columbus without hotel reservations will be well cared for, but it is very desirable that advance reservations be made. Requests for hotel accommodations should be forwarded to Mr. George M. Trautman, Chamber of Commerce, 30 East Broad Street, Columbus. State your requirements exactly; give the number of rooms required, names of persons for whom required, price per day that you wish to pay and the dates of arrival and leaving. You will be advised promptly of the name and location of the hotel in which the reservation is made and the hour at which the reservation begins. Rooms not occupied at the designated hour of reservation may be reassigned by the hotel. Please remember that a reservation constitutes a contract with the hotel to provide you with the accom- modations you desire. If you find it impossible to carry out your part of the contract, namely, to occupy the room at the time agreed upon, please write or wire the hotel, releasing it, in order that your room may be made available for other members. COMPLETE YOUR PLANS NOW FOR ATTENDING THE CONVENTION HOTEL RATES FOR MEETING OF NATIONAL EDUCATION ASSOCIATION Rates per Day for Room Accom- Number modating One Person Rates per Day for Room Accom- Rate per Per- modating Two Persons son per Day a ee . Occupants Without Bath With Bath Without Bath With Bath [Suite with Bath ——$——— | fT | — a | Name Address ° Rooms eT Pt GiGi Sa, Bee St... esc s i . . . . . - 8 | eee Charminel....... State St. at Grant Ave....... A Soret eo eS aaa Soot 8.00 eS 7. ere Chittenden...... Spring & High Sts.......... 260 1.50to 2.00 | 2.00to 3.50 | 2.50to 4.00 | 3.50to 5.50].............. Columbus....... Long & Fifth Sts............ 191 1.25to 1.50 | 2.00to 2.50 | 2.00to 2.50 | 3.00to 3.50 }............--[..-.ce-eeeeers | Deshler-Wallick.. kd 2 See a SPS Pe le, 5.00 to 12.00 |15.00 to 25.00 | 2.50 up Fort Hayes...... W. Spring St..........%. 2 eS ee | eee eae oh, 3 GSS Jefferson........ 7 a ee 86 1.50to 1.75 | 2.00to 2.25 | 2.50to 3.00 | 3.50to 6.00 | 6.00to 7.00]........-.---: agin saio 6 dar Goodale & Armstrong....... 100 1.00 1.50 2.00 Re er: Se Neil House...... So. — St. opposite State | SERIE re rere ee en ae 5.00to 7.50 | 8.00 to 25.00 | 2.50 SE iy By : pees , ; y 2. - F Mk a. ais 44:00 a.nislearehnnswenoeses ees -BGGY........ ig nr. Spring St....... ; : : 2. ; : . | SSS Sr ro = ee Broad St. at Grant Ave Foremost Student Tours Nearly 4000 satisfied membersin1929 250 All Expense Tours Small groups, 1st class hotels, more motor travel. Visit the Passion Play of 1930. Send for booklet. COLLEGE TRAVEL CLUB 154 BoYLSTON St. Boston, Mass. Mention THe Journat when writing our advertisers. June, 1930 (Continued from page A-175) Health and the cigaret—Teachers in- terested in scientific material dealing with the effects of tobacco may obtain it from the Boys and Girls Anti-Cigaret Lea Room 611, 58 West Washington Street, Chicago. Peter A. Mortenson, former superintendent of the Chicago public schools, is president of this league. Remember the heroes of peace on Memorial Day—Material hasebeen pre- pared by the Women’s International League for Peace and Freedom in an at. tempt to meet the need for practical and truer ideals of human service and types of heroes to set before children in our schools. The material may be had free of charge from the Pennsylvania branch of the League, 1924 Chestnut Street, Phila- delphia, Pa. Schools for policemen—There js 2 bill before Congress to create a school for policemen in Washington, D. C.,undera board consisting of the superintendent of schools, the attorney general of the United States, and a third person to be appointed by the President. When one considers the serious responsibility which rests with the police it is sheer folly to send them into the line of duty untrained. Does your state provide for this essential need? Should we not have a new vision of the possibilities of the men and women who maintain public order? Choosing a career—Superintendents and principals who are considering the employment of a fulltime specialist to help students choose their careers more wisely and who wish assistance in plan- ning the organization of such work or in securing local support for it, may get such help without charge from the National Vocational Guidance Association, 425 West 123 Street, New York City. American Library Association to meet—About 2000 of the 15,000 mem- bers of the American Library Association are expected to be present at the annual convention of the A. L. A. to be held this year at Los Angeles, June 23-28. Andrew Keogh, librarian of Yale University, 1 president. Some of the topics that will be discussed are: the library movement in California, the county library, ruraladult education, the public library in the field of business, reading for pleasure among college students, hospital library service, the junior college library, library archi- tecture, western books and book buying, library publicity, school library work, and related problems. Conference on hard of hearing prob- lems—The annual conference of the American Federation of Organizations for the Hard of Hearing will be held at gue, I'ol. 19, No. 6 ae the Hotel Roosevelt, New York City, une 16-19. ; — Se iadies Education Association alects officers—At its tenth annual con- ference held in Washington, D. C., April 3.5, the Progressive Education Associa- 5, é tion elected the following officers: Bur- ‘on P. Fowler, president and chairman of the executive board; E. M. Sipple, ereasurer; J. Milnor Dorey, executive gcretary; and Francis M. Froelicher, editor of Progressive Education. \ few questions for classes in social studies—The Journal will be glad to hear the results of class discussions stimu- lated by these questions : (1) Is privately conducted voting on pub- lic issues Wholesome ? (2) Why has the ballotbox been held sa- cred and surrounded with many safeguards? (3) If the large sums of money required for national polls come out of private hands, is there not danger that they will be supplied by selfish interests who wish to profit by the outcome ? (4) If those funds come from subscription blanks, is it good public policy to mix a vital function like voting on government issues with subscription promotion campaigns? (5) If a citizen believes that magazine polls are bad public policy what recourse has he as an individual ? Character education in Granite Dis- trict, Utah—Beginning in November, 1929, several articles describing the THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION school program and achievements of Granite (Utah) district have appeared in the JOURNAL. One item in the Gran- ite program for character education is as follows: Each six weeks at the parent-teacher asso- ciation meeting, teachers were in their rooms one hour before the time of the regular group meeting to receive from the parents the pu- pils’ 6 weeks’ report cards. A note to parents on these cards reads: ‘The home, the school, the community should unite in training the child in health, work, character, citizenship, and in a knowledge of the tools of an educa- tion. That this cooperation may be effected we cordially invite you to visit the teacher of your child, confer with her regarding this re- port and aid her by your advice and sup- port. You are asked to study, sign, and bring this report to the parent-teacher meeting held during the week this report reaches you.” These reports contained information con- cerning attendance and rating in academic subjects, health for grades 1 to 9 inclusive, and leisure time and character forming ac- ° tivities for grades 5 to 9 inclusive and for pupils attending school partime. These con- ferences gave parents an opportunity to con- fer with the teacher about their children's progress in all school objectives. College salaries—The professors of Northwestern University, Evanston and Chicago, have all salaries raised one- third. This has been made possible by the: $8,500,000 received by will from the late VACATION VOYAGES HAVANA $140 up NVIGORATING days at sea on a big modern Milton H. Wilson. The new salaries will A-177 be $10,000 for all professors ; $7,500 for associate professors ; $5,000 for assistant professors ; and $3,500 for instructors. It is refreshing to find an institution that can promote faculty efficiency instead of glorifying buildings.—A. E. Winship in the Journal of Education. A school for schoolmen—Eight hun- dred superintendents, principals, school board members, and teachersattendedthe first annual School Administrators Train- ing School and Conference held at George Peabody College for Teachers, Nashville, Tennessee, April 28-May 2. Under the direction of Dr. Walter D. Cocking the Conference operated as a short course in administration covering such fields as the functions of the board of education, supply and equipment man- agement, school finance, selection of teachers, public relations, school buildings and sites, staff organization, teacher rat- ing, the school library, textbooks, and school lunch rooms. Fifteen specialists from state universi- ties, the U. S. Office of Education, state departments of education, administrative stafts of public schools, the National Edu- cation Association, and George Peabody College for Teachers, constituted the fac- ulty of the school. A schedule of classes, (Continued on page A-178) 10, 13 and 17 Days AU Expenses American liner—then Havana, the gay metro- politan capital of an interesting foreign land. Fares include maintenance aboard ship, hotel ashore and automobile sightseeing trips. Sailings every Saturday. MEXICO 18 Days—$237 up 25 Days—$281 up All expenses to Mexico City The trip of scenic splendor in a land that breathes the glamour of old Spain, and still keeps step with the modern age. A sightseeing stop at Havana, side trip, Progreso to Merida, rail climb Vera Cruz to Mexico City. Maintenance aboard ship, hotels ashore and automobile sightseeing trips included in fare. Weekly sailings. WARD LINE Ticket Office 545 Sth Ave., at 45th St. Gen. Pass. Office Pier 13, E. R., Ft. of Wall St., New York Also All Authorized Tourist Agencies. Vacation | ~without a care! With all the accidents that spoil vacation time for so many Teachers every summer, you can understand with what a feel- ing of relief the Teacher with T. C. U. Protection leaves for vacation Why not play safe? Let the long arm of the T. C. U. follow you this year, everywhere—on the road, in the wilderness, in camps, hotels, or on trains, even abroad, and Protect against Accident, also Sickness Careful as one may be, there can be no assurance of safety. The very best one can do is to exercise the greatest caution— and be prepared for accident or ‘Ilness away from home. That’s what the T. C. U. will do for you. This Organiza- tion of Teachers for Teachers stands ready to share the risk of financial loss of time due to Sickness, Accident, or Quarantine. Learn the T. C. U. Plan by Sending the Coupon Just send your name and address for complete be information as to how we protect you. Your in- ed quiry will place you under no obligation. —_ TEACHERS CASUALTY UNDERWRITERS ‘ Lincoln, Nebr. Mp», 609 T. C. U. Bidg FREE Information Coupon To the T. C. U., 609 T. C. U. Bldg., Lincoln, Nebraska T am a Teacher in ___-_-~- School. I am interested in knowing about your Pro- tective Benefits. Send me the whole story and Booklet of testimonials. My Name is My Address is (This coupon places the sender under no obligation) FREE An Identification Tag for Your Traveling Bag Has space for name and address, with transparent cover. We have only a limited number, but they are free to teachers as long as they last. SEND THE COUPON. — ee ee ee ee ees ee 4 Mention THE JourRNAL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION sated A NEW CONVENIENCE FOR TRAVELLERS TO WASHINGTON Wardman Park Hotel—the famous Wardman Park at Washington, D. C., has inaugurated a new De- partment to serve the needs of educational and other Special rates are available during June, July and August, either European or American plan. parties. Here, within ten minutes of the center of the city, are the facilities of the finest country club—tennis, swimming, all sports. life. 1800 outside rooms. Special Educational Department, (Continued from page A-177) assemblies, and discussion groups was held throughout the week. Twenty-six states and two foreign countries were repre- sented in the student body. Thirty-eight commercial exhibitors displayed educa- tional apparatus and supplies. The con- ference will be repeated next year and even greater results are expected. Educating for leisure—What could be more relaxing and educational than doing the thing we love best? This cry for relaxation has successfully been an- swered at Wheatley School, Washington, D. C. Every Friday afternoon the chil- dren attend clubs sponsored by the par- ent-teacher association. Serving, cooking, dancing, orchestra, singing, dramatics, nature study, litera- ture, art, basketry, stamp and coin col- lecting, Junior Red Cross, aircraft—this list suggests the wide range of interests. This club work offers relaxation to the children and trains in the wise use of leisure. At the end of the semester an exhibit of the work of the clubs is held. Some of the clubs show their work in the form of various plays and entertainments given to the parents and children at intervals dur- ing the year. The value of club work can be easily appreciated when one sees the Around Wardman Park re- volves Washington’s brilliant social and diplomatic Write for details, to | WARDMAN PARK HOTEL. — ben . eA. Ble y D. R. LANE, President. GEORGE E. ALLEN, General Mgr. Education tennis. ful trees. cellent food. own. 16 to August 27. .. ©. joy and pride which parents and children share in their clubs. vs. unemployment— Unemployment in the United States would be vastly more serious than it has been were it not that three million young people have been added to the rolls of our high schools during the past ten years, making a magnificent total of five mil- lion, which should be rapidly increased to ten million so that no youth will be de- nied the longer period of school guidance sO necessary to success. The government aids the teacher— The following documents needed by teachers are announced by the Govern- ment Printing Office to be for sale in con- venient form at the prices listed: (1)The Constitution and Declaration of In- dependence, under one cover, 46 pages, with index, in good size type and printed as Senate Document 112, 69th Congress, Ist Session, 10 cents a copy. (2)A facsimile of the Declaration of Inde- pendence, size 29x34 inches and suitable for framing, 15 cents a copy. (3) The Story of the Declaration of Independ- ence, a 20-page pamphlet, as prepared by the U. S. Bureau of Education, 5 cents a copy. (Quantity rate, $2 per hundred.) (4)Constitution of the United States, as amended to December 1, 1924 (anno- tated), with citations to cases of Supreme Mention Tur Journat when writing our advertisers. good saddle horses on the grounds. Play or just rest in the sunshine, or in the shade of the beauti- Ideal environment, comfortable accommodations, and ex- No routine unless you wish it. Simply enjoy yourself. June, 1930 ——$—$_$___ Annee Come to WE-TO-MA-CHEK A Delightful Vacation Playground LOCATED at beautiful Powers Lake, Wis. spot where teachers will find wonderful facilities for the enjoyment of all land and water sports. struction for those who wish it in the following: hockey with an English coach, canoeing, boating, swimming, Just the Free in- and recreational Danish gymnastics. Adjacent golf courses. Stable of Your time is your Come for one week or more. July Address Secretary, Box 760, 5026 Greenwood Ave., Chicago, Il. Court, its several provisions, collated under each provision; 876 pages and bound in cloth, $2.50 a copy. Remittance should be made by check or postal order, payable to the superin- tendent of documents, Government Printing Office, Washington, D. C. Do not send stamps. Vitalize your play hours—The great- ness of a nation is measured by the qual- ity of its play. Blessed with the gift of increasing leisure, America has the oppor- tunity to rise to great heights in the art of living. The organizations which guide our leisure are infinitely precious. They attract the keenest minds, the noblest hearts, and the finest spirits. Their in- fluence spreads until it literally lifts the whole level of our civilization. The Playground and Recreation Association has a priceless mission. It knows the field. Its staff is able and experienced. Its efficiency is wellknown. It enjoys 4 wealth of goodwill. Its possibilities for service to schools, to communities, to other organizations are unlimited. Write to it for help in your play problems. Its address is 315 Fourth Ave., New York City, N. Y. Inter-High School German Club— W. A. Haussmann of the Central High lol. 19, No. 6 School of Philadelphia sends in the fol- ang: —— of the thirteen senior high schools n Philadelphia have German Clubs. The Count High School, the oldest high school in Pennsylvania and the second-oldest high school (it was founded in 1838) in the land, om instrumental in bringing about the merg- ing of these eleven clubs into one larger club, to wit, the Inter-High School German Club. The fact that the teachers and pupils who sponsored the formation of this club have not received a syllable of adverse comment from any individual or any organization proves most conclusively that the war-engendered hostility to the teaching of German in our public schools has altogether given way to the recognition that the intensive teaching of Goethe and Count Zeppelin in our higher in- stitutions of learning is in every way desir- able and is, indeed, an invaluable asset. We recommend the plan to others. Character education plan—Begin- ning the second semester the West York, Pennsylvania, borough schools _intro- duced an experimental course in char- acter education. This course prepared by Principal Gladfelter and Yorkteachersis designed to carry over a period of one semester and is used in the junior high school. The plan: Each seventh and eighth grade class is given definite instruction one period of each week. The instruction is built about a Pur- pose page which contains a series of poems and extracts applicable to the theme of that particular lesson. This page also contains story references and suggestions for the teacher. The second page of the lesson plan contains the situations list. This list is com- posed of actual school situations centered about those major traits most common to all individuals. These situations are selected so that they will have a definite relation to the theme set forth on the Purpose page. In ad- dition to the list of school situations there is a list of Home situations. More than twenty homes are cooperating in the course helping to determine the effectiveness of the various situation set forth in the lesson plan. Who was fooled ?—A school superin- tendent, while on one of his visits, was complaining to the teacher that the chil- dren were not observing. Stepping to the board he said he would show what he meant, Supt.: “Johnny, give me a number.” Johnny : “58.” The superintendent wrote 85 on the board without any comment from the pupils. “You see,” he remarked to the teacher, “they don’t observe. Let’s try another,” , ° Supt. : James, you give a number.” James: “57,” and 75 appeared on the board, —- spying redheaded, freckle-faced im O’Brien, who lisped, he said, ‘““My *y, You give me a number.” im: “Theventy-theven, and twith “ around, if you can.’—From the exas Outlook, THE JOURNAL OF THE NATIONAL Epucation ASSOCIATION Prepares young women to teach children from nursery school through 6th grade. Diploma and degree courses. Summer Session opens June 20, 1930. Catalog. Box D 60, Evanston, Ill. NATIONAL Kindergarten and Elementary COLLEGE | ap ——(hicacoNoRMarScroo. ten of Physical Education... 2-year diploma and 3-year B. P. E. courses. Modern equipment, fine dormi- tories. Fall term opens September 17th. Write for catalog. Box 960, 5026 Greenwood Ave., Chicago, IIl. CARNEGIE LIBRARY SCHOOL PITTSBURGH Summer Session June 30—August 9 Courses for Elementary School Librarians and Children’s Librarians Cataloguing—Reference—Administration—Bibliography Book Selection—Storytelling Bulletin upon request. Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 3-year course for high school graduates desiring to become nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. AMERICAN ACADEMY OF Summer session begins June 30. Practical instruction in all branches of commercial and fine art. Schedule of courses can be adapted for your individual needs. Fac- ulty of international reputa- tion. Directors, FRANK H. Youne, H. L. Timmins, Dept. 860, 25 E. Jackson Bivd., Chicago, III. KEEP ABREAST IN YOUR SUBJECT - EARN CREDIT TOWARD A DEGREE While teaching, use the HOME STUDY courses for Teachers in Rural. Primary, Grade and High Schools—or for Super- visors and Principals, which the University gives by correspondence. 450 courses in 45 subjects yield credit toward either a Bachelor’s degree or Teaching Certificate. Write for booklet giving full information. The Aniversity of Chicago 401 Ellis Hall Chicago Open to teachers: Summer Course on Correction of Speech Defects Lectures and Clinics—Four Hours Daily. Four WEEKS JuLY 7T—AUGUST 2. Saturday visits to four large hospitals and Feebleminded Schools. (Optional). Instructor, Dr. WALTER B. Swirr—Speech Specialist, A.B... S.B., M.D. (Harvard University). Methods installed in the public schools of fifteen cities. This course trains: 1. Teachers for speech correction in the publie schools. 2. Private teachers for speech correction. Details sent upon request. Write Swift School of Speech Correction—110 Bay State Road, Boston, Mass., for application blank. Mention Tur JournaL when writing our advertisers. Summer Schools Recent Research Bulletins of the National Education Association School Records and Reports. | 5, November, 1927. copy, 50 cents. Vol. V. No. 132 p. Price per Practices Affecting Teacher Personnel. Vol. VI, No. 4, September, 1928. 52 p. Price per copy, 25 cents. Can the Nation Afford to Educate Its Chii- dren? Vol. VI, No. 5, November, 1928 48 p. Price per copy, 25 cents. The Principal and Progressive Movements in Education. Vol. VII, No. 2, March, 1929. 60 p. Price per copy, 25 cents. Vitalizing the High School Curriculum. Vol. VII, No. 4, September, 1929. 104 p. Price per copy, 25 cents. The Principal as a Supervisor. Vol. VII, | No. 5, November, 1929. 84 p. Price per copy, 25 cents. The Questionnaire. Vol. VIII, No. 1, January, 1930. 52 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems. | Part I: Checklists. Vol. VIII, No. 2, March, 1930. 36 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems. Part II: Handbook. Vol. VIII, No. 3, May, 1930. 76 p. Price per copy 25 cents. Discount on Quantities of the Same Book. Every year more summer school instructors use these Research Bulletins for textbook and supplementary reading assignments. © Order now for delivery for summer school classes. © NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth St. N. W. WASHINGTON, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 193) , Il THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 TEMPLE UNIVERSITY Broad St. and Montgomery Ave. PHILADELPHIA, PA. qo 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 a ALBERT TEACHERS’ AGENCY 22:e<%. RANE CATAL SATE REET IE ATI oy teachers in the best Public STEER 25 E. Jackson Blvd., Chicago and Normal Schools. Also : for many Superint a 535 Fifth Ave., New York City High class clientage wee 721 Riverside, Spokane, Wash. let = valuable informa- 217 E. Williams, Wichita, Kans. ton free. “a : TEACHERS 28 EAST JACKSON BLVD. Kis “ise, CHICAGO Selective Service ranging from Primary Teachers to College Presidents. School officials as well as teachers will find the personal, sympathetic understanding of their needs a valuable enlargement of the recognized proficiency of this Agency. Write for details. 45th year oe SUMMER SESSION JUNE 30—AUGUST 8 SEND FOR BULLETIN Phone, Stevenson 7600 ALLIED PROFESSIONAL BUREAUS ™-£ducstor Exchange We recommend superior teachers for the better positions in Universities, Colleges, Teachers’ Colleges, and accredited Schools. Register Now—MARSHALL FIELD ANNEX BUILDING, CHICAGO, ILLINOIS . a H 139 Fage Ave., Syracuse 1020 McGee St., Kansas City The Everett 0, Fisk Teachers Agencies 1420 Chestnut St., Philadelphia Journal Pldg., Portland, Or. = 549 Union Trust Bldg., Pittsburgh 548 Spring St., Los Angeles 120 Boylston St., Boston 225 Fifth Avenue, New York 808 Title Bldg., Birmingham Send for Circular and Registration Form to any address above University of Pennsylvania Summer School JULY T—AUGUST 16 Graduate and undergraduate courses for men and women in Education, Educational Psychology, Commerce, Fine Arts, Physical Education, and all college subjects. | Write for Bulletin XXX, No. 20 | THE J. M. HAHN TEACHERS AGENCY A WESTERN PLACEMENT BUREAU ELEMENTARY, SECONDARY, COLLEGE Always in quest of outstanding educators for important positions. Teachers with higher degrees in demand. Doctors of Philosophy urgently needed for college and university positions. J. M. HAHN and Blanche Tucker, Managers, 2161 Shattuck Ave., Berkeley, California THE CARY TEACHERS’ AGENCY Our methods conform to the high- est standards of placement work €6 Pearl Street HARTFORD, CONN. Members National Assn. of Teachers’ Agencies ostor. Sues SOUTHERN TEACHERS’ AGENCY = Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Memphis, Tenn. Continuous registration in four offices. Covers the Middle Atlantic, South and Middle West. University of Vermont SUMMER SCHOOL July 7 to August 15 AMERICAN TEACHERS AGENCY 840 South Fourth Avenue VERNA IRENE SHUPE, Manager Pocatello, Idaho Superior service to school officials and teachers. TEACHERS WANTED NATIONAL TEACHERS AGENCY, Inc. D. H. Cook, Gen. Mgr., Philadelphia, Penna. Other Offices: Syracuse, N. Y.; Cincinnati, 0.; Northampton, Mass.; Memphis, Tenn. ; Pittsburgh, Penna.; New Haven, Conn. 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.LOUISM® BBOT T cenrrat, soutnern TEACHERS AGENCY WESTERN STATES 25 Years Teachers needed for Home Economics, Agriculture, Science, Mathematics, Latin. Principals, superintend- ents, private schools, colleges and high schools. Affiliated with Arkansas Teachers Agency. 201 Moore and Turner Building LITTLE ROCK, ARKANSAS Burlington-on-Lake Champlain WITTENBERG SUMMER SESSION First Term...June 16-July 19 | Second Term...July 21-Aug. 22 Offering Regular and special courses leading to the A. B., B. S. in Ed., and M. A. degrees. : Special Courses for School Administrators, High- School and Elementary Teachers. Tae The Blair Demonstration School offers courses 1n ae Excellent courses for graduates, undergraduates, teachers. Advan- tages of country with conveniences ‘ity > i *jlities ” Student Teaching and Observation under expert of city. Recreational facilities un NATIONAL ACADEMY OF cattle’ teachers cage surpassed. Trips to Montreal, Que- santana’. Laboratory Pre-School—A demonstration aches : N i ak rcursi ; a scientific child training. Special Bulletin availab : bec. Mountain and lake excursions hence teachers recommend for: Summer Coaching School June 16-28. Featur under summer school direction. At- a om age cemcit Yron ~ ing mentors Robert, Zuppke of a ae Teak “ erlior Vecoration, Commercial Art an llen of Kansas. end for detailec tin. tendance limited to 1000. W rite now Design. Individual instruction under successful artists For Bulletin Address for further information and _ illus- aids rapid progress. Demand for Graduates. wd : D trated catalogue. European Tom. Sepeevions Desmitesien. Cultural o Bae aoe 2ENNT ‘ T ee advantages of the City used. nter, Spring, and rector umm BENNETT C. DOUGLASS, Director Summer Terms. Proctor M. Fiske, Pres. WITTENBERG COLLEGE, SPRINGFIELD, OHIO CATALOG—BOX J, 230 E. OHIO ST., CHICAGO Mention THEr JournaL, when writing our advertisers. yy . man has attempted to produce a commodity to better serve his own needs, he has built into that product only those qualities that definitely contribute to its usefulness and efficiency. All other factors are eliminated. Only by the scientific control of the production of any article can these desirable qualities be retained and the unnecessary defects elim- inated. This is the underlying principle in the production of Sterling Life- long Blackboard. For, it possesses no qualities that do not make it more useful and efficient in the school- room. It is free from blemishes, WEBER Science produced irregularities and natural defects. Sterling is recognized as another triumph of science—the product of our laboratories after years of ex- haustive research—a permanent blackboard body, uniform and dur- able, with a better writing surface that only malice can deface. For 47 years this institution has Sterling Lifelong Blackboard Sterling a man-made blackboard to meet man’s needs! faithfully endeavored to make its contribution to educational prog- ress. And our pledge of satisfaction stands behind every foot of Sterling Lifelong Blackboard. For schools in which quality and permanence are of first importance—Sterling is the Blackboard to install. Our pledge of satisfaction stands behind Sterling. You should know all the facts about Sterling Lifelong Blackboard—the features that make it a better blackboard for your schools—a better investment of you. blackboard money. Address de- partment $615 for detailed facts and information. We will send you a sample of Sterling, too. COSTELLO COMPANY Chicago Heights, Illinois MAKERS OF Old Reliable Hylo- Sterling Lifelon plate— Erasers Blackboard—G lobes Maps—Crayon 55 Distributor Warehouses Assure You Immediate Service See our exhibit at the N. E. A. Meeting in Columbus. Booth No. B-13 When you want a fact in a hurry...go to Compton's ACT-INDEX! < More than 25,000 sepa- rate subjects—instantly available. A distinctive COMPTON feature! | Senend Compton’s. Know it as it is employed constantly be- a yond all other reference works in 25,000 separate entries—57,000 page references— thousands of schools the country Compton’s—with unfailing accuracy—information on every subject= % . oe all instantly accessible—is the ultimate in New-Type Encyclopedias Invaluable—complete—up-to-date Here is the most valuable of all teacher helps. Approved in every state where encyclopedias are regularly approved. Endorsed enthusi- astically by the nation’s leading educators. - Study Outlines, Picture Lists, Guides to Good Books, Interest-Questions—Problem Projects—arranged and edited by authorities who know the modern schoolroom problem. 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Did you know there are two “Grand Canals’—one in China and the other in Venice? Suppose you look up the “Grand Canal”. There you will find the exact page number —page 625—on which all the chief facts about the Chinese Grand Canal are collected. The whole procedure takes you from 30 to 60 seconds, aided by the Compton Fact-Index, against 5 to 15 minutes or more required to find the same topic in encyclopedias having no index. Suppose you are looking for “American Woodbine” or “American Ivy’. Unless you happen to know that these names refer to the “Virginia Creeper” you would be unable to locate the information in any encyclopedia without an index. Compton's eliminates guess work by indexing this item under all six headings: “American Ivy; American Woodbine; Ampelopsis; Virginia Creeper; Ivy, American; and Woodbine, American.” SEND THE COUPON for the new 56-page Book of Lessons from Compton's and Special Fact-Index Information Finer in physical make-up Physically finer—with each page an excellent et example of the printer’s art—easy-to-read ‘ type on better paper. Illustrations chosen exactingly from a specially collected group of more than 500,000 photographs. Halftone reproductions and every picture with a mean- ing. Clear, clean, useful maps. And all ten handsome volumes specially reinforced by the Compton Dura-Bound process, a binding that will outlast any standard binding three to one. Facts that only an Index can give you! Further—the Fact-Index provides definitions and pronunciations of unusual words—short biographical summaries, condensed geo- graphical information, resumes of important historical events—all to save time and trouble for you. Pictures, too, are indexed. Other- wise how would you know that a fine picture of a camel appears in the article on Sahara Desert? In both editorial content and struc- ture, this is typical of Compton’s—the great- est of all schoolroom encyclopedias. The Compton Plan saves you time And then—to eliminate dummy entries and endless, time-wasting cross-reference effort AN ENCYCLOPEDIA IS HALF WASTED WITHOUT AN INDEX! Send this COUPON 19 nea. F. E. COMPTON & COMPANY Compton Building, 1000 N. Dearborn St., Chicago Send me, free of charge and without obligation, the new 56 Page Book of Lessons from Compton's and Special Fact-Index Information. Eero atetrepseiee-< tana Pictured E ncyel opedia Position F. E. COMPTON & COMPANY, Compton Building, 1000 N. Dearborn St., Chicago