{"page": 1, "printed_page": null, "text": ""}
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{"page": 3, "printed_page": null, "text": "A-4^-C\ni\n\n"}
{"page": 4, "printed_page": null, "text": "Digitized by the Internet Archive\nin\n\n2007 with funding from\nMicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproceed56natiuoft\n\n"}
{"page": 5, "printed_page": null, "text": "ADDRESSES AND PROCEEDINGS\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n"}
{"page": 6, "printed_page": null, "text": ""}
{"page": 7, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n''^\n\nfyu CM^^^-L^'*\n\nt\n\nAddresses and Proceedings\nOF THE\n\nFIFTY-SIXTH ANNUAL MEETING\nHELD AT\n\nPITTSBURGH, PENNSYLVANIA\n\nJUNE 29-JULY 6\ni9i8\n\nVOLUME LVI\n\n19 18\n\npublfsbt bi3 tbc Hssociation\nsecretary's office, WASHINGTON, D.C.\n\n"}
{"page": 8, "printed_page": null, "text": "L\nId\n\nl^i<i\n\np. his Volume of the Proceedings is reduced\n\nbelow the usual size to comply with\n\nUnited States government instructions.]\n\nComposed and Printed By\nThe University of Chicagfo Press\nChicago, Illinois. U.S.A.\n\n"}
{"page": 9, "printed_page": null, "text": "——— ——————— ——————— ————— ——\n\n—\n\n—\n\nCONTENTS\nPAGE\n\nAct of Incorporation\n\ni\n\nBy-Laws\n\n5\n\nCalendar of Meetings\n\n13\n\nOfficers for 1917-18\n\n15\n\nSecretary's Minutes of General Sessions\n\n21\n\nGENERAL SESSIONS\nAddresses of Welcome:\nI.\n\nBabcock\n\n11.\n\nHamilton\n\n29\n.\n\n.\n\n30\n\n.\n\nResponse to Addresses of Welcome\nPresident's Address Bradford\n\nPreston\n\n32\n\n34\n\nThe New Program of the National Education Association—An Opportunity and\na Responsibility\n\n38\n\nSchaeffer\n\nThe Life-Career Motive in Education Ettinger\nThe Nation and the Crisis in Its Schools Swain\nThe Nation at War Scherer\nDemocracy Every Day Collier\nEducation and Our Democracy Bagley\nTraining for National Service\n\n42\n45\n\n49\n53\n55\n\nFinegan\n\n59\n62\n\nCofman\n\nCompetent Teachers for American Children\n\nThe Enlistment of the Profession Pearse\nThe Reconstruction of the Race Peterson\n\n66\n68\n\nWhy Should the Government Train for Foreign Service ?\nThe R6le of Woman in the New Internationalism Post\nPractical Education under Federal Guidance\n\nSwiggett.\n\n.\n\n.\n\n71\n\n74\n\nSmith\n\nEducation toward the Formation of Moral Character\n\n.\n\n....\n\nSnedden\n\n77\n\n79\n\nNew World-Standards of Educational Efficiency Brumbaugh\n\n84\n\nThe Immortal Confiict— West\nAn Interpretation of Life in Terms of Beauty and of Color in Terms of Music\n\n87\n\nMiles\nPatriotism\n\n91\n\n—Past, Present, and Future McElroy\n\nSome Educational Values of War Hall\nThe War and University Reform Phillips\nThe New Americanism Lane\nThe World's Food Supply and Woman's Obligation\nThe United States Boys' Working Reserve Wells\n\n94\n96\n100\n'\n\n.\n\n.\n\n104\n108\n113\n\n.\n\nThrift and National Service\n\n.\n\nAddams\n\nWar-Modified Education, the Teachers, and the Schools Siders\nWar-Modified Education and Illiteracy Stewart\nCharacter Education Fairchild\nWar-Modified Education and the Rise of the Common People thru It\n\nThe Rebuilding of Civilization thru the Schools\n\n.\n\n.\n\n.\n\n.\n\n115\n\n117\n\n120\n\nWinship\n\n.\n\nBlake\n\nVanderlip\n\n123\n\n124\n127\n\nThe National Emergency in Education Strayer\nThe Children's Year and the Opportunity of the Kindergarten for Conservation\nWork in Congested Cities Woodward\nV\n\n129\n131\n\n"}
{"page": 10, "printed_page": null, "text": "——— ——— — —————— ———— — — —\n\n—\n\nNA TIONA L EDUCATION AS.SOCIA TION\n\nvi\n\nTHE NATIONAL COUNCIL OF EDUCATION\nPAGE\nSecretary's Minutes\n\n—Pittsburgh Meeting\n\nThe Patriotism of War Savings\n\nThrift and Commercial Supremacy\nThrift in the Public Schools\n\n135\n\nStraus\n\n137\n\nBexell\n\n138\n\nChamberlain\n\n140\n\nDemocratic Factors in American Education Yocum\nA National Program of Health Education Wood\n\n141\n\n144\n\nClub Work and Salvage Daniel\nThe War Garden Movement Wilson\n\n146\n\n148\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nSecretary's Minutes\n\n151\n\nWhat the Government Is Doing to Conserve Child Life\n\nMerritt\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n152\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSecretary's Minutes\n\n157\n\nManual Arts for Social Needs and for Daily Living Thompson\nThe Body a Fit and Perfect Tool—5Me\nTraining for Social Adjustment The Citizens of the Future Bradford\n.\n\n—\n\nA Better Appreciation of Cultural Values Schaeffer\nDiscussion: A Better Appreciation of Ethical Values:\n\n158\n159\n160\n163\n\nBrubacher\n\n164\n\nChancy\n\n166\n\nThe Kindergarten as a Factor in Americanization\n\nHedger\n\nSpoken English as a Factor in Americanization Barnes\nAmericanization thru School Gardens Kilpatrick\n\n.\n\n167\n.\n\n.\n\n.\n\n.\n\n.\n\n171\n\n174\n\nDEPARTMENT OF SECONDARY EDUCATION\nSecretary's Minutes\n\n177\n\nMothers of Democracy Allerdice\nPhysical Education in the High School in the Present Emergency\nCitizenship and Athletics A Concrete Example\nThistlethwaite\nThe Emergency in Secondary Education Stray er\nEducation of the Adolescent in England Roscoe\n\n178\n\n—\n\nSmall\n.\n\n.\n\n.\n\n.\n\n181\n\n.\n\n.\n\n183\n\n187\n188\n\nDEPARTMENT OF HIGHER EDUCATION\nSecretary's Minutes\n\nigi\n\nThe Bill for a National Department of Education\nSex Education and the War\n\nEducation after the War\n\nMacCracken\n\n.\n\n,\n\n.\n\nColeman\n\n.\n\n191\n\n195\n\nMunroe\n\n196\n\nThe Problems of Historical Scholarship and Teaching as Affected by the War\nGreene\n\nThe Emergency Council on Education Cowling\nThe Committee on Education and Special Training\nThe Present Emergency in Education Strayer\n\n199\n200\n\nCapen\n\nA New Educational Agency—Fori\n\n205\n\n205\n207\n\nDEPARTMENT OF NORMAL SCHOOLS\nPITTSBURGH MEETING\nSecretary's Minutes\n\nTraining for National Service in Normal Schools\n\n209\n\nCoffman\n\n209\n\n"}
{"page": 11, "printed_page": null, "text": "———— — —— —— —— —— —\n——— —— —\n\n—\n\n—\n\nCONTENTS\n\nvu\nPAGE\n\nCoordination of Theory and Practice in Normal Schools Sprague\nReport of Committee on Federal Aid and the Training of Teachers\n\n.\n\n.\n\n.\n\n212\n\nKeith\n\n.\n\n.\n\n214\n\n.\n\n.\n\n.\n\n217\n\n.\n\nThe State Normal Schools and the Problems of Child Health—Small\n\nATLANTIC CITY MEETING\nSecretary's Minutes\n\n219\n\nBringing the College to the Normal School\n\nPrepare Rather than Train for Teaching\n\nPhilips\n\n220\n\nWinship\n\n222\n\nMaintaining an Adequate Supply of Teachers without Lowering Standards:\n226\n\nI. Pitman\nn. Butcher\n\n229\n\nThe Distinction between Academic and Professional Subjects\n\nBagley\n\n.\n\n.\n\n229\n\n.\n\nDEPARTMENT OF BUSINESS EDUCATION\nOfficers\n\n23s\n\nResolutions\n\n235\n\nCommercial Education after the War Holds-worth\nCommercial Education in Preparation for Foreign Service\nCommercial-Education Statistics O'Keefe\n\n236\nSwiggett\n\n.\n\n.\n\n238\n\n.\n\n240\n\n.\n\nDEPARTMENT OF VOCATIONAL EDUCATION AND PRACTICAL ARTS\nSecretary's Minutes\n\n249\n\nThe Reeducation of Our Returning Disabled Soldiers after the War\nThe American Homemaker and Reconstruction Baylor\n\nA State Plan for Vocational Training\n\nDuffy\n\n251\n\n.\n\n.\n\n253\n\nBurdge\n\n254\n\nThe Influence of War Conditions on Vocational Education for Girls\nPreparing the Boy for Industry Park\n\nWoolman\n\nEducation Is Preparation for Life Holder\nVocational Reeducation of Disabled Spldiers Canada's Experience Kidner\nThe Readjustment of the School from the Viewpoint of a Manufacturer Munroe\n\n—\n\nVocational Education under the Smith-Hughes Act\n\n256\n\n.\n\n259\n261\n.\n\n264\n265\n\n266\n\nProsser\n\nThe Rehabilitation of Disabled Soldiers and Sailors or Victims of Industry\nWinslow\nAgricultural Education under the Smith-Hughes Act\n\nGreathouse\n\n....\n\n268\n\n269\n\nDEPARTMENT OF RURAL AND AGRICULTURAL EDUCATION\nSecretary's Minutes\n\n271\n\nThe Relationship between Teacher-Training Departments imder the Provisions of\nthe Smith-Hughes Act and State Supervisors of Agriculture for the State\n\nBoards for Vocational Education\n\nWorks\n\nProject Methods in Teacher Training in Vocational Agriculture\nProject Methods in Teacher-Training Courses\n\n272\n\nNolan.\n\n.\n\n.\n\nTaylor\n\n275\n\n276\n\nSectional Conferences and Periods of Professional Improvement Work for Teachers\nof High-School Agriculture\nHome-Project Work Too Small\n\nStimson\n\n278\n\n—Something Bigger Needed—A Substitute in\n\nOperation\n\nWelles\n\n283\n\nThe Birth and Childhood of Vocational Education with a Forecast of Its Development during Adolescence Snedden\nThe New Education in Agriculture Based on Sound Pedagogy Hart\nEffect of Rural Continuation School on Agricultural Efficiency\n\n286\n\n.\n\n.\n\n.\n\n287\n\nStimson\n\n.\n\n.\n\n291\n\n"}
{"page": 12, "printed_page": null, "text": "——— —— — — — ——— —— —\n\n— — —\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\n\nviii\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nPAGE\nSecretary's Minutes\n\n295\n\nDEPARTMENT OF SPECIAL EDUCATION\nSecretary's Minutes\n\n297\n\nThe Practical Value of Psychological Tests—Do They Find the Bright and Dull\nPupils?\n\nLuckey\n\n298\n\nThe Practical Value of Psychological Tests— Do They Find the Bright and Dull\nPupils?\n\nSutherland\n\n300\n\nThe Practical Value of Psychological Tests—Do They Find the Bright and Dull\nPupils?\n\nCody\n\n302\n\nWhat and How to Teach Defectives\n\nSteinbach\n\n304\n\n—\n—\n\nOvercoming the Objection of Parents to the Special Class Can It Be Done?\nHow? Blackmar\nOvercoming the Objection of Parents to the Special Class Can It Be Done?\nHow? Kordsiemon\nAfter-School Care of the Feeble-Minded Steinbach\nDoes the Special Class Equip Pupils for Industrial Employment? Whitney\nDoes the Special Class Equip Pupils for Industrial Employment in the Community? Can the Cooperation of Employers During and Following the\nSchool Period Be Obtained and How ? Corson\n.\n\n305\n\n307\n309\n310\n\n312\n\nDEPARTMENT OF MUSIC EDUCATION\nSecretary's Minutes\n\n'\n\n315\n\nThe Essential Factor in Musical Education\n\nEar hart\nIn What Direction Is Public Music Education Tending ?\n\n316\n\nMcConathy\n\n.320\n\n.\n\n.\n\nDEPARTMENT OF CHILD HYGIENE\nSecretary's Minutes\n\n323\n\nWhat Teachers Ought to Know about the Physical Growth of Children— Ty/er\nThe Mental Development of Children\nMental Hygiene Burnham\n\nA General Survey of Child-Study\nChildren's Sense of Time\n\nLuckey\n\n.\n\n*\n.\n\n323\n326\n\n329\n\nHall\n\n332\n\nBarnes\n\n335\n\nDEPARTMENT OF PHYSICAL EDUCATION\nSecretary's Minutes\n\nThe Strength of a Nation Promoted thru Physical Education Bucke\nThe Influence of Physical Education on the Development of the Individual\n.\n\n.\n\n.\n\nReplogle\n\n339\n340\n343\n\nEflFects of Physical Education on School Morale\n\nPhysical Education in Rural Schools\n\nCreed of Physical Education\n\nPrentice\n\n345\n\nHill\n\n347\n350\n\nWarden\n\nThe Policy of New York State with Regard to Physical Training— i2«gg5\n\nWomen and the War\n\n.\n\n.\n\nBaer\n\nEffective Health Education thru Public Schools\n\n352\n355\n\nGregory\n\n357\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nSecretary's Minutes\n\nIntroductory Address\n\n35q\n360\n\nWunderlich\n\nRecent Growth in the Admmistration of City Schools—Deffenbaugh\n\n.\n\n.\n\n.\n\n361\n\n"}
{"page": 13, "printed_page": null, "text": "I\n\n— — ———— ————————————\n\n— —— — — ———\n\n—\n\nCONTENTS\n\nIX\nPAGE\n\nAmericanization as a War-Time Duty of the Schools\nSchool Finances as a War-Time Problem\nSchool Budgets and School Finance\n\nUniformity in School Accounting\n\nWar Policies for Schools\n\nTaylor\n\nBecht\n.\n\n.\n\n363\n.\n\n.\n\n.\n\n.\n\n.\n\nGriswold\n\n364\n367\n\n369\n\nStover\n\nGerwig\n\n375\n\nThe Responsibility of Boards of Education\n\nPerkins\n\n377\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes\n\n381\n\nThe Training of Teachers as a Factor in Establishing Professional Standards\nFahey\n\n.\n\n.\n\n.\n\n.\n\n382\n\n^\n\nThe Status of the Classroom Teacher\n\nBagley\n\nCauses of the Present Shortage of Teachers\n\n.\n\nEnnis\n\n383\n387\n\nDEPARTMENT OF DEANS OF WOMEN\nSecretary's Minutes\n\n391\n\nWhere There Are No Dormitories, and Housing\n\nOrganization of Social Life\n\nStudents under Such Conditions\n\nSanford\n\n393\n\nWhat a President May Rightly Expect from a Dean of Women Dick\nWhat the Dean May Rightly Expect from the President Smith\nWhat a Dean May Rightly Expect from a President Richards\n\n.\n\n.\n\n.\n\n....\n.\n\n.\n\nThe College Community Life as an Opportunity for Socialization\nDeaning in the Public High School\n\nWhat Constitutes Social Ethics\nCollege Women in Business\n\nSome Ideals for Deans\n\nKerr\n\n.\n\n.\n\n.\n\n.\n\nPurdue\n\n395\n\n397\n\n399\n402\n\n404\n\nStevens\n\n407\n\nPrince\n\n409\n\nWoolley\n\n411\n\nCooperation between School and College in Character Formation\n\nMacVay\n\n.\n\n414\n\nDEPARTMENT OF SCHOOL PATRONS\nSecretary's Minutes\nPresident's Address\n\n419\n421\n\nHarding\n\nReport of the Association of Collegiate Alumnae for the Year 1917-18\n\nReport of Committee on Education, National Council of Jewish Women\nReport of Pennsylvania Department of School Patrons Long\nGeneral Federation of Women's Clubs Parker\n.\n\nGuarding the Schools in War Time Barnum\nConserving the Health of School Children Hobson\nReport of the Committee on Vocational Supervision Moore\nGuarding the Schools in War Time McN aught\nRural Schools in the War Harvey\nThe Status of the Child, State and National, as a Result of the War\nHealth Problems in Education Jean\n\nMartin\nLong\n\n.\n\n.\n\n.\n\n422\n\n.\n\n425\n\n.\n\n427\n427\n\n430\n432\n433\n\nSwift\n\n.\n\n435\n438\n440\n443\n\nLIBRARY DEPARTMENT\nSecretary's Minutes\n\n447\n\nThe Child and the Book in War Time?.— Hunt\nSelecting Books for High-School Boys\n\nMiller\n\nPracticable Library Cooperation with Junior\n\nSchools\n\nRice\n\n.448\n\n'\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n,\n\n.\n\n449\n\nRed Cross Organizations in Rural\n450\n\n"}
{"page": 14, "printed_page": null, "text": "—— —— —\n\n—\n\n— —\n\n——— —————\n\n— ——\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\nPAGE\n\nLibrary Co-operation with the\n\nReport of the Elementary-School Committee:\n\nJunior Red Cross Cutter\nThe High-School Student and the Book—Aley\nThe Relation of the High-School Library to Modern Educational Aims Churchill\nHigh-School Library Standardization Aims from the Point of View of the School\n.\n\nAdministrator\n\nWar Library Service\n\n.\n\nNewlon\n\n452\n\n454\n457\n\n460\n461\n\nBrett\n\nLibrary Co-operation with the Junior Red Cross\n\nPower\n\n461\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSecretary's Minutes\n\n465\n\nNeeded Modifications in Textbooks as Shown by the War\n\nHunter\n\n.\n\n.\n\n.\n\n465\n\nDEPARTMENT OF THE WIDER USE OF SCHOOLHOUSES\nSecretary's Minutes\n\n471\n\nDEPARTMENT OF SUPERINTENDENCE\nSecretary's Minutes\n\nAddress of Welcome\n\n473\n481\n\nKendall\n\nResponse to Addresses of Welcome\nAddress\n\nBradford\n\n483\n\nWhitman\n\n485\n\nTopic: Centralizing Tendencies in Educational Administration:\nA. Limitations of State Control in Education\n\nSmith\n\n....\n\nThe County as a Unit for Local Administration Cook\nC. The Township as a Unit for Local Administration Teitrick\n\nB.\n\n.\n\n.\n\n.\n\n490\n493\n497\n\nD. How a State Department May Stimulate Local Initiative and Increase\nEfficiency\n\nStrayer\n\n501\n\nTopic: Opportunity and Leadership in American Education:\nA. The Place of the State Supported and Managed Institution\n\nWheeler\n\n.\n\n508\n\n.\n\n.\n\n511\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nThe Place of the Educational Institution for Women McLean.\nC. The Place of the Educational Foimdation Furst\nD. The View of the Entire Situation from the Outside Seitz\nReport of the Committee on Economy of Time in Elementary Education\nEconomy in Learning in Relation to Economy of Time Horn\nThe Problem-Project Attack in Organization, Subject-Matter, and Teaching\nB.\n\n.\n\n.\n\n.\n\n.\n\n515\n\nKilpatrick\n\n519\n520\n526\n\n528\n\nSchool Practice as Affected by the Reports of the Committee on Economy of Time\n\n—Kendall\n\n531\n\nReport of the Committee on Publicity\nReport of Commission on Administrative Legislation\n\nThe Report of Committee on Cooperation of Boards of Education\n\nA Message from France\n\n533\n\n535\n.\n\n.\n\n.\n\nFinley\n\n549\n552\n\nTopic: National Responsibility for Education of the Colored People:\nA. The Status of Negro Education Miller\nB. The Nation's Responsibility to the South for Negro Education Williams\n\nThe Nation's Responsibility to Itself for Negro Education and Its Constitutional Power to Render Aid Thereto Fisher\nStandardization of Schoolhouse Planning and Construction Cooper\nWork and Scope of the Junior Red Cross—If acCracyfeew\n\n555\n\n558\n\nC.\n\n.\n\nScouting Education for Girls\n\nLeland\n\n.\n\n.\n\n562\n\n568\n576\n\n579\n\n"}
{"page": 15, "printed_page": null, "text": "—\n\n— —— —— ————\n\n—————— —\n\nCONTENTS\n\nXI\nPAGE\n\nConference of State Superintendents\n\nA.\n\nThe New Responsibilities and Opportunities Which the War Situation Has\n\n....\n\n583\n\nHow Shall We Conduct the Thrift Campaign so as to Cause It to Attain Its\nMaximum Effectiveness ?—S hawkey\n\n589\n\nBrought to the State Department and the Schools\n\nKeeler\n\nConference of County Superintendents\n\nB.\n\nThe Cotmty Superintendency and Its Problem\nStandardizing the Small Country School\n\nThe County as a Unit of Organization\nRural School as a Social Center\n\n593\n\n595\n598\n602\n\nlinger\n\nHayes\n\nConference of Superintendents of\n\nC.\n\nFair\n\nBinford\n\nCities\n\nwith Population over\n\n250,000\n\nFinancing the Public School\n\nHartwell\n\n605\n\nWhy the Cost of Public Education Is Constantly Increasing\nEducating the Public to the Financial Needs of the School\nEfidcient Finance for the City School System\n\nShoop\nStrayer\n\n.\n\n.\n\n.\n\n607\n\n.\n\n.\n\n.\n\n609\n\nBallou\n\n613\n\nD. Conference of Superintendents of Cities with Population between\n25,000\n\nand 250,000\n\nTopic: Leadership in Education:\nA. Leadership as Found Today in Instruction in Interpreting the Curricu-\n\nlum:\nI.\n\nII.\n\nB.\n\nIn the Superintendent\n\n618\n\nThornhurg\n\nIn Principals and Supervisors\n\nStoops\n\n623\n\nHow Leadership in Making New Adjustments in Education Must Be\nProvided\n\nHorn\n\n628\n\nC. Direct Instruction in Citizenship in the High School\n\nD. Thrift in Relation to Public Schools\n\nE.\n\nBennion\n\n.\n\n.\n\nSmith\n\n632\n\n638\n\nConference of Superintendents of Cities with Population between\n15,000 AND 25,000\nTopic:\n\nWar Problems:\n\n—A Twelve Months' School, Divided into Four\n.641\nB. Conservation\nResources— School Savings Banks and Thrift Education\n—Eldred\n645\nC. Increast Food Production—Home Gardening Sherman ....\n649\n\nA.\n\nEconomy of Time\nQuarters\n\nPalmer\nof\n\nD. A Practical Program of Patriotic Instruction\n\nF.\n\nBlair\n\n.\n\n.\n\n.\n\n.\n\n652\n\nConference on Compulsory Education, School Census, and Child\n\nWelfare\nEnforcement of the United States Child-Labor Law Abbott\nChild-Welfare Laws of Minnesota Challman\nThe Need of a Continuing Census of Children of School Age Davis\nCauses of Absence from Rural Schools Clapper\nPart-Time V. The Special Teacher as the Economic Solution of the\nSpeech-Disorder Problem in Public Schools Swift\n.\n\n.\n\n.\n\n.\n\n.\n\n657\n662\n665\n668\n\n671\n\n"}
{"page": 16, "printed_page": null, "text": "—\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\n\nxii\n\nPAGE\n\nConference on Physical Training\n\nG.\n\nWork with School Children in War Times:\nThe Vital Necessity of Physical Training for the Country Boy and Girl\n\nTopic: Physical-Welfare\nA.\n\n—Sargent\n\nB. Principles Underlying Minimum Essentials of Exercises\n\nStecher\n\n677\n681\n\n.\n\nNecrology\nStandard Library Organization and Equipment for Secondary Schools of Different\nSizes\n\nCertain\n\nReport of the Committee on Teachers' Salaries, Tenure, and Pensions\nGeneral Index\n\n685\n691\n\n.\n\n.\n\n721\n\n791\n\n"}
{"page": 17, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\n1857-1870\n\nThe National Teachers Associaton\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\n\nPurpose\n\n— To\n\nelevate the character and advance the interests oj the profession\n\nof teaching, and to promote the cause of popular education in the United\nStates.\n\nThe name of the association was changed at Cleveland, Ohio, on\nAugust 15, 1870, to the \"National Educational Association.\"\n1870-1907\n\nNational Educational Assoclation\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, \"National Education Association,\" which was\nchanged to \"National Educational Association,\" by certificate filed\n\nNovember 6, 1886.\n1907-\n\nNational Education Association of the United States\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the \"National Educational Association.\"\n\nThe charter was\n\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\n\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nBe it enacted by the Senate and House of Representatives of the United States of America in\nCongress assembled:\n\nSection i. That the following named persons, who are now oflficers and directors\nand trustees of the National Educational Association, a corporation organized in the\nyear eighteen hundred and eight-six, under the Act of General Incorporation of the\nRevised Statutes of the District of Columbia, viz. Nathan C. Schaeffer, *Eliphalet Oram\nLyte, *JohnW.Lansinger, of Pennsylvania; IsaacW. Hill, of Alabama; Arthur J.Matthews,\nof Arizona; John H. Hinemon, George B. Cook, of Arkansas; Joseph O'Connor, *Josiah\nL. Pickard, Arthur H. Chamberlain, of California; Aaron Gove, *Ezekiel H. Cook, Lewis\nC. Greenlee, of Colorado; Charles H. Keyes, of Connecticut; *George \\V. Twitmyer of\n:\n\nDelaware;\n\n*J. Ormond Wilson,\n\n* Deceased.\n\n* William T. Harris, Alexander T. Stuart, of the District\n\n"}
{"page": 18, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nClem Hampton, of Florida; William M. Slaton, of Georgia; *FrancesMann,\n\nof Columbia;\n\nof Idaho; J. Stanley Brown, *Albert G. Lane, Charies I. Parker, John W. Cook, *Joshua\nPike, Albert R. Taylor, *Joseph A. Mercer, of Illinois; *Nebraska Cropsey, Thomas A.\n\nMott, of Indiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V.\nStorm, of Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett, *Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; *Warren Easton, of Louisiana;\n\n*John S. Locke, of Maine;\n\nM. Bates Stephens, of Maryland;\n\nCharles W. Eliot,\n\n*Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A, Graham, Charles G. White,\nWilliam H. Elson, of Michigan; *William F. Phelps, *Irwin Shepard, John A. Cranston, of\nMinnesota; Robert B. Fulton, of Mississippi; *F. Louis Soldan, *James M. Greenwood,\n\nWilliam J. Hawkins, of Missouri;\n\n*Oscar J. Craig, of Montana;\n\nGeorge L. Towne, of\n\nNebraska; *Joseph E. Stubbs, of Nevada; James E. Klock, of New Hampshire; James M.\nGreen, John Enright, of New Jersey; *Charles M. Light, of New Mexico; *James H. Canfield, Nicholas Murray Butler, William H. Maxwell, Charles R. Skinner, *Albert P. Marble,\nJames C. Byrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina;\n*Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L.\nGriswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma; *Charles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs,\nof Rhode Island; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adelbert\nLange, of South Dakota; *Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of Texas;\nDavid H. Christensen, of Utah; *Henry O, Wheeler, Isaac Thomas, of Vermont; Joseph\nL. Jarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall,\nLucy Robinson, of West Virginia; Lorenzo D. Harvey, of Wisconsin; *Thomas T. Tynan,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F. Griflfiths,\nof Hawaii; C. H. Maxson, of the Philippine Islands, and such other persons as now are\nor may hereafter be associated with them as officers or members of said Association, are\nhereby incorporated and declared to be a body corporate of the District of Columbia\nby the name of the \"National Education Association of the United States,\" and by that\nname shall be known and have perpetual succession with the powers, limitations, and\n\nrestrictions herein contained.\n\nSec. 2. That the purpose and object of the said corporation shall be to elevate the\ncharacter and advance the interests of the profession of teaching and to promote the cause\nof education in the United States.\n\nThis corporation shall include the National Council of\nEducation and the following departments, and such others as may hereafter be created by\norganization or consolidation, to wit: the Departments, first, of Superintendence; second,\nof Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth,\nof Manual Training; sixth, of Art Education; seventh, of Kindergarten Education; eighth,\nof\n\nMusic Education; ninth, of Secondary Education;\n\ntenth, of Business Education;\n\neleventh, of Child Study; twelfth, of Physical Education; thirteenth, of Natural Science\nInstruction;\n\nfourteenth, of School Administration;\n\nfifteenth, the\n\nLibrary Department;\n\nsixteenth, of Special Education; seventeenth, of Indian Education; the powers and duties\n\nand the number and names of these departments and of the National Council of Education may be changed or abolished at the pleasure of the corporation, as provided in its\nby-laws.\n\nSec. 3.\n\nThat the said corporation shall further have power to have and to use a\n\ncommon seal, and to alter and change the same at its pleasure; to sue or to be sued in any\ncourt of the United States, or other court of competent jurisdiction; to make by-laws not\ninconsistent with the provisions of this act or of the Constitution of the United States;\nto take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal\nestate, and to hold, grant, convey, hire, or lease the same for the purposes of its incorporation;\n\nand to accept and administer any trust of real or personal estate for any educational\n\npurpose within the objects of the corporation.\nDeceased.\n\n"}
{"page": 19, "printed_page": null, "text": "ACT OF INCORPORATION\nSec. 4. That all real property of the corporation within the District of Columbia,\nwhich shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purposes of producing income, and all personal property\nand funds of the corporation held, used, or invested for educational purposes aforesaid,\nor to produce income to be used for such purposes, shall be exempt from taxation;\nprovided, however, That this exemption shall not apply to any property of the corporation\nwhich shall not be used for, or the income of which shall not be applied to, the educational\npurposes of the corporation; and, provided further, That the corporation shall annually\nfile, with the Commissioner of Education of the United States, a report in writing, stating\nin detail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding year.\nSec. s. That the membership of the said corporation shall consist of three classes of\nmembers viz., active, associate, and corresponding whose qualifications, terms of\nmembership, rights, and obligations shall be prescribed by the by-laws of the corporation.\nSec. 6. That the ofiicers of the said corporation shall be a President, twelve VicePresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee, and\na Board of Trustees.\nThe Board of Directors shall consist of the President, the First Vice-President, the Secretary, the Treasurer, the chairman of the Board of Trustees, and one additional member\nfrom each state, territory, or district, to be elected by the active members for the term of\none year, or until their successors are chosen, and of all life directors of the National Educational Association. The United States Commissioner of Education, and all former\nPresidents of the said Association now living, and all future Presidents of the Association\nhereby incorporated, at the close of their respective terms of ofl&ce, shall be members of\nthe Board of Directors for life. The Board of Directors shall have power to fill all vacancies\nin their own body; shall have in charge the general interests of the corporation, excepting\nthose herein intrusted to the Board of Trustees; and shall possess such other powers as\nshall be conferred upon them by the by-laws of the corporation.\nThe Executive Committee shall consist of five members, as follows: the President of\nthe Association, the First Vice-President, the Treasurer, the Chairman of the Board of\nTrustees, and a member of the Association, to be chosen annually by the Board of Directors, to serve one year.\nThe said committee shall have authority to represent, and to act\nfor the Board of Directors in the intervals between the meetings of that body, to the extent\nof carrying out the legislation adopted by the Board of Directors under general directions\nas may be given by said board.\nThe Board of Trustees shall consist of four members, elected by the Board of Directors\nfor the term of four years, and the President of the Association, who shall be a member\nex officio during his term of office. At the first meeting of the Board of Directors, held\nduring the annual meeting of the Association at which they were elected, they shall elect\none trustee for the term of four years. All vacancies occurring in said Board of Trustees,\nwhether by resignation or otherwise, shall be filled by the Board of Directors for the unexpired term; and the absence of a trustee from two successive annual meetings of the board\n\n—\n\n—\n\nshall forfeit his membership.\n\nSec. 7.\n\nThat the invested fund now known as the \"Permanent Fund of the National\n\nEducational Association,\" when transferred to the corporation hereby created, shall be\nheld by such corporation as a Permanent Fund and shall be in charge of the Board of Trustees, who shall provide for the safekeeping and investment of such fund, and of all other\n\nfunds which the corporation may receive by donation, bequest, or devise.\n\nNo part of the\n\nprincipal of such Permanent Fund or its accretions shall be expended, except by a two-\n\nthirds vote of the active members of the Association present at any annual meeting, upon\n\nthe recommendation of the Board of Trustees, after such recommendation has been\n\napproved by vote of the Board of Directors, and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Association. The income of the\n\n"}
{"page": 20, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nPermanent Fund shall be used only to meet the cost of maintaining the organization of\nthe Association and of publishing its annual volume of Proceedings, unless the terms of the\ndonation, bequest, or devise shall otherwise specify, or the Board of Directors shall otherwise order.\n\nIt shall also be the duty of the Board of Trustees to issue orders on the Treas-\n\nurer for the payment of all bills approved by the Board of Directors, or by the President and\nSecretary of the Association acting under the authority of the Board of Directors. When\npracticable, the Board of Trustees shall invest, as part of the Permanent Fund, all surplus\n\nfunds exceeding five hundred dollars that shall remain in the hands of the Treasurer after\n\npajdng the expenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the ensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall also be\nsecretary of the Executive Committee, and shall fix the compensation and the term of his\noffice for a period not to exceed four years.\n\nSec. 8.\n\nThat the principal ofiace of the said corporation shall be in the city of Wash-\n\nington, District of Columbia; provided, That the meetings of the corporation, its officers,\n\ncommittees, and departments, may be held, and that its business may be transacted, and\n\nan ofl&ce or offices may be maintained, elsewhere, within the United States, as may be\ndetermined, by the Board of Directors, or otherwise in accordance with the by-laws.\nSec. 9.\n\nThat the charter, constitution, and by-laws of the National Educational\n\nAssociation shall continue in full force and effect until the charter granted by this act shall\n\nbe accepted by such Association at the next annual meeting of the Association, and until\nnew by-laws shall be adopted; and that the present officers, directors, and trustees of said\nAssociation shall continue to hold offi<ie and perform their respective duties as such until\n\nthe expiration of terms for which they were severally elected or appointed, and until\ntheir successors are elected.\n\nThat at such annual meeting the active members of the\n\nNational Educational Association, then present, may organize and proceed to accept the\ncharter granted by this act and adopt by-laws, to elect officers to succeed those whose\n\nterms have expired or are about to expire, and generally to organize the \"National Education Association of the United States\";\n\nand that the Board of Trustees of the corporation\n\nhereby incorporated shall thereupon, if the charter granted by this act be accepted, receive,\n\ntAe over, and enter into possession, custody, and management of all property, real and\npersonal, of the corporation heretofore known as the National Educational Association,\n\nincorporated as aforesaid, under the Revised Statutes of the District of Columbia and\nall its rights, contracts, claims,\n\nand property of every kind and nature whatsoever, and\n\nthe several officers, directors, and trustees of such last-named Association, or any other\n\nperson having charge of any of the securities, funds, books, or property thereof, real or\npersonal, shall on demand deliver the same to the proper officers, directors, or trustees\nof the corporation hereby created.\n\nProvided, That a verified certificate executed by the\n\npresiding officer and secretary of such annual meeting, showing the acceptance of the\n\ncharter granted by this act by the National Educational Association, shall be legal evidence\nof the fact, when filed with the Recorder of Deeds of the District of Columbia; and, pro-\n\nvided further, That in the event of the failure of the Association to accept the charter\n\ngranted by this act at said annual meeting then the charter of the National Educational\nAssociation and its corporate existence shall be and are hereby extended until the thirtyfirst day of July, nineteen hundred and eight, and at any time before said date its charter\n\nmay be extended in the manner and form provided by the general corporation law of the\nDistrict of Columbia.\n\nSec. 10.\n\nThat the rights of creditors of the said existing corporation, known as the\n\nNational Educational Association, shall not in any manner be impaired by the passage\nof this act, or the transfer of the property heretofore mentioned, nor shall any liability or\n\nobligation, or the payment of any sum due or to become due, or any claim or demand,\nin any manner, or for any cause existing against the said existing corporation, be released\n\nor impaired; and the corporation hereby incorporated is declared to succeed to the obli-\n\n"}
{"page": 21, "printed_page": null, "text": "BY-LAWS\ngations and liabilities, and to be held liable to pay and discharge all of the debts, liabilities,\n\nand contracts of the said corporation so existing, to the same effect as if such new corporation had itself incurred the obligation or liability to pay such debt or damages, and no\naction or proceeding before any court or tribunal shall be deemed to have abated or been\ndiscontinued by reason of this act.\nSec. II. That Congress may from time to time alter, repeal, or modify this act of\nincorporation, but no contract or individual right made or acquired shall thereby be\ndivested or impaired.\n\nApproved June 30, 1906.\nAccepted and adopted as the constitution of the National Education Association of\nthe United States by the active members of the National Educational Association in annual\nsession at Los Angeles, California, July 10, 1907.\n\nBY-LAWS\n(Amended at meeting of active members held in New York City, July 7, 1916)\n\nARTICLE I— MEMBERSHIP\nSection i.\n\nTeachers, others actively engaged in educational work, and educational\n\ninstitutions as defined in Section 2, may become active members of the National Education\n\nAssociation of the United States upon the payment of an enrolment fee of two dollars\n\nand the annual dues for the current year.\nSec.\n\n2.\n\nEducational institutions shall include schools, school boards, library\n\nboards, educational publishers, and such clubs and similar organizations as are distinctly\n\neducational or have educational departments properly organized with a definite membership.\n\nSec. 3.\n\nEducational institutions as defined in Section 2 may be enroled as active\n\nmembers and represented by any person regularly connected with or a member of the\ninstitution, and such representative may exercise all the rights and enjoy all the privileges\nof active membership, including the right to vote at business meetings; provided, That\nsuch representative presents a certificate showing that the person named therein has been\nregularly elected as such representative of the faculty or membership of such institution;\nbut no person shall under any circumstances have the right to cast more than one\nvote.\n\nSec.\n\n4.\n\nThe annual dues of active members are two dollars, which shall be paid\n\nat the time of the annual meeting of the Association, or shall be sent to the Secretary\n\nbefore\n\nNovember i of each year.\n\nAn active member may discontinue his memberNovember i. An active member\n\nship by giving written notice to the Secretary before\nforfeits his\n\nmembership by being two years in arrears.\n\nThose who have forfeited or\n\ndiscontinued their membership may exercise the option of renewing the same by paying\nall arrears and getting\n\nthe publisht Proceedings of the intervening years, or of becoming\n\nmembers on the same terms as new members.\n\nActive members shall be entitled to the\n\npublisht Proceedings without coupon or other conditions.\n\nSec. 5. All life-members and life-directors shall be denominated active members,\nand shall have all the rights and privileges of such members without the payment of the\n\nannual dues.\nis\n\nSec. 6. The right to vote and to hold office in the Association or the departments\nopen to all active members whose dues are paid; the right to vote and hold office in\n\nthe Council is open to members of the Council whose dues are paid.\n\nSec.\n\n7.\n\nAny person may become an associate member for one year by paying a\n\nmembership fee of two dollars.\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nEminent educators not residing in America may be elected, by the Board\nThe number of corresponding members shall at\nno time exceed fifty. They shall not pay any dues.\nSec. 9. The names of active and corresponding members shall be printed in the\nSec.\n\n8.\n\nof Directors, corresponding members.\n\npublisht Proceedings, or the Yearbook of the Association, with their respective educational titles, offices, and addresses.\n\nARTICLE II— ELECTION OF OFFICERS\nSection\n\ni.\n\nThe\n\nPresident,\n\nVice-Presidents,\n\nTreasurer,\n\nand Directors\n\nof\n\nthe\n\nNational Education Association of the United States shall be chosen by the active\nmembers of the Association by ballot, at their annual business meeting, a majority of\nthe votes cast being necessary for a choice.\n\nThey shall continue in office until the close\n\nof the annual meeting subsequent to their election, and until their successors are chosen,\n\nexcept as herein provided.\n\nThe Secretary and the Treasurer shall enter upon their\n\nduties at a date which shall be determined by the Board of Trustees and which shall\n\nnot be later than the first of October and shall continue in office during the terms for\n\nwhich they are separately chosen and until their successors are duly elected.\n\nARTICLE III— DUTIES OF OFFICERS\nSection\n\ni.\n\nThe President shall\n\npreside at all meetings of the Association,\n\nand\n\nshall perform the duties usually devolving upon the chief executive of such an association.\n\nIn his absence, the ranking Vice-President who is present shall preside; and in the absence\nThe President shall\nof all Vice-Presidents a chairman pro tempore shall be elected.\nprepare the program for the general sessions of the annual meeting of the Association,\nand, with the approval of the Executive Committee, shall determine the time and place\nof the general meeting of the Association and of the various departments not definitely\nfixt\n\nby these by-laws, and shall have the power to require such changes to be made in\n\nthe programs of the Council and the departments as will promote the interest of the\n\nannual meeting. The President shall be a member ex officio of the Board of Trustees and\nchairman of the Board of Directors and of the Executive Committee. He shall sign all\nbills approved for payment by the Board of Directors, and all bills approved or authorized\nby the Executive Committee between the meetings of the Board of Directors. On the\nexpiration of his term of office as President, he shall become first Vice-President for the\nensuing year, and shall be chairman ex officio of the Committee on Publication.\nSec.\n\n2.\n\nThe Secretary shall keep a full and accurate record of the proceedings of\n\nthe general meetings of the Association and all meetings of the Board of Directors and\nof the Executive Committee, shall conduct the business of the Association as provided\nin the articles of incorporation and the by-laws, and, in all matters not definitely pre-\n\nscribed therein, shall be under the direction of the Executive Committee, and, in the\n\nabsence of direction by the Executive Committee, shall be under the direction of the\nPresident, and shall receive or collect all moneys due the Association and pay the same\n\neach month to the Treasurer, shall countersign all bills approved for payment by the\n\nBoard of Directors, or by the Executive Committee in the interval between the meetings\nof the Board of Directors, or on the approval of the President acting under authority of\n\nthe Board of Directors, or Executive Committee.\n\nThe Secretary shall have his records\n\npresent at all meetings of the active members of the Association, of the Board of Directors,\n\nand of the Executive Committee. He shall keep a list of members as required by Section 9\nof Article I of these by-laws and shall revise said list annually.\nHe shall be secretary of\nthe Board of Directors, and a member of the Committee on Publication. He shall be the\ncustodian of all the property of the Association not in charge of the Treasurer and\nthe Board of Trustees. He shall give such bond for the faithful performance of his\nduties as may be required by the Board of Trustees. He shall submit his annual report\n\n"}
{"page": 23, "printed_page": null, "text": "BY-LAWS\nto the Executive\n\nCommittee not later than July i prior to the annual meeting of the\n\nAssociation, which report shall be transmitted to the Board of Directors at its annual\n\nmeeting. At the expiration of his term of office, he shall transfer to his successor all\nmoney, books, and other property in his possession belonging to the Association. The\nSecretary shall not print, publish, nor distribute any official report or other document\n\nwithout the approval of the publication committee.\nSec. 3.\n\nThe Treasurer shall receive from the Secretary and under the direction of\n\nthe Board of Trustees shall hold in safekeeping all moneys paid to the Association; shall\npay the same only upon the order of the Board of Trustees; shall notify the President of\n\nthe Association and the Chairman of the Board of Trustees whenever the surplus funds\nin his possession exceed five hundred dollars;\n\nshall keep an exact account of his receipts\nand expenditures, with vouchers for the latter; and said accounts, ending on the thirty-first\nday of May of each year, he shall render to the Executive Committee not later than\nJuly I, and when approved by said committee they shall be transmitted by the committee to the Board of Directors at the first regular meeting of the board held during the\nweek of the annual meeting and to the active members at their annual business meeting.\nThe Treasurer shall give such bond f9r the faithful performance of his duties as may be\nrequired by the Board of Trustees. At the expiration of his term of office, he shall\ntransfer to his successor all moneys, books, and other property in his possession belong-\n\ning to the Association.\n\nSec. 4. The Board of Directors shall elect corresponding members as prescribed\nby Section 8 of Article I of these by-laws, shall elect members of the National Council\nof Education as provided in Section 3 of Article IV of these by-laws, shall have power\nto fill all vacancies in its own body and in the Board of Trustees; shall recommend to\nthe Executive Committee the place for holding the annual meeting of the Association,\nthe Council of Education, and the departments. The Board of Directors shall approve\nall bills\n\nincurred under authority of the Board of Directors, the Executive Committee,\n\nor the President and Secretary acting under the authority of the Board of Directors or\n\nExecutive Committee, shall appropriate from the current funds of the year the amounts\nof money ordered by the active members at their annual business meeting for the work\nof all special committees of research and investigation authorized and provided for by such\n\nactive members at their annual business meeting, shall make a full report of the financial\n\ncondition of the Association (including the reports of the Secretary, the Treasurer, and\n\nthe Board of Trustees) to the active members at their annual business meeting, and shall\n\ndo all in its power to make the Association a useful and honorable institution.\nSec. 5. The Executive Committee shall assist the presiding officer in arranging\nfor the time and place of the annual meeting of the Association, of the National Council\nof Education, and of the various departments.\nThe Executive Committee shall recommend to active members at their annual\nbusiness meeting the appointment of special committees for investigation or research,\nthe subjects'for which may have been suggested by the National Council or by the active\nmembership of the National Education Association or by any of its departments; it\nshall recommend the amount of money to be appropriated for such investigations.\n\nWhen\n\nsuch special committees are provided for and duly authorized by the active members at\ntheir annual business meeting, the Executive\n\nCommittee shall have general supervision\n\nof them, shall receive and consider all reports made by them, and shall print such reports,\n\nand present the same, together with the reports received from the Secretary, the Treasurer,\nand the Board of Trustees and the recommendations of the Executive Committee thereon,\nto the active members at their annual business meeting.\nAll such special committees\nshall be appointed by the President of the National Education Association.\nThe Executive Committee shall ffil all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors, Board of Trustees, and the\noffice\n\nof\n\nSecretary.\n\n"}
{"page": 24, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8\nSec. 6.\n\nThe Board of Trustees shall require of the Secretary and Treasurer bonds\n\nof such amount as may be determined by said board for the faithful performance of their\nduties, shall make a full report of the finances of the Association to the Executive Com-\n\nmittee not later than July i prior to the annual meeting of the Association, which report\nshall be transmitted by the Executive\n\nCommittee to the Board of Directors at the first\n\nregular meeting of the board held during the week of the annual meeting of the Association.\n\nIt shall choose annually its own chairman and secretary.\n\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\n\n•\n\nSection i. The National Council of Education shall discuss educational questions\nof public and professional interest; propose to the Executive Committee, from time to\ntime, suitable subjects for investigation and research; have a report made at its annual\nmeeting on \"Educational Progress during the Past Year\"; and in other ways use its\nbest efforts to further the objects of the Association and to promote the cause of education\nin general.\n\nSec. 2. The National Council of Education shall consist of one hundred and\ntwenty regular members, selected from the active membership of the National Education\nAssociation.\n\nAny active member of the Association is eligible to membership in the\n\nCouncil, and each member shall be elected for six years and until his successor is elected.\n\nThe annual election of members of the Council shall be held at the time\nThe Board of Directors of the Association\nshall annually elect ten members and the Council ten members, and each body shall\nSec. 3.\n\nof the annual meeting of the Association.\n\nfill\n\nall vacancies in its quota of members.\n\nNo state, territory, nor district in the United\n\nStates shall have at one time more than seven regular members in the Council.\n\nSec. 4.\n\nThe annual meeting of the Council shall be held during the week of the\n\nannual meeting of the Association.\nSec.\n\n5.\n\nThe absence of a regular member from two successive annual meetings\n\nof the Council shall be considered equivalent to his resignation of membership.\n\nPersons\n\nwhose regular membership in the Council has expired shall be denominated honorary\n\nmembers of the Council during the time of their active membership in the Association\nwith the privilege of attending the regular sessions of the Council and participating in its\ndiscussions.\nA member who discontinues or forfeits his active membership in the Association forfeits his membership in the Council.\nSec. 6. The ofl&cers of the Council shall consist of a president, a vice-president,\na secretary, and such standing committees as may be prescribed by its by-laws, all of\nwhom shall be regular members of the Council. The Secretary of the Council shall, in\naddition to performing the duties pertaining to his office, furnish the Secretary of the\nAssociation a copy of the proceedings of the Council for publication.\n\nSec. 7.\n\nThe National Council of Education is hereby authorized to adopt by-laws\n\nfor its government not inconsistent\n\nwith the act of incorporation or the by-laws of the\nAssociation; provided, That such by-laws be submitted to, and approved by, the Board\nof Directors of the Association before they shall become operative.\n\nSec. 8. The powers and duties of the Council may be changed or the Council\nabolisht upon a two-thirds vote of the Association taken at the annual business meeting\nof the Association;\n\nprovided. That notice of the proposed action has been given at the\npreceding annual business meeting of the Association.\n\nARTICLE V— DEPARTMENTS\nSection i.\n\nThe following departments are now (1914) in existence, to wit: The\n\ndepartments, first, of Superintendence; second, of Normal Schools; third, of Elementary\nEducation; fourth, of Higher Education; fifth, of Vocational Education and Practical\nArts;\n\nsixth,\n\nof\n\nKindergarten Education;\n\nseventh, of\n\nMusic Education;\n\neighth, of\n\n"}
{"page": 25, "printed_page": null, "text": "BY-LAWS\nSecondary Education; ninth, of Business Education; tenth, of Child Hygiene; eleventh,\nof Physical Education; twelfth, of Science Instruction; thirteenth, of School Administration; fourteenth, the Library Department; fifteenth, of Special Education; sixteenth,\nof School Patrons;\n\nseventeenth, of Rural and Agricultural Education;\n\neighteenth, of\n\nClassroom Teachers; nineteenth, for the Promotion of the Wider Use of Schoolhouses;\ntwentieth, of Educational Publications; twenty-first, Deans of Women.\n\nSec. 2.\n\nThe active members of the Association, and no others, are members of each\n\ndepartment of the Association.\nSec. 3. Each department shall hold its annual meeting at tlie time and place of\nthe annual meeting of the Association, except the Department of Superintendence, which\nmay hold its annual meeting in February of each year, or at such other time as may be\ndetermined by said department, subject to the approval of the Board of Directors of the\nAssociation.\n\nThe object of the meetings of the departments shall be the discussion of\nThe programs\nof these meetings shall be prepared by the respective presidents in conference with, and\nunder the general direction of, the President of the Association. Each department shall\nbe limited to two sessions, with formal programs, unless otherwise ordered by the PresiSec. 4.\n\nquestions\n\npertaining to their respective fields of educational work.\n\ndent of the Association, except that a third session for business or informal round-table\nconference may be held at the discretion of the department oflScers.\nSec. 5. The officers of each department shall consist of a president, a vice-president,\nand a secretary, who shall be elected at the last formal session of the department to serve\none year and until their successors are duly elected, and who shall, at the time of their\nIn case there is a vacancy in the office\nelection, be active members of the Association.\nof president of any of the departments, it shall be filled by an appointment made by the\nPresident of the Association. Any other departmental vacancy shall be filled by appointment made by the president of the department.\nSec. 6. The secretary of each department shall, in addition to performing the\nduties usually pertaining to his office, furnish the Secretary of the Association a copy of\nthe proceedings of the meetings of the department for publication.\nSec. 7. All departments shall have equal rights and privileges, with the exception\n\nThey shall be named in Section i of this article in the\nEach\ndepartment may be governed by its own regulations in so far as they are not inconsistent\nstated in Section 3 of this article.\n\norder of their establishment and shall be dropt from the list when discontinued.\n\nwith the act of incorporation or these by-laws.\nSec. 8.\n\nA new department may be establisht by a two-thirds vote of the Board of\n\nDirectors taken at a regular meeting of the board or by a two-thirds vote of the active\n\nmembers at any annual business meeting; prouded, That a written application for said\ndepartment, with title and purpose of the same, shall have been made at the regular\n\nmeeting of the board next preceding the one at which action is taken, or at the preceding\nannual business meeting, by at least twenty-five members engaged or interested in the\nfield of labor in the interest of which the department is purposed to be establisht.\nA\ndepartment already establisht may be discontinued by the Board of Directors upon a\n\ntwo-thirds vote taken at a regular meeting, or by a two-thirds vote of the active members\nat any business meeting of the active members; provided, That announcement has been\n\nmade of the proposed action at a regular meeting of the board the preceding year, or at\nthe preceding annual business meeting. A department shall be discontinued when it\nfails to hold a regidar meeting for two successive years.\n\nARTICLE VI— COMMITTEES\nSection i. On the first day of each annual meeting of the Association, unless\nappointment has already been made, the President shall appoint a Committee on\nResolutions, consisting of seven active members, and a Committee on Necrology,\n\n"}
{"page": 26, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlo\n\nconsisting of five active\n\nmembers, and on the third day of such meeting he\n\nshall\n\nappoint a Committee on Nominations, consisting of one active member from each\nEach state, territorial, and\nstate, territory, and district represented at the meeting.\ndistrict representative shall\n\nbe appointed on the nomination of the active members in\n\nattendance from said state, territory, or district; provided, That three or more active\nmembers participate in said nomination in accordance with these by-laws; and\nprovided further, That in case of the failure of the active members of any state, territory,\n\nor district to nominate a member of the nominating committee in accordance with these\nby-laws, the President shall appoint an active member from said state, territory, or district,\n\nto serve on said committee.\n\nAt the regular meeting of the Board of Direcjors on\n\nthe first day of the annual meeting, the President shall appoint an Auditing Committee\nconsisting of three active members of the Association, no one of whom shall be either a\ntrustee or a director; to this committee shall be referred the report of the expert accountant, together with the communication of the President transmitting the same, as provided\nin Section 6 of this article;\n\nactive members.\n\nand the committee shall report its findings at the meeting of\n\nThe chairman of each of the foregoing committees shall be designated\n\nby the President of the Association at the time of its appointment.\nSec. 2. The meetings of active members present from the several states, territories,\netc., to nominate members of the nominating committee shall be held on the first day of\nthe annual meeting of the Association, at such time and places as shall be designated\non the annual program by the President of the Association.\nSec. 3. The Committee on Nominations shall meet on the fourth day of the annual\nmeeting at 9:00 a.m., at a place designated by the President of the Association, and shall\nnominate persons for the following offices in the Association, to wit: one person for President, eleven persons for Vice-Presidents, one person for Treasurer, and one person from\neach state, territory, and district in the United States as a member of the Board of Directors.\n\nIt shall report to the active members at their annual business meeting.\n\nSec. 4.\n\nThe Committee on Resolutions shall report at the annual business meeting\n\nof active members, and, except by unanimous consent, all resolutions shall be referred to\n\nsaid committee,\n\nwithout discussion.\n\nThis committee shall receive and consider\n\nresolutions proposed by active members, or referred to it by the President;\n\nall\n\nsome time\n\nduring the second day of the annual meeting of the Association the committee shall hold\na meeting, at a place and time to be announst in the printed program, for the purpose\nof receiving proposed resolutions and hearing those who may wish to advocate them.\n\nSec. 5.\nlist\n\nThe Committee on Necrology shall prepare for the publisht Proceedings a\nand corresponding members that have died during the year, accom-\n\nof the active\n\npanied by memorial sketches whenever practicable.\nSec. 6.\n\nWithin thirty days prior to the time of the annual meeting of the Associa-\n\ntion, the President shall appoint a competent person, firm, or corporation licenst to do\n\nbusiness as expert accountants; the accountants so appointed shall examine the accounts,\npapers, and vouchers of the Secretary, the Treasurer,\n\nand the Board of Trustees, and\ncompare the same, and shall also examine the securities of the Permanent Fund held by\nthe Board of Trustees. The report of the said accountants shall be filed with the President before the opening day of the annual meeting of the Association, and shall be by\n\nhim submitted with such comments as he may think proper, to the Board of Directors,\nat their meeting held on the first day of the annual meeting of the Association.\n\nARTICLE VII—MEETINGS\nSection i. A stated meeting of the Association, of the Council of Education, and\nof each department shall be held annually at such time and place as shall be determined\nby the Board of Directors or the Executive Committee acting for the board in accordance\nwith these by-laws.\n\nAn annual meeting of the Association and its subordinate bodies\n\n"}
{"page": 27, "printed_page": null, "text": "BY-LAWS\n\nII\n\nmay be omitted for an extraordinary cause, upon the written consent of two-thirds of\nthe directors of the Association, obtained by the Executive Committee.\nSec. 2.\n\nThe annual meeting of the Association shall be held in July, beginning on\n\na day determined by the Executive Committee.\n\nTwo sessions shall be held daily, unless\n\notherwise ordered by the President of the Association.\n\nThe annual business meeting of\n\nthe active members shall be held on the fifth day of the annual meeting at ii:oo a.m.\n\nA regular meeting of the Board of Directors shall be held on the first day of the annual\nmeeting at 10:30 a.m.\n\nThe first regular meeting of the new Board of Directors shall be\n\nheld as soon as practicable and within twenty-four hours after the close of the last session\nof the annual meeting, the place and tune of the meeting to be announst in the printed\n\nprogram.\n\nThe Board of Trustees shall hold its annual meeting at some convenient\n\ntime and immediately following the meeting of the new Board of Directors referred to\n\nabove in this section. Special meetings of the trustees may be called by the chairman,\nand shall be called on request of the majority of the Board of Trustees. Due notice of\nmeetings of the Board of Trustees shall be given to every member of the board by\n\nall\n\nthe secretary thereof.\n\nARTICLE VIII— PROCEEDINGS\n•\n\nSection i.\n\nThe proceedings of the meeting of the Association, the Council, and\n\nthe departments shall be publisht under the direction of a committee consisting of the\nPresident, the First Vice-President, and the Secretary, the First Vice-President acting\nas chairman of the committee; provided, That in the opinion of the Executive Committee\n\nthe funds of the Association warrant the publication.\nshall be entitled to a copy of the Proceedings.\n\nEach member of the Association\n\nAssociate members must make written\n\napplication to the Secretary on or before November i for a copy in order to obtain it.\n\nCorresponding members, and active members whose dues are paid,\n\nwill receive\n\nthe\n\npublisht Proceedings without written application.\n\nSec. 2.\n\nNo paper, lecture, nor address shall be read before the Association or any\n\nof the departments in the absence of its author, without the approval of the President\nof the Association or of the departments interested, nor shall any such paper, lecture, or\n\naddress be publisht in the Proceedings, without the approval of the Executive Committee.\n\nARTICLE IX— ELECTIONS, QUORUM\nSection i. The certificate of membership, in connection with the official list of\nactive members, shall be accepted as evidence that members are entitled to vote.\nSec. 2. Representatives from twenty-five states and territories shall constitute\na quorum in all meetings of active members and of the Board of Directors.\n\nARTICLE X—APPROPRIATIONS\nSection i.\n\nUnless otherwise ordered by the active members at their annual busi-\n\nness meeting, not less than 10 per cent of the gross income of the Association each year\nshall be set aside for such educational investigations and studies as may be ordered in\n\naccordance with Section 5 of Article III.\n\nARTICLE XI—AMENDMENTS\nSection i. These by-laws may be altered or amended at the annual business\nmeeting of the active members by unanimous consent, or by a two-thirds vote of the\nactive members present if the alteration or amendment shall have been substantially\nproposed in writing at the annual business meeting next preceding the one at which action\nis taken; due announcement of the proposed action shall be made in the annual publisht\nProceedings.\n\n"}
{"page": 28, "printed_page": null, "text": ",\n\nNATIONAL EDUCATION ASSOCIATION\n\n12\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nCERTIFICATE\nAcceptance of Charter and Adoption of By-Laws under Act of Congress approved\n\nof\n\nJune 30, 1906.\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin Shepard,\nthe Secretary of the meeting of the National Educational Association held at Los Angeles,\nCalifornia, on the loth day of July, 1907, said meeting being the annual meeting of the\n\nAssociation held next after the passage of an act of Congress entitled \"An Act to Incor-\n\nporate the National Education Association of the United States,\"\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum being\npresent, the said Association adopted resolutions of which true copies are hereto attached,\n\nand accepted the charter of the National Education Association of the United States,\ngranted by said act of Congress, and adopted by-laws as provided in said act and elected\nofficers;\n\nand the undersigned pursuant to said resolutions\n\nDo hereby certify that the National Education Association of the United States has\nduly accepted said charter granted by said act of Congress, and adopted by-laws, and is\nthe lawful successor to the National Educational Association.\n\nIn witness whereof, we have hereunto signed our names this 20th day of August, 1907.\n\nNathan C. Schaeffer, Presiding Officer\nIrwin Shepard, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY lO, I907\n1.\n\nResolved, That the National Educational Association hereby accepts the charter\n\ngranted by an act of Congress entitled \"An Act to Incorporate the National Education\nAssociation of the United States,\" passed June 30, 1906, and that the President and\n\nSecretary of this meeting be authorized and directed to execute and file with the Recorder\nof Deeds of the District of Columbia a verified certificate showing the acceptance by the\n\nAssociation of the charter granted by said act.\n2.\n\nResolved, That the proposed by-laws of which notice was given at the annual meet-\n\ning of the Association held on July 6, 1905, which are printed in full in the Journal of\nsaid meeting, be and the same are hereby adopted to take effect immediately.\n'^\n\n3. Resolved,\n\nThat the Association adopt as its corporate seal a circle containing the\n\ntitle \"National Education Association of the United States,\" and the dates \"1857-1907.\"\n\n4. Resolved, That the Association do now proceed to elect officers, and to organize\nunder the charter granted by the act of Congress.\n\nFiled in the office of the Recorder of Deeds of the District of Columbia, September 4\n1907.\n\n"}
{"page": 29, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION,\n\n1873—ELMIRA, N.Y.\nB. G. Northrop, President.\n\n1857-1870\n\nS. H. White, Secretary.\n\n1857— PHILADELPHIA, PA. (Organized)\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary\n\nJohn Hancock, Treasurer.\n\n1874—DETROIT, MICH.\nS. H.\n\n1858—CINCINNATI, OHIO\n\nW. BuLKLEY, Secretary.\n\nJohn Hancock, Treasurer.\n\nA. J. RiCKOFF, Treasurer.\n\n1875—MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\nJ.\n\n1859—WASHINGTON, D.C.\nA. J. RiCKOFF, President.\nJ. W.\n\nBuLKLEY, Secretary.\n\nC. S. Pennell, Treasurer.\n\ni860—BUFFALO, N.Y.\nJ. W. BuLKLEY, President.\nZ. Richards, Secretary.\n\nO.\n1861, 1862\n\nC Wight, Treasurer.\n\n—No\n\nsession.\n\n1863— CHICAGO, ILL.\nJohn D. Philbrick, President.\n\n1876— BALTIMORE, MD.\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\n1877—LOUISVILLE, KY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nJaues Crotkshank, Secretary.\nO. C. Wight, Treasurer.\n\n1878\n\n1864—OGDENSBURG, N.Y.\nW. H. Wells, President.\nZ. Richards, Treasurer.\n\nJ.\n\ni88c\n\nGreene, President.\n\nOrmond Wilson, Treasurer.\n\n-CHAUTAUQUA, N.Y.\nOrmond Wilson, President.\nW. D. Henkle, Secretary.\n\nJ.\n\nW. E. Sheldon, Secretary.\nZ. Richards, Treasurer.\n\nE. T. Tappan, Treasurer.\n\n1866—INDIANAPOLIS, IND.\n\ni88i- -ATLANTA, GA.\n\nJ. P. Wickersham, President.\nS. H. White, Secretary.\n\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\nS. P. Bates, Treasurer.\n\n—No\n\nsession.\n\nJohn Hancock, President.\nW. D. Henkle, Secretary.\n\ni86s—HARRISBURG, PA.\nS. S.\n\n—No\n\n1879—PHILADELPHIA, PA.\n\nDavid N. Camp, Secretary.\n\n1867\n\nWmTB, President.\n\nA. P. Marble, Secretary.\n\nZ. Richards, President.\n\nsession.\n\n1882—SARATOGA SPRINGS. N.Y.\n\n1868—NASHVILLE, TENN.\nJ. M. Gregory, President.\n\nG. J. Orr, President.\n\nW. E. Sheldon, Secretary.\n\nL. Van Bokkelen, Secretary.\n\nH. S. Tarbell, Treasurer.\n\nJames Cruikshank, Treasurer.\n\n1883— SARATOGA SPRINGS, N.Y.\n\n1869—TRENTON, N.J.\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\n\nE. T. Tappan, President.\n\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nA. L. Barber, Treasurer.\n\n1884—MADISON, WIS.\nThomas W. Bicknell, President.\n\n1870— CLEVELAND, OHIO\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\nW. E. Crosby, Treasurer.\n\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\ni88s— SARATOGA SPRINGS, N.Y.\nF. Louis Soldan, President.\n\nNATIONAL EDUCATIONAL ASSOCIATION,\n\nW. E. Sheldon, Secretary.\n\n1871-1907\n\nN. A. Calkins, Treasurer.\n\n1871—ST. LOUIS, MO.\n\n1886—TOPEKA, KANS.\nN. A. Calkins, President\nW. E. Sheldon, Secretary.\n\nJ. L. Pickard, President.\n\nW. E. Crosby, Secretary.\n\nE.\n\nJohn Hancock, Treasurer.\n\nC Hewett, Treasurer.\n\n1887—CHICAGO, ILL.\nW. E. Sheldon, President.\n\n1872—BOSTON, MASS.\nE. E. White, President.\n\nCanfield, Secretary.\n\nS. H. White, Secretary.\n\nJ. H.\n\nJohn Hancock, Treasurer.\n\nE. C. Hewett, Treasurer.\n\n13\n\n"}
{"page": 30, "printed_page": null, "text": "—\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\n\n14\n\nNATIONAL EDUCATIONAL ASSOCIAtlON,\n1 87 i-igo7\n\nContinued\n\n1903—BOSTON, MASS.\nCharles W. Eliot, President\nIrwin Shepard, Secretary.\nW. M. Davidson, Treasurer.\n\ni888—SAN FRANCISCO, CAL.\nAaron Gove, President.\nJ. H.\n\nCanfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\n1904—ST. LOUIS, MO.\nJohn W. Cook, President.\nIrwin Shepard, Secretary.\n\n1889—NASHVILLE, TENN.\nAlbert P. Marble, President.\nJ. H.\n\nCanfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\nMcHenry Rhoads, Treasurer.\n190S—ASBURY PARK and OCEAN GROVE, N.J.\nWilliam H. Maxwell, President.\n\n1890—ST. PAUL, MINN.\nCanfield, President.\nW. R. Garrett. Secretary.\nJ. H.\n\nE. C. Hewett, Treasurer.\n\n1891—TORONTO, ONT.\nW. R. Garrett, President.\n\n—^No\n\n1906\n\nJ.\n\nM. Greenwood, Treasurer,\n\nsession.\n\n1907—LOS ANGELES, CAL.\nNathan C. Schaeffer, President.\nIrwin Shepard, Secretary.\nJ. N. Wilkinson, Treasurer.\n\nE. H. Cook, Secretary.\n\n1892—SARATOGA SPRINGS, N.Y.\n\nIrwin Shepard, Secretary.\nJames W. Crabtree, Treasurer.\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nE. H. Cook, President.\n\n1908\n\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1893— CHICAGO, ILL.\n\n1908— CLEVELAND, OHIO\nEdwin G. Cooley, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\n(International Congress of Education)\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1894—ASBURY PARK, N.J.\nAlbert G. Lane, President.\n\n1909—DENVER, COLO.\nLorenzo D. Harvey, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\n1910— BOSTON, MASS.\n\nIrwin Shepard, Secretary.\nJ.\n\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\nM. Greenwood, Treasurer\n\n1895—DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1911—SAN FRANCISCO, CAL.\nElla Flagg Young, President.\nIrwin Shepard, Secretary.\n\nDurand W. Springer, Treasurer.\n\n1896—BUFFALO, N.Y.\n\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1897—MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nI.\n\nC. McNeill, Treasurer.\n\n1898—WASHINGTON, D.C.\nJ. M. Greenwood, President.\nIrwin Shepard, Secretary.\nI.\n\nC. McNeill, Treasurer.\n\n1899—LOS ANGELES, CAL.\nE. Oram Lyte, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1900— CHARLESTON. S.C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll C. Pearse, Treasurer.\n\n1901—DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard, Secretary.\nL. C. Greenlee, Treasurer.\n\n1902—MINNEAPOLIS. MINN.\nWiLLLAM M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\nigi\n\n2— CHICAGO, ILL.\nCarroll G. Pearse, President.\nIrwin Shepard, Secretary.\nKatherine D. Blake, Treasurer.\n\n1913—SALT LAKE CITY, UTAH\nEdward T. Fairchild, President.\nDurand W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\n1914—ST. PAUL, MINN.\nJoseph Swain, President.\n\nDurand W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n191S—OAKLAND, CAL.\n(International Congress of Education)\n\nDavid Starr Jordan, President.\n\nDurand W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n1916—NEW YORK, N.Y.\nDavid B. Johnson, President.\n\nDurand W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n1917—PORTLAND, ORE.\nRobert J. Aley, President.\nDurand W. Springer, Secretary.\nThomas E. Finegan, Treasurer.\n\n1918—PITTSBURGH, PA.\n\nMary C. C. Bradford, President.\nJ.\n\nW. Crabtree, Secretary.\n\nA. J. Matthews, Treasurer.\n\n"}
{"page": 31, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\nOFFICERS FOR 191 7-18\n\nGENERAL ASSOCIATION\nMary C. C. Bradford\n\nPresident\n\nW. Crabtree\nA. J. Matthews\n\nSecretary\n\nDenver, Colo.\nWashington, D.C.\n\nTreasurer\n\nTempe, Ariz.\n\nJ.\n\nVICE-PRESIDENTS\nRobert J. Aley, President State University\n\nOrono, Me.\n\nJosephine Corliss Preston, State Superintendent of Public Instruction\nC. O. Williams, County Superintendent of Schools\nWilliam A. Poore, Superintendent oi Schools\n\nOljonpia, Wash.\n\nSanta Fe, N.M.\n\nE. C. Elliott, Chancellor, University of Montana\n\nHelena, Mont.\n\nL. N. HiNES, Superintendent of Schools\n\nCrawfordsville, Ind.\n\nAnnie Webb Blanton, President State Teachers' Association\nJohn A. Widtsoe, President State University\nW. N. Sheats, State Superintendent of Public Instruction\n\nDenton, Tex.\nTallahassee, Fla.\n\nR. H. Wilson, State Superintendent of Public Instruction\n\nOklahoma City, Okla.\n\nWalter W. Haviland, Principal, Friends Select School\nMary Schenck Woolman, Manager, Society for the Promotion\n\nMemphis, Tenn.\n\nSalt Lake City, Utah\n\nPhiladelphia, Pa.\nof Industrial\n\nEducation\n\nBoston, Mass.\n\nBOARD OF TRUSTEES\nCarroll G. Pearse, Chairman\nJames Y. Joyner, Secretary\n\nMilwaukee, Wis\n\nWalter R. Siders\nAgnes E. Doherty\n\nPocatello, Idaho\nSt. Paul, Minn\n\nTerm expires in igi8\nTerm expires in ig20\nTerm expires in igig\nTerm expires in igiy\n\nMary C. C. Bradford\n\nDenver, Colo\n\nEx officio\n\nRaleigh, N.C\n\nEXECUTIVE COMMITTEE\nMary C. C. Bradford\n\nPresident\n\nDenver, Colo.\n\nRobert J. Aley\nCarroll G. Pearse\n\nVice-President\n\nOrono, Me.\n\nChairman, Board of Trustees\n\nMilwaukee, Wis.\n\nA. J. Matthews\n\nTreasurer\n\nTempe, Ariz.\n\nGeorge B. Cook\n\nMember by Election\n\nLittle Rock, Ark.\n\nSecretary\n\nWashington, D.C.\n\nJ.\n\nW. Crabtree\n\nBOARD OF DIRECTORS\nDirectors ex oflOLcio\n\nMary C. C. Bradford, Denver, Colo.\nRobert J. Aley, Orono, Me.\n\nA. J. Matthews, Tempe, Ariz.\nCarroll G. Pearse, Milwaukee, Wis.\n\nJ. W. Crabtree, Washington, D.C.\n\nIS\n\n"}
{"page": 32, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni6\n\nLife Directors\nAley, Robert J., Orono, Me.\nBiCKNELL, Thomas W., Providence, R.I.\nBoard of Education, Nashville, Tenn.\nBrown, Elmer Ellsworth, New York, N.Y.\nButler, Nicholas Murray, New York, N.Y.\nClaxton, p. p., Washington, D.C.\nCook, John W., DeKalb, 111.\nCooLEY, Edwin G., Chicago, 111.\nCorson, Oscar T., Columbus, Ohio\nEliot, Charles W., Cambridge, Mass.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Mt. Pleasant, Mich.\nGreen, james M., Trenton, N.J.\nHarvey, Lorenzo D.. Menomonie, Wis.\nJewett, a. v., Abilene, Kans.\n\nJohnson, David B., Rock Hill, S.C.\nJordan, David Starr, Stanford University, Cal.\nJoyner, James Y., Raleigh, N.C.\nMarshall, T. Marcellus, Stouts Mills, W.Va.\nMaxwell, William H., New York, N.Y.\nPearse, Carroll G., Milwaukee, Wis.\nSchaeffer, Nathan C, Harrisburg, Pa.\nSkinner, Charles R., Albany, N.Y.\nState Teachers' Association of Illinois\nSwain, Joseph, Swarthmore, Pa.\nTaylor, A. R., Decatur, 111.\nTeachers' Institute, Philadelphia, Pa.\nWhite, Charles G., Menomonie, Wis.\nYoung, Ella Flagg, Chicago, 111.\n\nDirectors by Election\nAlabama\n\nSamuel S. Murphy, Superintendent of Schools\n\nArizona\n\nCO. Case, State Superintendent of Public Instruction\n\nArkansas\n\nGeorge B. Cook, former State Superintendent of Schools Little Rock\nSusan M. Dorsey, Assistant Superintendent of Schools. Los Angeles\n\nCalifornia\n\n.\n\n.\n\nMobile\nPhoenix\n\n.\n\nColorado\nConnecticut\n\nDelaware\nDistrict of Columbia.\n\n.\n\n.\n\n.\n\n.\n\nFlorida\n\nDenver\nH. B. Smith, Secretary, State Teachers' Association\nF. A. Verplanck, Superintendent of Schools\nSouth Manchester\nA. H. Berlin, Principal of High School\nWilmington\nWashington\nJ. L. McBrien, Bureau of Education\nWilllam N. Sheats, State Superintendent of Public InTallahassee\n\nstruction\n\nM. L. Brittain, State Superintendent of Education\nFrank W. Simmonds, Superintendent of Schools\n\nLewiston\n\nIllinois\n\nR. O. Stoops, Superintendent of Schools\n\nJoliet\n\nIndiana\n\nBloomington\nH. Lester Smith, Dean of School of Education\nFort Dodge\nL. H. MiNKEL, Superintendent of Schools\nThomas W, Butcher, President, State Normal School. Emporia\nMrs. Cora Wilson Stewart, President, Illiteracy\nCommission\nFrankfort\nD. T. Powers, State University\nBaton Rouge\nDe Forest Henry Perkins, Superintendent of Schools. Portland\n\nGeorgia\n\nIdaho\n\nIowa\nKansas\nKentucky\nLouisiana\n\nMaine\nMaryland\nMassachusetts\n\nMichigan\nMinnesota\n\n:\n\n.\n\nAtlanta\n\n.\n\n.\n\nA. J. Pietsch, Assistant Superintendent of Schools\n\nBaltimore\n\nRobert J. Fuller, Superintendent of Schools\nFred L. Keeler, State Superintendent of Schools\n\nNorth Attleboro\n\nBessie A. Tomlinson, Grade Teacher\n\nMinneapolis\n\nLansing\n\nMississippi\n\nE. E. Bass, Superintendent of Schools\n\nGreenville\n\nMissouri\n\nUel W. Lamkin, State Superintendent of Schools\nW. K. Dwyer, Superintendent of Schools\nD. W. Hayes, President, State Normal School\n\nJefferson City\n\nMontana\nNebraska\n\nAnaconda\nPeru\nReno\nManchester\n\nNevada\n\nB. D. Billinghurst, Superintendent of Schools\n\nNew Hampshire\nNew Jersey\nNew Mexico\nNew York\n\nTheodora Richardson, Grade Teacher\nFrank H. Lloyd, Supervisor of Schools\nPerth Amboy\nJ. H. Wagner, State Superintendent of Public Instruction Santa Fe\nThomas E. Finegan, Assistant Commissioner of Education Albany\nF. M. Harper, Superintendent of Schools\nRaleigh\nN. C. Macdonald, State Superintendent of Schools\nBismarck\n\nNorth Carolina\nNorth Dakota\nOhio\n\nOklahoma\nOregon\nPennsylvania\n\nA. J. Gantvoort, College of Music\nCincinnati\nEdwin S. Monroe, Superintendent of Schools\nMuskogee\nViola Ortschild, Grade Teacher\nPortland\nR. B. Teitrick, Deputy Superintendent of Public Instruction\nHarrisburg\n\nRhode Island\n\nWalter\n\nSouth Carolina\n\nJ. E. Walmsley, Professor of History and Political Science,\n\nWinthrop Normal and Industrial College\n\nRock Hill\n\nSouth Dakota\n\nA. A. McDonald, Superintendent of Schools\nA. A. Kincannon, Superintendent of Schools.\nE. R. Bentley, Superintendent of Public Schools\n\nSioux Falls\n\nTennessee\n\nTexas\n\nE.\nSchools\n\nRanger, State Commissioner\n\nof\n\nPublic\n\nProvidence\n\nMemphis\nAlpine\n\n"}
{"page": 33, "printed_page": null, "text": "..\n\nDEPARTMENT OFFICERS\n\n17\n\nUtah\nVermont\n\nC. H. Skidmore, County Superintendent of Schools\nBrigham City\nCaroline S. Woodruff, President, State Teachers' Asso-\n\nVirginia\n\nS.\n\nWashington\n\nWest Virginia\n\nElmer L. Cave, Superintendent of Schools\nM. P. Shawkey, State Superintendent of Free Schools.\n\nWisconsin\n\nJ. F.\n\nSt. Johnsbury\n\nciation\n\nDuke, Head, Department of Education, State\nNormal and Industrial School for Women\nFarmville\n\nP.\n\nBellingham\n. .\n\nWyoming\n\nSims, President, State Normal School\nEdith K. O. Clark, State Superintendent\n\nAlaska\n\nL. D. Henderson, Commissioner of Education\n\nHawaii\nPorto Rico\n\nVaughan MacCaughey, College of Hawaii\nWalter W. Marquardt, Director of Education\nRalph S. Garwood, Dean, College of Agriculture and\n\nSaskatchewan, Canada\n\nMechanic Arts, University of Porto Rico\nA. A. Kennedy, Inspector of Schools\n\nof Public\n\nInstruction\n\nPhilippine Islands\n\nCharleston\n\nStevens Point\n\nCheyenne\nJuneau\nHonolulu\nManila\n\nMayaguez\nWeyburn\n\nDEPARTMENT OFFICERS\nNational Council\n\nSecretary\n\nWilliam B. Owen, President, Chicago Normal School.\nChicago, 111.\nA. S. Downing, First Assistant Commissioner of Education Albany, N.Y.\nAdelaide Steele Baylor\nIndianapolis, Ind.\n\nPresident\n\nNetta Paris, The Kindergarten Training School.\n\nSecretary\n\nLillian Poor, Assistant Director of Kindergartens\n\nPresident\n\n.\n\nVice-President\n\nKindergarten\n.\n\n.\n\nt\n\n.\n\n.\n\nCleveland, Ohio\n\nBoston, Mass.\n\nElementary\nAlice L. Harris, Assistant Superintendent of Schools.\nDora M. Moore, Principal, Corona School\nAlfee O. Freel, Principal, Linnton School\n\nPresident\nVice-President\nSecretary\n\n.\n\nWorcester, Mass.\nDenver, Colo.\nPortland, Ore.\n\nSecondary\nOak Park, HI.\n\nVice-President\n\nM, R. McDaniel, Principal, Township High School\nLydia M. Schmidt, University of Chicago High School\n\nSecretary\n\nR. J. Hargreaves, Principal, High School\n\nSpokane, Wash.\n\nPresident\n\nChicago, 111.\n\nHigher\nPresident\n\nWilliam T. Foster, President, Reed College\n\nVice-President\n\nF. L. McVey, President, State University\nGrand Forks, N. Dak.\nEdward L. Schaub, Professor of Philosophy, North-\n\nSecretary\n\nwestern University\n\nPortland, Ore.\n\nEvanston, 111.\n\nNormal\nD. W. Hayes, President, State Normal School\nG. W. Nash, President, State Normal School\nH. A. Schofield, President, State Normal School\n\nPresident\nVice-President\nSecretary\n\nPeru, Nebr.\n\nBellingham, Wash.\n\nEau Claire, Wis.\n\nSuperintendence\nPresident\nFirst Vice-President\n\nSecond Vice-President.\nSecretary\n\n.\n\nThomas E. Finegan, Deputy Commissioner of Education Albany, N.Y.\nA. A. McDonald, Superintendent of Schools\nSioux Falls, S. Dak.\nCarlos M. Cole, Superintendent of Schools\nDenver, Colo.\nLida Lee Tall, Supervisor of Grammar Grades\nBaltimore, Md.\n\n"}
{"page": 34, "printed_page": null, "text": "8\n\nNATIONAL EDUCATION ASSOCIATION\n\n1\n\nVocational Education and Practical Arts\nPresident\n\nFrank H. Shepherd, Associate Professor, Oregon State\n\nFirst Vice-President. . . .\n\nArthur Wesley Dow, Professor of Fine Arts, Teachers\n\nCorvallis, Ore.\n\nAgricultural College\n\nNew York, N. Y.\n\nCollege, Columbia University\n\nSecond Vice-President.\nSecretary\n\n.\n\nIndianapolis, Ind.\nAdelahje Steele Baylor\nLester W. Bartlett, Vocational Adviser, City Schools. Pomona, Cal.\n\nMusic\nPresident\n\nOsbourne McConathy,\n\nVice-President\n\nTeresa Finn, Supervisor of Music\nPhh-ip C. Hayden, Editor of School Music\n\nProfessor\n\nof\n\nMusic, NorthEvanston, 111.\n\nwestern University\nSecretary\n\nSt. Louis, Mo.\n\nKeokuk, Iowa\n\nBusiness\n\nVice-President\n\nG. P. Eckels, Westinghouse High School\nJames C. Reed, State Normal School\n\nSecretary\n\nL. L, Hartley, Schenley High School\n\nPittsburgh, Pa.\n\nLibrarian\n\nDavid H. O'Keefe, High School of Commerce\n\nNew York, N.Y.\n\nPresident\n\nDr. E. A. Peterson, Head of Department of School\n\nVice-President\nSecretary\n\nHygiene\nDr. Arthur Holmes, Dean of Faculties\nMary E. Lent, Public Health Nursing Association\n\nPresident\n\nBaroness Rose Posse, President, Posse Normal School\n\nVice-President\n\nC. Ward Crampton, Director of Physical Training, City\n\nSecretary\n\nE. H. Arnold, Director, Normar School of Gjmmastics. .\n\nPresident\n\nPittsburgh, Pa.\n\nWhitewater, Wis.\n\nChild Hygiene\n\nCleveland, Ohio\nState College, Pa.\n\nNew York, N.Y.\n\nPhysical\n\nBoston, Mass.\n\nof Gsminastics\n\nSchools\n\nNew York, N.Y.\nNew Haven, Conn.\n\nScience\n\n»\n\nPresident\n\nW. H. Timbie, Head of Applied Science Department,\n\nVice-President\n\nWentworth Institute\nBoston, Mass.\nChester B. Curtis, Principal, Central High School\nSt. Louis, Mo.\nFred D. Barber, Professor of Physics, State Normal\n\nSecretary\n\nNormal, 111.\n\nUniversity\n\nSchool Administration\nPresident\n\nO. M. Plummer, Member, Board of Education\n\nPortland, Ore.\n\nVice-President\nSecretary\n\nAlbert Wunderlich, School Director\nWilllam C. Bruce, Editor, School Board Journal\n\nMilwaukee, Wis.\n\nPresident\n\nC. C. Certain,\n\nSt. Paul, Minn.\n\nLibrary\nHead\n\nof\n\nEnglish\n\nDepartment, Cass\n\nTechnical High School\nVice-President\n\nSecretary\n\nDetroit, Mich.\n\nLuciLE F. Fargo, Librarian, North Central High School Spokane, Wash.\nLucy E. Fay, Librarian, University of Tennessee\nKnoxville, Tenn.\n\nSpecial\nVice-President\n\nJoseph P. Byers, 701-3 Empire Building\nPhiladelphia, Pa.\nIda M. Manley, Supervisor, Department for Defective\n\nSecretary\n\nFrances Kohnky, Burnet and Heame avenue*\n\nPresident\n\nChildren\n\nPortland, Ore.\nCincinnati, Ohio\n\n"}
{"page": 35, "printed_page": null, "text": "DEPARTMENT OFFICERS\n\n19\n\nSchool Patrons\n\nSecretary\n\nMrs. Charles F. Harding, 4842 Kenwood Avenue\nMrs. Gertrude S. Martin, 934 Stewart Avenue\nMrs. Henry Kuh, 4404 Ellis Avenue\n\nPresident\n\nC. H. Lane, Chief Spedalist in Agricultural Education,\n\nVice-President\n\nW.\n\nSecretary\n\nCharl O. Williams, Superintendent of Shelby County\n\nPresident. • . A\n\nVice-President\n\nChicago, HI.\nIthaca, N.Y.\n\nChicago, 111.\n\nRural and Agricultural\nWashington, D.C.\nUnited States Department of Agriculture\nof Rural Education, Cornell\n\nF. Lusk, Professor\n\nIthaca, N.Y.\n\nUniversity\n\nMemphis, Tenn.\n\nSchools\n\nClassroom Teachers\nPresident\nVice-President\n\nSecretary\n\nSara H. Fahey, Teacher of English, Seward Park School New York, N.Y.\nViola Ortschild, Grade Teacher, Cauch School\nPortland, Ore.\nMary V. Donoghue, Grade Teacher, Stewart School.\nChicago, 111.\n.\n\n.\n\nEducational Publications\n\nSecretary\n\nArthur H. Chamberlain, Editor, Sierra Educational\nNews\nSan Francisco, Cal.\nLincoln, Nebr.\nGeorge L. Towne, Editor, Nebraska Teacher\n\nPresident\n\nKathryn\n\nPresident\n\nDeans of \"Women\n\nVice-President\n\nSecretary-Treasurer\n\nSisson-McLean, Dean\nWesleyan University\nMargaret Jean Calvin\nRhoda M. White, State College\n\nof\n\nWomen, Ohio\nDelaware, Ohio\n\nNew York, N.Y.\nPullman, Wash.\n\n"}
{"page": 36, "printed_page": null, "text": ""}
{"page": 37, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nOF THE\n\nFIFTY-SIXTH ANNUAL MEETING\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\nPITTSBURGH, PA., JUNE 29—JULY 6, 1918\n\nEDUCATIONAL SUNDAY\nSunday, June 30, was observed as Educational Sunday.\n\nIn many. of the churches\n\nthe pastors had invited prominent educators in attendance at the convention to speak\n\nfrom the pulpit on topics of educational interest, and the public attended the services in\nlarge numbers.\n\nFIRST DAY'S PROCEEDINGS\nOPENING SESSION—Monday Afternoon, July i, 2:00 o'clock\nThe Fifty-sixth Annual Convention of the National Education Association was opened\nin Syria Mosque, Pittsburgh, Pa., at 2:00 p.m. on July i.\n\nVice-President Robert J. Aley, of the University of Maine, Orono, Me., presided at\nthe opening of the session.\n\nThe meeting opened with community and patriotic singing, led by Will Earhart,\nof Pittsburgh, Pa., after which Adele Bradford Hatton, of Denver, Colo., read from the\n\nScriptures and the \"Star-Spangled Banner.\"\n\nAddresses of welcome were given by E. V. Babcock, mayor, Pittsburgh, Pa.; Samuel\nHamilton, superintendent of schools, Allegheny County, Pa.; W. M. Davidson, superintendent of schools, Pittsburgh, Pa.; and responded to by Josephine Corliss Preston,\nstate superintendent of public instruction, Olympia, Wash.\n\nVice-President Aley then introduced Mary C. C. Bradford, state superintendent of\npublic instruction, Denver, Colo., president of the National Education Association, and\ntransferred to her the conduct of the convention.\n\nPresident Bradford then delivered the presidential address, which was entitled, \"The\n\nBuilding of the New Civilization.\"\n\nNathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa.,\ndelivered the closing address.\n\nPresident Bradford announst the Committee on Resolutions, and other committees.\n\nSECOND SESSION—Monday Evening, July i, 8:00 o'clock\nThe meeting was given over to a discussion of \"War-Modified Education in the\ncountries of our European Allies.\" The following speakers presented the views of their\nrespective countries: Amy A. Bernardy, Rome, Italy, representing the government and\neducation associations of Italy; Frank Roscoe, secretary, Teachers' Registration Council,\nLondon, England, representing the government and education associations of Great\n\n"}
{"page": 38, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n22\nBritain;\n\nSuzanne Silvercruys, Belgian Relief Committee, Philadelphia, Pa., representing\n\nthe government and the people of Belgium; Paul Perigord, French High Commission,\nWashington, D.C., representing the government and education associations of France.\n\nSECOND DAY'S PROCEEDINGS\nTHIRD SESSION—Tuesday Afternoon, July 2, 2:00 o'clock\nFollowing community and patriotic singing, addresses were delivered by the following:\nWalter A. Jessup, president, University of Iowa, Iowa City, Iowa; Katherine D. Blake,\nprincipal. Public School No. 6, Brooklyn, N.Y.;\n\nWilliam L. Ettinger, superintendent of\n\nNew York, N.Y.; Joseph Swain, president, Swarthmore College, Swarthmore,\nPa.; Frank A. Vanderlip, chairman. National War Savings Committee, Washington, D.C.\n\nschools.\n\nFQURTH SESSION— Tuesday Evening, July 2, 8:00 o'clock\nThe general topic for discussion was \"Education for Democracy,\" and after community and patriotic singing by the audience, addresses were delivered by: James A. B.\nScherer, member. Council of National Defense, Washington, D, C; John Collier, president. National Community Center Association, New York, N.Y.; P. P. Claxton, National\nCommissioner of Education, Washington, D.C; ex-Governor Eberhart, of Minnesota.\n\nTHIRD DAY'S PROCEEDINGS\nFIFTH SESSION Wednesday Afternoon, July 3, 2:00 o'clock\nThe topic for the afternoon was \"The National Emergency in Education,\" and the\nvital points in the work of the National Education Association Commission were presented\n\nby the following members of the commission:\n\nW. C. Bagley, professor of education, Teachers College, Columbia University, New\nYork, N.Y.; Thomas E. Finegan, deputy commissioner of education, Albany, N.Y.;\nLotus D. Coffman, dean of the College of Education, University of Minnesota, Minneapolis,\nJ.\n\nMinn.;\n\nCarroll G. Pearse, president. State\n\nNormal School, Milwaukee, Wis.;\n\nA. C. Chandler, superintendent of schools, Richmond, Va.; George D. Strayer, pro-\n\nfessor of educational administration. Teachers College, Columbia University,\n\nNew York,\n\nN.Y.\n\nSIXTH SESSION—Wednesday Evening, July 3, 8:00 o'clock\nThe meeting opened with community and patriotic singing, led by A. J. Gantvoort,\nCollege of Music, Cincinnati, Ohio.\n\nAfter the singing, the following delivered addresses on various phases of the general\ntopic \"Training for Foreign Service\"; Frederick Peterson, president. Lunacy Commission,\n\nNew York, N.Y.\n\n;\n\nGlen L. Swiggett, Bureau of Education, chairman. Committee of Fif-\n\nteen on Educational Preparation for Foreign Service, Washington, D.C; Mrs. Louis F.\nPost,\n\nmember. Executive Committee, Women's Auxiliary Committee of the United\n\nStates, Second Pan-American Scientific Congress, Washington,\n\nD.C\n\nAt the close of the session President Bradford announst the appointment of the\nCommittee on Nominations.\n\nFOURTH DAY'S PROCEEDINGS\nSEVENTH SESSION—Thursday Forenoon, July 4, 9:00 o'clock\nAfter community and patriotic singing, the meeting was called to order by President\nBradford, and addresses were given by: Elizabeth A. Woodward, supervisor, Brooklyn\n\nFree Kindergarten Society, Brooklyn, N.Y.; Ernest A. Smith, superintendent of schools.\n\n"}
{"page": 39, "printed_page": null, "text": "—\n\nJOURNAL OF PROCEEDINGS\nSalt Lake City, Utah;\n\nbia University,\n\n23\n\nDavid Snedden, professor of education, Teachers College, ColumElla Flagg Young, Washington, D.C.; Martin G.\n\nNew York, N.Y.;\n\nBrumbaugh, governor of Pennsylvania, Harrisburg, Pa.\n\nEIGHTH SESSION Thursday Evening, July 4, 8:00 o'clock\ncommunity and\nAndrew F. West, dean,\n\nPresident Bradford called the meeting to order, after the usual\npatriotic singing, and the addresses of the evening were given by:\n\nGraduate School, Princeton University, Princeton, NJ.; Maud M. Miles, art department. Manual Training High School, Kansas City, Mo.; R. M. McElroy, president,\nNational Security League, New York, N.Y.; G. Stanley Hall, president, Clark University,\nWorcester, Mass.\n\nFIFTH DAY'S PROCEEDINGS\nNINTH SESSION— FRroAY Forenoon, July 5, 9:00 o'clock\nThe meeting opened with community and patriotic singing, led by P. W, Dykema,\nUniversity of Wisconsin, Madison, Wis., after which the meeting was called to order by\nPresident Bradford, and addresses were delivered by the following: J. A. Churchill, state\n\nsuperintendent of public instruction, Salem, Ore.; D. E. Phillips, head of department of\n\npsychology and education. University of Denver, Denver, Colo.; Franklin K. Lane, Secretary of the Interior, Washington, D.C.\n\nFollowing the program, the annual business meeting of active members was held.\n\nTENTH SESSION—Friday Afternoon, July 5, 2:00 o'clock\nThe general topic for discussion was \"War-Modified Education and the Rise of the\n\nCommon Life thru It.\"\nAfter the opening music, the meeting was called to order by President Bradford, and\nthe addresses of the afternoon were given by the following: H. W. Wells, Boys' Working\n\nD.C; Walter R. Siders, superintendent\nCora Wilson Stewart, president, Kentucky Illiteracy Com-\n\nReserve, Department of Labor, Washington,\nof schools, Pocatello, Idaho;\n\nmission, Frankfort, Ky.;\n\nJane Addams, Hull-House, Chicago, 111.; Mrs. George Bass,\nLoan Committee, Washington, D.C; Milton Fairchild,\n\nsecretary. National Liberty\nIsfational Institute for\n\nMoral Instruction, Washington, D.C; A. E. Winship, Journal\n\nof Education, Boston, Mass.\nJ. W.\n\nCrabtree, Secretary\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nThe members of the Association express their appreciation to the Committee on\nArrangements for the measures taken for the success of this meeting, to the press of the\ncity for its reports of our meetings, to the teachers, to the Board of Education, to the\ncity officials, to the chairmen and their associates of the special Committees on Enter-\n\ntainment, and to the citizens of Pittsburgh for the royal welcome and hospitality accorded\nthe Association.\n\nDECLARATION OF PRINCIPLES\nThe National Education Association, assembled in annual convention in the city of\nPittsburgh, July 5, 1918, recognizes that the first great business of the nation is the winning\nof the war, and to this end pledges the fullest measure of service and sacrifice for the sacred\ncause of our country, of democracy, and of humanity.\nAt this fateful hour in the life of our nation the Association reaffirms its faith in the\nAmerican common-school system as the only safe and sure foundation for a democracy\neither in peace or in war.\nIt asserts its belief that the three-quarters of a century of free\n\n"}
{"page": 40, "printed_page": null, "text": "24\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\npublic instruction was the main factor in preparing our people for that quick and right\nunderstanding of the real meaning of this world-conflict, and in making possible that hearty\nconcord of thought and action which placed the material and human resources of the\nRepublic on the side of righteousness, humanity, and civilization. With peculiar satisfaction the Association points to the fact that 750,000 teachers and twenty-two million\npupils have supported loyally every plan and purpose of President Wilson and Congress\nin their masterful leadership in honorable warfare for a just cause and a decisive victory.\n\nWAR CRISIS SHOWS NEED FOR READJUSTMENT\nWhile this Association believes that the war crisis has disclosed to the nation, as no\nother event has, the strength and worth of the American school system, it does not fail to\nrecognize that the emergencies and demands of war have laid bare certain weaknesses and\nshortcomings in the scope and character of public education that now call for readjust-\n\nment and reorganization.\nASSOCIATION COMMENDS COMMISSION\n\nThe Association commends its Commission on the National Emergency in Education\nfor the broad and comprehensive study of these needed readjustments.\n\nAMERICANIZING THE ADULT POPULATION\n\nThe high percentage of adult illiteracy and the lack of understanding of the real\nmeaning of our nation and the principles of its government constitute a menace to national\nunity and national safety. Therefore this Association recommends that the government\nshall share with the states the responsibility of providing the funds, the organization, the\nadministration, and the supervision necessary for Americanizing and making literate the\nadult population of the entire country.\n\nA NATIONAL POLICY OF ENCOURAGEMENT\n\nThe most alarming shortcoming in our system disclosed by the war is the unequal\neducational opportunities offered by the different states to the children of school age within\nthose states. As long as a single state in the Union fails to provide its youth with the\nmeans of attaining certain minimum, nation-wide standards of health, intelligence,\ncitizenship, and character, our national life and unity are endangered.\nThis Association\ntherefore urges that the government shall immediately adopt the policy of encouraging\nall the states to establish uniform minimum standards of health service, training for citizen-,\nship, and preparation and compensation of teachers, thru financial aid distributed to the\nstates enforcing these standards, the amount to which any state is entitled to be determined on a simple basis. Nothing in this national policy of encouragement to the several\nstates shall be permitted in any way to weaken the local responsibility or initiative or to\nsubtract from the power of the state to organize, administer, and supervise the schools of\nthat state.\n^\n\nASSOCIATION AUTHORIZES FIELD SECRETARY\n\nThe Association commands the thorogoing study made by the Committee on Salaries,\nTenure, and Pensions, and recommends its report for the careful consideration and use\nof teachers, school boards, taxpayers, and lawmakers.\nIn order to collect full information\nconcerning the present state of public education, to enlighten public opinion, and to aid in\nsecuring appropriate local, state, and national school support, the Association authorizes\nthe Executive Committee to secure the full time, for a term of not less than three years, of\nan educator of recognized ability and experience, and to provide for the organization,\ncorrespondence, travel, publication, and other expenses of his office a total sum, including\nsalaries, of at least ten thousand dollars a year.\n\nINSURE TEACHERS LIVING AND SAVING WAGE\n\nTo the end that schools may be kept open and that the children of the Republic may\nhave competent teachers, we declare it to be the patriotic duty of taxpayers and lawmakers\nto provide sufficient revenues to insure a living and a saving wage to the teachers of the\ncountry.\n\n"}
{"page": 41, "printed_page": null, "text": "I\n\nJOURNAL OF PROCEEDINGS\n\n25\n\nFEDERAL CHILD LABOR LAW\n\nThe Association urges the immediate enactment by Congress of a Federal Child\nLabor Law which will not only meet the objection found by the Supreme Court in the\none declared unconstitutional, but will extend protection to a greater number of the\nchildren of the United States.\n\nSOCIALIZED SCHOOLS FOR EFFICIENT DEMOCRACY\n\nThe schools of a modern, efficient democracy must necessarily be socialized schools.\nThey must train for the whole life of all the people. To achieve this result the Association recommends that larger opportunities be provided for activity which will develop the\ninitiative and resourcefulness of children, thus fitting them to meet the demands of our\n\ndemocracy.\n\nCOLLEGE MILITARY UNITS APPROVED\nThis Association approves heartily the action of President Wilson and the Secretary\nof War in offering a plan whereby young men above eighteen years of age may enlist in\nthe Army and continue their college courses in such institutions as have at least one hundred students ready and eligible to form a military unit.\n\nWOMEN TO TRAIN GIRLS FOR CIVIC AND SOCIAL LIFE\nThe present emergency demands the careful consideration of the problem of training\nthe girls of America for efficient and intelligent participation in the civic and social life\nThe Association urges, thereof our local communities, of the state, and of the nation.\nfore, that in city, county, and state school systems women with skill in leadership be\nplaced in charge of that part of our school work which has the direct responsibility of\ntraining the women of tomorrow to assume the new obligations of civic and social life.\nTRAINING FOR CITIZENSHIP DEMANDED\n\nThe Association demands the teaching of patriotism by every teacher from the\nkindergarten to the university, and the employment of only those teachers who are loyal\nIt urges that all teachers, as soldiers of the common good, take\nto our national ideals.\nthe oath of allegiance. The Association further demands that all instruction in the schools\nof the nation be conducted in the English language.\nCOMMITTEE ON PUBLIC INFORMATION\n\nThe Association commends the action of President Wilson in making the publicity of\nthe best work of our public schools a part of the work of the Committee on Public Information, and expresses its appreciation of the President's support of the movement to mobilize\nthe boys and girls of America for food production.\n\nCOMMENDS JUNIOR RED CROSS\n\nThe Association particularly commends the patriotic service of the Junior Red Cross\nwith the understanding that it conform to the standards, motives, and aims of the American Red Cross.\n\nEDUCATION OF ENLISTED MEN\n\nThe Association favors the making of liberal provisions by both state and nation for\nthe giving of special assistance, opportunity, and encouragement to the men in the service\nof the country to obtain the advantages of education that were omitted by the necessity\nof the great crisis.\n\nSTATES URGED TO ADOPT PROHIBITION AMENDMENT\n\nThe Association urges the adoption by the states of the amendment for the prohibition\nof the sale and manufacture of intoxicating beverages.\n\n"}
{"page": 42, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26\n\nSUFFRAGE AMENDMENT APPROVED\n\nThe Association favors the granting of the ballot to the womanhood of America and\nurges the Senate of the United States to pass at the present session the separate suffrage\namendment to our federal Constitution,\nFAVORS ESTABLISHMENT OF A NATIONAL UNIVERSITY\n\nThe Association favors the establishment of a national university, the creation of a\nnational department of education under the direction of a secretary of education, and the\nprotection of teachers in all departments of education from unwarranted dismissal by\nemploying bodies.\n\nFOOD ADMINISTRATION TO PREPARE CONSERVATION PROGRAM\n\nThe Association recommends that the United States Food Administration prepare in\na form suitable for use in elementary schools, and particularly in the upper grades, lessons\nand materials supplementary to existing courses, which will promote the program of\nfood conservation. It is further recommended that the food administration call to its\nassistance representative school authorities familiar with the capacities of children of the\ndifferent grades, to constitute an advisory council for the Food Administration in the preparation of material designed for school use.\n\nHEALTH AND PHYSICAL TRAINING\nRealizing that good health and a good physique constitute the foundation for all lifework, physical, mental, and spiritual, the Association urges that boards of education make\nhealth and physical training a major subject, with equal rating with all other school subjects, and that adequate facilities, including teachers, play field, and apparatus, be provided; and further, that care be exercised to secure those teachers best adapted to the\ntraining of boys and girls.\nThe Association instructs the Commission on the Emergency in Education and such\nother committees as may have under consideration the problems of health and physical\neducation to inquire concerning the work that is now being done and the methods which\nmay have proved most acceptable in the field of sex education.\n\nDUAL SYSTEM OF SCHOOLS CONDEMNED\nThe Association favors amending the Smith-Hughes Act to prevent the possibility of\nestablishing a dual system of schools in any state.\n\nCONSCRIPTION FOR SELECTIVE SERVICE\nIn the emergency that now exists, the Association urges that all the manhood and\nwomanhood of the United States be conscripted for selective service.\n\nNATIONAL EDUCATION ASSOCIATION OFFICERS COMMENDED\n\nThe members of the Association commend the present administration of the National\nEducation Association\n\nfor the excellent program presented and for the constructive\ncharacter of the work which the Association is doing.\n\nPATRIOTIC SPIRIT OF CONGRESS\n\nThe Association wishes to express its appreciation of the national Congress for\nthe patriotic spirit shown in the hour of crisis in its subordination of partisanship to\nstatesmanship in national legislation.\n\nENTIRE CONFIDENCE IN PRESIDENT\nRealizing the tremendous task suddenly imposed upon our government in changing\nfrom the pursuits of peace to those of war, and appreciating the marvelous achievements\nin creating an army, in mobilizing all the economic forces of the nation, and especially in\ntransporting an immense army across an ocean beset by unusual dangers, while supplying\nour Allies with food and war material, the Association expresses its confidence in the\nnational administration, and especially its confidence in the ability, clearness of vision,\nand leadership of the Commander-in-Chief of our Army and Navy, President Woodrow\nWilson.\n\n"}
{"page": 43, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n27\n\nGENERAL COMMITTEES\nCOMMITTEE ON RESOLUTIONS\n\nJohn F. Keating, superintendent of city schools, Pueblo, Colo., chairman.\nFrancis G. Blair, state superintendent of public instruction, Springfield, 111.\n\nDavid B. Johnson, president, Winthrop Normal and Industrial Institute, Rock Hill, S.C.\nMarion LeRoy Burton, president. University of Minnesota, Minneapolis, Minn.\nCharles R. Frazier, superintendent of city schools, Everett, Wash.\nH. H. Seerley, president, State Normal College, Cedar Falls, Iowa.\nRobert E. Vinson, president. University of Texas, Austin, Tex.\nKatherine Sisson McLean, dean of women, Ohio Wesleyan University, Delaware, Ohio.\nAda Van Stone Harris, director of elementary-practice teachers, Pittsburgh, Pa.\nAlice Florer, assistant state superintendent of public instruction, Lincoln, Nebr.\n\nCOMMITTEE ON THE REORGANIZATION OF ELEMENTARY EDUCATION\n\nElla Flagg Young, Washington, D.C., chairman.\nCarroll G. Pearse, Milwaukee, Wis.\nAnna Laura Force, Denver, Colo.\nAbby E. Lane, Chicago, 111.\n\nMargaret S. McNaught, Sacramento, Calif.\nPayson Smith, Boston, Mass.\nM. GwiNN, New Orleans, La.\nFrances E. Harding, Chicago, III.\nElizabeth C. Woodward, Brooklyn, N.Y.\nSarah H. Fahey, New York, N.Y.\nGeorgia C. Alexander, Indianapolis, Ind.\nOlive M. Jones, New York, N.Y.\n\nJ.\n\ncommittee on necrology\nC. W. Bardeen, Syracuse, N.Y., chairman.\nSamuel J. Slawson, Bridgeport, Conn.\nJohn H. Phillips, Birmingham, Ala.\nThomas B. Stowell, Los Angeles, Calif.\n\nMargaret W. Sutherland, Columbus, Ohio\nauditing committee\nA. E. WiNSHiP, Boston, Mass., chairman.\n\nW. S. Deffenbaugh, Washington, D.C.\nR. M. Sherrard, Pittsburgh, Pa.\nCOMMITTEE TO NOMINATE MEMBERS FOR THE NATIONAL COUNCIL OF EDUCATION\nJ.\n\nF. Sims, Stevens Point, Wis., chairman.\n\nAdelaide Steele Baylor, New York, N.Y.\nJ. Y. JoYNER, Raleigh, N.C.\nILLITERACY COMMISSION\n\nCora Wilson Stewart, Frankfort, Ky., chairman.\nA. H. Chamberlain, San Francisco, Calif.\nNathan C. Schaeffer, Harrisburg, Pa.\nJosephine C. Preston, Olympia, Wash.\nFrancis G. Blair, Springfield, 111.\nPayson Smith, Boston, Mass.\nT. H. Harris, Baton Rouge, La.\nEthel Redfield, Boise, Idaho.\nMary C. C. Bradford, Denver, Colo.\n\n"}
{"page": 44, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n28\n\nCOMMISSION ON THE EMERGENCY IN EDUCATION AND THE PROGRAM FOR READJUSTMENT\nDURING AND AFTER THE WAR\n\nGeorge D. Strayer, New York, N.Y., chairman.\nLotus D. Coffman, University of Minnesota, Minneapolis, Minn., secretary,\nRobert J. Aley, Orono, Me.\nSarah Louise Arnold, Boston, Mass.\nW. C. Bagley, New York, N.Y.\nF. D. BoYNTON, Ithaca, N.Y.\nMary C. C. Bradford, Denver, Colo.\nRichmond, Va.\nJ. A. C. Chandler,\nL. D. Coffman, Minneapolis, Minn.\nGeorge B. Cook, Little Rock, Ark.\nElwood p. Cubberley, Leland Stanford Junior University, Calif.\nAgnes E. Doherty, St. Paul, Minn.\nSusan M. Dorsey, Los Angeles, Calif.\nDavid Felmley, Normal, 111.\nThomas E. Finnegan, Albany, N.Y.\nOrleans, La.\nJ. M. GwiNN, New\nAda Van Stone Harris, Pittsburgh, Pa.\nE. C. Hartwell, Buj0falo, N.Y.\nHenry W. Holmes, Cambridge, Mass.\nW. A. Jessup, Iowa City, Iowa.\nJames Y. Joyner, Raleigh, N.C.\nA. J. Mathews, Tempe, Ariz.\n\nWm. B. Owen, Chicago, 111.\nCarroll G. Pearse, Milwaukee, Wis.\nJosephine C. Preston, Olympia, Wash.\n\nWalter R. Siders, Pocatello, Idaho.\nPayson Smith, Boston, Mass.\n\nFrank E. Spaulding, Paris, France.\nGeorge D. Strayer, New York, N.Y.\nNina C. Vandewalker, Milwaukee, Wis.\nJ. W. Withers, St. Louis, Mo.\nCOMMITTEE ON NOMINATIONS\n\nRobert J. Aley, of Maine, chairman\n\nHenry J. Willingham Alabama\nArizona\nR. T. Cook\nArkansas\nGeorge B. Cook\nCalifornia\nFred M. Hunter\n.\n\nSallie Hill\n\nEdith M. Hine\n\nColorado\nConnecticut\n\nL. S. IviNS\n\nDist. of Columbia\n\nW. N. Sheats\nRobert D. Maltby\n\nFlorida\n\nTheo. B. Shank\n\nIdaho\n\nJ. O. Engleman\n\nIllinois\n\nGeorgia\n\nGeorgia Alexander. Indiana\nIowa\nJohn E. Foster\nW. A. Brandenburg. Kansas\nCora Wilson STEWART.Kentucky\n.\n\n.\n\n.\n\n.\n\nSamuel O. Welday.\nT. Frank Tabor\nA. Montoya\n\n.\n\n.\n\n.\n\nNevada\n\nNew Jersey\nNew Mexico\nNew York\n\nKatherine Blake\nRobert H. Wright .... North Carolina\nMrs. Neil C. MacDonald,\nNorth Dakota\nOhio\nA. J. Gantvoort\nOklahoma\nMrs. W. A. Crites\n-^\nOregon\nRice\nCharles A.\nPennsylvania\nGeorge J. Becht\nSouth Carolina\nJ. E. Walmsley\nSouth Dakota\nC. T. King\nCharl O. Williams. .Tennessee\n.\n\n.\n\nMary G. Logue\n\nMaryland\n\nTexas\nH. F. Estill\nUtah\nJames L. Gibson\nCaroline S. Woodruff. Vermont\n\nA. E, WiNSHiP\n\nMassachusetts\n\nJ. A. C. Chandler\n\nF. L. Keeler\n\nMichigan\nMinnesota\n\nMrs. Josephine Corliss Preston,\n\nMississippi\n\nJoseph Rosier\n\nWest Virginia\n\nMissouri\n\nJohn Callahan\n\nWiscorisin\n\nMontana\n\nVaughan McCaughey Hawaii\nPorto Rico\nR. S. Garwood\n\nJ.\n\nM. GwiNN\n\nC. G. ScHULTZ\nE. E. Bass\n\nW. S. Dearmont\nW. E. Dwyer\nJ. H. Newlon\n\nLouisiana\n\nVirginia\n\nWashington\n_\n\nNebraska\n\n.\n\n"}
{"page": 45, "printed_page": null, "text": "I\n\nGENERAL SESSIONS OF THE ASSOCIATION\nADDRESSES OF WELCOME\nEDWARD VOSE BABCOCK, MAYOR OF THE CITY OF PITTSBURGH, PA.\nAs the Mayor of Pittsburgh it gives me great pleasure to welcome to\nThe citizens\nof Pittsburgh deem themselves signally honored that you have chosen this\nour city the members of the National Education Association.\n\ncity as your meeting-place in this fateful year in the history of our country\n\nand of the world.\nYou, Madame President, are the head of an organization which, representing the school system of America, is perhaps by this fact the most\ndistinctly American body in the country.\nIt stands at once as the creation\nand the hope of our democracy.\nFrom the day of its experimental beginnings, thru the years during\nwhich it was gradually extended thruout every American commonwealth,\nthe pubUc school has grown steadily in its usefulness and in its capacity to\nserve the needs of the people of the nation. In the older commonwealths\nit necessarily displaced existing schools, among them the church schools of\ndifferent denominations.\nNaturally there was opposition at first which had\nto be overcome.\n\nThe school, however, so perfectly commended itself both\n\nto the good sense and to the patriotism of the citizen that in the progress\nof time he became quite willing to meet the larger expense of the extension\nof the system into the high school and in most of our commonwealths into\n\nand thru the university itself.\n\nThe only problem now is more perfectly\n\nto adapt our system of public education to the needs of our Republic, so\n\nthat it may better fit our young people for their duties as citizens, better\n\nequip them for the practical duties of life, and more thoroly train them to\nenter fields of scientific investigation and study.\n\nIt is to discuss and gradu-\n\nally to solve such problems as these that you are gathering together in this\n\nMost heartily do I commend the purpose of your assembly\nand most sincerely do I express the hope that you may reaHze your highest\ngreat conference.\n\nexpectations in this particular conference in this crisis of human affairs.\n\nNever has the public school made such marvelous progress as in the\nmost recent years. The people have been coming to a recognition of the\nfact that our pubhc school is perhaps the greatest socializing institution in\nAmerica, and that as such it is capable of rendering a service of untold value\nto society and to the state.\nThe teacher in the pubhc school of America has come into his own\nand has demonstrated that he is capable, not only of working out and\n29\n\n"}
{"page": 46, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n30\n\n[General\n\nadministering a system of public instruction, but of making that institution\n\na most potent agent in its transforming power for the socialization and the\nAmericanization of all classes of people, which is so essential to the wellbeing of our American life.\nI congratulate you also, Madame President, upon the program which\nyou and your associates have prepared for this meeting. It indicates that\nthe leaders in our public school system are ahve both to this present and to\nNo one can take up the program of this great conferthis future obUgation.\nence, with its fifty pages crowded with topics of national interest and\n\nnational obhgation, without being mightily imprest with both the brain\npower and the patriotic fervor of those who had a part in its preparation.\nIn this great city of busy industry and at this time of quickened activity\nand production, this Association has come to spend a week with us. Around\nyou are social clubs, hotels, and churches, universities, parks, and high\nschools, a memorial hall, an armory, the temples of fraternities, and all the\nrest.\nGathered here at this time are over two thousand enUsted men receiving their training for war service in the University of Pittsburgh and in the\n\nSchool of Technology.\n\nIn these splendid edifices, in this beautiful civic\n\ncenter, it is possible for your great Association to assemble at the same mo-\n\nment twenty-five audiences in commodious auditoriums, seating four\nhundred and more people, and to do this with as little effort as a congregation might gather in its accustomed place of worship.\n\nWe may be pardoned\n\nfor this pride we have in our city and its institutions.\n\nOf none, however,\n\nare we more profoundly grateful than for our schools, our colleges, and our\nuniversities.\n\nWe are delighted that you have chosen Pittsburgh as your\n\nmeeting-place this year, and we trust that when you have completed your\nconference, with its rich and varied program, you may go away with as\nprofound a feehng of gratitude that you came as we have in receiving you as\n\nour guests at this time.\n\nII.\n\nSAMUEL HAMILTON, SUPERINTENDENT OF SCHOOLS,\nALLEGHENY COUNTY, PA.\n\nYou have just been welcomed to the city by his honor, the Mayor.\nIn a few minutes you will receive a whole-souled welcome to the hearts,\nthe homes, and the hospitality of the people of Pittsburgh by its distinguisht educational leader as the educational representative of the city.\n\nIn like manner I deem it a great honor and a rare privilege to speak a word\nof welcome for the teachers of western Pennsylvania, and especially for the\n\nschool people of Allegheny County, those working outside the confines of\n\nthe city of Pittsburgh and yet within the limits of\nsixty years ago called the ''State of Allegheny.\"\n\nwhat Lincoln even\n\nYou are the nation's\n\nleaders in educational thought and action, and on behalf of our teachers I\n\nextend to you a most hearty and cordial welcome.\n\n"}
{"page": 47, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessionsl\n\n31\n\nIn this part of the State of Allegheny there is a graded-school system\nincluding some 2500 schools with a school population of 85,000, and a rural\nschool system of 400 schools with 16,000 pupils.\n\nThis vast school popula-\n\ntion is organized in two cities, 70 other municipalities each with from 1,000\nto 25,000 inhabitants, and 55 townships.\nThese schools are under the\nsupervision of two city superintendents, nine town superintendents, and a\n\ncounty superintendent with five assistants.\nAll of our schools stand loyally\n\nmovement to win the war.\n\nand enthusiastically back of every\n\nWe have almost 1000 war gardens this year,\n\nworth possibly $500,000; 85,000 of our pupils are members of the Junior\n\nRed Cross.\n\nIn point of time the first food bulletin issued in the nation\n\ncame from the domestic-art teachers of Allegheny County, mobilized in the\ninterests of food conservation.\nMore than 1500 of our high-school boys\nare now on farms under the direction of the United States Boys' Working\nReserve. In the Liberty Loan campaigns our schools sold about three\nmillion of the bonds.\n\nWestern Front.\n\nThousands of our boys have gone to fight on the\n\nAnd while they fight and die to help hold the Hne, our\n\nschools are doing their part to show our people that every good citizen will\neither \"go across or come across\"\n\n—\n\n^go\n\nacross to fight or come across with\n\nthe money or the effort that will help win the war.\n\nNinety per cent of our teachers have received normal, college, or university training, and, gathered as they are from\n\nmany states and many\n\ncounties, representing practically all the higher institutions of learning,\n\nthey are probably unsurpast in scholarship, culture, zeal, efficiency, and\nskill by any body of teachers in the land.\n\nIt is an honor and a pleasure to represent such a group of teachers, and\n\nyou their cordial greetings and warm-hearted felicitations.\nYour presence here is a pleasure and an inspiration to us, and I trust that\nyour stay in the city will be as pleasant to you as it will be to us. As the\ninspiration of a great occasion lingers long after the event has become a\nmatter of history, so the recollection of your presence and the inspiration,\nenthusiasm, and upUft growing out of it will remain long after you have\nto bring to\n\ntaken your departure.\n\nOur supreme faith is not in material things.\n\nOur people believe that\n\ninteUigence is better than industry, that wisdom is better than wealth, that\nculture is better than cash, that manhood is better than money, that brains\n\nare better than boilers,\n\nand that minds are infinitely better than mills.\n\nActing upon this faith, the State of Allegheny has invested more than\nfifteen milHon dollars in modern school plants, that the children, the great-\n\nest of all our assets, may have the best educational\n\nadvantages the age\n\naffords.\n\nOur people reaHze that material prosperity depends in the last analysis\nupon the school. Every mill, every shop, and every factory began with\nan idea. By thought and investigation that idea developt into a plan, and\n\n"}
{"page": 48, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n32\n\n[General\n\nthen thru mind-directed effort, due to intellectual and vocational training,\nit materialized into an actuality with physical form and physical characteristics.\n\nIn point of time then, as well as of importance, the teacher precedes\n\nthe engineer, the school precedes the shop, and the immaterial thought\ntakes precedence over the material thing.\n\nThe school, therefore, which\n\ndevelops the \"clear-eyed man who knows\" and \"the thinker who drives\nthings thru\" stands back of the mill, the shop, the factory, and all superior\nindustrial conditions.\n\nThe war-school program theme for this meeting is most fitting.\nDemocracy is threatened.\n\nclock of the world's fate strikes twelve.\n\nThe\nCivil\n\nCivihzation is in mourning. In such a crisis\ndemocracy may well ask. What can the school do ? If public education is\n\nhberty is in the balance.\n\nthe deHberate effort of the state to make better citizens, it must act.\n\nIf\n\nthe free school in a republic is expected to function in patriotism as well\nas in general inteUigence, it must offer some plan of action.\n\nAgain I greet you and bid you welcome!\n\nAnd on behalf of our teachers\n\nI express the hope that when you leave it will be with an intense desire to\n\nreturn.\n\nRESPONSE TO ADDRESSES OF WELCOME\nJOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, OLYMPIA, WASH.\nI count it a great privilege and an honor to respond in the name of the\n\nNational Education Association to these friends\n\nwho have\n\nso kindly\n\nextended to us the courtesies and hospitality of this great city.\n\nThis royal welcome, which has been so ably voist by these three distinguisht men, bespeaks a welcome for us, not only from this city, but from\nthis\n\ncounty and from the great \"Keystone State\" as well.\n\nThe National\n\nEducation Association is indebted to this state for many of its ablest members, conspicuous\n\namong them being its present chief executive.\n\nThe\n\nstate of Pennsylvania is to be congratulated on being able to secure the\nservices of this distinguisht educator to guide the Ship of State through\n\nthese perilous times.\n\nAt this moment when our eyes are fixt upon the scene \"over there,\"\nwhere the flower of our American manhood is paying the price of greater\nworld-opportunity and world-freedom with precious life-blood, it is fitting\nthat this great body of educators should meet for earnest deliberation in the\ncity of Pittsburgh, the recognized \"Armory of the Nation.\"\n\nFor one hundred and fifty years it has been regarded as a key in the transportation\nroutes between the Atlantic seaboard and the great West.\n\nWe recognize\n\nin Pittsburgh a great industrial center, a great civic center,\n\neducational center.\n\nand a great\n\n"}
{"page": 49, "printed_page": null, "text": "RESPONSE TO ADDRESSES OF WELCOME\n\nSessions!\n\n33\n\nWe are here as the educators of a united nation to counsel together.\nWe desire to be steadfast in our purpose to keep our schools uniformly\nmoving forward in the line of true progress, even tho a great world-conflict\nupon us. We are facing a great emergency in education. War demands\n\nis\n\nWar is taking the best.\n\nthe best.\n\nThe Commission on the National Emergency in Education, the creation of which was inspired by our worthy President, has been at work on the\nproblem of the readjustment of education during and after the war. The\nprogram which the commission has in mind will be presented at this meeting.\n\nNever was there so favorable an opportunity for removing the most\n\nsignificant handicaps under which pubHc-school education in this country\n\nhas labored.\n\nThe attention of this great body will be focust this week upon the problems which this commission conceives to be the outstanding problems in\neducation, in the solutiqn of which the school men and women should take\nan unquestioned leadership. Briefly, the outstanding problems are these:\n(i) the preparation and supply of competent teachers for all types of pubhc\nschools;\n\n(2) rural education;\n\nwholesome education;\nilliteracy;\n\n(5)\n\n(4)\n\n(3) health education, physical education, and\n\nthe reduction and early elimination of adult\n\nthe Americanization of the immigrant;\n\n(6)\n\neducation for\n\nnational service.\nI stand before\n\nyou as spokesman of a national organization which\n\ntowers above others in the scope of its work and its opportunity for service.\n\nThe National Education Association, alert to the situation, has this\nyear estabhsht permanent headquarters at Washington, D.C., the only\nplace from which this national\n\nbody can function properly.\n\nThis new\n\neducational home of ours is a four-story residence located in close proximity\nto the buildings of the various embassies.\n\nThe location of the home of the\n\nNational Education Association in Washington makes it possible for the\nteaching profession to cooperate directly with the government in all educational matters.\n\nThe general program of this meeting is the outgrowth of war conditions\nas they have reacted upon our schools, and in this program an effort will\n\nbe made by the speakers to show how the schools must of necessity react\nin turn upon national development in the present crisis.\n\nWe are indebted\n\nto the government of three of the allied nations, England, Italy, and France,\n\nand to their respective education associations, for the messages which their\nrepresentatives will bring to this meeting, and thru which we shall learn of\n\nthe efforts which these three nations are making to solve our common prob-\n\nlems in education.\n\nThis program expresses a conception of the need of international effort.\nThis meeting occurring, as it does, in one of the most crucial years of the\nworld's history, will undoubtedly prove to be one of the greatest meetings\nof this august body.\n\n"}
{"page": 50, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n34\n\n[General\n\nPAPERS AND DISCUSSIONS\nPRESIDENT'S ADDRESS\nTHE BUILDING OF THE NEW CIVILIZATION\nMARY C. C. BRADFORD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDENVER, COLO.\n\nToday this Association stands upon the Mount of Vision, led to the\nsummit by the red hand of war. Of the nation's travail is born our opporThe world's agony is our baptism, admitting us to membership\ntunity.\nAs crusaders\nin the knightly army of servants and soldiers of freedom.\nof the new humanity I greet you and bid you listen to the challenge of the\n\nGod of Nations.\n\nIn the stillness of the night who has not heard his voice\n\n\" Who goes there ? \" Have we answered,\n\"Thy servant, Lord; ready to do Thy will. Take me, use me, all of me,\nbody, mind, soul, time, effort, money\"? Thank God, yes, from a mighty\n\nsaying in accents of stern beauty\n\n:\n\nhost of school people has this consecrated cry gone up!\n\nIn past years the Association has sometimes tarried in the sunlit valleys,\nparticipating in the rich and varied life of normal times, seeking, thru a\ndiscussion of many phases of educational activity, to arrive at a definite\n\nand decisive program of educational progress. At other times, leaving\nthe more purely scholastic phases of endeavor, this great body of teachers\nhas striven to realize its relation to the surging impulse of the common life\n\nand to adapt educational practice to modern community needs.\nBut the past year has been one of steady climbing, of eager, yet persistent, pushing toward the summit, where alone creative decisions can be\nmade. The present situation is pregnant with vital issues. The tragic,\nyet augustly beautiful, national and international crises blood-stained,\nyet diademed with the stars of a lofty idealism, are conditioning educational\nthinking and acting, and putting educational systems to the acid test of\nsocial and spiritual results.\nWell may we, representatives of the teaching profession, face with awe\nour mighty responsibilities. Never before in the history of the world have\nthe schools been called upon to play so potent a part in the national destiny.\n\n—\n\nNot until now has the school organization been made the transmitting\nmedium of a nation's hopes, needs, decisions, and commands. Until the\npresent moment schoolroom walls have been opaque. Now they are\nknown to be the almost transparent windows thru which the light of national\nservice shines,\n\nfrom which must be reflected the conscious unity of the\nThe war has called to\n\nteacher, the child, the community, and the world.\n\nthe colors, summoned into active service of the most strenuous kind, every\nhome in the land, thru the agency of the Young Soldiers of the School\n\nRepubUc, officered by their commissioned leaders, the teachers.\nis as it should be.\n\nAnd this\n\n"}
{"page": 51, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nThe old civilization is passing away.\n\n35\n\nWithin its collapsing walls the\n\nThe old was materialand consequently cruel. It was outwardly\nsplendid, even sumptuous, and efficient to the point of fetishism, yet it\ncontained the seeds of death, for that which selfishly seeks its own must of\nThe great conception of human unity burned but dimly\nnecessity lose all.\nfoundations of the new civilization are being laid.\nistic,\n\naggressive,\n\negoistic,\n\nin the consciousness of the chief exponents of the old order.\n\nSuperficial\n\nthinking and living had weakened both brain and emotional power, and the\nincessant craving for sensation led to waste on every plane.\nIt has been said that nothing can be wrought out in the daily life of a\nrepubhc that has not first been put into its schools. It may then be askt.\nHave the schools of the United States so utterly failed in producing a high\n\ntype of national life that the war is being hailed as the transformer of the\nschools into a life higher and nobler than they have yet manifested ? My\n\nanswer is that the schools have performed the great task assigned them\nbetter perhaps than any other social agency, but that a great national\nconsciousness, conscience, and unification can only be accomphsht whenever\na community activity knows itself as a functioning part of the great whole,\ndedicated to the welfare of that whole thru the rich, free, and equal develop-\n\nment of all its individual units.\n\nWe have believed that we could live in a world made up of numerous\ndivisions, separating ourselves for the most part\n\nand business life.\n\nin touch with our family\n\nfrom those not directly\n\nThe civilization that has\n\nincarnated this sense of separation is necessarily falling to pieces, and the\n\nnew civilization, if it is to last, must be informed with the spirit of unity,\nwarmed with the currents of love, and glorified by the knowledge of truth.\nWe must come to understand that every phase of life partakes of the eduWe must saturate ourselves with the conviction that\ncative process.\nunless the school interprets the life of nature, the home, the church, the\npress, the counting-house, and the forum, it can scarcely be considered an\n\neducational institution at all, but can lay claim merely to imparting instruction in certain technical subjects.\n\nThe new\n\ncivilization\n\nwill\n\nemphasize the distinction between mere\n\ninstruction and true education just as certainly as it will proclaim service\n\nas the reason for business existence.\n\nThe new civilization will recognize the right of each human being to a\ntrained body and a trained mind, and it will also stress the spiritual reality\nin each, as the sovereign to which the trained body and mind must render\n\ninstant and efficient service.\n\nThe civilization that is to be will be capable of expressing in human\ninstitutions the highest ideal of all the people, and it is apparent that the\nchief agent in the creation of this new structure must be the school.\n\nThe war has gone far toward providing the schools with fresh subjectThe\n\nmatter, and it has quickened them to a sense of patriotic obligation,\n\n^'\n\n"}
{"page": 52, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n36\n\n[General\n\nlinking of education to life,\" which has been striven for thru many decades,\n\nhas come almost at once thru the stress of the great conflict thru which the\n\nworld is passing to a fairer day.\nWar-modified education in America means an education sensitive to\nthe needs of national development.\n\nWar-modified education helps the\n\nchild to train himself spiritually as the patriot and lover of his kind.\n\nWar-\n\nmodified education results in a surrender of personal rights in favor of the\n\n—that of\n\ngreatest of all rights\n\nfree cooperation in the service of the spirit of\n\nAmerica.\n\nThe Junior Red Cross activities make the school children warriors of\nThe war savings\n\nmercy, soldiers of healing, volunteers of helpfulness.\n\nsocieties enlist the schools as financing agents of the\n\nwar;\n\nas economic\n\nfactors in the solution of the nation's and the world's problem of justice\n\nenthroned upon victory;\nwelfare;\n\nas bodyguards of the home, safeguarding\n\nits\n\nas builders in one of the world's greatest constructive efforts.\n\nThese are examples of the intensive extension of the functions of the school\ninto the public service, and their relation to the course of study modifies, in\nlarge measure, the subject-matter to be taught.\n\nWar-modified geography may well be called \" war- transformed geography.\"\n\nHistory becomes a search for causes illustrated by the tragic\n\nIt traces the relation between the psychology\nand the biology of the various warring nations and includes a study of the\nrehgious, philosophic, and artistic development of the races which stand\n\nevents of the last four years.\n\nfor the clashing national faiths of the hostile peoples.\n\nHistory, philosophy,\n\npsychology, and sociology are seen to be but parts of a many-faceted human\nstudy, and all are fused in the flame of an intellectual and moral devotion\nto the ideals for which the free peoples are fighting.\n\nThe great dream of human brotherhood, thrown upon the screen of\nby the God of Nations when the American Republic was born,\ncan come true in full splendor of universal application only thru the\n\nhistory\n\nof all the human beings living under the American\nand this instrumentahty can be thus perfected only by the\ndevelopment of the schools to the full measure of their opportunity\nfor service.\nStraight thinking, clean living, hard work, joyful play, and\nmighty loving must characterize the individual citizen and the collective\naction of all the citizenry in a republic, and it is the mission of\nwar-modified education to produce this individual type and collective\n\ninstrumentality\nflag,\n\n•\n\ndevelopment.\n\nThe nationalization of education as a part of its war modification is a\nproblem pressing for solution.\n\nIt must be evident to all thinking people\nthat pubHc education should have the dignity, power, and prestige that\n\ncome from national recognition. But it is also clearly necessary to preserve\na proper balance between national and local authority in the administratioi;\nof educational affairs.\n\n"}
{"page": 53, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nSessionsl\n\nThe National Education Association,\n\n37\n\nrecognizing the changes that\n\nmust be brought about in American education as a result of the war, has\nundertaken the mighty task of preparing a national program, this program\nhaving been necessitated by the war emergency. The Commission of the\nNational Education Association that has been intrusted with this duty\nwill make a report during this meeting, and the commission lays its work\nbefore you as a proof of devotion to your interests, to the interests of the\nteaching profession at large, and to the welfare of the children of the world.\nThis national program for Education deals with:\n1. The nature of the present crisis faced by the pubhc schools of the\nUnited States.\n\n3.\n\nThe preparation, supply, and compensation of teachers.\nThe importance and needs of rural education.\n\n4.\n\nA complete program of physical and health education.\n\n5.\n\nProblems of immigrant education and adult illiteracy.\n\n2.\n\n6.\n\nCompulsory continuation schools.\n\n7.\n\nThe necessity for a national department of education and national\n\ncooperation with the states in strengthening the public schools.\n\nThis program has been prepared at the cost of a large expenditure of\nlabor and time on the part of the commission.\n\nwar-modified education.\n\nIt is its contribution to\n\nIt explains a part, at least, of the way in which the\n\nnew civilization must be built.\n\nIt summons to its aid the thinking people\n\nof this and the other allied countries.\n\nIt cooperates with the far-visioned,\n\nloyal-souled men and women of Great Britain, France, and Italy, and offers\nassistance to, and will gratefully receive aid from, all who can bring to it\n\ntrained thinking and loving service in behalf of the child.\n\nThe commission glimpses the far-flung influence of unified international\neducational ideals and practices.\n\nIt foresees that the creative soul within\n\neach nation can work best thru educational methods.\n\nIt knows that\nany nation, and that\nworld-salvation can come only thru a world-exaltation of the meaning and\n\ncharacter-building is the acid test of education in\n\npractice of the august reality that we call \"education.\"\nis the servant of the\n\ncommon good.\n\nThe commission\n\nIt is the extension of your vision, your\n\npowers, your zeal for sacrifice, your ability to build.\n\nYour President submits to you the work of this commission as the\ngreatest achievement of the educational year of 191 7-1 8.\n\nIt is also\n\na\n\nprophecy of still greater advance, for the fulfilment of which you will be\nlargely responsible.\n\nBut in additional ways the Association feels honored.\n\nIt has\n\nbeen\n\nused as the transmitting medium of the government's wishes, and it rejoices\nin the fact that no appeal for national service has gone unheeded by this\n\ngreat body.\n\nThe sense of unity between the members of the teaching profession of\nthe several states and the National Education Association has been extended\n\n"}
{"page": 54, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38\n\n[General\n\nand quickened during the past year. Even in the remote places of our land\nthe teachers have come to feel that there is a body thru which they can\nspeak, in which they can function, by which they may make their needs\nknown, and to which they can offer service and thereby extend their\npatriotic effort for the welfare of the nation.\n\nPeace must be won from under the shadow of victorious swords.\n\nIt\n\ncan come only thru the triumph of the armies of the free nations on the\nIt can be retained only by a war-modified education which\nbattlefield.\n.\n\nwill be able to contribute to the majestic structure of the new civiHzation.\n\nThru education must be developt the qualities that make for the immortality\nBy education must be safeguarded the fruits of a righteous\nof nations.\nwar. For education the nation must give and sacrifice, and to it it must\npay homage.\nAs supreme builders of the new civilization I greet you. From the\n\nMount of Vision, to which this Association has climbed, it can see the\nEnter in and possess it in the name of\nthe childhood of the world, that the new civilizatipn may be born of an\nPromist Land of fruitful service.\n\nimpulse and developt thru a process that will guarantee its immortality.\n\nAs the bloody flower of war becomes transmuted into the rose of the\n\ndawn of a new day, let us fit ourselves to live worthily under the sunlight\nof the transformed era.\nLet the heralds of the dawn be the teachers of the\nworld.\n\nLet us prepare ourselves for the triumph of a nobler citizenship.\n\nLet us know that the creation of such a citizenship is our task, our privilege,\nour coronation.\n\nTHE NEW PROGRAM OF THE NATIONAL EDUCATION\nASSOCIATION—AN OPPORTUNITY AND A\nRESPONSIBILITY\nNATHAN C. SCHAEFFER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nHARRISBURG, PA.\n\nThose who have made a careful study of the pupils in our public schools\nclaim to have discovered that the two most common characteristics of highschool pupils are loyalty and patriotism. What I have to say on the new\nprogram of the National Education Association can best be said in a discussion of loyalty and patriotism as parts of the said program.\nOrdinarily\nthese are thought of as emotions or affections, but when the will enters into\nthem and makes them the law of life, they become virtues of the greatest\n\nvalue in the formation of character.\n\nThere was a time when our instruction in history, in so far as it had\nany bearing upon patriotism, consisted in teaching hatred of kings and of\nredcoats, as the British soldiers were nicknamed in our wars for independence. The followers of George Washington were called patriots. The\n\n"}
{"page": 55, "printed_page": null, "text": "NEW PROGRAM OF THE N.E.A.\n\nSessions)\n\n39\n\nadherents of the mother-country called themselves loyalists. This disOne hundred years of peace along our Canadian\ntinction no longer exists.\nborder have done much to obliterate the animosities of former days, and\nthe present war has ended the antagonism between the mother-country\nand her offspring, as well as between France and England, which had been\nenemies for centuries. Today the French and the English, the Canadians\nand our own soldiers, are fighting side by side in the same great cause.\nAnd yet the words patriotism and loyalty are not synonymous terms.\nYou will recall that the lexicographer. Dr. Samuel Johnson, defined patri-\n\notism as the last refuge of a scoundrel.\n\n\"But, let it be considered,\" adds\n\nhis biographer, \" that he did not mean a real and genuine love of our coun-\n\ntry but that pretended patriotism which so many in all ages and countries\nhave made a cloak for self-interest.\" The counterfeit always presupposes\nthe genuine coin. It is the duty as well as the privilege of the National\nEducation Association to expose the counterfeit and to circulate the genuine\nTrue patriotism expels selfishness. It is a law of the human heart\ncoin.\n\nthat the nobler affections expel the baser passions, that love banishes hate,\nthat love of home and kindred and friends and country displaces traits like\n\ngreed and selfishness and makes treason and treachery impossible.\n\nWe have two types of teachers' meetings. The one type discusses\ntenure of office, schemes of retirement, higher salaries, and the effectiveness\nof strikes when seemingly just demands are not granted.\n\nAt such meetings\n\none hears much of loyalty to the profession, but seldom a word about better\nThe other type of\nschools and the educational welfare of the children.\nmeetings inaugurates discussions in which the seK-interest of the teachers is\nforgotten or at least subordinated to higher motives.\n\nGenuine patriotism\n\nbanishes the idea of strikes by the teachers in our public schools.\n\nThe\n\nFrench speak of the army and the navy as the first line of defense and of\nthe children in the schools as the second line of defense. True patriotism\nstresses the second line of defense as of equal importance with the army\n\nand the navy in promoting the future reign of law and liberty.\n\nCan\n\nthe National Education Association not cause the distinction\n\nbetween the two types of teachers' organizations to vanish by showing how\nwise a system of pensions, of tenure of office, of just taxation and compensation, can be made to give us better teachers, better schools, happier children,\n\nand greater efficiency in all our educational activities? Such an ideal is\nworthy of the best efforts of its officers and active members.\nUnselfishness lies at the foundation of genuine patriotism and wholehearted loyalty.\n\nPatriotism is devotion to one's native or adopted country.\n\nThe patriot is defined as one who loves his country and zealously supports\nand upholds its institutions and interests.\n\nIt fills me with a thrill of joy\n\nto think that history and civics have been so taught in recent years that the\n\nboy by the time he reaches the high school says to himself: \"I will live for\n\nmy country, I will fight for it and, if need be, die in its defense.\" A million\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n40\n\n(General\n\nof Uncle Sam's boys are now making the supreme exhibition of their patriot-\n\nism upon the high seas and upon the soil of France.\nLoyalty signifies a broader, tho not a more intense, devotion than\npatriotism. To be loyal is to be constant and faithful in any relation\nimplying trust or confidence, as wife to husband, friend to friend, subject\nThe loyalist is one who bears or claims to bear true allegiance\nto ruler, etc.\nto constituted authority.\n\nIn time of rebellion or revolution loyalty means\n\nadherence to the constituted government.\n\nWe speak of loyalty to truth,\n\nloyalty to the flag, loyalty to the school, even of loyalty to the National\n\nEducation Association.\n\nWhen loyalty roots itself in love of one's native land it intensifies the\nvirtue of patriotism, a virtue that never was more genuine than at this\ntime, and never put to severer tests than when the call came to cross the\n\nocean and fight on foreign soil.\n\nFor us who remain on this side of the\n\nocean a severe test of patriotism is found in wiUingness to pay a just share\nof tax for the support of the government and the education of the people.\n\nThe schools are facing a shortage of teachers, of funds, and of fuel.\n\nCan\n\nthe National Education Association contribute toward the removal of\nthese difficulties ?\nIt is proposed that thru afiiliation with the state associations we increase\n\nmembership to 250,000 and inaugurate a lobby to secure a secretary of\neducation in the cabinet and a federal appropriation of one hundred million\ndollars to be distributed among the states for school purposes.\nIt would\nbe easy to plan a scheme of school organization that would give our Association a membership of half a milHon or more.\nI wish to raise in your\nminds the question whether such a scheme of centralization would be\ndesirable in the United States.\n\nThe National Education Association has always been a forum for the\nfree discussion of conflicting views and theories in education,\n\nand I need\n\nnot apologize for expressing my views on the future policy of the Association.\n\nI was an enthusiast for a secretary of education in the President's\n\ncabinet until my friends drew my attention to the probability of plunging\n\nthe schools into the maelstrom of politics every four years, or at least with\nIt was further pointed out that a\nand Claxton have given would be impos-\n\nevery exciting presidential election.\ncareer of service such as Harris\n\nsible if the head of the nation's schools changed with every national adminis-\n\ntration.\n\nOur need of money for school purposes is so great that I am willing\n\nto accept federal aid with or without a secretary of education in the Presi-\n\ndent's cabinet.\n\nA professor in the University of Pennsylvania used to say that for solid\nachievement one year in the sixties is worth three in the thirties. The\nman of sixty no longer cherishes the visions and the day dreams of the man\nof thirty.\nHe has come down out of the clouds and concentrates his energies upon things that he sees can be achieved.\nTo a school man high in\n\n"}
{"page": 57, "printed_page": null, "text": "NEW PROGRAM OF THE N.E.A.\n\nSessions!\n\n41\n\nthe sixties the problem of prime importance in his hne is how to keep the\nschools in operation during the coming year and how to maintain their\nefficiency in spite of the shortage of teachers and public funds.\n\nHe is not\n\nspeculating on what the education of America will be after the war.\nsort of\n\nThat\n\nprophecy can well be left to university professors, who are not\n\nexpected to carry out the theories which they consign to print.\n\nEvery\n\nwho is responsible for the efficient administration of a system of\nschools is today asking, Whence shall we get money and teachers enough\nto have good schools? How can good schools be made better when the\ngovernment is taking into its military and civil service the best young men\nand women, who would otherwise give their lives to teaching school?\nofficial\n\nIn the vicinity of munition plants and ship-building yards there are more\nchildren than seats at school.\n\nNew schoolhouses are needed, and the\n\nquestion is how can we build new school buildings without issuing bonds,\nthe issue of bonds being forbidden by Secretary McAdoo,\n\nour\n\nmoney for\n\nThrift stamps\n\nand Liberty bonds.\n\nIn\n\nwho needs all\n\nmy opinion the\n\nschools under state jurisdiction will be driven to accept money from the\nfederal government, with or without a secretary of education in the cabinet,\n\nand on such other terms as the authorities at Washington choose to dictate.\n\nOne hundred millions distributed among the states will be a help, but it will\nnot suffice to make the needed increase of salaries and school accommodations.\n\nI have been discussing\n\nwith my friend the proposed affiliation of the\n\nPennsylvania State Education Association with the National Education\nAssociation.\n\nAt present the relation of the states to the federal govern-\n\nment, and not the highly centralized government of France, typifies the\nrelation of the state associations to this Association,\nliving together in peace and harmony.\nwill fight.\n\nand we have been\n\nTie them together and see how they\n\nI prefer the present organization of the National\n\nEducation\n\nAssociation because it gives the franchise at our business meetings to all\nactive members and does not offer a select few the chance to play politics\n\nthe entire year.\n\nIn my opinion the proposed house of delegates will give us a most cumbersome system of elections, diminish the interest in our midsummer\nmeetings, furnish a splendid specimen of overorganization, and make room\n\nand centralized power. At a time\nwhen teachers in their patriotic zeal have subscribed toward War Savings\n\nfor endless friction over state rights\n\nstamps and Liberty bonds until some can hardly pay their board bills, and\n\nwhen new drives call for still greater sacrifices, the drive for increast membership can be justified only in so far as this Association helps to solve the\n\nproblems engendered by the war and banishes the demon of selfishness by\nstressing the virtues of loyalty and patriotism.\n\nWith traditions stretching back over half a century, with a treasury\nthat has accumulated several hundred thousand dollars, with a membership\n\n"}
{"page": 58, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n42\n\n[General\n\ncomprising the educational leaders of every state, with a program based\n\nupon the welfare of the child as its chief cornerstone, and with problems\ninnumerable calling for solution, I look into the future with hope and with\nconviction that the National Education Association will continue to be the\ngreatest educational organization in the world, and that it will continue to\n\nbe a clearing-house for the best thought and the best efforts of its members\n\nboth during the war and after.\n\nTHE LIFE-CAREER MOTIVE IN EDUCATION\nWILLIAM\n\nL.\n\nETTINGER, SUPERINTENDENT OF SCHOOLS,\n\nNEW YORK, N.Y.\n\nSince one of the most inspiring addresses deHvered at the meeting of\n\nyour Association in Boston in 1910 was a discussion of \"The Life-Career\n\nMotive in Education\" by the revered dean of American education. President\nEmeritus Charles W. EHot, of Harvard University, I have undertaken to\nindicate somewhat briefly the content that might be appropriate to that\ntitle in terms of present-day school administration.\n\nI am inclined to take as the expansion of\ndefinition of a complete education as\n\nmy text John Milton's splendid\n\none which \"fits a man to perform\n\njustly, skillfully, and magnanimously all offices, both pubhc and private, of\n\nboth peace and war.\"\n\nProperly interpreted, Milton's words suggest a\n\nthoro, practical, honest, forward-looking type of education, in which the\n\nsordid standards of the slacker\n\nand the profiteer would have no place,\n\nbecause its whole spirit would be that of energetic, unselfish, skilful social\nservice, sufficient not only to insure successful endeavor in the piping times\n\nof peace, but also to battle vaHantly in the present moment for those excelling ideals of democracy which a brutal, rapacious militarism has placed in\n\nfearful jeopardy.\nThe insistent demand of our people for an educational\nscheme coextensive with their whole Ufe, generous in amount, and adequate\n\nin kind, is in\n\nharmony with the demand of our government that both\n\nin public and in private life its citizens ungrudgingly sacrifice their inchnations, their property, nay, even their lives, for the maintenance of American\nideals.\n\nThe thriUing events of the last few years have tremendously accelerated\nState rights have given way to\n\nchanges in our political and social life.\n\nfederalized, socialized control; labor has asserted and maintained its equal\n\nfooting with capital, and a widespread spirit of degrading mammon worship\n\nhas been succeeded by a rebirth of ideahstic patriotism such as the world has\nseldom, if ever before, witnest.\n\nAs might be expected, the most efficient instrumentality of democracy,\nthe public school, has not escaped the social pressure, but we are so immerst\nin absorbing tasks that we often fail to recognize the kaleidoscopic changes\n\ngoing on about us.\n\nOnly a few years ago, because of our naive assumption\n\n"}
{"page": 59, "printed_page": null, "text": "Sessions!\n\nTHE LIFE-CAREER MOTIVE IN EDUCATION\n\n43\n\nthat all our pupils were destined to be bookkeepers, teachers, or presidents\n\nwas\nunknown. The little vocational education that existed was on the defensive,\nour secondary-school work was separated from the business and industrial\nworld by a yawning chasm, the adult worker was considered beyond the\npale of our educational program, and the iUiterate foreigner was a clannish\npariah whose Americanization was left to chance.\nTime will permit me to refer briefly to only a few of the educational\nof the United States, prevocational education along industrial lines\n\nchanges in New York City made in response to the demand that the individual, of whatever age or status, may be free to fashion his career to meet\n\nboth his own ideals and the demands of his country.\nAt a recent convention of vocational educators in New York City, Dr.\nPhilander P. Claxton, United States Commissioner of Education, in a spirit\n\ncome in the history of\nwhen elementary-school pupils would be brought into contact\n\nof prophetic aspiration, stated that a time would\n\neducation,\n\nwith the realities that form the bases of our industrial and commercial life;\n\nand that the day would come when school children would alternate between\nschool and industry, so that theory taught in school would be put into practice in industry, and the pupils would return to school enricht with concrete\nexamples of practice by which theory may be illumined. Dr. Claxton also\nexprest the hope that the time would come when boards of education would\nnot only open the school buildings to wage-earners after school hours, but\nwould open classes in stores and factories for those whose interest might\nbest be served thereby.\n\nThree years ago the elimination of pupils from the upper grades of our\nelementary schools and the demands of industry led us to experiment with\nindustrial education in the grades, as a contrast experiment to numerous\n\nschools organized on a fraudulent\n\nGary plan.\n\nOur controlling idea was\n\nthat adolescent boys and girls, standing on the threshold of industrial life,\n\nshould be groupt.in prevocational schools in which they would receive, in\naddition to instruction in formal subjects, such instruction and training in\nconstructive activities as would develop aptitudes and abilities of distinct\n\neconomic value.\n\nThere are ten selected high schools in New York City that offer cooperative courses, in which 650 students of both sexes alternate weekly\n\nbetween high school and industry.\n\nA high-school teacher, called co-\n\nordinator, is selected by the high-school principal to correlate or link up the\n\nwork of the school and the industry. Special progressive courses based\nupon the charting of the business of the cooperating firm have been arranged\nfor each type of industry.\nThese 650 students are in employment with 170\nfirms of the highest standing in various subdivisions of manufacturing,\n\ncommerce, and transportation, which\n\noffer\n\nour high-school students an\n\nopportunity to secure a combination of practical training and business or\nindustrial experience.\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n44\n\n[General\n\nDuring the past school year these students earned over $125,000.\n\nIn\n\nthese days of the high cost of Hving explanation is unnecessary to show how\n\namount has been of great help in retaining high-school students in\nThe cooperative course offers the solution of many of the perplexing problems in education, both vocational and cultural, and solves in part\nthe problem of vocational guidance and placement.\nA most interesting zone of educational expansion is that intended for\nchildren in employment still amenable to the compulsory-education law,\nand that for adults of various types, whether they be the men or women of\nforeign birth who feel the need of a knowledge of English speech and of\ninstitutional life to make them participating Americans, the men subject to\nthis\n\nschool.\n\nthe draft who wish to perfect themselves for admission to a technical branch\nof the service, or the men and women in industry, commerce, or municipal\n\nemployment who wish to better themselves.\n\nLiterally we provide for the\n\nwaitress, the office boy, the salesgirl, the baker, the artisan, the shipbuilder,\n\nand at the present time also the enlisted man. They are taken care of in\nday continuation classes.\nThese day continuation classes may be groupt into six t5^es:\nCompulsory continuation classes require the attendance of working\nchildren who are non-graduates and less than sixteen years of age.\nDuring\nfour hours per week these children receive instruction to insure general\nculture and either prevocational or vocational training, depending upon\nwhether or not the pupils have found their vocation.\nIndustrial extension classes are practically classes for apprentices in the\nskilled trades.\n\nThe subjects taught are shop mathematics, related English,\nThus 500 civilian\n\nmechanical drawing, and the mechanics of the industry.\n\napprentices are instructed in the Brooklyn Navy Yard, and smaller groups\n\nhave been organized in the shipyards about the New York harbor and in\nthe yards of the Long Island and Baltimore and Ohio railroads.\n\nCommercial extension classes have been organized in large commercial\nestablishments and department stores for instruction in such subjects as\n\nstenography, typewriting, salesmanship, and merchandizing.\n\nGeneral improvement\nstores for\n\njunior\n\nclasses\n\nemployees\n\nless\n\nhave been organized\n\nin\n\ndepartment\n\nadvanst than those in the preceding\n\ngroups.\n\nImprovement classes give instruction of secondary grades to students,\nsuch as civil-service employees, whose working hours enable them to have\nfree time in the late afternoon which they desire to use for self-improvement.\n\nOther classes aim to Americanize the large number of foreigners in our\ncity, as well as to educate in institutional life the newly enfranchised\n\nwomen\n\nvoters.\n\nNew York City is the great entry port for immigrants and the great\nmelting-pot of the country.\n\nBecause of its resident foreign groups, it is the\n\nlargest Jewish city in the world, the second largest Italian city,\n\nand the\n\n"}
{"page": 61, "printed_page": null, "text": "THE LIFE-CAREER MOTIVE IN EDUCATION\n\nSessionsl\n\nthird largest Russian city.\n\n45\n\nWithin our pupil population we include approxi-\n\nmately sixty different nationalities, and therefore the problem of benevolent\nassimilation is essentially the work of our pubhc-school system. The present\n\nwar conditions, including the necessity of throttling German propaganda,\nhave meant the extension and socialization of this work. During the term\njust closed the average number of such classes in the evening schools was\n550.\n\nIn addition there were approximately 60 classes organized in the\n\nday continuation schools.\nIn our evening schools there were organized about 60 classes for men\nsubject to the draft\n\ncall,\n\nwho wisht to equip themselves for admission\n\nto technical branches of the service in such lines as machine-shop practice,\nelectrical\n\nwork, sheet, metal, and foundry work, radio and buzzer work,\n\ncamouflage, aeroplane work, and automobile mechanics.\n\nAt the present\n\nmoment, in response to the request of the War Department, we are using\none of our best-equipt vocational schools to train a contingent of 400 enUsted\n\nmen in similar hnes of work for service \"over there.\"\nI hold no brief for a type of education in which culture and utility are\n\nmutually exclusive.\n\nAn educational program founded upon the Life-\n\nCareer Motive does not imply a scheme of gross utilitarianism.\n\nThere is\n\nno divorce between labor and culture. In this materialistic age we must\nhold fast to our cultural heritage, but above all we must not fail to afford\nthat equality of educational opportunity which is the fundamental thesis\n\nOur ideal must be service rendered loyally and generously.\nThere can be no conflict between the educational needs of our people and\nthe demands of the government. To the extent that our school systems are\nresponsive to and coextensive with the fondest hopes and the highest aspirations of our people, they constitute a bulwark against which no libertykilHng miHtarism will ever prevail.\nof democracy.\n\nTHE NATION AND THE CRISIS IN ITS SCHOOLS\nJOSEPH SWAIN, CHAIRMAN OF THE NATIONAL EDUCATION COMMITTEE ON\nSALARIES, TENURE, AND PENSIONS; PRESIDENT OF SWARTHMORE\nCOLLEGE, SWARTHMORE, PA.\n\nTHREATENED COLLAPSE OF PROFESSION\nApart from the prosecution of the war itself, there is no more urgent\nproblem now before the American people than that created by the threatened\ncollapse of the teaching profession.\nCollapse is an extreme word, but so is\nthe emergency it describes. The drafting into other work of large numbers\nof the most capable teachers, the continual opening of new doors of opportunity to thousands of others, the utterly inadequate financial provision for\n\nthe majority of the remainder\n\nThey are facts.\n\n—these are no longer matters for debate.\n\nAnd they are facts ominous with disaster for the nation.\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46\n\n[General\n\nIf the American people cannot be made to see the situation and to supply\n\nan early and drastic remedy, we shall run the risk, even tho we win the war,\nOur schools are the spring\nof losing all that makes the war worth winning.\nand origin of our democracy. Of what avail will it be to spend our blood\nin defending the forms of democratic society, if the hfe that is to fill and\n\nenergize\n\nthem is lost?\n\nAnd if our schools suifer, it will be lost.\n\nfutile to declare that this is a matter for the future.\n\nIt is\n\nIf the war has taught\n\nus anything, it ought to have taught us that the future becomes the present\n\nwith fatal rapidity, and that failure to provide for that future in advance\nis\n\ncriminal.\n\nForesight, above all else, is what is wanted.\n\nThe American\n\npeople now have a supreme opportunity to exercise foresight in the matter of\ntheir schools.\n\nWill they exercise it ?\n\nOr will they kill the goose that lays\n\nthe golden eggs ?\n\nA WAR OF SCHOOLMASTERS\n\nTo the importance of technical education in those branches immediately\nconnected with the prosecution of the war the country is awake.\n\nBut this\nwar of chemistry and engineering, a war of technical knowledge pitted against technical knowledge; it is a war of cultures and ideals,\nIn this sense it is literally a war of schoolof ideas pitted against ideas.\nmasters; and only the hope of victory in this latter struggle makes the\nsacrifices of the other conflict seem worth while.\nBut to achieve that victory\nthe ideas and ideals for which we stand must be kept pure and free-flowing\nat their source.\nFor that deeper war behind the other is bound to go on long\nafter the physical strife has ceast.\nEverywhere men make the capital mistake of supposing that the good or evil of this war is a thing that will be\ndefinitely settled the day victory is attained and the treaty of peace signed.\nis not merely a\n\nThere could not be a grosser error.\n\nThe upshot of this war for humanity, the final good or bad of it, is going\nto depend on what the nations do as a result of it, on whether it gets the\n\nbetter of the brain of humanity by stunning it, or whether the brain of\nhumanity gets the better of it by understanding it. But this, in the main,\nlies with the will and the intellect of the next generation, and the will and\nthe intellect of the next generation lie, in no small measure, in the keeping of\n\nthe teachers of the present.\n\nMARKEDLY SUPERIOR TEACHERS DEMANDED\nIt has become a truism that the Germany of today is the product of the\n\nGerman schoolmasters of yesterday.\n\nJust as certainly the America of\n\ntomorrow, perhaps the world of tomorrow,\n\nwill\n\nbe the product of the\n\nAmerican teachers of today. What, then, if the American teaching force\nof today comes to consist of an inferior selection from our present teachers,\nsupplemented by high-school girls of no experience, of no special training,\nof temporary tenure, and of only passing interest in their work!\n\n"}
{"page": 63, "printed_page": null, "text": "Sessions]\n\nTHE NATION AND THE CRISIS IN ITS SCHOOLS\n\n47\n\nAmerica must not delude herself into believing that she can put her\nchildren into the hands of teachers of this type and yet expect them to\n\nturn out a generation of statesmen capable of grappling with the problems\nof what promises to be the most critical period in the social and poHtical\n\nTo achieve that result the teachers must be, on the\n\nhistory of mankind.\n\ncontrary, not only not inferior, but markedly superior, the best that can be\nhad, not merely in training and intellectual equipment, but in character,\n\nimagination, and social vision.\n\nYet at the present haur practically all forces are making in the direcnot of this desired superiority, but of markt inferiority. So strong\nis this tendency that it is possible to predict with accuracy what will happen\nto the teaching profession in America if some radical remedy is not soon\ntion,\n\napplied.\n\nThe teachers of the country will fall roughly into three classes,\n\nclasses which were already being defined during the decade and a half of\n\nsharp rise in prices prior to 19 14.\n\nThe war merely accelerated enormously\n\ntheir formation.\n\nPOVERTY DETERIORATES THE PROFESSION\nFirst, there will be what we\n\nmay call the endowed class.\n\nThis will be a\n\nsmall one and confined in the main to the higher branches of education.\nIt will consist of a certain number of financially independent persons who\nwill continue teaching because of the pleasure of the work, or the intellectual\n\nand social prestige flowing from connection with a college or university.\n\nHowever highly we may think of individuals within this group, the idea is\nrepugnant to every democratic instinct we possess of having any part of our\neducational system pass under what would inevitably become a kind of\n\nupper-caste control.\n\nSecond, there will be what we may call the part-time class.\n\nThis will\n\nconsist of an immense number who will give only a share of their time and\n\nenergy to teaching:\n\nwho will teach, but who will not expect their teaching\nFew outside the profession have any idea how\n\nsalary to support them.\n\nlargely the teachers of the country already belong to this class, from the\n\nmany who earn a few dollars on the side, to the few who frankly make their\nteaching incidental and double or treble their salaries by outside work.\nThe effect of this state of affairs on the profession calls for no comment.\n\nAnd then there will be a third class.\n\nFor it there is no satisfactory name.\n\nWere the term not certain to be misunderstood, it might be called the\nsweated class.\n\nPerhaps the exploited class would be less open to objection.\n\nIt will consist in part of teachers who, thru age, or poor health, or family\nresponsibilities, or what not, will be able neither to leave the profession nor\n\nto add materially on the side to their teaching income, with the result that\n\nthey will be compelled to take what is offered them and lower their standard\nof living accordingly.\n\nSuch teachers will deserve nothing but sympathy.\n\nThey will be slaves in outward condition but not in spirit.\n\nAnd much the\n\n"}
{"page": 64, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48\n\n[General\n\nsame will be true of those teachers who, thru a mistaken sense of duty combined with an ignorance of political economy, remain at their desks when\nthey could leave them. But it will not be true of those teachers who, with\nboth power to do otherwise and knowledge of the consequences of their\nchoice, accept a standard of living below the minimum of what makes\ngenuinely human Ufe, as distinguisht from mere living, possible. Such\nteachers will be slaves in spirit as well as in outward fact, and their action\nwill degrade not only their own profession but the working world as a whole\n\nas certainly as child labor, or coohe labor, or convict labor, degrades it.\n\nThese, then, are the three classes.\n\nIs this country willing to have its\n\nschools, which it has long pointed to with pride as the source of its democ-\n\nracy pass into the hands of an endowed class, or of a part-time\n\nclass,\n\nIf so, democracy in America deserves to perish.\n\nAnd\n\nor of a slave class ?\nit will perish.\n\nTHE REMEDY\nWhat, then, is the remedy ?\nThere is just one remedy tho there may seem to be two, owing to the\ntwo quite opposite ways thru which it may be attained.\n\n—\n\nBut before coming to the remedy and the methods of attaining it, let\nThe remedy is not to\nraise teachers' salaries sporadically, here a little and there a little, 25 per\nus notice what, emphatically, is not the remedy.\n\ncent in this enlightened city, 5 per cent in that benighted one, $500 a year\nin\n\nsome industrially booming section, where teachers have grown scarce,\n\n$50 a year in some out-of-the-way corner of the land where supply and\n\ndemand in teachers has not been perceptibly affected. \"Supply and\ndemand\" that goes to the heart of the matter. The critical situation of\n\n—\n\nour schools will never he genuinely remedied so long as teachers' services are\nregarded as a commodity to be purchast at the cheapest obtainable rate in the\n\nThat on the whole is the present attitude toward the teacher.\nThat attitude has got to end, or our democracy will end. The teacher\nmust come to be taken for what he is: a public servant performing a task\nof unsurpast importance to the nation, and on that account just as fully\nopen market.\n\nentitled to adequate compensation, or its equivalent, as the soldier, the\nlegislator, or the judge.\n\nBut this is simply a more roundabout way of saying that education is a\nThe man who denies that at this hour of the day is not\nworth Hstening to. The man who denies that education is a national matter\nis capable of denying that our Army and Navy are national matters, of\nthinking that our states and towns and cities, left to themselves, could\ncarry on the war. Which is not to imply for a moment that education is\nmerely a national matter.\nMay the time never come when the people in\nnational matter.\n\nthis locality or that lose control over the teaching of their own children.\n\nBut the child is of concern to a wider region than the place in which he is\nborn; and the wealth of a community is no measure of the promise of its\n\n"}
{"page": 65, "printed_page": null, "text": "THE NATION AT WAR\n\nSessionsl\n\nhuman material.\n\n49\n\nCan we permit boys and girls, perhaps of rare gifts, just\n\nbecause they happen to have been born on the outskirts of the country, to\n\nhave only the outskirts of an education?\n\nThose boys and girls are the\n\nThe nation must do its share toward bearing the\n\nnation's highest assets.\n\nburden of their training.\n\nBut suppose the nation cannot be made to see its duty.\n\nThen there is\n\nonly one other way: the teachers, by concerted action and the application\nof the principle of collective bargaining, must compel the nation to wake up.\n\nBut surely this will not be necessary.\nimagination to see things on a new scale.\n\n\"This ought to be done.\n\nThe war is training the national\nIt is no longer a day when we say,\n\nWe will do it, provided we can get the money\"\n\nIt is a day rather when we say of whatever is vital to the public welfare,\n\n\"Let this be done.\" And then we get the money.\nIt is a day of big things.\nIt is a day preeminently when those who are\nserving the state must be granted the right of way. The teachers of the\ncountry are not only serving the state now; they have been serving it all\ntheir lives.\n\nThey are the captains of the army of understanding; not alone\n\nof that technical understanding upon which military victory depends, but\nof that larger human understanding upon which depends the whole hope and\n\nwe spend billions to save the world, can we not\nIf we pour forth our\ntreasure without stint to those who shape our steel and iron, can we not\ngrant at least a living wage to those who are molding our Uf e itself ? The\nnation must come to the rescue of its schools. For a nation without educafuture of the world.\n\nIf\n\nspend miUions to make the world worth saving?\n\ntion is a coast without a lighthouse.\n\nTHE NATION AT WAR\nJAMES A. B. SCHERER, MEMBER, COUNCIL OF NATIONAL DEFENSE,\nWASHINGTON, D.C.\n\nYou will, of course, remember that as soon as we entered the Great War\nthe President called for the organization of the Council of National Defense.\n\nThis was not possible without the organization of the state councils; but\nthat has been accompHsht in all of the forty-eight states, either by legislative enactment or by executive order.\n\nThe next step was for the states\n\nto organize the counties, and this has now been done very generally.\n\nThere\n\nremains the ultimate unit of the school district; and the object of this great\nseries of war conferences that I have just attended in a dozen western states\n\nwas to organize there, as in other states, community coimcils with the\nschoolhouse as the place of meeting and the school district as the ultimate\nunit of organization. These community councils are organized essentially\nfor war work in a federated system heading up in Washington.\nThe Council\n\n"}
{"page": 66, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n50\n\n[General\n\nof National Defense is now focusing its attention on community councils,\n\nproperly so called; and they are in successful operation thruout many parts\nof the country.\n\nSenator\n\nOverman said the other day that there are four hundred\n\nthousand German spies in the United States; surely enough to go around.\nWhen I went into the different parts of the country to see what the states\nwere doing in rallying their vast resources for the winning of this greatest of\nthat he might with me \"spy out\n\nall crusades, I wisht for the loan of a spy\n\nthe land,\" hear what I heard, see what I saw, and then report to his Kaiser\ntruthfully (if he could) his observations in the form of a letter.\n\nThe first trip they sent me on took me down to Dixie.\n\nI was glad to\n\ngo down there because I was born in the South, and I wanted to see for myself just how far the German Emperor's nefarious program had succeeded\nin stirring up the black man against the white.\n\nMajor Moton, the distinguisht negro who succeeded Booker Washington\nas president of Tuskegee Institute, has said that during the brief period of\nthis\n\nwar and by reason of this present war more has been accompUsht\n\nin the improvement of relations between the blacks and whites in the South\n\nthan during his entire Hfetime previously.\n\nGerman spies please note care-\n\nfuUy!\n\nBeneath all superficial disturbances there is a strong bond between the\nThis war has greatly strengthened that\n\nsouthern white man and the negro.\n\nbond, and I predict that in consequence of such state-council movements\nas that of the \"Sumter County plan\" in South Carolina, the race problem\nis\n\ngoing to be far less acute in the South in the future than it has been in\n\nthe immediate past.\n\nIn North Carolina they believe that even doctors have their uses, so\nthey have organized the physicians of the state into a patriotic league, and\n\nnowadays when a doctor goes into a tar-heel home to relieve a patient who\nand ague, he not only gives him quinine, but while he\nhas him down he injects into him the spiritual hypodermic of a more intelligent patriotism, so that if the doctor has luck the man not only gets up well\nbut gets up better a better patriot than when he went to bed.\nThey have also organized the women down there; they have what might\nbe called a company of three-minute women, on the principle, I suppose,\nthat women can say more in three minutes than the four-minute men can in\nfour (and say it much more to the purpose). They have put these threeminute women at the telephones; it is easy enough to get the cooperation\nof the telephone companies.\nSo every day at noon when Johnny Hayseed\nis shaking with fever\n\n—\n\nglues his ear to the telephone (if I use slang it is because I am a college man),\n\nhe has discovered that he not only gets the latest market quotations on\n\"butter'n'eggs,\" and corn, and cotton, and hay, but that \"central\" drops\ninto his ear at the same time just a little dose of the patriotic \"dope\" that\n\nUncle Sam thinks he needs at the moment.\n\nIt works like a charm.\n\n"}
{"page": 67, "printed_page": null, "text": "THE NATION AT WAR\n\nSessions]\n\n51\n\nSpeaking of \"publicity,\" however, I rather think that Connecticut,\n\nunder the leadership of George Brinton Chandler, is leading the country in\n\nThey have bulletin boards all\nThey emblazen these boards, for\nexample, with our poster \"The Prussian Blot.\" Our council has already\ndistributed 340,000 copies thruout the country and we have more for\nproper distribution. It is exceedingly difficult to explain by word of mouth\nits efficient methods of\n\npublic education.\n\nover the state, costing $3.00 apiece.\n\nYou can do it,\n\nto popular audiences just what the \" Prussian Blot \" means.\n\nhowever, with a poster, and Connecticut has lit up the land with these\nposters, which any man or woman can comprehend in five minutes.\n\nIt is a\n\nplan that ought to be widely copied thruout the nation.\nMissouri has begun to \"show\" the rest of the nation how to conduct an\n\nShe is producing 10 per cent more foodstuffs than\n\nefficient state council.\n\never before; last year 750,000 acres were put into corn that had never been\n\nput into any crop before.\nIf my German spy had crisscrost the country with me he would have\n\nfound the planters of Louisiana concerned about their sugar crop, not for\nwhat they could make out of it, but for what they could do with it in feeding\n\nAt the opposite corner of the country he would\nhave found the lumbermen of Washington and Oregon concerned, not\nabout what they could get out of their lumber, but about how they could\nget the spruce out of the forests to help Uncle Sam build his airships. All\nthru the country he would have found the people determined to support\nWoodrow Wilson and Charles Evans Hughes in their endeavor to get the\nour boys and our Allies.\n\nmen who have hindered our aircraft-building program.\n\nFurther, in Massa-\n\nchusetts and Connecticut he would have found the great\n\nmen of those\n\nwar organization of the\ncountry; building up, for example, a great war-emergency employment\nservice that will enable New England to handle its labor supply effectively\nby distributing labor, with labor's free consent, from the points of surplus\nstates giving practically all of their time to the\n\nsupply to the points of the greatest need.\n\nCrossing the country thru the\n\ngreat Northwest and dropping down with me into the expansive grain fields\nof the Central West, he would have found the farmer concerned in \"speedjust as in California, if he would go home with me,\n\ning up\" production;\n\nhe would find captains of industry along the Pacific Coast \"speeding up\"\nship production in huge plants that have sprung up, as it were, over\n\nI\n\nnight.\n\nWe are beginning to put ourselves into this war, and God knows it is\nAmerica must awake!\n\nhigh time.\n\n—\n\nself-praise\n\nfalse as to the fact,\n\nof what we have done\n\n!\n\nAway with the false and treasonable\n\ntreasonable to our Allies\n\n—which boasts\n\nWe have not done nearly what we should have done.\n\nWelcome the heart-searching and the repentance for our faithless lukewarmness; welcome to the girding up of the loins until every last ounce of\nour energy is thrown to the aid of those tensely strained Allies who have\n\nI\n\n"}
{"page": 68, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n52\n\n[General\n\nborn the brunt and the shock of the battle for us for almost the terrible\nlength of our own Civil War!\n\nThe most contemptible man that I meet in my journeys is the copper-\n\n—the man who, instead of asking, as every true patriot must,\n\nhead parasite\n\nhow much we can put into this war, is continually whining about what we\nare going to get out of it.\n\nI will let\n\nyour uncle Lafe Young, of Iowa,\n\nanswer him:\nEvery traitor and every near traitor in the United States is inquiring, \"What are we\ngoing to get out of this war ?\"\nWell, among other things, we are going to get a better grade of patriotism than we\n\nhave been having\n\nOut of this war, we are going to get a new United States. We are going to hate\nnobody, but we are going to be prepared to fight whenever necessary.\nWe are going to have the freest country in the world, but we are not going to allow\nany traitorous highbrows to set their own standards of freedom by which to convert\nfreedom into treason.\n\nThere are a good many other things \" we are going to get out of this war.\"\n\nWhen the\n\nsoldier boys come home, we are going to have two millions of patriots who, having fought\nfor the flag, will make good citizens and thoro patriots.\n\nAheady we clasp hands across the sea with our mother-land.\n\nThe\n\nvirtual alliance in which we find ourselves with England is a logical con-\n\nclusion far too long delayed.\n\nIt is only the shallowest and narrowest view\n\nof history that regards our Revolutionary War as other than one in the long\n\nsequence of the revolts of English-speaking people against tyrants.\n\nOf course we should not limit our alliance to England; it should include\nall pf^the genuine democracies of\n\nthe world, no matter what their form of\n\ngovernment.\n\nMost of all we should conclude forever an inseparable alHance with our\nsister-Republic la belle France!\n\nIt is a \"soul of goodness\" in the evil of\n\nthis war that America, long blind, is at last awake to the spiritual beauty\n\nof her twin sister across the Atlantic.\n\n\"Frivolous,\" \"frail,\" even \"deca-\n\ndent,\" we have called her; to realize now, in the incandescent light of this\n\nwar, that what we called frivolity is but the laughing, rippling surface of a\nnobility as deep as the ocean; that what we called frailty was but her gay\n\n\"camouflage\" for sinews of unbending steel; and that instead of decadence\nFrance has since 1870 enjoyed a renaissance, has risen and climbed and stood\n\nupon glorious resurrection heights from which now she beckons and bids\nus to chmb up and stand at her side. To commemorate the centenary of\nour independence she sent her great bronze gift across the water and stood\nit up in New York Harbor.\nWe are now sending our boys by the million\nto aid her in the establishment of her own independence, and to aid her\nfurther in her gigantic task of setting up on the watchtowers of Europe her\nown radiant and heroic monument of liberty enUghtening the world.\n\n"}
{"page": 69, "printed_page": null, "text": "DEMOCRACY EVERY DAY\n\nSessions]\n\n53\n\nDEMOCRACY EVERY DAY\nJOHN COLLIER, PRESIDENT, NATIONAL COMMUNITY CENTER ASSOCIATION,\n\nNEW YORK, N.Y.\n\n—American-wise and\n\nAmerican-wise in the true, often forgotten sense\n\n—we\n\nnot Teuton-wise\n\nwill bear our part in the war to make democracy safe\n\nin this world.\n\nAnd so it is that we have done.\n\nPresident Wilson is today a world-\n\nleader, not merely in the poHtical sense,\n\nbut far more greatly in a sense\n\nmoral and human, because he has interpreted to us our own genius, because\nhe has shown us the way. It is President Wilson who in the solitude of\nhis own thought, as revealed in his acts even more than in his words, has\n\ndetermined that not merely should America do her own warrior part in\nand we shall win\nthis world-war, that not merely should we win this war\nit\n\n—\n—but that in winning the war we should pledge ourselves to such ends,\n\ncommit ourselves to such methods, as would restore our spiritual birthright,\n\nour destiny, to us.\n\nconscious of this intent.\n\nWe cannot doubt that President Wilson is\nWe are going to win this war by methods of\n\nPerhaps no other nation has with deliberation reacht such a\n\ndemocracy.\n\ndecision and cumulatively put it into effect.\n\nAssuming that President Wilson has prophesied for the nations, what\nHis meaning is not just rhetorical or poetic. It\nis not winning the war thru democracy if we merely lead all the people to\nfeel favorable toward the war, to feel ecstatic about far dreams that ever\nhaunt the brains of peoples, or to feel friendly toward those who are making\nthe decisions and doing the work of the war. There is no evidence that\nhas been his meaning ?\n\nall\n\nthese conditions are not found even in Germany today.\n\nNo transient\n\nemotional state, no elation or narcosis such as comes to heroes and martyrs,\n\ncan itself constitute winning the war thru democracy.\nIf the American people are to win this war thru methods of democracy,\nmust be thru millions of conscious mental judgments which involve the\ntaking of responsibility by individual citizens for things vital to the carrying\non of the war; the taking of that responsibility and then the conscious,\nvoluntary, and patient bearing of that burden whose significance we understand the burden of detailed things which men and women and children\n\nit\n\n—\n\ncan do; the bearing of one another's burdens, made heavier thru the war;\nthe burden of sustained will, but even more the burden of sustained thinking directed toward the great ends, domestic and world-wide, of this war.\n\nAnd so we come to the plan of community councils of national defense.\nThis plan aims to win the war thru democracy.\n\n—\n\nadjustments\n\nIt involves\n\nmanifold\n\n^permanent adjustments if we will make them such\n\n—in the\n\nbeyond the purpose of\nmerely repressing a bad state and insuring a good state of mind. The\ndirection of constructive citizenship.\n\nIt goes far\n\n"}
{"page": 70, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n54\n\n[General\n\nobject of the community council of national defense is to create modified\n\narrangements by which the people, the ordinary folks, the people\nknowing each other as neighbors, may gather in continuous consultation,\nmay do continuous team work within neighborly areas, and may gradually,\nknowing the full momentousness of what they do, assume responsibility for\nsocial\n\nthe prosecution of the war.\n\nThis we have certainly learned from Germany:\n\nA nation or people\n\nmay be complexly organized, prosperous, with the birth-rate high, the\nmortality low, with a high sense of well-being, and still it is possible for\nthat nation to be slowly transformed into a nation of slaves. We know\nnow that it is not democracy to have a perfectly lubricated social machine,\nthat there is no democracy in the long run unless the average man, thru\nhis collective business, gets a greater fulness of hfe thru being a partner\n\nin that business.\n\nAnd the plan of community councils of national defense is a recognition\nof the principle that the joining together of fulness of life for the individual\n\nwith social efficiency can be had, under modern conditions, only thru a\ndecentrahzation both of government and of business, thru a restoration of\npower and responsibility to the local community, yet in such a way as to\n\nconserve the values of standardization, of overhead service, of nation-wide\n\nteam work.\n\nThru community councils we are nationalizing the neighbor-\n\nhood, we are decentralizing the nation, we are seeking a martial victory;\n\nbut far beyond it we are seeking for our people the restoration of the hfe\nof the spirit, for our children the restoration of great opportunity.\nWe are\nbringing into sunhght and power and use the underground stream of our\n\nown human nature.\n\nThucydides told the truth: a civilization menast by\nIt may be that the answer to the question of whether\nwar is forever ended waits on the event which may take place within the\ndeath discovers itself.\n\nGerman spirit when Germany is utterly beaten and knows that she is facing\nHer birthright remains, buried deep, where she forswore it nearly\n\ndeath.\n\ntwo generations ago.\n\nA final word. Community workers are few, teachers are legion, teachers\nThe teachers are in immediate potential contact with\nAmerica as a whole. If the teachers of America would take into their\nbrains and hearts this vision and reality of community councils of defense,\nas we have intimated it tonight, as the Council of National Defense has\nelaborated it; if they would brood upon this idea in terms of the school\nand the school neighborhood, then there would arise a vast, adequate lifedefense army here at home. For with the teachers would come the people.\nIf the teachers fully meet this opportunity for the restoration of democracy, there will be no longer any doubt of success.\nWe must each decide\nAmerica must decide: \"I shall have lost this war unless I shall have saved\nmy own soul in winning this war.\"\nare everywhere.\n\n"}
{"page": 71, "printed_page": null, "text": "EDUCATION AND OUR DEMOCRACY\n\nSessionsi\n\n55\n\nEDUCATION AND OUR DEMOCRACY\nW. .C. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK, N.Y.\nIt has been the conviction, shared by all of the members of the com-\n\nmission, that the present crisis has brought to those responsible for public\n\neducation both unprecedented responsibihties and unprecedented opportunities.\n\nTwo great facts have stood out sharp and clear in all of our\n\ndiscussions:\n\nThe first is the marvelous awakening of the national con-\n\nsciousness, the sweeping away of the old divisions between sections of the\n\ncountry and groups of the population, and the birth of a new, fresh, and\nvigorous sense of national unity.\n\nThe second great fact is the rapid\n\ngrowth and development of a new and persuasive and comprehensive\nmeaning for the word democracy.\nthese great movements— the development\nthe new\n—has created almost overnight an educational need which\n\nThe first of\nnationalism\n\nof\n\nof\n\nwe have hitherto been only dimly conscious.\n\nIt is the imperative need of\n\neducational efficiency upon a national scale, and the parallel. requirement\nof programs and policies that are framed with the needs of the nation pri-\n\nmarily in mind.\n\nWe have become suddenly aware that it does make a\n\ndifference whether all of the people of the country can think together and\n\nact together.\n\nWe have become suddenly aware that educational back-\n\nwardness and intellectual stagnation in any part of the country may handicap the progress and imperil the safety of the nation as a whole.\n\nWith\n\nseven hundred thousand illiterate young men subject to the draft, the welfare of the schools in every locality\n\nand the adequacy of the education\n\nprovided for every type of child have become matters of national concern.\n\nWhen we of the educational world are astounded to learn that\n\nthere have been hundreds of communities in this country where boys and\ngirls have grown to manhood and womanhood in utter ignorance of Ameri-\n\ncan ideals and institutions, ignorant of the very language of our country,\n\nand even nurtured upon alien ideals brought to them thru the medium of\nan alien tongue, it is pretty clear that we have been thinking of education\nand planning for education too exclusively in the terms of our circumscribed local units.\n\nAnd when we find entire contingents of our United\n\nStates Army unable to understand commands given to\n\nthem in the lan-\n\nguage of their country, unable in some cases to understand any language\nsave that of our principal enemy, it is pretty clear that the doctrine of local\n\nautonomy in education needs some very radical modification.\nBut it is not alone the revelations of the draft and the discovery of\ncenters of active enemy propaganda in various sections of the country that\npoint to the imperative need of a national aim in education. Again almost\novernight the position of our country with reference to other nations has\n\nbeen radically transformed.\n\nFrom a\n\nsequestered and in\n\nmany ways\n\n"}
{"page": 72, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n56\n\n[General\n\nself-sufficient people we have suddenly assumed a position of prime signifi-\n\ncance in a new family of nations.\n\nWhatever may have been the insufficiencies\n\nof our educational system under the older order, they concerned ourselves\n\nalone.\n\nWhether we will or no, that day of complacency has past, never to\n\nreturn.\n\nIt will make a difference now, not only to ourselves,\n\nbut to the\n\nfree peoples who have fought for us and with us, whether 30 or 50 or 100\n\nper cent of our schools are efficient.\n\nOur people constitute the richest and\n\nstrongest of the great democracies.\n\nIn the coming federation of free nations\n\nthey must bear a responsibiHty for the preservation and strengthening of\n\n—\n\nthe democratic ideal a responsibiHty commensurate with their strength\nand their wealth. Upon the way in which our people think and feel and act\nfrom this time forth will depend conditions and issues that reach far beyond\nour own borders and comprehend vastly more than our own happiness and\nwelfare and progress. When we were an isolated and self-sufficient people\n\nwe could temporize with the educational problem.\n\nWe could lament the\n\nshameful neglect of our rural and village schools, which enrol more than\none-half of the nation's children, and take it out in lamenting.\n\nWe could\n\nregret that we were not able to solve this great problem which lies closer\nto the root and source of our national life than any other problem in the\n\nrealm of education.\n\nThe time for regrets and lamentations is past;\n\nthe\n\ntime for action has come.\n\nWe have temporized with the problem of preparing teachers until we\nhave the unenviable reputation of giving less attention to the problem than\nany other great nation, and no problem is fraught with greater significance\nto the welfare of our schools and to the responsibilities that they represent.\n\nWe have temporized with the health problem and the problem of adult\nilHteracy.\nWe have temporized with the problem of furnishing educational\nstimulus and direction to the great masses of our boys and girls who leave\nschool and enter bread-winning employment before their habits have been\nformed and their ideals of life and conduct firmly estabHsht.\n\nAnd it is only fair to say that we have temporized because we have\nhad to temporize. Our system of school support has been such that we\nhave had to depend almost entirely upon local revenues; our system of\nschool administration has been such that we have had to depend almost\nentirely upon local initiative.\nAs a result our programs and policies have\nbeen framed to meet the local needs and fit the local purse. If a community\nwisht to have good schools and could pay the price, it usually had good\nschools.\nIf a community was indifferent to education, it had, in general,\nthe privilege of neglecting its schools. If a community was poor but ambitious, it did the best that it could with its slender resources.\n\nAnd because\n\nin general our thickly settled communities are rich and our sparsely settled\n\ncommunities are poor the most glaring inequities of education have prevailed.\nis\n\nBut all this represents in reality an unnecessary situation. While it\nmarkt inequalities among various sections of the\n\ntrue that there are\n\n"}
{"page": 73, "printed_page": null, "text": "—\n\nSessions]\n\nEDUCATION AND OUR DEMOCRACY\n\n57\n\ncountry in respect to per capita wealth, it ife also true that the country as\n\na whole is very far from poor.\n\nWe can have something akin to an equality\nWe can have\n\nof educational opportunity if our people only say the word.\n\na good school in every locality, and mature, well-prepared and permanently\nemployed teachers in every school. If our people say the word, we can\nwithin a decade solve the rural-school problem.\n\nWe can put into our rural\n\nand village schools two hundred thousand teachers who can, who will, do\nfor rural America and for the nation as a whole what the village dominies\nhave done for Scotland, and what the rural schoolmasters have done for\nDenmark and Norway; two hundred thousand teachers who will make\nthese rural schools of ours, these lonely outposts of culture,\n\nwhat they\n\nshould be, strategic centers of national life and national idealism.\n\nFor out-\n\nposts tho they may be in one sense, in another and a deeper sense these\nlittle schools, of all of\n\nour educational institutions, are closest to what is\n\nformative and virile and abiding in our national life.\n\nAnd if the people only say the word, the next decade may easily see the\ngreat problem of adolescent education well on the road toward a satisfactory\nsolution.\n\nIf England in this most critical hour of her history can deliber-\n\nately decide to advance the limit of compulsory continuation schooHng to\n\nthe age of eighteen,\n\nif\n\nFrance, struggling so bravely to defend not only\n\nherself but the entire world against a ruthless aggression, can even in the\n\nmidst of that struggle plan to keep her boys under educational direction\nuntil the age of twenty, shall we, living in comparative security and abun-\n\ndance, confess that we are unequal to the task ?\n\nI repeat that if our people\n\nwill only say the word we can within a decade attain to a high measure of\n\neducational efficiency on a nation-wide scale. It is the judgment of your\ncommission that we should urge our people to say that word and say it\nquickly.\n\nAfter all, it means only an extension of a principle that they have\n\nlong since firmly establisht as a basis for the free schools of a democracy\nthe principle, namely, that it is just and equitable to tax the entire wealth\n\ncommunity for the education of all of the community's children.\nCommerce and industry have long since been nationalized. Of all our collective enterprises education alone remains hampered and constrained by\nthe narrow confines of an obsolete conception. But now with this new\nnational awakening we find that state boundaries can be easily and quickly\ntranscended. The golden hour of American education has struck. The\nof a\n\nopportunity is here and the need is compelling to employ the resources of\nthe nation for the education of the nation's children. We have a national\nproblem to solve that transcends all state and local problems. We\nhave international obligations to discharge which will call for the very\n\nbody politic. And we\nhave in the nation something that neither the states nor the local communities have developt in like measure, namely, a system and policy of\ntaxation which distributes the burden of collective enterprises in the\nhighest level of enlightened intelligence in the\n\n"}
{"page": 74, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n58\n\nmost equitable fashion that the mind\n\nof\n\n[General\n\nman has yet been able to\n\ndevise.\nIt is but natural that there are those among our people who will look\n\naskance at a change in our educational system which makes the national\ntreasury an important source of school revenues.\n\nThere are sincere and\n\nwell-informed men and women in this audience who have grave fears that\nfederal cooperation in the support of public schools will mean federal control and the domination of a hidebound bureaucracy.\n\nI have even heard\n\nexprest a fear that national support for education will Prussianize our great\n\ndemocracy.\n\nThe members of this commission respect these doubts and fears.\n\nBut\n\nthey also believe, not only that every worthy feature of local school control\n\nmay be perpetuated, but that local initiative may be healthfully stimulated\nand local interest in and responsibility for education greatly augmented by\nthe kind of federal cooperation that they propose. Personally I do not share\nthe fear that the nationalization of our schools will Prussianize our people.\n\nIn the first place, I do not think that anything could Prussianize our people.\nPrussianism is only superficially a form of organization; fundamentally it\n\na moral lesion which has cut away ever}'- sentiment of decency\nand humanity, which has eaten from the social mind the spiritual and\nmoral values of life, which has glorified the material and left the brute\n\nis a disease,\n\nsupreme.\n\nGermany has not needed even a federal system of education to\nHer unit of school control, like ours,\n\nspread this disease among her people.\nis\n\nthe state, and not the nation.\n\nFrance has the most highly centralized and nationalized educational\nsystem in the world. Has the nationalization of her schools Prussianized\n\nEngland is nationalizing her schools today. Will England's new\nWe have nationalized our railroads and many of our industries. We have nationalized our Army. Do\nwe find in our national life today anything that smacks of the Hun ?\nIt is the conviction of this commission that the nation may participate\nFrance ?\n\nschools Prussianize the English people?\n\nin the support of education without involving the dangers of bureaucracy\n\nand autocratic control.\n\nIt is further the conviction of the commission that\n\nthese dangers, if they exist, may be the more readily avoided if the initiative\nin promoting this principle of national support is taken\n\nEducation Association.\ning.\n\nSome individual or organization is bound, some have already essayed,\n\nto take the leadership.\ntion.\n\nby the National\n\nWe may be very sure that this movement is comThis responsibility falls naturally to our Associa-\n\nShall we accept the plain challenge, or shall we lie back and let some-\n\none else do the work?\n\nIt\n\nis\n\nthe belief of the commission that you will\n\nhave but one answer to that question.\n\n"}
{"page": 75, "printed_page": null, "text": "—a\nTRAINING FOR NATIONAL SERVICE\n\nSessionsl\n\n59\n\nTRAINING FOR NATIONAL SERVICE\nTHOMAS E. FINEGAN, DEPUTY STATE COMMISSIONER OF EDUCATION,\nALBANY, N.Y.\n\nWhen the Congress of the United States of America, acting upon the\nrecommendations of the President, on April 6, 191 7, was compelled to\ndeclare war against the imperial German government because of its ruthless\nacts, the American people faced the determination of an issue which was\nthe most vital in their whole history and was fraught with greater signifi-\n\ncance than any other act of theirs to the interests of the free peoples of the\nentire world.\n\nThe final decision by the duly appointed agents of the people\n\nto take up arms against the enemy of civilization was reacht deliberately,\n\nwith due concern about our attitude and our obligations to other hbertyloving peoples, and with clear recognition of the burden that\n\nwe were\n\nassuming and of the load that we were to carry thru to the end.\nEvery patriotic American, and there is no other American, is lifted up\nin these days when he reflects that no future historian and no nation will\n\never be able to charge that our country entered this conflict thru any motive\nof mere self-interest.\n\nThe history of nations records no more glorious or\n\nunselfish act than our declaration of war.\n\nWe had no jeweled crown and no burnisht scepter to preserve.\n\n—enemies, neutrals, and\n\nnations of the earth know well enough\n\nAll the\n\nallies alike\n\nThey know that there is now no bargain to be made\nThey know that this great people does not traffic in human\nliberty and Christian civilization.\nThey know that we mean by our\ntreasure, by our blood, by every supreme sacrifice, to see to it that out of\nthis struggle comes a well-ordered world.\nThey know that we believe in morality and the righteousness of nations and that we mean to bring offenthe reward we expect.\n\nwith\n\nus.\n\nders to the bar of international justice according to the exalted standards\nof human and of national life in which we believe.\nThey know that we\nmean, before we are thru, to hunt down the beasts among nations and to\n\ncompel \"by force and yet more force,\" if necessary, the acceptance and\nobservance by all peoples of the earth with whom we deal, of those great\n\nfundamental principles of liberty, justice, and humanity which have made\nus and which, please God, shall keep us a free nation worthy of the name.\n\nAnd if it is true that the reward we seek is known to all men, the part\nWhether we wish it or not,\n\nthat we are inevitably to play is equally clear.\n\nthe balance of power lies in our hands and the measure of responsibihty\n\nnow rests equally upon our shoulders. The victory that is to be won must\nbe won the whole world now knows it by the strength, the wisdom, and\nthe self-sacrifice of the American people. We can make that statement\n\n—\n\nwithout undue pride;\n\n—\n\nit is\n\nbut fact, solemn, weighted fact.\n\nWhen the avowed purposes of ourselves and our AlHes have been\n\n—\n\naccompHsht, when the victory has been won, a new world will face us\n\n"}
{"page": 76, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o\n\n[General\n\nworld in which we shall take our rightful place at the counsel table of\nOur position as a political power and our relations to other govnations.\n\nernments will take on new meaning. Our commanding position in the\nworld, our philosophy of life and government, the very righteousness of the\ncause for which we fight, will bring us new responsibilities. How are we to\nmeet them ?\nIn the first and last analysis the responsibihty of the nation is the\nOur system of education must lay the founresponsibility of her schools.\ndation for the future policy of the nation. We have witnest within the\nlast four years the fruition of the long-vaunted system of German educaWe have seen how completely a whole people has been deluded by\ntion.\na philosophy of life and a theory of government nourisht in its schools and\nuniversities.\nNo better proof is needed that the schools do determine the\ntrend of a nation. I have time for but a brief generalization as to how\nwe may best articulate our work as teachers with the new world that lies\nbefore us.\n\nWe must stop quarreling about the relative values of educational systems.\n\nFor the past twenty-five years at least we have been wrangling over\n\nthe virtues of the classics and the virtues of the so-called modern school.\nIs it not about time for us to admit on all hands that the world is getting\n\nbig enough for a multitude of educational theories and systems ?\n\nThere is\n\nto be room enough in our future educational world for the classicist and\n\nthe modernist.\n\nWe never stood more in need of a study of the ancients than we do\nA few years ago we and other liberty-loving peoples like us reasoned\n\ntoday.\n\nourselves into the fatuous belief that world-peace was approaching because\n\nwe willed it so.\n\nThe most momentous and the most disastrous fact in\nmodern history was the failure of free peoples to foretell and adequately\nto prepare for this conflict.\nHow mankind shall be governed is the issue\nof the ages and the one great outstanding fact of world-history.\nThe new world that we are to shape and control must thru its schools\nsaturate the minds of whole peoples and especially of vast numbers of\nintellectual leaders with the clear lessons of the past.\n\nwith condemning the classics.\n\nLet us have done\n\nLet us study all that has been in the world.\n\nLet us remember that the past makes the future.\n\nLet us remember that\n\nthe inheritance of our fathers is worthless if we are not able correctly to\ninterpret it.\n\nAnd while we look to the past, we must live in the present and build\nWar, with all its horrors, has its virtues. It clarifies our\nthought upon vital things. Our declaration of\nwar a little over a year ago brought with it the confession that we have been\na careless and in many respects an idle people, and that we have in many\nways been far behind our enemies in the utilization of the fruits of the earth\n\nfor the future.\n\nthinking.\n\nIt centers our\n\nthat lay in our hands.\n\n"}
{"page": 77, "printed_page": null, "text": "TRAINING FOR NATIONAL SERVICE\n\nSessions!\n\n6i\n\nThe educational patriots who sometimes tremble about the future of\nvocational education need not be concerned any longer.\n\nWe have learned\n\nin recent weeks that a democracy can hope to endure only by proving its\n\nsuperiority to autocracy in the employment of the material as well as the\nintellectual forces of the world.\n\nWe need trained minds, we need intellecWe need miUions of edu-\n\ntual leaders, and we need trained human units.\n\ncated hands, and\n\nthere can be no educated\n\nhand without a trained\n\nmind.\nI do not mean that the schools of the future should rear mere automa-\n\nbut I do mean that it is the business of the schools to realize that\n\ntons,\n\nevery human being has a place in the general economy of things, and that\nit is\n\nthe business of the school best to fit the individual to find and fill his\n\nI hope that the day is soon to\nI know that this is a platitude.\ncome when it shall become a practice instead of a platittide. It is a platitude\nEducational diagnosis\nthat must be repeated until it becomes a practice.\nand therapeutics have been much talkt of and little practist in this country.\nWe must educate hands to do all the things that have ever been done anywhere in the world, and better than they have ever been done before, and,\nmore than that, we must saturate minds with ideas which will lead hands\nto do new things for the betterment of mankind.\nThe democracy that is to endure will not only train the minds and the\n\nplace.\n\nhands of its future citizens but will look to the condition of their bodies.\nIt is as vitally important to teach boys and girls the proper care of their\n\nbodies, the essentials of a well-regulated diet, the value of recreation and\nplay, of sunshine and pure air, of rest and sleep, and the relation of these\n\nthings to the training of the mind and the hand, to the development of\n\nand to the preservation of life itself, as it is to teach them to\nThe health of a nation, we have lately discovered, is of\nvital concern in its striking power.\nIt is the duty and obligation of the\nleaders of public education in this country to predicate the health work\nof the schools upon standards which will develop men and women who are\nas fit for service in times of peace as the government demands its men\ncharacter,\n\nread and write.\n\nshall be in times of war.\n\nYou will observe that I have been forst to deal in general terms with the\nThe best training for national service, in my judgment, lies in the best training of the individual human unit. It is the busitopic assigned to me.\n\nness of the school to begin with the individual.\n\nI have no pet theory to\n\npresent, no crystallized program to outline, but I apprehend that the schools\nof the future, as their contribution to the continued safety of democracy\n\nand to an enduring peace upon the earth, will be guided by these fundamental principles:\nI. They will have reverence for the past and will seek in all possible\nways to study and to interpret the record of mankind as a guide to living\n\nmen.\n\n"}
{"page": 78, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n62\n\n[General\n\n2. They will leave no field of successful human endeavor out of their\nprogram and will study what the hands of men have done and what they\nmay do to preserve the liberties and the civilization which we enjoy.\n3. They will consider the health and physical well-being of every school\nchild and will nourish human life as the most priceless thing next to human\n\nliberty.\n4.\n\nThey will employ all agencies for human betterment and for national\n\nsafety and will lay the foundation for a national system of disciplinary and\n\nmiUtary training for all able-bodied men of proper age, so that every\n\nAmerican citizen may effectively meet his responsibilities to the nation.\n5.\n\nFinally, they will train the future generation of citizens to believe,\n\nno matter what the immediate issue of the present conflict, that there can\nnever be compromise or harmony between our way of Ufe and that of the\nenemies of civilization whom we now oppose.\n\nHowever long the road, the\n\njourney must bring us to a clear realization of this fact: democracy, with\nall that it means, must be supreme upon the earth if the future\n\nhappiness\n\nand well-being of mankind is to be assured.\n\nCOMPETENT TEACHERS FOR AMERICAN CHILDREN\nL.\n\nD.\n\nCOFFMAN, DEAN OF THE COLLEGE OF EDUCATION, UNIVERSITY OF\nMINNESOTA, MINNEAPOLIS, MINN.\n\nThe American people have made a new resolve: it is that hereafter\nbe taught only by loyal, patriotic supporters of the\nAmerican government. The importance of such a resolve can scarcely be\noverestimated. It means that education is recognized by the nation as the\ntheir children shall\n\nbulwark of American liberty and the source of strength and safety of\nAmerican institutions. It means that hereafter our faith will not consist\nin bUnd trusting that things will come out right, but that planning will\n\ntake the place of drifting, and purpose the place of chance.\n\nNot until recently were we aware that there are many un-American\nOur ignorance of the situation\nwas appalling and our stupidity colossal. Not until we entered the worldconflict did we pause, take stock, and discover the sinister influence of\nGerman Kultur in the schools of the country. Now we find that there has\nbeen an organized program for the Germanizing of America. The president\nschools and many un-American teachers.\n\nof the German-American AlHance, Mr. Charles J. Hexamer, said in 1911,^\n\"What the root is to the tree, that the German language is to Germany.\n\nWe hope to introduce the teaching of German in all elementary schools.\nThe more the teaching of German increases, the greater will be the number\nof boys and girls who will be brought to us and who will receive the keys\nto the treasure houses of our Kultur.'^\n»\n\nThe quotations in this paper were taken from an article on \"Americans for Amer-\n\nica,\" by Mr. David Lawrence, in the Saturday Evening Post, June 15, 1918.\n\n"}
{"page": 79, "printed_page": null, "text": "Sessions!\n\nCOMPETENT TEACHERS FOR AMERICAN CHILDREN\n\n63\n\nThis man, a native-born American, and the organization he represented\n\nwere largely responsible for the existence of 491 evangelical schools in this\ncountry, some of which were supported by state funds, in which German\nis the only language\n\ntaught.\n\nIt was the avowed and undisguised purpose of the Germans to make the\n\nschools and education their chief instrumentalities of action.\n\nThe official\n\nquarterly of the League for Geripanism in Foreign Lands (September, 1909)\n\ncontains the following statement:\n\n\"Work done in the interests of the\n\nGerman school abroad is a noble service rendered to the German nation;\nfor the most effective means of perpetuating Germanism in foreign countries\nis the school.\"\n\nUnmistakable evidence is available to show that German protagonists\nsought to influence and mold courses of study and to provide for the pub-\n\nand German autocracy and\nThe ultimate end\nof all this planning is revealed in a statement in the Pan-American Gazette:\n\"The Germanization of America has gone ahead too far to be interrupted.\nWhoever talks of the danger of Americanization of the Germans now here\n\nlication of textbooks glorifying Prussianism\n\nminimizing English influence and American traditions.\n\n[in\n\nAmerica] is not well informed or cherishes a false conception of our\n\nrelations.\n\nIn a hundred years the American people will be conquered by\n\nthe victorious German spirit, so that it will present an enormous German\n\nEmpire.\"\nThis end was to be attained thru the schools by having German teachers\nteach German ideals thru the German language. These teachers did their\nwork well and, utilizing every opportunity, developt an affection for Germany which the war, in many instances, has been unable to disturb.\nWhat these teachers did and were doing for Germany all teachers\nTheir patriotism must be of the simonin the future must do for America.\npure quality. They must be familiar with and teach the facts about foreign\nlands, but the ideals they seek to implant must be American ideals, and the\nlanguage of the graded schools in which these ideals are imparted must be\nthe English language.\n\nThe national emergency in education not only demands that teachers\nbe enthusiastic and loyal supporters of the institutions that protect them,\n\nand of the ideals that dominate them, but also demands that they be better\nqualified both academically and professionally than teachers in the past\nhave been. The United States has had almost no national teacher- training\nplan or system of education at all.\n\namong the nations of the world.\n\nIn this respect she has been a drifter\n\nAt any rate the inequities in her schools\n\nconstitute their most striking characteristic.\nAnd there are no inequities\nmore pronounst than those relating to the training of teachers.\nThese irregularities, inequalities, and inequities must be ironed out and\nthe general scholastic level of teachers raised. There are approximately\n300,000 teachers in this country who have had no education beyond the\n\n"}
{"page": 80, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n64\n\n[General\n\nhigh school, and between 50,000 and 100,000 who have had no schooling\n\nbeyond the eighth grade.\nCities suffer less from these untrained, uneducated, immature, raw\nIs not one of the fundarecruits than the villages and country districts.\nmental tenets of democracy equality of educational opportunity ? And is\nnot the intelligence of the rural folk of this country as essential to the\nupbuilding, to the efficiency, and to the safety of democracy as the intelli-\n\ngence of city folk ?\n\nIf true\n\ndemocracy is to exist, then there must be as\n\ncompetent and well-trained teachers in the country as in the cities.\nThe teachers of tomorrow must know more than the teachers of the\nPatriotic ideals will not always have emotional crises to arouse them\nand tragic events about which to cluster. The day will come when they\nmust be inculcated in the quiet recesses of the schoolroom. The brains of all\nthe people must be mobilized to meet our common obligations, to provide\nmutual understanding and intercourse, and to solve our common problems.\nThese statements are based on the assumption that we must have a\nnational policy in education and that the schools will reflect the principles,\nideals, and ambitions of the nation.\nNearly half of the present teaching\npast.\n\nforce of this country\n\nis\n\ntoo poorly trained, or too young, or remains in\n\nteaching too short a time to be of great service in achieving such important\nresults.\n\nThe average American teacher gets her initial experience at eigh-\n\nteen or nineteen years of age and remains in teaching four years.\n\nThis\n\nmeans that she leaves at the age of twenty-four. About the time a young\ndoctor is entering upon his interneship, where he is expected to spend from\none to two years acquiring experience before he is allowed to practice medicine, the typical American school teacher is finishing her professional career.\nDentistry, law, engineering, nursing, journalism, every profession that is a\nprofession requires\n\nmany more years of training than are required for\n\nteaching.\n\nHow and where is this training to be secured ? The answer is, in the\nteacher-training institutions of this country.\n\nThe welfare and the safety\n\nWe have\nbeen provincial in that we have regarded education largely as a local matter.\nof the country demand federal recognition of teacher training.\n\nIt has now become a national obligation.\n\nThe Commission on National\nEmergency proposes to ask Congress for an appropriation to be distributed\nto the states under appropriate conditions and to be matcht by them for\nthe training of teachers. We have long been committed to the policy of\nproviding federal support for the education of soldiers and sailors to promote\nthe arts of war and to protect us in time of war; now it seems that the nation\nmust and ought to commit itself to the poHcy of providing federal support\nfor the education of all its children to promote the arts of peace.\nOne is\nas important as the other.\n\nThe lack of well-trained teachers has become worse since the beginning\nof the war.\n\nThousands of men teachers have enlisted or have been drafted,\n\n"}
{"page": 81, "printed_page": null, "text": "COMPETENT TEACHERS FOR AMERICAN CHILDREN\n\nSessions]\n\n65\n\nand tens of thousands of women teachers have offered their services for\nCompetent teachers are not available to take their\nThe Commissioner of Education fears a shortage of 100,000\nplaces.\nThis is a national calamity. England made the\nteachers this next year.\nsame tragic mistake when she entered the war. Many of her schools were\nclosed and hundreds of thousands of children were put to work in the shops,\nAs a result\nfactories, mills, and mines, or left free to roam the streets.\nFrance\njuvenile crime increast 34 per cent during the first year of the war.\nreHef or social work.\n\nfaced a similar situation.\nincreast appropriations\n\nNow both these nations are attempting, thru\n\nand by the stimulation of pubHc sentiment, to\n\nrehabilitate their schools.\nIt may be urged that the schools should be closed to save coal.\nis necessary\n\nIf it\n\nto close the schools to win the war, then the schools should be\n\nclosed; but before we close the schools we should close the saloons, the pool\nhalls,\n\nthe billiard rooms, every place of questionable character, and every\n\nunnecessary industry.\n\nThe schools must be kept open if possible.\n\nBut,\n\nmay be askt, where are we to find the teachers ? There must be several\nhundred thousand well-educated married women who have had successful\nexperience as teachers. In the present emergency these women should volit\n\nunteer their services as teachers, or the government should conscript them.\n\nThe nation must understand that teaching is a form of high patriotic service,\nand that the education of the masses is as necessary for social solidarity and\nsecurity as for social progress.\n\nSuch a remedy as I have proposed would be temporary, of course.\nTeaching will continue to be a way station on the road to professional\ncareers for\n\nmany, until it affords better rewards and worthier sanctions.\n\nSalaries are hopelessly inadequate.\nfive hundred dollars\n\na year.\n\nHalf the teachers of this country get\n\nAbout 47 per cent get eight dollars a week\n\nless, when distributing their salaries over fifty-two weeks to the year.\nAnd the situation has not improved with the war. In fact, it has grown\nThe cost of living has increast 30 or 40 per cent and is\nsteadily worse.\n\nor\n\nstill rising,\n\nbut the salaries of teachers as a class remain practically un-\n\nchanged.\n\nSmall wonder that many, from economic necessity alone, have\n\ndropt out of teaching to enter other lines of work.\n\nThe government has\n\nbeen offering salaries for clerical and stenographic work that are two and\nthree times larger than the salary of the average teacher. I have found\ndozens of high-school graduates in Minnesota accepting employment this\nspring at salaries ranging from sixty-five to ninety-five dollars a month for\n\ntwelve months.\n\nPlumbers, carpenters, cement workers, basket workers,\n\nthe makers of soap and paste, and the iceman are better paid than teachers.\n\nEven house servants are better paid than teachers.\nAll this means that less and less competent persons will be attracted to\nThe first and simplest of\nteaching, unless unusual remedies are available.\nIf we are to retain our present\nthese is that teachers be better paid.\n\n"}
{"page": 82, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66\n\n[General\n\nstandards, salaries must be increast nearly 50 per cent at once; and if .we\nare to improve the quality of the teaching staff, salaries must be advanst\n\n100 per cent in the near future.\n\nIn the midst of war can this nation be\n\nmade to see and to appreciate the importance of this?\nnot local;\n\nit is national.\n\nThis problem is\n\nTeachers do not belong to any state; they belong\n\nto the United States.\nIt is evident to every thinking person that this movement for nation-\n\nwide standards for teachers is but a part of the general movement to secure\nnational recognition for all those agencies that affect the welfare, health,\n\nand education of all the people. Gradually but certainly the isolation\nbetween communities is breaking down, the boundaries of community life\nare being extended. The measure of a citizen today is the size of the unit\nin which he thinks.\nThe National Education Emergency Commission is trying to put the\nemphasis where it belongs. It beheves that this Association should call\nthe attention of the nation to the present emergency in education and that\nit should take the lead in demanding competent teachers for American\nchildren.\nIt feels that it would be a travesty to win a glorious victory on\nthe battlefields of France and to let the schools of the country diminish in\nimportance and decrease in efficiency. It feels that the secondary line of\ndefense, the line that holds the reserves, the line that is to weld the fruits\nof this victory into stable government, is the teachers of America and the\n\nchildren they are educating.\n\nIt beheves that while civilization hangs in the\n\nbalance in Europe, steps must be taken at home at once to make it safe\n\nThe commission insists that this is the most strategic\nmoment in the history of public education in this country. It is a moment\nwhen a nation may transcend its provincialism and lay the foundation for\n\nfor the future.\n\nfuture stabihty and future greatness by providing a teaching staff and an\n\neducational system commensurate with its dignity and its ideahstic future.\n\nTHE ENLISTMENT OF THE PROFESSION\nCARROLL G. PEARSE, PRESIDENT, STATE NORMAL SCHOOL, MILWAUKEE, WIS.\nEducational unpreparedness must not follow military unpreparedness.\n\nWe organized rapidly to fight the enemy abroad. We must organize as\nrapidly to meet the needs of education, which stabihzes government and\ngives force and point to our arms.\n\nWhen the United States was engulft\n\nWe had no army, no\nequipment for an army, no adequate transportation by land or sea. The\nlittle war machinery we had was at once put into action; volunteers were\nin the\n\nGerman War, the nation was not ready.\n\ncalled, as the first stop-gap;\n\n—every man within the\n\nand then the draft\n\nage Hmits set wrote down his name, to go with a gun on his shoulder when\n\nsummoned.\n\n"}
{"page": 83, "printed_page": null, "text": "THE ENLISTMENT OF THE PROFESSION\n\nSessions!\n\nBut the draft did not stop there;\n\n67\n\nsoldiers were not all the need.\n\nAd-\n\n—wise men, with wide vision and practical sense, to say\nwhat must be done. Captains of industry, masters of transportation,\nwere prest into service and put to\nprinces of finance, wizards of science—\nvisers there must be\n\nall\n\nwork to win the war. Then the nation's resources of manufactured articles\nand raw materials, of artisan skill and of money, were swept into the ranks\nOne of the most splendid spectacles of our generation has\nto do their part.\nbeen the quick, hearty response of the leaders of affairs of finance and\nindustry and the owners and managers of the nation's resources to the\n\n—\n\n—\n\nrallying call for service in the nation's emergency.\n\nThe war brought the teaching profession face to face with an emergency\nAs by a lightning flash\n\nin the field of education almost equally startling.\n\nand\nand in this\nsame white light, looking toward the future those days that shall come\nafter the war we Have seen that we are not now fitting American young\npeople to meet the demands that those days will make.\nBoth counsel and action by school people were needed, and needed\npromptly. The new Army is built on the plans of trained soldiers; our\nNavy grows on the plans of trained naval officers; financiers make the\nplans to finance the war. School people must be lookt to for plans to meet\nthe emergency in education, both now and for the years after the war.\nOnly one organization, the National Education Association, enlists\nthe service of, and speaks for, the entire teaching profession; kindergarten,\nelementary school, high school, college, university, professional and technical school, state and municipal school systems, private and endowed\nschools, all have a part in its membership and its councils, and all find here\nthe forum for the discussion of their problems. The National Education\nthe war revealed certain respects in which our educational plans\n\npractices had failed to prepare for the demands of this hour;\n\n—\n\n—\n\nAssociation also considers the public's interest as well as the interest of its\n\nmembers.\n\nIt\n\nwas therefore for the National Education Association to\n\nconsider at once the emergency that had sprung upon the nation, to begin\n\nthe statement of the present problem, and to move for its solution.\n\nThe president of the Association appointed a commission, the members\nBut the task\nwhich confronts the Association and the country cannot be accomplisht by\na few. The counsel, the interest, and the support of the entire teaching\nof which have been and are still at work on the situation.\n\nprofession are required, for two reasons:\n\nneeded.\n\nFirst, their financial\n\nsupport is\n\nThe necessity for consultation, for the collection of information\n\nand opinion, and for editing, publication, and distribution has tremendously\nThe Association has some income from investments, but the\nsum is wholly inadequate for these new demands. It has no other resource\nbut the fees from memberships. Secondly, the cooperation of the entire\nprofession in every branch is necessary if the service which both the\ncountry and the members of the profession need is to be rendered. The\nincreast.\n\n"}
{"page": 84, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n68\n\n[General\n\nteachers of every rank and department must become familiar with the situation as it is ascertained;\n\nthey must understand the plans proposed and the\n\nimportance of them; they must be the interpreters and advocates of these\nplans to the general pubHc, which is not directly connected with, and has\nnot been informed about, school work, but is interested, vitally interested,\nin the results to be obtained and will be prepared to cooperate fully and\n\ncheerfully if it is informed and interested by the teachers.\n\nThere are 750,000 teachers in America.\n\nIn the past, only about i per\n\ncent of the entire number of teachers have been regular, permanent members\nof the Association.\n\nFrance, with one-third the population of the United\n\nStates, enrols more than 100,000 teachers in her national association.\n\nTo\n\nbe equally professional, the National Education Association must have\n300,000 members.\n\nThe Association, calls for the enlistment of all teachers in its ranks.\nThe mark has been set at 50,000 by July, 1918; the 100,000 mark should\nbe reacht by January, 1919.\n\nIf\n\nthe teachers rally in this as they have in\n\nvarious other \"drives\" in which they have helpt to promote activities\n\nimportant as war emergencies, they will go \"over the top\" in this move-\n\nment, which has to do with their own professional honor and service and\n\nwhich will be taken as a measure of their professional spirit and devotion.\n\nTHE RECONSTRUCTION OF THE RACE\nFREDERICK PETERSON, M.D., PRESIDENT, LUNACY COMMISSION,\nNEW YORK, N.Y.\nI come before you as an alienist.\nI am grateful to your distinguisht\nbody for an opportunity to present some views on education from that\nstandpoint. Pathology has after all taught us the most we know about the\nnormal in biology. We learned physiology from our studies of function\nperverted by disease. We learned about the normal brain thru investigation of diseased brains.\nThe admired Montessori method of teaching\nnormal children had its origin in the methods of Itard and Seguin in teaching\nidiots.\n\nSo now in a world half mad, with all sorts of disorders in the body politic,\nperhaps an aHenist may help, be it never so little, in some new adjustment\ntoward the normal.\n\nWe have been suddenly awakened by the war from our complacent\nslumber.\n\nPain, suffering, danger, stirring elements in the psychological\n\nmechanism, rouse alarm, quicken alertness, Ught up all the old memories\n\nand powers of defense.\nThe horror and surprise of a nation of madmen broken loose upon the\nworld has brought a sudden consciousness among the peoples.\n\nWe are\n\nappalled that our selective draft of young men who are to fight our battles\nin France and Flanders reveals defects in an average of 30 per cent\n\n—these\n\n"}
{"page": 85, "printed_page": null, "text": "Sessionsl\n\nTHE RECONSTRUCTION OF THE RACE\n\n69\n\nyoung men who were the school children of yesterday. What was the\nmatter with the schools of yesterday which took them in and returned to us\nonly two-thirds as able-bodied citizens ?\n\nThe answer is found in the schools\n\nof today.\n\nAuthorities show us that there are physical defects in 75 per cent of the\n20,000,000 school children of today, most of them preventable and remediable, heart and lung diseases, disorders of hearing and\" vision, malnutrition,\n\n—and\n\ndiseased adenoids and tonsils, flatfoot, weak spines, imperfect teeth\n\namong them i per cent of mental defect.\nare worse off than those in city schools.\nto foreign\n\nbattlefields.\n\nWe are retaining the 30 per cent of imperfect\n\ncitizens to leaven the race of tomorrow.\n\npotence of inferiority.\n\nThe children in country schools\nWe are sending the best we have\nThere is such a thing as the pre-\n\nIt is often said that we get what we deserve in the\n\nway of government, laws, and institutions.\n\nSince it is possible in our democ-\n\nracy for a moron to be elected mayor of a city, and an imbecile to be made\n\ngovernor of a vast state, it may easily be imagined how the smaller offices\nin our legislatures, county boards,\n\nand city councils overflow with the\n\ninferior and the unfit.\n\nWe have spent millions of dollars on swine plague, foot and mouth disease of cattle, pine blister, chestnut blight, gypsy moth, chicken cholera,\n\nand we have the annual \"pork barrel\" of millions upon millions of dollars\ndevoted to all sorts of trivial and foolish exploitations of rural creeks and\nhamlets, but what have we spent upon' our greatest national asset, health\nBody is the foundation upon which mental\nof body in our school children ?\nstructure must rise. It is of first importance that the physical foundation\nbe made and kept sound and strong. The mental structure is secondary\nto that.\nWe are spending enormous sums upon the medical care of our\ninsane and other defectives in institutions all over the country, and rightly\nso, to do what we can to repair our broken adults.\nThis is relief work, but\nwhat we spend on preventive measures, on health education, for our growing\nchildren is small by comparison.\n\nThe children are the state's best property, out-ranking lands, produce,\nmines, water power, live stock, forests, and railways.\nof dollars spent upon these secondary interests!\n\nThink of the biUions\nThink of the indifference\n\nand opposition to the care of children, to two-cent lunches to be paid for\nby the children themselves, to doing away with child labor in factory and\nmine, to the smallest health measures demanded for their welfare! It\nneeds indeed an alienist to direct attention to these facts.\nCompulsory education we have, compulsory feeding and training of\nthe mind. Compulsory health we must have, compulsory feeding and\ntraining of the body.\n\nIn the war against ignorance we have conscripted the school children.\nThey are the vast draft army of our second line of defense. But in what\nWhat physical drill do we give\nsort of cantonments do we house them ?\n\n"}
{"page": 86, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n70\n\n[General\n\nthem, what medical inspection and care, what sanitation, what remedial\nsteps do we take to restore them quickly to the ranks when they are ill ?\n\nLet us turn to the idea of a reconLet us read the old books with new comprehension.\nIt is almost a hundred generations ago that a teacher (Mencius) wrote:\n\nBut enough of destructive criticism.\n\nstruction of the race.\n\n\"The root of the Empire is in the State. The root of the State is in the\nThe root of the family is in the individual. So for the people\n\nfamily.\n\nencourage them; lead them on; rectify them; straighten them; help them;\ngive them wings!\"\n\nWe must set a standard.\n\nIt\n\nmight be that of Dr. OHver Wendell\n\nHolmes, \"to begin the education of the child a hundred years before it is\nborn.\" That can be attained in a few generations. To accompHsh it we\n\nmust coordinate all the organizations now at work for the conservation of\nour citizenry\n\n—the maternity\n\nclasses, the baby-saving societies, the mothers'\n\ncommittees, the kindergartens,\n\nthe child-welfare and physical-training\n\nbodies, the seaside, the countryside, and sunshine associations, all that have\nto do with preschool welfare, the public and private schools, the Child\nLabor Committee, the Mental Hygiene Association, the boards of education,\nand the boards of health. The presidents of boards of health and boards of\neducation should be ex officio members of these coordinated boards. This\nis a great undertaking, but we can begin by breaking into the curriculum\nof the public schools and establishing education in health, especially in food\nknowledge and food habits as a vital and essential part of the teaching.\nFrom the schools the health instruction will be carried home to the parents\nand younger children, and soon the whole movement of reconstruction will\n\npermeate the state.\n\nThe program is a large one and requires:\n1.\n\nThat the teachers themselves be given better conditions for their\n\nown health and fuller instruction in all that has to do with the laws of health.\n2. That every city and country school should be made sanitary and\nkept so, and the school and its grounds should be as beautiful as possible, not\nonly for the benefit of the teachers and the pupils, but as an example to all\nother citizens, who are beginning to use the school more and more as a\n\ncommunity center.\n3. That every child should be regularly weighed, measured, and\nexamined and a health record should be kept, which should accompany him\nthruout his school life.\n\nIt should be the duty of the authorities to see that\n\nand disorders of growth\nAs malnutrition is one of the most serious conditions, a hot luncheon should be made available for every child and every\nteacher.\nThe health examination should include dental inspection and\nthe defects of our yOung citizens are corrected,\n\nand nutrition remedied.\n\ntreatment.\n4.\n\nThat each school should have adequate provision\n\ntraining,\n\ngymnasiums, athletic\n\nfields,\n\nfor physical\n\nplaygrounds, gardens, and shops,\n\n"}
{"page": 87, "printed_page": null, "text": "Sessions!\n\nTRAINING THE GOVERNMENT FOR FOREIGN SERVICE\n\n71\n\ntogether with especially qualified instructors in physical training and\nvocational fields.\n5.\n\nAnd finally, with the above foundations, that a thoro system of\n\ninstruction should be given in all matters pertaining to health, with special\n\nemphasis 'upon health-prohlems rather than upon disease, in physical and\n\nmental habits, in personal hygiene, in public health and sanitation, in\n\nmethods to avoid communicable diseases, in the responsibihties of parenthood, and in all that relates to nutrition and growth, including foods and\nfood values and food habits.\nThis is a large program, too large for the inequalities of conscience and\nconsciousness of our multitudinous states. It might be carried out in a\nfew states soon and in others only after generations.\nThis is a scheme for the reconstruction of the whole people. It is a\nIt should have the immeIt is an emergency program.\nfederal program.\ndiate attention of our foremost teacher in the presidential chair.\n\nWe need\n\na Hoover for the children, a children's health administrator.\nWith all this in view and after months of careful planning the National\nChild Health Organization has been formed, whose literature is being now\ndistributed to you.\n\nDo the first practical thing for a beginning. The\n\nteachers can place scales and a measuring rod at once in every school, and\n\nwith the height and weight and age charts that will be sent you on request\n\nyou can immediately start the campaign against one of the chief evils, viz.,\nmalnutrition. The Child Health Organization has some of the best\nteachers and educators in the country as members, and counts on its\nBoard the foremost medical specialists on children and public health. Its\npublications will be supplied on request to all who desire them.\n\nWHY SHOULD THE GOVERNMENT TRAIN FOR FOREIGN\nSERVICE?\nGLEN LEVIN SWIGGETT, BUREAU OF EDUCATION, CHAIRMAN, COMMITTEE OF\nFIFTEEN OJST EDUCATIONAL PREPARATION FOR FOREIGN SERVICE,\nWASHINGTON, D.C.\n\nOur beloved country is now at war.\n\nAs the inner meaning of this\n\nconflict becomes clearer with the passing days, the responsibility of organ-\n\nized education in any program for the successful prosecution of the\n\nbecomes more and more apparent.\n\nwar\n\nConcurrent with the 'course of mili-\n\ntary events, coordinating measures, corrective, regulatory, and prohibitive\nin turn, are planned by the nation's authorized agents, governmental and\n\nand are swiftly accepted and executed with the praiseworthy\nand unstinted cooperation of the people of this nation.\nThese measures are of two kinds, namely, those that relate directly\nto winning the war and those that relate directly to reaping the benefits\n\notherwise,\n\n"}
{"page": 88, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\nof victory.\n\nChief among the latter are economic measures and provisions\n\nto insure their successful issue.\nis\n\n[General\n\nAnd of primary importance in this catalog\n\nthe foreign trade of the nation.\n\nTraining for foreign service meant until quite recently only preparation\nfor the diplomatic and consular service.\n\nAnd the training for this specific\n\ncareer varied with, and was determined somewhat by, the political principles\n\nand social bases of each government and nation. But that time has past.\nOverstimulus of production in some quarters of the world and overpopulation in others and the respiritualization of society due to the internationalizing of all national social and religious welfare work, have led to the creation\nof a new scale of comparative values by the commercial nations of the world.\n\nNo longer, as in the past, are international friendships to be determined\nsolely by the strength or weakness of diplomatic conferences, conventions,\ntreaties carried on, or drafted thru, the political channels created for that\n\npurpose.\n\nTrade law? and political rights of nations are therefore profitable fields\nAnd these laws and rights are quite closely related,\neven at times imperceptibly confused. For example, shall one politically\nfriendly nation be allowed practically to create an embargo on one or more\nof study just now.\n\nof the products of another nation thru a trade convention with a third\n\nnation, even tho there may be no real basis for the interpretation of an\n\nunfriendly act ? Such questions require quite new solutions, and I believe\npermanent ones, with the enlarging international responsibility that all\nnations have assumed with their entry into world-commerce, and which\nresponsibility is deepened and sobered by the righteous ideals of this war.\nThe answer to them, as to many similar questions, cannot be given by their\nPlatonic discussion in unrelated college courses on international law or\nforeign trade.\nFor their solution we need loyal men, trained to an abiding\nconviction in the permanency of the principles of this government, to that\nfine degree of spiritual vision characteristic of the international mind, and\npossessing that body of knowledge and skill which shall be required henceforth in the conduct of all international economic and social relations.\nIn training for foreign service we must keep constantly in mind the distinctive character of service to be rendered and the consequent difference in\nthe character of training demanded for that service. We have endangered\nsomewhat the success of our venture into foreign fields by the complacent\nbelief of business and government that this training can be acquired in the\nactual conduct of foreign trade and foreign-relations missions and by the\ninsistence of schools and colleges that general education is the best preparation for the successful pursuit of these careers.\n\nWe need, first of all, in every manufacturing city opportunity in the\nWe need to have\n\nschools for thoro instruction in commercial branches.\n\nfree and unrestricted opportunity given to every boy and girl to receive as\n\nmuch skill in the vocational-commercial subjects and as much knowledge\n\n"}
{"page": 89, "printed_page": null, "text": "Sessions]\n\nTRAINING THE GOVERNMENT FOR FOREIGN SERVICE\n\n73\n\nof the technique of distribution as their circumstances permit and the char-\n\nacter and the diversity of the manufacturing production of their city war-\n\nWe need to have our schools function more naturally in the industrial\nand commercial life of the city, affording, without stint or hindrance, ample\n\nrant.\n\nopportunities for continuation and part-time instruction for those actually\n\nengaged in commerce. There must be a larger sympathy between business\nand the schools and a larger and more intimate understanding of their\nrespective problems.\n\nBusiness men must give their time and money for\n\nthe support of these schools, for they need, not only a type of teacher\nthat is able to command a higher salary thru his knowledge of business,\nbut the cooperative teaching of these business men themselves.\n\nFor the study of commerce, domestic or foreign, we have as yet neither\n\nThe latter is still quite vague.\nEven business itself in certain quarters insists upon training for its pursuit\na definite program nor a definite policy.\n\nin actual employment, an attitude that may be paralleled in the early days\nof shaping\n\nprograms of study for law, medicine, engineering, etc.\n\nThe\n\nrapid development of this country may have encouraged preparation outside\nof the schools, and our marvelous prosperity may have blinded us to the\ninefficiency of our individual training.\n\nNevertheless there has been much\n\nwaste of effort and economic loss to the nation.\nIf now, thru lack of centralizing authority, after the manner of the\nFrench and Italian, or thru failure to appreciate the need of our country for\n\nan unfailing, favorable trade balance, a definite trade policy, and a definite,\n\nGermany has done\nand Great Britain is now doing, our schools continue to function in response\nto purely local needs and the delicate machinery of inner relationships that\nhave been built within the school hierarchy by committees on prescribed\nstudies, entrance and graduate requirements, etc., it shall then be our\nnay, uniform, course of training for foreign trade, as\n\nnational task to make training for foreign service the nation's business, and\n\nways and means shall be found to perform this educational service, either\nin federal academies establisht for that purpose, or in subsidized institutions,\n\nstrategically situated and favorably disposed to train for the nation's need.\n\nLet us see first if we can build for our purpose on our present educational\nsystem.\n\nWays and means must be found, however, for the immediate\n\nintroduction of new subjects and the modification in presentation of those\n\nalready offered in all cities that possess actual or potential export trade.\nDirect response must be given by the schools and colleges to the requests\nof duly accredited federal agencies that may be empowered to advise and\n\ndirect instruction for foreign service, to distribute federal money appropriated for the support of this instruction, and to render cooperative teaching\n\nservice at such times and in such schools as the subject may demand and the\nprogram of cooperation permit. Only in this manner can our schools and\ncolleges meet the responsibility vested in them as the training factor of the\n\nnation; only thus can they be induced to offer and adequately teach at once\n\n"}
{"page": 90, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n74\n\n[General\n\nand in a satisfactory manner the really large body of essential knowledge;\nonly thus can they train efficiently for local or national commercial needs\n\nwith adequate vocational guidance; and only thus can they become the\nnation's nursery where there can be planted the seed of proper understanding\nof\n\na nation's international obligations, to become, under proper nurture\n\nhenceforth, the nation's priceless possession\n\nand the indispensable and\n\ninvaluable knowledge of all engaged in the foreign service of this country.\n\nCommerce on the high seas shall again become the heritage of this\nnation, inalienable thru its situation, its resources, and the mission it should\n\nperform by virtue of its political principles and political destiny.\nnation will never become a mere nation of traders.\n\nOur\n\nWe must and shall\n\nprepare ourselves to give to our carriers of commerce, the cooperating diplo-\n\nmats of the future, the inspirational training which, while it affords the\nskill demanded of every transaction in the practice of trade, teaches respect\n\nof man for man, the rights of races, and the territorial integrity of nations.\n\nTHE ROLE OF WOMAN IN THE NEW INTERNATIONALISM\nMRS. LOUIS r. POST, MEMBER OF EXECUTIVE COMMITTEE, WOMAN'S AUXILIARY\nCOMMITTEE OF THE UNITED STATES, SECOND PAN-AMI:RICAN\nSCIENTLFIC CONGRESS, WASHINGTON, D.C.\n\nThe training of boys exclusively by men, and of girls by women, is a\nWe all know now that the influences of both parents,\nand of teachers of both sexes, are needed by every child.\nThe early association of human beings in towns and little states was more\nfor protective than for cooperative purposes.\nThen as cooperation gradually developt it appeared under its cruder and harsher forms, dominated by\nfears and greeds, and so continually defeating its own ends\nstepping on its\nown feet, as it were. These rougher husklike forms of human affiliation\nmade apparently but moderate appeal to women, and their part in public\nthing of the past.\n\n—\n\naffairs was small.\n\nBut law and order prest forward from the little to the great under the\ndivine laws of progression, and cooperation began to mean not only profit-\n\nable exchange but devoted human service.\n\nOn a large scale this hardly\n\ncame consciously into the world before the time just previous to our own.\n\n—\n\n—\n\nAnd then all at once our Pallas Athene wise womanhood sprang fully\npanoplied into the arena. Was there human service to be rendered?\nShe must play her part at the voting booths, at the council tables, on school\nboards, on municipal committees.\n\nLet us make no mistake.\n\nThe largest factor in the urge of the woman's\n\nsoul that she take her place in the common life of the municipality, of the\nstate, and of the nation was, not a demand for a right, but an unappeasable\n\nhunger for vital human service in the wonderful fields of the new social\norder opening upon her vision.\n\n"}
{"page": 91, "printed_page": null, "text": "—\nWOMAN IN THE NEW INTERNATIONALISM\n\nSessions!\n\n75\n\nSide by side with the articulate expression of that urge, whether as yet\n\ngranted fulfilment or not, have come into our community life new ideals and\n\n—\n\nnew services rendered by men and women together services which neither\nmen nor women could have initiated or developt alone. You know them\njuvenile courts, public playgrounds, improved public sanitation, community\n\nforums\n\n—a thousand forms of human service.\n\nBefore this war of wars tore the world into abysses under our feet, this\nvitalizing of our municipal life was creating new environment for us and,\n\nmore important, for our children. With the unbelievable events of 19 14\ncame dizzy indignation and throbs of world-wide compassion on a larger\nInternational thinking and\nscale than had ever before moved the world.\nfeeling began to be a part of daily life even in this somewhat isolated and\nconsiderably self -centered Republic.\n\nThen came opportunities\n\nfor\n\ninternational service,\n\nand we sprang\n\nforward, not as eagerly perhaps, or as fully, as if we had been better pre-\n\npared to understand the situation; and not altogether with clean hands,\nfor were not some among us making blood-stained fortunes ?\n\nBut necessa-\n\nrily with this vitalization of internationalism there came in the cooperation\n\nof the women.\n\nIs it possible to conceive that internationalism will ever\n\ncease to be their\n\ncommon business?\n\nIs not the\n\nwhole world now the\n\npotential house of their Father ?\n\nAmong the evidences of this vitalized internationalism now in process\nof development is the leap from a purely commercial food exchange, ham-\n\npered by tariffs, to national and international collection and conservation\nof food\n\non the absolute basis of social utility.\n\nHave American women\nHas not that\n\nplayed no part in that international act of conservation ?\n\nfunction lain on their hearts day in and day out for more than a year ?\n\nInternationalism in these swift days must be based on our experience\nof life rather than learned from books.\n\nWhat do you know of community\n\nservice that is translatable into international terms?\nIf in the community such services are the mutual product of men and\nwomen we must believe that women's intuition and the urge of their hearts\n\nimpel them to share in the working out of like international services\nand in giving them vitality.\nWe women have workt on these problems in small ways in our own\ncomfortable communities. We are now working side by side with our\nbrethren across the seas over these same problems on a vaster scale than we\nhad ever dreamed of. Who asks whether the work is done by men or by\nwomen? It simply has to be done by both, not because there are not\nenough workers of either sex alone, tho that is also true; but because it is\nthe old human problem of the home.\nBut while it is not alien to us to consider these human matters on a huge\nscale while they still relate to individuals, no matter how many,'perhaps we\ndo not so readily perceive the need for insight and sympathetic compre-\n\nwill\n\n"}
{"page": 92, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76\n\n[General\n\nhension for nations as nations, and for whole peoples, sick, crippled, nerveBut the dreadful\naye, and for nations that are delinquent.\n\nshattered;\n\nneed will be there.\n\nPatience, understanding, kindness\n\n—they\n\nwill all\n\nbe\n\nneeded to the full for the healing of the nations at the time of the coming\ngreat reckoning. Above all, the ripest wisdom will be required for rightly\nhandling delinquent nations which have lackt high national standards and\ndenied international obligation.\n\nMany analogues could be adduced between those lesser and those\ngreater services for humanity which can be properly and fully consummated\n\nmen and women. In\nthem woman will find her role in the new\n\nonly by the natural and unselfish cooperation of\nplaying her part in fulfilling\n\ninternationalism, a role that calls for the study of the histories of peoples,\n\nnot the histories of kings; that calls for an acquaintance with maps; that\ncalls for inquiry as to where the grain, the wool, the cotton, the iron, and\n\nthe lumber come from, and why it is so hard for the peoples of some countries\nto get these things, and so easy for others.\n\nIt calls also for an understanding\n\nof why the great mass of men in civilized countries toil painfully all their\n\ndays for scant bread, and a few, often with no toil, live in luxury.\n\nThese are some of the problems of the new internationalism; and they\nare upon us, for it is well known that economic as well as national questions\nare to come up for settlement at the peace table, a knowledge that is dis-\n\nquieting to profiteers of every type in every civilized country.\n\nMay those\n\nwho are summoned to that fateful table be democratically representative\nof the great common life of the world; and to be so representative there\nought to be women among them.\nBut in any case only a few women, as only a few men, will meet at the\nOnly a comparatively few women can labor directly in inter-\n\npeace table.\n\nnational work.\n\nLet us not fail to realize, however, that every woman of\n\nright feeling who develops the \"international mind,\" no matter how simple\n\nthe expression she is able to give to it, will be playing a part in the creation\nof the new world that is to come out of this welter if civilization is not to\n\nWe women can ponder these things in our hearts.\n\nAs the lawgiver\nwe can\nspeak of them when we sit in the house, and when we walk by the way, and\nwhen we lie down, and when we rise up. For what we love we speak of,\nfitting it with sympathetic adaptation into the life we are living with those\nabout us. And this must happen, this is happening. The only thing that\nperish.\n\nof old admonisht, we can teach them diligently unto our children;\n\nconcerns each of us personally is whether she will live her life henceforth as\n\na part of the new time or will go her own lonely way, walking half visible,\nas a shadow or a ghost from a former world.\n\nAnd finally, to rise to these high duties and privileges, woman must\nnot only understand many new things and speak to others of them, but she\n\n—\n\nmust see the world whole, as if it were a man as if it were a child. She\nmust feel out for it with a vast motherhood, sick, but not to death, to which\n\n"}
{"page": 93, "printed_page": null, "text": ";\n\nSessions]\n\nPRACTICAL EDUCATION UNDER FEDERAL GUIDANCE\n\n77\n\nshe is to bring comfort and peace, and at the last a new and abounding\n\nShe will carry on her banners the word of that great teacher who\ncame to us from across the sea, Goldwin Smith: \"Above all nations is\n\njoy.\n\nhumanity.\"\n\nPRACTICAL EDUCATION UNDER FEDERAL GUIDANCE\nERNEST A. SMITH, SUPERINTENDENT OF SCHOOLS, SALT LAKE CITY, UTAH\n\nA progressive publicist in education said happily a few years ago,\n*^The facts of life and their good friend, common sense, have been demanding a school for the plain, practical man.\" What are the facts? It is\ncommonly admitted that the American type of education has not been\nChildren\nsuited to the youth of the land and to the needs of the nation.\nhave not been gript by the prevalent courses of study. Training by\napprenticeship has largely past away. The conditions of the past prosThe world of today steadily\nperity of the United States no longer exist.\n\ngrows smaller and kindred interests are widely recognized.\nforst\n\nupon it new standards of comparison.\n\naccounting is at hand.\n\nAmerica has\n\nAs a democracy its time of\n\nSince education is the cornerstone of our democracy,\n\nthe query is pertinent. Have the schools developt the young life intrusted\nto them to the largest profit of society, of the nation, and of the collective\n\nindividuals?\n\nThe monetary value of the youth of the nation has been\n\nestimated to be three hundred billions. ^ Of those who complete an ele-\n\nmentary education 94 per cent enter manual occupations. The verdict of\nthe federal expert is that scarcely one in one hundred is trained for the\nwork he is doing.\n\nCommon sense, that faithful friend of the facts of life, may well inquire.\n\nWhy not give the young people a partial preparation at least for what is to\noccupy them in real life ?\nalong with the cultural ?\n\nCan there not be a share of practical education\n\nWe have all askt the same question.\n\ntors we have theorized about it for a generation.\n\nworld has expanded by leaps and bounds.\n\nAs educaMeanwhile the industrial\n\nIndustry does not argue or sleep\n\nThere seems a reluctance on the part of school men\nto come to grips with the big economic problems.\nLabor unions and\nmanufacturers have not been equal to the gigantic task of training the\n\nit\n\nworks ceaselessly.\n\nworkers of America.\n\nAway back in the midst of the Civil War the federal government began\nthe poHcy of encouraging agricultural and trade education thru land grants\nto colleges.\nNow in the midst of this world- war Congress has summoned the\ncommon schools of the nation to shoulder the responsibility of practical\n\nThe federal stimulus from the national treasury is not a new\nThe $600,000,000 given in aid of education prior to 191 7 is but an\n\neducation.\n\npohcy.\n\nearnest of the larger gifts to come, and no one can predict the extent of the\n\nappropriations for future world-competitive needs.\n\nBut the thoroness and\n\n"}
{"page": 94, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78\n\n[General\n\nthe whole-heartedness of the response of the commonwealths of the land to\nthis federal challenge are now of paramount concern to the cause of practical\n\neducation.\n\nThere are those who believe that such training should be entirely in\nThe record of a few commonwealths in this field\n\ncharge of the states.\nis\n\nwell known.\n\nBut as is universally true under our form of government\n\nin all matters of social welfare, there has emerged no uniformity of policy in\n\nvocational education.\n\nWith only nine states up to 191 6 having adopted any\n\nfavorable legislation, the prospects of a speedy nation-wide program were\n\nHowever, new occasions teach new duties. Public,\nand economic life are as signally transformed in America as in\n\ndecidedly vague.\nsocial,\n\nEurope.\n\nThe national consciousness has outstript all bounds.\n\nfederal activity can scarcely stop with war measures.\n\nIf\n\nThe present\n\nthe government\n\nnow sends eighty thousand of its drafted men to school for a few weeks to\nattain elementary skill for army needs, will it not provide that millions of\n\nyouths receive adequate preparation for the vast industrial duties of peace ?\nFederal guidance will benefit\n\nall\n\nthe states.\n\nThere are at present\n\ngrave inequalities of educational opportunity between state and state,\n\nbetween section and section.\n\nThere has not been the same initiative, nor\n\nthe same ability to afford the sort of education that will serve the general\nwelfare and the national interest.\n\nFederal aid has placed the importance\n\nof vocational education squarely before the country at large.\n\nare vastly better utilized.\n\nOur resources\n\nFederal taxation has been permanently enlarged,\n\nand the means will be available to encourage practical training for all the\npeople of all sections under our flag.\n\nUnder federal guidance it is possible to create standards of efficiency in\nThe cooperation of ^he state boards allows full\nMaxirecognition and provision for the distinctive industries of each area.\nmum economic fitness is of nation-wide concern and not merely a sectional\nissue.\nCooperation and regulation are the new watchwords of American\nproduction. The Morrell Act did not reahze the results expected in practical education.\nUnder the stimulus of new conditions with capable federal\nleadership the day of larger educational achievement is at hand.\nThe vocational education promoted by the Smith-Hughes Bill is not a\nhard-and-fast system. It cannot be completed over night and put into\nNo\noperation. Adequate equipment and competent teachers require time.\nvocational education.\n\nfeature of the plan is so important as the continuation or part-time school.\nIt may well at an early date be charged to compulsory instruction.\n\nCer-\n\ntainly in no locality should the practical training of youth be begun before\n\na sufficiently thoro survey has been made of the industrial needs and opportunities of the region.\n\nThe operation of the recent vocational law in the\n\nstate of New York is ideal in its provision of complete data for an educational\n\nprogram.\n\nAlready in many states this year the interest of high-school\n\npupils in vocational courses of study has risen to a high pitch.\n\nsupport stamps the practical training as most worth while.\n\nThe federal\nPrevocational\n\n"}
{"page": 95, "printed_page": null, "text": "EDUCATION AND MORAL CHARACTER\n\nSessionsl\n\n79\n\nwork in the junior high and intermediate schools should prove a stimulating\nfactor to large vocational enrolment.\n\nA new industrial world has come to pass. No longer will capital hold\nThe long-delayed recognition of the place of labor is being\nThe day of the trained, educated workman has dawned. The\n\nabsolute sway.\n\nmade.\n\nnecessity of his practical training for national tasks in industry has deepest\nsocial significance.\n\nIt is the surest\n\nguaranty against class cleavage and\n\nSamuel Gompers, captain of the hosts of industry, has voist\nthe sentiment that the \"American workman will insist that the pubHc schools\nshall generally furnish education for efficient, intelligent, skilled labor, and\n\npublic unrest.\n\nthat the instruction shall be made democratic.\"\n\nEDUCATION TOWARD THE FORMATION OF MORAL\nCHARACTER\nDAVID SNEDDEN, PROFESSOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK, N.Y.\nSociety, as it becomes more complex and develops higher standards of\n\nindividual and social well-being,\n\nis\n\nalways requiring more of its schools,\n\nthose specialized educational agencies to which are progressively transferred functions of training and instruction heretofore performed incidentally or informally thru life itself, apart from the school.\n\nDuring the last\n\nten years all progressive educators have been industriously studying and\n\nplanning the development of vocational schools to supplement, in response\nto the insistently voist demands of many social agencies, the historic forms\nof general or liberal education which had already been freely developt in\n\npublic schools.\n\nNow that we have achieved substantial results in laying\n\nthe foundations of public vocational schools, I predict that the next great\n\nquestion which will, for many years, engage the efforts of the pubhc and\nof educators who can think and plan will be that of the moral education\n\nwhich can produce in individuals the moral character required to meet the\nneeds of a highly developt democracy in the twentieth century.\n\nIn facing the problems of what will in this paper, for the sake of brevity,\nbe called \"character education,\" it is of the utmost importance that the\nNational Education Association, thru its members or thru select committees,\ngive especial attention to the following questions: {a) What are the present\n\nand future urgent needs for better character education than we now get\nthru the home, the church, and other social agencies than the schools?\n{b) What do our public schools now accomplish toward character education ?\n(c) What are some of the possibilities of improved character education in the schools in the near future ?\n\n{d)\n\nWhat are the needs of further\n\ninvestigation and research ?\na)\n\nThe acute problems of character education for our age and condi-\n\ntions begin when the youth, at ten or twelve years of age, begins to share\n\nactively in social hfe outside the home.\n\nHere he finds himseK in the\n\n"}
{"page": 96, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o\n\n[General\n\natmosphere of independence and free judgment produced by democracy\nand the scientific spirit of our time. It helps us not at all to say that he\nis\n\nnot ready for this new freedom.\n\nThe simple social fact is that such\n\nfreedom exists in the social surroundings of at least 95 per cent of the\nyoung people of America today. At ten or twelve years of age the girl\nalmost always, and the boy often, are still plastic and responsive to the\n\n—\n\ncontrols of the only social pressures that greatly affect them\n\nthe school, and sometimes the church.\n\nthe home,\nWithin six or eight years at most\n\na majority of the girls and almost all the boys have, during their active\n\nwaking hours, come to live in a social environment which is little influenst\nby standards of home, church, or even school in the narrower academic\nIn this environment, in curiously mixt ways, independence of judg-\n\nsense.\n\nment, disregard of authority as such, and liberty of action prevail and are\n\neven cherisht, except within and with reference to the limited social groups\nwhich, under the influence of instinct and custom and sometimes strong\nleadership, constitute the central facts of social life for most young persons.\n\nFor them these six or eight years usually constitute their period of initiation\npower to live almost completely away\nfrom the home, readiness to take part in political movements, and the\nbeginnings of courtship acquaintance with the opposite sex. Here lie the\nmost acute needs and the most pressing problems of character education.\ninto seK-supporting employment,\n\nb)\n\nBut let us not make the mistake of undervaluing or misinterpreting\n\nthe present accomplishments of the schools in character education.\n\nIn a\n\nvery real sense our existing schools do the work now expressly committed\nto them fairly well as respects both character education and other forms of\n\neducation.\n\nUpon the American high school, as an educational agency, for\n\nexample, there are laid, by controlling authorities, just two types of work\n\nand\n\nresponsibility:\n\nfirst,\n\nto teach, in accordance with well-understood\n\nstandards, certain subjects giving knowledge and\n\nskill,\n\nsuch as algebra,\n\nand\nand secondly, while doing this, to insure, by means of the personalities and examples of teachers, machinery of discipline, and some\ninfluence exerted on those voluntary activities of the pupils which intimately\naffect their school life and work, that the school as a little social world shall\nitself be orderly, harmonious, cooperative, refined, elevating, and withal\ndemocratic. Do we explicitly ask the school to do any more than this ?\nIs it not a fact that in view of the demands thus explicitly made and the\nmeans provided the American high school is doing these tasks fairly well ?\nLet the American teachers as well as the American people take no small\nhistory, chemistry, typewriting, English language, civil government,\n\nthe like;\n\ncredit to themselves for the relative excellence of the social\nschools.\n\nlife\n\nof our\n\nYear by year the pubKc demands that our teachers shall be yet\n\nmore inspiring in their personality, clean in their morals, refined in their\nmanner, democratic in their attitude.\n\nThe old school vices\n\n—bullying,\n\nobscenity, destructive mischief, lying, cheating, brutality of teachers, ser-\n\n—have been waning for many years. The typical primary\n\nvihty of pupils\n\n"}
{"page": 97, "printed_page": null, "text": "EDUCATION AND MORAL CHARACTER\n\nSessions!\n\n8i\n\nschool today is one to which children go enthusiastically and unafraid, and\n\nfrom which they come uncowed, unbrutalized, unroughened. The typical\nschool of the upper grades carries a sad load in its enforst attendance of\nunadjusted pupils, its unvitalized curriculum, and its unspecialized teaching\nforce; nevertheless, even here, the machinery of control and the personalities of teachers maintain a little society orderly enough for the work that\ncan be done.\n\nThe typical high school is of course attended only by the\nnevertheless we can well wonder at the orderly\n\nselect of the community;\n\nand attractive social spirit which prevails.\nc) Our schools then, we may say, are now reasonably effective agencies\n/\n\nof character formation so far as that character is essential to the social\n\nrequirements of the school group\n\nlife\n\nitself.\n\nBut is this any adequate\n\nguaranty that the men and women finally produced will be properly socialized for the larger responsibilities of life ?\n\nIt certainly is not.\n\nSometimes\n\nthe virtues produced in the social environment of the school carry over into\nlater life and sometimes they do not.\n\nSuperficially considered, at least,\n\nwe should expect the standards of\n\ndress and personal tidiness required in high school to carry over into later\nlife,\n\nbecause these are standards largely developt during adolescence in all\n\ncases.\n\nHabitual forms of behavior establisht between boys and girls dur-\n\ning the high-school period will probably continue operative, for the same\nreasons, at least as between social equals, for many years.\n\nOn the other\n\nhand, it may well be doubted whether the standards of ''fair play\" maintained on the playground can be expected to carry over into adult business\nand politics where conditions and incitements are necessarily so different.\nWe expect that the boy who has displayed industriousness and initiative\nin the high school will continue to display these qualities in adult life; but\n\nthe opposite expectation, that the boy lacking in application and industry\nin school will not improve or change when he comes under the social pres-\n\nsure of working for rewards that he greatly desires, is so often negatived by\n\nexperience that we can as yet draw no reliable conclusions.\n\nThe possibilities of improving the character education of the schools are\nwe may in specific respects improve upon the procedures already reasonably good, by which we now make the school an\neffective little social community toward the service of its own ends; and\nwe can seek to discover ways and means whereby we can use the school\nlife of the pupil to produce the qualities now most required in adult social\ntherefore of two kinds:\n\nlife\n\nI\n\nand which existing agencies fail adequately to produce.\n\nWe are continually at work, of course, on the improvement of school\nsociety.\nWe are increasing the rewards of public-school teaching and therefore the attractiveness of the profession\n\n(if\n\nthe courtesy-title can yet be\n\nallowed) to persons, especially unmarried women, of fine personality and\n\ngood character.\n\nI\n\nPublic demand is steadily enforcing higher standards of\n\nExperiments in establishing some form of selfgovernment for school or classroom, in providing more abundant outlets\nsocial order in the schools.\n\n"}
{"page": 98, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n82\n\n[General\n\nfor surplus physical energy in play and sports, in surrounding school life\n\nwith the social sedatives of recreational reading and play, in providing thru\nthe practical arts studies for the orderly expression of workmanship instincts,\nin forming parents into conferences whereby home and school control can\n\nbe made mutually to reinforce each other\n\n—\n\nall these,\n\nand scores of other\n\nold processes being improved or new ones being introduced represent, in\ntheir composite form, movements of much magnitude looking to the conscious, progressive evolution of the school.\n\nWhat can the public school do, in any of its grades or types, as conscious\ncharacter education toward the requirements of the adult society which as\n\nyet lie far ahead?\n\nFor the purposes of a character education that shall\n\nfunction specifically in good adult citizenship our more promising opportunities are in schools dealing with youth from twelve years of age upward.\nHere some promising developments have already been begun. Within\nmoderate limits we believe now that, given a mastery of means and methods\nyet to be workt out, we can enable the youth to obtain some intellectual\napprehension of the structure and functions of the community social life\nBy means of socialin which, a few years hence, he must play his part.\nscience studies yet to be developt and probably by studies of history pedagogically organized in ways as yet only beginning to be understood we can\n\ngive the prospective citizen really vital appreciations of the complexity of\n\nthe social machinery of which he is a part, and of the importance of his\n\nIn this transitional adolescent age we realize\nmore perhaps than did our forebears the importance of those ideals which,\ndeeply felt and concretely perceived, have the effect often of becoming the\nincitements of definite and persisting motives. We do not yet know how\nto produce these ideals as a steady crop; but having in mind the tremendous\ninfluence of rare personalities, of certain t)^es of vital literature and\nother art, and of new social groupings like the Boy Scouts and boys'\nplaying a worthy r61e therein.\n\nclubs,\n\nwe\n\nare slowly developing the conviction that there are yet to\n\nbe discovered pedagogic ways and means whereby, over long eras and\non a large scale, we can realize the valuable results for which we are now\nindebted to volunteer and, almost of necessity, more or\n\nless\n\nsporadic\n\neffort.\n\nFrom many sources we educators are slowly building up a body of convictions, resolves,\nsoil\n\nand partial insights which will yet serve as the fertile\n\nout of which workable and effective programs shall spring.\n\nWe are\n\nbeginning to see our present high-school curricula in their true light\n\n—as\n\nwithered and almost unserviceable survivals of ancient practices and mis-\n\ntaken conceptions of educational means.\n\nWe have ceast to have faith in\n\nthe traditional organization of our schools for children from twelve to fourteen years of age;\n\nand as we proceed to put into effect reorganizations\n\nalready planned here, we shall undoubtedly open the way for the beginnings\nof some really vital character education toward the ends of adult life.\n\nA\n\nthousand signs in the field of adolescent education point the way to new\n\n"}
{"page": 99, "printed_page": null, "text": "—\nEDUCATION AND MORAL CHARACTER\n\nSessions]\n\n83\n\nanalyses of educational goals, to new developments of means and methods,\n\nand to new achievements of results on a plane much higher than that on\nwhich we have heretofore workt.\nd) Progress in education in the past has come as the result of a slow\ntrial-and-error process, varied occasionally by the minor revolutions wrought\nby the dynamic powers of some creative thinker or exceptionally forceful\nexecutive.\nOf progress due to scientific inquiry, carefully planned experimentation, or the execution of deliberately matured programs, education\nhas almost none to show as yet. Nevertheless every forward-looking educator eagerly anticipates the day when educational aims and processes can\nbe systematically improved and advanst by methods that can properly be\ncalled scientific.\nWe are at present hardly within sight, in any concrete\nand comprehensive sense, of such a vision, but we have come to the stage\nof promising beginnings.\nWhere some of the adjuncts of education are\nconcerned lighting and ventilation of classrooms, cost accounting, etc.\nrecent developments have been in a measure along scientific lines. The\neffectiveness of different methods of training or instruction in the more\n•\n\n—\n\nformal of primary-school studies, as well as objectives in at least two, spelling and arithmetic, has recently been subjected to tests conceived in a scientific spirit\n\nand so executed as to give large promise of valuable results in\nContemporary efforts to supplement existing\n\npractice in the near future.\n\npublic schools of general education by others designed to offer to the rank\n\nand file of workers certain specific forms of vocational education have been\n\nmade at least partially effective by inquiries of a reasonably scientific\ncharacter.\n\nToward furthering the extensions and readjustments of education for\nthe formation of moral character, as discust in this paper, are there practicable, scientific inquiries, well-sustained experiments, systematic applica-\n\ntions on a generous scale to objectives and methods of already demonstrated\nworth ? Must the further development of programs in this field wait the\noutcome of endless exchanges of half-metaphysical dialectics, and the blind\n\nfumblings of innovators driven by force of external conditions or lured by\n\na faint inner light ?\n\nSurely in these days when social consciousness in indi-\n\nviduals, and even in many groups, is so wide-awake we can hope for some-\n\nthing better.\n\nThe National Education Association has not ignored its\n\nresponsibilities and its opportunities in this field heretofore;\nits\n\nbut assuredly\n\nduty is as yet far from being done.\n\nUnder the auspices of the National Education Association, as well as\nof other educational organizations, can be formed committees created especially for the discovery, analysis, and documentary statement of the specific\nproblems of character education which lie ahead of us.\n\nThe members of all teachers' organizations can do much to cooperate,\nby moral encouragement and by discriminating study of findings, with the\nendowed and other voluntary agencies now working on the problem\ninvolved. In time, if not now, certain of the results of the work of these\n\n"}
{"page": 100, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n84\n\n[General\n\norganizations will have reacht the point where their definite application in\nschool programs will be safe and desirable.\n\nFrom time to time, owing to the generosity of some philanthropist or\nenterprise of an administrator, experimental work on a large scale will be\npossible.\n\nEducators appreciative of scientific method can encourage such\n\nexperimentation and quietly^urge that\n\naccordance with scientific method.\n\nit\n\nbe planned and conducted in\n\nThey can give such experiments time\n\nsome definite results instead of indulging sometimes in hasty\nand rejection and sometimes in equally hasty adulation and\n\nto produce\ncriticism\n\nacceptance.\n\nNEW WORLD-STANDARDS OF EDUCATIONAL B^FFICIENCY\nMARTIN G. BRUMBAUGH, GOVERNOR OF PENNSYLVANIA, HARRISBURG, PA.\n\nWe meet at a time when all the world is atremble with the tread of\nmarching men. The times are out of joint. We meet on the anniversary\nThis Commonwealth gave birth to that\nof the natal day of democracy.\nprinciple of government for which our nation and our Allies now contend\nin the most cruel and most stupendous struggle of the ages.\n\nbecause we are right.\n\nGod never wars on the side of wrong.\n\nWe shall win\nWe shall come\n\nfrom this baptism of blood revivified and regnant race, leading the world\nin all that makes for righteousness, decency, and justice.\n\nWhile we devote\n\nour resources to the winning of the war, it is wise to think upon our opportunities and obligations when this fateful fight will be over and won.\n\nWar is always and everywhere an agency of destruction.\n\nThe school\nThe one tears down,\nthe other builds up. The one weakens, the other strengthens. The one is\ninimical, the other propitious, to the welfare of mankind.\nThe one is a\n\nis always\n\nand everywhere an agency of construction.\n\ncrime against society, the other is a benediction to society.\n\nWe here represent this beneficent agency, the school, to which in one\nform or another we must turn now fdr the rehabilitation of a broken and\nIn the soil of sorrow and blood the teacher must plant\ncrippled civilization.\nand propagate the seeds of the life, individual and national, that is to be.\nWhatever is visioned as the good in civilization must now be carved into\nreality in the lives of our people by the school-teacher.\nTo him in the\nfateful days to follow is committed the holy task of making men and nations\nwhat under God they must be if they are to endure.\nThere was a day, not long agone, when the teacher did not enjoy the\ncomplete sympathy and support of our people. The evidences of this are\nnot far to seek. With inadequate equipment, limited periods of time for\ninstruction, unsanitary buildings, and wholly underpaid teachers, the\nschool was tolerated rather than welcomed. The war has changed this\nentire situation.\nWhen, in order to make good soldiers of our polyglot\npopulation, it became necessary to establish in camp and cantonment\n\n"}
{"page": 101, "printed_page": null, "text": ":\n\nNEW WORLD-STANDARDS OF EDUCATIONAL EFFICIENCY\n\n85\n\nschools to educate soldiers, when literacy was actually accepted as a requisite\nfor all our men in arms, and when it was found that in training camps insti-\n\ntuted to equip men for commissions the college men as a class easily led all\nthe rest, it became manifest in a new and a very real way that the strength\nof this Republic lies in the right education of our citizenry, and from national\n\nauthorities arose the cry, \"Keep the schools open and maintained at a high\n\nstandard of efficiency.\"\n\nThe teacher has at last risen in public thought to\n\nthe plane of professional service and will hereafter be the most potent\nfactor in shaping the destiny of the Republic when this cruel war is over.\n\nWe recognize in America two types of schools: those that are supported\nwholly by direct tax upon our people, and those that are supported wholly\n\nThe former are the pubHc schools and\nThe former are for the most part elementary\n\nor in part by private philanthropy.\n\nthe latter the private schools.\n\nand secondary schools.\nof\n\nlearning.\n\nThe\n\nThe latter are for the most part higher institutions\n\npublic schools\n\nhigher schools for cooperation.\n\ntrain\n\nprimarily for competition,\n\nthe\n\nThe public schools avowedly are agencies\n\nto conserve the Republic by fitting each citizen to use the tools of democracy\n\n—reading, writing, and reckoning. These practical and\n\nessential subjects\n\nof the curriculum we shall always cherish, and we shall, if wise, demand that\n\nthey be taught and learned in the English language and in no other.\n\nNo\n\none can be a completely equipt citizen of this Repubhc who does not use\nfluently the English language.\n\nWe assuredly do not need, nor should we\n\nallow, instruction in the German language.\n\nThe higher schools, supported to train men and women in the cooperative acts that advance civilization, owe a debt also to the nation and to the\n\nwhole world, the obligation of giving to all the benefits of the study, the\nresearch,\n\nand the investigation of the specialist.\n\nservice to the world of thought.\n\nThis is the Republic's\n\nWe dare not bottle up the free air or\n\nhoard up the sun, since \" truth to us and to others is equal and one.\"\n\nThe indictment against German university training lies almost wholly\nin the fact that the truth was not made free, that higher learning was prostituted.\n\nIts world-service was kept for the German state and by it used, not\n\nto help, but to harm, the world.\n\nThe end of learning is not to serve in any\n\nselfish way any person or government, but to glorify God and to enjoy him\n\nforever.\n\nTruth is larger than governments, and scholarship must know no\n\nlimits in service.\n\nFrom these premises I deduce standards of service which the school\nmust observe in the future\nI. The school must be not only passively but aggressively moral.\nIts\nmoral disciplines must have the full sanction of rehgion. No other sanction\nwill make moral training eiffective.\nWe want men and nations that will\nregard a compact or agreement or treaty as a sacred thing, to be kept inviolate, and not a scrap of paper to be tost aside when selfishness and greed\npossess a people or a government. There can be no code of morals for an\n\n"}
{"page": 102, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n86\n\nindividual that is not equally binding\n\nsupremely important agency to\n\nupon nations.\n\n[General\n\nThe school is the\n\nset these standards in the souls of the\n\npeople.\n2.\n\nThe school must widen its sphere of service.\n\nPlato was right in\n\nasserting that education is as much the concern of adult life as of childhood.\n\nWe sell citizenship in this Republic at a ridiculously low price. We welcome\nimmigrants and give them home and haven.\n\nBut we should insist that\n\nevery immigrant must within five years either master the English language\nor leave the country.\n\nWe should also rigorously enforce everywhere, by\nWe shall be wise if\n\ncompulsion, the education of all native-born people.\n\nwe at once estabUsh and enforce attendance in continuation schools, which\nmust have more intimate articulation with industry. What right has anyone to obtain work in America if he love her not enough to master her\nlanguage ?\n3.\n\nIn addition to a training of a Uberal sort, it is manifest now that\n\neach citizen should master a defined trade.\nlivelihood,\n\nHe may never resort to it for a\n\nbut he is the better citizen for this special training.\n\nThis is\n\nMoreover the day may come (I hope it\nmay not) when the nation will need artisans far in excess of the demands of\nIt has a perfect right to have in reserve and on call when needed\nindustry.\na vast army of skilled workers who can on occasion turn to the serious and\nIt is manifest\nvital task of serving in a practical way the nation's needs.\nthat there must be more secure tenure and more adequate compensation\nall thru our school system if the teacher is to meet the newer expectations\nand needs of the nation.\n4. We have had enforst upon us, to our shame, the fact that we are\nwasteful and an extravagant people. We are exhorted now to save in\nfood, in money, in all the essentials of Uf e. We can save vastly more than\nwe now do. The school can teach thrift and train our people to save.\nSomething\n5. The school must set a new ideal of national loyalty.\nlike the heroic quality of national fealty that led men, hungry and cold and\nnaked, to endure at Valley Forge must reanimate our people today. We\nmust love the nation more than we love our own comfort. We must serve\nthe nation more willingly than we ask her to serve us. We must be taught\nto serve her and not be served by her, if we are to be worthy of the holy\nThe national\nprivileges of membership in this great, glorious government.\nLet us teach our people gladly\nwill is nearer to us now than ever before.\ntrue of women as well as of men.\n\nto support it.\n6.\n\nWe have had a Prussianized American cult in our higher institutions\n\nof learning.\n\nAmerica.\n\nIt must be banisht forever.\n\nIt is not suited to the soil of free\n\nAutocratic ideals have no place in a democratic society.\n\nFor\n\nmore than a generation we have been led to believe that our most talented\nyouths should complete their training in a German university. The stream*\nof German-bound students from this free Republic has been increasingly\n\n"}
{"page": 103, "printed_page": null, "text": "—\n\nSessions]\n\nlarge.\n\nTHE IMMORTAL CONFLICT\n\n87\n\nBut this war has made an end of all that.\n\nWhat of the future ?\n\n.\n\nNo American parent will dare, when this cruel war is over, to send his son\nto a German university.\n\nWhere then shall the best minds of our nation and\n\nThose at all conversant with\nEuropean systems of education will agree at once that they cannot go\nTheir systems\nto England, or to France, or to any other friendly country.\nof culture do not lend themselves to this service.\nIt may well be, it really must be, that in this the oldest democracy in\nthe world, which God in his wisdom has hidden away behind the sounding\nthose of our Allies receive the higher culture ?\n\nsea, the higher learning shall be in the future given to the students of the\n\nworld.\n\nHere, with reverent faith in God and democratic ideals of govern-\n\nment, we can train the diplomats of the world.\n\nWe shall have an open-door\n\ndiplomacy and a world-serving search for truth.\n\nIn our great seats of\n\nlearning, better than in any other place known to men, we can give course\n\nand current to the thinking world. Here we can welcome and educate in\nIt is America's\ntrue piety and unselfish service the leaders of all nations.\nopportunity. It is her duty. Shall she allow so great an occasion to pass ?\nI pray that we may at once turn our attention and our united endeavor to\nthis\n\nsublime service for God, for country, for civilization, that it may be\n\nsaid of us, as it was said of a long-forgotten city of the remote past, that we\n\nhave wisely provided to make real in the lives of men the ideal carved over\nher ancient gateway:\nIn the midst of the light is the beautiful,\nIn the midst of the beautiful is the good,\nIn the midst of the good is God\n\nThe eternal one.\nIt is America's destiny, her duty to the world, to find this center, that\n\nwe may abide as a nation under the keeping of the Almighty forever.\n\nTHE IMMORTAL CONFLICT\nANDREW F. WEST, DEAN OF THE GRADUATE SCHOOL OF PRINCETON\nUNIVERSITY, PRINCETON, N.J.\n\nA boy without a memory cannot be educated. A man without a\nmemory needs someone to look after him, or he will go on repeating his mistakes because he\n\nis\n\nalways forgetting what he needs to remember, and\n\nespecially the one thing he ought always to remember, namely, that it is\n\nnot the man who makes a mistake, but the man who repeats his mistakes,\nwho is known for a fool. And a nation without a memory is in the same\ndeplorable plight.\n\nTo remember well the things that ought to be remem-\n\nbered and to profit by them is the rule for a safe, strong, and wise life for\nevery man and for every nation.\n\n"}
{"page": 104, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\nThe past is not something dead and gone.\nanything to do with\n\nit\n\ngreat deal to do with us.\n\n•\n\n[General\n\nWhether men care to have\n\nremains a fact that the past has a\nThe past is the parent, the producing cause, of\n\nor not,\n\nit\n\nScience has taught us by a thousand proofs that the universe\nwhat it is because of what it was, and that men are what they are now\nbecause of what men were before. And the big book of history, which is\nthe world's memory, points the one \"moral of all human tales\" in revealing\nthe truth that, no matter what else has changed, the human heart is still\nswayed by the same passions as ever. To learn well this lesson and never\n\nthe present.\n\nis\n\nto forget it in the conduct of life, personal or national, is the one foundation\nfor a sane education.\n\nAnd now, when the world seems turned upside down, men need to\nremember these elementary and elemental unchanging realities.\n\nFor there\n\nare voices of confusion teUing us that everything is changing, saying that\nlittle, if anything,\n\nof what we have held as true can be depended on for the\n\nfuture, and bidding us clutch at this or that panacea as the only thing to\n\nThe past, they say, has little to teach us; for we are Ameri-\n\ncure our ills.\n\ncans of the twentieth century and should promptly cut loose from bygone\ntimes, methods, and ideas and set up a brand-new national culture of our own.\n\nThey are proposing to run American education, not on a record, but\non a prospectus. They are, in fact, telling us to lose our memories and to\nforget what we shall forget at our peril, namely, that the past has our\nmain lesson to teach us, and that the man who does not see behind the\nlurid, blinding light of this world-war its deep-lying causes for decades and\ngenerations past, and on back to the origins, cannot understand why this\nwar happened, nor how to prevent its happening again, nor even what it\nFor he who does not remember what has gone\nis that is now happening.\nbefore has little means of judging what is happening now, or of forecasting\nwhat will come after. It is no time to forget. It is the time to remember\neverything and to forget nothing.\nII\n\nListen to a voice from long ago, yet so clear and near in its tones that\nseems to be speaking now. \"There is, we affirm,\" says Plato, \"an\nimmortal conflict now going on and calling for marvelous vigilance. In it\nit\n\nour allies are the gods and all good spirits.\"\nlong conflict of truth with error.\n\nHe is speaking of the age-\n\nIt is a clarion call of ancient freedom\n\nacross the centuries to us, not only to the battle line in France, but to the\n\narmies of education in America.\n\nLet us listen again in the quiet of our\n\nschools and we shall hear the echoing thunders of the long-fought war, not\n\nended yet, between the freedom of knowledge and the debasing slavery of\nAnd that warfare is the one business of education, the one\n\nignorance.\n\nreason why we need schools at all.\n\n—and teaching now.\n\nence teaching\n\nWhat is the past for us ?\n\nIt is experi-\n\n"}
{"page": 105, "printed_page": null, "text": "—\nTHE IMMORTAL CONFLICT\n\n89\n\nOur struggle in the schools, as it should be in our homes, is against\nignorance, the old, ancient, inveterate ignorance with which every generation is bom into this world, the ignorance which must be first overcome\n\nand then enlightened by effort. It is not an easy task, for we are wrestling,\nnot against flesh and blood, but against the unseen powers of darkness,\ndarkness intellectual and darkness moral. It is then our part in the\n\"immortal conflict,\" ceaseless and strenuous, \"now going on and calling\nfor marvelous vigilance\" more loudly than ever.\nIll\n\nWhat is the way to win?\n\nThis is the question that must be answered\n\nrightly if we are to keep faith with our country.\n\nThere is just one way.\n\nIt is to make the proved truths of experience the one basis for our efforts\n\nand the one test of all theories offered for our acceptance.\n\nIt is the test of\n\ncommon sense.\n\nIt is also the one scientific test, for science, as Huxley put\n\nit, is nothing else\n\nthan \"highly trained common sense\" applied to scientific\n\nquestions.\n\nLet us try by this test some of the plausible assertions which\n\nare being made.\n1.\n\nOne is that there should be no \"formal discipHne\" in studies.\n\nIf\n\nthis means that there should be no strict and regular training of the human\n\nmind, as the words naturally imply, the test is easily made.\n\nsomething else, we have no need to consider it.\n\nIf it means\n\nAll we need to do is to\n\nremember the record of facts. This record tells us that in the world's conIt has been one\ntests the undisciplined mind has generally been beaten.\nof the outstanding lessons of the war, notably so in the defense of Verdun.\n2.\n\nAnother assertion is that no student should be required to take any\n\nstudy which is not \"interesting\" to him, because if he does not like it he\nwill get little good from it.\n\nIt is hard to take this seriously.\n\nWhat in the\n\nworld is to be done, on this basis, with those who find all studies and espeThis beguiling half-truth breaks on the\ncially all study uninteresting?\n\nhard rock of facts.\n\nDuty is not always \"interesting,\" but it is always duty.\n\nLife is not a series of pleasant elective choices, but it has in it the element\nof stern compulsion, and most of all\n\nWhen Duty whispers low, \"Thou must.\"\n\nAnd it is another fact, not fancy, that obedience to duty, however hard\nand distasteful at first, yields a most \"interesting\" joy of human fife, the\njoy of the hard-won fight, and leads to the highest freedom, the freedom\nof assured self-conquest.\n3.\n\nIs there anything our country needs more ?\n\nSome are telling us that vocational and technical education is the\n\none thing needful, because everyone should be taught to earn his living.\n\nSo he should.\nUving early.\n\nAnd nine-tenths of our youths must begin to earn their\n\nWe grant it.\n\nsome hard facts.\n\nBut this utilitarian proposal errs in forgetting\n\nThis view overlooks the fact that they are more^than\n\n"}
{"page": 106, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ngo\n\nThey are human beings, with minds and hearts as well as\n\nanimate tools.\nhands.\n\nIf in\n\n[General\n\nour just desire to prepare them for making their living we\n\nalso unjustly fail to prepare them by good general schooHng to make their\nlives better worth living, we shall create a huge proletariat of discontent to\n\ncurse us, a grave menace to themselves and to the safety of our democracy.\n4.\n\nOne more theory needs notice.\n\nIt is that\n\nwe are an independent\n\nnation hving in the twentieth century and should therefore have a purely\n\nAmerican national education without reference to the past. I know no\nAmerican who wants anything else than that our national history\nshall be well studied by every boy and girl in the land, and that English\nshall be the only language used in our elementary schools.\nIs this all there\nloyal\n\nis\n\nin the proposal?\n\nThen we can all accept it with enthusiasm.\n\nBut it\n\nFor we have the right to ask whether it is meant that\nall elementary studies are to be exclusively national.\nIs geography to be\nconfined to the geography of our land ? How about arithmetic ? Is there\nan American multiplication table? And what of \"nature-study\"? Are\nonly American animals to be notist? Here is where the theory begins\nOur own language and history for the sake of our national unity ?\nto crack.\nYes, in plenty, and then also the elements of universal knowledge as\nmuch as we can get. We must not forget that an exclusively American\nculture must tend either to absorb other systems by incorporation or\nneeds definition.\n\n—\n\ndomination, or, failing in that, to impair the vital unity of our international\nciviUzed freedom.\n\nIV\nIt is great to be a true American; it is greater to be a true man or woman\n\n\"That all men everywhere may be free\" was Lincoln's\nCan we not lay aside all prejudice and then read our lesson in the\nfiery light around us ?\nThat lesson is that no freedom is won or held withhere or anywhere.\n\nprayer.\n\nout struggle and without self-denial.\n\nThat lesson is that mental and moral\n\nfreedom is not won or held by any human being in any land without whole-\n\nminded training in the fundamentals of knowledge, be they pleasant or\nunpleasant at\n\nfirst,\n\nwhole-souled obedience to duty,\n\n\"interesting\" or\n\nand whole-hearted devotion to the truth won and held by\nhard effort, not for money, place, or power, but for the sake of living\nuninteresting,\n\ndecently in a decent world, made fit to be free.\n\nIn our education, as in the war, the \"immortal conflict\" is now on.\nIn both the same cause is working.\nright!\n\nAnd in both may God defend the\n\n"}
{"page": 107, "printed_page": null, "text": "AN INTERPRETATION OF LIFE AND COLOR\n\n91\n\nAN INTERPRETATION OF LIFE IN TERMS OF BEAUTY AND\nOF COLOR IN TERMS OF MUSIC\nMAUD M. MILES, ART DEPARTMENT, MANUAL TRAINING HIGH SCHOOL,\nKANSAS CITY, MO.\nPerhaps in the present war civilization is bursting her chrysalis and the\nworld is but suffering the birth pangs of the coming of a newer and higher\ninterpretation of life, as a journey toward an ideal, physical, mental, and\nmoral.\nIt is\n\nmy behef that every man attains his real ambition.\n\nI do not mean\n\nthat he always reaches the goal toward which he professes to aspire, but\nin his innermost soul he has hopes and ideals that form his character and\n\nmold his destiny.\n\nIf teachers could but recognize the fact that every child\n\nis building for himself an ideal that will actually shape his destiny, they\n\nwould strive, first of all, to develop in the mind of that child a worthy plan\nfor his life.\n\nThe child should also be trained so that he will be able to give concrete\nexpression to his thoughts and emotions.\n\nSelf-expression can be accom-\n\nThe study of art is a most valuable\nI believe that there are many people who would\n\nplisht only thru the control of material.\n\nmeans to such an end.\n\nhave been better men or women if they had learned the language, art, or\ntrade that was the most natural means of expression for them.\nAll forms of idealization, physical, moral, and mental, are developt by\nthe education received thru the senses.\n\nTo develop highly the senses of\n\nseeing and hearing is to advance all the education that is subsequently\nTherefore, before any theory of art or music is taught, the sense\nreceived.\nperception should be developt. And no teaching of theory should ever be\nnearly equal to the development of the art and musical senses.\nMusic is so generally understood that I need not dwell upon the value\n\nArt is not so well understood nor so well taught, because\nupon a dependable scientific basis. I do not mean that\nbeauty can be proved by science, but I do mean that the study of art is\n\nof teaching it.\n\nit has not been put\n\nfurthered by a general knowledge of the scientific beginnings.\n\nAll arts are\n\nAll science is a unit.\n\nBoth science and art are but parts of the totality\n\nof human understanding.\n\nThe pursuit of this understanding we call edu-\n\none.\n\ncation.\n\nThe music student should know a little about the nature of sound. The\nsomethmg of the nature of light and color, of\nA small amount of dependable\nperspective, and the theory of design.\ntheory makes the study of art strengthen the mind and inspire the soul.\n\nart student should know\n\nRightly taught, art is the study that does the most to develop the powers\nof the child into a living force.\n\nThe art teacher should approach the child\n\nwith the feeling that he already may have a sense of beauty and a richness\nof imagination, fresher and in some cases finer than her own.\n\n"}
{"page": 108, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n92\n\nArt is not taught sufficiently in relation to everyday life.\n\n[General\n\nA woman's\n\nclub which I recently addrest in a clubroom with dirty and poorly arranged\nwalls was studying mural decoration in Italy. The walls of the room in\nwhich they met should have been of more importance to them than European walls, which few of them had ever seen or would ever see. The design\nclasses in the public schools spend weary hours on the study of intricate\ngeometrical contortion, when the time would be better spent in making\nthem see the practical value of good spacing and the need of restraint in the\n\nOur homes and our cities\nThis can only be remedied by art\n\ndecoration of the things that surround them.\nare often hideous in form and color.\n\neducation.\n\nOur greatest need of reform lies in the teaching of color.\n\nColor work,\n\nin school, was sometimes good, as long as teachers depended for guidance\n\non the natural sense of color. This sense was more or less Hmited, so the\neducational world was forst to seek a standard method of teaching color.\nAttempts were made to make color scientific, and the practical results were\ncolor that was the worst the world has ever known.\nThe movement was,\nhowever, in the right direction.\n\nLight vibrations are too rapid to be measured with sufficient accuracy\nto invent a theory of scientific color independent of some system of vibra-\n\nThe most scientific and educationally valu-\n\ntion that is easier to compute.\n\nable of these theories were those that sought to standardize color according\nto its relation to music.\n\nThere is actually a physical relationship between\n\nlight and sound, and it is upon this that the many so-called parallels between\n\ncolor\n\nand music are based.\n\nPractically all such parallels place red\n\non\n\nmiddle C and divide the one octave of light into six fundamental colors.\n\nFor three years I have been teaching color in relation to music and\nhave developt a music-color parallel of my own that seems to have solved\nthe problem.\n\nI believe that I\n\nam the first music-colorist in America who\n\ndoes not attempt to fit the six equal divisions of light, which we call color,\nto the seven unequal divisions of the diatonic musical scales.\n\nusual six colors into twelve semitones of color.\n\nI divide the\n\nThese twelve equal divisions\n\nof the color octave exactly fit the twelve semitones of the chromatic musical\nscale.\n\nThis makes the diatonic scales derived from my parallel show a\n\nhalf-tone between E and F and between B and C.\n\nIt is probably the first\n\nmusic-color parallel in America that exactly fits the one octave of light to\n\none octave of music and so is the first so-called parallel that is really parallel,\nas far as such a thing is possible.\n\nMy theory leads past the violent spectral\n\ncolors to the everyday color that we see in all nature about us.\n\nas we use it, is not direct Hght.\n\nFor color,\n\nEven in the spectrum no other color is as\n\nlight as yellow and no other as dark as violet.\n\nIn all there are seven degrees\n\nof dark and light in the one octave of light when it is divided into twelve\n\nsemitones of color.\n\nAs an experiment, I thought I would try to see how\n\neach color would look if represented in each of the seven tone values.\n\nI\n\n"}
{"page": 109, "printed_page": null, "text": "AN INTERPRETATION OF LIFE AND COLOR\n\nSessionsl\n\n93\n\nfound that I had a range of color equivalent to the piano keyboard. With\ncolor parallel to the notes of the piano, one has only to apply the laws of\nmusical harmony to the color equivalent of musical notes to produce color\n\nharmony.\nComparing twenty or more paintings of the Madonna by old masters, I\nfound the color schemes of most to be red, yellow, and blue-green\n\n—the do,\n\nThe early Assyrians, ignorant of the laws of\nvibration, had a pipe that played C, E, and G.\nThe works of the old music\nmasters prove very significant in color, when translated into color according\nmi, and sol of the key of C.\n\nto\n\nmy parallel.\nA standard color theory would be useful commercially, as well as educa-\n\nThe country needs color names that have a definite meaning.\nThe housewife could enter a store\nand purchase furnishings that would exactly suit some room if she knew\nin what color key that room was decorated.\ntionally.\n\nColors come in keys as do music notes.\n\nI find color taught in relation to music the easiest color theory to teach.\n\nThe pupil enjoys it because he finds this theory directly related to another\ntheory of which he already knows something. He likes it also because he\nfinds it dependable, in that it brings good color results.\n\nIt relates the study\n\nand it relates both of these arts to science. One of the\ngreatest needs of modern education is the ehmination of unnecessary and\nunrelated theories and facts.\nof art to music,\n\nPublic-school art has suffered from the fact that full credit is not given\nfor it.\n\nWe have discouraged the\nWe have told them to be more practical.\n\nThis lowers it in the mind of the pupil.\n\npupils who wisht to specialize in art.\n\nWe must concede that we have a real and practical need of more art\nunderstanding in America.\n\nThe training of a child's mind to a contempla-\n\ntion of the beauty that surrounds or might be made to surround him is a\n\ngood way to prevent him from forming an ambition that is selfish or sordid.\nIt seems cruel to talk of art when the world is bleeding and in tears.\nBut the only artist who ever succeeded to any exalted measure was the one\nwho had suffered. It is a world that has known a recent and terrible agony\nthat will find its balance by turning again to a higher ideal for the inter-\n\npretation of life.\n\nOur threadbare theories, our inane conventionalities, our mediaeval\nsmugness, are all rudely cast aside, and we stand naked in soul before the\n\nGod who made us.\n\nShall we try to develop the finer senses, the choicest\n\ngifts he has given us ?\n\nFor ourselves it may be impossible to redeem our\n\nBut we should permit the children to develop and should\nhelp them as best we can in our weak way. They should enjoy art and\nlost heritage.\n\nmusic to the fullest extent.\n\nIf we\n\nto keep the fresh vision of youth;\n\ncould only learn to see as a child sees,\nif\n\nwe could feel his frankness of purpose\n\nand keep his freshness of mind, we should regain much of the power we\nhave lost to interpret life in terms of beauty.\n\n"}
{"page": 110, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n94\n\n[General\n\nPATRIOTISM—PAST, PRESENT, AND FUTURE\nROBERT M. MCELROY, PRESIDENT, NATIONAL SECURITY LEAGUE,\n\nNEW YORK, N.Y.\nThe experiences of the past four years have convinst most of us that the\nmost important function of education is to fit the common men for the\ncommon duties of citizenship. We have in this Republic of ours a strange\ngap in the machinery of education. On the one hand institutions of higher\nlearning, so called, think habitually in terms of science and concern themselves little, if at all, with the problems of the free school, which is America's\nreal educational crown of glory.\nAt the other end of the line stands, not\nfree school system, but a myriad of free school systems, each under the\ncontrol of a board which thinks its educational thoughts and spends its\neducational funds with reference to one particular locality.\n\nIts horizon\n\nbounded by the limits of the particular unit, whether it be the unit of\ntownship, of county, or of state. Between these two there is the vast\neducational area of no man's land, the area for educational thought upon\nthose problems which concern the nation as a whole, or that larger problem\n\nis\n\nof the relation of nation to nation.\n\nThe patriotic duty of educators in this country is to see that every child\nin the next generation is possest' of certain simple, fundamental principles\nof justice and honesty, the rights of man and the rights of nations, which\nshall constitute\n\na new background for this polyglot nation.\n\nThe only\n\npatriotism which can command the unanimous and loyal enthusiasm of all\nraces and kindreds and tongues which make up our nation is the call which\n\nteaches principles so broad as to thrill the heart of every race.\n\nAmerica is\n\nthe one nation which seems to have been designed by Providence to construct a platform of patriotism world-wide in its scope.\n\nWe do not need a more complicated background for our education; what\nwe need is a simpler one. We do not need to multiply the subjects in our\ncourses of study, but we need to put back of all those subjects, clear and\ndistinct, the simple ideals which can furnish the basis for a new patriotism,\na patriotism that thinks in terms of justice, not of gain, that looks to the\nrights and liberties of all mankind, not merely to the interests of that little\n\nfavored group which dwells upon the continent which we call our own.\nI recently\n\ngave an interesting dinner in a Yiddish restaurant on the\n\nEast Side in New York.\n\nThe guests were twenty Jewish leaders of thought,\n\nmen born in Russia, but who had been changed by the subtle influences of\nour ideals from Russians into real Americans.\n\nI askt them this question,\n\nwhich they tried to answer, with but half-success: \"What are the mental\nprocesses thru which you pass when ceasing to be Russians and becoming\nreal Americans?\nIf we can find exactly the ideas which have wrought\nthis transformation in you, they will give us a basis for an education which\ncan be given to other foreigners with the same results.\" The answers\n\n"}
{"page": 111, "printed_page": null, "text": "PATRIOTISM—PAST, PRESENT, AND. FUTURE\n\nSessions]\n\nwhich they gave compose\n\n95\n\nthis creed, partial yet suggestive, seeking to\n\nexplain the things which are the essence of America:\nI believe in America because of her ideals, workt out in institutions that are just.\n\nShe gives to everyone the right to rise;\n\nTo take a part in making equal laws;\nTo hold his neighbor equal to himself;\nTo speak the truth and to resent a lie;\nTo serve no man as master, but by toil\nTo earn the right to call himself a man.\nI believe in the world-mission of American ideals.\n\nBy them, exprest in terms of\n\nnations, I believe:\n\nRight can be made to vanquish force and fraud;\nJustice to reign, sustained by potent law;\n\nThe weaker states to live as live the strong.\nI believe in America because she thinks in terms of justice, not of gain, and holds her\n\nnoble heritage the right of all.\n\nA man of foreign blood or foreign birth who can repeat this creed and\nunderstand its inner meaning is well on the way to being what we call an\n\nAmerican.\n\nWe are told that we have today two and one-half million men in arms.\nOf these a million are equipt and trained, simply because the leaders really\nled.\n\nThey taught the people just what must be done, and they in turn\n\nIt was constructive patriotism to insist that things were\nwrong and to demand insistently that they be righted. The men to whom\nthe glory there in France is due are first the men who fight; but next to them\nit is due to the men who roused this nation to its danger and made us\n\nsecured the doing.\n\nprepare.\n\nThe first line is already in action, kiUing Huns, because the leaders,\nwho saw the needs as you and I see the needs in education, cried and cried\nagain and would not, for the love of country, hold their peace.\n\nBut what of the second line?\n\nThere is not a worthy teacher in this\n\nhouse today who does not know that the task of making the world safe for\n\ndemocracy requires two steps, not one.\n\nThe first is the defeat of Germany,\n\na military defeat, absolute, final, and conclusive; and for that the patriotic\nzeal of those who lead and those who follow has markt out the way.\n\nBut what of the second step ?\n\nIt must be to show that democracy can\n\nmobilize also her spiritual forces;\n\nthat she can so train her people as to\n\nenable them to do, with equal efficiency and devotion, everything which\n\nBut this means tremendous preparation.\nWhere is the prophet of education, who will cry aloud, in words that must\n\nautocracy has been able to do.\n\nbe heard, that we, the fighters, are not yet equipt, many not even trained,\nfor battle ?\n\nDo the people know that educationally we are still in the age of\nThat any state or any smaller unit may elect to leave its\n\nnullification?\n\nchildren ignorant, untrained,\n\nand thus unfit to take a part in making a\n\n"}
{"page": 112, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n96\n\nsuccess of this experiment ?\n\n[General\n\nDo they know, as we know, that a great army\n\nof our teachers is underpaid, ill trained, and unprovided with the things that\n\nthey should have to make their work effective ?\n\nDo they realize, as we all\n\nrealize, that the experiment of free government cannot be really tried until\n\nwe place behind it a system of education which will not only offer but compel\nthe use of well-equipt, sound, educational faciUties ?\n\nThis nation will stand\n\nThe\n\nor fall according to the enlightenment or the ignorance of its people.\n\nmost wasteful thing in life is to neglect to give each child the chance to\ndevelop his powers.\n\nNothing must be allowed to deprive the child of any family or of any\ndistrict of his right to be made to take an education which will make of him\n\nthe best possible American.\nthis,\n\nIf he Hves in a section too poor to give him\n\nwe must look to the state or the nation to see that he gets what he\n\nneeds, whether he will or no, whether his region will or no.\n\nThe leaders in preparedness for armed defense have shown us how\nsuccess is gained, by an insistent clamor for the things on which success\n\ndepends.\n\nThey raised a cry which would not be denied, and miracles\nWhere are the signs of an awakened mind regarding\n\nwere wrought.\n\nWe can see no signs— the leaders have not clamored.\nWe are the leaders. If we fail to lead, to clamor with insistent voice\n\neducation?\n\nfor what we know to be essential to the cause we serve, the failure of the\n\nthings for which our armies fight will be our failure.\nWhat can we do?\nWhat would our leaders in khaki do in such a state as ours ? If they did\n\nnot rear resentment with unceasing zeal, demanding instant action,\nshould say, ''We lean on broken reeds.\n\nwe\n\nOur leaders fail to lead.\"\n\nBut we are failing, and our cause is just as vital to the state as theirs.\nmust not dare adjourn\n\nTherefore, I say that this great convention\n\nuntil our requisition for supphes goes to the nation in specific terms.\nis\n\n—we dare not\n\nour day, our first great chance\n\ncing;\n\nfail.\n\nThis\n\nAll the world is advan-\n\nshall we stand and wait ?\n\nSOME EDUCATIONAL VALUES OF WAR\nG.\n\nSTANLEY HALL, PRESIDENT,\" CLARK UNIVERSITY, WORCESTER, MASS.\n\nThis war is the most tremendously important event in all the history of\n\nman, and we are just now very near the greatest crisis the world has ever\nseen.\nThe war and its needs are the chief occupation of nearly a score of\nthe leading nations of the world. Freedom versus domination of some\nkind has been the stake of every war since the first tick of time, but in this\ncolossal contest the issues of all previous wars are pooled.\nWhat happened\nin the world before 19 14 already begins to seem a bit far off, unreal, and\ninsignificant by comparison with the mighty fates that crowd the here\nand the now. We are making history, as it were, a century a month, and\n\n"}
{"page": 113, "printed_page": null, "text": "Sessions]\n\nSOME EDUCATIONAL VALUES OF WAR\n\n97\n\nchanges of sentiment and activity that once took a generation may now\noccur in a week.\n\nAs Lincoln said, the country could not remain half free\n\nand half slave, and so we have decreed that the world cannot be half\nautocratic and half democratic, but must be all one or all the other.\nIn the\nold era that closed four years ago, how easy, selfish, thoughtless, careless,\n\nsometimes mean and sordid, we were, but now men do every day deeds that\nequal or surpass the most splendid achievements of the heroes of old which\n\nThe divinest figure of the past suffered and gave\nHis life freely for others ('' Greater love hath no man than this that he lay\nour textbooks praise.\n\ndown his life for his friends\"), but hundreds of thousands are dying for just\nthat end in their way today.\n\nWe have praised unity and fraternity, but our people are still a congeries of a score of nationalities which had known little of the melting-pot.\n\nBut now the masses and classes, capital and labor, regardless of color, are\nbeing bound together in camp and trench by the strongest of all human ties,\nthat of brotherhood in arms, so that the nation is now achieving a new and\nhigher unity. What is more and even better yet is the comradeship of our\nsoldiers with those of our Allies, so that we are now one with the men of\nEngland, France, and Italy by ties that no treaty or league of nations could\never effect, for it is the bond of a common cause, a common life, a common\nenemy, and perhaps a common grave. Neither we nor they dreamed that\nthese men in the third and golden decade of life, from the farm, the factory,\nthe shop, the college, could become in a year so stalwart of body and of\nsuch heroic mode of soul, and as we realize what they have become and\nare doing and that their sentiments and ideals will dominate this country\nfor the next generation, we feel satisfied and proud as well as safe.\nOh, the splendor and glory of \" the day\" that has come to us Americans!\nWe have our \"place in the sun,\" for it is ours to save Europe and the world\nfor democracy.\nFrom England we hear how men have forgotten whether\ntheir ancestors came over with William the Conqueror, or whether their\nmates are rich or poor, educated or ignorant; and so here we ask no longer\nwhether men descended from the \"Mayflower\" Puritans, the Cavaliers,\nor are Sons of the Revolution, but only whether they have the one quality\n\nthat alone makes man complete\n\n—courage, and the temper that can\n\nfor something dearer than the individual life.\n\nrisk life\n\nThus a new order of nobility\n\nand a better natural grading of man is at the door. A French peasant\nmarcht from the south to the north of France and was so imprest by the\nbeauty of the country and the glory of the cities of his native land that he\nwrote that it would be a high privilege if he were counted worthy to die for\nso glorious a fatherland.\nAnother vowed that he would keep himself pure\nand make himseK as perfect as possible in body and in soul, in order that if\nhe were called to make the supreme sacrifice his offering might be worthy.\nOf \"soldiers three\" who went over the top, one, a Protestant, was fatally\nwounded at the barbed wire before the enemy's trench and called to one\n\n"}
{"page": 114, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n98\n\nof his colleagues, a\n\n[General\n\nyoung Catholic priest, to creep out if he could and\nThe priest went over the\n\nadminister the last sacrament before he died.\nhell strip\n\nand had just extended the crucifix over his friend when he too\n\nwas shot.\n\nThe third friend, a Jewish Rabbi, seeing the situation, crept to\n\nthe dying man, seized the crucifix, and gave the dying man absolution, the\n\nJew absolving a Protestant Christian by a Cathohc rite, illustrating thus the\nsympathy of religions or the unity of brotherhood that underHes them all in\nthe great cause. The French have collected thousands of these authentic\nincidents, these new acta sanctorum, and on these base their exhortation\nto fight now and regenerate France later gloriously, in such a way that\nnone of these sacrifices shall be in vain, for never was there a cause so well\nworth suffering and dying for.\nNow our every energy must focus on winning the war, putting out the\nbut as Chicago, Baltimore, San Francisco,\nand once London, reduced to ashes, had to be rebuilt afterward, so when\npeace comes we shall have to enter upon the long and stupendous task of\nfire in this world-conflagration^\n\nreconstructing our industrial, economic, social, political, hygienic, moral,\n\nand even religious life and institutions. Things we have never dared to\ndoubt are now open questions. It is a new cosmos that is about to be, and\nit is our tremendous task to use these opportunities and incentives in a\nway to make the world enough better than it was to pay for all this horrible\nsacrifice and to usher the rising generation into a new kingdom of man,\njust as at the present moment we must get all the virtues and abate all the\nevils of militarism and find out not one but many moral equivalents of war.\nIn this situation, which is most of it beyond all precedent, what is the chief\nduty of every teacher in the land ?\nIt is, in a word, to utilize to its very uttermost and at every possible\npoint the tremendous energy of interest and incidents to inundate our\neducational system at every grade and in every topic with the very purest\nspirit of loyalty, sacrifice, courage, and hardihood, and of national and racial\nsolidarity which has its culmination in the metal of our heroes at the front.\nIt is the boys and girls now in the schools that will win or lose the Great War\n\nThe spirit of our boys over there is itself a splendid epistle,\nknown and read of all men, of what the school, among other agencies, has\ndone for them. The new method of grading the merits of schools and school\nsystems now is by what they are doing in all the complex processes of food\nafter the war.\n\nproduction and conservation, and in all other war modifications of school\n\nwhich our census shows enormous diversity of service in\nand cities. Some schools \"and individual teachers have\nshown something near to pedagogic genius in using war interests in the\nteaching of geography. Some teachers of history have achieved remarkable\nresults in turning on the war zest, realizing that present happenings are\nmore significant for their pupils than all the events of the remote past.\n\nactivities,\n\nin\n\ndifferent states\n\nOther schools start war museums, encourage war diaries, correspondence,\n\n"}
{"page": 115, "printed_page": null, "text": "Sessionsl\n\nSOME EDUCATIONAL VALUES OF WAR\n\n99\n\ncompositions, debates, war scrapbooks, and even poems. Germany announces that her schoolboys and girls have written between two and three\nmillions of war poems, the best of which are rewarded by prizes and printing,\nfor she recognizes that poetry is the vernacular of the heart, that the heart\n\nmakes disposition and is three-fourths of the soul. Several of our states and\nmore cities have organized junior military training in high schools, while\nmore hold that all-around physical training is the best foreschool for military training.\n\nOthers hold that modified Boy Scout activities are best to\nThe more work the schools can\n\ndevelop military qualities in the teens.\n\naccompHsh in selling Liberty bonds. War Savings stamps, doing Red Cross\nwork, singing and hearing the best camp songs, gathering posters and\nslogans, reading up about the Kaiser and his six sons, who, if Germany wins,\nwill sit on six thrones, the more countless activities born of the present\nemergency the better. Concessions as to high requirements for graduation\nand promotions in school and college are amply justified in the minds of all\nwho realize the larger education that comes when the life of the community,\nthe country, and the world flows over into and irrigates the school so that\nit\n\ncan teach life as never before.\n\nWe must make no concessions to the\n\nnarrow jingoism that would abandon now the study of the German language and history. German pedagogues, unique in their hatred of everything English, agree that this language and literature must now be studied\nas never before, and the same is true here, for whatever the issues of the\n\nwar German will be heeded as never before for practical if not for cultural\npurposes.\n\nThe war is even more transforming colleges and universities.\n\nChem-\n\nand promotes research on explosives and gas\nPhysics tends to focus on electricity, projectiles, and the prinwarfare.\nBiology\nciples that underlie the mechanism of aeroplanes and submarines.\nemphasizes eugenics and hygiene. Geologists help lay out trenches.\nHistory is more military and diplomatic and has a new interest in international law. Sociology and economics are absorbed in the impending\nreconstructions of all our industrial and social institutions. Theology, law,\nand most of all medicine are more practical, for everywhere pure science is\nyielding the saddle to applied science, while some academic departments\nare being neglected, as if the students felt that they might be condemned\n\nistry gives special courses\n\nas unessential industries.\n\nWe cannot check nor very much direct these\n\nand they will increase every month the war lasts. It is simply\ncommon sense to accept and make the very most and best of thein.\nShe is now invested with a promise and\nFinally, the future is our Muse.\npotency unsurpast in any prophetic age. \"Our hearts, our hopes, our\ntrends,\n\nprayers, our faith triumphant o'er fears\" are always heard.\n\nThe best\n\nthings have not happened yet, and so all history so far is only the prelude\nto the all hail and hereafter.\nto be young heaven.\n\nIn these times it is indeed bliss to be alive,\n\nOld men are seeing visions and young men dreaming\n\n"}
{"page": 116, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlOO\n\n[General\n\ndreams, because if all this awful sacrifice and slaughter are not to be in\nvain there must emerge a new world wherein liberty and justice for every\n\nman, woman, and child will prevail, wherein right and not might rules, where\nKaiserism in every form, even that of trusts, monopolies, profiteering, and\nthe political boss, a superstate and the superman, dogma, autocracy, and\nmilitarism shall be done away with, and the true kingdom of man's soul shall\nbe made safe by defeating German militarism and kept safe on one or another\nof the great plans, British, French, or perhaps better American, for a league\nof nations.\n\nTHE WAR AND UNIVERSITY REFORM\nD. E. PHILLIPS, HEAD OP THE DEPARTMENT OF PSYCHOLOGY AND EDUCATION,\n\nUNIVERSITY OF DENVER, DENVER, COLO.\nOutside of the Army the most necessary, the most efficient, and the\nmost powerful organization in the world is organized education. It has\nrequired this war to arouse the nation to a consciousness of this fact. But\nthe war has also compelled the educational forces of the nation to a realization of the pressing need of more efficient and complete organization and of\ncooperation for national efiiciency. The war is demanding of education\nThe schools have responded with\ndefinite, tangible, and practical results.\na fiery and passionate enthusiasm unexpected by the general pubhc. We\nnow have and always will have the second, if not the first, place in the\nheart of the nation. However, the brightness of our present success must\n\nnot blind us to the splendid anticipations of the future.\n\nThis monstrous war has had, and will have, many good effects upon the\nuniversities of our land.\n\nI\n\nwish to call your attention to some changes\n\nthat have been produced by the war, to some that will become definite\nreforms, and then to prophesy others that must follow if the redemption\nof our universities is to be in any wise comparable to the profound and\npermanent changes in our social and political order. Few governments\nhave ever experienst such a fundamental and far-reaching transformation\nin the short space of twelve months as the government of the United\nStates has now undergone.\nSet your face toward the future. We shall\n\nnot return; we cannot return.\n\nShall not the universities of this land realize\n\nthat they are called upon to\n\nmake corresponding adjustments?\n\nIt\n\nis\n\nobviously certain that every institution that does not adjust will be in\n\nimminent danger of decay and death.\nA few months ago I sent out letters to 150 universities. I askt the\nauthorities to specify the changes and reforms that the war has demanded,\nto designate such as are likely to be permanent, and to suggest any anticipated reforms. During a transition period like this it is difficult to tell\nwhat are and should be only temporary changes and what will strike deep\nenough to be called reforms. But the most moderate and cautious con-\n\n"}
{"page": 117, "printed_page": null, "text": "THE WAR AND UNIVERSITY REFORM\n\nSessionsl\n\nlOi\n\nservatism cannot survive this superhuman vigor and activity without\n\nsome rare and striking modifications.\n\nIs it not the business of higher\n\neducation to anticipate the future ?\n\nFive universities have instituted special scientific research work.\n\nTwo\n\nBaker University and Lehigh\nUniversity have developt civil engineering departments, and the latter has\nadded shipbuilding. Bowdoin and Tufts colleges and Johns Hopkins\nUniversity have organized courses in navigation. Eighteen universities\nhave establisht military engineering. Ten of these are state institutions and\ncoast institutions have naval training.\n\neight are private.\n\nWhen we remember that for years a controversy has been waged over\nallowing college credit for bookkeeping, stenography, and t3^ewriting, it\nis interesting to learn that a dozen universities, out of those reporting, have\n\nestablisht such courses, and many others have put increast emphasis upoh\n\nsuch work.\nWireless telegraphy has become a vital part of the work in 47 of the 140\ninstitutions reporting,\n\nand universities.\n\nand signal service has been establisht in 40 colleges\n\nI must emphasize the fact that these figures only repre-\n\nsent the changes and courses adopted since and because of the war, and\n\nthat only 140 institutions are included.\n\nThe results indicate only general\n\ntendencies.\nFifty-six report that courses in military conversational French have been\n\nestablisht\n\nand enthusiastically supported.\n\nThirty-five institutions have\n\nestablisht departments of home economics, and two-thirds of those reporting\n\nwar purposes. Some thirty\nhave organized courses for the medical side of Red Cross work. Sixty-four\nreport the inauguration of courses in military science and reserve officers'\nI quote from President G. Stanley Hall:\ntraining corps.\nare giving courses on food conservation for\n\nNever was the need of the best university work so great as now, because at present\nthe cry is, \"Put out the fire,\" but later we shall have to rebuild vast areas on a new and\nbetter plan;\n\nindustry, society, religion, family, will all have to be reconstructed, like\n\nChicago after her great fire, and this will test every ability.\n\nOf course you have noted the\nacademic trend all along the line over to the technique and away from the pure cultures,\nfrom humanity to the real stage. We are having one of our best thesis men working on\nthese changes. Every department here is modified in its spirit and in its field, and it\nwould take a long time to tell you the changes that the war has wrought even in my own\nwork.\n\nAs incomplete and indefinite as this material must of necessity be concerning changes and what may become reforms, it is undisputably suggestive\n\nand stimulating to the would-be educational prophet. The deepest and\nmost sacred thing behind all of it is a spirit of educational devotion to the\nneeds of our nation never known among us before.\n\nNearly every page\n\nmanifests wider and more national views of higher education.\nI beg of you to tolerate the boldness of a few suggestions concerning\n\nprobable reforms in institutions of higher learning.\n\nIf they never com^ to\n\n"}
{"page": 118, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n102\n\n(General\n\npass you will lose nothing save the few minutes I am to speak concerning\nthese epoch-making achievements.\nIt is obviously certain\n\n1.\n\nand desirable that higher education shall\n\nbecome more nationalized.\n\nThis supreme crisis has demonstrated the need\n\nof nationalizing education\n\nfrom the lowest to the highest forms.\n\nThis\n\nnationalization must come from national financial support, from nationalized aims,\n\nand from greater unified action.\n\nIn our higher institutions,\n\ndepartments and courses of study have been originated and developt in\nthe past mainly to meet individual and local needs.\n\nIt was assumed that\n\nthe nation would establish such schools as are needed to serve her ends.\n\nDo\n\nwe not now realize that higher education has been largely pursuing a kind\nof detacht ideal ?\n\nThe foregoing consideration suggests certain definite lines of uniWe must not, we cannot, escape becoming\na world-wide commercial nation. To meet this demand in any adequate\nway there must be definite, practical courses in everything that pertains to\nIn order that we may respond to our country's needs, such\nnavigation.\n2.\n\nversity reform for the future.\n\ndepartments must be establisht in many universities.\n\nIn less than five\n\nyears the oceans will be dotted with ships flying [the Stars and Stripes.\n\nMay the pictures of an inspired imagination move the educational world to\naction now.\n\nThis increast commerce of the world, especially with South America,\n\n3.\n\ncalls for a decided emphasis on, and preference for, all the modern languages.\n\nLet us bury the dead of all kinds and move on.\n4. Aviation, wireless, and all kindred sciences must have a\nplace in our universities.\nity with these sciences.\n\nspecific\n\nSuch courses must not stop with a slight familiarThey must aim definitely at national service and\n\nat practical air and water navigation.\n\nAs a means of settling the great problems of the war and of any suc-\n\n5.\n\ncessful prevention of such a world-calamity in the future, sociology must\n\nbecome even more fundamental than it now is. Universal biological sociology founded on anthropology, ethnology, and psychology must become\nthe common knowledge of the people. Only by the development of such a\nsociological consciousness will we arrive at any reasonable toleration of\ndifferent governments, religions, and customs.\n6. These additions and extensions, with others that will doubtless come,\ncall for greater freedom and adaptability to individual needs in our university\ncourses.\n\nI\n\nforesee\n\nthe complete\n\ncollapse\n\nof\n\nour time-honored college\n\ncourse.\n7.\n\nThere exists a certain kind of criterion and university standardization\n\nthat must be banisht from among us.\n\nIt is not necessary that every uni-\n\nversity should have everything that every other similar institution has\nor be discredited.\n\nIf national service is to be the chief aim of higher educa-\n\n"}
{"page": 119, "printed_page": null, "text": "TEE WAR AND UNIVERSITY REFORM\n\nSessions]\n\ntion,\n\n103\n\nthen uniformity in university courses is a ridiculous misconception.\n\nSympathetic helpfulness and cooperation must take the place of narrow-\n\nminded criticism.\n8. We must assume a different kind of relation to foreign universities,\nespecially in those countries with which we are otherwise so closely bound.\nThe core of any serious pro-Germanism in this country was mainly due to the\nrelation of German science and German universities to American universities during the past quarter of a century or more.\n\nLet us now establish a\n\ncooperative relation with the universities of our Allies.\n\nLet us begin now\n\nto forge thoro chains that shall bind us after the common interests of war\n\nhave disappeared. This Association should not adjourn without appointing\na committee with means and power to formulate plans for future action.\n9. If the national government does not establish a dozen or more universities backt by the most liberal appropriations from Congress, then the\nnational government should establish a large number of free liberal scholarships in the various institutions of higher learning.\n\nBy such scholarships\n\nthe government might encourage and partly control the organization and\ndistribution of departments aimed to serve more directly and specifically\n\nnational needs.\n\nAmerican universities must become the centers of unlimited inTo stimulate invention and scholarship of the highest type,\nfor\nwhat seems to me one of the fundamental needs of our\npraying\nam\nI\nWhat this country needs more than anything else is an\ncivilization.\nendowed higher institution of learning where anyone can study practically\nanything for which there is a reasonable demand, without a penny's cost and\nby means of financial aid to deserving students wherever necessary. There\n10.\n\nventive genius.\n\nshould be no entrance requirements.\npersonal one\n\nThe only question should be the\n\n—am prepared to do the work to which\nI\n\nliberty would soon lead to proper adjustment.\n\nof study to complete and no time limit or graduation.\n\nno one would ever graduate.\nas fast and as long as they desire.\ntion\n\nI aspire ?\n\nPersonal\n\nThere should be no course\n\nFrom this institu-\n\nStudents should be permitted to work\n\nThe student should be told that he can\n\ngo one year, twenty, or a lifetime, just as he deems it most profitable, that\nhe has an opportunity to make discoveries of any kind, and that such are\nHe should understand that his future life will depend, not\nhis forever.\n\nupon what diplomas and institutions are back of him, but upon what he\ncarries within, upon what he is able to do.\nSuch a system\nIt must be a clear-cut divergence from the old system.\nabiding desire\nand\ndeep\nwithout\na\nall\npersons\neliminate\nwill automatically\nfor education and will develop the most earnest set of intellectual workers\never assembled on earth. Pronounce it a dream if you like. Dreams more\nI shall work for it until I dream\nfantastic than this have been realized.\n\nmy last dream.\n\n"}
{"page": 120, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI04\n\n[General\n\nTHE NEW AMERICANISM\nFRANKLIN K. LANE, SECRETARY OF THE INTERIOR, WASHINGTON, D.C.\nI have come 5,000 miles straightaway across the sea and the continent\n\nto be able to talk to you for a few minutes this morning.\n\nThe last time I heard \"America\" sung was on a Japanese ship, coming\nfrom the Hawaiian Islands to San Francisco, filled with Japanese, Chinese,\nKoreans, Filipinos, Australians, Indians, Scotchmen, Irishmen, and a\nsprinkling of Americans; and all united in singing it with the same gusto\nthat you have shown. There is only one other song that has today the\n\nsame international significance, and that is the \"Marseillaise.\" \"America,\nthe beautiful!\" I heard it sung last on a bit of a plateau looking up into a\nwonderful canyon on the island of Oahu and down on to the ocean that\n\n—\n\nocean of so many colors that Mark Twain when he visited the islands\ndescribed it properly as a shipwreckt rainbow. And in front of me those\nwho sang it were the representatives of all the nations that line the Pacific\n\nOcean, beginning at New Zealand, Australia, India, Siam, and the islands,\n\nMalay Peninsula, China, the Philippines, and all around the Pacific until\nwe come to the United States.\n\nYou have not sung the \" Star- Spangled Banner,\" but I must tell you of\nthat.\n\nI traveled up to see the volcano on the island of Hawaii, that place\n\nof profoundest mystery, a place where within one year there has arisen out\n\nof the bed of the crater itself a mountain, or two mountains, forst right up\n\nAnd traveling beyond that, across great lava flows, I\ncame out into a coffee plantation; and there I was met by a school teacher.\nI must give you her name because I would like to do honor to her and to all\nwho are like her. Her first name I do not know; but everybody in the\nHawaiian Islands calls her Ben Ben Taylor. She had 135 children\n\nfrom the bottom.\n\n—\n—Japanese, Koreans, half-Chinese,\nHawaiians, Portuguese, and Americans—and they\nstood in reverence\n\ngathered there around the flag\n\nhalf-\n\nall\n\nbefore that flag at salute and sang the \"Star-Spangled Banner.\"\n\nEach\n\nchild then raised his hand and swore an oath of fealty and loyalty to one\nflag and one country.\n\nOver the desk was a blackboard, and on that black-\n\nboard was registered the fact that every child in that school owned a Thrift\n\nStamp.\n\nOn that blackboard was also registered this more pregnant fact,\n\nthat the school had a school garden and that 85 per cent of the children\n\nworkt in that school garden.\nWe who live on the Atlantic and we who live on the Pacific side of this\ncontinent do not have what I would call a Pacific Ocean sense. You have\ngot to sail out thru the Golden Gate and beyond the islands and far into the\nmiddle of that great ocean before you realize that there is a future civilization\nthere, a world that is just budding, just opening to the light.\nWe sent\nmissionaries there 100 years ago men and women from New England who\n\n—\n\nwent to spread the gospel.\n\nThey spread our institutions, our love for the\n\n"}
{"page": 121, "printed_page": null, "text": "ftiS.\n\nSessions)\n\nright things;\n\nNEW AMERlCANtSM\n\n10$\n\nand that group of islands today is one great missionary to the\n\nwhole Orient, for out of those islands there is being cast, as radium casts\nits light,\n\na sense and a consciousness of what civilization means, and those\n\nlittle tots of three, five, ten, and fifteen years of age, of all these nationalities\n\nthat are foreign to us\n\n—those\n\nlittle\n\ntots are being brought up, not merely\n\nwith a deep adoration for our flag, but with a real sense of what that flag\n\nmeans.\nFive thousand miles and more beyond that there\n\nis\n\nunder the Stars and Stripes, the Philippines, where\n\na land that\n\nis\n\n10,000 teachers\n\ntoday teaching 800,000 Philippine children the English language\n\nare\n\n—and\n\nall\n\nthat\n\nthere\n\nare\n\nnot\n\nunited.\n\nI\n\na united\n\nThey\n\ncountry.\n\nplaces\n\ntell\n\nyou wherever you may go\n\n—spots—that are weak; spots where we are\n\nhave been thruout\n\nthis\n\ncountry.\n\nThere\n\nis\n\nno such\n\nspot.\n\nOn one of the islands my car was stopt by a group of Chinese and Hawaiians and Japanese who were giving what they call a luau to the men who were\n\n—a banquet given by those men, of foreign\n\ngoing to the front from that island\n\nblood, most of them, to the soldiers that were going to France.\n\nAnd I\n\nwent into the banquet, and in that restaurant, which was a Japanese\nrestaurant, there were the Food Administration's rules, the wheatless day\nand the meatless day. You cannot beat that spirit! It makes no difference what drives they make in France; it makes no difference how they may\nmarch men in solid phalanx one after another to their death; it makes no\ndifference how many great guns they may have that will shoot 75 miles;\nit makes no difference how many rapid-fire guns they may have that will\nmow men down; it makes no difference what gases they may have to throw\nout upon our boys and suffocate them; it makes no difference what ships\nmay sail beneath the seas and sneak up on hospital ships as they carry\nnurses across the waters, you cannot beat the spirit of the American people.\nWars have never been determined by single battles; wars have never been\ndetermined by the thrust of the bayonet alone; wars have always been\ndetermined by the spirit of the people and the sense of their own righteous\ncause.\n\nWe have determined upon great things in this nation; we have determined upon some things with regret. Some things have been forst upon us.\nWe have determined, first of all, that we shall meet force with force, because\nthere is but one language that Germany understands, and that comes out\nof the mouth of the big gun; and that language we will speak until we see a\nGermany that is repentant.\n\nWe have determined, too, that no matter how great the need, there shall\nbe no limit set to the number of men that we will send, of the number of\naeroplanes or the\nfactory and every\ncivilization.\n\nnumber of guns. We will put every boy and every\ndollar and every hand at the service of Christian\n\n"}
{"page": 122, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\nio6\n\n[General\n\nWe know why we are in this war. It is not for glory; it is not that we\nmay write a great page in the martial history of this world; it is not for\nany addition to our territory;\n\nit is\n\nnot out of pride because Germany so\n\nUltimately, when you\ncome down to ask the real reason, you know that this is the reason: That\nthere is such a thing as Christian civilization, and that means that while\nforce is in the world and while there must be an appeal to force, civilization\nmeans that physical force shall be limited by moral force. The rule of the\nStone Age and the principles of the Stone Age do not govern us. Man's\nmind has developt; man has learned how to organize; man has mastered\n\nlong and so indecently flouted us and jeered at us.\n\nthe forces of nature.\n\nWithin our lifetime man has at last learned how to\n\nWe are learning how to master this world, but we\nhave evolved something more than physical or mental greatness; we have\nevolved a moral and spiritual nature, and those natures have arisen in this\nconquer the air itself.\n\nworld to master and put a limit upon and make impossible the ascendancy\nof the Stone Age instinct.\n\nAnd now let me ask you to make some new determinations, not merely\nthat we shall prosecute this war to a finish and to a glorious end, but that\n\nyou shall make this war of use to America. It will be loss enough, but it is\na great challenge a supreme challenge. Let me ask you to make these\ndeterminations if you will: That we shall teach the American what Americanism is, and that we shall teach the American what Americanism is not.\nAnd the burden of doing that must fall largely upon the teachers whom you\nrepresent.\nWhat god do you serve? Under what flag do you march?\nWhat is this Americanism? It is not internationahsm; it is the most\nintense nationalism, because thru this nation mankind is to be served. It\nis a consciousness thru our whole being that things can be achieved by\nwork and by will and that is the lesson that you are to carry that\nyou are carrying, that you are preaching every day to the children of\n\n—\n\n—\n\nAmerica.\n\nAnd how can you do it ?\n\nYou can do it by teaching American history in\n\nthe American tongue, by giving American standards, by letting American\n\nboys and girls know that the history of the United States is not a mere series\nof fugitive incidents, remote, separated, unrelated, but is a philosophy\ngoing thru the history of one hundred and forty years; by teaching them\nthat those men in America are noble who contribute to the elevation of\nAmerican ideals, and that those men are ignoble who do not add to the\nmarch of this philosophy of mankind.\nAmericanism must be to us a political religion. Religion is a consciousness that there is something better than yourself toward which you are\nstriving.\nThat man is religious who beheves or who knows that he stands\nin the compelling presence of an ideal, and an ideal is always something that\n\nyou are not, but that you hope to be. Christ is the representative of our\nreligion.\nWe see him on the cross, and to us he represents sympathy\n\n"}
{"page": 123, "printed_page": null, "text": "THE NEW AMERICANISM\n\nSessions]\n\n107\n\nsympathy for man's suffering, sympathy for the torture thru which men\nmove in order to work their way up the Jacob's ladder to heaven.\nFor what are we but creatures of the night led forth by day.\n\nWho needs must falter and with stammering steps\nSpell out our paths in syllables of pain ?\n\nI*\n\nChrist is representative of suffering and of sympathy, and we look to\n\nhimj no matter what our creed may be, no matter what dogmatic faith we\nhi\n\nmay have; and if we get into ourselves the love of those things he represents, we are Christians.\n\nSo too let us get within ourselves the consciousan American ideal, that there is something that is\nrepresented by us primarily and beyond all other people; for here in this\nland there was given first expression to liberty and justice, and justice thru\nliberty, by which men rise; not disorder, laziness, and wilfulness, because\nthru these men fall. Let us exalt the virtues that we know Americans\nhave in their hearts, and then we shall be true Americans, no matter upon\nwhat soil we are born, nor how we may have been brought up.\nWe have come upon a new day in the United States a great day. War\nmay not be necessary; certain things that develop out of war are necessary;\nand if we could not get them in any other way, war would be worth while;\nbut I know that we can get them in other ways. We need moral, physical\ncourage, coordination, discipline, a sense of something bigger than ourselves\ntoward which we look. There is a big man and a little man in every one\nI want that\nof us; and this day is great because the big man has come out.\nness that there\n\nis\n\n—\n\nto stick.\n\nWe have come upon a new day, a day in which we appreciate the man\nwho fights for us, a day in which we appreciate the mind that leads us, a\nday in which we .have sympathy for mankind and an understanding of its\nWe have walkt out of the plain and come up upon a high point,\nand now we are surveying the world with great curiosity and are wondering\nto ourselves what is this thing that causes Canada, with a population of\nonly 7,000,000 people, to put 500,000 of her boys across the water. There\nmust be something great in that, something splendid and noble, that will\nneeds.\n\ncause such a sacrifice.\n\nWhat is it that has made Russia revolt\n\n—Russia,\n\nthe greatest disappointment of all the war to us, so hopeless and chaotic ?\n\nAnd yet it is not in our hearts to feel that the seed sown there will die.\nShe will come back, and good sense will master. Do you know the trouble\nwith Russia ?\n\nRussia started right, but Russia had no George Washington,\n\nno Jefferson, no Franklin, no Alexander Hamilton, and she had no people\nwho had been trained for two hundred and fifty or more years in local selfgovernment; and she had been submarined, torpedoed, for years and years\n\nby propaganda, by people who were dreamers, who were visionaries, who\nthought that the world could be turned upside down in a day and that men\ncould be made anew.\n\n"}
{"page": 124, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlo8\n\n[General\n\nBut Russia has 180,000,000 people, 80 per cent of whom cannot read\nnor write; and as soon as they have a pubHc-school system, as soon as they\n\nhave teachers who teach them what order is and how slowly men must\ngrow, Russia will become a great power in the world again. Russia is made\nof people who are young, and the young have to grow, and with them we\nmust be tender, and for them we must be sympathetic. I beHeve in Russia\nbecause I believe that it is impossible that a people so young should die so\nquickly, because I believe that you cannot and the Kaiser cannot step\nupon Russia as he would step upon a spider and put it out, because the\nhuman soul is not to be extinguisht that way.\nNow we have come up to a new day, a day in which we want to know\nwhat Russia is to be, a day in which we want to know what is the matter\nwith China China, that adopted repubhcan institutions. FactionaHsm is\nher trouble. She does not realize that the foundation of liberty is order, and\nthat personal ambition must be subordinated to the welfare of the nation.\nShe has not yet grown to have a national sense.\nAnd so as we from this mountain top overlook the world we see that the\nworld is being made anew, and we have m our hands the power to make our\npart of it what we will. We have in our hands the power to see that social\nconditions shall not be as they have been. We have it in our power to see\nthat economic conditions shall not be as they have been. We have the\npower to see that this world shall take a great impetus from the shedding\nof blood, just as it took a great impetus from the shedding of blood two\n\n—\n\n—\n\n—\n\nthousand years ago.\n\nAnd I say now, as I know the country says:\nAs Christ died to make men holy,\nLet us die to keep men free,\nGod's truth is marching on!\n\nTEE WORLD'S FOOD SUPPLY AND WOMAN'S OBLIGATION\nJANE ADDAMS, HULL-HOUSE, CHICAGO, ILL.\nDuring the last three years every sympathetic man and woman in the\nUnited States has been at times horribly opprest with the consciousness\nthat widespread famine has once more returned to the world.\n\nAt moments\n\nthere seemed to be no spot upon which to rest one's mind with a sense of\nwell-being.\n\nOne recalled Servia, where three-fourths of a million people, out of the\ntotal population of three million, had perisht miserably of typhus and other\n\ndiseases superinduced\n\nby long-continued privations; Armenia, where, in\n\nspite of her heart-breaking history, famine and pestilence have never stalkt\n\nso uncheckt; Palestine, where the old horrors of the Siege of Jerusalem, as\n\ndescribed by Josephus, have been revived; and perhaps the crowning horror of all, the ''Way of the Cross\"\n\n—so called by the Russians because\n\nit\n\n"}
{"page": 125, "printed_page": null, "text": "—\nTHE WORLD'S FOOD SUPPLY AND WOMAN\n\nSessions]\n\n109\n\nby the continuous crosses raised over the hastily dug graves\nbeginning with the Galician thorofares and stretching south and east for\nis easily traced\n\nfourteen hundred miles, upon which a distracted peasantry ran breathlessly\nuntil stopt by the Caspian Sea, or crost the Ural Mountains into Asia only to\n\ncome back again because there was no food there.\nThere is no doubt that many Americans experienst a great sense of\nrelief,\n\ntherefore,\n\nwhen Congress finally estabUsht a Department of Food\n\nAdministration for the United States, and when Mr. Hoover, who had spent\n\ntwo and a half years in Europe in intimate contact with the backwash of\nwar, made his first appeal to his fellow-countrymen in the name of the food\nshortage of the entire world, insisting that \"the situation is more than war,\n\na problem of humanity.\" We were reheved to know that there was\nsomething we could actually do about it, and we received the instructions\n\nit is\n\nand guidance with genuine gratitude. I firmly\nbeheve that thousands of people are striving every day to carry out those\n\nfor our inteUigent action\n\ninstructions in a spirit of humiHty, and cherish the hope that their efforts\n\nmay prove to be of genuine human service.\nMr. Hoover tells us that the food of the helpless Belgians has now\nbecome entirely dependent upon the exertions of the American farmer, and\nthru the destruction of men and ships one hundred million more men,\nwomen, and children have come to depend largely for their daily bread\nupon what can be sent from America upon what the farmer may produce\nand what the women may save.\nThe last harvest in France was less than 40 per cent of her pre-war\nharvests and is less than one-fourth of what she needs to feed her own\npeople.\nFrance has had the heaviest burden of wounded, sick, and crippled\nmen and in addition one-thirtieth of her population are refugees from the\nwar zone, their homes having been destroyed and their fields devastated.\nSome parts of Italy are never able to produce enough food for all the\npopulation, even in normal times, which largely accounts for the enormous\nemigration every year to South America and to the United States. There\nhas been Httle emigration since the war began, and the shortage of food in\n\n—\n\nthe southern provinces is heartbreaking.\n\nIn addition they are caring for\n\nthe half-miUion refugees driven southward by the Austrian drive in October,\n191 7, thirty million of whom are found as far south as Sicily, again superimposed upon the normal population.\n\nIn Roumania there has been an increase of 50 per cent of population\non the one-third of the land that is left to them, while at the same time the\ncrops there have decreast 50 per cent. The suffering has been incredible.\n\nWounded soldiers in the very hospitals have died of starvation and have\nhad their feet, frozen in the hospital beds.\nAltho Russia is the land of modem famines, she has never experienst\nsuch loss of life as this great war has brought her.\n\nEight millions of her\n\npeople have actually perisht, and the myriad soldiers in the Russian army,\n\n.\n\n"}
{"page": 126, "printed_page": null, "text": "no\n\nNATIONAL EDUCATION ASSOCIATION\n\niGenerat\n\nnever adequately equipt with munitions, food, and clothing, have been\n\nreduced to the last extremity.\n\nIn addition Russia is suffering from a com-\n\nplete disorganization of her transportation facilities, so that whatever grain\n\nthere may be in the south cannot possibly be shipt to Petrograd or Finland.\nThere is something very touching in the belief revealed from time to time\nthat if the situation could but be clearly stated in America food would\nat once be sent.\nWe all know that practically every nation in Europe is living on rations\n\nand is destined to suffer privation for a long time.\n\nOur best efforts will\n\nno more than reheve them. The question is. Can we, the United States,\nproduce enough for ourselves and enough more to make up the most bitter\ndeficiencies ?\nIf we ask what has been done before when there seemed to be too little\n\nfood in the world we shall find that the deficiency has always been corrected\n\nby the apphcation of human intelligence and human labor to the soil.\n\nThe\n\none thousand acres nearest to Paris are so carefully cultivated that if the\npopulation of France should be doubled it could still be fed entirely from\nits\n\nown soil if it were all thus skilfully tilled.\nIn response to the demands made in the United States last spring two\n\nmillion back-yard and vacant-lot gardens were establisht in 1917; and the\n\n—\n\nwar crop of potatoes was 452 million bushels an increase of one\nhundred million bushels over the previous year. Since the war began\nEngland has given over a million and a half acres of hitherto idle land to\nfirst\n\nthe production of wheat and potatoes, and three hundred thousand women\nof the leisure class have gone into agricultural work.\n\nOf the eight million women engaged in gainful occupations in the United\nStates less than two million are in agriculture.\n\nIt is estimated that at least\n\nthree hundred thousand more must take the places of the two hundred and\nfifty thousand\n\nmen already drafted from the farms, just as a million women\nmen drafted from various\n\nare quickly taking the places of the miUion\nindustrial occupations.\n\nFood, above.every other production in the world, responds to individual\nattention.\n\nIt is greatly benefited by b«ing treated in small quantities, and\n\nquickly indicates the skill of the caretaker.\n\nIt is quite possible that a more\n\nintensive method of American farming would actually produce more food;\n\nthat we need ''integration of function,\" as the economists say.\n\nEqually important with increast production is the necessity of saving\nfood if we would \"increase our exports to our Allies to a point which will\nenable them to feed their own people.\"\n\nThe women responsible for twenty-\n\ntwo millions of kitchens of the nation are askt to give up certain old habits,\nto modify accustomed ways, to make a technical study of resources at hand\nand oi what a family may conscientiously use. They are also urged to\nevoke the interest of their households and a sense of participation in a\npatriotic undertaking.\n\nThe effort centers about three general propositions.\n\n"}
{"page": 127, "printed_page": null, "text": "THE WORLD'S FOOD SUPPLY AND WOMAN\n\nSessions)\n\nin\n\nFirst, eKmination of waste, which we have all learned from our mothers\nand grandmothers, altho we too often forget to apply it. Second, an actual\nreduction of consumption. Perhaps this can best be illustrated from sugar.\nThird, the substitution of foods which cannot be readily shipt for those\nwhich ship to the greatest advantage corn for wheat, poultry and fish for\ndrest meats, and the others with which you are all so familiar.\nThere are other things which women are doing in addition to careful\n\n—\n\nadministration of their kitchens.\n\nFood conservation may mean many\n\nthings, as has recently been pointed out in a circular issued by the Depart-\n\nment of Educational Propaganda of the Woman's Committee of the Council\nof National Defense.\n\nIt may mean direct purchasing thru the parcel post,\n\nmunicipal markets, cooperative delivery, just as the new agricultural move-\n\nment in North Dakota and elsewhere includes road-making, storage, transportation, cooperative distribution, and many other things.\n\nFrom the time we were little children we have all of us, at moments\nat least, cherisht overwhelming desires to be of use in the great world, to\n\nplay a conscious part in its progress.\n\nThe difficulty has always been in\n\nattaching our vague purposes to the routine of our daily living, in making\n\na synthesis between our ambitions to cure the ills of the world on the one\n\nhand and the need to conform to household requirements on the other.\n\nIt\n\nis a very significant part of the situation, therefore, that at this world's crisis\n\nthe two have become absolutely essential to each other.\n\nIt\n\nis\n\nno slight\n\nundertaking to make this synthesis, which is probably the most compelling\nchallenge which has been made upon women's constructive powers for centuries.\nThey must exert all their human affection and all their clarity of\nmind in order to make the great moral adjustment which the situation\n\ndemands.\n\nThe various studies which thousands of club women thruout the country have been carrying on for so many years in their effort better to com-\n\nprehend the world in which we live, will bring to their aid at this time of\ncrisis\n\nan understanding of woman's traditional relation to food, of her old\nWe may be able thus to lift the challenge\n\nobligation to nurture the world.\n\nof the present moment into its historic setting.\n\nBack of history itself are innumerable myths dealing with the Spirits\nwho are always feminine and are usually represented by a\nCorn Mother and her daughter, vaguely corresponding to the Greek\nDemeter, the always-fostering Earth and her child Persephone, the changing seasons. It is said that relics of the Corn Mother and the Corn Maiden\n\nof the Corn,\n\nare found in nearly all the harvest fields of the world, with very curious old\n\ncustoms.\n\nPerhaps those club women who have cared most for history and the\nstudy of early social customs will be the first to realize that these myths\ncentering about the Corn\n\nMother but dimly foreshadowed what careful\n\nscientific researches have later verified and developt.\n\nStudents of primitive\n\n"}
{"page": 128, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n112\n\n[General\n\nsociety believe that women were the first agriculturists and were for a long\n\ntime the only inventors and developers of its processes.\n\nThe men of the\n\ntribe did little for cultivating the soil beyond clearing the space and some-\n\ntimes surrounding it by a rough protection.\n\nstiff\n\nThose club women who have persistently kept up a study class in such\nsubjects as comparative religions and philosophy know how often a\n\nwidespread myth has its counterpart in the world of morals.\ntainly true of the belief in the \"fostering mother.\"\n\nThis was cer-\n\nStudents in the origin\n\nof social customs contend that the gradual change from the wasteful manner\n\nof nomadic life to a settled and much more economic mode of existence\n\nmay be fairly attributed to these primitive agricultural women.\n\nThe desire\n\nto grow food for her children led to a fixt abode and a real home from which\n\nour domestic morality and customs are supposed to have originated.\n\nIn these dark years, so destructive of the old codes, the nations, forst\nback to their tribal function of producing and conserving food, are developing a new concern for the feeding of their peoples. All food supplies have\nlong been collected and distributed thru the utilization of the commercial\nmotive. At the present moment, however, just as the British government\nhas undertaken the responsibility of providing the British Isles with\nimported food, so other belligerent and neutral nations have been obliged\nCommercial comto pursue the same course in order to avert starvation.\npetition has been supprest, not in response to any theory, but because it\ncannot be trusted to feed the feeble and helpless. There is no doubt that\neven after peace is declared the results of starvation, arising from the\nworld's shortage of food, will compel these governments to continue and even\nextend their purchasing in other lands.\nitself indicate a\n\nnew order\n\nthat of commercial gain.\n\nBut such a state of affairs will\n\n—the substitution of the\n\nsocial-utility motive for\n\nIn international affairs the nations have still\n\ndealt almost exclusively with political and commercial affairs considered as\n\nmatters of \"rights\"; consequently they have never been humanized in their\nrelations to each other as they have been in their internal affairs.\nIt is quite understandable that there was no place for woman and her\n\npossible contribution in these international relationships; they were indeed\n\nnot \" woman's sphere.\"\n\nBut is it not quite possible that, as women entered\n\ninto city politics when clean milk and sanitary housing became matters for\n\nmunicipal legislation, as they consulted state ofl&cials when the premature\nlabor of children and the tuberculosis death-rate became factors in a political campaign, so they\n\nmay normally be concerned with international affairs\n\nwhen these are dealing with such human and poignant matters as food for\nthe starving and the rescue of women and children from annihilation ?\n\nThe instinct to feed those with whom we have made alliances certainly\nbears an analogy to those first interchanges between tribe and tribe when a\n\nshortage of food became the humble beginning of exchange.\n\nAt the present\n\nmoment the allied nations are collecting and conserving a common food\n\n"}
{"page": 129, "printed_page": null, "text": "UNITED STATES BOYS' WORKING RESERVE\n\nSessions!\n\n113\n\nsupply, and each nation is facing the necessity of making certain concessions\nto the common good that the threat of famine for all may be averted.\n\nA\n\nnew internationalism is being establisht day by day; the making of a more\nreasonable world-order, so cogently urged by the President of the United\nStates, is to some extent already under way, the war itself forming its matrix.\n\nAn Enghsh economist has recently pointed out that in Europe generally the\nwar has thus far thrown the customs tariffs fiat.\n\nAre they perhaps dis-\n\nappearing under this onslaught of energized pity for world-wide needs?\n\nAnd is a motive power, new in the relations between nations, being evolved\nin response to hunger and love, as the earlier domestic ethics had been ?\nIt is possible that the more sophisticated questions of national grouping\nand territorial control will gradually adjust themselves if the paramount\nhuman question of food for the hungry be fearlessly and drastically treated\nupon an international basis. The League of Nations, destined to end wars,\nupon which the whole world, led by President Wilson, is fastening its hopes,\nmay be founded, not upon broken bits of international law, but upon minis-\n\ntrations to primitive human needs.\n\nThe League would then be organized\n\nde facto as all the really stable political institutions in the world have been.\n\nIn this great undertaking women may bear a vaHant part if they but\nstretch their\n\nminds to comprehend what it means in this world-crisis to\n\nproduce food more abundantly and to conserve it with wisdom.\n\nTHE UNITED STATES BOYS' WORKING RESERVE\nW. WELLS, ASSOCIATE I^ATIONAL DIRECTOR, UNITED STATES BOYS' WORKING RESERVE OE THE UNITED STATES EMPLOYMENT SERVICE OF\nTHE DEPARTMENT OF LABOR, WASHINGTON, D.C.\nWill everyone in this audience be good enough to take pencil and paper\nand to write down these words: United States Boys' Working Reserve,\nEmployment Service, Department of Labor, Washington, D.C. When\nyou reach your homes please be good enough to transfer these words to a\nstampt envelope, inclose your name and address within the envelope, and\n\nmail it.\n\nThe national office of the Reserve will immediately respond by\n\nsending you information concerning the United States Boys' Working\n\nReserve and will tell you of what vital importance both to itself and to you\nyour hearty cooperation with the Reserve must necessarily prove to be.\n\nThe United States Boys' Working Reserve is the one organization\nestablisht by the federal government for the mobilization of boys sixteen\n\nyears of age and over, and under twenty-one years of age, for work, chiefly\nin food production,\n\nbut also in the shops that are manufacturing war-\n\nessential material.\n\nIt is organized in three units:\n\nthe Agricultural Unit,\n\nby far the most important of the three; the Industrial Unit; and the Vocational Unit.\n\n"}
{"page": 130, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n114\n\nIGeneral\n\nIts program is very simple and involves the schools and their coopera-\n\ntion at every step of the way.\n\nIt goes directly and first of all to the high\n\nAs you well know, there are in the high schools of\nthe United States approximately 500,000 boys who are sixteen years of age\nand over. In every school it appoints an enrolling officer, whose business\nit is to bring to the attention of every boy of Reserve age in that particular\nschool the claims of the Reserve upon his services, and the actual enrolment\nschools of the country.\n\nof boys into the Reserve.\n\nThe second item in its program is to train the boys enrolled.\n\nVarious\n\nstate divisions of the Reserve have issued special pamphlets upon the ele-\n\nments of farm practice and have, thru cooperation with school authority,\nThese courses in school have\nbeen supplemented by demonstration work upon farms in the neighborhood\nof high schools and have been undertaken chiefly upon Saturdays, morning\nintroduced them into the school curriculum.\n\nor afternoon, or both.\n\n—of\n—in order that the living and working conditions of\n\nThe third item in its program is the inspection of working-places\nshops and of farms\n\nboys employed shall conform to a sufficient and decent standard set up by\nthe Reserve.\n\nThe fourth item in its program is the supervision of boys enrolled and\nat work.\n\nManifestly the schools are a vital factor in the success of the Reserve,\nfirst to enrol, next to train, and last to supervise the boys employed.\n\nHitherto in our work the schools have been of vital necessity to our\nprogress.\n\nThe happy time has come when the United States Boys' Working\n\nReserve is now a vital necessity to the efficiency of the schools.\nfigures that report school mortality incident to the\n\nnot wholly satisfactory.\n\nOfficial\n\nwar are sporadic and\n\nMassachusetts reports for the two-year period\n\njust past an actual decrease in her school enrolment of 4 per cent.\n\nAs her\n\nexpected increase in enrolment is 7 per cent, there has been, it would seem,\n\na decrease of 18 per cent in the enrolment that she had a right to expect for\nthe two-year period.\n\nNew Jersey reports a like decrease, upon the same\n\nbasis of reckoning, of iij per cent.\n\nStatistics gathered from some of the\n\ngreat schools of populous centers like Newark, N.J., and Philadelphia, Pa.,\n\nshow a decrease of approximately 30 per cent from the normal expected\nenrolment. For those boys who have already left school and have gone to\nwork there must be provided some kind of training that will continue their\npreparation for manhood and citizenship. The Department of Labor,\nthrough the United States Boys' Working Reserve, proposes to place into\nevery one of its employment offices of the Employment Service, a representative of the United States Boys' Working Reserve to whom all applicants of\nReserve age shall be referred for disposition. Thru the Reserve representatives in the various employment offices reference of boys who apply at the\noffice can be made to those school men and school forces who will undertake\n\n"}
{"page": 131, "printed_page": null, "text": "Sessions!\n\nWAR-MODIFIED EDUCATION, TEACHERS, SCHOOLS\n\n115\n\nAs regards other thousands of boys who have\n\ntheir continued instruction.\n\nbeen attending school up to the current month and are now about to enter\nindustry, the employment offices, thru Reserve representatives, will be\nenabled to control in a measure the drift from school to shop and mill and\nwill be instrumental in turning large numbers of boys back to their schools\n\nwhere they should rightly be.\n\nWAR-MODIFIED EDUCATION, THE TEACHERS, AND THE\nSCHOOLS\nWALTER R. SIDERS, SUPERINTENDENT OF SCHOOLS, POCATELLO, IDAHO\n\nThe school is an institution establisht by the state for the purpose of\ntraining its people to the standards of\nstatic the school could\n\nits citizenship.\n\nIf\n\nthe state were\n\nbecome a perfected institution with its procedure\n\nexactly determined and its purposes perfectly defined.\n\nBecause the social\n\nelements of a state are ever substituting new ideals for old, because of the\npressure of events, natural and man-made, within and without the state, a\n\nnation is a progression, and like the kaleidoscope ever presents a new combination of\n\nits\n\nelements.\n\nSince the school\n\nis\n\nbut a phase of this social\n\nmovement, it must recognize its obligations to keep abreast with national\nchanges; it must so change and adapt itself as to meet the new ends\ndemanded.\nOur duty is to study conditions as they exist in the state. Unquestionably our schools face a crisis.\n\nWe are confronted with the solution of many\n\nnew problems, among which may be enumerated:\nhow to increase the supply\n1. The threatened shortage of teachers\nand how to retain those in service.\n2. The equalization of educational opportunity to all the children\n\n—\n\nof the nation, rural as well as urban, poor as well as rich.\n\nFor the future\n\ndepends upon what these citizens shall be.\n3. The preservation of health and the conservation of national vitality.\nAs a corollary, the study of recreation to the end that it may become a wise\n\nuse of leisure time.\n4.\n\nThe Americanization of our foreign element.\n\nWe have recruited\n\nregiments demanding interpreters dealing with six different languages.\n5.\n\nThe education of the ilHterate, of whom we have five and one-half\n\nmillions, or a ratio of one in every twenty.\n6.\n\nThe continuation of educational opportunity to adults who have not\n\nhad the opportunity or the desire for education in their youth, for the\npurpose of giving new types of education not afforded in their past.\n7. The provision for vocational training, to the end that all may be\neconomically independent, not alone for their own well-being, but that they\n\nmay not become a burden to the rest of the people.\n8.\n\nTraining for patriotism and citizenship.\n\n"}
{"page": 132, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nii6\n\nThe new era causes us to look ahead.\nas well as for today.\n\n[General\n\nWe are preparing for tomorrow\n\nWe find:\n\nThat new vocations are opening up, demanding new training.\nThat our international commerce and citizenship will create a\ndemand for the teaching of several modern languages.\n3. Ourselves thrown upon our own resources and compelled to develop\nour chemistry and applied science to the degree which will answer our crisis.\nThe new social order and the conse4. Ourselves citizens of the world.\n1.\n\n2.\n\nquent new civic problems will open new fields for study.\n5.\n\nIn short, that we are confronted with an amazing perplexity of\n\nunsolved problems whose solutions will tax our best efforts and demand\nuntiring energy.\nI trust that it is not expected that this discussion will offer an answer\nto these problems, but that it shall have discharged its\n\nduty if it points\n\nout a method of solution.\nIt will be readily granted that the first schools were organized to meet\ndefinite demands existing in the society of their inception.\n\nFrom age to\n\nage new demands have been recognized and incorporated, but much that was\nobsolete has been retained.\n\nThe method proposed is this: Draw. a parallel between the school as\nand the school as it would be were the state to create it anew at the\npresent time. Let us put out of our minds for the moment the school as\nit is\n\nit is.\n\nLet us forget that such an institution exists or ever has existed.\n\nNow if we draw up an institution for the purposes of citizenship, what will\nWhat curricula will answer to these ends and aims ?\nWhat educational procedure will accompUsh these desired results ?\nbe its ends and aims ?\n\nWith this plan formulated, let us set it in parallel with our present system, and proceed to analysis, comparison, and substitution, \"proving all\nthings and holding fast to that which is good.\"\n\nNo pretension is made\n\nthat this method is new, that it is infallible, or that other methods will\n\nnot prove better.\n\nBut it is a working scheme which any educator who is a\n\nstudent of life can use.\n\nTeachers must throw themselves into the current of national and local\nlife.\n\nWe live too much unto ourselves. A larger understanding is needed.\n\nAppreciation will come from an enlarged outlook, which outlook will enable\nus to serve our schools more effectually and to bring the people to a realization that the teacher is worthy of a reward as adequate,\n\nand of a social\n\nrecognition as desirable, as that of any other profession.\n\nTeachers who\n\nare unwilling to read the signs of the times may expect to read the hand-\n\nwriting on the wall.\n\nLet us leave our academic aloofness.\n\nLet us be not only in the world,\n\nThus will we come to understand the new order and become\nthe apostles of the new era, fulfilling the purposes which the nation expects\nof us.\nThus may we play our part in the discovery of the new America.\n\nbut of it.\n\n"}
{"page": 133, "printed_page": null, "text": "WAR-MODIFIED EDUCATION AND ILLITERACY\n\nSessions)\n\n117\n\nThere are those who pretend to despise the statement that coming events\nshadows before. Thoughtful men have long seen this present\nAs long as there was room in this world for men to flee\nworld-struggle.\ncast their\n\n—\n\nfrom a distasteful social system from poUtical, rehgious, and economic\nconditions not suitable to working out the destinies desired and to developing the peculiar genius of those protesting against things as they were that\n\n—\n\nOur prophetic ones saw the time when the\nworld would be settled up, when the world must settle down, when men of\ndiametric ideas must face instead of fleeing from each other, when the\nstruggle would come to determine which system of social order would\nendure. We may take this as an example of how we must study our social\nlong could conflict be avoided.\n\nforces to adapt our education to meet succeeding events.\n\nMany organizations are at this time using the schools as agencies\n\n—for governmental war work and as agencies for\n\nsocial\n\nand\n\ncivic\n\nreform.\n\nEighty-seven organizations desiring to use the schools have been\n\nreported.\n\nWe have given and will continue to give to all governmental\n\nrequests the right of way.\n\nOther requests we shall use if they serve school\n\nThese numerous demands are signs of the times. It is\nwell to determine if they represent a deep-seated need of the people or the\nends and aims.\n\nmomentary sentiment of a small group.\nThe government has made so many appeals to the people and they have\nresponded so loyally that we wonder if an appeal for teachers as a patriotic\nduty would not be heard. There are many persons of education and refinement who have the means and the leisure to give themselves to the work of a\nteacher.\nCannot such be brought into service ? The teachers of America\nnever had such an opportunity for service as now. Let us take the aims and\nobjects of our epoch-making Commission on National Emergency to the\npublic, let us seriously campaign for the accompHshment of these objects.\nLet us make the splendid report of the Committee on Resolutions our platform and strive to carry every one of its planks over the top. Let us enlist\nthe teachers of America in our National Education Association, that we may\npresent a united front in our educational requests.\n\nMay our lives throb with the pulse of the nation, may we catch the spirit\nof the new movement, may our hearts be on fire with zeal for our country\n\nand the wehare of our people, may we discover the new America, and may\nGod grant us a tongue of flame from his altar that we may teach with the\nfervor and the enthusiasm which the times demand.\n\nWAR-MODIFIED EDUCATION AND ILLITERACY\nCORA WILSON STEWART, PRESIDENT, KENTUCKY ILLITERACY COMMISSION,\nFRANKFORT, KY.\n\nWhen I think of the five and a haK miUion iUiterates in this country,\nwhen I think of the skepticism of some school people as to the ability of\nthese illiterates to learn, and when I think of our hesitancy and our long\n\n"}
{"page": 134, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nii8\n\n[General\n\ndelay in coming to their relief, I feel as Thomas Jefferson must have felt\n\nwhen he, himself a slaveholder, contemplated the institution of slavery and\nsaid, \"I tremble when I remember that God is just!\"\n\nAmong our five and a half million illiterates, 1,600,000 are foreign born.\nThe remainder, nearly 4,000,000 in number, are native born.\n\nFor the\n\nforeign born to be ignorant of our government, our laws, and our traditions\nis\n\ndeplorable indeed, but for the native born to be ignorant of them is not\n\nonly a menace but a disgrace.\n\nWe are attempting to Americanize for-\n\neigners, an excellent thing to do, but let us not forget to Americanize the\n\npeople of the Abraham Lincoln and Booker T. Washington type.\nIt is no longer a question of the right or the need of the illiterates in\n\ncountry to enlightenment.\n\nthis\n\nIt is not\n\nnow a question of their joy in\n\nbook and pen, but it is a question of national welfare, of bringing five and\na half million more people speedily into intelligent sympathy with our war\naims and enhsting their support.\nThis is a war in which international law, justice, human rights, and even\ncommon decency have been cast to the four winds by the enemy. To none\nThere is but one thing that will win this\nof these have we any appeal.\nwar and that thing may be exprest in just one word. That word is power.\nWould it not then be the part of wisdom for the leaders of this country first\nHad\nto determine the source of power and then speedily to increase it?\nit not been said and demonstrated countless times thru the ages that\n\"knowledge is power,\" it is being demonstrated at this time, in this very\nhour, when we behold the nation which has the lowest percentage of ilUteracy holding the world at bay, and the one of our AlHes which has the\nhighest percentage broken down, disrupted, unable to enjoy her longcoveted and hardly won liberty and unable, we fear, to sustain a democracy\nnow that she has one. The nations to which I refer are Germany, with\nonly five out of every thousand of her population illiterate, and Russia, with\nsix hundred and ninety out of every thousand unable to read and write.\nWhat is the relation of the five and a half million illiterates in this\ncountry to the war, or rather what ought their relation to be ? The government expects of them intelligent cooperation. Ignorance cannot cooperate.\nThe entire propaganda to arouse the people to intelHgent, sympathetic\ncooperation is a printed propaganda, and the very first step toward intelli-\n\n—\n\ngent response is a written subscription or pledge.\n\nThe iUiterates are the people who do not, as a rule, attend pubHc meetOur speakers, whether four-minute men or forty-minute men, have\n\nings.\n\nmist them.\n\nOnly two methods of enlightening them, then, may be con-\n\nOne would be to send conversationalists among them to tell them\njust what the war means and what the government expects them to do.\nsidered.\n\nReturned soldiers went from village to village, talking,\nIt has not succeeded.\nIt was too slow.\nThere is just one other plan, and that is to teach the people to read and\nRussia tried this.\n\ntalking, talking, to the people.\n\n"}
{"page": 135, "printed_page": null, "text": "—\nSessions!\n\nWAR-MODIFIED EDUCATION AND ILLITERACY\n\n119\n\nwrite, ther so to simplify the printed propaganda that they may read it,\n\nor better, to let them read and write the propaganda while learning.\n\nIf\n\nthe constructive forces of this country do not enlighten them some organization like the I.W.W.\n\nmay get them in its pernicious grasp.\n\nIn this\n\nilHterate mass\n\nThere is a poor blind Samson in this land,\nShorn of his strength and bound with bands of steel,\n\"Who may in some grim revel raise his hands\nAnd shake the pillars of the commonweal.\n\nWhen five millions of men in this country have gone to defend our\nliberties\n\non foreign soil, with a corresponding number of nurses, doctors,\n\nengineers, and mechanics, the conditions of life will become so altered, the\n\nneed of sustaining our industries and supporting those at the front, our\nbrave defenders, but non-producers,\nefficient service of\n\nwill\n\nbe so great as to demand the\n\nevery man, woman, and child in this country.\n\nEvery\n\nilUterate, whether twenty or thirty years of age, or fifty or sixty, must be\n\neducated and made available to take the places vacated by those who have\n\ngone to the front.\nWe owe something to the illiterate mothers of this country, whose sons\n\nhave been drafted by the government and sent three thousand miles away\nfrom home to defend the flag. We owe it to them to teach them enough\nto enable them to read letters from those absent sons and to write letters\nto them, if nothing more.\n\nWe owe something—yes, everything— to the boys who have gone to give\ntheir lives for our native land.\n\nWar has turned on the searchlight, like\n\nlightning's lurid glare, and has revealed conditions in education, as well as\nin other lines, that call for immediate remedy.\n\nToo clearly do we see the\n\nneed of a relief for the illiterates when the registration cards of this country\nshow 700,000 young men registered by mark.\n\nWhen around the council table after the war they examine the workings\nof a democracy and an autocracy and seek to know what each has wrought\n\namong the people, one of the first things that the representatives gathered\nthere will doubtless ask will be this question: \"What are the educational\nbenefits and status of each ? \"\n\nI beHeve that around that table the good of\n\nthe peoples of the earth will be the one thing considered.\n\nAutocracy and\n\ndemocracy will clash there with argument as they are clashing now with\nsword.\n\nDemocracy will charge autocracy with militarism, with despotism,\n\ncruelty, injustice, and intrigue.\n\nAutocracy will charge us with many things.\n\nMay she not have the satisfaction, in that hour, of saying that we have kept\nfive and a half million people in ignorance!\n\nWhen after the war the world looks to America for leadership, when\nRussia comes to study our educational conditions, shall she find hope for\nher miUions of illiterate peasants or shall she find school doors closed to men\n\nI\n\nand women and ilUterates condemned to everlasting ignorance?\n\nWhen\n\n"}
{"page": 136, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n120\n\n[General\n\nItaly comes to study our institutions, shall she find a remedy for the illiter-\n\nacy of her southern peninsula?\n\nMexico will look to us for an example.\n\nShall she catch the fire from Texas and New Mexico to educate her illiterate\n\npeons ?\n\nPorto Rico, Hawaii, the islands of the sea will look to this nation\n\nfor their ideal of democracy.\n\nShall they find a democracy founded on the\n\nsinking sand of the intelligence of part of the people, or founded on the\nsolid rock of the enhghtenment of all ?\n\nCHARACTER EDUCATION\nMILTON FAIRCHILD, NATIONAL INSTITUTE FOR MORAL INSTRUCTION,\nWASHINGTON, D.C.\nThese distressing times call for constructive thinking rather than\nNo matter what the neglects of the past have been,\n\nfor fault-finding.\n\nthe school must now plan to furnish the education which the children of the\n\nUnited States, living in these modern times, really need.\n\nThe basis of the\n\nlife-career for each child is character, interpreted in a broad sense, and this\n\nbasis must be furnisht by education.\n\nI like the term \" character education\n\n\"\n\nmuch better than \"moral education,\" because it is not subject to misunderstandings and is a broader term. The term \" character education \" suggests\nand implies the unfolding of the child's better self by the processes of growth\nand under the stimulation and guidance of the teacher. The purpose of\ncharacter education should be the growth of the child out of its weaknesses\nand crudities and superficialities of character into strength, depth, breadth,\nand harmony of character.\nThe scope of character education is indicated by the following list of\nfields of thought as subdivisions of the general, inclusive term:\n\n(i) instruc-\n\nwisdom of human moral experience;\n(2) formation of opinions as to morality on the part of children themselves;\n(3) the development of motives for right conduct; (4) conduct-resolves by\nchildren; (5) training (teacher and self- training) in habits of right conduct.\nThis is undiscovered territory. Not a human being living knows much\ntion (formal\n\nand informal)\n\nabout character education.\nin\n\nin the\n\nWe have various theories as to how results\n\ncharacter development can be secured; there have been \"working\n\nhypotheses\" announst as supported by modern thought in the human sciences, but no one has gone thru the scientific process by which these theories\nand hypotheses are verified and proved to produce results.\nAnd yet the present emergency in the life of the nation necessitates an\nimprovement in this phase of education, and the demand will surely be made\nthat ways and means be provided in the public schools for producing the\nstrength, refinement, and righteousness of character which are needed\namong the masses of the people, both rich and poor, of a republic. The\nUnited States of America has become a world-power and a leader in\n\n"}
{"page": 137, "printed_page": null, "text": "CHARACTER EDUCATION\n\nSessions!\n\ninternational politics.\n\nas a nation.\n\nI2I\n\nThis fact brings to us greatly increast responsibilities\n\nIn a republic-democracy the purposes and ambitions of the\n\nmasses of the people are the purposes and ambitions of the government.\nWe are arriving at a time when the mass-judgments of our people will be\ninfluentially exprest.\n\nThe leadership and control of the \"intellectuals\"\n\nwill be challenged, in matters of government, industry, finance, social dis-\n\ntinctions, and education, by the masses on the basis of the purposes in Hfe\nand the ambitions which have control over the masses. We shall not be\nable to get the nation, as an organization of miUions of people, to bear these\nnew responsibilities successfully unless we succeed in developing, as an\nexpression of the interest and the right which the nation has in the character\ndevelopment of its children, much more influential methods of character\neducation in the pubhc schools.\nYou will recall that at the Detroit meeting of the Department of\nSuperintendence an award of $5000 was offered for the best children's code\nA certain business man, who does not wish to be under the\nof morals.\nsuspicion of seeking personal glory and therefore insists on withholding his\nname, offered that $5000. He believes that the character education of all\nthe children of the Republic is a necessity as a guaranty of permanent and\nEach state in the Union appointed\nprogressive life on the part of the nation.\nthru its state superintendent at least one \"code writer\" in that \"National\n$5000 MoraHty Codes Competition,\" and more populous states appointed\nThere were seventy code writers, and they workt for one year,\nseveral.\nwith consultation as the chief principle of their work. Probably ten\nthousand people took part in deciding for these code writers what moral\nFiftyideas ought to be inculcated in the minds of our nation's children.\ntwo succeeded in completing morality codes in this competition, and others\nwill write later.\nThe award was made by three judges Professor George\nTrumbull Ladd, of Yale University, chairman; Justice Mahlon Pitney,\nof the Supreme Court of the United States; and Mrs. Phillip North Moore,\npresident of the National Council of Women to a code written by Professor\nWm. J. Hutchins, of Ohio. There are other codes almost if not quite as\ngood as the Hutchins code. The process of revision before publication\nhas been started, and each author will submit his code to public criticism\nduring this period of revision. The final result will be a body of codes on\nwhich we educators can rely as a guide to the content of moral instruction\nand to the conduct which it is right for the children of our nation to be\nbrought up to fulfil.\n\n—\n\n—\n\nIn the process of developing this morality-codes competition the\nbusiness-man \"donor\" discovered that the educators were in doubt as to\n\nmethods of character education, and therefore he offered, again thru the\nNational Institution for Moral Instruction, an award of $20,000 for\nthe best method of character education in public schools. This is by far the\nlargest award ever offered in education and signifies the earnestness of the\n\n"}
{"page": 138, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n122\n\n(General\n\nappeal from the general public that the schools develop their procedure in\ncharacter education into effectiveness for the sake of the nation of the future.\n\nThere will be an interstate competition between teams of nine research\ncollaborators, one team in each state, and the award will be divided, $4000\nto the chairman and $2000 to each of the collaborators of the winning team.\nAs a result of this group thinking we shall have forty-eight great plans\nfor character education.\n\nAll these plans will be\n\nmade available to the\n\nstate, city, county, and town superintendents thruout the nation, and to all\n\nwho as students of education wish to make a special investigation of this\nfield.\n\nAfter the specifications for the year's research for the best methods of\ncharacter education in pubhc schools had been completed, the generosity\n\nand determination of the donor of these enormous awards was further\nexprest in an offer to pay the expenses of the preparation of a special library\nof extracts from the best writers on education, which should facilitate the\nwork of these groups of collaborators by giving them a good start. The\n'^ Donor's Library on Character Education\" is nearing completion under\nthe editorship of Professor Harris L. Latham and President Charles McKenney. It will be composed of about three volumes of extracts on\ncharacter education.\n\nOne set will be given to the group of collaborators in\nThen in each state the library\n\neach state for use during the research year.\n\nwill go to the office of the state superintendent, to be lent to superintendent\n\nand teachers as they may have need.\n\nThe chief and immediate purpose\n\nof the library is to help the research collaborators discover the best possible\n\nways and means for character education in the public schools.\nAfter these forty-eight great plans for character education in public\nschools have been submitted they will be studied,\n\nexperiments will be\n\nmade by qualified specialists.\n\nand certain verifying\nThese will be made\n\nunder normal public-school conditions and will be conducted for the sake\nof putting to the test the plans which seem likely to produce the best results.\n\nThe recommendations which will come finally to the superintendents and\nto students of education will be\n\nworthy of serious consideration because\n\nthey will have been arrived at by true scientific processes.\n\nThe National\n\nInstitution for Moral Instruction stands for cooperation in research among\n\nadvanst students in the field of character education, in order that the\npractical, verified wisdom of educators\n\nmay be accumulated as the basis\n\nfor improvements in the service which schools render the children of the\n\nnation in their character development.\ndesired in these undertakings.\n\nYour cooperation is most heartily\n\n"}
{"page": 139, "printed_page": null, "text": "WAR-MODIFIED EDUCATION AND THE COMMON PEOPLE\n\nSessions!\n\n123\n\nWAR-MODIFIED EDUCATION AND THE RISE OF THE COMMON\nPEOPLE THRU IT\nA. E.\n\nWINSHIP, \"journal OF EDUCATION,\" BOSTON, MASS.\n\nThis world-war\n\nis\n\nmodifying everything and everyone in America.\n\nNothing will ever be as it has been, and no one will ever again be as he\nhas been.\n\nThe war is modifying us financially, industrially, commercially, morally,\n\nAnd all the modicommon people, for the toning up of the\n\npatriotically, poHtically, religiously, and educationally.\nfication is for the uplift of the\n\ncommon people.\nI was privileged to be present recently at the conference of 122 coal\n\noperators of West Virginia and Mr. Lawson, who represented Dr. Garfield\n\nand President Wilson.\nKendall White made the great address of the occasion. He is the\nlawyer for the Standard Oil Company, which is supposed to mean that he\nis one of the big lawyers of West Virginia.\nHe devoted himself to an\nattempt to impress upon those coal operators that this is a war of the\ncommon people, by the common people, and for the common people. He\ncalled attention to the fact that Lloyd George represents the common\npeople of England, and that more and more President Wilson is representing the common people of the United States.\n\nHe said: \"It is not a theory^\nYou should adjust all the\n\nbut a condition, and you must face it squarely.\nconditions of your mines\n\n—working and Hving conditions—\n\n^never forgetting\n\nthat you will soon have to give a report on your stewardship.\"\nI have never heard a speech like that from such a\n\nman as Kendall White.\n\nI have read something closely akin to that from Charles M. Schwab.\n\nis\n\nDemocracy is of and by and for the common people just as autocracy\nWhen we make the world safe for democracy we make\n\nfor aristocracy.\n\nit a common-people's world.\n\nThe modification of this war is greater than we can even imagine.\nTake the rehgious modification, for instance. We have not realized how\nmany of us had our highest test of religious love by devihsh hate of other\nreligions.\nWho can conceive of the American Y.M.C.A. offering its hut\nto the Knights of Columbus for the celebration of mass and administering\nof the communion ?\nAnd when the Knights of Columbus have their hut\nready, they in turn invite their Israehtist \"brethren\" to administer to their\n\nRoman Catholic \"temple.\" And on that evermemorable day in April, 191 7, when the United States Senate voted us\ninto the world-war, and a Democrat from the Gulf pledged a consecrated\nSouth to this war, and a rock-ribbed Republican from Massachusetts\nsolemnly dedicated his party and his state to the arming of this war, and\na senator from New York spoke for the devotion of his state and of his\npeople, a reverend hush fell upon the reverend senators as the hour closed\nJewish worshipers in a\n\nI\n\n"}
{"page": 140, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n124\n\n[General\n\nand one of their number rose and in a wonderful prayer represented Baptists and Methodists, Unitarians and EpiscopaHans, Cathohcs and Jews,\nbefore the throne of God. Probably the most remarkable fact that can\nbe recorded of American Christians is the fact that that prayer was ofifered\nby Senator Reed Smoot, of Utah.\nIn theory public education is democratic in the forming, but as a matter\nof fact it has always been more aristocratic than democratic.\n\nchanging.\n\nAll this is\n\nAt a summer normal school in San Diego, Calif., the president\n\nand every teacher devoted their evenings for five weeks to teaching one\nhundred draftees from Chicago in Camp Kearney to read and write and\nto learn an inconceivable number of other things valuable to them as men\n*'over there.\"\n\nThat normal-school faculty forgot the traditional super-\n\nstition of the normal school, and without a course of study, without a com-\n\nmon method, without notebooks or diagrams, did four years' work in five\nweeks with many of those men.\nFinally we are war modified politically.\nliving example of a war-modified politician.\nlicans.\n\nI wish to offer myself as a\nI\n\nam a Republican of Repubmy birthright. I have\n\nI was born that way and have never sold\n\nnever been a candidate for a salaried office, appointive or elective.\n\nI have\ndone my bit by voice and purse in every campaign since I was twenty-one\nyears of age. I have been in five of the last six Republican Conventions. I\n\ndid what I could in the presidential campaigns of 191 2 and 191 6 and I\nwas not on the winning side. In this hour of our nation's and the world's\ncrisis I am thankful that American voters were wiser than I, that the man\nwhom the Lord seems to have raised up for this hour is the commander in\nchief of the Armies and Navies of the United States and the world's leader\nin thought and action in making the world safe for democracy.\n\nTHE REBUILDING OF CIVILIZATION THRU THE SCHOOLS\nKATHERINE DEVEREUX BLAKE, NEW YORK, N.Y.\nTeachers of America\n\n—you are the most wonderful audience\n\nin the world,\n\nfor you hold the shining future in your hands, and as you mold it, so shall\nit be, ignoble or great.\n\nTherefore I feel very humble as I stand before you.\n\nHow shall I be able to give you the inspiration that you need to carry you\nthru the year you face ? You have just finisht the hardest school year you\nhave ever gone thru, a year in which you have served with splendid selfsacrifice, doing war work of all kinds after your school duties were done.\nThe year to come will be even more difficult. Your war work will be more\n\nstrenuous and your school work more arduous, because more children will\n\nbe undernourisht, and it is well-nigh impossible to teach a hungry child.\n\nLet me beg you, as your first duty to the state, to try to secure adequate\n\n"}
{"page": 141, "printed_page": null, "text": "Sessions]\n\nREBUILDING OF CIVILIZATION THRU SCHOOLS\n\n125\n\nfood for our helpless little ones, so that the boys and girls of today may be\nvigorous in spite of the pinch of war.\n\nYou face the revision of your course of study in the light of the fires\nthat burn over there.\n\nHow shall you be guided in these changes?\n\nDr. Robert Morris has wisely said, \"Tradition is the greatest of guides\nfor mean minds, but the\n\nmeanest of guides for great minds.\"\n\nsweep tradition aside and face the facts of life.\n\nSo let us\n\nThe German ideals in\n\neducation, the subordination of the individual and mass teaching must go.\n\nThe lurid fires of over there have burned into our consciousness the terrific\nIn this young century we are preparing\nnecessity for scientific knowledge.\nfor strange new conditions after the war, and science must be our guide.\nWe are building for the new world that will rise phoenix-like from the ashes\nof the old.\n\nAt a certain stage in the old-fashioned melodrama the wicked woman\nof the play stole from behind a curtain and in a staccato whisper exclaimed\nto the villain, \"Hist:\n\nWe are discovered!\n\nAll is lost.\"\n\nOn the world-stage\n\nof today, instead of this play, the heroine comes exultantly down center,\n\nwaving the flag, shouting to the hero, \"Hurrah! We are discovered! All\nis won!\"\nAnd behold, they are teachers, and America has discovered the\nschools.\nNow as never before is there hope of real democracy.\nLet us take as our war cr>', \"Rally round the schools!\" for there the\ngreatest battle of all is being fought, the battle against ignorance, prejudice,\n\npoverty, and vice.\n\nWe teachers have taken the place of the grandmother\n\nwho told old folk stories to the children, of the mother who taught them to\nread, of the romp leader who led the old battles between town and gown,\nof the master who made a mystery of his trade and permitted only his\napprentices to practice it.\n\nEach year has seen the circle of our activities\n\nwiden, until now we are expected to prepare our pupils for life!\n\nThen it is for us to keep our eyes fixt on the future.\n\nWhen the\n\nelementary-school child of today is grown he will face peace conditions,\n\nand those conditions must be made as glorious to him as the heroism of\ntoday, or we shall be training for another and more terrible war. So let\nus shout together, \"Rally round the school!\" and stop worrying about spHt\ninfinitives, cease talking pedaguese, lift our eyes from grammar and method\nbooks, and go out into the world beyond our classroom door, take part in\nthe scrimmage, taste the dust of it, and help mold it so that it may in the\nfuture be fit for our pupils, even as we are fitting them for it.\nDo not let us make the mistakes of other countries. Let us study their\nplans only in order to improve on them and cure our own defects. Let\nus bow no longer to the dominance of the classical college, nodding in its\nmediaeval cloisters. Let us demand living conditions for our children and\na Hving wage for ourselves.\nAnd can we do this? Yes! For America has discovered the schools,\nand the schoolmaster and schoolmistress are com;ng into their own.\n\n"}
{"page": 142, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n126\n\niGeheral\n\nWomen vote in many states and before long will vote all over this country.\n\nWe have a teacher in the\nWhite House, and he is teaching the whole world to listen to principles of\ndemocracy and justice. A teacher is governor of Pennsylvania. Teachers\nare officering our Army and in many places are leading in our legislative\nassemblies.\nWe can do anything we wish if we work together.\nTo give you the inspiration needed for the difficult work before you I\nbring you messages from three great men. The first is Charles P. Steinmetz, the world-famous scientist who is at the head of the immense General\nElectrical Works in Schenectady, N.Y.\nHe said in a recent interview,\n\"Eight hours a day is- too long, far too long, for a human being to tend a\nmachine\nThe day's work should be reduced to four hours. Men\ncould stand that much drudgery and have initiative enough left to enable\nthem to take up interesting occupations. Society, instead of being impoverisht by the shorter work day, would be enricht by all the greater\naccompHshments these men would undertake.\"\nThis is not an I.W.W. leader speaking, but the high-salaried head of the\nlargest electrical establishment in the world, a man whose brains all the\nworld respects, and he adds, \"The most distasteful work of all should\nreceive the greatest rewards and the highest honors.\nWhy should I be\nhonored more or paid more than the ditch digger? Society could worry\nalong for some time without its engineers, but it couldn't get along without\nTeaching is no longer a disfranchised profession.\n\nits laborers.\"\n\nThe next message is one that all teachers should constantly repeat to\nIt comes from Edward Filene, the head of the remarkable\n\nschool boards.\n\ndepartment store in Boston. He said in his testimony before the Committee\non the District of Columbia of the House of Representatives, when they were\nconsidering the minimum- wage bill for women and children, \"There is\n\n\"Cheap wages make cheap standards,\nand the danger is that with all the details of the supervision necessary with\ncheap wages we will be satisfied with cheap standards.\" He said further\nthat an underpaid employe will not have strength or desire to study very\nmuch in order to put more intelligence into the work. This is just as true\n\nnothing so costly as cheap help.\"\n\nof teachers as of department-store employes.\n\nDrive these facts home!\n\nThe last message is from Charles M. Schwab, the\n\nman who is making ships faster than they ever were made before.\n\nHe says,\n\n\"In the very near future we must look to the worker for a solution of the\ngreat economic questions now being considered.\n\nI\n\nam not one to carelessly\n\nturn over my belongings for the uplift of the nation, but I am one who has\n\ncome to a behef that the worker will rule, and the sooner we realize this the\nbetter it will be for our country and the world at large.\"\n\nEpitomized these messages run. Ere long Labor will rule, and with that\nWe must train our children\n\nrule will come the four-hour day and fair wages.\n\n"}
{"page": 143, "printed_page": null, "text": "THRIFT AND NATIONAL SERVICE\n\nSessions!\n\nof today to be ready for the fairer day of tomorrow.\n\n127\n\nThe world is in our\n\nhands to make or mar, and the power is ours if we will use it.\nAlready the rich have\nI have a dream that some day will be realized.\npointed the way, for their children go to city schools in winter and to farm\nor camp in summer. Why should the little children of the men and women\n\nwho are doing honest work in the lonely places of this great country, the\nlighthouse keepers, the lumbermen in far-away mountains, the ranchmen\nin the desert struggling with dry farming,\n\nwhy should they be robbed of\n\neducation, tho they have the clear air and the sky and. nature all around\n\nthem ?\n\nWhy should the children of our slums be robbed of all that nature\n\ncan teach them ?\n\nDid you ever stop to wonder what sort of a generation is growing up\nknowing only bricks and stones, the straight lines and\nright angles of the sordid streets, and the fierce competition of city trade ?\n\"All men are born free and equal.\" It is for you and me to make the\n\nin our city slums,\n\nDeclaration of Independence true.\n\nSome day when the autumn winds sweep down from the hills all the\nchildren from all the lonely places will come with them to the great cities,\n\nthere to live in barracks and study in city schools, and see museums, and\nfactories,\n\nand shops, and crowded streets; and then when the soft spring\n\nwinds wake the snowdrop and the crocus, and it is time to sow for the summer harvest, then all the children of the city shall go forth to farm and\nmountain, there to camp and study nature thru all the long summer days.\n\nThink what it would mean to America to have citizens trained like\nwho should know city and country, and North and South, aye, and\nEast and West, and best of all should know themselves, and what work\nthey are best fitted for. Some day my dream will come true. The power\n/ leave my dream with you to\nto make it quickly true lies in your hands.\n\n—\n\nthat\n\nfulfil.\n\nTHRIFT AND NATIONAL SERVICE\nFRANK\n\nA.\n\nVANDERLIP, CHAIRMAN, NATIONAL\n\nWAR\n\nSAVINGS COMMITTEE,\n\nWASHINGTON, D.C.\nI have come to ask you to wake up to your responsibilities.\n\nYou are\n\nteachers and it is your duty to draw out the best that is in the pupils under\n\nyour care.\n\nI\n\nwonder sometimes if the quality of imagination has been\n\nsufficiently drawn out.\n\nWe are a rather unimaginative people, I take it.\n\nHad we imagination in degree great enough to visualize for ourselves what\nthe military situation is, how much there is to be done, how enormously\npressing is the need that we do this, there would be no need for Liberty\n\nLoan campaigns and Thrift Stamp drives to help us fight it thru.\nFighting it thru is going to be a great job.\njob than many of us imagine.\n\nIt is going to be a greater\n\nYou say that America has always been\n\n"}
{"page": 144, "printed_page": null, "text": "128\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nvictorious, and that you are confident that right will triumph over might,\nand then you settle into the self-satisfied attitude that the war is as good as\nwon. But you teachers, I know, have read your histories too closely to\n\nthink that right always triumphs over might.\n\nThere has been a great deal of a march toward triumph, and we have not\nmade the march. Do people fully appreciate what Germany has done,\nhow fearfully near it has been to victory, how alarmingly near this war has\nbeen to a conclusion ? In the last few months we have seen the consolidation of Middle Europe from north to south almost to the extent Berlin had\n\nhoped for.\n\nWe have seen the monstrous good fortune of Germany in having\n\nRussia lie down before her, releasing men, releasing soldiers, releasing suppHes,\n\nand giving food.\n\nWithin fewer months we have seen the Western\n\nFront stiffened, we have seen it struck, we have seen it sent back mile after\nmile until one more great push would send it within bombarding range of\nParis.\n\nWe have seen, we are seeing today, the evacuation of Paris. One\n\nmiUion four hundred thousand people have left Paris.\n\nParis today is in\n\ndanger.\n\nWe can say that Germany has been able to do much of this with the\nrecognition of one Httle fact of psychology.\n\nShe has seen that the constant\n\ncrouching in trenches, the normal defensive form of warfare, is not calculated to fit men for offensive action, and she has used this knowledge by\n\n—men who never go into the trenches, but who\n\ncreating her shock troops\n\nare trained with enormous care far behind the lines.\n\nAnd in American too we can find some truths that this whole situation\nmakes plain to even the most unthinking. We appropriated $19,000,000,000 last year.\n\nWhy ?\n\nWe did not spend it. We spent only about two-thirds of it.\n\nWell, really, because you got in the way.\n\nYou askt for too many\n\nOur whole people got in the way with their demands for this thing\nand that thing, tho it must have been plain to them that the government\nthings.\n\nwanted these things.\nWe have in uniform in the Army and Navy, or will have before the\nend of summer, 4,500,000 men. This means that behind this Army and\nNavy we must have 18,000,000 workers devoting themselves entirely to the\nwar.\n\nCan we go on buying as we were buying, spending money as we were\nCan we do this\n\nspending it, knowing that means demands on man power ?\n\nand still supply half of our total workers to war work ? Let us take the\nbandage off our eyes and see things nationally.\nThe government's problem is not to raise money. It is to spend it.\nThere will be no shortage of money; there is a shortage of mechanical\nequipment. Extravagance is a home made bomb, and it explodes every\ntime in the trenches.\n\nYou say that to eHminate luxuries shall upset business.\n\nHave no fear.\n\nNo matter how much we may raise our voices, there still will be a tremendous\n\n"}
{"page": 145, "printed_page": null, "text": "THE NATIONAL EMERGENCY IN EDUCATION\n\nSessions]\n\nindulgence in luxuries.\n\nAnyone, consider this: Germany is determined to\n\nbring this war to a conclusion this summer.\ntherefore we can't.\nbusiness;\n\nit is\n\n129\n\nIt has ceast to be a\n\nGermany won't wait, and\n\nmatter of what will be best for\n\nnow a matter of what will be best for the war.\n\nLuxuries are\n\nnot.\n\nWar is a current effort and must be paid for in current savings.\n\nThe\n\nessence of the whole thing is in getting gunfire in France, and current effort\n\nWith unified effort we shall win the war, but we must have\nwhich to do it. And it must be the savings of rich\nand poor alike; of rich more than of poor.\nis doing\n\nthat.\n\nunified savings with\n\nTHE NATIONAL EMERGENCY IN EDUCATION\nGEORGE D. STRAYER, CHAIRMAN, NATIONAL EDUCATION ASSOCIATION COMMISSION ON THE EMERGENCY IN EDUCATION, NEW YORK, N.Y.\nUniversal conscription in education is the only sensible method of per-\n\npetuating democracy, just as universal military conscription\n\ndemocratic method of raising an army.\naccept mihtary conscription.\n\nis\n\nthe only\n\nWe were patriotic enough to\n\nWe must be inteUigent enough to accept\n\nuniversal conscription in education.\n\nbased upon universal intelligence.\n\nThe foundations of democracy are\nTherefore democracy must see to\n\nit\n\nthat not only its children but its adults are literate, efficient, intelligent, and\npatriotic.\n\nWe read more newspapers, magazines, and books per capita than does\nany other nation. We have a larger percentage of our population between\nfourteen and eighteen years of age in school than has any other country in\nthe world. We have invested large sums of money in our schools, and have\nincreast steadily the number of days of schooling per unit of our population.\n\nIn spite of these and other conspicuous successes, the war emergency has\nbrought to us a realization of our failure to provide a system of education\n\nwhich guarantees an enduring democracy.\n\nOur bountiful natural resources have tempted us to be wasteful. We\nhave not taught nor practist thrift. We have failed to provide for the\ncomplete Americanization of foreign immigrants.\n\nWe have tolerated the\n\nformation and continuation of racial and language groups with ideals and\npractices inimical to our free institutions.\n\nWe have not provided ade-\n\nquately trained nor adequately paid teachers in sufficient numbers to train\n\nour children.\n\nMore than five million children receive their training from\n\nunprepared child teachers in their teens.\n\nWe have failed to recognize the need of preparing for the present worldWe have been unwilling to accept the kinds of discipline and\n\nemergency.\n\ncontrol necessary for a people which is to defend its own freedom and to\nfight for the estabHshment of world-democracy.\n\n"}
{"page": 146, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n130\n\n[General\n\nThe present emergency demands that we provide for the development\nThe world-struggle\nbetween autocracy and democracy has only begun. The final verdict may\nof\n\na more adequate system of pubhc education.\n\nrest with our children or our children's children.\n\nWe must immediately recognize the necessity for a common language\nand a common inheritance of democratic ideas and ideals. All boys and\ngirls living in America, whatever their ancestry, must be taught in the\nEnghsh tongue. Men and women who would achieve citizenship must be\nrequired not only to speak and to read English but also to show that they\nunderstand and subscribe unreservedly to the principles and ideals of\ndemocratic government.\n\nFor all children and for adult immigrants training must be provided\nwhich stresses the highest ideals and best practices of our community and\nof our national Hfe.\n\nEvery schoolhouse must be a community center of\n\ntrue democracy.\n\nWe may no longer delude ourselves with respect to the adequacy of an\neducation which ends at fourteen.\nhalf-time\n\nCompulsory education amounting to\n\nwork must be required of all between fourteen and sixteen, and a\n\nminimum of eight hours a week during working hours must be required\nfrom sixteen to eighteen years of age.\nTechnical training and efficiency must be accompanied by a still higher\ndegree of physical efficiency, by a better understanding of our institutions\n\nand ideals, by more adequate preparation for the use of leisure, and by\nparticipation in activities which develop good citizenship.\nWe must recognize the necessity for more adequate training for teachers\nand the corresponding obligation for greatly increast salaries for teachers\nin order that the choicest of our youth may see in teaching not only an opportunity for service but also the possibility for a career comparable to that enjoyed\n\nby those who enter the more favored professions.\nWe will no longer be satisfied with medical inspection which discovers\nand records defects. We must rather seek the highest possible type of\nphysical efficiency, thru the removal of remedial defects, by providing the\nconditions necessary for normal physical development and by inculcating\nan ideal of physical cleanliness, vigor, and efficiency.\nWe must accept the necessity, in a world as at present constituted, for\nuniversal training for service in defense of our nation and of the ideals for\nwhich the nation stands.\n\nThis education between the ages of nineteen\nand twenty-one promises much for the realization by all of the obligations\nof citizenship and for social solidarity.\nDuring this period we may hope\nas well to provide further training in preparation for useful and productive\nwork and for the development of habits of thought and of action which\n\nmake for individual and for national efficiency.\n\nThe training of a powerful\n\ncitizen soldiery has been accompHsht in Switzerland without the develop-\n\nment of a mihtary caste or of a militaristic government.\n\nWe may surely\n\n"}
{"page": 147, "printed_page": null, "text": "Sessions]\n\nCHILDREN'S YEAR AND THE KINDERGARTEN\n\n131\n\nihope to provide adequately for the defense of our democracy, while still\n\npreserving our democratic ideals and practices.\n\nNever before in our history have we been so critical as we are now of\nNever before have we been so willing to\nsacrifice for the sake of maintaining the principles of democracy in the world.\nMay we realize now that democracy's greatest safeguard is the pubHc school.\nMay we recognize the necessity for the development of a more efficient\npublic-school system costing vastly greater sums of money. The hope of\nhumanity rests upon the education of the children of our democratic society.\nour system of pubhc education.\n\nTHE CHILDREN'S YEAR AND THE OPPORTUNITY OF THE\nKINDERGARTEN FOR CONSERVATION WORK\nIN CONGESTED CITIES\nELIZABETH A. WOODWARD, SUPERVISOR OF THE BROOKLYN FREE KINDERGARTEN SOCIETY, BROOKLYN, N.Y.\nJuly 4, 1 91 8, is a significant national birthday because a year ago we\n\ntook upon ourselves a larger responsibility for freedom.\n\nEvery man in\n\nour allied Army loves liberty and justice more than hfe.\n\nThis adds new\n\nmeaning\n\nto our holiday.\n\nThis adds new emphasis for our education.\n\nAfter one year of war we pause at a great convention to plan for a future\n\nwhich holds the promise of a greater justice and unity of purpose for all\nraces now living under our flag.\n\nConcern for children is a fundamental and common interest; therefore\nit is\n\nfitting that we should discuss at home their primal needs while we are\n\nengaged abroad in a war for their protection.\n\nOur problem is, not only\n\nhow can we save more Httle children for the nation, but how can we help\nthem to be more worthy of the new democracy' which they are to inherit at\nthe end of this great struggle ? How can we best fit them to shoulder the\nnew and perhaps greater responsibility of peace ?\n\nthe reasons for proclaiming and plans for conducting a\nchildren's year\n\nThe Children's Year was declared by the Children's Bureau of Washington to extend from April 6, 191 8, to April 6, 1919.\n\nIt\n\nhas the hearty\n\nsupport of President Wilson and two departments of the Council of National\nDefense, the Child Welfare Department and the General Medical Board.\n\nThree years of war reveal to us the fact that children are the chief\nDuring England's first war years twelve babies died at home\n\nsufferers.\n\nfor every nine men who died at the front.\n\nis\n\nOne of the posters published for\n\nLondon, September, 191 7, read: \"It\nmore dangerous to be a baby in England than to be a soldier in\n\ntheir first baby-saving campaign in\n\nthe trenches.\"\n\n"}
{"page": 148, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n132\n\n[General\n\nThe children under six are to be given particular attention in our\nThe \"forgotten army\" includes four million children\nfrom three to six years of age in our country. The same tidal wave of\nnational crusade.\n\ninterest in physical education for the higher grades has at last swept over\n\nthe land for the children of kindergarten age.\n\nThe special aim of the Children's Year is to save one hundred thousand\nmore babies than usual. Each city is to have its quota. Headquarters\nfor registration and medical examinations will be establisht in every community. All agencies for child welfare that now exist will be fully commandeered for service. The services of trained workers, especially of\nkindergartners who have had valuable experience in home visiting and\nholding of mothers' meetings, will be enHsted by the Children's Year\ncommittees. The year's publicity plans include drives by months thru\nnewspapers, pamphlets, posters, and meetings.\nAMERICANIZATION WORK CONDUCTED BY KINDERGARTNERS IN\nCONGESTED CITIES\nAccording to statistics of 1910, 72 per cent of the foreign population of\nthe United States reside in our cities.\n\nThis is why Americanization prob-\n\nThere are in the United States 4,500,000 children\nfrom four to six years of age mainly of foreign parentage. Only onelems are largely urban.\n\ntwelfth of these are in kindergartens.\n\nHow can we guide in a wholesome, constructive way this teeming life\nof childhood in our city streets ?\n\nIn the first place, our streets are not safe.\n\nOur cities are built for adults, but they must be made fit for child life.\n\nWe\n\ndeplore the fact that many of our grade children are on part time, but is it\n\nnot worse that there is no time for over 100,000 children from four to six\nyears of age in one of our cities. New York?\n\nMost of those left on the\n\nstreets are foreign children who might at least acquire the English language\n\nin the kindergarten during these two plastic years.\n\nTHE PART THE KINDERGARTEN IS TO PLAY IN THIS\nCHILD-CONSERVATION PROGRAM\n\nThe kindergarten as part of the United States pubHc-school system has\ncome into its majority. Last week the International Kindergarten Union\ncelebrated in Chicago its silver anniversary. The modern, expanding\nkindergarten is pecuharly an American growth.\n\nIts spirit is democratic,\n\nunder the Golden Rule.\nplay, the only natural instinctive one for early education.\nits basic ideal is social cooperation\n\nIts method is\n\nIn one hundred and twenty cities of the United States kindergartens\n\nwere opened in 1916, and over two thousand new ones were estabhsht.\nWhy has interest in kindergarten education grown even more intense during\nthis first year of the\n\nwar?\n\nThere are several answers to this question.\n\nIn the first place child life has become more precious in the eyes of the\nnation, and in the second place the schools have changed their emphasis.\n\n"}
{"page": 149, "printed_page": null, "text": "CHILDREN'S YEAR AND THE KINDERGARTEN\n\nSessions]\n\n133\n\nAll educational systems are separating the essential from the nonessential.\n\nThe things that are hardest to measure have won out.\n\nHealth, social\n\nservice, civic cooperation, loyalty, individual initiative, creative\n\npower,\n\nand moral values take precedence in all war-modified programs over the\nformal three R's.\n\nThe foundation for civic education must be laid in the most impressionable period, the habit-forming\n\nbeginning.\nIts\n\nand habit-setting period, even before\n\n\"If we are to build a democracy we must begin at the\n\nthe first grade.\n\nThe kindergarten is a true American society in miniature.\"\n\ndemocratic ideals, its social philosophy, its emphasis upon individual\n\ndevelopment and freedom were feared by the autocracy in Prussia.\n\nThe\n\nkindergarten was refused admittance into the school system of that German\nstate.\n\nThis act of persecution of a true educational reform caused such\n\ndeep disappointment that\nkindergarten.\n\nit\n\nhastened the death of the founder of the\n\nNowhere in Germany or on the Continent of Europe has a\n\nIn America alone has\nEvery child in the United States, native or foreign,\nshould have the right to be admitted into the pubHc schools at the age of\nfour.\nWe have planned to save the lives of one hundred thousand children.\nWhat are we saving them for ? The 70 per cent who never advance\nbeyond the elementary school must have a fighting chance in the face of the\nstern demands of modern civilization.\nRemoving difficulties confronting children at the start is a fundamental\ncivic duty of which our enlightened educators are becoming aware.\nWe\nmust plan to do this without waste of time. What the psychologists call\nkindergarten system been successfully conducted.\n\nit found its true home.\n\nthe highly emotional period under the age of six cannot be neglected.\n\nIt\n\nmost economical to give our city children ample space for play.\n\nAll\n\nis\n\nfour-year-old children should be under the expert guidance of a kinder-\n\ngartner at least three hours of every day.\n\nThere is no necessity for formal-\n\nWhen each child's development is carefully guided the kindergartner\n\nism.\n\nbecomes a playmate rather than a teacher. The social responsibihties,\nthe vocabulary of experience begun in the kindergarten should be continuously carried on in the grades, and creative power and initiative should\n\nbe nurtured.\n\nFURTHER SUGGESTIONS FOR A WAR MODIFIED PROGRAM\n'*\n\nFaith without works \" will never bring about the necessary elementary-\n\nschool reforms which are being suggested for present emphasis.\n\nIn con-\n\nservative cities planned only for adults httle children will some day \"come\ninto their own!\"\n1.\n\nMore gardens and outdoor playgrounds must be establisht in connec-\n\ntion with every kindergarten.\n2.\n\nMore kindergartens and regular lower-grade work must be done\n\noutdoors.\n\n"}
{"page": 150, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n134\n3.\n\n[General\n\nMore excursions, autobus rides, and daily trips must be taken by\n\ncity classes in order that abstract and artificial impression may be counter-\n\nacted.\n4.\n\nMore teachers must be trained both for primary and for kinder-\n\ngarten service.\n\nThese teachers should be capable of carrying on the work\n\nwith the children into the first and second grades.\n5.\n\nMore normal schools will have to organize kindergarten departments\n\nto meet the demands for teachers for the youngest children.\n6.\n\nThe supervision of both kindergarten and primary years should be\n\nvested in one person, understanding and trained for both and preferably\n\nwith teaching experience in both.\n\nIn no better way can the unity between\n\nthe kindergarten and the school be establisht.\n7.\n\nScientists and medical experts are now telling us that no inexperienst\n\nteacher should be placed in charge of the delicate task of educating and\n\nguiding young children in these formative years.\n8.\n\nAs Dr. Dewey tells us, moral principles should pervade every act and\n\nattitude of school work.\n\nIn our first year of war juvenile crime increast 20 per cent in New York\nCity, notwithstanding the experiences of Europe.\n\nSince young children\n\ncan reap only the savage end of war, it is imperative that we plan very\ndefinitely in these impressionable years for the construction of the moral\nfiber of the nation.\n\nUpon this depends America's future unity and per-\n\nmanent peace.\nIn addition to the moral and intellectual work with the children, the\ngradual transformation of the ignorant foreign home made possible thru\nthe services of the kindergartner by her constant neighborhood visiting and\n\nholding of mothers' meetings will, in the coming year as in the past, be her\nchief contribution to Americanization work.\n\nIn conclusion, what is our personal part, our own definite, constructive\n\nWhat are we individually going to do\narmy\"? Not only how many\nchildren's lives are we to save, but how many children are to be placed in\nkindergartens? How many in playgrounds? How many foreign homes\nare we to influence? How many foreign mothers are we to reach with\n\nprogram, for the Children's Year ?\n\nin 1918-19 about the nation's \"forgotten\n\nfriendly counsel for their own, as well as for their children's, sake ?\n\nWe have long protected our forests; we have planted and cultivated\nour war gardens, and now, during the Children's Year, while we encourage\nthe growth of our country's corn, we will not forget to guard the growth of\nour future citizens.\n\n"}
{"page": 151, "printed_page": null, "text": "—\n\nTHE NATIONAL COUNCIL OF EDUCATION\nSECRETARY'S MINUTES\nPITTSBURGH MEETING\nOFFICERS\n\n— William B. Owen, Principal, Chicago Normal College\nChicago,\nDowning,\nassistant commissioner of education Albany, N.Y.\nVice-President — Augustus\nIndianapolis, Ind.\nSecretary — Adelaide Steele Baylor,\nPresident\n\n111.\n\nS.\n\nfirst\n\n.\n\nj\n\nFIRST SESSION— Saturday Afternoon, June 29, 19 18\nThe meeting was called to order by the president, at 2 00 p.m., in the Italian Room of\n:\n\nthe William Penn Hotel.\n\nDr. Owen spoke on the present organization of the Council by way of introduction\nto the discussion of changes in such organization to accord with proposed changes in the\n\norganization of the National\n\nand\n\nrepresentative,\n\nbest\n\nperform\n\nits\n\nto\n\nEducation Association, to make it more democratic and\n\ndetermine how, under present conditions, the Council could\n\nfunction as a real\n\neducational body\n\nof\n\nthe\n\nNational Education\n\nAssociation.\n\nInteresting resumes of the history of the Council and its work were given by some of\n\nthe older members, and while it was agreed that the work of the Council could be greatly\n\nstrengthened by some changes in the organization there was no unanimity of opinion as to\n\nhow this might best be brought about.\n\nOn motion of L. N. Hines, Crawfordsville, Ind., a committee of five was appointed by\nthe president to consider a plan of reorganization in harmony with the recommendations\nof the committee for reorganization of the National Education Association, and to report at\n\nthe Tuesday meeting.\n\nThe following were named as members of that committee: W. A.\n\nBrandenburg, Pittsburg, Kans.; Katharine D. Blake, New York, N.Y.; Uel W. Lamkin,\nJefferson City,\n\nMo.;\n\nL. N. Hines, Crawfordsville, Ind.;\n\nJosephine Collins Preston,\n\nOlympia, Wash.\n\nSECOND SESSION\n\nSaturday Evening, June 29,\n\n19 18\n\nThe meeting was called to order by the president at 8:00 p.m., in the Italian Room of\nthe William Penn Hotel.\nArthur H. Chamberlain, chairman of the Committee on Thrift Education, was\ninvited to take charge of the program, which consisted mainly of addresses from the\n\nvarious members of his committee.\n\nThe topics for the evening\n\n— \"Financing the War thru Thrift\" and \"Reconstruction\n\nthru Conservation\" were discust in the following papers:\n\n\"Club Work and Salvage\"\n\n—Henry R. Daniel, secretary, American Society for Thrift,\n— W. Straus, president, American Society\n\nChicago, III.\n\"The Patriotism of War Savings\"\nThrift, New York, N.Y.\n\nS.\n\n135\n\nfor\n\n"}
{"page": 152, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n136\n\n[National\n\nR. H. Wilson, state superintendent of public instruction, Oklahoma City, Okla.,\ncould not be present, and his paper on \"The War-Garden Movement\" was read by Mr.\nDaniel,\n\n—\n\n\"Husbanding Human Resources\" Katharine D. Blake, principal, Public School\nNo. 6, New York, N.Y.\n\"Thrift and Commercial Supremacy\" J. A. Bexell, dean, School of Commerce,\n\n—\n\nState Agricultural College, Corvallis, Ore.\n\nMr. Chamberlain gave a summary and conclusions touching on the purpose and plan\nof the committee and the vital importance of its work, and the discussion was closed by\n\nDr. G. D. Strayer, of Columbia University, director of the War School Savings Committee,\n\nwho spoke at the request of Mr. Chamberlain on the concrete relation of these problems to\nthe schools, as shown by the work of his committee.\n\nTHIRD SESSION—Tuesday, July 2, 1918\nThe meeting was called to order at 9:00 a.m., by the president.\nIt was moved and seconded that when the business meeting of the Council adjourned\na recess be taken until the next regular meeting of the Council.\n\nThere was informal discussion as to the time to be fixt for such meeting and the\nIt was the unanimous opinion of the members present that the\nCouncil should meet during the week of the National Education Association meeting,\npreferably Monday or Tuesday of that week.\nThe recommendations of the Committee on Nomination of OflScers and Members\nwhere vacancies occurred were as follows:\nDr. H. H. Seerly, Cedar Falls, Iowa, vice-president.\nMrs. Ella Flagg Young, Washington, D.C., member of Executive Committee to suc-\n\nsubjects to be discust.\n\nceed Ellen C. Sabin.\n\nNathan C. Schaeffer, Harrisburg, Pa., to succeed Augustus S. Downing as a member\nof the Committee on Membership.\n\nCarroll G. Pearse, Milwaukee, Wis., to succeed himself as a member of the Committee\n\non Membership.\n\nThe following were appointed members of the Council to succeed themselves, with\nterms expiring in 1924: Mrs. Ella Flagg Young, Washington, D.C.; Edwin S. Monroe,\n\nMuskogee, Okla.; W. H. Elson, Cleveland, Ohio; John W. Carr, Philadelphia, Pa.;\nGrace C. Forsythe, Brooklyn, N.Y.; Carleton B. Gibson, Rochester, N.Y.; C. G. Schulz,\nSt. Paul, Minn.; Oscar T. Corson, Columbus, Ohio; Adelaide Steele Baylor, Indianapolis, Ind.\n\nTo supply vacancies caused by death or by the lapsing of memberships the following\nwere named:\n\nWm. K. Dwyer, superintendent of schools, Anaconda, Mont., with term expiring\nin 1924, to succeed Edward C. Elliott (membership lapst).\n\nMrs. Una B. Herri ck, dean of women. College of Agriculture and Mechanical Arts,\nUniversity of Montana, Bozeman, Mont., with term expiring in 1919, to succeed Bettie\nA. Dutton (deceast).\n\nCora Wilson Stuart, president, Kentucky Illiteracy Commission, Frankfort, Ky.,\nwith term expiring in 1920, to succeed O. S. Wescott (membership lapst).\n\nW. A. Lewis, president. Fort Hays State Normal School, Hays, Kans., with term\nexpiring in 192 1, to succeed L. E. Wolfe (membership lapst).\n\nThis report of the Committee on Nomination of Officers and Members was unanimously approved by the Council.\n\n"}
{"page": 153, "printed_page": null, "text": "a\n\nTHE PATRIOTISM OF WAR SAVINGS\n\nCouncU]\n\n137\n\nPAPERS AND DISCUSSIONS\nTHE PATRIOTISM OF WAR SAVINGS\nS.\n\nW. STRAUS, PRESIDENT, AMERICAN SOCIETY FOR THRIFT, NEW YORK, N.Y.\n\nAmerica today stands in the position in which all her economic problems\nmust be solved thru thrift. Whether we consider plans for the defeat of the\nsinister forces that are pounding at the very foundations of civilization or\nwhether we have in mind the smallest details of home and business routine,\nthe answer remains the same.\n\nAmerica, because of her boundless resources,\n\nhas been the last of the nations to turn to thrift.\nlearning the value of this virtue\n\nand the\n\nToday, happily, she is\n\nfolly of\n\nimprovidence.\n\nThe\n\nthrift of patriotism, the thrift of sacrifice, this is the spirit of war savings.\n\nIt is the\n\nsame spirit that makes glorious the heroism of the boys in the\n\ntrenches of France.\n\nFor patriotism is the same, whether it be over there\n\nor back here.\n\nWe have come into a new order of things. The days of right by might\nMilitary autocracy belongs to an age that is gone. This war\nmarks the darkness that precedes the dawn of universal democracy\ndemocracy lifted to the lofty level of brotherhood.\nInto the statesmanship, the poHtics, the business of the day that is\nbreaking just ahead, there will come a new spirit a spirit of honesty,\ngenerosity, and gentleness.\nThe statesmanship of the world will be successful only in so far as it is honorable and just.\nThe politician who achieves\nsuccess will attain his ends by worthy acts alone. The business man must\nstand on the broad ground of real brotherhood. The attitude between\nemployer and employe will be that of man to man, not of master to slave.\nEvery man must practice thrift, and every man must have the chance to\npractice it.\nIt will be the duty of every employer to see that his employes\ndo practice thrift, that the conditions of employment are such that they can\npractice it.\nThe autocracy of poHtics and the autocracy of business have\nreacht the day of reckoning. The dollar sign is passing as the insignia of\nruthless power, and the day is dawning when it shall stand as the symbol\nof protection to the weak and help for the worthy.\nAre we fighting this war merely to crush a coterie of madmen whose\nhearts are beating in unison with the cruelty and treachery of mediaevaUsm\nand whose standards of hfe are those of Frederick the Great ? Is it the only\nobject of this war to demonstrate that the feudal spirit of the eighteenth\ncentury was wrong? No, we are fighting this war for a democracy that\nshall reach down and take root in the heart of every citizen in every country.\nThere is no such a thing as a democracy that is not universal, any more than\nthere is an autocracy that is tolerant.\nThese things are to be among the fruits of this war. And into this\norder of life the universal practice of thrift must come, for thrift is the very\n\nare ending.\n\n—\n\n—\n\nI\nI\n\n"}
{"page": 154, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n138\n\n[National\n\nThrift is upbuilding and constructive\n\n—essen-\n\ntials without which no true republicanism can permanently endure.\n\nThese\n\nessence of democracy itself.\n\nare some of the lessons which we must learn from the great textbook of pass-\n\ning history.\n\nThere never will come a time in our national life when thrift\nIt is as vital to our success in winning the war as\n\nwill not be a necessity.\n\nare powder and steel.\n\nAnd in the period of readjustment following the\n\nwar thrift will be just as essential. Millions of men will come hom.e from the\nwar to take up again the occupations of peace. The present acute scarcity\nThe pressing demand for war supplies will be\nof labor will be ended.\n\nThe inflation that now exists will subside rapidly. In this readjustment there will be needlor thrift and economy to preserve the equilibrium.\nAnd as the years go on, the prodigious losses of the war must be made up\nthru thrift. Humanity must save then what it is destroying today. The\ntime when thrift will not be needed needed as vitally as food itself will\n\nover.\n\n—\n\n—\n\nnever come.\n\nAnd so out of the spirit of our patriotism in war savings let us coin a\n\n—the patriotism\n\nnew phrase\n\nof peace savings.\n\nThrift will win the war, and after the days of bloodshed are over the\n\nnations will bind up their wounds thru thrift.\n\n—the rebuilding\n\nrebuilding come\n\nThru thrift alone can the\n\nof America, the rebuilding of the world.\n\nIn peace or war thrift is the strong right arm of civilization. Thru it we\nhavp made splendid progress in the year of our belhgerency. Thru thrift\nvictory will come to us victory and peace which, let us hope, will mark\n\n—\n\n—\n\nthe end of all war for all time.\n\nTHRIFT AND COMMERCIAL SUPREMACY\nJ.\n\nA.\n\nBEXELL, DEAN, SCHOOL OF COMMERCE, STATE AGRICULTURAL COLLEGE,\nCORVALLIS, ORE.\n\nThe increase of surplus is accomplisht in any ordinary business by at\nfundamental methods: (i) by an increast volume of business;\nby a decreast ratio of operating expenses to the volume of business;\n(3) by utilizing more effectively the capital employed and every faciUty\n.used in carrying on the business, including labor, material, and equipment;\nand (4) by the employment of new methods and by education.\nThe old economic doctrine that growth of wealth depends on the ability\nand disposition of people to save is the foundation upon which every successful business rests; but this involves a very much larger conception and\ninterpretation of the idea of saving than is commonly understood by this\nterm. It involves all the four fundamental methods which were just named\nleast four\n(2)\n\nas the requisites to the growth of every successful business.\n\nWhat has been said regarding the success of an individual business is\nalso true of larger units, and it is true regarding the growth of the wealth of\n\nnations.\n\nIf we examine the balance sheet of the United States we find that\n\n"}
{"page": 155, "printed_page": null, "text": "Council!\n\nTHRIFT AND COMMERCIAL SUPREMACY\n\n139\n^\n\nthe per capita wealth has increast from $308 in 1850 to $1965 in 191 2, which\nis vastly in excess of the increast cost of living.\n\nIn 1900 the national wealth\n\nwas something over eighty-eight and a half billions of dollars; in 191 2 it\nhad risen to about one hundred eighty-seven and three-fourths billions,\nand today it is estimated at something over two hundred billions. Thus\nin twelve years there has been a growth in capital of approximately eight\nbillion dollars annually.\n\nThis represents the gross annual national surplus.\n\nNow, just as in the individual business the growth of the surplus depends\nupon increast volume, decreast ratio of expenditures, increast efficiency,\nand improved business methods and education, so it is in the nation.\nWe find that, making the most liberal allowance for war conditions and\nfor the increasing cost of living and the decreasing purchasing power of\nmoney, we have done very well nationally, gjid that there has been an\nuninterrupted growth of the national wealth; and on this premise we may\nsafely predict a still more rapid expansion in the near future than in the past.\nBut if we examine the national income and expense account in detail\nwe find that we have come far short of having managed the nation's business as efficiently and economically as could have been done. Thus we\nfind on the expense side the stupendous total of over two billion gallons\nof alcoholic beverages consumed in 19 16, the retail cost of which to the\nconsumer is claimed to exceed thirteen billions of dollars. Last year we\ninvested in pleasure vehicles something over a billion dollars.\n\nwaste in tobacco is almost beyond computation.\n\nThe national\n\nIn 19 16 one and a half\n\nmillion acres were used in growing tobacco, the tax on cigarettes alone was\n\ntwenty-six million dollars, and there was an increase of four billion cigarettes\n\nconsumed in 1916 over the preceding year.\n\nFor cheap shows the American\n\npeople expended not less than two billion dollars last year, and no one pretends to estimate the time wasted in this useless form of amusement.\n\nThe\n\nexpense items do not include the incalculable sum which represents the\ntotal waste in our domestic, commercial, and poHtical economy.\nin fuel, food,\n\nThe waste\n\nand labor is so stupendous that figures fail adequately to\n\nexpress it.\n\nThe greatest single item of waste is undoubtedly the waste of labor.\nThis takes the form of absolute idleness, of occupations which are worse\n\nthan idleness, of misdirected labor, and of soldiering on the job.\n\nNearly\n\na hundred years ago John Stewart Mill wrote, ''We look in vain among the\n\nworking classes in general for the just pride which will choose to give good\nwork for good wages.\" This reads as if it might have been a commentary\non the soldiering in our own shipyards and on our own farms.\nSince the foregoing was written the hopeful order of Provost General\nCrowder has been issued, compeUing every person of draft age to \"do war\nwork or fight.\" Showing the necessity for the step, the General said:\nOne of the unanswerable criticisms of the draft has been that it takes men from the\nfarms and useful occupations and marches them past crowds of loafers and idlers. The\n\n"}
{"page": 156, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n140\n\n[National\n\n—\n\nremedy is simple to couple the industrial basis with other grounds for exemption and\nto require that any man pleading exemption shall also show that he is contributing effectively to the industrial welfare of the nation.\n\nThis is the greatest single step toward national efficiency ever taken by\nthis nation.\n\nMore than anything else, if properly enforst, it will stimulate\n\nnational thrift and will not only insure victory over the foe of freedom, but\ninsure for us commercial supremacy.\n\nOne of the greatest lessons that will be driven home by the world- war\nis that a nation's strength is proportional not only to its resources but to its\n\nresourcefulness, to its wilUngness to sacrifice, and to its abihty and disposition to save, and this in turn will determine the commercial supremacy of\n\nthe nation.\n\nIt is claimed by economists that the potential power for sav-\n\ning of the American people is upward of fifteen billion dollars annually.\n\nThis means that we could maintain our present standard of living and\nnational wealth and pay off the entire debt of the present war in three or four\nyears, even if it should last so long a time.\n\nOne of the most important considerations before the nation is to study\npost-bellum problems; and one of the most pertinent of these problems is to\norganize a general campaign for saving, so that the awakened national\nconsciousness for thrift and sane living\n\nmay not again slumber but be\n\nquickened by a national organization for the service of all mankind.\n\nTHRIFT IN THE PUBLIC SCHOOLS\nARTHUR\n\nH.\n\nCHAMBERLAIN, EDITOR, \" SIERRA EDUCATIONAL NEWS,\" SAN\nFRANCISCO, CALIF.\n\nThe Americans are the most prodigal people in the world.\n\nCriminal\n\nneglect has been shown in our handUng of the resources of nature.\n\nThere\nand wastage in time, money, and energy. Our forests\nare wantonly destroyed; our best soils are washt to the sea; our coal,\ngas, and oil are extravagantly used.\nWater power is running to waste.\nThe coming of the war and the lessons taught in a concrete and severe way\nby the great conflict serve as object lessons in bringing to life many weaknesses in our social fabric and in our schools. The suggested changes in\nour mode of Uving and in our courses of study, which for three decades have\nhad ample exponents in theory, are now for the first time finding practical\n\nis great personal loss\n\nappHcation.\n\nEvery child should know the value of money, should work and earn,\nshould save and invest, and should be taught\n\nhow to spend properly.\n\nThere must be thrift in\nThe war has clearly shown the necessity for conservation in food.\nThere has been waste in foodstuffs beyond abihty to estimate. Not\nmerely in hotels and restaurants or in the homes of the wealthy has this\n\nThrift is hot hoarding;\ndress.\n\nit is\n\nuse without waste.\n\n"}
{"page": 157, "printed_page": null, "text": "DEMOCRATIC FACTORS IN AMERICAN EDUCATION\n\nCouncil]\n\nwaste been taking place.\n\n141\n\nIt is in the rural communities where frequently\n\nthe greatest waste is noticeable.\n\nThe garbage pail and a false economic\n\nsystem have been persistently and surely robbing the future of its food\nNeither state nor nation has performed its full duty until every\nboy and every girl has been taught in the pubHc schools how to prepare and\nheritage.\n\nserve a palatable meal.\n\nThe schools today are helping to prosecute the\n\nwar thru the collection of waste materials.\n\nOld papers, magazines, iron,\nstamps, and various\n\nlead, copper, tin foil, bottles, containers of all sorts,\n\nother materials are collected by school children.\n\nUnused garden plots\n\nhave been brought under cultivation, discarded clothing has been renovated\nand repaired, problems in arithmetic have been given a thrift setting thru\napplication to food supply, preparation, and use. The work of the Junior\n\nRed Cross and of War Savings has shown that the schools' part in financing\nthe war is beyond our most far-reaching surmise of a few months ago.\nthis is\n\nbut a suggestion of the\n\nAll\n\npossibilities for thrift instruction in the\n\npubKc schools.\nEqually important with the value of the materials thus saved and used\nis that of the establishment of the habit of thrift on the part of the boys and\ngirls.\n\nThis personal thrift should be developt into community thrift and\n\nthis again into national thrift.\n\nDEMOCRATIC FACTORS IN AMERICAN EDUCATION\nA.\n\nDUNCAN YOCUM, PROFESSOR OF EDUCATIONAL RESEARCH AND PRACTICE\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.\nEducational thinkers and workers have been so usefully concerned with\n\nthe contributions that education can make to the war that the larger and\n\nmore enduring effects of the war on education have been, for the time being,\nAs we emphasize the aspects of education necessary to the\nwinning of the war we must become equally conscious of those phases of\neducation thru which our democracy must be made more complete and of\nthe adjustment of educational aims and values to the great changes which\nthe war has already brought about and the gigantic social and poUtical\nIf\nproblems that promise to compel their own solution at its close.\nAmerica's democracy fails to purify and complete itself in the struggle\nfor its continued existence it may, even tho victorious, be transformed into\nsome form of class control, undemocratic in its ideals and its substance,\nno matter under what name it masquerades. It is only the form of democracy that is preserved and transmitted thru war. If the spirit and substance of democracy are to be preserved and made more universal and\ncontrolling, it must be thru education as well as war.\nThe most immediate and conspicuous eft'ect of the war on education\nis an emphasis on the scientific and technical fields.\nThe movement\noverlookt.\n\n"}
{"page": 158, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n142\n\n[National\n\nalready begun by Dr. Eliot and Dr. Flexner to broaden the scope of scientific\n\ninstruction in the elementary school has received new impetus from\n\nthe opportunity for service and promotion given to scientifically and\ntechnically trained men in various war activities and the consequent inrush\nof students into scientific and technical courses in colleges and universities\n\nat a time when attendance has seriously fallen off in almost every other\n\ndepartment.\n\nThe selection and adaptation to common use of subject-matter essential\nto intelligent citizenship and until now reserved for the specialist and not\n\neven required of most college students constitute a great national service.\n\nThere is no little danger, however, that these efforts may unite with the\npressure of immediate war needs to give national sanction to an overemphasis on science in the course of study and a too exclusively vocational common\nschool.\n\nThe educational program for a completer democracy.\n\n—\n\n(i)\n\nAmerican\n\neducation must become more democratic in its administration and methods\nof instruction.\n\n(2)\n\nIn courses of study democratic rights and duties must\n\nbe more definitely, inclusively, and adequately specified.\n\n(3) Specific social\n\ntraining must not only be prevented from excluding general education but\n\nmust become a means to a general education as definitely and efficiently\ndemocratic as specific training itself. (4) Not only school officials, but the\nAmerican people as a whole, must be made more concretely and certainly\nconscious of the democracy and therefore the immediate and preeminent\nimportance of every phase and detail of school work that is essential to a\n(5) The education of Americans to a completer\ndemocracy is a national function which must not be left to the varying\nconsciousness and efficiency of community or state but, like school attendance itself, must be compelled.\nThe obvious need of more definite training in specifically democratic rights\nand duties. The necessity for more definite, inclusive, and adequate democracy in specifically social phases of instruction is even more obvious. The\nschool must teach, not only obedience to law, but equahty of legal rights;\n\ncompleter democracy.\n\n—\n\nnot only the necessity for taxation, but equality in levy and assessment.\n\nEvery aspect of equal service must be definitely included and adequately\nand economically taught, not merely as information, but as ideals, viewpoints, and habits strong enough to control action and constitute character.\nThe undemocracy of the leisure that results from equally trained skill.\nThe form of democracy with which Americans, both native and foreignborn, are most familiar is the democracy of equal opportunity, which in\nsome of its ultimate outcomes is not democratic at all. InequaHties in\nmental abihty are made more unequal thru education. Moreover, differences in abihty become vastly greater as they are transformed by equal\n\n—\n\neducation into inequalities in skill.\n\nThe wish to perform public service\n\nin accordance with one's abihty, intensified as it now is thru the work of\n\n"}
{"page": 159, "printed_page": null, "text": "Councill\n\nDEMOCRATIC FACTORS IN AMERICAN EDUCATION\n\nthe school as a cooperative community,\nskill itself is undemocratic because it is\n\nis\n\n143\n\nsplendidly democratic.\n\nBut\n\nunequal in its immediate financial\n\ncompensation and in the ultimate social compensations which represent\nthe individual side of community service.\n\nDemocratic social intercourse essential to a stable democracy.\n\n—\n\nIf it is to\n\nremain democratic, equal education to unequal skill must have as its inseparable concomitant the equal enjoyment of leisure.\n\nThe essential factors\n\nin equal social intercourse are: correctness of speech, a natural observance\nof fundamental social conventions, combined with the common feehngs and\n\nideals of which they are but the outward expression; ordinary skill in games\n\nand amusements; common tastes and appreciations; a breadth of experience and interest which thru its many-sidedness is more likely to include\nmuch common to all individuals; the possession of general ideas with common and definite associations which suggest common interests in the most\nvarying individual knowledge and experience; and common feelings, ideals,\nand attitudes of mind as the educational product of a Hterature that emotionalizes the older morahties and what is most fundamental in democracy.\nThe democracy of general education. To all this must be added a general\nintellectual training in the sense of both knowledge and intellectual interests, many-sided enough for most individuals to have them in common, and\nof general ideas with a common enough suggestiveness to interrelate widely\ndifferent individual experiences.\nSocial intercourse is not equal and\ndemocratic when men look down upon each other or up to each other from\nisolated intellectual levels and unrelated phases of human experience.\nThe necessity for a democratic literature. Finally no people can be truly\ndemocratic if its popular literature develops feehngs, ideals, and motives\nthat are unmoral, individuahstic, or aristocratic. Nietzschianism and\nsupermanism interpreted and made appeaHng thru popular German hterature, with its contempt for the \"older moralities,\" its freedom of development for strong individuals, and its justification of the neglect, the misuse,\n\n—\n\n—\n\nor the elimination of the weak, is the emotional justification for the Prus-\n\nsianism of today.\n\nWhat is most democratic, both in American life and in\n\nthe history of the race, emotionalized both\n\nby the dramatic content of\n\nhistory and by the emotional form of literature, must with equal completeness and efficiency be transformed into the ideals\n\nand motives that will\n\ncompel democratic feehng and democratic life.\nA growing consciousness of these democratic elements already existing in\nAmerican education, and their consequent emphasis, conspicuousness, and\nefl&ciency are the only means by which democracy will be made safe for the\n\nworld thru education while the world is being made safe for democracy\nthru war.\n\n"}
{"page": 160, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n144\n\n[National\n\nA NATIONAL PROGRAM OF HEALTH EDUCATION\nTHOMAS D. WOOD, PROFESSOR OF PHYSICAL EDUCATION, COLUMBIA UNIVERSITY,\n\nNEW YORK, N.Y.\n\nWar throws a spotlight of convincing clearness upon national defects.\n\nWe are beginning to suspect, if not fully to realize, that even more\nessential\n\nand fundamental to the integrity and permanence of a nation\n\nthan scientific progress, political achievement, industrial development, and\neconomic accomplishment are biological soundness and fitness, the health\nof the people.\n\nThis national asset, health, while the most essential, is at\n\nthe present time the most endangered, of all our natural resources.\n\nWe are\n\nappalled at the number of our young men, in both voluntary and draft\nenlistment, who are incapable of defending their country, who are rejected\n\nfrom military service because of physical and mental defects.\nWhile types of disease and weakness are markedly different in their\nprevalence in and effects upon the sexes, still the welfare of the nation is, on\nthe whole, as seriously threatened by the physical limitations of girls and\n\nwomen as by those of boys and men.\nSome there are who, in view of recent revelations, apprehend this menace\nAnd yet it has been known for years before\n\nto the welfare of the nation.\n\nthis great war engulf t us that 75 per cent of the more than twenty million\n\nschool children of this country were handicapt by physical defects.\n\nIn the mobilization of our nation's resources for the stupendous task\nof this war, recor4s even of men in our great training camps, who have been\n\naccepted as fit for military service, show that in multitudes of cases and\nwithin six months after the beginning of training the improvement in health,\nin vitahty, and in physical and general efficiency has been almost incredible.\n\nShall we not provide as thoro and effective health care and physical educa-\n\ntion for the children of our country as we furnish for the young men in the\n\narmy and navy?\n\nOur schools are wasting enormous sums in educating,\n\nor trying to educate, the children who are handicapt by ill health, when the\n\nexpenditure of much smaller amounts in a judicious health program would\n\nproduce an extraordinary saving in economy and efficiency.\n\n—\n\nOf the school children of the United States 75 per cent 16,000,000\nhave physical defects which are potentially or actually detrimental to health.\n\nMost of these defects are remediable.\n\nOne of the appalling revelations of\n\nrecent years is the conclusion, based on unrefuted evidence, that the rural\nschool children in this country are handicapt by more physical defects than\n\nthe pupils in the city schools.\n\nWhile several significant causes seem to be\n\nresponsible for this astounding condition, the present physical inferiority of\n\ncountry children depends in part upon the fact that city children now receive\n\nmore health care than do those in rural regions. The school in the United\nStates is the universal, the officially credited, and the strategic agency to\nlead in the educational program of health, to standardize the principles\n\n"}
{"page": 161, "printed_page": null, "text": "^^K\n\n;\n\nA NATIONAL PROGRAM OF HEALTH EDUCATION\n\nCouncil]\n\n145\n\ninvolved, and to organize and supervise the social program for the care of\n\nthe children's health.\n\nA national program of health education, adequate\n\nin any way to the essential needs of the situation, must include the following\n\nitems:\n1.\n\nHealth examination and supervision of the pupils' health with\n\nprovision for the following phases:\n\n(a) daily inspection\n\nand regulation of\n\nattendance at school for the prevention and control of acute and contagious\ndiseases;\n\n(b)\n\nprovision for the general health of the pupils should include\n\nthe following: (i) health examination and dental inspection at least once a\nyear, followed by notification and advice to the homes; (2) follow-up health\nservice\n\nby school and district nurses, with cooperation of home and all\n\navailable organizations; (3) provision for correction of all harmful, remediable defects by medical and surgical care and by dental and health cUnics\n(4)\n\nwarm school lunches for all pupils who do not eat warm lunches at home.\n2.\n\nA healthful school environment.\n\nThe schoolhouse should be as\n\nsanitary and healthful in all essential particulars as is the best home in the\n\nFurther, it should be pleasing and attractive in appearance,\n\ncommunity.\n\nin furnishings, and in surroundings, so that the community as a whole may\n\nbe proud of it.\n3.\n\nA hygienic school management which insures conditions in the highest\n\ndegree favorable and healthful in methods and materials of instruction, in\n\narrangements of program, in length of school day, in forms of examinations\n\nand tests, in methods of grading and promotion, in arrangement and supervision of recesses, in requirements of home study, and in personaHty and\ninfluence of teachers.\n4.\n\nEffective health training and teaching of pupils which is dependent\n\nupon:\n\n(a) inculcation of health habits affecting the pupil individually and in\n\nrelation to the home, school, community, and the state;\n\n(b)\n\ninstruction in\n\nfacts, principles, and motives which will provide the best basis for intelligent\n\nand effective action; (c) greater emphasis upon health than upon disease\nin the program of health- teaching; (d) greater emphasis upon social than\nupon personal or individual aspects of hygiene; (e) education of children\nfor responsible parenthood.\n5.\n\nProvision of an adequate and rational physical education with:\n\n(a) well-equipt playgrounds, athletic fields, gymnasiums, and utilization of\nall available outdoor facihties;\n\n(b)\n\nemployment of teachers and supervisors\n\nqualified to give sensible and satisfactory guidance to the physical-training\nactivities;\n\n(c)\n\nthe acceptance of useful and healthful social service\n\nand\n\nvocational activities in the physical-training program.\n6.\n\nBetter preparation of teachers for health education: {a) the teachers\n\nshould be more carefully selected, and they should be more adequately\ntrained;\n\n(b)\n\nsociety should provide more favorable conditions for the pres-\n\nervation of the teacher's health and for the improved efficiency of the\n\nwork.\nteachei\nteacher's\n\n"}
{"page": 162, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n146\n\n[National\n\nTo provide the essentials of administration for a \"National Program of\nHealth Education,\" I submit the following propositions:\n1. That a comprehensive, thorogoing program of health education and\nphysical education is absolutely needed for all boys and girls of elementary-\n\nand secondary-school age, both rural and urban, in every state in the\nUnion.\n2.\n\nThat legislation, similar in purpose and scope to the provisions and\n\nrequirements in the laws recently enacted in California, New York state,\n\nand New Jersey, is desirable in every state, to provide authorization and\nsupport for state- wide programs in the health and physical-education field.\n3. That the United States Bureau of Education should be empowered by\nlaw and provided with sufficient appropriations to exert adequate influence\nand supervision in relation to a nation-wide program of instruction in health\nand physical education.\n4. That it seems most desirable that Congress should give recognition\nto this vital and neglected phase of education, with a bill and appropriation\nsimilar in purpose and scope to the Smith-Hughes Law, to give saiiction,\nleadership, and support to a national program of health and physical education; and to encourage, standardize, and in part finance the practical program of constructive work that should be undertaken in every state.\n5. That federal recognition, supervision, and support are urgently\nneeded, as the effective means under the Constitution, to secure that universal training of boys and girls in health and physical fitness which are\nequally essential to the efficiency of all citizens both in peace and in war.\nA French war correspondent said recently, \" I wish you knew our French\nlieutenant.\nHe is one of the finest men I ever hope to know. He makes\nyou feel that even more than the great cathedrals he should be guarded and\nprotected for France.\" And so I say to you I wish you appreciated the\nchildren and youth of this RepubHc. They make up, in possibiUties, the\n\n—\n\n—\n\nhuman beings that the world has ever seen. They\nmake you feel that, even more than the great museums and monuments,\n\nfinest gwieration of\n\nmore than great industrial plants and ships, more than great skyscrapers\nand cathedrals, they should be guarded and protected, cultivated and\ndevelopt, for America for the world.\n\n—\n\nCLUB WORK AND SALVAGE\nHENRY R. DANIEL, SECRETARY, AMERICAN SOCIETY FOR THRIFT,\nCHICAGO,\n\nILL.\n\nThe various phases of thrift work being accomplisht by organizations\nare so manifold that complete enumeration of these activities is impossible\nin this brief space, and one can give only the general trend of these accom-\n\nplishments.\n\n"}
{"page": 163, "printed_page": null, "text": "Councill\n\nCLUB WORK AND SALVAGE\n\n147\n\nIn the matter of increast food production our war gardens last season\n\nMuch of this work was organized\nby the various state councils of defense, with valuable aid from the Food\nAdministration, school organizations, and farm and garden clubs. The\nvast amount of new food products produced by war gardens serves as an\nproduced crops valued at $350,000,000.\n\nillustration of the hmitless food-producing possibiUties of the United States,\n\nworking under conditions of thoro organization.\nIn the matter of salvage\ntion is presented.\n\n—the elimination of waste—the same condi-\n\nNotable results have been accomplisht here and there,\n\nand a citation of some of the most interesting follows: At a recent meeting\nof the waste-paper dealers the announcement was made that since the war\nthe junk business in America has grown from one hundred million dollars\nannually to a billion; in other words, there is an increast salvage of nine\nhundred million dollars a year. Club activity has been responsible for\nmuch of this, particularly for the saving and selling waste paper. At\nDes Moines, Iowa, for example, the school children gathered and sold\n$2,000 worth of waste paper in a week. Similar results were obtained in\nmany other American cities where various organizations assisted the schools\nin gathering junk of all kinds and placing it on the market.\nThe Council of Defense in Milwaukee has successfully inaugurated a\nplan of getting fish in large quantities from the lake and selling them to the\npoor people of the city at prices ranging from five to seven cents a pound.\n\nWe believe that this plan could be operated in many other places under\nclub management, thus permitting many poor people to save money who\n\ncannot now do so because of the high cost of living.\nEarly in the war fish dealers of northern CaHfornia formed an exchange\nand appropriated 5 per cent of their gross sales as an advertising fund.\nThe public was given instructions in the food values of varieties of fish\nthat hitherto had little or no market demand. As a result the average\nprice of the fish to the consumers in northern California was lowered 10 per\nThis result was secured at an average cost of about 2 per cent on\ncent.\nwholesale sales in a single month. Hundreds of tons of good fish are now\nbeing used as food, which formerly were dumpt back into the sea, or were\nused in the manufacture of glue and fertilizer, being sold for these commercial purposes at five to ten cents a pound, while the public was paying a\nhigh price for halibut, salmon, striped bass, smelt, and tenderloin of sole\nfifteen days after the fish had been caught in northern waters.\nIn Omaha, Neb., the garbage from a chain of restaurants is fed to four\nhundred hogs, of which one hundred are ready for slaughter every three\n\nmonths.\n\nThe Cotton Seed Crushers' Association of New Orleans is developing\nthe possibilities of cotton seed for food, and at a recent banquet served\ncakes, cookies, and pastry of various kinds made of a combination of cotton-\n\nseed flour and white flour.\n\n"}
{"page": 164, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n148\n\n[National\n\nA process of producing wood alcohol from sawdust has been workt\nout by the Forestry Products Laboratory, of Madison, Wis., by which\n\none ton of dry sawdust, worth fifty cents, will produce fifteen to twentyfive gallons of 190-proof spirit.\n\nA plant large enough to distil from 2500\n\nto 3000 gallons of alcohol daily can manufacture wood alcohol at a cost of\n\nfrom fourteen to twenty cents a gallon.\nIn Mobile, Ala., a brewery has been turned into a factory to manuThe juice is used for this purpose, and\nfacture vinegar from watermelons.\nthe rinds are fed to stock.\n\nAt a number of places on the Pacific Coast whale meat is now being\npackt and shipt, while along the Atlantic Coast shark meat is coming into\ngeneral use. We are told that at a recent banquet given by the Chamber\nof\n\nCommerce at Raleigh, N.C., a mysterious dish planned and served by\n\nthe Bureau of Fisheries proved to be creamed shark.\n\nThe Jefferson market, which has been operated there since 1832, has\nfor many years meant a loss to the taxpayers of more than $18,000 a year,\n\nbut now bids fair to be turned to a profitable venture. How far the cooperaIn England\ntive idea can with success be carried in America is a problem.\n\nwe have the spectacle of cooperators buying sugar in their own stores at\none-third or one-fifth the price their neighbors pay the corner grocery.\nWe are told by statisticians that French cooperative societies, most\nimportant of which\n\nis\n\nthe French Wholesale Society, represent a total\n\ncooperative trade of more than five million francs a year, and the saving\nof about 10 per cent to the consumer, not all of which comes out of the\nretailers' pockets,\n\nbut which is largely accounted for in the elimination of\n\nwaste thru unscientific and improvident methods of distribution.\nWe believe that the government, both during the period of the war, and\nafterward, should foster and encourage all public organizations which have\nfor their object the increase in salvage of food and other materials.\n\nIt will\n\ntake generations to develop a system of organizations which will bring about\n\na condition in the eUmination of waste such as existed in France before the\nwar, but we are now on the right road.\n\nTime, patience, and persistency\n\nwill bring about the desired results.\n\nTHE WAR GARDEN MOVEMENT\nR. H.\n\nWILSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, OKLAHOMA\nCITY, OKLA.\n\nThe problem of financing the war will not be solved by a treaty of peace.\nYears after the guns have ceast to thunder our people will still be financing\nthis war.\n\nHow many years will be required will depend largely upon the\n\nthriftiness of our people after the war as well as during the war.\n\nFrance\n\nin 1870 gave us the example we need of the healing powers of thrift.\n\nus as school\n\nLet\n\nmen and women prepare to keep aHve those organizations\n\n"}
{"page": 165, "printed_page": null, "text": "THE WAR GARDEN MOVEMENT\n\nCouncil)\n\n149\n\ndevoted to thrift teaching and thrift practices, to the end that our nation\n\nmay furnish the brilliant example of the healing powers of thrift during\nthe twentieth century.\n\nAs a means of financing the war thru thrift, the war garden offers excepThe money spent for canned vegetables by people\nwho can just as well produce these products at home may be and is being\nreleast for war service in communities where war gardens flourish.\nThe\nlabor, cargo space, and expense of transporting these canned products from\nthe canning factories to the consumers is saved by home production and\nreleast for war service.\nIn Oklahoma the military plan of organization has been adapted as\ntional opportunities.\n\nlargely as. possible to the local organizations.\nespecially\n\namong the children.\n\nThis proves very effective,\n\nMany devices have been employed to\n\nstimulate interest and impress upon the people as a whole the importance\nof producing as much food as possible at home, whether that home be a\n\nThe movement is not confined to the chilThe adults are being reacht thru the agency of the county councils\nand war committees. Rubber stamps bearing such suggestions as \"Food\nWill Win the War; Help Produce It,\" \"Grow a Garden,\" etc., have been\n\nsmall city lot or a large ranch.\ndren.\n\nused freely on outgoing mail.\n\nPosters with specific directions for planting,\n\ncultivating, and conserving garden vegetables have been distributed.\n\nThe\n\npublic press has generously devoted pages of space to the movement, the\narticles printed being prepared by the specialists in. charge of the\n\nGarden\n\nBureau.\n\nThe results of this campaign and organization have been very gratifying\nThe back yards in cities have become productive vegetable\ngardens, the farms where heretofore no vegetables were produced are now\nsuppHed with home gardens, some of them planted in the middle of fields,\nwhere they will be undisturbed by chickens, this being the first year such\nfarms have seen fit to grow their own vegetables. Reports received up\n\nindeed.\n\nto June I, 1918, showed that there were 338,500 war gardens in Oklahoma,\nhaving an estimated value of $16,000,000.\n\nThis home-garden movement in Oklahoma is typical of the movement\nthruout the nation.\n\nIt is so important as a means of teaching thrift that\n\nwe as school men and women should begin now to plan to inherit the organization that has been built up and administer it, if necessary, in the future\n\nthat will follow the war, as a means of keeping alive those impulses of thrift\nthat have been born admits the storm of war.\n\n"}
{"page": 166, "printed_page": null, "text": ""}
{"page": 167, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Netta Farris, principal, Kindergarten Training School\nSecretary—Lillian Poor, assistant director of kindergartens\nPresident\n\nCleveland, Ohio\n\nBoston, Mass.\n\nFIRST SESSION—Tuesday Afternoon, July 2, 1918\nThe meeting convened in Carnegie Music Hall at 2:00 p.m., with Miss Netta Farris\npresiding.\n\nIn the absence of the secretary, Miss Poor, Miss Farris appointed Miss Ella\n\nRuth Boyce as acting secretary.\nThe topic for the afternoon was \"Conservation of Child Life,\" and the following\nprogram was presented:\n\"Conservation of Child Life\":\n\n—\n—\n\n\"In America\" Elizabeth Harrison, president. National Kindergarten and Elementary College, Chicago, 111.\n\"In Europe\" Fannibelle Curtis, supervisor of kindergartens. New York, N.Y.\nMiss Ella Merritt, of the Children's Bureau of the Department of Labor, gave an\naccount of the work of the Bureau.\n\nMusic for the program consisted of two groups of songs sung by Pittsburgh kindergartners, Mr. Will Earhart conducting, and Miss Grace Everson, composer, at the piano.\n\nA nominating committee was appointed to report at a business meeting after the\njoint meeting of Kindergarten, Elementary, and School Garden Association, July 4, as\n\nfollows:\n\nAnna Harvey, Brooklyn, N.Y., chairman.\n\nMyra Winchester, Washington, D.C.\nMeredith Smith, Pittsburgh, Pa.\n\nSECOND SESSION—Thursday Afternoon, July 4, 1918\nJoint Session of Kindergarten, Elementary, and School Garden Association, Carnegie\n\nMusic Hall, at 2 00 p.m.\n:\n\nGeneral Topic\n\n—A mericanization\n\nMiss Farris, presiding for the Kindergarten Section, presented Dr. Caroline Hedger,\nof Chicago, who spoke on \"The Kindergarten as a Factor in Americanization.\"\n\nBusiness Meeting\n\nThe meeting was held in Carnegie Music Hall at 4:30 p.m.. Miss Farris presiding.\nThe report of the nominating committee was called for. In Miss Harvey's absence\nMiss Winchester reported for the committee as follows:\n\nh\n\nPresident— Ella. Ruth Boyce, director of kindergartens, Pittsburgh, Pa.\nVice-President— Edna. Baker, National Kindergarten College, Chicago, III.\n\n—\n\nBarbara Greenwood, State Normal School, Los Angeles, Calif.\nThese officers were elected unanimously and the meeting adjourned.\nSecretary\n\n151\n\n"}
{"page": 168, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n152\n\n[Kindergarten\n\nPAPERS AND DISCUSSIONS\n\nWHAT THE GOVERNMENT IS DOING TO CONSERVE\nCHILD LIFE\nELLA ARVILLA MERRITT, CHILDREN'S BUREAU, DEPARTMENT OF LABOR,\nWASHINGTON, D.C.\nMerely to enumerate all the activities of our national government\nsay nothing of those of state and city governments\n\n—which help\n\n—to\n\nin the\n\nconservation of child life in its broadest sense would require more time\nthan we have to devote to this subject. It seems wisest to confine this\ndiscussion to those phases of\n\nfamihar\n\n—the varied\n\nIt is the\n\ngovernment work with which I am most\n\nactivities of the Children's Bureau.\n\nduty of the Children's Bureau, according to the act which\n\ncreated it, \"to investigate and report upon all matters pertaining to the\n\nWith the single exception of the enforcement of the\nUnited States Child Labor Act, which is now declared unconstitutional, and\n\nwelfare of children.\"\n\nwhich will be discust later, the scope of the Bureau's work is limited to those\ntwo duties to investigate and to report. If we investigate fully enough\nand report loud enough somebody else may do something. And it is this\n\n—\n\nobtaining of cooperation which is one of the most important and most\ninteresting phases of our work.\n\nPrevention of infant mortality is perhaps the most obvious method of\nconserving child life, and the first field investigation undertaken by the\n\nBureau was an inquiry into why babies die and what the conditions are\nunder which they have the best chance of life.\n\nThis inquiry, beginning in\n\n19 13, was planned to extend over several years and to cover various typical\n\ncommunities thruout the country. Studies have been made in nine cities\nJohnstown, Pa.; Montclair, N.J.; Manchester, N.H.; Brockton, Mass.;\nSaginaw, Mich.; New Bedford, Mass.; Waterbury, Conn.; Akron, Ohio;\n\nand Baltimore, Md.\nIn making these studies the mothers of all babies born in a certain\nselected year are visited by the women agents of the Bureau.\nSince\n\"infant mortaUty,\" technically, means the percentage of babies born who\ndie before they reach one year of age, we select a year just far enough in the\npast so that the babies will have had a chance to survive that dangerous\nfirst year.\nIn their interviews with the mother our agents discover and\nrecord the most essential facts affecting the baby's life and health.\nThe results of these studies are twofold: the effect upon the particular\ncommunity and a contribution to the body of knowledge of the social\ncauses of unnecessary infant mortality. The whole city becomes interested.\nThe help of the mothers has been generous. Publicity is given to the work\nby the press, by clergymen, by city authorities, and by local organizations.\nThe problem of how best to safeguard the lives and health of its children\n\n"}
{"page": 169, "printed_page": null, "text": "THE GOVERNMENT CONSERVES CHILD LIFE\n\nDepartment!\n\n153\n\n(for the same conditions that make babies die weaken the children who sur-\n\nvive)\n\nis\n\nbrought vividly to the attention of the city as a whole, and\n\nefforts to remedy specific local conditions are stimulated.\n\nLeaving these more elaborate, intensive studies, we may consider other\nmethods by which the Children's Bureau is bringing before the people of\nthe country information as to the needs of mothers and young children.\nSince the estabHshment of the Bureau cooperation has been maintained\nwith women's clubs in the different states. Birth-registration tests, some\nof them under the direction of the Bureau, have been made by different communities, and the need for better birth-registration laws have been emphaReports on the different kinds of infant-welfare work done in a\nsized.\nlarge number of communities in the United States have been summarized.\nA series of popular bulletins on the care of mothers and children have been\nplanned bulletins no less scientific because written in simple language.\nTwo of these, Prenatal Care and Infant Care, were publisht during the first\ntwo years of the Bureau's existence and another {Child Care) is in press.\nBut some definite method of arousing nation-wide publicity and interest\nseemed essential, and to meet this need Baby Week was suggested. The\nfirst nation-wide Baby Week was held in 19 16, under the auspices of the\nChildren's Bureau and the General Federation of Women's Clubs, and\n\n—\n\nanother was held last year.\n\nBaby Week is a distinctly community cele-\n\nbration, its aim being to arouse public interest in the local needs of maternity\n\nand infancy and to emphasize the community responsibility. It is carried\nout thru the cooperation of public and private organizations, state and local\nhealth officials, extension divisions of universities, and all types of local\nand national child-welfare institutions. One of the definite results has been\nan increasing realization of the importance of public-health nursing and of\nthe spread of knowledge of proper methods of maternity and infant care.\nFoUpw-up work carried on by the different communities has resulted in many\ncases in definite improvement in local conditions the employment of more\n\n—\n\npublic-health nurses, organization of infant-welfare stations or free clinics,\nor provision for medical and dental exammations in the public schools.\n\n—dependents,\n—are in need of special care and attention on the\n\nIt is generally recognized that certain groups of children\n\ndefectives, and delinquents\n\nThree studies of mentally defective children have been\nTwo of them, A Social Study of Mental\nDefectives in Newcastle County, Delaware, already issued, and a Study of\nMental Defectives in Sussex County, Delaware, practically completed, have\n\npart of the state.\n\nmade by the Children's Bureau.\n\nbeen carried on in cooperation with the United States Public Health Service.\n\nA study of state agencies caring for dependent children is planned. The\nproblem of juvenile delinquency has been taken up from two points of view.\nStudies of juvenile delinquency in rural New York and of children before the\ncourts in Connecticut are in the press, and a general survey of methods\nfollowed by juvenile courts is being made by means of questionnaires sent\n\n"}
{"page": 170, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n154\n\nto judges and probation officers thruout the country.\n\n[Kindergarten\n\nA brief report on\n\nJuvenile Delinquency in the European Countries at War has also been pre-\n\npared.\n\nOne of the especially important aspects of child conservation has to do\nIn the legal significance of the word a child\nan infant until he is twenty-one years old, and until our children have\nreacht manhood and womanhood, during all the years of physical and\nmental change and development, they are entitled to the special protection\nwith the problem of child labor.\n\nis\n\nof the state.\n\nWith the idea of fixing a certain minimum standard of child\n\nprotection for the entire country, below which no state should be allowed\nto fall, the Congress of the United States in 1916 passed the United States\n\nChild Labor Act, effective September i, 1917.\n\nIn April, 1917, an appropria-\n\ntion was made for the necessary preliminary work and for the enforcement\nof the act, and a new division, the Child Labor Division, with the duty of\n\nenforcing it, was added to the Children's Bureau.\n\nA good child-labor law should fix for all children permitted to work three\n\n—a standard of age, a standard of health, and a stand—and should determine hours and conditions of work.\n\nminimum standards\nard of education\n\nit\n\nThe United States Child Labor Law did two of these things for a certain\ngroup of children.\n\nIt prohibited the\n\nshipment in interstate or foreign\n\ncommerce of the products of factories, mills, workshops, manufacturing\nestablishments, canneries, mines, and quarries, if within thirty days prior\nto their removal the age and hour standards fixed by the law had been\nviolated.\nThese standards were not so high as those of a number of states.\nMoreover,\n\nmany large child-employing occupations, such as store, mes-\n\nand office work, usually regulated by state laws, were entirely\nunaffected by the act. On the other hand, they were higher in certain\n\nsenger,\n\nrespects than the standards of the laws in many states.\n\nIn the summer of 19 17 a test case was brought in the Western Judicial\nDistrict of\n\nNorth Carolina, and the United States judge of that district\n\nenjoined the district attorney from enforcing the law on the ground that it\n\nwas unconstitutional. This decision applied only to the Western Judicial\nDistrict of North Carolina.\nAn appeal was carried to the United States\nSupreme Court, and during the nine months while a decision was pending\nthe act was enforst in the other parts of the country. The experience of\nthese nine months showed that the act was enforceable, that it protected\nmany children unprotected by state laws, that it was possible to obtain the\ncooperation of state and local officials, and that the federal act was a lever\nby which state standards could be raised. On June 3, 1918, the act was\ndeclared unconstitutional by the Supreme Court by a vote of five to\nfour.\n\nVarious methods of meeting the emergency caused by this decision\nof the Supreme Court have been suggested, and a new measure will no doubt\n\nbe framed in the near future.\n\n"}
{"page": 171, "printed_page": null, "text": "Department!\n\nTHE GOVERNMENT CONSERVES CHILD LIFE\n\n155\n\nThe United States Child Labor Law, however, toucht only one of the\n\nmany legislative aspects of the problem of child conservation, all of which,\n\n—\n\n—\n\nand this for the present are in the hands of the indiEach state has so large and complicated a body of laws\n\nwith this exception\nvidual states.\n\naffecting children that it is difficult for even a person very much interested\nin the subject to know exactly what are the laws which are helping to con-\n\n—\n\n—\n\nserve or to destroy child life in his own state. In order to make this\nknowledge available the Children's Bureau is preparing a complete reference\nindex of all the laws in each state relating to child welfare. For about half\nthe states this index has been completed. A copy of the index for any\nstate will be sent, upon application, to anyone to whom it will be of use.\nIt\nis especially valuable to persons working for the revision and codification\nof their state laws relating to children.\n\nThis index covers laws relating to\n\nparent and child, offenses against the child, health and sanitation, recreation, child labor and school attendance, and laws relating to defective, dehn-\n\nquent, and dependent children.\n\n"}
{"page": 172, "printed_page": null, "text": ""}
{"page": 173, "printed_page": null, "text": "8\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n— Alice L. Harris, assistant superintendent of schools\nVice-President — Dora M. Moore, principal, Corona School\nSecretary— Alfie O. Freel, principal, Linnton School\n\nWorcester, Mass.\n\nPresident\n\nDenver, Colo.\nPortland, Ore.\n\nFIRST SESSION—Tuesday Forenoon, July 2, 1918\nThe meeting was called to order by President Alice L. Harris at nine o'clock in\nMusic Hall, Carnegie Institute.\nAfter patriotic singing led by Frederick L. Davies, Westinghouse High School, Pittsburgh, Pa., the following papers under the topic \"A New Curriculum for a New Democ-\n\nracy\" were given:\n\"The Body a Fit and Perfect Tool \"— Katherine D. Blake, principal. Public School\nNo. 6, New York, N.Y.\n\"Manual Arts for Social Needs and Daily Living\" John G. Thompson, principal,\nFitchburg Normal School, Fitchburg, Mass.\n\"The Demands for a More Vital Academic Contest\" Lotus D. Hoffman, dean,\nCollege of Education, University of Minnesota, Minneapolis, Minn.\nDiscussion William M. Davidson, superintendent of schools, Pittsburgh, Pa.;\nW. T. Bawden, specialist in industrial education. Bureau of Education; Otis W. Caldwell,\ndirector, Lincoln School, Teachers College, Columbia University, New York, N.Y.\n\n—\n\n—\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 3, 191\nThe following program was presented:\n\n—\n\n—\n\n\"Training for Social Adjustment the Citizens of the Future\" John W. Withers,\nsuperintendent of schools, St, Louis, Mo.; Mary D. Bradford, superintendent of schools,\nKenosha, Wis., took the place of John W. Withers on the program.\n\n—Nathan C. Schaeffer, state superinEthical Values\"—A. R. Brubacher, president.\n\n\"A Better Appreciation of Cultural Values\"\ntendent of public instruction, Harrisburg, Pa.\n\nDiscussion: \"A Better Appreciation of\nState College for Teachers, Albany, N.Y.; Mary D. Bradford, superintendent of\nschools, Kenosha, Wis.; N. H. Chaney, superintendent of schools, Youngstown, Ohio;\nIva Lowther Peters, fellow in sociology, Clark University, Worcester, Mass.\n\nTHIRD SESSION—Thursday Afternoon, July 4, 1918\nJoint session with the Kindergarten Department and the School Garden Association.\n\nThe following papers were given under the topic, \"Americanization\":\n\"The Kindergarten as a Factor in Americanization\" Caroline Hedger, National\nKindergarten Association, New York, N.Y.\n\"Spoken English as a Factor in Americanization\"\ndelphia, Pa.\n\n—\n\n—\n—Earl Barnes,\n\nlecturer, Phila-\n\n\"Americanization thru School Gardens\" ^Van Everie Kilpatrick, president. School\nGarden Association, New York, N.Y.\nDiscussion David B. Johnson, president, Winthrop College, Rock Hill, S.C.\nDiscussion of Entire Program G. Stanley Hall, president, Clark University, Worcester, Mass.\n\n—\n\n—\n\n157\n\n"}
{"page": 174, "printed_page": null, "text": ":\n\nA^^ TIONA L EDUCA flON A SSOCtA TtON\n\n158\n\n[Elementary\n\nPAPERS AND DISCUSSIONS\n\nMANUAL ARTS FOR SOCIAL NEEDS AND FOR DAILY LIVING\nJOHN\n\nG.\n\nTHOMPSON, PRINCIPAL, FITCHBURG NORMAL SCHOOL, FITCHBURG,\nMASS.\n\nThe war has taught us already that no future program in any line of\nwork can be arranged without considering the changes which the war has\ncaused and is likely to cause. The titanic struggle has already created a\nnew order in government, a new order in business, and a new order in the\nhome and in the life of the individual. It must bring about in the coming\nyears a new order in the school. The new program of school work will recognize the following facts that have been made clear as never before by conditions due to this great world-crisis\n1. The primary importance of constructive ability, and the secondary\nimportance of books and book knowledge.\n2. Freedom in a democracy means freedom to serve, and each individual\nmust serve and conserve for the benefit of all. We learn to serve only by\nserving, and not by talking or reading about it.\n3. Every human being demands instinctively and persistently an\nopportunity for self-expression. The schools must guide the pupil to the\nThis must often be learned by trial and\nfield where he can find himself.\nThe most efficient military\nerror, a plan that has been too much derided.\npeople the world has ever known are learning through trial and error that\nthey cannot rule the world.\n4.\n\nA terrible world-catastrophe has been possible chiefly because peoples\n\ndo not know one another and one another's aims and work. S5anpathy\nand brotherly love based upon understanding are necessary for the peace and\nsafety of the world. Let the pupil work in many fields of world-work, and\nhe will, in finding himself, find sympathy with all workers.\n\nMore of constructive work must be introduced into the elementary public\n\nschools to make the schools miniature reproductions of the world-life.\n\nSchool work should be proportioned as work is proportioned in real Ufe,\nuntil such a time as the pupil can intelUgently determine what special line of\n\nactivity he intends to follow.\nIf a child is to serve when older, he should begin to serve as young as\n\npossible, helping of course only in such lines of work as will be pleasant\n\nand profitable to him.\n\nThis is no argument or suggestion of argument for\n\nchild labor, as the term child labor\n\nis\n\nusually employed;\n\nbut the child\n\nmust be allowed to try many fines of constructive work in order that he\n\nmay express himself thru doing, making, creating something in the creation\nof which he takes pride and pleasure.\n\n"}
{"page": 175, "printed_page": null, "text": "THE BODY A FIT AND PERFECT TOOL\n\nDepartment!\n\n159\n\nProfessor Irving Fisher has recently called attention to the fact that\n\nmuch of the unhappiness among the working classes and much of the social\nunrest are due to the fact that workers have no opportunity for\n\nself-\n\nThey are simply cogwheels in the vast system of machinery.\nThe constructive work in the school should give the child a knowledge of\nsome form of useful employment thru which he may express himself in a\nexpression.\n\n—\n\nvocation, or in an avocation if his vocation does not provide for such expression.\n\nEvery child should do not only many forms of the world's work, but\neven some of the drudgery of the world, in order that he may have sympathy\nand understanding with unskilled labor, just as in the army camps today\nwealthy privates who are college graduates spend hours in peeling potatoes,\nwashing dishes, doing janitor work, police work, and many forms of\ndrudgery, and thru this experience become better citizens in a democracy.\n\nThe entire argument is based upon the idea that the true school is\na school where all activities are real and prepare for democratic citizenship,\n\nand that the manual arts should be equally real, meeting needs of the\nschool, the home, and the individual.\n\nTHE BODY A FIT AND PERFECT TOOL\nKA.THERINE DEVEREUX BLAKE, NEW YORK, N.Y.\n\nThree hundred thousand children die each year in our prosperous\nland before they are five years old.\n\nWe all know this, but the figures are\n\nso huge that we shut our eyes and think of this mortahty as necessary and\n\nnot our affair.\n\nIt is trite to say that a soldier in the trenches has a better\n\nchance of life than a baby; but would we feel so satisfied to look the other\n\nway and forget, if one were to say that a soldier in the trenches has a better\nchance of coming thru the war uninjured and unmaimed than a child entering school has of going thru the elementary-school course without injury ?\n\nYet when you count injured eyes and twisted backs, flat feet and decayed\nteeth, it will be readily seen that this statement is undoubtedly true.\n\nThe most conservative estimates say that the eyesight of one-third of the\npupils is injured by the time the eighth year of school is reacht.\n\nStatistics\n\nof curved backs, of indigestion because of hasty meals, of retarded brains\n\nbecause tasks were not fitted to the child's mentahty, of flat foot and diseased lungs because of insufficient physical training, of the results of neglected adenoids, tonsils, teeth, and nutrition, are not yet obtainable.\n\nSome\n\nday these facts will be studied out, and then we may awake to our responsibilities.\n\nAt present we accept without study the archaic school furniture, and so\nsacrifice our children on the altar of the janitor and the incompetent teacher.\n\nFixt furniture was specially designed for the latter.\n\nChairs screwed to\n\n"}
{"page": 176, "printed_page": null, "text": "!\n\nNATIONAL EDUCATION ASSOCIATION\n\nl6o\n\n[Elementary\n\nthe floor cannot be thrown at the instructor who fails to interest.\n\nEvery\n\nfactory pays more attention to protecting the eyesight of its employes than\n\nwe do to the care of the precious eyes of children. Daily, teachers complain\nof work ill done, without reahzing that work cannot be well done by eyes\nthat cannot see.\n\nEach year thousands of children under sixteen drop out of school and\ninto the labor market before they have completed the elementary-school\n\ncourse; into a labor market that is perpetually hungry for the ignorant\nand unskilled, to whom it can offer wages that to a child seem large but lead\nnowhere. Did I say lead nowhere? All too frequently the blind-alley\ntrade leads straight to unemployment, to the street, to jail.\nThe last item on any poHtical budget to receive increast appropriation\nis the request for school funds.\nWe cannot afford school lunches. But we\ncheerfully pay the cost of our jails, feeling thankful that the \"wretches\"\nwhom we should have saved are shut up and society is safe. This altho\nit is estimated that it costs $15,000,000 more each year to arrest, convict,\nand care for the American youth under twenty-five in prison than it does\nto educate all the children in the United States\n\nA little less money for prisons and a little more for hygienic work in our\nschools might in a few years find us all healthier and happier.\n\nPerhaps when teachers realize that they cannot teach a hungry child they\n\nmay rebel at being expected to perform this impossible feat.\nWhen teachers are politically awake and realize their responsibility\nin caring for the children we shall have well-nourisht children who will\nbe trained physically to counteract the dangers of education; hygienically\ndesigned furniture will obviate some of the difficulty, unglazed paper and\n\nproper print will reduce eyestrain, magazine textbooks up to the minute in\n\nmuch of the danger of communicable disease,\nand camp schools in the summer time will give a new viewpoint to the\n\ninformation will remove\n\nchildren of the city slum.\n\nPupils so trained will develop into vigorous\n\nyouth, brain and body alike ready for any service that may come to them.\n\nLet us all work for class consciousness and class power among teachers,\nso that this happy day may come soon to the children of our fair land.\n\nTRAINING FOR SOCIAL ADJUSTMENT— THE CITIZENS OF\n\nTHE FUTURE\nMARY D. BRADFORD, SUPERINTENDENT OF SCHOOLS, KENOSHA, WIS.\nThere seems to be no doubt that Americanization is one of the big\nproblems of the war, and that it will loom up still larger during the reconstruction period awaiting us, we sincerely hope, at no distant day.\n\nWhether the matter we are discussing today, social adjustment, is a\npart of the Americanization movement or includes it, or whether these two\n\n"}
{"page": 177, "printed_page": null, "text": "TRAINING FOR SOCIAL ADJUSTMENT\n\nDepartment)\n\nl6l\n\nterms are synonymous, I have not had time to find out, but I am going to\nassume that they are related.\nI am working in an industrial city where Americanization is now the\ngreat problem. When I emphasize, by giving it first mention, the importance of attention to the children of the foreign-born, and of those from the\nlower strata of our social whole, it is because I believe in the principle that\n\nmy community or any community, or that combination of communities\nwhich is the state, or that combination of states which is the nation, can\nclaim no higher social level than is found when we strike an average of all\nits\n\nconstituents;\n\nor to use the words of Judd and Bagley in an article in\n\nthe School Review for May, \"Effective democracy implies the highest possible level of trained\n\nand informed intelligence in all the members of the\n\ndemocratic group.\"\n\nThis training and informing is a process that takes time; these masses\nof unassimilated foreign-born people ^re not to be brought to an apprecia-\n\ntion of democratic ideals in a few months.\n\nBut now that we are really in\n\nearnest about this thing it will go forward more rapidly than it has in the\npast, and this awakening may be reckoned as another important by-product\nof the war.\n\nIn fact, our indifference to the most important part of the\n\nAmericanization process, that of using and understanding the English\nlanguage, has been so pronounst that we sometimes find even the third\ngeneration from the foreign land still foreign.\n\nIn many localities the important question is not whether German shall\nbe taught, but whether Enghsh shall be spoken.\n\nOne of the most important planks in the Americanization program must\nbe the Americanization of the homes.\n\nWe cannot expect to Americanize\n\nthe child very rapidly when he spends the greater part of his time in a foreign\n\nhome environment.\n\nThe foreign-born father, for industrial or business\n\npurposes, endeavors early to learn English; the mother feels no such incen-\n\nTo help this condition social workers of abihty and sympathetic\nunderstanding can find no better field for their endeavors than to establish\ntive.\n\ndirect relations with these mothers in the homes and teach them the Enghsh\n\nlanguage and American ideals of right living.\nAfter the appreciation and use of Enghsh, the first thing to be considered\nis the formation of right health habits,\n\nand the finding of an effective method\n\nof getting the health lessons given in the schools across to the homes.\n\nThe Hutchin's ''Code of Morals,\" designed for use in character training\nof children\n\nby teachers and parents, supports this position.\n\nIts simple\n\npreamble runs thus: \" Boys and girls who are good Americans try to become\nstrong and useful, that our country may become ever greater and better.\nTherefore, they obey the laws of right living which the best Americans have\n\nalways obeyed.\"\n\nThese laws are then enumerated and the first one mentioned is the law\nof health.\n\nThus this famous, prize-winning code supports the contention\n\n"}
{"page": 178, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\nl62\n\n[Elementary\n\nthat running thru the school program from start to finish there should be\n\nhealth lessons.\n\nI believe that the effectiveness of these lessons should be\n\nmeasured by the improvement in the hygienic habits of the children. The\nright motivation of this work is a most worthy object of endeavor for any\nteacher or supervisor.\nIt has been found helpful to give children a standing on their monthly\n\nreport cards expressing the judgment of the teacher on the success of the\nchild in actually living up to the part he knows in the care of himself\n\nand of clothing, orderliness and cleanliness as perI have been guiding a movement of this\nsort for eight years and have found that while it is artificial to a certain\ncleanliness of person\n\ntaining to his school belongings.\n\nextent, as all expedients are that use incentives instead of real motives, much\n\ngood has resulted from it. For want of a better term, \"personal appearance\" was adopted to designate this factor of the educational program, and\nmy effort with teachers has been directed toward bringing them to feel that\ntheir success in developing in their pupils a regard for health and decency\n\nmore importance than arithmetic and must be just as regularly attended\nI have emphasized cleanliness as measured by the soap-and-water\nstandard. Cleanliness in a wider sense must be included in this teaching.\nIt is only when we compare this sort of practical, vital work with what\nis of\n\nto.\n\nused to be considered the proper teaching of hygiene that we realize the\nprogress that has been made with this phase of education.\n\nNext to health\n\nlessons\n\ncomes the course\n\nin citizenship, because to\n\nmake our country ever greater and better we must have not only strength\nbut usefulness, as our morals code says.\n\nOur ideas of school disciphne have undergone as great change as has\nour teaching of hygiene and civics.\n\nseems to me, great possibilities.\n\nA well-conducted school city has, it\n\nIn such an organization citizenship in\n\nmany of its aspects can be demonstrated and practist; and there habits of\nresponsibility, self-control, kindness, loyalty, and others possest\n\nby really\n\ngood citizens in all times and especially needed by the citizens of the near\nfuture may find opportunity for development.\n\nOur ideas of freedom are undergoing a change, and this change the Boy\nScout and the Girl Scout organizations are promoting.\n\nWe used to think\n\nthat a man was a good citizen if he did nothing that was harmful, but now\n\nsuch a person is not necessarily a good citizen; he can prove his right to\nthat honorable title only by showing what he has done or is doing to help\nothers.\n\nEvery time children and young people come together\nmutually for some end, they are\n\nbeing trained\n\nfor\n\nto cooperate\n\nfreedom in the\n\nright way.\nI shall close this paper with a quotation which seems to me to embody\n\nthe spirit of social adjustment.\n\nIt is\n\ntaken from the Children's Code of\n\nMorals, already twice referred to, a code which, we trust, is destined to be\n\n"}
{"page": 179, "printed_page": null, "text": "Department]\n\nA BETTER APPRECIATION OF CULTURAL VALUES\n\n163\n\na patriotic guide for American children generally, and to furnish teachers\n\nwith organized material for their work.\n.\n\nIf I try\n\nsimply to be loyal to my family, I may be disloyal to my school.\n\nIf I try\n\nsimply to be loyal to my school, I may be disloyal to my town, my state, and my country.\nIf I try simply to be loyal to\nity.\n\nto\n\nmy town, state, and country, I may be disloyal to human-\n\nI will try above all things else to be loyal to humanity;\n\nthen I shall surely be loyal\n\nmy country, my state, and my town, to my school, and to my family.\n\nA BETTER APPRECIATION OF CULTURAL VALUES\nNATHAN C. SCHAEFFER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nHARRISBURG, PA.\nIn times of war the term which is upon the lips of everybody is the\nword \"efficiency.\" If efficiency is strest exclusively in our school systems,\nwe land in what the Germans call KtiUur, which is an educational product\nvery different from culture. KuUur aims to fit the individual for some ty^e.\nof useful service to the state.\nIt does not inquire whether the service will\nenable the individual to make the most of his God-given powers and possibilities.\nIt degrades the individual into a mere means to an end, the end\nbeing outside of his immortal nature. Culture, on the other hand, seeks\nto make the most of the individual and places the aim of his education in the\nharmonious development of all his faculties and possibilities. One claim\nwhich a human being has upon immortality is found in the fact that no life\non this earth suffices to develop all the capabiHties of which every personCulture emphasizes the things of the mind and\nality feels itself possest.\nthe higher life.\n\nIt seeks to beget the abiHty to enjoy the true, the beauti-\n\nful, and the good, wherever these\n\nmay be found.\n\nIt consists in the ability\n\nto think the best thoughts of the best men, as these are enshrined in literature.\n\nCulture does not neglect nor overlook the personal relations.\n\nThat\n\nwhich makes life worth living is not found in science and literature, important as these are in the progress of humanity. That which makes life worth\nliving is found in the personal relations which a human being sustains to\nhis fellows and to his God, in love of kindred and friends, in love of home\n\nand country, in love of truth and of God. It is these things that are likely\n\"When Mars rages, the humanities do not\nto be ignored in time of war.\nflourish.\"\n\nHeroic virtues are developt during periods of national struggle.\n\nOptimistic views of life characterize the literature evolved during periods\nof stress and war, but if the things of the mind and the higher life are not\n\ncherisht by the soldier and the sailor, the vices of human nature gradually\n\nchoke the virtues and leave the individual poorer than before.\nSome time ago a naval officer gave me a new point of view. He said:\n\"After you have trained a soldier down to the point where he will run a\n\nbayonet into a human being, you must expect him to do some other things\n\nwhich you do not\n\nlike,\"\n\nThe\n\nculture of the benevolent affections\n\ni§\n\n"}
{"page": 180, "printed_page": null, "text": ";\n\n1\n\nNATIONAL EDUCATION ASSOCIATION\n\n64\n\n[Elementary\n\nNever having been a soldier, I cannot speak from\nby battle. The\nruthless cruelty of the foe must beget hatred and loathing.\nThe Red Cross\nbegets different emotions 'while ministering to suffering allies and enemies,\ndifficult in time of war.\n\nexperience concerning the emotions which are stirred\n\nThe activities of the Red\n\nregardless of race, creed, color, or nationality.\n\nCross remind one of the difference in the law of love under the old and the\n\nnew dispensation. In the Old Testament the measure of brotherly love\nwas, \"Love thy neighbor as thyself.\" But the author of the new dispensation sets a higher standard.\n\n''Greater love hath no man than this, that a\n\nman lay down his Kfe for his friends.\"\nIs this not exemplified over and over again in the sacrifices\nfield of battle ?\n\nupon the\n\nHe was wilhng to die that others might attain everlasting\n\nThat is the spirit of the Red Cross and of the Christian soldier.\n\nlife.\n\nIn\n\nthe trenches and^upon' the high seas our boys have offered up their lives\nfor others.\n\nThe contemplation of such service and struggle and sacrifice\n\nshould assist not merely in the culture of the heroic emotions but also in the\ncultivation of the noblest virtues and affections which can find lodgment in\n\nthe heart of man.\n\nDISCUSSION: A BETTER APPRECIATION OF ETHICAL VALUES\nA. R. Brubacher, president, State College for Teachers, Albany, N.Y,\nis to\n\n—Education\n\nmy mind best described as a process of adjustment to the environment.\n\nSince our\n\nenvironment is, among other things, a democracy, our education is concerned with adjustment to that social environment which is peculiar to a democracy. The ethical values of\nwhich I am askt to speak grow out of the distinctive obligations imposed on its citizens\n\nby a democracy, right conduct in the citizen implying that he functions properly to his\nenvironment. We want to know, therefore, whether our educational scheme prepares our\nchildren to function adequately to their democratic environment.\n\nOur list of duties as citizens constitutes the ritual of democracy.\n\nOut of this ritual\n\ngrow our ethical obligations. I find here the bone and marrow of our democratic clan life.\nOur social sins have been largely sins of ignorance. Now it is the business of education\nto adjust the youth to this clan life, with its complicated privileges and responsibilities.\n\nHuman conduct is ethical or unethical according as it functions or fails to function with\nFor us the duties of citizenship are distinctive; the responsibilities are likewise\nboth duties and responsibilities contrasting strongly with those under other\nforms of society. Our ethical code is therefore equally distinctive. Its keynote is loyalty\nsociety.\n\ndistinctive,\n\nits guaranties are social responsiveness, self-restraint, and\nsound judgment. These are the fundamentals of right conduct in a democracy.\nPurpose is, of course, the chief determinant of conduct, and purpose is determined by\nknowledge. \"To know the good is to do it,\" Socrates puts it thus: \"No man voluntarily pursues evil, or that which he thinks to be evil.\"\nIt is the business of the elementary school to give that mmimum of information by\n\nits foundation is intelligence;\n\nwhich purpose mg,y have the necessary basis of knowledge.\n\nThis may certainly include the\n\nf^cts pertaining to personal hygiene, physical fitness, vocational efficiency, the common\n\npourtesies of lifp, duty to others, loyalty to the state;\n\nthat is, the school can give that\n\nIsmowledge which tends to eliminate malevolence and positively increases the benevolent\n\npurposes ol the citizen.\npqn4uct-\n\n11^4?? pyr 4erftQcracy a benevolent purpose is essential to right\n\n"}
{"page": 181, "printed_page": null, "text": "A BETTER APPRECIATION OF ETHICAL VALUES\n\nDepartment)\n\n165\n\nThe second determinant element of conduct grows out of the first. It is the will to\nRight conduct can come only when the purpose is benevolent and the will is\ndisciplined sufficiently to act accordingly.\nA disciplined will means resolution, that is, the\nwill of the individual must be socialized before it will yield habitually conduct that is ethical.\nobedience.\n\nConduct is a resultant of judgment exercised between conflicting motives. This is\nEven where the purpose is benevolent, where the will is resolute and\nthe knowledge adequate, there may be a sharp clash between motives. Fine distinctions\nare often necessary; effects may be far removed; abstract principles may be involved in\nthe decision all of which places a burden on the judgment. That it piay be sound, unerring, and immediate, it must be exercised and guided in the early years thru right\nchoices, until it becomes habitually right, instinctively accurate.\nThe social mind, the fourth element, is not usually a native endowment. Selfishness\nIt is a necessary incident of\nis a natural quality and in its natural state is not immoral.\nthe self-preservation instinct. But the instinct must be socialized in order to reach its\nbest development. Self-interest, merged in community interest, becomes a socialized\nEducation is the medium.\nselfishness and shades almost imperceptibly into altruism.\nWhen the needs of humanity grip and urge to service, we have the social mind, which is\nthe third element.\n\n—\n\nan antecedent to moral conduct.\nThe spirit of humaneness is the fifth element of conduct. Its opposite, cruelty, is a\nChildren are proverbially cruel.\ncharacteristic of the animal which is instinct in us.\nWitness the torture of insects and animals; and witness the inhumanity of child to child.\nEvery teacher is familiar with this native inhumanity. Humaneness is easily cultivated;\nIn the school it is that determinant\nit is one of the first flowers of culture and refinement.\nof ethical conduct which may be cultivated from the kindergarten on.\nThe method of moral or ethical instruction in the elementary school is self-evident.\nHere as elsewhere the child will learn by doing. Thruout his school life the child frequently\nconfronts conflicting motives; he must make daily choices; he exercises judgments; his\n\"\n\nrights conflict with the rights of playmates;\n\nthe needs of helpless animals come to his\n\nattention; duty to parents presses on his time; duty to the community thru channels of\n\npublic health and public safety attracts his attention.\n\nThese and other motives daily\n\nexercise his will, and it is the chief business of his teacher to guide the budding personality of the child along right lines of conduct, bringing to bear on\n\nhim all the social\n\nand making valid the social sanctions of moral conduct by full justification\nof each to the child mind.\nOut of such teaching will come that discrimination which is\nrestraints,\n\nthe basis of ethical conduct.\n\nThe personal contact between pupil and teacher is of course first in importance.\nWhenever the will of a cultured, moral teacher, comes into gripping contact with the will\nof the pupil, an ethical product is the inevitable result.\nThe discipline of the schoolroom,\nplayground, schoolyard, and street is the ethical laboratory where conduct is a continual\nexperiment and habit a perpetual and final result. The teacher is naturally the hero\n(or heroine) of the pupil.\n\nHis conduct becomes the standard for the child.\n\nHis judg-\n\nments, his ideals, his aspirations, will magnetize the child mind.\n\nIn the personality of\n\nthe teacher, therefore, we have an ethical force of great moment.\n\nWe have long glibly\n\nrecognized this fact, but we have gone forward, placing over our schools young men and\n\nwomen whose personal qualities were frequently colorless and weak, sometimes negative,\noccasionally immoral.\n\nThe schools of America must safeguard this ethical factor for the\n\nsake of our democracy.\nI want to give all possible emphasis to the superior importance of conduct over ethical\n\nformulas, of concrete problems of behavior over general precepts.\n\nAmerican public school is particularly strong in this respect.\n\nI believe that the\n\nThe important matter is\n\nthat the pupil does not merely receive moral edicts by authority but shares in the ethical\nlife,\n\nin its conflicting motives\n\nlines on his character.\n\nand its judgments, apd writes its results daily in indelible\n\n"}
{"page": 182, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl66\n\nN. H. Chaney, superintendent of schools, Youngstown, Ohio.\n\n(Elementary\n\n—This splendid appeal\n\nfor a better appreciation of ethical values in education, that it may the better determine\n\nand control all forms and phases of human life and labor, confirms anew our thought and\nfaith that the most important, practical, valuable, and even precious thing about men, as\n\nindividuals and nations,\n\nis\n\njust their\n\nmoral quality; their view and treatment of the\n\nmoral element in their own and other's lives.\nCertain it is that no man is of prime, paramount, and permanent importance who\ndoes not import from God, in his entire life, a strong and steadfast moral quality, no matter\n\nhow wise and rich he may be. No man is practical as a man who does not practice the\nmoral virtues, no matter how skilfully he may practice a trade or a profession. No man\ncan be truly valuable to society, business, or government, who does not always move in a\nfixt moral purpose, however cultured and refined his manners may be.\nNo man can be\ntruly precious to himself or to anybody else, nor be loved and welcomed even by his\n\nown kith and kin, who is known to violate the moral virtues.\n\nAnd this is true not only of\n\nindividuals but of nations also.\n\nHence it is that moral quality tests and determines real human worth, both in being\nand in doing. Moral personality is life's first value and security, and therefore it should\nbe the first aim and end of all formal education. First a moral man, then a scholar, and\nthen a craftsman. The moral rank is the first and the highest rank with God, and it\nmust be such with men and nations in all their stretch and training for eflficiency, if ever\nthis dark, sad world is to be filled with light, peace, joy, and permanent prosperity.\nLet knowledge grow from more to more,\n\nBut more of reverence in us dwell.\nThat mind and soul according well,\n\nMay make one music as before,\nBut vaster.\n\nAnd the swell of this vaster music, this larger harmony in humanity, must be more\non the side of reverence than of knowledge. Surely the schools are not to decrease their\nlight of knowledge but to increase their reverence for God and humanity, until hate and\nstrife shall yield their thrones to love and saving service.\nGermany is a bright and shining example, tho now justly repulsive and rejected, of\nhow schools and schoolmasters can determine the mental and moral life and activities of a\nnation by dealing with its children. They can put love or hat» into heads, hearts, and\nhands. They can make hate use strong heads and hands to hurt and harm for selfish\nends.\nThey can also teach love to use skilled minds and hands to heal and help and save\nfor all men's sake.\n\nThey can make children predatory demons, or princes of peace, prosThus teachers are the chief and choice determi-\n\nperity, and world-wide human welfare.\n\nnants of human qualities and ambitions.\n\nLet the people look well to the kind of teachers\n\ntheir children have!\n\nNow to conserve the highest welfare of the people in the present changing order in\neducation, teachers must deal more with life and less with textbooks; they must possess\n\nand radiate life, moral life, more abundantly. By a more democratic and less autocratic\nrule, by more love and less police force, they must lead their pupils into a better appreciation of the ethical values in all life and learning; into such a commitment of their wills to\nmoral qualities that they shall be prouder to be right, just, and bravely good than to hold\nany rank or emolument that might be otherwise gained. When I long for a model of the\nmoral teacher, with a winning democratic soul of service, I can but think of Dante's\ndescription of the saintly women whom he saw in his vision of paradise. After meeting\nseveral of them he sings,\n\nAnother of those splendors\nApproacht me, and its will to pleasure me\n\n4\n\nIt signified by brightening outwardly,\nAs one delighted to do good:\nBecame a thing transplendent in my sight\nAs a prize ruby smitten by the sun,\n\n"}
{"page": 183, "printed_page": null, "text": "I\n\nDepartment!\n\nKINDERGARTEN A FACTOR IN AMERICANIZATION\n\n167\n\nAnd of Beatrice he says, \" She smiled so joyously that Grod seemed in her countenance\nto rejoice.\"\n\nSuch radiant souls, shining with the moral light of God and transforming all they\ntouch by their own resistless goodness and delight in doing good, belong not only to a\nparadise of vision but also to that paradise of human childhood, the public school, where a\nworld's destiny is being shaped and assured in the minds and hearts of happy children.\n\nTeachers can make ethical values spread and prevail, if they will!\n\nAn appreciation of\n\nethical values and their application to human need is possible to all peoples everjrwhere,\n\nthru their schools and teachers, if these vital forces will only follow and enforce the light\nand love of the unselfish soul God's light set in humanity to reveal the way to highest\nhuman worth and world-wide brotherhood.\nThen let reverence as a moral splendor lead wisdom as a giant servant over all the\nstormy face of the earth, and the golden harvest of this fruitful twain will cover the lands\nwith peace and plenty. And joy and gladness, good-will, and trustful fellowship shall\n\n—\n\nreign.\n\nTHE KINDERGARTEN AS A FACTOR IN AMERICANIZATION\nCAROLINE HEDGER, REPRESENTING THE NATIONAL KINDERGARTEN\nASSOCIATION, NEW YORK, N.Y.\nLast year in Boston at the International Kindergarten Union I took\nsomewhat the attitude of *'wake up,\" but that is not the attitude I want to\ntake today. This Americanization movement looks to me like a boy sliding\ndown hill. At the top he needs a push, and after he gets over the edge he\nneeds careful steering. That is the point we have reacht in this movement.\nThe American people have suddenly become wide awake to the fact that we\nhave foreign neighbors, and that they are living with us. We did not know\nit until the war came, but we know it now, and large numbers of people who\nfeel patriotic go out and organize an Americanization committee, hoping\nthat they can be of real service to their country.\nAll this effort and this sudden awakening are very hopeful, but there are\n\none or two points of danger that I want to emphasize before I begin on the\nhopeful side.\nis\n\nOne of those points, and I think the most dangerous point,\n\nthe force element.\n\nWe have a man in my town who takes himself down to Washington,\nwith what authority I know not, and says, \"These people have got to speak\n\nEngHsh. They have got to be forst to speak EngHsh.\" If any of you have\nany question as to the danger of this point of view, I wish you could get hold\nof some intelligent Danish people; meet them face to face and heart to\nTheir Schleswig-Holstein was grabbed in i860, grabbed as was\nheart.\nBelgium in 1914, and to this day Danes are deported from SchleswigHolstein because they dare to speak their native language. That is the\nPrussian oppression method. I want you to talk with those Danes about\nthe results of prohibiting the speaking of their native language. I want to\nget the United States away from that method of stopping the use of foreign\nlanguages.\n\nIt js not sound;\n\nit is\n\nnot necessary.\n\n"}
{"page": 184, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 68\n\n[Elementary\n\nI hold that there is only one place where there can be an excuse for the\n\nuse of force in compelling the speaking of English.\n\nFord has reduced the\n\naccidents in his automobile plant 54 per cent since he started his English\nschool.\n\nI hold that industry has some right to demand English as a factor in\n\npreserving the life and Hmb of the worker, but as a society we have no right\nto\n\ndemand and to force the speaking of English.\n\nWhy?\n\nBecause it is\n\nour attitude in years past that keeps the foreigners from speaking English\nIf fifteen years ago we had waked up to the fact that they were\nwe had given them night schools (I am speaking of communities\noutside the large cities, of course), if we had given them any American\n\ntoday.\n\nhere,\n\nif\n\ncontact, today they would be speaking English without compulsion; therefore it is altogether wrong to apply force to our foreign neighbors; the force\n\nshould be applied to ourselves, that our hearts may become right, that we\nmay have the right attitude, and that we may see the possibility of friendship and the right way to spread the ideals of democracy that have been\n\ngiven us so richly.\n\nThere has been considered in this great convention a plan which I hope\nIt has been\n\nwill work out well, a plan for a great drive for Americanization.\n\nquite thoroughly discust, I believe.\n\nThis drive should be in areas where some agency is giving the foreign\nneighbor an understanding of our language and ideals; otherwise the drive\nshould be into the pockets of the Americans to produce more kindergartens,\n\nmore night schools, more agencies that can reach the foreign neighbor in\nsome sane way.\nAt the moment the great need is for trained teachers, and I am here\nBefore we can\nthis afternoon to try to enrol you in this kind of teaching.\nget the kind of teachers that we need for the guidance of this movement\n\nwe must rid the minds of the American people of two serious misconceptions.\nThe first one of these is that anybody can teach Enghsh to foreign adults.\nThe other day I met a woman, a superior type, a teacher of English, who\nwisht to get into the work in Chicago in the factories. We need teachers\nin Chicago, and I referred her to the supervisor.\n\nShe called the supervisor\n\nover the telephone, and the supervisor asked her several questions as to her\ntraining, etc.;\n\nbut when the supervisor asked, ''Have you ever had experi-\n\nence with the foreign neighbor?\" her tone stiffened:\n\n''I\n\nam a teacher of\n\nEnglish, and when you have the method it can be applied anywhere.\"\n\nThe technique of teaching English to high-school pupils, or to normalschool pupils, or to college students is not the technique that is necessary\nfor the foreign neighbor, and English cannot be applied anywhere without\n\nspecial training.\n\nThe second misconception that is so widely spread that I must speak of\nmust have for a teacher someone who speaks\nHe may need someone who speaks his language to give\nhis own language.\n\nit is that the foreign neighbor\n\n"}
{"page": 185, "printed_page": null, "text": "Department!\n\nKINDERGARTEN A FACTOR IN AMERICANIZATION\n\n169\n\nhim some cultural ideas and to get some message to him quickly, like the\nLiberty Loan, but the foreign neighbor should learn idiomatic English.\n\nWhen we send our children to high-priced colleges, the colleges advertise\nin the process of getting our money that they have foreign-born teachers of\n\nforeign languages.\n\nIf it is so important to have our children taught foreign\n\nlanguages by foreign-born teachers, why should we reverse the procedure\n\nWith those teachers they do not get idiomatic\nThey get a translation method. They are not, except with the\n\nwith our foreign people ?\nEnglish.\n\nrare teacher, taught to think in EngUsh.\n\nMy kindergarten friends, it is because you have such an unusual equipment that I am appealing to you.\n\nYou are fitted for this work because you\n\nare free from that disease so common in America\n\n—the worship of the book.\n\nAs far as I have observed kindergartners, they are never tied to the book,\nand if we can get away from the book we shall get along faster with the\nforeigner.\nI would not cut him off from the daily paper or from any reading\nhe enjoys, but book knowledge is not the fundamental thing at the moment.\nThe real need is to give him enough English to enable him to speak about his\nThey\njob, to get around his town, and to absorb the ideals of democracy.\nhave to be taught first by word of mouth, so to speak.\nYou have always recognized in your relationship to the children the\nimportance of games and amusements. That we have absolutely overlookt\nwith the foreigners.\n\nI think that the only way to give the primary lessons\n\nto the foreign neighbor is\n\nby object teaching.\n\nThe first effective night\n\nschool that I saw was run by a kindergartner in Palmerton, Pa.\n\nShe used\n\nHer first lesson was water, pan, and a piece of soap.\nShe taught not only the words pan, soap, and water, but she taught the\nAnd it is along these lines that we must have\nethics of washing the hands.\nonly object teaching.\n\na special technique for this style of teaching.\n\nYou have always freed the little child from fear, and that is one of the\nmost important factors with the foreign adults. A foreigner comes to this\ncountry with hopes of better living and higher wages, but he sometimes\nbecomes very much afraid. Especially is this true of the woman. She is\ntimid; you cannot send her a written letter to meet you at the schoolhouse\nand have her meet you there. She fears your motive. When you get\nher there you must free her from the effect of fear. You kindergartners\nare particularly able to do that, but it takes technique and time and\npatience.\n\nYou have always put the Httle child into group action, and that is what\nthe foreign neighbors need; not that they are without groups, but because\n\nthey have been in groups by themselves.\ngroups.\n\nThat is what is worrying us now.\n\nThey are not a part of American\nBut you could not expect them\n\nto sit alone in their little kitchens or at foreign lodges and imbibe American\nideals,\n\ncould you?\n\nAmericans.\n\nNo, that must come from cooperation by and with\n\n"}
{"page": 186, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n(Elementary\n\nYou have always recognized the gifts of your children.\n\nYou are always\n\n170\n\nsending them home with little gifts.\n\nThat is exactly what we need with the\n\nforeign neighbor.\nI went back to Europe once third class.\n\nThere were no other American-\n\nborn people in that section of the ship, and I met a man who was such a\nstriking illustration of our waste of the gifts of the neighbors that I am\n\nalways reminded of him when I speak on this topic.\n\nThere was going back\non that trip a Yiddish poet, who offered to give me his book, but as I did not\nread Yiddish I was compelled like most Americans to decline his gift. He\nspoke very little English, but he told me that he had been in this country\nseveral years. What was he doing ? Trying to make himself into a book-\n\nHe had failed, and that poet was going back a broken-hearted,\nAnd it is\n\nkeeper.\n\ndisappointed man because we were not ready to take his gift.\nso all over this country\n\n;\n\nwe have these people with their wonderful training\n\nfrom all over the world, and we recognize it not at all. We turn their\ngifts aside, and do you wonder they become alienated, separated from us ?\n\nWe want for this work the kindergartner who is in dead earnest, who is\nWe want the kindergartner who understands the material that we\n\nhonest.\n\nhave to work with.\n\nYou have the machinery right in your hands. You\nYou have in your mothers'\n\nare the most exceptional group in that way.\n\nmeeting the thing at your hand.\npossibilities for national\n\nservice.\n\nThe mothers' meeting has Hmitless\nYour acquaintance with that foreign\n\nmother, I beUeve, must be sHghtly different from that of the past.\n\nYou\n\nhave tried to give all to that foreign mother instead of taking some of her\ngifts.\nI think I have observed in kindergarten work one point in this\nmother plan, and that is that you have focust on that mother as the mother\nof the individual child.\n\nYou must, however, look at her as a factor in our\n\ndemocracy, a part of the community, especially in states where women have\nthe vote.\n\nYou cannot afford to consider her only as an individual to work\nShe is a much greater factor. You\n\nwith for the good of a single child.\n\nmust realize that she has a responsibility outside of being the mother of her\nchild.\n\nMy own responsibility of voting is as much as I can master.\n\nWe Americans need help; how much more must you help these foreign\nI think a democracy is not the easiest type of government in the\nThat individual responsibility for right or for wrong doing that is\nexprest in the ballot I hold to be one of the great factors in the onward\nmovement, and our foreign neighbors must be helpt to see that.\n\nwomen.\nworld.\n\nWe are teaching the foreign women all sorts of interesting things in\nChicago.\n\nOf course it is not easy to teach all of them to read.\n\nMany of\n\nthe women are illiterates, and adult iUiterates are extremely difficult to\nreach.\n\nWe go into the factory and teach them to make apple sauce, and they\n\neat the apple sauce with their sandwiches.\n\nIt helps to make the sandwich\n\nmore palatable, and we teach English to the women while they eat.\nwe make jelly out of the apple peelings. That is food conservation.\n\nThen\nThen\n\n"}
{"page": 187, "printed_page": null, "text": "Department]\n\nSPOKEN ENGLISH A FACTOR IN AMERICANIZATION\n\n171\n\nwe help them with the marketing, and I know a group of sixty who are so\nkeen that they tell the teacher if a vegetable has declined in price between\n\ntwo lessons.\n\nThe foreign women are anxious to help. They are interested in the\nThe foreign baby is an ever present problem in this country, and\n\nbaby.\n\nthe mothers are delighted to have the lessons on the simple care of the baby.\n\nAt our house of correction, our city jail, we have four classes in EngUsh a\nweek for foreign women. Classes are held in the room where mass is held\non Sunday, and there is a broad rail that separates the place for the altar\nfrom the large room. One day out there one class was playing store.\nThere was no dif&culty about English being spoken -in that store. The\nteacher had on this broad rail things cut out of the advertising pages of\nmagazines and other sample things spread out. Those were the things\nthat were for sale, and she had paper money. When she sold thread she\ndid not sell a spool of thread.\nsheet of paper markt, ''This\n\nShe ran a piece of black thread through a\nis\n\nblack thread,\n\nit\n\ncosts five cents.\"\n\nThe\n\nwoman took the sheet away and brought it back with her copy the next time.\nI do not admit that the foreign woman does not want to speak English.\nIf\nshe does not want to, it is our fault.\n\nIn closing, won't you come in, won't you get this technique of teaching\n\nWon't you use your wonderful kindergarten principles\nand apply them with dignity to the grown man and woman ?\nforeign adults?\n\nSPOKEN ENGLISH AS A FACTOR IN AMERICANIZATION\nEARL BARNES, PHILADELPHIA, PA.\n\nAs one of the by-products of the present war there is now a great outcry\nagainst the use of the German language in the United States.\n\nMany of our\n\nelementary and high schools have cut it out of the curriculum.\n\nIn some\nand universities it will not be taught during the coming\nyear.\nThe Governor of Pennsylvania, in an address before the National\nEducation Association, recently declared that in his judgment no foreigner\nshould be allowed to remain in the United States more than five years if\nduring that time he had not learned the Enghsh language. On the same\nday a well-known educator, speaking at a university banquet, said that the\ntime had come for suppressing all publications in this country not printed in\nthe Enghsh language, and for insisting that all religious exercises should be\n\nof our colleges\n\nconducted in English.\n\nMuch of this feehng rests in the behef that the words of two languages\nare\n\nequivalent\n\nto\n\neach other, and that shifting one's daily language\n\ninvolves simply the trouble of learning the new one.\n\nOf course a person\n\ncan learn new languages well enough so that he can use them for reading\nor\n\nconversation,\n\nas he might learn\n\nany other new matter.\n\nBut\n\nto\n\n"}
{"page": 188, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n172\nsubstitute a\n\n[Elementary\n\nnew language for an old one in the affairs of daily life is\n\nquite another matter.\n\nMuch of the difficulty in understanding this matter is due to our failure\nto realize how language has been formed, and what the language which the\n\nperson learns in childhood does to him.\n\nBefore animals and men develop\n\nlanguage, impressions from the outside world pour into the neurons of the\ncentral nervous system, where they form memory images, or neuron patterns, in endless variety.\n\nThese become associated in myriads of combina-\n\ntions, until the mind becomes clogged with its possessions.\n\nAnimals early\n\ngive up the quest for universal knowledge and confine themselves to the\nlimited field of their. necessities and warmest desires.\n\nMan. however, invents a word for flying, feathered creatures which enables\nhim to group all his experience with them under the one term ''birds\";\nhis experiences of heat he groups under ''hot,\" and so, by classifying his\nalmost infinite experiences, he brings them into order and is able to think\nabout them; but not until these larger neuron patterns can be connected\n\nby words expressing general forms of action or being and limited by general\nforms of quality is any extended thinking possible.\n\nMeantime, different races of men living under varied environment have\ndevelopt widely different languages to meet their needs.\n\nSince language\n\nfollows the development of a people, it is inevitable that the words of no\n\ntwo languages ever carry quite the same meaning.\n\nThus the man who\n\nchanges his native language has to change not only his mind but also his\nfeehng and even the very organization of his brain, for the neuron patterns\n\nmust always be modified and sometimes entirely remade.\n\nAnd yet the need for a uniform national language is so great and its\nadvantage to the individual so obvious that we seem justified even in forcing\nall those who desire to identify themselves with us and become citizens of\nthe United States to learn to speak the Enghsh language.\n\nIt will be well\n\nfor us, however, to remember the vast difficulty involved in the change, and\nif\n\nour fellow-citizens of foreign origin wish to think and feel in their domestic\n\nrelations, in their religion, and in all the intimacies of fife, with the neuron\n\npatterns which have grown out of their national qualities and to which they\n\nhave been habituated all their lives, they must be free to do so. There\nwould be a great loss in human thinking and feeling if all the world thought\nwith the same patterns, a loss not to be offset by any material advantages.\nLet us insist then that our fellow-citizens shall learn to speak English, but\nlet us allow them to retain their native speech in their personal affairs and\neven to write it and perpetuate it in their families, if they can.\n\nRegarding our own present determination not to learn German there\nSomething of the spirit of a people\ninheres in its language, and we do not want our youth to be in any degree\n\nmay well be a difference of opinion.\n\naffected by the spirit of modern Germany.\n\nAt the same time German is the\n\nkey to a vast literature and a great body of science which we shall need\n\n"}
{"page": 189, "printed_page": null, "text": "Department]\n\nSPOKEN ENGLISH A- FACTOR IN AMERICANIZATION\n\n173\n\nBesides this, the new internationalism which\nincreasingly in the future.\nmust follow this war will inevitably drive us to live and trade with the\n\nGerman people.\n\nTo neglect a great key to civilization because people of\n\nwhom we disapprove use it may be foolish.\nThe advantages of being able to speak the language of the people among\n\nwhom one lives are so obvious that it seems hardly necessary to enumerate\nthem.\n\nIn our modern, complex collective life a common spoken language is\n\nTo work, a man must be able to follow directions and to\nBuying and selling, getting positions and keeping them,\nfilling positions where one must direct his fellows, banking and travel, all\ndepend on understanding the spoken word.\nSpoken English gives common ideas, and these give social feeling,\nIf one can think\npolitical efficiency, and many of the supreme joys of life.\nof the chief executive of the nation only as \"Kaiser\" he cannot understand\nthe relation which President Wilson bears to the American people. One\nwho must translate can never touch the deeper soul of the people.\nPolitically it is necessary that where the people rule themselves they\nindispensable.\ndirect others.\n\nshould understand not only themselves but also their neighbors with whom\n\nthey have to live and act in common. Foreigners in America need good\ngovernment even more than do the native-born, for corrupt government\nweighs more heavily on them than on us. Most of our foreigners have\nintelligence, and they probably desire good government as much as we do.\nAnd yet the foreign vote is always a danger in our midst and always must\nbe so as long as it depends on interpreters for political information.\n\nAnd meantime the state needs good citizens as much as the individual\nIt is true that modern nations must be unified if\nBut political unity may exist with wide differences in\nrace, religion, or even in language, as is shown by Switzerland, where three\nraces, speaking three languages and professing two religions, have long\n\nneeds good government.\n\nthey are to be strong.\n\nThere is one thing,\nand only one, which a nation must have if it is to be unified, and that is\ncommon ideas and ideals. A common language is extremely helpful in\n\nmaintained a highly democratic form of government.\n\ncreating these, but it is not indispensable.\n\nOur foreigners are unlike those conquered by the European states.\nThey have come to us in recent times. They have come of their own free\nwill,\n\nthey need not remain unless they desire, and they need not become\n\ncitizens of the United States unless they wish to do so.\n\nIf\n\nthey decide to\n\nidentify themselves with us they will almost inevitably be driven to live\ndisperst\n\namong us, and for economic, social, and political reasons they\n\nshould know how to speak the English language.\n\nWe must give them time,\n\nwe must be patient, and we must be generous toward their native tongues.\nBut before they receive the benefits of citizenship and assume its responsibihties they must prepare themselves to understand and to let us- understand them.\n\n"}
{"page": 190, "printed_page": null, "text": "NA TIONA L EDUCA TION. A SSOCIA TION\n\n1 74\n\n[Elementary\n\nAMERICANIZATION THRU SCHOOL GARDENS\nVAN EYERIE KILPATRICK, PRESIDENT, SCHOOL GARDEN ASSOCIATION,\n\nNEW YORK, N.Y.\nThe first fight of the early American was food-getting. In that foodbecame agricultural. The early American was not evolved\n\ngetting he\n\nsuddenly.\n\nHe developt thru this pastoral experience in grappling with the\n\nvast resources of a\n\nnew\n\ncontinent.\n\nHis struggles with the\n\nforest,\n\nhis\n\nglimpses of the ever-widening sunset, and his mastery of nature in her\n\nrudiments were those things which gave us that striking type in human\ndevelopment, the American.\nIt is worth while rioting that Americanization is not what many foreign\n\nobservers tell us it is.\n\nIt\n\nis\n\nnot the ability to use the English language.\n\nThat accomplishment is as much British as American. Emphasis upon the\nvernacular is an essential of all nationalism. Yet the ability to use the\nThis point is mentioned\n\nEnglish language is essential to Americanization.\n\nhere because the recent propaganda for Americanization seems to have gone\nlittle farther than insisting on the vernacular.\n\nI take it that when we speak\n\nof Americanization we speak of that which characterizes an American, or\n\nthe American people, as distinguisht from every other person or people.\nI believe that it would surprise anyone to read a complete category of\nall the distinctively American qualities.\n\nI do not think that any such list\n\nhas ever been written, but within the limits of this paper I should like to\ncall your attention to a few Americanisms which appeal to\n\nme as the most\n\npriceless heritages that have ever come to any free people.\n\nConscientious integrity,\nIt is\n\n—Possibly some would\n\nhonesty for honesty's sake.\n\ncall this ''simple honesty.\"\n\nIt is directly\n\nopposed to the Spartan\n\nhonesty, the honesty of expediency.\n\nGenerations of fathers who could repeat to their sons and their grandsons the traditions of Washington and the cherry tree, and of Lincoln\n\nreturning the widow's dime, bespeak an honesty so natural as to challenge\nthe contemplation of all mankind.\n\nacceptance of these incidents.\n\nIt\n\nmatters little as to the historical\n\nThe fact is that these simple dramas express\n\nthe idealization of every true American household.\n\nFree speech.\nuntil\n\n—We can never have honesty\n\nin private life or in government\nwas the one transcendent thought of our\nIt was the dominant note in the Declaration of\n\nwe have free speech.\n\nRevolutionary times.\n\nIt\n\nIndependence and the Bill of Rights.\nPermit me to add that I have failed to find and I may challenge anyone\nto show where these cardinal principles have not operated up to the present\n\ntime.\n\nI am quite disposed to disagree with that body of people who set up\n\nthe notion that there are times when these privileges should be abrogated.\n\nA free people never remained free by throwing off the exercise of freedom\nfor any given time.\n\n"}
{"page": 191, "printed_page": null, "text": "Departmentl\n\nAMERICANIZATION THRU SCHOOL GARDENS\n\n175\n\n—\n\nIt is not easy to express this Americanism in two\nwas exprest by President James Monroe nearly one hundred\nyears ago thus: \"In principle, the American continents, by the free and\nindependent position which they have assumed and maintained, are henceforth not to be considered as subjects for future colonization by any European power. And that any attempt on the part of any of the European\npowers to extend their system to any portion of this hemisphere would be\nregarded by the United States as dangerous to our peace and safety, and\nwould be opposed accordingly.\"\nI question whether many of our people realize the momentous significance that these words have had in American history. By common\nacceptance they have become a part of our unwritten constitution. In\nenforcing this principle the United States practically assumed the protectorate over all the peoples living on the American continent.\nOur\ncountry has for nearly one hundred years, therefore, been the one sovereign\n\nContinental isolation.\n\nwords.\n\nIt\n\ncountry in America.\nIt is not within the scope of this paper to discuss our long Hst of worth-\n\nwhile Americanisms:\n\nrotation in\n\noffice,\n\nno third term for the president,\n\nfree education, local-unit public schools, private business cooperations, a\n\nsmall standing army, social equalization, union of states, and free vocational choice.\n\nWhat has the school garden to do with Americanization? If it be\nmany years of agricultural development which mark the\n\ntrue that the\n\ngrowth and progress of our country were necessary for our social emancipation, then it seems to me undoubtedly worth while that this early industry\n\nbe made a fundamental in our educational system.\n\nThe child who learns to cultivate a plant from seed to maturity is not\nonly trained mentally and physically, but is trained in getting food.\n\nBetter\n\nplants mean better methods, and better methods mean broader discussions,\n\nand discussion is freedom in thought and expression.\nThe one burning conviction that should come to us all in this hour of\nneed for true Americans is that when we lose our agricultural heritage we\nlose our distinctive American training.\nThe barefoot boy must return to\nhis farm.\n\n"}
{"page": 192, "printed_page": null, "text": ""}
{"page": 193, "printed_page": null, "text": "—\n\nDEPARTMENT OF SECONDARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\nPresident— M. R. McDaniel, principal, Township High School\nVice-President Lydia M. Schmidt, University High School\n\nOak Park, 111.\n\n—\n\nSecretary\n\n— R.\n\nJ.\n\nChicago, 111.\n\nHargreaves, principal, high school\n\nSpokane, Wash.\n\nFIRST SESSION—Tuesday Forenoon, July 2, 1918\nThe meeting was called to order at 9:45 a.m. by President M. R. McDaniel.\ntary R.\n\nJ.\n\nSecre-\n\nHargreaves not being present, J. L. Thalman, principal. Proviso Township\n\nHigh School, Maywood, 111., was appointed Secretary.\nMr. Oscar W. Demmler, Fifth Avenue High School, Pittsburgh, Pa., led the meeting\nin singing \"America\" and the \"Star-Spangled Banner.\"\n^\nThe following program was then rendered:\n\"Mothers of Democracy\" Mrs. Taylor AUderdice, Pittsburgh, Pa.\n\"Physical Education in the High School in the Present Emergency\" W. S. Small,\nspecialist, U.S. Bureau of Education, Washington, D.C.\n\"Citizenship thru Athletics a Concrete Example\" Glen F. Thistlethwaite,\n\n—\n\n—\n\n—\n\n—\n\ndirector of physical training, high school. Oak Park, 111.\n\nThe Committee on the Study of Sociology in High Schools was to have reported on\nthe \"Actual Conditions in Various States\" and to have made \"Definite Proposals for\n\nFurther Progress.\"\n\nThe chairman of the Committee, E. O. Sisson, president of the Uni-\n\nversity of Montana, was unable to be present, so the Department voted that the Com-\n\nmittee continue its investigation and report at the next annual meeting, the personnel\nof the Committee to be changed or added to at the discretion of the incoming president of\n\nthe Department.\n\nThe President appointed the following Committee on Nominations:\nEdward Rynearson, principal. Fifth Avenue High School, Pittsburgh, Pa.\nR. Thane Cook, principal. Union Higli School, Phoenix, Ariz.\nJohn G. Graham, principal, high school, Huntington, W.Va,\n\nSECOND SESSION Wednesday Forenoon, July 3, 1918\nJoint program with Library Department.\n\nTHIRD SESSION— Wednesday Afternoon, July 3, 1918\nThe meeting was called to order by the president, who appointed Miss Lydia Schmidt,\nChicago, as Secretary.\n\nThe following program was presented:\nGeneral Topic: Education for the Day after the\n\n\"The Present Emergency in Secondary Education\"\n\nWar\n\n— G. D. Stray\n\ner,\n\nchairman,\n\nCommission on the National Emergency in Education.\n\"Education of the Adolescent in England, with Special Reference to the English\nEducation Bill\" Frank Roscoe, secretary of the Teachers' Registration Council, London,\nrepresenting the government and the educational associations of Great Britain.\n\n—\n\n177\n\n"}
{"page": 194, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 78\n\n[Secondary\n\n—\n\n\" Sex Education in Secondary Schools in Relation to National Efficiency \" Norman F.\nColeman, Reed College, Portland Ore., representing Council of National Defense.\nDiscussion.\n\nThe Committee on Nominations recommended the following officers, and they were\nunanimously elected:\nPresident Franklin W. Johnson, principal, University High School, Chicago, 111.\nVice-President Edmund D. Lyon, principal, Hughes High School, Cincinnati, Ohio.\n\n—\n\nSecretary\n\n—\n—Anna Willson, principal, high school, Crawfordsville, Ind.\n\nPAPERS AND DISCUSSIONS\nMOTHERS OF DEMOCRACY\nMRS. TAYLOR ALLDERDICE, PITTSBURGH, PA.\n\n(From notes taken by Anna Pierpont Siviter)\n\nWe hear much these days of the world being upside down, and yet, thru\nthe darkness and horror of the overturning process, is it not true that many\nthings we once feared were hopelessly down are now rapidly coming up ?\nIf five years ago a social worker had ventured to predict that the time was\n\nhand when the school buildings of Pittsburgh would have semimonthly meetings of the mothers of the ward, where they sang and sewed for\na common cause, where the children were as welcome as the ''grown-ups,\"\nand where speeches and talks from the women themselves were a common\noccurrence, I for one would have said that the millennium was much nearer\nat hand than was usually supposed; and yet this is now taking place in more\nthan forty places of meeting in and about Pittsburgh.\nAnd how has it come to pass ? What is the bond that has power to\ndraw these women together, without regard to creed, or color, or class?\nIt is the bond of motherhood, of a common cause: my son is fighting for\nyou, your son is fighting that I and mine may live. A year ago I chose as\nmy work the care of the soldier's family. I had always been interested\nin that sort of thing, and the mother and the child at home appeal to me\nvery strongly. My husband is on the Appellate Board, and I think that is\none of the worst jobs that Uncle Sam has to hand out. He must look\nover every day about one hundred or more names of men who don't want to\ngo.\nThe cards that came in last September, the registration cards, showed\nvery plainly that many of the men had dependents. Notwithstanding the\nclose at\n\nruling that those with dependents were not to go, one card in particular\n\n\"Have you dependents?\" The answer was: \"A wife and four chilAnd where it says, \"Do\nyou wish exemption?\" he had written, \"My God, No!\" Another card\nread:\n\ndren, a mother-in-law, aged aunt and father.\"\n\n"}
{"page": 195, "printed_page": null, "text": "Department]\n\nMOTHERS OF DEMOCRACY\n\n179\n\nthat made an impression on me was that of a boy who had several dependents, and when asked if he claimed exemption, he replied,\n\n\"Yes, I deserve\n\nexemption, but I am not going to ask for it.\"\n\nMore and more every day I\nrealized that soldiers' famiHes were calling to some of us who were left at\nhome.\nIt so happened that at\n\nCamp Lee some big-souled officer decided that\n\nit would put heart into the mothers at\n\nhome if they could know the men who\n\nwere to guide and care for their boys overseas, and the plan was made to\nsend to Pittsburgh and ask the mothers of the soldiers to hold a remembrance\nnight;\n\nthe boys would meet the second Friday of each month, and the\n\nmothers were to do the same.\nOn account of my work with the Civilian Relief of the Red Cross I was\ncalled to meet Captain Barratt O'Hara of the 319th Regiment, of Camp Lee,\nand we arranged for a big \"parents' meeting\" on February 10 in Soldiers'\nMemorial Hall of Pittsburgh. The officers came and the fathers and\nmothers, five thousand of them, and there was a band, too, and flags, and\nIt was a most impressive meeting, but when it was\ndistinguisht speakers.\nover the real meeting came, for it was announst that the officers wisht to\nshake hands with all in the Hall, and what a greeting! \"You know my\nboy ? \" a man would question. \" Know him Why he's the finest boy in my\ncompany!\" And so the greetings ran.\nThis meeting showed us the need for the organization that was in our\nminds, and we set about it by means of an advertisement. We asked all\nmothers to come to a meeting to register and get in a moving picture that was\nThe picture was to be taken at one o'clock, but\nto be shown in the camps.\nthe mothers began coming at half-past eleven. They were not all very well\ndrest for the picture; many had their heads tied up in handkerchiefs,\nbut everyone had a service flag, and many came a long distance from\nBeaver, Ligonier, ZeHenople, and Elizabeth.\nI said to Mr. Dawson (the Pathe man) that we would never be able\n!\n\n—\n\nHe said, \"Now we are going to take the picture.\"\nto photograph them.\nHis plan was to ask the women to get up and go outside and then walk\ntoward the Hall.\n\nI said that it would be impossible to ask them to do this.\n\nHe said, \" I know women and how they like to have their pictures taken.\"\n\"But they have come early to get front seats.\" \"All right,\" he\n\"you try.\" So I said, \"Ladies, I am very sorry that we didn't get\nyou as you were coming in. Those who care to get into the picture, if you\n\" Before I was half finisht, every woman was\nwill please step outside\nup and on her way out, with her knitting bag, bundle, baby, and all. Then\nthey marcht slowly, while Mr. Dawson was winding the film, every woman\nI said,\n\nsaid,\n\n\\\n\nwaving her flag and trying to get as near to the camera as she could.\nI spoke to one woman as she was going out and said, \"It is too bad,\nafter you have come to get a front seat.\"\n\nShe replied, \"Not at all, that is\n\n"}
{"page": 196, "printed_page": null, "text": "t8o\n\nnational education association\n\n[Secondary\n\nwhat I came for, to get in the picture.\" That day we had registration\ncards asking for the signee's name and address, with the name of her son\nand his camp. They could be signed by either mother or sister, and I\ntook home over eight-hundred signed cards. Of these there were fifteen\nmothers who had three sons in the service; one mother had four sons in\nthe service; fifty-five had two sons; five had two sons and a daughter in\nFrance. One card in particular read three sons, name of camps unknown.\nWe sorted those cards into districts and selected the ones with the most\npromising handwriting and wrote to the signee and asked her if she would\ncom.e to an organization meeting and bring as many mothers as she could\ngather. And so there was born the organization known as the Mothers of\nDemocracy, whose plan it is that all soldiers and women shall have a\nmother's remembrance night on the second Friday of the month, and there\ncan't fail to be a strong spiritual-mental bond productive of good cheer.\nTo our surprise, in every district (and we now have forty) women came\nforward who seemed especially fitted for the work of organization. They\nwere born leaders, to whom an opportunity had never before come, and we\nfound them eager to take the responsibility of the first meetings we arranged\nfor, and to them has been given the responsibility of all the after-meetings.\nThe programs they prepare are very varied; one devotes its time to a\nliterary entertainment, where the women knit as they listen to music and\nspeeches, largely by themselves. Other meetings are for regular Red Cross\nwork, where letters from the boys overseas are exchanged, and ideas for\nChristmas and birthday boxes are promulgated.\nAt all gatherings good cheer and fellowship reign. Careful speakers\nfrom other spheres of activities are often introduced to try to interest the\nItalian mother and the young Polish wife who lives round the corner, and\nwhose little baby keeps her from attending other meetings. Or perhaps\nthere is a speaker from overseas, who tells of what his comrades are doing,\nfull of pride and patriotism and achievement, planting the seeds of the same\nfeeling in the hearts of the mothers before him.\n\nGermans and Poles, Enghsh and Scotch, Italians, Swedes, and Jews\nlaugh and cry together at the stories that are told and the songs that are\n\nsung in this commingling of interest from which are being born patriotic\nAmerican mothers.\nAnd so the schoolhouse is becoming a community center, where the\nheart as w^ell as the head is educated. And when the Mothers of Democracy stand shoulder to shoulder with their sons in service, to America a\ndream of many who love our country's good will have come true; for from\nthe Mothers of Democracy shall be born the Sons of Liberty, free from race\nprejudice, free from the bonds of ignorance, and pledged to the service of\nGod and Home and Native Land.\n\n"}
{"page": 197, "printed_page": null, "text": "PHYSICAL EDUCATION IN THE HIGH SCHOOL\n\nDepartment!\n\nl8i\n\nPHYSICAL EDUCATION IN THE HIGH SCHOOL IN THE\nPRESENT EMERGENCY\nW. S. SMALL, SPECIALIST IN SCHOOL HYGIENE, UNITED STATES BUREAU OF\nEDUCATION, WASHINGTON, D.C.\nIn the year 191 7, 2,500,000 men between the ages of twenty-one and\nthirty-one years were examined for the National Army.\n\nOf these, 34 per\n\ncent were found physically unfit for mihtary service and were rejected.\n\nMany of these were rejected on account of remediable defects; just how\nmany we do not know, but probably somewhere between 30 and 40 per\nIf we accept the lower figure, then about one out of every ten men of\ncent.\ndraft age is unfit for mihtary service because of remediable physical defects.\n\nOf those who were accepted as\n\nThat is not the whole story, however.\n\nbeing without physical defects, a large proportion were lacking in the\nstrength, endurance,\n\nmihtary training.\n\nand general organic power necessary for intensive\n\nThis defect had to be made good by months of purely\n\nphysical training in the training camps.\n\nHere then are two facts: a large amount of rejection for physical defect,\n\nmuch of which could have been easily remedied in school years; and a large\namount of undevelopt physical capacity, all of which could have been\ndevelopt during school years. If physical education means anything\nworthy of respect, it means that these undevelopt resources of human\ncapacity and human happiness should be conserved and developt. Whether\nwe think of these wasted resources in the terms of soldiers of the future,\nor of workers of the future, or merely as citizens of the future, we must\nrealize that this is a real problem, and that it demands for its solution high\ninteUigence and genuine sacrifice.\nThere are in the United States approximately 5,000,000 boys of high-\n\nOf these, there were enrolled in secondary schools in 191 6,\n\nschool age.\n\n750,000\n\n—approximately 15 per cent. These are the selected youth of the\n\nnation, selected either by intellectual capacity or by economic opportunity.\nIt is a service and a duty of the highest patriotic import that confronts our\n\nhigh schools\n\n—to develop to\n\nits full capacity this potential\n\nman power.\n\nUnder the Revised Selective Service Regulations for Physical Examination of the Provost Marshal General there are four classes: those who are\nfree from defects and are therefore fit for immediate training for general\nservice; those with remediable defects who may be made fit by corrective\nmeasures; those with non-remediable defects who, however, are capable of\nlimited service;\n\nthose who are totally unfit.\n\nThis classification naturally suggests a method of procedure in the high\nschools in the present emergency:\nI.\n\nA thoro medico-physical examination of all high-school boys and\n\nclassification\n\napproximating the draft classification.\n\nThis must be done\n\n— such a way as to encourage.\n\nwith intelligence, discretion, and sympathy\n\nin\n\n"}
{"page": 198, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl82\n\nnot to discourage, those who are found to have defects.\n\n(Secondary\n\nThe greatest kind-\n\nness and the greatest service that could be rendered a boy handicapt by a\ndefect would be to reveal to him the nature of the defect, the Hmitations\n\nupon him, and the method of overcoming or obviating it. This\nwould preserve self-respect and stimulate ambition.\nIn schools with a well-developt system of physical education this will\ninvolve little that is new. In schools which heretofore have neglected this\nit imposes\n\nfirst principle of physical education it will be wise to begin with the Senior\n\nclass.\n\nThe Seniors have but one year in which to recover lost ground.\n\nPersonally I would then take the entering pupils, the second-year pupils,\n\nand the third-year pupils in that order.\nCor2. There should be no high-school graduates in the second class\n\"Whatever\nrective and remedial measures should be carefully prescribed.\ntreatment is required should be insisted upon, and the eHmination of the\ndefect or progress toward the eUmination of the defect should be an absolute\ncondition to graduation. Some will require surgical treatment, some\nmedical treatment; a great many more will require corrective exercises and\npractice of hygienic habits.\n3.\n\nFor students of the first class, those free from defect, there is required\n\nan intensive and varied program of physical training under discipline to\ndevelop strength, endurance, muscular skill, alertness, cooperation under\n\nand the other physical and social qualities essential alike in\nNo boy of this class should receive a diploma\nwho has not received and profited by such training to the end that the\nleadership,\n\nmiUtary or civil pursuits.\n\nwaste of time now incident to conditioning soldiers may be reduced to a\n\nminimum, and to the end that high-school graduates who go into civil\npursuits may be capable of rendering maximum service.\n\nThis will require time.\n\nTwo hours a day is the minimum— one hour for\n\ndiscipUnary exercises under strict plan and direction; one for recreational\nexercise, giving free play to individual preference.\n\nIn addition, physical labor outside of school may be included as a substitute for part of the exercise.\n\nThis will require analysis of the character of\n\nthe muscular processes involved in the work and its proper evaluation in\n\nterms of physical development.\n\nAbove all, athletics must be utilized and extended, must be made a part\nThe testimony of the commanding officers of\nthe training camps is uniform as to the value of the mass or sociaHzed\nof the training of every boy.\n\n\"I have observed\" says one,\nany other class of men.\nTheir experience in athletics has taught them the necessity for disciphne\nand team work.\"\nOne of the tragedies of American education is the failure, in any large\nand general way, to understand and capitaHze this rich resource of physical\nand moral education.\n\nathletics as preparatory mihtary training.\n\n''that athletes assimilate discipline quicker than\n\n"}
{"page": 199, "printed_page": null, "text": "CITIZENSHIP AND ATHLETICS\n\nDepartment]\n\nWhat of the girls ?\n\n183\n\nAre they not to be thought of in this emergency ?\n\nMy answer is that everything I have askt for the boys I ask for the girls.\nRacially the educated vigor of woman is more important than that of man.\n\nsuch a program an irridescent dream ?\n\nIs\n\nthe high-school teachers.\n\nThat depends largely upon\n\nIf we are able to free ourselves from the sub-\n\nconscious legacy of the ascetic and scholastic habit of thought and look with\n\nupon this great opportunity we can accomplish much. The\npubHc mind is awake and sensitive. It needs but directing vision to make\nlevel eyes\n\nit\n\nact.\n\nCITIZENSHIP AND ATHLETICS—A CONCRETE EXAMPLE\nGLEN F. THISTLETHWAITE, DIRECTOR OF PHYSICAL TRAINING, HIGH SCHOOL,\n\nOAK PARK, ILL.\nThe purpose of all education is to train for citizenship.\ntion has to do with the health, the growth,\n\nphysical being.\n\nAthletics are\n\nPhysical educa-\n\nand the development of our\n\nusually considered a phase of physical\n\ntraining or physical education, but to be so classified they must be educational, and where they are educational they must certainly train for citizen-\n\nship.\n\nIt is the purpose of this paper to show how athletics may improve our\n\ncitizenship when directed in the proper way, and to do that a concrete illus-\n\ntration will be used.\n\nBut first it must be remembered that when we speak\n\nof the athletics of our high-school pupils we mean more than interscholastic\n\ncontests and games, and for that reason we shall think of interschool or\ninterscholastic athletics and intraschool or intramural athletics.\n\nFor our concrete example the Oak Park and River Forest Township\nHigh School at Oak Park, 111., ia used, not because it has solved the problem\nany better than many other schools, but because being located in a suburb of\na large city, under large-city conditions, and of about average size 1400\npupils\n\n—\n\n—\n\nit offers\n\na fair illustration.\n\nThe after-school hours, from the time school closes until the dinner\nhour, form the most valuable period of the day for practical physical training.\n\nTheory and suggestive exercise can be taught during the regular class\n\nhours, and some corrective work can be done then, but the greatest good\n\nderived from physical training during school hours as practist in the average\nschool is its recreational value from the regular school work and the habits\n\nformed in personal hygiene and discipline. For healthful exercise the time\nafter school must be utilized.\nVery few pupils do any studying from the\ntime school is out until dinner time. At the close of the school day the\npupils are\n\nmore or less fatigued in nervous energy, and recreation and\n\nexercise of some enjoyable nature should follow immediately.\n\nWe have always provided that exercise and supervision for a small\npercentage of our boys in the form of interscholastic athletics.\n\nOur inter-\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl84\n\n[Secondary\n\nscholastic athletics have most certainly been training for citizenship as well\n\nas for emergencies.\n\nThe fundamental idea of teaming or team work is\n\nnecessary to every business, professional, or institutional enterprise, and in\n\nour athletics that idea becomes grounded in a boy's character.\n\nLoyalty\n\nnecessary to citizenship and should be an object of education.\n\nTo get\n\nis\n\nout and pull for the team, to win and to suffer with it in defeat, develops a\nschool spirit and a school pride.\n\nThe criticism directed toward athletics deals with the abuse of the\nprevailing system.\ntionable methods,\n\nsuch criticism.\n\nA great deal can be said about foul tactics and quesand during the past there has been much ground for\n\nImbued with the desire to win, there has been a tendency\n\nto adopt the German poHcy that might makes right and anything is per-\n\nmissible to win.\n\nBut gradually we have been correcting this error by hav-\n\ning our boys coacht and supervised by men who have been more interested\nin character-building than in winning.\n\nThe most important criticism directed toward our interscholastic or\nathletics is that we overdevelop a few and neglect the\nmasses, and it is this mistake that demands immediate remedy. When our\nathletes are meeting the nation's demands in such an encouraging way the\ndeplorable feature is that we have produced such a small number of them.\nThe remedy for this error is intraschool or intramural athletics. They\nshould be made as much a part of the school as the interscholastic athletics,\nintercollegiate\n\nso far as the boys are concerned.\n\nWhat is good for the few is good for all.\n\nAll have an equal right to the use of the school property, the gymnasium, and\n\nthe athletic field.\n\nAll have an equal right to the instruction of the athletic\n\nteachers and directors.\n\nTo abolish interscholastic athletics in order to promote the mass idea\n\nA few colleges have tried the plan, but with\nLove of contest is not enough to get our highschool boys to do their best, and unless they do their best the interest soon\nGood playing, as well as a knowledge of\nlags and little good is accomplisht.\nthe rules, is gained by associating with and observing the players on the\nregular school team. There must be a goal for a boy's work. Practically\nevery boy in a school would give anything to be on the varsity team, yet\nonly the best will go out and try for it. A boy wants to know before going\nout that there is a chance for him to make the team. But the mediocre\nboy and even the poorly developt boy, if given an opportunity to compete\nagainst boys of his own age, size, and experience, jumps at the opportunity.\nHe gets on his class, session-room, or some other team. Unconsciously\nhe develops himself to a place where he has more confidence in his own\nwould be a serious mistake.\n\nvery questionable success.\n\nabiUty.\n\nWe need more school teams so that our athletics may be representative\nWith the number of\nby three the number of boys participating is\n\nof the different stages in the development of our boys.\n\nschool teams multiplied\n\n"}
{"page": 201, "printed_page": null, "text": "CITIZENSHIP AND ATHLETICS\n\nDepartment!\n\nnaturally increast in like ratio.\n\n185\n\nThis alone will account for the greater num-\n\nber of boys physically able to engage in competitive games in a small school\n\nwith less than one hundred boys.\n\nIn larger schools, with the school sports\n\ndesignated as heavyweight, lightweight, and midget weight, it becomes an\n\neasy matter to organize intramural leagues in each division.\nWrestling, gymnastics, tennis, cross-country running, and many other\n\ntournaments can be conducted in the same way, even tho there are no school\n\nteams in those sports.\nIn a school where there is but one small gymnasium and an athletic\nfield to correspond it is difficult to put thru a full intramural program and at\nthe same time keep up the present pace in interscholastic athletics.\n\nThe\n\nbest solution of the problem is to decrease the number of interschool games\n\nplayed and make the respective seasons much shorter.\n\nRun off the intra-\n\nschool leagues first and pick in each division all-star teams, which then\n\nbecome the school teams. This gives the very best players for the final\nschool team and is an inducement for the boys to do their best in the preliminary games.\n\nA condenst schedule can then be played with other\n\nschools, and if some championship is at stake a final tournament or, what\nis\n\nbetter, a series of elimination games can be played.\n\nLet the principals\n\nof the schools in each league get together, place a limit on interschool com-\n\npetition,\n\nand agree on definite dates for the opening of the interschool\n\nseasons, all with the idea of getting more boys in the game.\n\nThe Oak Park High School board has been during the last five years\nThe details of the\n\ngradually putting into effect this idea of mass athletics.\n\nsystem have been left with the physical directors, but the board has stood\nsponsor and has furnisht the protection and inducements for furthering the\nplan.\n\nThe path has not been a rosy one.\n\nThe transition of a school that\n\nwas saturated with the one-team idea into one for every boy in the game\nhas been most difficult. The community had learned to think in terms of\nnational championships.\n\nIt took courage for a school board to change the.\n\nathletic policy and have the time and energy of the coaches devoted to the\ninterests of all the boys to the neglect of the school heroes.\n\nBut gradually\n\nthe pubHc settled down to a new level and began to take a different view of\nthings.\n\nBy degrees people awoke to the fact that an unusual number of\n\nboys were participating in the athletics.\n\nOnce the old handicap was removed the teams improved.\n\nThe idea of\n\nnational championships has been entirely forgotten, and the school takes\njust as much pride in fighting for and winning the prized banner in the local\n\nhigh-school league of ten schools.\n\nDuring the school year just finisht, out\n\nof a possible eight championships in the league the school won five.\n\nAll\n\nthe school teams get less coaching than ever before, but the competition\nfor places\n\nis\n\nmuch keener, and boys are brought to the front who would\n\nnever have been discovered under the old method.\n\n"}
{"page": 202, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl86\n\n[Secondary\n\nIn working out the system of intramural competition the session-room\nis\n\ntaken as a unit.\n\nThis basis of division in a large school has a tremendous\n\nadvantage over any other, as the boys in the session-rooms are thrown\ntogether for fifteen minutes each morning, and for four days of the week\nare in the\n\nroom together during a forty-five minute study period.\n\nboys become acquainted immediately, and a little community starts.\n\nThe\nAn-\n\nnouncements, elections, and many affairs that concern only the individual\nsession-room are held.\n\nAt the beginning of the athletic season each room elects managers for\nsoccer, basket-ball, wresthng, track, and\nbaseball and as most of these sports are divided into classes according to\nage and weight there is an opportunity for almost every boy to get on a\nteam. The managers are called together and are organized into a board of\nSchedules are drawn up, and each manager is responsible for all\ncontrol.\nannouncements being made in his room, and for scores of games being given\nthe various forms of competition\n\n—\n\n—\n\nthe proper publicity.\n\nQuite recently the president of the school board told the writer that one\n\nday last November he visited the various fields when no one suspected his\npresence and counted over two hundred boys engaged in competition. This\nfigure included about eighty-five boys who were practicing for the school\n\nteams at that time.\n\nThe gymnasium is large enough for two basket-ball courts, so that eight\ngames can be played each afternoon. In addition the running-track affords\nroom for track competition, and by utilizing the space under the runningtrack wrestling and gymnastics are conducted at the same time. Last\nwinter there were forty-five basket-ball teams in the three leagues, each\nteam playing twice each week. All-star squads were chosen to represent\nthe school in an independent schedule .with the teams from other high\nschools, so that for the last month of the season the school was represented\nby four teams.\nNo figures have been kept to show the exact number of boys taking\npart, but the number on the various teams in competition during last year\nruns over one thousand.\n\nProbably 50 per cent of these are duplicates, so\n\nthat it would seem that about five hundred of the six hundred boys in the\nschool get into some form of organized team play.\n\nWith what results in regard to citizenship?\n\nA general deduction is\n\nEverybody\nand every boy feels that he is a\ncog in the machine. He feels that he helpt to make the team, and if it is\nnot successful he is partially to blame. Gradually the rooting at games has\ntaken on a different aspect. There has been a very noticeable improvement in individual honesty and sportsmanship. In the intramural games\nstudents act as referees but perform Httle more than the mechanical part of\nthat official's duties. This democratic control makes any boy who would\nhard to make, but a few points stand out very prominently.\nin the game makes athletics democratic,\n\n"}
{"page": 203, "printed_page": null, "text": "Department!\n\nTHE EMERGENCY IN SECONDARY EDUCATION\n\n187\n\nuse foul tactics very unpopular; no boy will long stand against the ill will\nof his fellows, and as a result a spirit of good sportsmanship and clean play\n\ndominates the whole athletic situation.\nIt is said that in the European countries at war juvenile crime is greatly\n\non the increase.\n\nIn Vienna the increase for 1916 is quoted as being 340\n\nper cent greater than the year before.\n\nWhether there will be a similar\n\nincrease in America after two or three years of war depends largely on the\nefforts in our secondary schools, and one of the greatest opportunities lies\n\nin the after-school program.\n\nIn this hour of crisis we must forget our old\n\nideas of athletics and bend all our energies to the benefit of the greatest\n\nnumber.\n\nTHE EMERGENCY IN SECONDARY EDUCATION\nD. STRAYER, CHAIRMAN, NATIONAL EDUCATION ASSOCIATION\nCOMMISSION ON THE NATIONAL EMERGENCY IN EDUCATION,\nNEW YORK, N.Y.\n\nGEORGE\n\nIt has been said that this war is a war of engineers.\n\nIt might as well be\n\nsaid that it is a war in which superior intelligence will, in the long run, bring\nvictory.\n\nWe need to keep every capable boy and girl in school thru the\n\nsecondary-school period and on thru the university and professional school\nif\n\nwe are to win out after the world-struggle which will persist even beyond\n\nthe day of the declaration of peace.\n\nThe present emergency has made us conscious of certain alarming defiWe know now that we have\n\nciencies in our scheme of secondary education.\n\npostponed too long the period of beginning the secondary-school studies.\n\nWe, in common with the more highly civiHzed people of the world, should\nundertake the serious work of the secondary school at twelve rather than at\nfourteen years of age. At present, American boys and girls of eighteen years\nof age are approximately two years behind their European contemporaries\n\nWe prided ourselves, and rightly, on the physical\nand mental alertness of our youth. But we may not be satisfied with our\nscheme of education until we have accomplisht vastly more than we now do\n\nin intellectual training.\n\nin intellectual training during the secondary-school period.\n\nDifferentiated courses of study in the intermediate schools should provide, not only for those who are to go on thru the high school and college,\n\nbut also for boys and girls who are to go into commerce or industry, or who\nare to contribute thru the development of special skill in trades.\n\nA very much larger provision should be made in the household arts,\nincluding cooking, sewing, millinery, dressmaking, designing, household\n\ndecoration and management, and the like for girls who will make their\ngreatest contribution along these lines.\ndefinite\n\nIn these schools there should be a\nattempt to discover special aptitudes and abilities, in order that\n\neducational guidance may result in placing boys and girls in such courses\nas will permit them to develop their greatest possible efficiency.\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl88\n\n[Secondary\n\nBut the problem of secondary education will not be solved by the introduction of the three-year intermediate school followed by the three-year\nhigh-school course.\n\nWe must provide for the reorganization of our courses\n\nof study even in the fields which seem best establisht.\n\nWithout sacrificing\n\nthe intellectual training which we hope to provide, there should be a revision\nof many of our subjects in such a manner as to provide in them some definite\n\nrelationship to the everyday experience and work.\n\nAlready a beginning\n\nhas been made in mathematics, science, and certain other subjects.\n\nNothing\n\nis lost in teaching the kind of mathematics which can be used in the shop, in\n\nthe home, or in the explanation of everyday phenomena. The science\nwhich is related to our everyday life is quite as important as the science\nwhich in the Uves of boys and girls is related only to laboratory experiments.\nThe teaching of modern languages will be vastly more significant in intellectual training if we recognize the necessity for a kind of teaching in this\nfield which would hold before boys and girls a standard of achievement\nwhich can be satisfied only when they are able to speak and to write in the\nforeign tongue.\nIf the work of the secondary school is to be developt in relation to our\nmodern needs we shall have to provide more adequate training for teachers.\nIf the American people are wise they will make it possible for a man or a\n\nwoman to find a career in teaching in our secondary schools comparable to\nthat to be found in medicine, in law, or in engineering.\n\nSurely it is of as\n\ngreat importance to the future of our country that men of broad training,\nof keen intelligence, and of highest ideals be associated with our children\n\nduring this most important period of their development as it is that we\nprovide adequate service in the other professions.\n\nWe can never hope to\n\nsecure this kind of a teaching corps unless we are willing to invest vastly\n\nOur choicest men and young women\nmay not be expected to engage in this highest type of national service\n\ngreater sums in teachers' salaries.\n\nwithout sufiicient salaries to enable them even to have ordinary comforts or\nto lead the kind of life which makes for intellectual growth and development.\nThe future of our American citizenship, the ideals of our leaders, are in\n\nvery large degree dependent upon the action which the American people\ntake in support of teachers in their schools.\n\nEDUCATION OF THE ADOLESCENT IN ENGLAND\nFRANK ROSCOE, SECRETARY OF THE TEACHERS' REGISTRATION COUNCIL,\nLONDON, ENGLAND\n(From notes taken by Miss Schmidt)\nMr. Frank Roscoe, secretary of the Teachers' Registration Council,\nLondon, England, who represents the government and education associations of Great Britain, spoke on the education of the adolescent at a meeting\n\n"}
{"page": 205, "printed_page": null, "text": "Department)\n\nEDUCATION OF THE ADOLESCENT IN ENGLAND\n\nof the Department of Secondary Education.\n\n189\n\nHe gave a short sketch of\n\nthe history of the EngHsh pubhc school, which goes back to the time of\n\nHenry VIII and Edward VI.\nThe Fisher Bill, which provides for the reorganization of the English\nschool system, was then discus t by the speaker. An interesting point\nbrought out in the discussion was the fact that 75 per cent of the pupils\nin secondary schools pay fees, tho a number of scholarships are also provided. The speaker said that the free education of all pupils in the secondary schools would be considered impossible in a country so bound by\ntraditions as is England.\n\nThe changed attitude of Parliament regarding school matters which has\nbeen brought about by the war was also alluded to.\nto increast taxation.\n\nThere is no objection\n\nIn one evening several millions for teachers' salaries\n\nwere secured without protest.\n\nThe explanation that this amount repre-\n\nsented only one-half day's fighting in the war sufficed to overcome\nobjections.\n\nFive years ago this would have been impossible.\n\nall\n\n"}
{"page": 206, "printed_page": null, "text": ""}
{"page": 207, "printed_page": null, "text": "—\n\nDEPARTMENT OF HIGHER EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—William T. Foster, president, Reed College\nVice-President—F. L. McVey, president. State University\nSecretary — E. L. Schaub, professor of philosophy, Northwestern University\nPresident\n\nPortland, Ore.\n\nLexington, Ky.\n\nEvanston, 111.\n\nThe Department of Higher Education of the National Education Association met in\nPittsburgh, July 2 and 3, at the Mellon Institute, President F. L. McVey, vice-president\nof the department, presiding.\n\nThe following program was presented:\n\nFIRST SESSION—Tuesday Forenoon, July 2, 1918\nThe program for this meeting was arranged by the Emergency Council on Education.\nGeneral Topic: Organization for War Purposes\n\n\"The Bill for a National Departmentof Education\"\n\n—JohnH.MacCracken, president,\n\nLafayette College, Easton, Pa.\n\"Psychological Seryice in Connection with the Military Organization of the United\nStates\" R. F. Yerkes, major, Sanitary Corps, United States Army, chairman. Psychology\nCommittee, National Research Council, Washington, D.C.\n\n—\n\nDiscussion.\n\nSECOND SESSION—Wednesday Forenoon, July 3, 1918\nGeneral Topic: National Preparedness\n\n—\n—\n\n\"Universal Government Service\" Miss Sarah L. Arnold, dean of Simmons College,\nBoston, Mass.\n\"Sex Education and the War\" Norman F. Coleman, professor of English, Reed\nCollege, Portland, Ore.\n\"Education after the\n\n—\n\nWar\" James P. Munroe, member, Advisory Board, War\nDepartment Committee on Education and Special Training, Washington, D.C.\n\"The Problems of Historical Scholarship and Teaching as Affected by the War\"\nE. B. Greene, chairman. National Board for Historical Research, Washington, D.C.\nDiscussion.\n\nAt the business session held Wednesday forenoon, July 3, the following ofl&cer was\nelected for the ensuing year:\n\nPresident\n\n—Frank L. McVey, president of the University of Kentucky, Lexington, Ky.\nPAPERS AND DISCUSSIONS\n\n^^^T^l\nTHE BILL FOR A NATIONAL DEPARTMENT OF EDUCATION\nJOHN H. MACCRACKEN, PRESIDENT, LAFAYETTE COLLEGE, EASTON, PA.\n\nAt the annual meeting of the National Association of School Superintendents, held in Washington, February 7, 1866, E. E. White, then com-\n\nmissioner of common schools of Ohio, rfead a paper on \"A National Bureau\n191\n\n"}
{"page": 208, "printed_page": null, "text": "192\n\nNATIONAL EDUCATION ASSOCIATION\n\nof Education.\"\n\nHe favored a system of conditional appropriations and a\n\n(Higher\n\ngeneral system of inspection and encouragement thru the agency of a\nnational Bureau of Education to induce each state to maintain an efficient\n\nschool system.\n\n''Such a bureau,\" he said, \"would be the strength and\n\nThis memorial summed up the results of the\n\nshield of free institutions.\"\n\nagitation of twenty years and laid down the principles which gave us our\n\npresent Bureau of Education.\n\nThe memorial bore the date of February lo, 1866.\n\nOn February 14,\n\n1866, Congressman James A. Garfield, to whom Dr. White had presented\n\nthe memorial, introduced a bill for the establishment of a national bureau.\n\nOn April 3 the bill was reported out of committee, with an amendment\nchanging the name from \"Bureau\" to \"Department,\" and in July, 1866,\nthe bill was past by the House providing for a Department of Educa1:ion.\n\nAt the next meeting of the National Association of School Superintendents a committee of five, with E. E. White again as chairman, was\n\nappointed to urge the passage of the bill in the Senate, and on March 6,\n1867, the bill past the Senate and the next day was signed by President\n\nJohnson.\n\nThe life of the department as a department was a short one.\n\nIn the\n\nappropriation bill of July 20, 1868, a rider reduced the department to a\n\nbureau of the Department of the Interior, and it reduced the salary of the\n\nCommissioner from $5000 to $3cx)o, the change to take effect June 30, 1869.\n\nThus there was a department in existence for two years and four months.\nThe history of the establishment of the bureau is illuminating and\nencouraging to us of this generation who are interested in seeing a depart-\n\nment replace the bureau.\n\nIt is encouraging to note that twenty years of\n\nagitation were required to accomphsh anything.\n\nIt is also cheering to note\n\nthat when educational opinion had crystallized it required only four days\nto get a bill before Congress, and only one year to have it made a law.\nis also\n\nIt\n\nsignificant that it was in that case also war which focust the opinion\n\nof the country on the importance of education.\n\nWhat now are the principles which we believe to be fundamental ?\n1.\n\nThat education is inferior to no other interest of government, and\n\nthat this fact must receive recognition by the appointment of a national\nrepresentative of education in the President's cabinet.\n2.\n\nThat the people of the United\n\nStates have a\n\ncommon national\n\ninterest in education as well as an interest in education within their own\nstate,\n\nand that this national interest of the people should find expression\n\nthru a national office.\n3. That the national office should not control education in the states,\nbut should represent state education and should be the agent of the states\n\nin educational matters of interstate interest.\n4. That when any state is obviously failing to do its share in the development of good schools and the training of American citizens and thus creat-\n\n"}
{"page": 209, "printed_page": null, "text": "Education!\n\nBILL FOR NATIONAL DEPARTMENT OF EDUCATION\n\ning a weak spot in the American lines,\n\nit is\n\n193\n\nthe function of a national\n\nDepartment of Education, expressing the public opinion of the United\nStates, by publicity, by persuasion, and by subsidy to stimulate and promote better educational conditions in that state.\n5. That inasmuch as the conditions of labor in general have been taken\nunder the wardenship of the national government, and the national government has not hesitated to define a normal working day and to pronounce\non the adequacy of compensation in various industries, or the conditions\nunder which women and children will be employed, a national Department\nof Education might properly concern itself with the improvement of the\nteachers' financial status and might properly aid in raising the standards of\ntraining for the profession.\n6.\n\nThe entrance of the United States into the world-war has so radically\n\naltered our relationships to foreign countries, wiping out the sharp separation between American, European,\n\nand Asiatic affairs, that international\n\neducational relations have assumed an importance hitherto unknown.\n\nAlready there is establisht a Division of Foreign Education in the Committee on Public Information.\n\nAlready the National Research Council has\n\nsecured the appointment of scientific attaches at certain foreign embassies.\nIt is clear that education can no longer be regarded as exclusively or appro-\n\npriately a function of the Department of the Interior.\n\nOn the contrary,\n\nforeign relations in education will constitute one of the greatest, if not the\ngreatest, of the functions of the new Department of Education.\nIf we are to have a better understanding of things after the war and if\nwe are to avoid war in the future, we must be willing to spend not only\nmillions at home but millions abroad interpreting American thought and\n\nideals to the other great nations of the world.\n\nMoreover, if we should have some form of universal national service\nin this country after the war, we shall either have to make our War Depart-\n\nment a Department of Education and turn our Navy, as has been suggested,\ninto a university, or we must create a national Department of Education\nwhich will take over the educational tasks involved in universal national\nservice.\n\nFor this reason, if for no other, we want at Washington a department which will represent the aspirations of the American people, not for\ndominion, nor commerce, nor food, nor dollars, but for the fulness of life\nas intelHgent free men which our forefathers knew and which we, their\nsons, have not forgotten even in the strain of present circumstances.\n\nTwo bills have been drafted and placed in the hands of the chairman\nof the Senate Committee on Education to carry out these purposes: one, a\nbill\n\ndrafted by a committee of the National Education Association with\n\nSuperintendent Chandler, of Richmond, as chairman;\n\nthe other, a\n\nbill\n\ndrafted by a committee of the Emergency Council on Education, of which\nthe writer is chairman.\n\n"}
{"page": 210, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n194\n\n[Higher\n\nThe bill of the Emergency Council contents itself with the establishment\nDepartment of Education, defining its functions and appropriating\n\nof a\n\nmoney for the operation of the department.\nThe bill of the committee of the National Education Association adds\nlarge appropriations to be used as subsidies in the states to promote Ameri-\n\ncanization of immigrants, improvement of rural schools, and better training\nof teachers.\n\nBoth bills leave to the discretion of the President the determination of\nwhat existing educational agencies of government shall be transferred to the\n\nnew department.\nThe functions of the Department of Education are thus defined in the\nbill of the Emergency Council on Education in Section 9:\n\nThat it shall be the duty of the Department of Education to cooperate with the\n\nI.\n\nstates in the development of public educational facilities, including public health education, and to act as the agent of the states and upon their request in matters of education\n\nof interstate interest.\n\nThat the department shall represent the people of the United States in international\n\n2.\n\neducational affairs, shall keep the people of the United States informed of progress in\n\neducation abroad, and shall disseminate abroad knowledge of American education and of\nthe national life and ideals of the American people, and to this end shall maintain as\n\nattaches at foreign embassies properly qualified American students of education.\n3.\n\nThe Department shall care for educational wards of the nation not intrusted\n\nto the care of the respective states, and shall execute such laws as Congress may make\n\nlooking toward the Americanization of immigrants, the equalization of educational opportunities, and the guaranteeing to\n\nevery child such knowledge of the American language\n\nas shall enable the child to discharge his (Obligations as an American citizen.\n4.\n\nThe Department shall encourage learning in all branches, scientific research, and\n\nthe advancement of teaching as a profession.\n\nIt shall promote the organization of learned\n\nsocieties and seek thru such societies and by publications to disseminate for the benefit\n\nof all the people the fruits of learning and scientific study wherever found.\n\nThe Department shall organize a National Council of Education, to be composed\nnominated annually, one each, by the great, learned societies representing an important field of knowledge, under regulations prescribed by the Secretary.\nThe functions of this Council shall be to place at the disposal of the government, both\n5.\n\nof representatives,\n\nin war and in peace, all national resources of learning and scientific study.\n\nThe bill appropriates $500,000 additional per annum for the administration of these new functions.\n\nIn addition to these bills drawn but not yet introduced, there is a bill\n\nnow before the Senate Committee on Education introduced by Senator\nOwen, which, however, merely magnifies the present bureau into a department without outlining new functions.\n\nOne other alternative has suggested itself to those interested in the\ncreation of a Department of Education, that should be mentioned in this\n\nconnection.\n\nThis is the proposal to transfer from the Department of the\n\nInterior, the Land .Office, the Pension Office, and the Patent Office, change\n\nthe\n\nname of the department to Education and Public Health, or Arts,\n\nScience, and Public Health, transfer to it the educational functions of other\n\n"}
{"page": 211, "printed_page": null, "text": "SEX EDUCATION AND THE WAR\n\nEducation)\n\ndepartments, and thus create a true Department of Education.\n\n195\n\nThis is a\n\nplan which we hope to discuss with the President in the near future.\n\nThere is a growing sentiment in favor of a national Department of\nEducation.\n\nThis sentiment is attaining such proportions that we believe\n\nthat if no action is taken by the present administration the creation of a\n\ndepartment can be made a campaign issue in the next presidential campaign\n\nand be written into the platform of one, if not both, of the great political\nparties.\n\nThere is general agreement among the teaching professions in\n\nfavor of such a department, tho there is some difference of opinion as to just\n\nwhat the functions of such a department should be. We propose to ask the\nNational Education Association at this meeting to appoint a committee\nof three in each state to urge the creation of such a department, as was done\n\nWe trust that the resolution will have your support.\nIn conclusion let me urge each one of you to do what you can to create\n\nin 1865.\n\ninterest in this matter in your own neighborhood.\n\nThe project is too big\n\nand too fundamental to be hurried. We want to build for the new department broad foundations of public interest. Only thus can we be sure that\n\nwhen Congress acts the bill will not be shorn of its significant features, or\nthe new department, like the department of 1866, wither and die because\n\nprematurely born and inadequately nourisht.\n\nSEX EDUCATION AND THE WAR\nNORMAN F. COLEMAN, PROFESSOR OF ENGLISH, REED COLLEGE,\nPORTLAND, ORE.\n\nThe needs of the nation in war time have emphasized the importance\nof conserving the health and strength of our people, especially of our young\n\nmen.\n\nThe effective strength of the Army is menast by venereal diseases\n\nprobably more than by all other diseases put together.\n\nThis creates an\nemergency which can be met only by the earnest cooperation of all possible\nagencies.\nThe essential problem is recognized by the Surgeon General's\nDepartment to be one of education. The share of the institutions of higher\nlearning in this education is an important one and has a twofold character.\nI. For the instruction of the rising generation in the essential facts of\nsex and for the cultivation of those personal and social motives which are\n\npowerful for the ends of health we must depend upon teachers now in training in normal schools and colleges and in the education departments of our\nuniversities.\n\nIt is clear that some process of selection and training should\n\nbe set to work so that students of biology, physical education, and related\nsubjects,\n\nwho are specially qualified by scientific knowledge and natural\n\ntact and sympathy, may be specifically trained for the work of sex education.\n\nNot that they should give their whole time or any considerable part\n\nof their time to this subject,\n\nbut that they should be wise enough to\n\n"}
{"page": 212, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n196\n\n[Higher\n\nincorporate in regular courses of instruction an understanding of the\nessential facts and relations of sex.\n2.\n\nThe young men who attend college and university in war times\n\nbecome, almost all of them, an integral part of the national forces.\n\nIf the\n\nwar continues, the men who are at college this fall will in a year or so,\nperhaps even in a few months, be commissioned and noncommissioned\nThere they will set standards for companies\nofficers in the Army or Navy.\nand regiments. They need to know accurately the dangers that follow\nsexual vice, and they need to know clearly the means of sex health.\nIt has been abundantly proved that the preoccupation of men's minds\nand physical energies by constructive activity and wholesome amusement\nis of first importance.\n\nEverything that keeps the soldier in vital connection\n\nwith his home and friends and keeps alive and growing his ambition for\nfuture success, not only as a soldier in time of war, but as a citizen in time\nof peace, ministers directly to his health of mind and body.\nIt is the privilege and task of the young officers of the new Army to\n\nplan and provide activities for their men which shall in this way sustain\ntheir morale and promote their present and future usefulness.\n\nFor these\n\nreasons it must be clear that only by including in our present and future\nplans for higher education a recognition of the need for sex education and\n\na wise provision for meeting that need can we help to meet the present\n\nemergency and conserve the strength of our young men and women for the\ngreat tasks of reconstruction that will follow the war.\n\nEDUCATION AFTER THE WAR\nJAMES P. MUNROE, MEMBER, ADVISORY BOARD, WAR DEPARTMENT COMMITTEE\nON EDUCATION AND SPECIAL TRAINING, WASHINGTON, D.C.\n\nWe are inclined to think that everything is in the melting-pot, and that\nafter the war all the bad things will be gone and we shall be ready for a new\n\nworld.\n\nIt is probable, however, that human nature will reassert itself, and\n\nthat while some things will be better, others will be worse.\n\nOne activity that will be profoundly affected is education, and this for\ntwo reasons first, because, more than any other human activity, education\nhas been severely put to the test by the war; and secondly, because before\n19 14 we were on the brink of a great change in education as a whole. The\neffect of the war upon education will be, it seems to me, to make it at once\nmore idealistic and more practical. It will be made more idealistic because\nfor the first time in generations the whole civilized world has been shaken\nto its depths, and before America shall have played her full part there is\nscarcely a family and scarcely a youth who will not have been brought\nface to face with great ethical questions.\nFurthermore by this war democracy has been lifted from a mere name to which we did lip service to a\nvisualized idea for which we are giving everything most precious.\n:\n\n"}
{"page": 213, "printed_page": null, "text": "EDUCATION AFTER THE WAR\n\nEducation]\n\n197\n\nOn the other hand education will become more practical because the\nwar has shown that our national unpreparedness was due in great measure\nto the fact that American education had almost no relation to the needs of\nmodern life.\nAfter the war we shall be striving in education to do these things on the\nidealistic side, first, to give youth a real vision of genuine democracy;\nsecondly, to assimilate the peoples of other nations and to give them a\nsimilar vision; thirdly, to give every boy and girl the largest opportunity\nthat can possibly be provided.\n\nOn the practical side we shall be striving\n\nto make the most of our resources,\n\nboth material and human, to prevent\n\nwaste and to teach genuine economics.\n\nTo enable education to perform this far broader service, to these ideal\nand practical ends, there are certain essentials: first, more money, in order\nthat teachers may be paid more and that their classes may be smaller;\nsecondly, thoro reform in the administrative control of public education;\nthirdly, real cooperation among all the agencies which make for the education\n\nof children and youth; fourthly, different and higher standards in the train-\n\ning of teachers; fifthly, a much larger proportion of men teachers, especially\nin the secondary schools; sixthly, entire emancipation from textbooks and\nfrom textbook domination; seventhly, all-day sessions of the schools.\n\nWith education thus put on an efficient basis we should inaugurate\nuniversal service for both men and women between the sixteenth and twentyfifth years, this service to include some military training and a larger amount\n\nof training in hygiene and gymnastics, and a major part of the time to be\n\ngiven to specific training along vocational lines, fitting for the real service\nto society (see outline of principles appended).\n\nWith these weapons of money, men, and better administration the next\ngeneration in education should be able to get at and educate practically\n\nevery child as an individual; should be able to give him genuine vocational\n\nguidance and effective vocational training, whether he is to be a carpenter,\n\na lawyer, or a college president; should put a stop, in large measure, to\nthe waste in human and material resources which disgraced us before the\n\nwar; should be able to infuse youth, not only with an understanding, but\nwith true devotion to democracy; and finally should stimulate and perpetuate that understanding and that true knowledge which teaches that the\n\nonly genuine living is a life of service.\n\nPRINCffLES UNDERLYING UNIVERSAL MILITARY SERVICE\nIt should be really universal, including every young person of both sexes.\n\nIt should be exacted between the ages of sixteen, or possibly eighteen, and\n\ntwenty-five.\n\nIt should be a\n\ncombination of military and vocational\n\n(or\n\navocational) service, with the emphasis strongly upon the vocational side.\n\nAs far as possible it should be given as a part of school, college, shop, store,\nor office training, but should always be under federal supervision.\n\n"}
{"page": 214, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nigS\n\n[Higher\n\nService should be for the whole of at least one continuous year (or half\nof two continuous years) and for a certain part of a number of years thereafter.\n\nThe person who has rendered the year of service should give at\n\nleast one or two weeks each year, for perhaps ten years thereafter, to some\n\nsort of continued course, both military and vocational.\n\nThe year's service should include for men daily military exercises, and\nfor women organized calisthenics, gymnastics, or a modified military drill.\n\nThis should occupy not less than one nor more than two hours per day.\n\nThe rest of the \"National Service Year\" should be given to the organized,\nserious,\n\nand intensive following of some trade, occupation, vocation, or\n\navocation which is of distinct service to the country:\nthe support of war;\n\n(i) in\n\nwar;\n\n(2) in\n\n(3) in the furthering of agriculture, industry, or com-\n\nmerce; or (4) in the promotion of the general welfare.\n\nThere should be a recognized and permanent organization within the\nlocality and thruout the country of those performing this national service,\n\nso as to promote a feeling of national solidarity.\n\nFor those pursuing education beyond the sixteenth or eighteenth\nyear the service should be dovetailed in with the high-school, college, or\nprofessional-school training.\n\nFor those leaving school before the sixteenth\n\nor eighteenth year, the year of service should either be subsidized\n\nby the\n\nfederal government, or there should be devised some plan of cooperative\n\npart-time work under which, possibly, the service might be spread over two\nyears, the youth giving half his time during those two years to earning and\n\nthe other half to service.\n\nWithout making a calculation of the cost it would seem best for this\nyear of service to be subsidized jointly by the federal government, the state\n(or local)\n\ngovernment, and the parent or guardian\n\n—the\n\nlast providing\n\nsustenance, and the first two sharing between them the cost of training.\n\n\"The National Service Year\" should include a thoro physical overhauling and \"bracing up,\" and there should be included as much outdoor life as\npossible.\n\nThe service to be rendered during this year by girls and women\n\nshould include all the duties of the household, nursing, etc., as well as vocational work feasible for women.\n\nAs an essential part of every course there\n\nshould be a substantial amount of teaching of ethics, civics, and the duties\nof a citizen in a democracy.\n\nWhere necessary there should be provision\n\nfor teaching the public-school elements and also English to foreigners.\n\nWhere there are dependents making it impossible for the youth to give\neven half-time to this service, there should be some form of family allowance\nby the government on the same general plan as that of the War Risk Insurance Bureau.\n\nSuch support, however, should be in the nature of an obliga-\n\ntion to be repaid by the \"National Service Soldier\" in subsequent years.\n\nIndustries should be formally brought in by requiring their cooperation\nin providing opportunities for training, in\n\nschemes possible, etc.\n\nmaking cooperative part-time\n\n"}
{"page": 215, "printed_page": null, "text": "Education]\n\nHISTORICAL SCHOLARSHIP AND THE WAR\n\n199\n\nIn the event of war the entire population which has been thru this training should be mobilized for (i) war service; (2) munitions service; (3) main-\n\ntenance of industries, including agriculture;\n\n(4)\n\nremedial service, such as\n\nnursing, etc.; or (5) miscellaneous services called for by the dislocation of\n\nwar.\n\nIn the case of a national calamity other than war, such as a great\n\nflood or crop failure, this same army should be mobilized for such short or\n\ntemporary service as the occasion might require.\n\nFor a local catastrophe\n\nthe army of that particular region should be mobilized for similar service.\n\nAfter having taken the year's service the \"National Service Soldier\"\n\nshould make at least an annual written report to the federal government, of\n\nsuch a character as to indicate that he or she is still competent for this special\nservice, and showing also the additional service which, with the progress of\n\ntime, the individual has fitted himself to render.\n\nHe should be ready at all\n\ntimes for such national, state, or local service as his official training fits him\nUsually, such service should be voluntary, but the state or the\n\nto do.\n\nfederal government should have authority to commandeer it.\n\nTHE PROBLEMS OF HISTORICAL SCHOLARSHIP AND TEACHING AS AFFECTED BY THE WAR\nE.\n\nB.\n\nGREENE, CHAIRMAN, NATIONAL BOARD FOR HISTORICAL RESEARCH,\nWASHINGTON, D.C.\n\nHistory, Hke other sciences, has recognized the call to service, but in\n\ndoing so has been confronted with some\n\ndifficult\n\nproblems.\n\nHistorians\n\ngenerally have always believed that past experience should be useful to\nsociety as well as to individuals, but they have also reahzed how hard it is\nfirst to determine just what actually happened in the past and then to inter-\n\npret its meaning for the present.\n\nThe historian also knows that the use of\n\nhistory in the service of a particular cause is subject to serious abuse, since\nthere is constant temptation not to present the facts as they really were,\n\nbut rather to make them fit into some preconceived theory.\n\nA striking\n\nexample of the harm which may be done in this way is to be found in the\nwritings of German historians like Treitschke and in the teaching of history\nin the Prussian schools,\n\nwhich has evidently been seriously distorted in\n\norder to justify the monarchical system and to promote an extreme type\nof national egoism.\n\nRecognizing these pitfalls and believing that history to be useful must be\ntrue, American historians generally have set themselves the task of making\n\ntheir subject useful in the present crisis thru\n\nnew lines of research, thru\n\npublications for the general reader, and thru a better presentation in the\nschools.\n\nAt the outbreak of the war the national Board for Historical\n\nService was estabhsht at Washington as a clearing-house for cooperating\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n200\n\nscholars thruout the country.\n\nIHigher\n\nIt has furnisht historical material to govern-\n\nment departments and stimulated interest in the keeping of war records.\nIt is especially interested in helping teachers to present to their pupils the\nhistorical\n\nbackground of the war and some appreciation of the historical\n\nideals and poHcies of the United States.\n\nThe war has emphasized the need of more serious attention to the history\nNeglect of modern history in our schools and our general\n\nof modern Europe.\n\nlack of individual preparedness in this field needlessly increast the difficulty\nof bringing home to the American people the great issues involved in the\n\nEuropean war.\n\nNow that the United States has assumed so large a responsi-\n\nbiUty for a just international settlement in the great \"problem areas\" of\n\nEurope, Asia, and Africa, the need of more historical specialists in these\nfields has been keenly felt.\n\nFortunately the modern historians have been\n\nreinforst by a group of able scholars whose studies in ancient and mediaeval\n\nmade them experts in historical method and thus enabled\nthem to deal successfully with modern problems. Some results of these\nstudies have been made available to the public thru the Committee on\nPubhc Information; others have been placed directly at the disposal of the\n\nhistory have\n\ngovernment.\nSince, however, America has also pecuUar problems and special traditions of her own, the history of the United States needs to be studied with\n\nmore care than ever and with a new perspective. Our historic ideals are\ndeeply involved in the present conflict. Upon them must be built, tho\nnot in any slavish spirit, the new poHcies of the future; and this knowledge\nmust become the common possession of our whole people, of whatever race or\nprevious allegiance. Recognizing the importance of national history in any\nplan of patriotic education, let us not be afraid to see the record as it really\nwas, with its errors and shortcomings as well as its heroic sacrifices and\n\nachievements.\n\nLet us resolutely resist the temptation of yielding to Prus-\n\nsian methods in history teaching as well as in other respects, acknowledging\n\nour just debts to other peoples and especially trying to understand the\n\ncommon heritage of the great free nations with whom we have now joined\nin a common cause.\n\nTHE EMERGENCY COUNCIL ON EDUCATION\nDONALD J. COWLING, PRESIDENT, CARLTON COLLEGE, NORTHFIELD, MINN.\n\nAt a meeting of the Association of American Colleges last January, the\nfollowing resolutions were past:\nResolved, That the Executive Committee be authorized to join with the Association\n\nof\n\nAmerican\n\nUniversities, the National Association of State Universities,\n\nand other\n\nnational educational associations in organizing a council for the consideration of such\n\neducational questions and other questions affecting the colleges as may arise in the present\n\nwar and be it further\n\n"}
{"page": 217, "printed_page": null, "text": "Education]\n\nTHE EMERGENCY COUNCIL ON EDUCATION\n\n201\n\nResolved, That the Executive Committee be instructed to formulate plans and con-\n\nstruct machinery for utilizing to the best advantage the resources of the colleges in the\nservice of the nation in the present war, and for making effective in the counsels of the\n\nnation the collective public opinion of American higher education.\n\nThe Association also past resolutions favoring the increase of exchange\nthe multiplication of American fellowships\nand scholarships for students, both men and women, from our AUies; the\n\nprofessorships with our Allies;\n\nestablishment of such arrangements with the educational institutions of\n\nour Allies as will best provide opportunities for college students in the\n\nUnited States\n\nArmy to continue their studies abroad when conditions\n\npermit; the creation of a commission of American educators to be appointed\n\nby this and the other national associations for conference abroad with\nsimilar educational representatives from our Allies, with the hope of bringing about a better mutual understanding and of estabHshing cooperative\nrelationships; and the establishment of a federal Department of Education\nwith a secretary in the President's cabinet.\n\nThe meeting called by President Bryan was held at the University\nThe program outlined by the Association\n\nClub, Chicago, January 12-14.\n\nof American Colleges formed the basis of the discussion.\n\nIt seemed to the\n\nmembers of the conference that the establishment of an educational administration at Washington would be the most feasible way of accomplishing the\ndesired results.\n\nFour sessions were held on January 23-24, presided over by ComRepresentatives of the following organizations were\npresent: the Association of American Universities, the National Association\nof State Universities, the Association of American Colleges, the Association of\nUrban Universities, the CathoHc Educational Association, the Association\nof American Agricultural Colleges and Experiment Stations, and the\nSociety for the Promotion of Engineering Education.\nPresident Campbell reported that the memorandum outlined at\nChicago had been presented to President Wilson thru Mr, Tumulty, and\nthat the President had requested that the matter be taken up first with the\nCouncil of National Defense; that an interview had been secured with\nSecretary Lane, a member of the Council of National Defense, who had\npromist to give consideration to any plans which might be submitted by\nmissioner Claxton.\n\nthe educational associations or their executive committees.\n\nMost of the\n\nrepresentatives present were not in a position to speak officially for their\nassociations.\n\nIt was therefore decided, after extended discussion, to invite\n\nthe executive committees of the various educational associations to meet\nin Washington the following week to consider the formulation of the plans\n\nto be submitted to these associations and subsequently to the Council of\n\nNational Defense.\nIt was voted that the educational associations of national scope repre-\n\nsented in this meeting proceed to organize a council of national educational\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n202\n\nCapen was\n\n(Higher\n\nelected\n\ntemporary chairman, and\n\nPresident P. L. Campbell temporary secretary.\n\nAt a later session of this\n\nassociations.\n\nDr.\n\nS.\n\nP.\n\nmeeting a more formal organization was establisht under the title \"The\n\nEmergency Council on Education.\"\n\nThe objects of the Council were stated to be:\nTo place the educational resources of the country more completely at the service of\nthe national government and its departments, to the end that thru an understanding\n\ncooperation the patriotic services of the public schools, professional schools, the colleges,\n\nand universities may be augmented; a continuous supply of educated men may be\nmaintained, and greater effectiveness in meeting the educational problems arising during\nand following the war may be secured.\nIt was understood that the Council should \"have power to act for the\n\nassociations in matters of legislative\n\nand governmental business, on the\n\nbasis of such authority as may be given in by the various associations.\"\n\nThe attention of the meeting was called to the Owen Bill, proposing\nthe estabhshment by Congress of a federal Department of Education, with\n\na secretary in the President's cabinet.\n\nAfter extended discussion the mem-\n\nbers present voted to form themselves into a Committee of the Whole, and\nto call upon Senator Hoke Smith,\n\nchairman of the Senate Committee on\n\nEducation and Labor, to which committee the bill had been referred, to\nascertain more fully the nature of the bill and the likeUhood of its passage.\n\nThe members of the Council were cordially received by Senator Smith, who\nexprest very great interest in the proposed establishment of a federal\n\nDepartment of Education and indicated his willingness to favor this movement if a satisfactory bill could be put in shape.\nAt a later session of the meeting Colonel Rees and Major Grenville\nClark were introduced, and they announst that the War Department had\njust approved of the organization of a Committee on Education to be composed of three army officers and five civilians, which would have charge\nof all matters relating to the training of enHsted\n\nmen.\n\nColonel Rees\n\nrequested the Council to suggest types of educational institutions which\n\nshould be represented by the civihan members of the Army Committee on\n\nEducation.\n\nIn response to this request the Council recommended that the\n\nfollowing be given representation:\n1.\n\nThe federal Board for Vocational Education\n\nBureau of Education\nUniversities and colleges\n4. Engineering and technical schools\n2.\n\n3.\n\n5.\n\nCorporation schools\n\nThe Secretary of the Council was instructed to correspond with the\nsecretaries of the various national educational associations with the request\n\nthat each association determine, either by a meeting of the association or\nby means of a vote taken by mail, the following points:\n\n"}
{"page": 219, "printed_page": null, "text": "Education!\n\n1.\n\nTHE EMERGENCY COUNCIL ON EDUCATION\n\n203\n\nThe willingness of the Association to take membership in the Emer-\n\ngency Council on Education.\n2.\n\nThe\n\nattitude of the Association\n\ntoward the estabhshment of a\n\nDepartment of Education in the national government.\nThe meeting closed with the election of a temporary chairman and\nsecretary-treasurer and the appointment of three additional members to\nserve with the officers as an ad interim committee, as follows: President\nDonald J. Cowhng, chairman; President P. L. Campbell, secretarytreasurer; Dean H. V. Ames; Bishop T. J. Shahan; Dr. T. E. Finegan.\nThe Hst of associations accepted as members, with their official representatives, were as follows:\nAssociation of American Universities, Dean Herman V, Ames, University of Pennsylvania, Philadelphia, Pa.\n\nNational Association of State Universities in the United States of America, President\nP. L. Campbell, University of Oregon, Eugene, Ore.\n\nAssociation of American Colleges, President Donald J. Cowling, Carlton College,\nNorthfield, Minn.\n\nAssociation of Urban Universities, President William T. Foster, Reed College, Portland, Ore.\n\nCatholic Educational Association, Right Rev. Thomas J. Shahan, Rector, Catholic\n\nUniversity of America, Washington, D.C.\n\nAmerican Association of University Professors, Professor H. W. Tyler, Massachusetts\nInstitute of Technology, Cambridge, Mass.\n\nNational Education Association, Dean Lotus D. Coflfman, University of Minnesota,\nMinneapolis, Minn.\n\nNational Education Association, Department of Superintendence, Dr. Thomas E.\nFinegan, Deputy Commissioner of Education, Albany, N.Y.\n\nNational Education Association, National Council of Education, Superintendent\n\nJames Y. Joyner, Raleigh, N.C.\nNational Council of Normal School Presidents and Principals, President Homer H.\nSeerley, Iowa State Teachers' College, Cedar Falls, Iowa.\nSociety for the Promotion of Engineering Education, Dean F. L. Bishop, University\nof Pittsburgh, Pittsburgh, Pa.\n\nAssociation of American Medical Colleges, Dr. Burton D. Myers, Indiana University School of Medicine, Bloomington, Ind.\n\nIt is evident from what has been said that the Council represents the\nefforts at cooperation of the various national associations\n\nhaving to do\n\nwith educational institutions, and that the circumstances which brought\n\nabout the formal organization were due to the war.\n\nAs far as the work of the Council for the immediate future is concerned,\nthe most urgent problem is to keep a sufficient number of young men in\n\nhigh schools, colleges, universities, and technical schools to supply the\nincreasing need of the government for educated and specially trained men\nfor war service.\n\nAt a meeting of the Council in Philadelphia on May 17\n\nconsiderable time was given to a discussion of this problem.\n\nAttention\n\nwas called to the fact that some institutions had already lost as many as\ntwo-thirds of their students.\nCommissioner Claxton was present at this\n\n"}
{"page": 220, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n204\n\n[Higher\n\nmeeting and was heartily in favor of a nation-wide campaign for the purpose\nof presenting to the young men of the country the urgent need of their\n\ncontinuing their studies until called into active service by the government.\n\nDr. Capen, who is a member of the War Department's Committee on Education, was also present.\n\nI stated that while at the beginning there was\n\nno appreciation of the desirability o^ keeping students of appHed sciences\nor teachers of applied sciences in the colleges, it has already become apparent\n\nthat it is absolutely necessary to do so.\n\nPresident Wilson, Secretary Baker,\n\nSecretary Lane, and several others in authority have publicly exprest their\n\njudgment that the schools and colleges of the country should be maintained\nat full strength, and that young men under twenty-one should be encouraged\nto continue their education.\n\nThe Council has authorized its Executive Committee to organize a\nnation-wide campaign during the summer for the purpose of urging young\n\nmen under draft age to go on with their education.\n\nState campaign\n\ndirectors are being appointed in every state in the Union, and it is planned\n\nto secure the cooperation not only of colleges and universities but also of\n\nthe public schools, commercial clubs, women's organizations, churches, and\n\nthe press.\n\nWhat the outcome of this campaign will be it is difficult to predict, but\n100,000 men will be enroled in institutions of higher\n\nit is hoped that at least\n\nlearning next September.\n\nAnother matter in which the Council has become very much interested\nis\n\nthe estabUshment of more intimate relations in education between\n\nAmerica and our Allies. The one definite undertaking which has already\nbeen launcht is being carried on in cooperation with the Association of\nAmerican Colleges. Last February that Association, with the approval\nof the Council and of the United States Bureau of Education, undertook to\nfind scholarships covering the cost of board, room, tuition, and fees for at\nleast one hundred French women to be brought to American colleges and\nThese scholarships are to be for the period of each student's\nuniversities.\nundergraduate study. The institutions are responding most enthusiastically, and a committee of two American women has recently been sent\nto France to assist the authorities of the French government in selecting\nthe young women and in assigning them to particular institutions in this\ncountry.\n\nThis movement should be extended in the near future and should be\nmade to include Great Britain and our other Allies, and also South America\nand Mexico. The Council hopes to render important service in this field\nof international relations in education.\n\nI have already referred to the Council's interest in the proposed estab-\n\nOne of the first committees appointed was the\nCommittee on a National Department of Education, headed by President\nJudson of the University of Chicago. The members of the Council are\n\nlishment of education.\n\n"}
{"page": 221, "printed_page": null, "text": "I\n\nTHE PRESENT EMERGENCY IN EDUCATION\n\nEducationl\n\n205\n\nunanimously in favor of this movement, altho most of them have not as\nofficially instructed by the associations which they represent.\nThere is every reason to beheve, however, that the movement will in due\n\nyet been\n\ntime receive the support of the great majority of institutions represented\nin the various associations\n\nwhich constitute the Emergency Council on\n\nEducation.\n\nTHE COMMITTEE ON EDUCATION AND SPECIAL TRAINING\nS.\n\nCAPEN, SPECIALIST IN HIGHER EDUCATION,\nOF EDUCATION\n\np.\n\nBUREAU\n\nNATIONAL\n\nOne-fourth of the active force of a modern army is made up of technical\nspecialists.\n\nThese men must have had previous training or experience in\n\nmechanical\n\nlines.\n\nAltogether some two hundred and\n\nfifty\n\ntrades\n\nand\n\nspecialized occupations are carried on by the Army.\nIt\n\nhas proved impossible to get by selective draft\n\nall\n\nthe technical\n\nspeciaHsts needed without disrupting industrial conditions.\n\nMen must\n\nbe specially trained to make good the discrepancy between the numbers\nfurnish t by the draft\n\nand the numbers needed by the Army.\n\nEarly in\n\nFebruary, 1918, the Secretary of War created the Committee on Education\n\nand Special Training, to have charge of this training program.\n\nThe Com-\n\nmittee has organized training centers in 136 institutions, mostly engineering\nschools.\n\nThese centers offer instruction two months in length in courses\n\nin some twenty different fundamental trades.\n\nThe largest demand of the\n\nArmy is for automobile mechanics, and 70 per cent of the training under\nthe direction of the Committee is in this line.\n\nMen are specially inducted into the service by the Provost Marshal\nGeneral to take the courses organized by the Committee.\n\nThey are under\n\nAt present\n\nthere are 34,278\n\nmilitary discipline, uniformed,\n\nand paid.\n\nenroled in the training centers.\n\nThe Committee has also studied the question of utilizing collegiate\nmore advanst technical and general training. The Sec-\n\nnstitutions for\n\nretary of War issued an order on May 8, 191 8, providing for the estabhshment of miUtary training units at colleges and universities and offering\n\nan enhstment in the regular Army to students over eighteen volunteering\nfor training in these institutions.\n\nTHE PRESENT EMERGENCY IN EDUCATION\nGEORGE D. STRAYER, CHAIRMAN, NATIONAL EDUCATION ASSOCIATION COMMISSION ON THE EMERGENCY IN EDUCATION, NEW YORK, N.Y.\n\nThe achievements of college graduates in the armies of those -who fight\nfor the establishment of Democracy in the world\n\nhigher institutions of learning.\n\nis\n\nthe greatest glory of\n\n"}
{"page": 222, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o6\n\n[Higher\n\nAll of our schools have been greatly influenst and in considerable\nmeasure controlled by our higher educational institutions. Our elementary\nschools and high schools have for the most part provided such courses, of\nstudy as would enable the pupil at the end of the twelve-year period to\nsatisfy the college-entrance requirements.\n\nWith the very great increase\nsome tendency in\n\nin attendance in our secondary schools there has been\n\nrecent years to provide courses which look in the direction of efficient\nparticipation in modern social and industrial Hfe.\n\nThere is still the need,\n\nespecially in our smaller high schools, for a reform in the course of study\n\nwhich can be brought about only as our higher educational institutions are\nwilling to accept maturity and intellectual training along such lines as can\nbest be provided, rather than the traditional college-entrance subjects.\nThe National Education Association Commission on the Emergency\nin Education is concerned with a reorganization of education which will\ntake into account the varying capacities and abihties of boys and girls, and\nthe limits of the work which can be done to best advantage even by the\nsmaller secondary schools.\n\nWe have a situation in the United States at the present time which is\ntruly alarming.\n\nApproximately one-fourth of all of the boys and girls in\n\nour elementary schools are being taught by teachers with little or no professional training and with little general education.\n\nWe need to undertake\n\na crusade in which higher educational institutions should participate, for\nthe estabhshment of the ideal of properly trained and adequately paid\nteachers for every American boy and girl.\n\nOur normal schools, which are higher educational institutions charged\nwith the preparation of elementary-school teachers and to some extent\nteachers for the secondary schools,\n\nmust be more\n\nliberally\n\nsupported.\n\nWhen we come to have a national conception of education we shall reahze\nthe anomaly which at present exists in retaining the normal school as a state\ninstitution.\n\nNational support should be provided, because teachers are\n\ntrained for national service.\nIf our ideal of a properly\n\nequipt teacher for every American boy and\n\ngirl is to be realized we shall not only have to provide more adequate sup-\n\nport for teacher-training institutions, but must as well provide vastly\n\nsums of money for teachers' salaries. We cannot hope to have\nyoung men and young women spend four years in high school and from\ntwo to four years in a teacher-training institution with the expectation\nthat they may receive the miserable salaries which are now paid in most of\nincreast\n\nOne who has taken these six years of training, if he\n\nour school systems.\nis\n\nfortunate, may receive as much as six to eight hundred dollars a year\n\nand has the prospect of a maximum of from one thousand to twelve hundred dollars a year after a long period of service.\nIn other fields a very much shorter period of training results in much\nlarger rewards.\n\nIt\n\nis\n\nnot because we would argue in favor of increasing\n\n"}
{"page": 223, "printed_page": null, "text": "A NEW EDUCATIONAL AGENCY\n\nEducation]\n\n207\n\nour own salaries that we argue in favor of increasing salaries for teachers.\nIt is only because we hope to place in every schoolroom a better teacher.\nIt is only because we believe that the nation cannot afford to have any but\n\nthe best-trained men and women in the schoolrooms.\n\nIt is only because\n\nthe future of America depends upon this investment that we would argue\nfor more money for the support of our teachers.\n\nThe Commission is concerned as well with other problems in which our\nThe education of our\n\nhigher educational institutions must participate.\n\nimmigrant population to the end that all may understand American institutions and subscribe unreservedly to the principles of our democracy before\n\nattaining citizenship needs the support of leaders in education everywhere.\n\nThe organization of physical education which will provide for the\ndevelopment of a more efficient people is the concernment of every true\nAmerican.\n\nTraining for national service by means of which all may come\n\nto recognize their obligation to the nation\n\nand subject themselves to the\n\ndiscipline and training which is necessary for those who would defend our\nfree institutions must be undertaken in our higher educational institutions,\n\nfor from them will come many of those upon whose shoulders must fall the\n\nburden of leadership.\nIt is fortunate indeed that even in time of war the contribution which\n\nthe higher educational institution of the country can make to the national\n\ndefense is recognized in the plan which continues the work of students in\nthese institutions up to the point of completing their courses.\n\nThere is a\n\nrecognition in this action of the War Department of the demand for trained\n\nmen, and of the need for higher education and trained intelligence in our\n\nArmy and Navy.\n\nA NEW EDUCATIONAL AGENCY\nGUY STANTON FORD, EDUCATIONAL DIVISION, COMMITTEE ON PUBLIC\nINFORMATION, WASHINGTON, D.C.\n\nOne week after the war began President Wilson estabHsht a war emergency national university with the Secretaries of State, War, and Navy as\nIt was called the Committee on Public Information.\nits board of regents.\nFor several months after its creation the public discussion in the press\nand in Congress pictured it as a prospective committee on censorship, an\norgan of repression.\n\nGradually its constructive character as a national\n\nwar Chautauqua, as an agent of expression and information became more\nand more apparent and important. For more than one year it has been at\nwork with a registration that is only limited by the population of the\nUnited States.\nIn a war that is only in part the task of armies and navies, this Committee has striven to give the greatest publicity on the basis of accurate\n\ninformation concerning what America was doing in the war.\n\nIf\n\nwe were\n\n"}
{"page": 224, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o8\n\n[Higher\n\nto ask of our people sacrifices to the uttermost limit, such full publicity was\n\nthe least that was due them.\n\nThe Committee has gone farther, and by every possible means it has\nsought to bring home to our people what we were fighting for, what were\nAmerica's aims and purposes, how this war is nothing short of a life-and-\n\nTo do this it was equally important to reveal the\nand methods of the German mihtary autocracy, with\nits faith in brute force and its worship of a state above morals and the dicdeath struggle for us.\nspirit, institutions,\n\ntates of common humanity.\n\nTo do this the Committee has enhsted every modern agency of puband education. Pictures, posters, films, the press, pamphlets, the\nand the public platform have served it in a work that has now\nbecome world wide. For it has cast aside the old American indifference\nto foreign opinion and is now making the fight for public opinion in every\nlicity\n\nschools,\n\nneutral land.\n\nOver 25,000,000 of\\its pamphlets have been read by our own people and\n\nmade texts in schools and in teachers' reading circles.\nDuring the coming year it will put itself even more at the service of\nthe schools, for the schools and the teachers have as never before become\n\nThe teacher is enlisted in this war, and more\nand more the morale of the nation and the thinking in its homes will be\ndetermined by what she knows and teaches in this supreme crisis.\nThe Committee on Public Information and the schools have a great\ncommon war task to make an Americanized, nationalized American nation.\nIf we, working with all other agencies, fail, then America will fail.\n\nparts of our national fife.\n\n"}
{"page": 225, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\nSECRETARY'S MINUTES\nPITTSBURGH MEETING\n\n—D. W. Hayes, president. State Normal School\n— G. W. Nash, president, State Normal School\nSecretary—H. A. Schofield, president, State Normal School\n\nPeru, Nebr.\n\nPresident\n\nBellingham, Wash.\n\nVice-President\n\nEau Claire, Wis.\n\nFIRST SESSION—Tuesday Forenoon, July 2, 1918\nThe meeting was called to order at 9:00 a.m., and the following program was presented:\n\n—^Leader, Vincent B. Wheeler,\n\"Training for National Service in Normal Schools\"—L. D. CoflFman, dean, College\n\nMusic (9 00-9\n:\n\n:\n\n15) :\n\nCommunity and Patriotic Singing\n\nPittsburgh, Pa.\n\nof Education, University of Minnesota, Minneapolis, Minn.; Secretary, National Education Association Commission on National Emergency in Education.\n\"Coordination of Theory and Practice in Normal Schools\" H. A. Sprague, super\nvisor of practice, State Normal School, Newark, N.J.\n\n—\n\n—\n\nMusic Helen M. Acheson, soprano. South High School, Pittsburgh, Pa.\n\"Report of the Committee on Federal Aid and the Training of Teachers \" John A. H.\nKeith, president. State Normal School, Indiana, Pa.\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 3, 19 18\nThe meeting opened at 9:00 a.m., the following program being given:\n\n—^Leader, Vincent B. Wheeler,\n\"Relation of Extension Service to the National Emergency in Education\" —^W. A.\n\nMusic (9: 00-9: 15)\nPittsburgh, Pa.\n\n:\n\nCommunity and Patriotic Singing\n\nBrandenburg, president, State Normal School, Pittsburg, Kan.\n\n\"The State Normal School and the Problem of Child Health\"—W. S. Small, specialD.C.\nMusic Elizabeth Martin, contralto, Pittsburgh, Pa.\n\"Report of the Committee on Resolutions and Restatement of the Declaration of\nPrinciples\" J. G. Crabbe, president, State Teachers' College, Greeley, Colo., Chairman,\nist in school hygiene, United States Bureau of Education, Washington,\n\n—\n—\n\nThe following oflScers were elected:\n\n—D. B. Waldo, president, State Normal School, Kalamazoo, Mich.\n—Anna M. Tibbetts, Fargo College, Fargo, N.Dak.\n\nPresident\nSecretary\n\nPAPERS AND DISCUSSIONS\nTRAINING FOR NATIONAL SERVICE IN NORMAL SCHOOLS\nCOFFMAN, DEAN, COLLEGE OF EDUCATION, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.; SECRETARY, NATIONAL EDUCATION ASSOCIATION COMMISSION ON NATIONAL EMERGENCY IN EDUCATION\n\nL. D.\n\nSweeping tho the changes seem to be which are being brought about by\nthis war, urgent tho the demands are, the wise leader will not too strenu-\n\nously seek reform nor too tenaciously cling to tradition.\n209\n\nTo him the\n\n"}
{"page": 226, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2IO\n\ndisintegration of existing institutions will not be complete.\n\ngrow out of the old and will be built upon it.\nof all phases of public education.\n\n(Normal\n\nThe new will\n\nThis will be particularly true\n\nSchools will not go out of existence.\n\nOn the contrary, they will be needed more than ever.\n\nThe need for trained\nThe main excuse and primary pur-\n\nteachers will be more acute than ever.\n\npose for the continuance and maintenance of normal schools will remain\n\nunchanged\n\n—\n\ntheir greatest possible service to the nation will\n\nbe that of\n\ntraining teachers for the public schools.\n\nThis duty, however, will not be as simple in the future as it has been in\nIt will not be enough for the normal schools to send out teachers\n\nthe past.\n\nscholastically equipt; they must be familiar with and sensitive to the prob-\n\nlems of instruction.\n\nFormalism in instruction is doomed.\n\nA new curricu-\n\nlum, rich with new materials and in vital contact with the shifting currents\nof social life, will not permit the disassociation of\n\nmethod from content.\n\nmake mental diagnoses and to prescribe treatment will be a\npart of the professional equipment of the well- qualified teacher. The study\nAbility to\n\nof problems relating to the technique of teaching will be regarded as the\n\ndaily duty of the successful teacher.\n\nBut the work of the normal schools will not end there. They will have\nan extended curriculum; this expansion will be required because of new\nobligations devolving upon them.\nIt must be clear at least that the schools\nof tomorrow will be open to men and women as well as to boys and girls;\nit must also be clear that they will be open day and night and more months\nof the year in many places.\n\nThe need of providing Americanization courses\n\nfor immigrants, the removal of adult illiteracy, and the increasing demands\nfor vocational training will force these changes upon the schools.\n\nAmerica, with wide-open doors and extended hands, has welcomed the\nforeigner to her shores, sublime in the blind faith that she was the melting-\n\npot of the nations.\n\nThe present crisis has brought us to a halt and caused\n\nus to take stock.\n\nWe find that there are nearly thirty-two and a half\n\nmillion persons in the United States who are foreign-born, or one or both\nof whose parents were foreign-born.\ntion.\n\nThis is 35.2 per cent of the popula-\n\nLiterally hundreds of thousands of these, altho enjoying all the\n\nfreedom,\n\nliberties,\n\nand rights, with the exception of suffrage, of native-\n\nborn Americans, have nevertheless declined to become American citizens.\nBut America has reacht the place where she should not be regarded as an\n\nasylum for the unfortunate unless they wish to become her defenders.\nAmerica has been a polyglot nation; now she must become a unified nation.\nThis is not a local problem; it is a national and an educational problem.\nThe normal schools, if they have caught the spirit of the times and the\ndrift of events, should have something to contribute to this movement.\n\nThey should assume some leadership in it.\nAnother factor tending to focus the attention of the nation upon educaIt is widespread and is confined to no particular\n\ntion is adult illiteracy.\n\n"}
{"page": 227, "printed_page": null, "text": "NATIONAL SERVICE IN NORMAL SCHOOLS\n\nDepartmentl\n\nregion.\n\n2ii\n\nAbout seventy-seven out of every one thousand persons in the\nThe percentage of illiteracy among the negroes\n\nUnited States are illiterate.\n\nand native whites has been steadily decreasing wherever drastic action has\nbeen taken, but the percentage of illiteracy among the immigrants has been\nsteadily increasing.\n\nNo democracy can be safe or efficient when more than five million of its\npeople are illiterate.\n\nMass education on high levels is essential to collec-\n\ntive thinking, and collective thinking about common problems of national\n\nimportance is the ultimate safeguard of democracy.\n\nThe schools are the only adequate agency for the elimination of illiteracy.\nThe instruction must be carried on by regularly trained teachers. The\nwasteful efforts of the past, due to a lack of unified action of all the agencies\n\ncoping with this problem, must be avoided in the future.\n\nA third factor calling for an extension of the public schools and imposing\nadditional burdens and obligations upon the teacher-training agencies of\n\nthe countries is the need for trained persons in commercial and industrial\n\nemployments.\n\nIt is clear that the war may be won by that army which has\n\nthe most and the best-trained mechanicians.\n\nturned into a great industrial school.\n\nEvery cantonment has been\n\nLiterally hundreds of unit courses\n\nhave been organized for the training of mechanicians. These courses will\nbe taught largely in evening and continuation schools. Here and there they\nwill be\n\ntaught in day schools.\n\nThey will not all be dropt after the war.\nTeachers must be trained\n\nMany of them will be and should be continued.\nto direct these courses.\n\nThose normal schools that are so located and so\n\nequipt as to provide these teachers should begin at once to prepare for\nthis work.\n\nBut there is another form of service that is far more important than\nI refer to the new point of\nview that is developing in education as a direct outgrowth of the forces that\nhave been set loose by the war. Hitherto American impulses have been\nSocial consciousness, social justice, and\nindividualistic and personal.\nsocial imagination have been regarded as theories and conceptions of idle\ndreamers or impractical professors. The lack of these qualities has jeopardized our social structure and constantly undermined the foundation of\nAmerican government. The universal support the government is receiving\nin promoting war activities indicates that the old ideas of individual opportunity and personal initiative will hereafter be thought of in terms of social\nobligation and social responsibihty.\nIn England and France there are already organizations engaged in the\nstudy of these problems of reconstruction. The work of the British Ministry of Reconstruction and the program of the English Labor party are particularly illuminating and instructive.\nThe English program reaches far\nbeyond the problems attending the actual demobilization of the soldiers.\nIt involves taking stock of British resources and collecting data on problems\nthese; in fact, it will determine their character.\n\nI\n\n"}
{"page": 228, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n212\n\nrelating to transportation, electric power, housing\nafforestation,\n\npublic health,\n\nlabor exchange,\n\n(Norma 1\n\nand town planning,\n\norganization of industry,\n\nstandards of living, insurance against unemployment, and a reorganization\nof education and recreation.\n\nproblems.\nview.\n\nIt is time that we were at work upon similar\n\nIt is time that we caught something of the new social point of\n\nIt is time that educational institutions were preparing themselves\n\nfor leadership in this new work.\n\nThe new point of view will be social, not individual; concerned primarily\nwith the common good, not primarily with personal welfare;\nnot selfish;\n\nit will\n\naltruistic,\n\nemphasize felt responsibilities, not \"felt needs\"; duty\n\nand obligation, not personal liberty and individual freedom. The interpretation of this point of view and its dissemination is clearly a function of the\nnormal schools.\n\nCOORDINATION OF THEORY AND PRACTICE IN NORMAL\nSCHOOLS\nH. A. SPRAGUE, SUPERVISOR OF PRACTICE, STATE\n\nNORMAL SCHOOL,\n\nNEWARK, N.J.\nIn our democracy the necessity of having our normal schools produce\nwell-trained educators is second only to that of having our army and navy\n\nproduce efficient defenders of our ideals. Conservation of time, energy,\nand materials must be the aim in both of these fields.\n\nThe fundamental requirements in avoiding waste are, first, a disposition\nan organization that will procure the most\nA war department or a normal\nschool which is productive of jealousies, dissensions, and the spirit which\nto cooperate and, secondly,\n\neffective result from all who participate.\n\nsays, \"You go your way, I'll go mine,\" is lacking in a disposition to cooper-\n\nate and therefore is wasteful and undemocratic; just as great ineffectiveness\n\nfrom lack of unity thru organization.\n\nresults\n\nFrom the standpoint of\n\norganization conservatism must not be considered synonymous with conservation.\n\nTeachers have said that theory and practice are two different consideraIf theory is to be purposeful and practice rational, this cannot be\n\ntions.\n\ntrue.\n\nPersonal interviews were conducted with thirty-seven state-normal-\n\nschool principals, instructors, or supervisors in twenty-two different states.\nIt has been noted that these representatives have said practically that there\nis little\n\nor no direct relationship provided between their departments of\n\ntheory and of practice.\n\nIn other words, students in the theory department\n\nstudy professional subjects for over a year and a half and then go out into\nthe profession for observation and practice under different directors.\n\nCon-\n\nsequently the students' partly digested theories are often neglected and\nforgotten.\n\nIf this is true, then normal-school officials have a war-time duty\n\ntoward conservation in education which is quite commensurate with that of\nthe officials in our war department.\n\n"}
{"page": 229, "printed_page": null, "text": "I\n\nDepartmentj\n\nTHEORY AND PRACTICE IN NORMAL SCHOOLS\n\n213\n\nThe principal activities thru which theory and practice in normal\nschools might cooperate are as follows:\n\nobservation, and practice teaching.\n\ndemonstration lessons, organized\n\nThe principal parties to maintain co-\n\noperative relationships and uniformity of principles are theory teachers,\n\ndemonstration teachers, observation-school teachers,\n\nstudent teachers,\n\npractice or critic teachers, supervisors, and principals.\n\nThe three pages of data which have been distributed show some of the\nAll data were collected by means of\n\nvital phases of these relationships.\n\npersonal interviews.\n\nIn considering demonstration lessons it is interesting to note that 40\nper cent of the normal schools do not make use of this means of helping\n\ntheory to function.\n\nIn the great majority of cases theory teachers never\n\nteach lessons to test or demonstrate their own theories, and in 32 per cent\nof the cases they do not attend the demonstration exercises that are given.\n\nAs to organized observation as a means of illustrating and clarifying the\ninstruction in theory, it will be noted that ten out of thirty-seven schools\n\ndo not maintain this type of work, and in the twenty-seven schools where\nobservation courses are conducted they vary in length from ten to two\n\nhundred hours.\n\nIn most cases thp courses are directed by the supervisors\nIn five cases there is a very\nbetween the theory instruction and the observation.\n\nor principals of the practice departments.\ndirect relationship\n\nHowever, in 55 per cent of the cases those who teach lessons for observation\ndo not use intentionally the methods and principles advocated by the\ntheory department.\n\nThe next point to be noted is the actual working relation between theory\ninstruction and practice teaching.\n\nIn 65 per cent of the schools studied\ntheory instructors have nothing to do with the students' plans for teaching,\n\nin 57 per cent theory teachers do not observe or consult student teachers,\n\nand in 59 per cent students are not sent to theory teachers for assistance.\nIt may be noted that in about 56 per cent of the cases theory teachers and\ncritic teachers do not have meetings or appointed consultations.\nSupervisors of practice teaching are in a position to unify the work of\nthe departments of theory and of practice. It may be noted under IV\nin\n\nthe outline in your hands, that in about 50 per cent of the cases\n\nsupervisors of practice do not visit the theory department nor necessarily\n\nbecome familiar with the methods which they advocate. In five cases\nout of thirty-seven no one is engaged to occupy the position as superThis may be lookt upon as a point of\nvisor of practice teaching.\nstrength, as, for instance, in three schools where the only supervisors\nof\n\npractice\n\nremaining\n\nare\n\nthe\n\nnormal\n\ntheory\n\nschools\n\nteachers.\n\nthe\n\nIn twenty of the thirty-three\n\nsupervisors\n\nof\n\npractice\n\ndo not have\n\nmeetings with the instructors in the theory department, and in nineteen\ncases they\n\nmake no effort to bring critic teachers and theory teachers\n\ntogether for conferences.\n\nIn twenty cases they are supposed to represent\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n214\n\n[Normal\n\nthe theory Jdepartment;\n\nhowever, as has been noted, they are not suffi-\n\nciently familiar with the\n\nwork of the theory department to carry out its\n\ndirections.\n\nIt seems impossible that there should be such a large percentage of\n\nwaste in time, energy, and money as these data signify. Nevertheless it\nmay be true that there are comparatively few intensively organized sys-\n\ntems which aim to conserve the efforts of all concerned.\nthe policy in\n\nmany struggling institutions.\n\nIndividualism is\n\nVery often teachers speak\n\nwith considerable pride about the distinctive features of their theories\nIn the same schools students must often discuss their pro-\n\nor methods.\n\nfound confusion.\n\nCertainly organization and cooperation should provide\n\nfor all that is distinctively strong and at the same time avoid confusion and\n\nSo long as only the students have to suffer from the losses reorgani-\n\nwaste.\n\nzation may be long delayed.\n\nThe passive conservative attitude of school\n\nshown by the fact that in twenty-one of the thirty-seven\nschools studied there is no special concern shown regarding the very apparent lack of coordination between thinking or memorizing and doing.\nauthorities\n\nis\n\nREPORT OF COMMITTEE ON FEDERAL AID AND THE\nTRAINING OF TEACHERS\nJOHN A. H. KEITH, PRESIDENT, STATE NORMAL SCHOOL, INDIANA, PA.\n\nYour Committee begs to report as follows:\nI.\n\nWe tried to get at- the attitude of normal-school presidents and prin-\n\ncipals\n\ntoward national aid to institutions engaged in the preparation of\n\nteachers.\n\nA letter was sent to each. The replies received indicate that\nA few\n\npractically every one of them favors national aid for this purpose.\n\nare doubtful, fearing too great interference from the national government.\n\nSome questions were raised as to the particular way in which the aid was to\nbe administered.\n\nIt is safe to say, however, that over 90 per cent of the\n\nnormal-school presidents and principals of the country are in favor of a reasonable plan of national aid to institutions engaged in the preparation of\nteachers.\nII.\n\nYour Committee has cooperated in every possible way with the\n\nNational Education Association Coinmission on Necessary Readjustments\nduring and after the War. This Commission has been more than courteous\nto us;\n\nit has been genuinely and generously interested in our cause.\n\nIt has\n\ninvited us to share in its deliberations and has listened to our statement of\n\nthe case.\n\nOn invitation of the chairman of its subcommittee on the Prepara-\n\ntion of Teachers, Dr. W. C. Bagley, we have prepared a brief, an expanded\n\nstatement of the brief, and have compiled statistical data relative to the\n\nwork of state normal schools and to the distribution of national aid to the\n\n"}
{"page": 231, "printed_page": null, "text": "—\nDepartment)\n\nFEDERAL AID AND THE TRAINING OF TEACHERS\n\n9\n\n215\n\nseveral states, on the basis of certain assumptions that had been approved\nby the National Education Association Commission.\nIII. We are able to report that the bill prepared by the National Education Association Commission and ready for submission to Congress\n\ncontains provisions regarding national aid to institutions engaged in the\n\npreparation of teachers which we believe will be acceptable to the normal\nschools of the country.\n\nThese provisions, so far as they relate to teacher\n\npreparation, are substantially as follows:\n1.\n\nA maximum of $15,000,000 annually is appropriated\n\nto cooperate with the states in preparing teachers for the schools, particularly rural schools\n\n.... to encourage a more nearly universal preparation of prospective teachers, to extend\nthe facilities for the improvement of teachers already in service, to encourage, thru the\n\nestablishment of scholarships and otherwise, a greater number of talented young people to\nmake adequate preparation for public-school service, and otherwise to provide an increast\nnumber of trained and competent teachers.\n2. This sum is to be apportioned to the several states in the proportion\nwhich the numbers of teachers in the public schools of the respective states\n\nbear to the total number of public-school teachers in the United States, not\nincluding outlying possessions, said apportionment to be based on figures\ncollected by the Department of Education, which is created as an executive department of the government with a secretary, who is a member of the\n\nPresident's cabinet, assistant secretaries, etc.\n\nThe\n3. But this amount of money is not an un trammeled annuity.\namount spent by state and local authorities for teacher preparation in 191\nis taken as a standard base.\nIf a state spends more in 1920 or in any subsequent year than it did in 19 19, the national government will match this\nadditional expenditure dollar for dollar up to the limit of the allotment\npreviously indicated. The fundamental purpose of the proposal is to\nencourage the states to do more in the matter of preparing teachers, and the\nencouragement consists in the offer to pay one-half of the additional cost up\nto the limit of a state's share in the $15,000,000 provided in the bill.\nBut\neven this offered encouragement is further limited by excluding expenditures\nfor the purchase, erection, preservation, or repair of any building, or for the\npurchase or rental of land, or for the support of any religiously or privately\nowned, endowed, or conducted school or college.\n\nAnd still further it is\n\nprovided that funds apportioned under the act shall be expended \"only\nfor public institutions and agencies owned and controlled by the state, or\n\ncounty, or local authority, as may be provided under the laws controlling\n\nand regulating the public educational institutions and agencies of said\nstate.\"\n4.\n\nThe Secretary of Education is authorized to frame uniform rules\n\nand regulations for carrying out the provisions of the act, to prescribe a\nplan of keeping accounts of educational expenditures, and to appoint an\nauditor.\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2i6\n5.\n\n(Normal\n\nSince it is wholly futile to try to get young people to prepare for\n\nteaching unless the economic rewards of teaching are reasonable, the bill\nprovides $50,000,000 \" to cooperate with the states in the efforts to equalize\n\neducational opportunities.\"\n\nalready indicated.\n\nThe expenditure of this money is limited as\n\nIt will therefore be\n\nexpended on operating expenses,\n\nof which teachers' salaries is the large item.\n\nThis amount is about one-\n\nIf it is met by an equal\namount by the several states, salaries could be increast between 20 and 30\n\nseventh of the total paid to teachers in 191 5-16.\n\nSuch an increase would give teaching an economic status which\nhad in this country.\nIV. It is, of course, impossible for your Committee to know how these\nprovisions will appeal to Congress and to the country at large. It is\nper cent.\n\nit has never\n\nevident, however, that our people are thinking nationally now instead of\nIt would be a great misfortune to create a bureaucracy that would\n\nlocally.\n\ndestroy the autonomy of the states and reduce all public education to a fixt\nroutine.\n\nOn the other hand, it would be equally unfortunate to allow the\n\nself-interest of states and communities to prevent the development of indi-\n\nviduals to the level at which participation in national life is possible. It is\nthe old difl&culty of \" the devil and the deep sea.\" Your Committee believes\n\nthat the proposals now embodied in the bill will secure the advantages of\nnational aid and avoid the disadvantages.\n\nV.\n\nWe who are particularly concerned with the preparation of teachers\n\nin state\n\nnormal schools must view this matter in its large aspects.\n\nOur\n\nschools are organically parts of the public-school systems of the several\nstates, even tho they are not so designated in the statutes.\n\nAnd they are also\n\nintegral parts of our national system of education, even tho we do not have a\n\nThe national government has aided\nand is aiding public education in the several states. What is proposed,\nEvery normaltherefore, is only an extension of what we are now doing.\nschool man is interested in the removal of illiteracy, the Americanization\n\nnational system establisht by law.\n\nof immigrants, the equalization of educational opportunities in the several\nstates, the\n\ndevelopment of physical and health education, and the better\nThese things are not merely local and\n\npreparation of more teachers.\n\nAre we real Americans or just\nAre our loyalty, our interest, our effort, and our\n\nstate matters; they are national concerns.\n\ncamouflaged aliens?\ninsight\nall\n\nbounded by state lines?\n\nIf\n\nthey are not so limited we should\n\nbe able to get behind a proposal that promises so much of national\n\nbetterment.\n\nThe normal school stands for a professional preparation for teaching.\nUnfortunately, in nearly every state, the right to teach is controlled by\nstatutes that set up an academic qualification.\n\nLaw and medicine have\n\nbeen able to get the legal phraseology to include professional qualifications.\nThat is what we need for teachers also. Your Committee beheves that\nnational aid for teacher preparation will establish professional qualifications\n\n"}
{"page": 233, "printed_page": null, "text": "—\nDepartment]\n\nNORMAL SCHOOLS AND PROBLEMS OF CHILD HEALTH\n\n217\n\nWe regard\n\nfor those who enter upon teaching in every state of the Union.\n\nthis as absolutely necessary to the realization of the democracy for whose\n\npreservation in the world we are pouring out so much of blood and treasure.\n\nJohn A. H. Keith\nD. B. Waldo\n\nJohn R. Kirk\nCommittee\n\nTHE STATE NORMAL SCHOOLS AND THE PROBLEMS OF\nCHILD HEALTH\nW. S. SMALL, SPECIALIST IN SCHOOL HYGIENE, UNITED STATES BUREAU OF\nEDUCATION, WASHINGTON, D.C.\n\"It is the business of the board of health to look after disease.\nthe business of the board of education to look after education.\n\nIt is\n\nIt is nohodfs\n\nbusiness to look after the children.\"\nI quote this statement from a recent letter written by a zealous\n\nsuccessful organizer of \"school health work.\"\nnot, and a trifle disconcerting ?\n\nand\n\nA shocking statement, is it\n\nHave we not comforted ourselves with the\n\nidea that the chief concern of education is \"looking after the children\"?\nParticularly have the normal schools comforted themselves with this flatter-\n\ning assurance.\n\nNaturally we are shockt when we are told by one\n\nwho\n\nobserves and speaks dispassionately that we are fooling ourselves.\n\nSuch a statement, you say, expresses a sadly perverted view of the meaning of education.\n\nTrue, but does it not express a sadly true picture of\n\nIn a mediaeval Latin book we read\nJohannem Latinam docet magisier, \"The master teaches John Latin.\" It\nmakes all the difference in the world whether the master teaches Latin to\nJohn (emphasis on Latin) or whether the master teaches John by means of\nLatin (emphasis on John). Is not our school practice very commonly\nteaching Latin to John rather than teaching John by means of Latin?\nAcademic results rather than human growth? Even in the matter of\nhealth-teaching and physical education formalism is not unknown. Is not\neducation as it is frequently practist ?\n\nmy correspondent at least half justified in his conclusion that looking after\nthe chfldren is nobody's business ?\n\nConfession is good for the soul.\n\nIt will be good for the normal-school\n\nsoul to confess that the normal school has paid little attention to the funda-\n\nmental problem of conserving and promoting health.\n\nThere is a great deal\nmens sana in sano cor pore repeated at frequent intervals;\nbut the records show that when it comes to actual recognition of physical\neducation and its functions in the normal development of human beings the\nnormal schools are deficient.\nPartial returns have been received from an inquiry on physical education in normal schools recently sent by the Bureau of Education to all state,\nof lip service\n\n—\n\n"}
{"page": 234, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2i8\n\ncounty, and city normal schools\n\n[Normal\n\n— 145 out of about 250. Incomplete\n\nanalysis of the returns from these 145 schools gives the following certain\n\ndata:\n\nNumber requiring health certificate at entrance\nNumber requiring medical examination\n3. Number requiring health certificate for graduation\n4. Number requiring physical exercise of all students\n1.\n\n44\n68\n\n2.\n\n24\n\n124\n100\n\nGymnastics\nDancing\n\n55\n47\n102\n\nAthletics\n\n5.\n\n6.\n\n7.\n\n8.\n\nGames\nNumber requiring practice teaching:\na)\n\nIn calisthenics\n\nh)\n\nIn gymnastics\n\n74\n68\n\nc)\n\nIn dancing\n\n63\n\nd)\n\nIn athletics\n\n40\n\ne)\n\nIn games\n\n91\n\nNumber having special teachers of physical training:\na)\n\nMale\n\n53\n\nh)\n\nFemale\n\nin\n\nno\n\nNumber having gymnasiums\nNumber having swimming-pools\n\n23\n\nComplete fulfilment of all the following conditions is necessary if\nteachers are to be prepared to promote the health and physical vigor of\ntheir pupils: physico-medical examination at entrance and annually, at\nleast,\n\nduring the course; health certificate for graduation; daily physical\n\nexercise, at least one hour, of an enlivening and joy-producing kind; practice\n\nteaching of such exercise for children; playgrounds and gymnasiums\n\nnecessary for such exercise; practical study of hygiene as exemplified in\nschool life and environment; instruction in normal physical diagnosis.\n\nFrom the data given above and from other inquiries and observations\nI\n\nam persuaded that complete fulfilment of these conditions in normal\n\nschools is rare.\n\nA few schools meet all of the conditions with a considerable\n\nd^egree of thoroness, more meet some of the conditions well and are short on\n\nthe rest or meet them inadequately, and others meet all these conditions\n\ninadequately or not at all.\n\nThere is light on the horizon. Since 1914 eight states have enacted\ncompulsory, state-wide physical-education laws. Most of them contemplate physical education in the broad sense indicated above.\n\nSome of these,\n\ntho compulsory in form, are hardly more than permissive in substance;\n\nbut they all point to a new emphasis on physical education in the normal\n\nthem specifically include the normal schools in the\nIn New York, New Jersey, and California, at least,\nthe vivifying eflect of these laws is becoming evident. In some instances\nreadjustment of programs and ideals will be necessary. Three things will\nschools.\n\nSeveral of\n\napplication of the law.\n\nbe required:\n\n(i) time, (2) careful planning of the course of study in physical\n\neducation, and (3) broadly prepared teachers.\n\n"}
{"page": 235, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nDepartment)\n\n219\n\nI have already suggested a minimum of one hour a day of enlivening\nand joy-producing exercise. This serves a double purpose: (i) to conserve\nand develop the health of the students and (2) to produce the raw material\nof personal experience without which it is hopeless to undertake to train\n\nteachers to teach.\n\nComplementary to this at least one hour (period) per day should be\ngiven to instruction in the principles and practice of physical education.\n\nNot to enter deeply into details, under \"principles\" must be included the\nindividual, and\n—\n—educational,\n\nbasic sciences anatomy, physiology, and hygiene\n\ngroup;\n\nand the values of physical education\n\n^general,\n\nsocial, civic,\n\nand economic.\nUnder \"practice,\" certainly practice in hygienic inspection of school\nplant, in cooperation with medical inspectors and nurses, in conduct-ofposture examinations and tests, in direction of drills, gymnastics, and games,\nand in community recreation projects.\nWhat we must learn is that this part of the preparation of teachers is\nof first importance, not an accessory to the formularies of mental development and discipline. War is a sifter of all things. Don't waste your time\napologizing for the fact that from 20 to 30 per cent of the children pass from\nthe schools carrying with them the handicap of remediable defect and\nundevelopt mental and muscular power. Put an end to it. Lift from the\nschools the reproach that it is \"nobody's business to look after the children.\"\n\nSECRETARY'S MINUTES\nATLANTIC CITY MEETING\nOFFICERS\n\n—D. W. Hayes, president. State Normal School\nVice-President — G. W. Nash, president, State Normal School\nSecretary — H. A. Schofield, president. State Normal School\nPresident\n\nPeru, Nebr.\nBellingham, Wash.\n\n^\n\n.Eau Claire, Wis.\n\nFIRST SESSION—Tuesday Afternoon, February 26, 1918\nThe following program was given at this meeting:\n\n—\n\n\"The Function of the Normal School in the Rebuilding of Civilization\" Mary C. C.\nBradford, state superintendent of public instruction, Denver, Colo.\n\"Bringing the College to the Normal School\"— George M. Philips, principal, State\nNormal School, West Chester, Pa.\n\"Prepare Rather than Train for Teaching\" A. E. Winship, editor, Journal of\nEducation, Boston, Mass,\n\n—\n\nDr. E. G. Cooley presented the work of the Junior Red Cross.\n\nA motion was made and carried that a committee of three be appointed to investigate\nthe problem of federal aid for elementary schools and to report at the Pittsburgh meeting.\n\nPresident Keith, of Indiana, Pa., presented the following resolution:\nResolved, That the Normal School Section favors the principle of federal aid to statecontrolled teacher-training institutions, and to the end that the interests of the normal\nschools be properly considered in any legislation looking to the formulation of any_such\n\n"}
{"page": 236, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n220\n\n[Normal\n\nplan the chairman is hereby directed to appoint a committee of three to represent the\nnormal schools in this and any other related matters.\n\nThe resolution was past.\nPresident Sho waiter presented a resolution as follows:\nResolved, That we favor federal aid for common-school education.\n\nThe resolution was past and the conference adjourned.\nO. M. Elliott\nSecretary pro tern\n\nSECOND SESSION—Thursday Apternoon, February 28, 1918\nThe meeting was called to order by David Fehnley, Illinois Normal School, acting\npresident. The following committees were announst:\nCOMMITTEE ON NORMAL SCHOOL FEDERAL AID\nJohn A. H. Keith, president, State Normal School, Indiana, Pa.\nD, B. Waldo, president, Western State Normal School, Kalamazoo, Mich.\nJohn R. Kirk, president, State Normal School, Kirksville, Mo.\n\nCOMMITTEE ON RESOLUTIONS\nJ. G. Crabbe, president, Colorado State Teachers College, Greeley, Colo.\nCharles McKenney, president, Michigan State Normal College, Ypsilanti, Mich.\nGeorge S. Dick, president. State Normal School, Kearney, Nebr.\n\nThis committee was to report at the Pittsburgh meeting.\n\nThe following program was presented:\n\n—\n\n\"Distinction between Academic and Professional Subjects\" William C. Bagley,\nprofessor of education, Teachers College, Columbia University, New York, N.Y.\n\n\"Maintaining an Adequate Supply of Teachers without Lowering Standards\"\nPitman, principal, State Normal School, Salem, Mass. Thomas W. Butcher,\npresident, Kansas State Normal School, Emporia, Kans.\n\"A Standard Normal Course with a Standard Diploma\" N. D. Showalter, president,\nState Normal School, Cheney, Wash.; A. J. Matthews, president, Tempe Normal School\n\nJ. Asbury\n\n;\n\n—\n\nof Arizona, Tempe, Ariz.\n\nThe general discussion was participated in by: John Keith, Indiana, Pa.; M. M.\nParks, Milledgeville, Ga.; A. G. Crane, Minot, N.D.\n\nThe conference adjourned.\n\nPAPERS AND DISCUSSIONS\nBRINGING THE COLLEGE TO THE NORMAL SCHOOL\nGEORGE M. PHILIPS, PRINCIPAL, STATE NORMAL SCHOOL,\nWEST CHESTER, PA.\nFour years ago, during a lecture on the history of education at the\n\nWest Chester State Normal School, by Dr. Frank P. Graves, then a professor in the educational department of the University of Pennsylvania and\nnow dean of its school of education, the thought came to me, \"Why not\nhave regular college courses here by such men as- Professor Graves every\nyear?\"\nI spoke of the matter to Dr. Graves, and he thought that the plan was\n\na good one and could be carried out. I took the matter up with the dean\nof extension work and made arrangements to begin the following year.\n\n"}
{"page": 237, "printed_page": null, "text": "Department)\n\nBRINGING THE COLLEGE TO THE NORMAL SCHOOL\n\n221\n\nDuring 19 14-15 we carried on two such half-year courses during the\nfirst semester of the college year and two others during the second semester.\n\nDuring 19 15-16 we had six such courses, during 19 16-17 we had eight, and\nduring the present year we are giving six, as we have found by experience\nthat that is about the right number.\n\nThe professors come from the University of Pennsylvania to the normal\nschool and give two-hour lectures one evening each week, presenting the\n\nsame lectures which they give to their classes at the university itself, and\nAt the close of the course they give\na regular college examination in the subject, and those who pass this\nexamination get one unit of college credit for each semester's work in any\n\ngiving them the same amount of time.\n\nsubject.\n\nWe exercise great care in the selection of the subjects of these courses\nand still greater care in the selection of the professors who give them.\nUnless the professors\n\nwho give these courses are first-class teachers the\n\ninterest will soon die out, and the plan will fail.\n\nare interesting as well as important to teachers.\n\nWe choose courses which\nWe find that courses in\n\nEnglish, which usually include the various courses in contemporary or at\nleast modern English and American literature; courses in history, especially\n\nmodern or contemporary history; courses in sociology, especially practical\nsocial problems and community civics; and courses in geography are most\nin demand, altho for the past three years we have maintained a course in\ncollege mathematics, including analytical geometry and higher algebra,\nquite successfully.\n\nThese subjects, as far as possible, are substituted for the same subjects\nin the normal-school course, and that is a factor in the success of any course,\n\nbut others are outside of and additional to the normal-school course.\n\nThe\n\nlatter are not put officially in their diplomas but are noted on them by the\n\nauthorities of the school.\n\nThe names of such of these students as pass\n\nthe college examinations, and with few exceptions they all pass them, are\n\nprinted in the catalog of the university, practically as special students,\n\nwhich is a decided encouragement to the scheme.\nIt should be noted that the Pennsylvania state normal schools offer\nno college courses and give no college degrees, and there is no present\ntendency toward introducing them into these schools. Pennsylvania has\nso many good, well-establisht colleges that there is felt to be no great need\nof adding to them.\nThe normal schools have a four-year course, planned\nby the superintendent of public instruction and the principals of the normal\nschools.\nThis is a combined academic and pedagogical course. Graduates\nof four-year high schools enter the third year of the course and generally\ngraduate in two years, and a few of the best graduates of three-year high\nschools are also able to graduate in two years.\nNo student can graduate\nwithout an attendance of at least two years, except such as have completed\none or more years of college work in a college of good standing. These may\n\n"}
{"page": 238, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n22 2\n\ngraduate after one year's attendance.\n\n(Normal\n\nStudents who are not high-school\n\ngraduates may be admitted to the normal schools but must expect to spend\n\nfrom four to five years there in order to graduate.\nStudents who wish to take these college courses\n\n—and\n\nit is\n\npractically\n\nconfined to students in the third and fourth years of the course\n\n—are per-\n\nmitted to do so only when it is believed that they have time to do this extra\nor substitute work.\n\nThese students pay directly to the university the regu-\n\nlar fees for this work, which is $io for each half-year course.\n\nThis year the\n\nuniversity required an enrolment fee of $2 50 from each student, but this\n.\n\nis paid but once\n\nby any student.\n\nI understand that the professors receive\n\nall these fees except the enrolment fee as extra compensation for such extra\n\nwork, and when the classes are large, as they frequently are, it is a considerable addition to their income.\n\nThe plan is working very satisfactorily. It gives the more capable\nand better-prepared students an opportunity to use their extra time to the\nbest advantage. It adds valuable subjects to their curriculum, gives them\nexperience in college work, prepares them for college work in the future, and\ngives them credit toward the completion of a college course, which of course\ncan be transferred to any other college. This is a great incentive toward\ngoing to college.\n\nGraduates who have taken these college courses here and are now teaching or in college are enthusiastic about them.\n\nSeveral have secured better\n\nteaching positions than they could otherwise have obtained, sometimes\npositions\n\nwhich only college graduates have heretofore been getting, or\n\nplaces which normal-school graduates without teaching experience have\n\nOthers have been led to go to college who otherwise\nwould not have gone, and several who have thus entered college have found\nthat these courses taken here have enabled them to save a year in the comAll say that these courses broadened their\npletion of a college course.\nknowledge and outlook on life and education, added interest and zest to\ntheir teaching, and made them better and more successful teachers.\nAs will be seen from the increase in numbers of those taking these\nOur faculty,\ncourses, they are growing in popularity and value every year.\nas well as students, especially graduates, who have taken these courses here,\nfeels that the plan is a great success, and I believe that it will grow in usefulness and efficiency.\nnever secured before.\n\nPREPARE RATHER THAN TRAIN FOR TEACHING\nA. E.\n\nWINSHIP, EDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nIn order that I may be entirely frank and fearless in my address and\nthat you may listen as frankly and fearlessly, let me say that I challenge\n\nanyone to put in a claim for greater loyalty to normal schools, or greater\ndevotion thereto, or more persistent activity in their behalf.\nlover of normal schools to lovers of normal schools.\n\nI speak as a\n\n"}
{"page": 239, "printed_page": null, "text": "Department)\n\nPREPARE RATHER THAN TRAIN FOR TEACHING\n\n223\n\nTraining is in no wise applicable to what a normal school should do for\nyoung people who are preparing to teach. Training is making anything go\nin the direction in which you want it to go until it will always go as you train\nYou train a young tree, an elephant, a lion, a dog, a rat if you\nit to go.\ncan find a rat that will be trained.\nWhy,\nIf the normal school is not to train its students, what is it to do ?\nsimply prepare them to teach. This means scientifically that the normal\nschool should have an educational budget system. The budget system in\nfinance is righting more wrongs than any other scheme ever invented.\nBefore the day of the budget system a city council was askt to vote money\nfor the things it was willing to vote money for and then used it as it pleased.\nThe streets are in horrible shape. The pubUc will stand an extra $50,000\n\n—\n\nfor street repairs, but, once appropriated for streets, $10,000 of it at least\n\nbe used for some junket or other. No city ever let the public know\nwhat became of the money. All the public knew was that $50,000 was\nappropriated for street repairs; it did not know that $10,000 was transferred\nThe budget system demands that a careful\nto \"miscellaneous expenses.\"\nsurvey be made of all needs and of all revenues, and not a dollar is appropriated that is not in sight in the revenue and not a dollar can be transAn educational budget system studies the\nferred to any other account.\nwill\n\nwho begin teaching in a given class of school\nwhich the young women are to teach. Then a careful study is made\nof the time in which she must be prepared for the work, and so much\ntime and only so much time as is adjudged necessary is given to that\nactual needs of teachers\nin\n\npreparation.\n\nThe first great gain in all this will be the realization of the fact that no\nnormal school can in two years prepare anyone to teach in both a rural and\na city school. It will put a stop to the vicious practice of allowing a girl to\nget her two years' experience for a city school in a country school. An\neducational budget for a rural school is no more a preparation for a city\nschool than a course in a law school is a good preparation for the practice\nof medicine.\n\nWhat does a rural teacher need in order to succeed in a rural school ?\nWhat preparation does she need ? In the rough, one-third of her need is\nability to deal with the community, young and old, in solving\n\nproblems of\n\nnature and human nature; and the other two- thirds of her need is preparation, one-third of which should be devoted to the art of teaching and one-\n\nthird to psychology, history of education, scholarship, and the development\nof her personality.\n\nWith a faculty of twelve, four would give their time to helping students\nequip themselves to grapple with the problems of nature and of human\nnature; four to principles, methods, devices, administration, and pedagogy;\n\nand four to psychology, history of education, improvement in scholarship\nand health, and the development of personality.\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n224\n\n[Normal\n\nFrom the standpoint of an educational budget there will be no department of mathematics, of geography, of English, of biology, of chemistry,\nof physics, of literature, of drawing, of music, of penmanship, of physical\n\nculture, of any subjects in a two years' course for rural teachers.\n\nThere are few things as absurd as for a normal school to have a faculty\nof twelve varieties of specialists, all graduates of colleges where they majored\n\nThey have taught\nThey study all the time along\n\nin the subject which they teach in the normal school.\ntheir specialty from five to forty-five years.\n\ntheir line of specializing, and no one of these would for a minute admit that\n\nshe could teach any subject but her specialty.\n\nAnd yet a high-school girl\n\nmust take twelve courses under specialists who cannot or will not teach\nmore than one subject, and said high-school girl, after two years with these\nspecialists, is expected to go out and teach the whole twelve subjects from\nthe ideal standards of the twelve specialists.\n\nIs this not the height of the\n\nridiculously absurd ?\n\nThe educational budget will require that at least a third of the students'\ntime be devoted to agriculture, horticulture, agronomy, animal industry,\ngardening, butter-making, and cheese-making. The students\nmust learn all about soil and climate, fertilizing and plowing, planting and\ncultivating, pruning and spraying, seeding and weeding, harvesting grains\nand grasses, fruits and vegetables, drying and canning, packing and shipping.\nThey must know what crops to raise on high land and low land, on wet land\nand dry land, on sand land and clay land; when to plow four inches deep\nand when fourteen inches; in what month and on what week and day to\nplant each crop for that section. They must know all varieties of grains\nand grasses, fruits and berries, roots and radishes, and the significance of\neach as to soil, fertilizer, and market.\nThey must know all breeds, thorobreds, and grades of horses, mules,\ncows, sheep, pigs, and poultry. They must know all about the local,\nnational, and world markets, and all about transportation by land and\nwater, by express, parcel post, and freight; all about financing the farm,\nbanking, accounting, discounts, and commissions. There is also much\nto be known about buildings, fencing, draining, ditching, and automobile\nrepairing.\nThen there is a great deal of science and art in buying, using, and\nrepairing machinery. All these and innumerable other problems of the\nfarm the teacher will know when the normal schools are run on an educaforestry,\n\ntional budget system for rural-school teachers.\n\nThe teacher in a rural community must prepare children thru education\nto enjoy country life and profit by it.\n\nAll this is child's play in comparison\n\nwith preparing teachers to deal with human nature as it exists in a rural\nIt requires the wisdom of a statesman to handle a school\nfrom twenty to forty famihes. Forty families have eighty\nspecimens of human nature, each specimen with fifty-seven\nof temper, impulse, envy, jealousy, frivolity, conscience, and\n\ncommunity.\ndistrict of\n\ndifferent\n\nvarieties\n\n"}
{"page": 241, "printed_page": null, "text": "Department)\n\nPREPARE RATHER THAN TRAIN FOR TEACHING\n\ntemperament.\n\n225\n\nMany of these forty homes represent rows internal and\n\nmore rows external.\n\nEvery school district has a thousand possible combina-\n\ntions of trouble, political, religious, domestic, educational, industrial, com-\n\nmercial, financial, social, conventional, individual,\n\nand personal.\n\nThere are people who are poor, others who are rich, and still others who\nare neither rich nor poor; there are people who worship cheapness and those\nwho worship spending; there are those who are superstitious and those who\n\nthere is an infinite variety of prejudices which are\nnowhere as senseless and intense as in the country. Then there are likely\nto be Baptists and Presbyterians, CongregationaHsts and Methodists,\nQuakers and Shakers, Universalists and Unitarians, Episcopalians and\nChristian Scientists, evangelists and atheists, Campbellites and possibly\nChristians.\nIt is vastly more important for a teacher's success that she\nknow how to be neutral or neutrally religious than that she know the order\nof the planets and the gyrations of the moon.\nThe teachers who have that third of the student-teacher's time to be\ndevoted to all methods of teaching twelve subjects have a loafing time in\ncomparison with those who have the problems of nature and human nature\nAnd the teachers of student-teachers who have a third\nof a rural district.\nridicule superstition;\n\nof their time for the teaching of administration, psychology, theoretic\n\npedagogy, history of education, scholarship subjects, personal health,\n\nWhen normal\nand devote themselves to the\npreparation of teachers to meet the needs of children for the community\nand of the community for the children, the educational millennium will\nhave begun.\nThere is neither time nor need to speak of the educational budget for\nthe preparation of city teachers. In a way the normal school will be more\ndejected after it faces this budget ordeal, because normal schools have\nbeen largely focust on the preparation of elementary teachers. There will\nmanners, morals, and personality have an easier time.\nschools cease trying to train artificially,\n\nbe little left of traditional devotion when the educational budget for the\ncity school is workt out.\n\nI am advocating nothing, I am not intentionally starting a crusade,\nbut I am saying just to you, and not to the pubHc, that you should ehminate\n\nthat word training from your vocabulary.\nit stands for, should go.\n\nNot only the word, but all that\n\nInstead of training a teacher to do artificial things,\n\nthe normal school must study fully, fearlessly, and frankly the needs of the\ncommunity as a class to which the teachers are to go and must prepare the\nteachers to serve those communities.\n\nUntil seventy-five years ago the only requirement ever made of a teacher\n\nby way of qualification for teaching was that he know the subject he was to\nteach.\nOf course that frightful condition even now inheres in some colleges\nand universities, but the doom of that absurdity was signaled about seventyfive years ago, when the dawn lightly purpled the sky in Massachusetts\n\n"}
{"page": 242, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\n\n[Normal\n\nunder the brilliant leadership of Horace Mann. Tardily at first the dawn\nhung on the eastern horizon, but it persisted in enriching the eastern sky\nuntil after about a third of a century one university\nMichigan braved\nthe ire of all scholastic institutions by introducing courses in education.\nThen the victory for teacher preparation was achieved.\nAt once a new demand was made upon teachers. The art of teaching\nwas now an old story, and teachers were to make schools. Until forty years\nago there was nothing done for the school; everything was for the class and\nthe child. There was not a schoolroom hghted on a child's left side unless\nby accident. There was no requirement of adequate light, or heat, or air\nThere was no attention paid to sanitation unless some city happened\nspace.\nto have a crank upon the board of education, and he was voted a nuisance.\nThere was not a jacketed stove in a country school. There were no bubble\nfountains, no individual drinking-cups, no individual towels, no paper\ntowels, no hot luncheons, no schoolyard improvement, no school garden,\nno supervised play, no five-acre schoolyard. In short, nothing was done\nfor the school as such.\nAbout eight years ago this emphasis upon the school\nreacht its height. Numerous cities have state laws requiring many of these\n\n—\n\n—\n\nschool virtues.\n\nWhen legislatures took charge of school equipment for school perfection\na fourth great era dawned in American education, and it has come like a\n\nNow the school and the teacher are for the community. The\ncommunity trail is as far above the triumph of the school as the idea of the\nschool was above the work with a class, or as the triumph of teacher preparation was above a mere knowledge of a subject.\nWith this glorious new day came entirely new opportunities and\nresponsibihties for the normal schools.\nThey must hasten to prepare\nleaders for community improvement, for community singing, for community\nschool gardens, and for innumerable other community activities.\nwhirlwind.\n\nMAINTAINING AN ADEQUATE SUPPLY OF TEACHERS\nWITHOUT LOWERING STANDARDS\nI.\n\nJ.\n\nASBURY PITMAN, PRINCIPAL, STATE NORMAL SCHOOL, SALEM, MASS.\n\nThe educational system of America is facing a crisis whose importance\nwill be more fully appreciated during the long period of reconstruction and\n\nreadjustment which must immediately follow the war than it is in these\n\ndays at the beginning of our participation in it.\n\nSome of us who are actually\n\nengaged in educational work are aware of the gravity of the situation, but it\nis probable\n\nthat even we greatly underestimate its seriousness.\n\nThe great\n\nmajority of the American people do not yet fully realize that we are at war.\n\nIn consequence of abnormal economic conditions\n\nsalaries\n\nand wages in\n\n"}
{"page": 243, "printed_page": null, "text": "Department]\n\nMAINTAINING ADEQUATE SUPPLY OF TEACHERS\n\n227\n\npractically all other occupations have increast far beyond the compensation of the teacher.\n\nThe government or the private employer needs the\n\nthousand-dollar teacher who is receiving but five hundred dollars and takes\nher at the current market value of her services.\ncontract can be blamed;\n\nNeither party to the\n\nprobably both are acting for the country's best\n\ninterests.\n\nThe schools are daily losing the services of women for\n\nthis\n\nreason.\n\nDaily, men are leaving the teaching profession for voluntary enlistment in\n\nsome branch of military service or are quite as cheerfully responding to\nthe call of the government thru the selective draft. We who have to do\nwith the training of teachers must give our attention to the recruiting of\nyoung men and women to fill these vacancies, and what we do must be\ndone quickly.\nThe membership in the secondary schools and colleges is being rapidly\ndepleted, and the normal schools are already suffering to an extent that is\n\nbecoming alarming. Before the war the normal-school enrolment thruout\nthe country had been steadily increasing, and in many states the rate of\ngrowth in membership had been rapid. At the opening of the present\nschool year the registration had fallen from 18 to 20 per cent below that of\nthe previous year, and the number of withdrawals since that time has\nprobably been greater than ever before. The ever-increasing cost of living\nand the temptation to earn abnormally high wages combine to reduce the\nmembership of all classes of teacher-training schools to a minimum.\nThe most serious problem that the normal school is facing is the maintenance of the necessary supply of teachers without lowering the present\n\nstandard of efficiency.\n\nUnder any but the most exceptional conditions present standards of\npreparation and of academic and professional attainment should be maintained, regardless of diminisht membership.\nThe normal school cannot be\nmade more attractive by lowering its standards. It is probable, however,\nthat the adoption of the plan of admitting by certificate from approved\nhigh schools instead of by general, prescribed examinations would slightly\n\nincrease the size of entering classes without lowering the quality of the\n\nstudent's preparation.\n\nSimilarly the substitution of comprehensive exami-\n\nnations for the old plan of admission\n\nby points, for such as must take\n\nexaminations, would be a means of attracting more students who would\n\nbe quite as well prepared as those who have heretofore been examined in a\nlarger number of subjects.\n\nWe must make a greater effort to secure the cooperation of the superintendents of schools and of the principals and faculties of the high schools\nin interesting their pupils in the possibilities of the teaching profession.\n\nThey must be convinst of the urgent need of more trained teachers and\nof better material than the\n\nnormal school, under present conditions\n\nof\n\ncompetition with the industries, can attract without their active support.\n\n"}
{"page": 244, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n228\n\n[Normal\n\nSuperintendents and principals must be encouraged to apply the principles\nof vocational guidance as they have never done before and to help us to enrol\n\nlarger numbers of promising\n\nyoung men and women whose services will\n\nbe sorely needed during and after the close of the war.\n\nThere must be a real enrichment of the normal-school curriculum thru\nthe establishment of special departments and the introduction of elective\ncourses.\n\nNew departments are required to meet the steadily increasing\n\nneeds of a more highly specialized system of public education;\n\nelectives\n\nare necessary to supplement the work of the secondary school if we are to\n\nabandon the old policy of admitting only from prescribed preparatory\ncourses.\n\nConfidence in and respect for the normal school must be increast thru\nthe employment and retention of the most efficient instructors who may be\navailable in elementary school, secondary school, or college.\n\nThis implies\n\nThe public cannot afford to adopt any other\nIt is a part of our business to convince them that in a time of great\n\nthe payment of higher salaries.\npolicy.\n\nnational peril the schools should be the last agency to be neglected.\n\nThe normal school must be properly advertised thru the catalog and\nThe catalog should be made as attractive\n\npossibly thru the public press.\n\nas possible, but it should be remembered that its dignity is one of its chief\nattractions.\nwise.\n\nIt should be circulated freely thru the high schools and other-\n\nProper advertising in newspapers and magazines is likely to bring\n\nsome return. The judicious publication of school news is of greater value.\nThe name of the school must be kept before the public.\nThe cost of the student's education should be kept at the lowest limit\nthat will insure healthful conditions of living. Provision should be made\nfor securing employment for students who must work their way thru school.\nThe establishment of an employment bureau may save many students.\nScholarships and loan funds may be secured thru the generosity of graduates\nand other friends of the normal school. In some schools memorial funds\n\nhave been establisht for these purposes.\nFinally\n\nwe should carry on a country-wide campaign to secure for\n\nteachers salaries which are sufficient to attract to the teaching profession\nincreasing numbers of strong men and women and to retain them in it.\n\nThe need of maintaining the necessary supply of thoroly prepared\nThe normal\n\nteachers is urgent, and the responsibility rests chiefly upon us.\n\nschools must see to it that in our struggle for a better world no less attention is given to the education of the children of the people than to training\nfor the art of war or for the industries which are essential to its prosecution.\n\nIt is a familiar axiom that in times of peace we should prepare for war.\nis\n\nIt\n\nof far greater importance that, in no period of war, be it long or short,\n\nshould a nation fail to prepare for the return of peace.\n\nThere can be no\n\nlarger contribution to the future prosperity of a country than the con-\n\ntinued maintenance of an unimpaired system of public education.\n\n"}
{"page": 245, "printed_page": null, "text": "ACADEMIC AND PROFESSIONAL SUBJECTS\n\nDepartment)\n\nII.\n\n229\n\nTHOMAS W. BUTCHER, PRESIDENT, KANSAS STATE NORMAL SCHOOL,\nEMPORIA., KANS.\n\nIt is impossible to state in a sufficiently forceful way the fact that there\nis\n\ncertain to be a shortage of teachers in the United States next year.\n\nIndeed reports from all parts of the country indicate that a shortage has\nexisted thruout the present school year.\n\nMen are leaving the teaching pro-\n\nfession not only to go into the military service, but to go into commercial\n\nand agricultural lines as well.\nare taking their places.\n\nAs these men leave the profession, women\n\nThis movement in and of itself would have pro-\n\nduced a shortage, but an additional draft is now being made upon the teaching force of the country by the government at Washington.\n\nRecently a\n\nsuperintendent of schools in one of the larger cities of Kansas told me that\nover 50 per cent of his women teachers are preparing for government posi-\n\nThese women\n\ntions.\n\nwill receive at the outset\n\nnot only more\n\nmoney\n\nannually than they are receiving as teachers, but more money per month.\n\nThere is no indication that the public is willing to meet the advance in\nsalaries which must be made to hold strong women, to say nothing of men,\nin the profession.\n\nUnless a very markt increase in salaries is made, and\n\nmade within the next three months, the schools of the nation will be robbed\nof much of the best blood in their teaching force.\nThe undesirable element\nwill be left to train the youth of the nation.\n\nThe ravages of the battlefield are more bloody and in a sense more\nhorrible than a calamity in the schools such as I have just described, but\n\ncertainly not more dangerous for the future of the nation.\n\nAlready pres-\n\nsure is coming from boards of education and the public generally for a lower-\n\ning of standards as a means of keeping up the supply of teachers.\n\nbe an easy thing indeed to lower standards.\n\nIt would\n\nA motion once past by a state\n\nboard of education, and for that state the deed is done.\n\nInto the wreck\n\ncaused by such a motion would go more than a quarter of a century of\nstruggle from which we have just emerged and which has made teaching\n\nand teachers respectable. Some day we are going to understand that men\nand nations are what they are chiefly, if not wholly, because of what they\nare taught. When that day dawns, teaching and teachers will get a new\nrating.\nThe present fight for democracy is to be waged not only on the\nbattlefields of Europe, but at home as well.\n\nTHE DISTINCTION BETWEEN ACADEMIC AND\nPROFESSIONAL SUBJECTS\nW.\n\nC.\n\nBAGLEY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY\nNEW YORK, N.Y.\n\nIn many, if not most, of our institutions for the preparation of teachers\na sharp distinction\ncourses.\n\nis\n\nmade between the academic and the professional\n\nThis distinction\n\nis\n\ninevitable in all cases where professional\n\n"}
{"page": 246, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n230\n\n(Normal\n\npreparation consists chiefly in providing a few courses in psychology,\neducational theory, and the history of education as a supplement to the\ntypical subject-matter courses of the secondary or collegiate programs.\n\nThe\n\ninadequacy of this type of so-called \"professional\" training is now pretty\ngenerally recognized, and yet this inadequate type of program is still\ncharacteristic of\n\nmany normal schools, as well as of practically all the\nmake an explicit effort to prepare teachers for\n\nliberal-arts colleges that\n\nelementary- or high-school service.\nI\n\nam myself thoroly convinst that the sooner we abandon the unfor-\n\ntunate distinction between the academic and the professional the better\nit will be\n\nfor the welfare and ultimate success of our cause.\n\nThat a house\n\ndivided against itself cannot stand is as true of professional education as it\nis\n\nof government.\n\nUntil we can concentrate all the work of our normal\n\nschools upon the purpose for which the normal school exists our efforts are\n\nbound to be abortive, and we cannot expect those who have been skeptical\nof the serious value of our work to undergo a change of mind and of heart,\nand to join with us in our efforts to place the professional training of teachers\nupon a basis that is consistent with the fundamental significance of the\npubHc service that the graduates of our schools are called upon to render.\nWhen I say, however, that the work of the normal schools and teachers'\ncolleges should be professionalized thruout, I do not mean this in a narrow\nI should not eliminate the distinction between the academic and\nsense.\nthe professional by eliminating entirely, as some normal schools have\nattempted to do, the subject-matter courses, and limiting the training of\nteachers to a thin pabulum of psychology, history of education, general\nmethod, special methods, and practice teaching. Nor should I assume,\nas other normal schools have assumed, that the so-called academic training\ncan be adequately lookt after by preliminary courses taken in the high\nschool or even in the junior college. The normal school of the future will\nlay much greater emphasis upon subject-matter courses than it has done in\nthe past and relatively less emphasis upon detacht and formal courses in\npsychology and educational theory.\nWhat I have in mind then is rather a fundamental reorganization of all\nour work with the professional end constantly in view. Everything that\ngoes into the teacher- training curriculum should be admitted solely upon\nthe basis of its relation to the equipment of the successful teacher.\n\nIt must\n\ninclude scholarship of a very high order, but a unique quality of scholarship.\n\nNot only must the teacher know his subject, but, as we have said so often\nin defending the normal school from its critics, he must know how to adapt\nhis subject to the capacities\n\nand needs of those whom he is to teach.\n\nI\n\nhave in mind, for example, the organization of the work in Latin in one of the\nmiddle western normal schools which is doing good work in preparing highschool teachers.\n\nThe students who are preparing to teach Latin take\n\nadvanst courses in this subject in the normal school.\n\nWhile these courses\n\n"}
{"page": 247, "printed_page": null, "text": "Department]\n\nACADEMIC AND PROFESSIONAL SUBJECTS\n\n231\n\nare of the same grade as courses that the students might have taken in a\nHberal-arts college, they are selected and taught with reference to the light\n\nthat will throw upon the high-school teacher's problem.\nfurnish the students with a new, fresh, vigorous,\n\nThese courses\nand virile view of the\n\nsubject-matter illuminated from every source of light that they can profit\n\nby thru their maturity and advanst training.\nI know of another normal-school instructor in mathematics whose course\nin arithmetic, requiring as prerequisites strong courses in collegiate mathe-\n\nmatics, is itself a course of real university grade, demanding I am sure, the\n\nsame quality of mental effort that a course in calculus would demand. At\nthe same time it is distinctly a professional course, laying very large emphasis upon the very materials that a teacher in the primary grades will need;\nbut it is very far from a primary course.\nI think that the point of view that one needs to have in the construc-\n\ntion of these advanst courses in elementary subjects has sometimes been\n\nhandicapt by our inadequate conception of the elementary materials.\n\nWe\n\nlook upon them as simple and rudimentary, and as given to little children\n\nthey must be simple and rudimentary.\n\nThe very fact indeed that they are\n\nand fundamental means that their roots strike deeper and ramify\nmore widely than anything else that we teach. There is, however, in this\ncase at least, a vast difference between what is common and what is commonplace.\nThe fact that the earth is round is a fact of common knowledge,\nbut it is very far from a commonplace fact; its establishment was very\nfar from a commonplace achievement.\nThe method of long division which\nwe teach in our lower grades seems to be a simple and rudimentary device,\nand yet keen mathematicians struggled for generations with cumbrous\ncancellation methods before the present simple and relatively facile method\nwas devised.\nbasic\n\nWhen I say then that the subject-matter courses should be professionalized I do not mean that they should be deprived of meat and substance,\n\nnor that they should be limited to the rudimentary content that the prospective teacher is to pass on to his future pupils.\n\nNor do I mean that advanst\n\ncourses bearing other names but which will throw light upon the elementary\n\nand secondary materials are to be abandoned.\nlatter courses are to\n\nI\n\nsimply mean that these\n\nbe selected primarily because of this hght, and I do\n\nmean emphatically that the question as to whether they will or will not be\n\"recognized\" by institutions that have other purposes ought not to enter\nat all into the discussion.\n\nSubject-matter courses organized upon the principle that has been\nsuggested will do much to break down the unfortunate dualism between the\n\nacademic and the professional.\n\nIn the first place, it is inconceivable that\nan instructor who is unfamiliar with the problem of teaching his subject on\nthe lower levels will be competent to organize such courses.\n\nInstead of\n\nholding a proud aloofness from the elementary- and high-school classes, the\n\n"}
{"page": 248, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n232\n\n[Normal\n\nsubject-matter instructor will be compelled by the very nature of his work\nto keep in the closest possible contact with the training school.\nHe will\nhave to know what his students are doing in the training school, what\n\nproblems they are trying to solve, and how his course can help them in the\nsolution of these problems.\n\nHe will, I hope, be lookt upon as a member\n\nof the training department, with a seat in its cabinet and a voice\n\nand a\n\nvote in determining its policies.\n\nIn the second place the application of this principle of organization will\n\ndo away very largely with the need of separate and often quite detacht\ncourses in \"special methods.\"\n\nSubject-matter and method will develop\n\ntogether instead of in separate and water-tight compartments.\n\nIn\n\nthe\n\nthird\n\nplace,\n\nthese\n\nprofessionalized\n\nsubject-matter\n\ncourses,\n\ntogether with the constant contact of instructors and students with the\n\nwork of the training school, will make it possible to reorganize in a fundamental and thoro-going way what we now call the professional work.\nThe traditional organization of this work, starting with abstract theory and\nculminating in concrete practice, is the most tragic example that I know\nof an educational institution refusing to take its own medicine, absolutely\ndeclining the challenge to practice what it preaches.\nIt is an actual fact\nthat professional schools of medicine and especially of law are today infinexemplars of the very educational theory which we consider\nsound than are our own training institutions.\nitely better\n\nI have said that we should reorganize our professional work so that its\n\ngeneral procedure will be from practice to theory, from cases to principles,\n\nfrom the concrete to the abstract, rather than the reverse.\n\nWe shall have,\n\nI think, an introductory ''orienting\" course in very simple, very concrete\n\ntheory\n\n—a\n\nbrief course to serve as\n\na propaedeutic to these substantial\n\nsubject-matter courses which will be closely interwoven with laboratory\n\nwork in the training school. Along with these we shall have brief but\nsuccinct and practical courses in the technique of teaching and management, in school hygiene, and in other subjects which can be made to bear\ndirectly upon the work that the student is doing.\nAs the student's participation in the actual work of teaching comes to deal with the more difficult\ntypes of teaching and to involve larger and larger responsibilities for the\nprogress of the pupils. His work in educational theory will increase in scope\nand intensity. There will be a place here for summarizing courses where\nhe will consider as a whole the problems of some particular field, such as\nprimary teaching, intermediate-grade teaching, upper-grade or junior\nhigh school teaching, or high-school teaching. These will be essentially\ncurriculum courses, aiming to furnish a unified point of view regarding a\nparticular field of teaching service.\n\nFinally, at the culmination of his\n\nnormal-school residence, he will study general educational theory and the\norganization of school systems, and in three-year and four-year curricula\n\nperhaps he will have a substantial course in the history of education designed\n\n"}
{"page": 249, "printed_page": null, "text": "Department]\n\nACADEMIC AND PROFESSIONAL SUBJECTS\n\n233\n\nto bring together and systematize a great many things that he has learned\nin his earher courses.\n\nThe plan of organization that I have so roughly sketcht would do much,\nI am convinst, to insure an adequate equipment for the teacher.\n\nI may\n\nbe permitted by way of summary to set forth very briefly what I consider\nto be the essential elements in a teacher's equipment, and how I believe that\n\nthe suggested organization will furnish these elements.\n\nIn the first place,\n\nthe teacher must have scholarship of a high grade but of a unique quahty.\n\nThis the professionalized subject-matter courses should furnish.\n\nIn the\n\nsecond place, a teacher must have a knowledge of the needs and capacities\nof the pupils whom he is to instruct.\n\nHere our primary dependence must be\n\nplaced upon his actual contact with these pupils in the training school, with\n\na definite responsibility from the earUest possible moment for a part of their\ncare\n\nand culture.\n\nIn the light of this intimate acquaintance he will be\n\nready for whatever instruction in psychology may still further extend and\nrationalize his knowledge.\n\nA third important item in the teacher's equipment may be included\nunder the head of technical skills.\n\nThis is the strictly habit side of the\n\nteacher's art, and its mastery involves primarily the study of good models,\n\nwith careful supervision from the very moment that the student begins his\nactual teaching, helpt out by a study of the rules and precepts of teaching.\n\nFor these models we must depend primarily upon the normal-school instructors themselves,\n\nand it is evident that their technique of teaching should\n\nillustrate in a positive way all the recognized proprieties of the art.\n\nA fourth item in the teacher's equipment, for want of a better term, I\nshall refer to as teaching insight and resourcefulness.\n\nThis finds expression\n\nin such capacities and abilities as the following:\n1.\n\nAptness in and fertility of illustration.\n\n2.\n\nClearness and lucidity in explanation and illustration.\n\n3.\n\nKeen sensitiveness to evidences of misunderstanding and misinter-\n\npretation upon the part of pupils and students.\n4.\n\nDexterity and alertness in devising problems and framing questions\n\nthat will focus the attention upon just the right points.\n5.\n\nA sense of humor that will relieve tense or wearisome situations.\n\n6.\n\nAbility to suspend judgment and yet avoid chronic neutrality.\n\n7.\n\nThe intellectual humility that means a bias toward a reasoned support\n\nof each point presented.\n8. Ability to create an attitude in the claSs which is favorable to industry\nand application, and which takes good work and adequate results as matters\n\nof course.\n9.\n\nSensitiveness to evidences of inattention\n\nand lack\n\nof aggressive\n\neffort upon the part of pupils.\n10. Ability to develop interests in pupils that will be more than merely\n\ntransitory and will carry over to other subjects and other phases of life.\n\n"}
{"page": 250, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n234\n11.\n\n[Normal\n\nA sense of proportion that insures the emphasis of saHent topics and\n\ndistinguishes clearly between the fundamental and the accessory;\n\npartly\n\ndependent upon\n12.\n\nA clear perception of ends.\n\nIt is the possession of these abilities that makes the teacher an artist in\n\nhis work, and it is with respect to the development of these abihties that\n\nour teacher- training work now is notably defective.\nwill\n\nnot help much here.\n\nThe study of theory\n\nPractice under sympathetic supervision will be\n\nthe factor upon which the greatest rehance must be placed, and this again\n\nmust be helpt by the study of models.\n\nThere is perhaps no better way to\n\ninduct the student-teacher into a mastery of these elements than for the\nsupervisor to say to him, when the student has failed at some point in his\n\nown practice:\n\n\"Watch the way in which Mr. So and So handles this type\n\nof teaching.\"\n\nA final item in the teacher's equipment is a real and dynamic professional attitude\n\n—an attitude, not only surcharged with enthusiasm for\n\nthe service that he is to enter, but also intelligent as to its needs and problems, and competent to evaluate proposals for its improvement.\n\nIt is here\n\nand summarizing courses that will come\ntoward the conclusion of the curriculum must find their principal justification.\nHowever, dependence must not be placed upon these alone.\nEach of the courses that the students takes, each of the instructors with\nwhom he comes in contact, each element, indeed, in the life of the school,\nmust contribute as much as it can be to contribute to this important end.\nespecially that the integrating\n\n"}
{"page": 251, "printed_page": null, "text": "DEPARTMENT OF BUSINESS EDUCATION\nOFFICERS\n\n—C. G. Nichols, assistant director, commercial education, State Department\nEducation\nAlbany, N.Y.\nVice-President—James C. Reed, head of commercial department. State Normal\n\nPresident\n\nof\n\nWhitewater, Wis.\n\nSchool\n\n— M. Watters, dean. School of Commerce, School of Technology Atlanta, Ga.\nLibrarian— David H. O'Keefe\nNew York, N.Y.\n\nSecretary\n\nJ.\n\nRESOLUTIONS\nWhereas, The desire for commercial education is constantly growing; and\nWhereas, The new type of commercial education must be adapted to meet not only\nthe emergency demands of war time but the demands of the reconstruction period after\nthe war; and\nWhereas, There is a notable lack of coordination between educational and business\ninterests in forming courses of study and in the organization of commercial education,\n\ntherefore be it\nResolved:\n1.\n\nThat we commend the tentative report of the subcommittee on Commercial Edu-\n\ncation as being a long step forward toward the standardization of commercial courses of\n\nstudy.\n2.\n\nThat a committee of five be appointed to cooperate with the Federal Board for\n\nVocational Education and the United States Bureau of Education for the purpose of\n\nencouraging immediate adoption of the course of study in all schools.\n3.\n\nThat we commend the recent action taken by the Credit Men's Association relative\n\nto commercial education to commercial teachers for careful study, and also the educational work of the American Institute of Accountants and National Association of Cor-\n\nporation Schools with a view of coordinating the commercial courses with these great\nagencies.\n4.\n\nThat the Business Section of the National Education Association express its\n\nthanks to the people of Pittsburgh for their many favors, to the oflScers of this section for\ntheir untiring efforts to make this session a success,\n\nbut especially to the speakers who\n\ncarefully prepared papers and to all others who took part in the discussions.\nJ.\n\n-»3S\n\nA. Bexell, Chairman\n\nJ.\n\nH. Saul\n\nJ.\n\nM. Waiters\n\n"}
{"page": 252, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n236\n\n(Business\n\nPAPERS AND DISCUSSIONS\nCOMMERCIAL EDUCATION AFTER THE WAR\nJ.\n\nT.\n\nHOLDSWORTH, DEAN OF THE SCHOOL OF ECONOMICS, UNIVERSITY OF\nPITTSBURGH, PITTSBURGH, PA.\n\nAmerica will undoubtedly emerge from the war strongest among all the\nnations in economic resources, in credit, and in productive capacity, but\nthese advantages are but relative. In themselves they do not give assurance of successful competition in the post-war struggle for markets and\n\ntrade by means of which all nations will seek to recoup their losses when\nonce again their economic activities are turned to peaceful pursuits. He\nshortsighted, nay blind, who cannot see that this nation, having been\ndrawn into the vortex of the world-struggle will inevitably continue in the\nbroad sea of world-affairs, political and commercial. We must learn to use\nthe telescope as well as the microscope. For good or ill we have parted\nwith our national isolation. We have joined the family of nations, and\nhenceforth we must think and act internationally, not in terms of the\ncountry crossroads. It is thru trade and commerce that these new contacts\nand relations will most largely be maintained and strengthened. To play\nour part, and a leading part it must be, in this broadened drama of worldrelationships requires a highly trained personnel.\nHere is the chief task\nwhich, with improved methods and enlarged vision, commercial education\nmust assume.\nWith the new world-outlook, however, and the new commercial contacts and opportunities growing out of the war, increast interest in foreign\ntrade on the part of an enlarging number of business concerns and of ambitious young men who foresee in the foreign field an attractive and lucrative\nis\n\ncareer will doubtless develop.\n\nmust not merely keep apace;\n\nIn this development commercial education\nit\n\nmust lead.\n\nIt remains true, of course, that commercial education after the war must\nstill be predicated primarily upon the demands of our domestic trade.\nIt\nmust be more closely articulated with the actual needs and practices of\nmodern business and commerce, which in turn must take a more lively and\nintelligent interest in commercial education.\nThere must be closer coordination of, and cooperation between, business and school. Commercial\norganizations and business men must have a larger participation in the\nshaping of school and university courses of study and in the actual work of\n\ninstruction along commercial Hnes.\n\nIn turn the faculties of our commercial\n\nschools must get a larger familiarity with the processes of business and a\nlarger comprehension of its underlying principles.\n\nBureaus of business\n\nresearch, after the model of the Harvard Graduate School of Business, or\n\nbetter after that of the Mellon Institute of the University of Pittsburgh,\nin the field of industry must be multipHed and their facilities made available\n\n"}
{"page": 253, "printed_page": null, "text": "Department)\n\nCOMMERCIAL EDUCATION AFTER THE WAR\n\nto every important business\n\ncommunity and commercial group.\n\n237\n\nSuch\n\nbureaus, in which must be coordinated the resources and business laboratories of chambers of commerce and other trade organizations and the skill\n\nof the trained business expert, will investigate such problems as markets,\n\ndomestic and foreign, international banking and exchange, exporting and\nimporting, employment management and labor problems, procurement of\ncapital and capitaHzation, cost accounting and scientific business methods,\n\nbusiness waste, economical location of industries and plants with reference\nto raw materials, markets and transportation faciUties, and a score of like\n\nproblems vital to efficient merchandising and trade.\n\nThe business-research\n\nman should do some teaching, and the teacher should have constant contact\nwith business problems and processes.\n\nAs far as possible every student\n\nlooking forward to a business career should be given actual business experi-\n\nence while in school, thus coordinating business theory and business practice,\n\nand making of himself a more efficient aid in the business world.\n\nTho much seems to have been accomplisht by way of providing posthigh-school training for business, the fact is that to thousands of ambitious\n\nand aspiring young men and women who Hve in smaller cities, and even in\nsome of our largest cities, the gates of progress thru education are closed\nbecause no adequate post-high-school courses in higher commercial training\nIn scores of our large cities this anomalous situation obtains,\nare available.\nand usually without adequate excuse or justification. In such cities the\nlocal trade organizations, cooperating with the state university or nearby\ncollege, or, in the absence of these, acting independently,\n\nshould be able\n\nand willing to establish and support an evening school of commerce, underwriting its finances at least for a few years until it should become selfsupporting.\n\nWhat can be done in the field of higher commercial education in every\nlarge city in this country may be illustrated by brief reference to the pros-\n\npective educational work of the National Association of Credit Men thru\nits\n\nInstitute of Credit.\n\nThis association, one of the most powerful and\n\ninfluential business organizations in the country, has for some time recog-\n\nnized the need for standardizing and strengthening its educational work.\n\nAfter a year's study and investigation the Committee on Credit Education\n\nand Management, acting upon the recommendations of a committee of\nthree experienst university business educators, brought in a report to the\nNational Association of Credit\n\nMen at the annual convention held in\n\nChicago, June 19, 191 8, presenting the outline of a plan for the establish-\n\nment of an educational department of the National Association to be called\nthe National Institute of Credit. This report was approved by the convention. The plan of the Institute provides for a uniform course of studies\nin such subjects as principles of business, merchandising, accounting, eco-\n\nnomics, banking, business barometrics, business law, corporation finance\n\nand investments, business EngHsh and correspondence, bankruptcy law,\n\n"}
{"page": 254, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n238\n\n(Business\n\nforeign trade, credits and collections, credit research, etc. The course is\nplanned to cover three or four years and may be pursued in schools of com-\n\nmerce of universities and colleges of recognized standing.\n\nIt\n\nis\n\nplanned\n\nalso to reach thru correspondence courses of a grade consistent with the\n\nstandards of the Institute, those to whom such schools are not accessible.\n\nUpon the satisfactory completion of the prescribed courses of study, the\nstudent member of the Institute will be awarded a certificate from the\n\nNational Institute of Credit.\n\nThe position of Director of Credit Educa-\n\ntion has been created, the director being charged with the duty of develop-\n\ning the details of the Institute plan, both as to organization and as to the\n\neducational program.\n\nIn the launching of this plan the National Asso-\n\nMen, which embraces in its membership some twentyfive thousand of the most alert and successful business men from every\nstate in the Union and from Canada, has recognized the supreme importance\nciation of Credit\n\nof commercial education adapted specifically to the needs of those having\nto do with the nation's credit structure,\n\nupon the soundness and virility\n\nof which, of course, all business depends.\n\nThis new development is not only significant in its promise of enlarged\nservice to the business community, but is a clear indication of the recog-\n\nnition\n\nby representative business men of new responsibilities and new\n\nopportunities in commercial education.\n\nCOMMERCIAL EDUCATION IN PREPARATION FOR\nFOREIGN SERVICE\nGLEN LEVIN SWIGGETT, BUREAU OF EDUCATION, WASHINGTON, D.C.\n\nDo commercial education and training for business mean the same\nthing, that is, do they have the same object in view and propose by similar\n\nmeans to accomplish that common object ?\n\nUntil there is a larger degree\n\nof common thinking with respect to commercial education and training for\n\nbusiness, there will be a corresponding lack of common action;\n\nand the\n\nlack of common action on the part of the schools means a loss to the nation's\nindustrial and commercial efforts and output.\n\nWe have confused too long\n\nvocational training for specific phases of organized business with the more\ngeneral subjects that not only train for the profession of business but afford\n\na high type of culture, namely culture that enables one to swim intelligently\nwith the current of his time and to exercise a citizenship wherein obligations\n\nand rights are in full accord.\ning,\n\nShorthand, typewriting, bookkeeping, office practice, machine operatand similar subjects are distinctly vocational. No one can become,\n\nhowever, an efficient stenographer or bookkeeping clerk without knowing\n\nhow to write, spell, and calculate.\n\nIn consequence, penmanship, spelling,\n\nEnglish, and arithmetic are added to the course of instruction simply as\n\n"}
{"page": 255, "printed_page": null, "text": "Department]\n\nCOMMERCIAL EDUCATION FOR FOREIGN SERVICE\n\naids in training stenographers, typists, bookkeepers, etc.\n\n239\n\nRetail and whole-\n\nsale merchandising and business organization in general have developt to\n\nsuch a point that there are many kinds of service within business for which\nIn consequence, such\nspecial training is very helpful and advantageous.\nsubjects as advertising, salesmanship, banking practice, shipping, etc., may\n\nbe taught solely with these special careers in view.\ntional in the same sense that stenography is.\n\nIf so,\n\nthey are voca-\n\nThe very moment, however,\n\nthat these subjects are considered as merely part of that complementary\nbody of knowledge which trains for the profession of business, they lose the\nmerit of mere instruction for a definite career and serve perhaps only for\n\nthe purpose of illustration in unfolding the principles of comprehensive\nsubjects like psychology, ethics, credit and banking, transportation, business\n\norganization and administration, etc.\n\nOur nation demands that vocational business subjects be taught most\nWe must\ndo, therefore, one of three things: (i) encourage as an emergency measure\nthe introduction in the seventh and eighth grades and in all high schools,\nefficiently and with full opportunity of election by the students.\n\nwhether on the four- or six-year basis, of a course of study that will not only\noffer satisfactory articulation\n\ninstitutions,\n\nwith the course in commerce of the higher\n\nbut be so arranged as to permit the student to leave school\n\nbefore graduation with the least loss to himself or to industry and com-\n\nmerce;\n\n(2) adopt the policy and more general practice of continuation and\n\npart-time instruction in the schools; or (3) amend the Smith-Hughes Act\nso as to permit the administration of business-training courses in our sec-\n\nondary schools by the Federal Board for Vocational Education.\nTraining for foreign trade, in common with all training for foreign service, differs essentially\n\ngeneral belief.\n\nfrom training for domestic trade.\n\nThis is not the\n\nOne of the world's greatest authorities in foreign trade,\n\nJames A. Farrell, president of the United States Steel Corporation, has\nfrequently stated that the problem of training for foreign trade is inseparable, as far as concerns common-school or secondary education, from that\nof training for domestic business.\nI hesitate to differ with Mr. Farrell,\nbut I am constrained, particularly at this time when no moment is to be\nlost in the vigorous prosecution of a nation-wide program of educational\npreparation for foreign trade, to state my honest conviction that our schools\n\nand colleges must keep constantly in mind the vital difference in the technique of domestic and foreign trade if they would serve the end in view\nestabhshment of a commercial-education course for foreign trade.\nSuch a course should not only include the usual business-training subjects,\nbut all related academic subjects, Hke language, history, mathematics, and\nscience, should be presented from an international point of view.\nA nation's\nsuccess in the foreign distribution of its manufactured products demands\nthat this viewpoint be taken by student and instructor in all foreignrelations courses on diplomacy and trade.\nIt should color not only every\n\nin the\n\n"}
{"page": 256, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n240\n\n[Business\n\ncourse considered essential to the manufacturer or executive, but all those\nthat relate to packing, shipping, selling, transporting, and financing trade\ntransactions.\n\nCOMMERCIAL-EDUCATION STATISTICS\nDAVID H. O'keEFE, NEW YORK, N.Y,\n\nCommercial education, to the man in the street, means instruction in\nbookkeeping, shorthand, and typewriting; so these statistics concern those\n\nTo have attempted more would have made it impossible\n\nthree subjects.\n\nto present any report this year.\n\nThere are several ways in which such statistics may be collected.\n\nThe\n\nquestionnaire on the back of an addrest stampt postal card was deemed most\n\nconvenient for the busy school men called upon to supply the data. The\nwording of our questionnaire follows closely the form used successfully\n\nby Juhus Ensign Rockwell in the surveys he made of the commercial\ncountry, pubhsht in\n\n1884 and 1893. His reports in\nby the United States Bureau of\nEducation gave details concerning shorthand and typewriting only. Our\nquestionnaire added questions concerning bookkeeping and courses of\nschools\n\nof\n\nthis\n\nthe Circulars\n\nof Information\n\nissued\n\nstudy.\n\nThe form finally decided upon askt for the distribution of the data\ndesired on eighteen numbered Hues, thus:\n1.\n\nLocation of school\n\nName of institution\nName of head commercial teacher\n4. Name of head stenography teacher\n2.\n\n3.\n\n5.\n\nTotal number of commercial and stenography teachers\n\nDate of introduction of commercial subjects\nDate of introduction of shorthand and typewriting\n8. Bookkeeping text used\n9. System of shorthand taught\n10. Number of typewriters used, Remington, Underwood, L. C. Smith,\n6.\n7.\n\nOliver,\n\nRoyal, etc\n11.\n\nTypewriting text used\n\n12.\n\nTime required for completion of commercial course\nShorthand course\n\ntypewriting course\n\n13.\n\nIn private schools charge for tuition\n\n14.\n\nNumber of students studying bookkeeping\n\nshorthand\n\ntypewriting.\n\n.\n\nAre commercial subjects required or elective\n16. Credit allowed for bookkeeping\ntypewriting\nshorthand\n17. Will you please send me a copy of your commercial course of study\n15.\n\n18. Sign here\n\nEach postal was inclosed with a covering letter on our department\nletterhead.\n\n"}
{"page": 257, "printed_page": null, "text": "COMMERCIAL-EDUCATION STATISTICS\n\nDepartment)\n\n241\n\nWe shall not weary you by giving in detail the steps which were taken\nin the past four months to compile as complete a list of the\n\nschools as was possible.\n\ncommercial\n\nIt is sufficient to say that we succeeded in securing\n\nabout 11,000 addresses which we believe form the most complete Hst of\nAmerican commercial schools ever compiled. We mailed the questionnaires to approximately 4800 high schools, 2300 business schools, 700\ninstitutions devoted to higher education, such as universities, colleges, and\nnormal schools, 2600 Catholic schools, and 600 miscellaneous schools, such as\nYoung Men's Christian Associations and charitable institutions, in the\nUnited States and Canada believed to be giving instruction in commercial\n\nAn annual directory of those institutions offering as full detail\n\nsubjects.\n\nas possible under the eighteen heads shown above is a real need not now\nfilled by any existing publication.\n\nSecretary Crabtree, in December last, wrote an encouraging letter suggesting that this work might serve to enlarge National Education Associa-\n\nAn annual\n\ntion membership among commercial teachers and supervisors.\n\ndirectory such as was mentioned above would be great help to a secretary\nof this department in actively developing memberships in this great and\n\nas yet practically unworkt field of commercial teachers.\n\nIf we had\n\neven\n\none member in our department from every other commercial school, the\n\ndepartment would number over 5000 and would be the greatest department\nin the National Education Association.\n\nTo aid in the tabulation of the replies, we organized in the New York\nCity High School of Commerce a Statistical Club, made up of pickt boys\n\nfrom the first term. After the usual sifting process we found some with\na real Hking and ability for statistical work. Items 8 (Bookkeeping texts),\n9 (Shorthand texts), 10 (Typewriters), and 11 (Typewriting texts) elicited\nanswers comparatively easy to classify and tabulate. We have com-\n\nup to June 29 the tabulations of the answers as to texts and\nmachines used in giving instruction in bookkeeping, shorthand, and\n\npleted\n\ntypewriting.\n\nAs indicated above, the returns have been sorted into five groups and\nThe tabulation has been done directly from the cards on large,\nruled control sheets. Each control sheet has space at the left for the names\nof the schools to which questionnaires were sent.\nThe names of the schools\nare arranged geographically as to states and cities, but alphabetically by\nnames of schools under the cities. To the right of the names of the schools,\ntabulated.\n\ncolumns for the items of the questionnaire, the answers were copied.\nThere are 240 of these control sheets. The schools in this report are\nin\n\narranged in five groups:\nschools;\n\nnormal schools;\nI.\n\n(i) high schools;\n\n(4) institutions of\n\nHigh\n\nreport, 59;\n\n(2) business schools;\n\nhigher education:\n\n(3) CathoHc\n\nuniversities, colleges,\n\nand\n\n(5) miscellaneous, meaning all other schools.\n\nschools.\n\n—In 1884, Rockwell report,\n\nin 1918, in this report, 2049.\n\n10;\n\nin 1893,\n\nRockwell\n\n"}
{"page": 258, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n242\n\n(Business\n\nBOOKKEEPING\n1884\n\n1893\n\nNo report\n\n1918\n\nNo report\n\nWilliams and Rogers\n\nTwentieth Century\n\n567\n262\n262\n\nMoore and Miner\n\nRowe\n\n227\n\nLyons and Camahan\n\n203\n\nGoodyear-Marshall\n\n44\n\nEllis\n\n41\n\nCleary\nBelding\nOthers\n\n17\n\n12\n142\n\nTotal\n\n1777\n\nSHORTHAND\n1884\nGraham\nsaac Pitman\n\n1918\n\n1893\n2\n2\n2\n2\n\nBen Pitman\n\n17\n\nMunson\n\n10\n\nGregg\nBen Pitman\nIsaac Pitman\n\nBen Pitman\n\nI\n\nCross\nLindsley\n\nGraham\nMunson\n\nLindsley\n\nI\n\nScott-Browne\n\nBarnes\nChandler\nAnderson\n\nPemin\nTotal\n\n10\n\nAllen\n\n1524\n189\n60\n44\n22\n\n20\n19\n5\n\nNew Rapid\nTotal\n\n45\n\n4\n4\n4\n\nParagon\nStenotypy\nOthers (two-thirds Pitmanic)\nTotal\n\n128\n2023\n\nTYPEWRITERS\n1884\nNone reported\n\n1893\n\n1918\nMachines\n\nRemington\nSmith Premier\n\n63\n12\n9\n6\n3\n22\n\nCaligraph\n\nHammond\nYost\nUndistributed\n\nTotal\n\n115\n\nRemington\n\nSchools\n24\n8\n\nCaligraph\n\nHammond\n\n5\n\nYost\nSmith Premier\n\n3\n\nOthers\n\n22\n\nTotal\n\nMachines\n\nRemington\nUnderwood\n\n13112\n12522\n8802\n\nOthers\nTotal\n\n34436\nSchools\n1519\n1265\n1196\n\nUnderwood\nRemington\nOthers\nTotal\n\n3980\n\n2\n\n64\n\nTYPEWRITING TEXTS\n1918\n\n1893\n\nNo report\n\nNo report\n\nRational\n\n1043\n\nFritz-Eldridge\n\n439\n\nRoss\n\n55\n32\n19\n17\n12\n\nC.E.Smith\nBarnes\n\nRemington\nUnderwood\nSmith's\nMetropolitan\nFuller\n\nVan Sant\nOthers\nTotal\n\nII\n\n10\n9\n6\n112\n176s\n\n"}
{"page": 259, "printed_page": null, "text": ".\n\nCOMMERCIAL-EDUCATION STATISTICS\n\nDepartment)\n\n2.\n\n.\n\nBusiness schools.\n\n243\n\n—In 1884, Rockwell report, 225; in 1893, Rockwell\n\nreport, 11 90; in 19 18, in this report, 570.\n\nBOOKKEEPING\n1918\n\n1893\n\nNo report\n\nNo report\n\nTwentieth Century\n\n155\n125\n\nRowe\nWilliams and Rogers\n\nLyons\n\n69\n37\n34\n22\n\nPractical\n\n21\n\nBliss\n\n20\n\nDraughon's\n\n13\nII\n\nEllis\n\nGoodyear-Marshall\n\nOwn\nMoore and Miner\nTotal\n\n6\n,.\n\nS13\n\nSHORTHAND\n1884\n\nGraham\nBen Pitman\nMunson\n\n1893\n60\n57\n\n31\n\nLindsley\nIsaac Pitman\nCross\n\n30\n\nLongley\n\n10\n\n18\nII\n\nScovil\n\n7\n\nBumz\n\n3\n26\n\nAll others\n\n1918\n\nBen Pitman\nGraham\nMunson\n\n448\n\nCross\nIsaac Pitman\nLindsley\nPernin\n\n153\n115\n108\n92\n56\n37\n26\n26\n22\n16\n14\n10\n10\n96\n\n,\n\nLongley\nScott-Browne...\nSloan-Duployan\n\nMcKee\nTotal\n\n253\n\nMoran\nStenograph\n\nHaven\nOthers\nTotal\n\nGregg\nBen Pitman\n\n3S9\n\nGraham\nStenotype\nIsaac Pitman\n\nMunson\n\n^.\n\n59\n50\n44\n36\n13\n\nSpencerian\nNational Shorthand\n\n13\n\nMachine\nByrne\n\n8\ns\ns\ns\n\nSuccess\n\nBarnes\nNew Rapids\nOthers\n\n59\n\nTotal\n\n660\n\n4\n\n1229\n\nTYPEWRITERS\n1884\n\n1918\n\n1893\n\nMachines\n\nMachines\n\nUndistributed\n\nRemington\n\n1904\n953\n435\n\nCaligraph\n\nHammond\nYost\nSmith Premier\n\nRemington\nUnderwood\n\n6624\n6045\n5094\n\nOthers\n\n175\n\nTotal\n\n90\n329\n\nUndistributed\n\n17763\nSchools\n\nTotal\n\n3886\n\nRemington\n\nSchools\n713\n\nCaligraph\n\n450\n440\n409\n\nOthers\nTotal\n\n458\n\nHammond\nYost\nSmith Premier\n\nUnderwood\nRemington\n\n1299\n\n141\n\nUndistributed\n\n88\n39\n204\n\nTotal\n\n1643\n\n,\n\nTYPEWRITINGITEXTS\n1884\nNone reported\n\n1893\nNone reported\n\n1918\nRational\n\nRoss\nFritz-Eldridge\n\nSmith Budget\nBarnes\n\nVan Sant's\nDeegan\nCorrelated\nFuller\n\nOwn\n\n184\n47\n46\n29\n18\n16\n14\n14\n10\n7\n\nScientific\n\nDougherty\nOthers\nTotal\n\n6\n6\n61\n\n458\n\n"}
{"page": 260, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n244\n\nCatholic schools.\n\n3.\n\n—In 1884, Rockwell report,\n\n[Business\n\nin 1893,\n\n10;\n\nRockwell\n\nreport, 106; in 1918, in this report, 355.\n\nBOOKKEEPING\n1893\n\nNo report\n\n1918\n\nNo report\n\nTwentieth Century\nWilliams and Rogers\n\n66\n60\n\nRowe\n\n23\n\nGoodyear-Marshall\n\n21\n\nMoore and Miner\nLyons\n\n19\n13\n\nEllis\n\n7\n\nBryant and Stratton\n\n4\n4\n\nMetropolitan\nPierce\n\n3\n19\n\nOthers\n\nTotal\n\n239\n\nSHORTHAND\n1918\n\n1893\nBen Pitman.\nGraham.\nMunson\n\nBen Pitman\n\n30\n\nLongley\n\n.\n\nLindsley\n\nDuploye\nWhite\n\nGregg\nBen Pitman\n\n108\n14\n13\n\n.\n\n.\n\n.\n\nPernin\n\n10\n\n.\n\n.\n\n.\n\nGraham\n\n7\n\nPernin\n\nIsaac Pitman\n\n5\n\nIsaac Pitman\n\n.'\n\n.\n\nTotal\n\n.\n\n.\n\nMunson\n\n4\n\nGraham\n\n.\n\n.\n\nLindsley\n\nPeriault's\n\n7\n7\n5\n5\n5\n\nSpencerian\nOthers\n\n38\n\nTotal\n\n249\n\n2\n2\n\nStenotype\nBarnes\n\nMiscellaneous\n\n8\n\nMunson\n\nTotal\n\n68\n\nStenograph\n.\n\n44\n\n3\n\nTYPEWRITERS\n1884\n\n1893\n\nNone reported\n\n1918\nMachines\n\nMachines\n\nHammond\n\n121\n\nCaligraph\n\n80\n\nRemington\nUnderwood\n\nRemington\nYost\nSmith Premier\n\n66\n\nOthers\n\n34\n\nUndistributed\n\n25\n\n2\n\nTotal\n\n328\n\nRemington\n\nSchools\n47\n\nCaligraph\n\n34\n\nHammond\n\n966\n881\n619\n\nTotal\n\n2466\nSchools\n186\n170\n142\n\nUnderwood\nRemington\nOthers\n\nTotd\n\n498\n\n17\n\nYost\nSmith Premier\n\n4\n\nOthers:\n\n25\n\nTotal\n\n2\n\n129\n\nTYPEWRITING TEXTS\n[884\n\nNo report\n\n1918\n\n1893\n\nNo report\n\nRational\nFritz-Eldridge\nPickert\n\nDeegan\nBarnes\n\nUnderwood\nRemington\nFuller\n\nSmith\nRoss\n\nC.E.Smith\nOthers\n\nTotal\n\n65\n31\n20\n19\n10\n9\n7\n\n6\n6\ns\n5\n\n31\n\n214\n\n"}
{"page": 261, "printed_page": null, "text": ".\n\nCOMMERCIA L-EDUCA TION STA TISTICS\n\nDepartment)\n\n4.\n\nHigher educational institutions.\n\n245\n\n—In 1884, Rockwell report, 28; in\n\n1893, Rockwell report, 82; in 1918, in this report, 269.\n\nBOOKKEEPING\n1884\n\n1918\n\n1893\n\nNo report\n\nNo report\n\nTwentieth Century\n\nRowe\nWilliams and Rogers\nGoodyear-Marshall\n\nMoore and Miner\nOthers\nTotal\n\n46\n36\n29\n7\n\n6\n44\n168\n\nSHORTHAND\n1884\nBen Pitman\nIsaac Pitman\n\nS\n5\n\nGraham\nLindsley\nCross\nOthers\n\n4\n\nTotal\n\n1918\n\n1893\n8\n\nBen Pitman\n\nGraham\nCross\nIsaac Pitman\n\n2\n\nMunson\n\n3\n\nLongley\n\n27\n\nLindsley\nPorter\nOthers\n\nGregg\nBen Pitman\n\n20\n13\n13\n6\n\nIsaac Pitman\n\n5\n\nOthers\n\n4\n4\n4\n8\n\nTotal\n\n126\n25\ng\n8\n\nGraham\n\n39\n\nTotal\n\n207\n\n77\n\nTYPEWRITERS\n1884\n\nI918\n\n1893\nMachines\n\nRemington\n\nUndistributed\n\nMachines\n\nCaligraph\n\n75\n61\n\nUnderwood\nRemington\n\nHammond\n\n10\n\nOthers\n\nYost\n\n1 188\n\n986\n764\n\n2\n\nUndistributed\n\n13\n\nTotal\n\n161\n\nRemington\n\nSchools\n54\n\nCaligraph\n\n39\n10\n\nHammond\nYost\n\n2\n\nOthers\n\n13\n\nTotal\n\n2938\nSchools\n123\n118\n110\n\nUnderwood\nRemington\nOthers\nTotal\n\n3SI\n\n118\n\nTotal\n\nTYPEWRITING TEXTS\n1884\nNone reported\n\n1918\n\n1893\n\nNone reported\n\nRational\n\n98\n\nFritz-Eldridge\n\n28\n6\n\nC.E.Smith\nFuller\n\nRoss\nOthers\n\nTotal\n\n-\n\n4\n4\n28\n\n168\n\n"}
{"page": 262, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n246\n5.\n\nMiscellaneous schools.\n\n(Business\n\n—In 1884 Rockwell report, 25; in 1893, Rock-\n\nwell report, 82; in 1918, in this report, 112.\n\nBOOKKEEPING\n1884\n\n1918\n\n1893\n\nNo report\n\nNo report\n\nWilliams and Rogers\n\n31\n\nRowe\n\n20\n\nMoore and Miner\n\n15\n\nTwentieth Centunr\n\n10\n4\n\nGoodyear-MarshaU\nLyons\n\n3\n\nMetropolitan\nOthers\n\na\n\nTotal\n\n76\n\ni\n\nSHORTHAND\n1884\n\n1918\n\n1893\n7\n\nBen Pitman\nIsaac Pitman\n\nBumz\n\n3\n3\n\nGraham\nMunson\n\nOthers\n\n5\n\nGabelsberger\nCross\nOthers\n\n13\n\nTotal\n\n78\n\nBen Pitman\nGraham\nIsaac Pitman\n\n7\n\nTotal\n\nf..\n\n25\n\n21\n\n14\n10\n\n9\n6\n\nGregg\nBen Pitman\n\n46\n18\n\nGraham\n\n7\n\nIsaac Pitman\n\n4\n\nOthers\n\n7\n\n5\n\nTotal\n\n82\n\nTYPEWRITERS\n1884\n\n1918\n\n1893\nMachines\n\nUndistributed\n\n484\n\n9\n\nOthers\n\n276,\n\n64\n\nCaligraph\n\nHammond\nYost\n\nMachines\n\n23\n\nUnderwood\nRemington\n\nRemington\n\n532\n\nI\n\nUndistributed\n\n39\n\nTotal\n\n136\n\nRemington\nCaligraph\n\nSchools\n37\n19\n\nHammond\n\n9\n\nYost\n\nI\n\nOthers\n\n38\n\nTotal\n\nTotal\n\n1292\nSchools\n70\n63\n\nUnderwood\nRemington\nOthers\n\n44\n\nTotal\n\n177\n\n104\n\nTYPEWRITING TEXTS\n1884\nNone reported\n\n1918\n\n1893\n\nNone reported\n\nRational\n\n38\n\nFritz-Eldridge\n\n12\n\nSmith\nPractical\n\nOthers\nTotal\n\n7\n\n3\n\n14\n74\n\n"}
{"page": 263, "printed_page": null, "text": "COMMERCIA L-EDUCA TION STA TISTICS\n\nDepartment)\n\n247\n\nNATIONAL SUMMARY OF ALL GROUPS\nGovernment\n\nGovernment\n\nNational Education\nAssociation Report\n\n1918\n\nTotal schools reporting\n\n299\n\nI5I9\n\n3355\n\nBookkeeping*\nWilliams and Rogers\n\nNo report\n\nNo report\n\n746\n\nTwentieth Century\n\nRowe\n\n.\n\n.\n\n*3J\n308\n\nMoore and Miner\nLyons and Camahan\n\n241\n\nOthers\n\n398\n\nTotal\n\n2773\n\nShorthand\nGregg\n\nBen Pitman\nIsaac Pitman\n\n17\n\n536\n122\n183\n\n34\n\n143\n\n11\n\nGraham\n\n2163\n335\n121\n117\nSI\n\nBarnes\nChandler\n\nig\n14\n331\n\nPemin\nOthers\n\n107\n\nTotal\n\n263\n\niSSi\n\nTypewriting Machines\nRemington\nUnderwood\nUndistributed\n\n67\n\n2454\n\n22172\n21168\n1555s\n\nTotal\n\n.:\n\n4626\n\n58895\n\nNone reported\n\n1428\n556\n\n2172\n\nTypewriting Texts\nFritz-Eldridge\n\n588\n\nOthers\nTotal\n\n2683\n\n* Where a school reported that it was using two texts, systems, or machines, each was credited.\n\nWhen starting the survey it was our intention to present in this report\ncomplete information pertaining to courses of study in public schools, which\n\nwould be of value to superintendents and principals in introducing commercial work or in improving their present courses of study.\n\nIn addition to this\n\nwe hoped to be able to give more definite information than has hitherto been\navailable regarding the credits allowed by universities and other institutions\nof higher learning for the study of commercial subjects in secondary schools.\n\nThe great amount of detail involved in merely classifying the answers\nto the questionnaires rendered\n\nit\n\nphysically impossible to complete that\n\npart of the work in time for this meeting.\n\nWe hope that the work will be\n\ncontinued until this part of our original program has been carried out, as\n\nwe earnestly beheve that the data thus obtained will be extremely valuable\nto this department.\nIt seems to us that such research work and the compilation of definite data as suggested will help in formulating courses of\n\nstudy that will more nearly meet the present demands of business.\n\nIt must\n\nbe highly gratifying to the members of this department to note the wonderful growth in the teaching of our special subjects.\n\nIn closing we want to\n\nsay that the original cards and documents showing all answers to the questionnaire are on file and may be consulted by anyone interested.\n\n"}
{"page": 264, "printed_page": null, "text": ""}
{"page": 265, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\nAND PRACTICAL ARTS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Frank H. Shepherd,\n—Arthur Wesley Dow,\nColumbia\n—Adelaide Steele Baylor\nSecond\n—Lester W. Bartlett.\n\nprofessor of industrial education, Oregon State\n\nPresident\n\nCorvallis, Ore.\n\nAgricultural College\n\nprofessor of fine arts, Teachers Col-\n\nFirst Vice-President\n\nNew York, N.Y.\n\nUniversity\n\nlege,\n\nIndianapolis, Ind.\n\nVice-President\n\nPomona, Calif.\n\nvocational adviser, city schools\n\nSecretary\n\nFIRST SESSION—Wednesday Forenoon, July 3, 1918\nIn the absence of both president and first vice-president, the second vice-president,\nAdelaide Steele Baylor, presided.\n\nMrs. Mary Schenck Woolman acted as secretary pro\n\nthe secretary, Lester W. Bartlett.\n\nThe program was opened with\ncommunity and patriotic singing under the leadership of E. L. Peterson, secretary and\nmanager, Pressed Steel Truck Company, Pittsburgh, Pa.\nThe following program was presented:\n\ntent in the absence of\n\n—\n\n\"The Reeducation of Our Returning Disabled Soldiers after the War\" Frank Duffy,\ngeneral secretary. United Brotherhood of Carpenters and Joiners of America, Indianapolis,\nInd.\n\"Vocational Reeducation of Disabled Soldiers Canada's Experience\" I. B. Kidner,\nvocational secretary, Military Hospitals Commission, Ottawa, Canada.\n\n—\n\n—\n\nFollowing the reading of the first paper, time was allowed for a discussion, in which a\nlarge number of those present participated.\n\nInterest centered about the trend of legis-\n\nlation to meet the needs for reeducation, the types of instruction to be given, the method of\nselection for these different groups, the relation of the school people to the problem, and\n\nthe work of the Federal Board for Vocational Education.\n\nMr. Kidner's address was illustrated by slides that showed the wonderful strides\nthat have been made in Canada in meeting the problem of reeducation of disabled soldiers.\n\nSECOND SESSION—Wednesday Afternoon, July 3, 1918\nAt this session James M. Speer, Pittsburgh, Pa., presided.\n\nThe following program\n\nwas presented:\n\"Vocational Education in Wisconsin with Relation to Federal, State, and Local\nBoards, as to Organization, Administration, and Operation\" John Callahan, state\ndirector of vocational education, Madison, Wis.\n\"The American Homemaker and Reconstruction\" Adelaide S. Baylor, Indianapolis,\n\n—\n\n—\n\nInd.\n\n\"A State Plan for Vocational Training\" —Howard G. Burdge, supervising officer of\nvocational training, Military Training Commission, New York, N.Y.\n\n—\n\n\"The Readjustment of the School from the Viewpoint of a Manufacturer\" James P.\nMunroe, vice-chairman. Federal Board for Vocational Education, Washington, D.C.\nTime was allowed for the discussion of each paper.\n249\n\n"}
{"page": 266, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\n[Vocational\n\nTHIRD SESSION—Thursday Afternoon, July 4, 1918\nThe second vice-president, Adelaide Steele Baylor, presided at this session.\n\nThe\n\npapers presented were as follows:\n\n—\n\n\"The Influence of War Conditions on Vocational Education for Girls\" Mary\nSchenck Woolman, specialist in vocational education. Hotel Hemenway, Boston, Mass.\n\"Preparing the Boy for Industry\" Louis L. Park, superintendent of welfare, American Locomotive Company, Schenectady, N.Y.\n\"Education Is Preparation for Life\" Arthur E. Holder, member. Federal Board for\nVocational Education, Washington, D.C.\n\n—\n\n—\n\nDr. P. P. Claxton, scheduled to address the department on \" Education to Meet the\n\nNew Economic Demands,\" could not be present, and Superintendent William M. Davidson, Pittsburgh, supplied the vacancy by an extemporaneous address on the subject that\n\nwas so fitting and inspiring as to call forth an enthusiastic vote of thanks from the department for this timely service.\n\nFOURTH SESSION—Friday Afternoon, July 5, 1918\nThe meeting was called to order by Miss Baylor.\nThe following were named as members of the committee to nominate oflScers for the\nensuing year:\n\nJoseph M. Speer, district supervisor of industrial education, Pittsburgh, Pa., chairman.\nMary Schenck Woolman, specialist in vocational education, Boston, Mass.\nC. O. Case, state superintendent of public instruction. Phoenix, Ariz.\n\nAs the speakers listed for the afternoon program were unable to attend the meeting\nbecause of urgent demands on their time elsewhere, the entire session was given over to a\ndiscussion of vocational education in the United States under the administration of the\n\nFederal Board for Vocational Education.\n\nAt the request of the chairman of the meeting Mr. James P. Munroe, vice-chairman of\nthe Federal Board for Vocational Education, Washington, D.C, answered queries and\nexplained fully and clearly the purpose, plans, and conditions for conducting vocational\n\neducation in the United States under the provisions of the Smith-Hughes BiU.\n\nThis informal round-table discussion made a most valuable session, as it enlightened\nthe vocational and industrial teachers present on many points touching upon the federal\nact and its provisions for vocational education.\n\nThe following contributed to this discussion: Dean C. B. Connolly, Corrigan Institute of Technology, Pittsburgh, Pa.; Cleo Murtland, director of vocational education for\ngirls, Philadelphia, Pa.;\n\nWalter Goodnough, art director, Brooklyn, N.Y.; B. E. Rupert,\n\ndirector of manual training. Turtle Creek, Pa.;\nindustrial training, Galesburg, 111.;\n\nMr. Bridge, director of vocational and\n\nMrs. Mary Schenck Woolman, Boston, Mass.\n\nAt the close of the discussion the Committee on Nominations reported as follows:\nPresident\n\n—Arthur F. Payne, associate superintendent of public schools, Johns-\n\ntown, Pa.\nFirst Vice-President\n\n—Adelaide Steele Baylor, Indianapolis, Ind.\n—Robert Leonard, University of California, Berkeley,\n\nSecond Vice-President\nSecretary\n\nJ.\n\n—Howard G. Burdge, supervising\n\nofficer of\n\nCalif.\n\nvocational training. Military\n\nTraining Commission, New York, N.Y.\n\nThe report of the committee was unanimously adopted, and the meeting adjourned.\nMrs. Mary Schenck Woolman\nSecretary pro tern\n\n"}
{"page": 267, "printed_page": null, "text": "Department]\n\nREEDUCATION OF OUR DISABLED SOLDIERS\n\n251\n\nPAPERS AND DISCUSSIONS\nTHE REEDUCATION OF OUR RETURNING DISABLED\nSOLDIERS AFTER THE WAR\nFRANK DUFFY, GENERAL SECRETARY, UNITED BROTHERHOOD OF CARPENTERS\nAND JOINERS OF AMERICA, INDIANAPOLIS, IND.\n\nThe entire American public, including the government, the employers,\nthe school authorities, and the wage-earners, must do their part toward\n\nand maimed soldiers for some gainful and useful\nThey must\nbe given every advantage and every opportunity possible in order that they\nmay obtain a training and an education which will fit them for some useful\nrefitting the disabled\n\noccupation when they return from the battlefields of Europe.\n\nwork.\nIt must be remembered that an injured worker is an additional hazard\nin industry, and this raises the question as to the obligation of compensa-\n\ntion laws.\n\nThen again, these workers, in the hurried training they get,\n\nwill not and cannot attain the\n\nsame degree of efficiency as that acquired\nby other workers. This raises the wage question. The competent, capable,\nqualified, and efficient man will not stand for undercutting in wages on\naccount of the employment of a less efficient man. Therefore the problem\nof placing back into the economic structure injured and disabled soldiers\nwithout safeguards for the protection of the efficient is a complicated one.\nThis problem, with all these complications, was brought forcibly to the\nattention of organized labor when Mr. H. C. Nesbitt, commissioner of the\n\nBureau of War Risk Insurance, propounded the following questions to\nthe Executive Council of the American Federation of Labor in February\nof the present year:\n1.\n\nHow can we induce an employer to give employment to a discharged man suffer-\n\ning from a permanent disability ?\n2.\n\nWhat means can be adopted to protect such an employer from the increast liability\n\nconsequent in a second disabling accident occurring in such employment ?\n3.\n\nHow can such a provision be made uniform for all compensation states ?\n\nCan the same provision be made to apply in liability states ?\nWhat is likely to be the attitude of organized labor in regard to the employment\nand remuneration of substandard men ?\n4.\n5.\n\nAfter careful consideration of the whole subject-matter it was unanimously decided to cooperate in any and every effort to bring about the\n\nreeducation of our disabled soldiers, including injured workmen, for replace-\n\nment in industry. This action on the part of the American Federation of\nLabor lays the foundation for all its affiliated organizations and component\nparts to do likewise.\n\nWays and means of caring for injured soldiers in England, Canada,\nand Australia should furnish an example to America. Provision for the\n\n"}
{"page": 268, "printed_page": null, "text": "252\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Vocational\n\ncare of these men in Queensland includes, in addition to the care of their\n\ndependents while they are away, the setting aside of millions of acres of\nland for agricultural purposes, protected by certain well-defined exemptions,\n\nand the privilege of free instruction on the government training farm, with\nan allowance of $12.50 per week to those taking such instruction. Free\ntechnical education and training of the injured to fit themselves for some\nlight, useful employment are also provided for.\nGrouping the three great agencies, the government, the employers, and\norganized labor, I believe that it should be the part of the government to\nsee that the war-injured are taken care of;\n\nthat they should be educated\n\nand fitted for some useful employment free of all cost; that artificial limbs\nshould be furnisht free of cost where necessary;\n\nthat the men should be\n\nallowed a regular weekly salary for their maintenance and support during\nthe process of reeducation and training;\nsecure employment,\n\nthat they should be helpt to\n\nand that liberal provisions, surpassing those of any\n\nother country, should be made for their future welfare.\n\nThe employer, on his part, should give the men employment at reasonable wages, should make their surroundings as pleasant and agreeable as\npossible, should not\n\nwork them beyond their endurance, should provide\nthem, and should not impose\n\nrest, recreation, and educational facilities for\n\nupon them nor take advantage of them.\nOrganized labor's part in the work should be to admit the men to its\nunions so as to protect and defend them in their rights; should permit them\nto work for wages agreed upon by the union, the employer, and the injured;\nshould see that the shorter work day is observed and oppose increast hours\nand overtime; should give them preference in all branches of light work,\nand should help in every way possible in their reeducation and training.\nVast numbers of men and women are injured in industrial accidents\nannually in the United States. The horrors of war bring home to the\nAmerican people the necessity of doing something toward reeducating and\nIndustrial\ntraining those thus injured for some lighter, useful occupation.\nworkers are as much a part of the war machine as are the soldiers in the\ntrenches, and they too should be recognized and considered when steps are\ntaken for the reeducation of the returning disabled\n\nsoldiers.\n\nStatistics\n\nfrom the reports of the state and federal governments show that the annual\nlosses in industry in the United States thru accidents, occupational diseases\npoverty, and baby loss total more than 12,000,000. Of these losses more\nthan 4,000,000 are attributed to accidents in industry. This waste and\nloss\n\nshould be overcome by reeducating and retaining injured workers as\n\nwell as the injured soldiers.\n\n"}
{"page": 269, "printed_page": null, "text": "Department)\n\nAMERICAN HOMEMAKER AND RECONSTRUCTION\n\n253\n\nTHE AMERICAN HOMEMAKER AND RECONSTRUCTION\nADELAIDE STEELE BAYLOR, INDIANAPOLIS, IND.\nAlready the business of the American homemaker is emerging with such\ndefinite importance as to make it a cornerstone in the new era.\n\nThe appeal\n\nto her to conserve for world-needs in the feeding, clothing, and operating\n\nexpenses of her household, and the ready and intelligent manner in which\nshe is responding to this appeal, both declare more unmistakably than all\nthe theories that could be built up that the American homemaker has a\ndistinct vocation that is an integral and essential part of national life.\n\nNewer and better Standards of living are the answers made to these\nappeals by the intelligent homemaker, as she perceives that after all the\n\nfundamental unit in national life is the family, and that conservation of\nfamily life is conservation of national life.\n\nShe finds that feeding and clothing the family and operating the affairs\nof the household in the interests of national life is conducting the household\nin the interests of family life, and that \" what is called national economy,\n\n\\terld-economy, or social economy is nothing more than collective economy\n\nwith family economy as the basis.\"\n\nEverywhere she hears less of an\neconomy that might sacrifice the health and happiness of the family and\nmore of one that will build it up.\nNow and for years to come human life must be made more and more\n\nprecious in all phases of its existence, from the babe in the cradle to the man\nof many years, not only to counteract any tendency to disregard its value\n\nbecause of the prodigal waste of men, women, and children in the past few\nyears, but to supply the losses.\n\nEvery institution and every agency should be made to contribute to\nhomemaker. All that science and art can furnish\nby way of information and guidance in the housing, feeding, clothing, and\ncare of children and use of leisure in the home must be put into simple,\nconcrete, usable form and placed within the reach of the American homethis great work of the\n\nmaker.\n\nThe schools, in their education of boys and girls, must develop a greater\nrespect for family life, and in establishing higher and loftier ideals of the\n\nhome care must be taken, particularly in the case of immigrant and dependent families, not to divorce children and parents. The business of the vocational school in improving the American homemaker is not simply that of\nsupplying her with facts and practices to improve homemaking, but to\nplace her and her children, educated in the public schools, on a more common\nfooting in their ideas of home life.\n\nMany avenues and many methods will present themselves to the\nAmerican homemaker for pursuing her vocation, and her greatest task\nwill be that of making an intelligent choice in the interests of family\nlife.\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n254\n\n[Vocational\n\nIf the American household assumes the important role in the reconstruc-\n\ntion that\n\nis\n\npromist and needed, the American homemaker must \"play\n\nthe game fair.\"\nactivities,\n\nShe must be intellectually honest and make her choice of\n\nboth within and without the household, with an eye single to\n\nconservation of the life of the family and the still larger life of the American\nnation.\n\nA STATE PLAN FOR VOCATIONAL TRAINING\nHOWARD G. BURDGE, SUPERVISING OFFICER OF VOCATIONAL TRAINING,\nMILITARY TRAINING COMMISSION, NEW YORK, N.Y.\nMilitary authorities tell us that it requires from three to eight men to\nequip, place, and maintain one man on the firing line.\n\nThat the work of\n\nfrom three to eight skilled workers behind the front-line trench has equivamihtary value is today recognized by high military authority.\n\nlent\n\nIn\n\nfact, it seems more difficult to find an industrial general to build ships than\n\nto find an admiral to command them.\n\nH. E. Miles, chairman of the Industrial Training Section for the War\nEmergency Council of National Defense, says:\nThis war is a war of machinists and mechanics.\n\nAbout one-third of the army at the\nmust consist of skilled men for repairs and maintenance. We must take over\ngreat numbers of skilled men from the nonessential trades into war production, and we\nmust pursue the English and French method of fitting each man to the job he is to do.\nEvery employer of three hundred men or more in France has been required to place a\ntraining department in his plant. The English Ministry of Munitions virtually makes the\nsame requirement in its contracts for supplies.\nfront\n\nPresident Wilson, in his recent telegrani to the annual convention of\nthe American AlHance of Labor, says:\n\n\"The war can be lost in America\n\nas well as on the fields of France, and ill-considered or unjustified interruptions of the essential labor of the country may make it impossible to win it.\"\n\nAssemblyman Welsh, Senator\n\nSlater,\n\nand Governor Whitman, the\n\nframers of the military-training law for the boys of New York state, clearly\nrecognized that vocational training has equivalent military value, or, as a\n\nprominent mihtary leader in New York state puts it, \"Vocational training\nis military training,\n\nbecause the skilled mechanic is as much a part of the\n\narmy as is the man who carries the gun.\"\n\nA year previous to our entrance into the war the legislature of the state\nof New\n\nYork enacted the so-called Welsh-Slater Law, providing for the\n\nestabUshment of a Mihtary Training Commission to be composed of the\nmajor general commanding the state guard, a member to be appointed by\nthe Board of Regents of the University of the state of New York, and a\n\nmember to be appointed by the governor.\n\nThe appointed members hold\nAs at present constituted, the personnel of\nthe commission is Brigadier- General Charles Sherrill, Deputy Commissioner of Education Thomas E. Finegan, and Dr. George J. Fisher, of the\nInternational Committee of the Y.M.C.A.\n\noffice for terms of four years.\n\n"}
{"page": 271, "printed_page": null, "text": "Department)\n\nA STATE PLAN FOR VOCATIONAL TRAINING\n\n255\n\nIn order thoroly and comprehensively to prepare the boys and girls of\nthe elementary\n\nand secondary schools for the duties and obligations of\n\ncitizenship, it is the duty of the Military Training Commission to recom-\n\nmend to the Board of Regents the estabUshment, in the schools of the state,\nof habits, customs, and methods best adapted to develop correct physical\n\nposture and bearing, mental and physical alertness, self-control, disciplined\ninitiative, sense of\n\nduty, and the spirit of cooperation under leadership.\n\nThis feature of the law has been put into execution, and the schools of\n\nNew York state now have a complete and comprehensive system of physical\ntraining reaching every pupil in the state.\n\nThe law also provides that all boys sixteen, seventeen, and eighteen\nyears of age, except boys exempted by the commission, shall be given such\nmilitary training as the commission may prescribe for periods aggregating\n\nnot more than three hours each week of the school or college year, and for\nperiods not exceeding those stated above for forty-one weeks in each year\nin the case of boys who are not such pupils.\nIt is the duty of the principal or other officer exercising supervision and\n\ncontrol over any school or college to exclude such boys from attendance\n\nupon instruction unless they are enrolled for mihtary drill or exempted by\nthe Mihtary Training Commission. Boys of these ages not attending\nschool cannot be legally employed by any person, firm, or corporation\nwithin the state unless they are enrolled for mihtary training or are exempted\nby the commission.\nStcch requirement as to military training, herein prescribed,\ndiscretion of the\n\nmay in the\n\ncommission be met in part by such vocational training or\n\nvocational experience as will, in the opinion of the commission, specifically\n\nprepare boys of the ages named for service useful to the state, in the maintenance\nof defense, in the promotion of public safety, in the conservation and develop-\n\nment of the state's resources, or in the construction and maintenance of public\nimprovements.\n\nTo carry out properly the provisions of the law the commission has\nestablisht three bureaus, for physical training, military training, and vocational training, respectively, each under the direction of a supervising officer.\nIt is the duty of the Bureau of Vocational Training to determine which of\n\nthe 250,000 boys between sixteen and nineteen years of age in the state of\n\nNew York are receiving such vocational training or experience as to meet\nthe requirements of the law.\n\nEnough prehminary work of this character has been done by the field\ninspectors during the past six months to enable us to form some very definite\n\nconclusions with regard to the method of procedure.\n\nThat all boys may be given an opportunity to comply with the law, it is\nproposed to ask the governor to set apart a day early in September on which\n\nday all boys sixteen, seventeen, and eighteen years of age shall be required\nto report for enrolment to the nearest public school in the territory in which\n\n"}
{"page": 272, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n256\n\nthey reside.\n\n[Vocational\n\nThru the state education department instructions will be\n\nissued to all the teachers of the state for the enrolment of these boys.\n\nAs you well know, too many so-called vocational and industrial schools\nhave been estabhsht in the past without an adequate survey of the industrial\nneeds of the community. It is not the function of our Bureau to establish\nvocational, trade, or industrial schools or to outline courses for such institutions.\n\nWe do, however, expect to be able to furnish to school authorities,\n\nlabor unions, and employers reliable data concerning the industrial needs\nof any community in the state.\n\nWe also hope to awaken the citizens of the\n\nstate to a realization of the fact that with few exceptions boys engaged in\n\nmechanical and industrial pursuits, altho receiving an enormous wage, do\n\nnow have any opportunity for acquiring adequate trade skill and\n\nnot\n\ntraining.\n\nUnder the Military Training Law \"we have a program for the defensive training of the soldier and, on the other hand, for the effective\n\nmobi-\n\n—which\n\nlization of the resources of the nation in training boys for vocations\n\ntraining of itself exalts and identifies as patriotic service all the effective\nactivities of our everyday life.\"\n\nTHE INFLUENCE OF WAR CONDITIONS ON VOCATIONAL\nEDUCATION FOR GIRLS\nMRS.\n\nMARY SCHENCK WOOLMAN, SPECIALIST IN VOCATIONAL EDUCATION,\nBOSTON, MASS.\n\nThe rapidity with which women have entered war industries, even\nthose of a mechanical character, since the war began has been one of the\nsurprises of this\n\ntremendous conflict.\n\nAt the last census in the United\n\nStates 8,000,000 women were in paid occupations, but now 3,000,000 more\n\nhave joined this vast army, of which it is said that 1,500,000 have entered\nwar industries.\nMunitions factories find them successful; the deadly T.N.T. has no\nAeroplanes,\nfears for them, while their delicate touch is highly commended.\ngas masks, rubber boots, and tents are constructed by them. Uniforms,\nunderwear, and shirts are made almost exclusively by them. Agricultural\npursuits and business are calling them in large numbers. They are running\ntrolley cars, motor trucks, and ambulances.\nIn the first year of the war in England the stoppage of commerce and\nindustry, due to panic\n\non account of the unexpected conditions, caused\nThe lack of work was so\n\nalmost universal unemployment among women.\n\nserious that organized efforts to relieve the suffering were begun.\n\nWork-\n\nrooms and training centers were speedily opened to enable women to make\nsome wage, or to prepare them for new war trades that were in need of\nworkers.\n\n"}
{"page": 273, "printed_page": null, "text": "WAR CONDITIONS ON VOCATIONAL EDUCATION\n\nDepartment!\n\n257\n\nThe second year of the war found these unemployed women returning\nto work, frequently in mechanical trades in which they had seldom been\n\nfound before the war.\n\nThe demand was largely in munitions work and in\n\nvarious forms of army equipment.\n\nOn account of the need for greater skill in the munitions worker the\nEnglish government opened classes to train women to handle the tools which\n\nThe munitions plants also opened training classes\nThe retail trade, clerical occupations, and agriculture also\n\nthey would need to use.\nof their own.\n\ncalled for women workers, and training courses were begun in these occupations.\nThe spirit of the English women was spoken of with enthusiasm,\nand Conan Doyle is quoted as starting the slogan, \"Hats off to the women\n\nof England!\"\nIt\n\nwas realized that continuous unskilled and\n\nsemi-skilled\n\nwork is\n\ndepressing to the worker, even if the spirit is good, and committees of citi-\n\nzens were appointed to consider the labor and hygiene problems involved,\nthe physical influence of such heavy tasks and long hours on women, the\n\nkind of training needed, and how to organize it.\n\nAdequate courses for\n\ninstruction for all the war occupations into which the women were going\n\nwere opened, and now, after almost four years of war, English women are\n\nfound in all the better-paid branches of industry which require skill and\nability.\n\nThey have risen to supervising and professional positions of great\nThe definite enlistment of women for all forms of war\n\nresponsibility.\n\nservice except fighting has followed.\n\nIn the United States conditions are rapidly repeating those of England\nin the early days of the war.\n\nThere is less scarcity of men here, conse-\n\nquently the extreme pressure on women to enter the mechanical trades is\n\nnot yet felt.\n\nNevertheless our women are at work in all the occupations in\n\nwhich their English sisters have been substituted for men.\n\nTheir hands\n\neasily become skilful in unwonted trades, and their spirit of willing service\n\nhas made them welcome in spite of their lack of training.\n\nThey are in\n\nmunition factories, they are making aeroplanes, gas masks, and parts of\ntorpedoes; they are making uniforms, knapsacks, underwear, rubber boots,\nshoes, tents, and innumerable other army supplies.\n\nThe railroads, business,\n\nand transportation are beginning to depend upon them.\nAs yet the women wage-earners in war industries have had little organized training.\nSome instruction for farm workers, over-sea telephone girls,\nand other occupations has been begun, but in general the women wageearners are taught only the processes they are to carry on, and no concerted\neffort has been made to help them that compares with what the federal\ngovernment is doing to train the men for radio work, for the shipyards, and\nfor the construction of motor cars, gas engines, and aeroplanes.\nCommittees in Washington and elsewhere are studying the conditions of their\nlabor in hours, wages, and housing. The Women's Division of the Industrial Service Section of the Ordnance Department has a section on training\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n258\n\nIVocational\n\nThe Bureau of Labor and also state and local surveys are at\nwork on the various questions relating to training, to conditions of labor,\nto shopwork, or to the effect of the mechanical occupations on the physique.\nThe trade and vocational schools for girls are endeavoring to help to\nthe best of their ability, but there are not enough of them. The Boston\nTrade School is training women to adjust and repair the electric-power\nmachines and is offering older women instruction in uniform-making by\npower machines. The Manhattan Trade School, in New York City, is\nplacing many of the girls trained on the electric machine in uniform, gasmask, and knapsack factories. The Girls' Vocational High School in\nMinneapolis has completed government contracts of one thousand olivedrab shirts. Other schools are doing similar war service while training\nfor women.\n\ngirls for wage-earning.\n\nThe effect of the war on the regular schools has been distinctly vocaFood conservation, war cookery, canning, drying, meat substitutes,\n\ntional.\n\nand the reducing of expenses are all considered in a practical way.\nquantities\n\nof\n\npajamas,\n\nconvalescent\n\nrobes,\n\nhospital\n\ngarments, and other Red Cross work are being turned out.\npiece of material is being used.\n\nsupplies,\n\nVast\n\nrefugee\n\nEvery available\n\nRenovation, repair, and the making of\n\nstrong, simple garments is helping families to conserve.\n\nThe professional training of women for war occupations has been advanThe colleges are offering new courses to train\nwomen for executive positions in connection with war needs. The Division\nof Women's War Work of the Committee of Public Information is sending\nout almost daily information on new openings for trained executive women.\nThey are bacteriologists in cantonment hospitals, industrial secretaries in\n\ncing with great rapidity.\n\nmunitions factories, ship draftsmen, and teachers of physical occupational\ntherapy. Summer courses are being offered to train them for employment\nmanagement, the work centering in Cleveland, Ohio. The National Service\nSchool, of Chautauqua, is training them for motor mechanics, intensive\nreconstruction, telephone operating, telegraphy, agriculture, and other\nfields.\nMount Holyoke is training health officers, and many of the colleges\nare giving training for nurses for the front.\n\nMagnificent results are following the effort to train the professional\n\nwoman, but the wage-earners must speedily he helpt, for their own sakes,\nto take them out of deadening pursuits and to help them to rise, and for the\nsake of the country's industries, as skilled workers are needed to take the\nplace of the men.\n\nIt is unpreparedness not to help these girls who, with\n\ndevotion, are endeavoring to take the place of the boys over there.\n\n"}
{"page": 275, "printed_page": null, "text": "Department]\n\nPREPARING THE BOY FOR INDUSTRY\n\n259\n\nPREPARING THE BOY FOR INDUSTRY\nLOUIS L. PARK, SUPERINTENDENT OF WELFARE, AMERICAN LOCOMOTIVE\n\nCOMPANY, SCHENECTADY, N.Y.\nIf the boy who is to enter industry is to be prepared for life,\n\nmuch will\n\ndepend upon how he is prepared for industry, and the extent to which our\nschools prepare the boy for industry will in many cases mark the extent of\ntheir influence in shaping him for life in a democracy.\n\nIf he is to emerge\n\nin later life a useful citizen, it will be by the way of industry, and the tone\n\nwhich his influence is to give to the affairs of his community will be colored\nto no small extent by his contact with industrial life.\n\nHow then may our schools help prepare the boy for industry? How\nmay they help him to acquire a competency and live a normal life ? How\nassist\n\nhim to withstand the temptation to misuse the freedom and the\n\nenlarging opportunity of industrial employment ?\n\nHow plant firmly within\n\nhim the ideals which will help him to develop into a useful citizen rather than\ninto a self-centered, money-getting artisan ? While we shall not attempt a\nfull discussion of this question, we wish to comment upon certain of its phases.\nSo varied are the demands of industry, so many the degrees of opportunity offered, and so different the provisions made for training after\nemployment, that no simple rule for vocational training of boys for industry\ncan be suggested. The needs of each locality will naturally govern to some\nextent the vocational training advisable, and the preparations which the\nemployer makes will modify those needed in the school for the training of\nthe future worker.\n\nStill further,\n\nthere\n\nis\n\nthe problem of adjusting the\n\nindividual to his proper task, of finding the work which will afford develop-\n\nment and provide income to the satisfaction of the worker. These variables\nmust be met by a program sufficiently flexible to insure justice to the\ngreatest possible number.\n\nAs vocational guidance becomes more practical in the years of school\nmore effective may become the vocational training possible\nto the boy, and the more certainly may the variety of experience be made to\n\nactivity, the\n\ncontribute to his final work.\n\nBut whatever may be the extent of trade or vocational training before\nthe boy enters the shop or mill, there are certain mental traits which, if he\n\nhas acquired them, will help toward successful progress in industry.\n\nThe\n\nstate of mind is, after all, one of the great things desired, the attitude of the\n\nboy toward his future work.\n\nHis conception of the scope of his school\n\ntraining, his ability to adjust himself to his work, his reaction under discipline, his sense of the relation of quahty and quantity,\n\nand his attitude\n\ntoward compensation will have much to do with his progress toward efficiency.\nThe extent to which the school may help in shaping his attitude\ntoward these is problematical, but whatever it may be able to accomplish\nin this direction will be desirable,\n\n"}
{"page": 276, "printed_page": null, "text": "26o\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Vocational\n\nThe problem of discipline is one of both school and shop, tho differing\nof course in details and application.\nis\n\nUnfortunately discipline in industry\n\nnot always handled wisely or effectively and is frequently the cause of\n\nchanges in the place of a boy's employment.\n\nIt\n\nis\n\nlikely to be the case,\n\nhowever, that boys who in school have learned to respect authority will in\nindustry be least disturbed by the exercise of authority by a department\nor gang leader.\n\" Production \" is the big word in most industrial estabHshments.\n\nHow-\n\never promising a boy may be, the world and his employer will not long be\n\nThe shop was called\nand it must fulfil its mission\nWhatever else the boy may be or do, or may not do or be,\nefficiently or die.\nhe must produce his expected share of the shop's grist. It is \"output\"\nor \"put out.\" The proper balance between \"quality\" and \"quantity\" is\nsatisfied with promises;\n\nhe must produce the goods.\n\ninto being to produce needed commodities,\n\nthe secret of success in industrial production. The great demand is for those\nwho can coordinate carefulness and speed, and their number must continue\nBoth traits can be developt in some degree by training. One\nto increase.\nnaturally expects our schools to teach accuracy rather than speed, but if\n\nquick thinking can be stimulated in school work it will pave the way for the\nfinal development of the future skilled producer.\n\nWe believe that most schools have a direct moral influence which is of the\ngreatest value in steadying the lives of growing youth.\n\nWhere home and\n\nother agencies cooperate with the school in moral training the results are\nencouraging, but when the school operates alone the task is a trying one.\n\nWithin the ranks of industry will be found some of the finest people the\nworld has produced, men and women of high ideals and of excellent influence.\nBut industry as a whole has not as definite a moral cahber as we might wish;\nits detailed influence may be for good or for evil; its habit-changing and\nhabit-forming power will sometimes be for the worse as well as for the better.\n\nThe substituting of this environment for that of the public schools may well\ngive us concern as to the effect upon the morals of the young people entering\nindustry, particularly when home influence is not strong.\n\nFrom eight to\n\nten hours a day in the shop and mill will count strongly in helping or hindering the developing of manhood.\n\nJust how the school may assist in the solving of this problem may not be\nclearly seen, but two things are evident:\n\nthe longer the time allowed the\n\nstudent under school influence and the older the boy before he enters industry, the more strongly will he be estabHsht in his ways;\n\nand the more\n\ndirect and powerful the influence for high ideals within the school, the better\n\nthe preparation for the later temptations.\n\nIt may also be that the over-\n\nlapping of the two environments for a time, as in some cooperative schemes,\n\nmay help to prevent a letting down of moral standards during the most\ntrying days of readjustment and assist in maintaining the moral inertia\n\nneeded to carry the boy thru.\n\n"}
{"page": 277, "printed_page": null, "text": "EDUCATION IS PREPARATION FOR LIFE\n\nDepartment!\n\n261\n\nSince the problem of preparation deals with an endless variety of student\nabilities and tendencies, it is evident that individual instruction in school\n\nwill count effectively to whatever extent it is permissible, for that preparation\n\nalone can be effective which takes into account the needs of the individual\nstudent.\n\nThoroness in a smaller number of subjects will outweigh a more\n\npretentious program hurried thru.\n\nIt is\n\nnot so much the extent of his\n\nknowledge as it is his abihty to apply what he has studied that measures\nthe value of his training.\n\nWe beHeve that the present increase in cooperation between school and\nemployer is a most helpful indication of future progress, for this mutual\ninterest will accomplish needed improvement.\nAs the school sees more\nclearly the demands of the future upon the boy, as the employer appreciates\n\nmore fully his responsibilities in the worker's welfare, we may expect the\nboy to realize more fully that progress in industry will depend upon development and not upon good luck or friendly influence. This mutual understanding will make most effective the preparation of the boy for industry,\nand thru industry for life.\n\nEDUCATION IS PREPARATION FOR LIFE\nARTHUR E. HOLDER, MEMBER, FEDERAL BOARD FOR VOCATIONAL EDUCATION,\nWASHINGTON, D.C.\nEducation is preparation for life.\n\nPrimarily it is maintenance of life.\n\nIt is necessary to a continuation of life.\n\nWhen education in the life of an\n\nindividual, a group, or a nation stops, then decay commences, and dissolution and death are a natural result.\n\nEducation as a preparation for life should primarily aim to give every\nindividual proper control over his physical and mental powers.\n\nThen he\n\nshould be taught and inspired how to use these powers to the best advantage for himself and for society.\n\nThe problems which will face us in the future will test the ability of\nour citizens even if they are all equipt with the best education our schools\n\nWithin our Republic every individual should possess the rudiments of an education upon which he can train himself to a higher education,\nif for any cause he has been denied other opportunities.\nIn our moments of impatience we are prone to criticize our schools altogether too harshly. If we must criticize, let us be sure of our ground; if\nwe refuse to bear our responsibilities as a people and must level our satire\nat a group, then let us hit the bull's-eye and place the principal blame for\nthe defects in our educational system upon that group in society which is\nprimarily responsible for the creation of our free schools and our publiccan afford.\n\nThat group is the labor group.\nLabor created the institution and fostered and protected it in many\n\nschool system.\n\nstruggles.\n\nLabor has created public sentiment in behalf of compulsory-\n\neducation laws, free textbooks, and vocational education, but, notwith-\n\n"}
{"page": 278, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n262\n\n[Vocational\n\nstanding these activities, labor has neglected the personal touch and the\nneighborly acquaintance which should be maintained with the teachers, so\nthat the teachers themselves can continue their education and develop the\n\nfund of new knowledge necessary for the preparation and maintenance of\nthe life of their pupils.\n\nLaborers, teachers, and employers should get together and work for the\n\ncommon good.\n\nSometimes we blindly boast of our schools, public and pri-\n\nvate, of our richly endowed colleges and state universities.\n\nBut we have not\n\nyet become properly enthused with the functions of either, neither have we\nyet reacht what the French call \"the grand passion for education,\" and we\n\nnever shall until we collectively come to the point where all the normal boys\nand girls under the age of eighteen in our land will be compulsorily kept in\ncontact with the school and properly trained for the preparation for life\nthat will be most suitable to their capacity and disposition.\nOn March 20 of this year our wonderfully gifted Chief Magistrate was\ncredited with expressing, in his most convincing and scholarly style, a timely\nwarning and inspiring exhortation.\n\nIn a letter to his New Jersey friends, he wrote:\n\nA time of grave crises has come in our lives\nEvery sign of these terrible days\nof war and revolutionary change, when economic and social forces are being releast upon\nthe \"world whose effect no political seer dare venture to conjecture, bids us search our\nhearts thru and thru and make them ready for the birth of a new day a day, we hope and\nbelieve, of greater opportunity and greater prosperity for the average mass of struggling\nmen and women of greater safety and opportunity for our children\nThe men in the trenches who have been freed from economic serfdom to which some\nof them had been accustomed will, it is likely, return to their homes with a new view and a\nnew impatience of all mere political phrases and will demand real thinking and sincere action.\n\n—\n\n—\n\nI venture to say that search as we might thru the pages of ancient or\n\ncontemporaneous history, we would never find any leader of men uttering\nsuch a clarion call to heed the signs of a new time, a new freedom, and a\n\nnew world.\nIf we heed the lesson as we should, we shall commence to overhaul our\n•\n\nwhole system of education, commencing with the homes and the schools.\n\nWe shall save and improve old ideals that are proved to be worth whil^;\nwe shall rebuild and readjust our educational machinery; we shall remove\nunnecessary and un-American restraints; we shall learn the difference\nbetween economy and stinginess; we shall generalize before we specialize;\nwe shall be affirmative, positive, aggressive, and generous rather than\ncautious, timid, docile, and negative.\n\nOur homes, schools, shops, stores, factories, will become educational\ncenters of greater value than ever before.\n\nReal, practical, valuable educa-\n\ntion, fitting each person for a greater enjoyment of life and a greater partici-\n\npation in public affairs, will be the rule rather than the exception.\n\nManual toil will be given equal credit with brain labor.\n\nThe hard,\n\nlaborious task is entitled to equal consideration with the pleasant berths\nof physical ease.\n\n"}
{"page": 279, "printed_page": null, "text": "Department!\n\nEDUCATION IS PREPARATION FOR LIFE\n\n263\n\nEvery active element of society will participate with educators in the\nadministration of all our schools, especially in the elementary, secondary,\n\nand high-school grades. Freer thought and freer expression will be the\noutcome. These functions are the very essence of democracy.\nMore school revenue must be forthcoming. All our educational work\nmust be under public auspices and at public expense. When the public\nknows the advantages for better preparation and maintenance of life thru\nbetter and broader education, the public will open its pockets and generously provide the wherewithal. Our public schools constitute one of the\ngreatest public investments.\nSeveral hundred millions are invested in\nbuildings alone. These buildings should be used more generally for adult\nand community education and welfare.\nOnce this step is taken, the public will realize that our school teachers\nare being mistreated, and that their wages are wholly insufficient.\nSchool\nteachers deserve a raise in wages, a good substantial raise more than a\n100 per cent raise in many locaUties. The minimum wage base which has\nbeen popularized by trade-unionists and has been so effective in protecting\nthe interests of our skilled and unskilled manual toilers should be intelligently applied to the method of paying teachers' wages or salaries.\nNothing less than $1200 per year will be adequate or just as a minimum\nrate for our teachers.\nIt can never be secured by teachers, as units, or by\nindividual effort; they must learn how to organize and protect their trade,\noccupational, or professional interests like other people. Then they must\ndemand a voice in the management of the schools of their community, so\nthat they can more generously contribute from their knowledge and experi-\n\n—\n\nence for the benefit of the schools.\n\nIn addition they should study the\n\nmethods of other elements in society by association and federation. The\nright so to organize and federate must be held inviolate for school teachers\nas well as for doctors, lawyers, mechanics, and laborers.\nWhen these new\nactivities are establisht success will follow, and long-deferred justice will be\n\nwon for our teachers.\nSo far as it goes, our educational system is all right, but it does not go\n\nenough or deep enough. It is still a long distance from simon-pure\ndemocracy and will be until we realize that education is not expected or\nintended to be a luxury in which a superior child, or an exceptional child,\nor a well-to-do child may bask.\nOur future bricklayers, carpenters,\nplumbers, and blacksmiths need as much care and as much preparation\nfor life as do our futiure doctors, lawyers, preachers, and teachers.\nThis great bread-and-butter question, politely called the economic\nproblem, is the impelling force that will drive us to a new brand of democracy which will be safe for us and safe for the world, a democracy which\nmeans not only universal liberty, but universal organization that will\nguarantee equal opportunities and equal justice to all.\nfar\n\n"}
{"page": 280, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n264\n\n[Vocational\n\nVOCATIONAL REEDUCATION OF DISABLED SOLDIERSCANADA'S EXPERIENCE\nT.\n\nB.\n\nKIDNER, VOCATIONAL SECRETARY, MILITARY HOSPITALS COMMISSION,\n\nOTTAWA, CANADA\nPensions and war medals are not sufficient to pay the nation's debt\nto those who have become disabled by wounds or disease in the fight for\n\nfreedom against tyranny on the battlefields of Europe or on the seven seas.\nPensions alone, however generous, are not sufficient to pay the nation's\ndebt, but must be supplemented by sympathetic and efficient aid to enable\n\nthe shattered to help themselves\n\n—to become once more conscious and\n\nable to participate in the true joy of living which comes only from useful\n\nand satisfying work.\n\nThe state should not only protect its wounded by giving them the means\nwhereby to earn their liveHhood by work, but it should also strive so to\nmanage its work that the mutilated may come out of the disaster improved\nmorally, socially, and economically.\nOne of the most vital problems which the \"free\" nations now engaged\nin this war against despotism have to face is the demilitarization of their\ncitizen armies.\nAs soon as it is establisht that a man's usefulness as a\nfighting unit is over he should commence upon his vocational rehabilitation.\nThe army habit of mind under which a man literally need \" take no thought\nfor the morrow\" must be overcome, and an important part of the duty of all\nwho have to do with the industrial rehabilitation of the disabled is to help\nand encourage them once more to think for themselves, to act on their own\ninitiative\nin short, to ''demilitarize\" them for their own good and that of\nthe community.\nIn Canada, as soon as a man arrives from over seas and is transferred to\none of the convalescent hospitals which are establisht from the Atlantic\nto the Pacific, he is seen by a vocational officer who is always a civiUan, even\ntho, as in many instances, he may have seen active service and have been\n\n—\n\nhimself disabled.\nofficers,\n\nThis\n\nofficer,\n\nacting in cooperation with the medical\n\narranges that the man shall take up some form of work at once.\n\nThe value of this is threefold:\n\nFirst of all it has a great therapeutic value.\n\nWork as a curative agent will often do quite as much for a man as the medical\ncare he receives.\n\nSecondly, it has a splendid moral disciplinary value, inas-\n\nmuch as it counteracts the bad effects of a prolonged period of idleness.\nThirdly, in many cases, it may have a direct bearing upon and value for\nthe man's return to civil Ufe.\n\nFor the more seriously disabled, that is, the men who by reason of their\ndisability incurred on service\n\ncannot return to their former occupations,\n\nthe training begun in the hospitals is continued after a man is discharged,\n\nand he is given an opportunity of learning some new occupation suited to\nhis disability.\nOnly a small percentage of the disabled from war will\n\n"}
{"page": 281, "printed_page": null, "text": "READJUSTMENT OF THE SCHOOL\n\nDepartment)\n\nrequire vocational reeducation for a new occupation.\n\n26$\n\nCanadian experience\n\nshows that of the wounded and disabled returned to Canada only about 10\nper cent will be unable to return to their former occupations. Of course\nonly the more seriously disabled are returned to Canada, as many of the\n\nmen who appear in the casualty Hsts are returned to duty after a period of\ntreatment in the hospitals in France and England.\n\nCanada is training her disabled men in about two hundred different\noccupations.\n\nThis wide extent of courses has been possible thru the\n\ncooperation of manufacturers who have taken men into the industries themselves for the purpose of receiving training.\n\nCommission been confined\n\nHad the InvaUded Soldiers*\n\nto training in educational institutions, it is\n\nevident that a very much narrower range of occupations would have been\npossible.\n\nThe training of the disabled has opened a real j&eld of activity in vocational guidance.\nall\n\nEvery disabled man is treated as an individual case, and\n\nthe factors of his education, his industrial history, his mentality, his\n\nremaining physical powers, and his own desires for the future are taken into\nconsideration.\n\nAlready, as the result of the vocational training provided for all disabled sailors and soldiers in Canada, many men are now in better positions\n\nVocational training and\n\nthan they occupied prior to their war experience.\n\nreeducation have solved the problem of the old soldier, and will in turn,\nit is hoped,\n\nsolve the problem of the cripples of industry of this nation.\n\nTHE READJUSTMENT OF THE SCHOOL FROM THE VIEWPOINT\nOF A MANUFACTURER\nJAMES\n\nP.\n\nMUNROE, VICE-CHAIRMAN, FEDERAL BOARD FOR VOCATIONAL\nEDUCATION, WASHINGTON, D.C.\n\nAn important war issue is that we have been wasters, and that this waste\nmust cease. No one realizes this more vividly than the manufacturer. His\nmotive power has been stopt by the coal situation the receipt and distribution of his goods have been interrupted by the congestion of transportation;\nhis markets have been bewilderingly changed; and his labor supply has been\nsubjected to such strain as was never before known.\nThe manufacturer is therefore chastened, and it would seem a good\ntime in which to impress upon him that he would have had fewer difficulties\nhad he and those upon whom he is dependent been really educated.\n;\n\nThe manufacturer is learning rapidly, but in his new study of industryhe will not accept blindly what the schools have been giving him but will\n\ndemand that the schools be made over to meet the new economic and social\nsituation.\n\nAmong other things the aroused manufacturer will demand that education be made real and interesting; that it shall be made business-like; that\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n266\n\n[Vocational\n\nthe pupil be made to understand his future responsibiUties which are\nmainly (i) the duty of earning a living, (2) the duty of establishing himself\nas a real member of society by marrying and bringing up a family,\n\nand\n\n(3) the duty of performing his full share as a citizen.\n\nHe will demand too that the schools cooperate much more than they\ndo with the parents, the industries, and civil life in general. This they\ncan do by using, first, the factory, the farm, and the store as laboratories in\nwhich to give part of the school education; secondly, by making the school\nan adjunct to the factory, the store, and the farm; and thirdly, by dividing\nthe work of teaching between the shop and the school under the so-called\ncooperative method. In other words, the manufacturer will soon be asking\nthat the evening school, part-time continuation school, and the cooperative\nday school shall be made an effective part of public education.\nThis development is being helpt by the Smith-Hughes Law for the promotion of vocational education. Under the moral and financial sanction\nthus given, the schools and the industries can cooperate freely and effect-\n\nIn so doing they not only will be helping production, not only will\nbe giving to the school such vigor due to purpose and interest as they have\nively.\n\nnever before had, but will at the same time be building up a generation that\nwill not tolerate such indifference, such waste, such slacking in the matter of\n\nactive devotion to the duties of the citizens as we saw before the Great War.\n\nVOCATIONAL EDUCATION UNDER THE\nSMITH-HUGHES ACT\nC.\n\nA.\n\nPROSSER, DIRECTOR FEDERAL BOARD FOR VOCATIONAL EDUCATION,\n\nWASHINGTON, D.C.\n\nUnder the provisions of the Smith-Hughes Act as administered by the\nFederal Board, a part-time school is one maintained under public supervision\nor control, for the purpose of giving instructions to persons over fourteen\n\nyears of age who have entered upon a trade or industrial pursuit, and who are\nreleast during working hours to pursue instruction which shall fit them for\n\nmore active and useful employment in the same or an aUied trade or industry\nin which they are employed.\n\nThe controlling purpose is to fit the students\n\nfor better employment in a given trade or industrial pursuit in which they\n\nare already engaged, but in which are\n\nupon the lower levels, with small\n\nprospect of advancement without special training.\nIt is only upon this kind of a school that one- third of the federal fund for\n\ntrade, home economics, and industrial education can be expended at all.\n\nThe controlling purpose of all part-time schools draws its administration\nfrom the law specifying \"increased civic and vocational intelligence,\" and\nas one aim may be counted the increase of intelligence in a new vocation.\nPrimarily, the work is to make each pupil a better mechanic and obtain\n\nentrance into a better occupation than the one in which he is employed.\n\n"}
{"page": 283, "printed_page": null, "text": "Department]\n\nVOCATIONAL EDUCATION AND SMITH-HUGHES ACT\n\n267\n\nThe Federal Board has taken a broad point of view concerning the\nmeaning which could legitimately be given to the phrase \"civic and vocational intelligence.\"\nUnder this interpretation it will be possible for the\nstates greatly to extend the number, variety, and enrolment of part-time\nclasses.\n\nActual trade or industrial productive work must come first, and because\nof the Hmited course of study\n\nmust contain only the points of greatest\nThe long, exhaustive, and detailed\n\nimportance and value to the learner.\n\ncourses of the day schools cannot be transplanted to the part-time schools.\n\nThe high lights, not as to difficulty but as to importance, for immediate\nentry into the trade taught must form the nucleus of every course. As the\npupils are unfamiliar with the simple and fundamental manipulative process\nof the employment to be learned, the related subjects must come later and\n\noccupy a place of secondary importance.\nIt is possible to reach large numbers of boys and girls who, having left the\n\nelementary or high school, find themselves in most cases without correct\nguidance either as to how they shall get promotion, or how they shall make\nuse of their time in the most advantageous manner, or how they may choose\n\na more advantageous occupation.\n\nIt\n\nis\n\nfor these young persons that the\n\nlaw provides subjects which will ''enlarge their civic or vocational intelligence.\"\n\nAs a rule these pupils are not naturally interested in learning from books.\nWhile many leave school for economic reasons, the majority leave school\nbecause formal school work does not appeal to them. They must be\napproacht thru actual trade processes and activities and thru their interest\nin advancement.\n\nThey are ambitious.\n\nThe fact that they are dissatisfied with their\n\npresent employment and seeking entrance to a better one affords a fine\n\nmethod of approach to their interest in instruction and evidences the fact\nthat they are good raw material.\nIf the local community providing part-time education is to meet a real\nneed it must carry the part-time education to the places where it can be\ngiven most advantageously to the persons who have entered upon employment.\nIt\n\nis\n\npossible under the\n\nSmith-Hughes Act to organize a part-time\n\nschool or class which will fit them for useful employment in a really desirable\ntrade or industrial pursuit.\n\nThe controlling purpose differs but little from\n\nthe controlling purpose of the day trade or industrial school or class, but\n\nthe work must be given under different conditions, since it is fair to assume\nthat most of the energy and time possest by any person who has entered\n\nupon employment must be given to that employment, while the all-day\nschool assumes that the entire day can be given to preparation for a trade\nor industrial pursuit.\n\n"}
{"page": 284, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n268\n\n(Vocational\n\nThe occupations taught must be simple enough to be learned in say thirty\nwork must be capable of\n\nto sixty weeks of part-time instruction, or the\n\ndivision into distinct units, each part of the whole trade in any one of which\nsufficient skill will insure steady employment.\n\nThus a lathe hand, turret-\n\nmachine operator, ignition and battery-repair man, etc., are divisions of\nthe machinists and automobile mechanics trades in which men are employed\nbefore they are considered all-round high-grade mechanics.\n\nThat there is great need for part-time education is too patent for conThe drift had been away from the ordinary schools and into the\nindustries long before the war opened attractive opportunities for work.\nLack of interest in ordinary school work; desire to be getting at some occupation where tangible returns may be had, and the spur of family necessity\nare all crowding the industrial ranks with young people whose equipment\nis meager.\nThe field is a large one, and the need for part-time instruction\ntroversy.\n\nis great.\n\nTHE REHABILITATION OF DISABLED SOLDIERS AND SAILORS\nOR VICTIMS OF INDUSTRY\nCHARLES\n\nH.\n\nWINSLOW, ASSISTANT DIRECTOR FOR RESEARCH, FEDERAL\nBOARD FOR VOCATIONAL EDUCATION\n\nSince the United States government withdrew from industry two or\nthree million men,\n\nit is\n\nthe duty of the government to replace\n\nindustry, with due regard for the capabiUties of the individuals,\n\nthem in\nand to\n\nby these men in their\nby the Federal Board for\n\nneutralize such handicaps as have been suffered\npatriotic service.\n\nThis\n\nis\n\nthe position taken\n\nVocational Education.\n\nThe rehabihtation of disabled soldiers and sailors or victims of industry\nby no means a philanthropic proposition it is entirely governmental and\nnational in its scope. Eliminating absolutely the sentimental and humanitarian aspect of the question, the facts all point irrevocably to this work as\nis\n\n;\n\na part of the grim business of war, the first constructive step after so much\ndestruction.\n\nIt is a salvaging of precious material of which the foundations\n\nof this nation are a part\n\n—\n\nits incomparable manhood.\n\nVocational reeducation of men disabled for military service is therefore a\n\nmeans not only of conserving trade skill but of conserving it in a time of\nnational emergency and of preventing in some degree the scarcity of skilled\nlabor that is certain to develop as the war progresses. The nation which\ndoes not conserve the vocational skill of its trained workers will to that\nextent weaken its recuperative and competitive power and to that extent\nwill consequently fail to achieve the immediate national rehabilitation of its\n\nindustrial, commercial, and agricultural power.\n\nThe return to civil employment of large numbers of men under the\nabnormal conditions of the period of demobilization will occasion far-\n\n"}
{"page": 285, "printed_page": null, "text": "Department)\n\nAGRICULTURAL EDUCATION AND SMITH-HUGHES ACT\n\n269\n\nreaching economic disturbances and maladjustment of labor supply to\ndemand, unless that return is made under some comprehensive scheme of\nadministration. Vocational reeducation will provide one means of so\ndirecting the return of men into civil employments as to occasion the least\npossible disturbance, and will go far to avoid impairment of establisht\n\nstandards of living.\n\nThe industrial restoration of men has been found a very important feaThe first aim of the doctors is to inspire\nin the mind of the man a belief in his own ability to live and be useful.\nOnce the man himself is convinst that it is within his power to recover and\nture of their physical restoration.\n\nbecome self-supporting, half the battle of the doctors is won.\n\nAGRICULTURAL EDUCATION UNDER THE\nSMITH-HUGHES ACT\nCHARLES\n\nA.\n\nGREATHOUSE, MEMBER OF THE FEDERAL BOARD FOR VOCATIONAL EDUCATION\n\nAs a people, during the struggle of the last five years, our attention has\nbeen focust upon the resources of our forests, mines, and farms, that from\n\nthem might come the greatest possible output to provide the necessities\nof life for ourselves, for our fighting AlHes, and for the suffering peoples of\n\nEurope, and also the machines and materials of warfare to make possible\n\na victorious conclusion of the war.\n\nIn a singular way we now, as never\n\nbefore, recognize the value of our farms and their products.\n\nThe encouragement of agricultural education is of necessity the first\nThe present war has demonstrated to\na striking degree how true this is. The food administrator of Great Britain\nconcern of every enlightened nation.\n\nin an appeal to America said: \" Unless America can send us at least 75,000,-\n\n000 bushels of wheat over and above what has already been exported and\nbefore the new crop comes on, I cannot insure our people that we will have\n\nfood enough to win the war.\"\n\nAnd so, true to the call of service, the energies of a vast number of people\nare centered\n\nupon food production and conservation. Local, state, and\nand stimulating production.\n\nnational agencies are efl&ciently directing\n\nPubhc educational institutions are contributing largely to the success of the\nmovement the land-grant colleges by training leaders, and the public\nschools by training our young men for actual farming.\n\n—\n\nAltho drafted primarily for times of peace, the provisions of the Smith-\n\nHughes Act are strikingly adapted to times of war.\n\nUnder the stimulating\n\ninfluences of this act agricultural schools are being establisht in every state\nin the Union.\n\nDedicated to serve the needs of the nation, the Federal\n\nBoard for Vocational Education is advancing the cause of agricultural\neducation that the American people and their Allies may now be fed, and\nthat ultimately agriculture in the United States may be pursued by young\n\nmen properly trained for their work.\n\n"}
{"page": 286, "printed_page": null, "text": ""}
{"page": 287, "printed_page": null, "text": "—\n\nDEPARTMENT OF RURAL AND AGRICULTURAL\nEDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n— C. H. Lane, federal agent for agricultural education, Federal Board for\nVocational Education\nWashington, D. C.\nVice-President— W. F. Lusk, professor of rural education, Cornell University. .Ithaca, N.Y.\nSecretary — Charl O. Williams, superintendent, Shelby County Schools\nMemphis, Tenn.\nPresident\n\n.\n\nFIRST SESSION—Tuesday Afternoon, July 2, 1918\nThe following was the program for the meetmg:\n\"The Relationship between Teacher-Training Departments under the Provisions of\nthe Smith-Hughes Act, and State Supervisors of Agriculture for the State Boards for\nVocational Education\" G. W. Works, professor of rural education. State College of\nAgriculture, Ithaca, N.Y,\nDiscussion Leader, G. H. Whitcher, state supervisor of agriculture. Concord, N.H.\n\"Project Methods in Teacher-Training Courses\" A. W. Nolan, state supervisor of\nagriculture, State Board for Vocational Education, Springfield, 111.\nDiscussion Leader, W. S. Taylor, professor of agricultural education. State College, Pa.\n\n—\n\n—\n\n—\n\n—\n\nSectional Conferences and Periods of Professional Improvement Work for Teachers\nof High-School Agriculture\"\nR. W. Stimson, State Board of Education, Boston, Mass.\nDiscussion ^Leader, L. H. Dennis, director of agricultural education, Harrisburg,\nPa.; A. K. Getman, state supervisor of agriculture, Trenton, N.J.\n\n—\n\n—\n\n\"The Organization of the T. N. Vail State Agricultural School of Vermont\"—M. B.\nHillegas, state commissioner of education, Montpelier, Vt.\n\nSECOND SESSION—Wednesday Evening, July 3, 1918\nThe following was the program for the meeting:\n\"Rural Secondary Education in the United States during and after the War\"\nH. W. Foght, specialist in rural-school practice. Bureau of Education, Washington, D.C.\n\"Some Outstanding Illustrations of Progress in Organization of Rural High Schools\"\nLee Driver, county superintendent of schools, Winchester, Ind.\n\n—\n\nTHIRD SESSION—Thursday Afternoon, July 4, 19 18\nThe following was the program for the meeting:\n\"Home-Project Work Too Small Something Bigger Needed\n\n—\n\n—\n\na Substitute in\nOperation\" W. S. Welles, director and supervisor of vocational agricultural instruction,\nRiver Falls, Wis.\n\"The Effect of Rural Continuation Schools on Agricultural Efficiency\" R. W.\nStimson, State Board of Education, Boston, Mass.\n\"The Educational Value of Practical Agriculture under the Provisions of the SmithHughes Act\" R. D. Maltby, supervisor of Agriculture, Athens, Ga.\n\"The Birth and Childhood of Vocational Education with a Forecast as to Its Development during Adolescence\" David Snedden, professor of education. Teachers College,\nColumbia University, New York, N.Y.\n\n—\n\n—\n\n—\n\n—\n\n\"State Supervisor of Vocational Agriculture under the Provisions of the Smith-\n\nHughes Act\"\n\n—\n\nJ. D. Elliff, director of vocational education, Jefferson City, Mo.\n\"The New Education in Agriculture Is Based on Sound Pedagogy\" W. R. Hart,\nprofessor of agricultural education, Massachusetts Agricultural College, Amherst, Mass.\n\n—\n\n271\n\n"}
{"page": 288, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n272\n\n[Agricultural\n\nPAPERS AND DISCUSSIONS\nTHE RELA TIONSHIP BETWEEN TEACHER-TRAINING DEPARTMENTS UNDER THE PROVISIONS OF THE SMITH-HUGHES\nACT AND STATE SUPERVISORS OF AGRICULTURE FOR THE\nSTATE BOARDS FOR VOCATIONAL EDUCATION\nG. A. WORKS, PROFESSOR OF RURAL EDUCATION, CORNELL UNIVERSITY,\n\nITHACA, N.Y.\n\nThe organization of the two phases represented by supervision of the\nwork in agriculture and the preparation of persons to teach\n(i) The responsibility for\nboth phases of the work, supervision of vocational agriculture and training\nvocational\n\nsuch agriculture may be on one of two bases:\n\nof teachers, may be under the direction of one person.\n\nSuch an arrange-\n\nment is possible under the provision of the Smith-Hughes Act by making a\nproper division of the supervisor's time between the two fields in which he\nfunctions.\n\nThis adjustment is to be found in several states at the present\n\ntime.\n\nThe supervisory function may be placed in the hands of one\n\n(2)\n\nperson and the responsibility for the preparation of teachers vested in\nanother.\n\nOf these two plans I believe that ultimately the second will show greater\nstrength as measured by the results accomplisht in the teaching of vocational\n\nThis must be regarded as the final measure, because the SmithHughes Act does not exist to provide supervisors and teacher-training\ndepartments except in so far as these are a means of improving the instrucagriculture.\n\ntion in agriculture under the act.\n\nThis statement should not be interpreted as meaning that the organization which places both teacher-training and supervisory functions in one\n\nhead is without merit. There is a strong argument for it. It gives the\ndepartment dealing with the preparation of teachers an excellent opportunity to follow its product into the schools and to see at first hand the\nextent to which the persons who have been prepared are making good when\nthey have assumed their responsibilities as teachers.\n\nThis is, of course,\n\nthe final measure of the success of the teacher-training work.\nlies in the fact that those\n\nA weakness\n\nwho have prepared the teacher are likely to over-\n\nlook what may be fundamental weaknesses in his work, provided that he\nis\n\nproceeding in accordance with the instruction received at their hands.\n\nThe supervisor who is independent of the teacher-training organization will\napproach the work of the teacher with an unprejudist attitude, and, other\nthings being equal, he is more likely to see the faults of the teacher as they\n\nare exhibited in his work than he would be if he were responsible for that\nteacher's preparation.\n\nA practical difficulty is created by combining the supervisory and teachertraining function in one person, because it is necessary for the supervisor to\n\n"}
{"page": 289, "printed_page": null, "text": "Department!\n\ndistribute his\n\nSTATE SUPERVISORS OF AGRICULTURE\nwork over the\n\nentire\n\nyear.\n\nHe\n\n273\n\ncannot well have one\n\nsemester for supervision and the other for teaching.\n\nThis creates diffi-\n\nculties incident to having the problem of an instructor spend two or three\n\ndays a week in the field and the remainder of the time in the classroom.\nAnyone who has tried this realizes that it is usually imsatisfactory. The\nsupervisory work, because of the calls for assistance that come from the\nfield, is the more insistent of the two, and as a result the teacher finds that\nthe supervisor has robbed him of time which he should have for the\norganization and development of his instructional work. He is also without the time necessary to become intimately acquainted with his student\nbody.\nIt is quite within the range of possibility that a third feature\n\nmight\n\ndevelop that contains an element of weakness when the two offices are combined.\n\nNaturally the supervisor is in a position of considerable influence\n\nHe would fall\nUnder normal\nconditions, with reference to supply of teachers, this may result in more or\nin determining the teachers selected by school authorities.\n\nshort of being human if he did not favor his own students.\n\nI am of the opinion that at least 15 to 25 per cent of the\nteachers of vocational agriculture in any state should come from outside\n\nless inbreeding.\n\nthe state. Especially will this be true when the Smith-Hughes funds have\nmade possible the development of strong departments for the preparation\nof teachers in practically all the states.\n\nThis drawing of teachers from out-\n\nside has its Umitation in the fact that usually they cannot be obtained to\n\nadvantage from regions that have a widely different agriculture from that\nfoimd in the state.\n\nWhen the two functions are placed on essentially coordinate bases and\nare vested in different individuals a broader viewpoint is brought to the\n\nproblems, provided that the proper cooperation exists between those who\nare responsible for the training of teachers and those who are charged with\n\nthe duty of supervising the instruction in the schools.\n\nIt is not difficult\n\nto secure this cooperation when the men occupying the two positions are\n\nbig enough and reasonable enough to bear such responsibiUty.\n\nThose engaged in professional training of teachers recognize the fact\nthat no matter how carefully their work is planned and executed they can-\n\nnot turn out finisht teachers from training departments.\n\nTo remedy this\n\ncondition every state should be able by use of the Smith-Hughes fxmds to\n\ndevelop plans for the training of the teachers in service.\n\nThose who are in\n\ncharge of the teacher-training work should take the initiative in developing\nplans for further training of the teachers after they are in service.\n\nSystem-\n\natic instruction should be planned for and required of every teacher during\n\nat least his first year of teaching.\n\nThis work should be developt by those\n\nin charge of the teacher training, with the advice of the supervisor.\n\nSince\n\nmust be largely individual it will be necessary for those who are conducting it and are responsible for it to visit the novice as occasion demands.\nit\n\n"}
{"page": 290, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n274\n\n(Agricultural\n\nIn order that this visitation may work out to the best advantage the\nfollowing suggestions are made:\n1.\n\nThe state supervisor should send a letter at the beginning of the year\n\nto the principal of each school in which there is a teacher receiving such\ntraining, informing him of the fact that this teacher will be subject to visita-\n\ntion by a member of the training staff.\n2.\n\nDuring such visitation the representative should confine his work to\n\nthe improvement of the teacher's technique of instruction as represented\n\nby his work with pupils in the field, laboratory, classroom, or at the project.\nThe visits that are made should be of such duration that it will be possible\nIf there are changes of an administrative nature\nto accompUsh this result.\nthat would result in improving the quality of instruction, these should be\nbrought to the attention of the state supervisor, who may take them up\n\nwith the local authorities if he deems it wise to do so, but under no circumstances should the member of the training staff assume any responsibility\nfor their correction.\n3.\n\nSince the state supervisor will also endeavor to improve the instruc-\n\ntion of his teachers he will be dealing with the teachers who are receiving\n\ntraining in service.\n\nFor this reason it is desirable that the supervisor and\n\nthose who are training teachers come to an agreement upon the fundamental\nprinciples that are to be observed in developing the\nagriculture.\n\nwork in vocational\n\nWhen such an agreement is reacht there is little or no danger\n\nof disparity in the advice that comes from the two sources.\n4.\n\nA definite period of time, for example, one year, should be set for this\n\nsystematic instruction in service.\nit\n\nThe final decision as to whether or not\n\nmay be desirable to continue it over a longer period with certain teachers\n\nshould be determined by the state supervisor.\n\nis\n\nThe state supervisor should have a part in the formal instruction that\nArrangements should be made by\n\ngiven to the prospective teacher.\n\nwhich he will have several lecture periods for the purpose of getting before\nthe class his views regarding the work which they are planning to enter.\n\nThese visits should be made the occasion for giving the supervisor an\nopportunity to have a personal interview with each student. He should\nThese,\nalso go over the records of each with the teacher-training staff.\ninterviews and intimate considerations of each student will do much toward\ngetting the teachers into the communities where they can work most\neffectively, because the supervisor will know the difficulties that are likely\n\nto be met in the various sections of the state much better than they are\nknown to those in the training departments. Those who are preparing the\n\nteachers will be famihar with the abihties and Hmitations of their students\nand can judge of their capacity for meeting special problems that are pre-\n\nsented in certain communities.\n\nIn New York state the department of rural education was able to cooperate with the state supervisor in a special work that was mutually helpful.\n\n"}
{"page": 291, "printed_page": null, "text": "Department]\n\nPROJECT METHODS IN TRAINING COURSES\n\n275\n\nThe supervisor prepared blanks on which the teachers were required to\nmake monthly statements showing by means of a daily record certain facts\nregarding topics studied, methods used, and references employed.\nreports were assigned\n\nThese\n\nby the department of rural education to advanst\n\nstudents for detailed study with reference to time allotment to the various\ntopics, seasonal sequence, and the relation between recitation, laboratory,\nfield, and project work.\n\nOne of the annual conferences was devoted largely\n\nto a consideration of the studies that had been made of the work reported\n\nduring the year.\n\nThe Smith-Hughes Act has placed before those interested in the development of vocational agriculture and those interested in the preparation of\nteachers for this subject a great opportunity.\nAs has been definitely\npointed out the greatest strength will be developt in each of the phases\n\nwhen they are working upon a coordinate basis with the fullest, freest, and\nfrankest exchange of views between the two parties who in the end will be\nresponsible for the failure or success of the work\n\n—the one who prepares the\n\nteacher and the one who supervises him after he has entered the profession.\n\nTo accomplish this there must be conference, conference, conference.\n\nPROJECT METHODS IN TEACHER TRAINING IN\nVOCATIONAL AGRICULTURE\nARETAS W. NOLAN, STATE SUPERVISOR OF AGRICULTURAL EDUCATION,\nURBANA, ILL.\n\nA project is a reflective act carried on in its natural setting.\n\nDr. J. A.\n\nStephenson, of the University of Illinois, defines a project as a problematic\nact carried to completion in its natural setting.\n\nover into action.\n\nIt is a large problem carried\n\nIt may be composed of a group of problems which con-\n\nstitute subdivisions of the project.\n\nThe project is the normal life-situation.\n\nIn school we often take these problems out of their natural setting and\nstudy them one by one. The tendency is to teach the problems in isolated\ngroups rather than as related to one life-situation.\n\nThe chief educational function of a project is to translate information\ninto conduct.\n\nIt arouses interest, since there are\n\nmany reservoirs from\n\nwhich interest may flow, being tied up with life-situations. Dr. Snedden,\nin his Problems of Secondary Education, states that the keynote of the newer\neducation in these fields is to be found in the development of facilities for\nobtaining practical experience under conditions as nearly approximating\nthose of the actual vocation as can be obtained.\n\nThe project method in\n\nagricultural instruction offers these facilities.\n\nThe great problem in the use of the project method as a basis for the\ncurriculum is to select such projects and groups of projects as will give all\nessential facts, processes, and principles of the subject-matter which may be\n\norganized as units of knowledge.\n\n"}
{"page": 292, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n276\n\n[Agricultural\n\nSince all instruction in vocational agriculture under the Smith-Hughes\n\nAct must include projects in farm practice, institutions training teachers\nfor this work should provide actual project work as a part of their curriculum\nLand, animals, crops, etc., should be available,\nin agricultural education.\nand the students should have the opportunity to purchase or rent materials\nfor agricultural projects in connection\n\nwith their college course.\n\nTheir\n\nprojects should be of sufficient scope to have economic as well as educational\nvalue.\n\nSuch work has already been provided at the University of Illinois\n\nat Urbana.\n\nPROJECT METHODS IN TEACHER-TRAINING COURSES\nW.\n\nS.\n\nTAYLOR, PROFESSOR OF AGRICULTURAL EDUCATION, PENNSYLVANIA\nSTATE COLLEGE, STATE COLLEGE, PA.\n\nFor purposes of our study I think we shall find it more satisfactory to\ndiscuss this subject as problem-project methods in teacher-training courses\nrather than as project methods in teacher-training courses. The term\n\"project\" does not mean the same thing to all the people who use it.\nDr. David Snedden, in an article in School and Society, described the term\nproject as \"a unit of educative work in which the most prominent feature\n\nwas some form of positive or concrete achievement.\"\nGood pedagogy demands that the subject-matter of a course be divided\nThe most effective teaching unit in teacher-training\ninto teaching units.\ncourses undoubtedly is the problem. This the lecture method formerly in\n\ncommon use in teacher-training classes failed to recognize.\n\nIt is not\n\nstrange to us today that the lecture method of instruction proved to be\n\neven more ineffective for teacher-training work than for other work.\nInstructors offering teacher-training work were as a rule well trained in\n\nThe men in charge of the\nwork in agriculture were not slow to realize that the\n\nagriculture but poorly trained in education.\n\nteacher-training\n\ninstruction was failing to give the help that such courses were supposed to\ngive.\n\nThe students did not get the vision of the possibilities of secondary\nThe courses lackt that something that would stimulate, that\n\nagriculture.\n\nwould motivate, that would organize, and that would give direction.\nAt the same time that instructors in charge of teacher-training classes\nwere groping around in search of better methods for their courses, supervisors and dhectors of secondary agriculture were searching diligently for\n\nsome means of making agricultural instruction in secondary schools effective.\nInstruction in agriculture in secondary schools was lifeless and all but\nmeaningless until project teaching put life, interest, and meaning into the\n\nwork offered. The child foimd in his project definite problems to be solved\nand a goal toward which to work.\nIn the same way, if the student in a teacher-training course is to get\nthe greatest possible good from his work he must have some definite problem\n\n"}
{"page": 293, "printed_page": null, "text": "—\nPROJECT METHODS IN TRAINING COURSES\n\nDepartment]\n\nbefore him.\n\n277\n\nWe all work hardest when we have a difficult problem to solve.\nThe result which he is seeking \"becomes a\n\nSo it is with the student.\nconscious aim, a guiding\n\nand inspiring purpose.\"\n\nHe thinks with less\n\nwaste when he has something central as a motive and guide.\n\nProblem-\n\nproject teaching gives a realness and a concreteness to instruction that can\n\nbe obtained in no other way.\n\nEndeavor is more earnest and more persistent where interest is keen in\nthe end desired.\n\nInterest is keener when there is a distinct need felt for\n\nthe end sought.\n\nThe problem, therefore, the need of whose solution is\n\nkeenly felt, stimulates thought to discover the best methods of dealing with\n\nFurthermore the project that enlists the energy and resources\n\nthe situation.\n\nof the student most is not your project but the project that he himself is\n\nworking out.\n\nSo we have come to look upon our teacher-training courses as projects\nbig projects made up of a series of problems.\n\nThis series of related problems\n\nthat make up the content of the courses, when solved and properly correlated\n\nand organized, comprises the working out\n\nof\n\nthe project.\n\nThe\n\nplanning of a library for vocational agriculture in secondary schools is an\n\nexample of one of the problems of the course.\n\nInstead of having the\n\ninstructor give the class a stereotypt or perhaps a mimeographt lecture on\n\nthe high-school agricultural library, the student is given a problem to work\nout.\n\nBriefly, he is askt to select his library of books and give reasons for\n\neach book selected.\n\nHe is askt to select a library of bulletins —^bulletins\n\nthat will be useful in his teaching\n\n—and he\n\nis\n\naskt to catalog them in the\n\nway that will make them most usable to his students.\n\nHe has something\n\n—\n\nwork out something that will be directly helpful in his work\nwhen he becomes a teacher of secondary agriculture. When the students,\nunder the dhection of the teacher, have decided upon the list of books that\nwill be of most help and know why they will be most helpful, when they\nhave learned how to select bulletins of most worth and catalog them so as\nto make them most accessible, they wil) feel more than repaid for their work\nand will attack the next problem with enthusiasm and zeal. A problem of\nthis kind stimulates interest and effort because of its practical bearing.\nIts\nsolution insures better library materials, better library methods, and better\ndefinite to\n\nlibrary facilities in secondary vocational agricultural libraries, all of which\n\nare greatly needed.\n\nLet us suppose again that the problem of the class in teacher training\nis properly to\n\nequip the agricultural laboratory.\n\nThe problem will be first\n\nto determine what will be incorporated in the course of study and then to\n\nbuy equipment to fit the course as outlined.\n\nToo frequently the teacher\n\nplans instruction to fit his equipment rather than equipment to make clear\nhis instruction.\n\nEquipping the agricultural laboratory becomes relatively\n\na simple matter when attackt from this viewpoint, and again the student has\n\nsomething he can use in developing his work in secondary schools.\n\n"}
{"page": 294, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n278\n\n[Agricultural\n\nIn the same way we might enumerate all the problems of the course and\nshow how each gives definite help. But the problem-project method does\nmore than give specific help. Every project is a life-problem, and we get\ndirection and power to handle other problems of life from having successfully workt out the preceding one.\nThe project may be small or it may be\nlarge; the lesson from each should lead toward the same end; it should\ndevelop correct procedure in thinking and in working out similar problems;\nit should aid in developing clear notions of accuracy and scientific viewpoint;\nit should develop initiative;\n\nself-reliance;\n\nit should give self-direction;\n\nit should develop\n\nand lastly project teaching should motivate.\n\nIt is not difficult to see that project teaching in teacher-training courses\n\nmust have careful planning.\n\nThe student must know where he is going, or\n\nthere will be a tremendous amount of lost motion.\n\nEvery problem of the\nmust be vitally related to the work that the\nstudent expects to do as a teacher, and its working out must lead to a definite\nProblem-project teaching accomplishes its purpose when the results\ngoal.\nof the effort required for solving the problem \"are of such positive and\ncourse must be specific;\n\nit\n\nabiding interest as to arouse the person to a clearer recognition of purpose\n\nand to a more thoughtful consideration of means of accomplishment.\"\nThe result that is most desired in all teaching, according to Mr. Dewey,\nis \" that the mind should be sensitive to problems and skilled in methods of\nattack and solution.\" The acid test of good teaching, according to Kirkpatrick, is \"to leave the student with a desire to know more.\"\nI want to\ncombine these two and say that the acid test of good teaching is (i) to leave\nthe student with a desire to know more and (2) to enable him to sense\nproblems quickly and attack and solve them in the most economical way.\nThis the problem-project method of teaching attempts to do in teachertraining courses.\n\nSECTIONAL CONFERENCES AND PERIODS OF PROFESSIONAL\nIMPROVEMENT WORK FOR TEACHERS OF\nHIGH-SCHOOL AGRICULTURE\nRUFUS W. STIMSON, STATE SUPERVISOR OF VOCATIONAL AGRICULTURAL\nEDUCATION, BOSTON, MASS.\n\nThe aim of high-school agricultural instruction need not be vocational.\nIt\n\nmay have strong avocational values.\n\nIt\n\nprevocational or vocational-guidance values.\n\nmay also have important\nIf\n\nit\n\nguides pupils into\n\nagricultural colleges it will at the same time be assisting them to accumulate\n\nexperience which cannot but add to the value of their agricultural-college\ntraining.\n\nThose in charge of our program today are understood to have had highschool teachers of agriculture suited to vocational courses primarily in mind\nin assigning the subject of this address.\n\n"}
{"page": 295, "printed_page": null, "text": "PROFESSIONAL IMPROVEMENT WORK FOR TEACHERS\n\nDepartment]\n\n279\n\nThe vocational agricultural teacher must be first of all practical. He\nmust know the farm routine of the region in which he teaches. He must be\nable to do. He must have understanding and sympathy. He must have\ncommon sense the most uncommon of all senses. He must be not only\na man among men but a farmer among farmers. Otherwise he cannot hope\nto command the respect and enlist the cooperation for good home-project\nwork of the fathers of the pupils in his classes; and in the absence of such\nrespect and cooperation his efforts will be futile.\nThe vocational agricultural teacher must also be able to give instruction\nin the bearings of the sciences upon the productive farming operations he\nteaches.\nHis boys must be taught not only to do but also to comprehend.\nHe must promote both action and reflection, both skill and judgment. He\nmust develop not merely farm hands but also farm managers.\nFinally the vocational agricultural teacher must be a master of good\nteaching methods. He must understand both the subject method and the\nproject method and know when and where and how to displace the former\nby the latter.\nIt is small wonder perhaps that when the speaker first proposed the\n\n—\n\nhome-project,\n\none-teacher,\n\nhigh-school-department\n\nplan\n\nvocational\n\nof\n\nagricultural education he was met by a professor of agricultural education\n\nwith the declaration, \"The plan you are proposing is impossible!\n\nThis is\n\nEven a college professor can hardly hope to\nmaster completely the specialty of his department, and you are proposing\nthe day of specialization.\n\nthat the high-school teacher shall be a specialist in\n\nall\n\nagricultural\n\nspecialties.\"\n\nOf course this critic was laboring under a misapprehension.\n\nStudents\n\nof farm management are arguing that the most profitable farm, the country\n\nover, is the general farm.\nis\n\nWhat the speaker proposed and still advocates\n\nthat the agricultural instructor, in a region where general farming ought\n\nto be the rule, should know and be able to do the things that agricultural\n\neducators are everywhere claiming that the general farmer ought himself to\n\nknow and be able to do.\nhimself,\n\nit\n\nIf this program is not impossible for the farmer\n\nshould not be impossible for the one-teacher department\n\ninstructor.\n\nAssurance of success was made doubly sure at the outset in Massachuby a definite reservation of time every year, in the case of every\n\nsetts\n\ninstructor, for professional improvement.\n\nEvery instructor should keep abreast of the best farm practice.\n\nIf his\n\nduties with his boys are so engrossing as to absorb most of his time, during\n\npart of the year he may be taken away from his boys and be put to work with\nfarmers.\n\nHis work with farmers may be work at one or another branch of\n\nfarming in which he is not sufficiently proficient.\n\nOwing to the stress put upon practical farm experience and technical\nagricultural training, in approval of candidates, men of considerable matu-\n\n"}
{"page": 296, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n28o\n\nrity are generally\n\nlAgricultural\n\nappointed to high-school agricultural instructorships.\n\nTheir point of view is essentially the point of view of the adult.\n\nThey are\n\nstrongest in their hold upon the older boys in their classes.\n\nSuch men may\nneed, not so much to be taken away from boys to be put with men, as to be\ntaken away from men to be put with boys. Professional improvement\ncredit in Massachusetts is therefore given for all supervision of agricultural\n\nclub work of boys twelve and thirteen years of age.\n\nIncidentally of course\n\nsuch work with children provides an excellent finding or guiding system.\n\nEqually important with keeping abreast of farming\n\nis\n\nit\n\nthat the\n\ninstructor shall keep abreast of the development of agricultural science in its\n\nvarious phases.\n\nPart of the year accordingly an instructor may be taken\n\naway from both boys and farmers to be put with agricultural-college\nresearch and extension workers. He thus finds his way to sources of sound\ninformation and returns to his teaching with his stores of knowledge enricht\nand with his spirit invigorated.\nFrom the foregoing it will be evident that professional improvement may\nrequire periods apart from teaching. Winter periods have generally been\nselected.\nAbsence of instructors in December, January, or February does\n\nnot interrupt supervision of projects during the growing season when such\nsupervision ought in all cases to be continuous.\n\nIt tends to prevent an\n\nBoys who have been hard\nprest by heavy project study and project work during the spring, summer,\nand fall months sometimes benefit from the half-time vacation from school\nwork which may be allowed during the agricultural instructor's absence.\nWinter absence of the agricultural instructor makes it possible for other\nteachers to claim more time. Boys who have fallen behind thus make up\nwhat they have lost. A very desirable device for stopping the gap occasioned by the winter absence of an agricultural instructor has been the\nemployment of a foreman carpenter to give agricultural pupils farm shopwork instruction.\nPeriods of professional improvement may, however, be concurrent with\nteaching.\nWhere the number of boys to be supervised during the summer\noverdose of book agriculture for the pupils.\n\nis not so great as to\n\ndemand all of the time of the instructor, one- quarter\n\nin some cases one-half\n\n—\n\nof his time between the close of formal class instruc-\n\nJune and the opening of such instruction in September may be\ndevoted to professional improvement.\n\ntion in\n\nIn Massachusetts the first steps in the agricultural teacher-training\nSmith-Hughes Act, are being taken. A sort of project\nmethod of teaching teachers how to teach agriculture, after they have been\n\nplan, under the\n\nappointed to their jobs, has been adopted.\nschool to school and from man to man.\nspot.\n\nThe teacher trainer goes from\n\nHe helps each instructor on the\n\nThe project plan of teacher training, however, provides for seminar\n\ncourses at the agricultural college, during part of the winter and part of the\n\nsummer, to be conducted by the agricultural teacher trainer.\n\n"}
{"page": 297, "printed_page": null, "text": "1\n\nDISCUSSION\n\nDepartment]\n\n28\n\nProfessional improvement has from the beginning been a fundamental\n\nfeature of the Massachusetts plan of vocational agricultural education.\n\nmaximum of two months a year has been and still may be required.\nthis time the instructor is on salary.\n\nA\n\nDuring\n\nHis program of improvement may be\n\nproposed by himself, by the local school authorities, by the agricultural\nteacher trainer, or by the state supervisor.\n\nIt is subject to the state super-\n\nvisor's approval.\n\nThe minimum requirement of professional improvement is two weeks a\nEvery instructor in the agricultural education service must attend\na winter conference and a summer conference of about one week each.\nyear.\n\nAttendance at these conferences is credited to each man as professional\n\nimprovement work.\n\nThe speaker feels that the best headway is made at sectional conferences of teachers, as in the teaching of agriculture itself by immediate\n\ncontact with jobs.\n\nMen on the program, scheduled to discuss one or another\n\nphase of their equipment, method, or results, do their talking at home and\nnot at a distance.\n\nThose present see that what these instructors state they\n\nare doing, they actually are doing.\n\nMost men see better than they\n\nvisualize.\n\nOf fundamental importance also, the speaker feels, are joint conferences\nand instructors, agricultural-college,\nresearch, and extension men, and agricultural county agents.\nJust as the\ninstructor returns to his post from a summer conference with a better background of knowledge of agricultural conditions in Massachusetts and of\nof vocational agricultural directors\n\nteaching methods, so he returns to his post from a joint conference with a\nbetter sense of the agricultural education and extension movement of the\n\nThe conferences contribute unity of spirit and aim.\nThey are of fundamental importance. In other phases of professional\ncountry and the state.\n\nimprovement the instructor may feel that he is working more or less as a\nunit and principally for his own good or the good of his particular field of\nservice.\nAt the conferences he feels himself swung into the great forward\nmovement, feels himself falling into step with the great host of workers for\nagricultural betterment.\n\nHe returns to his post\n\nstronger in his\n\nown\n\nstrength, but stronger by far in the united strength of the men he has met,\n\nand he now feels himself shoulder to shoulder with them in an unconquerable\nadvance.\n\nDISCUSSION\nA. K. Getman, state supervisor of agricultural education, Trenton, N.J.\n\n—It\n\n''is\n\na\n\nmatter of common experience that there is great need for the professional improvement of\nagricultural teachers in service.\n\nIn spite of the development of special courses for the\n\ntraining of teachers of vocational agriculture in our state agricultural colleges, young men\n\nare constantly entering the work with a sense of their inability to do the job in the most\neffective way.\n\nAside from the follow-up of the inexperienst teachers on the part of the\n\n"}
{"page": 298, "printed_page": null, "text": "NATIONAL EDUCATION ASSO CIA TION\n\n282\n\nteacher-training departments there are\n\nteacher may be greatly improved:\n\n(Agricultural\n\ntwo effective \"ways whereby the work of the\n\n(i) by sectional conferences held at convenient points\n\nin the state and at varying intervals during the year, and (2) by the setting aside of a\ndefinite time during which the teachers may engage in professional-improvement work.\n\nSpeaking from the point of view of the state supervisor and teacher tramer combined,\nthe holding of sectional conferences and the providing of opportunities for professional\n\nimprovement are fundamental essentials of good administration of agricultural education.\nIn this discussion these two phases of the work will be considered as being separate from\nthe itinerant teacher-training activities.\n\nThere are four more or less well-defined functions of sectional conferences of teachers\n(i) These conferences serve as a very effective means of placing before the\n\nof agriculture:\n\nteachers new plans for the work of any given year.\n\nDuring the past year, for example,\nconferences have been called for the purpose of presenting the plan for the reorganization\nof the work under the provision of the Smith-Hughes Act.\n\nIn many cases this reorganiza-\n\ntion was slight, whereas in others it meant a radical change in the former plans.\n\nAgain\n\nthe stressing of some special phase of work that may be deserving of attention thruout\nseveral parts of the state may be brought about thru conferences. Aside from the presentation of new plans or departures from the regular routine work it is often possible for the\nstate supervisor to present possible plans and to receive the very helpful reactions from\n\nthe men before these plans are finally put into operation.\n\n(2) Unquestionably one of the\n\nbest methods of teaching is to give first-hand experience in the problems under consideration.\n\nSectional conferences present a very effective means of raising the standards of\n\nby means of observation. Arrangements may be made for the\nassembling of several teachers whose problems are somewhat similar, and visits may be\ncertain kinds of work\n\nmade to the scene of some specially good pieces of work in the community.\n\n(3) Sectional\n\nconferences offer an opportunity for the presentation, by the agricultural specialists from\n\nthe college, of any special phase of agricultural practice.\n\nA campaign against oat smut,\n\nor a concerted attack on any troublesome disease or insect pest, or the study of the farming\nof a community by means of survey methods, are illustrations of this phase of improve-\n\nment. The specialists are thus able to promote the particular practice which they are\nanxious to have the farmers put into operation, and the teachers are kept in close touch\nwith the best and latest methods. (4) In the administration of agricultural teaching in\nany state plan the question of the courses of study is constantly coming up. Experience\n\nseems to indicate that the courses of study should be organized primarily from the point\nof view of local agriculture rather than from that of a state-wide plan.\n\nIt frequently\n\nhappens that a group of men is engaged in teaching agriculture in a community where the\ntypes of farming are similar.\n\nIt is possible by means of conferences to prepare tentative\n\ncourses of study based on the actual teaching experience of the men who are facing like\n\nproblems.\n\nWith the development of the practice of employing teachers of agriculture for twelve\nmonths there comes the definite need for the setting aside Jof periods for professional\nimprovement work. Experience has shown that this improvement divides itself naturally\ninto two rather distinct groups: (i) Teachers feel the need of keeping in contact with the\nnew developments in the field of technical agriculture and of getting into touch with new\ndevelopments in special phases of business problems. (2) Teachers are coming more and\nmore to realize that they need assistance in the organization of subject-matter and in their\nteaching methods.\nAfter a few years of teaching experience in a given community a teacher frequently\nfeels that he needs further instruction in some special branch of farming or in the problems\n\nof organization of the various community activities.\n\nDuring the time set aside for his\n\nprofessional improvement such a teacher might attend a college of agriculture where he\n\nwould receive the desired instruction, or he might get into close contact with the practical\nA teacher, for instance, in a community where\n\nphases of the work in which he wishes help.\n\n"}
{"page": 299, "printed_page": null, "text": "HOME-PROJECT WORK\n\nDepartment]\n\n283\n\nthere is need of organization for marketing purposes might well devote several weeks to the\n\nstudy of market conditions in the prevailing markets for that community.\n\nHe might\n\nalso with profit receive instruction from professors of rural economics and rural organiza-\n\nEquipt with this training he would be in much better shape to conduct a strong\ndepartment of agriculture and to assist the farmers of the community in their market\ntions.\n\nproblems.\n\nThe establishment of departments of agricultural education in the state agricultural\nmade possible the development of courses dealing with teaching methods.\nMany colleges are now oflfering special short-unit courses for teachers of agriculture.\n\ncolleges has\n\nThese courses are usually offered after the Christmas holidays, at which time it has been\ncustomary to permit the agricultural teachers to gain their professional improvement.\nIt is usually necessary to make clear to the school officers the importance of the pro-\n\nfessional improvement of agricultural teachers, and it is well to have this understanding\n\nat the time the work of the department is started.\n\nBoards of education are usually willing\n\nto provide periods for improvement work if they understand that such work is carried on\nin an organized way and is of direct benefit to the school.\n\nHOME-PROJECT WORK TOO SMALL—SOMETHING BIGGER\nNEEDED—A SUBSTITUTE IN OPERATION\nW. S. WELLES, STATE SUPERVISOR OF VOCATIONAL AGRICULTURAL\nINSTRUCTION, RIVER FALLS, WIS.\nThis paper is the condenst thinking and work of eleven years on the\nproblem of public-school agricultural instruction, in and thru an institution\nwhich has for its sole purpose the preparation of teachers for the state of\nWisconsin. The convictions which have arisen in this long series of tests\nand efforts to work out the agricultural instruction problem in these various\nfields are wholly personal and apply to Wisconsin conditions.\nAgricultural education is still in its unformed youth. As long as this\nwork was in its infancy and childhood, the mode of learning in vogue was\napplied to agriculture as it was to arithmetic and grammar, and we had\nagriculture from the book. This was early carried over to the laboratory\nmethod, and demonstration and observation materials were in demand.\nSchool gardens had their day as an attachment to all the schools, from\ncountry school to city high school. These gardens have a place yet in the\nwork in the proper location, but not where agriculture is a serious business.\nThere were encouraging signs all about that we were thinking and working in the right direction.\n\nThe next step was evidence of advance.\n\nThru\n\nthe school plat we hoped to secure real agricultural atmosphere and experience.\n\nIt did not take long to demonstrate that this had some glaring faults\n\nthat became public gossip and came back upon the school heads in an\n\nuncomfortable way.\n\nThe school plat still has some points of merit.\n\nThere\n\nare also some strong points against it.\n\nBut we must have concrete work, we must have the pupils participate\nwork in agriculture. If it is not practicable to do this at\nschool, then let us have it done at home.\nEnter \"home project\"! The\n\nin the actual\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n284\n\n[Agricultural\n\ngreat advantage to be gained from home-project work is the fact that the\n\nwork is done out of the schoolroom and is centered upon the actual process in\nagriculture in the field and the barn at home, which means, not only that\n\nthe teacher and the pupil are interested in the work in hand, but that the\n\nparents are drawn in, in a way which makes everybody a participant in the\nthings which are to be done.\n\nI have had a great deal of conversation with\n\nquite a wide variety of people who are interested in agriculture from the\n\nteaching point of view on the question of the advantages and disadvantages\nof home-project work, its strength\n\nand its weakness.\n\nI find that the\n\npeople with whom I have talkt may be roughly divided into two groups:\nthe first group may be said to be mechanically minded, and its members\nfall easily into beaten paths, carrying out with success definite instructions.\n\nThe other group is composed of those people who look upon agricultural\ninstruction as a developing field of work in which there are no main traveled\n\nroads or scarcely blazed trails to lead them in that work, and consequently\n\nthey are thrown upon their own initiative and resources to work out the\n\nvery best things possible in this field.\n\nOne question has been put to all of these people: \"Are you satisfied\nthat home-project work is the best type of practical work for school people\nto engage in, in agriculture ? \"\nOne group, in answer to that question, said\n\n\"yes,\" the other \"no.\"\n\nIn order to see whether this was a state of mind true only of the teaching\nclass, I\n\nbegan to ask questions of people who were directly engaged in\n^people who had boys in school or beyond school\nand was\n\nagriculture\n\n—\n\n—\n\nvery much gratified to find that the farmers themselves had something of\nthe same mental stretch toward something more valuable in agriculture\nfor their boys and girls\n\nthan had yet been achieved.\n\nThe following is a\n\nconversation with a good type of farmer, named Miller, who lives six or seven\nmiles from town in Dunn County, Wisconsin.\n\nI askt him these questions\n\nwith the intention of getting his personal expression on two points:\n\n\"Did your sons go to agricultural school?\"\n\"Yes.\"\n\n\"Did they carry out home projects ?\"\n\"Yes.\"\n\" Would you, on the basis of that practical work, be willing to turn over\n\nthe corn crop, the pig crop, or the butter crop on your farm to your son for\n\"\n\nhim to manage and handle ?\n\"No.\"\n\"Why not?\"\n\"That experience was too small.\"\n\"What would you desire for your son's practical farm experience thru\nhis school training then?\"\n\n\"Something that would give him connection with all the work of the\nfarm; not one crop or one portion of farm work, but all the items that make\n\n"}
{"page": 301, "printed_page": null, "text": "\"\n\nHOME-PROJECT WORK\n\nDepartment]\n\nup farm business.\n\n28$\n\nI would want him to learn how to manage all the business\n\nof the farm and take care of the special things in their time and turn as a\n\nsuccessful farmer must.\"\n\nThere you have it.\n\n\"Home-project work too small\n\n—something bigger\n\nneeded.\"\n\nThe conversation continued:\n\n\"You get good farm help?\"\n\"Yes.\"\n\n\"What do you mean by *good help' ?\"\n\"They take an interest in the farm. They work well and take care of\nThey know what is going on all about the farm.\"\n\nthings.\n\n\"How do you get such help ?\n\" I hire my men on a partnership sharing basis in the production of the\nfarm.\"\n\"If your son's agricultural instructor askt you to take your son in on\n\nsuch a partnership basis, would you do it ?\"\n\" Would I ?\n\nThere\n\nit\n\nis\n\nwish I had the chance.\"\n\n—I\"a substitute in operation.\" Why not give\n\nall\n\nthese\n\nfathers a chance to take their sons into the business on the same kind of a\n\npartnership basis on which they hire their help ?\n\nI have yet to find one who\n\nwill maintain that such an experience with a small unit of agricultural work\nis\n\nan individual who expects to make\nThe reason for this opinion is just what has been\nthat the type of work represented by the home project, while it is\n\nsatisfactory in the preparation of\n\nfarm work his business.\n\n—\n\nsaid\n\ngood so far as it goes, fails to go far enough.\n\nIt is piece work and special\nwork on which any amount of time may be spent if necessary, and to which\nattention can be given at any time it may become necessary to attend to it,\n\nwhile in the actual practice of agriculture the dealings are not with these\nsmall units of work which can be given attention just at the time when they\n\ndemand it.\n\nInstead there are a dozen other things which must be attended\n\nto at approximately the same time.\n\nI want you to take recognition of the fact, and I believe thoroly that\nit is\n\na fact, that it is mostly the one-time office boys who now sit in the\n\nmanagers' chairs in the business world.\n\nIt is not the fellow who\n\nwas an\n\nexpert in the packing department, or an expert in the sales department, or\n\nan expert in the accounting department.\nIn my work in Wisconsin in connection with the State Board for Vocational Education, for which I serve as state supervisor of vocational agri-\n\ncultural instruction,\n\nwe have succeeded in putting this desire for greater\n\nthings in the nature of home work for students in agriculture on a real and\npractical basis.\n\nThe number of boys who have been enroled in these\n\npartnerships up to the present date I am unable to give definitely, but I\n\nknow of five counties in the state in which there are such partnership\narrangements.\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n286\n\n(Agricultural\n\nTHE BIRTH AND CHILDHOOD OF VOCATIONAL EDUCATION\nWITH A FORECAST OF ITS DEVELOPMENT DURING\nADOLESCENCE\nDAVID SNEDDEN, PROFESSOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY, NEW YORK, N.Y.\n\nThe last fifteen years have been the toddling, teething stage of growth\nof vocational education.\n\nIt\n\nhas naturally been subject to many of the\n\nAt times it was not certain that the infant would\nlive; and some have doubted whether it was worth raising.\nThe present\nwriter can say with good grace that it has been a noisy brat; and he is well\naware that some of its foster-nurses have made uninterested people rather\ntired by their predictions as to how the infant would some day become a\nlusty youth who would whip the other and less vulgar youths in the vicinity\nand even make some respectable older folks look to their laurels.\ndiseases of childhood.\n\nSince the whole-hearted entry of the national government into the\n\nsupport and partial direction of vocational education of the kinds here under\ndiscussion the entire situation has assumed a new aspect.\n\nlonger regarded as a foundling and interloper.\n\nThe infant is no\n\nHe is growing and learning\n\nWe can see now that, while he will not meekly confine himself to a\n\nfast.\n\ncorner, neither is he likely to become a bully, even if in a few cases he is\n\ngiven for a while the food and freedom of ''dual control.\"\n\nHe is really\n\ncapable of being civilized, even tho our refined schoolmaster senses will\nlong object to the work-a-day clothing that he must perforce wear, and to\nthe odors of machine shop and stable that necessarily chng to him.\n\nOne of the largest illusions now prevalent in vocational education is that\na vocation, once entered upon by a young person, must be followed thru\nlife.\n\nThe fact is that modern life is organized very much on a series of\n\noccupational levels, and naturally the beginner enters upon some level\n\nadapted to his immaturity and inexperience.\n\nNo one seriously expects a\n\ngirl of sixteen to be a school principal or a housewife;\n\nyet in many states\n\nmore thaij half of all girls at sixteen have already entered upon full-time\nwage-earning in calHngs that are truly juvenile occupations.\n\nNo one\n\nexpects a youth of eighteen to be a locomotive engineer, a machine-shop\n\nforeman, or a contractor.\n\nThe man who is the typical farmer at the age of\n\nforty was probably a hired worker on a farm (his father's or another's)\n\nfrom sixteen to twenty-five, then a tenant or renter farmer, and in middle\nUfe a farmer managing his own land and capital. In all our great manufacturing caUings there exist sometimes scores of levels indicated by varying\nwage rates, and to a large extent advancement from one to the other is\neffected on the basis of increasing maturity and experience and would be\ngreatly simphfied and expedited if, prehminary to each new level, adequate\nspecific vocational\n\nskilled\n\ntraining could be provided.\n\nEven\n\nin the so-called\n\n—which are almost everywhere undergoing an inevitable\n\ntrades\n\n"}
{"page": 303, "printed_page": null, "text": "THE NEW EDUCATION IN AGRICULTURE\n\nDepartment]\n\neconomic decline\n\n—the age of\n\neffective entry\n\n287\n\non apprenticeship is rising.\n\nAnciently in Europe it was in what we would now call childhood's year, and\nas low as fourteen there.\nIn America apprenticeship is rarely\nbegun before sixteen, and in many cases eighteen is now preferred; yet\nmany of those who must eventually become artisans are under necessity\nof contributing to their own self-support from the age of eighteen onward.\nit is still\n\nTHE NEW EDUCATION IN AGRICULTURE BASED ON\nSOUND PEDAGOGY\nWILLIAM R. HART, PROFESSOR OF AGRICULTURAL EDUCATION, MASSACHUSETTS AGRICULTURAL COLLEGE, AMHERST, MASS.\nIn order to set forth some of the features of the new education in\nagriculture\n\ncertain\n\ncharacteristics\n\nmay be noted:\n\nfirst,\n\nit\n\nhas definite\n\nobjectives; secondly, it has definite modes of procedure in the endeavor to\n\nreach its objectives; thirdly, it has a multiplicity of means and appliances\nto be employed and, fourthly, the new education in agriculture has a good\nbody of sanctions which justify it.\nThere are at least three rather distinct objectives which may be aimed\n\nat in agricultural study: vocational intelligence, personal satisfaction, and\nscientific research.\n\nligent choice\n\nAs to the time of beginning vocational training, intel-\n\ncannot be made before the years of a moderate degree of\n\nThe mind must be able to master what\nand the body must be able to handle the necessary appliances.\n\nmaturity of both mind and body.\nis presented\n\nEven a superficial analysis resolves vocational agriculture into a group of\nagricultural vocations.\n\nThese agricultural vocations may be groupt under\n\nthree main heads: productive, scientific, and social.\n\nThe second objective is personal satisfaction. The study caters to one's\nwhims and satisfies a curiosity and desire to enter new fields of learning.\nThe study of agriculture from the standpomt of personal satisfaction may\nseem to be a somewhat selfish one, yet the effect upon the person who\nstudies from this viewpoint would be to make him a better neighbor, a\nmore genial companion, and a more desirable citizen.\n\nA third objective is scientific motivation. From the standpoint of\neducation this puts the study of agriculture on a plane different from that\nof almost all other subjects.\n\nIn the production of primary raw materials\n\nagriculture is a complex of interdependent arts.\n\nan example.\n\nTake producing corn as\n\nThis involves the art of preparing a seed bed, which includes\n\nthe art of using certain tools, some of them so specialized as to be useless\nfor any other purpose.\n\nIt involves the art of planting, of tillage, of harvest-\n\ning, of preparing for market, or of storage.\n\nIn the progress of this performance there is a complete change from one set of tools and appliances to\nanother.\n\nEach step in the process from preparing the soil to preparing the\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n288\n\n[Agricultural\n\nfinal product for market involves the art of using one or more specialized\n\nSome of these machines are moved by man power,\nsome by animal power, and some by mechanical power. Thus in the production of corn the operator must know the arts of the process as well as\nthe arts of directing the power used to carry on the process.\n\nforms of machinery.\n\nAgriculture is the \"vestibule of all the sciences.\"\nin origin.\n\nFirst, it is the earliest\n\nMany practices in crop and animal production considered sound\n\nnow were in vogue many centuries before the dawn of the physical and\nbiological sciences as we know them today.\nSecondly, it contains a most\nsuitable body of material in facts and processes for the exercise of the mind\nin accumulating experimental knowledge of the world.\n\nThirdly, the mys-\n\ntery of the facts and processes awakens a curiosity which does not stop at\n\nmerely wondering why things are so, but which seeks to know why they are\nso.\n\nThis attitude of inquiry is the forerunner, the herald, of the true spirit\n\nof scientific inquiry.\n\nSooner or later the inquisitive attitude becomes an active search.\nSearching is more concerned with discovering a truth than with merely\nsolving a present difficulty.\n\nThe mind passes from the consideration of\n\nthings of immediate significance to the realm of reasons for related things.\n\nIn short, curiosity about facts, inquisitive attitudes toward them, and the\nactive search for an explanation of\n\nthem are the ascending steps in the\n\nvestibule leading to the spacious room of pure science.\n\nIn this way science\n\nor scientific research becomes a most important objective growing out of\n\neducation in agriculture.\n\nThis has some bearing on the method of proce-\n\ndure and the psychological sanctions of the theme to be discust later.\n\nThe mode of procedure in the new education in agriculture includes\nmuch more than simply methods of teaching. People engaged in many\nother vocations may take advantage of its messages.\n\nIn addition to the\n\nvarious classes of persons affected, there is also an increasing definiteness\nin the plans of organized effort.\n\nThe agencies made use of in organized\n\nand girls' clubs made up largely of school pupils but not\nconfined to them, and extension projects for children, young people, and\nadults carried on as home enterprises under guidance. The procedure followed by these agencies has an element of informality which is more or\nless disturbing to some of our educational systematists.\nThese haphazard\nmodes of procedure are not so unsystematic as they appear. Four factors\ncontribute to their educational value: (i) the instruction is for the most\neffort are boys'\n\npart timely or seasonal; (2) the problems are personal; (3) the information\nis applicable to individual needs; and (4) the knowledge imparted becomes\n\npower because it passes over into action.\nOther and highly important modes of procedure are those of the special\ncourse in schools of secondary grade, the vocational schools of secondary\ngrade,\n\nand the agricultural colleges.\n\nagriculture\n\neducation.\n\nis\n\nrelated\n\nto\n\nthe\n\nThru these agencies the study of\n\nwell-estabhsht\n\nmachinery for promoting\n\n"}
{"page": 305, "printed_page": null, "text": "THE NEW EDUCATION IN AGRICULTURE\n\nDepartment)\n\n289\n\nThe need of stressing practice in the agricultural arts in vocational\nThe knowledge gained thru practice is even to be preferred to a theory of why any given thing should be done.\nIn pursuing a\nvocation for a livelihood knowledge of how to do things is an all-essential\ncourses is obvious.\n\npart of one's equipment.\nIt should be remembered that the aim or intent of the student rather\n\nthan the method of learning determines whether or not the course is informational or vocational.\nvocational.\n\nSecondary schools of agriculture are avowedly\nEntrance into such a school is an implicit declaration of inten-\n\ntion to pursue the subject toward a vocational end.\nFurthermore the end\nsought is in a large measure limited to the arts of production, either of\n\ncrops from the soil or of live stock.\n\nThe agricultural college, strange as it may seem, has never been able\nto present a clearly defined aim.\n\nfarmers;\n\nit has produced\n\nIt has been repeatedly askt to produce\nsome, but it has produced men and women for a\n\nmultitude of other vocations, and also\n\nmen for the professions of law,\n\nministry, medicine, and education.\n\nThe mere fact that the agricultural college has always been regarded\nas a college, and therefore as dealing with college students, is sufficient to\n\naccount for the apparent anomaly of an agricultural college turning out\nfewer agriculturists than members of other vocations.\n\nUnder the influ-\n\nence of this type of college and the development which comes with advancing\nmaturity, new interests spring up, new capacities for achievement reveal\nthemselves, and new opportunities beckon the ambitious.\n\nInstead of seeing\n\nthe product of the college ghding smoothly into a single occupation, we see\nthe graduates drawn into many vocations.\n\nLet us turn for a moment to the factors that give sanction to this work.\nFor convenience these sanctions may be groupt as legal, psychological, and\nsocial.\n\nThis involves the pedagogical aspect of the theme.\n\nThe legal\n\nsanctions include federal legislation, state legislation, and local regulations.\n\nFour federal legislative acts stand out as epoch-making events in agricultural education in the United States.\nThese are the act authorizing the\nestabHshment of agricultural colleges, the act authorizing experiment\n\nand the act authorizing\nThese are extremely\nimportant steps, but the series is still incomplete. Two more acts should\nstations, the act authorizing extension teaching,\n\nthe teaching of agriculture of less than college grade.\n\nfollow in the near future, one for agriculture of less than secondary grade\n\nand one for agriculture above college grade.\n\nA few observations are submitted relative to the psychological aspect\nof the case.\n\nIn the first place agriculture makes a strong emotional appeal.\nIts objects and processes arouse the curiosity of\nThese same processes of growth in hving things stimulate the\n\nIt is socialized nature.\n\nthe young.\n\nscientific inquisitiveness of the mature, which is merely grown-up curiosity.\n\nThe little child in his first garden is not only filled with curiosity over what\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n290\n\n(Agricultural\n\nhe sees in the germinating seed but has a feehng of triumph that he played\n\nsome part in causing the seed to produce.\n\nThe cultural effects of the agricultural crafts are also worth while.\n\nThe\n\nman who cultivates or improves a plant acquires the discipHne of persistent\neffort.\nHe secures something more than discipline. He demonstrates his\npower over the forces of nature. He can attack new problems with a\ncourage born of conquest.\n\nEducation in agriculture makes its intellectual appeal also.\n\nThe mind's\n\neffort to set before itself a problem is a revelation to itseff of its own method\n\nof growth.\n\nTo propound its own question and then proceed to the solution\n\nWhen a worth-while\nproblem is once stated, interest springs up in response to the allurement of\nis\n\nthe severest examination the mind can undergo.\n\nfinding a solution.\n\nHerein is the psychological warrant for the educative\n\nvalue of the \"project\" as a method of study.\n\nThe making of butter, the\n\nfattening of a pig, the producing of vegetables, the producing of eggs, all\n\nseem simple enough.\n\nWhen analyzed into their elements each one is found\n\nto contain factors that reach over into apparently unrelated fields of learning, like chemistry, physics, botany, and physiology.\n\nOn this account the\n\nsolution of a problem in agriculture affords the highest\n\nform of mental\n\nactivity in the play of ideas.\n\nSuch a process gives educational value to facts and principles by putting\nthe blood of utiHty into dead formulas.\n\nIt conveys the important lesson\n\nthat fundamental truths may be learned in the process of application.\nalso teaches that most,\n\nif\n\nIt\n\nnot all, problems in agriculture must be solved\n\nby resorting to other related fields of learning.\n\nThe social sanctions which justify agricultural education are production\non the one hand and agriculture as a mode of life on the other. The aim\nof production brings into sharp reUef human interdependence.\n\nThe agri-\n\nculturist may suffer some isolation, but trade and transportation are essential factors in his vocation.\n\noutside world.\n\nThis brings him into touch with the so-called\n\nNevertheless the pursuit of agriculture must be thought\n\nof as a Ufe with elements peculiar to itself.\n\nIt has a distinctive group of\n\nindustries.\n\nThe pursuit of agriculture as a mode of life works a profound influence\nupon civilization. Tho the study of agriculture may not impart any\nknowledge of the world's fine art, contact with nature and mother-earth\nnurtures the art impulse. Tho the artistic symmetry of plants and animals,\nthe variety of shades in the colored woods, the ceaseless phantasy of the\nclouds, can never bring the student of agriculture into a\n\npoetry, they wiU beget the poetic impulse.\n\nknowledge of\n\nTho the student of animal\n\ninstincts in the management of herds may never learn of the work of great\n\ngenerals or statesmen, he will imbibe the impulses of leadership.\n\nThe mind\n\nnurtured among nature's rugged laws, where Hfe is a daily struggle with the\nunseen, of which the plant, or the storm, or the changing season is but the\n\n"}
{"page": 307, "printed_page": null, "text": "RURAL CONTINUATION SCHOOL\n\nDepartment]\n\n291\n\nsymbol, is ripened into a toughened fiber that gives it that most coveted\nquality, the power to achieve.\n\nAgricultural teaching aims at a more intelligent use of the forces of\nnature for the better sustenance of human life. When the college does all\nits work scientifically and primarily for\n\nhuman service rather than for the\nsake of science, when the common school can train children primarily for\n\nefficiency in adult activities rather than for mental discipHne, when the\nfarmer can go to his toil conscious of his power over natural forces and ply\n\nhis trade primarily for fuhiess of life rather than for merely making a hving,\n\nthen the foregoing principle becomes a unifying force converging the activities of the three agencies, the college, the school, and the farm, toward the\nsame goal—better men, better farming, better living.\n\n&FECT OF RURAL CONTINUATION SCHOOL ON\nAGRICULTURAL EFFICIENCY\nRUrUS W. STIMSON, STATE SUPERVISOR OF VOCATIONAL AGRICULTURAL\nEDUCATION, BOSTON, MASS.\n\nThose in charge of our program have singled out for discussion, continuation schooling as an aid to agricultural efficiency.\n\nIt is understood\n\nthat by continuation schooling is meant further education of those who,\nafter reaching the age when they are no longer compelled to go to school full\n\ntime, choose to attend school part time.\n\nIt is further understood that the\n\nframers of this program have intended to limit the discussion to that type\nof education which directly addresses itseK to the betterment of farming.\n\nIt is now exactly ten years ago that the speaker proposed and began to\nput into effect what has since come to be known very generally as the home-\n\nproject plan of teaching agriculture.\n\nA home project may be defined\n\nbriefly as a farming enterprise, studied and planned by a pupil at school and\n\ncarried out on the farm where he lives, with the support and cooperation\nof his father or his\n\nemployer and under the frequent supervision of his\n\ninstructor.\n\nThe speaker believed ten years ago, and he believes today, that this\nplan is capable of universal application among high schools accessible to\nthose who live on farms, who help with the regular farm work thruout the\nyear,\n\nand who\n\ndesure preparation for careers of efficient farming.\n\nHe\n\nbelieved then, and still believes, that this plan is about equally well adapted\nto the needs of those who can attend school full time and of those who can\n\nattend only part time.\n\nHome projects have been taught by high-school teachers of science\nwho have made of them means of correlating science instruction with rural\nor suburban environments, but the home-project plan is likely to be most\nefficiently executed when the instructor is a practical farmer of ten years\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n292\n\n[Agricultural\n\nor more of experience in farming like that of the locality in which the\nprojects are to be conducted, is possest of at least the equivalent of a four-\n\nyear course in an agricultural college, is not the principal of the high school,\nand is permitted to devote himself exclusively to the teaching of agriculture.\nGiven high-school instructors of adequate agricultural training and\nexperience, the following are some of the advantages of home projects as\naids to agricultural efficiency:\n1.\n\nHome projects give better health. The efficiency of farming is too\n\noften impahed by an improper diet.\n\nA modest home project, suited even\n\nto the younger boy, but one which will promote farming efficiency thru a\n\nvaried diet,\n\nmay be the making of a good home garden.\n\nThe garden\n\nshould be of sufficient size to supply not only green food for summer use\n\nbut also vegetables and small fruit for canning, dr3dng, and other storage\nfor continuous use at all other seasons.\n2.\n\nHome projects save money. Not long ago the speaker had a most\n\nexcellent meal at the home of a prosperous colored farmer in the South who\n\nwas introduced as a man who \"lives on his farm and boards at home.\"\nFor his ample and varied diet, including vegetables and fruit, meat and milk\nand sweets, he did not depend on canned goods or other purchases from the\nmarket at the crossroads, in the village, or in the city. His food requirements were exacting, but he made his own farm meet them.\nWe are hearing it said, and in a very\n3. Home projects are patriotic.\nreal sense we believe that it is true, that food will win the war.\nThe nearer\nevery farmer, white or black, North or South, East or West, can come today\nto living on his farm and boarding at home, the better patriot he will be.\nWe need have no hesitation, therefore, in tempting boys back into\nschool to study and plan home projects. If they cannot come all day, let\nthem come part of the day. If they cannot come on fair days let them\ncome on rainy days.\nWhether you are a vocational agricultural instructor, or only a teacher\nof science in a rural high school, be a \"big brother\" and a good one to every\nfarm boy in your locality. Do not think that you must cram knowledge,\nideas, or ideals into such boys.\nJust give them a chance to pick up the\nbest you have to offer. Help them to study and plan improvements.\nCall to see how the improvements progress and boost a bit here and there\nwhen the home load is heaviest and the wheels turn hardest.\nMany a boy who has graduated from school and feels that he has no\nfurther claim upon it needs your help and will profit from your homeproject instruction. Arouse every such boy to the needs and possibilities\nof greater and greater agricultural efficiency.\nDo not neglect the illiterate. \" Telling \" and \" showing \" are among the\nmost valuable features of home-project instruction. They will lead the\nilliterate to greater efficiency in his agricultural work.\nThey may lead him\nto thirst for knowledge and, by evening classes and other means, to mastery\n\n"}
{"page": 309, "printed_page": null, "text": "Department!\n\nRURAL CONTINUATION SCHOOL\n\n293\n\nand at least the rudiments of a general education in\nworthy American ideas and ideals.\nBut do not array son against father. Array son with father. Repeated\ninstances have shown that son and father may continue schooling together,\nand that, working together, the efficiency of their farming may be all the\nmore rapidly advanst. And do not forget those older boys, the grown-up\nfarmers who have no sons in your classes. Two fathers and two employers\npermitted three Massachusetts boys to conduct home projects by which\nfour herds of dairy cows were cost-accounted for a year. Forty farmers\nattended a pubUc meeting at which these boys, with the aid of blackboards,\npresented figures by which the relative profits from individual cows and\nvarious groups of cows were shown. They conducted a discussion and\nanswered questions for more than two hours. A sequel of this meeting was\na request from adult farmers for evening instruction in dairying.\nExpose all to the contagion of agricultural efficiency. Whether they\ncan spend little time with you, or much, trust the method. \" Expose \" them\nat home if they cannot come often enough to school. Keep all of these\npupils \"exposed\" to every germ of agricultural efficiency which you yourself\nhave caught, or which you can catch by keeping yourself perpetually\nexposed to all the influences which are making for agricultural betterment.\nBring out their best. Let your home-project instruction be a bugle call\nto the best in every farmer, young or old, in your locality\na drumbeat to\nbrighten his eye, to quicken his step, and to hearten him with the sense of\ncomradeslup and proud endeavor.\nWith federal and state aid, pursuant to the provisions of the SmithHughes Act, now available and hereafter to be at hand in increasing\namounts, we may confidently expect to see vocational agricultural departments in high schools enormously multiplied thruout the country. With\nthe extension of such departments conditions for continuation of schooling\nfor farm boys and their elders will become more and more favorable.\nThis,\nin the speaker's judgment, is one of the happiest auguries of this new\nof letters, figures,\n\n—\n\nmovement in education.\n\n"}
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{"page": 311, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\nSECRETARY'S MINUTES\nOFFICERS\n\n—W. H. Timbie, head of applied science department, Wentworth\nInstitute\nVice-President— Chester B. Curtis, principal, Central High School\nSecretary— Fred D, Barber, professor of physics, State Normal University\n\nPresident\n\nBoston, Mass.\nSt. Louis, Mo.\n\nNormal, 111.\n\nFIRST SESSION—Tuesday Forenoon, July 2\nIn the absence of President W. H. Timbie and Vice-President Chester B. Curtis, the\nmeeting was called to order at 9 00 a.m. in the physical-science room of the Schenley\n:\n\nHigh School by H. A. Calderwood, head of the electrical department of the Carnegie\nRuth Hogan, Schenley High School, was appointed secretary.\nInstitute of Technology.\nThe topic for the session was \"Applied Science the Foundation of Modem Society\nas Revealed by the War,\" on which the following program was presented:\n\n—\n\n\"Application of Science to Industry\" E. R. Weidlein, acting director of the Mellon\nInstitute, Pittsburgh, Pa.\n\" Cooperation in Essential Industries as a Result of the War \" E, P. Harris, professor,\nCarnegie Institute of Technology, Pittsburgh, Pa.\n\"Work at the University of Pittsburgh and the Carnegie Institute of Technology\nwith the Soldiers Stationed There\" H. A. Calderwood, head of the electrical department, Carnegie Institute of Technology, Pittsburgh, Pa.\n\"Demonstration of the Microscope Illuminator\" Alexander Silverman, professor.\n\n—\n\n—\n\n—\n\nUniversity of Pittsburgh, Pittsburgh, Pa.\n\nFollowing these papers the members entered into a general discussion on \"Applied\nScience the Foundation of Modern Society,\" after which a visit was made to the laboratories of the Schenley High School, which were open for inspection.\n\nSECOND SESSION—Wednesday Forenoon, July 3\nThe meeting was called to order by C. C. Dunning, of the Peabody High School,\nPittsburgh, Pa.\n\nThe following program was presented:\n\"Demonstration of Class Work\"\nPa.\n\n—P. M. Dysart, Schenley High School, Pittsburgh,\n—\n\n\"Technical Training for Soldiers\" William E. Mott, dean of the School of Applied\nScience, Carnegie Institute of Technology, Pittsburgh, Pa.\n\nA general discussion on \"How We Can Preserve Our Civilization or Our Reorganized\nSociety so as to Get the Maximum Benefit of Each Man's Talents and Activities,\" led\n\nby Mr, Dunning, concluded the session.\n\nTHIRD SESSION— Friday Forenoon, July 5\nThe following program was presented:\nSurvey of the Chemistry Taught in the High Schools of Pennsylvania\"\nSilverman, University of Pittsburgh, Pa.\n\n—Alexander\n\nOfficers for the next year were elected as follows:\n\n—Arthur Williston, director of Wentworth Institute, Boston, Mass.\n—E. R. Weidlein, acting director, Mellon Institute, Pittsburgh, Pa.\nSecretary— George R. Twiss, state high-school inspector, Columbus, Ohio.\n\nPresident\n\nS.\n\nVice-President\n\n29s\n\n"}
{"page": 312, "printed_page": null, "text": ""}
{"page": 313, "printed_page": null, "text": "—\n\nDEPARTMENT OF SPECIAL EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Joseph P. Byers, 701-2 Empire Building\nVice-President— Ida M. Manley, supervisor, Department for Defective\nChildren\nSecretary — Emma Kohnky, Burnet and Hearne Avenues\nPresident\n\nPhiladelphia, Pa.\n\nPortland, Ore.\nCincinnatti, Ohio\n\nFIRST SESSION—Tuesday Forenoon, July 2\nThe meeting was called to order by President Joseph P. Byers at nine o'clock in the\nSchool for the Blind, Bellefield and Bayard streets.\nAfter patriotic singing led by Walter Earnest, tenor, Pittsburgh, Pa., the following\n\nprogram was presented:\n\n—\n\n\"The Educational Significance of Psychological Examining in the Army\" Robert F.\nYerkes, major. Sanitary Corps, U.S.A., Washington, D.C.\n\"The Practice Value of Psychological Tests Do They Find the Bright and Dull\nPupils?\" Bertha M. Luckey, director of the psychological clinic, public schools, Cleveland, Ohio; A. H. Sutherland, school psychologist, Los Angeles, Calif.; Frank Cody,\nassistant superintendent of schools, Detroit, Mich.; Norbert J. Melville, director of the\nPsychological Laboratory, Philadelphia, Pa.\n\n—\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 3\nThe following program was presented:\n\n—\n\n\"Classes for Subnormal Children\" Alexander Johnson, field secretary, Committee\non Provision for the Feeble-minded, Philadelphia, Pa.\n\"What and How to Teach Defectives\" Charlotte Steinbach, supervisor of special\n\n—\n\nclasses, Cleveland, Ohio.\n\n—\n\n\"Overcoming the Objections of Parents to the Special Class Can it be Done?\nHow?\" H. E. Blackmar, superintendent of schools, Ottumwa, Iowa; Anna M. Kord-\n\n—\n\nsiemon, supervisor of Special School, Quincy, 111.\n\"Teachers for Special Classes\" Eleanor A. Gray, director of department for supervisors and teachers of subnormal children. State Normal and Training School, Oswego,\n\n—\n\nN.Y.\n\nTHIRD SESSION—Thursday Afternoon, July 4\nThe following program was presented:\n\n—\n\n\"The Value of FoUow-Up Work (after Supervision) of Special-Class Pupils Its\nEffect on the Pupil, the Home, the Teacher. Does This Follow-Up Work Belong to the\nSchool ? Can It Be Wholly or Partially Delegated to Other Agencies ? If So, to What\nAgencies?\" Mamie Franks, special-class teacher, Oklahoma City, Okla.; Charlotte\nSteinbach, supervisor of special classes, Cleveland, Onio.\n\"Does the Special Class Equip Pupils for Industrial Employment (or Unskilled,\nDomestic Work, Shop, or Factory) in the Community? Can the Cooperation of Employers during and following the Period of School Training be Secured, and How?\"\nEdith A. Scott, director of special classes, Rochester, N.Y.; N. M. Slauson, superintendent of schools, Ann Arbor, Mich.; E. R. Whitney, superintendent of schools, Schenectady, N.Y.; David B. Corson, superintendent of schools, Newark, N.J.\n\n—\n\n297\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n298\n\n[Special\n\nFOURTH SESSION— Friday Forenoon, July 5\nThe following program was presented:\n\n—\n\n\"The Advantage of the Special School over Segregated Classes\" ^Wilmer Kinnan,\nassistant superintendent of schools, Lynn, Mass.; W. P. Roseman, superintendent of\nschools, Sheboygan, Wis.\nThe election of oflScers resulted as follows:\n\n—Joseph P. Byers, Philadelphia, Pa.\n— Charlotte Steinbach, Cleveland, Ohio.\nSecretary—Emma Kohnky, Cincinnati, Ohio.\n\nPresident\n\nVice-President\n\nPAPERS AND DISCUSSIONS\nTHE PRACTICAL VALUE OF PSYCHOLOGICAL TESTS—DO\nTHEY FIND THE BRIGHT AND DULL PUPILS?\nBERTHA M. LUCKEY, DIRECTOR OF THE PSYCHOLOGICAL\n\nCLINIC, PUBLIC\n\nSCHOOLS, CLEVELAND, OHIO\n\nIn any public school system we have a group of backward and retarded\nchildren.\n\nAs far as their school work is concerned they are subnormal, but\n\nthis alone does not tell us whether they are really subnormal mentally, or\n\nwhether because of poor environment, physical, social, or otherwise, they\n\nhave been held back.\n\nIf we are to bring these children up to the standard\n\nof their age they will need special tutoring.\n\nIn this group, however, there\n\nare those, so mentally inferior as to be clast as feeble-minded children, who,\n\nbecause of their lack of mental capacity, will never be able to grasp the\nregular academic branches.\n\nHow shall we separate these children so that\n\nthe feeble-minded group shall get its particular training and the others\n\nwho can be benefited by it shall receive special tutoring ? Shall we leave\nit to the teachers and doctors?\nCan they, without use of psychological\nThe\ntests, make a judgment as to the mental abihty of these children?\ndoctor can judge of the child's physical well-being, his physical development,\n\nand also whether any special stigmata of degeneracy are present. Both\nthe physician and the teacher have the personal appearance and actions of\nthe child from which to make their judgment, but appearances may be\ndeceiving.\n\nAs a rule, in our chnic, children are examined who are suspected of\nfeeble-mindedness by the principal, teacher, or doctor.\n\nHowever, during\n\nthis past year we were askt to examine a group of boys in our boys' school.\n\nThe boys had been sent to this school because of troublesomeness in school\nor truancy, or because of some more serious trouble which had brought\nthem under the jurisdiction of the juvenile court. One hundred and\nseventy- three boys were examined;\ngrades, inclusive.\n\nthey were in the first to the sixth\n\nIn this school an effort was made to place the boys in\n\nthe grade where they could do the best work.\n\nFor example, if a boy's\n\n"}
{"page": 315, "printed_page": null, "text": "Department]\n\nPRACTICAL VALUE OF PSYCHOLOGICAL TESTS\n\n299\n\ncard on entering the school showed that he was in the fourth grade at his\n\nformer school, he was placed in that grade.\n\nIf after a few weeks' time he\n\nshowed that he could not do the work of that grade, he was put back into\nthe third, or wherever he could master the work. If, on the other hand,\nOn studying\nit was found that he could do better work, he was promoted.\nthe results of the examination, a very positive correlation was notist between\nthe number of years average that a boy was for his grade and the number\nof years he was below the normal mentality for his chronological age.\nThat is, dulness in school was shown to correlate very positively with\npsychological defects. If on entering the school he had been examined\ncarefully he could have been placed in the room where he belonged, without\nwaiting for the trial of from three weeks to two or three months in the grade\nwhere, according to his school card, he had been placed. In this group\nthere were two very bright boys, both of whom, according to the teacher's\nreport, altho much younger than the other boys of their grade, were doing\nas good work, if not better, than the best of the class. On the other hand,\none can give illustration after illustration of the success of psychological\ntests where other methods have failed, but in order that I may help, with\n\nthe time limit set, I shall mention only four specific instances of this success.\n\nAt demonstrations last fall I had reason to use a normal child to contrast\nher reaction with a feeble-minded child.\n\nA Uttle six-year-old girl, of very\n\nunprepossessing appearance, was sent in.\n\nIt soon developt, thru the child's\n\nresponses, that she was not only normal but very much brighter than a\n\nnormal youngster.\nchild.\n\nIn fact she showed the mentality of an eight-year-old\n\nThis unusual brightness was mentioned to the teacher and a special\n\npromotion advised.\n\nThe child was tested again this spring and she still\n\nretained her mental advantage over normal children of her age.\n\nThe second case is of a boy coming from an unusually good home and\nThe parents were very much concerned over the poor\n\nvery fine stock.\n\nschool reports that the boy brought home.\n\nHe was not only reported as\nHe was\n\ndoing very poor school work but also as being very troublesome.\n\neight years old at the time of the examination, but, much to the surprise of\n\nparents and examiner, he past the eleven-year-old tests easily.\n\nOn the\n\nbasis of the examination he was put in the next higher grade and since then\n\nhas had no trouble with school work.\n\nThe third child was a girl in one of our moron girls' centers. This girl\nhad acquired in her school a veneer which gave a false impression of her\nabihties.\nOne felt that she could do much better than she was doing. The\nprincipal felt this so strongly that she askt that the girl be placed in a\n\nregular room, as she did not belong with feeble-minded children.\n\nThe\n\nexaminer, basing her judgment on the girl's response to the psychological\ntests, advised against it.\n\nThe girl, however, was placed in a regular grade.\n\nAfter three months' trial, the principal came back with the very earnest\nrequest that the girl be placed back in a moron girls' center, as she couldn't\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n300\n\n[Special\n\ndo the work of the regular school and was proving a disturbing factor in the\nroom.\n\nThe fourth child was a seven-year-old girl who had just entered school.\n\nWhen the examiner visited the school the principal greeted her with the\nstatement,\n\n\"Oh!\n\nthere was a girl so obviously feeble-minded in our first\n\ngrade that I put her in the special class without waiting for her to be tested.\nI\n\nshowed her to the school doctor and he said, 'Yes she's surely nuts.'\"\n\nThe examiner tested the child and found that, contrary to the teacher's\nand doctor's opinion, the child was normal. It then came out that the\nchild, owing to peculiar home conditions, was very timid and not accustomed to playing or working with other children.\n\nOn the advice of the\n\nexaminer, she was placed in the kindergarten, where she soon learned how\nto play with other children.\n\nIn a month's time there was a complete\n\nchange for the better and in the four years that have elapst since this\nexamination the child has moved thru school at a perfectly normal pace.\n\nAs the results of our clinic, work piles up, and the feeling grows stronger\nand stronger that while the psychological test may not be absolutely\ninfallible, the percentage of error is much smaller and the results are very\nmuch clearer and more definite than in any other method, either pedagogical\nor medical, that can be devised.\n\nPractical experience with school children\n\nshows very clearly that psychological tests do pick out the dull and the\nbright pupils.\n\nTHE PRACTICAL VALUE OF PSYCHOLOGICAL TESTS—DO\nTHEY FIND THE BRIGHT AND DULL PUPILS?\nA. H.\n\nSUTHERLAND, SCHOOL PSYCHOLOGIST, LOS ANGELES, CALIF.\n\nAny instrument, in the manipulation of which an individual shows his\ninformation, ability, or knowledge, is a psychological object. Any set of\npsychological objects arranged to constitute a problem to an individual is\n\na psychological test.\n\nEvery recitation is a test for those who take part in it. Every examinaEvery examination of a form used by others\nor set before pupils elsewhere is a psychological test. Every formal set\nof exercises or every formal set of questions on which the performance of\nnormal children is known advances a stage toward greater accuracy and\nEvery set of questions or every outHne\nis therefore a form to be preferred.\nof activities to be performed on which the normal performances of children\ntion, written or oral, is a test.\n\nof different abihties or ages is known is a scientific test, because it lends\n\nand prediction on the basis of the results.\nBut of all the general abihties shown in school work, or playground, or\nsloyd, or other manual or mental operations, the laboratory has shown\nthat these are made up of simpler mental and nervous functions which\nhave become integrated by practice. The test which is aimed to expose\n\nitself to classification of results\n\n"}
{"page": 317, "printed_page": null, "text": "Department]\n\nPRACTICAL VALUE OF PSYCHOLOGICAL TESTS\n\n301\n\nthe stage of advancement attained by an individual in the performance of\n\none of these simpler operations is the product of laboratory psychology,\n\nand is the only kind of test which can finally be of educational service.\nA Binet test is a set of particular questions from which it is easy to\ngeneralize.\n\nIt is therefore\n\nspoken of as a general-inteUigence test.\n\nBy\n\nmeans of this test it is possible to compare the relative accuracy of teachers'\njudgments with a scientific test. Of 1000 children tested in the Los Angeles\nschools (all the pupils of twenty-two imgraded rooms and two parental\nschools and the failures in Grades I to VI in twenty-two elementary schools)\nthe following comparison has been made:\nTeacher's Judgment\n\nUngraded rooms\nParental schools\n\nNon-promotion\nIt cannot be\n\nScientific Test\n\n100 per cent defective\n100 per cent defective\n100 per cent defective\n\n2 per cent defective\n81 .0 per cent defective\n36 .4 per cent defective\n\n74\n\n.\n\ndoubted that many factors enter into the judgment of the\n\nteacher which are eliminated\n\nby the scientific test.\n\nThis is indeed the\n\npurpose of the scientific test.\n\nAny test is as good as, and no better than, the person who uses it.\nThere is some pretense that certain psychological tests can be used automatically and mechanically. I have not found it so in my own experience.\nAfter teaching several hundred teachers to perform some of the rough preliminary tests (such as the Binet in one or more of its modifications) I have\n\nbecome more and more convinst that teachers will find innumerable ways\nto vary the procedure; and I am also firmly convinst that they will not do\nfull justice to the child unless they do vary their procedure.\nThere is\nalways an interpretation to be considered. In the minds of many teachers\nthe arithmetic, reading, spelhng, and geography tests are being used to\ndiagnose mental defect.\n\nThis is frequently a rank injustice to the pupils.\n\nIn many cases I have found a high grade of mentality in children who have\nfallen in the lower quartile on the standardized school tests.\n\nEvery teacher\n\nshould learn to perform the tests, not for purposes of diagnosis of children,\n\nbut for the guidance of her own behavior toward them.\nTests should be used analytically.\n\nFirst find the arithmetical opera-\n\ntion, the reading operation, the spelling operation, which can be performed\n\nat or above the median; then find the information and abihty as indicated\n\nby some modification of the Binet test; and in the light of these two facts\ntest the senses, perceptions, memories, associations, discriminations, apper-\n\nceptions, and logical abiUties as indicated.\n\nIt is clear, if this is good advice,\n\nthat a psychological-laboratory training is indispensable to accurate testing.\n\nIn some school systems of approximately 10,000 children there will be\nsolved the problems of speed classes, extra promotions, and the care of\n\nbackward and defective pupils. Here, I venture to predict, the schoolroom tests will be performed, not once merely, but at regular intervals as\npractice exercises.\nThe teacher and pupil in collaboration will work out\n\n"}
{"page": 318, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n302\n\nfor each pupil his learning curve.\n\n(Special\n\nThe pupil will find in this objective mark-\n\ning system a basis of comparison of his own abiUties and progress coordinate\n\nHe will\nHe will cultivate the moral\n\nwith similar marking methods of the playground and of Ufe.\nfind in it his best stimulus and his best reward.\n\nquahties, the manly and womanly qualities, the social quaHties, and the\n\ndemand of him. He will remodel the\nFrom a day laborer engaged in shoveling facts into thick heads\n\nindividuahty which society will\nteacher.\n\nshe will begin to assume her proper function, that of guide and inspiration\nto the enthusiasms of life.\n\nPsychological tests, in the hands of the expert, not only find the bright\nand the dull pupils but enable us to grade them and rank them objectively.\nMore important still, we are enabled to discover what to do for them, and\nto predict with a fair measure of scientific accuracy the extent to which they\nwill avail themselves of the opportunities which are set before them.\n\nTHE PRACTICAL VALUE OF PSYCHOLOGICAL TESTS—DO\nTHEY FIND THE BRIGHT AND DULL PUPILS?\nFRANK CODY, ASSISTANT SUPERINTENDENT OF SCHOOLS, DETROIT, MICH.\n\nA psychological clinic is a clearing-house whose function it is to help\nin the solution of all kinds of problem cases.\nspecialist is to the general physician.\n\nIt is to the teacher what the\n\nTo it are brought the exceptional\n\nor atypical children, the misfits in the school system.\n\n—\n\nthe staff of the clinic\n\nIt is the\n\nduty of\n\nclinical psychologists, physicians, social workers\n\nto discover the cause of the child's retardation and prescribe the proper\n\nremedial treatment, whether the treatment be educational, medical, or\nIts practical value to a school system may perhaps be best shown\nby describing the types of cases it investigates, thus giving an idea of the\n\nsocial.\n\nscope of its work.\n1.\n\nFeeble-minded or permanently retarded children.\n\n—Of these children\n\nthe clinic will exclude from school the ones of so low a grade that they\n\ncannot be educated, and thus the system will be saved from the paradoxical,\nsituation of attempting to educate those incapable of training.\n\nThose\n\nchildren who can to a limited extent be taught will thru the cUnic be assigned\nto special classes, where it is possible to adjust school activities to the child's\n\nown rate of progress.\n\nIn addition to the service thus rendered thru the\n\nchnic to the feeble-minded child, there will be the inestimable benefit to\nthe regular grade child of removing the feeble-minded from the regular\n\ngrade room.\n2.\n\nRestorahle cases.\n\n—Normal children who are pedagogically retarded\n\nsessions, poor teaching, pecuHar mental\nmake-up, etc., may be assigned to a restoration class, where, under the\ndirection of an expert teacher especially trained to understand such cases,\n\nthru late entrance,\n\nhalf-day\n\n"}
{"page": 319, "printed_page": null, "text": "Department]\n\nPRACTICAL VALUE OF PSYCHOLOGICAL TESTS\n\n303\n\nthe work of the room may be adjusted to meet the child's developmental\n\nBy such treatment these children can be restored to the regular\n\nneeds.\n\ngrade, and thus the system will be saved from the waste of repetition and\nfailure.\n3.\n\nThe normal child with certain specific mental defects which do not\n\nexclude the possibility of normal progress hut require special treatment.\n\n—Thru\n\nthe advice of the chnic these cases can be taken care of by the regular\nteacher, thus saving the child and the system from the cost of failure or\n\nfrom the expense of residence in a special class or a restoration class.\n4.\n\nDisciplinary cases.\n\n—Thru the\n\nclinic the teacher\n\nmay be advised as\n\nto their treatment, or they may be assigned to ungraded classes.\n5.\n\nSpeech cases.\n\n—Thru the\n\nclinic these cases\n\nmay be assigned to special\n\nspeech teachers for correction of speech defects interfering with normal\nprogress.\n\n—\n\nThe child with physical defects which interfere with normal progress.\nThese cases may be directed to physicians or medical clinics for remedial\ntreatment, or, in cases where the defect makes special educational treatment necessary, as in the case of the blind, deaf, etc., the child may be\n6.\n\nassigned to the proper special class.\n7.\n\nThe supernormal child.\n\n—By\n\nthis we mean the child who is capable\n\nof progressing at a more rapid rate than the normal child, or who is capable\nof a richer, fuller course.\n\nThese children, considering their possibilities,\nAs they are probably\n\nare often more retarded than subnormal children.\n\nour future leaders, it is of the greatest importance that we give them an\neducation fitted to their needs, one which will make them the right kind\nof leaders.\n8.\n\nVocational guidance.\n\n—Allowing a child when he leaves school to\n\nfind for himself his place in the industrial world is expensive for him and\n\nuneconomical for society.\n\nPsychological testing has advanst to a point\n\nwhere it can render valuable assistance in finding the vocation to which a\nboy or girl is best adapted, thus saving the child and society much valuable\ntime and service.\n\nit\n\nCan this work be done without a psychological clinic ? I do not believe\nThe experience of any\n\ncan be done efficiently or without much waste.\n\nclinic will verify the\n\nstatement that most teachers are not qualified prop-\n\nDeaf children are declared\nby the teacher to be \"stupid,\" disciplinary cases are called feeble-minded.\nThe bright child is often not appreciated, because he is compared with\nchildren older than he chronologically. Or a child is declared bright\nbecause he makes a good appearance or expresses himself very well. Such\na child was recently examined at the clinic. He had been placed in a class\nfor bright children.\nWhen tested he was found only normal, with a special\ngift in language.\nHe was even a little below par in mathematical subjects.\nBy the report of the teacher of the class he was as much of a drag upon her\nerly to place these misfits in the school system.\n\n"}
{"page": 320, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n304\n\nchildren as the subnormal\n\nis\n\ntest before placing that child\n\n[Special\n\nupon the normal child. A psychological\nwould have prevented his assignment to a\n\nroom where he was obviously a misfit.\nIn order to be of the greatest value to a public-school system, the\nmust be well organized, with adequate equipment.\n\npsychological clinic\n\nProvision must be\n\nmade for a physical and sociological examination, as\nThe staff of the clinic must be both\n\nwell as for a mental examination.\n\ntrained and experienst.\n\nA set of standardized tests do not constitute a\n\npsychological clinic, altho they are a valuable aid to diagnosis.\nis\n\nMentality\n\nvery complex and cannot be measured by a yardstick or weighed on a\n\nThe use of standardized tests in a slide-rule fashion is productive\nTo be of value, the test must be interpreted. The purpose\nof the examination is to make a mental analysis of the child similar to the\nanalysis the chemist makes of a chemical compound. The mental analysis\nscale.\n\nof much harm.\n\nshould discover what assets and defects the child has, and on the basis of\nthis analysis the\n\nexaminer can prescribe the treatment best adapted to\n\nthe child's needs and best directed to secure the maximum mental develop-\n\nment for that child.\nThat principals and teachers do not know the various types of subnormal children is shown by the investigation undertaken by the psychological chnic this year.\nFour rooms for children pedagogically retarded\nbut beheved to be normal by teachers were examined, with the following\nresults:\n\nOf the 202 children examined, 64, or 32 per cent, were normal;\n\n62, or 31 per cent,\n\nwere dull;\n\n76, or\n\n37 per cent, were feeble-minded or\n\nborder-line.\n\nThe psychological clinic examined 1620 cases this year.\n\nThese cases\n\nare reported to the clinic by the school principal or teacher as candidates\n\nOf these, 10 per cent were normal\nOnly 55 per cent, or a little over half, were found\n\nfor special classes of various types.\n\nand 35 per cent dull.\n\nto be border-Hne or feeble-minded children.\n\nThat the psychological clinic is of inestimable value to a pubHc school\nsystem is thus easily demonstrated.\n\nWHAT AND HOW TO TEACH DEFECTIVES\nCHARLOTTE STEINBACH, SUPERVISOR OF SPECIAL CLASSES,\nCLEVELAND, OHIO\n\nOur first business is teaching what is necessary to bring the pupil more\nnearly in line with normal children in appearance and conduct.\ndirty, slovenly, rude,\n\nIf he is\n\nand indolent, we must train him to habits of clean-\n\nliness, neatness, and poHteness.\n\nThen comes initiation into the \"what and how\" to do best those things\nthat must be done in every schoolroom to keep it presentable, orderly, and\n\n"}
{"page": 321, "printed_page": null, "text": "OBJECTION OF PARENTS TO THE SPECIAL CLASS\n\nDepartment!\n\nclean.\n\n305\n\nThese things must be taught to a greater or less extent to nearly\n\nevery special pupil upon entrance to the class.\n\nThe curriculum for special-class pupils places most emphasis upon hand\ntraining, beginning with simplest exercises for those of low grade or those\n\nwith weak coordination, and progressing to the departmental work carried\n\non in the schools for morons. With the high-grade classes undoubtedly\nthe best work can be done where speciaUsts are provided to teach the\ndifferent lines of work, such as domestic science and manual training,\nsewing, weaving, brush-making, and work with reed. Those moron pupils\nwho have had several years of experience in such training centers generally\ndevelop considerable skill.\n\nAs much academic work should be given as can be profitably used by\nthe pupil: simple number work closely correlated to life's problems, reading as advanst as can be appreciated, and, most important perhaps, oral and\n\nwritten language, enabling the pupil to express himself as well as possible.\n\nAs to how we should teach defectives, that depends upon the special\nmake-up of each child. Each teacher must work out her own salvation,\nstudying her charges individually.\n\nA short time ago a regular grade teacher of domestic science visited one\nof our girls' centers and spent some time in the sewing-room.\n\nLater she\n\nmade this criticism to the directing teacher of the center: \"I saw some\nexcellent work in the room, but some of the girls were holding their work\nin awkward fashion and one girl actually held her needle in her left hand.\"\n\nThe directing teacher repUed, \"After the girls have been with us for some\ntime their ways will improve, but as for the girl you saw with the needle\nFor the present,\nin her left hand, we are glad she'll hold a needle at all.\nin fact, I would be happy (knowing her as I do) if she would work with\nher toes, if we couldn't do better.\"\nDo what you can in any way you can go as far as you can, is a fair motto\nfor our special classes.\n\nOVERCOMING THE OBJECTION OF PARENTS TO THE\nSPECIAL CLASS—CAN IT BE DONE? HOW?\nH. E.\n\nBLACKMAR, SUPERINTENDENT OF SCHOOLS, OTTUMWA, IOWA\n\nAny program for improvement of school work must begin with the\nOf course every teacher should be patient, sympathetic, energetic,\nand resourceful; but the teacher who gets real results with\nsubnormal children surely must have all these qualities in the highest\nteacher.\n\nprogressive,\n\npossible degree.\n\nThe subnormal child lacks the incentive of completing the school course,\nwhich is such a strong factor in keeping the normal child in school and in\nkeeping his work up to the required standard.\n\nHe sees little or no rela-\n\ntion of the school work to his future needs; so the teacher, while keeping\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3o6\n\n[Special\n\nthe future of the child in mind, must make her appeal almost wholly thru\n\nthe accomplishments and the satisfaction of the day.\n\nThis child lives\n\nand the small tasks accomplisht and the word of\npraise given mean much more to him than to the one who is accustomed\nto success.\nOnly the most resourceful and tactful teacher discovers what\ntask to assign and how to get the best possible response.\nThe course of study for a subnormal room if it may be called by that\nlargely in the present,\n\n—\n—should be made as different as may be from the regular work of the\n\nname\n\nclass, first,\n\nthat it may be better adapted to the needs of the children, and\n\nsecondly, that it may prevent comparison with the regular work, which\n\nmay be a source of dissatisfaction to both pupils and parents.\ntextbooks are used, definitely graded books are avoided.\n\nDifferent\n\nThe teacher\n\nhas a smaller number of pupils, a greater variety of work is given, and pupils\nare not held to any definite accompHshment.\nis\n\nSome class work, however,\n\nmore satisfactory to pupils and gets better results because it stimulates\n\nrivalry.\n\nThe parents of subnormal children are not especially critical of the\nassociates or the environment of their children,\n\nand\n\ntheir educational\n\nThe camouflage of ungraded room, specialhelp room, or opportunity room is sometimes revealed by the pupils who\nuse the plain term ''dummy room.\" This may annoy sensitive parents,\nideals are not of the highest.\n\nbut they can easily be persuaded that such terms are not so humiliating\nto the child as is the constant comparison of his class work with that of\n\nchildren who can accompHsh so much more than is possible for him.\n\nThe\n\nlow educational ideals of such parents make them indifferent to the loss of\nregular classification, because the purpose of finishing a definite course is\nlacking, and they do not appreciate the value of the organized work of the\n\ngrades as a foundation for further educational progress.\n\nThe number of subnormal children whose condition is due to causes\nother than heredity is comparatively small, and if they are sent to the\n\npubHc schools their parents must be dealt with as individuals. Such parents\nmore readily appreciate the handicap of their children and their need of\nspecial help than do parents whose mental condition is more like that of\ntheir children.\n\nParents of subnormal children are not different from the average\nparents in that they give comparatively little attention to the school Hfe\n\nand a special\nroom for subnormal children, properly conducted, cannot fail to make the\nchildren happier and more contented with their work. Most human beings\nhave more or less ambition to do something better than other people can\ndo it, or at least to appear to do so. The only chance for the subnormal\nAs long as the child is\nchild to excel is to compete only with his kind.\nhappy and is able to display some accomphshments and some successes,\nof their children as long as the child is contented and happy;\n\nhowever small they may be, the parents are satisfied.\n\n"}
{"page": 323, "printed_page": null, "text": "OBJECTION OF PARENTS TO THE SPECIAL CLASS\n\nDepartment)\n\n307\n\nOVERCOMING THE OBJECTION OF PARENTS TO THE SPECIAL\nCLASS—CAN IT BE DONE? HOW?\nANNA M. KORDSIEMON, SUPERVISOR OF SPECIAL SCHOOL, QUINCY, ILL.\nIn the important task of overcoming the objection of parents to the\nspecial class\n\nmuch depends upon the tact and personality of the person\n\nwith whom the parent has the interview.\nIf the transfer from the regular grade to the special school is made only\n\nafter a careful investigation of the case,\n\na scientific test, and perhaps a\n\nphysical examination, then the teacher or supervisor is fairly well equipt\n\nwith facts to show that the child's welfare is being considered.\n\nI\n\nhave\n\nfound that meeting the mother in her own home usually brings the best\n\nHere the sympathetic teacher may meet the mother on her own\n\nresults.\n\nground, and often the mother will confide in her and give her exactly the\ninformation needed in the care and training of the child in school.\n\nEvery argument should be used to show that the change is being considered for the child's good, and that it is not a matter of ostracizing the\nchild.\n\nThe smaller groups in the special school permit more individual\n\nobservation and instruction, and the child may be able, by special effort,\nto regain his place in the grade.\n\nIt may be pointed out that this is fre-\n\nThe hope of reaching a higher grade sometimes proves an\nincentive to the retarded child, and in the special school his weak points\nmay be more closely studied and he may be able to make reasonable\nquently done.\n\nprogress.\n\nA child is rarely equally deficient in all branches of study,\n\nand here he is permitted to advance as rapidly as possible in those particular\nlines in which he has abiUty, while he is given special time and attention\nIn the special school progress in even a\nin those in which he is \"short.\"\nsingle branch will mean much in the way of encouragement to the child and\nthe parents. Children feel that they have been promoted when permitted to do higher work, regardless of grade rules.\nFor those physically handicapt, as well as for those of slow mentality,\nthe special school should be a help.\n\nSometimes, thru repeated failure, the\n\nchild has become discouraged,\n\nand the parents are in despair. Here the\noptimistic teacher has the opportunity of pointing out some special bent\nof efficiency (be it ever so Httle) in the child; she may show that thru\nindustrial or other special work the backward child may be stimulated to\nrenewed interest and may even excel in some line of activity.\nThe child in the special school escapes the ridicule of more fortunate\nchildren while working with his equals. He is happy in his work, and we\nHere in his\nall know that happiness is the great essential in child Hfe.\n\nown Httle world he is given the opportunity of bringing out the best that\nis\n\nin him\n\nand of working out the problem as he sees it.\n\nHe may have\n\nencountered years of failure and, because he is a misfit, have suffered undeserved censure;\n\nfor such a child the special school is certainly the\n\nmost\n\n"}
{"page": 324, "printed_page": null, "text": "3o8\n\nNATIONAL EDUCATION ASSOCIATION\n\ndesirable place.\n\nParents generally desire to see their children happy, and\n\n[Special\n\nthis desire often proves the \"open sesame.\"\n\nThe greater freedom given these children is a help, both physically and\nmentally, especially in the cases of restless, irritable, so-called nervous,\n\n—\n\nchildren\n\nHere due allowSometimes the attention of parents\n\nall the types with but little emotional control.\n\nance is made for their limitations.\n\nmay be called to a physical condition that may be improved or entirely\ncorrected by expert treatment. Many children improve both physically\nand mentally under special care.\nI beheve that many of the younger children may be saved from retarda-\n\ntion or deficiency if taken in the early stages of development.\nslight deafness has been neglected or eye defects ignored;\n\na matter of malnutrition or imperfect dentition.\n\nSometimes\n\nsometimes it is\n\nParents are often sur-\n\nprised to learn that there is something out of the ordinary in the physical\n\ncondition of their child.\n\nWhen parents send their children to school they intrust to the teacher's\ncare their most precious possessions.\n\nHow very essential it is then that\n\nthere should be a perfect understanding between parents\n\nand\n\nteacher.\n\nMany parents have never even made the acquaintance of the teacher.\nsome cases it is a feehng of indifference;\nbecause the child has not\n\nalways has a bad reaction.\n\nIn\n\nin others a spirit of antagonism,\n\nmade progress with his comrades. Friction\nOne friendly visit to the home may help to\n\neliminate much of the difficulty.\n\nSometimes a parent gives a half-hearted, reluctant sanction to the transSuch a parent, in noting signs of\n\nfer of the child from the grade school.\n\nimprovement in the child, is usually convinst in a short time that the child\nis\n\nin his proper place.\n\nIf the\n\nsympathetic, helpful, optimistic teacher is\n\nable to gain the confidence of the parent (usually the mother) and to awaken\n\na response in the inert, backward child, much has been accompHsht toward\nsuccess.\n\nLooking at the case from every viewpoint, never forgetting that the\nparent has the right to wish the child placed in the most desirable environ-\n\nment, the teacher must be ready to point out every advantage to be anticipated by the change. She must pave the way for a constant, harmonious\n\nworking together of home and school, with every effort made for the welfare\nof the child, and with the ideal always leading onward.\n\nThe child's happiness in his work and the parents' conviction that\neverything is planned and carried out for the child's improvement physi-\n\nand morally, must work toward overcoming the objecwho come under our care is worthy\nof our special attention, and every valid incentive must be brought forth\nto overcome the objection to the special school, so that parents and\n\ncally, mentally,\n\ntion.\n\nEven\n\nteachers will\nchild.\n\nthe ''least of these\"\n\nwork hand\n\nin\n\nhand, a united force for the welfare of the\n\n"}
{"page": 325, "printed_page": null, "text": "Department)\n\nAFTER-SCHOOL CARE OF THE FEEBLE-MINDED\n\n309\n\nAFTER-SCHOOL CARE OF THE FEEBLE-MINDED\nCHARLOTTE STEINBACH, SUPERVISOR OF SPECIAL CLASSES,\nCLEVELAND, OHIO\n\nAsk any special-class teacher what is the greatest problem attacht to\nThe thing\nthat causes the special-class teacher unhappiness and discontent is her\nrealization that much, perhaps most, of her work will go for naught after her\nthe special class, and she will say, ''The after-school period.\"\n\npupils leave school.\n\nAs we view the situation in our home field we find ourselves classifying\nour special-class pupils about as follows:\n\nA small percentage (perhaps 10 or 15 per cent) come from good homes,\nbelong to the moron type, have good social traits, are fairly reliable and\ntrustworthy, and will get on well enough under the supervision of their\n\nparents or guardians.\n\nA much larger group (perhaps 30 or 40 per cent) should be considered\n\n—imbeciles\n\nmost part, but a few of\nNo scheme of supervision out in the world will ever be adequate to insure proper care and pro-\n\npermanent institutional cases\n\nfor the\n\nthe moron group, flighty, unstable, undependable.\n\ntection to these.\n\nThe rest of our special-class pupils may be considered as needing partial\nIt is this group which claims our attention\nThese are morons coming from poor environment or, if from\ngood homes, manifesting anti-social traits.\n\nsupervision after school age.\njust now.\n\nSome who discuss the question of the after-care of special-class pupils\nseem to assume that we should plan just for follow-up work out in the\nworld. Dr. Walter E. Fernald recently said: \"There is now needed\nsomething between permanent segregation and no care. We may be able\nto distinguish between those who can go out into the community and those\nwho must stay in an institution. The ideal should be segregation for those\nwho need it and supervision in the community for those suitable for community Hfe.\"\nIt seems to me that a program for the care of the feeble-minded must\ninclude more steps than these. Normal children leave school at fifteen\nor sixteen; is it not obvious that the feeble-minded need longer to fit themselves for the world ?\nIf we could send most of our morons (all with poor\nrecords) to a training school until they are ready to go out into the world\n\nunder supervision, back to their homes, or into colonies, perhaps we should\n\napproach more nearly a proper solution of this matter.\nSending special-class pupils out into the world with no supervision is\noff without any driver.\nWhether the pupil enters the industrial world directly from a special class\nor from an institution, he needs the friendship, the advice, the encouragement, the directing force which the field worker would be in a position to\n\nalmost comparable to starting an automobile\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3IO\n\n[Special\n\nWe believe that the follow-up work would wonderfully encourage\nand stimulate the special-class teacher, cheer the home, and strengthen the\npupil, just as the work of the juvenile court probation officer helps the\ngive.\n\ndelinquent under his charge.\n\nAs the special-class pupils are under the supervision of the school\nauthorities for years, probably follow-up work could best be managed thru\n\nthe school organization, with the close cooperation of the juvenile court.\n\nPossibly a field worker (I should prefer a school nurse) might take charge\nof all special-class graduates until they are eighteen, and then hand over\n\nthe supervision to a juvenile court probation officer.\n\nIt might be that a\n\nspecial office to handle this work could be establisht in connection with our\n\njuvenile courts, just as the Mothers' Pension Bureau has been.\n\nDOES THE SPECIAL CLASS EQUIP PUPILS FOR INDUSTRIAL\n\nEMPLOYMENT?\nWHITNEY, SUPERINTENDENT OF SCHOOLS, SCHENECTADY, N.Y.\n\nE. R.\n\nEver since 1893, when special classes were first organized in Providence,\nR.I., for the care of subnormal children, there has been a segregation and\n\nassembhng of all kinds of abnormal children, without distinct classification,\ninto special classes all over the country.\n\nThis promiscuous mixing of\n\nfeeble-minded, incorrigibles, backward children, eccentric children, and\nothers of varying degrees of abnormality and miscibihty soon results in a\n\n—the incor—into state industrial homes, where they receive institutional\n\ndecantation of the Hghter and more fluid effervescent portion\nrigibles\n\ncare,\n\nand leaves a heavy residue composed chiefly of the backward children and\na substratum of feeble folk, too heavy to decant and rather too inert for\nfusion.\nIn some school systems an effort is made to separate, by what\nmight be called filtration, the backward children from the rest, leaving a\nspecial class composed mostly of morons.\nIn most feeble-minded children the power of attention is both weak and\nintermittent, and is hard to gain and harder to hold.\nWith practically no\nconcentration little real instruction can be given, because with constant\ninattention memory has httle chance of being imprest, and there is little\n\npossibiKty of utilizing either judgment or reason.\nIt is evident that academic education should for the most part be dis-\n\ncarded, and that much observational and some handwork should be given.\n\nAttempts thru the regular manual-training shops to prepare for mechanWhen given handwork, such as weaving mats,\n\nical trades result in failure.\n\nbraiding baskets, raffia work, sewing, knitting, etc., better results are\nobserved.\n\nWhat showing do these graduates of atypical classes make out in the\nworld ?\n\nThey sometimes do well at boys' jobs, blind-alley occupations, and\n\n"}
{"page": 327, "printed_page": null, "text": "—\nSPECIAL CLASS AND INDUSTRIAL EMPLOYMENT\n\nDepartment!\n\n311\n\nother employment requiring no great degree of judgment, where there is\nconstant intelligent\n\nsupervision.\n\nIf\n\nan\n\nintelligent,\n\nsympathetic person\n\nwere employed to follow up these helpless folk, find employment for them,\n\nand keep in touch with their employers and their homes, something would\nbe gained, but I fear not much, for they are lawless and irresponsible and\nsoon tire of supervision.\n\nNo matter how hard the subnormal tries, he cannot compete with\nHe is constantly faiUng, both at home and in his work. His\n\nnormals.\n\nparents, his employers, his associates, are Ukely to mistake his inability\nfor laziness or \"cussedness\"\n\nand punish him unmercifully in one way or\nand\n\nIt is not easy to discover what tasks are within his grasp,\n\nanother.\n\nthe employer has no time for such discovery.\n\nFor many of these children the school is home, mother, country, and\nThe public city school is good as far as it goes, but it cannot be with\nthe child twenty-four hours in the day, seven days in the week, and fiftytwo weeks in the year, nor for all the years of his Hfe. It gives only a verysmall fraction of time to the child. What these children need and will\nalways need, for they will always be children tho in adult bodies, is a home\na colony ^provided by the state, whose motto should be that of the great\ninstitution at Vineland, \"Happiness first; all else follows.'*\nThe real question of this discussion is, it seems to me, not whether the\nspecial class should give a training suitable for industry, or whether the\nlabor of these subnormals is valuable, but whether the product of the special\nclass, even if prepared to do manual or brain work, should ever be allowed\nto mingle freely with normal persons and eventually damage society.\nGovernor Whitman, of New York, has rightly said that \"mental\ndeficiency is today perhaps the greatest social problem that confronts the\nall.\n\n—\n\nstate.\"\n\nHe is right.\n\nThe danger is increast because of the fact that tho\n\nthese subnormals may resemble normals in stature and appearance, they\n\nhave the minds of children and sometimes the vices of demons, and are at\nThey have not the ability to\n\nlarge, free to reproduce their kind at will.\n\ncope with competitive conditions and frequently land in charitable institu-\n\n—almshouses and the\n\ntions\n\nlike\n\n—or\n\nelse become a burden on a relative or\n\na kind friend.\n\nUnder no circumstances should the pubhc, municipal, village, or rural\nschools become a party to the plan of feeding such material thru industrial\n\nemployment\n\ninto society.\n\nThe\n\nstate\n\nshould give institutional,\n\nif\n\nnot\n\nLet the special classes in the schools\nbe maintained, but only as waiting-stations or transfer points in which the\ncustodial, care to these unfortunates.\n\nreal defective is detained for searching examination and prolonged observa-\n\ntion before the state comes in to take complete charge.\n\nToo many of our\n\nschool directors forget that the chief and paramount function of the local\n\npublic schools\n\nis\n\neducation, not dentistry, not medicine, not optometry,\n\nnot even custodial care of the unfortunate.\n\nThe locality cannot have the\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n312\n\n[Special\n\nfacilities to do well all of these things, however desirable, and if these acces-\n\nsory things are done, they are often done by depleting the treasury which\n\nshould be used for regular education.\n\nOnly a great aggregation of com-\n\nmunities, in other words, the state, can do these things and do them well.\n\nLet us once and for all abandon our wild competition with the state and our\nusurpation of its functions and its institutions.\n\nLet us unite in securing\n\nfrom the state an adequate program for the handling of this problem.\n\nDOES THE SPECIAL CLASS EQUIP PUPILS FOR INDUSTRIAL\nEMPLOYMENT IN THE COMMUNITY? CAN THE COOPERATION OF EMPLOYERS DURING AND FOLLOWING\nTHE SCHOOL PERIOD BE OBTAINED AND HOW?\nDAVID B. CORSON, SUPERINTENDENT OF SCHOOLS, NEWARK, N.J.\n\nThe term \"special class\" requires definition.\n\nIt may refer to the class\n\nwhere there are fifteen grades of feeble-minded pupils, or it may refer to\nthe homogeneous class having special work in industrial training. Small\nreturns only can be expected from classes of the first type; so small that it\nseems hardly justifiable to spend the money necessary to maintain them.\nIt is not, in\n\nmy opinion, sound policy to maintain such classes, at least in\n\nlarge communities.\n\nThe only isolated special class that can be really\n\nserviceable to the pupils enrolled in it is the one composed of normal pupils\n\nwho, by special effort and instruction, seek to catch up in the work of the\nregular classes.\n\nThese normal pupils, because of absence or slowness,\n\nhave been unable to maintain themselves in their respective grades and must\nbe, for their own good and the well-being of their classes, removed for a\ntime.\nThe special isolated class should be a restoration class. This is\nthe only type of isolated class that should find place in the regular schools,\n\nexcept as a makeshift.\n\nThe special class of homogeneous grading can and\n\ndoes equip pupils for industrial employment.\n\nThe program of studies for the industrial classes for defectives in the\nNewark schools includes carpentry and cabinet-making, weaving, brushmaking, basket-making, chair-caning, laundering, dressmaking, gardening,\ncooking, house-cleaning, serving, waiting, cobbling, and shoeblacking.\n\nAll\n\nhave been taught successfully, and they afford a good general\nThere can be no doubt that\ntraining of the character under discussion.\n\nof these\n\nthe success is sufficient basis for a positive statement that some feeble-\n\nminded can be made manually efficient. Many of the pupils obtain employment at good wages.\nIt must not be inferred, of course, that all who have been or can be\ntrained are or will be equally successful, or that the duty of the school is\nperformed when the pupil has been recommended and has secured a job.\n\nHe is still a feeble-minded person.\n\n"}
{"page": 329, "printed_page": null, "text": "Department)\n\nSPECIAL CLASS AND INDUSTRIAL EMPLOYMENT\n\n313\n\nThe remedy for difficult cases may be found partially in educating\nThey do not understand feeble-mindedness, altho\nthey may recognize it. They must know that the feeble-minded workman\nis easily angered, leaves his job on small provocation, and does not conemployers of labor.\n\nsider the consequences of such action.\n\nFeeble-minded people have \" spells.-'\n\nThe employer must know this, and if he can manage the \"spell time\" tactfully\n\nand skilfully he will reduce the labor turnover in his factory and\n\nconduce to the well-being of his charges, for these people are as truly charges\nof the employer as they are of the teacher.\n\nThe right educational policy to follow in securing positive affirmative\nanswers to the two questions seems to warrant the establishment of school\ncenters for those having sufficient mentaUty to profit by the training.\nfive or\n\nThe\n\nmore classes together should constitute what might be called a\n\nBinet school, each having a vocational-training class.\n\nThe.best type of\n\nBinet school must have for each sex at least the following accommodations\nfully equipt:\n\na kindergarten, a gymnasium, a kitchen and dining-room,\n\na manual-training shop or sewing-room, a garden, an academic room, and\na vocational shop.\n\nThis will permit careful classification into three groups.\n\nThe school should not be larger than one hundred and twenty-five pupils.\nThe kindergarten should be of low-grade pupils and should have them all\nday long on the class system; the gymnasium, kitchen, and dining-room,\nmanual shop or sewing-room, and academic room should constitute a\ndepartmental circuit for as many different classes, the garden in season\nbeing additional to the shop or sewing-room.\n\nSuch classes should be of\n\nascending grades, and promotion from one to another should be made when\nwarranted.\n\ngrade pupils.\n\nAbove these should be the industrial shop, having the highestThe classes in the departmental cycle should have the general\n\neducational aim, but the shop should have the vocational aim.\n\nTo train the feeble-minded for industrial employment the program of\nstudies must be based upon the broadest possible sense training and a wide\n\n\"experience training.\"\n\nWe must provide, purposefully, intelligently, and\n\nsystematically sense and basic experiences in very great numbers.\n\nIt\n\nmany will not profit, but some will, even\ntho in varying degrees of satisfaction. Those who do well will be the pupils\nwho can be trained for vocational employment.\nwill undoubtedly prove true that\n\nThe teacher of the special class must work with the employer as well\nas with the pupil, and teach him to guide the boys and girls and to be\n\npatient with them.\n\nTo do this great task there must be some form of\n\nsupervision and vocational guidance, as suggested, either by the teachers\nor by other experts.\n\nThere must be much follow-up work by the super-\n\nvisor, so that a body of suggestive and valuable\n\ninformation may be col-\n\nlected, and so that the influence of the supervisor upon the worker and the\n\nWe have so much to learn in this field that it\nmere speculation to discuss it now. The one fact that is clear is that\n\nemployer shall be helpful.\nis\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n314\n\n[Special\n\nsupervisory work must be done, and that it must be done by the best-\n\neducated, the keenest, and the wisest person obtainable.\nthe\n\ncooperation\n\nof employers\n\nfor\n\nthe\n\nHow to obtain\n\napprenticeship period must be\n\nanswered by the efforts of the school authorities and the supervisor. They\nmust obtain it. There must be a propaganda or campaign of education\nby the former, and persuasion, personal work, and follow-up work by the\nlatter.\nWidespread knowledge of the problem and intelHgent and wise\noversight and friendliness will secure it.\nHowever, given the right grade of pupils, the wisest educational poHcy,\nthe well-organized school, the right program of studies, the best equipment,\nand the most skilful teachers, even then the problem is solved for a chosen\nfew only. Even the best can do only work of routine character, requiring\nlittle initiative.\nThey work as machines and need a guiding hand. There\nwill be others who cannot be employed in the industries, for their minds\nare not strong enough to do more than the most menial and most mechanical\nkinds of work. What shall be done with them ? Shall classes and schools\n\nbe maintained merely to occupy these children until, lacking the care of\nparents or relatives or friends, they become the criminals and outcasts of\nsociety?\n\nNo.\n\nThe state must assume responsibiUty. There must be a\nThe conception underlying the American\n\nstate policy, well carried out.\n\neducational scheme is that all shall be educated.\nlearn much or Httle, that should he learn.\n\npurpose.\nif possible,\n\nIf a child be able to\nHis learning should be to some\n\nFor the feeble-minded child that purpose must be self-support,\neven tho in the humblest manner. If society will not give him\n\nwork, the state must. Several states have estabhsht homes for the feebleminded and colonies where farming is carried on by them under direction.\n\nThis points the way.\n\nIf the state\n\nmay estabHsh farms where custodial\n\ncare and home comforts and supervised work are provided, why not factories, laundries, bakeries,\n\nand other institutions, where under like condi-\n\ntions those too feeble-minded to care for themselves\n\nload of the state by earning their own way ?\n\nmay help carry the\n\nThis will be less satisfactory\n\nand less valuable than the Hfe in the open, but it is necessary to help the\nfeeble-minded.\n\nIn a democracy there must be not only equal opportimity but a measurable distribution of the comforts and blessings and happiness of Hfe.\n\nThe\n\nstate seeks to protect all against ignorance, delinquency, disease, vice, and\n\ndependency.\n\nHer chief and most effective method is by education.\n\nall her people learn and recognize\n\nUntil\n\nthe moral law of \"visiting the iniquities\n\nupon the children unto the third and fourth generation of\nthem that hate me,\" she must herself attempt regulation and bear the\n\nof the father\n\ngreater part of the burden, receiving such assistance as the beneficiary\n\nmay be able to render.\n\n"}
{"page": 331, "printed_page": null, "text": "DEPARTMENT OF MUSIC EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Osbourne McConathy, professor of music, Northwestern University, Evanston,\nVice-President—Teresa Finn, supervisor\nmusic\nLouis, Mo.\nSecretary—Philip C. Hayden, editor\nSchool Music\nKeokuk, Iowa\nPresident\n\nIII.\n\nof\n\nSt.\n\nof\n\nFIRST SESSION, Wednesday Forenoon, July 3\nIn the absence of President McConathy, the Department was called to order at\n9:00 a.m. by the vice-president, Miss Teresa Finn. Mr. W. B. Kinnear, of Lamed,\nKan., was appointed secretary pro tern.\n\nThe exercises were opened by the singing of \"The Star-Spangled Banner\" under the\ndirection of Mr. Will Earhart, of Pittsburgh.\n\nFollowing this song Mr. Earhart read\nMusic Education.\" At the close of this paper\nMr. McConathy, president of the department, and Mr. Hayden, secretary, having arrived,\nassumed their respective stations.\nAfter the reading of Mr. Earhart's paper the department sang a song by John A.\nCarpenter, \"The Home Road,\" led by Mr. Earhart. Then followed a paper by President\nMcConathy, \"In What Direction Is Public-Music Education Tending?\" At the close\nof this paper the department sang the song, \"America's Battle Cry,\" the words of which\nare by Mr. Congdon and the music by Mr. Earhart, under the direction of Mr. Gantvoort.\nMr. Gantvoort then conducted a song, the music of which was written by himself,\n\"They Go to End War.\"\n\nhis paper, \"The Essential Factors in\n\nPresident McConathy appointed the following nominating committee: W. B. Kinnear,\n\nLarned, Kan., Chairman; Miss Eunice Ensor, Detroit;\n\nand Miss E. Jane Wisenall,\n\nCincinnati.\n\nA general discussion of the proposition of teaching the various instruments, including\npiano, in classes, was participated in by Mr. Baltzell, of Boston; Mrs. Clark, of Camden,\n\nMr. McConathy, of Evanston, 111.; Miss Teresa Finn, of St. Louis; Miss E. Jane\nMiss Eunice Ensor, of Detroit; Mr. Will Earhart, of Pittsburgh; and others. Another feature of the discussion was a reference to the remarkable\nwork of Professor Carl Seashore in the psychological laboratory of Iowa University and\nthe system for measuring music ability which he has developt and made practical.\nDr. William B. Owen, of the Chicago Normal College, gave a most interesting address\non the subject of \"The New Place of Music in Public-School Education.\"\nN.J.;\n\nWisenall, of Cincinnati;\n\nOn motion the session adjourned.\n\nSECOND SESSION, Wednesday Evening, July 3\nPresident McConathy called the evening meeting to order and introduced Mr. Lee\n\nHanmer, War Department Commission of Training Camp Activities, who gave a talk\non \"Music in the United States Army and Navy Camps.\" This address was followed by\nan active demonstration of methods and practices in camp music by John B. Archer,\ndivision song leader, Camp Custer, Mich. Mr. Hanmer and Mr. Archer gave very interesting talks and demonstrations, and the audience took great pleasure in singing the songs\nof the camps under Mr. Archer's direction.\n315\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i6\n\n(Music\n\nAt the business meeting, which followed these addresses, Vice-President Teresa\nThe chairman of the nominating committee, Mr. W. B. Kinnear, pre-\n\nFinn presided.\n\nsented the following report:\n\n—Teresa Finn, Louis, Mo.\n—Otto Miessner, Milwaukee, Wis.\nSecretary—Philip C. Hayden, Keokuk, Iowa.\nPresident\n\nSt.\n\nVice-President\n\nMr. Hayden moved that the report of the committee be amended by substituting\nThe motion was\nadopted, and the officers named declared elected.\nthe name of Mr. W. B. Kinnear for that of Mr. Hayden as secretary.\n\nOn motion the meeting adjourned.\nPhilip C. Hayden, Secretary\n\nPAPERS AND DISCUSSIONS\nTHE ESSENTIAL FACTOR IN MUSICAL EDUCATION\nWILL EARHART, PITTSBURGH, PA.\n\nWe come before the world today with large claims for music. The\nresults obtained are not always, however, commensurate with our claims.\nIs the reason to be found in music itself or in our conception and treatment\n\nof music ?\n\nI believe that it is the latter.\n\nToo much of our endeavor along\n\nmusical lines is vitiated by imperfect conceptions of what music is and what\nits\n\nfunction is.\n\nAssuming that music has uplifting and redeeming power\n\nfor the souls of men, to what element or factor does it owe that power ?\n\nMany answers to this question, most of them carelessly made, have been\ngiven.\n\nMusic has been said to knit up the raveled sleeve of care, expand\n\nthe lungs, have therapeutic value in nervous and cerebral diseases, socialize\nthe masses,\n\ndevelop patriotism, inspire courage, sustain the physical\n\nstrength in prolonged endeavor, stimulate the minds of public-school chil-\n\ndren in their efforts at arithmetic and geography, restore discipline, comfort\nthe wounded heart, inspire affection in the opposite sex, and energize the\nindividual in the activities of life thru stimulation of his emotions.\n\nThat\n\nmusic has all these results in some measure is probably true; yet, even if\ntrue, it is comparatively unimportant.\nPrecisely the highest value which\nmusic can claim is not mentioned in this list, and it is to plead for this\n\nhighest, so seldom striven for, so little seen, that I speak.\n\nNever before has the world lived so much and so eagerly, even feverishly.\n\nWe stimulate life's activities to the farthest limit; we strain to\n\ncatch the faintest hint of meaning from its humblest circumstances.\nthis stress of Hfe, emotion has in some measure been crowded out;\n\nIn\n\nand that\n\nmeasure which remained has been almost entirely such as is closely connected with the incidents of life.\nof man's soul, good or\n\nill,\n\nArt, following as always the adventures\n\nhas shaped herself into conformity; and the\n\nfunction that has fallen to her has been to express our emotional reactions\nto the specific circumstances into which hfe carries us.\n\n"}
{"page": 333, "printed_page": null, "text": "Department)\n\nTH^ESSENTIAL FACTOR IN MUSICAL EDUCATION\n\n317\n\nIt is curious, but a fact nevertheless, that man has a range of mood and\n\nemotion that lies quite outside of feelings stimulated by life's incidents.\nIn these moods are found his aspirations, his visions, his purest and highest\nexaltations.\nThe moods born out of experience of life are sharp, bitter,\nand exciting; the moods born out of this other range bring pleasure rather\nthan excitement, and an uplift of spirit that, while it lacks the snug comfort\nof worldly sentiment, has infinite regenerative power for the soul of man.\n\nThis other world of feeling is, in one word, the realm of the aesthetic.\n\nThe two are almost inextricably interwoven; but let us try to distinguish\nthe aesthetic and define its character.\nIt is a noteworthy fact, as William Morris points out, that there has\n\nnever been a savage so low that some vague idealistic promptings were not\n\nNot even an earthen cooking-pot could he make without\n\npresent to him.\n\nendeavoring, beyond the demands of utility, to give it some grace of shape,\n\nsome charm of color, some touch of ornamental design which revealed his\nThis impulse is quite beyond and\nabove any worldly taint.\nMy objection to emotion, which doubtless all my hearers are making\n\nobscure impulse toward idealistic ends.\n\nready to defend, is that of itself it intensifies or energizes life but does not\nnecessarily uplift\n\nit.\n\nI\n\nwish to emphasize that qualification, \"of itself.\"\n\nImportant considerations depend upon it.\nIf\n\nmusic is to express emotion alone, then the beginning and end of\n\nmusic are the ^out, the\n\nsigh, the\n\nmoan.\n\nThe cry of the Walkiire or\n\nAlberich's cry would be supreme ideals of musical expression.\n\nWe must\n\nshout Hail! to the music drama and turn a disapproving back to the fugue\n\nand the classical symphony if we embrace this theory. It is precisely this\nthat Wagner did. Fortunately for the world he was not too consistent.\n\nHe could not construct a whole score of a succession of emotional cries.\nAs a consequence we have those treasures of composition, extended, intricate, and glowing, which, tho Wagner contended that they should never\nbe heard apart from the drama, because of their descriptive quality, still\n\ncharm us because they stand alone as music. It is so with all music; it\nmust be interesting and beautiful as music, or else all the \"explanatory\"\nnotes in the world will not persuade us to endure it.\n\n\"But,\" the hearer will say, \"music does express emotion.\"\n\nIt does;\n\nbut why limit it to that?\n\nSo does language that is not formal, so do\nbodily pose, gesture, facial expression. We cannot move thru emotional\nscenes without expressing emotion in some of these ways; yet they are not\nart.\n\nClive Bell, in his book Art, puts the matter in a nutshell when he\n\nsays:\n\n\"To caper and shout is to express oneself, yet is it comfortless, but\n\nintroduce the idea of formality, and in dance and song you may find satisfying delight.\n\nForm is the talisman.\"\n\nThus it happened that the savage exprest his feelings in tone by shouts\nand formless and inchoate cries; but at the same time his ear was charmed\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i8\n\n(Music\n\nwith the twang of a bowstring, the sound of the wind passing over reeds;\nand he made himself stringed instruments and flutes and began to form\nsuccessions of tones into rude patterns.\n\nHis progress in this direction is\n\nperhaps best described by Parry in his Evolution of the Art of Music.\n\nIt\n\ncontinued to the point of the first movement of a \"Fifth Symphony\" by\n\nBeethoven, or a \"Fugue in G-Minor\" by Bach.\nThis creation of pure form, of pure beauty, is one of the most unselfish\nthings a\n\nman can accomplish.\n\nIt lifts\n\nhim above the sharp, clamoring\n\nemotions that spring out of the dramatic clash of incident, into a world of\n\npure vision and desire.\n\nWhen shall we learn- this ? When shall we under-\n\nstand that art has primarily to do with beauty, not with worldly signifi-\n\ncance?\n\nIt is the despair of the painter as it is of the musician that the\n\npublic looks only for a story of life in his work and passes unheeding those\n\nelements which make it a work of art.\n\nOur error probably lies in the fact that the two elements, worldly\nand being saturated\nwith life we interpret the art work in terms of worldly experience alone.\nYet, all unconsciously, it is beauty formal beauty ^which moves us, not\nthe literal emotion. If this were not true, the cry and the moan, I repeat,\nwould be the beginning and the end of music, and Alberich's hoarse shout\nwould satisfy us more than the Tristan prelude or a Beethoven symphony.\nA child lives, far more than an adult, in a world of pagan simplicity and\ndirectness.\nLight and shade, form, color, and sound come to him as direct\nsensation.\nHe needs and seeks no meaning beyond their direct acceptability.\nImagine teaching a child that the Monteverde string tremolo\nmeans fear, excitement, tragedy. He hears only some violins making\ninteresting rustling sounds.\nIf these ascend and descend in interesting\nand pleasant undulations and attractive rhythm, if there is contour and\nsignificance and ideal beauty, are curiously blended;\n\n—\n\nbalance, he is pleased.\n\n—\n\nIf they do not, he soon ceases to attend.\n\nIn this\n\nattitude the child is on the high road to a real appreciation of the beautiful\nin music.\n\nIf we took him there and guided him wisely later in observations\n\nas to how music attains contour and symmetry, we would eventually have\nintelligent and discriminating audiences for our classical programs.\n\nWhat we do is to teach him rote songs. This we must do. There is\nno other instrumentality than his voice, no other medium than the song.\nNot content, however, with doing that simply and directly, we call his\nattention to the words particularly. We teach the words first, we expatiate\non the pictures or stories they represent, we even add physical movements\nand \"dramatize\" the song often to the extent of making a whole play out\nof it.\n\nSometimes, it is true, if the lesson period is long enough, a note or\n\ntwo of the music of a rote song that is being \"taught\" may be heard before\nthe end of the lesson is reacht; but in the main the process tends to teach\nthe child to visualize instead of hear when he sings, and to feel that energy\n\n"}
{"page": 335, "printed_page": null, "text": "!\n\nDepartment]\n\nTHE ESSENTIAL FACTOR IN MUSICAL EDUCATION\n\n319\n\nof delivery takes precedence over refinement and fidelity to the musical\nfacts of the song.\n\nInstead of such a method we might select songs that have real merit as\n\nwe might play these first, as beautifully\nwe might then sing them entire, as attractively\n\nmusic, albeit of a childlike range;\nas possible, upon the piano;\n\nas we could, so that the song might come to the child, as it should, in the\n\nform of an artistic whole.\n\nWe could then sing a phrase at a time; and all\n\nthe while we could give him beauty of tone and lead him to strive, in his\nturn, for such beauty.\n\nIf we did this I need not point out, I trust, that we\n\nwould be resting upon a belief or assumption that music is beauty of tone\nand tonal design; that it is an art of impression as well as of expression;\nthat the ear must be cultivated as well as the emotional energy of the singer\ndevelopt; and that feelings of the highest type are not aroused by the clang\nof circumstances but rather by endeavor toward the ideal.\nOur blindness to the supreme importance of the aesthetic element in\nmusic is shown in numerous other ways. There is a tendency to choose\nsongs of intense realistic character and sing them in an excessively declamatory style. In countless schools there is an obsession with voice that is\nmost unfortunate. The supervisor of music is styled ^let us hope unjustly\n\n—the \" teacher\n\n—\n\nof vocal music.\"\n\nChildren in such schools who are stud3dng\n\nMozart or perhaps even Beethoven outside of school are rated in school\naccording to their response on songs that hold far less value than their\n\npiano music; and their puzzled condition because of the difference in character between their music in and out of the school is almost tragic.\n\nA boy\n\nwho plays the vioHn beautifully, but who has no impulse to express himself in\nsong, is likely to sit neglected thru the daily music lesson, dimly conscious\nof power of another kind, which outside of school is rated as musical power,\n\nbut which in school seems to be held in small account.\nof developing a high grade of musical inspiration\n\nThe possibiKty\n\nand accomplishment\n\nthru instrumental combinations or small orchestras is neglected. Because\nfreedom and fervor of response are valued above broad musical develop-\n\nment, unison singing is perpetuated in undue measure upward thru the\nseventh and even the eighth grade.\n\nAs a result the pupils are weakened\n\nmusically, miss the pure enjoyment of the tonal richness and complexity\nof parts, and are far less intelligent than they should be about their voices,\n\nespecially with regard to their range and classification in relation to the\n\nbass and treble clefs.\n\nOutside the school we are engrost now with music as a social agency.\nI welcome the advent of community music;\n\nbut we must realize that community music does not mean some inferior brand of music too common to\nhold any interest for us but good enough to exert some beneficent power\nupon the proletariat. It rather means the great and noble music of the\nages which, by our ardor, our power as musical prophets and interpreters of\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n320\n\niMusic\n\nthe musical gospel, we must restore in all its beauty to the heart of man,\n\nfrom which it came.\nPerhaps the grossest error that is made by those who are groping toward\nsome hoped-for regeneration thru music is that which manifests itself in\ncertain forms of effort toward so-called musical appreciation.\nMechanical\nmusic is responsible for a large stimulation of this kind of effort. Countless\npersons are reading the stories of operas, learning the names of compositions,\n\ncomposers, singers, players, and conductors, with little more result\n\nthan to enable them to enter into a drawing-room conversation with less\nlikehhood of embarrassment.\n\nMy great fear\n\nis,\n\nhowever, that this musical\n\nsophistication will be taken up by teachers of music in public schools and\n\nimposed upon children.\n\nI can think of nothing more deplorable than that\n\nand open receptivity to the aesthetic product\nbackground of wordly experience, their disregard\nof artificial social demands, should spend their time conning the unsavory\nchildren, with their frank\n\nitself,\n\ntheir unscarred\n\nstory of some opera, or learning irrelevant biographical and historical facts,\n\nwhen they might be singing with pure joy some song in which a beauty\nuntroubled of earth is revealed.\n\nThe essential factor then in musical education is the aesthetic.\n\nWith-\n\nout any particular attention from us it is working all such regenerative\n\nwonders as are accomplish t at all thru music.\n\nWe can take measures to\n\ndevelop subconscious and, at a later date, conscious appreciation of it, and\n\nwe should do this.\n\nAt least we should not constantly ignore and deny\n\nthe one element that is essential in all art by always calling the attention\nof pupils\n\nand the whole world to phases of musical appeal that are not\n\ndistinctively musical, that are of minor and incidental importance, and that\n\nat best are characteristic of only one class of musical composition.\n\nIN WHAT DIRECTION IS PUBLIC MUSIC EDUCATION\n\nTENDING?\nOSBOURNE MCCONATHY, NORTHWESTERN UNIVERSITY, EVANSTON, ILL.\nIt was Walt Whitman who said, \"I see America go singing to her des-\n\nCould that grand old poet open his eyes today, how gloriously would\nfulfilled.\nFor today America, as one great united\npeople, has gone forth to battle for the freedom of the world, and her armies\nare singing as they train, singing as they march, singing as they fight. Let\ntiny.\"\n\nhe see his prophecy\n\nus not mistake the purpose of this use of music in the building of our\n\nmarvelous war machine.\n\nThe busy men who have performed this modern\n\nmiracle of organization have not included music in their plans merely as\n\na pleasant pastime for our boys.\n\nIn these stern days there is no time for\n\nanything but absolute necessities.\n\nOur leaders have learned that the needs\n\nof the spirit are as fundamental as the needs of the body, and that in min-\n\n"}
{"page": 337, "printed_page": null, "text": "PUBLIC MUSIC EDUCATION\n\nDepartment!\n\n321\n\nistering to the spiritual uplifting of our men music has as fundamental a\n\nplace in our Army's organization as have those things which contribute to\nits physical upbuilding.\n\nIt\n\nis\n\ngrowth.\n\nnot in our Army alone that music contributes to our spiritual\nAll over our country, wherever our people gather, we are learning\n\nto voice our patriotism in song.\n\n\"Community singing,\" as it is called, is\n\nrapidly becoming an establisht institution.\n\nWe must not imagine, however,\n\nthat the vital value of music is in any degree restricted to war times.\n\nIts\n\nusefulness is every whit as real in times of peace.\n\nThere seems to be no doubt that in the years to come music is destined\nan increasingly important part in the lives of the people of our\n\nto play\n\ncountry.\n\nIt\n\nis\n\nwell, therefore, that those educators\n\non whom must fall\n\nmuch of the responsibility for directing our musical development should\ncarefully consider the problems before them.\n\nMusic education in the days\n\nto come will be quite a different thing from what it was in the haphazard\n\ntimes that are past.\n\nRemarkable changes are taking place in the attitude\n\nof our people toward music, and these changes of attitude are reflected in\n\nthe musical training of our young people in our schools and colleges, in\n\nmusical institutions, and to some extent in the studios of private music\nteachers.\n\nLet us consider some of these tendencies which seem particularly\nsignificant, especially some that are noticeable in oiu: public grade schools\n\nand high schools.\n\nOne of the most interesting movements in public-school\n\nmusic is that which involves the use of musical instruments.\n\nI refer to\n\nschool orchestras, bands, violin classes, lessons on various instruments of\n\nthe orchestra and band, credit in school for the study of outside music,\nfree piano lessons in school, and the use of schoolrooms for private studio\n\npurposes by teachers of public-school music.\n\nThe school orchestra, of\n\ncourse, is not a new thing, neither is the school band.\n\nIn the last few years,\n\nhowever, these school activities have multiplied greatly in number and have\n\nbeen placed on a basis of school credit under competent instructors.\n\nIn\n\nway the movement has taken a form and occupies a place in school\nlife such as was not dreamed of even a decade ago.\nIn many cities of our\nthis\n\ncountry the best of instruction on all the instruments of the orchestra is\ngiven to the young pupils.\nis free,\n\nIn most instances this instrumental instruction\nand in no small number of places the instruments themselves are\n\nprovided without expense to the students.\nViolin classes are becoming a rather\n\ncommonly establisht feature in\n\nmany of our high schools and are even more common in connection with\nthe grade-school work.\ninstruction.\n\nThe same practice is growing with regard to piano\n\nTeachers are studying the processes of group instruction on\n\nthe piano and other instruments and are making possible not only better\n\nThe number of\nwork in piano or other instruments done\n\ninstruction but instruction at greatly reduced expense.\n\nschools which grant credit for\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n322\n\nunder outside teachers is large.\n\n[Musk\n\nThe movement as a whole plainly shows\n\nthe higher evaluation of instrumental music as an educational subject and\n\npresages the time when all instrumental study may be accepted as a part\nof regular school activity.\n\nAnother important development in school music that has been conspicuous in recent years\n\nis\n\nwork in what is called \"music appreciation\" or\n\n\"lessons in listening to music.\"\n\nIt is well understood that only a limited\n\nnumber of people can ever expect to be real artists in performance, and that\nby far the larger number of people may expect to enjoy their contact with\nmusic thru listening to it. The art of listening to music may be cultivated just as truly as the art of performing music.\n\nTo this end systematized\n\ncourses of study in listening to music are now in operation in many cities\nof our country, beginning with the first grade and extending thru the high\n\nschool.\n\nAnother important aspect of the newer attitude toward music is a recognition of the subject as a vocational study.\n\nOur schools are beginning to\n\nrecognize the fact that a student who expects to become a musician has as\n\nmuch right for preparation in his vocation as has a student who expects\nto become a lawyer, a doctor, an engineer, a chemist, or a clerk.\nTo this\nend well-organized courses of music are being introduced in our schools,\npreparing directly for professional music schools, and our children, at public\n\nexpense and with high-school and grade-school credit, are being trained\nfor their future profession of music.\n\nQuite recently another step has been inaugurated in some of our schools,\nlooking to a type of music education fitted to tiie various individual capacities of the dififerent children.\n\nSome children are well fitted by nature to\nThe school\n\nstudy the piano or some certain other musical instrument.\nis endeavoring to discover this fact\n\nand see that such children are given the\n\nopportunity to pursue that Hne of study for which nature has fitted them.\n\nOther children may be so lacking in musical endowment that it is unwise\nto offer them any music instruction other than help in hstening to music.\n\nPiano lessons would be a waste, and even singing is serviceable only as it\n\nthem to know more about music, to know that their power of enjoyment in listening to music may be increast. By far the largest number of\n\nfits\n\nchildren will be those who, without talent of a really superior order, nevertheless have ability enough to\n\nwarrant the study of an instrument or of\n\nsinging with a view to such enjoyment as a trained amateur would secure.\n\nIn such cases the school will provide adequate instruction and opportunity\n\ntramed so that they may make the most of the\nwhich nature has given them. The coming music education\nwill train the individual child in those lines of musical endeavor which his\n\nfor these children to be\n\ncapacities\n\nindividual capacities warrant, and this training will be at public expense.\n\n"}
{"page": 339, "printed_page": null, "text": ":\n\nDEPARTMENT OF CHILD HYGIENE\nSECRETARY'S MINUTES\nOFFICERS\nPresident—Bs.. E. A. Peterson, head, Department of School Hygiene\nVice-President Dr. Arthur Holmes, dean of faculties\n\nCleveland, Ohio\n\n—\n\nSecretary\n\nState College, Pa.\n\n—Mary E. Lent, Public Health Nursing Association\n\nNew Yoi^, N.Y.\n\nThe Department of Child Hygiene of the National Education Association met in\nThe following program\n\nPittsburgh on July 3, 1918, with Dr. E. A. Peterson in the chair.\n\nwas presented:\n\nTwenty-fifth Anniversary of the Founding of this Department\nHonoring Dr. G. Stanley Hall, the First President\n\nFIRST SESSION—Wednesday Forenoon, July 3, 1918\n\"What Teachers Ought to Know about the Physical Grow*th of Children\"—Dr.\nJohn W. Tyler, Amherst College, Amherst, Mass.\n\"The Mental Development of Children\" Dr. G. W. A. Luckey, University of\n\n—\n\nNebraska, Lincoln, Nebr.\n\n\"Mental Hygiene\"\n\n—Dr. W. H. Bumham, Clark University, Worcester, Mass.\n\nSECOND SESSION—Wednesday Afternoon, July 3, 1918\n\"A General Survey of Child-Study\"—Dr. G. Stanley Hall, president, Clark University, Worcester, Mass.\n\n\"Children's Sense of Time\"— Earl Barnes, Philadelphia, Pa.\nAfter the morning session Dr. Hall discust the papers read.\n\nThe president appointed a nominating committee composed of G. E. Jones, Pittsburgh; E. A. Kirkpatrick, Fitchburg; Netta Ferris, Cleveland.\n\nThis committee reported\n\nat the close of the afternoon session and nominated for next year's oflficers the following\n\nJunior University, Palo Alto,\n—Dr. Louis Terman, Leland\n—Dean W. G. Chambers, University Pittsburgh, Pittsburgh, Pa.\nSecretary—Alma Bmzell, Minneapolis, Minn.\n\nCalif.\n\nStan^'ord\n\nPresident\n\nof\n\nVice-President\n\nThe foregoing oflficers were unanimously elected and the meeting adjourned.\n\nPAPERS AND DISCUSSIONS\n\nWHAT TEACHERS OUGHT TO KNOW ABOUT THE PHYSICAL\nGROWTH OF CHILDREN\nDR.\n\nJOHN M. TYLER, AMHERST COLLEGE, AMHERST, MASS.\n\nThe first fact which teachers should know and recognize is that physical\ngrowth is the chief business of childhood and youth. The stunted body will\ndwarf the mmd, and the incompletely grown and developt organ is always\n323\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\n\na seat of weakness and an open door of entrance to disease.\n\n[Child Hygiene\n\nGrowth must\n\nprecede development.\n\nThe teacher should recognize the fact that all parts of the body do not\ndevelop with equal rapidity at the same time.\n\nDuring infancy the vegeta-\n\ntive vital organs are growing and developing very rapidly.\n\nmuscles of trunk and legs take their turn.\n\nThen the heavy\n\nChildren romp, run, and tussle\n\nThe use of these heavy muscles stimulates the growth of the\nThe sense organs\nThe child is inquisitive, eager to see and feel\nalso are maturing rapidly.\nlike kittens.\n\nvital organs and of a steady and tough nervous system.\n\nand handle everything about it, and wishes to hear everything that is\nsaid.\n\nThe centers of perception in the brain are developing fast.\n\nWe can thwart nature for a time by our prejudices and invincible ignorance, but later she will exact the last farthing of a heavy penalty.\n\nAlmost\nno child can do logical thinking before it is eleven years old. Very few of\nus exercise them after that period, except briefly under the spur of pain or\nnecessity.\nA very Uttle exercise of these nascent, highest powers is all that\nthe child requires. Why compel children to thumb Ustlessly the leaves of\ntheir books and spoil all their future habits of study, not to mention the\ntemper of their teg,chers, when if three-fourths of their time were spent in\nthe open air they would store up health and vitality of body and mind and\na longer and more useful body of knowledge ?\nThe tenth year of the girl and the eleventh of the boy are years of minimum growth followed by two or three years of rapid increase in height,\nmainly in the legs, and of slight gain in girths. The child looks lank and as\nThe trunk and the vital organs are now\nif it had been violently stretcht.\ntoo small for the legs and arms. In the boy these proportions change for\nthe better at fourteen and again at sixteen. In the girl the periods of\nimprovement are far less markt and distinct. This is the period of pubertal\nmetamorphosis, hurried and strong in the girl, less noticeable in the boy.\nIt is a period of very low death-rate but of much physical disorder.\n\nLoss of appetite, constipation, headaches, nervousness, anemia, pallor,\n\nand general lassitude or weakness are very common.\n\nProbably not one-\n\nhalf of our girls could enter high school with a clean bill of health after a\n\nmoderately strict physical examination. Now tuberculosis of the lungs,\nwhich is responsible for one-third of all deaths between the ages of fifteen\n\nand twenty-four, is likely to gain a foothold and intrench itself in her system. Most of these disorders are avoidable and should be greatly decreast\nor mitigated. A bit of mercy or even a bhnd side will be a good quality\nin the teacher, for bright girls of this age are liable to periods of dulness or\n\nstupidity, when perfect recitations are not to be expected.\n\nThe period after sixteen or seventeen in both boy and girl should be one\nof vigorous health and overflowing vitality.\n\nCare and attention to physical\nDuring\n\nhealth should not be relaxt during the first year in the high school.\n\nthe later years the chief danger seems to lie in late hours and too much social\n\n"}
{"page": 341, "printed_page": null, "text": "THE PHYSICAL GROWTH OF CHILDREN\n\nDepartmentI\n\n325\n\nexcitement, altho a reasonable amount of social pleasure and training is most\ndesirable.\nThe old Greek motto of due proportion, \" Too much of nothing,\"\napplies here as everywhere else.\n\nThe group games, with their team play, loyalty to their side and leader,\nand obedience to discipline for the honor of class or school, are an excellent\ntraining in civic virtues.\nThe boy is learning to play the game of life.\n\"Waterloo was won at Rugby.\" But all pupils, especially the retiring,\nunathletic, studious, and conscientious boys ^for some boys have a con-\n\n—should share\n\nscience\n\n—\n\nin this exercise.\n\nEvery period is in a sense prophetic. Childhood stores up for puberty,\nand puberty prepares for adolescence. Adolescence furnishes the impetus\nThe instincts, cravings, and interests of every period furnish\nof adult life.\nthe best guide and suggestions as to form, method, and content of training\nand instruction. Is not this perhaps the soul and essence of the teaching\nof the Master whom we all dehght to honor today ?\nEvery suppression of\nnatural and normal instincts and cravings, every failure to satisfy them,\nleads to arrest of development or to maKormation.\nIt is his glory that this\nthought has become a truism of education, it is so obvious that we can no\nlonger remember or imagine how strange his doctrine sounded when first\nannounst to us.\nIndustrial and economic training has become an important part of the\n\ncurriculum of our colleges and high schools, and this is excellent.\n\nEvery\n\nbusiness man recognizes the value of our system and approves it.\n\nI have\n\nused the word \"value.\"\nvalue of any object.\nit.\"\n\nI ask one of\n\nmy students what determines the\n\nHe answers ghbly, \"What I can get in exchange for\n\nWhat then is the value of friendship, virtue, honor, loyalty, and of\n\neverything which cannot be bought or sold, but which makes Ufe worth\nliving ?\n\nAre we training our pupils to live or to get a Hving ?\n\nOur boys and\n\ngirls are emphatically intent today on a life which shall include but go far\n\nbeyond getting a Uving; and they are quite right. Is our system of education fast becoming frankly materialistic ?\nIf so, we would do well to change\nit at once.\n\nDo you say sadly. Can virtue be taught? Perhaps or probably not.\nBut it can be imparted by that infection which streams from living, dynamic\nmen and women whose touch and laying on of hands admits the pupil to\nthe \"apostolic succession of great souls, the only people in the world who\nsee anything as it is and understand it.\"\nlife\n\nof education, as you know well.\n\nThis infecting, however, is the\n\nAre we training our teachers to live\n\nfreely and largely, or to devote their best energies to the soul study of\n\nsome dead and deadening system of soul-destroying pedagogics ? Do you\nThey do not always go\n\nprefer in your teachers vitahty or docility?\ntogether.\n\nChurch and school are being called upon today to give an account of\ntheir stewardship.\n\nMen are asking the impossible of religion and the\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n326\n\n[Child Hygiene\n\nchurch today; tomorrow they will demand the impossible from the school.\nIf we are growing and living, what was impossible a year or a generation\n\nago is possible today, if we are ahve to our opportunities.\n\nChanges are\n\nrapid and radical.\n\nMen are ready to submit to discipline, face hardship,\n\nbear burdens, and\n\nmake more sacrifices as almost never before. They\nand habits. They are ready\n\nare throwing aside old systems, methods,\n\nand eager to be led into something higher and better than they have yet\n\nWho will lead in this forward march, if not the students of\n\nattained.\n\nchildhood and youth ?\n\nTHE MENTAL DEVELOPMENT OF CHILDREN\nDR. G. W. A. LUCKEY, DEAN, GRADUATE SCHOOL OF EDUCATION, UNIVERSITY\n\nOF NEBRASKA, LINCOLN, NEBR.\n\nThe deeper and richer our study of this subject becomes, the more we\nbecome convinst that the essence of life and the laws of growth are the same\nThe common elements in all hfe are so numerin plant, animal, and man.\nous and so convincing that only the ignorant or mentally perverse need fail\nto see the relation and catch the spirit of the unity of Hfe.\nMan begins the journey of life, as do the plants or other animals, with a\nsingle cell.\n\nBy adult Ufe the single cell of the beginning has multiplied to\n\nrepresent more than four hundred biUion cells, clustered into groups and\ndifferentiated into organisms, each with its special function and work to\n\nperform.\n\nAny disturbance of a single organ may be sufficient to throw the\n\nwhole machinery out of gear.\nThe individual of today represents the accumulated experiences of\ncountless generations. At the bottom of the push for greater and better\nEvery cell or organism, whether acting alone or in\nlife is the will to live.\ngroup, manifests this particular individual will to five;\nit takes\n\nwhen acting in group,\n\non a new function without surrendering the old, i.e., the will to five\n\nas a member of the special group.\n\nThis is the essence of all later develop-\n\nment, whether physical or psychical, and probably represents the biological\nroot of individuaHsm and sociaHsm, a duahsm in all that cannot be changed\n\nwithout the destruction of life itself.\nIn this growth and Uving over the history of the past the individual\ndoes so on many different levels.\n\nThere are three in particular, found in\n\nchildhood and again repeated in adolescence, to which I desire to call your\nattention.\n\nFrom birth to the age of twenty, or possibly twenty-five, the\n\nindividual passes thru two important Hfe-cycles of growth, each containing\nthree distinct stages or levels of growth.\n\nThe first, from birth to two or\nThe\n\npossibly three, is the emotional level, when the feelings are dominant.\nchild is now a dermal animal.\n\nThe epithehal tissue, which includes not only\n\nthe covering of the body but also the ahmentary canal, the lungs, nervous\n\n"}
{"page": 343, "printed_page": null, "text": "THE MENTAL DEVELOPMENT OF CHILDREN\n\nDepartmentl\n\n327\n\nsystem, etc., is making its greatest growth, and since it contains all the\nsensitive end-organs it is easy to see why the feelings are now storing up a\n\nrich harvest for future use.\n\nThe second, from three to seven or eight, is the voHtional level, when\nThe child is now a motor animal. The muscles, espe-\n\nwill is dominant.\n\ncially the large fundamental muscles, are passing thru their\n\nmost rapid\ngrowth and require the exercise that makes of the child a dramatic or doing\n\nanimal.\n\nThe third, from eight to twelve or fourteen, is the intellectual level,\nwhen intelligence begins to get control and is dominant. The child is now a\ndiscriminating animal. The finer muscles are developing and demanding\nSkill of movement now takes the place of the awkwardness\nexercise or use.\nof former years\n\nand lays the foundation of the formal side of education\n\nessential in later years.\n\nThe second cycle is known as the cycle of adolescence.\n\nIt repeats in a\n\nA new birth\nThe motive is sex hunger,\n\nsimilar order the same three levels or stages of development.\noccurs, the entire physical growth begins anew.\n\nprocreation, and parental instincts.\n\nSociaHsm and altruism become neces-\n\nsary concomitants of future existence and tend to increase the individual\nlove of life and interest in nature.\n\nThe difference in the rate of development now between the boy and the\ngirl makes it necessary in our scheme to separate them.\n\nceed with the boy in mind.\n\nHence I shall pro-\n\nFrom fourteen to sixteen the dominant growth\n\nchanges seem to be dermal, affecting the epithelial tissue and producing\n\ninnumerable new feehngs and emotional desires.\n\nThis is known as the\n\nadolescence period par excellence in gathering, testing, trying out, and\nstoring away new experiences, laying the foundation for later versatiUty\n\nand strength.\n\nFrom sixteen to eighteen (the definiteness of these statements should\nnot indicate that there are not many overlappings) is the second period of\n\nmost rapid growth of the large fundamental muscles, when the will and the\ndesire to do are again dominant.\n\neducation.\n\nThis is the time for general training and\n\nThe boy now deUghts in rivalry and f';ats of strength.\n\nIf he is\n\nnot handled right he may leave school before his time to enter the dynamic\n\nworld where he can do and dare. Woe to the insipid teacher in this stage\nand the next, if later generations must suffer for the want of a man. Today,\nas never before, the world needs men, truly educated men; men of clear\nvision and consecrated will; men who believe in God and love his children;\n\nmen who will not hesitate nor falter where truth points the way.\nFrom eighteen to twenty or twenty-five is the period of the second rapid\ndevelopment of the finer or accessory muscles.\n\nThis is the period par\n\nexcellence for specialization in education, the selecting of\n\na profession or\n\ntrade and the perfecting of ability and worth in it; for seeing, appreciating,\n\nand promulgating the finer things of life.\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n328\n\n{Child Hygiene\n\nAs the individual passes thru his ontogeny by means of special steps or\nlevels, so he lives over and\n\ndevelops his racial history on definite strata or\n\nspecial levels, three of which must have held his forbears fixt for ages.\n\nIf\n\nwe now take a sweeping view of racial history and experience we note that\nbesides the dualism resulting from the interaction of the physical and psychical there is the\n\nwell-known trinity of the psyche emotion, volition, and\n\nNow if we consider the larger period of human development,\n\nintelligence.\n\nwhen the feelings and emotions are dominant and body growth is the\nprincipal function, I think we can safely say that it covers the first twenty\nto twenty-five years of life.\n\nBarring the stress and strain and the many\n\nstruggles of altruism that appear, it is the period of selfish individualism, the\n\nperfecting of the body,\n\nfeehngs and emotions.\n\nand of being stimulated thru the fundamental\nand self-\n\nIt is a period of body-building, egoism,\n\nThe chief motive is physical hunger, including the instinct\n\npreparation.\n\nof self-preservation.\n\nFrom the early twenties to forty-five or fifty the whole purpose and\nlife change.\nIt is now actuated by sex hunger, procreation,\n\nnature of\n\nparenthood, and the protection and care of the young.\n\nAs the former life\n\ncentered in the immediate interest of the individual, the development of a\nstrong body and an energetic mind, the present life centers around the\n\nneeds and immediate interests of offspring.\naltruistic.\n\nIt is to a degree social and\nIn a broad sense it is the volitional period of life par excellence,\n\nwhen man, for the sake of offspring and his immediate group, executes the\nearlier fundamental functions of the world's work.\n\nFrom fifty to seventy-five or eighty, as life is now constituted, is another\nvitally important period to every normal individual.\n\nIt is the period of\n\nintelligence par excellence, when the individual who has lived in harmony\n\nwith nature's plan is free and ready to render his best service to humanity.\nThe individual who has lived wisely and past normally through the other\ntwo stages is now ready to enter efficiently and religiously upon his highest\nlife's work.\nThe fundamental motive now is the hunger for truth, the\ndesire to know the true purpose of life, and the will to render the greatest\nservice to mankind.\n\nOne fact of human development I should like to leave with you with\nThe book of nature\n\nsuch burning clearness that you can never forget it.\n\nfrom which\n\nhave been sketching is written, thru nervous complexes,\nand instincts, indelibly in the soul of every individual.\nThe least stimulation of these latent elements, when nascent and ripe,\nwill set them off.\nWhen nature becomes to you a mirror, look in, behold\nyourseff, and see God.\nWhy any man who by controlling his own complexes\nand working out his own salvation might become great should desire to\nforce his thought and methods of thinking upon another, thus preventing\nthe other from reaching his highest goal, is an enigma hard to understand.\nI\n\nimpulses, traits,\n\n"}
{"page": 345, "printed_page": null, "text": "MENTAL HYGIENE\n\nDepartment)\n\nTeachers should avoid it and never give for truth what is not truth.\n\n329\n\nEduca-\n\ntion should make men free and not slaves.\n\nAre you intelHgent and clean ? Are you blest with a real hunger for\nHave you been a faithful student of child life ? Do you really\nAll children? You are saved; go forth and save others.\nlove children?\ntruth ?\n\nMENTAL HYGIENE\nDR. WILLIAM H.\n\nBURNHAM, CLARK UNIVERSITY, WORCESTER, MASS.\n\nThe war has greatly increast the scope of mental hygiene. And on the\nother hand mental hygiene has made to the war a contribution of vast importance and unprecedented character in its examination of recruited officers\nand men for the detection of nervous and mental disorder, in the reeducation\nof disabled soldiers, and in its aid to the morale of the army.\nThis last is\ndistinctly the aim of mental hygiene; for the conditions of morale and of\n\nmental health are practically the same.\n1.\n\nEspecially the study of nervous disorders in the war has made great\n\ncontribution to mental hygiene.\n\nIt appears that shell shock (not surgical\n\nand the like, with\nwhich every alienist is familiar, and that conditions of fatigue, anxiety, and\n\nshock)\n\nis\n\nsimilar to certain mental troubles, hysteria\n\nstrain are the predisposing factors making a person liable to such disorder.\n\nAnd again the effect of war upon children suggests the need of sound\nOne of the saddest reports of the Thirty Years' War was\nthat the children were no longer seen playing in the streets of the German\nmental hygiene.\ncities;\n\nand in some localities in the present war it has been said that the\n\nchildren have forgotten how to smile.\nIt may be said perhaps that the war has put an emphasis upon mental\n\nhygiene that it never had before.\n2. Physiological studies, both before and during the war have placed\nmental hygiene upon a solid scientific basis. What occurs in the brain\n\nwhen the mind thinks? was the problem attackt long ago by the great\nItalian physiologist Mosso.\n\nAnd a long series of investigations since has\n\nshown definite physiological changes correlated with mental work, changes\nin the distribution of the blood, an increast liberation of heat, and increast\nmetabolism.\n\nThe simplest test of these changes is the increast pulse-rate\n\nthat accompanies attention.\n\nAmong the most important of the physiological investigations are the\nstudies of the glands with internal secretion\npituitary, etc.\n\n—the thyroid, the thymus, the\n\nAltho the function of these glands was not discovered until\n\nrecent years, a vast literature on the subject has been produced.\n\nThese modern studies, especially those by Cannon and Crile, have shown\nnot only that normal growth and development depend upon the proper\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\n[Child Hygiene\n\nfunctioning of these glands, and that the various forms of feeble-mindedness,\ncretinism, myxoedema, and the like, are caused by defect in one or more of\n\nthem, but that their normal functioning is significant for our life of feeling\n\nand action.\n3.\n\nRecent studies in psychiatry have also greatly broadened the field of\n\nThey have shown the possibility of preventing many\nforms of mental disorder, especially cases on the border line between\nthe normal and the defective, cases of the depressive type, the various\nmental hygiene.\n\nanxiety neuroses, and even some cases of dementia praecox, where suitable\n\nenvironment and suitable training can be provided.\n\nThey have shown\n\nthat in many cases the best means of cure is some form of reeducation\ninvolving the development of wholesome interests and regular habits of\nattention and orderly association.\n4.\n\nPsychology in recent years has made many important contributions\n\nto mental hygiene.\n\nAmong the most noteworthy of these are the results\n\nof the Wiirzburg school in Germany and of Dr. Baird and other followers\nin this country.\n\nThese investigations have shown that deeper than the life\n\nof perception and ideas are the mental tendencies, the set of the mind, the\n\nmental attitudes, and the like.\n\nThese attitudes are determined in the schools by the tasks set for the\npupils, by the directions given by the teacher, by the presence and behavior\nof the other children, and by the whole environment of the pupils.\n\nMany\n\nother investigations, especially in experimental psychology, have widened\nthe scope of mental hygiene.\n5.\n\nI can speak of only one of these.\n\nThe most important contribution to mental hygiene providing a\n\nmethod of unlimited application is probably the modern study of the conditioned reflex by the Russian school of Pavlov and the adaptation of this\nto the study of children by Krasnogorski and by Drs. Mateer and Watson\nin this country.\n\nPavlov has developt an elaborate technique for the study of this subject\nand has shown that the sensation from any receptor organ sight, hearing,\nthe dermal senses, etc. may be made a conditioned stimulus by repeated\nassociation.\nKrasnogorski in Russia, Dr. Mateer at Clark University, and\nDr. Watson at Johns Hopkins University, have shown that motorconditioned reflexes can be developt in children, and that the ability to\nform such reflexes is correlated with the development of the mind and\n\n—\n\n—\n\nbrain.\n\nAll this is of great importance to education and hygiene, for it furnishes\nan objective method for studying the development of the brain cortex on\nthe one hand and the growth of habit in the- individual child on the other\nhand. All training in animals and children consists largely in the acquisition\nof conditioned reflexes.\n\nWe know relatively little about the conditioned reflexes developt by our\nordinary school and home environment; but the studies made show the\n\n"}
{"page": 347, "printed_page": null, "text": "1\n\nMENTAL HYGIENE\n\nDepartment)\n\n33\n\nvast number of them acquired by a child during the period of school life,\n\ngroups of habits and associations probably for every teacher and companion,\n\nand the importance of these for the mental health of the individual.\nIf it appears that this broad view of mental hygiene makes it overlap the\nfield of morals and social hygiene, it is true enough that the boundaries are\nindefinite, and that mental hygiene does have to do with anything which\nconcerns the health and sanity of society as well as of individuals. In the\npresent crisis new problems of the utmost gravity confront us; and these\nproblems, significant for the welfare of society, are matters of vital concern\nto mental hygiene also.\n\nIn any good movement in education there lurks the danger of exaggeration and the development of an extreme that will be the ruin of all the good\n\nattained by it.\n\nDuring the last two years a great moral and educational development\nhas occurred in this coimtry, transforming our somnolent pacificism and\nselfish individualism into an active, ardent, and united patriotism and into\n\nideals of cooperation, unity,\n\nand national and even international service.\n\nMen who seldom thought of anybody but themselves and their immediate\ncompanions are now sacrificing for others. Young men who perhaps\nseemed worthless are now apparently saved by the training of the camp.\nEverybody, in fact, is receiving a training of great value from the war; but\ncare should be taken even here to avoid an overdevelopment and the evils\ninevitably connected with this.\n\nAfter a great war there is always an opportunity for education, especially\n\nIn the present war we are bound to be victorious;\nand after the war will come a time, not only of opportunity, but of great\nfor the defeated nation.\n\ndanger in educational matters.\n\nThe great task for the schools will be to\n\nseize the opportunity and to avoid the danger.\n\nA few things are pretty certain.\n\nis\n\ncertain that during the next\n\nten years we shall have either war or peace.\n\nIf we have continued war, a\n\nIt\n\non the other hand, we soon\nhave peace, we can never relapse into om: former state of unpreparedness.\n\ngreat military class must be maintained.\n\nIf,\n\nWe must at least be ready to enforce peace; and military training to some\nextent is likely to be demanded.\nclass\n\nIn either case there is bound to be a large\n\ndevoted for a time to military affairs; interest in military affairs is\n\nbound to be developt, and military training is likely to appear necessary.\n\nAn educational problem already pressing for solution is the question\nwhether we shall have military training and instruction in the high schools\nof this country.\n\nThe strong feeling of many educators and physical trainers\n\nis that military training is not the best form of education for students in the\n\nhigh school, and that it is not in harmony with the educational aims of the\npublic schools.\n\nIf,\n\nhowever, this contention is to be satisfactorily main-\n\ntained it is necessary that the high schools should provide that moral discipline\n\nand that training in the sound principles of mental hygiene and\n\n"}
{"page": 348, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n332\n\n[Child Hygiene\n\nmorale that give the preparation necessary for the occupations of peace\nas well as of war.\n\nBefore military training certain habits and attitudes should be developt.\n\nA great part of military training today is training in physical education,\nhygiene, obedience, cooperation, sacrifice of individual interest for the sake\nof the social group, and in the principles of mental hygiene that make for\n\nmorale and sanity.\n\nWe shall never be satisfied again without extended\n\ntraining of this kind.\nsized.\n\nThis part of military training should be empha-\n\nIt can and should be given in the public schools.\n\nIt would be the\n\ngravest mistake to leave all this to be provided after school life merely in\nspecial military training.\n\nIn a time when the danger of mental disorder is more serious than ever\nbefore;\n\nwhen the number needing the help of a sound mental hygiene is\n\ngreater perhaps than ever before; in the storm and stress of war, when the\n\nhearts of men and women at home are breaking, and the morale of the best\nsoldiers at the front is being tested; in a time of numerous fads and cults,\n\nwhen men cry, Lo here, or Lo there, is the kingdom of health, mental hygiene\npreaches its quiet gospel, based upon scientific fact, and offers the aid of\n\nour vastly increast knowledge to those in grievous need of sympathy and\naid, a gospel quite as important for children as for adults, quite as helpful\n\nfor normal children as for the defective.\n\nA GENERAL SURVEY OF CHILD-STUDY\nDR. G.\n\nSTANLEY HALL, PRESIDENT, CLARK UNIVERSITY, WORCESTER, MASS.\n\n[The first part of this address was a sketch of the history of child-study during the\ntwenty-five years which had elapsed since it was given a department in the National\n\nEducation Association.\n\nEditor.]\n\nBut I turn from these more familiar fields to indicate also only roughly\nand inadequately as the most notable of all contributions to paidology those\nthat have come to us from the psychoanalysts. Here we have studies of\nperhaps twoscore eminent men and women which show how the chief\ninfluences that shaped their characters and their careers originated in the\ninfantile years, and added to this we have what has been estimated at\nnearly twoscore thousand clinical studies that show that it is to these years\nthat we must chiefly look for the sources of all mental and moral abnormalIt is preeminently thus during the first four years of life that all the\nfundamental traits of character and disposition or diathesis are formed.\nThese very rarely change after the age of three or four. These are just\nities.\n\nthe years that the adult forgets, but the character of life-interests and the\nintensity and direction of its momentum are already estabhsht.\ntile in\n\nThe infan-\n\nus is the unconscious, and the unconscious includes most of what\n\nwe call instincts, feelings, sentiments, emotions, or, in popular language,\n\n"}
{"page": 349, "printed_page": null, "text": "A GENERAL SURVEY OF CHILD-STUDY\n\nDepartment)\n\nthe heart, out of which are the issues of hfe.\n\n333\n\nThe studies of childhood\n\nin this field thus take us down to deeper strata of human nature than the\n\nplummet of any previous psychology has sounded.\n\nThe child is vastly\n\nolder than the adult, not only because its traits precede those of adulthood,\n\nwhich is a far later acquisition, but because the mainspring of every disturbance of sanity or virtue is also found in this first quadrennium of life.\n\nMore-\n\nover, all thru life we live on a very slippery, genetic scale and easily slide\n\nback or relapse into infantile states if fatigue, disappointment, or disease\nbefalls us.\n\nAll the delusions of all insanities, all our dreams, are made on\n\nthe same pattern as our habitual dream types, and these are the warp and\n\nwoof out of which the day dreams, reveries, and wishes of childhood, which\nfancy can so often almost make come true, are made.\n\nThus the theoretical and the practical in this new Une of paidology are\nclosely knit together, and we have here at last found a number of funda-\n\nmental mechanisms which go distinctly beyond the old doctrine of the four\ntemperaments, a field where psychology had made almost no progress all\nthe way from Hippocrates to Wundt.\n\nI have time\n\ntoday to glance, only\n\nbriefly at a very few of these traits:\n1.\n\nActive and passive (Nietzsche, Freud, Jung), which does not coincide\nActives are more prone to anger, passives\n\nwith masculine and feminine.\nto fear;\n\nthe former do;\n\nthe latter learn or adapt.\n\nIn their pathological\n\nextremes the actives may be cruel and the passives crave to suffer.\n2.\n\nAnother fundamental type of character laid down in the first three\n\nSome have markt power, that others lack,\ndraw on their reserves in emergencies and exigencies. Its physical\nphenomenon is second breath. It is the same diathesis that often brings\nthe exaltation that poets call the afflatus of the muse versus the plodder.\nThose who have it can tap reservoirs of phyletic energy.\n3. Somewhat related is the other distinction between the egoists and\nthe altruists, those who are selfish and prone to hyperindividuation versus\nthose in whom genesis and self-sacrifice culminate. One type wants to do,\nbe, get everything, regardless of others and perhaps of means.\nThe other\nor four years of life is erethism.\nto\n\ntype is inclined to self-abnegation.\ncauses greater than itself.\n\nIt loves to serve, to die for others or\n\nThe extreme types are set forth in Christianity\n\nas Christ and Satan.\n4.\n\nThe attitude toward authority is now estabHsht.\n\nchild's first object of reverence, and it is the father\n\nHe loves but also fears him.\n\nThe father is the\n\nwhom he would imitate.\n\nHe has to submit to his will, perhaps to his\n\nchastisement, so love and- respect alternate with resentment, obedience with\nrevolt.\n\nNow the father is the modulus on which is fashioned the child's\n\nattitude toward great men, the community, state, church, or God himself.\n\nSo we have, on the one hand, those who develop morbid symptoms at every\nsuggestion of control, constraint,\n\ncommand.\n\nThey are negativists who\n\nrespond to any hint of compulsion by protesting their readiness to die for\n\n"}
{"page": 350, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n334\nliberty.\n\njectors.\n\n[Child Hygiene\n\nThey may make incorrigibles, anarchists, or conscientious obBut, on the other hand, those of the better type make pioneers\n\nand inventors.\n5. Compensation is establisht just as, if sight is gone, touch is refined;\nor if the left hand is withered, as in the case of the Kaiser, the right may be\noverdevelopt. So we know that Demosthenes stammered, Beethoven was\ndeaf, tall boys are prone to stoop, little men to strut, ugly men and women\nhave a stimulus to compensate by intellectual development as Socrates did;\nand the young child, because it has always served, may develop a great sense\nof power with a compensating sense of weakness and smallness.\nThus we\npad our minds and characters as well as our bodies. Here we have another\napparition of the universal push-up, tlan vital, libido, horme, or will to live.\n6.\n\nunity.\nties,\n\nMore difficult than to avoid arrest is the maintenance of psychic\nThe soul is a congeries of very different and often opposite activi-\n\nfor example, between pleasure and pain, each of which has a mental\n\nhorizon of its own, as do fear and anger.\nsynthesis,\n\nSo there is constant need of\n\nand degenerate souls split into multiple personalities, so that\n\neducation has to organize the soul that all its powers may be brought out,\n\nbrought to bear, and brought together before the ego can sphere itself into\nindividuality.\n\nMature life is nothing but an amplification of these funda-\n\nmental impulses of the first four years.\n\nThus I have toucht on only six of the score or two of psychic mechanisms\nwhich have been definitized by the new line of psychogenetic study which\nhas made contributions of incalculable value to our knowledge of childstudy. Of course there are many themes of child-study, as we see it,\nwhich are still unaffected by this new departure, which is exposed to some\ndanger of inferring from the abnormal to the normal. If there were danger\nat first in this new line of stressing sex too much, now (thanks to the younger\ngeneration of analysts led by Adler and Jung) the whole scope of psychoanalysis has been broadened and its method shown to apply to all affective\nfactors, so that it is now best taught and studied without offense and with\ntremendous gain to mental effectiveness. Nothing could be worse than to\npsychoanalyze normal children. Still a touch of it needs only insight.\nFinally, from no other standpoint has it been so clear that in the study\nof childhoold Hes the key to all our knowledge of human nature.\nTo understand the psychic life of the child is first of all to understand all the deeper\nsprings of activity in adult life, even those that make men and women great\nor make them criminal or insane, for here human nature is laid bare to its\n\nAgain, the child is the key to the study of primitive man and savages.\nMuch of the most important literature in the whole field of genetics in\nroots.\n\nrecent years has consisted in pointing out the childish traits in savages and\n\nthe savage traits in children.\ntheir lives,\n\nEven our forbears who dwelt in caves Hved\n\nwere wise or foolish, good or bad, sound or unsound in soul,\n\naccording to these rubrics.\n\nIndeed, even the higher animals in their funda-\n\n"}
{"page": 351, "printed_page": null, "text": "CHILDREN'S SENSE OF TIME\n\nDepartment)\n\n335\n\nmental instinctive activities can be thus better understood.\n\nIn this field\n\ntoo are to be found the very best psychological explanations of war, its\ncauses, and the basal impulses that it unleashes.\n\nIn fine, the more clearly\n\nwe see that the unconscious or racial factors of the human soul are older,\nvaster, stronger than the conscious, just to^that degree do we reaUze that\nthe psychology of the future is to be genetic, for the best definition possible\nof anything in the world today is a plain description of the stages by which\nit has been evolved.\n\nVery many movements have already sprung from the\n\nrecognition that the soul itself, no less than the body, has been genetically\n\nevolved; and for myself I have no doubt that the tendencies that have so\n\nbroadened and enricht the field of child-study during the last twenty-five\nyears, since it was recognized by this Association, will, at the end of another\n\nquarter-century, have far more cause for satisfaction.\n\nCHILDREN'S SENSE OF TIME\nEARL BARNES, PHILADELPHIA, PA.\n\nA well-trained sense of time is essential to all efficient living.\nour activities are chaotic and Httle is accompHsht.\nties,\n\nis\n\nWithout it\n\nIn developt communi-\n\nwhere individuals must cooperate with their fellows, the sense of time\nBeyond this our modern theories of life, which gather\n\nindispensable.\n\naround such words as evolution, genesis, development, and growth, make a\nwell-developt sense of time, capable of reaching out over long periods, the\n\nvery foundation of rational thinking.\nBabies have little or no sense of time, and young children know only\n\"now,\" \"right away,\" \"by and by,\" \"a httle while.\" Later on they\nunderstand \"today,\" \"yesterday,\" and \"tomorrow.\" How do they\nacquire content for such terms as second, minute, hour, day, week, month,\nyear, and century ? What can the home and the school do to organize their\nhabits and their thinking on a sound and fairly accurate time basis ?\nIn the past the schools have all emphasized the evils of tardiness. Every\nchild must be in his seat at a fixt hour.\nUnfortunately promptness in coming to school has been dependent on conditions largely outside the child's\ncontrol.\n\nSuperintendent Gregory once made a study of tardiness in the\n\nschools of Trenton, N.J., where the records were pretty complete for several\nyears.\n\nHe found that the percentage of children who came late to school\n\nran thru the same curve year by year.\n\nThe average by months was:\n\n3.6\n\nMonth\nFebruary\n\n4\n\n1\n\nMarch\n\n3\n\nNovember\nDecember\n\n4\n\n2\n\nApril\n\n4\n\n5\n\n7\n\nMay\n\n4\n\nJanuary\n\n5 4\n\nJune\n\n3\n\nMonth\nSeptember\nOctober\n\nPercentage\n\nPercentage\n\n4.0\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n33^\n\n[Child Hygiene\n\nProbably the school pressure varied from time to time, but it would be\nestimate this. What is evident is that, beginning with September, when the days are still long and home conditions not too difficult,\n\ndifficult to\n\ntardiness is at a low point.\n\nAs the winter approaches, with its shortening\n\ndays, its dark mornings, increast clothing to look up and put on, and slower\n\nlocomotion, tardiness increases month by month\n\ntill\n\nJanuary.\n\nThen, as\n\nthe days lengthen and cold decreases, tardiness falls off, until April and May\n\nbreed \"spring fever,\" which increases it a httle until the June examinations\npush it back to its lowest level. Tardiness follows the sun; it is a cosmic\n\nmatter with children, as with adults; and education to be effective should\nreach the parents rather than the children.\n\nThe only effort that the schools have made to train children in correct\nmodes of thinking, where time is concerned, has been in connection with\nhistory and biography.\nEven here it has been taken for granted that our\nsystem of chronology is a common possession of all intelligent minds, and\nHttle has been done to clear up difficulties.\nThe fact is that few adults\nhave any definite sense of the centuries along which life has progrest; and\nprobably half the people in our midst would not be sure whether 1492 is\nin the fourteenth or the fifteenth century.\n\nthe year\n\ni\n\nhas been\n\nstill\n\nthe\n\npubhc mind\n\nby the\n\nfurther confused\n\nchildren have been required to\n\nFor events occurring before\n\nalmost without content.\n\nis\n\nfact that\n\nThe matter\n\nthe dates which the\n\nmemorize were badly selected and often\n\nunimportant.\nIt is obvious that in adjusting our adult activities to a schedule of rising,\n\nmeals, work, social\n\nand business engagements, amusements, trains, and\n\ngoing to bed, we are all the slaves of our watches and clocks.\n\nNo accurate\n\nfeehng for periods of less than an hour can come to anyone not in contact\n\nwith time-measuring devices.\n\nAfter sufficient experience our bodies become\n\nadjusted to time relations so that combinations of digestive and other vital\n\nand events past over make us feel the passage of five\nminutes or an hour, or the arrival of noon or midnight.\nprocesses, fatigue,\n\nHow does this mechanism develop in children, and how do they form\nthe habit of thinking intelligently in longer periods of time ?\nto\n\nIt seemed\n\nme that our older method of child-study might yield results in this\n\nfield, and so I collected one thousand papers written\n\nby children from eight\n\nto fourteen years old, inclusive, in the Pittsburgh schools.\n\nThe teachers were askt to have the children sit with their hands extended\nthem for forty-five seconds and then state how long it had been.\nThen they were askt, \"What does 1913 mean?\" The last question was,\nbefore\n\n\"How long has it been since the Civil War ?\"\nThese tests were given in 1 913.\n\nThe answers of the boys and girls were\n\nso nearly the same that for convenience I have mast them together.\n\nThis\ngave me a hundred or more papers of each age, a sufficient number on which\nto base generalizations.\n\n"}
{"page": 353, "printed_page": null, "text": "CHILDREN'S SENSE OF TIME\n\nDepartment]\n\n337\n\nThe first test, sitting with the hands extended for forty-five seconds,\nThose who\n\ngave answers varying from five seconds to fifteen minutes.\nestimated exactly right were:\nAges\n\nAgeg\n\nAge lo\n\nAge 11\n\nAge 12\n\nAge 13\n\nAge 14\n\n1%\n\n2%\n\n2%\n\n2%\n\n3%\n\n3%\n\n8%\n\nOf course it is very difficult to estimate forty-five seconds, and we would not\nexpect this to be a strong fine.\n\nOther tests I have made bear out the conclusion that children greatly\noverestimate short periods of time and only slowly come back within\nreasonable limits.\n\nProfessor Seashore's studies showed the same condition\n\nwith adults.\n\nIn deahng with the longer periods of time, which should regulate most\nof our thinking, we are faced with the difficulties of our complex chronology,\n\nwhich begins, nominally, with the birth of Jesus and runs backward and\nforward.\n\nEvery history teacher knows what a difficult matter this is.\n\nFor\n\nmy purpose I used the test originally workt out by Mary Sheldon Barnes,\n\"What does 1913 mean?\"\nThe younger children, from eight to ten years old, attach no more\nmeaning to the date than is contained in the statement, \"It is the name of\nthe year,\" or, \"It tells what year it is.\"\nAges\n\nAge 9\n\nAge 10\n\n57%\n\n53%\n\n45%\n\n-\n\nThe percentage runs:\n\nAge II\n\nAge 12\n\nAge 13\n\nAge 14\n\n41%\n\n3S7o\n\n18%\n\n19%\n\nThere is, of course, a group that falls below this level of understanding,\nmost of whom simply feel some time connection with 1913 and make statements that are hard to relate to any organized form of thinking. These\npapers are, however, few in number, and the majority, even of the youngest\nchildren, know that 19 13 names the year.\nEven at the age of eight some of the children know that 19 13 measures\nthe time since Jesus' birth.\n\nThe percentage having this answer runs:\n\n/VgeS\n\nAge 9\n\nAge 10\n\nAge II\n\nAge 12\n\nAge 13\n\nAge 14\n\n3%\n\nT r-O/\n\n14%\n\n21%\n\n19%\n\n35%\n\n38%\n\n1570\n\nFew children seem to reach this correct understanding durectly and at\nEvidently this most important factor in our chronology is taken for\ngranted and is not taught in our schools. Large numbers of children who\nonce.\n\nhave come to realize that 19 13 measures the time behind us have no startingpoint for the series.\n\nA less academic study gathers about the question, \"How long has it\nbeen since the Civil War ? \" The correct answer is fifty- two years since the\nbeginning of the Civil\n\nWar and forty-eight years since its close.\n\nThe\n\nchildren whose answers fall within these limits are:\nAges\n\nAgeg\n\nAge 10\n\nAge II\n\nAge 12\n\nAge 13\n\nAge 14\n\n15%\n\n24%\n\n41%\n\n49%\n\n55%\n\n66%\n\n78%\n\n"}
{"page": 354, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n338\n\nThis is a fairly good and steadily growing line.\n\n[Child Hygiene\n\nIf we take a larger grouping\n\nand include all those whose answers fall between twenty-five years and\none hundred years we have:\nAge 8\n\nAge g\n\nAge lo\n\nAge II\n\nAge 12\n\nAge 13\n\nAge 14\n\n24%\n\n40%\n\n58%\n\n69%\n\n71%\n\n83%\n\n93%\n\nThis is a fairly creditable line measuring general information.\nThose who give an answer under twenty-five years are obviously possest\nof slight historical feeling.\n\nThose who give an answer over one hundred\n\nyears are clearly without much sense of time.\n\nFrom these slight studies it is safe to say that children's sense of time,\nwhether used to regulate life in short periods or to direct thinking in longer\nThis is what we should expect, but it emphaperiods, is very imperfect.\nsizes the necessity of\n\nhaving regular exercises at home and in schools in\n\nusing watches and clocks and in estimating short periods.\nIt also impresses the need of teaching chronology in history, not by\n\nmemorizing unimportant dates, but by planning an intelligent time chart\nand drilling children on twenty or thirty dates distributed across the centuries.\n\nThese dates should represent important persons or events and the\n\nchart would thus give an outline of the past 6000 years, into which events\n\nmet in reading or in discourse would fit as they now fit into the map forms\npossest by almost every intelligent person.\n\n"}
{"page": 355, "printed_page": null, "text": "I\n\n8\n\nDEPARTMENT OF PHYSICAL EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Baroness Rose Posse, president, Posse Normal School of Gym-\n\nPresident\n\nBoston, Mass.\n\nnasties\n\nVice-President\nSecretary\n\n—\n\n— Ward Crampton,\nC.\n\ndirector of physical training\n\nE. H. Arnold, director, Normal School of Gymnastics\n\nNew York, N.Y.\nNew Haven, Conn.\n\nTuesday Forenoon, July 2, 191\nIn the absence of the officers of this department Randall D. Warden, of Newark, was\nplaced in the chair as presiding officer, with Gterhard E. N. Havekotte, of Pittsburgh, as\nsecretary.\n\nAfter the novel feature of opening the meeting by singing a few patriotic hymns and\nwar songs, conducted by James Mcllroy, Jr., Pittsburgh, Pa., the meeting was called by\nthe chairman.\n\nThe first paper on the program, entitled \"The Strength of a Nation Promoted thru\nPhysical Education,\" given by W. Fowler Bucke, of Geneseo, N.Y., brought out, thru discussion, the need of a national campaign and the indispensable aid of nurses in this cam-\n\nAll discussions were limited to five minutes.\n\nThe second paper was on \"Physical Training for Delinquents.\" This address was\ngiven by Olive M. Jones, principal. Probationary School, New York, N.Y. Many good\npoints were mentioned, showing that the author had given a great deal of study to her\nsubject.\n\nThe third paper, \"The Influence of Physical Education on the Development of the\nThe statistics in this and the\n\nIndividual,\" was given by S. H. Replogle, Pittsburgh, Pa.\n\nprevious paper showed that if more investigations were made, physical training would\n\nbe given a higher standing.\n\nThese were followed by \"Effects of Physical Education on School Morale,\" given\nby May H. Prentice, Kent, Ohio, and \" Physical Education in Rural Schools,\" by Lawrence\nS. HiU, Albany, N.Y.\nMr. Warden spoke briefly on his subject, \"Creed of Physical Education,\" to allow\ntime for the business meeting which followed.\n\nA paper on \"The Policy of New York State with Regard to Physical Training\" was\ngiven by James G. Riggs, Oswego, N.Y.\n\nClara G. Baer, of New Orleans, La., presented a paper entitled \"Women and the\nWar,\" and Helen L. Gregory, Rochester, N.Y., one on \"Effective Health Education\nThru Public Schools.\"\nMiss Esther Watson, Boston, Mass., presented the following proposals as a basis for\ndiscussion and action, which were adopted:\nResolutions adopted by the Department of Physical Education.\nWhereas, We, the Department of Physical Education of the National Education\nAssociation, realize the war necessities of a higher degree of physical fitness for our future\nfighters and present home workers and of an ample provision for the physical reeducation\nof disabled soldiers, be it\n\nI-\n\n339\n\n"}
{"page": 356, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n340\n\n[Physical\n\nResolved, That we define the fundamental distinction between military training and\nphysical education, namely, that military training is one among a number of vocational\noccupations, whereas physical education is the upbuilding development and efl&cient\nmanagement of the human body and consequently is the foundation for all Ufe-work,\nphysical, mental, and spiritual.\nResolved, That we seek to establish, in connection with governmental educational and\nmedical agencies, scientific research for the betterment of our knowledge of physical reconstruction work and physical standards which will provide and secure the enactment of laws\nfor such discoveries.\nResolved, That we extend to the consideration :ii superintendents, normal schools,\nteachers and students of physical education, and all educational institutions the need for\ngreater activity in providing a strong personnel for these new demands of physical educaThat we seek to cooperate with all community agencies for health and recreation\ntion.\n\nand suggest for local needs the formation of a community health council, including a\nrepresentative from the Community Center Association, the Playground and Recreation\nAssociation, Scouts and other clubs, the Young Men's Christian Association, the Young\nWomen's Christian Association, the Knights of Columbus, Young Men's Hebrew Association, the chamber of commerce and commercial amusement places.\nResolved, That play be incorporated in all normal-school courses, with credit toward a\ndegree.\nResolved, That the Department of Physical Education of the National Education\nAssociation recommend and urge that boards of public education make physical training a\nmajor subject, with at least equal rating with all other school subjects, and that adequate\nfacilities, teachers, playfields, and apparatus be provided.\n\nThe whole atmosphere of this session was to meet the great public awakening to\nthe need and value of physical training as disclosed by the war and army draft.\n\nThe officers elected for the coming year were:\nPresident\n\n—Randall D. Warden, director of physical education, Newark, N.J.\ndirector of physical education, Albany, N.Y.\n—Lawrence L.\nHill,\n\nVice-President\n\nSecretary—Miss Esther Watson, Boston, Mass.\nG. E. N. Havekotte,\nActing Secretary\n\nPAPERS AND DISCUSSIONS\nTHE STRENGTH OF A NATION PROMOTED THRU PHYSICAL\nEDUCATION\nW. FOWLER BUCKE, DEPARTMENT OF EDUCATION AND PRACTICE, STATE\nNORMAL SCHOOL, GENESEO, N.Y.\nIt is preferable to use the term physical education rather than physical\n\ntraining, since the idea is education thru the physical approach,\n\nand not\n\nmerely the training of the nature-muscular mechanism. It will include\nphysical education thru gymnastics and games, educational hygiene and\nhealth, and athletics.\n\nIt will have for its aim to \"make children healthful,\n\nvigorous, strong, happy,\n\nand efficient,\" or, to be more exphcit, to build\n\nmuscle, to train muscular coordination, to overcome physical defects, especially posture, and to develop traits of character which come thru muscular\n\ncontrol.\n\nThe second consideration must be the meaning of national strength.\nIt is understood to mean the survival of the nation or state most fit to sur-\n\nwhen put to the supreme test. Perhaps in an ideal and coming\ndemocracy this means the combination of many factors into an organic\n\nvive\n\n"}
{"page": 357, "printed_page": null, "text": "Department!\n\nunity.\n\nPHYSICAL EDUCATION THE STRENGTH OF A NATION\n\n341\n\nThe organic unity making for national strength is one of men and\n\nresources, or men in control of resources\n\n—the control over industry, com-\n\nmunication, chemical and physical forces, etc.\n\nIn short, the strength of\n\na nation depends upon the character of its citizens in relation to each other\n\nand to their territorial domain, and upon their ideals of individual and\ncommunity Hfe.\nAccepting these positions, it must be determined to what extent physical\neducation accompHshes national strength. Neither opinion nor instrument\ncan measure this to the satisfaction of all. That in the evolution of nations\nit was greatly strest history confirms.\nThe ideals embodied in Achilles\nand the mythological interpretations of physical power, where ideals and\ngods are synonymous, are known to all. The reliance of Greece was placed\nupon her citizens. This dynamic ideal among the Greeks came to develop\na physical consciousness that made him ashamed to strip who lackt physical\nsymmetry. It represented an education which was more than half physical.\nThey would have styled it the fundamentals of an education and of national\nstrength.\n\nThe support of the city state in Greece is typical of that in Rome.\nBut with the advent of Christianity came a markt change. Pagan civilization did not satisfy, pagan Hterature was banisht.\nPhysical education\nwas not essential, for a new and spiritual kingdom was the ideal. With\nthe Sermon on the Mount as the law of life and the reign of love as the\nworld-ideal, physical education as a preparation for war must cease.\nAt the same time and parallel with this doctrine went that of the feudal\nTheir protection rested upon physical education, with reckless\nlords.\ncourage and daring. Thus the sons of noblemen and gentlefolk should be\nprepared physically for that which in modern parlance would be styled\nnational defense.\nIt remained for a statesman, a philosopher, a diplomat, a scientist, and\n\na modern psychologist, all combined in one man, to give to the world in\nacceptable form a principle that has stood the test of both experiment and\nopinion.\n\nIt is that of a sound mind in a sound body.\n\nof biology, physiology,\n\nand psychology meet.\n\nHere the messages\nWith John Locke's contri-\n\nbution the thinking world is satisfied.\n\nMan, both physically and mentally, is the resultant of all racial activities\nof the centuries.\n\nspeak.\n\nHis life is an epitome of the progress of the world, so to\n\nWe are told that the world in all the centuries has been at peace\n\nbut 227 years.\n\nIt is reasonable to expect that whatever of physical educa-\n\ntion we have has been the result of mihtary training.\nsoldier depends upon the child's being physically fit.\n\nThe fitness of the\nOne need but com-\n\npare the two types of training to observe how the military justly carries\n\nout the general scheme of physical education.\n\nThis being true, the program\n\nof physical education is the program of military education fitting the pre-\n\nmilitary or preprofessional period.\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n342\n\n(Physical\n\nThat department of physical education most unconscious, or most\n\nSome delight to call it unlearned behavior.\n\ntruly instinctive, is play.\n\nA\n\ncareful study of the plays of children shows their value as the conserving\n\nforce of all that is good and valuable for the future, transmitted from the\npast, and shows how the physical carries over into the mental as mind and\n\nsoul qualities function.\n\nHere are the early and more purely physical\n\nactivities involving first the fundamental muscles, then the necessary.\n\nprogress is into cooperative activities of parts of body.\n\nThe\nThe individualistic\n\nnature of games leads by and by to cooperation and leadership, developing\nfinally a sense of superiority, dignity, endurance, and courage, while inspir-\n\ning confidence and giving real virtue and general virility.\n\nWith it comes\n\nthe real, naive spirit of cooperation, leadership, simpUcity of life, and dash\nso useful to national spirit.\n\nFrom the kindergarten thru elementary and\n\nhigh school the logical work of one who directs is simply to round out,\ncomplete, or supplement the spontaneity of child life, that play may be\nenricht, initiative\n\nand inventive genius expanded, reservation converted\n\ninto devotion, and principles of honesty and fairness fostered.\n\nThe further\n\npurpose is that the play habit may be acquired and carried thruout life.\n\nThus play becomes a real, national asset.\nThe same natural function of physical adolescence is found in athletics.\nPerhaps this is true, as someone has observed, because love and war are\nso closely connected\n\nthat individual pugnacity\n\nis\n\ngreatly increast at\n\nsexual maturity, and a new sense of organization arises, making the team\npossible.\n\nHere are developt new schools of mental and moral training. There\nmust be conformity to rule of the game, self-subordination or the struggle\nfor an ideal, the sacrifice hit, the unflinching interest in the group, the leveling of all to a spirit of human sympathy and recognition. Here come the\nDr. Sarsense of honor and the idea to win for the sake of an external end.\ngent says that athletics affords a wealth of new and profitable topics for\ndiscussion and enthusiasm which helps against triviality and mental\nvacuity, prompts discussion of diet and regimen, gives new standards of\nhonor, supplies motive against all errors and vices that weaken or corrupt\nthe body, and is a vent for reckless courage and respect for deeds.\nIn addition to these values native or instinctive possibihties provide\nmotivation for health and hygiene involved in corrective and other gymWho has not seen the\nnastic exercises of the more truly conscious sort.\nvalue of these for posture, the right use of the margin, a love for the outdoors, a study of the problems of digestion, the general interpretation of\n\nsymptoms, and the development of a wholesome optimism? Who can\nestimate the value of medical inspection and the work of the school nurse ?\nThru the efforts of Dr. McCurdy and others the public is learning the relation of physical education to the defective body, and how one otherwise a\ndependent may be made self-supporting.\n\nIn this respect the director of\n\n"}
{"page": 359, "printed_page": null, "text": "Department]\n\nPHYSICAL EDUCATION AND THE INDIVIDUAL\n\nphysical education parallels the\n\n343\n\nwork of the good Samaritan and more,\n\nfor he not only relieves the unfortunate, as it were, but keeps the thieves\n\nout of the narrow passes and makes the country safe.\n\nTHE INFLUENCE OF PHYSICAL EDUCATION ON THE\nDEVELOPMENT OF THE INDIVIDUAL\nS.\n\nH. REPLOGLE, ASSISTANT SUPERINTENDENT OF SCHOOLS, ALLEGHENY\n\nCOUNTY, PA.\n\nThe aims of physical training, says Dr. Sargent, may be included under\nfour general heads:\n\nhygienic, educative, recreative,\n\nit does improve the health,\n\nand remedial.\n\nThat\n\nthat it does give the body skill in executing the\n\ncommands of the mind, and that it is recreative and remedial I think we\naccept without question. But does physical education produce these\nqualities and conditions and make them contributory to the ultimate end\nof all education to a degree sufficient to give it a place of first importance\n\non the daily program of the school ?\nIn spite of all the testimony as to its value as a part of a scheme of\neducation, physical training has had little place in the curriculum or on the\n\nprogram of the school.\n\nWith reference to it little has been done to make\n\npractice harmonize with theory, or to test out theory to determine whether\nit\n\nholds good in practice.\n\nAbout the only attempt at education with\n\nphysical development as a fundamental basis was that of the ancient\n\nGreeks.\n\nThey emphasized the development of the body for three reasons:\n\n(i) the attainment of individual strength and courage as a means of national\n\ndefense, (2) the establishment of a physical basis for mental development,\n\nand (3) the cultivation of the beautiful in form and proportion. Can we\nconceive of what the world might have gained had their philosophy not\nbeen lacking in moral stability ?\nIs there not reason to believe that the development of physical health,\n\nstrength, and endurance, out of their true relation to right ideals and true\n\nmoral purposes, has had something to do with making Germany the powerful,\n\ndangerous, brutal, and criminal outlaw that has drencht all Europe in\n\nblood and brought all the rest of the world to the defense of justice, mercy,\ntruth, and right ?\n\nWhen we entered the war, far too few of our young men had the properly\nbalanst physical, mental, and moral qualities necessary for immediate\nservice.\n\nAnd now we find ourselves in a frantic effort to qualify a sufficient\n\nforce to outdistance and defeat the Hun.\nIt has taken a pretty severe jolt to break the tie that has been binding\n\nus to the tradition of the past and to get us out of the feeling that our\n\nproblem is largely that of informing and reforming the minds of boys and\ngirls and of making them familiar, as far as it is possible to do so, with the\n\n"}
{"page": 360, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n344\n\n(Physical\n\nsum of human knowledge as it now exists, but we are seeing the handwriting\non the wall and are getting a broader vision of the whole problem of education.\n\nThe great world-war has revealed to us many shortcomings and\n\nneglected opportunities.\n\nPerhaps no phase of our national life has felt\n\nthe test more keenly than the one with which we are concerned, that of\n\nFrom the standpoint of moral development we have stood the\nAnd that the intellectual training has been of a superior\nquality is proved by the fact that those who are accepted prepare for service\neducation.\n\ntest very well.\n\nwith almost incredible rapidity, showing a high degree of intelligence and\nkeenness of mind.\n\nBut when about one-half of those who offer themselves\n\nfor service to their country must be rejected because of physical imperfections, we ask ourselves whether we have not been neglecting a\n\nmost impor-\n\ntant phase of education, whether we have not been weighed in the balance\n\nand found wanting from the standpoint of physical education. Who can\nestimate what would have been the gain to the nation if the physical powers\nof its boys had been developt, as well as their mental and moral qualities ?\nA means of definitely measuring the results of our work in all of *its\nphases would doubtlessly bring us to a keener realization of the importance\nof physical education as a necessary part of the work of the school.\nThe\nintellectual ability of our boys and girls and the effectiveness of our training\nin this respect we do measure with a reasonable degree of accuracy, and our\nwork is influenst very greatly by the results of such measurement. But\nthus far we have concerned ourselves very little about their physical fitness,\nand we have done very little to find out what progress their bodies are\nmaking in keeping pace with their mental development. We take no\nmeasure of the effect life in school and outside is having upon them physically.\nWe have been trying to build up a sound mind without first providing for the development of a sound body. As a result, far too many of\nour young men and women are unable to stand the strain and test of life.\nWe have begun only in spots to organize, supervise, and teach play.\nMedical inspection of a superficial type is bringing to notice only the most\nglaring of physical defects, some of which are remedied by medical attention outside of school, but so far no consistent, systematic, effective work\nis being done in our schools to remedy physical defects, or to make the\nknowledge which the children get concerning the laws of health and the\ncare of the body a part of their habits of life, or to promote health, strength,\nand vigor of the body.\nIn order that we might have a way of determining, to some extent at\nleast, the physical fitness of our boys and girls in Allegheny County, and\nto provide them with definite lines of self-training and a motive for such\ntraining, we workt out a plan of tests, with standards by which they could\nbe measured and toward which they could train.\nReports from the districts where the tests were given indicated their\nvalue beyond our expectation. They were given credit for aiding discipline\n\n"}
{"page": 361, "printed_page": null, "text": "PHYSICAL EDUCATION AND SCHOOL MORALE\n\nDepartment]\n\n345\n\nand improving the quality of mental work, and for a deeper interest and\nbetter spirit in the school.\n\nNumber of boys tested\n\"\n\n7147\n\n1504 or about 20 per cent\n\"\n\"\n29 \"\n\nqualifying in running\n\n\"chinning\n\n2094\"\n2938\"\n\n\"\n\n\" all three tests\n\n508\"\n\n\"\n\n\"jumping\n\"\n\n\"\n\nNumber of girls tested\n\"\n\n40 \"\n7 \"\n\n\"\n\n\"\n\n7008\n\nqualifying in running\n\n\"throwing\n\n2713 or about 38 per cent\n\"\n\"\n914\"\n13 \"\n\n\"balancing\n\" all three tests\n\n2692\"\n212\"\n\n\"\n\n38\"\n\n\"\n\n\"\n\n3\n\n\"\n\n\"\n\nOnly 7 per cent of the boys and 3 per cent of the girls were able to qualify\nEvidently too few are developing physi-\n\nin all three of the tests given.\n\ncally strong in every respect.\n\nphysically weak.\n\nAs a rule the mentally retarded are also\n\nA study of the results of the test in relation to retarda-\n\ntion helps to prove that there is a close relation between the condition of the\n\nbody and the efficiency of the mind. It has been demonstrated in other\nways that improving the child physically results immediately in improved\nmentality.\n\nAttention to removable defects, such as adenoids, poor eye-\n\nsight or hearing, or decayed teeth, almost invariably gives the child a new\nlease of life.\n\nIs it not evident that physical training of the right type would\n\nhelp very materially to reduce retardation, and that our boys and girls\n\nneed exercises selected, varied, and adapted to the end that their bodies\n\nmay grow symmetrically strong, vigorous, and healthy ?\neducate must make\nWithout school life so\nordered can we ever hope to produce efficient men and women ?\nIt\n\nwould seem that the school in its\n\nphysical education a part of\n\nits\n\neffort to\n\ndaily program.\n\nEFFECTS OF PHYSICAL EDUCATION ON SCHOOL MORALE\nMAY H. PRENTICE, DIRECTOR OF PHYSICAL TRAINING, KENT STATE NORMAL\nSCHOOL, KENT, OHIO\n\nThe matter of morale, intangible, yet most real, is in all our thoughts\nat the present time. The relation of this spiritual attitude to the physical\nis a fascinating consideration.\n\nIn one sense physical education is the only education. Not only do\nwe learn to know by doing, but we learn to know, in the ultimate reahty,\nonly by doing. Purposeful, joyful action is a mental and spiritual stimulant\nand tonic quite as much as it is a developer of physique.\nWe, the people of the schools, who associate five or more hours a day\n\nwith childhood and youth, have so little felt in friendly sympathy with the\nthrobbing of the eager young hearts that we have waited for the city\ngymnasium, the swimming-pool, the settlement playground, the Boy\n\n"}
{"page": 362, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n346\nScouts,\n\n[Physical\n\nand the Camp Fire Girls to demonstrate to us that attenuated\n\nintellectuality\n\ncan never be the mainspring of healthy, hearty, joyous\n\nyouth.\nIf the child's\n\nimpulses are to be transmuted into spiritual values,\n\nif\n\nthru them he is to be made a creature of a larger life, until his life is rounded\ninto Froebel's three great unities, with himself, with man, with God, then\nhis physical education cannot be left to chance.\nIt must become a serious\nand large part of his school life.\nIn the majority of American schools physical education still plays a\n\nvery small part.\n\nEven the ten or fifteen minutes of daily exercises are\nand the exercises\n\noften crowded out by work considered more important,\n\nare often perfunctory and poorly adapted to the needs of the children.\nAdequate gymnasium facilities and ample open-air playgrounds are the\n\nexception rather than the rule.\n\nWhen Americans were mostly country dwellers, even the city child\ncould usually walk from his home in the heart of the city to the fields and\n\nwoods.\n\nMotor control was learned at the spinning-wheel, the churn, the\n\nbread-board, and the cheese- vat; at the scythe, the ax, the haymow, in\nnutting and apple gathering.\n\nSometimes there was a heaviness in the\nbut always there\n\nrustic grace, something of the joy of life was often lacking;\n\nwas for the children and young people a sense of the dignity of labor, of\nbeing an integral part of the family and community. Much that was\nadmirable in physical development and social morale came thus.\nThese are other times. Our children and young boys and girls are a\nleisure class by legislation, with no occupation but mental culture.\nMore\nand more what they are and are to become is made the responsibility of the\nschool.\n\nAdmitting then that the first duty of the school is to make the child a\nhealthy, happy animal and to furnish him a fitting habitat as such, we find\n\nthat we cannot, because he is human, do this first thing without doing more.\n\nHe is an \"ideal farming animal,\" and we are obliged to ponder the service\nwhich physical education may render through using this great spiritual\ninstinct.\n\nThe health and happiness of the individual require, not only that the\nproper muscles shall be exercised and each organ given its due share of\n\nwork, but that his education, intellectual, spiritual, and physical, shall be\nsocial instead of solitary;\n\nthat it shall give opportunity for losing himself\n\nand so finding a greater and worthier self in the group, the side, the team,\nthe nation, the humanity, to which he belongs.\n\nThis sense of belonging\n\n\"Except as he is member, citizen,\" says Mr. Joseph Lee, \"the\nchild will lack the chief basis of morality.\"\nThe relation of morality and\nmorale is like that of honesty and honor.\nStep by step the different forms of physical education deepen the belonging feeling.\nMerely doing things in unison, as in drill, where each is inde-\n\nis morale.\n\n"}
{"page": 363, "printed_page": null, "text": "PHYSICAL EDUCATION IN RURAL SCHOOLS\n\nDepartment!\n\n347\n\npendent, yet all are actuated by a common purpose, gives a sense of unity\n\nand makes each feel himself a part of the whole.\n\nAnd since the feeling of\n\nbelonging is fundamental, those features of physical training in which a\n\ncommon end is sought by the group are the most far-reaching from a social\nHuman life is a cooperative project. \"No man liveth to\n\npoint of view.\n\nhimself alone.\"\n\nMorale is that nth power to which man is raised by his faith in the end\nsought by the group to which he is bound by a common ideal or purpose.\nIn all the great moments of the world men have thus been lifted out of\nthemselves into a realm in which their powers become those of supermen,\nand the beginnings of this superhuman power are to be found on the playground. In those forms of sport requiring combination and initiative all\n\"In team play there are needed,\" says\nthe quahties of morale are found.\nDr. Dudley Sargent, \"quick judgment in unforeseen exigencies, alertness,\n\nquick perception, prolonged attention, great self-control, self-direction,\n\nand self-sacrifice.\"\nIn addition to all the foregoing in group play is the almost greater one\nof fair play,\n\nwhich in organized play is taught by the game itself.\n\nchief accusation against the Hun is his lack of sportsmanship.\n\nplay fair.\n\nOur\n\nHe does not\n\nHe does not abide by the rules of the game. The whole world\nHun the standards learned on the foot-\n\nis engaged in the effort to teach the\n\nball and baseball fields.\n\nPhysical training has already done wonders in transforming the old,\nhard, undemocratic, unsocial school.\nlurking danger.\neducation.\n\nIt is that of the\n\nIt can do much more, but there is a\n\nmechanical standardization of physical\n\nJoy, will, social interplay, real opportunities for leadership\n\nmust remain if it is to continue to be a living factor in the ascent of the\nschool to better things.\n\nPHYSICAL EDUCATION IN RURAL SCHOOLS\nLAWRENCE L. HILL, DIRECTOR OF PHYSICAL EDUCATION, ALBANY, N.Y.\nPhysical education in rural schools is a problem that has not yet been\nsatisfactorily solved.\n\nIt\n\nis\n\na problem that presents several angles.\n\nWe\n\nmust determine the needs of the rural communities in a physical, moral,\nand social way. We must determine what physical education should\ninclude and how to inaugurate and organize its various phases.\nThere has been rather consistent opposition to physical education in the\nrural communities.\nOpposition to this so-called \"fad\" has its beginning in\nseveral facts.\nFirst, it involves the expenditure of money.\nThe problem\nis indeed difficult of solution when communities come to value money more\nhighly than they do activities that make for greater social, moral, and\nphysical efficiency.\n\nAnother reason for opposition to physical education in\n\nthe rural schools is that the people of these communities do not realize the\n\n"}
{"page": 364, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n348\n\n(Physical\n\nThey do not appreciate the need for a wellThey have not the right conception of what it is,\nwhat it includes, and what it should accomplish. Not the least of all\nvalue of this phase of education.\norganized health program.\n\ncauses for opposition\n\nis\n\nthat in\n\nmany of those districts where physical\n\ntraining has already been inaugurated\n\nthe instructors supervising the\n\nwork have not been properly trained. With such conditions it is little\nwonder that we find opposition to physical training as a part of the school\ncurriculum.\n\nWhat then can we do to overcome this opposition ? We must go slowly.\nThe most vital factor in the physical education program is, after all, the\nteacher and supervisor.\nPeople of proper training, of faculty for the work,\nwith enthusiastic interest, and with a vision of the possibilities of the work\nand the opportunity for service will do more to develop wholesome recreational and civic activities than any other possible agency.\nThey will\npopularize this training in the rural communities and wipe out the opposition to it.\n\nAnd now we must determine the needs of the boys and girls of the rural\nschools and of the rural communities.\nin general terms.\n\nThese must necessarily be stated\nIn the first place, healthful and attractive surroundings\n\nare essential to the physical, mental, social, and moral welfare of the chil-\n\ndren and to the life of the community.\n\nInstruction in personal hygiene and\n\nsanitation of the schoolroom and school grounds is needed.\nto preach if preaching is all we do.\n\nBut it is useless\n\nIt is absolutely necessary for the boys\n\nand girls to learn these laws of health thru observation and practice.\nSchool life is a severe nervous strain if the child is expected always to\nobserve proper decorum and to sit still for long periods.\n\nnature if we compel the child to do this.\n\nWe are fighting\n\nOn the other hand, school life will\n\nnot become a nervous strain if sufficient periods are given for relaxation\n\nand physical exercise.\n\nIt is not a question of whether the school program\n\naffords time for this relaxation thru activity.\n\nIt is a matter of changing\n\nour school program, if necessary, to meet the needs of the child.\nTraditional school life has a harmful effect upon the normal posture\nof the body, and poor posture in turn works great havoc with the health\nof the child, because of the crowding of the vital organs of the body.\n\nneed of postural exercises is apparent.\nneeds of the child.\n\nThe\n\nRhythm and grace of movement are\n\nThe habitual rhythm of motion is fundamental for full\n\nintellectual development.\n\nNo phase of our education can train the indi-\n\nvidual in this respect quite as well as can games, athletics, rhythmic\nexercises, exercises to response, commands, and other branches of physical\n\ntraining.\n\nThe children of the soil need physical, mental, and moral courage.\nExercises and games which require nerve, daring, courage, and skill should\n\nbe given.\n\nThru the appointment of leaders the individuals acquire confiThey acquire the abiUty\n\ndence in themselves and the ability to lead others.\n\n"}
{"page": 365, "printed_page": null, "text": "Department)\n\nPHYSICAL EDUCATION IN. RURAL SCHOOLS\n\n349\n\nto stand defeat as gracefully as victory; they learn recognition of the rights\nof others, cooperation, self-subordination for the good of the majority, and\n\nleadership thru team games and athletics.\n\nThese rural children need per-\n\nhaps more than any other one thing the social aspect of these games and\nRural communities must have more wholesome social life.\ncontests.\nThere is a dire need for social centers in the country. We must develop\nthese children while they are in school and give them something they can\n\nuse when school days are past.\n\nWe must develop the habit of wholesome\n\nexercise for after-school life.\n\nTo sum up these needs we may say that the rural child requires a\nspecial type of activity.\n\nIt\n\nis\n\nuseless to preach morality, self-control,\n\nrecognition of the rights of others, altruism, self-confidence, determination,\n\nand a host of other attributes which\n\nloyalty, cooperation, courage, skill,\n\nthe individual should acquire in school, if mere preaching\n\nattempted.\n\nis\n\nall\n\nthat is\n\nIt is necessary to give the individual opportunity to learn these\n\nvaluable lessons for himself, and this he can do thru normal directed activity\n,\n\nbetter than he can in any other way.\n\nIn order to inaugurate a program of this character it is necessary that\neach community should have a general community leader.\n\nWhatever the\n\nfuture may develop in bringing this need to a practical realization in terms\nof specific organization, for the present at least this work must be done by\n\nthe local leader of physical education.\n\nThe physical director in a rural\n\ncommunity, to be able properly to work out this program, must have a\nvery definite and concrete knowledge of personal and school hygiene, health\nand sanitary inspections, of inspection for signs of abnormality and injury\nor illness, for conditions which call for immediate attention on the part\nof the teacher, and for signs of disordered health for which children should\nbe kept at home; of the organization and duties of health officers and pupil\nsanitary inspectors; she must have a very definite and concrete knowledge of\nphysical training and all that this term implies, and the practical conduct and\norganization of the various phases of physical training into a rational health\n\nprogram;\n\nshe must have a very definite and concrete knowledge of the\n\nnature and function of play, of child nature, of festivals and entertainments\nfor old and young, of the social center or community center;\nall this,\n\nand, besides\n\nshe must have a vision of the service and duties of a general com-\n\nmunity leader as well as a technical knowledge of her subject.\n\nThe oft-repeated assertion that the rural communities are the basic social\norganization upon which rests the stability of the nation still holds true.\n\nA\n\nproper conception, therefore, of rural physical education is a fundamental\neducational necessity if a definite program of development is needed.\n\nAn\n\nadequately trained personnel to put this program in operation is the first\n\n^^\n\n^B\n^H\n\nstep in the right direction.\n\nIn some of the states this idea is already taking\n\ndefinite form in legislation and educational organizations.\n\nmovement to this end is indicated for the near future.\n\nA nation-wide\n\nThis body can do\n\n"}
{"page": 366, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n350\n\n[Physical\n\nno more constructive service to the general advancement of physical education in America than by a sane and enthusiastic support of that important\nphase of physical education so urgently needed in rural communities.\n\nCREED OF PHYSICAL EDUCATION\nRANDALL D. WARDEN, SUPERINTENDENT OF PHYSICAL TRAINING, PUBLIC\nSCHOOLS, NEWARK, N.J.\n\nMy body is my house.\n\nI must live in it as long as life lasts.\n\nIf I take\n\nproper physical exercise this house will last longer and be a stronger, hand-\n\nsomer dwelling-place.\n\nMy muscles are the machines with which I must do all the tasks that\ndestiny and determination place in\n\nmy way.\n\nExercising will keep the\n\nparts in smooth working order.\n\nMy will coordinates the forces within me.\n\n—the\n\ndevelop man's will\n\nPhysical education helps to\n\nwill to make the best of himself and to serve others.\n\nConsequently physical education is a factor in the world's progress, in its\nhappiness, and in its joy in working and playing.\n\nTo build and preserve any nation it is necessary to inculcate ideals of\nphysical prowess, national courage, sportsmanship, fair play,\n\npreservation of man.\n\nand\n\nself-\n\nTo this end it is the first duty to perfect the body,\n\nattain symmetry of form, develop the coordinations of perfectly attuned\n\nnerves and muscles, and secure the lithesome power of the athlete.\n\nThis necessitates physical exercises of graded progression which must\n\nbe given in the gymnasium on suitable apparatus.\nthis\n\nI am emphatic about\n\n— our country there have grown up systems of physical training in our\n^in\n\npublic schools which are unworthy of public respect.\n\nYou cannot teach\n\nmanual training without a manual-training shop, you cannot teach chemistry without a laboratory, neither can you teach physical training without\na gymnasium and gymnasium appliances. We must develop manhood and\ncourage, and this cannot be done without a gymnasium to teach vaulting,\nswinging and climbing, boxing and wrestling, jumping and tumbling exercises.\n\nThe playfield too must be utilized, and competitive games, strenuous\nantagonistic sports, and daring feats must be practist.\n\nAll over this country\n\nthe mistake is being made of building schools with inadequate playground\n\nand playfield facilities. The public schools of the nation should be built in\none corner of a six-acre field, and the playground and the athletic field should\nbe just as much a part of the school plant as is the school building itself.\nIt is also the duty of the schools to give a knowledge of hygiene, so that\n\npupils shall know the simple rules of health and thru habits of practice be\nled to adopt regular periods of play and outdoor recreation.\n\nPublic attention has been directed to the very surprising percentage of\n\nour youths who are unfit for military service.\n\nEverybody is now asking,\n\n"}
{"page": 367, "printed_page": null, "text": "1\n\nCREED OF PHYSICAL EDUCATION\n\nDepartment]\n\n35\n\n\"Why is it that our boys are physically unfit to become soldiers?\"\n\nIn\n\nseeking for an answer to this we naturally turn to examine and scrutinize\ncritically the constructive period of youth.\n\nIs the home and environment responsible for this lack of stamina and\n\nundevelopt physique?\nresponsible ?\n\nblame;\n\nif\n\nOr is the national school system of our country\n\nIn the end it makes no difference how much the home is to\n\nour democracy is to endure, the American people must demand\n\nthat the schools assume the burden of this preparation for physical fitness.\n\nThe school children of today will become the soldiers of tomorrow and\nThe\n\nwill have to pass the same, or greater, tests in future peace or warfare.\n\nnation must never again be caught with the necessity of lowering the\nphysical standards in its endeavor to fill the ranks and to make it possible\nfor her young manhood to pass the physical tests for the army.\n\nIt is per-\n\nhaps difficult to make boards of education realize that this responsibility\nrests upon them.\n\nThe idea that physical education is a fad, a game of \"hide-and-seek,\"\nand can be adequately given with the expenditure of eight or nine hundred\ndollars for a supervisor and three or four hundred dollars for a syllabus, and\nthat the classroom teacher is prepared and trained and has the vision to\nteach this important subject, is an antiquated idea. Schools are willing to\nspend money on machine-shops, on manual- training shops, on laboratories;\nthey are quite willing to employ teachers of stenography, of agriculture, of\nastronomy, and pay them good salaries; so too they must be willing to\nemploy specialists to train and develop the manhood of the nation men and\nwomen who can take the burden of this particular work off the hands of the\nregular classroom teacher, who has all she can do to teach the subjects\n\n—\n\nalready in the curriculum.\n\nA gymnasium costs, let us say, $8000, but it is a permanent investment;\nit is\n\nthere for all time.\n\nGymnastic apparatus is practically unbreakable;\n\nunder proper teaching the equipment will last several generations. Thus\nthe only expense is the employment of the trained teacher one who knows\n\n—\n\ncorrective gymnastics and can help the defective as well as the normal child;\n\none who loves athletics and will organize and develop the athletics of the\nentire school so that each child may play his part; one who loves the out-of-\n\ndoors, the sunshine, play, and happiness; one who will mold character and\n\ndevelop qualities of honesty and respect for authority and loyalty to leadership.\n\nThink of the many advantages arising from an expert in charge of\n\nthe physical training of each school.\n\nHe looks after the organized recesses,\n\nhe looks after the seats and sees that they are adjusted in size, he instructs in\nsimple measures of hygiene, he has the entire grammar department in afterschool recreation, he develops dancing, he organizes athletics, he is a great\nfactor in the discipline and esprit de corps of the school.\n\nIn short, by pre-\n\ncept and example, he has an opportunity to mold character, develop man-\n\nhood, and inculcate ideals of fair play and citizenship among the pupils of\n\n"}
{"page": 368, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n352\n\n(Physical\n\nthe school as no other teacher can, because of the sympathetic association\n\nhe has with the student body.\nThe present war has brought us all up with a shock over our previous\nlethargy and indifference to universal physical training.\n\nIt is vitally impor-\n\ntant that our schools henceforth include physical training in their curriculum\n\nand carry it out with the same degree of enthusiasm and success and with the\nsame progressive advancement as has been experienst in the past in mental\ntraining.\n\nA few states have undertaken by law to compel the teaching of physical\ntraining,\n\nbut these laws are not at all satisfactory because they are not\n\nradical enough.\n\nOur physical education must be as radical as our recent\n\ndevelopment of an army.\ntion of over\n\nWe have in our United States a school popula-\n\ntwenty million pupils\n\n—a population greater than the entire\n\nnumber of inhabitants of Persia, Portugal, or any South American state.\nThe future destiny of this Republic depends upon the physical vigor with\nwhich these young citizens are able to attack the problems which arise to\nconfront them.\n\nWe are just beginning a new epoch in military affairs, and so too are\nabout to begin a new epoch in public-school education. Our teachers\nmust have greater recognition, their work must be appreciated, and they\nmust be paid more money than day laborers. It is a shameful fact that\nteachers in America have been compelled to take the wages offered to\napprentices, laborers, and household servants.\nNever again, however,\nshould the women of this country accept the mean wages offered them by\nignorant school commissioners.\n\nThe classroom teacher must also be relieved of teaching every subject\nIt has come to be expected of her to teach successfully the\n\nunder the sun.\n\nthree R's, all the cultural subjects, science, and manual training.\nposterous.\n\nIt is pre-\n\nWe must recognize the fact that some of these subjects are in\n\nthe province of the specialist, and of all these physical training ranks as\n\nforemost, because nations survive, not thru art, not thru science, not even\n\nthru religion, but only thru manhood and physical vigor.\n\nAs surely as the pendulum swings backward and forward, as surely as\nhistory repeats itself in cycles, just so surely physical education is beginning\nto receive thruout the world the consideration and the veneration that the\n\nGreeks gave to it before the decline of their civilization.\n\nTHE POLICY OF NEW YORK STATE WITH REGARD TO\nPHYSICAL TRAINING\nJAMES G. RIGGS, PRINCIPAL, STATE NORMAL SCHOOL, OSWEGO, N.Y.\nSince the wax broke on us, numerous facts growing out of the entrance\nof our young men into the military and naval service have brought sharply\n\nto our notice a certain lack in national health and a disclosure of a surpris-\n\n"}
{"page": 369, "printed_page": null, "text": "PHYSICAL TRAINING IN NEW YORK STATE\n\nDepartment]\n\n353\n\nA good physique\nwar purposes only. It is the first requirement for a steady occupation, good pay, and a contented mind.\nIt is also the requisite for a\nhappy home and a useful place in the social group. The successful pursuit\nof peace and happiness makes its claim for a virile manhood as well as does\ningly large percentage of men with a defective physique.\nis not for\n\nthe profession of war.\n\nNeglect of physical well-being is the prelude to a\n\ntrain of ills for which the state in some form must pay the bills.\n\nThese are\nThere is no new way of stating them, but they emphasize a great\nlesson growing out of the Great War\nthat the fundamental problem is\none of education. School administrators believe that the remedy lies in\ntruisms.\n\n—\n\nlegislation for instruction in physical training thru the period of school life.\n\nThe New York State Department of Education, taking a broad and\ncomprehensive view of its duty toward the health of its future citizens and\nof the scope of physical education in the schools, caused appropriate legis-\n\nlation to be enacted.\n\nIt grew out of the state of public feeling on prepared-\n\nness and embodies a notably constructive scheme.\n\nThe New York law,\n\napproved May 15, 19 16, and amended the following year, makes the following provision:\nAll male and female pupils above the age of eight years, in all elementary or secondary\n\nschools of the state, shall receive as a part of the prescribed course of instruction therein,\n\nsuch physical training, under direction of the commissioner of education, as the regents,\nafter conference with the Military Training Commission, may determine, during periods\n\nwhich shall average at least twenty minutes each school day\n\nSimilar courses of\n\ninstruction shall be prescribed and maintained in private schools of the state, and all\n\npupils in such schools, above eight years of age shall attend upon such course;\n\nand if\n\nsuch courses are not so establisht and maintained in any private school, attendance upon\ninstruction in such school shall not be\n\ndeemed substantially equivalent to instruction\n\ngiven to children of like ages in the public school or schools of the city or district in which\nthe child resides.\n\nCoincident with the physical-training law and also growing out of the\npublic feeling toward preparedness, a law was adopted providing for military\ninstruction.\n\nAltho it is under the control of the military authorities and\n\nits operations are carried on outside the schools, it is a companion measure\n\nto the physical-training law, as its provisions bear a direct relation to the\n\nyoung people of the state. It creates a Military Training Commission\nwhich recommends to the regents courses of instruction in physical training,\n\"habits, customs, and methods best adapted to develop correct physical\nposture and bearing, mental and physical alertness, self-control, disciplined\ninitiative, sense of duty, and the spirit of cooperation under leadership.\"\nThe law provides that all boys above the age of sixteen and not over nineteen who are pupils in the public or private schools or colleges except certain exemptions, shall receive such military training as the commission may\n\nprescribe for periods aggregating not more than three hours in each week\n\nduring the school year.\n\nThe law provides similar training for boys not in\n\nschool, excepting such as are employed in any occupation for a livelihood.\n\n"}
{"page": 370, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n354\n\nInsufficient time has elapst properly to report\n\n[Physical\n\non the actual workings of\n\nthis measure.\n\n'*\n\nQuoting from Dr. Thomas A. Storey, state inspector of physical training,\nThe administration of this law is a function of the regents of the University\n\nNew York, that is, of the State Department of Education. A\nBureau of Physical Training has been establisht as a subdivision of the\n\nof the State of\n\nstate military commission.\n\nThe state inspector of physical training, the\n\nchief officer of the bureau, is required, in accordance with the law, to observe\n\nand inspect the work and methods described under the provisions of the\nThe state law in New York\n\neducation law relating to physical training.\n\nalso provides that all public schools in the state\n\nemploying teachers of\n\nphysical training, qualified and duly licenst under the regulations of the\nregents, may receive financial support from the state to the extent of half\n\nthe salary of each teacher so employed, provided that half the salary does\n\nnot exceed $600.\"\n\nAt the last session of the legislature the sum of $60,000 was appropriated\nfor the purpose of enabling the Department of Education of the state of\n\nNew York to provide for the supervision and special instruction in physical\ntraining of teachers of other subjects\n\nwho are assigned or designated as\n\nrequired by law to give instruction in physical training.\n\nThis has special\n\nThe regents' rules already prescribe qualifi-\n\nreference to rural teachers.\n\nthe completion of an approved\nand subsequent thereto the completion of\n\ncations for teachers of physical training:\n\nfour-year high-school course,\n\nan approved two-year professional course in physical training.\nAt the instigation of Dr. Thomas E. Finegan, deputy commissioner of\neducation, the legislature provided for the coming year a teacher of health\nsubjects for the state normal schools and the state college for teachers.\nThis also goes to the root of the matter in requiring each teacher who holds\na normal diploma to have received instruction in the fundamentals of health\nObviously, a teacher of health subjects should be\n\nand physical training.\n\na trained nurse with a broad education and a personality which\nitself\n\nshall\n\ncommend her subject.\n\nAnother provision not unconnected with physical training is the establishment at one of the state normal schools of a department for the training\nof teachers for that increasing class of children whose minds have not fully\n\ndevelopt.\n\nA recently enacted law of the state requires that for each ten\n\nsuch children a special teacher and room shall be provided.\n\nThis is another\n\nevidence of the broad and human interest of the state in her children, the\nfuture citizens, that they\n\nmay have full opportunity in the formative\n\nyears to reach the best development of which they are capable.\n\nThe State Department of Education has under its direction a chief\nmedical inspector who has both a man and a woman as assistants; also a\n\nwoman superintendent of school nurses;\nan inspector of oral hygiene, a man;\n\na lecturer on hygiene, a man;\n\na nuritional expert, a woman;\n\na\n\n"}
{"page": 371, "printed_page": null, "text": "WOMEN AND THE WAR\n\nDepartment!\n\n355\n\nmental and physical diagnostician, a man; and finally a woman organizer\nof special classes for the mentally retarded children.\n\nThese evidences show the attitude of New York state toward physical\neducation, an attitude both positive and constructive, as exemplified in the\nlegal provisions which have furnisht the basis for this paper.\n\nWOMEN AND THE WAR\nCLARA G. BAER, PROFESSOR OF PHYSICAL EDUCATION, NEWCOMB COLLEGE,\nTULANE UNIVERSITY, NEW ORLEANS, LA.\nIn looking backward over the history of the world one is always conscious\nof the presence of woman as shaping, more or less definitely as the customs\n\nof the period permitted, the destiny of races.\n\nIt is true, except in very\n\nrare instances, that her career as a public character has been the simplest\n\n—\n\nand least conspicuous; yet she has always shared the life of man tho\nhumbly, abjectly even, at times. One can truly say, and without prejudice,\nthat the position woman has occupied in the development of a people is the\n\nmeasure of that people's civilization.\nCivilization is changing, but the human heart and purposes seem the\nsame thruout the ages and woman is constantly repeating herself in history,\naccepting what life holds for her of devotion to a cause. Even when her\nsphere was limited she was often in the home alone, its only protection,\nwhile the man was off seeking means of sustenance thru field and forest.\nAnd when it became necessary to fight the wilderness she was at man's\nside, doing her part in the development of a new country and making it\n;\n\nsafe for liberty.\nIs it any wonder then, when we are facing the most gigantic, nay titanic,\n\nstruggle in the history of races, that we find woman intelligently interested\n\nand purposefully active in all projects where she may prove of real worth\nto the cause ?\n\nIt may not be necessary for her to be organized into bat-\n\ntalions to do the active work at the front.\nince, and while\n\nThat has ever been man's provThe famous Russ\n\nman exists it probably always will be.\n\nDeath Battalion, however whole-hearted in its devotion, proved that to\nbear arms is not the real work of women.\n\nThe modern woman's work on the battlefields today is chiefly that of\ncaring for the wounded and the dying.\n\nIn this great war crisis the service\n\nof women as angels of mercy, in the great work of the Red Cross, will go\n\ndown in history.\n\nOnly time can tell how glorious the work has been.\n\nThere\n\nare thousands of men who will testify before the great throne the comforting\n\npower of woman's work in this Great War. And many sons, sweethearts,\nand fathers will come home from \"over there\" restored to life and home as\nthe result of the devoted nursing and care of some good woman.\n\nThe absoluteness of the surrender of life to the cause by women of\nhigh and low degree is one of the marvels of the time.\n\nYet not a marvel\n\n"}
{"page": 372, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n356\n\n[Physical\n\nwhen one realizes that women are but a part of the great mother-heart of\nMan, injured, bleeding, suffering, calls forth the greatest services\nnature.\nof which a woman is capable.\n\nHere one could pause\n\n—\n\nfor in this fact lies the\n\ncrux of the whole matter: man, the fighter; woman, the helpmeet.\n\nThe question of how to help today is not so simple. Life is making\nIt is becoming much more complex in\n\nso many more calls upon woman.\n\nthe ever-increasing avenues of service opening to her, but her intensive\n\npreparation for the work she intends to do is manifested on all sides, both\nin this country and abroad.\n\nAs always in her history, woman is accepting\n\nher lot, answering the call with, \"Here am I, Lord,\" and giving her whole\n\nheart to the service.\n\nIt\n\nis\n\ntrue that she will\n\nmake mistakes;\n\nshe may\n\nstumble by the way, but her eyes are directed to the duty ahead and she\n\nHow much the future holds of duty and service for each\nwill not falter.\nwoman only time can tell.\nThousands of our men are yielding up their lives that the home may be\nsafe.\nIn this great need we can feel assured that, so far as human nature can\nwork, woman will do her part to hold civilization together, to keep the wheels\nof progress turning,\n\nand to safeguard the young citizens of the land.\n\nA\n\nHerculean task it will prove.\n\nTo meet the exigencies of the occasion the life of woman must, for a time\nShe will be called upon to do things\nOne cannot say how or what shall be\nthe limit of her opportunities. We are not afraid that she will fail. The\nwoman's touch will glorify and make fine the task wherever it may be performed. The same single-heartedness of purpose and devotion to an\nat least, be more or less revolutionized.\nscarcely thought to be woman's work.\n\nideal that have always characterized her life will furnish the motive power\nin this new life, among these greater cares and graver responsibilities.\nof this great carnage will spring a purer ideal of citizenship.\n\nOut\n\nIt will no\n\nlonger be a question of woman \"unsexing\" herself in doing a more varied\n\nwork and in living a larger life, but it will be a finer civilization, where men\nand women, as God intended, shall work together for the betterment of\nhumanity.\nIn order to fit herself for the task woman recognizes that the first and\n\nThe athletic\nWith her has come the recognition that fresh air\nis the greatest beautifier on earth; that what one eats and drinks determines\nlargely how one thinks; that freedom of carriage and life depend upon\ngreatest requisite for success is a fine, strong, resistive body.\n\ngirl has come to stay.\n\nproper, hygienic dress; that littleness of thought has no place in the larger\nlife;\n\nalso\n\nthat \"thoughts are\n\nthings\"\n\n—vivid, life-compelling, purpose-\n\nShe will manifest in her life what\nIngomar meant when he said of Parthenia, \"She rules herself,\" determining\nwhat character of life she will live, planning it definitely and intelligently.\nWoman, this \"New Woman,\" added to the great army of earth, is a\npower tremendous in her gentle, forceful nature. As the simple blade of\nful,\n\nor death-dealing and destructive.\n\n"}
{"page": 373, "printed_page": null, "text": "Departmentl\n\nHEALTH EDUCATION THRU PUBLIC SCHOOLS\n\n357\n\ngrass forces its way between great rocks to reach the sunlight, so woman\nwill pass thru the difficulties that beset her life, and in this new light of a\n\ngreater opportunity will bring to the world blessed, efficient service.\n\nEFFECTIVE HEALTH EDUCATION THRU PUBLIC SCHOOLS\nHELEN L. GREGORY, MEMBER, BOARD OF EDUCATION, ROCHESTER, N.Y.\nIf the\n\nnation is to have a strong, enduring foundation, if compulsory\n\neducational laws are worth anything, then there is an absolute necessity\nfor children to have the most skilful training and care possible; otherwise\n\nthe \"nation will have but poor material to lean upon.\"\n\nChildren should be trained in youth, when habits are less fixt and the\nsports and games are inherent; then students on leaving school would carry\n\nwith them the love of health-giving sports and games, the knowledge of how\nto keep themselves \"fit,\" as the Enghsh say, and our nation would not be\nforst, as it is today, to report 50 per cent only as physically able for service,\n\nand this too, remember, among those of vigorous years.\nDr. Thomas Wood says that all the necesary forces should be marshaled\nfor the work of developing physical and health training, and we have the\n\nright to look to the schools as the official accredited agency to lead in such a\n\nprogram.\n\nWe believe a pupil-governed health club in every schoolroom offers the\nmost practical means of driving home the classroom lessons in hygiene.\nThis subject, hygiene, will never be taught effectively, no matter how\nperfect the outhne may be, or how strongly presented, until the children\n\nhave some incentive to live up to hygienic rules other than the teacher's\nconstant appeal to do so.\n\nThis pupil-governed health club, one of the most aUve contributions\nin the field of physical training today and one adopted in very many states,\nis the \"incentive\" which is going to\n\nmake possible effective health training,\n\nand the extra time demanded for this work is well spent and pays large\ndividends.\n\n"}
{"page": 374, "printed_page": null, "text": ""}
{"page": 375, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—O. M. Plummer, member, Board of Education\nVice-President— Albert Wunderlich, school director\nSecretary — William C. Bruce, editor, School Board Journal\nPresident\n\nPortland, Ore.\nSt. Paul, Minn.\nMilwaukee, Wis.\n\nFIRST SESSION—Tuesday Forenoon, July 2, 1918\nThe Department of School Administration was called to order for the first session at\n9:35 a.m. The vice-president of the department, Mr. Albert Wunderlich, presided.\nAddresses were given as follows:\n\n—\n\n\"Introductory Address\" Albert Wunderlich, commissioner of schools, St. Paul,\nMinn.\n\"Recent Growth in the Administration of City Schools\" W. S. Deflfenbaugh,\nUnited States Bureau of Education, Washington, D.C.\n\"War Policies for Schools\" George W. Gerwig, secretary. Board of Education,\n\n—\n\n—\n\nPittsburgh, Pa.\n\n\"State and School Administration\"\n\n—Thomas E. Finegan, deputy state commissioner\n— George Becht, secretary,\n\nof education, Albany, N.Y.\n\"Americanization as a War-Time Duty of the Schools\"\nPennsylvania State Board of Education, Harrisburg, Pa.\n\nJ.\n\nThe chair appointed Mr. A. A. McDonald, Sioux Falls, S.D., and Mr. L. N. Hines,\nCrawfordsville, Ind., to act as a nominating committee.\n\nThe meeting adjourned at noon, after a general discussion of the papers.\n\nSECOND SESSION—Wednesday Forenoon, July 3, 1918\nThe department reassembled on Wednesday at 9:30 a.m.\n\nPapers were read as\n\nfollows:\n\n\"School Finances as a War-Time Problem\"\nof Education, Williamsport, Pa.\n\n\"School Budgets and School Finance\"\n\n—Edward L. Taylor, president, Board\n\n—Marvin E. Griswold, president, Board of\n\nEducation, Erie, Pa.\n\n—\n\n\"Uniformity in School Accounting\" James Storer, secretary. Board of Education,\nBuffalo, N.Y.\n\"The Responsibilities of Boards of Education\" Mrs. Charles A. Perkins, president,\nBoard of Education, Knoxville, Tenn.\n\n—\n\nThe nominating committee reported the following names for 191 8-19:\nPresident\n\n—Mr. Albert Wunderlich, commissioner of schools, Paul, Minn.\n— Dr. George W. Gerwig, secretary. Board of Education, PittsSt.\n\nVice-President\n\nburgh, Pa.\nSecretary\n\n—Wm. C. Bruce, editor. School Board Journal, Milwaukee, Wis.\n\nThe nominations were unanimously accepted.\n359\n\n"}
{"page": 376, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n360\n\n[Administration\n\nTHIRD SESSION—Wednesday Afternoon, July 3, 1918\nThe department met in round-table session to receive the report of the Committee\non Standardization of Schoolhouse Planning and Construction.\nA general preliminary report was read by Frank Irving Cooper, chairman.\nmentary reports on special phases of the subject were received as follows:\n\nSupple-\n\n\"Investigation of the Amount of Illumination Required on the Printed Page\"\nFrank N. Freeman, University of Chicago, Chicago, 111.\n\"Heating and Ventilation of School Buildings\" John D. Cassell, chairman, Associate Committee, Society of American Heating and Ventilating Engineers.\n\n—\n\nThe discussion of the report was participated in by James 0. Betelle, Newark, N.J.;\nH. B. C. Eicher, Harrisburg, Pa,; Dwight H. Perkins, Chicago, 111.; J. H. Berkowitz,\nNew York, N.Y.; William C. Bruce, Milwaukee, Wis.; George W. Gerwig, Pittsburgh,\nPa.; A. E. Winship, Boston, Mass.; and Mr. Dambach, Pittsburgh, Pa.\nOn motion the reports were received and the committee was continued to complete its\nwork.\n\nThe foUowmg resolution was introduced by Wm. C. Bruce:\nResolved, That the Department of Administration of the National Education Association desires to express its appreciation of, the financial support given by the General\nEducation Board to the Committee on Standardization of Schoolhouse Planning and\n\nConstruction.\n\nThis support has made possible the extension work of the committee during the past\nyear, the tabulation of hundreds of plans from many states, the fixing of tentative standards of space for the various divisions of school activities, and a method of determining\nefficiency or taste in the plan of the school building.\n\nThe Department of Administration believes the work of the committee will be of\nimportance in the economic administration of the erection of school buildings, and further\ndirects that the secretary send a copy of this resolution to the General Education Board.\n\nThe resolution was adopted unanimously.\n\nOn motion of G. W. Gerwig, of Washington, the committee was authorized to have\nits preliminary report publisht by arrangement with the United States Bureau of Educa-\n\ntion.\n\nThe meeting adjourned until the Chicago winter meeting of the Association.\n\nWm. C. Bruce, Secretary\n\nPAPERS AND DISCUSSIONS\nINTRODUCTORY ADDRESS\nALBERT WUNDERLICH, DIRECTOR OF SCHOOLS, ST. PAUL, MINN.\nIt is impossible to discuss anything today except in terms of the war.\n\nMore particularly is this true of education. We are fighting the greatest\nwar of all time; we are spending incalculable sums of money; we are\nfocusing all of our industries, transportation, and processes of production\n\non the great issue of making the world safe for democracy.\nIt is an axiom of political science that no democracy can long endure\nupon any other basis than widespread general intelligence and virtue. It is\npeculiarly the problem of the school to provide the means whereby general\nintelligence may become possible, and the kind of intelligence which will\ninsure ideals of honesty, thrift, industry, and patriotism.\n\n"}
{"page": 377, "printed_page": null, "text": "ADMINISTRATION OF CITY SCHOOLS\n\nDepartment!\n\n361\n\nThe fact that we are now at war has not in any degree lessened the\nresponsibihty of the school.\n\nIn my judgment it has, on the contrary, greatly\n\nincreast that responsibility.\n\nAs school-board members We have a larger\n\nobhgation than the past has ever given to us to see that our schools are\noperated with the maximum of efficiency.\nIt must not be said of the United States that it cheerfully raises billions\nof dollars for the prosecution of a war to make the world safe for democracy\n\n—\n\nand grudges a sufficient expenditure for public education the only means\nof making democracy safe at home.\nIn the city from which I come the children of the public schools have\nraised for the federal government in the last ten months twice as much\nmoney as has been spent by the city for schoolhouses in its entire corporate\nexistence.\n\nThere has been no more loyal or efficient agency at the command of\nthe government than the pubhc schools.\n\nThey have demonstrated beyond\n\nquestion their value as an investment of public money.\n\nI beUeve that it is\n\nour duty to stop talking about costs of education and unite our energies with\nall\n\nour other agencies in a widespread national campaign in the interest of\n\nIn this campaign I believe that we should stand\n\nmore efficient education.\n\nsquarely on the proposition of largely increast salaries to teachers; I believe\nthat we must insist upon the employment of better-trained teachers and\nupon the unqualified ehmination of the incompetent. I do not believe that\nit is an honest expenditure of money or sound educational pohcy to force\nchildren in their tender years to sit under anything but the best type of\ninstruction.\nI believe that we must continue our building program;\nsize physical\n\nwe must emphawe must insist upon vocational education as a\n\neducation;\n\npart of our regular educational policy.\n\nI do not believe that the question\n\nof buildings and school architecture should absorb all the deliberations of\n\nthe school-board section;\nto equal consideration.\n\nI believe that there are other problems entitled\n\nI urge upon the attention of this body the careful\n\nconsideration of the whole educational situation.\n\nRECENT GROWTH IN THE ADMINISTRATION OF\nCITY SCHOOLS\nW.\n\nS.\n\nDEFFENBAUGH, UNITED STATES BUREAU OF EDUCATION,\nWASHINGTON, D.C.\n\nSchool laws have been so changed that it is now the rule for city school\n\nboards to have not more than nine members.\n\nimprovement.\n\nThis has been a distinct\n\nBusiness relating to the schools is discust with more thoro-\n\nThe man with ideas, tho unable to make a speech, is able to present\nthem while he sits at a table. An equal, or even greater, improvement in\n\nness.\n\n"}
{"page": 378, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n362\n\n[Administration\n\nthe administration of city schools has been the substitution of elections at\nlarge for election by wards.\nMen of a better class are elected; they are\nmore inclined to pull together in the interests of the whole city; they do\nless logroUing.\n\nTho the size of school boards has been reduced, one of the evils of the\nlarge board remains in some cities\n\n—a large number\n\nof standing committees.\n\nThese have hung on as a sort of vermiform appendix, with no useful function\n\nThe functions of many comon promotion of pupils, examinations, course of\n\nto perform, and often cause internal trouble.\n\nmittees, such as those\n\nstudy, truancy,\n\nand school entertainments, duplicate the function of the\n\nsuperintendent and his assistants.\n\nThe tendency is to get away from committee organization, or at least\nfrom the practice of having many different committees. Some of the school\nboards in both the smaller and the larger cities have aboKsht all standing\ncommittees.\n\nSome others have reduced the number, usually to two or\nmake the administrative machinery simpler and\n\nthree, thus tending to\n\nlighter running.\n\nThe new type of superintendent has learned to show what the schools\nHe is using more\n\nare accomplishing and what the children have achieved.\n\nHis annual reports are no longer abstract treatises\non education or mere political documents. The frankness with which\ndefinite measurements.\n\nmany superintendents set forth conditions in their schools is an indication\nof a change for the better.\n\nMention should be made of the improvement in school administration\nthru the influence of the school survey.\n\nTho the results in the cities where\n\nsurveys have been made have not always been all that could be desired,\n\nthey have on the whole been helpful to school administrators.\n\nThey\n\nhave at least shown a method of attacking educational problems, and they\nhave aroused greater interest in school administration, especially in the\nAs a result of the surveys more superintendents\n\napproach from the fact side.\n\nare surveying their own schools, which is evidenst by the better type of school\nreport.\n\nIf the outside survey has accompHsht nothing more than to cause\n\nschool men to study their own schools it has been worth while.\n\nWhether\n\nsurveys by persons from outside the school system being surveyed will continue is a question.\nsurveys.\n\nOne thing is certain: there will be more and better self-\n\nSuperintendents surveying their own schools may call in someone\n\nas a consulting specialist to help them interpret the facts.\n\nAs bureaus of\n\nresearch are organized surveys by outsiders will no doubt become fewer.\n\nAmong other improvements in school administration should be mentioned the introduction of courses of study to meet individual weaknesses\n\nand strengths in pupils. The aim is to give every child a fair show, to make\neducation more democratic, to offer the child who has ability in manual and\ntechnical lines the same opportunity as the child who is book-minded,\nor the child who is preparing for the college classical course.\n\n"}
{"page": 379, "printed_page": null, "text": "Department!\n\nAMERICANIZATION AS A DUTY OF THE SCHOOLS\n\n363\n\nAMERICANIZATION AS A WAR-TIME DUTY OF THE SCHOOLS\nJ.\n\nGEORGE BECHT, SECRETARY, PENNSYLVANIA STATE BOARD OF EDUCATION,\nHARRISBURG, PA.\n\nThe problem of Americanizing America has, in view of the war, assumed\nan unusual place in the thought of the general public. Up to a few years\nago, in our fancied security, we did not even dream that it was a problem.\nWe assumed that thru the process of education and environment the amalgamation of the alien into our American life would take care of itself. But\nour smug complacency was rudely jarred when we awoke to the fact that\nabout one-sixth of our population was directly or indirectly subject to\nalien influences.\nIn the life of some of the commonwealths the problem\nmay be a mere incident, but in a considerable number of states the question\nis freighted with tremendous consequences.\nMore particularly was our\nattention drawn to the facts when this alien element registered for the great\nArmy, and later, when these men were drafted into the service, whole\ngroups were found who could not understand English and consequently\ndid not know how to respond to the commands of officers.\n\nRoughly speaking, there are two general aspects of the case:\n\nfirst,\n\nthe education of the adult alien; secondly, the education of the children of\nthe alien.\nits\n\nSo far as the children are concerned the problem will work out\n\nown answer in the public schools.\n\nIf the schools are good for the Ameri-\n\ncan child and are saturated with the spirit of loyalty, service, and sacrifice\nfor the country, there is every probability that the alien child will absorb\nthis spirit and become a patriotic citizen.\n\nIndirectly too this influence will\n\nexert itself on the alien parents in the home.\n\nThe real problem, however, is the problem of the adult.\nilliterate and generally suspicious.\n\nHe does not understand.\n\nHe is often\nHe isolates\n\nHe broods over the conditions under which he lives\nand works and becomes dissatisfied. The group with which he associates\nis influenst in the same manner.\nSuch groups, misunderstood and often\nostracized, are disappointed; and this disappointment gives way to discontent and dissatisfaction which often expresses itself in turbulence.\nSomething has been done in the way of organizing social centers where all of\nthese people may come in contact with American ideas and American activities.\nMuch, however, remains to be done. One of the most significant\nphases of the problem is that of teaching the adult alien to read and understand the English language and its literature. Night schools have been\nestablisht in many towns and cities, and these have been giving reasonably\ngood service, but on the whole it may be said that the results have not been\nsatisfactory.\nThe difficulty lies in the fact that the adult, having workt at\nhis occupation all day, comes to the class at night physically fatigued.\nIt is\na very short step from that physical tire to mental inattention, and I have\nseen in many of these classes the attempts of earnest and conscientious\nhimself with his kind.\n\n"}
{"page": 380, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n364\n\n[Administration\n\naliens to keep awake during the hour when the school was in session.\n\nIt\n\nseems to me that one of the best methods of dealing with the education of\nthe adult will be to cooperate with the employer of the alien and work out\nhis education as a part of his employment.\n\nWherever that has been done\n\nthe most conspicuous success has been attained.\n\nNot only has the alien\n\nprofited, but the employer was more than compensated for the time given\n\nto the employe out of working hours.\n\nThis transfer of patriotic f eehng from one country to another is no simple\nmatter.\n\nWe must make more than lip patriots. The first step that the\n\nschool must emphasize, whether that school be in a regular school building\nor connected with the shop or factory, is a mastery of the English language;\n\nthe second problem\nresponsibihties,\n\nis\n\nto\n\nmake the alien understand the opportunities,\n\nand limitations of liberty.\n\nHere is a tremendous task.\n\nCitizenship is not a special topic in the schools or the work of a separate\n\ndepartment.\n\nEvery recitation is a lesson in citizenship.\n\nIt does not involve\n\nnew institutions, new organizations, new texts, or new subject-matter. It\ndoes mean a new attitude on the part of teachers and a new atmosphere\nChildren, as well as adults, must be helpt to think thru the\nproblems of the community and the relationship of the individual to the\nin the school.\n\nsocial group to which he belongs, as well as to the civic order.\nThe problem in the last analysis is individual. The wealth in character of the state\nis the wealth in character of the individuals composing it.\n\nThe public school\n\nhas been an efficient agency in developing personal ideals.\n\nIf that influence\n\ncan be brought to bear upon the adult alien, there is Httle reason to doubt\nthat America can and will be thoroly Americanized.\n\nSCHOOL FINANCES AS A WAR-TIME PROBLEM\nEDWARD L. TAYLOR, PRESIDENT, BOARD OF EDUCATION,\nWILLIAMSPORT, PA.\n\nWith the demand and necessity, on the one side, that the standard of\nefficiency of the public schools\n\nbe maintained, that teachers' salaries be\n\nincreast in proportion to the increast cost of living\n\nand to the services\n\nrendered, that all necessary equipment be provided for teachers and pupils,\n\nand, on the other side, that the strictest economy in all public affairs be\nobserved, the school-board\n\nmember is indeed confronted with a serious\n\nfinancial problem in these unusual times.\n\nIt will, of course, be admitted that the first requisite for efficient schools\nis\n\nefficient teachers.\n\nretain\n\nBut we cannot, in the face of present conditions,\n\nmany of our best teachers unless we provide for salary increases\n\nsufficient to cover at least the larger part of the increast cost in living\n\nexpenses. All over the country we are losing thousands of our men and\nmany of our best women teachers thru their entrance into the United States\n\n"}
{"page": 381, "printed_page": null, "text": "I\n\nDepartmentl\n\nSCHOOL FINANCES AS A WAR-TIME PROBLEM\n\n365\n\nservice or into some organization connected with the conduct of the war.\n\nWe commend the patriotism of these noble young men and women, but\ntheir going makes it still more necessary, still more important, that thou-\n\nsands of other good teachers must not be allowed to abandon their profession for business if a fair recognition of their financial needs on the part of\n\nthose in control will keep them in the schoolrooms.\n\nIn our city, since the outbreak of the war in 1914, we have increast the\nsalary list nearly 35 per cent on the average amount paid our teachers.\n\nIn\n\nconsequence of this action the members of our teaching force feel that the\n\nboard of directors and the superintendent of schools have endeavored to\ntreat\n\nthem as fairly as conditions will permit, and an excellent spirit of\n\ncooperation as well as enthusiasm and efficiency has been developt.\n\nYou may ask how we have found it possible to increase our average\nsalary 35 per cent in four years.\n\nThe answer is very simple.\n\nWe have\n\nincreast the tax rate 40 per cent in the same period, and I am glad to say\n\nthat while there has been some criticism of this large increase the great\n\nmajority of our citizens recognize the fact that the standard of efficiency\nin our schools cannot be maintained upon the financial basis which existed\n\nbefore the war.\n\nAltho the increase in the teachers' salary list is the largest item of our\nincreast expenses, we have found that there has been an enormous increase\nin the cost of all kinds of supplies and equipment.\n\nOur coal bill for 19 17-18\n\nshows an increase of 108 per cent over the year 19 13-14. The advances\nin the cost of all kinds of stationery have been nearly as large, but by practicing the most rigid economy in the use of supplies we have saved conThe cost of minor repairs to buildings has\nsiderable money in this item.\n\nshown a great increase as far as material is concerned, but we have cut the\ncompared with four years ago, thru the election of a\nsuperintendent of buildings who is a thoro mechanic and either makes the\nrepairs himself or has them made by competent workmen under his direction.\nAll improvements to buildings that can be postponed without\naffecting the efficiency of the schools are withheld for more favorable conlabor cost in two,\n\nditions.\n\nThe financing of new school buildings under present conditions is also\nThe city that does not need a new\n\na great problem for school authorities.\n\nbuilding, either to provide for increase in the school population or to take\n\nthe place of an obsolete, perhaps condemned, building is indeed fortunate.\n\nIn our city we built a very good high-school building four years ago\nat a cost,\n\nincluding equipment,\n\nof\n\napproximately $300,000.\n\nWe had\n\nplanned to use the old high-school building for either a grammar school or\na junior high school, but it was destroyed by fire just before the new building\n\nWe then proposed to build two new buildings.\nWe askt our citizens to approve a bond issue of $300,000 to provide these\nwas ready for occupancy.\nbuildings,\n\nand as our people are always ready to sustain the board of\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n366\neducation in\n\nits efforts to\n\n[Administration\n\nimprove school facilities their approval of the\n\nloan was secured at the election held in November last.\nIt took some time to conclude all the legal proceedings incidental to the\n\nloan, and we found that in the meantime the price of labor and material\n\nhad advanst to such an extent that it had become impossible to obtain\ntwo buildings of the construction and capacity needed for the amount we\nhad been authorized to expend. Even tho we had a larger loan authorized\nthere would still be obstacles to overcome, for while it might be possible to\n\nobtain the approval of the capital issues committee for at least one of our\n\nneeded buildings, it is very doubtful if that committee would approve the\nerection of both of them.\n\nOf still more importance than the financial problem of new school\nbuildings just now is the necessity for observing the demand for the closest\nrestriction of consumption for private, state, and municipal purposes of labor\n\nand raw material. Paul M. Warburg, at a recent meeting of the National\nConference on War-Time Economy, held in New York and called under\nthe initiative of the Academy of Political Science and the Bureau of Municipal Research, said:\nIndividuals will save in small things when state and city governments demonstrate\ntheir determination to save in the great ones\n\ndangerous than delay.\n\nIn time of war nothing is more\n\nThe present emergency requires that the country be aroused to a\n\nthoro consciousness of the fact that whoever uses material, credit, labor, or transportation\nunnecessarily is placing a handicap upon his government in its progress toward victory.\n\nIn view of such a statement, made by a man recognized as an authority\non economics, who is in close touch with governmental affairs, it seems\nimperative that the building of new schoolhouses be postponed if possible.\nAnd yet it will probably be many years before schoolhouses can be constructed at less than such buildings would cost today. Mr. Replogle,\ngovernment director of steel supply, recently made an interesting statement bearing upon this matter to a gathering of the principal manufacturers\nof the country.\nHe said, \"The building construction and plans of the\nUnited States government, incidentally, are right now some 20 per cent in\nexcess of the total building construction of the United States for the threeyear period 1915, 1916, and 1917.\" He went on to say that plans \"are\nadvancing into 1919 and 1920,\" and he declared to the intelligent body\naddrest that he thought the construction plan of the government \"far\nbeyond the impression of almost any of you.\" Mr. Replogle's statement\nis a revelation to most of us and should have full consideration.\nWe should remember, however, that our good friends the school architects have not made any material advance in their commissions for preparing\nplans and specifications, and the wise board of school directors in districts\nwhere new buildings are needed will employ an architect and have their\nplans drawn and ready for the contractors' bids when the word is flasht that\nKaiser Bill and his bloodthirsty Huns have been forst to sue for peace and\nthe war is at an end.\n\n"}
{"page": 383, "printed_page": null, "text": "SCHOOL BUDGETS AND SCHOOL FINANCE\n\nDepartment]\n\n367\n\nAnd finally I dppeal to school authorities all over the land to stand for\nefficiency in the public schools, to oppose the lowering of the standard in\n\nany manner, to have the courage to make such advance in tax levies as\nmay be required to meet advance in the cost of the maintenance of the\nschools.\n\nThe school-board member who does these things faithfully is a\n\ntrue patriot and is performing for his country a great service in these critical\n\ntimes when men of intelligence and courage are needed.\n\nSCHOOL BUDGETS AND SCHOOL FINANCE\nMARVIN E. GRISWOLD, PRESIDENT, BOARD OF EDUCATION, ERIE, PA.\nIn considering the subject of budgets and finance\n\nit is\n\nparticularly\n\nimportant to have before one sufficient statistics of what has been done\nin previous years, so that there\n\ncan be some intelligent comparisons as\n\nto both receipts and expenditures.\n\nI have been a member of the board of education of the city of Erie for\n\napproximately eight years, and during that time I fail to recollect or remember that we have had from our state board of education any assistance, or\n\nany statistics that would be of any help, or any communications giving us\nassistance along the fines of what the legitimate expense of operating a\nmodern school should be.\nIt would seem to me that the state board could well afford to assemble\na financial statement of the various school districts, not only of this state\n\nbut of other states, and put it out in the form of a primer that would be of\ndecided assistance to the board members of the local boards in fixing the\nestimates and expenditures in their several communities.\nIf we had some statistics that would give us the cost per capita for educa-\n\ntion in the various cities, groupt according to size, it would throw consider-\n\nable light on the subject of how much we ought to spend, or could spend,\nif\n\nwe were going to keep up with the progressive cities or to stay back with\n\nthe unprogressive ones.\n\nIn making up a budget it is well to have the expenditures subdivided\n\nunder the various classifications.\n\nI think that in Erie we have workt out\n\nalong this line a system that\n\nexceptionally good.\n\nis\n\nWe subdivide our\n\nexpenditures into eight different heads, or groups, numbered and named\nas follows:\n\nEXPENDITURES\n(10)\n\nGeneral Administration,\n\n(20)\n\nInstruction,\n\n(30)\n\nOperation of\n\nSchool Plant, (40) Maintenance of School Plant, (50) Auxifiary Agencies,\n(60) Miscellaneous Expenses, (70) Outlays for Acquisition and Construction, (80) Debt and Debt Service.\n\nWe have drawn up on a sheet under these eight different heads the\namounts we have appropriated each year for four or five years previous to\n\n"}
{"page": 384, "printed_page": null, "text": "368\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Administration\n\ncompare with the amount of the estimates or requirements for expenditures\nunder these heads for the coming year, and this shows graphically under each\nhead the yearly increase or decrease in cost.\nOn the receipt or opposite side of the ledger we subdivide into two general\nheads, non-revenue and revenue. Numbering and naming the heads, we\nsubdivide them as follows:\nRECEIPTS\n(120) Non-Revenue: Sale of Bonds, Temporary Loan, Sale of Property,\n\nSale of Leases, Subscriptions, Balance on Hand.\n(140) Revenue:\n\nState, Bequests, Taxes (8 J, gj, and io| mills). Rents,\n\nInterest on Daily Balances, Non-Resident Tuition, General.\n\nThis shows us what the receipts are to be.\n\nThese receipts keep chan-\n\nging by the increase or decrease of the amount of bonds sold and of the\n\namount of tax levied. The other items will naturally be practically stationary and can easily be estimated.\nFarther on in the budget we go into the details of these subdivisions\nunder each general head, itemizing with considerable detail to show what\neach particular item is, and what is its estimated cost.\nIn order to get all this information together we send out, about three\nmonths in advance, blank sheets to all the departments requesting them to\nsubmit estimates and details of what they think is necessary in their several\ndepartments for the coming year. These estimates are then assembled and\nplaced in the proper sections or subdivisions.\nAfter this is all assembled in one book it is then the province of the\n\nFinance Committee to go over this entire budget in detail and study each\nitem carefully to see what should be eliminated or what should be added.\n\nDuring the deliberations of the Finance Committee on the budget it is\nvery necessary that we have present a representative of each of the various\ndepartments, so that we can get their views on each individual item as it is\nconsidered.\nIt is also very necessary to have before us the exact amount of\nwhat has been spent under each division in previous years; also actual\nstatistics of the number of pupils to be served in comparison with the num-\n\nber served in previous years.\n\nWith careful study of the records and with the knowledge on the part\nof the school directors of what the real needs of the schools are, an intelligent\n\nand workable estimate, or budget, can be workt out.\nIn a recent issue of the School Board Journal I notist an article by Dr.\nBallou, assistant superintendent of schools in Boston, in which he states that\nin his opinion \"efficient finance in a city school system depends primarily on\na reasonable amount of money for the needs of the schools and a rational\nplan for its distribution.\"\n\nAn efiicient and carefully studied budget certainly meets the idea of a\nrational plan for distribution and does not leave the matter for haphazard\n\nexpenditure during the fiscal year.\n\n"}
{"page": 385, "printed_page": null, "text": "I\n\nUNIFORMITY IN SCHOOL ACCOUNTING\n\n369\n\nHe also states that it depends on a reasonable amount of money.\n\nWe\n\nDepartment)\n\nare fortunate in the state of Pennsylvania, at least in the school districts\nof cities of the second class (of which Erie is one), in having the law so read\n\nthat the taxes are levied for school purposes directly by the board of education.\nThe amount of the levy does not have to be approved by any other\ndepartment of the city government and therefore is in no way mixt up with\n\nany poHtics, outside of the politics that there might be in the school board\nitself.\n\nIf we are to maintain in this country an efficient public-school system we\n\nmust make up our minds to spend a reasonable amount of money per capita\nto educate the children and must justify ourselves and the public in spending\nas much money, or even more money, for education during the stress of\nwar time as we have spent previously.\nWe have been told that we are fighting for democracy, and we realize\nthat the nations of the world are at war to uphold their ideas of government.\nIf nations and the people of the nations are willing to sacrifice their wealth\nand life itself to uphold their ideas of government, is it not important that\nwe make some efforts to teach the coming generation what we believe are\nthe true ideas of government, and what we really mean by democracy ?\nIt would seem to me that this is one of the most important things that\nour schools can do. Teach the children what a government is, what a\ngovernment is for, and what we think a government should be, and perhaps\nif this is done, and done thoroly, the seed may be sown, and such a government may be developt that its effect will spread universally, as its benefits\nare seen, and the next generation will be spared such a bloody and costly\nwar as we are now enduring. I believe that the schools and the schools\nalone can do it, and I believe that a war budget should not be cut but should\nbe maintained and even expanded, and that our educators should give a\ngreat deal of time and study to developing a study of government that will\n\nmake a lasting impression on the children in the grades.\n\nUNIFORMITY IN SCHOOL .ACCOUNTING\nJAMES STOVER, SECRETARY, BOARD OF EDUCATION, BUFFALO, N.Y.\nPublic education is a state function.\n\nA board of education acts as an\n\nagent of the state and also acts in the capacity of agent for the local com-\n\nmunity in establishing the poHcies under which the officials, teachers, etc.,\nof the department shall operate in the administration of its schools.\nThe problem of securing the funds necessary for school administration\nrests with the board and the superintendent, hence upon them lies the\nburden of proving to the community the needs of the school department.\nThe pubUc is entitled to know and should know how school appropriations\nare expended.\n\n"}
{"page": 386, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n370\n\n[Administration\n\nIn all our cities we find citizens who are very much interested in the\nschools of their city and are proud of the fact that it maintains a high school\n\nwith an enrolment of a thousand pupils, with fifty men and women on the\n\nand that this or that special feature may be found in their high\nThese same citizens very likely would be much interested in making\ncomparisons of their city with other cities of nearly the same size, that is, to\nanalyze the statistics of other cities of nearly the same size in order to ascertain whether or not the teachers receive the same salary in all of the cities,\nwhether the repair of buildings and upkeep of grounds are nearly the same\nin all cities, whether the cost of education per pupil is nearly the same, and\nmany other items which cannot be enumerated.\nfaculty,\nschool.\n\nIf this is true of the people of our communities it is equally true of the\nofficials of the school system\n\nwho must prepare the estimates of expenditures\n\nfor presentation to the city council.\n\nA board of education may have under consideration the estabhshment\nof a special class for the instruction of the partially bUnd.\n\nOne of the first\n\nsteps will be that the superintendent or secretary find out what is being done\nin other cities and what it costs.\n\nof various cities searcht.\n\nFiles are resorted to and the annual reports\n\nIn some it is found, in others not.\n\nWhy ?\n\nBe-\n\ncause up to a very few years ago there were about as many different methods\nof school accounting as there were city school systems.\n\nIt is only within\n\nvery recent years that city school systems have adopted a fairly uniform\n\nform to be used in recording financial statistics.\nRailroad\nbanks, etc.,\n\ncompanies,\nall\n\ninsurance\n\ncompanies,\n\ninterstate\n\ncorporations,\n\nuse uniform or standardized methods of accounting and\n\nfind this to be an absolute necessity for intelligent and profitable administration.\n\nIn order then to make comparisons of costs for different items and for\ndifferent parts of a school system it has been found expedient gradually to\n\nadopt a uniform financial report, so that when the superintendent and the\nboard of education are considering budget estimates they may have before\nthem, not only the statement of annual expenditures of their own city for\nvarious educational activities over a period of years, but that of other\ncities of the same size situated in the eastern, southern, northern, or western\n\npart of the United States.^\n\nThru the use of uniform financial reports a gradual elimination of\n\"lump sums with no details\" is being brought about. School officials can\nnow readily provide information, when requested, as to the total expenditures for salaries of principals of day elementary schools, day high schools,\n\nevening elementary schools, evening high schools, vocational schools, normal\nschools, and special schools, whereas in former years all of these appeared\n'\n\nFor those who are interested in the preparing of budgets see the article \"Efficient\n\nFinance in a City School System,\" by F. W. Ballou, in the American School Board Journal,\nJune, 1918.\n\n"}
{"page": 387, "printed_page": null, "text": "UNIFORMITY IN SCHOOL ACCOUNTING\n\nDepartment)\n\nin the financial statement as salaries of principals.\n\n371\n\nThe same is true of the\n\nsalaries of teachers, cost of textbooks, janitorial service, etc.\n\nThe United States Bureau of Education, the United States Census\nOflSce, the University of the State of\n\nNew York, the Association of School\n\nAccounting Officers, and the Committee of the National Council of Education on Uniform Records and Reports have cooperated in preparing a\nform which has been adopted within recent years by many city school\n\nsystems.\n\nThe form recently adopted in the state of New York involved the keeping of all school financial records under the following headings:\nI.\n\nExpenses of General Control (Overhead charges)\n(Classified for Ledger Column, Total, Salaries, and Other Objects)\nA. Business Administration\n1.\n\nSchool election\n\nBoard of education and secretary's oflfice\n3. Finance offices and accounts\n4. OflSces in charge of buildings and supplies\n2.\n\n5.\n\nLegal services\n\n6.\n\nOperation and maintenance of ofl&ce buildings\n\n7.\n\nOther expenses of business control\n\nB. Educational Administration\n8. Office of superintendent of schools\n\n9.\n\nEnforcement of compulsory education, truancy laws, and census enumeration\n\n10.\n\nOther expenses of educational control\n\nTotal Expenses of General Control\nII.\n\nExpenses of Instruction\n\n—Day Schools\n\n(Classified under Ledger Column, Total, Elementary Secondary, Normal,\n\nVocational, Special)\n\nA. Supervision\n11. Salaries of supervisors of grades and subjects\n\n12.\n\nOther expenses of supervisors\n\n13. Salaries of principals\n14. Salaries of principals' clerks and office assistants\n15.\n\nOther expenses of principals' offices\n\n16.\n\nOther expenses of supervision\n\nB. Teaching\n17. Salaries of teachers\n\nI\n\nTextbooks\nOther supplies used in instruction\n20. Other expenses of instruction\n\n18.\n19.\n\nTotal Expense of Instruction for Day Schools\nIII.\n\n(Classified under Ledger\n\n—\n\nNight Schools\nColumn, Total, Elementary, Secondary, Normal, Voca-\n\nExpenses of Instruction\n\ntional, Special)\n\nA. Supervision\n21. Salaries of supervisors of grades and subjects\n22.\n\nOther expenses of supervisors\n\n23. Salaries of principals\n\n"}
{"page": 388, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n372\n\n[AdmiDistration\n\n24. Salaries of principals' clerks and office assistants\n\n25.\n\nOther expenses of supervision\n\n26.\n\nOther expenses of principals' offices\n\nB. Teaching\n27. Salaries of teachers\n\nTextbooks\nOther supplies used in instruction\n30. Other expenses of instruction\n28.\n\n29.\n\nTotal Expense of Instruction for Night Schools\nTotal Expense of Instruction\nIV.\n\nExpenses of Operation of School Plant\n(Classified under Ledger Column, Total Salaries, Other Objects)\n\n31.\n\nWages\n\n—\n\njanitors, other employes\n\n32. Fuel\n33.\n\nWater\n\n34. Light and power\n\n35. Janitors' supplies\n36. Services other than personal\n\n36a. Other expenses of operation\n\nTotal Expenses of Operation of Plant\nV, Expenses of Maintenance of School Plant\n(Classified under Ledger Column, Total, Salaries, Other Objects)\n\n37.\n\nUpkeep of grounds\n\n37a. Repair of buildings\n\n^\n\n38. Repair and replacements\n\nOf heating, lighting, and plumbing equipment\nOf apparatus used in instruction\nc) Of furniture\nd) Of other equipment\n39. Other expenses of maintenance of school plant\na)\nh)\n\nVI.\n\nExpenses of Auxiliary Agencies and Sundry Activities\n(Classified under Ledger Column, Total, Salaries, and Other Objects)\n40. Libraries\na) Salaries\nh)\n\nBooks, repairs, and replacements\n\nc)\n\nOther expenses for libraries\n\n41.\n\nNew books (capital outlay)\n\n42.\n\nPromotion of health\na) Medical inspection\nh) Nurse service\nc) Dental service\nd) Other expenses\n\n43. Transpprtation of pupils\n44.\n\nCare of children in institutions\n\n45. Provision of lunches\n46.\n\nCommunity lectures\n\n47. Social centers\n48. Recreation\n49.\n\nOther auxiliary agencies and sundry activities\n\n50.\n\nPayment to private schools\nPayments to schools of other civil institutions (tuition)\nTotal Expenditures for Auxiliary Agents\n\n51.\n\n"}
{"page": 389, "printed_page": null, "text": "UNIFORMITY IN SCHOOL ACCOUNTING\n\nDepartment)\n\n373\n\nExpenses of Fixed Charges\n\nVII.\n\n(Classified under Ledger Column, Total, Salaries, Other Objects)\n52.\n\nPensions\n\n53.\n\nRent\n\n54. Insurance\n55.\n\nTaxes\n\n56. Contributions and contingencies\n\nTotal Expenses of Fixed Charges\nTotal Current Expenses\nVIII.\n\nExpenses of Debt Service\n(Classified under Ledger Column, Total, Salaries, Other Objects)\n57.\n\nRedemption of bonds\n\n58.\n\nPayment of sinking fund\n\n59.\n\nRedemption of short- term loans\n\nPayment of interest on bonds\n61. Payment of interest on short-term loans\n\n60.\n\n62.\n\nRefunds (tax and tuition)\n\nTotal Expenses of Debt Service\nIX. Expenditures in Capital Outlay\n(Acquisition\n\nand construction)\n\n(Classified\n\nunder Ledger Column, Total,\n\nSalaries, Other Objects)\n\n63.\n\n63a.\n64.\n\nLand (new)\nImprovement of new grounds\n\nNew buildings\n\n65. Alteration of old buildings\n\n65a.\n\nNew buildings and grounds\n\n66. Heating, lighting, plumbing\n\n66a. Furniture\n66b. Instructional apparatus\n66c.\n\nOther equipment\n\n6f)d.\n\nOld buildings and grounds, exclusive of replacement\n\n67. Heating, lighting, plumbing, and electrical\n67a. Furniture\n676. Instructional apparatus\n67c.\n\nOther equipment\n\n68.\n\nOther capital outlay\n\nTotal Expenditures in Capital Outlay\nTotal Payments for the Year\nBalances at the Close of the Year\nTotal Payment and Balances\n\nThose who are interested in securing a copy of this form should write\nto the Statistical Division of the State Department of Education of\n\nNew\n\nYork.\n\nIncome receipts should also be carefully classified.\n\nThe following is\n\nsuggested:\n\nRECEIPTS\n(Include all departments)\n1.\n\nBalance on hand at close of fiscal year\n\n2.\n\nPublic money from the Council for salaries and supplies.\nclassified to whatever degree feasible)\n\n(This may be itemized and\n\n"}
{"page": 390, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n374\n\n[Administration\n\n3.\n\nAmount deducted from teachers' wages for teachers' retirement fund\n\n4.\n\nQuota apportioned by the federal government for\nVocational education\n\nSchool gardening\n\nOther activities\n5.\n\nQuota apportioned by the state for\nInstruction\n\nGeneral academic\n\n\\\n\nVocational\nPhysical education\n\nTeachers' training class\nAgricultural schools\n\nSupplies\n\nVocational\nVisual instruction\n\nSchool gardens\nLibraries\n\nReproductions of art\n6.\n\nCity Revenues from\nTuition from non-resident pupils\nSale of articles manufactured by pupils in vocational schools\nRefunds for lost or mutilated textbooks\nForfeits of registration fees\n\nReceipts from conducting school luncheons\n\nRents\nInsurance\n\nOther items\n\nAmount received during the year from the sale of bonds\n8. From all other sources not mentioned above\nTotal Receipts\n7.\n\nBetter accounting methods lead to the preparation of a better annual\nbudget and a better annual report of the superintendent. With such a\n\nsystem of keeping records the superintendent may report to the board of\neducation at any time the per pupil cost for any form of service or supply\n\nand the per building cost of any item of maintenance or upkeep and may\n\nThe board of education in turn may determine the most effective and the most economical units of organization and\ncheck wastes wherever found.\n\nadministration for the schools.\nIt\n\nis\n\nrecommended that such a system of keeping financial records\n\nshould be installed in every city, and from such records clear, accurate\nstatements should be prepared, similar to bank statements, and given to the\n\ncommunity at least once a year, so that the people, the taxpayers, the\nparents of the children (for schools are for the children), may know how\nthe school budget is expended by the board of education.\n\nIn conclusion, \"let us stop wastage, extravagance, and poor administration in school accounting, make use of the systems available, help to\n\nimprove them, and thereby aid this glorious and great country of ours in\nthe prosecution of this war, which will bring us victory, and so do our bit as\nschool men in making the 'world safe for democracy.'\n\n"}
{"page": 391, "printed_page": null, "text": "I\nI\n\nWAR POLICIES FOR SCHOOLS\n\nDepartment)\n\n375\n\nWAR POLICIES FOR SCHOOLS\nGEORGE W. GERWIG, SECRETARY, BOARD OF PUBLIC EDUCATION,\nPITTSBURGH, PA.\nIn order to determine wise war policies we should first agree upon our\nurgent needs and the order of their importance.\n\nOn the administrative\n\nside the most urgent need of the schools during and after the war will be for\n\nmoney. On the educational side the most vital need will be for a quick\nand sure method of abolishing adult illiteracy and teaching everyone\nEnghsh.\n\nOur war policies, therefore, should promptly meet these prime needs.\n\nWe should adopt a financial war policy which will guarantee abundant\nfunds for education and an educational war policy which will make illiteracy\nin America impossible.\n\nNeither of these problems is an easy one to solve.\n\nThis is no time to waste a penny or to spend it except for essentials.\n\nNo one could be more loyal than the schoolmasters have been in dedicating\nevery possible dollar to the first line of defense.\n\nBut we realize, as every\n\nnation in the war does, that education is the second fine of defense, and that\nthe second line must be held as well as the first.\n\nIt is the bounden duty of\n\nthe nation to furnish, thru the cooperation of all, adequate training for the\nwelfare of all.\n\nTo neglect this is national bankruptcy as well as national\n\nsuicide.\n\nPersonal, municipal, school, state, and national expenditures are increas-\n\ning at a rate absolutely unheard of in the past.\n\nThe demands in every\n\ndepartment of life increase in speed and in urgency far faster than the apparent ability to meet them.\n\nMunicipalities everywhere are facing rapidly\n\nclimbing expenditures, with fixt tax-levying limits, with limited bonding\ncapacity, with a certainty that interest must be paid and that bonds must\n\nbe redeemed.\n\nNations are\n\nall\n\nborrowing to the verge of bankruptcy.\n\nThe vicious circle of increasing costs and increasing expenditures continues,\nthe situation apparently getting worse and worse.\n\nFortunately, however, several considerations come to the rescue, each\nof which is a tremendous tonic.\n\nIn the first place, America is recognizing\n\nat last that the things we are fighting for are of infinitely greater value than\n\nany possible cost may be, and that all our other possessions would be as\ndust and ashes without our ancient ideals of liberty. In the second place,\nwe see that individually and nationally we have been criminally wasteful\nand extravagant, and that we can readily, without serious discomfort,\nindeed with positive benefit to health, save enough to share generously\nwith our less fortunate neighbors, and each have abundance. In the third\nplace, and most important of all, we are beginning to recognize that we are\ndeveloping and releasing unknown and untold resources of cooperative power\nand energy, and that, as William James tried to teach us long ago, and a\ngreater Teacher centuries before, there are untapt reservoirs, abundant for\n\n"}
{"page": 392, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n376\n\nlAdministration\n\nevery need of mankind, as exhaustless as the widow's cruse of oil, if only\n\nused for unselfish service.\n\nWe have entered upon a new and tremendously interesting experiment\ninto the wider meaning and content of democracy\n\n— the\n\nlife of all the people,\n\nThere have been abundant instances in the past in which certain sections of the people have enjoyed\na life which was ideal, except in its selfishness. There have been many\ninstances in which certain groups have cooperated among themselves with\nalmost faultless efficiency, but for the benefit of the preferred group. It\nremains for the patriots of our day to dedicate in their turn their lives, their\nfortunes, their sacred honor, to the tremendously interesting experiment of\nworking out, in a manner both ideal and practical, a scheme of life for all,\nthru the cooperation of all, for the welfare of all.\n\nthru the cooperation of all, for the welfare of all.\n\nThe school and a national system of education are the best mediums.\nFor the old Greek negative motto, \"Nothing too much,\" we will substitute\nthe American positive constructive motto, \"Enough for everybody.\" We\nmust recognize that in a democracy a tax is not a burden imposed upon an\nunwilUng people by a tyrant, but a cooperative investment of a fair portion\nof the material assets of a people, set aside as a permanent, dividend-paying\n\ninvestment for the betterment of the life of the whole people. The schools\nare the best asset, the best advertisement, the best dividend-producing\ninvestment any community can have.\n\nEvery schoolmaster should go after adult illiteracy with the same energy\nand singleness of purpose with which the Dutch woman in the advertisement goes after dirt. Americanization is in no sense a narrow term. It\ninvolves a wealth and breadth of ideals which represent the best that the\nexperience and wisdom of the ages have taught mankind. Liberty does not\nabsolutely depend for its life upon literacy, but it does almost depend on\nHteracy for its preservation.\n\npopulation of\n\nIt is intolerable that 15 per cent of the adult\n\nmany portions of the United States should be illiterate.\n\nEvery individual case should be carefully studied. Every latent possible\nincentive to study English must be\" aroused. The strongest, or a group of\nthe strongest, should be enhsted.\n\n1.\n\nOne or more of the following methods of approach should be tried:\nThru the children at home. The child may be made the medium for\nbringing:\na)\nb)\n\n2.\n\n3.\n\nThe desire to know English.\nThe material for learning in schoolbooks and simple story-books.\n\nSchools, day, evening, or special, with:\na)\n\nThe usual academic instruction.\n\nb)\n\nAction illustrations.\n\nc)\n\nPicture instruction.\n\nChurch instruction, including:\na) Parochial schools.\n\n"}
{"page": 393, "printed_page": null, "text": "Department]\n\nh)\n\nTHE RESPONSIBILITY OF BOARDS OF EDUCATION\n\n377\n\nOther forms of language training, particularly familiar portions of\nthe Bible or Prayer Book in English, or of religious songs.\n\n4.\n\nNewspapers:\na)\n\nIn Enghsh.\n\nh)\n\nIn the native tongue.\n\nEach in parallel columns.\nTrade\nand industry devices:\n5.\na) A fair requirement of some knowledge of English, or at least a willingc)\n\nness to learn, as a condition of securing employment.\nh) Definite instruction in shop or factory, preferably part at least on the\n\nemployers' time and under practical teachers who focus on the things\n\nneeded first.\nc)\n\nA fair requirement of proficiency or willingness to learn as a condition of promotion or increase in wages.\n\nGovernment stimulation or control:\na) Enghsh as a fundamental requirement for citizenship.\nh) A fair presentation of the advantages of becoming a citizen and the\ndisadvantages of not becoming one.\nEncouragement and aid in acquiring not only the\n7. Social settlements.\nEnglish language but also American ideals of life.\n8. Fraternal organizations.\nAid in language and in American ideals thru\nritualistic, fraternal, and beneficial work of all kinds.\nAmerican games, particularly baseball and\n9. Sports and sporting pages.\nfootball, are among the most potent agencies, not only for teaching\nEnglish, but also for teaching the American ideals of individual skill,\ninitiative, team work, and fair play.\n10. Training for girls and women.\nIn their recreation and in their work\nthere are abundant opportunities for instruction in English and in\nAmerican ideals of costume, of deportment, of the American home, and\nof the ideal relation between American men and women.\nPreparedness is a school problem. A democracy is doomed to destruc6.\n\ntion which consents to remain inefficient.\n\nby its training.\n\nA nation's destiny is finally fixt\n\nNations are learning the art of imbuing their people with\n\nThe important thing is the type of ideals to\nThe supreme function of the schools is to discover, clarify,\n\ncertain chosen national ideals.\n\nbe instilled.\n\nand develop high ideals, as well as to find and train the ability to convert\nhtese ideals into realities.\n\nTHE RESPONSIBILITY OF BOARDS OF EDUCATION\nMRS. CHARLES A PERKINS, KNOXVILLE, TENN.\n\nCan we overestimate the responsibihty of boards of education, inasmuch as they are the ones who primarily are deciding the destiny of the\nmillions of children in America today ?\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n378\n\n(Administration\n\nThe petty politician and the uninterested man should find no place on\na board of education.\n\nThese places should be given to the best and most\n\ncompetent citizens that the community affords. It is claimed that these\nplaces should be filled by appointment, and the appointment should be on a\nnon-partisan basis in order that the best available men and women may be\ninduced to assume the responsibility of board service.\n\nEach member\n\nshould feel that he represents the city as a whole, and not any particular\npart of it.\nthat\n\nis\n\nHe should visit the schools that he may see for himself the work\n\nbeing done.\n\nThen he will not be obliged to pass perfunctorily\n\nupon the work of teachers but can give his own personal stamp of approval.\nThe school system is one great business institution where the directors\nmust understand the workings and the work accomphsht, and a wellinformed, interested board member is a positive and potent factor in the\nsystem.\n\nTherefore we believe that the board member should give con-\n\nsiderable time and attention to school matters.\n\nRemembering the vast sums expended on school buildings, the board\nmembers should see to it that these buildings represent a fine public taste,\na noble pubhc spirit, and a general refinement. Simple architecture, good\nlines, and harmonious colors cost no more than poor architecture, bad lines,\nand ugly colors. Board members should see to it that these public buildings are so constructed, heated, ventilated, and furnisht as to be conducive\nand not detrimental to the health of the children who occupy them for six\nhours a day and two hundred days a year.\nIn these momentous days we must give heed to the call to arms, in order\nthat we may repel the foe that would impose autocracy upon the world.\nOur boards of education must also heed the call to arms along educational\nlines that they\n\nmay do their part in overcoming the foe of ignorance that is\n\nthreatening our land.\n\nIn order that we may help eradicate illiteracy in this country boards\nof education should see to it that compulsory-education laws are enforced,\n\nthat truant officers are efficient, and that night schools are opened for those\n\nboys and girls, and for those men and women who, on account of being\nobliged to work, have been deprived of even the rudiments of education.\n\nAs a nation we have five and one-half millions who cannot read or write\nthe Enghsh language, and these are not all of foreign birth. A milhon and\na half are native born. More than ten million men and women of the\nUnited States cannot read well enough to read a newspaper or the Constitution and laws of the state or of the United States, nor can they read well\nenough to enable them to keep personal or business accounts intelligently.\nOur federal government is spending millions of dollars in sending to the\npeople in the rural districts information about farming and other rural\nindustries.\nYet over lo per cent of the country people in 1910 could not\nread or write a word, and as many more could not read well enough to read a\nbulletin on agriculture or a farm paper.\n\n"}
{"page": 395, "printed_page": null, "text": "Department]\n\nTHE RESPONSIBILITY OF BOARDS OF EDUCATION\n\n379\n\nMost important of all just now is the fact that an ilhterate man does\nWe are drafting into our Army men who cannot\nunderstand the orders that are given them to read, and our officers say that\nnot make a good soldier.\n\nman power is deficient because our education is inefficient.\n\nour\n\nUntil\n\nlast April the regular Army would not enhst illiterates, yet in the first draft\n\nbetween thirty and forty thousand iUiterates were brought into the Army,\nand approximately as many near-illiterates. It takes much more time to\nK their\ntrain them, and in many things they are permanently deficient.\ninefficiency amounts to only 25 per cent, then the United States Army\nraised by this draft is weakened by the equivalent of the loss of ten thousand\nThe additional cost of training these men must be many\neffective men.\nhundreds of thousands of dollars, and their lack of efficiency in the battle\nline is incalculable.\n\nIn 1904 among the army recruits of Great Britain there was i per cent\nwho could not read or write. Among the army recruits of France there\nwere 14.7 per eent, while among the army recruits of Germany there were only\n0.04 of I per cent who were ilhterate. Among the men in America first\ndrafted for this war there were between thirty and forty thousand iUiterates.\n\nIt has been said that Pestalozzi, the great German educator, won the\n\nFranco-Prussian War in 1870.\n\nToday it may be claimed that the school-\n\nmasters of Germany are responsible for whatever success has been accorded\nthe German arms.\nallied nations.\n\nThe war has caused an immense awakening among the\n\nPresident Wilson has said ''that next to caring for the\n\nsoldiers in the trenches we must care for the children at home.\n\nIf we are\n\nto win this war and look out for the after-results, we must maintain our\n\nschools at their very highest efficiency.\"\n\nThe war has aroused England,\n\nFrance, and America to a consciousness of the deficiency in their educational\nsystems, as compared with that of Germany.\n\nIn the summer of 191 6 it was\n\ndeclared in the English House of Lords that a \"living national system of\n\neducation must be organized if the nation is to maintain its position.\"\n\nThe\n\npeople of England are thoroly alive to the absolute necessity of better\n\nAnd today, in England\nand Scotland, bills are pending for the continuation system of education,\nor the requirement on the part of every employer to compel his employes\neducational training for the youth of their country.\n\nto go to school a part of the time until they are eighteen years of age.\n\nIn\n\nspite of her limited finances, England is showing her desire for better schools,\n\nand superior teachers by appropriating more money for education this year\nthan ever before.\n\nBoards of education should see to it that our children receive cultivation of the hand and the eye, together with the improvement of the mind.\n\nBy industrial education we are fitting the child for practical duties, drawing\nto the surface some latent talent, or forming his taste for that which may\nprove to be his life-work.\n\n"}
{"page": 396, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38o\n\n[Administration\n\nIn our schools thousands of children leave at the end of the fifth grade,\nand, of those who continue, 50 per cent never graduate from the high school.\n\nThe majority of those who leave go to work, but not in a way or along lines\nfor\n\nwhich they have received any special training.\n\nIf\n\nthey could have\n\nobtained such training, then their wage-earning capacity would have been\ngreatly increast.\n\nOne cause of Germany's great material advance during\n\nthe last quarter of a century has been because of her trade schools, which\n\ndot the country.\n\nBefore the war in Bavaria alone there were more trade\n\nIn the German Empire, where a\nboy is obliged to attend school until he is fifteen years of age, provision is\nmade for the vocational training of every child who desires it. They have a\nsystem that has made for efficiency among that people and has provided\nan army of trained workmen who have flooded the markets of the world with\nGerman-made articles. We are not, however, going to be dependent upon\nGerman workmen, or German wares. We want American chemists, engineers, and workmen who will show sufficient skill and research abihty to\nsubmerge or put down and out of sight forever the \"made in Germany\"\nslogan that has obsest the world for the last decade. And in order to do this\nour boards of education must see to it that we have schools which will produce these artisans and skilled mechanics.\nThe full efficiency of the human mechanism cannot be obtained unless\nMore and more are school boards\nall the parts are in good working order.\neverywhere giving the child's body the first consideration instead of the\nlast.\nAccording to Provost Marshal General Crowder a majority of the\nschools than in all the United States.\n\nphysical disabihties of the 29 per cent of men rejected in the selective draft\n\ncould have been prevented in childhood.\n\nDo you think that our school chil-\n\ndren do not need some kind of medical inspection, with foUowup care by\nnurses, to prevent epidemics of scarlet fever and other juvenile diseases ?\n\nBoards of Education should try to obtain\n\npractical,\n\nwell-trtiined\n\nthem due compensation.\nThe present times require practical, trained men and women. The ideal\nof education demanded today is a scheme of study which shall help us win\nteachers,\n\nand should then be\n\nwilling to give\n\nthe war, fit the youth of this land for the changed condition after peace\n\ncomes, and prepare them for the responsibilities of life\nattaining this largely devolves upon boards of education.\n\n—and the day of\n\n"}
{"page": 397, "printed_page": null, "text": "—\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Sara H. Fahey, teacher of English, Seward Park School\nVice-President— Viola Ortschild, grade teacher, Cauch School\nSecretary— Mary V. Donaghue, grade teacher, Stewart School\nPresident\n\nNew York, N.Y.\nPortland, Ore.\n.'. .\n\n.Chicago, 111.\n\nFIRST SESSION—Tuesday Afternoon, July 2\nThe meeting was called to order by President Sara H. Fahey at two o'clock in the\nOakland M.E. Church auditorium.\nAfter singing patriotic songs, led by Bertha Baker, South Hills High School, Pittsburgh, Pa., the following program was presented on the topic \"Relation of Democracy\nin Education to Democracy in Government\":\n\n\"The Training of Teachers as a Factor in Establishing Professional Standards\"\nSara H. Fahey, New York, N.Y.\n\"The Status of the Classroom Teacher\" W. C. Bagley, professor of education,\nTeachers College, Columbia University, New York, N.Y.\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 3\nThe following program was presented:\n\n—\n\n—\n\n\"Department Problems of the Immediate Present A Look Ahead\" Wm. M.\nDavidson, superintendent of schools, Pittsburgh, Pa.\n\"Causes of the Present Shortage of Teachers\" Isabel A. Ennis, Brooklyn, N.Y.;\nClaire McWilliams, Pittsburgh, Pa.; Viola Ortschild, Portland, Ore.\n\n—\n\nThe following resolutions were offered by Sara H. Fahey, of New York City, seconded\nby J. T. Rorer, of Philadelphia, and unanimously past:\nResolved, That the Department of Classroom Teachers, National Education Association, undertake at once a nation-wide campaign for increast salaries for teachers, in\n\norder to avert the most serious menace that public education in the United States has\never had to meet, namely, an alarming shortage in the teaching force.\nResolved, That the Department of Classroom Teachers appeal to the federal government to appropriate sufficient funds to provide such salaries for teachers as will enable\nboards of education to retain able teachers who are daily being withdrawn from the profession for more lucrative positions in the business world.\n\n381\n\n"}
{"page": 398, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n382\n\nIcWstobiA Teachers\n\nPAPERS AND DISCUSSIONS\nTEE TRAINING OF TEACHERS AS A FACTOR IN\nESTABLISHING PROFESSIONAL STANDARDS\nSARA H. FAHEY, PRESIDENT, DEPARTMENT OF CLASSROOM TEACHERS,\nNEW YORK, N.Y.\n\nTwo words of highest importance in our speech of today are \"conservation\" and \"cooperation,\" for they express the new spirit of progress\nthat is actuating modern hfe.\n\nWe are beginning to realize too that in the\n\nlast analysis the real wealth of the nation, the hope of democracy, Hes in\n\nwhat the people are able to make of themselves. Just to that degree to\nwhich their strength of body and of character is increast is the productive\nefficiency of the nation increast.\n\nIn times gone by education had to do with conserving the storehouse\nof knowledge from past ages.\n\nToday it has to do more largely with devel-\n\noping and conserving the powers of the individual child.\n\nIf in the process\n\nof training a child loses his eyesight or his hearing we denounce the system\n\nthat destroyed those functions.\n\nYet year after year we tolerate, with\n\nprovoking calmness, teaching conditions and systems of teaching that\nresult in shattered nerves for both teacher and child.\n\nPatriotism demands today that we rid ourselves of the uselessly burdensome in teaching, particularly when so many cities and states are deploring the lack of funds with which properly to remunerate their teachers.\nOne way to increase salaries is to make more pleasurable the conditions\nunder which work is done.\n\nWe look to the training school to help estabHsh professional standards.\nIt must not be satisfied to hold\n\nan insignificant place in the educational\n\nThe teacher must get from it a vision of the power and efficiency\nthat constitute enlightened manhood and womanhood.\nDuring the last two decades a notable advance has been made in\nworld.\n\npedagogic methods along scientific and industrial lines, but in the funda-\n\nWe have made\nWe have become a reading rather than a thinking people.\n\nmentals we are still teaching largely thru the printed page.\na fetish of books.\n\nThis worship of the printed page develops certain tendencies in teachers\n\nwhich hamper their efficiency and destroy the esprit de corps that ought\nto obtain among professional workers.\n\nThere is the habit of undue respect for unreasoned authority in intelTeachers form the habit of constantly quoting people\nor books as authority for what they think. They lack confidence in their\nown abihty to think. In a democracy this is not a desirable state of mind\nAnother weakness is\nfor those who are to train the youth of the land.\n\nlectual matters.\n\nshown in the attitude toward the field of knowledge. Altho today every\nknows that the field is limitless, the teacher feels embarrast,\n\nscholar\n\n"}
{"page": 399, "printed_page": null, "text": "THE STATUS OF THE CLASSROOM TEACHER\n\nDepartment!\n\n383\n\nashamed, to find herself lacking in any Hne.\n\nShe must give the appear-\n\nance of knowing, which leads to \"bluffing.\"\n\nThis tendency to be authori-\n\ntative in matters of which we know little breeds camouflage and intellectual\n\ndishonesty.\n\nOther people in the educational system may, with impunity,\n\nconfess their ignorance, nay, even wax jocose over their errors, but the\n\nconventional attitude of school officials toward the teacher is such that\nshe assumes that she is to be a lexicon.\n\nAgain, these are not desirable\n\ntraits for a teacher of the young people who are to be the citizens of the\n\ndemocracy of the future. Intellectual trickery, the ability to pass examinations rather than to master the subject in hand, becomes the goal to be\nattained.\n\nThe lack of professional standards, the lack of esprit de corps, is more\nexhausting to the true teacher than even the conffict between her small\nsalary and the high cost of living.\n\nAmong teachers as a body there is a notable lack of knowledge of their\nown legal rights.\n\nThey will endure the domineering of a certain type of\n\nschool official, or of parents, without so much as a protest, yet their spirits\nare crusht by this sort of thing, and the happiness is taken out of their\n\nAnyone in authority who needlessly adds to the burdens of teachers\n\nwork.\n\nin this year of overwork and underpayment ought to be tabooed as flagrantly\n\nunpatriotic.\n\nWar forces people to solve problems that in time of peace drag on from\ngeneration to generation.\nsee that patriotism\n\nis\n\nNow, as never before, teachers are beginning to\n\nnot blind subserviency but discriminating loyalty,\n\nand they are glad to do battle for the flag of America, because it stands for\nideals the maintenance of which is essential for the freedom of the world.\n\nTHE STATUS OF THE CLASSROOM TEACHER\nW.\n\nC.\n\nBAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nFrom the point of view of the internal organization of the American\neducational system the most unsatisfactory situation today is that which is\nrepresented by the anomalous status— or perhaps better, the lack of status\n—of the classroom teacher. In spite of the fundamental educational axiom\nthat the critical and vital element in every school is the teacher, in spite\nof the unction with which the work of the teacher is lauded and the tre-\n\nmendous responsibility of the teacher emphasized, it still remains true that\nthe actual work of teaching in this country neither offers the opportunities\nnor provides the conditions of a real career.\n\nEducational work, it is true,\n\naffords opportunities for careers of various types\ntion, careers in scholarship, careers\n\n—\n\nfor careers in administra-\n\neven in politics\n\n—but the basic act of\n\neducation which is represented by the work of the classroom teacher affords\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n384\n\nno such opportunities.\n\n(Classroom Teachers\n\nHere unusual success brings no unusual recogni-\n\ntions or rewards except as it may actually lead one away from the work of\n\nteaching into administrative and supervisory activities.\n\nOur conception of what constitutes promotion in educational work is\nin itseK a sad commentary upon the unprofessional status of our caUing.\n\nIn general the Hne of promotion is from rural school to graded elementary\nschool, from lower grades to higher grades, from elementary school to high\nschool, from high school to administration or perhaps to college teaching.\n\nAnd even in college and university work the effective sanctions and recognitions attach, not to teaching as such, but either to the kind of productive\n\nscholarship that finds expression in printer's ink, or again to administration.\nIt is not too much to say that the current policy of promotion in educational\n\nwork is actually backward\n\n—from the most exacting tasks to those which,\n\nwhile still difficult enough, really make smaller demands upon the individual.\n\nTHE ''factory\" plan OF SCHOOL ADMINISTRATION\nIn common with many of you in this audience I have tried to think out\nplans by means of which the status of the classroom teacher in the scheme\nof public education might be effectively recognized\n\n—\n\n^plans thru which effecand sanctions might come to attach to the actual work of\nteaching.\nI think that, upon the whole, you and I have been animated\nin these plans and hopes by purely unselfish motives.\nWe find certain\nsatisfactions in our work\nsatisfactions that often overtop any material\nrewards of which we can conceive but this, after all, does not solve the\n\ntive rewards\n\n—\n\n—\n\nThe great majority of our pubhc-school teachers are transient,\nimmature, and untrained. They do not look upon teaching as a permanent\ncareer.\nThey do not prepare themselves adequately for it. They do\nproblem.\n\nnot remain in the service long enough to acquire anything more than an\namateur's conception of its problems, its methods, its technique, and its\nresponsibiHties.\n\nThose who enter it as a permanent calling are continually\n\ntempted to seek promotion that takes them away from the actual, vital\ncontact with pupils and students. The great, and just now the very\nmomentous, problem of getting the next generation ready for its serious\nresponsibiHties is being accomphsht more and more upon the factory plan.\nI mean by this very frankly that the status of the classroom teacher is\nbecoming more and more akin to that of the ''hands\" in a factory, working\nunder foremen and superintendents who assume the real responsibihty.\nMore and more frequently too these foremen and superintendents in our\nschools are being recruited from a group which has never served an apprenticeship in the actual work of teaching boys and girls.\nSchools, however, cannot be operated on the factory plan except at\nthe peril of the vital and fundamental function that they must discharge.\nWe are wont to think of teaching as an apphed science. It is the fashion to\nbelieve that general principles analogous to those that govern the processes\n\n"}
{"page": 401, "printed_page": null, "text": "Department]\n\nTHE STATUS OF THE CLASSROOM TEACHER\n\n385\n\nof agriculture and engineering can be workt out and reduced to simple rules\n\nthat anyone can apply under competent direction, and the plain corollary\nof this thesis is that the teacher may be considered as an artisan, analogous\nin every essential way to the carpenter and the bricklayer and the plumber\nwho take the plans and specifications workt out by the architect and the\n\nconstruction engineer and realize them in actual material production.\nI have all sympathy with the scientific study of educational problems\nup to this point, but here I balk. Teaching is only in part an applied\nscience.\nThe analogy with agriculture and engineering is mischievously\nmisleading, once it has been carried beyond a relatively narrow range of\n\napplication.\n\nThe alliance of teaching is rather with the fine arts than with\n\nthe appUed sciences, The effective teacher must be an artist rather than an\nartisan.\n\nADMINISTRATION V. EDUCATIONAL POLICY\n\nA final suggestion, thoroly practicable, is designed primarily to offset\nthe insidious tendency that I have noted\n\n—the tendency to operate the\n\nmodern public school on the factory plan.\n\nThere is a very great difficulty\n\nto overcome here.\n\nIn so far as administrative matters are concerned, there\n\nmust be in every large educational institution, or system of institutions, a\nAdministratively we must have\nour foremen and our superintendents; but this is not at all inconsistent\nhierarchy of authority and responsibility.\n\nwith delegating to the teachers as such a large measure of collective responsibihty for what may be called the educational policies of the school or the\n\nThis distinction between purely administrative matters\non the one hand and educational policies on the other has been workt\nout most admirably in certain of the colleges and universities that are supported at pubHc expense. The lay boards of trustees are responsible to\nthe people for the proper expenditure of the people's money, but these\nboards, if they are intelligent, depend almost entirely upon professional\njudgment for educational policies. In the colleges that I refer to these\neducational policies are always initiated by the faculties, which comprise\nusually only the mature and permanent teachers. The president of the\nschool system.\n\ninstitution, while administratively the agent of the board, is educationally\n\nnot the autocratic boss but rather the cooperating leader of the faculty.\nI believe that a similar plan is thoroly practicable in a high school or\nin a complete school system, assuming in each case that the teaching staff\nis\n\nmature, permanent, and well trained.\n\nEducational pohcies concerning\n\nthe course of study, the adoption of textbooks, the adjustment of the\n\nprogram, the provisions for exceptional pupils of all types, and similar\nmatters may well be determined either by the teaching staff acting as a\n\n\"senate\" of teachers elected by the teachers\nThat the administrative and supervisory officers will exercise\na leadership is both inevitable and proper, but leadership in these educaunit, or by a representative\n\nthemselves.\n\ntional matters should be entirely without the authority of coercion or even\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n386\n\nthe suggestion of such authority.\n\n[Classroom Teachers\n\nThe recommendations of the teachers\n\nmust, of course, be subject to the approval of the board representing the\nthe people, but they should not be subject to an individual administrative\nveto.\n\nADEQUATE PREPARATION OF TEACHERS\nIt should go without saying that the\n\npermanent betterment of the\n\nclassroom teacher's status is absolutely dependent upon far better facilities\nfor the professional preparation of teachers.\n\nIt is, after all, the dead weight\n\nof the transient, immature, and untrained majority of our teaching popula-\n\nand proWith more than half of the nation's children under teachers who\nhave had absolutely no adequate preparation for their serious responsibihties, teachers who themselves are scarcely more than boys and girls at\ntion that forms the heaviest 'handicap to educational efficiency\n\ngress.\n\nwork, there can be little hope of an essentially modified conception of the\nteacher's service.\n\nAs a nation we give less attention to the preparation of\n\nteachers than does any other country of equal standing.\n\nUntil this con-\n\ndition is corrected fundamentally we are hopelessly handicapt.\n\nI sincerely trust that the classroom teachers as a group will aid and\n\nabet in every possible way the movement that is already on foot to raise\nthe status of our normal schools and city training schools. This is part\nand parcel of your cause. Personally I am strongly in favor of federal\n\ncooperation in the support of these schools. I beUeve that the national\ngovernment should do for these schools the same effective and stimulating\nservice that it has done for the state agricultural colleges.\nI think indeed\nthat the measure of cooperation should be even closer with the normal\nschools.\nAt the present time the teachers of our pubhc schools as a group\nare recruited from an economic level of the population that cannot afford\nto send its children to distant schools for an extended term of preparation\nfor the work of teaching.\nThis, I take it, is at basis the fundamental\ncause of our low professional standards. There is but one way out of this\ndilemma, and that is to place the preparation of public-school teachers\nupon the same basis that we have placed the training of officers for the army\nand navy; namely, to select candidates for the service upon a rigorous\nbasis of merit and then to pay them a living wage so that they can afford\nto prepare for teaching in a way and to an extent consistent with the\nresponsibilities that they are to assume.\nFor the government to cooperate\nwith the states in doing this would be to recognize in a most effective way\nthe much-talkt-of dependence of the nation's welfare upon the public\nsrhool and the significance of the teacher's service to the nation's hfe.\nThe present time is pecuUarly opportune to project an extended national,\nperhaps even an international, movement looking toward an appropriate\nstatus of the classroom teacher.\nSuch a movement planned and projected\nnow and launcht full tilt immediately after the war would be thoroly in\n\nharmony with the great democratic moyeineRt which has already gained\n\n"}
{"page": 403, "printed_page": null, "text": "Department!\n\nCAUSES OF THE PRESENT SHORTAGE OF TEACHERS\n\nmomentum in industry and politics both here and abroad.\n\n387\n\nAnd this larger\n\nmovement itself is thoroly in harmony with the spirit and purpose of the\ngreat cause for which we are fighting.\n\nCAUSES OF THE PRESENT SHORTAGE OF TEACHERS\nISABEL A. ENNIS, BROOKLYN, N.Y.\n\nAs a result of the world-war perhaps no greater menace faces the people\nof this country than the present shortage of teachers.\n\nA glance at the daily\n\npapers and at school reports, city, state, and national, reveals everywhere\n\na shortage of present teachers and of teachers for the future.\n\nFewer pupils\n\nare entering the high schools, and there is a decided falling off in the number\nof high-school pupils entering the training schools for teachers.\n\nHundreds\n\nof experienst teachers, men and women thruout the country are resigning\ntheir positions for places in banks, in the government service,\n\nand in the\n\nvarious mercantile and industrial pursuits, where th^ responsibility is not\nso great and the remuneration is far greater.\n\nAnd why ?\n\nA pamphlet on Teacher Shortage Reasons by D. William Allen, Institute\nfor Public Service of New York City, reads:\n1. Salaries are too low compared with salaries in other fields, and too\nlow compared with the high cost of living.\n2. The attractions of other fields, apart from salary differences, are\n\ngreater and are better advertised.\n3. The training value of successful teaching as preparation for other\nfields is underadvertised.\n4. Working conditions of schools and supervision are many times uninspiring and unagreeable, even when not disagreeable and discouraging.\n5. Public and social recognition is too low [I would add, too slow].\n\nThere are nearly 800,000 teachers in the United\nThere are perhaps 22,000,000 pupils. The average salary of\nthe teachers in the United States is considerable less than $600. It is said\nthat in Richmond, Va., there are teachers receiving less than $200 a year.\nWar bonuses should be given, and given immeSalaries should be increast.\nSalaries are too low.\n\nStates.\n\ndiately, to\n\nmeet the increast cost of living and the competition of these\n\nvarious industrial, commercial, governmental, and clerical positions which\n9,re 9-ttracting\n\nsome of the very good teachers from the pubHc schools.\n\nThe public owes the teacher a duty and a recognition which it is all too\nsjow to acknowledge and to render.\n\nWhen one considers the conditions\n\nof eligibility for a teacher in this ever-changing, complex civilization, class-\n\nroom work is only incidental to her great work. She must fill every gap\nand want in the child's life except perhaps his keep, and many times she\nattends to that too.\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n388\n\n[Classroom Teachers\n\nTwenty-five years ago a woman could sew, do housework for herself\n\nbut the avenues of employment\nopen to women today are so many and so varied that the profession of\nteaching is not being sought as it was in former years. Grammar-school\ngraduates who may easily secure employment at $8, $io, or even $12 a\nweek, with Httle or no responsibiHty, will not be drawn toward $16 or $17\na week after six years of severe training. On the walls of the Hall of the\nBoard of Education of New York City are numerous United States government advertisements for stenographers, t3^ewriters, clerks, etc., with\nsalaries ranging from $900 to $1200 per year.\nor someone else, and she could teach;\n\nMuch is made of the fact that the inflated salaries of these positions\nwill not continue after the war, and that many places now filled by civilians\n\nBe that as it may, the fact remains\n\nwill be given to returning soldiers.\n\nthat many teachers have left the profession because they could not make\n\nends meet on the very small pay given them in the cities in which they teach,\n\nand the United States Commissioner of Education warns us that \"conditions\nthat will follow the war will demand a higher standard of general intelligence,\nindustrial efficiency, and civic equipment than we have yet attained.\"\nIf these standards are demanded, the salary paid to the competents will\nnot go down. In my judgment salary increases given to the teaching corps\nwill not be withdrawn after the war.\nEducation is a state function;\n\nit\n\nought to be recognized as a national\n\nThe United States is spending enormous sums for the education\nand rehabilitation of those who are fighting ''to make the world safe for\nduty.\n\ndemocracy,\" but it is not making certain whether these milUons of dollars\nare actually providing for the efficient instruction of the future citizens of\n\n—\n\nwhat may be termed the \"new education\" \"to make\ndemocracy safe for the world.\" A precedent has been set by the passage\nof the Smith-Hughes Act, which provides for an appropriation, in conjunction with the state, to pay the increast cost of instruction thruout the\nUnited States. Instead of the United States paying half and the state\npaying hah, should not the federal government pay the whole of it ?\nthis country in\n\nSome of the remedies suggested for the shortage of teachers are:\n1.\n\nWhile this is not the time to lower standards of efficiency, circum-\n\nstances warrant the same treatment being accorded to students in our high\nschools as to those in our military and naval academies: {a) rearrange the\nselection of the subjects;\n\n{h)\n\nreduce the time for the courses;\n\n(c)\n\nintensify\n\nthe work so that the students may cover in two or three years what is now\nrequired of them in four years.\n2.\n\nReduce the time for training teachers about one half. Make the\nan intensive one and provide professional courses for\n\ntraining period\n\nteachers to pursue during the period of probation.\n3. First provide, then advertise, the rewards, opportunities, and attrac-\n\ntion of successful teaching.\n\n"}
{"page": 405, "printed_page": null, "text": "Department]\n\n4.\n\nCAUSES OF THE PRESENT SHORTAGE OF TEACHERS\n\n389\n\nEncourage the ablest men and women to register as teachers in\n\ntraining for many or any kinds of work.\n5. Let down the barriers and invite the married women or any others\nwho have left the school system to return.\n\n6.\n\nQuoting Dr. Allen again: \"Enhance the working conditions, includ-\n\ning supervision, without waiting for salary increases and as the first and\n\nbest step towards getting the needed salary increases.\"\n7.\n\nIn the\n\nfinal analysis\n\nperhaps the most important suggestion\n\nis:\n\n\"Increase salaries, not a little, but enough to prove the intent to draw into\nthe teaching profession the country's ablest personalities.\"\n\n"}
{"page": 406, "printed_page": null, "text": ""}
{"page": 407, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\nSECRETARY'S MINUTES\nPITTSBURGH MEETING\nOFFICERS\n\n—Kathryn Sisson McLean, dean women, Ohto Wesleyan, University\nDelaware, Ohio\nNew York, N. Y.\nVice-Ptesident— Margaret Jean Calvin\n—\nSecretary-Treasurer Rhoda M. White, State College\nPullman, Ohio\nAssistant Secretary— Anna D. Blitz, dean, William Smith College, Geneva. .New York, N.Y.\nPresident\n\nof\n\nFIRST SESSION—Monday Afternoon, July i, 1918\nThe meeting was called to order at 2 00 p.m. and greetings were extended by Florence\nM. Root, dean of Pennsylvania College for Women, Pittsburgh, Pa.; and Mary B. Breed,\n:\n\ndean of Margaret Morrison Carnegie School, Pittsburgh, Pa.\nThe following papers were presented:\n\"Organization of Social Life Where There Are No Dormitories, and Housing Students\nunder Such Conditions\" Bemice E. Sanford, dean of women. State Normal School, River\n\n—\n\nFalls, Wis.\n\n\"Mobilization of Students to Assist in Household and\nto be announst later.\n\nCampus Duties\"\n\n—Speaker\n\nSECOND SESSION—Monday Evening, July i, 1918\nReception to all Deans and their friends at the Margaret Morrison Carnegie School.\nMusic A short program by Mrs. Arthur B. Siviter, soprano; Miss Nellie J. Bender,\nvioUnist; and Miss Mary A. Ledwith, pianist.\n\n—\n\nTHIRD SESSION—Tuesday Forenoon, July 2, 1918\nThe meeting was called to order at 10:00 a.m., and the following program was given:\n\n\"What a President May Rightly Expect from a Dean of Women\"\npresident. State Normal School, Kearney, Nebr.\n\n— George\n\nS. Dick,\n\n—\n\n\"What a Dean May Rightly Expect from a President\" Helen M. Smith, Western\nReserve University, Cleveland, Ohio; Florence L. Richards, dean of women. State Normal\nSchool, Winona, Minn.\n\n— 12:00 m. to 2:00 p.m.. Twentieth Century Club.\n—Sarah Louise Arnold, Simmons College, Boston, Mass.\n\nLuncheon\nAddress\n\nI\n\nFOURTH SESSION—Tuesday Afternoon, July 2, 1918\nThe meeting was called to order at 2 00 p.m. Mrs. Thomas J. Preston, Jr., secretary,\nBureau of Patriotism thru Education, National Security League, New York, N.Y.,\n:\n\npresided, and the following papers were read:\n\n\"The Responsibility of the College in Training Leaders for the Reconstruction Work\nFuture\" Thomas E. Finegan, deputy commissioner of education, Albany, N.Y.\n\"The College Community Life as an Opportunity for Socialization\" Mina Kerr,\n\nof the\n\n—\n\n—\n\ndean of Milwaukee-Downer College, Milwaukee, Wis.\n391\n\n"}
{"page": 408, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n392\n\n[Deans of Women\n\nFIFTH SESSION—Wednesday Forenoon, July 3, 1918\nThe regular business meeting of the Deans of Women in session at the annual meeting\nof the National Education Association, was held at the close of their special conference,\n\nWednesday morning, July 3, with Dean McLean presiding.\nA report of the reception of fifteen new members was heard first.\nThe bill amounting to $21 submitted by Dean Blitz for expenses incurred by the\norganization was allowed by vote of the assembly.\nThe report from the Conference of Deans of Women from the Pacific Northwest was\nthen read, and a vote was taken to the effect that a committee be appointed to look farther\ninto the wishes of the Northwest branch, and that final action be taken in Chicago at the\ntime of the next national conference. The following were appointed members of this\ncommittee: Dean Lytton, EUensburg, Wash.; Dean Sanford, River Falls, Wis.; Dean\nCarpenter, University of Tennesse^e.\n\nThe report of the Committee on Resolutions was heard, and a vote was taken to\naccept the resolutions read.\n\nThe assembly exprest its desire that Dean Blitz write Miss Arnold that the Department of Deans of Women wishes to assure the Department of Food Administration of\nits interest in every phase of its activity and of its entire willingness to cooperate with the\nDepartment in all its efforts to make better adjustments in the interests of the world's\nfood supply.\n\nby the\nwas the vote of the assembly that individual and careful\nconsideration be given this tentative constitution, and that final action be deferred until\nAfter a brief discussion of some features of the constitution as submitted\n\nConstitution Committee,\n\nit\n\nthe February meeting.\n\nA motion was made and carried that a Press Committee be appointed by the chair\nin order that more careful consideration may be given to those reports from the conference\n\nDean Kerr, of Milwaukee-Downer College, and\nDean Sawyer, of Western College of Women, were appointed.\nDean Sanford then submitted the report of the nominating committee. It was voted\nwhich should be given publication.\n\nto accept the report and the following became officers for the ensuing year:\n\n—Dean McLean, Delaware, Ohio\n—^Dean Johnson, Columbia, Mo.\nSecretary— Dean\nGeneva, N.Y.\nTreasurer —Dean Richards, Winona, Minn.\n\nPresident\n\nVice-President\n\nBlitz,\n\nThen followed an informal discussion by the members concerning questions of\nimportance and interest which might profitably be considered in outlining a program for\nthe February meeting.\n\nSome suggestions were as follows:\n\n\"On what committees do deans serve, and on what ones should they serve ?\"\n\"Would it not be well to enlist the interest of the deans of liberal arts as well as the\n\"\npresidents in the various activities of the deans of women ?\n\nKathryn S. McLean, President\n\nMabel Lytton, Secretary pro tern\n\n"}
{"page": 409, "printed_page": null, "text": "Departnientl\n\nORGANIZATION OF SOCIAL LIFE OF STUDENTS\n\n393\n\nPAPERS AND DISCUSSIONS\n\nI\n\nORGANIZATION OF SOCIAL LIFE WHERE THERE ARE NO\nDORMITORIES, AND HOUSING STUDENTS UNDER\nSUCH CONDITIONS\nBERNICE E. SANFORD, DEAN OF WOMEN, STATE NORMAL SCHOOL,\nRIVER FALLS, WIS.\n\nAs the large groups of students come surging into the college and norma\ntowns and cities each fall, the organization of the social life of these students\nand the housing of them constitute one of the largest problems for adminisThese young people come full of enthusiasm, eagerness,\nand good spirits, full of a new sense of liberty all of which must be capitalized for good.\nFor another group the unsocial students the adapting\nof oneself to new living conditions is an untried experience, and it is here\nagain that the tested and clearly defined policy of the faculty advisors and\nadministrative officers can smooth the hard places in student life.\nIn institutions where there are dormitories a standard for the kind and\ncost of living and also social standards may be set by the dormitory.\nWhere\nthere are no halls of residence the problem is quite different.\nRegulations\npertaining to the life of the girls while away from the school, such as have\ngrown up gradually from the experiences of many other students, may be\nformulated by the dean of women working with the faculty committee.\nThese regulations which students are askt to observe can be interpreted to\nthem and discust with them in such a way that they will appreciate the\npoint of view of advisors and administrators. However, this constitutes\na year's task as carried on in assembly talks, in individual conferences, and\nin home calls.\nIn a like manner the landladies must know of the desires\nand social standards of the school. Much can be accomplisht by two or\nmore meetings of landladies each year, where these social standards and\nmatters of supervision and guidance may be studied and discust, by the\ndean of women calling at the lodging-places for students, and by frequent\ntrative officers.\n\n—\n\n—\n\n—\n\ncorrespondence.\n\nThe lodging-houses are in no way connected with the school save thru\nThe arrangements\nare usually made between landladies and parents or students, and the\nthe relation of their landladies to the dean of women.\n\nschool cannot assume responsibility for such arrangements.\nit\n\nHowever,\n\nmay be required that certain standards be met, and inspection of these\n\nhouses should be made at least once a year.\nIt is advantageous that parents should know of these school standards\n\nand cooperate with school authorities in adhering to them.\n\nEarly in the\n\nyear a bulletin setting forth these social standards, including the regulations\n\nwhich the students are askt to observe, and also inviting the interest and\n\n"}
{"page": 410, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n394\n\n[Deans of Women\n\ncooperation of parents will create a harmonious situation out of which\nexcellent team work may develop.\n\nA school whose numbers are such as to permit a daily convocation, or\nat least a frequent one, has at its disposal a valuable and effective agency for\nassimilating the new students into the student body and the school and for\nletting these students know what their Alma Mater expects of them.\n\nAt\nsome meetings both young men and young women may be present; here\nlarge matters of student ethics and discussions of the various aspects of\ncollege life may be considered.\nAt other meetings the dean of women and\npresidents of the more important girls' organizations may address the girls.\nIn this way the larger ideals of the community, so far as women are\nconcerned, may be emphasized.\n\nAnother way in which the scattered students of a non-dormitory school\n\nmay be toucht and helpt is by a student council made up of the heads of the\ndifferent organizations, meeting with the dean of women from four to six\ntimes a year for conference on student affairs. When the members of the\ncouncil report to their organizations the net results of such meetings, nearly\nall of the\n\nwomen students have been reacht.\n\nA larger measure of student self-government can be incorporated in the\nsocial life of the students by organizing them into communities and electing\n\nEach community\nmade up of girls rooming in a specific area of the city the numbers\n\na representative from each group to constitute a council.\nis\n\n—\n\nranging from twenty to forty in each group.\n\nThese individual groups meet\n\nfor get-acquainted and social times, for consideration of all-campus projects\n\nand interests, and for discussion of social standards and regulations.\n\nThe\n\nrepresentatives from these communities will take the discussions\n\nand\n\nreports from the council meetings to their various groups, and thus again\nall the students are reacht.\n\nWhen one considers the social life of the women students in the broader\nin the sense of bringing to each young woman a vital consciousness\n\nsense\n\n—\n\nof her\n\nmembership in the different social groups with which her life is\n\n—there the\n\nconcerned, whether it be the family, the school, or the state\nschool has its most vital task.\nto this task,\n\nAll the special organizations lend themselves\n\nand in their ranks is the social sense in its larger meaning\n\ndevelopt.\n\nThe social functions for entertainment may be carried on jointly by\nsocial committees of each organization and a social committee of the faculty,\n\nof which the dean of women may well be chairman.\n\nThe faculty committee\n\nformulates the general social policy of the school, while the students plan\n\nand work out the details of the functions.\nAt all times the social life of the students must be subordinated to the\ndemands of the curriculum, it must be raised above the standard of the\noutside world, and it should always aim to produce better men and women.\nAny scheme which will aid in these purposes is worth trying.\n\n"}
{"page": 411, "printed_page": null, "text": "TEE PRESIDENT AND THE DEAN OF WOMEN\n\nDepartment]\n\nThis matter of lodging students outside of dormitories\nlargely by the laws of supply and demand.\n\n395\nis\n\nregulated\n\nThe number of students to be\n\ncared for, the size and character of the city, and the school traditions enter\nso largely into the transaction that each school is a problem unto itself\nto be studied and solved in the light of its own conditions.\n\nWHAT A PRESIDENT MAY RIGHTLY EXPECT FROM A\nDEAN OF WOMEN\nGEORGE S. DICK, PRESIDENT, STATE NORMAL SCHOOL, KEARNEY, NEB.\n\nWhat a president may expect from a dean of women depends entirely\nupon whom the president has selected for this position upon her natural\nand acquired qualifications. Since she is a human being, she can be\nexpected to render service only in proportion to her natural and acquired\nability.\nThe position is one of the greatest importance, most inspiring and\n\n—\n\nwhen\n\nfar-reaching\n\nwell\n\nfilled,\n\nbut one that\n\nmay\n\ncause\n\nthe greatest\n\ndisturbance, friction, and may even be a menace to the best interests of the\ncollege if not well filled.\n\nThe real dean of women is just coming to be recognized for what she is\nable to do under fair surroundings and reasonable opportunity and support.\n\nNo line of college service is rising more rapidly, advancing more steadily\nthan is this, owing to the increasing number of well-prepared, devoted,\ninspiring women who have chosen this line, or who have been chosen for this\n\nalmost sacred service.\nSince the position is\n\nnow establisht and universally recognized, and\n\nsince the educated, trained, thoroly competent dean may be secured for\n\nthe most difficult, most important of these places, a proportional rise is\nseen and will continue to be noted in the quality and effectiveness of\ninfluence rendered in this field of unlimited service\n\n—limited only by human\n\ndevotion and endurance on one side and susceptibility of influence on the\nother.\n\nAs in every other line of work, not every person of proper age, weight,\nShe must be strong and well,\nwith plenty of bone and muscle, and not too many nerves. Physical\nheight, and dress can make a dean of women.\n\nstrength\n\nis\n\nnecessary to endure the strain of perplexing daily problems\n\nShe must have age sufficient for judgment and discretion, yet she must not be so old as to lack sympathy\nwith young people or to forget that she too was once young and even\nPerhaps it is well that\nsusceptible to attention from proper young men.\nthat continue to rise for solution.\n\nshe still be not entirely averse to helpful associations with men as well as\n\nwith women.\n\nShe is expected to dress with becoming taste and judgment and to\ncomply with sane manners and customs of the day. In all this, both in\n\n"}
{"page": 412, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n30\n\n[Deans of Women\n\nand out of school, she must do, say, and be what she may wish our girls\nto do, say, and become.\nIntellectually she must be the peer in study and training of any other\nmember of the faculty. If she is to be a guide to young people in their\ncollege years, she herself must have traveled successfully this way that she\nmay be a safe pilot and a wise counselor.\nShe must be ready to assist in the making of courses of study, be they\nin the physical, mental, moral, spiritual, social, or vocational field, suitable\nfor young women.\n\nNot that she must be a specialist in each of these lines,\n\nbut she should be familiar with good studentship with a proper balance of\n\nwork and recreation, study and entertainment.\n\nShe will not attempt to\n\ndictate courses of study, but will be heard in discussion of what may be too\n\nmuch or too little, suitable or unsuitable, for young women of college age\nwith varying abilities. In order to render this service she must be a woman\nof broad, liberal education and have that rare experience of a thoro, suc-\n\ncessful classroom teacher.\n\nIn addition to the deep interest in the physical well-being of the\nstudent and the ability to assist in the guidance of the intellectual life,\nshe\n\nis\n\nthe natural guide,\n\nof the school.\n\nIf\n\nif\n\nnot the real leader, in the social activities\n\nthe institution be coeducational, she becomes a real\n\ninfluence in the social life of the young men as well as that of the young\n\nwomen, as it is impossible and undesirable to separate the naturally mutual\ninterests of all the suitable social activities of the\n\none from those of the\n\nother.\n\nIn communities where it is necessary to house the young women in\nprivate homes, she knows conditions and regulates affairs much more easily\n\nand efficiently if she has full control of house inspection and the approval\nand change of location. Supported by faculty rules and\nregulations, she is enabled to control the conditions under which students\nmay live. In connection with this duty she prefers to have control of\nemployment for young women who must earn a part or all of their support\n\nof assignment\n\nwhile in college.\n\nWe have said that the dean of women should be a successful teacher.\nMany go farther and say that she should continue to teach.\nis\n\nIf the school\n\nlarge, it is better that she give time to the care of and personal interest\n\nin every girl than that she give so much time to knowing a few girls in some\n\none department of a liberal-arts course.\n\nHer duties are too many and too\n\narduous for her to be able to keep up with the development of a growing\ndepartment and also be up to date in her special line. If she has time and\nability to do it well, her line of teaching service should be that which would\n\nbring her into close association with a greater number of the young women\n\nthru lectures, conferences, study, and readings along lines of special interest\nand real help to women. It would seem that such study and help as this\nis of greater value and more vital and far-reaching in its influence than\n\n"}
{"page": 413, "printed_page": null, "text": "THE DEAN OF WOMEN AND THE PRESIDENT\n\nDepartment]\n\n397\n\nwhat teaching she might be able to do in some one department, either\nas head or associate professor.\n\nThe\n\npresident\n\nmay\n\nreasonably expect complete and sympathetic\n\ncooperation in everything that may affect the general policy of the institution.\n\nAs he stands ever ready to carry the heavy end, to do the difficult\n\nthing, to discharge the disagreeable\n\nduty in line of\n\ndiscipline,\n\nmild or.\n\nsevere, if need be, he reasonably expects a frank and clear understanding of\npolicies that the dean may be endeavoring to establish or carry out.\n\nHe\n\nshould be consulted early, that the suggestions of the \"ounce of prevention\"\n\nmay be considered before the \"pound of cure\" is necessary.\n\nCounsel is\n\nexpected on means of management and control or of executing rules and\nregulations, and the dean must not be left to meet alone cases of serious or\nfinal discipline.\n\nOf untold value and usefulness is the nobility of real\n\nculture in the heart of a true woman, her genuineness of purpose, with a\nvision of what she may reasonably attempt to accomplish as she impresses\n\nupon the young lives of future women and men her own ideals of a life in\nthe making in preparation for daily service to others. This is a part of\nwhat a president may expect from the right woman in a position of dean of\nwomen in a teachers' college or normal school.\n\nWHAT THE DEAN MAY RIGHTLY EXPECT FROM THE\nPRESIDENT\nHELEN M. SMITH, DEAN OF WOMEN, WESTERN RESERVE UNIVERSITY,\nCLEVELAND, OHIO\n\nThe duties and responsibilities of deans are so diverse and the consequent needs so unlike that it is rather difficult to state just what a dean\nmay rightly expect from her president. The dean of a separate college for\n\nwomen finds herself confronted with a multiplicity of problems of entrance\ncredits, of curriculum, of student activities, and of executive and adminis-\n\ntrative action that may not trouble the dean of women of a coeducational\ninstitution;\n\nand the dean of a college in a coordinate educational system\n\nmay be concerned with interrelations of colleges in the university that\nneither of the deans before mentioned realizes.\nOn the other hand, the\ndean of a coeducational college is concerned with questions of social relationships that other deans may not know.\n\nIn all this diversity of needs, have deans any rights in common?\n\nI\n\nthink they have.\n\nWith such a chance as this, one could not afford to miss the opportunity\nof making an ideal president and, doubtless, as he is created each dean may\n\ndiscover the likeness of her superior.\n\nThe president may have been wholly or partially responsible for putting\nBecause he is so busy he must needs delegate a\nnumber of responsibilities to her, and, once delegated, the dean has a right\nthe dean in her place.\n\n"}
{"page": 414, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\n(Deans of Women\n\nto expect the president's confidence that she will perform her duties con-\n\nand\n\nis\n\nexpected to judge the entrance\n\ncertificates her judgment should be final.\n\nIf her work includes the housing\n\nscientiously\n\nefficiently.\n\nIf\n\nshe\n\nproblem, she should be expected to make arrangements and decisions and\nto take the consequences that may result, without involving the president.\nAnd if certain questions of student discipline are supposed to be within her\n\nrealm of decision, the students' appeal to the president should result in the\nreturn of the question to the dean.\n\nmake mistakes\n\nShe may, and doubtless will, sometimes\n\n—even as a president—but she has a right to expect that he\n\nwill get his information about a question in point from her, and that he will\n\nconfer with her as to the best way to proceed in the matter under discussion.\nIf\n\nshe is not given this confidence on the part of the president, and the\n\nconsequent crippling of her authority results, the effect upon her and upon\nthe college is unwholesome.\n\nAgain, if a large measure of confidence is given her she is encouraged\nto take a leading place in the question of women's education.\n\nIn the ever-\n\nchanging ideas of what women need and should have in their education to\n\nkeep pace with the increasingly varied and widened fields which they enter,\nthe dean of women must be more and more alert and profound.\n\nShe should\n\nrightly expect the president to allow her freedom in discussion of these\n\nproblems and as much freedom in action in bringing about changes as the\npolicy of the institution will allow.\nIt scarcely seems reasonable to expect it, but it helps over many rough\n\nplaces and often saves the situation and the people concerned if the president\n\nEven a spark of it is not to be scorned, and a greater\namount of it is a god-send.\n\nhas a sense of humor.\n\nPerhaps it is not right to expect patience on the part of the president.\nIt is, however, a quality that is often required of presidents as well as of\n\ndeans.\n\nAfter years of service as the foremost college president in America,\n\none president said that the most necessary quality in his office was patience.\n\nThe foregoing is meant to suggest that a sympathetic understanding\nof the dean, and the confidence that grows out of it, is her prime right from\n\nthe president\n\n—confidence in her judgment, her integrity, and her\n\nideals.\n\nA second right that the dean may expect from the president is protection.\n\nIf the\n\ndean has entire or partial charge of admissions and dis-\n\nmissals, of elections of courses, of scholarship, of curriculum, of schedule of\n\nstudent activities, and of student aid, and then has added to this, care for\n\nhousing conditions, dormitory assignments, publicity work, vocational\nguidance, and a bureau of occupations, besides adjustment of relations\n\nbetween\n\ndifferent parts of the university\n\nand her own social-academic\n\nrelations, she is likely to become a jack of all trades and a master of none.\n\nAnd while one knows that the value of a dean is increast by the larger\nnumber of interests that she can understand and direct, there is nevertheless a limit to the powers of even the best of them, and the dean has a right\n\n"}
{"page": 415, "printed_page": null, "text": "THE DEAN OF WOMEN AND THE PRESIDENT\n\nDepartment]\n\n399\n\nto expect protection from the president from an excessive number of these\nresponsibilities.\n\nA third right which deans may expect of presidents is, in my estimation,\ninspiration.\n\nWhile it is true that all connected with a college want it to\n\nreahze its highest possibilities, yet there are times when hope lags.\n\nThe\n\ndean has not the controlling power, nor has she free access to the official\near of the trustees, nor does she wish it, but if a change or a realization of\naims is within a reasonable hope the inspiration to press on must come from\n\nthe president, who knows the facts and can control the situation in a large\ndegree.\n\nis\n\nThe president is expected to be an expert in matters of education; that\nThe dean has possibly not so compre-\n\nprobably why he is president.\n\nhensive a view of the educational field, cannot see it from so many angles.\n\nShe may therefore rightly expect the president to throw light upon many\neducational problems.\n\nIn university life, as in any other complex life, so\n\nmuch lies behind the scenes, so much with which the president is conversant.\nWhy, therefore, may not the dean look for guidance and direction from him ?\nIf deans were askt, \"Whom would you like to be if you were not the\ndean ?\" I have an idea that very few of them would answer, \"The president.\" His is not always a straight and narrow path; it is broad and\n\nsometimes rough, and sometimes it leads to destruction.\n\nHis relation to\n\nthe position of dean must not be too circumscribing, nor must it be too\nindifferent.\n\nHe should always be an inspiration.\n\nWHAT A DEAN MAY RIGHTLY EXPECT FROM A\nPRESIDENT\nFLORENCE L. RICHARDS, DEAN OF WOMEN, STATE NORMAL SCHOOL,\nWINONA, MINN.\n\nAs the purpose of the institution determines the kind of man called to\nits presidency, so its purpose also\n\nits dean of women.\n\ndetermines the kind of woman called as\n\nIn a teachers' college the dean of women shares with\n\nthe president an appreciation of those qualities predominant in an ideal\nteacher;\n\nand she also has in common with him the ability to see not only the\n\nindividual student needing personal help but also the students in the mass\nas a unit, and to work unceasingly for that unit as a whole, emphasizing no\n\none department, no one class, but seeing as a unit all departments dovetailed,\n\nworking for one purpose\n\npatriotic teachers.\n\n—to prepare successful, service-loving,\n\nConsequently, to do her work\n\nefficiently,\n\nshe must\n\nreceive from the president when she first joins the faculty, a clear conception\nof the personality of the school, what factors have made that personality,\n\nI\n\nwhat additional features are now contributing to its success, what the\npresident wishes especially to emphasize, what flaws he wishes her to help\n\n"}
{"page": 416, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n400\n\n[Deans of Women\n\neradicate, and what type of woman the state has lookt to this institution to\n\nfurnish for its pubUc schools\n\n—for in a professional school, as in\n\nall\n\nother\n\nschools, the college must produce a type of student stampt with its personality.\n\nIn other words, the dean of women should be given all that prelimi-\n\nnary information which the head of a professional firm would give to one\njoining the firm, to whom shall be delegated much of the responsibiHty of at\nleast preserving the high standard already acquired and of taking advantage\n\nof constantly occurring new conditions to broaden the scope of the firm and\n\nto raise still higher its standard.\n\nAnd in these war days how essential is\n\nforesight and vision in our teachers' colleges in pointing out the signboards\nof the times to the trackless plain of unlimited opportunity for big teachers,\nin whose hands lies the future of the Republic.\n\nThis preliminary informa-\n\ntion saves the dean of women time, makes clear her duties, and gives her\n\nan opportunity for original, unhindered work.\n\nAs her work as a teacher must necessarily be secondary to her work\nas an executive, and molder of the social standard, the president of vision\nwill see that her academic work does not by its scope hinder her in planning\n\nand executing for the student body as a whole.\n\nAt the beginning of the\n\nyear, one class is all that she should teach, while she is engaged in such vital\n\nproblems as seeing that organizations are getting under headway, that new\nstudents are being sympathetically lookt after by \"big sisters,\" that all are\n\nproperly housed and well cared for, that the homesick are weathering the\nstorm, and that the landladies are sensing their responsibiHty to the big\nprofessional unit.\n\nIn the meantime any president, upon investigation, will\n\nfind that the duties of the dean of women often extend far into the night\n\nwhile she is gathering the new, thoughtless, irresponsible crowd into a new\n\nenvironment, with the proper atmosphere conducive to developing a type\nof womanhood which will shoulder responsibility and be equal to the biggest\n\ntask on earth, the molding of little aliens, little street waifs, Httle embryo\n\nI.W.W.'s, into loyal English-speaking patriots, and of teaching them\nAmerican customs, American manners, and American ideals.\nMoreover, the president should see that the dean of women has not\nonly time for her administrative and social work, but also a fund of money\nat her disposal for her work among the sick, for her social \"at homes\"\nWorry\nto student groups, and for general social welfare work in the college.\nover finance soon weakens the efficiency of the strongest.\nThe president, as head of a professional school, should also see the\nadvantage to the institution in sending the dean of women to the annual\n\nmeeting of superintendents with her expenses paid in whole or in part, for\nsuch opportunities assure her necessary information and inspiration to keep\nher work abreast of the times.\n\nBut granted that the president of a normal school takes time to explain\nto a dean of women the new field for her activities and that he sees that she\n\nhas time and money for her best work, the dean of women is still more\n\n"}
{"page": 417, "printed_page": null, "text": "Department]\n\nexacting.\n\nTHE DEAN OF WOMEN AND THE PRESIDENT\nShe expects to find in him a capable advisor.\n\n401\n\nMuch of her\n\nprofessional information should not be shared with faculty members, as\n\nfamily affairs of students or the reputation of individuals are often involved.\n\nShe needs advice from one who holds the viewpoint of what is best not only\nShe asks for candid discussion and\n\nfor the individual but for the school.\n\nexpects cordial reception and clear, unbiast thought from a judicial mind.\n\nThe dean of women also turns to the president, as her superior officer,\nAt the\nbeginning of each year her burden is much lightened if the president urges\nthe members of the faculty (not the critic teachers only) to report individ-\n\nfor any information he may possess which will help her in her work.\n\nually to the dean of women all delinquencies, moral, mental, or social, of\n\nstudents, wherever those faults have been perceived\n\nthe streets, or in other public places\n\n—so that\n\n—in\n\ntheir classes,\n\nthis information\n\non\n\nmay be of\n\nhelp in the all-round training of young women asking for teachers' diplomas.\nIt is amazing how a few private instructions on etiquette will transform the\n\npersonality of a whole-hearted, fine young woman from absolute crudeness\nto genuine gentility.\n\nHow many college women are allowed to depart\n\nfrom their universities with no effort having been made to remove such\nWhen the faculty gives its services ungrudgingly, the dean\nlife-handicaps!\nof woman can then make the most of her opportunities for personal service\n\nby using often the departments of the school. Thru her suggestion certain\nyoung women go to the physical director for private conference (as they\nhave not applied what they heard in the general lectures) on cleanliness and\ncare of the teeth or of the nails; others go to the domestic-science depart-\n\nment for private conference *on a more becoming style of dress, hair dress,\nhat, etc.;\n\nothers to the public-speaking department for voice training;\n\nsome to the art department for special conference on combination of colors.\nThe English teachers, after a suggestion from the dean of women, ascribe\nto certain girls books which they particularly need in their general reading.\n\nAnd so, thru the thoughtfulness of the president, the dean of women is able\nto use all existing media to furnish that information for which an eager\n\nstudent is sincerely grateful.\n\nIn these war days a president of foresight will cooperate with the dean\nin introducing a\n\ncompulsory course on social morality which, beginning\n\nwith a scientific discussion of the origin of life and ending with talks on\npractical problems of conduct, will help safeguard the individual and make\nthese prospective teachers sane, wide-eyed, intelligent directors ready to\n\nimplant in their pupils a wholesome view of life.\n\nToday of all days the dean of women should find in the president one\nwhose action is that of a fearless patriot, and one who backs her in all her\ncommunity activities, for prospective teachers are influenst in the long run\nby example. Lip service counts for little today.\nWith such a president, who gives his time and influence in cooperation\nand encouragement, a dean of women should be able to do much in furnish-\n\n"}
{"page": 418, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n402\n\nIDeans of Women\n\ning as teachers for the public schools today big American women, themselves\nrepresentative of American customs,\n\nAmerican manners, and American\n\nideals.\n\nTHE COLLEGE COMMUNITY LIFE AS AN OPPORTUNITY\nFOR SOCIALIZATION\nMINA KERR, DEAN, MILWAUKEE-DOWNER COLLEGE, MILWAUKEE, WIS.\nIf a truly socialized world is to be constructed after the war, and if our\n\nand colleges are to be, what someone has called them, \"the\ncamps of the leaders of the nation,\" then we must ask\nourselves how we shall so train our boys and girls that they may be ready\nuniversities\n\nofficial\n\ntraining\n\nto lead others aright in the future time of reconstruction.\n\nBy a socialized\n\nperson I mean one who has learned the art of living and working with other\npeople, one who has learned to share both privileges and responsibilities.\n\nThere are and always will be only two ways of teaching, by instruction\nand by actual practice. There is undoubtedly great socializing value in the\nstudy of literature, history, sociology, ethics, and religion. Students in\nthese subjects are taught, in some measure at least, to think in terms of\nother people, to understand something of the human situation in which\n\nthey have to live, to take the social, national, and world-wide point of view.\nHowever, instruction in these subjects is not enough. We must teach\n\nby actual practice, the business of understanding one\nIs not more of\nthe laboratory method needed here ?\nIt seems to me there are four especial aims for which we need to seek:\n\ncollege students,\n\nanother, giving and taking, working and living together.\n\n1.\n\nTo cultivate the power to see the other person's point of view.\n\nThis is what Gilbert Chesterton calls reciprocity and declares, in his book\n\non The Barbarism of Berlin, to be the greatest lack in the Germans. It is a\nsense of proportion, of humor, if you will, of give and take, of things as\nworking both ways, of sympathetic or dramatic imagination. It is being\nable to say not only, \"I'm as good as you are,\" but also, \"you are as good\nas I am.\" There is surely abundance of opportunity on a college campus to\nshow a student that another's will is as real as his own, that the Hkes and\ndislikes, the whims and prejudices, the ambitions and aspirations of other\npeople are very real facts to be reckoned with.\n2. To observe the fundamental and inexorable law of good- will in,\nhuman relationships. As Dr. James Macdonald says, this law is as certain\nas the law of gravitation, and he who violates it breaks not the law but\nhimself.\nThe world has had enough of the \"will to live,\" \"the will to\npower,\" and \"the will to self,\" taught by German philosophers, and the\n\ntime has come to teach and practice the only kind of will that works per-\n\nmanently among human beings, \" the will to serve.\"\n\n"}
{"page": 419, "printed_page": null, "text": "Department!\n\n3.\n\nCOLLEGE COMMUNITY LIFE AND SOCIALIZATION\n\n403\n\nTo realize that every right has its reciprocal duty. Americans\nmen are created\n\nrealize fully, certainly at least for themselves, that \"all\n\nequal, with inalienable rights to life, liberty, and the pursuit of happiness.\"\n\nThey have yet to learn that there is a most important corollary to this\nproposition, that likewise all men are created equal with inalienable duties\nto one another and to the institutions of which they are a part.\nSomehow\nAmericans must learn that they cannot have rights without duties. The\ninstitutional sense has been weak in America the past decades.\nH. G. Wells\ncalls it \"state sense.\"\n\nWe have been individualists.\n\nCertainly one of\n\nthe things we are working for in college community life is to teach students\nthat every right has its duty, every privilege its responsibiUty.\n4.\n\nTo understand that liberty and law are friends, not enemies.\n\nThe\n\nhope of America and of every democracy, large or small, must always be in\nvoluntary submission to self-imposed law. There can be no institution\nand no government without obedience, but the kind of obedience given\n\nmakes human beings slaves or free men; slaves if the obedience is forst on\nthem by external and autocratic power, free men if the obedience is given\nvoluntarily in accord with their own reason and knowledge. I like to\ncome back to Dean Briggs's fine expression of this great truth, \"A man's\nfreedom consists in binding himself.\"\n\nWe need to make our students see\n\nthat the binding is a necessity for happiness and success, and that freedom\n\nown binding of oneself.\nThe various students' organizations, and preeminently the student or\n\nlies in doing one's\n\nself-government association, afford the greatest opportunities for such\nsocialization as\n\nwe have been discussing.\n\nHere students learn to take\n\nauthority as officers and to yield obedience to authority in turn; as members\nof an organization, to work on committees; to map out plans for a particular\n\npiece of work and carry it thru to success; to preside in good parliamentary\n\nform at a meeting; to elect officers because of qualifications for the offices,\nnot for personal reasons; and to regard both the claims of tradition and the\nvalues of change. Gradually the members of the little republic, which a\nself-government association is, begin to see that by the enforcement of\ncertain laws the reputation and welfare of all are protected, opportunity for\n\nstudy and rest is made possible, and everyone gains more individual freedom\nfor happy work and relationships.\n\nThey begin to see too that as citizens\n\nthey can have their share of rights and privileges only if they assume their\nshare of duties and responsibilities.\n\nOne means of increasing the knowledge of principles of community life\nand of getting cooperation is by a community meeting for all students.\nHere the interests of different student organizations are presented, all kinds\nof subjects are discust, changes are proposed and argued for and against,\nall-college events are planned for, and every possible phase of community\nlife is given a hearing.\nStudents feel that they know what is going on and\nthat they have a part in it.\n\n"}
{"page": 420, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n404\n\nIDeans of Women\n\nTwo things are essential to make the most of the opportunities of the\ncollege\n\ncommunity\n\nlife\n\n—organization and guidance. The organization\n\nemphasizes the institutional element and has the value of good machinery\n\nanywhere in economy and efficiency. It must be simple, workable, and not\ntoo rigid, adapted to the place and the group of students. The guidance\nmust somehow find the middle ground between all absence of supervision\nand domination, for either is equally fatal to the best community democracy.\nWe must work with our students and not for them.\nCan we not make our college community life a laboratory and practice\nfield in the business of living together successfully ?\n\nWe wish to send out from our college communities social-minded\ncitizens, men and women self-controlled, disciplined to freedom, abounding\n\nin good-will, hospitable to new ideas, eager to serve.\n\nA certain senator was\n\nreproacht by a great minister for voting in the United States senate in\n\nsupport of a measure undoubtedly against the best interests of the people.\n\n\"The outside pressure was so strong,\" said the senator.\nyour inside braces?\" askt the minister.\n\n\"Where were\n\nA great deal of our work in a\n\ncollege community is to develop \"inside braces\" in our students.\n\nDEANING IN THE PUBLIC HIGH SCHOOL\nJANET M. PURDUE, NEW HAVEN HIGH SCHOOL, NEW HAVEN, CONN.\nWithin the past six or seven years there has been created, in a number of\nthe most progressive high schools in various parts of the country, an administrative position filled by a woman whose work thus far is so unstandardized\n\nthat her title varies from that of dean of women to dean of girls, adviser of\ngirls, vice-principal,\n\ncounselor, etc.\n\nAt present I am filling this kind of a position in our large New Haven\nhigh school, a coeducational institution numbering twenty-two hundred\ngirls and eighteen hundred boys, to all of\n\nwhom I am permitted to minister,\n\nthe care of girls, however, being my chief province.\n\nOur New Haven board of education has been most generous in recognizing that our adolescent girls are entitled to the especial attention of an\nolder woman, because there arise every day delicate questions of health, as\nwell as of conduct, which cannot suitably be discust in conference with a\n\nmale principal.\n\nMothers and fathers generally prefer to discuss\n\ntheir\n\ndaughters' failings, indiscretions, and health problems with a sympathetic,\n\nunderstanding woman, and one who loves girls.\n\nFathers come too to pour\n\nout their hearts, which are sorely tried by wayward sons, to explain domestic\ndifiiculties, or that the mother is dead and the father away from home carry-\n\ning on his business while the boys drift, and to ask that the dean mother\n\nthose boys with her sympathy, her advice, her admonition, and her personal\ninterest in their marks in school.\n\nIt is the personal\n\ntouch which counts\n\n"}
{"page": 421, "printed_page": null, "text": "DEANING IN THE PUBLIC HIGH SCHOOL\n\nDepartment!\n\n405\n\nwith these young people, and I feel that the well-being and possibly the\nsaving of those girls and boys, physically, mentally, and morally, depends\n\nupon the knowledge of these facts by some school officer who is empowered\nto use this knowledge wisely in their training, and who will endeavor to\nmold and direct their thoughts and ideals.\nThe duties of the counselor in a coeducational institution are of a more\ndifficult character than are those in'» women's colleges, normal schools for\nwomen, or high schools devoted exclusively to the education of girls. It is\nthe very complex social problem in the coeducational school which keeps\nthe counselor constantly on the alert and has made her realize that she\nmust clarify her ideas, define her authority, and secure definite results.\nI may say that as I have studied this position its duties run a gamut of all\nknown relations which an older woman bears toward young men and\nyoung women, from that of sympathetic counselor and friend under all\nconditions to that of leadership in things educational;\n\nthe adjustment of\n\ncourses of study to fit the individual's ability and future needs\n\n;\n\nvocational\n\ninformation and advice; vocational lectures; oversight of social life, both in\n\nand out of school;\n\ninspirational and ethical talks;\n\nthe subject of attitude,\n\nmanners, dress; personal hygiene; disciplinary cases; attendance; punctuality;\n\nscholarship aid; Junior Red Cross estabhshment and the care of its\n\nactivities and work; athletics, etc.; conferences with parents; and study of\n\nhome conditions.\n\nI also render first aid in all cases of illness or accident\n\nin the school.\n\nI feel that the social conditions surrounding our students in the school\n\nare exceptionally good.\n\nThe problem here seems easy to handle, and our\n\nstudents ready to cooperate with the standard held by the school.\n\nHow-\n\never, the outside problems are exceedingly difficult to keep in touch with at\nall angles.\n\nOur large school is located almost in the midst of university\n\nbuildings, dormitories, etc., where there are ordinarily thirty-five hundred\n\nmale students, a large modern hotel near by with its finely appointed grill\nroom and alluring music and dancing, afternoons and evenings, as well as a\nsplendid new theater built at the rear of the hotel and connecting with it.\n\nDoes not this alone create a situation for young hfe as interesting as it is\nperilous ?\n\nAdd to this the lure of the moving picture, the telephone, and the\nautomobile, and you must realize that the high-school dean needs not only\n\nmuch sharpening of her wits but also a buoyant realization that she must\nand can master these adverse conditions.\n\nMany times the home gives Uttle or no support, and the dean must\ncorrect conditions and regenerate the student thru her own earnest, forceful\n\nHowever, one can do much to win the cooperation of the\nhome by being willing to respond to every call made upon her to talk to\n\npersonaHty.\n\nmothers' clubs and women's organizations in general, and I am doing this\nright along.\n\nIt has been a wonderful assistance in\n\nmy work. The influ-\n\n"}
{"page": 422, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4o6\n\nence of such talks is far-reaching.\n\n[Deans of Women\n\nLast month I was invited to speak before\n\nthe Connecticut State Congress of Mothers convention on \"The Responsi-\n\nbihty of the Home and School in Training the Adolescent.\"\n\nThe talk has\n\nalready borne fruit in three of my cases.\nI want the students first of all to feel\n\nmy intense personal interest in\n\nthem, and thus to win their confidence and respect, so that they shall look\n\nupon me, not as primarily a disciplinary officer, but as one who would\neliminate as much discipline from the school as possible by giving the pupil\n\nhigh pride in self-control and by setting high standards and a fine spirit for\nthe school.\n\nThis can be accompHsht by being especially thoughtful of\n\nstudents who are absent thru illness or bereavement; of those Hving in an\nunsettled, if not stifled, domestic atmosphere\n\nare working their way thru school,\n\n;\n\nthru special care of those who\n\nand of cases where immoraUty exists\n\non the part of parents, etc. With confidence once estabhsht between the\ndean and the students, her power for good is limitless.\nStudents failing in subjects come under my care. The causes may be\n\n—\n\nmany lack of study, lack of interest, lack of systematic study hours, or\nit may be that the student is pursuing the wrong course of study.\nAll these\ncases must be studied and proper readjustment made.\n\nEarly dismissals from school for any reasons must not unduly multiply,\nand here again the dean must handle every case, and only with her signature\nto the printed pass form is the student allowed to go. All such dismissals\nare recorded in the dean's office.\nAll cases of accident or illness in school also come under my care, and I\n\nam usually able to doctor them successfully.\n\nThis kind of work gives me\n\nvaluable knowledge many times of the student's physical condition, and\nthe opportunity to have such students properly treated.\nIt is also the dean's duty and privilege to plan for the girls' assemblies.\n\nLast year I planned, with the assistance of the Education Committee of the\nAssociation of Collegiate Alumnae, informational talks on vocations for\ngirls,\n\nchoosing prominent men and women as speakers.\n\nDuring the past\n\nyear my assembly programs have been largely along patriotic and war-time\nlines.\n\nIn closing I would say that the dean's work in the public high school is\ninvaluable, for boys and girls of adolescent age need not only the firm, guid-\n\ning hand of the head master of the school, but also the strong, kindly, sympathetic attitude and motherly instinct of a good woman dean.\n\n"}
{"page": 423, "printed_page": null, "text": "WHAT CONSTITUTES SOCIAL ETHICS\n\nDepartment!\n\n407\n\nWHAT CONSTITUTES SOCIAL ETHICS\nROMIETT STEVENS, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N.Y.\nSociety is a factor to be reckoned with in any consideration of ethics,\nsince\n\nit\n\nestablishes the criteria of conduct.\n\nSociety, with its specialized\n\nactivities, its institutions, traditions, and standards, has been at work quite\n\nunconsciously for a very long time trying out, evaluating, and standardizing\nconduct.\n\nIt has found out that certain elements of conduct have stood the\n\ntest of ages, becoming transformed finally into moral sanctions, no longer\n\nopen to question, while other elements of conduct, satisfactory for a time\nperhaps, have eventually been discarded as wholly incompatible with right\nliving.\n\nThe ethical standards of yesterday are not the standards of today, nor\ncan those of today become the standards of tomorrow, for as the fabric of\nsociety changes social theories\n\nand practices change.\n\nSocial\n\ncustom of\n\ntoday has cast off as unnecessary to right living such elements in the education of women as that the girl must forever remain within her domicile and\n\nnever be seen by men, but has kept its belief in chastity;\n\nit has cast off the\n\nright of the father to select a husband for his daughter, but has kept its\nbelief in monogamy; it has rejected the limitation of cultural training to a\n\nknowledge of the classics, but has retained and greatly strengthened its\nemphasis upon education for women, changing only the nature of the\neducation given;\n\nit has discarded certain elements of deportment considered\n\nto be of vital importance in the training of our grandmothers, such, for\n\nexample, as the curtsy of the maiden upon entering the presence of her\nelders, but has retained the elements of graciousness and modesty;\n\nit\n\nhas\n\ndiscarded the training in aloofness and superiority of the mistress over the\n\nmaid, but has retained the teaching of responsibility for the welfare of\nthose who serve.\n\nThe justification of your president in asking for a discussion of this\nquestion of social ethics in a conference of deans of\n\nwomen is perhaps\n\nThe dean of women can no longer live exclusively in the\nsequestered byways of an academic life; she must come out of her comapparent.\n\nfortable retreat\n\nand live close to the throbbing pulse of human action.\n\n—\n\nShe is no longer shielding her young people from the world from its\ncomplexities, snares, deceptions, falsities but she is leading them out into\nthe very heart of the world, to be part of it, to help remove its snares,\n\n—\n\nand to make it a safe place for herself and for all\nwomen, especially those less well endowed than she by education and\ninfluence and health for the struggle.\ndeceptions, falsities,\n\nI believe that everyone is aware of the fact that in all phases of education\n\nwe have come to a parting of the ways.\n\nRoads that were perfectly clear\nand open, well defined, leading straight on across life as far as the mind\n\n"}
{"page": 424, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n408\n\n[Deans of Women\n\ncould penetrate, have been completely obliterated by those battlefields\n\nout there at the crossroads.\n\nWe need just now the powers of the seer to\n\ncatch the vision of what are to be the issues of greatest importance for the\n\neducation of women in the changed social order that is just beyond.\n\nLack-\n\ning the power to catch the perfect vision is no excuse for not beginning at\n\nonce a consideration of a few of the problems which are already claiming\nattention.\n\nThe first of these in importance, it seems to me, is the problem of health\n\nWe have been content in the past to let the matter of health\n\nand hygiene.\nrest\n\nwholly with the physician and the individual.\n\nIf\n\na woman student\n\ncame to the college with any form of physical handicap, the most that was to\nbe expected of us was to safeguard her existing health and not permit her\nacademic work that all-important academic work to make further\ninroads upon health. Is not the time near at hand when we are to say of\nevery entering Freshman: The first duty of the college is to make her\nphysically fit for woman's work in the world and to fix ineradicably those\n\n—\n\n—\n\nhabits of personal hygiene that are fundamental to personal happiness and\nto social welfare ?\nIf this is\n\na vital issue\n\n—and who can question —some immediate\nit\n\nadjustments of curricula, methods, and social organization are called for.\n\nThere must be reapportionment of time with respect to indoor and outdoor\noccupations; college life must be planned so that more hours per day will\nbe spent in the open air; gymnasiums must be used for the corrective and\nphysical development of every girl, every day, and not be reserved for the\nteam work of the few who need it least; personal hygiene must have a place\nI\nof dignity in the curriculum and be considered from the scientific side.\nrefer to the biological interpretation of sex hygiene, the science of eugenics,\n\nthe scientific principles involved in the health and care of the skin and hair\n\nand other bodily functions.\n\nIf these things interfere\n\nwith the establisht\n\norder of the curriculum, than I say \"to the winds\" with the curriculum but\n\nremember the girll\n\nAnother problem in social ethics is that of training young women for\nSociety has shown a distinct trend in this direction in late years, but the idea has advanst by such leaps and bounds since\n\neconomic independence.\n\nthe world-struggle began that it dwarfs into insignificance the progress of\nearlier decades.\n\nWomen have placed themselves beside men in this struggle\n\nas we never dreamed they could, and having once taken the step they will\n\nnever recede.\n\nThe problem that remains is that of equipping them for\n\neconomic equality with men before their education is completed, girls from\nhomes of wealth as well as poor girls.\nThis is\nStill another problem in social ethics is that of social usage.\nthe same old problem that confronted leaders of youth among the cave\ndwellers, the pastoral tribes of the Orient, the ancient Greeks and Romans,\n\nthe family of the mediaeval knight, the finishing-school of a half-Century\n\n"}
{"page": 425, "printed_page": null, "text": "COLLEGE WOMEN IN BUSINESS\n\nDepartment]\n\nago, but with this difference\n\n409\n\n—that we are concerned with the\n\ncentury interpretation of social usage.\n\ntwentieth-\n\nOne long-cherisht standard of social\n\nusage that has received its deathblow since the war began is that of social\nexclusiveness for the young college woman.\n\nI confess that the tremendous\n\nforward stride in the democracy of conduct fairly takes one's breath away.\nTherefore a new problem in social ethics confronts the adviser of women:\n\nhow to teach the young woman to adjust her social standards to these new\nsituations and at the same time help to create a higher social plane for those\n\nwith whom she comes into contact.\n\nIn the work of reconstruction after the war we realize that these problems in social ethics will have to play a tremendous part.\n\nThe educators\n\nof girls and women can no longer leave them out of consideration but must\n\nmeet them in the truest spirit of democracy. We realize that the problems\nthat are ahead of us as teachers and advisers of young women are the finest\nand truest ever yet undertaken, since they breathe the spirit of democracy\nin education.\nAs Jane Addams says, \"We are brought to a conception of\ndemocracy, not merely as a sentiment which desires the well-being of all\nmen, nor yet as a creed which beHeves in the essential dignity and equality\nof all men, but as that which affords a rule of living as well as a test of faith.\"\n\nCOLLEGE WOMEN IN BUSINESS\nLUCINDA W. PRINCE, DIRECTOR, TEACHERS' CLASS, WOMEN'S EDUCATIONAL\nAND INDUSTRIAL UNION, BOSTON, MASS.\n\nSome twelve years ago the first effort was made to reach girls in department stores, to teach them better methods of selling and of personal efficiency, to improve their earning capacity and also their worth to their\nemployers. This work was started in connection with the Women's\nEducational and Industrial Union of Boston. Of course the first step was\nto convince the managers of the stores themselves that the work was worth\nwhile, and that it ought to produce results.\nSo skilfully and thoroly were\nthe managers convinst that now they are the heartiest supporters of the\n\nwork.\n\nThe first groups were composed of girls from outside not already placed\nThey too had to be convinst of the worth of the\n\nin positions in stores.\n\nNext the groups were recruited from the occupation itself.\n\ntraining.\n\nGirls\n\nalready employed by department stores were formed into classes and given\ntraining to enable them to better the work they were doing.\n\nA course was workt out in such a way that it would be acceptable for\nhigh-school credit, but it was not primarily academic at all.\nthreefold:\n\nIts aims were\n\nto train the individual for her particular work, to train her so\n\nthat her power and efficiency in this work would be increast, and to open her\n\neyes to the possibilities of her position.\n\nThe course in salesmanship included\n\nsuch topics as hygiene, arithmetic, geography, industrial history, design,\n\nand color\n\n—everything in fact that would give the\n\nsales person a merchandise\n\n"}
{"page": 426, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4IO\n\n[Deans of Women\n\nbackground and enlarge her vision regarding the material that she was\nselling and her own personal living.\nThe greatest change takes place in the girls themselves. They become\narticulate.\nThey study the problems coming up in their own work. They\nstudy the psychology of salesmanship, not from books or magazine articles,\nbut by analyzing their own sales, showing the means used when successful,\nor trying to find out the reason for failure if the sale is lost.\n\nThe store\n\nitself is the laboratory, and each sale helps to train their judgment.\n\nIn Boston there are at present eight stores cooperating with the Women's\nEducational and Industrial Union in these courses of salesmanship.\n\nFrom\n\n8 30 to 1 1 30, the time when the trade is slackest, a group of girls is excused\n:\n\n:\n\nin store hours to take this work without loss of pay.\n\nThe course lasts for\n\ntwelve weeks, and there are only about thirty girls in each group.\n\nThis\n\nmeans that all the work can be individual, personal, and full of discussion\nof special problems.\n\nThe number of those who can be trained for carrying on this type of\nwork each year is very limited, and they are usually placed long before their\nperiod of training is completed.\n\nThey go mostly into large department\n\nstores, where the position is known under a variety of titles, but the work is\n\npractically the\n\nsame wherever it is found.\n\nThe chief problem of the\nOften the one who\n\neducational director is with the personnel of the store.\n\nengages and assigns employes for the various departments is the lowest paid\nof the managers, the one who is least carefully selected.\n\nStores are just\n\ncoming to realize that this work of fitting the person to the job is of the\nhighest importance, and that the one who does it must be an expert in\nhandling people.\n\nThe educational director usually teaches the new people\n\nthe system of the store.\n\nThis is a very complicated thing, for each store\n\nhas its own system, which differs from all others.\ning the\n\nIt may be that in teach-\n\nnew employes the system of the store the trained educational\n\ndirector sees where there might be reorganization or great improvement,\n\nand this may be applied, to the great gain of the store.\n\nTo the new\n\nemployes she shows the opportunities in the stores, the openings and\n\"streams of promotion,\" such as the service department, the merchandising\nShe sees that they know something of the\n(buyer), the auditing, etc.\nmerchandise which they are to sell, and that they are placed in the department to which they are best fitted. She sees that the compensation due\n\nShe usually works with two sets of people in the\nfirst, the new employes whom she is breaking\ninto the store system; secondly, the older employes whose interest and\nfor the work done is fair.\n\nearly morning store hours:\n\nefficiency she is improving.\n\ndepartment itself.\n\nPossibly the second class is held right in the\n\nThe salesgirls are taught to look upon each sale as an\n\nopportunity, as a practice problem just like a practice-teaching lesson in\nthe normal school.\n\nEven the\n\ndissatisfied\n\nprofitable material in correcting errors.\n\ncustomer\n\nis\n\nmade\n\nto yield\n\n"}
{"page": 427, "printed_page": null, "text": "SOME IDEALS FOR DEANS\n\nDepartment]\n\n411\n\nThere are other places where the trained teacher of salesmanship may\nhelp the store very greatly.\n\nOne is in making over the error system, finding\n\nthe causes of the greatest number of errors, how they can be reduced both\nin number and cost, and whether the fault is with the sales people, with the\n\ndeUvery system, or with the system of the store itself.\n\nAnother department where the educational director has been very\nhelpful is in systematizing correspondence so that the letters may really\n\nrepresent the store and reflect the spirit of the management.\n\nmore than mere correctness\n\nof English.\n\nIt\n\nis\n\nThis requires\n\ncourtesy, patience,\n\nand\n\nintelligence in filling mail orders that customers most appreciate.\n\nThe complaint department too may be in need of reorganization. It\nmay be in the hands of someone who antagonizes rather than concihates,\nor the causes of complaints may not be sufficiently analyzed so that they\ncan be properly remedied.\n\nIn addition to this the educational director represents the store at such\nmeetings as those of the Consumers' League, the Union of Workers, Labor\n\nLeague, etc.\n\nShe can speak for the store as no salesman can.\n\nShe can get\n\nthe point of view of the dissatisfied clerk; she can represent the point of\n\nview of the employer; she can adjust difficulties that have arisen more\nfrom ignorance than from intention. Her work all thru is one where\npersonality counts.\n\nThe tact, patience, intelHgence, and judgment that\n\nsuch work calls for are almost infinite.\n\nIn return for this, however, the pay is good.\n\nThe salaries range from\n\n$1200 to $3500, and there is almost no limit to the amount that a valuable\n\nwoman may earn in this work.\nAt present the newest development is the introduction of departments\nof salesmanship in high schools, making this work elective like stenography\n\nor bookkeeping.\n\nThis course is not in the commercial department but\n\nThe schools that have tried it have required\n\nunder a separate teacher.\n\nthat the students go into the stores on Saturdays and at the times of the\n\nrush sales, such as before Christmas and Easter.\n\nThe schools all report\n\nthat one of the most important and surprising results is the strengthening\nof the English\n\nwork of the students, their greatly increast interest, the\n\nenlargement of their vocabulary, and the freeing of their personaUty thru\noral and written expression.\n\nIn other words, the work approaches them\non the side of their real interest rather than from the academic standpoint.\n\nSOME IDEALS FOR DEANS\nMARY W. WOOLLEY, PRESIDENT, MOUNT HOLYOKE COLLEGE,\nSOUTH HADLEY, MASS.\n\nNo office is less standardized than that of dean.\npeople in this audience have exactly the same duties.\n\nProbably no two\nIn one institution\n\nthe academic side predominates, in another the social, in a third a combina-\n\n"}
{"page": 428, "printed_page": null, "text": "!\n\nNATIONAL EDUCATION ASSOCIATION\n\n412\n\n[Deans of Women\n\ntion of the two.\nIt would be difl&cult to lay down a program of methods\nand functions, and even if it were possible to do that, I fear that my\ninterest would not be as great as in the idealistic subject assigned\nto me.\n\nIn a very true sense the office of the dean consists in the practical\n\nan ideal for the dean herself. A\nlet no one adopt the\nprofession who does not like human beings, good, bad, and indifferent.\nWhatever the specific duties of the deanship in the particular institution,\nits business is with individuals and their problems, and anyone who is\nbored by them is handicapt from the start. She cannot afford to accept\nthe principle or lack of principle— involved in the remark of a certain\ncollege instructor, \" My classes might just as well be made up of so many\ncabbage heads. I am vitally interested in my subject, but my students\ndo not matter.\" Human beings are not like pawns to be moved about at\nwill.\nDealing with them often takes time, but the time is well expended.\nHuman nature, at least American human nature, resents being told that\ncertain things must be done without being given a reason for doing them,\nand explanations and conferences with students more than pay for the\ndemand which they make on our time.\nIn a certain sense the problem before the dean, the ideal for which to\nstrive, is the reconciliation of opposites.\nShe must learn to think standing\non her feet, and yet the thought must not be superficial. She must realize\nthat snapshot judgments are not wise and yet must be capable of deciding\nquickly.\nIt is a good rule always to hear both sides before reaching a\ndecision but, after reaching it, to accomplish the somewhat difficult task of\nneither \"wobbling\" nor being \" stiff-neckt \"\nOne of the first requirements on the part of our students is genuineness;\ngreatly to their credit they have little patience with what does not ring\nNo position is more open to misunderstanding than that of dean.\ntrue.\nTo be guarded in what one says and at the same time direct; sympathetic\nas well as definite; exact but not precise, of the \"prunes and prisms\" type;\nnatural but not rash; skilled in the use of words but not pedantic; all this\nI believe that no one should offer\nis easier to talk about than to practice.\nherself as a candidate for a deanship who has not a good memory; the risk\nis too great; and I may add, as another essential, the power of discriminaA woman executive in whose sincerity of\ntion in dealing with offenses.\npurpose and character I had absolute confidence was misunderstood and\ndistrusted by her students because of two faults: first, a poor memory,\napplication of ideals.\n\nFirst there\n\nis\n\nrequisite at the outset is interest in human nature;\n\n—\n\ngiving her students the impression of insincerity;\n\nsecond, failure to dis-\n\ncriminate between the light and the serious offense, appearing to them to\n\nemphasize not the wrong done, but her wishes in the matter.\nThat dean is happy indeed who is regarded by her students as a comrade\nrather than as an official, but an effort or an ambition to be popular is\n\n"}
{"page": 429, "printed_page": null, "text": "SOME IDEALS FOR DEANS\n\nDepartmentI\n\n413\n\nAn academic \"climber\" is almost, if not quite,\n\nunworthy of a high office.\n\nas contemptible as a social \"climber.\"\n\nBe sympathetic but never sentimental.\n\nBe dead in earnest, but do not\nBe\n\ntake yourself too seriously; a sense of humor saves many a situation.\n\nAbove all things a gushing dean is to be\n\nenthusiastic, but do not gush.\n\navoided!\n\nMake a point clear, but do not say too much.\n\nStudents are not,\n\nas a rule, in love with verbosity.\n\nPerhaps, after all, the surest way for a dean to attain an ideal for herself\n\nupon the ideal for the student. And that may be summed\nup under one head ^bring out the best in the individual.\nBring out the intellectual best. As a means to that end I should like to\nconsider four points which seem to me of prime importance because they\nemphasize individual instruction and supervision, not education en masse.\n\nis to fix her eyes\n\n—\n\n1.\n\nSmall divisions.\n\n2.\n\nSome method of knowing the student as an individual, i.e., a pre-\n\nceptorial or advisory system.\n3.\n\nA goodly proportion of discussion in the classroom, not exclusively or\n\neven mainly lectures.\n4.\n\nThe best instructors\n\n—best from every point of view—\n\nit is\n\npossible\n\nto secure.\n\nBring out the social best.\n\nThere are probably few of us who have never\n\ncringed because of the crudity or lack of fineness of perception on the part\nof\n\nsome college women.\n\n\"Manners are the happy way of doing things;\n\neach, once a stroke of genius or of love, now repeated and hardened into\n\nusage,\" says no less an authority than Emerson,\n\nBring out the moral and spiritual best.\n\nDid ever the world need the\n\nspiritual best as it needs it today ?\n\nWe are standing at the parting of the ways.\n\n\" All my historical study\n\nconvinces me that we are living thru one of the crucially decisive ages in\nworld-history,\n\nand that old things are passing away and all things are\n\nbecoming new,\" writes an American historical student, quoted by President\nKing. The world needs thinkers as never before but even more it needs\nmen and women of spiritual vision who shall be able to lead in that \" deliberate and conscious change in the ideas and the wills of men\" without which\nwe cannot hope for a future free from the tragedy of today. How great\n\n—\n\na mission is yours, is ours, to help in the training of women to solve problems,\nto meet opportunities, to carry responsibilities, such as have never before\n\ncome to them in the history of the world. We stand indeed at the parting\nShall it be backward into barbarism or forward into a new\nof the ways.\nand higher type of civilization ? From the women, not less than from the\nmen, from the women of tomorrow even more than from the women of\ntoday, must come the answer.\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n414\n\n[Deans of Women\n\nCOOPERATION BETWEEN SCHOOL AND COLLEGE IN\nCHARACTER FORMATION\nANNA P. MACVAY, WADLEIGH HIGH SCHOOL, NEW YORK, N.Y.\nSerious-minded persons are unanimous in thinking that the highest\nvalues in Hfe are moral, not material.\n\nThe thought that what a man is\n\ncounts for more than what he has or what he knows should be uppermost\nin the minds of all exponents of education.\nIf in the routine of teaching\nand administration we lose our sense of values and center attention wholly\non statistics that can be publisht or equipment that can be seen, we need\nto take time for meditation till we regain a true sense of proportion and\n\nput first things first.\n\nThe aim of education is twofold: to make the students good and to make\nthem good-for-something. Much is said nowadays about vocational guidance and the need of specialists in that important subject, but every teacher\nshould be a moral guide. The poet calls to the youth of America: \"Ye\nAre the Hope of the World.\" But how can Mr. Hagedorn or any other\noptimist see his vision reahzed unless we who teach the youth are true to\nour high vocation? The formation of character is the supreme duty of\nthe schools.\n\nIn our fear of transgressing the law against doctrinal teaching in state\ninstitutions\n\nBible\n\nwe\n\nfail\n\nto emphasize the fundamentals of morahty.\n\n—that great storehouse of ethics and\n\n—\n\nreligion\n\nis\n\nThe\n\ngenerally ignored\n\nby the experts who plan our courses of study and fix the requirements for\nComparable to this neglect of moral education\nWhen the searchlight of pubUc\ninterest was turned recently upon our educational system to discover what\nmeans were there employed to develop loyal citizens, it was found that in\nthe up-bringing of American youth little heed has been taken to teach\ninteUigent patriotism. We have trusted to haphazard methods to awaken\nin them national consciousness and to tinge their emotions with love of\ncountry. The only sure way to make them loyal is to teach them the\nfundamental principles and ideals of our forefathers and make them able\nentrance to higher schools.\nis\n\nthe lack of instruction in patriotism.\n\nto justify their faith.\n\nMany a teacher or professor is more interested in his department of\nHis one aim seems to be to make\nthem familiar with his particular subject and to encourage them in scholarHe manifests no interest in the higher values of student life. This\nship.\n\ninstruction than he is in his students.\n\nmisplaced emphasis should be corrected.\nitself with the personality of the student.\n\nThe school ought to concern\nIts chief aim should be to develop\n\nboys and girls into men and women of the finest type, characterized by\nself-control, self-respect,\n\nothers.\n\nand consideration for the rights and feeUngs of\n\nThe responsibihty for imparting moral lessons to students does\n\nnot belong exclusively to any one ofiicer or teacher, altho principals and\n\n"}
{"page": 431, "printed_page": null, "text": "Department!\n\ndeans\n\nCHARACTER FORMATION IN SCHOOL AND COLLEGE\n\n415\n\nweight most because of their advisory positions.\n\nEvery\n\nfeel its\n\ninstructor in contact with the student body exerts an influence for better\n\nor worse.\n\nEvery subject in the curriculum has its moral aspect.\n\nIt\n\nis\n\nnot so much what one teaches as how one teaches that impresses right ideals\n\non students.\nProfessor Giddings, head of the department of sociology, Columbia\nUniversity, in an address on\n\n\"The Aim and Scope of the Public High\n\nSchool,\" delivered before the New York High School Teachers' Association,\nsurprised his audience by showing that the chief value of manual training\nto teach pupils pride in their work and the vital truth that a plumb line\nand a try-square cannot lie; that the chief value of commercial training in\nschools is to teach respect for contracts and the rights of others; and that\nthe surest and most direct road to efficient leadership in the industrial and\nbusiness world is thru unremitting study of the Latin language and of\nalgebraical mathematics.\nUndoubtedly moral values lurk in other subjects, many of t^em wholly unsuspected by the very ones who are supposed\nis\n\nto teach them!\n\nThe responsibihty for training American youth in morals does not rest\nupon the elementary and secondary schools but is shared by the colleges\nwhich undertake the higher education.\ncolleges,\n\nand\n\ncolleges furnish teachers\n\nSchools furnish students to the\nto the schools.\n\nCooperation\n\nis\n\nmutually advantageous and promotes the welfare of the students, for whose\nsake\n\nall\n\nour educational institutions\n\nexist.\n\nThe confederation between\n\nschool and college for furthering academic preparation is well recognized.\n\ndemonstrated by the good work of the College Entrance\nExamination Board. All schools and colleges keep permanent records of\n\nIts success is\n\ntheir\n\nstudents' scholarships\n\nand furnish copies to interested inquirers;\n\nbut in how many of them are kept systematic records of character and\n\nconduct ?\nPersonality records kept with care and justice are valuable factors in\n\norganizing America's forces for the present war.\n\nThe National Advisory\n\nCommittee on Personnel of the United States Army is composed of psychologists and teachers, skilled judges of human nature and individual endowment, who classify the recruits according to their several abiHties and\naptitudes and assign them to duty. Wherever this intelligent handling\noccurs it increases the happiness of the men and the efl&ciency of the service-\n\nThe card for recording data concerning the recruits has, following their\nnames, columns in which are to be indicated their physical qualities, intelligence, ability for leadership, character, and value.\n\nVassar College has begun a somewhat similar rating of its students.\nThe instructors are askt to rate the students in their classes on originaHty,\naccuracy, logic, industry, and general ability. The wardens of the halls\nof residence are askt to rate the girls under their supervision on rehabihty,\nleadership, judgment, industry,\n\nand cooperation.\n\nThese data enable the\n\n"}
{"page": 432, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4l6\n\nPeans of Women\n\ncollege officers to exercise greater wisdom in selecting those whom they can\n\ncommend as candidates for various positions of trust and responsibility.\nThe character records kept at Wadleigh High School are useful in a\nvariety of ways. They often influence teachers who are hasty in judgment\nConfidential\n\nBARNARD COLLEGE\nCOLUMBIA UNIVERSITY\n\nNEW YORK\nconfroential information for the use of the committee on undergraduate\nAdmissions\n\nTo the Principal of the High School:\nPlease supply information on the following points and return this blank to the\nSecretary, Barnard College, New York, N.Y.\n\nMiss\n\nGraduated from the\n,\n\n,\n\n,\n\nf\n\nin\n\nm the\n.\n\n,\n\ncompleted the course of study\n\n,\n\nHigh School\n\n{\n(^\n\n191\n\nShe was especially proficient in the following subjects:\nShe was especially weak in the following subjects:\nShould the candidate's work be carefully supervised, or can she be trusted to work\nwell without special oversight ?\n\nPlease give also any information regarding the candidate's character and personality\n\nwhich ought to be in the possession of those who would have special charge of her college\nwork.\n\nDo you certify that the candidate is a person of good moral character ?\nSignature of Principal\n\nName of School\nDate\n\nAddress of school\n\nThey help judges to decide who shall\nThey enlighten parents who\nThey show the evidence on which the school\n\nto modify their opinions of girls.\n\nreceive scholarships and other school honors.\n\ninquire about their daughters.\nofficers\n\nbase their recommendation of candidates for teachers' training\n\nOn these blanks appear such questions as:\n\nschools.\n\nshe truthful ?\n\nIs she obedient ?\n\nIs she reliable?\n\nIs\n\nIf teachers answer these questions in the\n\nnegative concerning any girl, her chance of admission to the training school\nwill\n\nbe\n\nslight.\n\nnumerous\n\nLikewise these records furnish data for answering the\n\nletters\n\nof\n\ninquiry which employers send to the school, re-\n\nquesting confidential information concerning the abiUty and character\nof\n\nalumnae and undergraduates who are seeking positions in the business\n\nworld.\n\n"}
{"page": 433, "printed_page": null, "text": "Department]\n\nCHARACTER FORMATION IN SCHOOL AND COLLEGE\n\n417\n\nThese records are a chief source of information in estimating candidates\nfor entrance to college.\n\nsober\n\nThe knowledge that they are so used helps to\n\nmany otherwise irresponsible girls.\n\nAltho they\n\nmay think that\n\ndiligent cramming will help\n\nthem to pass examinations in subjects which\nthey have neglected, they know that cramming is not possible in the matter\nof character tests and records.\nIn discipHning girls who are inclined to\nidleness and indifferent to duty it is of incalculable assistance to show\nthem that the colleges which they hope to enter will ask information concerning their conduct and habits of study. Too many colleges assume that\nall candidates are alike morally desirable and ask nothing of the schools\nOthers make their requests in such vague\nand general terms that there is no opportunity for replies to be specific and\nto distinguish, for example, between the best candidates and those negaexcept their scholarship records.\n\ntively good.\n\nThe Barnard College confidential blank, which is very satisfactory,\nis found\n\non page 416.\n\nThe most important use we make of character records at Wadleigh is\nas a means of helping toward self-mastery. A censure card filed by a\nteacher concerning a girl's misconduct, or a statement that she is unreHable,\nor disobedient, or untruthful, or lacking in punctuality, gives us an oppor-\n\ntunity to have an earnest talk with her alone or in the presence of a parent\n\nWe appeal to her to overcome her weaknesses of character\nand offer her our help in so doing; her resolution taken, she generally\nor a teacher.\n\nour hopes. The knowledge that records are kept probably deters\nsome girls from wrongdoing and causes them to ponder the significance of\nfulfils\n\nstandards.\n\nThey may not know Philip Gilbert Hammerton's definition\n\nof the intellectual hfe as\n\n\"that preference for higher thoughts over lower\n\nthoughts,\" but few of them fail to realize by experience that attainments\n\ndepend upon aspirations, that choice determines actions, that actions grow\ninto habits which form character, and that character makes destiny.\n\n"}
{"page": 434, "printed_page": null, "text": ""}
{"page": 435, "printed_page": null, "text": "DEPARTMENT OF SCHOOL PATRONS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Mrs. Charles F. Harding. Secretary of Vocational Supervision League. .Chicago,\nVice-President— Mrs. Gertrude\nMartin, Executive Secretary, Association of Collegiate\nIthaca, N.Y.\nAlumnae\n—\nSecretary Mrs. Henry Kdh\nChicago, HI.\nPresident\n\nIII.\n\nS.\n\nFIRST SESSION—Tuesday Forenoon, July 2\nThe department met for its j&rst session in the United Presbyterian Church in Pittsburgh at ten o'clock, Mrs. Harding in the chair. The following program was given:\n\n—\n\nPresident's Address Mrs. Charles F. Harding.\nReports of affliated organizations:\nAssociation of Collegiate Alumnae Gertrude S. Martin.\n\n—\n\nNational Council of Jewish Women and Department of School Patrons of the Pennsylvania State Educational Association Mrs. Charles Long.\nGeneral Federation of Women's Clubs Mary E. Parker.\nCongress of Mothers and Parent-Teacher Associations Elizabeth Harrison.\n\n—\n\n—\n\n—\n\nThe following standing committees made reports:\n\n—\n\nCommittee on Outside Activities and Organizations Mrs. O. Shepard Bamum.\nPaper read by Ella Adams Moore.\nCommittee on School Health Cooperation with Joint Committee of the National\nEducation Association and American Medical Association Sarah M. Hobson. Paper\nread by Grace P. Andress.\nCommittee on Vocational Supervision Ella Adams Moore.\nCommittee on School Revenue Margaret S. McNaught. Paper read by Grace\n\n—\n\n—\n\n—\n\n—\n\nP. Andress.\n\nThe reports of Emilie W. McVea, of the Southern Association of College Women,\nand of Marie Turner Harvey,\n\nfor the\n\nCommittee on Rural Schools, were received too\n\nlate to be read at this meeting.\n\nAt eleven o'clock Anna Howard Shaw, chairman of the Woman's Committee,\nCouncil of National Defense, spoke on the topic, \"The School a Vital Factor in War\nService.\"\n\nSECOND SESSION—Tuesday Afternoon, July 2\nThis meeting took the form of a luncheon, which began at\npresiding.\n\ni : 20,\n\nElla Flagg Young\n\nMary C. C. Bradford, Anna Howard Shaw, and Ella Flagg Young were guests\n\nThe meeting took the form of a symposium on vocational supervision.\nThe following persons spoke: W. B. Owen, Anna Howard Shaw, Mary C. C. Bradford,\n\nof honor.\n\nWilliam M. Davidson, and Ella Adams Moore.\n\nTHIRD SESSION—Wednesday Forenoon, July 3\nThe department met in the United Presbyterian Church at ten o'clock, Mrs. Charles\nThe following program was given:\nF. Harding presiding.\n\n—\n\n\"New Aspects of an Old Problem\" Elizabeth Harrison, president, National Kindergarten and Elementary College, Chicago, 111.\n\"The Status of the Child, State and National, as a Result of the War\"—W. H.\nSwift, National Child Labor Committee, New York.\n\"Health Problems in Education\" Sally Lucas Jean, Child Health Organization,\n\n—\n\nNew York.\n419\n\n"}
{"page": 436, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n420\n\n[School Patrons\n\n—\n\n\"The Scope of the Department of School Patrons\" Mary E. Parker, Western\nReserve University, Cleveland, Ohio.\n\"Educating Our Soldiers' Children\" Ella Flagg Young, National Woman's Liberty\nLoan Committee, Washington, D.C.\n\n—\n\nBusiness Meeting\n\nThe business meeting occurred at twelve o'clock, immediately after the close of the\nforenoon session, Mrs. Harding presiding. The following rules and regulations were\nadopted:\n\nThe members of the Patrons' Department shall be:\n\n•\n\nTeachers, others actively engaged in educational work, and educational institutions, as defined in Article I, Section 2, By-Laws of the National Education Association,\n1.\n\nmay become members of this Department.\n2. Any national organizations (other than professional educational ones) interested\npurposes and needs of educational work may become affiliated members of the\n\nin the\n\nDepartment whether general members of the National Education Association or not.\nThe officers of the Department shall be a President, a Vice-President, and a Secretary.\nThese shall be elected and vacancies shall be filled in the manner prescribed by the General\nBy-Laws of the National Education Association (see Article VI, Section 5).\nThere shall be an Executive Committee of the Department, consisting of the officers,\nwho shall manage the affairs of the Department, but who shall confer from time to time\nwith the Advisory Council.\nThere shall be an Advisory Council of the Department, consisting of one representative appointed or elected by each national affiliated organization, and of all the\nex-presidents of the Department and of other members who may be elected by the Department or appointed by the President. The chairman of this Council shall be elected at\nthe annual business meeting of the Department.\n\nMary E. Parker, chairman of the Committee on Nominations, reported the names\nof the following officers, who were unanimously elected:\n\n—Mrs. Oliver W. Stewart, Chicago,\n— Gertrude Martin, Ithaca, N.Y.\nSecretary— Charlotte Greenebaum Kuh, Chicago,\nPresident\n\nVice-President\n\n111.\n\nS.\n\n111.\n\nThe Advisory Council for the coming year consists of the following members:\nEx-Presidents: Mrs. Charles F. Harding, chairman of the Council; Mrs. O. Shepard\n\nBarnum; Mrs. Wm. S. Hefferan; Mrs. Louis Hertz.\nRepresentatives of affiliated organizations:\n\nCora Helen Coolidge, Association of\n\nCollegiate Alumnae; Mrs. Charles Long, Council of Jewish Women; Emilie W. McVea,\n\nSouthern Association of College Women;\ntion of\n\nWomen's Clubs;\n\nMrs. O. Shepard Barnum, General Federa-\n\nElizabeth Harrison, Congress of Mothers and Parent-Teacher\n\nAssociations.\n\nThe following were elected by the Department:\n\nElla Flagg Young, Mary E. Parker,\n\nMrs. Addison W. Moore, Mrs, Louis F. Post.\nThe meeting passed unanimously and offered to the Committee on Resolutions of\nthe National Education Association, for adoption by the Association, a resolution request-\n\ning Congress to pass, as soon as possible, a federal Child Labor Law which will not only\n\nmeet the objections to the one recently declared unconstitutional but will extend legal\nprotection to a greater number of the children of the United States.\n\nFollowing the suggestion of Mrs. O. Shepard Barnum, chairman of the Committee\non Outside Activities and Organizations, the department voted to cooperate so far as\npossible in the work of the Children's Year as carried on under the joint auspices of the\nfederal Children's Bureau and the Department of Child Welfare of the Woman's Committee, Council of National Defense, and also to ask other organizations which now\nmake up the Woman's Committee, Council of National Defense, to cooperate both now\nand after the war in the work of the Patrons' Department for children, especially for those\n\nbetween six and sixteen.\nThe meeting adjourned |Until 1919.\n^^\n\nElla -Adams Moore, Secretary pro tern\n\n"}
{"page": 437, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nDepartmentl\n\n421\n\nPAPERS AND DISCUSSIONS\nPRESIDENT'S ADDRESS\nMRS. CHARLES F. HARDING, CHICAGO, ILL.\n\nThe Department of School Patrons is the official connection between the\ngreat body of educators represented by the National Education Association\nand the public, as led by the five affiliated national organizations which\nmake up this department.\nIts object is to bring to the schools, thru the professional organization\n\n(the National Education Association) the support\n\nand assistance of the\n\naffihated national organizations and of the great pubHc led by the members\nof these organizations, and, on the other hand, to bring to these volunteer\n\norganizations the professional direction and permanent poUcies which are\nessential to educational progress,\n\nand which are outlined from time to\n\ntime by the National Education Association.\n\nThe Department of School Patrons in the last two years has added to\nmembership the body of women who are, thru their children,\n\nits affiliated\n\nclosest to the schools, the Congress of Mothers and Parent-Teacher Associations.\n\nActivities,\n\nThe department is now at work, thru its Committee on Outside\non the problem of increasing the membership by adding other\n\nnational organizations.\n\nThru its Vocational Supervision Committee the department has undertaken, in cooperation with the Children's Bureau of the United States, an\n\ninquiry into the question of vocational guidance and employment supervision for children of working age.\n\nand some valuable\n\nfacts\n\nThis inquiry is nation-wide in its scope,\n\nhave already been obtained.\n\nThe National\n\nCouncil of the Association of Collegiate Alumnae has arranged for definite\n\nand valuable service to this inquiry from its members.\nThru its School Health Committee, in cooperation with the Joint Committee of the National Education Association and the American Medical\nAssociation, the department has distributed widely in the United States\nthe health charts and other health pamphlets prepared by the leading\nmedical experts of the country under the guidance of Dr. Thomas D. Wood,\nchairman of the Joint Committee.\nThru its School Revenue Committee the department has issued two\npamphlets entitled Guard the Schools as Well as the Trenches and The\nSafeguard of Democracy. These pamphlets are being used by the legislative\nchairman of the General Federation of Women's Clubs in the states where\nlegislatures are in session this year, to counteract any tendency to decrease\nschool revenue, if such tendency exists, and further to increase school\nrevenue where it is needed.\nThru addresses and conferences at the annual meetings of the five\naffihated organizations and thru printed material widely distributed the\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n422\n\n(School Patrons\n\ndepartment has brought before large and influential groups progressive\nideas in education contributed by the educators of the National Education\n\nAssociation and others.\n\nThru its program at the National Education Association and thru\nprinted matter the department has brought to the attention of the National\n\nEducation Association the actual education accompHshments of the pubHc-\n\nThese persons stand ready\nand assist the National Education Association and its work\nboth in initiating measures for the good of the schools and in supporting\nand interpreting to the community the plans for educational progress\nmade by the National Education Association.\nThe department stands committed by its point of view to this support\nand enlargement of pubUc education. It is a fact that many of the most\nprogressive features introduced into the school system in the past have\nexisted first thru private initiative and private enterprise in the form of\nexperiment, and only when found successful and workable have they been\ntaken over by school boards and incorporated into school systems. It is\nin this class of problems that the Department of School Patrons finds its\nspecial field, and to the further development of such educational projects\nit plans to devote its enlarged resources and opportunities.\nThe outgoing administration suggests that during the coming year the\nDepartment of School Patrons give its energies to supplementing and\nstrengthening the work outlined for the Children's Year, especially as it\nrelates to the child between six and sixteen\nalways keeping in mind the\nmain function of the department, which is the furthering of the closest\ncooperation between the educators and the public.\nspirited organizations interested in education.\n\nto support\n\n—\n\nREPORT OF THE ASSOCIATION OF COLLEGIATE ALUMNAE\nFOR THE YEAR 1917-18\nGERTRUDE S. MARTIN, ITHACA, N.Y.\nLike other organizations of\n\nits\n\nkind the Association of Collegiate\n\nAlumnae has this year subordinated all other activities to the effort to\nassist in every way possible in the one task of paramount importance,\nnamely, the winning of the war.\n\nAt its biennial convention, which opened in Washington three days after\nthe United States entered the war, a War Service Committee was appointed.\n\nThis committee soon reacht the conclusion that one of the most vitally\n\nimportant tasks confronting the government\n\nis\n\nthe work of patriotic\n\neducation; and they proposed that a speaking campaign be at once under-\n\ntaken to assist in this work of bringing home to all the people an understanding of the fundamental issues involved in the war, the necessity of\n\nour entering it, the necessity of fighting it thru to a victorious conclusion,\n\nand the menace of a premature peace.\n\n"}
{"page": 439, "printed_page": null, "text": "ASSOCIATION OF COLLEGIATE ALUMNAE\n\nDepartment!\n\n423\n\nWhen this work was proposed as our special war work the creation of\nthe Speaking Division of the Committee on Public Information had not\n\nAs soon as it was made known that such a division\nhad been created, our Washington representative on our War Service Committee informed the director of the division of the plan we already had in\nhand and offered the services of the Association to assist the government\nwherever possible. Our representative was thereupon made a member of\nthe Advisory Committee of the Speaking Division, and we have from the\nbeginning workt in the closest cooperation with the division.\nIn order to launch the work, college women's rallies were held under the\ndirection of the executive secretary and the War Service Committee in a\ngreat number of the larger cities of the country, and an appeal was made\nfor the cooperation of college women.\nAs a result a large number of\nspeakers' bureaus were formed. These bureaus have registered hundreds\nof volunteer speakers and have made connections for them with all sorts\nof audiences thru schools, colleges, community centers, women's clubs,\nyet been announst.\n\nchurch societies, moving-picture theaters, industrial plants, granges, etc.\nIn addition to the speaking campaign, however, many of the branches\nhave found other methods of spreading patriotic propaganda. Collections\nof\n\ngovernment and other publications have been made and have been\n\nplaced in public restrooms and in the lobbies of public libraries, with a volunteer worker in charge, who tries to interest as many persons as possible\nin\n\ntaking the pamphlets home.\n\n\"Current events\"\n\nclasses\n\nhave been\n\norganized among foreign women and other working women who would find\nit difficult\n\nto get an understanding of the war without such assistance.\n\nThe Association is also endeavoring to cooperate as fully as possible\nwith the Food Administration in its effort to use the college-trained women\nand the college students as its interpreters to the people.\n\nWe are urging\n\nall the colleges to see to it that if possible every student, particularly every\n\nwoman student, is given at least the short course of lectures prepared for\nthe colleges by the Food Administration.\n\nSimilarly we are cooperating with\n\nthe Children's Bureau and the Child Welfare Department of the Woman's\n\nCommittee\n\nin the\n\nwork of the Children's Year.\n\nadopted many French orphans.\n\nThe Association has\n\nIt is difficult to keep track of this rapidly\n\ngrowing family, but we are quite safe in placing the number of our fosterchildren at more than a hundred and twenty-five.\n\nThe Association is deeply interested in the project of the Association\nof American Colleges for bringing to this country a hundred or more young\n\nFrench women to be educated in our American colleges, and one of our\n\nmembers. Miss Benton, dean of women at Carleton College, has been\nappointed to go to France to select these young women and bring them to\nthe United States, and our standing Committee on Foreign Students will\ndo everything in its power to provide warm hospitality and friendly\nassistance.\n\n"}
{"page": 440, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n424\n\n(School Patrons\n\nnewer war activities the Association has not\nIts fellowships have been maintained\nand most of the fellowships awarded thru it by other organizations have\nbeen assigned as usual. The work of interesting girls in going to college\nhas been continued and will be intensified this year in an effort to counteract to some extent the lure of war work. A still greater effort than heretofore will also be made to hold the younger pupils in the schools.\nFollowing is the proposed program of work which has been issued for\nIn\n\nits interest\n\nin the\n\nallowed its old activities to lapse.\n\nthe year 1918-19:\n1.\n\nTo continue to mobilize all the college women of the various states\nway with the Woman's Committee, the\n\nto cooperate in every possible\n\nState Councils of Defense, and the Food Administration.\n\nTo continue the work of patriotic education.\nTo continue and extend our work in behalf of French orphans.\n4. To cooperate with the Children's Bureau and the Child Welfare\nDepartment of the Woman's Committee in their effort to save thru the\nactivities of the Children's Year at least 100,000 of the 300,000 babies who\n2.\n\n3.\n\ndie annually in this country from preventable causes.\n5.\n\nTo watch every piece of educational, social, or industrial legislation\n\nproposed this year by the forty-one state legislatures that will be in session,\n\nand to be prepared to create the necessary pubHc opinion either for or\nagainst the measures proposed.\n6. To prevent as far as possible the abandonment of school and college\nby our young people in response to the call for war workers.\n7.\n\nTo launch, whenever the time seems opportune, a campaign for\n\nincreast school revenue to meet the new demands which the war is laying\n\nupon the schools.\n8.\n\nTo assist the Bureau of Education in every possible way in the work\n\nof Americanization.\n\nTo make a study in each state of the condition of the rural schools.\nTo assist in the organization of community centers, both rural and\nurban, and to recruit college women for training as community-center\n9.\n\n10.\n\nworkers.\n11.\n\nTo continue our effort to widen vocational opportunities for women\n\nby assisting in procuring adequate vocational guidance in schools and\ncolleges and by the support of bureaus of occupations for trained women.\n12. To further a campaign for an adequate federal Department of\nPublic Health that shall have as one of its main divisions a Division of\nPublic Health Education.\n13.\n\nTo assist in the effort for permanent peace by bringing about a\n\nbetter understanding between nations thru an interchange of pickt students.\n\nTo this end to maintain our already establisht Latin-American Fellowship,\nand to create as rapidly as possible new fellowships of similar character\nfor other foreign students.\nTo help in the creation of scholarships for the\n\n"}
{"page": 441, "printed_page": null, "text": "Department!\n\nNATIONAL COUNCIL OF JEWISH WOMEN\n\n425\n\nFrench women students whom it is proposed to bring to this country this\nyear.\nsities.\n\nTo facilitate the sending of American students to foreign univerTo form in as many foreign countries as possible branches of our\n\nAssociation, which shall in turn undertake the organization in those countries of associations of their college\n\nwomen to be affiliated with us, thus\n\ngradually forming a federation of the trained women of the world.\n\nREPORT OF COMMITTEE ON EDUCATION, NATIONAL\nCOUNCIL OF JEWISH WOMEN\nMRS. CHARLES LONG, CHAIRMAN, EDUCATION DEPARTMENT OF THE NATIONAL\n\nCOUNCIL OF JEWISH WOMEN, WILKES BARRE, PA.\nIt is with very conscious pride that we point to the record of the edu-\n\ncational work of the Council of Jewish Women for the war period, which\n\nreveals pretty uniformly the policy of \"hold fast to what I give you\" and\n\nRed Cross yourself.\nThis has been the time to show to all that the Jewish woman is a loyal,\ndevoted, efficient American, contributing to American honor and purposes\n\nand practical labors.\n\nThe record of every community shows that the\n\nJewish womanhood in and out of the Council, but always represented by\nthe Council, is educating America properly to place her as no alien to any\nlabor or purpose of America while she herself is being educated;\n\nto hold\n\nfast to the religious ideals which have made her the traditional good mother,\n\nbut to give up every material standard unless it absolutely conforms to\nthe best in the American manner.\n\nShe\n\nis\n\ntremendously earnest and\n\nabsorbed in this war work which gives the world the opportunity of judging\nher as a unit, and thru the Council groups she is contributing, in disproportionate members and efficiency, as a real war measure to the solution\nof the problems of those of her people who are still \"different\" and therefore\n\nignorant of the American ways.\n\nThe Triennial Conference of the Council of Jewish Women w^s held in\nChicago in November, 191 7.\ntwenty-fifth year of service.\n\nThis markt the Council's entrance upon its\nThere it reconsecrated itself to stand for the\n\nwhole of Jewish womanhood before the world, responsible for her tradition,\navailable for her service, with a pride in its membership of more than\nninety sections and twenty-thousand women.\n\nOut of this convention have come more definite national pohcies on\nAmericanization of Americans as well as of foreign-born, thru education\n\nThe Council Committee on Education in each section\nnow holds itself willing to help any Jewish school child in its community.\n\nand personal effort.\n\nEvery n^ed of any sort may be referred to the local section's chairman on\neducation, or to the president of the section. Intelligent interest and conscientious service are guaranteed.\n\nShall educators be quick to the full\n\nX\n\n"}
{"page": 442, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n426\n\nusefulness of this offer?\n\n[School Patrons\n\nSan Francisco already points the way in this\n\nservice.\n\nThe second item in education is a promising, common-sense, Ameri\"Jew\" is the common name we accept with the last\narrival; \"American\" is the common name we aim to share with her.\nWe\nmake her previous knowledge and condition the foundation of the new\ncanization program.\n\nin\n\nAmerican knowledge and condition.\n\nnot the learner, in her\nsee the actuality in its\n\nWe reestablish her as the light,\n\nAnd so in Newark you will,\nmost recent \"Two R's School\" for mothers of\nown\n\nhousehold.\n\nAmericans.\n\nA third objective in this educational program is providing the potential\nvoters with definite information and dignified appreciation of the serious\n\nduty of the franchise, thru which she shall help to make the laws by which\nothers shall live, and so in New York, Illinois, and other sections classes\nfor the women voters are flourishing.\n\nThe educational service that has been reported from almost every\nsection is class, group, and personal instruction in the purchase and preparation of food and in the war regulations; also classes in personal and social\n\nhygiene; lectures building up the historic background for our present-day\nstatus of woman;\n\nJudaism and the war; child-study and parliamentary\n\nlaw; the drama and music, with scholarships for the talented; and special\nclasses for the physical misfits, penny lunches, and other socio-educational\n\nmeasures and lectures on religion go quietly along as part of a practical\npatriotism.\n\nThe common objectives for all the Council's work are the widening of\nAmerican Hfe and ideals thru education, the adjustment to American standards thru education, and the conquest of physical ills and material injustice\nthru education. We ask in return that all that holds the Jew up to ridicule\nand discrimination be eliminated and the American school live up to the\nspirit and letter of democracy and good-will.\nThe Council therefore, for this war period, sums up its labor. For war\nservice nowhere have more loyal, efficient, or proportionately larger numbers been provided in every line than from among its members. For\nAmericanization no program more conscientious, or more earnestly hopeful,\nor more practically arranged has been projected than thru its lecture, class,\nand personal contact. For community activity nowhere more cheerful\nor wider helpfulness than is in its pledge of personal interest in every root\n\nand branch of the house of Jacob in the great American family. For group\nactivity nowhere is the responsibility for one's brother and to one's country,\nits privileges and welfare, more constantly, earnestly, and lovingly fostered.\nIf a wider, a more inclusive, or a more effectual labor can be suggested,\nspeak, for the Council is consecrated to project it. Thru each of ij:s ninety\ngroups the Council of Jewish Women offers a right arm in the building of\nthe perfect American community.\n\n"}
{"page": 443, "printed_page": null, "text": "GENERAL FEDERATION OF WOMEN'S CLUBS\n\nDepartment]\n\n427\n\nREPORT OF PENNSYLVANIA DEPARTMENT OF SCHOOL\nPATRONS\nMRS. CHARLES LONG, PRESIDENT, PENNSYLVANLA. DEPARTMENT OF\nSCHOOL .PATRONS, WILKES-BARRE, PA.\n\nThe Department of School Patrons of the Pennsylvania State Educational Association was created at the earnest request of the Wilkes-Barre\n\nCentral Council of Parent-Teachers Associations and the Committee on\n\nEducation of the Council of Jewish Women.\n\nThe formal petition was\n\npresented by Dr. Samuel Weber, of Scran ton, now state president.\n\nAt the Association meeting in Johnstown, December, 191 7, the new\ndepartment conducted a symposium on its purposes, presented from the\nangle of the teacher by the president of a Teachers' League, of the parent\n\nby the president of the Pennsylvania Mothers' Congress, of the child by\nthe president of the Child Study Round Table, of the taxpayer by the\npresident of a Rotary Club, letting in the light upon \" the needs and interests\nof children, the welfare and purposes of teachers, the privileges and duties\nof parents, the rights and obligations of taxpayers, so that each may better\nunderstand and help the other.\"\nThe second program dealt with the general topic \"Sprags in the\nMachinery of Education,\" setting forth \"The Defective as the Teacher's\nCross,\" \"The Immigrant in the Process of Melting,\" \"Industry and the\nSchool Child,\" and Dr. S. Weber, superintendent of the Scranton schools,\ncleverly explained \"How the School System Meets These Problems.\"\nThe December, 191 8, meeting, in Harrisburg, will deal with those war\npurposes which involve the child's best interests, such as labor laws, kindergartens, vocational direction, and recreational and other summer programs;\n\nthe teacher's just salary and service rating; the parent and citizen's neces-\n\nsary and legitimate right to instruction and forum in the schoolhouse as the\n\nheart of the state's Hfe, making the dominant note of the program the\n\nfrom which all blessings\ndemocracy shall flow, the place to \"put it over\" in the best\nwith a downright get- togetherness of family, community, and\n\npotentialities of the schoolhouse as the source\n\nof our true\nsense,\n\nfederal interests.\n\nGENERAL FEDERATION OF WOMEN'S CLUBS\nMARY E. PARKER, WESTERN RESERVE UNIVERSITY, CLEVELAND, OHIO\nIt is somewhat difficult to report accurately and adequately the work\nof the General Federation of Women's Clubs during the past year, because\n\nin the attempt to define war educational work it is difficult to differentiate\n\nbetween work done with a view to meeting specific and immediate war needs\nand that done to meet needs which have arisen or grown more acute on\naccount of war conditions.\n\nThe women in our clubs have done both types\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n428\n\n(School Patrons\n\nof work.\nThey have assisted the schools in their work in food conservation\nand in campaigns for Red Cross, Liberty Loans, War Savings, and other\nwar measures, and in some cases our departments of education have less\nto report because their strongest workers have been absorbed in direct war\nservice.\nIt has been the policy of this department to encourage such\nactivity, because the demands of the war itself have been so insistent during\nthe past year that all other work has seemed to be of minor importance.\nThere have been attempts to reduce appropriations for school purposes,\nand children have been allowed to leave school for one cause or another.\nMany seem to forget these days that the war is being waged in order that\nthe ideals which this people have cherisht may be perpetuated for coming\ngenerations, and if the sacrifices of today are not to be in vain, the next\ngeneration must be educated now to continue worthily the work which\nAmerica has begun. We need to remind ourselves constantly not only\nthat our schools must not suffer now, but that they must become even more\neffective instruments of education than they have ever been.\nThere is a stupendous task before the schools of America, and more is\nexpected of them than they can possibly meet unaided, particularly in the\nmore sparsely settled sections of the country. They need all the help they\ncan get from volunteer agencies, and upon no organization rests a heavier\nobligation than upon the women's clubs thruout the country.\nIt is in\ntheir power to demand not only more generous appropriations for the maintenance of our schools but also indorsement and support of progressive\neducators who see clearly the modifications which the changed conditions\n\nare demanding.\n\nIt should\n\nbe the concern of school authorities to enlist\n\nas far as possible this volunteer cooperation.\n\nmust be under the direction of the expert.\n\nMore and more our activities\nOur work is supplementary,\n\nbut it is of the utmost importance that we do not duplicate work already\ndone, and above all things do not work at cross purposes with those upon\n\nwhom rests the responsibility for conducting our schools at this time of\nnational emergency.\n\nAbout a year ago letters were sent by the chairman of the department\nof education of this organization to the\n\nUnited States Commissioner of\n\nEducation, the president of the National Education Association, and all\nthe state superintendents of public instruction in the country, asking how\n\nwe could best serve the cause of education in time of war.\n\nThe response\n\nwas cordial, gratifying, and stimulating. Many of the suggestions which\nwere made were incorporated in a pamphlet which was sent in quantities\nto all the state chairmen of education and later distributed at the biennial\nconvention at Hot Springs. These suggestions may be summarized in\nthe need for the extension of educational opportunities which the war has\nmade all the more acute. There should not be in this great country any\nsuch thing as adult illiteracy, because the state should see to it that every\nchild has the opportunity for at least\n\nan elementary education.\n\nThere\n\n"}
{"page": 445, "printed_page": null, "text": "GENERAL FEDERATION OF WOMEN'S CLUBS\n\nDepartment!\n\n429\n\nshould not be a state in the union without compulsory-education laws,\n\nand those who have come into our midst from other countries should not\nonly speak but read and write the EngUsh language. In states in which\nthere is no compulsory-education law the club women have been actively\nIn Maryland, in parinterested in campaigns to effect such legislation.\nThe\nticular, vigorous work has been carried on during the past year.\nFederation contributed definitely to the success of the Compulsory Education Bill which became law in 191 6.\nIn the southern states, notably in Kentucky, the women have been\nworking in the campaign for the ehmination of illiteracy among the Englishspeaking whites in the sparsely settled sections of the country. We have\nindorst the Smith-Bankhead Bill, and by resolutions at the biennial convention have committed ourselves to work for the elimination of ilUteracy.\nIn the larger cities we have contributed to thfe work of Americanizing\nthe foreign population. Massachusetts has had an active special Americanization Committee with much good work to its credit.\n\nIn California\n\nthe state chairman of education has been a member of the State Commission\nof Immigration and Housing, and some of the most stimulating and helpful\n\nAmericanization material pubHsht is sent out by this Commission.\n\nWith the importance which the war has attacht to all agricultural\npursuits has come a largely increast appreciation of the significance of the\nrural school, and it is a pleasure to report that apparently in no other single\n\ncause are so\n\nmany clubs enlisted.\n\nThis service covers a wide range of\n\nactivities, and almost every state in the Union reports some type of work.\n\nThe women are closely in touch with state departments of pubhc instruction and with state university extension departments, so that what they\ndo has local significance and is well directed. We regard it as of the utmost\nimportance that our different federations and clubs ally themselves closely\n\nwith the schools of the rural districts.\n\nThe rural school stands in a very\n\nfundamental relation to our nation's welfare.\nClosely allied with the foregoing activities has been the work undertaken\n\nwith a view to meeting the health requirements for rural schools fiound in\nDr. Wood's Report on Health Conditions.\n\nThis has meant necessarily\n\nincreast appropriations for school purposes, and in many cases the program\nof the clubs has included a definite campaign for increast school revenues.\n\nIn spite of the pressure which the war has brought upon all sections of\nthe country we are glad to report that scholarship funds have been main-\n\ntained in almost every state in the country and in many cases have been\nincreast.\n\nIn addition to this, different clubs have distributed leaflets in\n\nthe schools, giving reasons why it is a form of patriotic service to remain in\nschool as long as possible, because the country is going to need trained and\n\neducated citizens more than ever after the war is won.\n\nThe new committee in the department has concerned itself with kindergarten extension and has been successful in forming special committees in\n\n"}
{"page": 446, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n430\n\nseveral of the states.\n\n[School Patrons\n\nIn Texas and Maine the club women have con-\n\ntributed to the passage of more progressive kindergarten laws.\n\nAt the convention held at Hot Springs we were honored by the presence\nof the President of the National Education Association, who spoke to us\n\nupon Americanization. Mrs. Bradford also indicated to us briefly the\npurpose of the joint Commission which has been studying the national\nemergency in education, and we shall await with interest the findings of\nthis Commission.\nThe women of the General Federation may be depended\n\nupon to support those school authorities who attempt to modify their\nprocedure in accordance with the recommendations made in the report.\nNever before have we workt so well under the guidance of the educational leaders in our several states, and never have we joined forces with\n\nother organizations to such a degree as we have during the past year.\n\nIn\n\nthis time of national testing there are great pieces of work to be done for\n\nwhich no single organization is adequate, and the value of our service is\noften greatest when we combine forces with other organizations, accepting\ndefinite and detailed responsibiHties and working always under the guidance\n\nof those who see educational problems with a broader and clearer vision\n\nthan ours can possibly be.\n\nGUARDING THE SCHOOLS IN WAR TIME\nMRS. O. SHEPARD BARNUM, CHAIRMAN, COMMITTEE ON COORDINATION OF\nOUTSIDE ACTIVITIES\n\n(Paper read by Mrs. Addison W. Moore)\n\nThe Committee on the Coordination of Outside Activities of the Department of School Patrons of the National Education Association was assigned\nthe task of finding out what volunteer organizations ^particularly organizations of women were doing to aid the schools.\nExperience had shown that\nin sqme communities stimulation of outside activities on behalf of the schools\nwas greatly needed, while in other communities there was waste and con-\n\n—\n\n—\n\nfusion due to overlapping.\n\nWith the first shock of war the assigned task obviously became superfluous, because all organizations, professional and volunteer, concentrated\n\nattention and activities on helping to get our national forces to the front,\n\nand helping to supply their every need. The schools, the teachers, the\nclubs, and other organizations with one accord have workt with all war\norganizations.\n\nThe second year of the war, however, has brought a keen reahzation\nmost profound problem. The winning of the titanic world-\n\nof another\n\nstruggle for the safety of our nation and the safety of civilization in the\n\nfuture cannot be accomplisht in very truth unless we save all our children\n\nnow\n\n—the children who are the nation of the future; unless furthermore\n\n"}
{"page": 447, "printed_page": null, "text": "Department!\n\nGUARDING THE SCHOOLS IN WAR TIME\n\n431\n\nwe secure for all the children of the nation the education by which alone\nthe hard-won heritage of civilization can be transmitted.\n\nThe Children's Bureau of the United States Department of Labor has\nbeen keenly alive to this problem and has workt out masterly plans for its\nsolution in cooperation with the\n\nDepartment of Child Welfare of the\n\nWoman's Committee, Council of National Defense. The second year of\nthe war, April 6, 1918, to April 6, 1919, is to be known as \"Children's\nYear,\" and the plan indicate^ has received the sanction of our President,\n\nwho says:\nNext to the duty of doing everything possible for the soldiers at the front, there\ncould be, it seems to me, no more patriotic duty than that of protecting the children who\nconstitute one-third of our population.\n\nThe success of the efforts made in England in behalf of the childreji is evidenst by\nthe fact that the infant death-rate in England for the second year of the war was the\nlowest in her history.\n\nAttention is now being given to education and labor conditions\n\nfor children by the legislatures of both France and England, showing that the conviction\n\namong the Allies is that the protection of childhood is essential to winning the war.\nI am very glad tnat the same processes are being set afoot in this country, and I\n\nheartily approve the plan of the Children's Bureau and the Woman's Committee of the\n\nCouncil of National Defense for making the second year of the war one of united activity\non behalf of children, and in that sense a children's year.\n\nThe President has exprest the hope that the Children's Year \"will not\nonly see the goal reacht of saving 100,000 lives of infants and young children, but that the work may so successfully develop as to set up certain\nirreducible minimum standards for the health, education, and work of the\n\nAmerican child.\"\nIn the Children's Year Leaflet, No. 3 (Bureau pubhcation No. 40), will\nbe found carefully workt-out plans, especially for young children imder\nsix.\n\nMuch is indicated also for children from six to sixteen.\n\nMiss Lathrop\n\nstresses the enforcement of child labor laws, and attention to rural districts.\n\nShe stresses also community recreation, particularly \"patriotic recreation\nweek\" for the last week in August. Health is emphasized thruout, and\nproper provision for mothers and for home conditions. Compulsory school\nattendance thruout the legal age and vocational supervision thruout the\ncritical period thereafter are urged.\n\nCommissioner P. P. Claxton has pointed out a number of important\nways in which schools and school children should be guarded during the\nwar. The care of the health of children of school age and the \"great need\nfor an increase in school revenues\" are most convincingly urged.\nHe says\nin part:\nIt is\n\nnow necessary to increase very largely the school revenues in order to keep\n\ntne schools up to their former standards.\n\nIt is a case of being necessary to run very fast\n\nin order to stand still.\n\nThe school revenues are not adequate for war times, and almost everywhere the\nbetter teachers are leaving for other occupations.\n\nIn some places appropriations and tax levies are being increast, but reports of smaller\nappropriations and the lowering of tax rates come from many places.\n\n"}
{"page": 448, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n432\n\n(School Patrons\n\nWorkers for the schools and for child welfare during the past year\nthose usually able and willing\n\nreport great difficulty in finding helpers;\n\nare now engrost in doing everything possible for the soldiers at the front.\n\nYet the other \"patriotic duty\" must be fulfilled for \"protecting the children,\" for \"united activity on behalf of children.\"\nClearly the Department of School Patrons must mobilize the two or\nthree millions of members in its affiliated organizations and must enlist all\nother volunteer organizations to help guard the schools and protect the\nchildren, and to help fuffil all the expert plans of the Children's Year.\n\nCONSERVING THE HEALTH OF SCHOOL CHILDREN\nSARAH M. HOBSON, CHAIRMAN, COMMITTEE ON SCHOOL HEALTH\n(Paper read by Mrs. Grace P. Andress)\n\nThe child comes into the world not by his own will but by the will of\nHe has a right to demand safety from gross physical and spiritual\n\nothers.\n\npoison.\nIt is scarcely to our credit as a nation that we cannot be aroused to the\n\nnecessity of conserving the health of children until child life becomes an\n\neconomic problem.\nThis Association should go on record actively to support the Children's\nYear, and to follow up registration by stated conferences with mothers and\nchildren.\n\nThese conferences will disclose bad living conditions\n\nhousing;\n\nthe disproportion of wages to wholesome living;\n\nignorance and vice in scholastic record.\n\n—food and\n\nthe factor of\n\nThey will lay bare community\n\nshortcomings, the inaccessibihty of skilled medical aid except thru the\ncharity of a public dispensary, the practical impossibility at present of\n\ngiving every child a generous daily portion of clean raw milk, the indiffer-\n\nence of the municipahty to unsanitary housing, the moral turpitude of\nsocial conditions in recreation.\n\nFood not measured by calories alone should be provided\n\n—food for\n\ngrowth as well as for energy.\n\nWar-time housing means lodgers to eke out the family income. Lodgers\nLodgers mean more\nintimate exposure to communicable diseases overcrowding of the body.\n\nmean Hmited air space and loss of individual privacy.\n\n—\n\nTuberculosis, that scourge of early maturity, frequently has its inception in early childhood.\n\nExaminers in\n\nthis\n\ncampaign for child welfare\n\nshould be instructed to give particular attention to this opportunity for\ndiscovering such errors of life and environment as predispose to this disease.\n\nSpeeding up on war service is unnecessary.\n\nThere has been in some\n\nschools a deplorable loss in intellectual training and mental poise from the\n\nspeeding up in war-time school activities.\nspirit.\n\nThis\n\nis\n\novercrowding of the\n\n"}
{"page": 449, "printed_page": null, "text": "REPORT ON VOCATIONAL SUPERVISION\n\nDepartment!\n\n433\n\nA campaign for the health conservation of children is not particularly\nspectacular.\n\nEducational campaigns do not lend themselves to glitter\n\nand applause.\n\n'\n\nThere is, however, a wonderful possibility of improving the\n\nquality of our citizenship if we begin with the children.\n\nREPORT OF THE COMMITTEE ON VOCATIONAL\nSUPERVISION\nELLA ADAMS MOORE, CHAIRMAN, CHICAGO, ILL.\nIn the city of New York about 50,000 children apply each year for permission to begin, at fourteen or fifteen, the long task of making a living;\nin Chicago there are about half as many, in Philadelphia a sHghtly smaller\n\nnumber, and so on in every city, town, and village in the United States these\nhosts of young workers are taking upon themselves the industrial burdens\nof the nation.\n\n—\n\n—\n\nWhere do these little \"sons of Martha\" and daughters too find their\nemployment ? What friendly hand is stretcht out to them as, timid and\nbewildered, they seek an open door in industry ?\nThe Vocational Supervision Committee of the Department of School\nPatrons has had these questions in mind during the two years of its existence.\nIn the autumn of 191 6 it planned a nation-wide inquiry as to vocational guidance and employment supervision in the case of these untrained\nchildren, but after six months of effort it was found that such an investigation would be impossible for the committee, since time and money were\nlimited, and authority to ask for statistics entirely wanting.\n\nThe committee therefore applied to Miss Lathrop, chief of the ChilThru this bureau a questionnaire\n\ndren's Bureau in Washington, for help.\n\nwas sent, in the spring of 191 7, to 424 towns and cities of 10,000 inhabitants\nAbout 60 per cent of these cities repUed,\nbut because of the limited time given them for returning their answers and\nbecause of a lack of understanding on the part of some of those who received\nor more in the United States.\n\nThe movement is\nHence the information was meager in the case of many cities which replied.\nYet much more\nthan is indicated by the figures came out of the inquiry. The questionthe questionnaire, the findings were very incomplete.\n\nnew and in most cities still in an experimental stage.\n\nnaire has been of distinct value for the following reasons:\n1.\n\nIt has given us some facts in the case of more than 60 per cent of\n\nthe cities addrest.\n2.\n\nIt has shown that some form of vocational guidance exists in 25 per\n\ncent of the cities.\n3. It has shown that extensive and systematic work is being carried\non in about sJ per cent of the cities.\n4. This has, of course, revealed the need of better methods or more\n\nextensive operation in nearly 95 per cent of the cities.\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n434\n\nThe effect on the cities addrest was good.\n\n5.\n\n[School Patrons\n\nThe letter from the\n\nChildren's Bureau evidently acted as a stimulus.\n\nIn the press of other work the Children's Bureau has not been able to\nprosecute the inquiry further this year.\n\nPlans are being made, however,\n\nto take it up again soon and to carry it on to more definite results.\n\nThe Council of the Association of Collegiate Alumnae in its session last\nwinter in Chicago voted to establish a National Committee on Juvenile\nVocational Supervision.\n\nIt has offered its services to the Children's Bureau\n\nto do preliminary investigation thru its branch associations.\n\nthat\n\nit\n\nforms\n\ncan be of service in finding out:\nvocational\n\nof\n\nguidance\n\nor\n\n(i) in\n\nIt believes\n\nwhat cities and towns\n\nemployment supervision are being\n\ncarried on; (2) the organizations, public or private, which are carrying on\n\nsuch work;\n\n(3)\n\nthe names and addresses of officials having the work in\n\ncharge.\n\nWe hope that the Bureau may find it possible to take up this inquiry\nvery soon, and that it will pubHsh a report which will\n\n(i) show exactly\nwhere adequate vocational supervision is being carried on in the United\nStates; (2) make a study of methods in use in different cities; (3) make\nsome recommendations as to the best way in which to estabhsh vocational\n\nguidance or employment supervision in cities where they do not yet exist;\n(4) make recommendations as to the best methods of carrying on the work\n\nin cities of various classes.\n\nAs a second piece of work this committee has planned to bring before\nclubs and schools the need for vocational supervision and to suggest methods\n\nThe need for vocational superMore children are leaving school than\n\nfor beginning and prosecuting the work.\n\nvision\n\nis\n\nespecially urgent now.\n\never before in the history of the school system.\n\nMany causes are operating to cut short the education of these children.\nThe enUstment of bread-winners, the increast cost of living, and, perhaps\nmost potent of all, a feeling on the part of the child that in some way he is\ndoing his bit for his country by going to work. The retarded child who\nis\n\nalready dissatisfied with school would leave under almost any circum-\n\nstances if he could get a job.\n\nThe superior child leaves now only because\n\nhe believes that in so doing he is helping his family or his country.\n\nPerhaps the first thing we can do for these children is to show them\nCommissioner\n\nthat patriotism points to an education rather than to a job.\n\nClaxton has pointed out that this country will need trained workers at the\nend of the war as no country ever needed them before.\nThe children should be led to see the future value of a few years more\nin school.\nThey should be told that the Massachusetts Commission on\nIndustrial and Technical Education has found that of one hundred children\nwho go to work at fourteen, ninety-eight remain untrained workers all\ntheir lives; that the Henry Street Settlement has found that after working\nthree years those people who have had two years of training are making\n\n"}
{"page": 451, "printed_page": null, "text": "—\n\n—\nGUARDING THE SCHOOLS IN WAR TIME\n\nDepartment!\n\n435\n\nwages two and one-half times as great as those who have been working five\nyears and who left school without training.\n\nThe committee is planning a circular for distribution among the clubs\nwhich make up the Department of School Patrons, giving the foregoing\nIt also plans a series of charts to be\nfacts in as telling a form as possible.\nused in public schools, community centers, etc., giving graphically these\nfacts and quoting such statements as the following:\n\nThe most useful thing a high-school boy can do is to finish his course.\n\nSecretary\n\nBaker.\n\nAny boy who has the opportunity to complete at least a high-school course and fails\nto do so is making the greatest mistake of his life.\n\nemphasize this,\n\nThe present war conditions only\n\nSecretary Daniels.\n\nThe committee plans also to distribute widely circulars on the subject\nof scholarships, or direct financial aid to keep children in school.\n\nIt hopes\n\nmany vocational-guidance centers and scholarship committees as possible thruout the country, and in every way it will seek to\nto organize as\n\nawaken a wider sense of parenthood in the great body of the pubhc, and a\ndesire on the part of every adult in each community to obtain for all the\nchildren of the community the best possible training for their life-work.\n\nGUARDING THE SCHOOLS IN WAR TIME\nMARGARET S. MCNAUGHT, COMMISSIONER OF ELEMENTARY SCHOOLS\nOF CALIFORNIA; CHAIRMAN, COMMITTEE ON SCHOOL\nREVENUE, SACRAMENTO, CAL.\n\n^P\n\nSuddenly the war has summoned the school to the tasks of the nation.\nTo its duties as a community center there have been added those of a\nnational center. This summons has come directly from the President of\nthe United States, and no message to Congress, nor any to a foreign power,\nshows in its language more evidence of careful thought, deep feeling, and\nsincerity of eloquence than his message to the pubHc schools.\nHe said:\nIn these vital tasks of acquiring a broader view of human possibilities the common\nschool must have a large part.\n\nI urge that teachers and other oflScers increase materially\n\nthe time and attention devoted to instruction bearing directly on the problems of com-\n\nmunity and national life.\n\nSuch a plea is in no way foreign to the spirit of American\nNor is it a plea for the temporary enlargement\n\npublic education or of existing practices.\n\nof the school problem appropriate merely to the period of the war.\n\nIt is a plea for a\n\nrealization in public education of the new emphasis which the war has given to ideals of\n\ndemocracy and to the broader conceptions of national life.\n\nSecretary Lane's statements are no less significant.\n\nIn his annual\n\nreport for 191 5 he refers to the ''twenty- two million boys and girls in our\n\n"}
{"page": 452, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n436\n\n[School Patrons\n\nschools as our chief resource and chief concern,\" and in a personal letter\nto your chairman of the Committee on School Revenue he says:\n\nWe cannot afford to do anything that will interrupt their education. We are fighting\nthat democracy may be preserved for them, but we must not let the war turn us aside\n\nfrom our duty of seeing that they shall be mentally trained to take their places in the\nworld when life's responsibilities shall come to them as men and women.\n\nUndoubtedly this attitude of our President and of our Secretary of the\nInterior has had much to do with influencing pubHc opinion regarding the\nstability of education;\n\nfor so far as investigation reveals facts, there is no\n\ndirect effort being made to deprive children of this all-important factor for\n\ngood citizenship.\nIn order to place these facts plainly before the people and to state\nclearly reasons why the schools should be held to their present standards\n\nof efficiency or even increast inefficiency, two leaflet bulletins were printed,\n\nThe Safeguard of Democracy and Guard the Schools as Well as the\nThe former was intended for general distribution in order to\nfix as firmly as possible in the minds of our people the idea of the importance\nentitled,\n\nTrenches.\n\nof maintaining our schools at a high degree of efiiciency.\n\nThe latter was\n\nintended to be used in those states whose legislatures were advocating\n\nretrenchment in school expenditure.\n\nSecretary of the Interior Franklin K.\n\nLane, on request, wrote a letter supporting the facts set forth in the leaflet.\n\nThese leaflets, embodying Secretary Lane's letter, were distributed as\nTo the state chairman of legislation and of education of the General\nFederation of Women's Clubs; to the general ofl&cers and sectional vicepresidents of the Collegiate Alumnae; to the officers of the Council of\nJewish Women; and to the officers of the Southern Association of College\nWomen. A circular letter was sent with the leaflets explaining their nature\nand purpose and stating that if necessary a limited number could be supplied\nfollows:\n\nfor distribution.\nIt\n\nis\n\ngratifying to be able to report that no responses were received\n\nstating that in any state was there a tendency to lessen the\n\namount of\n\nHowever, certain very definite requests have been\nmade for the leaflets. Four hundred were forwarded to the Biennial Convention of the General Federation of Women's Clubs held at Hot Springs,\nschool expenditure.\n\nArk.\n\nMrs. Maynard Kimberland, chairman of education. General Federation\nWomen's Clubs, Wheeling, W.Va., wrote on May 5, 1918, as follows:\nI\n\"We have a movement on foot to revise the state school laws\n\nof\n\nthink The Safeguard of Democracy most adaptable to our local situation and\n\nshould like to have a quantity soon to scatter over the state.\"\n\nCorrespondence with Miss Lucy Bartholomew, treasurer. Southern\nAssociation of College Women, Virginia, reveals the fact that Virginia has\nincreast its appropriation of school funds to the amount, approximately,\nof $776,050.\n\n"}
{"page": 453, "printed_page": null, "text": "I\n\nGUARDING THE SCHOOLS IN WAR TIME\n\nDepartment!\n\n437\n\nThe report of Miss Elizabeth L. Clarke, Williamstown, Mass., states:\n\"So far as I know there has been no question in the Massachusetts legislature of restricting educational appropriations at all.\nis\n\nIndeed the tendency-\n\nthe other way, a new bill making application for physical training being\n\nnow in committee.\"\nMiss Cora G. Lewis reports that Kansas has no thought of dropping\nback.\n\nMrs. E. Buchner says that in Maryland a number of destructive education bills were brought in, but public opinion defeated them.\n\nMiss Anna J. Hamilton, dean of women. University of Kentucky,\n\"The Kentucky General Assembly adjourned March 20, and the\n\nwrites:\n\ntendency was toward raising rather than lowering the apportionment.\"\n\nMrs.\n\nMary Leal Harkness, of Louisiana, secretary of the Southern\n\nAssociation of College Women, says that there is no tendency in that state\n\ntoward retrenchment; on the contrary, there is a strong campaign on for\nincrease in teachers' salaries.\n\nMrs. Florence M. Hale writes that in Maine people are thinking of\nincreasing rather than of decreasing school appropriations.\n\nIn connection\n\nwith this statement, however, it is well to call attention to a publisht letter\nof State Superintendent A. O. Thomas.\n\nHe writes:\n\nThe pull of greater compensation in business positions and in clerical work for the\nfederal government has depleted our ranks. Teachers who have taught for several years\non a salary of $10 to $12 per week for thirty-six weeks in the year have accepted government positions, recently, at $1,100 to $1,200. There is a national call for a 25 per cent\nincrease in the wages of teachers for the coming year.\n\nFacts such as these clearly demonstrate the necessity for an increase\nin teachers' salaries and therefore in the funds from Which salaries are paid.\n\nMrs.\n\nJ.\n\nN. Kelly reports favorably for Montana, saying, \"Appro-\n\npriations by the last legislature for school purposes were as liberal as usual.\"\nIt is the part of wisdom to guide the thoughts of people along right\nlines before they have been turned in wrong directions.\n\nThus while there\n\nseems to be no cause for fear at present that school revenues thruout\nthe United States will be reduced, it is well to remember that changes in\n\nopinion are\n\nmade with surprising rapidity these days.\n\nTherefore\n\nit\n\nis\n\nadvisable to have fixt in the pubUc consciousness definite reasons why the\nschools should be maintained at a high degree of efficiency, so that if an\n\nattack is made in the attempt to weaken their efficiency these facts will be\nin mind ready to repulse the attack.\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n438\n\n[School Patrons\n\nRURAL SCHOOLS IN THE WAR\nMARIE TURNER HARVEY, CHAIRMAN, COMMITTEE ON RURAL SCHOOLS,\nKIRKSVILLE, MO.\n\nOn March 15 last. Secretary of Interior Lane addrest a letter to the\nChairman of the Senate and House Committees on Education.\nWhat it reveals cannot be overemphasized.\n\nHe says:\n\nThe war has brought facts to our attention that are almost unbelievable, and that\nare in themselves accusatory.\n\nThere are in the United States (Census of 1910) 5,516,163\n\npersons over ten years of age who are unable to read or write.\n\nThere are 700,000 men of\nOver 4,600,000\n\ndraft age who cannot read or write in English or in any other language.\nilliterates are\n\ntwenty years of age or more .... over 58 per cent of this number are\n\nwhite persons, 1,500,000 being native-horn whites\n\nThe federal government and the states spend millions of dollars trying to give\nhome making. Yet\n3,700,000, or 10 per cent of our country folk, cannot read or write a word. They cannot\nread a bulletin on agriculture, a farm paper, a food pledge card, a Liberty Loan appeal, a\ninformation to the people in rural districts about farming and\n\nnewspaper, the Constitution of the United States, or their Bibles; nor can they keep\npersonal or business accounts.\n\nAn uninformed democracy is not a democracy.\n\nA people who cannot have means\n\nof access to the mediums of public opinion and to the messages of the President and the\n\nacts of Congress can hardly be expected to understand the full meaning of this war to\n\nwhich all must contribute in life or property or labor.\n\nThe obvious relation of illiteracy to the democracy of American ideals\ndemands nation-wide concerted action by all educational forces of the\nUnited States to eliminate as speedily as possible the curse of illiteracy.\nSome 12,000,000 of America's youth are spending at least seven of the\n\nmost important years of their Hves in the typical one- and tvi^o-room school\nbuildings, inadequate viewed from every standpoint, and under the direc-\n\ntion of itinerant teachers.\n\nSince the emergency demands that we make every rural community\nin the land realize its possibilities thru its present legal educational machine,\n\nthe school teacher is obviously the pivot on which this big project swings.\n\nOur public school system, rural and city alike, must be made to serve the\ncause of democracy as efficiently as Germany made hers serve autocracy.\nMoney must be found to call into the rural field men and women having\nnecessary qualifications for this pressing national service. \"The National\nEducation Association Commission on the Emergency in Education and\nProgram for Readjustment during and after the War\" has no more\niijiportant work to do than to evolve a plan for immediate nation-wide\npropaganda in the interest of state and federal aid to expedite the entrance\nGiven such teachers,\nof a small army of such teachers into the rural field.\nwith freedom to readjust the traditional course of study,\n\netc.,\n\nto local\n\nconditions, what could result in five short years is best indicated by citing\n\na case in point: the Porter School District, Adair County, Missouri, containing nine square miles of prairie farming land, having a sparse popula-\n\n"}
{"page": 455, "printed_page": null, "text": "RURAL SCHOOLS IN THE WAR\n\nDepartment)\n\n439\n\ntion of less than two hundred, lies contiguous to Kirksville, a town of 10,000.\n\nConditions were appaUing;\n\nfarming practices were poor.\n\nIt is incon-\n\nceivable that there could have been such isolation and such extreme indi-\n\nvidualism so near a good town.\n\nThere was absolute lack of cooperation,\n\nlocal initiative, and, most tragic of all, lack of local faith in the possibiUties\n\nof bringing about a permanent regime of progress.\n\nHow a small group of\n\nintelHgent taxpayers and a resident teacher-leader changed the ''old order\"\n\nwith the limited resources of the t3^ical school district is a gripping story.\nThis sketchy outline shows conditions in 19 12 which are only too general\nin rural sections.\n\nLook at it today!\n\nThere are: a flourishing farmers'\n\nclub; an active woman's club; a poultry club of young people that in three\n\nyears has driven out \"scrub\" poultry;\n\na pig club which will do for hog\n\nbreeding what the poultry club has done in its field; an interdenominational\n\nSunday school; a high-school annex, where its students are able to make 4^\nunits of accredited work; a community band, numbering 20 young men\nand women; a junior band of 14 members.\nIt has touched every interest of old and young, holding to the farm every\nboy and girl grown to maturity. Not one has been lost to the community\nduring the five years, excepting in the several cases where the family moved\nout of the district for business reasons.\n\nThru cooperation,\ncenter;\n\nit is\n\nthis school\n\nhas become more than a community\n\nin fact a distributing center of efficiency, social and economic,\n\nused every day in the week, twelve months of the year.\n\nIts people are\n\nhappy, contented, striving for the better things in\n\nand intensely\n\nlife,\n\nWar found this community\n\npatriotic, because they are an informed people.\n\nThe following is an incomplete statement\nwar service by this community (their total land values being assest\nat some $112,000.00) between July 4, 1917, and July i, 1918:\n\n'in a state of \"preparedness.\"\n\nof\n\nRed Cross (cash)\n\nII\n\n$\n\nY.M.C.A. (cash)\nThrift and War Savings Stamps\nWar SaNongs Stamps\nLiberty Loan bonds\nCanned vegetables, 3 116 quarts valued at\n20 cents a quart (14 families)\n\nTotal\n\n380.00\n80.00\n480 00 (School children)\n.\n\n10,020.00 (Community)\nS.ooo 00\n.\n\n623 .00\n$16,583.00\n\nAdair County has 80 school districts. Under similar conditions Adair\nCounty would as cheerfully have furnisht $1,326,640.00. Missouri's 114\ncounties, under similar conditions, would have yielded $151,236,960.00.\nTwo of this community's young men are volunteers in the Army, two\nin the Navy, and the others are bravely restraining their desire to enUst\nand are making more acres yield more food for the United States and her\nAllies\n\n—allowing themselves to be drafted in order to render such service.\n\nThe hour demands this service.\n\nTeachers, 100 per cent American in their\n\n"}
{"page": 456, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n440\n\n[School Patrons\n\nideals and purpose, are as imperative in the rural sections of this country\n\nas are loyal\n\nand competent\n\nofficers\n\nwith the American Expeditionary\n\nForces.\n\nTHE STATUS OF THE CHILD, STATE AND NATIONAL, AS A\nRESULT OF THE WAR\nW. H. SWIPT, SPECIAL AGENT, NATIONAL CHILD LABOR COMMITTEE,\nNEW YORK, N.Y.\n\nAt the time when our country was about to enter the war for the vindiand for the ultimate establishment of better worldconditions for all people there was great anxiety lest this war should, as\nall former wars had done, levy the most onerous tribute upon the children\nof our land.\nWe knew that in England and France children had been\nhurried away from school to do the work of men in the shops and in the\nfield.\nWe knew that delinquency had increast fearfully in England, and\ncation of the right\n\nthat the best authorities traced this increase to the unusual conditions\n\ncaused by the war.\n\nWe knew that it had been said on the floor of the\n\nBritish Parhament, \"A large portion of our elementary-school system is in\n\nruin\"; and that Mr. Sidney Webb, speaking of England, had said, \"Peace\nwill involve almost the remaking of the nation's educational machinery.\"\n\nWe knew that there were men in our own country ready to use the\nwar as an excuse for drawing children from their books and their necessary\nplay into the shops and fields, ready to use the war as an excuse for continuing the exploitation of childhood; and these men were not negligent in\nThere\ntheir business or in the molding of pubUc opinion to their own end.\nran over our country a sort of wave of demand that all laws enacted for\nthe protection of workers, whether adult or child, be suspended for the\n\nterm of the war.\n\nIn fact, the legislatures of one or two states took legis-\n\nlative steps to that very end.\n\nHow much irreparable harm was done by that first wave of eagerness\nto throw children into the work of the conduct of the war no one will ever\n\nknow. In Kansas we know that the following resolution was adopted by\nthe Board of Education and transmitted by the State Superintendent of\nEducation to county and city superintendents:\nResolved,\n\nThat superintendents and principals be advised that in view of the war\n\nsituation and the food crisis the State Board of Education will approve granting a full\n\nyear's credit to pupils who, having passing grades, find it necessary to withdraw from\n\nschool before the end of the school year, either to enlist in the military service or actually\n\nengage directly in food production.\n\nThere were no requirements as to physical fitness for the work.\n\nSome of\n\nthe superintendents, however, did make certain requirements for their own\nschool.\n\nThe State Superintendent did not know and had no way of know-\n\ning how many children were excused from school to their lasting hurt.\n\n"}
{"page": 457, "printed_page": null, "text": "DepartmentI\n\nSTATUS OF THE CHILD, STATE AND NATIONAL\n\nIn Missouri the State Superintendent sent on April\n\n13,\n\n441\n191 7, the\n\nfollowing:\n\nExcuse at once from your high school all boys over fourteen years of age who will\ngo out to farms and work. Give them full credit for their year's work at the end of the\nschool year with the standing that they have at present .... include boys who live\nin the country and boys who will go to the farm to work.\n\nExtend the privilege to girls\n\nwhere you deem it advisable.\n\nNo one knows how many dropt out of school.\nAfter May i in Illinois \"to work on the farm was accepted as an excuse\nfor absence from school, provided the boy was over fourteen.\"\n\nIn Indiana, at the suggestion of the canning factories, the State Depart-\n\nment of Pubhc Instruction recommended that the opening of the schools\nbe delayed so that the children might work in the canning industry.\nWhen we remember that wherever a detailed study has been made it\nhas been found that farm work is the chief cause of the absence of children\nfrom the public schools in rural conomunities, we see how significant these\nfacts become.\nThe schools were disrupted, with the excuse that we were\nin war and that the labor of children was needed and all this in a time of\nunequaled prosperity. Boys, without any regard to physical fitness and\nwithout any careful investigation of living conditions or moral surroundings, were sent out to be exploited by farmers. The whole scheme threatened\nto be destructive to our educational system and to child Ufe.\nFortunately, however, things were not so bad as they seemed to be.\nIn our depression we were forgetting for the time the native good sense of\nthe American people, and that they do not willingly surrender high ground\neither in peace or in war.\nA second and deeper wave of thought swept\n\n—\n\nover the country contradicting or rather submerging, except in certain\n\nnarrow straits, much of the evil influences of that first wave. America\nnow lives and works in this second wave, and there is no good reason for\nthinking that our sober second thought upon this very serious matter will\nnot endure and control.\nThe result of the whole war movement is a new status for the child\nin both the state and the nation.\nThere has been such a tremendous change\nin the public thought that we seem to be at the beginning of a new era.\n\nAt the point where there seemed to be a weakness of the line of defense\ndrawn around our children strength has been added. W. E. Hall, National\nDirector of the United States Boys' Working Reserve, says:\n\nWe arrived at the decision to make minimum age sixteen for boys who leave home\nto work on farms, and then only after a careful examination of all the conditions sur-\n\nrounding farm\n\nlife.\n\n.... The United States Boys' Working Reserve deals almost\n\nentirely with the city boy, who in many instances is leaving his home for the first time\n\nto live amid strange surroundings.\n\nIt is most important that he be mature enough to\n\ntake care of himself under all conditions, and that he be strong enough to stand the\nrigors of hard work on^the farm.\n\n"}
{"page": 458, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n442\n\n[School Patrons\n\nI quote from a bulletin of the United States Bureau of Education:\nAside from casual work, chores, and the like, which might be done outside of school\nhours, the labor of boys under fourteen years of age is not a vital factor on the farm.\n\nCity boys without farm experience are not generally useful under sixteen years of age.\nThere appears to be nothing in the present or prospective war emergency to justify\ncurtailment in any respect of the session of elementary schools.\n\nThe United\n\nStates Commissioner of Education stated the general\n\nthought of the country when he said, \"I do not believe that there is any\n\nneed for taking children from school or for shortening school terms.\"\n\nThere are three reasons for this recent strengthening of the line of\n\nThe first is that whoever has taken the trouble to\nmake inquiry has found that children under sixteen years of age are not\ndefense for children.\n\nwanted and cannot be profitably used in farm work. In time this in itself\nwould have cured much of the evils of the first period.\nThe other two reasons are much more fundamental. There is an\nincreasing but largely unexprest consciousness of the inalienable right of\n\nevery child to make the most of himself.\n\nThis is not new. Circumstances\nhave simply brought it more clearly into the foreground for the time being.\nThe natural law of sympathy has borne its just fruit in forcing us to\nthink of our own boys and girls.\n\nWhat was it that held our closest atten-\n\ntion in those first months of the war ?\n\nNot the marching of the hosts of\n\nmen as they hurried to the trenches.\n\nWe expected that.\n\nIt\n\nwas the\n\ndevastating of Belgian homes and the ruthless scattering or slaughtering\nof Belgian children and the great losses suffered by the children of England\n\nand France by reason of the war. Thinking of the child over there has\nturned our eyes upon our own children over here.\nThe result is that the American people, now keenly conscious of all\nhuman rights, are ready to say that every child in this country must be\ngiven a free, fair, fighting chance to make the most and the best of his\nindividual life. Democracy demands this and will be content with nothing\nelse.\nOur soldiers upon their return will feel keen disappointment if they\nAmerifind that we have allowed ourselves to accept any lower standard.\ncan ideals demand that society, the state, should hold itself responsible for\nthe proper care of every child and should actually see that every child has\n\na good home, good food, proper clothing, proper education, his opportunity\n\n—a\n\nfor play, for recreation, and for growth and all-round development\n\nchance at life for every child.\n\nfair\n\nIn our time that is what we understand to\n\nbe the rights of a child.\n\nBut we are not now thinking so much of the individual rights of the\nOur chief concern lies in the state, in society in the aggregate. It\n\nchild.\n\nis principally\n\nthis which has saved us from the foolish destruction of much\n\nof the good work already done.\nto preserve, develop,\n\nWe are at this hour bending our energies\n\nand perfect our civilization.\n\nThe war has forst us\n\nto realize far more fully than ever before that our nation, any nation for\n\n"}
{"page": 459, "printed_page": null, "text": "HEALTH PROBLEMS IN EDUCATION\n\nDepartment]\n\n443\n\nthat matter, needs most and must have, first of all, men and women able\nto do and endure to the uttermost.\n\nAt this hour of stress and strain the\n\nchief demand is for intelligent, efficient, human power, and we know that\nthis same intelligent, efficient man power will be our best asset, that upon\n\nwhich we may rely, after the war. We can make machines; we must grow\nmen. The war has taught and is teaching us the economic and social value\nWe are profiting by the lessons already learned in both\nof the child.\n\nEngland and France.\n\nOur great desire is to see ours become a country\n\nin which all men are strong and women are their equals, and in which the\n\nchild is to be one of the chief concerns of the nation.\n\nThe people of America\n\nhave spoken in plain terms and have declared that the child must be cared\nfor.\n\nThe time is ripe for the making of great strides forward.\n\nis looking for it.\n\nEverybody\n\nSocial thinkers and educators will blunder if -they do not\n\nmake the most of their present opportunities and of the aroused state of\npublic opinion.\n\nMuch valuable work has already been done, not only by the Bureau\nof Education, but by the Department of Public Health and the Children's\n\nBureau of the Department of Labor.\n\nWe are just beginning to become\n\nconscious of how very much the national government can do in the develop-\n\nment of a proper citizenship.\n\nIn view of all these matters I now raise for\n\nyour consideration one question, whether it is not time for the nation to\n\nmake appropriation for the aid of education in the states where it is needed,\nand for the creation of a Department of Education empowered to direct\nand regulate in a more extensive mannar the education of all the children\nof America.\nIt seems to me that our recent experiences have taught us\nthat education is a national as well as a state problem.\n\nHEALTH PROBLEMS IN EDUCATION\nSALLY LUCAS JEAN, CHILD HEALTH ORGANIZATION, NEW YORK, N.Y.\n\nNot until the public was roused to the importance of keeping well\nbabies well was the high mortality-rate among infants appreciably affected.\n\nWe have found that the establishment of welfare stations where mothers\nare advised about the care of their sick babies is not an effective means of\n\nbringing about a markt drop in the death-rate.\n\nIt has been proved that\n\nthe weight of the baby is a most sensitive index to its general condition of\nhealth, and the weekly weighing of well babies has been an indispensable\n\nmeasure in the prevention of infant mortality.\nChildren of school age who are not living under proper hygienic conditions do not die in large numbers;\n\nthey struggle against the adverse con-\n\nditions which are hampering their development and lowering their vitality,\n\nand the result is a warped, stunted child or grown-up.\n\nUp to the present\n\ntime it has not been found necessary systematically to examine children of\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n444\n\nGIRLS\n\n22\n\nsSS^\n\nH\n\n§^222?^\n\n©1\n\n2E\ni2 2\n\nWEIGHT\n\nindoor\n\n1\n\ni\n\n§8S§§23\n\nORG\nas\nEachMc\n\n6oz. 8oz.\n\noz. 8oz. 4oz.\n\n12\n\n?JggS§§§fe\n\nH\n\nbe\n\n1\nyo\n\nclothes.\n\ntoken\n\n.i\n\n§S§::2J:?i\n\n22\n\nwithout\n\n\"\"n\n\ni\n\nshoes\n\nfor\n\n[School Patrons\n\n•age\n\ni\n\nLTH\n\nrk\n\ntion\n\nYo\n\ns:?:S§8§S;§\n\nHEA]\n\nS\n\n-\n\n2E\n\nS^Kf:gS\n\n.\n\nNew\n\nii\nCHILD\n\nusual\nshould\n\nthe\n\nand\nmeasures\n\nonly\n\nin\nand\n\nand\n\nHEIGHT\n\nWeights\n\n-^\n\nSfeStiffg\n\n-4\n\ni\n\nII\n\n:\n\n1\n\nJoSSSSg\n\nS3§SSS\n4\n5?SSSJ§5\n4\n4 ^:3!^U?gS\n4 ?ogg:S5^?\n4 SSS55S\n:\n\nRight\n\ni\n\n:\n\n:\n\n:\n\n:\n\n:\n\n^\n\nAvenue,\n\nthe\n\n::\nfrom\nFourth\n\n:\n\n:\n\n1\n\nZ\n\n\"d^ 16\n\nbtaiaed\n\n289\n\nol8\n\nan\n\nma>\n\nAbou\n\nTry\ncards\n\n:: ii\n\nj\n\n•\n:\n\ng§5^5^!5?^.5S$S?3gS3I§§l5S^SSSSS{S\n\n1\n\n^\n\n§?\n\no\n\nO r» NO t^ CO to O M\n\nVH.i^lMNMMMrJ'T)'\n\nOS 05\n\n>\n.\n\nO O O -^\n\n--1 <N <N\n\n1\n\nJ\n\nM\n\nM t^ O (N r- O\nQ\n55 00 00 00 05 05 o o\n\"Jjl\n\n00NOOsN\"5 00O\n\n«Ot-t>.t^00M00O>\n\n£QZ\n\nC) UJ 00 \"-I lO c\n\n12^\n\ni!0<D<Ot^t~t^\n\nis\n\n<M>OCOOi'-lTt>t^O\n\nTj< 35 lo\n\nS lo lo S\n\n3 <\"\n«oo g .9<\n\nrj.cor^Q'He\n\nOOONTjiiOt^O*\n\n.\n\n.\n\nCO\n\n•\n\n•\n\n^\n\n«j' <1< ««' Tj<\n\n^\n\n« a\n\nM^OSrHCOlO\n\nI\no>o-HNco'ji\"5«DKOo»Q-iw<5'*i5(oi>.oeao^Nc2a!'5'»t^o5«\n\n"}
{"page": 461, "printed_page": null, "text": "HEALTH PROBLEMS IN EDUCATION\n\nDepartment)\n\n445\n\nThe weak-\n\nschool age except to ascertain whether physical defects existed.\n\nness of our present plan is shown in the wide prevalence of malnutrition\n\namong the school children of New York and other large cities, resulting in\na very high rate of tuberculosis in young adult life. The need has attracted\n\nClass-Room Weight Record\nHealth\n\nName\n\nm E<luc«tion GrfiM\nM.«M\n\n«V\n\n55J\n\nw\n\nO^\n\nEduction In Health\n\nIk.\n\no.\n\n«-\n\n- ^\n\n'*\n\n-.,\n\n>-\n\n\\—\n\nRKJMT HEIOHT «i><l V. EIGHT\nFOR BOYS\n\nWHAT A BOY SHOULD\nCAIHtACH Mormi\n\n*eo<LTT\n\n•r*.,.\n\n^k^.^\n\nRIGHT HE ICHT •nd WEIGHT\nPOR GIRLS\nr f. !i ,\"\n\n-\n\nHe.\n\n1\n\n^__\n\n.,\".\n\n,»(.»-kSk:k?\n\nJ-LL,\n\nm\n\nwn*T A om. OVLO\nCAIN EACH MOKTH\n\nirr\n\n5\n\nT»UM*. Jm^»„^»\n\n= i ,\n'•\n\n—^\n!?\n\nI\n\nHocM ud\n\ni:\n\n.iHr..\"!:!' ;?.';\":o''~^\"^\n\ni=\n\n•\n\n...\n\n.\n\nweithi ta b» takta .n house cl«h« wlhoul »hoct\n«< lb» Record Shcci >nd elh» oulcrieL mpply 10 Uie\n\n—\n\nWcMth on the ume <l*ir each monllv\n\n'mi\n,1\nFo. i^ditwji.l copiM\n\nCHILD HEALTH ORGANIZATION. lOT FourU. A.eouc. New Yofk\n\n1\n\n|\n\nthe attention of a group of child specialists, and there has been formed a\nnational organization of physicians and laymen, with Dr. L. Emmett Holt\nas chairman.\n\nIts purpose is to standardize the teaching of health in ele-\n\nmentary schools.\n\nI\n\nThe present scarcity of doctors and nurses throws this\n\ntask of teaching health largely upon the teachers.\n\nAltho normal schools\n\n"}
{"page": 462, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n446\n\n[School Patrons\n\nhave not usually prepared teachers for this work, its methods are so simple\nthat they will find it practicable.\n\nA pair of scales and a tape line gives us the necessary equipment for\nThe accompanyby Dr. Thomas D. Wood, which makes it\n\nascertaining the child's condition and his rate of growth.\n\ning table has been prepared\n\npossible for each child to know whether he is of the average weight for his\nheight.\n\nO\nHEALTH IN EDUCATION\nEDUCATION IN HEALTH\n\nCHILD HEALTH\nORGANIZATION\n189 FOURTH AVE.\n\nNEW YORK\n\nYou should gain at least one-half\nBe a good soldier for\nUncle Sam and help win the war\nby keeping your body strong. Eat\nlb. amoflth.\n\nthe right foods. Eat slowly. Sleep\n\nlong hours with windows open.\n\nBathe your body often. Use your\ntooth brush daily.\n\nThe \"Class-room Weight Record\" stimulates his interest thru competition.\n\nThe words used on the weight tag cover the essential points of instruction.\n\nYou should gain at least one-half a pound a month.\nEat the right foods.\nEat slowly.\nSleep long hours with windows open.\n\nBathe your body often.\nUse your toothbrush daily.\n\n"}
{"page": 463, "printed_page": null, "text": "LIBRARY DEPARTMENT\nSECRETARY'S MINUTES\nOFFICERS\n\n— C. C. Certain, head'of English Department, Cass Technical High\nSchool\nDetroit.Mich.\nVice-President — Lucile F. Fargo, librarian, North Central High School\nSpokane, Wash.\nSecretary—^Lucy E. Fay, librarian, University of Tennessee\nNashville, Tenn,\nPresident\n\nFirst Session\n\n—Tuesday Forenoon, July\n\n2\n\nThe opening meeting of the Library Department of the National Education Association was called to order in the lecture hall of the Carnegie Library by President C. C.\nMiss Helen Hoopes was appointed secretary pro tern.\n\nCertain.\n\nFollowing a short musical program consisting of community and patriotic singing\nled by Jane\n\nPackham Alexander, contralto, Pittsburgh, Pa., the following programs were\n\npresented:\nTopic:\n\nBook Selection\n\n—\n\n\"Socializing Values as a Basis of Book Selection\" James F. Hosic, editor of the\nEnglish Journal, Chicago, 111.\n\"The Child and the Book in War Times\"— Clara W. Hunt, superintendent. Children's Department, Public Library, Brooklyn, N.Y.\n\"Selecting Books for High-School Boys\" Edwin L. Miller, principal, Northwestern\n\n—\n\nHigh School, Detroit, Mich.\nTopic:\n\nCooperation with the Junior Red Cross\n\n\"Practicable Library Cooperation with Junior Red Cross Organizations in Rural\nSchools\" 0. S. Rice, state supervisor of school libraries, Madison, Wis.\n\"Report of Elementary-School Committee: Library Cooperation with the Junior\nRed Cross\" Annie S. Cutter, chairman. Children's Department, Public Library, Cleveland, Ohio.\n\n—\n\n—\n\nSecond Session, Wednesday Forenoon, July 3\nJoint program with Department of Secondary Education.\n\n—\n\n\"The High-School Student and the Book\" Robert J. Aley, president. University\nof Maine, Orono, Me.\n\"The Relation of the High-School Library to Modern Educational Aims\" J. A.\nChurchill, state superintendent of Education, Salem, Ore.\n\"Report of the Committee on High-School Library Standardization\" C. C. Certain,\nchairman, Cass Technical High School, Detroit, Mich.\n\n—\n\n—\n\nI\n\nDiscussion of the Report:\n\n—\n\n\"The Report from the Point of View of the School Administrator\" Jesse H. Newlon,\nsuperintendent of schools, Lincoln, Neb.\n\"The Report from the Point of View of the High-School Principal\" James Rule,\nprincipal, Schenley High School, Pittsburgh, Pa.\n\n—\n\nThe\n\nreport of the Library Committee on a motion\n\nby Jesse H. Newlon, duly\n\nseconded, was adopted by the two departments in joint session as a statement of national\n\nstandards in high-school library development,\n\n447\n\n"}
{"page": 464, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n448\n\n[Library\n\nA motion made by Mr. Newlon, duly seconded, was then past to continue the Library\nCommittee for the purpose of making a study of the technique of modem classroom\nprocedure in relation to library use.\n\nA motion was made, recorded, and carried asking for the continuance of the Committee on Red Cross Work.\n\nThird Session, Friday Forenoon, July 5\n\n\"War Library Service\"\n\n—William H. Brett,\n\nlibrarian,\n\nCleveland, Ohio.\n\nCleveland Public Library,\n\n—\n\n\"Library Cooperation with the Junior Red Cross\" Effie L. Power, head of Children's Department, Carnegie Library, Pittsburgh, Pa,\nReports of Committees:\nColleges and Universities Harriet Wood, chairman, Library Association, Portland,\nOre.\n\n—\n\nHigh Schools: Emphasis upon Library War Service\nHigh School, Brooklyn, N.Y.\n\n—Mary E. Hall, chairman,\n\nGirls'\n\nThe following officers were elected for the year 191 8-1 9:\n\n— C. C. Certain, head of the English department, Cass Technical High\nVice-President—Delia G. Ovitz, librarian of the State Normal School, Milwaukee,\n\nPresident\n\nSchool, Detroit, Mich.\n\nWis.\n\n—Annie T. Eaton,\n\nSecretary\n\nlibrarian, Lincoln School,\n\nTeachers College, Columbia\n\nUniversity, New York, N.Y.\n\nPAPERS AND DISCUSSIONS\nTHE CHILD AND THE BOOK IN WAR TIMES\nCLARA W. HUNT, SUPERINTENDENT, CHILDREN'S DEPARTMENT, PUBLIC\nLIBRARY, BROOKLYN, N.Y.\n\nA book read by a fourteen-year-old boy was the spark that exploded the\npowder magazine which set on fire this world-war. So, in effect, said\nGarvio Prinzip, murderer of the Austrian royalties.\n\nWhile the anarchist book read by Prinzip was not the \"cause\" of the\nor the lack of them have had much to do with making the\nwar; and the books we give our children will be enormous factors in hastening or deferring the day when wars shall cease.\nThe bad influence of the morally vicious book is recognized. Too few\n\nwar, books\n\n—\n\n—\n\npeople realize the harmfulness of the mediocre reading-habit.\nIt takes brains as well as hearts and consciences to make strong characters.\n\nMany children's minds are being reduced to pulp by debauches of\n\nreading weak books.\n\nOur children will not be ready for the grave problems of the future\nThe habitual\nreading of many of the present-day story-books for children will make lazy-\n\nunless we teach them to think clearly, wisely, courageously.\n\nmindedness a fixt habit.\n\nMany people have unselfish hearts but selfish minds. They are kind to\nsuffering next door, callous to suffering across the sea.\n\nWe must give to\n\n"}
{"page": 465, "printed_page": null, "text": "SELECTIVE BOOKS FOR HIGH-SCHOOL BOYS\n\nDepartment]\n\n449\n\nchildren books of the sort that make all the world neighbors.\n\nThere is a\n\ntime for opening windows in the child's mind thru his imagination, and\nunless we begin early the child may live his Hfe shut up in a windowless\n\nprison of narrow-mindedness.\n\nMany children have no access at all to books.\n\nThere are too many\n\nstates in this Union which, from the point of view of library progress, are\nliving in the dark ages.\n\nTeachers and Hbrarians must work together till\n\nnot only good schools but good books for home reading are free to all children\nin America.\n\nWe must be careful about the kind of books on this war which we give\nto children.\n\nDo not buy low-class battlefield thrillers tost off by the\n\njuvenile-story writer to put money into his pocket.\n\nOnly a writer of serious\nand honest purpose should be allowed to speak to our children thru stories\n\nof the war.\n\nSELECTING BOOKS FOR HIGH-SCHOOL BOYS\nEDWIN L. MILLER, PRINCIPAL, NORTHWESTERN HIGH SCHOOL, DETROIT, MICH.\n\nA student at Yale was once askt, \"Did you take Greek ?\" He repUed,\n\"No, but I was exposed to it.\" In this anecdote there is contained the\ngerm of the whole philosophy of books and their choice for boys. \"You\nmay lead a horse to water, but you cannot make him drink.\" You may\nprint lists of the best books by the thousand, but you cannot make the\nboys read them. All that you can do is to expose the boys to their influence\nand if they take to them thank your stars, provided the result is such as\nyou desire. A certain eminent educator has indeed suggested that it would\nbe well to place all of the books which one desired a boy to read in a lockt\nbookcase and label it \"Forbidden Fruit, Highly Improper for Boys.\" The\nresult would always be the same\na boy would read eagerly and thoroly.\nAs a matter of fact, ever since I can remember I have been a reader,\na lover, and a collector of books. I have not studied them for the sake of\n\n—\n\nimproving my mind, for that would have been impossible; I have read\nthem in the same spirit in which boys play ball, girls dress their dolls, men\nattend prize fights, and women gossip about their neighbors.\n\nthem as Macaulay says, \"with my feet on the fender.\"\n\nI have read\n\nThe consequence\n\nthat, logic or no logic, reason or no reason, I am convinced that it is a\ngood thing for a boy to acquire this harmless habit.\nThe way to begin, it seems to me, is to expose Mr. Boy at the outset\nto something which he really will read for the pure fun of the thing.\nI suggest Tom Sawyer and Huckleberry Finn, tho several years ago, when I asked\na certain high-school hbrarian to purchase them for her shelves, she held\nup her hands in horror exclaiming, \"You don't expect me to put them on\nmy shelves, do you ? \" I repHed, \" I do. What is your objection to them ? \"\n\"Why,\" she answered, \"If I were to have those among my books, they\n\nis\n\n"}
{"page": 466, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n450\n\n[Library\n\nwould be in use all the time and would soon be worn out.\" She was quite\nright.\nThere are also certain boys who like Treasure Island. A certain\nyoung gentleman of eight recently read Jack London's Call of the Wild with\nunderstanding if not with pleasure under my eye, though he knew it not,\nand I later found him devouring Over the Top and My Four Years in Germany. I have even seen him dipping into the Literary Digest.\n\nPRACTICABLE LIBRARY COOPERATION WITH JUNIOR RED\nCROSS ORGANIZATIONS IN RURAL SCHOOLS\nO. S. RICE,\n\nSUPERVISOR OF SCHOOL LIBRARIES, STATE DEPARTMENT OF\nPUBLIC INSTRUCTION, MADISON, WIS.\n\nNo great work involving millions of free people can be successfully\naccomplisht without the wide and wise use of the printed word.\n\nThis\n\ntruth is strikingly illustrated in the carrying out of the many war drives\nsince our entry into the world-war.\n\nNewspapers, magazines, pamphlets,\n\nand posters are depended upon not only for the specific purposes of any\nparticular drive but also for the rousing of the popular mind to the war\nsituation in general, so that the people will respond as a unit to the appeals\nfor national action in this world-crisis.\n\nMuch is said, with good reason, concerning the necessity of maintaining\nthe morale of the Army and Navy in order to win the war.\n\nKeeping up\n\nthe morale of the civihan population is not a whit less important.\naddresses,\n\npubHc\n\ndiscussions,\n\nparades,\n\nmoving\n\npictures,\n\nPatriotic\n\nand the\n\nlike,\n\naccomplish much toward this end; but after all the power of print is the\ngreatest force that can be utilized to maintain the general morale in these\ncritical\n\ntimes.\n\nIn\n\nfact,\n\nall\n\nother agencies themselves depend for their\n\nmaterial largely upon what appears in print.\n\nChildren who read Over the Top or Private Peat will both know and feel\nwhat we are fighting for and what sacrifices must be made; those who read\nFlorence Nightingale, the Angel of the Crimea, will reahze the dreadful conditions now prevented by the Red Cross; Hospital Sketches, by Louisa May\n\nAlcott, makes the work of the Red Cross nurse vividly real;\nof a Red Cross\n\nthe Rhymes\n\nMan nerve to heroic action without un-Christian hate; news-\n\npapers and magazines warn against insidious enemy propaganda; bulletins,\n\npamphlets, and posters, well chosen and used in season, point the way to\npractical efforts in production, conservation, and contribution.\n\nSuch reading serves the principal purpose\norganization, which\n\nis\n\nof the Junior\n\nRed Cross\n\neducation in patriotic citizenship with practical\n\napphcation to the present world-crisis.\n\nTo bring it about on a large scale\n\nthe best attainable library service is necessary.\n\nLittle has been\n\ndone to\n\nthis end, however, up to the present time.\n\nThe children of rural communities need the services of the printed word\nin this world-crisis even more than do the city children.\n\nIn the country\n\n"}
{"page": 467, "printed_page": null, "text": "LIBRARY COOPERATION WITH JUNIOR RED CROSS\n\nDepartment]\n\n451\n\nthere are fewer opportunities to hear addresses, see war ''movies,\" etc.,\n\nthan in the city; and yet the rural population of our country has, per\ncapita, only about one-fortieth of the pubhc-library service enjoyed by city\n\nVast rural areas and millions of the rural population are absolutely\nOnly a relatively minor role then can, as a whole\n\npeople.\n\nwithout public Hbraries.\n\nbe played by pubHc libraries in library cooperation with Junior Red Cross\norganizations in rural schools.\n\nWe must look largely to other agencies\n\nfor such service, at least for the present.\n\nState traveling-library systems can do a great service for Junior Red\n\nCross organizations in rural schools by sending to them small but wellselected collections of books suitable for promoting the aims of the Junior\n\nRed Cross.\n\nPackages of such books can be inexpensively sent by parcel post.\nLoans to teachers of individual books on Red Cross topics would be a\nvaluable way of reaching the schools. Hundreds of such loans were made\nduring the past year by the Wisconsin Free Library Commission.\nPackage libraries of pamphlets and clippings would make available\n\nmuch Junior Red Cross material.\n\nThe Extension Division of the Univer-\n\nsity of Wisconsin sends out on application such packages to the schools of\n\nthe state.\n\nCounty travehng-hbrary systems can be utihzed on the plan recommended for state travehng libraries.\nPublic libraries in cities would render a valuable service by supplying\nJunior Red Cross material to schools in surrounding rural communities\nduring the period of the war.\nSchool libraries are now s6 general thruout the country that in their\nuse he great possibilities for promoting Junior Red Cross activities in rural\nschools.\n\nSelection of books\n\nand periodicals\n\nfor such hbraries\n\nand the\n\ngeneral reading of the pupils should be based to a considerable extent on\n\nthe educational aims of the Junior\n\nRed Cross.\n\nSchools should have a\n\nsimple filing system to take care of war pamphlets and clippings, so that\ntheir contents may be easily available.\n\nState young people's reading circles,\n\nby emphasizing the reading of\n\nbooks relating to the world-war and the various patriotic subjects connected therewith, can do a great work thru the Junior Red Cross organizations.\n\nIn fact, the promotion of reading-circle activities may well be\n\nconcentrated in the form of a ''drive\" seeking to enrol the pupils in all theschools of a state for patriotic reading under reading-circle auspices.\n\nJunior\n\nRed Cross organizations in rural schools can be of effective\n\nservice in future drives for money and books for the camp hbraries administered by the American Library Association.\n\nOnly public hbraries have\n\nbeen appealed to in past drives for camp libraries. Over half the people\nof the country, however, reside in communities not maintaining a public\nlibrary,\n\nand in such communities the Junior Red Cross organizations can\n\nwell do the work.\n\n"}
{"page": 468, "printed_page": null, "text": "2\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\n45\n\n[Library\n\nJunior Red Cross organizations aim, above all, to give to the rising\ngeneration that vision of patriotism and duty which points the way to the\nrehef of suffering,\n\nmakes clear the issues of the world-war, teaches the\n\nideals of true democracy, and nerves for the sacrifices necessary to make\n\nthe world safe for democracy and to make democracy more and more a\nblessing to the world.\n\nNo higher service can be rendered by library\n\nagencies than by effectively cooperating in this patriotic program.\n\nThis\n\nthey can best do by expanding and extending for this purpose their primary\nfunction of providing literature suitable to the needs of those whom they\nserve.\n\nREPORT OF THE ELEMENTARY-SCHOOL COMMITTEE:\nLIBRARY COOPERATION WITH THE JUNIOR RED\nCROSS\nANNIE\n\nS.\n\nCUTTER, CHAIRMAN, CHILDREN'S DEPARTAIENT, PUBLIC LIBRARY,\nCLEVELAND, OHIO\n\nIt was only a little river, almost a brook;\n\nit\n\nwas called the Yser.\n\nOne could talk\n\nfrom one side to the other without raising one's voice, and the birds could fly over it\nwith one sweep of their whigs. And on the two banks there were millions of men, the\none turned toward the other, eye to eye. But the distance which separated them was\ngreater than the stars in the sky; it was the distance which separates right from injustice.\nThe ocean is so vast that the sea gulls do not dare to cross it. During seven days\nand seven nights the great steamships of America, going at full speed, drive thru the\ndeep waters before the light houses of France come into view; but from one side to the\nother hearts are touching.\n\nYou are probably familiar with this letter of the fourteen-year-old\nFrench student, which is remarkable in spirit and expression for so young\na girl. I quoted it because of the last sentence, ''But from one side to the\nother hearts are touching.\"\n\nThis expresses so simply yet so beautifully\n\n—\n\none actual good which is emerging from the present great evil the growing\noneness of the nations. We feel also the quickening everywhere of that\n\nideahsm common to all nations which thru long years has always exprest\nIt is the aim of the Junior Red Cross to seize\nitself in service and sacrifice.\nthis enthusiasm for service, intensified by the great experience of war,\nand make it contribute toward a truer community of spirit and better\nworld-citizenship.\n\nMr. McCracken says, \"If history is so taught and so studied that the\nage-long struggle toward Hberty and democracy is vital to the students and\n\nthey are imprest with their potential part in it, both students and teachers\nare doing the highest kind of Red Cross work. \"\n\nHow may the pubHc Hbrary\n\nhelp in this highest kind of Red Cross work ?\n\nSurely one way is to keep\n\nbefore the children well-told accounts of great patriotic deeds, not simply\n\nthose performed by our own heroes of past and present days, but also those\n\nperformed by the great men of other times and countries.\n\nTrue patriotism\n\n"}
{"page": 469, "printed_page": null, "text": "Department]\n\nREPORT OF THE ELEMENTARY-SCHOOL COMMITTEE\n\nmeans more than an emotional thrill.\n\n453\n\nIt is compounded of so many things;\n\na knowledge, as well as love, of one's country; a desire to obey its laws; the\nwish to share its privileges with others less fortunate; the determination to\nserve it by courageous Hving.\n\nToo often in these days the finer feelings\n\nof children are blunted by a cheap emotional excitement that passes for\n\npatriotism.\n\nAre we cultivating real patriotism when we let young girls sell\n\nliberty bonds for kisses, or have school children for the cHmax of their parade\n\npound nails in a dummy Kaiser's coffin ?\n\nThe Junior Red Cross is counteracting just such negative, if not really\ndestructive, influences by presenting a program of war service for children\n\nwhich is at once educative, patriotic, and enticing.\nIn considering the question of how the public library may cooperate\nwith the Junior Red Cross, the Elementary School Committee suggests that\nthe hbrary's service is to make available to children in every way possible\n\nthat Hterature which will give them an appreciation of their country's part\nin the \"age-long struggle for democracy\"\n\nperform unselfish service.\n1.\n\nand strengthen their desire to\n\nThe following definite ways are suggested:\n\nTo place on display racks in Ubrary or school small collections of\n\nbooks under headings such as \"Love of Country,\" \"Men and Women of\nthe Day,\" \"National Holidays,\" \"Heroes and Heroines,\" \"Fighting for\n\nFreedom,\" \"National Heroes.\"\n2.\n\nTo make picture bulletins illustrating some particular Red Cross\n\nactivity.\n3.\n\nTo compile reading-Hsts and leaflets on such subjects as \"Why We\n\nAre at War,\" \"War-Time Changes in Commerce,\" \"Why We Must Save\nWheat,\" \"How Boys and Girls Can Help,\" \"How the Red Cross Helps the\nSoldiers and Sailors.\"\n4. To keep on file reports and Uterature pertaining to the activities of\nthe Red Cross in civiHan and war relief and the part the Junior Red Cross\nplays in these activities.\n5.\n\nTo work with teachers, wherever such assistance is welcome, in\n\nplanning a series of compositions on patriotic subjects and programs for\nnational hoHdays.\n6.\n\nTo coUect informational material for children's use in writing these\n\ncompositions.\n7.\n\nTo have exhibits held in the hbrary showing some of the work of\n\nthe Junior Red Cross.\n8.\n\nTo provide means of coordinating Junior Red Cross activities with\n\nlibrary war service, e.g.: {a) making scrapbooks for the hospitals; {b) mak-\n\ning boxes in which to ship books to the soldiers;\n\n{c)\n\nholding meetings for\n\nsewing, knitting, scrapbook making, etc., in the library;\n\n{d)\n\nconverting\n\nlibrary clubs into clubs with a definite war service in view;\n\n{e)\n\nholding in\n\nthe library exhibits of food organized by Junior Red Cross groups, with\nthe purpose of giving tangible form to recommendations for conserving\n\n"}
{"page": 470, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n454\n\n[Library\n\nSuch exhibits are especially helpful in foreign neighborhoods\n\nwheat, etc.\n\nwhen the exhibits have been prepared by the foreign women.\nThese are some of the ways in which the hbrary may be of service.\nillustrate the\n\nTo\n\nkind of list that the library might prepare for teachers' use\n\nwith their pupils in connection with war work the committee is presenting\nthe beginnings of a list on \"What Is Patriotism?\" It is only tentative\nand far from complete, but we feel that the outline is such that it can be\nbuilt upon and enlarged.\n\nTHE HIGH-SCHOOL STUDENT AND THE BOOK\nROBERT J. ALEY, PRESIDENT, UNIVERSITY OF MAINE, ORONO, ME.\nIt is a great many years since I have had close contact with high-school\n\nstudents.\n\nFor a number of years I was a teacher and for four years prin-\n\ncipal of a high school.\n\nI have had considerable contact with high-school\n\nstudents after they had finisht their high-school course and had entered\ncollege.\n\nI recall that in\n\nmy high-school work the student who fell in love with\n\nme trouble. I have found in a long experience\nand university work that the high-school graduate who comes\nto college invariably gives a good account of himself if he has fallen in\nlove with the book. The other side of the story is, as many of you doubtless know, that the high-school student who is not caught by the lure of\nthe book either leaves school without completing the course, or after graduation helps to recruit that army of young people who do nothing worth while.\nthe book did not give\n\nin college\n\nYou also know that many of those who fail in college have not learned how\nSome time ago a young\nto use books or have not been caught by their lure.\nwoman was assisting a professor in packing his library. She remarkt that\nit was curious how many people there were who gathered together great\ncollections of books, and who seemed to have so much pleasure from them.\n\"As for myself I care very little for books. Of course, it may be that the\nreason for this is that I cannot read.\"\n\nBooks are valuable only to those\n\nwho really know how to read.\nPerhaps some of you may have heard Don Seitz, of the New York World,\n.in\n\nthat rather eccentric address of his at the Atlantic City meeting of the\n\nMr. Seitz insisted that the whole course\nReading\nWhile he perhaps put it in a very emphatic form,\n\nDepartment of Superintendence.\n\nof study should not only start with, but should center in, reading.\nis\n\nthe first great task.\n\nthere is, after all, much truth in his statement that the ability to read is\n\nthe most fundamentally important thing in education.\nI have found as a teacher that the difficulties occurring in the various\nfields of study are\n\nmany times due to the inability to read.\n\nSome of the\n\nabsurd things that come back to us in oral answers and written papers come\n\n"}
{"page": 471, "printed_page": null, "text": "Department]\n\nTHE HIGH-SCHOOL STUDENT AND THE BOOK\n\nback because the student cannot read.\n\n455\n\nStudents err in some important\n\nproposition, or in the solution of some difficult problem, and a little investigation shows that they have failed simply because they have not read.\n\nI have had some experience in sending to members of faculties a written\n\noutline workt out in some detail, and have been surprised to find almost\n\nas many interpretations of the thing I had sent out as there were people\nto whom it had been sent.\nBy the time the receiver had explained it to\nsomeone who had not received it, and that individual came to me, I could\nnot recognize that I had had anything to do with starting the matter. I\nhad similar experiences many times as superintendent of public instruction\nin Indiana.\nI had to send many communications to school officials and\nschool teachers. Whenever these communications failed to \"get over\" it\nwas either because I did not write English or because the receivers could\nnot, or did not, read what I wrote.\nReading is back of and fundamental\nto almost everything in education.\nIt would greatly simplify the life of\n\nthe Republic if all our people could read.\n\nBack of any important library work there needs to be increast emphasis\nMost of us have not\n\nin the schools upon teaching young people to read.\n\nI\n\nhad experience enough in reading material that is difficult to understand.\nWe have the newspaper habit of reading, the magazine habit of reading,\nthe best-seller habit of reading. In this sort of reading there is no particular strain upon the gray matter.\nA large part of the meaning, perhaps\nall that is needed, may be obtained by reading a sentence here and there.\nOne may read a best seller of the usual size in an hour and get the story\nwell enough in mind to listen intelligently to those who rave about the\nbook. The kind of reading that most young people actually do does not\ncall for very much effort.\nIt does not require much attentive study, and\nhence the results have no serious value.\nIt was William T. Harris who told this interesting story of his own\nexperience in learning to read. Desiring to improve himself, he askt an\nolder man in whom he had confidence to recommend a book. The book\nrecommended was Kant's Critique of Pure Reason. Young Harris secured\nthe book. He supposed from its size and appearance that it would occupy\nhim for a few evenings. It was with confidence that he began the reading\non the first evening. After some time he awoke to the realization that he\nwas not reading. Then he backt up and tried the first page again. But\nhe could not get an idea out of it. Then the splendid quahty that made\nDr. Harris a leader of philosophic thought in this country asserted itself,\n\nand he said, \"I will read it.\" .It was almost two years before he finish the\nbook. He put considerable time on it every day and finally mastered it.\n\"I haven't found anything hard to read since\" was his comment.\nYoung people in high school and college need to be led to master something that is hard to read. I have great faith in the virtue of doing hard\nthings.\nWe have had for almost a generation soft pedagogy and soft home\n\n"}
{"page": 472, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n456\n\n[Library\n\nThey have not produced the result desired.\n\nIt is still worth\nThose boys, our friends and former students,\nwho come back for a day or two from some cantonment where they have\nbeen several months are transformed. Eight months ago I bade goodbye\nto a boy.\nHe was in my office the other day. He was a man the kind\nThe same transformation has already been made\nof a man you like to see.\nin two million cases and will be made in as many more cases as there are\nyoung men who are given the opportunity; and it has been made because\nthese young men have had a splendid chance to do hard things. There is\nno soft pedal in an army camp. It is hard work and discipline from the\nbeginning of one day to the beginning of the next.\nIf boys and girls are to come under the power of the book they must\nlearn to read. They must have the discipline that will make it easy for\nthem to read the difficult page. This will come if there is increast emphasis\nupon the teaching of reading in the grammar school and much required\ndiscipline.\n\nwhile to do hard things.\n\n—\n\npractice in the high school.\n\nBoys and girls of the high school are tremendously influenst by the\nI do mean, not the attitude of\n\nattitude of their teachers toward books.\n\nthe English teachers alone, but the attitude of all the teachers.\n\nMany\n\nyoung people think that it is the business of the English teacher to recommend books. They beHeve the commendation if it comes from someone\nIt seems that the teachers of English have not wholly succeeded in\nelse.\ncreating a love for the book.\nA number of us, particularly schoolboys and schoolgirls, sympathize\nwith the view exprest by a writer in the Nation. He made a very strong\nplea for a markt reduction in the required Enghsh readings in high school.\nHis reason was that there might be left some good things to be enjoyed\nafter school days are over.\nDid you ever know a high-school student to\ntreasure the classic that he had read in school ? Generally the day after\nthe examination there is a glut in the second-hand market on the classic\ncovered. The book is sold, and the student never wants to see it again.\nI don't blame him very much.\nI re-read Dante recently; I stopped several\ntimes in the reading and tried to imagine how fine it would be if I were\nreading in order that some school teacher might examine me or inquire of\nme just what Dante meant and just why Dante used a particular word.\nToo much work in literature is of this sort.\nI shall not attempt to discuss at any length the mechanical side of\nlibrary management.\nI regard it as a fortunate change that hbrarians no\nlonger regard the books as their personal pr(^erty which must, at all cost,\n\nbe protected from the contaminating touch of the reader.\n\nThe reader\n\nshould and generally does have free access to the shelves.\n\nIt is by this\n\nfree access that the student learns something of the range of literature and\n\nknowledge and gets a speaking acquaintance with books of which he would\notherwise know nothing. My own richest book experiences have come in\n\n"}
{"page": 473, "printed_page": null, "text": "HIGH-SCHOOL UBRARY AND EDUCATIONAL AIMS\n\nDepartment]\n\nthat way.\n\nExposure to books is a great thing.\n\n457\n\nThe librarian and the\n\nteacher should unite to make this exposure as great as possible.\nI have said nothing about the reference library, or its use.\nis fairly well cared for everywhere.\n\nI think this\n\nRecent developments in teaching have\n\ntended to make a greater and greater use of recorded knowledge.\n\nThe use\n\nof the book as a reference, as well as interest in books in general, will depend\n\nupon the intensity of desire created in the student.\n\nWe have at the Uni-\n\nversity a training detachment of two hundred United States soldiers.\n\nThey\n\nThese men have\nan intense interest in the thing they are preparing to do. They have a\nlong and fully occupied day from 5:45 a.m. to 8:00 p.m. These men use\nare being trained as soldiers and also as mechanicians.\n\nthe library for a definite purpose.\n\nThey want authoritative answers to\n\nquestions in carpentry, blacksmithing, auto-mechanics, electrical wiring,\n\ngas-engine theory and practice, etc.\n\nSuch knowledge attained guarantees\n\nto the possessor a better assignment and greater certainty of promotion.\nIf in school\n\nand college we could create desire and establish definite\n\npurpose in the student we might make the reference library a great power\nin education.\n\nThe librarian should patiently and carefully teach the stu-\n\ndent how to use the reference book.\n\nMany intelligent and fairly well-\n\neducated people are almost helpless in the presence of a dictionary,\nencyclopedia, or other book of reference.\n\nThe query pages of newspapers\n\nand magazines furnish ample verification of this statement.\nThe reader and lover of the book is a safe and valuable citizen. Our\nduty is to see to it that our scholars have every opportunity to know the\nbooks, to be expert in using them, and to come under the influence of their\ncharm and power.\n\nTHE RELATION OF THE HIGH-SCHOOL LIBRARY TO MODERN\nEDUCATIONAL AIMS\nJ.\n\nA.\n\nCHURCHILL, STATE SUPERINTENDENT OF EDUCATION, SALEM, ORE.\n\n\"A just judge always seeks to increase his jurisdiction.\"\n\nThis old say-\n\ning is the assumption that one who can do his work efficiently assumes that\n\nhe owes it to himself to enlarge his opportunities for service, in order that\nhe may fill a larger sphere of usefulness and perform duties that may not\n\nbe rendered so well by others.\n\nInstead of visualizing clearly the definite\n\nends of his particular work and striving daily for their accompHshment,\n\nhe too often attempts to do the work that falls wholly within the responsibiHties of others,\n\nwith the result that his efforts are scattered and his\n\nwork ineffective.\nThis criticism\n\nmay apply to the high-school library.\n\nattempts to duphcate the service of the public Hbrary.\n\nToo often it\n\nIf it functions as\n\na high-school library it will so supplement the work of the school that it\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n458\n\nwill meet all of its special needs.\n\n(Library\n\nIt will leave to the public library all the\n\nkinds of work that are to be continued after school.\n\nThe high-school\n\nlibrarian must confine herself to certain definite lines on account of three\n\nlimitations:\n\n(i)\n\nThe number of books in her Ubrary service is small as\n\ncompared with that of the public library. (2) Four years is all the time\nshe can have out of the student's life, and each of those four years is closed\nto her for several months each year.\n(3) She can have but a small part\nof his time each day, as his school hours are full of activities outside of\n\nthe library.\n\nWhat then can the library do within these limits ?\n\nFirst of all, there can be no effective high-school library unless it has\n\na librarian whose full time is devoted to its work.\ndidly equipt cannot make a school.\nchildren cannot\n\nmake it.\n\nA fine building splen-\n\nAn intelHgent group of well-mannered\n\nThe teacher makes the school;\n\nif\n\nhe be well\n\ntrained, has had a good preparation, has physical strength, enthusiasm, and\n\nlove for his work, the community in which he teaches will have a good school,\n\neven tho the school plant be inadequate.\n\nThe librarian makes the high-\n\nschool library; for the kind of service she renders determines its measure\nas an educational asset.\n\nShe must not only have been trained for her work,\n\nbut have had experience as a librarian, that she may have a wide knowledge\nof books, the bibliography of the high-school subjects, and a human interest\n\nShe must be a capable director of good reading and inspire\nan interest in good books. With all these qualities and with all the knowledge she may possess she will fail unless she is really eager to open the world\nof books to young people with different tastes and environments, and\nunless she knows her books so thoroly that she gives the right books to the\nright pupil at the right time.\nShe should have the same college preparation as the other members of the high-school corps, and in addition she\nshould bring to her work two years of full professional training guaranteed\nby an approved Hbrary school. It is a wise economy on the part of school\nboards employing ten or more teachers in a high school to secure such a\nin the pupil.\n\ntrained librarian who will give her full time to contributing to the success\nof the work by intelligently cooperating with teachers of all subjects.\n\nOne of the aims of education is to open the mind of the pupil to the\npossibihties of life, professionally, socially, and vocationally.\n\nHe must be\n\nso taught that he will understand that his chief aim in life is to prepare\n\nnot for a business or a profession but for Hfe; for work in the group for his\n\nown good and the advantage of others.\nHistory must be so taught that it furnishes a basis for the development\nof intelligent civic patriotism that puts the student more fully in touch with\n\nEach section of every\n\nhis political, civil,\n\nand industrial environment.\n\nstate should devote\n\nmuch attention to preserving such of its stories and\n\ntraditions as will contribute to the understanding of the broader and more\n\ngeneral movements in our national history, for there is little of value in the\n\nstudy of any history that may not be connected with the child's present\n\n"}
{"page": 475, "printed_page": null, "text": "Department]\n\nHIGH-SCBOOL LIBRARY AND EDUCATIONAL AIMS\n\nor future environment.\n\n459\n\nThe stories of the sacrifices and achievements of\n\nthose who subdued the Middle and the Far West will interpret the struggles\nof the Pilgrim Fathers\n\nworthy.\n\nand Pilgrim Mothers and are just as noble and\n\nAssistance in gathering the local material and in assembhng it\n\nfalls within the scope of the high-school library.\n\nStrong emphasis on the relations of the individual as a member of the\n\ngroup must henceforth be the prominent feature in the teaching of civics.\n\nThe rights, duties, and hberties of every individual are linkt with the laws,\nconventions, and requirements of society, and no one can radically separate\n\nAnarchy is the failure to recognize the\nWithout\nsuch recognition there can be no family, community, state, or national life.\nIn our present great crisis we are thinking less and less in terms of the\nindividual and more and more in terms of the nation.\nhimself from his social fellows.\n\ninterdependent relation in the development of the individual.\n\nThe future economic structure of society is largely within the keeping\nof the high schools of today, for those who are now in school are to be called\n\nupon for such a large contribution in the reconstruction of the world. It is\na wonderful opportunity to be young now and on the threshold of great\npossibilities for achievement.\n\nIt is a glorious privilege for those who are\n\nolder to set the feet of the young people in the right path, fitting them for\n\nthe rich accomplishments that are to be theirs.\n\nThru all the preparation for this gigantic task, with its scientific preparation for citizenship, the teachers of literature are still the persons who give\n\nthe inspiration.\n\nThe rich heritage of vision, knowledge of mankind, sound\n\njudgments, justice, and wisdom must come from them.\nit is\n\nIf this be our aim,\n\nclear that a textbook alone and a great teacher are not sufficient, but\n\nthat a finely selected library and well-directed outside reading are necessary.\n\n[For an intellectual comprehension of our world-situation the young citizen\n\nmust have supervised independent reading; for the supreme object of his\nstudy of hterature is to have him realize the beauty of literature as an\ninterpretation of Hfe.\n\nAnother chief aim of the high-school Hbrary is to make sure that there\nis\n\nto be a continuation of education beyond the high school.\n\nThe young\n\nhave definite plans for continuing his education thru the\npublic library and be thoroly imprest with the importance of following\nthem. In a western high school with an enrolment of more than three\nhundred a careful inquiry disclosed the fact that out of all those pursuing\nhigher learning 90 per cent never entered the public library and took little\ncitizen should\n\nor no interest in the communities' activities.\nIt is the duty of the high-school librarian to stimulate and, so far as\npossible, to direct the vacation reading of the pupil.\n\nWhen he finally leaves\n\nschool he should go with well-defined plans for continuing his reading and\n\nshould be turned over to the public librarian, with whom the high-school\nlibrarian works always in helpful cooperation.\n\n"}
{"page": 476, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46o\n\n[Library\n\nHIGH-SCHOOL LIBRARY STANDARDIZATION AIMS FROM THE\nPOINT OF VIEW OF THE SCHOOL ADMINISTRATOR\nJESSE H. NEWLON, SXJPERINTENDENT OF SCHOOLS, LINCOLN, NEB.\n(Discussion of Committee Report)\n\nIn the erection of high schools in the past a fair provision has been made\nfor the accommodation of the sciences and the practical arts.\n\nThe plan-\n\nning and equipment of shops and laboratories have been standardized.\nSchool boards and superintendents have found it possible to obtain definite\ninformation as to the demands of science and practical-arts instruction in\nschools.\n\nThere have been standards relating to the number and the types\n\nof various rooms and shops, to their lighting, heating, and ventilation, to\n\nthe arrangement of floor space and of window and wall space, to their\nequipment to the minutest detail. The result has been excellent shops\nand laboratories.\n\nThe library is the laboratory of the social sciences, English, the languages, art, and indeed of practically every other subject taught in the\n\nsecondary school.\n\nIt will be impossible adequately to socialize\n\nmethods\n\nof instruction and to cultivate fully the initiative and originality of pupils\nin these subjects without an adequate library properly administered.\n\nOutside of some of the newer, large high schools there are very few well-\n\nplanned libraries.\n\nWe have had no standards of plans and equipment.\n\nThis report sets up definite standards relating to the materials that should\n\nbe foimd in libraries in schools of various sizes. It will furnish school\nexecutives with authoritative information as to the needs of high-school\nlibraries, with the result that in making the annual budget and in designing\n\nschools they can be guided by authoritative information.\n\nWe may now\n\nexpect good hbraries.\n\nTo my mind the committee has completed only one-half of its work.\nIts next\n\nimportant task is to investigate the best methods of using the\n\nhigh-school libraries.\n\nIt is one thing to secure adequate reference books\n\nand materials and another to develop an effective technique for their use.\nThe latter is a big problem, and the success of the high-school library\ndepends upon it quite as much as upon the material equipment. In most\nschools such technique has not been developt.\n\nIts development involves\n\nthe training of high-school librarians and teachers and the working out of\n\nmethods of cooperation between the librarian and the teacher. This committee should be continued with instructions to take up the consideration\nof this important problem.\n\n"}
{"page": 477, "printed_page": null, "text": "LIBRARY COOPERATION WITH JUNIOR RED CROSS\n\nDepartment]\n\n461\n\nWAR LIBRARY SERVICE\nWILLIAM H. BRETT, LIBRARIAN, CLEVELAND PUBLIC LIBRARY,\nCLEVELAND, OHIO\nAmerican libraries have greater opportunities than ever before.\n\nIt is\n\ntheir duty to carry on the work at home more fully, to provide information\n\nabout the war, and to help educate public sentiment for its support; to\nprovide technical and military books\nto help in\n\nservation;\n\n—books on food production and con-\n\nRed Cross drives, Liberty Bond sales, and every\n\npatriotic work, and with it all to carry on the normal work of the library.\n\nOur home folk need relief from the strain and stress of war work, from\nThey need\n\nthe anxiety they now feel, from the sorrow which is inevitable.\n\nthe relaxation, the consolation, the inspiration, of good books.\n\nTo this is added the work of supplying our men in camp and field and\nfleet here and overseas.\n\nThe libraries of this country, united in the Ameri-\n\ncan Library Association, took up this work as soon as our country went\n\nThe Association carried on a campaign for money which pro-\n\ninto the war.\n\nduced over $1,700,000. It has erected 36 camp library buildings and is\nserving more than 553 camps, stations, and vessels. It has sent nearly\n200,000 selected books overseas, has purchast over 300,000 volumes, mostly\n\nmihtary, naval, and other technical books, and has sent to camps and\nstations nearly 2,000,000 books and 5,000,000 magazines.\n\nAll this work is under the charge of Dr. Herbert Putnam, Librarian of\n\nCongress, with headquarters in Washington at the Library of Congress\nBuilding.\n\n.\n\nDr. Putnam is serving without compensation, and more than\n\none hundred and fifty librarians from different parts of the country are in\nthe service;\n\nthe services of many of these are volunteered personally or\n\nare supplied by their libraries.\n\nThe Library Association will institute a\n\ncampaign, within a short time, for a fund of $3,000,000 to continue and\nincrease this great work.\n\nThe schools have cooperated very cordially and effectively with the\nlibraries in the campaigns for supplying books for our soldiers and sailors,\n\nas they have in so many other things.\n\nThe men are eager for books, the need is immediate and they are most\ngratefully received\n\nand appreciated.\n\nThis need will continue as long as\n\nthe war lasts, and I am sure that we shall receive the continued support\nof the schools.\n\nLIBRARY COOPERATION WITH THE JUNIOR RED CROSS\nEFFIE L. POWER, HEAD, CHILDREN'S DEPARTMENT, CARNEGIE LIBRARY\nPITTSBURGH, PA.\nIn a Uttle book called Adrift on an Ice-Pan, Doctor Grenfell, the great\nmedical missionary to Labrador, tells how he once faced death in a field\nof floating ice.\n\nThe big thing he expresses is what religion is and how it\n\n"}
{"page": 478, "printed_page": null, "text": "462\n\nNATIONAL EDUCATION ASSOCIATION\n\nactually helps a\n\nman in a crisis.\n\n[Library\n\nIn interpreting this Dr. Grenfell re-\n\nan experience of having recalled to his mind, in his extreme trial,\na hymn which was an unconscious memory of boyhood days. In the\nenrichment of the subconscious self (or soul) lies the reward of great\n\nlates\n\nliterature.\n\nFor many years the pubHc libraries in this country have placed before\nchildren the best of books, secure in the belief in their power to prepare\n\nthe children to meet the emergencies of life.\n\nLooking back over an experi-\n\nence of twenty or more years in various children's rooms the writer can\nrecall many a tousled head buried deep in a dingy volume and bright eyes\n\nmeeting hers in mutual admiration of a great story-book hero.\n\nOf these\n\nbrowsers among books one is now \"flying for France\"; one is directing a\n\nbattahon of men in an American training camp; one is organizing a depart-\n\nHave they forgotten their\n\nment of industry for the national government.\n\nboyish dreams of Perseus who slew the dragon which was devastating his\n\ncountry ? Or of Hercules, who battled with the hundred-headed serpent\nand before Troy, and who was not ashamed to clean the king's stable?\nOr of King Arthur, honorable and gentle knight? Or of Beowulf, \"bold\nto rashness for himself, prudent for his comrades, daring, resourceful, knowing no fear, loyal to his king \" ? No\nThe young men of today are meeting\nthe emergency of war with an idealism that shows a marvelous spiritual\nbackground. This has not been gained overnight thru the beating of drums\nbut is the result of gradual growth by the grace of God, and in this growth\ngood books have played their part.\nThe reading of great books stimulates and directs the imagination, and\nit is the properly stimulated imagination of the children which the Junior\n!\n\nRed\n\nCross organization expects to turn into channels of constructive\n\npatriotic service.\n\nLibrary service can assist the Junior Red Cross (i) by\n(2) by properly informing\nby training children to be useful\n(4) by keeping children normal in war time thru\n\npromoting the reading of great heroic literature;\nchildren regarding their national life;\n\nmembers of society;\n\n(3)\n\nrecreative reading, story hours, reading clubs, etc.\n\nThese aims are not new ones, but present conditions have placed new\n\nThe pubHc Hbrary is accepted as a great democratic\nwhere children of all nationalities, classes, and creeds mingle\nand thru the free use of books and equipment are taught to respect and\npreserve pubHc property. The attendance is voluntary, but groups are\norganized for story hours, poetry hours, and reading clubs. Books on hisemphasis upon them.\ninstitution\n\ntory, biography,\n\nand civics are generously provided, and the process of\n\nAmericanization among the Httle new citizens is an interesting feature to\nobserve.\n\nThe times demand, however, that children's librarians shall inten-\n\nsify their interest and effort in order that no\n\nopportunity shall be lost or\n\npast lightly over, and that time may be saved for the children for other\nlines of activity required of them.\n\n"}
{"page": 479, "printed_page": null, "text": "Department]\n\nLIBRARY COOPERATION WITH JUNIOR RED CROSS\n\n463\n\nTo carry out this plan the following program of reading is suggested:\n1. Heroic and patriotic literature which shall make a strong emotional\nappeal.\n\nBooks of American history and travel which shall fully inform the\n\n2.\n\nreader.\n3.\n\nAccounts of critical periods in the history of the world, selected to\n\nshow loyalty to the country.\n4.\n\nAccounts of critical periods in American history.\n\n5.\n\nBiographies of heroes and heroines of service.\n\n6.\n\nAutobiographies of New Americans.\n\n7. Popular books on civics, showing duties and privileges of Americans.\nBooks on handicrafts, teaching Red Cross activities.\n8. Modern patriotic poems, speeches, letters, and narratives.\n\n9.\n\nGeneral recreative reading.\n\nThe method of procedure to be followed in presenting this literature\nto Junior Red Cross members should be the usual one followed in wellorganized children's departments. They may include the purchase of\nbooks in attractive editions, the setting aside of special shelves attractively\nlabeled, the use of posters, the preparation and distribution of lists, special\n\nstory hours, lectures., etc.\n\n"}
{"page": 480, "printed_page": null, "text": "I\n\n"}
{"page": 481, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSECRETARY'S MINUTES\nOFFICERS\nPresident—Artbus. A. Chamberlain, editor, Sierra Educational News. .San Francisco, Calif.\nSecretary George L. Towne, editor, Nebraska Teacher\nLincoln, Nebr.\n\n—\n\nThe Department of Educational Publications went into session Wednesday forenoon,\nJuly 3, 1918.\nThe meeting was called to order, as scheduled at the Schenley High School by\nPresident Arthur H. Chamberlain.\n\nThe program as announced in the Official Bulletin was carried out.\nThe first address was made by Superintendent Fred M. Hunter, of Oakland, Calif.,\non \" Needed Modifications in Textbooks as Shown by the War.\" This paper was discust\nby a number of superintendents and educational publishers.\nThe second main address of the morning was given by Superintendent W. M.\nDavidson, of Pittsburgh, on \" Should the Textbooks in United States History Be\nRe-written?\"\nAfter a general discussion of Dr. Davidson's address the meeting adjourned.\n\nGeorge L. Towne, Secretary\n\nPAPERS AND DISCUSSIONS\nNEEDED MODIFICATIONS IN TEXTBOOKS\nAS SHOWN BY THE WAR\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS, OAKLAND, CALIF.\nIn the educational world the war has made evolution, revolution.\nCurriculums, classroom methods, and administrative policies have changed\n\nover night.\n\nThe change has had two markt characteristics, the crystalliza-\n\ntion and incorporation of the national ideals in the work of the schools, and\n\na mighty breaking of the shackles of tradition.\ninstitutions tend to glorify\n\nPowerful and well-estabUsht\n\nand preserve traditions.\n\nThe pubUc school\n\nsystem, for various and obvious reasons, has been a tradition worshiper.\n\nTextbook publishers have been both a result of this tendency and a contributing agent in cementing it more firmly upon the school system.\nPublishers in many noteworthy instances have been leaders and guides in great\nforward movements, but in general pubHshers of textbooks have explored\nnew fields rather conservatively have awaited the firm estabhshment of a\n\n—\n\nmovement before risking their investment or their dividends in the new field.\n46s\n\n"}
{"page": 482, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n466\n\n[Educational Publications\n\nNow, however the revolution with a new regime is upon us, and pubHshers, responding with all the rest of us to the patriotic spur, are asking\n\n\"What do these things mean ? What can we do to be saved ?\"\nThe answer seems to me to be obvious: First, be iconoclasts of the\ntraditional idols, not worshipers at the shrine\n\nand mere recorders of the\n\nsacred rites, and fear not investment in a good cause, even tho it does not\nreveal immediate dividends.\n\nSecondly,\n\nmake all your works serve first\n\nthe great national purposes and ideals of our democracy.\n\nLet us now analyze the meaning of such an attitude and policy a little\nmore closely. In seeking to incorporate the national ideals and ideals of\ncommunity service in the actual production of textbooks publishers must\nunderstand and be in accord with the new administrational policies and the\ngeneral poHcy of curriculum-making and of developing classroom methods.\n\nGood textbooks produced in accordance with these ideals should make easy\nThe pubhsher who subscribes\n\nthe advance now taking place in these fields.\n\nto these ideals to the point of action becomes a co-leader in establishing a\n\n—\n\nnew administrational policy in our state and city school systems a fellowmaker of curriculums with the teacher and supervisor and an agent of the\nnation and state in establishing a proper civic attitude of service and loyalty\n\nHence pubhshers, together with other educaand teachers, must analyze carefully the\nchanges now in progress and plan poHcy and action accordingly.\nSuch analysis must consider first wherein our schools have shown themselves defective and must attempt to define clearly the new point of attack.\nOur great national crisis has shown us the defects in our system of\nthru classroom instruction.\n\ntional leaders, administrators,\n\neducation as it has brought us into realization of the tremendously responsible relation between pubHc education and nationality.\n\nEverybody knows\n\nthat we have no thorogoing machinery for Americanization.\n\nThe patriotic\n\nspirit of every community has revolted at the un-American sentiment that\n\nhas been evident wherever patriotic pressure has become intense. The\nterrible danger that lurks in our large unamalgamated elements is no longer\n\napparent only to the students of sociaHty.\n\nIt is now a part of our pubhc\n\nconsciousness.\n\nThat 13 per cent of our national population is foreign-born or children\nof the first generation of foreign parentage, and that 30 per cent of these are\nilliterate, is not conducive to smug satisfaction either on the part of the\npublic or on the part of those responsible for our educational machinery.\nThus the first great defect in the organization of our schools and its relation\nto national Hf e is shown by the lack of a well-developt system for, Americanization.\n\nThe second great defect is the failure of our schools to cover thoroly\ntheir field; that is, their failure to provide for all American youth up to an\n\nage nearing maturity a fairly adequate training for citizenship. The\nexperiments made in the states that have begun a system of industrial\n\n"}
{"page": 483, "printed_page": null, "text": "Department)\n\nNEEDED MODIFICATIONS IN TEXTBOOKS\n\n467\n\neducation have brought the conclusion that such training should extend\nto the age of eighteen for all the youth in our land.\n\nThe Massachusetts\n\nRegistration of Minors, the Wisconsin Continuation Law, and similar steps\n\ntaken by various cities and communities place the legislative stamp of\napproval upon these conceptions.\n\nHow signal has been the failure of public education completely to carry\nWe\n\nout such conceptions is shown by every investigation upon this point.\n\nhave been all too famiUar with the situation in the communities with which\n\nwe are acquainted.\n\nOne of the most recent of these investigations, that by\n\nC. D. Jarvis, the results of which are publisht by the Bureau of Education,\nBulletin No. 2, 191 7, covers fifteen thousand children who have left school\nin eleven different states.\n\nMr. Jarvis' conclusion is this:\n\nEight and one-half per cent of the children desire to leave school, and of these 34\nper cent frankly state that they do not like school, 60 per cent would rather go to work.\n\nOf those who intend to leave during the current year, approximately one-third claim\neconomic necessity as the reason, and, except for a small portion who leave on account\nof illness or some unmentioned reason, the remainder leave on account of dissatisfaction\nexprest or implied.\n\nEven yet we force upon the schools of our congested industrial districts\nthe same curricula that are offered in the schools peopled by the children of\n\nthe so-called best families.\n\nEven yet our high schools still maintain in\n\nmost sections of the country their hard-and-fast regulations as to entrance\ninto the high school as to graduation, as to promotion, and as to variations\nof curricula to meet group needs.\n\nThe first demand growing out of our recognition of national purposes\nand school defects is this: The curriculum shall be an organized series of\npractices and activities rather than a body of knowledge based upon the\nprinciple that action alone is educative.\nThe government has called upon\nus to incorporate, not as additions to our curriculum, but as integral parts\nof it, pupil organizations for carrying on Liberty Loan drives.\n\nRed Cross\n\nWar Savings Stamps, and the like.\n\nSchool-garden\n\narmies and the Boys' Working Reserve have been organized.\n\nIn fact, to the\n\ncampaigns, sales of\n\nteacher who has been thinking in terms of the past there has seemed to be\n\nno time whatever for school work.\n\nThe government has been remaking our\n\ncurricula for us before our very eyes.\n\nIt has been forcing into our classrooms\n\nactivities which have done more in the past six months in training for real\n\ncitizenship than all our laboriously devised schedules of social studies have\n\ndone in the past five years. The principle involved is a new definition of\nthe curriculum, and that definition has come to stay. It will not only be\nwritten in the reports of superintendents but will be actually practist in the\nclassrooms of the schools.\n\nThe second principle involved in the new demand is that of variation.\nThis principle of variation, as opposed to uniformity, will guide the\n\nI\n\ncurriculum-making of the future upon two definite planes:\n\nFirst, curricula\n\n"}
{"page": 484, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n468\nwill\n\n[Educational Publications\n\nvary in accordance with the individual needs or, in more practical\n\nterms, the group needs of boys and girls as determined by social inheritance,\n\neconomic environment, and natural tendencies.\n\nSecondly, curricula will\n\nvary in the respective organizational units in accordance with the varying\nneeds of the communities in which such units are located.\n\nIn no other way\n\ncan a proper machinery for Americanization and for universal training for\ncitizenship be developt.\n\nThe\n\nthird principle in curriculum-making under the\n\nnew demands\n\nwill be this: curricula will be made by classroom teachers, or their respective\n\ncommittees, who are studying the needs of children by first-hand contact.\n\nIn our industrial\nwill\n\ndistricts,\n\nwhere neighborhood and community centers\n\ndevelop at a rapid pace, groups of teachers themselves must decide\n\ncurricula.\n\nClassroom and laboratory practices must not cease abruptly with the\ngraduation of the pupil or his elimination from the school.\n\nContinuation\n\nand part-time classes must become a universal habit on the part of our\npublic educational system. The laboratory must gradually grade into the\nshop, so that the student who goes into industry may go to the continuation\nor evening classes of the school for inspiration and help until he is aged and\ninfirm.\n\nThe home and the school must be so closely united that the habits\n\nof home Hfe can still be reacht thru neighborhood classes, thru classes in\n\nmother-craft and dietetics, and thru home clubs conducted in the schools.\n\nPubHc education must offer service to all classes of Americans who need\nservice.\n\nTextbook publishers are called upon to decide whether or not their chief\nHere lie plainly before them the educational objectives of our public school system as they are defined by our\nnational government and the responsibihty placed upon public education.\nHere are the principles underlying the changes taking place in the work of\nthe schools. If pubUshers continue as in the past to cater to a sure market\nwithout risking the principles of good business and certain profits, they will\ncontinue to be as in the past mainly the recorders of tradition. If they\nprefer to adopt as their purposes the purposes now clearly defined for the\nschools and the principles of curriculum-making and method, if they will\nbreak tradition and cast into the scrapheap most of the school pubHcations\neven\nof the past, there is a great place in the ranks of education for them\nif not a reward in increast dividends and enlarged profits.\nSubscription to these objectives and principles requires a new code for\n\nobjective should be commercial.\n\n—\n\nthe formulation of textbooks.\n\nIn the overstock of available textbooks at\n\nthe present time the chief feature in classification and make-up is subjectmatter.\n\nSay what you\n\nsubject-matter.\n\nwill\n\nabout teachers\n\n*'\n\nteaching children\"\n\nnot\n\nThe chief characteristic of all the mass of printed books\n\nfor schoolroom use is their division into subjects and the logical and proper\n\npresentation of those subjects.\n\n"}
{"page": 485, "printed_page": null, "text": "Department]\n\nNEEDED MODIFICATIONS IN TEXTBOOKS\n\n—or not at\n\nNone of them thus far\n\n469\n\nleast until the last few months\n\n—have\n\nbeen planned and executed around a series of projects in themselves worth\ndoing in any community and of natural interest and appeal to children.\n\nNone of them have been add rest primarily to children in child language,\nwith the chief activities suggested rather than completely exprest in terms\nof adult logic.\n\nNone of them have placed real emphasis on child initiative, child\nSuch of them as have made attempts\nin this Hne have made the projects used carefully subservient to certain\njudgment, and child organization.\n\nprinciples and facts of logically outlined subject-matter which the author\n\nmistakenly deemed essential to the development and happiness of young life.\n\nNone of them have set high ideals, personal character, and the spirit of\ncommunity and national service in brief, citizenship by practice above\ninformation and everything else and made subject-matter a mere incident\nand means of accomplishment.\nIn the new code suggested for adoption the central emphasis is to be\nplaced upon these ideals unrecognized in practice in education and only of\nlate given any great prominence in modern educational philosophy.\nSuch\na code for the making of textbooks should make the following provisions:\n1. That every suggested activity have moral and civic motive.\nThese\nmotives may not be recognized by the child as moral except as the activity\nprovided connects itself with some child interest or principle which is in\nitself worth accomplishing from the child's point of view.\nThe pull of\ninterest and the ultimate moral principle must always be present, or the\nactivity is unmotivated and compelled, and useless from an educational\n\n—\n\n—\n\nstandpoint.\n\nThe development, thru the practicing of interesting and motivated\nactivities, of a patriotic spirit of service and a moral and personal fitness for\n\nsuch service is the common element that should run thru all textbook-\n\nmaking, no matter what the age of the student or what class of population\nthe text may be prepared for.\n2. That great emphasis shall be placed on pupil initiative citizens of a\ndemocracy are to be taught by means of constant practice to assume\n\nresponsibihty, make choices, and undertake organization. Textbooks\nwhich merely give direction and assume obedience, with the hope of incul-\n\ncating knowledge or developing skill can never make an efiicient, self-rehant\nwell- trained citizenship.\n\nTextbooks must therefore be addrest largely to\n\nthe pupils, coucht in the pupil's language, suggestive of a wide range of\n\npupil interest.\n\nThey must be of the laboratory type, offering wide range of\n\nchoices in projects and problems, for the schools are to be the laboratories\nof democracy.\n3.\n\nThat the material of textbooks consist of series of suggested projects,\n\nof themselves worth while in the school community, or the larger community\n\noutside, and of impelhng interest to the varying types of child life.\n\nThis\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n470\n\n[Educational Publications\n\nmeans the obliteration of school subjects as such, except in the realm of\nand specialization. Subject-matter in such a scheme\nmust necessarily be incidental. The materials of geography, of history, of\nliterature, all come into play, because they may be of assistance in giving\nscientific research\n\nfoundation for civic attitudes for appreciation of the present, for planning\nfor the future.\n\nSubject-matter of the mechanical type is necessary too,\n\nsuch as arithmetic, mechanics of reading, etc., because without them skill\n\ncannot be developt that will solve the individual or community problem\npresented.\n\nThey are not, however to be all-important because they are\n\narithmetic, or geography, or spelling, or because child hfe will not develop\n\nhappily and beautifully and usefully unless a modicum of them is pounded\ninto their craniums.\n\nThese subjects are to be involved because they help\nan activity that\n\nchild life in an activity that works out a useful project,\n\ndevelops the pupil into a more useful, patriotic citizen.\n4.\n\nThat grades and classifications of textbooks shall be upon a new\n\nbasis.\n\nObhteration of subjects as a basis of classification will mean the\n\nadoption of another set of bases.\n\nLet me suggest these:\n\ndone in the school and community instead of subjects;\n\nand measured intelligence instead of grades or classes;\nborhood or types of school instead of uniformity.\n\n(a) things to be\n\n{b) mental capacities\n(c)\n\nkinds of neigh-\n\n"}
{"page": 487, "printed_page": null, "text": "DEPARTMENT OF THE WIDER USE OF\nSCHOOL HOUSES\nSECRETARY'S MINUTES\nOFFICERS\n\n— Charles C. Kelson, director of social center\n\nVice-President\nSecretary\n\n—Raymond F. Crist, deputy commissioner of naturalization.\n\nLos Angeles, Calif.\nD.C.\n\n.. .Washington,\n\nWednesday Forenoon, July 3\nThe Program consisted of a general discussion of the \"Wider Use of Schoolhouses \"\nand of the \"Purposes of the Bureau of Naturalization in Extending the Influence of This\nDepartment.\" The usual business meeting was held, at which the following officers were\nelected:\n\nPresident\n\n—Raymond F.\n\nCrist,\n\ndeputy commissioner of naturalization, Bureau of\n\nNaturalization, Department of Labor, Washington, D.C.\nVice-President\n\n— Charles C. Kelson, principal, Los Angeles public schools, Los Angeles,\n\nCalif.\n\n—Mrs. Margarita Spaulding Gerry, Board of Education, 2944 Macomb\n\nSecretary\n\nStreet, Washington, D.C.\n\n471\n\n"}
{"page": 488, "printed_page": null, "text": ""}
{"page": 489, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nATLANTIC CITY MEETING, FEBRUARY 25-MARCH 2, 1918\n\nSECRETARY'S MINUTES\nOFFICERS\n\n—^Thomas E. Finegan, deputy commissioner of education\nVice-President— A. A. McDonald, superintendent of schools\nSecond Vice-President— Carlos M. Cole, superintendent of schools\nSecretary— Lida Lee Tall, supervisor of grammar grades\n\nAlbany N.Y.\n\nPresident\n\nSioux Falls, S.Dak.\n\nDenver, Colo.\nBaltimore, Md.\n\nFIRST DAY'S PROCEEDINGS\nEVENING SESSION—Tuesday, February 26, 1918\nThe Department of Superintendence of the National Education Association met on\nYoung's Million Dollar Pier, Atlantic City, N.J., at 8:00 p.m., President Thomas E.\nFinegan, deputy superintendent of schools, Albany, N.Y., presiding.\nA preliminary musical program of community and patriotic singing, led by A. J.\nGantvoort, was participated in by the audience.\n\nThe session opened with an invocation by Rev. Henry M. Mellen, pastor of the First\nPresbyterian Church.\n\nAddresses of welcome were given by Harry Bacharach, mayor of Atlantic City, and\nCalvin N. Kendall, state commissioner of education, Trenton, N.J., to which response\n\nwas made by Mary C. C. Bradford, president of the National Education Association.\nCharles S. Whitman, governor of the state of New York, Albany, N.Y., delivered\nthe address of the evening.\n\nAfter Governor Whitman's address Mortuner E. Cooley, dean of the School, of\nEngineering, University of Michigan, Ann Arbor, Mich., gave a talk on \"The Shortage\nof Trained Engineers.\"\n\nPresident Finegan announst the following committees:\n\nCOMMITTEE ON RESOLUTIONS\nF. B. Pearson, state superintendent of public instruction, Columbus, Ohio.\nH. S. Weet, superintendent of schools, Rochester, N.Y.\nJosephine C. Preston, state superintendent of public instruction, Olympia, Wash.\nJohn W. Withers, superintendent of schools, St. Louis, Mo.\nC. P. Cary, state superintendent of public instruction, Madison, Wis.\nHenry Snyder, superintendent of schools, Jersey City, N.J.\nFrank E. Spaulding, superintendent of schools, Cleveland, Ohio.\n\nCOMMITTEE ON NOMINATIONS\nA. N. Cody, superintendent of schools, Flint, Mich.\nD. J. Kelly, superintendent of schools, Binghamton, N.Y.\nR. W. Heimlich, superintendent of schools. Fort Wayne, Ind.\nE. A. Smith, superintendent of schools, Salt Lake City, Utah.\nS. J. Slawson, superintendent of schools, Bridgeport, Conn.\n\n473\n\n"}
{"page": 490, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n474\n\n(Atlantic tity\n\nSECOND DAY'S PROCEEDINGS\nMORNING SESSION—Wednesday, February 27, 1918\nA preliminary musical program of community and patriotic singing, led by A. J,\nGantvoort, was participated in by the audience.\n\nThe following program was presented:\nTopic: Centralizing Tendencies in Educational Administration\n\n—\n\n\"Limitations of State Control in Education\" Payson Smith, state commissioner\nof education, Boston, Mass.\nh) \"The County as a Unit for Local Administration\"\nAlbert S. Cook, superintendent of Baltimore County Public Schools, Towson, Md.\nc) \"The Township as a Unit for Local Administration\"\nR. B. Teitrick, deputy\nstate superintendent of public instruction, Harrisburg, Pa.\nd) \"How a State Department May Stimulate Local Initiative and Increase Efficiency\" George D. Strayer, professor of educational administration. Teachers College,\nColumbia University, New York, N.Y.\nDiscussion C. P. Gary, state superintendent of public instruction, Madison, Wis.;\nJ. Y. Joyner, state superintendent of public instruction, Raleigh, N.C.; Edith K. O.\nClark, state superintendent of public instruction, Cheyenne, Wyo.; A. A. McDonald,\nsuperintendent of schools, Sioux Falls, S.Dak.; Charl 0. Williams, county superintendent\na)\n\n—\n\n—\n\n—\n\n—\n\nof schools, Memphis, Tenn.\n\nA four-minute talk was given by William McCormick Blair, national director of the\nFour Minute Men, Chicago, 111.\nA five-minute talk was given by Robert McElroy, chairman of the Committee on\nPatriotic Education of the National Security League, Princeton, N.J.\n\nAFTERNOON SESSION—Wednesday, February 27, 1918\nAfter the preliminary musical program of community and patriotic singing by the\naudience, led by A. J. Gantvoort, the following program was presented:\nTopic: Opportunity and Leadership in American Education\n\n\"The Place of the Privately Supported and Managed Institution\"\n\n—\n\nAlexander\nMeiklejohn, president, Amherst College, Amherst, Mass.\nb) \"The Place of the State Supported and Managed Institution\"\nBenjamin Ide\nWheeler, president. University of California, Berkeley, Calif.\nc) \"The Place of the Educational Institution for Women\"\nKathryn Sisson McLean,\ndean of women, Ohio Wesleyan University, Delaware, Ohio,\nd) \"The Place of the Educational Foundation\"\nClyde Furst, secretary, Carnegie\nFoundation, New York, N.Y.\ne) \"The View of the Entire Situation from the Outside\"\nDon C. Seitz, Editor,\nThe World, New York, N.Y,\na)\n\n—\n\n—\n\n—\n\n—\n\nEVENING SESSION—Wednesday, February 27, 1918\nAfter the preliminary musical program of community and patriotic singing by the\naudience, led by A. J. Gantvoort, the following program was presented:\n\n—\n\n\"Re-education of Crippled Soldiers\" Major Wilson H. Henderson, War Department, Washington, D.C.\n\"Education during the War\" P. P. Claxton, United States Commissioner of Education, Washington, D.C,\n\n—\n\nMademoiselle Clement, of Bordeaux, France, spoke for five minutes on the reasons\nfor extending the teaching of French in this country, due to the war situation.\n\nGreetings from Canada were presented by A. Kennedy, inspector of schools for\nSaskatchewan, Weyburn, Canada, in which he said in part: \"As our countries lie side\n\nby side; as our boys fight side by side; as our flags hang side by side\nwork side by side.\"\n\n— so may our teachers\n\nJ\n\n"}
{"page": 491, "printed_page": null, "text": "—\nSECRETARY'S MINUTES\n\nSuperintendence)\n\n475\n\nPresident Finegan appointed the following committee to represent the Department\nof Superintendence in cooperation with\n\nmembers of a commission appointed by the\n\nNational Education Association to consider constructive educational principles growing\n\nout of the war:\n\nPayson Smith, commissioner of education, Boston, Mass.\nJosephine C. Preston, state superintendent of public instruction, Olympia, Wash.\nF. E. Spaulding, superintendent of schools, Cleveland, Ohio.\nJ. A. C. Chandler, superintendent of schools, Richmond, Va.\nJ. M. Gwinn, superintendent of schools. New Orleans, La.\nJ. W. Withers, superintendent of schools, St. Louis, Mo.\nF. D. Boynton, superintendent of schools, Ithaca, N.Y.\n\nTHIRD DAY'S PROCEEDINGS\nMORNING SESSION—Thursday, February 28, 1918\nThe morning session was devoted to the reports of committees and to the annual\nbusiness meeting.\n\n\"Report of the Committee on Economy of Time in Elementary Education\"\nH. B. Wilson, superintendent of schools, Topeka, Kans., chairman.\n\"Economy in Learning in Relation to Economy of Time\" Ernest Horn, University\nof Iowa, Iowa City, Iowa.\n\"The Problem-Project Attack in Organization, Subject-Matter, and Teaching\"\nWilliam H. Kilpatrick, Columbia University, New York, N.Y.\n\"School Practice as Affected by the Reports of the Committee on Economy of\nTime\" J. H. Withers, superintendent of schools, St. Louis, Mo.; Calvin N. Kendall,\nstate commissioner of education, Trenton, N.J.\n\n—\n\n—\n\nThe report of the Committee on Organization of the National Education Association\nwas presented by William B. Owen, president, Chicago Normal College, Chicago, III.,\nchairman. A general discussion was opened by Robert J. Aley, president, University\nDurand W. Springer, educational director of Camp Custer,\nof Maine, Orono, Me.\nand former secretary of the National Education Association, offered some suggestions\nAt this point Mr. Owen stated that Mr. Springer's suggestions would\nto the report.\nbe printed with his report. The spirit of the report of the committee was approved by\nvote of the department and recommended to the meeting at Pittsburgh for final\nconsideration.\n\nThe report of the Committee on Publicity was presented by Charles J. Judd, Uni111., executive secretary, who moved that the work of his\n\nversity of Chicago, Chicago,\n\ncommittee be accepted and the committee be retained to continue its work.\nno discussion and the motion was carried.\n\nThere was\n\nThe report of the Commission on Administrative Legislation was presented by\nmoved\n\nCharles E. Chadsey, superintendent of schools, Detroit, Mich., chairman, who\n\nthat his report be accepted and printed in the Proceedings, and that the Commission be\n\ncontinued another year to complete its study of the question of a model school law and\nsubmit a special report concerning this subject. There was no discussion and the motion\ncarried.\n\nThe report of the Committee on Cooperation with School Boards was presented by\nFred M. Hunter, superintendent of schools, Oakland, Calif., chairman. The report was\naccepted.\n\nThe annual business meeting followed the program.\nThe Committee on Nominations reported as follows thru the chairman, A. N. Cody:\n\n—\n\nPresident E. C. Hartwell, superintendent of schools, St. Paul, Minn.\nFirst Vice-President\nD. B. Corson, acting superintendent of schools, Newark, N.J.\nSecond Vice-President J. R. Morgan, superintendent of schools, Trinidad, Colo.\nSecretary— MiiTie Gugle, assistant superintendent of schools, Columbus, Ohio.\n\n—\n—\n\nThe report of the committee was accepted unanimously.\n\n"}
{"page": 492, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n476\n\n[Atlantic City\n\nThe following report of the Committee on Resolutions was adopted as presented by\nF. B. Pearson, chairman:\n\nIn this time of stress and anxiety we pledge anew our loyal support to every movement, such as the Junior Red Cross and War Savings, whose objectives are a triumphant\nvictory and the preparation of our people for the subsequent peace. We shall hail the\nday when every person who claims the protection of our flag will be deeply imbued with\nreal Americanism and with a patriotism that will smile in the face of sacrifice.\nWe pledge\nour best efforts to hasten the day when all our people will be able to speak, read, and\nwrite our language and will thrill at the sight of our flag. It shall be our aim to train the\nyouth of our land that they may have strong bodies, clear minds, and clean spirits. We\nshall renew our efforts to eliminate waste in every form, whether of resources, time, or\nenergies, and to strive toward a civilization that thinks soberly, plans wisely, acts righteously, and has won immunity from the frivolous, the superficial, and the artificial. We\nshall do our utmost to banish ignorance and idleness that we may become a nation of\nintelligent, thrifty, efl5cient workers.\nIn the reconstruction period that lies just ahead,\nthere will be no place for slacking in our ranks, but every teacher must be both able and\nwilling to assume his full share of responsibility in making our school work more vital,\nthat it may most effectively aid in the life-processes. To this end we call upon all our\npeople to see to it that there is no relaxing of educational standards and that school work\nmay not be subordinated to other activities. We need to intensify our work and transform dull routine into pulsing energy. We call upon our colleges and normal schools,\ntherefore, to give us teachers who are, fifst of all, successful as human beings, and who\nare keen, alert, and dynamic, that their work with the children may demonstrate that\neducation is a spiritual process and not a mechanical process.\nWe favor a comprehensive, thorogoing program of health education and physical\neducation as absolutely necessary for all boys and girls of elementary- and secondaryschool age, both rural and urban, in every state of the Union.\nWe recommend that the Smith-Hughes law be so amended by Congress as to prevent\nthe possibility of the creation of a dual system of education in any state. All acts appropriating money for the advancement of public education in the states should place the\nadministration in the hands of the commissioners of education and the chief school officers\nin the various states.\n\nWe favor the movement for Americanization conducted and directed by the United\nStates Bureau of Education and urgently recommend the appropriation by Congress of\nfunds in liberal amount in support of this movement.\nIn order that eflScient teachers may be retained in the service and that an adequate\nsupply of trained teachers may be assured for the future, the urgent need of much larger\nappropriations for the payment of the salaries of teachers should be strongly emphasized\nand brought to the attention of appropriating bodies.\nWe desire to express the thanks of this organization to the president, Dr. Thomas E.\nFinegan, for the excellence of the program he has provided and for the dignified and\ncourteous way in which he has administered this program. Our thanks are due also to\nthe ofl&cials and citizens of Atlantic City for their helpful cooperation with, and cordial\nattitude toward, this Association and its officers.\nThe following resolution was presented by Charles H. Keyes, of Skidmore College,\nSaratoga Springs, N.Y.:\nResolved, That we note with extreme satisfaction the high standard of professional\nrecognition fixt by the Board of Education of New York City in the generous treatment\nwhich it accorded Superintendent William H. Maxwell, who for many years rendered\ndistinguisht service in this department. In expressing our appreciation of the action of\nthe Board of Education, we at the same time assure Dr. Maxwell of our pleasure that\nhis work has been so appropriately recognized.\n\nMiss Kate D. Blake, of New York City, moved from the floor the adoption of the\nfollowing:\nResolved, That the Department of Superintendence urge the boards of education of\nThe resothis country to provide school luncheons for children who are undernourisht.\n\nlution was seconded and adopted.\n\nThe cities desiring to invite the Department of Superintendence for its 191 9 meeting\nwere represented as follows: Chicago, John D. Shoop; Milwaukee, Milton C. Potter;\nNew York, George Sweeny, manager of the Hotel Comodore; St. Louis, J. W. Withers;\n\nand letters of invitation came from Columbus, Ohio, and San Francisco, Calif.\n\nThe\n\n"}
{"page": 493, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence!\n\nresult of the vote was:\n\n477\n\nChicago 277, Milwaukee 41, New York 71, St. Louis 58.\n\nMr.\n\nWithers, of St. Louis, moved that the decision be made unanimous for Chicago.\n\nEVENING SESSION—Thursday, February 28, 1918\nThe following program was presented:\nAddress by Dan V. Stephens, congressman from Nebraska, Washington, D.C.\nMr. Stephens drew a series of vivid, thrilling pictures from the battle fronts of France,\nEngland, and Belgium, narrating scenes thru which he had past as a member of a Congressional committee to study war conditions at the front.\nAddress, \"A Message from France,\" by John Huston Finley, president of the University of the State of New York, Albany, N.Y.\nMrs. Cora Wilson Stewart, chairman, National Illiteracy Committee, Frankfort, Ky.,\nappeared on the program and spoke on Americanization.\nThe following resolution was offered by John F. Keating, superintendent of schools,\nPueblo, Colo., representing superintendents of smaller cities, and was unanimously\nadopted:\n\nWhereas, Our country is now engaged in a world- war upon the outcome of which\ndepends the perpetuity of democratic ideals and the liberty of our nation; and\nWhereas, We recognize the heavy burdens and responsibilities resting upon him,\nwho for the time being is the concrete embodiment of our country's aims and ideals; be it\nResolved, That the Department of Superintendence of the National Education\nAssociation here assembled indorse the war aims and the altruistic motives of the United\nStates as exprest by President Woodrow Wilson, and that we in full confidence and faith\npledge him our hearty and loyal support in prosecuting this war to a decisive and complete victory, and to a full realization of the lofty democratic ideals which he has so clearly\nand eloquently presented to the world; and be it further\nResolved, That the president of this department transmit this resolution to President\nWilson.\n\nFOURTH DAY'S PROCEEDINGS\nMORNING SESSION— Friday, March i, 1918\nThe following program was presented under the general topic \"National Responsibility for the Education of the Colored People\":\n\n— Kelly Miller, dean of Howard University,\n\"The Nation's Responsibility to the South for Negro Education\" —W. T. B.\nWilliams,\na)\n\n\"The Status of Negro Education\"\n\nWashington, D.C.\nb)\n\nfield\n\nagent for the Jeanes Fund and the Slater Fund,\n\nHampton Institute,\n\nHampton, Va.\nc)\n\n\"The Nation's Responsibility to Itself for Negro Education and Its Constitu-\n\ntional Power to Render Aid Thereto \"—Isaac Fisher, University Editor, Fisk University,\n\nNashville, Tenn.\n\nDiscussion—James H. Dillard, president, Jeanes Foundation, Charlottesville, Va.\n\nThe following motion, which was carried unanimously, was offered by Mr. Mead of\nOhio:\nResolved, That the Department of Superintendence of the National Education Association urge the federal government to grant financial aid to negro elementary education\n\nbased upon some plan which is equitable and which will stimulate greater support for\nnegro education among the state receiving such aid.\n\nThe report of the Committee on War Savings, appointed by the president of the\nDepartment of Superintendence to cooperate with the government at the beginning of\nthe National War Savings campaign in December, was made by John Huston Finley,\nchairman.\n\n"}
{"page": 494, "printed_page": null, "text": "NA tlONA L EDUCA 71 ON A SSOCIA TION\n\n478\n\n(Allanlic Ciiy\n\nThe following motion was made by Professor Hanus, of Harvard University, and was\ncarried:\n\nResolved,\n\nThat the action of the Department of Superintendence in appointing a\n\ncommittee to cooperate with the National War Savings Committee be approved, the\nreport accepted, and the work of the Committee continued.\n\nAFTERNOON SESSION— Friday, March i, iqtS\nThe following program was presented:\n\n—\n\n\"Standardization of Schoolhouse Planning and Construction\" Frank Irving\nCooper, architect, Boston, Mass.\n\"Relation of Home Economics to the War Movement\" Sarah Louise Arnold, dean\nof Simmons College, Boston, Mass.\n\"Work and Scope of the Junior Red Cross\" Henry Noble MacCracken, president\nof Vassar College, Poughkeepsie, N.Y.\n\"Scouting Education for Girls\" Abby Porter Leland, director. National Girl Scouts,\nNew York, N.Y.\n\"Victory thru Thrift\" George M. LaMonte, member, War Service Executive Committee for New Jersey, Bound Brook, N.J.\n\n—\n\n—\n\n—\n\n—\n\nMr. Rost, of the Navy League, spoke for five minutes on the work of that organization,\n\nCONFERENCE OF STATE SUPERINTENDENTS\n\nA.\n\nTuesday Afternoon, February 26, 1918\nThe Conference of State Superintendents met in the English Room, Dennis Hotel,\nat 2:30 p.m., J. B. Pearson, superintendent of schools,\n\nColumbus, Ohio, presiding.\n\nThe following program was presented:\n\n\"The New Responsibilities and Opportunities Which the War Situation Has Brought\nto the State Department and the Schools\"\nFred L. Keeler, state superintendent of\npublic instruction, Lansing, Mich.\nDiscussion A. N. Farmer, superintendent of schools, Evanston, 111.\n\"How Shall\nConduct the War Savings Campaign so as to Cause It to Attain Its\nMaximum Effectiveness?\" M. P. Shawkey, state superintendent of free schools,\nCharleston, W.Va.\nDiscussion R. B. Teitrick, deputy state superintendent of public instruction,\n\n—\n\n—\n\nWe\n\n—\n\n—\n\nHarrisburg, Pa.\n\nB.\n\nCONFERENCE OF COUNTY SUPERINTENDENTS\nMonday Afternoon, February 25, 1918\n\nThe Conference of County Superintendents met in the English Room, Dennis Hotel,\nat 2:30 p.m., Lawton B. Evans, superintendent of schools, Augusta, Ga., presiding.\n\nThe following program was presented:\n\n\"The County Superintendency and Its Problem\"\nschools, Mansfield, La.\n\n—P. C. Fair, principal of city\n\n\"\n\nGeneral Discussion.\n\"Consolidation of Rural Schools\"\n\n— C. H. Bruce, county superintendent of schools,\n\nMacon, Ga.\nGeneral Discussion.\n\"Standardizing the Small Country School\" J. H. Binford, second assistant superintendent of schools, Richmond, Va.\nGeneral Discussion,\n\"The County as a Unit of Organization\" M. S. H. Unger, superintendent of schools,\nWestminster, Md.\nGeneral Discussion.\n\n—\n\n—\n\n"}
{"page": 495, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence)\n\n479\n\nThursday Afternoon, February 28, 1918\nThe following program was presented:\n\n\"The Rural School as a Social Center\"\ntendent of schools, Roswell, N.M.\n\n—Mrs. Thomas W. Hayes, county superin-\n\nDiscussion.\n\n\"Training Teachers Already in the Service\"\nof Education, Richmond, Va.\n\nC.\n\n—\n\nJ.\n\nN. Hillman, secretary, State Board\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION OVER 250,000\nThursday Afternoon, February 28, 19 18\n\nThe Conference of Superintendents of Cities with Population over 250,000 met in\nthe Rose Room, Traymore Hotel, at 2:30 p.m., E. C. Hartwell, superintendent of schools,\nSt. Paul, Minn., presiding.\n\nThe following program was presented:\n\n—\n\n\"Why the Cost of Public Education Is Constantly Increasing\" J. H. Francis,\nsuperintendent of schools, Columbus, Ohio; J. D. Shoop, superintendent of schools,\nChicago, 111.; H. S. Weet, superintendent of schools, Rochester, N.Y.\n\"Educating the Public to the Financial Needs of the School\" G. D. Strayer, professor of educational administration. Teachers College, Colimibia University, New\n\n—\n\nYork, N.Y.\nInformal Discussion.\n\"Efficient Finance for the City School System\"\nFrank W. Ballou, assistant superintendent of schools, Boston, Mass.\nDiscussion C. E. Chadsey, superintendent of schools, Detroit, Mich.; Albert\nShiels, superintendent of schools, Los Angeles, Calif.\n\n—\n\n—\n\nD.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION BETWEEN 25,000 AND 250,000\nThursday Afternoon, February 28, igi8\n\nThe Conference of Superintendents of Cities with Population between 25,000 and\n250,000 met on the Million Dollar Pier, at 2:30 p.m., Henry C. Johnson, superintendent\nof schools, Ogden, Utah, presiding.\n\nThe following program was presented:\n\"Leadership in Education\":\n\"Leadership as Found Today in Instruction in Interpreting the Curriculum\":\n1. \"In the Superintendent\"\nZ. C. Thornburg, superintendent of schools, Des\nMoines, Iowa.\nDiscussion Fred M. Hunter, superintendent of schools, Oakland, Calif.\n2. \"In\nPrincipals and Supervisors\"\nR. 0. Stoops, superintendent of schools,\na)\n\n—\n\n—\n\nJoliet,\n\n—\n\n111.\n\nDiscussion —\nH. Beveridge, superintendent of schools, Omaha, Nebr.\n\"How Leadership in Making New Adjustments in Education Must Be Provided\"\n—Ernest Horn, professor of education, Iowa State University, Iowa City, Iowa.\nDiscussion—\nW. McClinton, superintendent of schools, Pueblo, Colo.\n\"Direct Instruction in Citizenship in the High School\" — Milton Bennion, dean\nof school of education, University of Utah, Salt Lake City, Utah.\nDiscussion— H. B. Wilson, superintendent of schools, Topeka, Kans.\nd) \"Thrift in Relation to Public Schools\" —Laura A. Smith, primary supervisor,\npublic schools, Atlanta, Ga.\nDiscussion— Ernest A. Smith, superintendent of schools, Salt Lake City, Utah.\nDiscussion from the\n—five-minute speeches.\nJ.\n\nb)\n\nJ.\n\nc)\n\nfloor\n\n"}
{"page": 496, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n480\nE.\n\nlAtlantic City\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION BETWEEN 15,000 AND 25,000\nThursday Afternoon, February 28, 1918\n\nThe Conference of Superintendents from Cities with Population between 15,000 and\n25,000 met in the High School Auditorium, at 2:30 p.m., L. H. Minkel, superintendent\nof schools, Fort Dodge, Iowa, presiding.\n\nThe following program was presented:\n\n\"War Problems\":\n\n—\n\n\"Economy of Time A Twelve Months' School, Divided into Four Quarters\"\nF. E. Palmer, superintendent of grade schools, Mason City, Iowa.\nSchools Savings Accounts and Thrift Instruction\"\nh) \"Conservation of Resources\nArvie Eldred, superintendent of schools, Troy, N.Y.\nGardening\" E. C. Sherman, superintendent\nHome\nc) \"Increast Food Production\nof schools, Englewood, N.J.\nDiscussion J. H. Beveridge, superintendent of schools, Omaha, Nebr.\nFrancis G. Blair, state super<i) \"A Practical Program of Patriotic Instruction\"\nintendent of public instruction, Springfield, 111.\nDiscussion A. E. Winship, Editor, Journal of Education, Boston, Mass.\na)\n\n—\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nF.\n\nCONFERENCE ON COMPULSORY EDUCATION, SCHOOL CENSUS, AND\nCHILD WELFARE\nThursday Afternoon, February 28, 19 18\n\nThe Conference on Compulsory Education, School Census, and Child Welfare met\nin the Park Avenue Hall, Marlborough-Blenheim Hotel, at 2:30 p.m., J, M. Gwinn,\nsuperintendent of schools. New Orleans, La., presiding.\n\nThe following program was presented:\n\nLaw\"—\n\nGrace Abbott, Child Labor\n\"Enforcement of the United States Child Labor\nDivision, Children's Bureau, Department of Labor, Washington, D.C.\nMinnesota\"\nLaws\nof\nS. A. Challman, State\n\"Child Welfare and Child Labor\nInspector of Special Classes in Public Schools, St. Paul, Minn.\n\"Child Welfare and the War\" Philander P. Claxton, United States Commissioner\n\n—\n\n—\n\nof Education, Washington, D.C.\nJohn W. Davis,\n\"The Need of a Continuing Census of Children of School\ndirector. Bureau of Attendance, Public Schools, New York, N.Y,\n\"Causes of Absence from Rural Schools\" Edward N. Clopper, secretary for\nYork, N.Y.\nNorthern States, National Child Labor Committee,\n\nAge\"—\n\n—\n\nNew\n\npiscussion.\n\n\"Part Time v. the Special Teacher as the Economic Solution of the Speech-Disorder\nProblem in Public Schools\" Walter B. Swift, medical supervisor of speech classes, Fall\n\n—\n\nRiver, Mass.\nDiscussion\n\n—\n\nHector L. Belisle, superintendent of schools. Fall River, Mass.; Wilnier\nKinnan, assistant superintendent of schools, Lynn, Mass.; John Christopher, superintendent of schools, District 2, Philadelphia, Pa.\n\nG.\n\nCONFERENCE ON PHYSICAL TRAINING\nThursday Afternoon, February 28, 19 18\n\nThe Conference on Physical Training met in the High School Gymnasium,\n\nat\n\n2:30 p.m., E. H. Arnold, director of New Haven Normal School of Gymnastics, New\n\nHaven, Conn., presiding.\nThe following program was presented:\n\"Physical Welfare Work with School Children in War Times\":\n\"Outline of Work Planned on National Scope\"— Randall D. Warden, director of\nphysical training, Newark, N.J.\n\"The Vital Necessity of Physical Training for the Country Boy and Girl\"—Dudley\nA. Sargent, director, Hemenway Gymnasium, Harvard University, Cambridge, Mass.\n\"Minimum Essentials of Exercises\" WilUam Stecher, supervisor of physical training, Philadelphia, Pa.\n\n—\n\n"}
{"page": 497, "printed_page": null, "text": "1\n\nADDRESS OF WELCOME\n\nSuperintendence)\n\n48\n\nAfter a brief talk by President Finegan, in which he exprest his persona appreciation\nto the people of Atlantic City for their entertainment, to the officers of the department\n\nand allied associations, and to those taking part on the program for the success of the\nmeeting, the meeting adjourned.\n\nLiDA Lee Tall, Secretary\n\nPAPERS AND DISCUSSIONS\nADDRESS OF WELCOME\nCALVIN N. KENDALL, STATE COMMISSIONER OF EDUCATION, TRENTON, N.J.\nI suppose no one would think for a moment that your comfort would\n\nbe any greater because of these addresses of welcome.\n\nIf they were omitted\n\naltogether you would not accuse us of inhospitality.\n\nYou would not think\n\nthat your presence here was undesirable.\n\nBe assured and be comfortable.\n\nYou, of course, are welcome.\nare always welcome here;\n\nthe more the better.\n\nVisitors\n\nhave attended these\nconventions for twenty-five years. You never have been to a place where\nyou were so welcome as here. Where would this city so unique among\nAmerican cities be were it not for such as you ? It would not be here at\nall.\nI did not mean to say \"such as you,\" because there are none such\nI\n\n—\n\n—\n\nas you.\n\nWe do not care that we were your third choice; we are not sensitive\nabout this.\n\nYou would come some time anyway, for all roads lead to\n\nAtlantic City and all roads lead across New Jersey to our suburbs. New\n\nYork and Philadelphia.\n\nYou from the West have done well to emulate\n\nthe example of George Washington and cross the Delaware, coming, as did\nhe, toward New Jersey.\n\nYou will find here more comfort than you would\n\nhave found in the sunny South at this time of the year, and more than in\ncold New England. The fates have been kind to you to send you to New\nJersey; they have been kind to me, and the longer you stay the kinder they\nwill be.\n\nYou will find no mosquitoes here\nmosquitoes in New Jersey is a myth.\nsince he came to New Jersey.\n\n—\n\nin fact,\n\nthe alleged presence of\n\nNo one of you has seen a mosquito\n\nThe explanation of the legend of the mos-\n\nquitoes in New Jersey is this: Researches have shown that the mosquito\nis\n\na very intelligent animal;\n\nfaculty\n\nis\n\nhighly developt.\n\ntraveled much.\n\nit\n\nhas great power of discrimination;\n\nThe mosquito is a migratory bird;\n\nit\n\nthis\n\nhas\n\nIt has used its power of discrimination to such good pur-\n\npose that it has found that of all parts of this country New Jersey is the\n\nmost favored, the most beautiful, and the most attractive. Such is its\nadmiration of New Jersey that it always registers from New Jersey. In\n\n"}
{"page": 498, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n482\n\nthis way has arisen the myth of the Jersey mosquito.\n\n[Atlantic City\n\nWhen you get back\n\nto your homes, every one of you should teach his pupils that New Jersey,\n\nso far as your observation goes, is absolutely free from mosquitoes.\nIt is good for us to have you here\n\n;\n\ngood for the educational interests of\n\nThe state feels honored because you are here. It has been\nhonored by no more distinguisht body of men and women than this.\nthe state.\n\nThis is not the language of compliment or hospitality, but the language\nof fact.\n\nThis midwinter meeting has long been recognized as a vital force\n\nin the direction of education in the\n\nUnited States.\n\nWhat is said here,\n\nwhat is done here, affects educational policies and practices in every\nnook and corner of the United States. This convention, with the meetings\nwhich have attacht themselves to it, is a great clearing-house for education; so we of\n\nNew Jersey are cordial in our greetings.\n\nConsidering these serious and unprecedented times, which on the one\n\nhand make new demands upon the schools and on the other demand that\n\nwe should make efforts to prevent the curtailment of the processes of education, this is the\n\ncountry.\n\nmost important educational gathering yet held in this\n\nEducation in this state feels the strain of these war times\n\n—no\n\nmore than anywhere else, perhaps, but enough to make us serious minded\nas never before as to the present and the future.\nWe feel therefore that\nit is well for us that you should spend the week with us.\nYou will reanimate\nour courage and give us new faith in what we are trying to do. We are\nindebted to you for coming here. Our press will report your proceedings,\nand large numbers of Jersey men and women will carry from Atlantic City\nthe gospel that is preacht here.\n\nThe people in this state believe in educa-\n\ntion and practice that belief.\n\nThere was written into the constitution of\n\nthis state this far-reaching and splendid provision:\n\n\"The legislature shall\n\nprovide for the maintenance and support of a thoro and efficient system\nof free public schools for the instruction of all the children in this state\n\nbetween the ages of five and eighteen years.\"\n\nThis provision has been the\n\ninspiration of many New Jersey school officials for many years.\n\nIt in part\n\naccounts for whatever excellencies the school system of the state has.\n\nWe hope, of course, that your stay here may be pleasant and that you\nWe hope you will\n\nwill feel that it is a valuable use of your time to be here.\n\nnot overlook the board walk.\n\nLest you may overlook it I beg you to see it.\n\nThe board walk is not merely an Atlantic City institution, not merely a\nstate institution, it is a national institution, and in itself is an education,\nif\n\nthe proper study of mankind is man, as Pope says, and the study of\n\nwoman too.\nYou are in a state where there are nearly 600,000 pupils in the public\nschools, and 17,000 teachers;\n\nwhose current expense for education aggre-\n\ngates about $20,000,000 a year; in a state which has an investment of\n\nmore than $70,000,000 in school buildings and grounds, which appropriates more than $400,000 a year from state funds for industrial and vocational\n\n"}
{"page": 499, "printed_page": null, "text": "Superintendence]\n\nRESPONSE TO ADDRESSES OF WELCOME\n\neducation in a state conservative and yet progressive\n;\n\n;\n\n483\n\nin a state with nearly\n\n40,000 pupils in its kindergartens and with a high-school enrolment which\n\nhas practically doubled in six years; in a state where an unusual number\nof men and\n\nwomen are professional in their practices in education;\n\nin a\n\nstate in which the township administration law was establisht a quarter\n\nwhere the office of county superintendent is absolutely\nremoved from politics; where women helping teachers are employed as\nassistants to county superintendents, who also are appointed strictly upon\nThese helping teachers with the county superintendents make\nmerit.\nrural schools better.\nWe have a considerable number of rural schools in\nNew Jersey. You are in a state where universal physical training is\nestablisht by law, this law providing that two and a half hours a week shall\nbe devoted to physical training; in a state in which'tenure laws have been\nof a century ago;\n\nestablisht for all teachers, who share the benefits in a state-wide pension\n\nsystem with generous provisions for retirement; in a state in which all plans\nfor schoolhouses must be of certain standards;\nlisht 160 schools for defective children.\n\nin a state which has estab-\n\nThe state distributes to the schools\n\nfrom a state railroad tax and other sources upward of $4,000,000 a year,\nindependent of local taxation.\n\nWe hope that you will some time stay long enough to see some of the\nproductive and prosperous farming regions of New Jersey, to see something\nof the marvelous beauties of the hills of northern\n\nNew Jersey, to visit some\n\nof the numerous historical places in the state, to visit some of the other\n\nseaside resorts which stretch all the way from Cape May to Jersey City\n\n—a veritable recreation ground of\n\nalong the Atlantic coast\n\nall America.\n\nYou are in a state which is hospitable to teachers and superintendents\nfrom other states. In common with you we have our problems and difficulties, but for this week, which is a red-letter week for us, we propose to\nforget largely these difficulties in the inspiration of your presence here.\n\nMay you have so comfortable a time that you will want to come again\nand soon.\n\nRESPONSE TO ADDRESSES OF WELCOME\nMARY C. C. BRADFORD, PRESIDENT, NATIONAL EDUCATION ASSOCIATION, AND\nSTATE SUPERINTENDENT OF PUBLIC INSTRUCTION, DENVER, COLO.\n\nThe Service Flag of the National Education Association, whose folds\nhave just fallen into place behind me, stands for the glowing devotion of the\nteaching force of the United States. Each star means a life nobly lived and\nnobly offered at the country's call and in the service of freedom and governmental justice. Invisible but nevertheless in reality there, there are hundreds of living stars gleaming in the schools of America, whose rays of daily\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n484\n\nduty well performed supplement in loyal devotion the light\nthe stars on this flag\n\n—\n\n.\n\n[Atlantic City\n\n—symbolized by\n\nof those who have gone \"over there.\"\n\nThe National Education Association gives to those who have welcomed\nit\n\nto Atlantic City a deep appreciation of their words and deeds of hospi-\n\ntaHty, and pledges in return a session full to the brim of patriotic thinking\nand doing.\n\nThe National Education Association is the clearing-house of intellectual\nThe unification of educational aims is the purpose of this colossal\n\nmethods.\n\nconvention.\ntion.\n\nIt intends to compare professional aims and intensify educa-\n\nIt convened to study professional needs, to unify professional aims,\n\nand to intensify professional inspiration. This convention witnesses the\ncreation of a commission on the reorganization of education in America with\nparticular reference to conditions during the war, and to make preparation\nto meet conditions after the war.\nThis commission has upon it representatives from universities, normal schools, state departments of education,\nrural schools, and elementary schools.\nOur educational methods need\nchanging. The pubhc schools, I believe, have performed their duties better\nthan any other department of pubHc work. The National Education Association is the color guard of the army of civilization.\nIt must become more\nstraight-thinking, hard-working, mighty-loving, in order to\ncitizens.\n\nmake better\n\nIt must be a means thru which the government, representing the\n\nspirit of America,\n\ncan make its appeals to the people thru a scientifically\n\nand humanly organized school system.\n\nThe schools exist for the sake of\nThe nation has need of the kind of children that only the\nbest schools can train. The National Education Association stands for the\nthe children.\n\nchild, for the home, for the nation, because only as these are strong and free\nand pure can the world hope for a world-civilization after the war.\nA democracy is the most expensive form of government yet devised by\nmind of man in the demands it makes upon the intelligence, devotion, and\nintegrity of all its citizens.\nA democracy, unlike a machine, must be the ex-\n\npression of developt vital forces if it is to live.\n\nFor this reason there should\nbe continuation schools, night schools, and opportunity schools where citi-\n\nzens of adult age can go, not only to learn the EngHsh language, but to\nreceive instruction in all vocations.\n\nThe National Education Association\n\npromises for July, in Pittsburgh, a purely patriotic convention, and then\neducation in its international relations will be represented.\n\nThere will be\nand America. If a\nleague of nations is to be estabUsht after the war, and that is one of the\nthings for which we are fighting, we must find a means of permanent unification.\nThis link can be forged thru education better than in any other\nway, and so the National Education Association is preparing to confer with\nrepresentatives from Great Britain, France, Italy,\n\nleaders of educational thought in all countries so that the system of each\n\nnation may add its contribution to the common educational treasure of the\nworld.\n\nTherefore we hope that the national commissions for reorganiza-\n\n"}
{"page": 501, "printed_page": null, "text": "ADDRESS\n\nSuperintendence]\n\n485\n\nmay eventuate in an international commission for the study of the\n\ntion\n\nchild, not only as a citizen of this, our country, but as a citizen of the world.\n\nThis will bring real brotherhood on earth, and democracy is but another\n\nname for brotherhood.\nMr. Chairman, members of the convention, and visiting friends, again\nI thank you for the welcome extended.\nIn the name of all the states, from\nthe shores of the golden Pacific to the gray Atlantic, from the shadow of the\n\nRockies, where lies my home, from East and West, and North and South,\nI bring you greeting and offer the service of this, the greatest educational\nbody in the world, in the mighty task of making America ready to accept\nleadership in the great days that are to come the greatest task to which\nthe God of Nations has as yet summoned any people the supreme task\n\n—\n\n—\n\nof laying the foundations of a new social order thru a trained citizenry.\n\nADDRESS\nCHARLES S. WHITMAN, GOVERNOR OF. NEW YORK\nIt is a distinction, Mr. President, not to be scorned, to be presented to\nthis audience of representative educators as one of their guild.\n\nI did once attempt to teach school.\n\nIt is true,\n\nMy claim to brotherhood in this great\n\nteaching fraternity is slight indeed; but my respect for the profession which\n\nmore than any other, perhaps, \"richly exalts human life\" is genuine. I\ndo not employ mere idle words when I declare that it is my abiding\nconviction that the teachers of America and the schools they represent\ndetermine in large measure the destiny of the nation. You may call that\nstatement a truism, if you wish. It will bear repetition. If I mistake not,\neducational systems which have controlled the destinies of nations are on\ntrial\n\nbefore the world today.\n\nBut I have no thought of making an educational address. I must not\nWhen the Department of\nforget that I am far removed from the guild.\nSuperintendence met in Kansas City last February this nation was still\nhonestly trying to preserve the hopeless fiction of neutrality in the greatest\n\nwar the world has ever seen.\nof your Association finds the\n\nI thank God, with you, that this meeting\nAmerican people lined up lined up where\n\n—\n\nthey belong.\nIt is not surprising that it took the average man in the street as well\n\nas our duly appointed agents in\n\nWashington considerable time to clear\n\naway the mirage of neutrality.\n\nBefore the\n\nnow historic midsummer of\n\n1 9 14, thoughtful men, men familiar with history and trained in the science\n\nof government, widely held the view that enduring peace was appearing\n\nupon the world's horizon, and that the sun had forever set upon great\nphysical conflicts among nations. The two Hague Conferences, tho they\n\n"}
{"page": 502, "printed_page": null, "text": "486\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Atlantic City\n\ndid not accomplish fully their announst purposes, did much to promote\nthis view.\n\nWe had very generally and agreeably reasoned ourselves into\n\nthe behef that war, with all its attendant horrors, was going to be impossible\n\namong civilized peoples.\nThere was ground enough for this painfully mistaken attitude. A\nthousand agencies were at work thruout the world that made for peace.\n\nThe twentieth century had dawned upon man in possession of many marvelous new secrets of nature. This freshly acquired knowledge had widely\nbeen turned to practical account in adding to the creature comforts of the\nindividual and in bettering human conditions generally.\nIt was hardly to\nbe supposed that men and nations that had done so much to conqufer the\n\nearth and sea and even the air would not be able in some way to protect\n\nthemselves against the awful ravages and wanton wastes of war.\n\nMen\n\nwidely cultivated the fiction in this as well as in other countries that\n\neconomic interests, vast business enterprises, awakened world-conscience,\nand the dictates of Christian civilization would somehow save the world\nfrom future wars.\nWe had our rude awakening. We did not reckon with the machinations\nof the Huns.\nThe fundamental causes and issues of the war have been\nclearly stated many times, and by no one more clearly or forcefully than\nby the President of the United States. I shall not attempt to elaborate\nupon them here. I apprehend that you superintendents and principals\nand teachers will agree with me that no war between civilized nations is\nwithout great underlying cause, that the destinies of mankind have been\nfrequently controlled by wars, and that every great conflict among nations\ndetermines whether a higher or a lower philosophy of life shall preside over\nthe future of the race. We are reminded from time to time that the names\nof Marathon and Thermopylae shine like the stars thru all the ages because\non those fields there met in physical combat principles of eternal significance.\nIt was not Greek and Persian who fought those battles; it was\nEuropean liberty and oriental despotism. It was not simply Greek and\nPersian that met in those long-ago engagements, but the theories of life\n\nThis war is nothing more than the ancient conflict\nGreek and Persian ideals upon a broader field. It is a struggle, as it\nseems to me, to the death, between two radically different and inevitably\nhostile philosophies of life and government.\nMay I briefly point out a few of the evidences of the impassable gulf\nwhich Hes between our Allies and ourselves on the one hand, and our\nfor which they stood.\n\nof\n\nenemies on the other, all of which are calculated to show that ours is the\n\"will to serve,\" theirs the ''will to power\"?\n\nHere are a few of the utterances of General Bernhardi in his book on\nGermany and the Next War. Events have proved him to be the faithful,\nif not duly appointed, mouthpiece of what Dr. Henry y^^n Dyke calls\n''the Potsdam gang.\"\n\n"}
{"page": 503, "printed_page": null, "text": ":\n\nSuperintendence!\n\nIt\n\nis\n\nADDRESS\n\n.\n\n—\n\n:\n\n487\n\na persistent struggle for possession, power, and sovereignty, which primarily\n\ngoverns the relations of one nation to another, and right is respected so far only as it is\ncompatible with advantage [p. 19].\n\nAn intellectual and vigorous nation can experience no worse destiny than to be lulled\ninto a Phaeacian existence by the undisputed enjoyment of peace [p. 28].\n\nOur people must learn to see that the maintenance of peace never can or may be the\ngoal of a policy [p. 37].\n\nBut the end-all and be-all of a State is power [p. 45].\n\nThose utterances characterize the policy and practice\n\nof\n\nPrussian\n\nmiUtarism even tho they may now be disowned by the power that authorized\nthem.\n\nNow listen to more poisonous utterances by the mouthpiece of modern\nGerman philosophy. This quotation I take from page 130 of The Will to\nPower by Friedrich Nietzsche\nChristianity\n\nis\n\na degenerative movement consisting of all kinds of decaying and\n\nexcremental elements;\n\nit is\n\nnot the expression of the downfall of a race, it is, from the\n\nroot, an agglomeration of all the morbid elements which are mutually attractive and which\n\ngravitate to one another\nrace;\n\nIt is therefore not a national religion, not determined by\n\nit appeals to the disinherited everywhere;\n\nagainst all that is successful and dominant.\n\nmovement, to all philosophy;\n\nit\n\nit consists of a foundation of resentment\n\nIt is opposed to every form of intellectual\n\ntakes up the cudgels for idiots and utters a curse upon\n\nail intellect, resentment against those\n\nwho are gifted, learned, intellectually independent:\n\nin all these it suspects the elements of success and donimation.\n\nThat is the utterance of one of the chief philosophers of the people who\nin the very words of their mad Kaiser have entered into an alliance, offensive\n\nand defensive, with Almighty God. And if that is not enough, listen to\nthis further exposition by Nietzsche:\nI regard Christianity as the most fatal and seductive lie that has ever yet existed\n\nas the greatest and most impious lie;\nideal beneath every\n\nI can discern the lost sprouts and branches of its\nform of disguise, I decline to enter into any compromise or false\n\nposition in reference to it\n\n— urge people to declare open war with\nI\n\nit.\n\nThe morality of\n\npaltry people as the measure of all things; this is the most repugnant kind of degeneracy\n\nthat civilization has ever brought into existence [pp. 153-54].\n\nAnd now, ladies and gentlemen, permit me to present a few quotations\nfrom the other side. And the first is this, and familiar to you all\nWe [the American people] hold these truths to be self-evident, that all men are created\nequal, that they are endowed by their Creator, with certain unalienable rights, that among\n\nthese are life, liberty, and the pursuit of happiness.\n\nAnd the second is this, from Washington's inaugural speech to both\nhouses of Congress on April, 30, 1789:\nI dwell on this prospect with every satisfaction which an ardent love for my country\ncan inspire; since there is no truth more thoroly established than that there exists in the\n\neconomy and course of nature an indissoluble union between virtues and happiness,\n\n"}
{"page": 504, "printed_page": null, "text": "\"\n\n:\n\nNATIONAL EDUCATION ASSOCIATION\n\n488\n\n[Atlantic City\n\nbetween duty and advantage, between the genuine maxims of an honest and magnanimous\npolicy and the solid rewards of public prosperity and felicity; since we ought to be no\nless persuaded that the propitious smiles of Heaven can never be expected on a nation\nthat disregards the eternal rules of order and right, which Heaven itself has ordained; and\nsince the preservation of the sacred fire of liberty and the destiny of the republican model\nof government are justly considered as deeply, perhaps as finally, staked on the experiment\nintrusted to the hands of the American people.\n\nOne more familiar quotation.\n\nThis from Lincoln's second inaugural\n\naddress:\n\nThe Almighty has his own purposes.\n\n\"Woe unto the world because of ofifenses!\n\nbut woe to that man by whom the ofifense cometh\nIf we shall suppose that American slavery is one of those ofifenses which in the Providence\n!\n\nfor it must needs be that ofifenses come;\n\nof God must needs come, but which, having continued thru his appointed time, he\n\nnow\n\nwills to remove, and that he gives to both the North and South this terrible war, as the\n\nwoe due to those by whom the offense came, shall we discern therein any departure from\nthose divine attributes which the believers in a living God always ascribe to him. Fondly\ndo we hope— fervently do we pray that this mighty scourge of war may speedily pass\naway. Yet if God wills that it continue until all the wealth piled up by the bondsman's\ntwo hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood\ndrawn with the lash shall be paid with another drawn with the sword, as was said three\nthousand years ago, so still it' must be said, \"The judgments of the Lord are true and\n\n—\n\nrighteous\n\naltogether.\"\n\nAnd so, ladies and gentlemen, I could multiply evidence by the hour\nto show that the ways of the Huns are not our ways.\n\nOut of this awful\n\nwelter of war which has drencht the world in blood for three years and a\nhalf there seem to me to emerge for the guidance of the American people\n\ncertain very clear fundamental principles\n1.\n\nThere can be no peace by adjudication.\n\nThere can be no peace\n\nexcept by the sword.\n2.\n\nWe are not at war simply with the royal family of Germany and its\nWe are at war with the whole German Empire. It is\n\ncamp followers.\n\ntime to cease trying to distinguish between the leader and the led. The\nGerman people are impregnated with the false philosophy of their leaders,\n\nand we lose precious time by taking any other view of the grim business\nahead of us.\n3. One or the other of these conflicting world-forces must ultimately\ntriumph.\n4.\n\nThere can be no peace for the world worth the having until the forces\n\nof absolutism are forever subjugated.\n5.\n\nPeace for us at the price of overwhelming victory is now the only\n\nmeans for the preservation of civilization. Lincoln once said that a house\ndivided against itself could not stand, and that this country could not exist\nThe very spirit of that great disciple of human\nhalf free and half slave.\nfreedom which has hovered tenderly over the American people for the last\nfifty-three years tells us in unmistakable terms today that a world divided\n\n"}
{"page": 505, "printed_page": null, "text": "Superintendence]\n\nADDRESS\n\n489\n\nagainst itself cannot stand and that there can be no enduring peace between\n\nthe alleged \"divine right of kings\" and the theory that \"governments\nderive their just powers from the consent of the governed.\"\n\nJust this final word.\n\nThe hopes, the wishes, the absorbing thoughts\n\nof the American people, are now centered with our brave boys \"somewhere\n\nUnreservedly we are giving ourselves to the cause to which\nwe are committed. I wish I somehow had the power to convince you\neducators, if you are not already convinst, that you may best serve that\ncause by resolving with all your energy and with all your well-known\ndevotion to \"carry on\" where you are. In my judgment you can best\nserve the nation by keeping the schools and colleges open. Of course,\nindividual members of the guild will wish to take sword in hand.\nI would\n\nin France.\"\n\nnot restrain them, but I would urge that the continuity of our school and\ncollege\n\nwork be preserved wherever possible.\n\nYou, you the leaders in\n\neducation, must not only train the rising generation how best to fight for\npeace, but also train the citizenry of the future how best to deserve peace.\n\nHave no thought that you are not nobly serving your country. Whether\nthis\n\nwar ends tomorrow, or next week, or next month, or next year, or\n\nwhether the victory for peace and humanity and civilization shall be\ndeferred for five, ten, fifteen, or twenty years, no matter when the final\nissue shall be declared, the flag in the hands of teachers will be held proudly\n\nYours is a never-ending mobilization process. Enemies are always,\nand never more than now, entrencht against you. You must conduct the\nmaneuvers at home in the fight against illiteracy, moral and physical\ndegeneracy, race prejudice, crime, avarice, sordid selfishness, treason, and\nthe poisonous philosophy which would justify the wanton murder of women\nand defenseless children to secure an unearned \"place in the sun.\"\nIt was long ago said by one of the teaching guild that \"there can be\nno sound mind without a sound body.\" We must set ourselves as we never\nhave before to the building in our schools of strong human units, strong\nbodies, alert minds, receptive spirits.\nWe must train our youth in practical citizenship, and we must be ready, readier than we have ever been\nbefore, to defend that citizenship.\nWe must look out for a higher level of\neducation in this country.\nOf course you want to be on the firing line. I\ntell you, the coming years will bring the firing line all around you.\nMay I tell you the dream of your future in which I venture to indulge ?\nNo, I will not call it a dream, because you, you will make it in the coming\nyears an accomplisht fact. It is this: Nowhere in all this land a single\nsane man, woman, or child of sufficient years unable to speak and read and\nwrite the English language; universal recognition of the fact that the hand\nas well as the mind can think, and the technical education of hosts of\nartisans and skilled workmen to give a new dignity and a new place to the\nthinking hand in our American life; no dirty, unduly ragged, hungry, or\nphysically uncared for child in any school anywhere; universal recognition\n\naloft.\n\n"}
{"page": 506, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n490\n\n(Atlantic City\n\nthat the state has claim upon the citizen, and the systematic mihtary training of our youth so as to give world-highwaymen reason to pause before\n\nthey again regard a solemn covenant as a mere ''scrap of paper\"; and\nfinally, the\n\nconstant objective of the school, high patriotic ideals, clean\n\nliving, fair dealing, disinterested public service,\n\nand faith in the Lord of Hosts.\nTeachers of America! Carry on!\n\neconomic independence,\n\nCarry on!\n\nTOPIC: CENTRALIZING TENDENCIES IN EDUCATIONAL\nA.\n\nADMINISTRATION\nLIMITATIONS OF STATE CONTROL IN EDUCATION\n\nPAYSON SMITH, STATE COMMISSIONER OF EDUCATION, BOSTON, MASS.\nEducators have not been slow to paraphrase the recent sentence of\nPresident Wilson, and to say that popular education is the chief reliance of\nthe nation for making democracy safe for the world.\n\nCertainly to those\n\ncharged with the administration of American education the challenge of\nthis time is to prepare and to present to the American people a program of\n\npopular education as broad and comprehensive as are the needs and require-\n\nments of the nation, the state in its broadest terms.\nEducation in a democracy for the upbuilding and perfecting of democracy must be universal and efi&cient. At present, in America, it is neither\nuniversal nor efficient.\n\nThis is so, not because our people as a whole want it\n\nto be so, but because\n\nit\n\ncannot be otherwise as long as it rests upon a\n\nparochial or neighborhood conception of responsibility.\n\nTo think in terms\n\nof larger units and to widen the boundaries of our responsibiHty, these are\n\nThe state, in the narrow sense, is the\nThe state representing\ncorporate democracy can and must enforce the means by which it is to be\nmade safe and efficient. That represents the theory clearly laid down by the\nmajority of states in their constitutions. Even within the states the actual\ndefinitely the needs of the hour.\n\nresponsible creator of educational opportunity.\n\npractice\n\nstill\n\nharks back to traditional conceptions of responsibility, indi-\n\nvidual and local, presenting education as a personal privilege and not as a\n\nneed of the state.\n\nTime was, of course, when a child was held to be entitled to so much\nand only so much of an education as his parents could afford. But in time\nthis was seen to be no adequate conception of a community's right and\nMen saw that local democracy would not be\ninterest in its own welfare.\nThen came the parish and, still later, the district\nsafe on any such basis.\nconception of educational responsibility. Under this conception there were\nand perhaps even are neighboring districts, the one offering a longer\nschool year and a better-paid teacher than the other because it is financially\n\n—\n\n—\n\nbetter able to do so.\n\n—\n\nWe are, however, now accepting a little wider con-\n\n"}
{"page": 507, "printed_page": null, "text": "Superintendence)\n\nSTATE CONTROL IN EDUCATION\n\nception of our responsibility for the training of our citizenship.\n\n491\n\nIn some\n\nstates the county, in others the town, is required to look upon all children on\n\nthe basis of equality.\n\nWe are seeing America's children as America's\n\nchildren, if they come that much within the range of our vision.\n\nIn most\n\nstates the constitutional obligation is in a measure being fulfilled.\n\nThru\n\nand a measure of state standardization\na certain minimum of educational opportunity is guaranteed. But this is\nnot enough. The coming of the war to America has not been altogether\nbad. Among other things we have had to take account of stock. America\nIt\nis vastly better acquainted with herself than she was a year ago.\nmay be no harm to us of the schools to inquire where we stand as to the\naccompHshments of education.\nNot to speak in detail, it is a matter of common knowledge that today\nstate aid, modified state support,\n\nin America, the richest country in the world,\n\nhundreds of thousands of\n\nchildren sit under untrained and underpaid teachers.\n\nThis is so because we\n\ncling to the neighborhood idea of initiative, support, and control of education.\n\nTake the education of subnormal children.\n\nAmerica has not even begun\n\nto salvage the possibihties that He within those of the one talent.\n\nLocal\n\nTake the education of\nLocal initiative and local\n\ninitiative, save in the largest cities, will not do it.\n\nthe unschooled immigrant;\n\nsupport are inadequate.\n\nit is\n\nhardly toucht.\n\nThis program truthfully impHes that the education\n\nof the negro is of intimate concern, not alone to a section-, but to a nation.\n\nRural education is still calling for recognition of its problems and of the\nnation's fundamental interest in their right solution.\nIf anywhere in America there is a group of men and women who ought\nnow to be teaching and preaching and working for a realization in very\nfact of an American system of education, made in America for America,\n\nthat group is here, in this room.\n\nIn the broadest sense the limitation of state control of education is\n\ndetermined only by the conception of the people of the meaning and worth\nof democracy, and of their responsibility for its safety, its security, and its\n\nAs a major premise I submit that the time has arrived when the\nand the common purpose of our people should get behind our\neducational program, when we must accept the principle that we will tax\nsuccess.\n\nresources\n\nwealth wherever it is for the education of children, wherever they live,\nfor the solution of our educational problems, wherever they are found, for\n\nthe production of that equality of educational opportunity without which\ndemocracy can never realize itself to the full. There are those who at once\nsay, \"But that means sending our money away for the benefit of others.\"\nIt is the echo of the original individualist protesting the education of his\n\nThe protest stands only at the peril\nAs for myself, I am unable to think of the children of a\n\nneighbor's child at community cost.\nof national safety.\n\ncommunity in other terms than as potential assets or liabilities of the state\nor the nation.\nIf there are those of vou of California or New York or\n\n"}
{"page": 508, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n492\n\n[Atlantic city\n\nMassachusetts, of Chicago or Philadelphia or Boston, who say you do not\n\npropose to see your money thus disposed\nthat\n\nmoney?\"\n\n—then I reply, \"Whence comes\n\nBuild a wall about your boundaries, check the flow of\n\nindustry and commerce, and speedily you will discover that you are parts of\nstates and parts of a nation from whose fortunes\n\n—\n\n—\n\ngood or bad you are\nLet us understand, once for all,, that education does not break\ndown anywhere without causing the people as a whole to share the loss.\ninseparable.\n\nBy the same token, education, universal and efficient, means safety and\nprosperity common to us all.\n\nBut practically\n\nTheoretically there are no limitations to state control.\nthere are two limitations.\nis\n\nFirst is the consciousness of responsibility.\n\nIt\n\nnot safe to make use of any given unit of government unless, for the\n\npurpose at hand, the people feel themselves in control of that unit.\n\nState\n\nsupport of education to the extent that it is regarded as coming from an outside source may be demoralizing.\nofl&cious action of\n\nBoth\n\nmischievous.\n\nState control, when lookt upon as the\n\nan outside body not answerable to the people, may be\nstate\n\nsupport and state control, when consciously\n\nadopted as the means of making effective what the state as a large com-\n\nThe second\nSome things the state can do better by\nusing a state agency, others a state can do better by using a local agency.\nOne word as to what we may term the physical contacts of local and\n\nmunity desires, is defensible, is safe, and will be effective.\nlimitation is one of administration.\n\nstate agencies.\n\nThere can be no question that the acceptance\n\nof the\n\nprinciple of state support and state control has been retarded because of\n\nthe clashing of these two kinds of machinery.\n\nTraditions of local self-\n\ngovernment, fear of bureaucracy, distrust of officials who cannot be seen,\nhaving led the people to dread the results of state participation in the\n\nmanagement\n\nof\n\nschools.\n\nState\n\nmay humbly\nThey need to look upon them-\n\ndepartments may, one\n\nacknowledge, have their lessons to learn.\n\nand try to get others also to regard them, not as outside agencies\ncoming in to determine the practice and procedure of education as with a\nsupernal wisdom.\nA state office of education is an agency created by the people to serve\nit in helping to interpret and make effective what they, the people, desire for\nthe state as a whole. A state department that gets much beyond that\n\nselves,\n\npoint is dangerous to itself and not helpful to the state.\n\nPower, authority,\n\nand control, these are dangerous words anywhere. They need careful\nannotation in any office of education, be it local or state. Many of the\nantagonisms which arise between local and state offices of education would\ndisappear if both would accept their relationship as co-working agencies,\neach to supplement the other, created to make effective the ideals and purposes of the people in education.\n\nAs to the state in its broader significance, the nation, it is true that even\nthe state neighborhood cannot carry out a program of education adequate\n\n"}
{"page": 509, "printed_page": null, "text": "Superintendence)\n\nCOUNTY AS A UNIT FOR ADMINISTRATION\n\n493\n\nfor the nation, then there will arise shortly the question of the limitations\n\nHere there are constitutional limitations which\nThere are traditions which\nare altered even less easily than those of the constitution. But this much\nthe nation can do.\nIt can create an agency, or give power to one, to study\nnational problems of education, not as statistics, but for definite and practical programs.\nIt can place before the nation those problems which the\nstates have not solved, or cannot solve.\nIt can place national resources at\nof that wider state control.\n\ncan, of course, be changed, tho with difficulty.\n\nthe disposal of the state, that they may solve its, that is, the nation's,\n\nproblems.\n\nIt can help to formulate, and give expression, as with a common\n\ntongue, to those common ideals and standards which must more clearly and\ndefinitely stand forth as marking the road education must take if it is to\n\nlead to a common ground of thought and action this great people which we\n\nnow, more than ever before, must see as a nation.\n\nFinally, what I want\n\nto express is this, that our whole system of popular education is predicated\n\non the theory that it is created for, and is necessary to, making our democratic experiment a success, that wherever education breaks down, whether\n\nby reason of poverty, neglect, or indifference, there democracy is in danger;\nthat neither the nation nor the states may disregard the social and industrial\ncauses creating inequality in the distribution of wealth and of educational\nproblems; that as those charged with a responsibility in education it is our\nprivilege to face this situation, not only as it involves the local duty immedi-\n\nately at hand, but as\n\nit\n\ninvolves those larger relations in which we are\n\nso inextricably bound together.\n\nWithin a twelvemonth there have past before our eyes things of which\n\nwe had not dreamed.\n\nWe have seen a nation's money poured out in sums\nname and a nation's ideals. We have seen\n\nuntold to save a nation's\n\na thousand transportation systems gathered into one unit for the carrying\nof a nation's goods, we have seen a nation's industries drawing into a com-\n\nmon current, uniting a nation's efforts.\n\nWe have seen a nation's sons gathered from every corner of the land to\ngo forth under one common flag to justify anew a nation's faith in democracy.\n\nIs it too much to suggest that we too,\n\ncharged in a measure with\n\nresponsibility for what lies beyond, in the days of reconstruction, that we\n\nlay aside the point of view of a place and think in terms of a nation and its\n\nneeds ?\n\nB.\n\nTHE COUNTY AS A UNIT FOR LOCAL ADMINISTRATION\nALBERT S. COOK, SUPERINTENDENT OF BALTIMORE COUNTY PUBLIC\nSCHOOLS, TOWSON, MD.\nThere are two requirements that must be met in order to have a good\n\nsystem of schools\n\nand control.\n\n—adequate financial support and\n\neffective organization\n\n"}
{"page": 510, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n494\n\n[Atlantic City\n\nSufficient money to produce a good school system can be made available\nmost rural communities only thru large state subsidies and a larger\nadministrative unit than either the school district, or the town and township; since the county is a common political unit in forty-one states, com-\n\nin\n\nparable only in its significance for education to the state itself, the county is\nthe logical administrative unit.\n\nnow the unit for almost all other\n\nIt is\n\nforms of public business.\nIt is a fundamental principle of American education that the wealth of\n\nthe state must be taxt to educate the children of the state.\n\nA unit of the\n\nstate that does not have sufficient wealth to educate its children must be\n\nhelpt by the wealthier communities.\n\nThe purpose of a state school fund\n\nis to equalize the burdens of taxation for schools, and to secure, in a measure,\n\nequality of educational opportunity for all the children of the state.\n\nThis\n\nfundamental principle of the distribution of state school funds, it seems to\nme, applies with equal force to the distribution of money available for\nschools in a county.\n\nA county that is uniformly rich, i.e., that has approximately the same\namount of taxable wealth back of each child to be educated, could get along\nas well without the county unit if we do not take into consideration the\nBut every\nnecessity for an administrative and supervisory organization.\nstate in the Union has its taxable wealth concentrated more or less in spots,\nand there are few counties not so situated. A county uniformly poor cannot have a good school system with the county unit unless there is a large\namount of money available from the state school fund; but there are many\nschool districts and even townships in most counties that do not have sufficient taxable wealth back of each child to be educated to have good schools,\nfor, in the final analysis, a good school costs money, and to maintain a\ngood school money must be available to secure a good teacher, competent\nsupervision, and capable administration.\nThe weakness of the American system of education, in my judgment,\nlies in giving too little opportunity for initiative at the top, with too\n\nmuch\n\nopportunity for initiative at the bottom almost entirely unexercised, as in\n\nmany of our weak district- and township-unit school systems.\n\nDoes any\n\ncity-school superintendent argue for a minute that a city ward system of\n\neducation, subdividing the city into from ten to one hundred administraunits\n\ntive\n\nwith\n\nonly\n\na nominal administrative head for\n\nthe\n\nentire\n\nmake for educational progress ?\n\nSuch a scheme of education for a city is almost unthinkable—for a county it is the predominant\n\nsystem, would\n\nplan.\n\nAny city in this country of 10,000 inhabitants and over is rich enough\nto pay the cost of a good school system because cities represent tlie con-\n\ncentrated taxable wealth of the nation.\n\nhave\n\nset\n\nup\n\nAfter all these centers of wealth\n\nfor themselves educationally, there are\n\ncomparatively few\n\ncountry districts left in the same fortunate condition; one chief reason is\n\n"}
{"page": 511, "printed_page": null, "text": "COUNTY AS A UNIT FOR ADMINISTRATION\n\nSuperintendence!\n\n495\n\nthat the country district must compete for abiUty in the teaching force with\nits wealthier city neighbor.\n\nThe county unit makes it possible to eliminate\n\nto some degree this competition.\n\nBaltimore County, for example, can, as a whole, afford to pay as high\nsalaries as\n\nBaltimore city.\n\nFurthermore our salary schedule is arranged\n\nso that a teacher in a one-teacher rural school receives during the first six\n\nyears of service a salary from $120 to $200 higher than a grade teacher in\n\na town or suburban school.\n\nIf\n\nshe is transferred to a grade position her\n\nsalary is automatically reduced by that amount.\n\nNeedless to say, trans-\n\nfers to suburban schools are less frequently askt for than formerly.\n\nAgain,\n\nthe assistant superintendent in charge of rural schools has fewer teachers\nto supervise and receives the same salary as other assistant superintendents,\n\nwhile all his traveUng expenses, including the cost and upkeep of an automobile, are paid by the county, the state sharing one-half of the cost of salary\n\nup to $2,000.\n\nThis plan is mandatory for one rural-school supervisor in\n\nevery county in Maryland having one hundred teachers or more, and is\noptional in counties having less than one hundred teachers.\n\nIs not this\n\nmerely applying the fundamental principle of attempting to furnish equality\nof educational opportunity to all the children of the county, just as a city\n\ndoes for all of its children ?\n\nOpportunity for professional leadership plus a commensurate salary\nlargely determine the quality of leadership a school system can\n\nobtain.\n\nhope to\n\nWhen the schools of a community must depend for the initiation\n\nof progressive school policies upon the average rural taxpayer and not upon\n\na well- trained schoolman, there will be mighty little progress.\n\nLeadership\n\nof the highest order is needed to arouse and inform public opinion in rural\n\ncommunities concerning the needs of the schools and how these needs may\nbe met; only in this way can progress be made.\n\nWhat is the status of the county superintendency in the United States\nwith respect to professional leadership and a commensurate salary as com-\n\npared with the city superintendency?\n\nThere are about three thousand\n\ncounty superintendents in the United States, few of whom have charge of\nless than fifty teachers, and more than five hundred of\n\nwhom have some sort\n\nof supervisory control of two hundred and fifty teachers or more.\n\nThere are\n\njust about one hundred cities in the United States that have a population of\n\n50,000, or over:\n\nthat is to say, there are only one hundred city superin-\n\ntendents who have charge of two hundred and fifty teachers or more.\n\nIf\n\nand educational responsibility in the\noffice of the county board of education and the county superintendent thru\nit were possible to centralize authority\n\nwisely administered state school laws, thus placing the county superintend-\n\nency on a professional plane similar to that of the city superintendency in\ncities of equal population, what a wonderful field for professional progress\n\nthere would be in the position of county superintendent in this country!\n\nThe average county superintendent's salary is 61 per cent of the average city\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\n[Atlantic City\n\nsuperintendent's salary; and all cities of a population of 2,500, and over\nare included in these statistics.\n\nTenure of office is another important element in professional opporThere are no better reasons for electing a county superintendent of\n\ntunity.\n\nschools by direct vote of the people than there are for electing a city super-\n\nintendent of schools in the same way; and yet, in 1916, twenty-nine state\n\nlaws required this procedure.\n\nIn eighteen of the twenty-nine states he is\n\nelected for two years, and in two of the eighteen he is made ineligible for\n\nmore than four years.\n\nBut these same states that throw such a careful\n\nsafeguard around the office of county superintendent require very meager\nqualifications in the candidate, give him very little authority to do anything\n\neducationally after he\n\nis\n\nelected,\n\nand pay him very little for doing it.\n\nInstead of entering the work as a professional career, he is regarded merely\nas a political officer and clerk, and the old political principle of rotation in\n\napplied to the position.\n\noffice is\n\nIt\n\nis\n\nonly natural, therefore, that the\n\ncountry-bred school men with professional aspirations and ability should\n\nmove to the cities.\nTo show the flexibility of a county-unit system of education, may I\nsketch briefly the administrative and supervisory organization in a county\n\nhaving a population of 140,000, rural, suburban, and urban, with 25,000\npupils enrolled and an annual school budget of over $750,000.\n\nThere are in this county, in round numbers, eighty one-teacher schools,\ntwo-teacher schools, and forty-five schools having from three to\nThe county\nin all there are six hundred teachers.\nfifty-nine teachers\nfifty-five\n\n—\n\nboard of education of six members has entire control of the school affairs of\nthe county. For all purposes of school administration the county is a\nmunicipality.\n\nThe superintendent of schools is the executive officer of the board of\nAs secretary of the board he attends all meetings and may take\n\neducation.\n\npart in the discussion of school policies and all other administrative problems, but has no vote.\n\nAs treasurer of the board he is the custodian of all\n\nschool funds, and all disbursements for school purposes are made over his\nsignature.\n\nThese duties and many others of a strictly professional char-\n\nacter are definitely fixt by the state school law.\n\nHe nominates, assigns,\n\nand transfers teachers, recommends textbooks and materials of instruction,\nand takes the initiative in preparing the school budget. In this particular\ncounty there are three assistant superintendents, each in charge of a definite\npart of supervision, and there are also three assistant supervisors;\nofficers,\nall\n\ntogether with four stenographic and clerical assistants\n\n—have entire charge of the administrative and supervisory\n\nthese\n\n—eleven in\n\nactivities of\n\nthe county under the control of the county board of education.\n\nAll the\n\nprincipals of schools are teaching principals, except in five or six of the large\nschools,\n\nwhere the principal\n\nis\n\na part-time teaching principal; all are\nBut the very impor-\n\nresponsible for the administration of their buildings.\n\n"}
{"page": 513, "printed_page": null, "text": "Superintendence]\n\nTOWNSHIP AS A UNIT FOR ADMINISTRATION\n\n497\n\ntant work involved in the details of classroom supervision is in the hands of a\n\nhighly specialized staff of six assistants.\nfifteen supervisory groups,\n\nThe teachers are divided into\n\nnumbering fifty teachers each, or less, on the\n\nbasis of the type of school or the grade or grades taught, as, e.g., oneteachei:\n\nrural group;\n\ntwo-teacher rural school, principals;\n\ntwo- teacher\n\nrural school, assistants; first-grade group in suburban schools, and so on;\n\nparticular care\n\nis\n\ntaken to group the teachers so that each supervisor\n\nhas a special field to cover, either in number of grades or in type of\nschool.\n\nProper coordination in supervisory work is secured by meetings\n\nby consultation with principals\nand with one another, and by a supervisor who has specialized in some particular field assisting in meetings with groups whose members he does not\nAlso a teacher who has done an unusually good piece of consupervise.\nstructive work of interest to other groups presents her' results to them in\nperson, or thru a signed mimeographt report; the entire time of one competent stenographic assistant is given to the supervisors for this and other\nof supervisors with the superintendent,\n\nsimilar work.\n\nThe fundamental conception of supervision is to bring to\n\neach member of the group the collective strength of all its members, and\nto each group, thru the supervisors, or thru individual members of the group,\n\nthe collective strength of all the groups so far as thi^ may apply to their work.\n\nIn other words, cooperation for improving the quality of instruction and\nfor professional growth,\n\nboth by giving and by receiving on the part of\n\nteachers and supervisors, is our aim.\n\nTwo or three important achievements may be mentioned: First, a\nmen and women are working intelligently for a unified and common purpose. Secondly, the teachers in our\nstrongly professionalized group of\n\nsuburban schools and their supervisors, have now an elementary course of\nstudy under continuous process of revision that competent authorities\nrank with the best, and our rural teachers and supervisors are engaged on a\nsimilar project to meet our rural-school needs.\n\nThirdly, for ten years a\n\ncounty school system has presented a professional opportunity sufficiently\ninteresting to hold together a group of supervisors of unusual ability, notwithstanding tempting offers to many of them from other school systems.\n\nC.\n\nTHE TOWNSHIP AS A UNIT FOR LOCAL ADMINISTRATION\n\nR. B.\n\nTEITRICK, DEPUTY STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\n\nHARRISBURG, PA.\n\nThe centralizing tendencies of the present time are so strong that a fixt\npractice to concentrate power in county, state, and federal authority chal-\n\nlenges the best thought of every student of poHtical science.\n\nIn principle,\n\nthe township is the oldest and the simplest form of government known.\n\nIn the early days the people formed themselves into bands known as\n\"regulators\" for the purpose of securing their protection and rights. In\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n49^\n\n(Atlantic city\n\nEngland the dwelling-place of the clan became the township, and the home\nbecame the county. Thomas Jefferson said, \"Those wards,\n\nof the tribe\n\ncalled townships in New England, are the vital principle of their govern-\n\nment and have proved themselves the wisest inventions ever devised by\nthe wit of man for the perfect exercise of self-government and for its\npreservation.\"\n\nWith the organization of state government following the Declaration\nof Independence some significant changes in local governments were made,\n\ntho the main features of the old systems were adopted in the different\n\nIn the southern states the county was made the unit in civil\n\nstates.\n\nadministration, and it was also made the unit of school administration.\n\nIn the states of the North and largely in those of the West the township\nis\n\nthe civil unit of local administration and for that reason has been made\n\nthe unit for school' organization.\n\nWe should have two sources of school authority, the central government\n\n—the state and county, with adjustable minimum requirements—and the\nBoth of these should cohere in one\nlocal government— the township.\nsystem.\n\nA great problem in educational administration is the proper\n\nbalance between central authority and local representation.\n\nThe foundation of a good system of schools is good administration.\nThe education and training of children is the object. At present there are\nthree types of school organization: (i) the district system, (2) the county-\n\nunit system, and (3) the township system.\n\nThe district unit is the smallest division of administration, embracing\nan area two or three miles square, in which a single school is located. Each\ndistrict has its own board of directors, which selects the teacher, furnishes\nsupplies, fixes the tax rate, determines the length of its school term, and\ndecides what improvements shall be made. As a unit of administration\nIt is condemned by the\nit is expensive, inefficient, and unprogressive.\nentire educational force of the country.\n\nThe county unit has not held its place in local administration partly\nbecause it is too large for a primary assembly and too small for a repre-\n\nA central government alone tends to become a mere\nThere are no officials who can do more or do less\nwithout being sent to prison than a county board of education.\nsentative legislature.\nshell of officialdom.\n\nThe\n\nconstitution\n\nof\n\nIllinois\n\nprovided that the legislature should\n\nenact a law for the organization of townships under which any county\n\nhaving the county unit might act when a majority of its voters should so\n\nThe two systems being thus brought into immediate contact\nsame state with free choice between them left to the people, the\n\ndetermine.\nin the\n\ntownship-unit system has almost completely supplanted the county-unit\nsystem.\n\nPennsylvania tried the county-unit plan in 1834 and changed to the\ntownship-unit plan in 1836.\n\nA sound and healthful beginning was made\n\n"}
{"page": 515, "printed_page": null, "text": "TOWNSHIP AS A UNIT FOR ADMINISTRATION\n\nSuperintendence]\n\nwhen the township became the unit of administration.\n\n499\n\nWe have state\n\ncontrol, so far as minimum length of term, minimum salary of teachers and\n\nsuperintendents, building requirements, and qualifications of teachers and\n\nsuperintendents are concerned.\n\nWe have the county unit in teachers'\n\ninstitutes and in some grades of teachers' certificates.\n\nThe limitations of state control have been presented and the essential\nIt must not be forgotten that both\n\nfeatures of .the county unit defended.\n\nthe county and the township are under absolute control of the state legislature, which may regulate the minutest detail of local government.\n\nTownship officials are kept accountable to the people, but they have\nThey cannot plead that they have failed from lack of\npower, for they have almost unlimited authority joined with complete\nresponsibility.\nPublic sentiment in favor of improved schools and pride\nin schools develop a good social consciousness, which is a fundamental\nlarge privileges.\n\nelement in efficient school administration.\n\nThen too a large part of the\n\npeople of a state live in the country, and interest in local government\n\nbecomes a vital part of their existence.\n\nThe township as the local unit of administration means that all the\nschools of the township are under the control and management of the school\n\nboard chosen by the electors of the township.\n\nIn Pennsylvania most boards\n\nconsist of five members chosen for a term of six years.\n\nIt is regarded as a\n\nhigh honor to be chosen school director, and the majority of the members\nof any school board represent a type of the most public-spirited, thoughtful\ncitizens of the township which they serve.\n\nCan school administration be\n\nhandled better than by your best citizens ?\n\nA township system of schools\n\ncan have anything that is found in a good city system of schools, and in\nPennsylvania, IlHnois, Massachusetts, and\n\nmany other states there are\n\nsome of these townships. Out of sixty-seven counties in Pennsylvania,\nwe have sixteen counties in which there are completely consolidated townships, and thirty-two counties that have partially consolidated townships.\nThe township school boards levy the tax, locate and build the schoolhouses, employ the teachers, and fix the wages above the minimum, elect\nthe superintendents, adopt the textbooks, purchase the supplies and\napparatus, fix the length of the term (above the required minimum),\nconsolidate schools, establish high schools, adopt courses of study, enforce\n\nthe compulsory-attendance law, and encourage pupils\n\nand teachers by\n\npersonal interest and support.\n\nWhile the financial necessities of a township are met in part by state\nappropriations, the township does not depend upon the state alone for its\nresources.\n\nschool tax.\n\nThe school board has authority to levy and assess a maximum\nThis strikes at the very root of the matter.\n\nA sane mother\n\nwill not maim her own child nor a sane school board cripple the youth of\nits\n\ntownship.\n\nCan you withdraw authority and responsibility and still\n\nretain interest?\n\nLack of interest means a low tax rate and inadequate\n\n"}
{"page": 516, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n500'\n\n[Atlantic City\n\nThe township unit confers the powers of educa-\n\nsupport for the schools.\n\nupon the people who are directly affected.\nrepresentation should go hand in hand.\ntional control\n\nTaxation and\n\nThe fine schemes which provide that the other fellow shall pay the tax\nhave never workt. Dr. Claxton, United States Commissioner of Education, in summarizing a survey in some southern states where the county\nis\n\nthe unit of administration, says that in many counties the. cost of the\n\ncourthouse and jail is greater than the total cost of all the schoolhouses\nin the entire county, and the average annual salary of the teacher is less\n\nthan the cost of feeding a prisoner in jail.\nIn the county-unit system the centers of population will always control\nthe administration, and while here and there the county may be so united\nindustrially\n\nand socially and covered by a good system of transporta-\n\nthat good results\n\ntion\n\nmay be obtained, the township as the unit of\n\nadministration offers many more desirable features.\n\nGeorge H. Martin, for many years secretary of the State Board of\nEducation of Massachusetts, said: ''The township is in the judgment of\nthe people of this state the only system under which public schools of a\nsatisfactory character can be maintained.\"\n\nThe Superintendent of Public Instruction of Michigan says: \"The\ntownship system stands for economy, economy in the time of children, in\nthe administration of the schools, and the expenses connected therewith.\"\n\nThe Superintendent\n\nof\n\nPublic Instruction of\n\nWest\n\nVirginia says:\n\n''This state has had a township system of administration of schools for\n\nmany years.\n\nIt has proved so satisfactory that there is little disposition\n\nto change it.\"\n\nAmong the recognized fundamental merits of the township system as\nthe unit of local administration are the following\n1.\n\nIt is conducive to greater local interest and initiative in educational\n\nmatters.\n2.\n\nIt is more just from the standpoint of taxation.\n\n3.\n\nIt is more favorable to the adaptation of education to local needs.\n\n4.\n\nThe people are brought close together in a community of interests\n\nand take personal interest in the activities of the schools.\n5.\n\nIt is the best medium for the expression of the instinct and desire\n\nfor local self-government.\n\nThe township unit of administration gives rural people a great opportunity to cultivate leadership and to work out the ideals of a repubHc in\nthe most powerful, most important,\ntheir reach\n\nand most useful institution within\n\n—their public schools.\n\nThe pro^t derived from a good system of schools cannot be assest by\narithmetic or proved by geometry, but we are realizing today more than\nat any time in the past that the capital of a country consists in the brains\n\nand the bodies of the people, especially of the youth of the nation.\n\n"}
{"page": 517, "printed_page": null, "text": "STATE DEPARTMENT OF EDUCATION\n\nSuperintendence]\n\n501\n\nWhat we plant in the schools today we reap in the nation tomorrow.\nBismarck said, \"What you want to put into the state you must first put\nHe matcht his words with action and made the schoolinto the schools.\"\nrooms the first forts, the teachers the first lieutenants, and the textbooks\nthe ammunition.\n\nFor forty years the Germans have been teaching that\n\nmight makes right in every lesson in reading, in every lesson in geography,\nin every lesson in history, and in every lesson in mathematics, until they\nare blind to everything but the god of might.\n\nGermany has imprest this lesson\nwith the meaning of\n\nAmerica may lead\nrighteousness.\n\nideals.\n\nI\n\n— that children must be saturated\n\nindulge the hope that thru our schools\n\nin world-ideals\n\n—ideals of\n\nliberty, of justice,\n\nand of\n\nThe world must be made safe for democracy, but its peace\n\nmust be planted upon the tested foundation of political equality.\n\nD.\n\nHOW A STATE DEPARTMENT MAY STIMULATE LOCAL\nINITIATIVE AND INCREASE EFFICIENCY\nGEORGE D. STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\nThat education is a state function has been recognized in our state\n\nconstitutions and in legislative enactments.\n\nAuthority with respect to the\n\nthe choice of textbooks, the determination of\n\ncertification of teachers,\n\nbuilding standards, and the like has in many states been definitely located\nin the state department of education.\n\nBut even in the most highly central-\n\nized administration of education much of the control has been vested in\n\nand administrative procedure has been largely\nofficers.\nThere has been a markt\ntendency in recent years to create or to develop a more efficient state department of education and a more significant control of schools thru this office.\nThe present-day conception of a state department makes it responsible\nfor stimulating local administrative officers and for increasing the efficiency\n\nlocal boards of education,\n\ndetermined by local administrative\n\nof local school systems.\n\nIt is the purpose of this paper to inquire concerning\n\nthe methods of work most commonly employed by state departments, and\nto suggest the way in which their practice may most significantly stimulate\nlocal initiative and increase efficiency.\n\nFrom the very beginning of the organization of state departments of\neducation they have required statistical reports from local school officials.\n\nAt first these reports were secured in order that funds might be distributed\nor apportionments made in accordance with laws which provided for such\ndistribution or apportionment\n\nupon the basis of the statistics collected.\n\nThere are many states even yet in which the collection of statistics seems\nto be undertaken primarily from the point of view of finding out how many\npupils there are, how many teachers are employed, or how much money is\n\n"}
{"page": 518, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n502\nspent.\n\n[Atlantic City\n\nIt is possible to assemble in annual reports statistics which have\n\nvery little meaning, either for the state office or for the local administrative\nunit from which they are collected.\n\nA more modern conception of the function of the state office looks upon\nthe preparation and reporting of statistics to the central office as of impor-\n\ntance in the study of local administrative problems.\n\nIn at least three\n\nstates during the past three years fairly adequate\n\nmethods of reporting\nfiscal statistics have been instituted.\nAlong with this improvement in the\nmethod of reporting there has gone the necessity for keeping much more\nadequate accounts than were formerly recorded. This is a clear case of\nthe influence of the state office, thru its right to demand an adequate report,\nstimulating the local community to a significant study of its own problems.\nIn like manner, in some of the states significant reports with respect\nto the attendance, classification, and progress of children are being required.\nThis type of report, which requires an assembling of data from the local\nschool system involving a study of over-ageness, failures, promotion rates,\nelimination, and the like, requires that the local administrative officer at\nleast be acquainted with facts which might otherwise have escaped him.\nIt is conceivable that in still other fields the force of a state-required report\n\nmay operate to stimulate careful inquiry thru the assembling of precise\ninformation by the local educational authority.\n\nof\n\nIt has been customary in most states to provide some sort of an outline\nwork to be undertaken in the elementary schools. These courses of\n\nstudy have varied in their significance.\n\nIn one state we find merely an\n\noutline of topics to be treated, or books to be taught.\n\nIn contrast with this\n\nform of control there are in certain states manuals prepared which form a\nmost adequate basis for an improvement in the teaching which is done,\nespecially by the less well-trained teachers.\n\nIn one state, in particular, the\n\nby organizing committees of the most capable teachers and\nsupervisory officers, has issued a series of manuals for each of the more\nimportant subjects. They have in this state covered not only the subjects\ncommonly taught in the elementary schools, but have provided most\nIn these monohelpful courses of study for the usual high-school subjects.\ngraphs there is presented, not only the outline of work to be accomplisht,\nstate office,\n\nbut definite plans for the development of the subject, a discussion of the\npurposes or aims to be accomplisht, and suggestions concerning the detail\nof method to be employed, as well as references which will prove helpful\n\nto the less able teachers.\n\nThere is in this case an appreciation of the need\n\nfor assistance by the local authority in placing before its teachers a summary\nof the most successful experience available in the state\n\n—an attempt, in other\n\nwords, to capitalize the work of the more successful teachers and make their\npractice universally available.\n\nState departments have commonly issued an annual or biennial report.\n\nIn these documents there have been brought together the statistics of\n\n"}
{"page": 519, "printed_page": null, "text": "STATE DEPARTMENT OF EDUCATION\n\nSuperintendence]\n\n503\n\neducation, together with descriptive material relating to the various state\n\neducational institutions and to the progress or development of the publicschool system.\n\nIn recent years a number of the state departments have\n\nissued bulletins at more or less regular intervals.\n\nThese documents have\n\nvaried from a single large sheet issued weekly, to a bulletin of from twelve\nto thirty-two pages issued monthly.\nIn these occasional reports or bulletins\nhave appeared suggestions as to the type of successful work already under\nway, programs for experiments or new enterprises to be undertaken,\n\ntogether with educational news and reports of varying importance.\n\nVery recently in some of the states special reports or bulletins having\nto do with war work have been issued.\n\nIndeed, in at least three cases the\n\nwar book issued by the state department has contained Hterary, historical,\nand other materials of first-rate importance to every local school system.\nIn many cases the mimeograph or multigraph has been used to send out\nletters or instructions which have kept the state department in touch with\nthe local school systems. In this manner the state office has been able, not\nonly to stimulate the local authority to undertake work which might otherwise have been neglected, but also to provide for a greatly increast efficiency\nin the local administration of schools.\n\nThe obligation of the state office for the instruction of local administrative officers has in recent years come to be recognized.\n\nIn the earher of\n\nthese undertakings meetings in which the general problems of administration\n\nwere discust were the\n\nrule.\n\nOften the group was miscellaneous in\n\ncomposition, and the discussions of a most general sort.\n\nits\n\nIn recent years,\n\nin the more progressive states, conferences of groups with common experi-\n\nence and dealing with their common problems of administration have been\norganized.\n\nA conference on the measurement of the achievements of\n\nchildren has been held in one state both for a group of normal-school\n\nteachers and for a group of city superintendents.\n\nIn another state a city\n\nsuperintendents' conference has been held for some years for a period of\nthree or four days, and the most significant problems under discussion among\n\nthe leaders in educational administration have been discust by speakers\nfrom without the state as well as by the most successful men in the local\n\nadministrative offices.\n\nIn several states meetings of county superintend-\n\nents, with a discussion of the highly specialized problems of rural education,\n\nhave been held.\n\nThe obligation of the state department to bring to the\n\nlocal administrative officers the results of modern scientific study and of the\n\nmost successful administrative practices is clearly recognized.\nIn some of our states the function of the state office in the inspection\nIn those states in which the\nof schools has been most adequately developt.\ncentral authority is responsible for determining the standing of local high\nschools, the work of inspection, involving as it does the distribution of funds\nin support of these schools, has assumed a position of great importance.\n\nEven where\n\ninspection has been undertaken from\n\nthe standpoint of\n\n"}
{"page": 520, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n5o4\n\n[Atlantic City\n\ndetermining the validity of the claim of the local authority for state\nsupport, many of the more capable inspectors have conceived their work\nas constructive in character, rather than merely inspectorial.\n\nSupervision\n\nhas often been developt under the name of inspection.\n\nWe may confidently look forward to the further development of the\nwork of the state office along supervisory lines. In one state a whole\ncounty was carefully surveyed by the state office in cooperation with a\nuniversity department of education to the end that the local school system\n\nmight be improved.\n\nThe same state department has undertaken thoro-\n\ngoing surveys in several of its cities.\n\nIt seems probable that state ofiicers\n\nwill in increasing number develop a type of supervisory activity which will\n\nbe of first-rate importance to all communities unable to employ an adequate\nadministrative staff, and in many cases to supply special service, even in\nthose communities whose schools are most adequately staft.\n\nThere are special problems of administration and supervision which\n\nmay be more adequately dealt with by a highly specialized member of the\nstate-department staff than by any local officer having a general responsibility.\n\nThe development of a school-building program, the reorganization\n\nof local school records, and a study of the financing of education in the local\n\ncommunity might, it seems to the writer, on occasion be undertaken by\nspecialists\n\nfrom the state office, with the expectation of enlightening the\n\nlocal community and stimulating local initiative to a degree that would not\neasily be possible by local officers.\n\nOne of the most significant and outstanding features of the development\nOur\n\nof our school systems is the tendency to centralize administration.\n\nstate departments are growing more and more important in the develop-\n\nment of our public-school system.\n\nThis development in education will be\n\nunfortunate if conceived in a narrow spirit of exercising authority and of\nsecuring control to the end that a dead level of uniformity may be maintained.\n\nIf, on the other hand, the state officers seek to capitalize the success\n\nof their most adequately administered local school systems, and if they seek,\n\nthru the supervision which they exercise, to stimulate the local administra-\n\nmuch will be accomplisht for the improvement of our\nThe evidence which the writer has been able to assemble seems\n\ntive authorities,\nschools.\n\nto him to establish the fact that our state departments are conscious of the\n\nobligation to stimulate local initiative as a means for increasing efficiency.\n\nDISCUSSION\nC. P. Gary, state superintendent of schools, Madison, Wis.\n\n—The general topic this\n\nmorning is \"Centralizing Tendencies in Educational Administration.\" The speakers\nhave discust ably and well the township, the county, and the state as units. Nothing has\nbeen said, however, about the nation as the unit. It would seem that the logic of the\nargument for larger and larger units and greater and greater centralization would point\nto the nation as the final unit.\n\nSo far as finances are concerned, some school districts\n\n"}
{"page": 521, "printed_page": null, "text": "Superintendence]\n\nSTATE DEPARTMENT OF EDUCATION\n\nin the county are poor, some rich;\n\nstates are poor,\n\nsome rich.\n\n505\n\nsome counties in the state are poor, some rich; some\n\nWhy not tax the nation as a whole for school purposes?\n\nAgain, some communities are educationally alive and progressive, while some are indif-\n\nand non-progressive. The same may be said of some states as compared with\nThen why not have power in Washington to compel all states to come up to the\nstandard of the best, and to give them, if need be, the money to do it ? Why not have a\n\nferent\n\nothers.\n\npowerful educational organization at the capital of the nation, with a minister of educa-\n\nwho could say, as the French minister of education might say: At this particular\nmoment, thruout the whole area governed by eastern time, every child is having a lesson\nin civics, while in the central division every child is having a lesson in geography, and every\nchild in the western division is having a lesson in manual training or domestic science ?\nWhy not have someone to organize courses and see to it that they are adopted and carried\ntion,\n\nYes, police the states to see that the educational laws are obeyed.\n\nout ?\n\nIs this not in\n\nthe interest of efficiency ?\nIs it not a prerogative of government to say what its citizens shall be taught in their\n\nyouth, and to see to it that they are thus taught ?\n\nWhy not have the general government\n\nsay what the teachers shall be taught, how they shall be taught, and who shall teach them ?\nIs there any flaw in the logic ?\n\nAre we not swept on, whether we will or no, to the con-\n\nclusion that the framers of the Constitution made a blunder in not, in the very beginning,\nkaiserizing the schools of the nation ?\n\nSee what a happy-go-lucky educational procedure\n\nWe who have been here all this\nweek have heard addresses that go, in their logic at least, straight to this mark and are\nkeyed to this tune. Do I hear someone say, \"This nation will never kaiserize its educawe have been following all these years as a consequence.\n\ntion;\n\nit's all\n\nnonsense to talk about it\"?\n\nI\n\nam not so sure as to that.\n\nThere is danger\n\nhere, I fully believe, and there is also danger in the political possibilities, not to say actualities, in\n\nsome of the national laws that have already been enacted by Congress.\n\nI have\n\ngreat faith, however, in the ultimate common sense and democratic instincts and feelings\nof our citizens, notwithstanding the fact that some of us are today giddy or dizzy over the\n\nnationalizing idea, and unless we stop to consider very thoughtfully what can be properly\n\nnationalized and standardized, and possibly even crystallized, we shall have some day to\nretrace painfully our path\n\n— that\n\nis\n\nto say, if America is really to remain a democracy.\n\nwe are to have democracy, democracy must not be eliminated from the schools.\nracy,\n\nif it\n\nIf\n\nAutoc-\n\nwere eliminated from the schools of Germany, would die, and democracy if\n\neliminated from our schools and our school system would die, for death would then be at\nits root.\n\nNationalizing education means for us red tape, politics, compulsion, loss of public\nit means a handed-down-from-above type of education.\nThe adult citizens\nwould then be called upon to acquiesce, to obey the law, to take what is given them.\nDemocracy is a moving affair, a going concern, a growing concern, a matter of personal\ninterest and intelligence on the part of the citizen.\nDemocracy in itself is a means and\nan opportunity for education. We are today in all progressive states trying almost as\nstrenuously to educate our adults as to educate our children, but if we were to enter upon\na system that is handed down from those who are remote if the thinking is to be done for\nthe people by their officers then it will not matter much whether our people are educated\nor not, except in such ways as may make them efficient producers, and loyal supporters\nof the government.\n/ am of the opinion that our boasted democracy will have to fight for\nits very life after this war is over.\nThe world has had a tremendous lesson in the efficiency\npossible in an autocracy.\nMany of our citizens and some of our educators before we\nentered the war were saying, \" Give us some of this autocratic efficiency.\" They would be\nsaying it now if it were not taboo for the moment. There were even members of this body,\narguing, I am told, for the elimination of the schoolmaster from the control of certain\nkinds of education. It was asserted that the commercial interests could better guide in\nsuch matters. We shall have a revival of it when the war is over. The man who is\n\ninterest;\n\n—\n\n—\n\n"}
{"page": 522, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5o6\n\n[Atlantic City\n\ninterested merely in the welfare of boys and girls will be lookt upon as a narrow visionary\n\nincapable of thinking in national terms.\nfit\n\nIt will be held that each child must be made to\n\nand fill his niche in the great machine called \"The Great State.\"\n\nAll this will happen,\n\nI am prepared to assert, unless the school men themselves prevent it.\nI,\n\nfor one, believe that the efficiency of\n\nGermany is not worth what it costs;\n\nlet\n\nAmerica not follow in her footsteps, at least not in the spiritual aspects of our educational\nThis is not to be construed to mean that the national government may not\naffairs.\nrequire the states to have certain minimum standards of a fundamental sort. Let us\npreserve democracy by keeping the schools close to the people and at the same time\neducating our people in all that pertains to the high spiritual ideals that we love and strive\nThere are essentially three ways in which people may be nfluenst to act in educato live.\ntional matters: they may be forst to do so, first, by stringent laws with certain penalties for\nfailure; secondly, by dangling the dollar before their noses and appealing to their cupidity;\nthat motive is very strong and I have heard it used effectively here this week. The third\nway is to enlighten the people convince them of the needs of their children, and of their\nduty to society. This last-mentioned way is the way of democracy, the safe road, tho it may\nbe longer than the autocratic way or the appeal to ignorance and cupidity. Let us spend\n\n—\n\nmillions, if need be, to educate our adults, let us aid by state or national money those who\n\ncannot help themselves, but only so far or so long as it may be necessary, and let us not be\nin a hurry to set up a little tin educational god or king log to rule over us from Washington.\nJ. Y. JoYNER, state superintendent of public instruction, Raleigh, N.C.\n\n— Centralizing\n\ntendencies in educational administration are the logical evolution of an expanding civilization and an enlarged conception of democratic obligation.\n\nThe district or community unit of taxation and administration for education recognizes education as an obligation only of the community to the community's children, and\nlimits educational opportunity to the ability and willingness of each community to provide\nit.\n\nThe township unit recognizes education as an obligation only of the township to the\n\ntownship's children, and limits educational opportunity to the ability and willingness of\n\neach township to provide it.\n\nThe county unit recognizes education as an obligation only\n\nof the county to the county's children, and limits educational opportunity to the ability\n\nand willingness of each county to provide it.\n\nThe state unit recognizes education as an\n\nobligation of the state to the state's children, and limits educational opportunity to the\nability and willingness of each state to provide it.\n\nThe national unit recognizes education\n\nas an obligation of the nation to the nation's children, and limits educational opportunity\n\nonly to the ability and willingness of the nation to provide it.\nIt follows, therefore, that as the conception of democratic obligation broadens from\n\ncommunity to nation the units of taxation and administration for education must be\ncorrespondingly enlarged.\n\nIt follows also that if there is to be equalization of educational\n\nopportunity in county, state, and nation according to the educational needs of each\n\ncommunity there must be recognition of county, state, and nation as units of taxation,\ndistribution, and administration.\na fundamental principle of democracy.\n\nEquality of\n\nopportunity is an impossibility without equality of educational opportunity.\n\nOn account\n\nEquality of opportunity\n\nis\n\nand intelligence, equality of educational opportunity is an impossibility without these larger taxing and administrative units\nmaking it possible to raise and apportion school funds and administer school systems\naccording to the educational needs of each community rather than according to its ability\nand willingness to provide them.\nof inequality of distribution of wealth, population,\n\nMutuality of obligation growing out of the recognition of common brotherhood is the\nThe chain of democracy is no stronger than its weakest link. The\ndemocratic nation is no stronger than its weakest state. The democratic state is no\n\nbond of democracy.\n\nstronger than its weakest county.\n\nneighborhood or school district.\n\nThe democratic county is no stronger than its weakest\n\n"}
{"page": 523, "printed_page": null, "text": "—\nSuperintendence)\n\nSTATE DEPARTMENT OF EDUCATION\n\nDemocracy can perform its task only thru cooperation.\n\n507\n\nThe task of giving equality\n\nof educational opportunity to all the children of all the people is too big to be adequately\n\nperformed by any part of the people.\n\nTherefore the proper education of all the children\n\nof all the people is an obligation of the nation, of the state, of the county, and of the com-\n\nmunity, and is a task that can be successfully performed only thru the cooperation of all\nin recognition of the obligation of each to all and of all to each.\n\nThe centralized authority must be exercised for equalization, not for domination;\nfor supplement, not for substitution;\n\nand state effort\n\n—pride and\n\na pauperizing charity.\n\nfor stimulation, not for suppression of local county\n\n—exercised as a democratic obligation and not as\n\nself-respect\n\nIt can be and will be so exercised.\n\nEdith K. 0. Clark, state superintendent of public instruction, Cheyenne, Wyo.\n\nam to play in this discussion.\nWhen Dr. Finegan askt me to accept a place on the program he said that he was requesting\nevery speaker upon this morning's subject to send me a copy of his paper or an outline of\nI am, somewhat at a loss to understand the exact part I\n\nits principal\n\npoints at least two weeks before the date of the meeting.\n\nNot one was\n\nreceived by me, so I supposed that they were all going to make extemporaneous addresses\n\nand I would have to pick up my points as they happened to fall. The prospect was a bit\ndismaying, because I have had very little experience in appearing before audiences, but\nI thought I would have to take\n\nmy chance with the others.\n\nBut behold, every man on\n\nthe program, including the two preceding me in the discussion, had a carefully prepared\npaper, except Dr. Strayer, and he had forty-eight of them!\n\nThe general subject under discussion is one which should interest us all, and I think\nPeople are beginning to realize that it is time to break away from the old\n\nthat it does.\n\nsystems of school administration if public education is really to meet the needs of the day.\n\nMr. Cook has presented the plan of operation of the county unit very clearly and forceThere is no doubt of its effectiveness and practicability in many localities. The\nsame is true of the report Mr. Teitrick has given of the township as a unit for school\nadministration. Both men believe in their systems, and rightly so. As we listened to\neach, we were converted absolutely to his idea.\nBut I know of places where it is impossible as yet to adopt either one of these solutions to the rural-school problems of today\nplaces in the wide, sparsely settled West where counties embrace areas larger than some\nof your eastern states, and where whole townships have no other inhabitants than a few\ncoyotes and prairie dogs. We won't match their intelligence with that of some rural\n\nfully.\n\ndistrict school boards.\n\nYou see we must consider facts as they are, in endorsing for adoption any plan of\nOne thing we can say, that the old district system is wrong. School\n\nreorganization.\n\nstandards should be fixt and maintained by higher authority than the local district board.\nIf the public school is an institution of the state, the opportunities which it offers should be\n\nuniform thruout the state.\n\nSo in communities where the county is too large and the\ntownship is too small, supervisory districts under efficient directors should be establisht,\n\nincluding a reasonable amount of territory and a reasonable number of schools, thereby\nassuring the maintenance of universally high standards thruout the neglected rural districts.\nI\n\nam glad that Dr. Strayer reported that all of the forty-eight state departments of\n\neducation had replied to his inquiries.\n\nThat is a fine tribute to the business-like coopera-\n\ntion of school administrators.\n\nSome of the facts brought out concerning the ways in which state departments\nstimulate local initiative and increase efficiency deserve special commendation and emulation.\n\nI wish he had named the states in which these things are practist.\n\nOn the whole, the thoughts are typical of the tone of this whole convention— that we\nmust think in terms of the new needs and responsibilities brought about by the war, that\nschool people must reach the parents thru the children and impress upon them, one and\nall, that everyone here at home has a duty which he dare not shirk.\nAs someone put it,\n\"Everyone who cannot go across, must come across.\"\n\n"}
{"page": 524, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\nSo8\n\n(Atlantic city\n\nTOPIC: OPPORTUNITY AND LEADERSHIP IN AMERICAN\nA.\n\nEDUCATION\nTEE PLACE OF THE STATE SUPPORTED AND\n\nMANAGED INSTITUTION\nBENJAMIN IDE WHEELER, PRESIDENT, UNIVERSITY OF CALIFORNIA,\nBERKELEY, CALIF.\n\nThe state university as an educational product is a crude triple blend.\nFrom that it drew its\n\nIt had its beginning in the American small college.\n\nideas of schedules, procedures,\n\nlook to.\n\nand courses.\n\nProbably that was fortunate.\n\nThere was nothing else to\n\nThe small college was a unique\n\nAmerican creation, and the acceptance of its type spared us a sudden and\nwholesale adoption of a foreign system.\n\nThe second element was involved in the features we were supposed to\nhave borrowed from the state universities of Europe such things as the\nmuch lecturing whereof betimes the flesh grew weary, and the much liberty\n\n—\n\nin attendance which too often degenerated into the much liberty in absence.\n\nThe\n\nthird element\n\nis\n\nmost important\n\nof\n\nall.\n\nIt involves the pro-\n\ngressive adjustments made to satisfy the needs and desires of the people\nin the several states.\n\nthey wanted\n\nThis was a people who did not hesitate to say what\n\n—who, having paid for the support\n\nof\n\nthe university, wanted\n\ntheir money's worth, and who, being relatively free from slavish regard to\n\nthe academic tradition, would not easily be brought to believe that anything which the plain use and need of everyday humanity had once proved\nsacred was ever to be branded common or unclean.\n\nBut whatever the ingredients assembled to produce the type and whatit is that the American state university\nboth as to form and spirit, is a type distinct and separate from that of the\nFrench, the German, or the British. It is furthermore the last three\ndecades which have established our separateness by cutting free from continued imitation of the German type and by declaring an educational independence based upon a fundamental difference in social and political need.\nThe European university banishes the technical schools from its midst,\nbut the American definitely encourages the vocational type of instruction\nfor mature students approaching the realization of life-work, and it welcomes the students of engineering, business, medicine, agriculture, and the\never their proportions, certain\n\nlike as stirring the academic blood to real life in the face of real problems\n\nrather than making the university a mere place of learned rendezvous.\n\nAs regards the older type of privately endowed universities, it cannot\nbe denied that they also, as well as the state universities, are thoroly\nAmerican. These institutions have had indeed their roots longer in Ameri-\n\ncan soil.\n\nThey have shared longer the vicissitudes of American life and\n\nhistory; they have longer memories.\n\nTheir studies, their policy, and their\n\nmethods are less likely to correspond to the temporary enthusiasms of this\n\n"}
{"page": 525, "printed_page": null, "text": "Superintendence)\n\nPLACE OF STATE SUPPORTED INSTITUTION\n\nor that recent period of the nation's experience.\n\nby the dust whirls of fad.\n\n509\n\nThey are less disturbed\n\nIt is presumable that the two types, though not\n\napproximating, can never drift widely apart;\n\nthey are naturally held\n\ntogether by the fact of their common service to American society;\nare both engaged in educating young Americans.\n\nthey\n\nShould it, however, at\n\nany time grow to be the usage for the sons of the wealthy to attend prevailingly the privately endowed universities^ and to receive their preparation\ntherefor prevailingly in expensive private schools, then the gap would widen\nrapidly and the privately endowed universities would render a great and\nvery sad contribution to the development of a caste line within American\nsociety.\n\nThe conception of a state university was at no time entirely foreign\nFrom the very beginning Harvard, Yale,\n\nto the thought of our people.\n\nPrinceton, King's (Columbia), William and Mary, were respectively in\n\nsome sense the Colonial colleges of Massachusetts, Connecticut, New Jersey,\nNew York, and Virginia. Harvard's board of overseers was made up of\nex-officio officials and magistrates and \"teaching elders\" of the colony.\nPrinceton was called the college of New Jersey, Pennsylvania the University\nof Pennsylvania.\nAll of them were given their existence by act of their\nColonial legislatures. Harvard and Yale received constant support from\ntheir legislatures.\nEnough at any rate of the idea of state relationship was\ncarried over from Colonial days so that no shock of novelty was involved\nin\n\n1 81 9\n\nwhen a University of Virginia proclaimed its far-reaching plan,\n\n—Indiana, Michi—early provided themselves each with a state\n\nand the states fashioned out of the Northwest Territory\ngan, Ohio, Wisconsin, Illinois\n\nuniversity as calmly as if the very notion of a state required it.\n\nThe old colleges of the Atlantic coast had, however, no real mind to\nThey were ready enough to accept an appropriation or a building or to welcome the governor on Commencement Day,\nbut being keenly suspicious of any control or exercise of the visitatorial\nthe state university idea.\n\nfunction on the part of the state, they preferred to relinquish their birthright as state institutions\n\nrather than to tolerate the profane foot of\n\npopular inspection within their sacred precincts.\n\nMeanwhile, in the early\n\nnineteenth century the collegiate distrust of the public was coming to be\n\nThe colleges grew little if at all; in their inner life they were\nBut there was a new democracy stirring in the air, and there\nwere many who thought and said it too that an institution so important\nto the community as a university could not well be maintained as a close\ncorporation, a public institution under private control. The crisis came\nwhen in 1 8 1 9 the decision of the fateful Dartmouth case was proclaimed by the\nvoice of Chief Justice Marshall\nIt was a matter of the legislature's assuming\nto amend the college charter.\nThe Supreme Court of the United States\ndecided that that charter was a contract within the meaning of the clause\n\nreciprocated.\n\nstagnant.\n\n—\n\n—\n\n.\n\nof the Constitution of the United States which declares that no state shall\n\n"}
{"page": 526, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5IO\n\nmake any law impairing the obligation of contracts\n\ntAtkntic City\n\n—furthermore that\n\nunder its charter Dartmouth College was a private and not a public corporation. This decision created a sharp frontier in the history of American\nhigher education.\n\nAs Dr. Elmer E. Brown, in his Origin of American State\n\nUniversities, aptly says:\n\n\"It put an end to efforts directed towards govern-\n\nmental regulation of education close corporations; but in so doing it turned\nthe full force of this movement into that other possible course of govern-\n\nmental agency, namely, the establishment and maintenance of colleges and\nuniversities under full state control.\"\nThis had been indeed from the beginning the real significance and purpose involved in the foundation of the colleges.\n\nIf,\n\nfor instance, they\n\nseemed in their origins to be shaped mainly toward an ecclesiastical purpose,\nthat was readily to be explained from the fact that religion and the church,\nparticularly in the form of the state church, were pre-eminently pubhc\ninterests; Massachusetts maintained a state church until 1811 and Connecticut until 18 1 8. It was only as the eastern colleges and universities\navailed themselves of such protection against the public as culminated\nin the Dartmouth decision that they shrank back and assumed the status\nof private institutions\n\n—institutions serving\n\nin the\n\nmain the public and\n\npublic purposes, but still legally private institutions.\n\nFrom this time onward one after another the frank and outright state\ncame into existence. From the beginning they had existed\n\nuniversities\n\nby the inner promptings of the public will as part and parcel of the public\nschools that were to be. All three, the elementary, the secondary, and the\nhigher education were recognized together in that fundamental Massachusetts Act of 1647 which appointed its orders under the glowing caption:\n\n\"That learning may not be buried in the graves of our fathers in church\nand commonwealth, the Lord assisting our endeavors it is therefore\n\n—\n\nordered,\" etc.\n\nThe state university is no longer to be considered as a type of institution\nsuited to pioneer conditions and establisht and supported by the state, as\nit\n\nwere, temporarily and in the lack of privately supported institutions.\n\nIt is rather to be recognized that the privately controlled universities repre-\n\nsent the exceptional and the temporary\n\n—an indication of\n\nthis may be found\n\nin the strong reaction of the public type from the West upon the East.\n\nThe state university is no peculair form of institution existing for itself and\nIt is simply and outright\nfor its own convenience and aggrandizement.\nthe public-school system in its extension to the higher learning and research.\n\nThe act of 1647 making the first provision for a mechanism of schools and\nteachers to carry out the plan of compulsory education\n\nhad its face set\n\ntoward the university and actually named the university by name as the\nhead. This act is the beginning and the charter of our pubHc-school\nsystem. That system, therefore, was not brought into the world as a mass\nof ragged schools nor as a device for sidetracking the children of the poor.\n\n"}
{"page": 527, "printed_page": null, "text": "—\n\nSuperintendeiice]\n\nPLACE OF INSTITUTION FOR WOMEN\n\n511\n\nOn the contrary, it opens a straight path from the elementary school to the\nuniversity for such as will, and its fundamental document blesses and consecrates it with that noble breath of prayer, \"that learning may not be\n\nburied in the grave of our fathers.\"\n\nB.\n\nTHE PLACE OF THE EDUCATIONAL INSTITUTION FOR\n\nWOMEN\nKATHRYN SISSON MCLEAN, DEAN OF WOMEN, OHIO WESLEYAN UNIYERSITY,\nDELAWARE, OHIO\nIt is most commonplace to say that we are living in a day fraught with\n\nunusual possibilities and opportunities, and yet this very fact is borne in\n\nupon us from so many angles that we cannot but continually voice our joy\nthat it has been vouchsafed to us to live our life during these terrible but\n\nhistory-making days.\n\nThere is a touch of irony in the truth that war brings\n\ngreatest suffering to the womanhood of a land, and yet, as if to atone for\nthis unsought sorrow, the reverse of the shield is seen in the fact that it\n\nalways carries in its wake great opportunities for progress and opens many\ndoors of privilege social, economic, political, and intellectual. The\n\n—\n\nCivil War proved to be woman's great emancipation, and to the woman-\n\nhood of America this war is a mighty stimulus to heart, mind, and practical\nThe conIt is woman's opportunity as well as man's heritage.\nability.\ncentration of thousands of young men in the nation's training camps, the\nsteady silent procession Europeward of the crowded transports and stately\nships of war, the suffering of the worn- torn nations of Europe, these have\nawakened in us a greater love, a greater capacity for sacrifice, a greater\nintellectual activity, and a wider outreach toward efiicient action than we\nhave known since the dark days of the Civil War.\nYe that have faith to look with fearless eyes\nBeyond the tragedy of a world at strife,\n\nAnd know that out of death and night shall rise\nThe dawn of ampler life,\nRejoice, whatever anguish rend the heart,\n\nThat God has given you a priceless dower,\nTo Uve in these great times and have your part\nIn Freedom's crowning hour;\n\nThat ye may tell your sons who see the light\nHigh in the Heavens their heritage to take\n\"I saw the powers of Darkness put to flight\nI saw the Morning break.\"\n\n—\n\nThe Civil War brought home to a country hitherto indifferent to\nthe idea of higher education for women the realization that intellectual\ntraining must be given its women if they were to be prepared for the\nmany doors then opening to them. Every great movement reflects the\ncharacter of those who first champion its cause, and to a large degree\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n512\n\nthese pioneers make or mar its advance.\n\n(Atlantic City\n\nThe great success of the educa-\n\ntional project for women has been largely due to the nobleness of purpose,\n\nbroad, far-reaching vision, and sane, sober judgment of the men and women\n\nwho founded our great colleges for women and advocated their admittance\nAll honor to the memory of Mary Lyon, Mathew\nto state universities.\nVassar, Emma Willard, Alice Freeman Palmer, and others who gave their\nimpress to women's education. They sowed the seed, we are today reaping\nthe increase.\n\nAs we look at the subject of education for women in the light of the\npresent, we know instinctively that the great opportunity lies in the opening\nof the many doors to women.\nof the world.\n\nThis is the first hour in history for the women\n\nThis is the woman's age!\n\nAt last, after centuries of dis-\n\nwomen are coming into the labor and festival\nTo meet this challenge of opportunity,\nof life on equal terms with men.\nto train women to go up and possess the land, is the great heritage of our\nWhen history, now being made, is written, one fact which the\ncolleges.\nabilities and discriminations,\n\nhistorians will dwell upon, if we mistake not, will be this emancipation, this\n\nseemingly sudden coming of women into their own.\n\nMen are today, not\n\nonly turning to women for advice along practically every line, but saying,\n\n\"This is your work, do it.\"\n\nAre women to meet this opportunity haphaz-\n\nardly with loss of effort and a personal loss to themselves of those things\n\nwhich are a woman's greatest possession, or are they to bring to the task\ntrained intellects, calm, tolerant spirits, and a broad outlook upon life with\nits privileges and opportunities ?\n\nWe always find that every far-reaching\n\nevent or epoch imposes a great responsibihty upon our educational forces.\nObviously, if this vision is to be even glimpst, our colleges must stamp\n\nupon those who enter her doors a personal character and power which will\nset into action currents of influence as boundless as life itself.\n\nThe call today is for women who are accurate and sincere thinkers.\nIs it not about time that we strike down that arch-enemy called inaccuracy ?\n\nColleges can demand and insist upon an accuracy of preparation in the\n\nclassroom, and an accuracy of speech and thinking.\n\nIntuitions, conclusions\n\nquickly reacht and not substantiated, emotions uncontrolled, are not\n\nour only birthright!\n\nSincere thinking will strike a blow to the theory that\n\na college education for women is measured by abiHty to make a Kving.\n\nNot long ago we heard a well-known educator give this as the desired aim.\nWhat a sordid aspect to give a thing as enobling as work! But rather will\nnot the question be askt and insisted upon. What is my own individual\ncontribution, what can I bring to life which is my own, what is my method\nof approach and the line of attack where\n\nmy personality, my ambitions,\n\nThese questions answered satisfactorily, it is evident\nthat the many avenues of service needing women's attention in and out\nCommunity and civic problems\nof the home will not go unanswered.\nwill be undertaken willingly, suffrage will be assumed as a matter of high\n\ncan be best exprest ?\n\n"}
{"page": 529, "printed_page": null, "text": "-\n\nPLACE OF INSTITUTION FOR WOMEN\n\nSuperintendence]\n\nprivilege,\n\n513\n\nand social standards, now woefully undefined, Will be given a\n\nstatus.\n\nAnother demand which the present open door intensifies is that incen-\n\nThe moral situation of this country\nThere seems to be an increase of irreligion, skepticism,\n\ntives be moral as well as intellectual.\nis\n\nnot assuring.\n\ntainted social status, and disorganization quite enough to distract the\nits high purpose.\nWhat will avert it?\nWhat will establish the faith of the people on solid ground? What will\n\nnation from the achievement of\n\nwithstand this mass of irresponsibility that is gathering to thwart the high\n\npurpose of the Republic ?\n\nThe answer is, the adoption of a constructive,\n\nnot a destructive, policy.\n\nWhat is the strongest constructive force today ?\n\nEducation.\n\nWell and good.\n\ntion, giving to it\n\nTherefore w^e should improve our educa-\n\na strain of spirituality that will change the habits and\n\nuplift the thought of the coming generation.\n\nKnowledge, science, mathe-\n\nWe shall have to do something vital and\n\nmatics, skill, will not answer.\n\nmen and women, and the\ndevelopment is placed at the door of our\n\nurgent to enoble the ideals and aspirations of\n\nburden\n\n—nay, privilege—\n\ncolleges.\n\nof this\n\nAre we looking well to our spiritual defenses ?\n\nThis war, terrible and costly as it is, spells opportunity to our educational institutions for women.\n\nAs a result of this holocaust a great restOne may say that this restlessness is\nnot felt by the women as by the men. I beg to differ. Our men have, to a\ngreat degree, their course mapt out for them. They have either volunteered\nlessness is upon our college women.\n\nor are waiting to be called, while our women are facing the disappointment\n\nWhat do they do ? Sit\ndown, fold their hands, and cry out aganist an autocracy that makes this\nof all inherited and traditional longings and plans.\n\ncondition possible?\n\nNo!\n\nDo they not rather accept the conditions and\n\nrise to the occasion by finding an expression of their individuality as efficient\n\ncontributors to the work of the world ? The spirit of high privilege with\nwhich our young women are meeting this issue shows their innate worth,\nintensifies our respect for them, and augers much for the future.\n\nThe war has given all students a new attitude toward college life. Their\nThey are sensing the utter\ninconsistency of extravagance and easeful living, hence a wave of economy\nseriousness of purpose we have toucht upon.\n\nand adopting of mottoes such as \"No frills and fripperies.\" Dances are\nbeing given up and simple entertainments, calhng for initiative and an\nexpenditure of time and thought, are supplemented.\nCollege Red Cross auxiliaries and chapters with their knitting and\nsurgical-dressing departments\narticles sent across to\n\nhave greatly swelled the\n\nour armies.\n\ntotal\n\noutput of\n\nNow that the call has come to stop\n\nknitting and aid in tilling and harvesting the fruit and grain, college agricultural units will be quite generally organized.\nThis changed and broadened attitude toward work will do much to remove the stigma of smugness\n\nand self-sufficiency which has been brought\n\n—and perhaps justly—against\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n514\n\n[Atlantic City\n\nwomen. It has been bought with a terrible price, but thru\nwar women have come into their own as citizens pledged and\nconsecrated to democracy of living, democracy of work, and democracy\ncollege\nthis\n\nof ideals!\n\nThe college war course now being offered our young women augurs much\nfor woman's future training vocationally.\n\nThat she must of necessity go\n\ninto many new and untried vocations, taking her place industrially and eco-\n\nnomically as a wage-earner and contributing agent, no one will deny.\n\nThe\n\nwoman of today needs, as never before, the background of a cultural education and, too, she needs to have added to this a preparation and equipment\nfitting her to do a special piece of work and do it well.\n\nIn short, our colleges\n\nhave to increase, not decrease, vocational courses. Colleges offering\nsuch courses are well to the front today, and colleges not offering these\ncourses are, because of the war exigency, changing their policy. It is interesting to note that home economics and business courses are being given\nThe average\nin schools which formerly have had no work in these lines.\nwar courses are business, hygiene, social science in war times, and home\nwill\n\neconomics.\n\nA list of typical war courses in and outside the curriculum,\n\ntaken from the recent reports of the colleges, is\nless\n\n:\n\nLand line telegraphy, wire-\n\ntelegraphy, automobile mechanics, nautical astronomy, navigation,\n\nelementary nursing, first aid, principles of war relief, draftsmanship, medical\nlaboratory method, map-drawing, home economics, industrial chemistry,\n\nfarm management, surgical dressings,\n\noffice\n\nroutine,\n\nand a course\n\nfor\n\nteachers of occupational therapeutics.\n\nWomen are being trained as dental\n\nhygienists, constructive recreation\n\nbeing strest, and the engineering\n\nis\n\ndepartment in several universities shows enrolment of women. In what\nHistory is being made too rapidly\nlines colleges are yet to go is unknown.\neven to venture a guess.\n\nAt any rate, judging from the great stride made\n\nin coordinating life in academic walls with life outside and \"over there,\"\n\nthe colleges will not be behind, but rather in the vanguard of real\ninitiativeness and usefulness.\n\non\n\nThe way in which our educational institutions for women have built\ntheir foundations and met their opportunities for development and\n\nleadership makes us sanguine as to the reconstruction period after the war.\n\nThen our educational theories and systems are to be tested as they have\nnever before been tested. College life must now and hereafter be a satisfying portion to our young men and women and must wield an influence\ngreater than ever before, because we shall think in terms of world-democracy\nand internationalism.\n\nMay we not count it as one of life's compensations that we bear the\nname of ''teachers\" and have a share, small as it may be, in shaping\nthe destiny of college women, who are the potential mothers and\nleaders— economically,\ngeneration ?\n\nindustrially,\n\nand\n\npolitically\n\n—in our day and\n\n"}
{"page": 531, "printed_page": null, "text": "Superintendence)\n\nPLACE OF EDUCATIONAL FOUNDATION\n\n515\n\nTHE PLACE OF THE EDUCATIONAL FOUNDATION\n\nC.\n\nCLYDE FURST, SECRETARY, CARNEGIE FOUNDATION,\n\nNEW YORK, N.Y.\n\nThe educational foundation is an agency of democracy which finds for\nits work in each country means growing out of the national civilization and\n\nadapted to the national environment.\n\nThese foundations are the product\n\nof large private fortunes which in other countries have been used generally\n\nto perpetuate family pride\n\nand power.\n\nTheir extensive use for philan-\n\nAmerican and democratic. The\nfoundations represent a distinctive effort of our people and our time to deal\nwith problems peculiar to our civilization, in the form of a representative\nthropic purposes\n\nis\n\ncharacteristically\n\norganization completely responsible to public opinion.\n\nThe Carnegie Foundation for the Advancement of Teaching, which was\nincorporated by Congress in 1906, administers the income of two endow-\n\nments.\n\nThe one, of fifteen million dollars, is devoted to the payment of\n\nretiring allowances to college professors and of pensions to their widows in\n\nthe United States, Canada, and Newfoundland. The other, of a million\nand a quarter dollars, is devoted to the study of educational problems\nthruout the United States and Canada and to publishing the results of such\ninquiries.\n\nThe efforts on the part of the foundations along the Unes of pensioning\nteachers and studying educational problems from a national rather than a\nlocal standpoint have been more than welcomed\n\nby the great majority of\n\nschools, colleges, universities, and educational organizations.\n\nFor example,\n\nthe Foundation has just completed its fourth report to the Committee on\n\nPensions of the National Education Association, having\n\nfirst\n\npresented\n\ndata concerning all existing systems of pensions for teachers, then a study\nof these systems, then a\n\nsummary of pension principles, and finally a\n\ndefinite plan for a teachers' pension system which includes all of the fea-\n\ntures that have proved to be desirable.\n\nOn the other hand, it has been\n\nsuggested occasionally that such agencies are not desirable, that they interfere with the free\n\ndevelopment of the teaching\n\ninstitutions,\n\nthat their\n\nseparation from local interests is harmful rather than helpful.\n\nThose who derive\n\ntheir information concerning\n\nthe studies of the\n\nCarnegie Foundation from the newspapers only naturally desire to know\n\nmore about it. The Foundation, they say, is an endowed agency conducted\nby a self-perpetuating board of twenty-five trustees, mostly university and\n\nwho intrust their administration largely to executive\nThey conduct their Foundation under a charter which excludes\nfrom participation in its pensions institutions that are controlled by religious\ncollege presidents,\nofficers.\n\nbodies.\n\nIs it not likely that\n\ndenominational colleges\n\nmay be tempted\n\ninto an insincere position in order to secure the benefit of these pensions ?\nIs it not possible that the college professor's expectation of a pension may\nrestrict the freedom and independence of his opinions ?\n\nWill not an agency\n\n"}
{"page": 532, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5l6\n\n[Atlantic City\n\nseparated from teaching bodies and out of touch with local needs exercise\nan undue influence upon colleges and universities? In fact, has not the\nCarnegie Foundation already undertaken a somewhat arbitrary enforcement\nof college and university standards ?\nFinally, if there is to be an educational agency which scrutinizes institutions and studies conditions thruout\nthe country and publishes reports concerning them, should not this be a\ngovernmental agency, not one conducted by a self-perpetuating board of\ntrustees, which is the holder of an endowment from a single individual?\nThese are thoughtful questions which deserve adequate answers.\n\nThe articles of incorporation and all the reports of the Foundation show\nclearly that its endowment can provide pensions for only a small minority\nof the college teachers of the country, and that by the terms of the gift only\n\nsuch colleges can be askt to share in these pensions as apply no test of a\nreligious character in the choice of their trustees, officers, or teachers.\n\nSince most of the colleges of the country are related legally to religious\n\ndenominations in one way or another, it has been clear from the beginning\nthat they cannot expect to share in the financial benefits of this endowment.\n\nA few institutions—seven of the seventy-four associated with the Foundation\n\n—have changed from denominational to undenominational charters. Most\nof these changes were in progress when the Foundation came into existence.\nThe form of the Foundation's charter has prevented at least an equal number of colleges from making such changes, thru fear of being considered\ninsincere.\nThe great body of church colleges, both Protestant and Catholic,\nand the various denominational bodies have expected nothing in the way\nof pensions and have shown, on the other hand, the greatest readiness to\n\ncooperate with the Foundation in its study of educational problems and\nin its efforts for the improvement of educational conditions.\ntion,\n\nThe Foundaon its side, has made every effort to show that the denominational\n\nrestriction in its charter relates, not to religious belief, but simply to a form\nof college government.\n\nThe apprehension that the professor might be influenst in his attitude\nby his expectation of a pension rests upon two misapprehensions: First,\nas to the method of administration, the teacher in the associated colleges\ndoes not deal with the Foundation; he deals entirely with his college and\nreceives his retiring allowance from the college precisely as he receives his\n\nThe second misconception concerns the character of the American\nNothing would so arouse, and so justly\narouse, his opposition as any effort, however indirect, to control his opinions\nabout education, college administration, or any other subject. The sole\nsalary.\n\ncollege or university teacher.\n\nopportunity that the foundations have of influencing the judgment of\nteachers is thru their publications, and these have weight only as they are\nsound and prove in the end to be wise.\n\nWhen the foundations accept invitations to undertake educational\ninquiries they associate with\n\nthem the men whose experience and knowl-\n\n"}
{"page": 533, "printed_page": null, "text": "Superintendence]\n\nPLACE OF EDUCATIONAL FOUNDATION\n\n517\n\nedge are believed to be of the greatest value in the particular field of study.\nUsually these are teachers who are granted leave of absence for the purpose\n\nby their universities or school systems.\n\nThe group thus formed, after\n\nextensive studies in the field, together with the small permanent staff of the\n\nfoundations,\n\nsit in\n\nconference with college and normal-school faculties,\n\ntrustees, superintendents of education, state and city officials,\n\ntional boards, professional and business men\n\n—in short, with\n\naid in the solution of our complex educational problems.\n\ndenomina-\n\nwho can\nOut of this conall\n\ntact, over studies made on the ground, there come, in the course of\n\nweeks\n\nor months, conclusions which may not be final, but which probably repre-\n\nsent the best consensus of opinion that can be reacht at the time.\n\nThe\n\nlocal participant in such conferences is aided by the judgment of the man\n\nwho is free from local traditions and local interests. The man from a distance has his conceptions modified and made practical by his intercourse\nwith the man on the ground.\n\nIn their patient, sympathetic, and intelligent\n\ncooperation lies a large possibility of good.\n\nIn addition, there is an advantage both for the local institution and for\nthe country at large in the entrance of agencies which, while they seek to be\n\nsympathetic and fair, need not be afraid.\n\nSome of the conditions in educa-\n\ntion in our country have been and still are wretched.\n\nSuch conditions are\n\noften suffered in silence because of the thoro organization of alumni, the\nrivalry between state and endowed colleges, and the fear of offending local\ninterests.\n\nMany of the actual facts concerning education will never be\n\nmade known until they are brought to light by intelligent, sympathetic, but\ncourageous, outside agencies which have the money to make studies, with\nthe necessary time and care, and which do not fear to publish the results.\nIt would seem scarcely necessary to speak of the educational foundations in connection with political influence, but this question also has been\nraised.\n\nThose who are famihar with political activities must find con-\n\nsiderable humor in the suggestion that a legislature or other representative\n\nbody may be over-influenst by the ideas of a corporation bearing the name\nof a prominent philanthropist.\nThe studies made by these foundations\ncan achieve their results only by a slow process of public education.\nThere is some misapprehension concerning the relation of the Carnegie\nFoundation to college and university standards not to those ideals of life\nand conduct that colleges seek to inspire, but to those objective tests that\ncolleges must maintain in order to carry on their work, such, for example,\nas the standards of admission, examination, and promotion.\nWith the\n\n—\n\nfixing of such standards the Carnegie Foundation has little to do.\n\nThey\n\nare set up and administered by college faculties and by various boards.\n\nThe Foundation has never attempted to dictate to any college what its\nstandards should be. It has, however, endeavored by bringing such\nmatters into public discussion to urge that these standards be reasonable\n\nand be honestly administered, and it has not hesitated to call attention to\n\n"}
{"page": 534, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n5 18\n\n(Atlantic city\n\nthe discrepancy that has often existed between the standards announst by\n\na college and those that it has actually used in practice.\nThere has been some fear lest a central agency dealing with education\n\nmight interfere with the independent life of other institutions. Such an\nargument rests upon a failure to distinguish between independence and freedom. Only by placing itself upon an isolated island could an institution\nlike a university have absolute independence; in an American commonwealth its freedom is limited by the rights and the interests of other instiAs a matter of fact, the college and the university have interfered\ntutions.\nin very arbitrary fashion with the secondary schools; and it is only within\nrecent years and thru the pressure of public opinion, aided to a considerable\n\nextent by the foundations, that they have come to consider seriously their\nduties toward these schools.\n\nIn the long run the universities, the colleges,\n\nthe schools, and the educational foundations will find their true relations,\n\nand each will attain the full measure of freedom to which it is entitled.\nis\n\nIt\n\nin such freedom, not in complete independence, that the problems of a\n\ndemocracy must be wrought out.\nThere is one other doubt which may remain. The Carnegie Foundation\nadministers at the same time a Pension Fund and a Division of Educational\nInquiry. Will it not use the Pension Fund to help out an educational\npropaganda ? Will it not approach the needy college with a pension in one\n\nhand and an educational prescription in the other ? It is perhaps true that\nan exceedingly brief influence might be gained by using pensions as a bolster\nHow small a role such a program could play,\nfor an educational program.\nhowever, will be realized by recalling that there are a thousand colleges\nand universities, hundreds of normal schools, and fifty state and provincial\nsystems of education in the United States and Canada. The Carnegie\nFoundation has some educational relation with most of these. It can pay\npensions in a very small minority. For the great number of colleges and\nfor all normal schools- and state and provincial systems of education no\nquestion of granting pensions arises. The Foundation's contribution to\nthe great army of teachers, so far as pensions go, is in the development of\nthe pension idea.\n\nAny funds that the foundations may have to distribute\n\nare but a drop when compared with the country's annual expenditure for\n\neducation.\n\nThere is an even more conclusive reason why the Carnegie\n\nFoundation has not coupled its pensions with educational propaganda. It\nhas no educational propaganda; no educational system to propose; no\nspecific to recommend.\n\nIt hopes merely to help in the illumination of the\n\ncomplicated problems upon the correct solution of which depends our future\nwelfare and happiness.\nFinally, it may be askt, if there are to exist agencies viewing education\n\nfrom the standpoint of the whole nation, dealing with education as one thing\nand not as a chaos of divided and unrelated things, publishing reports which\nhave to do with the universities and colleges and school systems of the\n\n"}
{"page": 535, "printed_page": null, "text": "VIEW OF ENTIRE SITUATION FROM OUTSIDE\n\nSuperintendence]\n\nvarious states\n\n—ought not such an agency be governmental\n\n?\n\n519\n\nShould not\n\nsuch a function be exercised, if it is to be exercised at all, by the office of\nthe United States Commissioner of Education ?\n\nThe answer is clear.\n\nNo\n\nprivately endowed institution can ever take the place of a national bureau\nof education.\n\nAny privately endowed foundation which conceived of its\n\nfunctions in such terms would be doomed to ignominious failure.\n\nEvery-\n\none knows, however, why a governmental agency cannot at this time report\ncritically on universities and colleges and systems of public education.\nThe support and control of all of our governmental bureaus, including the\n\nBureau of Education, is political.\n\nA few years ago that Bureau prepared\n\na report making comparisons between educational institutions of certain\n\nThe moment the nature of this report became known the local\n\nclasses.\n\nmany states appealed to their congressmen and senators,\nand they in turn to the President. The report was supprest. No such\nbureau can tell fully and frankly the facts about education in the various\ninstitutions in\n\nstates in such reports, for example, as the Carnegie Foundation's studies\n\non medical education and agricultural education recently publisht, or those\non engineering education, legal education, and the training of teachers\nwhich are about to appear all of them undertaken at the request and\nIt is\ncarried on with the cooperation of representative organizations.\nindeed anomalous, in a country where the prestige and the problems of\neducation are unparalleled, that education has no seat in the national\ncabinet, as it has in England, France, and Italy, but is relegated to a\nYet this remains the situation in spite\nseverely restricted minor bureau.\n\n—\n\nof all our efforts to better it.\n\nEntirely apart from this, however, privately endowed foundations,\nwhose trustees represent the whole country, will always be able to perform,\nas no government agency ever can, an important and indispensable public\nservice.\nIt is the essence of democracy that there should be, not only\ngovernmental action, but also private cooperation and initiative. We\nneed, not only a government Bureau of Public Information, but also the\nAssociated Press, not only state-supported, but also endowed, universities,\nnot only the Bureau of Education, but also the National Education Association and the educational foundations.\n\nD.\n\nTHE VIEW OF THE ENTIRE SITUATION FROM\nTHE OUTSIDE\n\nDON C. SEITZ, EDITOR, \"tHE WORLD,\" NEW YORK, N.Y.\nYour chairman gave me a very large contract when he assigned me to\ndiscuss the problems of the educational field in general.\n\nIt seems to me\n\ntho that education, like business, has become swampt with undue over-\n\nheads of cost in time and money\n\n—time taken away from children and money\n\ntaken away from the taxpayers.\n\n"}
{"page": 536, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n5 20\n\n(Atlantic city\n\nTo educate thoroly a young person under our present system takes\nfifteen years, including a college term.\n\nA period of eleven years for primary\n\nand high-school instruction, in view of what is accomplisht, seems out of all\nproportion to the necessities of the case. I would remedy this by a radical\nchange in our system of instruction.\nfirst needful\n\nTo open the door of knowledge, it is\n\nthat children should learn to read.\n\nI would therefore teach\n\nnothing but reading until every child in the class had acquired an ample\nvocabulary.\n\nI would extend the lessons to all forms of interest as rapidly\n\nas the vocabulary acquisition permitted.\n\nI should be very catholic in\n\nmy\n\nselections, and if I could not arrest a boy's idle mind in any other way I\n\n—\n\nwould feed him on dime novels anything to get a vocabulary. Having\nacquired the art of reading and an interest in what is read, I should next\ninstruct the pupil in the methods of communicating knowledge, to wit,\nwriting and spelling. A child would study nothing else until proficient.\nEvery pupil would recite and pass in separate review and be dealt with\naccording to his needs. Having thus acquired the means of understanding\nand of transmitting it, I would then turn to mathematics and teach nothing\nbut addition, multiplication, and division until the pupil was thoroly proficient.\nHe or she would then be equipt to acquire wider knowledge. Then\nI would give a thoro course in history and geography and call the task done,\nexcept for the exceptional. To this I would open the high schools for their\nready entrance, if they wished to go I would push no one in.\nI think that one of the reasons why education meets with so much\nresistance and is treated with so little respect is because it comes to the\npupil in the form of a task. It should be advertised as a recreation, as a\nmeans of wider enjoyment in the good things of life. Because people are\npoor or engaged in humble occupations is no reason why they should be\nshut out from the Hght of the world. Why should not a mechanic who\nruns a lathe in a machine-shop be able to enjoy Shakespeare ? Why should\na servant or a waitress in a restaurant be debarred from the great romances ?\nIt is just as sane as that poverty should be akin to dirt and that poor cooking\nshould ruin provisions when bought by the poor. It is a popular delusion\nsomehow that the enjoyments of life are only for the well-to-do, and it seems\n\n—\n\nto me that for this delusion the attitude of the educator is largely responsible.\n\nWe should simplify instruction, enhance its entertaining qualities,\n\nand broaden the mind of the average so that it can enjoy every opportunity\nthat is open to the fortunate, and rest the backs of the taxpayers.\n\nREPORT OF THE COMMITTEE ON ECONOMY OF TIME IN\nELEMENTARY EDUCATION\nYour Committee presents its third report of progress in Part I of the\nSeventeenth Yearbook of the National Society for the Study of Education.\n\nPrevious reports were presented in the publications of this Society, the same\n\nappearing as Part I of the fourteenth and sixteenth yearbooks.\n\n"}
{"page": 537, "printed_page": null, "text": "COMMITTEE ON ECONOMY OF TIME\n\nSuperintendence]\n\n521\n\nIn the three reports attention has been directed mainly to formulating\n\nupon the basis of research studies the minimal essentials in the various\nThe accompanying table summarizes\nsubjects of the elementary schools.\nboth the subjects of study which have been discust and the number of pages\ndevoted to each.\n\nFrom the table it will be observed that all the subjects of\n\nthe elementary curriculum have been considered from the standpoint of\n\nminimal essentials, with the exception of music, drawing or art, elementary\nAn investigascience or nature-study, and the manual and household arts.\ntion pertaining to the content of elementary science or nature-study has been\n\nalmost ready for publication for two years; likewise a study of art or drawing is almost ready for publication.\n\nConsiderable work has also been done\n\ntoward the determination of the minimal essentials in music, but this study\nNo investigation of the minimal content in the\nis not so near completion.\n\nmanual or household arts has been begun, so far as your Committee's work\nis concerned.\n\nSubject\n\nReading\nHandwriting\nSpelling\n\nLanguage, composition, and grammar.\nArithmetic\n\nGeography\n\nParti\n\nParti\n\nI9I5\n\n1917\n\nPages\n\nPages\n\nPages\n\n24\n17\n12\n26\n\n16\n13\n12\n26\n32\n\n46\n30\n24\n69\n67\n\n15\n\n6\n\nHistory\n\n30\n\nCivics\nLiterature\nPhysical education\n\nPart I\n1018\n\n17\n\n20\n13\n32\n27\n\nTotal\n\n19\n73\n27\n33\n20\n\nJudging from the quantity of the sales on each of the Yearbooks and by\nthe investigations modeled on those printed in the Yearbooks^ which are\n\nunder\n\nway in the departments of education of the normal schools and\n\nuniversities of the country,\n\nand by the effects which these reports have\n\nproduced in modifying courses of study, your Committee regrets that it\nhas been impossible to complete formulations on the subjects which have\nnot thus far been investigated.\n\nWe believe that as early as possible, either\n\nthru this Committee or some other agency, this department should further\n\nencourage the scientific study and investigation of the content essential in\nthe elementary curriculum.\n\nThe subjects thus far investigated should be\n\nextended, and studies should be arranged for immediately in those subjects\n\nnot reported upon thus far.\n\nIn closing its report before this department one year ago, the Committee\npromist that the following lines of work would be pursued with all earnestness during the year which closes with this meeting:\nI. Its effort\n\nto state the minimum content in the elementary-school subjects will be\n\nfurther extended by including geography, music, elementary science, and drawing, thus\n\n"}
{"page": 538, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n522\n\n[Atlantic City\n\ncompleting, as far as is possible, the work on the reduced content in the elementary-school\nsubjects, interpreting all its recommendations regarding content finally in relation to\n\neconomy of time.\n2.\n\nArrangements have been completed for starting the work of three committees in\n\nthe field of method.\n\nOne, in charge of W. C. Bagley, of the University of Illinois, will\n\nformulate the \"Objectives of Elementary Education on the Basis of the Minimum Content\nCoordinately, another committee, in charge of\nof the Elementary-School Subjects.\"\n\nFrank E. Thompson, of the University of Colorado, will formulate the \"Purpose of EducaAnother committee, consisting of Messrs. Bobbitt, Charters,\nCofifman, Horn, Kilpatrick, Stone, and Wilson, will take up the \"Minimal Essentials\" in\neach subject as they have been recommended in the fourteenth and sixteenth yearbooks\nand as they may be recommended in later publications, and endeavor to organize this\ncontent into the successive problems which should be mastered by the pupils from grade\ntion in Terms of Activities.\"\n\nto grade in each of the subjects.\n3.\n\nIn the field of organization we propose to start a committee to work at once, under\n\nthe direction of Dean H. L. Smith, of the University of Indiana, making a survey of the\nefforts being made above the sixth grade in this country which are resulting in the saving\nof time\n\nbetween the sixth grade and graduation from high school.\n\nThis survey will be\n\nmade in such way as to permit a quantitative report of the results of the survey.\n4.\nis\n\nAs soon as the report of the Commission on Reorganization of Secondary Education\n\navailable in printed form, we shall constitute the committee necessary to review the\n\nreport from the standpoint of the organization of the teaching content of each subject as\n\nrecommended, in such way as to determine where savings may be made.\n5. Arrangements have already been completed whereby a study will be made, under\nthe direction of George D. Strayer, of Columbia University, of the extension of school\ntime, both the day and the year, in relation to economy of time.\n\nThe progress in the first and second of these proposals is reported in\nOne hundred and fifteen pages are\n\nPart I of the Seventeenth Yearbook,\n\ndevoted to reporting the investigations. Eighty-nine pages are devoted to\nminimal essentials and 26 to the purposes of historical instruction in the\nseventh and eighth grades. In the further investigation of minimal\n\ntwo studies are concerned with the content of arithmetic, one\nwith geography, one with reading, one and a brief summary with English,\ntwo with civics, and one with history. The initial study on objectives in\nelementary education is a symposium on history organized and carried to\ncompletion under the leadership of Dr. W. C. Bagley. The symposium\nessentials\n\noccupies 26 pages and is concerned with the purposes of historical instruction\nin the seventh and eighth grades.\n\nAll of the studies of this Yearbook\n\nand of the preceding Yearbooks\n\ncontaining our reports are concerned with determining the materials which\n\nshould be incorporated in the course of study of the subject under investigation by finding out what people who are living and working successfully\n\noutside the school find need to be able to do, and by determining accurately\njust what information and skills they need to employ in doing their work\nsuccessfully.\n\nIn his study of \" Some Social Demands of the Course of Study in Arith-\n\n—\n\nmetic\" Mr. Mitchell gathers data from four sources a standard cookbook,\nthe pay-rolls of a number of factories, marked-down-sales advertisements,\n\n"}
{"page": 539, "printed_page": null, "text": "Superintendence!\n\nCOMMITTEE ON ECONOMY OF TIME\n\nand a general hardware catalog\n\n523\n\n—by which he proceeds to determine what\n\nthe character of arithmetic taught in the schools should be to enable persons\nto solve the problems which would arise from any of the four sources.\n\nHe\n\nfinds a great frequency of small numbers, especially of fractions and mixt\n\nnumbers.\n\nHe finds that the dozen as a unit of production and trade should\n\nbe taught and in connection therewith, that the aliquot parts of 12 should\nbe taught.\n\nIn her study on \"What Should Be the Minimal Information about\nBanking\" Miss Cammerer sought to learn what bank employes think that\nthe citizens of their community ought to know about banking. She mailed\nan inquiry to 50 bank employes and received 35 returns. She also submitted\nthe same inquiry to the parents of the children in the University of Iowa\nElementary School. There were 55 items in the inquiry, and the study\nreports the order of importance assigned each item by the total returns from\nthe bank employes and from parents. From the replies received as to what\nthe citizens of a community ought to know about each item a composite\nstatement showing what ought to be taught about each item was prepared.\n\nThe study closes with a bibliography containing 24 references.\nIn their study on \"The Determination and Measurement of the Minimal\nEssentials of Elementary-School Geography\" Mr. Branom and Mr. Reavis\nsummarized previous studies to determine minimal essentials in geography.\nEarHer studies have placed the emphasis almost exclusively on place\ngeography. This investigation holds that any list of minimal essentials in\ngeography that does not emphasize relational facts as well as facts of place\nis inadequate.\nThe investigators attempt to set up certain standards for\nthe selection of the facts which should be learned and for the relations which\n\nThe method of study is clearly set\nThe study closes with a completion test for the measurement\n\nshould be recognized and appreciated.\nforth thruout.\n\nof minimal geographical knowledge of elementary-school children.\n\nIn his study of the vocabularies of ten second-year readers Mr. Housh\ndetermines scientifically the vocabulary of ten second readers in common use\nin American elementary schools.\n\nHe endeavors to find a basis for measuring\n\nthe quality of readers, in so far as the vocabulary of these readers is a factor\nin determining their worth.\n\nThe study determines the entire vocabulary\n\nof each of the ten readers and their common vocabulary, then compares the\n\nvocabulary of the method and the content readers and shows by means of\nthe vocabularies the relations between these two kinds of readers.\nreaders used as a basis for the study, the method of procedure,\n\nThe\n\nand the\n\nresults obtained are set forth in detail.\n\nIn his report on \"Composition Standards in the Elementary Schools\"\nMr. Hosic shows the sort of composition scale which resulted from the\nselection of compositions of different degrees of excellence by the general-\n\njudgment process rather than by exact, scientific procedure.\n\nCompositions\n\nof each degree of excellence are printed for each grade.\n\nFollowing this\n\n"}
{"page": 540, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n524\n\n[Atlantic City\n\nstudy Mr. Hosic also summarizes ten recent investigations in the field of\nEnglish.\n\nMr. Bassett reports the results of an investigation of the content of the\ncourse of study in civics, his object being to determine what should be the\n\ncontent of the course of study in this subject.\n\nHe sought to find what are\n\nthe most significant and most persistent problems of the American people\n\nwhich seek solution from the machinery of government. As a basis for\nanswering his inquiry the investigator analyzed the national platforms of all\npolitical parties since 1832, the state platforms in non-presidential years\n\nsince 1889 in so far as they dealt with national issues, all the state platforms\nof the major parties in 1910, the platforms of the major parties in California,\n\nIndiana, and New York since 1850, all the platforms of the parties in Iowa\nsince\n\n1889,\n\nand the platforms\n\nof\n\none southern\n\nstate.\n\nThe method of\n\nanalysis, the classification of topics, and the results found are set forth in\ndetail.\n\nThe conclusions which seem justified by the study are summarized\n\nin two concluding pages.\n\nIn his study of the historical information essential for the intelligent\nunderstanding of civic problems Mr. Bassett seeks to discover what history\nis\n\nmost necessary\n\nmodern political\nThe study was based upon the same\n\nto the intelligent understanding of\n\nproblems, conditions, and activities.\n\nhypothesis as that used by Dr. Horn in his study reported a year ago in\n\nPart I of the Sixteenth Yearbook, on \" Possible Defects in the Present Content\nof\n\nAmerican History as Taught in the Schools.\"\n\nalong the same lines as was Dr. Horn's study.\n\nThe study is directed\nThe basis for the study\n\nand the method of procedure are set forth in detail, as are the results,\nwhich are carefully summarized in the concluding five pages of the\nstudy.\n\nA method of determining misplacements of emphasis in seventh- and\nis reported by Mr. Marston, Mr. McKov/an, and\nThe study is an addition to Dr. Bagley's \"Study on History\"\n\neighth-grade history\n\nDr. Bagley.\n\nreported in the Sixteenth Yearbook, and attempts to determine some mis-\n\nplacements in present-day and recent elementary history teaching.\n\nThe\n\ncriteria by which to measure present practices are clearly set forth.\n\nWhile\n\nit\n\nwas not possible to investigate all the materials now comprising the\n\ncontent of elementary history, a very limited area of the field was explored\nfor the purpose of testing the\n\nmethod of procedure.\n\nOnly the names of\n\npersons that are given prominence by 25 elementary textbooks in American\nhistory between 1765 and 1865 are subjected to investigation.\n\nThe method\n\nof the study is fully set forth, and the results and interpretations are reported\n\nin the concluding four pages.\n\nThe symposium on the ''Purposes of Historical Instruction in the\nSeventh and Eighth Grades\" carries an introduction and summary by\nDr. Bagley and brief papers on the general topic by Mr. Dealy, Mr. Ellwood,\nMr. Green, Mr. Hart, Mr. Snedden, Mr. Mace, and an anonymous contrib-\n\n"}
{"page": 541, "printed_page": null, "text": "COMMITTEE ON ECONOMY OF TIME\n\nSuperintendence]\n\nutor.\n\n525\n\nThe effort in the symposium is to formulate aims or objectives for the\n\nteaching of elementary history and to evaluate current aims and objectives.\n\nThe emphasis is upon ''what ought to be\" taught from the point of view of\nrealizing national ideals.\nIn the summary Dr. Bagley tersely states the\nconclusions which seem justified by the symposium.\nWith reference to the progress of the Committee on the Problem Organization of the Course of Study, Professor William H. Kilpatrick, of Columbia\nUniversity, will speak a few minutes later on this program.\n\nLikewise\n\nProfessor Ernest Horn, of the University of Iowa, will indicate the scope and\n\npurposes of the work of a committee, of which he is chairman, having in\n\nhand the formulation of a report on \"Economy in Learning.\"\nWith reference to further proposals of a year ago it should be said that\nProfessor Frank E. Thompson, of the University of Colorado, made a report\nof progress to the Committee on Economy of Time and Cooperating Investigators at their meeting in Chicago last October, but he has not yet completed\nhis formulation for publication.\n\nWith reference to the survey by Dean H. L. Smith, of the University of\nIndiana, of the efforts to save time in the schools of this country between\nthe sixth grade and the close of the high school, I wish to say that I fully\n\nexpected\n\nit\n\nwould be possible to include\n\nthis\n\nvery thoro and extended\n\ninvestigation with the other material in Part I of the Seventeenth Yearbook.\n\nUnfortunately, however, the study could not be completed in time to include\nit\n\nwith the other copy.\n\nArrangements are now pending v/hereby it will\n\nprobably be possible to issue it in some form so that the excellent service it\nshould render may be had immediately.\n\nTwo other formulations were received too late for printing in Part I of\nthe Seventeenth Yearbook.\n\nOne is entitled \"A Critical Summary of Courses\n\nand was prepared by Assistant Professor Hugh C. Pryor, of\nThe other is a formulation on the \"Course of\nthe University of Colorado.\nStudy in Agriculture and Nature Work,\" prepared by Mr. J. W. Myer, of\nthe State University of Iowa.\nBoth of these studies are being held with\nthe thought that there will be opportunity at an early date to provide for\nin Spelling,\"\n\ntheir pubhcation.\n\nFrom the addresses to be made later by Professor Kilpatrick and\nProfessor Horn it will be apparent to you that each is in charge of a piece\nof work which within the next year will result in a publication corresponding\n\nto the Yearbook containing the present report.\n\nThe various meetings of the Committee and considerable correspondence\nhave brought to light many other problems of great significance in relation\nto economy and efficiency in education.\nSome of these have already been\nassigned for study. With reference to others negotiations are under way.\nAll of\n\nthem and others not yet definitely defined should be attempted as\n\nquickly as persons can be interested who will attack them fundamentally\n\nand scientificallv.\n\n"}
{"page": 542, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n526\n\n(Atlantic City\n\nSuggestions from members of the department, or from any other educational source, with reference to problems\n\nand questions the Committee\n\nshould undertake to study will be cordially welcomed.\n\nH. B. Wilson, Chairman\nF. M. Hunter\nF. E. Spaulding\n\nF. E. Thompson\n\nO. I. WOODLEY\n\nECONOMY IN LEARNING IN RELATION TO ECONOMY OF\nTIME\nERNEST HORN, PROFESSOR OF EDUCATION, STATE UNIVERSITY OF IOWA,\nIOWA CITY, IOWA\n\nThe work of the Committee on Economy in Learning in Relation to\nEconomy of Time has been directed toward the achievement of economy\nthru a better selection of what is taught. The assumption has been that\nas far as the practical application of classroom work is concerned there can\n\nbe no economy in teaching a child something that he does not need to know,\n\nno matter how skilfully such material be taught.\nmittee has involved two things:\n\nfirst,\n\nThe work of this Com-\n\nthe thorogoing acceptance of the\n\npoint of view of social utility in curriculum making; and second, the substitution of scientific method for mere opinion in the actual selection of the\n\ncontent of the course of. study.\n\nIn subjects where the relation to life is\n\nobvious and where the data involved are relatively simple great progress\nhas been made.\n\nSuch subjects are spelling, writing, and arithmetic.\n\nIn\n\nother subjects, where connection in life outside of school is not so obvious\n\nand where the data involved are subtle and elusive, progress, while gratifyThere can be no doubt, however,\ning, falls far short of a completed solution.\nthat the Yearbooks in which these studies have been reported have had a\nprofound influence in stimulating superintendents in the reconstruction of\ntheir course of study.\n\nAfter one has solved the problem of economy in the course of study in a\n\ngiven subject, however, there remains the further problem of discovering\nthe most economical methods of teaching it.\n\nIt is this task to which the\n\nCommittee of Economy has been assigned.\n\nThere is already a great amount\nof experimental data in the field of learning, but there has so far been no\nclearing-house for these data.\n\nMuch of the material, too is in technical\n\nform, so that it must be workt over before it can be of much use to teachers.\n\nThe Committee proposes to digest this material and to formulate from it\nanswers to practical problems which arise in teaching certain prominent\nelementary-school subjects.\n\nThe problem of the Committee can be well\n\nillustrated by what is projected for economy of learning in spelling.\n\nAfter\n\n"}
{"page": 543, "printed_page": null, "text": ":\n\nSuperintendence]\n\nECONOMY IN LEARNING AND ECONOMY OF TIME\n\n527\n\none has decided precisely what words should be taught (apparently there\nare about 3500 of them) and in what grades these subjects should be taught,\n\nand has even made progress in the development of a scale for measuring\nefficiency in spelling, there is still left the problem of deciding how to teach\n\nthese words with the greatest economy.\n\nMany factors are involved, of\n\nHow many words should be taught per\nShall we teach rules in spelling ? How shall drill be distributed ?\n\nwhich I shall mention but a few.\nlesson ?\n\nWhat is the relative emphasis which should be given to drill on recall as\ncompared to drill on impression? How shall homonyms be taught?\nWhat imagery shall be used? What is the effect of calling attention to\nerrors in spelling ? What are the advantages or disadvantages of class as\ncompared with individual instruction ?\nbe dealt with ?\n\nHow shall extremely poor spellers\n\nShould syllabication be used ?\n\nused in spelling ?\n\nShould diacritical marks be\n\nShould words related in spelling difficulty be groupt or\n\nkept apart ?\n\nThese are but a few of the more important problems which must be\ntaken into account in developing an efficient method of teaching spelling.\n\nDuring the last ten or fifteen years there has been a very great amount of\ninvestigation of these and similar problems.\n\nIt is the plan of this\n\nCom-\n\nmittee to gather all of these data, digest them critically, and organize them in\n\na set of directions for teaching this subject.\n\nThe investigations which sug-\n\ngest economy in learning in drawing, music, arithmetic, beginning algebra,\n\nreading, and writing will be treated in a similar way.\n\nThe Committee has\n\nsent an inquiry to all the departments of education in this country asking\nfor publisht and unpublisht studies which have been made at these institutions.\n\nWhile the return is not complete, it is very gratifying.\n\nAs chair-\n\nman of the Committee, I wish to invite anyone who is interested to send\nin original studies on teaching these subjects.\n\nIf any worthy study is not\n\nincluded in the report of the Committee, it will be due to the fact that there\n\nhas been a failure on the part of someone to cooperate.\nResponsibility for summarizing these studies has been apportioned as\nfollows\nWriting, Professor Freeman, University of Chicago\nArithmetic, Professor Courtis, director, Bureau of Educational Research, Detroit,\n\nMich.\nDrawing, Professor Ayer, University of Washington, Seattle, Wash.\nMusic, Professor Seashore, State University of Iowa, Iowa City, Iowa\nReading, Professor Gray, University of Chicago\nSpelling, Professor Horn, State University of Iowa, Iowa City, Iowa\n\nThe Committee realizes the stupendous character of the task to which\nThe mere labor of gathering the data will be very\ngreat.\nThe data in many cases are not conclusive. The Committee,\n\nit\n\nhas been assigned.\n\nhowever, proposes to weigh these data and accept even partial evidence as\nbetter than nothing, and to work this material into a set of directions so\n\n"}
{"page": 544, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n[Atlantic City\n\nsimple that they can be followed by the classroom teacher.\n\nIn other words,\n\n'\n\n528\n\neach member of the Committee proposes to come to bat squarely as to the\nsolution of practical problems in teaching the subject to which he has been\nassigned.\n\nPerhaps no more than a tentative formulation can be expected\n\nin the report of this Committee, but it will be a non-technical, plain state-\n\nment of directions.\nhelpful.\n\nIt is hoped that this formulation will be immediately\n\nIt certainly should do much to encourage interest in this sort of\n\nwork.\n\nTHE PROBLEM-PROJECT ATTACK IN ORGANIZATION,\nSUBJECT-MATTER, AND TEACHING\nWILLIAM H. KILPATRICK, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nThe Committee on Economy of Time decided to bring into existence\na subordinate committee to study the problem of so modifying school practice as to utilize the child and the child's resources more effectively than\n\nhad been done in our customary practice. In particular this subordinate\ncommittee, for which I now speak, was charged to consider the proper place\nin school procedure of the act characterized by definite and conscious\npurpose on the part of the child. A considerable part of the American\nteaching body had already become familiar with the use of the problem as a\nunit of instruction in such studies as geography, and practice in many\nlocalities had already tended to justify the claims made in advance from\nThe Committee took this\ntheoretical considerations for such a procedure.\nas a beginning point, and sought to enlarge the conception to include the\nwider conception of the purposeful act in general as the basis for its study\n\nand formal report.\nA number of considerations support the choice of the purposeful act\nas the typical unit of school procedure.\n\nIn the first place the purposeful act\n\nthe typical unit of the worthy life.\n\nIn the worthy conduct of every walk\n\nis\n\nand department of life we conceive purposes, we weigh them in the light of\nIf we approve and will these\ntheir bearings, and we approve or disapprove.\npurposes, we proceed to plan and execute them. It is the purpose which\ngives unity and character to what we do.\nIf then the purposeful act be made the typical unit of school procedure\n\nwe are at one and the same time giving to education the quality of life and\noffering therefore the best preparation for after-school\n\nlife.\n\nIt has\n\nbeen\n\nincreasingly accepted among us that education should be considered as life,\n\nbut our practice has belied our words.\n\nIn the conception here advocated\n\nthe typical unit of life is made the typical unit of school, the two are thus\n\nmade\n\nidentical.\n\nEducation, then,\n\nis\n\nlife.\n\nOne\n\ndifficulty\n\nin accepting\n\npractically that education is life has been the fear that we should not also\n\nprepare for the best life after school.\n\nIf the suggestion here advocated be\n\nadopted, we need no longer entertain this fear; the child who has learned to\n\n"}
{"page": 545, "printed_page": null, "text": "—\nTHE PROBLEM-PROJECT ATTACK\n\nSuperintendence]\n\n529\n\npurpose rightly and to execute efficiently the purposes so made is the child\n\nwho is best equipt for the life he is later to lead in a democratic society.\n\nThe\n\npurposeful act from these considerations may well be made the typical unit\nof the school procedure which we seek.\nStill more, the purposeful act exactly utilizes the laws of learning.\n\nThe\n\nmakes ready the appropriate\nresponses, defines success, and accordingly by the satisfaction ensuing fixes\npurpose, acting as psychological \"set,\"\n\nas habit in the nervous organism the responses that brought success.\nthis\n\nIn\n\nway the knowledge and skill necessary to accompHsh the purpose is\n\nrendered available as impulse and is fixt as habit.\n\nby conscious purpose, the various steps are\ndevelopment\n\nMoreover, being directed\n\nin proportion to the child's\n\n—intelligently organized to the end in view; so that the\n\nlearning as a whole\naction.\n\n—\n\nis\n\npragmatically organized for further most efficient\n\nThe agent's set or attitude is recognized by competent psycholo-\n\ngists as exactly the element needed to push the action thru to completion\n\nand at the same time to fix the responses as relatively permanent possessions\nof the individual's character.\nThe attitude needed for both these ends is\nexactly provided by the element of purpose upon which we are here insisting.\nBut I can almost hear some of you protest that I am proposing to weaken\nthe moral fiber of our children, that child purposing means following the\nline of least resistance.\nIf time allowed, nothing would please me more than\nHowever, I recognize\nto enter upon the argument, in spite of its intricacies.\nthe wide difference that intervenes between the worst of bad purposes\nand the best of good purposes, and have no notion of leaving the teacher\nimpotent before childish inclination. Some of the child's purposes are good\nand wholesome and educative, others just the reverse. It is the teacher's\nduty, as I conceive it, on the one hand to rule out the bad purposes\npeaceably if he can, forcibly if he must and on the other to start those\nwholesome purposes which we altogether approve. But I am not content\nwith this negative defense. I dare assert that no other type of school\nprocedure so adequately provides the conditions for good character growth\nas does procedure based on purposeful acts.\nOur ordinary school, so far\nas it excludes the element of purpose on the part of the child, exactly\nexcludes the conditions under which moral character is best developt. It\nis little wonder that the American citizen is too often selfish and wrongly\nindividualistic in his attitude and conduct.\nOur schools could hardly have\n\n—\n\nbeen arranged more effectively to produce in him exactly this result.\n\nTo\n\nexpect a child to gain self-control by denying to him the opportunity to\nexercise responsibility is like expecting him to learn to swim out of water.\n\nThat the result is no worse is probably because our pupils have been so little\naffected by the natural tendencies of our stupid methods.\nNor am I\nspeaking merely from my own imagination.\n\nMany skilful teachers all over\n\nthis country are able to testify to the changed moral attitude that accom-\n\npanies the wise use of what I am here advocating.\n\nInstead of being a weak\n\n"}
{"page": 546, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n530\n\n[Atlantic City\n\npoint in the program we propose, the moral-character aspect is one of the\n\nThe purposeful act under wise guidance amid a social\nenvironment makes for the building of exactly that strong and resourceful\nstrong points.\n\nmoral character which democracy so much needs.\nIt may help us to see the practical workings of the proposed procedure\nif\n\nThe comwhere the purpose is to embody in\n\nthe various types of possible purposeful acts be considered.\n\nmittee distinguishes four types:\n\n(i)\n\noutward form some projected aim or end, as when a girl purposes to make\na dress or to write a letter, or a group of children purpose to present a play\nor to organize a debating club;\n\n(2)\n\nwhere the purpose is to enjoy some\n\n(esthetic) experience, as when a child asks for a story or purposes to read\n\nRobinson Crusoe, or an older person arranges to go to the opera or to see a\nsunset;\n\n(3)\n\nwhere the purpose is to straighten out some intellectual diffi-\n\nculty, to solve some problem, to understand, for example, how an electric\nbell rings; (4) when the child purposes to acquire some item or topic of\nknowledge or skill, or to attain some degree of proficiency in some skill.\n\nIn a measure each of these has its own specific procedure, an analysis or\nscheme of its typical process.\nIt is unnecessary for me to say that the proposed remaking of school\n\nprocedure on the basis of the purposeful act involves far-reaching modification of current practice,\n\nformidable.\n\nand that the attendant difficulties are indeed\n\nIt is of course true that the better kindergartens and graduate\n\nseminars already approximate the plan here proposed, as well as do the\nfruitful pre-school period of childhood, the life-work of our more successful\n\nmen, and the general out-of-school life of young people. Probably most\nof my hearers would admit that their own most valued achievements fall\nalso in line.\nWhat then shall we do ? Shall we refuse to go forward because\nof the difficulties that confront us ?\nThe Committee has no mind to advocate any hasty, wholesale abandonment of what is now working. On the\ncontrary, it feels that modifications must be made gradually. The very\nworking procedure for utilizing the purposeful act is yet in large measure\nto be devised, altho some successful beginnings have been made.\nIt is here\nthat the Committee's work enters.\nIt has been arranged that the Committee, in connection with the\nNational Society for the Scientific Study of Education, shall publish by the\nnext meeting of this body a yearbook on the purposeful act and its practice.\nAs at present proposed, the yearbook will consist of three parts: (i) A small\nbody of theory stating in somewhat greater detail the ideas I have tried to\n(2) a collection of actual instances of schoolroom activities\nwhich to a greater or less degree illustrate the ideas here advocated; and\n\nsketch above;\n\n(3) critical comment upon the reported instances so as to disclose wherein the\nCommittee conceives that the instances do and do not illustrate the theories\nadvocated. It is hoped in this way to get before the American public for\nstudy and criticism the conception of the purposeful act and its workings,\n\n"}
{"page": 547, "printed_page": null, "text": "1\n\nSCHOOL PRACTICE AND ECONOMY OF TIME\n\nSuperintendence!\n\nat least as conceived by the Committee.\n\n53\n\nThe enthusiasm of those who\n\nhave tried the plan, corroborating as it does the theoretical considerations\ninvolved, leads us to hope that the purposeful act may serve to utilize more\nfully than has our practice hitherto the almost boundless resources of the\n\nnatures committed to our care.\n\nSCHOOL PRACTICE AS AFFECTED BY TEE REPORTS OF THE\nCOMMITTEE ON ECONOMY OF TIME\nC.\n\nN.\n\nKENDALL, COMMISSIONER OF EDUCATION, TRENTON, N.J.\n\nWhy is economy of time in our educational processes not merely\nof growing importance?\nWhy should our efforts in\n\nimportant, but\n\nthese processes be, not only intelligent, but increasingly so?\n\nHere are\n\nthree answers:\n1.\n\nThe lessons of the past three and a half years teach us that democThe school is the instrument\n\nracy must be fit, competent, and intelligent.\nto bring this about.\n\nThe responsibilities of education have increast enormously in the\nIf anyone does not believe this let him compare the\nnumber of topics on the program of this meeting with the topics discust\n2.\n\npast generation.\n\nat the midwinter meeting in 1898 in Chicago.\n\nHe is blind to the signs of\n\nthe times who does not see this.\n3.\n\nThe time is short in which to carry out this greatly enlarged school\nThe school year and school day have not been lengthened in\n\nprogram.\n\nproportion to the increast activities of the schools.\n\nChildren are actually\n\nin school not more than one hour out of six when they are awake, giving\n\nThese facts should cause us all to welcome\nany study or investigation which may correct our practices.\nOne is struck in reading the Yearbooks with the modesty of their claims.\nThey are, not final, but indicative. To them an ambitious superintendent,\neach child ten hours for sleep.\n\nor principal, or teacher\n\nmay resort for guidance.\n\nThe number of such\n\nsuperintendents, principals, and teachers is increasing.\n\nThese investigations cover a wide range.\n\nThey point the way to the\n\nright choice of material, to the most appropriate age when children should\n\nreceive certain types of instruction, to right methods of teaching, to plans\nfor\n\nmeasuring the efficiency of teachers, and to the relation of years of\n\nexperience in teaching to efficiency in teaching.\n\nThe Yearbooks deal chiefly with practical questions.\nthem: The place of silent reading.\n\nwhen and how much ?\n\nIf so,\n\nOr shall we go on with the old traditional method\n\nof universal oral reading?\n\nhttle attention other\n\nHere are some of\n\nIs it worth while to practice it ?\n\nThis question of silent reading has received\n\nthan that of personal opinion or guessing about it.\n\nWhat means may be employed to find out the comparative merits of the\ntwo plans?\n\nThe Yearbooks attempt to give us an answer by means of\n\n"}
{"page": 548, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n532\ninvestigation\n\n(Atlantic City\n\nThe facts indicate that the fourth, fifth, and\n\nand testing.\n\nsixth grades are the time when this sort of teaching should be strest.\n\ndepends, of course, upon method and material.\n\nMuch\n\nHere then is a contribu-\n\ntion to the solution of a problem which is found in practically every school-\n\nroom in America.\nOne way of teaching penmanship shows as good results in fifty minutes\nof time devoted to it in a week' as another in a\n\nhundred minutes.\n\nWhy ?\n\nResults in penmanship in Grade V in one system are shown to be as good\nas results in\n\nGrade VII in another system.\n\nhowever, is used in each.\nis\n\nwaste\n\nThe same amount of time,\n\nWhy this difference in results ?\n\nHere evidently\n\n—a waste which may be eliminated and ought to be eliminated\n\nif\n\neconomy of school time is desirable.\nInvestigations of the words to be taught in spelling are common now\n\nthruout the country.\n\nProgress has been made here.\n\nWe need, however, to\n\ngive more attention to methods in teaching this subject.\nteaching.\n\nTesting is not\n\nThousands of teachers have not learned this fact.\n\nThe Yearbooks are rich\nneeds regarding arithmetic.\n\nand business\nAs in spelling, so in arithmetic progress has\n\nin suggestions as to the social\n\nbeen made in modernizing the nature of instruction.\nYearbooks have helpt in improving English gramniar.\n\nIt appears that\n\nthe time spent on infinitive construction, participial phrases, voice, and\n\nmood, is largely wasted if correct usage in speaking or writing is our aim.\nHere then are contributions made by these Yearbooks to better teaching in five of the so-called fundamental subjects in elementary schools.\nThese subjects consume by far the greater part of the time in our modern\nelementary programs.\n\nHow to bring about economical teaching in these\n\nfundamental subjects is a question which the Yearbooks attempt to answer\nbut they do not pretend to answer these questions in full.\nAll these investigations may be carried on by teachers themselves or by\ntheir aid.\nThey promote the growth of teachers; they create interest where\nthere was, perhaps, little interest before;\n\nthey cause teachers to analyze\n\ntheir own work.\n\nA body of teachers is fortunate whose superintendent plans for teacher\nself-investigation.\n\nthan good.\n\n—\n\nThe effect of this upon schools cannot be otherwise\n\nTraditional methods of teaching, traditional things to be\n\nthese must give an account of themselves under scrutiny.\nremember well the interest and enthusiasm of a group of teachers\nwhom I happened to meet by chance in a railway station. Some of these\nteachers were in the early twenties. A new superintendent had come to\nthe town who had begun work in tests and measurements, the teachers\nThe enthusiasm of these teachers about testing their own\ncooperating.\nwork was fine to see.\nAn observation not set down in the Yearbook is this: The more\nteachers are taught to measure their own work the better; the more\n\ntaught\nI\n\n"}
{"page": 549, "printed_page": null, "text": "COMMITTEE ON PUBLICITY\n\nSuperintendence!\n\n533\n\nthey can take part in these tests the greater their personal growth and\ninterest.\n\nOne other observation.\n\nThere is a danger that teachers—particularly-\n\n—\n\nyoung teachers may work for good results in objective measurements\nand ignore the need of spiritual results, which are or should be a result of\nall teaching.\n\nOne superintendent voices this caution in the Yearbooks.\n\nPerhaps our leading psychologists who have done much to promote a\nscientific\n\nstudy of education, and some of whom have contributed to the\n\nYearbooks, may in the future evolve methods of testing these large values\nin teaching.\n\nhave attempted to speak of only a few of the large number of subThey are worth while. No superintendent of\nschools who becomes familiar with their contents can fail to be more\nthoughtful concerning both methods of teaching and school administration.\nI\n\njects in these Yearbooks.\n\nREPORT OF THE COMMITTEE ON PUBLICITY\nThe Committee on Publicity was created at the last meeting of this\ndepartment as one of three committees to carry out in detail the recommendations of a report which dealt with certain problems of school administration, especially the problem of the relation of superintendents and\nboards of education to one another and to the communities which they\nserve.\n\nPublicity of a perfectly definite type, therefore, and only of one\n\ntype, was intrusted to this Committee.\n\nIt was our duty under the action\n\nof this department to work out a plan designed to bring together and dis-\n\ntribute information\n\non the administration of public schools with special\n\nregard to the performances of superintendents and boards of education.\n\nYour Committee set up a plan and has given it some trial during the\npast year.\n\nIt now begs leave to report the plan, to ask for its approval,\n\nand to recommend that provision be made for the vigorous prosecution of\nthe activities which it has initiated.\nThe plan provides a method, first, of collecting material which is legitimate news matter, and second, of distributing this material.\nIn order to facilitate the collection and distribution of news material,\nthe Committee divided the United States into ten districts, each centering\nroughly around the residence of one of the members of the Committee.\nEach member of the Committee then entered into correspondence with\nsuperintendents in his or her district. This correspondence was in the form\nof letters, all of which included the following general introduction:\nAt the meeting of the Department of Superintendence in Kansas City provision was\nIt is the duty of this Committee to take whatever\n\nmade for a Committee on Publicity.\n\nsteps are possible to bring to the attention of communities the best types of organization\n\nwhich can be found in American schools.\n\nThe Committee is making an effort to collect, with the cooperation of school superintendents and others, rules adopted by boards of education, school charters, and state\n\n"}
{"page": 550, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n534\n\nschool laws which deserve general recognition as examples to be followed.\n\n(Atlantic City\n\nThe Committee\n\nalso aims to find out about school budget systems that are in operation, and any other\n\nforms of school administration that ought to be imitated.\n\nWhen material of this sort\n\ncomes to hand the Committee will see that it is put into the form of news items and distributed.\n\nway wide publicity may be secured for matters of school\nTo this end the cooperation of the leading newspapers of the country is\n\nIt is hoped that in this\n\nadministration.\n\nVery frequently a superintendent can secure the cooperation of local newspapers in printing news items of the type described above. Sometimes the best form of\ncooperation with the Committee will be a statement of the need for publicity of this type\nin a given community, even where there is no possibility of a preliminary arrangement\nwith the local paper for the publication of such news items. The Committee will send\nitems in such cases and aim to secure their publication.\nsought.\n\nA considerable body of material of the type askt for in this general statement has been collected. The distribution of the material to newspapers\nand educational journals has been started.\nThe Committee has conferred with officers of the Bureau of Education\nof the United States and finds that it is possible to set up very advantageous\nrelations with the Bureau,\n\nwhich is engaged in the collection of similar\n\nmaterial and has facilities for the distribution of this material.\n\nAt the\n\npresent meeting the Committee has had an opportunity to hold a formal\n\nconference with a representative of the Bureau, and plans for this type of\n\ncooperation were consummated.\n\nThe Committee believes that the fuller development of its plan requires\na somewhat larger working force than is now included in the Committee.\n\nAn enlargement of the membership of the Committee with due regard to\ngeographical distribution is therefore reported as desirable.\n\nThe Committee begs leave to submit the following recommendations:\n1.\n\nThat the general plan which is herein reported be carried forward\n\nduring the coming year by this Committee or by a similar committee\n\nappointed to succeed this Committee.\n2.\n\nThat the Committee be authorized to increase its membership to such\n\na number as may be found desirable in carrying on its work.\n3. That the officers of the department be directed to request of the\ntrustees of the National Education Association a fund to be used for postage,\n\nstationery, and such clerical service as may be necessary in collecting and\n\ndistributing news material of the type described.\nAll of which is respectfully submitted\n\nCharles H. Judd, Chairman\nI. I.\n\nCammack\n\nEdith K. O. Clark\nA. E. WiNSHIP\nE. C. Hartwell\n\nM. C. Potter\nH. Francis\nPhillips\nH.\nJ.\nJ.\n\nO. M. Plummer\n\nCharles C. Hughes\n\n"}
{"page": 551, "printed_page": null, "text": "Superintendence]\n\nREPORT ON ADMINISTRATIVE LEGISLATION\n\n535\n\nREPORT OF COMMISSION ON ADMINISTRATIVE LEGISLATION\nA resolution adopted last year at Kansas City recommended that\n''a\n\ncommission of ten be created, to be known as the Commission on\n\nAdministrative Legislation, to work out details in the form of rules suitable\nfor adoption by boards of education, and model laws to be recommended to\nlegislatures, and to present these to this department for action at the next\n\nannual meeting.\"\n\nIn the performance of this duty the Commission on\n\nAdministrative Legislation was instructed to give special attention to board\nrules and laws now in operation, and to support its recommendations by\n\ndirect reference to such rules or by-laws.\n\nIn compliance with these instruc-\n\ntions the following tentative report is submitted for\n\nyour consideration.\n\nThe adoption of the resolution recommending the creation of this Commission resulted from the report of the Committee on Relation between\n\nBoards of Education and Superintendents, which submitted to the department at its Kansas City meeting a report including certain general principles\nwhich should be followed in the organization and determination of the\npowers of boards of education, and which should govern the relation between\nboards of education and superintendents. The following statements briefly\nsummarize these principles, which were adopted by the Department of\nSuperintendence and which governed this Commission in its preparation\nof this report:\n\nA board of education should represent the school district as a whole and not by\n\n1.\n\ndistricts or wards.\n\nThe board of education should not be a subordinate body to any other branch of\n\n2.\n\nlocal government, but should have complete autonomy,\n3.\n\nDefinite and large responsibilities should be placed upon the executive head of the\n\nschools\n\n—the superintendent— possible by the general law under which the board of\nif\n\neducation is organized, and where such definite power is not secured by the law itself\n\nsuch powers should be specifically delegated to the superintendent by the by-laws adopted\n\nby the board of education for the organization and conduct of the school system.\n\nSuch\n\nlaws or by-laws ought to provide for the superintendent the right of initiative in such\n\nmatters as the nomination and discharge of subordinates, the courses of study and the\nselection of textbooks, and a determining voice in matters of building and equipment and\n\nin the preparation of the budget to be submitted to the board of education for its\n\nconsideration.\n\nIn the consideration of the question as to the material to be presented\nto the\n\ndepartment in this report, it was determined to follow, as far as\n\npossible, the exact suggestions of the resolution estabhshing the Commission,\n\nand to submit to the department certain by-laws which seem to carry out\nto a very great extent the principles already approved by the department.\nThe members of the Commission were asked to study the rules and by-laws\nof boards of education with which they were familiar, and to endeavor to\ndetermine whether fundamental by-laws needed to differ materially in\ntheir form and content when designed for large city school districts or for\n\n"}
{"page": 552, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n536\nsmall units.\n\n[Atlantic City\n\nSome study of these principles and a study of certain typical\n\nby-laws seem to indicate that there is no occasion for any such distinction.\nIt is true that in many of the larger school districts it is necessary that\n\na department of business be estabUsht with administrative officers and the\nother paraphernalia of a business organization, but the fundamental\nprinciples governing this organization are the same even when the amount\nof this special business is not so great as to prevent the superintendent himself\n\nfrom directly administering it.\n\nIn both small towns and large cities\n\nthe relation of the board of education to the superintendent should be the\n\nsame.\n\nThe same general powers and the same privilege of initiative should\n\nexist in both cases.\n\nNor need there be any special difference in the organization of the board\nThe abolition of permanent committees and sub-\n\nof education itseK.\n\ncommittees of the board of education is equally desirable in large school\nunits and in small school systems.\nNor is there any occasion for changed\nmethods in the technical operations of the board of education and its\n\nbusiness department.\n\nThe following by-laws and rules of certain typical cities are submitted\nas embodying the approved principles of organization.\n\nIt is easy to see\n\nthat a large school system needs to have provision in its by-laws for the\n\nappointment\n\nof assistant superintendents, various supervisors, business\n\nmanager, or assistant superintendents in charge of the business, subordinate\nin either case to the superintendent, special officials, such as chief engineer,\n\nsupervising architects, etc., which might not be necessary at all in the\n\nby-laws of a small system.\n\nWith these necessary modifications and other\n\nmodifications in phraseology which may be necessary to comply technically\n\nwith general or special school laws governing the organization of boards of\neducation in various communities, it is believed that these typical by-laws\n\nand rules may be safely used as models for school systems whose rules need\nrevision.\nIt should be understood that this Commission is not submitting\nthe entire rules or by-laws of these boards of education, but only such\nYour\narticles as have direct bearing upon the question of organization.\nCommission feels that a study of these by-laws indicates that widely different communities are at the present time operating under rules essentially\n\nthe same, and is therefore encouraged in its belief that there need be little\n\nfundamental difference in such by-laws, and that, in many cases, cities now\noperating under the cumbersome plan of highly organized committee\n\ngovernment with the necessarily sharp limitation of the powers and initiative of the superintendent may be placed under a simpler and more direct\nadministration. The fact that this tendency toward simplification is in\nsuch absolute harmony with general tendencies in governmental procedure\nencourages us in our belief that in the immediate future many cites may\nimprove their school organization thru a study of the principles herewith\nenumerated and the particular rules herewith submitted.\n\n"}
{"page": 553, "printed_page": null, "text": "Superintendence!\n\nREPORT ON ADMINISTRATIVE LEGISLATION\n\n537\n\nMINNEAPOLIS, MINNESOTA\n\nBY-LAWS OF THE BOARD\nORGANIZATION\n\nI.\n\nThe meeting of the board for organization shall be held on the first Monday after\n\n1.\n\nJanuary i of each year succeeding the biennial election of directors. It shall be called to\norder by the secretary, or in his absence by a senior member of the board, and a president\nand secretary pro tempore shall be chosen. The board shall then elect a president and a\nsecretary for the ensuing two years.\n\nThe regular meetings of the board shall be held at its ofl&ce on the second and last\n\n2.\n\nTuesday of each month at 2 00 p.m.\n:\n\nThe order of business shall be as follows:\n\n3.\n\na) Calling to order\nh) Approval of minutes\n\nReport of superintendent\nReport of business superintendent\ne) Report of committees\n/) Petitions and communications\nc)\n\nd)\n\ng)\n\nUnfinished business\n\nh)\n\nNew business\n\ni)\n\nClaims and accounts\n\n4. Roberts' Rules of Order shall be the authority unless otherwise provided.\n5.\n\nThe president shall preside at all meetings of the board, appoint all committees\n\nnot otherwise ordered, and perform such duties as are provided by law.\n\nIn the absence\n\nof the president from any meeting, a president pro tempore shall be elected.\n\nThe secretary shall audit all claims, approve all bills, and perform such duties\n\n6.\n\n'as are provided by law.\n7. At the first regular meeting in February, or at any regular meeting when there is a\nvacancy in the superintendency, the board shall elect a superintendent of schools for a\nthree-year term, which shall begin on August first, following the election, or on such other\ndate as may be determined by the board.\n8. The board shall employ an assistant superintendent in charge of business affairs\nand an assistant secretary, who shall be secretary to the superintendent, in accordance\nwith the rules of the civil service commission, all of whom shall be and act under the general\n\ndirection of the superintendent.\n9.\n\nSpecial committees of the board, appointed\n\nby the president unless otherwise\n\nordered, shall investigate and act for the board in such ministerial matters as may be\n\nassigned to them by the board and in other matters, subject to the approval of the board.\n\nSuch committees shall report to the board in writing in such manner and at such times as\ncalled upon by the board.\n\nAny by-law of the board may be enacted, amended, repealed, or suspended only\n\n10.\n\nat a regular meeting of the board and by unanimous vote of the full board membership,\n\nexcept that where notice of such proposed action shall have been given in writing at the\nregular meeting last preceding, such enactment, amendment, repeal or suspension may be\n\nmade by the affirmative vote of five (5) members of the board.\nII.\n\nSUPERINTENDENT\n\nThe superintendent is the executive officer of the board for the management of the\nschools.\n\nHe shall:\nI.\n\nAttend the regular and special meetings of the board, and shall cooperate and\n\nadvise with all committees of the board.\n\n"}
{"page": 554, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n538\n2.\n\n[Atlantic City\n\nPrepare and submit to the board by-laws, rules, and regulations for the proper\n\nconduct and guidance of the board and the management of the schools.\n3. Arrange and change the boundaries of the school districts, subject to the approval\nof the board.\n4.\n\nInvestigate the need of, and recommend to the board, provision for school facilities\n\nin the various districts.\n5.\n\nWhen called upon, give written opinions to the board or its committees of all\n\nmatters to be acted upon, and make written monthly reports of the general condition of\nthe schools, with such recommendations for their improvement as require action of the\nboard; at the second regular meeting in July he shall submit an annual report.\n6.\n\nRecommend to the board from time to time administrative ofl&cers, principals\n\nsupervisors, and teachers, and, in accordance with the rules of the Civil Service Commission\n\nwhere applicable, physicians, nurses, stenographers, clerks, and other employes as there\nemployment during the year; and on or before the last board meeting in March\n\nis need for\n\neach year recommend principals for reappointment, and on or before the last board\nmeeting in April of each year recommend teachers for reappointment, with salaries in\naccordance with the salary schedules.\n7.\n\nWhen called upon by the board, cause to meet in conference with the board any\n\nperson whom he may wish to recommend for appointment; and submit for approval of the\n\nboard proposed transfers from one type of position to another.\n8. Recommend to tlie board for approval courses of study and important changes in\ncourses of study and all textbooks to be used in the schools.\n9.\n\nPrepare in conference with the assistant superintendent in charge of business\nshowing by departments appropriations necessary to meet the\n\naffairs an annual budget,\n\nestimated needs of the ensuing school year, and submit the same to the board for approval\n\non or before the first regular meeting in May each year.\n10. Immediately after the school tax has been allowed by the tax levy board and the\nsame has been levied by the board, prepare and submit a detailed budget of estimated\nexpenditures for each department of the school system during the then current fiscal year.\n11. Within the Hmits of the detailed budget of estimated expenditures for the year,\nduly approved by the board, have power to approve and direct all purchases and expenditures, making to the board at any time such report of expenditures, in addition to the\nmonthly report of the auditor, as the board may request.\n12. Recommend to the board transfers from one budget to another as conditions may\n\nrequire.\n13.\n\nIn the interest of efficient administration have power to decide all matters of\n\ndetail purely ministerial and administrative in character that may arise concerning which\n\nno specific provision is made in these by-laws, rules, and regulations. All decisions of the\nsuperintendent as herein authorized, must be reported by him to the board not later than\nthe first regular meeting of the board following such decisions.\nIII.\n\nTHE ASSISTANT SUPERINTENDENT IN CHARGE\nOF BUSINESS AFFAIRS\n\nThe assistant superintendent in charge of business affairs is responsible for the\nconstruction, operation,\n\nand maintenance of buildings and equipment, maintenance of\n\ngrounds, accounting and auditing, purchase, storage and distribution of stores, insuring\nschool property, supervision of all building by contract, safe-keeping of documents and\nrecords, and shall:\n1.\n\nGive bond for the faithful performance of his duties.\n\n2.\n\nWhen required, attend meetings of the board and advise and cooperate with the\n\nboard's committees.\n3.\n\nRepresent the board under its direction in negotiations relating to the construction,\n\nrepair, and maintenance of school property.\n\n"}
{"page": 555, "printed_page": null, "text": ".\n\nSupcrintcndencel\n\n4.\n\nREPORT ON ADMINISTRATIVE LEGISLATION\n\n539\n\nPurchase, receipt for, store, and distribute books, supplies, and materials as author-\n\nized by the board and as directed by the superintendent.\n5.\n\nRecommend to the board thru the superintendent from time to time such assist-\n\nants, stenographers, clerks, engineers, janitors, foremen, and mechanics as shall be needed\nfor continuous employment in the business department;\n\nand have authority, with the\n\napproval of the superintendent, to employ for brief periods such workmen as are necessary\nfor the execution of the work of this department, and to discharge the same, provided that\nall\n\nemployment herein specified shall be made in accordance with the rules of the Civil\n\nService Commission.\n6.\n\nMake to the board thru the superintendent written monthly report of the general\n\ncondition of the buildings and other property of the board as to repairs, construction, and\n\nimprovement, including such requests of principals as require action of the board, with\nrecommendations thereon.\n7. Supervise all matters of repair and have general charge of all buildings belonging\nto the board.\n8.\n\nMake and keep accurate and reliable real- and personal-property records which shall\n\ngive the cost, time of purchase or acquisition, present value, and the location of the property.\n9. Cause the property of the board to be insured in such amounts as the board may\nfrom time to time direct, and keep a record of insurance placed on school property.\n10. Examine contracts and other papers in which the board is a party.\n1 1\nReceive tuition fees, money from the sale of books or other school property, the\n\nuse of buildings or other sources, except such as are paid to the city treasurer according to\nlaw, and deposit all moneys collected by him with the city treasurer.\n\nAudit all claims, approve all bills, and submit the same to the secretary of the\n\n12.\n\nboard for his audit and approval.\n13. Audit and control all cash collections received by agents of the board and determine the kind and form of reports to be required of such collecting agents.\n14. Keep the revenue and expense, asset and liability accounts, bugdet-allotment\nledger, registers of purchase orders, vouchers and warrants, expenditure distribution\nrecord by schools, civil service and pay-roll rosters, registers of leases, rents, personal\nbonds, and building construction contracts.\n15. Draw all warrants in payment of claims against the board.\n16. Submit to the board a monthly report of receipts, disbursements, and budget\nbalances at the first meeting each month, and an annual report at the second regular\n\nmeeting in July each year.\n\nAct as custodian of all contracts, securities, documents, title papers, books of\n\n17.\n\nrecord, and other papers belonging to the board,\n\nPerform such other duties as may be assigned by the board or the superintendent.\n\n18.\n\nIV.\n\nTHE ASSISTANT SECRETARY OF THE BOARD AND\nSECRETARY TO THE SUPERINTENDENT\n\nThe assistant secretary of the board, who shall be the secretary to the superintendent,\nshall:\n1.\n\nHave immediate charge of stenographers,\n\nclerks,\n\nand other employes in the\n\neducational department of the administrative offices.\n2.\n\nKeep the minutes of the meetings of the board and a calendar of all matters referred\n\nto committees and others, and report action or non-action on the same at each regular\n\nmeeting.\n3.\n\n,\n\nWithin three days after the meeting send a copy of the minutes of every meeting\n\nto every member of the board.\n4.\n\nForty-eight hours before each regular meeting send to every member of the board\n\nand to the superintendent written notice of the meeting, with calendar of all matters to\n\n"}
{"page": 556, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n540\n\n[Atlantic City\n\nbe brought before the meeting so far as these are known at the time of sending the\nnotice.\n\nReceive and reply to all communications to the board according to directions of\n\n5.\n\nthe board.\n\nPerform such other duties as may be directed by the board, the secretary of the\n\n6.\n\nboard, or the superintendent.\n\nRULES FOR THE USE OF THE BOARD OF EDUCATION IN THE\nGOVERNMENT OF THE CITY SCHOOLS, HURON,\nSOUTH DAKOTA\nThe meeting of the board of education for organization will be held the last Friday\nIt shall be called to order by the clerk.\nThe board shall then elect\n\n1.\n\nof\n\nMay of each year.\n\na president, a vice-president, and a clerk for the ensuing year.\n2. The regular meetings of the board shall be held at the office of the superintendent\n\non the last Friday of each month.\n\nThe order of business shall be as follows:\n\n3.\n\na)\nh)\nc)\n\nd)\n\nReading and approval of minutes\nClaims and accounts\nCommunications\nReports and recommendations of the superintendent\n\n/)\n\nUnfinisht business\nNew business\n\ng)\n\nReports of special committees\n\ne)\n\n4. Robert's Rules of Order shall be used in conducting the business of the board.\n5.\n\nThe president shall preside at all meetings of the board, appoint all special com-\n\nmittees not otherwise ordered, and perform such other duties as are provided by law.\n\nIn the absence of the president from any meeting, the vice-president shall preside.\n6. Special committees of the board, appointed by the president, unless otherwise\nordered, shall investigate and act for the board in such ministerial matters as may be\nassigned;\n\nbut no standing committees shall be appointed.\n\nIf so ordered,\n\nsuch special\n\ncommittees shall report to the board in writing in such manner and at such times as ordered\n\nby the board.\n7. At the regular meeting in January, or at any regular meeting when there is a\nvacancy in the superintendency, the board shall elect a superintendent of schools for a\nthree-year term, which shall begin on August first, following the election, or on such other\ndate as may be determined by the board.\n8.\n\nAt any regular meeting of the board any rule or regulation governing the schools\n\nmay be enacted, amended, or repealed by a majority vote of the full board membership,\nprovided that notice of such action shall have been given at the last regular meeting\npreceding.\n9.\n\nThe superintendent is the executive officer of the board of education for the man-\n\nagement of the schools.\n10.\n\nHe shall attend the regular and special meetings of the board and shall be a\n\nmember of, and advise with, all special committees of the board.\n11.\n\nHe shall prepare and submit to the board rules and regulations for the manage-\n\nment of the schools.\n12.\n\nHe shall investigate the need of, and recommend to the board, provision for\n\nschool facilities in the school system.\n13.\n\n,\n\nHe shall, when called upon, give written opinions to the board or its special\n\ncommittees of all matters to be acted upon, and make written reports of the general\ncondition of the schools, with such recommendations for their improvement as require\naction of the board. At the regular meeting in July he shall submit an annual report.\n\n"}
{"page": 557, "printed_page": null, "text": "Superintendencej\n\nREPORT ON ADMINISTRATIVE LEGISLATION\n\n541\n\n14. He shall recommend to the board, from time to time, principals, supervisors,\nand teachers, and the other employes of the school system as there is need for such employment during the year, and the board shall elect no school employe not recommended by\n\nthe superintendent.\n\nOn or before the last Friday of March each year the superintendent\n\nshall submit the names of persons recommended to be appointed or reappointed for the\n\nensuing year.\n15.\n\nHe shall recommend to the board for approval important changes in courses of\n\nstudy and textbooks to be used by the schools.\n16. He shall have power to suspend any pupil from the schools whenever in his\n\njudgment the best interests of the school demand such action, such suspension to be\nreported to the board at its next regular meeting.\n17. He shall prepare an annual budget showing by departments appropriations\nnecessary to meet the estimated needs of the ensuing school year, and submit the same to\nthe board for approval on or before the regular meeting in June each year.\n18. He shall within the limits of the detailed annual budget for the year, duly\napproved by the board, have power to direct expenditures and purchases, the board\nauditing all bills and accounts at each regular meeting, and at the close of each semester\nin January and June checking all expenditures in terms of the annual budget.\n19. He shall recommend to the board transfers from one budget item to another as\nconditions may require,\n20.\n\nIn the interest of efficient administration he shall have power to decide all matters\n\nof detail purely ministerial and administrative in character that may arise, concerning\n\nwhich no specific provision is made in these rules and regulations.\n\nAll important decisions\n\nof the superintendent as herein authorized must be reported by him to the board not later\n\nthan the first regular meeting of the board following such decisions.\n\nBY-LAWS OF THE BOARD OF EDUCATION OF THE\nCITY OF DETROIT\nI.\n\n1.\n\nORGANIZATION\n\nThe annual meeting of the board shall be held at twelve noon on the first day of\n\nJuly of each year, except when said day shall be Sunday, in which case it shall be held on\nthe day following. At this meeting a president and president pro tern shall be elected for\nthe ensuing year and, unless their term of office shall expire at the end of the year, until\ntheir successors are elected and have qualified.\n\nThis meeting shall be otherwise a regular\n\nmeeting of the board.\n\nThe officers of the board shall be a president and a president pro tern. The\nThe majority of the\nmembers of the board present shall be necessary in such case to elect.\n3. The president shall have the usual powers and he shall be charged with the ordinary\n2.\n\nelection of these officers shall be by a viva voce vote in each case.\n\nduties pertaining to that office.\n\nHe shall appoint all special committees, unless otherwise\n\nordered, and call meetings of the board when he shall deem it necessary.\n4.\n\nThe president pro tern shall have the powers and perform the duties of the\n\npresident in case of the absence from the city, sickness, disability, or death of that\nofficer.\n5.\n\nRegular meetings of the boar^ shall be held on the second and fourth Thursdays\n\nof each month, at 8:00 o'clock p.m., excepting that the first regular meeting of July in\n\neach year shall be held on the day prescribed by Rule i.\n6.\n\nSpecial meetings may be called by the president, or by not less than three members,\n\nbut no business shall be transacted except that for which the meeting was called, and which\nshall be stated in the call.\n\nNotice shall be sent by mail or messenger at least twenty-four\n\nhours before the hour of meeting.\n\n"}
{"page": 558, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n542\n7.\n\n(Atlantic City\n\nOn or before the first day of May in each year the board shall appoint suitable\n\npersons to take the school census as prescribed by law, at a compensation to be fixt by\nthe board, and approve the bills, if correct, for doing this work.\n8. The board shall appoint the following officers: superintendent of schools, business\nmanager, secretary, architect (when needed), engineer (when needed), and such other\no£&cers as may be required from time to time.\n9.\n\n10.\n\nOrder of business:\nReading of minutes of the last meeting or meetings\nFirst\nSecond Communications from the superintendent\nThird Reports of special committees\nFourth Unfinisht business\n\n—\n—\n—\n—\nFifth—New business\n\nThe rules of parliamentary practice comprised in Roberts' Rules of Order shall\n\ngovern the board in all cases not otherwise herein provided.\nII.\n\nSUPERINTENDENT\n\nThe superintendent of schools shall be the executive officer of the board of education,\nand under its direction he shall attend all meetings of the board and be granted the\nprivilege of taking part in its deliberations.\n1.\n2.\n\nHe shall establish and change the boundaries of school districts.\nHe alone shall be directly responsible to the board of education for the efficient\n\noperation of all school functions of the board of education.\n3.\n\nHe shall have sole power to nominate and to assign, transfer, promote, and demote\n\nor suspend\n\nall\n\nassistant superintendents, supervisors, principals, teachers,\n\nand other\n\nemployes of the board of education as hereinafter provided. All nominations, promotions,\ndemotions, suspensions, assignments, and transfers of employes of the board of education\nwhich shall be made by the superintendent shall be reported in writing to the board at\nits next regular meeting and shall stand confirmed unless disapproved by the board by a\n\nvote of not less than four members of the board.\nassistant\n\nsuggestions to\n\nHe shall have immediate control of all\n\nand teachers. All directions and\nthem with reference to the performance of their respective duties shall\n\nsuperintendents,\n\nsupervisors,\n\nprincipals,\n\ncome thru him.\n4.\n\nHe shall prepare and submit to the board for approval the several courses of study\n\nto be followed, and shall select and recommend to the board for adoption all textbooks\n\nIn the preparation of such courses and the selection of such textbooks he shall have the cooperation of other officers of instruction and of such special\ncommittees of teachers, principals, and supervisors as he may from time to time appoint\nused in the schools.\n\nfor such specific purposes.\n5. He shall, on or before the first meeting of January, submit to the board of education\nan estimate of expenditure for all purposes of the board of education for the ensuing year.\n\nIII.\n\nBUSINESS MANAGER\n\nThe business manager shall be the secretary of the board and shall be directly responsible to, and under the direction of, the superintendent of schools for the efficient adminis-\n\ntration of the construction, maintenance, and operation of buildings, purchase, storage,\nand distribution of supplies, accounting and auditing, and insuring of school property.\n1. He shall furnish bond to the amount of $io,ooo, cost to be assumed by the board\nof education.\n2.\n\nHe shall maintain an accounting procedure adequate to record in detail all trans-\n\nactions affecting the acquisition, custodianship, and disposition of values, including cash\nreceipts and disbursements.\n3. He shall submit, thru the superintendent at the first regular monthly meeting of\nthe board a statement showing the status of each appropriation item and such other\n\n"}
{"page": 559, "printed_page": null, "text": "REPORT ON ADMINISTRATIVE LEGISLATION\n\nSuperintendence)\n\n543\n\nstatements as may from time to time be deemed advisable to show the financial condition\nof the board.\n4.\n\nHe shall prepare an inventory of the property of the board as of June 30 of each\n\nyear, and submit the same thru the superintendent to the board not later than August i of\n\neach year.\n5.\n\nHe shall recommend, thru the superintendent, to the board, the employment and\n\ndismissal of all subordinates under his jurisdiction.\n6. He shall purchase all supplies and materials approved for purchase by the board,\nand shall store and distribute the same.\n7. He shall have general control of all persons employed in the department of the\nbusiness manager and shall be responsible for the operation of all buildings.\n8. He shall have general supervision of all the repairs to buildings authorized by the\nboard, and of the maintenance of the land and buildings of the board.\n9. He shall be responsible for the construction and alteration of buildings in accordance with the <plans and specifications approved by the board.\n10. He shall be the custodian of all property, real or personal, owned or borrowed by\n\nthe board.\n\nIV.\n\nSUPERVISOR\n\nThe supervisor shall inspect construction of new buildings and additions to buildings\nand extensive repairs upon buildings; shall keep watch of expenditures in such construction\nand repair work, and shall perform such other duties as may be assigned him by the\nbusiness manager.\n\nV.\n\nCHIEF ENGINEER\n\nThe chief engineer shall be directly responsible to the business manager of this board\nfor the maintenance and operation of the heating and ventilating plants in the various\n\nschools, and for the cleaning of the various buildings by the janitor force, and for general\n\nrepairs and supervision of school property, and shall be responsible for the requisitions\n\nand specifications of materials involved in said maintenance and general repairs.\nThe chief engineer shall be charged with the responsibility for economy and efficiency\nin his department and to that end shall have the authority to hire or discharge any employe\nin his department.\n\nVI.\n\nASSISTANT SECRETARY OF THE BOARD\n\nThe business manager shall designate from his official staflf, subject to the approval\nof the board, some person as assistant secretary of the board, who shall keep the minutes\nof the meetings of the board and a calendar of all minutes referred to the special committees\n\nand others, and report action or non-action on same at each regular meeting. Forty-eight\nhours before each meeting he shall send each member of the board and superintendent a\nwritten notice of the meeting with calendar of all minutes to be brought before the meeting,\nso far as these are known at the time of sending the notice; receive and reply to all com-\n\nmunications of the board according to the directions of the board.\n\nThe assistant secretary shall, in case of the absence, sickness, disability, or death of\nthe secretary, perform the duties of the secretary until a new business manager is elected\n\nby the board.\nVII.\n\nTREx\\SURER\n\nThe treasurer of the city of Detroit shall be the treasurer of the board of education\n(Act No. 132, Laws of 1903).\nVIII. LIBRARY COMMISSIONERS\nA member of the board of commissioners of the Public Library shall be elected by a\nviva voce vote at the first regular meeting in December of each year.\n\nElections to fill\n\nvacancies in the board of commissioners of the Public Library shall be by viva voce vote\n\n"}
{"page": 560, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n544\n\nIX.\n1.\n\nlAtlantic City\n\nEXPENDITURES\n\na) All purchases of furniture and supplies and of all material needed in making\n\nrepairs and in doing any work shall be made by the business manager, under direction ol\n\nthe superintendent.\n\nAll purchases exceeding $ioo in\n\namount shall be made from the\nPurchases shall be made\n\nlowest responsible bidder, unless the board otherwise directs.\n\nupon numbered orders, and when bills are rendered for such goods, said bills shall give the\nnumber of the order upon which goods were supplied.\nh) In case of urgent necessity the business manager shall be authorized to incur a\nliability not exceeding two hundred dollars.\n2. a) Pay-rolls for salaries, estimates of contractors, and bills for payment of all\npurchases must in all cases be properly certified and attached to a voucher on which shall\nbe entered the name, date, amount, etc. When so certified and audited, the voucher shall\nbe presented to the board, and if the board shall approve and order payment of same, such\nNo bills\naction, with the date thereof, shall be indorsed thereon by the business manager.\nshall be paid unless so audited and approved.\nh) All teachers, engineers, janitors, workmen, and other employes drawing money\nfrom the board of education, and all claims duly approved as provided by law shall be\npaid by the city treasurer after being certified by the city controller.\n3.\n\nSalaries of all positions shall be named at the time or before the nomination or\n\nappointment.\n\nThe pay or workmen shall be fixt by the business manager, at the time of\n\nemployment, and be at a rate per day.\n\nFUNDS\n\nX.\n\nThe funds of the board, which shall be kept under separate accounts in conformity\nwith the appropriations allowed by the common council and board of estimates, shall\nconsist of the following:\n1.\n\n—To which\n\nBuilding Fund\n\nshall belong all moneys levied and collected, and which\n\nare to be expended for land, buildings,\n\nand permanent improvements, as provided in\n\nSection 14 of the Amended School Act.\n2.\n\n—To which shall belong\n\nMaintenance Fund\n\nall moneys collected for\n\nthe payment\n\nof salaries of janitors, officers, and clerks, for the payment of repairs, both general and\nspecial, and all other moneys collected, not specifically provided for.\n3.\n\n—To which\n\nTeachers' Salary Fund\n\nshall belong all moneys appropriated and col-\n\nlected for the payment of salaries of teachers.\n4.\n\nThe Contingent Fund is a sum not exceeding two hundred and fifty dollars (belong-\n\ning to the Maintenance Fund), placed in the custody of the business manager, who shall\n\nbe accountable for the same.\n\nFrom the Contingent Fund the business manager is authorized to advance or pay\nincidental or petty expenses, also items of urgently needed supplies, subject to the approval\nof the proper committees, and reimbursement thru the action of the board.\n\nXI.\n\nSCHOOL CENSUS\n\nThe school census of the city must be taken according to law, within twenty days\nnext preceding the first day in June of each year, and the same, with the affidavit of its\ncorrectnfess, to be made by the person or persons taking it, shall be filed with the business\n\nmanager on or before the last-named day. Said school census shall show the number of\nchildren between five and (under) twenty years of age, and the number between fourteen\nand eighteen, and such other information as may be called for.\nXII.\n\nREMOVALS\n\nAny officer of this board, whether elected or appointed, may be removed for cause by\na vote of two-thirds of the members-elect, under such form of procedure as a majority of\nthe board may direct for the particular occasion.\n\n"}
{"page": 561, "printed_page": null, "text": "REPORT ON ADMINISTRATIVE LEGISLATION\n\nSuperintendence)\n\nXIII.\n\n545\n\nAMENDMENTS\n\nThese rules may be amended at any regular meeting by a vote of not less than four\n\nmembers of the board, said amendment having been proposed at a previous meeting.\n\nXIV.\n\nRULES MAY BE SUSPENDED\n\nThe by-laws and rules of the board of education may be suspended at any regular\nmeeting of the board by a two-thirds vote of the members present.\n\nBY-LAWS OF THE BOARD OF DIRECTORS, SCHOOL DISTRICT\nNUMBER ONE, CITY AND COUNTY OF DENVER\nARTICLE I.\nSection i. The twentieth amendment of the constitution of the state of Colorado,\nadopted November, 1902, and declared effective by the governor, December i, 1902,\ndeclares this district to be a body corporate, by the name and style of \"School District\n\nNumber One in the City and County of Denver, and State of Colorado.\"\nSection 2.\n\nThe regular election for filling vacancies in the board of directors shall\n\nbe held biennially, according to law, on the first Monday in May.\n\nSection 3.\n\nThe board of directors shall consist of five (5) members, elected in\n\naccordance with law, for a term of six (6) years each.\n\nSection 4.\n\nThe certificate of election or appointment of members of the board of\n\ndirectors and oaths of oflSce shall be kept on record with the secretary, and on file with the\n\ncounty superintendent.\n\nThe oath of ofl&ce shall be made before a notary public within\n\nten (10) days after election.\n\nSection 5.\n\nAt the first meeting of the board of directors after the annual election,\n\nthe board shall proceed to organize by the electing of a president, who shall be a member\nof the board, a secretary, and a treasurer.\n\nThe terms of office of these ofl&cers shall be\n\ntwo (2) years.\nSection 6. At the first regular meeting in January, or at any regular meeting when\nthere is a vacancy in the superintendency, the board shall elect a superintendent of\nschools for the term of three (3) years, which shall begin July first, following the election,\n\nor on such other date as may be determined by the board.\n\nSection 7.\n\nAt the January meeting, the board of directors shall employ an assistant\n\nsuperintendent in charge of business affairs for a term of two (2) years, who shall be and\nact under the general direction of the superintendent of schools, and at this meeting the\n\nboard shall also employ an attorney for the district for a term of two (2) years.\n\nARTICLE II\nThe president, when present, shall preside at all meetings of the board\nand the district. He shall sign all contracts, bonds, and orders for the payment of\nmoney. He shall appoint all committees, unless otherwise ordered. The president shall\nSection i.\n\nalso be custodian of the official bond of the secretary, which shall be recorded in the records\nof the corporation, and kept by him in a box in a safe deposit company.\n\nHe shall exercise\n\nsuch other powers as properly appertain to his office, or which may be conferred upon him\n\nby the board.\nSection.\n\n2.\n\nThe secretary shall have charge of all records of the board of directors\n\nand of the district.\n\nHe shall be custodian, and shall keep in a fireproof vault, or other\n\nsafe place, all contracts, securities, documents, title papers,\npolicies, receipts, bills,\n\nbooks of record, insurance\n\ncanceled bonds, coupons, and warrants, and, with the exception\n\nof his own bond, other papers belonging to the school district.\n\nSection 3. The secretary shall have charge of the accounting and bookkeeping\ndepartment of the board of directors, and of the bookkeepers, stenographers, clerks, and\nother employes in this department, and, with the approval of the superintendent of schools\n\n"}
{"page": 562, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n546\n\n[Atlantic City\n\nhe shall recommend to the board, from time to time, such employes as shall be needed for\nthe execution of his work.\n\nSection 4, The secretary shall keep the minutes of the meetings of the board of\nand a calendar of all matters referred to committees and others, and report\naction, or non-action, on the same at each regular meeting.\nSection 5. The secretary shall send written notices of both special and regular\ndirectors\n\nmeetings, as provided by these by-laws, and he shall, within three (3) days after each\nmeeting, send a copy of the minutes of each meeting to each member of the board of\ndirectors, to the attorney, to the superintendent of schools, and to the assistant super-\n\nintendent in charge of business affairs.\n\nHe shall receive and reply to all communications\n\nto the board, according to the direction of the board.\n\nSection 6. The secretary shall cause the property of the board to be insured in such\namounts and with such agents as the board may, from time to time, direct, and he shall\nkeep a record of the insurance on all school property.\nSection 7. The secretary shall prepare the pay-roll upon information given him by\nthe superintendent and his assistants.\nSection 8. The secretary shall audit all bills and claims against the district. He\nshall also draw all warrants in payment of claims against the district.\nSection 9. The secretary shall audit all cash collections received by the agents of\nthe board and, with the approval of the superintendent of schools, shall determine the\nkind and form of reports to be required of such collecting agents. He shalj receive all\n\nmoneys collected from tuition, fines, sale of textbooks, sale of school property, lunchroom\nsales, supplies, use of school property, etc., and he shall deliver the same to the treasurer\n\nof the district at least once a month.\n\nSection 10. The secretary shall submit to the board of directors and superintendent\na monthly report of receipts, disbursements, and budget balances at the regular meeting\nof the board, and an annual report at the July meeting each year.\n\nSection ii. The secretary shall perform all duties imposed upon him by law, and\nsuch other duties as may be directed by the board of directors.\n\nThe treasurer of the district shall receive all moneys accruing from the\nand shall pay out the same upon warrants signed by the president and\nsecretary on account of erection and furnishing of school buildings and the purchase of\nschool grounds. He shall countersign all warrants drawn upon the county treasurer.\nSection 13. The treasurer of the district shall keep all necessary accounts pertaining to the duties of his office, and shall render a semiannual report of all moneys received\nand disburst by him. He shall furnish such bonds as shall be required by the board.\nSection 14. The superintendent of schools shall be the executive officer of the board\nof directors for the management of schools.\nHe shall attend all meetings of the board,\nunless there is urgent reason for his absence, and he shall cooperate and advise with all\ncommittees of the board. He shall have power to make rules not in conflict with law\nSection 12.\n\nsale of bonds,\n\nor these by-laws.\n\nSection 15.\n\nThe superintendent shall investigate the need of, and recommend to the\n\nboard, provision for school facilities in the various districts.\n\nWhen called upon, he shall\n\ngive opinions to the board or its committees of all matters to be acted upon, and he shall\n\nm^ke monthly reports of the general condition of the schools, with such recommendations\nas he thinks best for their improvement, and which require the action of the board.\n\nAt the regular meeting in July, he shall submit an annual report.\nSection 16. The superintendent shall recommend to the board, from time to time,\nadministrative officers. He shall also recommend attendance officers, principals, supervisors, and teachers, in accordance with the rules of the board, physicians, nurses, stenog-\n\nraphers, clerks and other employes in the educational department, as there is need for\n\nemployes during the year, and before the first day of May, each year, submit the names\nof all persons to be appointed or reappointed for the ensuing year, with salary.\n\n"}
{"page": 563, "printed_page": null, "text": "REPORT ON ADMINISTRATIVE LEGISLATION\n\nSuperintendence]\n\nSection 17.\n\n547\n\nThe superintendent shall assign all teachers to their positions in the\n\nschools, and shall have power to make such change in the position of any teacher as may\n\nbe necessary for the interest of the school.\n\nHe shall determine the time and place for\n\nthe examinations of applicants for positions as teachers;\n\nand he shall conduct or cause\n\nto be conducted, examinations of applicants for positions as teachers.\n\nSection\n\n18.\n\nThe superintendent shall have power to suspend, temporarily, any\n\nteacher or other employe working under his direction, pending the action of the board;\n\nand he shall have power to suspend from the privileges of school any pupil guilty of infracPupils suspended may be reinstated by the superintendent.\nThe superintendent shall reconunend to the board, for approval,\n\ntion of the rules of the school.\n\nSection\n\n19.\n\ncourses of study and improved courses of study, and all textbooks to be used in the schools.\n\nHe shall prepare, in conference with the assistant superintendent in charge of business\nan annual budget showing, by departments, appropriations necessary to meet\nestimated needs of the ensuing year, and he shall submit the same to the board for approval\naffairs,\n\non or before the first regular meeting in May of each year.\n\nHe shall, within the limits of\n\nthe detailed budget of estimated expenses for the year, duly approved by the board, have\n\npower to approve and direct all purchases and expenditures, making to the board at any\ntime, in addition to the monthly report, such report of expenditures as the board may\nrequest. He shall recommend to the board the transfers from one budget to another, as\nconditions may require.\n\nSection 20.\n\nIn the interest of efficient administration he shall have power to decide\n\nall matters of detail, purely ministerial and administrative in character.\n\nSection 21.\n\nThe assistant superintendent in charge of business affairs shall have\n\ncharge of the construction, operation, and maintenance of buildings and equipment, the\n\nmaintenance of grounds, the purchase, storage, and distribution of supplies, material,\nand equipment, as authorized and directed by the superintendent of schools. And the\nassistant superintendent in charge of business affairs shall have the supervision of the\nerection of all buildings.\n\nHe shall make such reports of the general condition of school\nHe shall make an annual\n\nproperty as may be directed by the superintendent of schools.\n\nreport to the board and to the superintendent of the general condition of the buildings and\n\nother property of the district as to repairs, construction, and improvement.\n\nHe shall super-\n\nvise all matters of repairs, and have general charge of all buildings belonging to the board.\n\nThe assistant superintendent in charge of business affairs shall recomboard thru the superintendent from time to time such assistants,\nstenographers, clerks, engineers, janitors, foremen, and mechanics as shall be needed for\ncontinuous employment in his department; and he shall have authority, with the approval\nSection 22.\n\nmend\n\nto\n\nthe\n\nof the superintendent, to employ such workmen or other employes as are necessary for the\n\nexecution of the work in this department, and to discharge the same.\n\nHe shall attend all\n\nmeetings of the board, unless there is urgent reason for his absence, and he shall give bond\nfor such amount for faithful performance of his duties as shall be required by the board.\n\nSection\n\n23.\n\nThe attorney shall attend all meetings of the board unless there is\n\nurgent reason for absence, shall represent the district and such officers and employes of\nthe district as the board shall direct in all proceedings at law to which the district, the\n\nboard, or any such employe shall be a party, as such, shall render opinions on the legality\nof titles of property of the district and of contracts entered into by the district,\n\nrequested so to do.\n\nwhen\n\nHe shall, when requested, advise the board, or any member or employe\n\nof it, on matters pertaining to the business or conduct of the district or its schools.\n\nARTICLE III\nThe regular meetings of the board of directors shall be held on the\nsecond Wednesday of each calendar month, and on the last Saturday of the months of\nMarch, June, September, and December at the hour of 8 p.m. All meetings of the board\nSection\n\ni.\n\nshall be held in the offices of the board.\n\n"}
{"page": 564, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\nSection 2,\n1.\n\n[Atlantic City\n\nThe order of business at all regular meetings shall be as follows:\n\nRoll call\n\nApproval of minutes\nReport of superintendent\n4. Report of assistant superintendent in charge of business affairs\n5. Report of committees\n6. Petitions and communications\n7. Report of secretary\n2.\n\n3.\n\n8.\n\nUnfinisht business\n\n9.\n\nNew business\n\n10.\n\nClaims and accounts\n\nSpecial meetings of the board of directors shall be called by the secretary,\nupon the written request of three (3) members of the board. Written notices of every\nmeeting, whether special or regular, shall be delivered or mailed to the Denver address of\n\nSection 3.\n\neach member of the board at least twenty-four (24) hours prior to the time designated for\n\nsuch meeting.\n\nSection 4.\n\nThe majority of all members shall be necessary to constitute a quorum\n\nfor the transaction of business.\n\nSection 5.\n\nUpon the request of one (i) member, the \"ayes\" and \"nays\" shall be\nEach member present shall vote\n\ntaken upon any motion before the board of directors.\n\n\"aye\" or \"no\" upon all questions, unless excused by the board of directors.\nSection 6.\n\nExcept as herein otherwise specified, the proceedings of the board shall\n\nbe governed by the rules prescribed in Roberts^ Rules of Order.\n\nThe board of directors shall have one (i) standing committee, designated\nPreceding each board meeting, when convenient, there\n\nSection 7.\n\nas the committee of the whole.\nshall\n\nbe a meeting of the committee of the whole for the consideration of all matters\n\npertaining to school affairs.\n\nSection 8.\n\nSpecial committees of the board appointed\n\nby the president,\n\nunless\n\notherwise ordered, shall investigate and act for the board in such ministerial matters\nas may be assigned to them by the board, and in other matters subject to the approval\nof the board.\n\nSuch committees shall report to the board in writing, in such manner and\n\nat such times as called upon by the board.\n\nSection 9.\n\nAt any regular meeting of the board any by-law of the board may be\n\nenacted or repealed by a majority vote of the full board membership, provided that\nnotice of the proposed action shall have been given at the regular meeting last preceding;\n\nany by-law may be suspended at any meeting by the unanimous vote of the full board\nfavoring such suspension.\n\nYour Commission has given some consideration to the question of a\nmodel school law, but has not been able to complete its study, and asks\nthat it be continued for another year in order that it may give more consideration to this problem and submit a special report concerning the subject.\nRespectfully submitted\nC. E. Chadsey, Chairman\nJ. D.\n\nShoop\n\nH. S. Weet\n\nMary C. C. Bradford\nCalvin N. Kendall\nFrank E. Spaulding\nWilliam M. Davidson\nEllis U. Graff\nE. C. Moore\nE. a. Easton\n\n"}
{"page": 565, "printed_page": null, "text": "COOPERATION OF BOARDS OF EDUCATION\n\nSuperintendence]\n\n549\n\nTHE REPORT OF COMMITTEE ON COOPERATION OF BOARDS\nOF EDUCATION\nThe field in which this Committee has been appointed to work has been\npractically untilled up to the present time.\n\nIn many localities a fine spirit\n\nbetween the official representatives of the people and the\nactive members of the teaching profession has always existed, but there has\nof cooperation\n\nbeen as yet no national movement to organize the lay leadership constituted\nby the .membership of boards of education the country over for the purpose\nof studying the great objectives of public education in a broad way, and of\n\ncooperating with the professional forces so organized.\n\nAttempts to organize associations of members of boards of education\nhave frequently been made upon a state basis; in fact, some dozen or more\norganizations of this kind are now in existence either as sections of the state\nThe states having such organassociations or as separate organizations.\nizations are as follows:\nIllinois: Illinois School Board Association\n\nLouisiana: School Board Association\n\nMassachusetts: School Officers' Conference\n\nMichigan: Association of School Boards\n\nMinnesota: Minnesota Associated School Boards (Minnesota Educational Association)\n\nNebraska: Board of Education Section (Nebraska State Teachers' Association)\nOhio: School Board Association\n\nPennsylvania: State Association of School Directors; also State Association of School\n\nBoard Secretaries\nSouth Dakota Associated School Boards Section\n:\n\nTennessee: Tennessee Public School Officers' Association\nVirginia: School Trustees' Association of Virginia\n\nUtah: Section of Department of Superintendence\nWashington: Section Washington Educational Association\n\n'\n\nThe history of these organizations shows that they have been shortby no great, common, all-pervading\n\nlived, that they have been animated\n\npurpose, and that their efforts have been directed along the lines of details\nof school administration.\n\nThis Committee does not minimize in the least\n\nthe good that has been done by these organizations, nor does it fail to\nrecognize them as the beginnings of a movement that may have great possibiHties.\n\nBut there can be no question of the seriousness of the crisis\n\nfacing the public-education system of the country, even the imminence of\n\nrevolution in its general aims and objectives, and its relations to a permanent\nvictory for the democracy of this great standard-making nationality of ours.\n\nThis crisis, this revolution, is even now upon us, and this Committee believes\nthat an intelligent lay leadership of public opinion can be a potent factor\nin reconstructing the public-school system of the country to meet the great\n\nneeds that are every day more and more apparent to the professional forces\n\nengaged in education.\n\n"}
{"page": 566, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5SO\n\n(Atlantic City\n\nAn organization of boards of education upon a national basis with such\nan end in view, animated by such a vision of usefulness and of service, and\ninstituted as a cooperative parallel with the reorganized National Education\n\n—\n\nAssociation as proposed by the Committee on Organization\nimmeasurable service to the nation and to civilization.\n\n—could be of\n\nIt is the function of this Committee to analyze the problem and to sug-\n\ngest a course of action thru a constructive program.\n\nThe problem is sug-\n\ngested by the following questions, .which are submitted to this department\nfor consideration and action:\n1.\n\nDo boards of education generally understand the great objectives of education\n\nin the democracy ?\n\n—\n\nNote. This Committee believes that as a whole they do not, and that there is as a\nwhole little public recognition of the responsibility of the school system as the chief social\nagency in a democracy.\n2.\n\nDo members of boards of education generally understand their responsibility for\n\nleadership of the people of their communities in sound thinking upon the vital problems\nof education and its relation to the conservation and development of a democratic civilization ?\n\n—\n\nNote. The Committee is of the opinion that they do not. There may be many\nnoteworthy and outstanding exceptions, but in general boards of education are concerned\nwith following what they believe to be public sentiment rather than with creating and\nleading it.\n3.\n\nDo members of boards of education understand that their chief function is legis-\n\nlative rather than executive and administrative, and that their greatest service is to be\n\nperformed thru their own leadership of the public in sound, educational policies, while\nintrusting the details of administration to expert employes ?\n\n—\n\nNote. They do not. Too often boards of education insist upon supervising details\nof administration, and organize their committees for that purpose. Too often the committee organization of boards of education conduces very definitely to the development\nof a political attitude and to the use of patronage for personal reasons as well as to the\nparticipation in the details of administration by individual members. The usual committees are (a) finance and claims, (6) teachers, (c) salaries, {d) textbooks, {e) supplies.\nThe committee organization of boards of education should be upon broad policymaking basis rather than along lines of administrative detail. Such committees as the\nfollowing should have a prominent place in such organization of the boards of education\nin all large communities: (a) new-activities committee, {b) building-program committee,\n(c) Americanization committee,\n{d)\njunior high school committee, (e) vocationaleducation committee, (/) neighborhood centers and wider use of school-plant committee,\n(g) budget making and finance committee.\nUpon these subjects there is great need for intelligent leadership of public opinion.\nMarkt changes developing in the present school system in curriculum making, in methods\nof instruction, and in type of organization should be fostered by an intelligently educated\npublic sentiment rather than by irresponsible and erratic propagandists for sordid political\npurposes.\n:\n\n4. Is it safe from the standpoint of the present critical situation and the new demands\nupon the system of public education to leave the problem of stimulating boards of educa-\n\ntion to take a professional attitude entirely to employes whose personal interest is in every\n\ncase involved?\n\nNote.\n\n—The Committee believes that\n\nit is\n\nnot, for the following reasons:\n\nFirst, the\n\ntemptation of the superintendent to safeguard personal interest and to promote personal\nends by playing politics in a situation created by a political atmosphere and a poUtical-\n\n"}
{"page": 567, "printed_page": null, "text": "COOPERATION OF BOARDS OF EDUCATION\n\nSuperintendence]\n\n551\n\nminded board is too great to guarantee that he will raise the thinking of his board of education to a higher level; secondly, the political-minded board of education cannot be thus\neducated to an attitude of professional mindedness because it measures the superintendent\nby its own yardstick and insists in seeing in every policy a motive as personal and political\nas those to which it has always been accustomed.\n5.\n\nIs it desirable\n\nand vital that there be establisht and maintained some general\n\npolicy of disseminating directly to the boards of education information upon the great\n\nmovements in education in order to keep these leaders of public-education policy conversant with current progress?\n\n—\n\nNote. A publication which could interpret the great questions of policy in modern\neducation to boards of education in non-technical terms and in a form to be presented to\nthe public would be of great value. Such a publication should be a part of the series of\nthe National Education Association's Bulletins, and it should localize sufficiently to attract\nmembers of the boards of education upon all subjects. Where sectional problems arise\nthese should be discust from the viewpoint of the sections most interested, and in the light\nof the great objectives to be attained by the public schools.\nThe problem of developing boards of education as leaders of public sentiment is much\nmore important than to continue to surfeit the professional men of the country with\ninformation which most of them already possess in a large measure.\n6.\n\nIs it possible to find principles of general interest upon which to unite the boards\n\nof education in a nation-wide organization ?\n\n—\n\nNote. This Committee believes that if such organization is brought about the\nstimulus must come from the national organizations of school people, but that such organizations as may be developt for boards of education should arise spontaneously and upon\ntheir initiative.\n\nThis Committee therefore recommends the adoption of the following\nplan of action:\n1.\n\nThe National Education Association Bulletins should be circulated\n\nto all members of boards of education in communities where these Bulletins\n\nare sent to superintendents of schools and other school officers.\n2.\n\nIf the plan of reorganization is adopted, the circulation of this Bulletin\n\nshould be extended to include all members of the boards of education in the\n\nUnited States.\n3.\n\nSections for the discussion of problems from the viewpoint of the\n\npolicy-making and legislative functions of boards of education should be\n\nadded to the publications of the National Education Association. These\ndiscussions should treat of educational problems in the large, and should\nbe coucht in such terms that they may constitute ready information in\ndeveloping a wholesome public sentiment on school matters.\n4.\n\nThe\n\nreorganized\n\nNational\n\nEducation Association should invite\n\ncooperation of boards of education.\n\nA committee for the purpose of\n\ndeveloping the machinery of cooperation should be permanently a part of\nthe working organization of the National Education Association.\n\nThe\n\nduty of such a committee should be to direct the policy of disseminating\nthe information to the members of the boards of education and to stimulate\nthe present organizations of boards of education to the end that they may\nbecome cooperative agents with the organized forces of education thruout\n\nthe country.\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n5.\n\n[AUantic City\n\nThe Committee recommends that an appropriation of one hundred\n\ndollars in addition to the appropriation made for the past year be given this\n\nCommittee to carry on its work.\n\nFred M. Hunter, Chairman\n\nNathan C. Schaeffer\nWm. C. Bruce\nJosephine Corliss Preston\nJ. A.\n\nC. Chandler\n\nH. C. Johnson\nZ. C. Thornburg\n\nWm. McT. Vance\n\nA MESSAGE FROM FRANCE\nJOHN HUSTON FINLEY, PRESIDENT OF THE UNIVERSITY OF THE STATE OF\n\nNEW YORK, ALBANY, N.Y.\nThere are two armies for the defense of our civilization.\n\nOne is the\n\nArmy of Present Defense; the other is the Army of Future Defense.\n\nWe have for months that have run into years watcht the former, marWe are now mobilizing\n\nveling at its valors, sympathizing with its losses.\n\nand training our own forces to join in that defense on the crucial line which\ncivilization must hold.\nBut on this side of that line is the other army, pictured by M. Viviani,\nformer Minister of Public Instruction in France, when he said, \"Unless the\nmilitary authorities forbid, the schools must everywhere be kept open.\n\nThus it may be said that our 'scholastic front' follows everywhere the very\nline of the trenches, being never more\n\nthan ten kilometers distant, often\n\nless than two.\"\n\nFrom the mihtary front we have daily report. Hundreds of correThe whole world, whatever its\nits every movement.\n\nspondents watch\n\noccupation, turns every morning to see what is happening there.\n\nBut of\n\nthe vast other army, in France alone twice or three times the first army in\nsize, there are but meager reports.\n\nIt is only when its teachers and pupils\n\nare mobilized into the first that we are likely to hear of them, either fighting\nin the trenches or helping in some specific way to give material aid or spirit\nto those who are exposing their lives to make the world a safe place for free\nhuman beings to live in.\n\nIt\n\nwas\n\nthis\n\nsecond army, this ''scholastic front,\" representing a\n\n—tens of thousands of\n—that I went to France to in order\n\nportion of our conscript Army of Future Defense\nteachers and millions of children\n\nsee,\n\nthat we might have some advice of those under whose tuitions the immortal\nvalors of the first army have been nourisht.\n\nOf the military front I shall not speak, for hundreds of Americans, permitted a visit to that trench strip (which I have called 'Everyman's Land\"\n'\n\n"}
{"page": 569, "printed_page": null, "text": "Superintendence)\n\nA MESSAGE FROM FRANCE\n\n553\n\nand which I hope is to give foundation for many international institutions\nnew world-democracy) have seen more than I of its heroisms and\nhorrors, tho I traveled the length of it from where it touches the English\nline, near St. Quentin (whose spireless cathedral I could see), to St. Die\nunder the German guns, not more than a half-dozen miles from the \"blue\nline of the Vosges,\" which marks the border between France and its lost\nAlsace St. Die, to which I made a pilgrimage (behind camouflage for many\nmiles of the way) because it was there that the name \"America\" is said first\nto have been put on the printed page.\nTens, and I think hundreds, of thousands of men of that Army of Present\nDefense I saw in ceaseless stream of blue flowing to and from the front under\nskies stained by the enemy's menace and over fields planted with danger,\nor dotted with graves, but there is nothing to say of them that the world\ndoes not and will not know as long as history tells her story. My one envy\nof the\n\n—\n\nin life is of those who are permitted to take their places in that line.\n\nI must quote in passing from it to the other front the letter of a girl\n\n—the\n\nin one of the lycees that I visited\n\nlycee where General Gallieni had his\n\nquarters for a time early in the war\n\n—a\n\nletter\n\nwhich in one paragraph\n\ngraphically depicts the distance by which the millions on either side of that\n\nnarrow, trencht strip are separated, and in the second intimates the closeness of the sympathy between France and America:\n\nLyc£e Victor Duruy\nIt was only a little river, almost a brook;\n\nwas called the Yser. One could talk\nfrom one side to the other without raising one's voice,\" and the birds could fly over it with\none sweep of their wings. And on the two banks there were millions of men, the one\nturned toward the other, eye to eye. But the distance which separated them was greater\nthan that of the stars in the sky; it was the distance which separates right from injustice.\nThe ocean is so vast that the sea gulls do not dare to cross it. During seven days\nand seven nights the great steamships of America, going at full speed, drive thru the deep\nit\n\nwaters, before the lighthouses of France come into view; but from one side to the other\n\nhearts are touching.\n\nOdette Gastinel\nClasse: 3™« Ann6e Secondaire\n\nBut the other army, whose first lines are within sound and range of the\nOne covets the eloquence of a Viviani (such as that with which I\nheard him speak in the French Senate of his journey to America) to tell of\nits no less heroic endurances and achievements and of its vital importance\nguns!\n\nto the future of France which the present valors of her people are revealing\nto the world and defending against destruction.\n\nWhen one hears that more than four thousand teachers of those in\nFrance (thirty thousand men were called from the elementary schools alone\nat the beginning of the war, and of course many thousands later) who have\n\nbeen called from the Army of Future Defense to the Army of Present\nDefense have been cited for military valor, one can beHeve that the same\nheroic spirit pervades the entire teaching\n\nbody of France, and that the\n\n"}
{"page": 570, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n554\n\n[Atlantic City\n\nremark of the Rector of the University of Nancy was warranted.\n\nI had\n\nbeen looking at the broken walls of an elementary school, wreckt by a shell\n\nwhich fell upon it in the midst of a morning's session. The master of the\nwhen the shells began to fall near the school building, timed the\n\nschool,\n\ninterval between the first shells, got his children in line for marching, and\n\nthen the moment a third or fourth shell fell, marcht them to a building\nseventy paces away that had a cellar with stout walls.\n\nThe next shell\n\npenetrated the school building and would doubtless have killed or maimed\nall the children had they remained.\n\nI said to the Rector that this teacher\n\n''No,\" said the Rector, \"No,\nany teacher in France would have done this\" which recalls a sentence\nfrom the first report of the present Director of Elementary Education after\n\nshould have been given the Croix de Guerre.\n\n—\n\nthe beginning of the war, to the effect that the teachers having been accus-\n\ntomed before the war to think continuously of the good of their pupils were\nkept even in the trenches from egotism and selfishness.\n\nAnd I find better figure than my own in the tribute of this gentle Director,\n\nwhom I found in his office in the Rue de Crenelle, but in daily touch\n\nwith this \"scholastic front\":\n\nWe admire, not without reason, the serenity of the farmer who, two steps from the\nbattle line, is sowing for the future his grain on thfe bloody furrows.\n\n[And many such\n\nfarmers or farmers' wives I saw on those furrows, while the little puflfs of smoke showed\nthat the enemy was in their skies.]\n\nLet us admire none the less these teachers who, all\n\nalong the line of fire, hold their classes within the sound of the cannon;\n\nthey also are\n\nsowing for the future.\n\nAgain and again in my journey there came to me the saying of Voltaire\n\n\"The spirit of France is the candle of Europe.\" Voltaire saw it glowing in\npeasants' huts, and he would see it now in the trenches were he in France\ntoday; but I saw its flame too in the dim-cloistered places of learning, in\nthe halls of the lycees, and even in little and meagerly furnisht rooms of the\nschools of France, which except for its light would have seemed sad and\n\nAnd one could but recall too (one must add in this conwhat Voltaire said further in speaking of this candle of Europe,\n\"You English,\" he said, \"(nor\nas if in divination of what has come to pass.\nAnd you English will be its screen against\nall others) can blow it out\nthe blowing out, tho in spasms of stupidity you flaunt the extinguisher.\"\nThe winds, savage in temper and fury beyond any that have ever blown\nsomber places.\nnection)\n\nover the earth, have been driving across France from the northeast, winds\nthat have razed villages to dust, that have felled trees by thousands in the\nfields,\n\nthat have poisoned waters with their breath, that have shown no\n\nrespect for schools or hospitals or churches, that have not only denuded\nthe fertile earth in their path, but torn it so that it will not for years, if\never, be able to support life.\n\nBut despite all this the spirit of France, the\n\ncandle of Europe, is unquencht.\n\n"}
{"page": 571, "printed_page": null, "text": "THE NATION AND NEGRO EDUCATION\n\nSuperintendence)\n\n555\n\nFrance has restricted the use of food, fuel, and light; she has discouraged travel except for reasons of necessity; she has mobilized every ablebodied man for present defense; but she has not for one moment forgotten\nher future defense.\n\nShe has even opened schools in caves and occasionally\n\nshe has put women by\nthousands in the places of men teachers called to the front; she has received\n\nprovided teachers and pupils with gas masks;\n\nback into service many men with marks of honor upon their breasts, who\nhave been incapacitated by wounds, to teach again in the schools they had\nleft.\nIndeed I have seen many hundreds of children from the occupied territory being taught in casernes (barracks) by their women teachers who had\n\nBut she has not except under compulsion of cannon and\nbombs taken from any child that heritage in which alone is the prophecy\nfled with them.\n\nof an enduring nation.\n\nThe able-bodied men of France are fighting in the first army to preserve\nthe candle that holds the flame, but the teachers are fighting as valiantly in\n\nthe other to make the candle worth the grim game\n\n—\n\nthis candle of Europe\n\nwhich has become the candle of civilization.\n\nThe advice which France, out of her physical anguish but unabated\naspiration of spirit, sends to us from her ''scholastic front\" is this:\n\nDo not let the needs of the hour, however demanding, or its burdens however heavy,\nperils however threatening, or its sorrows however heart-breaking, make you\nunmindful of the defense of tomorrow, of those disciplines thru which the individual may-\n\nor\n\nits\n\nhave freedom, thru which an efficient democracy is possible, thru which the institutions\nof civilization can be perpetuated\n\nand strengthened.\n\nConserve, endure taxation and\n\nprivation, suffer and sacrifice, to assure to those whom you have brought into the world\n\nthat it shall be, not only a safe, but also a happy, place for them'.\n\nNot that France has put this advice into words.\npresuming.\n\nShe would consider that\n\nIt is the advice of her doing that I have attempted to translate.\n\nTOPIC: NATIONAL RESPONSIBILITY FOR EDUCATION\n\nOF THE COLORED PEOPLE\nA.\n\nTHE STATUS OF NEGRO EDUCATION\n\nKELLY MILLER, DEAN OF HOWARD UNIVERSITY, WASHINGTON, D.C.\n\nThe Fourteenth Amendment to the Constitution made the Negro a\ncitizen of the United States.\n\nBy fiat of law the status of the chattel was\n\nsuddenly transformed into that of the citizen.\n\nThe national government was\n\nwholly responsible for the creation of Negro citizenship, a responsibiHty\n\nwhich involved the obligation to prepare him for his new function in the\ngovernment. But his education was left to the afflicted states, which had\nrecently been disrupted and disorganized by the ruinous ravages of war.\nConsequently, for the most part the freedman was left to shift for himself\nin his upward struggle from ignorance to enlightenment.\nIt was hoped\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n556\n\n[Atlantic City\n\nthat his enfranchisement might enable him to exert the requisite influence\non the poHcy of the several states, leading to the establishment of adequate\neducational provision. Amidst all the imperfections and misdeeds of\nreconstruction, actual or alleged, there stands out in bold reHef one clear\n\nredeeming feature.\n\nActuated by the purpose of qualifying the Negro for\n\nproper exercise of his citizenship function, the reconstruction goverimients\nestablisht the public-school system in the several Southern States.\n\nBut actual experience soon demonstrated what prudent prevision\nshould have foreseen, namely, that the recently impoverisht and distracted\n\nSouthern States were not, of themselves, able to maintain adequate school\nsystems for the efficient education of both races.\n\nTheir heroic effort must\nbe supplemented by national provision, or else the South for many generations must lag behind other sections of the nation, and the efficiency of the\n\nnation as a whole will be seriously impaired.\n\nWe are likely to be misled by statistics of illiteracy showing the remarkable rapidity with which the Negro is acquiring the use of letters.\n\nBeginning practically at the zero point of Hteracy, at the time of his emancipation,\nthe rate of literacy had arisen to 70 .6 per cent in 1910.\n\nThe rapidity with\nwhich the Negro race has progrest in literacy has been considered the most\nmarvelous attainment of the past century.\n\nIn the period of fifty years a\n\nconsiderable majority of its members has learned the use of letters.\nis a\n\nThis\n\nmuch larger percentage than is shown by many of the historic races of\n\nthe Old World.\n\nAltho 70 per cent of the Negro race can read and write, comparatively\na small fraction of that number actually make an efficient use of their\nattainments.\n\nIn the states which require a literacy test for the exercise\n\nof franchise the great majority of\n\nNegroes are excluded because of their\n\ninability to meet this simple test, albeit the statistics of such states show\n\na high average of Negro literacy.\n\nStatistics of illiteracy are misleading\n\nbecause the individual pride which indisposes him to have his ignorance\n\nacknowledged and recorded often leads the Negro to render misleading\nanswer to the query of the enumerator.\n\nAt Camp Dodge, where there were 3600 Negro conscripts from Alabama,\nno one of whom, under the terms of conscription was over thirty-one year\nof age, the Young Men's Christian Association found that over 50 per cent\nof\n\nthem were unable to read or write, notwithstanding the fact that the\n\nrate of Negro illiteracy in Alabama, according to the federal statistics is\n\nonly 40\n\n.\n\n1\n\nper cent.\n\nThere is one conspicuous outstanding fact, that the\n\ngreat majority of the Negro race are not able to make use of literary knowl-\n\nedge to improve their efficiency, or measure up to the standard of an\nenlightened citizenship.\n\nWhen we consider the woeful inadequacy of provision made for Negro\neducation there is left no room to marvel because of this alarming result.\n\nAccording to reports just issued by the Bureau of Education, the state of\n\n"}
{"page": 573, "printed_page": null, "text": "Superintendence]\n\nTHE NATION AND NEGRO EDUCATION\n\n557\n\nAlabama expends $i 78 per capita for each Negro child, the state of Georgia\n$1.76, and Louisiana $1.31. These states expend from five to six times\nIt is conceded\nthis amount per capita for the schooling of white children.\n.\n\nthat even the provision for the education of the white children of the South\nscarcely more than one-third of that for the education of a child in the\nNorth and West. If it requires $25 per capita to prepare for the duties of\ncitizenship in the North, a white child whose powers are reinforced by racial\nand social heredity, by what law of logic or common sense can it be expected\nthat $1.31 will prepare a Negro child in Louisiana, who misses such reinis\n\nforcement, for the exercise of like functions ?\n\nWithout national aid to Negro education the Southern States must\ncontinue for generations under the heavy handicap of a comparatively\nignorant and ill-equipt citizenship.\nIt is a fatal mistake to suppose that the efficient education of the Negro\n\ncan be conducted on a cheaper scale than that of the whites.\n\nThe fact that\n\nhis home environment and his general grade of life are lower, makes adequate\n\neducational facilities all the more expensive.\n\nPhilanthropy, to a commendable degree, has served to supplement the\ndeficiencies of the\n\nSouthern States for Negro education.\n\nBut neither the\n\nindividual state nor the United States has the moral right to depend upon\n\nvoluntary philanthropy to prepare its citizens for the responsible duties\n\nand obligations of citizenship. At best, philanthropy is only a temporary\nand inadequate makeshift. As high as philanthropic contribution seems\nto be in the aggregate, it amounts to little more than one dose of medicine\nin the hospital, when compared to the magnitude of the task to which it is\napphed.\nIt was unfair to the Southern States to require them, unaided, to prepare\n\nthe Negro for duties of citizenship at the time of his enfranchisement.\n\nnation as a whole was responsible for the condition of the Negro.\n\nThe\nThe\n\nfact that slavery became a localized institution was not due to the inherent\n\ndeviltry of the South nor to the innate goodness of the North.\n\nSlavery\n\nwas a national institution and became localized under the operation of\nclimatic and economic law. It is equally unfair today to require the South\nto bear the heavy burden alone. The Negro problem is the nation's problem; the remedy should be as comprehensive as the need.\nSo far I have dealt with the demands for federal assistance to primary\nand elementary education, which imparts to each citizen a more or less\nwell-understood minimum of necessary knowledge and standard of efficiency.\nBut there is a higher sense in which the nation is obligated to the cause of\nNegro education. At the time of his emancipation the Negro was left\nwholly without wise guidance and direction. The sudden severance of the\npersonal relation which had existed complacently under the regime of\nslavery left the Negro dependent upon his own internal resources for the\nleadership of his higher and better life. The discipline of slavery had illy\n\n"}
{"page": 574, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\n\nfitted him for this function.\n\n[Atlantic City\n\nIt had imparted to him the process without\n\nthe principle, the knack without the knowledge, the rule without the reason,\nthe formula without the philosophy.\n\nIf the bhnd lead the blind they will\n\nFor want of vision people perish.\n\nboth fall into the ditch.\n\nThe profes-\n\nsional class constitutes the higher light of the race, and if that light within\nthis race be darkness, how great is that darkness.\n\nThe federal government should make some provision for those who are\nto stand in the high places of intellectual and moral authority.\n\nIn the\nWestern States, where philanthropical millionaires are scarce and where\nthe average citizen is not able to support the system of education on the\nhigher level, the state undertakes the task of maintaining higher institutions of learning for the leaders in the various walks of life.\n\nThe Negro is\n\nunable at present to maintain such institutions for his own race;\n\nhe is\n\ndependent upon a remote and vicarious philanthropy.\nAlready thru land-grant and other federal funds, the government, in\ncooperation with the several states, is supporting agricultural and mechanical\ncolleges for white youth.\n\nthe states where there\nagricultural\n\nis\n\nSome provision is also made for the Negroes in\nscholastic separation of the races.\nBut these\n\nand mechanical colleges are essentially schools of secondary\n\ngrade and cannot be maintained on a high level of collegiate basis.\n\nIt is\n\neasy for the federal government to extend the appHcation by establishing\n\nand ma,intaining at least one institution of technical character and collegiate\ngrade which might serve as a finishing school for the work done in the several\nThe Negro needs to be rooted and grounded in the principles of\nstates.\nknowledge on the highest collegiate basis. The federal government has\nalready acknowledged this responsibiUty in the moderate support which it\ngives to Howard University as the national institution of the Negro race.\nThis acknowledgment of a national responsibiUty, let us hope, augurs early\nample provision for the education of a race in its upward struggle to the\nstature of American citizenship.\n\nB.\n\nTHE NATION'S RESPONSIBILITY TO THE SOUTH FOR\nNEGRO EDUCATION\n\nW. T. B. WILLIAMS, PIELD AGENT FOR THE JEANES FUND AND THE SLATER\nFUND, HAMPTON INSTITUTE, HAMPTON, VA.\n\nNow that we are engaged in positively championing the cause of\ndemocracy for the world it may not be amiss for us to take a look into our\nown household. Our government has its only secure basis in the education\nof its citizens.\n\nAnd our remarkable prosperity has long been attributed\n\nto the high average intelligence and the resulting efficiency of our workers.\n\nThe nation then should see to it that such arch enemies of democracy and\n\n"}
{"page": 575, "printed_page": null, "text": "Superintendence)\n\nTHE NATION AND NEGRO EDUCATION\n\n559\n\nnational efficiency as ignorance and incompetence are driven, as far as\npossible,\n\nfrom our midst.\n\n\"One illiterate citizen is a menace, and his\n\nparticipation in our government is fraught with grave consequences.\"\n\nIt\n\nshould be borne in mind too that mere disfranchisement does not remove\nthe peril of such a citizen. He remains to harm and burden the state in\nmany fundamental ways.\nAny section of the country that fails to prepare its citizens adequately\nfor effective living thereby lessens the strength of the nation.\n\npart of wisdom for the nation to fortify itself at that point.\n\nIt is the\n\nIn the vital\n\nmatters of education and training for industrial efficiency the South lags\n\nbehind other sections of the country and particularly so in the case of the\ncolored people.\n\nThe failure is of such magnitude in the latter case as to\n\nwarrant national concern.\n\nAbout 3,000,000, or 40 .4 per cent, of all persons engaged in agricultural\nAs farmers, renting and owning land, they cultivate 41,500,000 acres. As farm laborers they undoubtpursuits in the southern states are Negroes.\n\nedly cultivate a much larger area.\n\nTho the United States census shows a\n\ndecrease in illiteracy, there are still about 2,225,000 Negro illiterates in\n\nthe South, or over t^t, per cent of the Negro population ten years of age and\nover.\n\nCertainly it is of national importance that cultivators of 41,500,000\n\nacres of land in the favored section of the country should be properly\n\neducated and trained for their serviceable labors.\n\nThe demands that the\n\nnation is making upon the South for food emphasize the potential value\n\nThe nation is also calling upon thcf\nThe figures show that no one is crowding\n\nof these 3,000,000 agricultural workers.\n\nSouth for her quota of soldiers.\n\nthe Negro out of his opportunity to supply his full share.\n\nIt is giving the\n\nnation no little concern, however, that the first draft for the present war\n\nbrought in about forty thousand ilHterate men, most of whom, in all proability, came from the South.\n\nThe South lacks the means to give her children proper education. This\nworks a special hardship upon the colored children, the less favored portion\nof the population.\n\nNo one pretends that the Negro gets an equal share of\n\neven the slender elementary-school fund.\n\nThe South is poor and her\n\nproperty would yield a relatively small income even if it were properly\nassest for taxation, which admittedly it is not.\n\nThe South is not only not\n\nso wealthy as other sections of the country, but owing to the lack of education and training among the masses of her citizens she has apparently less\npower to create wealth. Not only are the great manufacturing industries\nlargely wanting, but in her special field of agriculture the South also suffers\nin comparison.\n\nThe casual visitor is at once struck with the poor methods\n\nof farming, the inadequate equipment, and the general run-down conditions.\n\nBut despite such handicaps the expenditures for schools for each $100\nof\n\nwealth in the southern states compare favorably with those of other\n\nsections of the country, as Table I will show.\n\n"}
{"page": 576, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56o\n\n(Atlantic City\n\nThe differences in the amounts of money available for the education of\neach child in the two groups of states not only show that the South cannot\ngive the amount of education offered in the other sections, but raise the\n\nquestion as to whether the South can give a safe amount of education with\nthe means at her disposal.\n\nIf the money were divided impartially among\n\nTABLE I\nAmount Expended for Schools for Each $ioo of Wealth*\nAlabama\n\n$o. 23\n\nConnecticut\n\n$0.31\n\nArkansas\n\no. 29\n\nPennsylvania\n\no. 27\n\nFlorida\n\no. 33\n\nNew York\n\no 29\n\nGeorgia\n\no. 29\n\nMassachusetts\n\n0.34\n\nLouisiana\n\n0.31\n\nIndiana\n\n0.39\n\nMississippi\n\nIllinois\n\no. 29\n\nNorth Carolina\n\n0.31\n0.28\n\nWisconsin\n\n0.31\n\nSouth Carolina\n\n0.27\n\nTennessee\n\n0.33\no. 28\n\nIowa\nKansas\n\n0.25\no. 36\n\nVirginia\n\n*A\n\n.\n\nCaHfornia\n\nComparative Study of Public School Systems in Forty-eight Slates.\n\n0.33\nRussell Sage Foundation,\n\nigi2, p. 16.\n\nTotal Amounts Expended Per Child*\nAlabama\n\n$4\n\nConnecticut\n\n6\n\nPennsylvania\n\n16\n\nFlorida\n\n8\n\nNew York\n\n25\n\nArkansas\n\n:\n\n$22\n\nGeorgia\n\n4\n\nMassachusetts\n\n34\n\nLouisiana\n\n7\n\nIndiana\n\n19\n\nMississippi\n\n4\n\nIllinois\n\n23\n\nNorth Carolina\n\n4\n\nWisconsin\n\n15\n\n3\n\n20\n\nTennessee\n\n6\n\nIowa\nKansas\n\nVirginia\n\n6\n\nCalifornia\n\nSouth Carolina\n\n;\n\n*A Comparative Study of Public School Systems in Forty-eight States.\n\n16\n27\nRussell Sage Foundation,\n\n1912, p. 9.\n\nthe white and colored children it seems quite clear that no such training\nas our times require could possibly be given.\n\nAll the more is it impossible\n\nto do anything but keep up appearances with the much smaller amounts\n\nthat fall to the colored children in the division that is made.\nis\n\nThe division\n\nnow made as shown in Table II.\nVery little change may be expected soon from within the South.\n\nA\n\nwhite lawyer writing recently in the Atlanta Constitution says that the\nquestionnaire required under the military draft \"will carry intelligence to\n\nWashington that is alarming and a disgrace to the state.\" The Constitution\nsays: \"The questionnaire will show that a tremendous percentage of the\nyoung men of Georgia, and especially those of the rural sections, are woe-\n\n"}
{"page": 577, "printed_page": null, "text": "—\nTHE NATION AND NEGRO EDUCATION\n\nSuperintendence)\n\nfully illiterate;\n\nthat they have been and are being denied opportunities\n\nto say nothing of incentives\nstate\n\n561\n\n—for the acquiring of education, and that the\n\ndeplorably remiss in failing to provide them with proper and\n\nis\n\nadequate educational facilities.\"\n\nIf this is the condition of the young\n\nmen\n\nin general in Georgia it is not difficult to imagine the state of the Negro.\n\nTABLE II\nTeachers' Salaries per Child six to Fourteen Years of Age*\nState\n\nAlabama\nArkansas\nFlorida\n\nWhite\n\nNegro\n\n$9.41\n12.95\n11.50\n\n$1.78\n\nNorth Carolina\n\n459\n\nSouth Carolina....\nTennessee\nTexas.\n\n958\n\nGeorgia\nLouisiana\nMississippi\n\n13-73\n10.50\n\n2.64\n1.76\nI-3I\n2.26\n\nState\n\nVirginia\n\n* Negro Education, U.S. Bureau of Education Bulletin, 1916, No. 39.\n\nWhite\n\nNegro\n\n$5.27\n10.00\n8.27\n10.08\n9.64\n\n1.44\n4.83\n5-74\n2.74\n\nVol. II, passim.\n\nThe South needs to be led to a deeper appreciation of the value of\neducation for all the people and especially to recognize the importance to\nitself\n\nas well as to the nation of Negro education.\n\nIn most cases where\n\nthere is any activity out of the ordinary in Negro education in the South\n\ntoday it can usually be traced to some influence of the Jeanes Fund, the\nSlater Fund, the\n\nRosenwald Fund, the General Education Board, or to\n\nprivate schools like Hampton Institute, Tuskegee Institute, and Spelman\n\nSeminary, or to the local colored people.\nAll of these agencies have clearly demonstrated the helpfulness of outside aid in Negro education in the South.\n\nThe South has shown no inclina-\n\ntion to do less on account of such aid.\n\nOn the contrary, it is mainly in\n\ncooperation with these agencies that it has come to do more than usual for\ncolored schools.\n\nThese funds are now inadequate to meet the demands\n\nthe South is making upon them for cooperation in Negro education.\nthe national government is equal to that.\n\nOnly\n\nPrivate means have shown an\n\neffective and acceptable way of relieving the South of its main burden of\n\nignorance and weakness.\n\nThe nation owes it to the South to help in carry-\n\ning forward this work.\n\nThe nation is already giving aid to certain phases of education in the\nSouth.\n\nIt has helpt to support agricultural and mechanical colleges here\n\nAnd by the means provided by the Smith-Lever bill and the\nSmith-Hughes bill it has gone a long step farther. It is now doing educational work in agriculture directly with the farmers and is giving agricultural\nand mechanical training to boys and girls in the pubhc schools. The county\ntraining schools already mentioned are to be used for the latter work among\n\nas elsewhere.\n\nIt is difficult to see why the national government should\nnot help to meet an equally pressing need in general education for Negroes\n\ncolored youth.\n\n"}
{"page": 578, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n562\n\n[Atlantic City\n\nin the same section.\n\nSuch aid would doubtless meet with the same response\nIf the national aid were conditioned upon increast\npubKc appropriations for colored schools it would prove stimulating and\nhelpful, as has been true with the private funds and in the case of the governgiven to private funds.\n\nment money in agricultural training. It is remarkable what efforts a community will make in order to get assistance from outside. The nation\nmight with advantage set a definite date for withdrawing aid altogether,\nafter allowing sufficient time for development and permanent growth.\nThe Slater Fund has done this with success in a number of cases. At\nRichmond, Va., for instance, it finanst the industrial work in the colored\nhigh school. This resulted in similar work in the new white high school.\nIn Charleston, S.C, the Fund helpt the city estabhsh an industrial school\nfor colored youth.\nNeither work would have been done but for this outside aid.\nBoth have gone steadily forward since the aid has been withdrawn.\n\nThe South needs the help and stimulation which outside aid and cooperation in its consequent direction give.\n\nto this task.\n\nNational means alone are adequate\n\nThe nation has the opportunity to render the South a pe-\n\nculiarly helpful service in making her citizens more intelligent and efficient\nand so more valuable both to the South and to the nation. I think its\n\nresponsibility is clear.\n\nC.\n\nTHE NATION'S RESPONSIBILITY TO ITSELF FOR NEGRO\nEDUCATION AND ITS CONSTITUTIONAL POWER\nTO RENDER AID THERETO\n\nISAAC FISHER, UNIVERSITY EDITOR, FISK UNIVERSITY, NASHVILLE, TENN.\n\nThe brief herewith presented is not for the Negro alone, but for the\nAmerican Commonwealth.\nWaiving all questions of equity to the Negro, the American government\nhas a direct and immediate responsibility to all the people of the United\nStates for the education of the American Negro. To show that the nation\nis responsible to itself for the education of her colored people and that it\ncan give aid in this direction, three propositions must be supported and\nproved: (I) that there is substantial relation between Negro education\nand the purposes for which the Union was formed; (II) that this relation\ncreates a moral responsibility on the part of the government to all of the\npeople, to promote Negro education; and (III) that there is ample constitutional power in Congress to give aid to Negro education.\nI. There is substantial relation between Negro education and the purposes\nThe purposes in the hearts of the men who\nfor which the Union was formed.\nfounded this nation were, as they themselves wrote them into the Constitu-\n\n—\n\n"}
{"page": 579, "printed_page": null, "text": "THE NATION AND NEGRO EDUCATION\n\nSuperintendence!\n\n563\n\ntion, (i) to form a more perfect union, (2) to establish justice, (3) to insure\n\ndomestic tranquillity,\n\n(4) to provide for\n\nthe common defense, (5) to pro-\n\nmote the general welfare, and (6) to secure the blessings of liberty to themselves and their posterity.\nIs there substantial relation between Negro\neducation or lack of it and the general welfare as embraced under these\ntopics ? The relation is substantial and direct.\n\nThe establishment of justice\n\n:\n\nSince the beginning of the present world-\n\nwar the United States has called upon her citizens to offer their money,\ntheir comfort, their happiness, and their lives in defense of their government.\n\nNo discrimination in their favor has been askt by the Negroes.\n\nNone would have been granted by\n\nthe\n\ngovernment, had\n\nit\n\nbeen\n\naskt.\n\nWhether it is so intended or not, the present inequality of opportunity\nand equality of duties imposed upon the Negro both by state and federal\ngovernments are injustices which in tiftie will be set up as precedents to\nbreed and justify further injustice to other race or social groups thruout\nthe nation.\n\nThe education of the Negro, therefore, is urged, not simply\n\nfor his good, but because it will be a step toward the establishment of justice\nfor all the people by the doing of justice to one of the weaker groups of the\n\npeople.\n\nThe insuring of domestic tranquillity: The census reports of Negro\ncriminality for the years 1870, 1880, 1890, and 1904 bear testimony that\n\nour government has taken \"judicial notice\" of the fact that there is too\n\nmuch crime in the race.\n\nAs to the remedy for this evil, the answer by\n\na southern judge, Gilbert T. Stephenson, of Winston-Salem, N.C.,\n\nis\n\nunequivocal, for he says: \"All the available statistics and the unanimous\n\nopinion of men in position to know the facts would seem to prove that\n\n—elementary or advanst, industrial or literary—diminishes\n\neducation\n\ncrime among Negroes.\"^\nProviding for the common defense Whether or not the whole people\nhave any interest in the future of the American Negro, the whole people\nare concerned to know whether always in time of stress and storm a race\ngroup now numbering practically twelve million will be whole-heartedly\nfor our government or against it.\nTo help educate the Negro will help\nprovide for the common defense by increasing the love of those who must\nbear arms for the nation.\nPromoting for the general welfare: In addition to all that has gone\n:\n\n.\n\nbefore it must be said that all the fruits of ignorance, i.e., crime, pauperism,\n\nhigh death-rate, low standard of living, etc., affect the general weffare of\nall the people.\n\nThe steady and unexpected migration of Negroes from the\n\nSouth to all parts of the country suddenly reminded the nation that in our\nscrupulous care to preserve the rights of the individual states\n\nwe had\n\nneglected to provide for that general welfare of all the people which\n•\n\nReview of Reviews, LV (1917), 318.\n\nis\n\n"}
{"page": 580, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n564\n\n[Atlantic City\n\nintrusted by the Constitution, not to the states, but to the general govern-\n\nment.\n\nOur logic had made no allowance for the fact that while under our system\ngovernment one state has the perfect right to spend $10.00 for the\neducation of a white child and but $1 .44 for that of a Negro child she and\nher sister-states have no right to permit Negroes thru ignorance to have so\nlow a standard of living that when they began moving into northern and\neastern states labor all over the country should fear that the coming of\n350,000 and possibly more Negroes would be a menace to the northern\nworkingman with his generally higher standard of living; and that labor\nwould express that fear in the awful terms of the massacres of East St. Louis.\nIt was rendered forever impossible by the inhibitions of the Thirteenth\nAmendment to the Constitution of the United States, forbidding slavery\nin the Union, for one state to prevent the migration of Negroes to another\nstate; and whether they will or n(5t all the states of the American Union\nhave a very special interest in the education of every Negro in the country.\nSecuring the blessings of liberty: The nation must grant full measure of\nliberty, compatible with safety, to all of her citizens or she must deteriorate.\nFull liberty to the Negro to prepare himself for citizenship thru education\nis a principle which must be applied if the nation is not to adopt a counterprinciple of restraint upon that race; and every arbitrary restraint of liberty\nnot equally imposed on all the citizens similarly required to bear the burdens\nof citizenship leads to ultimate tyranny and to a loss of national liberty.\nII. The relation subsisting between Negro education and the purposes for\nwhich the Union was formed create a moral responsibility in the government\nto promote Negro education.\nThe several ends for which the nation was\nfounded, embracing the general welfare of all the people of the Union, was\nintrusted in terms to the care of the federal government. The moral\nobligation of the Union to protect all of its people arises from this fact.\nIf, as has been shown, the promotion of Negro education is a factor in the\npromotion of the general welfare the nation is under moral obligation to\nadvance the cause of Negro education. The nation's ethical obUgation\nto advance the cause of Negro education being conceded, nothing remains\nbut to affirm that\nThere is full constitutional power in Congress to give aid to Negro\nIII.\nof\n\n—\n\neducation.\n\nThere are three grants of power to Congress under which federal aid\n\nmay be given to Negro education, i.e., the power (i) to regulate commerce,\n(2) to provide for the common defense, and (3) to provide for the general\nwelfare.\nIt has already been shown that Negro ilHteracy is productive of crime\nand a low standard of living. Without looking farther we have here the\nfollowing harmful fruits of Negro ilHteracy: (i) crime, immorahty;\n(2) health menace; (3) lower relative standard of living, menacing the\n\n"}
{"page": 581, "printed_page": null, "text": "THE NATION AND NEGRO EDUCATION\n\nSuperintendence!\n\n565\n\npublic peace; and (4) poverty and dependence. And it will be admitted\nwithout argument that these bear vital relation to the public health, the\npublic morals, the public peace, and the public safety; and that these are\n\nundisputed subjects of the poHce power to be regulated thereunder.\n\nWhile fully conceding that any and all of the states of the Union have\npolice power many deny that the general government has any such power;\n\nand this denial has been urged to justify the exclusion of the United States\nfrom participation in such law enforcements as have to do with subjects\nordinarily legislated upon by the several states.\nUnder its commerce power Congress has legislated (i) to prevent\nthe spread of disease from state to state (act of March 27, 1890), (2) to\ncooperate with municipahties to prevent the spread of disease (act of\n\nFebruary 15, 1893), (3) to regulate railway sanitation, (4) to collect and\ncollate sanitary information, (5) to investigate contagious\n\nand infectious\n\ndiseases (act of March 3, 1901), and (6) to study and investigate the diseases\nof man (act of August 14, 191 2).\n\nThe power to pass quarantine laws to\n\nprotect the public health has been upheld by the Supreme Court in numerous\ncases.\n\nFrom these cases it is clear that Congress may legislate to destroy\n\nand welfare under its\npower to regulate commerce. And it is not perceived that it has not the\npower to reduce illiteracy which is a cause of disease and its spread from\nconditions injurious to the public health, morals,\n\nstate to state.\n\nOn the aflBirmative side it may be said that Negro education will result\nin national benefits.\n\nUnder dangerous aspects of Negro illiteracy it will\n\nnot be forgotten that the federal Bureau of Education indicated, not only\nthat the masses of Negroes should be educated, but that '' the race must have\n\nphysicians with real skill and the spirit of service to lead against the unsanitary conditions that are threatening not only the colored people, but also\ntheir white neighbors.\"^\n\nHere it is shown that both elementary and higher\n\neducation of Negroes will be safeguards of the public health.\n\nOn the economic side it may be said further that according to our last\ncensus there were 5,192,535 Negro bread-winners. Three millions, or\n55 per cent, of these are farmers and farm laborers; and practically not\n\nmore than 5 per cent of the total number of Negroes are in the skilled or\nThese colored people till 41,500,000 acres of land and\n\nprofessional groups.\n\ncomprise 40 4 per cent of all southern farmers in the nation, producing\n.\n\ncommodities which are of the highest value in the commerce of the\nUnited States.\n\nThe lack of skill and scientific training which these workers\n\nexhibit and the lack of education of which these are the fruits point the way\nto the better promotion of commerce thru the better education of this great\n\ngroup of producers.\n\n—any\n\nIt has been shown (i) that Negro illiteracy\n\nilliteracy\n\n— a menace\nis\n\nto the public peace, health, morals, and safety of all the people;\n'\n\nBulletin No. 38 (1916), p. 55.\n\n(2)\n\nthat\n\n"}
{"page": 582, "printed_page": null, "text": "—\n\n566\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Atlantic City\n\nCongress has police power for the protection of the general welfare;\n\n(3) that\n\nCongress has employed this police power under its commercial power to\nprotect the public peace, health, morals, and welfare of all the people in\ncases beyond the jurisdiction of individual states;\n\n(4)\n\nthat Negro laborers\n\nare for the most part untrained; (5) that vocational education in particular\n\nand general education as a whole will give such training to these workers\nas will help to promote the growth of American commerce; and (6) that\nCongress is specifically authorized by the Constitution to adopt measures\nto promote the growth of such commerce.\nFrom all of these arguments may be deduced the simple conclusion that\nCongress has ample power under the Constitution to give aid to Negro\neducation in order to equalize the opportunities of education given in the\n\nand in giving such aid, it need not examine the causes of the\nIf they spring from poverty in the states Congress\nmust help the states for the general welfare; if from poverty of Negroes\nCongress may encourage them by providing educational facilities for them\nfurther to provide for the common defense; or if from race discriminations\nCongress is morally bound to legislate in such a way that however desirable\nseveral states;\n\ninequalities to be cured.\n\nthese discriminations may be they cannot jeopardize the national defense,\n\nretard the growth of commerce, and menace the public peace, public health,\npublic morals, and the general welfare of all the people of the Union.\n\nDISCUSSION\nJames H. Dillard, president of Slater and Jeanes Boards, Charlottesville, Va.\nThis very important and far-reaching proposition has been much discust in past years.\nMany arguments pro and con have been put forth. There are differences of opinion on\nthe subject. I confess myself to have been at different times on different sides; but for a\nnumber of years I have thought that the reasons for national aid to Negro education far\noutweigh all possible objections. I say this in spite of the fact that I am an ultra believer\nin states' rights and duties as opposed to federal rights and duties.\nIn facing the problem I find myself confronted with the following thoughts:\nWhen the Negro was freed he had\n1. Justice, both to the Negro and to the South.\nHe was not helpt\npractically nothing to start with but the false discipline of slavery.\nas he should have been and the efforts that were made were utterly inadequate. The\nwhole nation should have felt the obligation to afford means of education to the freedmen,\nfor the presence of the Negro on our continent and his use as a slave were due, not to the\nSouth alone, but to the whole country. The country as a whole consented and abetted.\nJustice therefore demanded that when the change of status came the whole country should\nshare the consequent obligation of education. This obligation has never been met and\nthe demand for meeting it still calls as a matter of simple justice to the Negro. It is also\na matter of justice to the South. The South, chief promoter of slavery and also chief\nsufferer, should not have been expected to have the whole burden of the public education\nThe beginning and the end of slavery affected, involved, and concerned\nof the freedmen.\nthe country as a whole. I would base national aid to Negro education on simple justice\njustice to the Negro and justice to the South.\nThere is no need of\n2. The tremendous benefit to the Negro and to the whole country.\ngoing over the old arguments. The prosperity, the safety, the health of the nation depend\nupon the spread of knowledge, intelligence, efficiency, and enlightened purposes among\nall citizens of every race and calling, and the only practical governmental way of effecting\n\n—\n\n—\n\nthis extension of good is thru the public schools.\n\n"}
{"page": 583, "printed_page": null, "text": "THE NATION AND NEGRO EDUCATION\n\nSuperintendence]\n\n567\n\n—\n\nHow better can all the people's money be spent than in\n3. The spending of money.\nproviding education for all the people ? There may come times when it seems necessary\nto spend the last dollar on army and navy, but we never actually spend the last dollar\nThe necessary addition to ordinary expenses\nin this way and the ordinary expenses go on.\nwhich would come on account of an amount of aid sufficient to cause very great improvement in Negro education would be relatively a small item in the country's budget.\nThe facts speak for themselves. While much has been done by states\n4. The need.\nand counties, as the great reduction in illiteracy well shows, it is still true that in most\nparts of the South the terms of Negro public schools are too short and the pay and consequent fitness of the teachers too low. Longer terms and better teachers are the two\noutstanding needs. Mr. Williams has given in his address many statistics which deserve\nImprovement is going on, but why should it be so slow if it can be\ncareful consideration.\nwisely hastened ?\nThis aspect of the case has been con5. The constitutionality of the proposition.\nsidered in detail in Mr. Fisher's address. I have always believed that when a good step\nhad to be taken the way could somehow be found thru the mazes of the commas, clauses,\nand phrases of any constitution that ever could be written.\n\n—\n\n—\n\nI\n\nNow permit me to say that in spite of the five thoughts just considered, namely, the\njustice, the benefit, the\n\nwisdom of the expenditure, the need, and the constitutional\n\npermissibility, it seems to me that national aid should be withheld unless it could be given\n\nwithout two drawbacks:\n1.\n\nHowever there appears\nThe fact is that the cooperation of the various private\n\nSuch aid must not diminish state or local appropriations.\n\nto be no danger of this kind.\n\nfoundations has led invariably to larger appropriations from public funds.\n2. The money given in aid must not be wasted.\nI believe that methods can be found\nwhereby the proper spending of the money can be safeguarded.\nI shall now venture to state in brief outline the policy and plan which I should like\n\nto see adopted:\n1. Let the aid be offered in fifteen states, as follows: Delaware, Maryland, Virginia,\nNorth Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana,\nTexas, Arkansas, Oklahoma, Tennessee, and Kentucky. Two other states, West Virginia\nand Missouri, might be added if the addition be thought advisable.\n2.\n\nLet the aid be given for salary of teachers in public schools of all grades.\n\nWith\n\nincrease of salary the question of length of term would take care of itself.\n3.\n\nLet the administration of the funds be in the hands of a committee of three con-\n\nsisting of the state superintendent, the state agent of Negro rural schools, and the president\n\nor principal of the leading state institution for Negroes. Eleven of the fifteen states\nalready have state agents of Negro rural schools and the remaining four should have and\n\nprobably soon will have such an official. All of the states except two have one outstanding\nNegro institution supported by the state. In North Carolina with three and Alabama\nwith two the selection of the member of the committee might be left to the state superintendent.\n4.\n\nLet the amount be for fifteen years one-third, for ten years one-fourth, and for\n\nfive years one-fifth of the amount expended each preceding year for all purposes of Negro\n\neducation from public funds in each county and city and for each state institution of\nhigher grade.\n\nIn order to give a general idea of the amount needed to carry out this plan I have\n\nNot all are of the same year and so the amount makes no\nAccording to such figures as I have the amount\nspent in a year in counties and cities for Negro public schools in the fifteen states was\nin round numbers $5,125,000.\nThe amount spent for the state schools was $275,000.\nThese together made $5,400,000, so that under these figures the amount of national aid\ntaken the figures available.\n\npretense of absolute present accuracy.\n\nwould be $1,800,000.\n\nSuppose it were two millions, or two and a half millions, or even\n\nthree millions a year for fifteen years and then a diminishing amount; this seems a small\n\nsum for the whole nation to pay in performing a high duty and achieving a widespread\nbenefit.\nFor tho the amount is not large when distributed over fifteen states it would\ndo much in each state to further of itself the needed improvement, and I confidently\nbelieve that the aid given would tend to increase the state and county appropriations.\n\n"}
{"page": 584, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nS68\n\n(Atlantic City\n\nSTANDARDIZATION OF SCHOOLHOUSE PLANNING\nAND CONSTRUCTION\nPRANK IRVING COOPER, ARCHITECT, BOSTON, MASS.\nAll this\n\nweek we have listened with intense interest to the speeches\n\nwhich have been made to us, and one reason for our interest has been that\nthey all had some intimate connection with that one enormous subject\nwhich engrosses us all, \"The War.\" It has thrown a powerful searchlight\nupon every kind of activity and we are looking at affairs from a new point\nof view.\n\nAccording to reputable authorities we have been the world's spendthrift, and we must\n\nnow try to learn where waste may be curtailed in every\n\npossible way, not only in the use of food, but in the use of materials, and\n\nunder the latter heading in the use of building-material.\n\nI do not mean\n\nthat we must stop using building-materials, but I do mean that we must\n\nbe sure that the materials are being put to the best use in the most economical way.\n\nIn the development of our present complicated building\n\nwith laboratories, gymnasium, libraries, executive departments, etc., there\nhas crept in an element of waste space and inefficient layout which almost\n\nalways results in a waste of public money, and it is this waste which we\n\nhope in some way to abolish.\nWe have nothing that could be called standards of schoolhouse building.\nIt is true that our state regulation has had a great growth during\nthe past five years as shown in comparative charts for 1910 and 19 15.\nChart I, of 19 10, shows that but 23 states had laws or regulations\ndealing with school buildings. These laws and regulations dealt with 26\nphases of the buildings.\n\nThe agitation during the five years following the\n\npublishing of this chart resulted in the passing of regulations in 10 additional\nstates as well as the reviewing of the laws in many of the states having laws\n\nin 1910.\n\nA redrafting of the chart in 1915, Chart II, showed that 33 states had\nWe are now at work\n\nregulations dealing with 63 phases of the building.\n\non a revision of this chart to show the amount of regulations as it stood\nin 1917.\nIf there were more uniformity in these laws they would be more valuable.\nAs it is there is such a great variation that a building in one state would\noften be condemned if it were moved half a mile across the border into\n\nanother state.\n\nTo show how vitally this affects our pocketbooks, states having similar\nregulations, as Vermont, New Jersey, and Minnesota, require 50 per cent\n\nmore area in classrooms per pupil than some of the other states and their\ntaxpayers must pay $1.50 for every dollar that it costs their neighbors.\nThis is simply one instance out of many, but it is obvious (without considering which is right) that there should be one best standard and that all\nstates would be benefited by adopting it.\n\n"}
{"page": 585, "printed_page": null, "text": "1\n\n1\n\n.\n\nSTANDARDIZATION OF SCHOOLHOUSE PLANNING\n\nSuperintendence]\n\n569\n\nTo assist in determining what is the best practice in school buildings\nOur Committee has had no standards of planning\nBut what we did have was an enormous number and variety of\n\nis the object of our work.\n\nto go by.\n\nCHAUT JtlOWINC JTATUJ\n\nOf COMPUUORY\n\nJCHGDLHOUJL CDNJieUCTION\ncoMPiirp\n\nDv\n\nIN\n\nro». NK IBVINCj\n\n•-PlaM\n\n•STATf\n\n^;s„^«\" TION\n\nTAI IfOPNIA\n\n>\n\nc\n\n1^\n\n1\n\np\n\nPJ\n\n'%\n\nifiiil\n>\n\niftHISWIif\n\n2!\n\nii\n\n\\\n\nATSAMA\n\nAl\n\nI3IO.\n\n^oJ^OM\n\nCOOPEt\n\nQDN5TTJUGTI6N\n\n^l\n\nOf\n\n&EGUIATION\n\nW. UNITED JTATEJ IN\n\n^^\n\n1\n\nnPADD\n\nr.oi\n\nII\n\nr.DNMfr.Tir.i it\n\nAWAPf'\n\nnri\n\n1 1 1 1\n\n1\n\n1\n\n1\n\ni\n\nX\n\nTIDDIDA\nnFOPniA\n\nI\n\nIDAHn'\nM\n\n1\n\nINOl'S\n\nX\n\nINDIANA\n\nIOWA\n\nII\n\n1\n\n1\n\n1\n\n1\n\n1\n\n)\n\n~^H III\n\nKANSA5, ^fF NOTFSA D\nKf NT\\ir.KY\n\n'\n\n[\n\nK\n\nMADYI AND\n\nIH\n^T\nIII ^HP 5£E. NCm\n'y\n\nMINNf.'iOTA\n\nx\nX ^ 1\n\nMONTANA\n\nX\n\nMir.HinAN .VFunrfr,\n\n^B\n\n1\n:: >\n\n!^\n\n1\n\nI\n\n^^ 1\n\n\"iifii\n\n1\n\n1\n\n1\n\n^kK^\n\ni^ i^\n\ni\n\nNFIM>A.'iKA\n\nnrVADA\nNfW HAMP.\"iHIPf\nNFW .TfP.SfY\nNfW MfXIGO\nNfW YOEK\nUnDTH DAKOTA\n\n,\n\n<\n\n''//i^\n\n<i\n\n><lll\nX\n\nOKI AHOMA\nOPfr.DN\nPfNN.WIVANIA\nDHORF\nAND\n\n!\n\n1\n\n_ _\n- - — --\n\n??^\n\nf:2;22\n\nm.\nV I.\nfe^%^^\n^im\n!\n\n>c\n\ny. <^ '//-/ v/y.\n\n1 1\n^\n\n' '\n\n^\n\ni\n\niii 1 ii\n1 1\n\n1\n1\n\n..^\n\n1\n\ni^^ta\n\nl.\"il\n\n•iOllTH r-APOI.INA\n\nx|\n\nDAKOTA\n\n.iOI ITH\n\ni_ii 1\n\n1\n\n\"^\n\n1 I\n\n1\n\ni^\n\n'/,\n\nTfNrS.'i^'T'\n\nTrXA.^i\n\nUTAH\nVfDMONT\nVIPfilNIA\n\nX\nX\n\n1\n\n^^\nII\n\ni-.il\n^^M\n\nxH il 11\n\nWA^^HINGTON\nWf.^T VIDr.lNIA\nWiriCONf^lN\n\ng\n\nII\n\n^^^^ ^\n|||br\n\n111^\n\nWYOMiriQ\nNori A.\nNote !>\n\nNcnX\n\nplans fOB -SOKEL WIJJ)INC36 in THI5 ^TATI. HU5T t£ APPEOYEP BY ^TATf AECHITKI\niHfs uules abe PttPACSD r>Y j^pactment <x ihsrectioh cr woaxswops. taotocilAND PUtU-IO IHJILDtHeS\n\nThe\n\nG Th£S£ i.AW>5\n\nIndicates law\n\nBfOULATIOKS\n\nAND\nIII\n\nAPPLY\n\nJO STATI.\n\n.\n\nMlllPlNGi OHLY.\n\nIndicates regulation\n\nChart I\nschool buildings now in active use which were ready for investigation with\n\na view to determining what was most desirable in each and what was the\nI should premise any discussion of our\nbest practice in division of space.\nschool-building tabulation with the statement that we have not tabulated a\n\n"}
{"page": 586, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n570\n\nQiART SHOWING\nIN\n\n[Atlantic City\n\nSTATUS Of RfGULATION OF SCHOOLHOUSL\nTHE UNITED STATES IN THE YEAH 1915\n\nCONSTRUCTION\n\nCOMPILED 5Y FCANICIRVING COOPER.. ARCHITECT. 50ST0N.\n\n^^y\n\n/////M/Z/M/M/MS\nCOTiTROL\n5a«2D OF HEALTH\niOASD OF EDUCATION 1 1\n\n1\n\n1\n\nX\nH\n\nLU\n\n1\n\n1\n\n1\n\nII\n\n.\n\nSTATE ARCHITECT\nSTATE INSPECTORS\n\n_\n.\n1\n\n1\n\n1\n\n_i\n\n_\n\n-\n\nII m\n--\n\n1\n\nII\n\nI\n\nI\n\nLl\n~hH\n^^r IIII\n\n^H\n\n_:\n\nS3\n\n1\n\nwT\n\nt\n\nU\n\nHHI\n\nIII\n\n:\n\nSITES\nLOCATION\n\n1 1\n\n'\n\njROV.MDS\n\nPLANNING\n1\n\n^mscuKSsmM\n\n1 1\n\nASSEMBLY HALLS\nBASEMENT RGCMS\n\nII\n\nCLASSROOMS\n\nDOORS\nmT-m-FiOOiSPACL\n\n1\n\nSTOliE\n\nROOMS\n\n-\n\n--- -\n\nWIDOWS\n\nm\n\n1^\n\nn^\n\nJ 1\n\nml\n\n1^\n.1\n\n1\n\n1\n\n1\n\n1\n\n1\n\n1\n\n1\n\nFIRfiPROOF\n;nqn-fireproof\n\n_.\n\n2\n\n1\n\n6\n\nII\n\nn\n\nIP\n\n:|\n\n1\n\nI\n\n1\n\n200F COVERWG\n\nSCUTTLES\n\nSTAIRWAYS\n\nII ....\n\n1\n1\n\nWALLS\n\n1\n\n1\n\n1\n\n1\n\nFIRE PROTECTION\n\nB\n\nII\n\nfn\n\n1\n\nSTOPS\n\nVIOTIO/^ PICTURES\nPROTECTIVE COVERJrtGS\n\n1\n\n5PmK.LERS\n\n.\n\n:\n\n.III\n_\nt\nI\n\nI\n\n-\n\n_\n\n1\n\n1\n\n1\n\n__\n\n_\n\n_\n\n1\n\ni~\n\n_\n\n_\n\nI\n\n_\n\n_\n\n_i\n\nI..\"\n\nv\"e^4V^a^,Ig\n\ny 1\nn m\nD\n\n1\n\nDUCTS\nHUMIDITY\n\n11\n\nREGISTERS\nREQUIREMENTS\n\n1\n\n1\n\nVEAITILATIO^\n\n1\n\n1\n\nJ\nZm\n\nll\n\n1\n\nSMITATIO}\\\nDRAINAGE OF GROUNDS\n\n--\n\n-\n\nH\n\n--\n\nJ\n\n1'\n1\n\n'S\n-\n\nEaVIPME'AT\niLAOC BOARDS\n\n1\n\n'\n\n,„ J\n__T\n\n|_\n\n_ ..\n\n,\n\n\"\nT\n^i\njif II\n-\n\nFOUNTAINS\n\n-\n\n1\n\n6\ns\n\nn JJuuu\n\n.\n1\n\nn\n\n1\n\nH n\n\nirt\n\n2\n1\n\n~\n\nHi\n\nz\n\n3\n3\n\n3\n\nII\n\n1\n\n6\n\n~U\n\n<•\n\n±8\n\"' ±3\nit\":\n1\n\n_\n\n~~~\n\n\"\n\nTr'^\n\n~B~6\n1\n\n1\n\nn\nM _\n\n1\n\nII\n\n~W\n\n1\n\n-\n\n-\n\n-\n\n1\n\n:_:\n\n»\n\n1\n\n'\n\nI\n\n|yy 1I\nEI\nIIHI\nPtiMllJt\n\n2\n\n4\n\n1\n\n20\n\n~\n\n]\n\n1\n\nI'l\n\n'\n\n:'=\n\nII\n\nn m\n\n1\n\n':,\n\n-\n\nt\nIE\n\n-fl—\n\nINDICATES\nFORCE.\n\ncommission\n\nIN\n\nChart II\n\nI\n\n::: J:^\nhliiijls\n\n:___\n1\n\nII\n\n1\nm--m\n11\n\n\"\n\na\n\ns\n\n\"\n\n1\n\n11\n\nL\n\n2\n\n1\n1\nn\n\nWJl\nMZ \"\nn\n\n\"^_\n\ni\n\nTt\nI\n\n-\n\n...-\n\n:i\n\n:\n\n_..::i_\n\nA THIS CONTROL IS ST -THE\nYiisconsm industrial\n\nz\n\n1\n\n1\n1\nm_\n\n~\n\nm\n\nI\n\niiii\n1.\n:i\n1\n--i\nI--I\n1\\\n-_|\n1\n\nI\n\nIII\n\nrf%\n_\n1\n_\n\nn\n_\n\n,\nI\n1 1\n\nAIR SUPPLY\n\n—\n\nL\n\n1\n\nSTAIRS -FIREPROOF\nSTRUCTURAL DESIGN\n\nI\n\nI\n\n4\n....*..\nH\n\nm\nT\nli\nT\n\nn\n\nPARAPET WALLS\n\nFIRE ALARMS\nFIRE DRILLS\nFIQE ESCAPES\n^1 RE EXTINGUISHERS\n\nII\n\nI\nI\nn\ny\n\nn n\n\n1\n\nMACHmERY\n\n'N\\NDaU SHADES\n\n_\n\n-\n\n3\n\n1\n\nLOCKS -50LTS\n\nDESKS -^ANO SEATS\n\n^^r\n\n11\n\nH\n\nELECTRIC WORK.\n\nPRIVIES\nSANITA12IE5\ny^CUUM CLEANERS\n\n^^^^^\n\nII\n\n.,_\n\nCEIUMGS\nCHIMNEYS\n\n3PINKIflG\n\nH^Hi\n\nfi\n\nCQNSTRVCTIOJN\n\n^-IRE\n\n*\n\n^^r\n\n.\n\n.\n\n::.:ii:j::::::!:i:\n\nif.\n\n|Hta\n\nIII\n\n1\n\n^\n\n^^1\n\n^1\n^H\n\n1\n\n1\n\n\"\n\n111\n\n\"\n1\nH\nn\nWM\n\n-D--1\n\n-\n\n- I1 -- -\n\nWARDROBES\n\n1\nHi\n\n1\n\nSEATING -ASaEMBLY\n\n-\n\nm\nD\n\n1 1\n\n1 1\n\n1\n\n-IGHTING -ARTIFICIAL\n\nSTAIRWAYS\n\n1\n\njjI\n^ iiH\n1^^\n\n1\n\n1\n\n^GRir'SSES\n\ny\n\n1\n\nf\n:\nH\nTr'-3\n\n9\n\n1\n\nu\n\nREGULMIO/M\n\n2\n\n"}
{"page": 587, "printed_page": null, "text": "Superintendence]\n\nsufficient\n\nSTANDARDIZATION OF SCHOOLHOUSE PLANNING\n\nnumber of\n\n571\n\nschool buildings to warrant us in advancing final\n\nconclusions.\n\nWe have received plans of buildings from architects and superintendents\nin cities\n\nand towns of eighteen widely separated states.\n\nSome of these\n\nplans have been selected because the building was of a representative type,\n\nsome because the architect was a leader in school planning, and some\nbecause they were highly recommended by school authorities.\n\nThe buildings were classed according to the school activity into six\ntypes, three under grade schools and three under high schools:\n1. Grade schools of one story with auditorium, but having no basement and no\ngymnasium.\n2. Grade schools of two stories with auditorium, but having no basement and no\ngymnasium.\n3. Grade schools of two stories with basement, but having no auditorium and no\ngymnasium.\n4. Junior high schools of two stories with auditorium and basement, but having no\ngymnasium.\n5. High schools of two stories with auditorium, gymnasium, and basement.\n6. High schools of three stories with auditorium, gymnasium, and basement.\n\nOur method of tabulation has been, first, find the entire area of the\nbuilding to be measured, the area of the basement and of all the floors;\nsecondly, to measure the cross-area of each wall, flue, room, closet, corridor\n\n—that\n\nis, of every part of the building that had area.\nIf our tabulation\nshowed an error of one-half of i per cent from the total area it was gone\nover until the error was found.\nOur next step was to decide on an arrangement of the main divisions\nof the school building.\nOur divisions were: walls and partitions, flues,\nstairs and corridors, accessories, instruction and administration.\nWalls, partitions, flues, stairs, and corridors need no explanation.\nAccessories included unmarked spaces and spaces marked ''playrooms,\"\n\"storage,\" \"closets,\" etc., that did not seem to have any connection with\nany of the main divisions. Instruction included all those areas used\ndirectly for some activity that goes to educate the pupil.\nThe gymnasium\nand auditorium were included in this division. Administration included\nall areas connected with the government and maintenance of the school,\nthe heating and ventilating plant, the sanitary provisions, and the ward-\n\nrobes.\n\nIn preparing the tabulation of each building for study we used equal\nstrips of cardboard one inch wide and twenty-two inches long, one for each\n\nbuilding.\n\nEach strip represented 100 per cent and upon each were laid\n\nout spaces for the main divisions into which we divided the floor area.\n\nUpon the back of each strip was laid out the main subdivisions.\n\nThese\n\nstrips, which look like candles, could easily be arranged to show comparisons\n\nbetween the several divisions of the building without having in each case\n\n"}
{"page": 588, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n572\n\nto lay out again a complete draft.\n\n[Atlantic City\n\nEach chart has been made by bringing\n\ntogether \"candles\" representing the buildings we were to compare.\n\nWithout attempting any lengthy discussion\n\nof findings,\n\nI\n\nwish at\n\npresent simply to make clear two points:\n1.\n\nUnless later findings change present results both grade and high\n\nschools are comparable and any regulations as to minimum standards may\n\ncover both without any differentiation.\n2.\n\nBy means of charts covering a sufficient number of school build-\n\nings the best standards may be determined.\n\nChart III shows a comparison of the percentages of seventeen grade\nand seventeen high schools taken without any selection other than sequence\n\nLDUCATION\n\nNATIONAL\n\nASSOCIATION\n\nDLPARTMENT Of SCHOOL ADMINICTHATION\nCOMMITTEE ON 5TANDAKJ)I2ATION 6CHOaJ10Y5E PLANNING AND C0N5TBYCT10N\nPtiOTtTOGEAPH or 17 GRADC\ntflOH .5CttC©L5 AERA/JCrD TO ^OF G^MPAGlcSOJtS\nor THE ^IX MAl/t DIYI^IQNlS Ct.VSSH AREA^.\n\n^\n\n1\n\n^\n1\n\n1\n\n1\n\n1\n^\n1\n\ni\nI\n\n1\n1\n\n1\n\n:\n\n1\n\n1\n\nt\n\n1\n\n1\n\nCtADt\n\nHIGtt\n\n1\n\nGSADC\n\nmen\n\n1\n\nCDtEAL DIVIiiali\n\nChart III\n\nand arranged under our six headings, walls and partitions, flues, stairs and\ncorridors, accessories, instruction, and administration.\nThe grade schools are on the left, the high schools on the right, of a\nvertical line which represents zero in the graphs of walls and partitions,\nflues, stairs and corridors, accessories, and administration, but which\nEach horizontal section\nrepresents 35 per cent in the graph of instruction.\nA\nrepresents the percentage area occupied by a division in one school.\nglance is sufficient to show that in high and grade schools percentage areas\nfor each division are approximately symmetrical.\n\nIn Chart IV each light line represents the percentage area of a single\nthe heavy black line represents a school building that had 50 per\n\nschool\n\n—\n\ncent of the area for instruction.\n\nA similar chart, with a line for each school\n\ntabulated, showed that the average space for instruction was 50 per cent.\n\nWe establish the 50 per cent line as the norm in instruction.\nBy taking the candle charts representing grade schools charts of grade\nschools were prepared showing percentage areas in each division.\n\nSchools\n\n"}
{"page": 589, "printed_page": null, "text": "Superintendence)\n\nSTANDARDIZATION OF SCHOOLHOUSE PLANNING\n\n573\n\nshowing high percentage area for instruction are low in accessories, stairs\n\nand corridors, and administration and indicate that the school officers and\nthe architect had given proper study to all parts of the plan. Flues and\nconstruction being usually subject to definite regulations fall into groups\nof similar percentages and do not vary with relative values.\n\nA chart constructed on the same principle as the chart for grade schools,\nbut based on the investigation of high schools instead of grade schools,\n\nmakes it evident that high schools and grade schools are comparable.\n\nThe\n\nonly reason for separating them has been the often-repeated argument that\n\nnmoMi wucmon association!\nDrPAraCTiT or OTOOL\n\nADM17^13TRAT]0?i\n\n(mmjTLa\\5mmmon cr yttooLfiovjc Mmm km co?i5racTio/i\n\nAOMIN I:TBATI0N\n\nIN5TBUCTION\n\nACCt550Clti\n\nC0RB.ID0115\n\nChapter IV\n\ngrade- and high-school buildings could not be covered by the same regulations.\n\nIf the large\n\nnumber of high and grade schools investigated so far\n\nagree so closely there is no reason to think that further investigation will\n\ndo other than confirm these results.\n\nNow the most important part of these school buildings is that devoted\nto instruction.\n\nIf the\n\nspace devoted to instruction falls below the 50 per\n\ncent line it is evident that there are some unusual conditions or that the\n\nplan has not received adequate study.\n\nChart V shows five Massachusetts high schools selected by agents of\nthe Massachusetts Board of Education for tabulation by this Committee.\n\nThese five schools are in different cities of the state and range in size from\nIt was supposed\nBut these five high schools offer\n\n40,000 square feet to over 200,000 square feet in area.\nthat there would be little comparison.\n\nan interesting example of the close comparison that may be expected where\nsuperintendents and architects are working with a definite goal in view.\n\n"}
{"page": 590, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n574\n\n(Atlahtic City\n\nChart VI shows a study of three types of grade schools and three types\nof high schools.\n\npreceding charts.\n\nThe chart is constructed on the principle used for the\nSome schools in all the groups have space for instruction\n\nabove the 50 per cent line except grade schools of the old type. Of all the\nbuildings examined those of two classes stand out as preeminently the best\n\n—the one-story grade school and the so-called junior high school.\nWhy is this so ?\nIt is because these two types have been most carefully studied by our\n\nleading superintendents and our best schoolhouse architects.\n\nIt is because\n\nMASSACm/SETTS bOARD OF EDUCATION\nOFFICt\n\nGRAPHIC COMPARISON\niiiioosa\n\nor\n\nrtiS.\n\nBUSINESS ACENT\n\nOF AREAS IN RECENT MASSACHUSETTS HIGH SCHOOL BUILDINGS\n\nn\n\niTum eoom\nmaTATioM goom\nUtr IXPAHTMEHT\nlABOMTOItlCa\nLCCTURL KOOU\nOaMESTIC SOEKCi\n\n^°\n\n58X't\n\n51S51\n\n^^^\nN^^\n\nMMUAl THAISING\n\nAiUMBLY »Ai.L\nLIBKAirY\n:,X/i»UINQ\n\nPOOL\n\nChart V\n\nthey are a new type of school building and there are no bad habits of planning these buildings to be overcome.\n\nThe superintendent and the com-\n\nmittee have an open mind with regard to them, and the architect is allowed\nto carry out a building not planned on conventional lines with the usual\n\nextravagances.\n\nThe possibility for improvement in the other types sug-\n\ngests that the time has arrived for getting together over the problems\n\ninvolved.\n\nHere in general is the field to be covered.\n1. The determination of best percentages and the adoption of minimum\nstandards.\n2.\n\n3.\n\nThe unification of state regulations.\nThe investigation of building materials with special regard to the\n\nsubstitutes.\n\n"}
{"page": 591, "printed_page": null, "text": "Superinteadencel\n\n4.\n\nSTANDARDIZATION OF SCHOOLHOUSE PLANNING\n\n575\n\nThe problem of obtaining the greatest possible use from each part\n\nof the building.\n\nThis fourth problem obviously depends upon the super-\n\nintendent for its solution, being a problem of administration to be solved\nafter the architect has done his share by providing the good school building\nfor the good school.\n\nTo us this seems a fitting opportunity to lay out a national system to\ntake up this work and make it of practical use for all parts of the country.\n\nWe suggest the desirabihty of a general committee acting under the Department of Administration, a consulting body which should oversee the work,\nand a subcommittee in each state to supply information to every town or\ncity which is about to build a school and to help them with advice as to the\n\nNATIONAL\n\nLDUCATION\n\nASSOCIATION\n\nDLPARTMENT Of SCHOOL ADMlNIiSTRATlON\nCOMMITTEL ON 5TANDAm)IZATI0N 6CHOOLHOV5E PLANNING AND OONSTBVaiON\nPEBCC/^IOGEAPH\n\nor 5IX TYPC5 Cf 5CnGDL bVlLDmG5 5H0Wl/<0\n\nlii^TBUCTlO^\n\nARTA\n\n@® ® @®@® @@®\n@®@ ®®©® ®@@ @§0% LMC\nAbove AND DCLOV\n\nChart VI\nplans of school buildings.\n\nWe suggest that there should be an inspection\n\nof school buildings and school-building plans under a definite questionnaire\n\nand schedule to be prepared by the general committee, and that the results\nof these inspections should be tabulated and published.\n\nNow the duty before the National Education Association is to educate\nthe country so that it will\n\ndemand better-planned and more economical\n\nWe must consider how we may apply the standards of the\nNational Education Association to future buildings. We must continue\nto build schoolhouses and they must not be overcrowded.\nWe must have\nschoolhouses.\n\nminimum standards which architect and superintendent will strive to raise\nand improve. This work should be carried on in a spirit of mutual helpfulness; any superintendent, committee, or architect should be able to turn\nto the committee of the National Education Association and obtain proper\ninformation and proper data, the best obtainable from any source.\n\n"}
{"page": 592, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n576\n\n[Atlantic city\n\nWORK AND SCOPE OF THE JUNIOR RED CROSS\nHENRY NOBLE MAC CRACKEN, PRESIDENT OF VASSAR COLLEGE,\nPOUGHKEEPSIE, N.Y.\n\nThe Red Crescent still flaps defiantly over Samaria, but along the road\nthe Good Samaritan once traveled your Red Cross flag goes winding down\n\ntoday toward ancient Jericho.\n\nThe Red Cross is a living embodiment of\n\nthe spirit of the Good Samaritan of old.\n\nIt is the note of mutuality in the\n\nstory of the Good Samaritan which set his act off from other good deeds.\n\nHe asked no questions, he uttered\nno criticisms, he sought out no causes; he did \"what any man would do\nwhat you would have done if you were in his place.\" The stranger wounded\nBeing human was his regular business.\n\nand robbed had afforded him an opportunity to show his humanity\nopportunity he instantly claimed as his human right.\n\n—that\n\nThis is the spirit\n\nof mutual aid which has made your Red Cross of today.\nIt was not merely\n\nOf the strength of such a spirit I need hardly speak.\n\na triumph of organization nor a recognition of business-like methods nor\nonly a patriotic expression that led twenty-three and one-half millions of\npeople at Christmas time to stand up and be counted at a dollar each for the\n\nRed Cross membership.\n\nAs Dr. Finley has said, this enrolment is more\n\nsignificant than the ancient one when the whole Roman world went forth\n\nto be counted on the first Christmas.\n\nFor the tribute which our citizens\n\npaid then was, not the tribute to Caesar, but a tribute of the spirit and a\n\nhomage to eternal values inherent in the Red Cross idea.\nThis Red Cross idea appears under two aspects to one who has watcht\ngrow thru the past months at Washington. It is first of all the response\nby the community as a single social group which thru collective altruism\nhelps individuals to freedom from calamities where self-help is not adequate.\nIt is secondly an expression of citizenship such as Paul claimed when he\ncompared himself with the chief captain who obtained with a great sum his\ncitizenship\nwhile Paul was free-born. The Red Cross expression of\ncitizenship measures the innate power of free American-born communities\nOur people in many\nto assume as by nature the general human tasks.\ninstances have for the first time been united by the Red Cross in common\neffort, and now they cannot wait for edict and proclamation to tell them\nhow they may serve. The Red Cross is the economy of free will, of the\nvolunteer spirit, and because it is so much an affair of the spirit it is one of\nIt\nthe greatest forces today, as General Pershing cabled on last Monday.\nmaintains the morale of the troops in the trenches, the sailors on the\nsea, and also the folks young and old at home.\nnot too often, I think that this is a war\nIt has been often repeated\nof nations; and the nation with the best morale will win, and morale means\nit\n\n—\n\n—\n\nhappiness.\n\n—\n\nPresident Wilson said to me not long ago that one of his earliest\n\nmemories as a boy was of knitting under his mother's watchful eyes for the\n\n"}
{"page": 593, "printed_page": null, "text": "I\n\n—\nSuperintendence]\n\nWORK AND SCOPE OF THE JUNIOR RED CROSS\n\nConfederate soldiers.\n\n577\n\nThe little boy learned to knit socks and could finish\n\nthe toes, but not the heels\n\n—\n\nhis mother always had to finish the heels for\n\nToday it is a question not of thousands but of milHons of socks, and\nwhen the Army needs wool from the Red Cross storehouses the entire wool\nmarket is for a time absorbed. It was President Wilson's memory of those\nboyhood days when he felt that he was helping the cause for which his\nfamily was fighting that led him to approve the idea of a Junior Red Cross,\nhim.\n\nand in a personal letter to me he said that he was sure that in future days\nschool children would look back to the work of the Junior Red Cross as a\nhappy circumstance of their school days. Happiness this is the feature\nof the Junior Red Cross that I wish to emphasize in my few words today.\nThe Junior Red Cross does not seek to bring to the school tales of pain and\nsuffering and horror, feelings of war hate and of revenge, the encouragement\nof settling quarrels by might rather than by right; it offers instead a pleasant\nchannel for the pent-up emotions of youth to pass out into useful fields of\nservice.\nIt hopes to divert the rising tide of juvenile delinquency, which is\nestimated by President Bodine, of the National League of Compulsory\nEducation Officials, to have arisen 30 per cent in America since 1916, so\n\n—\n\nthat it shall not endanger our civic life.\n\nBelieving that, as President Wilson\n\nsaid in his proclamation of September, the school is the natural center of\ntheir life the Junior Red Cross offers to young people a vitalizing power of\n\npurposeful activity within the school and under the control of school\nofficials.\n\nI wish to make this particularly clear because in the vast project as it is\n\ndevelopt simultaneously in all parts of the country there has been misunderstanding here and there for which the Red Cross is probably most to blame\n\nbecause the organizers did not sufficiently keep this principle in mind\nit\n\nhas been stated again and again from the first.\n\n—tho\n\nAs our organization\n\nexpands from day to day and our workers and officials understand its plan\n\nmore clearly these misunderstandings vanish, and the justifiable suspicions\nof school authorities will fade away as they appreciate that the Red Cross\n\nseeks only to be their servant in maintaining for them a contact with worldactivity which will bring the happiness of service to young hearts.\nIf it were possible within the limit assigned to\n\nme I should like to pay a\n\npersonal tribute to the many school officials thruout the United States who\n\nhave made the Junior Red Cross what it is today. They have taken its\norganization thru the schools, adapted it to suit their needs, and have\nby the power of the symbol and the definiteness and concreteness of the\n\nwork broken down many barriers which have hitherto shut out the thoughts\nof many children from real unity with the purpose of American education\ncomplete and comprehending citizenship. On Monday of this week a\nsuperintendent of city schools in my office told me of a woman who rejoist\nin the Junior Red Cross because her girl, formerly excited by the constant\n\nsight of soldiers in the town, now no longer spent the night upon the street.\n\n"}
{"page": 594, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n578\n\nbut workt at home.\n\n[Atlantic City\n\nShe told also of children's work in the schools the very\n\nperfection of which had stirred the idle hands of well-to-do women in the\ncity to activity and set their fingers to work in emulation of the children.\n\nI\n\ncould multiply such instances by thousands as the records have come in\n\nfrom among our four or five millions of Junior members, but many of you\nmust know these cases better and more intimately than I.\n\nThe Junior Red Cross organization plan is, I think, so well known that\nI\n\nneed not describe it here.\n\nYou are probably aware of the divisional\n\norganization by which Red Cross authorities decentralize at centers in the\n\ngreat cities of the country.\n\nYou know too, I think, of the Chapter School\n\nCommittee in each Red Cross chapter composed of school people and subdividing among its members the Red Cross city or country district into\nzones which again subdivide with chairman and committee into individual\nschools or school districts.\nIt is a simple and workable plan, as experience\nshows, following and imitating the method of school organization already\nperfected.\n\nThe strength of the Junior Red Cross lies in the vigor of this\n\norganization and in the spirit of self-sacrifice which animates the teachers\n\nwhose strength of heart and body have fitted them to become officers in\nthis organization.\nIt lies in the principle of school membership, making\npupils feel that what they do for the Red Cross they do for their school.\nIt\nlies also in the accuracy with which school accounts and records of production are kept and in the fidelity of the divisional officials in handling the\nvast amount of production which is today sending from our sewing-classes\n\ngarments which will clothe children and babies in Belgium, France, and\nItaly.\n\nIt is the aim of the Red Cross to make its organization flexible yet\n\nstrong, efiicient yet responsive, loyal and obedient, yet always seeking new\n\nand better methods and instruments to accomplish the vast work which the\ngovernment has assigned to it.\nWhat is the scope of that work ? The Red Cross today has a program of\nrescue and relief. It recruits doctors and nurses for the medical and nursing\ncorps, it supplies the thousands of hospitals in France with their surgical\n\nmaterials,\n\nit\n\nmaintains among our Allies the canteens and other services\n\nwhich count immeasurably for international good feeling, and for the\nmorale both at home and abroad. It rescues with pitying hands the victims\nof our enemies' rapacity as they return from across the border broken\nin spirit and in body.\n\nIt relieves the physical want and necessities of the\narmy and navy depots by supplementing the regular equipment. It maintains communication with the families at home when the lad on sea or land\nis ill or wounded, or has won a victor's death.\nIt supplies camps in this\n\ncountry with great quantities of comforts of different kinds and adds to\nthe hospital care of the doctors and nurses.\n\nAmong the homes from which\n\nthe soldiers and sailors are gone it carries on a work complementary to the\n\ngovernment grants of money in seeing to it that the social standards of the\nfamilies do not suffer because their sons have answered their country's call.\n\n"}
{"page": 595, "printed_page": null, "text": "I\n\nSCOUTING EDUCATION FOR GIRLS\n\nSuperiiitcndcncel\n\n579\n\nAnd all the while in Halifax, in China, or in Guatemala the Civilian\nRelief of the American Red Cross goes quietly on its way without advertise-\n\nment, turning every hill of difficulty, every path of distress and hardship\ninto a Jericho road of helpfulness and sympathy.\n\nAnd what of the future?\n\nIs\n\nwar alone to call out such magnificent\n\nmanifestations of the spirit as your American\nbelieve it possible.\n\nRed Cross?\n\nOne cannot\n\nThere will remain, when the last war note has sounded\n\n—reconstruction\n\nand the battle flags are furled, the way of reconstruction\nfor other lands for a period\n\nnot now possible to estimate, as the stricken\n\nsoils of Belgium, Armenia, Servia, Italy, and France are restored and smile\n\nonce more with the fruits of free citizens' labor.\n\nIt means work, but we\n\nmust help.\n\nAnd reconstruction for America no less.\n\nEven if dreaded war eagles\n\nnever hover over our rich cities there will be much to do in the way of\n\nTo bring up the submerged groups out of poverty into\n\nreconstruction.\n\nseK-support, to prevent by common control the return in successive generations and spread of the great plagues of mankind: feeblemindness, under-\n\nnourishment, starvation, crimes of ignorance, crimes of disease, preventable\nmortality.\n\nThe imagination falters in trying to measure the possibilities\n\nof such volunteer power as exists in the Red Cross of today.\n\nLeaders of American education! The preparation for all this great\nprogram of betterment of which many men and women are dreaming must\nbe of but one kind beginning thru activities by education to prepare\n\n—\n\nfuture citizens to undertake such work.\nof the Junior Red Cross of the future.\n\nThis, I take it, will be the field\n\nMay we all live to see the day when\n\nthe Red Cross spirit has become a vitalizing force in the American educational program.\n\nSCOUTING EDUCATION FOR GIRLS\nABBY PORTER LELAND, DIRECTOR, NATIONAL GIRL SCOUTS, NEW YORK, N.Y.\nIn this world-wide crisis of stress, storm, and suffering the educator\nof vision and wisdom thruout the land is weighing in the balance the school\n\ncurriculum and asking himself. Does this curriculum which I am advocating\ntrain for citizenship ?\n\nWhat kind of citizenship ?\n\nIs the child, because he\n\nhas been thru our schools, more capable, honest, and reliable ?\n\nAs wiUing\n\nto accept responsibility as he is to recognize his rights ?\n\nThe Girl Scout organization, which it is my privilege to represent here\ntoday, recognizes keenly that the girlhood of America stands in urgent\n\nneed of training for vigorous responsible\ngent citizenship.\n\nEngland.\n\nwomanhood and loyal, intelli-\n\nThis organization is an outgrowth of the Girl Guides of\n\nWhen Sir Robert Baden-Powell organized the Boy Scouts he\n\nfound, besides the thousands of boys clamoring to be enroled, no less than\nsix thousand girls.\n\nWisely deciding against a single organization for both\n\nsexes, Sir Robert called\n\non his sister, Miss Agues Baden-Pgwell, to enrol\n\n"}
{"page": 596, "printed_page": null, "text": "58o\n\nNATIONAL EDUCATION ASSOCIATION\n\n•\n\n[Atlantic City\n\nthe girls as Girl Guides after a plan identical in fundamental aims and\nprinciples with the Boy Scouts, but entirely distinct in organization.\n\nThe\n\ndifferences in detail in the application of the principles underlying scouting\n\neducation are due to the differences, psychological and\n\nsocial,\n\nexisting\n\nbetween girls and boys.\nWorking with Miss Baden-Powell was Mrs. Juliette Low, an American\n\nwoman long resident in England.\n\nWhen in 191 2 Mrs. Low returned to\n\nher native city of Savannah she was urged by Miss Baden-Powell and Sir\n\nRobert to organize Girl Guides in this country.\n\nShe did so, forming the\n\nBut the girls, secure in the knowledge of the\norigin of the movement and reflecting the spirit of America, insisted upon\nbeing known as Girl Scouts and thus they were incorporated in Washington\nfirst\n\ntroops in Savannah.\n\nin 1915.\n\nGirl Scouts are now organized in 510 cities and towns in the United\n\nStates in cooperation with schools and parishes and as lone troops.\n\nfour states are without troops.\n\nOnly\n\nThe growth of the movement has been as\n\nsound as it has been rapid.\n\nIts principles and methods have the indorsement and cooperation of leaders in education and human affairs all over the\ncountry; for example, the Department of Education of the state of New\nYork accepts the Girl Scout work in lieu of three of the four hours required\nper week in physical training and recreation.\nThe scout movement does not contemplate the establishment of a new\n\ncoordinate organization for the development of childhood alongside of\nthe home, the church, the school, and the place of business. It is rather\nan enterprise calculated to combine all of these institutions upon the basis\nof the girl or the boy who lives in the home, the church, the school, and the\nworkshop, and who in each of these places could be a better son or daughter,\na better church member, a better pupil, a better employe, because he or\nshe has embraced the principles of scouting and is working according to\nits program\na program that is real, flexible, and vigorous, that gives concrete expression to a high code of honor.\nDean Russell, of Teachers College, from his first-hand experience as\nchairman of the National Executive Board of Girl Scouts writes of the\nprogram as follows:\n\n—\n\nScouting differs from all other work for girls that I know about in that its primary\n\naim is good citizenship.\n\nIt seeks to develop physical strength, right posture, and grace\n\nof movement because these are essential to good health, to dignify the daily duties of the\n\nhousehold because the home is made by woman, to care for the sick and protect young\nchildren because these are women's rights, to do good unto others whenever occasion offers\n\nbecause this is the law of love, and to train its members to keep mentally awake and\n\nmorally straight because this is the way to grow.\n\nOther organizations, however, may\n\nBut the glory of scouting is that it makes these aims merely means to\nThe supreme end is service to God and Country.\n\nclaim as much.\nends.\n\nDr. WiUiam L. Rabenort, in whose large junior high school there are\nGirl Scout and Boy Scout troops, believes in the scout movement as one\n\n"}
{"page": 597, "printed_page": null, "text": "SCOUTING EDUCATION FOR GIRLS\n\nSuperintendence!\n\n581\n\nHe suggests that since the\n\nof the great educational discoveries of our time.\n\nschool aims at the employment of existing agencies for education thru their\nvitalization\n\nand modernization rather than at the introduction of new\n\nactivities or new agencies thoughtful school leaders may well pause to con-\n\nTo use Dr. Rabenort's educational terminology,\n\" Scouting is the modern, spontaneous curriculum which children voluntarily\n\nsider scouting for girls.\n\nembrace.\"\nIn the schools the curriculum has been selected for the children, who\n\nhave to take what the schools prefer to give.\n\nIs it not a well-known fact\n\nthat many children, while present in the classroom in body, are decidedly\n\nabsent in spirit?\n\nWho can estimate the number of our grammar-school\n\nchildren who, because of no choice of what they shall study, have elected\n\nFurthermore are there not many supervisors and\nnow when we are being forst back upon real things,\ndiscouraged at times because they feel that many plodding, faithful pupils\n\nnot to study at all?\nteachers, especially\n\nunder their care are acquiring merely words\n\n— vocabulary sediment as\na,\n\nit\n\nwere?\nGirl Scout education leads;\n\nit\n\ndoes not coerce.\n\nHence its program is\n\nalways such as will appeal to the instincts for play, for life in the open, for\ncompanionship, for altruistic service and novel experience, so as to attract,\nwin, and hold its followers.\n\nContrast the opportunities of scouting, there-\n\nfore, with those of the school to develop initiative, responsibility, and leader-\n\nship!\n\nScouting succeeds because\n\ngirls like it.\n\nWhile for the girl the first\n\ninterests are largely recreational, as opposed to the worklike routine of home\n\nand school, and social, as giving opportunity for companionship and for\ndoing together real things, the deeper aim, as understood by the troop\ncaptains and other leaders and eventually appreciated by the girl herself, is\n\"to promote, thru organization and cooperation with other agencies, the\nvirtues of womanhood by training girls to recognize their obligations to\nGod and Country, to prepare for the duties devolving upon women in the\nhome, in society and the state, and to guide others in ways conducive to\npersonal honor and public good.\"^ In other words, scouting opens to girls\npleasures which satisfy their natural healthy impulses and imagination and\nat the same time affords them a stimulating share in the interests and\npursuits of adults. It is this, motivated by a high code of personal ethics\ndevelopt thru the Scout laws that retains the interest of girls and gives\nfinal worth to the movement.\nEvery activity of the program of Girl Scouts, from the simple tests of\nthe initiate to the standardized requirements of the first-class scout, connects directly with that same activity in adult life.\n\nIt is a woman's job\n\ncut down to a girl's size, its diflSiculties so graduated as to put the rewards\nof achievement within the capacity of youth.\n'\n\nConstitution, Article II.\n\nThese activities, covering\n\n"}
{"page": 598, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n582\n\n[Atlantic City\n\nthe wide range of health, home, vocation, avocation, and citizenship, have\nbeen judged fundamentally sound by practical educators; their appeal to\ngirls' interests\n\nand their reactions on girls' characters have been tested by\n\ntrained workers in experimentation on widely differing groups.\n\nThey\n\nconsistently stress, not the rights of the girl, but her responsibihties.\n\nThe Girl Scout plan utilizes thruout the group-spirit.\n\nAt no time does\nEvery activity tends to train her as a\nmember of a group, responsible to a larger group, to the home, to the community, and to the nation. We find the troop the unit of organization\ndoing the community a good turn. The troop undertakes certain sustained\nduties and executes them as a troop.\nIt is the troop that volunteers to\nsweep the Red Cross workroom every day; consequently the individual\nscout whose turn it is to do the work has the honor of her whole troop\nit\n\nemphasize the individual girl.\n\nbehind her broom. It is the troop flag that is decorated with the war\nbadge when the troop has achieved satisfactory results judged quahtatively\nand quantitatively in accordance with specified standards. Thru such\nspecial war activities as well as thru the more normal civic activities scouting\n\nteaches the young girl the law of service thru working in cooperation with\nothers for the welfare of the community and the nation.\n\nCivic consciousness, the sine qua non of intelligent citizenship, is gained\nby constant cooperation with civic organizations. Girl Scouts gain an\nunderstanding of the working of civic and social institutions from service\nThe product of their troop garden is sent to the community\nto them.\nkitchen; the result of their canning work is given to the school lunch committee; the jams which they make from berries pickt in the woods last\nsummer are intrusted to the district nurse for distribution. Every contribution either of service or of kind establishes a point of contact between\nthese agencies and the individual girl. These points of contact increase\nand strengthen steadily during the girl's entire scouting experience, and\ntheir influence inevitably carries over into adult\n\nlife.\n\nThe active Girl\n\nScout of today is the vigorous, clear- visioned, well-informed civic leader of\n\ntomorrow.\n\nThe nationalism of the Girl Scout organization is, it seems to me, one\nThe unification of individuals and\n\nof its most urgent claims to attention.\n\ngroups on a nation-wide scale for a great common purpose is an enormously\nvaluable influence in the lives of young girls.\n\nIt has been a great inspira-\n\ntion to the leaders in this work to observe how the national sense of these\n\nyoung girls has grown thru their participation as a national organization\nin the activities of our national life.\nfeel in the recognition Girl\n\nThe pride the widely separated units\n\nScouts have received from the Department of\n\nEducation, the Food Administration, the Department of Agriculture, the\n\nAmerica First Committee, and the Women's Liberty Loan Committee\nhas had an immediate and definite reaction on the troops and on the girls.\nTheir purposes have steadied, their outlook has widened they see beyoncj\n\n—\n\n"}
{"page": 599, "printed_page": null, "text": "I\n\nTHE WAR AND THE SCHOOLS\n\nSuperintendence)\n\nthemselves and their communities.\n\n583\n\nWhen a troop plans a patriotic enter-\n\ntainment and invites the foreign-born women of the community as honored\nguests it senses in its undertaking a deeper significance than the surface\nmanifestation.\n\nNational Headquarters, Girl Scouts, believes genuinely in training girls\nfor citizenship thru scouting,\n\ni.e.,\n\nthru apprenticeship, thru the actual\n\nparticipation of the girl in the real work of the community and nation.\noffers to you,\n\nIt\n\nour educational leaders, its best facilities of cooperation in\n\nthe preparation of the girls of America for the opportunities and responsibilities that lie ahead of them, in the preparation of the coming generation\n\nof women to take its part in the rebuilding of the world.\n\nCOUNCIL OF STATE DEPARTMENTS OF EDUCATION\nA.\n\nCONFERENCE OF STATE SUPERINTENDENTS\n\nTHE NEW RESPONSIBILITIES AND OPPORTUNITIES WHICH\nTHE WAR SITUATION HAS BROUGHT TO THE STATE\nDEPARTMENT AND THE SCHOOLS\nFRED L. KEELER, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nLANSING, MICH.\nI shall dispose of the first part of this topic by stating that the schools\n\nhave no new responsibilities. Bankers and business men having under\nway some project in connection with the winning of the war often approach\nschool teachers and school superintendents with an apology something\nlike this:\n\n''We realize that we are putting you to a good deal of trouble.\n\nThis business will take a good deal of time from your regular work.\"\n\nI\n\nbelieve, therefore, that it would be wise to make plain what our regular\n\nwork is.\n\nWe are all familiar with the advice given annually to the graduates of\nour pubhc schools when they receive their diplomas.\n\nThe boys and girls\n\nare always askt to consider the great expenditure the community has made\nin order that they may have an education.\n\nThey are askt to go out and\n\ndemonstrate to the world that the expenditure has been wise.\n\nIt is well\n\nthat boys and girls be imprest with the fact that the community has done\nwell by them.\n\nAt the same time the patrons and taxpayers should under-\n\nstand clearly that not one cent of school tax was ever paid primarily for\nthe education of these young people in order to equip them for personal\nsuccess.\n\nThe story is told of the Connecticut farmer who when askt by\n\nthe collector to pay his school tax replied, \"I will not pay the tax.\n\nYou\n\nhave no more right to ask me to pay fpr the education of my neighbor's\n\n"}
{"page": 600, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5^4\n\n[Atlantic City\n\nboy than you would have to take my plow to plow my neighbor's field.\"\n\nNo one can be compelled to pay a\n\nThe Connecticut farmer was right.\n\ntax for the education of his neighbor's child; not even can he be compelled\nto pay a tax for the education of his own child.\nis\n\nBut the fact of the matter\n\nthat everybody does pay the school tax and the state compels every-\n\nUpon what grounds is it done ?\nSome of you are graduates of the University of Michigan. Others have\nvisited that institution.\nYou may recall that in the old University Hall\nbody's child to attend school.\n\nthere is over the rostrum this inscription: \"Religion, morality, and knowledge being necessary for good government and the happiness of mankind,\nschools and the means of education shall forever be encouraged.\"\n\nThat\n\nsentence is taken from the Ordinance of 1787 which laid the foundation for\nthe government of the Northwest Territory.\n\nThe principle here laid down\n\nunderlies our whole system of public education.\n\nBecause knowledge is\n\nnecessary to good government schools and the means of education shall\n\nWhy was the Connecticut farmer compelled to\nWhy are young people given the advantages of our public\n\nforever be encouraged.\n\npay the tax ?\nschools ?\n\nIt is not in order that the neighbor's boy or Tom, Dick, Harry,\n\nor Susan may have a good education.\n\nIt is because the most expensive\nand the most dangerous thing we can have is an ignorant neighbor. The\ntax is paid as an investment in good government in intelligent citizenship.\nIncidentally of course the boy and girl is benefited personally, but no tax\ncould be collected to advance the individual interests of the boys and girls.\nI dwell on the point because I believe we should everywhere give\n\n—\n\nteachers the correct point of view.\n\nTeachers should understand that they\n\nare not paid to teach reading and writing and arithmetic primarily; they\nare paid to train young people for citizenship in a democracy.\n\nIn so far\n\nas reading and writing and arithmetic are helpful to that end we are justified\nin teaching them, and instruction in the common branches may then properly be the regular school work.\n\nHowever, the world war has forst upon us\n\nmatters which are of immediate and vital consequence.\n\nIn so far as the\n\npublic schools can aid in the solution and execution of these problems it is\ntheir duty to do so, but not as a new responsibility to which the school owes\nits existence.\n\nThere is nothing in this situation which need give teachers\n\nuneasiness as far as the regular school work is concerned.\n\nOn the other hand the new situation forces upon us activities which are\nmost vital in their educational content. In the last few years we have\nheard much of motivation. We regret that the thing we have been seeking\nshould come to us thru a world-tragedy, but, that fact aside, we have from\nan educational standpoint an opportunity to motivate our school work\nwhich we should grasp eagerly.\nDuring the past year the public schools have taken an active part in\nwork incident to the war. Not all of the things attempted have been\nprofitable.\nMany of the things which the schools have been askt to do\n\n"}
{"page": 601, "printed_page": null, "text": "Superintendence]\n\nTHE WAR AND THE SCHOOLS\n\n$8$\n\nhave resulted only in dissipation of energy. We have felt obliged to respond\nto the solicitation of numerous organizations each having its peculiar\nAs far as MichiI hope we have seen the last of this.\nproject to advance.\n\ngan is concerned agencies wishing to use the public schools as a medium\nwill hereafter approach them thru the Superintendent of Public InstrucThat arrangement will give him opportunity to ascertain the merits\ntion.\nHe will often be obliged flatly to\nof the enterprises that are proposed.\nHe has already done so in\nrefuse indorsement of schemes submitted.\nseveral instances.\n\nAmong the most ill-advised enterprises are those that have originated\nwith some of the federal bureaus.\n\nA public ofl&cial feels of course that it\n\ngovernment proposes. However,\nsome of the things proposed are so ill-considered that a man jeopardizes,\nwhat little reputation he may have for sanity by indorsing them.\nI say I hope that we have seen the last of these hysterical projects.\nBefore a thing is foisted upon the public schools of the nation it should\nreceive the most thoro consideration from persons who are by training\nand experience endowed with good school sense. I understand that it\nhas now been arranged at Washington that enterprises which are to be\nis his duty to support everything that the\n\ncarried out thru the public schools will hereafter be submitted to the\n\nBureau of Education or to the Director of the Federal Board for Vocational\nThat is as it should be. When millions of school children\nare askt to do a certain thing it should be well calculated that the thing\nis first of all worth the effort, and furthermore that its execution is possible\nand profitable. As a rule the thing undertaken should have some educational value.\nIf it cannot be justified on educational grounds I believe we\nmay well hesitate to promote it.\nI shall name four general lines of work which I believe schools may\n\nEducation.\n\nundertake with profit:\n1.\n\nThe Liberty Loan and Thrift Stamp campaigns.\n\n2.\n\nJunior Red Cross work.\n\n3.\n\nEducation for fuel and food conservation.\n\nMold public opinion to produce intelligent and sustained patriotism.\nOur schools have taken a very active part in the Liberty Loan drives.\nNo more effective lesson in civics has ever been taught in our schools, nor\nis there a more effective agency to promote the Liberty Loan drives than\nthe public schools. I have seen school children in the grammar and highschool grades organize in mass meeting to put the thing across.\nThe\nprocedure was carried thru with a finish that would do credit to most experi4.\n\nenst politicians.\n\nFrom all standpoints I believe that it is proper for the\n\npublic schools to push these drives, and I shall continue to stimulate effort\nin this direction.\n\nThe public schools should take up the work promoted by the Junior\nRed Cross. It is not the money raised by getting a large membership\n\n"}
{"page": 602, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n586\n\n[Atlantic City\n\nthat should be emphasized, but rather the work that is carried on under the\ndirection of the Red Cross organization.\nfor instruction in the manual arts.\nlast\n\nHere is very concrete material\nEvery child from the first grade to the\n\nmay do something which will be useful in a material way.\n\nwe are teaching a great lesson in civics.\nbeing pusht vigorously in Michigan.\n\nIncidentally\n\nThe Junior Red Cross work is\n\nI indorse it heartily.\n\nThere are rational things that can be done in connection with the food\nand fuel conservation. In the teaching of elementary science and domestic\nart we have now a very real object in studying the comparative values of\nfoods.\n\nAgriculture and related sciences are now more meaningful.\n\nproduction of food has assumed the position of first importance.\n\nThe\nEvery\n\nchild whether in the city or in the country is concerned in the matter.\n\nIt\n\nnot necessary that new subjects be introduced along these lines.\n\nIt\n\nis\n\nwill usually be sufficient that the old subjects be studied from a new point\n\nof view.\n\nIn this connection the lessons publisht by the Bureau of Education\n\nprove very helpful in directing the work of the teachers along practical lines.\nFinally let me say that just as certain as man does not live on bread\n\nalone this war is not going to be won by food alone.\n\nThis war is going to\n\nbe won by the side that has the deepest convictions.\n\nI therefore\n\nhold\n\nthat the most fundamental thing our schools have to do is to cultivate in\n\nour pupils and in our people a true understanding of what the issues are.\nI believe that the main strength of the Kaiser today is forty years of false\n\neducation\n\n—education by autocracy\n\nfor autocracy.\n\ndestroyed by generations of true education\n\ndemocracy.\n\nIt\n\nis\n\nIt must be\n\nmet and\n\n—education by democracy for\n\nnot sufficient to recite patriotic selections and sing\n\nThe schools should study in thoro fashion the causes\nwhich set the world ablaze. The world-war had been in progress nearly\nthree years when the United States entered. The world at large did not\nknow what the trouble was about until the President of the United States\nThat message\nin his message last April crystaUized the whole situation.\nhas been printed by the Department of Public Instruction and has been\nnational songs.\n\nfurnisht to all the high schools of the state.\n\nAll candidates for teachers'\n\ncertificates in Michigan this year will be examined on the war message.\n\nIn his message of last December the President stated the aims and\naspirations of the American people with a sincerity and lucidity that made\n\na profound impression on the civilized world.\nis\n\nThe language of the message\n\nso simple and clear that it may be read and understood by the children\n\nof the grammar grades as well as of the high school.\n\nThe Department of\n\nPublic Instruction has edited this speech for the use of the public schools\nof\n\nMichigan and a first edition of 75,000 has been printed.\n\nThe state\n\nexamination in reading for graduates of the elementary schools will be\nbased upon this pubHcation. I believe that an intensive study of this\n\nmessage by 75,000 eighth-grade children in Michigan is bound to make for\nan intelligent appreciation of the crisis in which we are involved.\n\n"}
{"page": 603, "printed_page": null, "text": "I\n\nTHE WAR AND THE SCHOOLS\n\nSuperintendence]\n\n587\n\nThe Committee on Public Information at Washington is doing commendable work in enlightening public opinion. There are at hand also\nMost\nThey are fragNone of them tells the story of the war in a compre-\n\nmultitudes of publications from other sources relating to the war.\nof these, however,\n\nhave been put together hurriedly.\n\nmentary in character.\n\nhensive way and in language that the man of the street can comprehend.\n\nWe have therefore undertaken to put within the compass of 150 pages a\nbird's-eye perspective of the world-war, a brief sketch of the\n\ncomponent\n\nforces that have resulted in the catastrophe.\n\nThis publication will be a\n\ndispassionate discussion of unquestioned data.\n\nIt will aim simply to tell\n\nthe truth.\n\nIt is planned primarily as a brief course that may be taken up\n\nby classes in the pubHc schools while they lay aside for two or three weeks\nthe routine textbook work.\nold material in a\nscholarship.\n\nnew focus.\n\nIt will present nothing\n\nnew, but will place\n\nThe work will be the product of reliable\n\nWe shall supply this pubHcation free in quantities on request\n\nto the public schools of the state.\n\nI\n\nam determined that every boy and\n\nknow why it is that the young men of their neighborhood are crossing the water. And if these young men never return, I am\ndetermined that our people shall know why they made the sacrifice.\n\ngirl in Michigan shall\n\nOn the shield of the great seal of the state of Michigan is the Latin word\nTuebor which translated means, \"I will defend.\"\n\nAt the opening\n\nof\n\nschool last fall we made Tuebor the watchword for the year and every year\n\nLet me read to you the platform upon which the\nboys and girls of Michigan stand.\nuntil the war shall end.\n\nTuebor\nOn the Fourth of September Uncle Sam will call an army which surpasses all the\narmed hosts of Europe.\n\nMore than twenty million boys and girls will report at the\n\nPublic School, the training camp of American Democracy.\n\nAnd here are the orders of the Commander in Chief:\nBoys and Girls of America:\nI have always need of you. You are my Grand Army of Preparedness.\nI summon\nyou to your task for the safety of the Republic. The worst enemy in our land is the\nignorant man or woman. You are to be intelligent men and women. Every time you\nget a lesson well you strike a blow at ignorance.\nBut today I am much in need of you. I am distrest by enemies across the sea. I\ndepend upon you, Boys and Girls, to help destroy their power, for they would rob us of\nthe liberty we enjoy.\nHow can you do this ?\nEvery boy and girl that breathes deep, sleeps well, and eats right, serves our country.\nEvery boy that pulls a weed and plants a seed feeds an American boy in the trenches\n\nand, besides, puts food in the pantry while father is at the front.\n\nEvery girl that makes a bandage soothes a soldier's pain; and when she sweeps and\ndusts a room gives mother added strength to meet the care and grief that mothers always\nbear in cruel war.\n\n"}
{"page": 604, "printed_page": null, "text": ":\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n5 88\n\nBoys and Girls, be strong, work hard.\n\n(Atlantic city\n\nDo the dishes and keep the woodbox full!\n\nOn every home put up the sign\n\nThe Boys and Girls of This House\n\nDo Their Part\nThey Obey Orders\n\nDISCUSSION\n\n—\n\nFarmer, superintendent of schools, Evanston, 111. Superintendent Keeler\nhas indicated vividly and constructively the present situation and its demands on the\nA. N.\n\nHe has pointed out that it is absolutely vital to effective training for citizen-\n\nschools.\n\nship that we instil a spirit of service in every boy and girl, and that this spirit can come\n\nonly thru service.\nParticipation by the children in Junior Red Cross work, the buying of Thrift Stamps\nand the selling of Liberty Bonds, the cooperation of each one in saving foods needed by\nour Allies and substituting others in their place, offer opportunities for children to carry\ntheir part of the tremendous load the nation must bear.\nThis is not only training for\ncitizenship, but it is citizenship, and citizenship of the highest type.\nIn addition the schools may render a service of inestimable value to the government\nas a publicity agency. Think of the possibilities in training an army of our twenty\nmillion children to carry the messages and appeals of the President and of executivedepartment heads to the homes from which they come. Who can estimate the good\nthat may come from teaching children the fundamental facts and issues involved in the\nwar so that they can take them into homes where they may not be understood and where\n\nprejudices that threaten the welfare of the nation may exist?\n\nThe suggestion is wise that teachers need instruction to enable them effectively\nto meet the new demands imposed upon the schools as a result of the war.\n\nRequiring\n\nteachers to study and master the essential facts and arguments in the presidential messages\n\nand other state papers so that they will be able to interpret them to pupils will help to\naccomplish this result. But this, it seems to me, is not enough. Teachers cannot teach\nwhat they do not understand, nor train in activities which they themselves cannot perform.\n\nExperience has demonstrated that without definite instruction supplemented\n\nby special training when needed the time of thousands of teachers and millions of children\nwill be wasted.\n\nThere is one other fact which I think should be considered in connection with the\n\nThe reconstruction period following the war will bring many\nThe world can never be what it was before the war. The changes ahead will\n\ndiscussion of this subject.\n\nchanges.\n\naffect every department of our lives, public and private;\n\nevery individual, every institu-\n\ntion, will feel the pressure of new duties and obligations.\n\nThat the schools will readjust curricula and methods of instruction is inevitable.\nThere has been much dissatisfaction with school organization and the results which have\nbeen accomplisht. No one has felt the need for readjustment more than school people\nthemselves. Some adjustments have been made, but greater and more fundamental\nchanges are ahead of us.\nThe conditions growing out of the war will force the issue.\nChanges that would have taken a generation may come within a brief space of time.\nThe schools of our country must prepare to give training to the soldiers who are\nreturned crippled, maimed, blinded, or otherwise unfitted to carry on pre-war occupations.\nWithin a few months we may have many thousands of these. To make their lives endurable and to fit them for useful service is an educational problem that should be dealt with\n\nby the public schools.\nThen again, at the close of the war the colleges and universities must take care of the\nmen who cut short their training to enlist for military service. During the past month\n\n"}
{"page": 605, "printed_page": null, "text": "THE THRIFT CAMPAIGN\n\nSuperintendence!\n\n589\n\nI have heard the problem discust by some of the leading university presidents and college\n\nprofessors.\n\nAll agreed that present courses of study and the usual methods of instruction\n\nThey will come back from the war with a vastly different\nThey are likely to have little\nsympathy or patience with much of present college work or with the men giving it.\nwould fail to satisfy these men.\n\noutlook upon life and its meaning and responsibilities.\n\nIt seems to me that it is particularly the duty of the state departments of public\n\nand solution of these and many other\nI would urge that this body authorize\nthe appointment of a committee composed of the ablest school men in America repre-\n\ninstruction to exercise leadership in the study\n\neducational problems that will be forst upon us.\n\nsenting the various divisions of our educational system, to study the whole situation, to\n\nformulate the principles that should be kept in mind when considering proposed changes,\nand to outline a program for nation-wide adoption.\nIf something effective is not done there is danger that individuals will make serious\n\nblunders in dealing with the situation.\n\nAs the government has been swampt by war\n\nrequirements, so the schools will soon find themselves faced with problems which must\n\nbe solved and which should have been studied.\n\nThe result is likely to be a chaotic,\n\ndisorganized, and ineffective series of local attempts to deal with a national situation.\n\nThe relation of the state department of public instruction to the various war activities\nis, it seems to me, very clear.\nThe war is a world-emergency. The\nsituation must be met as an emergency.\nSome things we have been accustomed to do\nmust give way; subject-matter must be changed and adapted; methods of procedure\nfor the schools\n\nmust be modified. We must, of course, safeguard the interests of the children; they\nmust not be exploited, but the war must be won. Daily it is becoming more apparent\nthat it cannot be won without intelligent and loyal cooperation to the utmost on the part\nof every institution, every man, woman, and child. Never has there been greater need\nof wise and far-seeing leadership.\nThe state departments of public instruction occupy\na strategic position to provide this leadership, if they have the vision, the wisdom, and\nthe organization.\n\nHOW SHALL WE CONDUCT THE THRIFT CAMPAIGN SO AS\nTO CAUSE IT TO ATTAIN ITS MAXIMUM\nEFFECTIVENESS?\nM. P.\n\nSHAWKEY, STATE SUPERINTENDENT OF FREE SCHOOLS,\nCHARLESTON, W.VA.\n\nReading has been called the art preservative of arts.\n\nIn like manner\n\nmay be declared to be the virtue preservative of virtues, for habits\nof thrift are conducive to practically all other good habits,\nA thrifty man\nthrift\n\nis\n\nnecessarily sober, industrious, thoughtful, ambitious, persistent,\n\noptimistic.\n\nand\n\nAmid such a throng of virtues it is almost if not entirely\n\nimpossible for vices of any sort to thrive.\n\nAt the present time, moreover,\n\nthrift has the patriotic quahty to a high degree.\n\nTo substitute corn bread for wheat may be some slight sacrifice, to\ncontribute to the Y.M.CA. or Red Cross army work is generosity, to invest\nin Liberty Bonds may be taken as a declaration of faith in the government\n\nbut to inaugurate habits of thrift and invest in the War Savings Stamps\nat once kills a horde of vices, plants a garden of virtues, and at the same\n\ntime insures the future prosperity of the people.\n\nLittle wonder then that\n\nthe W.S.S. campaign has taken hold of the schools of the nation with a more\n\n"}
{"page": 606, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n590\n\n[Atlantic City\n\npulling appeal than any other of the numerous great war-service drives.\n\nThe fact is that this campaign spells opportunity for our schools as no other\nmovement of the times has done. It is an opportunity for moral training\nof a definite and substantial character reinforst by a patriotic appeal that\nis irresistible.\n\nIt holds out the hope of a more earnest, efficient, and unself-\n\nish citizenship for\n\ntomorrow than could possibly have been but for this\n\ngreat opening for the schools to mold a character of rugged nobility while\n\nthe heel of the war god rests on the prostrate neck of common vices.\n\nThis is one of the campaigns that must eventually find its way into the\nhome and heart of every man and woman wearing the honored title of\n\nAmerican.\n\nIt cannot stop in the newspapers or even in the offices of the\n\ngreat bankers or captains of industry.\n\nIt must spread out into the distant\n\nplaces and make its path clear up to the prairie shanty and the mountainside cabin, a friend ahke to the resorts of aristocracy and the haunts of\n\npoverty.\n\nIt must reach the consciousness of twenty million children and\n\nmany adults spread over a domain twice as large as the\nEuropean area of the Central Empire and the Triple Entente combined.\nTo bring about such a magnificent result will require wise, clear-headed,\nand inspiring leadership, and a prodigious amount of patient, painstaking\nWithout the aid of our thoroly organized school system such a\nlabor.\nWith the aid of the school system, which is\nresult would be impossible.\nto be given unstintedly, its accomplishment requires only adequate leadership and unrelenting industry.\nThe schools should not be expected to do all the work. They have\nduties so sacred and so necessary that they may not be sacrificed.\nBesides\nthe schools must not give all their of help to this movement no matter how\nimportant it may be. There are numerous other campaigns that will ask\nfor assistance from them and they ought to get it.\nThere are two ways of bringing about thrift: first, by spending or consuming less, and secondly, by increasing our earnings or producing more.\nI can perhaps make no better use of the time allotted to this paper than to\npresent some ways of doing these two things which are especially applicable to boys and girls of school age.\nThe Department of Schools of West Virginia made the teaching of\nthrift a slogan during the year 1916, and in a bulletin issued for the purpose\nof emphasizing the teaching it suggested among others the following means\nfour times as\n\nof saving applicable to pupils:\n1. Cut out the little, worthless extravagances such as the use of chewing\ngum. The year before our war began we spent $13,000,000 for chewing\ngum, of which the larger part was paid out by boys and girls of school age.\n2. Buy less candy.\nOur national candy account amounts to $360,000,000 a year. We average one cent per capita a day on candy and sweet\ndrinks.\nThat amount in sweets saved would easily supply our Allies with\n\nall the sugar needed.\n\n"}
{"page": 607, "printed_page": null, "text": "1\n\nTHE THRIFT CAMPAIGN\n\nSuperintendence!\n\n59\n\n3. Omit the expensive gowns and fine stationery commonly used at\nCommencement. It ought to be a happier graduation for any American\nboy or girl who has given up some luxury for the sake of his country in its\n\ntime of stress.\n4.\n\nGet along without the lavish annual usually publisht by the Senior\n\nhigh-school class necessitating both costly printing and a great deal of\nextra photographing.\n5. Manage to get all possible use out of books, paper, pencils, and pens.\nThe cost of all these things is much higher now than in times of peace.\n6. Take care of clothing, boots, and shoes, and all articles of dress so\n\nas to get the maximum of wear out of them.\n\nThere are larger possibilities in these and other similar economies especially affecting children\n\nthan the average person would dream of without\n\ncareful investigation.\n\nThe opportunities for earning or saving something are even greater.\nOur bulletin called attention to such as the following:\n1. Gather nuts and sell them.\nChestnuts, hickory nuts, and walnuts\ngrow \"wild\" in most of the eastern states, so that almost any child can find\nsome of them, and any of them will bring a fair price.\n2. Pick up and sell old iron, copper, rubber, rags, and leather.\nThe\nmarket is the best in history.\n\nI know of a graduate of a great college who\n\nturned to picking rags and died worth a small fortune five years ago.\n3.\n\nNothing appears to be quite so abundant in this country just now\nIt may be saved and sold at a good price.\n\nas waste paper.\n4.\n\nThe Curtis Publishing Company and other similar publishers offer\nturn their spare moments into cash.\n\nfine inducements to boys to\n5.\n\nIn some sections of the country wild blackberries, raspberries, or\n\nhuckleberries\n\nmay be pickt and marketed so as to yield a considerable\n\nincome for a boy.\n6.\n\nThe greatest opportunity of all is in the garden.\n\nEvery boy whether\n\nin town or country can have a garden plot these days and be assured of a\n\nTen million of the boys\nand girls of this country ought to have gardens this coming season. The\npossibilities of such a scheme nation-wide are staggering.\nIf every one of\nthese ten miUion young Americans should garden to his maximum of ability,\ntogether they could feed our entire army abroad for the greater part of the\ncoming year.\nIf the army of boys and girls of the public schools will save, earn, and\nready sale for his products at profitable prices.\n\nproduce as much as possible they will insure the success of the War Savings\ncampaign.\n\nFor the most part I have found the youngsters ready and\n\nanxious to do their part, but naturally they need instruction, guidance, and\n\nWith us the most popular and successful device has been the\na Thrift Stamp to every school child who buys one\nand takes a pledge to purchase stamps enough to fill a $5 .00 book. The\nfunds for this subsidy have been contributed mostly by the commercial\n\nstimulation.\n\n—\n\noffer of a premium\n\n"}
{"page": 608, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n592\n\n[Atlantic City\n\norganizations, and the campaign is swiftly spreading over the state.\n\nAgricultural Extension Department has taken\n\nit\n\nup,\n\nOur\n\nand Mr. Kendrick,\n\nstate club agent, has sent out a letter to his host of club workers so unique\n\nthat I think it worth reproducing here.\ngirls about\n\nWriting to these farm boys and\n\nhow they can save $5 .00 and at the same time loan it to Uncle\n\nSam he says:\nHow to get the ist stamp:\n\nJoin the local boys' and girls' agricultural club and send to\nthe Extension Department for your first Thrift Stamp and\n\nHow to get the 2d stamp:\nHow to get the 3d stamp:\n\nCatch some fur and sell it.\nSome bank or trust company in your county is giving a\nstamp to any boy or girl who already has bought one.\n\ncard.\n\nLook them up.\n\nHow to get the 4th stamp: Gather up and sell some old rubber or scrap iron.\nHow to get the 5th stamp: Sell a rabbit, some pop corn, or nuts.\nHow to get the 6th stamp: Sell some cottage cheese or rye hominy.\nHow to get the 7th stamp: Sell a dozen eggs or ears of corn.\nHow to get the 8th stamp: Be agent for a farm paper.\nHow to get the 9th stamp: Test seed corn (i cent per ear).\nHow to get the loth stamp: Cut wood or get in wood for fires.\nHow to get the nth stamp: Build fires at church or schoolhouse.\nHow to get the 12th stamp: Make some maple syrup.\nHow to get- the 13th stamp: Get 25 cents for killing six rats at home.\nHow to get the 14th stamp: Work for a storekeeper on Saturday.\nHow to get the 15th stamp: Save some grease and make homemade soap.\nHow to get the i6th stamp: Sell a basket of greens.\nThis is first rate for making the start. Final success in the whole\nscheme will require thoro organization and careful, patient management.\nBut we must do it. There should be neither halt nor hesitation. We\nhaven't yet begun to do what we can do. Lloyd George declared two years\nago to his English compatriots that \"extravagance costs blood the blood\nof heroes.\"\nThere is yet a tremendous amount of extravagance in this\ncountry, if we count as extravagance most of the things that are unnecessary.\nMr. Vanderlip in a recent appeal says:\n\n—\n\nThe nation must save. Every individual must learn and practice the lesson of\neconomy, of self-denial, of saving to the point of sacrifice. Thrift will mean triumph.\nEvery individual should realize that saving money means saving lives.\nThe school teachers of America must teach the nation this imperative way to victory this preeminent way to maintain a national strength which will safeguard posterity\nand advance civilization.\nThe school teacher is the pioneer outpost of the government, standing at the threshold\nof the nation's homes.\nThe schools of America are the single units where a national\nresolution can form and spread overnight into every household.\nTo the teachers belongs the splendid privilege, the solemn duty, of rallying them round\n\n—\n\nthe flag and then implanting in their hearts and sending into the homes of America, the\nmessage which will keep that flag flying high.\nWe must save money that we may save lives. The educators of America enjoy no\ngreater privilege than that of being able to teach this lesson to the nation; and for the\n\nsake of the lives of millions of its finest boys the educators of America may be depended\n\nupon to teach it quickly and well.\n\n"}
{"page": 609, "printed_page": null, "text": "PROBLEM OF COUNTY SUPERIN TENDENCY\n\nSuperintendence)\n\nB.\n\n593\n\nCONFERENCE OF COUNTY SUPERINTENDENTS\n\nTHE COUNTY SUPERINTENDENCY AND ITS PROBLEM\np.\n\nC.\n\nFAIR, PRINCIPAL OF SCHOOLS, MANSFIELD, LA.\n\nIt is needless for me to say that I\n\nEducation Association in\nI\n\nam indeed glad to be with the National\n\nthis the greatest of all educational meetings.\n\nam glad first, because, having dedicated my life to the school children\n\nof Louisiana, being with you will enable me to do greater things for them.\n\nAgain I am glad to be here for it affords me an opportunity to bring you\ntidings of the great work we are doing for the coming manhood and womanhood of Louisiana thru our schools. We feel that Louisiana has one of the\nbest and soundest public school systems in the country.\n\nThe superintendents as well as the other members of the teaching force\nare summoned to serve anew in the great world-crisis that is now at hand.\n\nThis great crisis has made over anew many, many problems of the county\nsuperin tendency, one of which is selecting teachers.\n\nOnly a short while\nago a superintendent could secure efficient teachers with but Httle difficulty,\n\nand now no superintendent in Louisiana has his quota.\nperplexing question than that of securing teachers.\n\nHe has no more\n\nIn our parish, and I\n\nbelieve DeSoto is typical of other parishes of Louisiana, many schools are\n\nnow facing the fact that they must open up next fall far short of the required\nteaching force.\n\nWe as teachers fully realize that the war for democracy and human\nfreedom can never be won unless the teaching force is willing to pay the\nprice and make the\n\nsupreme sacrifice of service which they only can do.\n\nIf we are to realize the fairer\n\ncivilization which is to come from winning\n\nthis the greatest world-struggle, the superintendency must summon to the\n\ncolors its soldiers, who must answer the call no matter what the price.\n\nBut\nwe do not feel that the teaching force will answer this summons unless the\nsuperintendents accept their places as captains in this great army and\nmartial their forces to the front and \"over the top.\" Here we feel it is\nnecessary for the superintendent, as well as for every teacher, to rededicate\nhimself and his services to the school children of the country.\n\nChildren\n\nare only undevelopt citizens and must have in the new experiences which\n\nevery child of today is having such guidance as will make of him a citizen\nwho will function for his Repubhc as a true citizen should.\nWhile every true teacher is willing to make the proper and necessary\nsacrifice,\n\nhe must receive sufficient pay to maintain self-respect.\n\nthe superintendent\n\nis\n\nBut\n\nunable to offer the teachers the necessary salaries\n\nunless the funds are available and adequate enough to justify\n\nit.\nThere\nmust be something done along these lines, or superintendents are going to\nbe forst to employ such teachers as they can get with the funds at hand.\nIn many cases there will be inefficient teachers, which will result in lowering\n\n"}
{"page": 610, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n594\n\n[Atlantic City\n\nthe standard of the teaching force, which condition means a defeat of the\nefforts which our pubHc-school authorities have been making to bring the\n\nschools to the present splendid standard of excellence. Now we must do\none of the three following: go without teachers, and close the schools;\n\nlower the standard of teaching and teachers, thereby injuring the future\ncitizenship;\n\nor raise the salaries\n\ncommensurate with other professions.\n\nThis will hold the competent and efficient teachers.\n\nIn so doing we shall\n\nbe able to develop a new and fairer civilization that will reach the highest\nideals of humanity.\n\nThe problems now facing the superintendency are the results of new\nand to solve them without injury to the children is going to\n\nconditions,\n\nrequire the soundest\n\nand sanest of judgment and good common sense.\n\nIn the adjustment of these problems the county superintendent is going to\n\nbe the directing influence.\n\nHe should first ask himself, \"How can I go\n\nabout this matter for the preservation of my schools ? \" For it is no longer\na question of justice to the teachers, but simply one of running his schools.\nTherefore we would say that it is now time for extreme measures to be taken\nfor the sake of the school children and also for the sake of democracy.\n\nTo make clear the statements we have made with respect to some of\nthe problems of the superintendency we would like to give you data collected with regard to what teachers are doing on their meager salaries.\n\nWe\n\ngive this for the express purpose of showing what is expected, or we might\n\nsay demanded, of teachers.\n\nIn Kansas City during one year 123 teachers\n\nat a salary of $1,000 each per year spent $16,537 on war and local charities\n\nand Liberty Bonds, while the same teachers spent each about forty-five\nNow we do not feel that a\ndollars for recreation during the same time.\nteacher is getting much recreation out of forty-five dollars spread out over\n\na period of three hundred and sixty-five days, not to the extent that she\ncan bring fresh life, vim, human interest, and companionship into her\n\nwork with children.\nWe say to you frankly that this problem of teachers is one of most vital\nimportance to us, and of all problems of the superintendency the one that\nshould be lookt into first. Some states have hundreds of schools without\nteachers, and the slogan of many, many teachers is, \"Anything but teaching.\"\n\nAlmost daily we hear some teacher say, \"Why, the superintendent does\nI have been teaching for him two, three, five,\nor more years,\" as the case may be, \"and the board has never offered to\nraise my salary, not so much as offered a small bonus, when even the men\nwho drill oil wells get a substantial raise of salary and a nice bonus also.\"\nAnd too, after such statements we hear this question, \"What can you do ?\"\nnot appreciate my efforts.\n\nThe answer is echoed back very quickly, \"Most any thing is better than\nteaching.\nOne of my students of last year now in a local bank is drawing\nmore annual salary than I, and does not work nearly so hard. Besides,\n\n"}
{"page": 611, "printed_page": null, "text": "Superintendence]\n\nSTANDARDIZING THE SMALL COUNTRY SCHOOL\n\n595\n\nthe bank appreciates her at Christmas with a neat httle bonus, with a nice\nlittle\n\ncard,\n\n'A merry, merry Xmas and a happy New Year.'\n\nWhy, who\n\never heard of a superintendent being authorized by a school board to do\n\nsuch a thing!\"\n\nWe think that the time has come when teachers should let it be known\nthat teaching is a profession and must be lookt upon as such by those who\nare recipients of their conscientious efforts.\n\nNow is the time for the county superintendency to show its colors.\nThe conditions are ripe for\nThe time of pale, whispering pussy-foot arguments for higher salaries\nno longer \"goes. \" No, no longer should we as the teaching profession put\nIt can well afford further increases in salaries.\n\nit.\n\nup with such, for ultimatums unmistakable -are being thundered and flasht\nby the most obvious conditions on every hand. A nation-wide drive among\nthe county superintendency is needed.\nNo other work is so necessary for\nthem. Not to do this aggressively and conscientiously is to give comfort\nand aid to both the child's and democracy's worst, enemies, ignorance and\nincompetence.\n\nWith one more thought, for which I am indebted to Mrs. Mary C. C.\nBradford, president of the National Education Association, I shall close.\nSuperintendents, you are called to the colors by the Spirit of America, by\nthe needs of children, by the Soul of Civilization.\ncall ?\n\nWill you not be up and doing ?\n\nWill you not heed this\n\nWill you not save our schools by\n\nholding the competent and efficient teachers in the profession ?\n\nSTANDARDIZING THE SMALL COUNTRY SCHOOL\nJ.\n\nH. BINFORD,\n\nSECOND ASSISTANT SUPERINTENDENT OF SCHOOLS,\nRICHMOND, VA.\n\nNearly five million country boys and girls attend the one-teacher schools\n\nDoes this statement seem exaggerated ? Listen to the\nIllinois has more than 10,000 of these little\nschools, Minnesota 7000, Nebraska 6000, Virginia 5000, North Dakota 4000.\n\nof the United States.\n\nroll call of some of the states.\n\nThe rest of the states make a similar showing. Massachusetts boasts that\nonly 500 one- teacher schools; but when we remember that the Bay\nState has 90 per cent of its population classified as urban, we see that even\n\nit has\n\nthe state of Horace Mann still retains in its rural sections the small country\nschool.\n\nWhat shall we do for the vast army of country children who now get a\ntotally inadequate training in the small country schools which abound in\nall\n\nrural sections?\n\nnext generation.\n\nThese children are to be the country dwellers of the\n\nMost of the graduates of rural high schools will leave the\n\nfarm, but these boys and girls of the one- and two-teacher schools will\n\nremain to practice a system of farming of a much more complicated and\nscientific\n\ntype than has characterized the farming of the past.\n\nWill they\n\n"}
{"page": 612, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n596\n\n[Atlantic City\n\ngradually sink to the level of the European peasant or will they, while\n\nmaintaining the best American traditions, practice scientific agriculture?\n\nTo the average student of rural education there is only one solution of\nrural education\n\n—consolidation. As an ideal proposition we agree with\n\nDr. Joyner, of North Carolina, that the smallest country school which can\nreally train for social efficiency is the three-teacher type.\n\nWith the increas-\n\ning density of population and the improvement of rural transportation the\n\ncountry community will each year include a wider area.\n\nGradually the large\n\nschool will become the prevailing type.\n\nIn the meantime, however, we have five million cotintry children in oneteacher schools.\n\nThe practical problem is, not to give these children a high-\n\nschool education, but to give them in the schools they now attend a loo\n\nper cent better training than they are now receiving.\n\nIf we accomplish this\n\nimprovement we bring about two important results:\n\nfirst,\n\nwe give the\n\ncountry child a far better education than he now receives; secondly, we\nhasten the coming of the consolidated school.\n\nBut how shall we improve the one-teacher school ?\n\nWe first think of\n\ncompulsion thru legislative enactments administered by a highly centralized\nstate department of education.\n\nWrite into our school laws statutes requir-\n\nminimum school terms and\nand closer supervision, and you solve\n\ning the county system of administration,\nteachers' salaries, trained teachers\n\nthe small-school problem.\n\nBut it is difficult to get rural communities to live up to rigid state school\nThe farmer is conservative and the rural school is supported\neither by local revenues or by state funds appropriated on the per capita\nbasis.\nThe country-school teacher and trustee and more especially the\naverage farmer do not know what constitutes a good school. The first step,\nregulations.\n\ntherefore, is to raise the educational ideals of the rural community, to carry\n\non a campaign of persuasion and education to the end that local pride may\nbe aroused and the rural community may strive to measure up to the requirements of a good school as set by the state.\nThe burden of my remarks up to this point is that we must improve the\nsmall country school and that the first step and the most effective is standardization.\n\nLike all other movements the standard-school movement is\n\nopen to criticism.\n\nBut I beg that you do not condemn the movement\n\nbecause of any defect or inconsistency in the plan which excites your attention.\n\nzation.\n\nYou can be a disciple of consoUdation and still adhere to standardiYou need not reject the plan because of the difficulties in its\n\nadministration.\n\nWhat are the characteristics of a good standardization scheme ?\nI. The requirements to be met by the rural community must be definite.\nTo illustrate, it will not do to say that the schoolhouse must be \" well\nlighted.\"\nOne state uses this expression and even adds, \"The light must\ncome from the left and the windows must have adjustable shades.\" The\n\n"}
{"page": 613, "printed_page": null, "text": "Superintendence]\n\nSTANDARDIZING THE SMALL COUNTRY SCHOOL\n\n597\n\nimportant matter, however, of the ratio of window space to floor space is\nomitted.\n\nAgain the expression \"attractive interior decorations\" is quite\n\nprevalent in standardization plans, but what does this expression mean?\n\nMany states say, \"The attendance must be good.\"\n\nThis requirement\n\nshould be made still more definite by designating what percentage constitutes good attendance.\nTo show what a stimulating effect standardization\nmay have upon rural teachers, let us note a few of the definite require-\n\nments\n\nlaid\n\ndown by some\n\nof\n\nthe\n\nstates.\n\nOne\n\nstate\n\nrequires that a\n\nstandard school must have a well-cataloged school library containing not\nless than 100 volumes and including juvenile books.\nAnother state\nmakes supplementary readers and drill cards required items. Wisconsin\n\nrequires at least four pieces of play apparatus, while Colorado requires a\n\nphonograph.\n2.\n\nThe requirements must be in reach of at least the more progressive\n\nrural communities of the state.\n\nColorado rightly gives a credit of eight\n\npoints for a teachers' residence, but this feature would be impossible of\n\nattainment in other states.\n\nKansas requires the teacher of a standard\n\nschool to be a four-year high-school graduate.\n\nIn Pennsylvania, where con-\n\nditions are different, only two years of high-school education is obligatory.\n\nThere are some requirements, however, such as instruction in domestic\nscience, membership in agricultural clubs, and the teaching of agriculture\nwhich should appear in every plan, not as essential, but as entitled to\nconsiderable credit.\n\nIt is our duty to spread in the country schools these\n\nnew and essential things in modern education.\n3. Every standard-school plan must provide for a well-organized\npropaganda for the spreading of the movement. Not only breakfast foods\nand chewing gum, but new movements in education must be advertized.\n\nMost of the states issue attractive score cards to be prominently displayed\non the school walls. Handsome diplomas and door plates are awarded\nschools placed on the standard hsts. A number of the most beautifully\nillustrated pamphlets issued by state departments deal with the standardization of country schools.\n\nThis attractive literature, mailed to the remot-\n\nest sections of the state, arouses great interest and is essential to the success\n\nof any plan of standardization.\n4.\n\nThere must be an effective plan for the inspection of schools applying\n\nfor standardization, and accurate records must be kept of all such schools.\n\nThe failure to provide for these two things constitutes one of the main\n\nNo standardization plan can be a success\nwithout adequate of&ce force to keep the records and sufficient field force\nobjections to standardization.\n\nto see that the schools measure up to requirements while on the standard\nlist.\n\nWhile the state supervisor of rural schools should do considerable\n\nfield work, the burden of inspection must fall upon the local superintendents\n\nand supervisors.\neducation.\n\nAll records should be kept by the state department of\n\n"}
{"page": 614, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n598\n5.\n\n[Atlantic City\n\nWhile not essential, it is highly desirable that there should be a\n\nspecial state appropriation to every standard school.\n\nIn Virginia every one-\n\nteacher standard school receives an extra appropriation of $50 out of the\n\none- and two-room special appropriation and every two-teacher school meets\ning the standards receives $100.\n\nWisconsin's plan rests upon an appro-\n\npriation giving special aid to schools which meet statutory requirements.\n\nNo rural school in Texas can share in the annual appropriation of one milHon\ndollars without meeting the requirements laid down by the state, and the\n\n462 schools which in 1916-17 met these requirements received each the\nhandsome bonus of $300 from the state. The hope of sharing in a special\nstate fund is undoubtedly a powerful stimulus to the country community.\n\nIn conclusion I submit that this plan of improving the small country\nIt is employed by a large majority\n\nschool has past the experimental stage.\n\nof the states, and a composite score card compiled from the several states\n\nyou the standards which the ablest rural school experts in the\nIt has been impossible up to this\ntime to standardize the instruction in these small schools, and herein is a\nBut the standards for the physiserious defect of the standardization plan.\ncal part of the school, length of term, salary and training of teachers, enrolment and attendance of pupils, and the curriculum have been made very\nThese things constitute the foundation upon which thoro instrucdefinite.\ntion must rest, and if we can attain these ideals we can well leave to our\nwill give\n\ncountry have set up for country schools.\n\nsuccessors the standardizing of the instruction.\n\nTHE COUNTY AS A UNIT OF ORGANIZATION\nMAURICE S. H. UNGER, SUPERmTENDENT OF CARROLL COUNTY\nSCHOOLS, WESTMINSTER, MD.\nProbably the most difficult problem for a democracy to solve is that of\nfinding the machinery necessary to administer its affairs adequately and\nefficiently.\n\nAs a democracy cannot continue to exist as such unless it grows\n\nconstantly, it follows that its governmental methods cannot remain dormant\n\nand yet continue to serve the purposes for which they were contrived. Thuthruout the history of the growth of democracy we find a constant evolution\nof new methods and practices developt in order to serve the needs of the\nbody pohtic.\nIn the United States schools and the means of education arose as disThe developtinctly community undertakings and not as state systems.\nof\norganization\nand\nthe\ncommunity\noutward,\nthe\nment has been from\ncounty and state school systems has come by a gradual grouping together\nAs the several states have gradually formuof these commimity efforts.\nlated their school laws and systems it has naturally followed that markt\ndifferences obtain in methods of organization, support, and administration,\nas between the different states, and that as the result of this long popular\n\n"}
{"page": 615, "printed_page": null, "text": "Superintendence!\n\nTHE COUNTY AS A UNIT OF ORGANIZATION\n\nevolution, influenst so materially\n\n599\n\nby the individualistic thinking of our\n\npeople, conditions of organization and administration that are by no means\nideal obtain|in various states.\n\nBriefly stated there are in existence three distinct types of organization:\n(i) the district, (2) the town or township, and (3) the county.\n\nAs this paper\n\nclaims the county system to be far superior for administrative purposes, it\nwill first undertake to sketch briefly the main outlines of the other two and\nattempt to show that both are out of touch with the drift of administrative\n\npractice in the domain of education.\n\nI believe that the school district is today the greatest anomaly in Ameri-\n\ncan public education.\n\nIt had its place and its use historically considered\n\nin American growth and a great purpose in the evolutionary processes of\n\nthe upbuilding of this great nation, but today \"it is a democracy gone to\nseed, a worthless inheritance from Massachusetts,\" long discarded by her\n\nand, as one of her most distinguisht sons has said, \" the greatest blunder in\nthe whole history of educational legislation.\"\n\nSuperintendent Cassidy\n\nspeaks of the system as follows:\nBecause of the absence of a central controlling body, such as a county board of education, and the responsibility consequent to such a body the schoolhouses are the merest\n\nsheds; equipments are makeshifts or are wholly lacking;\n\nthere are perhaps six months\n\nof learning and certainly six of forgetting; the selection of teachers is in the hands of men\n\nwho have little or no conception of what a teacher should be; competency and teaching\nability do not assure stability of position;\n\nand supplementary aid is regarded as extortion.\n\nThe second or township system is an improved modification of the\nformer.\n\nIt insures centralization of management, consolidation of equip-\n\nment, resources, and facilities, less expense, and more efficiency.\n\nIts chief\n\nresult is to better the conditions of education for the community.\n\nUnder\n\nthis system, when carried to its ultimate conclusion, the township will con-\n\nstitute one district with one board of education, a central high school, and\n\nas many primary or ward schools as are needed at properly located points\nin the township and all under expert supervision both pedagogically and\nfinancially.\n\nThis system also guarantees the services of a higher order of\n\nschool trustees, since the increast responsibility under the township plan\nleads the people themselves to be more particular with respect to the professional interest and intelligence of the men selected for these positions.\n\nThe third or county system of school organization had its origin in the\nstates south of the Mason and Dixon line.\n\nHere the district system could\n\nnot thrive in the early days, since plantations were large and homes far\napart; the colored population was not an educational factor, and the chil-\n\ndren of the whites could afford tutors or private schools.\n\nThe county\n\ntherefore became the civil unit and the county seat the center of the poUtical\nlife\n\nof the people.\n\nWhen the pubHc school became a necessity its control\n\nin view of the absence of districts, in part at least, was placed under the\n\ncare of a central board with\n\nmore or less general power\n\nto administer\n\n"}
{"page": 616, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n6oo\n\n[Atlantic City\n\nThis system has developt variously in the several\n\nthruout the county.\nsouthern states.\n\nIn recent years Maryland has been one of the foremost in the passage\nof social and industrial laws, and it has been the crowning act of this state\nto place on its statute books the most comprehensive and ideal educational\n\nadministrative law in the United States without compromise or limitation.\n\nThis educational code adopts the county as the unit of organization, but\nsubjects the county organization to the control of the state board of education, whose executive officer is the state superintendent of schools.\n\nMaryland has always had a county organization of its school system,\nbut the system failed to secure the full benefits of such an adaptation because\nthere was not complete coordination between the working parts.\nAfter a survey of the state by the general education board and a report\nof its findings, the legislature in 1 916 past a law correcting the abuses of the\n\nsystem, consolidated great power in the hands of the state superintendent,\nand only a little less in that of the county superintendent, at the same time\nfreeing them from the dictation and interference of local politics, making\nthe boards of education non-partisan and consolidating the power of school\nadministration entirely in the hands of the superintendent and the board\nof education, thus removing the last remnant of the old district system from\nthe state of Maryland.\nIdeally the general purpose to be served by a county board of education\nis\n\nto assist the county superintendent in carrying out his educational\n\npolicies and in the performance of the work necessary to operate the general\n\neducational system of the state.\ninitiate legislation.\n\nIt can approve or disapprove rather than\n\nThis thorogoing county organization of the school\n\nsystem of Maryland is all but unique, and offers splendid possibiHties to\nthe educational leader. It is common in all sections of this country for the\n\nurban communities to have separate school systems, each under its own\nofficers.\nAs a result of this the county\n\nadministrative and supervising\n\nsuperintendent is usually little more than an executive clerk with merely\n\nnominal supervision over a few small districts, or he is perhaps in charge of\na purely rural community which is unable to do much for itself. It is easy\nto see then why relative feebleness and inefficiency should exist in a large\nproportion of school systems outside of cities of at least moderate size, and\n\nwhy ordinarily the drift of the more efficient professional people is toward\nthe cities.\n\nYet the education of these village and rural communities is a\n\nmatter of vital importance from every point of view, a prime factor in the\n\nmuch discust problem of rural life.\n\nNow in Maryland the county-unit system of organization provides the\nstrength of union.\n\nBy uniting in one system all the rural and urban com-\n\nmunities of a large county ranging from rural districts and small villages\nto cities of 10,000 to 40,000 inhabitants, public education rests\n\nvastly stronger basis financially and socially.\n\nupon a\n\nIt becomes possible to provide\n\n"}
{"page": 617, "printed_page": null, "text": "1\n\nSuperintendence]\n\nTHE COUNTY AS A UNIT OF ORGANIZATION\n\nfor each of these\n\n60\n\ncommunities expert professional service much beyond\nThus it becomes possible to extend to the\n\nwhat it could pay for alone.\n\ncountry child the exceptional opportunities enjoyed by the city child, to\ndevelop urban organization and efficiency in rural districts, and to give\nassistance where assistance is most needed.\n\nThe flexibility and elasticity\n\nof a city organization becomes readily adaptable to the rural communities\n\nwhen the county is the unit of organization. In the distribution of funds\nno regard need be paid to the amount raised by any district or ward, but\nthe total fund in hand is distributed according to the necessities of the community determined by the number of children to be educated. The same\nsalary schedule, the same degree of efficiency in supervision, the same expert\nassistance, the\n\nsame courses of professional reading, the same course of\n\nstudy, textbooks, and supplies, the same length of school terms, are pro-\n\nvided for the country as for the town or city schools.\n\nIn all lines of human effort the tendency is strongly toward combination\n\nand centraHzation to the end that more effective work may be done and\nIn the county superintenddetails more definitely planned and executed.\nency we have the beginnings of a complete and effective system of organization.\n\nThe county division existing in all states lends itself to the eUmination\n\nof pontics, to efficiency, to equal opportunity for all, to expert supervision\n\nand control, to eUmination of petty neighborhood dissensions, and to a far\nmore efficienct means of directing public sentiment to better ends. This\nideal system has been adopted by the state of Maryland, and is now in\nprocess of inauguration. Prominent features of the law are:\n1.\n\nA distribution of the state school fund to each county based upon the average\n\nattendance.\n2.\n\nThe power of the board of education to compel the county authorities to levy for\n\nschool purposes up to a maximum rate on each hundred dollars of taxable property.\n3.\n\nA compulsory attendance for all children from seven to sixteen.\n\n4. Certification of teachers by uniform state examination and certificates issued by\n\nstate superintendent.\n5.\n\nA school census.\n\n6.\n\nProvision for adequate school supervising forces,\n\n8.\n\nMinimum qualification for teachers, and minimum salary schedule for all grades.\nA minimum length of school term of nine months.\n\n9.\n\nState regulation of courses of study, of approved high schools, and of plans and\n\n7.\n\nconstruction of buildings and improvements.\n10.\n\nA county budget.\n\nThe qualifications, duties, and powers of the county superintendent are\nHe must be especially trained for the work;\nhe must be a college graduate with postgraduate preparation in administra-\n\ninteresting under this law.\n\ntion and supervision in a recognized university, and he can be eligible to\n\nthe appointment then only after he receives a certificate from the state\n\nsuperintendent of schools.\n\nHe must devote his full tiiiie exclusively to the\n\nduties of his office and see that the school laws, the by-laws and policies of\n\n"}
{"page": 618, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o2\n\n[Atlantic city\n\nthe state board of education, and the rules and regulations of the county\n\nboard are carried into effect.\n\nHe must also visit all schools several times a year and supervise and\nHe\n\ndirect the work in the schools either directly or thru the supervisors.\n\nmust organize and direct teachers' training classes and conferences, local\ninstitutes for teachers and citizens, reading centers, and take a leading\ninterest in the educational uplift movements of his county.\nThe superintendent also has direct control over the whole system, issues\nall certificates to teach and supervise, passes on all building plans, interprets\nthe school law, and is the final court of appeal in disputed cases that arise\nin administration.\n\nThis law has now been in effect nearly two years, and while there is more\nor less agreement that a few minor changes might be advantageously made\nthere is a nearly universal unanimity thruout the state of Maryland that\n\nthe new law has past thru its experimental stage and the possibilities of a\n\ncounty-unit system have been recognized and utiUzed to their full capacity,\n\nand the public generally has come to feel that this state has taken a step\nforward in the educational field.\n\nThe adaptations of the county unit in\n\nMaryland to educational administration is an upward step in the evolution\nof a democracy in its attempt to adjust itself to proper growth and progress.\n\nRURAL SCHOOL AS A SOCIAL CENTER\nMRS. THOMAS W. HAYES, COUNTY SUPERINTENDENT OF SCHOOLS,\n\nROSWELL, N.M,\nFor several years there has been a growing conviction among the citizens\nof our great country that the general welfare of its citizenship bears a direct\nratio to its educational progress.\n\nThe increase in general interest in every\n\nphase of public education for the past ten years especially has been marvelous and the substantial progress in all phases of educational endeavor has\n\nbeen phenomenal.\n\nWhile the advancement being made is very encouraging the ideal has\nnot been attained, and will not or cannot be attained until the pubhc school\nis\n\nso developt, organized, and administered that it will be able to train all\n\nHere we probably find\nmovement in American education the\n\nthe children and all the people of the community.\n\nthe beginning of the important\n\n—\n\neffort to continue school instruction thruout the entire life of the citizen.\n\nTo make the educational system more efi&cient has been a stupendous\nThe Department of the Interior thru its Bureau of Education is\n\ntask.\n\nwaging a nation-wide campaign for better rural schools and for the improve-\n\nment of rural life.\n\nThere seems to be a unanimity of opinion that something\nObservant students of education have differed as to the policies or solutions suggested, but wholly agree\n\nshould be done to solve this rural problem.\n\n"}
{"page": 619, "printed_page": null, "text": "RURAL SCHOOL AS A SOCIAL CENTER\n\nSuperintendence]\n\nupon the essentials.\nefficient\n\nsystem\n\nis\n\n603\n\nAll are agreed that one urgent need in developing an\n\nwhile\n\nmany believe that\n\nand requirements with\n\nreference to school\n\nincreast financial support;\n\ntrained teachers, standards\n\nbuildings, grounds and equipment, attendance of pupils, medical inspection,\n\nlonger terms, consoUdation, good roads, and many other matters which time\nforbids mentioning, are necessary.\n\nThis brings me to that phase of my subject of rural community advancement which deals with the rural school as a social center.\n\nWithin the twenty minutes allotted each speaker I cannot hope to do\nmore than barely refer to the many excellent results brought about by the\ncommunity-center movement and shall have to confine myself to the educational and social phases of this vital educational movement of the presentday rural school. This movement must concern itself with translating the\nwork of the school into the language of the home and the community thru\nthe agency of the rural school. The twentieth-century rural school must\nbe properly organized as an efficient unit in the economic plan for rural\nbetterment so that its effect shall be emphatically exprest in terms of betterprepared and happier citizens in the country with an education which they\n\ncan use, not alone for profit, but for pleasure.\n\n—\n\nAlong with the home, church, and state the primary social and economic elements the school has taken its place as the most potent factor,\nand the rural school is one of the most promising fields in which to make\nsocial and economic work effective.\nIt has the vantage-ground on account\n\n—\n\nof being the common meeting-place of the community where all are con-\n\nsidered upon an equal basis from the standpoint of democratic principles,\nright, and justice.\n\nAmerican people demand social life, and you know the conditions of our\nHard work and the struggle for existence crowd\nout social life. The young people have few, if any, social relations. They\nleave the farm because they believe that the conception which lies behind\nit is forever opposed and uncongenial to the spirit of youth, for to that spirit\nlife is the ever-paramount feature.\nThe people are not brought together\nfrequently enough to estabhsh that sympathy and love so necessary to\novercome those petty jealousies which creep into the community Kfe.\nFarmers have abandoned their farms and agricultural progress has failed\nto keep pace with growth in population and with progress in other industries because the rural school has heretofore failed to determine and meet\nthe educational and social needs of the rural people. But we hail with great\npleasure the dawning of the new day in the Hfe of the rural school and the\nrural community; and today we are realizing as never before that the time\nis past when the schoolhouse was intended merely for children, and we see\nit fast becoming the most important center in the entire community.\nTruly the school has become the social opportunity of the centuries, and\nwe seize the occasion to transform this work which makes one of the big\nrural life in many cases.\n\n"}
{"page": 620, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o4\n\n[Atlantic City\n\nunits of the greatest of all works, the uplifting of humanity and the better-\n\nment of mankind.\nThe rural school should and is making determined efforts to have the\nentire community look to it for the source of all community entertainment.\nThe schoolhouse should countenance every reputable form of entertainment\nthat will give a great uplift to its people.\n\nCitizens will not tolerate in a\n\nschoolhouse what they would allow without protest in another place.\n\nThis\n\ncoming together, this decidedly modern tendency is undoubtedly causing\nprofound changes in the society of our rural American people; this coming\ntogether at evening entertainments of an educational as well as of a social\nnature induces the young people to expend their surplus energy in a becoming manner, makes society more democratic, and deals a deathblow to many\nsecret dens of vice.\n\nSocial unity is the prerequisite of social regeneration, and the surest\n\nway to effect a social transformation is to realize the actual cooperation\nbetween the home and the school. In my opinion the Parent-Teachers\nAssociation has marvelously contributed to the educational and social unification of community spirit and welfare in the great and varied avenues of\nits service.\n\nIt has brought about a closer relation between the home and\n\nschool and has embraced different types of activities\n\n—educational,\n\nsocial,\n\nand civic.\n\nThe \" teacherage\" has contributed largely toward the expansion of community social and educational life in the rural school. The ''teacherage\"\nexerts that inviting and welcoming influence over the community that the\nold fashioned hard-fast-by-the-church manse did in days past. The very\npresence of the teacher's home on the school grounds invites and creates a\ncommunity spirit for advanst social and economic measures, and incites and\nstimulates the desire for better schools.\n\nWe could not pass without giving due praise to the moving-picture\nmachine for its generous share in the enlargement of the social-center movement of our rural schools. It has been truly said that the moving picture\ngives to all the opportunity to witness great events and to be conversant\nwith all countries and all occupations. It is the most effective way of\nteaching geography, industry, history, much of literature, and much of\nscience, and proves an educational institution to parent and child alike.\nThe opportunities and demands for service which these times of worldwar bring to the door of the schools of our country constitute a burning\nchallenge which must be met. Hundreds of thousands of men, women, and\nchildren have been converted to a beUef in service.\ncooperate.\n\nWar has taught us to\n\nWe have workt together zealously in conserving food and fuel,\n\nknitting socks for the sailors, knitting sweaters and packing kits for soldiers,\n\nbuying Liberty Bonds for humanity's sake. Indeed we see stampt upon the\nheart of every true American citizen the great, wonderful Red Cross. Those\nof us behind the lines must cooperate to the point of sacrifice to reclaim the\n\n"}
{"page": 621, "printed_page": null, "text": "Superintendence!\n\nFINANCING THE PUBLIC SCHOOLS\n\n605\n\nwounded and fallen, care for those who continue in service, and prepare\nthose in our keeping for an enlightened intellectual reconstruction when this\nworld-conflict has ended.\n\nlesson in\n\nIndeed we are just learning our first wonderful\n\ncommunity interest.\n\nWhile I supervise schools, attend\n\noffice\n\nduties, consolidate districts, erect new schoolhouses, repair old schoolhouses,\n\nurge better school and playground equipment, yet I believe the most truly\nuplifting, elevating, and far-reaching\n\nwork is the community-center work\n\nfor the rural schools.\n\nPermit me to leave with you this:\n\nWe have never before enjoyed so\n\nsplendid an opportunity to perform a lasting service as the one now presenting itself to us and that is the social-center work of the rural schools, which\nare the greatest socializing and Americanizing agency in the country today.\n\nC.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH\nPOPULATION OVER 250,000\nFINANCING THE PUBLIC SCHOOLS\nE. C.\n\nHARTWELL, SUPERINTENDENT 'OF SCHOOLS, ST. PAUL, MINN.\n\nSomeone has said that there are three essentials to carrying on war.\nThe first is money, the second is money, and the third is still more money.\nHowever widely the problems of our respective school systems may differ,\nwe all have one common problem which at this time is especially difficult,\nnamely, that of adequately meeting our current needs and making provision for the expansion which the growth of our cities makes imperative.\n\nThe American people have too long prided themselves on an imaginary\ngenerosity toward education. Education has been largely a local matter,\nand there is scarcely a city in the United States today where the schoolhouses are able adequately to accommodate the enrolment. In those\nstates where funds for the encouragement of education are administered thru\nstate agencies there is a constant conflict being waged to keep the school\nfunds intact and free from the greedy clutches of political agencies which\nThe national government has\ndesire to use the money for other purposes.\nspent little money in the encouragement of education. The Smith-Hughes\nbill is the first act of our national government under which financial assistance is given to the cause of education, and while I say \"Three cheers for the\nbill, and all honor to the men who persuaded Congress to take this first\nmagnificent forward step,\" the money which will ultimately be spent under\nthe provisions of the bill is pitifully small compared with the sums spent\nby the federal government for other and less important purposes. A\nnation that pays its school teachers an average wage less than that paid the\n\n"}
{"page": 622, "printed_page": null, "text": "6o6\n\nNA TIONA L EDUCA TlON A SSOCIA TION\n\nStreet sweepers of\n\nNew York City can hardly be said to have an exaggerated\n\n[Atlantic City\n\nappreciation of the value of the teachers' services.\n\nNearly every one of us here today is faced with the problem of securing\nsufficient money to operate efficiently those activities which already have\n\n—\n\nbeen undertaken. But our systems must expand our cities are growing\nand we are constantly askt to enlarge the scope of the school's activities.\nThis war has clearly demonstrated that in certain particulars our school\nsystems are lamentably inadequate.\n\nIt has shown, for instance, how much\n\nneeds to be done for physical education.\n\nIt has\n\ndemonstrated that the\n\neducation of the foreigner must have in the future a much larger share of\n\nour attention.\n\nIt has proved\n\nbeyond the peradventure of a doubt that\n\nvocational education must be undertaken in our cities, not as a basement\n\nannex or side-show addition, but as an integral part of our educational\npolicy.\nMost of us undoubtedly appreciate the necessity of meeting these\nand other responsibiUties, but when the cost of operating our school systems\nas they now stand shows a percentage of increase more than twice as large\n\nas the increase in the source of revenue it may well give pause to all those\n\nwho have charge, either professionally or financially, of American public\nschools.\n\nPersonally I believe that inasmuch as education has clearly come\n\nto be vested with a national interest the federal government should liberally\n\nsubsidize our local communities in meeting some of these educational prob-\n\nlems.\n\nIt is\n\nmy profound conviction that if the federal government had\n\nspent on physical and vocational education in the last ten years only a small\n\npercentage of what it has wasted on useless river and harbor improvements\n\nwe should not now be in the situation in which we find ourselves.\n\nIf\n\nthe\n\nfederal government twenty-five years ago had begun to spend on the educa-\n\ntion of the adult foreigner only i per cent of the money which it has spent\nin superfluous and extravagant post-office buildings we should never have\n\nbeen faced with the problem of the \"Hun within our gates.\"\n\nI beheve it is\n\nunfair to ask local communities to bear the entire burden of a problem which\nis\n\nstate and national.\n\nBe that as it may, as Grover Cleveland said, \"We\nThe problem with\n\nare confronted with a condition, and not a theory.\"\n\nwhich we are faced is that of adequately financing, out of local taxation,\nthe operation of the public schools. The public schools in any community\nconstitute a large business corporation in which the people are the stockholders.\n\nIt is our duty as superintendents to explain to these stockholders\n\nwhy the cost of public education is constantly increasing.\n\nAnd the dis-\n\ncharge of this very duty constitutes a large problem in itself.\n\nThe printing\n\nof annual reports has practically no effect on pubHc sentiment.\n\nEducating\n\nthe pubHc to the financial needs of the school is a herculean task.\n\nIt is a\n\ntask which ought to be undertaken only when we can accompany a state-\n\nment of our needs with a constructive, definite program of how we propose\nto spend the additional money which the public is askt to contribute.\n\n"}
{"page": 623, "printed_page": null, "text": "Superintendence!\n\nCOST OF PUBLIC EDUCATION\n\n607\n\nThis program has been prepared with the idea of discussing these various\nIt is hoped that the meeting may\nbecome a clearing-house of helpful and constructive suggestions so that we\nmay all take\" back to our respective cities something which will assist us in\n\nproblems in a series of short addresses.\n\nmeeting our local problems.\n\nWHY THE COST OF PUBLIC EDUCATION IS CONSTANTLY\nINCREASING\nJOHN D. SHOOP, SUPERINTENDENT OF SCHOOLS, CHICAGO, ILL.\nIn a brief discussion of the question of public-school revenues as they\naffect the educational interests of the larger cities we can touch upon only one\n\nor two phases of current conditions which may indicate the trend and scope\nof the movements that are in advance of adequate financial provisions.\n\nThe added expense\n\nincident to a richer\n\nand more comprehensive\n\ncurriculum, the shifting of phases of training from the home to the school,\nthe larger equipment which the principles and methods of modern realistic\n\neducation demand, the improved physical conditions which are necessary\nfor the conservation of the health of the children,\n\nand the maintenance\n\nof supplementary, corrective, and special schools combine to augment the\n\noutlay necessary for the maintenance of a modern educational system.\n\nAgain we have not yet compast the\nincluding within the domain of education.\n\nwhich public judgment is\nThere are earnest and persistent\n\nfield\n\ncalls for a wider range of the activities of public instruction.\n\nof our\n\nThe flocking\n\nimmigrant population into neighborhoods so defined and isolated\n\nthat the language, customs, and traditions of the parent country are pre-\n\nserved for at least a generation, creates a condition that must enlarge the\nmission of education, and calls for remedial agencies that will keep the\nfires burning beneath the melting-pot until our motto,\n\n\"E Pluribus Unum,\"\n\nwhich had its origin in a necessity for political union, shall be alike appUcable in the discovery of the social common denominator that will make\npossible a closer and more complete blending of all social elements now\ncharacterized by racial distinctions.\n\nAdult schools must lend their influence and opportunities to the task.\nThe end must be a common language the forerunner and basal factor of\n\n—\n\na homogeneous citizenship.\n\nWe turn to biblical lore for the time-honored\n\nwhen there was confusion\nThe same results must follow with greater certainty\n\nillustration of the helplessness of the builders\n\namong the workmen.\nwhen the structure\n\nstate instead of the tower whose\nAmerican security is conditioned upon\nthe solidarity of American citizenship, which in turn must look to the field\nof education for the development of the social process that is to assemble\nthe whole in ideal and balanst relations. This end will not be attained\nis\n\nthat\n\nof\n\nmaterials are the baser elements.\n\nthe\n\n"}
{"page": 624, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o8\n\n[Atlantic City\n\nuntil the intelligence, the hopes, the aspirations, and the emotions of the\n\npeople find expression in a language\n\ncommon to all, the language of\n\nthe American court, which, interpreted in terms of democracy, means the\n\ncommon people.\nThe educational responsibihty of the centers of population of our country is increasing with a rapidity that challenges the genius of those whose\n\nmission it is to maintain the economic poise of the social order.\nsity for the modification of the ratio of\n\nThe neces-\n\nurban to rural population must\n\nappeal in seriousness and in significance to the educator as well as to the\neconomist.\n\nThe cry of \"Back to the soil\" is born of necessity rather than\nThe test of the extraordinary conditions into which the\n\nof sentiment.\n\nwar of the nations has carried us indicates only too plainly the inadequacy\nof the reserve in our\n\nsupply of common necessities.\n\nThe unbalanst conThe full dinner\n\ndition is not to be explained alone by the demands of war.\npail is\n\nno longer a political slogan.\n\nCold, stubborn facts which indicate\n\nin statistical columns a disturbance of the equihbrium of production and\n\nconsumption speak eloquently and convincingly of our economic situation.\n\nThe remedy is not to be found in legislation.\n\nThe diagnosis must be placed\n\nin the hands of the educator, whose business it is to provide the remedy.\n\nThe problem is no longer peculiar to rural schools. The city must shoulder\nits responsibility.\nThe antidote for the gregarious instinct out of which has\ngrown the over-population of the urban center is the inoculation of the city\nboy with the agricultural germ. Our departments of vocational guidance,\n\nwhen intelligently organized, will discover among the throngs of those who\nare seeking advice as to a life-calling thousands who by natural inclination\nwould find their happiest employment in the activities of rural life. The\ncoming years will witness the introduction of agricultural courses in our\ncity schools, and the public will not fail to provide for their support.\n\nThe advent of international strife and the entering of the American\nnation into this world-wide controversy are reacting forcibly on educational\nthought, and today we are scanning the horizon for the first gleam of intelli-\n\ngence that will throw its light upon the path of duty.\n\nTo those whose\n\nkeener vision penetrates the cloud of battle a subsequent field of conflict is\nrevealed.\n\nWhen the dove of peace once more hovers over the ensigns of the\n\nmiHtant forces of the world it will witness again the alignment of nations in\nThe future of our\nbattles for supremacy in the markets of the world.\ncountry as it relates to her industrial and commercial interests will be cast\nin the balance whose poise and counterpoise will be determined by the con-\n\ntribution which education may offer to the process of preparation.\n\nLack of\n\npreparedness for that new era in the history of the world would indeed be a\nnational calamity.\nIt\n\nis\n\nthe business of education to map out the roadway for training\n\ntoward that technical skill and higher constructive efficiency that will arm\nour human power for future service. It is the business of eduon toatic\n\n"}
{"page": 625, "printed_page": null, "text": "EDUCATING THE PUBLIC\n\nSuperin tendence]\n\n609\n\nherald the dawn of the new era of commercial and industrial reconstruction\n\nand to prepare the drawings from which structures commensurate with\nfuture needs are to be reared.\nto the people\n\nIt is the business of education to proclaim\n\nthat the abihty, the poise, the virility, and the efficient\n\nhuman power necessary to master the education problems of this new era\ncan be secured only by paying the price thereof in the brawn and brain\nmarkets of the world.\nWith an ever-increasing hope I have lookt longingly forward to the\n\nday when our public schools and the profession of teaching shall, in their\nmanagement and in their financial policies, be guided by the rules and\nprinciples of legitimate business enterprise; to the day when sane ambitions\nfor achievement need not turn aside from the field of education to realize\n\non the ideals which have appeared for them above the horizon of Ufe; to\nthe day when the vocation, the calling, of teaching shall rise in the scale of\nvalues to a point where it will be overshadowed by no imposing position in\ntrade, industry, or profession; to the day when the molding of life shall rise\nin public recognition and in material compensation at least to the level\nof the importance and dignity of skill in the practical arts.\nTo attain this end-there must be inaugurated a campaign of ''education\nin education\"\n\n—a creative and reconstructive policy that\n\nwill level the walls\n\nof tradition, unloose the bands of outgrown and antiquated custom,\n\nand\n\nface confidently the public with a service that has marketable value second\nto none in the competitive marts of the world.\n\nWith a progressive educational scheme that would relate the schools\nvitally to the activities of life, with coordination and cooperation with the\n\nsupplemental agencies in commerce and industry that are lending their\naid to the process of readjustment of the educational program in the interest\nof economy and efficiency, we are confidently assured that the purse strings\n\nof an appreciative pubHc will be loosened and that pubhc education will\n\ngather its reward from a grateful and an appreciative people.\n\nEDUCATING THE PUBLIC TO THE FINANCIAL NEEDS\nOF THE SCHOOL\nGEORGE DRAYTON STRAYER, PROFESSOR OP EDUCATIONAL ADMINISTRATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\nThere are two problems involved in educating the public to the financial\nThe first has to do with convincing the voters\nthat the schools are not able, with their present measure of financial support,\nto provide the facilities which are necessary for the adequate education of\n\nneeds of the school system.\n\nThe second involves an analysis of the\nway as to persuade the voters that they have the\n\nthe children of the community.\nfiscal problem in such a\n\nabiUty to pay for the improvements which are contemplated.*\n\n"}
{"page": 626, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6lO\n\n[Atlantic City\n\nIn any attempt to convince the public that schools must be improved\nit is\n\nnecessary to describe with as great precision as possible the present\n\ninadequacies of the school system and to suggest a definite program for its\n\nimprovement.\n\nDuring the past year the writer had an opportunity to\n\ninquire concerning the school facilities available in two cities of consider-\n\n—\n\nable size\n\nSt.\n\nPaul and Omaha.\n\nIn each of these communities there were\n\nthose who knew something of the inadequacy of the school plant.\n\nWhen\n\nthe whole situation was presented, with an analysis which made clear the\nrelative degree of efficiency of the plant as\n\nit\n\nexisted,\n\nmany people were\n\ninterested and were willing to vote in support of a program for improving\n\nthe situation who\n\nhad on previous occasions been unwilling to support\nWhen it is shown, for example, by a careful scoring of\nschool buildings that more than half of them are less than 25 per cent\nsuch a movement.\n\nefficient in fire protection, all citizens who have children in the schools\nbecome interested in the necessity for improvement. If it can be shown\nas was the case in two of the cities, that approximately half of the school\nbuildings have less than a 50 per cent efficient heating and ventilating\nsystem, one may even argue, with some hope of carrying conviction, for\nthe abandonment of some of the poorer buildings.\nIn each of the school-building surveys which I have undertaken buildings have been found which, on the basis of ranking a perfect building one\nthousand points, fall below five hundred, and certain buildings have been\nfound which rated between three and five hundred points on the thousandpoint scale. This rating, together with an analysis of the many deficiencies\nwhich bring about so low a percentage of efficiency, seemingly carries\nconviction concerning the needs of the school system which is not always the\n\ncase when one speaks of poor or inadequate buildings which should be\nreplaced.\n\nIn like manner an analysis of the opportunities offered in schools, or\nrather the lack of opportunities, may help to convince the public of the need\nof more money for the support of public education.\n\nIt can be shown, for\n\nexample, that the only satisfactory method of meeting the demand for\ndifferentiated courses of study for the children of the upper grades of the\n\nelementary school is thru the establishment of intermediate schools or sixyear high schools.\n\nIt can be made clear that to provide in all elementary\n\nschools the equipment in the household and industrial arts which would\n\ngive the sort of prevocational training which children want and need would\n\nbe very much more expensive than to establish a system of intermediate\nschools.\n\nIt is obvious,\n\nwhen the facts are presented, that children are\n\nretarded in our school systems in large numbers, and that they cannot be\n\nexpected to profit largely by the courses of study which are provided in the\nIt can be estabhsht\non account of their superior\nability, may do in five years instead of six work now commonly assigned\n\ntraditional upper grades of the elementary school.\n\njust as clearly that there are children who,\n\n"}
{"page": 627, "printed_page": null, "text": "EDUCATING THE PUBLIC\n\nSuperintendence)\n\n6ll\n\nto the last two grades of the elementary school and the high school.\n\nWhen\n\nthese facts are made available and the program for the establishment of the\n\nintermediate school\n\nis\n\npresented in connection with them,\n\nit\n\nhas been\n\nfound possible in many communities to secure support for the establishment\nof the new type of school.\nIt is not difficult to\n\nshow by careful examination of the attendance\n\nservice the degree of efficiency that is achieved by this part of the school\n\nWhen inefficiency is discovered it is almost always accom-\n\nadministration.\n\npanied by a lack of support and an inadequate staff in the attendance\ndepartment.\n\nMost people will accept the fact that the enforcement of the\n\ncompulsory-education law is essential in any attempt to provide an adequate\n\nscheme of public education.\n\nWhen it is shown clearly that the attendance\n\ndepartment lacks the staff and equipment necessary for making it effective,\na long step has been made in the direction of securing adequate support.\n\nAn examination of the health service provided for public schools will\nshow in one case a recording of defects with little or no action for their\nremoval or for the improvement of the health of school children. An\nanalysis of the situation in another city will discover the fact that health\nservice of the sort that remedies defects and gets results costs many times\n\nmore than the medical inspection provided in the other city.\n\nWhen one\n\nhas available facts concerning the type of service rendered it is not difficult\nto argue for a support which may cost, instead of fifteen or twenty cents, a\n\nDepartments of educational research can be justified\nand financial support sought for them to best advantage by pointing out\nthe need for such careful analyses of the work of the school system\nas have been made by these bureaus in the cities which have already\ndollar per pupil.\n\nestabhsht them.\n\nIn like manner the relative amount of money invested in supervision by\nother school systems or by commercial or industrial enterprises may serve,\n\nnot only to establish the need, but to justify as well the expenditure which\nwill\n\nbe involved in providing adequate supervision.\n\nThe public is not\n\ngreatly imprest with the demand for more money for the schools.\n\nIt can\n\nbe induced to see specific needs when they are made as clear and definite\nas possible.\nThe particular needs of the school system and the benefits\n\nwhich may be expected to accrue to the children form the only adequate\nbasis for asking for increast support for pubHc education.\n\nThe second question concerning the ability of the community to pay\ninvolves a consideration of the wealth of the community, of its rate of\ntaxation based upon real wealth, of the investment which has been made\n\nover a period of years for buildings and equipment, and the like.\n\nIn the\n\nsurveys which I have undertaken for the purpose of demonstrating the\nnecessity of providing funds for the development of a\n\nschool plant\n\nit\n\nmore adequate\n\nhas seemed wise to compare cities of approximately the\n\nsame size with respect to their support of public education and to suggest\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6 12\n\n[Atlantic city\n\nthe possibility of more generous support in the Hght of the amount of money\n\nspent in other communities.\n\nIn the St. Paul survey it appeared that this city, as compared with those\nnearest to it in size, had the lowest tax rate per thousand dollars of estimated\nreal value of property and that there were cities that were paying from two\n\nto three times as much on a thousand dollars.\n\nIt appeared as well that\n\nwhile other cities had spent, from 1899 to 191 5, in the development of their\nschool plants as\n\nmuch as from twenty to thirty-five dollars per capita,\n\nSt. Paul had spent only seven dollars and nine cents per capita.\n\nIt was also\nshown that the percentage of the total money spent for city maintenance\nwhich was expended for schools was lower in this community than in many\n\nothers comparable to it.\n\nContrasts of this sort can be made in support of\n\nthe plea for more liberal J&nancial support of schools in those communities\n\nwhich have given less adequate support. The argument in favor of more\ngenerous support in the communities which lead will, of course, have to be\nbased upon the wilUngness of the community to pay more money for\nsuperior education.\n\nAt the present moment one of the greatest needs in all our school systems\nmore adequate salaries for teachers. Thruout the country young men\n\nis for\n\nand women are hesitating to enter normal schools or teacher-training classes.\nThe enrolment in these institutions has dropt anywhere from 10 to 40 per\nThose already at work in the schools have, in large numbers, left the\ncent.\nprofession on account of the more adequate opportunity ofifered in industrial\nor commercial life.\n\nThe very salvation of our public school system depends\n\nupon the paying of salaries adequate to attract and to retain in the teaching\nprofession our best young men and women those who are most competent\nto hand on to the children the ideals in which we believe and to teach them\n\n—\n\nto appreciate the institutions which are peculiar to our democratic society.\n\nIn this case, as in the others which have been mentioned, the community\n\ncan be made to recognize its obligation only when all the facts are presented.\n\nHere too there is a distinct advantage in holding up for consideration those\ncommunities which pay more adequate salaries and which are able to maintain a higher standard of preparation for those who would teach in their\nschools.\n\nThose who are responsible for voting support for our schools will grant\nincreast support only when they are convinst that the investment which\n\nthey are askt to make is a good one.\n\nThe process of educating the public\n\nto the needs of the school system is not unlike the process of education in\n\nany other field.\n\nThe more facts we can present, the more definite and\n\nprecise we can be with respect to the needs of the school system, the more\n\nweight we shall have with our pubHc.\n\nWe shall be wise if we add to our\n\nstatement of needs an analysis of the fiscal problem which will make it clear\nthat the community can, without unduly burdening itself, afford to pay\nfor the improvements which are necessary.\n\n"}
{"page": 629, "printed_page": null, "text": "Superintendence]\n\nEFFICIENT FINANCE FOR CITY SCHOOLS\n\n613\n\nEFFICIENT FINANCE FOR THE CITY SCHOOL SYSTEM\nFRANK W. BALLOU, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nBOSTON, MASS.\nRecently in a small gathering of educators the subject of financing\neducation was under consideration. One of those present, whose position\n\nand professional standing command respect for his views, exprest himself as\nbelieving that the subject of financial economy in education was not worthy\nof the consideration of educators.\n\nHe argued that it is the business of\n\neducators to get and to spend as much money as possible for education.\n\nHe defended his position on the ground that it is impossible to spend too\nmuch money for educational purposes.\nI believe that this is both an indefensible and a dangerous theory.\nis\n\nIt\n\na dangerous theory since it implies that, because of the nature of the\n\nundertaking, an educator should not be held responsible for an economic\n\nexpenditure of the funds provided for educational purposes.\n\nMen in the\n\neducational profession have always been peculiarly free from any imputations of profiting dishonestly by reason of the educational positions which\n\nHowever,\n\nthey hold.\n\ntheir responsibiUty for a judicious\n\nand economic\n\nexpenditure of school funds is as great as their moral responsibility for\n\nspending school money honestly.\n\nEvery public official is morally bound to\nexpend money so that it will best serve the purpose for which the public provided it.\n\nTo this principle the educator should be no exception.\n\nEfficient finance in a city school system depends (i) on the appropria-\n\ntion of a reasonable\n\namount of money for the needs of the schools, and\n\n(2) on a rational plan for its distribution to serve those needs.\n\nA reasonable\n\namount of money can best be secured thru a fixt tax rate, with the board\nof education possessing, within limitations,\n\nthe tax-levying power.\n\nA\n\nrational distribution of money depends on an effective system of budget-\n\nmaking.\nI.\n\nThe appropriation of a reasonable amount of money for the schools.\n\n—\n\nThe constitutions of the several states of the Union charge their respective\nstate legislatures with the responsibiUty of maintaining systems of public\n\neducation.\n\nPublic education is a state function.\n\nThe administration of\n\n.education by a local school committee or board of education does not alter\n\nthat fact.\nlocal agent.\n\nThe board of education acts as an agent of the state as well as a\nLogically and legally, therefore, the state legislature may fix\n\nthe tax rate and thereby determine the amount of money to be provided for\n\nNot only should the legislature fix the\nminimum and maximum limits of the tax rate, but the board of education\nschool purposes for any city.\n\nshould also be given the authority to appropriate and levy within those\nlimits the\n\namount of money necessary for educational purposes.\n\nThe\n\nboard of education, rather than any department of the city government,\nshould possess the tax-levying authority for school purposes, because the\n\n"}
{"page": 630, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6i4\n\n[Atlantic City\n\nboard is organized for the purpose of providing public education and is\n\nmore cognizant of the needs of the schools than is any city department.\n\nThe administrative agency which controls the appropriations in the school\nbudget also by that fact determines the educational possibiUties of the\nschool system. That agency should be the board of education. There\nare three advantages in this arrangement:\n\nout of politics;\n\n(i) it\n\nkeeps school finances\n\n(2) it increases annually the amount of money appropriated\n\nfor school purposes as the assest valuation increases;\n\nand (3)\n\nit\n\nmakes\n\npossible the carrying out of a systematic educational poUcy over a period\nof years.\n2.\n\nA rational plan for the distribution of money for the schools. —^Having\n\ndiscust the need of a fixt tax rate as a\n\nmeans of securing a reasonable\namount of money for educational purposes in a city school system, let us now\nturn our attention to the other aspect of efficient financing, viz., the preparation of a school budget according to which the available money is to be\nspent.\n\nI shall discuss what appear to me to be five conditions of efficient\n\nbudget-making.\na) The first condition of successful budget-making is knowledge on the\npart of those who make the budget of the amount of money available for\n\nschool purposes during the financial year for which the budget is to be\n\nmade.\n\nIn conducting one's personal business successfully one decides on his\n\nexpenditures in relation to his income.\n\nSo in making a school budget\n\nthe amount of money which can or should legitimately be spent for the\nseveral activities of a school system depends directly on the amount of\n\nmoney available.\n\nWith a fixt tax rate this condition of successful budget-\n\nmaking is satisfied.\nh)\n\nThe second condition of effective budget-making is\n\nthe general\n\nrecognition that making a school budget is prunarily an educational function and as such should be supervised and directed by educators.\n\nIt is\n\nrelatively immaterial\n\nwho actually compiles the budget, or who makes\n\nthe original estimates.\n\nIt is, however, of fundamental importance that the\n\nestimates should be prepared according to the educational policies of the\nsuperintendent's office, and that the eliminations and reductions should not\n\nbe made by those who may or may not be famihar with the effect which\nsuch eliminations and reductions may have on the educational activities of\nthe school system.\nc)\n\nThe third condition of successful budget-making is an amount of\n\ntime for making the estimates commensurate with the difficulty of the\n\nproblem and the importance of pubUc education.\n\nIn Boston the Depart-\n\nment of Educational Investigation and Measurement was askt to make\na study of the system of budget-making. It proposed that more tune be\nsecured for making a school budget by estimating in advance the amount\nof money likely to be available from taxation, from income, and from\nunexpended balances, and proceeding at once with the preparation of a\n\n"}
{"page": 631, "printed_page": null, "text": "EFFICIENT FINANCE FOR CITY SCHOOLS\n\nSuperintendence!\n\n615\n\nThis is not the proper occasion for discussing in detail\n\ntentative budget.\n\nthe statistical methods by which the department showed that such estimates\n\ncould be made.\n\nIt is important, however, to describe briefly the problem\n\ninvolved and to indicate the results secured by applying the statistical\n\nmethod.\nIn Boston, while the money available for school purposes comes from\ntaxation, from income,\n\nand from unexpended balances, more than 96\n\nper cent of the total amount available comes from taxation.\n\nA statistical\n\nmethod of making estimates of money available from taxation was workt\nout and applied to the twelve years from 1905 to 1916. In each case the\nestimate of the amount of money available from taxation was within $10,000\nIn three cases it was within $1000 of the actual sum\nof the actual amount.\nIn the nearest case there was a difference of only $228 21 in the\navailable.\namount of money actually available and the estimate of the money that\nwould be available. In eight out of the twelve years, or in 75 per cent of\nthe cases, the estimate was within $3000 of the actual figures. When one\n.\n\nconsiders how relatively small these differences are in the budget of over\n$6,000,000, it is clear that the results from the application of this statistical\n\nmethod are sufficiently close to the actual amounts available to make the\nmethod reliable for this purpose. Because the estimates of gross income\ncan be made in advance, Boston now begins the preparation of a tentative\ni.\nWhen the actual amounts of money are later\nknown the preliminary estimates are corrected.\nd) The fourth condition of successful budget-making is a clear definition of the authority and responsibility of those who make budgetary\n\nbudget on December\n\nestimates.\n\nUnder favorable conditions the absence\n\nof\n\nclearly\n\ndefined\n\nOn the other hand, during times of\nstress the absence of such well-defined duties and responsibihties may\nauthority\n\nmay not cause trouble.\n\nprove a calamity.\ne)\n\nThe fifth condition of successful budget-making is knowledge on\n\nthe part of those who make the budget of the annual costs of the several\nschool activities over a period of years.\n\nIn order that knowledge of the\n\namount of money expended in previous years may be utilized in budgetmaking, there must be (i) a detailed system of accounting intimately related\nto the appropriation items in the budget, and (2) an adequate plan for\ndisseminating this financial information by the business office among those\nwho make budget estimates.\nDifferentiation of functions in order to fix official responsibihty and\nto increase efficiency is undoubtedly sound administrative practice.\n\nNever-\n\ntheless the centralization in one office of all business matters relating to\n\neducation has undoubtedly tended to promote the feeling that educators\nshould not concern themselves with educational finances.\n\nMore important\n\nthan this, it has also tended to make it difficult, if not impossible, for anyone\nin the school service to\n\nkeep himself adequately informed on educational\n\n"}
{"page": 632, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6i6\ncosts.\nis\n\n[Atlantic City\n\nIn most cities the only participation one has in financial matters\n\nto write his requisition and to forward\n\nit\n\nto the business or purchasing\n\nHe never knows how much 'expenditure his requisition entailed, for\nhe never sees the bill. To be sure, at the end of the financial year a report\nagent.\n\nschool or department, or of any activity,\nand summarized that for the most part the report\n\nis issued, but the expenditures of a\n\nare so generalized\n\nfurnishes inadequate information concerning detailed costs.\n\nBy segre-\n\ngating the business matters into one office or department financial information necessary\n\nto\n\nthe educational offices has\n\neffective\n\nadministration of\n\nmust be\n\nrestored.\n\nthe\n\nbeen taken away.\n\nsuperintendent's\n\nthis\n\noffice\n\nFor\nknowledge\n\nWhen the school budget reaches the school committee it should be a\nwell-balanst, detailed, statistical analysis of the estimated expenditures for\n\nthe next financial year.\n\nSuch a budget can only be prepared in relation to\n\nthe annual expenditures of preceding years and in consideration of the\nextensions contemplated in the general educational policy of the school\n\nsystem.\n\nWhen considering budget estimates the superintendent needs to\n\nhave before him a statement of annual expenditures for various educational\nactivities over a period of years, in order that he may distinguish among\n\nthe estimates furnisht him those that are necessary, those that are desirable,\nand those that are clearly for extension of activities. Appropriations would\nnaturally be made to satisfy these estimates, in order named, and the\n\nappropriations for extensions of activities should not be made until the\n\nnecessary and desirable expenditures for all present activities have been\nlargely, if not wholly, provided for.\n\nWith a detailed statement of expendi-\n\ntures before him the superintendent has a comparatively reliable fact basis\n\non which to judge the trustworthiness and justification of the estimates of his\nsubordinates, and also has a fair basis for approving, reducing, eliminating,\nor increasing those estimates.\nIf budget estimates are to represent adequately\n\nthe amount of money\n\nneeded they must be based on facts and not on fancies. The most reliable\nIf the\nfact basis is that furnisht in an adequate system of accounting.\ninformation contained in the accounts is to be available it must be made\naccessible thru some plan which shall be recognized as an integral part of the\n\nsystem of making a school budget.\n\nDISCUSSION\nAlbert Shiels, superintendent of schools, Los Angeles,\n\nCal,\n\n— Concerning Mr.\n\nBallou's decision on the advisability of a uniform source of revenue unaffected by the\nvicissitudes of political interest there can be\n\nno dissent.\n\nHis five principles in budget-\n\nmaking permit neither question nor criticism. Therefore I shall endeavor only to supplement his contribution by reference to other aspects of city financing which the time at\nhis disposal did not permit him to consider.\nSchool expenditures may be considered in a variety of ways.\n\ntwo principal accounts from which all others are derived:\n\nThere are, however,\n\n(i) expenditures for permanency\n\n"}
{"page": 633, "printed_page": null, "text": "DISCUSSION\n\nSuperintendence!\n\n617\n\nwhich include provision for site for buildings and for permanent equipment; and (2) expenditures for annual outlays, which include provisions for supervision, instruction, supplies, and repairs.\n1.\n\nExpenditures for permanency.\n\n— we could determine and apportion these expendiIf\n\ntures annually, then sites could be purchast and buildings erected and equipt out of each\n\nThe annual income\nfrom taxes, however, is rarely used to cover cost of sites and buildings. This is logical,\ninasmuch as neither a building nor a site is \"consumed\" in a single year, but thru a long\nTherefore the cost should be extended over a series of years. Moreover,\nseries of years.\nyear's income precisely as salaries or supplies are now provided for.\n\nthe usual annual tax yields could scarcely provide for these things, so recourse is had to\n\nbond issues.\n\nWhen the accumulated bond debt is not heavy there is a great temptation toward care-\n\np\n\nIt is so fascinating, this method of getting money just by voting for it!\nBut easy voting sometimes means hard paying. Bond issues have an uncanny way of\ngrowing while we sleep. When the awakening comes, it is very sudden. The public\ndiscovers that the interest itself has become too heavy, heavy enough to make a respectable\nincome for sites and buildings of itself; or the last voted issue can be marketed only at a\nless expenditures.\n\nhigh rate of interest because there have been too many others; or the city is near its debt\n\nThen comes the unreasoning panic. The public will vote for nothing, and there\nnew kind of waste even worse than that of extravagance. The same public that was\n\nlimit.\nis a\n\nso quick to vote bonds and the same newspapers that had always supported favorable\n\naction join the great chorus of protest.\n\nA city that but a little time before was building\n\npalatial structures now refuses to provide\n\neven meager school accommodations.\n\nPart\n\ntime, crowded classes, frame additions, and the other long train of school troubles follow\n\nthick upon one another.\n\nIn all the tiresome and fruitless game of criticism and recrimina-\n\ntion the bond interest charges go silently but remorselessly on, yielding nothing to sites\n\nnor buildings, piling up the tax rate, and making affairs yet worse confounded year by year.\nWhether there is an abundance of bond money in reserve or whether the time of panic\n\nhas come, there are three things which sooner or later must be done: one is to fix a policy\nthe second is to provide a means of carrying it out, and the third is to tell the public the\nThe policy should be: that sites should be selected, not as sudden necessities\nfacts.\nrequire, but on a definite extension of a period of years; that some buildings should not be\n\nso extravagantly constructed as to prevent decent accommodations in other and usually\nless fortunate parts of the city;\n\nthat the administration should utilize existing conditions\n\nby insistence upon small classes, but should ameliorate these conditions by having such\ntransfers and reorganizations made as will get the most out of the existing facilities.\nAmerican cities today are suffering because when land was cheap educational authorThey bought small plots, or poorly placed\nities had no conception of the standard site.\nplots, sometimes as bargains and sometimes because there was no vision.\n2.\n\nExpenditures for annual outlays.\n\n—Among\n\nall the things that\n\nmay be said concern-\n\ning the important problem of annual expenditures three things deserve consideration.\n\nThe first is the need of standardizing equipment, supplies, and the total ratio of teachers\nto the whole school attendance, tho this of course involves a departure from the standard\nratio in each individual case.\n\nThe second thing is to observe the comparative costs thru a series of years.\n\nIf, for\n\nexample, it is shown that for almost no greater number of pupils there is a considerable\nincrease in per capita cost the school administration must be prepared to show that there\nis\n\na good reason for this condition.\n\nNothing should be left to luck.\n\nThe third thing is a correct notion of the meaning of school experimentation in educaEducation is improving constantly, but that does not relieve supervising authorities\nfrom trying out what they propose to introduce in a reasonable way. Before an experi-\n\ntion.\n\nment is establisht it should be the duty of an administrator (a) to state precisely the object\n{c) to show how he\n\nin mind; {h) to state the method by which he proposes to carry it on;\n\n"}
{"page": 634, "printed_page": null, "text": "6i8\n\nNATIONAL EDUCATION ASSOCIATION\n\n^\n\n(Atlantic City\n\nproposes to check the experiment by indicating his method of discovering whether the\nvalues expected will be yielded; {d) to indicate precisely what the cost of the experiment\nwill be;\n\n{e) in case\n\nthe experiment should prove successful, to indicate what it ought to\n\ncost when generally extended thruout the city.\n\nToo many American cities have sur-\n\nviving types of organization started doubtless for some good reason not now apparent,\n\nwithout any history of their successes or failures.\n\nThey continue only as traditions or\n\nthru inertia. •\n\nThe real object of an experiment is, not economy only, but a discovery of values\nThis ought reasonably to be expected of any competent person. I\ndo not believe that it is the business of the school superintendent to find how cheaply an\neducational system can be administered. But it is his business to abolish waste and to\nbefore extensions.\n\nget a maximum dividend for every cent he expends.\n\nIt is not evidence that educational\n\nWe must\nremember that in education as in every other phase of human effort responsibility lies\nupon us, not merely to affirm excellence, but to give some evidence that excellence has\ndividends are being obtained merely by affirming that they are obtained.\n\nbeen attained.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH\nPOPULATION BETWEEN 25,000 AND 250,000\n\nD.\n\nTOPIC: LEADERSHIP IN EDUCATION\nLEADERSHIP AS FOUND TODAY IN INSTRUCTION IN\nINTERPRETING THE CURRICULUM\nI.\nIN THE SUPERINTENDENT\n\nA.\n\nZ.\n\nC.\n\nTHORNBURG, SUPERINTENDENT OF SCHOOLS, DES MOINES, IOWA\n\nOne of my first professional texts clearly emphasized the point that the\nmain business of the school was instruction and not government. Order\nwas not to take the place of industry, nor disciphne the place of instruction.\nAside from the teacher and the pupil the course of study is the niost\nimportant adjunct in the school.\n\nTeaching is worth while only in so far\n\nas it arouses thought regarding those things that are worth thinlung about.\n\nPages, chapters, topics, and subtopics are not a curriculum.\n\nMaterial,\n\nand their relationship to the pupil, present or future,\nwhen properly organized, not by the superintendent at his desk, but by\nteachers, principals, supervisors, and superintendents, after survey trial\nand application, might form a fair basis for the curriculum.\nplaces, conditions,\n\nThe public school develops chiefly habits, ideas, and attitudes.\n\nCurrent educational\ndevelopment of the intellect thru the grouping of curricula\nmaterial in terms of social problems or projects. If the curriculum is to be interpreted\nso as to modify the pupils' behavior, both the method and the content must be taken into\n\nliterature\n\nis\n\nstressing the\n\nconsideration.\n\nThe teachers should not only be led in building the course of study,\nbut likewise be directed in its application; the training of leaders in an\neducational system is of equal importance to the selection of those capable\n\n"}
{"page": 635, "printed_page": null, "text": "LEADERSHIP IN INSTRUCTION\n\nSuperintendence)\n\nof leading.\n\n619\n\nNumerous teachers can be found in every system who have\n\ninitiative, scholarship, teaching skill, personality, social aptitude, health,\n\nand surplus vitality to develop and carry forward the important lines of\npresent-day school activities.\n\nIt is the business of the superintendent to\n\nfind and use these valuable individuals.\n\nA superintendent in a western city needed a teacher for an open-air\nA year prior to opening he suggested to a certain teacher that\n\nschool.\n\nshe begin preparation in this particular field.\n\nAnother helper was needed\n\nto take charge of atypical children, and a grade teacher who had not been\n\nespecially trained, but who had the elements of leadership, was discovered\nfor this department.\n\nThe successful superintendent must also be able to detect leadership in\nthe light of the curriculum in those who are about to enter the force of the\ncity over which he presides.\n\nThis ability must be analyzed and located in\n\nthe school or territory most needed.\n\nThe reorganization of schools, junior\n\nhigh schools, departmental teaching, the platoon system, make it easy to\nutilize special ability; these plans, for instance, permit the entire time of the\n\nstrong teacher in English to be used in teaching her specialty instead of\nrequiring her, as under the old system, to teach all subjects with the\n\nprobability of the teaching in the other subjects being poorly done.\n\nThe\n\ncurriculum should be so organized that the teacher may have periods for\nrelaxation.\n\nMore and more we are learning the importance of conserving\n\nthe physical strength of the teachers.\n\nIt requires more than ordinary effort\n\non the part of the teacher to keep to the maximum mental capacity when\nworking with children. Eight hours of work are by no means equal to\nseven hours of work plus one hour of play. Someone has said that the\nLeadership\nspiritual fails when the physical and mental begin to ebb.\nis weak indeed if it in any manner overlooks the first; it must ever be\nhumble, bearing in mind that sympathy may not be in the printed outline,\nnor love always written into the teacher's contract.\n\nSome years ago a superintendent who had just been elected in a wellknown city announst in the first plank of his platform that he had purchast\nan automobile and proposed to visit every school in the city. There is\nvalue in such visits, but the average city needs definite standards of teaching\nand study more than schoolroom visits from the head of the school system.\nThere must be a rather clear notion of why geography is worth while and\nthe method used. What should the children do in penmanship in the sixth\ngrade ? How much progress should they make in any particular grade ?\nMeasurement is a most vital link in the chain used to interpret instruction; therefore measurement and standards must be clearly understood,\nnot only by the pupils and the teachers, but by the public as well. If\nLatin, modern languages, and algebra have a value for the average boy or\ngirl in\n\nthe high-school grades, the public has a right to understand that\n\nvalue in reasonably definite terms and appHcations.\n\n"}
{"page": 636, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n620\n\n(Atlantic City\n\nA democracy is secure only so long as the children have access to free\nwhose function has been correctly understood. It is then very\nimportant for every good citizen in the democracy to know the purpose of\nschools\n\nthe public schools.\n\nIn the beginning of our educational history in this country the scheme\n\nThe home was to train the child in the indus-\n\nprovided for a triumvirate.\ntries,\n\nthe church was to care for the spiritual training, and the school for\n\nthe mental training.\n\nLong since have we realized that this classification\n\nis an impossibility, and more and more is the work of the home, and to some\n\nextent of the church, being turned over to the schools.\n\nIt is impossible\n\nexactly to define the field of each, but all three institutions, each using the\n\nsame positive constructive method, must be utilized if the child is ever to\nhave the chance to which he is fully entitled.\n\nThe public must be instructed, and the very best way is thru semipublic organizations, such as the chamber of commerce, the press, mothers*\ncouncils, trades assemblies, rotary clubs,\n\nimprovement leagues, and any\n\nother avenue thru which the superintendent may speak of the school plans.\n\nIn all of these there are leaders who must be reacht and trained largely by\n\nThere is a leader who will be invaluThere is another in the locaHty where the Greeks\n\nthe heads of the educational system.\nable in the ItaHan group.\n\nlive.\nMothers' councils, misguided, are a greater abomination to the\nsuperintendent and the school system than the war-charged church choir is\n\nto the preacher; but properly directed, given something to do, they are the\nmost potent factor of the day in interpreting the programs of the American\npublic schools. Thru any or all of these organizations and institutions the\nsuperintendent may plead for intermediate schools, more open-air schools,\nmore opportunity rooms, added rooms for the deaf, relief for the crippled\n\nchildren, new high-school buildings, additional equipment, better salaries,\n\nhigher taxes, or any other items needed in the system.\n\nSome pedagogical cynic, or an overcritical layman, who thinks of the\nmodern school superintendent in the light of the old-time schoolmaster\nwith his long hair and extended coat tail, who knew everything that was\nnot worth knowing and could do nothing worth while but teach children,\nmight not agree that some of these undertakings are within the proper field\nof the superintendent.\nSome may charge that I have outhned a program\nfor a poHtician.\n\nI\n\nam not concerned much about that, but firmly beheve\n\nthat we need educational statesmanship in our schools if the teachers are\nto be led in the training of leaders thru a proper understanding of the school\n\nprogram.\n\nDISCUSSION\nFred M. Hunter, superintendent\n\nof schools,\n\ntendency is coming to stand out as a profession.\nfunction is large and responsible.\n\nOakland,\n\nCalif.\n\n— School superin-\n\nAs an administrator the superintendent's\nHe must be a business man, a man of afifairs, able to\n\n"}
{"page": 637, "printed_page": null, "text": "1\n\nDISCUSSION\n\nSuperintendence)\n\n62\n\ntake his place along with other men who do things in his community.\nis not distinctive.\n\nBut this function\n\nHe does not differ in this respect from the executive officers of dozens\n\nof large business institutions each carrying on a business differing widely from that of the\n\nother and from the work of the superintendent.\n\nThe superintendent is professional in his supervisory relationship; that is, it is in his\nsupervision of the fundamental activities of the school rather than in his efforts as general\n\nmanager to surround the work of the schools with proper conditions for development\nthat the professional character of the superintendent of schools lies,\n\nI do not mean that\n\nthe superintendent must make his major function the supervision of classroom instruction\n\nby direct personal contact, but I do mean that he must be something more than a\nmere manager and diplomat, that he has a greater service to perform than merely to surround actual school work with proper conditions, and that is, to shape the development\nof this thing we call the curriculum by leading the forces which actually make it, and to\ninterpret it to at least three groups of people\n\n—to the teachers, to the board of education,\n\nand to the public.\nThis conception of the superintendent as a professional leader and as an interpreter\nof the curriculum makes him a student of curriculum-making; not the kind of curriculum-\n\nmaking which consists in conforming to tradition, but rather of the type which seeks (i) the\ngreat national purposes in education, (2) the defects of our present school organization\n\nand the machinery in obtaining them, and (3) the assistance of the whole teaching force\nin the active work of scientific investigation and experimentation.\nThe multitude of activities introduced into the schools as war measures has increast\nalmost beyond conception this responsibility of the superintendent. These activities\nhave emphasized in bold terms the national ideals. Every superintendent has seen in\nflaming letters against the black storm of Prussianism the national motto, \"The Nation\n\nand he has read with almost equal clearness the secondary lines,\n\"Individual Service and Responsibility to the Nation.\" As a curriculum-maker he is\nfor the Individual,\"\n\nconstrained by his own professional ideals and by the pressure of national necessity to\nreconstruct machinery, content, and method until these great national, yes international,\n\npurposes shape every activity and inspire the work of every classroom.\n\nNo less plainly has our great national crisis shown us the defects in our system of\neducation as it has brought us into realization of the tremendously responsible relation\nbetween public education and nationality. Everybody knows that we have no thorogoing\nmachinery for Americanization. The patriotic spirit of every community has revolted\nat the un-American sentiment that has been evident whenever patriotic pressure has\nbecome intense. The terrible danger that lurks in our large unamalgamated elements\nis no longer apparent only to students of sociology.\nIt is now a part of the public con-\n\nThat 13 per cent of our population are foreign born or children of the first\ngeneration of foreign parentage, and that 30 per cent of these are illiterate is not\nsciousness.\n\nconducive to smug satisfaction either on the part of the public or on the part of those\nresponsible for our educational machinery.\n\nSo the first great defect in the work of our\n\nschools and its relation to national life is shown by the lack of a well-developt system for\n\nAmericanization.\n\nThe second great defect is the failure of our schools to cover thoroly their field,\nthat is, their failure to provide for all American youth up to an age nearing maturity a\n\nThe experiments made in the states that have\nbegun a system of industrial education have brought us the conclusion that such training\nfairly adequate training for citizenship.\n\nshould extend to the age of eighteen for all youth in our land.\n\nThe Massachusetts registra-\n\ntion of minors, the Wisconsin continuation law, and similar steps taken by various cities\n\nand communities place the legislative stamp of approval upon this conception.\n\nYet how\n\nlamentable is the situation when we view the record of the high schools of the country.\n\nA recent survey of the elimination from the high schools of the country by Frank G.\nPickell and B. F. Mickelblech shows that the high schools of the various sections of the\n\n"}
{"page": 638, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n622\n\n[Atlantic City\n\nUnited States are able to retain to the Senior year the following percentages of those entering as Freshmen:\n\nPercentage\nFirst Year\n\nFourth Year\n\nlOO\nlOO\nlOO\nICO\nlOO\n\n39\n43\n\nBoston (highest)\n\nI GO\n\nNew York City (lowest)\n\n54\n\nI\n\nGO\n\n21\n\n.\n\nSection:\n\nNorth Atlantic states\nNorth Central states\nSouth Atlantic states\nSouth Central states\nWestern states\n\n28\n28\n\n37\n\nCities:\n\nfirst,\n\nThe superintendent then, as a leader in curriculum-making, must himself see clearly,\nthe great national purposes and their demands upon public school activities, and\n\nsecondly, the great shortcomings of which our school system in the past has been guilty.\n\nHe is called upon to be a keen discriminator in values and to select and organize the\ndemands to which he and his followers shall accede.\nThe first demand growing out of our recognition of national purposes and school\ndefects is this: The curriculum shall be an organized series of practices and activities\nrather than a body of knowledge based upon the principle that action alone is educative.\nThe government has been remaking our curriculum for us before our very eyes. It has\nbeen forcing into our classrooms activities which have done more in the past six months\nin training for real citizenship than all our laboriously devised schedules of social studies\n\nhave done in the past five years.\n\nThe second principle involved in the new demands is that of variation.\nof variation as\n\nThis principle\nopposed to uniformity will guide the curriculum-making of the future\n\nupon two different planes: first, curriculums will vary in accordance with the individual\nneeds, or, in more practical terms, with the group needs of boys and girls as determined\nby social inheritance, economic environment, and natural tendencies; secondly, curriculums will vary in the organizational units in which these organizations are located, and the\nrespective needs of these communities.\n\nThe third principle in curriculum-making under the new demands will be this: Curfirst, by classroom teachers, or their\nrespective comrnittees, who are studying the needs of children by first-hand contact;\nand, secondly, by special groups of experimenters employed by communities to study\nindividual and group differences in children and to survey community needs.\nThe fourth principle under our new demands is the principle of extension. Classroom and laboratory practices must not cease abruptly with the graduation of the pupil\nor his elimination from school.\nThe superintendent as a maker and interpreter of the\nriculums will be made by two groups of people:\n\ncurriculum must have a conception of the development of such courses as will extend the\nusefulness of the schools far past the present idea of school age and far out of the geo-\n\ngraphical limits of our school plants.\n\nTo the board of education the superintendent should be a leader in establishing an\nUpon the superintendent, to a large degree, falls\n\nattitude of professional-mindedness.\n\nthe responsibility of so handling his relationship with the board of education and so\n\norganizing the avenues thru which professional information may be kept constantly before\n\nthem that the temptation to play politics is lessened and the main purposes of the schools\nHis method of attack should lead to the point of view that\n\nare always held before them.\n\nthe greatest service which boards of education can perform is thru their leadership of\n\n"}
{"page": 639, "printed_page": null, "text": "LEADERSHIP IN INSTRUCTION\n\nSuperintendence]\n\n623\n\npublic opinion in forming sound educational policies, and thru a conception of their func-\n\nThe superintendent\nshould lead in bringing about an organization of his board upon a broad policy-making\ntion as being legislative rather than executive and administrative.\n\nbasis rather than along the lines of administrative detail.\n\nBecause the attitude of boards toward education and the sentiment which the public\n\nupon each other the superintendent\ncannot neglect any means of direct appeal to the public itself. The superintendent's\nin general has regarding education are retroactive\n\nofl&ce should use the public press, the rostrum of organizations affiliated with the public\n\nschools, such as parent- teacher associations, civic-center organizations,\n\nwomen's clubs,\nand improvement clubs, and in fact every legitimate avenue of approach to the public\nto build in the mind of the public the foundations of sound educational doctrine.\n\nThe superintendent's leadership in interpreting the purposes of the curriculum to his\nteachers and in making the accomplishment of those purposes a fact is dependent upon his\nability to lead his board of education to a proper conception of its responsibiUty and largest\n\nfunctions, and his hold upon public sentiment is dependent upon his abiUty to control\n\nthe avenues of public information on school development and school policies.\n\nHe is\n\nauthoritatively a leader of his professional co-workers, but he must make himself a leader\nof those, who have political authority over him and of the public\n\ninstitution in which he works.\n\nwhich maintains the\nIn this sense, he is without question the most significant\n\npublic servant in his community.\n\nHe should regard his responsibility with a spirit of\n\nservice and devotion and should make it his Hfe-purpose to capitalize his time and knowl-\n\nedge, his professional training, and missionary zeal in the largest way possible.\n\n//.\nR.\n\nO.\n\nIN PRINCIPALS AND SUPERVISORS\n\nSTOOPS, SUPERINTENDENT OF SCHOOLS, JOLIET, ILL.\n\nThe wording of this subject at once suggests to me the personality of\nthe supervisor of classroom instruction and the high type of professional\nservice which he should render to the teachers under his immediate direction.\n\nThe historical development of the position of principal or supervisor\ncame from the discovery and recognition of those personal traits of leadership which made one teacher in a building or group stand out as the \"head\n\nteacher.\"\n\nIn Uke manner, when buildings multiplied as the village grew\n\ninto a city, the principal who had shown markt initiative and administrative\n\nabihty became general director of the work in a number of buildings and the\nposition of supervisor\n\nwas developt.\n\nIn both cases the position was a\n\nrecognition of the qualities of personal leadership.\n\nIt is understood that\n\nthe term \"supervisor\" in this discussion refers to the supervisory principal, or general supervisor, of a definite group of teachers.\n\nThe personality of a supervisor contributes largely to his success.\n\nHe\n\nmust be a man among men, a kindred spirit of the men who do things in the\ncommunity. A woman supervisor should be identified with the agressive\nwomen's organizations and her cooperation should be sought in all lines\nof social service.\nThe human element in education demands that the\nsupervisor identify himself with the lay interests of the community so that\nfrom personal touch he may interpret community needs in terms of educational activity.\nIn no other way can he hope to relate his work to the\n\n"}
{"page": 640, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n624\n\n[Atlantic City\n\nconcrete thought and practical application of everyday civic, commercial,\n\nand industrial life.\n\nAn honest attitude toward his work is the most essential quality in a\nPositive traits of character, such as loyalty, fairness, and\n\nsupervisor.\n\ncourage, must Stand out in all he does.\n\nHe must have the perseverance and\n\npatience to labor long with apparent failure until he can turn it to success.\n\nHis optimism must inspire hope in others; his technical knowledge and\nThese qualities in a supervisor not\nskill must command their respect.\nonly inspire a teacher to bring the fulness of any subject or teaching to the\npupils, but insures such confidence that she will feel free to invite her superior\n\nto pass upon a definite piece of work.\n\nConstructive leadership in education must be based upon a balanst\n\nconception of the entire nature of the child.\n\nThe percentage of selected\n\nmen rejected by the various exemption boards thruout the country suggest\nthat we have failed to send the entire boy to school.\n\nThose respon^ble for\n\nthe program of studies should hold before the classroom teachers the im-\n\nportance of constructive recreation and robust health and should point the\n\nway to definite standards of physical hardihood.\nhousehold sanitation\n\noffer\n\na\n\nfield for\n\nPersonal hygiene and\n\nhabit formation which makes for\n\nmoral safety, civic efficiency, and personal success later on in life.\nNext to the physical basis as an underlying factor in education comes\nthe emotional nature of the child.\n\nThis determines to a large extent his\n\nattitude toward his companions, his interest in nature about him, in art, and\nin music.\n\nThe utilization by the teacher of these social and aesthetic\n\nvalues means a citizenship later on which will recognize community inter-\n\ncommunity activities, and continually seek an improved\nSo basic are the physical and emotional natures of the child\nas a foundation upon which all teaching must rest that the supervisor must\nmake their full appreciation by the teacher his first concern.\nests,\n\norganize\n\nenvironment.\n\nIt is then the province of the supervisor to see that the fundamental\n\nacademic subjects are properly related to these two aspects of child life.\nFrom them must come the energy and interest to enable the pupil to complete the academic work with the minimum of time and effort.\n\nTraining\n\nhands in certain basic processes of a prevocational nature should\nsupplement the academic work. The mental processes in handwork are\nmuch more valuable to the child than the concrete results. Here again\nthe supervisor must be sure that the teacher considers, in her plans and\nof the\n\npractice, industrial and cultural education as\n\nsupplementary rather than\n\ncompetitive.\n\nNot only must the validity of the teacher's theory be checkt by the\nsupervisor, as I have indicated, but the curriculum must be interpreted to\n\nher in terms of social need.\n\nNo matter how carefully the curriculum may\n\nhave been prepared, further interpretation to most teachers will be necessary.\nOuthnes upon the various subjects must be prepared from time to\n\n"}
{"page": 641, "printed_page": null, "text": "Superintendence]\n\nLEADERSHIP IN INSTRUCTION\n\n625\n\ntime to bring out the fulness of the course of study and to set forth the best\n\nmust be measured in\nmust be significant at every level. The\nschool comes in between the child and the world at large, while the primiNature-study must be a study of\ntive child had no such restrictions.\nthings, not about things.\nLiterature should contribute to an interpreArt should develop appreciation and common skill. Moral\ntation of life.\neducation must be concrete in form. Social ethics and social conditions\nmethods of teaching.\n\nAll along the line practice\n\nterms of social validity.\n\nLife\n\none is the building, the other is the foundation.\n\nAll\n\nschool values should reflect the fighting values of the world outside.\n\nIn\n\nare supplementary;\n\nfact, the unconscious method of great teaching comes from the proper social\n\npoint of view.\n\nFew teachers, unaided, will give sufficient emphasis to matters of\nJust now history is so vitally in the making that\ncurrent events have a compelling power hitherto unknown. The vital\npresent-day interest.\n\nsignificance of citizenship\n\nout as never before.\n\n—\n\nits\n\nprivileges\n\nand its responsibiUties\n\n—stands\n\nJust now material such as the \"Teachers' Patriotic\n\nLeaflets,\" issued by the National Security League, might well replace much\n\nOur interdependence upon each other and\ncommerce set forth in some such form as\nthe government bulletins on community and national life should supplement the general curriculum or be substituted for certain parts of it. In\nlike manner the supervisor must clarify the importance and determine\nthe place of thrift campaigns, of Junior Red Cross work, and of education\nAll\nin the conservation of food and fuel as a part of the school program.\nof these activities have educational possibilities in civic and social service\nwhich must not be overlookt. Undertaken without definite and positive\ndirection, however, they would tend toward confusion, loss of time, and\nof our prescribed work in civics.\n\nspecific phases of international\n\nindefinite results.\n\nThe greatest task of the supervisor will always be the improvement of\nEfforts toward this end must be based upon accu-\n\nclassroom instruction.\n\nrate knowledge of conditions gained from personal visits.\n\nAll criticism should be constructive\n\nand definite.\n\nThis takes time.\n\nTo say that work is\n\n\"good,\" \"fair,\" or \"unsatisfactory,\" without stating the particular reason\nfor such a judgment requires no abiUty and will probably arouse curiosity\n\nor provoke resentment.\n\nOn the other hand, a constructive criticism points\n\nout a definite deficiency and proposes a definite remedy.\n\nMuch may be accomplisht thru demonstration lessons and thru directed\nvisits\n\nby\n\nteachers.\n\nThe demonstration\n\nlesson\n\nshould be given under\n\nnormal classroom conditions by the supervisor, or by some teacher selected\nby him, before a group of teachers of the same grade or subject. After\nthe exercise is concluded and the pupils have been dismist, a free and full\ndiscussion of the plan and method involved will invariably bring out constructive suggestions\n\nand concrete practices exceedingly valuable to all\n\n"}
{"page": 642, "printed_page": null, "text": "626\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Atlantic City\n\nSuch discussions will clarify aims and single out the proper\nVisiting by teachers may result in similar benefits if\nproperly directed and afterward discust.\nThe supervisor must also lead in devising and setting up definite\nstandards of achievement. There must be a clear understanding as to\nspecific accomplishments in every phase of the work.\nThis involves a\ntesting and measuring of results by some definite scale in the appHcation\nof which the teacher must have an intelligent and sympathetic interest.\nTeacher and supervisor can then have a common basis for comparing\nresults, in which there is unity of aim and honesty of purpose.\nThis\nwill insure that the individual needs of pupils will be met and the strength\nor weakness of the teacher be revealed in a helpful manner.\nBoth the supervisory principal and the general supervisor will always\nhave certain administrative details to look after. The experienst expert\nin educational theory and practice is too valuable a man, however, to be\ntied down by mere matters of routine.\nIf he is to furnish real leadership\nhe will not permit any combination of circumstances to dissipate his time\nand energy from the aggressive constructive work before him.\nIn this brief discussion I have attempted to show that successful\nleadership by a supervisor must be founded upon sterUng traits of character and recognized technical training and skill. He must then assure\nhimself that his teachers have a sound educational theory based upon a\nfull appreciation of the interdependence of the physical, emotional, and\nconcerned.\n\npoints of attack.\n\nmental activities of the child.\n\nHe must interpret the curriculum in terms\n\nof social need, measuring all school activities by the fighting values of the\n\nworld outside, and utilizing matters of present-day interest to teach civic\n\nHe must adapt new ideas to his school\nand anticipate and organize his teachers' needs. He must lead the way to\nbetter classroom instruction by definite constructive criticisms, by demonstration lessons, by directed visits, and by devising and stabilizing standards\nof achievement.\nHis spirit must permeate the entire school from positive\npersonal contact, and not indirectly from an ofiice desk.\nresponsibihty and social service.\n\nDISCUSSION\n\n—\n\nBEVERrocE, superintendent of schools, Omaha, Nebr. The address you have\njust listened to is to be commended for the emphasis it places upon strong personality and\nthe need of technical training and skill on the part of the principal; for the evident appreciation of constructive criticism, demonstration lessons, and well-directed visits; for the\nuse of objective standards in measuring the efficiency of pupils; and for the interpretaJ. H.\n\ntion of the curriculum in terms of social needs thru present-day activities.\n\nThe functions of the principal may be roughly classified under three heads: (i) clerical,\n(2)\n\nmanagerial, and (3) supervisory.\n\nObservation and experience coupled with careful\n\ninvestigation indicate that the principal\n\nis\n\nlikely to\n\nspend too much time in the first\n\nand second functions and too little in the third and more important.\n\nThe reason for such a distribution of time is not always the fault of the principal.\nThe requirements of the school system in which he works may be such as to entail a\n\n"}
{"page": 643, "printed_page": null, "text": "•\n\nDISCUSSION\n\nSuperintendence!\n\n627\n\nundue amount of clerical work. If this is the case it then becomes incumbent upon the\nadministrator of the system to make some provision for clerical assistance to the principal.\nThis may be done thru the use of pupils in the normal-training department of the high\nschools, or thru part-time service of pupils in the business department of such schools.\n\nSome systems are doing eflfective work in this way.\n\nThe simplification of records is\nNot infrequently we find a\n\noften an aid in lessoning the clerical work of the principal.\n\nprincipal who enjoys the managerial work to such an extent that he fails to realize the\n\nfacihty with which this work may be accomplisht and hence wastes time.\n\nHe may possess\n\nthe qualifications of a good visitor to such an extent that he gives to this department of his\n\nwork much of the time that could be well devoted to supervision of classroom instruction.\nThe work of managing the school may often be facilitated thru brevity of conferences and\nby developing initiative on the part of pupils thru student councils. Specific hours for\nconferences will aid the principal in economizing his time.\nIf we were to ask why classroom supervision does not receive more attention on the\n\npart of the principal no doubt we would find the answer, in many cases, to be the lack of\ntraining and skill in the technique of instruction, a lack of ability in supervision, and a\nbelief that teachers\n\ndo not care to be supervised.\n\nresponsible position of supervising principal\n\nNo one has a right to occupy the\n\nwho does not possess skill in instruction,\n\nwho does not know the art of supervising, who is not willing to study modern methods and\ngrow in service.\n\nIt is our belief that teachers are willing to be supervised, that they want\n\nto improve, that they desire to grow, and that they will cheerfully respond when approacht\nin the right way.\n\nThe secret is in getting them to work and letting them know that they\n\nare a part of the system, that they have contributions to make and responsibilities to\n\nassume.\n\nThe need of more careful supervision is made evident (i) thru many observations such\n(2) by\nnoting the kind of questions askt by the teachers and the kind of answers they accept\nfrom their pupils, as indicated by Miss Stevens in her thesis, in which she tells us that in a\nas that quoted by the previous speaker from Murray's Elementary Standards;\n\nseries of recitations the teachers used 18,933 words and all the pupils of those teachers used\n\nonly 5,675 words.\n\nThis is certainly an example of where the teachers had an excellent\n\nopportunity for growth in English, but how about the pupils?\n\n(3)\n\nThru differences\n\nobserved in the efficiency of schools and classrooms under careful supervision and those\nlacking in this particular.\n\n(The experience of Rice, Stone, and Courtis all suggest, as\n\nstated in the Supervision of Arithmetic byjessup and Coffman, that the most important\nsingle factor in effective arithmetical instruction is that of effective supervision.)\n\n(i)\n\nWhat are some of the objects to be secured by the principal thru supervision?\nchanging conditions from what they are to what they ought to be; (2) making the\n\nsuperior points of one teacher the practice of as many as possible in the classes; (3) making\nthe office of the principal a clearing-house thru which good ideas and good methods may\n\nbe promoted and poorer methods be eliminated;\n\n(4) measuring the progress and efficiency\n\nof pupils thru the use of standards and scales;\n\n(5)\n\ndetermining thru the grades retarda-\n\ntion and acceleration of pupils and making such provision as is necessary to lessen retardation and aid acceleration (too frequently bright pupils in classes receive less attention\n\nthan they should and thus inculcate habits of laziness)\n\n;\n\n(6) interpreting the curriculum\n\n^^^ so that the pupil may be given the opportunity to discover himself his elements of strength,\n^^Khis tendencies, and thus be fitted into the work in society where he will render most\n\n1^^ service; (7) discovering and developing initiative and resourcefulness in such pupils as\n\nI\n\nhave the germ, and making this contagious in the school as far as possible.\nTo attain these aims the supervising principal must know what good teaching is, he\nmust be a student of education, and as such he must have that discriminating judgment\nwhich will separate the wheat from the chaff. He must be a teacher of teachers and have\nthat inspiration and leadership which commands respect and wins esteem because of\n\n"}
{"page": 644, "printed_page": null, "text": "y\n\nNATIONAL EDUCATION ASSOCIATION\n\n628\n\n(Atlantic Cit\n\nHe may have many types of teachers to supervise. He will always have two: (i) the\nnew, those fresh from normal school and college; and (2) those older in the service. For\nthe former he must interpret the curriculum so that they may see their theory realized\n\n—\n\nsome of which may not carry over. He should cooperate with the institutions\nfrom which they come so that the institutions may know of their success or failure in the\nfield.\nThey must be imbued with that spirit of enthusiasm that makes them continue\n\nin practice\n\nFor the latter he must give a new vision. Some will be the most helpful and\nothers must drink from educational fountains of youth, must be\nsprinkled with the perfume of modern theory and practice, yea, even be born again. All\nthis is possible thru the leadership and inspiration of many in the field.\nAre we equal to\nthe task of reconstruction in education which is now upon us ? Let us here pledge ourto grow.\n\nefficient in the corps;\n\nselves to this service.\n\nA. B. Hinsdale once said, \"Few spectacles are more pitiful than\n\na little man at the head of one of the big school systems of the country.\n\nHe is about as\ncompetent to vitalize and energize the school as a pocket dynamo would be to drive a city\n\nelectric railway system.\"\n\nB.\n\nHOW LEADERSHIP IN MAKING NEW ADJUSTMENTS IN\nEDUCATION MUST BE PROVIDED\nERNEST HORN, PROFESSOR OF EDUCATION, IOWA STATE UNIVERSITY,\nIOWA CITY, IOWA\nThere has probably never been a period in which the reconstruction of\n\nschool practice has proceeded more rapidly than at the present.\n\nAnd yet\n\nwe are only at the beginning of reconstruction. The demands which the\ngovernment is now making on the schools involve immediate reconstruction,\nwidespread in its effect, and all signs point to even more elaborate changes\nwithin the next ten years.\n\nOn the other hand there probably has never been a time in which the\ncountry has been so well prepared to make adjustments as at the present.\n\nThere is more professional spirit abroad. The number of trained teachers\nand administrators is greatly increasing. Courses in our teachers' colleges\nand normal schools are generally more practical. Moreover we are using\nscientific methods which up to the last few years have not been used in the\nservice of educational progress.\n\nWhat I have to say deals with the problem of providing leadership that\nwill open the eyes of classroom teachers to modern progress in education,\n\nhelp them to understand their course of study, and show them how to teach\nmore effectively. Perhaps the problem should have been stated: Where\ncan the classroom teacher look for leadership and direction in the various\n\nWhat are to be the connecting links\nbetween leaders, whoever they may be, and their classrooms ? The problem is, in other words, how to improve classroom teaching.\nLast year the use of a detailed syllabus was recommended to this section\nas one effective method for guaranteeing that the teacher be led into better\nways of teaching. It seems certain that a highly detailed syllabus of the\nreconstructions which confront her ?\n\ncourse of study is absolutely essential to any plan of leadership in systems\n\nwith a population of 25,000 or more.\n\n"}
{"page": 645, "printed_page": null, "text": "I\n\nLEADERSHIP IN MAKING ADJUSTMENTS\n\nSuperintendence]\n\n629\n\nThere is another agency much akin to this that has been greatly neg-\n\nEvery ward school should contain a minimum teachers' profesSuch a library should contain, not only the most helpful\nbooks in education, but also such books as will enlarge a teacher's grasp of\nthe subjects which she is teaching.\nIf either of these two classes of books\nis to be sHghted, let it be the first.\nThorogoing grasp of the subject and\nlife outside the school are the primary prerequisites to all good teaching.\nlected.\n\nsional library.\n\nThe need for reference material cannot be too much strest at a time,\nsuch as the present, when rapid reconstruction is going on in all our courses\nof study.\n\nThe reaction from supervision, by means of these books, is\n\nprobably quicker than from any other sort of supervision whatever.\n\nSup-\n\npose, for example, the teacher of geography of the United States is taking\n\nup the problem of food production in this country. Suppose the supervisor\nputs on the teacher's desk such books as the Statistical Atlas of the United\nStates Census, calling attention to the product maps in it and offering a\nfew suggestions as to how they may be used.\n\nTeachers who take offense\n\nat even constructive criticisms of teaching methods will accept such service\n\nwithout any irritation whatever.\n\nIt is a highly impersonal thing.\n\nLet us turn now to the personal agencies in maintaining leadership in a\nschool system. The time of the superintendent will not allow him to do\n\nmuch of this work in person.\n\nAll general policies\n\nmust be directed, of\n\ncourse, from the superintendent's office; but who are to be the captains and\nlieutenants,\n\nwho are to see that the superintendent's poHcies are carried\nThere are several possibilities. One is to attempt to do\n\nout in practice ?\n\nthis work thru an assistant superintendent.\n\nBut while this is a step in the\n\nright direction, it seems apparent from experience in the past that for cities\nof the size mentioned sufficient supervision cannot be maintained in this way.\n\nConsider the possibility of solving the problem of immediate leadership\nthru establishing special supervisors, such as primary supervisors, inter-\n\nmediate supervisors, and handwriting supervisors.\n\nThe mere problem of\n\ngoing from school to school, even in a city of 25,000, makes it very difficult\nfor a supervisor to give close supervision to many teachers.\n\nMoreover, even\n\nin towns of 100,000 or more, it is very difficult to secure money to attract\n\nthe right sort of people for these positions.\n\nA third possibility is to put the responsibihty of this work upon the ward\nprincipal.\n\nIn the opinion of the speaker this is the strategic thing to do.\n\nThe ward principal we have always with us.\nwith less administrative waste.\n\nThru him we can supervise\n\nIn every school system in which the speaker\n\nhas had an opportunity to visit a large number of schools it can be truthfully\nsaid, as is the principal, so is the ward school.\n\nOf course a wholesale change of principals cannot be brought about in\nBut there can be a pohcy of insisting upon training\nfor principals.\nLet them be found anywhere in the country. St. Louis\nhas done it, with clearly favorable results. Other cities have done it.\na day or in a year.\n\n"}
{"page": 646, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n630\n\n[Atlantic City\n\nCertainly we can stop the quite common practice of using the principalship as a form of teacher pension.\n\nThere will, of course, be difficulties. No change in school machinery is\nSuch a change, however, is not an\n\nwithout its administrative puzzles.\nexperiment.\n\nNo case has come to the speaker's notice where a change in\n\nthe direction of trained principals has been regretted.\n\nThese statements are not by any means intended to imply that no\n\nWe have\n\nprincipal can be a valuable leader without a college education.\nall seen teachers as well as supervisors\n\nwho have succeeded in spite of the\n\nhandicap of insufficient college preparation.\n\nSuch success has involved a\n\ndisproportionate amount of labor, however, and comes to very few.\n\nOn\n\nthe other hand a college education is no guaranty of efficiency and leader-\n\nAfter allowances have been made for native quahties much depends\nupon the sort of training received in the process of getting the Bachelor's\nship.\n\ndegree or higher degree.\n\n—\n—\n\nBut no matter what supervising arrangement is chosen whether it be\nan assistant superintendent, special supervisor, or principal the men or\nwomen who are to furnish the leadership must be trained. From such evidence as I have been able to gather it seems clear that the superintendents\nin cities of the size of those represented in this audience have to depend for\nassistance in providing leadership upon supervisors and principals who have\nno more professional training, and in many cases actually less training,\nthan the teachers who are to be led. For example, in a certain large city\n74 per cent of the principals had normal training or better, while 83 per\ncent of the teachers had normal training or better. In the same city 3 per\ncent of the principals were college graduates, while 7 per cent of the teachers\n\nwere college graduates.\n\nIn another city the average years of professional\n\ntraining on the part of the men teachers is 2 .88, while that on the part of\n\nmen principals is 2.6.\n\nIn a recent survey of thirty-eight principals, but\n\none was a college graduate and but three had been to college.\ncities\n\nIn the five\n\nstudied in the report of teachers' salaries and the cost of living, the\n\nsupervisory ofiicials had an average training of 2 6 years, while the grade\n.\n\nteachers had a training of i 8 years.\n.\n\nIn the same system the average train-\n\ning of high-school teachers was 3 6 years.\n.\n\nOf what should the supervisor's training consist?\n\nSuppose that a\n\nteacher or principal now in service should desire to undertake a university\ncourse in order to fit himself more properly for supervisory work.\n\nShould\n\nhe not be expected above everything else to pursue, first, those courses in\neducation which deal in a practical and scientific way with the problems\n\nwhich arise in organizing and teaching common elementary-school subjects,\nand secondly, those courses in academic subjects which contribute most\ndirectly to scholarship in these school subjects ?\n\nIn a certain university last summer seventy principals and superintendhad for its problem the bringing about of\n\nents elected a course which\n\n"}
{"page": 647, "printed_page": null, "text": "I\n\nDISCUSSION\n\nSuperintendence)\n\neconomy of time in the case of common school subjects.\n\n6^ I\n\nIn each case a\n\nfairly exhaustive study was made of the data bearing on the teaching of the\n\nsubject and these data were organized to throw Hght on such practical\nproblems as confront the classroom teacher. The University Elementary\n\nSchool was used as a laboratory and demonstration school.\n\nAt the end of\n\nthe course each member was askt what he had obtained from the course\n\nwhich could be used to improve the teaching under his supervision.\n\nIs it\n\nnot suggestive that no student mentioned any reading or discussion, but\nthat each one named some problem which he had seen actually workt out\nunder classroom conditions in the University Elementary School?\n\nThere is one more factor in providing leadership in a school system and\nthat is the special survey.\n\nSpecial surveys have great advantages, par-\n\nticularly where the surveyor is employed to institute a constructive program\n\nin the course of study and in the method of teaching this course of study.\nThe surveyor should be required to show precisely what should be taught\nand how it should be taught. It would be valuable too to have as a part\nof his contract a follow-up after a few months have elapst.\n\nDISCUSSION\n\n—We are subject to\nWe are at times spasmodic in our teaching, spasmodic in our preparation, and\nspasmodic in our results. We take a course with some specialist in education and he is\nJ.\n\nW. McClinton, superintendent of schools, Pueblo, Colo.\n\nspasms.\n\nenthusiastic in his\n\nfield,\n\nnecessarily so.\n\nUnder his spell we become charged with his\n\nenthusiasm and return to carry those particular principles to extremes. Here is where we\nneed the balance of power and here is where we need the guiding hand. Here is where\n\nwe need the trained individual to treat our spasmodic condition.\nThere is too much difference between the salaries paid to superintendents, principals,\nand supervisors, and those paid to teachers. Find a vacancy in your school system in a\nsupervisory position and immediately you will have a dozen applicants from your teaching\nExamine into the motives of these applicants and it will readily be found that\nforce.\nthey were led to make application mostly because of the higher salary and the consequent\ninfluence that the position commands, and not because of any special adaptability on their\npart for this field of work. It requires more than salary and p(Tsition of influence to produce a supervisor of worth. Dr. Horn has in mind an excellent plan for a special course\nfor supervisors, a training for teachers of experience who on account of their experience\nhave found that they are adapted for this important field of assemblage.\n\nThis course as\n\nI understand it would attempt to develop course of study interpretation, course of study\n\nmaking, direction as to plans and methods for presenting various kinds of subject-matter,\nand the development of traits necessary in handling a teaching force.\nI feel that as fine as all of this will prove there is still an additional phase that must\nenter into our consideration of a supervisor as leader. Leadership is an inherent trait not\nShow me a group of a hundred students and I will find in them a leader.\nto be ignored.\nBreak this group into two of fifty and replace the one leader with another student and\nTake this hundred and divide them into groups\nI will find for you a leader in each group.\nTake the hundred\nof ten each and I will again find a leader in each of these ten divisions.\nand divide them into groups of two each and in each of the fifty divisions I will find you\none of the two a leader. What is true in general is true of teachers, and that supervisor\n\nwho is going to prove the greatest leader is the one who is going to recognize that leadership in the teaching force in varying degrees.\n\n"}
{"page": 648, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n632\n\n[Atlantic City\n\nA series of questions present themselves with regard to the relation of teacher and\nHow much must the teacher accept blindly, or shall we put more emphasis\n\nsupervisor.\n\non routine thinking than on original thinking ? When must the teacher lead and when\nfollow in working out plans for vitalizing school work ? Is there any room for initiative\nor independence on the part of the teacher in her relation to the supervisor ?\nShall we\nhave a machine-run system of schools or a personally supervised? Shall the work be\npersonally directed or presented by untried or too oft-tried regulations ? How must these\nquestions be answered if we are to have the leadership desired in supervision ?\nThere is no place in the field of activity for blind following, and the person who is\ncontent to submit to this condition must necessarily, in the words of one of our leading\neducators, think potter's field thoughts and therefore find a potter's field resting-place in\nthe science of teaching. The teacher becomes the leader when presenting something new\nand worth while, and the supervisor becomes an added leader when putting this contribution into the working system of the school. Independence is essential in school work\nwhen it is interpreted according to a more recent definition of independence as the choosing\nThe original individual is\nof whom to follow and not the selection of one's own devices.\nthe person who draws his own conclusions from varied propositions and discussions of\nothers.\nIt resolves itself to the philosophy of the superman, which, based on brute force,\nmust go down, while that based on humanity and opportunity for service must come up.\nLeadership such as we want for supervision must then be inherent and subject to a\nIt cannot be effective as an office leaderspecial cause of instruction for development.\nIt must show itself in classroom teaching by way of demonship, but must be active.\nstration and conference with teachers for cultivation of ideas, plans, and purposes.\nIt is\nnot a glad-hand leadership, but a working, cooperating, investigating leadership based on\nscientific methods- of instruction and subject-matter with its relation to new applications\nfitting the reconstruction period.\n\nThe supervisor to furnish the desired leadership must be an economist in human\nThis is an age of conservation in financial, physical, and moral living. The\nprinciples of the new economics will apply to all. The same application must likewise\nbe made to our educational methods and practices. In the schools we must have the\nprinciples of life tried out and tested. The supervisor must make the selection of essentials.\nThe test for finding the supervisor with this ability as a leader will be in the people\nwith whom that supervisor will work. If the members of the teaching force have been great\nexperiences.\n\nin following, it is inevitable that they have been subjected to the great in leadership.\n\nIn\n\nshort, leadership in the new adjustment in education must be provided by the application\nof the principle of the superman as applied to the economics of experiences in our selection\nof supervisors.\n\nC.\n\nDIRECT INSTRUCTION IN CITIZENSHIP IN THE\nHIGH SCHOOL\n\nMILTON BENNION, DEAN OF SCHOOL OF EDUCATION, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH\n\nThe American public school systems were founded and have been maintained largely on the theory that they are necessary to the production of\n\ngood American citizens. During the first few decades of our national life\nthis effort toward citizen-making was confined chiefly to the public elementary school. It consisted in training in the tools of knowledge with the\nexpectation that the prospective citizen would acquire also a rudimentary\nknowledge of American history and government. This rudimentary knowledge of American history and government was presumed to stimulate\n\n"}
{"page": 649, "printed_page": null, "text": "INSTRUCTION IN CITIZENSHIP\n\nSuperintendence]\n\n633\n\npatriotic action and to lead to emulation of the examples of national heroes.\n\nThru ability to read it was assumed that the citizen might acquire knowledge\nof current political problems and exercise the franchise intelligently.\n\nSecondary schools, under privalte control and supported, at least in some\nmeasure, by tuition, were serving the favored few by preparing them for\ncollege rather than for citizenship.\n\nprofessions.\n\nThe college, in turn, prepared for the\n\nIt is true that the ideals of the academy were more democratic.\n\nIt is also true that these democratic ideals failed of realization.\n\nEven in the\nnew\n\nPhiladelphia Academy FrankUn's cherisht plans miscarried and his\n\nEnglish school was forst into an insignificant position.\n\nThe\n\nstate's\n\nassumption of responsibihty for secondary education,\n\ntogether with nearly two centuries of educational endeavor, has made the\n\nEnglish school, with its emphasis upon study of the mother-tongue, history,\nscience,\n\nand modern languages, the chief concern of public high schools\n\ntoday.\n\nAn examination of these courses, however, readily reveals how\n\nlittle\n\nthey contribute directly to understanding of problems of public\n\nconcern.\n\nThe high-school graduate with his commencement prize essay is commonly an object of indulgence or pity on the part of experienst men, largely\nbecause his notions of pubhc affairs are too ideal, in the ethereal sense of\nthat term.\n\nThis of course is due to the fact that the whole course of his\n\neducation tends to estrange him from the concrete problems of citizenship\n\nFurthermore the young citizen 's failure to understand these\nproblems and to harmonize his ethereal idealism with practical success often\nas they are.\n\ncauses him to throw overboard all ideahsm and to set about the attainment\nof practical success with Httle regard for principle.\n\nThe reading of EngHsh classics designated for college-entrance requirements, the study of our own colonial and national history, and the history\n\nr\n\nand anatomy of our government are more Hkely to impress the youthful\nmind with a democratic individuaUsm impossible in the twentieth century\nthan to lead to intelligent action in a social democracy.\n\nKnowledge of what has been may be very helpful in facing new situamere knowledge of past events is not, however, sufficient to enable\nthe citizen to grapple successfully with new situations; he must be master\nof fundamental principles and must have practice in applying these printions;\n\nciples in concrete cases as they arise.\n\nhave been lamentably weak\n\nIn this respect, however, our schools\n\n—a weakness that can be overcome only by\n\nmore direct instruction in citizenship.\n\nThe formula of the pohtical philosophers of the eighteenth and early\nand middle nineteenth centuries, including Herbert Spencer, are in large\nmeasure unworkable now. This is also true of many of the practices of the\nAmerican government prior to the Civil War. Thus it happens that that\npart of the high-school curriculum which is supposed to contribute most\ndirectly to preparation for citizenship must be reconstructed or fail in its\n\n"}
{"page": 650, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n634\npurpose.\n\n[Atlantic City\n\nThis is also true in some measure of standardized courses in\n\nThey fall short in direct appHcation to current\nThese defects are, however, being remedied in some of the latest\ntextbooks in social science. In civics emphasis is being transferred from\nthe structure of government to its present-day functions; in economics the\neconomics and sociology.\n\nproblems.\n\nolder theories are being revised to fit the ideals and the necessary practices\nof a social democracy;\n\nin sociology speculations concerning the origin of\n\nsocial institutions and customs are giving place to discussion of present-day\nsocial problems.\n\nIn so far as these social-science courses are thus trans-\n\nformed they may be regarded as contributing toward a plan of direct instruction in citizenship.\n\nIn past generations ideas of individual rights have been more imprest\nupon American minds than have considerations of social obligations; but\na youth does not fully sense his larger social obligations without systematic\neffort to develop the foundations of this sense.\n\nThese foundations are laid\n\nin an intelHgent understanding of the communal nature of civilization, of\n\nthe benefits that come to each thru the efforts of all, and the corresponding\nobligations of each to all.\nis\n\nThis, from a purely humanitarian standpoint,\n\nthe basis of universal brotherhood and of the internationalism that is\n\nAmerica as a nation has transcended\nnationahsm in the narrower sense in that it has harmonized purely national\nalready a partly realized fact.\n\naims with the larger purposes of humanity.\n\nBefore the youth leaves high\n\nschool he should have a clear comprehension of the meaning of these facts,\nof the principles upon which they are based, and of the goal toward which\n\nthey point. He should know how to be a consistent, loyal American without being disloyal to humanity, and to be loyal to humanity without being\ndisloyal to America.\n\nIn matters of domestic poUcy he should know what great national problems have to be solved.\n\nHe should know the principles involved in such\n\npubHc questions as: the conservation of our natural resources and the\nequitable distribution of the benefits of these resources; the pubhc ownership or public control of railroads and other means of communication and\ncommerce; the regulation of the prices of commodities necessary to the\npubhc welfare; regulation of the conditions of labor and safeguarding the\nstandards of living among workingmen; protecting the rights of children;\nand providing, as nearly as may be, equal opportunity of development to\nall.\n\nThis type of study should be part of the education of every American\n\nyouth.\n\nIt may be made a course of study in every high school, a part of the\n\ntraining for citizenship under the Smith-Hughes bill, and a part of the con-\n\ntinuation-school work for youths between sixteen and twenty years of age.\n\nThe carrying out of such a program of universal secondary education\nrequires large pubhc expenditures.\n\nThis in turn calls for increast taxation\n\nor raising of larger revenues thru rental of natural resources or operation\nof pubhc utihties.\n\nIt means to make more extensive public use of natural\n\n"}
{"page": 651, "printed_page": null, "text": "Superintendence)\n\nresources\n\n-INSTRUCTION IN CITIZENSHIP\n\n635\n\n—the common heritage of the nation—and to tax more heavily\n\nthe great private fortunes that have aheady been made from the use of\nthese resources and from private ownership of socially made values.\n\nThe\n\nnecessity and the justice of taxing incomes and inheritances and the practical Umitations of the taxing power are problems that, in principle at least,\n\nshould be clear to every graduate of our high schools.\n\nThe high-school\n\ngraduate should not be fooled by the cheap cry of a candidate for office that,\n\nhe will reduce taxes. He should be able to see clearly the relation\nbetween taxation and the benefits of public expenditures, and to know that\n\nif elected,\n\nthe greatest economy sometimes involves increasing pubHc expenditures,\nand that the opportunities of the many are extended thru providing greater\npubhc benefits with diminisht private expense.\nEvery restatement of economic and social theory and every change in\npoUtical practice must be judged in the fight of principles more comprehensive than those of any one science now commonly taught in high schools.\nThere must be developt in the mind of the youth a grasp of the fundamental\nprinciples of social ethics by which he may coordinate and regulate his\nvaried, complex obfigations his duties to family, to the state, and to\nhumanity at large. He must know the Umitations of the rights of property\nand the relation of property rights to the rights of persons. He must be\nable to see how a policy appUed in a new country with scant population and\nboundless resources cannot be applied in twentieth-century America without\nviolence to the fundamental rights of man and without retardation of social\n\n—\n\nprogress.\n\nBy suggesting a plan of instruction in citizenship we do not mean to\nneglect any other agency in citizen-making, e.g., cultivating the feefings,\ntraining in social habits, etc., but these alone are inadequate.\n\nFeefing must\n\nbe guided by understanding and habits adjusted to new conditions in agree-\n\nment with fundamental principles.\nIn order that every high-school student may be properly introduced to\nthe current problems of citizenship it has been suggested that a course be\noffered introductory to the social sciences\n\n—a course that\n\nshall disregard the\n\ntraditional boundaries between civics, economics, and sociology.\nfield of natural science courses are\n\nAs in the\n\nnow offered under the name of general\n\nor introductory science, so in the field of social science practical needs and\n\nfuture development can best be served by direct attack upon problems of\ngreatest interest and practical value.\n\nThese varied problems in the field\n\nof social science can well be coordinated and unified thru the ethical prin-\n\nby which all social problems must be solved and social practices\napproved or disapproved.\nciples\n\nSocial ethics must, of necessity, draw upon the whole field of the social\nsciences for its facts and illustrations of principles;\n\nadapted to the purpose here sought.\n\nit is therefore eminently\nFurthermore it will provide American\n\nyouth in the schools in a systematic way with a standard of judging values\nother than that of that of the American dollar.\n\n"}
{"page": 652, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\n[Atlantic city\n\nDISCUSSION\n\n—\n\nH. B. Wilson, superintendent of schools, Topeka, Kans. As I expected from an\nacquaintanceship with his textbook on citizenship I find myself in substantial agreement\nwith Dean Bennion's paper thruout. Even in normal routine times there are many duties\nand responsibilities which students in the cities represented here may and should carry.\n\nSome provision should be made for enlisting their aggressive cooperation with the sanitary\nmeasures instituted by the city commission or its health department. In many cities\nthe burden of the periodic clean-up-week campaign is carried by students of the public\nschools.\n\nProvision is also made for following up such work thru the organization of the\n\nstudents into a sanitary commission.\ntion of paper saving.\n\nMany cities have permanent plans for the promo-\n\nIt is quite common for the burden of work in e£forts to beautify\n\nand render attractive the city to be carried on by students in the city schools. In a number of schools the students in the civics and chemistry classes have cooperated with the\ncity health department in the inspection of the city milk supply.\n\nLikewise the chemistry\n\nstudents in many high schools test the fuel value of the coal purchast for the city and the\nschools.\n\nAll these experiences afford excellent training for the students in the responsi-\n\nbilities of citizenship.\n\nThe number of things they may do is almost countless, particularly\n\nin these strenuous days of war, and no commercial club or society clique should be allowed\nto withhold such opportunities for service from our students without suffering the imposi-\n\ntion of a severe penalty.\n\nIn order that the great world-crisis, with all that it means, may\n\nbe brought home to our students in conduct-influencing ways it is essential that they have\nactual experiences in doing war work. It has been found that high-school students are\njust as capable of taking signatures in the Food Conservation registration as are other\n\nThey can do certain types of Red Cross work just as accurately and reliably as\nThey were just as effective in securing memberships during the Red Cross\nmembership campaign. They have done more in selling Thrift Stamps and baby bonds\nthan the mature citizens have in most communities. No more fundamental way of bringpeople.\n\nolder people.\n\ning actual training in the duties and responsibilities of citizenship could be found than these\nactivities in helping to win the war.\n\nThat there may be developt in students the requisite ability for exercising wisely the\nfreedom and initiative which is every citizen's right in a democracy, and that there may\nbe a larger basis for appreciating the responsibilities of citizenship in our democracy, I\nfeel\n\nthat we must make more definite provision than in the past for insuring that our\n\nstudents shall come to appreciate thru their study of history and civics the genius of Ameri-\n\ncan democracy and the rights, privileges, and opportunities which every citizen is guaranteed thereunder.\nis\n\nWhat we must bear in mind is that in a democracy the sovereign will\nDecisions may be made by our executives and legislators and\n\nthe will of the people.\n\nprograms may be put into effect only if these decisions and programs represent the consensus of opinion and judgment of the people whom they represent and for whom they\nact.\nSince the setting up of policies and the discharge of these policies are dependent\nupon the thinking and cooperation of all the people, it becomes evident that the school\nmust plan its program of work so as to educate all the people according to the requirements\nof truth and fairness and a proper sense of values.\n\nIf these ends are to be accomplisht,\n\nrecent events and investigations seem to indicate strongly that our histories must be\n\nrewritten in the interest of presenting adequately and fairly the truth regarding all questions and issues discust.\n\nThe account at all points must be as fair, so far as is possible\nThe creation of unjusti-\n\nwith present knowledge, to other nations involved as to our own.\n\nfiable prejudices in favor of, or against, England, France, Mexico, Spain, or other nations\n\nmust be avoided. The story of the Civil War must be so presented as to represent truly\nand fairly the objects and motives as well as the successes and failures of both sides to the\nconflict.\n\nIn the second place, the emphasis both in our texts and in our teaching must be such\nas to support as strongly as possible the maintenance, improvement, and perpetuation of\n\n"}
{"page": 653, "printed_page": null, "text": "DISCUSSION\n\nSuperintendence]\n\nour American ideals and institutions.\n\n637\n\nMere traditions, interesting incidents, or even\n\nbattles and military heroes must not be presented on a par with situations causing struggles\n\nand the victories and advances resulting from successful struggles. From this time forward we shall certainly modify our attack in the matter of emphasis in such fashion as\nto teach more adequately and thoroly than in the past the peculiar and characteristic\ngenius of American institutions and the permanent and outstanding assets of our democracy.\nNot only must we present these matters positively as in the past, showing what\ndemocracy's assets are and how we came by them, but also negatively, that the advantages\nof democracy's institutions may be imprest more forcibly when studied in contrast with\nautocracy's governmental institutions and with the limited privileges and rights of people\nliving under them.\n\nEven our positive attack needs to be enlivened and vitalized. It has lackt enthusiasm\nand has had little efifect upon our students except to equip them with a certain body of\nacademic information in which they have had merely a passive interest. Our students\nhave not gone from their study of the growth and development of American institutions\ntingling with enthusiasm over our priceless heritage and, by reason of their growing\nappreciation, spurred on with high ambitions for the advancement and perpetuation of our\ndemocratic institutions. Rather they have gone from their study with an attitude suggesting that they felt that the fine freedom and privileges under our democracy were\nforever guaranteed that since they were enjoying them without themselves having had\nto sacrifice for them they had always existed so and would continue so forever.\nOur\npositive attack must be so improved and enricht as to change this passive, indifferent\nattitude into a virile, aggressive appreciation of our great heritage and into a positive\ndetermination not only not to countenance or tolerate any encroachment upon our\ndemocratic institutions, but to lose no opportunity to work for their constant strengthening and improvement.\nNor must we be satisfied with this improved positive attack. We must enrich the\neffects it may be expected to produce by showing the disadvantages, the hampering\n\n—\n\neffects of autocratic governments.\n\nIn teaching the causes of America's entrance into the\n\nGreat War our students must understand clearly that we became a participant, not\n\nmerely to protect our property and our lives and to preserve our honor, but also to prevent\nthe substitution by German force of autocratic forms of government for our free democratic institutions.\n\nr\n\nIn this connection our students must understand concretely such\n\nmatters as Germany's mock system of representative government, her unequal franchise\n\nsystem in which the influence a citizen's ballot exercises is based upon his financial standing, her social caste system, with particular emphasis upon the haughty arrogance and\ninsulting cruelty of the military class, and especially her teachings, ideals, and philosophy,\n\nwhich foster and fasten upon her citizens the mediaeval governmental system under which\nthey live.\n\nOnly by this double attack may we expect to succeed in equipping the American\n\nI\n\npeople so that they may know and feel in their inmost souls that our democracy is a pearl\n\nwithout price.\n\nSuch a basis for decision and action should in any time of danger cause\n\nour citizens to rise as one man to defend with their backs to the wall any encroachment\n\nSuch a response in a democan autocracy,\nbut a response based upon well-founded appreciations with reference to American\ninstitutions and deep-seated prejudices against the hampering effects of autocratic governments, would launch a defense with such speed and momentum and it would be supported\nthruout by such lofty humanitarian motives as to render our efforts irresistible.\nAs has been pointed out above, our need is such texts and teaching as will guarantee\ngreater and truer intelligence as a basis for action. We must teach the American youth\nthe foundations of their liberty, acquaint them with the storms which for centuries raged\naround the building of those foundations, and familiarize them with the sacrifice and\n\nupon our free institutions and the rights guaranteed thereby.\n\nracy, not being the result of blind, automatic obedience to duty, as in\n\n"}
{"page": 654, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n638\n\n[Atlantic City\n\nWith such a background of information our\nwould appreciate more fully the stirring words of Washington when he said,\n\"American freedom is at stake; it seems highly necessary that something should be done\nto avert the stroke and maintain the liberty which we derived from our ancestors.\"\nOur citizens must genuinely realize that by the winning of our independence and by\nsucceeding struggles the thirteen colonies were made safe for democracy; and that by\nthe promulgation of the Monroe Doctrine in 1823 and its successful defense since the\nAmerican continents were made safe for democracy. At the conclusion of the Great War\nwe confidently expect to be able to say that, by reason of the united efforts of the democracies of the world against the combined forces of the autocratic governments of the world,\nthe entire world has been made safe for democracy.\nsuffering incident to their establishment.\n\ncitizens\n\nD.\n\nTHRIFT IN RELATION TO PUBLIC SCHOOLS\n\nLAURA M. SMITH, SUPERVISOR OF ELEMENTARY GRADES, ATLANTA, GA.\nI have been askt to speak to you on the National War Savings campaign\nin its relation to the public schools, and more especially of the plans we are\n\nusing in the Atlanta schools in cooperating with the National War Savings\n\nCommittee.\n\nI feel some hesitancy in describing a plan which as yet has had\n\na trial of only four weeks.\n\nHowever, I shall try to assume the attitude of\n\nmind shown by the negro soldier on the eve of his departure for France, who,\nwhen askt by a civilian friend, \"Whar is you-all gwine?\" replied, \"Hush,\nnigger, I ain't gwine no whar, 'Ise bein' sent.\n\nAin't no time to talk about\n\ngwine when de government's got yer!\"\n\nSome months ago the Secretary of the Treasury made the statement that\nthe greatest immediate service the American people can render in this war\nfor world-liberty\n\nMore than\n\nis\n\nto furnish the\n\nmeans for its vigorous prosecution.\n\neight billions have already been\n\nraised\n\nfor\n\nthis\n\npurpose.\n\nRecently, as you know, the Treasury Department has undertaken to raise\n\nan additional two biUions thru the sale of War Savings Stamps, and to this\nend a National War Savings Committee has been appointed with Mr.\nFrank Vanderlip as chairman and a director of war-savings work selected\nWithin less than three months the \"Thrift\" campaign has\nfor each state.\nbeen launcht in every state in the Union.\n\nWhat is the mea^aing of this movement to you ?\n\nViewed from the stand-\n\npoint of dollars and cents it means merely a successful plan on the part of\nthe goverjiment to raise money for the prosecution of the war. But to those\nwho study it from the standpoint of education the thrift campaign means\ninfinitely more than this.\n\ntion of a body like this.\n\nIf it did not it would scarcely deserve the atten-\n\nIt is meaning more to the Atlanta schools than the\n\nraising of money.\nIt is meaning education in patriotism, service, forethought,\nand self-control for the children of Atlanta. This war-savings plan has\ngiven each child in the schools a chance to help the government, and\nbecause of this fact the war has become \"our war\" and each of us feels\npersonally responsible \"for making the world safe for democracy.\" There\nis no doubt in the minds of the children of Atlanta as to the final outcome\n\n"}
{"page": 655, "printed_page": null, "text": "THRIFT AND PUBLIC SCHOOLS\n\nSuperintendence!\n\nof this war.\n\n639\n\nNow that they have enlisted in the ''Thrift Army\" there can\n\n—\n\nIf there is any among\nthe triumph of right over wrong.\nyou with misgivings on this point, listen to the following composition by a\nsecond-grade child: ''I want Uncle Same to win the war, so I am buying\nThrift Stamps. I have been working hard to feed the soldiers. I like to\nhelp my Country, don't you ?\"\nWhen the children of a nation begin to learn team work, when sacrifice\nand hard work are accepted by them as merely one's part in a great cause,\nthe first decisive blow for liberty has been dealt. You may be sure then\nthat our boys and girls are getting in the schools the sort of training which\nwill fit them for efficient future citizenship.\nIncidentally the school children are teaching the grown-ups of the community some things which government pubhcations and patriotic speeches\ncould never teach them. Armed with associate membership pledge cards\nfor War Savings Societies they are visiting the homes and office buildings\nand telling men and women the reasons why they should invest in Thrift\nStamps. ''Don't be a slacker. Mister,\" a young street urchin said recently\n\"This here country's at war and\nto a man who refused to sign the pledge.\n\nbe but one result\n\neverybody's got to help.\"\n\nIn addition to the great lessons of thrift, patriotism, and unselfishness\n\nwhich the Thrift campaign is teaching our boys and girls, the movement\nis proving itself a blessing to the schools in other ways.\nIt has motivated\nIt has given new meaning to the lessons in\n\nthe daily lesson in arithmetic.\nhistory and current events.\n\nIt has shown the children a practical reason\n\nfor having a home garden, and each pupil in the upper grades has a space\n\nprovided in his garden record book for keeping up with his monthly earnings,\nsavings, and investments in Thrift Stamps.\nIt has added interest to the\nhandwork done at school, especially to the making of things which have\nsome practical use. It has given new meaning to the daily lesson in geography, for a study of the resources of the community or country made from\nthe standpoint of conservation is far more interesting than the usual textbook presentation. It has furnisht abundant material for oral and written\n\nEnglish.\n\nClasses vie with one another in writing thrift plays, rhymes,\n\nstories, acrostics,\n\nand essays on subjects suggested by the campaign, and\n\nthe teachers no longer complain of lack of interest in the subject.\n\n\"How\n\nEarned My Quarter\" is a more interesting topic than most of those\nprescribed by the average textbook on English, and a three-minute speech\nsetting forth to an imaginary purchaser the reasons for buying Thrift\nStamps is a better exercise in argument or exposition than most of those\nI\n\nfound in the book.\n\nFrom this hurried sketch of the Thrift campaign in its relation to the\ncurriculum of one public school system the educator will readily see that\n\nout of this movement will come the greatest piece of constructive work\n\nproduced by the present crisis.\n\nThe statesman will recognize it as definite\n\n"}
{"page": 656, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n640\n\n[Atlantic City\n\npreparation for the time of stress which will come after peace has been made\n\n— the period of readjustment to changed conditions.\nIn planning the Thrift campaign for the Atlanta schools our first step\nwas to organize the teaching force for a study of the movement in its relation to the regular subjects of the curriculum.\nA committee on reading\nwas appointed and askt to make a collection of thrift quotations, stories,\nreferences, etc., suitable for use in the classroom.\n\nA geography committee\n\nwas appointed to make a study of the resources of our own community\nand later of the state, and to outline lessons suitable for older children,\npointing out the evidence of our lack of thrift in the use of natural resources.\n\nA committee on civics is at present making a study of the city from the same\nThe\n\ncommittee has made\n\n\"thrift problems\"\nand is at present working out plans for\nteaching children the use of money, the keeping of accounts, etc. A committee on gardening is cooperating with the school director of this subject\nin an effort to show the relation between the Thrift campaign and backyard gardens. The art and handwork committee has made thrift posters,\nbulletin boards, pennants, etc., and has furnisht plans for constructing\nindividual savings banks. The committee on EngHsh has charge of all\nwritten work done in the campaign, the writing of original stories, thrift\n\nstandpoint.\n\narithmetic\n\nsuitable for the different grades,\n\nplays, jingles, essays, etc.\n\nThe best of these are collected once a month\n\nfrom the schools and saved for use later in the School Bulletin or in the\n\"Thrift Column\" of the daily papers. An advisory committee consisting\nof three grammar-school principals assists in making general plans for the\nwork and in editing the monthly bulletins.\nSome of the ways in which we have brought this movement before the\npublic are as follows: thru a \"Thrift Column\" in the daily papers;\n\nby use\n\nof posters made by teachers or pupils who show special talent for such work;\n\nby means of a \"Patriotic Corner\" in our public library, where we exhibit\nthe best work of the schools done in connection with the Thrift campaign;\nthru a monthly School Bulletin on thrift in which are publisht outlines for\nlessons on thrift, suggestive programs, etc.\nthru community rallies, thrift\n;\n\nparades, etc.\n\nIn conclusion allow me to offer the following suggestions for your consideration\n\n:\n\nThat thrift study and the teaching of patriotism be made a part of\nour national education program, not for the duration of the war only, but\n1.\n\nfor all time to come.\n2.\n\nThat in order to make such teaching effective the underlying prin-\n\nciples of thrift, patriotism, and service be woven into the curriculum of our\n\npubUc schools, not grafted on temporarily for the purpose of meeting the\npresent crisis.\n3.\n\nThat the teachers of the country be askt to study the curriculum\n\nwith a view to eliminating such phases of our school work as have been\n\n"}
{"page": 657, "printed_page": null, "text": "1\n\nECONOMY OF TIME\n\nSuperintendence!\n\n64\n\nshown by the present crisis to be nonessential, and to give greater emphasis\nto those things which the war has shown us are necessary if we are to remain\na free people.\n\nFor example, that school banking systems, similar to those\nand France in the early\n\ninstituted in the schools of Belgium, England,\n\nseventies be indorsed by the educators of this country, and plans be made\n\nby which each public school can ofifer to its pupils practical training in the\nuse of money.\n4. That in order to help mobiUze quickly the resources of our country\nto meet the present need we make of this Thrift campaign a dramatic and\nimportant feature of our school work during the present year, remembering\nthat school parades, tag days, patriotic raUies, thrift evenings, the making\nof posters, etc., are a legitimate part of our school work if they help to\neducate the community and further a great cause.\nIn working out a program by which thrift is made a part of our national\neducation scheme let us keep in mind the fact that \"America's essential\npurpose in entering the war is to safeguard the future of her children,\"\nand that the teaching of thrift in the schools will make for \"the ultimate\nfreedom of the American people as surely as will the triumph of the representatives of democracy on the battlefields of Europe.\"\n\nE.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH\nPOPULATION BETWEEN 15,000 AND 25,000\n\nA.\n\nTOPIC: WAR PROBLEMS\nECONOMY OF TIME—A TWELVE MONTHS' SCHOOL,\n\nDIVIDED INTO FOUR QUARTERS\nF.\n\nE.\n\nPALMER, SUPERINTENDENT OF GRADE SCHOOLS, MASON CITY, IOWA\n\nPerhaps a brief statement of one or two of the reasons that finally led\nto the adoption of the plan of the all-year-round school in Mason City\nwill serve as well as anything else that I might say to show the close con-\n\nnection there\n\nis\n\nbetween a continuous school thruout the entire twelve\n\nmonths of the year and economy of time in the process of education.\n\nSome time before the beginning of the long vacation, following my first\nyear as superintendent of the grade schools of Mason City, I caused to be\nestablisht in\n\nmy ofiice an employment bureau. The main object of this\n\nbureau was to help those boys and girls of the sixth, seventh, and eighth\ngrades who were unable thru their own efforts to find some wholesome and\nremunerative employment during the summer season.\nof their great need;\n\nI knew something\n\nI knew that some of these boys and girls were from\n\nhomes where the struggle for the necessities of fife was keen and exacting.\nIn their desire to help their parents, in their desire to be redeemed from the\n\n"}
{"page": 658, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n642\n\n[Atlantic City\n\ncurse of idleness, I deeply sympathized with them, and I felt that all the\nresources at the command of the office of the superintendent of schools for\ngetting in touch with remunerative and wholesome employment should be\n\nused to their advantage.\n\nAnd so a thoro canvass was inaugurated to sup-\n\nplement their efforts.\n\nLetters were sent to all the farmers within a radius\n\nof five or more miles.\n\nPractically every business man was importuned in\n\ntheir behalf.\n\nThe homes were invaded in search of employment.\n\nThe\n\nand the telephones were used to advertise their needs\nand the desires of the boys and girls. Their right to work was argued;\nschool attendance in the future was given as a reason for the community's\ninterest in them.\nBut on the whole the results of this campaign were\ndisappointing and disheartening. The farmers refused to employ them on\nthe ground that city boys and girls would be useless in farm work and that\nthey did not care to undertake to teach them during the season of the year\nwhen planting and harvesting demanded undivided attention and energy.\nThe merchants admitted the justice of the claim of these boys and girls,\ndaily newspapers\n\nbut told us that the request for employment came at the very dullest season\nof the year, and that instead of more help they actually needed less.\n\nThe\n\nmothers in the homes answered by saying that the girls were too young and\ntoo immature to undertake the arduous duties that often fall to the lot of\nthe servant in the house.\n\nSo here they were, nearly a thousand strong,\n\nstanding on the threshold of a three months' vacation, without hope of\njoining the army of toilers and wage-earners, facing a long season of idleness\nand comparative inactivity. Some of them came from homes so miserable\n\nthat the average schoolroom would be regarded as a place of luxury in\n\ncomparison.\n\nMany of them were Hving in the midst of surroundings that\n\nafforded no opportunity for recreation,\n\nand where there was no hope of\nSome of them\nwere dominated by the influence of men and women compared to whom the\naverage teacher would appear as an angel of light. Here was this fruitful\nfield of youth without educational opportunity during the most fruitful\neither social upUft or moral health or spiritual inspiration.\n\nseason of the year.\n\nBefore the summer was over some of these same boys and girls, who had\nlookt out upon the coming vacation with hearts hungering and thirsting\nfor a chance, had received the attention of the juvenile court, not because\n\nthey were criminal, but because they were without the opportunities of\nsatisfying in a wholesome way that hunger and thirst for life.\n\nBefore the\n\nvacation had past many of them had become a burden to their own homes,\n\nnot because of lack of fihal affection, but because both father and mother,\n\ncompelled to join the ranks of factory toilers, were helpless in their efforts\nto discharge the usual parental obligations to their children in a vital and\n\nwholesome way.\nefforts.\n\nIdleness and inactivity had entered to compromise their\nFor the most part all of them had lost a step or two in the educa-\n\ntional progress of\n\nwhich they were capable, and when September called\n\n"}
{"page": 659, "printed_page": null, "text": "ECONOMY OF TIME\n\nSuperintendence]\n\n643\n\nthem again to enter upon the activities of school life they returned poorer\nwhen they had left in June.\nThree months in their lives had been largely wasted, and while the husbandman slept (he enemy had sown tares during the summer time.\nSince then the doors of the schools of Mason City have been kept open\ntwelve months in the year; for thru the open door of the school we hope to\nsave the educational waste that results from three months of idleness and\ninactivity.\nIn this way we hope to express more fully our beUef in the\nchildhood to which we are responsible. The plan was inaugurated because\nwe beUeve that it is the great mission of the school to promote the completest\nand richest development of youth, whatever the season of the year or the hour\nof the day.\nThe year was lengthened because we beHeve that the school in\nits organization and community support is the most vital agent in ministering to the welfare of youth, and because we believe that the ministering\nphysically, intellectually, spiritually than\n\nprocesses are as important one season as another.\n\nThere was a time not far distant when every boy and girl, practically\nspeaking, could find within reach the opportunities, either thru work or\n\nsummer time without the\nThe varied activities of farm and fireside, of field and\n\nplay, for educational advancement during the\n\nhelp of the school.\n\nforest, of village green where healthful sports called loud and long, supple-\n\nmented the work of the schoolroom, and in them all and thru them all there\nwas ever maintained for the child a well-balanst educational program, not\nonly during certain seasons of the year, but during all the seasons of the\nyear.\n\nThere was an all-year-round educational process going on that tended\n\nto promote wholesome physical, intellectual, and spiritual development.\n\nBut for millions of children those days are no more; into their lives no\nThe all-year-round school is Mason City's attempt\nIt has come, we believe, to discharge an obligation\nto solve that problem.\nto the boys and girls and there are many of them in Mason City whose\nfathers and mothers have neither the time nor the talent to supply wholesome conditions of growth, whose environments and opportunities do not\nmake for adequate activity either thru work or play.\nIn this brief statement I do not suggest any particular form of school\nThat should be dependent upon need. Any form of school activactivity.\nity that will help boys and girls to reaUze in fullness the possibilities of\nchildhood and youth is the ideal which we should set for ourselves. The\nneeds of the child should and must determine all the activities of the school\nand must be the paramount issue in determining the type of either work or\nsuch blessings fall.\n\n—\n\nplay.\n\n—\n\nIn this effort to supply all the vital needs of the child play may be\n\nthe dominant factor in the organized activities of the school;\ntraining\n\nmay find the most important place;\n\nindustrial\n\na study of community hfe\n\nmay be the vital issue; nature and communion with her varied forms may\nbe the point of emphasis.\nsideration.\n\nAll these\n\n—and perhaps more—must have con-\n\nThe need is the determining factor.\n\n"}
{"page": 660, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n644\n\n[Atlantic City\n\nBelieving that the summer months present special needs and offer new\nopportunities, we in Mason City have endeavored to build a school program\n\non somewhat different Unes from those which obtain during the other\nmonths of the year. We may have come far short of reaching the ideal that\nwe have set for ourselves, but at least we are trying to find a solution for\nthe problem that confronted us when we undertook to meet the needs of the\nPerhaps experience will teach us wisdom,\nchild thru the summer season.\nand perhaps the program of the future will be wholly unlike the ones of the\npast two years. However, it may be of some interest to know something\nof our plans durihg the time that the all-year-round school has been in our\n\nprogram of educational activities.\nThe forenoon session, which began at eight o'clock and continued until\nnoon was devoted to the activities that are connected with a pursuance of\nthe ordinary academic subjects, together with a liberal amount of supervised play. The afternoon was devoted to supervised play, field sports,\nfolk games, nature excursions, geography excursions, gardening, manual\ntraining, household and applied arts, hikes, picnics, etc.\nEach teacher,\nwith a few possible exceptions, guided both the forenoon and the afternoon\nactivities, for which she received the same remuneration as during previous\nmonths. The school year was divided into four quarters of twelve weeks\neach, the work of these quarters being necessary for promotion from one\ngrade to another.\n\nPupils were admitted to every grade including the kinder-\n\ngarten and the high school, and they came from the homes of the rich as\nwell as the poor. The first year about 33 per cent of the number who had\nenroled during the previous nine months of the year enroled for the summer\nsession; last year about 40 per cent of the previous enrolment was registered.\n\nThe average attendance was not as satisfactory as during September and\nMay, but was better than the attendance during the months of December,\nJanuary, and February. The average cost for teaching was greater, altho\nthe contingent expenses were very much reduced. Counting every phase\nof the cost, including interest\n\non otherwise unused school property, the\n\naverage cost per pupil was less during the summer session than during other\n\nmonths of the year. From many standpoints the summer session was the\nmost delightful of all the quarters of the year. It is at the season for wideopen windows and doors, for outdoor play activities. For most of the\nchildren the schoolhouses were more comfortable by far than their own\nhomes. There was no problem of contagious diseases. The heat was no\nmore distressing than the cold of winter. At first the summer session was\nobjected to on account of health considerations. Many parents thought\nthat it was placing too great a burden upon the child to attend school during\nthe entire twelve months of the year, but experience has shown the fallacy\nof that objection.\n\nInstead of being injurious to health there were many\n\nwas true. Besides, no school can justify\nwhose requirements and operation ever place the health of the child\n\ninstances where the opposite\nitself\n\n"}
{"page": 661, "printed_page": null, "text": "CONSERVATION OF RESOURCES\n\nSuperintendence]\n\nin jeopardy.\n\nI\n\n645\n\nam old-fashioned enough to beheve that natural growth and\n\ndevelopment are not burdensome, nor are the forces that contribute to\nthat end.\n\nGrowth is not a burdensome process; nature does not require\n\nlong vacations.\n\nIn closing, permit me to say that there are perplexing problems in the\nadministration of the all-year-round school, three groups for each grade\nin the smaller schools being one of the most perplexing.\n\nYet there have been\n\nmany happy surprises, and in the light of two years' experience I am glad\nto say that I believe that it is worthy of any thoughtful superintendent's\nmost serious consideration. The open schoolroom door during twelve\nmonths of the year has been a big thing for hundreds of Mason City children.\n\nB.\n\nCONSERVATION OF RESOURCES—SCHOOL SAVINGS\nBANKS AND THRIFT EDUCATION\nARVIE ELDRED, SUPERINTENDENT OF SCHOOLS, TROY, N.Y.\n\nPeople in the United States are just beginning to reaUze the old saying\nthat \" a penny saved is a penny earned.\"\nis teaching us the value of thrift.\n\nThe world-war with all its horrors\nThe United States has the highest wage\n\nand the least number of savings-bank depositors in proportion to\nAs a nation we have been a profligate\nlot.\nThe boundless wealth and natural resources of the country have led\nthe people to be great spenders and wasters. We have been content with\nthe necessities of the present and have given little thought to the future.\nThis war is bringing us to our senses. We are now being made to realize\nthat we are poor. We have not laid up anything for a rainy day and we\nscale\n\npopulation of any civiHzed nation.\n\nfeel the pinch.\n\nWe were brought face to face with a real serious condition when the\nFuel Administrator, on January i6, ordered a general closing of industry\nfor five days.\n\nto do ?\n\nImmediately a cry of despair went up.\n\nWhat were people\n\nHow could they live if their incomes were to be cut off for five days ?\n\nAll our lives we had gone along living extravagantly, spending every cent,\n\nand giving no thought to the future.\nnot ready for it.\n\nIt was a terrible shock and we were\n\nI venture to say that we shall get a far worse\n\nshock\n\nBut this first shock alone\nshould be enough to make us all realize that calamities and disasters will\nhappen. We have had business depressions in the past, but they have come\nand gone gradually and we have not felt their force. Tho it is freely predicted that we shall never have another great financial panic, yet we are\nbound to have dull times and long periods of scanty production, and we\nmust be prepared to meet such times.\nbefore this war is over, unless it ends very soon.\n\nWe can do little perhaps toward teaching the wage-earner of this generation to save, but we can teach the wage-earner of the next generation to\n\nsave.\n\n"}
{"page": 662, "printed_page": null, "text": "2\n\nNATIONAL EDUCATION ASSOCIATION\n\n646\n\n[Atlantic City\n\nAfter this war no doubt will come a period of great prosperity.\n\nIf we\n\n—spend every cent\n\nare not careful we shall do as we have done in the past\n\nand lay nothing by for the future.\n\nI beUeve that this can be prevented if\n\nour children are taught in the schools how to save and to acquire the\n''saving habit.\"\n\nIn 1914 there were in the United States about eleven million depositors\nin savings banks, with deposits of\n\nabout five\n\nbillion dollars.\n\nIn 191\n\nGreat Britain had fourteen milUon depositors and about one billion deposits.\n\nFrance had fourteen and one-half million depositors and about one and onehah bilHon deposits. Germany had twenty-three million depositors and\nfour and one-half billions in deposits.\nWhen the population of the United States is compared with the population of Great Britain, France, or Germany the showing of savings-bank\ndepositors in the United States becomes very poor.\n\nWithin the United\n\nStates the ratio of depositors to population varies.\n\nIn New England\" the\n\nratio is large, while in the West it is very small.\n\nThese differences are no\n\ndoubt due to the characteristics of the people.\nEngland has been noted for his thrift.\n\nThe \"Yankee\" of New\n\nReports show that 80 per cent of the people in this country die leaving\nno income-producing assets. Furthermore there are at the present time\none and one-half million former wage-earners who did not provide for the\nfuture being supported at public expense.\n\n|\n\nIt is readily demonstrated then that the people of the United States have\n\nThere is no doubt that economy and thrift\nInasmuch as habit can best be taught in youth, therefore\nnational economy and thrift should have a place in our school program.\nThe simplest kind of thrift for schools is the school bank. Here the stray\npenny or nickel can be deposited by the child before it can be spent on some\nnot learned the habit of saving.\n\nare habits.\n\nuseless trash.\n\nThere are many systems of school banks, all of which have their good\n\nThe simpler the system the better, if its machinery will reach\nThe system in use in our city is similar to the one in use in\nseveral other places.\nOur laws require that a savings bank, if there be one\n\nfeatures.\n\nthe children.\n\nin the city, be the depository of the school bank money.\n\nWe have a savings\n\nbank in our city and it is giving the schools the heartiest cooperation. It\nprovides all forms and the books needed and helps us in every way it can.\nA certain day is known thruout the schools as \"Banking Day.\" It\nDuring a regular class-period, preferably the arithis Monday as a rule.\nmetic period, the children deposit the money. Each teacher keeps the\nrecord of deposits of her own class. She is assisted by two or more pupils,\nas she elects—a teller and a bookkeeper, at least. The pupils in turn come\nto the desk and make their deposits.\nWhen the deposits are all in and the\nmoney counted and verified the classroom teacher sends them to the principal, who is the trustee for the school.\nHere the total entries are made,\n\n"}
{"page": 663, "printed_page": null, "text": "Superintendence!\n\nCONSERVATION OF RESOURCES\n\n647\n\nThe books are balanst, and the principal\nAs soon as\na child has one dollar deposited in the school bank he is given a \"thrift\nbond,\" similar to a \"bank draft,\" by the principal. He takes this bond\nto the savings bank and opens an account in the bank in his own name.\nchildren assisting with the task.\n\ndeposits the money in the savings bank in his name as trustee.\n\nHis account begins to draw interest as soon as he has five dollars in the\nbank.\n\nOur experience has been that a child's first thrill comes when he\n\ngets his school bank book, his second when he gets the savings bank book,\n\nand his third and greatest when he sees in red ink his credited interest in\nthis savings bank book.\nThe system requires quite a lot of clerical work, but it is so simple that\nchildren can do it, and the fact that children can do the work is an excellent\npoint, because it not only creates more interest on the part of the children\nto save, but gives them training in accuracy and business practices.\nAs a rule, teachers are conservative; they do not want a lot of burdens\nadded to their already overloaded school day. Our teachers felt the same\nway at first with regard to our school banks, but it was not long before\nthey saw the great good that was resulting from the thrift habit: less gum,\nAltho we did not care\nless candy, etc., was in evidence about the school.\nThe parents\nto have a spirit of rivalry fostered, it sprang up nevertheless.\nsoon saw the value of such a plan, and I had several parents tell me that it\nwas the first time that any of the family had ever saved money. Now they\nare saving it thru the children's deposits in the school bank.\n\nThe idea\n\nspread and we have on our books the names of several children who are too\n\nyoung to enter school.\n\nThe parents are making deposits for them regularly.\n\nMany teachers also are regular depositors in the school bank.\nThe trustees of the savings bank were rather skeptical at first about the\nBut the number of depositors in our school\nbank has steadily grown, altho during the past year the amount of money\ndeposited each month has remained about the same. This is due, no doubt,\nsuccess of the school bank.\n\nto the rapid increase in the cost of living, and to the fact also of the great\nnumber of persons subscribing to the first and second Liberty Loans on\nthe weekly payment plan. It is interesting to note in this connection the\nfact that in the second Liberty Loan campaign more than $40,000 was\nsubscribed thru our school bank. Many children had saved enough to\npay for their bonds outright; the rest are buying them now with their\n\nweekly savings going thru our school bank.\n\nIn this way our children were\n\nable to do their bit and show their patriotism, and I know that it was a\n\nsource of gratification to every youngster to know that the money that he\n\nhad saved could be lent to the government in this time of peril.\nAt this point I wish to emphasize the fact that money can be deposited\nonly in our school bank. We allow no one to draw money out. That must\nbe done thru the savings bank. You see we make it easy for children to save\nand deposit money, but rather difficult for them to draw out and spend.\n\n"}
{"page": 664, "printed_page": null, "text": "National EDUCATION ASSOCIATION\n\n648\n\n[Atlantic city\n\nThus far I have dealt mainly with the first part of my topic.\n\nI wish\n\nto say something now about thrift education as it applies to savings other\n\nOne of the best lessons in thrift is to teach children how to\nSome children\nare naturally thrifty, others are naturally wasteful. The teacher should be\nthan money.\n\neliminate waste, not only at home, but in the classroom.\n\na living example before the child.\n\nHe should see to it that supplies and\n\nmaterials are not wasted, regardless of whether the child or the education\n\ndepartment buys them.\n\nChildren can be taught to be thrifty by gathering\n\nwaste material about the home and the school, and turning it into money.\nChildren should be made to realize that our most successful business corporations are making big profit by properly disposing of their waste material.\nIf it is profitable for a corporation, it is also profitable for the individual, to\n\ngive attention to waste material.\n\nOne of the biggest lessons to be learned today is \"food production\" and\n\"food consumption.\"\n\nWe are told that \"food will win the war,\" and with\n\nour wheatless, meatless, porkless, and sugarless days we are beginning to\n\nBut only a year ago how many thought\nmuch about these things ? We have been in the habit of eating what we\nwanted, as much as we wanted, and when we wanted, and never expected\nreahze the importance of food.\n\nwould be a \"food shortage.\" But\nwhat can our schools do to aid in the production of food ? Just the thing\nthat was done in many places this past year give attention to vacant lots\nand hack yards, heretofore thought of as so much waste land fit for nothing\nproductive. One of the best lessons in thrift can be to teach the children\nhow to make these lots productive. In our city we had over 2,000 such\nlots under cultivation last summer, and I am sure that we will have more\nBoys and girls are not only taught thrift here by using waste\nthis summer.\nland, but they become interested and the long vacation is used for some\nprofitable end.\nThe child is kept out of mischief and the family is supplied\nwith good, fresh vegetables all season long. One of the best places to teach\nThe old adage\nthrift in school is in the domestic science departments.\n\"A woman can throw out more with a spoon than a man can bring in in a\nshovel\" is still true. Mr. Hoover tells us that $700,000,000 worth of food\nin this great land of ours that there\n\n—\n\nis wasted every year in our kitchens.\n\nMuch of this waste can be eliminated\n\nnow if the proper instruction is given to the girls of today along the fines of\nbuying and preparing foods.\nIn the matter of clothing our girls can be taught how to economize and\navoid waste.\n\nThis war is teaching us to get greater use of clothing.\n\nMany\n\nan article has been brought from the attic, where it was only food for moths\nMuch of the\nor merchandise for the \"rag man,\" and made over for wear.\nwar work in the schools in our city has been devoted to this line, and it is\ngratifying to see how eagerly the girls have taken it up.\n\nThe Red Cross and Junior Red Cross are not only doing a splendid\nwork for today, but they are doing a work that will have infinite results for\n\n"}
{"page": 665, "printed_page": null, "text": "Superintendence)\n\nINCREAST FOOD PRODUCTION\n\n649\n\n—\n\nOur women had lost the art of using their hands they had\nThey have learned now. Our children are learning now, and I hope that every child in America will join this\nJunior Red Cross, not only for what the organization can do now, but for\nwhat it will mean for the future. I am glad, that we have loo per cent\nthe future.\n\nnever learned how to use the needle.\n\nmembership in the schools of our city.\nI might mention other ways and other means of teaching thrift, for\nthere are many others. The ones I have mentioned are important and also\nsuccessful.\n\nschools.\n\nThe important thing is to teach thrift in its broad sense in the\n\nWe cannot have too much of it. We should try constantly to\n\nhave our children practice the habit of self-denial. The feehng that they\nhave something in reserve will take away much of the nerve strain that\nThis reserve can be\nis common to the ''high-strung\" American people.\nobtained only by systematic saving and strict economy. We should keep\nthese ideas before our children if we want to bring up a nation of strong and\n\nindependent individuals.\n\nC.\n\nINCREAST FOOD PRODUCTION—HOME GARDENING\n\nELMER C. SHERMAN, SUPERINTENDENT OF SCHOOLS, ENGLEWOOD, N.J.\n\nA great war, a great national emergency, has served to discover to us\nthat some things urged as war measures have an educational value of which\n\nwe are not aware or of which we have not made use. It can hardly happen\nthat after the war we shall not profit by the lessons we are now learning.\nI find myself unable to consider gardening as a war problem except as the\nwar has emphasized its importance and has revealed it to us as an economic\nand educational problem worthy of serious consideration among the perma-\n\nnent phases of school work.\n\nThe first of the many activities in which the schools were askt to aid in\nthe conduct of the war was that of increasing the food supply of the country.\n\nWith no experience to guide them and with little time to formulate plans,\neducational administrators, with the hearty cooperation of teachers and\npupils, attackt the problem with earnestness and with no small measure of\nsuccess.\nBoys and girls in many states were excused from school and set\nto work to aid the farmers and the market gardeners; here and there patriotic cities and towns undertook community gardening in which the labor\nof children unable to leave home was utilized; the cultivation of back yards\nand vacant lots was increast manyfold, partly by adults, but in very large\ndegree by children; and canning, the necessary corollary of this back-yard\ngardening, was revived or learned for the first time by many thousands of\nhousewives and their children helpers, and became an important household\nindustry everywhere. Of all the ways in which the schools aided in increasing the food supply of the nation, the two last-named home gardening and\n\n—\n\n"}
{"page": 666, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n650\n\n(Atlantic City\n\n—\n\ncanning bid fair to increase greatly while the war lasts and to become a\npermanent and valuable phase of school training.\nIf gardening as a school subject is to be a success, whether from an economic or an educational standpoint, it must be organized as other school\nwork is organized; it must be recognized as a legitimate and desirable subGarden clubs have their places in arousing\nject of the school curriculum.\ninterest and enthusiasm, in demonstrating what can be done by boys and\ngirls, in giving this\n\nnew field of school effort a start.\n\nBut they reach as a\n\n— those who have\n\nrule only those who have a natural interest in the matter\n\nthe greatest amount of enthusiasm, of perseverance, and of imagination.\n\nThey will not serve to make a practical knowledge of gardening the possession of all boys and girls any more than geography clubs would give to all\n\nschool children an adequate knowledge of the earth on which we live.\ncessful gardening means something more\n\nSuc-\n\nthan the possession of a plot of\n\nThe assumption that anyone can raise a garden\nThe cultivation of the soil is both a science and an art. It\n\nground and some seeds.\nis a\n\nmistake.\n\nrequires knowledge and skill based upon the appHcation of that knowledge.\n\nIn the organization of gardening there is needed first a supervisor.\nThis should be a man or a woman with practical knowledge of the subject,\nwith initiative, with contagious enthusiasm, with teaching power.\n\nSuch a\n\nperson should be employed for the entire school year with a vacation of a\n\nmonth or two in midwinter instead of in midsummer as in the case of other\nteachers.\n\nAny town of ten thousand people or upward, and even some\n\nsmaller cities, can profitably employ a garden supervisor on such a basis.\n\nNo other teacher will be able to show such direct results of his work in\ndollars and cents.\n\nThree very distinct phases of the training of pupils in gardening must\nThese are instruction, demonstration, and supervision of\nthe home garden. Each of these is an essential part of an efficient plan.\nClassroom instruction should be given thruout the\nI. Instruction.\nschool year to all pupils of Grades V to VIII with one lesson, or better two\nbe distinguisht.\n\n—\n\nlessons, per week.\n\nA course in gardening should be offered in the high\n\nschool as a part of the science course.\n\nIn smaller places most of this instruc-\n\ntion will be given by the supervisor; in larger places it must be given wholly\n\nor in part by class teachers or assistants, but under the direction of the\nsupervisor, who will plan most carefully the course in respect to both con-\n\ntent and method.\n\nThis course will consider plant Ufe, soil, fertiUzers, rain-\n\nfall and irrigation, birds and insects, in their relation to the farm and garden.\n\nThe course will correlate with drawing in laying out the garden and drawing\nto scale a diagram; with arithmetic when children are taught to keep their\ngarden accounts neatly and accurately and to estimate profit and loss; and\nwith shopwork in the construction of hotbeds, cold frames, and germination\nbeds.\n\nThus classroom instruction carefully and wisely planned, laying the\n\nfoundation for the actual out-of-doors work and linkt closely to other\n\n"}
{"page": 667, "printed_page": null, "text": "1\n\nSuperintendence)\n\nINCREAST FOOD PRODUCTION\n\n65\n\nsubjects of the curriculum, is essential to any permanent success in making\n\ngardening a worth-while school subject.\n\n—\n\n2. Demonstration.\nThere should be attacht to each school a plot of\nground to be cultivated as a demonstration garden. If possible it should\n\nbe on the school grounds or adjacent to them.\n\nIf not, a vacant lot should\n\nbe obtained for the purpose as near as may be to the school.\n\nWhen the\n\ntime for making gardens comes many of the indoor lessons will be transferred\nto this garden where the children will be shown how to prepare the soil, how\nto plant the seeds, and how to care for the young plants.\n\nAll this will have\n\nfor its ultimate purpose, not the demonstration garden itself, but the hun-\n\ndreds of back-yard gardens scattered about the community, which the chil-\n\ndren are about to cultivate for themselves.\n\nIn addition to the demonstration garden and for a similar purpose other\nequipment is needed for the winter when out-of-door work cannot be done.\nHotbeds and cold frames should be constructed. Wherever possible a room\nshould be set aside as a sort of garden laboratory\n\n—a workroom where winter\n\nplanting could be done in connection with the hotbeds, where germination\n\ncould be studied, where experiments with soils and with fertiUzers could be\n\nconducted.\n\nSuch work, even of the most elementary character, would be\n\nof the greatest value as a part of the instruction in this subject.\n\nA green-\n\nhouse would of course be the ideal equipment for this course.\n3.\n\nSupervision of the home garden.\n\n—We must not assume that after the\n\nchild has received instruction at school he will proceed to cultivate a successful garden without further oversight, advice, and encouragement.\n\nought to know children too well to believe anything of the kind.\n\nWe\n\nThe seeds\n\nwill not come up, the weeds will get ahead of him, his dog or his neighbor's\n\nHe doesn't know what to do\nHe gets discouraged and quits. All\nthe effort that has been made to teach him is thus lost. He suffers morally\nchickens will scratch up a part of the garden.\n\nwhen something unexpected happens.\n\ntoo from the fact that he has failed to persevere and has abandoned a project\n\nundertaken perhaps with much enthusiasm.\n\nHis garden, therefore,\n\nshould be regularly visited by a sympathetic, helpful inspector who will\n\nencourage him when he is getting discouraged, spur him on when he is getting careless, help him when he is in difficulty.\n\nonce a week until the garden is well under way.\n\nSuch visits should be made\nAs gardening is assumed\n\nto be a school subject for which regular school credit is to be given, the\n\ninspector will at each visit give a mark to indicate the faithfulness of the\n\nwork done and the appearance of the garden.\nThe matter of inspection furnishes the most difficult problem in carrying\nout our plan. The difficulty is of two kinds: (i) Where shall we find the\ninspectors and (2) can we afford the cost? The most valuable persons to\nemploy would be the teachers who know the children and know how to deal\nwith them.\n\nIt seems probable that teachers could be found in almost every\n\nschool who would undertake this work with enthusiasm.\n\nThere are in every\n\n"}
{"page": 668, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n652\n\n[Atlantic City\n\ncommunity people of comparative leisure who are ready to help in a project\npromising so much of value as this, and who might therefore be used for\ninspectional work.\n\nThe cost of properly organizing the work in gardening so that it may\nproduce the maximum amount of food and have the maximum educational\nvalue is considerable.\n\nBut it will pay.\n\nIf we are to help the nation to the\n\nfullest extent of our abihty in increasing the food supply, if we are to train\n\nour children in a valuable way thru this work, and if we are to make a\nknowledge of gardening function in a useful way in their lives as men and\n\nwomen, we must adopt a serious plan, we must organize it thoroly, we must,\nin short, devote as much thought, as much care, and relatively as much\nmoney to it as we do in the case of the older and better-recognized subjects\nof instruction.\n\nD.\n\nA PRACTICAL PROGRAM OF PATRIOTIC INSTRUCTION\n\nFRANCIS G. BLAIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSPRINGFIELD, ILL.\nIt is as impossible to define patriotism as it is to paint a picture of your\n\nmother.\n\nIn a sense patriotism is an atmosphere.\n\nof thought, an attitude of mind.\n\nIt is an emotion, a habit\n\nWe may, by pedagogic device, create the\n\natmosphere, but the thing itself must spring from within.\ncrisis there\n\nIn this war\n\nare some well-meaning persons who, impatient with the slow\n\nprocesses of education, seem to think that patriotism can be called forth by\n\n—\n\ncommand, by fiat that our emotions and spiritual attitudes can be commandeered like our physical properties. They seem to think that patriotism\nof the right brand can be manufactured by some special plan or method of\ninstruction.\nTo be sure, a right attitude toward it and a proper appreciaOne may be\ntion of it can be aroused, but it can hardly be compelled.\nencouraged to see and think and feel and act patriotically, but it can hardly\nbe thrust upon him.\nFortunately, in a time like this, when the very air we breathe quivers\n\nwith national emotion and national spirit, we have our best motive and our\nbest condition for creating thru education the atmosphere of patriotism in\nthe home and the school.\n\nHow may we use the mighty impulse of this\n\ngreat hour in our national life to beget in our children a deeper and sounder\nlove for our own country without engendering a hatred for other countries ?\n\nHow may we arouse an appreciation of, and a faith in, the ideals and purposes of our own institutions without firing them with a bigoted zeal to\nthrust these institutions upon other peoples ?\n\nThe purpose of such work is a noble one and the prospect is full of hope,\n\nWhat educational devices\nmay we use to arouse patriotic emotions and translate these emotions into\n\naltho hardly free from difiiculties and dangers.\n\n"}
{"page": 669, "printed_page": null, "text": "—\nSuperintendence]\n\n—\n\nPATRIOTIC INSTRUCTION\n\nhabits of thought and deeds ?\n\n653\n\nFlag raisings and salutes, flag drills, patri-\n\notic music and songs, addresses and readings presenting national ideals in\n\nan appealing form, all these have been tried and have proved their power\nto stir deeply the emotions of children.\n\nToo often, however, we have filled\n\nthem with feeling without furnishing them with practical means for expressing it in thought and deeds.\nThe flag drills and salutes and the singing by the children offer agreeable\nand worth-while expressions of their emotions. The committing to memory\nof good selections and reciting them has distinct values.\nA high-school girl\nat the opening exercises tells the story of Alan Seeger, the English poet who,\nas a volunteer soldier, gave his life on the battle front. In conclusion she\nrefers to the poem he wrote while in the trenches entitled, \"I Have a Rendezvous with Death.\" When she concludes a high-school boy dressed in\nkhaki stands forth and recites those lines:\nI have a rendezvous with Death\nAt some disputed barricade,\nWhen Spring comes back with rustling shade\n\nAnd apple-blossoms fill the air\nI have a rendezvous with Death\n\nWhen Spring brings back blue days and fair.\nIt may be he shall take\n\nmy hand\n\nAnd lead me into his dark land\nAnd close my eyes and quench my breath\nIt may be I shall pass him still.\nBut I've a rendezvous with Death\nOn some scarred slope of battered hill,\nWhen Spring comes round again this year\n\nAnd the first meadow flowers appear.\nGod knows 'twere better to be deep\nPillowed in silk and scented down,\n\nWhere Love throbs out in blissful sleep.\nPulse nigh to pulse, and breath to breath,\n\nWhere hushed awakenings are dear ....\nBut I've a rendezvous with Death,\nAt midnight in some flaming town.\n\nWhen Spring trips north again this year.\nAnd I to my pledged word am true,\nI shall not fail that rendezvous.\n\nAn eighth-grade boy, after teUing how he thought this war was going\nto reunite the North and South and stating that the grandson of General\n\nGrant and the grandson of General Lee were both fighting side by side on\nthe battle front in France, recites the following lines:\nHere's to the blue of the wind-swept North,\n\nAs they meet on the fields of France!\n\nMay the spirit of Grant be over them all\nAs the sons of the North advance!\n\n"}
{"page": 670, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n654\n\n[Atlantic City\n\nHere's to the gray of the sun-kissed South,.\n\nAs they meet on the fields of France!\n\nMay the spirit of Lee be over them all\nAs the sons of the South advance!\nHere's to the blue and the gray as one,\n\nAs they meet on the fields of France!\n\nMay the spirit of God be over them all\nAs the sons of the flag advance!\nLetters written to soldiers in the field and to children in the allied countries offer\n\na good way for giving shape and expression to the children's\nI doubt whether anyone has come nearer to phrasing\n\naroused patriotism.\n\nthe real meaning of this war than a sixteen-year-old girl in a French sec-\n\nondary school in Paris.\n\nMr. John H. Finley, commissioner of New York\nBeing translated it is\n\nstate, brought it back with him from his recent visit.\n\nIt was only a little river, almost a brook; it was called the Yser.\nOne could talk\nfrom one side to the other without raising one's voice, and the birds could fly over it with\none sweep of their wings. And on the two banks there were millions of men the one\nturned toward the other, eye to eye. But the distance which separated them was greater\nthan the stars in the sky; it was the distance which separates right from injustice.\nThe ocean is so vast that the seagulls do not dare to cross it. During seven days\nand nights the great steamships of America, going full speed, drive through the deep\nwaters before the lighthouses of France come into view; but from one side to another\n\nthe hearts are touching.\n\nThe drawing of pictures and posters has furnisht effective modes of\nexpression.\n\nBut it is thru three organizations that some of the most practical patriotic instruction is being carried on:\n\nThe Boy Scouts is an organization antedating this war, but the coming\nof the war has put a new spirit and a new character into it.\n\nThese lads in\n\nthe khaki uniform find ready and fruitful ways for translating their fine\nideals into deeds.\n\nHow willingly their hands and feet carry a thousand\nHow keenly they feel the spirit of the hour, how\n\nmessages a day to Garcia!\n\ngladly they accept responsibihty, and how nobly they perform their duties!\n\nThe United States Boys' Working Reserve is an organization born out\nof the strain of this war.\n\npurposes and possibilities.\ntures of the Boy Scouts.\n\nIt is shot thru and thru with the most patriotic\nIt lacks the uniform and the dress-parade feaIt is practical in every way.\n\nIts members are\n\nparts of an army, to be sure, but they are a working, shirt-sleeve, sweating,\n\nhungry, toiUng, whistling sort of an army.\n\nThere may not be much glamor\n\nor glory in milking a cow, in driving a cultivator, in greasing the harness,\nin slopping the pigs, but it may be the most direct way of serving one's\n\ncountry and carrying aid to our Allies and distress to our enemies.\n\nThe Junior Red Cross offers perhaps the best of all forms of organization for practical, worth-while patriotic activity for all our children.\n\nincludes boys and girls alike.\n\nIt\n\nIt enters the private as well as the public\n\n"}
{"page": 671, "printed_page": null, "text": "DISCUSSION\n\nSuperintendence]\n\n6$$\n\nEvery grade in every school may become a Junior Red Cross chapmeans for coordinating and consolidating all the\nwar demands made upon our schools. Would you sell War Saving Stamps ?\nLet the Junior Red Cross chapter do it. Would you float Liberty Bonds,\ncarry coal and food tags, hang posters, get up a parade, or give a patriotic\nprogram? The Junior Red Cross stands ready to carry out every one.\nWould you send a sweet remembrance to a mother whose son is on the\nfiring-Hne ? A committee of girls from the Junior Red Cross chapter of the\nthird grade carries a bouquet of flowers with the simple statement that\nthe members are giving a little to her who has given so much for them.\nDoes a yard need mowing because the hands which did it last summer are\nnow carrying a musket in France ? Two boys from the eighth grade rattle\ndown the street with a lawn mower and somewhat abruptly announce to\nthe soldier's wife or mother that they have come to mow down the grass\nschools.\nter.\n\nIt offers the best\n\nwhile the soldier is away mowing down the enemies of our country.\n\nIn some such ways as these we may create the atmosphere of patriotism, arouse the emotions, and translate the patriotism into habits of thought\n\nand attitudes of mind and heart.\n\nDISCUSSION\nA. E. WiNSHip, editor, Journal of Education, Boston, Mass.\n\n—\n\nThe American schools\nhave never appreciated the necessity of patriotic instruction. It has been assumed that\nit was all-sufficient that children come to school, get assigned lessons, behave themselves,\nand salute the flag appropriately. We have called the public school the melting-pot of\nMary Antin's \"Promised Land\" has been the culminating testimony to\nall nationalities.\nthe efficiency of the schools patriotically. But the moment America entered the world- war\nit became evident that some of the children who had been in the melting-pot had not been\nadequately melted, that patriotism had not always been developt. Practically all close\nobservers of children in school and out agree that something is lacking in the patriotic\ninstruction of the public schools. Whatever else the world-war has done, or left undone,\nit has already taught us that we cannot longer be an isolated nation, that we can no longer\nlive to ourselves alone, that the famous Monroe Doctrine would have no more significance\nthan a sheet of paper unless we had some power other than the pen that wrote it.\nIt was the greatest shock the New World ever received when it was known that Kaiser\nWilliam proposed to divide up a large slice of the United States between Mexico and Japan,\nand that he dehberately told us that our ships could not sail the sea except by going where\nhe chose to allow them to go.\n\nNo pig in a pen or hen in a coop was ever more insolently\n\ntreated than was the United States by the Kaiser.\n\nFor nearly three years there was not\n\npatriotism enough anywhere in America to resent insults, to check treachery, to help the\n\nonly red-blooded nations who cared or dared to challenge the treachery, butchery, and\n\ndebauchery of the Huns.\n\nThe moment there was adequate patriotism officially there was\n\ndiscovered unanticipated disloyalty even in schools and colleges, much of it bordering on\ntreason.\n\nThere were Ethan Aliens and Israel Putnams.\n\nThere were Paul Reveres and\n\nMad Anthony Waynes, but, alas, there were Benedict Arnolds. Now we know that the\npublic schools must teach patriotism effectively just as we know that we must win this\n\nThe only question is. How ?\nThe first element in patriotism is the absolute unity of sentiment among all the nations\nthat are fighting side by side. This is a principle as old as man. Loyalty to each other\nis the first law of patriotism.\nWhoever helps us win this war is, to all intents and\n\nwar, whatever the sacrifice of life and treasure.\n\n"}
{"page": 672, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6s6\npurposes, American.\nis a loyal American\n\n[Atlantic City\n\nBriton, Italian, Frenchman, is in this struggle American, and no man\n\nwho is not now a loyal Briton, Italian, Frenchman.\n\nThis means that\n\nwe must take out of all school history every paragraph that would revive the prejudices\nof the Revolutionary War.\n\nWe must not teach our children to glory in the evacuation\n\nof Boston or the surrender of Cornwallis.\n\nThere can be no patriotism that does not cement in closest bonds all sections of the\nUnited States. Whoever goes to Camp Robert E. Lee in Virginia, and Camp John B.\n\nGordon in Georgia, to Camp Phil Sheridan in Alabama, and John A. Logan in Texas, who\nsees southern boys at Camp Devens in Massachusetts, and at Camp\n\nGrant in Illinois,\n\nwho realizes that the late congressman Gardner of Massachusetts insisted upon being an\nofficer in a Georgia regiment, can but see that the last year has done much toward unifying\npatriotic American sentiment.\n\nLet all teachers in the North put the soft pedal on Gettysburg and Appomattox and all teachers of the South couple the names of Grant and Lee\n\na little more sympathetically.\n\nWhen the Mormon University students at Provo, Utah, contribute $2300 to the\nY.M.C.A. work in France we can but feel disgusted at any attempt to arouse commercial\nprejudice against Utahans. Whoever does so is disloyal to every patriotic requirement of\nthe hour. Patriotism is all-Americanism, and all disloyalty is traitorous. Patriotism\nmeans that we are members one of another. There is no other nation where this is required\nas it is in the United States, and never here as now. Patriotism means an absolute blending of pride locally and pride nationally, in devotion locally and devotion nationally.\nThere is no patriotism that ends with state or sectional pride or devotion, and there is no\npatriotism that does not begin with local and sectional pride and devotion.\nThe United States is an arch. We shout about the keystone of an arch as that which\nbinds the stones into an arch, but remove every other stone from the arch and you have\nno arch. Each block is made for its place and is indispensable in its place, Georgia is\nthe Empire State of the South as New York is the Empire State of the North. If\nGeorgians whined because they were not New Yorkers and New Yorkers because they\nwere not Georgians, neither of them would be American. No man is an American who\nis not a loyal Carolinian, Oregonian, or Utahan.\nNothing but federal loyalty is the end\nof real patriotism. Look at Mexico, a pretended republic, at Russia, a would-be republic,\nand you see what America would be if local loyalty were not merged in federal loyalty.\nPatriotic instruction must be concrete rather than abstract.\nIt must be patriotism\nin action rather than merely in words.\n\nPatrotism is not lip service.\n\nPatriotism in school\n\nmust begin with school spirit, broadening into community spirit, into state spirit, into\nsectional spirit, and then, with intensity heightened and thereto glorified, into American\nspirit.\nThere is no place for individualism in patriotism. There is no loyalty, no patriotism in an individualist any more than there is in a slacker or a deserter. The student\nwho is a slacker in athletic loyalty because there is something or somebody he does not\nlike is training for disloyalty, if not treason, nationally.\n\nThe student who sulks because\n\nthere is something he does not like is a slacker in training for a traitor.\n\naction is on the road to disloyalty if not to the rank of traitor.\n\nIndividualism in\n\nThere can be no govern-\n\nment built up by individualists. Traitors, like patriots, are often made in school. In\nevery school every day there should be definite, explicit, emphatic teaching of the things\nworth stressing in American life. Industrially, commercially, financially, educationally,\nthere are numerous things that should be ardently taught in every school. But over and\nabove everything else every child should be taught the inherent difference between absolutism and democracy, and between democracy and anarchism. Unfortunately socialism\n\nmeans so many different things that it cannot be used as a school term, but anarchy is so\ndistinctly vicious that every child in\n\nAmerica should know that it is not democracy.\n\nDemocracy is the only form of government that is representative of the will of the majority.\nAutocracy and anarchy are alike in their refusal to allow the people to rule. American\npatriotism can only mean the genuine triumph of real democracy.\n\n"}
{"page": 673, "printed_page": null, "text": "ENFORCEMENT OF CHILD LABOR LAW\n\nSuperintendence)\n\nF.\n\n657\n\nCONFERENCE ON COMPULSORY EDUCATION, SCHOOL\nCENSUS, AND CHILD WELFARE\n\nENFORCEMENT OF THE UNITED STATES CHILD\nLABOR LAW\nGRACE ABBOTT, DIRECTOR, CHILD LABOR DIVISION, CHILDREN'S BUREAU,\nU.S. DEPARTMENT OF LABOR, WASHINGTON, D.C.\nIn order to make the best use of this opportunity of presenting to the\n\nDepartment\n\nof\n\nSuperintendence the problems which the Child Labor\n\nDivision is meeting in the enforcement of the federal Child Labor law, I\n\nshould like to divide the time allotted to me into the discussion of (i) some\nadministrative problems on which your help is needed, and (2) some general\nconsiderations\n\nas\n\nto\n\nthe enforcement of child-labor and compulsory-\n\neducation laws at this time.\n\nWith\n\nreference\n\nto\n\nthe administrative problems the United States\n\nChild Labor act, which is the first step in national legislation affecting social\n\nand\n\nindustrial conditions, fixes a\n\nminimum standard below which the\n\nnation has said it cannot afford to have local standards go.\nIt is generally agreed that a good child-labor law should establish an\n\neducational minimum, a physical minimum, and an age minimum which a\nchild must reach before he is graduated from the training period of his life\n\nThe United States Child Labor law, as you\nknow, does not fix any educational or physical standards. The age and\nhour standards which it lays down are not as high as the standards which the\nstatutes of a number of states require, are practically identical with a larger\nnumber, and are higher than the standards of some states. It is assumed\nby many that only the southern textile states belong to this last group, but\nas a matter of fact the children of other states will prosper by the law. In\nthe great industrial states of Illinois, Massachusetts, New Jersey, New York,\ninto the wage-earning period.\n\nI\nI\n\nI\n\nand Ohio the standards are as high or higher than the federal. In Connecticut and Rhode Island the children between fourteen and sixteen who are\nemployed in industries shipping in interstate or foreign commerce have had\ntheir work day in effect reduced from ten to eight hours as a result of the\nlaw; in Maine and Pennsylvania the nine-hour day for little children in\nThe canneries in which so many thousands\nfactories is a thing of the past.\nof children are employed have been exempted under the state child-labor\nlaws in such important canning states as Delaware, Indiana, Maryland,\nMichigan, and Virginia. Instead of being exempt, canneries are specifically\nincluded under the terms of the federal act.\n\nA number of states which have nominally a fourteen-year standard\nallow children to work on poverty-exemption permits granted usually by\n\na county or juvenile court.\n\nThe United States Child Labor act provides\n\nno such exemptions.\n\nVacation permits for children under fourteen\n\nfor\n\nyears of age are also not recognized by the federal law.\n\n"}
{"page": 674, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n658\n\nThe\n\nfederal\n\nact\n\n(Atlantic City\n\ncontemplates administrative cooperation between\n\nfederal and state officers.\n\nSection 4 of the act makes it the duty of the\n\nUnited States District Attorney to prosecute on any violations of the act\nreported by state factory, mining, and medical inspectors and local schoolattendance officers.\n\nSection 5 and Regulation 3, provide for the accept-\n\nance of work permits or certificates issued by local authorities in states\ndesignated by the United States Child Labor Board; such designation\nis\n\nto be made only if the requirements of the act and of Regulation 2 with\n\nreference to evidence of age are substantially complied with by the local\ncertificating authorities.\n\nIn this connection it should be stated that the federal certificate is not\na work permit as is the state certificate.\n\nIt constitutes under Section 5 of\n\nthe federal act a protection against prosecution to the employer who has\n\nprocured it in good faith and employed the child in the belief that he was\nof the age given in the certificate.\n-\n\nI do not need to say to you that a double certificating system\n\nstate\n\n— undesirable.\n\nand federal authorities\n\nis\n\n—by both\n\nIt is not only wasteful in\n\nthe expenditure of public funds, but entails additional expejise and incon-\n\nvenience for both children and employers.\n\nOn the other hand, for a satis-\n\nfactory administration of the United States Child Labor law, certain\n\nminimum standards must be uniformly observed.\nAs the designation is by states it is necessary that there be a state\nOwing to the fact that in most of the states\n\nstandard in certificate issuing.\n\nthe issuance of certificates is locally controlled, there is in most states no\n\nsuch thing as a state standard.\n\nI do not need to tell you that in such states\n\nour inspectors find that in one city the issuance of certificates is carefully\n\nand thoroly done, while in the next town the law is sometimes flagrantly\nviolated by an issuing officer who does not believe in records, or evidence,\nIt is perhaps not to be expected\nor any system of checking up the children.\nor even desired that there shall be absolute uniformity in these matters\ninside a state, but certainly the state should make sure that no community\n\ndrops below a certain level.\n\nThis can be accomplisht only by some measure\n\nof state supervision and state control.\n\ncates\n\nis in\n\nInasmuch as the issuance of certifi-\n\nthe hands of the school authorities in thirty-four states, this\n\nmeans that some state supervision and control of the issuance of certificates\nby the local school authorities and of the local enforcement of compulsoryeducation laws are essential.\nI cannot exaggerate the importance of this matter of the careful and\n\nthoro issuing of certificates, which is in most places under your control.\nIt is thru the issuing of certificates that an opportunity is given to ascertain\n\nfor every child before his employment whether or not he should be employed\n\nunder the law.\n\nSo far as the enforcement of the child-labor law is concerned,\n\ninspection is little more than a check-up on the effectiveness of the issuing\n\nsystem and a reenforcement of the community's respect for the law.\n\n"}
{"page": 675, "printed_page": null, "text": "ENFORCEMENT OF CHILD LABOR LAW\n\nSuperintendence!\n\n659\n\nProbably you are quite thoroly aware that officers who are charged with\nthe enforcement of child-labor laws often complain of the lack of cooperation on the part of the school authorities.\n\nThey contend that school prin-\n\ncipals are sometimes willing to violate the law by issuing certificates which\n\nthey know should not be issued because they find that the children are not\n\nmaking progress in the schools, or because they think that their earnings\nare needed at home and they want to do what they can to help out the child.\nThere has, of course, been in the past all too little appreciation on the part\nof teachers of the problems of industry.\n\nIn the absence of vocational schools\n\nthey have sometimes felt that industrial education could be acquired thru\n\na job.\n\nThey have not appreciated the fact that the mill or factory is\n\norganized, not for training, but for profit, and that the child who is allowed\nto enter because he did not make his grade in arithmetic or grammar does\n\nso at great physical and educational sacrifices.\n\nSome teachers have been\n\ntoo ready to accept child labor as a cure for dependency, and yet it is generally agreed that child labor merely perpetuates poverty and must go if\n\nthe father is going to be able to get wages which will enable him to support\nhis family.\n\nWe all know that the community cannot afford to rely upon\n\nchildren to support the widows or the injured or unemployed fathers.\n\nOn\n\nthe other hand, school officers frequently complain of the cooperation they\nreceive from factory inspectors.\n\nThey say that the respect for the certifi-\n\nupon a check-up by someone who inspects the factory or\nmanufacturing estabHshment, and that too often the inspector is altogether\nindifferent as to whether a manufacturer has on file certificates issued for\nhim or for some other concern, and refuses to prosecute for failure on the\npart of the employer to live up strictly to the requirements of the certificating depends\n\ncating law.\nIt seems necessary at this time to say something as to the vigilance which\nis\n\nnecessary in the enforcement of child-labor and compulsory-education\n\nlaws in view of the demands which the prosecution of the war is making\nupon our resources. When the declaration of war was made by the United\nStates some Americans tried to urge as a new war measure their old demand\nthat all limitations of the hours of work for men and women must be aboHsht\nand that the minimum age at which children can be employed must be\nlowered. These were the same people who had opposed the enactment of\nIn the confusion which came during the\nthis legislation in peace times.\nfirst months of the war the source of this demand was, however, not generally\nunderstood, and some superintendents and boards of education lent their\nsupport to it on patriotic grounds. The statements made by the President\nof the United States, the Secretary of War, and the Secretary of the Navy,\nas well as the Secretary of Labor, have since made it very clear to the pubUc\nthat there is no demand on the part of the government for a relaxation of\nchild-labor standards, that on the contrary in the interest of efficiency in\nthe emergency expansion of production which is now necessary, as well of as\n\n"}
{"page": 676, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66o\n\n[Atlantic Cit>\n\nthe future welfare of the nation, it is necessary to maintain child-labor laws\n\nand prevent the employment of women for an excessive number of hours.\nIn both England and France during the first demoraUzed and terrible\nyear of the war enormous expansion of certain lines of production followed\nthe very serious unemployment which came with the beginning of the war.\nAdministrative officers wh(i were charged with the power to grant exemptions under the factory acts of those countries granted certain exemptions\nThis was largely because\nin the belief that they were aiding production.\nin both of these countries the careful, scientific study of the organization\nof the labor element in production which the situation demanded was not\nmade at the outset, and in consequence these countries drifted into excessive\n\nand unprofitable overtime work and increast employment of young children and of the mothers of young children. Official reports now testify to\nthe error of this policy. The Minister of Labor of France in the Bulletin\nfor July and August, 191 6, quotes from an address of the Undersecretary\nof State the statement: \"The experience of war time has only demonstrated\nthe necessity technical, economic, and even physiological of the labor\n\n—\n\n—\n\nlaws enacted before the war.\n\nIt is in our legislation in the time of peace\n\nthat we shall find the conditions for a better and more intense production\n\nduring -the war.\"^\n\nThe report of the British Health of the Munitions Workers Committee,\nan investigating committee appointed by the British Ministry of Munitions, shows that, considered from the standpoint of efficiency in production,\nIn this conthe breakdown of labor standards has been a great mistake.\nnection it should be remembered that prior to 19 14, American standards of\ncompulsory education and child protection were in general higher than\nEnglish and French standards.\n\nThe United States, like Canada and New\n\nZealand, can report some slight raising of standards since our entry into\nthe war.\n\nStates as widely separated as Arkansas, Kansas, IlHnois, North\n\nCarolina, Oklahoma, South CaroHna, Tennessee, Texas, Vermont, and\n\nWisconsin strengthened their compulsory-education or child-labor laws\nduring the legislative session of 191 7.\n\nBut the advances which have been made in recent years are going to\nbe found altogether inadequate in the future.\n\nIt is expected that in every\n\nEuropean country, and in the United States as well, great social and industrial changes are sure to follow the war.\nPrograms which European educators offered before the war are now found to be timid and lacking in vision.\nPlans are being projected in both England and France for an extension of\nthe compulsory school-attendance laws and the expenditure of greatly\nincreast amounts on elementary education.\nMr. Fisher's Education bill for England raises the leaving age to fourteen and provides for compulsory continuation-school attendance up to\neighteen years. It is receiving wide support in England from conservative\n»Page 123.\n\nQuoted in Children in Warring Countries, Children's Bureau Publication No. 27, p. 34.\n\n"}
{"page": 677, "printed_page": null, "text": "1\n\nSuperintendence]\n\nENFORCEMENT OF CHILD LABOR LAW\n\n•\n\n66\n\nsections and is being criticized as not asking enough by the labor groups.\n\nCommenting on the bill the London Times says: \"If educational reform\nwas clearly a necessity in 19 14, the necessity will come to our very doors\nwhen demobilization takes place on a great scale\nThe inexorable\npressure of economic forces have come to the aid of those who demanded the\nbill as the\n\nChildren's Charter.\"\n\nProposals similar to those made by Mr. Fisher have been discust in the\n\nFrench Chamber of Deputies, where M. Viviani has sponsored the most\nimportant measure.\n\nThe Minister of Public Instruction in France has\n\nsaid that \"as compulsory primary instruction was born of the war of 1870,\n\nthere must come from the present conflict obligatory continuation-school\ninstruction.\"^\n\nThe United States has the same kind of economic problems to face in\nthe demobihzation of its army as that which England and France are now\n\nplanning to meet.\n\nWe too have overwhelming evidence that our past and\n\npresent educational and school-attendance provisions have been sending\nto the \"economic scrap heap of unskilled labor\" hundreds of thousands of\n\nchildren each year.\n\nWe have known for years that much more far-reaching\n\nwe have formulated in legislative proNow, when we can see that the withdrawal of children from\n\nreforms were needed than those\n\ngrams.\n\nindustry will become an important factor in stabilizing economic conditions when the demobilization of the army takes place, is the time to secure\n\nthe enactment of an after-the-war program.\n\nWhatever the program is to\n\nbe, the new national consciousness which has come with war will demand\n\nthe estabhshment of a national minimum below which we shall not allow the\n\nprovision for education and child welfare in general to sink in any state.\n\nThe United States Child Labor law constitutes a precedent which should\nnot be neglected.\n\nThis is no time for modest or timid demands.\n\nThere never was a time\n\nin the history of the world when the training and protection of children\n\nwas as important as it is today.\n\nWe are leaving them to bear a burden of\n\nnational indebtedness of an amount which we have not yet dared even to\n\nwe are leaving them to solve those social and economic problems\nwhose solutions we have postponed with increasing difficulty each year;\nestimate;\n\nwe are expecting them to live down a new set of national hatreds and\nreorganize our international relationships on the basis of our\n\ncommon\n\nWhether or not the children of the world are prepared for this\ntask depends on whether the leaders in education are going to be able to\nput forward and secure public support for the educational program which\nthe times demand.\ninterests.\n\n^\n\nRevue philanthropique (June, iqi6), p. 320.\n\nBureau Publication No. 27.\n\nQuoted in Child Labor in Warring Countries, Children's\n\n"}
{"page": 678, "printed_page": null, "text": "662'\n\nNATIONAL EDUCATION ASSOCIATION\n\n•\n\n[Atlantic City\n\nCHILD WELFARE LAWS OF MINNESOTA\nS.\n\nA.\n\nCHALLMAN, STATE INSPECTOR OF SPECIAL CLASSES IN PUBLIC\nSCHOOLS,\n\nST.\n\nPAUL, MINN.\n\nPrior to 191 7 Minnesota had a loose, disjointed, incoordinate medley\nof laws relating to children.\nlegislature\n\nThese had been past at various sessions of the\n\nwithout any serious bearing upon the whole problem of child\n\nwelfare, and were largely the result of efforts to overcome some particular\nevils which happened to be strikingly apparent at the\n\npast.\n\ntime the laws were\nIn this respect, however, they were not much unlike the laws of\n\nmost of the other states of the Union, and, in reality, prior to the time when\nthe Minnesota laws were revised and systematized Massachusetts and\nOhio were the only states that had succeeded in securing a body of laws\nwhich were at all comprehensive in scope and uniform in purpose.\nIn 191 6 the governor appointed a commission of sixteen members to\nconsider the whole question of adequate legislation bearing upon this subThe commission, under the able leadership of Judge Edward F.\nject.\nWaite, of the juvenile court of Minneapolis, made an exhaustive study of\nthe laws upon the statute books. Before revising any part of the law or\ndrafting new laws Judge Waite outlined carefully the objects to be met by\nany further legislation upon this subject. He laid down as fundamental\npropositions upon which adequate legislation must be based these four\nrequirements:\n1.\n\nEvery child should have a fair chance to be born sound in brain and\n\nbody.\n2.\n\nEvery child should have a fair chance for normal development in\n\nbody, mind, and morals.\n3. Every child should be given the greatest practical relief from permanent consequences of his own inexperience and wrongdoing, and reforma-\n\ntive restraint from antisocial conduct.\n4. Every child should be accorded adequate protection against the\nwrongdoing of others.\nWith this program before them the conunission set about its task of\n\neliminating unessential and incongruous provisions, reorganizing essential\nparts of existing laws, and framing new measures by means of which this\n\nbody of laws might become harmonious and effective. The result of the\nwork was forty-one bills which were presented to the legislature of 191 7,\nout of which number thirty-five were enacted into laws. The far-reaching\neffect of these laws can to some extent be measured by the fact that one\nhundred and fourteen sections of the old statutes were repealed, sixty\nsections were amended, and a well-defined and superior administrative\nmethod of procedure was secured.\nUnder the provisions of these laws the state board of control is given\nlegal guardianship over all children committed to it by courts of competent\n\n"}
{"page": 679, "printed_page": null, "text": "Superintendence]\n\nCHILD WELFARE LAWS OF MINNESOTA\n\n663\n\nIt is also made the duty of this board to promote the enforcement of all laws for the protection of defective, illegitimate, dependent,\nneglected, and dehnquent childi*en, and to take the initiative in all matters\ninvolving the interests of such children when adequate provision therefor\nhas not already been made. The means for carrying out these powers and\nduties are also provided by granting the board the right to appoint and fix\nsalaries of such agents as it deems necessary to employ.\nMaternity hospitals and infants' homes are placed under supervision, and Hcenses for\ntheir operation must now be secured from the state board of control.\nCareful records must be kept, but these are open to inspection only by\nauthorized persons or by proper legal tribunals. The placing of children\nin homes and private institutions is safe-guarded, and such homes and\ninstitutions are subject to inspection at any time by the board of control\nor its authorized agents. The right to determine the character of the home\nis vested in the board, and whenever it is satisfied that a child has been\nplaced in an unsuitable home it may order its transfer and compel obedience\njurisdiction.\n\nto such order.\n\nBy virtue of these laws the state school for the deaf, the state school\nfor the\n\nbHnd, the state pubhc school for dependent children, the state\n\nhospital for indigent, crippled, and deformed children, and the home school\nfor girls are placed\n\nunder the exclusive control of the board.\n\nThe state\n\ntraining school for boys and other correctional and charitable institutions\n\nhad previously been placed under the management of this board.\n\nCom-\n\nplete control of the various institutions affecting the welfare of children has\n\nconsequently been placed in one board, which is certainly an achievement\nof no small moment.\n\n*\n\nThe safeguarding of health is naturally placed in the hands of the state\nboard of health, and the revision of the laws extends the powers of this\nboard to control by appropriate means the treatment of all manner of\nvenereal diseases and infection, the prevention of infant bUndness and infection of the eyes of the newly born,\n\nby the designation of a prophylactic\n\nto be used in such cases and in such manner as the board may direct, unless\nspecifically objected to by the parents or a parent of such infant.\n\nThe chapter of the old laws relating to illegitimate children has been\nThis chapter in the Minnesota laws was devoid of\nany sympathy or pity for the unwelcome little babe who was designated\nin the statutes by the cruel name of ''bastard.\"\nJudge Waite aptly characterized this chapter as \"a disgrace to an enHghtened and Christian state.'*\nIt may happen that this same chapter may still be on the statutes of iliore\nthan one state in the Union. As for Minnesota, the curse upon the unoffending Httle life brought into being is removed, and the facts with regard\nentirely rewritten.\n\nto its birth, while made a matter of record,\n\nmay not be disclosed except\n\nupon an order by a court of competent jurisdiction.\nAnother chapter safeguards in a comprehensive manner the adoption of\na child into a home, simplifies the methods of procedure for securing such\n\n"}
{"page": 680, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n664\n\n[Atlantic City\n\nadoption, and provides as well a means of annulment of such adoption\nfor just cause.\n\nThe most important part of this work of revision and constructive\nlegislation is without doubt the\n\ncompact and carefully organized code for\n\nthe juvenile court in every county of the state without necessarily increasing\nthe number of judges or court officers.\n\nFor Minnesota it has seemed best\n\nto divide certain powers so that in counties of less than 33,000 population\n\nthe probate court is given partial jurisdiction and in counties of more than\n\n33,000 inhabitants the district court is vested with original and exclusive\njurisdiction.\n\nyears,\n\nand\n\nThe law applies only to children under the age of eighteen\ncarefully\n\ndefines\n\nthe meaning of the words\n\n''dependent,\"\n\n\"neglected,\" and \"dehnquent,\" as relating to children who come under the\nprovisions of the code.\n\nIt outHnes definitely the duties of the officers\n\nmeans for carrying out the directions of the court.\nIts final provision is one especially to be commended, as it embodies the\nprinciples which evidently actuated the commission during most of its\ndehberations and must have imprest with its sincerity of purpose those to\nwhom it was presented. It reads as follows:\nof the court and the\n\nThis act shall be liberally construed to the end that its purposes may be carried out,\nto wit:\n\nThat in all proceedings arising under its provisions the court shall act upon the\n\nprinciple that to the child concerned there is due from the state the protection and cor-\n\nrection which he needs under the circumstances disclosed in the case;\nit is\n\nand that whenever\n\nnecessary to provide for elsewhere than with his parents, his care, custody, and\n\ndiscipline shall approximate as nearly as may be that which ought to be given by his\n\nand that in all cases where it can properly be done he shall be placed in an\napproved family home and become a member of the family by legal adoption or otherwise.\nparents;\n\nThe chapter providing for county aid to responsible mothers of dependent children has also been rewritten so as to facihtate its apphcation\nto worthy homes where it was evident to the court that the interests of the\n\nand the children could best be served by keeping the home intact\nAt the same time abuses of allowance made have been guarded against by making it the duty of the state\nboard of control to supervise and inspect homes to which such allowances\nhave been made.\nUntil the revised laws were past Minnesota was one of the states which\nlackt a commitment act that would make it possible to send a feebleminded person to the state school without his own or his parents' consent,\nunless he had been guilty of some delinquency. The revised code very\nproperly makes provision for such commitment upon the petition of any\nstate\n\nduring the tender years of childhood.\n\nrelative, guardian, or representative citizen of the country.\n\nWith this brief resume of the laws of our state I have endeavored to\nmore notable provisions. To those of you\nwho may be interested in the laws for any particular purpose I would sugplace before' you some of the\n\ngest that you secure from the Children's Bureau of the State Board of Control a compilation of the laws recently made by the director of this Bureau.\n\n"}
{"page": 681, "printed_page": null, "text": "Superintendence]\n\nNEED OF A CENSUS OF CHILDREN\n\n665\n\nTHE NEED OF A CONTINUING CENSUS OF CHILDREN\nOF SCHOOL AGE\nJOHN W. DAVIS, DIRECTOR, BUREAU OF ATTENDANCE, PUBLIC SCHOOLS,\n\nNEW YORK, N.Y.\nIf what we read of the application of business methods to the winning\n\nof the war may be even measurably accepted as true, we have an example\n\non the largest scale known to history of the systematic use of cumulative\nrecords of individual human beings as an indispensable means of complete\nadaptation of means to ends. No effort is spared to ehminate waste, to\nutilize to the last degree, not only all material things, but the energy of\nevery human unit, and so far as the precautions devised by men can be\nmade effective no man or woman available for the purpose of the war remains\n\nunknown or unused.\n\nIn the later movements of industry, especially since\n\n—that\n\nthe shortage of labor began to be apparent\n\nis,\n\nsince the cessation of\n\nimmigration cut us off from the old sources of supply\n\n—there has been a\n\nreiterated recognition of the importance of industry, not of having access\nto new sources of labor, but of not losing sight of the labor already at hand.\n\nEvery member of the working force is henceforth to be regarded as the\nmost valuable of its potential assets, that cannot be lost and replaced except\nto the detriment of the man and the plant.\nIt has been said that the school man always advances with halting foot\n\nbecause he never actually faces the consequences of his mistakes as does the\nbusiness man.\n\nAnd can it be said that the schools have ever accepted the\nwhich the man in\n\nprinciple of accountability for results in the sense in\n\nthe street is constantly forst to do ?\n\nWhere is the plan to be found in opera-\n\ntion which seeks systematically to determine how the product of the schools\n\nmeets the\n\ntests of use,\n\nand to fix responsibility for removable defects ?\n\nWho has announst his adherence to the doctrine that the machinery of\nno child in the community can\nThe manufacturer may be pardoned\n\nregistration should be so perfected that\n\nescape the processes of education?\nif\n\nhe has just begun to realize that his most valuable asset is the potentiahties\n\nof the men who do his work, and that in losing the services of a seasoned\n\nworkman he is throwing away money, for he, professedly, is concerned only\nwith material results and adjudged competent only so long as he remains\n\nBut the school man has proclaimed in unmistakable terms his\nduty to develop the mental, spiritual, and physical man; caij it be said that\nhe has definitely tried to assure himself of the result or to ascertain whether\nall the children of the community have received the benefit of his endeavors ?\nThe spur of industry brings about the introduction of labor-saving machinsuccessful.\n\nery, the installation of detailed record keeping, the follow-up of the value\n\nof the\n\nhuman element.\n\nThe absence of an equally compelling pace has\n\nenabled the schools to ignore the most obvious duty of checking up results,\nto disregard the wastes to the community of the children who have been\n\noverlookt.\n\n"}
{"page": 682, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n666\n\n[Atlantic City\n\nWhat the conception of the school man of the part he is to play in the\nupbuilding of the community should be has been obvious enough in these\n\n—nothing\n\nyears of war\n\nless\n\nthan the development of every future citizen,\n\n—a\n\nnot some of them, nor most of them, but all of them\n\nregister of the raw\n\nmaterial, a testing of the product to determine whether the results have\n\nAnd not because of the community alone, but because\ndemocracy means, if it means anything, that until the individual has reacht\n\nbeen achieved.\n\nthe stature of manhood and can be charged with full responsibility for his\nactions he may not be permitted either to waste or to lose his own opportunities.\n\nThe school man of today in every phase of administration and pedagogy\nis confronted, not with the relatively simple life that characterized the rural\n\nand even urban communities of a half-century ago, but with the complex\ndemands and connections of the varied and rapidly changing existence which\naffects, not only the great aggregate of population gathered together in our\ncities,\n\nbut the remotest hamlets as well.\n\nNever were the home ties more\n\neasily loosened, and almost alone among the great nations of the earth have\n\nwe failed to provide a means of preserving the identity of the individual\ncarried on by the stream of movement.\nAt no time has it been so easily\npossible for the individual man or child to become so wholly lost to view\n\nas now, whether thru accident or one's own will, and never was the search\nless likely to\n\nbe successful.\n\nThe necessity for a permanent school census as the only adequate means\nby which the identity of each future member of the community can be\nestablisht and maintained is slowly coming to be recognized.\nNew York\nstate has been the pioneer in this line, and in every city of the state a permanent school census has been installed. Over two years ago Massachusetts also adopted a system of registration for minors, setting an example\nfor the other commonwealths to follow, and I urge upon you the need of\nexercising your influence to secure the adoption of an adequate measure\nfor the registration of minors in your own state.\nThere is, however, a most\nimportant phase of this follow-up work of continuing identification of the\nindividual which cannot be accomplisht by legislation alone, namely, the\nnotification of the removal of children from one state to another, and from\none community of a state to another community within the same state.\n\nIn our present circumstances there is a transfer of population going on,\n\nwithout precedent in amount, the circumstances of which are peculiarly\nfavorable to the loss of children in great numbers from the processes of\neducation.\n\nI advocate the adoption of a universal\n\nsystem of transfer\n\nbetween the different states of the Union, and the different communities\nof the individual states, without delay, and the indorsement of this proposal\n\nby this Department of Superintendence now in convention assembled.\nI also urge upon your attention the importance of continuous follow-up\nrecords of the employments and occupations of children thru minority as the\n\n"}
{"page": 683, "printed_page": null, "text": "I\n\n:\n\nNEED OF A CENSUS OF CHILDREN\n\nSuperintendence]\n\n667\n\nfundamental basis for testing the results of instruction with the character\n\nand amount of instruction given the same child while at school. We meet\nfrom the business man the charge that the children of our schools are\ninefficient and unable to meet even the modest requirements of those who\nfirst employ them.\n\nWe have no answer ready except the assertion of con-\n\nWhen such complaints are made, and they will be made\nagain, we should know from whom they come and how representative they\ntrary opinion.\n\nare of employers as a whole;\n\nwhether there are certain groups, unrepre-\n\nwho demand other traits, obtain them and consequently have\nnaught to say, since they are satisfied. We should know whether the labor\nsented,\n\nopportunities exist in sufficient numbers to justify training, or whether\n\ndisappointment is bound to overtake any significant proportion of our children in spite of preparation.\n\nThe study of the specific defects of particular\n\ncourses and particular methods might very properly start from the data\n\nderived thru the automatic follow-up of all the children in the community\n\nduring minority.\n\nThese and many other collateral advantages will readily\n\nsuggest themselves and furnish abundant and convincing argument to all\nthose candid minds who rejoice in the opportunity to test new achievements\nagainst the requirements of reality.\n\nThere are many other direct applications of the permanent school census\nor permanent registration of minors to the general purposes of public\n\neducation.\n\nThey have been pointed out many times and will require\n\nrepeated restatement until they become part of the regularly accepted\nprinciples of\n\ncompetent school administration.\n\nThe most important are\n\nas follows\n1.\n\nA permanent school census is the only adequate basis for the enforce-\n\nment of the compulsory-education law. It identifies each child, keeps\ntrack of him, and locates him at all times.\n2. It provides an accurate forecast of the number of children for whom\ninstruction must be furnisht each year and each term.\n3. It minimizes late entrance to school and consequent retardation.\n4. It\n\ncrease,\n\ntakes note of the shifting of population as well as of\n\nits in-\n\nand this indicates in advance the need for new school accommo-\n\ndations.\n\nany given area is affected by immigration, increase or decrease,\nthe fact and the amount.\n6. It provides a follow-up of employed children, and thus enables school\nauthorities to list and compare the occupations of pupils with the character\n5.\n\nIf\n\nit registers\n\nof instruction given them.\n7. By the organization of its information concerning occupations and\nemployments it provides the facts necessary to the development of industrial\nand vocational courses.\n8. Enforcement of compulsory attendance at continuation schools\nand evening schools is peculiarly dependent upon the permanent census.\n\n"}
{"page": 684, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n668\n9.\n\n[Atlantic City\n\nIts child-population statistics are necessary for the development of\n\nrecreational facihties.\n10. It affords a true and accurate basis for conscription of\n\nminors and\n\nregistration of new voters.\n\nThe corollary: Intercity and interstate transfer system.\n\nCAUSES OF ABSENCE FROM RURAL SCHOOLS\nEDWARD N. CLOPPER, SECRETARY FOR NORTHERN STATES, NATIONAL CHILD\nLABOR COMMITTEE, NEW YORK, N.Y.\nChild labor in agriculture has hitherto not received pubHc attention\n\nbecause it has been generally assumed that the child on the farm is in\n\nevery way more fortunate than the child employed in manufacturing, mining, and trade and consequently has relatively little or no need of protection\n\nother than that afforded by his parents.\n\nIndeed, in states whose child-\n\nlabor laws have a blanket provision forbidding the employment of children\n\nunder a certain age in all gainful occupations, agricultural work is specifically\nexempted.\ntion\n\nit is\n\nAs such exemptions are based merely upon this general assumpopportune to inquire whether this kind of labor is altogether\n\nadvantageous to the child, or whether there are conditions connected with\n\nwhich endanger his welfare and interfere with his proper development.\nEvery decade the report of the United States Census on occupations\nshows that nearly three-fourths of our child laborers are employed in agricultural pursuits, yet the widespread and determined movement for child-\n\nit\n\nlabor reform has not even toucht this greatest field of all.\n\nIt has resulted\n\nin protective legislation concerning employment in mines, factories, mills,\n\nand mercantile establishments, but the only legislation which in any way\nprotects children from premature or excessive work on farms is the compulsory-education law, and this is effective only during certain hours of\ncertain days for the school term from five to nine months of the year.\nMoreover, the greatest agricultural activity comes usually in the school\nvacation period when there are no restrictions whatever upon the labor of\nchildren on farms.\nOf the total number of children from ten to fifteen years of age reported\nin 1910 as engaged in agricultural work, 1,157,464, or 80.8 per cent, were\nfarm laborers on the home farm, and 260, 195, or 18 i per cent, were \"farm\nlaborers working out.\" That many of the laborers on the home farm also\nare daily required to do fatiguing work thru long periods of seasonal activity\nand are at the same time deprived of schoohng is beyond question. Of the\ntotal number of farm laborers from ten to fifteen years of age, on the home\n.\n\nfarm and working out, 81 8 per cent were found in thirteen southern states.\nFor the purpose of making a study of this subject in Colorado, thirtythree typical school districts in representative counties were selected in the\n\n"}
{"page": 685, "printed_page": null, "text": "Superintendence]\n\nCAUSES OF ABSENCE FROM RURAL SCHOOLS\n\n669\n\nSouth Platte River and Arkansas River valleys with a view to showing conThe records showed\n\nditions as they exist thruout the sugar-beet sections.\n\nthat the beet workers mist more than three and one-half times as many\n\ndays as the other children.\n\nIn addition to the preponderance of absence,\n\nexcessive retardation on the part of the beet workers was also found; this\n\nwas in all probability due entirely to their prolonged absence, for teachers\ndeclare that the beet workers would do fully as well in school as the others\nif\n\nthey attended as regularly.\n\nA second study was conducted in Kentucky in order to determine\napproximately to what extent farm work in that state interferes with the\nattendance of children at the rural schools.\n\nThe records show that the\n\ngreatest number of absences of both white and negro children in the first\n\nfew months of the school term are due to farm work.\n\nIt is also interesting\n\nto note that housework ranks third in responsibility for failure to attend\nregularly.\n\nIn the case of the white children farm work and housework\n\noccasioned almost as many days of absence as all the other causes combined;\nin the case of the negro children they caused more.\nIt is striking that the farm-work absentees are more retarded, both in\n\nactual numbers and in proportion, than the other absentees.\n\nThis is the\n\nlogical result of the fact that\n\nfarm work is responsible for more days of\n\nabsence than any other cause.\n\nOne might at first be inclined to think that\n\nillness as a cause of absence would be just as great a menace to the standing\n\nof the child in school as farm work, but this is not the case.\n\nFarm workers\n\nmore retarded than children who are absent on account of illness,\nbecause farm work is steady, while illness is occasional; moreover, farm\nwork occurs year after year, while illness may occur only once. The outstanding fact in all these figures is that farm work interferes with\nThe\nthe education of rural children more than any other factor.\nThe consequences in\ncompulsory-attendance law is commonly ignored.\nretardation are disastrous alike to the child, to the school, and to the\ncommunity.\nOklahoma, still predominately a rural state, also presents conditions of\nFrom the viewpoint of numbers at least, the rural school is the\ninterest.\nmost important element of the state's educational system, and yet it makes\n\nare\n\nthe worst showing.\n\nIn order to study this question the records of 6389 chil-\n\ndren were obtained for the past school year;\n\nthese were about equally\n\ndivided between the two sexes, 3255 being boys and 3134 girls.\n\nThese were\n\nall white, but include a few Indians, as children of this race attend the white\n\nSo far as possible information\nwas gathered concerning land tenure, and the children were divided into\ngroups according to whether their parents owned or rented their places of\nresidence.\nIt was found that of the total number, 3488 were the children\nof tenants (1812 boys and 1676 girls) and 2499 of home owners (1232 boys\nand 1 217 girls). It is significant that in nearly every county studied\n\nschools and negroes are segregated in others.\n\n"}
{"page": 686, "printed_page": null, "text": "NA TIONA L EDUCA TlON ASSOCiA TtON\n\n670\n\n[Atlantic City\n\ntenants' children outnumber owners' children, while for all the counties the\nratio is nearly 3 to 2.\n\nMany of the children who mist school on account of farm work or housework were, of course, absent for other reasons also, such as illness, bad\nweather, etc., but as 73 per cent of the absences of the \"farm workers\" was\ndue to farm work only, and 62 per cent of those of the \"house workers\" to\nhousework only, these causes predominate sufficiently in each case to justify\nthe application of these terms.\n\nIn the totals for all the counties the farm\n\nworkers and house workers together exceed the figures for all the other\ngroups of children combined, and here one begins to appreciate the extent\nto which labor interferes with the educational opportunities in rural dis-\n\nOf the 1 152 boys and girls of migrants, 859 were the children of\ntenants and only 195 of owners, the land tenure of 81 being unknown. This\ntricts.\n\nreveals the comparative extent of moving about among tenants and the\n\nconsequent interference with education.\n\nOf all the children the farm workers are most retarded, 51 .1 per cent\nof their number being below normal grade on the three-year basis.\n\nare followed by the migrants with 41\n\nworkers with 36\n\n.\n\n7 per cent.\n\n.\n\ni\n\nThey\n\nper cent, and then by the house\n\nFewer than a quarter of the other absentees\n\nare retarded, while for the daily attendants the percentage is only 12.6.\n\nThe daily attendants and the \"other absentees\" alsojnake the best showing\nwith regard to the numbers ahead and in normal grades, while the farm\nworkers and the migrants are again at the bottom of the list; 95 .5 per cent\nof the daily attendants pass to the higher grades, the other absentees, house\nworkers, farm workers, and migrants, following in the order named.\n\nIn comparing the percentages for the tenants' children with those for the\nowners' children we find that in every group the latter excel the former in\n\nThey have higher percentages ahead, and normal\nand lower percentages retarded, in all the groups of workers, other absentees,\nmigrants, and daily attendants. Here the advantage of the owner's child\nover the tenant's child in the struggle to secure an elementary education\nstands sharply revealed. The workers and migrants are shown to be the\nchief sufferers and, assuming that they are approximately as well endowed\nmentally as the other absentees and the daily attendants, we observe the\ndisastrous results of tolerating carelessness and indifference and permitting\n\nprogress thru the grades.\n\nparents to sacrifice the educational interests of their children to immediate\ngain.\n\nThe simple fact brought out by the study in Oklahoma and other states\ncommonly\nignored. The people acquire land, build and equip schoolhouses, and pay\nis that in rural districts the compulsory school-attendance law is\n\nteachers' salaries so that their children may get an elementary education,\nbut this worthy object is largely defeated when the children go to school\n\nbut little more than half of the brief period during which they are in session.\nIf the people\n\ncould be made to understand that they are suffering great\n\n"}
{"page": 687, "printed_page": null, "text": "Superintendence)\n\nTHE SPEECH-DISORDER PROBLEM\n\n671\n\nfinancial loss thru this carelessness, to say nothing of the moral and educa-\n\ntional loss their children sustain, they would doubtless remedy the situation\n\nat once.\n\nAnd the first necessary step is to make the compulsory-attendance\n\nlaw apply thruout the school term.\n\nThe second necessary step, the enfor-\n\ncing of the law, is not less important, but cannot be properly taken until the'\nbasis for the organization of rural schools is changed from the district to the\n\ncounty.\n\nThe members of district school boards are closely acquainted with\n\nthe few famiHes living within their jusridiction and will not prosecute their\nfriends and neighbors who do not send their children to school regularly.\n\nThere should be a county board employing a county truancy officer who\nwould not be embarrast in the performance of his duty by personal relations\nwith negligent parents.\n\nThe state should then require each county to\n\nenforce the law, and in the event of any county's failure to do so it should\n\nbe deprived of all state funds for school purposes.\n\nI\nPART-TIME V. THE SPECIAL TEACHER AS THE ECONOMIC\nSOLUTION OF THE SPEECH-DISORDER PROBLEM\nIN PUBLIC SCHOOLS\n\nI\n\nWALTER B. SWIFT, MEDICAL SUPERVISOR OF SPEECH CLASSES,\nFALL RIVER, MASS.\n\nWe are everywhere met, in the effort to introduce speech correction in\n\npublic schools, with the idea that only special teachers can do the work.\nIt is easy to see how school boards come by this mistaken idea.\n\nSome five\n\nor ten years ago a craze for special teachers swept thru the schools of the\nentire country.\n\nThese teachers were given the sort of work which could\n\nnot be accomphsht by the ordinary grade teacher unless she was taken from\nher grade work and given long training in a definite and prescribed subject.\n\nWhen the problem of speech correction came before the school board,\ntherefore, the most natural thing for it to\n\nteacher.\n\ndo was to turn to the special\n\nWe in Boston do not approve of this, and the reasons for our\n\ndisapproval will be stated in this paper.\n\nBy the phrase \"special teacher\" is meant one who gives all her time to\na single restricted phase of school work. As a specialist she is of course\nmore expert than the part-time teacher is expected to be. She is entirely\n\nremoved from grade work, as are also, for the time being, the children who\ncome to her. Because of her specialized training and ability she commands\na higher salary than the ordinary grad^ teacher. The ''part-time teacher,\"\non the other hand, is one who, while continuing with her grade teaching, does\nShe remains a member of\n\nother work of a specialized nature in addition.\n\nthe regular teaching staff of the grades. Her remuneration for her special\nwork is less than that which must be paid to the full-time specialist, but\n\nyet she is not underpaid, since she draws the ordinary salary of a grade\n\n"}
{"page": 688, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n672\n\nteacher in addition.\n\n[Atlantic City\n\nMore important than this, the children whom she\n\nteaches in her special classes are not removed from the grades.\nIt seems to me that these advantages, even if they were all, are sufficient\n\nto attract the attention of pubHc-school officials.\n\nBut this is by no means\n\nall that can be said in favor of the part-time teacher.\n\nBesides eliminating\n\nor alleviating speech disorders, the work in vocal and oral drill has a most\nsalutary effect upon the whole range of school work, especially in those\ncases in which such drill is given by the grade teacher herself to pupils\n\nengaged at the same time in grade work. On the other hand, where the\nchildren are taken from the grades during the period of their speech training\nIndeed their grade work is likely\nand from the distraction of energy and\n\nthis general improvement is not found.\n\nto suffer from the interruption\nattention.\n\nIn addition it should be kept in mind that the special teacher who spends\nfive hours a day on speech correction alone is doing very hard and monoto-\n\nnous work.\n\nIt is hard because it is monotonous.\n\nWherever I meet these\n\nspecial teachers I find them complaining that they are overburdened with\n\nwork.\n\nVariety of effort has obvious advantages for teacher and pupils alike.\n\nThey do all their work far better because of the change introduced by two\nor three hours a day of vocal drill.\n\nShifting from one brain area to another\n\nkeeps them alert, prevents fatigue.\nThe mere fact that she remains in grade work keeps a teacher's standard\nof mental reaction at a pitch that is of great value to her speech class.\n\nThe\n\nspecial teacher, in giving up her grade work, loses contact with the normal\n\nmentalities of the grades.\n\nInstinctive knowledge of the grade standard,\n\na very important and necessary thing in all teaching, she either has not\nacquired or does not retain.\n\nThere is another consideration in favor of the part-time teacher. We\nnot always have such a large number of speech-defect cases in the\nIn a few years our methods will have weeded them out to such\ngrades.\nshall\n\nan extent that there will be none left by the time pupils reach the eighth\ngrade. Then we shall go to work on purely preventive methods. Therefore our field is a gradually diminishing one.\n\nWe shall not always need the\n\nnumber of speech teachers required now. The question will then\nThe special teacher cannot\narise. What shall be done with those left over ?\nlarge\n\nreadily be put back into the grades.\n\nA part-time teacher, however, can be\n\neasily withdrawn at any time, of she can broaden out into othei* fields if the^\n\nsituation demands.\n\nThe special teacher's work is done exclusively with those sent to her\nfor a definite and specific purpose.\n\nNaturally these are the \"lame ducks,\"\n\nchildren whose speech is intolerably bad.\n\nShe gets only the extreme, the\n\nBut nearly all children in the lower grades are suscepShall we do nothing for these ? Who is\ntible of improvement in speech.\ndesperate, cases.\n\nto train those whose speech is moderately good, but not good enough, not\n\n"}
{"page": 689, "printed_page": null, "text": "Superintendence]\n\nTHE SPEECH-DISORDER PROBLEM\n\n673\n\nexcellent ? The special teacher never sees these cases, has no time for them.\nAnyone can see the immense advantage there is in having at least one\nteacher in every school building who has been sensitized by training to the\nexcellencies and defects of speech\none trained to detect minor faults and\nto eradicate them.\nThe part-time speech teacher exerts in her own schoolroom an influence for speech improvement which, as her classes come and\ngo year after year, puts its mark upon the speech standards, and therefore\n\n—\n\non the intellectual standards, of the entire school.\nIn discussing the pros and cons of this question we must keep in mind\nthe status of speech correction in the years to come.\n\nIt is growing so\nimportant that before long this sort of work will be considered part of every\n\npubHc-school teacher's normal function.\n\nThe question arises then. Does\n\nthe special teacher or the part-time tea,cher play better into the conditions\n\nwhich we may foresee in the future ?\n\nClearly the scale tips in favor of the\n\nThe special teacher can remain only in her separate capacity. Her\nfunctions cannot be readily absorbed or transformed when no longer necessary.\nThe part-time teacher, on the contrary, has her grade work as her\nmainstay. The speech-correction work which she does on the outside is\nlatter.\n\ndone merely in response to a great but temporary demand. When this\nabnormal demand ceases she will return to her grade work again and there\nmaintain her high speech standards.\n\nShe is therefore the natural link in\n\nthe evolution of events leading to the time when all teachers will be more\nor less engaged in speech correction.\n\nThere are many superintendents who hesitate to instal departments of\nspeech correction merely on account of the expense.\nsuggest an easy solution.\n\nA few figures will\n\nTwo years ago in the city of Lynn two part-\n\ntime speech teachers were set to work, with a total increase in salary of\n\nabout $500.\n\nIf a special teacher had been engaged, her salary would have\nbeen about $1200 a year. Last year in Fall River three teachers were set\n\nto work on speech-defect cases with an increase of $100 each in salary.\nThis meant a saving, as compared with the cost to the city of a single\nspecial teacher, of about $900.\nI consider that no group of schools is too\npoor to instal speech correction where it is needed, provided the problem\nis approacht in\n\nthe proper manner.\nThere is real need, of course, for special teachers in fields more isolated\nfrom ordinary school work than this of speech correction, such as the work\n\nwith the feeble-minded and that in physical culture, neither of which can\never be taken into the regular grade work and maintained there as the\n\nThe case with speech correction is\nThe training is different, the application of it is different,\n\nhigher ideals of grade work demand.\nquite different.\n\nand these differences require a different approach.\nIn summary I may say then that the nature of this work itself, the tendency of speech-defect cases to diminish in number under treatment as the\nyears go by, the self-evident fact that this work should percolate thru all\n\n"}
{"page": 690, "printed_page": null, "text": "NATIONAL EDUCATIOI^ ASSOCIATION\n\n674\nthe grades\n\n—\n\nall\n\n[Atlantic City\n\nthese considerations lead to the conclusion that speech cor-\n\nrection is not the special teacher's function.\n\nThe advantages of the part-\n\ntime teacher solution are that the pupils are retained in their regular grade\nwork, the teacher and her pupils have the great advantage of variety in\ntheir work, and the speech standards of entire schools are slowly but cer-\n\ntainly raised.\n\nFinally the part-time teacher is immensely more economical\n\neven in terms of dollars and cents.\n\nDISCUSSION\nHector L. Belisle, superintendent of schools, Fall River, Mass.\n\n—Assuming that\n\nthe correction of speech defects is a work which should be undertaken in the public schools\nthe superintendent has to bear in mind two things the best way in which to secure results\nand the lowest cost for results that are adequate. If a community offers so little work in\nthis line that one teacher cannot be kept busy all the time, logically the part-time teacher\nbecomes inevitable. On the other hand, if there is work enough for a regular teacher the\ncase must be considered further before deciding whether to employ one teacher on full\ntime or a number of teachers on part time. The choice between the two should be considered in its relation to the teacher and to the pupil.\nMany types of special pupils are naturally segregated, as mental defectives, nonEnglish-speaking immigrants, and pupils much over-age, these being kept in separate\ngroups because their whole schooling must be of a character distinct from that of the\nregular graded children of their own ages. Their educational shortcomings are fundamen:\n\ntal and cannot be overcome by any treatment short of full-time special instruction.\n\nThe\n\npupil suffering from speech defects, however, in a large proportion of cases does reasonably\ngood or even excellent school work. Tho in many cases it does hinder progress, speech\ndefect is usually an accidental hindrance to a pupil which does not necessarily interfere\nwith his advancement in school. As a general problem, however, the correction of speech\ndefect is a side issue in the education of the pupil and should be carried on incidentally as\na piece of work parallel to his regular schooling. A limited amount of instruction in school\n\nwith considerable drill and practice at home will secure the results aimed at without interfering with his instruction in the grades.\nIt seems clear, therefore, that the pupil should\nbe expected to work under a special teacher for a very brief period during the week, one\nhour or two at the most.\nAs between the full-time and the part-time teacher the argument seems to be strongly\n\nThe strongest argument in favor of the full-time teacher is that,\nbeing a specialist, she is a better master of her subject. In this field, however, which has\nbeen so little developt the accumulated knowledge and experience does not require years\nof study; what is definitely known and the theories which underlie instruction in this subject constitute a limited body of knowledge which can be acquired within a reasonable\ntime by such a grade teacher as a superintendent would be likely to select to undertake\nthe work. The teacher who is only a speech-defect specialist might, therefore, have very\nlittle advantage over one who takes up the work on the part-time basis.\nOn the other hand, a teacher regularly engaged in grade work who devotes a limited\nnumber of hours a week to correcting the speech defects of pupils in her own and neighboring schools has several advantages over the full-time specialist in that subject. She is\nlikely to bring to this work an energy and a zest which spring from the natural interest one\ntakes in a new piece of work; the variety in her work will add to its excellence on both\nsides.\nAs a grade teacher she has a broad interest in school work generally. She watches\nchildren from all points of view and necessarily has a broader sympathy because she looks\nat them from more than one side. The specialist may in the course of time come to have\nchiefly ^ professional interest in the pupils, having a tendency to consider them merely\nas cases. The grade teacher, on the other hand, giving part-time instruction in speech\nFrom her association with\ndefects is more likely to have a personal relation to the pupil.\nchildren in the school and the neighborhood and the pupils' acquaintance with her as a\nin favor of the latter.\n\nteacher in the district the mutual interest will be greater and the reaction on the pupils\n\nmore beneficial.\n\n"}
{"page": 691, "printed_page": null, "text": "DISCUSSION\n\nSuperintendence)\n\n675\n\nIn a word, the problem may be said to resolve itself into one of teaching as against\ndoctoring; the part-time teacher never losing her stand as a teacher or being lookt on by\nher pupils as anything but as a teacher, with all the advantages that that relation implies,\nas against the full-time specialist coming periodically on what may be likened to a doctor's\n\nmission, valuable of course, but different from the teacher's in its influence on the pupil.\n\n—\n\nWiLMER KiNNAN, assistant superintendent of schools, Lynn, Mass. The speakers\npreceding on the program of this section have stated with admirable clearness and conciseness the various points in favor of the part-time speech teacher, basing their arguments\n\nupon economic, administrative, and educational grounds.\n\nIn Lynn, not having had expe-\n\nrience with the special teacher, we are not in position to compare or to contrast the results\n\nobtained in the case of the part-tim^ teacher with those obtained in the case of the special\nteacher. The results obtained, however, are the test of any theory. We can say with\nconfidence that such good results may be obtained with the part-time teacher that it is\n\ndoubtful if a special teacher could do much better.\n\nThe time is surely and swiftly coming when corrective speech work will be taken up\nand done systematically in all of our best school systems. School boards, teachers, and\nthe public, if possible, should be brought to realize that it is economic at any cost to take\ncare of the large group of pupils having speech defect.\nlegitimate function of the schools to do so.\n\ncause of retardation and elimination.\n\nIt is both the moral duty and the\n\nThe presence of speech defect is a markt\n\nIts cure or improvement involves mental training.\n\nIt is both pedagogical and psychological and thei'efore an educational problem.\n\nFrom 2 per cent to 25 per cent of the pupils in the elementary schools are seriously\nhandicapt by speech defect.\n\nIn Lynn, out of an elementary-school population of approximately fourteen thousand, 359 children had some markt form of speech defect. Of these,\n\nI\n\n58 were mentally deficient.\n\nOnly 45 were improving slowly without instruction.\n\nWe had\n\n265 pupils, perfectly normal mentally, who were seriously handicapt by defective speech.\n\nOf the foregoing, 21 were six years of age or under and not as yet to be classified as\nOf the remainder all but 50 were retarded one or more years in school work.\nOnly three had reacht the eighth grade.\nWe need to emphasize the following points: first, the children having speech defect\nconstitute a large group when taken together; secondly, they are largely normal children;\nretardates.\n\nthirdly, they are greatly retarded as a result of this defect;\n\nfourthly, from 70 to 80 per\ncent can be cured or so improved as to have the defect cease to act as a direct handicap.\nIt will then be found that no community will feel too poor to secure a teacher for them.\n\nIn Lynn we secured two who volunteered to train for the work. These teachers were\nhandling one-session classes of retardates which ciosed at 1 130 p.m. On four afternoons\na week each teacher gave an hour and a half to corrective speech work. Of the pupils\nhaving the most markt defects, 275 were examined and 103 were selected because of\ngrouping well for treatment. The pupils were divided for class instruction into eight\n\nEach group reported at a central building\nThe speech\nteacher workt both individually and collectively with them during this period. No more\nserious, earnest, energetic, and ambitious groups could be found than these classes.\nTheir\ngroups, allowing about ten pupils to a group.\n\nin the district twice a week for a period of forty minutes during school time.\n\ngreatest needs other than corrective exercises seemed to be inspiration, encouragement,\n\nand a restoration of self-reliance. Much, very much, of the success of the work depends\nupon the kind of teacher selected. She must be one of our best as a regular teacher, the\nkind who constantly looks for and secures definite acquirement. She must be vigorous,\nsjmipathetic, patient, and optimistic.\nThese four qualities are essential.\nOur results in twenty-eight weeks with two part-time teachers, who gave a total\nof twelve hours a week to the work, were as follows:\nOut of a total of 275 cases examined, 103 which groupt well for treatment were\nselected.\nOf the 53 stutterers, 35 have been practically cured, 12 have shown markt\nimprovement, and only have shown little or no improvement. Of the 43 severe cases ^\n\n"}
{"page": 692, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n676\n\n[Atlantic City\n\nand phonetics, 14 have been sufficiently improved to be discharged, 19 show\nmarkt improvement, but need additional treatment. All of the lispers and phonetics\nshowed some improvement. Seven cases of other defects were also somewhat improved.\nA goodly number of the pupils were reported as advancing more rapidly in school\nwork after receiving treatment. Many letters of appreciation were received from their\nparents and teachers. Any superintendent who will make a careful investigation of the\nproblem in his schools will be imprest with the need and the advisability of providing\nof lispers\n\ninstruction for the children having speech defect.\n\nJohn Christopher, district superintendent of schools, Philadelphia, Pa.\n\n— In\n\nits essen-\n\ntials Dr. Swift's paper is a brief for a special system to be administered along special lines.\n\nThe matter for discussion, I take it, concerns only the special method of administration\nas laid down by the speaker.\n\nDespite its seeming narrowness the plan proposed is of uni-\n\nIt is suitable for any other system for the correction of speech defects.\n\nversal application.\n\nIt could be easily adapted to plans radically different from the one that has been organized\n\nby Dr. Swift.\nTheoretically at least, the speaker, it seems to me, has made hispoint.\n\nSo well has\n\nhe marshaled his facts that we cannot but feel that the balance swings decisively in favor\nAs a measure of economy alone, in these war times, it\nof the part-time teacher plan.\nhas its justification.\n\nParticularly, however, would I stress the advantage that is bound\n\nto result both to class and to teacher from the happy union in one person of speech specialist and grade teacher,\n\nA suggestion that should be considered with regard to the administration of the\nAs indicated by the speaker,\nwould fall at the close of the afternoon session, not thru choice, however, but\n\nproposed plan concerns the hour of the special lesson.\nthis\n\nas a consequence of the inflexible nature of the ordinary school program.\n\ntime when the fatigue curve is highest for both pupils and teacher.\ndifficulty seems comparatively easy.\n\nThis is the\n\nThe way out of this\n\nWithout attempting to open a discussion as to the\n\nmerits of the Gary system, it would seem obvious that under a duplicate-school plan\n\nmodified to suit local conditions, or under a departmental schedule, or under any scheme\nthat carries with it the possibility of individual rosters, both pupils and teacher could be\nreleast for this work at more fortuitous periods of the day.\n\nThese are particular details and probably will be easy of adjustment.\n\nA real difli-\n\nculty lies, however, in the method of introduction of the special system.\n\nUnder Dr.\n\nSwift's plan there is to be a medical director, a supervisor of speech-defect classes, and\nspecially trained teachers.\n\nThe last named will be selected from the local corps, as will\n\npossibly the supervisor, but for the present the medical director must come from outside\n\nthe local system.\n\nAs we all know, these systems in some instances may be ingrown with\n\nlocal prejudices, and the stranger, be he sage or prophet, not to say physician, may not\n\nWhere such is the case, perhaps the answer may be\nfound in the fable of Mohammed and the mountain.\nbe welcome within the city gates.\n\nBe the\n\nwhat they may, we must all agree that some relief should be\nIf you have not surveyed your schools in this\nmatter, or delved into the statistics on the subject, you will probably be surprised at the\npercentage of speech delinquents in a given school population. A crude and extremely\npitfalls\n\nafforded this unfortunate class of pupils.\n\nlimited investigation in Philadelphia places our number approximately at 2000, or i per\n\nBoston in 1900 discovered o. 77 per cent; Chicago in 1910,\n1300 cases. Dr. G. Stanley Hall cites German investigations showing 1.12 per cent and\nRussian i .57 per cent. That we are facing a live question is shown by the fact that at\ncent of our total enrolment.\n\nleast fifteen of our American cities have special classes for this type of child.\n\nWhere there are no special classes the treatment of pupils so handicapt is, to say the\nA sympathetic teacher takes them under her wing and\nfor the time makes them feel that they are not total life-failures.\nThe school physician,\nleast, a matter of haphazardness.\n\n"}
{"page": 693, "printed_page": null, "text": "Superintendence]\n\nPHYSICAL TRAINING IN THE COUNTRY\n\n677\n\nor the nurse, or the principal, or the teacher may recommend extra-mural treatment.\n\nThis will probably mean intermittent visits for the pupil at some special hospital or psychological clinic, with the possible stigma of charity, and, because the attendance\n\nis\n\nvoluntary, with uncertainty of persistent effort and permanent result; or it may mean the\nattendance at some private institution, not under public supervision; or treatment by\nsome physician specialist very often at too great a cost for the family to afford.\n\nOf course these things should not be.\nOutside of our moral obligation, the\ncompulsory-attendance laws demand the attendance of all children all the time. While\nwe cannot re-create all children to be equal, we can and should give equal opportunities\nto all our pupils.\nIn these days of special classes for the aenemic, for the tubercular, for\nthe backward, for the lame and the halt, for the \"longs and the shorts,\" that our progressive cities have provided, it seems passing strange indeed that the movement for the\nadequate care of the speech defective is not more widely spread. Let us sense our duty\nin this matter, and in this sensing let us, if possible, get some measure of Dr. Swift's\nmissionary spirit.\nHere is one class of atypicals that can be made to approach normality with but a\nslight deviation on our part from regular procedure and at a small expenditure.\nGranted\nit may be that they do form a relatively small percentage of our total school population,\nyet such lets and hindrances are they to themselves and of such detrimental influence to\ntheir associates that some remedy becomes a pressing necessity.\nThe measures for relief\nare so near at hand and so comparatively easy of administration that we can hardly offer\nany excuse for neglecting the problem. And finally, nowhere will a teacher find a greater\nreward in the consciousness of duty well done than in helping these iy^ts of pupils. Their\ngratitude becomes a cup of joy filled to the brim and overflowing.\n\nG.\n\nTOPIC:\nA.\n\nCONFERENCE ON PHYSICAL TRAINING\nPHYSICAL WELFARE WORK WITH SCHOOL\nCHILDREN IN WAR TIMES\n\nTHE VITAL NECESSITY OF PHYSICAL TRAINING FOR\nTHE COUNTRY BOY AND GIRL\n\nDUDLEY A. SARGENT, DIRECTOR, HEMENWAY GYMNASIUM, HARVARD\nUNIVERSITY, CAMBRIDGE, MASS.\n\nAnyone who has read Provost Marshal General Crowder's recent report\nand noted that from 25 to 75 per cent of our young men were exempted\nfrom military service on account of physical disability and preventable\ndisease cannot help having some misgivings as to the future of our country.\nIf the object of education is to prepare one for life\nand I think I may say\nin all seriousness for the \"battle of life\" what an awftd commentary\nupon our methods of preparation and our habits of working and living is this\nlarge percentage of physically incapacitated men! One naturally asks.\nWhat are some of the causes of this stupendous waste and wreckage of\nAmerican manhood ?\nThe limited space that can be allowed will admit of only a brief summary\n\n—\n\n—\n\nof a few of the causes that have in the writer's opinion told so disastrously\n\nupon our national physique. These are:\nI. A feeble inheritance on the part of many, and constitutional inabihty\nto meet climatic conditions and the changes due to immediate environment.\n\n"}
{"page": 694, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n678\n\n»\nScientists have long maintained that no race of\n\n[Atlantic City\n\nhuman kind has yet\n\nobtained a permanent foothold upon this continent, the main reasons\nbeing that our climate is so stimulating and exhilarating that most people\n\nwear themselves out simply by the speed at which they are driven in their\nefforts to live.\n2.\n\nInability of\n\nmany to meet the pecuUar demands pf their chosen\n\noccupation with its restrictions as to general activity, bodily posture, bad\nair,\n\nand poor sanitary environment.\n\nDuring the Civil War the fewest\n\nexemptions from physical debiUty and disease occurred among\n\nsailors,\n\nboatmen, firemen, miners, previous soldiers, and the heavy iron workers.\nThis indicates the direct influence of the use of the large muscles in maintaining health.\n3.\n\nContrast with this effect the influence upon the physique of new\n\ninventions and the minute division of labor which now prevails.\n\nWhile\n\ndividing the field of man's efforts and encouraging specig-lization have greatly\nincreast the total output of labor and made it possible for the individual to\n\nearn a livelihood by the employment of a few muscles and faculties, it has\ngreatly lessened the health-giving value of occupations.\n4.\n\nMany of the new discoveries and inventions have had an equally\n\nupon health. The telegraph, telephone, typewriting,\nand other machines, with steam, electricity, and inexhaustible\nmotor forces behind them, have greatly quickened the pulses of human life.\nWhile they are saving labor in many ways they are narrowing and intensifying human activity to a high degree and are greatly increasing the nervous\ntension and consequent exhaustion. In many occupations men are now\ndeleterious effect\n\nprinting,\n\nbrought into competition, not only with each other, but with\n\ntireless\n\nmachinery that pushes them to the limit. Under such a strain many are\nbreaking down with heart disease, kidney trouble, nervous exhaustion, and\nother organic disturbances.\n\nA man can no longer rely upon his occupation\n\nto keep him in health or good physical condition.\n\nHe now must give what\n\nhealth he has to his occupation and trust to other agencies to keep himself\nphysically fit to meet the strain of labor conditions.\n5.\n\nAll the evils I have enumerated have been greatly intensified during\n\nthe past fifty years by the increase of city life.\n\nAt the time of the Revolu-\n\ntion only 3 per cent of our population lived in cities of more than eight\n\nthousand inhabitants.\n\nNow New York City alone has more people than\n\nwere in the whole country at that time and nearly 50 per cent of the populaAltho the best blood of\ntion of the United States are now city dwellers.\nthe country is continually flowing into our great cities in the shape of stal-\n\nwart youth and vigorous maidens, the stress and strain of living and working\nis\n\nso intense and exhausting that few survivors can be found in the third\n\ngeneration.\n6.\n\nBut notwithstanding the intense activity and wear and tear of city\n\nlife with its crowded streets and working quarters,\n\nso much has been done\n\n"}
{"page": 695, "printed_page": null, "text": "Superintendence)\n\nPHYSICAL TRAINING IN THE COUNTRY\n\n679\n\nduring the past thirty years to improve the sanitary condition of the city\nthat\n\nthe\n\namount\n\nof\n\nsickness\n\nand annual death-rate are continually\n\nlessening.\nIt is largely due to the recent improvement in the sanitary arrangements\n\nof the city, the hygienic instruction in the schools, and the developmental\n\nvalue of the gymnasium, athletic fields, and recreative centers and play-\n\ngrounds that the great cities like London, New York, and Chicago have\noften had a lower death-rate than many of the smaller towns surrounding\n\nthem.\n\nThe country towns and villages have not begun to awaken to their\n\npossibilities in the prevention of disease, or to their responsibility for the\n\nhealth education and physical development of their children.\n7. Hence another cause of the poor physical condition of such a large\nnumber of American youths is the wretched health conditions surrounding\nthe home and school life of a large percentage of the children living in the\ncountry. Let me quote from the admirable report of the Joint Committee\n\non Health Problems in Education of the National Council of the National\nEducation Association and of the Council on Health and Public Instruction\nof\n\nthe American Medical Association prepared\n\nby the chairman, Dr.\n\nThomas D. Wood, of Columbia University: \"More than half (about\n12,000,000 or three-fifths) of the school children in the United States are\n\nCountry children attending rural schools are,\non the average, less healthy and are handicapt by more physical defects\nattending rural schools.\n\nthan the children of the\n\ncities,\n\nincluding\n\nall\n\nthe children of the slums.\n\nAnd this is true in general of all parts of the United States.\"\n\nThis com-\n\nmittee further states that \"the present deplorable conditions\n\nmay be\n\nand sanitary ideals and standards in\nrural regions, false economy of local school boards in failure to vote enough\nmoney to build and maintain suitable school buildings, and lack of health\nsupervision or assistance by the state, which is usually necessary to maintain desirable standards of physical and mental efficiency.\"\nSince this report was written the great state of New York has passed\nthe \"Welch Bill,\" which has provided for the city and country schools of\nthe state physical training and health teaching as a part of the regular\ncurriculum. Now just as other states in the Union are looking to New\nYork for light and leading in this important educational movement, and\nattributed to lack of architectural\n\nthe experiment is yet to be thoroly tried out, another bill is introduced\ninto the Legislature termed the\n\n\"Lord Bill,\" the object of which, as I\n\nunderstand it, is to exempt all rural schools from physical training.\n\nIf\n\nknowledge of the physical unfitness of a\nlarge percentage of our young men, and of the woeful physical defects and\nimperfections of a large number of our country as well as our city youths,\nthis bill is allowed to pass, it seems to me it will be an awful step backward\nfor the state of New York and thru her a wretched example for the country\nat large.\nSome of the wise men of New York state have seen this crying\nin the light of our present-day\n\n"}
{"page": 696, "printed_page": null, "text": "68o\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n[Atlantic City\n\nneed of the children of the people and have made efforts to supply it by\nmaking physical training an integral part of the regular school program.\nEngland and France have come to the same conclusion in their hour of\nneed for men, and the Minister of Education in England now pathetically\ndeclares that it shall never again be said that it is not until they are needed\nfor the terrible uses of war that any care is taken of the mass of the youth of\n\nthe country.\n\nYet this is the condition of the United States today, where,\n\nas we have seen, over 50 per cent of our young men have been rejected as\nunfit for military service, while the country is spending millions upon millions at the training camps in trying to get those who have been accepted\n\nin fit condition to perform the duties of a soldier.\n\nI have no hesitation in\n\nsaying that three-fourths of all that is now being done to fit our young men\nfor service at the cantonments could have been done and should have been\n\ndone at school during the growing and developing period as a matter of\ndaily routine in preparation for life. Aside from the technical requirements of the soldier, which the best military authorities tell us may be\nattained in from three to six months, all the mental and physical ability\na man can carry into the service is that which he has acquired thru inheritTo imagine that this ability\nance, or from years of schooling and training.\ncan be acquired, with all of the courage and fighting spirit that should\naccompany it, by attending school and reading about what someone else\nhas done, or sitting on a bench and seeing some other fellow run, jump, or\nplay ball, is an awful mistake a mistake from an educational point of view\nfrom which we shall have a rude awakening before the war is over.\nMost of us have opened our hearts and our pocketbooks in aid of the\nmany charitable organizations which are now seeking to make life more comfortable and enduring for those who are going over to the other side to meet\nthe hardships of war. While we should all rejoice to be able to make the\nsoldier's life as ''safe, soft, and easy\" as possible, those of us whose business\nit has been to prepare men for athletic contests know that the first essenThese are the\ntials are vital power, strength, hardihood, and endurance.\nquahties that are going to enable a man to stand on his feet, bear his burdens,\nendure discomfiture, and finally \"go over the top.\" Moreover, if a man is\n\n—\n\nstricken with disease or\n\nwounded in battle, it is not \"cake, candy, or\n\ncigarettes,\" or even skilled medical attendance or tender nursing alone that\n\nare going to pull him thru; these luxuries and kindly aids are indeed comforting and greatly assist nature, but the most potent factors that are going\nto bring back his health and strength and enable him to keep up the fight\n\nare the good rich blood in his veins and the vitality of his tissues that have\n\nbeen acquired by correct habits of living and vigorous physical training.\n\n"}
{"page": 697, "printed_page": null, "text": "1\n\nSuperintendence)\n\n\\\n\nMINIMUM ESSENTIALS OF EXERCISES\n\n68\n\nPRINCIPLES UNDERLYING MINIMUM ESSENTIALS OF\nEXERCISES\n\nB.\n\nWILLIAM A. STECHER, DIRECTOR OF PHYSICAL EDUCATION, PUBLIC SCHOOLS,\nPHILADELPHIA, PA.\n\nThere should be no objection to the statement that education must be\na conscious process, an undertaking with a purpose. Since physical education is a part of education it also must have a definite purpose. To teach\nanything we must therefore know what purpose is to be served by the thing\nto be taught.\n\nObviously bodily health is the first essential, the first purpose, in physical education.\n\nNo one can be completely eJfficient in any walk of life unless\nNo less important than bodily health is\n\nhe is in good physical condition.\n\nan active mentality and the habit of having due regard for the rights of\nThese then we may regard as the aims of physical education.\n\nothers.\n\nAfter the purpose of physical education has been stated it next is necessary to choose from the vast number of possible bodily activities those few\nthat are indispensable to accomplish the purposes indicated.\n\nWhen we have\n\ndone this we must select from the many ways of doing these things those\nfew methods of doing them that are likely to lead to valuable results in the\nIn selecting such activities we must never lose sight of\nshortest time.\nthe fact that the various forms of bodily exercise exist for man's sake, not\nhe for them.\n\nIn deciding upon the value of any specific activity the ques-\n\ntion always should be.\n\napply it ?\n\nOf what significance is it to man?\n\nWhat purpose can it serve ?\n\nIt must help perform some work;\n\nend.\n\nHow can he\n\nAn activity should not be its own\nit\n\nmust serve some human purpose.\n\nA further reason for selecting any physical-education activity should\nbe the fact that we cannot get along without it, that it is necessary for life\nand health. It should be an indispensable and direct aid to us in doing our\nwork.\nis\n\nIn efiicient teaching of any type the time has past when a subject\n\ntaught because of its value as general training.\n\nIn efficient physical\n\neducation the time also has past for teaching\" tactics, free exercises, steps,\netc., because of their value in adding to one's general efficiency.\n\nModern psychology has demonstrated that there is no great amount of\ntransfer of any ability or acquired skill from one field of endeavor to an\nentirely different field.\n\nAs soon as the conditions differ the ability acquired\n\nin one line does not appear to affect the performance in an entirely different\nline to\n\nany appreciable degree.\n\nSince we cannot expect a large amount\n\nof all-around benefit in the way of general bodily efficiency from many of\n\nthe gymnastic activities found in most of the older courses in physical\ntraining, it is very important, therefore, that we select and emphasize only\n\nsuch activities as have definite utihty.\n\nA rational course in physical educa-\n\ntion should build up in the pupil habits that will go on functioning in his\nlater life and ideals which will predispose him to truly useful social behavior.\n\nThe habits to be developt by physical education might be groupt under\nthree heads: (i) habits of useful muscular activity, (2) hygienic habits, and\n\n"}
{"page": 698, "printed_page": null, "text": "—\n:\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n682\n(3) social habits.\n\n[Atlantic City\n\nIn developing these habits we must first of all teach the\n\npupil certain vigorous muscular exercises essential for physical develop-\n\nment and general health, e.g., running, jumping, climbing, vaulting, skating,\nswimming, and playing various games.\nSecondly, we must develop other habits that are less purely physiological,\n\nhabits that are more conscious.\n\nAmong these are the habit of taking\n\nfrequent exercise out of doors, the habit of doing corrective exercises, the\nhabit of keeping clean (in person and surroundings), the habit of living\nhygienically.\n\nIt is in relation to this second set of habits that the truth\n\nappears with regard to the lack of transfer of habits from one environment\nto another.\n\nConsider the sanatorium patient who returns to his own house.\n\nHe very soon falls back into his unhygienic habits unless during his stay at\nthe sanatorium he has formed very strong ideals of right living and has in\n\nmind very definite rules for carrying out these ideals.\n\nThe proper kind\n\nof physical education should then contain instruction in such matters as\nwill produce conscious practice of hygienic habits.\n\nThirdly, we must in physical education take into account the development of what might almost be called moral habits self-control, order-\n\n—\n\nliness, punctuality, cooperation, fair play.\n\nThese habits above all depend\n\n—a standard\n\nupon the raising to consciousness of an ideal\n\nof action.\n\nWho\n\nhas not seen a boy who would scorn to cheat at baseball, nevertheless cheat\nin school?\n\nHe had the \"be square at ball\" habit, not the \"be square all\n\nthe time\" habit.\n\nIt is the task of physical education as of all education\n\nto teach proper ideals as well as proper habits.\n\nThe number of activities indispensable for securing both results\nproper ideals and proper habits\n\n— not\nis\n\nlarge.\n\nIf then the selected activities\n\nare taught with due regard to the formation of ideals, physical education\nwill have provided activities and knowledge that will be really useful in the\n\nafter-school Hf e of the pupil.\n\nFor teaching purposes the essential activities might be group t as follows\n\nForms of bodily exercise and games leading to:\n1. The ability to control one's body on the earth and in the water.\nThis would include exercises\n\nlike running,\n\njumping, tramping, dancing,\n\nswimming.\n2.\n\nThe abiHty to control one's body in many of the unusual accidental\n\nsituations that modern life imposes upon us.\n\nThis would include exercises\non apparatus that permits climbing, vaulting, swingmg, stemming, hanging,\nsupporting.\n3.\n\nThe ability to move other objects with accuracy and dispatch.\n\nThis would include exercises\n\nlike throwing, striking\n\n(including boxing),\n\nwrestling, rowing.\n\nThe minimum essentials here would be a well-prepared teacher, sufiicient\noutdoor space, and sufficient time.\n\nUnder hygienic habits we would first of all place cleanliness of person and\nof clothing, also a disposition to be dissatisfied with unclean surroundings.\n\n"}
{"page": 699, "printed_page": null, "text": "MINIMUM ESSENTIALS OF EXERCISES\n\nSuperintendence]\n\n683\n\nThere should be instruction in the laws of health. This training to produce\nhygienic habits might be classed as:\n1. Health instruction, health knowledge, leading to correct habits\nbased upon an understanding of what is good or bad for the individual.\n2.\n\nCorrective exercises based ujjion individual needs as disclosed by a\n\npersonal examination, leading to a habit of exercising to attain a well-\n\nproportioned body.\n3.\n\nCleanliness of person, of gymnasium, of building.\n\nCleanliness should\n\nbegin with the individual, then take in the gymnasium, locker, and bath-\n\nrooms, and eventually embrace the building and\n\nits\n\nsurroundings.\n\nIt\n\nshould lead to the habit of civic helpfulness and cooperation in health\nmatters.\nIf these activities are\n\ntaught correctly, and if the teacher, especially\n\nthru the correct use of team games, incessantly strives to bring into consciousness the ideals of cooperation, of fair play, of helpfulness, of always\n\nbeing square, it is reasonable to expect that many good social habits will\n\nThe hygienic habits formed by a desire to live according to\n\nbe formed.\n\nthe knowledge acquired by the health instruction would be reinforst by\n\ngood habits of muscular activity.\n\nSane muscular activity and the desire\n\nto reach high standards of hygiene would in time be reinforst by useful\nsocial habits.\n\nAnd the result of this threefold striving should be a more\n\nuseful and effective social being.\n\nMINIMUM ESSENTIALS\n1.\n\nTeachers.\n\n—The regular classroom teachers should be able to teach\n\nthe standard physical activities spoken of above.\n\nThey should have had\n\na training in applied hygiene and in sociology.\n\n—\n\n2. Space.\nA playground is better than a gymnasium. If, however,\nboth can be had, they both could be used profitably. The playground\n\nshould be large enough to accommodate the pupils of a school.\n\nFor a\n\nschool having less than 200 children there should be a free, undivided play\n\nspace of not less than 2000 square feet plus an addition of 20 square feet\nfor each enrolled pupil.\n\nFor a school having more than 200 children there\n\nshould be a free undivided play space of not less than 2000 square feet plus\n\nan addition of 30 square feet for each enrolled pupil.\n\nIn addition to the\n\nplayground, according to the size of the school, there should be one or more\n\nplayrooms for use during bad weather.\n\nThese rooms should be not less\n\nthan 30X75 feet each.\n3.\n\nEquipment.\n\n—Balls are the most necessary pieces\n\nplayground, a playroom, or a gymnasium.\n\nof\n\napparatus in a\n\nA minimum equipment for a\n\nyear for less than 200 children would be two outer-seam small-sized basketballs, often called soccer-balls, to be used for most games (including soccer\n\nfootball),\n\none volley-ball, three indoor baseballs, and one bat.\n\norder come simple pieces of apparatus:\n\nNext in\n\none giant stride, two low hori-\n\nzontal bars, one ten-foot frame with four swings, and a jumping-pit.\n\n1\n\n"}
{"page": 700, "printed_page": null, "text": ""}
{"page": 701, "printed_page": null, "text": "iRecroloQS\nFrom December 31, 1917, to December 31, 1918\n\nr\n\nBY C. W. BARDEEN, SYRACUSE, N.Y., CHAIRMAN OF COMMITTEE\n\nNo one in the audience at the Pittsburgh meeting, when Mrs. Ella Flagg Young\n\n(January 15, 1845\n\n— October\n\n26, 1918), seventy-three years old\n\nsaid, looking down at her gown,\n\nbut alert and vigorous,\n\n\"Why, since the war began I haven't even thought of\n\nclothes,\" imagined that in a little more than three months she would add her life to the\nsacrifices she\n\nwas making.\n\nIn traveling for the Liberty Loan Committee in Wyoming\n\nshe contracted the influenza but refused to yield and continued her trip.\n\nPneumonia\n\ndevelopt and she died in Washington.\n\nShe was the most noted woman ever known in public-school work. She was graduated\nfrom the Chicago Normal School and taught in that city from 1862 to 1915, beginning at\nseventeen as teacher in a primary grade. She became principal of the Skinner School,\nand in 1887 was appointed district superintendent, but in 1899 resigned, not approving\nthe policies of the superintendent. President Harper appointed her professor of education in the University of Chicago, and she remained there until 1905, when she refused\nto stay after John Dewey went to New York.\nShe was then made principal of the Chicago\nNormal School, and in 1909 was elected superintendent of schools. Her principal efiforts\nwere to secure the enlargement of the kindergarten course, an increase in the scope of\nvocational training, and the simplification of the curriculum of the primary grades.\nWhen in 1913 there was a movement to dismiss her she resigned, declining to return\nunless her enemies on the board were removed. Five of them resigned, and she was\nreelected but finally withdrew two years later and lived in retirement in California until\n19 1 7, when Secretary McAdoo appointed her a member of the Woman's Liberty Loan\nCommittee, to which she devoted herself until her death.\n\nShe was a member of the State Board of Education from 1888 to 191 2, president of\nthe State Teachers' Association in 1910, and for her the organization of Chicago elementary\nis named the Ella Flagg Young Club.\nShe was editor of the Educational\nBi-Monthly from 1906 to 1909. She was author of Isolation in the School (1909), Ethics\n\nprincipals\n\nin the School (1902), and Some Types of Modern Educational Theories (1902), all in the\nseries of \"Contributions to Education,\" University of Chicago;\n\nshe was also the author\nand collaborated in the Young and Field Literary Readers. She\nwas especially alert and keen in debate, and in discussion seldom failed to convince her\naudience. Jane Addams said of her, \"She had more general intelligence and character\nthan any othe» woman I knew.\"\nShe became a life director of the National Education Association in 1900 and pre-\n\nof other monographs\n\nsented papers in 1887, 1893, 1896, 1901, 1903, 1906, 1907, 1908, 191 1, 1916, 1917, and 1918.\nIn 1910 she was elected president, the first woman to hold that office.\nEven more sudden was the death of her successor as superintendent of the Chicago\nschools, John Daniel Shoop (March 3, 1857\nAugust 9, 1918). He had spoken the night\nbefore on \"The Life-Element in Education\" and was awaiting his call to appear before\nthe Parke County Teachers' Institute at Rockville, Ind., when he died suddenly of heart\n\n—\n\nfailure while reading a newspaper.\n\nI\n\nHe was educated at the Indiana Normal University, Cook County Normal School,\nHe was superintendent of schools\n\nake Forest College, and the University of Chicago.\n68s\n\n"}
{"page": 702, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\n(Necrology\n\nin Bloomingburg, Ohio, 1886-88; in Saybrook, HI., 1889-90; in Gibson City, 111., 1891-\n\n96;\n\nin Paris,\n\n111.,\n\n1897-1901;\n\nand had since then been connected with the schools of\n\nChicago, becoming, assistant superintendent in 1909 and superintendent in 1915.\n\nHe is\n\nsaid to have been able to call by name every one of the 7,000 teachers, and his success in\n\nholding boys in school was from the first unusual.\n\nHe had been a member of the National\n\nEducation Association since 1900.\n\nTwo former presidents of the department of superintendence ended long lives in\n\n—\n\nHenry Sabin (October 23, 1829 March 22, 1918) was graduated\nfrom Amherst in 1852; taught in Connecticut, New Jersey, Illinois, and Iowa, where\nhe was superintendent of public instruction during the periods 1888-92 and 1894-98. He\nwas president of the State Teachers' Association in 1878.\nHe became a member of the National Education Association in 1889, and was president of the National Education Association, Department of Superintendence in 1903.\nHe was made chairman of the National Education Association Committee on Rural\nSchools in 1895, his report, mostly written by himself, being his most notable contribution\nto education. He was a member of the Council of Education. He presented papers and\nreports and took part in discussions at nearly every meeting from 1887 to 1900, for the\nlast time in 191 2.\nHe stood for what was old and establisht in education, and his Talks\nto Young People (1899) and Common Sense Didactics (1903) had large sale.\nHe was\npopular as a lecturer, and his last years were, as his friend President Seerley has said,\nfull of high aims and noble realizations.\nMr. Sabin had lived since 1913 with his sons in\npeaceful retirement.\n\nCalifornia.\n\nDavid Pritchard Kiehle (February 7, 1837\n\n—April\n\n7,\n\n1918)\n\nhad also spent his last\n\nHe was graduated from the Albany\n\nseven years on the Pacific Coast at Portland, Ore.\n\nNormal School in 1856, from Hamilton College in 1861, and from the Union Theological\nSeminary in 1865.\n\nHe was pastor at Preston, Minn., 1865-73;\n\nof schools, 1869-75;\n\nprincipal of the St.. Cloud Normal School, 1875-81; state superin-\n\ncounty superintendent\n\ntendent of public instruction, 1881-93; and professor of pedagogy in the University of\n\nMinnesota 1893-1902 and since then professor emeritus; and once more pastor at Preston,\n1905-10. As superintendent he secured a one-mill school tax, the state library law,\nand reorganization of the high schools, and he establisht a college of agriculture at the\nUniversity. He was president of the Department of Superintendence in 1895. He was,\nas the American School says, a man of high ideals with markt qualities of leadership, a\nforcible public speaker, a congenial companion, and a good friend.\nForty years ago there were no more constant or interesting attendants at our meetings\nthan Mrs. Marie Kraus-Boelte (November 8, 1836 November i, 1918) and her peppery\nbut lovable husband, who was always getting into diflSculties in discussion, from which his\ndelightful wife extricated him.\nShe was born in Mecklenburg, the daughter of a prominent lawyer and magistrate. She studied kindergarten methods with Froebel's widow and\nDr. Lange.. and began teaching in London in i860 under Frau Bertha Ronge. In 1868\nshe establisht a kindergarten in Liibeck. In 1872 she came to America and establisht a\nmodel kindergarten. In 1873 she married John Kraus, a disciple of Pestalozzi-DiesterwegFroebel methods, and they establisht a training school for kindergartners in New York\n\n—\n\nCity, which Mrs. Kraus-Boelte continued after her husband's death in 1896.\n\nThe school\n\ngraduated more than seven hundred kindergartners, and it represented with remarkable\nMrs. Kraus-Boelte herself proved an inspiration to all\nfidelity the principles of Froebel.\n\nShe was invited to unite her work with Columbia and New\nYork universities but preferred to retain her freedom in private training. She lectured\nin New York University and in Hunter college.\nthat is true and womanly.\n\nAnother constant attendant was Betty A. Button (August\n\n12,\n\n— January\n\n1840\n\n30,\n\n1918) for fifty-eight years a teacher in the Kentucky Street School in Cleveland, and for\nShe became a member of the National Educa-^\nforty-six years principal, retiring in 191 7.\ntion Association in 1880, and was a life director and a member of the Council of Education.\n\nShe was a speaker in 1889, 1895, 1898, and 1899.\n\ny\n\n"}
{"page": 703, "printed_page": null, "text": "—\nNECROLOGY\n\nNecrology]\n\n687\n\nWith her was for many years to be seen her close friend Ellen G. Reveley (died\nApril 7, 1918), who became a member of the National Education Association in 1891 and\n\ntook part in the proceedings in 1891, 1904, and 1905. She was born in Verona, N.Y.,\ntaught for a time in Rome, and then went to Cleveland as grade teacher. She rose\nrapidly, becoming principal of a grade school, principal of the normal school, and finally,\nunder Superintendent Draper, supervisor of primary grades for the entire city. Dr.\n\nWilliam T. Harris called her one of the real educational thinkers of her day.\nin 1903 and had since lived in Syracuse.\n\nShe retired\nShe was a power in the schools, always loyal,\n\nfarsighted, and effective.\n\nAnother familiar face was that of Henry Romaine Pattengill (January 4, 1852\nHe was graduated in 1874 from the University of Michigan, and\nwas superintendent for two years at St. Louis, Mich., and for eight years at Ithaca, Mich.\nIn 1884 he became associate editor of the Michigan School Moderator, and after a year at\nGrand Rapids removed to Lansing. He was assistant professor of English at the Michigan Agricultural College, 1885-89, resigning because of popularity as an institute worker.\nIn 1892 he was elected state superintendent of public instruction and was reelected in\nHe had served on the state board of library commissioners since 1902, had been\n1894.\npresident of the State Teachers' Association, and in 1914 was candidate of the Progressive\nparty for governor.< He was the first to advocate the township system, did much to make\n\nNovember 26, 19 18).\n\neducation compulsory, aroused interest in the teaching of current events, and\nphysical training an issue.\n\nHis great work, however, was in training teachers.\n\nmotto was, \"Inspire or expire.\"\n\nHe was frank, sincere, fearless, human.\n\nmade\nHis\n\nHe liked to\n\nbe called \"Pat,\" named one of his song books Pat's Pick, and when he took a party to\nthe National Education Association there were songs and laughter all the way.\n\nHe had\n\nbeen a member since 1892.\n\nAmong those who have been frequent speakers in late years was Luther Halsey\nAugust 13, 1918), who was bom in Honolulu. He was\n4, 1865\n\nGulick (December\n\n—\n\neducated at Oberlin and the Sargent School, Harvard, and was graduated in 1889 from\nthe medical college of\n\nNew York University. He was physical director in Y.M.C.A.\n\nwork, 1886-1903; principal, Pratt Institute High School, 1900-1903; director of physical\ntraining.\n\nNew York City, 1903-8, and since then director of the department of child\n\nhygiene, Russell Sage foundation; editor of the Physical Education Review; president of\n\nthe American Physical Education Association of America, in the founding of which he\nplayed a leading part; secretary of the PubHc Schools Athletic League of New York; and\n\na member of the Olympic Games Committee at Athens in 1906.\n\nHis name is especially\n\nlinkt with the Camp Fire Girls, whose organization he had headed since 19 13.\n\nHe joined\n\nthe National Education Association in 1903 and spoke at the meetings in 1908, 1909, 1910,\n1912, 1914, and 1915.\n\nAnother recent speaker was President Charles Richard Van Hise (May 29, 1857\nNovember 19, 1918), graduated from the University of Wisconsin in 1879, and since then\na member of the faculty, and president since 1904. In his inaugural address he exprest\n\nan ideal which he steadily maintained, \"I shall never be content until the beneficent\ninfluence of the University of Wisconsin reaches every family in the state.\"\n\nHe held first\n\nrank as a geologist and had been a member of the United States Geological Survey since\n1883.\n\nHe joined the National Education Association in 1908 and took part in the meet-\n\nings of 1908, 191 2, and 191 7-\n\nAnother college president who spoke in 1904 and 1906 was Elisha Benjamin Andrews\n(January 10, 1844\n\n— October\n\n30, 1918).\n\nHe fought in the Civil War where he sustained\n\nwounds which resulted in the loss of an eye. He was graduated from Brown University in\n1870, and studied at Newton and in Germany.\nHe was ordained in 1874; was president\nof Denison University, 1875-79; professor of political economy in Cornell University,\n1888-89; a^iid president of Brown University, 1889-98, resigning when his silver-dollar\nviews wei3 unacceptable. He was superintendent of schools in Chicago, 1898-1900,\n\n"}
{"page": 704, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n688\n\nthe third in that office\n\n[Necrology\n\nHe was chancellor of the Uni-\n\nwho died during the year.\n\nversity of Nebraska from 1900 until 1909, when he removed to Florida, broken in health.\n\nHe had been a member of the National Education Association since 1899.\nAnother man, twice a college president\n\nHomer Baxter Sprague (October 19, 1929\n\nin\n\n—March\n\nhis\n\ndiversified\n\n23, 1918).\n\ncareer,\n\nwas Colonel\n\nHe was valedictorian at\n\nYale University in 1852, was admitted to the bar in 1854, and practiced at Worcester,\nand was principal of the high school there from 1865 to 1869. He then went to New\nHaven to practice and was a member of the board of education, but when the Civil War\nbroke out he raised two military companies and became colonel. He was wounded and a\nprisoner. He was educational superintendent of freedmen's courts, 1865-66.\nIn 1866 he\nbecame principal of the Connecticut State Normal School. It was closed and he became\nprincipal of the West Meriden High School.\nHe was elected to the legislature to reopen the\nnormal school, which he succeeded in doing. He was professor of rhetoric at Cornell University, 1868-70; principal of the Adelphi Academy, 1870-75; headmaster of the Girls'\nHigh School, Boston, 1876-85; founder and first president of the Martha's Vineyard Summer School, 1879-82; president of Mills College, 1885-86; president of the University of\nNorth Dakota, 1887-91; and professor in Drew Theological Seminary, 1896-1900. He\nwas president of the American Institute of Instruction, 1883-85; member of the Council\nof Education, 1887-88; and for many years a noted lecturer and frequent contributor to\nthe press. He was a speaker at the National Education Association in 1887, 1888, and\n1890 and had been a member since 1903.\nAndrew Dickson White (November 7, 1833 November 4, 1918) was an earlier\nspeaker, appearing twice in 1874. He was one of the country's great men, not only as\nfounder and president of Cornell University, but as a statesman and a diplomatist, with\nrecord too long and too well known to be repeated here.\nOf advocates of special causes before the National Education Association Archbishop\nJohn Ireland (September 11, 1838 September 25, 1918) came to this country as a boy,\n\n—\n\n—\n\nreacht St. Paul in 1852, entered the Cathedral School there, studied theology in France,\n\nwas ordained a priest in 1861, and served for a year as a chaplain in the 5th Minnesota.\nHe became rector of the cathedral at St. Paul, in 1875 was consecrated bishop, in 1884 succeeded to the see of St. Paul, and in i888 was named archbishop. He was the author of\nThe Church and Modern Society. In 1869 he organized a temperance movement with such\nHe at one time conceived the\nzeal that he was referred to as \"a consecrated blizzard.\"\nidea of consolidating the Catholic parochial schools and the public schools. The plan\nwas tried at Fairibault and Stillwater, Minn., but friction which the Archbishop could not\nHe was founder of the Hill Seminary on the\nrelieve arose, and the scheme was dropt.\nMinnesota side of the Mississippi River. To this he gave his highly prized private library,\none of the most comprehensive in the Northwest. One of his early works was the founding of a colony of 900 Catholic farmers in western Minnesota in 1876.\nHe delivered addresses before the National Education Association in 1890 on \"State\nSchools and Parish Schools Is Union between Them Impossible?\" and in 1902 on \"Devo-\n\n—\n\ntion to Truth:\n\nthe Chief Virtue of the Teacher.\"\n\nHe also spoke in 1902 before the\n\nI^epartment of Indian education.\n\nThe question of parochial schools was also discust in 1889 by Bishop John Joseph\nKeane (September 12, 1839 June 22, 1918), former rector of the Catholic University of\nAmerica, who resigned in 1897 to go to Rome as member of the papal household. He had\n\n—\n\nbeen a life director of the National Education Association since 1889 and spoke also\ntwice in 1898.\n\nThe subject of Indian education was discust in 1907 by Francis E. Leupp (January 2,\n\n— November\n\n1849\n\n19, 1918).\n\nHe was graduated from Williams College in 1870, and was\n\nNew\n\nYork Evening Post and Syracuse Herald from 1878 to 1885, and\nmember of the United States Board of Indian Commissioners from 1905 to 1909. He was\n\neditor of the\n\na leader in civil-service reform.\n\n"}
{"page": 705, "printed_page": null, "text": "Necrology]\n\nNECROLOGY\n\n689\n\nOthers who will be remembered are William Lucas Steele (died May 5, 1918), for\nthirty-three years superintendent at Galesburg, 111,, a member since 1890, reading a paper\nin 1899 on the elective system in high schools;\n\nHenry O. Wheeler (born in 1841, died\nWar, graduated from the University of\nVermont in 1867, a lawyer in Burlington, 1871-80, and superintendent of schools there,\n1880-1913, a member since 1905; Warren E. Knapp (January 22, 1850— October 14, 1918),\neducated at Cornell, who went to Fort Collins, Colo., in 1882, as a banker, and two years\nlater to Denver as principal of Franklin School, becoming in 1885 superintendent of\nArapahoe County, and after two terms in 1902 principal of Cheltenham School, Denver, a\nmember since 1907; Theodore C. Mitchill (fifty-two years old, died December 27, 1918),\ngraduated from Columbia in 1886, and since 1910 principal of the Jamaica High School,\nmember since 1905; and William A. Campbell (June 6, 1852— November 23, 1918),\ndistrict superintendent in New York City, a member since 1905.\nJuly\n\n17,\n\n1918), a first lieutenant in the Civil\n\n"}
{"page": 706, "printed_page": null, "text": ""}
{"page": 707, "printed_page": null, "text": "STANDARD LIBRARY ORGANIZATION AND\nEQUIPMENT FOR SECONDARY SCHOOLS\nOF DIFFERENT SIZES\nREPORT OF THE COMMITTEE ON LIBRARY ORGANIZATION\nAND EQUIPMENT\nC. C.\n\nCERTAIN, Chairman\n\nCass Technical High School, Detroit, Mich.\n\nCOLLABORATORS\nARY E. Hall\n\nR. T. Hargreaves\n\nLibrarian, Girls' High School\n\nPrincipal, North Central High School\n\nSpokane, Wash.\n\nBrooklyn, N.Y.\n\nFrank Irving Cooper\n\n»\n\nH. A. HOLLISTER\n\nChairman, N.E.A. Committee on Schoolhouse Planning and Construction\nBoston, Mass.\n\nMartha Wilson\n\nState High-School Visitor\nUniversity of Illinois\n\nUrbana, 111.\n\nFlorence Hopkins\n\nState Supervisor of Libraries, Depart-\n\nLibrarian, Central High School\nDetroit, Mich.\n\nment of Education\nSt. Paul, Minn.\n\nEmma J. Breck\n\nW.W. Bishop\nLibrarian, University of Michigan\n\nHead of Department of English, Univer-\n\nAnn Arbor, Mich.\n\nsity High School\n\n,\n\nI\n\nOakland, Cal.\n\nH. 0. Severance\nLibrarian, University of Missouri\n\n'Lucy E. Fay\nLibrarian, University of Tennessee\nKnoxville, Tenn.\n\nColumbia, Mo.\n\nClarence Kingsley\nState High-School Inspector\nBoston, Mass.\n\nEdna Pratt\nLibrarian, Public Library\nPassaic, N.J.\n\nJames Fleming Hosic\nEditor of the English Journal\nChicago, 111.\n\nElizabeth Knapp\n\nHead of Children's Department, Public\nLibrary\nDetroit, Mich.\n\nMary Sullivan\nDepartment of English, Schenley High\nSchool\n\nBessie Sargeant Smith\nSupervisor of High-School Libraries\nCleveland, Ohio\n\nWlllis Kerr\nLibrarian, Kansas State Normal School\nEmporia, Kans.\n\nPittsburgh, Pa.\n\nHarriet Wood\nJesse B. Davis\n\nSupervisor of School Library\nPublic Library\nPortland, Ore.\n\nPrincipal, Central High School\n\nGrand Rapids, Mich.\n\nHannah Logasa\n\nFrank K. Walter\nVice-Director, New York State Library\n\nLibrarian, School of Education, University of Chicago\n\nSchool\nAlbany, N.Y.\n\nChicago, lU.\n\nWalter G. Hood\n\nElla Morgan\nLibrarian, Lincoln High School\nLos Angeles, Cal.\n\nPrincipal, Gilbert High School\n\nWinsted, Conn.\n69X\n\n^\n\n"}
{"page": 708, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n692\n\n[Library\n\nFOREWORD\nC.\n\nC.\n\nCERTAIN, CHAIRMAN\n\nThe Library Committee of the Department of Secondary Education\nof the National Education Association was organized in 191 5 at the annual\n\nThe members of the Committee at that time\n\nmeeting in Oakland, Calif.\n\ndecided that two purposes should be carried out during the year:\n\nfirst,\n\nto\n\ninvestigate actual conditions in high-school libraries throughout the United\nStates;\n\nand second, to make these conditions known to school adminis-\n\ntrators and to secure their aid in bettering existing conditions.\n\nThe first\n\npurpose was accomphsht thru a series of surveys, including the states of the\nSouth, of the Middle West, of the West, and of the East.\n\nA report based\n\nupon these surveys was presented to the Secondary Department at the\nNew York City meeting in 1916 and publisht in the Proceedings of that year.\nGathered together at that meeting were high-school principals, teachers,\nlibrarians, and state and city superintendents, who, in discussing the prob-\n\nlems relating to high-school libraries, gave a new conception of the status\nof the library in the high school.\n\nIt was thru this program that the Com-\n\nmittee accomphsht its second purpose.\nthe meeting were such\nJesse B. Davis, of\n\nmen\n\nTaking part in the discussions at\n\nas Dr. Davidson, of Pittsburgh, Pa.; Mr.\n\nGrand Rapids, Mich., and Professor Charles Hughes\n\nJohnston, of Urbana,\n\n111.\n\nA full account of the meeting, with papers\n\ncontributed by the speakers, is publisht in the National Education Association Proceedings for 1916.\n\nIt was the sense of the department at that time that the Library Com-\n\nmittee should be continued and that it should work out a constructive\n\nprogram of hbrary development acceptable to the Secondary Department.\nProfessor Johnston consented to take the leadership in this movement.\nHe was also chairman of the Commission on Unit Courses and Curricula\nAs\nof the North Central Association of Colleges and Secondary Schools.\nchairman of this Commission he organized a hbrary committee with the\npurpose of preparing, under the guidance of the members of the Commission,\na much more detailed report than seemed possible in the National Education\nIt was my great pleasure to act as chairman of this Library\nCommittee of the Commission and to work under the leadership of Professor\nJohnston. He planned to secure the adoption of the projected report by\n\nAssociation.\n\nthe North Central Association and then to present it to the Secondary\n\nDepartment of the National Education Association for similar action.\nProfessor Johnston's untimely death in the early stages of these plans\n\nbrought irreparable loss to the teaching profession; but his plans, which\nwere projected with characteristic clearness and vigor, have survived and\nhave been given expression in the following report prepared by the Library\n\nCommittee of the Commission.\n\nI\n\nwas askt to accept the chairmanship\n\nof the Library Committee of the Secondary Department and hence have\n\n"}
{"page": 709, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\n693\n\nhad the privilege of carrying out the program planned by Professor Johnston.\nAccording to his plans I have presented the report of the Library Committee both to the North Central Association and to the Secondary Department of the National Education Association. The report has been adopted\nby both organizations. The action of these organizations has thus given\nschool administrators a national standard for high-school library develop-\n\nment.\n\nThe Library Committee has been instructed to prepare a report on\n\"Methods of Using the Library in Teaching the High-School Subjects,\" to\nbe presented at the next annual meeting of the Secondary Department.\n\nTHE NEED FOR HIGH-SCHOOL LIBRARY STANDARDIZATION\nJESSE NEWLON, SUPERINTENDENT OF SCHOOLS, LINCOLN, NEBR.\n\nIn the building of high schools in the past twenty-five years it has been\nthe custom to provide adequately, or approximately so, for science and a\nlittle less generously for household arts and manual arts.\n\nI do not wish to\n\nsay anything whatever in disparagement of the provision made for science.\n\nWe have not provided more than adequately; we have invested no more\nmoney in science than we should. In fact, the war is teaching us that we\nmust spend more money in every line than we have ever spent before. But\nin planning our high schools we have overlookt, with very few exceptions,\nthe high-school library.\n\nWhat is true of high schools in general is true of junior high schools in\nparticular.\n\nThe library in the junior high school is just as important as\n\nthe library in the senior high school; indeed, far more so in many respects.\n\nMost boys and girls leave school before they reach the senior high school,\nIf we are\nreally to teach them to use the library, if we are really to create in them an\ninterest in good books, an interest in stu^y, it must be done in the junior\nhigh school. In my mind the need of library development applies in parin fact before they reach the tenth grade of the public schools.\n\nticular to the junior high school.\n\nThere are few well-planned high-school hbraries in the United States.\nSometimes there is a large study-hall for the Hbrary generally just one\nroom with no workroom or conveniences of any kind for the library staff.\nThe reason for this has been that in the science department we have had\nThese standards have been workt\ndefinite standards by which to design.\nout during many years in the colleges and in the secondary schools. We\n\n—\n\nhave appreciated the importance of science in the high-school curriculum.\nWe have had standards in the university laboratories. In the laboratories\nIt has been easy,\nin the high schools we have laboratory equipment.\ntherefore, to convince boards of education that it is necessary to provide\n\n—and so\n\nthese\n\nfor the chemistry department, the physics department, or\n\nfor science of whatever kind common to the curriculum.\n\nWe have been\n\n"}
{"page": 710, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n694\n\n[Library\n\nable to take boards of education to neighboring cities and show them what\n\nhas been done, but we have been unable to do that in the library field.\n\nHerein lies the importance of the report on Standard Library Organization and Equipment for Secondary Schools of Different Sizes.\n\nFor the first\n\ntime administrators see that the library is the very heart of the high school.\nIt will be possible now for those of us who believe in the importance of the\n\nlibrary to talk in definite terms to boards of education when we are planning\n\njunior and senior high schools.\n\nfour months.\n\nI have had that pleasure within the last\n\nIn drawing up my plans I have been able to refer to this\n\nrecent report setting forth library standards, and I am happy to say that\nin these two schools we are going to provide as adequately for the library\n\nas for the science and manual-arts departments.\n\nThose of us who deal with boards of education know that we are likely\nto get what we want if we know what we want.\n\nThe person who approaches\n\nthe board of education with a definite program in mind, knowing exactly\n\nwhat he wants, with recommendations and reasons for it, is likely to get\nwhat he wants, and that is true of the community. School superintendents\nand boards of education who have a constructive program to put before\nthe community with good reasons for it will win, nine cases out of ten, and\nso this hbrary report will make it possible to get good libraries a thing we\nhave not had in the past. Of course there are a few exceptions, but in\ngeneral we do not have adequate arrangements in our high schools, either\n\n—\n\nin room, in equipment, or in staff for libraries.\nI\n\nam very happy to say that at the meeting of the North Central\n\nAssociation of Colleges and Secondary Schools in March we adopted this\nreport as one of the recommendations of the Commission on Unit Courses\n\nand\n\nCurricula,\n\nand that similar associations of colleges and secondary\nand Northwest and in various other parts of the\n\nschools in the South\n\ncountry are likely to take similar action.\neducation a report that is official\n\n—really\n\nWe can now offer boards of\nofficial.\n\nThis report represents\n\nthe best thought of those who have studied libraries thruout the country\n\nGreat good will come from that.\n\nSUGGESTIONS TO STATE HIGH-SCHOOL INSPECTORS\nIt is suggested that a committee be organized in each state to make a\n\nsurvey of library conditions in high schools.\n\nTo begin the work of standard-\n\nizing libraries, actual conditions should be studied in relation to the stand-\n\nards given in this report.\n\nA complete survey should be made including such items as: (i) appropriate\n\nhousing\n\nand equipment;\n\n(2)\n\nprofessionally\n\ntrained\n\nlibrarians;\n\nand care of books and other printed\nmaterial, and in the proper classification and cataloging of this material;\n(5) adequate annual\n(4) instruction in the use of books and libraries;\nappropriations for salaries and for the maintenance of the library, for the\n(3) scientific service in the selection\n\n"}
{"page": 711, "printed_page": null, "text": "Report]\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\npurchase of books, for supplies, and for general upkeep;\n\n(6)\n\n695\n\na trained\n\nlibrarian as state supervisor of all the school libraries of the state.\n\nBased upon this survey, a schedule of systematic library development\nshould be outlined, with definite annual goals to be attained, until\n\nall\n\nstandards have been achieved.\nIt is estimated that not more than five years should be required for the\n\ncomplete achievement of standards as given in this report.\nRepresentatives of the state educational department and of the state\nlibrary commission should be members of the surveying committee.\n\nA statement of library conditions should be contained in the annual\nreports of state departments of education and in the reports of high-school\ninspectors.\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION AND\nADMINISTRATION\nThis report endeavors to suggest a practical working standard for the\nfollowing types of high schools:\nI,\n\nII.\n\nIII.\n\nPage 17.\nHigh schools with enrolment below 200.\n\nJunior high schools.\n\nFour-year\n\nPage 18.\n\nhigh schools or senior high schools with enrolment\n\nbetween 200 and 500. Page 20.\nIV. Four-year high schools or senior high schools with enrolment between\n500 and 1000. Page 22.\nV. Four-year high schools or senior high schools with enrolment\n\nbetween 1000 and 3000.\n\nPage 2;^.\n\nAppendix:\n\nPage 25.\nPage 25.\n\nI.\n\nAcknowledgments.\n\nII.\n\nReferences.\n\nAppraisal by Educational Leaders.^\n\nREQUISITES OF A STANDARD LIBRARY ORGANIZATION\nThe requisites of a standard library organization are:\nhousing and equipment of the high-school library;\ntrained librarians;\n\n(III) scientific selection\n\n(II)\n\n(I)\n\nappropriate\n\nprofessionally\n\nand care of books and other\n\nprinted matter, and the proper classification and cataloging of this material;\n\n(IV) instruction in the use of books and libraries as a unit course in highschool curricula;\n\n(V) adequate annual appropriations for salaries and for\n\nthe maintenance of the Hbrary, for the purchase of books and other printed\n\nmatter, for the rebinding of books, for suppUes, and for general upkeep;\n(VI) a trained librarian as state supervisor to be appointed as a member\nof the state education department, as in\n\ncommission\n\nin co-operation\n\nNew Jersey.\n«\n\nMinnesota, or under the library\n\nwith the state education department, as\n\nSee supplement accompanying this report.\n\nin\n\n"}
{"page": 712, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n696\n\n[Library\n\nATTAINABLE STANDARDS\nThe following standards are recommended as attainable in the high\nschools of the United States within the next five years.\n\nIn general these\n\nstandards apply to all high schools.\nI.\n\nHOUSING AND EQUIPMENT^\nA.\n\nSCIENTIFIC PLANNING\n\nIn estabHshing a new high school or a new Hbrary in a high school, the\nlibrarian should be secured in ample time to aid in planning the library room\n\nand in selecting the equipment and books.\n\nNo school superintendent or\n\nhigh-school principal should undertake to plan a new library without the\n\nexpert assistance of a trained librarian.\n\nCrudely designed libraries are\n\nwasteful of funds, of space, of time, and of educational force.\nB.\n\nINTEGRAL PART OF HIGH-SCHOOL ORGANIZATION\n\nThe hbrary must be an integral part of the high school, housed in the\nschool building, and should not as a rule be open to the general public.^\n1.\n\nThe Room and its appointments.\n\n—The library reading-room must be\n\ncentrally located, well lighted, and planned appropriately with reference to\n\ngeneral reading, reference, and supplementary study.\n\nIt must be emphati-\n\ncally a place of refinement, comfort, and inspiration.\n\nThe room in all its\n\nappointments should be a place essentially attractive to high-school students\n\nand should be made as free of access to them as is possible.\n2. Freedom of access.\nFreedom of access to the library must imply, not\nonly freedom to consult books for reference and for supplementary and\ncollateral study, but also freedom to read books for recreation and pleasure.\nThe pupils should have direct access to the bookshelves.\n\n—\n\nC.\n\n1.\n\nmost\n\nLocation.\n\nTHE READING-ROOM\n\n—A central location on the second\n\nsatisfactory for\n\nthe reading-room.\n\nadmitting plenty of light and sunshine.\n\nIt\n\nfloor is usually\n\nfound\n\nshould have an exposure\n\nIt should\n\nbe separate from the\n\nstudy hall and should not be used for recitation purposes.\nIt should be near the study hall.\n\nThe library should be connected with\n\nthe study hall by a door or special passageway so that students may go\n\nfrom the study hall to the hbrary without the necessity of securing passes\nto the library.\n\nWhere this is not feasible the library should be as near as\n\npossible to the study hall.\n2.\n\nSeating capacity and area.\n\n—The reading-room should be provided\n\nwith facihties to accommodate at one full period readers numbering from\n5 per cent to 10 per cent of the total daily attendance of the school.\n\nIn\n\nhigh schools enroUing 500 pupils the reading-room should have a seating\ncapacity of from 40 to 50; and those enrolling 1000 should have a seating\n' Architects and school superintendents planning high-school buildings should have on hand for reference the standards for high-school library rooms set forth in the pamphlets and books marked with an\n\narterisk.\n»\n\npublic.\n\nAppendix 2, Housing and Equipment.\n\nLocal developments in small towns in some instances may make it desirable to* open the library to the\n\n"}
{"page": 713, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\n697\n\nAn area of at least 25 square feet per reader\n\ncapacity of from 75 to 100.\n\nis required for complete accommodations\n\nThe minimum seat-\n\nand service.\n\ning capacity in the small high school should be that of an average classroom.\n\nTables 3 by 5 feet and seating 6 persons are the standard size recommended. The width of the room should be ample to accommodate from\n2 to 3 rows of tables placed with sides parallel to the short walls of the\nroom if the room is rectangular in form. A space of 5 feet should be allowed\n\nbetween the rows of tables and between the tables and the adjacent walls.\n\nTwo rows of tables should be provided in small high schools and 3 rows in\nlarge schools.\n3.\n\nLighting.\n\n—The\n\nartificial\n\nlighting should be\n\nby means\n\nof electric\n\nceiling fixtures of either the indirect or semi-indirect type.\n4.\n\nFinishes.\n\n—White\n\nceilings and light buff walls give the best lighting\n\nDark colors should be avoided in woodwork and trim.\nAll possible surface downward from a point 7 feet above\n5. Wall space.\n\neffects.\n\n—\n\nthe floor should be utiHzed for shelving.\n\nChair railing, wainscoting, and\n\nbaseboards should be omitted, and the walls plastered to the floor.\n\nAny\n\nnecessary baseboards should be added after the shelving is in place.\n6.\n\nFloor covering.\n\n—The\n\nfloor\n\nshould be covered with linoleum or cork\n\ncarpet to deaden sound.\nD.\nI.\n\nIndispensable equipment.\n\na) Built-in furniture:\n\n—\n\nEQUIPMENT\n\nLow, open wall shelving to accommodate about\n\neight volumes to the running foot.\n\nThe shelving should be placed against the wall spaces of the room. The\nmade with adjustable shelves, should not be over seven\nfeet high, and should accommodate six or seven shelves.\nThe stationary\ncases should be\n\nshelf should be three or four inches above the floor, so that it will not catch\nall the dust.\n\nThe shelves should be 3 feet long and 9 inches wide.\n\nThese\n\nshould be made of wood by the local carpenter, or steel cases should be\npurchast.\n\nbooks.\n\nThe bottom shelves should be 1 2 inches wide to take the folio\n\nIn estimating the capacity of shelving, eight books to the foot\n\nshould be used as a basis.\n\nThere should be shelving enough to provide for\n\nthe present collection of books and for the probable additions for the next\nfive years.\n\nIf\n\nthe wall spaces are not sufficient for the shelving, free-\n\nstanding stacks should be installed.\n\nThe passageway between the stack\n\nand the wall should be at least three feet.\n\nThe current periodicals should be laid on their sides on the shelves in\none section devoted to periodical literature, or a few pigeonholes should be\n\nmade for them.\n\nThese should be 12 inches 'high, 10 inches wide, and 12\n\ninches deep for the average-sized periodical.\n\nA few larger ones should be\n\nmade for folios like the Scientific American.\nshould be reserved for\n'\n\nfiles\n\nof\n\nBetter\n\nback numbers and\n\nRacks can be secured from reliable makers of library furniture.\n\nstiff,\n\nfor\n\nthese spaces\n\na rack' simply\n\n"}
{"page": 714, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n698\n\n[Library\n\nconstructed to hold current magazines in a vertical position for display.\n\nThis should be placed on a side wall of the hbrary.\n\nIf\n\nthe school has\n\na standard periodical case^ for the better display of\n\nsufficient funds,\n\nperiodicals should be purchast.\nh) Closets: Ample provision should be made for closet space for storing\nback numbers of magazines, new books, books for binder, stores of supplies,\n\nunless this storage space is provided in a librarian's workroom.\n\netc.,\n\nc)\n\nFurniture:\n\nReading tables, each to accommodate not more than\ncomfortable chairs, charging desk and desk for refer-\n\nsix or eight readers,\n\nence work, card-catalog case, pamphlet cases, magazine stand, newspaper\nrack, vertical file, book truck, lockers for librarians.\nd)\n\nApparatus:\n\nAccession book,^ Library of Congress catalog cards,\n\nblank catalog cards, guide cards, book cards, book pockets, dating slips\n\nwith dater, hbrary stamp, book supports, shelf markers, typewriter, bulletin boards of corticine, circulating pictures, clippings, cards, and pamphlets.\n\n—\n\n2.\n\nAdditional equipment needed for the most elective work.\n\na)\n\nStack shelving when needed, display case for illustrated editions of\n\n«\n\nbooks, celluloid holders for handling pictures, files for lantern slides, post\ncards, victrola records, a globe, a cutting machine, pictures and mottoes on\nwalls, casts, and plants.\nh)\n\nAmple accommodations should be provided for assembling in the\n\nlibrary all illustrative materials used in the high school, such as maps,\n\nIn the library these can be\n\npictures, lantern slides, and victrola records.\n\nmade available to all departments thru proper classifications, cataloging,\nand filing.\nlibrarian's workroom\n\nE.\n\nA librarian's workroom of at least 10 by 15 feet should adjoin the\nreading-room.3\n\nIt should\n\nbe equipt with a desk for cataloging, a type-\n\nwriter table, a typewriter with card-cataloging attachment, chairs, shelves,\n\nand ample closet space for storage of new books being cataloged and of old\nbooks being repaired.\nF.\n\nLIBRARY CLASSROOM^\n\nA hbrary classroom also should, if possible, adjoin the reading-room.\nIt should be furnisht with from thirty to sixty chairs with tablet arms,\n\na\n\nsmall stage, complete lantern outfit, moving-picture outfit, victrola, reflectoscope, table, and bulletin boards of corticine.\nof the room should be occupied with chairs.\n\nNot more than two-thirds\n\nA room so equipt would serve\n\nas a model classroom for visual instruction and should be available for use\n\nby teachers of all departments wishing to use shdes, pictures, illustrated\n• This has provision for current magazines on top and drawers below for storing back numbers.\npurchast from dealers in standard library furniture.\n\n» It is possible to dispense with the accession book.\norder of bills and entered in blocks in a small notebook.\n\nCan be\n\nAccession numbers may be used, arranged in the\n\n5\n\nPreferably at one end of the reading-room.\n\n<\n\nIn the construction of special rooms, glass partitions and glass doors simplify the problem of supervision.\n\n"}
{"page": 715, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\nbooks, or victrola records kept in the library.\n\n699\n\nThe walls should be equipt\n\nwith posting surfaces of cork or burlap for the display of posters and\npictures.\n\nNote.\n\n—For specifications as to standard library shelving and furniture, also plan-\n\nning of school library room, architects and school superintendents are referred to the\nfollowing authorities:\n\nSchool Library Management,\nsity Ave.,\n\nby Martha Wilson.\n\nThe H, W. Wilson Co., 958 Univer-\n\nNew York City.\n\nSmall Library Biiildings, by Cornelia Marvin.\n\nAmerican Library Association Publishing\n\nBoard, 78 E. Washington St., Chicago, Illinois.\nG.\n\nCOMMITTEE ROOMS FOR SOCIAL STUDIES*\n\nThere should be one or more committee rooms, among these the library\nclassroom, adjoining the library, where students could work in groups upon\n\nproblems assigned them in EngUsh, history, civics, economics, and other\nIt is also desirable that the offices of the heads of the\ndepartment of English and of the social-studies department should be\n\nhigh-school subjects.\n\nconnected conveniently with the library.\nSTACKROOM\n\nH.\n\nA stackroom\n\nis\n\nrarely necessary, except in the case of the very large\n\nhigh school in which many surplus books must be stored, such as textbooks\n\nand library books that are rarely used.\n\nTHE LIBRARIAN\n\nII.\n\nA.\n\nQUALIFICATIONS\n\nThe librarian in the high school should combine the good qualities of\nboth the librarian and the teacher and must be able to think clearly and\nsympathetically in terms of the needs and interests of high-school students.\n\nA wide knowledge of books, ability to organize library material for\nand successful experience in reference work should be\ndemanded of every librarian. Most of all should the personality of the\nEnthusiasm and power to teach and inspire are\nlibrarian be emphasized.\nefficient service,\n\nas essential in the high-school librarian as in the teacher.\n\nSuccessful library\n\nexperience in work with boys and girls of high-school age, either in the\nreference room, in the children's department or school department of a\n\npublic library, or in a high school should be required of candidates.\ncessful teaching experience in a high school is\n\nSuc-\n\na valuable asset in the\n\nlibrarian.\nB.\n\nPROFESSIONAL REQUIREMENTS\n\nThe standard requirements for future appointments of Ubrarians in\nhigh schools should be a college or university degree with major studies in\nliterature, history, sociology, education, or other subjects appropriate to\n\nany special demands, as, for example, those of the technical high school,\nupon the library. In addition the librarian should have at least one year\n'\n\nPreferably a\n\none end of the reading-room.\n\n"}
{"page": 716, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n700\n\nof postgraduate library training in\n\n(Library\n\nan approved library school and one\n\nyear's successful library experience in work with young people in a library\nof standing.\n1.\n\nApproved library schools.\n\n—By approved library school\n\nis\n\nmeant a\n\nschool which meets the standards of library training set up by the\n\nCom-\n\nmittee on Library Training in the American Library Association and\n\nadopted by the Committee on High School Libraries in the National Edu-\n\nThe following meet these standards and are approved\ncation Association.\nby the National Education Association Committee on High School\nLibraries\n\nNew York State Library-School, Albany, N.Y.\nUniversity of Illinois Library School, Urbana, 111.\n\nThe University of Wisconsin Library School, Madison, Wis.\nWestern Reserve Library School, Cleveland, Ohio.\n\nSimmons College Library School, Boston, Mass.\nPratt Institute Library School, Brooklyn, N.Y.\n\nNew York Pubhc Library School, New York, N.Y.\nAtlanta Library Training School of the Carnegie Library, Atlanta, Ga.\nCarnegie Library School, Pittsburgh, Pa.\n\nSyracuse University Library School, Syracuse University, Syracuse,\n\nN.Y.\nLos Angeles Public Library Training School, Los Angeles, Cal.\nThe following library schools which have been recently estabhshed\ngive courses of one year or more in library training and are under consideration for approval by the National Education Association Committee on\nHigh School Libraries:\nLos Angeles Library School, Public Library, Los Angeles, Cal.\nCalifornia State Library School, Sacramento, Cal.\nSt.\n\nLouis Library School, Pubhc Library, St. Louis, Mo.\n\nUniversity of Washington Library School, Seattle, Wash.\n2.\n\nStandard library-training courses.\n\n—For information as to the standing\n\nof any library-training course in the country write to the Chairman of the\n\nCommittee on Library Training, American Library Association, 78 East\nWashington St., Chicago, III, or to Mary E. Hall, Girls' High School,\nBrooklyn, N.Y., chairman of Committee on High School Libraries, National\nEducation Association.\n^.Authoritative information. For help in securing efficient librarians\n\n—\n\nfor high schools apply to the directors of library schools listed in the fore-\n\ngoing paragraphs or to the Chairman of the Committee on High School\n\nHelp may also be secured\nfrom the Secretary of the American Library Association, 78 East Washington St., Chicago, or by writing to the secretary of the state library commission of any state having such a commission at the state capitol. Most\nLibraries, National Education Association.\n\nstates have such a commission.\n\n"}
{"page": 717, "printed_page": null, "text": "Report]\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\nC.\n\n701\n\nSALARIES\n\nThe salary of a high-school librarian should be adequate to obtain a\nperson with the quahfications set forth in this report.\n\nIt\n\nshould not be\n\nlower than that of the Enghsh teacher, but it may be necessary to pay a\nhigher salary\n\nwhen there is an oversupply of English teachers and an\n\nundersupply of librarians.\nD.\n\nADMINISTRATIVE REQUIREMENTS\n\n—\n\nThe library staff. The Hbrary staff should be sufficiently large to\nkeep the library open continuously thru the day session, also before and\nafter the session and evenings for night school, if local need demands this.\n2. Status of the librarian.\nIn high schools having heads of departments\nthe librarian should be made head of the library department, with status\n1.\n\n—\n\nequal to that of the heads of other departments.\n3.\n\nTrained assistants.\n\n—For every one thousand students\n\nin\n\ndaily\n\nattendance a full-time trained assistant Hbrarian is needed to help in the\nreference, technical,\n\nand clerical work and to allow the librarian time for\n\nconference with teachers and pupils, to give instruction, and to visit classes.\nProfessional requirements for assistant librarians: Standard requirements for assistant librarian should be the same as for the librarian.\nThere should be no distinction between Hbrarian and assistant librarian in\nthe requirements for eHgibility except in the matter of hbrary experience.\n4.\n\nJtidicious distinction in library service.\n\n—In the administration\n\nof the\n\nhbrary distinctions should be made as to clerical, administrative, technical,\n\nand educational work.\na) Clerical work: Clerical work of the high school of the nature of office\nwork should not be demanded of the librarian. Under no circumstances\nshould the hbrarian be expected to do clerical work properly required in the\nprincipal's office, such as keeping records of attendance and official records.\nTo require such work of trained librarians is wasteful of educational\nresources and money.\nFree textbooks should not be stored in the library, and they should be\nhandled, not by the library staff, but by a special book clerk.\nb) Administrative work: The administrative work may be summarized\nas follows: Directing the pohcy of the Hbrary, selecting books, purchasing\nbooks, planning the room and its equipment, keeping records of expenses\nand planning the annual library budget, planning and directing the work of\ntrained or student assistants, and building up a working coHection of\npamphlets, clippings, and of illustrative material.\n\nThe Hbrarian should be present at all teachers' meetings held with\nreference to courses and poHcy governing instruction and should have the\nability to work for and with teachers so well that mistakes in adaptation of\n\nbook collections to needs may not occur.\n\n—\n\nNote. These requirements are also approved by the New York State Board of\nRegents of the University of the State of New York and by the Association of American\nLibrary Schools.\n\n"}
{"page": 718, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n702\n\n(Library\n\nc) Technical work: The technical work may be summarized as follows:\nThe classifying, cataloging, indexing, and filing of all printed matter so\n\nthat it may be readily available for use; estabUshing a practical charging\nsystem to keep track of books and other materials borrowed from the\n\nHbrary;\n\nattending to the proper binding and rebinding of books;\n\nkeeping necessary records and\n\nstatistics of additions to library,\n\nand\n\nuse of\n\nlibrary, etc.\n\nd) Educational work:\n\nThe educational work may be summarized as\n\nfollows:\n\n—\n\n(i) Reference.\nHelping teachers and students to find suitable material\non special topics, notifying teachers of new books and articles along professional lines, looking up answers to questions which have come up in\nclassroom or laboratory, and preparing suggestive reference reading along\n\nthe lines of the course of study.\n(2) InstriKtion.\n\n—Systematic instruction of students in the use of\n\nreference books and library tools, such as card-catalog indexes, etc., by the\n\ngiving of lectures, quizzes, and practical tests.\n\nIn\n\nthis instruction the\n\nrelationship of the high-school library and the public library and the relation\nof a Hbrary to life outside of school should be emphasized.\n\n—\n\nCultural and inspirational\n(3) Educational and vocational guidance.\nwork in widening the interests of the students and in cultivating a taste for\n\ngood reading. This is done thru posting interesting material on bulletin\nboards and compiling Hstsof interesting reading in books and magazines, thru\nreading clubs and personal guidance of the reading of individual students.\n\nThe librarian should also cooperate with vocational counselors in aiding\nstudents in the choice of vocations and should have on hand in the library\n\npamphlets, catalogs, etc., on the occupations.\n\nA card record for each student should be kept from year to year, showing\nthe progress of the student's reading interests.\n\nMuch attention should be\n\ngiven to individual and group conferences.\n\nThe work of the assistant librarian, altho under the direction of the\nlibrarian in charge, should be coordinate in many respects with that of the\nlibrarian and should be along inspirational and educational, as well as technical, lines.\n\nThe work of the assistant Hbrarian should include, among\n\nother duties, keeping records of loans, caring for magazines, newspapers,\npictures, and clippings, helping with cataloging, assisting in enforcing discipline, helping in the supervision of clubs,\n\nand personally guiding the\n\nreading of students.\nIII.\n\nSCIENTIFIC SELECTION AND CARE OF BOOKS\n\nThe selection of books should be made with reference to:\n1.\n\nEducational guidance and local industrial, commercial, and com-\n\nmunity interests.\n2.\n\nLaboratory and classroom needs.\n\n3.\n\nThe general recreational and cultural needs of the students.\n\n"}
{"page": 719, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport)\n\n703\n\nAll books should be classified, shelf-listed, cataloged, and kept in good\nrepair and in fit condition for ready use.\n\nBook selections should be made by the librarian with the approval of\nthe principal, and must be based upon (i) recommendations by heads of\n\ndepartments and teachers and (2) the general cultural needs of the students.\n\nThe library should be provided with the best reference books and with\nliterature that has a natural human appeal to young people.\n\nThere should\n\nbe very few books of criticism, a few complete works of authors, a generous\nproportion of finely illustrated editions of standard books, popular scientific\nbooks, special reference books on methods of teaching, pictures appropriate\nfor illustrative purposes, novels, short stories, books of travel, biography,\n\nmodern drama, modern poetry, weekly and monthly magazines, and\nnewspapers.\nSubscription books should be avoided, with certain exceptions known to\ntrained librarians.\n\nInformation on this subject may be obtained from the\n\nstate library commission.\n\nBooks that are out of date or seldom used should not be allowed to\noccupy valuable shelf space but should be stored where accessible, or should\nbe otherwise disposed of.\n\nBooks greatly in demand should be supplied in duplicate to meet the\ndemand not only adequately but generously.\n\nIV.\n\nINSTRUCTION IN THE USE OF BOOKS AND LIBRARIES\n\nOne of the following plans should be selected in giving instruction in the\nuse of books and libraries:\n\nA.\n\nA minimum of three recitation periods per year should be given in\n\neach EngUsh course to graded instruction in the use of books and libraries.\nThis instruction should be given by the librarian and credited as a distinct\nrequirement for graduation.\n\nThe credit should be recorded as a grade in\n\nLibrary Instruction, and not as a grade in English or some other subject.\nB.\n\nTo establish Instruction in the Use of Books and Libraries as a\n\nunit course, a minimum of twelve lessons a year should be given to this work.\n\nIn view of the fact that efficiency of instruction in any department depends\n\nupon an intelligent use of the library, the following schedule would seem\npracticable:\n\nIn English three lessons a year should be given to instruction in the use\nof the library, in history three lessons a year, in Latin one lesson, in Spanish\n\nor French one lesson, and in the sciences and manual training together four\nlessons.\n\nThe required twelve lessons a year should thus be scheduled for\n\ninstruction in the use of the library.\n\nTraining in hbrary use should include:\nI.\n\nThe use of books for educational guidance.\n\n—The students should be\n\ngiven systematic guidance in the choice of books helpful to an understanding\n\n"}
{"page": 720, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n704\n\n(Library\n\nof social well-being.\nClubs should be organized to study biographies of\npersons who have achieved pecuHar success in particular vocations and of\n\nthose who have rendered great services to mankind.\n2.\n\nThe use of books as tools.\n\ntopics as the card catalog,\n\n—The lessons given should include such\n\nmagazine indexes, dictionaries, encyclopedias,\n\ndocuments, official city reports, indexes to sets of books, and special and\n\ncommercial indexes.\n\nThese lessons should be given early in the high-school\n\ncourse, during the first and second years, that students may use the library\nintelligently and efficiently.\n\n3\n\nThe use of books as a means of recreation amusement, and inspiration.\ny\n\n—\n\nThe students should be encouraged to collect books for personal libraries\nand should be given information concerning good editions of books, such as\nthe \"Everyman Series\" and other inexpensive but well-printed editions.\n\nThey should be taught something of bookbinding and should be fortified\nagainst the wiles of unscrupulous book agents.\nThe librarian should organize reading clubs and devise other means of making reading enjoyable.\n4.\n\n\"Esprit de corps^' in handling books as public property.\n\n—Lessons\n\nin\n\nthis connection should be given upon (a) the history of printing and book-\n\nbinding, {b) the care of the physical book,\n\npubUc property,\n\n(d)\n\n(c)\n\ncooperation in the care of\n\ncooperation in securing the greatest benefits from\n\npublic educational institutions, (e) unselfishness in the use of pubHc goods,\n(/) the examination of\n\nrepresentative collections of books in the best edi-\n\ntions, and (g) appreciation of the cost and value of Hbrary equipment.\n\nLessons 2,3, and 4 should be given to the students when they first enter\nhigh school; lesson i may be given later.\n5.\n\nRelation of high-school and public libraries.\n\n—To relate the work in\n\nthe high school library to that of the pubHc library and to make clear the\nuses to students, after school days are over, of an institution which should\nbe a factor in their future mental development, classes should be taken to\n\nthe pubUc library, where its book resources, rules, methods, departments,\ncatalog,\n\nand support can be briefly explained by one of the staff.\n\nshould be done in the large cities and small towns as well.\n\nThis\n\nDefinite outHned\n\ninstructions can be prepared for the talks which will make them of practical\n\nWhere visits to the library are an impossibihty in school hours\nbecause of distance, competent members of the library staff may be invited\nvalue.\n\nto talk on the subject.\n\nCourses 2, 3, 4, and 5 are the most important.\n\nOther courses may be\n\noffered in heu of course i.\nV.\n\nANNUAL APPROPRIATION\n\nThe Hbrary should receive an annual appropriation of sufficient amount\nin addition to salaries to provide means for the necessary correlation with\nall other departments.\n\nThis appropriation should be increast annually in\n\ndirect ratio to the increasing Hbrary needs of each department and should\n\n'\n\n"}
{"page": 721, "printed_page": null, "text": "Report]\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\ninclude specific\n\namounts\n\nfor the\n\n705\n\nmaintenance and supervision\n\nof\n\nthe\n\nlibrary.\n\nThe maintenance of the library should not depend upon incidental\nsources of money, such as school entertainments and \"socials.\"\n\nStudents\n\nmay be encouraged to raise funds for the library in appropriate ways, but\nthese funds should be used only for such accessories as make the hbrary\n\nmore restful, more refreshing, and more attractive.\n\nBy this means decora-\n\nequipment, finely illustrated editions, and plants may be\nsecured; but the high school should not be forst to depend upon such means\ntions, special\n\nfor necessary Hbrary service.\n\nThe initial expense of the library includes (i) the salaries of the librarian\nand assistants, which should be on the same schedule as those of other\nteachers; and (2) the cost of books and equipment.\nFunds for maintenance should provide for increase of salaries, additional\nbooks, periodicals, binding and other repairs, replacement of worn-out\nbooks. Library of Congress catalog cards, general supplies, and funds for\ngeneral depreciation, for new equipment, and for handling materials borrowed from pubUc-library agencies.\nFunds should be provided in such a way that the librarian may take\nadvantage of sales to buy books as they are needed and offered, instead of\n\nbeing forst to buy only once or twice a year, as is customary with most\n\nA contingent fund is necessary.\nA minimum annual appropriation per student should be determined\n\nboards of education.\n\nupon for books, pictures, magazines, and newspapers.\nFor books alone a minimum^ of 50 cents a student is needed. Not less\nthan $40 a year for magazines is needed even in small high schools.\n\nFunds should be apportioned scientifically by the librarian according\nto the specific needs of each department or subject, and according to the\n\nrecreational and cultural needs of the students.\n\nA tentative schedule of\n\ndisbursements should be prepared before book Usts are made.\n\nEach department should file with the librarian definite statements of\nand the librarian should make\n\nneeds, as they are felt thruout the year,\n\ndisbursements according to these needs.\n\nIn technical, commercial, or academic high schools, after the necessary\n\nquota of reference books has been accumulated and other necessary books\n\namount spent on books for teaching purposes should not\nexceed the amount spent on books for general recreational and cultural\n\nacquired, the\n\npurposes.\n\nIt should be borne in mind that the hbrary is primarily for the\n\npupils.\nVI.\n\nSTATE SUPERVISION OF SCHOOL LIBRARIES\n\nA trained librarian should be employed by the state department of\neducation, or by the state department of education in cooperation with the\nstate library commission, to act as supervisor of all public-school libraries\n»\n\nAmounts recommeniJed are based upon prices quoted in 1917.\n\n"}
{"page": 722, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n7o6\nin the state\n\n—normal, high, elementary, and\n\nrural.\n\n[Library\n\nExpert supervision will\n\nmean a high standard of efficiency in even the small high schools thruout\nthe state.\n\nIn states having no supervisors of libraries high-school inspectors should\n\nkeep records upon high-school libraries and embody in their reports detailed\nstatements of library conditions in all high schools visited.\n\nA six weeks'\n\ncourse in modern library methods would be of advantage to inspectors.\n\n/.\n\nJUNIOR HIGH SCHOOLS\n\nThe junior high school library should be organized in such a manner as\nmeet the needs of boys and girls in Grades VII, VIII, and IX. The\nmaterials in the library must be suited to the expansion and development of\nthe students and to their natural interests and powers of appreciation and\nto\n\nunderstanding.\n\nThe library in the junior high school should be sharply\n\ndifferentiated from the library in the senior high school, not only as to the\n\ncharacter of books selected, but also as to the kind of service expected from\nthe hbrarian.\n\nIt should contribute to more varied and extensive interests.\n\nUnlike the library of the senior high school, the library of the junior high\nschool does not require the kind of material and the character of service\n\nnecessary to a high degree of intensive study, concentration, and appHcation\nin definite specialization.\n\nThe organization of the library in the junior high school should conform\nto the organization of the junior high school curriculum.\n\nUnremitting\n\nattention should be given to the details of supervised study\n\nwhen the\n\nstudents come to the library to do supplementary study or collateral reading.\n1.\n\nHousing and equipment.\n\n—What has been recommended as to attain-\n\nable standards with reference to location, size of reading-room, furniture,\n\nand equipment appHes equally well to the junior high school library.\n2. The librarian.\nThe librarian should be a student of children and\nadolescent psychology and should have sufficient culture and professional\ntraining to select books discriminatingly from the standpoint of the appropriateness and the educational value of their subject-matter.\nThe hbrarian\nshould be prepared to give tactful and intelligent supervision to the reading\n\n—\n\nof the children.\n\nThe librarian should be a graduate of an approved library school with\nspecial training in children's work and should be a normal-school graduate\n\nwith college or university training in addition, or a college or university\ngraduate with special courses in education.\n\nThe librarian should have had\n\nseveral years' experience in library work with children, or in reference work,\n\nor in school-department work in a first-class public library.\n\nThe librarian should keep reading records of individual students, to be\nsent to the senior high schools in which students enrol.\n«\n\nFor list of approved library schools sec p. 1 1\n\n"}
{"page": 723, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\n3. Scientific selection\n\nand care of books.\n\nStandards, pages 6 to 17, applies here.\n\n—The statement\n\n707\n\nof Attainable\n\nIt is suggested that the recom-\n\nmendations be adapted to specific needs.\n4.\n\nInstruction in the use of hooks\n\nand\n\n—The statement of\n\nlibraries..\n\nAttainable Standards, pages 6 to 17, appHes here.\n\nIt is suggested that\n\nrecommendations be adapted to specific needs.\n5.\n\nAnnual appropriations.\n\npages 6 to\n\n17, applies\n\n—The statement\n\nof Attainable Standards,\n\nIt is suggested\n\nthat recommendations be\n\nhere.\n\nadapted to specific needs.\n6.\n\nState supervision.\n\n—A trained librarian should be employed by the\n\nstate department of education, or by the state department of education in\n\ncooperation with the state library commission, to act as supervisor of all\n\npubHc-school libraries in the state\n\n//.\n\n—normal, high, elementary, and\n\nrural.\n\nHIGH SCHOOLS WITH ENROLMENT BELOW 200\n\nI. Housing and equipment.\nwhenever it is possible.\n\n—The library should have a separate room\n\nIf a separate room is not available, a classroom should be fitted up with\n\nbookcases and a reading table, and the library atmosphere should be created\n\neven if recitations have to be held in the room.\n\nThe room should be easily accessible from the study hall and should\nbe open to students only when the Hbrarian or her assistant is in the\n\nroom.\n\nThe room should be well lighted and should have an exposure which will\nadmit plenty of sunlight during the day. The room should be well ventilated and heated.\nIt should be large enough to accommodate the Ubrarian's\ndesk, catalog case, and tables and chairs sufficient to accommodate twentyfive or thirty readers, in addition to the bookshelves.\n\nIn small high schools with an enrolment of fewer than one hundred\nstudents it is very common to have a main room in which each student has\nhis own desk.\n\nThis arrangement brings all the students under the direct\n\ncontrol of the principal, which is very important.\n\nIn many of the smaller\n\nhigh schools there are frequent changes in the teaching\n\nstaff,\n\nand the\n\nassistant teachers are very often beginners who have not as yet developt\n\ngood methods\n\nof\n\ndisciphne.\n\nThis plan\n\nstrengthens the unity of the school.\n\nis\n\nalso\n\ndesirable\n\nbecause\n\nit\n\nWith this arrangement the students\n\ndo all their studying at their own desks. Recitations should not be held\nin the main room.\nWhen conditions make possible the use of home desks,\nlibrary books and equipment should be in this main room, and not in a\nseparate room.\nReading tables, bulletin boards, and ample bookshelves\nshould be provided in this room.\n\nSo far as the quahty of equipment is concerned, the standard should\nbe the same as for libraries in large high schools.\n\n"}
{"page": 724, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7o8\n\nTables and chairs: The size of tables depends upon the size of the\n\na)\n\nroom.\n\n(Library\n\n^\n\nTables 8 feet long and 4 feet wide make convenient study tables.\n\nb) Librarian's\n\ndesk and chair: These may be secured through a local\n\nThe fiat- top desk and swivel chair would cost about $25.^\n\ndealer.\n\nThe\n\ndesk should have drawers on either side of the opening in front and a vertical\nfile\n\nbelow, with drawers on one side.\n\nIt should\n\nbe placed near the exit,\n\nso that borrowers must pass by the librarian's desk.\n\naccess to the shelves.\n\nThere should be free\n\nA regular library charging outfit should also be\n\nThere should be provided also a standard catalog case (3-inch\n\nprovided.\n\nby 5-inch cards), the number of drawers depending on the number of books\nIn estimating drawer space 700 cards should be counted\nEvery book requires, on the average, four cards, including\nthe sheK-Ust card. Five years' normal growth should be provided for in\n\nin the collection.\n\nto the drawer.\n\nadvance.\n\nSectional cases are very satisfactory.\n\nA section of drawers\n\nshould be added as needed, if this style of case is used.\n2.\n\nThe librarian.\n\n—A full-time hbrarian with the professional training\n\na one-year course in an accredited school for Ubrarians is the ideal.\n\nof\n\nIn the\n\nlarger schools this ideal should be realized, but in the smaller it may be\n\nnecessary to provide \"teacher-librarians.\"\n\nThis term \"teacher-librarian\"\n\nmeans a high-school teacher who is reUeved of a part of her teaching duties\nand placed in charge of the school Ubrary. To qualify for this work she\nshould have at least a six weeks' course of training in a summer library\nschool approved by the Committee on High School Libraries in the National\nEducation Association, or in a public-Ubrary course of training which meets\nwith the approval of this committee.\nIf college training is essential for\n\nthe high-school teacher, then college\n\nand technical library training are essential quaUfications for the librarian.\nFor those schools which cannot have a full-time librarian, with the regular\none-year course in library training in an accredited school for librarians,\ncollege graduation and an approved short course in library science are\npreferable.\n\nWhen the library is under the supervision of a teacher, her daily schedule\nshould be definitely arranged, in order that she may have regular hours in\nthe library.\n\nShe should then train one or more students to assist her, in\nmay be open all day. Students should not be\n\norder that the Hbrary\n\nadmitted to the library when there is no one in charge of it.\n3.\n\nScientific selection and care of books.\n\nin the selection of\n\n—\n\nGreater care should be exercised\nbooks for a small library than for a large one. It is\n\ndifficult to select the few best books out of a multitude of really good books.\n\nEvery book purchast for a high-school hbrary should be a useful book and\none that will be in constant use. Standard approved lists of books for\nhigh schools such as those pubhsht by the United States Bureau of Education should be used in building up a small library.\n'\n\nThese may be purchast from reliable makers of library furniture.\n\n"}
{"page": 725, "printed_page": null, "text": "Report)\n\nSTANDARD HIGH -SCHOOL LIBRARY ORGANIZATION\n\n709\n\nAn accredited high school with an enrolment of 100 or fewer students\nshould have a library of not fewer than 1000 carefully selected books, and\nschools with an enrolment of 200 should have at least 2000 volumes. This\n\nmeans practically ten volumes for every student in the high school.\n\nThe\n\nhigh-school Ubraries could cooperate with the pubUc libraries and make use\nof their reference\n\nand other books and of advice and service which the\n\nlibrarians of the pubUc Ubraries may render.\n\nThis will increase materially\n\nthe efficiency of the school Ubrary.\n\nThe high-school libraries should subscribe to several good magazines,\nsome for teachers, others for students.\n4. Instmction in the use of books and libraries.\nable Standards, pages 6 to 17, applies here.\n\n—The statement\n\nof Attain-\n\nIt is suggested that the recom-\n\nmendations be adapted to specific needs.\nThere should be a definite annual appropriation,\n5. Appropriations.\n\n—\n\nhowever small the amount may be, for the purchase of books, subscriptions\nto magazines, and equipment and suppHes.\n\nThe statement of Attainable Standards, pages 6 to 17, applies here.\nIt is suggested that the recommendations be adapted to specific needs.\n6.\n\nState supervision.\n\n—A trained librarian should be employed by the\n\nstate department of education, or by the state department of education in\n\ncooperation with the state library commission, to act as supervisor of all\n\n—normal, high, elementary, and\n\npublic-school libraries in the state\n\n///.\n\nrural.\n\nFOUR-YEAR HIGH SCHOOLS OR SENIOR HIGH SCHOOLS\nWITH 'enrolment BETWEEN 200 AND 500\n\n—\n\nAdequate housing and equipment include\nI. Housing and equipment.\nmore than tables, chairs, books, and a corner in the study hall or in a\nclassroom. There should be a library room large enough to seat at one\ntime the largest-sized class in the school. As a rule it should have a seating\ncapacity of at least thirty to fifty.\n\nEnough wall space is needed to provide\n\nstandard shelving not only to hold the present number of books but to allow\nfor a five years' normal growth.\n\nSufficient floor space should be provided\n\nto accommodate a rack for periodicals, a vertical filing-case, and a librarian's\n\ndesk, in addition to chairs and tables.\n\nThe library room should be located\nThe lighting, ventilating,\n\nin an accessible and quiet part of the building.\n\nand heating facilities of the room should be designed with particular care.\nThe furniture and shelving should be of good quality and of standard size\nand made of a finish to harmonize with that of the room.\nThe same kind of equipment is needed as for larger high schools but on\na smaller scale.\n\nTables, a rack for periodicals, chairs, wall cases for books,\n\nlibrarian's desk, a typewriter, catalog case, and bulletin boards are the most\n\nimportant\n\nnecessities.\n\nAdditional furniture and equipment should be\n\nsupphed as needs become imperative.\n\n"}
{"page": 726, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n710\n\n[Library\n\nThe library should be a separate room used for neither study-room nor\nrecitation purposes.\nIf the library must be used as a study hall, students should not only be\n\ncarefully guided in their use of time in reading but should be systematically\n\naided in the improvement of their methods of study.\n\nIf conditions are\n\nsuch that a librarian cannot be secured unless the study-hall teacher can be\ndispenst with, a competent librarian may not only attend to the Ubrary\n\nwork but also advise students in their studies.\n\nUnder such conditions the\n\nlibrary and study hall should of course be combined.\n\nIn case that it is impossible to provide a separate room for the Hbrary,\nor combined library and study hall, a section of the assembly hall should be\nfitted up with reference books, tables, and chairs, or an English or history\n\nclassroom should be equipt with shelving for books and with at least one\ntable.\n2.\n\nThe librarian.\n\n—A full-time librarian with training and experience\n\nshould be in charge of the library.\n\nThe training should be a course in\n\nlibrary methods approved by the National Education Association Committee on High School Libraries, such course to be in a library school, college,\n\nuniversity, state hbrary commission, or public library^ in which an adequate\n\ntraining course is offered.\n\nFor the standing of such library courses apply to the Chairman of the\nCommittee on High School Libraries in the National Education Association.\nIn the small city where the size of the high school alone does not warrant\nthe salary of a trained librarian, the librarian should be employed not only\nfor service in the high school, but also to supervise the grade-school libraries\n\nin charge of assistants.\n\nStudent assistants for clerical help should be employed when needed.\nIf the hbrary is under the direction of a teacher a definite daily schedule\n\nshould be arranged, apportioning the teacher's time between the classroom\n\nand the library, and other arrangements should be made for the library to\nbe open all day for reading and reference. Thoroly satisfactory library\nEvery standard high\nservice, however, cannot be given by a teacher.\nschool should have a trained librarian.\nStudents should not be admitted to the library except when the teacher\nor other authorized person is in charge.\n\nThe supervision of the library should not be intrusted to anyone who\nhas not had at least a six weeks' course of library training approved by the\nstate library commission at the state capitol, or the National Education\nAssociation Committee on High School Libraries.\n3. Scientific selection and care of books.\n\n—The proper selection and care\n\nof books are as vital considerations for libraries in small high schools as for\nlibraries in large high schools.\n'\n\nThe training courses given in public libraries often are limited in scope and apply essentially to local\n\nmethods, which make them inadequate for general professional training.\n\n"}
{"page": 727, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\n711\n\nFor a working library, from 2000 to 3000 carefully selected volumes\nIf the number of books is small, a large number of maga-\n\nare necessary.\n\nzines, in proportion, might be taken.\n\nThe high school should cooperate systematically with the local public\nlibrary, if there is one, with the state library commission, the state university extension department, and with other public-Hbrary agencies.\nIf conditions are at all favorable regular service should be secured from\n\nthe county library.\n\nI\n\nBy proper cooperation with public-library agencies in securing the loan\nof many necessary books, a generous portion of the book fund may be made\n\navailable for subscription to a few well-selected magazines, the binding of\n\nthese magazines for future reference use,\n\nand the supplying of a file of\n\npamphlets, clippings, pictures, post cards, and lantern sHdes for illustrative\n\nEach school library should have its own permanent\n\nuse in class work.\n\ncollection of important reference books.\n\nThe smaller the library the more minute the cataloging should be.\nThe same courses should be given as specified\n4. Library instruction.\n\n—\n\nin Attainable Standards, pages 6 to 17.\n\nI\n\n5.\n\nAnnual appropriation.\n\n—Definite funds for books, magazines, and\n\npapers are necessary, however small the funds may be.\n\nThough smaller, the funds should be handled as for larger high-school\nlibraries.\n6.\n\nState supervision of school libraries.\n\n—Where there\n\nis\n\nno trained super-\n\nvisor of school libraries, a six weeks' course in modern library methods would\n\nbe of advantage to state high-school inspectors visiting small high schools.\n\nFOUR-YEAR HIGH SCHOOLS AND SENIOR HIGH SCHOOLS\n\nIV.\n\nWITH ENROLMENT BETWEEN 500 AND 1000\n1.\n\nHousing and equipment.\n\npages 6 to 17, applies here.\n\n—The statement of Attainable Standards,\n\nIt is suggested that the recommendations be\n\nadapted to specific needs.\n2.\n\nThe librarian.\n\n17, appUes here.\n\n—The statement\n\nof Attainable Standards, pages 6 to\n\nIt is suggested that the recommendations be adapted to\n\nspecific needs.\n\nIn schools of from 500 to 1000 enrolment and even in some larger schools\nconditions may make these qualifications impracticable.\n\nFor such schools\n\nthe following recommendations are submitted:\na)\n\nHigh schools with enrolment of 800 and over: The librarian should\n\nbe a graduate of an approved library school, or should at least hold a certificate for a full one-year course in library economy successfully completed in\n\nan approved library school, and should have at least two years of successful\nexperience in library work with young people in a library of standing, or\nin Heu of one of these years one year of successful teaching experience in a\n\n"}
{"page": 728, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n712\n\nhigh school.\n\n[Library\n\nIf the librarian is not a college graduate, four years of experi-\n\nence in library work or in teaching in a high school should be required in\naddition to the year of training in an approved library school.\nb)\n\nHigh schools with enrolment between 500 and\n\n700:\n\nA full-time\n\nlibrarian with training and experience should be in charge of the library.\nIf possible,\n\nthe standard should be the same as recommended above for\n\nWhere this is impossible the following standards\n\nschools of 800 and over.\n\nare suggested:\n(i)\n\nA full-time librarian with college graduation and at least a six\n\nweeks' course in library methods approved by the National Education\nAssociation Committee on High School Libraries, together with one year\nof successful library experience.\n\nTeaching experience is a valuable asset.\n\nThe six weeks' course is of necessity superficial, but under some circumstances may be acceptable until higher requirements can be met.\n(2)\n\nA full-time librarian who is a high-school graduate and has had a\n\ncourse of training in library methods, given by a public library, library commission, college, or other institution approved by the National Education\n\nAssociation Committee on High School Libraries, and in addition two\n\nyears of experience in a library of standing.\n3.\n\nScientific selection\n\nand care of hooks.\n\nStandards, pages 6 to 17, applies here.\n\n—The statement\n\nof Attainable\n\nIt is suggested that the recommen-\n\ndations be adapted to specific needs.\nCollections of 3000 to 8000 volumes are needed for high schools of\n\n500 to 1000 enrolment.\n4. Instrtiction in the use of hooks and libraries\n\n—The statement of Attain-\n\nable Standards, pages 6 to 17, applies here.\n\nIt\n\nis\n\nsuggested that the\n\nrecommendations be adapted to specific needs.\n5.\n\nAppropriation.\n\nto 17, appHes here.\n\n—The statement of Attainable Standards, pages\n\n6\n\nIt is suggested that the recommendations be adapted\n\nto specific needs.\n\nHigh schools of 500 to 1000 students should have a minimum appropriation of from $200 to $300 per year for books and magazines 5\n\n$500 should be appropriated.^\n6.\n\nState supervision of school libraries.\n\n$400 to\n\n—A trained librarian should be\n\nemployed by the state department of education, or by the state department\nof education in cooperation with the state Hbrary commission, to act as\n\nsupervisor\n\nof\n\nall\n\npublic-school\n\nhbraries\n\nin\n\nthe\n\n—normal, high,\n\nstate\n\nelementary, and rural.\n\nFOUR-YEAR HIGH SCHOOLS AND SENIOR HIGH SCHOOLS\n\nV.\n\nWITH ENROLMENT BETWEEN 1000 AND 3000\nI.\n\nHousing and equipment.\n\npages 6 to 17, apphes here.\n\n—The statement\n\nadapted to specific needs.\n»\n\nof Attainable Standards,\n\nIt is suggested that the recommendations be\n\nAmounts recommended are based upon prices quoted in IQ17.\n\n"}
{"page": 729, "printed_page": null, "text": ".\n\nReport)\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\n713\n\nShelving must be provided for a maximum collection of from 10,000\nto 20,coo volumes for high schools of from 1000 to 3000 enrolment.\n2.\n\nThe librarian.\n\n—The statement of Attainable Standards, pages 6 to\n\n1 7, applies here.\n\nThe standard requirement for the future librarian in high schools with\nan enrolment of 1000 to 3000 should be a college or university degree with\nmajor studies in literature, history, sociology, education, or other subjects\nappropriate to any special demands of the high school upon the Ubrary,\ntogether with one or two years of postgraduate library training in an\napproved library school and one year's successful library experience in work\n\nwith young people in a library of standing.\nIn high schools of 1000 pupils a full-time trained assistant Ubrarian\nshould be appointed.\n\nThis assistant should at least have completed satis-\n\nfactorily a full one-year course in an approved Hbrary school.\n\nIn large high schools of 2000 to 3000 enrolment, a second assistant in\nthe library should be appointed in addition to the assistant recommended\nfor a school of 1000 pupils.\n\nThis assistant should have the same profes-\n\nsional training as the first assistant, and a library clerk or page or student\n\npages should be employed to assist in general manual and routine work, as\nkeeping records of circulation, listing books for purchase, hsting books at\nbindery, preparing notices on overdue books and lost books, lettering dis-\n\nplay posters, keeping books in order on shelves, alphabetizing and fiHng\ncards, numbering books and pasting labels, and replacing books on shelves.\n\nThe work of the assistant should be determined by the librarian.\nThe statement of Attainable\n3. Scientific selection and care of hooks.\n\n—\n\nStandards, pages 6 to\n\n17, applies here.\n\nIt is suggested that the recom-\n\nmendations be adapted to specific needs.\n\nFor high schools not exceeding an enrolment of 1000 students, from\n5000 to 8000 volumes, not including duplicates, carefully selected, make a\ngood working library.\n4.\n\nInstruction in the use of hooks and libraries\n\n—The statement\n\nable Standards, pages 6 to 17, appHes here.\n\nIt is\n\nof Attain-\n\nsuggested that\n\nthe\n\nrecommendations be adapted to specific needs.\n5.\n\nAdequate appropriation.\n\npages 6 to 17, applies here.\n\n—The statement\n\nof Attainable Standards,\n\nIt is suggested that the recommendations be\n\nadapted to specific needs.\n\nHigh schools of 1000\n\nto 3000 students need as a\n\nminimum appro-\n\npriation from\n\n$300 to $500 per year; from $500 to $1200 should be\nappropriated.' For binding and rebinding, high schools of 800 to 1000\nstudents need a\n\nminimum of $40 a year;\n\nhigh schools of 1200 to 3000\n\nneed $75 a year.^\n»\n\nAmounts recommended are based upon prices quoted in 191 7.\n\nWhen the library is new it is evident that comparatively little rebinding will be necessary. The need\nfor rebinding and repairing increases with the age of the library and with the increased use of the library\n\nmaterials.\n\n"}
{"page": 730, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n6.\n\nSupervision\n\nof\n\nschool\n\nlibraries.\n\n(Library\n\n—A trained librarian should be\n\nemployed by the state department of education, or by the state department\nof education in cooperation with the state library commission, to act as\n\nsupervisor\n\nof\n\nall\n\npublic-school\n\nlibraries\n\nin\n\nthe\n\n—normal, high,\n\nstate\n\nelementary, and rural.\n\nAPPENDIX\nACKNOWLEDGMENTS\n\nI.\n\n1.\n\nFor many of the definite recommendations of this report the Com-\n\nmittee is indebted to the report of the Committee on Library Equipment\nin the report of the Joint Committee of the National Education Association\n\nand National Council of Teachers of EngUsh on the Reorganization of\nEnglish in Secondary Schools, pubHsht by the Bureau of Education,\nWashington, D.C.\n2. Reports also of the Committees of the National Education Association, of the National Society for the Study of Education, and of the\nAmerican Library Association have been freely consulted.\n3. For many definite recommendations as to planning and equipping\nthe library room we are indebted to the pamphlet School Libraries published\nby the Library Bureau, New York.\n4. Helpful criticisms^ have been received from the librarians in the\nOrange Union High School (350 students). Orange, Cal.; the high school\n(small high school), White Plains, N.Y.; the Wausau High School (700\nstudents), Wausau, Wis.; Olean High School (small high school), Olean,\nN. Y. from librarians in the pubUc libraries of Detroit, Mich. Cleveland,\nOhio; Portland, Ore.; and from other persons in the library and teaching\n;\n\n;\n\nprofessions.\nII.\nI.\n\nREFERENCES\n\nGENERAL REFERENCES\n\nA Study of Colleges and High Schools in the North Central Association.\nBulletin, 191 5, No. 6, United States Bureau of Education, Washington,\n\nD.C.\nStatistical summary of the library facilities available to high schools in the territory\n\nof the Association.\n\nReport on High School Libraries. (In\nLeonard P. Ayres, The Public Library and the Public School [Survey\nCommittee, Cleveland, 1916], pp. 59-64, 74-80, 86-88, 93.)\n\nCleveland Foundation Survey.\n\nBardwell, Darwin L.\n\n\"Phases\n\nof\n\nWork in the Modern High School,\"\n\nEducational Review, April, 1915.\nEmphasizes the importance of the high-school library.\n\nBarette,\n\nEmma E. \"The Use of the Library as an Aid in School Work,\"\n\nSchool and Society, March 16, 191 8.\n»\n\nTeachers or librarians, or others who feel interested to make constructive criticisms, are requested to\n\nwrite Mr. C. C. Certain, head of the department of English, Cass Technical High School, Detriot, Mich.\n\n"}
{"page": 731, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport)\n\n715\n\nMay Be Obtained Free or at Small Cost.\nAmerican Library Publishing Board, 1915. 25 cents.\n(A later, revised edition was published by Eastern Illinois State Normal\n\nBooth, M. J.\n\nLists of Material Which\n\nChicago,\n\n111.:\n\nSchool, Charleston, 111.\n\nEmma.\n\nBreck,\n\nFree.)\n\n\"The Efficient High-School Library,\" English Journal\n\n(January, 1916), pp. 10-19.\n\n\"High-School Libraries,\" Educational Review, June, 191 7.\n\nCertain, C. C.\n\n\" The Struggling High-School Library,\" English Journal,\nIV (1915), 357-61.\n\nFletcher, Mabel.\n\nHall, M. E.\n\n\"A Day in a Modern High School Library,\" Public Libraries,\n\nXXni (1918), si-59.\nHall, M. E.\n\nJournal,\n\n\"Development of the Modern High School Library,\" Library\nHistory Teachers' Magazine, VII (1916),\n\nXL (1915), 627-32.\n\n46-49.\nDefines what is meant by a \"modem\" high-school library.\n\nHargreaves, R. T.\n\n\"The Possibilities of the High-School Library,\" Pro-\n\nceedings of the National Education Association (1915), pp. 730-34.\nalso\n\nSee\n\nthe National Education Association Bulletin, February, 191 7,\n\npapers by Charles Hughes Johnston, Jesse B. Davis, and others.\nHosic,\n\nJames Fleming\n\n(Editor).\n\nReport of Committee on High-School\nSee the report of the\n\nLibrary Equipment for the Teaching of English.\n\nCommittee on the Reorganization of the Course of Study in\nNational Council of Teachers of EngHsh\nand the National Education Association. Published by the United\nStates Bureau of Education, Washington, D.C.\nBulletin No. 2, 191 7.\nJoint\n\nSecondary-School Enghsh.\n\nI\n\nJohnston, W. D.\n\n\"Relation of the Library to the Teaching of English,\"\n\nEnglish Journal, IV (1915), 21-27.\n\nI\n\nKeyes, Rowena Keith.\n\n\"How We Use Our School Library,\" English\n\nJournal, III (1914), 86-93.\n\nCompiled by Esther M.\nDavis and Agnes Cowing. H. W. Wilson Co., 1916. 958 University\nAve., New York, N.Y.\n10 cents.\n\nLibrary Aids for Teachers and School Librarians.\n\nContains a classified bibliography.\n\nI\n\nPowell, Mrs. S. H.\n\nCo.\n\n\"The Children's Library,\" chap. iv.\n\nH. W. Wilson\n\nNew York City.\n\nExcellent chapter on high-school library.\n\nPublic, Society, and School Libraries.\n\nBulletin, 191 5, No. 215, United States\n\nBureau of Education, Washington, D.C.\nPublic Libraries.\n\nSpecial\n\nSchool Library\n\nNumber, Chicago,\n\n111.\n\nVol.\n\nXXIII, February, 1918.\nWard, G. O.\n\nThe High-School Library.\n\nPublishing Board, 1916.\n\nAmerican Library Association\n\n78 E. Washington St., Chicago, 111.\n\n10 cents.\n\n"}
{"page": 732, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7.l6\n\n[Library\n\nWilson Bulletin, High-School Libraries Number, June, 1916.\nAve., New York, N.Y.: H. W. Wilson Co.\n\n958 University\n\nContains (i) excerpts of interesting articles, (2) bibliographies, (3) \"List of Books\nfor the Browsing Corner of the High School Library,\" (4)\nfor the High School Librarian.\"\n\n\"A List of Inexpensive Helps\n\nFree.\n\nSchool Library Management.\n\nWilson, Martha.\n\nDepartment of Education.\n\nSt.\n\nPaul, Minn.:\n\nState\n\nTo be published in new edition by H. W.\n\nWilson Co., New York.\n\nA manual designed to offer practical suggestions on the equipment, organization, and\nadministration of the school library.\n\nYoung, Ira M., \"A New England High-School Library,\" English Journal,\n\nIV (1915), 571-76.\n2.\n\nHOUSING AND EQUIPMENT*\n\nSmall Library, Buildings.\n\n*Marvin, Cornelia.\n\nChicago,\n\n111.:\n\nAmerican\n\nLibrary Association Publishing Board.\n\nNunn, Janet H.\n\n\"Planning and Equipping a High-School Library,\"\n(November, 191 5), 406-9.\n\nPublic Libraries,\n*School Libraries.\n\nXX\n\nLibrary Bureau, 316 Broadway, New York.\n\nFree.\n\nContains photographs and plans of well-equipped high-school libraries and valuable\ndata as to specifications.\n\nStearns, L. E.\nSt.,\n\n78 E. Washington\n\nEssentials in Library Administration.\n\nChicago, 111.: American Library Association Pubhshing Board.\n\n*Wilson, Martha.\n\nSchool Library Management.\n\nThe H. W. Wilson Co.,\n\nNew York City.\nFor description of equipment of modern high-school libraries see:\n*Hall, M. E.\n\n\"The Girls' High-School Library, Brooklyn, N.Y.,\" Public\nXXIII (February, 191 8), 53-55. (In her Day in\n\nLibraries, Chicago,\n\na Modern High-School Library.)\n\nHoward,\n\nClara.\n\n\"The Schenley High\n\nSchool,\n\nPittsburgh.\"\n\nPublic\n\nLibraries, Chicago, XXIII (February, 191 8), 67-69.\n\nCatalogs from the following firms will be suggestive:\n\nChicago and\n\nNew York City;\n\nLibrary Bureau,\n\nGaylord Brothers, Syracuse, N.Y.;\n\nDemocrat Printing Co., Madison, Wis.\n3.\n\nBOOKS\n\nAnnotated List of Books for Secondary-School Libraries.\nUniversity of the State of New York.\n\nFay, Lucy, and Eaton, Anne.\n\nAlbany, N.Y.:\n\n\"The High School Library,\" (Pp. 149-82\nBoston: Boston Book Co.\n\nin their Use of Books and Libraries.)\n\nHoUister, H. A.\n\n(Editor).\n\nStandards for High-School Library Content.\n\nBulletin on High-School Libraries, University of Illinois, Vol.\n\nNo. 33, April 16, 191 7.\n»\n\nAsterisk denotes pamphlets of special value.\n\nXIV,\n\n"}
{"page": 733, "printed_page": null, "text": "STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\nReport]\n\n717\n\nBooks for High School Libraries.\n\nOregon Library Commission.\n\nSalem,\n\nOre.\n\nProceedings of High-School Conference.\n\nBulletin No.\n\nUniversity of\n\n15,\n\nIllinois.\n\nReports of the Joint Committee on the Reorganization of High-School\n\nEngUsh.\n\nPubUshed by the United States Bureau of Education,\nSee chapter on library equipment.\n\nWashington, D.C.\n\nReports of the National Council of Teachers of English:\nCommittee on Plays, 25 cents;\n\nIHL;\n\n^»\n\n10 cents;\n\n(c)\n\n(b) Report of Committee on\n\nReport of\n\n(a)\n\nHome Reading,\n\nPubUshed by the National Council of\n\nMagazine Lists.\n\nTeachers of EngHsh, 68th St. and Stewart Ave., Chicago, 111.\nUniversity High School (Chicago).\n\nList of Books Suited to High-School\nUnited States Bureau of Education, Washington, D.C.\n\nLibraries.\n\nWilson, Martha.\n\nBooks for High-School Libraries, rev. ed.\nBureau of Education, Washington, D.C. 15 cents.\n4.\n\nUnited States\n\nPROFESSIONALLY TRAINED LIBRARIANS\n\nAmerican Library Association. \"Statement as to Quahfications for School\nLibrarians Adopted by the American Library Association through Its\n\nI\n»\n\nOfficial Council,\n\nMay 28, 1914,\" Library Journal, XXXIX (September,\n\n1914), 692.\n\nThe Duties\n\nBardwell, D. L.\n\nof\n\n(Pp. 47-48 in his Reports on\n\nthe High School Librarian Defined.\nHigh Schools, 1914.) Department of\n\nEducation, New York City.\nSeparate pamphlet to accompany the sixteenth annual report of the city superin-\n\ntendent of schools.\n\nBreck, Emma J.\n\nThe type of librarian needed.\n\n(In her \" Efficient High\n\nSchool Library,\" English Journal, V [January, 1916], 16-18.)\n\nAppoint the trained Hbrarian before planning the room\n\nFargo, Lucile E.\n\nor buying books.\n\n(In her \" Place of the Library in High School Edu-\n\ncation,\" Education, XXXIII [April, 1913], 474.)\n\nThe importance of the work of the high-school librarian\n\nHargreaves, R. T.\n\nand her\n\nqualifications.\n\nLibrary.\")\n\n(In\n\nhis\n\n\" Possibihties\n\nof\n\nthe High-School\n\nNational Education Association Proceedings, 1915, pp.\n\n730-34.\n\nJohnston, W. D.\n\nThe school librarian, training and status.\n\nDepartment of Pubhc Instruction, 19 15.)\n\n(Minnesota:\n\nPublic Libraries,\n\nXX (April,\n\n1915). 151-54.\n\nMinnesota State High School Board.\n\nQualifications and library training\n\nfor teacher-librarians in high schools.\n\nber, 1915), 649.\n\nLibrary Journal,\n\nXL (Septem-\n\n"}
{"page": 734, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7l8\n\nNational Council of Teachers of English.\n\n[Library\n\nResolutions concerning library\n\nservice in the schools and qualifications of school librarians.\n\nJournal,\n\nLibrary\n\nXXXIX (19 14), 692.\n\nWith slight modifications these were adopted by the American Library Association.\n\nNational Education Association.\n\nLibrary department. Report of the\ncommittee on high-school Hbraries on standards of qualifications\nrecently adopted for high-school Hbrarians in different cities. National\n\nEducation Association Proceedings (1915), 1064-73.\n\nNational\n\nEducation\n\nLibrary\n\nAssociation.\n\nduties of the high-school librarian.\n\nProceedings (1912), 1275-76.\n\ndepartment.\n\nTraining\n\nand\n\nNational Education Association\n\nIn report of the committee on high-\n\nschool libraries.\n\n5.\n\nDavis and Cowing.\n\nLIBRARY INSTRUCTION\n\nLibrary Aids for Teachers and Librarians, pp. 22-23.\n\n958 University Ave., New York, N.Y.: H. W. Wilson Co.\nHall and Moulton.\n\nVocational Guidance\n\nthrough\n\nthe\n\nLibrary.\n\n10 cents.\n\n78\n\nE.\n\nWashington St., Chicago, 111.: American Library Association PubHshing Board.\n\nHopkins, Florence M.\nedition.\n\nReference Guides That Should Be Known.\n\nRevised\n\nA series of ten pamphlets, each one devoted to a lesson,\n\ntwo recitation periods, on some one phase, such as Encyor Concordances; or Atlases, etc. Adapted especially for\nimmediate class use. Single pamphlet 25 cents; quantities at special\nrates.\nThe Willard Company, 479 Sixth St., Detroit, Mich.\nrequiring\n\nclopedias;\n\nLessons on the Use of the School Library.\n\nMadison, Wis.\n\n:\n\nState Department\n\nof Public Instruction, 191 5.\n\n''Library Tour\" (Round Table), English Journal, IV (191 5), 531-33.\n\nMadison, Elizabeth.\n\n\"A High-School Course in Library Use,\" English\n\nJournal, V (191 6), 196-207.\n\nSeverance, H. O.\n\nA Library Primer for Missouri High Schools.\n\nBulletin\n\nNo. 30, Volume XVI, University of Missouri, Columbia, Mo. (Revised, enlarged edition, 1917, Missouri Book Co., Columbia, Mo.,\n$1.25.)\n\nWard, Gilbert O.\n\nPractical Use of Books and Libraries.\n\nBoston Book Co.\n\n$1.00.\n6.\n\nAyres and McKinnie.\n\nAPPROPRIATIONS\n\nThe Public Library and the Public Schools.\n\nland Education Survey Reports.\n\nCleve-\n\n"}
{"page": 735, "printed_page": null, "text": "Report]\n\nSTANDARD HIGH-SCHOOL LIBRARY ORGANIZATION\n\n719\n\n\"Report on High-School Libraries in New York City,\"\nAnnual Report of the Superintendent of Schools New York\nCity (1914), PP- 43-50500 Park Ave., New York City: Department\n\nBardwell, D. L.\nSixteenth\n\nj\n\nof Education.\nGives tentative budget for high schools of 1000, 2000, 3000 pupils, equipment, and\nsupplies needed, list of periodicals, outline of lessons.\n\nNewberry, Marie St.\n\n\"A Normal Budget for the High School Library,\"\n\nProceedings of the National Education Association (1914), pp. 817-20.\n\nWilliams, Sherman.\n\nHigh-School Library Problems.\n\nI\n\n!\n\nFebruary, 191 6.\nBetter choice of books and larger appropriations.\n\nNew York Libraries\n\n"}
{"page": 736, "printed_page": null, "text": ""}
{"page": 737, "printed_page": null, "text": "REPORT OF THE COMMITTEE ON TEACHERS'\nSALARIES, TENURE, AND PENSIONS\nI.\n\nREPORT ON SALARIES\n\nOwing to the effect of the world-war on prices, the committee has\ndeemed it advisable to make a more extended report on salaries than otherwise would have been necessary. Not only have definite recommendations\nbeen made, but data have been appended which support the recommendations made.\n\nThe committee has been fortunate in securing the services of a number\nof persons in preparing this report.\n\nWhile the committee agrees with the\n\nconclusions and recommendations set forth, the persons writing the different\n\nparts are responsible for the statements of facts.\n\nThe report is submitted with the hope that it will not only meet with\nthe approval of the National Education Association, but be found helpful\nto legislators, school officials, teachers, and the general public.\n\nJoseph Swain, Chairman\n\nErnest C. Moore\n\nMargaret A. Haley\nDavid B. Johnson\n\nHarlan Updegraff\nGrace C. Forsythe\nJames Ferguson\nFrancis G. Blair\n\nJohn W. Carr\n\nTHE NATION AND THE CRISIS IN ITS SCHOOLS\nApart from the prosecution of the war itself, there is no more urgent\nproblem now before the American people than that created by the threatened collapse of the teaching profession. Collapse is an extreme word,\nbut so is the emergency it describes. The drafting into other work of\nlarge numbers of the most capable teachers, the continual opening of new\ndoors of opportunity to thousands of others, the utterly inadequate financial\nprovision for the majority of the remainder\nfor debate.\n\nThey are facts.\n\nIf the American people cannot be made to see the situation\nand to supply an early and drastic remedy, we shall run the risk, even tho\nwe win the war, of losing much that makes the war worth winning.\n\nfor the nation.\n\n^\n\n—these are no longer matters\n\nAnd they are facts ominous with disaster\n\n721\n\n"}
{"page": 738, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n722\n\nOur schools are the spring and origin of our democracy.\n\n(Teachers'\n\nOf what avail\n\nwill it be to spend our blood in defending the forms of democratic society\nif the life that is to fill\n\nit will\n\nand energize them is lost ?\n\nAnd if our schools suffer,\n\nIt is futile to declare that this is a matter for the future.\n\nbe lost.\n\nIf the war has taught us anything, it has taught us that the future becomes\n\nthe present with fatal rapidity, and that failure to provide for that future\nin advance\nforesight,\n\ncriminal.\n\nis\n\nForesight then\n\nand yet again foresight.\n\nis\n\nwhat\n\nis\n\nwanted, and again\n\nThe American people now have a\n\nsupreme opportunity to exercise foresight in the matter of their schools.\nWill they exercise it ?\n\nOr will they kill the goose that lays the golden eggs ?\n\nINDUSTRY ATTACHES VALUE TO EDUCATION\nFortunately there are a few departments of education which anybody\n\ncan see are not only indispensable to the life of the nation, but are as\nintegral parts of the prosecution of the war as the building of ships or the\n\ntraining of armies.\n\nA bUnd man can see that if the teaching of chemistry\n\nor engineering or medicine in this country were to suffer, the military arm\nof the nation\n\nwould soon be crippled.\n\nFearful lest the supply of skilled\n\nworkers should fall off, industrial leaders are realizing more fully every day\n\nhow dependent they are on the flow of trained men from the hands of the\nWithin a month, for example, a manager of one of the\n\nschoolmasters.\n\nlargest munitions plants in the country came to the head of the department\nof chemistry of\n\none of our colleges with the declaration that he was in\n\nneed of a chemist particularly fitted for work of a character which he\nspecified.\n\n\"You have the very man we want,\" said he, naming an assistant pro\" You must let us have him.\"\n\nfessor of chemistry in the college in question.\n\n\"But I can't,\" replied the professor.\nwithout him.\n\n\"Our department cannot get on\n\nHe cannot be replaced.\"\n\n\"How much is he receiving here?\" inquired the manager.\nThe head of the department mentioned the salary.\n\n\"We will double that,\" declared the manager without an instant's hesitation, \"if he will go to work for us tomorrow morning.\"\n\n\"We cannot meet that offer,\" said the professor, \"but if you take him,\ndon't expect us to keep on sending you the groups of trained chemists\nthat that man has helpt to turn out in the past.\"\n\nThe manager hesitated;\n\nthe thought seemed to sober him. \"You're\n\"I see it. Keep your man. He is more indispensable to us here than he would be in our plant.\" And the manager went\naway to seek some other solution of his problem.\n\nright,\" he exclaimed.\n\nThat incident presents in miniature the relation of technical education\nEvery day this war becomes more of a war of expert knowledge. The man behind the desk is as essential as the man behind the\nto the war.\n\ngun.\n\nIndeed he is the man behind the gun.\n\n"}
{"page": 739, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries)\n\n723\n\nAll this is so plain in the case of subjects like chemistry, engineering, and\n\nmedicine that an apology is almost necessary for dwelling on it.\n\nBut it\n\noes not appear to be so plain in the case of subjects just as really, albeit a\nbit more indirectly, connected with the war.\n\nAnd when it comes to edu-\n\ncation generally, to the majority of the public\n\nit\n\ndoes not appear to be\n\nplain at all.\n\n^L\n^^\n\nEDUCATION PRESERVES FRUITS OF VICTORY\n\nThe argument in many minds seems to run something like this: \"Our\nBy all means let us keep the technical schools that have a bearing on that business running full blast.\nAs for\nthe rest of the school system, time enough to attend to that when the war\nis over.\"\nNow, if we knew that the war would be over in a year; or if the\nbusiness at present is to win the war.\n\ncountry were financially at its last gasp, with taxation passing the Hmits of\nthe tolerable\n\n— luxury were entirely eliminated, and waste and extravaif\n\ngance things of the past; or if all the able-bodied men and women were at\nthe front, in the factory, or on the farm\n\n—then there might be a gleam of\n\nreason in a proposition to close the schools till the war was over, or to let\n\nthem pass into the hands of admittedly inferior persons.\ncircumstances the proposal would be a desperate one.\n\nEven under such\n\nCulture and educa-\n\ntion are by their nature continuous things.\nThey are a kind of birth. You\ncannot disturb the process of physical birth in a nation without disaster.\n\nNeither can you interrupt its spiritual and intellectual life and expect to take\nit\n\nup, unimpaired, where it was dropt.\n\nIt would be tragedy indeed if the\n\npresent generation were to win the war only to have the fruits of victory\n\nwasted by a generation incapable of understanding or using them.\n\nA WAR OF SCHOOLMASTERS\nHere it is that we touch the center of the misunderstanding concerning\nthis war and general education.\nThis is not merely a war of chemistry and\nengineering, a war of technical knowledge pitted against technical knowledge; it is a war of cultures and ideals, of ideas pitted against ideas. In\nthis sense it is literally a war of schoolmasters; and only the hope of victory\nin this latter struggle makes the sacrifices of the other conflict seem worth\nwhile.\nBut to achieve that victory the ideas and ideals for which we stand\nmust be kept pure and free-flowing at their source. For that deeper war\nbehind the other is bound to go on long after the physical strife has ceast.\nEverywhere men make the capital mistake of supposing that the good or\nthe evil of this war is a thing that will be definitely settled on the day when\nvictory is attained and the treaty of peace signed. There could not be a\ngrosser error.\n\nThe upshot of this war for humanity, the final good or bad of it, is going\nto depend on what the nations do as a result of it, on whether it gets the\nbetter of the brain of\n\nhumanity by stunning it or whether the brain of\n\n"}
{"page": 740, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n724\n\n(Teachers'\n\nhumanity gets the better of it by understanding it. But this, in the main,\nthe will and the intellect of the next generation, and the will and\nthe intellect of the next generation lie in no small measure in the keeping of\n\nlies with\n\nthe teachers of the present.\n\nMARKEDLY SUPERIOR TEACHERS DEMANDED\nIt has become a truism that the Germany of today is the product of the\nGerman schoolmasters of yesterday. Just as certainly the America of\n\ntomorrow, perhaps the world of tomorrow, will be the product of the Ameri-\n\nWhat, then, if the American teaching force of today\ncomes to consist of an inferior selection from our present teachers supplemented by high-school girls of no experience, no special training, of temporary tenure, and only passing interest in their work\nWhat if the prophecy\nof at least one publisher of textbooks be realized, who has declared that only\n\"fool-proof\" textbooks must be publisht in America for the present for\ncan teachers of today.\n\n!\n\n—\n\nthe reason, to use his own words, that \"we are going to have to deal with\njust that type of teacher for the next ten or fifteen years\"!\n\nSuch a pre-\n\ndiction from an unsentimental business man with an eye to profits should\nset us thinking.\n\nAmerica must not delude herself into believing that she\n\ncan put her children into the hands of teachers of the \"fool-proof text-\n\nbook\" type and yet expect those teachers to turn out a generation of states-\n\nmen capable of grappling with the problems of what promises to be the most\ncritical period in the social and political history of mankind.\nTo achieve that\nresult the teachers must be, on the contrary, not only not inferior, but mark-\n\nedly superior, the best that can be had, not merely in training and intellec-\n\n—\n\ntual equipment, but in character, imagination, and social vision\nmen and\nwomen fitted by virtue of what tliey are to disseminate the spirit of democ-\n\nracy.\n\nWe must put forever behind us the childish notion that reading,\n\nwriting, arithmetic,\n\nand the rest are all there is to education.\n\nFor the\n\ngenuine purposes of life, these are the incidental products of teaching; its\ncentral products are those intangible and imponderable things, that total\n\nattitude toward life, which the child takes in, as unconsciously as it takes\nin the air,\n\nfrom the personality of the teacher as a whole.\n\nWoe to the\n\nfuture if that personality be of inferior grade!\n\nSALARIES BELOW LEVEL OF SUBSISTENCE\n\nYet at the present hour, as has been hinted, practically all forces\nmaking in the direction of just such inferiority. There are inducements on every hand for the most successful teachers to leave the proare\n\nfession.\n\nenter it.\n\nThere are few inducements for those with promise of success to\nWith the many branches of military service open to the teacher,\n\nwith hundreds of industrial concerns bidding for the services of men and\n\nwomen with precisely the equipment that the teacher's training gives, and\n\n"}
{"page": 741, "printed_page": null, "text": "TEACBERS' SAURIES AKD COST OF UVtNG\n\nSaferksl\n\n7^$\n\nwith salaries in most of the schools far below e\\Tn that modest level o(\nsubsistence that tbe teacher has been granted in the past, the profession is\n\nbound to undergo, is already undergoing, rapid deterioration. If it be urged\nthat the teacher at this crisis should be patriotic and remain at his post,\nbearing his part of the sacritice of the time, the answer is that there is no\ngroup of workers in the country who would be less willing, if they could, to\nescape that sacritice.\n\nThey, if anyone, are in a position to know the worth\nAll they ask is that they shall not be called\n\nof the thing that is at stake.\n\nupon to carry aji utterly unjust and crushing share of the burden.\n\nAll they\n\nask is that they shall be treated in the spirit of President Wilson's recent\ndeclaration to Congress that the load the people\n\nequitably placed.\n\nmust slioulder. must be\n\n\"If the burden is justly distributed,\" were the Presi-\n\ndent's words, \"and the sacritice made a common sacrilice from which none\n\ncapes who can bear it at all, |the pet^ple of this country] will carry it\n«1,\n\ncheerfully and with a sort of solemn pride.\"\n\nThe teacliers of the country\n\nsubscribe unanimously to that creed, but they also ask to have it applied to\ntheir case.\n\nIf it is not.\n\nwhat\n\nbe predicted with acoiirar\\\ninto tlirec classes,\n\n(.-l.issos\n\nwill\n\nhappen to the teaching profession can\n\nThe teachers o\\ the count rv will fall nnighly\n\n.\n\nwhirh wcic\n\nIhmhc diMuu\\l JurinL: the\n\nalri\\ul\\\n\ndecade and a hall ol sharp rise in prices prior to 1914.\n\nThe war merely\n\naccelerated enormoush- their forn\\alion.\n\nPOVERTY DKTERIORATES THE PROFESSION\n\nr.\n\nFirst, there will be what we may call the ettdawed class.\n\nThis will be\n\na small one and will be confined in the main to the higher branches of ediu ation.\n\nIt will consist of a certain number of linanciall\\- indepciulcnt persons\n\nwho will continue teaching because of the pUasmc oi\nintellectual\n\nthe work or the\nand social prestige flowing from connection with a college or\n\nuniversity.\n\nHowever\n\nhighly\n\nwe may think\n\nof\n\nindividuals within\n\nthis\n\ngroup, the idea is repugnant to every denuHr.uie instinct we possiss of\n\nhaving any part of our educational system pass under what would inevitably\n\nbecome a kind of upper-caste control.\nSecond, tliere will be what we may call the part-iime class. This\nwill consist of an immense number who will give only a share of their time\nand energy to teaching: who will teach, but who will not expect their\nteaching salary to support them. Few outside the profession have any\nidea\n\nhow\n\nclass,\n\nfrom tlie many who earn a few dollars on the side or devote what\n\nlargely\n\nthe\n\nteachers of the country already belong to this\n\nought to be their period of intellectual recreation, the summer vacation,\nto other work, to the few who frankly make their teaching incidental and\n\ndouble or treble their salaries by outside work.\n\nThe effect of this state\n\nof affairs on the profession calls for no comment.\n\nNo man can serve two\n\nmasters in tlie vocational world any more than he can in the moral world.\n\nThe secret of a strong will is undivided attention.\n\nNo one can calculate the\n\n"}
{"page": 742, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n726\n\n[Teachers'\n\ndegree to which the efficiency of education in this country is already impaired thru the necessity under which thousands of teachers suffer of doing\n\ntwo things at once. What sort of work would the nation expect of its executives and legislators, of its sailors and soldiers, or of its business men, if\nafter their regular day's labor they were compelled to give their attention\nYet that is exactly\nto some side line of work to eke out a living income ?\n\nAnd bad as\n\nwhat the nation seems to expect of a multitude of its teachers.\n\nthis part-time condition is at present, it is bound, unless something radical\nis done,\n\nto become immeasurably worse.\n\nThen there will be a third class of teacher. For it there is no satisfactory name. Were the term not certain to be misunderstood, it might\nbe called the sweated class. Perhaps the exploited class would be less open\nThis class will consist in part of teachers who, thru age, or\nto objection.\npoor health, or family responsibilities, or other circumstances over which\nthey have little or no control, will be able neither to escape from the profession nor to\n\nadd materially on the side to their teaching income, with\n\nthe result that they will be compelled to take what is offered them and\n\nlower their standard of living accordingly.\n\nnothing but sympathy.\n\nSuch teachers will deserve\n\nThey will be slaves in outward condition but\n\nMuch the same will be true of those teachers who, thru a\nmistaken sense of duty, combined with ignorance of political economy,\nremain at their desks when they could leave them. But this will not be\nnot in spirit.\n\nthe case with what it is to be hoped will prove a small group of teachers\n\nwho, with both power to do otherwise and knowledge of the consequences\nof their choice, will accept a standard of living below the minimum of what\n\nmakes genuine human life, as distinguisht from mere living, possible.\nSurely it is to be hoped that the time may never come when the teacher\nwill not be willing to live simply.\n\nA certain austerity of life befits his posi-\n\ntion of spiritual leadership as it does that of the minister.\n\nBut simpHcity\n\n—\n\none thing and a poverty that stunts the soul is another and at the\nopposite pole. The teacher who submits to such poverty voluntarily is a\n\nis\n\nslave in spirit as well as in outward fact, and his act degrades not only his\n\nown profession but the working world as a whole as certainly as child labor,\nor coolie labor, or convict labor, degrades it.\n\nLOW SALARIES HARM THE CHILD\nAnd even if poverty did not injure the teacher and his fellow- workers,\nhow could it fail thru him to harm the child under his care ? How can he\nwhose function is to awaken life perform that function when life, in the sense\nof something above mere subsistence, is denied him ? And how, on the other\nhand, can the child be expected to have respect for the things of the mind\n\nwhen he sees those who have devoted a lifetime to them refused the reasonable comforts of existence ?\n\n\" Why should I go into teaching,\" a high-school\n\ngirl is reported to have askt an aunt\n\nwho was urging her to adopt her own\n\n"}
{"page": 743, "printed_page": null, "text": "—\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n727\n\nvocation, \" Why should I go into teaching when I can get two dollars and a\nhalf a day more than you are getting after teaching twenty years?\"\n\" Why should I want an education ? \" a boy who had left school for the mines\n\nto the teacher who was trying to impress\non him the need of a high-school education for success in life, \"Why\nshould I want an education ? Why, my dear teacher, I'm making a good\n\nis said to have retorted smilingly\n\ndeal more than you are, now.\"\n\nWhat could the teacher say?\n\nNo one in\n\nBut you will\nnever convince the rising generation that knowledge is power while it\nhis senses desires to measure the value of truth in dollars.\n\nbeholds so many of the professional dispensers of knowledge in a state of\nvirtual slavery.\n\nThese then are the three classes\n\n—an endowed\n\nclass,\n\na part-time class, a\n\nsweated or servile class. These are the divisions into which the American\nteaching profession will split up if some radical remedy is not adopted.\n\nIs\n\nthis country willing to have its schools, which it has long pointed to with\n\npride as the source of its democracy, pass into the hands of an endowed\n\na part-time class, or a slave class ? If it does, democracy in\nAmerica deserves to perish. And it will perish.\nWhat, then, is the remedy ?\nThere is just one remedy tho there may seem to be two, owing to the\ntwo quite opposite ways thru which it may be attained.\nclass, or\n\n—\n\nTHE SOCIAL NEED FOR HIGHER SALARIES\nBut before coming to the remedy and the methods of attaining it, let us\nnotice what, emphatically, is not the remedy. The remedy is not to raise\nteachers' salaries sporadically, here a little and there a little, 25 per cent in\nthis enlightened city, 5 per cent in that benighted one, $500 a year in some\nindustrially booming section where teachers have grown scarce, $50 a\nyear in some out-of-the-way corner of the land where supply and demand in\n\"Supply and demand\"\nteachers has not been perceptibly affected.\nthat goes to the heart of the matter.\n\nThe critical situation of our schools\n\nmill never be genuinely remedied so long as teachers' services are regarded as a\n\ncommodity to be purchast at the cheapest obtainable rate in the open market.\n\nThat\nThe teacher must come\n\nThat, in too many places, is the present attitude toward the teacher.\nattitude must end, or our democracy will end.\n\nto be taken for what he is : a public servant, performing a task of unsurpassed\n\nimportance to the nation, and on that account just as fully entitled to\n\nadequate compensation, or its equivalent, as the soldier, the legislator, or\nthe judge.\n\nFrom the kindergarten to the university the teaching pro-\n\nfession in America must be lifted, wherever it has fallen below it, to a level\n\nthat will command for it the full respect of the community and attract\ninto its ranks\n\nmen and women of the first order.\n\nThis demand would\n\nhave been imperative, it is important to notice, even tho the war had not\ncome to complicate matters. The problems of negro and alien education,\n\n"}
{"page": 744, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n728\nto\n\n(Teachers'\n\nmention no others, especially the presence among us of thousands of\nwho could not speak a word of English, were questions that,\n\nforeigners\n\nprior to 19 14, were pressing for solution.\n\nThe single staggering fact, brought\n\nout in a recent letter of Secretary Lane to the President of the United States,\nthat there were in the United States in 19 10 more than five and a half million\n\npersons over the age of ten who could neither read nor write in any language,\n\nshows better than anything else how incredibly far the country had fallen\nshort, under the free and easy method of regarding teachers' services as a\n\ncommodity, of creating a genuinely democratic system of education.\n\nTHE NATION MUST RESCUE ITS SCHOOLS\nAll this is simply a way of saying that education is a national matter.\nThe man who denies that at this hour is not worth listening to. The man\nwho denies that education is a national matter is capable of denying that\n\nour Army and Navy are national matters, of thinking that our states and\n\ntowns and cities, left to themselves, could carry on the war.\n\nWhich is\n\nnot to imply for a moment that education is merely a national matter.\n\nMay\n\nthe time never come when the people in this locality or that lose control over\n\nthe teaching of their own children.\n\nBut the child is of concern to a wider\nand the wealth of a community\nis no measure of the promise of its human material.\nCan we permit boys\nand girls of rare gifts, not to mention average boys and girls, just because\nthey happen to have been born on the outskirts of the country to have only\nthe outskirts of an education? Those boys and girls are the nation's\nhighest assets. The nation must do its share toward bearing the burden of\nThe nation, the state, and the locality each has its functheir training.\ntion.\nThe nation, either directly or thru the states, must subsidize and\nregion than the place in which he is born;\n\nstimulate the struggling community, holding it meanwhile to the highest\n\nstandards; the state, up to the limit of its power, must do the same^ while\nthe locality must be lookt to to preserve the principles of variety and individuality against the encroachments of too great centralization.\n\nJust\n\nnow, however, it is the nation that must take the initiative and lead the\nway if for no other reason than because, at a moment when immediate\naction is half the battle, legal and constitutional restrictions tie the hands of\n\n—\n\nmany of the states and threaten a delay that will be fatal.\nBut suppose the nation cannot be made to see its duty.\n\nThen there is\n\nonly one other way, the second of the two methods already mentioned:\nthe teachers,\n\nby concerted action and the application of the principle of\n\ncollective bargaining, must compel the nation to wake up.\n\nBut surely this will not be necessary.\nimagination to see things on a new scale.\nsay, \" This ought to be done.\n\nThe war is training the national\nIt is no longer a day when we\n\nWe will do it, provided we can get the money J^\n\nIt is a day rather when we say of whatever is vital to the public welfare,\n\n\"Let this be done.\"\n\nAnd then we get the money.\n\n"}
{"page": 745, "printed_page": null, "text": "2\n\nSalaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nIt is a day of big things.\n\n729\n\nIt is preeminently a day when those who are\n\nserving the state must be granted the right of way.\n\nThe teachers of the\n\ncountry are not only serving the state now; they have been serving it all\ntheir lives.\n\nThey are the captains of the army of understanding: not alone\n\nof that technical understanding upon which military victory depends, but of\n\nthat larger human understanding upon which depends the whole hope and\n\nwe spend billions to save the world, can we not\nIf we pour forth our\ntreasure without stint to those who shape our steel and iron, can we not\ngrant at least a living wage to those who are molding our life itself ? The\nnation must come to the rescue of its schools. For a nation without educafuture of the world.\n\nIf\n\nspend millions to make the world worth saving ?\n\ntion is a coast without a lighthouse.\n\nTEACHERS' SALARIES AND THE COST OF LIVING, 1918\nINCREASE IN THE COST OF LIVING\nIn 19 13 the Committee of the National Education Association on\nTeachers' Salaries, Tenure, and Pensions publisht an extended report\n\nwhich subsequently has been widely circulated and effectively used thruout\nthe country. The last year for which figures were obtainable at the time of\nthe completion of this report was 19 11.\n\nFrom the latter year until near\n\nthe end of 19 15 there was a slow upward movement of prices, both wholesale\n\nand retail, in the United States.\n\nSo gradual was this movement,\n\nhowever, that it did not justify any large revision of the conclusions reached\nin the report of 1913.\n\nDuring the years 1916 and 1917, however, there\n\nhas occurred an extremely rapid rise of prices, a rise so great and so sudden\nthat it makes imperative a new and thorogoing study of the whole situation\nas it affects the teachers of the country.\n\nThe skyrocketing of prices which we are now experiencing is graphically\npresented in Chart I,^ herewith, which shows the movement in the wholesale\n\nmarket of the United States from 1890 to 19 17 inclusive. From 1890 to\n1897 prices declined. Between the latter low-level year and 19 11, the\nlast year for which figures were available when our earlier report was prepared, there was an increase of 44 i per cent in wholesale prices. The year\n191 showed an increase of 6.5 per cent over 191 1, but during the years\n1913 and 1914 wholesale prices actually decHned slightly. For 1915 they\nwere still slightly lower than for 191 2. But the two succeeding years show\nan upward rush that dwarfs all movements recorded during the whole\n.\n\nperiod of twenty-seven years.\n\nTo illustrate: From 1897, the year of lowest\n\n51.6 per cent, an average of less\nDuring the two years from 1915 to 1917 alone\nthey advanst 42.8 per cent, an average of 21.4 per cent a year. To put\nthe matter in another way, the upward movement of prices has been more\n\nprices, to 19 15, wholesale prices advanst\n\nthan 3 per cent a year.\n\n' This chart brings down to date the diagram presented on p.\ns, National Education Association Repo\non Salaries and Cost of Living, igi3.\n\n"}
{"page": 746, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n730\n\n[Teachers'\n\nthan seven times as rapid during the last two years as it was during the\npreceding eighteen years of increasing wholesale quotations.\n\nThe fact may\n\nseem astounding, but it is none the less true that wholesale prices in the\nUnited States were more than two and one-half times, exactly 2.65, higher\nin 19 1 7 than they were twenty years earlier.\n\nCHART I\n270\n\n'\n\nr^\n\n250\n\nJ\n1\n1\n\n210\n\n1\n\nINDEX NUMBERS\n\n'\n1\n\nRrLA T/VE RR/CES OE\n\n200\n\n1\n1\n\nALL CnL^L-fnn/T/ES\n\n1\n\n1\n\n190\n1\n\nj\n\n1-\n\n^\n\n160\n\n—\n\n/\n\n/\n\nISO\n/\n/\n\n140\n\n/ \"^\n\n130\n\n//\\\n\n100\n\ny\n\n/\n\n,/\n\n1 20\n\n110\n\n/*\n\n/\"\n\nV\n\n\\\n\\s\n\n..^ -\n\n<\n\n/\n\n/\n/\n\n'\n\n/'\n\n^\n\n^\n'\n\n.\n\n80\n70\n\n&0>0>0>0i00«0dva00\n0»0i\n00000000000000000000\n\n005060mmmmmmmw\nOO\nOlO< OiO«OiOiO>OiOi 0>OiO»0»OiO>0>\nYears\n\nFrom the point of view of the teacher the significance of these figures is\nunmistakable.\n\nTaking the country as a whole, strenuous\n\nefforts\n\nwere\n\nnecessary to keep salaries advancing as rapidly as prices during the period\nof comparatively slow\n\nupward movement.\n\nNot always indeed was the\n\nadvance of income kept even with the necessary increase of expenditure.\nBut to meet an upward rush so rapid as that from the beginning of 19 16 on,\nIt was\nit is manifest that almost superhuman efforts must be put forth.\n\n"}
{"page": 747, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n731\n\nhard to climb to the summit of the Pelion of high prices reacht in the years\n1911 to 191 5.\n\nNow suddenly Ossa has been heapt upon Pelion, and the\n\nteachers of the country must begin a vastly more difficult climb.\n\nSome further analysis of the developments of the last two years is necessary.\n\nFirst, it\n\nmay be noted that figures dealing with retail prices confirm\n\nCHART II\n\nthe observations made with regard to wholesale prices during this period.\n\nThus in the case of the retail prices of twenty-two principal articles of food,\nthe general level for December, 19 17, as shown by the figures of the United\nStates Bureau of Labor,^ is 50 per cent higher than for December, 1915.\n' These statements are based upon figures presented by the monthly review, February, iqi8,\nof the\nBureau of Labor Statistics, United States Department of Labor, (see Chart II). The March number of this\nreview shows that on January 15, 1918, the retail price of food had made a further increase above the level for\n\nDecember 15, 1917, of 2 per cent.\n\n"}
{"page": 748, "printed_page": null, "text": "\"\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n732\n\n[Teachers'\n\nChart III shows in detail the movement of wholesale prices by months\nfrom January, 1913, to December, 1917. The figures upon which it is\nbased cover 296 commodities of all kinds, including farm products, food,\ncloths and clothing, fuel and lighting, metals and metal products, lumber\n\nCHART III\nXQO '\"'\n\nI\n\nI\n\nT\n\n1\n\nT\n\n1\n\n1\n\nl«5\n\n\\r\n\n180\n\nt\n\n17s\n\nJ .4\n\nI\nINDEX N UMBEI^S\ni6s\n1\n\n-\n\n160\n\nf\"\n\n:\n\n170\n\n-\n\n-\n\n-\n\n\\\n\ni^^oLESAU^ PR/CES\n\nA]/£fiAOe fVR r£AA\n\nI\n\nH\"\n\n^ /g/i-/7//^CLUSi\\^\n\n\\\"\\\n\"\n\n'\n\n---\n\n-\n\nj\n\n1\n\n'\"•'\"\"'\n\n/\n\n1\n\njL^^\n\n1\n\n/\n\n1-\n\n/\n\n.1\n•c\n\n1.\n\n_l\n\n_l\n\n\"\n\nr^\n\n140\n\n::.l\n\n:::::::::::_:\n\nc\n\n41\n\n135\n\nX\n\n130\n\n\\\n\n::::::::::::::::::;:::::::::_\ni.\n\n125\n\nT\n\nT\n\n.._\n\n1-t\n\n1t\n\n1\n\n\\'\"t-_4^\n\n.^\n\n::::::::;: V:\n\n-I-.\n\n:\n\n:\n\n/\n.\n\nI\n\nI\n\n1\n\n...\n>\n\n..\n\n:\":\n\nL,...*:..:..,\n'I'A\n\n..\n\nt'.w\n\"'\n\nt-'fI\n:::\n\ngS.-^1J\n\n:::::::::::\n\n:::;:.::;:±::\n\nj\n\nga-lti Sa-gti S'a-gtJ ga-gtJ\n19 14\n\nga-3u 9afU\n1916\n\nYears\n\nand building materials, drugs and chemicals, house-furnishing goods, and\nmiscellaneous articles.\n\nAn increase of the cost of such basic materials\n\nmust of course be reflected in the retail prices of all commodities derived\nfrom them. The general level of wholesale prices is shown by these figures\nof the Bureau of Labor to be not less than 72 per cent higher in December,\n\n1917, than in December, 1915.\n\n"}
{"page": 749, "printed_page": null, "text": "2\n\n.\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries)\n\n\"This increase\n\n733\n\nwholesale prices) has been particularly great,\"\n\n(of\n\naccording to the Bureau of Labor, \" among farm products, foods, clothing,\n\nmetal products, drugs, and chemicals\"\n\n—\n\nall articles,\n\nwith the exception of\n\nSome of\n\nmetal products, which enter largely into the teacher's budget.\n\nCHART IV\nM!\n\n1\n\n-60\n\n!\ni\n\n,\n\ni\n\n'\n\n'\n\n'\n\nM\n\n^\n!\n\ni\n\n1\n\n1\n\n1\n\n1\n\ni\n\ni\n\n1\n\n1\n\n!\n\n1\n\n\"\n:\n\n\"\n1\n\ni\n\ni\n\ni\n\n1\n\ni\n\n,50\n\nirlr\n\n1\n\nI M\"\"ti\n\ni\"\"r'\"t'\"'\n\ntttiiK..|.n\n\n\\\n\n''°\n\n'Mil u\n\n,\n\n..,\n\n1\n\n1\n\nr\n\n:..:.::t4;--4li-;\nT\n\n^'°X\nt\n\n220 4-t---\n\n--\n\n-+--\n\n-4-\n\n-\n\n2IO\n\n1\n\n...L\n\n.\n\njj-T\n\n,\n\nT\n\n—\n\n1 h\n\n^\n\n^«-^««\n\nIxi\n\nI\n\ntr\n\nL.J\n\n_L_L.\n\n1\n\n^\n\n.\n\n_\n\nti\n\n!\n__\n\n,\n\n....\n\n1/1l\n\n1\n\n— -J i\n\nl\n\n'\n\ni\n\niLfi\n\n1\n\n-\n\nI\n\n^\n\nTI.......\n\n^\n\nI20\n\n\\\n\n- t\n\n1\n\n,:,.,.^\n\n/\"\n\n-\n\n'-^-->,\n\n*\n\nWX'^^^^^^^^^^\n:. \\., _..::-:::::\n\n7\n\n\\\n\n\\ /\n.\"fl\n\n.\n\niT\n\nX\n\n'\n\nI\n\n!\n\nI\n\n'\n\nX\n\n'\n\n'\"\"\"it\"\n\n^\n\n/\n\n\"\"\"\nt\n\"r\"\"\"\";\nI +_-_...-.\nlIElII\nil\nI,,IJ\n\nI30\n\n90\n\n_.\n\n_^_lL-'-\n\n.\n\n140\n\nloo\n\nT\n\n....::;::::::::;:::-_:::7^:---\n\n1\n\n4\n\n\"o\n\n,,\n\n-_\n\nti\n\nL\n\n80\n\n.\n\n'::\nf\n\n'\" \\\n\nX\n\n\"\n\n\\\n\n*\n\n'\n\n\"/\"\n\nJ\n.._.\n\n.\n\n-''\n\n'\n\n-\n\n.^/\n\n.\n\n1\n\n-\n\n~p\n\n:«\n\n_\n\n1\n\n1 1.^\n\nt\n^x6oT|__t._.|_+..tt\nISO\n\n,\n\nI\n\n•—\n\nLOMBCff a SUILD/f^O /•UiTSff/j'M.\n\n1\n\niJ\n\nt\n\nero/foups or co/^MOo/nes\n\n1^\n\nS 170\n\n-r\n\n^WHOLESALE PR/CES\n\n1\n\n1\n\ni8o\n\nt\n\nr\n\n--\n\nit\n\n'\"\"t\n\n.\n\n.\n\n..+_....\nT-\n\nmovements of wholesale prices by special groups of\nThus from December, 1915,\nto December, 1917, lumber and building materials advanst 39.1 per cent,\nfuel and lighting 59 3 per cent, food 66 6 per cent, house furnishings 73\nper cent, cloths and clothing 92.5 per cent, and farm products, 98.1 per\nthe details of the\n\ncommodities are shown in Charts IV and V.\n\n.\n\n.\n\ncent.\n\n.\n\n"}
{"page": 750, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n734\n\n[Teachers'\n\nIt is a matter of common knowledge that there has been no recession of\n\nprices in the few months which have elapst since December, 191 7, and this\n\npopular impression is confirmed by Bradstreet's index numbers, which are\nobtainable for a more recent date than the figures furnished by the govern-\n\nCHART V\n\nM^^aE a\nment.\n\nBradstreet's figures are based upon ninety-six different commodities,\n\nincluding many kinds of food products, thirteen metals, eleven chemicals\n\nand drugs, seven building materials, and numerous other articles. For\nDecember, 1917, this authority quoted an index number of 17.5962. On\nMay I, 1918, it had advanst to 18.9133. This means a price increase of\nvery nearly 7 J per cent within a period of five months.\n\n"}
{"page": 751, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n735\n\nWith the continuance of the war, in all probability new higher levels will\nFurther increases as rapid as those of 19 16 and 19 17 are by\nno means impossible. Even after the termination of the war it is probable\n\nbe recorded.\n\nthat prices will remain high during the subsequent years of readjustment\n\nand reconstruction. For an indefinitely long period, perhaps from fifty\nto one hundred years, the payment of interest and sinking-fund charges on\nwar debts will continue to exert an effect upon the level of world-prices.\nThere is consequently slight ground, if any, for the expectation that\nprices may decline as rapidly as they have advanst during the last two years.\n\nOn the contrary, every circumstance indicates that they will continue to\nincrease indefinitely and remain fixt at a high level for a considerable period\nthereafter.\n\nTeachers and others with fixt incomes must deal with the\n\nsituation from this point of view, or else prepare to suffer a further reduc-\n\npower of salary, in addition to the\nupon them by the price movements of the\n\ntion of real wages, i.e., purchasing\n\nsevere losses already inflicted\nlast two years.\n\nWIDENING OPPORTUNITIES FOR EMPLOYMENT\nCoincident with the rapid increase in wholesale and retail prices in\n1 9 16\n\nand 19 1 7 has occurred a tremendous expansion of the demand for the\n\nmen but of women as well. Men have volunteered\nand have been drafted by the hundreds of thousands for our new Army and\nNavy. Back of those in the fighting line such directly auxiliary industries\nas shipbuilding, transportation, and the innumerable branches of munitions\nproduction have absorbed a large part of the labor force of the country.\nFor the latter purposes, shipbuilding, transportation, and munitions production, the supply of men has not been adequate. At least industries of\nthis character are making vigorous and systematic efforts to enlist women as\nworkers. More recently agriculture has begun to bid, almost frantically,\nfor the services of women.\nUpon the teaching profession the effects of higher prices and wider\nopportunities for employment have been complementary and cumulative.\nOf course the results are more markt in industrial than in agricultural\nservices not only of\n\ndistricts, but they are apparent to a considerable degree the country over.\n\nHigher prices prevail generally, even if wider opportunities for employment are more or less localized. Fairly well-defined cases in which teachers\n\nhave been forst out of the schools by sheer inability to meet the increasing\nFar more numerous, however,\ncost of living are of common occurrence.\nare the cases in which the lure of high wages in industrial undertakings,\n\nwith the hope of future rapid increases, has led teachers to give up their\nprofession.\n\nAs tangible illustrations the following cases may be cited from a city\nwhich had a population of 38,537 in 1910, and whi h, as a consequence\nof its rapid industrial development, particularly along the lines of ship-\n\n"}
{"page": 752, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n736\nbuilding \"'\"I\n\n75,000 or\n\n•'\"'\n\nniori'.\n\nnuinufacturc of nninitionH,\ni'lic\n\nshii)l»uildinK district.\n\nrT^)>m'\n\nnow claims from 60,000 to\n\ncily referred to is in the center of the Philadelphia\n\nAn investigation of this district just made by the\nWage\n\niUireau of I.jd)or Statistics in cooperation with the Shipbuilding\n\nAdjustment Board and the JOmer^ency Fleet Corporation shows that\nexpenditures per family for clothing showed an increase in 1917 of 51.33\nper cent over 1914; exi)enditures for furniture and furnishings an increase\nof 49.84 per cent, for food of 54.41 per cent, for hou.sing of 2.60' per cent,\n\nand light of 21.54 per cent, for miscellaneous purposes of 43.81\nFor the whole 512 families studied, expenditures in 1917 showed\nan increase of 43 .81 per cent over those for 1914. It is from a community\nof this character, with a rapidly increasing population and with industrial\nfor fuel\n\nper cent.\n\nwages also rising rapidly, that the following actual cases have been taken.\n\nA iifth-grade woman teacher, of ten years' experience, salary $682 50 a\n.\n\nyear ($05.00 per month, 10^ months a year), accepted a clerical position\nin\n\na shipbuilding establishment at $1144.00 a year ($22.00 per week, 52\n\nweeks a year).\n\nA special teacher of drawing in intermediate grades, at a salary of\n$682 50 per year ($65 .00 per month, io| months a year), accepted a clerical\nposition, taking charge of pay-rolls, in a shipbuilding establishment at a\n.\n\nsalary of $900.00 per year ($75.00 per month, 12 months a year).\n\nThis\n\nteacher, a woman of thirty-seven years of age, had taught successfully for\nfifteen years.\n\nHer only preparation for a business career was a brief course\n\nwhich she had once taken in a business school and two summers spent as\nbookkeeper at a summer hotel. Nevertheless her services were welcomed\n\nby the shipbuilding company and an increase was promist beyond her initial\nsalary of $900.00.\n\nA drawing supervisor, woman, of nine years' experience, salary $1050.00\nper year ($100.00 per month, 10 J months per year), accepted a position with\n\na large chemical concern at a salary of $1250.00 per year, with a further\nincrease of $200.00 per year promist.\n\nA woman teacher in the grades, thirt>-four years old, of ten years'\nexperience, salary $577.50 ($55.00 per month, ip^ months per year), had\n\ntaught in a school in the Italian section of the city where she had given most\nuseful service and was greatly beloved by the children and parents.\n\nShe\n\npossest the qualitications not only of a teacher but of a social worker as\nwell.\n\nFond of her profession, she attended summer session in normal school\n\nat her\n\nown expense for two years to secure a higher certificate.\n\nAltho\n\nanxious to continue teacliing she found U impossible to maintain a standard\nof living, under stress of the higher prices of 1916 and 1017.\n\nVery reluctantly\n\nshe accepted a position in the otVice of a shipbuilding concern, at a salary of\n•\n\nii\\\n\nPho sutall iH^tvtMvta^f of increase for hou<unj; is prv>b.Abl>' due to the fact that these families ha>-e resided\n.\\s old tenants their rents have not been nisevl so rapid^v as in the case\n\nthe district studicvl fv^r some time.\n\nof ne>\\Avmer>»,\n\n»iuc« 1914.\n\nCertsunlj- it is tr\\»e that rentals of n>»n>' prv>perties in this city h*\\-e ad\\-anst 50 to too per cent\n\n"}
{"page": 753, "printed_page": null, "text": "$1040.00 a ^'ear.\n\nShe found readjustment to new duties less difficult th^n\n\nshe had anticipated, and she is under no such strain or responsihihty in het\n\nnew work as in the schoolri>om of a crowde(^ foreiijjn section of the city.*\nIn addition to the demands of shij>huilding and munition making, the\ntea hers of the city referred to a]>ove have recently received a hlank f(>rm,\n\nsent out by one of the largest railroad corporations in the country, inquir-\n\ning into any qualifications they may possess for any form (>f railroad work\n\nand requesting them to\n\nregister for possible future\n\nemployment.\n\nOne\n\ninteresting question propounded in the inquiry blank is, \"If satisfied, will\n3^ou remain in the service of the company ?\"\n\nTo meet the probable resignation of experienst teachers in this community and in others similarly circumstanst, it was proposed at the superintendents' convention recently held in Atlantic City that girls who have just\n\ngraduated from high school might be employed, in case they could spend a\n\nsummer in pedagogical preparation.\n\nAfter meeting the expense thus en-\n\ntailed those able and willing to do so might receive appointments at $45 .00\n\nper month, payable lof months annually.'\n\nConsidering that in this community there is eager competition among a number of large industrial concerns for the services of unskilled women workers at wages of from $15.00\nto $18.00 per week, and that girl munition workers of slight experience may\neasily earn $20.00 per week on a piecework basis, it does not seem likely\nthat there will be any great demand, even by scantily prepared high-school\ngraduates, for teaching positions.\n\nIn rural communities, doubtless, this\n\nkind of teaching material would be more largely available.\n^\n\nIn this connection a story recently circulated regarding the attitude ot A\n\npublishing house engaged largely in the textbook business shows what may\n\nbe expected in the near future.\n\nA representative of this publishing firm,\n\ndelegated especially to visit college and university professors and ascertain\n\nwhat texts they were producing or could be induced to write, was recently\nmet with the query, \" What sort of books does your firm want ?'* To thi«\nthe agent of the publishing house replied:\n\nWe are not m the blightest doubt as to idiat kind of textbook* we wuit tor tlie Deaf\nWe want the most elementary treatises that can he written. We want A-B-C\n\nfuture.\n\nBooks that presuppose a ndnmram of mtel%ence on the paai al Hat ieMehen.\nBooks that wiU teach themselves. In short, IboHmiof books. And we want thif tifld\nof textbook becanse we realize that with pfcsent prices and prcscni aalarie* we are iMOi\nbooks.\n\nto have to deal with just that Qrpe of teacher for the next tea or fiftem yeaMk,\n\nTbe same proUem, £ram a whoDy di£fetent aiigle, IS\n\nMg^^\n\nthe\n\nstory of a li^^b-sdiool giil wlio was eacaaragDA by her aunt to conttntie het\n\neducatiao in ooOegr so as to pitpare for tradimg.\n\nThe Moat had hem\n\nteadni^ some twenty years and was gettiiis only about |$oo a year is A\n\n"}
{"page": 754, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n738\n\n[Teachers'\n\nThe young high-school girl replied to her aunt, \"Why should I\n\nsalary.\n\ngo to college to prepare to be a teacher when I can get right now by working\nin a mill more than you are making when you have been teaching for twenty\n\nyears ? \"\n\nThe high-school girl might have added that she could get employment the year around in a mill and could get employment for only eight or\nnine months in school teaching. The superintendent of schools at Benld,\nreports that he excuses two or three boys in the grades at three o'clock\n\n111.,\n\nevery day to work on the ''second shift\" at the mines.\n\nThey work from\n\n3.30 to 11.30 P.M., make $3 to $5, and attend school also. Mr. Elmer\nCoatney, a teacher in the Benld Township High School, recently urged a\n\nboy who had left school to work at the mine to return to school. He\nendeavored to convince the boy of the need and value of an education. But\nthe boy replied, \" Mr. Coatney, I am making more money without an education than you are making with one.\" This is the truth, although Mr.\nCoatney is paid $100 a month, which is more than the average wages of\nhigh-school teachers in that locality.\n\nRemember that these districts are doing the best they can under the\npresent legal limitations on the tax rate.\n\nAs a result of the increast demand for their services a spirit of unrest,\nentirely natural under the circumstances, has taken possession of the teach-\n\ning stajBf of many cities.\n\nThere is a widespread inclination to try out the\nemployment during the comiiig summer.\nThose who find the change advantageous will resign within the time limit\nfixed in their contracts toward the end of the coming vacation.\nNot until\nopportunities\n\nfor\n\nindustrial\n\nschools reopen in the fall of this year, therefore, will the full extent of the\nindustrial draft be apparent.\n\nOnly a part of those who experiment with industrial employment will\nabandon the profession of teaching. A comparison of the advantages and\ndisadvantages of the two methods of earning a livelihood may throw some\nlight on the probable number of resignations from the teaching stafifs of\nindustrial centers.\nIn most business establishments the hours of work are\nfrom 8 00 a.m. to 5 00 p.m., with one hour for lunch. The hours which the\n:\n\n:\n\nteacher is required to spend in the classroom are indeed much shorter, but\n\nwhen one counts in the additional duties performed by a teacher out of\nhours\n\n—such as preparing\n\nlessons, grading papers, and meeting the innumer-\n\nable professional demands, direct and indirect,^ upon her time\n\n—the advan-\n\ntage which she enjoys in this respect is comparatively slight.\n\nMoreover, it\n\nis\n\ngenerally admitted that the nervous strain and burden of responsibility\n\ncarried by the industrial worker of corresponding salary are much lighter.\n\nOf course the teacher's vacation periods are considerably longer than those\nwhich are customary in industry. However, industrial employes are sometimes given full pay for the customary two weeks allowed during the\n»\n\nSee \"The Teacher's Working Day,\" Report of the Committee on Teachers' Salaries and Cost of Living,\n\npp. 138-56.\n\nPublisht by the Natioaal Education Association in 1913.\n\n"}
{"page": 755, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries!\n\n739\n\nTrue, the tesichet has two months or so of summer vacation, but\nwithout pay, and if dependent wholly on her own resources she sometimes\n\nsummer.\nfinds\n\nit difficult\n\nto\n\nmeet current expenditures during this period.\n\nover, required professional training in\netc.,\n\nMore-\n\nsummer schools, normal schools,\n\nmakes considerable inroads into the apparently long vacation she\n\nenjoys.\n\nMuch is made, perhaps too much, of the alleged better social position\nenjoyed by the teacher as compared with the industrial employe.\n\nHowever,\n\na better social position without the means of maintaining the standard of\nliving associated therewith in the public mind becomes a burden rather than\n\nan advantage.\n\nOften it leads to pitiful little economies, unworthy shifts\nand devices that harm one's health, lame one's self-esteem, and reveal\nthemselves to the scornful laughter of the prosperous and unfeeling.\nMuch has been made also of the greater social service rendered by the\nteacher.\n\nIt\n\nis\n\na thoroly justifiable appeal, perhaps the highest that can\n\nbe made to those qualified for the duties of our profession, and in response\nto this appeal such heroines of real life as Deborah of Ernest Poole's His\nFamily will continue to give themselves to the care of their big school\nfamilies.\n\nBut this is no longer the age of asceticism.\n\nNor is there any\n\nnecessary logical connection between the call of social service and poverty.\nFinally it must be emphasized that at the present time and so long as the\n\nwar shall last many industries may make a direct and energetic appeal to\nthe patriotism of their workers, just as the teaching profession has always\n\ndone.\n\nThis is preeminently true of farming, shipbuilding, and the many\n\nbranches of munitions making.\n\nThe former advantage which teaching\n\nenjoyed in its broad appeal for patriotic and social service is therefore\nshared for the time being by many industries which are competing for the\nservices of teachers.\nFinally,\n\nwhen it comes to a comparison of tangible rewards all the\nThe latter usually offers\n\nadvantages are on the side of industrial work.\n\na substantial increase at the beginning over the salary of the teacher.\nIt may not offer such security of tenure as teaching, but for an indefinitely\n\nlong period in the future industry as a whole is likely to expand.\n\nBesides\n\nemployment are likely to\ncome more frequently, and when they do come they usually bring with them\nmuch more substantial increases of salary than those promist by the average\n\nlarger initial salaries, promotions in industrial\n\nschedule of teachers' salaries, with its theoretically admirable but personally\n\nsomewhat invidious groups, grading, experience, and efficiency ratings. At\na time like the present, with new higher price levels recorded from day to day,\nthe likelihood of occasional substantial raises of pay possesses an appeal\n\nmuch stronger than during periods of stable prices. All things considered,\ntherefore, industrial employers are in a position to make a much stronger bid\nAnd the economic qualities of\nfor the services of teachers than ever before.\nteachers are precisely such as to make them especially desirable employes.\n\n"}
{"page": 756, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n740\n\n[Teachers'\n\nThey possess a greater share of native intelligence than most applicants\nfor\n\nsuch positions;\n\ntheir education is considerably better;\n\nthey do not\n\nexpect to maintain excessively high standards of living and consequently\nare satisfied with moderate salaries;\n\nand finally they are thoroly dependable\n\nworkers, capable of accepting heavy responsibilities and trained to stick to a\njob until it is completed.\nit is not\n\nIn the light of these admirable industrial qualities\n\nstrange that various kinds of business have begun to seek recruits\n\nfor their working forces from the ranks of school teachers.\n\nTHE QUESTION OF METHOD\n\nThe two\n\nrapidly increasing prices and\nemployment, have brought about an acute\n\nfactors already considered,\n\nwidened opportunities\n\nfor\n\nThey are inexorably\n\neconomic crisis so far as teachers are concerned.\n\nsome teachers, while many others are being attracted into\nbusiness enterprises by the lure of new industrial opportunities.\nUnder the stress of these economic forces the question of the unionization of teachers has naturally come into prominence; indeed, such a movement for the union of teachers in afiiliation with the American Federation\nof Labor has recently been making rapid progress.\nNowhere is this more\napparent than in the city of Washington. In Washington teachers have\nbeen drafted from the schools into many branches of the civil service by the\nsimple process of taking civil service examinations. Teachers whose\nminimum salary is $500 are metamorphosed into government clerks at a\nforcing out\n\nsalary of $1200.\n\nThe result, not unnaturally, has been a demand for a\n\nlarge increase of teachers' salaries, say from the minimum of $500 to $1000.\n\nThis demand has been presented very ably and effectively by the unions of\nschool teachers in Washington, and they have organized in\n\nits\n\nbehalf a\n\nvery effective and sympathetic propaganda.\n\nThe movement has spread rapidly.\n\nOf recent date, a roster of local\n\nunions includes the names of twenty-four such bodies.\ncities such as\ncities of\n\nNot only large\n\nNew York, Chicago, and Washington are represented, but also\n\nthe second class such as Chattanooga, Scranton, Schenectady,\n\nThe literature of the\nOne need not be disturbed\n\nGary, Valparaiso, Norfolk, Va., and Vallejo, Calif.\nunionist organizations is conservative in tone.\n\nby the fear that they will resort to undignified and violent measures.\nUnions formed of American teachers may be depended upon to pursue a\nMoreover, what the teachers\nwise, patient, and purely democratic policy.\nof the country are asking of the people\n\n—\n\ntheir ultimate employers\n\n— not\nis\n\naskt in selfishness but in the widest interest of the people themselves.\n\nPublic schools are the chief bulwark of liberty.\n\nIf\n\nthe teachers of the\n\ncountry are ruined economically the schools will fail and democracy itself\nwill\n\nbe mperiled.\n\nThe economic crisis which confronts teachers now is so great and so\nimmediate that it seems altogether unlikely that the advocacy of higher\n\n"}
{"page": 757, "printed_page": null, "text": "Salaries!\n\nTEACHERS* SALARIES AND COST OF LIVING\n\n741\n\nsalaries for teachers is likely to be overdone in the near future.\n\nIt is true\nthat agitation for wage increases during war times should be made only\n\nafter\n\ndue deliberation and on the most compelling grounds.\n\nBut it is\n\ncertain that the teachers of the country are justified in taking such action\n\nat the present time.\n\nNor is there the least likelihood that such increases as\nIn no sense will teachers become\n\nthey may secure will be unduly high.\n\nwar profiteers. On the contrary the strongest cooperation of all effective\nmeans for the raising of salaries will hardly avail to secure adequate results\neven to the extent of restoring to them the purchasing power which they\npossest in 19 15.\n\nWhile many of us are strongly inclined to favor agitation within strictly\nprofessional lines rather than along the lines associated with the labor\n\nmovement, we must recognize, however, that in certain communities the\nunion method may be the better method. At least we must be prepared\nto welcome the cooperation of the new method in every feasible way.\nThe\nNational Education Association should therefore\n\nmake special study of\n\nthe progress of unionism among teachers, the methods employed, and the\npossibilities of cooperation therewith, and publish a report on these topics\n\nfor the guidance of its members and teachers everywhere in dealing with\nthis\n\nnew form of organization.\n\nManifestly in those communities where\n\nteachers' unions are formed such unions are likely to become very effective\n\ncenters for propaganda in favor of higher salaries for teachers.\n\nMerely by\n\ncooperating with the unions along statistical lines the National Education\nAssociation should be able to render valuable service without unnecessarily\nindorsing all the methods which the unions may decide to use in furthering\ntheir own interests.\n\nAt the present moment the three great material issues confronting\nand pensions, have shifted largely in\nimportance, as compared with the year 19 14. Of the three, salaries are\nmuch the most important and are likely to remain so for an indefinitely\nlong time. As for tenure, instead of teachers worrying about that subject,\nit is the school boards and superintendents of the country who have to\nworry lest they may not be able to retain their teaching staffs. With\nteachers leaving in large numbers for industrial and other employment,\npensions cease to be of any great interest for the time being. The situation is a difl&cult one.\nOnly by boldly and resourcefully standing out as\nteachers, namely, salaries, tenure,\n\nleader of the teaching profession in this emergency can the National Education Association justify its existence\nis\n\nand guarantee its future.\n\nIndeed it\n\nonly by such a policy, pushed sufficiently to secure large advances of\n\nsalary, that the National\n\nEducation Association can hold teachers to the\n\nprofessional point of view and to professional methods of taking action\ntheir own interest and the interest of the community.\n\nn\n\nOtherwise unionism\n\nwill dominate the situation, as indeed it should if it proves the only means\n\nto rescue the teaching profession\n\nfrom economic deterioration.\n\nFor\n\nit\n\n"}
{"page": 758, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n742\n\n(Teachers'\n\nmust be rescued from the impending bankruptcy if it is to continue to\nperform the great, aye, the indispensable, function which has been intrusted\nto it by the democracy of America.\n\nHOW IS THE MONEY TO BE OBTAINED TO PAY ADEQUATE\nSALARIES TO TEACHERS?\nI\n\nHow is the money to be obtained to pay adequate salaries to teachers ?\nThe 19 13 report of the Committee of the National Education Association\non Teachers' Salaries and Cost of Living proved in detail, what many would\nhave been willing to admit without askmg for figures, that even before\nthe war the teachers of the country were inadequately paid. But the war,\nas the preceding section of the present report amply demonstrates, has\nturned a situation that was bad into one that is critical. Something immediate and radical must be done or there is danger of educational collapse.\nSchool ofiicials, as a rule, recognize this danger and are willing enough\nto pay better salaries to teachers.\nBut theu: pertinent question is, \"Where\nis the money to come from?\"\nThis is a practical problem that must be\nanswered in a practical way. Before taking it up it is desirable to know how\nmuch money will be required, first, to meet the needs of our existing school\nsystem in the present emergency; secondly, to extend the scope of public\neducation to meet twentieth-century demands; and, thirdly, to pay adequate\nIt is necessary also to know what has already been\ndone toward obtaining the necessary funds.\nIn order that the committee might have up-to-date information con-\n\nsalaries to the teachers.\n\ncerning what has been done, and opinions from all over the country as to\n\nwhat should be done, the following questions were sent to each state superintendent.\n1. About what percentage of increase of teachers' salaries, including supervisors\nand city, town, and county superintendents, is necessary to meet present war conditions:\na) Elementary and rural teachers ?\nb) Other persons engaged in public-school work ?\n2. Approximate amount expended for salaries in your state according to last report:\na) Raised by local taxation.\nb) Appropriated by the state.\n3. Are the laws of your state such that local communities can levy and collect sufficient funds to pay adequate salaries to teachers:\n\na)\n\nIn rural communities ?\n\nb)\n\nIn towns and smaller cities ?\n\nc)\n\nIn large cities ?\n\nAre there adequate funds available for additional state support ?\n5. State briefly the means that are being taken in your state to secure adequate\nfunds for teachers' salaries to meet the present emergency.\n6. Do you favor national aid to the different states ?\n(A bill is being prepared by the National Education Association Commission provid4.\n\ning for the appropriation by Congress of $100,000,000.00 for this purpose.)\n\n"}
{"page": 759, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries!\n\n743\n\nReplies have been received from more than half of the state superin-\n\ntendents representing every section, and their answers have been tabulated\nin brief form (see Appendixes I and II).\nIf we consider the answers to the first question, we find that in order\n\nto meet war conditions it is necessary, in the opinion of the state superin-\n\ntendents, to increase the salaries of elementary and rural teachers from 10 to\n\n50 per cent and those of high-school teachers, supervisors, town, city, and\nIf a rough average is\n\ncounty superintendents from 10 to 50 per cent.\ntaken, the state superintendents\n\nrecommend that elementary and rural\n\nteachers should have their salaries increast about 33 per cent and all others\n\nabout 20 per cent.\ngate\n\nAccording to the publisht statistics (1914-15) the aggre-\n\namount expended for teachers'\n\n$345,006,445.^\n\ntendents,\n\nsalaries in the\n\nUnited States was\n\nTherefore, according to the estimate of the state superinrequire from $100,000,000 to $115,000,000 to meet the\n\nit will\n\npresent emergency on account of the rapid increase in the cost of living.\n\nBut there is another and a better way of approximating the amount\nmoney required to meet the war emergency. On April 30, 19 18, the\nRailroad Wage Commission of the United States made a report to the\n\nof\n\nDirector General of Railroads relative to the wages of railroad employes\n\" We have had a most exhaustive study made of the\n\nand the cost of living.\n\ncost of living today,\" says the Commission, \"as contrasted with the cost\nof living in the latter part 191 5\nlishes two things:\n\nTo our mind it conclusively estab-\n\n(i) that the cost of living has increast disproportionately\n\namong those of small incomes, and (2) that there is a point up to which it is\nessential that the full increast cost shall be allowed as a\n\nwage increase,\nAs\n\nwhile from this point on the increase may be gradually diminished.\"^\n\na result of this study the commission made a table setting forth the rate of\nincrease of all wages up to $250 per month, the \"vanishing-point\" so far\nas increases are concerned.\nMonthly Wages\n\nThis table provided the following i^\nPercentage of Increase\n\nUnder $ 46\n\n103\n\n-44*\n\n$ 46- 79\n80- 100\n\n43\n\n-41\n\n40. 44-3 I. 75\n\n100- 200\n200- 250\n\n31-29- 8.37s\n8.26-0\n\n* The increase was $20 per month.\n\nApplying these schedules to the salaries of teachers and changing monthly\nwages into yearly salaries, we have calculated the increases which it would\nbe necessary to make in order that the financial condition of the teachers\nThe amount is $i66,og4,2ii,\n\nin 1918 might be as good as it was in 1915.\n\nReport of the United States Commissioner of Education for 1917, II, 54-\n\nThe aggregate salaries for igis\n\nare taken instead of those for igi6 ($364,789,265, on p. 81 of the same report) because the percentage of increase\nin wages of railroad employes is calculated on the 1915 basis by the Railroad Wage Commission.\n\nof Railroad Wage Commission to the Director General of Railroads, Washington, igiS.\n»\n\nSee Report of the Railroad Wage Commission for 1918, p. 15.\n\n'\n\nIbid., pp. 20-26.\n\nSee Report\n\n"}
{"page": 760, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n744\n\nor an increase of 45.3 per cent.\n\n[Teachers'\n\nSee Appendix III for detailed statement\n\nby states.\nBut what about the extension of the public school system? What\namount of money will be needed to bring our education up to the level\nof twentieth-century demands ?\nThere is space here to enumerate only a few of the most pressing of the\neducational questions with which we are face to face.\n\npopulation must be Americanized.\n\nmust be reduced to a minimum.\n\nOur foreign-born\nThe widespread prevalence of illiteracy\nIndustrial education, in which we have as\n\nyet made scarcely a beginning, must be extended;\nfuture\n\nis\n\ncontingent on\n\nit.\n\nour entire industrial\n\nAn adequate system of physical education\n\nmust be establisht and developt; the health and vigor of our people, perhaps the very endurance of the Republic, depend upon it. The school term\nin a majority of the states must be lengthened.\nBetter attendance laws\nmust be enacted, and more effectively enforst. This last point is a matter\nof prime importance, the fact being that, altho the average school term in\n\n19 1 6\n\nwas eight months (160.3 days), yet the average daily attendance\n\nof all of the pupils enrolled was only six months (120. 9 days).\n\nThere were\n\nsixteen states in which the average attendance was less than five months\n\nand one in which it was only 72.9' days.^\n\nThe matter of illiteracy deserves a special word owing to conditions\nrecently revealed in a letter of Secretary Lane addrest to the President of\n\nthe United States and to the chairmen of the educational committees of the\nHouse and Senate. The letter states:\n\n\"The war has brought facts to our attention which are almost unbelievable and that\nThere were in the United States in 1910, 5,516,163 persons\nThere are now\nnearly 700,000 men of draft age in the United States who cannot read or write in English\nor any other language. Over 4,600,000 of the illiterates of this country were twenty\nare in themselves accusatory.\n\nover ten years of age who were unable to read or write in any language.\n\nyears of age or more\n29 in Louisiana.\n\nThe percentage of ilUterates varies from i\n\n.\n\n7 in\n\nIowa to\n\nIn the first draft between 30,000 and 40,000 illiterates were brought\n\ninto the army, and approximately as many more near illiterates.\n\nThey cannot sign their names.\nThey cannot read their orders posted daily.\nThey cannot read their manual of arms.\nThey cannot read their letters or write home.\nThey cannot understand the signals or follow the signal corps in time of battle.\"\n\nThe urgent necessity for reducing illiteracy is further emphasized by\nthe fact that the number of illiterates actually increast in sixteen states from\n\n1900 to 1910.\n\nThese states are all in the North and West and comprise\n\nseveral of the greatest states in the Union\n\n—New York 27.6 per cent, Penn-\n\nsylvania 18.3 per cent, Illinois 6.5 per cent, Massachusetts 5.6 per cent,\n\nNew Jersey 31.0 per cent, Connecticut 24.9 per cent, California 27.0 per\ncent,\n«\n\nand the state of Washington 44.7 per cent.\n\nAltho the South\n\nSee Report of the United States Commissioner of Education for 1Q17, II, 75.\n\nstill\n\n"}
{"page": 761, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n745\n\nhas a very high per centage of ilHteracy, yet the density of ilhterate population in the great manufacturing states of the\nstates in the Black Belt of the South.\n,\n\nto the square mile, the latter 7\n\n.\n\ni\n\nNorth exceeds that of the\n\nThe former has 9 8 illiterate persons\n.\n\nto the square mile.^\n\nThe bare enumeration of these facts shows that the scope of education\nmust be greatly extended.\n\nWhat will it cost ?\n\nNo one knows.\n\nPerhaps\n\nBut it must be done, cost what it may.\nSo far we have considered only what amounts of money are necessary\nto meet the war emergency due to the high cost of living and to extend the\n\n$75,000,000 a year, perhaps more.\n\nTo rescue the profession of teaching from\nbankruptcy will require $330,000,000 to $400,000,000 in addition to the\nnecessary scope of education.\n\namounts named above.\n\nFew persons have ever taken the pains to study\n\nthe financial condition of the public-school teachers of the United States.\n\nNo one has ever made an exhaustive study of the distribution of salaries,\nbut until such a study is made, it is impossible to present the facts in their\n\nThe best we have are averages, and we use those for 19 14-15.\nBut the mere statement of these averages is pathetically eloquent.\ntrue light.\n\nThe average salary for all of the 622,321 public-school teachers in 1915 was $543.31.\nThat is, $1 73 per working day thruout the year.\n.\n\nThat is, $1 .48 per living day thruout the year.\nThere was not a single state in the Union in which the average salary of the teachers\nwas $1000.\nThere were only two states, California and New York, in which the average salary\nof the teachers exceeded $900.\n\nThere were only three other states, Washington, New Jersey, and Massachusetts,\nin which the average salary of the teachers was between $800 and $900.\n\nThere were only three other states, Nevada, Arizona, and Rhode Island, in which\nthe average salary of the teachers of each was between $700 and $800.\n\nBut that is not all of the story.\nThere were twenty-nine states in which the average salary of the teachers was below\nthe average for the United States.\n\nThere were twenty-three states in which the average salary was below $500.\nThere were twelve states in which the average salary was below $400.\nThere were three states in which the average salary was below $300.\nThere was one state in which the average daily wage was 64 cents!\nIf these are\n\naverages of all teachers, including principals and superin-\n\ntendents, what must be the economic condition of more than 350,000 of the\n\npoorest-paid teachers of the United States!^\n\nBut the foregoing statistics represented conditions in 19 15.\n\nWhat are\n\nthe present conditions relative to the salaries of teachers ?\n\nFor the most part we do not know.\n\nThe most roseate optimist we have\n\nheard of says that salaries have advanst 10 per cent within the last three\n«\n\nFor charts and tables relative to illiteracy see Appendixes IV and V.\n\nThese statements are based on the table of statistics found on p. 50, Vol. II, of the Report of the United\nFor detailed statement by states see Appendix III.\nSlates Commissioner of Education for 1917.\n*\n\n"}
{"page": 762, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n746\nyears.\n\n(Teachers'\n\nIf that is true, the average daily wage of the teachers in the United\n\nStates is now $1.63 instead of $1.48.^\n\nBut we do know something definite about the present salaries of the\nelite of our profession, the salaries of the teachers in 320 cities of the United\n\nStates.\n\nThese data have been collected within the last sixty days by the\n\nNational Education Association Commission on the National Emergency.\n\nThese data have been collected in such a manner as to show the number of\nteachers receiving salaries of different amounts.\n\nThe actual facts are these;\n\nThe median salary for 59,020 elementary teachers in the city schools is $816. 19.\nThe median salary for 3779 intermediate teachers in the city schools is $899.42.\nThe median salary for 13,976 high-school teachers in the city schools is $1249.50.\nThere are 19,017 teachers, including 338 high-school teachers, in the city schools\n\nwho receive less than $700 per year.\nThere are 2931, including 33 high-school teachers in the city schools, who receive\nless than $500 per year.*\n\nWhile we do not know the worst conditions relative to teachers' salaries,\nyet this study shows the actual condition of the best-paid group of teachers\nin the United States to be bordering on bankruptcy.\n\nBut what was a living salary in 19 15 ? What is a living salary in 19 18 ?\nHere again we must rely on the Railroad Wage Commission, which says:\nThis study of the cost of living was not made from paper statistics exclusively, by\nthe gathering of prices, and comparison of theoretical budgets.\nable part an actual study from life\n\nIt was in no inconsiderRoughly, it may be said that the man who\n\nreceived $85 a month on January i, 1916, now needs 40 per cent additional to his wage\nto give him the same living that he had then.\n\nBelow that wage a larger percentage must\nbe allowed, because the opportunity for substitution and other methods of thrift decline\nalmost to the vanishing-point, while above that wage a growing proportion of the increase will go to those things essential to cultured life but not essential to actual living.^\n\nWHAT CONSTITUTES A MINIMUM WAGE AND A FAIR WAGE FOR TEACHERS?\nEstimates have been made by charity workers and others of the amount\nof earnings\n\nneeded to keep a family above the pauper or poverty Hne.\n\nIn 1900, John Mitchell, of the United Mine Workers, stated that a minimum\n\nwage of $600 a year was necessary for a worker in the anthracite region.\nAt about the same time the New York Bureau of Labor estimated $10\na week or $520 a year as an amount adequate for the necessities of a city\nworkingman.\n\nDr. E. T. Devine, Secretary of the Charity Organization\n\nNew York City, estimated $600 as the minimum. Another\ncharity official of New York City considered $624 a minimum necessary\nSociety of\n\nfor a family of five.\n\nAbout the same time the Massachusetts Bureau of\n\nStatistics estimated $724 as a fair living wage .for a family of five.\n\nThese\n\nThe average salary of all teachers in igi6 was $563 08, or an increase of 3 6 per cent (see Report of the\nUnited States Commissioner of Education for 1917, II, 77). The National Education Association Commission\nreports 23 cities, representing 10,340 teachers, which report no increase at all.\nSee Appendix VI. The\n'\n\n.\n\n.\n\nUnited States Commissioner of Education has forwarded to this committee data from 108 cities, showing that\nthe increases have not been general. It is difficult to make estimates from such data. See Appendix VII.\nFor conditions in Missouri see Appendix XI.\n*\n\nFor table giving distribution of salaries of teachers of 320 cities, see Appendix VIII.\n\n»\n\nReport of the Railroad Wage Commission, p. 16.\n\n"}
{"page": 763, "printed_page": null, "text": "8\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\nestimates were\n\nall\n\n747\n\nmade for a period in which prices everywhere were\n\nmaterially lower than in 1915.\n\nFurthermore, they were not estimates\n\nof an ideal standard of comfort for workingmen but represented the amount\n\nwhich was considered necessary to keep the famihes of the individuals\nconcerned without providing any surplus for luxuries or comforts.\n\nNOTES ON WHAT CONSTITUTED A LIVING WAGE FOR TEACHERS IN THE\nYEARS 191 5-1\nWhile the Report of the Railroad Wage Commission does not attempt to\nsum represents a hving wage for all the railroad men of the\n\nsay what\n\ncountry, it does attempt to show how much of an increase in wages will be\n\nnecessary in order to enable the members of the different wage groups to\nsecure approximately the same returns in 191 8 as in 191 5.\n\nIt is manifestly\n\nunfair to compare the earnings of the teachers of the country with the\n\nearnings of a heterogeneous group hke the railroad employes of the United\nStates.\n\nIt\n\nwould seem more appropriate\n\nto\n\ncompare teacher's\n\nsalaries\n\nwith the returns of some one of the groups of railway workers, like that of\n\nOn page 18 of the\n\nthe engineers, or conductors, or even of the brakemen.\nreport of the eight-hour commission, the statement\n\nis\n\nmade that \"the\n\ntypical earnings of an eastern freight engineer was around $180 a month,\n\nand that of the eastern freight brakeman, $100 a month.\" According to\nthe table found on the same page, t5^ical earnings of freight brakemen in\nthe southern and western section would be about the same as those in the\neastern division. The skill required and the degree of inteUigence necessary\nto become a railroad brakeman cannot compare with the skill and intelligence of a teacher; and a comparison of the earnings of the two classes is\nOn the other hand the\ntherefore, if unfair at all, unfair to the teacher.\naverage wages of all the railway wage earners is not a good criterion since\nthe majority of railroad employes are very low grade, unskilled labor like\nsection hands, teamsters, and porters.\n\nTheir pay being very low tends to\n\ndown the average of all railroad employes, whereas those branches\nof the service which really require skill or brains are paid at very much\n\nbring\n\nhigher rates.\n\nIf the wages of a typical freight brakeman are around $100\n\na month is it unfair to assume that the typical teacher ought to receive at\nleast $85 a month ? If we assume that this was a fair salary in 191 5 for the\naverage teacher of the country his annual salary would have amounted\n\nto $1020 a year.\n\nThe man who received $85 per month, or $1020 per year in 19 15, should,\naccording to the report, have a 40 per cent increase, or $1428, in 1918.^\n»\n\nThe Railroad Commission made a study of the budgets of 265 families in different parts of the United\n\nStates (p. 93):\nIS families, income of each less than $600, deficit\n\"\n\"\n\"\n\"\nfrom $600 to $1000, deficit\n«\n«\n\"\n«\n« jiooo to $2000, deficit\n\n105\n14s\n\nTotal deficit for 265 families\n\n$ 2647 .95\n9991 iS\n•\n\n149 20\n.\n\n$12,788.20\n\nThis shows that the living wage for a family is not reacht until the income is well above $1000.\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n748\n\n[Teachers'\n\nWith all the demands made upon teachers, \"cultural\" as well as those for\nthe \"essentials of actual living,\" their increases in salaries should be as\ngreat as those or railroad employes.\n\nOn this basis the teachers should\n\nhave received in 191 5, not $543, but $1020 a year, that is a total, not of $345,000,000, but of $648,000,000. On the same basis, according to the Railroad\nCommission, they should receive in 1918 an average of $1428, or a total of\n$907,000,000, in order that the average salary may be a living salary.\n\nBut cost what it may, teachers should receive not only a living wage\nbut salaries sufficient to enable them to live respectably, to keep abreast of\nthe times professionally, and to lay by something for old age.\n\nThis is not\n\nonly reasonable but necessary if the schools are to fulfil their mission.\n\nYour\n\ncommittee therefore submits for the indorsement of the National Education Association the following:\n\nTentative Program on Salaries\n1.\n\nAn immediate increase in the salaries of all teachers sufl&cient to meet the increase\n\nin the cost of living, these increases to be made on a sliding scale, that is, those receiving\n\nthe lowest salaries to be given the largest percentage of increase.\n2.\n\nA minim tmi salary for all teachers, rural and urban, which will unable them to\n\nsupport their families twelve months in the year.\n3.\n\nA scale of increases in salary from time to time which will provide teachers with\n\na reasonable assurance of a remuneration which will enable them to live appropriately\nwithout embarrassment, and which will also enable them to lay by something for old\n\nThe compensation should be sufficient to warrant young men and young women\n\nage.\n\nof first-class ability to prepare themselves properly for teaching\n\nand to remain in the\n\nprofession after they have once entered it.\n4.\n\nAfter a reasonable probationary period and proper certification, tenure of position\n\nduring efficiency, with a fair chance of advancement to positions of greater importance\n\nand emolument.\nII\n\nHow can the funds be obtained to carry out such a program ?\n\nLet us\n\nconsider only three items:\n\nAmount paid teachers in 1915\nAmount necessary, according to Railway Wage Commission, to\nmeet increast cost of living in 19 15\n\n$345,000,000\n303,000,000\n\nAdditional amount, required to pay living salaries to teachers in\n259,000,000\n\n1918\n\nAmount required to extend scope of education (near future) ....\nTotal*.\n\n75,000,000\n\n$982,000,000\n\nIf we study the replies of the state superintendents to questions 2 and 4,\n\nas given above (p. 22), we find that the money for teachers' salaries comes\n(i)\n\nfrom state support and (2) from local taxation; that there is no uni-\n\nformity among the states as to which of these two parts should be the\nlarger;\n\nthat\n\nsome states, like Kansas, give no state support whatever,\n\n"}
{"page": 765, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\nwhile others, like Pennsylvania, give millions.^\n\n749\n\nWe find, moreover, that\n\nalmost without exception there are no additional state funds available for\nschool support until there is further legislation.*\n\nThis means that in most\n\nstates there is for the ensuing school year but one way to raise the large\n\nsum of money needed for the immediate emergency, and that is by local\ntaxation.\n\nThe answers to question 5, regarding the measures adopted to meet the\nII.\nThey are worthy of\n\npresent emergency, are set forth in Appendix\ncareful study.\n\nAn examination of these answers makes it clear that with the exception\nof Delaware,\n\nMaryland, Maine, Massachusetts, Pennsylvania, and a few\n\nother states nothing has been done by the legislatures to meet present\nemergencies.\n\nIn fact, only a few legislatures have been in session since\n\nwar was declared.\n\nIt is evident then that if funds are to be obtained at all\n\nfor the next school year they must be raised in most states by local taxation.\n\nBut except in the wealthiest communities, to increase local taxation in one year\nsufficiently to raise enough money to increase teachers^ salaries 45 per cent is\n\nan impossibility.\nofficials\n\nThe reasons for this are two.\n\nIn the first place, tax\n\ndare not raise the rate so much at a single bound.\n\nplace, legal restrictions in\n\nIn the second\n\nmany states forbid the levying of such a tax\n\nThe answer \"No\" to question 3 shows the states where these legal\n\nrate.\n\nobstacles exist.\nthis year,\n\nSalaries, in most places, will be increast more than usual\n\nbut anything approaching a general increase of 45 per cent is\n\nout of the question until there are radical changes in those state laws that\nat present bar the way.^\n\nBut even legislation by the different states will not provide sufficient\nfunds to carry out the program as outlined above without imposing undue\n\nburdens of taxation on the people in many states.'*\n\nThe fact is that our pres-\n\nent system of school support is breaking down in the present crisis and must\n\nAnd the only new one in sight is the system of\nThe adoption of this system will involve, not only legislation\n\ngive way to a new one.\nnational aid.\n\non the part of Congress, but an almost complete change of poHcy of public\nTo bring these changes about will\n\neducation on the part of the nation.\n\nrequire the compelling force of an aroused public opinion.\n«\n\nPennsylvania gives $18,000,000.\n\n»\n\nSee Appendix I.\n\nNot a moment\n\nThe United States Commissioner of Education has just compiled statistics relative to the salary increases\nin io8 cities located in 27 different states.\nSee Appendix VII. His report shows salary schedules, minimum\nand maximum, rather than actual salaries paid, yet even these schedules show that in many cities the increase\nis very small or that there is none at all.\nThe Commission on National Emergency furnishes a list of 23 cities\nwhich report no increase at all (Appendix VI). Appendix IX, furnisht by Grace C. Forsythe, shows increases\n»\n\nin teachers' salaries in certain cities; also increase in wages in certain industries.\n4\n\nThere is no sort of correlation between the wealth of a community and the number of children to be\nThis is true to a less degree in states than in school districts, yet in some states there is nearly\n\neducated.\n\nsix times as much\n\nwealth per teacher as in others, e.g., Nevada has $671,816.56 of taxable wealth for each\nFor the average\n\nteacher and North Carolina only $117,047.33, or approximately only one-sixth as much.\n\namount of wealth per teacher for each state, see Appendix X.\n\n"}
{"page": 766, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7SO\n\n[Teachers'\n\nmust be lost, therefore, in bringing this issue in the most forcible manner to\nthe people's attention.'\n\nFortunately for the success of the proposed change the system of national\n\nsupport can be justified on other grounds than that of necessity in an\n\nEven if national aid were not in itself desirable, it would have\n\nemergency.\n\nbeen resorted to to save the situation.\n\nIn the unanimous opinion of the\n\ncommittee, however, national aid is desirable and can be advocated, therefore,\n\non the double basis of practical necessity and soundness of principle.\n\nIn fact, a study of the history of the systems of school support in America\n\nabundantly proves that, however great the change in pohcy which the\n\nmethod of national aid seems to involve, it is entirely in harmony with the\nevolution of our public-school system, a natural next step in its development,\n\na step which, if wisdom had prevailed, would have come in the near future\n\neven without the war.\n\nThe briefest summary of the development in\n\nquestion will make this plain.\n\nEVOLUTION OF THE SYSTEM OF SCHOOL SUPPORT\nHistorically considered, public-school support began with the levying\nof a local tax in the district to pay the tuition of indigent children.\n\nThen\n\npermission was granted by law, whereby the voters of a district might tax\n\nthemselves to support a public school for all of the children of the district.\n\nNext the privilege was extended to the residents of a town or township.\nThen the taxing unit was enlarged so as to embrace a county, as in many\nparts of the South and West. And finally, in most of the states, a tax is now\nlevied on the ratables of the state to aid in school support.^\nThe theory is that education is for citizenship and that citizenship is a\nconcern of the state; that all of the taxable wealth of the state, therefore,\nshould be taxt to educate all of the children of the state.\n\nUntil now this is\n\nas far as the evolution has extended in practice except in reference to vocational education.\n\nBut primarily persons are citizens of the United States, but only secondarily of a state, and never of a community alone.\n\nWhen a foreigner takes\n\nhis oath, it is to the United States that he swears allegiance.\n\nThe nation\n\ndemands military service and may require its citizens\nto lay down their lives to defend the nation, or to protect life and property\nThe nation, as well as the state and the community, is interin the state.\nested in the education of its citizens.\nThe very existence of the Republic\ndepends on the intelligence and virtue of its citizens. The appalling facts\nconcerning il iteracy and the dangers, of which the war makes us acutely\nfirst, the state second,\n\n«\n\n\"The local policy [of school support) is hopelessly obsolete because (i) it is unjust, (2) it is unreasonable,\n\nUnjust because communities dififer so widely in their ability to raise money; unreasonable\nFinally and most practically important,\nthe adequate support of schools by local taxation has been wholly impossible.\" Henry C. Morrison, State\n(3) it is impossible.\n\nbecause the burden of a state and nation is laid upon the town or city.\n\n—\n\nSuperintendent of Connecticut, Journal of Education (April 25, 1918), p. 452.\n»\n\nIt does not follow that each state has past thru all these stages of 'evolution.\n\nstates depend almost entirely upon local taxation for school support.\n\nIowa and several other\n\n"}
{"page": 767, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n751\n\naware, from our foreign-born population show that the nation will neglect\nthe education of its citizens at its peril.\n\nIt is the manifest duty of the n tion\n.\n\nto see to it that proper systems of education are maintained in all parts of\n\nthe Republic and to help pay the bill.\n\nThis recognition should have been\n\ngranted and this obligation assumed long ago.\n\nOur system of school sup-\n\nport is breaking under the strain of the war.\n\nTo save our education the\n\nnext step in the evolution of this system must be taken.\n\nBut this step, so far as the nation is concerned, is not as great as it may\nat first seem to be.\n\nFrom the early history of the Republic until the present\n\ntime Congress, in various ways, has encouraged public education and has\nrendered financial aid.\n\nIn 1785 Congress adopted an ordinance relating to the Northwest\nTerritory providing for the reservation and sale of \"lot numbered 16, of\n\nevery township for the maintenance of public schools thruout the township.\"\n\nIn 1787 this ordinance was confirmed.\n\nThis reservation and grant mark\n\nthe commencement of a policy since uniformly observed.^\n\nIn 1803 Congress further provided that all states in the Mississippi\nValley should share in the educational privileges of the ordinance of 1787.\n\nIn 1848 the grant of land was raised to two sections.\n\nIn 1896 Utah received four sections.^\nIn 1836 Congress provided for the distribution of the surplus revenue in\nthe United States Treasury.\n\nThirteen of the states devoted part or all of\n\ntheir quota to educational purposes.\n\nIn 1850 Congress granted to the several states the proceeds arising from\nthe sale of certain swamp lands.\n\nSome of the states used this money to\n\nincrease their school funds.^\n\nIn 1862 the first Norrill Act was past by Congress allotting to the\ndifferent states 10,929,215 acres of land.\nsale of these lands form\n\nThe proceeds arising from the\nThe interest from this fund\n\na permanent fund.\n\ngoes to help support state agricultural colleges.\n\nIn 19 16 the income from\n\nthis source was $916,151.\n\nIn 1890 the second Norrill Act was past, and in 1907 the Nelson Act was\npassed creating what\nis\n\nis\n\nknown as\n\nthe Norrill-Ne son fund\n\n—$2,500,000\n\npaid annually from the United States Treasury in aid of colleges of\n\nagriculture and the mechanical arts.''\n\nThis act provides a scheme\nbetween the federal government and the states for the\n\nIn 19 1 7 the Smith-Hughes Act was past.\nof cooperation\n«\n\nIt was unfortunate that Congress did not specify that these lands should never pass out of the hands\n\nof the school authorities but should be held in perpetuity for the use of the public schools.\nis difi&cult\n\nto find out what ever became of the funds obtained from sale of these lands.\n\na section of school land in the very heart of the city.\n\nyears without revaluation.\n\nIn some localities it\n\nIn Chicago there was\n\nMost of this land has been sold, or leased for ninety-nine\n\nIf these lands were still owned by the schools and properly managed, the income\n\nwould be sufiicient to pay the salaries of all teachers of the city.\n'\n\nCubberley, School Funds and Their Apportionment, p. 57.\n\nTeachers College, Columbia University,\n\n1906.\nJ Ibid.,\n\np. 58.\n\n*\n\nReport of the United Stales Commissioner of Education for igi?, II, 375.\n\n"}
{"page": 768, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n752\n\n(Teachers'\n\npromotion of vocational education in the fields of agriculture, trade, home\neconomics, and industry.\nUnder this act the federal government does not propose to undertake the organization\nand immediate direction of vocational training in the states, but it does agree to make\nfrom year to year substantial financial contributions to its support. This cooperation\nof the states with the federal government is based on four fundamental ideas: first, that\nvocational education being essential to the national welfare,\n\nit is\n\nthe function of the\n\nnational government to stimulate the states to undertake this new and needed form of\nservice; second, that federal funds are necessary in order to equalize the burden of carry-\n\ning on the work among the states;\n\nthird, that since the federal government\n\nis\n\nvitally\n\ninterested in the success of vocational education, it should, so to speak, purchase a degree\nof participation in the work;\n\nand fourth, that only by creating such a relationship between\n\nthe central and the local governments can proper standards of educational eflficiency be\nset up.^\n\nIn this act the federal government recognizes that a certain kind oj\neducation is essential to national welfare, and that federal funds are necessary\nto equalize the\n\nburden in carrying on the work.\n\nThe jiext step is for the\n\nfederal government to recognize that public education in general is essential\nto national welfare and that federal funds are necessary, not only to equalize\n\nthe burden, but to make it possible to carry on the work of education and to\n\nmaintain proper standards.\n\nWhen this principle is recognized it will be\n\nnecessary only to set up the machinery for carrying out the idea, and the\nsolution of the salary problem will be under way.\n\nIll\n\nWhat, in detail, this machinery is to be is a question which naturally\nremains, in large measure, to be workt out. But since this Association, if\nit indorses the method of national aid, must be prepared to make specific\nrecommendations and to take an active part in the reorganization and\nextension of the system of school support, a tentative program is demanded.\n\nThe committee therefore submits the following:\n1.\n\nThat the management\n\nof schools\n\nremain in the hands of local authorities but\n\nthat they be required to maintain standards which are fixt by law or by state and federal\n\nboards of education relative to:\na) Buildings and equipment.\n\nQuaUfications and standards of teachers.\nLength of school term.\nd) Proper enforcement of attendance laws.\nh)\n\nc)\n\ne)\n\nHygienic conditions, including medical inspection.\n\n/)\n\nProper provision for the education of special groups of children, such as defectives\n\nand deUnquents.\ng)\n\nNumber of pupils per teacher, minimum and maximum.\n\nForms of education, elementary, secondary, industrial, physical, etc.\nSuch other requirements as may be found necessary and desirable.\n2. That the local boards be required to raise by taxation at least one-fourth of the\ntotal amount required for teachers' salaries, provided that no local tax rate for this purpose\nh)\ni)\n\n«\n\nQuoted from Bulletin No. i, p. 7.\n\nFederal Board for Vocational Education, Washington, 1917.\n\n"}
{"page": 769, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries)\n\nshall exceed a minimum of, say, five mills (50 cents on $100)\n\n753\n\non a fair assessment of all\n\nproperty in the local unit of taxation.\n3.\n\nThat the state provide at least one-fourth of the funds for teachers* salaries, with\n\nproper reporting and adequate inspection and supervision of accounts, to the end that\nall laws and regulations may be carried out.\n4.\n\nThat state and national funds be apportioned on a basis which will enable local\n\nschool boards to maintain legal standards and to pay adequate salaries to teachers.'\n\nThat federal aid be given to each state to an amount, in each case, not exceeding\nand secondary schools, and that\nadditional aid be given for special purposes, such as the education of foreigners and adult\nilliterates, the extension of physical education, and especially the training of teachers.\nThis aid should be extended in such a way as to stimulate the state and local communities\n5.\n\none-half of the salaries of all teachers in elementary\n\nto maintain high educational standards.\n\nA tentative draft of a bill extending federal aid to the different states has\nbeen prepared by the Commission of the National Education Association\n\non the National Emergency in Education.\n\nThis draft has been printed and\n\ncirculated so that proper criticisms may be offered before its final formulation.\n\nThe tentative draft provides for the appropriation of $100,000,000 a year\nby the federal government to the different states for educational purposes,\ndivided as follows: $5,000,000 for the instruction of illiterates; $5,000,000\nfor teaching immigrants the English language and instructing them in the\n\nduties of citizenship;\n\n$50,000,000 to aid the states in the improvement of\n\npublic schools of less than college grade; $30,000,000 for physical education\n\nand recreation; $10,000,000 to furnish better instruction in teacher training.\nIn addition to the appropriation the tentative draft provides for the\nestablishment of a Department of Education and for the necessary machinery for carrying out the provisions of the proposed law.\n\nThe committee approves of this draft in principle but deems the amount\nThe estimate of United States Commissioner Claxton of $220,000,000 will come nearer meeting the requirements.\nThe passage of this or a similar measure will mark a new epoch in the educaof the appropriation too small.\n\ntional history of the nation and will place public education on a basis which\nwill enable it to be properly finanst and supervised.\n\nIV\nBut many things must be done before teachers really receive adequate\nsalaries.\n\nThere is not only need for Congress to pass a law appropriating\n\na large sum of money for teachers' salaries, but there must be appropriate\nschool legislation in every state to supplement and make available any funds\nthat may be furnisht by the federal government.\n\nIn case Congress fails\n\nThis is one of the most difficult problems in the whole realm of school finance. A scientific solution\nof it is greatly needed. No single basis of apportionment is satisfactory. The best systems now in use are those\nwhich provide for the apportionment of part of the funds on the teacher basis, another part on the census basis,\n»\n\nor better yet on the aggregate-attendance basis, and a third part, not so large as either of the other two (which\nusually should be in the form of a special appropriation), on basis of need of the poorer districts. The last\nprovision is a necessity in order that proper standards may be maintained.\n\n"}
{"page": 770, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n754\n\n[Teachers'\n\nto act favorably, then it is to the state legislatures that teachers must look\nfor additional funds.\n\nof education.\n\nBack of these are the local city councils and boards\n\nMuch depends upon the action of these whether or not ade-\n\nquate salaries are paid to individual teachers.\n\nBut back of all these are the\n\npeople of the community, state, and nation, and pubHc opinion will finally\ndecide what is to be done and to what extent the campaign for adequate\n\nThis is a time of war, a day when exacting demands\nmade upon the strength, the attention, and the resources of\ngovernment national, state, and local. It is a time when people are called\nupon to sacrifice and to pay, pay, pay. Unless the people can be made to see,\nsalaries will succeed.\n\nare being\n\n—\n\nnot only the justice of the demand, but the necessity for better salaries for\nteachers, unless they can be convinst that proper support of the schools\nis\n\nnecessary for winning the war and for reconstruction after the war, any\n\nplans which may be formulated are doomed to failure in advance.\n\n\"There\n\nare two armies for the defense of our civilization,\" says Dr. John Finley.\n\n\"One is the army of Present Defense;\n\nthe other is the army of Future\n\nDefense, and unless they both do their work well it matters little what the\nfirst\n\nArmy of Defense does.\n\n— either\nif\n\nIt is upon both armies that civilization depends\n\nfails all is lost.\"\n\nTo secure wide publicity, to collect and disseminate necessary informaprepare data for educational legislation, and to do many other\n\ntion, to\n\nthings which must be done, teachers must organize.\nlutely necessary to success.\n1.\n\nOrganization is abso-\n\nThere will be needed:\n\nEffective national, state,\n\nand local organizations among teachers,\n\nwith leaders of experience, knowledge, and social vision, and a large active\n\nmembership that is willing to study and work.\n2. Committees to study the system of educational support^ and the\nproblems of taxation in each state and to make available reliable data for\nuse in formulating measures to be introduced in the various legislatures.\n\nIn this connection public ofl&cials and the departments of education and\neconomics in the universities and colleges can render valuable assistance\nthru their faculties and graduate students.\n3.\n\nOrganization to secure the cooperation of other organizations in\n\ncarrying thru educational measures\n\n—labor unions, chambers of commerce,\n\ngranges, editorial associations, women's clubs, poHtical parties.\n\nthe agencies whereby public opinion\n\nis\n\nThese are\n\ncreated and directed, and their\n\nsupport may be obtained by proper effort.\n4.\n\nOrganization for pubhcity.\n\nEducational writers and speakers should\n\nbe enlisted and a systematic campaign made to keep the subject before the\npublic.\n\nShow the people the needs of their schools and they can he relied on to\n\nsee that the necessary funds are forthcoming.\n\n» Such research should include a study of methods of apportioning school appropriations in order that a\nscheme may be devised whereby the poorer districts may support their schools without placing undue burdens\non their people.\n\n"}
{"page": 771, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries)\n\n755\n\nIt will also be necessary to enlist the cooperation of the United States\n\nBureau of Education and other agencies for the collection and dissemination of accurate data relative to salaries, and to make investigations of the\neconomic conditions of teachers in different parts of the country and pubBy this means up-to-date material may be\nlish the results obtained.\navailable continually/\n\nFinally the committee wishes to call attention to the necessity of the\n\nappointment of an official representative of the National Education Association who shall devote his entire time to carrying on the work begun by the\ncommittee. This person should be a member of long experience in the\nteaching profession, capable of statistical inquiries, of wide knowledge of\ntaxation for educational purposes, and fitted especially for making effective\npubHc appeal both in writing and by speech. He should be guaranteed a\nsalary corresponding with his duties and should be suppHed with a budget\nwhich will enable him to secure efficient office help and necessary printing\nand traveling expenses. So far as his time is not occupied by other duties\nconnected with the whole field of employment, tenure, salaries, and pensions,\nit might well be given as adviser and director of local campaigns in cities\nand states which might desire his services termporarily. It should be the\n\nduty of this officer to keep the National Education Association constantly at\nthe head of movements for the improvement of material conditions of teachSuch an officer should not be primarily a student of staers in this country.\ntistics.\n\nHe should be an organizer and executive.\n\nYour committee is clear\n\nthat not less than $10,000 for the next fiscal year should be appropriated\nat once for the purpose named above.\n\nThe crisis is too acute to depend\n\nlonger on a volunteer committee, the members of which are already Loaded\n\nwith other interests.\n\nThere must be at least one representative educational\n\nleader drafted to devote his entire energies to this work.\n«\n\nThe United States Commissioner of Education has kindly offered to carry out the suggestion made above.\n\nHe has already collected data relative to increases in salaries in io8 cities, which is publisht in Appendix VII\nof this report.\n\n"}
{"page": 772, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7S6\n\nII.\n\n(Teachers'\n\nREPORT ON TENURE\n\nThe chairman, in accordance with the decision of this committee to\nundertake a study of tenure of teachers, has secured the cooperation of the\n\nUnited States Bureau\n\nof\n\nEducation.\n\nCommissioner Claxton writes as\n\n\"Mr. Hood, in this office, tells me that it will be comparativelyeasy to get facts of tenure laws in the several states. Most states have no\nfollows:\n\nlaws on this subject.\n\nThis office could, with a httle help from your com-\n\nmittee, compile data on this subject in a\n\nhundred cities and a hundred\n\ncounties which would probably be a sufficient number for your purpose.\"\n\nContinuity of employment during efficiency and good behavior is essential\nto any sound pension system and any sound educational system.\n\nThe committee has devoted no time or special study to the subject of\ntenure.\n\nIt is self-evident, however, that a pension system to be sound and\n\nmust require mandatory deductions from teachers' salaries,\nand this compulsory saving naturally tends toward permanent tenure.\nOne of the biggest things in the way of tenure legislation of which the\ncommittee knows is the revised state education law for New York which was\npast in 191 7, and this law gives permanent tenure during satisfactory service,\nafter a probationary period of three years, to all members of the teaching\nand supervising force except superintendents. In New York City the\ndistrict superintendents of schools and the members of the Board of Examiners are included in the provision giving permanent tenure.\nsatisfactory\n\nJoseph Swain, Chairman\n\nErnest C. Moore\n\nMargaret A. Haley\nDavid B. Jonhson\n\nHarlan Updegraff\nGrace C. Forsythe\nJames Ferguson\nFrancis G. Blair\n\nJohn W. Carr\n\n"}
{"page": 773, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nIII.\n\n757\n\nREPORT ON PENSIONS\nPRELIMINARY STATEMENT\n\nThe National Education Association's Committee on Salaries, Tenure,\nand Pensions, appointed in 191 1, has publisht, independently or in cooperation with the United States Bureau of Education, reports on Teachers^\nSalaries and Cost of Living (January, 1913), The Tangible Rewards of Teaching (Bulletin 16, U.S. Bureau of Education, 1914), Salaries of Teachers and\nSchool Officers (Bulletin 31, U.S. Bureau of Education, 1915), and State\nPension Systems for Public-School Teachers (Bulletin 14, U.S. Bureau of\nEducation, 1916).\n\nThe committee has also enlisted the cooperation of the Carnegie Foundation for the Advancement of Teaching, which, in addition to its granting of\n\npensions to university and college professors, has conducted, for a dozen\nyears, comprehensive studies of pensions for teachers, wherever such systems\nexist.\n\nThe president of the Foundation, Dr. Henry S. Pritchett, has placed\n\nat the disposal of the committee\n\nall of this\n\nmaterial, together with the\n\nservices of the secretary of the Foundation, Dr. Clyde Furst,\n\nand his\n\ncolleague. Dr. I. L. Kandel.\n\nand\n\nThese gentlemen have met in extensive conference with the committee\ninvited representatives from each state at the meetings of the\n\nNational Education Association and its Department of Superintendence,\nat Detroit and New York in 1916, and Atlantic City and Pittsburgh in 1918.\n\nThe reports which they prepared for these meetings, the meeting at Kansas\nCity in 191 7 and the meeting of the National Council of Education at New\nYork in 1916, have been printed in the Tenth, Eleventh, and Twelfth Annual\nReports of the Carnegie Foundation, which have been sent, without charge,\nto all teachers who requested them.\n\nAddresses on pensions, dehvered by\nCommissioner Claxton, Dr. Furst, and the chairman of the committee,\n\nbefore the Association as a whole, at New York in 191 6, are printed in the\n\nProceedings of that meeting.\nAll of the material thus provided by the Foundation is brought together,\n\ncompleted, and rearranged in Bulletin Number Twelve: Pensions for Public\nSchool Teachers, which the Foundation will send, without charge, to any\nteacher who requests it.\n\nThe committee desires to record its appreciation\n\nof the sympathetic and complete cooperation of the Carnegie Foundation,\n\nwhich has thus rendered a service to every teacher in the country.\nteachers' pensions\n\nThere are many reasons for teachers' pensions.\n\nEconomically the work\n\nof an organization is not effective unless there is a satisfactory method of\n\n"}
{"page": 774, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n758\n\n[Teachers'\n\nretiring aged or infirm workers, with the consequent freedom from anxiety\n\nconcerning such risks on the part of the workers.\n\nOnly a satisfactory\n\npension system can prevent either the dismissal of aged or infirm teachers\n\nwithout resources, or the sacrifice of the best interests of the schools in order\nto continue the employment of teachers who are no longer capable. Socially^\nmen and women of character and inteUigence are wiUing to undertake\ndifficult pubUc service that is poorly paid; but it is too much to expect them\nalso to sacrifice the prospect of security and dignity in old age and disabihty.\n\nEducationally there is great need to attract, retain, and advance able people\n\nA good pension system helps to do this.\nThese facts were first apprehended in the United States a quarter of a\ncentury ago. Eight systems of pensions for teachers were founded before\n1900, twenty-three in the next decade, and thirty-six since the beginning of\nThere are now sixty- seven different systems in thirty-four states.\n1 9 10.\nThe experience of this brief period has been fruitful, so that we are already\nable to correct errors and proceed with more assurance. The time should\nsoon come when every state will have made such provision for its teachers.\nin teaching as a permanent career.\n\nThe organization of the teachers' pension systems now in existence is\ngenerally satisfactory, there being ordinarily a small special board upon\n\nwhich the teachers and the pubhc are about equally represented. More\nattention, however, is demanded by the need to have the actual administration under expert direction with the supervision of the state's banking and\ninsurance commissioners.\n\nThe greatest difficulty that has been encountered has been the provision\nThe cost of a pension system for teachers may be borne\nby the teacher alone, by the public alone, or by the teacher and the public\nIf the cost is borne by the teacher alone, he cannot afford, out of a\ntogether.\nsmall salary, to set aside enough money to purchase adequate protection,\nand the public fails to fulfil its obligation. If the cost is borne by the public\nalone, the money is really taken from the teachers' salaries without their\nagreement, and the majority, who withdraw or die before retirement, receive\nno return for their reduced pay. When the cost is borne by the teachers and\n\nof adequate funds.\n\nthe public together, the teacher receives appropriate compensation and\ncontractual security, and the teacher and the public cooperate in an eco-\n\nnomic, social, and educational obligation.\n\nThis principle of cooperation\n\nbetween the teacher and the .public is recognized by most of the pension\nsystems that are now in operation.\nThe application of the principle of cooperation, however, is not so\nsatisfactory.\n\nOnly a few systems relate the amount of the contribution\n\nto the prospective cost of the pensions.\n\nFrequently public money\n\nis\n\nexpected from sources like excise, inheritance, license, or transfer receipts;\nor deductions, fines, or forfeitures from teachers' salaries for absence or\nillness;\n\nor from the tuition of non-resident students, which cannot be\n\naccurately estimated in advance and so cannot furnish a reliable basis for\n\n"}
{"page": 775, "printed_page": null, "text": "I\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\npension payments.\n\n759\n\nEqually unsatisfactory is the expectation of paying\n\npensions, when they fall due, from current school or other funds, without any\n\nassurance that these funds will be adequate;\n\nor from special or general\n\nappropriations, without any certainty that such appropriations will be made\n\nby future and perhaps unsympathetic administrations.\n\nIndeed it is not\n\nuncommon to limit in advance the sums that may be taken from such\nsources, thus reducing the proportion of the pension that can be paid, or\n\nleaving the whole question of payment largely to accident.\n\nThe only way in which absolute security can be obtained is for the contribution of the public as well as that of the teacher to be paid annually,\n\ncredited to the individual teacher,\n\ntime of his retirement.\n\nand set aside to accumulate until the\n\nThis also is the only economical method.\n\nAny\n\nsystem which agrees to pay a pension from current funds after the teacher\nretires,\n\nplans to spend two or three times as much money as would be\n\nrequired if sums were set aside each year to accumulate during the teacher's\nperiod of service.\n\nAny other method is parallel to issuing bonds without\n\nprovision for retiring them.\n\nPension systems are still too generally organized without estimating\ntheir cost.\n\nThe probable length of life of a teacher in service or after\n\nmay be estimated from\n\nthe tables of mortality that have\nbeen developt by the life insurance companies, with adjustment for the\n\nretirement\n\nfact that teachers live longer than other people.\n\nSome basis is becoming\n\navailable for estimates of the likelihood of disabiUty\n\nlength of life after retirement because of disability.\n\nand the probable\n\nIt is wise to avoid, so\n\nfar as possible, basing pensions upon salaries at or near the age of retire-\n\nment, since no one can predict what any teachers' salary will be thirty, or\nforty, or fifty years hence.\n\nThere is, of course, a definite relation between the benefits and the cost\nNo one can secure expensive benefits in return for very small\n\nof pensions.\n\nOnly failure awaits the systems which promise retirement\ntwenty years of service or at the age of fifty; or in which teachers\n\ncontributions.\nafter\n\ncontribute only one-half of i per cent of their salaries, or the public contributes only one-half as much as the teachers.\n\nSuch errors may easily be corrected by a very simple pension system\nbased upon conservative tables of mortality and upon a safe rate of interest,\nwith the provision that the teacher receives the benefit of the accumulation\nof all of his contributions and those made for him.\n\nIt is possible to esti-\n\nmate with reasonable definiteness what certain desired benefits will cost,\nor what benefits can be had for the money available. It is easy to estimate\nwhat any annual contribution, begirming at any age and accumulating at a\ngiven percentage, will amount to after any number of years. If then the\n\nmoney is deposited in a central fund, each contributor can be guaranteed a\ndefinite annuity for life, since the lives of all are averaged in the standard\n\nmortality tables.\n\nThus an annual contribution of $100 a year, beginning at\n\n"}
{"page": 776, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76o\n\n(Teachers'\n\nthe age of twenty-five, and accumulated at 4 per cent interest, will amount at\nsixty-five to $8,882 65, at seventy to $12,587 06.\n.\n\n.\n\nThese sums will provide\n\na man with an annuity for life, according to the McClintock Table of Mortality and 3I per cent interest, of $1086 a year beginning at sixty-five, or\n$1681 a year beginning at seventy. If, on the other hand, a man wishes\n\nto be sure of a life annuity of $1000 a year at sixty-five or seventy, he knows\n\nthat this will cost $9098.60 or $8642.40 at those ages, and that it would,\nrequire an annual contribution of $92 or of $68 a year from the age of\n\ntwenty-five to accumulate these sums.\n\nThe annuities from such a contri-\n\nbution for women, who live longer than men, would be about four-fifths of\nthe sums that have been mentioned.\n\nThese figures imply a return of the accumulations of the teachers who\ndie before retirement and of those who withdraw from the system for any\n\nreason.\n\nIf it is desired for the sake of family protection, there\n\nmay be also\n\na return of the balance of the accumulations of the teachers who retire but\ndie before they have drawn all of their accumulations.\n\nThis also can be\n\ncalculated from standard mortality and interest tables.\n\nThis protection\n\ncosts about one-fourth more than a straight annuity.\nis\n\nIf further protection\n\ndesired against disability, this can be similarly provided,\n\nby the use of\n\nthe best tables that we have, with the proviso that the rates for those who\nenter into the system in the future may be modified according to future\nexperience.\n\nA pension system of the kind that has been mentioned is just and fair to\nall\n\nconcerned, giving the teacher secure\n\nand adequate protection at a\n\nreasonable cost to himself and to the public.\n\nSuch a system provides for retirement on the basis of age or of disThe age of retirement, which is\nnow usually fixt, can, if desired, be left to the teacher and the administration.\nIf the need is great retirement may be earlier, in spite of the fact that the\nsmaller accumulations would then make the pension smaller. In general,\nretirement will in all probability be later than at present because of the\nlarger pension provided by the longer accumulation, and the educational\nability after any suitable period of service.\n\ndesirability of keeping the able teacher in service as long as possible.\n\nDisability can be provided for by using whatever money has been\naccumulated at the time when retirement becomes unavoidable, perhaps\n\nwith some supplement from the state until statistical experience makes it\npossible to provide specifically for disability.\n\nThe newer system provides full protection for both the teacher and\nthose who are dependent upon him, since the form of contribution sets up a\ncontractual relation which provides definite returns in case of withdrawal\n\nReturn of contribution in case of resignation is now arranged for,\nbut return in case of dismissal and in the case of death is seldom provided for. Contractual arrangements for the return of contributions will\nor death.\n\nfaciHtate the desirable transfer of the teacher from one system to another.\n\n"}
{"page": 777, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND CQlST OF LIVING\n\n761\n\nIndeed, with the spread of sound plans, pension systems thruout the country'\n\nbecome more and more uniform, so that the experience of each will\nContinuity of employment during efficiency and good behavior\nis essential to any sound pension system.\nJoseph Swain, Chairman\nErnest C. Moore\nDavid B. Johnson\nHarlan Updegraff\nGrace C. Forsythe\nJames Ferguson\nFrancis G. Blair\nwill\n\nhelp all.\n\nJohn W. Carr\n\n"}
{"page": 778, "printed_page": null, "text": "JOINT RESOLUTION OF THE COMMITTEE ON\nSALARIES, TENURE. AND PENSIONS, AND\n\nTHE COMMISSION ON THE NATIONAL\nEMERGENCY IN EDUCATION\nOur schools are in danger.\n\nTheir present support cannot keep up former\n\nstandards, much less meet war demands.\n\nThe money now available is not sufl&cient to instruct five million ilUterates,\nto Americanize thirteen miUion foreigners, to provide physical and health\nall children, to secure adequate school terms and attendpay teachers a living wage, and to provide for their professional\npreparation, development, security, and protection in disability and old\n\neducation for\nance, to\n\nage.\n\nThe teachers of the country were not receiving a living wage before\nthe\n\nwar;\n\ntheir\n\npresent\n\nsituation\n\nis\n\nan average annual salary of $543.\n\ncritical.\n\nIn\n\n191 5\n\nthey\n\nreceived\n\nThe increase since then has been\n\nsmall.\n\nImmediate national aid\n\nis\n\nurgently needed.\n\nIncreast local taxation\n\nand state support will not suiO&ce; such support will of necessity be available in very unequal degree even if it could be had quickly.\nEducation in agriculture and the mechanic and household arts has long\nbeen recognized as essential to national welfare, and national funds are\nprovided to equahze its burdens and maintain its standards.\nGeneral public education is even more essential to national welfare\nto promote the allegiance, inteUigence, moraUty, and devotion of all\ncitizens.\n\nNational support of general public education, begun in 1785, confirmed\nin the ordinance of 1787, and extended thereafter, should now be increast to\n\nthe extent of a Hberal cooperation with the state, and thru the state with\nthe local community.\n\nA national department of education should be estabUsht to carry out this\nprogram of cooperation.\nThe National Education Association, in order to collect full information\nconcerning the present state of pubHc education, to enhghten pubhc opinion,\nand to aid in securing appropriate local, state, and national school support,\nhereby authorizes the Executive Committee to secure the full time, for a\nterm of not less than three years, of an educator of recognized ability and\n762\n\n"}
{"page": 779, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\nexperience,\n\nand to provide for the organization, correspondence,\n\n763\ntravel,\n\npublication, and other expenses of his office, a total sum, including salaries,\nof at least ten thousand dollars a year.\n\nJoseph Swain, Chairman,\nCommittee on Salaries, Tenure, and Pensions\n\nGeorge D. Strayer, Chairman,\nCommission on the National Emergency in Education\nNote.\n\n—This Resolution was unanimously adopted by the National Education Asso-\n\nciation at Pittsburgh, July 5, 19 18.\n\n"}
{"page": 780, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n764\n\nH\n\n•2\n\n[Teachers'\n\nO tD\nC C\n\n5\n\n2>'\n\n^\n\n2&\n\n<1\n\n4—\n\n5-§\n\n8\n\n(J\n\n4>\n\nCO\n\nU\n\nan\n\nDUO)\n\nc/i\n\ncn\n\nso\n\no\n\nc/3\n\nC/3\n\nfi\nP!^\n\nvo\"\n\nQ\n\n5\"S-5 a\n\n:z;\n\n\\^<^\n\n<!\n\ni3g\n\n<u\n\n>^;2;J?:\n\n00\n\nTf\n\nM\nM\n\nCO\n\n11\n\nrc\n\n«\n\n<N\n\n>.\n\nM\n\n«)\n\ng\n\nin\n:z;\n\n;2:\n\n?i\n\n'S\nl-H\n\nH\nW\n\n^'\n\nC/5\n\ntD\n\niT)\n\n-d\nc/:\n\na;\n\no^w\n\nc!\n\np^\n\nH <\n\n>1\n\n!^\nU^\n\n^\nw tn\nQ P^\n\ngS\n\n-gt/i\n\n«5\n\nh-l\n\nhH\n\na\n\na\n\na\n3\n\n^1\n\nto\n\n\"22\n\ns\nbi\n\n«a\n\nS-\n\n1\n\n<\n\n^\n\nS H\nW\n\n\"S\n\nPL,\n\n?.\n\nU)\n\nP\n\nCA)\n\n0)\n\nW\n\n<u\n\n^H\n\na V\n\n>\n\n00\n\nSH\nT? T?\n\nO O to\n\nT5\n\nm\nW\nH-l\n\nM 10\n\n«H\n\nC/J\n\n§\n\n»\n\nft\n\n00\n\n5^\n\nwe^^\n\nt\n— bo\n\ny to\n\nh-1\n\nAh\n\nW\n\nO >/5 O\n\nO o\n\nP^\nfe\n\n>o O O OoO\nM\nCT CO'\"\n>o o\n\n\"\n\n11\no <a\n\n11^\n2 c;\n\ndicing\n\n^ifillll\nCO\n\nfetiti\n4)\n\nO O\n\no\n\n«-5o\nu e tn I'\n\n"}
{"page": 781, "printed_page": null, "text": "5\n\"\n\n,\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n•Salaries]\n\na\n\n1\n\nare\n\nap-\n\nof in-\n\nstandard\n\nthe\n\nup\nstates\n\nlocal\nmethod\n\nto\n\nby\n\n'.a\n\nportionment\n\nreasonable\n\nin\ntions\n\n0\"\n\nH\n\nto\n\nthat\n\n1\n\n'\n\neffort\n\nnation\nmaintain\n\n.a\n\n1!\n\n76s\n\np\n\n;z;\n\nif\n\nunable schools\n\nvolves\n\nfixed\n\nes\n\nes nly\n\nes,\n\n>H\n\n>.0\n\n>*\nt:\n\na\na\n\n\"o\n\n3\nen\n\nc\n\nZei\n\nc\nc\n\nc\n\nz^\n>i\n\nS\n\nS\n>H\n\n^\n\na—\n\ni\nM\n\nII\n^%\n\nby\n\neneral\n\n>\n\n^S5\n\n;z;52\n\n>.\n\n'\n\n^ IG\n.\n\n0\"\n\n^\n\nget\nes\n\nes\n\nes,\n\no><\n\n>^>\n\nc\n\n8c\n\nZ^ >^\n\nes\n\nes\n\n>H><\n\n« 2\n\n\"\n\nss\n>i>.\n\n^\n\nr^\n\n\\\n\nsi\n\nc\n\ns\n\n00\n\nS c\n\n82\n\n>^\n\n^12\n\n>^:2\n\n>.>.\n\n->\n\nII\n\n«.\nS\n\ni§\n\n§1.\n\ni^;\n\na\n\no>c\no_\n\n;\n\n«<\n\nM\n\n0)\n\n33\n\ns .2\n\no\n\n\"So\n\n\"5\n\n•<t«\n\ni\n\nIf\n1\nf^\n'\n\n'I\n\n5g\n<» '^\n00 H\n\no\n<2,\n\nl^C\n\n^\n\"§\n\n1\n3\n\nf:S\n\n1\n\n<*\n\nw\n\n^ 2\n\n•*\n\n2\n\nl.a\n\n^\nif\n\nJJ\n\na «\n\"I\n\nI\n\n-c\n\n^\n\n11\n\nbo\n\n01\n\n>\n\nI\n\n&5\n\n5^\nM M\n\nt<5\n;\n\nV)\n\njyc\n\n10c\n\nW CO\n\n10\n\n-w-w\n\n2\n8 S\n5 ^\nS\n2\n\n8^\n\n>o\n\n^ TD 5 H\n\n10\n\n•s\n\nM 2\n\no\n\n•^38\n3 H\n^ a\nto ••\"\nW5\nto\n\nC\n\n1/5\n\nw\n\n^ «\n\n2- \"\"\nJ?\n2.\n\nE\n\na\n\"\n\nSI\n\n>/5\n\n« M\nW CO\n\n-M^J\n\n10\n\n5\n\nc 6 ^\n\ntoo\n\nto\n\n^\n\nc o ja a\nt; y -3\n\n-S\n\n.2 -2\n\nII\n\n•f\n\n-.§\n\n^8^\no\n\n2\n\nli\n\n3\n\n§11\nO\n\n<2\n\n<2\n\n^ >> i3 »r\n\nT3\n\n— 2. i\"\n— 5 a. u\n\n4)\n\n\"rt\n\n*j\n\n.2 \"«\n\ns\n\n^\n\na B\n\ncj\n\nIlls\n^ ^ O\n\nU)\n\n^.\n\na.\n43\n\n.11\n\ni\n\n1\n\n!\n\nc?\n\nfi\n\nTi\n\n>> ^^\n\n1\n^\n\n1\n\n\"S -H\n\n*j\n\nin\n\n§ .S\n\n3 a\n^\n\n^S\n\n^__\n\n> I\n\n.2\n\niS S\n\nE\n\n"}
{"page": 782, "printed_page": null, "text": ",\n\nNATIONAL EDUCATION ASSOCIATION\n\n766\n\n[Teachers'\n\nAPPENDIX II\nMEASURES ADOPTED TO MEET THE PRESENT\n\nEMERGENCY\nThe following\n\nextracts are the repUes of state superintendents to\n\nquestion 5 of the questionnaires sent out by the Committee on Teachers'\nIt is the latest information on present conditions.\nSalaries.\n\n—Local tax levy.\n—Last general assembly increast the school funds by taxing incomes.\nFlorida. — Constitutional amendment raising tax from\nto 10 mills\ncarry with\nAlabama.\n\nDelaware.\n\n7\n\nopposition in the November election.\nsalaries an average of 10 per cent.\n\nwill\n\nlittle\n\nMany counties have voted to raise teachers'\n\nhas\nown budget to make up. We levy $40 per pupil and $60 in\n—Each\nKentucky. — By legislature\na 30-cent rate\ncounty outside of\nBy consolidaBy economizing so far as possible in expense of maintenance.\nMaine. —The state of Maine\nyear an average increase in the\nof superIowa.\n\ndistrict\n\nits\n\ndistricts transporting pupils.\n\nfixing\n\nfor\n\ncity.\n\ntion.\n\noffers this\n\nsalaries\n\nintendents thus far elected of about four hundred dollars, and there is evidently an\nincrease in teachers' wages of at least 25 per cent.\nMaryland. The recent session of the legislature increast the state appropriation $250,000\nand increast the minimum salaries for teachers from 25 to 50 per cent.\nMassachusetts. Legislation. In 1918 minimum of union superintendents raised from\n$1500 to $1800; also $550 minimum for all teachers except in towns of less than\n$1,000,000 valuation.\nMinnesota. Increase of local taxation for school purposes.\nMississippi. We are making a campaign for more money by local taxation.\nMissouri. An attempt has been made by a state tax commission appointed by the\ngovernor, authorized by the state legislature, to raise the valuation of property.\nThe work of this commission was set aside by the state Board of Equalization.\nMontana. Additional special levy.\nNorth Carolina. Special local taxation for immediate relief. A movement to amend the\nstate constitution requiring a greater minimum length of term with proper legal\nstatuary enforcement.\nNorth Dakota. Have given as much publicity as possible to the necessity for a material\nincrease in salaries. No legislature has met. Hence no bills for it.\nOregon. Principally larger district tax levy.\nPennsylvania. Our new minimum-salary law advances the salary from $40 and $50\nrespectively to $45, $55, and $65, and the amount needed to make this increase will\nbe taken out of the general school appropriation, which was raised to $18,000,000 at\nthe last session of the legislature.\nRhode Island. School committees are asking town meetings and city councils for lower\nappropriations.\nSouth Dakota. By inducing school boards to levy sufl5cient tax.\nTexas. By raising valuations of property.\nUtah. Attempt being made to tax mines.\nVermont. Our local boards are raising salaries in many cases 25 per cent.\nIncrease standard appropriations and have levy to limit.\nVirginia.\nWashington. Conferences with all county officials and circular letters to all school\n\n—\n\n—\n\n—\n—\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n—\n\n—\n—\n\n—\nWisconsin. —Local authorities are increasing tax levy for that purpose.\nWyoming. —Maintain a teachers' employment bureau in the department of education,\ndirectors, superintendents, and principals.\n\nwhich maintains standards. Convince district boards that other professions will\ntake desirable teachers at higher wages.\n\n"}
{"page": 783, "printed_page": null, "text": ".,\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n767\n\nAPPENDIX III\nESTIMATED SALARIES AND EXPENDITURES NECESSARY TO\nMEET THE ADVANCE IN COST OF LIVING IN 1918\nThe average salaries and expenditures for teachers' salaries are taken from Report of\nthe United States Commissioner of Education for 1917, II, 50 and 54.\n\nThe estimated salaries to meet the advance in the cost of living are based on the table\n'found on page 20 of the Report of the Railroad Wage Commission for 191 8, Washington, D.C.\nEstimated\nAverage Salaries Salaries to Meet Percentof Teachers,\n\nState\n\n1914-1S\n\nMaine\nNew Hampshire\nVermont\n\nWyoming\n\n$ 411-13\n472.34\n418.77\n810.72\n714.37\n619.36\n975-13\n861.86\n465-72\n537-52\n592-69\n713.84\n557-71\n542.02\n469 28\n506.09\n533-59\n574-76\n457-27\n454-67\n635-34\n358.31\"\n561.83\n1019.08\n332.19\n320.29\n251.31\n282.68\n305.97\n327.00\n342.96\n335.20\n345.00\n233.64\n437.19\n428.20\n334-94\n438.69\n640 07\n494.06\n\nColorado\n\n.560.58\n\nNew Mexico\n\n507-54\n738-96\n691 66\n725-08\n\nMassachusetts\n\nRhode Island\nConnecticut\n\nNew York\nNew Jersey\nPennsylvania\n\nOhio\nIndiana\nIllinois\n\nMichigan\nWisconsin\nMinnesota (1914)\nIowa\nMissouri\n\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\nDelaware\nMaryland\nDistrict of Columbia\nVirginia\nWest Virginia\nNorth Carolina\nSouth Carolina\n\nGeorgia\nFlorida (1914)\n\nKentucky\nTennessee\n\nAlabama\nMississippi (1913)\n\n.\n\n.\n\nLouisiana\n\nTexas\nArkansas\n\nOklahoma\nMontana\n\nUtah\nNevada\n\nUnited States.\n\n'\n\n2,240,982\n1,200,110\n1,246,816\n14,789,286\n1,807,332\n4,363,034\n46,690,195\n12,301,576\n25,687,143\n18,789,778\n11,168,718\n23,179,650\n11,931,113\n8,850,051\n10,375,297\n11,174,716\n10,767,962\n3,695,051\n2,987,437\n6,217,797\n7,933,519\n263,608\n3,495,724\n1,760,667\n4,156,959\n3,545,573\n3,487,304\n2,281,249\n4,385,259\n1,644,481\n4,270,554\n4,185,097\n3.579,199\n2,173,717\n3,451,226\n\n1918\n\n51\n57\n41\n41\n41\n\n40\n41\n\n52\n44\n43\n\n808.42\n506.3s\n951.27\n\n% 543.31\n\n$ 788.43\n\n-\n\n.\n\n58\n\n43\n\n66s 16\n\nCamomia\n\n$ 651.13\n712.34\n658.77\n1143-11\n1007.26\n878.80\n1365-18\n1215.22\n705.72\n777-52\n847.55\n\n41\n\n.\n\nIdaho\nWashington\nOregon\n\ntures for Teachers'\n\n797-53\n782.02\n709.28\n746.09\n773-59\n821.91\n697.27\n694.67\n895-83\n598.31\n803.42\n1426.71\n572.19\n560.29\n491.31\n522.68\n545-97\n567.00\n582.96\n575.20\n585.00\n473.64\n677.19\n668.20\n574.94\n678.69\n902.50\n734.06\n801.63\n747.54\n1041.93\n975.24\n1022.36\n927.88\n1139.87\n746.3s\n1340.05\n\n.\n\nArizona\n\nage of\nIncrease\n\n1006. 5X\n\n.\n\nExclusive of Wilmington.\n\nEstimated Expenditures to Meet\nthe Advance in\nSalaries, 1914-15\nCost of Living,\n\nTotal Expendi-\n\nthe Advance in\nCost of Living,\n1918\n\n44\n51\n\n47\n43\n43\n52\n53\n41\n67\n43\n\n40\n72\n75\n\n96\n85\n78\n73\n\n70\n72\n\n70\n103\n55\n56\n72\n55\n41\n\n49\n43\n47\n41\n41\n41\n41\n41\n47\n\n$\n\n4,402,243\n974,608\n943,525\n2,572,114\n484,855\n2,094,875\n7,854,843\n3,786,684\n17,062,504\n\n3,540,752\n1,812,166\n1,957,501\n20,852,893\n2,548,338\n6,183,728\n65,366,273\n17,345,222\n39,044,457\n27,057,280\n15,971,267\n32,683,306\n17,061,492\n12,744,073\n15,666,698\n16,426,833\n15,398,186\n5,283,923\n4,540,904\n9,513,229\n11,186,262\n440,225\n4,998,88s\n2,464,934\n7,149,969\n6,204,753\n6,835,116\n4,220,311\n7,805,761\n2,844,952\n7,259,942\n7,198,367\n6,084,638\n4,412,646\n5,349,400\n17,742,317\n6,136,033\n9,578,888\n3,913,159\n1,275,528\n6,295,207\n1,432,674\n1,330,370\n3,626,681\n683,646\n2,953,774\n11,075,329\n5,566,419\n24,035,949\n\n$345,006,445\n\n$511,100,656\n\n11,373,2.80\n\n3,567,461\n6,179,928\n2,775,290\n\n856,059\n\n"}
{"page": 784, "printed_page": null, "text": "I\n\nNATIONAL EDUCATION ASSOCIATION\n\n768\n\n[Teachers'\n\nAPPENDIX IV\nPERCENTAGE OF ILLITERACY BY STATES\nStates in which the number of illiterates increast from 1900 to igio.\n\nSixteen states increast in the number of illiterates, all in North and West.\n\nTABLE A\nBased on Census of 1910, Abstract, p. 245\nState\n\nRhode Island\n\nNew York\nNew Jersey\nIllinois\n\nNorth Dakota\n\nWyoming\nColorado\n\nNew Mexico\nUtah\nWashington\nCalifornia\n\n•.\n\nNo. of Illiterates,\n\nNo. of Illiterates,\n\n1900\n\n1910\n\n134,043\n29,004\n42,973\n318,100\n86,658\n299,376\n157,958\n12,719\n11,67s\n2,878\n17,779\n46,971\n27,307\n\n141,541\n33,854\n53,66s\n\n406,020\n113,502\n354,290\n168,294\n13,070\n14,457\n^3,874\n\nPercentage of\nIncrease\n\n7,498\n4,850\n10,692\n87,920\n26,844\n54,914\n10,336\n\n2782\n996\n\n48^697\n\n6,001\n1,726\n5,646\n\n18,416\n74,902\n\n5,676\n15,943\n\n680\n\n6,141\n\n12,740\n58,959\n\nIncrease\n\n5-6\n24.9\n27.6\n31.0\n18.3\n6.5\n2.8\n23.8\n34-6\n\n20.7\nII.\n\n44.7\n27.0\n\n"}
{"page": 785, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n769\n\ncireisinoi\nOez\nr«; «uno«3 ipnos\nciUBq^iv\n6ZZ\n\navetagfc\n\nfZZ\n6oe\n\niddississiw\n\niOZ\nZOZ\n\nB18J039\n\noonayi jas^\n\n«-8I\n\nBUHOio qiJOM\n\nZSI\n\n«!«!3J!A\n\n«-ei\n\nepuou\n\n981\n\naassauuax\n\n9Zl\n\nscsuBijJV\n\n121\n\nXijonjus^\n\n66\n\nsraax\n\n«-8\n\nSR.iS-'JA 1S3AV\n\n18\n\nMBMBjaa\n\ni-i\n\npuciq apona\n\nZi\n\nthe\n\n_\nabove\n\nstates\n\n16\n\nEuozuy\n\npuriAJHw\n\nrS\n\nirprASN\n\n9\n\ninaipouuo.^\n\n68\n98\n98\n88\n28\n\n«IUBAI.<SUUDJ\n\nsjjasnn38SS«N\n\n8-t.\n\n«UT!3UOM[\n\n«uioqe|!(o\n\nXasjDf«i9N\n\nV^A «^N\n\n9t- aijqsduinH 'MN\n\nr^\n\n1\n\n»«n«W\n\nre\nre\nie\n\nsiounii\n\n^•e\n\n10\n\n._\n\n<\n\nI.\n\nS\n\n13\n\nunpssiw\n\nIf-\n\niUOuusA\neiujojn^D\n\nopwojoo\n\n£6\n; ee\n\naUimo-XM\n\nZ-2\n\nuisuoasiyw\n\nZe\nle\n\nei05(«a 1W0K\n\nUBgiqDjw\n\nonjo\n\nre\n\n«u«jpui\n\nOe\n62\n\n«los9nu!W\nB^oii^a qinos\n\nzz\n\noq^pi\n\n(j-Z\n\nacr}8uin«M\n\n61\n61\n11\n\nr^jstjqa^\n\nnoSaao\n\nUMOI\n\n"}
{"page": 786, "printed_page": null, "text": "I\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n770\n\nrreachers'\n\nAPPENDIX V\nDENSITY OF ILLITERATE POPULATION\nGreat manufacturing states of the North compared with the states of the Black Belt of\nthe South.\n\nSee Abstract of Thirteenth Census (1910), p. 28; also p. 245.\n\nTABLE A\nLand Area\n\nNumber of\n\nNumber per\n\nIlliterates\n\nSquare Mile\n\nState\n\nGREAT MANUFACTURING STATES OF THE NORTH\n...\n\nMassachusetts\n\n8,039\n\n141,541\n\n17.6\n31-7\n\n53,665\n\nII.\n'S.9\n\nRhode Island\n\n1,067\n\nConnecticut\n\n4,820\n45,409\n7,514\n44,832\n\n406,020\n113,502\n354,290\n\n111,681\n\n1,102,872\n\nNew York\nPennsylvania\n\n.\n\nTotal\n\niS-i\n\n7-9\n9.8\n\nSTATES OF THE BLACK BELT OF THE SOUTH\nSouth Carolina\nGeorgia\n\n46^362\n45,409\n\n276,980\n389,775\n352,710\n290,235\n352,174\n\n232,270\n\n1,661,879\n\n30,495\n58,725\n\nAlabannia\n\nTotal\n\nTABLE B\n\nRhode Island\n\n31.7\n\nMassachusetts\n\n17.6\n\nNew Jersey\n\n15.1\n\nConnecticut\n\n11.1\n\nSouth Carolina\n\n9.1\n\nNew York\n\n8.<\n\nPennsylvania\n\n7.!\n\nLouisiana\n\n7.8\n\nAlabama\n\n6.9\n\nGeoi^a\n\n6.6\n\nMississippi\n\n6.!\n\nI\n\n6:6\n6.0\n\n6?\n7^8\n\n71\n\n"}
{"page": 787, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n771\n\nAPPENDIX VI\nCITIES REPORTING NO INCREASE IN TEACHERS' SALARIES\n\nFOR 1918\nOf 320 cities of over 10,000 population, 23 report no increase in salaries.\nList furnished by the National Education Association Commission on the Emergency in\n\nEducation, June, 1918.\nCity\n\nNo. of Teachers\n\n1.\n\nBethlehem, Pa\n\n68\n\n2.\n\nColumbia, S.C\n\n109\n\n3.\n\nEureka, Cal\n\n4.\n\nGreensboro, N.C\n\n59\n72\n\n5.\n\nJacksonville, Fla\n\n196\n\n6. Jeffersonville, Ind\n\n41\n\nLexington, Ky\n\n149\n\n7.\n\n8. Little Rock, Ark\n9.\n\nLos Angeles, Cal. (no change since 1914-15)\n\n139\n\n2589\n\n10. Marshall, Tex\n\n71\n\n11. Massillon, Ohio\n\n77\n\n12. MiUville, N.J\n\n78\n\n13.\n\nMount Carmel, Pa\n\n58\n\n14.\n\nNatchez, Miss\n\n15.\n\nNiagara Falls, N.Y\n\n36\n196\n\n16.\n\nPawtucket, R.I\n\n161\n\n17. Philadelphia, Pa\n\n5593\n\n19.\n\nRome, Ga\nSalem, Mass\n\n39\n154\n\n20.\n\nVicksburg, Miss\n\n59\n104\n\n18.\n\nWashington, Pa\n22. Watertown, Mass\n23. York, Pa\n21.\n\nTotal\n\n77\n215\n10,340\n\n"}
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{"page": 790, "printed_page": null, "text": "''C<\n\n*2\nlovo\n\na»5\n\nfO\n\no\n\nvo\n\n8\n\n8\n\n8\n\no o o\n\nO O\n\nvj\n\nPh o\n\n8\ni\n\n58\n\n:\n\n:lC8aa\n\na888S.88S>88\n\nloQOQOOOOQO •OQ\nlOOO 00 00 fO Tt-00 l~ Pt o>\n\n•\n\nt^ to\n\nlo b >o o b o\nlO lO to Tf t^ »o\n\nO O Q\nO\n\nIT) »A>\n\n^\n\n0> Oi M\n\nPh o\n\n«\n\no\n\no\n\n«\n\n•\n\nt>.\n\n3S;g;8;\nO «^ t^ t^\n\nI\n\n888S>\n\nui»0 t~ O\n\ni\n\nl>. t>.\n\nOi\n\nt>.\n\no o\n\nli\n8S2 S\n^^ 2tSl;i(^>^!3:\n.\n\n\"^ en\n\n3\n\nI\n\n3\n\nffl\n\nS\n\ngo\n\n5 2-\n\ns^w ;?; opSp;^\n\n:^\n\nM 4^\n\n;z; ;zi ;2;\n\n1> -w\n\n^ p< w w H P\n\nO r* O H t-\n\n"}
{"page": 791, "printed_page": null, "text": "*o O o>\n\no o\n\no o o\n\no o\n\no o o\n>o\n\no\n\n?)'o\n\n0>0\n\nt^M\n\no%\n\nV a> t) w\n« 33 53\n\n•53\n\nW5\n\nOOoO\n\nOvO *\n\nh\n\n^ ^ S ^\nto\" en\" tn\n\nO too\n\nI\n\nvo t^ >o Q\nO\n\"1 »>\n't\n\n*\n\nTt-\n\nvo t^ lo\n\n>\n\nK\n\n-^O\n0»0\n\n>0\n\n* fO\n\nQ O O\nOOO t^\n\no> fr> -^\n\n1-\n\n't'OtO\n\n\"\"to\n00l>-\n\n>T3\n\nlo to O\n\nO O\n\nT\n\n^ooo\n\n4)\n\n^\n\n^\n\n10\n\nen\n\na g CO\n\nt^loullO\n\ngsgg {11\n\"1\ni\nS\n\nSI\n\n^ ao Oi\n.\n\no\"5 o'\n\n,g,g,.\n(3\n\n^\n\n«»\n\n8ai^888{e\n128^8\nOOO 00 O >0 0>0 \\0 0> t^>0\n\n888\nOiOO\n\nt>.\n\n.1\n\nr o\n\nO >rt O Q\n\n2 8^\n\n00 t^ >o O\n\n00 M\n\n^\n\nOJ2 crij,'fl\n00 o o 11^\n\no t^ «>o\n\ns\nO t^\n\nI\nI\n\n-o\n\n?«8HVO8\n\\0\n\n\"o\nen\n\nI\n013\n\nO\n\nIs\nO t^\n\nill\n\noooo to\n\nos::\n>\n\n88^88\nSo\n\"^\n\n& a.i}\n\ng\n\n8?\n\n8\n\n/§•§•\n\n8\n\nO >0\n\\0 t^ t^ lOl^ (\n\n)00\n\n00 r»\n\n>o\n\n•\n\n^•\n\n'*^\n\no\n\nt\n\n.2 bo\"*\n•0 c\n\nM\n\n„- ts\n\n3\nQ\nart\n\nd Sm\n\n-da\n\n« <n\n\ni <u *\n\nii\n\na 3^ o\n\nl!l iilll\n\n8\n\n8\n\n00 to\n\n« «0 Tf\n\n\"ga^\n\n.«a.2.2 2'\n\n^\n\n-s ,y \"* \"\n\n«i\n\nu\n\niSS*'\n•I\n\nI\n\ni^\n^2\ni\n\nI\n\n111\n\n•\n\nd\n\na ^ \"> \"^ 'a\n\nlr>S8-!f35-a\n5 o o ^o.S^.«\n2\n\nIs\n4)\n\nbo\n>.\n\no\n\n"}
{"page": 792, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n776\n\n[Teachers'\n\nAPPENDIX VIII\nSUMMARY OF REPORT ON SALARIES PAID TO TEACHERS IN\n320 CITIES OF OVER 10,000 POPULATION IN THE\n\nUNITED STATES\nThis report was made as a result of an investigation conducted by the National\nEducation Association Commission on the National Emergency, Dr. George D. Strayer,\nchairman.\n\nNumber of Teachers Median Salary for\nKind of School\n\nElementary Schools\n\nSalary Levels\n\nEmployed at Each\n\nEach Kind of\n\nLevel\n\nSchool\n\n$ 300-$ 499\n500- 699\n700- 899\n900- 1099\nIIOO- 1299\n130a- 1499\n1500- 1699\n1700- 1899\n1900- 2099\n2IOO- 2299\n2300- 2499\nOver\n2500\n\n278s\n15219\n19807\n11200\n\n$ 300-$ 499\n500- 699\n700- 899\n900- 1099\nHOC- 1299\n1300- 1499\n1500- 1699\n1700- 1899\n1900- 2099\n2100- 2299\n2300- 2500\nOver\n2500\n\n113\n562\n1218\n1065\nS97\n\n$ 716.19\n\n96\n47\nI\nI\n\nTotal elementary\n\nIntermediate schools (Junior high schools)\n\nTotal intermediate schools\n\n161\n21\n2\n2\n\n3779\n$ 300-$ 499\n\nHigh schools\n\nTotal high schools\n\n$ 799.42\n\n38\n\nSCO- 699\n700- 899\n900- 1099\nHOC- 1299\n1300- 1499\n1500- 1699\ni70Cf- 1899\n1900- 2099\n2100- 2299\n2300- 2499\nOver\n2500\n\n33\n1852\n2950\n2472\n2033\n2294\nIIIO\n\nli\n152\n\n149\n\n13976\n\nSalaries of principals or general supervisory ofl5cers are not recorded.\n\n$1149.50\n\n"}
{"page": 793, "printed_page": null, "text": "I\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalaries)\n\n777\n\nAPPENDIX IX\nINCREASE IN SALARIES OF TEACHERS IN CERTAIN CITIES;\nALSO INCREASE IN WAGES OF EMPLOYES IN\nCERTAIN INDUSTRIES\nIt is interesting to note that in establishing salary schedules the \"equal\n\npay\" principle has been recognized by the Hon. William G. McAdoo,\ndirector general of railroads of the United States, by the War Department and its ammunition factories, and by the National War Labor Board.\nINCREASES IN TEACHERS' SALARIES\n\nThe committee has knowledge up to date of increases in salaries as\nIn New York City on January i, 19 12, the minimum salary was\nraised from $600 to $720; on January i, 19 18, the minimum was raise\nfrom $720 to $800; and it was proposed that from July 1,1918, the minimum\nfollows:\n\nshould be raised from $800 to $1000.\n\nThis affects only 7000 of the 21,000\n\nThe Board of Education, however, believes\nthat this is the best use of the money available for 1918, because of the fact\nthat the national government is offering $1000 to young women equipt as\nteachers and is unsatisfactory.\n\nSaid Board has a committee working on a general upward\n\nteachers are.\n\nrevision of all salaries,\n\n$4,000,000.\n\nwhich will probably call for a total increase of\n\nThe teachers, however, are demanding schedules more com-\n\nmensurate with the present cost of living, which schedules call for a total\nincrease of approximately $12,000,000.\nNaturally the question arises,\n\" Where is the money to come from ? \" The teachers are planning to appeal\nto the state legislature to amend the state education law by changing the\n\ntax rate for teachers' salaries in cities over 100,000 from 4.9 mills to 6 mills.\n\nThe County Council of London has voted a 50 per cent increase to\nteachers' salaries.\n\nFall River, Mass., has voted to increase the salary of every member of\n\nthe teaching corps $100 per year, dating from May 20, 1918.\n\nRockford, 111., has granted an annual increase of $100 from September i,\n19 1 8, and is considering a proposal of a $50 bonus in addition.\n\nHoboken, N.J., has added $300 to the annual salary of its teachers.\nPaterson, N.J., had added $200 to the annual salary of its teachers.\n\nUNITED STATES STEEL GIVES LABOR A 15 PER CENT INCREASE\n\nTwo hundred thousand employes of the United States Steel Corporation were made happy by the announcement of a 15 per cent increase in\n\nwages effective April\ncost of Uving.\n\n15.\n\nThe advance is in recognition of the increast\n\n"}
{"page": 794, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n778\n\n[Teachers'\n\nIt is estimated that the increase in wages just granted will cost the company yearly about $45,000,000. The annual report of the company shows\na 191 7 surplus of more than $52,000,000 and a total undivided surplus of\n\n$431,660,803.\n\nBetween the end of 191 5 and the last quarter of 191 7 the corporation\nraised the pay of its employes 60 per cent.\n\nThe corporation at the close of the year had 268,058 employes, compared\nwith 252,668 at the close of 1916.\n\nDuring the year 11,486 employes entered\n\nthe United States service.\n\nSTANDARD OIL RAISES WAGES THREE MILLIONS\n\nAn increase in wages averaging 10 per cent was made, applicable to all\nwage-earners except first-class bricklayers and watchmen, whose rates will\n\nbe increast 5 per cent, and lead burners, whose rates previously had been\nraised.\n\nAll employes, without\n\nany contribution on their part, will be given\n\nindividual life insurance poHcies with benefits ranging from a sum equal to\n\nthree months' wages to $2000.\n\nThe old-age pension system now in vogue, where employes sixty-five\nyears of age are provided for, has been amended so that an employe may\nretire at the end of twenty years of service on a pension.\n\nPresident Teagle said that about 30,000 employes were affected by the\nwage increase, which totaled somewhat more than $3,000,000 a year.\nWhen he announced the wage increase he stated that since August i, 191 5,\nthe Standard Oil Company has granted five general wage increases for all\nclasses of labor, so that the average increase since that time has amounted\nto 62 .8 per cent, while the rate for common labor had been increast 80 .57\n\nper cent in this period.\n\nIn addition to these increases a change from a nine- to an eight-hour\nday was made effective September 15, 191 5. This was without any change\nin the scale of wages and was therefore equivalent to an increase in the\nwage scale of 19 .37 per cent.\n\nRAILROAD-WAGE INCREASES\nGeneral pay increases for nearly 2,000,000 railroad employes were\n\nannounced by Director-General McAdoo.\nIssuance of General Order No. 27 granted an increase\n\non the eight-hour-day basis to\n\nall\n\nemployes.\n\nof\n\nwages\n\nThe increases will reach\n\n$300,000,000 a yea;\".\n\nThe increases carry out almost entirely the recommendations of the\nWage Commission. They become effective next Saturday and\n\nRailroad\n\nare retroactive to last January i.\n\nIn the state legislature last April a bill was introduced providing a\n20 per cent increase for all state employes receiving less than one thousand\n\n"}
{"page": 795, "printed_page": null, "text": "Salariesl\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n779\n\n($1000) dollars, and a 15 per cent increase for those receiving more than one\n\nthousand ($1000) dollars but less than two thousand ($2000) dollars. This\nwould have cost $2,900,000, and because it was understood that this amount\n\nwould be prohibitive the bill was past in an amended form, which provided\nfor a 10 per cent or such lower increase of all salaries under fifteen hundred\n\n($1500) dollars, so that the minimum of fifteen hundred ($1500) dollars\n\nmight be made.\n\nThis involved the expenditure of one million ($1,000,000)\n\ndollars.\n\nPROPOSALS FOR INCREASE\n\nThe Board of Alderman of New York City on June 11, 1918, by a\nunanimous vote adopted a resolution providing for a 10 per cent increase\nto employes now receiving from $1000 to $2000 a year, and 20 per cent to\nthose receiving $1000 or less.\n\nThe teachers of the state of New York thru the Teachers' Council and\nvarious teachers' organizations are asking for a minimum salary of one\n\nthousand ($1000) dollars with a maximum for teachers in the first six\nyears of $2160, and for teachers in the seventh and eighth years of $2400.\n\nThis would involve an additional expenditure of $12,000,750.\n\nThe Interborough Association of Women Teachers and some other\nassociations are asking for a \"war bonus\" of $200 for every member of the\n\nteaching and supervising force, pending a general revision of teachers'\nsalaries, to make them more nearly commensurate with the increast cost of\n\nliving.\n\nDuring the last session of the New York state legislature two bills\n\nwere introduced which did not become law, but which are indicative of the\nbelief that salaries should be increast in proportion to their nearness to a\n\n\"living wage.\"\n\nCity\n\n—\n\nOne of these provided that all city employes New York\nis less and not more than twelve hundred ($1200)\n\n—whose salary\n\ndollars shall be increast 20 per cent; those whose salary is twelve hundred\n\nmore than eighteen hundred ($1800) dollars shall be\nthose whose yearly salary is more than eighteen\nhundred ($1800) and not more than twenty-four hundred ($2400) dollars,\nshall be increast 10 per cent; those whose salary is more than twenty-four\n($2400) hundred dollars shall be increast 5 per cent.\nThe other bill provided that all state employes whose annual salary is\nless and not more than $1080 shall be increast 20 per cent, those whose\nsalary is less and not more than $1560 shall be increast 15 per cent, those\nwhose salary is not more than $1800 shall be increast 10 per cent, and those\nwhose salary is less and not more than $2040 shall be increast 50 per cent.\n($1200) and not\n\nincreast 15 per cent;\n\n"}
{"page": 796, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78o\n\n[Teachers'\n\nAPPENDIX X\nCHART SHOWING THE AMOUNT OF WEALTH FOR EACH\nTEACHER EMPLOYED IN PUBLIC SCHOOLS, 1916\nAverage amount for each teacher for the United States is $280,754.08.\nThe wealth is based on the report of the Department of Commerce, Bureau of the\nCensus, for 191 2.\n\nThe number of teachers for 19 16 is based on the Report of the United States Commissioner of Education, II, 76.\n\nThe calculations were made for the Commission on Emergency in Education by John\nThe chart was made by John W. Carr.\n\nA. H. Keitt, 1918.\n\n"}
{"page": 797, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n8€iW'iU\n\n781\n\nTOJIOJ^O IpJOf^\n\n88-UZ'6lI\n\niddtssissij^ .\n\nW«96'IH\n\nMssanaax\naorew\n\nsee'oi\n\nIZ- 118*291\n\nviSjoaQ\n\n80Sil'99I\n\nwnjaiB3 qinoq\n\n68OWWI\ni^eSi'991\nSZ-880'99l\n\nluouua^\n\nez-685'89l\n\noqupi\nBpuojj\n\nOiS'Zl\n\n90s'e\n\n€6lW9il\nlOlZt'SSl\n\nBarBqB[v\n\nI919S'88l\n\ntnoTfea qinos\n\neozei'96i\n\n8uiiuoXjy^\n\ne5Si6'86l\n\nwzu'uz\nLVOLZ'eZZ\nCS'89E'5a;\n\nBU'B^UOJ^\n\nwoos'ea;\n\nSWC3X\n\n90-886' ISZ\n\ncuinpui\n\n6Z-8eO'9SS\n\n03pC3I^ M3|^\n\n'€80Z6'Z9Z\n\nl«Wi'89S\n\nORO\n\n96Se8'69Z\n\n«ireismoq\n\n9eiol'EiZ\n\nISMOJ\n\ngioit'f-iz\n\nunossjj^i\n\n9€HS'9ij;\n\n3JrMe(3Q\n\nwese'esz\n\nB5JSBjq3{iJ\n\nW£fiZ'88Z\ne5e;io'96z\n\n68S'I\n\nnosainijj^\n\neO-9W86Z\n\nuoSajQ\n\n990W60€\n\npUBlXjBJH\n\ni8-8oe'9Te\n\nBU02LIV\n\n9e-98Z'0SS\n\neexze'ize\n\npniBIsi apoijH\n\niOU6'iZ8\n90-8g9'8Ze\n\nuoi3an}s«^\n\n5ti'i8'0«:\n\nBini3A|Xsini3j\n\nK;i8z'eee\n\n^n3pD3uno3\n\nie-889'68e\n\nBXUOlJBpiO\n\ngzees'zes\n\nop^jojo^\n\nUliS'SOt'\n\n£S£'il\n\n9I6I 'swqoTOi JO\n\n!\n\n8\n\nS\n\nOM\n\n®\n\nzsiet-'zet-\n\nsiouijii\n\n89-991 '£9i'\n\nBnuojijB3\n\n9S-9I8'U9f\n\nBpi!A3|^\n\n"}
{"page": 798, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n782\n\n[Teachers'\n\nAPPENDIX XI\nRELATION OF SALARIES TO EXPENSES OF 1504 ELEMENTARY\nTEACHERS IN TOWN AND CITY SCHOOLS OF\nMISSOURI (DECEMBER, 1917)^\nThe teachers of St. Louis, Kansas City, and St. Joseph are not included.\n\nThe facts brought out are based not upon theory but upon actual\nsalary received and actual expenses incurred during the first three months\nof the school year 19 17-18.\n\nA study of the items included under expenses\n\nwill show that nothing has been included which is not actually essential to a\n\nteacher's welfare.\n\nIn considering the report that follows the following striking facts should\n\nbe noted: 93 per cent stated that expenses would be greater in proportion\nduring the remainder of the school term than during the first three months.\n\nTOTAL SALARIES\nOf all elementary teachers, 12.2 per cent receive less than $360 per year;\n31 .5 per cent receive less than $450 per year; 75.5 per cent receive less\nthan $500 per year.\nThe foregoing are annual salaries. Usually paid for an eight- or ninemonth school term, they must be divided by twelve to get the average\nmonthly salary.\n\nRELATION OF SALARIES TO EXPENSES\nOf the teachers receiving $360 or less, 67 per cent spend more than they\nearn in the schoolroom; 58 per cent of those receiving $405 spend more than\nthey earn in the schoolroom; 50 per cent of those receiving $550 or less spend\n\nmore than they earn in the schoolroom.\nThe foregoing allows nothing for savings and\ngrowth.\n\nlittle\n\nfor professional\n\nIt covers bare Uving expenses.\n\nOf all elementary teachers, 52.4 per cent receive less than $550 per\nThese must supplement their earnings in the schoolroom.\n\nyear.\n\nThe foregoing is true notwithstanding the fact that a large percentage\nand by their own statements contribute nothing\n\nof teachers live at home\n\nwhatever to living expenses.\nall\n\nIn the teacher- training schools 62 per cent of\n\ngrade teachers are local and in the main live at home.\n\nThe answers\n\nfrom many of these local teachers show that the salary from teaching\nwould by no means support them were it not for the fact that room and\nboard cost them nothing, being paid by their parents.\n'Extract adapted from a pamphlet issued by the state superintendent, Uel W. Lampkin.\n\n"}
{"page": 799, "printed_page": null, "text": "—\nTEACHERS' SALARIES AND COST OF LIVING\n\nSalariesl\n\n783\n\nAPPENDIX XII\nTHE WAR AND TEACHERS' SALARIES\n(Prepared for the Commission by Dr. I. L. Kandel)\n\nEngland and Wales\n\nThe problem of maintaining an adequate supply of elementary-school\nteachers was already becoming serious in England and Wales before the\n\nwar; the outbreak of the war and its continued duration have only served\n\nA large proportion of the men have joined the Army,\nand many women have been attracted to occupations which appear at once\nto be more obviously connected with the war activities and to offer higher\nremuneration than teaching. At the same time the war has imposed additional burdens, willingly assumed but none the less demanding sacrifices,\non the teachers; these have taken the form of larger classes, extra work in\nthe schools, voluntary war work of different kinds, and so on. Not the\nto intensify the crisis.\n\nleast of the hardships has been the depreciation of salaries due to the rising\n\ncost of living, which by 19 17 had increast about 80 per cent above that of\n1914.\n\nEducation authorities were confronted with several problems\n\ninabiUty to retain teachers in the face of more attractive opportunities\nelsewhere, inabiUty to secure an adequate supply of candidates ready to\n\nundertake several years of training at a time when remunerative occupations were open to them without training, and inability to find additional\n\nresources when the public purse was otherwise being drained to meet other\n\ndemands.\n\nThe first response was to grant bonuses on salaries which never went\nbeyond the annual addition of 10 per cent and rarely affected salaries above\n$1000 or $1 250 a year. Such increases were of course quite incommensurate\nwith the needs of the time, especially when skilled workmen could command\nas much as $75 a week, and boys still under eighteen about $15 a week for\nunskilled services.\n\nIn only one important respect was the stringency\n\nreUeved by a government prohibition against the increase of rents.\n\nThe\n\nbonus system prevailed until about the middle of 191 7, when the government came to the rescue with an addition to the educational budget of\nabout $18,000,000^ which was specially earmarkt for salaries. At the same\ntime the Board of Education issued a minute recommending that the\nminimum salary for women teachers in elementary schools should be $450\nand for men teachers $500. The effect of the additional government grant\n\nwas to stimulate the estabHshment of new scales of salary.\nIn the meantime the government had appointed in June, 191 7, a\ndepartmental committee to inquire into the principles which should determine the construction of scales of salary for teachers in elementary schools;\n\n"}
{"page": 800, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n784\n\n[Teachers'\n\nand another committee to make a similar inquiry into the salaries of\nsecondary-school\n\nFebruary, 1918.\n1.\n\nteachers.\nThe first committee issued its\nThe report^ is based on three main principles:\n\nreport\n\nin\n\nThat the \"authorities in constructing a scale should aim at obtaining\n\na constant supply of suitable recruits, at retaining them while other careers\nare still open to them, and at securing service of the desired quality from\nthose who make teaching their life work.\"\n2.\n\nThat the scale \"shall provide them with a reasonable assurance of a\n\nremuneration that will enable them to live appropriately without embarrassment, and that they may have a fair chance of advancement to posts of\ngreater importance and emolument.\"\n3. That the authorities \"in framing their scales are taking part in the\nwork of establishing the teaching service of the country on a basis conducive\n\nto the efficiency of the system of national education; they should proceed\n\nupon a common basis of principles.\"\n\nThe committee, while accepting the administrative advantages of a\nsalary scale, recognized that special consideration must be given to reward-\n\ning teachers of exceptional ability, to dealing with teachers who drift into\n\na rut, to withholding increments from those teachers who are reported to be\nIt further considered the question of equal pay for men and\nwomen, for which a strong agitation has been launcht by women teachers\nthruout the country. Finally some attention was given to removing\nsome of the inequalities in salaries paid to teachers in rural and urban\ninefficient.\n\nareas.\n\nThe chief principle adopted for the construction of salary scales was that\na scale with smaller increments for the early years of service, followed by\nlarger increments leading\n\nup to a salary adequate for increasing family\n\nresponsibilities, and then with further prospects until retirement, is superior\n\nto a sharp, steep scale leading early up to a maximum, or a long and gradual\nscale which would not yield an adequate salary when responsibilities were\n\ngreatest.\n\nFor example, in the case of men certificated teachers, annual in-\n\ncrements are suggested for not less than twelve years, followed by increments\nat intervals of not more than three years for a further period of about ten\nyears;\n\nand for women certificated teachers, annual increments for not less\n\nthan eight years, followed by increments at longer intervals as in the case of\nUncertificated teachers should have a short scale covering a period\n\nmen.\n\nof four to six years\ntificated\n\nmerit.\n\nand not rising above the minimum for women cer-\n\nteachers, with discretionary increments in cases of individual\n\nOwing to the opposition of the teaching body the committee was\n\nunable to recommend that increments should depend solely upon merit,\n\nand it suggests that increments be automatic except in the case of definite\n'\n\nReport of the Departmental Committee for Inquiring into the Principles Which Should Determine\n\nthe Construction of Scales of Salary for Teachers in Elementary Schools.\n\nSummaries of Evidence and Memoranda, Cd. 8999.\n\nVol. I, Report, Cd. 893Q; Vol. II,\n\n"}
{"page": 801, "printed_page": null, "text": "TEACHERS' SALARIES AND COST OF LIVING\n\nSalaries]\n\n785\n\ndefault or wilful neglect, with additional rewards for exceptional merit.\n\nThe committee was unable to accept the principle of equal pay for men and\nwomen, partly because a scale of salaries adequate for women is under\npresent circumstances inadequate for men, and partly because it is essential\nto attract and retain suitable men in the profession.\nAccordingly it advocated the principle that the minimum salaries for both men and women\nshould be approximately the same, but that the maximum for women should\n\nnot be less than three-fourths of the maximum for men.\n\nWith reference\n\nto rural and urban teachers the committee was of the opinion that service in\n\nthe rural districts should be made financially attractive, and that accordingly\nsalaries should be only a little lower than in urban areas.\n\nWhile the com-\n\nmittee did not attempt to estabhsh a national scale, it ojffered for consideration a\n\nnumber of illustrative scales and emphasized the importance of\n\navoiding such diversity that the larger school systems would draw teachers\n\naway from the smaller.\nThe following illustrations of scale-making for certificated teachers were\noffered:\n\n1.\n\nMinimum $500 rising by annual increments of $25 to $800 in the thirteenth year\n\nof service, and then by triennial increments of $50 to $950 in the twenty-second year of\nservice.\n2.\n\nMinimum $500 rising by annual increments of $25 to $700 in the ninth year of\n\nservice, then by annual increments of $50 to $900 in the thirteenth year of service, and then\n\nby triennial increments of $50 to $1050 in the twenty-second year of service.\n3. Minimum $500 rising by annual increments of $25 to $575 in the fourth year of\nservice, then by annual increments of $50 to $1050 in the fourteenth year of service, and\nthen by triennial increments of $50 to $1200 in the twenty-third year of service.\n4. Minimum $500 rising by annual increments of $25 to $600 in the fifth year of\nservice, then by annual increments of $50 to $1150 in the sixteenth year of service, and\nthen by triennial increments.\n5. Minimum $500 rising by annual increments of $50 to $1200 in the sixteenth year\nof service, and then by triennial increments of $ioo to $1500 in the twenty-fifth year of\nservice.\n\n1.\n\nMinimum $450 rising by annual increments of $25 to $650 in the ninth year of\n\nservice, and then by triennial increments of $50 to $750 in the thirteenth year of service.\n2. Minimum $450 rising as in (i) to $650 in the ninth year of service, then by one\nincrement to $700 in the tenth year of service, and then by triennial increments to $850 in\n\nthe nineteenth year of service.\n3.\n\nMinimum $450 rising by annual increments of $25 to $600 in the seventh year of\n\nservice, then by annual increments of $50 to $750 in the tenth year of service, and then by\n\ntriennial increments of $50 to $900 in the nineteenth year of service.\n4.\n\nMinimum $450 rising by annual increments of $25 to $550 in the fifth year of\n\nservice, then by annual increments of $50 to $850 in the eleventh year of service, and then\n\nby triennial increments of $50 to $1000 in the twentieth year of service.\n5. Minimum $450 rising as in (4) to $550, then by annual increments of $50 to $900\nin the twelfth year of service, and then by triennial increments of $100 to $1200 in the\ntwenty-first year of service.\n\n"}
{"page": 802, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n786\n\n[Teachers'\n\nSCOTLAND\n\nThe effect of\n\nthe war on the salaries of teachers in Scotland was\n\nsimilar to that in England and Wales, with similar attempts to meet the\n\nsituation\n\nby the grant\n\nof\n\nbonuses.\n\nIn July,\n\n191 7,\n\nthe government\n\nappointed a Departmental Committee on the Remuneration of Teachers\nin\n\nScotland,\n\nwhich considered and reported in November, 191 7, on\n\nelementary and secondary schools and in training colleges.\nThe general considerations determining the report of the committee was as\nsalaries\n\nin\n\nfollows:\n\nIn considering the larger and more important part of our reference, viz., the suitable\nscales of salary for different classes of teachers, we desired to approach the question not\nsolely, nor even mainly, as one involving the interests of a single profession, but as one\n\nwhole community. That welfare must depend, in\nupon the efficiency of national education; and the fundamental\nrequirement for securing this is that there should be an adequate supply of teachers of\nhigh capacity, proved aptitude, and thoro training. This cannot be attained unless the\nremuneration is such as to make the teaching profession one which may compete with\nother professions in securing recruits of sufficient capacity and in repaying these recruits\nfor the time and labour spent in their special training.\nTo attract such recruits it is\nnecessary, not only that a fair salary should be offered to begin with, but and it is an\neven more vital condition that sufficiently attractive prospects should be opened to\nthose who have served for a certain number of years.\nvitally affecting the welfare of the\n\nincreasing measure,\n\n—\n\n—\n\nFollowing this line of inquiry we come to the following general conclusions:\n1.\n\nThat not only as a temporary war measure, but as a permanent\n\nnecessity in order to maintain an efficient teaching profession in the interests\nof the country, the general remuneration of teachers must be raised, and\nan equalization of the scale of salaries for similar classes of schools over the\n\ncountry is desirable.\n2.\n\nThat this cannot be attained by any continuation or extension of the\n\nbonus system.\n3.\n\nThat while an adequate initial salary must be provided, it is even of\n\ngreater importance that improved prospects should be opened to those who\nattain a certain length of service and have proved their competency and\ntheir aptitude for the profession.\n\nThat the scale should take account of:\nThe length and character of the preliminary training.\nh) Length of service.\nc) The responsibility of the post held and its demands on the capacity\n4.\n\na)\n\nand energy of a teacher.\nThe scales recommended by the committee are in every case higher than\nthose prevailing at present and determined by local and accidental circumstances.\nWhile aware of the large increase of expenditure involved, the\ncommittee declares it to be its\n\n"}
{"page": 803, "printed_page": null, "text": "Salaries]\n\nfirm\n\nTEACHERS' SALARIES AND COST OF LIVING\n\n787\n\nand considered conviction, however, that the scheme .... cannot be attained\n\nexcept, first, by an extension of school areas, and, secondly, by a very large proportion of\n\nthe additional amount required being provided by the central authority\n\nWhatever\n\nthe cost, if it is proved to be necessary for high educational efficiency, we cannot afford the\n\nultimate extravagance which is involved in undue parsimony in such a case.\n\nnot be overlookt that the aim of the proposed standard of salaries\n\nIt should\n\n.... is not so much\n\nto improve the position and prospects of the teaching profession as to secure in the future,\nfor the benefit of the state, an adequate supply of amply efl&cient recruits for our educa-\n\ntional army.\n\n"}
{"page": 804, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n788\n\n[Teachers'\n\nAPPENDIX XIII\nTEACHERS' SALARIES^\n\"Basic Principles in the Making of a Salary Schedule for Teachers. The Findings\nof the Evanston, Illinois, Committee of Teachers,\" American School Board\nJournal, LVI (March, 1918), 26-27, 83.\n\nBecht, J. G.\n\n\"The Teachers' QuaUfications, Compensation, and Retirement,\"\n\nPennsylvania School Journal, LXIV (March, 1916), 393-96.\n\n\"Minimum Salary Legislation,\" Journal of the New York State\n\nBoynton, F. D.\n\nTeachers' Association II (February, 191 5), 16-20.\n\nC, and King, Roberta.\nBureau of Education, Bulletin\n\nBoykin, J.\n\nPrinting Office.\n\nThe Tangible Rewards of Teaching. U.S.\nNo. 16,1914. Washington: Government\n\n465 pages.\n\nChamberlain, Arthur H.\n\n\"Teachers' Salaries.\n\nA Study of the Salary Schedule\n\nUnited States,\" Sierra Educational News, XIII\n\nin Various Cities in the\n\n(January, 191 7), 12-16.\n\n\"The Future\n\nChancellor, William E.\n\nof\n\nSalaries for\n\nOhio Teachers,\" Ohio\n\nTeacher, XXXIII (February, 191 8), 294-96.\n\n\"College Teachers, Financial Status of,\" Eighth Report of the Carnegie Foundation (1913), pp. 98-1 1 1.\n\nEngland, Report of the Departmental Committee for Inquiring into the Principles\n\nWhich Should Determine the Construction of Scales of Salary for Teachers\nin\n\nElementary Schools.\n\nVol.\n\nI,\n\nReport, Cd. 8939;\n\nEvidence and Memoranda, Cd. 8999.\n\nVol. II,\n\nSummaries of\n\nLondon, 1918.\n\n\"Evanston's Scale and Scheme,\" Journal of Education, LXXXVII (February 21,\n1918), 215-17.\n\nA reply of the Board of Education of Evanston, III., to the report of the teachers'\ncommittee on a salary scale and scheme for grading salaries, promotions, and dismissals.\n\nFerguson, James.\n\n\"Teachers' Salaries, Tenure, and Pensions,\" National Educa-\n\ntion Association, Addresses and Proceedings (1915), pp. 1162-64.\n\nHadley, A. T.\n\n\"Salaries at Yale University,\" School and Society, II\n\n(Novem-\n\nber 20, 1915), 751-52.\n\nFrom the annual report.\nHoban, C. F.\n\n\"The Salary Question,\" Pennsylvania School Journal, LXIII\n\n(April, 1915), 431-32.\n\nKandel,\n\nI.\n\nL.\n\n\"The War and Teachers' Salaries.\n\nEngland and Wales, and\n\nScotland,\" School and Society (June 29, 1918, and July 6, 1918).\n\nMayman, J. Edward.\n\n\"The High Cost of Living and Stationary Salaries,\"\n\nAmerican Teacher, VI (January, 191 7), 2-4.\nGives a table showing the average increases in teachers' salaries compared with the\naverage increases in cost of living.\n*\n\nContributed by Dr. Wolcott, librarian, Bureau of Education, Washington, D.C.\n\n"}
{"page": 805, "printed_page": null, "text": "Salaries]\n\nTEACHERS' SALARIES AND COST OF LIVING\n\nMiller, Sarah Pleis.\n\n789\n\n\"Have Women's Salaries Been Increased by Higher Uni-\n\nversity Training?\" Journal of the Association of Collegiate Alumnae, VIII\n(April, 1915), 73-79.\n\nFrom information received from the Civil Service Bureau, teachers' agencies, city\nsuperintendents of schools, and university authorities, the author shows that college\ndegrees do increase women's salaries.\n\nMonroe, Edwin S. \"Salaries and Pensions,\" Oklahoma Journal of Education,\nVI (December 30, 1916), 2-4; Qanuary 6, 1917), 4-6.\n\nMonahan, A. C, and Dye, C. H. A Comparison of the Salaries of Rural and\nUrban Superintendents of Schools. U.S. Bureau of Education, Bulletin\nNo. 33,1917. Washington: Government Printing Office. 68 pages.\nNational Education Association Committee on Salaries, Tenure, and Pensions\nReport of the Committee on Teachers' Salaries and Cost of Living.\n\nof Teachers.\n\nAnn Arbor, Mich.: The Association, 1913.\nPurcell, Helen E.\n\n328 pages.\n\n\"Poor Salaries for Teachers as They Affect the Child,\" Ameri-\n\ncan School Board Journal, LVI (February, 1918), 23, 83.\n\nPutnam, Mary B. \"The Laborer and His Hire,\" American Schoolmaster, X\n(December 15, 1917), 433-45-\n\nThat Men and Women Teachers Should Receive Equal Pay for the\nSame Grade of Work,\" Oklahoma Journal of Education, V (February 26,\n\n^'Resolved,\n\n1916), 3-7.\n(i) Elizabeth Hodgson: \"Men and Women Teachers Should Not Receive\nEqual Salaries\"; (2) Laura M. Kingsbury: \"Men and Women Teachers Should Receive\nEqual Salaries. A Reply.\"\n\nContains:\n\nRobinson, Winifred\n\nJ.\n\n\"Have Women's Salaries Been Increased by Special\n\nCourses in Education?\"\n\nJournal of the Association of Collegiate Alumnae,\n\nVIII (April, 1915), 79-82.\n\"Salaries of Manual-Training Teachers,\" Industrial-Arts Magazine, VI Qanuary,\n1917), 36.\nSalary schedules of manual-training teachers in 21 cities in 1916.\n\nSeverance, Lena L.\n\n\"The Case of the New York State Normal School,\" Journal\n\nof the Association of Collegiate Alumnae, VIII (April, 191 6), 82-88.\nSalaries of women teachers in New York state.\n\n\"Teachers' Salaries Notes,\" American School Board Journal, LVI (March, 1918),\n720.\n\nSee also \"Salary Schedule for Louisiana,\" p. 71, and \"Teachers' Salaries in Massachusetts,\" pp. 70-71.\n\nUnited States Bureau of Education.\nTeachers and School Officers.\n\nment Printing Office.\nWinsor, Frederick.\n\nA Comparative Study of the Salaries of\n\nBulletin No. 31, 1915.\n\nWashington: Govern-\n\n126 pages.\n\n\"The Underpaid Pedagogues,\" Atlantic Monthly, CXVII\n\n(May, 1916), 654-57-\n\nWood, Will C.\n\n\"Suggestions on the Adjustment of Teachers' Salaries,\" Western\n\nJournal of Education, XXIV (February, 191 8), 4-5.\nFor earlier references see the bibliography at end of The Tangible Rewards of TeachU.S. Bureau of Education. Bulletin No. 16, 1914.\ning, by Boykin and King.\n\n"}
{"page": 806, "printed_page": null, "text": ""}
{"page": 807, "printed_page": null, "text": "—\n\nGENERAL INDEX\n[Names of authors are set in small capitals]\nAbbott, Grace— Enforcement of the\nUnited States Child Labor Law, 657\nAbsence from Rural Schools, Causes of\n(Edward N. Clopper), 668\nAcademic and Professional Subjects, The\nDistinction between (W. C. Bagley),\n229\n\nAct of Incorporation, i\nAddams, Jane ^The World's Food Supply\nand Woman's Obligation, 108\nAddress (Charles S. Whitman), 485\n\n—\n\nAddresses\n\nof\n\nWelcome (Edward Vose\n\nBabcock), 29; (Samuel Hamilton), 30;\n(Calvin N. Kendall), 481\nAddresses of Welcome, Response to\n(Josephine Corliss Preston), 32\nAdmmistration of City Schools, Recent\nGrowth in the (W. S. Deffenbaugh),\n36?\nAdministrative\n.\n\n—\n\n—\n\n.\n\nLegislation,\n\nReport\n\nof\n\nCommission on, 535\n\nBabcock, Edward Vose. Address of\nWelcome, 29\nBaer, Clara G. Women and the War,\n\n—\nBagley, W. C.—The Distinction between\n355\n\nAdolescent, Education of the, in England\n(Frank Roscoe), 188\nAgricultural Education under the Smith-\n\nAcademic and Professional Subjects, 229;\nEducation and Our Democracy, 55;\n\nThe Status of the Classroom Teacher,\n\nHughes Act (Charles A. Greathouse),\n269\n\n383\n\nBallou, Frank W.\n\nEfl&ciency, Effect of Rural\nContinuation School on (Rufus W.\nStimson), 291\nAgriculture, The New Education in. Based\n\nAgricultural\n\n287\n\n—\n\n—\n—\n\n—\n\nAley, Robert J. The High-School Student and the Book, 454\nAllerdice, Mrs. Taylor Mothers of\nDemocracy, 178\nAmerican Children, Competent Teachers\nfor (L. D. Coffman), 62\nAmerican Education, Democratic Factors\nin (A. Duncan Yocum), 141\nAmerican Education, Opportunity and\n\nBaylor, Adelaide Steele The American\nHomemaker and Reconstruction, 253\nBecht, J. George Americanization as a\n\n—\n\n—\n\nWar-Time Duty of the Schools, 363\nBelisle, Hector L. Discussion: PartTime V. The Special Teacher as the\n\n—\n\nEconomic Solution of the SpeechDisorder Problem in Public Schools, 674\nBennion, Milton Leadership in Educa-\n\n—\n\nLeadership in: A. The Place of the\nState Supported and Managed Institu-\n\nC. Direct Instruction in Citizenship in the High School, 632\nBeveridge, J. H. Discussion: Leadership in Education: A. Leadership as\nFound Today in Instruction in Interpreting the Curriculum; II. In Principals and Supervisors, 626\nBexell, J. A. Thrift and Commercial\nSupremacy, 138\nBinford, J. H. Standardizing the Small\ntion:\n\n(Benjamin Ide Wheeler), 508;\n\n—\n\nB. The Place of the Educational Institution for Women (Kathryn Sisson\nMcLean), 511; C. The Place of the\nEducational Foundation (Clyde Furst),\n515; D. The View of the Entire Situation from the Outside (Don C. Seitz),\n519\nAmerican Homemaker, The, and Reconstruction (Adelaide\n\n—\n—\nCountry School, 595\nBlackmar, H. E.—Overcoming the Objec-\n\nSteele Baylor),\n\n253\n\nAmericanism,\nLane), 104\n\n—Efl5cient Finance for\n\nthe City School System, 613\nBarnes, Earl Children's Sense of Time,\n335; Spoken English as a Factor in\nAmericanization, 171\nBarnum, Mrs. 0. Shepard Guarding the\nSchools in War Time, 430\n\non Sound Pedagogy (William R. Hart),\n\ntion\n\nAmericanization, The Kindergarten as a\nFactor in (Caroline Hedger), 167\nAmericanization thru School Gardens (Van\nEverie Kilpatrick), 174\nAmericanization, Spoken English as a\nFactor in (Earl Barnes), 171\nAmericanization as a War-Time Duty of\nthe Schools (J. George Becht), 363\nAndres, Elisha Benjamin (Necrology), 687\nAppreciation, A Better, of Cultural Values\n(Nathan C. Schaeffer), 163\nAssociation of Collegiate Alumnae, Report\nof the, for the Year 191 7-18 (Gertrude\nS. Martin), 422\nAthletics, Citizenship and A Concrete\nExample (Glen F. Thistlethwaite),\n183\n\nThe New (Franklin K.\n\ntion of Parents to the Special Class\n?\nCan It Be Done ?\n305\n\nHow\n\n791\n\n"}
{"page": 808, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n792\nBlair, Francis\n\nG.—War Problems: D.\n\nA Practical Program of Patriotic Instruction, 652\n\n—\n\nDevereux The\nKatherine\nBody a Fit and Perfect Tool, 159;\nThe Rebuilding of Civilization thru\n\nBlake,\n\nthe Schools, 124\nBoards of Education, The Responsibility\nof (Mrs. Charles A. Perkins), 377\nBody, The, a Fit and Perfect Tool\n\n(Katherine Devereux Blake), 159\nBooks for High-School Boys, Selecting\n(Edwin L. Miller), 449\nBradford, Mary C. C. The Building of\nthe New Civilization, 34; Response to\nAddresses of Welcome, 483\nBradford, Mary D. Training for Social\nAdjustment the Citizens of the Future,\n\n—\n\n—\n\n—\n\n160\n\n—^War Library Service,\n461\nBrubacher, a. R.—Discussion: A Better\nAppreciation of Ethical Values, 164\nBrumbaugh, Martin G.—New WorldStandards of Educational Efiiciency, 84\nBucke,^ W, Fowler—The Strength of a\nBrett, William H.\n\nNation Promoted thru Physical Education, 340\nBuilding of the New Civilization, The\n(Mary C. C. Bradford), 34\nBuRDGE, Howard G. A State Plan for\nVocational Training, 254\n\n—\n\nBuRNHAM,\n\nWilliam\n\nDr.\n\nH.\n\n—Mental\n\nHygiene, 329\nBusiness, College Women in (Lucinda W.\n\nPrince), 409\nBusiness Department, Department\nOfficers and Resolutions, 235\n\nof.\n\n—\n\nButcher, Thomas W. Maintaining an\nAdequate Supply of Teachers without\nLowering Standards, 229\nBy-Laws, 5\nCalendar of Meetings, 13\nCampbell, William A. (Necrology), 689\nCapen, S. p. The Committee on Education and Special Training, 205\n\nC ARY,\n\n—\n—Discussion\n\nC P\n. .\n\n.\n\n:\n\nCentralizing\n\nTendencies in Educational Administration, 504\nCauses of Absence from Rural Schools\n(Edward N. Clopper), 668\nCensus of Children of School Age, The\nNeed of a Continuing Qohn W. Davis)\n665\nChallman, S. a. Child Welfare Laws of\nMinnesota, 662\n\n—\n\nChamberlain, Arthur H.\n\n—\n\nThrift in the\nPublic Schools, 140\nChaney, N. H. Discussion: A Better\nAppreciation of Ethical Values, 166\nCharacter Education (Milton Fairchild),\n120\nCharacter Formation, Cooperation between\n(Anna P.\nSchool and College in\n\n—\n\nMac V ay), 414\n\nand the Book in War Tunes\n(Clara W. Hunt), 448\nChild Health, The State Normal Schools\nand the Problems of (W. S. Small), 217\nChild Hygiene, Department of. Secretary's\nChild, The,\n\nMinutes, 323\nChild Labor Law, United States, Enforcement of the (Grace Abbott), 657\nChild Life, What the Government Is Doing\nto Conserve (Ella Arvilla Merritt),\n152\nChild-Study, A General Survey of (Dr. G\nStanley Hall), 332\nChild Welfare Laws of Minnesota (S. A.\nChallman), 662\nChildren's Sense of Time (Earl Barnes),\n\n335\nChildren's Year, The, and the Opportunity\nof\n\nthe Kindergarten for Conservation\n\nWork in Congested Cities (Elizabeth A.\nWoodward), 131\n\n—\n\nChristopher, John Discussion: PartTime V. The Special Teacher as the\nEconomic Solution of the SpeechDisorder Problem in Public Schools, 676\nChurchill, J. A. The Relation of .the\nHigh-School Library to Modern Educational Aims, 457\nCitizens, The, of the Future, Training for\n(Mary D. BradSocial Adjustment\n\n—\n\nford), 160\nCitizenship and Athletics A Concrete\nExample (G;len F. Thistlethwaite)\n\n—\n\n,\n\n183\nCity School System, Efl&cient Finance for\nthe (Frank W. Ballou), 613\nCity Schools, Recent Growth in the Administration of (W. S. Deffenbaugh), 361\nCivilization, The Rebuilding of, thru the\nSchools (Katherine Devereux Blake),\n124\nClark, Edith K. O. Discussion: Centralizing\nTendencies in Educational\nAdministration, 507\nClassroom Teachers, Department of, Secretary's Minutes, 381\nClassroom Teacher, The Status of (W. C.\nBagley), 383\nClopper, Edward N. Causes of Absence\nfrom Rural Schools, 668\nClub Work and Salvage (Henry R.\nDaniel), 146\n\n—\n\n—\n\nCody, Frank\n\n—\n\nThe Practical Value of\nPsychological Tests Do They Find the\nBright and Dull Pupils ? 302\nCoFFMAN, L. D. Competent Teachers for\nAmerican Children, 62; Training for\nNational Service in Normal Schools, 209\nColeman, Norman F. Sex Education and\nthe War, 195\nCollege Community Life, The, as an\n\n—\n\n—\n\n—\n\nOpportunity\nKerr), 402\n\nfor\n\nSocialization\n\n(MmA\n\nCollege Women in Business (Lucinda W.\n\nPrince), 409\n\n"}
{"page": 809, "printed_page": null, "text": ";\n\nINDEX\nCollier, John\n\n—Democracy Every Day,\n\n53\n\nCommercial Education in Preparation for\nForeign Service (Glen Levin Swiggett), 238\n\nCommercial-Education Statistics (David\nH. O'Keefe), 240\nCommercial Education after the War\n(J. T. Holdsworth), 236\nCommercial Supremacy, Thrift and (J. A.\nBexell), 138\nCommission on Administrative Legislation\nReport of, 535\nCommittee on Cooperation of Boards of\nEducation, Report of, 549\nCommittee on Economy of Time in Elementary Education, Report of the, 520\nCommittee on Economy of Time, School\nPractice as Affected by the Reports of\nthe (C. N. Kendall), 531\nCommittee on Education and Special\nTraining, The (S. P. Capen), 205\nCommittee on Federal Aid and the Training of Teachers, Report of (John A. H.\nKeith), 214\nCommittee on Publicity, Report of the, 533\nCommittee on Resolutions, Report of the,\n\nCommittee on Teachers' Salaries, Tenure,\nand Pensions, Report of the, 721\nConflict,\nThe Immortal (Andrew F.\nWest), 87\n^\n\nConservation\n\nWork in Congested Cities,\n\nThe Children's Year and the Opportunity of the Kindergarten for (Elizabeth\nA. Woodward), 131\nCook, Albert S. Centralizing Tendencies in Educational Administration:\nB. The County as a Unit for Local\nAdministration, 493\nCooper, Frank Irving Standardization\nof Schoolhouse Planning and Construc-\n\n—\n\n—\n\ntion, 568\nCooperation of Boards of Education,\nReport of Committee on, 549\nCooperation between School and College\nin\nCharacter Formation (Anna P.\nMacVay), 414\n\n—\n\nCorson, David B. Does the Special Class\nEquip Pupils for Industrial Employment in the Community? Can the\nCo-operation 'of Employers during and\nfollowing the School Period Be Obtained\n\nand How?\n\n312\nCost of Public Education, Why the. Is\nIncreasing (John D, Shoop), 607\nCountry School, Standardizing the Small\n(J. H. Binford), 595\nCounty Superintendency, The, and Its\nProblems (P. C. Fair), 593\nCounty, The, as a Unit of Organization\n(Maurice S. H. Unger), 598\n\nCowling, Donald\n\nJ.\n\n—The Emergency\n\nCouncil on Education, 200\nCreed of Physical Education (Randall D.\nWarden), 350\n•\n\n793\n\nCultural Values, A Better Appreciation of\n(Nathan C. Schaeffer), 163\nCutter, Annie S. Report of the Ele-\n\n—\n\nmentary-School Committee:\nLibrary\nCooperation with the Junior Red Cross,\n452\n\nDaniel,\n\n—Club Work and\n\nHenry R.\n\nSalvage, 146\n\n—\n\nDavis, John W. The Need of a Continuing Census of Children of School Age, 665\nDean of Women, What a President May\nRightly Expect from a (George S.\nDick), 395\nDeaning in the Public High School (Janet\nM. Purdue), 404\nDeans, Some Ideals for (Mary W.\n\nWoolley), 411\nDeans of Women, Department of, Secretary's Minutes, 391\n\nWhat and How to Teach\n(Charlotte Steinbach), 304\nDeffenbaugh, W. S. Recent Growth in\n\nDefectives,\n\n—\n\nthe Administration of City Schools, 361\n\nDemocracy, Education and Our (W. C.\nBagley), 55\nDemocracy Every Day (John Collier), 53\nDemocracy, Mothers of (Mrs. Taylor\nAllerdice), 178\nDemocratic Factors in American Education\n(A. Duncan Yocum), 141\nDepartment: of Business Education, 235;\nof Child Hygiene, 323; of Classroom\n\nTeachers, 381 ; of Deans of Women, 391\nof Educational Publications, 465;\nof\nElementary Education, 157; of Higher\nEducation, 191; of Kindergarten Education, 151; of Library, 447;\nof Music\nEducation, 315; of National Council of\nEducation, 135; of Normal Schools, 209;\nof Physical Education, 339; of Rural and\nAgricultural Education, 271; of School\nAdministration, 359; of School Patrons,\n419; of Science Instruction, 295; of\nSecondary Education, 177; of Special\nof Superintendence,\nEducation, 297;\nEducation and\nof Vocational\n473;\nPractical Arts, 249; of the Wider Use of\nSchoolhouses, 471\nDevelopment of Children, The Mental\n(Dr. G. W. a. Luckey), 326\nDevelopment of the Individual, The\nInfluence of Physical Education on the\n(S. H. Replogle), 343\nDick, George S. What a President May\nRightly Expect from a Dean of Women,\n395\nDiLLARD, James H. Discussion: National\nResponsibility for Education of the\nColored People, 566\n\n—\n\n—\n\nA Better Appreciation of\nDiscussion:\nEthical Values (A. R. Brubacher), 164;\n(N. H. Chaney), 166\nCentralizing Tendencies in\nDiscussion:\nAdministration\nP.\n(C.\nEducational\nY. Joyner), 506;\nGary), 504;\n(J.\n(Edith K. O. Clark), 507\n\n"}
{"page": 810, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n794\n\nDiscussion: Efficient Finance for the City\nSchool System (Albert Shiels), 6i6\nDiscussion: Leadership in Education (J.\nH, BEVERroGE), 626; (J. W. McClinton), 631; (Fred M, Hunter),\n\n620\nNational Responsibility for\nEducation of the Colored People (James\n\nDiscussion:\n•\n\nH. Dillard), 566\nDiscussion: The New Responsibilities and\nOpportunities Which the War Situation\nHas Brought to the State Department\nand the Schools (A. N. Farmer), 588\nDiscussion: Part-Time V. The Special\nTeacher as the Economic Solution of the\nSpeech-Disorder Problem in\nPublic\nSchools (Hector L. Belisle), 674;\n\n(WiLMER Kinman), 675; (John Christopher), 676\nDiscussion:\nSectional Conferences and\nPeriods of Professional Improvement\n\nWork\n\nfor\n\nTeachers\n\nof\n\nHigh-School\n\nAgriculture (A. K, Getman), 281\nDiscussion: War Problems: D. A Practical Program of Patriotic Instruction\n(A. E. Winship), 655\n\nDuffy, Frank—The Reeducation of Our\nReturning Disabled Soldiers after the\n\nWar, 251\nDutton, Betty A. (Necrology), 686\nEarhart, Will The Essential Factor in\nMusical Education, 316\nEconomy in Learning in Relation to\nEconomy of Time (Ernest Horn), 526\nEconomy of Time in Elementary Education, Report of the Committee on, 520\nEducation of the Adolescent in England\n(Frank Roscoe), 188\nEducation, Agricultural, under the SfhithHughes Act (Charles A. Greathouse),\n\n—\n\n269\n\nEducation in Agriculture, The New, Based\non Sound Pedagogy (William R. Hart),\n287\nEducation, Character (Milton Fairchild)\n120\nEducation of the Colored People, National\nResponsibility for: A. The Status of\nNegro Education (Kelly Miller), 555;\nB, The Nation's Responsibihty to the\nSouth for Negro Education (W. T. B.\nWilliams), 558; C. The Nation's Responsibility to Itself for Negro Education\n,\n\nand Its Constitutional Power to Render\nAid Thereto (Isaac Fisher), 562; Discussion (James H. Dillard), 566\nEducation, The Emergency Council on\n(Donald J. Cowling), 200\nEducation toward the Formation of Moral\nCharacter (David Snedden), 79\nEducation, Health Problems in (Sally\nLucas Jean), 443\nEducation Is Preparation for Life (Arthur\nE. Holder), 261\nEducation, The Life-Career Motive in\n(William L. Ettinger), 42\n\nThe National Emergency in\n(George D. Strayer), 129\nEducation and Our Democracy (W. C.\nEducation,\n\nBagley), 55\nEducation, Practical, under Federal Guidance (Ernest A, Smith), 77\nEducation, The Present Emergency in\n(George D. Strayer), 205\nEducation, Secondary, The Emergency in\n(George D. Strayer), 187\n\nand Special Training,\nCommittee on (S. P. Capen), 205\n\nEducation\n\nThe\n\nEducation, Vocational, under the SmithHughes Act (C. A. Prosser), 266\nEducation after the War (James P. Munroe), 196\nEducation, War-Modified, and Illiteracy\n(Cora Wilson Stewart), 117\nEducation, War-Modified, and the Rise\nof the Common People thru It (A, E.\nWinship), 123\nEducation, War-Modified, the Teachers,\nand the Schools (Walter R. Siders),\n\nEducational Administration, Centralizing\nTendencies in: A. Limitations of State\nControl in Education (Payson Smith),\n490; B. The County as a Unit for Local\nAdministration (Albert S. Cook), 493;\nC, The Township as a Unit for Local\nAdministration (R. B. Teitrick), 497;\nD. How a State Department May\nStimulate Local Initiative and Increase\nEfficiency (George D. Strayer), 501;\nDiscussion (C. P. Cary), 504\nEducational Agency, A New (Guy Stanton\nFord), 207\nEducational Aims, Modern, The Relation\nof the High-School Library to (J. A.\nChurchill), 457\nEducational\nEfficiency,\nNew WorldStandards of (Martin G. Brum^paugh),\nEducational Publications, Department of,\nSecretary's Minutes, 465\nEducational Values of War, Some (G.\nStanley Hall), 96\nEldred, Arvie War Problems: B. Conservation of Resources School Savings\nBanks and Thrift Education, 645\nElementary Education, Department of,\nSecretary's Minutes, 157\nElementary-School Committee, Report of\nthe:\nLibrary Cooperation with the\nJunior Red Cross (Annie S. Cutter),\n452\nEmergency Council on Education, The\n(Donald J. Cowling), 200\nEnforcement of the United States Child\nLabor Law (Grace Abbott), 657\nEnglish, Spoken, as a Factor in Americani-\n\n—\n\n—\n\nzation (Earl Barnes), 171\nEnlistment of the Profession, The (Carroll G. Pearse), 66\nEnnis, Isabel A. Causes of the Present\nShortage of Teachers, 387\n\n—\n\n"}
{"page": 811, "printed_page": null, "text": "INDEX\nEthical Values, A Better Appreciation of,\nDiscussion (A. R. Brubacher), 164;\n(N. H. Chaney), 166\nEttinger, William L. The Life-Career\n\n—\n\nMotive in Education, 42\nFahey, Sara H. The\n\n.\n\n—\n\nTraining\nof\nTeachers as a Factor in Establishing\nProfessional Standards, 382\nFair, P. C. The County Superintendency\nand Its Problem, 593\nFairchild, Milton Character Education, 120\nFarmer, A. N. Discussion: The New\n\n—\n\n—\n\n—\n\nResponsibilities\n\nand\n\nOpportunities\n\nWhich the War Situation Has Brought\nto the State Department and the Schools,\n\n588\nFederal Aid and the Training of Teachers,\nReport of Committee on (John A. H.\nKeith), 214\nFeeble-Minded, After-School Care of the\n(Charlotte Stelnbach), 309\nFinance, Efficient, for the City School\nSystem (Frank W. Ballou), 613\nFinancial Needs of the School, Educating\nthe Public to (George D. Strayer), 609\nFinancing the Public Schools (E. C.\nHartwell), 605\nFiNEGAN, Thomas E. Training for Na-\n\n—\ntional Service, 59\nHuston\nFinley, John\n—A Message from\nFrance, 552\nFisher, Isaac—National Responsibility\n\nEducation of the Colored People:\nC. The Nation's Responsibility to Itself\nfor Negro Education and Its Constitutional Power to Render Aid Thereto, 562\nFood Supply, The World's, and Woman's\nObligation (Jane Addams), 108\nFord, Guy Stanton A New Educational\nAgency, 207\nForeign Service, Commercial Education in\nPreparation for (Glen Levin Swiggett),\n238\nForeign Service, Why Should the Government Train for? (Glen Levin Swiggett), 71\nFuRST, Clyde Opportunity and Leadership in American Education: C. The\nPlace of the Educational Foundation, 515\nGeneral Committees, 27\nGeneral Federation of Women's Clubs\n(Mary E. Parker), 427\nGeneral Sessions of the Association, 29\nfor\n\n—\n\n—\n\nGerwig, George W.\nSchools, 375\n\n—War Policies for\n\n—\n\nGetman, a. K. Discussion: Sectional\nConferences and Periods of Professional\nImprovement Work for Teachers of\nHigh-School Agriculture, 281\n\n—\n\nGreathouse, Charles A, Agricultural\nEducation under the Smith-Hughes Act,\n269\n\nGreene, E. B.—The Problems of Historical Scholarship and Teaching as Affected\nby the War, 199\n\n795\n\nGregory, Helen L.\n\n—\n—\n\nEffective Health\nEducation thru Public Schools, 357\nGriswold, Marvin E. School Budgets\nand School Finance, 367\nGulick, Luther Halsey (Necrology), 687\nHall, Dr. G. Stanley— A General Survey\nof Child-Study, 332; Some Educational\nValues of War, 96\nHamilton, Samuel Address of Welcome\n30\n\n—\n\nHarding, Mrs, Charles F.\nAddress, 421\n\n—President's\n\n—\n\nHart, William R. The New Education\nin Agriculture Based on Sound Pedagogy,\n287\n\n—Financing the Public\nHarvey, Marie Turner—Rural Schools\nin the War, 438\nHayes, Mrs. Thomas W. — Rural School\nHartwell, E. C.\nSchools, 605\n\nas a Social Center, 602\nHealth Education, Effective, thru Public\nSchools (Helen L. Gregory), 357\nHealth Education, A National Program of\n\n(Thomas D, Wood), 144\nHealth\n\nProblems in\n\nEducation\n\n(Sally\n\nLucas Jean), 443\nHealth of School Children, Conserving the\n(Sarah M. Hobson), 432\nHedger, Caroline The Kindergarten as\na Factor in Americanization, 167\nHigher Education, Department of, Secretary's Minutes, 191\nHigh-School Boys, Selecting Books for\n(Edwin L. Miller), 449\nHigh-School Library, The Relation of the,\nto Modern Educational Aims (J. A.\nChurchill), 457\nHigh-School Library Standardization Aims\nfrom the Point of View of the School\n\n—\n\nAdministration (Jesse H. Newlon),\n460\nHigh School, Physical Education in, in the\nPresent Emergency (W. S. Small), 181\nHigh-School Student, The, and the Book\n(Robert J. Aley), 454\nHill, Lawrence L. Physical Education\n\n—\n\nin Rural Schools, 347\n\nScholarship and Teaching as\nAffected by the War, The Problems of\n(E. B. Greene), 199\nHobson, Sarah M. Conserving the\nHealth of School Children, 432\nHolder, Arthur E. Education Is Preparation for Life, 261\nHistorical\n\n—\n\n—\nT. — Commercial EducaHoldsworth,\ntion after the War, 236\nHome-Project Work too Small— Something\nBigger Needed —A Substitute in OperaWelles), 283\ntion (W.\nLearning\nHorn, Ernest— Economy\nJ.\n\nS.\n\nin\n\nin\n\nRelation to Economy of Time, 526;\nEducation:\nB. How\nLeadership in\nLeadership in Making New Adjustments\nin Education Must Be Provided, 628\n\n"}
{"page": 812, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n796\n\nHunt, Clara W.—The Child and the\nBook in War Times, 448\nHunter, Fred M. Discussion: Leader-\n\n—\n\nship\n\nin\n\nEducation:\n\nA. Leadership as\n\nFound Today in Instruction in Interpreting the Curriculum I. In the Supermtendent, 620; Needed \"Modifications\nin Textbooks as Shown by the War, 465\n:\n\nHygiene, Mental (Dr. William H. Burnham), 329\nIdeals,\n\nSome,\n\nDeans\n\nfor\n\n(Mary W.\n\nKindergarten, The, as a Factor in Americanization (Caroline Hedger), 167\nKiNNAN, WiLMER Discussion: Part-Time\nV. The Special Teacher as the Economic Solution of the Speech-Disorder\nProblem in Public Schools, 675\nKnapp, Warren E. (Necrology), 689\nKoRDSiEMON, Anna M. Overcoming the\nObjection of Parents to the Special Class\nCan It Be Done ? How ? 307\nKraus-Boelte, Marie (Necrology), 686\n\n—\n\n—\n\n—\n\nLane, Franklin K.\n\nWoolley), 411\nWar-Modified Education and\n(Cora Wilson Stewart), 117\nIndustrial Employment, Does the Special\nClass Equip the Pupils for?\n(E. R.\nWhitney), 310\nIndustry, Preparing the Boy for (Louis L.\nPark), 259\nInterpretation, An, of Life in Terms of\nBeauty and of Color in Terms of Music\n(Maud M. Miles), 91\nIntroductory Address (Albert Wunderlich), 360\nIreland, John (Necrology), 688\n\n—\n\nJean, Sally Lucas Health Problems in\nEducation, 443\nJournal of Proceedings, 21\nJoYNER, J. Y. Discussion: Centralizing\nTendencies in Educational Administration, 506\nJunior Red Cross, Library Cooperation\nwith the (Effie L. Power), 461\nJunior Red Cross Organizations in Rural\nSchools, Practicable Library Cooperation with (O. S. Rice), 450\nJunior Red Cross, Work and Scope of\n(Henry Noble McCracken), 576\nKeane, John Joseph (Necrology), 688\nKeeler, Fred L. The New Responsi-\n\n—\n\n—\n\nbilities and Opportunities Which the\n\nWar\n\nHas Brought\n\nto the State\nDepartment and the Schools, 583\nKeith, John A. H, Report of Committee\non Federal Aid and the Training of\n\nSituation\n\n—\n\nTeachers, 214\n\nKendall, Calvin N.\n\n—\n\nAddress of Welcome, 481; School Practice as Affected\nby the Reports of the Committee on\nEconomy of Time, 531\n\n—The College Community\n\nKerr, Mina\n\nLife as an Opportunity for Socialization,\n\n402\n\n—Vocational Reeducation of\nDisabled Soldiers— Canada's Experience,\n\nKidner, T. B.\n264\n\nKiehle, David Pritchard (Necrology),\n686\nKilpatrick, Van Everie Americanization thru School Gardens, 1 74\nKilpatrick, William H. The ProblemProject Attack in Organization, SubjectMatter, and Teaching, 528\nKindergarten Education, Department of,\nSecretary's Minutes, 151\n\n—\n—\n\n—The New American-\n\nism, 104\n\nIlliteracy,\n\nLeadership in Education:\n\nA. Leadership\n\nas Found Today in Instruction in\nInterpreting the Curriculum: I. In the\nSuperintendent (Z. C. Thornburg),\n618; (Fred M. Hunter), 620; II. In\nPrincipals\nand Supervisors (R. O.\nStoops), 623; (J. H. Beveridge), 626;\nB. How Leadership in Making New\nAdjustments in Education Must Be Provided (Ernest Horn), 628; Discussion\nC. Direct\n(J. W. McClinton), 631;\nInstruction in Citizenship in the High\nSchool (Milton Bennion), 632; (H. B.\nWilson), 636; D. Thrift in Relation to\nPublic Schools (Laura M. Smith), 638\nLeland, Abby Porter Scouting Educa-\n\n.\n\n—\n\ntion for Girls, 579\n\nLeupp, Francis E. (Necrology), 689\nLibrary Cooperation with the Junior Red\nCross (Effie L. Power), 461\nLibrary Cooperation, Practicable, with\nJunior Red Cross Organizations in Rural\nSchools (O. S. Rice), 450\nLibrary Department, Secretary's Minutes,\n447\nLibrary Service, War (William H. Brett),\n461\nLife-Career\n\nMotive in Education, The\n(William L. Ettinger), 42\nLong, Mrs. Charles Report of Committee on Education, National Council of\nJewish Women, 425; Report of Pennsylvania Department of School Patrons,\n\n—\n\n427\n\nLuckey, Bertha M.\n\n—The Practical Value\n— Do They Find\n\nof Psychological Tests\n\nthe Bright and Dull Pupils ? 298\nLuckey, Dr. G. W. A.—The Mental\nDevelopment of Children, 326\nMcClinton, J. W. Discussion: Leader-\n\n—\n\nship in Education:\n\nB. How Leadership\n\nNew\n\nin Making\nAdjustments in Education Must Be Provided, 631\n\nMcCoNATHY, OsBOURNE\n\n—In What Direc-\n\ntion Is Public Music Education Tending ?\n\n320\n\n—\n\nMacCracken, Henry Noble Work and\nScope of the Junior Red Cross, 576\nMacCracken, John H. The Bill for a\n\n—\n\nNational Department of Education, 191\nPatriotism Past,\nPresent, and Future, 94\n\nMcElroy, Robert M.\n\n—\n\n—\n\n"}
{"page": 813, "printed_page": null, "text": "INDEX\nMcLean, Kathryn Sisson\n\n—Opportunity\n\nand Leadership in American Education:\nB. The Place of the Educational Institution for Women, 511\n\nMcN AUGHT, Margaret S.— Guarding the\nSchools in War Time, 435\n\nMacVay, Anna P.\n\n—\n\nCooperation between\nSchool and College in Character Forma-\n\ntion, 414\nMaintaining an Adequate Supply of\nTeachers without Lowering Standards\n(J. AsBURY Pitman), 226; (Thomas W.\nButcher), 229\nManual Arts for Social Needs and for\nDaily Living (John G. Thompson), 158\nMartin, Gertrude S. Report of the\n\n—\n\nAssociation of Collegiate Alumnae for\nthe Year 191 7-18, 422\nMental Development of Children, The\n\n(Dr. G. W. a. Luckey), 326\nMental Hygiene (Dr. William H. Burnham), 329\n\n—\n\nMerritt, Ella Arvilla What the Government Is Doing to Conserve Child\nLife, 152\n\nMessage from France,\nFinley), 552\n\nA (John Huston\n\n—\n\nMaud M. An Interpretation of\nLife in Terms of Beauty and of Color in\nTerms of Music, 91\nMiller, Edwin L. Selecting Books for\nMiles,\n\n—\n\nHigh-School Boys, 449\nMiller, Kelly National Responsibility\nfor Education of the Colored People:\nA. The Status of Negro Education, 555\nMitchill, Theodore C. (Necrology), 689\nModifications, Needed, in Textbooks as\n\n—\n\nShown by the War (Fred M. Hunter),\n465\n\nMoore, Ella Adams\n\n—Report of the Com-\n\nmittee on Vocational Supervision, 433\nMoral Character, Education toward the\nFormation of (David Snedden), 79\nMothers of Democracy (Mrs. Taylor\n\nAllerdice), 178\n\nNational Department of Education, The\nBill -for a (John H. MacCracken), 191\nNational Emergency in Education, The\n(George D. Strayer), 129\nNational Program of. Health Education,\nA (Thomas D. Wood), 144\nNational Service, Thrift and (Frank A.\nVanderlip), 127\nNational Service, Training for (Thomas E.\nFinegan), 59\nNational Service, Training for, in Normal\nSchools (L. D. Coffman), 209\nNecrology, 847\nNew Civilization, The Building of the\n(Mary C. C. Bradford), 34\nNew Internationalism, The R61e of Woman\nin the (Mrs. Louis F. Post), 74\nNewlon, Jesse H. High-School Library\nStandardization Aims from the Point of\nView of the School Administration, 460\n\n—\n\nNolan, Aretas W.\n\n—Project Methods in\n\nTeacher Training\n\nin Vocational Agriculture, 275\nNormal School, Bringing the College to the\n\n(George M. Philips), 220\nNormal Schools, Coordination of Theory\nand Practice in (H. A. Sprague), 212\nNormal Schools, Department of. Secretary's Minutes (Atlantic City Meeting),\n\n219\n\nNormal\ntary's\n\nDepartment\n\nSchools,\n\nMinutes,\n\nof.\n\nSecre-\n\n(Pittsburgh Meeting),\n\n209\n\nNormal\n\nSchools, Training for National\nService in (L. D. Coffman), 209\n\nOfficers for 191 7-18, 15\n\nO'Keefe,\n\nDavid\n\nH.\n\n— Commercial-\n\nEducation Statistics, 240\nOrganization of Social Life Where There\nAre No Dormitories, and Housing\nStudents under Such Conditions (BerNicE E. Sanford), 393\nPalmer, F. E. ^War Problems:\nA.\n\n—\n\nEconomy of Time\n\n—A Twelve Months,\n\nSchool, Divided into Four Quarters, 641\n\n—\n\nMuNROE, James P. Education after the\nWar, 196; The Readjustment of the\nSchool from the Viewpoint of a Manufacturer, 265\n\nMusic Education, Department\n\n797\n\nof,\n\nSec-\n\nretary's Minutes, 315\n\nMusic Education, In What Direction Is\nPubUc,\nTending?\n(Osbourne McConathy), 320\nMusical Education, The Essential Factor\nin (Will Earhart), 316\nNation, The, and the Crisis in Its Schools\n(Joseph Swain), 45\nNation, The, at War (James A. B.\nScheber), 49\nNational Council of Education, Secretary's\nMinutes (Pittsburgh Meeting), 135\nNational Council of Jewish Women, Report\nof Committee on Education\n(Mrs.\nCharles Long), 425\n\n—Preparing the Boy for\nParker, Mary E.— General Federation of\nWomen's Clubs, 427\nPatriotism — Past, Present, and Future\nPark, Louis L.\nIndustry, 259\n\n(Robert M. McElroy), 94\nPatriotism of War Savings,\nStraus), 137\nPattengill,\n\nHenry Romaine\n\n687\n\nPearse, Carroll G.\n\nThe\n\n(S.\n\nW.\n\n(Necrology),\n\n—The Enlistment of\n\nthe Profession, 66\n\nDepartment of School\nPennsylvania\nPatrons, Report of (Mrs. Charles\nLong), 427\nPerkins, Mrs. Charles A. The Responsibility of Boards of Education, 377\nPeterson, Frederick The Reconstruction of the Race, 68\n\n—\n\n—\n\n"}
{"page": 814, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n798\n\n—\n\nPniLtps, George M, Bring the College\nto the Normal School, 220\nPhillips, D, E, The War and University\nReform, 100\nPhysical Education, Creed of (Randall D.\n\n—\n\nWarden), 350\n\nProblCTis, The, of Historical Scholarship\nand Teaching as Affected by the War\n(E. B. Greene), 199\nProfessional Standards, The Training of\nTeachers as a Factor in Establishing\n\n(Sara H. Fahey), 382\n\nPhysical Education, Department of, Secretary's Minutes, 339\nPhysical Education, Efifects of, on School\n\nProfessional\n\nMorale (May H. Prentice), 345\nPhysical Education in the High School in\nThe Present Emergency (W. S. Small),\n181\nPhysical Education, The Influence of, on\nthe Development of the Individual (S. H.\n\nProgram, The New, of the National Education Association an Opportunity and a\nResponsibility (Nathan C. Schaeffer),\n\nReplogle), 343\nPhysical Education\n\nRural\n\nin\n\nSchools\n\n(Lawrence L. Hill), 347\nPhysical Education, The Strength\nNation Promoted thru\nBucke), 340\n\nGrowth\n\nPhysical\n\n(W.\n\nChildren,\n\nof\n\nof\n\na\n\nFowler\n\nWhat\n\nTeachers Ought to Know about the\n(Dr. John M. Tyler), 323\nPhysical Welfare Work with School Children in War Times: A. The Vital\nNecessity of Physical Training for the\nCountry Boy and Girl (Dudley A.\nSargent), 677; B, Principles Underlying\n\nMinimum Essentials of Exercises\n\n(William A. Stecher), 681\nPitman, J. Asbury Maintaining an\nAdequate Supply of Teachers without\nLowering Standards, 226\nPolicy, The, of New York State with\nRegard to Physical Training (James G.\n\n—\n\nRiGGs), 352\nPost, Mrs. Louis F. The Role of Woman\nin the New Internationalism, 74\nPower, Effie L. Library Cooperation\nwith the Junior Red Cross, 461\nPractical Education under Federal Guidance (Ernest A. Smith), 77\nPrentice, May H. Effects of Physical\nEducation on School Morale, 345\nPreparation for Life, Education Is (Arthur\nE. Holder), 261\nPreparing the Boy for Industry (Louis L.\nPark), 259\nPresident, What a Dean May Rightly\nExpect from a (Florence L. Richards),\n.\n\n—\n—\n—\n\n399\n\nWhat the Dean May Rightly\nExpect from the (Helen M. Smith), 397\nPresident's Address (Mary C. C. Brad-\n\nPresident,\n\nford), 34; (Mrs. Charles F.Harding),\n421\n\n—\n\nPreston, Josephine Corliss Response\nto Addresses of Welcome, 32\nPrince, Lucinda W. College Women in\nBusiness, 409\nProblem-Project Attack, The, in Organization, Subject-Matter, and Teaching\n(William H. Kilpatrick), 528\n\n—\n\nSubjects,\n\nThe\n\nDistinction\n\nbetween Academic and (W. C. Bagley),\n229\n\n—\n\nProject\n\nMethods\n\nin\n\nTeacher-Training\n\nCourses (W. S. Taylor), 276\nProject Methods in Teacher Training\nin Vocational Agriculture (Aretus W.\n\nNolan), 275\nProsser, C. a. Vocational Education\nunder the Smith-Hughes Act, 266\nPsychological Tests, The Practical Value\nof—Do They Find the Bright and Dull\nPupils? (Frank Cody), 302; (Bertha\nM. Luckey), 298; (A. H. Sutherland),\n300\nPubUc Education, Why the Cost of, Is\nIncreasing (John D. Shoop), 607\n\n—\n\nHigh School, Deaning in the\n(Janet M. Purdue), 404\nPublic Schools, Effective Health Education thru (Helen L. Gregory), 357\nPublic\n\nPublic Schools, Financing the (E. C. Hartwell), 605\nPublic Schools, Thrift in the (Arthur H.\nChamberlain), 140\nPurdue, Janet M. Deaning in the Public\nHigh School, 404\nReadjustment, The, of the School from the\nViewpoint of a Manufacturer (James P.\nMunroe), 265\nRebuilding of Civilization thru the Schools,\n\n—\n\nThe (Katherine Devereux Blake),\n124\nReconstruction, The American Homemaker\nand (Adelaide Steele Baylor), 253\nThe\nthe\nRace,\nReconstruction\nof\n(Frederick Peterson) 68\nReeducation, The, of Our Returning Disabled Soldiers after the War (Frank\nDuffy), 251\nof\nDisabled\nReeducation,\nVocational,\nCanada's Experience (T. B.\nSoldiers\nKidner), 264\nRehabilitation, The, of Disabled Soldiers\nand Sailors or Victims of Industry\n(Charles H. Winslow), 268\nReplogle, S. H. The Influence of Physical Education on the Development of\nthe Individual, 343\nReport of the Association of Collegiate\nAlumnae for the Year 191 7-18 (Gertrude S. Martin), 422\nReport of Commission on Administrative\n\n—\n\n—\n\nLegislation, 535\n\n"}
{"page": 815, "printed_page": null, "text": "INDEX\nReport of Committee on Cooperation of\nBoards of Education, 549\nReport of the Committee on Economy of\nTime in Elementary Education, 520\nReport of Committee on Education,\nNational Council of Jewish Women\n(Mrs. Charles Long), 425\nReport of the Committee on Publicity, 533\nReport of the Committee on Resolutions,\n23\n\nReport of the Committee on Teachers'\nSalaries, Tenure, and Pensions, 721\nReport of the Committee on Vocational\nSupervision (Ella Adams Moore), 433\nReport of Pennsylvania Department of\nSchool Patrons (Mrs. Chaeues Long)\n427\nResponse to Addresses of Welcome (Mary\nC. C. Bradford), 483\nResponsibilities, The New, Which the War\nSituation Has Brought to the State\n\nDepartment and the Schools (Fred L.\nKeeler), 583\n\n—\n\nRice, O. S. Practicable Library Cooperation with Junior Red Cross Organizations\nin Rural Schools, 450\nRichards, Florence L. What a Dean\nMay Rightly Expect from a President,\n\n—\n\n399\nRiGGS, James G. The Policy of New York\nState with Regard to Physical Training,\n352\nRoscoE, Frank Education of the Adolescent in England, 188\nRural and Agricultural Education, Department of. Secretary's Minutes, 271\nRural Continuation School, Efifect of, on\nAgricultural Efficiency (Rufus W. Stim-\n\n—\n\n—\n\n799\n\nSchool\n\nAdministration,\n\nRural School as a Social Center (Mrs.\nThomas W. Hayes), 602\nRural Schools, Physical Education in\n(Lawrence L. Hill), 347\nRural Schools in the War (Marie Turner\nHarvey), 438\nSabin, Henry (Necrology), 686\nSalvage, Club Work and (Henry R.\nDaniel), 146\nSanford, Bernice E. Organization of\nSocial Life Where There Are No Dormitories, and Housing Students under\nSuch Conditions, 393\nSargent, Dudley A. Physical Welfare\nWork with School Children in War\nTimes: A. The Vital Necessity of\n\n—\n\n—\n\nPhysical Training for the Country Boy\nand Girl, 677\nSchaeffer, Nathan C. A Better Appreciation of Cultural Values, 163; The\nNew Program of the National Education\nAssociation an Opportunity and a Responsibility, 38\nScHERER, James A. B. The Nation at\n\n—\n\n—\n\n—\n\nWar, 49\nSchool Accounting, Uniformity in (James\n*\nStover), 369\n\nof,\n\nSchool Budgets and\nSchool Finance\n(Marvin E. Griswold), 367\nSchool Children, Conserving the Health of\n(Sarah M. Hobson), 432\nSchool Finance, School Budgets and\n(Marvin E. Griswold), 367\nSchool Finances as a War-Time Problem\n(Edward L. Taylor), 364\nSchool Gardens, Americanization thru\n(Van Everie Kilpatrick), 174\nSchool Morale, Effects of Physical Education on (May H. Prentice), 345\nSchool Patrons, Department of, Secretary's\nMinutes, 419\nSchool Practice as Affected by the Reports\nof the Committee on Economy of Time\n(C. N. Kendall), 531\nSchoolhouse Planning and Construction,\nStandardization\n(Frank Irving\nof\nCooper), 568\nSchoolhouses, The Wider Use of. Department of. Secretary's Minutes, 471\nSchools in War Time, Guarding the\n(Mrs. O. Shepard Barnum), 430;\n(Margaret S. McNaught), 435\nScience Instruction, Department of, Secretary's Minutes, 295\nScouting Education for Girls\n(Abby\n\nPorter Leland), 579\nSecondary\n\nEducation,\n\nDepartment\n\nof,\n\nSecretary's Minutes, 177\n\nSecondary Education, The Emergency in\n(George D. Strayer), 187\nSectional Conferences and Periods of\n\nWork\n\nImprovement\n\nProfessional\n\nfor\n\nHigh-School Agriculture\n(Rufus W. Stimson), 278\nOpportunity and LeaderSeit^z, Don C.\nship in American Education: D, The\nView of the Entire Situation from the\nOutside, 519\nSense of Time, Children's (Earl Barnes),\n335\nSex Education and the War (Norman F.\n\nTeachers\n\nson), 291\n\nDepartment\n\nSecretary's Minutes, 359\n\nof\n\n—\n\nColeman), 195\nShawkey, M. p.—How Shall We Conduct\nthe Thrift Campaign so as to Cause It\nto Attain Its\n\nMaximum Effectiveness,\n\n589\n\n—\n\nElmer C. War Problems:\nC, Increst Food Production Home\nGardening, 649\nEfficient\nAlbert Discussion:\nShiels,\nFinance for the City School System, 616\nShoop, John D.—Why the Cost of Public\nEducation Is Constantly Increasing, 607\nShoop, John Daniel (Necrology), 685\nShortage of Teachers, Causes of the\nPresent (Isabel A. Ennis), 387\nSiDERS, Walter R. War-Modified Education, the Teachers, and the Schools,\nIIS\nSherman,\n\n—\n\n—\n\n_\n\n—\n\n"}
{"page": 816, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8oo\nSmall, W. S.\n\n—Physical Education in the\n\nHigh School in the Present Emergency,\ni8i; The State Normal Schools and\nthe Problems of Child Health, 217\nSmith, Ernest A. Practical Education\nunder Federal Guidance, 77\nSmith, Helen M. What the Dean May\nRightly Expect from the President, 397\nSmith, Laura M. Leadership in Education: D. Thrift in Relation to Public\n\n—\n—\n—\n\nSchools, 638\nSmith, Payson Centralizing Tendencies\nin Educational Administration: A. Limitations of State Control in Education,\n\n—\n\n490\nSmith-Hughes Act, Agricultural Education under the (Charles A. Greathouse), 269\n\nSmith-Hughes Act, Vocational Education\nunder the (C. A. Prosser), 266\nSnedden, David The Birth and Childhood of Vocational Education with a\nForecast of Its Development during\nAdolescence, 286; Education toward the\nFormation of Moral Character, 79\nSocial Center, Rural School as a (Mrs.\nThomas W. Hayes), 602\n\n—\n\nStandardizing the Small Country School\n(J.\n\nH. Binford), 595\nNormal Schools,\n\nThe, and the\nProblems of Child Health (W. S. Small),\n\nState\n\n217\nState Plan, A, for Vocational Training\n(Howard G. Burdge), 254\n\nCommercial-Education (David\nH. O'Keefe), 240\nThe, of the Child, State and\nNational, as a Result of the War (W. H.\n\nStatistics,\n\nStatus,\n\nSwift), 440\nThe, of the Classroom Teacher\n(W. C. Bagley), 383\nStecher, William A. Physical Welfare\nWork with School Children in War\nTimes: B. Principles Underlying Minimum Essentials of Exercises, 681\nSteinbach, Charlotte— After-School Care\nof the Feeble-Minded, 309; What and\nStatus,\n\n—\n\nHow to Teach Defectives, 304\nStevens, Romiett ^What Constitutes Social Ethics, 407\nStewart, Cora Wilson War-Modified\nEducation and Illiteracy, 117\nStimson, Rufus W.^ Efifect of Rural Continuation School on Agricultural Efficiency, 291; Sectional Conferences and\nSocial Ethics, What Constitutes? (Romi- Periods of Professional Improvement\nett Stevens), 407\nWork for Teachers of High-School AgriSocial Needs, Manual Arts for, and for\nculture, 278\nDaily Living (John G. Thompson), 158\nStoops, R. O. Leadership in Education:\nSocialization, The College Community\nA. Leadership as Found Today in InLife as an Opportunity for (Mm a Kerr),\nstruction in Interpreting the Curriculum;\n402\nII, In Principals and Supervisors, 623\nSpecial Class, Does the, Equip Pupils for\nStover, James Uniformity in School\nIndustrial Employment ? (E.R.WhitAccounting, 369\nney), 310\nSpecial Class, Does the, Equip Pupils for\nStrauss, S. W.—The Patriotism of War\n\n—\n\n—\n\n—\n\n—\n\n—\n\nIndustrial\n\nEmployment\n\nin\n\nthe\n\nCom-\n\nmunity?\nCan the Cooperation of\nEmployers during and following the\nSchool Period Be Obtained and How?\n(David B. Corson), 312\nSpecial Class, Overcoming the Objection\nof the Parents to the\n\nHow?\n\n— Can It Be Done\n\n(H. E. Blackmar), 305;\n\n?\n\n(Anna\n\nM, Kordsiemon), 307\nSpecial Education, Department of. Secretary's Minutes, 297\nSpeech-Disorder Problem in Public Schools,\nPart-Time V. The Special Teacher as\nthe Economic Solution of the (Walter\n\nB. Swift), 671\n\n—\n\nSprague, H. a. Coordination of Theory\nand Practice in Normal Schools, 212\nSprague, Homer Baxter (Necrology), 688\nStandard Library Organization and Equipment for Secondary Schools of Different\nSizes (C. C. Certain, Chairman), 691\nStandardization Aims, High-School Library, from the Point of View of the\nSchool Administration (Jesse H. Newlon), 460\nStandardization of Schoolhouse Planning\nIrving\nand\nConstruction\n(Frank\nCooper), 568\n\nSavings, 137\n\nStrayer, George D.\n\n— Centralizing Tend-\n\nEducational Administration:\nD. How a State Department May Stimulate\nLocal Initiative and Increase\nEfficiency, 501; Educating the Public\nencies\n\nin\n\nto the Financial\n\n609;\n\nNeeds of the School,\n\nThe Emergency\n\nin\n\nSecondary\n\nEducation, 187; The National Emergency in Education, 129; The Present\nEmergency in Education, 205\nSuperintendence, Department of, Secretary's Minutes (Lida Lee Tall), 473\nSurvey of Child-Study, A General (Dr. G.\n\nStanley Hall), 33''2\nSutherland, A. H. The Practical Value\n\n—\n\nof Psychological Tests\n\n— Do They Find\n\nthe Bright and Dull Pupils ? 300\n\nSwain,\n\nJoseph\n\n—The Nation and the\n\nCrisis in Its Schools, 45\n\nSwift,\n\nWalter B.— Part-Time y.\n\nThe\n\nSpecial Teacher as the Economic Solution of the Speech-Disorder Problem in\nPublic Schools, 671\nSwift, W.\nThe Status of the Child,\nState and National, as a Result of the\n\nH.—\n\nWar, 440\n\n"}
{"page": 817, "printed_page": null, "text": "A\n\nINDEX\nSwiGGETT, Glen Levin— Commercial Education in Preparation for Foreign Service,\n238; Why Should the Government Train\nfor Foreign Service? 71\nTaylor, Edward L. School Finances as\n\n—\n\na War-Time Problem, 364\n\nTaylor,\n\nW.\n\nS.\n\n—Project Methods in\n\nTeacher-Training Courses, 276\nTeacher-Training Courses, Project Methods in (W,. S. Taylor), 276\nTeacher-Training Departments under the\nProvisions of the Smith-Hughes Act,\nThe Relationship between, and State\nSupervisors of Agriculture for the State\nBoards for Vocational Education (G. A.\nWorks), 272\nTeacher Training in Vocational Agriculture, Project\n\nMethods in (Aretus W.\n\nNolan), 275\nTeachers for American Children, Competent (L, D. Copfman), 62\nTeachers of High-School Agriculture,\nSectional Conferences and Periods of\n\nImprovement\n\nProfessional\n\nWork\n\nfor\n\n(RuFus W. Stimson), 278\nTeachers, Maintaining an Adequate Supply of, without Lowering Standards (J.\n\nAsBURY Pitman),\n\n226;\n\n(Thomas W.\n\nButcher), 229\nTeaching, Prepare Rather than Train for\n(A. E. WiNSHip), 222\nTeitrick, R. B. Centralizing Tendencies\nin Educational Administration: C. The\nTownship as a Unit for Local Adminis-\n\n—\n\ntration, 497\n\nTextbooks, Modifications Needed in, as\nShown by the War (Fred M. Hunter),\n465\n\nTheory and Practice in Normal Schools,\nCoordination of (H, A. Sprague), 212\nThistletHwaite, Glen F. Citizenship\nand Athletics A Concrete Example, 183\n\n—\n\n—\n\n—\n\nThompson, John G. Manual Arts for\nSocial Needs and for Daily Living, 158\nThornburg, Z. C. Leadership in Education: A. Leadership as Found Today in\n\n—\n\nInstruction in Interpreting the Curriculum: I. In the Superintendent, 618\nThrift Campaign, How Shall\nConduct\nthe, so as to Cause It to Attain Its\nMaximum Effectiveness? (M. P. Shaw-\n\nWe\n\nSo I\n\n—\n\nTyler, Dr. John M. What Teachers\nOught to Know about the Physical\nGrowth of Children, 323\nUnger, Maurice S. H. The County as a\n\n—\n\nUnit of Organization, 598\nUniformity in School Accounting Qames\nStover), 369\nUnit of Organization, The County as a\n(Maurice S. H. Unger), 598\nUnited States Boys' Working Reserve,\nThe (H. W. Wells), 113\nUniversity Reform, The War and (D, E.\nPhillips), 100\nVanderlip,\nFrank A. Thrift and\nNational Service, 127\nVan Hise, Charles Richard (Necrology),\n687\nVocational Agriculture, Project Methods\nin Teacher Training in (Aretus W.\n\n—\n\nNolan), 275\nEducation, The Birth and\nof, with a Forecast of Its\nDevelopment during Adolescence (David\nSnedden), 286\nVocational Education for Girls, The Influence of War Conditions on (Mrs. Mary\nSCHENCK WoOLMAN), 256\nVocational Education and Practical Arts,\nDepartment of, Secretary's Minutes,\n249\nVocational Education under the SmithHughes Act (C. A. Prosser), 266\nVocational Reeducation of Disabled SolCanada's Experience (T. B. Kiddiers\nner), 264\nVocational Supervision, Report of the\nVocational\n\nChildhood\n\n—\n\nCommittee on (Ella Adams Moore),\n433\nVocational Training, A State Plan for\n(Howard G. Burdge), 254\nWar, Commercial Education after the (J. T,\nHoldsworth), 236\n\nWar\n\nConditions, The Influence of, on\nVocational Educational for Girls (Mrs.\nMary Schenck Woolman), 256\nWar, Education after the Qames P.\nMunroe), 196\nWar Garden Movement, The (R. H. Wilson), 148\nWar Library Service (William H. Brett),\n461\n\nEducation and Illiteracy\n(Cora Wilson Stewart), 117\nWar-Modified Education and the Rise of\nthe Conomon People thru It (A. E. Win-\n\nWar-Modified\n\nkey),, 589\n\nThrift and Comhiercial Supremacy (J. A.\n\nBexell), 138\n\nand National Service (Frank A.\nVanderlip), 127\nThrift in the Public Schools (Arthur H.\nThrift\n\nChamberlain), 140\nTraining for National Service in Normal\nSchools (L. D. Coffman), 209\nTraining for Social Adjustment the Citizens of the Future (Mary D. Bradford),\n160\nTraining of Teachers, The, as a Factor\nin Establishing Professional Standards\n(Sara H. Fahey), 382\n\n—\n\nship), 123\n\nWar-Modified Education, the Teachers,\nand the Schools (Walter R. Siders),\nIIS\n\nThe Nation\nScherer), 49\n\nWar,\n\nWar\n\nPolicies\n\nfor\n\nGerwig), 375\n\nat\n\n(James\n\nSchools\n\nA.\n\nB.\n\n(George W.\n\nWar Problems: A. Economy of Time—\nTwelve Months' School, Divided into\nFour Quarters (F. E. Palmer), 641;\n\n"}
{"page": 818, "printed_page": null, "text": "A\n\nNATIONAL EDUCATION ASSOCIATION\n\n802\n\n—\n\nB. Conservation of Resources School\nSavings Banks and Thrift Education\n(Arvie Eldred), 645; C. Increast Food\nProduction) Home Gardening (Elmer\nC. Sherman), 649; D. A Practical Program of Patriotic Instruction (Francis\nG. Blair), 652; Discussion (A. E. Winship), 655\n\n—\n\nWar Savings, The Patriotism of (S. W.\nStraus), 137\n\nWar-Time Duty of the\nas a\n\n(J.\n\nSchools, Ameri-\n\nGeorge Becht),\n\nH—\n\nWilson, R.\nThe War Garden Movement, 148\nWiNSHip, A, E. Discussion: War Problems:\nD. A Practical Program of\n\n—\n\nInstruction,\nPrepare\n655;\nRather than Train for Teaching, 222;\nWar-Modified Education and the Rise\nof the\n\nCommon People thru It, 123\n\nWiNSLOW, Charles H.\n\n—\n\nThe Rehabilitation of Disabled Soldiers and Sailors or\nVictims of Industry, 268\nin the New Internationalism, The\nRole of (Mrs. Louis F. Post), 74\nWoman's Obligation, The World's Food\n\nWoman\n\n363\n\nWar Time, Guarding the Schools in (Mrs,\nO. Shepard Barnum), 430; (Margaret\naught), 435\nS.\nWar-Time Problem, School Finances as\na (Edward L. Taylor), 364\nWar Times, The Child and the Book in\n(Clara W. Hunt), 448\nWar, Women and the (Clara G. Baer),\n355\nWarden, Randall D. Creed of Physical\nEducation, 350\n\nMcN\n\n—\n\n—Home-Project Work too\nSmall— Something Bigger Needed—\nSubstitute in Operation, 283\nWells, H. W —The United States Boys'\nWorking Reserve, 113\nWest, Andrew F.—The Immortal Con87\nWheeler, Benjamin Ide—Opportunity\nWelles, W. S.\n\nflict,\n\nand Leadership in American Education:\nA. The Place of the State Supported and\n\nManaged Institution, 508\nWheeler, Henry O. (Necrology), 689\nWhite, Andrew Dickson (Necrology), 688\nWhitman, Charles S. Address, 485\nWhitney, E, R. Does the Special Class\n\n—\n\nEquip Pupils\n\n—\n\nPatriotic\n\nWar, Sex Education and the (Norman F.\nColeman), 195\nWar, Some Educational Values of the (G.\nStanley Hall), 96\ncanization\n\nPeople: B. The Nation's Responsibility\nto the South for Negro Education, 558\nWilson, H. B. Discussion: Leadership\nin Education: C. Direct Instruction in\nCitizenship in the High School, 636\n\nfor\n\n—\n\nIndustrial\n\nEmploy-\n\nment? 310\nWilliams, W. T. B. National Responsibility for Education of the Colored\n\n—\n\nSupply and (Jane Addams), 108\n\nWomen and the War (Clara G. Baer), 355\nWomen's Clubs, General Federation of\n(Mary E, Parker), 427\nWood, Thomas D, A National Program\n\n—\n\nof Health Education, 144\n\nWoodward, Elizabeth A.\n\n—\n\nThe Children's Year and the Opportunity of the\nKindergarten for Conservation Work in\nCongested Cities, 131\n\nWooLLEY, Mary W.\nDeans, 411\n\n—Some Ideals for\n—The\n\nWooLMAN, Mrs. Mary Schenck\nInfluence of\n\nWar Conditions on Voca-\n\ntional Education for Girls, 256\n\n—\n\nThe Relationship between\nTeacher-Training Departments under\nthe Provisions of the Smith-Hughes\nAct and State Supervisors of Agriculture for the State Boards for Vocational\nEducation, 272\nWorld-Standards of Educational Efficiency\nNew (Martin G. Brumbaugh), 84\nWuNDERLiCH, ALBERT Introductory Address, 360\nYocuM, A. Duncan Democratic Factors\nin Ainerican Education, 141\nYoung, Ella Flagg (Necrology), 685\nWorks, G. A.\n\n—\n\n—\n\n"}
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{"page": 823, "printed_page": null, "text": "L\n\n13\nN3A13\n1918\n\nNational Education Association\nof the United States\nAddresses and proceedings,,.\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\nUNIVERSITY OF TORONTO LIBRARY\n\n"}
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