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{"page": 4, "printed_page": null, "text": "Digitized by the Internet Archive\nin\n\n2007 with funding from\nIVIicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproceed57natiuoft\n\n"}
{"page": 5, "printed_page": null, "text": "ADDRESSES AND PROCEEDINGS\nor THE\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n"}
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{"page": 7, "printed_page": null, "text": "\\..\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n'\"\n\nAddresses and Proceedings\nOF THE\n\nFIFTY-SEVENTH ANNUAL MEETING\nHELD AT\n\nMILWAUKEE, WISCONSIN\n\nJUNE 28-JULY ^\n1919\n\nVOLUME LVII\n\n^\n\n1919\npubltsbt bi2 tbe Hasociation\n\nsecretary's office, WASHINGTON, D.C,\n\n"}
{"page": 8, "printed_page": null, "text": "13\n\nV\n\nComposed and Printed By\nThe University of Chicago Press\nChicago, Illinois, U.S.A.\n\n"}
{"page": 9, "printed_page": null, "text": "— ——— ——————————————\n\n—\n\n—\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\nOfl&cersfor 1918-19\n\n•\n\n.\n\nSecretary's Minutes of General Sessions\n\n15\n\n19\n\nGENERAL SESSIONS\nAddresses of Welcome:\nI.\n\nCary\n\n31\n\nII. Potter\n\n32\n\nSahin\n\n35\n38\n\nIII.\n\nResponse to Addresses of Welcome\nPresident's Address\n\nBlanton\n\nStrayer\n\n41\n\nThe New World and the Demand That It Will Make upon Public Education:\n\nA. Manufacturing and Commercial Interests\nB. Agricultural Interests\nC. American Homes\n\nFuelicher\n\n47\n\nWaters\n\n51\n\nStewart\n\n55\n58\n\nD. War Education Abroad Spaulding\nE. Organized Labor Sterling\n\n60\n\nThe Organization of Public Education for Service in the New Democracy:\nRural Education Driver\nElementary Education Geeks\nC. Secondary Education Tildsley\nD. Higher Education Elliott\nThe Work of the Commission on the Revision\nA.\n\n64\n\nB.\n\n67\n70\n73\nof\n\nElementary Education\n\nMcNaught\n\n75\n\nThe Work of the Commission on the Emergency in Education\n\nBradford\n\n.\n\n.\n\n79\n\nEducation for the Establishment of a Democracy in the World:\nA.\n\nThe United States— C/a^/ow\n\n81\n\nB.\n\nFrance\n\n89\n\nC.\n\nFrance\n\nD.\n\nFeuillerat\n\nBuisson\nSouth America Viera\n\n93\n\n95\n\nThe Contribution of Teachers to the De\\elopment of Democracy:\nA.\n\nKindergarten\n\nBinzel\n\nRural Schools Harvey\nC. Elementary Schools Baker\nD. Secondary Schools Hathaway\nMemorial to Anna Howard Shaw\nAn Adequate Supply of Trained Teachers\n\n96\n100\n\nB.\n\n104\n\n'\n\n107\n\nWaldo\n\nin\nin\n\nChild-Welfare Agencies Cooperating with the Schools:\nA.\n\nThe\n\nB.\n\nGirl Scouts\n\nHolland\n\n116\n\nC.\n\nRed Cross\n\nDavis\n\n117\n\nChildren's Bureau\n\nLathrop\n\n113\n\nV\n\n"}
{"page": 10, "printed_page": null, "text": "—— — — — ————\n\n—— ———\n\n————\n\n— —\n\nNATIONAL EDUCATION ASSOCIATION\n\nvi\n\nTHE NATIONAL COUNCIL OF EDUCATION\nMilwaukee Meeting\n\npage\n\n119\n\nSecretary's Minutes\n\nTeacher Training, Including Observation Schools and Courses of Study for Rural\nSchools\n\n120\n\nSims\n\nConsolidation of Rural Schools\n\nBaylor\n\n1 24\n\nRural Health and Sanitation Preston\nFinal Report of the Committee on Economy of Time in Education\nReport of the Committee on Salaries, Tenure, and Pensions Swain\nCarr\n\nSalaries\n\nHow the Salary Bill Was Past in the New York Legislature\nPensions\n\nJones\n\n.\n\n128\n132\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n....\n\nJohnson\n\n139\n14S\n\nBrown\n\nTeachers' Salaries\n\n135\ni37\n\n147\n\nChicago Meeting\nSecretary's Minutes\n\n148\n\nEssential Factors in the Teaching of Democracy:\nI.\n\nWins/tip\n\n150\n\nII.\n\nCofman\n\n152\n\nDiscussion:\n\nMeek\n\n155\n\nWilson\n\n155\n\nBallou\n\n156\n\nArt as an Essential in General Education\n\nEggers\n\nDrawing as an Essential in General Education Sargent\nReport of Committee on Health Problems in the Schools Wood\nDiscussion:\n\nCooperation of Physicians in the Health Work of Schools\nCooperation of the Medical Prof ession\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n,\n\nAbt\n\nGreen\n\n157\n158\n159\n161\n165\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nSecretary's Minutes\n\n171\n\nThe Kindergarten Curriculum as Modified by Modern Educational Thought\nVandewalker,\n\nSubject-Matter of the Curriculum\n\n171\n\nTemple\n\n175\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSecretary's Minutes\n\nInstruction of Elementary-School Children in the Use of Books and Libraries\n\nRice\n\n179\n1 80\n\nRevision of the Elementary-School Curriculum Gildemeister\nReports on Practical Experiments in Everyday Schoolrooms in Revision of\nPrograms Logan\nTeacher Participation in School Administration Harris\n\n182\n\nEquipping and Furnishing the Modern School\n\n191\n\nDobbs\n\n186\n189\n\nDEPARTMENT OF SECONDARY EDUCATION\nSecretary's Minutes\n\nNew Problems and Developments in Vocational Education\nA Constructive Program in Physical Education McCurdy\nPupil Responsibility as a Training in Democracy\n\nAllen\n\nLeavitt\n\n....\n\n195\n\n196\n199\n203\n\n"}
{"page": 11, "printed_page": null, "text": "———\n\n— ——\n\n—— — —— — — ——\n\n——\n\nCONTENTS\n\nvii\n\nDEPARTMENT OF HIGHER EDUCATION\n\nPAGE\n\nSecretary's Minutes\n\n205\n\nThe Influence of the War on Higher Education Sullivan\nThe Effect of the War on Methods of Teaching—Po//er\n\n205\n\nModification of Business Methods in Educational Institutions\nEffect of War on the Education of Women\n\n208\nHilton\n\n.\n\n.\n\n.\n\nMcLean\n\nDiscussion: Effect of the War on Higher Education\n\n210\n214\n\nBirge\n\n217\n\nDEPARTMENT OF NORMAL SCHOOLS\nMilwaukee Meeting\nSecretary's Minutes\n\n221\n\nHow to Secure an Adequate Student Constituency for State Normal Schools and\nColleges\n\nCrabbe\n\nWhat State Normal Schools Should Do for Their Graduates\n\nEllsworth\n\n.\n\n.\n\n.\n\n222\n224\n\nChicago Meeting\nSecretary's Minutes\n\n228\n\n.\n\nAdequate Compensation for Teachers in State Normal Schools Keith\nThe Status of the Critic Teacher Bagley\nThe Preparation of Rural School Teachers Burnham\nThe Preparation of Graded Elementary Teachers Butcher\nPreparation of Supervisory and Administrative Officers Coburn\nHow the Colleges and Normal Schools May Cooperate in the Preparation of\nTeachers for American Public Schools Cofman\n.\n\n.\n\n.\n\n....\n\n229\n238\n242\n\n245\n\n250\n253\n\nDEPARTMENT OF BUSINESS EDUCATION\nSecretary's Minutes\n\nRecent Developments in Commercial Education\nOffice Training in the High School\n\n259\n260\n\nNichols\n\nNeipert\n\nOccupations Open to Boys and Girls under Seventeen\n\n262\n\n—Required Training:\n\nI.\n\nYoder\n\n264\n\nII.\n\nWinkel\n\n266\n\nDEPARTMENT OF VOCATIO>fAL EDUCATION\nSecretary's Minutes\n\n271\n\nPart-Time Vocational Education Callahan\nThe Problem of the Continuation School Cooley\nRound Table Discussion on Business Training in Evening Schools for Persons\nEighteen Years or Over\n\n272\n275\n\n276\n\nDEPARTMENT OF RURAL AND AGRICULTURAL EDUCATION\nSecretary's Minutes\n\n281\n\nThe Course of Study Reorganized to Meet the Needs of Modern Rural Life Cook\nThe Specific Equipment to Meet the Requirements of Modern Rural Life Root\n\n.\n\n.\n\n282\n\n287\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nSecretary's Minutes\n\n289\n\nDEPARTMENT OF MUSIC EDUCATION\nSecretary's Minutes\n\nPresident's Address\n\nMusic fpr Citizenship\n\n291\n\nFinn\nGantvoori\n\n291\n\n292\n\n"}
{"page": 12, "printed_page": null, "text": "——\n\n—\n\n—— —— ———————————— — — —\n\nNA TIONA L EDUCA TION A SSOCIA TION\n\nviii\n\nPAGE\n\nMusic as an Aid to School Enthusiasm Woods\nMusic as an Influence in Elementary Education\nDiscussion: Music in Education Dussuchal\n\n295\n\n298\n\nGlenn\n\n301\n\nDEPARTMENT OF CHILD HYGIENE\nSecretary's Minutes\n\n303\n\nHygienic Problems in Schoolhouse Construction\nA Practical Demonstration in Health Education\n\nThe National Legion of Modern Health Crusaders\nEducational Control of School Health Work\n\nCooper\n\n303\n306\n\nWood\nDe Forest\n\n307\n310\n\nBarth\n\nDEPARTMENT OF PHYSICAL EDUCATION\nSecretary's Minutes\n\nLoyal Citizens a Product of Physical Training Wittich\nThe Promotion of Physical Education thru State Legislation\n\n315\n316\nCaulkins\n\n.\n\n.\n\n.\n\n318\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nMilwaukee Meeting\nSecretary's Minutes\n\n323\n\nMusic as an Asset in School Administration McConathy\nCooperation between Boards of Education and the Public\n\nThe Intermediate School Ittner\nThe Administration of Vocational Education\nVocational Education\n\n323\n\nPieplow\n\n.\n\n.\n\n.\n\n.325\n328\n\nLeaviit\n\n332\n\nBrace\n\n333\n\nChicago Meeting\nSecretary's Minutes\n\n338\n\nFreeman\nHussander\n\nIllumination Requirements of School Buildings\n\n339\n\nPlanning the School Buildings of Chicago\n\n353\n\nSchool Buildings from the Standpoint of an Editor\n\nBruce\n\nThe School Building from the Legislator's Standpoint Patton\nSchool Buildings as They Are and as They Should Be McCornack\nIs the Country Ready for the New School Building ?\nWinship\nEducational Specifications for School Buildings Judd\nSchool Environment for Health McCurdy\n.\n\n.\n\n.\n\n.\n\n,-\n\n,\n\n357\n358\n361\n\n365\n365\n369\n\n.\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes\n\n375\n\nNeed for the Substitution of a Cooperative Type of Organization for the Present\nSystem\n\nCojffman\n\n376\n\nConstructive Participation in Organization and Administration by Teachers\nGardner\n\n—\n\n378\n\nNecessity for Sharp Differentiation between the Teacher's Point of View and the\nAdministrator's Point of View\n\nGould\n\nThe Teaching of Citizenship in High Schools Balliet\nSome Causes of the Present Decline of Teaching as a Profession\nThe Value of Teachers' Councils Bogan\nA Plea for Greater Democracy in Our Public Schools Harden\n\n380\n381\n\nFahey\n\n.\n\n.\n\n.\n\n383\n\n387\n.\n\n.\n\n.\n\n.\n\n.\n\n390\n\n"}
{"page": 13, "printed_page": null, "text": "— — —— —————— ———\n\n— —— —— — —\n\n—\n\nCONTENTS\n\nDEPARTMENT OF DEANS OF WOMEN\nMilwaukee Meeting\n\np^^g\n\nSecretary's Minutes\n\n393\n\nWhat Deans of Women Can Do to Encourage Group Consciousness among Women\n\n—Industry and\n—\n\nMcN aught\n\nPolitics\n\n394\n\nWhat Deans of Women Can Do to Encourage Group Consciousness among Women\nEducation Adams\nWhat a President May Expect from a Dean of Women Birge\n\nAm I My Sister's Keeper ?\n\nBlanton\n\nKerr\n\nProfessional and Social Loyalties\n\n396\n399\n402\n\n404\n\nChicago Meeting\n406\n\nSecretary's Minutes\n\nSome Effects of the War on the Higher Education of Women Goodsell\nRelation of the Faculty and Especially the Dean of Women to the Student Government Organization Alvord\nHow May the Freshman Be More Easily and Quickly Adjusted to College Life ?\n.\n\n.\n\n.\n\n—Nardin\n\n407\n412\n\n41S\n\nThe Work of a Dean of Girls and Its Relation to That of a Dean of Women\nDeaton\n\n,\n\nThe Scoring of Rooms in Residence Halls\n\n.\n\nGreenwood\n\n420\n425\n\n.\n\nDEPARTMENT OF SCHOOL PATRONS\nSecretary's Minutes\n\nReport of Congress of Mothers' and Parent-Teachers' Associations\nReport of the Council of Jewish Women Long\nCooperation between Boards of Education and the Public Rugg\n\nHarrison\n\n.\n\n427\n428\n\n430\n.\n\n.\n\n.\n\n.432\n\nCooperation between the Public and the School Authorities in Securing Better\nTeaching in Elementary Schools McN aught\n\n434\n\nCooperation between the Public and the Schools in Taking Advantage of the\n\nPayne\n\nVocational Education Bill\n\n437\n\nCooperation of Patrons in Solving the Problems of Social Life in the High School\n\n—Pound\n\n440\n\nCooperation of School Authorities and the Public in the Wider Use of School\nBuildings\n\n443\n\nCrist\n\nLIBRARY DEPARTMENT\nSecretary's Minutes\n\nSupervision of School Libraries\n\n445\n446\n\nAlexander\n\nYoung People's Reading Circles Wolcott\nThe High-School Library and the High-School Librarian\n\nWilliams\n\n....\n\nInstruction of High-School Students in the Use of Books and Libraries\n\nThe Relation of the School Library to the Teaching of Science\nWar-Library Experiences\n\nGlenn\n\nHopkins\n.\n\n.\n\n449\n453\n\n.\n\n45 7\n\n.\n\n460\n\nAhem\n\n463\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSecretary's Minutes\n\nExperiments in State Publication\n\n465\nShirer\n\n.\n\n.\n\n.\n\n.'\n\n465\n\nShould Authors Be Concerned with the Methods of Distribution of Textbooks ?\n\n—Co£man\n\n468\n\n"}
{"page": 14, "printed_page": null, "text": "—— — — —— —— ————\n\n—\n\n— —— ———————— ——\n\n1\n\nNATIONAL EDUCATION ASSOCIATION\n\nDEPARTMENT OF THE WIDER USE OF SCHOOLHOUSES\n\n^ ^\nPAGE\n\n47\n\nSecretary's Minutes\n\nThe Federal Plan of Americanization Work with the Foreign-bom\nFederal and Public-School Cooperation in Citizenship Training\n\nCrist\n\nBall\n\nExperiences in Americanization, with Suggestive Plan for Development\n\n.\n\n.\n\n.\n\n471\n\n.\n\n.\n\n.\n\n475\n\nRoseman\n\n477\n\nDEPARTMENT OF SUPERINTENDENCE\nSecretary's Minutes\nResolutions of Department of Superintendence\nAddresses of Welcome:\nI.\n\n483\n\n488\n\n49°\n\nBlair\n\nMortenson\nAdequate Compensation for Teaching Service in Public Schools\nII.\n\n493\n\n.\n\nTraining of Teachers\n\nWaldo\n\n.\n\nWeet\n\n.\n\n.\n\n.\n\nBaglcy\n\nNecessity and Difficulties of Supervision in a City School System\n\nDefects of Supervision and Constructive Suggestions Thereon\n\nHill\n\n....\n.\n\n.\n\n494\n499\n504\n506\n\nA National Program for Education\n\nBeveridge\n\n509\n\nA National Program for Education\nA National Program for Education\nA National Program for Education\n\nKendall\n\n514\n\nWar Savings\n\nCar others\n\n.\n\n.\n\nThe Red Cross and the Schools\nEducational Service Cofman\nBoys' Working Reserve\n\nJames\n\n517\n\nStrayer\n.\n\n.\n\n523\n\n.'\n\n524\n\n.-\n\nStudebaker\n\n527\n531\n\nWells\n\n535\n\nReport of the Committee on Salaries, Tenure, and Pensions\n\nSwain\n\n....\n....\n\n542\n\n.\n\n.\n\n552\n\n.\n\n.\n\n.\n\n.\n\n.\n\nThe Schools as They Have Affected Government Activities Ford\nWhat the War Should Do for Our Methods in English Miller\nWhat the War Should Do for Our Methods in History Harding\nWhat the War Should Do for Our Methods in Geography Goode\nWhat the War Should Do for Our Methods in Civics and Economics Guitteau\nWhat the War Should Do for Our Methods in Physical Education Arnold\n\n.\n\nEducation of the Immigrant\n\n537\n\n538\n545\n\n547\n\n554\n558\n\nCondon\nWhat the War Should Do for Our Methods in Vocational Education Bogan\nSchool Expenses Considered as an Investment Hartwell\nAdjustment of School Hours to Meet Congestion and Community Needs Thurston\nAdjustments between the Junior and Senior High Schools in Boston Thompson\nThe Adjustment of the Senior School to Meet New Conditions Meredith\nThe Three Functions of the Class Period Hall-Quest\nThe Relation between Study and Reading Gray\nThe Divided-Period Plan of Supervised Study in American History Simpson\nSupervised and Directed Study Brown\nSupervision of Study in the Grades Day\nAdministrative Problems in Supervised Study Kelly\n\n594\n598\n601\n\nTraining Teachers to Supervise\n\n602\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nThe English Language\n\n—\n\nIts\n\nSexton\n\nNew Importance and Universality\n\nWhat Shall We Do with the Ancient and Modern Languages ?\n\nJohnson\nMcClinton\n\nThe Necessity for the Rearrangement of the History and Civics Program\nChanges Produced in the Modern-Science Courses by the War\nThe Part-Time Continuation School Colgrove\nSupervision in the Small City School System Irons\n\"\nIntelligence Testing as an Aid to Supervision Saam\n.\n\nDiscussion\n\n.\n\nDeamer\n\n.\n\n.\n\n.\n\n.\n\n.\n\nRose\n\n.\n\n.\n\n.\n\n561\n\n564\n567\n\n569\n571\n575\n\n580\n587\n\n606\n609\n\n614\n616\n619\n622\n625\n\n639\n\n"}
{"page": 15, "printed_page": null, "text": "— —— — —\n\n———— —\n\n—\n\n—\n\nCONTENTS\nPAGE\n\nThe County School Nurse Johnstone\nThe Educational Value of Play Hamilton\nThe Work and Value of the Helping Teacher\nThe Six-Six Plan in Indiana Funderburg\n\n634\n637\nScott\n\nEducational Readjustments Following the \\\\'ar\nNational Aid for Education\n\nOur Legislative Program\n\n642\n\n646\nHarris\n\n649\n\nMcN aught\n\n652\n\nMagill\n\n654\n658\n661\n\nHow to Teach Pupils That Democracy Involves Duties as well as Rights Meras\nHow to Teach Pupils Respect for Properly Constituted Authority Fosdick\nHow to Teach Pupils to Respect the Rights of Others Blake\n\n665\n\nReport of the Committee on Economy of Time\n\n668\n\nNATIONAL COUNCIL\nReport of the Committee on Superintendents' Problems:\nPart I. Administrative Cooperation in the Making of Courses of Study in\n\nElementary Schools\n\nU pdegrajff\n\n675\n\nYocum\n\nPart II. Report of the Subcommittee on Curriculum\nTreasurer'sReport, June 1, 1918, toMay 31, 1919\n\nMatthews\n\n.\n\n.\n\n.\n\n.\n\n717\n\n.\n\n.\n\n.\n\n.\n\n741\n\nThirty-third Annual Report of the Board of Trustees, June i, 1918, to May 31,\n\n1919\n\nChart Showing Membership Growth\nIndex\n.\n\n'\n\n744\n747\n\n749\n\n"}
{"page": 16, "printed_page": null, "text": ""}
{"page": 17, "printed_page": null, "text": "'\n\nNATIONAL 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 of 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\n\nCleveland, Ohio, on\n\nAugust 15, 1870, to the \"National Educational Association.\"\n1870-1907\n\nNational Educational Association\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 Assocla.tion or 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 ofl5cers 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. Schaeflfer, *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 W. Twitmyer, of\n:\n\nDelaware;\n\n*J. Ormond Wilson, *Willia5n T. Harris, Alexander T. Stuart, of the District\n\n* Deceased.\n\n"}
{"page": 18, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nClem Hampton, of Florida; William M. Slaton, of Georgia; *Frances Mann,\n\nof Columbia;\n\nof Idaho; J. Stanley Brown, * Albert G. Lane, Charles 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,\nWilliam J. Hawkins, of Missouri;\n\n*Oscar J. Craig, of Montana;\n\nGeorge L. Towne, of\n\nNebraska; *JosephE. Stubbs, of Nevada; JamesE.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,\n\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\n\nEdward T. Mathes, of Washington; T. Marcellus Marshall,\nLucy Robinson, of West Virginia; Lorenzo D. Harvey, of Wisconsin; *Thomas T. T3aian,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F. Grifl&ths,\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\nL. Jarman, of Virginia;\n\nrestrictions herein contained.\n\nSec. 2.\n\nThat the purpose and object of the said corporation shall be to elevate the\n\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\n\norganization or consolidation, to wit: the Departments, first, of Superintendence; second,\nof Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth, of\n\nManual 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 abolisht at the pleasure of the corporation, as provided in its\n\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.\n* Deceased.\n\n*\n\n"}
{"page": 19, "printed_page": null, "text": "ACT OF INCORPORATION\nSec. 4.\n\nThat all real property of the corporation within the District of Columbia,\n\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\n\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. 5. 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 ofl&cers 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 office, 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\n\n—\n\n—\n\nduring the annual meeting of the Association at which they were elected, they shall elect\n\none trustee for the term of four years.\n\nAll vacancies occurring in said Board of Trustees,\n\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\nshall forfeit his membership.\n\nSec. 7. That the invested fund now known as the \"Permanent Fund of the National\nEducational Association,\" when transferred to the corporation hereby created, shall be\n\nheld by such corporation as a Permanent Fund and shall be in charge of the Board of Trustees, whp 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 twothirds 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 ijotice of the proposed\nexpenditure has been mailed to all active members of the Association.\n\nThe 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\npaying 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\nofl&ce for a period not to exceed four years.\n\nSec. 8.\n\nThat the principal ofl5ce 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\nconmiittees, and departments, may be held, and that its business may be transacted, and\n\nan office 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. That the charter, constitution, and by-laws of the National Educational\nAssociation shall continue in full force and effect until the charter granted by this act shall\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 bold office and perform their respective duties as such until\nthe expiration of terms for which they were severally elected or appointed, and until\nThat at such annual meeting the active members of the\ntheir successors are elected.\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\nterms have expired or are about to expire, and generally to organize the \"National Education Association of the United States\"; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted, receive,\ntake 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,\n\ncontracts, claims, and 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, provided 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\n\nday 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\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;\n\nand 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 Milwaukee, Wis., July 4, 1919)\n\nARTICLE I—MEMBERSHIP\nSection i.\n\nThe membership of the National Education Association of the United\n\nStates shall consist of three classes, Active, Associate and Corresponding, whose qualifications, rights, and obligations shall be as hereinafter prescribed.\n\nSec. 2.\n\nActive members of the Association shall be those actively engaged in the\n\nprofession of teaching or other educational work at the time of their becoming members.\n\nSec. 3.\n\nThe annual dues of an active member shall be $2 00, which shall entitle him\n.\n\nto attend all meetings of the Association\n\nand its several departments, to receive the\n\nBulletin free, and, on application, to secure all publications of the Association at a price\nfixt by the Publication Committee, which shall be the approximate cost.\n\nBy the payment\n\nof annual dues of $5 00 an active member shall receive, in addition to the Bulletin, without\n.\n\napplication or other condition, the volume of Proceedings and all other regular publications of the Association, including reports of committees\n\nand all special bulletins and\n\nannouncements when issued. \\\nSec. 4.\n\nAll life members and life directors shall have all the rights and privileges\n\nof active members without the payment of annual dues, and shall receive free without\n\napplication or condition the publications of the Association.\n\nSec. 5. Associate members of the Association shall be persons who are not actively\nengaged in the profession of teaching, but interested in the promotion of education. The\n\nannual dues of an associate member shall be the* same as the dues of an active member\n\nand he shall have the same rights and privileges excepting the right to vote and hold\noffice.\n\nSec. 6. Eminent educators not residing in America\nof Directors as Corresponding Members.\n\nnot at any time exceed fifty.\n\nmay be elected by the Board\n\nThe number of Corresponding Members shall\n\nThey shall pay no dues and may receive free the publica-\n\ntions of the Association.\n\nSec. 7. The annual dues of all members shall be paid at the time of the annual\nmeeting of the Association or shall be sent to the Secretary on or before November i.\n\nAn active member failing to pay his dues as herein provided shall forfeit the privileges of\nmembership and after being in arrears one year shall be dropt from the list of members.\nSec. 8. The membership year shall be the same as the fiscal year of the Association,\nfrom June i, to May 31, inclusive. New members may join at any time, and the membership of those joining between March i and June i shall extend to the end of the\nfollowing membership year. Those joining after January i may, if they so elect, have\ntheir dues apply to membership for the following year.\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nSec. 9.\n\nThe Secretary of the Association shall furnish each member of the Asso-\n\nciation a Membership Card, declaring him to be a member of the National Education\n\nAssociation for the year for which his dues are paid, and as such entitled to all the rights\n\nand privileges granted by the Charter and By-laws of the Association.\nSec. 10. The right to vote shall be limited to active members of the Association\n.whose dues are paid. The right to hold office in the Association or in any department\nThe right to vote and hold office\nshall be limited to active members whose dues are paid.\nEach\nin the Council shall be limited to members of the Council whose dues are paid.\nactive member shall have one vote.\n\nARTICLE II—ELECTION OF OFFICERS\nSection i. The President, Vice-Presidents, Treasurer, and Directors of the\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 i. The President shall preside at all meetings of the Association, and\nshall perform the duties usually devolving upon the chief executive of such an association.\nIn his absence, the ranking Vice-President who is present shall preside; and in the absence\nof all Vice-Presidents a\n\nchairman pro tempore shall be elected.\n\nThe President shall\n\nprepare the program for the general sessions of the annual meeting of the Association,\n\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\nThe 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\nannual meeting.\n\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. 2. The Secretary shall keep a full and accurate record of the proceedings of\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\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\nthe^ Board of Directors, or Executive Committee.\nThe Secretary shall have his records\npresent at all meetings of the active members of the Association, of the Board of Directors,\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\n\n"}
{"page": 23, "printed_page": null, "text": "BY-LAWS\ncustodian of all the property of the Association not in charge of the Treasurer and\nthe Board of Trustees.\n\nHe shall give such bond for the faithful performance of his\nHe shall submit his annual report\n\nduties as may be required by the Board of Trustees.\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\nAt 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\nwithout the approval of the Publication Committee.\nSec. 3. The Treasurer shall receive from the Secretary and under the direction of\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\nthe Association and the chairman of the Board of Trustees whenever the surplus funds\nin his possession exceed five hundred dollars; shall 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 Conmiittee 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 for 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 belongmeeting.\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 incurred under authority of the Board of Directors, the Executive Committee,\nor the President and Secretary acting under the authority of the Board of Directors or\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\nactive members at their annual business meeting, shall make a full report of the financial\ncondition of the Association (including the reports of the Secretary, the Treasurer, and\nthe Board of Trustees) to the active members at their annual business meeting, and shall\npo 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,\n\nthe subjects for which may have been suggested by the National Council or by the active\n\nmembership of the National Education Association or by any of its departments;\nshall recommend the amount of money to be appropriated for such investigations.\n\nit\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.\n\nAll such special committees\n\nshall be appointed by the President of the National Education Association.\n\n"}
{"page": 24, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8\n\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors, Board of Trustees, and the\noffice of\n\nSecretary.\n\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\nCommittee to the Board of Directors at the first\n\nshall be transmitted by the Executive\n\nregular meeting of the board held during the week of the annual meeting of the AssociaIt shall choose annually its own chairman and secretary.\n\ntion.\n\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\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.\n\n2.\n\nThe National Council of Education shall consist of one hundred and\n\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.\n\nof the\n\nfill\n\n3.\n\nannual meeting of the Association.\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\nivhose regular membership in the Council has expired shall be\n\ndenominated honorary\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 officers 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\n\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 with the act of incorporation or the by-laws of the\n\nAssociation;\n\nprovided^ That such by-laws be submitted to, and approved by, the Board\n\nof Directors of the Association before they shall become operative.\n\nSec. 8.\n\nThe powers and duties of the Council may be changed or the Council\n\nabolisht upon a two-thirds vote of the Association taken at the annual business meeting\nof the Association;\n\nprovided y That notice of the proposed action has been given at the\n\npreceding annual business meeting of the Association.\n\nARTICLE V— DEPARTMENTS\nThe following departments are now (1914) in existence, to wit: The\ndepartments, first, of Superintendence; second, of Normal Schools; third, of Elementary\nSection i.\n\nEducation;\n\nfourth, of Higher Education;\n\nfifth, of\n\nVocational Education and Practical\n\n"}
{"page": 25, "printed_page": null, "text": "BY-LAWS\nseventh, of Music Education; eighth, of\nsixth, of Kindergarten Education;\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; seventeenth, of Rural and Agricultural Education; eighteenth, of\nArts;\n\nClassroom Teachers; nineteenth, for the Promotion of the Wider Use of Schoolbouses;\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 the time and place of\nthe annual meeting of the Association, except the Department of Superintendence, which\n\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\nSec. 4.\n\nquestions\n\npertaining to their respective fields of educational work.\n\nbe limited to two sessions, with formal programs, unless otherwise ordered by the President of the Association, except that a third session for business or informal round-table\nconference may be held at the discretion of the department officers.\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;\n\nprovided, That a written application for said\n\ndepartment, with title and purpose of the same, shall have been made at the regular\nmeeting of the board next preceding the one at which action is taken, or at the preceding\n\nannual business meeting, by at least twenty-five members engaged or interested in the\nfield of\n\nlabor in the interest of which the department is purposed to be establisht.\n\nA\n\ndepartment already establisht may be discontinued by the Board of Directors upon a\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 regular meeting for two successive years.\n\nARTICLE VI— COMMITTEJES\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 members,\n\nand on the\n\nthird\n\nday 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, to serve on\n\nsaid committee.\n\nAt the regular meeting of the Board of Directors 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 finding§ 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 oflSces in the Association, to wit: one person for President, eleven persons for Vice-Presidents, one person for Treasurer, and one person from\n\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\n\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\n\nof the active and corresponding members that have died during the year, accom-\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\n\ndo\n\nbusiness as expert accountants; the accountants so appointed shall examine the accounts,\npapers, and vouchers of the Secretary, the Treasurer, and the Board of Trustees,\n\nand\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\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\n\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 9:00 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 time 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\nall meetings of the Board of Trustees shall be given to every member of the board by\nthe secretary thereof.\n\nARTICLE VIII—PROCEEDINGS\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\n\nas chairman of the committee; provided, That in the opinion of the Executive Committee\n\nEach member of the Association\n\nthe funds of the Association warrant the publication.\nshall be entitled to a copy of the Proceedings.\n\nAssociate members must make written\n\napplication to the Secretary on or before November\n\ni\n\nfor 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 rX— ELECTIONS, QUORUM\nSection i. The certificate of membership, in coimection with the official list of\nactive members, shall be accepted as evidence that members are entitled to vote.\nSec.\n\n2.\n\nRepresentatives from twenty-five states and territories shall constitute\n\na quorum in all meetings of active members and of the Board of Directors.\n\nARTICLE X—APPROPRIATIONS\nUnless otherwise ordered by the active members at their annual business meeting, not less than 10 per cent of the gross income of the Association each year\n\nSection i.\n\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\n\ni.\n\nThese by-laws\n\nmay be altered or amended at the annual business\n\nmeeting of the active members by unanimous consent, or by a two-thirds vote of the\nactive\n\nmembers present if the alteration or amendment shall have been substantially\n\nproposed in writing at the annual business meeting next preceding the one at which action\nis taken;\n\ndue announcement of the proposed action shall be made in the annual publisht\n\nProceedings.\n\n"}
{"page": 28, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n12\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nCERTIFICATE\nof Acceptance of Charter and Adoption of By-Laws under\n\nAct of Congress approved\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\n1.\n\nlO,\n\n1907\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\nSecretary of this meeting be authorized and directed to execute and ffie 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. Resolved, That the proposed by-laws of which notice was given at the annual meeting of the Association held on July 6, 1905, which are printed in full in the Journal of\n\nsaid meeting, be and the same are hereby adopted to take effect immediately.\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\n\n1907.\n\n4,\n\n"}
{"page": 29, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION\n\n1873—ELMIRA, N.Y.\nB. G. Northrop, President.\n\n18S7-1S70\n\nS. H. White, Secretary.\n\ni8s7—PHILADELPHIA, PA. (Organized)\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary\n\nJohn Hancock, Treasurer.\n\n1874—DETROIT, MICH.\nS. H. White, President.\n\n1858— CINCINNATI, OHIO\n\nA. P. Marble, Secretary.\n\nZ. Richards, President.\n\nW. BuLKLEY, Secretary.\n\nJohn Hancock, Treasurer.\n\nA. J. RiCKOFF, Treasurer.\n\n187s—MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM. R. Abbott, Secretary.\n\nJ.\n\ni8s9—WASHINGTON, D.C.\nA. J. RiCKOFF, President.\n\nA. P. Marble, Treasurer.\n\nJ. W. BuLKLEY, Secretary.\n\nC. S. Pennell, Treasurer.\n\n1876—BALTIMORE, MD.\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\ni860—BUFFALO, N.Y.\nJ.\n\nW. Bulkley, President.\n\nZ. RicHARDS.'Secretary.\n\nO. C. Wight, Treasurer.\n1861, 1862\n\n—No\n\n1877—LOUISVILLE, KY.\nM. a. Newell, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nsession.\n\n1863— CHICAGO, ILL.\nJohn D. Philbrick, President.\nJames Cruikshank, Secretary.\nO. C. Wight, Treasurer.\n\n1878\n\n1864—OGDENSBURG, N.Y.\n\nW. H. Wells, President.\nDavid N. Camp, Secretary.\nZ. Richards, Treasurer.\n\n186s—HARRISBURG. PA.\n\nsession.\n\n1880— CHAUTAUQUA, N.Y.\nJ. Ormond Wilson, President.\nW. D. Henkle, Secretary.\n\nS. S. Greene, President.\n\nW. E. Sheldon, Secretary.\nZ. Richards, Treasurer.\n\nE. T. Tappan, Treasurer.\n\n1866—INDIANAPOLIS, IND.\n\n1881—ATLANTA, GA.\n\nJ. P. Wickersham, President.\n\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\nS. H. White, Secretary,\nS. P. Bates, Treasurer.\n\n1867\n\n—No\n\n1879—PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\n—No session.\n\ni882~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.\nJames Cruikshank, Treasurer.\n\nH. S. Tarbell, Treasurer.\n\n1883—SARATOGA SPRINGS, N.Y.\n\n1869—TRENTON, N.J.\n\nE. T. Tappan, President.\n\nL. Van Bokkelen, President.\n\nW. E. Sheldon, Secretary.\n\nW. E. Crosby, Secretary.\n\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\n188s— SARATOGA SPRINGS, N.Y.\nF. Loois 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.\n\nJ. L. Pickard, President.\n\nN. A, Calkins, President.\n\nW. E. Crosby, Secretary.\n\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\nJohn Hancock, 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\n£. C. Hewett, Treasurer.\n\n13\n\n"}
{"page": 30, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n14\n\nNATIONAL EDUCATIONAL ASSOCIATION\n1 87 i-i Q07\n\nContinued\n\ni888—SAN FRANCISCO. CALIF.\nAaron Gove, President.\nJ. H.\n\nCanfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\n1889—NASHVILLE, TENN.\nAlbert P. Marble, President.\nJ.\n\nH. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\n1890—ST. PAUL, MINN.\nJ.\n\nH. Canfield, President.\n\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\n1903— BOSTON, MASS.\nCharles W. Eliot, President.\nIrwin Shepard, Secretary.\nW. M. Davidson, Treasurer.\n1904—ST. LOUIS, MO.\nJohn W. Cook, President.\nIrwin Shepard, Secretary.\nMcHenry Rhoads, Treasurer.\n190S—ASBURY PARK and OCEAN GROVE, N.J.\nWilliam H. Maxwell, President.\nIrwin Shepard, Secretary.\nJames W. Crabtree, Treasurer.\n1906\n\n—^No\n\nsession.\n\n1907—LOS ANGELES, CALIF.\nNathan C. Schaeffer, President.\n\n1891—TORONTO, ONT.\nW. R. Garrett, President.\n\nIrwin Shepard, Secretary.\nJ. N. Wilkinson, Treasurer.\n\nE. H. Cook, Secretary.\nJ.\n\nE. H. Cook, President.\n\nR. W. Stevenson, Secretary.\nJ.\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nM. Greenwood, Treasurer.\n\n1893—SARATOGA SPRINGS, N.Y.\n\nM. Greenwood, Treasurer.\n\n1908—\n1908—CLEVELAND, OHIO\nEdwin G. Cooley, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\n1893— CHICAGO, ILL.\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.\n\nArthur H. Chamberlain, Treasurer\n1910—BOSTON. MASS.\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n\nIrwin Shepard, Secretary.\nJ.\n\nM. Greenwood, Treasurer\n191\n\n189s—DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, 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. C. McNeill, Treasurer.\n\n1898—WASHINGTON, D.C.\nJ. M. Greenwood, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1899—LOS ANGELES, CALIF.\nE. Oram Lyte, President.\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\nI.\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.\nWilliam M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\n1—SAN FRANCISCO, CALIF.\nElla Flagg Young, President.\nIrwin Shepard, Secretary.\n\nDuRAND W. Springer, Treasurer.\n191\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.\nST.\n1914—\nPAUL, MINN.\nJoseph Swain, President.\n\nDuRAND W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n191S—OAKLAND, CALIF.\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\n1919-MILWAUKEE, WIS.\nGeorgeJD. Straver, President.\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n\n'\n\n"}
{"page": 31, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF\nTHE UNITED STATES\nOFFICERS FOR 1918-19\nGENERAL ASSOCIATION\n\n\\\n\nNew York, N.Y.\n\nGeorge D. Strayer\nJ. W. Crabtree\n\nSecretary\n\nWashington, D.C.\n\nA. J. Matthews\n\nTreasurer\n\nTempe, Ariz.\n\nPresident\n\nVICE-PRESIDENTS\nMary C. C. Bradford, State Superintendent Public Instruction\n\nDenver, Colo.\n\nM. L. Brittain, State Superintendent Public Instruction\n\nAtlanta, Ga\n\nA. Churchill, State Superintendent Public Instruction\n\nSalem, Ore.\n\nJ.\n\nMiLO B. Hillegas, State Superintendent Public Instruction\nJohn R. Kirk, President, State Normal School\nAnna E. Logan, Assistant Superintendent of Schools\n\nMontpelier, Vt.\n\nA. S. Cooke, County Superintendent of Schools\n\nBaltimore, Md.\n\nKirksville, Mo.\n\nCincinnati, Ohio\n\nH. R. Driggs, Department of English, State University\n\nSalt Lake City, Utah\n\nF. L. PiNET, Secretary State Teachers' Association\n\nTopeka, Kans.\n\nIda L. M. Fursman, Linn School\nIsabel Lawrence, Training Supervisor, State Normal School\n\nSt. Cloud, Minn.\n\nChicago, 111.\n\nBOARD OF TRUSTEES\nCarroll G. Pearse\nJames Y. Joyner\n\nPresident, State Normal School\n\nMilwaukee, Wis.\nRaleigh, N.C.\n\nWalter R. Siders\nAgnes E. Doherty\nGeorge D. Strayer\n\nPocatello, Idaho\n\nSuperintendent Schools\nHistory and Sociology, High School..\n\n.\n\nSt. Paul, Minn.\n\nTeachers College, Columbia University New York, N.Y.\n\nEXECUTIVE COMMITTEE\nNew York, N.Y.\n\nGeorge D. Strayer\n\nPresident\n\nMary C. C. Bradford\n\nFirst Vice-President\n\nDenver, Colo.\n\nCarroll G. Pearse\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\nBOARD OF DIRECTORS\nDirectors ex oflacio\nGeorge D. Strayer, New York, N.Y.\n\nA. J. Matthews, Tempe, Ariz.\n\nMary C. C. Bradford, Denver, Colo.\nJ.\n\nCarroll G. Pearse, Milwaukee, Wis.\n\nW. Crabtree, Washington, D.C.\n\nLife Directors\nAley, Robert J\nBradford, Mary C. C\nBicknell, Thomas\nBoard of Education\n\nW\n\nBrown, Elmer Ellsworth\nButler, Nicholas Murray\nClaxton, P. P\n\nW\n\nOrono, Me.\nDenver, Colo.\n\nCook, John\nCooley, Edwin G\nCorson, Oscar T\nEliot, Charles\nGove, Aaron\nGraham, H. A\nGreen, James\n\nProvidence, R.I.\n\nW\n\nNashville, Tenn.\n\nNew York, N.Y.\nNew York, N.Y.\n\nM\n\nWashington, D.C.\n\nIS\n\nDe Kalb, 111.\nChicago, 111.\n\nColumbus, Ohio\nCambridge, Mass.\nDenver, Colo.\nMount Pleasant, Mich.\nTrenton, N.J.\n\n"}
{"page": 32, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni6\n\nMenomonie, Wis.\nHarvey, Lorenzo D\nAbilene, Kans.\nJewett, a. V\nRock Hill, S.C.\nJohnson, David B\nJordan, David Starr\nLeland Stanford University, Calif.\nRaleigh, N.C.\nJoyner, James Y\nStouts Mills, W.Va.\nMarshall, T. Marcellus\nNew York, N.Y.\nMaxwell, William H\n\nMilwaukee, Wis.\nPearse, Carroll G\nAlbany, N.Y.\nSkinner, Charles R\nState Teachers' Association of Illinois\nSwarthmore, Pa.\nSwain, Joseph\n\nTaylor, A. R.\nTeachers' Institute\nWhite, Charles G\n\nDecatur, 111.\nPhiladelphia, Pa.\n\nMenomonie, Wis.\n\nDirectors by Election\nBirminghasi\n\nAlabama\n\nJ. H. Phillips, Superintendent of Schools\n\nArizona\n\nCO. Case, State Superintendent of Public Instruction.\n\nArkansas\n\nJ. R. Jewell, Dean, College of Education, University of\n\n.\n\nArkansas\nCalifornia\n\nConnecticut\n\nDelaware\nDistrict of Columbia.\n\n.\n\n.\n\nSan Francisco\nDenver\n\nA. H. Chamberlain, Secretary, State Educa,tion Assn\nH. B. Smith, Secretary, Colorado Education Association.\nJanet M. Purdue, New Haven High School\nA. R. Spaid, Commissioner of Education\n\nWest Haven\nDover\n\nS. E. Kramer, Assistant Superintendent of Schools\n\nWashington\n\n.\n\nColorado\n\nPhoenix\nFayetteville\n\n.\n\n.\n\nW. N. Sheats, State Superintendent of Public Instruction Tallahassee\nAtlanta\nM. L. Brittain, State Superintendent of Education\n\nFlorida\n\nGeorgia\n\nIdaho. .:\nIllinois\n\nIndiana\n\nIowa\nKansas\nKentucky\nLouisiana\n\nMaine\nMaryland\nMassachusetts\n\nMichigan\nMinnesota\n\nG. A. Axline, President, State Normal School\nR. O. Stoops, Superintendent of Schools\nH. Lester Smith, Dean, School of Education\nL. H. MiNKEL, Superintendent of Schools\n\nAlbion\nJoliet\n\nBloomington\nFort Dodge\n\nT. W. Butcher, President, State Normal School\n\nEmpori^\n\nCora Wilson Stewart, President, Illiteracy Commission Frankfort\nD. T. Powers, State University\n\nBaton Rouge\nAugusta\nOakland\nPayson Smith, Commissioner of Education\nBoston\nT. E. Johnson, State Superintendent of Public Instruction Lansing\nL. D. Coffman, University of Minnesota.\nMinneapolis\nA. O. Thomas, State Superintendent of Schools\n\nF. E. Rathbun, Superintendent of County Schools\n\n'.\n\n.\n\nMississippi\n\nE. E. Bass, Superintendent of Schools\n\nGreenville\n\nMissouri\n\nJefferson City\n\nNebraska\n\nU. W. Lamkin, State Superintendent of Schools.\nW. K. Dwyer, Superintendent of Schools\nE. L. Rouse, President, State Normal School\n\nNevada\n\nSamuel O. Welday,\n\nMontana\n\nSuperintendent\n\nof\n\nAnaconda\nPeru\n\nElementary\n\nSchools\n\nNew Hampshire\nNew Jersey\nNew Mexico\n\nZ. E. Scott, Assistant Commissioner of Education\n\nNew York\n\nThomas E. Finegan, Assistant Commissioner of Educa-\n\nNorth Carolina\nNorth Dakota\nOhio\nOklahoma\nOregon\n\nE, C. Brooks, State Superintendent of Schools\nMrs. N. C. Macdonald, State House\nA. J. Gantvoort, College of Music\nE. E. Oberholtzer, Superintendent of Schools\n\nThedora Richardson, Grade Teacher\nJ.\n\n,\n\nElko\nManchester\nTrenton\n\nH. Wagner, State Superintendent of Public InstrucSanta Fe\n\ntion\n\ntion\n\nAlbany\nRaleigh\n\nBismarck\nCincinnati\n\nTulsa\n\nPennsylvania\n\nH. D. Sheldon, University of Oregon\nEugene\nR. B. Teitrick, Deputy Superintendent of Public Instruc-\n\nRhode\n\nWalter\n\ntion\n\nIsland\n\nHarrisburg\nE. Ranger, State Commissioner of Public\n\nSchools\n\nProvidence\n\nSouth Carolina\nSouth Dakota\nTennessee\n\nJ. E. Walmsley, Winthrop Normal and Industrial College\n\nRock Hill\n\nA. A. McDonald, Superintendent of Schools\n\nSioux Falls\n\nTexas\n\nP. W. Horn, Superintendent of Schools\n\nUtah\nVermont\n\nC. H. Skidmore, Superintendent of Schools\n\nCharl O. Williams, Superintendent of Shelby County\nSchools\n\nMargaret R. Kelley, Superintendent of Schools\n\nMemphis\nHouston\nBrigham City\nDerby\n\nVirginia\n\nS. P. Duke, State Board of Education\n\nWashington\n\nO. C. Whitney, Acting Superintendent of Schools\n\nBellingham\n\nWest Virginia\n\nM. P. Shawkey, State Superintendent of Schools\n\nCharleston\n\nWisconsin\n\nJ. F. Sius, President, State Normal School\n\nStevens Point\n\nWyoming\n\nJ. J. Early, Superintendent of Schools\n\nSheridan\n\nRichmond\n\n"}
{"page": 33, "printed_page": null, "text": "DEPARTMENT OFFICERS\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, University of Porto Rico\n\nSaskatchewan\n\nA. A. Kennedy, Inspector of Schools\n\nPhilippine Islands\n\n17\nJunwau\nHonolulu\nManila\n\nMayaguez\nWeyburn\n\nDEPARTMENT OFFICERS\nNational Council\n\nSecretary\n\nWilliam B. Owen, President, Chicago Normal College\nH. H. Seerly, President, State Normal College\nAdelaide Steele Baylor\n\nPresident\n\nElla Ruth Boyce, Director of Kindergartens\n\nPittsburgh, Pa.\n\nVice-President\n\nEdna Baker, National Kindergarten College\nBarbara Greenwood, State Normal School\n\nChicago, 111.\n\nPresident\nVice-President\n\n.\n\nChicago, 111.\n\n.\n\nCedar Falls, Iowa\nIndianapolis, Ind.\n\nKindergarten\n\nSecretary\n\nLos Angeles, Calif.\n\nElementary\nAbbie Louise Day, Assistant Superintendent of Schools Passaic, N.J.\nDenver, Colo.\nDora M. Moore, Principal, Corona School\nPortland, Ore.\nAlfie 0. Freel, Principal, Linnton School\n\nPresident\nVice-President\nSecretary\n\nSecondary\nFrank G. Pickell, Principal, High School\nEdmond D. Lyon, Principal, Hughes High School\nAnna Willson, Principal, High School\n\nPresident\nVice-President\nSecretary\n\nLincoln, Nebr.\nCincinnati, Ohio\n\nCrawfordsville, Ind.\n\nHigher\nLexington, Ky.\nFrank L. McVey, President, University of Kentucky\nEdward L. Schaub, Professor of Philosophy, North-\n\nPresident\nSecretary\n\nEvanston, 111.\n\nwestern University\n\nNormal\nSecretary\n\nD. B. Waldo, President, State Normal School\nAnna M. Tibbetts, Fargo College\n\nPresident\n\nE. C. Hartwell, Superintendent of Schools\n\nBuffalo, N.Y.\n\nD. B. Corson, Acting Superintendent of Schools\nJ. R. Morgan, Superintendent of Schools\nMarie Gugle, Assistant Superintendent of Schools\n\nNewark, N.J.\n\nPresident\n\nKalamazoo, Mich.\nFargo, N.D.\n\nSuperintendence\nFirst Vice-President\n\nSecond Vice-President.\nSecretary\n\n'.\n\n.\n\nTrinidad, Colo.\n\nColumbus, Ohio\n\nVocational Education and Practical Arts\nFirst Vice-President\n\nArthiir F. Payne, Associate Superintendent of Schools.\nAdelaide Steele Baylor\n\nSecretary\n\nHoward G. Burdge, Supervisor of Vocational Education,\n\nPresident\n\n.\n\nJohnstown, Pa.\nIndianapolis, Ind.\n\nNew York, N.Y.\n\nMilitary Training Com\n\nMusic\nPresident\n\nM. Teresa Finn, Supervisor of Music, Grammar Grades,\n\nVice-President\n\nW. Otto Meissner, State Normal School\nW. B. Kinnear, Supervisor, Public School Music\n\nand Soldan High School\nSecretary\n\nSt. Louis,\n\nMo.\n\nMilwaukee, Wis.\n\nLamed, Kans.\n\nBusiness\nPresident\n\nF. G. Nichols, Assistant Director ,Commercial Education,\n\nVice-President\n\nWashington, D.C.\nFederal Board\nJames C. Reed, Head of Commercial Department, State\n\nSecretary\n\nJ.\n\nNormal School\n\nWhitewater, Wis.\n\nM. Waters, Dean, School of Commerce, Georgia School\nAtlanta, Ga.\n\nof Technology\n\nChUd Hygiene\nPresident\n\nKathryn S. McLean, Dean of Women, Ohio Wesleyan\n\nVice-President\n\nEva Johnston, Dean of Women, University of Missouri.\nAnne Dudley Blitz, Dean, William Smith College\n\nDelaware, Ohio\n\nUniversity\n\nSecretary\n\n.\n\nColumbia, Mo.\n\nGeneva, N.Y.\n\n"}
{"page": 34, "printed_page": null, "text": "1\n\nNATIONAL EDUCATION ASSOCIATION\nPhysical\n\nPresident\nVice-President\nSecretary\n\nNewark, N.J.\nRandall D. Warden, Director of Physical Education\nAlbany, N.Y.\nLawrence L. Hill, Director of Physical Education\nDivision,\nWar\nEsther Watson, Secretary, New England\nBoston. Mass.\nWork Council, Y.W.C.A\n.\n\n.\n\n.\n\nScience\nPresident\n\nArthur S. Williston, Director of Wentworth Institute.\n\nVice-President\n\nE. R. Weidlein, Acting Director of Mellen Institute.\n\nSecretary\n\nGeorge R. Twiss, High School Inspector\n\n.\n\n.\n\n.\n\nBoston, Mass.\n\n.\n\nPittsburgh, Pa.\n\nColumbus, Ohio\n\nSchool Administration\nPresident\nVice-President\nSecretary\n\nAlbert Wunderlich, Commissioner of Schools\nGeorge W. Gerwig, Secretary, Board of Education\nWilliam C. Bruce, Editor, School Board Journal\n\nSt. Paul, Minn.\n\nPittsburgh, Pa.\n\nMilwaukee, Wis.\n\nLibrary\nVice-President\n\nO. S. Rice, Supervisor of School Libraries\nDelia G. Ovitz, Librarian, State Normal School\n\nSecretary\n\nAnnie T. Eaton,\n\nPresident\n\nMadison, Wis.\nMilwaukee, Wis.\n\nLibrarian, Lincoln School, Teachers\n\nNew York, N.Y.\n\nCollege, Columbia University\n\nSpecial\nPhiladelphia, Pa.\n\nVice-President\n\nJoseph P. Byers\nCharlotte Steinbach\n\nSecretary\n\nEmma Kohnky\n\nCincinnati, Ohio\n\nPresident\n\nSecretary\n\nElla S. Stewart, 5464 Harper Ave\nChicago, 111.\nGertrude S. Martin\nIthaca, N.Y.\nCharlotte Greenebaum Kuh, 4346 N. Hermitage Ave. Chicago, 111.\n\nPresident\n\nH. W. Foght, Bureau of Education, Department of the\n\nVice-President\n\nW. R. Hart, Professor of Agricultural Education, Mas-\n\nSecretary\n\nCharl\n\nPresident\n\nCleveland, Ohio\n\nSchool Patrons\nVice-President\n\nBural and Agricultural\nWashington, D.C.\n\nInterior\n\nAmherst, Mass.\n\nsachusetts Agricultural College\n\n0.\n\nWilliams,\n\nSuperintendent, Shelby\n\nCounty\nMemphis, Tenn.\n\nSchools\n\nClassroom Teachers\nPresident\nVice-President\nSecretary\n\nSara H. Fahey, Teacher of English, Seward Park School New York, N.Y.\nMary P. Lang, High School\nPittsburgh, Pa.\nMary V. Donoghue, Grade Teacher, Stewart School\nChicago, 111.\n\nSecretary\n\nEducational Publications\nArthur H. Chamberlain, Editor, Sierra Educational\nNews\nSan Francisco, Calif.\nGeorge L. Towne, Editor, Nebraska Teacher\nLincoln, Nebr.\n\nPresident\n\nKathryn S. McLean, Dean of Women, Ohio Wesleyan\n\nVice-President\nSecretary\n\nEva Johnston, Dean of Women, University of Missouri\nAnne Ditoley Blitz, Dean, William Smith College\n\nPresident\n\nWider Use of the School House\nRaymond F. Crist, Bureau of Naturalization, Depart-\n\nPresident\n\nDeans of \"Women\nUniversity\n\nVice-President\nSecretary\n\nment of Labor\nCharles D. Kelso, Principal, Los Angeles Schools\nMargarita Spaulding Gerry, Board of Education\n\nDelaware, Ohio\n.\n\nColumbia, Mo.\nGeneva, N.Y.\n\nWashington, D.C.\n\nLos Angeles, Calif.\nWashington, D.C,\n\n"}
{"page": 35, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\nOF THE\n\nFIFTY-SEVENTH ANNUAL MEETING\nOF THE\n\n•\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nMILWAUKEE, WIS., JUNE 28—JULY 5, 1919\n\nFIRST DAY'S PROCEEDINGS\nOPENING SESSION—Monday Evening, June 30, 8:00 o'clock\nThe Fifty-seventh Annual Convention of the National Education Association was\nopened in the Main Hall, Auditorium, Milwaukee, Wis., Monday evening, June 30, 1919,\nat 8:00 o'clock.\nFirst Vice-President Mary C. C. Bradford, state superintendent of public instruction,\n\nDenver, Colo., presided at the opening of the meeting.\nThe meeting opened with community and patriotic singing led by A. J. Gantvoort,\nCollege of Music, Cincinnati, Ohio.\n\nThe invocation was given by Paul B. Jenkins, pastor Immanuel Presbyterian\nChurch, Milwaukee, Wis.\nAddresses of welcome were given by C. P. Cary, state superintendent of public instruction, Madison, Wis.;\n\nM. C. Potter, superintendent of schools, Milwaukee, Wis.; Ellen C.\n\nand responded to by\nAnnie Webb Blanton, state superintendent of public instruction, Austin, Tex.'\nPresident Strayer then delivered the presidential address, which was entitled \"The\nNational Education Association Program of Work.\"\nSabin, president, Milwaukee-Downer College, Milwaukee, Wis.;\n\nSECOND DAY'S PROCEEDINGS\nSECOND SESSION—Tuesday Forenoon, July i, 9:00 o'clock\nThe meeting was opened with community singing led by M. Teresa Finn, supervisor\nof music, St. Louis, Mo.\n\nAfter the musical program the meeting was called to order by President Strayer.\n\nThe general topic for the session was \"The New World and the Demand That It Will\nMake upon Public Education,\" and addresses were given by the following persons:\na) John H. Puelicher, government director of savings, Seventh Federal Reserve\nDistrict, Milwaukee, Wis., representing manufacturing and commercial interests.\nb)\n\nHenry J. Waters, Kansas City Star, Kansas City, Mo., representing agricultural\n\ninterests.\nc) Ella S. Stewart, president, Department of School Patrons, National Education\nAssociation, Chicago, 111., representing American homes.\n\nd) Frank E. Spaulding, head of American education in France, Paris, France,\nrepresenting war education abroad.\ne) In the absence of Henry Sterling, legislative representative, American Federation\nof Labor, Washington, D.C., representing organized labor, his address was read by Hugh\nS. Magill, field secretary, National Education Association.\n\n19\n\n"}
{"page": 36, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n20\n\nTHIRD SESSION—Tuesday Evening, July i, 8:oo o'clock\nThe session was opened with community and patriotic singing led by Edgar B.\nGordon, University of Wisconsin, Madison, Wis.\nAfter the musical program the meeting was called to order by President Strayer.\nThe general topic for discussion was \"The Organization of Public Education for\nService in the New Democracy,\" and the following program was presented:\na)\n\n\"Rural Education\"\n\n—Lee L. Driver, county superintendent of schools, Win-\n\nchester, Ind.\nb)\n\n\"Elementary Education \"—T. C. Geeks, supervisor, primary department, St.\n\nLouis, Mo.\nc)\n\n\"Secondary Education\"\n\nNew York, N.Y.\nd)\n\n\"Higher Education\"\n\n—John L. Tildsley, associate superintendent of schools.\n\n—E. C.\n\nElliott, chancellor, University of Montana, Helena,\n\nMont.\n\nTHIRD DAY'S PROCEEDINGS\nFOURTH SESSION—Wednesday Forenoon, July 2, 9:00 o'clock\nThe session opened with community singing led by Osbourne McConathy, Northwestern University, Evanston, 111.\nAfter the musical program the meeting was called to order by President Strayer.\nThe general topic for discussion was \"The Work of the Association,\" and the following program was presented:\n\n—\n\n\"Principles Underlying the Necessary Reorganization of the Association\" William\nB. Owen, president, Chicago Normal College, Chicago, 111.\n\"The Work of the Commission on the Revision of Elementary Education\"\nMargaret S. McNaught, state commissioner of elementary education, Sacramento, Calif.\n\"The Work of the Commission on the Emergency in Education\" Mary C. C. Bradford, state superintendent of public instruction, Denver, Colo.\n\"The Work of the Committee on Rural Education\"—J. Y. Joyner, Raleigh, N.C.\n\"The Work^ of the Field Secretary\"-Hugh S. Magill, field secretary, National\n\n—\n\nEducation Association, Washington, D.C.\n\nFIFTH SESSION—Wednesday Evening, July 2, 8:00 o'clock\nThe session opened with the singing of the following national hymns rendered by the\nChildren's Chorus, seventh and eighth grades, Milwaukee schools, with Helen Poole,\nMilwaukee, Wis., director, and Judith Rebinquist, Milwaukee, Wis., accompanist.\n\n\"La Brabanconne,\" Belgium\n\"La Marseillaise,\" France\n\"Rule Britannia,\" England\n\"Italian War Hymn,\" Italy\n\n\"Star-Spangled Banner,\" United States\nAfter the musical program the meeting was called to order by President Strayer.\nThe general topic for discussion was \"Education for the Establishment of a Democracy in the World,\" and addresses were delivered by the following persons:\nP. P. Claxton, United States Commissioner of Education, Washington, D.C, representing the United States.\n\nAlbert Feuillerat, head of the department of English, University of Rennes, Rennes,\nFrance, and Ferdinand Buisson, University of Paris, president of the League of the Rights\nof Man, Paris, France, representing France.\n\nPresident Strayer read a cablegram received from Herbert Lewis, M.P,, parliamentary\nsecretary.\n\nBoard of Education, London, England, stating that he was prevented from\n\nleaving London in time to reach America for the meeting, expressing deep regret because\nof his inability to attend, and sending kind greetings from the teachers of his country to\n\nthe National EducationJAssociation.\n\n"}
{"page": 37, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n2i\n\nSfenorita Aurelia Viera, a delegate from the National Anti-Alcoholic League of Uru-\n\nguay, and also a representative of her government for the study of industrial education\nfor social-reform methods, with her interpreter, Hardynia K. Norville, of Buenos Aires,\n\nArgentina, South America, brought greetings from the teachers of Uruguay to the teachers\nof America.\n\nLeonard P. Ayres, colonel, United States Army, New York, N.Y., spoke on \"The\nNecessity of a Health Program as Evidenst by the War.\"\n\nFOURTH DAY'S PROCEEDINGS\nSIXTH SESSION Thursday Forenoon, July 3, 9:00 o'clock\nThe session opened with community singing led by Lillian Watts, Milwaukee, Wis.\nAfter the musical program the meeting was called to order by President Strayer,\nThe general topic for discussion was \"The Contribution of Teachers to the Development of Democracy,\" and the following program was presented:\n\n—Alma L. Binzel, Northrup Collegiate School, Minneapolis,\n—\n—\nHarrisburg, Pa.\n\"Secondary Schools\" —Essie V. Hathaway, teacher of English, East High School,\nDes Moines, Iowa,\n\"Higher Education\" — Guy Stanton Ford, University of Minnesota, Minneapolis,\na)\n\n\"Kindergarten\"\n\nMinn.\n\nb)\nc)\n\n\"Rural Schools\" Marie Turner Harvey, Porter Rural School, Kirksville, Mo.\n\"Elementary Schools\" Elizabeth S. Baker, supervising principal, public schools,\n\nd)\ne)\n\nMinn.\nAfter adjournment of the general session the meeting was called to order by Mary\n\nC. C. Bradford in the interest of national women's suffrage.\n\nA motion was past unanimously adopting a memorial to Anna Howard Shaw.\nAddresses were delivered by Katherine Devereaux Blake, principal. Public School\nNo. 6, New York, N.Y., and Maude Wood Park, National American Women's Suffrage\nAssociation, Boston, Mass.\n\nSEVENTH SESSION—Thursday Evening, July 3, 8:00 o'clock\nThe session opened with community singing led by Milton Rusch, State Normal\nSchool, Milwaukee, Wis.\n\nAfter the musical program the meeting was called to order by President Strayer, and\nthe following program was presented\n\n—\n\n\"Physical and Health Education\" John H. Finley, commissioner of education,\nAlbany, N.Y.\n\"Americanization\" Allen T. Burns, director. Survey Committee, Cleveland Founda-\n\n—\n\ntion, Cleveland, Ohio.\n\n\"Adequate Supply of Trained Teachers\"\nSchool, Kalamazoo, Mich.\n\n—D. B. Waldo, president, State Normal\n\nFIFTH DAY'S PROCEEDINGS\nEIGHTH SESSION— FRroAY Forenoon, July 4, 9:00 o'clock\nBusiness session.\n\nNINTH SESSION\n\nFrtoay Afternoon, July 4, 2:00 o'clock\n\nThe session opened with community singing led by Peter W. Dykema, song leader,\nUnited States Army.\nAfter the musical program the meeting was called to order by President Strayer.\n\n"}
{"page": 38, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n22\n\nThe general topic for discussion was \" Child Welfare Agencies Cooperating with the\nSchools,\" and the following program was presented:\na) \"The\nton, D.C.\n\nChildren's\n\nBureau\"\n\n—\n\n^Julia\n\nLathrop, Department of Labor, Washing-\n\n—\n\nAlbert W. Whitney, general manager,\nb) \"Safety Education in the Schools\"\nNational Workmen's Compensation Service Bureau, New York, N.Y.\nLaura Pierce Holland, director of Girl Scouts, Pittsburgh, Pa.\nc) \"Girl Scouts\"\nHenry E. Jackson, Bureau of Education,\nd) \"The Community-Center Movement\"\nDepartment of the Interior, Washington, D.C.\nMinnie Lee Davis, supervisor of prunary grades, Richmond, Va.\ne) \"Red Cross\"\n\n—\n\n—\n\n—\n\nJ.\n\nW. Crabtree, Secretary\n\nREPORT OF THE COMMITTE ON RESOLUTIONS\nOne phase of the world-crisis in the progress of civilization has just been safely past\nThe democratic peoples of the world face\nanother phase of the same crisis in the solution of the problem of making democracy\nuniversal and effective. Inasmuch as universal and effective democracy is fundamentally\ndependent upon a high level of intelligence in the rank and file of the citizenship of a\nnation as well as upon a properly qualified and trained leadership, a nation-wide, even\na world-wide, program in education has become a vitally essential factor in the right\nin the successful outcome of the Great War.\n\nsolution of the great problem.\n\nThe National Education Association desires to outline at this time of crisis an AmeriIn so doing we are not unmindful of the great fundamental\nlessons taught by the war:\n\ncan program in education.\n\nThat the general ideals, purposes, and methods of American education are con-\n\n1.\n\nsistent with competent and effective democracy, because the war has proved the outputs\n\nof the schools of America to be resourceful, of independent and reliable judgment, cour-\n\nageous in the highest degree, and consecrated to public duty.\n\nThat great defects in our national life and in our social and industrial system\n\n2.\n\nexist which are incompatible with the spirit of democracy, which invite the entrance of\n\nforces\n\nand institutions distinctive of our ideals and purposes as a nation, and which\n\nare essentially dangerous to the perpetual prosperity and happiness of the masses of our\n\npeople and to our leadership in the movement of universal democracy.\n\nWe recognize\n\nthese to be:\na) An increasingly large un- Americanized element, both native and foreign-born, in\nour population, evidenst by statistical research to be one in three.\nb)\n\nAn alarming percentage of illiteracy in our population, shown by the army tests\n\nto be approximately 20 per cent of the total population.\nc) An astonishing degree of physical unfitness in our people, betraying a lack of\npreparedness either for the duties of defense or for the responsibilities of peace, and\n\namounting to at least one-third of the entire adult population.\nd) A machinery for public education which is distinctly defective in many vital\nparticulars, namely:\n(i)\n\nThe schools as the principal agent of a democratic people in the training for\n\nuniversal good citizenship fail to reach at least 50 per cent of the youth for whom such\ntraining is vitally essential,. and for whom a system of public education is intended.\n(2)\n\nSchool organization, courses of study, and classroom methods have not been\n\nsufficiently differentiated\n\nand adapted to the varying needs of different communities\n\nand individual children.\n(3) A large proportion of the teaching corps of the nation has had training and\nexperience entirely incommensurate with the responsibilities imposed upon the teachers\n\nof the schools of a democracy.\n\nFive million children, or one-fourth of our total school\n\n"}
{"page": 39, "printed_page": null, "text": "r\n\nJOURNAL OF PROCEEDINGS\n\n23\n\npopulation in the United States, go to school in classrooms taught by teachers of less\n\nthan the regular four years of high-school training.\n(4) Such inadequate support has been given the public schools of the United States\nthat teachers are leaving the profession in large numbers for more remunerative fields,\nand ambitious and talented young men and women are largely refusing to enter the\nprofession of teaching as a life-career. During the past school year from 30,000 to\n70,000 children were without teachers in one of our largest metropolitan cities, because\n\nwas impossible to secure a sufficient number of teachers on account of the small number\n\nit\n\nof teachers entering the profession.\n\nThe average salary paid elementary teachers in\n\nthe United States is $600 a year.\n(5)\n\nThere has never been developt an adequate, effectively organized, and well-\n\nsupervised system of rural education.\n(6)\n\nCompulsory-education laws have not been well enforced, and such enforcement\n\nas has been prevalent has not been based upon records showing the number of minor\ncitizens of each age in our various communities, without which provision complete and\n\nuniversal enforcement is entirely impossible.\n(7)\n\nOur efforts at making education scientific have been largely theoretical.\n\nWe\n\nhave not adequately followed up our surveys and scientific investigations.\n\nAims of a Program in Education\n•\n\nIn view of these conclusions forced upon us by the Great War a program of education\n\nin America should aim to bring about the following results:\n1.\n\nA general high level of patriotic, intelligent, and competent citizenship thru the\n\nspecific training of all the children of the democracy for citizenship to an age approxi-\n\nmating maturity.\n2.\n\nThe Americanization of the un- Americanized elements in the United States,\n\nboth native and foreign-born.\n\nThe complete abolition of illiteracy.\nThe use of English as the universal language of instruction in public education\nand as the means of making general and common our American ideals.\n3.\n\n4.\n\n5. A high degree of physical and moral fitness for both the responsibilities of peace\nand the duties of war on the part of all our people.\n6. An adequate and effective system of public education, both state and national,\n\nas the chief agency for the accomplishment of the above-mentioned ends.\n\nSince the aims of an American program in education are these the National Education Association pledges itself to the following measures: It calls upon all its membership\nto engage actively in a nation-wide campaign for the successful consummation of them\nall and urges upon all those in our nation\n\nwho believe in democracy and in the effective-\n\nness of public education as an agency in perfecting it and bringing to ourselves and our\nchildren its richest fruits active, persistent efifort in supporting this program.\n\nnational measures\n\nWe advocate the enactment of the following measures as foundational beginnings\nof a national program in education\n\n•\n\n1.\n\nThe passage by Congress of the Smith-Towner Bill, H.R, 7 and S. 1017.\n\n2.\n\nAn act providing for a year of compulsory civic, physical, and vocational training.\n\n3.\n\nA nation-wide plan for the enlistment of all teachers as active members of the\n\nNational Education Association.\n4.\n\nA policy of interpretation and administration of the Smith-Hughes Law consistent\n\nwith the above-named purposes of an educational program.\n\n—\n\nThe Smith-Towner Bill. This Association has urged for years that education should\nbe given just recognition by the federal government, and that a Department of Education should be establisht.\n\nThe war has so emphasized the importance of education from\n\n"}
{"page": 40, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n24\n\na national standpoint that the necessity of the immediate consideration of this question\nis\n\nuniversally recognized.\n\nMoreover, a Commission on the Emergency in Education, appointed by this\nAssociation one year ago, acting under the instruction of the Association, prepared a\nbill creating a Department of Education with a secretary in the President's cabinet,\n\nand authorizing the appropriation of one hundred million dollars to encourage the states\nin the promotion of education, particularly in the removal of illiteracy, the Americani-\n\nzation of immigrants, physical and health education, teacher preparation, and the equaliz-\n\ning of educational opportunities.\n\nThis Association, thru\n\nits\n\nCommission and with the cooperation of other great\n\nnational organizations, secured the introduction of this bill in the Sixty-fifth Congress,\n\nand more recently its introduction in the Sixty-sixth Congress in a carefully revised and\nperfected form, known as the Smith-Towner Bill, H.R. 7 and S. 1017; therefore this\nAssociation gives its hearty and unqualified indorsement to the Smith-Towner Bill,\nH.R. 7 and S. 1017, now before the Sixty-sixth Congress, and instructs the official\nstaff of this Association to use all honorable means to secure its passage.\nA year of civic training. We advocate a comprehensive program of education which\nshall \"bring effectively within the reach of every boy and girl all the training, physical,\nmental, and moral, literary, technical, and scientific, of which he is capable.\"\nWe urge that this program of education shall provide for universal training of\nall young men and women for a definite period, which training shall have for its object\ncivic responsibility and occupational efficiency in the interest of national progress and\n\n—\n\nnational defense.\n\nWe urge the government of the United States to institute and maintain a full twelvemonth year of instruction, training, and discipline for each young man and young woman\nbetween the ages of seventeen years and six months and twenty, such training to be\ncarried on at such place and in such manner as may result to the particular advantage\nof the individual in the development of civic responsibility and vocational efficiency,\nand to bear the entire expense of this undertaking, including adequate maintenance\nallowance for the dependents of such students in training.\n\nA national policy of vocational education. — A high standard of intelligence, general\n\nvocational efficiency, physical and moral fitness, and civic devotion are dependent not\n\nonly upon an efficient system of public education of all our youth but also upon the\nreaction upon human values of the occupations in which the people of the nation engage.\n\nwe are to be a homogeneous people, generally happy and prosperous, generally living\ncontributive lives, the work which we do must continue thru our lives, the\ndevelopment begun in the earlier years being devoted to specific and formal schooling.\nTo this end industry in this country must be reorganized. All industry must become\neducational to those who engage in it. The workers must find in their work an opportunity for self-expression and self-development. Human, not commercial, value must\nbe placed first in our great industrial establishments. The rank and file of those who\nIf\n\nfull, rich,\n\nproduce wealth must, thru their organization, share in the control of the policy of the\ninstitutions for which they work.\n\nThey must find an educative realization of their life-\n\npurposes in the output of their daily toil and in the sharing in the direction of the policy\nguiding its production.\nVocational education must have as its purpose educational industry.\n\nInasmuch\n\nas the general policy of vocational education in this country is directed by those responsible for the administration of the Smith-Hughes Law, we urge those thus responsible to\n\n^\n\nadopt such a policy in interpreting and administering this law that the above-named\nends may be furthered by the system of vocational education now developing under this\nlaw, namely, that the schools and departments organized under the Smith-Hughes Law\nshall be made competent as far as is humanly possible, for sharing in the control of the\npolicy of the institutions in which they may afterward be employed, and \"that they shall\n\n"}
{"page": 41, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n25\n\nbe inspired, so far as is humanly possible, with an impulse to continue their education\nthru the instrumentality of the occupation for which they may be trained and in which\n\nthey may be afterward engaged,\"\n\nSTATE MEASURES\n\nAn American program in education is dependent to a great degree upon the support\nof education afforded by the states.\n\nWe recommend the adoption of a specific program\n\nin public education by each of the states, adapted to the special problems of the states\n\nrespectively, but in general conforming to the national program\n\nand seeking finally a\n\ncommon purpose with it and all other public-education programs.\nThe responsibility for such a plan must rest chiefly upon the legislature of each\nstate and upon the educational leadership and organization within the respective states.\n\nWe specifically recommend the following steps and measures\nProvision by each state legislature for more adequate financial support of public\n\n1\n\neducation in order to (a) pay salaries sufficient to maintain the teaching profession upon\n\nan efficient basis, with the ideals and standards of living in this democracy;\n\n(6) establish\n\na plan for systematically recruiting the profession; (c) develop a teacher- training system\nadequate for the general and special phases of education.\n2. Laws clearly defining education as a function of the state rather than the municipality, and making impossible the control of the public educational system of\n\nany com-\n\nmunity, rural or urban, by the factional politics of the local or municipal government.\n3. Laws definitely establishing an efficiently organized, supervised, and administered\n\nsystem of rural schools upon the basis of a larger unit than the local district.\n4. Legal provision for the development of flexible and adaptable courses of study,\nmethods of instruction, and systems of promotion to meet the needs of all classes of\nchildren.\n\nLegal provision for compulsory education to the age of sixteen and compulsory\n\n5.\n\ncontinuation schools upon the employers' time to the age of eighteen.\n6.\n\nLaws providing for compulsory registration of minors as a basis for effective\n\nenforcement of the compulsory-education laws.\n7. Effective compulsory-education laws in all states.\n8.\nall\n\nLegal provision for compulsory classes in Americanization for all illiterates and\n\nwho are not able to read and write the English language with a proficiency equivalent\n\nto a sixth-grade standard, which standard shall be necessary for admission to citizenship\nof the United States.\n9.\n\n10.\n\nLegal provision for the use of English as the language of instruction in all schools.\nLegal provision for compulsory physical education in all units of the public\n\neducational system,\n\nRECRUITING THE TEACHING PROFESSION\nThere is a growing disinclination on the part of young men and women to enter\nupon teaching as a profession, a fact evidenst by the lessening number of graduates from\nnormal schools and teachers' colleges and also of students entering these institutions and\n\nby the steady decrease in the number of college Seniors who become teachers.\n\nMany of\n\nthe best teachers are leaving the profession of teaching for more attractive and lucrative\n\nemployment. The consequent shortage of teachers is depriving many thousand children of adequate instruction, and we affirm that the future of our country depends upon\ngiving the children of today the sort of training that will produce efficient, intelligent,\nand patriotic citizens, prepared to uphold the ideals of American democracy. It is\nimpossible for teachers of mediocre ability or insufficient ideals to train properly the\ncitizenship of tomorrow.\n\nWe therefore insist that all teachers' organizations, as a part of the campaign to\nincrease salaries of teachers, also conduct a systematic\n\ncampaign to interest desirable\n\nmen and women to enter the teaching profession, and that the National Education\n\n"}
{"page": 42, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26\n\nAssociation and each state commissioner of education secure the services of men and\n\nwomen best equipt to conduct such a campaign among high schools and colleges.\nteachers' salaries\nThere are evidences that the campaign for adequate, just, and appropriate salaries\nfor teachers is beginning to show results, but we must also know that deplorable condi-\n\ntions still too generally exist.\nWe therefore stand for the minimum of $1000 for any\nand all legally qualified teachers, and for legislative enactment to that end. Since\nthru the magnanimity of W. J. Funk, who purchast space in metropolitan daily papers\nfor the promulgation of the teachers' salary cause, we have had demonstrated to us the\neffectiveness of that form of support and promotion, we therefore urge thru increast\npublicity the continuance of this campaign for a living, saving, culture wage for all competent teachers, until the public mind is imprest with the patriotic and social importance\nof this cause as it affects the future welfare of our country, and with its justice as\nit affects our profession.\n\nThat this movement for more adequate compensation implies the reciprocal obligation to earnest effort for increast eflSiciency of service must not be forgotten if the gains\n\nare to be made secure.\n\ndefectives\n1.\n\nWe advocate the application of standard measurements to all children to\n\ndetermine their mental strength, progress, and fitness, and an earnest effort to adapt\neducation to the needs of all, as discovered by these tests to the superior, mediocre, and\ninferior alike.\n2.\n\nThe educational policy of the state should be sufficiently comprehensive to provide\n\ntraining and instruction for every child under eighteen years of age, be he normal, feeble-\n\nminded, delinquent, or suffering from permanent physical defect.\n3.\n\nThe education of mental defectives, of delinquents, and of those suffering from\n\nphysical defects should be an integral part of the educational program of the state and\n\nshould not be dependent upon individual initiative or state authority other than that\nresponsible for the entire educational policy of the state,\n4. The diagnosing of degrees of mental defect and the classification of children upon\nsuch diagnoses should be in the hands of highly qualified psychologists only.\n5. In order to facilitate adequate handling state institutions for exceptional children\nshould be available as research laboratories and as training schools for teachers of excep-\n\ntional children.\n\nGENERAL RESOLUTION\nWe declare our advocacy of the following measure, which we believe to be in accordance with the general ideals and purpose of our democracy and vital to the carrying out\nof the program just stated:\n\nleague of nations\n\nOne of the revelations brought to us out of the great world-war is the knowledge\nthat no country can preserve its ideals in isolation from the rest of the world.\nideals of democracy and humanity are to continue,\n\nIf our\neven for ourselves as an American\n\npeople, it is essential that we establish with the other nations of the world such relations\n\nas will tend to preserve the peace of the world, demand from all nations the education\nof their people in the fundamental ideals and principles of good government, and secure\nfor all peoples the opportunity to pursue their industries and commerce without interrup-\n\ntion\n\nby unnecessary wars or interference because of the selfish ambitions of any one\n\npeople or ruler.\n\nTherefore this Association heartily approves the action of President Wilson in his\nsupport of the League of Nations and urges upon Congress the recognition of the League\n\n"}
{"page": 43, "printed_page": null, "text": "I\n\nJOURNAL OF PROCEEDINGS\n\n27\n\nof Nations as a non-partisan measure designed to secure the peace and happiness of all\n\npeople and the propagation and preservation of true democracy.\n\nRECOGNITION OF WAR SERVICE\nSince 191 7, when the United States took up its share in the great world-war, our\n\nnation has past thru much hardship, sorrow, and sacrifice such as test men's souls.\n\nThe\n\nAssociation desires to take this opportunity to express\n\nself-\n\nits\n\nappreciation of the\n\nforgetfulness and devotion with which the teachers of the nation replied to the call upon\n\nthem, so that by their example, their influence, and their instruction they made the\nschools the main factor in the quick and generous response our people gave in reply to\n\nthe various war loans, war activities, and the demand for the service and even the life\nof their sons.\n\nSUFFRAGE\nSince the Congress of the United States with commendable justice and recognition\nof the rights of suffrage to women has past the separate amendment to the Constitution\n\ngranting the ballot to the womanhood of America, we urge the governors of all states that\n\nhave not already ratified the amendment to call a special session of their respective state\nlegislatures so that the amendment may speedily become a law and our great country\n\nmay take this important additional step in becoming a true democracy.\nBUDGET SYSTEM\nSince expenditure, national, state,\n\nand local, will greatly increase, and inasmuch\n\nas education is always able and ready to justify all expenditure, and every other appropriation should be required to justify itself,\n\nwe insist upon the universal adoption of\n\nthe budget system in public appropriation.\n\nTHRIFT INSTRUCTION\n\nThe subject of thrift and savings is thru the efforts of the Treasury Department at\nWashington engrossing and receiving the attention of all thinking people in this Republic.\nFurthermore the safety of the democracy in which we live depends largely upon the\nstability of the government and the improvement of the financial condition of the\nmajority of the people.\nWe accordingly indorse this movement to universalize and\nrender permanent the habit of thrift and savings among our people, and we urge that\nthe teaching of thrift and savings be made a compulsory part of every school curriculum\nin this country.\n\nINTERNATIONAL BUREAU OF EDUCATION\n\nWhereas, The Minister of Public Instruction, the Federation of the Associations\nof Elementary Teachers, and the numerous associations of France for the promotion of\na League of Nations have graciously exprest thru their distinguisht representative,\nM. Ferdinand Buisson, their hearty approval of suggestions made by the National\n\nEducation Association, and the United States Commissioner of Education, respecting the\nestablishment of an International Bureau of Education under the auspices of the League\nof Nations, and the international organization of the great national educational associa-\n\ntions of the free nations, all for the purpose of advancing thru education the ideals of\n\ndemocracy, be it\nResolved, First, that the National Education Association, assembled in its fiftyseventh annual convention, expresses to M. Buisson its sincere thanks for the courteous\noffices which he has so graciously rendered in bringing to this Association cordial messages\n\nfrom our honored sister- republic.\nSecond, that the Association begs M. Buisson to continue his kind offices by conveying to the distinguisht Minister of Public Instruction, to the Federation of Teachers'\nAssociations, and to the associations of France for the promotion of a League of Nations\nthe cordial greetings of the National Education Association, and the message that it is\n\n"}
{"page": 44, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n28\n\nthe purpose of this Association, acting on the gracious suggestion of the distinguisht\nMinister, the Federation, and the associations, to proceed to the formulation of more\ndefinite plans looking toward the realization of the proposals for an International Bureau\n\nof Education and the international organization of national associations of teachers.\n\nThird, that this Association requests its Commission on the Emergency in Education\nto give prompt attention to the international matters referred to in its resolution and\nto act on these matters with the authority of the National Education Association.\n\nA BUREAU OF INTERNATIONAL STUDY\n\nThe country needs a growing constituency of educated leaders, familiar with the\nlanguage, history, traditions, aspirations, and ideals of the various foreign nations with\n\nwhich the United States will from this time on have ever-increasing relations, commercial,\nThe number of Americans on the soil who understand the hearts\n\nsocial, and political.\n\nand the institutions and the tongues of foreign peoples is exceedingly small.\nOur government should therefore establish a plan by which every year two or three\nhundred young men and young women who have completed their secondary or preparatory education should be carefully selected to be sent to the various countries of\n\nSouth America, Australia, and the Old World to spend from four to six years in the\nhigher educational institutions of the country to which they are accredited, their neces-\n\nsary living expenses being borne by their government, as is now done in the case of young\n\nmen being educated for the army at West Point and for the navy at Annapolis.\nDECLARATION OF PURPOSE\n\nThe object of the National Education Association of the United States is set forth\n\"To elevate the character and advance\n\nin its Charter granted by Congress as follows:\n\nthe interests of the profession of teaching, and to promote the cause of education in the\n\nUnited States.\"\n\nTo accomplish this object it is imperative that the public shall give\n\ngenerous support to public education in order that men and women of the highest character and scholarship shall be attracted to the profession of teaching as a career, and\n\nthat the highest professional standards shall be developt and maintained and the most\nefficient service rendered by those engaged in the teaching profession.\n\nThe Association will therefore exert all its influence thru its officers, its committees,\nits publications, and its official staff to the accomplishment of the following objects:\n1.\n\nTo secure the enactment of such state and federal legislation as will give proper\nand support to public education and provide adequate compensation for\n\nrecognition\nteachers.\n2.\n\nTo establish and maintain such educational standards with respect to the train-\n\ning and qualifications of teachers, length of school terms and compulsory attendance,\n\nsanitary buildings and modern equipment, organization for the elimination of all class\ndistinction\n\nand\n\nprivilege,\n\nand the most improved educational\n\npolicies\n\nand methods\n\nattainable thru the continued investigation and study of educational problems, in order\n\nthat public education shall make the largest possible contribution to the welfare of the\"\n\ncommunity, the state, and the nation.\n\nRESOLUTION OF TRIBUTE\nYour Committee on Resolutions feels that it is altogether fitting that we turn for a\n\nmoment from consideration of questions of immediate practical interest to this Association and pay tribute, by at least brief mention, to the memory of the men and women\n\"\nwho within the year have been called by death from our midst.\nAll of them were for many years honored members of the National Education\nAssociation.\n\nSeveral -were,\n\nby their loyal, active support and wise counsel, potent\nElla Flagg Young and\n\ninfluence in shaping the progressive policies of this organization.\n\n"}
{"page": 45, "printed_page": null, "text": "29\nNathan C. Shaeffer each served as president of the National Education Association, and\nJohn C. Shoop as president of the Department of Superintendence. To these names\nmust be added those of others, among whom are Henry R. Pattengill, of Lansing,\nMich.; Fred L. Keeler, state superintendent of Michigan; Samuel L. Button, professor\nemeritus of Columbia University, New York; Jennie Rebecca Faddis, assistant superintendent of schools, St, Paul, Minn.; John J. Keene, archbishop of Dubuque, Iowa;\nand Charles B. Robertson, superintendent of extension, Pittsburgh University, Pittsburgh, Pa.\nResolved, That for these brave, loyal, and earnest souls who so immeasurably helpt\nonward and upward this Association, and the best it stands for, we hereby acknowledge\nour obligations and express our sincere gratitude.\n\nCOMMITTEE ON RESOLUTIONS\nFred M. Hunter, superintendent of schools, Oakland, Calif., chairman.\nCarlton B. Gibson, superintendent of schools, Savannah, Ga.\n\nMary D. Bradford, superintendent of schools, Kenosha, Wis.\n\nMay Trumper, state superintendent of public instruction, Helena, Mont.\nR. J. Condon, superintendent of schools, Cincinnati, Ohio.\nOlive Jones, principal, Public School No. 120, New York, N.Y.\n\nWm. D. Lewis, principal, William Penn High School, Philadelphia, Pa.\n\n>\n\n"}
{"page": 46, "printed_page": null, "text": ""}
{"page": 47, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION\nADDRESSES OF WELCOME\nC. p.\n\nI.\n\nGARY, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\n\nMADISON, WIS.\nIt is a great pleasure and a great honor to have this opportunity to\n\nwelcome you, the educators of America, to the state of Wisconsin. We\nhave long wisht that you might come to us again with your hearty handshake, your good cheer, and your inspiration. You have come to a splendid state; at least we love it.\n\nNowhere else, we believe, is the fighting\n\nso fast and furious between the forces of Progress and the forces of Chaos\n\nand Old Night.\nHere we sleep at night with our armor on, if we sleep at all. Here we\nwin victories much oftener than we meet defeat. Fellow-educators, it is\na glorious time we have chosen for this brief existence, this Ufe of ours.\nIn all the bygone ages there was nothing that approacht in magnitude and\nworld-significance the things that are happening in this half a decade.\n\nA year ago, and two years ago when we met, we were in serious and\nstern mood, filled with determination to see the war thru to victory.\n\nImperialism as a world-force is dead.\n\nhas been finisht.\n\nbut yesterday.\n\nIt\n\nThe funeral was\n\nIn all the eons of time to come may it never happen that\n\nautocracy shall again become a menace to the world!\nI take great pleasure in telHng you that the latest bulletins announce\n\nthat John Barleycorn\n\nis\n\nat this\n\nmoment in the agonies of dissolution.\nbeyond the midnight hour. The\n\nIt is believed that he cannot survive\n\nworld does move, and the schoolmaster helps it move.\nIn the midst of our rejoicing let us not forget, however, that the fight\n\nhumanity is not ended, indeed never will be ended while the world\nAt this moment Bolshevism is rearing its horrid head the world\nIt is the enemy of law, order, and democracy\nof everything we\nover.\nhold most sacred. The fight is a grim reality. Nor is this all. The\ndanger from the selfish greed of man and the lust for power is evident to\nfor\n\nstands.\n\n—\n\neveryone who studies the signs of the times.\n\nOur schools, our children, are not safe from the clutches of industrialism.\n\nWe shall have to fight an insidious foe to real democracy, to equal\n\nopportunity for all, which is the principal meaning of democracy, right\nhere in our midst.\n\nAll over the country today we find subtle influences\n\nat work dividing our youth into two classes, the professional and leisure\nclass on the one hand and the day laborers on the other.\nif\n\nYou will find,\n\nyou but look, that there is in some places an effort of big business to\n31\n\n"}
{"page": 48, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n32\n\n[General\n\nget as many children as possible not to go beyond the grades or,\n\nif\n\nthey\n\nenter high school at all, to have them take courses that fall short of college-\n\nentrance requirements, so that there will not be too\n\nmany going on to\nTo illus-\n\nhigher institutions of learning and too few men with the hoe.\n\ntrate, we have today in this state the effort in progress on the part of the\n\nnational\n\nand state industrial boards in agriculture to cut under college\n\nrequirements, thus making it difficult if not impossible to enter colleges\nafter graduating from such courses.\n\nto\n\nsegregate the people\n\nwho\n\nIn other states the demand is made\n\ntake domestic-science courses under the\n\nSmith-Hughes Law. Again it is an attempt, conscious or unconscious,\nto keep young people from growing ambitious to go on with the higher\neducation. You will find if you look sharply at our great corporation\nschools that they are greatly interested in teaching people to be contented\n\nwith the state or condition in which they find themselves, and that any\neffort on the part of anybody to arouse ambition in such groups of industrial workers is resented.\n\nIf the city, the state, or the nation, or all combined, were to undertake\n\nto stimulate ambition\n\nand the desire for a better job on the part of\nI have\n\nemployes, the effort would be met with secret or open resistance.\ntried it and have seen the results.\n\nThese things I say merely by way of\n\nillustration\n\nto\n\nshow that no\n\nsooner are we out of one war or fight than we are into another; that is,\n\nwe are if we are alive and are an active force in the age in which we live.\nOur nation needs in its teaching body good fighters, valiant men and\nwomen who know no fear and who will never play the slacker's part in the\neducational army. The school man or woman who does not feel that we\nare in a fight against ignorance, superstition, greed, and the forces of\ndarkness needs to be galvanized into life.\n\nFellow-soldiers, fellow-workers,\n\nfellow-teachers, I welcome you to Wisconsin, and trust your stay with us\nwill yield us all great pleasure and great profit, and that you will be so well\n\ntreated that you may return to your homes, east, west, north, and south,\nsinging the praises of the state and the city that have welcomed you.\n\nII.\n\nM. C. POTTER,\n\nSUPERINTENDENT OF SCHOOLS, MILWAUKEE, WIS.\n\nAs a Milwaukee Yankee I heartily welcome you to be at home in our\nMy Milwaukee friends are predominantly of\nGerman blood, of Irish or Polish or Itahan blood. We came to Wisconsin,\n\"The Gathering of the Waters,\" and have made our home and been made\nat home in this special domain of French Jesuits and Voyageurs.\nThe\nFrench were long before welcomed by the native Americans, which kindly\nhosts still reside by the thousands in towns and countryside and on four\nWisconsin reservations. One of their Sagamores, a distinguisht Milwaukee\nthoroly American city.\n\nlawyer, admits that his proud people exceeded all others in the proportion\nof its young warriors sent forth to Flanders fields.\n\nOn this \" Good Land\"\n\n"}
{"page": 49, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessionsl\n\n33\n\nMilwaukee, before Marquette and Joliet landed here, were wont to be\ngathered in council the Algonquins and the Dakotahs. Now all we\ntogether (the native Chippewa stock and we brethren gathered by heaven's\ngrace from\n\nall\n\nthe warring peoples of Europe) unite in welcoming the\n\nfriends of the children of Milwaukee, the ''Place of the Peace Council.'*\n\nThe great Republic went to war,\nBut Spring still comes as Spring has done,\nAnd all the Summer months will run\nTheir Summer sequence as before;\n\nAnd every bird will build its nest,\nThe sun sink daily in the west,\nAnd rising eastward bring new day\nIn the old way.\n\n^K\n\nSweet and wholesome sanity returns with the new dawn of peace.\nShouting portentous marvels of the new world which post-bellum reconstruction is to erect will not materially assist or arrest the quiet processes\nof nature.\n\nMillennial prophets\n\nand vision dreamers by the score have\n\nsought to stir our souls with tales of the utter unheard-ofness to be expected\nin\n\nreconstruction education.\n\nMeanwhile the teachers teach, the\n\nchil-\n\ndren play, the parents are glad, and the people and the school board discover that teachers are worthy of their hire and proceed to begin to think\n\nabout raising teachers' pay a fraction of the general price increase.\n\nThe beginning of fiscal justice for teachers is no new need;\n\nit\n\nis\n\nno\n\nDoubling their stipends, which has nowhere\nbeen done, would not restore to them even the financial competence they\nreconstruction achievement.\n\nenjoyed before the war.\n\nTrue the teacher's most valuable services are not purchasable. They\nReal teaching is a free-will\noffering of the soul's essence poured out freely on life's altar for the betterment and uplift of humanity, given in the spirit of the service rendered by\nare given or withheld regardless of salary.\n\nthe garbed sisters of the cloister.\n\nBut to make possible an approximation of such service teachers should\nnot be compelled to concern themselves about salaries.\n\nTheir remunera-\n\nshould be amply adequate for Kfe's full demands, each day's labor\n\nItion\nbringing recompense not alone for the hour but sufficient to leave a wide\nmargin in order that the symbolism of each decHning sun may be viewed\nwithout apprehension. Then we may indeed hope for home-extension\nschools presided over by foster-mothers.\n\nThe school is become a far cry from the original gathering of a group\naround a motherly or fatherly knee. The telling of\nprayers and stories, the direction and instruction of their Uves by that\nThe interpretation of\noriginal teacher-soul, was very real education.\ndaily happenings, of the phenomena of nature, of the adaptation of man's\n\nof pioneer children\n\nenvironment to his needs;\n\nthe making of shelter for man's protection,\n\nthe gradual growth of skill on the part of man in adapting the materials\n\n"}
{"page": 50, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n34\n\nat hand, in devising utensils, in perfecting tools;\n\n[General\n\nthe sources for clothing\n\nand its decoration; the growth and preparation of daily food; the taming\nof beasts and the winning of their friendship and consequent mutual\nprotection such as these were the content and the method for Httle ones\non farm and lake shore long before the triumphant war had tempted\nhopeful souls to expect something strange and dazzling after the deluge\nand to attempt the unprecedented in every field of endeavor. Much\ntalking of mighty post-bellum changes in teaching children will not bedazzle\na single boyish soldier from France. He has lived and played with children under the sky from the Seine to the Rhine. He has met the child\nand therefore stands in little need of pedagogical phrases. He should\nbe sought for earnestly by superintendents desiring scholastics who have\n\n—\n\nbeen born again into teacherhood.\nIn our old Chippewa days, when father and older brothers spent the\nday in search of food, mother and the Uttle children occupied themselves\nwith the daily tasks about the primitive home. The mother recited to\nthe children the little stories of father's bravery and brother's prowess.\nShe interpreted the song of the wind, the rumble of the thunder, and the\nwhistle of the sleet in the winter storm into terms which the Httle child\ncould understand. She robbed those songs of fear and taught the child\nthat they were the messages of friends.\n\nIn the long evenings the little\n\nThese men and women who\nremoved terror from the sounds in nature were teaching music.\n\nchild\n\nlearned to imitate these sounds.\n\nThe desire to perpetuate the narratives and traditions of fathers and\ngrandfathers, to keep forever the beautiful songs in which those stories\n\nwere told, and to make those stories inteUigible to cousins in different\nclans gave rise to a spoken literature by successive generations wrought\nout in eloquence from the simple songs which father and mother sang\n\nBut as life lost some of its simpHcity and civilization's\nand mother other tasks, hired \"teachers\" came from\nthe White Father. The wisest among them tried to tell the stories, interpret the facts, and sing the songs for which mother and father no longer\nhad tjjne. But the New White Skill was demanded for the child; so time\nbecame too precious to allow him to \"play\" all his days. He was usually\ncompelled to leave the ways of his own folk and \"work\" in a school like\na Paleface. Then many a government teacher entirely abandoned the\nabout the fire.\n\ncares gave father\n\ngrouping under the trees or beside a brook, and the little children were\ngathered together in a building which came to be known as the school-\n\nThe mother- and father-spirit which constitutes the teacher-soul\ncould scarcely be recognized by a Chippewa child thus caught in a man\n\nhouse.\n\nOnly slowly the child led the teachers back to the facts of his\nBut today at last they consciously impersonate Indian parenthood in the Indian schools, and the race, because of parent-souls among\nthe hired teachers, shall not perish from the earth.\ntrap.\n\nfathers.\n\n"}
{"page": 51, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\nI\n\nI\n\n35\n\nhomely purposes? Are we\nand our law? Is all\nthat we do for children intended for their natural growth ? Are we teaching them the beauty of, the faith in, and love for, the old days and deeds ?\nTogether with the knowledge we think we teach are we giving them wisdom\nIs the city school losing sight of these\n\nkeeping the mother-spirit?\n\nIs the child our leader\n\nand courage and cheer for the future ?\nFor more than a decade it has been a signal for derisive mockery\nto say that in some schoolroom is sitting a boy who will be president of\nthese United States. But the ancient altar of our breed still stands the\n\n—\n\nToday's barefoot president of the future nation is such a\nAre we guarding each child as we would guard the president?\nfact.\nIs each child learning to love his country, to revel in her history, to play\n\ngranite fact.\n\nsome glowing page of it with his best chums, to defend her laws, to revere\nher great men, and to look forward with modesty and hopefulness to a\npart in the pageant ?\n\nOur Milwaukee teachers would be the last to proclaim it, but I must\nsay for them that, judged by the foregoing tests, they are worthy to wel-\n\ncome American teachers in an American city. Financially and industrially\nthey have far more than met every demand laid upon them by the war.\nMeanwhile they have stood in the midst of their flocks and suffered the\nThe rush of the new and the garish\nlittle children to come unto them.\nhas not made them faithless to the ancient landmarks of their craft. These\nWe heartily\nare they who welcome you 1;o council in the place of peace.\nWe expect you to enlighten us\ninvite you to drink freely of our waters.\nwith your counsel.\n\nOur Association of Commerce and the local arrangement committees\ntheir best to make things pleasant and convenient for this\ngreat Association and for its individual members. We hope you may not\n\nhave done\n\nbe disappointed.\n\nOn behalf of our American children, teachers, and board members I\nwelcome you and thank you for coming.\nIII.\n\nELLEN C. SABIN, PRESIDENT, MILWAUKEE-DOWNER COLLEGE,\nMILWAUKEE, WIS.\n\nYou have been heartily welcomed by those who have spoken for our\nstate and for our city.\n\nMay I have the honor of saying a word of most\n\ncordial greeting for the teachers of Wisconsin ?\n\nThis great occasion is the third meeting of this Association that has\ntaken place within our state in the course of thirty-five years.\n\nThe first\n\none, in 1884, when this body convened in our capital city, gave an inspiration and direction to the thought of the teachers of Wisconsin that persists\n\nbeyond the limits of a generation.\n\nThe discussions then turned on the\n\nphilosophy of education considered from the points of view of the nature\nof the human mind and the adaptation to its development of each study of\n\n"}
{"page": 52, "printed_page": null, "text": "36\n\nNATIONAL EDUCATION ASSOCIATION\n\nthe curriculum.\n\nAt this meeting, within twenty years after the close of the\n\n[General\n\nCivil War, great interest was attacht to national and large sectional con-\n\nand addresses were eagerly heard on \"The New South,\" \"Supplementing the War,\" and \"Negro Education.\" Scientific instruction in\ntemperance was championed, and the \"new education\" was voist in the call\nto consider the needs of the great majority of children and to emancipate\ncerns,\n\nthe schools from the domination of the colleges.\n\nIn 1897 the metropoHs of the state was honored by receiving this convention, and the change of emphasis upon subjects under consideration was\nnoticeable.\n\nCertain former aims had been achieved and other goals were\n\nestabHsht.\n\nI recall that rural schools, college-entrance requirements,\n\npublic-school libraries were among the live topics.\n\nand\n\nThru all the years the\n\ndiscussions of the Association have both reflected the popular thought of\n\nthe hour and advanst to new positions.\n\nGreat leaders have made their\n\ncontribution, and their places have been taken by others; but one constant\n\nand dominant idea pervading all our history as an association has been\nan abiding conviction in education as the fundamental essential of our\ncountry's safety.\n\nIn the spirit of Decatur's toast we say, \"Our public\n\nschools, right or wrong;\n\nwhere right, to be preserved; where wrong, to be\n\ncorrected.\"\n\nLast year the great Pittsburgh meeting was intense with patriotic zeal\nto meet the requirements of a supreme national exigency.\n\nWe have today,\n\nin less lurid glow but with steady incandescent light, to perceive the necessi-\n\nreorganization and to devise the ways to supply them. Certain\ncommonplaces have been made significant to us. Among them is the fact\nties of\n\nof the oneness of the educational process\n\nfrom start to finish.\n\nTho we\n\nspeak of \"higher\" and \"lower\" we do not signify inferiority in any link of\nthe chain.\n\nEvery form of education, elementary and research training,\n\npublic and private, state-supported and endowed foundations, is essential\nto the whole, and each must justify itself by making both its peculiar and\nits\n\ngeneral contribution.\n\nWe also recognize the social and community\n\naims and the modification of the earlier individualism.\n\nMay we, however,\n\navoid losing sight of the primary value of individuality and personality,\nfor only as the units are good and sound can the mass be wholesome and\n\nworthy.\n\nTo establish the right standards of education is, I take it, our supreme\nobligation.\n\nIn our superficiaHties in school work, our easy-going, pleasure-\n\nseeking disposition, our impatience under the direction of the superior\nofficer,\n\nour irresponsible attitude toward personal and public duties. He\n\nevident and insidious tendencies that will, uncheckt, increasingly imperil\nthe ship of state.\n\nTo whom, if not to us, does our country appeal for ideals\n\nof the means and the objects of personal and national life ?\n\nThe unity of\nour country, its very existence, does it depend on the melting-pot that is to\nobliterate races, religions, and backgrounds ?\n\nSurely not.\n\nIt rests instead\n\n"}
{"page": 53, "printed_page": null, "text": "ADDRESSES OF WELCOME\n\nSessions]\n\n37\n\non the ideals of virtuous Inen and women and their standards of liberty,\npatriotism, and of all that constitutes the significance of life;\nand these ideals must develop in the minds of our children and youth thru\nthe instrumentality of enlightened and consecrated teachers.\nIt has come to pass in America that into the hands of women is chiefly\ncommitted the forming of the hearts and minds of the people. In the\n\njustice,\n\nmother's care is the culture of the earhest years, and from her molding influence the child passes to the woman teacher to whom is committed, almost\nentirely, the conscious and formal education of boys and girls during the\n\nentire plastic period of their Uves.\nSince more than half of our pupils do\nnot go beyond the eighth grade the larger part of our population never\n\nknows other school training than that given by women.\n\nThe forming\n\nof the character of our future citizens is, for better or worse, principally in\n\nwomen's hands.\n\nThis is a condition that calls upon women in education\n\nThe emphasis of the past year\nhas been, perhaps necessarily and most appropriately, upon the increase\nto consider well the magnitude of their task.\n\nof the salaries for teachers.\n\nNot less urgent is the unvoist imperative for\n\ngreater qualification and fitness for the teacher's work.\n\nThe keynote of this meeting is Americanization.\n\nWe have in our\n\nschools, whatever may be done outside and beyond them, the chief agency for\nthis great work.\n\nThey were originally designed for this function.\n\nThe idea\n\nof preparing the future citizen of the Republic was constantly in the thought\nof those who estabhsht our public schools, and it was the persuasive deter-\n\nmining argument for the free school from its beginning.\n\nThat this oppor-\n\ntunity and obligation have been sadly neglected has become but too obvious.\n\nBut with the new dignity that has come to women there will certainly be\nseen in the teachers a larger consciousness of civic responsibility that will\n\nawaken in our youth a better patriotism than has been known.\n\nNo longer\n\nwill the sources of the noblest sentiments, the traditions, biography, his-\n\ntory, poetry, songs,\n\nand stories of our own country be merely incidental.\n\nNo longer will the great documents, debates, and speeches that contain\nthe essence of our doctrine of democracy and of national purpose be unknown\nto a graduate of a high school.\n\nbe continued and expanded.\n\nThe vital teaching of the recent years will\n\nPride, enthusiasm, the sense of honor, loyalty,\n\nand personal obligation will prevail in the responsive hearts of young people.\nNo virtue stands alone, and increasing loyalty to country will assemble\nrelated loyalties.\nThus character develops. Nothing less than character\ncan be our conception of our objective in education.\n\nTherefore the order\n\nof primacy which the founders of our free schools stated as their conviction\n\nwhich is necessary to a free government and to the happiness of\nmankind is reaffirmed thru the experience of over a hundred and thirty\nyears to be religion, morality, and knowledge.\nShall I confess that our welcome to you is not devoid of selfish hopes ?\nWe are eager to appropriate something of the masterful methods of\nof that\n\n"}
{"page": 54, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n38\n\n[General\n\nCalifornia; of the progressive purpose of North CaroUna; of the rich culture\nof the East;\n\nwe listen intently to the words from speakers from other lands.\n\nIn this crisis of changing aims and directions we seek your inspiring thought\nand able leadership. We welcome you with the hope that our city can\ncontribute to you who are engaged thruout the year in arduous and responsible work the refreshment that cordial hospitality can offer, and the enjoy-\n\nment of nature that our lake, river, parks, and drives can furnish.\n\nWe\n\nhope that you may see in our city life, our schools, higher institutions, and\nart and music societies evidence of preparation of soil in which you may\nhopefully sow good seed. We would be happy to have you share the\npleasure in Milwaukee as a city of beauty and of high purposes that is felt\n\nby its residents.\n\nAnd we hope that the charm of Wisconsin in July will\n\nlure you to outstay the days of this meeting and will be productive to you\nof pleasure and lasting benefit.\n\nRESPONSE TO ADDRESSES OF WELCOME\nANNIE WEBB BLANTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nAUSTIN, TEX.\n\nOn the part of the members of the National Education Association I\ndesire to say that we have been gratified by the warmth of your welcome\nand edified and pleased by the eloquence of your greeting. We are delighted\nto be in Milwaukee.\nWe do not expect to be bored by a single dry moment\nduring our stay in your beautiful city. We have come prepared for a constant flow of sparkling spirits and ebullient enthusiasm, and we shall bear\naway with us a rejuvenation of mind and heart which for at least another\ntwelve months should keep us from pedagogical stagnation.\nWe have come with the expectation of finding this the most noteworthy gathering of educators for many years. We are standing on the\ndividing line between a not wholly successful past and a future in which the\n\nway is as yet uncharted.\n\nThe question that is now before us is. Have we\n\nthe power of vision, the wisdom of judgment, the courage of initiative, to\n\nexamine fearlessly into the work and methods of the past, retaining what\nwill stand the test of the new spirit and new conditions and to appropriate\n\nboldly whatever in the new and untried may promise in the future real\nefficiency in our schools?\n\nWe are now at the death-grip in the struggle between two ideals of\neducation, the cultural and the practical.\n\nThe cultural has for its object\n\nto teach the child to live the best life and to enjoy the living of that life.\n\nThe practical has for its purpose to train the child to earn a good living.\nOf what avail is it to be able to live well and to enjoy life if one is unable\nto earn his living ?\nAnd what shall it profit a man to be able to earn a good\nliving if he does not know how to live the best life ?\nThe time has come\nwhen we must find in our councils the wisdom of judgment to select from\n\n"}
{"page": 55, "printed_page": null, "text": "RESPONSE TO ADDRESSES OF WELCOME\n\nSessions]\n\n39\n\nboth of these ideas of education what will meet the necessities of the future,\n\nand when we must develop the courage and initiative to discard the fondly\ncherisht delusions of the past if they have proved themselves ineffective.\nThe examinations of the army drafts have deeply imprest us with the\nThe results attained at\nnecessity of vitalizing our schools in some way.\nthe training camps have caused the questions in our own minds. If concentration can do this in time of war, what is wrong with our schools in\ntimes of peace ?\nIt had been said of the American boy that, as compared with the man-\n\ntaught soldier of Eui'ope, he would prove himself a mollycoddle.\n\nBut the\n\noutcome showed that the American soldier had no superior. He had the\ncoolness and tenacity of the British, the fire and dash of the French,\nthe patriotism and determination of the Belgian, the courage and humor of\nthe Irish, the stoicism of the Indian, and a spirit all his own an idealism\nthat made him eager to lay down his life upon the fields of France, without\nadvantage to his own coimtry, if thereby other nations might achieve a\nfreedom hitherto unknown to them a freedom in which, in future, the\n\n—\n\n—\n\nweak and defenseless might be forever safe.\nOur boys went out from us to meet the great adventure of dying. Most\nof them have now returned to us to meet the great adventure of living.\nWe do not find them unchanged. No one can come face to face with the\ngreat experiences of life and death such as they met across the seas without a\ntruer realization than ever before of what in Hfe is really worth while. We\nshall not find them satisfied now with the same old conditions merely because\nthey have always been so. The question then before us is, Are they to find\nAre we big enough,\nus* satisfied with the same old conditions in our schools ?\nbold enough, strong enough, to make use of the present spirit of unrest to\nachieve better things for education before the fear of the future and the\ndiscontent with old conditions have again settled down into public apathy ?\n\nWe know that the problem of vitaHzing our schools is largely that of\nattracting and holding in the teaching profession men and women of superior\n\nabihty.\n\nWhen we reflect that the world's supply of persons of more than\n\nordinary ability is comparatively small and that we cannot make an excellent teacher of a mediocre person, we begin to realize that if we are to attract\n\nand hold in the teaching profession those of more than average ability we\nmust offer superior inducements. Someone has said that the slogan now\nmust be, \"Keep the brain fires burning.\" I can illustrate by the following\nanecdote how we have been trying to do this in America. A certain great\nmanufacturing estabhshment was noted for its many valuable devices.\nOne day the proprietor was showing these to a visitor. He said, \" Many of\nthese valuable appliances we owe to the ability of one of our employes.\nFrequently he will go off for a week or so of duck hunting, and while he is\ngone will concoct something entirely new. This device over here, which has\nbeen worth $50,000 to our firm, he thought of while out on one of these\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n40\n\n[General\n\nduck hunts.\" The visitor gazed at the machine meditatively for a few\nmoments. Then he said to the proprietor, ''But what does the author\nof all of these ideas get out of it?\" The proprietor looked surprised for a\nmoment, and then he repHed, \" Oh, he gets the dticks.^' And that is exactly\nwhat we have been receiving in the teaching profession. We have been\n\ntraining others who achieve success;\n\nwe have been contributing our talent,\nHow much longer shall we\n\nideas, and labors to the progress of the world.\n\nbe satisfied with receiving in return only the diicks ?\nI hope that the teacher will always continue to be something of a mis-\n\nsionary; but unfortunately this idea of the teacher as a missionary is now\nresulting in almost a collapse of the teaching profession, for those of the\n\nyounger generation are declining to prepare themselves for the profession.\nIt has\n\nbeen said that teachers are like preachers.\n\nPreachers save souls,\n\nbut that is all that they ever get a chance to save.\n\nThe remuneration in any line of work should be commensurate with the\nimportance of the work, with the amount of preparation required, with the\nhours of labor, and with the hazardous nature of the work.\n\nWhat occupa-\n\ntion could be more important than the training of the children of America ?\n\nNo occupation should require longer special preparation.\n\nNo other work\n\nexcept the mother's needs more hours of labor, for the teacher's work, like\nthe mother's, is almost never done.\n\nStatistics show that no other line of\n\nhuman endeavor is more dangerous to the health of the person engaging in\nit\n\nthan\n\nis\n\nteaching.\n\nTuberculosis and nervous prostration claim their\n\nvictims by thousands from the teaching profession.\n\nPerhaps this is partly\ndue to the fact that most teachers must do other work while teaching in\n\norder to live at all.\n\nIt has been said that teachers have to burn the candle\n\nat both ends because that is the only way that they can make both ends\n\nmeet.\n\nWe know that teaching is a process of the contact of mind with mind.\n\nI\n\nwonder how many people ever ask themselves, \"What kind of mind is it\nwith which the mind of my child is in daily contact during most of his waking hours?\" In most of the rural districts of America that mind is the\nimmature mind of the boy or girl under twenty-two, who, moreover, has\nhad no special training for the work. If a child were ill his parents would\nnot have a cheap doctor to minister to his body, for that is too precious; but\nmany of them are quite willing to intrust to a cheap teacher the formation\nof his immortal soul and character.\nThis is a condition of the pubHc mind\nwliich must be changed if we are to be proud of the future citizens of our\ncountry. This is a situation which it devolves upon us to put squarely up\nto the people of the United States.\nWe should say to them, \"Are you\nwilling to pay for character, talent, brains, and training in the teaching profession ?\nIf not, then cease to complain of the work of the public schools.\"\nLastly we must realize, and act upon the reaUzation, that we cannot take\ndemocracy to other nations, that we cannot train the future citizens of\n\n"}
{"page": 57, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nSessions!\n\n4t\n\nAmerica in democracy, unless we first inject a little more democracy into\nthe ideals and customs of the teaching profession. When that is done, we\nshall no longer have the coward and the toady to train our children; when\nthat is done, the teacher will fearlessly take his proper part in public and\nsocial affairs and in matters of government; when that is done, a price will\nbe placed upon the work and the remuneration awarded without regard to\nsex; when that is done, our schools and colleges will no longer be built\nupon the feudal plan, each department with its overlord, who has the power\nto hold in leash talent, initiative, and originaHty; when that is done, our\nteachers' associations will no longer be subject to the ring rule of this or\nthat small group who use these organizations to further their own personal\nambitions; and when that is done, thejgreat masses of members of our\nassociations will no longer have for their only functions to supply the funds\nfor the support of these bodies and to act as audience and applause.\n\nPAPERS AND DISCUSSIONS\nPRESIDENT'S ADDRESS\n\nTHE NATIONAL EDUCATION ASSOCIATION PROGRAM\nOF WORK\nGEORGE D. STRAYER, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\n\nNEW YORK, N.Y.\nYour President feels that it is his obligation to present for your consideration an account of the work which has been done during the past year,\n\nand to propose for your consideration the measures which should be taken\nto increase the effectiveness of the National Education Association.\n\nThis\n\nhas been preeminently a year in which the officers and members of the\nAssociation have been engaged in carrying forward the program of work\n\nwhich was adopted at our last annual meeting.\n\nThere is a real satisfacyou the achievements of the past year. It is more\nimportant, however, to propose plans which are necessary for the further\ndevelopment of a program which shall make certain the realization of the\nideals of our profession in the building of a greater and more efficient\n\ntion in reporting to\n\nsystem of public education.\n\nDuring the period of the war, and even more certainly for the period of\nreconstruction, education has become the chief concern of the statesmen of\n\nIn England, in that notable report on education in relation\nemployment, there appeared in the opening paragraph this\nsentence, ''Any inquiry concerning education at this juncture is big with\nissues of national fate.\"\nThe Fisher Bill, which past the English parlia-\n\nthe world.\n\nto juvenile\n\nment during the period of the war, has furnisht the basis for the education\nof all English boys and girls on full time until fourteen years of age and\nEngland\neither on full time or on part time until eighteen years of age.\n\n"}
{"page": 58, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4^\n\n[General\n\nhas recognized the fact that her future security and her place among the\nnations of the world are dependent upon the education of all her citizens.\n\nIn the United States, without a representative of education in the Presiand without any satisfactory definition of problems of\n\ndent's cabinet\n\nreconstruction by our national government, it became the obligation of our\nprofession to provide a statement of program which would make possible\n\nthe realization of a democratic system of public education, and which would\nat the\n\nsame time meet the emergencies of which we became conscious\n\nduring the period of the war.\n\nMy predecessor in office appointed a Commission on the Emergency in\nEducation.\n\nThis body, with the assistance of a large number of the leaders\n\nof our profession and in cooperation with bodies of laymen interested in\n\npublic education, prepared a general education bill which has been intro-\n\nduced in both houses of Congress.\n\nThis bill provides for the recognition\n\nof education in our national government and for the acceptance of responsibility\n\nby the nation in stimulating the states to meet the emergencies\n\nwhich exist thruout the nation.\n\nThe bill proposes the creation of the office\n\nof a Secretary of Education, who shall sit in the President's cabinet.\n\nIt is\n\nthe belief of our profession that education is fundamental to the perpetuation of our democratic institutions.\n\nIt is our conviction that the failure to\n\nprovide adequately for education in any part of the nation involves a\n\nweakness in our body politic no less serious than the failure to provide for\nthe\n\ncommon defense or to guarantee the rights of the individual.\n\nWe\n\nbelieve that in the United States, as in all the democracies with which we\n\nwere associated in the Great War, we should have a Minister of Education.\n\nWe need his voice in the councils of the President's cabinet. He should be\nresponsible for the administration of a department in which are coordinated\n\nthe educational activities of the nation.\n\nThis organization of a national program in terms of national legislation\nis\n\nto be thought of, not as the culminating act in our long history of work\n\nfor the development of public education in the United States, but rather as\none step ahead in the realization of the responsibility of our profession in\nthe development of our public-school system. This Association has sought\n\nto enlist the profession in support of this most important measure.\n\nThe\n\nNational Education Association has recognized its obligation for leadership\nin presenting the cause of education to other bodies.\n\nWe have secured the\n\nindorsement' of the general education bill by the General Federation of\nWomen's Clubs of the United States, by the American Federation of Labor,\n\nby scores of chambers of commerce, by rotary cl^bs, parent-teachers associations, and other organizations thruout the nation.\nWe have succeeded in\narousing the opposition of those who would limit the development of public\n\neducation in the nation.\n\nWe must continue to enlist the support of those\n\nwho believe in a policy of public education which will provide a maximum\nof opportunity for physical development, for intellectual achievement, for\n\n"}
{"page": 59, "printed_page": null, "text": "PRESIDENTS ADDRESS\n\nSessions]\n\n43\n\nsocial training, and for vocational efficiency to every individual in the nation.\n\nWe may well look forward to the development of pohcies which will carry\nus far beyond our present program, for education must develop to meet the\n\nneed of our developing democracy.\n\nThe National Education Association has always been interested not only\nin matters of national policy but also in the development of education in\n\nthe states and in our smaller administrative units.\n\nOur program of work\n\nduring the current year has involved active participation in the legislative\n\nprogram of many states. We have sought to bring about that type of\nlegislation which would mean a maximum of opportunity to American boys\nand girls. We have helpt to secure legislation which provides a living wage\nWe have workt on behalf of laws which\nfor teachers in American schools.\nwould make possible the type of educational organization which promises\nthe highest type of efficiency for our educational system.\n\nWe shall con-\n\ntinue as a national association to be concerned with the work of local boards\nof education.\n\nWe know that at times we can bring to the local group the\n\nassistance which the local school authorities and the local group of teachers\n\nmust have in order to estabhsh in the public mind the legitimacy of the\nprogram which they seek to carry thru. We should expect to establish\nsuch confidence in the public mind as will mean that our Association will\n\nbe called upon to furnish expert advice with respect to the educational\nchapter of state constitutions, the codification of laws relating to education\nwithin the state, the writing of rules of boards of education, the recom-\n\nmendation of suitable schedules of\n\nsalaries,\n\nthe proposal of types of\n\neducational reorganization, and the like.\nIt gives your President satisfaction to report that during the past year\n\nthe Association has grown in numbers as well as in its conception of its\n\nprogram of work.\n\nThere are now more active members of the National\nThere are more\n\nEducation Association than ever before in its history.\n\nthan 20,000 associate members, who have come into the Association with\nthe confident expectation of becoming active members and in support\nof the program\n\nwhich the Association has presented for their considera-\n\nThe promise of support for a greater National Education Association,\nwhich was made at our last annual meeting, has been fulfilled. We confidently believe that as teachers thruout the nation come to know definitely\ntion.\n\nof the\n\nwork which is being done they will in still larger numbers join\n\nthemselves with those who have accepted the professional responsibility\ninvolved in membership in our Association.\n\nIn any account of the work of the year there should be recorded the\nsupport of those who, in the days of doubt and uncertainty due to the epi-\n\ndemic which closed our schools and made impossible the meetings of the\nstate association, came forward with their voluntary contributions in sup-\n\nport of the work of the Association.\n\ninvolved in every case a real sacrifice.\n\nThe money that was contributed\nThe motive which prompted the\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n44\n\n[General\n\ncontribution was, I am confident, one of professional obligation in the light\nof the crisis which confronts us in public education.\n\nThe officers of the\n\nAssociation went forward with renewed zeal in carrying out the instructions\n\ngiven them, because of the expression of confidence embodied in the contributions which were made.\n\nYour Executive Committee was instructed at the last annual meeting to\nemploy a field secretary and to provide for him such assistance as might be\nnecessary in carrying forward the work of the Association thruout the\ncountry. We were very fortunate indeed in being able to secure a part of\nthe time of two men, who served us during the first half of the year. More\nrecently we have succeeded in bringing to the staff of the Association a\nman experienst in our profession and practist in the securing of legislation.\nHis work during the past five months has been known to all of you. He will\nreport it in some detail at the meeting which is devoted to the work of the\nIt will suffice to say that in the judgment of the Executive\nAssociation.\n\nCommittee and Board of Trustees the office of field secretary has justified\nthat makes us willing to ask for authorization to employ\nduring the coming year such assistance as may be necessary for the further\ndevelopment of the work of this office. A woman should be appointed in\nthe very near future whose time shall be spent very largely in the field in\nsupport of the program and policies of our Association. Other field secretaries should be added as rapidly as the funds of the Association permit\nand the growth of its work requires.\nYour President would report his appreciation of the splendid achievement of the General Secretary of the Association. Thru days which were\ndark, as well as during the more recent period of assurance that we would\nbe able to meet our obligations and that we could carry out the instructions\nwhich were given us at the last meeting, the Secretary has workt day and\nnight in the interest of the development of our Association and for the realization of the ideal of our profession in the nation. No one has more un-\n\nitself to a degree\n\nselfishly\n\ndevoted himself to the cause of public education in the United\n\nStates, and no one has more successfully workt for the realization of our\n\nprogram than has the Secretary of the National Education Association.\nYour President has had the most splendid support, and you have had the\nmost disinterested service from all the members of the staff employed in\nour national headquarters.\n\nThose who have been most actively at work carrying forward the program voted at the last meeting feel most keenly the necessity for the\nreorganization of our Association. We need, first of all, a recognition by\nall members of our profession of the ideal which was in the minds' of all of\nus at the Pittsburgh meeting.\n\nWe are banded together as a group charged\nWe have a program\n\nwith the responsibility of representing our profession.\n\nof work to be accomplisht, and that program will grow as we devote ourselves to its accomplishment.\n\nIt is imperative that in this situation\n\nwe\n\n"}
{"page": 61, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nSessions]\n\n45\n\nbring about an organization of our profession which will be representative\nof teachers and of the supervisory and administrative officers in all parts of\n\nour great public-school system.\n\nWe must have local organizations of\n\nteachers who feel their responsibility to the state association and to our\n\nnational body.\n\nThey must realize that as members of the profession they\n\nare concerned not merely with the development of education locally but also\n\nwith the realization of our democratic ideal of providing education in the\n\nThe deplorable inequahties which exist in pubhc\nThe obligation to provide trained\nteachers for all American boys and girls must be recognized as a profesThe campaign for living wages must be carried forward\nsional obligation.\nstate and in the nation.\n\neducation today must be their concern.\n\nin the spirit of the profession that would seek to enlist the ablest young\n\nmen and young women in our profession, in order that the children of\nAmerica may be taught by those who can transmit to them the ideals and\npurposes of our democracy.\n\nThe state and national associations must accept responsibility for the\nlocal situation.\n\nWe can no longer hold aloof as a national body and satisfy\nWe must be able\n\nourselves with passing resolutions which nobody reads.\n\nand willing to go into the state, the county, or the city to present the cause\nof public education and to secure for our profession the recognition without\nwhich our schools cannot be effective. We must develop a professional\nstaff at our national headquarters competent to give advice and to provide\nthe evidence and argument that may be necessary in order to awaken the\npublic to its obligatiori in the field of public education. The work which is\nto be done will involve discussion and debate in our national assembly.\nThe policies of the Association cannot be developt by any group of officers\nnor by an official staff. We must become in increasing measure a deliberative assembly.\nIf we are to develop this type of an association, and if we\nare to make the impression upon the coimtry which the profession should\nmake, we must have a representative body charged with the responsibility of conducting the business of the Association.\n\nWe are face to face with a great crisis.\n\nwas a highly significant\n\"The most\nimportant of all the measures of social reconstruction must be a genuine\nnationalization of education which shall get rid of all class distinction and\nprivileges and bring effectively within the reach not only of every boy and\ngirl but also of every adult citizen all the training, physical, mental and\nmoral, Hterary, technical and artistic, of which he is capable.\" We must\nIt\n\nutterance of a great labor group in England that suggested:\n\nextend the period of compulsory full-time education in the United States to\n\nDuring the period between sixteen and eighteen we\nmust establish continuation schools in which education for the proper use\nof leisure time and educaton in the obligations and practice of citizenship\ngo hand in hand with the study, .both theoretical and practical, of the vocations in which young men and young women are engaged.\nWe must get a\nsixteen years of age.\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46\n\n[General\n\n_\n\nconception of the obligation of the state which will bring our rural schools to\n\na standard of efficiency achieved in our more progressive communities.\n\nThe major support of education in all locaHties must, if this ideal is to be\nrealized, come from the state and the supplementary support from the\nIn cities as well as in rural communities social centers which offer\nan opportunity for the discussion of the problems of the community, of\nthe state, and of the nation must be establisht. A campaign of education\nmust be carried on which will result in the acknowledgment of those\nprinciples of organization and administration which make for the highest\nlocality.\n\ndegree of educational efficiency.\n\nOur obligation is not alone to our own people.\n\nWe have today a place\n\nof leadership among the democratic peoples of the world.\n\nIn our democ-\n\nwe must train men and women to have a world-view. We must\nteach a new kind of geography and history, which will place us in our\nracy\n\nproper relationship as debtor to the other peoples of the world, and which\nwill\n\ndevelop among us a feehng of responsibility commensurate with our\n\nindebtedness.\n\nWe must enter into more sympathetic relationships with\n\nother peoples thru a more significant study of their language and hterature,\n\nand thru more frequent and more intimate association with their current\nproblems and ideals.\n\nIt is our obligation to lead in the establishment of an\n\ninternational bureau of education in connection with the League of Nations.\nIt will be the function of this bureau to keep all of the nations acquainted\n\nwith the development of educational theory and practice in each of them.\n\nThru this bureau will be provided the exchange of students and of teachers\nand the organization of educational commissions to study and report upon\nthe development of education in the several countries composing the league.\n\nThe bureau will arrange for international conferences on education, in\nwhich the plans, the methods, the organization, and the administration of\neducation in the democracies of the world will be discust. If we are to\ntake our place in this development of education for world-democracy we\n\nmust bring to pass a great national association of teachers conscious of the\npower and able and willing to accept its responsibility.\n\nWe are enUsted in a great cause. We seek to perpetuate the democratic\ninstitutions in the defense of which we pledged our Hves, our fortunes, and\n\nWe are ready to assume the place of leadership which\nour profession must take, and we have faith in the response which the people\nour sacred honor.\n\nof our country will give in support of our program.\n\n"}
{"page": 63, "printed_page": null, "text": "MANUFACTURING AND COMMERCIAL INTERESTS\n\nSessions]\n\n47\n\nTHE NEW WORLD AND THE DEMAND THAT IT WILL MAKE\nUPON PUBLIC EDUCATION\nA. MANUFACTURING AND COMMERCIAL INTERESTS\nJOHN H. PUELICHER, GOVERNMENT DIRECTOR OF SAVINGS, SEVENTH FEDERAL\nRESERVE DISTRICT, MILWAUKEE, WIS.\nIt is a great privilege to be an American.\n\nIt is a great privilege to be\n\nan inhabitant of a land of great traditions, great ideals, greater opportunities.\n\nIt is a great privilege to be permitted to participate in the delibera-\n\ntions of those who, by force of profession, are the special guardians of these\n\ngreat national possessions.\n\nAmerica has achieved much. Of her is much expected. She is the\nShe dare not fail. Her failure would be world-failure.\nThe war has shown us our place in the world's work. We are proud of the\nTheir unselfish sacrifices have\nservice rendered by those belonging to us.\nadded to the world's respect for our ideals. At home and abroad the manhood and the womanhood of the nation were \"weighed in the balance and\nfound wo/ wanting.\" Service was never more unselfishly given. Unselfish\nservice was never more generously bestowed. And men grew as they served.\nworld's hope.\n\nThe spirit of America was never so great as when exprest in service. The\nideals of America were never more splendidly luminous than when lighting\nthe way for other peoples. If life is service, the way of life has been made\nabundantly plain to America.\n\nAnd is her fate to be that of those gone before ?\nrecital of the rise and fall of nations.\n\nHistory is but a\n\nWill America go ever onward and\n\nupward, or is hers to be the fate of Greece and Rome, who, risen to worldleadership, thru the misuse and abuse of their might sunk, so that today\ntheir influence is that of past grandeur ?\n\nWhile the war has shown us our great strength, has it not also shown\nWhile we were a homogeneous people in act, did\nnot the war prove us a heterogeneous people in fact ? Did it not emphato us our weaknesses ?\n\nsize that all over this broad land are large colonies of foreigners\n\n—foreigners\n\nin language, foreigners in custom, foreigners at heart, availing themselves\nof American opportunity and enjoying American prosperity, while knowing\nlittle of\n\nAmerican tradition, of American spirit, of American ideals, and\n\nremaining distinctly foreign in their sympathies ?\nI give you an example.\n\nDuring a Liberty Loan drive a speaker was\n\nsent to a part of our country inhabited by Americans of Swiss ancestry.\n\nThis speaker was well\nThat he was of Swiss descent was\nknown. He mingled with them as one of their kin. They spoke of their\nachievements. One told him of the cattle he owned, of the splendid lands\nthat were his, and of the opportunities he was able to give his children.\nThe speaker, having in mind the sale of Liberty Bonds, praised the farmer's\n\nIt was an agricultural district, unusually wealthy.\n\nreceived and respectfully Hstened to.\n\n"}
{"page": 64, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48\n\n[General\n\nthrift and industry but maintained that American opportunity had been a\n\nfactor in his success.\n\nThe farmer insisted that his hard work and thrifty\n\nhabits were the chief reasons, but grudgingly admitted that America's\nopportunities might possibly have been a factor.\n\nThe speaker then said,\n\n\"I suppose, in appreciation of this, you have purchast Liberty Bonds?\"\nRealizing no neglect of duty the farmer answered that he had not. \" Have\nyou purchast War Savings Stamps?\" Again the farmer answered, \"No.\"\n\"Have you contributed to the Red Cross?\" Again, \"No,\" but followed\nby, \"Mother knits,\" and then, tapping the speaker familiarly on the\nshoulder, he made this astonishing statement: \"You see I don't mix in\nthese affairs;\n\nmy country is a friendly neutral;\n\nI\n\nam a Swiss.\"\n\nThis\n\nman had spent the greater part of his hf e in America and had here acquired\nwhat to him was a fortune. As his duty became clear this American of\nSwiss ancestry willingly met every government request. As the war progrest these Americans proved most loyal, supporting the government both\nin the purchase of its securities and in sending their sons to fight.\nThis instance occurred among people who came from a foreign country.\nIf they remained more foreign than American the fault was scarcely theirs.\nWhen you and I go to foreign parts we look up home folk. That these\npeople, coming into a strange land, where was spoken a strange language,\nsettled where they found those who came from home can hardly be wondered at, and if there be fault in their remaining as they were, speaking a\nforeign language, observing foreign customs, not becoming thoroly American, that fault is distinctly ours.\n\nThen too, the draft has revealed an illiteracy that is appalUng, existing\nnot only among those long past school years and coming from foreign\nparts, but among native-born Americans of draft age.\n\nEducators of America, these national shortcomings must be remedied,\n\nand the remedy lies in your hands.\ntherefore,\n\nis\n\nthe\n\nresponsibility.\n\nYours is the opportunity;\n\nEducators\n\nof\n\nAmerica,\n\nyours,\n\nAmericanize\n\nAmerica, and with this inculcate into the lives of her people those habits\n\nTeach America to use her prosperity for\nFor if there is one rock more\nthan any other on which the nations of the past have foundered it is the\nrock of extravagance ^for with extravagance goes immorality, followed by\ndisintegration and decay.\nwhich will perpetuate America.\n\nher perpetuity rather than for her undoing.\n\n—\n\nIll fares the land, to hastening ills a prey,\n\nWhere wealth accumulates, and men decay.\n\nThe thrift movement, inaugurated by our government under the stress\nof war, goes to the very root of the evil.\n\nIt is an undertaking of such fundamental worth that it should be infused into the very Ufe-blood of the nation.\nPractically all of the twenty million pupils attending the schools of the\n\nUnited States, in their endeavor to aid their country, have become investors\nin its securities. j^ In many states lessons in thrift have become a part of the\n\n"}
{"page": 65, "printed_page": null, "text": "Sessions]\n\nMANUFACTURING AND COMMERCIAL INTERESTS\n\n49\n\n—\n\nn\n»\n\n1\n\nri\n\n> *\n\nis\n\n11\n\nin\nlili\nSI?\n\n\\\n\\\n\n:\n\n^^\n\n\\\n\nl5\\\\ \\\\\n\ns\n\nrf)\n\nif\n;:;\n\n-\n\n^ \"\n\ns J\n\"^\n\n?\n\nI\n\n\\\n\n*\n»•\n\nis\n/ gt\n\ni\n\nH\n\nmill\n\niiiiiiiiiiiiiiiiiiiiiiij.\n\n1\n\n< H ^\n\nH\n\n'^$2\n\n5\n\nllllllllllllllllllJIIIIIIIIIIIIII>\n\n"}
{"page": 66, "printed_page": null, "text": "NATIONAL. EDUCATION ASSOCIATION\n\n50\n\n[General\n\nIn this way much has been done to counteract the\n\nschool curriculum.\n\nundermining tendency ever present with great prosperity.\n\nThe necessi-\n\nwar have taught the adult and the child lessons in thrift and conThe impetus gained\nservation far exceeding any reasonable expectation.\nshould now be fostered and directed into permanent channels so that these\nvaluable lessons of the war may become a part of our national life.\nWhile the actual saving of money was necessary to the nation and\nimportant to the individual, the motive which inspired it was of even\nties of\n\ngreater value.\n\nIt contributed toward the creation of a national spirit such\n\nas has never before existed.\n\nsaving\n\n—\n\nfor himself yes,\n\nPractically every adult and every child was\n\nMost Americans\n\nbut primarily for the nation.\n\nwere experiencing for the first time the pleasures of service in their country's\ncause, and they and the country grew bigger\n\nand better because of the\n\nservice.\n\nLet me relate to you a striking incident illustrating splendidly the\ngrowth of national spirit.\nThe war-savings movement had ere this developt the Junior Four-\n\nMinute Man.\n\nThis time the scene is not among foreigners from allied or\n\nneutral countries.\n\nIt is in an agricultural county, with no large' centers,\n\nwith many points difficult of access, inhabited almost entirely by people\noriginally from the enemy countries.\n\nbeen very successful.\nerings.\n\nIt\n\nTheir Liberty Loan drives had not\n\nPublic speakers failed to attract the people to gath-\n\nwas difficult to find business men to undertake the sale of the\n\nbonds.\n\nThe time of the Victory Loan had arrived.\n\nSomeone thought of the\n\nwar-savings societies that had been organized in the schools of the county\n\nand of the Junior Four-Minute Men's organization, and suggested that help\nbe sought there. A prize was offered to the junior orator who would write\nand deliver the best address on the subject \"Why Buy Victory Bonds?\"\nTo determine the winner an elimination contest was advocated. A hundred\nmeetings in a hundred schools were held on one evening, and there was\nscarcely a person in that county not familiar, in consequence thereof, with\n\nthe reasons for again supporting the government.\n\nThe one hundred\n\nsuccessful contestants were reduced to ten at further\n\npubHc meetings,\n\nagain attended by the whole county, and by this time the interest in the\nVictory Loan was intense.\nIt was\n\nmy good fortune to be present at the final contest.\n\nBefore the\n\nhour of the meeting automobiles arrived from every part of the district.\n\nThe town hall, decorated with flags and flowers, was crowded to suffocation.\nParents aiKi friends were eagerly expectant of the outcome.\n\nBanner,\" and then the explanation of\nThen the finals. These\nyouthful American orators, in language and manner so eloquent that cheer\nFirst,\n\nthe \"Star-Spangled\n\nthe conditions of the contest by the teacher.\n\nfollowed cheer, told their fgreign-born or foreign-descended parents their\n\n"}
{"page": 67, "printed_page": null, "text": "t\n\nAGRICULTURAL INTERESTS\n\nSessions!\n\nduty to the land\n\nin\n\nwhich they lived and prospered.\n\nThere could\n\nbe nothing more inspiring. Here were young Americans teaching their\nparents the principles of democracy. The effort of these children sold the\ncounty's quota of Victory\n\nLoan Bonds.\n\nThe selling of the bonds was\n\nimportant, but the lessons learned and taught by these children of a foreignborn population were worth more to our national life than could be well\n\nmeasured in money.\n\nThe volunteer war-loan organizations are rapidly disbanding.\n\nUnless\n\nthe part of their work worth preserving is directed into permanent channels\n\nthe nation will lose many of the results of its vigorously waged thrift campaigns.\n\nMachinery, permanently to carry the load, exists.\n\nUnder the direc-\n\ntion of the Treasury Department the schools have been the spirit and soul\n\nmovement. The Post Office Department has furnisht the\nUnder the guidance of these two national departments the\nthrift movement has brought into our homes invaluable lessons in saving\nand patriotism. Federal supervision of the work was important. It insured the respect always accorded requests and recommendations of our\nof the thrift\n\nmechanism.\n\ngovernment.\n\nFundamental movements,\n\nespecially\n\nthose\n\nin\n\nthe interest of the\n\nby national authority. This is the more\nnecessary when permanence and uniformity are integral parts. Great\nbasic undertakings, reaching the very root of national life and influencing\nthe quahty of our citizenry, should receive their inspiration from the very\n\nnation, should be sanctioned\n\nheart of the nation, should be officially represented at the seat of our govern-\n\nment, and should have supporting them the great resources and the great\nEducation should be represented in the\ninfluences of our government.\ncabinet of our President.\n\nThat would give the educator his rightful place\n\nin the professions, and service under such conditions would attain a dignity,\n\nand perchance a recognition\n\n—I am speaking of material recognition—that\n\nlocal administration alone could never bestow.\nIf\n\nwe hope to perpetuate America we must Americanize America and\n\nteach America to direct its prosperity into individual and national substan-\n\nWe must learn to think less of purely material success\nand to reward and honor more greatly service in cause of country and of\nkind.\nEducators of America, may God help you perpetuate America!\ntiality and growth.\n\nB.\n\nAGRICULTURAL INTERESTS\n\nHENRY J. WATERS, \"KANSAS CITY STAR,\" KANSAS CITY, MO.\nThe immediate development of the rural school will be dependent upon\na general consolidation of the small units and the raising of a school fund of\nsufficient size to provide adequate building and equipment and to pay much\n\nbetter salaries tl;an at present.\n\nA part of this additional money can be\n\n"}
{"page": 68, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n52\n\n[General\n\nraised by the farmers, and in the best agricultural regions all can be raised\nby them. In the less-favored regions the financial support which a country\nschool ought to have cannot be wholly met by the local patron^ and must\nbe raised in part by a general tax. In general it is as hurtful to communities\nto be permitted to pay less than they should toward the support of their\nschools as it is to require them to pay more than they can afford.\nThe factors which will finally determine the quaHty of the rural school\nare the ability of the farmer adequately to support the school and to spare\nhis children from work in the field while they complete the course of study.\nAt present all the child-labor laws on the statute books in this country,\nI am told, specifically exempt farm children from their protecting influences.\n\nAre farm children of less importance than city children ? Are farm tasks\nwhich children perform, such as milking cows and picking cotton, less hurtful to the growing child than tasks performed in a sanitary and wellsupervised city factory? Is cheap food so fundamental to the welfare of\nsociety that we are justified in sacrificing the children of the open country\nthat it may be had ? If justice demands that the child in the city be free\nto attend schools without the retarding influence of physical labor, should\nit\n\nnot also demand the same protection for country children ?\n\nI shall not\n\nattempt to answer these questions except by raising a more fundamental\none\n\n:\n\nIs it not best for all children, both rich and poor, that they be taught\n\nto work and be given an opportunity to combine reasonable but productive\n\nlabor with study and recreation, all under conditions which will not rob them\nof their childhood, nor injure their bodies or their morals?\n\nWhichever\n\nway the last question is answered, and I shall not attempt to present arguments pro or con, the truth is self-evident that young people on the farm have\nthe same rights as do those in town, and general ajid unrestrained child\nlabor ought not to be any more necessary on the farm than in the factory.\nIf the head of the family in the city claims that it is his right, while working,\nalone and without capital, to be able to support his family decently, the\nhead of the family on the farm, while working a reasonable number of\nyears with an average capital of more than $10,000, ought to be able to\naccomphsh the same result.\n\nA distinguisht educator recently said, ''We cannot lead the world\nindustrially without cheap food.\"\n\nIf cheap food must be had by depriving\n\nthe farmer of a just return on his capital and labor, or if he is forst to wear\n\nout his soil in the process of getting it, we had better not attempt to dominate the world industrially. This distinguisht educator was thinking of the\nfarmer, as do most other people, as a producer of food only.\n\nWhen we\n\nthink of industries we think of iron mines, steel mills, sawmills, cement\nfactories,\n\nand railway-shops, but the farmer produces from two-thirds\n\nto three-fourths of all the raw material which enters into American manufactories, while less than one-fifth of such material comes from the mines\n\nand only about one-twentieth from the forest.\n\nIt is material such as live\n\n"}
{"page": 69, "printed_page": null, "text": "AGRICULTURAL INTERESTS\n\nSessions]\n\n$3\n\nstock, milk, wool, cotton, wheat, oats, barley, and rye\n\nwhich furnishes\n\nemployment to a great majority of American workingmen. A far safer\nlaw to lay down is that America cannot succeed industrially without an\nabundance of raw material out of which may be manufactured th^ products\nwhich the world wants. The easiest thing to sell is food to hungry people.\nAs long as our industries are based largely on the production of food they\nare safe.\n\nA shortage of this sort of raw material would necessitate a reorganization\nof our industries and the laying of emphasis on those finisht products which\n\nare most difficult to sell, and in the manufacture of which competition from\n\nthe cheap labor of other countries is keenest.\nV\n\nAn abundance of raw-food material is easily assured. AH that is necessary is to pay the farmer a price which will encourage him to produce to his\nlimit.\n\nEveryone wants to see our factories run to the hmit of their capacity.\n\nWe are just as much interested in having our farms produce to their full\ncapacity.\n\nThe rural school, the great laggard in our educational procession, lacks\nand support. The\n\norganization, properly prepared teachers, supervision,\n\nfarming population is yet too sparse and wealth in the country is too thinly\nspread out to make it possible by taxing the .farmer alone to duplicate our\ncity school system in the country.\n\nIf we collected\n\nthe country folks and\n\nhad them live in villages and go out to the farms each morning to work,\nthen the school, church, and social problems would be enormously simplified.\nBut by this act we would sacrifice the individual farm home, an\ninstitution which has reacht its highest development in America and\ndoubtless has contributed more to American independence of thought and\nIn this move also we would be taking\naction than any other single factor.\nthe final step toward the establishment of an American farm peasantry and\nwould be confessing failure in all our attempts to maintain in this country\na permanent rural civilization.\nThe recognition by society of the* principle that the proper education of\nthe children on the farm is a part of the responsibility of the state and nation\nas well as of the local community, and the entering upon a policy of taxing\nall the people to supplement the meager support now given the country\nBut this also has its\nschools, would meet the problem of adequate support.\ndangers. It would be making the country people objects of charity, and this\nin the end would impoverish rather than enrich their lives.\n\nAlso entering\n\nupon such a policy would be a confession that opportunity in the country\ndoes not enable those who live there to provide a decent education for their\nchildren, and young men and women of discernment will be quick to run\n\naway from such a condition.\n\nThe ultimate result of this policy, therefore,\n\nwould be to accentuate the drift from the country to the city.\nIn considering the importance of the rural school we naturally think of\n\nmaking it an instrument for teaching farm children how to farm, and partly\n\n"}
{"page": 70, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n54\n\n[General\n\nby means of what we teach them and partly by means of what we withhold\nfrom them to keep them on the farm. We are always interested in keeping\nfarmers' children on the farm and view with alarm their coming to town to\nlive.\n\nIt does not occur to us that if the farm possesses so many advantages\n\nover the city as a place in which to live and to make a career our first duty\nis to our\n\nown children, whom we should be bringing up with a desire to live\n\nin the country and till the soil.\n\nIn a democracy the utmost freedom in the choice of an occupation is\nthe fundamental right of every child, and this right must not be abridged.\nIf the public schools of the city sought to make blacksmiths of the sons of\n\nthe blacksmith and to train the sons of bank directors to follow in the\nfootsteps of their fathers the country would be shaken with protest because\n\nthe public school, the most powerful agency left us with which to promote\ndemocracy, was being employed to break down democracy and to build\n\nup class aristocracy.\nChildren born in the country are entitled to as much freedom of choice\nof occupation as are those brought up in town and are entitled to as substantial help from the public schools in making an intelligent choice.\n\nBe-\n\nsides, if we should put to use the rural schools as a means of forcing country\n\nchildren to stay on the farm we would meet with failure.\n\nEvery effort\n\nalong this line which has ignored the fundamental principle of equality of\n\nopportunity has been futile.\n\nIndeed I think it may be accepted as axiomatic that the inteUigence\nof the people on the farm in any country finally is directly related to the\n\nincome derived from the farming business as compared with that from\nsimilar enterprises in the same community.\n\nPeople will stay on the farms\ngood in agriculture as in other industries. If the\nopportunities are not as good the intelligent and ambitious will leave the\nif the opportunities are as\n\nfarm.\n\nIn a word, if farming is allowed to become unprofitable as com-\n\npared with other occupations it will be given over to a less efficient class\nthan that which now tills our soil.\nI would sum up as the basis of a sound and permanent rural civilization\n\nthose principles which the American farmer thru his various organizations\n\nsought without avail to have incorporated in the covenant of the League of\nNations, a part of which is as follows:\n1\n\nEquality of pay, opportunity, and social reward for equal skill and equal work in\n\nagriculture as compared with other occupations.\n\nUniversal free education for farm children universally accessible,\nExtension of benefits of modern civilization to the open country in spite of added\ncost, part of which should be borne by general taxation.\n4. Recognition of the principle that the depreciation of agriculture constitutes the\ncentral danger to civilization and that the demand for cheap food at the expense of a\ndecent standard of living on the farm leads to agricultural disintegration and general\ndecay.\n2.\n\n3.\n\nThe proper adjustment of these great questions between the different\nstates and communities of the country demands a strong, effective national\n\n"}
{"page": 71, "printed_page": null, "text": "AMERICAN HOMES\n\nSessions]\n\n55\n\ndepartment of education and the recognition of education as one of our\nby having it represented in the highest council of the\n\nprincipal interests\n\nOur present system of public education grew largely out of the\nThe present American system of vocational\neducation had its birth during the Civil War. Why should not the greatest\n\nnation.\n\nwastes of the Napoleonic war.\n\nstep America shall take immediately follow the glorious achievements of the\n\nworld-war ?\n\nC.\n\nAMERICAN HOMES\n\nELLA S. STEWART, PRESIDENT, DEPARTMENT OF SCHOOL PATRONS,\nNATIONAL EDUCATION ASSOCIATION, CHICAGO, ILL.\nI\n\nam not inclined to dispute the optimistic implications of the general\n\ntopic of this meeting, nor of mine in particular.\n\nNone of the reactions of the war has proved more surprising to the world\nthan that upon the status of women.\n\nChanges have taken place which are\n\ntremendous importance in the future relation of women to industry,\nSeeds of justice,\npolitics, public welfare, and the advancement of the race.\nof\n\nof opportunity, of recognition,\n\nwhich had been dormant to the point of\n\ndespair, have burst into immediate fruitage under the forcing processes of\n\nThe student of the woman\nmovement is not surprised at its romantic progress during this period of\nwar necessities and a purifying patriotism.\n\nEvery right obtained by women from the frightened, chastened,\nIt had been argued out\non every forum from hearthstone to throne in all civilized governments.\nupheaval.\n\nbared soul of the man-world was long overdue.\n\nThe enfranchisement of the women of several of the warring nations\nwas not merely coincidental. The subconscious national mind on this\nquestion was plowed up by the enginery of death. It was the conscience\nNow\nof nations squaring itself with the slogan, ''A war for democracy.\"\nbehold men and women of great and boastful nations standing outside the\ngates of their fool's paradise, behind them a flaming sword, but before them,\nthank God, a new chance!With coequal powers and a growing willingness to blend the wisdom\nof men and the wisdom of women, imagination, nay faith, forecasts an\nera when spiritual rather than material values shall predominate;\n\nwhen\n\ndemocratic government becomes a guaranty of that most sacred right of\nall\n\n—the right of everybody to be somebody. I congratulate the United\n\nStates Congress in following the lead of old monarchies in the necessary\n\nprocedure for the enfranchisement of women.\n\nThe irony of the situation is that even if thirty-six states ratify the\nfederal constitutional amendment at the first opportunity the\n\nwomen of\n\nGermany, the British Isles, Russia, Hungary, and South Africa will have\nhad a long exercise of the franchise before we begin. Nevertheless, in spite\nof our discrepancies between theory and practice, we have pride in the\n\n"}
{"page": 72, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56\n\n[General\n\nbelief that America is the mother of democracy and democracy the motherspirit of the world.\n\nThe last statement is the point I wish to stress in what\n\nI shall say about the new world from the woman's point of view.\n\nThe word ''reconstruction\" has its feminine implications.\nof salvage-\n\nThe work\n\n—mending, healing, conserving—has traditionally belonged to\n\nwomen, and no durable structure of society can now be reared without the\nIt has come to pass that woman and the state are meeting\nin woman's ancient domain\nin the cultivation of the arts of peace, the\nconservation of human life, the ministration of the needy, and the promotion of morality, order, and beauty.\nThere is no nook or comer of her home which the state has not invaded.\nPerhaps four-fifths of the subjects of legislation have a bearing upon the\nhome and family. The supreme task of both home and state is to work\nplastic human clay into nobler forms and to cooperate in making the\ncommunity home a safe enough place that little children may be born and\nreared in it. We are developing a courage to believe that no social wrong\nor public evil is unconquerable. Therefore I deem myself honored to stand\n\naid of women.\n\n—\n\nin this Education Association as a representative of the organized women\n\nwho form your Department of School Patrons. The General Federation\nof Women's Clubs, the National Council of Mothers and Parent-Teacher\nAssociation, the National Council of Jewish Women, the Southern Association of College Women, and the Association of Collegiate Alumnae are\ntypical of many other organizations without whose ideals, experience, and\ncooperation reconstruction problems cannot be solved.\n\nA century ago woman was still practically at the zero-point of opportunity.\n\nUp to the last third of the nineteenth, called woman's century,\n\nIn 1850 she had but\nToday over 10,000,000 women are earning\ntheir own and others' bread in more than three hundred occupations.\n\nshe was struggling to get her hands and feet free.\n\nseven industrial occupations.\n\nThere were two liberating forces that shook her prison house at about the\nsame time: the invention of labor-saving machinery and free compulsory\neducation. The door of the house opened for women to follow their looms\nto the steam-driven factories.\nIt opened for children to troop out to their\nplace in the new social order. No longer could the mother keep them in the\nsanctum she had glorified. The state exercised a superior claim. Children\nmust go to school.\n\n—children at school, drudgery\n—found themselves endowed with a\n\nThe women who were left in the house\nbeing done by their sisters in factories\n\n—time for\n\nprecious leisure, at least two or three hours a day for the busiest^\nself-culture, exploration, organization.\n\nTo be sure some women have used\n\nthis leisure in experiments with cosmetics and vanities, self-indulgence and\nfollies,\n\nand worse.\n\nBut it is to the everlasting glory of American women\n\nthat opportunity has spelled obligation, and service is the passion of the\n\nwoman movement.\n\n"}
{"page": 73, "printed_page": null, "text": "AMERICAN HOMES\n\nSessionsl\n\n57\n\nThe most significant victory of organized mother-power in America was\nthe establishment of the Children's Bureau as a department of the national\n\ngovernment.\n\nIt meant that the womanhood of the land had at last got its\n\nsmall foot thrust thru the crack of the governmental door, and that that\n\ndoor would soon have to swing wide enough to admit her resolute body.\nSimultaneously with efforts for child-welfare legislation in all the states\n\nwomen for years were troubling the national government by pointing to the\nmillions of dollars spent in the departments of plant and animal industry\n\nby a government which spent nothing to discover the vaster and more\nvaluable needs of American children.\nWhy must three hundred thousand babies die in their first year in this\nland ? Is it the fault of heredity ? Bad housing ? AlcohoHsm or venereal\ndisease?\n\nHow much of this slaughter of the innocents is because the\nWhy are the mothers in industry ? The organ-\n\nmothers are in industry ?\n\nized women of the land have constituted themselves into several million\n\ninterrogation marks, and at last scientific investigations have been started\n\nunder the direction of JuUa Lathrop. Under the leadership of Miss Lathrop\nthe last year was proclaimed Children's Year, and the measuring and\ngeneral interest has\nweighing of babies became a sacred ceremonial.\n\nA\n\nbeen aroused in all questions of safeguarding child Hfe, and this forecasts\nthe time when, as far as it is possible for governments to control, every baby\nshall have his rights—his first right to good heredity\n\n—to\n\nclear brains and\n\nclean blood.\n\nThis campaign for child welfare dovetails with the national education\nbill in keeping the child in good health before school age so that he\n\nmay enter\n\nunhampered by physical defects.\n\nThe century of the child follows woman's century in logical sequence,\nand the child in government as in the home adds completion to the divine\ntriangle, man, woman, and child, the greatest of which is the child, the\nupborne hypotenuse.\nReconstruction calls for the last ounce of service of the awakened woman\nfor the downtrodden and belated ones of her own sex.\n\nThe wise ones know\n\nthat the few cannot keep the heights while so many are in a pit, that no\n\nwoman is free while others are in slavery, and that none is safe while traps\nare set for one.\n\nThe womanhood of the world not only has shared the burden and the\nwoe and led in ministration on battlefield and hospital and held the home\nHnes for food production and conservation, but has assumed the obligation\nof industrial creation which changed the weights and balances of the struggle\nto the side of victory.\n\nTo secure the utmost output of these women, as well as to give expression to the fine, unselfish emotions of the war, standards were adopted by\n\nthe war government for women in industry which the good- will of a world\nat peace must maintain and advance.\n\nThe right of women to work should\n\n"}
{"page": 74, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n58\n\n[General\n\nnever again be questioned, with compensation depending upon the character\n\nwork or output rather than upon the sex of the worker.\n\nof the\n\nThey\n\nshould be granted a minimum wage which will permit a standard of life\n\nconducive to health, education, and recreation, daytime work and one day\nof rest in seven, equal opportunity in trade and technical training, equal\n\npay for equal work, freedom to organize, and representation in the organizaThey need social insurance against\ntions of labor in which they participate.\nsickness, accident, industrial disease, and unemployment.\nIn fact, women\nworkers in the new world must have every right which shall be guaranteed\nto their brothers, for their motives in entering industry and their human\nneeds are the same.\n\nIn carrying over the social program to which women are committed,\nwhich I have so hastily and inadequately sketcht, it is apparent that there\nmust be a great army of inteUigent, highly trained experts which the public\nschools, colleges, and universities must supply.\nThis brings me to a conclusion which is obviously as follows A nation\nwhich lays upon the doorstep of its schools its most important function must\nhave the foresight, the plain common sense, to endow its teaching ministry\n:\n\nwith superior attainments.\n\nHow shall they give out what they do not have ? How can they possess\nunless they have received?\n\nAdequate normal training must be\n\nfreely\n\nprovided to all who are wiUing to serve the general good in the training of\n\nAmerican citizens.\nThe piibHc must be educated by the National Education Association and\nall its\n\nauxiliary lay organizations to believe that the public money spent\n\nto educate teachers is its very best investment.\n\nThen the taxpaying public\n\nand governments must be shamed by their gross ingratitude to the public\nservants who render by far the greatest national good. No one in public\nlife should be better paid than those upon whom we place such great responsibility, and I pledge the strength of the Department of School Patrons to\nsupport the efforts of those who are working for such salaries for teachers as\nwill furnish\nlives in\n\nthem the means to lead self-respecting, respect-commanding\n\nevery community, where they should stand as the most honored\n\nand conspicuous representatives of the state.\n\nD.\n\nWAR EDUCATION ABROAD\n\nFRANK E. SPAULDING, HEAD OF AMERICAN EDUCATION IN FRANCE,\nPARIS, FRANCE\nI. The exigencies of the Great War have revealed and emphasized\nthe following serious defects and weaknesses in the citizenry of the United\nStates of America, viz.\nI.\n\nA startling percentage of physical defects and weaknesses, largely\n\nremediable under suitable treatment.\n\n"}
{"page": 75, "printed_page": null, "text": "WAR EDUCATION ABROAD\n\nSessions]\n\n2.\n\n59\n\nA large percentage of adult illiteracy, approximately 25 per cent of\n\nthe men of the first draft failing to pass a literacy test based on the ability\nto read a newspaper readily and intelligently and to express one's thoughts\nfairly clearly in writing.\n3.\n\nThe number of men adequately trained in the various skilled pro-\n\ncesses of industry, agriculture, commercial organization, and control grossly\ninsufficient to meet the needs of the state, civil as well as military.\n4.\n\nGenerally inadequate preparation for civic responsibilities to insure\n\nthe safety and progress of the nation in war and in peace.\nII. To overcome these defects and weaknesses, and to prepare for the\ndemands of the immediate future, which promise to be far greater than\nthe demands of the past, the following proposals for a national program of\neducation are made:\n1. That the people of America, thru proper governmental agencies,\nnational, state, and local, set before themselves the following three definite\neducational objectives to be attained by all children and youth:\na) Essential elementary knowledge, training, and discipline, such as\n\nresults from the completion of the eight-year elementary course in the best\n\npubUc-school systems of the country.\nb)\n\nOccupational efficiency in some\n\nfield\n\n—professional, agricultural,\n\nindustrial, commercial.\nc)\n\nCivic responsibility in both civil and mihtary affairs, as required for\n\nthe security and peaceful progress of the nation.\n2.\n\nall\n\nThat for the realization of these three objectives there be assured to\n\nchildren and youth of America the following instruction:\na)\n\nA complete elementary-school course of eight years, at least thirty-\n\nsix weeks to the year, equivalent to the best of such courses now maintained\n\nin any public schools in America.\nb)\n\nFollowing\n\nthe\n\nelementary course, secondary instruction\n\nup\n\nto\n\neighteen years of age, either in full-time schools or in continuation schools,\nthe latter to be maintained forty-eight weeks in the year and to give at least\neight hours of instruction, under favorable conditions, or\n\nan equivalent\n\nnumber of hours of concentrated instruction running thru at least three\nmonths, to all students.\nc)\n\nA twelve-month year of intensive training for civic responsibility\n\nand vocational efficiency of all young men not absolutely incapacitated by\nmental deficiency or physical defect, this training to be entered upon\nbetween the ages of seventeen years and six months, and twenty years.\nThis year of training to be educational in the broadest sense, provided\nthat from one- third to one-half the time be devoted to physical develop-\n\nment and military training and one-half to two- thirds of the time to the\nstudy of such subjects, literary, scientific, technical, artistic, commercial,\n\nand agricultural, as are suited to the needs and desires of the youth concerned, the largest liberty of choice being allowed;\n\nall pupils,\n\nhowever.\n\n"}
{"page": 76, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o\n\n[General\n\nto be instructed in American ideals and government, modern history, and\n\ninternational relations.\n\nThe curricula of this year of training to be prepared jointly by the\nEducational and the War departments of the government, the latter assuming responsibility for the miUtary- and physical-training part of the curricula, the former for the non-miUtary subjects and courses of instruction.\n\nDuring this year of training the immediate control of the student body\nto be exercised by a military staff under the War Department; the miKtary\n\ntraining and physical development to be carried out by the mihtary staff,\n\nthe instruction in non-mihtary subjects to be under the direction and supervision of the Department of Education.\n3.\n\nThat to provide further necessary means for bringing \"effectively\n\nwithin the reach, not only of every boy and girl, but also of every adult\ncitizen, all the training, physical, mental, and moral, Hterary, technical,\nand scientific, of which he is capable,\" state universities and other pubhc\neducational institutions of university grade be fostered, and that a National\nUniversity for graduate study and research be estabhsht at Washington.\n4. That the national government give financial support to this educational program; that the national government assume the entire expense\nof the year of intensive training for civic responsibihty and occupational\nefficiency and for the National University at Washington and contribute to\nthe expense of the remainder of the program in such a manner as to stimulate state and local financial support and initiative in organizing and controlling methods of procedure.\n5. That there be estabhsht in the national government a Department\nof Education with a secretary at its head who shall be a member of the\n\nPresident's cabinet.\n\nE.\n\nORGANIZED LABOR\n\nHENRY STERLING, LEGISLATIVE REPRESENTATIVE AMERICAN FEDERATION\nOF LABOR, WASHINGTON, D.C.\n(In the absence of Henry Sterling his address was read by Hugh S. Magill, Field Secretary, N.E.A., and is publisht by special permission of the Executive Committee.)\n\nThe first convention of the American Federation of Labor, in 1881,\ndeclared in its constitution:\n\n\"We are in favor of the passage of such legis-\n\nlative enactments as will enforce, by compulsion, the education of children;\nif the state has the right to exact certain\n\nit is\n\ncompliance with its demands, then\n\nalso the duty of the state to educate its people to the proper under-\n\nstanding of such demands.\"\n\nAt various national gatherings since that date it has declared:\nThe education of the people is the fundamental principle upon which the success of\nevery proposed plan of social reform depends; therefore we favor legislatures enacting\n\nEducation should be the\nwatchword of the labor movement, in order that the masses may fully realize the impor-\n\nlaws compelling parents to send their children to school.\n\n"}
{"page": 77, "printed_page": null, "text": "ORGANIZED LABOR\n\nSessions]\n\n6\n\ntance of unity of action, regardless of color, creed, or country.\n\nCompulsory-education\n\nlaws should be strictly enforst in every state in the Union, and where there are no such\nlaws efforts should be made to secure their enactment\n\nThe wage-earners should base their hopes upon the elevation of the conditions of all\nthe working people.\n\nTeachers should organize, and the seeking for political influence to\n\nobtain or retain their positions should be eliminated\n\nWe urge a greater interest\n\nin the education of the 25,000,000 children of school age in the United States, 50 per cent\n\nof whom leave school by the end of the sixth grade at approximately fourteen years of\n\nage\n\nThe time has arrived when compulsory education must be had.\n\nAll children between\n\nthe ages of six and sixteen years should be provided with at least a common-school educaAll public-school books should be furnisht the children at the expense of the states.\n\ntion.\n\n'We also favor public night schools for children over sixteen.\nThe American Federation of Labor demands in the name of the coming generation\nthat a sufficient number of school teachers be employed to give a reasonable degree of\npersonal attention to each of the children intrusted to their care\n\nGeneral educational studies and requirements of school children are of more importance to the future welfare of the workers than industrial education, but these recommendations of the United States Industrial Relations Commissions are indorst:\n1\n\nCompulsory day-time continuation schools for all children in industry between the\n\nages of fourteen and eighteen years, for not less than five hours per week, at the expense\nof their employers.\n2.\n\nNight schools for all persons over eighteen years of age desirous of further educa-\n\ntional opportunities, either cultural or vocational.\n3.\n\nStandards of efiiciency for teachers.\n\nWe believe the national crisis requires increast emphasis on the value of our schools\nand should lead to a coordinated genuinely national and democratic system of education.\nChild-labor and school-attendance provisions should not be suspended during\nthe war\nEducated manhood and womanhood is the nation's greatest asset in both peace and\nwar. And we must not sacrifice, even to an emergency, the increast national efi&ciency\nwhich can be attained only thru organized educational training. The free-textbook\nsystem should be extended to such states as have not adopted it. Teachers should be\nsecured tenure of positions during efficiency\n\nOne of the most flagrant injustices and most dangerous weaknesses in our national life\nWe are alarmed by the lack of\ndemocracy in the conduct of our schools. Our American school system is administered\n\nis the continued neglect of these valuable public servants.\n\non the job in the classrooms having a negligible\nSelf-governing school and\ndistrict councils of teachers should be establisht for the purpose of utilizing the experience\nand initiative of the teaching body in the conduct of the schools. We believe the most\neffective guaranty of democracy in our schools is the affiliation of the teachers of the\ncountry with the great democratic force of organized labor.\n\nautocratically, the teachers actually\n\nvoice in the determination\n\nand carrying out of policies.\n\nIn 19 1 8 the convention indorst a federal bill requiring a Commissioner\nof Education to devise methods and promote plans for the elimination of\n\nadult illiteracy in the United States and declared that ''organized labor\n\nalways has been the avowed enemy of ilHteracy, whether among immigrants or our own people.\"\n\nLabor played an important part in securing\n\nthe establishment of free public schools, but from the beginning they have\n\nbeen designed especially for a few who could go on to high school and college.\n\nThey must continue to offer preparation for high school and college,\n\n"}
{"page": 78, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n62\n\n[General\n\nand labor heartily approved and helpt to secure the tremendous expansion\nof high-school and college facilities during the last fifteen years.\n\nthe provision of adequate\n\nEnglish-speaking people;\n\nfacilities for\n\nWe favor\n\nthe teaching of English to non-\n\nthe utilization for this purpose of the foreign-\n\nlanguage press; the requirement that all our children shall be taught in\nthe English language in both public and private schools; a foreign language\nto be taught only as a subject in the curriculum;\n\nthe provision of ample\n\nplayground facilities as a part of the pubHc-school system;\n\ncontinuous\n\nmedical and dental inspection thruout the schools; the organization and\n\nequipment of special classes for children who are subnormal, either mentally\nand also special classes for children who are found capable\nof making more rapid progress than is possible in a standard school;\nbetter enforcement of educational laws and the universal establishment\n\nor physically;\n\nof a\n\nminimum school-leaving age of sixteen years; the establishment of\n\na complete system of modem physical education; the establishment of a\nfederal department of education\n\nheaded by a cabinet officer; the wider\n\nuse of school plants, securing increast returns to the\n\ncommunity thru\n\nadditional civic, social, and educational services to both adults and chil-\n\ndren; the extension of a free-textbook system to the District of Columbia\nand such states and communities as have not yet adopted it; the estabHshment of self-governing school and district councils of teachers for the\npurpose of utilizing the experience and initiative of the teaching body in\n\nthe conduct of the schools, the recommendations of such councils to be\n\nmade a matter of official public record;\n\nthe securing for teachers of tenure\n\nno dismissals without full and fair hearing;\na thorogoing revision upward of teachers' salary schedules to meet the\nincreast cost of living and the growing appreciation of the value to the\ncommunity and the nation of the teachers' services; the Hberal, ungrudging\nreorganization and increase of school revenues.\nThe following resolution was adopted at the 19 19 convention of the\nAmerican Federation of Labor:\nof positions during efficiency;\n\nWhereas, In accordance with the instructions of the last convention, the Executive\nCouncil of the American Federation of Labor, working with the American Federation of\nTeachers and the National Education Association, has cooperated in the preparation and\nintroduction of the Educational Bill (H.R.\n\n7), which creates a Federal Department of\nEducation, and appropriates annually one hundred million dollars to be apportioned\n\namong the states to aid in the payment of more adequate teachers' salaries, in the equalization of educational opportunities, in the removal of illiteracy, in the Americanization\nof immigrants, in physical education, and in the preparation of competent teachers;\n\nand\n\nWhereas, The present period of reconstruction is revealing even more clearly than\nthe preceding period of the war the need for a national educational policy to secure\ncoordination among the states, and to promote national welfare, efficiency, and unity;\nand\nWhereas, The threatened collapse of our schools, which influenst the action of the\nlast convention, is still more imminent now, thru the forcing out of our best teachers by the\nthousands by sheer economic pressure, and thru the refusal of young men and women of\n\n"}
{"page": 79, "printed_page": null, "text": "ORGANIZED LABOR\n\nSessions]\n\n63\n\nability and independent spirit to prepare themselves for a calling which does not offer a\n\nand\n\\\nWhereas, The'ultimate national need is for educated manhood and womanhood, a\nneed which will become more urgent in the period we are entering; and\nWhereas, The recent past has forst upon us a realization of the necessity of more\nself-respecting living;\n\neffective physical education, of the removal of illiteracy, and of the Americanization of\n\nimmigrants; and\n\nWhereas, In the fields of vocational and agricultural education the value of the\nstimulus to the states of federal appropriations available to a state on its meeting specified\nstandards, and on the appropriation by that state of equal amounts, has been proved by\nexperience; therefore, be it\nResolved, That this Thirty-ninth Convention of the American Federation of Labor,\nin conformity\n\nwith the recommendation of the preceding conventions, indorses the\n\nEducational Bill (H.R. 7), and instructs the President and Executive Council to use the\nfull influence of the American Federation of Labor in its support.\n\nThe committee which considered this preamble and resolution stated\nthat the people of the country are realizing now as never before that a\n\ndemocracy must depend primarily upon an educated citizenship for its very\nand that the nation as a whole is under even deeper obHgation to the\nschools than is any section of the nation. In recognition of that fact the\nEducational Bill provides for a federal department with a secretary in the\nPresident's cabinet and assigns to the federal government a small portion\nlife,\n\nof the total cost of our public-school system.\n\nBut recognizing with equal\n\nforce the value of local initiative and experimentation within the various\nstates the bill safeguards local autonomy, providing that all the educational\nfacilities\n\nencouraged by its provisions shall be organized, supervised, and\n\nadministered exclusively by the legally constituted state and local educational authorities within the several states.\n\nThe committee also called\n\nattention to the effective coordination under one broad agency in a com-\n\nprehensive measure of all federal educational activities, including Americanization, removal of illiteracy, and physical education, as contrasted with\n\npiecemeal, separate treatment of those closely connected subjects.\n\nWhat then is our present purpose regarding education?\n\nWe propose\n\nto cooperate to the fullest possible extent of our power and influence with\n\nyou and with all others who will cooperate in impressing more fully upon\nthe public mind the vital need of full education for all the children of the\nRepublic, regardless of state lines. A primary essential is a more adequate\nconception of the vital need of education to the safety and welfare of the\nRepublic and the elevation of the profession of teaching to its rightful\nplace in the public esteem.\n\nUnless the profession stands high in public\n\nesteem salaries for teachers adequate to secure the highest talent cannot be\nobtained.\n\nThe nation's children are entitled to the services of the best\n\nteaching talent that the nation produces, but the present range of salaries\n\ncannot secure the services of such talent.\n\nThe iron workers in the employ\n\nof the United States Steel Corporation were said to be receiving, in December,\n\n1 918,\n\nwages averaging $1950 per year.\n\nThe teachers of Washington\n\n"}
{"page": 80, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n64\n\n[General\n\nare urging upon Congress a salary of at least $1000 per year.\nCoal heavers,\nhod carriers, street laborers, day laborers, building laborers, farm hands,\nA 50 per cent\nare paid at rates as high and sometimes higher than that.\npay cannot secure a 100 per cent efficiency. Low-class salaries cannot\nsecure high-class talent. With prices as they now are no competent, well-\n\nequipt teacher should be offered less than $1500 for a year's services.\n\nAnd\n\nwe cannot afford to put teachers not fully competent, not fully equipt,\nIt is a wrong to the chilin charge of the education of American children.\ndren and an injury to the RepubUc. I have dwelt so much upon teachers'\nsalaries, not because I wish to promote their pecuniary interests, but rather\n\nIt is impossible to have efficient schools withand efficient teacher^ cannot be secured without\n\nto safeguard the children.\n\nout\n\nefficient teachers,\n\nadequate salaries.\n\nThe welfare of the children, the future rulers of the\n\nRepubHc, demands that teachers be properly paid.\nA more democratic management of the schools is another essential to\neducational progress.\n\nToo many petty\n\noligarchies\n\nare\n\nholding secret\n\nsessions, even sometimes when the law prescribes otherwise, deciding behind\n\nclosed doors large questions of vital concern to the entire pubHc, and reaching, in strictest privacy, determinations relating to the administration of\n\npubhc property, public functions, and public policy. The estabfishment\nof teachers' councils would bring to the service of the schools the benefit\nof the fresh initiative growing out of actual teaching experience and would\ntend to eliminate autocratic and secret methods.\nWith all the zeal, sincerity, and power that I possess I exhort you, and\nmy own people as well, to urge upon Congress the inauguration of a more\nintelligent, liberal, and constructive poUcy with relation to education, to\nthe end that future generations may increase in knowledge, happiness,\nloyalty, and all civic virtues.\n*\n\nTHE ORGANIZATION OF PUBLIC EDUCATION FOR SERVICE\nIN THE NEW DEMOCRACY\nA. RURAL EDUCATION\nLEE L. DRIVER, COUNTY SUPERINTENDENT OF SCHOOLS, WINCHESTER, IND.\nAmericanization, of which we hear so much today, depends largely\nupon the public school for its realization. America can never be the\ndemocracy expected of it until all its children, whether country or city,\nrich or poor, high or low, are taught in the grades of the pubUc school and\nin no other language than English.\nNo democracy can rise to the greatest\ndegree of efficiency so long as it has within it any very considerable force\nthat cannot communicate freely with any other group within its border.\nIt is perhaps even more necessary for the rural school to be democratized\nthan for the urban schools to be democratized. Children come in contact\nwith the representati\"es of every large group in their own community,\n\n"}
{"page": 81, "printed_page": null, "text": "Sessions]\n\nRURAL EDUCATION IN THE NEW DEMOCRACY\n\n65\n\nand this makes it necessary that the school be such as to bring about the\nhighest ideals of democracy.\n\nUniversal education is essential;\n\nilliteracy\n\n'must be obliterated, ignorance must vanish, before the people can constitute a real democracy.\n\nThe rural school being attended by children from four to eighteen\nyears of age must lay the foundation upon which the government is to\nrest.\n\nThe ideals of the rural school will be the ideals of the children who\nThe rural children replenish the citizenship of cities\n\nattend such a school.\n\nand towns, hence it is extremely necessary that they be trained in the\nproper ideal toward the government.\nBefore the rural school can accomplish this ideal it must be vitalized\nso as to become a dynamic force not only with children but with the com-\n\nThe school must be the unifying medium which shall\nThe rural school must give the children\na knowledge of the importance, necessity, and opportunity to be found in\ncountry life. The rural school must be the center about which country\nThe school must teach vocational work in such a way that\nlife revolves.\nthe children will apply it with pleasure to the work of their home. The\nrural school must educate the children in such a way that they will want\nto remain in the country and will remain in the country because of the\nopportunity, independence, and pleasure to be derived from the country.\nIt must be a socializing medium in which the entire community may have\na common interest and be on an equality. There must be something\nin it that will attract the attention of the most ignorant and create in them\nan interest and desire to become better acquainted with it.\nThe rural school must be in the hands of real leaders. It takes greater\nability and more originality to conduct a rural than an urban school.\nmunity as well.\n\nbring together the other factors.\n\nMen and women of greater ability are needed, but how sad it is to think\nof the lack of such leadership.\n\nThe rural school must not only be in the hands of a leader but must\nThe direct need at this time is real leadership in the\n\ntrain for leadership.\n\nschool, in the church, and in the home, leaders of higher ideals, and leaders\n\nwho are willing to work earnestly and unceasingly.\nBut how is this to be brought about ? It is lamentable that the people\nwho are to receive the greatest benefit from a movement are too often\nthose who respond less toward the realization of the benefit to be derived\nfrom the movement. The rural people are slow to respond in a way to\nany new movement. Traditions are held high and custom is difficult\nto remove.\nIt is often, \"Let well enough alone,\" but more often, \"Any\nold thing will do.\"\n\nThe one necessity to bring about desired reforms is the cost.\nis\n\nThere\n\nnothing to which the average man objects more than to paying taxes.\n\nEleven years ago, after I had been county superintendent one year and\nfully reaUzed the inadequacy of the rural schools, I had the good fortune\n\n"}
{"page": 82, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n66\n\n[General\n\nto have an interview with Dr. Aley.\nWe were returning from a country\ncommencement, and I said to him, \"What can I do to help our country\nschools, for I realize that they arfe very inadequate, far behind the times,\n\nand lacliing in efficiency.\" His reply was this: \"Your schools are not\nwhat they ought to be, and they never will be what they ought to be\nuntil they cost three times as mudh money as they do today.\"\nWe must\nget the people to see that schools are inadequate and inefficient because\nof the lack of funds.\nWe must have better school buildings, we must\nhave more equipment, we must have better teachers, and this can be done\nonly when we put sufficient money into them to get the desired improvement. If our rural people could only be awakened to the tremendously\nimportant position of the rural school in the democracy and realize that\nthat position could be stimulated by paying the necessary price to bring\nabout the full exercise of their power it would be a great day for modern\ndemocracy.\n\nToo often we have had reformers with the idea that they might go\nand pour culture upon the heads of the people\nand anoint them with the blessing of guidance. Too often we have\nhad people come into the rural school and teach from necessity; too often\nthe above-mentioned are not in sympathy with the life and conditions to\nbe found in the country. We shall never get to where we should go until\ninto a rural community\n\nour leaders live in the country and love the country.\nthe possibility of leadership until men and\n\nWe shall never attain\n\nwomen are found who are in\n\nsympathy with the country and can manage the rural school.\nThe rural school, like every other organization, has had to undergo\nsome very decided periods of evolution to bring it to its present standard,\nbut it must undergo even greater changes if it is to function as it should.\nThe rural school has been the backbone of our civilization, and all credit\nmust be given to it for having done so well. B\\it whatever may have\nbeen its standard in the past, conditions have changed so rapidly that\nthey are now vitally different, the demands made by society being so much\ngreater, the home calling for a more cultivated family, business necessitat-\n\ning more efficient management, and the church teaching more progressive\nreligion, that the rural school is no longer able to meet the demands made\n\nupon it.\n\nThe complexities of society and intricacies of business demand\n\na mind trained in a broader way than it is possible for the old type of\nrural school to train adequately.\n\nThere must be a radical change made in\n\nthe types of the country school.\n\nThere are now and always will be conditions under which the oneteacher school must be a necessity, and under these conditions there\n\nis\n\nbut one thing to do, and that is to make the one-teacher school the best\npossible.\n\nMake the building modern in every respect, equip it with\n\nevery convenience possible for the one-room school, and then give it its\ngreatest factor, the best teachers that our training schools can develop.\n\n"}
{"page": 83, "printed_page": null, "text": "Sessions]\n\nELEMENTARY EDUCATION IN THE NEW DEMOCRACY\n\n67\n\nI^LBut the one-teacher school should wherever possible give way to the larger\n\n^f and better-organized consolidated school.\nThe rural school must offer opportunity for social and intellectual\ngrowth, and the larger the unit the better the opportunity for lecture\ncourses, entertainments, and any form of cultural improvement.\n\nIt must\nbecome the center for political, educational, and commercial organizations.\nIt must give opportunity for the expression and development of leadership\nIt must be equipt with the means of\nat is possible only thru numbers.\n\nPI\n\nerfecting physical development.\n\nWith all the things mentioned above we must have, and as a direct\nresult of such conditions we shall have, a community spirit that will stand\n\nfor better education, better rehgion,\n\nand better citizenship.\n\nThe child\n\ncan never become an ideal citizen until it has had given it and has accepted\nthe best that the state can possibly give. It has been said that the state\nIf that is true, and it certainly\nmust guide those steps aright, for as the state meets unto the child\nof today the child meets unto the state tomorrow, for tomorrow the child\nhas become the state.\n\nmarches to the footsteps of its children.\nis,\n\nit\n\nB.\nT. C.\n\nELEMENTARY EDUCATION\n\nGECKS, SUPERVISOR, PRIMARY DEPARTMENT,\n\nST. LOUIS,\n\nMO.\n\nThe question of how far elementary education will need to be reorganized to meet the requirements of the new democracy is one of great concern\nand one that will demand for some time to come the earnest consideration\nThere is no doubt that readjustof all engaged in the teaching profession.\nments in education will need to be made, for the constantly changing\nsocial conditions, the unsettled state of affairs in the industrial world, and\nthe reaction of the war situation on the physical and nervous systems of\neverybody in general and of children in particular call for readjustments\nin education that will enable us as a people to regain and retain our equilibum. The school will be taxt to the utmost to develop in the children\nthe necessary stability to carry them safely thru the period of unrest and\n^^^ to fit them for the active part which they will need to take in the upbuilding\n\n^^Band the upholding of the new democracy.\n\n^^H\n\nThe adjustments to be made will involve the elementary school, for\n^^Bthe elementary school reaches all the people all the time, and the respon^^RsibiUty for these adjustments will rest largely with us as school people,\n\nf^^ partly because of the indifference of the general public in matters pertaining to education, and again because of the danger of undue interference\n\non the part of some who may be intent upon worthy purposes but are not\nalways intent upon the welfare of the children.\n\nMany of us recall the\n\nway in which we had to stand with our backs to the wall during the years\n\nI\n\n"}
{"page": 84, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n68\n\ndevelopment of the children in the schools.\n\n[General\n\nWe had to resort to the\n\nbe permitted to participate in only such\ncommunity activities as would not hinder but rather further their steady\ndefinite ruling that children\n\nand normal growth. We shall now again need to muster up all the courage\nand all the educational poise that we possess if we wish to attack safely\nand sanely the problem of reorganization. A survey, or, better, frequent\nsurveys, of social and industrial conditions will need to be made in order\nthat we may know just where we stand, in just what direction we are\nheaded, and just how we must proceed. Again, we need to consider\ncarefully from time to time the contribution that the school has made and\nthe contribution that the school will as yet need to make to further the\n\naims of the real democracy that has been set as our goal.\n\nWhere do we stand today?\nof associated living, of conjoint\nis\n\nDemocracy has been defined as \"a mode\ncommunicated experience.\" In how far\n\nthe elementary school of today fitting pupils for this mode of associated\n\nliving, of conjoint communicated experience ?\n\nWe know that the school,\n\nas far as it can reach the children, is contributing much toward efficiency\nin certain directions.\n\nWe know that pupils in the elementary schools are\n\nnot merely imbibing much information and knowledge but are at the same\ntime being trained in certain right habits, habits of carefulness, accuracy,\nconcentration, perseverance,\n\nand quick responsiveness\n\nto direction.\n\nIs\n\nthis training sufficient for the mode of life that we hope some day to have\n\nWe are fostering instincts of imitation, of desire, of\n\nthe children live?\n\napproval, and of rivalry, but are we taking into account the other social\ntendencies of gregariousness and altruism?\ndoing.\n\nWe say that we learn by\n\nSurely then we learn to live by living, and the quickest and surest\n\nway of fitting children for life in a democracy is to let them experience\nthis mode of life as far as they are equal to it.\nWhat opportunities are\nwe affording children in our elementary grades of working together for a\ncommon cause, of sharing common interests, of striving for a common\npurpose,\n\nof\n\ncontributing\n\nto\n\nthe\n\ncommon good?\n\nI\n\nam\n\nspeaking\n\nof\n\nelementary schools in general, not of a few particularly favored centers\nfor experimentation.\n\nThe root of the whole trouble is that our system of elementary educathoroly systematized that we now have everything\n\ntion has been so\n\nin the curriculum,\n\nfrom the children to the subjects,\n\nholed, as it were.\n\nWe have pigeonholed the children, \"each in a box by\n\ndefinitely pigeon-\n\nhimself,\" as a little visitor from the kindergarten to the schoolroom exprest\nhis view of our straight-backed, straight-rowed method of seating.\n\nAgain,\n\nwe have pigeonholed the children by our exact, inflexible system of grading.\nEach one must be evened up, must practice the lock step, or the goose\nstep, in the subject in which he excels, until he can measure up to iron-clad\n\nrequirements in the subject in which he never can excel.\n\nWe have pigeon-\n\nholed the subjects in the curriculum in order that we might have a patent\n\n"}
{"page": 85, "printed_page": null, "text": "Sessions]\n\nELEMENTARY EDUCATION IN THE NEW DEMOCRACY\n\nway of administering regulation doses of reading, writing, and arithmetic,\nThis pouring-in process and the indififer-\n\nor of literature, art, and science.\n\nent attitude of blind acceptance that results therefrom are not conducive\nto intelligent self-direction\n\nand cooperative spirit.\n\nWe hold to it tho,\n\nbecause of our finely organized, definitely estabhsht system of education,\n\nand it is going to take much courage and initiative on our part to subordinate the system to the real purpose of our work.\n\nThe problem of reorganization is going to be an interesting one.\nWhere are we to begin ? A good beginning could be made in the physical\n\nI\n\nI\n\n69\n\n.\n\nsurroundings in which children are askt to work, the building with\nfurnishings\n\nand equipment,\n\nits\n\nfor the physical conditions in the average\n\nelementary school are anything but conducive to associated living.\n\nThe\n\nimmense school plant on the warehouse order, with all rooms of uniform\nsize, built for the sole purpose of storing large numbers of children, must\ngive way to a building that will more nearly meet the requirements of\nassociated living.\n\nThe curriculum for the elementary school need not be extended but\nmust rather be amended.\n\nIt should include only\n\nsuch subjects as will\n\nmore intensive work, work more to a\ndefinite purpose.\nThere must be no time-serving, no mere going thru\nthe motions.\nThe work must be so purposeful that the children will\nrealize its worth and will not get into the attitude of the boy who when\naskt by the teacher, ''Do you know what you are here for?\" answered,\n\"Sure; my father said if I'd come every day for a month he'd buy me a\nbilly goat.\"\nLess fixt desks and more removable furniture must be supplied\nif we wish to further the development of cooperative spirit.\nIn the classification or grouping of pupils adjustments must be made.\nThe large, unwieldy classes, heterogeneous masses, must give way to the\nsmall homogeneous group of children that can work together at a common\nproblem, for a common purpose. The war pointed the way for us in\nIt emphaaffording excellent opportunities for real purposeful work.\n\nAfford pupils as well as teachers\n\nP\n\nt\n\nsized the\n\nare\n\nneed of permitting children to participate in the things that\nto the community and occupy the attention of the\n\nof interest\n\nSuch purposeful work, such sharing in common interests\nand common activities, will make for real social efficiency. With the\npassing of the war we must find new opportunities for shared interests,\n\npeople about.\n\nshared activities that are of vital concern,\n\nI\n\nif\n\nwe wish\n\ndevelopment of right social tendencies in children.\n\nto\n\nfurther the\n\nProjects such as the\n\ncounting and listing and caring for birds that abound in the school\ndistrict,\n\ncollecting\n\nand destroying harmful insects that infest field and\n\ngarden, and active participation in safety-first campaigns and health\n\ncrusades will lend themselves to our purpose and will furnish the motive\nfor\n\nconcerted action for the\n\ncommon\n\ngood.\n\nEstimating the cost of\n\n"}
{"page": 86, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n70\n\nownership and will result in wholesome civic pride.\n\nand\n\nand\n\n[General\n\nInvestigating the\n\nand\nan appreciation of joint civic privileges and will\nemphasize the individual's responsibihties and duties in civic matters.\nThe school curriculum must be amended and the school environment\nmust be adjusted in order that such purposeful work may be carried on.\nAll work must tend to lead children to \"think, act, and serve together,\"\nduties\n\nofficials\n\nresponsibilities of various\n\nstate\n\ncity departments\n\nwill lead to\n\nin order that- these future citizens\n\nmay be prepared to take the active\n\npart that they will need to take in the upbuilding and the upholding of\nthe new democracy that has been set as our ideal.\n\nC.\n\nSECONDARY EDUCATION\n\nJOHN L. TILDSLEY, ASSOCIATE SUPERINTENDENT OF SCHOOLS,\n\nNEW YORK, N.Y.\nJames Russell Lowell declared democracy to be that form of society,\nno matter what its political classification, in which every man has a chance\nand knows that he has.\nThe free public high school, in the opinion of many, is the greatest\nAmerican invention. For a hundred years it has made it possible for\nevery man to have his chance and to know that he has a chance. It has\ntaken the child of the poorest parent, of the most ignorant arrival from a\nforeign shore, and opened to him the possibility of every career, of every\nposition of honor and trust.\nNotwithstanding the marvelous growth of high schools during the past\ntwo decades the high school has had but a faint vision of its rightful place\nin a democratic state.\n\nIt has\n\nbeen content to see millions of children\n\npass by its doors, and other millions enter, remain but a brief time, and\n\ngo forth with a possibility, not a probability, of realizing the chance that\n\nwas theirs. With this record of service not rendered it has prided itself\non training the leaders in our American democracy.\nThe war just closing has witnest the greatest achievement of democracy.\n\nA peace-loving people has mobilized itself in its entirety for war.\n\nFor every man, woman, and child it has sought to find the task suited to\nits age, its strength, its special ability.\nIt has conscripted our young\nmanhood and devised means of classifying these young men on the basis\nof experience, of abilities shown by tests, and has trained them quickly\nand effectively to discharge the duties of carefully defined positions. It\nhas found something for each to do in the common cause.\nThe lessons taught by the war must not be lost with the coming of\npeace. American industry has justly prided itself on its scrap pile. The\nAmerican Army has abolisht the human scrap pile. The American high\nschool has heretofore scrapt its children when it should have scrapt its\naims, its methods, its organization.\n\n"}
{"page": 87, "printed_page": null, "text": "Sessions]\n\nSECONDARY EDUCATION IN THE NEW DEMOCRACY\n\n71\n\nThe American high school must henceforth mobihze the entire youth,\nIt must\n[not a selected portion of it, for the service of democracy in peace.\nIntake every boy and girl from thirteen to eighteen, discover his aptitudes\nand his ability by a system of intelligence tests, and give him a training\nwhich shall so enlist his interest that he shall develop a habit of success,\nThe supreme task of the high school is to abolish the long-\n\n;not failure.\n\nJestabUsht, cheerfully accepted habit of failure.\n\nHomogeneous grouping of pupils and adaptation of subject-matter\n[and methods to the needs of each group will tend to aboHsh failures.\nidaptation to the needs of pupils will produce a rich and diversified cur-\n\niculum and will necessitate a variety of schools.\nriW\n\nshorten the educational process.\n\n[resulting adaptation of\n\nThe lessening of failures\n\nThis process of testing, with the\n\nmethods and diversification of subjects begun at\n\n[the close of the sixth year, will send some boys and girls to the high school\n[at thirteen or\nLt\n\nyounger with habits of working, not loafing, and others\n\nfourteen or older with habits of success thru persistence, not failure\n\n[thru discouragement and neglect.\n\nThe effort to secure homogeneous grouping will individualize the pupils\n\nmd lead to a free election of subjects limited by the need for concentration\n)y groups and the need for common training for citizenship.\n\nBoys and girls alike have one vocation in common, that of citizens\nDuring the past months\nsoldiers of the common good.\n^e have learned as never before that the supreme good is a good governIn America we have assumed good government to be a free good,\nlent.\n)btained without effort, without sacrifice. We now realize that good\n'government is the product of good citizens, and that good citizens are\npioduced only by good training. Whatever else it may do, the American high school must give everyone of its students a definite training for\nthe duties of the citizen. He must study the operations of government,\n)cal, state, and national, and the economic forces which dominate our\nidustrial Hfe, to which the actions of government are but the reaction;\nle must study the events, movements, measures, and men which have\nlade America what it is today; and in the realization that we in America\nLre no longer isolated he must study the makings of the Europe of today.\nFnless our high schools insist upon these studies as a minimum for all\nre shall not equip our boys and girls for service in a democracy.\nThe war has imprest upon us the need of specific training for paricipation in the governing function.\nIt has shown us the need of longer\ntraining, as well as of more intensive training, for industry.\nLabor unions\n[and employes are coming to favor the postponement until a later age of\n[the entrance of the boy or girl into industry.\nNew York state requires\nlereafter that the boy or girl must attend a school at least part of the\ntime until he is eighteen, unless he be a high-school graduate.\nWith the\ngrowth of such public opinion eighteen years will tend to become the minilum age for leaving school.\n[in\n\na democracy\n\n—\n\n"}
{"page": 88, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\n\n[General\n\nWith an earlier entrance into high school, probably at thirteen years,\nas the result of testing and grouping, and with an increase of the age of\n\nleaving to eighteen, the high school will have a period of five years for its\n\nThe inevitable outcome\n\ntraining, the most important in the child's Hfe.\n\nwill be the combined high school and junior college on the one side and the\n\nhigher commercial and technical school on the other, which will train the\nyouth for supervising positions in the commerical and industrial field.\n\nThe continuation classes of high-school grade for workers who are not\nhigh-school graduates should become a vital part of the day high school.\n\nLike the evening high school of the present, it will then find it incumbent\n\nupon itself to minister to the needs of any considerable group of students\nwho are engaged in a given industry or have a common aim in view. To\nmeet the needs of the workers the high school will thus extend its sessions\nand become the all-day school with changing relays of teachers. It will\nthen be what has been heretofore a prophecy the \"people's college.\"\n\n—\n\nReorganization of units of education is of little value if the spirit be\n\nThe danger threatening the training in the high school is\n\nnot changed.\n\nit\n\nbecomes mechanical; that it pro-\n\nduces mechanics instead of craftsmen.\n\nThe humanistic studies are not\nThe vocational\n\nthat, in the effort to be vocational,\n\nthey have merely lost their monopoly.\n\ndiscredited;\n\nsubjects must be so taught as to yield not information merely, not alone\n\nthe art of doing things, but a liberal education.\n\nThis they have not done.\n\nThis they must be made to do if the high school is to meet the needs of\nour democracy for men of vision, for men who are keenly analytic, for men\nwho can think thru to a valid conclusion. A democratic system of education must beware lest it produce, not the scientist, not the artist, not the\n\nadministrator, but merely the rule-of-thumb man.\n\nDemocracy demands equality of opportunity, not equality of achieveEducation for the service of democracy demands that the ten-\n\nment.\n\ntalent man as well as the one-talent man shall have opportunity to realize\n\nThe high school in the service of democracy must\nTho there be five thousand of them it must know\nthe problem of each. This is the supreme problem of the principal. With\n\nhis\n\nutmost\n\nself.\n\nindividualize its pupils.\n\na proper delegation of duties he may still be a Mark Hopkins to the GarIn the years immediately before us the most vital educational\nwork lies with the expanding high school. No matter what the form of\n\nfield.\n\norganization, the program of work, it will fail in its mission unless it can\nenlist in its service men and women of broad training, human sympathies,\n\nand social ideals who believe in our American way of life. Such men and\nwomen we are now losing rather than gaining. Again to enrol such men\nand women in the great army of education cannot be an impossible task\nfor a democracy which really believes that in its schools lies the future\nof the nation.\n\n"}
{"page": 89, "printed_page": null, "text": "HIGHER EDUCATION IN THE NEW DEMOCRACY\n\nSessions]\n\nHIGHER EDUCATION\n\nD.\nE, C.\n\n73\n\nELLIOTT, CHANCELLOR, UNIVERSITY OF MONTANA, HELENA, MONT.\n\nThe term \"new democracy\" carries a handicap of unreality.\n\nFrom\n\nthe present-day swirhng mill of human aspirations widely divergent and\n\nI\n\nconflicting schemes and controls of life emerge and strive for the favor of\n\nOf one thing we may be certain: the democracy of men\n\ndemocracy.\n\nas they are must be the starting-point for the democracy of men as they\n\nought to be.\n\nThe character of any new democracy will have stability\n\nonly in and thru the democracy of new characters.\n\nThe power of democracy\n\nis to be measured by the democracy of power.\n\nPresident Wilson in his recent address before the International Society\nAssociation sounded the real depth of the problem of life as men are obliged\nto lead\n\nwith one another\n\nit\n\n—the permanent problem of democracy, old\n\nor new:\n\nI\n\nThe heart of the world is under very plain jackets. The heart of the world is at\nThe heart of the world is fn very humble circumstances; and\n:\nunless\nyou know the pressure of life on the humbler classes, you know nothing of life\nwhatever. Unless you know where the pinch comes, you do not know what the pulse\nhas to stand; you do not know what strain the muscle has to bear; you do not know\n\nI\n\nvery simple firesides.\n\nwhat trial the nerves have to go thru to hold on.\nTo hold on where there is no glee in life is the hard thing. Those of us who can\nsit sometimes at leisure and read pleasant books and think of the past, the long past,\nthat we have no part in and project the long future we are not specimens of mankind.\nThe specimens of mankind have not time to do that, and we must use our leisure when\nwe have it to feel with them and think for them, so that we can translate their desire\ninto a fact, so far as that is possible, and see that this, the most complicated and elusive\nAn easy word today, and a noble\nof all things that we call justice, is accomplisht.\nword upon the tongue, but one of the most difficult enterprises of the human spirit.\n\n—\n\nNo education, higher or lower, may serve democracy unless it responds\nMirectly, harmoniously,\nfthe old, old world.\n\nand helpfully to the lives of the humble ones of\n\nAnd the new democracy, ever impatient to be served,\n\nall find itself ever tested by the traditions of the old, old education.\n\nWith a flash of his radioactive mind the Englishman, Gilbert Chester;ton, has revealed for us one of the traps\n\nthat lies across the path of prog-\n\nsuch educational processes the hardest, and apparently\nthe most hopeless, is the education of the educated. They resist educa-\n\n\"Of\n\n|ress:\n\ntion\n\nall\n\nmore than anybody\n\nelse;\n\nand they need\n\nit\n\nmore than anybody\n\nelse.\"\n\nIncomplete and vaguely suggestive tho these contrasts may be, they\n[suffice to\n\nmark the levels of life\n\nother, the old learning of men.\n\n—the one, the new yearning of men; the\nIf higher education is the better to pro-\n\nmote the cause of democracy, and if democracy is to contribute to the\npower of education, many new lines of mutual communication and influence\nbetween these levels must be opened.\n\n"}
{"page": 90, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n74\n\n[General\n\nThe entire enterprise of higher education derives new motives and new\nenergy from the potential dangers of the new peace.\n\nThe signing of the Treaty of Versailles means vastly more than the\nending of the world-war and the attainment of the victory for the nations\n\nWhen they accepted the conditions of peace presented to\n\nof freedom.\n\nthem the Germans signed a blank note, payable to civilization, in partial\npayment of the destruction and damage arising from their criminal ambition to enslave the world.\nThe total which will finally be entered upon\nthis blank note, when the losses have been carefully assest, will be a staggering sum. Full payment will strain the moral fiber and the productive\nworking energy of the German people to the utmost for more than this\nand the next generation.\nWithin\n\nthis\n\ncircumstance\n\nlies\n\na significant world-danger.\n\nIs\n\nit\n\nnot\n\npossible that Germany, thru the period of her punishment and redemption,\n\nnew weapons, suited to social and economic competition,\nwhich will enable her again to challenge the world and reach a victory,\n\nwill develop\n\nthru the instruments of peace, ^denied her thru the engines of war?\n\nOf all the nations in modem times Germany has been the most skilfully and dangerously schooled.\n\nconspiracy carried\n\nThe Great War was a cunningly contrived\n\nclimax thru an educational system.\nAnother variety of educational cunning might enable her again to become\nto\n\na menace to mankind.\n\nits\n\ntragic\n\nUnless we and the other great defenders of the world\n\nsee to it that the children of all free men are trained effectively in all of\n\nthose habits and arts that make for national solidarity and strength, and\nfor international\n\nsympathy and understanding, the safety of civilization\n\ncannot be guaranteed, even by a League of Nations.\neducated will be only half free.\n\nA world half\n\nCertain specific tasks stand out as never before as immediately\nessential for the secure upbuilding of our own house of peace.\n\nThe con-\n\nservation of human life so as to secure a maximum of healthy vitality for\n\nthe individual and the community, the universal training for skilful economic production, and the creation of political intelligence, insight, and\n\nbalance constitute a trinity for national unity and character.\n\nSuch\n\nconservation, such training, and such creation are the three well-defined\n\npurposes which requisition the maximum efforts of every part of the educational system, from the lowest to the highest.\n\nOf such stuff is the thing\n\nwe call Americanism composed.\nDoes the new order of human affairs impose upon the universities,\nthe colleges, and the professional schools of the nation fresh duties to\nwhich the mechanism of higher education must be adjusted? Three\n\nsuch duties may be suggested:\n\nthe duty of estabHshing\n\nnew points of\n\nhelpful contact with all the other parts of the educational system, the\n\nduty of searching for the truth about themselves, and the duty of promoting\nthe rightful economic education of leaders and workers.\n\n"}
{"page": 91, "printed_page": null, "text": "ON THE REVISION OF ELEMENTARY EDUCATION\n\nSessions]\n\n75\n\nThe paramount problem before this and all other nations is that of the\n[justice of the\n\nIn no stage of a system of\n\neconomic relations of men.\n\n[education that aims to fit a people for democracy may this problem be\nneglected.\n\nf\n\nMankind is now to be tried in the fires of the New World\nThe stamping out of ravaging\n\n[ideahsm arising from the Great War.\n[radicalism,\n\nwhich\n\nis\n\na tragic by-product of economic\n\nilliteracy,\n\nis\n\nthe\n\n;ommon task of civilization. The real contest during the next decade will\n)e between the conservatives, who want the world put back where it was before\nthe\n\nwar, and the conservationists,\n\n)here\n\nit\n\nwho desire that the world be put forward\n\nshould be because of the war.\n\nNeither capital nor labor can hold\n\niloof from the rightful education of both workers and leaders in\n\nthe new,\n\ndtal, economic issues.\n\nThe extraordinary development of American agriculture has been due\nthe largest measure to the educational services of the colleges of agri:ulture and the constructive investigations\n\nexperiment stations.\n\nIf\n\nconducted by the agricultural\n\nour industries and our commerce are to be\n\nlevelopt to the point of enabling us to maintain our position in the field\n[of\n\nworld-competition and at the same time permit a constantly better\n\n(standard of living for all of our workers, we must see to it that economic\npolicies are based upon carefully tested facts that apply to the world as it\n?is,\n\nand upon principles that are the products, not of partisan expediency,\n\n[but of patient and sound research.\n\nThe salvation of humanity today lies with the silent workers in the\nsilent\n\nplaces of the schools;\n\nit lies\n\nin the balance of the brains of\n\nskilled in the divine art of tracing the scattered fragments of truth,\n\nmen\n\nassem-\n\nbling and interpreting these in terms of usefulness for mankind, and teaching\n[the laws of fife to the children of men.\n\nEducated men with power must\n\n)e trained to think and to act ahead of uneducated men without power.\n\nTHE WORK OF THE COMMISSION ON THE REVISION OF\nELEMENTARY EDUCATION\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\nIn the spring of 191 8 the National Education Association Commission\nwas appointed, with one of\n\nf^on\n\nthe Revision of Elementary Education\n\nits\n\npast presidents, Ella Flagg Young, as chairman.\n\nrof\n\ntwelve members selected from various\n\nfields\n\nThis Commission\n\nof educational\n\nwork\n\n-and representing different sections of the country was called together in\n\nPittsburgh the following summer, and a plan of work was outlined.\n\nBecause of the insistent pressure of war service, in which the chairman\n[was especially active, it was not possible to carry on the work as planned,\nlost of the projects not even being attempted.\n\n'before the close of the war, the\n\nIn October, 191 8, shortly\n\nCommission was deprived of leadership\n\n"}
{"page": 92, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n76\n\nthru the death of its distinguisht chairman.\n\n[General\n\nThen followed the selection\n\nof a new chairman, the appointment of two new members, and the resig-\n\nnation of one on account of over-seas work.\n\nIn February, 19 19, the Commission was again called together at the\n\nannual meeting of the Department of Superintendence, National Education Association, in Chicago.\n\nBecause of changed conditions and the\n\nimpossibility of following adequately the ideas\n\nwhich Mrs. Young had\n\nbeen able only partially to set forth, we decided to begin at the beginning\n\nand to outline for elementary education a plan which should deal with\nelementary education in the larger sense as related to the lives of all those\nto whom such education as citizens in a democracy is due.\n\nIn order that all members of the Commission might work together\nand toward the same end it was agreed that certain aims of elementary\neducation for study and discussion be determined upon as a basis for all\naction; for it is obvious that no matter what special field of investigation\nor of construction one member might enter he must have in mind the\nsame general ideals and aims as his fellow-investigators and fellowconstructionists if his findings and his proposals are to be of value for\nthe complete scheme.\n\n'\n\n-\n\nIf we are able to put before you the plan as we see it, you will be, I\n\nam sure, more and more imprest with the high importance of definitely\nsettling upon a few fundamental aims in order to give strength and unity\n\nto the work as a whole.\n\nThis in itself is no light task, for the changed\n\nviews of life-values have necessarily changed the views of educational\nvalues.\n\nMoreover, we ought to be able to list these aims with some degree\n\nof logical sequence.\n\neducation ?\n\nFor example, what is the chief aim in elementary\n\nIf it seems a simple question, attempt to answer it.\n\nIt is the idea of the\n\nCommission also to propose a plan of education\n\nthat will recognize change.\n\nNo thought, therefore, of outlining a system\n\nor of planning a course to be followed is in the mind of any member of the\n\nCommission, but rather a setting forth of facts as we find them in such a\nway as, first, to stimulate thought and lead to more purposeful action on\nthe part of our own profession, from the most highly trained and experienst\nsuperintendent of wide and successful experience to the young-woman\ngraduate rendering her\n\nfirst\n\nservice\n\nin\n\na one-room rural school;\n\nsecondly, to widen the interests of the people\n\nand,\n\nand obtain their support\n\nin the cause of an all-inclusive, sane, and valuable education.\n\nThe Commission, now numbering fifteen members, has set at work upon\nmember sometimes working intensively upon\n\nthe following problems, one\n\none problem, for which he is held responsible, and at the same time serving\n\non another committee in which he is also especially interested.\nUnder the heading \"Organization and Administration of Elementary\nEducation\" must be groupt all the persons to be educated; normal\nchildren, sound physically, mentally, and morally; defective children.\n\n"}
{"page": 93, "printed_page": null, "text": "Sessions]\n\nON THE REVISION OF ELEMENTARY EDUCATION\n\n77\n\nphysically;\nand delinquents, slight\nand those who are in reform schools.\nThus this group will include, in addition to normal children, the backward\n^children in our schools, morons, feeble-minded children, cripples, and the\nthose to\nleaf; it will also include the \"misfits\" among young citizens\nwhom law and order and right action do not appeal, who give trouble,\ncomparatively slight or more serious, who need to be readjusted. How\nshall elementary education be organized and administered to fit their\ndefective\n\nmentally and\n\ndefective\n\ndelinquents, greater delinquents,\n\n—\n\nneeds ?\nSecondly, not only children but adults also are entitled to an elemeniry education.\n\nlUiterate adults must be made literate;\n\nAmericanized; prisoners must be reformed.\n\n)e\n\nforeigners must\nEach one of these probr\n\nItems of enlightenment for adults is, to our minds, as clearly a problem of\n\njlementary education as is the problem of child development.\n\nMany of\n\nlese adults\" have only a child's mentality, and others cannot be led beyond\n\nlimits of elementary education.\n\nle\n\nThe problem before us is how to\n\n)lan for these adults an elementary education that will fit them, that will\n\n'appeal to them, that will serve them.\n\nEducation must free them.\n\nThey are especially handicapt.\n\nThis study covers a wide range of persons,\n\nmany of whom are now dwelling in, but not being educated in, local and\n\"state institutions,\n\nand others also to whom education is not being offered\n\n[with sufficient appeal.\nIf it is\n\nan undertaking of high value to plan what ought to be done\n\nalmost equally important to set forth what are the conditions under\n\nit is\n\ncan best be done. We have therefore committees working upon\nimmediate or school environment of various classes of children and\nthe school grounds, buildings, and equipment.\nlults\nEnvironment outside of the school itself is being studied as a prime\nfactor in elementary education in the effort to submit a report that will\n/^hich it\nle\n\n—\n\nacted upon by laymen as well as by educators; for we shall not revise\nlucation unaided by the people,\n\nand the American people must have a\n\n:lear\n\nunderstanding of the difficulty of setting forth in the school ideals\n\nlat,\n\nso far from being indorst, are not even understood in the homes and\n\nle\n\ncommunities.\n\nSo far we have not toucht upon the subject-matter of elementary educanot because its value is not fully recognized nor because its revision\n\ntion,\n\nnot deemed necessary, but because so-called educational improvement\nfor\n\nelementary schools has always centered round the curriculum and\nusually meant merely addition thereto.\n\nThe Commission feels that there are other reforms equally important,\n\nmd that, no matter what nonessential material may be eliminated, nor\n^hat additions may be made, no matter what may be the changes suggested in relative values of elementary-school studies, litttle headway can\n)e\n\ngained unless the conditions under which education is to function are\n\n"}
{"page": 94, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n78\n\n[General\n\nmade more ideal and more practical. Even so brief a sketch as this will\nshow the necessity for all members of the Commission to work together\naccording to a common plan of aims and ideals, otherwise a course of\nstudy might be suggested that could not possibly be put into operation\nunder the scheme blockt out for buildings and equipment, while school\nbuildings and grounds might be so inclusive as to provide for activities\n\nwhich the outline for school studies did not even mention.\nThe selection of studies and of other educational opportunities, which\n\ncommonly called a course of study, is, it goes without saying, a tremenIt must be based for children upon what we know of\nthem and upon what we know of life and, in view of recent disclosures\nof our failures in elementary education brought to light in army investiis\n\ndous undertaking.\n\ngations\n\nand experiments, is a task to be approacht with due humility.\n\nHow shall we provide materials for the work and play of children to make\ntheir lives as complete as possible in order that not only child life\nall\n\nthe years of\n\nlife\n\nbut\n\nmay be adequately lived? Whatever is presented\n\nby this Commission will be anything but autocratic. It will take account\nof the future as well as of present conditions and will be flexible and\ndynamic.\nClosely\n\nallied\n\nwith the materials of education are the methods.\n\nPossibly no greater revision is needed than revision\n\niii\n\nmethods.\n\nThese\n\nby all preceding factors\naims, organization, materials, the child himself. They are to be administered by teachers trained to teach normal children ranging in age from\nmethods,\n\nit\n\nis\n\nagreed, should be determined\n\n—the handicapt\n—trained to teach men and\n\nkindergarten to high school, trained to teach defectives\nin body or in mind and the morally delinquent\n\nwomen to read and write, to teach foreigners English, and to set forth\nfor all classes in a way that grips both mind and heart the principles of\ndemocracy and the way to live happily and effectively in a democracy.\nAll methods will be checkt and modified and perhaps actually determined by physical, intelligence, and educational tests. So big a field of\nresearch upon which to base action are these tests that it seems strange,\n\nnot to say negligent, to pass it over with a simple statement that it is being\ngiven due recognition.\n\nThus elementary education enters the field of teacher-training.\n\nIf\n\nwe\n\nhow it should be organized and\nadministered, and to whom it should be given, it follows logically that we\nshould also suggest how it should be given.\nIf these changes are to be made they must come about thru a proper\nsuggest what the education should be,\n\nappeal to educators and to laymen.\n\nThis appeal must be based upon facts,\nand it is hoped that the method of procedure of the Commission in carrying on its work may be such that the method itself will be of value, and\nthru it or a similar one we may be able to keep our elementary education\ncontinuously in revision, with every teacher taking part, not only in an\n\n"}
{"page": 95, "printed_page": null, "text": "I\n\nON THE EMERGENCY IN EDUCATION\n\nSessions]\n\n79\n\nearnest and hearty way, but intelligently as befits a professional\n\nI\n\nman or\n\nwoman.\n\nWhen we have received your suggestions—and we make this public\n\n—\n\nwhen we have\nwhat we wish to do and how it should be done,\nthen we should propose a body of laws, not too many and not too detailed,\nbut laws which ought to obtain in every state in the Union, and which\nevery state will recognize as right and fair and wise, laws which will mean\nreal opportunity for every man, woman, and child in the community, the\nstate, and the nation.\nOnly by some such all-inclusive plan as this, we feel, canournation\nappeal for them as an illustration of our method of work\nclarified our* ideas as to\n\nI\n\never be welded together into a true democracy.\ntask of elementary education.\n\nIt is\n\nThis welding is the great\n\nyour task as well as ours.\n\nWill\n\nou lend a hand ?\n\n^HE WORK OF THE COMMISSION ON THE EMERGENCY IN\n\nEDUCATION\nMARY C. C. BRADFORD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nDENVER, COLO.\n\nDuring the progress of the world-war all countries began to realize\non a huge scale were to be the results of that\n\nat world-modifications\n\nighty conflict.\n\nThe National Education Association was among the first organizations\nf national\n\nscope to attain this self-realization and to consecrate itself to\n\neeting the demands of the new day.\n\nIt is fitting that the body of people\n\npresenting the molders of the soul stuff of the world should lead in this\nreat task, and the teaching force of the United States may well congratute itself that its own organized means of self-expression proved equal to\n\ne great opportunity offered by the mighty years 191 7-19.\n\nWhile envel-\n\npt in the murk of war clouds the teacKers' organization was preparing\nserve when the normal light of peace conditions should have\netumed. It prepared a plan thru which war-time activities in the school\nmight merge into peace-time development of educational opportunity.\ntself to\n\ndevelopt a» national program for education that will meet present and\nluture educational needs, and by so doing rendered a service of incalculable\n\ntit\nvalue to the Republic.\n\nThese accompHshments were effected thru the Commission on the\nEmergency in Education and the Program for Readjustment During and\nAfter the War, which was created by the President of the National Education Association at the beginning of the year 1918, ratified by the Execuive Committee in February of that year at Atlantic City, and again\ndorst, its work approved, and its existence continued at the annual\neeting of\nuly, 1918.\n\nthe National Education Association held in Pittsburgh, in\n\n"}
{"page": 96, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o\n\n[General\n\nThis Commission provides a permanent body thru which the AssociaBefore its creation the Association\n\ntion may develop a permanent poUcy.\n\nlargely functioned as a means for *' unlimited academic discussion.\"\n\nThere\n\nshould have sprung some more definite action from the world-famous\n\nprograms of this great body of school people.\n\nYet this was impossible\n\nwithout a continuing body to formulate policies, develop principles, and\nexecute plans. The Commission provides such a means of crystallizing\nthe thought and incarnating the will of the school people of the United\nStates.\n\nFrom the beginning the chairman of the Commission has been George\nD. Strayer, who has also been the president of the Association since the\nTo his clarity of mind and consecration\nclose of the Pittsburgh meeting.\nof purpose is largely due the progress made by the Commission during the\nseventeen months of its existence, and he has received a very loyal support\n\nfrom all its members.\nThe first meeting of the Commission was held in Atlantic City\nFebruary, when a skeleton organization was formed.\n\nin\n\nSince that' time\n\nthere have been four meetings held at nationa,l headquarters in Washingtion,\n\none at Pittsburgh, and one at Chicago.\n\nAt each conferences have\n\nbeen held with representatives of the national government, all other educational bodies, the American Federation of Labor, and numerous welfare\nsocieties.\n\nA great campaign has been maintained for the creation of a\n\nNational Department of Education, whose chief shall have a seat in the\nPresident's cabinet, and which shall be so constituted that the preparation,\n\nsupplying, and compensation of teachers shall be placed upon an honorable\nprofessional\n\nand advanst business basis;\n\nthat the importance of rural\n\neducation shall be recognized and its needs further met; that a complete\n\nprogram of physical and health education may be made possible; that the\nproblems of immigrant education and adult ilUteracy may be solved with\nglory to the country; that compulsory continuation schools may be establisht and maintained.\nA mighty and successful propaganda is now in progress for the increase\nin the salaries of teachers, and a drive is on for increast membership in\nthe National Education Association, to the end that the neaijy eight hundred thousand American public-school teachers may each reahze the vital\nrelation between the welfare of the individual teacher, teachers as a class,\nand the great organization which can become efficiently and universally\nhelpful to them only when they maintain a loo per cent membership in\nthis historic body.\n\nThe Commission has done remarkable work, not only on its own initiabut in collecting, classifying, and coordinating the latest and best\n\ntive,\n\nconclusions of educational thought and providing a coherent and cour-\n\nageous organism thru which to challenge unsound thinking and iniquitous\nIt demands with .boldness that a hundred million dollars\ndiscrimination.\n\n"}
{"page": 97, "printed_page": null, "text": "1\n\nEDUCATION FOR DEMOCRACY: THE UNITED STATES\n\nSessions]\n\n8\n\na year be given to public-school education and sturdily claims congressional recognition for education that is partially at least commensurate\n\nwith the dominating part it plays in the national development. It gathers\nfor conference, ''on the state of the nation\" as affected by public education,\nsuch personalities as the following:\n\nW. C.\n\nBagley, Carroll G. Pearse,\n\nSarah Louise Arnold, Nina C. Vandewalker, J. V. Joyner, and the splendid\n\nbody of educational leaders who are the colleagues of the men and women\njust mentioned.\n\nThe members of the Commission represent the great, historic, privately\nendowed colleges and universities; universities, colleges, and normal schools\nsupported by pubHc taxation; state departments of public instruction, and\nthe great city systems from the kindergarten to the superintendencies.\n\nA thoroly representative group is this, and its members hold themselves\nas the chief servants of the teachers of the United States.\n\nSo to serve\n\nthem that the teaching profession may be exalted, that the educational\nactivities of local community, commonwealth, and nation may be efficiently harmonized, that the childhood of America may be recognized as\nits\n\nmost precious asset, and that our government may be so constituted\n\nthat all the children of all the people shall have free opportunity for a full\n\nand happy development as conscious citizens of the highest governmental\nknown to the mind of man, is the supreme aim and the\n\nenterprise yet\n\ndearest hope of this Commission.\n\nThis\n\nis\n\nyour creation.\n\nUse it.\n\nModify it.\n\nChallenge\n\nit.\n\nTest\n\nit.\n\nSustain it, to the end that it may the more fully meet its obligation to\ncivilization.\n\nEDUCATION FOR THE ESTABLISHMENT OF A DEMOCRACY\nIN THE WORLD\nA. THE UNITED STATES\np. p.\n\nCLAXTON, UNITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D.C.\n\nTo the distinguisht gentlemen who represent here this evening France\nand Great Britian I bring the greetings of a country dedicated to democracy from the beginning of its national life, and of a people which for\nthree hundred years has been coming to understand ever more clearly\nthat democracy is impossible without universal education, and that the\nfostering of right education .and the promotion of the means therefor\nconstitute the highest function of statesmanship and the first duty of the\nrepresentatives of a free people.\nIt is fitting and well that representatives of the countries which before\nand thru the Great War have done most for the estabHshment of democracy in the world and for the preservation of freedom should meet here for\nthe discussion of that education which alone can make democracy safe\n\n"}
{"page": 98, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n82\n\n[General\n\nfor the world and for itself, and without which there can be no freedom\nworthy of the name. Our victory over the forces of autocracy and militarism brings with it great moral responsibility, because on us \"lies the\ntask of saving and reconstructing all that is worth saving in civilization,\"\nThe task of building the new world on a surer foundation and in finer\nand more just proportions is ours.\nWe are all henceforth bound up in the sheaf of life together. The\nprivate weal of nations is dependent henceforth on the public welfare of\nthe world. When division of labor has been extended to such an extent\nthat international commerce is necessary to the very physical existence\n\nand blockades mean starvation; when air ships cross the\nwhen the leaves and branches of the trees in\nChevy Chase Park in Washington whisper to the ears of the listener messages sent out from Nauen, Germany; and a man in his cellar at Hyattsville, Maryland, talks thru the earth with another in Berlin; when that\nwhich is whispered in the closets of anarchy in Russia is proclaimed by\nan exploding bomb at the front door of the Attorney General of the\nUnited States, no country can hope longer to live unto itself. All\nof all peoples,\n\nAtlantic in sixteen hours;\n\nisolations, splendid or otherwise, are gone forevermore.\n\nThose who have been closer to the war than we have and who have\nborne a larger share of its burdens have, it appears, been more strongly\naffected in this respect than we have.\n\nThis is shown by the heroic efforts\n\nof the French people to keep open their schools even when the life of the\n\nnation was in the doubtful balance, by their success in keeping children\nin school even within the Unes of battle,\n\nand by their quick response in\n\nredoubled efforts to supply their educational needs as soon as the signing\nof the armistice gave time for thought of the future.\n\nIn the United States and elsewhere plans for education for democracy\nmust be all-comprehensive and must be adapted to the conditions and\nneeds of all individuals.\n\nWe still hold that all men are created equal,\n\nwith certain inalienable rights, among which are life, liberty, the pursuit\nof happiness,\n\nand equality of opportunity, at least such equality of oppor-\n\ntunity as may come thru education.\n\nTo all must be given full and free\n\nopportunity for that kind and degree of education that will develop most\n\nand moral manhood, fit them for the\nthem for\nmaking a good and honest living for themselves and those dependent\nupon them, and for adding their just part to the common wealth by some\nform of useful, skilful work done intelligently and joyously. It must also\nguarantee to them a maximum of that sweetness and light, and of that\ndeepening and widening, refining and ripening, of the human soul which\nwe call culture a thing quite different from the much-vaunted Kultur,\nwhich narrowed and hardened, darkened and poisoned and embittered the\nsouls of another people and led them on toward destruction.\nperfectly their physical, mental,\n\nduties\n\nand\n\nresponsibilities of democratic citizenship, prepare\n\n—\n\ni\n\n"}
{"page": 99, "printed_page": null, "text": "Sessions]\n\nEDUCATION FOR DEMOCRACY: THE UNITED STATES\n\n83\n\nIn our democracy there must be no forgotten man or woman, no lost\nIf we would attain to our best and highest possibilities\nno important talent or ability of any child, however rare, the development\nof which would contribute to its own welfare and happiness or to the happi-\n\nwaif of a child.\n\nness and welfare of society, of state, or of the race, must be neglected or\n\nuncultivated.\n\nleft\n\nThe richness of society, of the state, and of the race\n\nconsists not less in variety than in quantity.\n\nNot only must society offer to all full and free opportunity for the\nSociety must also see to\n\nkind and degree of education here indicated.\nit\n\nthat no child at least is deprived of the opportunity offered, because\n\nof the poverty, the ignorance, the indifference, or the greed of its parents\n\nor guardians.\n\nOf the elements of education\n\nfirst\n\nin\n\nimportance\n\nis\n\nhealth:\n\nthe\n\nestablishment of good health and right health habits thru proper supervision and direction of the diet, the sleep, the recreation, and other activities\n\nof children,\n\nand such instruction in things pertaining to health as\n\nwill insure a maximum of health and vitaHty in the population of the state\n\nand the nation. Like unto this and bound up with it is such physical\neducation and training as will give to all strength of body and ready control of nerves and muscles and make them fit for all the duties of\npeace and war.\n\nThe examination of men called for the Army of the United States\nby the processes of the selective draft showed that somewhat more than\none-third were unfit for full military service, and a smaller but still too\nlarge percentage were unfit for any form of miHtary service, at a time\nwhen the standards were lowered to meet the emergencies of a great war\ninto which we were preparing to send millions as we had sent into other\nwars huncireds of thousands.\n\nHad Germany succeeded against the armies\n\nof France and EnglaAd before we were ready to go in, according to their\n\nplans and expectations, and if as a result the full strength of her victorious\n\narmies had been thrown against us, this depletion of our strength thru\nlack of physical fitness\n\nproved fatal.\n\nI\n\nwould have been felt severely and might have\n\nA recent health survey of one of our great states, which\n\nhappens to contain almost exactly one-fiftieth of the population of the\nUnited States, revealed the fact that\n\nfive\n\nhundred thousand persons,\n\nnearly one-fourth of its entire population, are sick all the time.\n\nIf only\n\n^^^ half of these, a low estimate, are persons of producing age, and if the loss\n\n^B\n\nin productive power is only five hundred dollars a year, again a low esti-\n\n^Bmate, then the loss to this state in productive power is not less than\n\n^B $125,000,000 a year. Add to\n\nthis the time of those who must care for the\n\n^H and the from weakened energy those who are accounted\n^Hand the $125,000,000 may well be doubled. This a\naltogether too\n^H\nor any other\nwhen most\nmay\nbe avoided\nsick,\n\nloss\n\nof\n\nwell,\n\nis\n\nlarge for this\n\nstate\n\nof it\n\nloss\n\neasily\n\n"}
{"page": 100, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n84\n\n[General\n\nin productive power by this state annually by fifty for the whole United\n\nStates,\n\nand you have the staggering total of $12,500,000,000, or one-half\n\nof the direct cost of the war to the United States.\n\nMay I here merely mention two phases of educational work pressing\nupon us at this time because of the cosmopolitan make-up of our population and because of the inefficiency of our school systems in the past and\nof our long neglect of duty to ourselves and to those who live among uswithout any adequate preparation for American life and citizenship. The\ndangers and weaknesses arising from our neglect of their education have\nrecently been revealed to us as by lightning flash. These dangers and\nweaknesses and the shame and disgrace of it all remain with us and shall\nremain until nation, states, and local communities give ample opportunity\nto all to acquire at least the power to speak, read, and write the English\nlanguage with some degree of ease and fluency, and use at least the compulsion of persuasion and attractiveness of program and methods to induce\nthem to take advantage of the opportunities offered.\nFor the foreign-bom there must also be offered in the same way\ninstruction in all those other things some knowledge of which is necessary\nFor the millions of illitto inteUigent and successful living in America.\nerates and for the other millions of near-illiterates instruction must be\ngiven at least in the elements of many important subjects about which\nthey have been unable to acquire knowledge because of lack of ability to\nread the printed page.\n\nFor economic reasons and for many others we should not neglect these\nThey should soon be solved to such an extent that\nthey will cease to be special problems to be considered apart from the\nmore general problems of public education. Because this can be done\nthe means for their solution should be considered temporary and of such\nimmediate and present importance as will not permit them to be postproblems longer.\n\nponed.\n\nAnother phase of education to which many think, probably with\nsome degree of justification, that we have given too little attention in\nour public schools is moral education.\n\nI know that we all agree that the\n\n—\n\none supreme need and aim of all education is morality conduct. But\nhave we always kept this in mind as we should ? I also know the difficulty\n\nand I agree with ropst of you that religious\ndogmas and sectarian creeds should not and need not be taught in the\npublic schools in a country of religious freedom and of numerous and\nwealthy churches. Thru literature, history, song and story, and by every\nother available means the future members, of our society must be practically convinst of the brotherhood of man and be taught to love their\nnieghbors as themselves, knowing that love is the fulfilment of all law.\nThey must be taught the full meaning of the injunction of Jesus, ''Whatsoever ye would that men should do unto you, do ye also unto them.\"\nof teaching morals directly,\n\n"}
{"page": 101, "printed_page": null, "text": "Sessions]\n\nEDUCATION FOR DEMOCRACY: THE UNITED STATES\n\n85\n\nFor this is indeed the summary of all that the laws would enforce and of\nall that'the prophets have aspired to.\nDespite the shudder of abhorrence which comes to us from the thought\nof mere brutal efficiency uninspired by good-will and guided only by indi-\n\nvidual, class, and national selfishness, we must make our education more\neffectively vocational than it has been or is.\nness, and want of strength is not virtue.\n\nMere weakness is not good-\n\nStrength, knowledge, good-will,\n\nand strong purpose to produce and use aright should characterize\nmen and women of the future. In America as nowhere\nWe put our life into\nelse in the world, I believe, life and work are one.\nour work and rejoice in it. We make our work our life and it gives us\njoy and strength. Whatever vocational knowledge and skill are needed in\ncommunity, state, and nation for the prosperity, health, and happiness\nof the people and for the service and strength of the nation our schools\nmust give, unless they can be given more effectively and more economiskill,\n\nthe democratic\n\ncally elsewhere.\n\nLessons in health and physical training, instruction in science and\nits\n\napplication in the vocations, lessons in geography, history, and all\n\nschool subjects, even the discipline of the schools itself, are preparation\n\nBut to these should be added more definite and formal\nBoth in our elementary schools and in our\nhigh schools we must teach more effectively the things pertaining directly\nWe must teach\nto the intelligent performance of the duties of citizenship.\nmore effectively the history of our country and of its institutions, that our\nfor citizenship.\n\ninstruction in this subject.\n\nfuture citizens may learn to love their ''land with a love far brought from\n\nWe must teach civic duties pertaining to interAbove all we must teach that ''fear, craft, and avarice\ncan never build a state,\" and least of all a democratic state, which is in\nout its storied past.\"\n\nnational relations.\n\nvery large measure a thing of the spirit.\nHealth, material wealth, good government, even the freedom and\ndemocracy for which we have paid such a great price, are not ends within\nthemselves but only means to the higher ends of social purity and individual culture, happiness, and- welfare.\nThey are good only as they contribute\nto these higher ends.\nHealth, wealth, freedom, must be made to contribute to the things of the spirit, to all that is highest and best in the\ndevelopment of humanity.\nLiterature, art, music, philosophy, knowledge for the satisfaction of\nthe intellect, and beauty for the inspiration of the heart and the culture\nof the soul\n\n—\n\nall that is best in\n\nthe old education should be retained in the\n\nnew and supplemented by whatever may contribute further to the education of free men who have finally, by their knowledge and control of the\nforces of nature, lifted themselves above the plane of constant slavery to\n\nthe needs of their bodies. All the best that has been thought and said\nand done should become the common heritage of all. The education of\n\n"}
{"page": 102, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n86\n\n[General\n\nthe future must be liberal in the old sense as well as in the new sense.\n\nIn the new world of democracy it should come about that, when th€ lawyer\n\ncomes home from his office, the judge from his bench, the minister from\nhis pulpit and study, the banker from his counting-house, the business\nman from his office, the legislator from his debates, the society woman\nfrom her round of social duties, the teacher from the school, the farmer\nfrom the field, the woodsman from the forest, the laborer from the mill\nand the miner from his dusty labors underground, and the housewife\nlays aside her never-ending tasks, each having earned by his daily labor\nhis daily bread and contributed his part to the common wealth, and all\nhaving performed intelligently and honestly the duties of citizenship,\nthey shall all be men and women together, free human beings, with all\nthe sweetness\n\nand Hght of which each is capable, all having the windows\n\nof their souls open for the influx of all good influences and walking unafraid\n\nand unabasht among their fellows, looking them level-eyed in the face,\nand knowing themselves to be men among men, cringing to none,\ndisdaining to look with contempt upon any.\nIt is for results like these that the battles have been fought and\nFor results like these we must\nmillions of young men have bravely died.\nplan as the supreme aim of educaton. They are the final aim of democ-\n\nfeeling\n\nracy in the world.\n\nThe school system that would meet the direct needs of all the people\ndemocracy must provide at least high-school education for all;\nsome kind and degree of systematic instruction and training thru the\nearly and middle ages of adolescence, \"the golden period of youth\" when,\nas at no other time, ideals are formed and the principles of natural science\nand of institutional life can first be understood. We must now very soon\nsolve the problem of universal high-school education on a democratic\nbasis not only for vocational efficiency and for citizenship but for individual culture as well. In the meantime we must, thru some form of exten-\n\nof our\n\nsion education, provide instruction, especially in the things pertaining to\ncitizenship, for the millions of our\n\nboys and girls who have left school\n\nbefore completing the high-school age.\n\nAfter all else is done the character and efficiency of the schools depend\nupon the teachers. Possibly the most important function of a democracy\nis to select and prepare and put into the schools teachers competent to\ndo the work which should be required of them, and to keep them there\nuntil and after they have gained the professonal knowledge, power, and\nskill that come only from intelligent and successful experience.\nOur normal schools and the departments and schools of education\nin our colleges and universities have done their task nobly and well so\nfar as public sentiment and the means at their command have permitted,\nbut there is great need of a more just and comprehensive understanding\nof the purposes and aims of their work, and of at least three times as much\n\nmoney as is now given for their support.\n\n"}
{"page": 103, "printed_page": null, "text": "Sessions]\n\nEDUCATION FOR DEMOCRACY: THE UNITED STATES\n\n87\n\nAll this that I have thus briefly set forth and much more that cannot\n\neven be mentioned now will cost much careful thinking, wise organization, and much more money than most of us have ever dreamed of devoting\n\nBut\n\nin a\n\ndemocracy\n\nwhich everything\n\n—\n\nsocial purity,\n\ncivic\n\nrighteousness, pohtical power, national safety, individual culture,\n\nand\n\nto\n\nit.\n\nin\n\n—waits upon education we must find the means for\n\nmaterial wealth-\n\nadequate support.\n\nits\n\nIn such a state surely the support of schools and other\n\nmeans of education should constitute the first and largest charge upon the\nLong ago President Eliot made the claim that in a\ndemocracy the education of the child should cost at least as much as its\nfood or clothing. In this time of the high cost of living and of low salaries\nfor teachers we are very far from this very reasonable ideal.\nIndeed,\nwhile our American public-school system has been and is our chief glory,\nthe way we pay our teachers and otherwise suppt>rt our schools is little\nless than a national shame and disgrace.\nI hardly need remind you that our schools were first the care and\ninterest of local communities only or chiefly, and that only within the\nlast half-century have they become fully establisht as an interest of and a\ncharge upon the revenues of the state and have come in a considerable\ndegree under state control. The fact that we still speak of state aid and\npublic revenues.\n\nare now beginning to speak of national aid points to the time when the\nschools were considered only of local interest\n\nand received only\n\nlocal\n\nsupport, and indicates that local interest and local support still predom-\n\nNor need I remind you how jealously local communities and states\nhave protested against any form of federal control or interference. Will-\n\n[inate.\n\ningly they have accepted gifts of money and land from the federal govern-\n\nment, but only within the last five or six years have they accepted any\nform of control or direction of the use of federal funds, and then only\nunder protest or with bare tolerance.\n\nThe strength of the nation does not consist of the combined strength\nof the forty-eight states, but of the strength of the nation's hundred and\n\nand ten millions and more of people who are citizens of the nation at the\nsame time and to the same extent that they are citizens of their respective\nstates.\nThe federal government therefore has an interest at stake, and\nthis interest carries responsibilities.\n\nThese responsibilities include support, kindly and wise guidance, and\nthe requirement of certain minimum standards in education.\n\nBeginning\n\nat once with, say, $125,000,000 a year and increasing at regular stages to\n\nnot\n\nless than $300,000,000 within the decade, the federal government\nshould appropriate money to cooperate with the states in the education\n\nof children\n\nand youth who are citizens alike of state and nation.\n\nThe\n\nfederal aid should, in just and right proportion, be given for elementary\n\nand secondary schools, for the preparation of teachers in normal schools\nand elsewhere, for higher education, and for extension education, including\n\n"}
{"page": 104, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\nthe support of public libraries\n\nfor\n\nall\n\nthe people.\n\n[General\n\nIt\n\nshould be\n\nall\n\ngiven for the pay of teachers and for the direct and necessary means of\n\nNothing should be given for grounds and buildings or for\nteaching.\npermanent equipment. Every appropriation should be apportioned to\nthe states on the basis of the number of persons to be educated and of the\nuse made of it, which last can probably be measured best by the total\n\nnumber of days of attendance.\n\nStates receiving federal aid should be\n\nrequired to give from state, county, and local treasuries at least twice as\n\nmuch as they receive from the federal treasury and for the same purposes.\nThey should be required to give also, free of charge, as nearly as possible\nequal opportunity of education to all children, including health education,\nvocational education, and education for citizenship.\n\nCertain minimum standards of attendance, say, i6o days of schooHng\n\na year for all children between 6 and 14 years of age, and not less than 480\nhours for all between 14 and 18 years should be required.\n\nThe federal government should also equip itself for the study of all\nimportant problems of education and for giving to the people of the states\nthe results of such studies by way of information and kindly advice.\n\nIt\n\nshould do everything possible for protection against all violent changes in\nthe work of education which would interfere with its wise and orderly de-\n\nvelopment, and should then refrain severely and consistently from all med-\n\ndlesome interference with state and local administration of schools.\nIt is of the\n\nvery essence of our democracy to be alive and intelligent\n\nand our wisdom is to adjust national efficiency to state\nand local self-government. I feel sure that the way can be found.\nMay I tax your patience a minute longer only to mention one thing\nmore which I beheve to be necessary to the full development of our systems of education for democracy in this and other countries ? I refer to\nan international bureau of' education, such as was planned for discussion\nand, it was hoped, for adoption also at the International Conference on\nEducation which was called by the Dutch government at the instance of\nour government to meet at The Hague in September, 19 14, and to which\nmost of the important governments appointed official representatives.\nThe constitution of the League of Nations will make the formation of\nsuch a bureau much easier than it would have been before. The services\nwhich such an international agency could render to education are many\nand of very great importance.\nMay I close with this quotation from the eloquent and wise words of\nyour President ''We are enlisted in a great cause. We seek to perpetuate\nthe democratic institutions for which our men have given their lives.\nWe are ready to assume the place of leadership which our profession must\ntake^ and we have faith in the response which the people of the country\nin all its parts,\n\n:\n\nwill give in\n\nwork.\n\nsupport of our program,\" and,\n\nlet\n\nme add, of all our great\n\n"}
{"page": 105, "printed_page": null, "text": "EDUCATION FOR DEMOCRACY: FRANCE\n\nSessions]\n\nB.\n\n89\n\nFRANCE\n\nALBERT FEUILLERAT, HEAD OF THE DEPARTMENT OF ENGLISH, UNIVERSITY OF RENNES, RENNES, FRANCE\n\nThe educational problems of the hour in France are not perhaps\nand so far-reaching in their consequence as they prove to be\nNo doubt the war has revealed many weaknesses\n)y the side of admirable strength, and after the experience of these\nWe\nLst years we can no longer look at things thru the same eyes.\nLve acquired a truer sense of values and a great readiness to give\nWe want above all to make the\nlue attention to imperative needs.\n;oming generation better prepared for the tremendous work that awaits\nBut, on the other hand, it\n^t in this shaken, tottering world of ours.\nlould be borne in mind that for more than a century we have been\n[perimenting in education, and to the constructive tendencies of some\nBuisson,\n»f our best minds, Victor Durey, Yeuba Terry, Ferdinand\nJtc, do we owe a system of instruction, national, complete, and coherent.\n'his system has on the whole well stood the state of the war, and the\n50 vital\n\nother countries.\n\nThe\ndown in order\n\nlanges which we anticipate will not be destructive in character.\n\nhouse\n\nis\n\nstill\n\nsolid\n\nand we are not going\n\nto pull\n\nit\n\nWe shall probably rebuild it, and equip it in a\nto rebuild it anew.\nmore modern way, but we want to preserve its foundations, which are\nleeply set in the good soil of France.\nLet us now see what are the chief points which call the attention\nFirst of all we want to modernize our schools\n)f French educators.\nthe way of more specialization. We are entering an era of intense\nIf we want to keep among\nidustrial and commerical competition.\nle nations the honorable place to which our share in the war entitles\nis we must prepare for the struggle, and to meet the new demands we\nlall have to adopt a system of education that will be practical and\nand that will keep closely in touch with the realities of life,\neven before the war broke out, when\njral of them modified their instruction so as to encourage local\niterests and activities, and when they created technical institutes to\nIn the same way\nleet the requirements of industry and commerce.\n'our higher primary schools have, beside a general section, commercial,\nThis tendency to\nindustrial, agricultural, and even nautical sections.\nspecialization will be strongly developt and extended to the primary\nlodern,\n\n'he universities showed the way,\n\n:hool proper.\niapie,\n\nIn the Revue Pedagogique for September, 191 8, M.\nprimary instruction, has developt his\n\nthe present director of\n\nleas on this subject, and to this article\n\nmay be referred all those inter-\n\nbe sufficient to say here that the main\n)urpose is to adapt the elementary school to the requirements of that\n\nested in the question.\n\n)art\n\nof the country in\n\nIt will\n\nwhich\n\nit\n\nis\n\nsituated.\n\nIn rural districts, for\n\n"}
{"page": 106, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nQO\n\n[General\n\ninstance, the instruction will be essentially agricultural, in cities industrial or commercial, etc.\n\nThis specialization of the schools, however, will not involve a total\nneglect, or even a partial neglect, of the essentials of all education, that\nis,\n\ngeneral training.\n\nWe remain convinst that specialization coming\n\ntoo soon does more harm than good, and that nothing permanent can\n\nbe built upon no foundation at all.\n\nIt\n\nshould be borne in mind that\n\nin all our plans of reform specialization comes only on the top of general\ntraining, and not as all-sufficient in itself.\n\nAs regards the study of the classics in our secondary schools we\ncannot forget that to the study of the Latin language and literature\nthe French mind owes some of its brightest intellectual qualities, and,\n\ntho we recognize that in the modern world Latin cannot be the only\nmeans of culture, we are not, however, ready to sacrifice on the altar\nof utilitarianism what has been France's reputation in the past.\nThe second point in our program is that we want to have more\neducation. We recognize that however much we may have done for\npublic instruction much remains still to be done. If we mean to be a\ntruly democratic country we must educate the people so that it may\n\nnot be said that there are children unable to take an intelligent part\nin the advancement of civilization.\n\nThe question here concerns exclu-\n\nsively the education of the masses, and practically it means a consider-\n\nable extension of our system of continuation schools. We are resolved\nnot only upon systematizing continued education but also upon raising\n\nthe age at which instruction ceases to be compulsory.\n\nWe are contem-\n\nplating having\n\na greatly extended system of continuation schools,\nand we realize that such a system cannot be establisht unless the state\nenforces it by law.\nConsequently in March, 191 7, M, Viviani, then\nminister of public instruction, submitted to parliament a bill which will\n\nserve as a basis for the reform in view.\n\nThe object is to produce men who shall be at the same time skilled\ngood citizens, and trained soldiers, and the instruction will\n\nlaborers,\n\nassume a triple character:\n\nit will\n\nbe general, technical, and physical.\n\nThe continuation school will be open from October to March. The\naverage number of teaching hours will be 300 yearly, 50 being assigned\nto general education, 150 to technical education,\n\nand 100 to physical\n\neducation.\n\nThe general education will be intrusted to the primary teachers,\nwho will be granted a full two-month vacation as a compensation for\nthe hours they are expected to give to the continuation school.\n\nIn\n\nmost cases the technical training will be in the hands of specialists\nchosen among the superior sort of artisans.\n\nThe instruction will be of\n\ntwo degrees, the lower grade for children between thirteen and seventeen (sixteen for girls), the higher grade for adults between the ages of\n\n"}
{"page": 107, "printed_page": null, "text": "Sessions]\n\nI\n\nEDUCATION FOR DEMOCRACY: FRANCE\n\n91\n\nseventeen and twenty in the case of boys and between the ages of sixteen\nand eighteen in the case of girls. Regular attendance will be secured by\nthe establishment of a '^Liviet Scolaire\" or schoolbook, on which will be\nRecorded the educational curriculum of any individual between the\nFines will be inflicted upon delinquents, and\nSages of six and twenty.\nin cases of incorrigible truancy the pupils may be deprived of all access\n\nI^H to civil employment.\nSuch is the extension scheme which, it is hoped, will have the result\n\n\\^m\n\nthat all those who cannot afford to pursue a full course of studies during\ntheir adolesence will, however, be able to acquire a minimum of knowl-\n\nedge that will make them more fit for the work of wage-earning, will\nenlarge their outlook, and will make them intelligent, efficient citizens,\nfully conscious of their rights and also of their duties to their country.\n\nBut we want to do still more for the masses; we want to give all\nAny boy\nshowing that he has the brains to profit by education should be given\nIn France we have done much to facilitate the access to\na chance.\nBut\nsecondary education by the means of numerous scholarships.\nequal chances and more opportunities for higher education.\n\nthese scholarships are far from sufficient.\n\nBesides there\n\nis\n\na serious\n\nobstacle which prevents many intelligent boys in primary school from\n\ntaking\n\nadvantage of those scholarships.\n\nOur secondary education is\n\nnot, as it is in the United States, the second degree in a common com-\n\nfrom the primary school when they\nIt develops independently\nhave acquired the elements of knowledge.\nand alongside of primary education, so much so that each lycee has a\nrimary section for the children who intend to take secondary education.\nNow, while in a public primary school boys finish their work\nonly at the age of thirteen, the primary education of a lycee ends at the\nage of ten, at which time the secondary-school course proper begins;\nthat a boy who wins his scholarship at the close of his public primary\nThe remedy in\nourse is heavily handicapt on his entering the lycee.\nhis case is easy to find.\nThe best manner of removing this obstacle\nithat stands on the way to the secondary school is to have but one type\nf primary school for all classes, with one method and one curriculum.\nIf this measure were completed by making secondary education free of\ncost- a solution which has been proposed, but which it does not seem\neasible to adopt just now, if we take into account the financial condition of the country\nor simply by increasing the number of free scholarships in such a way that practically no boy or girl of real ability would\nbe debarred from the full amount of education to which he or she has\na right, then indeed we should be able to say that we have kept the\npromise of a democracy.\nBut if we admit that there must be no bar of class in the way of\nplete scheme, receiving its pupils\n\nI\n\n—\n\n—\n\n"}
{"page": 108, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n92\nof sex.\n\n[General\n\nAnd then I come to the last of the unjust problems forst upon\n\nus by the war\n\n—that of women's secondary education. The part that\n.\n\nwomen have taken in the Great War has removed prejudices which a\nfew years ago seemed ineradicable. In all the activities of life women\nhave demonstrated that there is no kind of work which they cannot\ndo just as well as men, and in many cases more conscientiously than\nmen. Besides it is not to be expected that the help given by women\nduring the war will cease now that peace has come. The loss of human\nlives has been so great in France that for many years to come we must\nhave recourse to women's work. The question that therefore confronts\nus is this: Since woman will have as breadwinner to undertake the\nwork of man, must she not receive a training which will place her on\nan intellectual level with the man who will be her f ellow- worker ? In\nother words, has it not become necessary to do away with all differences\nthat at present exist between boys' and girls' education ?\nSuch indeed* is the opinion of many French educators who demand\ncomplete identity of training for boys and girls. But they meet with\nthe opposition of quite a large number of other experts who contend\nthat boys and girls, being physically different, cannot be submitted to\nthe same discipline; that, moreover, women must not renounce their\nmost glorious part in life, that of motherhood, with all the duties this\nword implies, and that education must prepare them for that most\ndifficult of tasks.\n\nThere has been quite a battle fought around this question. For\none year and a half (January, 191 7 May, 1918) a committee composed\nof experts belonging to all grades of instruction have assembled and\n\n—\n\nhave carefully discust the pros and cons without arriving at a very\ndefinite solution.\nIn the meantime the necessities of life, without\nwaiting for the result of academic discussions, are demanding an immediate solution. The ultimate solution must give satisfaction to both\nparties.\nIn most of the secondary schools for girls there have been\ncreated special classes in which the girls are prepared for the baccalaureat or final examination tiiken by the boys on leaving the lycee, and\nin those classes they are taught exactly the same subjects as boys are,\nLatin included.\n\nAnd alongside of these special courses the ordinary\nthe more fortunate girls I mean those\n\nclasses continue to attract\n\n—\n\nwho escape the stern necessity of entering into competition with the\nstronger sex.\n\nSuch are the problems which we are trying to solve in France, and,\n\nwe propose will not mean a\nsystem of education, whose essential\nThe reform we have in view is\ncharacteristics we wish to preserve.\nmoderate, prudent, reasonable. It holds fast to the belief that culture\nshould not be sacrificed to purely utilitarian interests, tho at the same\nas has already been said, the solutions\ntotal overthrow of the present\n\n"}
{"page": 109, "printed_page": null, "text": "EDUCATION FOR DEMOCRACY: FRANCE\n\nSessions]\n\n93\n\ntime it takes into account the realities which are shaping the world\nand make for progress. Lastly it is inspired by a highly democratic\nideal: more education for all, possibility for all to rise even to the\nhighest summit, equality for all men and women before that most\nsacred of rights, the right to develop one's mind to one's utmost capacity\nsuch are the aims we ardently pursue and which show that France\nlis still true to the ideal which has ever been hers in the past.\n\n—\n\nFRANCE\n\nC.\n\nFERDINAND BUISSON, UNIVERSITY OF PARIS, PRESIDENT OF THE LEAGUE\nOF THE RIGHTS OF MAN, PARIS, FRANCE\nI\n\nIt is the first time in\n\nowe you a painful confession.\n\n|have tried to speak English in a public meeting\nthe seventy-eighth year of my age!\n\nmy life I\n\n—a maiden speech in\n\nDo you not think that I need all\n\nyour indulgence ? Yes, all possible, and something more.\nIt is not a mere accident if France has two representatives in this\nconvention. Deliberately France sends to you two school men, but\nhow different one from another! The one is a professor in active\nservice, who brings to you an insight into our present educational problems and methods. The manner in which you heard him and applauded\nhis words proves how much you are to appreciate his lessons during the\n\nlong time he has to spend in America.\n\nThe other one, former professor\n\nand administrator, is an old man, only able to bring recollections and\nmessages.\nI\n\nRecollections indeed-\n\nMilwaukee.\n\n—for\n\nit\n\nis\n\nnot the first time I have come to\n\nForty-three years ago (are you not frightened by the\n\n[appearance of a ghost?) I came here at the head of a delegation of\nelementary teachers, the first mission sent out by the French govern-\n\nment after the disasters of the eighteen-seventy.\n\nAnd I cannot remem-\n\nber without emotion the warm reception which your city extended to\n(US in that time.\n\nAs to the messages which I bring, they are three in number.\n\nFirst\n\nof all, I am the bearer of greetings from our Minister of Public Instrucftion, M. Lefferre, who wishes to be among the first to respond to certain\n\nsuggestions respecting the establishment of an Internationa]\n\n1\n\nBureau\n\nEducation advanst by the National Education Association and\nmaintained by the highest educational authority, I mean your worldknown United States Commissioner, P. P. Claxton. Like all of you,\nour minister is of the opinion that such an organization is not only useful but necessary to promote the full development of the democratic\nideal amongst free nations, but you may be sure that he will receive\nwith utmost sympathy further and more definite communications on\nof\n\nthe subject.\n\n"}
{"page": 110, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n94\n\n[General\n\nMy second message comes from the federation of all the associations\nof elementary teachers.\n\nI fulfil this\n\nmandate with a special pleasure.\n\nI do not think an official adhesion is sufficient to\n\naccomplish a revolu-\n\ntion in the national schools; nothing serious and deep is possible unless\n\nthe great\n\nbody of teachers themselves agree and cooperate.\n\nIt is a\n\nhigh honor for me, their former chief and director and always their\nfriend, to have been especially commissioned\n\nby this federation (num-\n\nbering one hundred thousand members) to bring with the cordial handshakes of French teachers to American colleagues the assurance that\n\nthey are in full and unanimous accord with the principles which you\nThey are waiting your initiative; they will heartily\n\nadvocate.\nfollow.\n\nThe third and last message I bring from people who are not directly\nengaged in education matters. More than a score of French societies\nfor the promotion of the League of Nations, united under the presidency of M. Lenator Leon Bourgeois, several times prime minister and\ntwice French delegate to The Hague Peace Congress, have instructed\n\nme to speak to you in their name. President Leon Bourgeois writes\nme that your appeal has been heard on the other side of the Atlantic\nby all those who are conscious of the social function of the school, and\nhe adds:\nThe true advocates of the new era, the true organizers of the Society of Nations,\nTo bring to pass so fundamental\na transformation, it is necessary that millions of men have faith in it. Let us convince\nthem thru the supreme evidence that nothing prevents the nations from extending to\nare not the governments but the peoples themselves.\n\ninternational life the same value that each one of them feels in honor bound to apply\n\nto national life.\n\nWith those elements of an entirely new law of nations we must familiarize new\nMay schools and universities of the United States set an inspiring example\nto our schools and universities in Europe! And may this Milwaukee convention mark\nan additional advance toward the new form of civilization, which in the words of Presigenerations.\n\ndent Wilson \"shall make right the law of the world.\"\n\nFor my own part I\nThis is the conclusion of Leon Bourgeois.\nam sure to express the sentiment of all my countrymen, whose representative I am, if I conclude so:\n\nYou Americans have once delivered\n\nthe world from the tyranny of militarism. Now we ask you to help\nIt is a new war\nto deliver the world from the tyranny of ignorance.\n\nwhich begins against all social restrictions and abusive limitations of\nthe rights which belong to every human being. \"Peace on earth,\n\ngood will to men.\" What does it mean if it is not equal opportunity\nfor all by integral democratic education ?\n\n"}
{"page": 111, "printed_page": null, "text": "^\n\nEDUCATION FOR DEMOCRACY: SOUTH AMERICA\n\nsionsl\n\nD.\n\n95\n\nSOUTH AMERICA\n\nAURELIA VIERA, MONTEVIDEO, URUGUAY, SOUTH AMERICA\nI\n\nam a Uruguayan.\n\nI come from a country that is very far from you,\n\nVery far because of the distance which separates\nVery near because of the loving sympathy which all of our Uruayans feel toward you. You need not think it strange that we have this\nving sympathy for you, since we consider North America in the forent of all countries in commercial, industrial, and scientific movements.\nor me North America has ever been the first country of the world, because\nIn your counit are found the generous and humanitarian initiatives.\nhave been bom and solved the great problems which pertain to the\nIvation and happiness not only of your own great land but of the human\n\nut it is also very near.\n\ne.\n\nIn these later days you have taken two gigantic steps.\n\nYou have\n\nnerously rusht to the help of your brothers who were engaged in cruel\nrs,\n\nuselessly pouring out their precious life-blood,\n\nand it seemed to be\n\nYou sent to their rescue your millions of young soldiers,\nstrong in body and morally pure, who in a short time returned victorious,\nithout any end.\n\nhaving shown to the entire world the power and greatness of your people.\nIt was my great joy to land upon your shores\nmoments of jubilee when they were returning, and my heart\nrilled with joy to see them marching upon the streets of your great city\nNew York with the satisfaction of having fulfilled their duty to man-\n\nI have seen them return.\nin those\n\nd.\n\nDo not think it strange that I am speaking of patriotism at this time\nhen you are gathered here to discuss pedagogical themes. It is for the\nuse of patriotism that you are here; for the good of your country that\nu are gathered in this great assembly seeking a solution of pedagogical\noblems, seeking for a more perfect way of educating the youths of your\nhd that you may attain still greater power and happiness. I am your\nI have devoted my life to the school and think that in doing\nlleague.\nI have been rendering service to\n\nmy country.\n\nThe other great step which you have taken in these recent times and\nr which\n\nyour greatness has resounded to the farthest limits of the earth\n\nthat one which it has been my privilege to know of within the last few\nurs, to realize something of how your men and women of pure hearts\nd lofty ideals have striven courageously and have triumpht victoriously\non the first of July. I speak of national prohibition, which has come to\nour nation within the last few hours. How wonderfully this shows to\nie world that you do not strive uselessly when an ideal, a subHme ideal,\nloves the hearts of your people, an ideal no less sublime than that of the\nilvation of the race.\nThis great movement, which will bring health to\n\nI\n\ni\n\n"}
{"page": 112, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n96\n\nthe feeble-minded, strength to\n\n(General\n\nweak characters, relief to the poor, and\n\njoy and tranquillity to a multitude of homes, proves that you have not\n\nonly a great brain but a great heart.\nIf we seek for the origin of these high ideals which you possess we must\n\ndirect our vision to your schools, to\n\nyour great educational institutions,\n\nyour colleges and universities, to those notable centers of education where\nyou have been training your great men and women, who wherever they\nplant the flag of your country make themselves felt for good.\n\nWherever\n\nthe North American flag waves there is gloriously represented the North\n\nAmerican people.\nadmirers.\n\nOf you and your institutions of learning we are ardent\n\nIn our beloved country your methods of teaching have been\n\nrecognized by us as the greatest of the world.\n\nWe owe to our great cham-\n\npion of education, Jose P. Varela, who is our Horace Mann, the lofty ideals\n\nwhich he gained here in your great nation, and which he implanted in\nour beloved Uruguay. We realize that in our schools too is the center of\nour greatness. For this reason the government of my country has sent\nto you upon several occasions young educators who have carried back\nFor this same purpose\nto us some idea of your great educational system.\nI am in your midst today, that I may learn more of your methods for the\ndevelopment of womankind and for the methods of social reform in which\nyour country so gloriously leads.\nI come to bring to you also, as a token of admiration of your patriotic\nlabor for the uplift of mankind, cordial and affectionate greetings from my\ncolleagues of Uruguay. These warm, heartfelt greetings come from your\nbrothers who are striving for the same lofty ideals, and who desire your\nhelp in the unfolding of a new and better educational system for the youth\nof our fair land.\n\nTHE CONTRIBUTION OF TEACHERS TO THE DEVELOPMENT\nOF DEMOCRACY\nA. KINDERGARTEN\nALMA L. BINZEL, NORTHRUP COLLEGIATE SCHOOL, MINNEAPOLIS, MINN.\nThe first of the contributions which the kindergartner may and should\nmake to democracy is that of interpreting to the parents of the children\nof today the nature of child-life and the nature of democracy\n\nand their\n\nrelatedness in daily living.\n\nHer second contribution is but an enlargement of this one. It is to\nand other agencies in this country in a\nnew campaign. For some years we have had the slogan of ''Better\nBabies,\" ''Save the Seventh Baby,\" and, more recently, \"Keep the\nChildren Well.\" The recent Children's Year brought to innumerable communities these ideals and many of the practices that aid in their realizaA youngster in the Springfield schools summed up the work in behalf\ntion.\nenlist the home-economics forces\n\nI\n\n"}
{"page": 113, "printed_page": null, "text": "TEACHERS AND DEMOCRACY: KINDERGARTEN\n\nSessions]\n\nthe conservation of child-life with this brief essay:\n\n;0f\n\n97\n\n\"This\n\nis\n\nthe\n\nIt is everybody's duty to have a baby and to save it.\"\n\nhildren's Year.\n\n•me of those who heard the essay askt, ''Save it, for what?\" and an-\n\nswered to themselves, ''To keep it not only well but to make it more worth\nwhile to\n\nitself\n\nand to democracy than many children have had the\n\npportunity of becoming in this country in the past.\"\n\nThe home-economics\n\nteachers have\n\nhad the support\n\nof\n\nstate\n\nand\n\national funds and influence as no other group in the profession has had.\n\nhey go out into large and small places equipt to teach and to train the\nncoming generations toward scientific, artistic, and successful houseeeping and homemaking. But up to date the most perplexing of the\nroblems involved, that of understanding child-nature in its instinctive\n\nd emotional and intellectual aspects, has been ignored.\n\nOne recent\n\nception to the exclusion of \" child- training problems\" from the courses\n\nwork\nThe University of Minnesota required of its 1919 Senior\n\nhich our home-economics teachers take in preparation for their\nust be made.\n\nome-economics students an eighteen-hour lecture course along this line.\numor has it that the Seniors considered it a very valuable part of their\nurse;\n\nthat faculties of some other departments are asking for a similar\n\nurse;\n\nthat some of the young men in the agricultural department have\n\ntimated that they also should have it, and one father has already askt\n\nbe enrolled in the course next year!\n\nThe kindergartner's second con-\n\nribution then is to urge and possibly to give these courses, so that not\n\nthan every home-economics Senior from 1920 on shall be ready to\n\nss\n\nsist in the campaign for\n\n\"More Worth-while Children.\"\n\nUltimately preparation for marriage and parenthood must involve a\ncing of this problem.\n\nFrom one authority and another comes the state-\n\nent that the weakest, the most disintegrating institution in America\n\nay is the home.\n\nSmall wonder that it has survived as well as it has;\n\nat it has produced as valuable material as the average young man and\n\noung woman of today!\n\nFor note you, tho it is the most numerous of\n\nur institutions, and tho it deals with the most valuable of our country's\n\nno questions concerning anyone's fitand run a home. Until society changes its attitude the\nndergarten and the home-economics teachers, coming close to the home\nthey do, must in part make up for this lack. Together they must ask\n\nsources, society practically raises\nness\n\nto start\n\nat state institutions shall demonstrate with children as well as with\nops, cattle, and chickens.\n\nOn the day that this was written the Minne-\n\npolis papers carried the story of another one hundred babies and children\n\needing mothers' care.\n\nThe Children's Protective Association has suc-\n\neded in ridding the community of baby farms;\n\nit has succeeded in placing\n\nhundred children in private homes. Can anyone think of a plan\nhereby some at least of the remaining one hundred can be given a fair\nrt in life under the auspices of the University of Minnesota ?\nCan the\n\n"}
{"page": 114, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n98\n\n[General\n\ndepartments of medicine, psychology, education, home eccdiomics, and\nsociology be expected to cooperate in order to keep these children well,\nto diagnose their individual characteristics,\n\nto direct their education,\n\nand to environ them so that normal-social development will result ?\nIn ''Some Suggestions from Modern Sciences for Education\" one\nfinds a plea for a nursery that shall be a laboratory for the discovery of\n\nthe facts of child-life from birth up to the age of six.\n\nIn the homeless\n\nbabies and children, of which every state has many, one finds the material\nfor such a nursery.\n\nWhere is the institution or the philanthropically\n\ninclined individual that will undertake to finance an endeavor which will\n\nbe productive of good to the children themselves and enlightening to those\n\nwho deal with children elsewhere?\n\nThe third contribution which the\n\nkindergartner is to make is that of urging the need and the possibilities\nof concrete laboratory study of children at state universities.\nI trust that these suggestions concerning the\n\nhome and the kinderThe home\n\ngartner's contribution to democracy will not be misinterpreted.\n\ncasts its influence upon more lives at an earlier date and for a longer period\n\nthan any one other institution. It is because of its very great importance\nand its hitherto rather neglected condition as far as the study of children\nis concerned that it has received this major emphasis this morning.\n\nThe kindergartner's next contribution is to aid in equalizing the opportunities for a fairer start in life thru early school opportunities for every\nchild.\n\nI need only remind you that our country contains nearly 4,000,000\n\nnative-born\n\nmen and women who cannot read and write, to have you\n\nrealize that in this land,\n\nwhose proudest boast has been its public-school-\n\nsystem, the start, via schooling, has been and is now a very uneven one.\n\nThe accident of birth in one decade rather than another, in one state or\nanother, or in one county in some states rather than in another county\n\nhas been for too long the determining factor as to whether a child must\n\ngo to school or not, at what age he must begin and at what one he may\nstop and also how many days per year he must attend.\n\nIn 1852, almost seventy years ago, Massachusetts blazed the\nwith its compulsory-education law.\n\nway\n\nHow slowly the others followed her\n\nlead is shown by the facts that only six more than half had enacted similar\nlegislation by 1900, and that the remaining sixteen came in after the open-\n\ning of the\n\nnew century!\n\nSome waited indeed until after the world- war\n\nwas on to accomplish this feat.\n\nSmall wonder then that the draft for\n\nour national army brought in 700,000 men between the ages of twenty-\n\none and thirty-one who could not read and write!\n\nThe states are all in\n\nnow, but how varied is the conception of what constitutes the necessary\n\nminimum education for citizenship in a democracy!\n\nOf the states that had\n\nprior to 1914 declared for compulsory education none had set the age of\n\nentrance at six; for Hawaii it was so placed; sixteen states placed it at\n\nseven years; twenty-six states and the District of Columbia at eight years;\n\n"}
{"page": 115, "printed_page": null, "text": "TEACHERS AND DEMOCRACY: KINDERGARTEN\n\n5ions]\n\nnd one state put it at nine years.\n\n99\n\nWhy should a child born in Hawaii\n\nve the protection of a compulsory-education law from his sixth birthday\nn, while a child in Oregon must be without it until his ninth one ?\n\nBoth\n\ne child and society are at the mercy of the individual parents as long\n\nwe are without a universal compulsory-education law making it equally\nfe to\n\nbe bom in any one of the forty-eight states or in any one of\n\nits\n\nveral dependencies.\n\nWith other educators the kindergartner must join in the effort to\nTolong both the school year\n\n(it\n\nvaries\n\nnow from sixty to one hundred\n\nnd fifty days of attendance) and the child's tenure in school. In several\nstates children may leave when they are twelve years old^; in others they\nust stay on until the sixteenth or eighteenth birthday.\n\nIn addition to\n\nbrts for this longer school life the kindergartner must foster the move-\n\nents necessary for national laws that\n\naim at placing the compulsory\nand permissive age at four\n\nof entrance in public education at five\n\n;e\n\nears.\n\nWe are meeting in a state fortunate in the farsightedness of its conOne of the clauses referring to education provides that public\nmoney ''may be spent\" for the education of children between the ages of\nstitution.\n\nfour\n\nand twenty years.\n\nUnder such a constitution it ought not to be\nThe kindergartner has\n\ndifficult to secure the conpulsory \"must be spent.\"\n\nheard the appeal to return to the philanthropic spirit of the early days\nf the kindergartner in the effort to secure kindergarten opportunities\n\nevery child.\n\nr\n\ne\n\nWill her greatest contribution come thru such a com-\n\n—by community appeal—or\n\nwill it come from the effort to secure\nenactment of national legislation extending the period of education\n\nunity\n\nownward to the fourth, while others at the same time are securing its\ntension upward to the sixteenth or eighteenth birthday ? Surely in these\nys of rapid transit and communication by land and sea and air it ill\nhooves us to think of pioneering ox-cart and pony-express methods in\nimportant a matter as the early education of childhood.\n\nThere is another very important contribution which the kindergarten\nacher should make.\n\nIt is that of inculcating into the lives of little chil-\n\nen in the kindergarten attitudes and habits that are fundamentally\nemocratic in nature.\n\nWe all know that there are \"fundamental likenesses among individuals\nthose primitive elements of human nature, the instincts and impulses,\"\n\nut do we all realize sufficiently that there must also be ''fundamental\neness and agreement in acquired habits, especially those which children\ntake on thru early training and by imitative absorption from their envi-\n\nWherever groups of children of similar ages, and hence similar wants,\ninment\"?\ne gathered together there arise situations that correspond in their general\n\n"}
{"page": 116, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlOO\nis\n\n(General\n\nquick to interpret these situations correctly, and you have a group of\n\nchildren learning to analyze fairly the problems before them, learning to\n\nsuspend judgment until the evidence is all in, learning to recognize that\nright things can be known and must be chosen even tho it costs something\n\nto make the choice of the right.\n\nThe kindergartner from the beginning has been accustomed to think\nHer contribution must\nbe and has been one of showing how the valuable innate differences of individuals on the one hand and the fundamental innate likeness of these\nindividuals on the other hand can be conserved in group life where law,\nnot personal authority, controls. The right use of privilege, the ready\nin terms of respect for each child's individuality.\n\n—\n\nacceptance of duty, and the recognition of personal responsibility can\n\nand must have their beginnings in that period which biologist, psychologist,\nand sociologist have come to recognize as the most plastic and hence the\nmost educable period of the individual's life the years before the age\n\n—\n\nof six.\n\nB.\n\nRURAL SCHOOLS\n\nMARIE TURNER HARVEY, PORTER RURAL SCHOOL, KIRKSVILLE, MO.\nIn view of the fact that approximately 8,000,000 children are being\neducated in the one- and two-room schools of this country, and in view\n\nmore\nwas seven years ago, indicating similar community\n\nof the undeniable fact that today thousands of these buildings are\n\nor less like Porter\n\nideals and progress over a wide area, it seems advisable to give a detailed\n\naccount of Porter's conditions in 191 2 and the early history of making a\n\n\"new school of the old,\" and then a summary of conditions in its present\nstage of development with a few pertinent conclusions if time allows.\n\nThe Porter District, containing nine square miles of good prairie land,\njoins Kirksville, a\n\ntown of 10,000 population, on the south.\n\nIts assessed\n\nvaluation in 191 2 was $110,000 in round numbers.\n\nThere were forty-six\nfarm homes; the largest holding was eight hundred acres, the smallest\nfive acres near town, with farms varying from forty to two hundred acres\nbetween these extremes. Only nine of these farms were occupied by tenants,\n\nbut eighteen homes had no direct interest\n\nin the district school.\n\nThis was because their children had \"gone thru\" or \"quit\" the school\n\n—\"gone on.\"\n\nbefore now and\n\nTo estimate correctly the progress and achievements of the Porter\ncommunity after September, 191 2, it is necessary to view actual conditions,\ntogether with their causes, that existed before that date.\n\nPrevious to 191 2 this district sustained the required eight months'\nschool on a twenty-cent levy and had the divided term and the characteristic\n\nrotation of teachers, not one of whom could be justly charged with\n\nthe state of affairs that prevailed for years.\n\nThe Wabash Railroad\n\n"}
{"page": 117, "printed_page": null, "text": "TEACHERS AND DEMOCRACY: RURAL SCHOOLS\n\nSessions]\n\nran diagonally across the district,\n\nloi\n\nand this little box-car schoolhouse,\n\nput up by some jack carpenter at a cost of about six hundred dollars,\nfifteen years before,\n\nbecame a favorite hostelry for the \"tramping gentle-\n\nmen\" because of its close proximity to town and railroad.\nbuilt, shutterless,\n\nThis square-\n\nunshaded, comfortless building, resting directly on the\n\nground and surrounded by weeds to the very doorstep in summer, was\n\nj^^e accepted educational center of this district. That the enumeration of\n|^^i2 listed fifty- two children of school age and the average daily attendance\nranged from eight to twelve seemingly occasioned no one serious anxiety,\nce only about that\n\nnumber of taxpayers took the trouble to attend\nThat young children lost much time from\n\nschool election each April.\n\nbad colds contracted in this drafty, ill-heated, dirty\nbu ilding, that teacher and children had to group closely around the old\n^^K)ve wearing wraps and even mittens for hours on real cold days, that\n^Wey were constantly exposed to physical and moral dangers as a result of\nthe tramps making this a regular station all this and much more that\nmust be suggested to any thinking mind were seemingly accepted with\nphilosophical resignation by some and viewed with supreme indifference\nby others, for local history does not record that any taxpayer ever made a\nschool because of\n\n—\n\nformal protest about the \"waste of public funds.\"\n\nIt\n\nis\n\ninconceivable\n\nthat there could have been such isolation and such extreme individualism\nso near a\n\ngood town.\n\ninitiative,\n\nand, worst of all, of local faith in the possibihties of bringing\n\nThere was a lack of\n\nlocal\n\ncooperation, of local\n\nabout a permanent regime of progress thru the medium of their public\nschool.\n\nCertainly the drift of young people from the farm homes went\n\nsteadily on, and those seeking higher education for their children made the\n\nsupreme sacrifice of boarding these young people in town to get school\nprivileges.\nThus they were separated from home influence during the\n^character-forming time of life and were taught in terms of city life.\n\n^^H In 191 2 the school board of three men, who themselves had gone to\n^Wrter in their youth, were determined to give their young children\nimproved opportunity and found a teacher willing to help them establish\nthe best possible school.\n\nrented in the district.\n\nThe teacher agreed, provided a home could be\n\nA ramshackle cottage of four rooms— three-fourths\n\na mile from the schoolhouse, unfortunately\n\n—\n\nwas the only available\nand to this the teacher, with a country girl as domestic, moved in\nSeptember, 191 2, and began the work of making a typical rural school\nrealize its possibilities for the community.\nIn the face of the opposition with which every forward step is met,\nthe jeers of some and the threats from others that this would spell \"bankruptcy thru high taxes,\" \"that the teacher would not stay,\" \"was certain\nto leave for a better salary,\" \"that old ways were good enough,\" a small\ngroup of men led by this school board persuaded, reasoned, contributed\nlabor or money or both, until by October 14, 191 2, they had thru\nof\n\nplace,\n\n"}
{"page": 118, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI02\n\n[General\n\ncooperation raised the building on a good foundation of concrete blocks, dug\n\na basement, covered the floor with concrete, installed a first-class hot-air\nfurnace therein, built a new flue, also a staircase from vestibule to base-\n\nment, and a commodious good-looking bookcase with glass doors and locks,\nelevating this on a small double platform, which added seating space in\n\nhouse\" at the community gatherings to which they now\nBy Christmas time thru cooperation the building had a\nnew teacher's desk and chair, two large swinging lamps, an organ, and a\nwater system, including a drinking-fountain and kitchen sink installed in\ncase of a\n\n''full\n\nlookt forward.\n\nthe basement.\n\nA telephone Hne connected the school and the teacher's\n\ncottage with both the community and Kirksville.\n\nAs expressive of what such a community can and will do with leadership it should also be mentioned that the walls were now covered with a\n\ntan oatmeal paper and the woodwork changed to a golden brown;\na light-papered ceiUng and adjustable dark-green shades at the windows\nsoft,\n\nmade good lighting possible; an eight-day clock and thermorrieter were\nadded. A school wagon was secured and run cooperatively, thus insuring\nthe regular and prompt attendance of the majority of the pupils of that\n\nday and conserving the health of the children.\n\nThe teacher rode with\nwhen viewing results. Aside\n\nthe children, a factor not to be overlookt\n\nfrom the furnace all this was done without using a dollar of the district\nschool fund at an astonishingly small outlay of dollars\n\nand cents, each\nimprovement costing thought and effort to provide, such efforts bringing\npeople constantly together in constructive efforts for their children and\n\ncommunity, these contacts making surprising revelations of fine character\nhitherto unsuspected in their neighbors\n\nand verifying the truth of the\nyou might like them.\"\n\nadvice, \"Get acquainted with your neighbors;\n\nThe children thus learned the great lesson of cooperation so needed in\nrural life and placed high value on the improvement, coming as they did,\n\none by one, after much planning and sacrifice.\n\nMany a world-struggle\n\nstudied in the history class was the better understood because of the hard\n'fight the parents and neighbors of the pupils had to\n\nmake against ignorance\n\nand prejudice, thereby placing a new value on education.\nThus were seeds sown that in due time and with continued cooperation\nwould insure this farming community a wholesome social life, improved\neconomic conditions, and^ cheerful\n\nfiresides,\n\nbecause of the presence of\n\nsons and daughters finding happiness and reasonable prosperity in developing family estates.\n\nThanks to an open-minded county superintendent of schools freedom\nfrom standard requirements in the use of courses of study and daily program was allowed. It can only be said here that the curriculum, greatly\nenriched, has been adapted to the individual needs of the community and\nits children without depriving the pupils of\n\nart,\n\nand Hterature.\n\nthe joyous influences of music,\n\nA balance of vocational and cultural subjects has\n\n"}
{"page": 119, "printed_page": null, "text": "TEACHERS AND DEMOCRACY: RURAL SCHOOLS\n\nsions]\n\n103\n\nNo artificial stimulus has been used. Attendance\nnd punctuality are high; absences occur only in case of grave necessity,\nxplanations coming over the telephone, with the request that if possible\n\nbeen kept thruout.\n\nertain class lessons be postponed until the return of the pupils.\n\nAt the end of four years the Bureau of Educational Experiments,\new York City, on its own initiative searcht out this school and after\nreful study effected an arrangement which made possible an extension\nrvice even then being widely and urgently demanded, the mutual plan\n\nrotecting the community itself by not supplying it money or interfering\nith the\n\nconduct of its own affairs.\n\n;ert itself\n\nto the\n\nThus the community continued to\n\nutmost in making the school serve its growing needs,\n\neing further stimulated by the altruistic desire to help others in the\npen country to see the possibilities of their local schools operated under\nxisting legal machinery thru the cooperation of teacher and parents;\n\nus the values of the demonstration were in no way qualified.\n\nIn Porter District today thea-e are a people whose school board reprents their evaluation of school benefits\n\nby offering $100 a month for a\n\neacher; a substantial Farmers' Club; an active Woman's Club; a Poultry\n\nub of young people that in three years drove out scrub poultry, taught\ne community to raise two\n\npure-bred types, and is looking to cooperative\n\nlling of eggs and chickens under the club guaranty;\n\na Pig Club which will\n\nfor hog breeding what the Poultry Club has done in its field;\n\nan inter-\n\nenominational Sunday school, two years old, that is in fact a spiritualizing\n\nuence in the community;\n\na high-school annex, two years old, where\n\nstudents can do two full years of accredited work;\n\na Community Band,\n\nhich in three years included twenty young men and women whose work\n\n^.\n\nAdair County is second only to that of the Municipal Band of Kirks-\n\na Junior Band, one year old, with twelve members ranging in age\nfrom eight to fifteen years, music having become a necessity in this comille;\n\nunity.\n\nLand values have been greatly mcreast.\n\nIt\n\nhas toucht every\n\nand young, holding every boy and girl grown to maturity to\nNot one has been lost to the community except in the several\n\nterest of old\n\nfarm.\n\nses where the family moved out of the district for business reasons.\n\nThru cooperation the school has become more than a community cenr;\n\nit is\n\nin fact a distributing center of efficiency, social\n\nand economic,\n\nsed every day in the week during the conventional eight months of school,\n\nd from four to six times a week during the remaining four months of\ne year.\nlife,\n\n1\n\nIts people are\n\nhappy, contented, striving for the better things\n\nand intensely patriotic, because they are an informed people.\n\nEnough has been suggested to justify the conclusion that in the face\na world-wide demand for self-government a new type of rural school,\n\n—\n\nnew kind of teacher, a new form of teaching is required a school that\nthis time must help the parents, the farmers, all the residents of the comunity, who in turn must help the school.\nMeans for the development\n\n"}
{"page": 120, "printed_page": null, "text": "1\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n04\n\n[General\n\nof character and a genuine enrichment of experience must be found in the\n\ndaily round and the common activities.\n\nThe habit of responding quickly as a unit to right appeals due to the\nwar emergency is still with the American people. Shall this Association\nbe less energetic in profiting by the important lessons learned from the\nworld-war than the commerical world, for instance, which has already\nreduced the distance across the Atlantic to less than a day ? Shall it not\nbe constantly vigilant in recognizing and resisting all forces engaged in\nattempts to nullify the public understanding of the part the\n\ncommon\n\npublic school in town and country alike must play if America remains true\nto the ideals of the founders of this Republic?\ntherefore, shall\n\nit\n\nAs a means to this end,\n\nnot by concerted action discard antiquated courses of\n\nstudy from kindergarten to university and make such adjustments in\neducational procedure as will most quickly prepare the teacher that the\ntimes demand ?\n\nShall it not use its great power so to educate the public\nmind as to cause it soon to attract this uew teacher to the rural field by\nguaranteeing a living salary, a decent home, and necessary freedom of\naction best to serve the community interests ? For in this way only can\n\nAmerica have a system of schools in the open country that will make it\nsafe for democracy.\n\nC.\n\nELEMENTARY SCHOOLS\n\nELIZABETH S. BAKER, SUPERVISING PRINCIPAL, PUBLIC SCHOOLS,\nHARRISBURG, PA.\n\nThe education of the individual for himself alone has had its day, a\nday that saw great advancement and that was sufficient for its generation.\nNot only were the tools of education generously meted out to all alike\nthru our great public-school system, but to a certain extent the treasures\nof the liberal arts and the knowledge of the sciences were shared.\n\nWhy ?\n\nThat the soul of youth might have the largest inspiration. This individualistic education, however, has not wrought the miracle of good citizenship.\nIt has neglected the principles of reciprocity, comradeship, and\nfellowship.\nWhile it is still necessary for every pupil to become efficient\nand proficient with the tools of education the new democracy demands\nthat the public schools develop whatever capacities or abilities the indi-\n\nvidual may possess in order that he may become intelligently active for\nthe common good.\n\nThe greatest opportunity for the individual and the\nwhen he works\n\ngreatest satisfaction to the individual are secured only\n\nwith others for the common welfare.\n\nReal social service is the highest\n\nattainment the individual can aspire to reach.\nbe considered a preparation for life.\n\nSchool must no longer\n\nIt must be a part of life, and educa-\n\ntion today must be a group enterprise where each individual in the group\n\nmust act in relation to the entire group and must be ready, if need be, to\nsacrifice his own desires for the betterment of the group of which he is a\n\n"}
{"page": 121, "printed_page": null, "text": "h\n\nSessions]\n\nember.\n\nTEACHERS AND DEMOCRACY: ELEMENTARY SCHOOLS\n\n105\n\nThe schools of the nation must awake to the need of a more\n\nirect attention to\n\nreaUze their fundamental function, the preparation\n\ni\nf the citizen, and since the education of so many children ends with the\n\ngrammar grade it behooves us as elementary teachers to see that our school\nmotive is no longer the individual advantage of the boy and girl but the\narger purpose of his general welfare.\n\nWhat kind of citizens do we want our pupils to become ? Do we want\nem to accept plans handed down to them from above and execute these\nlans according to prescribed directions, thus reducing their own purposing\no a minimum and the servile acceptance of others' plans to a maximum ?\no we want another to carry their responsibilities and pass judgment upon\n\nNo!\n\ne results of their labors?\n\nWe want citizens who are alert, able\n\nthink and act, and too intelligently critical to be easily hoodwinkt by\nliticians or patent medicines.\nWe want them to know how to choose,\now to weigh the relative value and importance of things, how to organize\ndeas and facts, how to be self-reliant.\n\nHow can this be accompHsht ? By changing our idea of the methods\nof procedure in school life, always remembering that the aim of education\nis\n\ncharacter, not subjects.\n\nWe must have constantly in mind the ideal\n\nof school work which will value most highly opportunities for cooperation\n\nnd for contribution to the common good upon the part of our pupils,\nnd we must train them in habits of public service, because everyone\nnows that we learn to do by doing.\nThis means that our ideas of conducting a recitation must be changed\no meet the new issue. We must give up the old autocratic question-andnswer plan. No longer will teachers be judged by their own activity,\nut the activity of their pupils will be the measure of their ability.\n\nThe\n\neacher and pupils must study together the definite problems to be solved,\n\nnd each pupil must contribute his part, not because he is to be graded by\nis teacher, but because he is working for the welfare of the group whose\nroblems are his problems. Such recitations train students to initiate\nought processes without continual prodding from the teacher, and to\nnduct their proceedings on a democratic basis, thus giving the pupils\nThey take the ground that scholarship and the\nractice in government.\nower to think clearly are\n\nselfish abilities unless\n\nshared with the social\n\ngroup or capitalized for the benefit of the group.\n\nThey develop social\n\nonscience by means of informed and free discussion, they lead to personal\n\n—\n\nand independent thinking the essence of the new democThey develop team work, make the problems to be solved the\nhildren's, and lead to power.\nThe ideas of leadership, the necessary\n\nesponsibility\ncy.\n\novernment of the group, the ideals of loyalty to the group, are basic and\n\nwhat organized society means in the adult\nThe social aspects of every subject must be emphaized, on the idea that the more thoroly you know things or the more\n\nrepresent in the child world\nelationships of Hfe.\n\n"}
{"page": 122, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nio6\n\n[General\n\nexpertly you do things, the more useful you will be to your family, your\ncity, your state, and your nation\n\nand mold American ideals.\n\n;\n\nthe better fitted you will be to exemplify\n\nHistory and civics of course offer the greatest\n\nopportunities for the teaching of citizenship, and as a teacher of those\n\nbranches what they should contribute to the new democracy is my special\nproblem.\nHistory as taught in the Prussian schools exalted and glorified the\nPrussian state.\n\nIs\n\nthat enough?\n\nNo.\n\nHistory should develop the\n\nreasoning power and the balanst judgment.\n\nWhile it should kindle\na provincialism that\n\n—\n\npatriotism it should also cure narrow provincialism\n\nsneers at all foreigners, that believes the false theory that \"one's country\nis\n\nalways right.\"\n\nIt should\n\nbe the remedy for the stupid partisanship\n\nwhich crushes independent reasoning and prevents reforms. The child who\nargues for the rights of the British Parliament during the Revolution, or\npresents the secession doctrine to his class, has learned to think.\n\nThe\n\nability to examine both sides of an argument, to pick out the truth while\n\nseeing another's point of view, can be exercised by children as well as by\n\nadults if they are properly trained to use their minds.\n\nThe teacher must\n\nbe careful not to twist history to suit her preconceived political notions\n\nThe impersonal search for truth is the major business,\nand the plainest duty of the history teacher is to concentrate on the character and work of patriots of all times and countries, and to show how,\nthru actions and reactions, the ideals of democracy have taken shape\nthruout the world. It is a part of the tradition of free governments that\nthe burning questions of the day should be discust in public meetings,\nand if you want to see how true to tradition your pupils are assign a current local or national question for a lesson occasionally, and allow them\nto conduct the discourse, and watch the passive, inert pupils become\nor social theories.\n\nspontaneously fluent.\n\nWhat about civics?\n\nThe old civics taught government as tho the\nThe new civics comes\nright into the community to help future citizens realize their responsibilities, their duties, and their opportunities for service, and the special\n\nend in view was to make constitutional lawyers.\n\naim in teaching civics should be to help the child to realize himself as a\nHe must be\ntaught to appreciate the service rendered by all community servants,\nas the policeman, the plumber, the carpenter, and at the same time store\nup a fund of civic ideals that shall guide him later as an adult citizen.\nCivic activities must be talkt about and read about. Relationship of man\nto civic life and man's obligation to his home, his neighborhood, and his\ncountry, if taught insistently, would develop the spirit of good-will to so\nlarge an extent that this nation would become altogether different from\nany other nation on earth.\n\nmember of each political group that does work for him.\n\n"}
{"page": 123, "printed_page": null, "text": "w\n\nSessions]\n\nTEACHERS AND DEMOCRACY: SECONDARY SCHOOLS\n\n107\n\nGood citizenship cannot be reacht thru gUttering generaUties as to\nThe growth of a better civic life will come slowly\nthru a knowledge of facts as to how the business of a municipahty or other\ncommunity is run an active cooperation whenever the opportunity offers\nThe man who knows what the pure-food laws mean and is alive\nitself.\nloyalty to country.\n\n—\n\nto the enforcement of\n\nthese statutes will, if need be, exert himself to see\n\nThe old bliss in ignorance may do for the indiThe citizen belonging to the era of collectivism sees,\n\nthey are executed.\n\nlat\n\nridualistic person.\n\nand acts for the common good, and every pupil can become active\nComradeship, friendship-making, and service can\nFair play, team work, playing\n)e guided in school with the surest result.\n\nfeels,\n\nfor the common good.\n\nip to the game, suggest cooperative ideals that mean life, society, highest\n\n:iviUzation.\n[e\n\nThe individual does not lose himself in these new relations.\nown possibilities. He\n\nsimply becomes better acquainted with his\n\n)ecomes a part of the whole with the spirit of sacrifice for the good of the\n\nThe nation that grows weak and uninterested civically is doomed\nThe democracy that does not educate for vigor[ous and intelligent citizenship breaks down into a lower type of social\nThe individual who does not gain that education thru\n[organization.\nrhole.\n\nto decay and revolution.\n\n)articipation which\n\ndemocracy affords can attain neither a high type of\n\nfsocial efficiency nor self-realization and continued growth.\n\nCivic interest\n\niroused must bring corresponding motives for cooperation, and participation\ntherein must cultivate civic initiative and civic judgment.\n\nD.\nESSIE V.\n\nSECONDARY SCHOOLS\n\nHATHAWAY, TEACHER OF ENGLISH, EAST HIGH SCHOOL,\nDES MOINES, IOWA\n\nIn all the upsetting of the affairs of men which the god of war has so\n[ruthlessly enforced in the last five years I\n\nknow of no one profession so\n\n[completely turned topsy-turvy as the teaching profession, and of that\n)rofession I hold that no class has been\n\nthrown farther from its moorings\n\nmd been forst more frequently to readjust itself than that forming the\n:\n\nfaculty of our secondary schools.\n\nIs it too\n\nextreme a statement to make\n\ntthat such a survey of our secondary-school work taken several years ago\n\n[would have revealed an astonishing effort being put forth to train minds,\n[but an equally astonishing lack of effort to visualize the place of that trainling in the\n\ndevelopment of the student's life or as related to the life of his\nI am prepared to say that it is not too extreme a statement,\n\ncommunity ?\n\n'he first revelation of our deficiency began when the great black\n[of\n\ntragedy\n\nBelgium brought home to us the fact that any training or any ideal,\n\n[national or individual,\n\nwhich did not take into consideration the rights\n\nland privileges of every other nation or individual in the world, nation,\n\n"}
{"page": 124, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nio8\nstate, or\n\ncommunity was a training and an\n\n[General\n\nideal woefully lacking not\n\nonly in breadth of thought and kindness of heart but in practical living\npossibilities.\n\nOne of the first things that came to us thru war necessity was a community demand, and so of value in the consideration of our subject. I\nrefer to the use of the schools as a medium between public need and the\nfamily responsibihty in meeting that need. That medium continued thru\n\nRed\n\nLiberty Loan campaigns, thru\n\nCross drives, thru\n\nrelief\n\nfunds so\n\nvarious that we wondered if there could be no end to hunger, nakedness,\n\nFrom the kindergarten to the twelfth grade\n\nand disease in the world.\n\nthese messages were sent from Uncle Sam, from state\n\nand community\n\nleaders, to families representing in descent, in labor, in social advantages,\n\nMerely as an advertising agency the\nbecame an absolute necessity. As a factor in democratic life\nthey took on an immediately practical possibility such as they had never\nhad before in our country.\nBut the school cannot be used for an advertising agency without being\nequipt with the ability to express the advertising matter in concrete and\nforceable terms; and neither school or individual can express anything\nevery phase of our national life.\nschools\n\nforcibly or\n\nconcretely without\n\nexperience\n\nto\n\nenforce\n\nthat expression.\n\nMay I say then that in building up a modern democracy in a community\na teacher of the secondary schools must in some way or other strengthen\n\npowers of expression in the boys and girls thru recognition of their neighbors' right to work and play.\n\nIn short, a teacher of the secondary school\n\nmust relate all the training of that school to the business and social life of\nthe community if he is to have any place whatsoever as a real factor in\nbuilding up the democracy of today.\nThere is a certain sullenness that comes sometimes from repression,\neither in whole peoples or in individuals, a sullenness that smolders danger-\n\nously toward explosion.\n\nI\n\nam sure we agree that all of the revolutions\n\nwhere a reign of terror has been part of the struggle have been caused\nquite as much by the great masses who could not express themselves and\n\nso could not protest effectively as by the command of those few who,\n\nkeen of mind and skilled in speech, said, \"This shall be so,\" and it was.\n\nBut\n\n'^public\n\nSocialist,\n\ncalamity\n\nis\n\na mighty leveler.\"\n\nEverybody\n\ntalks\n\ntoday!\n\nI.W.W., Bolshevik, suffragist, politician, even to the humblest\n\nman or woman in public or private life.\n\nWhile all this babbling of tongues,\n\nechoing quite around the world, is trying just now, out of it will come a\nclarifying of visions\n\nand judgments such as the world has never known.\n\nEven the boys and girls in our schools have thundered in season and out\nof season on real subjects to real audiences until they have come to feel\nthat they have an actual place in wielding public opinion\nan opinion worth while and can express it intelligently.\nis\n\n—that they have\nThat very fact\n\ngoing far to give this generation a community and national unity, for\n\n"}
{"page": 125, "printed_page": null, "text": "sions]\n\nTEACHERS AND DEMOCRACY: SECONDARY SCHOOLS\n\n109\n\nknow and\nknow that thru their efforts and ours we shall have more leaders in public\nfe as well as a larger mass of people who can think and talk intelligently.\nHow we are to maintain this vitaUty of expression in times of peace\n\n^hile we have smiled at times at their bursts of oratory, still you\n\nithout the urgent need which war brought to us is not a question easy\n\nanswer.\n\nThere are, however, common needs the world around.\n\nIf the\n\ndemocracy let loose by our boys and girls\nm now be backt by a simple but real grasp of-their neighbors' advantages\nid disadvantages in the field of work and play they are bound to develop\nheart to sympathize and a mind to judge, so that that expression\n:omes politically and economically sound in community life.\nCut-and-dried projects can never awaken that sympathy. An invesjation which has to do merely with the economic value of a steel plant\nlittle less than a crime when presented by a growing boy or girl.\nIn the\n^rmative years of the secondary school no community investigation should\nallowed to impress the mind of the student which does not place human\niings in the foreground.\nLet him bring his figures; let him have his\n5e of economic values keenly alive and consistently developt, but let\nat the same time see the man who stokes the furnace all night long\n\"in that steel mill.\nLet him see him in his relations to the housing condiIf he does not,\nJ;ions and to the recreational facilities of that community.\nlen no matter how accurate, how thoro the report, it is worse than \"dry\ndust\"; it is crippling to the growing boy and derogatory to the develop)lden precepts of world-wide\n\nmt of social life.\nThere is a crying need all over the world today to train women for\nrk.\n\nThere has been no greater tragedy thru the war than that of the\n\nIplessness of unskilled\n\nwomen in trades and in fact in every walk of\n\nmmercial and business Hfe.\n\nWomen of all ages with but meager school\n\nining found themselves forst to earn their living with no other experience\n\nck of them than that of a simple housewife.\n\nmen and girls.\n\nLife does not protect these\n\nMany times they are physically unfit to meet require-\n\nnts, as well as mentally inefficient and unskilled in work of the hands.\n\nere is no place for them.\n\nConfused and beaten, a great army of them\nnd today, wondering in an amazed fashion what they have ever done or\nft undone that the right to earn a living should not be given them.\nIt is\nblot upon our educational system that such a great mass of our people\nshould be so scrapt in the economic world, so left broken morally and\nphysically, because we failed to supply the need of proper training.\n\nThe\n\nsecondary-school teacher who fails to sweep aside his own pet visions of\n\nproduct in order to help mend the lives of those who thru heredity,\n\nIfinisht\nivironment,\n\nor misfortune\n\nhemes has no place\n\nin\n\nare\n\nunable to cope with his educational\n\na school faculty today and no place\n\nin\n\n"}
{"page": 126, "printed_page": null, "text": "no\n\nNATIONAL EDUCATION ASSOCIATION\n\n[General\n\nThe government's active assertion of the soldier's right to recreation\nhas swept all of us into line with the boy and girl of high-school age, who\n\nhave always blindly demanded that right. All real play is democratic.\nA square game can be nothing else. Therefore it is most necessary that\nthe high school connect closely with the community for its leisure hours.\n\nWe have but barely toucht upon the possibilities of the secondary\nteacher in establishing community connection thru labor and play.\nall,\n\nAfter\n\nmuch more depends upon a grasp of what the teacher has to work\n\nwith and what he means to accomplish than upon anything that can be\nset forth to be done.\n\nThere is more joyous enthusiasm for life among the\n\nhigh-school boys and girls of our land than among any other group in existence.\n\nWe all recognize this as a psychological fact due to their physical\n\ndevelopment.\n\nAdolescence\n\nis\n\nthe time\n\nwhen ideals are forming, when\n\nevery boy or girl has it in his mind to be something, to do something.\n\nHe may not confess it, he may not recognize it in his own mind, but just\nthe surge of physical life due to the change in his physical being makes\nhim full of hope, altho that hope may have no definite end in view. Perhaps the girl means to be only a movie actress, but if she does she has no\nidea in her mind of being less than her screen ideal Mary Pickford or\nsomeone equally successful. It may be that the boy has dreams not\n\n—\n\nequal to ours for him, but whatever he sees in that particular field is never\nthe quitter, never the down-and-out.\n\nWe must recognize this fact and we must recognize that a personality\nthat can dominate this enthusiasm for living and direct the formation of\nthese ideals is the personality that will make or mar the child's place in\n\nthe world at large.\n\nThe man or woman who has the imagination to throw\n\nhimself into the background of that child's mind, and with that imagination has the skill to determine and to direct possibilities of development\n\nso that the child goes on joyously and apparently independently toward\n\nsomething which he wants to do because he knows he can do it in a capable\nand efficient way that man or woman has his place in building up democracy in the community. Unless he has this ability he may turn out efficient business men and women, he may develop grace of mind and clearness\nof expression, but he has lost his chance to place that boy or girl in society.\nThat great work will pass out of his hands into the hands of the\ncommunity, and thru hard experience and days of blundering discouragement the boy or girl will somehow or other jostle down into a place perhaps\nhappy, perhaps unhappy, in its relation to those about him. Our responsibility is tremendous, especially so because of the age and its possibilities;\nbut while tremendous it carries with it a vitality and a hope which makes\nthe working out of it one of the magnificent privileges of our modern\n\n—\n\nlife.\n\n"}
{"page": 127, "printed_page": null, "text": "MEMORIAL TO ANNA HOWARD SHAW\n\nSessions]\n\nill\n\nMEMORIAL TO ANNA HOWARD SHAW\nThe National Education Association expresses its deep sense of perfrom the battle of human life of that valiant\ncommon good, Anna Howard Shaw.\nThis great woman made her contribution to the welfare of the world\nteacher, writer, and strong defender of the rights of women to self-\n\nsonal loss in the passing\n)ldier of the\n\ncpression on all planes, and as a mighty patriot during the Great War.\n\nThe Association congratulates the American RepubHc upon having\nIt congratulates American womanhood upon\nLving had her as its leader during war activities.\nIt congratulates Amer:an manhood upon having had the loyal comradeship of this strong soul.\nroduced such a woman.\n\nWe regard her Ufe as a challenge to the country she loved so well to\nstand fast for the things in which she beHeved; and we urge America to\nrealize that she, like our men in arms, died on the firing line of Freedom.\n\nMary C. C. Bradford, Chairman\nGeorge D. Strayer, President, N.E.A.\n\nAN ADEQUATE SUPPLY OF TRAINED TEACHERS^\nD. B.\n\nWALDO, PRESIDENT, STATE NORMAL SCHOOL, KALAMAZOO, MICH.\n\nThe proper training of teachers in sufficient numbers to supply all\ne public schools with thoroly prepared instructors is the most important\nrvice that\n\nmay be rendered in a democratic commonwealth.\n\nMuch\n\nrogress has been made in the pubhc-school system in the United States\n\nce the opening of the twentieth century, but there is still an appalling\n\negree of neglect.\n\nMore than 300,000 teachers between the Atlantic and\n\ne Pacific are entirely untramed so far as any professional equipment is\n\nMore than 50,000 teachers have had but eight grades of\ndemic work in public schools, and much of this training has been in\n\nncerned.\n\ne schools of inferior type.\nI.\n\non\n\nThe solution of the teacher-training problem Hes first in the adop-\n\nof\n\nadequate standards.\n\nMinimum preparation for all teachers in\n\ne grades and in the rural schools should involve not less than two years\nspecial training after graduation from a standard four-year high school,\n\nor a considerable percentage of such teachers the standard of training\n\nshould involve not less than four years of special preparation beyond\nhigh-school graduation.\n\nPublic-school leaders and a considerable percent-\n\nage of teachers should have five, six, or seven years of academic and profestraining beyond high-school graduation.\n\nPubhc-school service will\n\never be generally recognized as a profession of unquestioned dignity and\nt.onal\nosition until we require of teachers preparation equivalent\n\nto\\hat now\n\n"}
{"page": 128, "printed_page": null, "text": "2\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\n1 1\n\n2.\n\nTeacher- training institutions must be\n\n[General\n\nmade equal to the task of\n\nSuch institutions, especially\nstate normal schools and colleges, must be adequately suppHed and equipt.\nBuildings should be models of convenience and sanitary standards. They\nshould be modern and so designed as really to function. Libraries and\nlaboratories adequate for the training of the school teachers and school\nleaders of a great democracy must be provided. The teaching body in\nsuch institutions must be carefully selected and thoroly trained. Only\nmen and women of attractive personal quality should be eligible to service\nInstructors in state normal school should be paid as\nin these schools.\nmuch as university instructors. Conditions of work and study should\nbe in all respects reasonable. There should be no overload either of\nteaching hours or of class numbers. All state-supported normal schools\nshould have training schools properly equipt and sufficiently supplied\nwith children and teachers to provide observation and practice teaching\nfor all students.\nThese teacher-training institutions must have the life\nand vigor of youth. They must be so supported as to insure real selfrespect.\nThe course of study must be modern and thoroly adapted to\nthe professional aim of such institutions. We must have training schools\nadequate in number, equipment, and instructional force to prepare teachers\nsound, thoro training of the student body.\n\nfor every vacancy.\n3. The teaching profession must be made attractive to the ablest\nyoung men and women of this generation. Public schools must afford\nopportunity to render service untrammeled by needless annoyances and\nobstacles.\nEvery teacher should have a fair chance for service and for\n\nModem school buildings of suitable arrangement, adequate\nequipment and supplies, reasonable teaching hours, and classes with working numbers must all be assured.\nTeaching service and teachers should\ncommand the respect and challenge the admiration of every community\nwhere public schools exist. Public recognition justly earned is a social sancsatisfaction.\n\ntion absolutely essential in the school system of a genuine democracy.\n4.\n\nTeachers everywhere must be paid adequately.\n\na decent\n\nthrift salary as\n\na minimuin.\n\nThere must be\nThere must be a rapid increase\n\nabove this minimum to salaries that shall be commensurate with experience,\n\nscholarship,\n\ntraining,\n\nprofessional\n\nskill,\n\nand personal worth.\n\nIn\n\nevery community there should be special salary rewards for exceptional\nteachers.\n\nThese rewards should be large.\n\nSuch special rewards should\n\nbe sufficient in number to prove an attraction to the rank and file of our\n\nUnder ordinary conditions there should be no\nThe salaries of grade teachers in\nmany places should start at a minimum of $1200 and rapidly increase\nAbove this the exceptional teacher who teaches\nto not less than $2000.\na red-letter lesson every day should be rewarded just as the exceptional\nlawyer, physician, or business manager is rewarded. We need many\n\npublic- school\n\nteachers.\n\nsalary of less than a thousand dollars.\n\n"}
{"page": 129, "printed_page": null, "text": "THE CHILDREN'S BUREAU\n\nSessions]\n\n\"3\n\n)hundreds of superintendencies and administrative positions in teacherstraining colleges that shall pay from $10,000 to $25,000 a year.\n5.\n\nWhen proper standards are establisht, adequate teacher-training\n\nschools provided, opportunity for social service and satisfaction assured,\n\nand just salaries paid the supply of trained teachers will rapidly increase.\n[This increase may be hastened by due pubUcity and propaganda.\n[intendents of schools, high-school principals,\n:onditions should call to the profession\n\nNormal\n\ngraduates.\n\nleans of publicity.\n\nSuper-\n\nand teachers under these\n\nmany of the ablest high-school\n\nschools everywhere should resort to all legitimate\n\nScholarships should be offered.\n\nIncreast state aid\n\n[and generous federal aid must be provided if the problem of a good teacher\n[for\n\nevery school\n\nis\n\nto be solved in a reasonable length of time.\n\nThe\n\n[Towner Bill, which provides among other things an annual appropriation\n[of $15,000,000 for teacher- training institutions,\n\n[of\n\nshould receive the support\n\nevery teacher and every friend of the public schools.\n\n[people will insist on a good teacher for every child.\n\nEventually our\n\nIf eventually, why\n\nnot now ?\n\nCHILD-WELFARE AGENCIES COOPERATING WITH\nTHE SCHOOLS\nA.\n\nTHE CHILDREN'S BUREAU\n\nJULIA LATHROP, DEPARTMENT OP LABOR, WASHINGTON, D.C.\nIt is not too much to say that the world is being forst willy-nilly to a\n\n—not a few, not favored\n\n[new activity for the protection of all children\nlildren,\n\nbut all children.\n\nA decent self-respect would force the United States even if it\n\n[Europe.\n,^ere\n\nWar losses of population and of wealth force\n\nnot plain that nations which are to maintain leadership will be those\n\n[which most wisely and generously equip the children of today and\n\n{tomorrow.\nI\n\nsubmit the best available figures on three subjects which are sinSince these\n\n[gularly linkt together in the consideration of child welfare.\n\nigures were made I believe that the United States has improved.\n\nWhether\n\n[we have improved enough to be moved up in the lists cannot be stated, but,\n\nwhatever improvement we have made, there is call for much acceleration.\nFirst, as to illiteracy, the United States is perhaps ninth among\n\nKingdom, New Zealand,\nDenmark, Sweden, Germany, all have a\n[larger proportion of the population who can read and write than has the\ncivilized nations; that\n\nis,\n\nAustralia, the United\n\nI\n\n[the Netherlands, Switzerland,\n\nI\n\nUnited States.\nSecondly, as to maternal mortality, the United States\n\nis\n\nfourteenth\n\nby the proportion of deaths of\nmothers from causes incident to child-bearing. That is, in thirteen countries\nin the\n\nlist\n\nof civilized nations, judged\n\nthe mother's life is safer than it is in the United States.\n\n"}
{"page": 130, "printed_page": null, "text": "7\n\nNATIONAL EDUCATION ASSOCIATION\n\n114\n\n[General\n\namong civilized countries\n\nThirdly, the United States was eleventh\n\ntested by its infant-mortality rate, a rate whose searching value as a sign\nof social well-being is axiomatic.\n\nConsidering the exemption this country enjoys from the poverty and\nhunger and devastation of Europe it is not less than our reasonable service\nto make the United States stand first in every phase of child welfare in\nany list of countries. We cannot, help the world toward democracy if\nwe despise democracy at home; and it is despised when mother or child\ndie needlessly.\n\nIt is despised in the person of every child who\n\nis left\n\nto\n\ngrown up ignorant, weak, unskilled, unhappy, no matter what his race or\ncolor.\nThe war has left us no sectional questions. We have only the\nissue of a nation's welfare.\nOf the illiterate persons who make up 7\n.\n\nper cent of our people, 28 per cent are native white, 40 per cent are negroes,\n\nand 30 per cent are foreign-bom white.\nthe children of foreign-bom is i\n\n.\n\nIt is to be noted that the rate for\n\nmost favorable figure given.\n\ni per cent, the\n\nThe rural illiteracy rate is nearly twice the urban rate, and it is highly\nsignificant that the great areas of adult illiteracy are the great areas of\n\nrural child labor.\n\nattempted.\n\nDirect limitation of rural child labor has not been\n\nWe are all afraid to touch it.\n\nYet only by stopping that\n\ncan we stop the supply of adult illiterates.\nIt has remained for England to point a way.\n\nThe new English Educa-\n\ntion Act cuts the root of rural child labor by providing that every child\nin the land, without exception, shall attend school at least until the age\n\nof fourteen for the full term of the school year.\n\nUndoubtedly the same\n\nresult can be obtained here by federal aid to elementary education.\n\nThe\n\nschools can be standardized and the teachers reasonably paid as a condition of federal aid.\n\nSuch aid cannot come too soon as a measure of sheer\n\neconomy.\n\nEach year more than one million children between fourteen and sixThe great majority have\nnot reacht the seventh grade. Take the most advanst of these million\nchildren.\nWhat work do they find? Who helps them find it? Who\ngives them the guidance, the physical protection, they had yesterday in\nthe best schools ? Do they need protection less or more ?\nteen years old leave the schools to go to work.\n\nThese are the questions which I well know stir teachers as they see\nchildren go out of the door for the last time.\n\nThe acknowledged facts as\n\nto lack of good, promising jobs for children under sixteen are too well\n\nknown to dwell upon here. The questions raised cannot be answered\nby any one class of people. Teachers, factory inspectors, the coming\njuvenile-employment service, pubHc-health authorities, and public-spirited\nall have a task for their mettle, and its beginnings at least\nmust be made in a cooperative way unless much time is to be wasted.\nHere too we are indebted to England for a practical example in the\nmethod by which the Juvenile Employment exchanges cooperate with\n\nvolunteers\n\n"}
{"page": 131, "printed_page": null, "text": "THE CHILDREN'S BUREAU\n\nSessions]\n\n1 15\n\nthe schools and secure the aid of a vast number of voluntary committees\nwho aid in helping to place children in suitable occupations. These committees are representative, including parents who know working conditions and practical useful folk rather than theorists.\nSome of you may\nhave met R. L. Davidson, who is in charge of Juvenile Employment\nexchanges in England, and who has just visited this country to attend\n:the Children's Bureau Conferences on Child Welfare Standards.\n\nThe \"Back to School\" and \"Stay in School\" drives of\n\nChildren's\n\n[Year revealed to many communities what teachers well know but cannot\n[unaided prevent\n\n—the unnecessary swinging out from school as soon as\n\nlaw permits.\n\nle\n\nOur best schools are the best in the world, the best\n\n[equipt, the most genuinely democratic.\n\nOf the rest none of us is proud.\n\nwho have made the best what they are only live to make\n[them over and make them more genuine, more elastic, more living parts\njof the world.\nWould that all the yearly million of leavers were under\nLnd those\n\nle\n\nthrall of the best schools.\n\nWe need technical schools. We need continuation schools which\nI am sure that we are on the road\nThanks largely to the courage and\nwisdom of that heroic teacher of us all, Ella Flagg Young, the German\n[plan of class industrial and continuation schools was dead before the war,\n\nchildren shall desire and not dislike.\n\nat last to the right kind of school.\n\nid now we may beheve that its ghost will never walk in our land.\n\nNo\n\none can read without emotion the insistence of the English Labor party and\nof Herbert Fisher,\n\nhead of the Education Board, that the continuation\n\nschool must give culture, not mere trade skill.\n\nTeachers are members of the most fundamental profession but one\n\n—I mean of course that teachers come\n\n[and the least recognized but one^\n[after mothers.\n\nI do not minimize fathers, but the technique of bringing\n\n[up a family belongs to mothers.\n\nTeachers, whether men or women, are\n\nmothers; the astounding thing is that so many of them, with poor\n\nlike\n\nequipment, with poor pay, without assurance—in most states\n\n—against\n\nthe poorhouse, retain a warm human interest in boys and girls and accom-\n\nthem against unbelievable odds.\nThe rates of maternal and infant deaths are accepted as an index of\nLtelligence and of social and economic well-being.\nThey can be pulled\nlown by civic activities such as public-health nursing and proper medical\n[care, by decent living standards, by special education in hygiene, but\n[fundamentally by some general education of a type which makes men and\n[women really competent and insures the power to earn a decent income.\n)lish miraculous things for\n\n[Indeed no one can approach the subject of the professional status of teachers\n\nwithout realizing that the economic status of the profession is most\n\n[unfair to the teacher\nI\n\nand expensive rather than cheap for the nation.\n\nWe are told that last year the average annual salary of school teachers\nwas $630.\n\n[real.\n\nAverages are like the economic man; they are inventions, not\n\nWhen applied to salaries they hide gaunt poverty at the lower end.\n\n"}
{"page": 132, "printed_page": null, "text": "a\n\nNATIONAL EDUCATION ASSOCIATION\n\nIi6\n\nB.\n\n[General\n\nGIRL SCOUTS\n\nLAURA PEIRCE HOLLAND, DIRECTOR OF GIRL SCOUTS, PITTSBURGH, PA.\n\nTwo years ago, when the world-war was at its height, Sir Robert\nBaden-Powell, the founder of all scouting, made the statement that the\n\nwar would not be won until 1935.\n\nYet, soldier that he was, he was not\n\nspeaking in terms of arms and physical combat;\ninto the future,\n\nhe was looking away\nwhen the boys and girls of today will be the citizens of\n\n—the men and women upon whose shoulders the\n\ntomorrow\n\nreal destinies\n\nHe was speaking of victory in terms of' citizenship,\nWhat\nin terms of the fitness of the rising generation for its big task.\nof nations will rest.\n\nnation will be victor in 1935 is a question which vitally concerns us all.\n\nThose whose privilege it is to promote the Girl Scout movement believe\nwe have been given an unequaled medium for citizen-training\nmovement whose foundation is a promise and laws which make for a spirit\nof service and emphasis on responsibilities rather than rights, a feeling\nof loyalty to ideals which are civic and national rather than personal.\nThe girl who is soon to assume the responsibilities of a woman citizen\n\n—\n\nthat\n\nmust have the spirit of service, for it is the keynote of real citizenship,\nbut she must possess the abiUty to serve as well. It is a time-old fact\nthat willingness to serve not coupled with ability is a more or less futile\nThe Girl Scout program realizes this and strives to give the girl\nthing.\nactivities which are practical, which will help to equip her for her future\nIt never loses sight of the fact that the\nduties in home and community.\ngirl of today is the homemaker of tomorrow who must be made efficient\nin her task and happy in it.\nFinally, hand in hand with the spirit of service and the ability to serve\nmust go fitness for service, another big aim of the Girl Scout movement.\nThe last few years have proved as never before the value of constructive\nGirl Scouts\nrecreation in developing healthy minds and healthy bodies.\nplay hard and fair; they know the lure of the out-of-doors, the joy of keen\ncompetition. They are becoming physically fit for the years ahead.\nThe woman citizen of today is gradually awakening to the bigness of\nher calling. The woman of tomorrow must grow up in this consciousness.\nIt is our firm belief that the Girl Scout program will be, and is, one of the\nstrongest factors in the development of this woman citizen of the future.\n\nC.\n\nRED CROSS\n\nMINNIE LEE DAVIS, SUPERVISOR OF PRIMARY GRADES, RICHMOND, VA.\n\nThe Junior Red Cross arose in response to the insistent demands of\nthe school children to help win the war.\nthe nine milhon boys and girls\ntheir\n\nUnder guidance of their teachers\n\nwho were then enrolled as Juniors met\n\nwar responsibiUties in an admirable manner.\n\nTheir achievements\n\n"}
{"page": 133, "printed_page": null, "text": "RED CROSS\n\nSessions]\n\nin production\n\n117\n\nand financial support were extremely gratifying from the\n\nstandpoints of comfort and morale promoted among our soldiers and relief\nafforded suffering humanity;\n\nbut these achievements find their great\n\nsignificance in the fact that they were the concrete expression of the chil-\n\ndren's appreciation of their obligations to the nation and to the world.\n\nSince the signing of the armistice the Junior Red Cross has been growing more rather than less active, because American school children whose\nf\n\nlives have been toucht by the spirit of service and sacrifice are as insistent\n\n[about taking part in the world-reconstruction that is going on at present\nas they were in helping to win the war.\n\nToday the enrolment has increast\n\nto over eleven miUion.\n\nThe peace program of the Junior Red Cross has been prepared with\nthe view of giving the children an important part in rebuilding the world,\nrent and torn by the ravages of war, and at the same time enriching their\n\nand vitalizing school work. Whole-hearted participation in this\n[program by the children of the country under the guidance of their teachers\n[lives\n\nis producing the following profound changes in our school Ufe:\n1.\n\nIt is\n\ntransforming our potential American citizens into real Ameri-\n\nThe patriotic services rendered by children in the memberthem something of the same fine spirit that overseas\nservice has given our soldiers.\nThe children have a sense of the dignity\nof their own personaHties.\nThey are loyal Americans who desire to meet\ntheir social obligations.\nThey are united under the banner of mercy to\ncan citizens.\n\nship have given\n\nj\n\n[minister to suffering humanity.\n2.\n\nj\n\nj\n\nIt\n\nis\n\nshifting our attention\n\nfrom old to new values in life.\n\nChil-\n\ndren, parents, and educators are appreciating the national and international\n\nimportance of such ideals as social service, health, thrift, and international\n\n[good-will and helpfulness.\n3.\n\nIt\n\nis\n\nconnecting the school with real life.\n\nThe peace program of\n\njthe Junior Membership gives motives for purposeful school activities which\n\n[meet real needs in home, community, nation, and the world.\n\nBy centering\n\nmuch of the school work about these activities a vital point of contact\nhas been made with some of the school subjects, especially civics, health\neducation, productive work, and English.\n\nLack\n\nof this vital point of\n\n^contact hitherto has caused hearty discontent with the present status of\nlese courses.\n\nThe\n\nactivities\n\n[permanent value.\n\nof the Department of Junior Membership have a\nAs long as the function of the school is the education\n\nof good citizens, so long will the schools need the cooperation of this depart-\n\nment.\nj\n\nEach school should be permanently \"a Red Cross Auxiliary, a\n\ncenter of community, national, and international service.\"\n\n"}
{"page": 134, "printed_page": null, "text": ""}
{"page": 135, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\nSECRETARY'S MINUTES\nMILWAUKEE MEETING\nOFFICERS\n\n—^William B. Owen, president, Chicago Normal College\nChicago,\nCedar\nIowa\nVice-President —H. H. Seeely, president, State Normal College\n—\nHome Economics,\nSecretary Adelaide Steele Baylor, Federal Agent\nPresident\n\n111.\n\nFalls,\n\nfor\n\nFederal Board for Vocational Education\n\n^Washington, D.C.\n\nFIRST SESSION—Monday Forenoon, June 30\nThe National Council of Education convened in regular session on Monday morning,\n[June 30, 1919, at 9:00 o'clock, in Plankinton Hall, Auditorium, Milwaukee, Wis. The\nImeeting was called to order by William B. Owen, president.\nJ. Y. Joyner, chairman of the Committee on Rural Schools, made a brief statement\n[regarding the need for better rural schools and the aims and plans of the Committee,\nafter which the following program was presented by other members of the Committee:\n\n\"Teacher Training, Including Observation Schools and Courses of Study for Rural\nSchools\" John F. Sims, president, State Normal School, Stevens Point, Wis.\n\"Consolidation of Rural Schools\" Adelaide Steele Baylor, federal agent for home\n[economics, Federal Board for Vocational Education, Washington, D.C.\n\"Supervision and Standardization\" N. C. McDonald, Bismarck, N.Dak.\n\"Rural Health and Sanitation\" Josephine Corliss Preston, state superintendent of\n-\n\n—\n\n)ublic instruction,\n\nOlympia, Wash.\n\n—\n\n—\n—\n\nThe President introduced E. T. Colton, recently associated with the Y.M.C.A. in\n[Russia, who made an earnest plea for the American people to give their moral support to\n\n'Russia.\n\nThe President, chairman ex officio of the Committee on Membership, announst the\nnames of the members of that Committee, as follows: John R. Kirk, David B. Johnson,\nMary C. C. Bradford, Adelaide Steele Baylor, and called a meeting of the Committee for\nthe hour immediately following adjournment.\n\nSECOND SESSION—Monday Afternoon, June 30\nThe session was called to order at 2:00 o'clock by the President.\nJames A. Baker, chairman of the Committee on Economy of Time in Education,\npresented the final report of that Committee, which was received and approved, and the\n\nCommittee relieved from further work.\nJoseph Swain, chairman of the Committee on Salaries, Tenure, and Pensions of\nTeachers, presented a brief report, which was followed by addresses by other members of\nthe Committee, as follows:\n\nHugh\n—\n\"Pensions\" — David B. Johnson, president, Winthrop Normal and Industrial\n\n\"Salaries\" John W. Carr, camp community service, Charleston, S.C.;\nMagill, field secretary. National Education Association, Washington, D.C.\n\nS.\n\nInsti-\n\ntute, Rock Hill, S.C.;\n\nMilo B. Hillegas, commissioner of education, Montpelier, Vt.\n\nNew York, N.Y., spoke ©f how the\nNew York was brought about.\n\nOlive Jones, principal, Public School No. 120,\nlegislation for increast salaries for teachers in\n\n119\n\n"}
{"page": 136, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\ni^O-\n\n[National\n\nAt the request of the President brief talks on \"Pensions and Salaries of Teachers\"\nwere given by the following:\n\nMary C. C. Bradford, state superintendent of public instruc-\n\nRobert J. Aley, president, University of Maine, Orono, Me.;\nJ. Stanley Brown, superintendent and principal, Joliet Township High School and Junior\ntion,\n\nDenver, Colo.;\n\nCollege, Joliet,\n\n111.\n\nAfter a short recess the business meeting of the Council convened.\n\nThe Committee on Membership and Officers reported the following recommendations\nNew members of Council: Georgia Alexander, Indianapolis, Ind. (term expiring in\n1921), to succeed Fred L. Keeler (deceast); J. A. C. Chandler, Williamsburg, Va. (term\n\nexpiring in 1923), to succeed Nathan C. Schaeffer (deceast)\n\nSarah Louise Arnold, Boston,\nMass. (term expiring in 1924), to succeed Ella Flagg Young (deceast); Olive Jones, New\n;\n\nYork, N.Y. (term expiring in 1920), to succeed Mrs. James Greenwood (membership\nR. O. Stoops, Joliet, III. (term expiring in 1925), to succeed B. T. Baldwin (mem-\n\nlapst);\n\nbership lapst).\n\nTo succeed themselves as members, with terms expiring in 1925: Fannie Fern\nAndrews, Boston, Mass.; Una B. Herrick, Bozenmn, Mont.; Charles H. Keyes, Saratoga\nSprings, N.Y.; J. F. Sims, Stevens Point, Wis.; Charles H. Judd, Chicago, 111.; A. Duncan Yocum, Philadelphia, Pa.; Josephine Corliss Preston, Olympia, Wash.; Thomas C.\nMiller, Shepherdstown, W.Va.\n\nFor officers in the Council: President, Homer H. Seerley, Cedar Falls, Iowa (term\nexpiring in 1922), to succeed William B. Owen (term expired); Vice-President, Josephine\nCorliss Preston, Olympia, Wash, (term expiring in 1922), to succeed Homer H. Seerley\n(elected president).\nJ. M. Gwinn, New Orleans, La. (term expiring\nDavid B. Johnson (term expired); Anna Laura Force, Denver,\n\nMembers of Executive Committee:\nin 1922), to succeed\n\nColo, (term expiring in 192 1), to succeed Ella Flagg Young (deceast).\n\nMembers of Committee on Membership:\n\nCora Wilson Stewart, Frankfort, Ky.\n\n(term expiring in 1922), to succeed tV. J. Kerr (term expired); J. Stanley Brown,\nDe Kalb, 111. (term expiring in 192 1), to succeed N. C. Schaeffer (deceast).\n\nThe report of this Committee was unanimously adopted.\nAdelaide Steele Baylor, Secretary.\n\nPAPERS AND DISCUSSIONS\nTEACHER TRAINING, INCLUDING OBSERVATION SCHOOLS\nAND COURSES OF STUDY FOR RURAL SCHOOLS\nJOHN F. SIMS, PRESIDENT, STATE NORMAL SCHOOL, STEVENS POINT, WIS.\n\nThe almost insuperable obstacle in the way of already tried efforts at\nregeneration of the rural school is the isolation of the rural school, making\nfor indifference to the problem.\n\nIf the diagnosis is correct there is but one\n\n—\n\nremedy to replace the apathy and indifference of the rural-school public\nby loyalty to and pride in the rural school. They must be centered where\nthe little red schoolhouse or the consolidated school or the rural high school\nstands.\n\nWith the proper spirit governing the people the proper means for\n\nrural education will be supplied; nor is it the means to be fumisht which\n\ndemand most attention, but the willingness to make use of those at hand\nmust be stimulated and cultivated, a willingness so cordial that if these means\nare not adequate others will be supplied.\n\nThis is the point of leverage.\n\n"}
{"page": 137, "printed_page": null, "text": "f\n\nTEACHER TRAINING\n\nCouncil]\n\n121\n\nThe number of institutions training rural-school teachers is constantly\nincreasing, as revealed in the statistics of the Bureau of Education.\n\ndespairs of the progress of the rural schools.\n\nYet one\n\nPresent rural schools are not\n\nseriously changed, altho improvement is noted.\n\nAmong other weaknesses revealed by the war is that of inequality of\nDemocratic governments are instituted among\n,men to secure the blessings of life, liberty, and pursuit of happiness. We\n[hold that all men are created equal and if we are equal we must be equal\neducational opportunity.\n\n—\n\n;in the great field of opportunity.\n\nThis equality of opportunity in education\n\nis not found in America today.\n\nCompare in your own state or county the\n\n:\n\nopportunity offered to the boy or girl in rural communities with that offered\nthe youth of urban communities.\n\nThe teacher's duties are of a complex nature and can be satisfactorily\nperformed only when they have been thoroly mastered.\n\nend for which we strive\n\nCharacter is the\n\n—the power to do what ought to be done and done\n\n[well at the proper time, as well as the power to resist temptation to do wrong.\n\nThis end is not achieved thru any occult virtue in the subjects taught, but\nonly thru the self-activity of the child in the line of performance or resistance.\n\nThe first essential of good teaching is to realize that instruction is\n\nto aid in the mental and moral growth of the child, and the next to under-\n\nstand that this growth comes only thru the activity of the mind and conscience of the child.\n\nThe potentiality for development is in the child, not\n\nand it is by cultivating his powers that he reaches a\n^high level of mental and moral development.\nYet the course of study in rural schools is of the highest importance in\nthat we have purpose and means in close proximity if we are to cultivate\nthe child for his own needs, contribute to his own personal good, and give\nhim the training whereby he may act intelligently on public and personal\nmatters, thereby measuring up to the duties of citizenship and as a member\nin the curriculum,\n\n;\n\n:\n\nof the social order.\n\nManifestly we must give him an insight into the world about him and\n:ill\n\nin using the tools of the civilization into which he was bom, as well as\n\n'the ideals and discipline to improve that civilization.\n\nbe strest:\n\n(i)\n\nliterature, and nature;\n\nagriculture,\n\nspeaking;\n\nThe following must\n\nthe three R's, with history, geography, business essentials,\n(2) some skill in the lines of music, physical training,\n\nfarm mechanics, cooking and sewing, debating and public\n(3)\n\nthe appreciation of art, music, nature, social intercourse,\n\ncourtesy or social amenities, and education;\n\n(4)\n\nthe ideals of patriotism,\n\nindustry, cooperation, fair play, and achievement.\n\nWe teach those subjects which are valuable in a business or social or\npatriotic sense in such a manner as to enlarge the powers of the person\n\ntaught.\n\nKnowledge and discipline clasp hands, for if proper steps are taken\n\nto acquire knowledge the effort made is discipline, while the object for which\n\nthe child reaches is knowledge.\n\nKnowledge is within the range of the child's\n\nconception, while the true teacher emphasizes discipUne.\n\n"}
{"page": 138, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n122\n\n[National\n\nThe course of study will cover the eight years of the elementary grades\nin the one-room school or the nine or ten grades of the consolidated school,\n\nand hopefully the twelve grades of the rural high school will in a very few\nyears be multiplied and universalized.\n\nCity child or rural child, the heritage\n\nAmerica is a high-school education under competent,\nmature, permanently employed, well-remunerated teachers, retired on a\nof every child in\n\npension when their active years of service are over.\n\nThe inevitable corollary is better teacher training for the rural schools.\nSuccessful teaching in the rural schools of the nation calls for specialized\n\neducation and teaching atulity of the highest order on the part of those who\nare giving the training.\n\nThe problems of the city grade teacher are simple when compared with\nthose of the rural teacher, who must teach the many subjects of eight grades\n\nwith httle or no supervision.\n\nHe is thrown upon his own resources, often\n\ntoo meager, and receives no assistance except what his own ingenuity provides.\n\nYet graded and high schools demand not only scholarship on the part\n\nof their teachers but evidence of professional preparation as well as proof\n\nof successful experience in teaching.\n\nIn Wisconsin urban communities\n\nare demanding not only high-school education but\n\ntwo years of normal-\n\nschool education beyond the high school, while up to the present time rural\n\nteachers have secured legal qualifications with but two years' preparation\nbeyond the eighth grade, one of which shall have been in a professional\nschool.\nThe disparity of preparation is evident, and states can be cited\nwhere the disparity is greater.\nSome rural schools have accomplisht much and stand out as mountain\npeaks of achievement above the average. Let all rural schools do what a few\nhave done. The time is ripe for making rural teaching a distinct profession,\nfor making the teacher a rural leader by investing him with the attributes\nof leadership.\n\nThe present agencies for training rural teachers are colleges, normal\nschools, county training schools, and training courses in high schools.\n\nThis\n\nNational Council of Education and the National Education Association\nwill be traitors to their ideals in education if they do not go on record with\n\nresolutions demanding high-school graduation as an entrance requirement\n\ninto institutions training teachers for rural schools; in further demanding\n\nand carrying into execution that the courses in such institutions include\nspecial instruction in agriculture, farm mechanics, farm accounting, cooking, sewing, home furnishing and sanitation, home gardening, rural sociology, public speaking, community-center work, boys' and girls' club work,\nand other kindred subjects closely related to rural life, in addition to the\nacademic and professional work essential in teaching; and lengthening the\ncourses to two, three, and eventually four years, and certificating rural\n\"The hope of the country for an\nleaders to teach only in rural schools.\nadequate supply of well-trained rural teachers rests with the public normal\n\n"}
{"page": 139, "printed_page": null, "text": "TEACHER TRAINING\n\nCouncil]\n\nschools\" say H.\n\n123\n\nW. Foght, specialist in rural-school practice, Bureau of\n\n(Education, and W. C. Bagley, of Teachers College.\n\nAn integral and vital part of the rural teacher-training institution will\nibe the rural demonstration school, located preferably in a rural community,\nfin charge of expert teachers thoroly familiar with the needs of rural schools.\n\nthese schools prospective teachers will observe skilful work done in a\niral\n\nschool and have opportunity for practice teaching under competent.\n\nmpervision.\n\nThe imperative need is for more money\n)f\n\n—more money for the\n\nsalaries\n\nrural teachers, more money for equipment, school farms, school gardens,\n\nid salaries of teachers in rural teacher-training institutions, more money\n\nand more money to keep highly trained\nEducation is not a local problem, for the integrity and\n\nfor salaries of expert supervision,\n\nteachers in service.\n\n)erpetuity of the state\n\nand nation are concerned in its solution.\n\nState\n\nmd nation must make large contributions. Most of the states are now-\n\n—and\n\nlaking such contributions, and if the Smith-Towner Bill is enactedto secure its enactment into\n\nthe law the enthusiastic cooperation of every\n\n[riend of education in America is necessary-\n\n—^provision will be made for the\n\n[apportionment among the states of $15,000,000 annually for the prepara.\n\nlion of teachers, especially of teachers in the rural schools, and $50,000,000\n\n^annually for the equalization of educational opportunity.\n\nThe foregoing discussion, based largely on questionnaires sent out to\njvery state superintendent of public instruction, warrants the following\n:onclusions:\n1.\n\nThe rural communities do not realize the condition of the rural\n\nschools, hence a campaign must be undertaken to arouse a local demand for\n;tter educational facilities.\n\nWithout such a local demand Httle permanent\n\n)rogress could be accompHsht.\nle\n\nto\n\nThis local interest should be organized in\n\ndirection of securing competent teachers and of arousing local people\n\nthe point of realization that such teachers are professional people with\ncareer to make and a life to live.\n\nle work;\n\nIt is idle to expect missionaries to do\n\nthere are not enough to go around.\n\nRural communities should\nlemand rural teachers, not those who are left after the towns have taken\nItheir choice.\n\nThe state department of education, and the national bureau\n\nlust work together to create these demands.\n2.\n\nMany rural communities cannot meet the expense of the schools they\n\n[need.\n\nTherefore state and national funds must be made available.\n\n[localities which need\n\nThe\n\nthe best efforts of leaders in the rural-school line of\n\nwork are the ones which can afford the smallest outlay and get the poorest\nOutside help must come to such places.\n3. To get the people needed special facilities must be created to train\n[rural teachers.\nSuch faciHties do not now exist except in very few instances.\nA large percentage of rural teachers have had no training at all. Only a small\npercentage have had adequate academic training. A smaller percentage\n[service.\n\n"}
{"page": 140, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n124\n\nhave had any professional training.\n\n[National\n\nVery few have had any special training\n\nto fit them for rural teaching.\n4.\n\nYoung people will not prepare for this work as long as the salaries\nThe rural schools\n\npaid are less than those of a housemaid in the large cities.\nwill never get more than they are willing to pay for.\n\nBetter wages and a\nmore attractive life must lie at the bottom of any wide improvement.\nBy molding and directing the power of pubHc opinion and by securing\nstate and national approval and action in the way of greater appropriations\nwe shall be successful in bringing the best men and women into this great\nwork. America must believe with all its heart that a true educator is\ninfinitely more important tfean a plutocrat, or a captain of industry, or\n\na stock manipulator.\n\nIntelligence\n\nis\n\nthe standing army that safeguards\n\nthe Hberty and promotes the progress of the Republic.\n\nCONSOLIDATION OF RURAL SCHOOLS\nADELAIDE STEELE BAYLOR, FEDERAL AGENT FOR HOME ECONOMICS, FEDERAL\nBOARD FOR VOCATIONAL EDUCATION, WASHINGTON, D.C.\n\nAs a member of the National Education Association Committee on\nRural Schools, of which the late E. T. Fairchild, then state superintendent\nof public instruction in Kansas, was chairman, I made some investigation\nin 191 2 on the consoHdation of rural schools, the results of which may be\n\nsummarized as follows:\nThree-fourths of the forty-eight states to which the questionnaire was\nsent repHed, thirteen of them forwarding bulletins, letters, and papers.\n1\n\na)\n\nIn eight of these states the first steps toward consoUdation were\n\ntaken in the years 1900-1902, in eight in the years 1905-12, the \"star\"\nyears for the initial steps in consolidation being 1900 and 1907.\nb)\n\nIn eleven states the work of consolidation was initiated by permissive\n\nlaw, in two by individual effort, in four by sentiment and by provision for\n\ntransportation, in one by efforts of the state teachers' association, and in\n\nthree by consohdation of weaker districts.\n2.\n\nIn seventeen of these states consolidation was very Hmited up to the\n\nyear 191 2, consisting of from one to twelve small consoUdated districts.\n\nIn two other states progress had been much more rapid, tho in one of these\nthe seven hundred small schools abandoned were reunited in small groups\nof two or three, and in very few cases were consoUdated schools of several\n\nrooms\n\nbuilt.\n\nIn\n\nthe states there had been almost phenomenal\n\nsix of\n\nprogress in consolidation.\n\nIn two of these\n\ntownships furnisht some transportation;\nconsohdation had been\n\nsix states\n\nin another\n\nmade in every county;\n\nfour-fifths of the\n\nsome beginnings of\n\nwhile in the remaining\n\nfour states consolidation had affected practically every part of the state.\n3 and 4.\n\nSuch good results of consolidation as (a) *' lessening of mor-\n\ntality in school life,\" {b) organizing of social centers, (c)\n\nmaintaining of\n\n"}
{"page": 141, "printed_page": null, "text": "I\n\n2\n\nCouncil]\n\nCONSOLIDATION OF RURAL SCHOOLS\n\nlonger terms and better schools, (d)\n\n125\n\nemployment of more experienst and\n\ncompetent teachers, (e) building of better schoolhouses with better furnishings and equipment, (/) lengthening of the school term, (g) increasing the\npercentage of daily attendance, and (h) creating local pride were enumerated\n\nby many states.\n\nA few states in 191 2 had not been able to observe any changes for the\nbetter thru consolidation, such conditions as lack of unity in the large district, poor drivers,\n\ndestruction of local interest, lax officials, long distances\n\nfor transporting pupils, etc., having quite overcome any good effects from\n\nthe\n\nnew organization.\nThe obstacles to consoUdation were found in (a) inability of\n\n5 and 6.\n\nlocal districts to let go of the httle schools (six states)\n\nevery community (seven states)\n\n;\n\n(c)\n\n;\n\n(b) desire for a school\n\nbad roads, long distances, and the\n\nuncertainty of the legality of furnishing transportation\n\n(four\n\nstates),\n\nmisunderstanding of the law, and depreciation of local property, with fear\nof building up another neighborhood at the expense of their own.\n7 and 8. The most successful methods for promoting consolidation\nwhen this was once initiated were (a) proper legislation, (b) permissive\nconsolidation, (c) state aid for consolidation, (d) continued abandonment of\nsmall schools especially when pupils were within walking distance of other\nschools, (e) propaganda for consoUdation, (/) improvement of roads and\n\nmethods of transportation, (g) observation of actual educational results.\n9 and 10. Some states felt that consolidation was a logical step in\nrural-school evolution wherever the law and good roads made it possible\nto unift the community, while others declared that they were studying the\nproblem with open minds but were more interested in two other problems,\ni.e., (a) how to create rural schools that will really serve the people, and\n{b) how to advance pubUc opinion in favor of such schools.\n\nFrom one state came the reply that only reasonable, never complete,\n\nI\n\nconsolidation would be possible unless rural-school communities increase\nin population;\n\nfrom another came the statement that the only real obstacles\n\nto consoUdation in a state are the physical features.\n\nAs soon as possible after the .present Committee on Rural Education\nhad determined upon its lines of investigation, and assignments had been\nmade to the different members of the Committee, I forwarded a second\nquestionnaire (six years and a half after forwarding the one whose returns\nhave just been reviewed), putting up questions to ascertain the following:\n(i) the increase in the number of consolidated schools from 1902 to 191\nand from 191 2 to 1918-19; (2) effect upon (o) the percentage of pupils in\nrural schools completing the eighth grade, (b) the percentage of those completing the eighth grade who enter high school, (c) the percentage of those\n\ncompleting high school who enter higher institutions of learning;\n\n(3)\n\nhow\n\nconsolidation of rural schools has affected the introduction into the curric-\n\nulum of such subjects as music, art, manual\n\ntraining,\n\nhousehold arts;\n\n"}
{"page": 142, "printed_page": null, "text": "2\n\nNATIONAL EDUCATION ASSOCIATION\n\n126\n\n(4)\n\n[National\n\nhow consolidation of rural schools has affected the organization of\n\nvocational schools, departments, or classes in agriculture, trade and industry, and\n\nhome economics as interpreted under the Smith-Hughes Act;\n\n(5) whether propaganda for consolidation of rural schools is still needed in\n\nthe state; (6) how consolidation would be rankt as a force working for the\n(7) what work can be done by a national\ncommittee to promote the work of consolidation and what states would\n\nbetterment of the rural school;\n\ncooperate with such a committee.\n\nThis questionnaire was sent to forty-eight states, of which twenty-four\nwhatever.\n\nOf these twenty-four, four furnisht no statements or statistics\nFour New England states had union schools but not consoUda-\n\ntion in the\n\nway the West interprets the term.\n\nresponded.\n\nConnecticut has three\n\nhundred or four hundred less one-room schools than it had ten years ago,\nwhile in Maine the school district has been abolisht by law, and the town\nor township is the smallest unit which makes for union schools. New\nHampshire has union schools. Vermont has two or three consolidated\nschools and some union schools, but owing to the mountainous country the\nproblem is to bring the school closer to the home because of transportation\ndifficulties.\n\nThe consoHdated school appears to be growing in favor thru the South.\nArkansas answers that with the coming of good roads consolidation will\n\nmake great headway; Alabama was authorized by statute in 191 5 to incur\nexpense for transportation, and since that time forty-eight of sixty-seven\ncounties have\nschools,\n\nhad some consoUdation.\n\nOf the two hundred and eight\n\none hundred and forty-one are in the open country, fifty-eight\n\nin rural villages, and nine in cities and towns.\n\nMississippi in 1902 had no consolidated schools, in 191 2 there were two,\nand in 1918-19 three hundred and forty. North Carolina in 1902 had none,\nand in 191 2 about three, and there are no statistics available as to the\npresent number. Data show a steady decrease in number of one-room\nIn South Carolina the 191 8 report shows\nschools in North Carolina.\nthat during the year there was a gain of seventeen consolidated schools,\nthe total number of joint districts being ninety-two. Texas has eightyeight consolidated schools.\n\nBut in the East, Rhode Island has long had consolidation; New York\nin 1902 had none, but from 19 13 to the present time there have been two\n\nhundred and fifty-eight consolidated schools affecting five hundred and\nninety-three districts. In the West, Colorado in 1902 had none, in 191\nIdaho in 1918-19 had eighteen; Monsix, and in 1918-19, thirty-eight.\ntana in 1902 had none, in 191 2 two or three, and in 1918-19 forty-two.\nWashington has two hundred and forty consoUdated districts, fifty-four\nAll of the thirty-nine\nof which have been organized in the past two years.\ncounties except two have these schools. In 1902 Washington had two such\nCaUfomia has twenty-eight imion grammar schools in seventeen\nschools.\n\n"}
{"page": 143, "printed_page": null, "text": "CONSOLIDATION OF RURAL SCHOOLS\n\nCouncil!\n\ndifferent counties.\n\n127\n\nIn the Central West, Illinois had four or five in 191 7,\n\nbut as she was authorized in July i of that year to incur expenditures for\ntransportation the work has gone rapidly forward in the last two years.\n\nOnly one state was able to give the percentage of pupils in rural schools\ncompleting the eighth grade in 191 8-19, as separate statistics are not kept\nfor rural schools.\n\nThis state (Idaho) gives 75 per cent.\n\nAs to the percentage of grammar-school graduates in rural communities\nitering high school Idaho gave 12I per cent, and Connecticut replied that\nper cent of children entered high school from towns not maintaining their\n^n secondary schools.\n\nNo replies were given as to the percentage of pupils from rural schools\n)mpleting the high school who enter higher institutions of learning and\n^one as to the extent to which these statistics have been influenst by the\n\nmsolidation of rural schools.\n\nColorado, Idaho, Montana, Mississippi, Pennsylvania, Virginia, Washigton, and Wyoming maintain that consoHdation has greatly favored and\n\nencouraged the introduction into the curriculum of art, music, and manual\ntraining.\n\nAlabama reports that consoHdation has aided agriculture when taken\nconjunction with the Smith-Hughes Act.\n\nColorado has found it helpful\n\nthe promotion of vocational subjects, as has Idaho.\n\nMississippi has\n\nvocational education only in county agricultural schools and consolidated\n:hools.\n\nRhode Island has notist no effect on vocational work.\n\nVirginia\n\nbates that consolidation has made it possible for her to accept the Smith-\n\n[ughes Act.\n\nWyoming answers that it has greatly encouraged vocational\n\nlucation.\n\nAlabama, Colorado, and North Carolina need propaganda work. ConMontana, Maine, Mississippi, Rhode Island, Virginia, Vermont,\nIdaho would welcome\n/^ashington, and Wyoming do not especially need it.\nin some sections.\nIdaho, Virginia, Vermont, and Wyoming assert that\nransportation, owing to the mountainous nature of the country, is the chief\n)bstacle to consolidation.\nMontana reports that a recent survey showed\nthat half of the consolidated schools were not considered a success by\nteachers because of sparse population and bad roads.\nNorth Carolina, Virginia, Washington, Idaho, and Mississippi place\nnecticut,\n\nconsoHdation\n\nfirst\n\nas a factor for rural-school betterment.\n\nColorado,\n\nMontana, New York, and Wyoming place it among the foremost factors.\nMaine places it second. Montana thinks that it ranks high where it is\nfeasible, but that it is not feasible where distances are too great.\nRhode\nIsland does not think consolidation a significant factor, placing trained\nsupervision first.\n\nNew York, Virginia, Connecticut, Colorado, Idaho, and Mississippi\nwould welcome the help of the National Committee and think that it would\naid in furnishing speakers, literature, etc.\nMontana, Maine, and Rhode\n\n"}
{"page": 144, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n128\n\n[National\n\nIsland think that the Committee could accomplish nothing for them.\n\nWyoming finds no difficulty in establishing consohdated schools where it\nis\n\npracticable and possible.\n\nNorth Carolina was not prepared to answer.\n\nConnecticut, Colorado, Idaho, Montana, Maine, Mississippi,\n\nNew York,\n\nNorth Carolina, Rhode Island, Virginia, and Wyoming were willing to\ncooperate.\n\nIn this second survey of the situation it is interesting to note that the\n\nAlabama, Connecticut, Mississippi, New Hampshire,\nNew Jersey, Rhode Island, Virginia, Washington, and Wyoming, which\nstates of Arkansas,\n\namong the first to respond to the 19 19\nThere is still a tendency, as in 191 2, not to distinguish\nbetween the union school and the consolidated school, altho an effort\nwas made to do this in sending out the questionnaire.\nPubhcations on rural-school consolidation have been numerous since\n1 9 10, coming from states, from institutions of higher learning, from the\nUnited States Bureau of Education, and from special studies of individual\noffered no reports in 191 2, were\n\nquestionnaire.\n\nstudents of the subject of consoUdation.\n\nThe banner years for these pub-\n\nlications seem to be those of 1911, 1913, 1917, and 1918.\n\nIn continuing the study of consolidation it is the purpose of the sub-\n\ncommittee on that subject to confer with the authors of these publications\n\nand secure their counsel as to the next step in this study, in order not to\ndupHcate work already done but, if possible, to supplement it.\n\nRURAL HEALTH AND SANITATION\nJOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, OLYMPIA, WASH.\nI was askt to give a report on the rural health and sanitation of this\n\nnation.\n\nI sent out 3200 letters asking for information on this subject and\n\nrequesting each county superintendent in the United States to send me a\nreport of just what was being done, and I then wrote a similar request to\n\nthe state superintendents of public instruction.\n\n434\n\nletters.\n\nIn reply I have received\n\nI have been informed of the conditions in 387 counties which\n\nrepresent 44 states.\n\nI have received letters concerning the conditions in\n\nOut of the 387 counties about\nper cent have a very efiicient health program, 40 per cent have done\n\nthe state as a whole from 33 of the states.\n2\n\nnothing along the line of rural health and sanitation, and 58 per cent have\n\ndone some work.\nI believe that the school nurse has come to stay.\n\nIn many of the reports\n\nsent to me concerning the rural health and sanitation there is mention of a\n\nschool nurse.\n\nIn the trail of the school nurse follows examinations of the\n\nchildren's physical condition, the betterment of sanitary conditions, the\n\nforming of health clubs, the inspection of school grounds, and the correction\nof defects in the children.\n\nSome of the most pronounst and universal\n\n"}
{"page": 145, "printed_page": null, "text": "RURAL HEALTH AND SANITATION\n\nCouncil]\n\n129\n\noutgrowths of the war are the nurses supplied by the Red Cross organizations in various places, the baby-welfare clinics, which are the first aid to\n\nmothers, the health crusades. Junior Red Cross health activities, and the\nanti-tuberculosis campaigns.\n\nThe retarded child is another problem of the public day school system.\nIt is stated by the United States Public Health Service Bulletin of Indiana\nLt\n\nbut 50 out of every 1000 school children are having difficulty in keeping\n\nip with their work.\n\nThe state of Indiana has made a special study of this\n\nlestion and states that in every case the slow mental progress of the child\n\nbeen caused by minor defects, such as diseased tonsils, adenoids, defects\nOf these children,\n\nLs\n\nseeing, hearing, and in teeth and enlarged nostrils.\n\nper cent,\n\nwhen placed in special classes after having their physical\nhave been able to keep up with the other children.\n\njfects corrected,\n\nIn California the state law requires physical training in every school in\nle state.\nig,\n\nStrict adherence to all the state requirements for proper light-\n\nand ventilation is demanded.\n\nheating,\n\nAn extensive hygiene course\n\ntaught in practically all the grades in all the schools.\n\nAlmost all of the\n\ncounties from California report that altho all the work along health and\nsanitation lines is new a great deal of progress is being made.\n\nA course in\n\npublic-school nursing has been made a part of the CaUfomia high-school\nLCurriculum.\n\nA fine example of intensified school nursing is found in Kent County,\n[ichigan.\n\nFor four years there has been a county nurse in Kent County,\n\n'hree of the important features of the health problem in this county are\n\nraveling dental health clinics, the Hygiene League, and the anti- tuberculosis\n\nThe Hygiene League, an organization which has for its motto\nThe traveling dental\nlinics carry their equipment with them and stay at one of the rural schoolimpaign.\n\nf Perfect health for every child,\" has 558 members.\nhouses for several days, or weeks if need be.\n\nAn extensive health program is found in New York state.\n\nHere the\nand school buildings are all examined. Thru\nhealth cards and reports on health the teachers keep in touch with the\nparents of the children, so that the watchful eyes of the parents are on the\nchildren, teachers, janitors,\n\nway health supervision\nThe children are weighed and\nmeasured every so often, and comparisons are made of their physical con-\n\nalert concerning the children's health.\n\nIn this\n\ndoes not end outside of the schoolroom.\ndition each month.\n\nSimilar card systems are followed out in\nteachers keep a\n\nfile\n\nof the cards.\n\nmany of the states.\n\nThe\n\nThis often develops a spirit of rivalry\n\namong the children, and each strives hard for perfection in health.\n\nIn\n\nFlorida, Alabama, Oregon, and Massachusetts these cards are successfully\n\nemployed as one of the corrective mediums.\n\nIn New York the teachers\n\nare given instructions as to the care of their health as well as the health of\n\nthe children-\n\nCircular bulletins are sent to them asking that they not only\n\n"}
{"page": 146, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n132\n\n[National\n\nEvery nurse makes an effort to meet as often as possible with the\nparents at the parent-teacher meetings and to confer privately with them\n\nabout their children.\n\nOn her office days, usually Saturdays, the nurse ar-\n\nranges to accompany to the physician or the dentist the children brought\nin for examination or operation.\n\nEach nurse is assisting in examination of\n\nchildren for Baby Year, in some cases arranging nearly all the details for\n\nthe work.\n\nSeveral leagues have had exhibits at the county fair, with the\n\nnurse in charge to distribute literature and meet the public.\n\nThe nurse\n\ncooperates with the county superintendent of schools and the probation\nofficer or judge in case of mental deficiency or\n\ndelinquency.\n\nIn conclusion we can say that altho when taking these deplorable\n\nexamples for consideration we think that nothing has been done in the way\nof rural health and sanitation we must also consider that this is one of the\n\nnewest of subjects in our schools. I believe that both teachers and educators are awakened to the need of much work in the schools and are gradually\ninteresting outsiders.\n\nAltogether the outlook is bright and hopeful.\n\nThe\n\nright training of the right kind of teachers, the employing of school nurses,\n\nan efficient system of keeping health records, the planning of health clubs\nand clinics, standardization of schools, state laws requiring certain sanitary conditions, free clinics, and installation of physical-training courses\nare the greatest helps to the rural-health problems.\n\nFINAL REPORT OF THE COMMITTEE ON ECONOMY OF-TIME\nIN EDUCATION\nThe Committee on Economy of Time in Education herewith presents\nits final report.\n\nThe report made in 1913 was printed by the United States Bureau of\nEducation, and some twelve thousand copies were distributed.\nOn the recommendation of the Committee cooperating committees were\n\nappointed by the National Department of Superintendence, the National\nAssociation of State Universities, and the Association of American Universities.\n\nThe later work of the Committee has been to keep in touch with these\ncooperating committees and conduct a somewhat extended correspondence\nwith many colleges, universities, and educators with the view of securing\nfull\n\nconsideration of the subject.\n\nIn 191 7 a brief summary of results\n\nto that date was printed and distributed to members of the Council, investigators, and universities.\n\nThe work of the university committees has been somewhat hmited.\nPresumably it will be continued. The Committee of the Department of\nSuperintendence, under the chairmanship of Harry B. Wilson, has just\ncompleted studies of a fundamental character, which will have far-reaching\nresults.\n\nIt has been aided by a large number of able investigators who are\n\nbest qualified to consider the phases of the subject assigned them.\n\nAside\n\n"}
{"page": 147, "printed_page": null, "text": "f\n\nCOMMITTEE ON ECONOMY OF TIME\n\nCouncil]\n\n133\n\nthe many papers and discussions appearing in the Proceedings of the\n\nNational Education Association formal reports have been printed in the\nifrom\nYearbooks of the National Society for the Study of Education'\n*'\n\n—in three on\n\nMinimal Essentials\" and in one on \"Economy in Learning.\"\n\nThese\n\nThey point the way to the right choice\nof material, to the most appropriate age when children should receive\ninvestigations cover a wide range.\n\ncertain types of instruction, to right methods of teaching, and to plans for\n\ninsuring the efficiency of teachers.\n\nAltho this Committee as such has\n\nconcluded its work, other important studies, suggested in its reports,\n\nIormally\n»vering such subjects as \"Reorganization of Elementary Education,\"\n'Course of Study,\" and \"Materials of Education\" will be conducted by\n)ther agencies.\n\nOur correspondence with colleges has revealed much frank self-criticism.\nThey acknowledge the need* of better adaptation of college courses to the\n\ndemands of today, define aims more clearly, distinguish between essential\nand nonessential subjects and matter, train more thoroly in methods of\ntudy and power of reflection, make the teaching more vital, and increase\ne industry of the student and his interest in his' own intellectual and\npiritual\n\ndevelopment.\n\nIt is\n\nnoteworthy that the criticisms resemble\n\nose previously printed regarding the elementary and secondary schools,\nt is also worthy of comment that nearly every correspondent believes that\nliege admission should be permitted at an earUer age.\n\nOf views lately received by your Committee from faculty members of\nwenty-two universities, fifteen favor the following proposition, while\nven oppose it: To merge the senior college and the graduate school into a\neneral faculty of genuine university rank on a level with the professional\nhools, to the end of increasing the intellectual power by earlier use of\nuniversity methods, of getting rid of the evils that have crystallized around\nthe forms of \"college\" and \"graduate school,\"\nulture ideal in the light of the present.\n\nand of reinterpreting the\n\n(This would result, not in abolish-\n\ng the college, -but in readjusting it in years by the \"telescoping,\" which\n\now appears feasible, between the elementary school, the high school, and\ne college.)\n\nIn the opinion of the Committee the investigation of the\n\nniversity committees might well take on the thorogoing character of that\nf\n\nthe Department of Superintendence.\n\nf results as\n\nhas the elementary.\n\nThe field would prove as fruitful\n\nEvidently the question is this:\n\nWhat\n\norganization of the college and the university would eliminate waste in\n\nime and matter and method and secure results best adapted to the needs\nf\n\nthe American student?\n\nIt involves the\n\nadjustment of the college to\n\ndeveloping system of education, the advantage of a real university as\n\nompared with the anomalous combination now so called, a redefinition\nf culture in terms of social ideals and the consequent effect on the aims\nnd time limits of general education, the significance of the tendency to\nocationalize the senior college, and the lessons from the cooperation of\nucation with the government in the war period.\n(One member of the\n\n"}
{"page": 148, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n134\n\n[National\n\nCommittee would not shorten the period of academic preparation for\n\"research men\"-\n\n— \"a\n\nstill\n\nlonger period necessary to produce competent\n\ninvestigators.\")\n\nThe present status of the whole question may be summed up briefly:\n1. The study of minimal essentials and of economy in teaching by the\nSuperintendence Committee is fundamental in educational reconstruction.\nAttention is turning to other essentials: elimination (of duplications and of\n\nwhole blocks of uimecessary material), objectives of elementary education,\nadaptation to age, extension of the school year, results of experiments in\n\ntime economy.\n2.\n\nThe 6-3-3 pl^-n is received with growing favor on the grounds of its\n\nflexibility and adaptabiHty and its demonstrated results in time-saving.\n3.\n\nThe view of the form of reorganization presented in the report of\n\n1913 appears to gain strength, and changes in that direction have already\n\nbeen effected or are foreshadowed.\n\nThis is seen in the establishment of\n\njunior high schools and junior colleges and in the standard for admission\nto professional schools.\n4. It is better understood that the plan to secure economy of time\nmeans not diminishing but increasing the average age of leaving school, because of greater opportunities for the individual that it means doing more\nin the same time and hence earlier entrance to college and university; also\nthat it means not abolishing the college but readjusting the college years.\nThe demand of the government on the schools in the war period cannot\nbut affect the problem. We believe that the experience of these years and\nthe new insights into social and political questions will influence three things\nearlier opportunity to prepare for occupations and more efficient training\nof skilled hands to supplant the army of the idle and incompetent and\nunprepared, and earlier entrance to special courses in science and to pro;\n\nfessional studies in response to increasing practical\n\ndemands;\n\ngreater\n\neconomy and efficiency in the whole field of education; a clearer conception\nof what is essential in culture to preserve our national ideals and to develop\nthe sentiments which make for democracy, peace, and for the principle to\nbe applied in industrial and international problems and in all human relations^\n\n—cooperation under justice.\n\nIn asking that the Committee be now discharged we wish to express our\nappreciation to the Council, the United States Bureau of Education, the\n\ncooperating committees, and the many institutions and individuals, teachers\n\nand others, that have aided generously in our work.\nRespectfully submitted,\n\nJames H. Baker, Chairman\nJames H. Van Sickle\nWilliam H. Smiley\n\nHenry Suzzallo\nAlbion W. Small\n\n"}
{"page": 149, "printed_page": null, "text": "Council]\n\nCOMMITTEE ON SALARIES, TENURE, AND PENSIONS\n\n135\n\nREPORT OF THE COMMITTEE ON SALARIES, TENURE,\nAND PENSIONS\nJOSEPH SWAIN, PRESIDENT, SWARTHMORE COLLEGE, SWARTHMORE, PA.\n\nRECENT PENSION DEVELOPMENTS\n\nThe crisis thru which the country is passing in the matter of the supply\ndemands the closest analysis and consideration of the condiThe\ntions to which it is due and of the means by which it may be met.\new demands that are being made and will inevitably continue to be made\npon the school only serve to intensify the crisis. But it is idle to speak\nof teachers\n\nraising standards or of increasing the requirements in the training of\n\nf\n\nchers without considering the bases upon which recruiting for any profession rests.\n\nWith that percentage who will feel a calling to any profes-\n\nsion, no matter what its economic rewards\n\nmay be, it is impossible to deal.\n\nIdealism and the desire for a decent livelihood are not, however, incompatible.\nis\n\nThe most idealistic and devoted teacher will be unable to perform\n\ntask efficiently if the material rewards are so low that living becomes\n\na hardship, if the future holds no prospects of promotion, and if the outlook\nfor old age or the time of physical breakdown is disheartening.\n\nThe National Education Association has during the past year undertaken a campaign for the increase of salaries.\n\nIt cannot, however, afford\n\nto neglect at this time of economic readjustment the problem of providing\n\nor disability and old age, which is only another part of the problem of\nlaries.\n\nMany teachers' associations thruout the country have recognized\n\nmaking an intensive study of the subject of pensions,\nmust be lookt upon as deferred pay, set\naside for the protection against the risk of disabihty and old age.\nThe\npportunity that is afforded by the present crisis of readjusting the ecois\n\nfact and are\n\nroperly conceived, a pension\n\nomic position of the teacher not merely with reference to the increast\ncost of living but also in relation to the new openings in other fields of\n\nwork is the appropriate time for considering every aspect of the problem\nmaking the profession attractive enough to secure the right kind of\n\nof\n\naterial.\n\nA caUing or profession will attract and hold men of intelligence,\n\nability, and devotion only as far as they reaHze that the avenue of promo-\n\ntion is open to them, and that security is afforded against the risks of life,\n\nr—\n\nhe colleges of the country are at present considering simultaneously the\n\nincreasing salaries and of establishing pension systems.\nEngland during the past year has not only bent her efforts to securing the\n\nquestions of\n\nof generous salary scales but has also instituted a national pen-\n\nion system, which, albeit it is open to serious criticism, is at any rate an\ni.doption\nadmission that when the rewards of the teaching profession are being con-\n\nidered protection against the two chief hazards of life must be taken into\n\n"}
{"page": 150, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n136\n\n[National\n\nlegislature stated recently that\n\n\"the efficiency of the school cannot rise\nabove the standard of qualifications set for the teaching service. To\nbring this about the teachers should be adequately paid and fairly\npensioned.\"\n\nThe Committee on Salaries, Tenure, and Pensions of the National\nEducation Association was fortunate during the past year in securing the\npublication of a Report on Pensions for Public School Teachers, which was\n\nmade at its request by Dr. Clyde Furst and Dr. I. L. Kandel, of the Carnegie Foundation. The report has received widespread recognition as\nthe most valuable and thorogoing consideration of the problem of pensions\nthat has yet been made.\n\nIt is especially valuable in dealing in clear and\n\nsimple language with an intricate technical subject that has too often\n\nbeen involved in unnecessary obscurity.\n\nCalls for the report\n\nhave been\n\nmade from teachers and educational associations in every state in the\nUnion.\n\nIt is receiving consideration as the basis for pension legislation in\n\nFlorida, Georgia, Texas, the District of Columbia, Michigan, Minnesota,\n\nUtah, Oregon, and California.\n\nAn extensive notice of the report appeared\n\nin the \"Educational Supplement\" of the London Times.\n\nThe\n\nconferences conducted jointly\n\nby the Committee on\n\nSalaries,\n\nTenure, and Pensions and the Carnegie Foundation at the meetings of the\n\nNational Education Association and the Department of Superintendence,\ntogether with the Report on Pensions for Public School Teachers, have\nf urnisht a sound basis for discussion\n\nand have exercised a salutary influence\non the development of pension systems. The proposal of wholly unsound\nsystems is now very rare, and there is more active and intelligent participation by teachers' associations in proposals for pension legislation. A\n\nnumber of state associations are seeking to amend systems created as\nrecently as 191 5, while others are making an entirely new start along\nsound lines. These include New Jersey, Ohio, and Vermont. Each of\nthese represents an increasing advance in the direction of the fundamental\nprinciples accepted\n\nby the conferences on pensions already referred to.\n\nIt may in general be said that teachers as a body have begun to recognize\n\nthe validity of the arguments for sound actuarial principles and of the\nLegislators have still much to learn\non this subject, but rapid progress is being made. Until the legislators\nsocial philosophy underlying pensions.\n\nare as ready as teachers to accept the fundamental principles such compro-\n\nmises as are found in the more recently establisht systems are inevitable.\n\nThe teachers have, however, at this crisis an excellent opportunity thru\ntheir existing professional organizations to educate the pubHc at large in\n\nthe conditions that are essential for the promotion of a strong professional\n\nbody.\n\nAmong these salaries and pensions are not the least important.\n\n"}
{"page": 151, "printed_page": null, "text": "SALARIES\n\nCouncil]\n\n137\n\nSALARIES\nJOHN W. CARR, WAR CAMP COMMUNITY SERVICE, CHARLESTON, S.C.\nIn our report in July, 19 18, on Teachers' Salaries and the Cost of Living\nrwe set forth the economic conditions of the pubHc-school teachers of the\n\nUnited States and demonstrated the fact that the profession of teaching\n|was practically bankrupt, and that radical measures would have to be\n\nidopted promptly or there would be a crisis in American education.\n\nAs\n\nas I know the soundness of the argument presented and the validity of\n)ur conclusions\n\nhave not been questioned.\n\nTherefore it is not necessary\n\n[to spend time discussing the subject in general but to\n)f\n\nmake a brief summary\n\nconditions at present and to inquire relative to the outlook for the future.\nIf we consider the cost of living we find that prices are about as high as\n\nley were a year ago, and that in general they are approximately double\n(i) If we consider prices since the signing\nwe find that there has been a slight decrease in some articles\n\n[what they were in August, 1914:\n)f the armistice\n\n—but an actual increase in some\n\n-food 4.4 per cent, clothing 6. 2 per cent\n\n[bther things\n\n—\n\n[cent increase.\n;^prevailing on\n\nshelter 1.7 per cent increase;\n\nfuel, heat,\n\nand light 1.3 per\n\nThere was a marked increase in prices on June i over those\n\nMay i, 1919.\n\n(2)\n\nSo everything continues sky high, with no\n\n[prospects for a rapid fall in prices.\n\nThe latest information from Washing-\n\n[ton is \"that there will not be any immediate reduction in prices, and that\n|the decHne will be very gradual.\"\n\n(3)\n\nWe can therefore make up our minds\n\n[that the cost of hving will remain about as it is now for a long time, and that\n10 \"bonuses\" or other expedients will solve the problem, but that teachers'\n\ndaries must be more than double what they were in 1914, or serious results\nfollow.\n\nIn our report of 19 18 we predicted a shortage of teachers\n\n—that many\n\ncompetent teachers would leave the profession, and that there would be\n\nmarkt decrease in the numbers attending normal schools. These prehave been fulfilled, and the end is not yet. The normal-school\nLttendance for the last year was probably less than 80 per cent of the prewar attendance, with the demand for teachers much above normal. Owing\nto demobilization we may expect an increase in normal-school attendance\nlext year, but it is too much to expect even prewar attendance at normal\nictions\n\n:hools in the near future.\n\nDuring the current month the National Education Association has\nssued a splendid pamphlet entitled Higher Salaries for Teachers.\n[the last\n\nThis is\n\npubhsht word on the subject and is interesting even if it is not\n\n:tremely encouraging.\n\nSome extracts follow: \"Every state has become\n\nictively interested in the\n\nproblem of teachers'\n\nsalaries,\n\nand twelve have\n\nreported the passage of laws materially increasing salaries.\"\n\nAmong the\n\nstates reported as having past such laws are Virginia, Iowa, Pennsylvania,\n\nJouth CaroUna, New York, Indiana, and Texas.\n\n"}
{"page": 152, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n138\n\n[National\n\n\"Indiana has increast,the salaries of its four classes of teachers 25 to\nIn New York\n30 per cent.\" \"New York leads in salary increases\nCity, with its more than 21,000 teachers, the minimum salary for teachers\n\nand first six grades is $1005 and the maximum $2160.\nIn grades 7-9 minimum $1350, maximum $2700.\" \"Among others the\n\nin kindergarten\n\nfollowing cities have recently establisht minimum salaries of $1000 for ele-\n\nmentary teachers: Whiting, Ind.; Bozeman, Mont.; East Chicago, Ind.;\nMonroe, Mich.; *and Pocatello, Idaho.\" \"Twelve cities have median\nsalary for elementary teachers ranging from $1202 to $1421; seventeen\ncities from $1003 to $1175.\"\nSo far the report is fairly encouraging. It\nshows that the leaven is beginning to work in spots.\nBut what of conditions in general? The report continues: \"The\naverage salary paid teachers in the United States has increast from $543 .31\nIn the same\nin 1915 to $630.64 in 1918, or 17 per ceht in three years.\nperiod the wholesale price of commodities increast seven times as much.\"\n\nNot very encouraging for the average teacher.\n\nAgain:\n\n\"Of 191\n\ncities\n\nreporting definite increases for elementary teachers during 191 8-19, 86\n\nper cent of them gave increases of $50 or less.\"\n\n\"The average wage of\n\n4198 workers in shipyards during 191 8 was $1411, or 224 per cent of the\naverage salary paid teachers.\" \"A comparison of the teacher's average\nsalary of $630 with union scale of wages shows that hod carriers earn from\none and one-half to twice as much as teachers.\" The Tribune yesterday\nsaid that\n\nhod carriers had just been awarded $8.00 a day in Chicago.\n\nThe same paper recommended that policemen and firemen be given a salary\nof $2000 per annum.\n\"As a direct result of the low salaries paid teachers,\nthere\n\nis\n\na shortage of teachers,\n\nmany successful teachers are leaving\n\nthe profession, and fewer students are attending normal schools and\nteacher- training institutions.\"\n\nBut why multiply illustrations or tax your patience ? The fact is that\nThe question is. What are we going to\n\nthe crisis in the profession is here.\n\ndo about it ?\nUnfortunately in many locahties there is nothing that can be done until\nthere is appropriate legislation providing more adequate funds for teachers'\nsalaries.\n\nIn these locahties we may expect a markt decline in the efficiency\n\nof the schools.\n\nSome will have great difficulty in securing properly certifi-\n\ncated teachers at all.\n\nIn about four-fifths of the states the legislatures\n\nSo there is\nno immediate prospect of relief in thousands of school districts thruout the\nwill not\n\nconvene, unless called in special session, until 192 1.\n\ncountry.\n\nIn our more wealthy communities it is a question of inducing school\nboards and municipal ai*thorities to levy sufficient money to pay adequate\nsalaries.\n\nThis will require organization and persistent effort on the part\n\nof teachers and other friends of education.\n\nIt will also require organization\n\nfor the purpose of securing appropriate state legislation.\n\nThe teachers of\n\n"}
{"page": 153, "printed_page": null, "text": "THE SALARY BILL IN NEW YORK LEGISLATURE\n\nCouncil]\n\n139\n\nNew York have shown how this may be done, and it remains for those of\nother states to emulate or surpass them.\n\nBut the salary problem will not and cannot be solved thruout the nation\nuntil pubHc education is recognized as a national concern and the United\n\nStates appropriates a reasonable share of the money from the pubUc treas-\n\nury to pay adequate salaries to teachers.\nfact in'its report a year ago.\n\nThis Committee pointed out this\nThere is no other way out of the difficulty\n\nexcept for a minor portion of the teachers of the country.\n\n^\n\nThe richest\n\n[nation of the world should contribute directly to help educate its citizens,\n\n[and whenever this subject is properly presented to the people the nation\nwill contribute its share.\n\nIt\n\nis\n\nnecessary for the Smith-Towner Bill now before Congress to be\n\n;enacted into law.\n\nThis bill not only provides for a Department of Educa-\n\n|tion and a generous appropriation of $100,000,000 to aid public education,\n\nbut it recognizes the obligation of the nation to help support the public\n[schools.\n\nThis is the most important educational bill ever before Congress,\n\nland its passage will pave the way for the solution of the salary problem.\n\nBut to secure the passage of the bill will require the earnest, active, and\npersistent support not only of the members of this Association but of all\n\nwe can enlist. A national campaign of\nA campaign such as the educational forces of\n\npersons and organizations that\n\neducation\n\nis\n\nnecessary.\n\nNew York waged at Albany must be waged at Washington. At this crisis\njvery friend of public education is expected to do his duty and do it now.\n\nHOW THE SALARY BILL WAS PAST IN THE NEW YORK\nLEGISLATURE\nOLIVE JONES, PRINCIPAL, PUBLIC SCHOOL NO. I20, NEW YORK, N.Y.\nIf you really want to know how to pass a salary law or accomphsh any\nther thing in a definitely practical fashion you must consent at the outset\nto\n\na very radical upheaval of ideas, at least of those ideas in which we\n\n[teachers have been trained.\n\nLaws are not past or salaries raised by writing\n\nlong arguments or by stating your case, no matter how forceful or eloquent\n[your language may be, and no matter how accurate your facts.\n\nThe plain\n\niruth of the matter is that nobody will read your thesis or brief or mono-\n\ngraph except the teacher whose salary is to be raised, the person who wants\n[the\n\nlaw to be past.\n\nlot\n\nThe average legislator, like the average public, is\n\ninterested in your needs or your problems.\n\nfown, and moreover he\n\nis\n\nHe has enough of his\n\ncontinually besieged by people\n\nwho want him\n\n^to pass laws raising salaries or giving somebody some more money in some\n\n^ay.\n\nWhat you must do is to make the average legislator and the aver-\n\nige public, the average citizen, feel and know and believe that your problem\nis\n\nhis problem, and that your unsatisfied\n\nspecial interest of his own.\n\nneed will spell disaster to some\n\n"}
{"page": 154, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI40\n\n[National\n\nTo bring about this result as far as teachers' salaries are concerned\nthere are just two methods.\n\nBoth begin with the letter p, and that makes\nthem easy to remember: practical pohtics and pubUcity. Easy to remember, I said, but they are not easy to do and it's not easy to bear\nthe criticism and slander and misrepresentation and misunderstanding\nthat inevitably accompany such a campaign. Yet you must haVe the\n\nwhich will endure all those things, and the resolute\ndetermination to 'i^tick on the job\" until you win, whether it takes one\nself-sacrificing spirit\n\nyear or five, or else you would do better to give up before you begin.\n\nVery early in the school year, last September, we realized the truth of\nwhat I have just said to you, and we agreed to work along these two lines,\nto share the work, but to give each group a definite task to accomphsh.\n\nNow let us find out what we mean by practical politics and publicity as\napplied to a campaign for increast salaries.\n\nBy practical politics we mean talking, writing, and arguing personally\nwith each individual member of the legislature and each individual influence that can be expected to have any wieaght with each senator or\n\nassemblyman. That is a big contract, bigger even than it sounds, bigger\nthan we anticipated. It means that you must find someone among your\nteaching body\n\nwho\n\nacquaintance.\n\nIt means that you must\n\nis\n\nacquainted with each legislator or can obtain\n\ninstruct all your teachers so that\nthey will know their pohtical districts—senatorial, assembly, and election\n\n—and so that they will communicate, whenever necessary and under\nown district senator or assemblyman and their\nown poUtical\nIt means that you must learn to know the special interests\n\ninstructions, with their\n\nelection district leaders of all parties, regardless of their\nafl&liation.\n\nof each legislator so that you can appeal to leaders in those interests to\n\nhelp you in your appeal to him, and that means religious, social, business,\ntrade,\n\nand personal friendships\n\nof each legislator.\n\nYou must make a\n\nreal and personal study of each man or woman.\n\nNo one person, however well endowed with the qualities of leadership\nor the advantages of social and political acquaintance, can do such work\nalone.\n\nDon't you believe any stories that this one or that one man or\n\nwoman past the salary law in New York, or can pass it anywhere.\nbody must work, and everyone must -work\n\nin\n\nEvery-\n\ncooperation with his\n\nfellow-teacher.\nIt was that spirit of cooperation which our opponents feared most and\n\nmade their strongest efforts to destroy. They created disgraceful dissension among us, hoping thereby to prevent the passage of any law the\nexpense of which would raise taxes, and yet at the same time hoping to\n\nevade responsibility when they faced us by being able to say, ''We would\nhave helpt you, but you quarreled so among yourselves that we did not\n\nknow what you wanted.\" Opponents of salary legislation for teachers\ntried to make us tie ourselves up with this, that, or the other issue, and\n\n"}
{"page": 155, "printed_page": null, "text": "Council]\n\nTHE SALARY BILL IN NEW YORK LEGISLATURE\n\n141\n\nmany teachers were led into error, not realizing that we must stand alone\nas a great body of teachers, independent of all other issues and of all other\n\norganized bodies whether of capital, labor, or of profession.\n\nThey tried\n\nto make us lose popular sympathy, just as we were getting it most fully,\n\nby inducing some foolish ones to talk of \"strikes,\" but except in the newspapers and among a few agitators the talk of strikes was trifling and negligible.\n\nThe great mass of teachers is fundamentally sound in devotion to\n\nthe children, whose young lives only would suffer if teachers went on strike,\n\n•and the teachers repudiated the idea of strike, believing that the teacher\n\nwho goes on strike is like the soldier who deserts in the face of the enemy.\nAll these and many other means of destroying cooperative spirit among\nus did our opponents use. And they workt so steadily and skilfully that\nThey used our own fellow-teachers to work\ntheir trail was hard to follow.\ntheir ends, choosing false leaders, or persons\n\nconsumed with a desire for\n\nthe limelight, or persons ready to sacrifice the great body in order to gain\n\nsome end of\n\ntheir\n\nown.\n\nThus your\n\ndifficulties\n\nin bringing\n\nabout\n\nfull\n\ncooperation will come from within as well as from without.\n\nYet victory\ncan be won only by the full cooperation of all teachers working as an independent and yet an organized body. Get such cooperation, even if some\nof the real and wise leaders among you must make, as some of ours did,\nfinal, supreme self-abnegation by letting press and public give the credit\nof their labors to others.\n\nNot until your teachers are ready to work in such a spirit can you trust\nthem to \"play the game\" of practical pohtics. Even then you must select\ngroup leaders among them, and you must teach them how to approach\nthe persons whose influence or vote they want. They must learn when\nto approach a legislator and when to keep away from him.\nThey must\nlearn how to distinguish truth from evasion. They must learn to have a\nbehef in their ultimate victory so strong in its optimism that it can with-\n\nstand every discouragement arid will refuse to be downed by any assertion\n\nby any temporary defeat. They must learn how to\nwin and how to convince without antagonizing.\nRight here let me say that there is only one convincing argument to\nof defeat or even\n\nuse with anyone, in or out of the legislature.\n\nDon't\n\ntell\n\npeople that\n\nThey all think they are themselves. Don't\ntell them why you want more money.\nThey know you want it and they\ndon't care why. But when you begin to tell them why your lack of salary\nis going to bring some trouble to themselves and give them a few concrete\nteachers are poorly paid.\n\nillustrations of their personal inconvenience or worry resulting from your\n\npoor salary you will have interested listeners, and sooner or later you will\nfind each Hstener repeating his story or experience and thus becoming a\n\nConvince a man of his need or of his imminent\nan active agent in discovering the cause of this need\n\npubHcity agent for you..\nloss and he becomes\n\nor loss, even tho it incidentally gives you some more money.\n\n"}
{"page": 156, "printed_page": null, "text": "142\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nMake the capitalist understand the kindredship between ignorance\nand ultra-radicalism, and he will demand well-paid teachers so that there\nmay be no ignorance to be so deluded and preyed upon. Make the labor\norganizer see that the evils from which workers suffer are possible because\nof ignorance, and that ignorance delays his attempts to unite workers\nfor the betterment of their conditions and he will be an earnest advocate\nMake the taxpayer see\nfor improved schools and better-paid teachers.\nthe relation between property or property values and false teaching in the\nschools due to inability to secure proper teachers at such low salaries\nand he will himself advocate the necessary advance in his tax rate. Make\nparents of children understand that the shortage of teachers means that\ntheir children must go untaught, or that improper persons are the only\nones entering the schools as teachers today, and their fears will be aroused\nso that they will demand good teachers at any cost.\nIn the need of such an appeal to personal self-interest lies the reason\nfor getting personal knowledge of each legislator and legislative influence.\nBut don't forget that there is a practical appeal to the politician as well.\nThe people you reach are voters in his district. And now there has come\nin many states, and there is soon coming in every state, a new interest in\nthe teacher, for every practical politician is calculating the strength of the\n\nteacher vote. There is no need to use it as a threat, for that antagonizes,\nand he fears it already. Just let him know that you yourself know that\nthe teacher vote means as much today as the policeman or fireman vote,\nbecause the teachers are no longer a disfranchised body, as they were before\n\nwomen won the suffrage.\nOne last word before we leave this subject of practical politics.\n\nBe\n\nsure that every teacher understands that there must be incessant labor and\n\nincessaht watchfulness from the hour that the legislature opens until the\n\nhour that the session closes.\nlegislature has adjourned.\n\nNo bill has past or failed finally until the\nSince all of\n\nyou cannot be present at every\n\nsession select leaders whom you trust with the work and raise the money\n\nto meet their financial losses and expenses.\n\nWe had the complete support\n\nof our superintendents and the sympathy of most of our board of education, so that we had many expenses but few losses in salary.\nAt first\nsome of us stayed continually at Albany. Later, when the mayor's opposition became urgent, we tried not to give him ground for complaint by any\navoidable absence from school duties, but for many weeks on every Monday afternoon fifty or more of us went to Albany, on the four o'clock train,\nreached the capital for the opening session of each week, did what interviewing we could, and returned on the midnight train to return to our\nschools on Tuesday morning.\nPublicity is the second method of passing a salary bill, as, you will\n\nremember, I stated before.\n\nBy this I do not mean articles in magazines\n\nor learned arguments printed and distributed.\n\nSuch publicity is not to\n\n"}
{"page": 157, "printed_page": null, "text": "Council]\n\nTHE SALARY BILL IN NEW YORK LEGISLATURE\n\n143\n\nbe neglected, for it provides material for personal appeal, and it gets\n\nsome readers after you have won in your personal appeal.\nreliance for publicity\n\nit\n\nis\n\nentirely without value.\n\nBut as a main\nThe average person\n\ndetects from its title or its first paragraph that it bears upon a salary ques-\n\nNeither do I mean the newspapers, desirand very valuable aids as they may be. By all means use them\nyou can and if they will help you. But in New York we could get no\nuch publicity. We had absolutely not one newspaper sincerely and\nenuinely ready to aid us at first; only two or three even in the end came\nput in our favor, and the most that we could obtain from the majority of\nem was silence.\nBy pubhcity I mean publicity such as is gained by advertising agencies\nnd paid publicity agents. Put someone in charge of your publicity work\nwho knows the business of advertising or can get such knowledge easily\nnd quickly. You will get a better idea of what kind of publicity I mean\nrom a few concrete illustrations of what we did in New York.\n1. We used street-car advertising as much as we could afford.\nThat\n[is a very expensive means of advertising, and we were able to carry it\nn only three car lines, altho these were very long and traveled thru\nvaried and crowded districts. On the poster which appeared in the cars\nwe had printed simply, 'BARENTS! HOW ABOUT THIS ? In December, 1918, 30,000 children in New York had no teachers!\"\n2. We had handbills printed, giving in short phrases and coarse print\nrtain impressive facts, statistics, statements of conditions, etc.\nThese\ne distributed by mail and by hand.\nI recall that one showed salaries\n1890, 1900, 1918, and compared the stationary salary with the rising\n;ost of living.\nAnother gave a tabulation of the increase in salaries in\ntrade and industries and the lack of increase for teachers.\n3. We had thousands of postcards printed and addressed ahead to\nevery legislator and every influence we needed. On these we printed the\nme ideas as on the handbills plus a great deal of material of specific\nterest or application in reply to arguments pro and con our salary bill\nwhile its passage was under discussion. A mailing list well selected and\ncovering a wide range of persons and organizations is one of the first\nings for a publicity committee to prepare.\n4. We issued bulletins almost every day of the legislative session for\nix weeks.\nWe numbered and dated these, so that they had the nature\nnd appearance of a periodical, and printed each one on one page only,\nn paper of a different color in order to attract the eye. One of the\nssemblymen nicknamed our bulletins \"The Teachers' Rainbow Literaure,\" and we adopted the name ourselves for the sake of its publicity\ntion and lays it aside unread.\n\nable\n\nect.\nIn these bulletins we included at greater length and with detailed\nrguments all that appeared in the handbills and postcards and the best\nf\n\nwhat was used for magazines and newspaper articles.\n\nEvery effort\n\n"}
{"page": 158, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n144\n\n[National\n\nused by our opponents, every statement they used, whether genuine argument or malicious slander, was answered in a bulletin at once. Nothing\nwas too insignificant to receive our attention, for we saw important legislation fail thru some apparently trifling neglect of its advocates.\n5. We communicated with every political, religious, and civic organization of influence, so far as we could learn how to reach them.\nIn\naddition to sending to their officers copies of all our circulars and bulletins\nwe requested .permission to send speakers to address their meetings and\naskt them to send resolutions of indorsement of our bill to the governor\nand to certain specified members of the legislature. This means that\nyour speakers must be carefully selected and trained for personality,\nappearance, power of address, poise, ease in debate, and certainty of\ninformation.\n\nThese are just a few illustrations of how we sought and obtained public\nsupport.\n\nOthers will occur to you, developt out of exigencies of your own\n\ncase.\n\nThree other matters do I want to call to your attention very briefly\nbefore I conclude.\n\nOne is that laws controlling teachers' salaries, just\n\nas much as laws for compulsory education, are the affair of the state and\n\nnot to be juggled with by local communities.\n\nIt is fundamental for the\n\npreservation of the state of the future that its children shall be educated\nso as to be fit citizens for\n\nany part of the state, and not according to the\n\nwhims or self-interests of a locality or local pohticians.\nAnother is that in preparing your salary bill you should establish for\neach rank the initial salary, the amount of annual increment, and the\nminimum number of increments. By so doing you secure state protection\nof minimum salaries, and you leave opportunity open for broad-minded\ncommunities to be as generous as they choose.\nThe third is very important. Do not be afraid to face an issue if it\nis\n\nraised against you, especially if it has an element of truth or justice to\n\nThe weightiest argument raised against us was the cost.\nit.\nSome of us thought it was best to avoid this question and to take the stand\n\nsupport\n\nthat since our cause was just and our need a civic need our bill should be\npast, whatever its cost.\n\nThe rest of us, however, felt that it was wiser\n\nto have the cost estimated, state it honestly, and show as well as we were\n\nable how the cost could be met.\n\nIt was because we had taken this course\n\nof action that we were able to demonstrate how greatly\n\nand falsely our\n\nopponents had overstated the cost, and thus secured the governor's signature\nwithout which no biU can become a law.\n\nPerhaps it is not wise to say what I have said in this pubUc way, but\nI want the teachers of the whole country to win out, for there are bigger\n\nissues at stake in this salary question than just the fact\n\nthat teachers\n\nneed more money. I do not believe that you can win out finally in any\nother way than by the two Unes of appeal, pohtics and publicity, for we\n\n"}
{"page": 159, "printed_page": null, "text": "PENSIONS\n\nCouncil]\n\n145\n\nhave tried the dignified statement of our case in print and in speech too\n\nmany years without results, and I do know by sad experience that teachers\ncannot be trusted to use these two lines of appeal unless you train them\ndefinitely and in detail.\nTherefore I have told you honestly and simply\nwhat we did in New York. It has somewhat astonisht me to find that\n\n[thruout the country our salary law\nEeel that,\n\nis\n\nconsidered so wonderful, for\n\nbig victory tho it may be, it is only\n\nwe\n\na partial one, and we have\n\nahead of us. The sooner you win the victory in\nown states the sooner can teachers nationally gain the recognition\n\nseveral years of labor\n/^our\n\n[and returns their labor deserves and the importance of their service\n\n[demands.\n\nPENSIONS\nDAVID B. JOHNSON, PRESIDENT, WINTHROP NORMAL AND INDUSTRIAL\nINSTITUTE,\n\nROCK HILL, S.C.\n\nThe desirability, the imperative necessity, for teachers' pensions is\n[now almost universally recognized. Most of the countries of the civilized\nworld have provided some system of teachers' pensions with tenure of\ni\n\n[position \"to attract able people to the profession, to\n\nimprove efficiency,\n\n'and to afford the teachers protection in case of retirement from service on\n\naccount of old age or disability.\"\nTeachers' pensions are provided for in Belgium, France, Great Britain\n\nand Ireland, Italy, Greece, Russia, Holland, Denmark, Sweden, all of the\n^states of the late German Empire and Austria-Hungary, New Zealand,\n[apan, South America, and South Africa. Our country is behind these other\n:ountries in this respect and in the proper recognition of the teachers'\ndling.\n\"The first city school pension system for city school teachers was\njstablisht in\n\nChicago in 1893, followed three years later, in 1896, by the\n\n)rganization in New Jersey of a mutual benefit plan for disabled teachers in\nlat state.\"\n\nThere are at present 89 state, county, and city teachers'\n\n)ension systems in the United States.\n\nWe are also behind many other countries in the preparation of teachers\nfor their work, in the maturity of teachers, and in the length of service of\n)ur teachers.\n\njvery year\n\nOne-fourth of our 740,000 school teachers leave teaching\n\n—making the average term of service four years, and causing\n\n[85,000 new, inexperienst teachers to go into the work each year.\n\nAbout\n\nhave had no more preparation for\n[teaching than high-school graduation, and a great number of this half have\nlot had that much preparation.\nlalf\n\nof all of these 740,000 teachers\n\nIt is shameful that this great democracy, which depends for its life upon\nle intelligence of\n\nEurope\n\nthe people, should be so far behind the autocracies of\n\nand the so-called backward countries of South America and the\n\nEworld in the preparation of teachers and in the appreciation and safeguardig of the teaching profession.\n\nIt is surprising that the public-school system\n\n"}
{"page": 160, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n146\n\n[National\n\nof our country should have accompHsht as much as it has for the country\n\nunder these conditions. It is certainly time, and long past the time, when\nwe should leave nothing undone to attract the best talent to the profession\n\nand hold it there.\n\nThe doing of this is the great service rendered to society by pensions\nand tenure for teachers after adequate salaries are given. Our National\nEducation Association Committee has spent most of its time thus far on\nsalaries, as that was the first and most important matter needing attention,\nbut we do not want the importance of pensions and tenure to be lost sight\nof or minimized.\nThe most capable, high-minded people should be encouraged in every way by tenure, pensions, social recognition, and adequate\nsalaries to enter upon teaching as a career\npeople who would go into teaching not as a trade or commercial undertaking but as a fine art; who would\nteach with joy, enthusiasm, with the missionary spirit. Such teachers are\noften ready and wiUing to go into teaching for the love of it, for the good\n\n—\n\nthey can do, without too much regard for the salary, provided they can\nhave some security against dependence in old age or if disabled in any way.\nProvision for retirement allowances frees such teachers and all teachers from\nthe dread of dependence in old age, or, in case of disability, the consequent\n\nworry, and permits them to give their undivided attention to their duties\nin peace\n\nand contentment and thus to do more and better work. The\nand society will all gain by rendering the teacher\n\nschools, the children,\n\nsecure against the risks of life.\n\nWhile pensions and tenure help to secure and hold good teachers they\nmake it possible to free the schools, with social justice and dignity,\nfrom superannuated and incapacitated teachers. This is almost as great\nalso\n\na benefit as the others to the schools, the children, and society. If the\nsuperannuated teachers are held too long the young, ambitious, progressive\nteachers become discouraged because of the lack of opportunity for advancement and go into other work, and the schools and children suffer great loss\nin that way and also suffer from the lack of force and vitaUty in the teaching\nChildren must\nof the superannuated teachers left too long in charge.\nnot be subjected to wrong training or poor training of mind and heart and\n\ncharacter because of incompetency of the teacher, or because of the super-\n\nannuation of the teacher.\n\nThat would be an unforgivable crime against\n\nthe children and society.\n\nWhile basing the claim for pensions for teachers chiefly upon the welfare\nof the schools, the children, and society we do not mean to minimize the\n\nclaim for teachers' pensions for the sake of the teachers themselves, based\n\nupon the character and nature of the teachers' work.\n\nThe teacher's salary at best is comparatively small, and if he gives his\nwork the devotion it must have properly to impress the minds, hearts, and\ncharacter of his pupils he cannot have the time or the disposition to make\nbusiness investments Hke people of other calUngs.\n\nIf\n\nhe makes these\n\n"}
{"page": 161, "printed_page": null, "text": "TEACHERS' SALARIES\n\nCouncil]\n\n147\n\nsacrifices on small pay social justice requires that he shall receive a pension\nwhen he is too old to work longer, or is disabled and cannot work longer, as\n\na reward for past devoted services or as deferred compensation on account\nof low salaries.\n\nThere are some who hold that pensions should be cared for by giving\nThe giving of adequate salaries is the first and most\nimportant step to take in doing justice to teachers and in making sure of\n\nadequate salaries.\n\na strong and stable teaching force, but it must be accompanied by pensions\n\nand tenure.\nIf all teachers were \"thrifty\" it might be possible for adequate salaries\n\nto take the place of pensions, but only a comparatively few of our people,\n\nincluding our teachers, are \"thrifty,\" or rather were \"thrifty\" before the\n\nThere may be a much greater proportion of the people \"thrifty\"\nI hope that\n\n^ar.\n\n)w as a result of the enforst economies attending the war.\nle\n\nof the great lessons of the war to remain with us will be the lesson of\n\nAdequate salaries, however, in our opinion cannot take the place\n\nrift.\n\n^f pensions.\n\nWe are urging proper salaries, pensions, tenure, and consideration for\nir\n\nteachers, not for the teachers alone, but chiefly in the interest of our\n\nmntry\n\n—\n\nits ideals, its democracy, its institutions,\n\nand its future.\n\nTEACHERS' SALARIES\nSTANLEY BROWN, SUPERINTENDENT AND PRINCIPAL, JOLIET TOWNSHIP\nHIGH SCHOOL AND JUNIOR COLLEGE, JOLIET, ILL.\n\nThe stage of discussion, the stage of information so far as teachers are\nResolutions by this body or by the whole ,of the\n\nmcerned, has past.\n\nNational Education Association are useless unless they contain definite\nplans of action looking, directly to the accomplishment of desired ends.\n\nAre we as a group ready for such action ? Are we ready to quit the job\nand if need be starve outside the ranks rather than inside the ranks ? Are\nwe borrowing anything in using the dangerous word \"starve\" when one\nof the states of this Union pays its teachers an average of 64 cents per day\nfor their services?\n\nI say we have certainly past the stage of sentiment.\n\nWe have past the stage of discussion among our own group and can therefore do one of two things.\n\nWe can quit the job, since only in a small degree is it treated as a profession;\n\nor we can place this whole problem before the entire pubUc thru\n\nthe best pubHcity agency available outside our own ranks and pay the bill,\n\nhowever large it may be. Our own reports, such as are seen before this\nbody, have circulated for the most part in our own group, have provoked\n\nown group, and have received approval from our own\nThere is no better evidence that our problem will be solved by\n\ndiscussion in our\n\ngroup.\n\ngoing out of our group than the response which came from the big pubHc\n\n"}
{"page": 162, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n148\n\n[National\n\nwhen that unanswerable article appeared in a late issue of the Literary Digest.\nWith all our efforts heretofore we have been unable to enlist the pubUcity\npower of the great daily newspapers of the country, but when a pubHcation\nHke the Literary Digest takes up the cause of the teacher and shows that in\none small town in Illinois a man who is a superintendent in a mine receives\nin compensation more than four times as much as the principal of the high\nschool living in the same town we immediately get attention.\nOnce during the period of this war when the President was in Washington he was invited down to Newport News, and during his address he askt\nthe public-school teachers to assist in making out the questionnaires, and\nat that very time it was definitely and positively shown that a negro mule\ndriver working for the government at Newport News was receiving a Httle\nmore than twice the average salary of the public-school teachers of Newport\nNews.\nWhile we have been preaching thrift and beHeve that this great convention, as did the Department of Superintendence at its recent meeting,\nwill record its resolution making thrift and savings teaching a part of the\nregular curriculum of the schools, we must also recall the fact that the\nsigning of the peace pact this week has releast bilUons of dollars for normal\navenues of trade. This is the best period in the world to teach and practice\nthrift.\nIt is also the best period that we have seen in this country to\ndemand and secure adequate pay for teachers, and I am proposing that\n$100,000 shall be used by this National Education Association thru such\npubHcity organizations as were used for war loans, and that such money\nbe expended under the direction of this Association.\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\nOFFICERS\n\n—^William B. Owen, principal, Chicago Normal College\nChicago,\nVice-President — Homer H. Seerley, president, State Normal School\nCedar Falls, Iowa\n—\nAdelaide\nSteele\nSecretary\nBaylor, Federal Agent for Home Economics,\nPresident\n\n111.\n\nFederal Board for Vocational Education\n\nWashington, D.C.\n\nFIRST SESSION—Monday Evening, February 24, 1919\nThe National Council of Education convened in regular session on Monday evening,\nFebruary 24, 1919, at 8:00 o'clock, in the Florentine Room, Congress Hotel, Chicago, 111.\nThe meeting was called to order by William B. Owen, President.\nThe President introduced A. Duncan Yocum, chairman of the Committee on Curriculum, a subcommittee of the Committee on Superintendents' Problems, who took charge\nof the evening program, which was given over entirely to a discussion of his report.\n\nThe theme of \"Existing 'High Spots' in Training for Democracy,\" as brought out\nby the responses to a democracy questionnaire, was presented.\n\nAn open discussion on \"Essential Factors in the Teaching of Democracy,\" a critique\nof the questionnaire, was led by A. E. Winship, editor, Journal of Education, and Lotus\n\np. Coffman, University of Minnesota, Minneapolis, Minn.\n\n"}
{"page": 163, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nCouncil]\n\n149\n\nA general discussion followed dealing largely with suggestions as to the best methods\nfor developing democratic ideals and practices in children.\n\nA large number of those present took part in this informal discussion, and the consensus of opinion exprest seemed to indicate that less autocracy on the part of administrators in relation to teachers\n\nand on the part of teachers in relation to pupils would\n\ncreate better conditions under which to train for democracy, and that such training could\n\nbe further advanst by providing frequent opportunity for legitimate and wholesome\nhome and at school, and a larger participation\n\nservice on the part of children both at\nin the activities of both institutions.\n\n(SECOND SESSION—\n\nTuesday Forenoon, February 25, 1919\n\nThe session was called to order at 9 30 p.m. by the President.\nThe President announst, before introducing the first speaker, that the program of\ne evening was made up largely of the reports of standing committees.\n:\n\nHarlan Updegraff, University of Pennsylvania, Philadelphia, Pa., gave a \"Report\nMaking of Courses of Study in Elementary\n\nAdministrative Cooperation in the\n\nL\n\nThis also formed part of the work of the Committee on Superintendents'\nProblems and covered the policy pursued in the school system of 176 cities. Mr.\n\nSchools.\"\n\nUpdegraff had developt a number of charts to represent graphically the results of his\ninvestigations.\n\nThe leaders in the discussion of this report were:\n\nCharles S. Meek, superintendent\n\nSan Antonio, Tex.; H. B. Wilson, superintendent of schools, Berkeley, Calif.;\nJohn W. Withers, superintendent of schools, St. Louis, Mo.; Frank S. Ballou, assistant\nf schools,\n\nsuperintendent of schools, Boston, Mass.\n\nThere was no time for a general discussion of this report, and other papers on the\nrenoon program were postponed until the afternoon session because the room in which\ne Council met had been reserved for a noon luncheon.\n\nTHIRD SESSION—Tuesday Afternoon, February 25, 1919\nThe session was called to order at 2:00 p.m. by the President.\nThe forenoon program was continued by the presentation of a paper on \"Art and\nEducation in the New Era,\" by George William Eggers, director, Chicago Art\niStitute,\n\nChicago, 111.\n\nWalter Sargent, University of Chicago, Chicago, III, led in the discussion of this\nper.\n\nThe time was too limited for a general discussion of this topic, but a motion was\nCommittee on Art Education to consist of seven members\nbe appointed by the Chair.\nThe general topic for the afternoon program was \"Health in the Schools.\" Thomas\nD. Wood, Columbia University, New York, chairman of the Committee on Health\n\ncarried that a cooperative\n\nProblems in the Schools, presented a brief report for his committee.\nOther papers on this program were as follows:\n\n—\n\n\"Interest of the National Council in School and Health\" William B. Owen,\nChicago Normal College, Chicago, 111., and president of the National Council.\n\"Woman's Contribution to the Health Work of the Schools\" Alice H. Couch Wood,\ndirector, Elizabeth McCormick Memorial Fund, Chicago, 111.\nCooperation of Physicians in the Health Work of the Schools\" Isaac A. Abt,\nrofessor of pediatrics, Northwestern University Medical School, Chicago, 111.\n\"Administrative Problems of Health Work in the Schools\" Ada Van Stone Harris,\nresident, National Council of Administrative and Executive Women in Education,\nittsburgh. Pa.\n\"Cooperation of the Medical Profession\" Frederick R. Green, secretary. Council\non Health and Public Instruction, American Medical Association, Chicago. 111.\nresident,\n\n—\n\n—\n\nt\n\n—\n\n—\n\n"}
{"page": 164, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n150\n\n(National\n\nESSENTIAL FACTORS IN THE TEACHING OF DEMOCRACY\nI.\n\nWINSHIP, EDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nA. E.\n\nDemocracy is the educational issue of America. There are two openings for the treatment of democracy by education: first, to discuss democracy and deal with democracy in such a way as to please aristocracy;\nsecond, to present a plan or seek a plan by which aristocracy will give\nplace to democracy.\n\nEvery utterance, every word and deed of educators, of high or low\nEvery\nsuggestion that is well-pleasing to aristocrats is anti-democratic. Nothing\nmakes for democracy that does not tend to eliminate the self-satisfiedness\ndegree, must be judged by its relation to each of these propositions.\n\nof aristocrats.\nIt is a question not of improving the common people but of eliminat-\n\ning the privilege of one class to set an autocratic standard for others.\n\nAristocracy rests primarily upon the conceited assurance that ''me and\n\nGod\" set standards for all men. It was this assumption that made\nkingdoms and empires impregnable for centuries. The first necessity of\ndemocracy was to disprove this inherited claim of king and emperor, czar\nand kaiser.\nIt was a question not of improving the proletariat but of disproving\nthe claim of inherited superiority and authority of autocracy. Every\nNothing can\naristocrat is a second-hand king or emperior, czar or kaiser.\nbe done for the proletariat that will make for democracy so long as aristocracy has the right to assume to be the social, industrial judge of the\ncommon people. There can be no democracy without absolute public\nrespect for the common people and the promotion of the self-respect of\nthe common people.\n\nThe high art of aristocracy is so brilliant a camouflaging as to deceive\nEvery teacher and other educator is instinctively aristocratic.\n\ndemocracy.\n\nThere is a tradition that Ralph Waldo Emerson once said that he voted with\n(That was in\nthe Democrats but preferred to affiHate with the Republicans.\nthe North, where Republicans were the aristocrats.) School people dehght\nin praising democracy but ever prefer the life and privileges of aristocracy.\n\nThere\n\nis\n\naristocracy.\n\nbut one mission for educators, and that\n\nThe problem\n\ndemocracy for aristocracy.\nof autocratic aristocracy.\n\nof education\n\nis\n\nis\n\nto dethrone\n\nthe orderly substitution of\n\nThe world-war was a disorderly elimination\nThe problem of the Peace Congress was the\n\norderly establishment of democracy in place of the collapst autocracy.\n\nThe world-war caused the collapse of autocracy in Turkey and Germany,\nin Russia and Prussia.\n\nIt was the mission of the Peace Congress to elim-\n\ninate aristocracy in Italy\n\nand France, in Great Britain and the United\n\nAristocracy ruthlessly domineered in Germany\nStates, in an orderly way.\nand Turkey, in Prussia and Russia. It dominated gracefully in France\n\n"}
{"page": 165, "printed_page": null, "text": "I\n\nTHE TEACHING OF DEMOCRACY\n\nCouncil]\n\nnd England, in the United States and Italy.\n\n151\n\nAutocratic aristocracy is\n\nend of its career in all civilized countries. The only question is\nwhether it will go out of commission in the chaos of Bolshevism or sanely\npind safely by way of democracy.\nThe difference between piling up a train of wreckt cars with the\ntnangled dead and agonized dying and the safe unloading of a train at the\nlippointed time and place is that in the first case the inertia is overcome\nmstantly and in the other case gradually and orderly. There is no more\ninertia overcome in the wreck than in the station stop, but it is done\nat the\n\nj\n\ndifferently.\n\nWhen a train makes one stop we know what kind of a man is at the\nrottle.\n\nA masfer-engineer glides into a station so smoothly that the\nA novice, or one who will never\n\nmost sensitive nerve will not tremble.\n\nmaster the art of handling a locomotive, starts to stop too soon and puts\n•n\n\nsteam again, then the brakes again, steam again, and brakes again.\n\ne wrecks the train as completely as tho he smashed it in a heap of ruin.\n\nvery wrong move of throttle and brake strains every joint and rod,\nvery wheel and brake, every rail and buffer.\n\nThe Bolshevist and the Industrial Workers of the World have neither\nAll they want is to overcome the inertia of the ages,\ne sooner the better.\nThe more agony, the greater the catastrophe,\n\nnity nor science.\n\nhe louder the groans of the dying, the happier are they because it is\nidence of the completeness of the wreckage.\n\nThere are semi-Bolshevists and semi-I.W.W.'s who decline to acknowlge affiliation with them, but who want to hear the joints of the train\neak, who want a lot of \" slack-and-go \" in the stopping. They want to\n\nke the white and the blue out of the flag without flaunting a scarlet\ng.\n\nThey are not content with an elimination of autocracy; they want\nThey like enough jolt to make\n\no enjoy the agony of the departing.\nsleep impossible.\n\nIf\n\nthe jolt throws the dishes\n\noff\n\nthe dining-car table\n\nnd makes walking from car to car unsafe they rejoice with a vengeance.\nhey want to wreck civiHzation just as completely as do the anarchists,\nut they want to retain a certain amount of public respect for the sake\nf their families.\n\nDemocracy is just as determined to ehminate aristocracy as are the\nolshevists.\n\nLloyd George is as dead in earnest as is Trotzky.\n\nLloyd\n\neorge, however, appreciates the fact that aristocracy has been intrencht\n\nchurch and state, in social and industrial life, from the Garden of Eden\nto the Argon Forest,\n\nand his concern is with the absolute elimination of\n\naristocracy, but he prefers to retain a perfect track for a perfect train to\n\nmake high speed and a safe landing of all the passengers of church and\nstate, home and society, industry and commerce.\nDemocracy is as different from Bolshevism and semi-Bolshevism as the\nblush of a maiden's cheek is from the gasht throat of a suicide.\n\nAristocracy\n\n"}
{"page": 166, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n152\n\n(National\n\ndoomed as completely as was the reign of William HohenzoUem on\nNovember ii, 1918. But the question is whether its end will be a\nTrotzky destruction or a rebuilding, a new birth of democracy. If the\nis\n\nformer, the schoolmaster\nlatter,\n\nmay as well prepare for the slaughter;\n\nif\n\nthe\n\nours is the greatest opportunity that has ever come to men and\n\nwomen since the Great Teacher taught the Sermon on the Mount.\nThe teacher must give the school the atmosphere of the Great Teacher\nwhen he said: ''Come unto me all ye who labor and are heavy laden and\nI will give you rest.\"\nDemocracy will bring peace that is as restful as\nit is eternal,\n\nas complete as it is satisfying, as helpful as it is hopeful.\n\nWill democracy come now, or will the train be wreckt and peace post-\n\nponed for generations ?\nII.\n\nLOTUS D. COFFMAN, UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINN.\n\nThe political ideals of a nation sooner or later find expression in the\nThe freer the political institutions the more\nwidely distributed are the schools for all the people. The more controlled\nschool system of the nation.\n\nthe political institutions the less widely distributed and the more restricted\nare the schools for all the people.\n\nThe chief means of control in an au-\n\ntocracy has always been the military system; the chief means of control\nin a democracy is a system of public education.\n\nThe chief strength of an\n\nautocracy is that its progess is made in accordance with definite plans;\nthe chief danger of a democracy is that it trusts to compromises as a basis\nfor progress.\n\nIn the past one has organized and planned, while the other\n\nhas resorted to chance and random experimenting.\nserviency to the state;\n\nOne requires sub-\n\nthe other exalts individual opinion and privilege.\n\nEither becomes dangerous when pusht to its logical extreme.\n\nbe made efficient.\n\nBoth can be taught.\n\nBoth can\nDemocracy is not an elusive,\n\nevanescent dream incapable of analysis. It is as concrete as autocracy\nand is almost, not quite, as easily taught as autocracy. If the ideals for\nwhich this nation has been fighting are to persist and to serve as a basis\nfor guidance for this country and for democratic countries everywhere\nthey must be taught in the schools. Their inculcation cannot be left\nto\n\ncommon sense, for common sense has always proved hopelessly inade-\n\nquate in the solution of important problems ana in the estabhshment of\n\nenduring\n\nideals.\n\nIt takes a crisis to arouse\n\ncommon sense to action.\n\nIt was necessary for this nation to be in positive danger, with its institu-\n\nand all that they represent imperiled, before we recognized that\ncommon sense raised to some higher\npower, could save us. Altho the fighting is over, democracy is still on\ntions\n\nonly trained intelligence, which is\ntrial before the court of humanity.\n\nNow we realize that if we are to reap\n\nthe fruits of victory and if we are to discharge our peculiar obligation as\n\na member of the congeries of nations, the principles and ideals for which\nwe fought must be formulated in clear and unmistakable language, and a\n\n"}
{"page": 167, "printed_page": null, "text": "—\nTHE TEACHING OF DEMOCRACY\n\nCouncil]\n\n153\n\nsystematic plan must be prepared and adopted to teach them to all the\n\nThe\n\npeople.\n\ndemocracy;\n\nless\n\nthe\n\nintelligent\n\nthe\n\nmasses\n\nthe\n\ngreater\n\nthe\n\ndanger of\n\nmore intelligent the masses the greater the safety of\n\nlemocracy.\n\nNow as never before in the history of this nation do we need to take\nstock.\n\nThe inventory should be critical, deliberate, and impersonal.\n\nThe\n\ni^eakness of our conception of social responsibility which the war revealed\n\ninnot be ignored, the lack of preparedness whitewashed, .nor the ineffilencies forgotten.\n\nOn the other hand we have a right to be proud of what\n\nre have achieved.\n\nIt is proper for us to exalt the virtues of the American\n\nlublic-school system and to maintain that the speed with which the army\n\norganized and the victories it achieved were due to the training the\n\nLs\n\n)ldiers\n\nreceived in American schools.\n\n:hools\n\nthan\n\nthis.\n\nBut\n\nNo finer tribute can be paid our\n\ntributes will not suffice for the future.\n\nSelf-\n\nmgratulation should not blind us to the serious problems we face.\n\nOld\nmust be pointed out and removed and new problems, now\niperiously crying out for solution, must be recognized and solved.\nThat\nlearly 2,000,000 American soldiers never got beyond the sixth grade gives\nsome inkling of one of the chief problems that lies before us in this\ncountry.\nThat democracy is hopelessly floundering in the Balkans, in\nreaknesses\n\nPersia, Armenia, Russia, China, because of illiteracy, a lack of intelligent\n\nplanning, and a definite program, and that she is looking to this country\n\nhow gigantic our responThe fact that the radical elements of the industrial classes\nre urging industrial equahty and that we do not know how to deal with\nlem intelligently should make us appreciate how perilous the situation is.\n\n[or guidance and direction gives us some notion of\n\nibility is.\n\nwill be futile to write the terms of peace in Paris and to establish\nLeague of Nations unless there is back of the peace terms and of\nle League of Nations a world-citizenry trained thru systems of universal\nlucation which will enable humanity to enjoy mutual understanding and\n\nthink collectively about\n)ercion\n\ncan never survive;\n\ncommon problems.\n\nA peace founded upon\n\na peace founded upon a commonalty of\n\n\"aims, a mutuaUty of purposes secured thru definitely planned systems of\njeneral education, designed to raise the intelligence of the masses, to widen\n\nsphere of influence, and to grow in strength with the passing years\nily\n\nsuch a peace stands a chance of surviving in the centuries that are\n\ncome.\n\nEven Germany understands that change\n\nis\n\nnecessary.\n\nShe\n\nhas\n\n:lared that church and state shall be separated in all educational mat;rs,\n\nthat religion shall cease to be an examination subject, that the super-\n\nsion of the schools by the local clergy shall be abohsht, that coeducation\nlall\n\nbe introduced, that teachers and scholars shall have the power of\n\nilf-government, that chauvinism shall be banisht from instruction, that\n\nuniform school shall be secured and all class schools abandoned, and\n\n"}
{"page": 168, "printed_page": null, "text": "NATIONAL EDUtATION ASSOCIATION\n\n154\n\n[National\n\nthat physical culture shall be deprived of its military character.\n\nAlready\n\nshe has begun to model her schgol system after that of the United States.\n\nNow in view of these considerations what remains for us to do?\nExactly what Dr. Yocum has indicated: a careful, thorogoing revaluation\nof the American public schools must be made.\n\nThe fact that his question-\n\nnaire does not lend itself to scientific scrutiny and statistical tabulation\nis\n\nno criticism of it.\n\nA careful study of the questionnaire shows that in\n\nDr. Yocum's mind democracy cannot be attained and perpetuated entirely\nthru incidental instruction.\n\nTrue he intimates and obviously intends\n\nthat all the processes and activities of the schools shall be saturated with\n\nthe atmosphere of wholesome democratic principles and conduct.\n\nIn\n\nother words, the questionnaire clearly recognizes that the by-products\nof education\n\nmust be numbered among its most important outcomes.\n\nBut, what is far more important. Dr. Yocum implies that we must train\nfor certain specific habits,\n\nimpart certain information for the purpose of\n\ncommon culture, inculcate certain ideals for the purpose\nof developing common tastes and appreciations, and establish a system of\ninsuring\n\na\n\npublic education which will insure universality of opportunity.\n\nWe are\n\ndeeply indebted to him for the comprehensiveness of his plan and for\nthe detailed manner in which he has outlined it.\nfinisht.\n\nIn fact\n\nit\n\nhas only begun.\n\nBut the task is not yet\n\ncannot be completed without\n\nIt\n\ncooperation of the school people of this country.\n\nUpon them devolves\n\nthe obligation of translating these principles into concrete practice.\nold world will see more democracy in the future than\nin the past.\n\nShall we plan for it ?\n\nit\n\nThis\n\nhas ever seen\n\nOr shall we trust to the drifting current\n\nof events and allow speculation, ignorance,\n\nand radicalism to control us?\n\nShall we permit a system of special class schools borrowed from Europe,\nlargely\n\nfrom Germany, designed to fit people for occupational niches, un-\n\ntrained and uneducated in those things which make for intelligent citizenship, to thrive and spread in our midst ?\n\nEngland and France have already\n\nrecognized the unwisdom of special class education; they are insisting that\nall vocational courses shall include one\n\nor more cultural subjects intended\n\nto make the industrial workers better citizens.\nthis lesson.\n\nWe must not fail to learn\n\nDr. Yocum's plan clearly provides for it.\n\nFinally attention is called to the fact that his scheme does not contemplate uniformity in educational practice.\n\nIndividual and group differences\n\nare to be made the basis of variations in practice.\n\nSocial progress depends\n\nBut the great mistake which many are making is avoided\nin this study, and that is the mistake of failing to remember the value of\n\nupon them.\n\ngroup likenesses.\n\nDifferences in mentality are responsible for progress, but\n\nresemblances and likenesses in mentality are responsible for safety.\nis\n\nsignificant only when held in restraint by law.\n\nLiberty\n\nBolshevism flourishes\n\nand spreads over the world like a consuming pestilence when the likemindedness of mankind, the common interests of humanity, are forgotten.\n\n"}
{"page": 169, "printed_page": null, "text": "DISCUSSION\n\nCouncil]\n\n155\n\nIf these common interests are to be emphasized, then the schools of\nlemocracy must be lengthened, not curtailed, nor separated into new\n\nThe sharp departmental and divisional distinctions which now\nand which seem to be multiplying, must eventually disappear, and\n10 new ones must be introduced if the schools are to provide a more\n)mprehensive basis for common intercourse and mutual understanding.\nivisions.\n\ndst,\n\nDISCUSSION\nCharles\n\nS.\n\ngratified to see\n\nMeek, superintendent of schools, San Antonio, Tex.\n\n—All of us are\n\nfrom the report of Dr. Updegraflf that the participation of teachers in\n\ncurriculum-building is being extended.\n\nEveryone agrees that teachers cooperate more\n\nenthusiastically in administering a curriculum that is the joint product of their own work\n\nthan in having a school policy imposed upon them.\n\nPtherA very important product of teacher participation\n\nis\n\nthe education in the service\n\ne teacher receives while working in curriculum development,\n\nat our joint efforts contribute always to progress\n\nbut we need to be sure\nand improvement and not toward\n\naction or to maintain the status quo.\n\nH. B. Wilson, superintendent of schools, Berkeley, Calif.\n\n—The facts brought out\n\nin the statistical tables and the discussion thereof by Dr. Updegraff afford fundamental\n\ngrounds for congratulation that school administration in\nincreasingly democratic.\n\nits procedures is becoming\nIn the fulfilment of certain graduate study requirements at\n\nColumbia University in 1910 I had occasion to investigate the extent to which courses\nof s\nstudy were being developt\n\nby superintendents of schools in the United States in\nIt was only possible to discover a course\nstudy here and there which had been developt thru the combined thinking of the\niching staff. The facts presented this morning show that this is coming to be the\nmmon method of procedure.\nThe time was, of course, when the board of education alone dictated the course\nof study.\nLater, as urban communities increast, requiring the Board of Education to\nemploy a superintendent of schools, the function was gradually delegated to the superperation with their principals and teachers.\n\nintendent of schools, who cherisht his authority very jealously.\n\nIn the larger systems\n\nsupervisors were allowed to supplement the effort in course-of-study making, but it is\nly in the last few years that the entire teaching staff has been organized and focust\n\na fundamental way on the problem of helping develop and improve the courses of\n;udy from year to year.\n\nIndeed today not only are the efforts of the superintendent\npplemented by the advisory staff, the principals, and the teachers in the ranks, but\n\ne intelligent, interested citizens in various communities are organized so that they\n\ny make their contributions in the development of courses of study.\n\nTheir contri-\n\ntions have been particularly large in the development of sane and interesting business\n\nd commercial courses, manual and industrial courses, and household-arts courses.\n\nAny other than the most democratic attack upon the development of the courses\nstudy evidences a shortsighted policy. No other instrument of administration exerfundamental and far-reaching an influence in determining how the time and\nenergy of pupils and teachers are expended as does the course of study. From the time\n\ncises so\n\nschool opens in the morning until\n\ndictated by that instrument.\n\nIt\n\nis\n\nit\n\ncloses every day\n\nwhat they are occupied with is\n\nhighly important, therefore, that\n\nspecify interesting, profitable, functional materials for mastery.\n\nit\n\nshould suggest\n\nFrom the teacher's\n\nmdpoint it is clear that it should be a handbook and guide, and indeed, if possible,\n\nKd\n\n"}
{"page": 170, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n156\nIt is\n\nreasons.\n\n[National\n\nimportant to employ the democratic, cooperative attack for at least three\nIn the first place, it produces a better course of study. The materials speci-\n\nfied for teaching are more likely to be of vital consequence and well adapted to the grade\n\nin which they are to be taught if the teaching stafif aids in judging the materials.\n\nNot\n\nonly are they likely to be more valuable, but the course of study is certain to specify\n\nmore detail and so to be of more help and use to the teacher in her daily work.\n\nThese\n\ndetails should consist of concrete materials, indicating results which should be secured\n\nand methods of procedure.\nIn the second place, the teacher's participation in the development of the course\nof study is a means of growth to her.\n\nIf she reaUzes that her points of view and contri-\n\nbutions will be used if worthy, she is stimulated to fundamental endeavor.\n\nShe becomes\n\nambitious to do her part in improving the educational opportunities provided by the\ncourse of study.\n\nIn the third place, a cooperative development of the course of study insures its more\nintelligent understanding and use.\n\nTeachers who help build a course of study appreciate\n\nmeaning and provisions when it is issued. They therefore receive it with sympathy\nand enthusiasm and proceed to its execution with fundamental appreciation.\nIt would be a mistake to understand the foregoing discussion to imply that the superintendent has no responsibility in the making of the course of study. He is responsible\nits\n\nfor organizing his teaching staff so that they may make their contribution.\n\nHe is like-\n\nwise responsible for bringing to the members of the teaching staff who are contributing\nto the making of the course of study a point of view, a broad vision,\n\nnecessary inspiration to stimulate them in their work.\n\nand indeed the\n\nAfter the course of study has\n\nbeen completed and issued, he is responsible for enforcing its provisions. While he\nshould be democratic in the method of developing this instrument, he should pursue no\nsoft or easy policy in insisting upon the thoro execution of its provisions.\n\nI feel very certain that it may be predicted confidently that courses of study will\nbe rich in the materials provided as a basis for teaching and rich in help and inspiration\n\nfor the teacher, in proportion as all of the teaching staff have opportunity provided for\n\nparticipation in this work.\n\nFrank S. Ballou, assistant superintendent of schools,\n\nBoston, Mass.\n\n—Since I\n\ndid not have an opportunity to see Dr. Updegraff's report and because my time is limited\nto three minutes I shall not discuss the report in detail but shall,\n\non the other hand,\n\nmake certain observations concerning the participation of teacher committees in the\npreparation of courses of study.\n\nIn preparing courses of study teachers tend to include\n\nand the resulting courses of study are likely to be more voluminous than they\notherwise would be. This tendency can be counteracted by proper supervision of the\nwork of teacher committees and revision and editing of their reports after they have\nbeen submitted. It takes time to organize teacher committees and assist them in their\nwork; for example, teacher committees were appointed in April, 1914, in Boston, and\nthe first-grade syllabus was ready for the teachers in December, 191 5 about twenty\nmonths after the appointment of the committee. Other grade syllabuses followed in\norder thru the sixth grade. The sixth-grade syllabus was not ready until November,\n191 7, or more than three years after the organization of the committee. In spite of this\ndetail,\n\n—\n\ndelay in the preparation of the courses of study thru teacher committees the time is\nwell spent.\n\nThe adoption of the plan of organizing teacher committees to work with the\nmeans capitalizing the\n\nsuperintendent's office in the preparation of courses of study\ncollective intelligence of the profession in a school system.\n\nBoston prepared its provi-\n\nThe more recent revision,\nThe assumption\nin Boston is that valuable ideas do not all flow from the superintendent's office down to\nthe teachers. Neither do all the valuable ideas come from the teachers in the classroom.\nsional course in 1909 with the help of teacher committees.\n\nwhich began in 1914, has been carried out on a more extensive scale.\n\n"}
{"page": 171, "printed_page": null, "text": "ART IN GENERAL EDUCATION\n\nCouncil]\n\n157\n\nhe assumption in Boston is that the teachers and the supervisory staff each has something to contribute to the making of the courses of study.\n\nDemocracy in education\nmeans, among other things, opportunity to achieve a participation in the achievements of\nthe school system.\n\nTeacher committees afford the profession an opportunity to achieve,\n\nto participate.\n\nSuch utilization of the knowledge, abiUty, and experience of teachers has the advange of building up a practical course of study based on classroom experience, of securing\n\nby the teachers of the course when adopted, and of\nand proper encouragement to the teaching staff, which\n\nthe sympathetic understanding\naffording helpful stimulation\n\nfollow from such professional recognition.\n\nIust ART AS AN ESSENTIAL IN GENERAL EDUCATION\n{An Outline)\nEORGE WILLIAM EGGERS, DIRECTOR OF THE ART INSTITUTE, CHICAGO, ILL.\nBeauty is visual comfort.\nArt is production of any kind which recognizes the possible achievelent of beauty.\nis that\n\nThe ground for giving special attention to visual comfort\n\nthe eye as a rule cannot choose but see.\n\nIn contrast tactile impres-\n\nsions are often optional.\n\n—\n\nProduction is conduct objectified'\n\nits consequences are immediate and\n\ntangible.\n\nProduction without art is not in the last analysis wholly ethical conit gives less than full measure of value received.\nComfort is essential to every kind of efficiency, and visual comfort is\n\nuct;\n\nexception.\n\nVisual comfort is no more exclusively the concern of the expert\ntist\n\n—than\n\ngineer.\n\nis\n\n—the\n\nany other form of comfort the exclusive concern of the\n\nVisual comfort is everybody's business, because the problems\n\nhich involve it, like those involving comfort in general, are constant,\ntimate, and personal as well as supreme and general.\nis\n\nfact helps to clarify the relation\n\n(A recognition of\nbetween individuality of taste and\n\ne general principles governing beauty.)\n\nThe individual (the consumer) has the opportunity at every turn of\ning creative.\ng.\n\ns\n\nHe may be creative not merely in making but in select-\n\nBesides this his selection ultimately influences production.\n\nHaving\n\nthan a constantly creative attitude is to miss some of the essential\n\nlues of\n\nlife.\n\nTo form the non-creative habit is in principle to begin\n\nedging issues.\n\nThe creative habit and its result, the development of the art impulse,\ndds pleasure and value in life, not merely for the one who accepts the\nult of production, but to a higher degree for the one who produces.\n\nOrganization and not material determines the production of beauty.\nt is\n\nthe result not of elaboration but of judgment.\n\ne form of material\n\nIt oftenest takes\n\neconomy because simpUcity and directness are in\n\n"}
{"page": 172, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nIS8\n\nthemselves aesthetic qualities.\n\n[National\n\nArt is less a matter of information than of\n\nskill in adjustment.\n\nPaintings and sculpture are not the goal of the art impulse.\n\nThis\n\ngoal is the achievement of the maximum of visual comfort in all things,\n\nand paintings and sculpture, the ultimate and peculiar manifestations of\nmay be means to this end. They are not to be confused with the\nend itself.\n\nart,\n\nTo cultivate the creative habit with its recognition of a possible ideal\nin every set of conditions, a sane understanding of the place of beauty in\n\nproduction past and present, is to produce a tonic which should key\nup every portion of the educational fabric.\nIn sculpture and painting the \"old vine of art\" may have its blossom\nand its fruit; then architecture is the stem from which these depend, but\nthe old vine draws its sustenance from the sweet earth itself thru a myriad\nof fibrils\nthe many so-called minor arts thru which the whole people\nsustain their habit of loving the beautiful and of requiring it.\nall\n\n—\n\nDISCUSSION:\n\nDRAWING AS AN ESSENTIAL IN GENERAL EDUCATION.\n\nWalter Sargent, professor of art education, School of Education, University of\nChicago.\n\n—Drawing has long held a prominent place in public education, both as to the\n\ntime allotted and as to the expenses of materials and instruction.\n\nIn the educational\n\nand industrial reorganization which is at hand, and in which the values of various subjects\nwiU be reestimated, wiU drawing continue to enjoy the same prominence as heretofore ?\nAlready some of the reasons set forth most commonly in public-school courses of study,\nthat it is an important means of training hand and eye, and that it develops an appreciation of beauty, are being questioned. As training for hand and eye many forms of\nindustrial work and of games furnish equally good training, and while drawing under\ncertain circumstances may be a factor in developing appreciation of beauty we are justified in raising the questions as to\n\nwhether under usual schoolroom circumstances the\n\nproduction of crude and commonplace drawings, even when made from fine subjects,\ndoes not more frequently dull than quicken appreciation of beauty, and whether some\n\nmeans of studying these subjects other than by drawing them might not be more\nprofitable.\n\nOn the other hand demands that the advantages of art be made more available are\nbeing presented as part of the coming social reconstruction, as for instance the demand\nvoist in the Report on Reconstruction recently put forth by the subcommittee of the\n\nBritish Labor Party.\n\nIndustrial interests are also urging the fact that taste, as well as skill, is a factor in\n\nconsequently we send enormous sums to Paris for costumes and to the Orient for rugs and porcelains, because of\n\ncontrolling world-market and in determining trade routes;\n\nthe superiority of their designs.\n\nIn addition to these social and industrial considerations educators are giving especial\n\nDrawing is a language. A language is more\nmeans of developing and shaping thought\nas well as an instrument for expressing it. Drawing differs from verbal language in some\nessential points.\nIt expresses thought by means of a vocabulary quite different from\nthat which verbal language uses. Consequently it shapes and develops thought in ways\ncorrespondingly different. It makes possible another approach to many subjects, another\npoint of view, an added experience.\nattention to drawing as an aid to thinking.\n\nthan a means of making thought known;\n\nit is a\n\n"}
{"page": 173, "printed_page": null, "text": "COMMITTEE ON HEALTH PROBLEMS IN SCHOOLS\n\nCouncil]\n\n159\n\nThe kind of thinking and experience which drawing develops is of significant value\nIt makes its own special contribution to the study\n\nrhatever one's occupation may be.\n\nof science, of history, of geography, and of some other subjects.\n\nDrawing\n\nis\n\nthe language of form, and therefore\n\nis\n\nparticularly the language of\n\nmstructive work and provides the means of working out many of the problems of\nistructive work before they are undertaken in actual material.\n\nThe value of drawing as an aid to thinking is no more dependent upon the posses-\n\nm of special artistic talent than is the value of language or arithmetic upon the\n^session of special Uterary or mathematical talent.\n)es exist it\n\nWhere special talent in drawing\n\nshould be discovered and'^ts particular tendency, whether toward use in\n\ninstructive work, or industrial design, or in the so-called fine arts, should be cultivated\n\na social asset.\nDrawing may be taught so that it will provide an introduction to a wide range of\nle fine arts in much the same way that language provides an introduction to\njrature.\n\nThe changes involved in the reconstruction of courses in drawing appear to be\ning place along the following lines:\n\nits use as the\n\nlanguage of constructive work and\n\nImmercial design, its value as a means of approach to and analysis of other subjects\nid consequently as a means of developing and shaping thought, and also as an intro-\n\njction to the fine arts.\n\nREPORT OF COMMITTEE ON HEALTH PROBLEMS IN THE\nSCHOOLS\nTHOMAS D. WOOD, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\nOur Committee faces unprecedented need, opportunity, and obligan for the prosecution of this health work in education. The revelation\nfundamental physical deficiency and neglect of the nation's young\nmanhood exposed by the draft has made a deep and lasting impression.\nThe awakened national consciousness and conscience regarding this great\nfcoblem provide many manifestations of concern and determination,\nmiblic and private agencies are more active than ever before. Laws\nfte being drafted and enacted in more than twenty states giving recogniDn, authorization, and financial support for constructive health proBams. Thru several channels significant efforts are being made for\nderal legislation to establish nation-wide standards and machinery for\naccomplishment which may be as satisfactory for health promotion in\n\nI\n\n^peace as compulsory military training proved to be in war. In all the\n^^peadth and complexity of health plans and programs the most important\n\n^^nd promising period for constructive effort is childhood, and the most\navailable, logical, and promising agency is the public school.\n\njoint\nogress.\n\niThe\nil\n\nCommittee on Health presents a brief report of effort and\n\nIn June, 1918, the health charts were publisht with the finan-\n\naid provided by the generous guaranty of the Elizabeth McCormick\n\nemorial Fund of Chicago.\n\nThis fund also supphed free of cost to the\n)mmittee three valuable charts on open-air and open-window schools.\n\n"}
{"page": 174, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl6o\n\n[National\n\nhealth chart set by the new and vigorous Child Health Organization, a\nnational organization with headquarters in\n\nNew York City. The chart\n\nset which is on exhibition here includes now 57 charts.\n\nThis is being sold\n\nbelow cost of production at $5.00 a set plus cost of packing and trans-\n\nOf these charts 275 sets have been distributed, and a map\nincluded in the exhibit will show the general geographical distribution of\nportation.\n\nthese charts.\n\nIn addition to the orders for the charts a steady and vigorous demand\nis\n\nmaintained for the committee reports.\n\nreport,\n\nentitled\n\nThe first eight-page pamphlet\n\nMinimum Health Requirements for Rural Schools, was\n\nprinted in 800,000 copies.\n\nThis edition\n\nis\n\npractically exhausted.\n\nreport should be reprinted with a few minor revisions.\n\nThis\n\nThe second\n\npamphlet report (24 pages), entitled Health Essentials for Rural School\nChildren, was printed in 50,000 copies. K your Committee is to respond\nto demands for its printed information and advice, the second report\nwill need reprinting in a few months.\nThe third pamphlet report, entitled\nHealth Charts, contained the miniature facsimile illustrations of the health\ncharts.\nis\n\nTen thousand copies of this report were printed. This supply\nThe demand for this report is vigorous and is\n\nentirely exhausted.\n\nrapidly increasing.\n\nThis illustrated report, with the addition of the five\n\nrecently donated charts, should be at once reprinted.\n\nManuscript for the\n\nfourth pamphlet report, to be called Health Improvement in Rural Schools,\nis\n\nnow ready and is awaiting financial means for appearing in print.\nThe Committee is extending its effort beyond the health problems of\n\nrural schools to the nation-wide\n\nprogram of school health.\n\nMaterial is\n\nnow being collected ifor a standardization of the health norms and health\nThis is perhaps the most eloquent demand\ndefects of school children.\nnow being exprest for the kind of help and guidance which this joint committee is best qualified to give.\n\nWe are working this year under a budget of $1000, half of which is\nappropriated by ^the National Education Association and half by the\n\nAmerican Medical Association. This as a war-time budget is just half\namount which the Committee had for use during each of the two\npreceding years. The Committee is suffering from a plethora of business\nand a poverty of budget. Appeal is made to the National Education\nthe\n\nAssociation for as generous financial support as conditions will permit.\n\nDuring the eight years of the career of this joint Committee on Health\nthe American Medical Association, thru its Council on Health and Public\nInstruction, has dupHcated the appropriation for this Committee granted\nby the National Education Association. Meanwhile the Committee waits\npatiently and hopefully for the adequate supplementary financial support\nwhich would render the constructive work of the Committee more nearly\ncommensurate with the rapidly increasing opportunities and demands.\n\n"}
{"page": 175, "printed_page": null, "text": "mcill\n\nCOOPERATION OF PHYSICIANS WITH SCHOOLS\n\ni6i\n\n:OOPERATION OF PHYSICIANS IN THE HEALTH WORK OF\nSCHOOLS\nISAAC A. ABT, PROFESSOR OF PEDIATRICS, NORTHWESTERN UNIVERSITY\nMEDICAL SCHOOL, CHICAGO, ILL.\n\nSo much has been said and written about the medical inspection of\nneed be made to this subject before a\n\nools that only brief reference\n\ndy of distinguisht educators. Medical school inspection is still in its\nAs I am acquainted with it I am imprest with the fact that\nneeds more efficient organization. I am of the opinion that a great\neal of the medical examination is perfunctory, and in order that the\nal purpose of medical school inspection and examination should be\ncompHsht a greater number of full-time men should be employed.\nfancy.\n\nupervisors should be employed\n\nwho understand not only the diseases\n\nculiar to children in general but the diseases of school children in particur,\n\nand in addition should be well grounded in the principles of general\n\nygiene and school hygiene.\n\nIn order that school inspection should yield\n\nvery best health results the physicians and nurses engaged in this\n\ne\n\nThey should have frequent conand they should formulate their knowledge and experience so\nto standardize the methods of examination.\nThey could thus establish\nsuch a high tone for the office of medical inspector that the position would\ncome desirable.\nIt is very important that the best-equipt men in a community should\n;ork should receive special instruction.\n\nrences,\n\nek these positions.\n\nAn enthusiastic interest in the work, a desire to be\n\nelpful in obtaining results, a well-equipt and fundamental knowledge in\n\nthat pertains to disease and its prevention, are the important and\nndamental factors in medical school inspection.\n\n1\n\nAfter all, however, medical school inspection forms only a small part\n\nIn his larger and broader activities, in his\n\nthe physician's activities.\nisits in\n\nthe\n\nhome and the hospital, possibilities present themselves for\n\nomulgating knowledge about child and school hygiene which,\nre too frequently neglected.\n\nI fear,\n\nAfter all, the health of the child depends\n\nmuch, if not more, on the hygiene of the home than it does upon the\nygiene in the school.\n\nHow frequently the physician may use his medical\n\nowledge in correcting unspeakably bad hygienic conditions in the home!\nt is\n\nnot enough that the physician should make a diagnosis or prescribe\n\nfor the individual child or\n\nperform a\n\nskilful operation.\n\nIt is quite as\n\nimportant that he should teach and disseminate health knowledge.\n\nIn\n\nthe poorer districts of our cities, in the tenements and in the shacks, the\n\nmost ordinary rules of hygiene are disregarded.\n\nUncleanliness and foul,\n\nContaminated air are the rule, and under such conditions good health is\n\npe exception. When the physician or the trained hygienist visits such a\n\nI\n\npome it should not be simplv a question of a perfunctory medical visit\n\n"}
{"page": 176, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni62\n\n[National\n\nconsisting of a hurried physical examination and directions for treatment\n\nKindly suggestions should be offered as to how hygienic\n\nof the ailment.\n\nconditions\n\nmay be improved.\n\nThe\n\nsuggestions\n\nmay consist of advice\n\nregarding better ventilation, better or cleaner food, or possibly a change\nof residence.\n\nIf\n\nthe physician\n\nis\n\nthoroly interested he\n\nmay follow his\n\nby sending a district nurse, a social worker, or in extreme cases an\nofficer of the health department to remedy the evils.\nThe family is ignorant, and the health traditions are bad. Increase\nthe knowledge, remove the bad traditions in one family, and frequently\nthe whole neighborhood is benefited. The mother and the children spread\nthe new gospel of health to other families and among other school\n\nvisit\n\nchildren.\n\nThe family physician frequently has it in his power to prevent infection\nThe physician should feel his responsibiUty very keenly\nin these matters.\nNobody knows better than the doctor that it is easier\nto prevent than to cure disease.\nOne might mention innumerable\n\nin the schools.\n\ninstances in which the family physician could cooperate with the health\n\nwork of the schools. The child with a common cold may infect an entire\nclassroom by spraying the organisms into the air of the schoolroom, particularly when he coughs or sneezes.\n\nkept at home.\n\nA pupil who is coughing should be\n\nHe may become ill with measles, whooping cough, or an\n\ninfectious bronchitis.\n\nChildren who are improperly fed, those who are not receiving enough\nfood, those who are receiving too much food, and those who are not receiv-\n\nmust necessarily make poor scholars. No\nmachine can do its best work unless the fuel produces the proper amount\nand kind of energy. That physician who corrects bad habits of feeding,\nwho regulates and balances the child's diet on a physiological basis, cooperates with the school in so far as he improves the child's general health,\nincreases his resistance, and secures normal mental action on a sound\ning the right kind of food\n\nphysical basis.\n\nIn this connection the care of the teeth may be briefly mentioned.\n\nOnly last week I examined six orphaned children who were about to be\nadmitted into an institution. The children all had badly decayed teeth.\nWhen I askt the oldest child, a boy of ten, when he had last brusht his\nteeth, he informed me that he had never used a toothbrush.\nDecayed teeth produce ill health, not only because of the mechanical\ndifficulties of\n\nmastication, but also because each decaying tooth\n\nfocus of infection which\n\nmay produce local disease in the mouth.\n\nis\n\nthe\n\nThe\n\ninfectious products may be absorbed, causing constitutional disturbances.\n\nIndeed, foci of infection may occur in distant parts of the body.\n\nThe physician also has other tasks in his relation to the school.\nchild has a skin disease.\ninfectious\n\nIt\n\nis\n\nfor the physician to decide\n\nOne\n\nwhether it is\n\nand whether the child should remain away from school until\n\n"}
{"page": 177, "printed_page": null, "text": "COOPERATION OF PHYSICIANS WITH SCHOOLS\n\nincil]\n\n163\n\nAnother child is suffering from a congenital or\nShould he attend school at all? How much\nexercise should he be permitted to take?\nHow far should he enter\nhas been cured.\n\nacquired heart disease.\n\nShould his school work be\nIn the latter case he should consult\n\nto the physical activities of the class?\ntricted so as to avoid fatigue?\n\nth the teacher, with the school nurse, or with the medical inspector at\n\nCordial relations between the family physician and some\n\ne school.\n\nThe schoolmaster is freqently\nThe physician in turn is occupied, has a full sense of\nprofessional dignity, and is reluctant to condescend.\nEach one of\nsees his own work as the most important.\nThe teacher wants to teach\nd resents intrusion. The physician prefers to practice his art and desires\ncer of the school should be encouraged.\ncult to reach.\n\nognition for his\n\nskill.\n\nHe is not indifferent to compliment or even\n\nttery.\n\nThe most frequent diseases of school life are anemia, glandular swellThe hygiene\nthe voice should receive considerable attention. At puberty, when\n\ngs, affections of the mouth, nose, and throat, and deafness.\n\nhe voice changes,\n\nall\n\ninstruction in vocal music should be temporarily\n\nThis is true of girls as well as of boys.\n\nCurvature of the spine is\none of the most important topics hi the health of the child at school.\nstopt.\n\nErrors of refraction require special attention.\n\nThe occurrence of head\n\nlice is one of the most disagreeable and nevertheless one of the most impor-\n\n^^tant topics among the health considerations of school children.\n^^H In short, the child and the school should receive all the attention. The\n^^Bhysician and the teacher should come together for frequent conference\nand consultation, and each should do his part in the interest of the child's\nhealth.\n\n^K In the more luxurious famiUes, where\n\nall\n\nthe wants of life are readily\n\n^Bupphed, the children are frequently found to be suffering from nervous^^Hess. The father is a successful business man; his life is very intense.\n^^^he mother frequently is pursuing many activities outside of the home.\n\n^Khe has her classes, her philanthropies, and her clubs; she is living under\nhigh tension.\n\nShe comes home tired and exhausted; she scarcely relaxes.\n\ntalks in a high-pitched voice to the children, is emotional,\n\nsometimes\nShe insists\nat they do their home work as well as their school work.\nShe makes an\ncasional visit to the school if time permits and finds fault with the teacher\nbecause the child is not progressing rapidly enough or possibly because\n\nRie\n\nipatient,\n\nhis\n\ntho she\n\nis\n\nvery ambitious for their education.\n\nwork is not satisfactorily done.\n\nThe child is a regular attendant at\n\n^Jie dancing school, studies French with a governess, spends several hours\n\n^K week with the music teacher, and takes swimming lessons at the women's\n^Whletic club.\n\n^B^\n\nThis child very soon slumps in his school work, is restless at night,\n\nbegins to stutter, shows irascibility and irritability, and presents\n\nall\n\nthe\n\n"}
{"page": 178, "printed_page": null, "text": "1\n\nNATIONAL EDUCATION ASSOCIATION\n\n64\n\nsigns of general fatigue.\n\n[National\n\nHe is suffering from the fatigue produced by too\n\nmuch school work, a neuropathic constitution which he inherited from his\nnervous parents, from the presence of his emotional parents, and from the\nbaneful influence of a nervous environment.\n\nThe family physician can\n\nrecognize this condition almost at a glance.\n\nHe knows the family and\n\nthe family life.\n\nHe has the power to protect the child and increase the\n\nefficiency of his school work by correcting the home conditions.\n\nAs time goes on preventive medicine is assuming greater and greater\nSchool authorities have already recognized this, tho perhaps\nthey have not availed themselves of all the possibihties of promoting the\nimportance.\n\nhealth of the children.\n\nHealth in a school child as in an adult is the great-\n\nest asset.\n\nThe family physician or the child specialist, as the case may be,\n\ncould offer\n\nmany important hints concerning the health, the nutrition,\n\nand the nervous constitution of the child which would not be otherwise\nobtainable.\n\nWhy should he not be consulted by' the teacher? Why\n\nshould not every child be askt. Who is your family physician ?\nphysician made a physical examination upon you ?\n\nexamined by a specialist?\nIn each case mention the\ncould\n\nif\n\nor. What\nHave your eyes been\n\nWhat other specialists have you consulted?\nname and give the address. The teacher\n\nshe desired use this information in the health program of the\n\nchild.\n\nIn the plan of cooperation between physician and school the health\nof the teacher should not be neglected.\n\nA teacher who suffers from a\n\nchronic infectious disease, such, for example, as tuberculosis, or a teacher\n\nwho is overworkt, is under a nervous strain, or is suffering from any acute\nor chronic disease, may be a positive menace in the schoolroom and may\nbe incapable of efficient teaching.\n\nThe school nurse\n\ndeserves special attention.\n\nShe\n\nis\n\nprobably the\n\ngreatest health asset in the plan of disease prevention in the schools.\nis\n\nso for the reason that she gives her whole time;\n\nThis\n\nshe displays interest\n\nand enthusiasm; it is her sole occupation. The details do not escape\nher, and in city school work she is invaluable.\nI wish to make myself quite clear.\nI am in no sense opposed to\nmedical inspection of schools, but I am in favor of more thoro inspection,\na more perfectly organized system. The other point which I desire to\nemphasize relates to the cooperation of physicians outside of the school.\n\nThe family physician, the child specialist, and other specialists come into\npossession of knowledge which it is almost impossible for the school doctor\n\n—\n\nto obtain\nthe tendencies toward family disease, previous illnesses from\nwhich the child has suffered, vicious constitutional states, and a great\n\nmany other factors pertaining to the health of the child.\nEach pupil should be given at the beginning of the school year a blank\nhealth slip which should be filled out by the family physician.\n\nThis should\n\ngive the results of a physical examination, mention diseases to which the\n\n"}
{"page": 179, "printed_page": null, "text": "COOPERATION OF THE MEDICAL PROFESSION\n\nCouncil]\n\n165\n\nchild is susceptible, and contain questions concerning the child's nutrition,\nhis\n\nhome hygiene, his nervous system, or any other information which\n\nmay be in the possession of the regular medical attendant.\n\nThis should\n\nbe returned to the medical inspector at the school and should be a part\n\nOf course this\nbe no\n^family physician, or if he fails to fill out the blank properly, it will become\n(the duty of the medical inspector to fill out the paper.\nThis plan would\n[aid the school in preventing disease, and I think it would stimulate physi:ians outside to make more careful records and examinations.\nIt would\nilso emphasize to physicians and to schools the cooperation which should\nfexist between both and which is nearly always overlookt.\n^of\n\nthe medical record of the child for the school year.\n\nexamination may be verified by the medical inspector.\n\nIt\n\nseems shortsighted that school\n\nIf there\n\nmen should not use the medical\n\n[profession in preventing disease at school and in increasing the efficiency\n[of\n\npupils\n\nwhen\n\nall\n\nthat\n\nis\n\nrequired\n\nis\n\na better mutual understanding\n\n[between the two forces.\n\nCOOPERATION OF THE MEDICAL PROFESSION\nFREDERICK R. GREEN, AMERICAN MEDICAL ASSOCIATION, CHICAGp, ILL.\n\nMy appearance as the last speaker on this afternoon's program is not\nfor the\n\npurpose of adding anything to what has already been said or of\n\nontributing any\n\nnew point\n\nof\n\nview or additional information.\n\nIt\n\nis\n\nfather to emphasize, by a physical demonstration, the cooperation between\ne organized medical profession and the organized teachers of the United\n\nAs a practical demonstration of the possibilities of cooperation\ntween two professional organizations of distinctly different aims but\n\ntates.\n\nith a certain amount of common ground, I have regarded the joint Comittee on Health Problems in Education as one of the best examples,\nhe work that it has done is ample justification for its existence. The\n\nsurvey of sanitary and health conditions in rural schools, carried out at\ne suggestion\n\nand under the general direction of the Committee, the\n\npitomizing of the material obtained in this survey into the concise eight-\n\nage pamphlet known as Minimum Health Requirements for Rural Schools,\nand the distribution, largely thru the cooperation of the Elizabeth\nMcCormick Memorial Fund, of nearly a million copies are alone sufficient\njustification for the existence of the Committee.\n\nThe present, however, is of all times the least suitable for reminiscence\n'^\n\nor for endeavoring to justify existing institutions by past records.\n\nDuring\n\n^^ the last two years this country has experienst a shaking up such as has\n^^never heretofore been known.\n\nNot only have\n\nmillions of our people\n\n^Bbeen violently jarred out of the routines and habits of a lifetime, but also\n^Hour political and social institutions and customs as well have been violently\n^Hshaken.\n\nAs a result, as always follows such a period of commotion, there\n\n"}
{"page": 180, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 66\n\nis\n\n[National\n\nabout to ensue a careful and critical examination of all of our national,\n\nand personal habits and customs, a reestimate of their value, and\nan adjustment to changed conditions. I think it is safe to say that there\nare no two professions that will be so markedly affected by this revolution of ideas and readjustment of values as the medical and teaching\nsocial,\n\nThe reasons for this are obvious on careful consideration.\nThe teaching profession will be markedly affected during the next five years\nbecause the war and its accompanying phenomena have radically altered\nour ideas regarding educaton, what it should include, and how it should\n\nprofessions.\n\nbe conducted, or at least have aroused serious doubts and questionings\nas to whether the methods and standards of the last fifty years are best\nadapted for the next half-century and for the training of the coming gener-\n\nations of Americans.\n\nIt is highly\n\nprobable that in the near future not\n\nonly our public schools but also our colleges and universities will be called\n\non to defend and justify the educational methods that they are following\nand to show that they are productive of the greatest possible amount of\nbenefit to the pupil at the least expense of time and money.\nEfficiency,\nboth personal and national, has taken on an entirely new meaning since\nthe war.\n\nIn the medical profession the changes are going to be even more striking.\n\nI\n\nhave no quahfications, either biblical or otherwise, for assuming\n\nthe role either of a prophet or of the son of a prophet, and I well realize\nthe dangers and pitfalls of prediction.\n\nYet it is practically impossible\n\nto avoid the conclusion that the experiences of the last two years are bound\nto produce\n\nmarkt changes in the medical profession.\n\nThere are in the\n\nUnited States approximately 150,000 physicians of all ages and degrees\nDeducting 30,000 from this\nof educational and professional training.\n\nnumber to allow for those incapacitated by age, physical disabihty, educational defects,\n\nor professional inaptitude leaves approximately 120,000\n\nphysicians available for active work.\n\nOf this number, at the time of the\n\nsigning of the armistice on the eleventh of last\n\nNovember, there were\n\nactually in the service of the government in the Army Medical Depart-\n\nment approximately 33,000 physicians and in the Navy approximately\n7,000, a total of 40,000, or one-third of the entire number of available\nphysicians in the United States. I doubt whether any other profession\nor class can show any higher record. While this is a gratifying evidence\nof the patriotism of the medical profession and the willingness of physicians to serve their country in time of need, it is also a condition of the\n\nutmost significance as far as the development of the profession itself is\nconcerned. Heretofore one of the principal difficulties in working with\nthe medical profession and one of the most pertinent criticisms to which\nphysicians could justly be subjected was that physicians as a class are\nindividuaUsts.\n\nEach doctor, after taking his medical course and hospital\nan individual. Cooperation and partner-\n\ntraining, goes into practice as\n\n"}
{"page": 181, "printed_page": null, "text": "COOPERATION OF THE MEDICAL PROFESSION\n\nCouncil]\n\nships among doctors are the exception.\nfeet\n\nand succeeds or fails alone.\n\n167\n\nEach physician stands on his own\n\nIn large cities as well as in small, in\n\nuntry districts as well as in towns, a physician's success depends almost\nentirely on his individual ability and force of character.\n\nHe is compelled\n\nby the very nature of his work to stand alone, to take the responsibility\nr his own decisions, to stand the blame if he makes a mistake, and to\np the credit if he is successful. As a result, the doctor has been, in some\nses, difficult to work with on account of his individualistic tendencies,\nis inability for team work, his disposition to stand by his own opinion\nigardless of the views of others, and in general his lack of ability to work\nharness with others and to harmonize and reconcile his individual views\nth any general plan. Probably there is no profession or caUing that\ns more in need of experience and training on practical cooperation;\nd this is essentially what the physician has secured through his army\nice.\nDuring the last two years 40,cx)o doctors have sunk their\ndividuality, their personal judgment and responsibility, and their independence in the subordination and discipline of army training and army\nThe doctor for the first time in his experience has become a part\nfe.\na great machine. He has subordinated his will and his personality to\nhat of his military superiors. He has had to work in harness and in\ncooperation with others because the army is essentially a field for united\nand coordinated activities rather than for individual efforts. There is\nplace in either the army or the navy for the man who persists in followEach unit in the\nig his own judgment or being a law unto himself.\nnmense machine must subordinate itself to the traditions and rules of\n\n10\n\nhe service.\n\nMany physicians for the first time in their lives have found\n\niiemselves in a position where they must submit to discipline, must obey\norders,\n\nand must harmonize\n\ntheir\n\nactivities\n\nand ideas with those\n\nof\n\no thers.\n\n^H\n\nIt\n\nwas my lot during my own period of active service in the Army\n\n^^ledical Department to have an opportunity, as adjutant and executive\nofficer of\n\none of the large medical training camps, to observe the effect\n\non large numbers of physicians, and I am convinst, not\n^^nly that it was of the greatest benefit to them individually, but also that\nof this training\n\n^Ht is bound to exercise a markt effect, on the attitude and activities of the\n^Bftedical profession for years to come.\n\n^F\n\nAnother important result\n\nof this training\n\nis\n\nthat 40,000 physicians\n\nfor the first time in their professional lives have workt for a salary.\n\nTo a\n\nbody of teachers who have always been employed on a salary basis and are\nfamiliar with these conditions there is nothing strange in this.\n\nA corollary\n\nof the personal independence of the doctor in the past is that his income\n\nhas come to him in comparatively small amounts from a large number of\ndifferent people.\n\nAs a result he has had no special sense of obligation or\n\nservice to any one individual and has had, in addition, a markt prejudice\n\n"}
{"page": 182, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 68\n\n[National\n\nagainst any plan by which he was required to give his time and services\n\nMany physicians during the last two years have for\n\nfor a fixt\n\namount.\n\nthe\n\ntime in their lives received a salary as medical officers in the\n\nfirst\n\narmy in place of the more or less uncertain and indefinite income which\nthey have heretofore derived from their personal practice. The results\nof this experience are peculiar.\nAltho physicians in the army have unquestionably made markt sacrifices in giving up their practices for their army\nduties, the fact remains that many physicians, altho the amount of their\nsalary was far below the amount of their gross monthly collections, on\naccount of the fact that they had no professional expenses to meet and\n\nwere provided with whatever was necessary for their work by the government, they actually had a larger amount for their own personal use than\nthey had before entering the service.\n\nIn addition the doctor has been\n\nrelieved entirely of the personal responsibility and annoyance of collecting\nhis income.\n\nIt has come to him each month in the shape of a check from\n\nthe government.\n\nHe has known definitely to the day just when he would\n\nreceive it, and he has experienst in the majority of cases for the first time\nin his life the sensation of receiving an assured income without any effort\n\nbeing necessary on his part to collect it.\n\nThe result is that the attitude\n\nof physicians as a class has largely changed with regard to salaries.\n\nMany\n\n''When this war is\nI am going to get some\nover, I am not going back into general practice.\nposition where I can use my medical knowledge, but where I will be paid\nphysicians, especially younger men, have said to me,\n\na definite salary.\"\n\n—\n\nThe result of these two factors one, the training of the physician to\nteam work, being purely social, and the other, the attitude toward salaries,\nbeing purely economic will, I believe, very largely modify the attitude\nThe medical\nof physicians toward all phases of health and welfare work.\nprofession has received a leaven of discipline to an extent that it never\n\n—\n\nbefore has enjoyed.\n\nIt is going to\n\nbe easier in the future to secure the\n\ncooperation of physicians as a class, to obtain the active and effective\ncooperation of individual physicians, and to interest the physician in such\n\nand school inspector in our larger\ntown and county officers in our rural districts, physicians and surgeons for our large industrial plants, and many other collective activities\nwhich have not as yet been developt and which have heretofore been\nactivities as those of school physician\ncities,\n\nimpossible.\nIf these conclusions are correct, and if, as is probably true, educational\nmethods are destined to undergo a similar change and upheaval, it seems\nprobable that the two great professions jointly represented in this conference this afternoon, the teaching profession and the medical profession,\n\nwill not only\n\neach be materially modified in the next few years but will\n\nalso develop a greater\n\nneed and possibiHty for mutual helpfulness and\nIf the training and educa-\n\ncooperation even than has heretofore existed.\n\n"}
{"page": 183, "printed_page": null, "text": "Council]\n\nCOOPERATION OF THE MEDICAL PROFESSION\n\n169\n\ntion of our coming generations of children are to be made more effective,\npractical,\n\nand economic in the outlay of time and effort involved, the\n\nreconstruction must take place on a sound physiological and psychological\nbasis.\nThe plans for development must be in accordance with the best\nknowledge of hygiene and sanitation that can be developt. The working\n)ut of the details of any improved educational methods must be the joint\n\nrork of the teacher as the expert on pedagogy and the doctor as the expert\n\nm physiology and hygiene.\n\nAs our knowledge increases and as physibecome broader in their viewpoint and less dogmatic in their attitude, the physician both as an individual and as a class must revert more\nid more to the old position of the doctor as a teacher, while the teacher,\n)ecoming more and more familiar with the physical and mental characterjtics and limitations of his pupils and with the dependence of the mental\nid the psychic on the physical and material, must necessarily become\nlore familiar with the facts and conclusions of modern scientific\ncians\n\nledicine.\n\nI take it then that the net results of the war, in so far as its immediate\n\non the two professions represented in this conference and on the\ncommittee are concerned, will be to broaden and stimulate our\niterest in each other and to draw together and coordinate the work of\nIt is therefore more important than ever that this\nle two professions.\njoint committee, the link between the two organized professions, be\nretained, be made as strong and as representative as possible, and be\nifforded every facility and opportunity for carrying on its work, which is\n[ects\n\n)int\n\nbe of such importance and which promises so much for the future.\n\n"}
{"page": 184, "printed_page": null, "text": ""}
{"page": 185, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\nPresidenl—EhLA Ruth Boyce, director of kindergartens\nVice-President Edna D. Baker, National Kindergarten College\n\nPittsburgh, Pa.\n\n—\n\nSecretary\n\nChicago, 111.\n\n—Barbara Greenwood, State Normal School\n\nLos Angeles, Calif.\n\nThe Department of Kindergarten Education of the National Education Association\nconvened in regular session on Monday afternoon, June 30, 1919, at 2:00 o'clock, in\nJuneau Hall, Auditorium, Milwaukee, Wis. The meeting was called to order by Ella\ni^K Ruth Boyce, president.\n\n^^B\n\nIn the absence of the secretary the president appointed the vice-president, Edna\n\n^^r D. Baker, as secretary pro tern.\n\n^K\n\nThe general topic for the meeting was \"The Kindergarten Curriculujp as Modified\n\n^B by Modern Educational Thought,'' and the following program was presented:\n\"Presentation of Subject\" —Nina C. Vandewalker,\n^^B\nkindergarten depart^^Bment, State Normal School, Milwaukee, Wis.\n\"\n\"\n^^H^\nSubject-Matter of the Curriculum —Alice Temple, University of Chicago, Chicago,\n\"Language\nthe Kindergarten from the Primary Standpoint\"—Florence C. Fox,\n^^B^\ndirector,\n\nin\n\n^^V specialist in educational systems. Bureau of Education, Washington, D.C.\nP\"\n\nThe following officers were elected for the ensuing year:\n\n—\n\nPresident Nina C. Vandewalker, director, kindergarten department. State Normal\nSchool, Milwaukee, Wis.\nVice-President Margaret Mclntyre, supervisor of kindergartens, Cambridge, Mass.\nSecretary Julia Bothwell, supervisor of kindergartens, Cincinnati, Ohio.\n\n—\n\n—\n\nA motion was past authorizing the incoming board of the Department of Kindergarten Education to appoint a committee to cooperate with a committee from the National\n\nCouncil of Primary Education for the working out of common problems.\n\nEdna D. Baker\nSecretary pro tern\n\nPAPERS AND DISCUSSIONS\nTHE KINDERGARTEN CURRICULUM AS MODIFIED BY\nMODERN EDUCATIONAL THOUGHT\nNINA C. VANDEWALKER, DIRECTOR, KINDERGARTEN DEPARTMENT, STATE\nNORMAL SCHOOL, MILWAUKEE, WIS.\n\nThe curriculum of the kindergarten is its working scheme, the organization of its procedure in such a manner that the kindergarten comception\nof education\n\n—the directing of children's\n\n^be carried out.\n\nactivities\n\nand\n\ninterests\n\n—may\n\nSince these needs and interests vary with the age\n\nand\n\ntype of children, their home training, and their environment, and since\n171\n\n"}
{"page": 186, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n172\n\n[Kindergarten\n\nthey can be known only through observation, a true curriculum cannot\n\nbe static\n\n—workt out\n\never the conditions.\nselecting from\n\nonce and all and followed forever after, what-\n\nfor\n\nIt should be instead an organization on the spot, a\n\nday to day on the basis of the children's observed needs\n\nof the specific instrumentahties by which their needs can be best met.\n\ntrue kindergartner therefore creates her curriculum as she proceeds.\n\nThe\nHer\n\nwork will be successful in proportion to the insight with which she has\njudged the need and selected the means by which it has been satisfied. It\nis\n\nbecause kindergartners recognize this that their interest in curriculum-\n\nmaking is always keen, and it is in\nalways welcome help and suggestion.\n\nthis\n\nphase of their work that they\n\nThe organization of a working curriculum for the kindergarten, even\na tentative one, has presented unusual difficulties in recent years, because\nthe kindergarten has been in a state of transition from the ideals and\nmethods of the earlier years to those based upon present-day knowledge\nof\n\nThis larger knowledge shows that\n\nthe child's development.\n\nmany\n\nphases of the traditional kindergarten procedure needed modification, and\n\nexperimentation was therefore begun in the direction in which the work\nto be in need of improvement.\nThe facts concerning the\ndevelopment of the child's nervous system during the years from four to\n\nwas judged\n\nsix, for example, showed that the kindergarten needed to\n\nmake much more\n\nadequate provision for his physical development, and that the activities\nof the kindergarten did not\n\nmeet his physical needs.\n\nThey proved also\n\nthat the small material in use produced eye and nerve strain, and that if\n\nsuch strain was to be avoided all the material should be^ greatly enlarged.\nIn consequence new games were devised to meet the newly recognized\nneeds, and balls, blocks, paper, and sticks of increast size came into use.\n\nA better knowledge of the child's modes of thinking than Froebel\ncould have in his day showed other respects in which kindergarten pro-\n\ncedure needed improving, and in consequence experimentation in these\nlines also was undertaken.\n\nIt showed that children from four to six can-\n\nnot grasp abstract ideas, as he supposed they could, or those for which\nthey have no basis in their own experience.\nthis consisted of material for\n\nApplying this idea to the\n\nwas clear that much of\nwhich kindergarten children feel no need,\n\nsubject-matter of the customary curriculum\n\nit\n\nand which they cannot grasp until several years later.\n\nIt is in recogni-\n\ntion of this truth that such topics as the miller, the miner, the lumberman,\n\nthe story of the Pilgrims, the Indians, Eskimos, and Knights, and many\nsimilar ones have been eliminated from the present-day curriculum.\n\nThe\n\nkind of things that have been substituted for these will be shown by the\nnext speaker.\n\nPresent-day thought differs from that of Froebel in another respect\nalso,\n\nand that\n\nis\n\nthe interpretation of creativeness.\n\nchildren to be creating\n\nwhen they combined elements\n\nFroebel believed\n\n—\n\nlines,\n\nsurfaces.\n\n"}
{"page": 187, "printed_page": null, "text": "THE KINDERGARTEN CURRICULUM\n\nDepartment)\n\n173\n\n—\n\nand solids in new ways. The making of series after series of sewingcards, weaving mats, or folding and cutting sheets, each containing a\nnew combination was therefore supposed to develop his originality. The\npresent-day educator develops creativeness, that is, original thinking, by\norganizing the work so that it presents problems to be solved, and he sees\nno value in the types of work mentioned, since designs on sewing-cards\nor weaving mats are in but a slight degree the outgrowth of the child's\n\nown thinking.\n\nIn consequence the old-time \"schools\" of sewing, weaving,\n\nfolding, and cutting have no place in the present plans of work.\n\nThese are but a few of the changes that have been taking place in the\nprocedure of the kindergarten in recent years, but they will suffice to show\nthe nature of the changes and the reason for making them.\n\nThe fact that\n\nthey are being made is important, since it shows that the kindergarten\nis\n\nadjusting itself to present-day thought and conditions, as it must do if\n\nit is\n\nto\n\nform an organic part of the educational system and perform the\n\nThe adjustment in question is\nThe new methods are well establisht in hundreds\n\nservice which it is capable of performing.\n\nindeed well on its way.\n\nof kindergartens and are in process of adoption in as many more.\n\nThere\n\nare still kindergartners who cHng to the old forms because they are loath\nto recognize any authority but that of Froebel.\n\nTheir slogan is, \"Since\n\nwe bear the Froebelian label we should deliver only Froebelian goods.\"\nThose who take this attitude, however, should remember that even the\nChinese are awakening to the fact that looking to the past alone is to close\nthe door to the incoming of progress.\n\nIt is this attitude\n\non the part of\n\nmaking superintendents\nwish to change the name. That name when adopted stood for the most\nradical departure from the educational rnethods of the period which the\nhistory of education has known, and it would be strange indeed if the\nname which is recognized the world over as the symbol of the new in educa-\n\nkindergartners that\n\nis\n\nlargely responsible\n\nfor\n\ntion should now be discarded because it blocks the path of progress.\n\nThe\n\nprinciple for which the kindergarten stands— that of education by means\nof children's activities and interests\n\n—will be increasingly recognized, even\n\ntho the name should be changed, but the name is still needed to suggest\n\nwhat the character of the beginning should be.\nThe fact that such changes have been in progress has created many\ndifficulties for\n\nthe kindergartners in service.\n\nThey could obtain the new\n\nviews in fragments only at first, from an address here, or an article there,\n\nand found them difficult to put into practice, since the small material\ncould not at once be replaced by the large, and the new forms of apparatus\n\nwere not easy to obtain.\n\nHaving but an inadequate insight into the\n\nprinciples that underlie the changes they were at a loss in trying to work\n\nout the new methods.\n\nIf\n\nthey had followed an establisht procedure they\n\ndid not know what to do when this procedure was upset.\n\nIf\n\nthey wisht\n\nto discontinue the method of dictation, for example, knowing that it was\n\n"}
{"page": 188, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n174\n\n[Kindergarten\n\nnot approved by those holding the new views, they did not know how to\norganize the better methods that should take its place.\n\nIf\n\naccustomed to take up certain topics at a given season\nJanuary, for instance\n\nthey had been\n\n—the trades in\n\n—they did not know what to substitute\n\nfor these if\n\nthey omitted them, since they had not yet learned the principles that\nshould determine the selection of subject-matter on the l^asis of the new\nview.\n\nThe idea of following the children's interests was often misunder-\n\nstood to mean letting them do exactly as they please.\n\nIn consequence of all this there has been more confusion than clear\nseeing in the work of the kindergarten during recent years.\n\nMany kinder-\n\ngartners, in fact, dropt the old methods and materials without\n\nknowing\n\nwhy and adopted others without a definite reason.\n\nAs the new views\nhave been presented in a more organized form matters have improved, and\nkindergartners have experimented with a definite purpose.\n\nIn consequence a body of conclusions has been arrived at that is of much value.\n\nIn spite of the confusion the work of the kindergarten has improved from\nthe mere fact that kindergartners were aware that new things were being\n\ndone, and felt that they should know about them.\n\nAs their acquaintance\n\nwith the new views grew they began to see that the kindergartners of the\ncountry were all helping to work out an important problem, that of putting the\n\nwork and methods of the kindergarten upon a new basis.\n\nIn\n\nconsequence they are becoming increasingly alive professionally and are\nseeking for a deeper insight and better methods.\n\nThe fact that kindergartners are thus interested in, and desire a more\nadequate knowledge of, the new interpretation of kindergarten aims and\nmethods is one reason why the Advisory Committee of the Bureau of\nEducation has undertaken the task of organizing the curriculum of the\nkindergarten which has been distributed to you today. Some kindergartners feel this organization to be premature, since the movement for\n\nthe reorganization of both kindergarten and primary work is still incomplete.\n\nThis may be true as to details, but the principles embodied in this\n\ncurriculum must be recognized as fundamental for the education of young\nIt would be interesting to sum them\nup here, but they are plainly indicated in the pamphlet itself and in the\npapers that are to follow. This curriculum makes no effort to prescribe\nthe kind and amount of work to be done each day in the several lines of\nkindergarten procedure, as some kindergarten programs have done. It\nattempts to do something much more valuable to indicate the kind of\nthings that kindergartners should do and the kind of methods that they\nshould use, but to leave to each one's judgment just what she should\nselect and what methods she should adopt for and with her particular\ngroup. Work on this basis will contribute to the children's real development and to her own as well.\n\nchildren and therefore permanent.\n\n—\n\n"}
{"page": 189, "printed_page": null, "text": "SUBJECT-MATTER OF THE CURRICULUM\n\nDepartment)\n\n175\n\nThe curriculum before you is not one whose content can be mastered\nit will take study to make it yield its full value\n\nin an evening's reading;\n\nI\n\nto the children and to the kindergartner as well.\n\nSeveral training schools\n\nare already making it the basis for their summer course,\n\nand others are\n\nplanning to use it in their regular program classes during the year.\n\nIs\n\nnot the suggestion of using it for group study one that kindergartners in\n\nmight adopt to advantage? And would not the value of such\ntudy be increast if the group included some primary teachers and even\nschool principal or two? Such a study could not fail to give them a\neeper insight into their work and an increast appreciation of its value\na part of the new type of education which the United States must adopt\nthe new era upon which we are entering. If it can thus stimulate\n\nservice\n\nem to better effort the hopes of those whose effort has brought it into\nistence will be more than realized.\n\nSUBJECT-MATTER OF THE CURRICULUM\nALICE TEMPLE, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nThe curriculum of the kindergarten is composed of a variety of subts\n\nand activities selected because of their value in meeting the needs\n\nof children from four to six years of age.\n\nThe subject-matter of the kindergarten curriculum represents experience common to the group of children concerned.\n\nIt includes experience\n\ngained from their contact with (i) natural objects and phenomena (nature-\n\n^^study); (2) human beings and human activity (home and community\n^^Hfe); and (3) some of the products of human intelligence (literature,\n^Hiusic, art, etc.).\nThe activities of the curriculum oral expression, manual work,\n^^Brawing, singing, dramatic play, games, etc. ^are avenues of expression\n^Hhru which experience is defined, interpreted, and organized. Each of\n^Khese forms of activity satisfies some one or more of the fundamental\n\n^B\n\n—\n\nimpulses of the child and,\n\nif\n\n—\n\nrightly used in the school, contributes its\n\n^DecuUar share toward his development and education.\n\nI^R\n\nEach phase of the kindergarten curriculum finds its counterpart in\n\n^^Hie curricula of our best primary grades, with reading and writing as\n|^(fcdditional forms of activity\nor type of activity\n\nand expression.\n\nThe work in each subject\n\ncommon to the kindergarten and primary grades,\n\n^—therefore, should be so arranged that continuity is secured.\n\n^H\n\ndo not differentiate between experiences gained from\nand those having their source in nature. They are interi^ested in what people are doing and in natural objects and phenomena\nI\n\nLittle children\n\nsocial contacts\n\n^^s these are connected with human activity.\n\nIt seems desirable, there^^^ore, to make no sharp distinction between these two types of experience\ni\n\nn organizing the program.\n\nI\n\nI\n\n"}
{"page": 190, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n176\n\n[Kindergarten\n\n—\n\nTo encourage interest in the significant phases of the environTo correct, extend, interpret, and organize experience. To culti-\n\nAims.\nment.\n\nvate desirable attitudes and habits.\nSubject-matter.\n\n—\n\nIf\n\nthese purposes are to be realized certain\n\nfunda-\n\nmental considerations must be kept constantly in mind when planning\nthe program.\n\nThe subject-matter selected must be something which appeals to the\nand significant. It must be for the most part,\ntherefore, something which they may use and enjoy in the pursuit of their\nactivities and play projects, or which satisfies the desire for new experichildren as interesting\n\nence.\n\nThe\n\ndaily\n\nexperience of the children will include\n\nsome\n\ninterests,\n\nimpulses to activity, and emotions, which, altho not related to the series\n\nwhich have been selected, should nevertheless be given opporA rainy day, with its interesting accompaniment\nof rubber boots, raincoat, and umbrella, might call for expression thru\ndramatic play, drawing, or song, which would be much more significant\n\nof topics\n\ntunity for expression.\n\non that day than anything relating to the larger unit of work or project\nwhich was being carried on.\nFinally there are forms of play and activity needed for the children's\ncomplete development which are not suggested by the subject-matter\nChildren need opportunity to experiment with and\nreferred to above.\nexpress their own images and ideas in concrete materials; they need many\nsongs and stories which bear no relation to the selected subject-matter,\nbut which are closely related to the interests, impulses, and emotions\nof childhood; they need freedom to move about, change their position,\nand thus thru spontaneous activity of one sort or another expend accumulated surplus energy.\n\nMethod.\n\n—In general, the method\n\nfrom home and community\n\nlife,\n\nor\n\nof\n\nusing subject-matter selected\n\nfrom nature-study, involves the\n\nfollowing:\n1.\n\nRecall of familiar experience thru real objects, toy representa-\n\ntions, pictures, conversation, or some closely related experience.\n2.\n\nExtension or interpretation thru excursion, or by means of objects\n\nor processes in the schoolroom, etc.\n3.\n\nmore of the several\nThe third step usually involves\n\nInterpretation and organization thru one or\n\navenues of expression of forms of play.\nfor the child a\n\nproblem which he\n\nwill\n\nbe interested in solving.\n\nFor\n\nexample, suppose the children have been shaping cookies of clay. The\nquestion of baking may present itself, and they then realize that baking\ntins and ovens are needed.\n\nThe first problem for the child may be, \"How\n\ncan I change this piece of paper into a pan to hold my cookies?\" The\nnext problem follows, \"How can I make an oven in which to bake this\n\npan of cookies ? \"\n\n"}
{"page": 191, "printed_page": null, "text": "SUBJECT-MATTER OF THE CURRICULUM\n\nDepartment]\n\nSubject-matter outline.\n\n—The following outline of topics\n\n(illustrative of the standard set forth in the foregoing.\n\n'\n\nis\n\n177\n\noffered as\n\nIt is subject-matter\n\n[which has been found valuable in a school located in an open city district.\n\nThe\n\nchildren\n\nAmerican-born\n\ncome from good homes. The parents are educated,\nThe material represented in the outline has\ncitizens.\n\nbeen drawn directly from the experience of this particular group of chilIt is believed, however, that the general topics will be suitable in\n\n[dren.\n\nThe subtopics will necessarily vary with different\n\n[many environments.\ncommunities.\n\nSEPTEMBER, OCTOBER, NOVEMBER\n1.\n\nLife in the home.\n\n—The family; care of the home; preparation of food for the\n\nfamily.\n2.\n\nSources of food.\n\n—The garden and farm; the market, the peddler, the dairy;\n\noccupations related to the supply of food; direct attention to the food products, fruits,\nvegetables, grains, eggs, milk, bread, butter, and to some of the simpler processes involved\nin food-getting.\n3.\n\nbulbs;\n\nSeasonal\n\nactivities\n\nand interests.\n\n—Preserving and canning for winter; planting\n\ngathering flowers, leaves, berries, seeds, nuts, etc.;\n\ncollecting caterpillars; prep-\n\naration for and celebration of Thanksgiving.\n\nDECEMBER\n\nPreparation for Christmas.\n\n— \"Santa Claus\"; the toyshop; making\n\ngifts;\n\nthe\n\nChristmas festival and tree.\n\nJANUARY, FEBRUARY, MARCH\n1.\n\nLife in the community.\n\n—^Houses for different families;\n\nstreets, walks, street lights;\n\nmodes of transportation in the community; public buildings needed by the many families;\nvarious shops and stores; post-office; fire department; school; church.\n2. Seasonal interests.\nOut-of-door play in snow and ice; heating and lighting of\nhomes and other buildings; celebration of St. Valentine's Day; recognition of Washington's Birthday; care of plants now grown from bulbs planted in the autumn; care\n\n—\n\nof pet animals, fish, birds, etc.\n\nAPRIL, MAY,\n1.\n\nJUNE\n\n—^Making clothing; buying material at store or\n\nOccupations related to clothing.\n\nshop.\n2.\n\nSeasonal activities and interests.\n\n—Life in the park and playground; excursions to\n\nobserve signs of spring, budding of trees, birds returning, coming of wild flowers; outof-door play with marbles, tops, etc.; gardening; raising chickens or doves; celebration\nof Easter; celebration of\n\nAttainments.\n\nMay Day.\n\n—^The attainments are realized so largely in terms of\n\nthe various activitie's of the program, handwork, language, drawing, excursions, etc., that it is difficult to\n\nactivities except in\n\nformulate them apart from these several\n\nvery general terms.\n\nA year's work as outlined below\n\nshould result in the following values for the children:\nI.\n\nAttitudes, interests, tastes.\n\n—\n\n^A\n\nbroader and more intelligent interest\n\nin those phases of social and natural environment included in the content\nof the curriculum.\n\nAn eager, receptive attitude toward new experience resulting in the\ndevelopment of new interests.\n\n"}
{"page": 192, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n178\n2.\n\nHabits\n\nJ\n\nskills.\n\n—\n\n[Kindergarten\n\n^Increast ability to relate and organize experience.\n\nIncreast ability to adjust oneself to social situations.\nIncreast power of attention shown in ability to concentrate on a series\nof related ideas and activities.\n\nIncreast power to think and work independently.\n3.\n\nKnowledge information,\nJ\n\n—\n\n^A\n\nconsiderable fund of valuable informa-\n\ntion concerning the home and neighborhood activities and natural objects\n\nand phenomena to which attention has been drawn.\nSome realization of the social relationships and moral values involved\nin certain of these activities.\n\n"}
{"page": 193, "printed_page": null, "text": "—\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n«\n\nSECRETARY'S MINUTES\nOFFICERS\n\n—Abbie Louise Day, assistant superintendent of schools\nVice-President — Dora M. Moore, principal, Corona School\nSecretary — Alfie O. Freel, principal, Linnton School\n\nPassaic, N.J.\n\nPresident\n\nDenver, Colo,\nPortland, Ore.\n\nThe Department of Elementary Education of the National Education Association\nmvened in regular session on Wednesday afternoon, July 2, 1919, at 2:00 o'clock,\nthe Main Hall, Auditorium, Milwaukee, Wis. The meeting was called to order by\nLbbie Louise Day, president.\n\nIn the absence of the secretary the president appointed Gail Calmerton, primary\nsupervisor, Fort Wayne, Ind., as secretary pro tern.\n\nThe general topic for the meeting was \"Solving the New Problems in the Elementary School,\" and the following program was presented:\n\n\"Instruction of Elementary-School Children in the Use of Books and Libraries\"\n0. S. Rice, state supervisor of school libraries, Madison, Wis.\n\"Revision of the Elementary-School Curriculum\" ^Theda Gildemeister, State\n\n—\n\nNormal School, Winona, Minn.\n\"Reports on Practical Experiments in Everyday Schoolrooms in Revision of Prorams\" Anne E, Logan, assistant superintendent of schools, Cincinnati, Ohio.\n\n—\n\n\"Cooperation of Homes with Schools\"\n\n—\n\nMilo B. Hillegas, state commissioner of\neducation, Montpelier, Vt.\n\"Teacher Participation in School Administration\" Mary C. Harris, former chairman of Teachers' Educational Council, Minneapolis, Minn.\n\"Equipping and Furnishing the Modern School\" Ella Victoria Dobbs, University\njof Missouri, Columbia, Mo.\n\n—\n—\n\nA motion was past authorizing the president to appoint a committee to cooperate\nwith similar committees of the Department of Kindergarten Education and the National\nCouncil of Primary Education in working out common problems, and the following committee was appointed:\n\nTheda Gildemeister, State Normal School, Winona, Wis., chairman.\nAlmina George, assistant superintendent of schools, Seattle, Wash.\nAlice Payne, teacher. Ethical Culture School, New York, N.Y.\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident Lillie Ernst, elementary school principal, St. Louis, Mo.\nVice-President Zenio C. Scott, assistant supenntendent of schools, Trenton, N.J.\nSecretary\nGail Calmerton, primary supervisor, Fort Wayne, Ind.\nGaii- Calmerton, Secretary pro tetn\n\n179\n\n"}
{"page": 194, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni8o\n\n[Elementary\n\nPAPERS AND DISCUSSIONS\nINSTRUCTION OF ELEMENTARY-SCHOOL CHILDREN IN THE\nUSE OF BOOKS AND LIBRARIES\nO. S.\n\nRICE, STATE SUPERVISOR OF SCHOOL LIBRARIES, MADISON, WIS.\n\nThere is an age and stage when it is more important than at any other\ntime that pupils succeed in their school work, and that stage is reacht\nin the borderland of childhood\n\nand youth, the upper grades.\n\nThen is\n\nthe flood tide of formative stress and strain, and the issues of life are then\n\nbeing determined.\nIs school work, as it should be, most successful in these critical years ?\n\nLet us consider some figures that bear on this question. In Strayer and\nThorndike's ''Educational Administration\" there is a tabulation of the\nresults obtained by questioning eighth-graders in the schools of the city of\n\nNew York and nearby cities in New Jersey as to the grades which they had\nto repeat.\n\nAccording to these figures (the medians are given), 24 out of\n\nevery thousand of these eighth-graders had to repeat the second grade, 39\n\nout of a thousand the third grade, 43 out of a thousand the fourth grade,\n46 out of a thousand the fifth grade, 70 out of a thousand the sixth grade,\n\nand 95 out of a thousand the seventh grade. If those who left school in the\nfifth, sixth, and seventh grades had continued until they were in the eighth\ngrade the disparity in the number of repeaters between upper and lower\ngrades would have been even more striking than that revealed by these\nThe fact that four times as many per thousand had to repeat\nfigures.\nthe seventh grade as compared with the second grade can only mean\nthat the upper-grade work is decidedly less successful than the work of\nthe lower grades.\n\nThe popularity of the junior high school idea, it may\n\nbe said in passing, is doubtless largely due to the general recognition of\nthis fact.\n\nThere are, of course, a number of reasons for this failure in uppergrade work which will readily occur to you, such as the greater difficulty\nin controlling children at this age, the lack of proper facilities in the way\nof liberalized courses of study and equipment suited to the varied needs\nof the children, etc.\n\nIt is not at all a question of whether the teachers\n\nin the upper grades are as good teachers as those in the lower grades,\n\nbut one of relative difficulty in the securing of results.\n\nIn lighter vein\n\nwe may say too that the upper-grade teachers inherit all the faults of the\nteachers in the lower grades.\n\nWhat I conceive to be one of the main reasons why the work in the\nupper grades is less successful than that in the lower grades can be illusIn the primary grades the teacher\ntrated with the subject of reading.\nsees to it that the child\n\nknows every word in the sentence and has the\n\n"}
{"page": 195, "printed_page": null, "text": "Department]\n\nINSTRUCTION IN THE\\USE OF BOOKS AND LIBRARIES\n\nthought before she calls upon him to read orally.\n\ni8i\n\nWith such a method\n\nthe efficient teacher is sure to get good results, and frequently primary\n\nHowever, as the child passes along in\nand\nmore and more allusions to literature, mythology, science, art, history,\nThis increasing number of new words and allusions makes the sum\netc.\nreading is found to be excellent.\n\nthe grades more and more new words occur in the advance lesson,\n\ntotal of new matter in the advance lesson so large that the teacher cannot,\n\nas she could in the primary grades,\n\nmake sure beforehand that the chil-\n\ndren know all these things before she calls upon them to read in class.\nUnless, therefore, the children can and do make large use of printed sources\nof information in the preparation of their lessons the reading\n\nnecessity be poorer in the upper than in the lower grades.\n\nmust of\n\nWe can reason\n\nin the same way with reference to geography, history, and other branches\n\nin which reference work is a feature.\n\nThere can be no doubt that one of the main reasons why school work\n;\n\nless successful in\n\nthe upper than in the lower grades is because as chil-\n\nren pass from the lower to the upper grades and need more and more the\nbility to find\n\ninformation for themselves from printed sources they are\n\not given training and\n\nI\n-\n\nfacilities in\n\nproportion to that increasing need.\n\nVhen they pass from school into life and are thrown entirely upon their\nown resources they need this kind of training even more than they do for\nschool purposes.\nI\n\nTwo years ago the Wisconsin Department of Public Instruction tested\n\nEighth-graders,\n\nand in some instances high-school students as well, in a\n\npozen village and city school systems of the state to determine whether\npr not they had received any training in the most obvious reference sources,\n\nI\n\nluch as they should know not only for school but also for life purposes.\ni?here was not a single passing grade earned in this examination!\n\nThere\n\nwere many zeros, tho the examination was one in which a large proportion of the pupils should have scored nearly loo per cent.\n\nAnd yet Wis-\n\nconsin has probably done as much in the way of school-library work as\n\nany other state in the Union.\n\nWhy has not such instruction been provided in the course of study?\nto this is:\nWe need as laboratories therefor well-equipt,\n\nThe answer\n\nproperly organized, and effectively supervised school Hbraries, and school\n\nany kind, taking the country as a whole into consideration,\nBut now many states\nhave school libraries in practically every school, and pubUc libraries are\naccessible to a large proportion of schools, so we can no longer be excused\nhbraries of\n\nare a very recent addition to the school equipment.\n\nfor neglecting this vital part of education.\n\nThe first need is a course of study in books and libraries which shall be as\ndefinite in scope and as rigidly required as the traditional school subjects.\n\nA number of courses have been workt out for the high school, notably that\nof the Central High School, Detroit.\n\nThe Wisconsin Department of Public\n\n"}
{"page": 196, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl82\n\n[Elementary\n\nInstruction has issued a definite course of study for the grades in the use\nof books and hbraries.\n\nA mimeographt outUne based upon the Wisconsin\n\ncourse has been distributed here.\n\nI trust that it may at least prove sug-\n\ngestive to other school systems.\n\nTo what extent can we depend upon the public library to give such\nlessons ?\n\nA glance at the course of study in your hands will reveal at once\n\nthat there is altogether too much for even the best-administered public\n\nThe great bulk of the lessons must and should be\nThe few lessons in reference work\nwhich in our judgment can with advantage be taken care of by the public\nlibrary to take care of.\n\ngiven by the teachers themselves.\n\nlibrary are indicated in the outline course here distributed.\n\nBut with a curriculum taking loo per cent of the teachers' and pupils'\nThru the introduction of a labor-saving educational process. As children are trained to\nhelp themselves more and more the teacher will need to help them less\nand less, and at the same time she will be giving them valuable training\ntime now, how shall we find room for this new work ?\n\nfor life-purposes.\n\nThe proposition that we have here then is less work and more success,\nwhich is better even than less work and more pay, which it includes.\nFurthermore, if children are trained to help themselves to find information\n\nwhen they need it, it will not seem necessary to cram their crania with a\nmultitude of facts, \"tanking them up\" for life, as it were. If the poHcy\nobtains of teaching only a reasonable minimum of things and, for the rest,\ntraining the children to be self-helpful in finding information when they\nneed it, our crowded curricula can be greatly reduced, and both teachers\nand pupils and school and society will be gainers thereby.\n\nREVISION OF THE ELEMENTARY-SCHOOL CURRICULUM\nTHEDA GILDEMEISTER, STATE NORMAL SCHOOL, WINONA, MINN.\n'\n\nAs your program indicates I have been given the honor of emphasizing\n\nthe revision of our elementary-school curriculum as one means of solving\n\nsome of the new problems which we are facing, and that it is an exceptionally important one you must in part know from the place given it in the\ncomprehensive program so ably outlined this morning by Mrs. McNaught,\nchairman of the national commission to study all the problems of\n\nmentary education.\ncurriculum\n\nis\n\nof\n\nele-\n\nA further brief consideration of why the elementary\n\nsuch importance, tho well known to you,\n\nis\n\nworth\n\nreviewing.\nFirst, because the perpetuity of any state or society depends upon the\n\nconservation of those conventions and ideals which the group has evolved\nand now values, and, second, since the adults of the group desire the\n\nyouth of the race to acquire these conventions and ideals more quickly,\nmore easily, and with better results than they did themselves, society\n\n"}
{"page": 197, "printed_page": null, "text": "—\n\nREVISION OF THE CURRICULUM\n\nDepartment]\n\n183\n\nmost economical means of indoctrinating the\nyouth of the race with those ideals which insure social perpetuity and\nestablisht schools as the\n\nprogress.\n\nHence any school curriculum must reflect the ideals of the\n\ncountry in which it is operating, and therefore must our own curriculum\nreflect those ideals which we as a nation beUeve worthy of perpetuation\n\nthe fundamental ideals of democracy.\n\nWhat only a few of those ideals are we must take time to note: First,\nthere is the ideal of personal equality, or, differently named, self-respect.\n\nBut self-respect depends so largely on respect for others and upon others'\nrespect for the self that the second ideal, faith in others, can scarcely be\n\nseparated from the first.\n\nThe more highly one prizes his own individuality\nThe more\n\nthe greater regard he has for the rights and abilities of others.\n\nhighly he respects the acts, ideals, and thoughts of others the greater\n\nand out of this faith in his fellows grows a third\nAmerican ideal, cooperation cooperation built on the belief that every\nfaith he puts in them,\n\n—\n\nindividual's best is necessary to the effectiveness of the result.\n\nAs the complexity of a situation increases, effective cooperation demands\norganization, system, a recognition of relative values, and the consequent\n\nneed of leaders.\n\nThe constant opportunity of alternating in leading and\n\nin following which a democratic society provides makes for superior leadership.\n\nEqually false with the notion that once-earned leadership should be\n\ncontinued is the notion that only the poor, the ignorant, and the hard-\n\nworking ones should rule.\n\nThere is no place in our land for either aristoc-\n\nracy (of whatever kind, wealth, or power) or for Bolshevism.\n\nAll the\n\n—no class must be excluded!\n\npeople must cooperate for the benefit of all-\n\nParticipation then in the alternating capacities of leader\nso that each individual\n\nand his environment perpetually\n\nand follower,\ninteract and\n\ngrow together, is one ideal of democracy.\n\nBecause up to the present time the average length of teaching service\nhas been so brief (between two and three years), and because the preparation so far demanded has not been great enough to permit young teachers\n\nat once to enter into the field of larger vision, and hence wisely to participate in curriculum-making,\n\ncurricula have\n\nhad\n\nto be\n\nmade by the\n\nrelatively few teachers who stayed longer in service, and especially by the\n\nfew who had the coveted \"vision\" as well as practical knowledge of school\nadministration and of curricula needs.\n\nThe day is now at hand when,\n\nbecause of better salaries, but especially because of the social recognition\nbeing given to teaching, more of you, men as well as women, will remain\nin the profession;\n\nbetter and better preparation for educational work is\n\nalso to be demanded, so that inexperienst teachers will earlier appreciate\n\nthe larger problems of education.\n\nIn consequence an ever-increasing\n\nnumber of teachers everywhere must be and will be participating in the\nSuch a curriculum can never be finisht; it must be a dynamic thing, ever in the process\n\nrevision of our national curriculum for elementary schools.\n\n"}
{"page": 198, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 84\n\n[Elementary\n\nIn order that it may be\n\nof making as it is being used and checkt by all.\n\neffectively administered by the million or more teachers concerned, without\n\ndestroying one iota of their individuality and initiative, it must be based\non educational principles which are eternal enduring in spite of maladministration, and being capable of ever and ever richer interpretations\n\n—\n\nas those who administer it obtain a greater vision.\n\nOne of those principles is the consideration of the native endowment,\ninterests,\n\nenvironment, and stages of growth of the child.\n\nA second\n\nOnly from\nlife itself can educators find what the race wants taught\nwhat aims have\nbeen evolved, what materials selected as best for perpetuation, what\nmethods have brought best results. Hence today more than ever before\nmust teachers know life and live in the heart of it. Today the teacher\nmust find motives as well as uses for educational activities in daily life.\nBecause \"man is inherently social, active, educable, and ethical\"\nthe aim of education is to free each individual from his limitations to\nmake of him the highest ethical being of which he is capable. This highprinciple\n\nis\n\nthat of social continuity, or race development.\n\n—\n\n—\n\nest self-realization\n\ncan be attained not by self-seeking but thru the sub-\n\nordination of the\n\nself in\n\ngenuine cooperation.\n\nTrue, individuals must,\n\nfor the good of the group, be encouraged to attain distinction, but it must\n\nAnd\n\nbe a distinction approved by the group as conducive to its- progress.\n\nsince individuals can be effective only when secure in their personal rights,\n\nlaw is necessary.\n\nAll exercise of originality or attainment of distinction\n\nmust be based first upon obedience to law.\nobedience to law\n\n—in composition or\n\nin sculpture, or in daily livinggifts (or idiosyncrasies)\n\n''Obedience to law is liberty\";\n\nliterature (oral or written), in music,\n\n—makes one free to exercise his original\n\nwithout molestation.\n\nNo matter how able the\n\nindividual is, the group mistrusts him if he is not fundamentally obedient\nto \" the rules of the game \" disregard of convention or law has occasionally\n;\n\nprevented great talent from functioning in desired service to mankind.\nFurthermore, individuals who succeed in attaining socially approved\ndistinction must, like rulers or leaders, continue to earn their right to this\n\nThis can be done by making the individual more intelligent,\ndistinction.\nby developing in him higher ideals, and by making him active in group life\nfor the good of all.\n\nWhat materials of education shall be selected on which to do thinking\nis comparatively unimportant;\n\nthe vital thing today is to get more thinking\n\ndone; the spread of intelligence (independent thinking) will save the world.\n\nTo see relations between facts, to see relationships between relations,\nso that wise judgment results, to see relations between what is and what\nis\n\n—this\n\nto be-\n\nis\n\nthe coveted power which will make of us an educated\n\nrather than a trained people.\n\nWhereas training fixes a solution\n\nin a\n\nperson, education helps him to vary the solution with the situation.\ntrained person is bound;\n\nan educated one\n\nis\n\nfree.\n\nA\n\nThe trained person\n\n"}
{"page": 199, "printed_page": null, "text": "REVISION OF TH E CURRICULUM\n\nDepartment]\n\n185\n\nacts the trainer's thoughts, sees cues, is externally controlled; the educated\n\nperson adjusts himself by his own thinking, sees meanings, is internally\nTrue the educated person may very properly be trained in\ncontrolled.\n\nsome specific habits, but to even these he need never be a slave. Information or knowledge is by the educated person acquired incidentally or as\nan aid to further thinking. He is tested, not by how much he knows,\nbut by how and what he thinks with, and about what he does know.\nWith all of our talking about independent thinking the error must\nnot be made that only original thinking is meant. Not all of us can do\noriginal thinking, nor would it be economical always to do so even if we\n\ncould.\n\nWe need to reproduce the great thoughts of the past—in art, in\n\nliterature,\n\nin citizenship\n\n—to secure the\n\nhistorical\n\nbackground\n\nessential\n\nIn independent thinking reproduction has a\nvalue commensurate with productive thought. Hence a course of study\nto all worth-while vision.\n\nmust provide for steady growth in the power to think, must keep a proper\nbalance between productive and reproductive thinking, and must reduce\nto a minimum the amount of drill (in the old-fashioned sense of mechanical\nIn the place of drill we set up\nrepetition with no new meanings added).\nworth-while purposes (projects, problems) which utilize old facts but\nalways with new meanings added, thus vitalizing the subject-matter even\nwhile it is being clincht.\n\nThe ideals of democracy which a national curriculum must reflect,\nthe principles on which its construction should be based, the aims of education and precepts of method which we have briefly developt or implied,\nmust in practice be interpreted by each of us to fit his local need. There\nis no need to enumerate all the different problems that face us individually;\nenough if it is clear that a revised curriculum must help to solve all these\nsituations.\nSince no one could know them all, the Commission needs\n\nthe help of every one of you^\n\n—grade teachers, rural teachers, supervisors,\n\nand school officers—and thru you hopes to secure the aid of citizens in\nevery walk of life.\nSince the thousands of teachers concerned are so widely separated\n\nI\n\nin this extensive land of ours, some must necessarily participate by repre-\n\nsentation, but what everyone thinks and feels and says in his local discussions should finally reach the\n\nCommission, whose task is the production\n\nof a foundation curriculum to\n\nbe continually improved in the process of\n\nits administration.\n\n*=\n\nI vouch for the cordiality with which Mrs. McNaught\n\nIt is\nwill receive every suggestion anyone has to offer on the subject.\nyour curriculum, not that of the Commission! For the sake of our work,\nyour work, everyone's work, will you not be thinking much of the curriculum and its revision, noting where things now in use are good or bad,\n\nwhat should be kept, what changed, and give suggestions as to how it\nPlease (i) think on these things, (2) discuss them\nat teachers' meetings, and (3) get some representative to send in your\n\nshould be changed?\n\nI\n\n:\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 86\n\nresults to the\n\nCommission.\n\n[Elementary\n\nEvery failure to understand, every criticism\n\n—adverse as well as favorable—which you thoughtfully make\nyour contribution to the cause.\n\nwill\n\nbe\n\nWhat you find true and make an effort\n\nto have reach the Commission will be of inestimable value either in holding\n\nup its hands or in forestalling error.\n\nNor is this service to be needed but once! The Commission needs\nnot only your help in preparing the curriculum but your faith in its practicality,\n\nyour cooperation in trying it out, and your patience in making it\n\nprogressively one important means of solving some of our new problems.\n\nREPORTS ON PRACTICAL EXPERIMENTS IN EVERYDAY\nSCHOOLROOMS IN REVISION OF PROGRAMS\nANNE E. LOGAN, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nCINCINNATI, OHIO\n\n^\n\nLong ago we realized that the aim of education includes more than\nwe overlook\n\nthe training for \"after-hfe,\" yet habits are so strong that\nthe fact that the formal recitation\n\nstill\n\nclings to the tradition that knowledge\n\ndominating our school practice\n\nis\n\nthe purpose of education and\n\noverlooks the opportunity (i) for the development of initiative, originahty,\norganization, all powers contributing to leadership;\n\nand (2) for the build-\n\ning of that intelligent group purpose that characterizes and supports true\nleadership.\n\nWhat are some of the difficulties that cause persistence in these habits\nThe great number of children assigned to each room, the equipment of rows of desks, the lack of concrete materials, the very requirements of the course of study, the poorly trained and poorly paid teacher\n^all are hmitations that stand Hke \"Hons in the way.\"\nThe purport of\nthis paper is to give illustrations of situations in some of Cincinnati's\ntoday ?\n\n—\n\nordinary everyday schoolrooms, where the teachers, with these two aims\ndefinitely in mind, despite the obstacles found it possible for the children\n(i) to set\n(3) to\n\nup their own problems;\n\n(2) to\n\nplan to solve these problems;\n\nexecute their plans and judge their own efforts; and (4) to use the\n\nresults obtained.\n\nIn attempting the experiments with the ordinary school environment,\nthe teachers wondered (i) whether discipline could be maintained; (2)\n\nwhether the plan would interfere with the work assigned in the course of\nstudy; and (3) whether the results would be educative.\n\nThe first experiment was carried out in an average first-grade class\nAn hour for each of three days a week was allowed in\nwhich the children could choose and plan their own work and play. The\n\nof forty children.\n\nequipment was that which seemed best for six-year-olds, but quite simple\nfrom lack of fimds on which to draw. The materials were such as are\nfurnisht by the school board:\n\nbooks, crayons, scissors, pencils, papers of\n\n"}
{"page": 201, "printed_page": null, "text": "PRACTICAL EXPERIMENTS IN REVISION OF PROGRAMS\n\nDepartment]\n\n187\n\nvarious kinds, paste, rulers, clay, weaving material, inch cubes, and blackboards.\n\nThe rest of the equipment consisted of a large ball, three sets of\n\ndominoes, a set of lotto, two bean bags, six dolls of different sizes, doll\n\nbed and doll hammock, needles, thread, and scraps of dress goods and\nThese were donated by, or purchast at, the ten-cent store.\n\nmuslin.\n\nThe children's attention was called to the materials placed around the\nThey were told that they might choose their own work or play\nfor an hour, and that any or all of the material was at their disposal.\nOne\nrule was made by the teacher before the work was begun, namely, at the\nsound of a chord struck upon the piano the children must stop all work\nimmediately and give the teacher their attention. At the signal to begin\nthe opportunity was received differently by different children.\nSome were\nenthusiastic and wasted no time in finding something to do.\nOthers\nroom.\n\nseemed bewildered and even after being coaxt out of their seats fluttered\nabout aimlessly, only to return to their seats. The third or fourth day,\nhowever, found everybody busy.\nDuring this time trouble arose. The one ball was wanted by many\nchildren, those playing bean bag knockt down the fort being built with\ninch cubes; there were three spools of thread, of which three Uttle girls\ntook possession, while others clamored for thread; a dozen swarmed about\nthe clay jar, pushing and pulling, so that no one could get clay, etc. The\nrule of the teacher was resorted to.\nThe chord was struck on the piano,\nand the attention was secured. Then the teacher had the children state\ntheir difficulties to the class, asking what ought to be done.\nDiscussion\nfollowed, which ended in their making the rules which to them solved the\nproblems best. Every difficulty, as it arose from day to day, was handled\nin the same way.\nVery soon the following rules had been made and set\ni\n\nup by the class:\n\nI\n\n1.\n\nEvery child must work or play in such a way as not to disturb any other child.\n\n2.\n\nA child must put back in place all matertals when he has finisht using them.\n\n[This included the replacing of the spools of thread upon the window-sill after taking a\n\nstrand.]\n3.\n\nAny child wishing material already in use must wait until the one using it has\n\nfinisht (finding something else to do in the meantime).\n4.\n\nWhen many want the same kind of material (for example, clay or paper) they\n\nust get in line.\n5.\n\nA \"nurse\" should be appointed by the teacher to watch any child who wastes\n\nr destroys materials.\n6.\n\nAnyone unable to find something to do should be assigned work.\n\nThe sense of fairness which the children displayed and their wisdom\na logical and natural punishment for each offense was quite\n\n[in choosing\n\nremarkable.\nflaw.\n\nGradually the children learned the meaning of freedom under\n\nA consciousness of the rights of others, self-control, adaptation, and\n\nIcooperation were developt.\n\n[were exercised.\n\nInhibition\n\nThose powers which go to make up character\nand impulse became properly balanst. The\n\n"}
{"page": 202, "printed_page": null, "text": "1\n\nNATIONAL EDUCATION ASSOCIATION\n\n88\n\n[Elementary\n\ntimid child forgot himself when pressure from without was removed.\nThe overly impulsive one learned thru sad experience the need of controlling his inclinations.\n\nThe place of the teacher during the hour was an inconspicuous one.\nShe moved quietly about the room, answering questions, helping when\nhelp was requested, making suggestions in a way that the children felt\nfree to reject if they chose (and they did choose occasionally), and trying\n\nto guide their activities and interests and lead them into profitable chan-\n\nAt the close of the period each child told how he had used his time\nand showed, when possible, what he had made. The group discust it,\nmaking suggestions for improvements and further possibilities. A record\nwas kept from day to day of the choice of material of each child and the\nuse to which it was put. A study of the record reveals three things:\nfirst, the interests and needs of the six-year-old child; second, the stage\nof development of each individual child; and third, the relative value of\nmaterials. A report for one month shows in part a summary of the\nnumber of times each material was chosen during the month. From this\nthe teacher learned that it is not the attractive material that is most\nnels.\n\noften chosen, but that possessing the greatest possibihties corresponding\n\nwith the the child's inner need.\n\nall\n\nThe results have been favorable beyond the teacher's expectation in\nThe judgment of the children as to behavior was\n\nthree particulars.\n\nunusually fair;\n\nthe course of study instead of being interfered with was\n\ncontinually aided;\n\nthe teacher had so guided and guarded the hours that\n\nthe results proved highly beneficial.\n\nA project quite different from these had its beginning in a plan offered\nOver five hundred children from Grades V-VIII enrolled in\nThe most unique development in this line was the plant\non the roof of one school in the crowded down-town district. This plant\nwas in charge of an open-air class of anemic children to whose needs it was\npeculiarly adapted (i) because it kept them out of doors for a longer time;\nin February.\n\npoultry clubs.\n\n(2)\n\nbecause\n\nit\n\nfurnisht possibilities of direct connection with\n\nlife;\n\n(3)\n\nbecause it afforded information that might lead these children to induce\n\nmore healthful environment for homes and later\nmaking a living in that environment. The construction of the\n\ntheir parents to seek a\n\nserve in\n\nnecessary equipment, the care of the fowls, the bookkeeping required in\norder to keep a statement of expenditures and receipts, the sale of eggs and\n\none-day-old chicks, and at the close of school of the entire flock, vitalized\n\nmany opportunities for valuable lessons.\nThe making of a pre vocational speller was accomplisht by a girls'\nindustrial class thru an attempt to interest them in the technique of printing.\n\nThe words were chosen with great care, keeping carefully in mind the\nactual needs of the Girls' Prevocational Class, and second, the correlation\n\nwith other subjects studied.\n\nOpportunities for motivated drill arose thru\n\n"}
{"page": 203, "printed_page": null, "text": "Department!\n\nTEACHER PARTICIPATION IN SCHOOL ADMINISTRATION\n\n189\n\nhe necessary repetition in arranging the words alphabetically, in verifying\nthem, in organizing them into special groups, in setting them up in the\nprintshop,\n\nand in proofreading.\n\nWhen the dainty, artistic volume was\n\nfinisht, it was no wonder that the girls said that they had enjoyed the work.\n\nThe fourth experiment to be reported was the planning by an eighth\nde how to cover the study of the Civil War in a very brief period at the\nlose of the year.\n\nThis led to valuable discussions by the children, revealing\n\nheir notions of how to study.\n\nCommittees were appointed whose chairen represented the commanders of the important campaigns. Their\nreports were frequently challenged by the class as they stated their\n\nand results. Not a few parallels and contrasts were\nrawn with present-day world-conditions.\nSuch experiments represent both a fulfilment and a prophecy. They\n\nobjectives, plans,\not\n\ni\n\nere the high spots of a city school system.\nThey look forward to the time\nwhen vital processes of education will be an everyday achievement, leading\n,\n\non to an ever-advancing goal.\n\nTEACHER PARTICIPATION IN SCHOOL ADMINISTRATION\nMARY C. HARRIS, FORMER CHAIRMAN OF TEACHERS' EDUCATIONAL COUNCIL,\nMINNEAPOLIS, MINN.\nIn the great upheaval of the past five years that mighty surge of\nhitherto unseen depths\n\nthe storm securely:\n\nin\n\nfirst,\n\nthe world's waters, two great principles ride\n\nthat the voice of the many must really count\n\nthe counsels of those who govern,\n\nand second, that knowledge, underm-.\nstanding, and sympathy are essential for successful democracy.\n\nThey are not new ideas, but they have been held up before the eyes\nof the world in the arguments for the League of Nations, and those who\n\ndeny them either seek selfish aims at the expense of others or have no faith\nin the goodness of common humanity.\n\nThe voice of the many must really count, not merely be heard and\nisregarded.\n\nThere have been sometimes autocratic methods\n\nministration even under a semblance of democracy.\n\nI\n\nin school\n\nhave known a\n\nrincipal to appoint a committee, allow it to spend much time in making\nn investigation, and, when the report embodying its best judgment was\nbrought in, cast it aside and thus nuUify completely its work. I have no\nympathy with such camouflage. It is worse than a waste of time. I\n\nould much rather take a clean-cut order than be askt my opinion only\nto have it flouted.\n\nI\n\ndo not advocate such participation by teachers in\n\nschool administration.\n\nWhat I do advocate and thoroly believe in is a\n\neal conference of administrative officers with representatives\n\nteachers choose, a conference in which there\n\nis\n\nwhom the\n\nmutual respect, and in\n\nwhich weight is attacht to the opinion of both sides, so that both contribute to the outcome of the conference.\n\nI\n\nSuch an attitude on the part of\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI90\n\n[Elementary\n\nschool officials toward teachers certainly comes nearer to our ideal of the\nschools of a free people.\n\nAnd where is it more necessary that the world\n\nbe made safe for democracy than in the schools?\n\nWe all admit, do we\n\nnot, that it was thru her schools, managed by the same dictatorial methods\n\nas other departments of her government, that\n\nGermany built up that\n\nmiKtary machine that has appalled mankind?, It is thru our schools\nthat we must build up and keep triumphant the mighty forces of democracy, but we can succeed only if we teachers are fearless and independent\nin maintainmg our convictions, and if we can feel that our collective judg-\n\nment is respected.\nI said too that knowledge, understanding, and sympathy are essential\nto a democratic regime.\n\nPeople who do not know one another are sus-\n\npicious, but acquaintance, the realization of common aims, and friendliness\n\ndispel that feeUng.\nIt\n\nwas in the beUef that there should be some means by which the\n\nteachers in a large city system such as ours in Minneapolis might know\n\nand understand the admmistrative officers and in turn be known and\nunderstood by them, in the beUef, too, that from those who are in direct\ncontact with the children would come most valuable suggestions, that we\nbegan in 191 2 to seek the formation of an Advisory Council. After investigation of the two or three councils which existed then in other cities\nand much discussion by a committee from the various teachers' organizations a plan was formulated and put into operation in January, 191 5.\nThis has been changed in several respects, each time with a view to more\nrepresentative membership. At present the Council is made up of the\nfollowing personnel:\n\nThe city is divided into five high-school districts.\nsix\n\nEach district sends\n\ngrade teachers and one high-school teacher to the Council.\n\nsix grade teachers one represents the first grade,\n\nthird\n\nOf the\n\none the second, one the\n\nand fourth combined, one the fifth and sixth combined, and two\n\nthe seventh and eighth, including the special teachers.\n\nThere are also the following representatives: one for all the kindergarten teachers of the city, two for the grade principals, one high-school\npruicipal, one from the Girls' Vocational High School, and one from a\n\ngroup made up of the seventh-, eighth-, and ninth-grade teachers of the\njunior high schools. Thus there are forty-one members. These are\nelected in September each year and since March, 19 17, have met once\nin six weeks during the school year at a dinner meeting.\n\nIt was one of\n\nour long-headed Scotch teachers who suggested that a six-o'clock dinner\nserved at the Girls' Vocational High School should be the regular time of\nmeeting.\n\nExperience has proved that the atmosphere of hospitality, the\n\nbreaking bread together, has been conducive to greater freedom of disSpecial meetings may be called by the chairman, or upon the\ncussion.\npetition of three\n\nmembers.\n\nA week before each regular meeting each\n\n"}
{"page": 205, "printed_page": null, "text": "Department]\n\nEQUIPPING AND FURNISHING THE MODERN SCHOOL\n\nrepresentative\nwishes.\n\n191\n\nmust call a meeting of his group for instruction as to its\n\nNew topics to be considered in the Council are suggested in these\n\nsection meetings, and on those already before the Council opinion is deter-\n\nmined and the representative is instructed.\n\nThe superintendent, assist-\n\nant superintendents, and supervisors are privileged to attend all meetings\n\nbut have no vote.\nis\n\nThe duties of the Council are advisory.\n\nIts purpose\n\nto hold conferences with the superintendent with regard to the practical\n\noperation of the city schools.\n\nThe Council has now been in existence for four years and in that time\nhas dealt with such vital problems as courses of study, textbooks, the\nmerit system, length of day, typical school building, and salary increases.\nIt keeps in touch with local conditions by attendance of one member at\n\neach regular meeting of the board of education and sends delegates to the\ngreat national conventions that\n\nit\n\nmay know the trend of educational\n\nprogress.\nIt has been our experience that whenever the vote of the Council has\nbeen disregarded both it and the administrationr have suffered, but where\nits\n\nwork has been effective both have gained strength and confidence.\n\nI believe that it is thru the administration's trusting to the judgment of\n\nthe Council, even if there must sometimes be mistakes, that the Council\n\ncan be an institution of value and a real help toward getting our schools\nout of the old autocratic, dictatorial, Prussian style of administration\ninto the far more difficult, but far more worthy, plan of operation by which\n\n^\" initiative and courage are developt in the teaching corps, and the whole\nforce\n\nworks together with one single aim\n\n—the development of the\n\nfinest\n\nfctype of free American citizens.\n\nEQUIPPING AND FURNISHING THE MODERN SCHOOL\n\nI\n\nELLA VICTORIA DOBBS, UNIVERSITY OF MISSOURI,\nCOLUMBIA, MO.\n\nThe National Council of Primary Education from the time of its\norganization has urged the greater use of activities in the primary school.\n\nThe first call received from primary teachers askt for a reduction in the\nnumber of children assigned to each teacher and for equipment and furnishings which would permit a greater use of activities. They said, ''How\ncan we play games in rooms which are literally full of seats all screwed\nfast to the floor?\nHow can we indulge in activity when forty or fifty\n\nI\n\nchildren must be herded in these seats?\n\nGive us smaller classes.\n\nGive\n\nus movable furniture, and something with which to stimulate and occupy\n\nthe natural activity of the children.\"\n\nIn response to this call the Council, at its annual meeting in Atlantic\nCity, February, 191 8, appointed a committee to study this question and\n\nreport on the number of pupils which can be successfully taught by one\n\n"}
{"page": 206, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n192\n\n[Elementary\n\nteacher and the minimum essentials for a well-furnisht primary classroom.\nIn February, 191 9, at Chicago the committee submitted the following\nreport:\n\nIn order to ascertain the attitude of leaders in primary education concerning furnishings and equipment, the committee sent out a questionnaire to about 100 persons.\n\nNearly 80 per cent replied, showing much interest in the topic. The questionnaire with\nAdditional replies were received after this table\nis given below.\n\ntabulated replies\n\nwas made.\nWe must cooperate if we are to bring about better conditions and better work.\nYou can help. Please jot down your ideas concerning these two matters at once and\nreturn the accompanying slip, signed, to Miss Abbie Louise Day, professor of education,\nUniversity of Nevada, Reno, Nevada {chairman) or Miss Gail Calmerton, primary supervisor. Fort Wayne, Ind.; or Miss Mabel C. Bragg, assistant superintendent, Newton,\nMass.\n;\n\nThe following is merely suggestive, not final.\nI believe, to obtain the best results, that\nI.\n\nClasses should contain the following\npupils per teacher:\n\nnumber of\nReplies Received, 71\nSUGGESTED IN REPLIES!\n\nKindergarten\n2. First grade\n3. Second grade\n4. Third grade\n1.\n\nto\n\nchildren\n\nto\n\nchildren\n\nto\n\nchildren\n\nto\n\nchildren\n\nMinimum\n8-10\n10-15\n12-15\n15-20\n\nMaximum\n30-40*\n30-60*\n30-60*\n30-60*\n\nMedian\n\n20-30!\n20-30\n25-35\n25-35\n\n* Suggested by one person only,\nt For two teachers.\n\nPrunary classrooms should be furnisht with at\nleast the following equipment withm the room.\n(This list is merely to stimulate ideas. Check\nWrite additional suggestions\nthose approved.\nand comments on the back of this sheet.)\n1. Cupboard shelf space (below 4 ft.), 36 in.Xi8 in.\n\nII.\n\nNo of Replies\nReceived\n\nNo. Voting\nYes\n\nX9 in. for each child in the class\nAdditional shelf space for general materials, 30 ft.\n\n71\n\n59\n\nXi8in\nWork tables or drop-leaf work shelves\n4. Two sand trays (24X36X6 in. each) on one rolling\n\n74\n74\n\n59\n\n74\n\n57\n\n74\n\n48\n62\n\n2.\n\n3.\n\nbase\n\nMovable furniture:\na) Chairs and tables\nh) Movable desks\n6. Toilet, lavatory, soap, and towels\n7. At least 96 sq. ft. of swinging display boards\n8. Library book shelves and a good collection of story\nand picture books\n9. Materials and tools to work with: building blocks,\n\n6i\n\n5.\n\n10.\n\nrubber type, etc\nFree floor space at one side of room for constructed\nprojects\n\nZinc trays for window sills or window boxes for\nplants and bulbs\n12. Good framed pictures for the walls\n13. Victrola or similar musical instrument\n14. Filing drawers for teacher's use: for samples of\nwork, reports, etc\n11.\n\nSignature\n\nAddress\n\n74\n74\n74\n\n63\n48\n\n74\n\n62\n\n74\n\n53\n\nboth 36\n\n"}
{"page": 207, "printed_page": null, "text": "Department]\n\nEQUIPPING AND FURNISHING THE MODERN SCHOOL\n\nThese figures speak eloquently for themselves.\nis\n\n193\n\nTo the teacher who\n\nused to \"getting along\" with insufficient blackboard and very\n\nelse\n\nthey suggest not minimum essentials but ideal conditions;\n\nlittle\n\nto the\n\nsuperintendent who spends all his funds upon the high-school laboratories\n\nthey suggest the impossible, but progressive leaders who are already carrying out these ideals replied to the questionnaire, ''Certainly all of these\";\n\n**A place to keep unfinisht work from day to day stimulates continuity\nof effort on the part of the children \"\n\n;\n\n\"The transition from a well-furnisht\n\nkindergarten to an average primary school must be a shock to the sixyear-old.\"\n\nThis committee\n\nwill continue its\n\nwe come seeking your cooperation.\n\nwork during the present year and\n\nWe ask that you assist in gathering\n\ninformation, not only as to the essentials of success for a progressive school\n\nbut also information concerning the actual conditions under which primary classes are working. The National Council of Primary Education\nasks that a committee be appointed by this section to cooperate with the\n\ncommittee already at work, and with a similar committee to be appointed\nfrom the Department of Kindergarten Education, in order that widespread interest in this subject may be concentrated and working standards\nset\n\nup which may guide architects, school boards, and superintendents\n\nin making desired readjustments in this important field.\n\n"}
{"page": 208, "printed_page": null, "text": ""}
{"page": 209, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Frank G. Pickell, principal, high school\nVice-President — Edmond D. Lyon, principal, Hughes High School\nSecretary —Anna Willson, principal, high school\n\nLincoln, Nebr.\n\nPresident\n\nCincinnati, Ohio.\n\nCrawfordsville, Ind.\n\nWednesday Afternoon, July 2\nThe Department of Secondary Education of the National Education Association\nvened in regular session on Wednesday afternoon, July 2, at 2 00 o'clock, in Plankinton\nThe meeting was called to order by Frank G.\n11, Auditorium, Milwaukee, Wis.\n:\n\nI\n\nkell, president.\n\n•\n\nThe general topic for the meeting was \"Readjustment Problems in Secondary\nucation,\" and the following program was presented:\n\n\"Some outstanding Problems in Secondary Education from the Standpoint of the\nCosmopolitan High School\" H. L. Miller, principal. University High School, Madison,\nWis.\n\"New Problems and Developments in Vocational Education\" Frank M. Leavitt,\nassociate superintendent of schools, Pittsburgh, Pa.\n\"A Constructive Program in Physical Education\" J. H. McCurdy, secretary,\nAmerican Physical Education Association, Springfield, Mass.\n\"Pupil Responsibility as a Training in Democracy\" I. M. Allen, superintendent\n\n—\n\n—\n\n—\n—\n\nof schools, Springfield, 111.\n\nThe following oflScers were elected for the ensuing year:\n\n—\n\nPresident W. W. Mclntire, principal, Norwood High School, Norwood, Ohio.\nVice-President Charles H. Perrine, principal, Wendell Phillips High School,\n\n^^^Rii\nlicago. 111.\nSecretary\n\nI^H\nI^H\n\n—\n\n—Anna Willson, principal, high school, Crawfordsville, Ind.\n\nThe following resolution was unanimously adopted:\n\nWhereas, The rejection of one-third of the men from the army for physical causes\nl^^ndicates an urgent need for the removal of remedial defects, for health instruction, and\nfor wisely directed physical activity, and\n\nWhereas, Danger exists because of government aid of public high schools thru the\n\nWar Department that a narrow policy of military drill be substituted for a broad health\neducation policy; therefore be it\nResolved, That the Department of Secondary Education urge the adoption of the\nphysical-education program outlined in the Towner Bill (N.E.A. Bill), which provides\nfor the removal of remedial defects, the furnishing of health instruction, and the promotion of a vigorous program of physical activity related to health, vigor, group loyalty,\n_self-pacrifice, and patriotism thru the wise leadership in group games.\n\nAnna Willson, Secretary\n\n19s\n\n"}
{"page": 210, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n196\n\n[Secondary\n\nPAPERS AND DISCUSSIONS\n\nNEW PROBLEMS AND DEVELOPMENTS IN VOCATIONAL\nEDUCATION\nFRANK M. LEAVITT, ASSOCIATE SUPERINTENDENT OF SCHOOLS,\nPITTSBURGH, PA.\n\nThe problem of vocational education is to provide a complete and\nadequate scheme of education for the future workers in industries, in trades,\n\non the farms, in commercial establishments, and in the homes. In other\nwords, the problem of vocational education requires for its solution the\nformulation of plans for educating as fully as possible all those who are\n\nnot led to their hfe-work by way of a university training, to the end that\n\neach individual may become economically efficient, and also that he may\n\nbe given those cultural and social ideals that will make him a desirable\nnoighbor.\n\nThere are no new problems in vocational education, but it is of immense\ndimly and by\n\nsignificance that these old problems, seen heretofore only\n\nrelatively few school men, have been brought out with startling clearness\n\nby recent demands that have been made upon the public schools, demands\nthat on the whole have been met surprisingly well. The meeting of these\nnew demands may be described properly as new developments in the field\nof vocational education.\n\nThree illustrations only will be discust here\n\n—the\n\ntraining of soldier mechanics in our public schools, the manufacture of\nsupplies for the United States Army by the boys in our high-school manual-\n\ntraining classes, and the part-time work of high-school pupils on the farms,\nin the industries, and in commercial offices.\n\nTraining of soldier mechanics.\n\n—Thruout the country school equip-\n\nments and school faculties were requisitioned by the government for the\ntraining of recruits for the various branches of industrial work needed by\nthe army. In many instances the young men so trained were of hardly\nmore than high-school age. Certainly the methods that were used would\nwork as successfully with high-school boys as they did with the young\nmen in the army. The men were trained in one kind of work for eight\nhours a day, six days a week, and for a period of six weeks. At the end\nof that brief period these men had accompHsht more in every way than is\naccomphsht in the ordinary manual-training work spread over two years\nof a high-school course.\n\nThe lesson to be learned from this particular work is that there is\ngreat economy of time resulting from intensive training in a single field.\n\nThis procedure presents a markt contrast to the usual organization of\nhigh-school courses, where the pupil is required to change his habits of\n\nthought and work completely half a dozen times a day.\n\nNo one observ-\n\ning the success of this intensive work could help asking himself whether\n\n"}
{"page": 211, "printed_page": null, "text": "PROBLEMS IN VOCATIONAL EDUCATION\n\nDepartment)\n\n197\n\nit would not be worth while to establish short, intensive vocational courses\n\nat least for those high-school pupils who drop out of school to go to work.\n\nCertainly we could afford to give six or eight weeks exclusively to specific\nvocational training even in our\n\nmore academic high schools.\n\nFurther-\n\nmore, were such courses to be establisht in our high schools we might\nfeel justified in\n\ncurtaihng the so-called industrial courses, which are now\n\ncommonly offered as electives for all pupils.\n\nIt\n\nis\n\nprobable that just as\n\nmany pupils are wasting their time in following manual-arts courses without a clearly defined purpose as there are students wasting time in pursuing\ncourses in the much-despised subject of Latin.\n\nProductive work for the Red Cross.\n\n—^Long before the war high-school\n\npupils had demonstrated their ability to do actual productive work of a\n\ncommercial standard.\n\nIt\n\nwas not, however, until the Junior Red Cross\n\nopened the way for the schools to make the furniture for the houses for\nconvalescents and nurses and to manufacture regular supplies for the\n\nUnited States Army that productive work on a large scale was shown to\nbe both practicable and desirable for high-school pupils.\n\nExperience has\n\nnow demonstrated that the regular manual-training time may be so spent\nto excellent purpose under the regular\n\nmanual- training teacher even in\n\nthose school shops that are only moderately well equipt.\n\nThe plan was conceived and tentatively tried out in one school system.\nSo promising were the results that an order for Red Cross furniture totaling upward of $8000 for material alone was placed with the public schools.\n\nThe distribution of the work thruout the country was made thru the\nthirteen divisional headquarters of the American Red Cross, reaching public\n\nhigh schools in every section of the country.\n\nThis work was done so well that the army authorities were convinst\n\npower thus offered. The Red Cross\npower available by purchasing the\nrough materials and turning over the finisht product to the army. These\narmy supplies included temporary artificial limbs, bed-occupation tables,\nof the desirabihty of utilizing the\n\ngave\n\nits\n\nassistance in\n\nmaking\n\nthis\n\ndrafting-boards, tableware chests, bedside tables, breadboards, laboratory\nchests, and ambulance boxes, involving an expenditure for materials alone\nof approximately $100,000 during the school year of 1918-19.\n\nThere are\n\nnow under construction 10,000 tables and 30,000 chairs for refugee work in\nnorthern France and Belgium.\nPart-time work.^-For many years promoters of vocational education\nhave advocated the part-time plan, by virtue of which boys and girls\n\nmay be both pupils and workers at the same time.\n\nSuch part-time work\nhas been effective but extremely limited in amount because of the fact\nthat few employers believed that the work of such pupils could be really\neffective,\n\nand because few teachers believed that there could be anything\n\nbetter for anybody than full-time education.\n\nThe plan involved so much\n\nin the way of persuading employers, teachers, and pupils that there might\n\n"}
{"page": 212, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nigS\n\n[Secondary\n\nbe something better than what had obtained in the past that few superintendents or principals had the interest and the patience necessary to carry\nit\n\nthru.\n\nThe development of part-time work, which was faciHtated during the\nwar by the shortage of labor and the consequent desire of employers to\nsecure help on any basis, demonstrated the value of such work from every\npoint of view. School children gave effective service on farms, in industry,\nand in office positions without severing their connection with their\nschools.\n\nIt is too early to say whether these interests can be maintained,\n\nbut there are promising signs that such is the case.\n\nBut the most important development in the field of vocational education is the rapidly growing recognition that vocational guidance is absolutely essential if vocational education is to be genuinely significant.\n\nAn\n\nadequate scheme of vocational guidance involves the collection and dissemination of information regarding the way in which people earn a living;\nthe ascertaining of facts regarding the personal equipment with which each\nindividual goes forth to fight his economic battles in competition with his\n\nplacement and the work of following up the young people to give\nsuch help as may be necessary in the readjustments that must be made\nfellows\n\n;\n\n;\n\nduring the period of their early vocational experiences.\n\nThe Pittsburgh plan of vocational guidance and placement, which is\none of the most noteworthy developments in this field, is supported jointly\n\nby the Pittsburgh public schools and the federal government and utilizes\nthe vocational-guidance department of the school system and the division\nof the federal employment work known as the Junior Section of the United\nStates Employment Service.\nThe v/hole is under the direction of the\nBoard of Education.\nThe complete organization for carrying out the plan includes, in addition to the director,\n\nan assistant director, a general counselor for girls, a\n\ngeneral counselor for boys, a placement secretary for children under sixteen\n\nyears of age, a director of educational guidance, two clerks, and a vocational\ncounselor in each high school.\n\nThe Junior Section has at its disposal also\n\nthe services of the placement offices in the Women's Division of the United\nStates\n\nEmployment Service, together with all the employment data col-\n\nlected by that office since its organization.\n\nThe plan thus includes counseling and placement for all young people\nunder twenty-one years of age, whether these young people are in school\nor not.\n\nIn the pursuance of this pioject it has been found necessary to make a\npartial survey of the employment situation.\n\nA report from the school is\nA\n\nrequired for each child over fourteen years of age who leaves school.\n''eport regarding home conditions is made by the school visitant.\n\nWith this\n\ninformation regarding the stream of young workers coming into the employ-\n\nment maiket, the centralized placement office has something of value to\n\n"}
{"page": 213, "printed_page": null, "text": "Department]\n\nCONSTRUCTIVE PROGRAM IN PHYSICAL EDUCATION\n\noffer the employers.\n\n199\n\nEmployers, therefore, are askt to cooperate by fur-\n\nnishing the office with pertinent employment information, which they do\n-\n\ngladly.\n\n^\n\nSuch a plan for centralized placement might be workt out by a school\nsystem without federal aid, but in the case under discussion it would have\nbeen extremely difficult if not impossible to have carried on this work\nwithout the moral and financial support given by the Department of Labor\nthru the Junior Section of the United States Employment Service.\nThe schools quite naturally and rightly emphasize education and a\nmore or less idealistic guidance. The United States Employment Service\nThe Junior Section, thru\nquite as naturally concentrates on placement.\nits cooperation with the public schools, becomes an ideal organization for\ncoordinating these two equally essential functions of a genuine system of\nvocational guidance. It is the purpose of the Department of Labor to\ncarry forward similar work in several cities and thus to provide federal aid\nfor vocational guidance and placement.\n\nInformation regarding this pro-\n\njected work may be had by addressing the Junior Section, United States\n\nEmployment Service, Washington, D.C.\nI firmly believe that this movement marks one of the most important\nof the new developments in vocational education.\n\nA CONSTRUCTIVE PROGRAM IN PHYSICAL EDUCATION\nJ.\n\nMC CURDY, SECRETARY, AMERICAN PHYSICAL EDUCATION ASSOCIATION,\n\nH.\n\nSPRINGFIELD, MASS.\n\nThe men on the street as well as those technically qualified to speak\nagree in the necessity of changes.\n\nThirty-five per cent of the men drafted\n\nfor the\n\narmy were rejected as unfit for fighting men for the country at\n\nlarge.\n\nMassachusetts, for example, as an industrial state, rejected approx-\n\nimately 47 per cent.\n\nDuring the stress of the war France, as well as England, has reorganits educational scheme.\nIn physical education France has added\nseven additional normal schools of physical education, the idea being to\ntrain these teachers for the army, and as the army is disbanded to have\nthese teachers go out into the public-school system as teachers.\nThirteen states have adopted compulsory health- and physicaleducation laws (New Jersey, New York, Illinois, Rhode Island, Maryland,\nDelaware, California, Nevada, Washington, Oregon, Utah, Maine, Michigan).\nTwleve additional states have this year introduced bills before their\nlegislators on this subject.\nThe Towner Bill, which has just been introduced into the Senate, in its physical-education aspects reads as follows:\nized\n\nThat in order to encourage the States in the promotion of physical education, twotenths ($20,000,000) of the sum authorized to be appropriated by Section 7 of this Act\n\nshould be for physical education and instruction in the principles of health and sanitation\n\nmd for providing school nurses, school dental clinics\n\nand otherwise oromoting\n\n"}
{"page": 214, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n200\n\nphysical and mental welfare.\n\n[Secondary\n\nThe said sum shall be apportioned to the States in the\n\nproportions which their respective populations bear to the total population of the United\nStates, not including outlying possessions, according to the last preceding census of the\n\nUnited States.\n\nFifty square feet of free gymnasium space should be supplied for each\n\nEnough space should be supplied to furnish each pupil,\n\npupil in a class.\n\nduring the school day, one hour of vigorous exercise.\n\nSpace should be\n\narranged so that it can be used for after-school activities for both children\n\nand adults; 24,000,000 pupils in school; 10,000,000 additional between\nthe ages of ten and twenty outside of school; these are all in the maturing\nage.\nFew institutions now have such equipment, with the exception of\nthe private secondary schools and endowed colleges. All of the 287,000\nschools should be equip t with adequate space for health activities.\n\nOne hundred and fifty square feet per school pupil are needed for playThis is the figure adopted by the National Commission on\n\ngrounds.\n\nSecondary Education.\n\nSchool buildings and parks of the city should be\n\nbuilt adjoining to allow opportunity for directed activity\n\nand free play.\n\nThe slogan should be ''Every school building and school ground a health\nfactory for every child and a community center for all adults.\"\nHealth examinations should include the removal of remedial defects.\n\nThe bulk of the health examinations are largely useless because nothing\nhappens. They are merely statistical bureaus for collecting health\nstatistics.\nThe essential need is for the removal of the defects. Teeth,\n.\n\neye, adenoids, tonsillar defects, and deficient muscularity are all remedial\ndefects.\n\nA prominent physician, a school examiner, states that it would\n\nbe economy, from the standpoint of general education, if schools opened\nAugust I and the first sixty days were devoted to examination, removal\nof defects,\n\nand general health training.\n\nOrganic efficiency tests should\n\nbe given to determine the health power of the pupil.\n\nHeart-rate tests in\n\nhorizontal and standing position and after definite exercise serve as good\n\norganic indices.\n\nEvery building, in construction and equipment, should demonstrate\nthe \"Spotless Town\" idea.\n\nFloors, walls, ceilings, windows, ventilation,\n\nheat, etc., should assist in the formation of correct health habits thru the\n\nenvironment. Health instruction should demonstrate in school,\nhome, and factory what can be done to improve health. Definite health\ninstruction regarding diet, sleep, exercise, sanitation, etc., should be given.\nEvery building should have equipment for an adequate health examThis requires gymnasiums,\nination, health instruction, and health activity.\nliving\n\nplay fields, and baths adequate for bathing each pupil, at least in the\nhigh-school age, after vigorous exercise daily.\n\nThe figures given below are on prewar conditions, as it would be\nabnormal to state present conditions. The number of physical-education\nteachers has been largely depleted during the war.\n\n"}
{"page": 215, "printed_page": null, "text": "66 6\n\n6\n\nDepartment]\n\nI.\n\nCONSTRUCTIVE PROGRAM IN PHYSICAL EDUCATION\n\n201\n\nTeachers Needed for Pupils Six to Twenty Years Old (43,737)\n\n19,000,000\n\n480,000\n4,800\n\nstudents in elementary schools, grades i to 6\n\ngrade teachers (basis 40 pupils per teacher)\nphysical-education teachers needed as supervisors (basis 100 teachers\nto each physical-education supervisor)\n\n800\n\nphysical-education supervisors at work, June, 1916\n\n4,000 additional physical-education teachers needed at present\n4,500,000\n\nstudents in junior and senior public high schools\n\n15,000\n\nphysical-education teachers needed (basis i teacher for each 300 pupils)\n\n1,000\n\nphysical-education teachers at work, June, 1916\n\n14,000 additional physical-education teachers needed\n\n155,000\n\n770\n\nstudents in private high schools, June, 1916\nphysical-education teachers needed, June, 19 16 (basis\n\ni\n\nteacher for\n\neach 200 pupils)\n\n500\n\nphysical-education teachers at work, June, 191\n\n270 additional physical-education teachers needed\n403,000\n\nstudents in college and university, June, 191\n\n2,000\n\nphysical-education teachers needed (basis i teacher for each 200 pupils)\n\n1,400\n\nphysical-education teachers at work, June, 1916\n\n600 additional physical-education teachers needed\n111,672\n\nstudents in normal schools, June, 1916\n\n1,167\n\nphysical-education teachers needed, June, 1916\n\n300\n\nphysical-education teachers at work, June, 1916\n\n867 additional physical-education teachers needed, June, 1916\n10,000,000\n\nyouth (boys and girls), ages sixteen to twenty, inclusive, outside school,\nJune, 191\n\n20,000\n\nphysical-education teachers needed, June, 191\n\n1,500\n\nphysical-education teachers at work, June, 1916, in Y.M.C.A.'s, clubs,\netc.\n\n18,500 additional physical-education teachers needed (basis\n\ni\n\nteacher per 500 pupils)\n\nSUMMARY OF TEACHERS NEEDED\n(Includes Both Men and Women)\n\n43 73 7 total number of teachers needed\n5,500 total number available teachers\n>\n\n39,237 total additional teachers needed\n1,000 trained men teachers demanded\n\n200 trained men teachers available\n1,500 trained women teachers demanded\n\n800 trained women teachers available\n\nThese teachers demanded (1000 men, 1500 women) represent the recognized unfilled\n\nThe remaining 36,687 represent the actual need, only partially recognized. The\nnew state physical-education laws are an actual menace unless trained teachers are supneed.\n\nplied to\n\nmeet the broad health-reconstruction needs.\n\ninjury to the growing youth.\n\nUntrained teachers may do real\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n202\n2.\n\n[Secondary\n\nTeachers Needed for Adult Recreation and Physical Education\n\n(60,000)\n\nThe United States Army needed, as a minimum, one recreation leader for each 500\nsoldiers.\n\nOn this basis 30,000,000 wage-earners, spoken of above, would need 60,000\n\nrecreation leaders.\n\nThese 60,000 recreation leaders could be furnisht the 30,000,000\n\nwage-earners at a cost of two cents per day per worker for instruction.\n\nIf the\n\n281,000\n\nschool buildings were used the cost for additional heat, light, and janitor service would\n\napproximate two cents per worker, or a total of four cents per worker for instruction,\nequipment, and service. This is less than one-half the cost for illness by $135,000,000.\nThese cost figures do not estimate the manufacturers' loss due to idle machinery.\n\nState laws are needed to make possible and obligatory such a program.\nCompulsory general education laws are not sufficient. Of the young men\nof Massachusetts 47 per cent are unfit physically to become fighting\nmen. Such a condition means that they are not up to par as citizens or\nproducers.\n\nPUPIL RESPONSIBILITY AS A TRAINING IN DEMOCRACY\nI.\n\nM. ALLEN,\n\nSUPERINTENDENT OF SCHOOLS, SPRINGFIELD, ILL.\n\nNo more important question can be raised than. How may pupils\nin a public-school system be trained in democracy ?\n\nThat we have made\n\nprogress in the solution of this problem is evidenst by the statement of\n\nthe question. We used to say. How may we train pupils for a democracy ?\nWe now say, How may we train pupils in democracy ?\n\nTraining in democracy is a dynamic process:\nfeel,\n\nthink, and act cooperatively;\n\nit is\n\ncomprehend, appreciate, and share our\n\nit is\n\ntraining in how to\n\nanother way of saying that we\n\ncommon environment.\n\nDewey\n\nwould say that it is what we mean by the educative process.\nRegardless of whether we reduce our problem to an axiom upon which\nwe shall agree, we shall assent, I am sure, to the proposition that no progIn a\nress in democracy is attainable that is not founded on education.\ndemocracy it has been well said, \"There are no masters but the people,\nand the people themselves are only masters so long as they are masters of\nthemselves.\"\n\nConceding then that democracy is the rule of an enlightened and selfit follows that the public-school system is a very\n\ncontrolled people,\n\nIndeed I think it would be well\nassume that the school is the most important\ndemocracy-manufacturing institution in our country today.\nToo many people do not understand that democracy is not an accomplisht fact but a growing ideal, not a thing but a force, not a goal but a\nimportant agent in democracy-building.\nfor us school people to\n\nmethod of progress.\n\nWhen we really grasp this idea and apply it in the\n\nschools it will be as truly revolutionary as was the application of the idea\n\nthat heat was a force. There was a time when it was supposed that heat\nwas a thing to be bored out of matter and shot in globules thru planetary\nspace.\nWhen, however, it was really understood that heat was not matter\n\n"}
{"page": 217, "printed_page": null, "text": "t\n\nPUPIL RESPONSIBILITY AS TRAINING IN DEMOCRACY\n\nDepartment]\n\n203\n\nbut a mode of motion the manifold application of the new idea revolutionJust so revolutionizing, when it is really under-\n\nized the world of science.\n\nstood, is the idea that democracy is not a thing but the socializing force\n\nthat directs peoples to feel, think, and act cooperatively for the common\n\ngood.\nIf\n\npeople are to\n\nthink, and act cooperatively, then they must\nDemocracy must become a habit. It must become\n\nfeel,\n\nbe trained to do so.\n\nan act as long as hfe.\nThe excitement of the hour may make us soldiers in spirit.\nof education can give us sanity of citizenship.\n\nBut only a long process\n\nThere is according to Plato a pattern\n\nBut Plato also pointed out that\nwe become conscious of this pattern and learn to appre-\n\nlaid up in heaven of the true state and true citizenship.\nit is only thru long training that\n\nciate it.\n\nA revolution may produce Bolsheviki anarchy, but it cannot produce the spirit\n\nof cooperation and loyalty to a common good which are the essence of a democracy.\n\nAccepting then the proposition that democracy is the socializing force\nwhich directs cooperative action to the common good, how may such a\nspirit or socializing force\n\nbe stampt into the nervous system as habit?\n\nPlainly we must not wait until the nervous system is crystallized.\n\nWe\n\nmust begin early in the public schools to train children in cooperative\nfeeling.\nNumerous instances can be cited where schools have put into\nsuccessful operation cooperative control of school discipline, classroom\n\nmanagement, including the socialized recitation, and the social activities\nof the school.\n\nWe could easily criticize the attempts at self-government and socialized\nrecitation with\n\nwhich we are familiar.\n\nThe involved plan of organizing\nand of creating courts,\n\nthe school into a school city or junior republic,\n\nand classes in parliamentary law for the purpose of teaching\nhave probably been found to be impractical and only successful in isolated cases.\nBut the principle of learning to cooperate thru\npractice, the surrendering of individual rights for the common good, and\nthe developing of social consciousness and conscience thru the assumption of cooperative responsibility in management of class discipline, recitation, and social activities are fundamental principles in democratic control\nthat will remain with the children practist and trained therein. Indeed\nin this manner alone can we hope to stamp democracy as habit into the\ntribunals,\n\ncitizenship,\n\nnervous system of our children.\nShall\n\nschool\n\nwe require our teachers immediately to introduce cooperative\nclass management, socialized recitation, and democratized\n\nand\n\nsocial activities ?\n\nNo\n\n!\n\nTeachers cannot be required to democratize their\n\nThey must first get the vision of\nToo often we have visited schools\nto discover that the teachers therein knew nothing of the marvelous experiment which had been exploited at a teachers' convention in a distant city.\nWe are entitled to impartial surveys, and it is most encouraging to note\nteaching and classroom management.\n\nwhat democratized education means.\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n-204\n\n[Secondary\n\nthat with reference to training in democracy the subcommittee on Superintendents' Problems has sent out a questionnaire \"for the purpose of\n\ndiscovering factors already existing in\n\nsome American schools that tend\n\nto a truer and completer democracy in the hope that school superintend-\n\nents and committees of teachers\n\nmay be inspired to adopt to their own\n\nlocal systems the best means used by others and to pass on to others what\nis best in their own.\"\n\nFinally we cannot expect our teachers to train children in democracy\nand to stamp the nervous machinery of children with responsiveness to\n\ncooperative control unless the teachers find themselves in a cooperatively\n\nadministered system of schools. Does the teacher have a voice in the\nmaking of professional rating systems and educational requirements for\nsalary promotions and the opportunity to express herself on various\neducational and administrative policies ?\nIf we really believe in democracy and expect to train children in it,\nthen it must be practist in the administrative offices and organizations of\nthe school system as well as in the classroom. There is no place for a\nvicarious democracy in a system of public schools.\nIn Germany is illustrated a nation seeking to establish autocracy thru a system of education.\n\nShe succeeded.\nlish\n\nIs it possible for us thru training in the schools to estab-\n\nYes, but the task is more difficult than\n\na cooperating democracy?\n\nthe education for autocracy.\n\nTraining children to\n\nfeel,\n\ncooperatively is more difficult than training children to\nact dependently.\n\nthink,\nfeel,\n\nand act\nand\n\nthink,\n\nWe shall not, however, despair because of the enormity\n\nof our task.\n\nPrimarily we must believe that the teacher is a self-directing, cooperating control machine placed in the school for the purpose of training similar\n\nThere will be many breakdowns in the school,\nand there will be times when the chief engineer will desire to switch back\non to the old autocratic controls, but if he really understands himself,\nthe machines intrusted to his care, and the purpose of the school he will\n\nmachines to function.\n\nbe willing to blunder in the manipulation, to be disappointed in the day's\nquantitative output, because he\n\nis\n\nconcerned, not in a product\n\nmade in\n\nGermany, but in a product in the making in America.\nThis chief engineer is the American school teacher, and the wonderful,\ncoordinating, cooperative, self-directing, and self-improving machines are\nAmerican boys and girls in our public schools. The force that operates\nwithin such a school is the socializing force of democracy.\n\nIf\n\nbeheve in it we shall operate our schools according to its laws.\n\nwe really\nOur chief\n\nconcern in the twilight of democracy is to discover its laws and then to\n\napply them.\n\n"}
{"page": 219, "printed_page": null, "text": "DEPARTMENT OF HIGHER EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Frank L. McVey, president, University of Kentucky\nSecretary— Edward L. Schaub, professor of philosophy, Northwestern\n\n,^Lexington, Ky.\n\nPresident\n\nEvanston, 111.\n\nUniversity\n\nTuesday Afternoon, July i\nThe Department of Higher Education of the National Education Association convened in regular session on Tuesday afternoon, July i, at 2:00 o'clock, in Juneau Hall,\nAuditorium, Milwaukee, Wis. The meeting was called to order by Frank L. McVey,\npresident. The following program was presented:\n\n—\n\n\"The Influence of the War on Higher Education\" James Sullivan, chief, Division of\nArchives and History, State Department of Education, Albany, N.Y.\n\"The Effect of the War on Methods of Teaching\"—A. A. Potter, State Agricultural\nCollege, Manhattan, Kans.\n\"Modification of Business Methods in Educational Institutions\" Henry H. Hilton,\nchief of Settlement Division, Committee on Education and Special Training, War Depart-\n\n—\n\nment, Washington, D.C.\n\"Effect of War on the Education of Women\" Kathryn S. McLean, dean, Ohio\nWesleyan University, Delaware, Ohio.\nDiscussion E. A. Birge, president. University of Wisconsin, Madison, Wis.; James\n\n—\n\n—\n\nL. McConaughy, president, Knox College, Galesburg, 111.\n\nThe following officers were elected for the ensuing year:\nPresident— Guy Stanton Ford, University of Minnesota, Minneapolis, Minn.\nSecretary J. J. Pettijohn, director. Educational Extension, Department of the\nInterior, Washington, D.C.\nEdward L. Schaub, Secretary\n\n—\n\nPAPERS AND DISCUSSIONS\nTHE INFLUENCE OF THE WAR ON HIGHER EDUCATION\nJAMES SULLIVAN, CHIEF, DIVISION OF ARCHIVES AND HISTORY, STATE\nDEPARTMENT OF EDUCATION, ALBANY, N.Y.\nLet US waive for the moment all questions which because of the absence\nmust remain problematical for some years to come.\n\nof sufficient data\n\nwhat they\nThat these lessons\n\nCollege executives will undoubtedly occupy themselves with\n\nconceive to be the lessons to be drawn from the war.\nare going to bring about\n\nany such great cataclysmic changes as\n\nopponents advocate is doubtful.\nthat has gone\n\ntheir\n\nBy that time the veil that covers much\n\non in the army this side and on the other will have been\n\nwithdrawn, and perhaps we shall be in a better position to take the\nimpartial measure of the\n\nwork accomplisht by executives and technical\n20s\n\n"}
{"page": 220, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o6\n\n[Higher\n\nmen trained, so to speak, overnight.\ncollege executives will\n\nIn all this tempest of criticism the\ndo well to remember that our country has never\n\nfought a war in which the college man played so large a part as in this one.\n\nThe very men who were attacking the colleges were at the same time\nasking for the assistance of college-trained men.\n\nThere is, however, another side to this question than that contained\non the courses and methods of instruction in the colleges. This is\ncontained in an attack, virtually unconscious, on practically all higher\neducation. Those of us who have been away from the cloistered shadows\nof your institutions and have been mixing with the sordid world are\ninclined, when we hear you talking about what you are going to do with\nyour student body in the future, to ask: \"How do you know you are going\nto have a student body?\" We think that there is grave danger of your\nnot having any, or at least one very much reduced in size. Let us have\n\nsome of the reasons for this pessimism.\nWhile this war was on, and even after the fighting was actually over,\nwe heard much, overmuch perhaps, of how much labor had done to win\nthe war. This was the one great thing that was exploited in the newsFiguratively speaking we patted labor on the back \"You're\npapers.\nhot stuff. You're it. Without you we would have lost the war.\" In\nvery truth it was the apotheosis of labor, and labor was not slow to take\nadvantage of it. If its head became a little swelled it was really the fault\nof the public.\nIf labor was inclined to take the public by the throat and\nsay, \"Give us what we ask or we will stop the very breath of industry,\"\n\"If we stop work, you'll starve,\" said\nit was largely the public's fault.\nlabor, and we were not able to say \"nay.\"\n\n—\n\nTho a little less vociferous about its accomplishments, capital did not\nhide its light under a bushel, and we reacht the almost unbelievable state\nof having the lion and the lamb lie side by side in peace.\nin with labor one millionaire capitalist made the\n\nIn order to stand\n\nremark that \"the time\n\nhas come when the remuneration given to hand labor must equal that\ngiven to brains.\"\n\nHe might have gone farther and not even have said\n\n\"must\" but \"actually is being given as much and more than brain labor.\"\n\nWe have lookt in vain for anyone to sing the paean of brains and the part\nthey played in winning the war.\n\nWe are not far wrong in saying that the first expression is in the\nsubliminal consciousness of labor and of capital today.\n\nThe latter has\n\nactually found itself able to employ well-trained brain labor at less than\n\nhand labor.\n\nIt has\n\nbeen able to employ a man to design the bridge at\nthe rivet. In the language of the Street:\n\nless than the riveter who puts in\n\n\"If such conditions are to prevaij^ where does education come in ?\"\n\nIf hand\n\nlabor, by a display of union force, can get all that goes to make up for the\n\npursuit of happiness, why should a young man go thru a long and arduous\ntraining merely to find himself compelled to live huddled up in apartments\n\n"}
{"page": 221, "printed_page": null, "text": "Department]\n\nINFLUENCE OF THE WAR ON HIGHER EDUCATION\n\n207\n\nin our great cities, returning from his business day by day to help his wife\n\nwith washing the dishes and even at times with the family washing? I\ncan cite cases where this is done even in your colleges. Is the head of a\ngrammar school or of a high school justified in encouraging a boy or girl\nto continue for four or eight or even more years for an education which,\nafter it is attained, will bring him or her less than a plumber's assistant\nor a shirt-waist maker ?\n\nThe biggest job of the college and technical school head at the present\ntime\n\nis\n\nto convince\n\nan unbelieving, skeptical world not only that an\nAt present it does not. At a\n\neducation pays, but that it ought to pay.\n\nmeeting of a society of engineers in Syracuse a short time ago a comparison\n\nwas made of the remuneration received by the engineers, most of whom,\nas you know, are nowadays merely employes of great corporations, with\nthe wages received by railway employes and in the trades. The discrepancy\nwas markt. As one engineer remarkt, \"Do you think I am going to send my\nboy to a college or a technical school as long as such conditions prevail ?\"\nHow long are you in the colleges going to acquiesce in such conditions? Are you raising an organized protest against the minimizing of\nthe importance of education by allowing those who get it to obtain less\nthan those who do not have it ? Labor cries out, \"If we stop work, you\nstarve.\" Have you met it with a similar statement, \"If brains stop work,\nthe world does not stand still; it goes backward to stagnation and death\" ?\nThe world has not yet been made to realize by a strike what would happen\nif the\n\nengineers of this country of ours quit work.\n\nThe man who puts the\n\nbolt in the girder has not been made to realize how helpless he would be\n\nwere the blueprint plans not forthcoming.\nhours\n\nof\n\napprenticeship\n\nlearn\n\nto\n\nThe riveter can with a few\n\nput in the\n\nbolt,\n\nbut he and the\n\nworld at large must be made to realize in some forceful way that it takes\nyears to prepare a man to be able to design a bridge.\n\nUntil such a reali-\n\nzation is brought about, and the fact that brain labor must receive more\n\nthan hand labor, then our higher educational institutions are going to\nhave, and should deservedly have, lean years.\n\nThe war has, to some extent, shockt many people because of the discovery of the amount of so-called radicalism found among our ministers\n\nand college professors. To those who know what some of these men\nreceive it is no surprise to hear the cry for social justice coming from them.\nIt is no surprise to be told by the president of one of our largest women's\ncolleges that the words \"teaching profession\" are taboo with the graduates.\nThe late Francis Joseph is said to have remarkt that the comforts of life\nmade a good citizen. We must be glad that he did not use that muchabused word \"spiritual.\" In these days of normal-school commencements\nScrooges with long whiskers get up and tell the teachers, \"Yours is not\na profession in which you get a large material reward. It is in the\nspiritual satisfaction that you get in molding the minds of the makers of\n\n"}
{"page": 222, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2o8\n\n[Higher\n\nthe nation.\" The spiritual, however, does not feed an empty stomach\nand clothe a naked back. After some of our ministers and college professors have been rudely awakened to that fact, is it surprising that they\nare joining the ranks of the radicals ?\n\nTHE EFFECT OF THE WAR ON METHODS OF TEACHING\nA. A. POTTER, DEAN, ENGINEERING DIVISION, KANSAS STATE\n\nAGRICULTURAL COLLEGE, MANHATTAN, KANS.\n\nThe war has opened up a larger vision of education.\n\nMany of our\n\neducators took an active part in the war, and this has resulted in stimulating and broadening their life and outlook.\n\nTeachers who were engaged\n\nin war work in the mihtary and in the non-military branches of our govern-\n\nment were forst into doing things entirely unorthodox and unacademic,\nand this will certainly have a most beneficial effect upon the curricula\nand methods of teaching in our schools, colleges, and universities.\nResults accomplisht in the military-training camps for the technical\nbranches of the army indicate that the following factors in our educational\nsystem will stand more careful analysis:\nMore effective results can be accomplisht if the duties\nOrganization.\nof every person connected with the administration, instruction, and\n\n—\n\nresearch activities of an educational institution are carefully workt out,\n\nshowing lines of authority and responsibility. A diagram should then be\ndrawn up which shows at a glance to whom each individual in the organization\n\nis\n\nresponsible\n\nor investigational,\n\nand the main duties, whether executive, teaching,\n\nevery person\n\nis\n\nperforming.\n\nThis chart should be\n\nsupplemented by departmental charts and by written instructions which\nshould set forth details of organization.\nIt should be the\n\nduty of the head of the institution to familiarize\nThe heads\n\nthe heads of the various departments with the organization.\n\nof the departments should be held responsible for the quality of the\n\ninstruction in their departments.\n\nTo correlate the work of the various instructors in any given department frequent conferences should be held of all instructors teaching the\nsame or related subjects. The head of the institution should also hold\nfrequent conferences of\n\nall\n\ndepartment heads in order to correlate the\n\nwork of the various departments and to discuss administrative details.\nMatters affecting the entire teaching force should be discust at general\nmeetings, which should be attended by every person connected with the\ninstitution.\n\nWhen several instructors are teaching the same subject, but to different sections, the schedule of instruction should be planned\n\nby a com-\n\nmittee including all such instructors, and in cooperation with the head of\nthe department.\n\nIf at all possible, where several instructors are handling\n\n"}
{"page": 223, "printed_page": null, "text": "Department]\n\nEFFECT OF THE WAR ON METHODS OF TEACHING\n\n209\n\nthe same subjects, the sections should be so arranged that men possessing\nsimilar qualifications are assigned to the same section.\n\nTeaching methods.\nsis\n\n—The best teaching methods lay the greatest empha-\n\nat all times upon teaching men and not subjects.\n\nEvery effort should\n\nbe made to build upon a student's abihty, knowledge, and experience,\nwhile stimulating his originality, imagination, initiative, power of anaylsis,\n\njudgment, and leadership.\n\nThis means that every student\n\nis\n\ncarefully\n\ntested and sorted by objective methods before being assigned to any particular class, and his progress in every class is carefully watcht.\n\nEducational institutions are becoming interested in the intelHgence\nor psychological tests of the army.\n\nSuch tests, if carefully handled, should\n\nprove of considerable value in guiding students.\n\nMore attention should\n\nalso be given to rating students on certain personal traits as well as only\n\nacademic performance.\n\nThe intensive courses which were used in the training of about one\nhundred thousand vocational speciaHsts for the United States Army\nindicate that too much attention is often paid in higher educational insti-\n\ntutions to prerequisites in connection with technical courses.\n\nSeveral engineering colleges, as a result of their experience during\nthe war, are now introducing practical intensive courses in the Freshman\n\nyear to precede the more scientific and abstract courses.\n\nThe Freshman\n\nstudents in mechanical engineering are given a course in the elements of\n\npower-plant engineering, those in electrical engineering a course dealing\n\nwith electrical machinery and construction, and those in civil engineering\nconsiderable surveying.\n\nThose responsible\n\nfor\n\nthese courses feel that\n\nconcrete courses will reduce the mortality among engineering Freshmen,\nwill arouse\n\nand maintain their interest in their chosen work, and will\n\nbetter prepare them for the more abstract courses of the later years.\n\nThose who were intimately connected with the training\n\nof officers\n\nfor the various army corps felt that the methods of teaching in our schools\n\nand colleges lack thoroness.\nTeachers.\n\n—The personality, abiUty, education, and experience of the\n\nteachers have more to do with the success of any educational institution\n\nthan all other factors combined.\nof his subject,\n\nis\n\nA good teacher has a thoro knowledge\n\nfamiliar with the best teaching methods, understands\n\nhuman nature, and is able to interest and enthuse his students in the\nsubject he\n\nis\n\nteaching, while stimulating the student's imagination\n\nand\n\ndeveloping his initiative.\n\nThe good teacher lives up to the best ethics of a professional man,\ndoes not make contracts which he does n'bt intend to keep, and has such\n\nhuman quaUties as enable him to keep the respect of his students, his\ncolleagues, and the people in his community.\n\nWhile the time since the conclusion of the war has been too short to\nreach any definite conclusions concerning its effects upon teaching methods,\n\n"}
{"page": 224, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2IO\n\n[Higher\n\nis a markt improvement in the organization of the institutional\nand of teacliing methods in many of our higher educational institutions, and such conditions should react in improving the quality of our\n\nthere\n\nstaff\n\ninstruction.\n\nMODIFICATION OF BUSINESS METHODS IN EDUCATIONAL\nINSTITUTIONS\nHENRY H. HILTON, CHIEF OP SETTLEMENT DIVISION, COMMITTEE ON EDUCATION AND SPECIAL TRAINING, WAR DEPARTMENT, WASHINGTON, D.C.\n\nA business* man who has been more or less in touch with colleges for\nthirty years and who is called upon to discuss business methods of educational institutions naturally\n\nmakes a comparison of business and college\n\nto ascertain just what may be common ground in the application of busi-\n\nness methods for the two.\n\nA business is organized primarily for profit, while the function of the\ncollege\n\nis\n\nthe training of men.\n\nThe principal\n\nassets of either business\n\nWith the business house\nWith the college, altho\nfinancial strength is important, good-will is a sine qua non.\nIt is commonly said that a college rarely dies, and we all have in mind institutions\nwhose financial resources have been impaired or swept away, but whose\nfriends have remained steadfast until in due time their old vigor was\nor college are financial resources and good-will.\n\nthe financial resources have the greater weight.\n\nrestored to the institutions.\n\nUnder the heading\n\nof\n\ngeneral administration the analogy between\n\nbusiness house and college is readily observed.\n\nThe same methods which\n\nare recognized as sound in progressive business must be used in the con-\n\nduct of any college which is to continue and develop.\n\na college\n\nis\n\nThe good- will of\n\nmeasurably dependent upon the confidence inspired by its\n\nOur colleges have commonly enjoyed the good-will of their\nYet they have not been spared by the American public in its universal practice of criticizing and ridiculing people and\ninstitutions.\nThe criticisms have not come altogether from non-college\nmanagement.\n\nrespective constituencies.\n\nmen.\n\nA railroad president, himseK a college graduate, said not long since\n\nthat after many experiences with college men he had decided that there\n\nwas something wrong in the training and that he would make no further\nexperiments with men who had so much to unlearn. A Chicago lawyer of\ndistinction remarkt the other day that unless a young man were well\nbalanst, in nine cases out of ten a college education would be his ruin.\nParents, anxious to do everything possible for their children, but startled\n\nby various undergraduate escapades and lawless antics, have found themselves in the ranks of the doubters.\nThe persistent query has been, What\nis the matter with our colleges ?\nEverybody apparently has been disposed\nto assert that something was wrong, and nobody has been quite able to\n\n"}
{"page": 225, "printed_page": null, "text": "Department]\n\nBUSINESS METHODS IN EDUCATIONAL INSTITUTIONS\n\nfurnish the corrective.\n\n2II\n\nRemedies indeed have been discust and appHed,\n\nbut still the public clamor has not abated.\nThis was the situation at the beginning of the war.\n\nUpon the declara-\n\non the part of college\nThe younger instructors and the students\n\ntion of hostilities action followed automatically\nfaculties\n\nand undergraduates.\n\nvied with one another in flocking to the standards of the fighting forces,\n\nand thousands were soon engaged on the various fronts standing shoulder\nto shoulder with the city clerk, the farmer, the miner, and those of every\nother walk of life which was there represented. Wherever there was a\npost of danger or one requiring special courage or unusual capacity the\n\nThe casualty lists tell their\nThe rate of loss was probably as great among college men as\nwas the case in any other body of Americans of equal number. The\nolder members of the faculties were not less quickly responsive than their\ncollege was sure to have its representatives.\nstory.\n\nFrom the very first they were keen in their interest\nand within a short time were participating in various kinds of war work.\nThe records of the war will show, not only that the response of the college\nmen was enthusiastic and unhesitating, but that their obligations were\nfulfilled with decision and ability.\nThere yet remain other criticisms which touch subjects properly falling\nwithin the classification of business methods. Are these criticisms valid ?\nIf so, how shall they be met ?\nThe army turned to the colleges for assistance when overwhelmed by\nthe call for mechanics which it was next to impossible to meet.\nThe\nresponse was immediate and whole-hearted. So-called \"vocational\ncourses\" were establisht at two hundred different points, the plants being\nadjusted to the exigencies of the occasion with total disregard of any inconveniences arising from the upsetting of the regular schedules. Short\ncourses were arranged. Thousands of students were promptly enrolled.\nThe results were astonishing and gratifying. In courses of six weeks or\ntwo months men with no previous training, men pickt up anywhere and\neverywhere, were turned out with a working knowledge of the subject in\nhand sufficient to equip them for what was immediately expected. The\nStudent Army Training Corps was organized later, absorbed the \"vocational courses,\" and provided as well for curricula, including many of the\nregular college subjects, with emphasis upon those which would be of\nimmediate value, and a shortening of the usual time given to such subjects.\nSatisfactory results would doubtless have followed but for the sudden\n\nyounger associates.\n\ncessation of war.\n\nAbsorbing interest means concentration, and concentration means\nCan a definite purpose and the will to develop power be sub-\n\nresults.\n\nwhich now to a considerable extent\nThat the war called forth these character-\n\nstituted for the drifting indifference\n\nprevails in every institution?\nistics\n\nby an appeal that\n\nwill\n\nnot maintain under normal conditions\n\nis\n\n"}
{"page": 226, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n212\n\n[Higher\n\nundoubtedly true, but it is certain that some method should be evolved\nfor giving practical application to this particular experience and bringing\n\nand power. The student must be challenged, by the\ngUmpse of a definite goal which will bring about a quickening of effort and\nthe eliminating of all that is waste. Concentration is demanded and\npractist in any business house of standing.\nEvery college should have a man, or men in the case of the larger\ninstitutions, of ability and experience, whose time and thought should be\nespecially given to questions involving money.\nThe position of business\nmanager should be one of authority, relieving the president largely, if\nsimilar purpose\n\nnot wholly, from the burden of conducting this phase of the college work.\n\nThere should be the widest pubHcity given to the financial condition\n\nA typt or printed statement circulated annually and in\n\nof the college.\n\nterms easily understood would furnish this information to the public and\nafford an opportunity for a study of comparative costs which could not\nfail to prove advantageous.\n\nIt goes without saying that adequate account-\n\ning is the cornerstone of every business house.\n\nIn any scrutiny of the business management the trustees should be\nincluded.\n\nIn bank, corporation, or other business the directors are pre-\n\nsumed to be men who are conversant with the conduct of whatever they\nrepresent and active in their interest.\nShould less be expected of college\ntrustees? Yet any general survey will indicate a widely varying degree\nThis\n\nis\n\nnecessarily true because of the differences in the\n\nmethods of selection.\n\nThese officials are appointed by the governor of\n\nof efficiency.\n\nthe state, elected\n\nby popular\n\nbecause of religious\n\naffiliation,\n\nchosen by the alumni.\n\nvote, selected\nsocial\n\nby geographical\n\nlocation,\n\nstanding, or potential wealth, or\n\nThe trustee has often accepted the position as\n\na rounding out of his career, altho possessing neither capacity for the\nobligation\n\ninvolved nor appreciation of that obligation.\n\nThe\n\ncollege\n\nboards should be limited in size, should be chosen from the alumni wherever\n\nand two prerequisites for any nomination should be a\nand leisure, wilHngness, and ability to\nNo business house can long continue if the management is lacking\n\nthis is feasible,\n\ncollege degree, or its equivalent,\nserve.\n\nin strength.\nIt is generally agreed that whatever\n\nmay have been the shortcomings\n\nof the military regime in our colleges the experience was beneficial from\n\nThe army officers insisted upon sanitary standnew plumbing, and better water supply. Fixt hours and habits\n\nthe physical standpoint.\nards,\n\nwere the imperative orders, and the housecleaning proceeded despite protest and without procrastination.\n\nFew colleges will fail to profit in some\n\ndegree by the changes inaugurated.\n\nA progressive business is housed in\n\nmodem quarters.\nThe plan of dividing the year into quarters, eliminating the long\nsummer vacation, was originally put into operation by the University of\n\n"}
{"page": 227, "printed_page": null, "text": "Department]\n\nBUSINESS METHODS IN EDUCATIONAL INSTITUTIONS\n\n213\n\nChicago twenty-five years ago, was followed by others later, and is under\nThis is sure to have a growing acceptance as one of the lessons in conservation. In spite of some weighty\ndiscussion now in many colleges.\n\narguments to the contrary the preponderance of evidence seems to favor\nthe new plan. The summer quarter will become an integral part of the\nIn favor of the change the arguments which will be most\ncollege work.\nconvincing are the utilization of the plants in full measure, the opportunity\n\nwhich will be afforded to teachers to continue their studies on a regular\nbasis, and the chance for the student to shorten the time given to his\nundergraduate course if he is so disposed, instead of proceeding leisurely\nfor nine months of the year and marking time for three months, which is\nfrequently,\n\nif\n\nnot usually, the case today.\n\nBusiness houses use their\n\nplants to full capacity.\n\nThe recent experience of college teachers in war work has been tremendously impressive. They have found themselves and have in turn\nbeen discovered by the business world. Will they go back to teaching ?\nMost of them will doubtless do so, but not under the conditions heretofore existing.\nWith a new sense of power and the appreciation of their\nown adaptability to the business world, they will insist upon a different\nGreater freedom will be demanded.\nrecognition by college authorities.\nLarger salaries will be expected and should be granted. One thousand\ndollars, instead of being usual for an instructor, should be considered\nThe business house knows from\nridiculous for any well-trained man.\nexperience that underpayment of employes is false economy.\nWith the consciousness of growing power there should come to college\nprofessors an increasing disposition to place themselves upon an identical\nfooting with men of business. An important step in this direction would\nbe for the life-tenure, in whose warmth they have baskt, to be discontinued,\nmaking their status become that of the corps of any business house of\nrepute.\nIn the past, to many dependent upon salary, such assurance of\npermanence has been an inducement, if not full justification, for selecting\nthis vocation.\nWith the readjustment of compensation to a higher level\nthe argument of necessity disappears. Were this change to be brought\nabout could anyone question the resulting benefit ? The courageous would\n\nnot be thereby deterred from entering the profession.\n\nwith the timid, so much the better.\n\nIf it were otherwise\n\nThe life-tenure principle in the busi-\n\nness world would have a paralyzing effect.\n\nDisaster inevitably follows\n\nin the business house where this principle has been allowed to take root.\n\nWould anyone argue that if such a principle is fatal in the business house\nit is wholly without bearing in the\n\ncollege world ?\n\nThe rise of the state universities has come almost wholly in the last\nthirty years.\n\nTheir advance during the last decade has been phenomenal.\n\nThe situation is not dissimilar to that of a half -century ago, when the\nprivate academy of New England found itself confronted by a new rival.\n\n"}
{"page": 228, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n214\n\nthe rapidly developing public high school.\n\n[Higher\n\nThe outcome has been the\nThe counterpart is seen\n\nsurvival of only the better-endowed academies.\n\nin today's relation between the privately endowed college and the public\n\nEvery friend of education should welcome the prospect of\nWe have seen what a stimulus Leland Stanford\nJunior University was to the University of California, and how the University of Chicago was a quickening influence upon all of the state universities\nof the Middle West.\nThe analogy between business and college holds\ninstitution.\n\nsuch increasing rivalry.\n\nabsolutely as to the advantage of healthful competition.\nIf a modification of business\n\nmethods should include the development\n\nof power thru concentration, and to that should be added an improvement\nin the accounting systems which in many cases must be radical, and to that\n\na wiser plan for selecting the trustees, and to that a program which always\nmeasures up to assurances given, and to that improved sanitary conditions\n\nwhere such are faulty, and to that a fuller use of the physical resources,\nand to that a substantial increase in the whole salary scale, and to that\nthe elimination of the Hfe-tenure, and to that the adoption of the pension\n\nsystem, and to that a recognition of growing competition\n\n—then the wealth\n\nof good-will which the colleges today enjoy will be not only conserved but\n\nand as a matter of course that other important asset, financial\nWith the courage which comes of proved power,\nwith the enthusiasm of large numbers, with the recognition of a more\nrigid standard of requirements, with the neW insistent call upon youth to\nincreast,\n\nresources, will follow.\n\ncivic responsibility, who can question that the colleges will respond to their\n\nlarger opportunity, and who can estimate the resulting benefit to the world\n\nthey serve ?\n\nEFFECT OF WAR ON THE EDUCATION OF WOMEN\nKA.THRYN S. MCLEAN, DEAN OF WOMEN, OHIO WESLEYAN UNIVERSITY,\nDELAWARE, OHIO\n\nWhat the final effect of the war will be upon education is naturally a\nOf this one thing we can be sure, that, as it affects\nwomen, it has forced open doors of opportunity which will never be closed\nagain.\nInto just what avenues of development these attractive vistas will\n\nmatter of conjecture.\n\nlead us only time'\n\n—the final arbiter-—will\n\ntell.\n\nMay it be given us, in these critical days of reconstruction, to have a\nvision that will look -well into the future, a saneness that we* may not be\nled off into attractive by-paths, and faith and courage slowly but none the\nless surely to follow the gleam and rear an educational structure that will\n\nsatisfy the demands of today and anticipate the needs of tomorrow!\n\nPerhaps you are famihar with the poem of an Australian lad who early\nin the war lost his life for the sake of democracy\n\n"}
{"page": 229, "printed_page": null, "text": "Department!\n\nEFFECT OF WAR ON THE EDUCATION OF WOMEN\n\n215\n\nYe who have faith to look beyond the tragedy of a world at strife\nAnd know that out of night and death will rise the dawn of ampler life,\nRejoice! whatever anguish rend the heart,\n\nThat God has given you the chance to live in these great times\nAnd take your part in Freedom's Crowning Hour,\nThat ye may tell your sons who see the light high in the Heavens,\nTheir Heritage to take.\nI saw the Powers of Darkness put to flight;\n\n^\n\n/ saw the Morning break I\n\nWe have seen the morning break! Now what of the day? What is our\nheritage as women ?\n\nWar as it affects women presents some striking contrasts.\nus untold sorrow-\n\n—we are\n\nall\n\nagreed upon that.\n\nIt brings\n\nSince the beginning of\n\ntime women have had to bear the brunt of war, and yet as if to atone for\nthis\n\nunsought sorrow the reverse of the shield is seen in the fact that it\n\ncarries in its wake great opportunities for progress and opens many doors of\nprivilege, industrial, economic, social,\n\nand educational.\n\ninteresting study to follow this line of\n\ndevelopment thru the wars of the\n\nIt\n\nwould be an\n\ncenturies.\nComing down to the history of our own country and to our\nown time, we know that the Civil War drove home the indisputable fact\nthat women must be educated. As a result of the tremendous urge given\n\nthe cause of education at that time college and professional education is a\n\nforegone conclusion for thousands of\nall\n\nwomen, and technical training of\n\nkinds is urged upon thousands more.\n\nIt\n\nis\n\nnot conceivable that the\n\nfuture holds any return for women to the limitations of ignorance.\n\nToday we have an aroused conscience regarding the need of education\nWe have silenst forever the fear that woman's mentality is\n\nfor women.\n\nWe have\nand technical schools, but we need as a permeating force that\nintangible, illusive thing, difficult to define, which is not a building, is\nnot a college, but is a spiritual thing, which we find within these walls,\nand which makes us know that the longings pent up within us have been\nsatisfied, and that because of life within these environments we can go forth\nwomen of all-round development, ready and glad to take our places as\nof a different stamp and perhaps a bit inferior to that of men.\ncolleges\n\nintelligent citizens of the world.\n\nTo satisfy this longing, to meet this universal demand for the things\nof the mind, body, and spirit, is the duty and high privilege laid upon the\n\neducational institutions and leaders of today.\n\nAre \"we looking well to\n\nthe structure we are rearing to make sure that it is adequate and capable\n\nand mighty influence in this day of days when\ndemocracy is in the process of being made ?\n\nof wielding its destined\n\nThe outstanding effect of the war on woman's education, a truth we\nare all agreed upon, is that in view of the many doors of opportunity open-\n\ning for\n\nwomen we must have a curriculum which is more flexible and\n\n"}
{"page": 230, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n2i6\nelastic;\n\n[Higher\n\na curriculum which recognizes a woman's desire, and often her\n\nneed, to be economically self-supporting and fitted to enter practically all\nprofessions.\n\nThis need recognized will mean that the colleges, particularly\n\n—\n\nthe West has already seen the light\nmust give up their time-honored traditions and offer so-called vocational\n\nthe women's colleges of the East\n\ncourses with credit given for them.\n\nWhy\n\nshould\n\nour higher institutions of learning not educate\n\nwomen who knock at their doors and educate them for something ?\n\nall\n\nCol-\n\nleges, if they will thus listen to the demands of the day, will be the gainers\n\nin the long run, for they will thus be giving to the world\n\nwomen who\n\nhave a technical training plus a trained mind and cultivated personality.\nThis is the crying need of today women of training, of culture, who are\nboth a person and a personality.\n\n—\n\nOur education\n\nfor\n\nwomen must grasp\n\nthat\n\nbeginning of\n\nwisdom\n\nwhich is found not alone in cultural education, so called, and not in vocational education, but in social education.\nIn the past so much of our\ncollege work has been carried on in an atmosphere far removed from warm\n\nhuman contacts with the life of our day.\nSocial education will bring home to us the outstanding and allencompassing truth which every woman sooner or later must grasp, and\nthat is the oneness of all aspects of the woman's movement, whether in\npolitics, education, church, or industry.\n\nThis principle, understood, tested,\n\nand believed in, will give us solidarity and not the thing so often seen and deplored, women working at variance with each other because of a difference\nof emphasis instead of all women working together for a common good.\nThe projecting of women into avenues untried and alluring has\ntended to intensify a characteristic which has been both woman's bane\nand her blessing, and that is her individualism. This is a day for team\nwork, working together for the common good. This leads us to a need\nwhich the war has made clear to us, and which the colleges must recognize\nand help to inculcate, and that is a group-consciousness among women\nfor every other woman whether she be a homemaker, an industrial worker,\na teacher, or a farmer.\n\nTogether with this big general problem of group-consciousness we need\nto consider over\n\nand against it that other truth in matters pertaining\n\nto women, and that is in all our teaching to be sure we evaluate correctly\n\nboth temporal and fetemal feminism.\nof today\n\nis\n\nlost\n\nif\n\nrecognize this truth.\n\nIt\n\nis\n\nThe power in the hand of woman\n\nBusiness and professional women\nan empty thing to work unless there is some-\n\nshe forgets\n\nthis.\n\none at whose feet we can lay the fruits of our work. Recognizing the force\nwhich feminism has and will wield because of the war, additional responsibilities will be put upon education.\nEducation ought at every step to correlate the necessity of wisdom\nwith the astonishing advance of women in all kinds of expertness. With\n\n"}
{"page": 231, "printed_page": null, "text": "!\n\nDepartment]\n\nEFFECT OF THE WAR ON HIGHER EDUCATION\n\n217\n\nwoman's advance into so many avenues of work there is a danger of an\nexaggeration of knowledge.\n\nIt has been said that the \"business woman\n\nhas been hard, the university woman ha^ been bloodless,\" and we know\nthat often neither has created fresh spiritual resources in her environment.\n\nThere is a wisdom of the heart which we must accept, and a specific wisdom\nrequired of us as women. In all glory let it be said that many women\nwho are working as men thankfully acknowledge the heritage of sex and\ngather courage and joy from the distaff side of life.\n\nHow may this distaff kind of wisdom be transplanted beyond its\nWoman can help in the office, in the\n\n\"\"indigenous habitat in the homes?\n\nschoolroom, wherever she may be, to infuse democracy with the spirit of\nlove.\n\nThis is not a doctrine for woman alone, but to woman may well\n\nbe apportioned the inculcation of the doctrine thru her innate wisdom of\nHow may this wisdom be attained? Not merely by knowledge\nheart.\nas the prime requisite in\n\nlife,\n\nbut rather by consigning wisdom to a\n\nsecondary place and putting the things of the heart, of the spirit, first.\n\nA tremendous responsibility, a responsibility such as the age will\nnever see again, is put upon educational forces in thus directing educational\n\nWe sincerely hope, and believe, that the women\nwho have gone out from our educational institutions,\ntogether with the women of tomorrow, will justify the high hopes of society\ntrends and tendencies.\n\nof today, those\n\nand constitute a force capable of organized and constructive work along\nwomen who can assume\nall lines, whether industrial, social, or educational\nleadership because they have \"seen the light high in the heaven\" and have\ncome into their heritage\n\n—\n\nDISCUSSION: EFFECT OF THE WAR ON HIGHER EDUCATION\nE. A. BiRGE, president, University of Wisconsin, Madison, Wis.\n\n— have as\nI\n\nlittle\n\n)cnowledge of the future as has any one of the speakers whose papers I am to discuss.\n\nBut I have one advantage over them. I may base my remarks on their prophecies and\nneed not venture any vaticinations of my own.\nIt is rather impossible than difficult to predict exactly the effect of the war on higher\neducation. But if the four speakers to whom we just listened have any skill in discerning the future there is no doubt as to the direction of that effect.\n\nIt will lead toward\ntwo things: an increast attention to vocational studies and an increast efficiency of\norganization. I shall assume that these conclusions are right, and I do this the more\nreadily because I agree with them.\nIn my discussion I ask you to consider the effect\non higher education of such changes, as far as this effect may be illustrated by a single\n\npoint.\n\nHigher education has for many years been of two types, which may grade into each\nother, but which in extreme forms are not only diverse but incompatible.\n\nthese is the vocational type.\n\nThe first of\n\nIn its extreme form it is the military type, since a strictly\n\nmilitary education is necessarily the most exclusively vocational of all types.\n\nform of higher education is the university type.\n\nThe other\n\nThese two types seek different ends\n\nby different methods.\nThe method of the vocational type in its extreme form was made known last fall to\nus of the Student Army Training Corps colleges by circulars from the committee on\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2'i8\n\neducation of the War Department,\nto recite clearly and quickly.\n\n[Higher\n\nThe student was to \"stand at attention\"; he was\n\nCollege work in the view of the committee is substantially\n\na learning of lessons so that the student can reproduce the teaching of textbook or lecture\ncompletely, accurately, and promptly. The object of higher education in this sense is\nto furnish the student with the knowledge that he will need as he goes out from the school\nand to drill him in its effective use.\nVocational education in general is of the same type as military, tho not so extreme,\nBut\nsince the life into which graduates go is more normal and less definitely organized.\nin all cases the course of study aims to give the student the specific knowledge which he\nwill need to use on leaving college, and it gives it in a form suited for present, immediate,\nand efficient use. All vocational education has as its basic principle the utilization of\nthe known.\n\nThe university ideal of higher education is widely different. It seeks to cultivate\na critical and investigating habit of mind. Where vocational instruction furnishes data\nand asks the student to form the habit of prompt decision regarding them, university\ntraining asks him to seek for data, to learn methods of investigation, to suspend judg-\n\nment, to reconsider questions, to take time to see problems from all sides, to search for\ntruth, not to utilize it; in a word, it aims to form the intellectual rather than the executive temper.\n\nIt therefore looks toward the more distant future for its results.\n\nIt does\n\nnot even attempt to send out men fitted to solve at once the practical problems which\nthey will meet. It hopes to send them out with capacity for seeing and justly valuing\nthese problems and trusts that experience will show the graduates how to reach the\ncorrect solution.\n\nIt aims to form an independent personality rather than one which will\n\nsecure prompt action under authority.\nI have intentionally presented these two\n\ntypes of education in extreme forms.\n\nIn\n\nboth elements enter into most courses of higher study. University education\nBut in practice\nin the most extreme form might wholly omit recitation and class drill.\nVocational education might confine itself to purely\nit is very far from doing so.\n\"practical\" teaching and thus lead to a trade school rather than a professional school,\nbut in fact this result is not reacht. But however the vocational and university elements\nmay be combined, one or the other ordinarily predominates and determines the temper\nfact,\n\nof the course or institution.\n\nDean Potter's paper shows us how profoundly the admirable organization of the\narmy has affected the academic mind. There is no doubt that one important effect of\nwar will be seen in numerous attempts to organize faculties more closely and to\nIt is worth while to remember that the organization of the army\nIts methods of teaching\nis successful because it dominates the entire life of the soldier.\nsucceed because they have a very definite and very narrow aim to fit men for success\nunder rigidly controlled conditions. Perfect organization of industry means a perfectly\nstandardized product, and the same law holds for education. A trade school can be\nthe\n\nstandardize teaching.\n\n—\n\nthoroly standardized.\n\nVocational instruction can be standardized in proportion as it\n\naims at a vocation rather than a profession. But it is inconceivable that a university\nfaculty should be organized as completely as Dean Potter indicates; for the purpose of a\nuniversity is to develop intellectual personality in both faculty and students, and if this\nend is to be even partially reacht great freedom is necessary. In the academic as well as\nin the political world we may perhaps gain somewhat in efficiency if we are willing to\n\nabolish freedom.\n\nIt is always worth while to ask whether the gain is worth the price.\n\nIt is certain that in universities we must carefully avoid military and industrial ideals\nof standardization and organization unless we are ready to abandon university ideals.\n\nThere are other aspects of the influence of the war which I should have been glad\nI therefore named\nThe establishment and development of the Reserve Officers' Training Corps\n\nto discuss, but which did not occur to any of the preceding speakers.\n\nthem only.\n\n"}
{"page": 233, "printed_page": null, "text": "Department]\n\nin so\n\nEFFECT OF THE WAR ON HIGHER EDUCATION\n\nmany colleges offer an interesting field for speculation.\n\nHere is a new subject\n\noffered and subsidized as an elective for Junior and Senior years.\n\nthe intellectual work of most students;\n\nit is\n\n219\n\nIt is wholly alien to\n\nvery highly vocationalized in standards\n\nmay easily occupy a third or more of the student's working time. The\nHe can\nget both cash from the War Department and credit from the college at the same time.\nand methods;\n\nit\n\ncase is not one, either, where he must \"take the cash and let the credit go.\"\n\nI wonder that no one has thought it worth while to guess the effect of this educational\n\nnovelty.\n\nAn even larger field for speculation lies in quite a different direction from any that\nhave been entered today.\n\nNot only has the country been stimulated by war to see the\n\nvalue of vocational training, but its sympathy for humanity has been aroused as never\n\nAnd this feeling antedates by years our own entry into the war, which caused\nWhat will be the effect in college life\nand work of our sense of an enlarged human brotherhood, of our interest in distant nations\nbefore.\n\nthe prompt discovery of our vocational needs.\n\nand alien races, and of our new responsibility for them ?\nI leave these subjects\n\nwithout discussion in order to touch briefly on one matter\n\nemphasized by Dr. Sullivan.\n\nHe is, as he tells us, frankly pessimistic regarding the\n\npossibility of an adequate constituency for colleges, because the cash rewards of brain\n\nworkers are so far inferior to those of craftsmen.\n\nI do not share his fears.\n\nThe inad-\n\nequate reward of learning has been for centuries and for millennia the theme of poet and\nscholar.\n\nIt is no\n\nnew thing, or one brought to light by this war. It has rather been\nThe world has had time to become adjusted to this\n\nwell known since the Trojan War.\nfact.\n\nNo man here, therefore, who went to college, I venture to say, did so in the expectation of getting rich.\nit\n\n— that college\n\nWe knew this fifty years ago as well as the youth of today can know\n\noffers\n\nno road to wealth.\n\nYet we chose this higher education, as our\n\nspiritual ancestors had done for many generations, undeterred by the certainty of small\n\nfinancial gains.\n\nThe reason for our choice is plain.\n\nLook at the plumber, or any other\nIf we may\n\nwealthy craftsman, of whom Dr. Sullivan seems to be somewhat envious.\n\ntrust the official attitude of the organization to which they belong they have little or no\n\nThey regard it as the price which they pay in order to find enjoyment elsewhere and they constantly struggle to make this price as small as possible.\nWe, on the other hand, chose the higher educaton in order that we might find happiness\nand pleasure in our daily work, not outside of it. The result has justified our hopes;\nand as long as human nature remains as it has been during all time there will be many\nwho believe that life is more than meat, who will look for happiness in life's activities and\nwill be more than willing to pay the cash price of such happiness.\nThe facts are as the speakers stated them. Intellectual labor, now as always, is\nvery inadequately paid. Its pay ought to rise, and it will rise; but the pay of other\nlabor will similarly increase, and the comparative injustice wiU remain just as it has\nalways existed. But in spite of this the colleges will not be deserted, nor will the number who come there because \"God has set the world in their hearts\" be smaller in the\npresent generation than it was in those that are past.\nlove.for their work.\n\n"}
{"page": 234, "printed_page": null, "text": ""}
{"page": 235, "printed_page": null, "text": ":\n\nDEPARTMENT OF NORMAL SCHOOLS\nSECRETARY'S MINUTES\nMILWAUKEE MEETING\nOFFICERS\nPresident\n\n—D. B. Waldo, president, State Normal School\n\nKalamazoo, Mich.\n•'\nFargo, N.Dak.\n\nSecretary— Aas A M. Tibbetts, Fargo College\n\nThe Department of Normal Schools of the National Education Association convened\nin regular session on Thursday afternoon, July 3, at 2:00 o'clock, in Plankinton Hall,\n\nAuditorium, Milwaukee, Wis.\n\nThe meeting was called to order by D. B. Waldo,\n\npresident.\n\nThe following program was presented\n\n\"How to Secure an Adequate Student Constituency for State Normal Schools and\nColleges\"\n\n—\n\nJ.\n\nG. Crabbe, president. State Normal School, Greeley, Colo.\n\n\"A New Type of Academic Work in the State Normal Schools\" — George D. Stray er,\npresident, National Education Association, New York, N.Y.\n\"What State Normal Schools Should Do for Their Graduates \"—Frank E. Ellsworth,\nchairman of Appointment Committee, Western State Normal School, Kalamazoo Mich.\n\nThe following resolution was adopted by unanimous vote:\nThe State Normal School, in this period of transition, occupies a position of transcendent importance, holding, thru its teacher-training function, the destiny of the nation\nin its hands.\nThe position of the teacher in the training of a worthy and progressive citizenship\nparamount, and the function has been recognized by the state in the organic law creating the normal schools. We, here, representing the normal schools, accept the responsiis\n\nbility placed\n\nupon us by the\n\nstate,\n\nand pledge ourselves\n\nto\n\nmake the preparation\n\nof teachers for the public schools of the nation our chief purpose.\n\nIn order that the normal schools may meet the responsibilities placed upon them,\n\nwe favor:\n1. The establishment of three- and four-year courses in institutions where they do\nnot now exist in addition to the two-year courses.\n2. The placing of the salaries of normal-school faculties on a basis which will hold\nthe best of our teachers now in service, and which will attract the best talent when vacancies occur.\n3.\n\nThe providing of adequate buildings and equipment as attractive to the young\n\nmen and women who enlist in the profession as the buildings of any other institutions\nof learning inviting any students whatsoever for whatever purpose.\n4. The inauguration of a publicity campaign by all teacher-training institutions,\nas imperative in bringing to the people a clear realization of the function and importance\nof these institutions.\n5. The establishment of well-organized courses of study in these institutions preparing teachers specifically for the field in which they desire to work.\n\n6. The organization of plans for the improvement of teachers in service and for\nextension work.\n\nWe favor also the nation-wide movement for the increase of the salaries of teachers\nWe favor the program for the equalization of educational opportunity,\n\nin all grades.\n\nand pledge ourselves to secure the passage of the Smith-Towner Bill.\n\n"}
{"page": 236, "printed_page": null, "text": "!\n\nNATIONAL EDUCATION ASSOCIATION\n\n222\n\n[Normal\n\nThe following officers were elected for the ensuing year:\n\n—\n\nPresident John R. Kirk, president, State Normal School, Kirksville, Mo.\nVice-President Joseph Rosier, president, Fairmont State Normal School, Fairmont,\n\nW.Va.\nSecretary\n\n—\n\n—Anna M. Tibbetts, Fargo, N.Dak.\nAnna M. Tibbetts, Secretary\n\nPAPERS AND DISCUSSIONS\n\nHOW TO SECURE AN ADEQUATE STUDENT CONSTITUENCY\nFOR STATE NORMAL SCHOOLS AND COLLEGES\nJ.\n\nCRABBE, PRESIDENT, COLORADO STATE TEACHERS COLLEGE,\nGREELEY, COLO.\n\nG.\n\nThe developments of recent months have already clearly set the problem for the schools and colleges. No greater menace ever faced the\nAmerican people than the present shortage of teachers. The choicest\nyoung men and women of the country must be attracted to the profession\nof teaching.\n\nThis is fundamental.\n\nFirst of all in the objectives of the\n\ncampaign for the improvement of the profession comes the urgent necessity for better salaries, and, in passing, it may be said that the campaign\ntoward the professionalization of education should well begin by giving\nto competent teachers in teacher-producing institutions superior salaries.\nRadical and sweeping changes in the teachers' salary schedule should\nbe made and now. The exodus of teachers from the ranks of the profession cannot be stopt by small increases of 5 or 10 or 20 per cent; and\nyoimg men and women of capabiHty will not begin to prepare for teaching\nunless they can see in the profession a living salary, a cultural wage, and\nan investment bonus.\nThe immediate and sweeping changes in the teacher's scale of wage\nas noted would at once stay the rather alarming tide of teachers toward\n\n—\n\naffiliation\n\nwith union labor.\n\nAny sort of organization amoi^g teachers\n\nfor mutual aid and interest is reasonable and proper and profitable, but it\n\nwould be unfortunate for teachers to unite with other organizations in\nthe interest of any particular class of people in a democracy. In all fairness the public-school teacher must be absolutely impartial in attitude\nand in his teaching. He must teach without discrimination \"all the children of all the people.\" The American teacher should keep the fine\nimpartiaUty that he has heretofore held in American education, thus\n\nMay we avoid entangling alliances\nThe second objective of the campaign for the improvement of the\n\neschewing all class distinctions.\n\nprofession is fully presented in the big \"National Program of Education\"\n\nand popularly called the \"Smith-Towner Bill\nperiod in America our government cannot\nneglect a national program of education. We must see to it that the\nas introduced in Congress\n\nRevised.\"\n\nIn this\n\ncritical\n\nSmith-Towner Bill passes.\n\n"}
{"page": 237, "printed_page": null, "text": "Department]\n\nAN ADEQUATE STUDENT CONSTITUENCY\n\n223\n\nA third objective in the campaign for the improvement of the profession\n\n—a third attraction toward it— the securing of social respect and\nis\n\npubHc recognition\n\nBeyond money\n\ncommunity.\n\nfor the teacher in the\n\ncompensation the rewards of the teacher are comparatively insignificant.\n\nApathy is the general rule\n\nSuccessful teaching brings no great honor.\n\nwith the public.\n\n\"Anybody can teach school\" obtains in thousands of\n\nhomes, in business circles, and in whole communities.\nTeacher-producing institutions must be made attractive to young men\nand women who have been drawn to the profession of teaching. It matters\nnot by what name the school may be called^ normal school, normal college,\nnormal university, or teachers' college; but it must maintain four-year\ncourses of college grade. The full-fledged normal school is a teachers' college.\nAs soon as practicable the normal schools and colleges should go on\nthe quarter basis, which for years has been used by many of the leadmg\nThis practice is being followed in many schools\ncolleges and universities.\nwhich recently adopted the system. It is sure to grow in favor.\n\n—\n\nThe extension service of every teacher-training school should be definitely organized under a competent director.\n\nIts purpose is to cooperate with\n\nsuperintendents in an offer of the school's resources to public-school leaders\nfor the purpose of promoting their plans for public-school improvement.\n\nThere are new demands\n\nfor vocational training.\n\nWe believe that\n\nwork of all the public schools and not the\nwork of a few special vocational schools. Funds from the Smith-Hughes\nAct ought to be available for these purposes, and every normal school\nshould be prepared to accept the provisions of the act and to request a\nfair share of the money.\nUse the press everywhere with a publicity agent\nvocational education\n\nthe\n\nis\n\nin every county in the United States.\n\n*\n\nThe meeting of\n\nThe teacher-training schools are under-advertised.\n\nthis Department today will be worth all it cost if all its members go away\n\nwith these words ringing in their ears:\nadvertised!\n\nThe normal schools are under-\n\nI offer the following sifted suggestions for a big program of\n\ninstitutional advertising\n\n—a plan of publicity.\n\nA bureau of publicity:—The school must have a bureau of pubUcity\nwith a \"publicity man\" in charge. Its activities include all sorts of\n1.\n\nadvertising, school news, publication and distribution of bulletins, organization\n\nand maintenance\n\nof mailing-lists,\n\nthe\n\nhandling\n\nstudents, various advertising plans and schemes, etc.\nis first\n\nof\n\nprospective\n\nThe publicity man\n\nin importance in the matter of informing the people and increasing\n\nthe school's attendance.\n\nIf the president has nothing else to do he might\n\nbe the publicity man; in any event some expert in this line should be at\nthe helm, and he should be well paid.\n2.\nlists.\n\nA mailing-list. —This should consist of a series of classified maihngAny maihng-list must be kept up to date. A dead list is the poorest\n\ninvestment any mercantile house carries.\n\n"}
{"page": 238, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2 24\n\n[Normal\n\nA series of bulletins. —^A monthly bulletin, entered as second-class\n\n3.\n\nmatter at the post-office, is a very satisfactory method of issuing catalogs,\ncirculars of information,\n\ndepartmental handbooks, illustrated booklets,\n\nA quarterly bulletin will answer the purpose.\n\netc.\n\nIn larger schools\n\ntwo or more series will be found necessary.\nGeneral advertising.\n\n—^Hodgepodge, hurly-burly, haphazard adver-\n\ntising will be of little avail.\n\nSave the money which you have appropriated\n\n4.\n\nfor pubHcity unless an experienst man plans for it.\n5.\n\nA field agent. —A field worker, well informed, tactful, popular,\n\nproves her value.\n6.\n\nI say her.\n\nTry her out and you will be pleased.\n\nSpecial visitation to high schools.\n\n—Since the next step from the high\n\nschool, in the training of teachers, is the normal school or teachers' college,\nit is\n\nhighly important that these higher institutions of learning focus the\n\nattention of the high-school student before he has\n\nmade his choice of\n\nprofession and of college.\nJ.\n\nAn alumni association. — Graduates are themselves the best adver-\n\nKeep this organization compact and well officered.\nKeep its mailing-list a live one.\ntisement for a school.\n\n8.\n\n—No tuition should be required\n\nFree tuition and low cost of living.-\n\nin a state school,\n\nand\n\ncertainly not in a teacher-training school.\n\ndentals and all fees should be fixt at a minimum.\n\nInci-\n\nDormitories should be\n\nestablisht in most normal schools.\n9.\n\nThe married woman teacher.\n\n— make a plea\nI\n\nfor a definite campaign\n\nwoman teacher, not in her behalf, but in behalf of the\nWe have made a botch of it for years in keeping married women\n\nfor the married\nschools.\n\nout of the larger schools.\n\n\"America has been improvident and wasteful\n\nin her failure to utilize the energies of the married woman teacher.\"\nsilly to argue today that she might keep some\n\nman out of a job.\n\nIt is\n\nA woman\n\nwith a very small child should be at home, but aside from this situation\nno real reason can be offered why the married woman should be deprived\nof the privilege of teaching.\nShe might render valuable service again\nin the school.\nNormal schools can make a \"ten-strike\" by campaigning\nfor the married woman teacher and by insisting that all laws, ordinances,\nand regulations of school boards prohibiting married women from teaching\nin the pubUc schools be suspended or repealed.\n\nWHAT STATE NORMAL SCHOOLS SHOULD DO FOR THEIR\nGRADUATES\nPRANK E. ELLSWORTH, CHAIRMAN OF APPOINTMENT COMMITTEE, WESTERN\nSTATE NORMAL SCHOOL, KALAMAZOO, MICH.\nAll\n\nmodem manufacturing concerns catering to more than a local\nThis department is expected to dispose\npermanent market, keep in touch with the\n\ntrade estabHsh a sales department.\nof the product, establish a\n\n"}
{"page": 239, "printed_page": null, "text": "Department)\n\nSTATE NORMAL SCHOOLS AND THEIR GRADUATES\n\nneeds of that market, and keep the customers satisfied.\n\n225\n\nDefects in the\n\nproduct as discovered by the trade and any changes in the demand of the\n\nmarket are promptly reported back to the production department. Not\nonly that, but the sales department is expected to exercise prophetic\nI appreciate the\nvision over the field and wisely anticipate future needs.\nfact that normal schools are not manufacturing concerns but institutions\nengaged in developing young men and women with high ideals and purThe\nposes, who shall be capable of directing our boys and girls aright.\nanalogy holds, however, for the purposes of this discussion.\n\nNormal schools would do well to incorporate a sales department, so to\nspeak, and give to it much the same support and consideraton as do the\n\nmanufacturing concerns.\n\nThe normal school has all of the reasons of the\n\nmanufacturing concern for the existence of the sales department plus the\n\nadvantage that comes to\n\nit\n\nfrom\n\nsatisfied\n\naliunni.\n\nIn\n\nmany normal\n\nschools this truth is but partially recognized, and the work of the Appoint-\n\nment Committee is given over to a clerk in the general office, an overworkt faculty member, or the busy president, who should not be bothered\nwith this problem, with no more success than this makeshift plan warrants.\nNo business concern could afford so to treat its market and its product.\nBelieving that the normal schools could, with much profit to themselves, their alumni, and the schools of our country, give more consideration\n\nsome of the opporand problems of this committee. In discussing appointmentcommittee work I shall draw freely upon our plans, purposes, and\nexperiences at the Kalamazoo State Normal School, not with the idea\nthat, our system is perfect, but with the hope of being suggestive and\nto appointment-committee work, I desire to present\n\ntunities\n\nhelpful.\n\nThe big responsibility of the Appointment Committee is to place the\ngraduates where they can best serve and best grow.\n\nThis problem involves\n\nthe necessity of knowing the Seniors, knowing the alumni, knowing the\nfield,\n\nand knowing as many as possible of the best ways and means of\n\neffecting the desired contract relationships.\n\nOur effort at Kalamazoo to know the graduates has resulted as follows:\n\nA committee of six members of the faculty, selected from different departments, is appointed and assigned to this definite problem.\nfills\n\nEach Senior\n\nout a blank for the Committee, giving data relative to his age, previ-\n\nous schooling, experience in teaching, church preference, etc.\n\nThe critic\n\nteacher with whom the candidate teaches makes a comprehensive report\nof his practice teaching.\n\nThree faculty members with whom the candidate\n\nhas done considerable work give their opinions of the candidate.\n\nWith\n\nthese data is filed the student's academic record, which is supplemented\n\nby the estimate of each member of the Appointment Committee as to the\ncandidate's general fitness for teaching, exprest in the form of percentages\n\nranging from 100 to o.\n\nFrom these data the chairman of the committee\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\n\n[Normal\n\nA conscious effort is made to\nmake this opinion institutional rather than personal. This material is supplemented later by a report from the superintendent with whom the first year\nforms the institution's opinion of the party.\n\nof teaching was done, and any other reports worthy of consideration that\n\nmay come in, and all is filed in the office of the Appointment Committee.\nIn order that normal schools and their alumni may cooperate to any\nconsiderable degree,\n\nit is\n\nnecessary to take definite steps to secure and\n\nhold the attention and interest of the alumni.\n\nMany are so located and\n\nso constituted that they lose contact with their normal school.\n\nThey\n\ntake it for granted that the normal school is thru with them the moment\n\nthey receive their certificates and are placed in their first positions.\n\nAll\n\nshould be kept on the mailing-list and should, from time to time, receive\nbulletins designed to keep them in touch with the school, its problems and\n\nachievements, and assuring them of the school's interest in them and its\ndesire to be of further service.\n\nThe problem\n\nof\n\nknowing the superintendents, school boards, and\n\nschools of the state is a much more difficult but not less important prob-\n\nlem.\n\nThe chairman of the Appointment Committee should have a wide\n\nacquaintance with the school men and school systems of the state which\nare to be served, this acquaintance to be extended as\n\nmuch as possible\n\nand supplemented by any information which has a direct bearing upon\nwork of the Appointment Committee that the faculty may gather.\nNormal-school presidents would do well to establish visiting days for\nevery faculty member. Make out a regular schedule of towns and dates\nwith the faculty assignment and see to it that the visits are made. The\nbig advantage, of course, would come to the faculty members themselves\nby thus coming in contact with the real school situations to which their\nstudents go, and seeing for themselves their successes and failures. Incidentally the information gained concerning school conditions and the\ngraduates would be of much value to the Appointment Committee.\nAs to some ideas relative to the best way of serving the graduates and\nthe schools, I would make the following suggestions: (i) Be strictly honest\nwith the graduates concerning the institution's opinion of them, the position for which they are best fitted, and the character of the position for\n\nwhich they are applying. (2) Be strictly honest with the superintendents\nand the school boards concerning Candidates for positions. (3) Be ready\nto present the best candidates that are left to every superintendent\n\nand\n\nGive to every visitor the best service possible.\n\n(5)\n\nschool board.\n\n(4)\n\nNever attempt to force a candidate upon a superintendent or school board.\n(6) Encourage superintendents and school boards to come to the normal\nschool for teachers and discourage appointments by correspondence.\nImprove these opportunities to make them acquainted with the faculty,\nequipment, and ideals of the normal school and incidentally get their\nideas and ideals.\n(7) Be suggestive, not dictatorial.\n\n"}
{"page": 241, "printed_page": null, "text": "Department]\n\nSTATE NORMAL SCHOOLS AND THEIR GRADUATES\n\n227\n\nSeniors in a normal school, as a class, are rather poor business people.\nJThere has been Httle in their training,\n\nup to the time of graduation, to\n\nprepare them to bargain with school boards and superintendents.\n\nI\n\nMany\n\ndo not meet people well, write poor letters of application, do not have\ndefinite notions of the kind of position wanted, do not know professional\ncustoms, do not know the meaning of a contract, are dominated by parents\nho are not informed as to the school situation, and do not know what\neir services are worth.\n\nThis situation\n\nis\n\nmet in the Kalamazoo State Normal School by a\n\neries of twelve lectures given by the chairman of the Appointment Com-\n\nand by private conferences between Seniors and the chairman of\nCommittee, at which their desires are noted, and they\ne informed concerning the institutional estimate of them and the\npproximate cash value that they should place upon their services.\nAlumni are encouraged to communicate with the Appointment\nommittee when they consider themselves ready for promotion. This\nittee\n\ne Appointment\n\nort to assist our graduates has resulted in a surprisingly large\n\nnumber\n\nand \"the tie that binds\" has been strengthened in every\n\nf promotions,\n\nstance.\n\nIn attempting to establish a highly desirable relationship between\nhe normal schools and its graduates the school superintendent is a most\nvital\n\nfactor.\n\nThe superintendent with positive character and abiUty,\nand supported by an intelligent school board and\n\nroperly recognized\n\nackt up by rational public opinion, at once becomes an asset to every\nrogressive movement.\nittee to advise\nf\n\nIt should be the policy of the Appointment Comand cooperate fully and frankly with superintendents\n\nthis class, especially concerning the\n\nlary schedule,\n\nsupply of teachers, the probable\n\nand the success or failure of our graduates, and to offer\n\ny suggestion that will tend to increase our abiHty to serve.\nThe superintendent who is not able to establish a satisfactory school\ntuation in his community presents a different and more difficult problem,\n\ne must be helpt first to see his problems and then to solve them.\n\nIt\n\nay be necessary to develop his appreciation of first-class teachers.\n\nA\n\nfew days spent in visiting good schools and observing strong teachers\nteach is helpful.\n\nIf his knowledge of the salary situation is deficient, show\nhim a list of the best salary schedules of the state and the list of the gradu-\n\nates placed to date, together with their salaries.\n\nAlso acquaint him with\n\nAn interview with a few strong\ncandidates who will decline any offer he may make, because of his salary\nthe supply of teachers and the demand.\nschedule, will do him no harm.\n\nTalk large salary schedules to him until\nthe first shock has worn off and the sound becomes commonplace.\nMonroe, Mich.,\n\nwith 47 teachers, has a minimum salary schedule of $1000\n\nand only one grade teacher next year will receive less than $1100.\n\nGrand\n\nRapids, Mich., applies the same salary schedule to the grades as to the\n\n"}
{"page": 242, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n228\n\n[Normal\n\nhigh school for the same preparation, that is, a grade teacher with an A.B.\ndegree receives the same salary as a high-school teacher with an A.B.\nIt is good for him to peruse the long list of towns and cities with\n\ndegree.\n\nminimum schedules of $900, $850, and $800.\nThe Appointment Committee may cooperate with superintendents\nwho are not quite able to handle their school boards by helping some of\ntheir best teachers to get located in another school system at a very much\nimproved\n\nsalary.\n\nA number of instances of this kind have produced\n\nsatisfactory results.\n\nThe schools of Michigan that are most loyal to the Kalamazoo State\nNormal School are those that have been consistently hiring our best graduates.\nBy encouraging more schools to pay the price for some of our best\ngraduates the demand for well-trained teachers can easily be kept far in\nadvance of the supply, and competition for their services can be strengthened, with a highly 'satisfactory effect upon the salary schedules.\nAs a result of this extension of services to our graduates we have an\nadvertising agency distributed about the state that can and will do effective work since it can speak with knowledge and appreciation.\nAny\ncampaign\n\nfor\n\nstudents,\n\nfor better\n\nteachers'\n\nsalaries,\n\nfor better\n\nschool\n\nlegislation, for better legislative support, will meet with prompt and hearty\n\nsupport from all who have been helpt after a term of service in the field.\nSuperintendents and school boards do not forget courteous and efficient\nservice\n\nwhen it comes to pointing the way to a good normal school or\n\nsupporting such a school in the legislature.\nAll this will tend to draw to the normal school more of tiie high-school\n\ngraduates with discrimination and initiative.\n\nThey,\n\nin turn, will leave\n\nthe normal school as high-grade teachers, and the boys and girls will receive\n\nmore of the kind of teaching that they deserve.\n\nIn other words, the normal\n\nschool that best serves will be best served.\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\nOFFICERS\n\n—D. B. Waldo, president, State Normal School\nSecretary — Anna M. Tibbetts, Fargo College\nPresident\n\nKalamazoo, Mich.\nFargo, N.Dak.\n\nFIRST SESSION—Tuesday Forenoon, February 25\nA conference of the Department of Normal Schools of the National Education\nAssociation was held on Tuesday forenoon, February 25, 1919, at 9:30 a.m., in Masonic\nHall, Auditorium Hotel, Chicago, 111.\n\nThe meeting was called to order by D. B. Waldo,\n\npresident.\n\nThe following program was presented:\n\n—\n\n\"Adequate Compensation for Teachers in State Normal Schools\" John A. H.\nKeith, president, State Normal School, Indiana, Pa.\nDiscussion O. L. Manchester, State Normal School, Normal, 111.; E. O. Finkenbinder, State Normal School, Milwaukee, Wis.\n\n—\n\n"}
{"page": 243, "printed_page": null, "text": ".\n\nADEQUATE COMPENSATION FOR TEACHERS\n\nDepartment]\n\n229\n\n\"The Status of the Critic Teacher\"—W. C. Bagley, Teachers College, Columbia\nUniversity, New York, N.Y.\n\nSECOND SESSION— Tuesday Afternoon, February 25\nThe session was called to order at 2:00 p.m. by the president.\nThe general topic for the meeting was \"How May the Preparation of Teachers\nfor American Public Schools Be Made Worthy of a Great Democracy,\" and the following\nprogram was presented:\n\n—Ernest Bumham, Western State\n—Thomas W. Butcher, presi\"The Preparation of High-School Teachers\" —Alexander\nHarvard University, Cambridge, Mass.\n\"Preparation of Supervisory and Administrative Ofl&cers \" —W. G. Coburn, super\"The Preparation of Rural School Teachers\"\n\nNormal School, Kalamazoo, Mich.\n\"The Preparation of Graded Elementary Teachers\"\ndent. State Normal School, Emporia, Kans.\n\nJ. Inglis,\n\nintendent of schools. Battle Creek, Mich.\n\"How the Colleges and Normal Schools May Cooperate in the Preparation of\nTeachers for American Public Schools\" Lotus D, Coffman, dean. College of Education,\nUniversity of Minnesota, Minneapolis, Minn.\n\n—\n\nAnna M. Tibbetts, Secretary\n\nPAPERS AND DISCUSSIONS\nADEQUATE COMPENSATION FOR TEACHERS IN\nSTATE NORMAL SCHOOLS\nJOHN A. H. KEITH, PRESIDENT, STATE NORMAL SCHOOL, INDIANA, PA.\nIn 1 91 5-1 6 the state normal schools of this country received $10,121,884\nfor support.\n\nIf\n\n80 per cent of this amount were spent for the salaries of\n\nteachers, the sum thus spent, $8,097,507. 20,\n\nseems very large. But this\nsum was divided among 6642 teachers, thus equaling an average annual\nsalary of $1219.13.\nThere is no way of knowing whether 80 per cent is\nthe correct figure or not.\n\nIt is probably high enough for all schools whose\n\nThere are, however, many schools whose\nterm and other fees become available for purposes of support in addition\n\nonly income is from the state.\n\nThe matter may be pursued a\nhow different sections of our country fare under the\nhypothesis of 80 per cent of support money going into salaries of teachers.\n\nto appropriations from the state treasury.\nbit farther to see\n\nThe figures are arranged from data given in Vol. II of the Report of the\nUnited States Commissioner of Education for 1917, pp. 447 and 452, and\nrelate to the school year 19 15-16.\n\nTABLE I\n\nSection of Country\n\nNumber of\nTeachers\n\n80 per cent of\nSupport per Support Equals\nAverage Annual\nTeacher\n\nReceived for\nSupport\n\nSalary\n\nNorth Atlantic Division\nNorth Central Division\n\n1,945\n2,233\n\nSouth Atlantic Division\nSouth Central Division\nWestern Division.\n\n1,030\n611\n\n823\n\n$2,088,534\n4,181,034\n941,858\n1,416,894\nT ACiT. c6a\n\n$1,073\n1,882\n\n$\n\n858.40\n1,505.60\n\n915.20\n1\n\n1\n\n1,375\n> AAA\n\n1,955 20\n\n"}
{"page": 244, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n230\n\n[Normal\n\nThese figures are probably not far from the correct ones, and they arc\nI know that they seem to belong to the Lower\nDevonian era, and yet they compare most favorably with $563.08, the\n\nprobably above the' average.\naverage annual salary of\n\nall public-school teachers for the same year;\nand they not only prove that the Golden Age is in the future, if anywhere,\nbut they show that the sage advice of Horace Greeley has not lost its\n\nvalue.\nI have gone to the trouble of getting reports for the current year from\n\neleven widely scattered normal schools.\n\nI have grouped these by sections\nshow how the actual facts compare with the 80 per cent hypothesis.\nTable II follows and is self-explanatory.\n\nto\n\nTABLE II\nSalaries at Eleven State Normal Schools, January, 1919\nNumber\nSection of Country\n\nNumber\n\nof\n\nTotal Annual\n\nAverage Annual\n\nTeach-\n\nSalaries\n\nSalary\n\n$1,040.38\n1,234.09\n1,704.66\n1,280.00\n\n38\n36\n39\n40\n\n$27-38\n34-28\n43-71\n32.00\n\nof\n\nAverage Weekly\n\nWeeks\n\nSalary\n\ners\n\nNorth Atlantic States:\n2\n\n13\nII\n\n?\n\n30\n\n4\n\n22\n\n$ 13,525 00\n13,575-00\n51,140.00\n28,150.00\n\nTotals and averages\n\n76\n\n$106,390.00\n\n$1,399.00\n\n2940\n\n$36.18\n\n15\n29\n22\n18\n16\n\n1,313-32\n1,201.21\n\n43\n\n23,000.00\n24,835.00\n45,000.00\n26,334.32\n16,313.28\n59,059.17\n\n1,463.00\n1,019.58\n1,373-46\n\n47\n39\n42\n36\n32\n36\n\n27-93\n30.80\n48.70\n40.63\n31-86\n38.15\n\nTotals and averages\n\n143\n\n$194,541.77\n\n$1,360.43\n\n5958\n\n$32.65\n\nA Mid-West School, 11\n\n35\n\n46,857.50\n\n1,339-28\n\n36\n\n(1260)37.75\n\n$1,369.64\n\n10,158\n\n$34.23\n\nSouthern States:\ne\n\n6\n\n.\n\n7:..:.\n8....\n0..\n\n10.\n\n:\n\n.\n\n:\n\n.\n\n.\n\nTotals and averages\n\n254\n\n$347,789-27\n\n2,045 -45\n\nComparing now the average annual salary found by averaging current\nsalaries at eleven schools with the 80 per cent hypothesis, the present actual\n\naverage salaries are found to be $150 .51, or 12 .34 per cent higher than the\n80 per cent hypothesis. But the hypothesis is workt out for 191 5-16,\nand three opportunities for war-time increases have intervened. Therefore\nthe 80 per cent hypothesis is prpbably high enough for present facts.\nThe normal-school teachers of Wisconsin (p. 6 of their mimeographt\nstatement to the responsible boards and to the legislature) quote the average\n\n—without\n—as $1489\n\nannual salaries for normal-school teachers for the present year\n\nany reference to the number of weeks of service rendered\n369 teachers in Wisconsin, or $41 .36 per week for 36 weeks.\n\nfor\n\n"}
{"page": 245, "printed_page": null, "text": ":\n\nDepartmentl\n\nADEQUATE COMPENSATION FOR TEACHERS\n\n231\n\nAs secretary of the Committee on Surveys and Standards of the National\nCouncil of Normal School Presidents and Principals I have had access to\nthe working- sheets of some fifteen self -surveys.\n\nThe average annual salary\n\nof the state normal-school teachers, revealed\n\nby these surveys, is a little\n\nSchools with meager salaries are sensitive about publicity.\nThere are very few states in which the salaries of normal-school teachers are\npublisht in any form. I cannot refrain from saying (parenthetically)\n\nabove $1500.\n\nthat the general public does not know how inadequate these salaries are.\n\nThere are three angles from which this matter of salaries may be viewed\nthat of the teachers themselves, that of the presidents and the governing\n\nboards, and that of the members of the legislatures of the several states.\n\nThe latter are not usually well and truly informed on the matter, nor are\nthey easily interested in it. The fundamental reason for this lack of interest\nis\n\nthat the normal schools are removed from the turbulent currents of\n\npohtics in the several states.\nin its general phases,\n\nLegislators are interested in public education\n\nbut details are usually tiresome to them, primarily\n\nbecause there is no excitement about it.\n\nEveryone who has tried to get\n\nsalary increases of any kind from a legislature has confessed to the power of\n\ngeneral apathy\n\n—the winner of so many bloodless battles.\n\nThe governing boards and the executive officers are usually aware of\nthe need for salary increases, but they have to plan their campaigns with\nlegislatures in terms of what they think they can get rather than in terms\n\nof what they know they ought to have.\n\nIt is easy to criticise this attitude,\n\nand yet it has brought us all the advance that has been made. All of the\nstraightforward attempts to get what governing boards know their teachers\nought to have, and of which I have had personal knowledge, have come to\nnaught. The great and crushing arguments are that it would create a\nprecedent that would bankrupt the state, and that if the teachers are not\ncontent to work for the salaries they receive let them resign and go elsewhere. It is difficult for the teachers who have workt with unfailing devotion for the fundamental welfare of the state to appreciate this all too\nfrequent legislative attitude.\n\nEvery normal-school executive knows that he is\n\nlosing teachers all\n\nthe while because of inability to pay reasonably adequate salaries.\n\nThis\n\ncauses chagrin, pain, and disquietude of soul, for which no specific has yet\n\nbeen discovered, but which is intensified by the equally certain knowledge\nthat he cannot command the services of the people who by training and\nexperience in public-school work are best fitted to carry on the preparation\nof the next generation of teachers.\nin search of\n\nWhat can a president do, say, when\n\na man to organize a rural -school department in his school\n\nhaving available $1800 as salary inducement to offer to men who receive\n\nfrom $2500 to $4000?\n\nWhat is he to do, say, when he can offer only\n\n$2500 to the principal of the training school, and when the men who are\nqualified to fill the position already command salaries from $3000 to $5000 ?\n\n"}
{"page": 246, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n232\n\n[Normal\n\nHe does the best he can, partially recovers after a while, and decides to take\nup with his governing board again, and go again to the legislature.\nThose who are to discuss this paper will present the matter from the\npoint of view of the teachers themselves, and they will probably be able to\nconvince you that mankind has been very unkind to them. They may also\nbe able to suggest some principles of salary adjustment which will be effective with the public generally and with legislatures.\nIn particular they may\nbe able to tell you what salaries would satisfy the normal-school teachers of\nit\n\nthis country at the present time.\n\nA salary schedule is not a contract or a binding obHgation until it has\nbeen adopted by the power which provides the money. This means\nthat salary schedules for normal-school teachers must be adopted by\nlegislatures before they become binding contracts.\n\nthat the schedule must be written into the law.\n\nThis, in turn, means\n\nWhen thus written into\n\nthe law it is taken as a matter of course, as an establisht custom, and it is\n\nvery diflftcult to change, as state officers have learned, as governmental\n\nemployes of all grades have learned, thru exceeding great grief.\n\nDuring\n\na period of decreasing purchasing power of the monetary unit such a fixt\nschedule always works injustice to the employe.\n\nIf\n\nthe movement starts\n\nthe other way, those who guard the public purse are eager to reduce taxes,\n\nand salary schedules are easy prey to this eagerness. The matter cannot\nbe handled satisfactorily by minimum wages, for the tendency of the minimum wage is always toward the establishment of itself as the prevailing\nwage. Salary schedules by governing boards which are dependent upon\nother bodies for their funds are at best temporary arrangements which are\n\nBudgetary schedules are difficult of\nFor my own part,\nI have never been willing to have written into the law any normal-school\nsalary schedule that could have past the legislature; and, on the contrary,\nthe legislature has shown equal reticence about the schedule that was\nsatisfactory to me.\nIt should be clearly kept in mind that any salary\nsuccessful only until a crisis arises.\n\nadjustment and rarely have the binding force of law.\n\nschedule that does not amount to a contract is, in a last analysis, only\n\na generous wish.\n\nThere is another difficulty with salary schedules.\n\nThey must either be\n\nautomatic, or else somebody must say that the employes under consideration are worthy of the increase.\n\nThe automatic schedule creates a maxi-\n\nmum of injustice by its predetermined mechanism.\nsatisfactory to those\nis\n\nIt has not\n\nwho have been its beneficiaries.\n\nIf the\n\nproved\n\nschedule\n\nnot automatic a great responsibility is placed on the executive, and\n\nunhappy because the responsibility is not theirs\nwas the wise, tho crusty, Carlisle who said: ''There is\nalways a dark spot in our sunshine: it is even the shadow of ourselves.\nNo salary schedule can be a permanent affair. The fluctuations of the\npurchasing power of the money unit forbid. The proportionate share which\nteachers are apparently\n\nindividually.\n\nIt\n\n"}
{"page": 247, "printed_page": null, "text": "ADEQUATE COMPENSATION FOR TEACHERS\n\nDepartment)\n\n233\n\nwages are of total production also fluctuates, and with their fluctuations\nshould be fluctuations in the compensation of teachers.\ngreat economic drifts\n\n—world-movements\n\nAnd there are\n\nfor which no one person or nation\n\nresponsible, and great cataclysmic wealth-destroying events, such as wars\nand disasters and ravages of disease all of which have influence upon the\nrate of compensation for services of all kind, increasing some and decreasing others. There are also ideals and values which affect relative rates of\ncompensation. All of these forces are beyond the control of schedulemaking bodies and yet have their influence upon rates of compensation.\nis\n\n—\n\nAfter ten years' experience as a normal-school teacher, twelve years as a\n\nnormal-school executive, and some occasional contacts with efforts to\nincrease salaries, I have reacht a few conclusions which are here put forth\nin a tentative way as centers for discussion:\n1.\n\nThe salaries of normal-school teachers should be sufficient to com-\n\nmand the services of those teachers best qualified by native ability, training,\nand teaching experience to initiate the oncoming generation of teachers into\nthe mysteries of the art.\n2.\n\nAfter employment these salaries should increase, so that the indi-\n\nvidual teacher would have sufficient resources to study, travel, and dabble\nin other occupations from time to time.\n3.\n\nThese salaries would have to be stated in terms of a unit whose\n\npurchasing power is constantly fluctuating.\n\nWith reference to the first proposition, salaries of teachers are relative,\nThe cost of living is relative, not absolute. The scale or\nmode of living is relative, not absolute. The wealth of the community is a\nlarge factor.\nOne would not expect a state with $670 of wealth per capita to\npay as large salaries to its teachers as does a state with $3350 of wealth per\ncapita, and it does not.\nThe economic surplus is a factor of great moment.\nBe the conditions what they may, however, the institution which is to prenot absolute.\n\npare the ever-oncoming generation of teachers should be able to command\nthe services of those best fitted for the task.\n\nThis means financial ability\n\nto equal the best salaries paid in the public system.\n\nIt does\n\nnot mean\n\nequal salaries for all normal-school teachers any more than it means equal\nsalaries for all public-school teachers.\nice must ever\n\nThe opportunity for genuine serv-\n\nbe an inducement to qualified people to enter upon teach-\n\ning in a normal school.\n\nIt will be a sad day for public education, if the day\n\nwhen normal-school teachers are actuated more by salary\nconsideration than by the desire to be of service.\never comes,\n\nRegarding the second proposition, teaching in a normal school should\nhold out some inducements, some incentives, to keep the soul alive and\ngrowing.\n\nThe incentives should be both monetary and professional, so\n\nthat the occupation has a future which the teacher strives to secure.\nis\n\nthru such striving that growth comes.\n\nIt\n\nOver and beyond the reasonable\n\ncurrent expenses of living there should be a surplus for the teacher.\n\nThis\n\n"}
{"page": 248, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n234\n\n[Normal\n\nmeans for travel, for further study, for\nand for participation in the organized life of society. Any\n\nsurplus should also supply the\nrecreation,\n\nteacher who shows a disposition to use this surplus to run a dairy, a chicken\n\nAny teacher who\n\nranch, or a moving-picture house should be warned once.\n\ninvests this surplus in mining stock or market margins should not even be\n\nwarned.\n\nRegarding the third proposition little needs be said.\n\nTeachers, execu-\n\ntives, governing boards, and taxing bodies should honestly accept the fact\n\nof fluctuating purchasing power.\n\nThe teacher should not expect to have a\n\nsalary which equals a constant purchasing power.\n\nWe should all like to be\n\nassured of an economic relationship in life such that it would assure us of a\nconstantly increasing purchasing power.\n\nIf we consult our preferences we\n\nshould prefer that the increase be in geometrical progression.\n\nOur social\n\norganization (including the economic, of course) has reacht the stage\nof interdependence at which it is impossible that losses shall not be widely\n\ndistributed.\n\nThe destruction of wealth in the recent world-war, the destruc-\n\ntion of potential wealth thru death and the forst dislocation of populations,\n\nand the reduced production of certain forms of wealth in order that things\nneeded in war might be produced in larger quantities means in the last\nanalysis that everyone must temporarily have a lessened' portion of wealth.\nEven unborn generations must pay their tribute to this latest exaction of\n\nthe God of War.\n\nWe in this land, however, are wondrously rich. We can do almost\nanything we wish to do.\n\nNot only are we the richest nation that ever\n\nexisted, but our wealth is increasing at an astounding rate.\n\nBarring possible\n\nintervening accidents our wealth will have doubled itself in twelve years.\n(In the eight years from 1904 to 191 2 the taxable wealth increased from\n\n$100,000,000,000\n\nto\n\n$175,000,000,000, according\n\nto\n\nthe United\n\nStates\n\nDepartment of Commerce, bulletin on Estimated Valuation of National\nWealth, p. 18.) The most important question before our nation is: What\nare we going to do with this unexampled wealth? I, for one, believe in\ninvesting a liberal part of the surplus in present and future social welfare.\nI have no complete program to offer, and if I did have one this is not the\nproper occasion on which to present it. But it is proper to present here the\nclaim of the normal school to an increast millage of this rapidly increasing\nwealth not for the sake of the normal school as an institution, not for the\n\n—\n\nsake of normal-school teachers as individuals or as a class, but solely for\nassuring that better civilization for which the whole world yearns, which\n\ncan come into being only thru better individuals, and to which better\nteaching is related as cause to effect.\nIf I could have\n\nsalary arrangement\nteachers.\nof\n\nmy meek and humble will in the matter the following\nwould become\n\neffective\n\nat once for normal-school\n\nI would not guarantee the retention of all present teachers, nor\n\nany that might be selected as their successors; and I should want to\n\n"}
{"page": 249, "printed_page": null, "text": ".\n\nADEQUATE COMPENSATION FOR TEACHERS\n\nDepartment]\n\n235\n\nreserve the right to modify these arrangements from time to time in terms\nof the great variables already mentioned, and also to go beyond the limits\n\nwhich are set up whenever \"the good of the order\" demanded it, because\nevery normal-school executive knows that, even\n\namong normal-school\n\nteachers, \"there are teachers and teachers.\"\n\nHere is my present conception of adequate compensation for normalIschool teachers, based on the thirty-six week year:\n\nClass I.\n\n— Critic (room or grade) teachers, assistants in drawing, music,\n\nphysical education, library, and all other subjects usually taught in a normal\n'\n\nschool.\n\n*\n\nFour years of work of collegiate grade beyond a standard\nhigh-school course and at least five years of public-school experience.\nQualifications\n\n:\n\nFrom $1200 to $2250 per year.\nFrom $100 to $150 per year.\n\nSalary range:\nIncreases:\n\nClass\n\nII.\n\n—Supervisory teachers, including supervisors of practice\n\n[teaching, music, drawing, physical education, library, etc.\n\nQualifications:\n\nAs above, with at least four years of experience in a\n\nnormal school and at least one additional year of professional study.\n\nFrom $1800 to $3000 per year.\n\nSalary range:\n\nIncreases:\n\nFrom $100\n\nto $150 per year.\n\nClass III.\n\n—Heads of departments,\n\ni.e.,\n\npersons who plan the work for\n\na number of other teachers in a given subject, such as English, history,\nforeign language, mathematics, etc.\nQualifications:\n\nAs in Class I, plus at least six years of normal-school\n\niexperience.\n\nFrom $2400 to $4500 per year.\nFrom $150 to $200 per year.\n\nSalary range:\nIncreases:\n\nClass IV.\n\n—Directors of the training department, rural-school depart-\n\njment, music department, commercial department,\n[on condition that these are real departments\nibilities\n\netc.,\n\nincluding deans,\n\ndemanding administrative\n\n(not mere courses)\n\nQualifications\n\n:\n\nAs in Class I, plus three years of advanst study in the\n\n[Special field and four years of executive experience.\n\nFrom $3000 to $5000 per year.\nFrom $200 to $300 per year.\n\nSalary range:\nIncreases:\n\nLeaves of absence without salary may be earned by teaching in the\n[summer school, provided that no teacher may teach in more than three\n[successive summer schools without taking advantage for the purpose of\nstudy or travel of the leave of absence thus earned.\n\nEvery seventh year of continuous or aggregate service shall be granted\n^teachers as a sabbatical leave with one-half salary, provided the time be\n\nspent in study related to the teacher's work or in travel.\nI am well aware that the foregoing proposals put normal-school teaching\n\n[On a much higher plane than it has hitherto occupied.\n\nThat is where it\n\n"}
{"page": 250, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n236\n\n(Normal\n\nbelongs by virtue of its general intellectual character, and by virtue also\nof its fundamental social values.\n\nWhile it is well understood, moreover,\n\nthat this arrangement is beyond the immediate ability of any school in\nthe land, I believe it will commend itself to everybody as a reasonable ideal\ntoward the realization of which we can all work devotedly.\n\nDISCUSSION\n\n—\n\nNormal School, Milwaukee, Wis. President Keith's\nThe salary situation is rather depressHe finds that presidents and governing boards must ask for what they think\n\nE. O. FiNKENBiNDER, State\n\npaper does not seem to me very optimistic in tone.\ning, I admit.\n\nthey can get rather than for what they ought to have.\n\nAlso he does not favor a salary schedule\n\nand all others, he says, in the last analysis are nothing but a\ngenerous wish. Shall we try to find reasons for this state of affairs ?\nI shall consider then, first, the point raised by President Keith as to the attitude and\ndevotion of a good teacher; secondly, the results that arise from such attitude; and\nthirdly, a possible remedy for the unfortunate condition of low salaries that has arisen.\nGreat numbers of teachers have been taught to accept an attitude of mind that seems\nto me to be almost, if not altogether, pernicious in its effect upon the normal schools.\nPresident Keith's last two sentences on the point of the need of large enough salaries to\ncommand the services of the ablest men and women are, to my thinking, of the same order\nand out of place. Look at the first one. \"The opportunity for genuine service must\never be an inducement to qualified people to enter upon teaching in a normal school.\"\nWhat has the opportunity for service to do with the amount of salary paid ? Will the\npayment of a high salary take away \"the opportunity for genuine service\"? It may\nbe that the speaker was thinking that if high salaries were paid to normal-school teachers\nsome people would be induced thereby to enter the profession even tho they did not find\nin themselves the ability and the desire to be of service; and hence that it is necessary\nto hold salaries down in order to keep out any such avaricious kind of folk.\nThe latter quotation is: \"It will be a sad day for public education .... when\nnormal-school teachers are actuated more by salary considerations than by desire to be of\nservice.\" Let me suggest that this statement is bad in that some young people who\naccept positions in our normal schools actually believe it and then preach it to those many\nstudents who receive their modicum of training and go out to teach in our elementary\nThis missionary attitude of mind permits them to hire out at a wage that a good\nschools.\nwasherwoman nowadays would scorn. The trouble with the situation is this: The\nteachers cannot live as they should, take the part in the community life that they ought,\nnor grow in their profession with the salaries they are receiving. This is true of normalschool teachers as well as of all others who are thoroly taught to be actuated by the desire\nwritten into the law;\n\n.\n\nto be of service.\n\nSomeone has even said that \"a good teacher is a person who receives pay for doing\nwhat he would gladly pay for the privilege of doing, if he could afford to do so.\" Such\nmay well be the devotion of the good teacher to the cause of civic betterment and social\nadvancement. But being of this turn of mind he has been treated much as if he were\nfollowing a profession of his own creation, parasitic on society, which the public tolerates\nto some extent and which it is willing to support in a way. In time, unless ways are\nchanged, the schools may be considered to be charity institutions, supported rather unwillingly and reluctantly, but yet held to be a part of the social order that cannot be altogether\n\ndispenst with.\n\nThose who have the missionary spirit in sufficient amount will continue\n\nto enter the profession, and because of their inadequate salaries blindly lower it in fact\n\n"}
{"page": 251, "printed_page": null, "text": "I\n\n9\n\nADEQUATE COMPENSATION FOR TEACHERS\n\nDepartment]\n\nas well as in public opinion.\n\n237\n\nThe financial condition of teachers in our normal schools is\n\nfar from what would give the necessary encouragement to lead into the profession many\n\nred-blooded young men, even tho they have discovered in themselves the probable adaptability and desire to become teachers of teachers.\n\nmany of the teachers it now has.\n\nAlso it will drive from the profession\n\nLow salaries (made possible by the spirit of altruistic\n\nservice) are not a matter of injustice to the teachers merely but have a more serious result\n\n—poorer schools and, in turn, injustice to the children of the public. Injustice to a few\nhundreds of normal-school teachers in each state, tho it be felt keenly, is a small matter\nas compared with less effective schools and the resulting injustice to the many thousands of\nchildren, tho they suffer the loss unknowingly.\n\nIn our study of conditions in Wisconsin for the last five years we find that good\nteachers are leaving the profession, many of them at increases in wages of from $500 to\n\n$1000 per year. These are the amounts of increases in salary that should be made immediand the teachers who have gained this experience should be retained. We find\nthat the average length of service of the 74 teachers who left during the last year was 2\n\nately;\n\n.\n\nTheir stay thus turns out to be a sort of apprenticeship to better-paying positions\nThe old-time tendency for young people\nin other lines of educational work, or in business.\nyears.\n\nto use teaching as a stepping-stone to something better is creeping, if not coming faster,\ninto the normal-school faculties of today.\n\nI\n\nwould ask the normal-school executives if\n\nthe normal schools can claim to have a high grade of efficiency with so great a \"turnover\"\nas one-fifth (or in some cases one-third) of the teachers each year ?\n\nCan a high point of\n\nefficiency be reacht or maintained when the \"turnover\" teachers stay, on the average,\nless than three years ?\n\nWhy is this \"turnover\" so great? A first reason is that salaries have been falling\nso far behind the rising cost of living that teachers are being forst out of the profession\nfor\n\nwant of the necessary wherewithal to buy a living.\n\nEven ten years ago normal-\n\nschool salaries had fallen $100 ($120 in Wisconsin) short in purchasing power as compared\n\nBut they have fallen $1000 farther behind, generally\n\nwith the decade 1890 to 1900.\nspeaking, since then.\n\nA second reason for this great \"turnover\" is that other forms of employment are\nmore easily demonstrable of productive value than is teaching. What, for instance, is\nthe money equivalent of the value to the child of his being taught to be truthful, or\nappreciative of the beautiful, or courteous and kind ?\n\nThese cannot at present be defi-\n\nnitely measured, as can the value of a boy's work in the shop, or the output of correspond-\n\nence of a typist.\n\nIt is probable that at present the position of a stenographer is more\n\nattractive to an able young woman than the position of a teacher.\n\nHigh-school graduates\n\nare receiving $1200 a year as stenographers, while half of the normal-school teachers\nreceive less than that amount.\n\nShould not their additional four to six years of collegiate\nAre the states so\nNo. This condition exists today because\npenurious that they will not pay more?\nthe teachers as well as the presidents have permitted it to be so, and the public does\ntraining\n\nmake them worth more than the high-school graduate ?\n\nnot know of it.\n\nThe remedy, as we see it, is to be found in a campaign of public information.\n\nPresi-\n\ndent Keith once wrote that the aim of education could be no higher than the conscious aim\nof society.\n\nNormal-school conditions will be no better than the public is wise enough to\n\nmake them. Is it not the business of the normal-school executives to point out the dire\nnecessities now existing, to inform the public in an attempt to make the conscious aim\nof society higher\n\nthan it is ?\n\nIt\n\nmay be because of their executive modesty that the\n\nproduct of the normal schools is not more fully advertised.\n\nManufacturers advertise\n\nthey create a demand and a market. They\ndo not spend all their energy upon the manufacturing process, nor even their first\nenergy upon it; they advertise first; they do not stay at home and attempt to create\ntheir products long before they are made;\n\n"}
{"page": 252, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n238\n\n[Normal\n\na product so good that the world will come to their door to get it as some normal schools\ninsist upon doing.\nIf the normal schools and the elementary schools which are so directly dependent\nupon them are to make the much-needed progress; if they are, in fact, not to deteriorate,\nexecutives must present to the public urgent demands for a more vigorous educational\nprogram. If the normal-school executives believe thoroly enough in the necessity of\na stronger program, they and those whom they should employ for that purpose will set\nabout to create a public opinion that will favor more pay, more teachers, and fewer hours\nof class work per teacher.\n\nTHE STATUS OF THE CRITIC TEACHER\nW. C. BAGLEY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nThe status of the critic teacher in the normal schools of the United\nmay be briefly described by saying, first, that the salary of the\n\nStates\n\ncritic teachers in\n\nthe average of cases is about one-third lower than the\n\naverage salary of the so-called academic and theory teachers;\n\nsecondly,\n\nthat the standards of educational equipment for the critic teachers are\n\ndemanded of the academic and theory\nand thirdly, that the critic teacher in many if not most of the\n\nsignificantly below the standards\n\nteachers;\n\nnormal schools occupies a subordinate position in the normal-school organization as compared with other members of the staff.\nIt is a relatively simple matter to explain these discrepancies, but it is\n\nnot so easy to justify them.\n\nCritics have been\n\ndrawn very largely from\n\nthe ranks of successful classroom teachers in the elementary service.\n\nTheir standards of qualification and remuneration, therefore, have been\n\ndetermined very largely by the standards prevailing in the elementary\nschools rather than by the secondary and collegiate standards which the\n\nother departments of the normal-school work have more or less faithfully\nreflected.\n\nThe normal schools have been able to compete successfully with\n\nthe elementary schools for competent classroom teachers without raising\nsalaries very far above the elementary-school level.\nThe law of supply\nand demand, in short, has operated against the critic teacher and against\nan adequate recognition of the central position which this person should\nocciipy in the general scheme of preparing teachers.\nNormal schools have\n\nnever been blest with a superabundance of riches.\n\nIf they could secure the\n\nservices of excellent critics at a low wage it is not a matter of surprise that\n\nthey have done so.\n\nTo reverse this policy and to place the critic teacher on\n\na par at least with the academic and theory teachers will not be an easy\ntransformation.\n\nThere are, however, several good reasons why it should\n\nbe undertaken.\nIn the first place, the normal school should stand consistently on the\nprinciple that neither the difficulties nor the rewards of teaching are to be\n\ndetermined by the age of the pupils who are taught.\n\nIf low standards are\n\n"}
{"page": 253, "printed_page": null, "text": "Department]\n\nTHE STATUS OF THE CRITIC TEACHER\n\n239\n\naccepted from, and low wages arc paid to, the teachers in the elementary\nschools it is not because elementary teaching is easier than teaching on the\n\nhigher levels, and it is not because elementary teachers could not profit\n\nby as extended a training as that demanded of the higher teachers.\n\nIt is\n\nrather because the problem of universal education is so vast that the mere\n\nmatter of supplying enough teachers to do the work has so far prevented the\n\ndevelopment of adequate standards.\n\nUn^'er the ideal conditions, which\n\nmay approach realization sooner than wl now suspect, many of these\nThe normal school can do something to hasten\nwhich have now only\nan economic justification at best, are not retained in its own organization.\nFrankly, to make the standards and rewards of critic teaching equivalent\ndiscrepancies will disappear.\n\nthis day by making certain that these distinctions,\n\nto those of other types of normal-school service\n\nwould demonstrate to\n\nprospective elementary teachers that the work that they are preparing to\n\ndo can have and should have an equal rank with the types of teaching that\nthey now look upon as more advanst\nnate status now accorded to the\n\n—an attitude which the subordi-\n\ncritic\n\nteacher deliberately discourages.\n\nThis advantage in itself would justify the normal school in reversing its\npresent policies, even tho the layman might consider it to be an extravagant\nuse of public funds.\n\nMuch more attractive rewards and recognitions for the critic teacher\nwould also provide a valuable stimulus to teachers in the elementary service.\nAt the present time there are few opportunities for anything in the way of\nsignificant \"promotions\" in the service which do not take the teacher away\nfrom the actual work of teaching children and into administrative and\n\nThe critic teacher, of course, has supervisory duties,\nbut one may safely say that her principal business is still to practice the\nsupervisory duties.\n\nart of teaching children.\n\nIndeed the present tendencies in preparing\n\nand larger emphasis upon the demonstration\nof good work by good teachers.\nWith the vast extension of teacher preparation which must come in the near future, the number of these demonstration and critic teachers must be greatly multiplied.\nIf we take steps\nteachers are laying larger\n\nnow to give these teachers a suitable status the positions will form a goal\ntoward which the ambitious elementary teacher can well afford to strive.\n\nThey will indeed be the posts of greatest honor in the teaching service.\nThey will appeal to the young teacher much as a place on the bench appeals\nto the young lawyer; and they must be made just as attractive as the\nhonor positions in other professions.\nI dwell upon this point,\n\nnot primarily because the welfare of our pro-\n\nfession depends upon the creation of conditions that will make the actual\n\nwork of teaching boys and girls a highly respected and richly rewarded\ncareer,\n\nbut rather because the full effectiveness of the function that our\n\nprofession\n\nmust discharge depends ultimately upon the creation of such\n\n"}
{"page": 254, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n240\nconditions.\n\n[Normal\n\nSome of my good friends have regarded as impracticable and\n\nvisionary the suggestion that the normal schools, if they are to occupy the\nplace and do the work that the needs of the nation require, must pay salaries\nas high as those paid by the best universities.\n\nBut the logic of the argument\nEvery worthy ideal of democracy is bound up\nindissolubly with the welfare and progress of our public schools.\nIndeed,\nif we cannot see today that the ultimate safety of democracy itself will\ndepend upon the stabilizing factors that can be estabhsht only thru a\npervasive policy of universal education vastly more thoro and effective than\nanything that has yet been dreamed of' if we cannot see this today,\nthen our eyes must be blind; and if the public schools are to occupy in the\nfuture a position far more strategic than military establishments, or courts\nof law, or even legislatures have occupied in the past, it is clear that the\ninstitutions that prepare the teachers for the public schools must bear the\nmost serious of all responsibilities in the new world-order. Mankind today\nis divided pretty generally into two great groups:\nthose who have faith\nthat human ideals can be realized, and those who say that it cannot be\ndone those who are dreaming dreams and striving to make the dreams\ncome true, and those who either smile indulgently and point to their foreheads, or rant and rave and cry out that Utopia is inconsistent with the\ncannot be controverted.\n\n—\n\n—\n\nMonroe Doctrine, with the obvious imphcation that the plans for Utopia\nmust be instantly abandoned.\n\nThe logic of events, however, has a relentless way of overriding obstacles,\nand mere expediency, if no worthier motive, should impel us to keep the\nhighest goal clearly and constantly before us.\nIf men of vision are planning\nfor great things in the spheres of statecraft, economics, and industry, then\nwe should strive in our field, upon the welfare of which the realization of\ntheir dreams will ultimately depend, to take an equally broad and comprehensive view.\n\nWe should, I maintain, look forward to, and work resolutely for, a\nvast enlargement of the normal-school service, and especially toward the\n\nimprovement of the normal-school personnel to the point where it will\npresent the very highest standards of ability and preparation that professional recognition can secure\n\nand ample rewards purchase.\n\nMy special\n\nplea at this time is thkt we should admit to this personnel upon an equal\nfooting with other members the teachers who represent most clearly in the\n\nnormal-school organization the work for which the normal school stands.\nI should not have it thought, however, that the critic and demonstration\n\nteachers should be arbitrarily advanst in status without paying a reasonable\nprice in the way of preparation.\n\nOf course the general level of normal-\n\nschool salaries should be raised to meet the greatly increast cost of living.\nI am speaking, however, of the more fundamental readjustments,\n\nand in\n\nthese it is clear that markt advances in recognitions and rewards should\n\nbe paralleled by proportionate advances in preparation.\n\nWe should, of\n\n"}
{"page": 255, "printed_page": null, "text": "I\n\n#\nDepartment]\n\nTHE STATUS OF THE CRITIC TEACHER\n\n241\n\ncourse, be false to our trust and open to the serious charge of feathering\n\nour own nests if we were to urge greatly increast rewards for teaching without guaranteeing a corresponding improvement in service.\n\nThe critic\n\nteacher should have an equipment comparable in every essential respect\n\nThe equipment\nmust differ in kind, of course, for a larger emphasis should be laid upon the\nto the equipment of the academic and theory teachers.\n\nfactor of experience in teaching children.\n\nPersonally I believe that\n\nall\n\nnormal-school teachers, whether in the academic, the theoretical, or the\npractical fields, should have served an apprenticeship in the elementary or\n\nsecondary school before being considered for appointment; but the apprenticeship of the critic teacher must obviously be more extended than that\nof the other teachers.\n\nThis will compensate, perhaps, for some of the\n\ngraduate work that will be demanded of other teachers, but it should not\n\ncompensate for all of it.\n\nIf these teachers are to work on an equal footing\n\nwith their colleagues in shaping normal-school policies, they must be well\n\ngrounded both in general scholarship and in professional equipment, and\nthe amount of both that they can profitably use in their own elementary and\n\nsecondary classrooms has no limit.\n\nHow shall these critics and demonstration teachers be recruited?\nPersonally I have long believed that all public-school teachers should be\nselected on a rigorous basis of merit and then be prepared for their responsible duties at public expense.\nall teachers or not, it\n\nWhether this poUcy can soon be adopted for\n\ncan and should be adopted for critic teachers.\n\nThe\n\nother day I met a man who had had several years' experience in normal\nschools and who last year enrolled in one of my classes to prepare for further\n\nnormal-school service.\n\nHe left the university last spring, however, to\n\ntake an emergency position in one of the great banks of New York City.\n\nHe had had no experience in business, but the bank was glad to get him.\nWhen I saw him last Saturday I askt him whether he intended to come\nback into our field. He told me that he would like to do so, but that he\nsimply could not afford the luxury; and then I learned that the bank had\n\ntaken this inexperienst man and trained him for an important position,\n\nmeantime paying him a salary much larger than any that he had earned in\nhis teaching experience, and with the prospect of a salary far beyond what\nhe could ever hope to secure if he returned. That man had been ambitious\nenough to give up his position and undertake advanst study at his own\nexpense to fit him better for normal-school work, but the bank was keen\nenough to take him and prepare him at its own expense for its service.\nIf we are to compete in education for the kind of talent that we need in\n^our iiormal schools it will be necessary for us to adopt a similar policy.\n\nThe state\n\nor the nation (or both cooperatively) could well afford\n\nat\n\nonce to undertake the selection and preparation of critic teachers and per-\n\nhaps of other teachers for the normal schools.\nmatter of choice with us;\n\nit is\n\nI repeat that this is not a\n\na necessity that competition with other\n\n"}
{"page": 256, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n242\n\n[Normal\n\nfields of work has brought about and will continue to bring about in ever-\n\nincreasing measure.\n\nThe policy will not pauperize the student any more\n\nthan West Point pauperizes its cadets by paying them a living wage while\nthey are undergoing their training; any more than the bank to which I\nhave referred pauperizes its high-class apprentices; any more than the\nuniversities pauperize their graduate students\n\nby granting scholarships\n\nand fellowships.\nIt is fitting and proper that one who suggests costly readjustments be\n\nchallenged to suggest also practicable ways in which these readjustments\n\ncan be brought about.\n\nIn the specific transformation of policy to which\n\nI have referred the great need, of course, is for larger financial resources.\n\nIf\n\nthe Smith-Towner Bill becomes a law it will make possible a long step\n\ntoward the realization of these proposals.\n\nOnce the principle of federal\n\ncooperation in the preparation of teachers is establisht the most difficult\npart of the problem will have been solved.\n\nIt is to that immediate end,\n\nI believe, that our present efforts should be directed.\n\nTHE PREPARATION OF RURAL SCHOOL TEACHERS\nERNEST BURNHAM, WESTERN STATE NORMAL SCHOOL, KALAMAZOO, MICH.\n\n—^According to the\n\nlatest estimates of the Bureau of Educaneeded in one-teacher rural schools, and\napproximately 50,000 teachers are needed in 10,500 consolidated schools,\nwhile 40,000 more teachers are needed for the small village schools. The\n\nThe fads.\n\ntion\n\n210,000\n\nteachers\n\nare\n\nBureau estimates the annual influx of new rural teachers at 87,500, and\nsays that at least 125,000 inexperienst teachers were employed in rural\nschools this year.\n\nWhen a peace equilibrium has been regained there\n\nbe a rank and file of 300,000 teachers for rural elementary schools\nto be kept prepared to give their part of a square educational deal to\n\nwill\n\n17,000,000 country sclibol children.\n\nAt least 100,000 of these teachers will\n\nbe beginners each year for some years to come. Town superintendents\nin New England and outside New England, county superintendents with\ndeputies, subject supervisors, nurses, and extension workers, will be needed\n\nto the number of 15,000 with an unknown number of annual enlistments.\n\nFor teaching rural teachers at least 8000 normal-school teachers are needed\nto meet the present crisis, and not less than 6000 will continue necessary\nto handle at all adequately the annual influx of beginners.\n\nAn increasing\n\nnumber of teachers for rural high schools are in demand.\nThe needs. Once upon a time in a rural school an enthusiastic teacher\nwith a light in her eyes which never was on land or sea compelled the\nattention of her children for ten minutes on some great social problem.\nWhen she stopt to take breath, a small boy lookt her straight in the eyes,\nand in all sincerity askt, \" What do you want us to do about it ? \" Granting that we have all become little children in humility and in a sincere\n\n—\n\n"}
{"page": 257, "printed_page": null, "text": "PREPARATION OF RURAL SCHOOL TEACHERS\n\nDepartment]\n\n243\n\npurpose to solve the literally tremendous task of the adequate preparation\nof all rural school teachers, what are we to do ?\na)\n\nMake all types of rural schools ready for prepared teachers in teach-\n\ning equipment, living conditions, and salary.\nb)\n\nReplace average men in the positions of authority and leadership\n\nin education, with real educational statesmen.\nc)\n\nUse the means already well advanst in their evolution, i.e., local\n\ntraining classes where necessary, state normal schools everywhere, depart-\n\nments of agricultural education in land agent colleges, and colleges of\neducation in universities, with all possible supplementary means.\n</) Be honest with the rank and file of rural teachers, and see that\ntheir due proportion of funds and efforts are devoted to them.\ne) Challenge the best from the rank and file into worth-while advanst\ncourses and graduate work.\n/) Do by all means what we can do now, in the hopeful faith that\nthus we start on the highway to what will ultimately be done.\nThe ideals. No great task is likely to be accomplisht without light\nradiating thru it from worthy ideals.\nMen and women here today, who\nreally care about this greatest national educational problem, will make\nthemselves familiar with the best ideals thus far exprest. Bureau of\nEducation Bulletins No. 31, 1917, No. 27, 1918, and No. 4, 1919, are short\ncuts to present ideals.\nThese bulletins also carry the detailed informa-\n\n—\n\ntion necessary for action.\n\nTwo years of preparation after the standard four-year high school;\nlaboratory facilities for practice in rural schools, under critic teachers of\n\ncomparable preparation and salary with the best critic teachers anywhere;\n\ncompetent superintendents and supervisors, with trained health and extension collaborators;\n\nschools fitted for prepared teachers,\n\nkeep them at their best\n\nditions to\n\nand living con-\n\n—these are the current ideals which\n\nlight the way for students and workers in this field.\n\nThis definite institutional ideal was publisht by the Carnegie Foundation for the Advancement of Teaching in 191 7:\n\nAn adequate and efficient system for the professional training of teachers demands,\nnot only that the training colleges shall select their students upon the basis of merit,\n\nbut also that these students be distributed among the various specific curricula in proportion to the needs of the service for teachers of various types. These needs will vary\naccording to the character of the territory which the college serves,\nsixth will prepare for primary teaching (Grades I, II),\n\n.... e.g., one-\n\none- third for intermediate-grade\n\nteaching (Grades III, IV, V, VI), one-sixth for upper-grade teaching (Grades VII, VIII),\n\nand one- third for rural school teaching (Grades I-VIII).\n\nFundamentally administrative adjustments turn upon the following\n(a) The normal school is a state school which cannot in com-\n\nprinciples\n\n:\n\nmon honesty, unless restricted by establisht law, allow its expenditures to\nbe diverted to and used disproportionately for either urban or rural needs.\n{h)\n\nNormal-school provisions for the preparation of rural teachers must be\n\n"}
{"page": 258, "printed_page": null, "text": "244\n\nNATIONAL EDUCATION ASSOCIATION\n\nmade\n\nequal to provisions for other teachers in financial and\n\n[Normal\n\nhuman\n\nresources, this principle to apply to physical equipment, to directors and\n\nteachers of special courses within the normal schools,\n\nand to practice-\n\nteaching critics and supervisors employed for off-the-campus work,\n\n(c)\n\nDynamic support by the administration is a prime essential, enforcing all\nthe time the necessity of cooperation on the part of other departments and\nrehear tening the workers to succeed in their uncharted field.\n\nNational and state ideals in rural education are formulated and given\n\nwide publicity by the National Education Association \"Commission to\nPromote National Education, and to Improve Teaching Conditions,\"\nespecially in\n\nCommission Series No. 4, ''The Emergency in Rural Educa-\n\ntion,\" and in the strong argument of President John A. H. Keith in favor\n\nof Senate Bill 4987.\n\nFrom the best thinking devoted to educational\n\nprogress these ideas stand out:\n\nEducational progress is an evolution which is best understood by distinguishing,\n\nif\n\npossible, the sensitive points of contact of\n\nwhat is being\n\ndone with what is just about to be begun. Leadership is determined by a\nquick perception of what is the immediately next step, and by the will\nto take this step at once in a\n\ncommon-sense way.\n\nThe preparation of\n\nrural teachers is a major problem in rural education, and rural education\nis a significant\n\nand an interlocking part of all public educational effort.\n\nThe threshold to rural teaching must be kept as high as the young\npeople made available for the task by the existing educational and economic\nsituation can step over, and this threshold must be raised as high as that\nfor entrance into elementary-school teaching anywhere as rapidly as con-\n\nIn the vivid words used\nditions, funds, and folks can make it possible.\nby the chairman in another connection, to abbreviate the preparation of\nrural teachers more than necessary and for a day longer than is necessary\nto keep up the supply is a sin against the children of the land and a crime\nagainst posterity.\n\nThe safety and nourishment of democracy forbid\n\nthe continuance,\n\nfor a longer time than is made necessary by the present order, of publicly\n\npaid instruction of rural children by teachers who are one, two, three, and\nfour years less well prepared than the publicly paid teachers of urban\nchildren.\n\nDemocratic pubHc service ideals forbid any state normal school\n\nor university, in so far as it is supported proportionately by all the taxable\n\nproperty in the state, to concentrate its activities and consequent expenditures upon the need of urban teachers.\n\nCountry property and country\n\nchildren, from one-fourth to three-fourths of the total in the various states,\n\nhave but to ask intelligently and persistently in the court of public opinion\nand service by all state\n\nto get a verdict of proportionate recognition\nschools.\n\n"}
{"page": 259, "printed_page": null, "text": "Department]\n\nPREPARATION OF GRADED ELEMENTARY TEACHERS\n\n245\n\nTHE PREPARATION OF GRADED ELEMENTARY TEACHERS\nTHOMAS W. BUTCHER, PRESIDENT, STATE NORMAL SCHOOL, EMPORIA, KANS.\n\nA discussion of the preparation of teachers for the pubUc schools of\nthe nation requires a statement of the principles underlying the task which\nthose teachers are expected to perform.\n\nThus far no one has been com-\n\nmissioned by the American people to make such a statement, hence those\n\nwho have assumed the responsibihty for the training of teachers\nhave made our own statements of principles, or too frequently have proof us\n\nceeded without statements of principles, without a well-defined idea of\n\nwhat the teacher is expected to accompHsh.\nIt may as well be admitted that much of the so-called training of teach-\n\nAmerica is of the time-serving variety. There is no general plan,\nSchools offer what they think the candidates\nfor teaching positions want.\nThe candidates take what they think will\nsell on the market and then, too often, with certificate in hand go out\nand teach something for which they have made no preparation. This is\nnot true of teachers in the colleges, but it is true in the high schools and\nparticularly in the grades.\nWhat America needs fundamentally and first\nof all is an educational program; not a detailed program, but a declaration\ners in\n\nno recognized standard.\n\nin the large.\n\nMuch of the world's work. fails because it is done in the dark.\nfails\n\nIt\n\nbecause the worker sees no relation between what he is doing and the\n\ncompleted whole of which his work[is a part.\nJust what\n\nis\n\nthe completed whole of which the\n\nteacher is a part?\nchild ?\nitative\n\nwork of the grade\n\nWhat are the public schools supposed to do for the\n\nThese questions have not been answered in any official and authorway. Certainly the answer is important. How can we know\n\nwhat a teacher's preparation should be if we do not know what she is to\ndo ?\n\nSurely it is the business of the schools to prepare the child to live\n\nlife in\n\nthe largest and most useful way.\n\nCertainly it is not enough to give\n\nthe child training that will enable him to earn a living.\nof course,\n\nfundamental and important.\n\nSuch training is,\n\nBut the schools must do more.\n\nIn recent months we have seen men sent to prison who not only made a\nliving but made much money and in an honest way.\n\nIt is not enough to\n\n—the abiUty to read and write. This\n\ngive every child the tools of learning\n\ntoo is important, but it would be a little difficult to show that the abiUty\nto read and write makes a man more honest or that it makes him a safer\n\nmember of society.\nIf it were necessary to make a choice for the mothers of America\nbetween Hteracy and cleanhness, between literacy and homemaking, I\nthink most of us would say that homemaking is the more important.\n\nBut the American public school has never seriously attackt the problem\nof homekeeping.\n\nThe work we have offered\n\nin\n\nhome economics does\n\n"}
{"page": 260, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n246\n\nnot reach the spot.\n\nIt is too far removed\n\n[Normal\n\nfrom actual home conditions.\n\nIt is a kind of idealized course of instruction as far removed in its results\n\nfrom the stratum of society which most needs it as is the fashionable\n\nMore fundamental than the wage question is the problem of\nhomemaking. Beyond the common necessities of life the wages the father\nreceives have little to do with making an ideal home.\nMore money too\noften means more gaudy pictures, more cheap finery, more unwise eating,\nmore waste. England has gone ahead of America in this important line\nof instruction.\nIn London I found a public school for girls in which practical housekeeping was taught.\nThe girls were the daughters of cab-drivers\nand policemen. The school had several flats furnisht in keeping with\nthe income of people in these occupations. The girls were taught to keep\nthese flats. They workt under real, not ideal, conditions. They learned\ncleanliness as the American boy learns orderliness in West Point, Annapolis, a few military academies, and\nnowhere else, not even in the best\nAmerican homes. They learned sewing, laundering, and plain cooking.\nchurch.\n\n—\n\nThey learned how to take care of babies, real babies.\nIt\n\nmust, of course, be admitted that society in the United States is\n\nless stratified\n\nthan in England and hence less well adapted to handle the\n\nBut under a teacher who has breadth of sympathy\nand proper appreciation of the teaching power of the home vastly more\ncan be done than we are now doing.\nRecent statistics made public by the War Department show that we\nhave seriously neglected in the United States the matter of physical training.\nPractically a third of the men of draft age in America were unfit\nfor military service.\nThe schools pay little or no attention to the physical\ndefects of children.\nThe school physician and the school nurse are found\nThe gymnasium has not accomplisht what was\nin the large centers only.\nexpected of it. We still conduct athletics on the basis of the chosen few\nwho do not need athletic training at all. Physical education should be\nmade a part of our educational program. The work should be done in\nthe grades. The grade teacher must have special and adequate training\nfor this important work.\nShe must have an appreciation of the value\nto the individual and to the state of a healthy body.\nIf a group of people or a nation is to be held together there must be\ntask I have outlined.\n\na binding\n\nmay be love, fear, unity of race,\neconomic interest, or loyalty to a great ideal in\nWithout such a force a people cannot be held together.\n\nforce.\n\nThis binding force\n\nreligion, or language,\n\ngovernment.\n\nWe have had no nation-wide movement, no state-wide movement, to\ncreate such a force in America.\n\nThe matter has been left to the home\n\nand the home has failed. Perhaps it would be more correct to say that\nsuch an idea has not occurred to the home. We have fostered the individual.\nThe forces we have developt have been decentralizing; they\nhave been centrifugal forces.\n\n"}
{"page": 261, "printed_page": null, "text": "Department]\n\nPREPARATION OF GRADED ELEMENTARY TEACHERS\n\n247\n\nTraining for citizenship is the most important business of the schools.\n\nWe have always erroneously assumed in America that good citizenship\ncomes as a by-product; that if a man is honest, industrious, and sober\nhe is a good citizen. And yet hundreds of such men have been lockt in\nprisons in the United States within the last eighteen months because they\nendangered the life of the nation. Surely training for citizenship must be\nmade a part of our educational program. Citizenship in a republic must\nalways have a basis in intelligence. What we need for our patriotism is\nless emotion and more philosophy, less noise and more serious thinking.\nWe need to agree upon a fund of knowledge concerning our own and\nother governments to be given in every schoolroom in the United States.\n\nWe must create an obsession for democracy such as we have seen created\nelsewhere for autocracy.\n\nThru education a people can be made to be and\n\ndo anything; but the task cannot be performed by a girl who has had no\ntraining for her work and who has had no experience in life; who has no\nphilosophy of her own life or of that of the nation.\n\nWhat of the training of the grade teacher, the teacher who teaches\nthe children and not the selected few who reach high school or col-\n\nall of\n\nlege ?\n\nI would equip her for a program of which the foregoing suggestions\n\nEven this limited program means a new type of teacher\n\nare only a part.\n\nIt means a teacher with four years of college training.\n\nin the grades.\n\nIt\n\n—\n\nmeans a teacher set apart for a definite life-work set apart definitely\nand specifically, and yet the teacher should at all times live life at its\nfullest, at its richest.\nIt means an end to teaching as a stepping-stone to\nsomething else a makeshift, something to fall back upon in an emergency.\nIt means a minimum salary of $1200 a year for grade teachers,\nand a maximum salary of $1800 or more. It means that teaching shall\nbecome a profession, and that men and women will seek it and prepare\nfor it as they now seek and prepare for law and medicine.\nThru the grades and thru the high school the courses taken by the\nprospective grade teacher may be the same as those taken by the other\n\n—\n\nstudents of the schools.\n\nThe first year of college need not be different:\nThe history should cover the\n\nmathematics, science, history, language.\n\ngeneral field, to be followed in the second year by a history of the nine-\n\nThe language should be constructive EngUsh. Not later\nthan the beginning of the second year of college the student who is pre-\n\nteenth century.\n\nparing for teaching should begin work in the social and political sciences.\n\nThese lines of work should continue thruout the remaining three years of\nthe college course.\n\nGeneral sociology, educational sociology, sociological\nproblems touching every phase of life, should be taken. The beginning\ncourse in government would be not unlike Government I, which President\nLowell gave for so many years in Harvard. Comparative government,\n\nproblems of our own government, would follow the general course.\nhistory courses\n\nThe\n\nwould include the history of England and the history of\n\n"}
{"page": 262, "printed_page": null, "text": "a\n\nNATIONAL EDUCATION ASSOCIATION\n\n^48\n\nthe United States.\n\n(Normal\n\nThe literature of our own language would follow the\n\nconstructive English of the\n\nFreshman year.\n\nScience would become in\n\nthe Junior year the science of homemaking and the care of children\n\n—\n\nstudy of the responsibilities of motherhood.\n\nYou will observe that I have placed much emphasis upon courses in\nsociology, government, hterature, history,\n\nand homemaking.\n\nThis I do\n\nbecause of the direct contribution these subjects make to concrete living.\nI\n\nwould have the grade teacher herself abound in life.\n\nwould create\nShe should\nI would have her\nI\n\nin her an enthusiastic interest in all things that pertain to life.\n\nknow Hfe at its best; she should know life at its worst.\ncome to know that the function of the school is to teach the children of\n\n—\n\nto live in this world.\nUnder an ideal system the teacher\nwould not attempt to instruct children until her own life had been enricht\nby experience. Since this is impossible I would have her know history\nand literature which would give her a wide knowledge of the experiences\nI would have her know the successes and failures of man as\nof others.\nthis world to live\n\nhe has wrestled thru the centuries with the problems incident to the pursuit of the finest of all the arts\n\n—the art of\n\nliving.\n\nI would have her know\n\nthe civilizations of other times and of other parts of the world.\n\nI would\n\nhave her know government, that she might appreciate our own form of\ngovernment. I would have her understand that government is only a\nform, an organization, thru which the character of the individual citizen is\npermitted to express itself. I would have her realize that government\ncan never successfully be superimposed that it must always be an expression of what its citizens themselves are; that it cannot right all the wrongs\nof humanity; that it must alway^ keep pace with its citizens but cannot\nI would\ngo beyond the point to which they have themselves advanst.\nhave her know that most of the modern visionary schemes of government\n;\n\nhave been tried and have failed in other lands at other times.\nThe grade teacher should know music and art. In these days when\nthe public is asking all too insistently, \"Is the work offered in the schools\npractical, will it buy bread and butter?\" we must not forget that the permanent values of life are the spiritual values. The schools must never\nlose sight of the fact that a love of the beautiful, and courage, and unselfishness,\n\nand leadership, and kindness of heart and human character are\nthat when this form of wealth disappears\n\nthe highest forms of wealth;\nnations perish.\n\nA part of the grade teacher's course should be elective to\n\nenable her to choose a specialty.\n\nShe should know her own country\n\nthru travel.\n\nPerhaps there ought to be in the Freshman year of college enough\npractice teaching to arouse the candidate's interest in teaching problems\n\nand thus to enable her to appreciate the technic of teaching as it appears\nThe Senior year I would\nin the presentation of the courses she takes.\ndevote to the professional courses and to practice teaching.\n\nThe candi-\n\n"}
{"page": 263, "printed_page": null, "text": "Department]\n\nPREPARATION OF GRADED ELEMENTARY TEACHERS\n\ndate would\n\nnow have a basis for the professional courses.\n\n249\n\nShe would\n\nfind in these courses a content which she would not have found in them in\n\nThey would have a real meaning to her. The order\nmust always be content and then method; if only the one, let that one\nher Freshman year.\n\nMethod\n\nalways be content.\n\nin\n\ntheory as given in the lecture-room,\n\nmethod as applied by the cadet teacher in the practice school, must always\nbe relative.\n\nI\n\nthe house?\n\nIf this be true the order I have named\n\nIt cannot be absolute.\n\ncannot be questioned.\n\nHow can a man paint his house if he have not\n\nOf what profit to a man is a knowledge of the practice of\n\nmedicine if he know not medicine ?\n\nThe order is subject-matter, content,\n\nand then method.\n\nCertain training-schools for teachers have not under-\n\nstood this order.\n\nSometimes, indeed, those schools in their enthusiasm\n\nmethod have seemingly forgotten content. The practice teaching in\nthe Senior year should be under the most favorable conditions. Not\nfor\n\nonly should the student-teacher have opportunity to conduct recitations\n\nunder trained supervisors, but she should have opportunity to study school\narchitecture, school furniture, maps, charts,\nof all kinds.\nschools,\n\nand schoolroom apparatus\n\nA part of her practice teaching should be done in the public\n\nwhere she would find real conditions\n\n—conditions which can only\n\nbe approximated in a training-school.\n\nDuring the Senior year also the student-teacher should live under\nconditions determined by the institution in which she\nis making her preparation.\nBy living under ideal conditions I mean\nliving in a hall of residence where the whole matter of orderliness, cleanliness, punctuality, and economy is insisted upon; where the preparation\nof the food, the service\nall dining-room appointments\nare correct;\nwhere the Senior girls themselves do the work under the direction of the\nhome-economics department.\nDoes this program seem idealistic and impossible of attainment?\nMy answer is that the schools must come up to some such standard if the\nnation is to become what it may become. This program will cost money.\nideal conditions\n\n—\n\n—\n\n—\n\nBut the task of training the future citizens of the nation is the most important enterprise the government can undertake. We need to pour our\nmoney into this most fundamental and important line of preparation\none-tenth or one-twentieth as freely as we poured out money during the\nrecent war.\n\nWe need a big program in education, and this means not\nWhat we have\nThe teacher in the grades continues on the average\n\nmillions of dollars but billions of dollars for education.\n\ndone is not sufficient.\n\nno longer than three or five years.\n\nShe has Httle preparation for her work.\n\nUnder these conditions we shall never get to the bottom of the bread-andbutter problem for the lowest class in America.\n\nWe shall never be able\n\nto give the child from this stratum of society a proper outlook upon life.\n\nWe shall not be able to inspire him with a desire to rise above the station\nof his parents.\nWe shall not be able to train him for useful citizenship,\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\n[Normal\n\nand we shall fail as a nation to do that which we have prof est to do, namely,\ngive every child an equal chance thru the opportunities offered in the\npublic schools.\n\nWe ought to cease our boasting over what we have achieved in education and be honest enough and frank enough to admit that our standards\nfor teaching below the high school are low.\n\nDo we really beheve that the\n\nperpetuity of a republic depends upon the education of the whole people ?\nIf we do, and I have sometimes questioned the depth of our behef, we must\nknow that the burden of educating the whole people must rest chiefly\n\nupon the teacher in the grades.\n\nPREPARATION OF SUPERVISORY AND ADMINISTRATIVE\nOFFICERS\nW.\n\nCOBURN, SUPERINTENDENT OF SCHOOLS, BATTLE CREEK, MICH.\n\nG.\n\nThe whole world is passing thru one of the most critical periods in\nall history.\nThe overwhelming victory for democracy has settled for all\ntime, we hope, the conflict between democracy and autocracy.\nWe have\npast one great crisis only to come face to face with another equally grave\n\n—the period of reconstruction. All Europe\n\nsituation^\n\nis\n\nwrestling with\n\nthe most difficult problems of political, social, economic, moral, and educational readjustments,\n\nand the future well-being of mankind depends on\n\nthe proper solution of these most important issues.\n\nThe\n\ndestructive\n\npower of the war itself and the relative failure of our civilization to attain\nits ideals of liberty and justice make imperative a social reconstruction as\nrevolutionary and as extensive as the war was appalling and far-reaching;\nand we must expect to experience to a greater or less degree these social\nand economic changes in our own country.\nIn this new era of social and political readjustment the nations of the\nearth will look more and more to our great democracy for light and guidance, and as we are the wealthiest and most powerful of all the democracies\nwe must accept the responsibility for the preservation and development\nof the democratic ideals commensurate with our wealth and strength.\nIf it is our lot to assume the grave responsibilities of social leadership for\nall the nations our country must look to the schools for help, as they are\nthe most potent instrument in the development of national ideals, and\nin order to present an educational program commensurate with the worldcrisis it would be strange indeed if we were not compelled to change our\nnotions as to the function of education in respect to institutional life, and\nto scrutinize anew our aims and theories of school management in order\nto meet the new responsibilities of these most critical times and to insure\nthe salvation of our democracy thru the proper training of all the young\npeople of our nation.\n\nIt is then very appropriate that we should gather\n\ntogether this afternoon to consider how the preparation of the teachers\nof our pubHc schools may be made worthy of a great democracy.\n\n"}
{"page": 265, "printed_page": null, "text": "Department]\n\nPREPARATION OF SUPERVISORY OFFICERS\n\n251\n\nFirst of all, the preparation of the superintendent before entering the\n\nservice should be a thoro college training with school administration as a\n\nmajor.\n\nThe custom has been all too prevalent in the past to select the\n\nprincipal of the high school when a vacancy occurred in the superintend-\n\nency.\n\nThis is a safe practice to follow only when the principal of the\n\nhigh school has made a study of the complete school system, the kindergarten and elementary grades as well as the high school, so that he may\n\nadminister the school system with efficiency and understanding.\n\nSchools\n\nwith an inefficient administrative officer may mark time for two or three\nyears until the superintendent has learned by experience what are the\nprogressive needs of the school system.\n\nIn these days of progress the\n\nsuperintendent must be endowed with a large vision of what ought to be\n\naccomplish t in his\n\ncity.\n\nHe must be an educational leader with well-\n\ndefined ideals and a real, practical educational policy.\nized only by constant study on his part;\n\nThis can be real-\n\nby visiting other school systems;\n\nby attending as many national and state educational meetings as possible,\nand by taking courses under the best teachers at our great universities.\nIn this way he may develop an educational policy which is both practical\nand defensible, and which will take into account and fit the modern needs\nof his community.\nThe superintendent must have the courage of his convictions. At\nthe present time there can be no superintendent in the country who\nbelieves that the teachers are adequately paid, but how many of them\nhave the backbone to come out in the open and fight for an adequate\nincrease in the teachers' salaries?\n\nOn the other hand, we hear superin-\n\ntendents saying that they are afraid that the coming slump in wages in\nthe industrial world will affect the increase of wages of the teacher.\n\nTheir\n\nweak wills, their absence of self-reliance, their fears, cost them the esteem\nof their colleagues, and they miss an excellent opportunity of becoming\nattorneys for the children and the teachers. They should learn that in\nthe long run an excellent teacher is not liable to be overpaid in this day\nand age; that no school is satisfactory unless it is excellent; that no school\nexcellent until the teacher is excellent; that no teacher can do excellent\nwork until all conditions under which she works are of the best, including\n\nis\n\nthe matter of salary.\n\nThe superintendent should not only know the science and the art of\nknow the practical technique of teaching, the\ntheory of supervision, and the science of measurements thru actual experience; he should also be able to make a suryey to find the needs of his\nteachers in service and to devise ways and means to meet these needs. He\nshould be able to stimulate the teacher to go to the same sources of knowledge and to learn the same principles of instruction and supervision which\nguide the superintendent and supervisor in directing her what to do. In\nthis way the fear which naturally arises thru the consciousness that the\nteaching but should also\n\n"}
{"page": 266, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n252\n\n(Normal\n\nsupervisor knows vastly more than the teacher herself will be done away\nwith, and she will at once begin to show strength and self-reHance.\n\nThe superintendent should have high ideals as to the kind of teachers\nwho should enter his school system, and he should be allowed full freedom\nto select them.\nWhere the superintendent is held responsible for the\nresults in teaching he should be given equal authority to administer the\n\nsystem according to his own standards of efficiency, and when he is foimd\nwanting he should be succeeded by another who has the ability to meet\nstandards worthy of our democracy. The successful superintendent should\nbe endowed with the rare ability to select the right kind of assistants;\n\nhe should be big enough to select men and women who are better quaHfied\nthan he is himself to do certain types of work for which he is not so well\nequipt, or for which he does not have a natural aptitude.\n\nIf\n\nhe has the\n\npower to utilize to the highest degree all the talent which he has in his\ncorps, and if he is wise in the selection of men and women of talent, he has\nlaid the foundation of an excellent plan for the training of teachers in\nthe service.\n\nThe superintendent should cultivate in the minds of his teachers a\nprofessional attitude toward school teaching, and not until teachers realize\n\nthat genuine merit, and that alone, should count in their annual promotion and in the rate of increase of salary can he expect to create a proper\n\nattitude\n\non the part\n\nof the teachers\n\ntoward the school system.\n\nThe\n\nChicago city schools have adopted the \"Efficiency Rating of Teachers\"\n\nand have prepared an efficiency card that is excellent, and every superintendent in the country may well prepare a similar one adapted to the\n\nneeds of his community.\n\nThe writer has used such a system for the past\n\nten years in the city of Battle Creek, and this plan has been one of the\n\nmost powerful factors in getting increases of the teachers' salaries.\n\nWhen\n\nonce a teacher reaches a superior grade the board of education feels that\nshe should be justly rewarded, and therefore no fixt salary increase is made,\n\nbut each case is considered carefully, and the increase of salary is made\naccording to the merits of the case.\n\nEducational reconstruction will demand even in our smaller\n\ncities\n\na\n\ngreater interest in the social welfare of the city as related to the school\n\nsystem, better health conditions, free medical and dental clinics for both\n\ntreatment and diagnosis, a greater opportunity for industrial training, and\n\na more efficient training for the responsibiUties of citizenship.\n\nWe have called attention briefly to the following facts: The United\nStates is face to face with most difficult problems of reconstruction; radical\n\nwar measures adopted during the war will leave lasting effects upon the\nnation; as a partial recompense for the appalling devastation and burdens\nlaid upon us thru the calamity of war our nation has experienst a spiritual\n\nawakening; the nations of the earth will look to our great democracy for\nlight and guidance;\n\nour democracy will look to the public schools as the\n\n"}
{"page": 267, "printed_page": null, "text": "I\n\nDepartment]\n\nHOW COLLEGES AND NORMAL SCHOOLS COOPERATE\n\n253\n\nmost potent agency to insure the salvation of the democracy thru the\nproper training of all the young people of our nation; the schools are not\nat their maximum efficiency because of the lack of funds;\n\nhigher salaries\n\nmust be given the teachers; the vocation of teaching must become thoroly\nprofessionalized; the tenure of office must be made more secure; publicschool education should become nationalized; the national government\nshould tax all the wealth of all the nation to give equal educational opportunities to all the children of the nation;\nwill\n\nthe superintendent of schools\n\nbe a most potent instrument in the accompHshment of all the ideals\n\nin the future reconstruction in our nation;\n\nthe superintendent should\n\nhave a thoro college training with school administration as a major; he\nshould have the courage of his convictions; he should know the practical\ntechnique of teaching as well as the science and the art; he should have\nhigh ideals as to the kind of teacher who should enter his school system;\n\nhe should cultivate in the minds of his teachers a professional attitude\n\ntoward school teaching;\n\nhe should be greatly interested in the social\n\nwelfare of the city as related to the school system.\n\nHOW THE COLLEGES AND NORMAL SCHOOLS MAY COOPERATE IN THE PREPARATION OF TEACHERS FOR\nAMERICAN PUBLIC SCHOOLS\nLOTUS D. COFFMAN, DEAN, COLLEGE OF EDUCATION, UNIVERSITY OF\nMINNESOTA, MINNEAPOLIS, MINN.\n\nThe cooperation of colleges and normal schools in the preparation\nof teachers for American public schools in the discussion that follows will\n\nbe limited to tax-supported colleges and normal schools.\n\nTheoretically\n\ntax-supported colleges and normal schools are a part of the public-school\nsystem, and the relation which they bear to the public schools generally\n\nmore intimate and direct than the relation which private schools\nThat unity of purpose and harmony of action has not always\ncharacterized the policies of colleges and normal schools with reference\nto the training of teachers has been due to certain unfortunate antagonisms or misunderstandings between college and normal-school men. These\nantagonisms or misunderstandings are usually traceable to one or more\n\nis\n\nfar\n\nbear.\n\n•\n\nof four things:\n\n(i) to the size of the state appropriations for various educa-\n\ntwo types of instiwork done in them, and (4) to the\n\ntional purposes, (2) to the historical functions of the\ntutions, (3) to the character of the\n\nscholastic qualifications of the respective teaching staffs.\nI have mentioned appropriations as the first source of antagonism\nand misunderstanding between colleges and normal schools for the reason\n\nthat they are the \"root of all evil\" as well as the source of all power.\n\nGiven more money with which to carry on legitimate work, jealousy,\nThere can be only\n\nenvy, distrust, and selfishness are likely to disappear.\n\n"}
{"page": 268, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n254\n\n[Normal\n\none outcome from institutional jealousies; that is, the ultimate wrecking\nof the system, or at any rate the retardation of its growth and progress.\nThat is exactly what has happened as far as the training of teachers is\n\nconcerned.\n\nIt is notorious that this country has given less attention to\n\nthe training of teachers than has any other great nation of the world.\n\nOur\n\nneglect in this matter has not been due entirely to our failure to think in\n\nterms of national obligations and national responsibihties.\n\nIt has been\ndue at times to the failure of local school authorities to work out a sensible scheme of cooperation.\nRelations have been characterized more by\nthe doctrine of competition than by the doctrines of cooperation and\nharmony. All other organizations, whether supported by private funds or\nfrom the public treasury, are seeking means to unify their efforts and to\ncoordinate their purposes. It is high time that we were doing this, not\nmerely because other organizations are doing it, but for the additional\nreason that the welfare of this country and its standing among the nations\nof the world is likely to suffer because of our failure to do so.\nIt is trite\n\nnow to say that the hope, strength, and safety of democratic peoples\neverywhere depend upon a system of\n\nliberal,\n\nuniversal education, and\n\nthat systems of education depend upon a highly trained teaching\n\nstaff.\n\nWe school men know this, but the public does not yet appreciate it. The\nutter inadequacy of the training of nearly half of those teaching in the\n\nschools of this country gives u? some appreciation of our problem.\n\nWhat\n\na tragedy it is to find that literally thousands of untrained boys and girls\nare teaching in the rural schools of this country, and that nearly ten million\nof the citizens of\n\ntomorrow are being taught in schools by teachers who\n\nnever went beyond the high school!\n\nA second reason why animosities have sometime arisen between coland normal-school men is the difference in the history of the two\nThis is a point upon which I do not need to dwell. From\nthe very beginning until comparatively recently normal schools consisted\n\nlege\n\ninstitutions.\n\nof short courses, often only a review of the common branches designed to\n\nprepare teachers to pass teachers' examinations.\n\nShort courses have\n\nalways been a red flag to the typical academic man.\n\nThe academician\n\ninsists upon organized curricula with courses arranged in sequences lasting\n\nthru several years.\n\nIt is true that the vahdity of some of the sequences\n\nAas been disproved, but the typical academic is still unwilling to accept\nthe proof.\n\nMoreover, normal schools have been criticized on the ground\n\nthat their courses consist largely of outlines, helps, devices, tricks of the\ntrade, and that scholarship could not be acquired in them.\n\nschool\n\nWhile normal-\n\nmen have maintained that a knowledge of the subject does not\n\nequip one to teach it, university men, on the other hand, have maintained\nthat one cannot teach a subject that he does not know.\n\nOne has been\n\ncriticized for emphasizing method at the expense of matter, and the other\n\nfor emphasizing matter at the expense of method.\n\n"}
{"page": 269, "printed_page": null, "text": "HOW COLLEGES AND NORMAL SCHOOLS COOPERATE\n\n255\n\nRecently, however, there have been some very hopeful signs.\n\nA few\n\nDepartment]\n\nmen te assist them in improving the\nMany groups of college men have been organized\n\nhigher institutions have employed\n\nteaching of their staffs.\nto discuss\n\nmeans of improving their teaching.\n\nBut even more impor-\n\ntant than this has been the changed attitude of graduate schools, which\n\nnow recognize that it requires as rare a type of ability to conduct researches\nin the field of primary arithmetic as in the field of science or any of the\n\nMoreover, as the curricula of normal schools have become\n\nart subjects.\n\nbetter organized and the staffs better trained, their graduates have gradually received more and more standing in the universities, until now most\nuniversities regard\n\nnormal schools giving two-year courses beyond high\n\nschool as junior colleges, and their graduates are admitted to the higher\ninstitutions with two years' standing.\n\nThere are states where this is not\n\nIllustrations, howand injustice on the part of\nuniversities in admitting normal-school graduates.\nBut the liberalizing\nwork is going on. Once we clung strenuously to fifteen prescribed units\nfor entrance.\nNow most universities prescribe eleven or twelve units and\nleave the other three or four to be determined by the second9,ry-school\nauthorities.\nAnd in the same way universities as a rule are now accepting\nwithout inspection the work of normal schools. In other words, normalschool graduates are accepted at the universities on the basis of their\ndiplomas and are given the advanst standing to which they are entitled\non the basis of the regulations of the university. It must be admitted\ntrue.\n\nThere are cases where it ought not to be true.\n\never, could be cited of apparent prejudice\n\nthat these regulations are not always as liberal as they should be.\n\nThe difficulty in securing a modification in regulations is due not so\nmuch to the historical functions of the normal school and university, as has\nalready been indicated, as to the work done in the two institutions.\nare to a certain extent uncompromising in their attitude.\n\nBoth\n\nNormal-school\n\nmen skeptically regard college men as pedantic, and college men skeptiNot infrequently an aca-\n\ncally regard normal-school men as superficial.\n\ndemic man maintains that teachers cannot be trained anyway; that they\nare born, not\n\nSuch academics are usually willing to admit that\n\nmade.\n\neducation and training are necessary for medicine, dentistry, engineering,\nlaw, and the ministry\n\n;\n\nbut as far as teaching is concerned one has only to\n\nobserve what good teachers the typical academics are to recognize the\nutter futility\n\nand uselessness of spending good money to train teachers.\n\nAll one needs to do is to select those who by nature are gifted for teaching.\n\nBut the unfortunate fact is that there are not enough gifted persons to\ngo around.\n\nMoreover, a great many of them go into medicine, engineer-\n\ning, and law, and those who\n\ntheir places in the\n\nfew, are left for the\ndifficult to\n\ndo teach, so the academic insists, have found\n\nThis means that only a few, a very\nnormal schools and the public schools.\nIt is also\n\nuniversities.\n\nshow this particular class of professors that there ?^ft as many\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n256\n\n[Normal\n\nteaching deserts in the university as there are teaching oases in the normal\nschool.\n\nHere and there college men have been watching the tendency of normal\nadd years to them, and have been\nsecretly fighting the tendency.\nA university man from a middle western\nstate said that the normal schools in his state are trying to introduce a\nfour-year course with a view to granting a B.A. degree, and he said, \"We\nwill fight them to the last ditch.\"\nThis is an extremely unfortunate attitude.\nIt militates against better-trained teachers, and yet it must be\nschools to extend their courses, to\n\nadmitted that this attitude is not always without foundation.\n\nThere have been normal schools that, with meager equipment and an\nalready overloaded teaching staff, have introduced hopelessly inadequate\ncourses for the training of all kinds and all classes of teachers.\n\nSuch\n\nconduct merits and should receive the unqualified disapproval of both\nnormal-school and college men.\nthe expense of thoro work.\n\nOrganization should not be hastened at\nExpansion should parallel the fixing of\n\nminimum standards for the qualifications of teachers, the differentiation\nof curricula,\n\nand the assignment or definition of function for the various\nJust now we should not be more\n\ntypes of teacher-training institutions.\n\nconcerned with the granting of degrees than we are with the character of\nthe work one can do.\n\nWe must not lose sight of the main object for which\n\nour institutions were establisht.\n\nThe right of normal schools to be con-\n\nverted into teachers' colleges will come; indeed it has already been sanctioned in many states, but there are states and there are normal schools\nwhere such a step would not be in the interest of the public good. The\nimmediate problem in some states is that of building up the high schools.\n\nThe establishment of teachers' colleges can and should wait until the highschool population will give them a student body with which to work.\nThe pubHc must be protected from institutions doomed to inefficiency\nfor years to come.\n\nThe expansion of normal schools into teachers' colleges must not only\nwait upon pubhc-school conditions, but it will be affected and determined\n\nby the ability of normal schools to attract and to retain the best teaching\ntalent the country affords.\nAnd this will depend upon a reduction of\nthe burdensome teaching schedules now found in many normal schools\nand upon an increase in the salaries paid normal-school teachers. Both\nthe salaries and the scholastic quahfications of normal-school teachers\nshould be on a par with those of university teachers. Normal schools\nmust be in a position to bid for university teachers. Service in one\ninstitution should not be regarded as of greater worth than service in the\n\nother institution.\n\nThis, so\n\nit\n\nseems to me, is the first important stand\n\nfor us to take.\n\nNow what else remains to be done? We must recognize the training\nof teachers as a pubhc function, and we must cooperate and coordinate our\n\n"}
{"page": 271, "printed_page": null, "text": "Department]\n\nHOW COLLEGES AND NORMAL SCHOOLS COOPERATE\n\n^57\n\nend in view. Jealousy, envy, backbiting, sneering\nand the Hke must be eHminated both from our discussions and\nfrom our conduct. We must work with a common purpose for common\nends.\nWe must keep our attention centered upon the important work\nthat Ues before us. We must work out curricula that actually train and\nfit teachers for the special kinds of work they have to perform.\nWe must\npresent a united front for adequate financial support and for the proper\nrecognition of teaching as a career.\nMore than that, we must make\nboth university and normal-school men see that scholarship is something\nwhich does not belong to any particular field or group of fields, nor to any\nmethod of teaching. In particular, college men must recognize that the\nfacts of EngHsh history can be taught with a view to training people to\nteach them, and that such instruction is professional in the sense in which\nnormal-school men use the term.\nThey must also be made to see\nthat the facts of English and history may be taught without reference to\nthe training of students to teach them, and that such work is academic in\nthe sense in which normal-school men use the term. If teachers are trained\nin both institutions, then the instruction should be more and more profesenergies with this\ncriticism,\n\nsional in character, that is, persons should be trained to teach the various\n\nsubjects by having the subject-matter presented with a view to teaching\nit.\n\nThis does\n\ncolleges.\n\nIf\n\nmean that normal schools will become liberal-arts\n\nnot\n\nthey are not and cannot be professional schools on the same\n\nplane as other professional schools, then they should be abandoned as\nseparate institutions.\nfuture.\n\nThe meeting of this group augurs well for the\n\nNow that we have come together once we should do so again,\n\nbut the next time it should be for the purpose of outlining a more definite\nprogram.\n\nGreat changes and important steps in advance are impending, I beUeve,\nin the training of teachers.\n\nThe Smith-Towner Bill now before Congress\n\nprovides a federal subsidy for the training of teachers.\n\nThis government\n\nhas long been committed to subsidies for the training of soldiers and sailors.\n\nThere is no more reason, and we hope in the future that there will be less\nreason, for the training of men to fight the battles of war than there will\n\nbe for the training of men and women to teach the arts of peace.\n\nThe\n\npassage of this bill will hasten the day when we can expand the teacherIt will also hasten the day when teaching as such\na career and will receive both the pubHc sanction and\n\ntraining institutions.\nwill be accepted as\n\nthe financial reward that\n\ndeserves.\n\nIn the desire to prepare teachers\n\nfor the great democracy of the future\n\nhigh scholastic standards and pro-\n\nit\n\nfessional ideals must mark our thinking,\n\nand cooperation in the outlining\nby aroused public\n\nof plans must be willingly accepted, not forst upon us\n\nopinion and legislative act.\n\n"}
{"page": 272, "printed_page": null, "text": ""}
{"page": 273, "printed_page": null, "text": "—\n\nDEPARTMENT OF BUSINESS EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—F. G. Nichols, assistant director of commercial education,\nFederal Board\nVice-President — James C. Reed, head of commercial department, State\n\nPresident\n\nWashington, D.C.\n\nNormal School\nSecretary\n\n—\n\nJ.\n\nWhitewater, Wis.\n\nM. Watters, dean, School of Commerce, Georgia School\nof\n\nTechnology\n\nAtlanta, Ga.\n\nThursday Afternoon, July 3\nThe Department of Business Education of the National Education Association convened in regular session on Thursday afternoon, July 3, 1919, at 2 00 o'clock in the Council\nChamber, City Hall, Milwaukee, Wis. The meeting was called to order by F. G. Nichols,\n:\n\npresident.\n\nIn the absence of the secretary the president appointed J. A. Bexell as secretary\npro tern.\n\nThe following program was presented:\n\n—\n\n\"Recent Developments in Commercial Education\" F. G. Nichols, assistant director\nof commercial education. Federal Board for Vocational Education, Washington, D.C.\n\"Office Training in the High School\" Lillian Neipert, department of commercial\nteacher training, State Normal School, Whitewater, Wis.\n\n—\n\n—\n\nFrank C. McClelland, Morris & Co., Chicago, 111.\n\"Occupations Open to Boys and Girls under Seventeen Required Training\"\nC. M. Yoder, head of commercial department, Washington High School, Milwaukee, Wis.;\nH. M. Winkel, head of commercial department. Central Continuation School, Milwaukee,\nWis.\n\"Business Training in Evening Schools for Persons Eighteen Years of Age or Over\"\nDiscussion\n\n—\n\n—Discussion.\n\nJ. A. Bexell, representing the United States Bureau of Markets, presented a plan\nby which the bulletins of the Bureau of Markets may be utilized as text material. The\n\ncomplete plan is outlined in a circular letter entitled \"Laboratory Practicum in Marketing\nBusiness Practice,\" issued by the United States Bureau of Markets.\n\nThe following officers were elected for the ensuing year:\n\n— A. Bock, head of commercial department, South Division High School,\nSecretary—Lillian Neipert, State Normal School, Whitewater, Wis.\nPresident\n\nJ.\n\nMilwaukee, Wis.\n\nThe President was authorized by unanimous vote to appoint a vice-president when\nthe place of the next meeting is determined.\n\nThe following resolutions were adopted by unanimous vote:\nThat the Business Section of the National Education Association heartily indorses the\n\nmovement by the United States Bureau of Markets and the Federal Board for Vocational\nEducation in preparing text material for industrial business practice.\n\nThat the Business Section express its appreciation for the courtesies extended by the\nofficers of the section and by the citizens of Milwaukee, and its thanks to all who have\n\ncontributed toward making the meeting a success.\nJ.\n\n259\n\nA. Bexell, Secretary pro tern\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26o\n\n[Business\n\nPAPERS AND DISCUSSIONS\nRECENT DEVELOPMENTS IN COMMERCIAL EDUCATION\nF. G.\n\nNICHOLS, ASSISTANT DIRECTOR FOR COMMERCIAL EDUCATION, FEDERAL\n\nBOARD FOR VOCATIONAL EDUCATION, WASHINGTON, D.C.\nEmphasis should be placed on the fact that the Federal Board for Vocational Education is quite as much concerned in the advancement of business\n\ntraining as it is in the promotion and development of other lines of vocational\n\nWhile the Board is not in a position under the law to extend the\nsame kind of cooperation to all phases of commercial education as it does to\nagricultural, industrial, and home-economics work, it is thoroly committed\nto the policy of doing everything in its power to help commercial educators\nin the further development of a type of vocational commercial education\nthat will meet the needs of boys and girls who desire to prepare for commercial occupations, or who are already employed in such occupations.\nIn keeping with this poHcy the Board has ruled that financial aid may\nbe extended to part-time commercial classes, among others, in states where\nwork.\n\nprovision is made for giving aid to this kind of training in the state plans.\nDetails regarding the requirements that must be met by those who desire to\n\norganize such courses may be obtained from the state vocational directors.\nIt should be emphasized that there are two kinds of part-time classes\n\nincluded under the Federal Board's ruling:\n\nfirst,\n\nthose that are made up of\n\nboys and girls who are devoting a part of their time to high-school commercial work and a part of their time to office or store employments; second,\nthose who are regularly employed in commercial positions and are enrolled\nin continuation classes for a certain amount of instruction on the employer's\n\ntime.\nIt is safe to assume that a rather large percentage of our boys and girls\n\nwho are now pursuing commercial courses in the high schools would be\nbenefited by having contact with actual business thru a cooperative plan\n\nduring at least one year of their course, preferably the last year.\n\nIt is to\n\nencourage the organization of such part-time instruction that the Federal\n\nBoard has ruled that financial aid can be given to commercial courses of\nthis kind.\n\nI\n\nIt is a fact that a large proportion of the boys and girls who are com-\n\npelled to take continuation courses under compulsory continuation school\nlaws, such as have been past in a large number of states, will require instruc-\n\nTo meet the needs of\nThe\nFederal Board is desirous of cooperating with educators who have this kind\ntion that will function in commercial employments.\n\nsuch boys and girls special commercial courses should be establisht.\nof work to administer.\n\nEvening schools quite generally are offering commercial courses exactly\nlike those that are being offered in the day school,\n\nwithout regard to the\n\n"}
{"page": 275, "printed_page": null, "text": "Department]\n\nDEVELOPMENTS IN COMMERCIAL EDUCATION\n\ndefinite needs of commercial workers.\n\n261\n\nThe Federal Board desires to stimu-\n\ndevelopment of short-unit courses that are prepared with the\nrequirements of definite groups of workers in mind, but under the present\nlate the\n\nlaw it cannot give financial aid to such courses.\n\nIt is also recommending\n\nnot only that such courses should be made available, but that only those\n\nwho can profit by taking them should be permitted to enrol.\n\nIn the\n\nbulletin about to be publisht this subject is discust more fully.\nIt is recognized that those who have had to do with commercial edu-\n\ncation in the past have, in spite of many handicaps and much opposition,\n\ndevelopt courses that are meeting real needs thruout the entire country.\n\nThere seems to be, however, a general feeling that high-school commercial\ncourses should be so establisht as to give to those who take them a vocational training that is complete in itself at the end of each year of the course.\n\nSuch a plan does not in any way detract from the value of the full course.\nOn the contrary, when properly organized it will encourage a large number\nof boys and girls to remain in school to finish the entire four-year program.\n\nThe Federal Board is just now publishing a bulletin that will deal with this\nparticular type of organization in detail and is desirous of cooperating with\n\nschools that wish to reorganize their commercial work on this unit basis.\n\nThe larger number of commercial teachers who are now engaged in this\nfield of\n\nvocational training have received their training at the hands of\n\nprivate commercial schools.\n\nThis training was adequate to meet the needs\n\nof teachers in a day when practically all commercial teachers were employed\n\nby private commercial schools, but is entirely inadequate to meet the\nrequirements of present-day needs in this great field of education.\n\nThe\n\nstates have not as yet seen fit to set up commercial teacher-training courses\n\nexcept in a few cases.\n\nThe Federal Board for Vocational Education is\n\ndesirous of stimulating this kind of teacher-training work thruout the country, and to that end is preparing a bulletm that will point the way for the\nestabUshment of commercial teacher- training courses that are designed\n\nmore nearly to fit into our present ideas of business training.\nIn this connection it should be stated that it has been possible to extend\nfederal aid under the vocational-education law to include the training of\nspecial teachers to give retail selling courses.\n\nSupplementary legislation\n\nwill be needed, however, before financial aid can be extended to the training\n\nof commercial teachers in general.\n\nThe Federal Board also feels that since there are hundreds of thousands\nof boys and girls pursuing commercial courses in the various kinds of schools\n\nthruout the country, there should be in each state a speciaHst in commercial\neducation who can cooperate with the state authorities in the proper devel-\n\nopment of commercial education, especially along vocational lines. In\nthe establishment of its work it has appointed an Assistant Director for\nCommercial Education, and in doing so the way has been pointed out for\nthe appointment of such an officer in the state educational organization.\n\n"}
{"page": 276, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n262\n\n[Business\n\nTo summarize, it may be stated that the Federal Board for Vocational\nEducation is ready to cooperate with any and all agencies deahng with the\nsubject of commercial education to the end that the greatest possible\n\nprogress in this field may be made, and that the needs of all commercial\n\nworkers,\n\nespecially\n\nthose\n\nwho\n\nare in occupations\n\nsomewhat\n\nfrom the traditional commercial occupations provided for\n\ndifferent\n\nin the usual\n\nhigh-school courses, may be met fully. It will not rest content with the\npubHcation of bulletins on various phases of business training but will\n\nextend its cooperation to personal service thru its field agents, who are\nspeciaHsts in their respective lines, to the Hmit of its financial resources.\nAll teachers and business-school administrators may feel free to present their\n\nproblems to the Federal Board for Vocational Education with assurance\nthat they will receive prompt and interested attention on the part of the\n\nFederal Board's representatives in this field.\n\nOFFICE TRAINING IN THE HIGH SCHOOL\nLILLIAN NEIPERT, DEPARTMENT OF COMMERCIAL TEACHER TRAINING, STATE\nNORMAL SCHOOL, WHITEWATER, WIS.\n\nOne of the problems of the business man of today is the necessity of\nThe young girl who has just completed\n\nemjploying inexperienst office help.\n\nher high-school course, tho she may be able to take dictation at the rate of\n\none hundred words a minute and type at the rate of seventy words a minute,\ndoes not meet the requirements.\n\nShe should have a practical knowledge\n\nHer employer does not have\nDoes her classroom work in shorthand and\ntyping qualify her ? No, she must have something that will bridge the gap\nbetween the theoretical and the practical. A strong course in office training conducted in a real business way will give her the training which the\nbusiness man demands.\nIn the State Normal School at Whitewater, Wis., we have a commercial\ndepartment. The primary purpose of this department is to train our\nof filing, maihng, and general office routine.\n\ntime to teach her these things.\n\nstudents for the commercial teaching positions in the high schools of this\nstate, and our commercial courses are shaped with that purpose definitely\n\nin mind.\n\nWe have some students who are taking a business course.\n\nThese\n\nare segregated in most of their work, but in office training we have put them\nin the same class with our professional students, and we find the arrangement\n\nvery satisfactory in carrying out our scheme of practical office conditions in\n\nwhich we aim to correlate effectively theory and practice by creating a wellorganized business-office atmosphere thru the medium of which the student\nmay be given some definite, practical knowledge of the essentials of business.\nIn order to be able to do effective work in office training good office\nequipment is desirable, but a business atmosphere is not created by mere\noffice fixtures.\nProbably too much attention is given to office equipment\n\ni\n\n"}
{"page": 277, "printed_page": null, "text": "I\n\nDepartment]\n\nOFFICE TRAINING IN THE HIGH SCHOOL\n\n263\n\nand its arrangement and too little to the doing of real things that count.\nIt is the teacher, as office manager, who must create the atmosphere and\nbring about the business conditions that will give his employes the business\nexperience they need.\n\nOur office-training room is a fairly large room, on one side of which\nare four small alcoves which are used for various purposes, depending upon\n\nthe business problem that is being workt out. We also have a small room\nwhich has the equipment of a small country bank and is known as the\nCommercial School Practice Bank. The department is provided with\n\nseven typewriters, a multigraph, mimeoscope, addressograph, map-tack\nsystem, adding machine, check writer, Wahl-Remington billing machine,\n\na complete filing equipment, a manager's desk with filing equipment, seven\ntypewriter desks, and five office desks.\n\nWe prefer to have only eight or\n\nnine students in a class, but have enrolled twelve.\n\nThe course is twelve\n\nweeks in length, two periods of fifty minutes each per day. Students\nentering the course must have had at least a year of shorthand and typing\n\nand an elementary course in bookkeeping. If the course in office training\nbetween the classroom and the business office the teacher\nmust place himself in the position of office manager, and the relationship\nbetween the teacher and class must be that of employer and employes.\nThe course must be carefully planned by the office manager, the daily\ntasks being assigned, and the responsibilities being distributed among and\nplaced upon the employes in such a way that the result will be office routine\nis to bridge the gap\n\nin the true sense of the word.\n\nIn order to accomphsh this it seems advisable\n\nto do away with the textbook method, which creates too much of the class-\n\nroom atmosphere and a uniformity of tasks not found in a business office.\nAs in a business office the day's work is distributed among the different\ndepartments and each employe is held responsible for his line of work, so each\nmember of the class should find directions upon his desk each day. The card\nsystem for making assignments has proved very satisfactory. The directions on the cards must be workt out in such a way that they will bring about\na close business relationship between the various departments of the office,\n\nmaking each department dependent upon and responsible to the other.\nThe high school located in a commercial center has an excellent opportunity to work out a system of office apprenticeship; but the small town\ndoes not offer such opportunities, and whether the course in office training\ncan be made practical and helpful will depend entirely upon the resourcefulness of the teacher.\n\nDISCUSSION\n\n—\n\nFrank C. McClelland, educational director, Morris & Co., Chicago, 111. What the\nbusiness man expects of the commercial school and what the school can do for the business\nman are questions answered in a recent investigation.\nThe first step in our research work was to get the Shaw Bureau of Business Standards\nto send out questionnaires to about five hundred business men for the purpose of finding\n\n"}
{"page": 278, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n264\n\nout what they expected from the schools.\n\n[Business\n\nReplies were received from employers of over\n\nfifty thousand people, covering the various lines of business activities.\n\nIn reply to the question as to the chief weakness or difficulty of the employe in\nadapting himself to the business, the big, outstanding difficulty was reported to be a\nsad lack of training in office practice and the knowledge of fundamental business principles.\n\nHere are some of the criticisms and suggestions we received: \"They are entirely\ninnocent of any knowledge of the business world, but aside from that they do quite well.\"\n\n\"Lack of appreciation of earnestness of effort and that business isn't one long joy\nride.\"\n\n\"Employ commercial teachers who have had some practical experience in business.\"\n\"Recommend part-time schools. Theory and practice are best taught where the\ninstruction in the two is given together and the relation shown.\"\n\nIn response to the question concerning the relative value of subjects to be taught\nthe following proportionate votes were cast: business correspondence, 59; salesmanship,\n57;\n\nbookkeeping, 56;\n\n53;\n\noffice training, 59;\n\nbusiness arithmetic, 55; business organization, 54: advertising,\nshorthand, 46. It is clearly evident that business men demand\n\na general course in office training.\n\nWe will admit that the business man has some ground for complaint and that many of\nour students are not well grounded in the fundamental knowledge of business principles\n\nWhat then can the school do for the business man ?\n1.\n\nEstablish classes in general office training.\n\n2.\n\nOrganize companies and partnerships in the transaction of business.\n\n3.\n\nCarry on all the actual business of the school and the school office.\n\nRecommend part-time classes in connection with near-by business corporations.\n5. Ascertain what is wanted by the business man and meet any reasonable demand.\n\n4.\n\n6.\n\nStandardize the work of each .subject and recommend no student for any position\n\nuntil he attains a reasonable standard.\n7. Stimulate interest thru games, contests, and comparative graphs showing improvement from time to time.\nLet us remember that the student is not only being fitted for a vocation, but that he\nmust participate in the life of his time, therefore he must receive enough cultural training\nto enable him profitably to employ his leisure hours.\n\nOCCUPATIONS OPEN TO BOYS AND GIRLS UNDER\nSEVENTEEN—REQUIRED TRAINING\nI.\n\nC.\n\nHEAD OF COMMERCIAL DEPARTMENT, WASHINGTON HIGH\nSCHOOL, MILWAUKEE, WIS.\n\nM. YODER,\n\nThe topic which has been assigned to Mr. Winkel and me includes two\nquestions:\n\nfirst,\n\nWhat occupations are open to the boys and girls under\n\nseventeen years of age in the city of Milwaukee ? and second, What training\n\nshould be offered these boys and girls to qualify them for the positions they\nare called upon to fill ?\n\nI shall endeavor to answer these questions from\n\nthe standpoint of the business\n\nfield,\n\naltho the industrial\n\nfield,\n\nI think,\n\nabsorbs most of these boys and girls.\n\nThere can be no question that many boys and girls do leave school\nbefore they are seventeen years of age.\n\nThey leave for three reasons;\n\nthe love for spending money.\nFor these three reasons we will always have boys and girls leaving school\n(i) necessity,\n\n(2)\n\nat an early age.\n\ngreedy parents, and\n\n(3)\n\n"}
{"page": 279, "printed_page": null, "text": "Department]\n\nOCCUPATIONS OPEN TO BOYS AND GIRLS\n\n265\n\nThere is one plan, which is coming soon in many states, which might\nbe effective in holding our boys and girls in school for a longer period, and\nI hope that that plan will soon be put into operation.\n\nIt is to raise the\n\ncompulsory-education age to sixteen years and the continuation-school\nage to eighteen.\n\nSince we have the boys and girls leaving us early the\n\nfollowing topic is a vital one:\n\nWhat are they actually doing and what are\n\nthe schools doing to qualify them for their tasks ?\n\nTo answer the first question I sent out to eighty-eight firms, mostly\nlarge firms, a questionnaire asking for the approximate number of boys and\n\nemployed by them in performing certain tasks about the business\nSixty-six of the questionnaires were returned.\nThirty-four firms\ndid not employ anyone under seventeen years of age. The questionnaire\nshowed that the great majority of those employed were fifteen and sixteen\nyears of age, and that the two or three tasks performed by the very great\nmajority of these boys and girls were those of messengers and file clerks;\nonly four of approximately two hundred employed were stenographers, and\nnone were full-set bookkeepers. It is clear that the tasks largely require\nmotor activities, and the next question really asks what training should be\noffered these boys and girls which will best fit them for these tasks.\nI do\nnot believe that a short courses which is designed to prepare a pupil under\nseventeen years for some specific tasks should be tolerated. In fact, any\nsuggestion of a complete training for certain work is harmful to the young\nperson, for no training can ever be complete, and it would be dangerous\nfor him to feel that he had completed a \" course \" which suggests a complete\ntraining.\nI do believe that training should be so outlined that if boys or\ngirls do leave at the early ages they will have received such training as\nwill better fit them for the tasks which they actually perform.\nAs stated before, the tasks performed by the boys and girls under sevengirls\n\noffice.\n\nfile clerks, and miscellaneous\nWith these tasks in mind I shall suggest an outline of training\nwhich will better fit these young people for their work and yet not suggest\nto them that they have completed a course of special training.\n\nteen years are largely those of messengers,\n\noffice clerks.\n\nDuring the eighth or ninth grades, or including the ages from twelve to\nfourteen years, there should be offered training in penmanship and spelling,\n\nboth equally emphasized, followed by a study of business and letter forms\ncorrelated with advanst penmanship.\n\nA boy or girl will be a better\n\nmessenger if he knows the form, purpose, and value of the various business\nforms.\n\nFor example, a bank messenger will undoubtedly use greater care\n\nin his work if he knows and therefore can appreciate the value of the papers\n\nThe telegram messenger will give better service if he has\nbeen taught the importance of the telegram and its service. Some auxiliary\n\nhe is carrying.\nrecord\n\nwork could be offered in this subject of business papers.\n\nIt is\n\nimpossible to teach a boy or girl of twelve to fourteen years of age to compose\n\na business letter such as a collecting letter or a sales letter.\n\nThese boys and\n\n"}
{"page": 280, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n266\n\n[Business\n\ncannot do this because they have not the experiences in either case;\nno one owes them any debt, nor have they anything to sell, not even their\ngirls\n\nservices.\n\nIt is possible, however, to teach them the forms and purposes of\n\nA file clerk will undoubtedly be able to do\nmore efficient work if he knows the form and nature of contents of business\nforms and letter forms. Also in these grades arithmetic should be taught,\nand especial emphasis should be laid upon knowledge of principles, accuracy,\nand the value of proving up on work done. Several business men suggested\nthe various business letters.\n\ntraining in mental computations.\n\nThe training in English should begin in\n\nthese grades and never end until the full four years of high-school training\n\nhave been completed.\nDuring the ninth or tenth grades and including the ages of thirteen and\nfifteen there\n\nshould be offered a training in commercial geography.\n\nsubject is not emphasized as much as it should be.^\n\nThis\n\nIt is really a liberal\n\nThe fact that a boy or girl knows the location of the\nand countries of the world, the products they produce and off^r for\nexchange, and the commercial relation our cities and country have to these\nwill make them better messengers and file clerks.\nA file clerk can visualize\nthe industries of the city or country from which correspondence comes and\neducation in itself.\ncities\n\ncan thereby better classify the letters for filing.\n\nLikewise the messenger\ncan associate with his work the location and relation of similar business and\nthereby be a better employe.\n\nAlso during these grades and the next two\n\nthere should begin and continue the subjects which cannot be completed in\n\none or two years, in fact some of which can never be too well mastered.\nThese subjects, such as bookkeeping, shorthand, billing, and calculatingmachine operating, will hold the pupil in school. They see in these subjects\na future which will be worth while preparing for and will stay to get all\nthe training possible in the line Ihey like best.\n\nWe see that there are many tasks performed in offices other than those\nand full-set bookkeepers. With this fact in\nmind training should be offered and so organized that it will lay a foundation\nfor future training and so far as possible fit the boys and girls for the various\ntasks which they are called upon to perform when they leave school at the\nearly ages.\nThe continuation school and night school must plan their\ntraining likewise to train these boys and girls after they leave school for\nthe position open to more mature persons.\nof full-time stenographers\n\nII.\n\nH. M.\n\nWINKEL, HEAD OF COMMERCIAL DEPARTMENT, CENTRAL\nCONTINUATION SCHOOL, MILWAUKEE, WIS.\n\nNot more than a decade or two ago we heard young people say: \"I\nHow different now! They cannot afford\nto stay away from school.\nEducation for vocational efficiency is the\nemphatic demand in business, the industries, trades, arts, and professions.\nThe development of our natural resources, the changes brought about by\ncannot afford to go to school.\"\n\n"}
{"page": 281, "printed_page": null, "text": "I\n\n,,\n\nDepartment]\n\nOCCUPATIONS OPEN TO BOYS AND GIRLS\n\n267\n\nthe war, the close competition, etc., make special preparation and training\n\nabsolutely necessary for any boy or girl desiring to enter any line of commercial work.\n\nGeneral as well as technical educational requirements for entrance into\n\ncommercial positions are reaching higher standards.\n\nApplicants for such\n\nby the question: \"What can you do? What\neducation and preparation have you had?\" In Milwaukee employers of\noffice help favor young people who are seventeen or more years of age, and\nwho have had a full or at least part high-school education. Unfortunately\nthere are not enough secondary-school graduates to supply the demands of\nbusiness.\nEconomic reasons compel thousands of worthy and ambitious\nboys and girls to leave the elementary schools to find employment.\nIn Milwaukee there are approximately 1067 boys and girls between the\nages of fourteen and seventeen years who are doing office work (mostly\nin small offices).\nOnly a very small number have had some high-school\ntraining.\nAbout two hundred have taken business courses, either in high\npositions are confronted\n\nschools, continuation schools, or private business schools.\n\nAll of these 1067\n\nboys and girls are attending the part-time continuation school.\n\nFully 90\nper cent of them, as shown in Table I, are following courses of study intended\nto advance them in their commercial work.\n\nTABLE I\nCommercial Occupations of 1067 Boys and Girls under Seventeen Years of\nAge in the City of Milwaukee, Wis.\nKind of Work Done\n\nBookkeeping exclusively\nBookkeeping in part only,'\nShorthand exclusively\nShorthand in part only\n\nNumber\n\n,\n\n,\n\nCalculating-machine operating.\n\n.\n\nRetail selling\nShipping-clerk work\n\nTime keeping\nCost-clerk work\n\nMultigraph operating\nAddressograph\nFiling\n\nMiscellaneous clerical work\n\nTotal\n\nI\n\n4i\n\n^.\n\n4\n7\n\n3\n\n38\n\n.\n\n.\n\nDictaphone operating\nBookkeeping-machine operating\nTypewriting\nMessengers\n\nTelephone operating\n\n12\n\n48\n42\n72\n31\n\nBilling\n\nPercentage\n\n5\n2\n\n.\n\n9\n,\n\n68\n48\n\n6^\n4h\n\n24\n17\n15\n\n2i\nIf\ni|\n\nII\n\nI\n\n29\n102\n161\n244\n\n15\n23\n\n2l\n\n9i\n\n1067\n\nIt will be noticed that only about 16 per cent are doing actual bookkeeping and stenography, proving that, as a rule, young boys and girls are\n\nnot employed for such work.\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n268\n\n[Business\n\nTo accommodate those boys and girls who desire to pursue courses other\nthan bookkeeping and stenography the continuation schools of Milwaukee\nare now conducting or will soon offer all-day, part-time, and evening courses\nin billing-machine operating, calculating-machine operating, bookkeeping-\n\nmachine operating, telegraphy, typewriting, retail selling, filing, cost-clerk\nwork, clerk bookkeeping, commercial arithmetic, penmanship, spelling,\nEnglish, business-letter writing, business law, civics, personal hygiene,\n\nbusiness ethics, how to apply for a position, and full courses in bookkeeping\n\nand stenography.\nentrance.\n\nAn\n\neighth-grade\n\neducation\n\nis\n\nnecessary\n\nto\n\nsecure\n\nThese courses are also open to adults who care to attend the\n\nall-day and evening classes.\n\nIn reply to the question \"What must you know, learn, or do to advance\nyourself in your position?\" 951 boys\n\nand girls under seventeen, who are\n\nnow commercially employed, responded.\n\nThe\n\nreplies\n\nare grouped in\n\nTable II.\n\nTABLE II\nBookkeeping\nStenography\n\n158\n\nBilling-machine operating\n\n...\n\nCalculating machine\n\nMultigraph operating\nAddressograph operating\n\n302\n12\n\n44\n\n....\n\nDictaphone operating\nTelegraphy\n\ni\ni\n\n2\n\n5\n\n12\n\nFiling\n\nBookkeeping-machine operating\nTelephone operating\n\n.\n\n.\n\n3\n6\n\nShipping-clerk work\n\n3\n\nTime keeping\n\n8\n\nCost-clerk work\n\n15\n\nMail-clerk work\n\n4\n\nAdvertising\n\nBuying\n\n•\n\n40\n\nSelling\n\n.\n\n3\n.\n\n•\n\nBusiness law\n\n4\n3\n\nBanking\n\n5\n\nCashier\n\n3\n\nChecker\n\n4\n\nGeneral clerical work\n\n25\n\nEnglish\n\nPenmanship\n\n99\n86\n\nSpelling\n\n44\n\nArithmetic\n\n44\n\nCorrespondence\n\n15\n\n.\n\nThe fact that about 50 per cent call for bookkeeping and stenography\n\nmay be due to a lack of opportunity to pursue other courses, to a lack of\nknowledge that other kinds of office work offer as much pay and advancement as bookkeeping and shorthand, or because the false notion prevails\n\n"}
{"page": 283, "printed_page": null, "text": "Department]\n\nOCCUPATIONS OPEN TO BOYS AND GIRLS\n\n269\n\namong many young folks (and old folks too) that bookkeeping and stenography lend more dignity, refinement, and respect to a position. They look\nwith disdain upon general clerical work, machine operating, retail selling,\nEnglish in some form is called for by about 30 per cent. This is\netc.\nsignificant.\n\nIn a general way it may be stated that more time can profitably be\ngiven to the teaching of the essentials of EngHsh, arithmetic, penmanship,\ngeneral clerical work, filing, and machine operating rather than to technical\n\nbookkeeping and stenography, especially when the educational background\ndoes not equal at least a high-school education.\n\n"}
{"page": 284, "printed_page": null, "text": ""}
{"page": 285, "printed_page": null, "text": "DEPARTMENT OF VOCATIONAL EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Arthur F. Payne, associate superintendent of schools\nJohnstown, Pa.\nVice-President — Adelaide Steele Baylor\nIndianapolis, Ind.\nSecretary— Howard G. Burdge, supervisor of vocational education, Military\nPresident\n\nNew York, N. Y.\n\nTraining Committee\n\nThe Department of Vocational Education of the National Education Association\nconvened in regular session on Thursday afternoon, July 3, at 2:00 o'clock, in the Main\nHall, Auditorium,\n\nMilwaukee, Wis.\n\nThe meeting was called to order by Arthur F.\n\nPayne, president, and the following program was presented:\n\n—\n\n\"Part-Time Vocational Education\" ^John Callahan, state director of vocational\neducation, Madison, Wis.\n\"The Problem of the Continuation School\" R. L. Cooley, director of vocational\neducation, Milwaukee, Wis.\n\"Business Training in Evening Schools for Persons Eighteen Years of Age or Over\"\nRound Table Discussion.\n\n—\n\n—\n\nThe following resolutions were adopted by unanimous vote:\n1. Believing that the vocational related work consisting of science, mathematics,\nand art, taught in relation to social needs as all these subjects should be, are fundamental in the development of vocational education, be it\nResolved, (a) That a committee be appointed to work out a constructive program\nfor instruction in science, mathematics, and art as related to the study of agriculture,\ntrade and industry, homemaking, and commerical subjects,\n(b) That this committee\nshall consist of five members, a chairman and four members representing respectively\nthe four fields of agriculture, trade and industry, homemaking, and commercial subjects,\n(c) That each of the four members invite two specialists in the same line of work to\ncooperate in the development of this program, (d) That an appropriation of $500.00\nbe requested from the proper officials of the National Education Association for the\n\npurpose of defraying the necessary expense incidental to procuring data as a basis for\nthis investigation and this report.\n2. Resolved, That a committee of five be appointed to report at the next annual\nmeeting of the National Education Association for the purpose of gathering information\nconcerning part-time education, and to draft this informaton in such shape as will be\nof aid thruout the nation in establishing part-time schools.\nSuch material will show\nthe aim of part-time education, methods of organizing the work, courses of study, and\nprograms of the work. Be it further\nResolved, That the proper officials of the National Education Association be askt for\nan appropriation of $250.00 to carry on the work of this committee.\n3. Appreciating the necessity for laying a foundation for both homemaking and\nwage-earning pursuits in the education of girls from fourteen to eighteen years of age,\nbe it\nResolved, That a committee of five be appointed, composed of experts in homemaking\neducation and in the education of girls and women for wage-earning pursuits for the\npurpose of outlining the best kind of program possible for the education of girls in this\nperiod of life. The appropriation of $250.00 to be requested to carry on the work of\nthis committee.\n4. Realizing that education for trade and industry and education for homemaking\nhave essential differences in their aims and methods, be it\nResolved, That we indorse the proposed congressional legislation to separate these\ntwo lines of work as at present administered under the operation of the federal law for\n\n271\n\n"}
{"page": 286, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2 72\n\n[Vocational\n\nvocational education, so that each may develop in its own way with its own funds, and\nbe able to freely cooperate with the other to the largest interests of both.\n5. Resolved, That the members of the Vocational Department of the National Education Association commend the action of the Federal Board in reimbursing part-time\ncommercial work. Be it further\nResolved, That it is the hope of this section that a still broader interpretation of the\nlaw will permit a wider use of federal funds for advancing the interests of commercial\neducation. Be it further\nResolved, That a copy of this resolution be sent to the Federal Board of Vocational\n\nEducation.\n6. Resolved, That it is the opinion of the members of the Vocational Department of\nthe National Education Association that night-school classes, which are made up of at\nleast three-fourths trade extension students, the remaining number being trade preparatory students, be federal aided. Be it further\nResolved, That a copy of this resolution be sent to the Federal Board for Vocational\n\nEducation.\n7. Resolved, That such committees as are created under the foregoing resolutions\nbe appointed by the present presiding officer of this section.\nThe following officers were elected for the ensuing year:\n\n— —\n—\n\nPresident. John Callahan, state director of vocational education, Madison, Wis.\nCleo Murtland, professor of home economics, University of MichVice-President.\nigan, Ann Arbor, Mich.\nArthur F. Payne, College of Education, University of Minnesota,\nSecretary.\n\nMinneapolis, Minn.\n\nR. L. CooLEY, Acting Secretary\n\nPAPERS AND DISCUSSIONS\nPART-TIME VOCATIONAL EDUCATION\nJOHN CALLAHAN, STATE DIRECTOR OF VOCATIONAL EDUCATION,\nMADISON, WIS.\n\nThe best estimates available indicate that Wisconsin has over 200,000\nyoung people between fourteen and twenty-one years of age not attending\nany school, public, private, or parochial. Over 100,000 of these are under\neighteen years of age. No other state in the Union has a proportion of\nthese people that is much less, and a majority of the states have a proporFor the whole country this indicates a number that\ntion that is greater.\nit is difl&cult if not impossible to express with seven figures.\n\n_\n\nMany studies and surveys have been made to determine the cause.\nThese seem to indicate that 50 per cent and more are out of the regular\nschools because they must go out and support themselves and in many cases\nhelp out an inadequate income for the family. The others are out because\nWhether they are out because of\nof their o\\vn or their parents' choice.\nchoice or because of necessity does not change the situation. The fact\nremains, and we find ourselves facing the situation regardless of what our\n\ntheory may be.\nI\n\nam not making any charges against the regular schools in stating the\n\nforegoing conditions.\n\nThey have been putting over the biggest and best\n\njob of schoohng the world has ever seen, but those on the job have always\nfelt and feel\n\nnow that it is not as good as it ought to be.\n\nTheir constant\n\n"}
{"page": 287, "printed_page": null, "text": "PART-TIME VOCATIONAL EDUCATION\n\nDepartment!\n\n273\n\nefforts to obtain more funds with which to provide more and better oppor-\n\ntunities for the boys and girls of the country prove this beyond question.\n\nNevertheless the number yet unreacht by their influence during the\nages mentioned furnishes all the excuse or reason necessary for the passage\nof the part-time education laws that have been enacted in so many of the\n\nWisconsin past the first state-wide compulsory law in 191 1;\nPennsylvania followed in 1913, and during the present year the following\nstates.\n\nstates have been added to the list:\n\nArizona, California, Indiana, Illinois,\n\nIowa, Massachusetts, Minnesota, Michigan, Montana, Missouri, Nevada,\n\nNebraska, New Jersey, New York, New Mexico, Ohio, Oklahoma, Oregon,\n\nand Washington.\n\nThe schoohng of all these people runs all the way from none to part and\nonly occasionally all of a high-school course, the great majority having\n\ndropt out of the regular schools between the fourth and eighth grades.\nThe question, whether or not it is wise to allow these people at fourteen,\nfifteen, or sixteen years of age, with their lack of schooling, to drop out and\n\ngo to work on a program of work only stares us squarely in the face and must\nbe answered.\n\nWe are running in this country the greatest democracy the world has\never known; a country in which the vote of the man or woman who cannot\n\nread counts the same as the vote of the college professor or the greatest\nstatesman.\n\nAll thinking people are looking into the future with more or\n\nless timidity,\nis\n\nto bring\n\nis\n\ndepending upon whether their picture of what that future\ndark or bright.\n\nWhat that future brings to this country\n\nwill depend more upon how well all the children of all the people are schooled\n\nand educated than it will upon any other thing that can possibly have any\nbearing upon it.\nOwing to the fact that so many states are to start work of this kind the\ncoming year, many of you are thinking of the practical questions of operation.\nYou will have your troubles and difficulties, of course. You have\nno plans, no courses of study, no textbooks fitted for the purpose, but this\nhas a cheerful side. You are not tied down by plans, texts, and traditions\nas are the regular schools. This should give you an opportunity to try\nnew experiments and fit the work to the purpose faster than would otherwise\nbe the case.\n\nYou have no specially prepared teachers and will have to do the best\nyou can with the two sources of supply open to you. Get mature people\nfrom the regular schools, with industrial experience if possible, in order that\nthey may have some appreciation of the problems of the people with whom\n\nthey are dealing. See that they are possestof a missionary spirit, which is\nneeded by all school teachers, but even more in starting this work. For\nthe shop courses you will probably have to go to the shops, pick the besttrained people you can get there, and then give them the needed teacher\ntraining on the job.\nWhen you come to consider the salaries you will pay\n\n"}
{"page": 288, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n274\n\n[Vocational\n\nthese teachers remember they are starting a new Hne of work, the beginnings\nof which are very important, that they will be working longer hours than\n\nthose in the standardized schools, that they are dealing with a new group\n\neach day of the week, and a group that may be harder to manage than those\nin the regular schools.\n\nIf you\n\nuse any basis of comparison it should not\n\nbe lower than the high school.\n\nThe employers of the boys and girls should be seen before the schools\nare started, and arrangements should be made with them as to the time\ntheir employes are to attend.\n\nAccommodate them as far as you can with-\n\nout interfering with the work of the school.\n\nYou will find some employers\n\nhaving their program broken.\n\nWe have found it waste of\n\nirritated at\n\ntime to try to prove to them that they are to be greatly benefited.\n\nIf the\n\nreasons are placed on the ground of wanting to do something worth while\nfor the boys and girls of the community very few of them want to be listed\n\nas standing in the way, and many of them will use their influence even to\n\nthe extent of orders to cause their employes to be regular in attendance.\n\nSome parents will be inclined to object on account of the loss of time on\nthe part of their children, and in some cases a consequent loss in wages.\n\nA good-natured discussion of the purposes will cure many, and to some\nyou may have to prove the law even in the courts. Most of these difiiculties\nwill pass away in time.\nThe rate at which the irritation and lack of interest\non the part of the boys and girls disappears will depend upon the value of\nthe work offered, and more than that upon the personality and resourcefulness of the teachers.\n\" What can you do in four or even eight hours a week ? \" will be a ques-\n\ntion often askt in a tone that will imply criticism or contempt.\n\nWell, you\n\ncannot do as much as you can in twenty-four, but if you can do much in\ntwenty-four you can do a part of it in eight, and perhaps if the work is\nthoroly planned for the purpose you can do more than a third as much in\n\nthe eight hours.\n\nTo those who have little or no academic education you\n\ncan give some.\n\nFor those who have had more you can fix in their minds\n\nmore firmly that which they have had, and very likely you can add to it.\n\nYou can give all some vocational experience that may help them in choosing\ntheir life-work.\nYou can give them some valuable assistance in the employment hne. You can do some valuable vocational-guidance work. You\ncan bind the school more closely to the home and to the place of employment.\n\nDuring the two or more years you have them you can give them\n\nmany valuable lessons in citizenship, safety, hygiene, etc.\nIn judging the success of these schools, as time goes on, one should\n\nremember that eight fiours is the minimum only. If you find students\nasking occasionally if they may not put in more time, if you find them wanting to continue after they have reacht the age when the law does not apply,\nif you find them following up their work in the evening schools, then you\n\n"}
{"page": 289, "printed_page": null, "text": "THE PROBLEM OF THE CONTINUATION SCHOOL\n\nDepartment]\n\nmay decide that the work has been worth while.\n\n275\n\nIf you find none of these\n\nthe work is probably yet in the questionable stage.\n\nWhile we in Wisconsin have been on this work since 191 2 we feel that\nwe have only made a good beginning. If we have developt anything or\nhave any information that is worth anything to the rest of you, you are\nwelcome to it. We expect to do some scouting around to see what others\nare developing, and when we find anything we want we shall not hesitate\nto take it home with us and make use of it.\n\nTHE PROBLEM OF THE CONTINUATION SCHOOL\nR. L.\n\nCOOLEY, DIRECTOR OF VOCATIONAL EDUCATION, MILWAUKEE, WIS.\n\nMy being called upon at this time to speak, in the absence of the\nperson regularly placed on the program, it is needless to say, was entirely\nunexpected, and, tho not apologizing for my state of unpreparedness, it\nis\n\nonly fair that the fact should be understood.\n\nThe importance of the\n\nsubject being discust at this meeting warrants better preparation.\n\nPart-time educational opportunity, comprehensive and adequate, at public expense\n\nleft\n\nand as a necessity for all members of the community who have\n\nthe all-day everyday school, where someone else was supporting them,\n\nand have crost the line to where they are supporting themselves and\nothers, must and shall soon have given it important consideration.\nIn Wisconsin the term \"continuation school\" appHes to the whole\nfield mentioned above.\nOur special organization and machinery are calculated to take care of this difficult and complicated problem. The muchdiscust ''dual system,\" as some of our friends love to call it, is nothing\nmore nor less than an attempt to supply a slightly specialized machinery\nfor the administration of a unique and exceedingly difficult and important\neducational problem, to the end that the problem may receive the consideration its importance warrants and may not be made a mere Cinderella\nin the household of education.\nfertilizes all human development.\nIt is the\nIn the past it has been systematically provided\n\nEducation waters and\ngreat creator of values.\n\nonly for that portion of the population which has not crost the fine to\nwhere it must or should be self-supporting. From the time of leaving\nschool, educationally there has been what may be described as the great\n\nAmerican desert. Education for this \"area\" of our population must be\nprovided comprehensively, adequately, and at public expense. We have\nheard reference and objection several times this week to the special administrative machinery thru which our schools in Wisconsin are administered.\nIt is not claimed that up to date anything but good to the cause of educa-\n\ntion has\n\ncome out of this form of organization in Wisconsin, but it is\n\nvociferously asserted that the facts should be otherwise.\n\nI\n\nam certain\n\n"}
{"page": 290, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n276\n\n[Vocational\n\nthat the ''facts\" will prove quite as stubborn as the obsession of our critics\n\nand only wish to emphasize that in Wisconsin we have been permitted\nto work out our problem with the employed, the employer, and the educational representation on our boards in a manner which, from the standpoint of harmonious cooperation, mutual agreement, and actual progress,\nis at least encouraging.\n\nROUND TABLE DISCUSSION ON BUSINESS TRAINING IN EVENING\nSCHOOLS FOR PERSONS EIGHTEEN YEARS OF AGEjOR OVER\n\n—\n\nLouis B. Austin, Pittsburgh, Pa. In our commerical work we are attempting to\ngive the students a thoro course in word building and general education in order that\nour stenographers especially may have a better understanding in the use of business\nEnglish as well as the subject of shorthand itself. We believe that some students fail\nin the subject of shorthand, not because they lack a knowledge of shorthand principles,\nbut because they lack general knowledge. We are attempting to overcome this objection.\n\nWe are also making a great deal of the subject of salesmanship and advertising in\nWe do some work along the line of lettering and window designing in advertising. We try in every way to find exactly what each student is doing and\nall its different features.\n\nso far as is possible to help\n\nhim overcome difficulties he has in his everyday work.\n\nThis means that sometimes we get away from the regular textbook plan.\n\nThe latest thing we are attempting is along the line of retail merchandising.\n\nThe\n\ndepartment stores of our city especially are asking for a better-educated class of employes.\nThey have askt the copperation of the public schools in the matter of seeing that those\ncoming to them for employment should at least have finisht a certain prescribed course.\nThis course is more or less elastic, depending upon the line of work which the applicant\nIn this the student takes up a course in salesmanship, a general perdesires to follow.\nception of retailing, industrial history, and work in color and design. We also offer a\ncourse in textiles. If a student comes for the second year, advanst courses in general\nmerchandising, industrial history, and economics are offered.\nWe are offering a course to office assistants which includes shorthand, bookkeeping,\ntypewriting, the study of labor-saving machines, and store organization.\n\nH. F. Pratt, St. Louis, Mo.\n\n— Central Evening High School has more graduates\n\nthan any other evening high school in St. Louis, altho it is no larger than some of the\nothers, so we attribute it more to the following reason than any other: We have reacht\nin this way a new group of people who need evening-school instruction. Heretofore\nthere has been no organized cooperation between the day and the evening schools. Now\nwe encourage all pupils completing or partially completing one- and two-year courses\nin the day schools to take advantage of the opportunities offered in the evening schools.\nWe have the work definitely planned so that by taking courses in advanst bookkeeping,\nsalesmanship, commercial law, and rapid dictation pupils completing the two-year course\nin the day school can complete the evening-school requirements and graduate in one\nyear; and pupils completing the one-year course in the day school can graduate in two\nyears.\n\n—\n\nA. H. Sproul, Portland, Ore. We have featured, for two winters, a course in comptometer methods, arranging for the advanst pupils to get individual practice at the\n\ndown-town offices.\n\nThe usual attendance has been from thirty to sixty students per\n\nevening.\n\nThis year for the first time we attempted to give work in office knowledge, with\nplenty of individual work on the dictaphone, adding and calculating machines, billing\n\n"}
{"page": 291, "printed_page": null, "text": "Department]\n\nROUND TABLE DISCUSSION ON BUSINESS TRAINING\n\n277\n\nThe plan for next year is greatly\n\nmachines, Elliott-Fisher bookkeeping machines, etc.\n\nto increase the scope of this work and to give formal instruction in office management,\n\nmethods, filing, etc.\n\n—\n\nIrving V. Cobleigh, Brooklyn, N.Y. In the bookkeeping class about ten minutes\nwas spent each evening in discussing some feature connected with the work. Banking,\nnotes receivable and payable, discounts, drafts, expense account, real and nominal\naccounts, insurance, commission, character, possiblities for accountants, selling one's\nservices, how to be promoted, efficiency, the will to win, successful failures, were among\n\nthe topics presented.\n\nThe psychologic topics received more attention than the purely\n\ntechnical.\n\nEach man has his particular work chosen for 1919-20 and is to submit an outline\nWe expect a tentative \"plan book \" from each, showing what may normally\nbe covered in each course by one who enrols at the beginning and is regular in\nof his plans.\n\nattendance.\nI.\n\nR. Garbutt, Cincinnati, Ohio.\n\n—I have thought for a number of years that there\n\nwere too many young girls without sufficient fundamental education coming into our night\nhigh schools to take up the study of stenography.\n\nI\n\nthought that if we could direct a\n\nconsiderable number of these girls into the study of retail selling in department stores,\netc., it\n\nwould be to their advantage.\n\nTherefore we made a strong point of this in the\n\nadvertising matter put out before the opening of the night schools.\n\nI lookt\n\nforward\n\nwith great expectations to these salesmanship classes.\n\nWHien the night classes assembled and I checkt up the registration for salesmanship\nSchool and only three were women,\nnot girls; at the East School, out of a registration of seventy- four, eight were women and\nthe rest were young men averaging about twenty-five years of age. Nearly all of these\npeople were employed in some capacity or other that involved selling, and they wanted\nto know more about it. Thus in our effort to do one thing we discovered the need for\nanother. These classes have been conducted thruout the year, salesmanship one hour,\narithmetic a half -hour, and English a half -hour, on four nights each week.\nMost of these people have been advanst in their positions, quite a number have been\nsent out on the road, and we feel that the effort has been quite successful, while the\noriginal idea or effort was an absolute failure.\nMy notion about this large number of\nyoung girls taking stenography has not changed, yet I have been unable to steer them\naway from it.\nI found that fifty-three had registered at the West\n\nArthur Dahne, St. Louis, Mo.\n\n—As you know, night-school attendance\n\nating in character, with a rather large drop in attendance after the\nschool.\n\nfirst\n\nis\n\nfluctu-\n\nfew weeks of\n\nTo remedy this condition we tried the plan of asking each student to make a\n\ndeposit of one dollar at the time of enrolment.\n\nThis deposit was to be returned if the\n\nAs a\nmembership was better this year than ever before. The initial enrolment\nwas a trifle smaller, but the number belonging was much greater at the end of the year\nthan ever before. We are going to try the same plan next year.\nThe second plan was what might be called group instruction. We took a class of\nthirty entering pupils in shorthand and typewriting and gave them two forty-minute\nperiods of stenography, with one period of tj'pe writing between to break up the period.\nThe same teacher handled the group in both subjects. As a result we were able to give\nintensive work in shorthand, so that the pupils, mostly mature, were able to take simple\nbusiness dictation at the end of the year. Their typewriting had progrest so far that\nthey were also able to turn out acceptable transcripts. I have since learned that six\nmembers of the class are in stenographic positions. The results this year have been\n\nstudent attended fifty of the seventy-five nights that the school was in session.\nresult our\n\nmuch better than under the regular plan of class instruction.\n\n"}
{"page": 292, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n278\n\n[Vocational\n\n—\n\nHarry B. Marsh, Springfield, Mass. As a great many of your replies will probably be about courses I am going to take the liberty of mentioning a means I adopted\nlast year with much success to\n\nimprove the attendance and to stimulate good work in\n\nthe various departments.\nI placed a large bulletin board opposite the main entrance, thru which all pupils\nentered the building, and assigned this board to each department for a week, until each\n\nhad had its turn, and then began the assignments over again.\n\nOn each of the three\n\nnights of the week assigned to a given department the best work of the various pupils\nin that department was displayed.\n\nnumber of pupils were represented.\n\nThe exhibit was changed each night, so that a large\nThese exhibits had a twofold effect. They proved\n\nto be a strong incentive to the pupils toxio work of such grade as to warrant a place on\n\nthe board, and they helpt to advertise the school by showing pupils who were taking\nonly two or three subjects at the most what a wide variety of valuable subjects was\noffered by the school.\nI also placed\n\nattendance.\n\non this bulletin board at the end of each month an honor roll of\n\nOn this roll were lists of pupils who had been perfect in attendance for the\n\nprevious month, and also the names of those who had mist but one night.\n\nSimilar lists\n\nwere given of pupils who had been perfect in attendance, or who had mist but one night\nfor all the months up to date.\nIt was surprising what a good effect this scheme had on our attendance records,\nand how hard the pupils tried to have a clean record, just to get their names on\n\nthe honor roll.\n\nRobert A. Grant, St. Louis, Mo.\n\n—The principal of our evening school called my\n\nattention to the advantages of requiring a deposit from pupils entering the night school,\n\npointing out that this had a very satisfactory effect in stabilizing the attendance.\n\nAmong the pupils who entered the Yeatman Evening School in October, 1916, about 50\nAmong those entering in October, 191 7,\nnearly 60 per cent dropt out before the first of January. Among those who entered in\nper cent dropt out before the first of January.\n\nOctober, 19 18 (when a deposit of one dollar was required for the first time), less than\n20 per cent dropt out before the first of January, and it is believed that the record would\nhave been much better had it not been for the influenza epidemic.\nIt is now proposed that this deposit feature be modified so that pupils will be required\nto deposit one dollar for each subject taken, with the understanding that this dollar will\n\nbe returned if they are present for three-fourths of the lessons.\nIn typewriting, and in subjects where expensive equipment is required, pupils will\nbe required to deposit more than one dollar upon entering the course.\n\nWith such a\n\nplan, if adopted, it is expected that only those who are very much in earnest will enrol\nfor the work, and that they will make a greater effort to keep their attendance up to the\n\nhighest standard possible.\n\n—\n\nThere are two or three things, we have found, that\nJ. Ferbush, Syracuse, N.Y.\nadd interest to the work. One of these is to give the night-school pupils some recognition for the work they have done. We did this, and it seemed to hold some of them until\nthey had finisht a definite part of the course. This recognition was given in the shape\nof a diploma signed by the school authorities.\nI also found that to give the pupils the benefit of the school employment bureau\nadded to their determination to make good so that they might secure a good position.\n\nW. C. Locker, Richmond, Va.\nschool an honor credit system.\n\n—\n\ni.\n\nThere is incorporated in the organization of the\n\nA maximum of seven credits may be earned by any\n\nstudent each month as follows\n\nOne credit for an average class grade of 85\nOne credit for perfect attendance\n\n»\n\n1\n\n"}
{"page": 293, "printed_page": null, "text": "Departmentl\n\nROUND TABLE DISCUSSION ON BUSINESS TRAINING\n\n279\n\nOne credit for perfect deportment\nOne credit for twelve hours home study each month\nOne credit for employer's rating of excellent or good\nOne credit for the practice of the thrift habit\nOne credit as a bonus if the preceding six are earned\n2. During the past year heads were named for the several departments, and monthly\nmeetings were arranged for a general discussion of the course of study and methods of\ninstruction.\n3.\n\nThe student body assembles twice a month in the school auditorium for the\n\nEducational motion pictures are shown,\nand members of the student body are given an opportunity to express themselves.\n4. An after-school class, headed by an instructor, meets once each week for the\n\ndiscussion of topics of interest to the school.\n\ndiscussion of current events.\n5.\n\nA literary society meets after school hours one evening a week.\n\nThe instructors who meet with the current-events class and the literary society are\ncompensated by the school board.\n\n—\n\nSeth B. Carkin, Rochester, N.Y. Believing that success in evening-school work\ncan be achieved only by a proper classification of the students who register for commercial\nwork, we have every student who wishes to take the commercial subjects interviewed\n\nby a commercial teacher so far as possible with reference to his program and qualificaThis avoids transfers and drops to a large extent.\nIn all subjects where class work is possible we insist upon it in our evening-school\n\ntions for the subject desired.\n\nwork.\n\nThis plan has proved very helpful in holding students in the night school.\n\nvidual work, while necessary,\n\nis\n\nlikely to\n\nIndi-\n\nprove more or less uninteresting, while the\n\nprospect of class drill arouses on the part of the pupil a desire to be present.\n\nAt Christmas time and at any other time when there is to be a vacation letters are\nprepared for each student urging him to resume his work when school opens after the\nvacation. From time to time letters are sent to students who have been absent for a\nfew nights, expressing the hope that their absence is but temporary. Occasional letters\nto those who have been absent for some time, urging them to return, are productive\nof good results. In all cases these letters are signed by the teacher in charge of the\nclass rather than by the principal.\nIt is the personal appeal that counts.\nSome teachers have found it desirable to hold occasional social functions for the\nclass during a small part of an evening.\nThis helps the members of the class to get\n\nacquainted with each other and makes the evening-school work more interesting.\nJ.\n\nL. HoLTSCLAW, Detroit, Mich.\n\n—The regular hours for the evening session of the\n\nDetroit High School of Commerce are from seven to nine o'clock.\n\nThe school is located\n\nnear the business section of the city, and many of its students work in nearby ofiices\n\nbut live at considerable distances from school and work.\n\nThese people find it very-\n\nconvenient to come directly to the school from their place of work, and to accommodate\n\nthem certain classes were opened at six o'clock. This plan will be extended as the\ndemand seems to justify.\nIn addition to the commercial work usually offered advanst accounting and cost\nwork are being given. Courses will also be offered during the coming year in the use\nof the various office-appliance machines.\n\n"}
{"page": 294, "printed_page": null, "text": ""}
{"page": 295, "printed_page": null, "text": "P\n\n—\n\nDEPARTMENT OF RURAL AND AGRICULTURAL\nEDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—H. W. Foght, Bureau of Education, Department of the Interior. Washington, D.C.\nVice-President — W. R. Hart, professor of agricultural education, Massachusetts Agricultural College\nAmherst, Mass.\nSecretary — Charl O. Williams, superintendent, Shelby County Schools\nMemphis, Tenn.\nPresident\n\n.\n\nThe Department of Rural and Agricultural Education of the National Education\nAssociation\n\nconvened in regular session on Tuesday afternoon, July\n\ni,\n\nat\n\n2:00\n\no'clock, in Kilbourn Hall, Auditorium, Milwaukee, Wis.\n\nIn the absence of the president and vice-president the meeting was called to order\nby Mabel Carney, who acted as chairman pro tern of the meeting. The chairman\nappointed G. O. Brown, superintendent of schools, Princeton, 111., as secretary pro tern.\nThe general topic for the meeting was \"The Course of Study Fundamental in the\nPresent Readjustments in Rural Education,\" and the following program was presented:\n\n\"The Course of Study Reorganized to Meet the Needs of Modern Rural Life\"\nKatherine M. Cook, specialist in rural education, U.S. Bureau of Education, Washington, D.C.\n\n—\n\nDiscussion G. M. Wilson, professor of agricultural education, College of Agriculture, Ames, Iowa.\n\"The Specific Equipment to Meet the Requirements of Modern Rural Life\"\nRosemond Root, professor of rural education, Missouri State Normal School, Kirks-\n\nMo.\n\"The Rural Social Problem and the Structure of Rural Society\"— C. J. Galpin,\n\nville,\n\nUniversity of Wisconsin, Madison, Wis.\n\"The Consolidated School as a Community Center\" Lee Driver, superintendent,\nRandolph County Schools, Winchester, Ind.\n\"The Possibilities of the One-Teacher Country School for Community Service\"\nMarie Turner Harvey, Porter Rural School, Kirksville, Mo.\n\n—\n\nThe following officers, as nominated at the conference held in connection with the\nChicago meeting of the Department of Superintendence, were elected for the ensuing\nyear:\n\n—\n\nPresident H. A. Allan, rural-school agent, Department of Education, Augusta, Me.\nVice-President Amalie M. Bengtson, superintendent, Renville County Schools,\n\n—\n\nOlivia, Minn.\n\nSecretary\n\n—Mabel Carney, Teachers College, Columbia University, New York, N.Y.\nG. O. Brown, Secretary pro tern.\n\n281\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n282\n\n[Agricultural\n\nPAPERS AND DISCUSSIONS\nTHE COURSE OF STUDY REORGANIZED TO MEET THE NEEDS\nOF MODERN RURAL LIFE\nKATHERINE M. COOK, SPECIALIST IN RURAL EDUCATION, UNITED STATES\nBUREAU OF EDUCATION, WASHINGTON, D.C.\n\nTo an audience composed of persons engaged in rural education or\nwho are students of rural life it may be assumed that the necessity of an\neducation to prepare for modern rural life is self-evident. Education, in\nwhatever terms we may define it, is a preparation for living. Childhood\nitself is a preparation for living.\nOur mistake in formulating our courses\nof study and in organizing our schools is due not so much to lack of knowledge of this fact as to our failure to realize fully that life itself is the real\npreparation for living.\n\nThere can be no other.\n\nIt\n\nwas perhaps natural\n\nthat we should err to a greater extent than cities in preparing our rural\ncourses of study and in organizing our rural schools.\n\nWhen our country\n\nchanged from a rural to an urban nation city schools were organized to\n\nmeet a new need and were free to meet it in a new way, relatively unhampered by tradition.\n\nPlacing a group of\n\nsix-, eight-, ten-,\n\nand fourteen-\n\nyear-old children in charge of one teacher would be unthinkable.\n\nnaturally group themselves differently.\nlike the\n\nChildren\n\nSo the eighth-grade organization,\n\nnine-month term and the summer vacation and the course of\n\nstudy, all were fitted to the needs of city rather than rural conditions and\nof city rather than rural children.\nIt\n\nwas natural that the city schools, with their more cosmopolitan\n\npopulation and their concentration of wealth and progressive ideas, should\noutstrip the country.\nthis,\n\nIt was natural too that the rural schools, realizing\n\nshould make the first effort to improve by borrowing from the city.\n\nIn the fact that this was done unintelligently and without adaptation lay\n\nour chief difficulty.\n\nOur rural schools now may roughly be divided into\n\ntwo classes: those in which the school, like the community, is entirely\noutgrown by the demands of modern life; and those in which the effort\nto reorganize has resulted in a combination of modern city-school ideals\nand those of the old rural school, retaining many of the faults and few of\nthe virtues of both.\nIt would be easy to cite examples in my own experience of both conditions. The first is illustrated by several counties\nrecently visited, in which farms are poor and unproductive, farming is\ndone by old-time methods, the schools are housed in entirely unadapted\nbuildings, the term is short, and the teachers utterly unquahfied.\nThe\ncommunity itself is not sufficiently intelligent to realize the need of better\n\neducation for the children.\n\nThe schools are not effective enough to teach\n\nthe children appreciation of better farm methods.\n\nSo the communities\n\n"}
{"page": 297, "printed_page": null, "text": "THE COURSE OF STUDY REORGANIZED\n\nDepartment]\n\n283\n\ngo around in a circle and apparently will continue to do so until some\n\ncommunity to reorganize its ideals of living, or\nsome outside influence supplies schools at least long enough to teach the\npeople the value of modern education. The second condition may be\nillustrated by a prosperous community in a different part of the country.\nSeveral schools and many homes were visited in this community. Modern\nfarm methods prevail, the homes are equipt with electric-light plants,\nhot and cold water, churns and vacuum cleaners run by electricity, and the\n,like.\nNone of the seven one-room, one-teacher schools in this community\nis less than thirty years old; many of them are more than forty.\nThey\nwere built on the plan of that period, have four windows in each side, a\nblackboard at one end, a globe, a few maps, and in some cases an organ.\nThe term is seven months in length, the teachers receive from $45.00\nfto $60 .00 per month, and their preparation includes generally a summer or\nspring term in a normal school. The schools are at least fifty years behind\nthe community in progress.\ngenius arises within the\n\nThe failure in both cases is adequately to recognize and prepare for\nall\n\nthe phases of education fundamental to modern rural life.\n\nProbably\n\n90 per cent of rural schools in the United States use no. other than a state\ncourse of study.\nIt has been my privilege within the last few years to\n\nexamine carefully a number of state courses.\n\nMay I describe one which,\n\nnot typical, represents by no means an isolated case?\n\nIn the state\nwhich I have in mind 85 per cent of the population is rural, 75 per cent of\n\nif\n\nthe schools are one- or two-teacher schools, 40 per cent of the schools have\na term of six months or less in length, and 80 per cent of the teachers have\n\nno professional training.\n\n[practically\n\nThe course of study was prepared\n\n[by instructors of normal schools, specialists in subject-matter, and suc[cessful city teachers.\n\nEach person apparently wrote the subject assigned\n\nto him and emphasized his own ideas with regard to it.\n\nThere is no unity\na whole. To illustrate, in one\nsubject the author emphasizes aims to be accomphsht and sets forth the\naim of teaching the subject itself and the aim to be accomplisht during\nof purpose or procedure in the course as\n\neach term by each topic.\n\nIn another subject nothing is said of aims, but\n\nthe author emphasizes methods of teaching the subject\nthese methods\n\nby model suggestive lessons.\n\nand\n\nillustrates\n\nSimilarly with the outhnes\n\ngood in itself, but leaving in the minds of the\nuntrained and inexperienst teachers no practical ideals for teaching children\nin other subjects, each\n\nrather than subjects.\n\nWe may well ask ourselves, What is a rural course of study ? What\nshould\n\nit\n\ninclude,\n\nanswer the\n\nlast\n\nam not prepared to\n\nand who should prepare it?\n\nI\n\nquestion\n\npreparation\n\nfully.\n\nCertainly\n\nits\n\nshould be\n\ndirected by speciaHsts in subject-matter and methods; but its final tryout\n\nmust be made by teachers actually engaged in schools organized on the\nplan of those for which the course is prepared.\n\nIts content\n\nmust be so\n\n"}
{"page": 298, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n284\n\n[Agricultural\n\nprepared as to fit country boys and girls for living in the country, at least\nas successfully as city schools prepare city children for living in the city.\nIt must be based on the environment and experiences of country children.\n\nNo course of study can be reorganized for rural schools merely by adding\ninformation concerning agriculture, animal husbandry,\n\nhome economics,\n\nand the like, which concern rural life, however valuable such information\nin itself may be.\nA course of study should have for its aim, not an accumulation of facts, but an appreciation of the relationship of facts to each other\nand their application to life. A few children may get relations and learn\nto draw conclusions by knowing facts, but most of us must get it by knowing and handling things. The rural course of study in the elementary\nschools must be an organization of the experiences in the children's lives,\nin the school and out of school, in relation to their needs.\nCountry children have language needs, arithmetic needs, geography needs, which are\njust as apparent and definite and practical as are those of city children,\nprobably more so. City boys and girls may live miles from the office,\nshop, or factory upon which the economic interests of the family depend.\nCountry children live in the economic workshop and are constantly confronted with practical problems of the home and the farm. It should\nthen be relatively easy to organize these practical experiences for use in\nthe schoolroom.\n\nThe elementary school in the country, which will, I hope, be confined\nto the first six years, should be neither vocational nor cultural solely;\n\nrather\n\nit\n\nshould be appreciative in\n\nbefore we are producers\n\nits\n\naim.\n\nAll of us are consumers\n\n—children are consumers\n\nchiefly.\n\nIf\n\nwe believe\n\nour psychology and are to prepare for life in terms of the things which we\n\nneed to know, which we understand, and by which we are surrounded,\nthe elementary school must prepare\n\nfirst\n\nappreciative consumers.\n\njust as necessay to be educated for intelligent\nligent production.\n\nDifferentiation\n\nboth vocational and avocational.\nto the senior high school.\n\nIt is\n\nconsumption as for intel-\n\nmay begin in the junior high school,\n\nSpecialization should be confined largely\n\nThe rural high-school curriculum should be\n\nbroadly cultural as well as vocational in its outlook, first, because the aim\nof the rural school is to keep on the farms the intelligent boys and girls\nwhose tastes and abilities lead toward farming as a vocation and not to\ntrain all boys and girls for farm life, as many of them will want to be lawyers, or doctors, or business men, or artisans, as well as farmers; second,\nbecause the farmer more than the city dweller needs a cultural education\nmusic, art, literature, and the things which make for better living. He is\ndependent in a larger measure upon his own resources for intelligent social\nand recreational leisure, and he needs better preparation for it. School\neducation then should not alone train the farmer to make more money;\nit should also teach him to spend more money and to spend it more intelli-\n\ngently.\n\n"}
{"page": 299, "printed_page": null, "text": "Department]\n\nTHE COURSE OF STUDY REORGANIZED\n\n285\n\nTo summarize, then, there are three things to change if we are to\nreorganize our courses of study to fit the needs of modern farm Ufe:\n\nfirst,\n\nthe content of the curriculum along the lines I have tried to indicate;\nsecond, the\n\nway in which the teacher presents and uses it; and third,\n\nthe way the children use the subject-matter presented.\n\nIt is just as impor-\n\ntant that the teacher be trained for rural work and in the use of a rural\n\nurriculum as that the curriculum\n\nbe reorganized.\n\nitself\n\nThe\n\nteacher\n\nho is trained for city schools and imbued with city ideals magnifies in\ne minds of the children city ways and city advantages.\nThis may be\none consciously or unconsciously, by precept or by example.\n\nIt is as\n\nportant that country teachers should think in terms of rural life as that\ne person who aims to speak a modern language should think in the language\n\nther than translate it into English first.\ne does\n\nAs long as one thinks in English\n\nnot learn to read or speak intelligently in French; and so long\n\nthe teacher thinks in terms of a city, where his heart is, he does not\npeak and think intelligently the language which rural children understand,\nhe teacher as well as the boys and girls who choose farming for their\nvocation must be rural-minded. That is perhaps a vague term and may\nmean one thing to you and quite another to me. To me the teacher who\nis rural-minded may or may not have a knowledge of technical agriculture.\nCertainly it is desirable that he should have it but not, in my opinion,\nnecessary.\n\nThe rural-minded person is one who hears the music of the\n\nspheres, in the hum of insects, the low of cattle, the noise of waterfalls\n\nand brooks; who finds beauty in the glory of the sunset, the green of trees\nknd fields; who loves vegetables and fruits and flowers, grown under his\nbwn direction and with the care of his own hands, at least as much as\n|hose grown by others. Real education means an appreciation of all,\nnot just a few, of the fine things in life, and to the rural-minded the charm\nand lure of nature is at least as great as that of the more artificial creations\ni man.\n\nI\n\nDISCUSSION\nG. M.\n\nWILSON, PROFESSOR OP^ AGRICULTUAL EDUCATIOiST, IOWA STATE COLLEGE,\nAMES, IOWA\n\nThe course of study is the most fundamental consideration in the entire work of the\nIt determines the grist that is ground, whatever the school organization. While\nthe rural schools must have more money, better organization, and better supervision,\nschools.\n\nyet these are important largely because they will give us better-trained teachers and\nteachers capable of working out and administering a course of study that really functions\n\nThe rural people constitute 50 per cent of the total population of the counThey are entitled to a course of study that really serves them and their interests\nin a vital and effective manner. The following fundamental principles of curricula-making\nare now generally recognized:\nI. The school work must be based upon the child's interest and connected directly\nwith his apperceptive basis. Unless these conditions are met no grist is ground so far\nin rural life.\ntry.\n\nas the particular child is concerned.\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n286\n\n[Agricultural\n\n2. Education, in order to function, must not be divorst from the life of the community but, instead, must be based squarely upon the community's life, including its\nfundamental industries. This means that the rural teacher must know rural life and\nits problems in a broad, comprehensive way, must be able to sort out the applicable\nfrom the traditional, and must further be able to conceive new problems and gather\ndata directly from the community life for their solution.\n3. The teacher cannot get the right moral fiber into her pupils unless her own attitude toward the situation is sympathetic and fundamentally correct. It is a regrettable\n\nfact, but a fact nevertheless, that rural education in the past has been disloyal to rural\nlife,\n\nhas created general discontent among the boys and girls of the rural districts, and\n\nhas drained off to other channels the best brains of the rural community.\n\nThis condition\n\nmust be changed by a better first selection of teachers, and proper training in the fundamentals of rural life, and the retention with adequate pay of those who perform their\nduties in an acceptable manner.\nThe foregoing principles, when applied to the subjects of the curriculum, will mean\na decided modification, and it may mean that traditional subjects as such give way to\nthe larger aims of education.\n\nIt is not important that history as such be taught, or that\n\nthe facts contained in a school textbook on history be mastered for examination purposes.\n\ngood citizenship, be furthered thruout the\nwork of the public schools, and it is recognized that history, properly taught, may serve\nin accomplishing this aim.\nFacts, dates, men, administrations, battles, etc., will cease\nto be an end in themselves. They will be of interest only as they help in the solution\nof the larger problems of history and particularly the solution of problems that are of\nIt is important that the fundamental aim,\n\nimportance at the present day. It is quite probable that history should start with\nthe listing of present-day problems, and that pupils should be trained in the method\nof studying such problems and shown how history may help in their solution.\n\nA similar process will take place in other subjects.\nbe eliminated in intermediate and upper grades.\n\nTechnical grammar as such will\n\nIn its place will be substituted moti-\n\nvated language lessons, composition, and the writing of business letters.\n\nIn physiology\n\nthe useless facts about bones, muscles, anatomy of the eye, the organs of circulation,\nthe organs and anatomy of the alimentary canal and similar work in which the\nold memory process predominates, must disappear from our schools.\n\nIn its place must\n\nbe substituted community sanitation, personal hygiene, first aid, care of the sick, and a\nhealth program that will actually function in better living. In arithmetic the obsolete\n\nand useless processes must be omitted entirely. This will mean a decided saving of\ntime which can be used in a more thoro mastery of the processes which are useful and\nfundamental, or for other purposes. In short, there must be a positive program of studies\nthat is based squarely upon pupils' interests, community relationships, and the functional conception of education. It means that the purposes of education must be accomThe program of work must be\nplisht rather than that subjects as such shall be taught.\nbroadened to include the vocational type. The old studies which, because of their\nhandling, have not served the aims of health, citizenship, and education for leisure must\nbe recast to serve these aims, and in addition vocational efficiency and effective home\nmembership must be realized thru new material which shall be organized into the curriculum. The result of this reconstruction of the course of study will be an entirely different product: not a pupil stuft with facts, dissatisfied with rural conditions, and unable\nto realize the larger aims of education; but instead an individual who thinks in terms of\nthe problems of present-day life, has at hand the tools and the methods for their solution,\nis thoroly in sympathy with his environment, and is an exemplification of the recognized\neducational aims, health, good citizenship, vocational efficiency, and ,the right use of\nleisure.\n\n"}
{"page": 301, "printed_page": null, "text": "Department]\n\nEQUIPMENT FOR MODERN RURAL LIFE\n\n287\n\nTHE SPECIFIC EQUIPMENT TO MEET THE REQUIREMENTS\nOF MODERN RURAL LIFE\nROSAMOND ROOT, PROFESSOR OF RURAL EDUCATION, STATE TEACHERS'\nCOLLEGE, KIRKSVILLE, MO.\n\nA short look back to the organization of the school in the colonial\nperiod to meet a felt need and a brief analysis of that need will show us\nthat schools aimed even then to make possible social adjustment.\n\nThe\n\nchurch, the government, and the home took precedence as the institutions\n\nwhich considered the factors\n\nof\n\nsocial\n\nadjustment.\n\nThe\n\nschool was\n\norganized to teach children to read, write, and cipher, that they might\nuse these fundamentals to secure information for more efficient adjustment to society. At that time the church, the home, and the local government were made quite effective, with the assistance furnisht by the school,\ntho the organization was simple, the curriculum very limited, the teachers\npoorly prepared, and the material equipment comparable td that in other\nprimitive institutions.\n\nIt\n\nwas possible to give much of the preparation\n\nfor social efficiency by having the individual share in social activities on\n\nthe work level.\ntion,\n\nThis limited the function of the school, so that institu-\n\nwith its traditions and the continued policy of social imitation so\n\ncharacteristic of all colonial institutions, has brought us to the present\n\ntime with an organization which does not meet the increasing demands.\n\nThe demands are characterized by the school becoming more directly\nresponsible for social adjustment because the other institutions formerly\n\nmentioned are becoming less effective in this function.\nThis brief consideration of fundamental facts\nsatisfactory explanation of the\n\nnew\n\nis\n\nnecessary to any\n\nfunction of the school or of the\n\nteacher's relation to the school as a social institution.\n\nThis information,\n\nelaborated by a discussion of the historical setting and development, should\n\nbe considered a part of the essential equipment of the teacher. Such\nknowledge will aid the teacher in recognizing the added demands, together\nwith the variability mentioned above as the apparently changing goal\nThe teacher can hereby explain the constantly changing\ncurriculum to which he must adjust, owing to the inability of other social\n\nof education.\n\ninstitutions to function as effectively as they were formerly able to do.\n\nWith this explanation of the relation of the school to social adjustment\nthe second element in the equipment of a teacher becomes a thoroly socialized viewpoint.\n\nThis implies that the teacher is to be a socially efficient\n\nindividual as a result of experience, participation in social activities, and\n\nwide reading in social studies.\n\nThe third element essential for the teacher is a professional viewpoint.\nIn no other profession and in few of the trades and commercial enterprises\ndo we find the attitude toward specific preparation for a definite field of\n\nwork that we find in the teaching profession.\n\nLack of professional fitness\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n288\nis\n\n[Agricultural\n\nin a large measure the cause of the low percentage of the drawing and\n\nholding power of the school, which is the direct cause of an uneducated\n\ndemocracy.\n\nTo neglect to mention technical skill as an essential element in the\nHence it will be given fifth and\nThe relatively important place of technical\n\nteacher equipment would be unorthodox.\nlast place in this discussion.\n\nan element of equipment will change with the developing respect\n\nskill as\n\nfor education.\n\nWhen education is recognized fully as a profession based\n\nupon scientific principles teachers will prepare instead of train for their\nwork.\n\nThen a period of preparation will be required comparable with the\n\nplace school education fills in the process of social- adjustment.\n\nThere will\n\nbe modification of the elements involved in technical skill so frequently\n\nenumerated\n\nin\n\npedagogics.\n\nNew elements in school management also\n\nThese will vary with the department in the school\norganization and with the subject-matter being controlled. The plan of\nwill\n\nbe introduced.\n\nstudying a few required subjects in general pedagogics as a means of training for teaching will no longer be in vogue.\n\nLimited practice in teaching\n\nbe superseded by specific observation of demonstration. Participation in the phase of education in which the student is to work will be\nwill\n\ndemanded.\nIn conclusion we recognize the many factors contributing to the present\nstatus of the teacher regarding equipment.\n\nAdded effort on the part of\n\nschools of education, teachers' colleges, and normal schools to professionalize education, to socialize curricula,\nfields of\n\nand to prepare teachers in special\n\neducation instead of urging specialization in the departments of\n\nthe school will be attended very advantageously in helping the teacher\nto equip specifically and adequately.\n\nRecommendations of curricula for this type of specialization in teacher\npreparation has been offered by the Carnegie Foundation, but there\n\nis\n\nneed for further study within the teacher-preparing institutions similar\nto that started by Dr. Frost, of Peabody College, and others.\n\nInspiration gained from an appreciation of the greatness of the rural\nproblem and its relation to the great problem of social adjustment, a\ndefinite program of preparation for this specific field of work, and added\nremuneration for the service rendered, with the necessary improvements\nin the conditions for work, will provide the teacher who will prepare for\n\nthe newly reorganized school.\n\n"}
{"page": 303, "printed_page": null, "text": "DEPARTMENT OF SCIENCE INSTRUCTION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Arthur Williston, director of Wentworth Institute\nVice-President^^. R. Weidlein, acting director, Mellen Institute\nSecretary — George R. Twiss, high-school inspector\nPresident\n\nS.\n\nBoston, Mass.\nPittsburgh, Pa.\n\nColumbus, Ohio\n\nThe Department of Science Instruction convened in regular session on Wednesday\ncernoon, July\nr'is.,\n\n2,\n\n1919, at 4:00 o'clock, in Plankinton Hall, Auditorium, Milwaukee,\n\nfollowing the meeting of the Department of Secondary Education.\n\nIn the absence of the president and vice-president the meeting was called to order\n\nGeorge R. Twiss, secretary.\n\nAs no program of addresses had been arranged for the meeting the department\n:eeded at once to the transaction of business.\n\nThe following ofl&cers were elected for the ensuing year:\n\n—\n\nPresident George R. Twiss, Ohio State University, Columbus, Ohio.\nVice-President James H. Smith, assistant principal, Austin High School, Chi-\n\n—\n\n!0, 111.\n\nA motion was past authorizing the newly elected president to appoint a secretary\n^ho will be present at the next meeting.\n\nGeorge R. Twiss, Secretary\n\n289\n\n"}
{"page": 304, "printed_page": null, "text": ""}
{"page": 305, "printed_page": null, "text": "—\n\nDEPARTMENT OF MUSIC EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—M. Teresa Finn, supervisor of music, grammar grades and Soldan\n\nPresident\n\nHigh School\nVice-President\nSecretary\n\nSt. Louis,\n\n—W. Otto Miessner, State Normal School\n\n—W. B. Kinnear, supervisor, public -school music\n\nMo.\n\nMilwaukee, Wis.\nLamed, Kans.\n\nThe Department of Music Education of the National Education Association convened in regular session on Wednesday afternoon, July 2, 1919, at 2 :oo o'clock, in Juneau\nHall, Auditorium, Milwaukee, Wis. The meeting was called to order by M. Teresa\nFinn, president.\n\nThe general topic for the meeting was \"Music in Education,\" and the following\nprogram was presented:\n\"President's Address\"\nLouis, Mo.\n\n—M. Teresa Finn, supervisor of music, city schools,\n—\n—\n—\n—\n\nSt.\n\n\"Credits for Applied Music\" Inez Field Damon, Schenectady, N.Y.\n\"Music for Citizenship\" A. J. Gantvoort, College of Music, Cincinnati, Ohio.\n\"Music as an Influence in Elementary Education\" Mabelle Glenn, supervisor of\nmusic, city schools, Bloomington, 111.\n\"Music as an Aid to School Enthusiasm\" Glenn H. Woods, director of music,\nCity Schools, Oakland, Calif.\n\"Demonstration of the Seashore Tests for Measurement of Musical Talent\"\nHazel Staunton.\n\nRound Table Discussion.\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident W. Otto Miessner, State Normal School, Milwaukee, Wis.\nVice-President\nGlenn H. Woods, Oakland, Calif.\nSara B. Callinan, William Penn High School, Philadelphia, Pa.\nSecretary\n\nWilliam B. Kinnear, Secretary\n\nPAPERS AND DISCUSSIONS\nPRESIDENrS ADDRESS\nM. TERESA FINN, SUPERVISOR OF MUSIC, SOLDAN HIGH SCHOOL,\nST. LOUIS,\n\nMO.\n\nMilwaukee has extended a hearty welcome to the National Education\nAssociation, and our co-worker Miss Poole (with her great executive work,\n\nher singers, and orchestras) now gives us the promise of a social dinner,\n\nwhere we can discuss our chosen work and the papers of the afternoon.\nMusical people are undoubtedly among the most interesting in the universe, for added to the education expected of every citizen is the\nadvantageous equipment of music, the most potent force in the world.\n29Z\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n294\nof literature.\n\n[Music\n\nIf we follow him he will take us from the limitations of the\n\nactual and bring us into direct touch with the\n\nunknown\n\n—the world of\n\n^\n\ngreat dreams.\n\nThe greatest virtue of the musical art lies in this same power to create\na new world based not on the visible but on the invisible, the world of\naspiration and feehng, which is the real spirit world.\n\nMusic, obeying the\n\ngreat laws that underlie all Ufe, has a more subtle means of expression than\n\nany other art, in that it does not simply portray and eternalize a momentary pose of a beautiful object in motion, but that it re-creates its various\n\nposes in motion and makes the beautiful live before us.\n\nThe musical art is not compelled to perpetuate objects, like the painter\nand the sculptor, but deals directly with that larger part of man's being\nthat lies hidden beneath his acts, his thoughts, that which Carlyle calls\n\"the deep, fathomless domain of the unconscious.\" Music is the one\nperfect medium for this dream of humanity.\nIn its expression of our\ndeepest emotions\n\nit\n\ndoes not obhgate\n\nitself\n\nto depict a character or a\n\nperson, but only an attribute or a quality.\n\nThe greatest symphonies are\n\nliving expressions of the noblest emotions\n\nand dreams of their writers,\n\ntho not necessarily characteristic of\n\nthe\n\nwriter's\n\npersonality.\n\nMany\n\ntimes these are like great epics or sagas.\n\nBeethoven's third symphony,\n\nthe Eroica, is like unto a mythological epic.\n\nIts hero is a pure spirit type\n\nof humanity, of no age or time or nationality\n\n—a god,\n\nif\n\nyou will, above\n\nhuman limitations.\nThe real guiding power of man is not his intellect; feeling and instinct\nplay at least as great a part in determining his actions, and they also\n\nform a great part of what we usually call his knowledge.\nis\n\nnot sufficient for the guidance of man thruout his hfe.\n\nMoral idealism\n\nThe Puritans\n\nwere moral in their way but were as far distant from the observance of\nthe beauties of life around\n\nthem and from the real ideals of life as the\n\ngay cavaliers whose mode of life they condemned.\nis\n\nIntellectual idealism\n\nnot sufficient, because it lacks the greatest thing in life, namely sym-\n\npathy.\n\nWhitman, the poet, the ^reamer, the seer, said that \"he who\n\nwalks without sympathy, walks to his own funeral in his own shroud.\"\nMunicipalities in the last few years have begun to realize, largely\n\nthru the efforts of their foremost citizens, that people need art and music.\n\nHence the open-air concerts in the parks.\n\nPity it is that the effort and\n\nmoney thus expended are not directed toward music of a more generally\nuplifting character.\nHere is an opportunity for supervisors of music\nand all real musicians, who, I think, would be willing (almost if not wholly)\nto give to the cities in which they dwell their services for the noble purpose\nof giving the people really good music.\nDuring forty years of teaching\nI have become convinst that all that the people need in order to learn to\nlike good music is to hear it often, to become familiar with it, so that it\n\n"}
{"page": 307, "printed_page": null, "text": "MUSIC AS AN AID TO SCHOOL ENTHUSIASM\n\n295\n\nspeaks with the voice of a friend and not that of a stranger.\n\nThis would\n\n^^mepartme\n\nhelp in the making of better citizenship.\n\nThe city of St. Louis is doing a splendid thing this summer by having\na season of municipal opera.\n\nA section of Forest Park, the former World's\n\nair grounds, has been utilized as\n\na natural amphitheater; a large stage,\n\nth proper dressing-rooms, has been built; a chorus has been organized\n\nd drilled; prominent opera singers have been engaged, and the local\n\nmphony orchestra is being utilized in this venture.\nle\n\nAbout a thousand\n\neach performance to those persons who are willing and\n\nts are sold for\n\nto pay for the pleasure of hearing opera adequately given.\n\nousands of seats are free to anyone who desires to come.\n\nSeveral\n\nSome thirty\n\nforty thousand people may thus hear good music once a week without\nIs this because the city fathers of St. Louis have seen a vision and\nve realized that good music helps to make good citizens? While this\n\nSt.\n\neffort is a most worthy one\n\nmusic, in which there\n\nis\n\nand highly to be commended, pure orchestral\n\nnothing definite and which therefore offers no\n\nobstacles to the perfect intimacy between the soul of man and the great\n\nthoughts of a great composer, is still better.\n\nIn many cities the symphony\n\norchestras are being used for what are called ''popular concerts,\" at which\nis\n\nproduced at a price of admission that rarely exceeds\n\ntwenty-five cents.\n\nThe time is surely coming when such concerts will\n\nexcellent music\n\nbe given, if not entirely free, at least at a\nall\n\nlower rate of admission\n\nfurther realization of the fact that man needs hiere\n\nbe but a\nID Thisand needs\nnow,\nworld\nwill\n\nplow,\nis\n\nstill\n\nwho desire good music and appreciate its value.\nit\n\na\n\ndifferent from the one in which he earns\n\nKving, and that not a world of jasper and gold and precious stones\n\n(the world of the hereafter) but a world of dreams\n\nand visions, a world\nMusic\n\nthat is an illusion to the senses but a reality to the inner man.\n\ncan create such a world for us, and when we make oft-repeated visits to\nthis world and carry a part of it within ourselves we are better fitted for\n\nbest kind of citizenship.\n\nieGLENN MUSIC AS AN AID TO SCHOOL ENTHUSIASM.\n\nH. WOODS, DIRECTOR OF MUSIC, CITY SCHOOLS, OAKLAND, CALIF.\n\nEnthusiasm is easily defined, whether associated with business, science,\nEnthusiasm is one phase of personaHty. Big business demands\n\nart.\n\nmen of strong personality and broad outlook, and strong personaHties\nalways contain in some form an enthusiasm that is well defined and domi-\n\nnant in force. Every great man who has emblazoned his name on the\npages of history, who has left to the world a heritage in some form, who\nhas establisht a great business, who has enricht the world by investigation\nand research, who has written books that will endure, who has inspired\n\nI\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n296\n\n[Musk\n\nothers to deeds both good or bad, has been an enthusiast.\n\nThere are\n\nmany preachers who are well verst in the gospels, but when preachers\nare mentioned one's mind reverts to Billy Sunday, a reHgious enthusiast,\n\na personality so enthusiastic that he is frequently judged a religious fanatic.\n\nMany presidents have come and gone at the White House, but Roosevelt,\na veritable/ volcano of enthusiasm, probably stands alone as the most\n\ndominant personality that has occupied that stately mansion.\nPerhaps no activity in the world offers so great an opportunity for the\ninspired enthusiast as the business of education.\n\nThe business of educa-\n\ntion is to inspire others to greater activity, to fill others with the enthu-\n\nsiasm for chosen subjects, that the application of knowledge\ncorrelated to the problem of living well every day of our lives.\n\nmay be\n\nBeyond ques-\n\ntion the educational world is fast becoming cognizant of the importance of\nits\n\nsacred mission, of the importance of developing its latent powers, and\n\nof itself becoming enthusiastic over the great possibiHties that lie within\nits power.\n\nIf I could ask for but one request I should make that request\n\na plea that the superintendents, principals, and teachers of this country\ninoculate themselves with a superlative degree of enthusiasm for more\n\nmusic in the educational institutions.\nIt is often said that America is not a musical nation; that music as\nmusic is tolerated, but not generated; that the music which we buy and\n\nwhich we perform\n\nis\n\nof other nations,\n\nwhose musical enthusiasm and\n\ntechnique has reacht a higher state of development; that the conductors,\nsingers, and performers are foreigners who came to us developt and trained\n\nin other lands than our own.\n\nWhy, may I ask, should this be so ?\n\nWhy\n\nAmerica not a musical nation? Why do we have to look to other\npeoples for our classics in music? Why have we no conductors, singers,\nand instrumentalists who satisfy the critical public? Various as the\nis\n\ncauses so may also be the solutions of these existing conditions.\n\nOne deduction may be offered here: America will never become a\nmusical nation until the educators of the country realize that the American\neducational institution\n\nis\n\nthe place to start musical incubation.\n\nThe\n\ninstruction should be given during the school life of the pupil, while his\n\nmuscles and mind are sufficiently pliable to assimilate both technique\n\nand training. His other studies should not be sacrificed for advanst study\nand his musical abihty should not be permitted to deteriorate\non account of his academic studies.\nI am firmly convinst that the American teacher (which includes teachers, principals, and superintendents) will soon realize that music is an\nessential part in the education of every child, and that this education\nshould be perpetuated thru the elementary and secondary schools with\nall the zeal that enthusiasm for the subject can possibly stimulate.\nThe\nconservatories of music in America will not make of America a musical\nnation.\nThey turn out only a small group of expert performers. The\n\nin music,\n\n"}
{"page": 309, "printed_page": null, "text": "MUSIC AS AN AID TO SCHOOL ENTHUSIASM\n\nDepartment]\n\n297\n\nmake the nation proof against illiteracy.\n\ngreat universities do not\n\nThe\n\nhigher the education of the mass of the American people the more certain\nthat the ilhterates will soon be a negligible quantity.\n\nThe nation did\n\nnot realize until the statistics were publisht during the war that so many\n\nthousands of\n\nilliterates\n\nresided in America.\n\nIf\n\nthru Americanization\n\nand neglected resident citizens can be made\ninto good citizens, so the masses of the American people can be made\ninto a music-loving and music-performing nation. The educational\ninstitutions have ralHed to the task of eliminating the illiterate, and they\nalso can with equal zeal, enthusiasm, and assurance proceed to eliminate\nclasses these foreign-born\n\nI\n\nthe musical illiterjate.\n\nAmerica needs a national conservatory of music. In fact, it needs\none in the East, one in the West, one in the Middle West, and one\nin the South; but before these are establisht it will be necessary to begin\nthe process of developing the mass of the people thru the pubHc schools.\nThis project can never be undertaken or much less brought to a state of\nfour:\n\ncompletion until the men and women now in charge of the school systems\n\ncan be inoculated with the germ of musical enthusiasm.\n\nRemember first that the schools and colleges in which the present\nincumbents of educational responsibility were educated had few if any\nmusical activities and offered\n\nlittle\n\nmusical instruction.\n\nConsequently\n\nthe interest in music has come from the outside into the school and has\n\nnot emanated from the school and its teachers.\n\nThe large colleges, uni-\n\nversities, and special schools have only of recent years considered it neces-\n\nry to offer courses in music.\n\nNot yet do all the normal schools and\n\nteacher-training schools make a special effort to equip their teachers with\n\nn adequate knowledge of music sufficient to conduct their own classroom\nusic.\n\nThis,\n\nhowever,\n\nis\n\nnot surprising.\n\nThe cadet teacher cannot\n\nossibly acquire a knowledge of music as well as the training demanded\n\nother subjects and do it all in the short time allotted if she has not already\n\necured previous instruction and experience in music in the elementary and\nigh schools.\n\nIf for no other reason than this, the music now offered in the\n\nublic schools should be of such a high standard that the future teachers,\nrincipals, superintendents, and boards of education will have had sufficient\n\nusical training\n\nstruction\n\nand\n\nand experience\n\nto permit\n\nto enthuse the students\n\nthem\n\nnow in\n\nto enlarge\n\nupon this\n\nschool with a deeper\n\nappreciation of and respect for music.\n\nAlmost without exception the parents who have had musical training\ninsist that their children shall receive similar instruction.\n\nIt is essential\n\nthen that the schools thru its teachers should play the part of parents\n\nand instruct every child in the fundamental principles of music. Give\nto him an extensive singing experience and prepare him to have at least\nne art subject at his command with which to make worthy use of his\nleisure time.\n\nMusic is\n\nreally the only subject in the curricula of the\n\n"}
{"page": 310, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n298\n\n(Music\n\nAmerican schools that is distinctly of cultural value. All educational\nactivities tend toward the commercial and pecuniary accomplishments.\nFew seem to reckon that the leisure hours of boys and girls need to be\nfilled with a worthy motive.\nThe typical American likes to be amused\nand entertained, and as soon as he is thru with work he immediately seeks\nrecreation.\nIn school he is given training in athletic games that he may\nfurther use this training in his hours of recreation and leisure, but a cursory\nglance at the men on the street now worn, stoopt, fat, and emaciated\nproves that after hours of work the average man does not revel in the\nwork and labor of athletic activity.\n\nThe school that is lacking in school spirit, that studies because study\nis\n\nnecessary, lacks the inspiration of musical activities.\n\nIf these\n\nactivities are not in evidence in every high school and in the\n\nmusical\n\nelementary\n\nschool as well it is proof that the compelling force in control of these schools\n\nminus that quaUty known as enthusiasm. Enthusiasm makes people\nEmerson says, \"Nothing great was ever accomplisht without\nenthusiasm.\" The composite mind of adolescents can be influenst and\nmolded; they can acquire discriminating judgment; they can do and\nis\n\ndo things.\n\n\"they can learn to do,\" as Horace Mann said, \"by the doing.\"\nPersons who participate in music learn to change their mood and their\ntempo of thought and action; their imagination is stimulated, and they\ndevelop enthusiasm for the subject of music by the very doing. Music\nis\n\nan asset to enthusiasm, and enthusiasm is an asset to music.\n\nMUSIC AS AN INFLUENCE IN ELEMENTARY EDUCATION\nMABELLE GLENN, SUPERVISOR OF MUSIC, CITY SCHOOLS, BLOOMINGTON, ILL.\nFor genuine and far-reaching results in music education there is no\nmore fertile than the elementary schools. The reasons are obvious.\n\nfield\n\nFirst, in the\n\npeople.\"\n\nelementary schools\n\nwe have \"all the children of all the\n\nTherefore practically every home is reacht.\n\nMusic is one sub-\n\nIf one member\nbeyond the walls of the schoolroom.\nof a family is toucht the influence is most likely to be felt by the other\n\nject that extends\n\nmembers of the family. Because nine-tenths of the children in our elementary schools receive no musical instruction other than that of the\npublic schools it is important that the type of work in our schools be such\nas will function in\n\nlife.\n\nmost impressionable\nbeing\n\nset.\n\nChildren in the elementary schools are at their\n\nage.\n\nIdeals are being formed\n\nand standards are\n\nThe imagination is most easily aroused, and under proper\n\ndirection music may become a vital force in every life.\n\nWe feel it, just as we\nWhether we wish to admit it or not\nwe all are influenst more by our feehngs than by our thoughts. The real\nTo explain this force in music is a difficult thing.\n\nfeel goodness, but we cannot analyze it.\n\n"}
{"page": 311, "printed_page": null, "text": "Department]\n\nMUSIC IN ELEMENTARY EDUCATION\n\n299\n\ndynamic of a man's life is in his emotions. \"Nothing is more certain than\nthat our characters are created in the image of that to which we give the\nmost of our feeHng.\" The arts are to an education what the heart is to\nan individual. But heart power cannot be measured by its commercial\nvalue, and for that very reason it is difficult to survey the influence of\nmusic on our feelings. Dickinson in his Music and Higher Education\nmakes this statement: \"The development of taste, discrimination, and\nartistic feeling in which their value lies, is purely an inward personal\nmatter and cannot be discovered by the current academic tests or measured by the ordinary marking system.\"\nLet us consider the influence of music on the development of the\nimagination.\n\nPerhaps the reason that a musically trained individual gets\n\nmore out of life than one trained in what the world terms more practical\nsubjects is this: The wonder-waking emotion, the power to dream, is\ndevelopt, and life would be worth very little to any of us if it were not for\nour\n\nillusions.\n\nThis make-believe element, illusion, is present in all song\n\nsinging, because songs portray feelings substituted for those\nto every individual in real\n\nand science.\n\nlife.\n\nwhich come\n\nIn this music differs from mathematics\n\nThose subjects strive to divest the abstract truth from any\nTo be sure, pupils must be trained so that their\nillusions do not lose all proportion, but sound illusions, properly fostered,\ngive to individuals interest outside themselves and thereby make them\nof more value to society.\nSomeone has said, \"They who build the dreams\nof a nation thereby shape its destiny.\"\nThat person evidently would\nexalt the study which develops the power to dream.\nWhile the main purpose of music education is to cultivate an emotional\nreaction for the beautiful, yet the intellectual discipHne which goes hand\nin hand with well-organized music study may easily hold its own with\nthat developt by mathematics or science. What subject lays such stress\non quick perception? The young child is taught to think thru his ears\nfirst.\nI wonder how many music teachers realize that their success depends\ndirectly upon correct hearing ?\nI feel that public-school music teachers\nhave graspt this truth much in advance of teachers of piano and orchestral\ninstruments. After the child has had much training in thinking thru\nhis ears, then he is taught to think thru his eyes.\nFor training in precision, regularity, form, restraint, and control music has no peer.\nWhat\ndemands more accurate, quick thinking than music reading? In mathematics the pupil may take his time to think. In music he thinks in\nrhythm, and the mind must be alert.\nMusic study which scores in intellectual discipline as well as in emotional\ndemands more time in the daily program and better-trained teachers\nthan many school systems now have, but as soon as we prove to school\nauthorities the possibilities of music as an intellectual stimulus they will\ngive it more consideration in the school program.\nillusions that may exist.\n\n"}
{"page": 312, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n300\n\n[Music\n\nIs there any subject in the school curriculum which develops such\nteam work as music ? When one leader can take several hundred children\nand direct their thought in choral singing so that there is no possible need\nof other means of discipline than the disciplining effect of the music we\nbegin to realize the power of music. A teacher of any other subject is\noverworkt if she has a class of forty. But in music, because of the possibilities of cooperation, and the power of music in developing unity of\nthought, a class of a thousand is possible under one leader. Music has\nno equal in bringing about this common-group feeling.\n\nA minister who understands the psychology of crowds depends on\nmusic for leading his audience into a receptive mood.\n\nIndustrial leaders\n\nwelcome music even in working hours because it brings unity of spirit.\nLiberty Loan and Red Cross drives were sent over the top by community\nIn public schools music is the one great unifying power.\n\nsinging.\n\nEvery\n\nchild\n\nhas a genuine desire for self-expression, and music\n\nfurnishes one of the best fields thru which he\nof his inward nature.\n\nmay express the stirrings\n\nThe thrill of hearing music is not to be compared\n\nwith the thrill of being a party to the production of that music.\n\nWe are coming to believe that real democracy is impossible without\nequality of educational opportunity.\n\nThe pupil's ability and ambition\n\nrather than his father's bank account should determine his station in life.\n\nEngland in her great financial stress at the present time feels the importance for democracy of education so keenly that her late education laws\ngive all children to the age of eighteen free education, and when one shows\nspecial capacity he\n\nis\n\ngiven special training beyond the age of eighteen.\n\nIn our present system very little technical training in music is paid for\nout of public funds.\n\nTherefore only those children from homes of wealth\n\nhave an opportunity to develop to any great extent. We believe that\nall have a right to attain the beautiful as well as the practical things in\nlife.\n\nBut until our public schools take over the musical education of the\n\ntalented\n\nmany artists will be lost because of lack of opportunity to\n\ndevelop.\n\nWith the psychological tests for capacity in music, which have been\nworkt out somewhat recently, the latent talent is easily discovered. Some\neducators still contend that the best way to find talent is by the law of\nthe survival of the fittest. But in these busy days, when the school pro-\n\ngram is crowded with valuable subjects, I should like to raise my voice\nif by psychological tests it can be ascertained beyond a doubt that nc talent exists.\nThis time could be spent so admirably in making those individuals into\nintelligent, appreciative listeners when they never could become performers on any instrument.\nWhen the war was upon us our country did not\nhave time to discover its officers and men for special duties by the law\nin protest against waste of time in special technical training,\n\nof the survival of the fittest, so they resorted to psychological tests.\n\nWhy\n\n"}
{"page": 313, "printed_page": null, "text": "r\n\n—\n\nMUSIC IN ELEMENTARY EDUCATION\n\nDepartment]\n\n301\n\nshould not we who look to psychology for all methods of approach use it\nin finding talent ?\n\nDean Seashore made\n\nthis\n\nstatement at our national convention:\n\n\" Every child is happy, good, and useful when he is working at his highest\nlevel of\n\nattainment.\"\n\nDo we believe this statement?\n\nmight be willing to revise our educational system.\n\nIf so, I\n\nthink we\n\nIn every school there\n\nare sixth-, seventh-, and eighth-grade pupils who cannot do the type of\nwork in three- and four-part singing which is carried on by the majority\nof the class.\nCan we not plan our work so that these pupils may be in\n\na class where they will be working at their highest level of attainment\n\nand still be working on interesting live material suited to their stage of\nemotional development? Someone has said, \"Going about in the world\nrespecting men until they respect themselves is almost the only practical\nway there is of serving tliem.\" Those pupils who cannot work up to the\nstandard of a class lose their self-respect, and I think we owe it to them\nto give them some thought and attention.\nMost of us, in self-defense,\n\nhave sent boys with changed voices into the eighth-grade music class with\n\nmost satisfactory results.\nlittle,\n\nThese boys, tho perhaps they could read very\n\ntook a new interest because the teacher's seeming respect for their\n\nown respect, and we have all been surprised at the\nhave made. We should ever keep in mind that the\nindividual is of much more importance than the organization.\nLet me emphasize the importance of using music suited to the stage\nof emotional development.\nTo a class of overgrown boys who are not up\nto grade in music reading I should rather teach by rote the kind of songs\nthat make the proper emotional appeal than to use material which they\nmight read but which has no emotional response in adolescence.\nSome of you may feel that I am too much of an idealist; you may\neven say that I expect the impossible. To such I should quote Thoreau,\n\"What old people say you cannot do, you try, and find out that you can.\"\nLet us keep in our minds an amazing sense of the future and in our hearts\na masterful faith in our visions. The possibilities of music's power to\nability aroused their\nstrides such pupils\n\nfunction in\n\nlife\n\nare limitless, provided\n\nwe teachers hold a vision of the\n\npotentialities in the elementary schools.\n\nDISCUSSION: MUSIC IN EDUCATION\nEugenie Dussuchal, instructor in music, Yeatman High School, St. Louis, Mo.\nMusic plays an important part in our lives and should have an important place in all\nsystems of education. Americans as a rule are practical, industrious, and commercial\npeople and need good democratic music for inspiration and salvation from death in the\ndin and dust of trade. Thoughtful music instruction is necessary in all grades of grammar schools, high schools, colleges, and universities. There has been great progress in\nschool music in the past twenty- five years. Many communities which formerly considered music unessential and a fad are now giving it its proper place in the curriculum\nand are recognizing its cultural value.\n\n"}
{"page": 314, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n302\n\n[Music\n\nThe influence that music has in elementary education, we must admit as educators,\ndepends on the manner of presentation of the subject.\nThe first step rote songs is the step where the greatest influence can be brought\nto bear in the future development of music in the community life.\nIt seems a simple\nmatter to select suitable songs for kindergarten and primary grades, but with the limited\n\n—\n\n—\n\namount of good material to select from it has been until of very recent years one of the\nsupervisor's problems to find songs that appealed to the child from both the literary and\n\nthe musical standpoint.\n\nThe change for the better has been very gradual, but now\n\ngood, well-written children's songs are to be found, songs which children can bring home\n\nand which can be enjoyed in the family circle.\nBut are rote songs in the true sense of the word for primary grades only? There\nis a certain amount of rote work that can be used all thru the musical education.\nIn the\nprimary grades children are taught how to listen, then to imitate. That should be the\nplan followed in all grades.\n\nWhat a great influence can be achieved in the teaching of staff notation and sight\nthe bugbear of so many schools. Get children to read music at sight with the\n\nsinging\n\n—\n\nsame eagerness shown when they read a new story. This is accomplisht with proper\nmethods of procedure from the primary thru the high school and the university.\nWe might go on taking up all the different phases of music instruction, such as\nindividual singing, vocal drills, ear training, dictation, written work, part singing, the\n\ntreatment of the boy's voice, etc.\n\nWe must admit that the important thing to do to have the influence of music felt\nin elementary education is so to teach that each day gives the student greater power\n\nto solve the many problems that come up in a musical composition; that the proper\nmethod of teaching music is of more consequence to the upbuilding of character than\nentertaining with rich, entrancing music in the schoolroom when music as music is not\nunderstood. If this work then is so planned that at each step the power, ability, and\ntaste of the child are considered in their relation to his highest development, music must\n\nthen take its place as a great influence in elementary education.\n\n"}
{"page": 315, "printed_page": null, "text": ":\n\nDEPARTMENT OF CHILD HYGIENE\nSECRETARY'S MINUTES\nOFFICERS\n\n—Lewis Terman, Leland Stanford Junior University\nPalo Alto,\nVice-President — W. G. Chambers, dean, School of Education, University of\nPittsburgh, Pa.\nPittsburgh\nMinneapolis, Minn.\nSecretary — Alma L. Binzel, Northrup Collegiate School\nPresident\n\nCalif.\n\nMonday Afternoon, June 30\nThe Department of Child Hygiene of the National Education Association convened\nin regular session on Monday afternoon, June 30, 1919, at 2:00 o'clock, in Engelmann\n\nHall, Auditorium, Milwaukee, Wis,\n\nIn the absence of the president and vice-president the meeting was called to order\nby Esther Watson, who acted as temporary chairman.\nThe following program was presented\n\"Hygienic Problems in Schoolhouse Construction\" Frank Irving Cooper, archi-\n\n—\n\ntect, Boston, Mass.\n\n\"A Practical Demonstration in Health Education\" —Alice H. Wood, Elizabeth\n\nMcCormick Memorial Fund, Chicago, 111.\n\"The Nation's New Health Service\"\n\n—\n\nSally Lucas Jean, director of field work.\nChild Health Organization, New York, N.Y.\n\"The National Legion of Modern Health Crusaders\" Charles M. DeForest, crusader executive, National Tuberculosis Association, New York, N.Y,\n\"Educational Control of School Health Work\" George P. Barth, director of school\nhygiene, Milwaukee, Wis,\n\n—\n\n—\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident O. B, Nesbitt, school health commissioner, Gary, Ind.\nVice-President H. S. Gruver, superintendent of schools, Worcester, Mass,\nSecretary Alice H. Wood, Elizabeth McCormick Memorial Fund, Chicago, 111,\n\nAlma Binzell, Secretary\n\nPAPERS AND DISCUSSIONS\nHYGIENIC PROBLEMS IN SCHOOLHOUSE CONSTRUCTION\nFRANK IRVING COOPER, ARCHITECT, BOSTON, MASS.\nGood health and a good physique constitute the foundation for all\nI\n\nlife-work;\n\ntherefore the preservation of the school child's health\n\ncomes\n\neven before the education of his mind.\n\nHow to aid in bettering hygienic conditions of school buildings has\nbeen part of the work of the Committee on Standardization of Schoolhouse Planning appointed by the National Education Association.\nPlans of over one hundred and fifty school buildings recently erected\nin twenty-six states\n\nand designed by the most skilful architects in the\n303\n\n"}
{"page": 316, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n304\n\n[Child Hygiene\n\ncountry have been critically examined by the tabulators of this Committee.\n\nFrom the complexity of information resulting from this study the Committee has endeavored to work out among other things the simple basic\nstandards underlying the hygienic problems of school planning.\n\nConsider the health of the pupil and its relation to proper illumination.\n\nProfessor Frank N. Freeman, of the University of Chicago, has\n\nundertaken the study of classroom illumination for the Committee.\n\nIn\n\nmany buildings he finds that the usual schoolroom will have i8-candlepower illumination on the desks next to the window, whereas on the desk\nfarthest away less than 2 candle-power falls.\n\nThis condition is not right,\n\nbecause at least 3 candle-power is necessary for reading.\nProfessor Freeman is engaged on the study of illumination in a model\n\nschoolroom where he has under control such factors, as the size of the\n\nwindow, color of the walls, unilateral lighting, lighting by windows on\ntwo or three sides, and roof hghting.\nBut what if the illumination is right and the heating and ventilation\nare wrong? The child cannot do good work and receives temporary or\neven permanent physical injury. The study of the various types of\nheating and ventilating in use in school buildings shows that altho many\nstates have past similar laws on this subject the designs of the heating and\nventilating apparatus in the buildings of these states are not comparable.\n\nIn area of the heating and ventilating ducts the school buildings of\n\nThe Washington Irving\nHigh School, of New York City, a model school in design and equipment,\nagrees in its duct area with the requirements of the state of Massachusetts, falUng slightly below the norm of 5 per cent estabhsht by this\nthe state of Massachusetts are shining examples.\n\nCommittee.\nSuppose the child can read the printed page without eye strain, and\nthe heating and ventilating is of a character to\n\nmake him comfortable,\n\nyet the benefits from these conditions may be obviated by poor sanitation.\n\nIn spite of the work of engineers and the medical profession, backt\n\nby the human interest of parents, progress in right sanitation has been\nexceedingly slow thruout the country.\n\nIn but five states did the tabu-\n\nlators of 191 5 find regulations on the number of toilets per person and in\n\none state only regulations on their size.\n\nIn these five states some required\n\none-half again as many fixtures per pupil as did other states.\n\nThe right\nnumber of fixtures per pupils should be determined. Since the public\nthru inertia or ignorance fails to demand proper sanitary conditions, it\nis you, the members of the Section of Child Hygiene of the National\nEducation Association, who must secure better conditions for the\nchildren.\n\nThe child's health is also at stake in the disposition and care of its\noutdoor clothing.\n\nAmong many methods the Committee notes the tend-\n\n"}
{"page": 317, "printed_page": null, "text": "Department]\n\nPROBLEMS IN SCHOOLHOUSE CONSTRUCTION\n\n305\n\nency to place this clothing in closed wardrobes and lockers heated and\nventilated removed from the open corridors.\n\nThe National Fire Protec-\n\nrecommends the\" elimination of lockers in\ncorridors as a point in their work for the safety of the school child.\nThe\ncity of New York has legislation against clothing in the corridors.\nAssociation\n\ntion\n\nstrongly\n\nMany states are now legislating for proper care of the child's teeth,\nand there should be a dental suite in every large school building. A\ndemand was made upon the Committee for information on such a suite,\nand we have prepared an illustrative statement of the requirements of a\nschool dental suite which is sent to all who request such information.\nIn addition to the preceding points it was found in 122 of the modern\nschool buildings analyzed that 16 make no provision for special women\nteachers' rooms, emergency rooms, physician's room, or other rooms for\nmedical administration; 40 have provision for a teachers' room only;\n13 only contain space for a hospital room; 18 only contain a room for a\nphysician. The members of the Section of School Hygiene should demand\nrooms of these kinds in all school buildings.\nThis paper would be incomplete unless it contained a word as to how\neach community might meet the standards approved by the National\nEducation Association.\n\nYou are all familiar with, the \"candle of effi-\n\nciency\" workt out by the Committee as a standard of measurement for\nthe various divisions of a school building.\n\nOf the\n\nentire floor surface\n\nnot over 12 per cent should be given to administration, not over 3 per cent\nto accessories, not over 20 per cent to stairs and corridors, not over 5 per\n\ncent to flues, and not over 10 per cent to walls and partitions.\n\ngoing gives 50 per cent for things outside of instruction.\n\nThe fore-\n\nTo instruction\n\nwas given 50 per cent, and no school building should have less than that\namount.\nEvery community desires that its children shall be housed in an\neconomically planned and well-arranged school building. Every community is eager to have its school building rankt with the best from a\nhygienic standpoint. Both of these aims can be met if its building committee will obtain the services of one of the\n\nmany skilled consulting\n\narchitects who specialize in school planning and will direct the local architect to work with him for the better planning of the. new building.\nfirst\n\nact of\n\nThe\n\nany community about to invest its money in a new school\n\nbuilding should be to call in a specialist in the planning of school buildings\n\nand have him advise with the superintendent and the architect before a\nline is drawn on the plan of the building.\n\nThe standards of measurement set forth by the Committee of the\nNational Education Association are known and accepted by the leading\nschoolhouse architects of the country.\n\n"}
{"page": 318, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n306\n\n(Child Hygiene\n\nA PRACTICAL DEMONSTRATION IN HEALTH EDUCATION\nALICE H. WOOD, ELIZABETH MC CORMICK MEMORIAL FUND, CHICAGO, ILL.\n\nWhen the EHzabeth McCormick Memorial Fund began its experiment with open-air schools in 1908 it was with the idea of benefiting sick\nand anemic children. The groups were chosen from those who had\nsome form of tuberculosis (not pulmonary) or were in such a condition of\nlowered vitality as would make them an easy prey to the disease. Two\nschools were maintained in shelters on the roof of Hull-House, and twentyone were opened one after the other in ordinary schoolrooms. The windows were equipt with draft screens, and the artificial ventilation was shut\nA triple program of fresh air, rest, and good food was\noff from the rooms.\nBreakfast and luncheon were served, including a large portion of\noffered.\nmilk, the total food value amounting to about 2000 calories per day.\n\nThe following results were achieved:\n1.\n\nChildren were restored to health and ^gor in a remarkably short\n\ntime.\n2.\n\nWeight and height were both increast.\n\n3.\n\nBetter health and food habits were inculcated.\n\n4. Children made more rapid progress in their school work than did\nnormal children in average schoolrooms.\nThese results are borne out by the experience in open-air schools thruout the country, and by the experiments of Dr. S. Josephine Baker in the\nNew York schools, which show that the children in artificially ventilated\n\nschoolrooms have a much larger percentage of respiratory diseases than\nthose in rooms ventilated by open windows.\n\nMedical science has proved\n\nthat fresh air is a large factor in the care of other diseases than tuberculosis, and in the recent epidemic of influenza the only point upon which\n\nmedical experts entirely agree is that fresh-air treatment lowered temperaCountless experiments have shown that outmore stimulating to appetite and mental alertness than\ninside superheated air, and the recent work of Dr. Emerson, of Boston,\nDr. Charles H. Smith, of New York, and others has proved the enormous\ntures and aided recovery!\n\nside air\n\nis\n\nfar\n\npossibilities of improved physique thru correct feeding.\n\nIn these experiments, as in other fields, we have learned correct treatment of the normal from a study of pathological conditions. The question\n\nnow imperatively challenging our attention is, Why should fresh air, rest,\nand food be reserved as the special privileges of sick children?\n\nWhy\n\nshould not every school child have as his inalienable right, not only the\nbest educational methods for his merttal development, but such- conditions\nin the schools as will insure his full physical development as well ?\n\nMuch learned discussion has taken place as to which element of the\ntriple program of fresh air, rest,\n\nand food contributes most to the child's\n\n"}
{"page": 319, "printed_page": null, "text": "Department]\n\nMODERN HEALTH CRUSADERS\n\nphysical and mental progress.\n\n307\n\nWhy quibble over small differences of\n\npercentage when it has been amply proved that each element is valuable,\n\nand that the combination is unquestionably wholesome ?\neasy to provide each child with these ''rights.\"\n\nIt is, moreover,\n\nThe extension of the\n\nmedical and nursing service will give each child a competent diagnosis\nof his own physical condition and his family background.\n\nExtension of\n\nthe school lunch system will provide him with the possibihties of whole-\n\nsome food at a price within reach of his purse. Health education in the\nschools will lead him to choose his food wisely and to demand of his parents\ncompliance at home with the school standards. As for rest for the children who need it— and their number is legion, now that the \"movies\"\nare an every-night affair in most children's lives!—a room or a canvascovered roof can be provided in the school, with cots and blankets, at\nno prohibitive expense. Any schoolroom can be made an open-window\nroom when equipt with simple, practical draft screens, and it is possible\nto maintain such rooms without dislocating the heating plant or adding\nin any appreciable degree to the coal bill!\n\nThe greatest obstacle to securing life-giving fresh air to school children\nis\n\nthe belief on the part of the business men on the school board and the\n\nengineers and janitors in the schools that artificial ventilation is a heavensent institution!\n\nWhen these individuals are converted, and teachers are\n\nmade health enthusiasts by sound normal-school courses on child health\nand feeding; when parents learn that stale, overheated air is a poison both\nat school and at home and when we all work on the principle that health\nhabits are the fundamentals of education —then it will no longer be necessary for a child to ask, as one did in Chicago, \"Say, Doctor, how sick's\n;\n\na feller got to be to get into this here open-air school ?\n\n\"\n\nThe lessons of the draft showed us that the homes and the schools\nof the nation had not been successful in producing a vigorous young man-\n\nhood 100 per cent efficient for national defense. The homes and the\nschools must now combine to improve their human product.\n\nThe law wisely forces a child to be in school so many years. The\nmust accept, therefore, the definite responsibility of seeing that\nhe leaves the system more efficient in mind and body than when he entered\nschools\n\nit,\n\nand that he has habits of health that will in the future form the best\n\npossible prevention against disease.\n\ni_ THE NATIONAL LEGION OF MODERN HEALTH CRUSADERS\nCHARLES M. DE FOREST, CRUSADER EXECUTIVE, NATIONAL TUBERCULOSIS\nASSOCIATION, NEW YORK, N.Y.\n\nThe army draft, a preparation for war, was apparently also a preparaThe rejection, because\n\ntion for better physical education in our country.\n\nof physical defects, of 30 per cent of the young men examined has reacted\n\n"}
{"page": 320, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3o8\nin\n\n[Child Hygiene\n\nan insistent demand for more effective health education.\n\nWe know\n\nthat the cause of rejection was, for the most part, failure to acquire good\nhealth habits in childhood.\n\nA great many of the rejects, when school-\n\nboys, had learned in physiology classes what their personal hygiene duties\n\nwere, but they had not learned to do them.\n\nTwo years ago this spring there was first pubUsht a circular entitled\n\nA set of daily hygienic duties was printed in it\nmembership in a latter-day children's crusade. A\n\nRecord of Health Chores.\nas requirements for\n\nscore card was included for recording performance for the necessary num-\n\nmore than three million American boys and\nCrusaders. They have learned by\nFor a great number of these boys and girls these chores have\n\nber of weeks.\n\nSince then\n\ngirls have qualified as Modern Health\n\ndoing.\n\nbecome fixt health habits.\n\nThe enhstment of the legion of Modern Health Crusaders cannot be\n\nmay have for boys and\n\nexplained by any attraction the eleven chores\ngurls:\n\nmy hands before each meal today.\nmy face but my ears and neck, and I cleaned my finger nails\n\n1.\n\nI washt\n\n2.\n\nI washt not only\n\ntoday.\n3. I kept fingers, pencils, and everything likely to be unclean out of\n\nmy mouth and\n\nnose today.\n4. I drank four glasses of\n\nwater today, including one before each meal, and drank\n\nno tea, coffee, or other injurious drinks today.\n5.\n\nI brusht my teeth thoroly after breakfast and in the evening today.\n\n6.\n\nI took ten or more slow, deep breaths of fresh air today.\n\nI tried hard today to\n\nsit up and stand up straight.\n7.\n\nI played outdoors or with windows open more than thirty minutes today.\n\n8. I was in bed ten hours or more last night and kept\n\nmy window open.\n\n9. I tried today to eat only wholesome food and to eat slowly.\n\nI attended to toilet\n\nat its regular time.\n10. I tried today to keep neat and cheerful constantly and to be helpful to others,\n\nI was careful to protect others if I spit, cought, or sneezed.\n11. I took a full bath on each of those days of the week that are checkt.\n\nAre not these chores repellent to the normal boy and girl? Yet a\nMinneapoUs mother reports, \"Before WilUe became a Health Crusader\nhe used to fight if he were askt to wash; now he would fight if he were\nnot allowed to wash.\"\n\nThe fact is that the Crusade movement has beguiled the children\nThe direct motive lying in the value of health is not\nenough. The Crusade supplies an indirect motive. It accompHshes this\nby introducing the play element into the study and practice of hygiene.\nto do the chores.\n\nIt transfers\n\nsome of the romance of the mediaeval crusades to a vital\n\nquest of present-day children.\n\nIt has\n\nfounded a chivalry of health in\n\nwhich children perform hygienic feats of arms and earn knightly titles\nand badges in a national movement. The Crusade has dramatized health\nwork.\n\n"}
{"page": 321, "printed_page": null, "text": "MODERN HEALTH CRUSADERS\n\nDepartment]\n\n309\n\nThe child who does 75 per cent of the health chores for two weeks\nbecomes a Crusader Page; for five weeks, a Squire; for ten weeks, a\nKnight; for fifteen weeks a Knight Banneret.\nThe tournament also has been borrowed from \" the days when knighthood was in flower.\" Thousands of schools this last semester participated\nI have just\nas jousters in a national tournament in health knighthood.\ncome from witnessing an impressive ceremony in Washington. It was\nthe presentation of colors\n\nby Vice-President Marshall to the victorious\n\nclasses in the District of Columbia tournament.\n\nThe Crusade has been introduced into elementary schools in all sections\nIn not a few states it has been emphatically indorst by\nthe state superintendent of instruction. Miss Annie W. Blanton, of Texas,\n\nof the country.\n\nwrote to teachers thruout the state urging everyone to aid in the extension\nof the Crusade.\n\nPrincipal Hihn, of Baltimore, wrote, \"I\n\nmust confess\n\nthat I never dreamed that such great improvement could be made among\n\n2000 children in three short weeks.\n\nThe results have been miraculous.\"\n\nSuperintendent Shelton, of McHenry County, 111., reported after several\n\nweeks of Crusade work that he regarded the results as superior to a year\nof physiology as ordinarily taught.\n\nA number of teachers have attributed\n\ntheir schools' escape from epidemics to Crusade practices.\n\nThe Modern Health Crusade should be lookt upon as a system of\nhealth education and not as an organization.\n\nAccording to Miss Wilmarth, of the Washington State Normal School, it has added the how of\n\npractice to the why of hygiene.\n\nThe system is elastic. In the school where all the time is monopolized\nby old-line work the teacher can give her pupils the fundamentals of thd\nCrusade with no more tax on her time than that required for the explanation of the chores and rewards and the notation, at intervals of not less than\ntwo weeks, of the number of chores done. For schools that allow a fair\namount of time for practical hygiene the Crusade program may be carried\nout to such an extent as is desired. The performance of chores, largely\nhome work, may be reinforced by daily classroom prompting, by hygienic\ninspection, or by a Crusader club in the class, along the lines of Mr.\nNorton's Rochester plan.\n\nThe Crusade comes to the teacher, not as a burden-adder, but as a\nburden-lightener.\n\nPrincipal Regus, of Baltimore, points out that\n\neasier to teach a class of clean children\n\nclean hands.\n\nit\n\nis\n\nand to mark papers written by\n\nA compilation of teachers' reports in Minnesota indicates\n\nthat the children have\n\nbecome more alert and attentive\n\nin school\n\non\n\naccount of more sleep and sleeping with windows open.\n\nThe benefit to children is not limited to physical health.\n\nOne teacher\n\nreported that a boy offered to sweep the school basement, saying that he\n\nThe Crusade carries\nan ethical benefit in various lines, in neatness, honesty, and community\n\nhadn't done anything \"helpful to others\" yet today.\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3IO\nresponsibility.\nfulness.\n\n[Child Hygiene\n\nKeeping the chore record is an excellent drill in truth-\n\nThe child is put on his honor and from day to day faces the\n\nchoice between true and false statements.\n\nThe question is sometimes askt, Will the child who has won honors\ngoing thru the prescribed weeks of chores be interested in going thru\n\nthem a second time ?\nculty on this score.\n\nThe experience of many schools indicates no diffiThe program for the next school year offers a pro-\n\ngression from the last.\nyear.\n\nIn the first place the badges are changed every\n\nEvery normal child loves to collect divers badges.\n\nIt is of interest\n\nthat the cost of insignia for the next school year has been reduced by more\n\nthan one-half.\n\nThis lessens the burdens to the health associations and\n\nthe Junior Red Cross groups which have contributed the Crusade suppHes\nto schools in communities where school funds were not used.\n\nFortunately\n\nthe number of localities is increasing in which it is realized that there is\njust as much justification to pay 8 cents to put a child thru fifteen weeks\nof doing hygienic rules as several times the amount for a free textbook on\n\nwhy he should do them.\n\nMany schools have reported a desire to keep up the work over more\nof the school year\n\nthan fifteen weeks.\n\nNext year the children will be\n\ninvited to do the chores for thirty weeks and thereby will earn the knightly\ntitles as of an\n\n\"Advanst Order,\" and will be allowed to add the honorary\n\ninitials \"A.O.\" after their titles and to wear ribbons of the classic knightly\n\ncolors with their badges.\n\nAt the same time schools may as hitherto con-\n\nduct the work for fifteen weeks or less.\n\nNational tournaments with state\n\nbranches will be conducted for both the fall and the spring semester.\n.\n\nSenior chores have been drawn up to meet the dignified requirements\n\nof high-school pupils.\n\nIt has been instructive to observe the many high\n\nschools that have used the junior chores.\n\nIn the language of\n\nJ.\n\nW.\n\nStudebaker, assistant superintendent of\n\nschools, Des Moines, Iowa, and national director of the Junior Red Cross,\n\n\"School life, to attain its greatest value, must be real Hfe.\"\n\nUnder the\n\nCrusade system I beHeve that health instruction is brought down to real\nlife.\nThe National Tuberculosis Association has in each of the forty-eight\nstates an association ready to cooperate with the schools in producing\n\nyoung citizens physically fit for the service of their country.\n\nEDUCATIONAL CONTROL OF SCHOOL HEALTH WORK\nGEORGE P. EARTH, DIRECTOR OF SCHOOL HYGIENE, MILWAUKEE, WIS.\nIn a short abstract such as this it is manifestly impossible to cover\nThe duties and prerogatives of an organized\n\nso large a subject in detail.\n\nhygiene department and\n\nits\n\nvarious relationships to other departments\n\nand organizations are as follows:\n\nThe director of school hygiene should be the expert adviser of the\neducational authorities and of their committees in all matters pertaining\n\n"}
{"page": 323, "printed_page": null, "text": "SCHOOL HEALTH WORK\n\nDepartment)\n\n3II\n\nTho there are well-defined rules govern-\n\nto school hygiene and sanitation.\n\ning choice of location, planning of buildings, choice of instructional material\n\nwith a view to the conservation of eyesight, choice of school desks, their\n\naUgnment and adjustment to the child for the prevention of postural\ndefects and deformities, etc., expert advice and guidance are often advisable^\nin these matters.\nHeating, lighting, ventilation, and disinfection of the\ncomponent parts of the building are often questions demanding expert\nconsideration. The board should have at its command medical opinion\nin the employment of teachers, in the giving of leaves of absence to teachers\nwhen the request for such leave is based upon illness, and in the retirement of teachers from service for physical reasons. The teachers should\nhave medical aid in personal health matters and in all matters pertaining\nto the \"problem\" children in the class.\nThe most essential duty of a department of health supervision of\nschool children, or medical inspection of schools, as it is erroneously called,\n\nwhere the work of the department covers anywhere near the ground that\nit\n\nshould,\n\nis\n\nthe promotion of health among children, the prevention of\n\nthe spread of infection, and the surrounding of every child, whether normal\nor abnormal, with conditions of life compatible with the full development\nof his organic functions\n\nand his special senses, so that as far as possible\n\nhe may develop into a self-supporting, self-respecting, efficient citizen of\nthe community in which he lives.\n\nTo accompHsh this two forms of supervision are necessary:\n\nfirst,\n\na\n\nmorning inspection of all pupils to discover any acute illness or\ncondition from which they may be suffering, to guard against infections,\nand to institute the proper follow-up work, by means of school nurses, to\ndaily\n\nassure the child treatment, so that\n\nclassroom;\n\nit\n\nmay be quickly returned to the\n\nsecond, a complete physical examination of all pupils.\n\nThe\n\ndetermination of the existence of physical and mental defects, their kind,\ntheir effect on the progress and general health of the child, their removal\nwhere possible, and the probable prognosis constitute the most valuable\n\npart of the work of the school doctor.\nIt\n\nmust always be borne\n\nin\n\nmind that the\n\nfirst\n\nconsideration in\n\neducating a child is to promote his efficiency as a citizen; in other words,\nto enable\n\nhim to occupy the most advantageous position of which he is\n\ncapable in the body politic.\n\nIn order to do this it is essential to fit the\n\nTo accomplish this aim a\nmeet the needs of those children who deviate\n\nschool to the child and the child to the state.\nseries of special classes to\n\nfrom the normal either in physical or in mental capabiUties should be\nestablisht in the regular school system.\nEntry to and transfer from these\nclasses should follow a complete medical examination only.\nExperience\nhas taught that the following classes are necessary for special training:\nA. Classes for defective vision\nB. Classes for defective hearing\n\n"}
{"page": 324, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n312\n\n[Child Hygiene\n\nC. Classes for cripples\n\nD. Outdoor schools and open-window classes\nE. Classes for defective speech\nF. Classes for mental deviates\n\nThe relations existing between the attendance department and the\n\n\\\n\nhygiene department should be very\n\nclose.\n\nIn Milwaukee there are\n\n91,000 school children, of whom 10 per cent, or 9100, are absent daily.\n\nAn intensive study of cause of absence revealed the fact that about 75\nper cent, or 6825 children, are absent daily on account of illness.\nrest, or 2275, are absent illegally.\n\nThe\n\nIt is a well-recognized fact that physi-\n\ncal defects and mental aberrations are present and responsible in large\nmeasure for this truancy. It is obvious then that the first step to be taken\n\nin these cases is to determine the physical and mental status of the deUn-\n\nquent by a reference of the case for examination by the hygiene depart-\n\nment before legal steps are taken. This has been the method pursued in\nMilwaukee for the last ten years, and it was found that these children\nsuffered mentally or physically in over 60 per cent of the cases.\nTruancy\nis\n\nBy a determination of the cause of truancy\n\nthe kindergarten of crime.\n\nand its correction the vast majority of children are saved from delinquency\nand court procedure. Habitual truancy has in this way been practically\neUminated in this city.\n\nOn the other hand, it frequently becomes necessary for the hygiene\ndepartment to\n\nrefer cases of\n\nabsenteeism to the attendance department\n\nwhen sickness is untruthfully given as an excuse by parents who exploit\ntheir children for financial gain or for their own convenience and comfort,\nor when absenteeism is prolonged unnecessarily after recovery from illness.\nIn the preparation of court cases the departments act together.\n\nThe results of examinations conducted during the selective draft show\ndemand for a health program should not cease when\n\ndistinctly that the\n\nthe child leaves the regular school.\n\nWhen one-third of the young men\n\nare unfit for military purposes a serious problem confronts the country,\nfor if unfit for miUtary purposes their efficiency in the industrial field must\n\nalso be below normal.\n\nThis condition probably exists to even greater degree\n\namong young women.\n\nFor many reasons continuation schools should be\nAttendance at these schools should be as\n\nestabUsht thruout the country.\n\nrigidly enforced as at other schools.\nis an absolute necessity.\n\nHygiene supervision in these schools\n\nBy no other means can industrial inadequacy thru\n\nphysical imperfection be so surely eradicated; there is no better place where\n\nthe effect of labor on the child body can be studied and readjustments take\nplace; its student body being composed of young people in the period of\nlife during which the\n\ntremendous and revolutionary changes of adolescence\n\noccur, this is the logical place for the teaching of sex hygiene.\n\nThe extension department, as planned in Milwaukee, includes not\nonly social centers and playgrounds but also the establishment of evening\n\n"}
{"page": 325, "printed_page": null, "text": "SCHOOL HEALTH WORK\n\nDepartment]\n\nschools, vacation schools, etc.\n\n313\n\nIt is just as necessary that these places\n\nbe given hygiene supervision as the day school.\n\nAn opportunity is given\n\nalso for instruction in sex hygiene, inasmuch as many of these classes are\n\ncomposed of adults and adolescents. Lecture courses and demonstrations\non home nursing, first aid, etc., are a part of the regular curriculum. The\ninjuries and disabilities occurring on the playground also frequently demand\nprofessional attention.\n\nThe relations of the hygiene department and the health department\nshould be close and reciprocal.\n\nDaily reports should be exchanged to\n\ncontrol the spread of infectious and contagious diseases in the community.\n\nToo much stress, however, is often laid on this phase of the work as\n\nof\n\nprimary importance in the work of the hygiene department of schools.\n\nThe vast majority of parents have their family physicians, and the practicing physician is required by law to report the presence of any infectious\ndisease occurring in his practice.\nThe discovery of such diseases in the\nroutine work of the school doctors and nurses is incidental but nevertheless very important.\n\nA department of hygiene supervision of children, in order really to\nfulfil\n\nits entire\n\nresponsibihties to the children of the community,, must\n\nmaintain close relationship to all the public aid bureaus and all private\nrelief agencies.\n\nThe tentacles of its activity must forever be reaching\n\nout to provide the child with\n\nall\n\nthe necessities which affect health,\n\ndevelopment, and growth, physical and mental.\n\nThe majority of people\n\nin every community are ready and willing to respond to the cry of distress\n\nbut in many instances rehef is not forthcoming because of\n\nof the child,\n\nignorance in the method of applying relief or of a faulty method of administering reUef\n\n.\n\nA school hygiene department is the most rational clearing\n\nBy this I do not mean to say that the\ndepartment should in any measure supplant any of the very fine and noble\n\nhouse for the distribution of aid.\n\nefforts of the various societies and individuals.\n\nChildren are an excellent\n\nindex of conditions in the home, and under the law all children are compelled to attend school.\n\nSchool nurses working in their districts soon\n\nbecome thoroly familiar with the family conditions of the district.\nare often at a loss to\n\nParents\n\nwhom to appeal when aid is desired but, being\n\nfamiliar and in accord with the activities of the school system, soon recog-\n\nnize that the hygiene department as a part of school government is the\nlogical place to\n\napply when in need, and the relief machinery can then\n\nbe set in motion without loss of time, energy, or undue expense.\n\n"}
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{"page": 327, "printed_page": null, "text": "DEPARTMENT OF PHYSICAL EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Randall D. Warden, director of physical education\nVice-President — Lawrence L. Hill, director of physical education\nSecretary — Esther Watson, secretary, New England Division War Work\n\nNewark, N.J.\nAlbany, N.Y.\n\nPresident\n\nCouncil, Y.W.C.A\n\nBoston, Mass.\n\nThursday Afternoon, July 3\nThe Department of Physical Education of the National Education Association\nconvened in regular session on Thursday afternoon, July 3, 1919, at 2:00 o'clock, in\nJuneau Hall, Auditorium, Milwaukee, Wis.\nIn the absence of the president and vice-president William Burdick was elected\npresident pro tern.\n\nThe general topic for the meeting was \"Responsible Citizenship as Developt thru\nPhysical Education,\" and the following program was presented:\n\n—\n\n\"Address of Welcome\" John H. Finley, commissioner of education, Albany,\nN.Y.\n\"Loyal Citizens a Product of Physical Training\" George Wittich, supervisor of\nphysical training, public schools, Milwaukee, Wis.\n\"The Promotion of Physical Education thru State Legislation\" E. Dana Caulkins,\nmanager. National Physical Education Service, Washington, D.C.\n\n—\n\n—\n\nRound Table Discussion.\n\nA motion was past inviting the Department of Child Hygiene to consolidate with\nthe Department of Physical Education under the name of the latter department.\n\nThe following resolutions were adopted:\nWhereas, Effective health instruction of school children depends not only upon\ntheir knowledge of the laws of health but more especially upon the inculcation of health\nhabits; and\nWhereas, The Modern Health Crusade system of instruction provides an incentive\nfor the child to acquire health habits; therefore be it\nResolved, That the National Education Association recommend the adoption of\nsuch a system as the Modern Health Crusade by the elementary schools.\nWhereas, The rejection of one-third of the men from the army for physical causes\nindicates an urgent need for the removal of remedial defects, for health instruction,\n\nand for wisely directed physical activity, and\nWhereas, Danger exists, because of government aid of public high schools thru\nthe War Department, that a narrow policy of military drill be substituted for a broad\nhealth-education policy; therefore be it\nResolved, That the Department of Physical Education urges the adoption of the\nphysical-education program outlined in the Smith-Towner Bill, which provides for the\nremoval of remedial defects, the furnishing of health instruction, and the promotion of a\nvigorous program of physical activity related to health, vigor, group loyalty, self-sacriJSice,\nand patriotism thru the wise leadership in group games.\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident Randall D. Warden, director of physical education, Newark, NJ.\nVice-President Lawrence L. Hill, director of physical education, Albany, N.Y.\nSecretary Esther Watson, secretary. New England Division, War Work Council,\n\nY.W.C.A., Boston, Mass.\n\nEsther Watson, Secretary\n31$\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i6\n\n[Physical\n\nPAPERS AND DISCUSSIONS\nLOYAL CITIZENS A PRODUCT OF PHYSICAL TRAINING\nGEORGE WITTICH, SUPERVISOR OF PHYSICAL TRAINING, PUBLIC SCHOOLS,\nMILWAUKEE, WIS.\nBefore April, 191 7, we were doing very, very little in the schools to\nobtain any degree of loyalty, and since then we compel our children every\nmorning to salute the flag, recite the pledge, and to sing the \" Star-Spangled\n\nBanner.\" At first the children did all this with a will because it was new,\nbut now, since the novelty has worn off, it has in many schools degenerated\ninto a mechanical affair.\n\nThese exercises at present do not make for\n\nBut absolutely worthless is the fad to compel children of the\nkindergarten, children between the ages of four and six years, to memorize\nand recite the pledge. According to my humble opinion this is all wrong;\nthis method of teaching loyalty penetrated only skin deep.\nI recognize and appreciate the motive of this sudden demonstration.\nWe found ourselves in bad straits in April, 191 7, and we had to do something radical at once to make up for our negligence in the promotion of\nloyalty and patriotism thruout the country. That time is now past;\ntherefore let us devise ways and means by which we can develop a truly\nconstant and loyal nation.\nThe procedure to be used in this development of loyalty must be\nprogressive and clean cut, the same as the procedure appHed in the teaching of any other subject. True loyalty cannot be obtained in one day;\nit takes years to do that.\nThe child is the subject of our consideration.\nThe child must be taught to be loyal toward itself, then loyal toward its\nparents, sisters, brothers, and friends, and loyal toward its school. When\nloyalty.\n\nthis foundation has been laid it will be an easy matter to develop loyalty\ntoward the city, state, and country. In other words, loyalty must be\n\ndevelopt within the child toward itself and must be caused to radiate out-\n\nThen, and only then,\n\nward, finally encompassing the whole of America.\n\nwill exercises of the kind practist at present in our schools be of any last-\n\ning value.\n\nTeaching the child loyalty toward its self should embrace the following points:\n\n(i)\n\nthe sacredness of its own body;\n\nmorally and physically;\n\n(3)\n\n(2) cleanliness of\n\nneatness and plainness of dress;\n\n(4)\n\nbody,\n\nquahties\n\nthat will demand love and respect of others, such as obedience, good manners, willingness to help others,\netc.\n\nmodesty, natural bearing,\n\nself-sacrifice,\n\nSince we cannot at present call upon many of the parents for assist-\n\nance in our endeavors we must bring other powers to bear that can help\nin impressing lastingly the foregoing lessons, in order that the present\n\nschool population may become better parents than\n\nwhom we are at present obliged to deal.\n\nmany of those with\n\nThe important point is to make\n\n"}
{"page": 329, "printed_page": null, "text": "LOYAL CITIZENS FROM PHYSICAL TRAINING\n\nDepartment]\n\nthis phase of education compulsory;\n\n317\n\nteachers and principals can do much\n\nincidentally thru their own example in producing good results.\n\nWhat has physical training to do with all this ?\n\nPhysical training in\n\nbroader sense means more than moving arms and legs, marching a\n\nits\n\nclass thru the gymnasium, or\n\ncoaching a football team.\n\nPhysical educa-\n\ntion in its broader sense includes moral training, personal hygiene, and the\n\nbuilding up of good traits of character, among them loyalty.\n\nThe physical\n\ncomes into closer touch with the child than any other teacher;\nphysical and spiritual relations bind the two if the teacher is a true physiThe physical director of the high school examines the nude\ncal director.\ndirector\n\nbody of the pupil, and if he has gained the confidence of this pupil the\nopen his very soul to him. Physical training in high schools\nshould include short ten-minute talks on anatomy, physiology, physiology\nThru such talks the pupil will become\nof exercise, and personal hygiene.\nacquainted with his own body and will learn to love and respect this body,\nthereby becoming loyal toward himself.\nlatter will\n\nRelative to the value of the various physical activities as agents in\nthe development of loyalty I have the following to say: Carefully selected\nactive games should make up the greater part of the compulsory physical\n\nThe playing of the chil-\n\ntraining of the children of the primary grades.\n\ndren in groups offers splendid opportunities for impressing upon the children the fact that one must depend upon the other in many respects.\nSince this\n\nis\n\ntrue\n\nwe must teach our pupils to make group-playing and\n\nlater group-exercising\n\nand group-working as agreeable and as joyful as\nThis means above all things that the games\n\npossible to all concerned.\n\nmust be played fair, if necessary at a sacrifice.\n\nThe attempt even at unfair\n\nplaying should not pass unnotist in order to make impossible the forming\nof such a habit.\n\nThis law of fairness in playing must be emphasized from\n\nthe beginning to the end of the child's school life, so that the habit of\nfair\n\nplay may be carried over into adult life.\n\nUnscrupulous coaching in\n\nathletics and football has ruined the character of many young men.\n\nIn the grades joy-producing games should predominate, but as the\nyouth approaches the time when the strife of life is to begin the games\nmay assume a different character. In the upper grades of the high school\nnd in the college the students should play hard but fair, and when the\n\ntf\n\nntest\n\nis\n\nover they should not hesitate to shake hands with the oppo-\n\nnents, no matter who has lost and who has won.\n\nBy acknowledging the\n\nsuperior skill of players or athletes, applied in a fair manner, we gain the\n\nadmiration and the loyalty of our opponents.\n\nThe next points to be considered in the development of loyalty thru\nphysical training are practical suggestions, assistance, and leadership.\nPractical suggestions are always welcome, but they are particularly\nwelcome when the Hfe of the student is as yet simple and centers only\naround the school and the gymnasium or the athletic field. Gymnasium\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i8\n\n[Physical\n\nwork more than any other form of physical training necessitates assistance. Proper and correct assistance in the work on the various pieces of\napparatus and in the various forms of field and track events should be\nnot only encouraged but taught; every pupil should know how to assist\n\nand how and when to stand while assisting. Successful assistance in\ngymnasium work creates ties that last a lifetime, because life and limb of\nthe gymnast often depend on opportune and effective assistance, and\nassistance of this kind makes for sincere friendship and loyalty.\nWe must have leaders, not autocratic and domineering leaders, but\nLeaders must be\ndemocratic leaders, such as we develop in schools.\ntrained in, and must be imbued with, that spirit which the instructor\nhimself applies in his method of teaching. Intelligent leaders will Soon\nDomineering\nacquire, at least to some degree, the teacher's qualities.\nleaders are a menace and will never enjoy the respect and loyalty of their\nclassmates. A true leader must be patient and painstaking and must be\nable to see and correct mistakes. He must furthermore be exact in his\ndemonstrations and must know his lessons. Such leaders will always\ngain the confidence and loyalty of their classmates. There is more\nleadership latent in the majority of our pupils then the average person\nrealizes.\n\nTHE PROMOTION OF PHYSICAL EDUCATION THRU\nSTATE LEGISLATION\nE.\n\nDANA CAULKINS, MANAGER, NATIONAL PHYSICAL EDUCATION SERVICE,\nWASHINGTON, D.C.\n\nIt is not pleasant to contemplate the fact that as a nation we are,\nby the most optimistic estimate, not more than 50 per cent physically\nIf there is anyone who does not accept this as a fact let him\nefficient.\nread the latest report of the Provost Marshal General, which shows more\n\nthan one-third of the men examined under the recent draft physically disqualified from full military service; let him read the report of the National\n\nCommittee on Health Problems, showing that 75 per cent of the school\nchildren of the country are suffering from serious physical defects. Let\n\nhim note that in Massachusetts the death-rate from organic diseases has\nin the past thirty years increast 86 per cent.\n\nLook over your personal acquaintances among the men who are now\nreturning from the army camps.\n\nContrast their physical condition with\n\nwhat it was when they left home.\n\nSome there are who claim that mihtary\n\ntraining has workt a miracle.\n\nstimulants.\n\nOthers point to the absence of alcoholic\n\nAs a matter of fact the transformation is due to the normal\n\nhealthy life which these men have been Uving; regular hours, plenty of\ngood food, and an abundance of wholesome exercise in the open air. In\nshort, these men have been put thru a thoro and broad course in physical\n\n"}
{"page": 331, "printed_page": null, "text": "Department)\n\neducation\n\nPHYSICAL EDUCATION THRU STATE LEGISLATION\n\n319\n\n—and by physical education\n\nI mean a great deal more than\nmean athletics, games, and other\nI mean instruction in the principles of\n\nregular, formal setting-up exercises.\n\nwholesome outdoor recreation;\n\nI\n\nhealthful living; I mean special exercises and treatment for the physically\ndefective after thoro physical examinations.\n\nA man may exercise until\n\nhe is blue in the face, and if he is at the same time breaking half a dozen\nof the laws of health his effort will be wasted.\n\nThere are thousands who expect a healthy nation to spring forth in\nThere are thousands\nwho hope to stop the spread of unhealthy, un-American political propaa few years as the result of national prohibition.\n\nganda by prohibitory legislation.\n\nThese chronic prohibitionists apparently\n\nare blind to the fact that to insure health and to stimulate growth and\n\nhigher moral and intellectual development they must do more than over-\n\ncome an individual's bad habits; he must have some positive good habits\nof healthful living, regular exercise, etc., and if he is trained in the cultivation of these habits in the early years there will be no room for the\nintrusion of bad habits. That is why I say that universal physical education as a definite, well-organized part of our system of education in this\n\ncountry would do more to promote health and physical efficiency than a\n\nhundred prohibitory laws; and physical education will do more than\npromote health.\nDid you ever hear an unhealthy, un-American doctrine proceed from\na normal, healthy body ? The unhealthy, distorted, poorly nourisht body\nis a hothouse for the development of antisocial doctrines.\nIt is time this\ncountry got down to rock bottom and recognized the fact that the only\nsure foundation for national well-being is in the development of a citizenship 100 per cent physically efficient. We have universal compulsory\neducation, which includes practically every growing child in the country.\nShall we fail to establish universal physical education, which will furnish\n\na solid basis of health and physical development, without which the mental\n\nand moral training is valueless ?\nThere are at the present time many evidences of a popular determination to put first things first in our educational system and in our other\nefforts to promote the national well-being.\nHis honor, Mr. Average\nCitizen, is coming to realize what physical educators have long talkt,\nnamely that a basis of health and normal physical development must\nrest beneath any successful program for human betterment.\nThe Boy\nScouts and other similar organizations which combine character-building\nwith physical education are received with a new popular enthusiasm.\nThe Modern Health Crusade, which furnishes a tremendous reinforce-\n\nment\n\nto health instruction,\n\nis\n\nsweeping the country and has already\n\nenrolled miUions of school children.\n\nI\n\nmight mention a dozen other\n\nnational agencies related to the program of physical education which are\njust now in a stronger position than ever before.\n\n"}
{"page": 332, "printed_page": null, "text": "8\n\nNATIONAL EDUCATION ASSOCIATION\n\n330\n\n[Physical\n\nHowever, the problem of physical education is fundamentally a school\n\nWe are now insisting that all children, for a few years at least,\nbe brought together for some sort of education in some sort of schools.\nproblem.\n\nTherefore we have the estabHsht machinery thru which to work in the\n\nestabUshment of universal physical education, at least during the younger\nyears of the growing child.\n\nPrevious to January i, 191 9, eight states had\npast more or less effective laws requiring universal physical education for\nschool children.\n\nSince January i the following states have past sunilar\nMaine, Michigan, Utah, Washington and Oregon. At the 191\nmeeting of the National Education Association there was formed a\n\nlaws:\n\nj\n\nNational Committee on Physical Education, composed of\n\nmany of the\n\nleading physical educators in the country.\n\nof\n\nIn the\n\nfall\n\n19 18 this\n\nNational Committee called upon the Playground and Recreation Association of\n\nAmerica to establish a National Physical Education Service to\n\nact as the organizing machinery thru which the influence of all interested\nagencies might be unitedly directed toward the securing of state and\n\nnational legislation for physical education.\n\nThis service has been busy\nmaking the appeal for support of physical\neducation before numerous conventions and conferences, and actively\n\nplacmg magazine\n\narticles,\n\nassisting in various state campaigns.\n\nchild-welfare,\n\neducational,\n\nand\n\ncivic\n\nThe active cooperation of many\nmade possible\n\norganizations has\n\nmuch effective work.\nAltho a number of leading educators have given active cooperation,\nthere has as yet been no effective, hearty promotive work on the part of the\n\nBecause physical education is the necessary\nfundamental basis for all successful education, this is the provision for\nteachers of the country.\n\nwhich we should be most actively working. The successful teacher should\nbe a leader in the community. The people have assigned to the teacher\nthat most important responsibiUty of guiding the development of the children.\n\nIf the teacher is carrying this responsibility successfully the\n\nmunity will recognize the teacher as a community leader.\nit is in\n\ncom-\n\nTo be sure,\n\nthe actual administration of a physical-education program that the\n\ncooperation of the teacher\n\nis especially vital.\nHowever, the teacher\nshould be an active and powerful influence in securing the introduction\n\nof physical education into the school curriculum.\n\nagree that physical education\nfailure of politicians to\n\nis\n\nIt\n\nis\n\nnot enough to\n\nimportant and then to deprecate the\n\nmake provision for this necessary program.\n\nIf\n\nthe teacher is a community leader the poUticians are bound to be directly\nor indirectly influenst by the exprest convictions of the teacher.\n\nI\n\nam\n\nwondering how many of you will go back to your home communities\n\nand actually work to secure the introduction of physical education universally in the schools of your states.\nPerhaps you feel that you do not\n\nknow how to go about this task.\ntions.\n\nLet me make several specific sugges-\n\n"}
{"page": 333, "printed_page": null, "text": "1\n\nPH YSICA L EDUCA TION THRU STA TE LEGISLA TION\n\nDepartment)\n\n32\n\nStrengthen the program of physical education in your own school.\nWork to bring every influential citizen and especially every governmental\nofficial into\n\ncontact with these activities;\n\nif\n\npossible use community lead-\n\ners as officials in your athletic contests, or at least make sure that they are\n\nonlookers.\n\nBring the subject of physical education before every social\n\nor civic organization with which\n\nyou are connected.\n\nAffiliate actively\n\nwith the movement for physical education in your state.\n\nIf\n\nyou know\n\nof no such movement communicate with the National Physical Education\n\nService\n\nin\n\nInterview your newspaper reporters. Talk\nThink of what it would mean to this movement if\n\nWashington.\n\nphysical education.\n\nevery educator in the country would, during the next year, say to one\n\nhundred people with evidence of feeling and conviction that physical\neducation is a fundamental element in the school curriculum, and that\nlegislation should be enacted making physical education universal.\nThis\nis your opportunity to do your bit in bringing into the educational system\nof the country the leaven of physical education, which will not only serve\nto combat the disgraceful condition of physical deficiency now prevailing\nbut also vitalize and make practical the so-called higher forms of education.\nWhat we need is not agreement but action.\n\n"}
{"page": 334, "printed_page": null, "text": ""}
{"page": 335, "printed_page": null, "text": "I\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nSECRETARY'S MINUTES\nMILWAUKEE MEETING\nOFFICERS\nPresident\n\n—Albert Wunderlich, commissioner of schools\n\nSt. Paul, Minn.\n\nVice-President—Gzoviov: W. Gerwig, secretary, Board of Education\nSecretary\n\nPittsburgh, Pa.\n\n—William C. Bruce, editor, School Board Journal\n\nMilwaukee, Wis.\n\nWednesday Afternnon, July 2\nThe Department of School Administration of the National Education Association\nconvened in regular session on Wednesday afternoon, July 2, 1919, at 2:00 o'clock, in\nEngelmann Hall, Auditorium, Milwaukee, Wis.\n\nThe meeting was called to order by\n\nAlbert Wunderlich, president.\n\nThe following program was presented:\n\n—\n\n\"Music as an Asset in School Administration\" Osbourne McConathy, director of\nschool music, Northwestern University, Evanston, 111.\nDiscussion James H. Harris, superintendent of schools, Dubuque, Iowa.\n\"Cooperation between Boards of Education and the Public\" William L. Pieplow,\npresident. Board of School Directors, Milwaukee, Wis.; Jacob Loeb, president, Board of\n\n—\n\n—\n\nEducation, Chicago, 111.\n\"The Intermediate School\" William B. Ittner, architect, St. Louis, Mo.\nDiscussion D. H. Perkins, architect, Chicago, III.; Frank I. Cooper, architect,\nBoston, Mass.; S. A. Challman, state commissioner of public-school buildings, University of Minnesota, Minneapolis, Minn.\n\"Administration of Vocational Education\" Frank M. Leavitt, associate superintendent of schools, Pittsburgh, Pa,\n\"Vocational Education\" George M. Brace, supervisor of manual training, St.\n\n—\n\n—\n\n—\n\nPaul, Minn.\nDiscussion\n\n—\n—E. E. Gunn, state superintendent of vocational education, Madison,\n\nWis.\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident Albert Wunderlich, commissioner of schools, St. Paul, Minn.\nVice-President\nGeorge W. Gerwig, secretary. Board of Education, Pittsburgh, Pa.\nSecretary William C. Bruce, editor. School Board Journal, Milwaukee, Wis.\n\nWilliam C. Bruce, Secretary\n\nPAPERS AND DISCUSSIONS\nMUSIC AS AN ASSET IN SCHOOL ADMINISTRATION\nOSBOURNE MCCONATHY, DIRECTOR OF SCHOOL MUSIC, NORTHWESTERN\nUNIVERSITY, EVANSTON, ILL.\n\nPerhaps the most helpful contribution of music to the administrator\nlas\n\nbeen in supplying material for public occasions.\n\nFor\n\nmany years\n\n[graduation exercises have depended largely upon music for their attract-\n\nI ?\niveness.\n\nAnd yet there are quite a number of schools today where the\n323\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n324\n\n[Administration\n\nmost meager opportunities for music study are provided by the administration, but where school administrators and the pubUc expect adequate\nmusical performance to be presented at the closing exercises.\nit is\n\nJust how\n\npossible for a high-school principal who allows no regular time for\n\nmusic instruction to expect his pupils to give a good account of themselves\nin\n\nmusic at the closing exercises I do not attempt to explain, but such\n\nnevertheless\n\nis\n\nnot infrequently the case.\n\nWe seldom hear of the class\n\nin mathematics, or the class in history, or the class in Latin being called\n\nupon to provide entertainment at pubHc-school functions, but the music\nteacher may be called upon on the shortest notice to present something\nacceptable in the way of choral music or orchestral performance. If\nmusic is so appropriate a subject for presentation to the public as one of\nthe products of the school, might it not be well so to organize the study\nthat it may fulfil its function in the highest possible degree ?\n\nNot long ago my telephone rang, and a voice askt if it would be\npossible for\n\nme to have some of the pupils play and sing at a meet-\n\ning of the Mothers' Club in one of our schools.\n\nI askt what the nature\nprogram was to be and was informed that there was to be an\naddress. The request was not for someone to take part in the program of\nthe evening but merely for someone to play while the people were gathering so that conversation might be stimulated until the program began.\nNeed I remark that the invitation thus to stimulate conversation thru\nmusic was poUtely but firmly declined ? I rather fear that the attitude\nof the\n\nof the lady who made the request is not wholly unknown elsewhere.\n\nToo\n\noften we find music offered, not for the purpose of the enjoyment of the\n\nmusic, but in order to cover up to some degree other less agreeable noises.\n\nOne of the restaurants in Chicago advertises extensively that it offers\nno orchestra din.\n\nTo the real music lover there surely is no particular\nCan it be possible\n\njoy in dining in places that put the din in dinner.\n\nthat some of the aids that music provides the administrator are more or\nless\n\nin line with this\n\nphase ?\n\nphase of music usefulness\n\n—a rather unfortunate\n\nIt seems to me far better to have no music unless it is presented\n\nin such a\n\nway that it may be heard for its own sake.\n\nAnother rather\n\nfrequent misuse of music is the performance of a march when no effort is\n\nmade to have the children keep step with the music.\n\nThere are some\n\nconditions under which it would be impossible for the children to keep\nstep to the march. Where such is the case it has always seemed to me\nvery much better that the children should proceed in a quiet, simple manner, and thai no music should be performed.\n\nthat wherever a march\n\nis\n\nI would respectfully suggest\n\ndesired at graduation exercises or\n\nany other\n\nplace time be taken to train the children to keep step, and where this is\n\nnot possible that no music be given.\n\nOne of the great arguments in favor of music in the schoolroom has\nbeen that it stimulates the pupil, chases care away, and brings about a\n\n"}
{"page": 337, "printed_page": null, "text": "BOARDS OF EDUCATION AND THE PUBLIC\n\nDepartment]\n\nfiner attitude toward the work of the day.\nthis is the case.\n\nV\n\nB\n\nThere is no question but that\n\nWhen hard work has tired a class, or when because of\n\noppressive weather or some unhappy circumstance or condition the class\nis\n\nnot in the best mental or spiritual attitude, music is the greatest, best,\n\nand most available means for bringing the class- into the spirit of work\nand interest. This fact is well known and well approved by practically\nall administrators, and yet even tho administrators generally realize this\ntruth comparatively few take full advantage of it.\n\nIn the majority of school buildings the teacher is told that music must\n\nbe taught for a certain given time per day.\n\nThe schedule is so arranged\n\nthat music may be taught at that particular time for the allowed number\nof minutes,\n\nand no other tone of music is expected in the room at any\n\nother time.\n\nIn other words, the teacher is expected to teach music but\n\nis not expected\n\nto use the music which she has taught.\n\nOn the other hand, there are many schools where one is quite likely\n\n»to hear music\n\nr\n\n325\n\nat\n\nany hour of the day.\n\nAs the class changes from one\n\nlesson to another a bright song adds cheerfulness to 'the routine.\n\nIn\n\nconnection with the geography lesson an appropriate song of the land and\nthe people under consideration will often give convincing vividness to the\n\nOr during the history lesson or the lesson in literature some\n\nsubject.\n\nsong which deals with the subject under consideration can lend stimulat-\n\nand the teacher takes advantage of the fact.\nSometimes the teacher finds the class dispirited and enlivens them with\n\ning interest to the lesson,\n\nIn such a building, where music is used as well as taught, the\n\nsinging.\n\nsubject\n\nmay truly become an aid\n\nto\n\nadministration.\n\nBy using music\n\nthe day's work is made more effective, happier, and more inspiring.\nIf I\n\ndesire to\n\nmight summarize the two thoughts which I would particularly\nemphasize in this paper they would be, first, if music is to be\n\none of our particular means of entertaining and interesting our friends on\npublic occasions, to that extent at leasf we should adequately prepare our\nchildren to provide this entertainment in the best way and make it truly\n\neducational feature of our school work;\n\nand secondly, as music is\n\nunquestionably the finest means for inspiring and stimulating our\n\nchil-\n\ndren to work under all conditions, favorable or otherwise, we should use\n\nwhich we have taught more\nIan music\nwork\nand more\nthe\n\nday's\n\nhappier, better,\n\nfreely during the day to make the\n\ninspiring.\n\nCOOPERATION BETWEEN BOARDS OF EDUCATION\nAND THE PUBLIC\nWILLIAM L. PIEPLOW, PRESIDENT, BOARD OF SCHOOL DIRECTORS,\nMILWAUKEE, WIS.\nis composed of a group of\ncommunity to look after its school interests. The\nlaw directs its creation. The law regulates its action. Its membership\n\nI understand that the board of education\n\ncitizens chosen by the\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n326\nis under\n\n[Administration\n\nthe law and is sworn to carry out the law and to protect the law.\n\nThe first duty of every school board in the land is to know the law of its\nexistence and to carry it out.\nThe second duty is to defend it.\nAccording to the law of this state and of most states education is a\nstate affair.\n\nIt is not a\n\narea into school districts.\n\nmunicipal affair.\n\nThe\n\nstate\n\ndivides\n\nits\n\nentire\n\nSchool affairs of these districts are administered\n\nby directors selected by the people to represent them. These directors\nstate work.\nThey exercise state functions. Periodically in\nmost cities frantic efforts are made to annex the schools to the city hall,\n\nperform\n\nor to bring the board of education under the city council.\n\nThe objections to this are so well known that a recital of them is\nThe elected board is responsible to the people. If not\ndivorced from city politics it would be responsible to the city hall. The\nhighest court in New York state has well stated in an important decision,\n\"PubHc education would thus become a city function exposed to the current taint of municipal politics, and to any and every mismanagement\nunnecessary.\n\nthat may prevail in city departments.\"\n\nThe sound theory embodied in Wisconsin's basic law is that education\nthat it must not be put into one grab-bag with garbage,\npaving, sewage, and political patronage but must be sacredly safeguarded\n\nis a state function,\n\nas a totally separate function in order that the children may remain for\nall time the preferred creditors of the state.\n\nThus far I have asserted the independence of the board from city\nand from the regular machinery of city government. I have\n\npolitics\n\nstated that the board represents the entire citizenship rather than the\n\ntemporary city government.\n\nNow it is equally necessary to emphasize\n\nwhen selecting the board, expressly delegates to it\nits authority with regard to the management of the public schools.\nThere\nthat the citizenship,\n\na tendency, which appears to be appreciably increasing in speed and\nvolume, to withhold or take back public functions thus delegated to the\nis\n\nboard.\n\nBelieving in the value of public debate upon all questions of public\n\ninterest by all the citizens, asserting the inviolability of the Anglo-Saxon\n\nright of petition, I nevertheless cannot witness this tendency on the part\nof citizens or bodies of citizens gathered together in\n\nclubs,\n\nvarious societies,\n\nand associations to attempt to decide school management for the\n\nboard without a distinct feeling of apprehension for the future interest\nof American children.\n\nThe frequent use of the right of assembly and petition by citizens,\nlike the overuse of\n\nmost individual or group rights and privileges, evenThe right of assembly and petition inheres\n\ntually degenerates into abuse.\n\nin the public as a high prerogative to be exercised in cases of gross failure\n\nby governmental agents, to whom the ordinary functions of administration or management have been delegated.\nConstant recourse to this high\n\n"}
{"page": 339, "printed_page": null, "text": "Department]\n\nBOARDS OF EDUCATION AND THE PUBLIC\n\n327\n\ncharter right of all free men cannot fail to weaken its efficacy for\n\nsome\n\nsupreme moment when it may be sorely needed.\nOn the other hand a continual repetition of alleged \"public\" petitions\nor demands by little groups of citizens, who are not the public at all but\nmerely self-constituted Soviets, inevitably engenders contempt for such\nmanifestations in the minds of those who really recognize how far they\n\nAlso the monotonous repetition\ndemands\" causes many a weak sister on public-school\nboards to \"pass the buck\" and to get out from under his own personal\n\nare from being the voice of the people.\nof these \"public\n\nresponsibiUty as an authoritative representative of the people carrying\nfor a term of years their delegated power, and to hide behind the plea that\n\nthe people must rule, whenever his own personal timidity makes it painful\nor difficult for him to choose between two opinions on any given issue.\n\nOf course the business of running schools is an expert business.\n\nThe\n\nbusiness of a school board itself is not to run the schools but to see that\n\nthey are run.\n\nThe tendency on the part of many private citizens to regard\n\nthemselves as quite capable of running the schools is one of the commonest\n\nand saddest manifestations\n\nof\n\nnon-technical interference\n\npublic business to be found anywhere in American\n\nlife.\n\nin\n\ntechnical\n\nMany parents\n\nand a still larger number of adults who are not parents are quite certain\nof their own superior qualifications in the field of public education.\nThese\nself-certificated experts find it far easier to run the school board than\n\ndo to run for the school board and get elected.\n\nthey\n\nAfter twenty years' expe-\n\n(many of whom are of the bone\nand sinew of industrial and professional Milwaukee today) I have personally discovered that it is somewhat more difficult to be elected to the\nschool board than it is to issue mandates to a school board thru the instrumentality of our multitudinous self-satisfaction societies, whose virtual\nslogan is, \"All's wrong with the world, but we'll set it right.\"\nAmong those organizations none is more pernicious than a metropoHtan\nnewspaper which desires to move the school-board offices from the public\nadministration building down to its own editorial rooms. Such a paper\nmay be a genuine newspaper with regard to all other public activities and\nyet make itself a meddlesome sidewalk chief with regard to the public\nschools.\nThis is almost certain to be true if any of the editors happens\nto have suffered disillusionment in trying to be the entire school board\non the ground of having once secured election as one member of the\nrience on behalf of Milwaukee's children\n\nboard.\n\nBrewers and distillers were bitterly condemned because of their exer-\n\nThey are now dethroned but\nseem likely to be promptly succeeded by their erstwhile critics, wlio propose to sway more or less responsible officials by the open use of\n\"influence\" which was so monstrously wrong when secretly employed\nby the saloon element. That \"influence\" is exactly the same in both\ncise of secret influence upon public officials.\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n328\n\n—the timid\n\ncases\nit is\n\nofficer's fear of losing\n\nthe next election.\n\nnot now so secret as before makes it less dangerous.\n\n[Administration\n\nThe fact that\nBut the con-\n\nstant pulling of strings on fully\nserious\n\nempowered public representatives is a\nimpediment to efficient public business, whether the pullers are\n\nclub ladies of either sex or old-fashioned liquor men.\n\nTo sum up, school-board members stand in need of personal courage\nThey will find ample occasion for the exercise of these\n\nand honesty.\nqualities.\n\nNo other institution comes so delicately, so intimately, into\n\ncontact with every home in the city as does the public school.\nof influence, if the\n\nThe use\n\nboard membership is known to be weak or political-\n\nwill be incessant and destructive.\nIf all the board members\nknown to be honest and courageous the occasional exercise of the\n\nminded,\nare\n\nright of petition in matters of general pohcy can accomplish nothing but\n\ngood.\n\nTHE INTERMEDIATE SCHOOL\nWILLIAM B. ITTNER, ARCHITECT, ST. LOUIS, MO.\n\nThe intermediate school cannot be transplanted.\n\nIt is a local problem,\n\nand in order properly to serve the educational, industrial, civic, and recreational life of the particular community it must be planned in harmony with\nlocal conditions, the curricula, and a better correlation of building plan and\nsubjects taught, to the end that the work of the school shall function more\nadequately in fitting the student for actual conditions of life.\n\nWhile the type of building is dependent on local conditions there are\ncertain desiderati fundamental to this type of building generally.\n\nAmong\n\nthese may be mentioned a reduction of the classes to smaller groups and a\n\nclassroom designed as a workroom and equipt with the requisite materials\nto facilitate intensive study of the particular subject in hand; provision for\n\nby smaller groups of pupils working on\nshop work must be more extensive and\ndiversified, and for this reason the fixt shop spaces usually planned must\nspecialized or socialized study\n\ndefinite problems or assignments;\n\ngive way to large open areas capable of subdivision into smaller units, so\n\nthat the student may be. brought into actual contact with the essentials of a\ngreat variety of occupations, thus assisting him to find himself vocationally\n\nwithout undue loss of time or wasted effort.\n\nThe same principles must apply with respect to the pfkctical-arts work\nfor girls, with particular emphasis on those things that will be helpful and\n\nuseful in the home, as well as some opportunity to become acquainted with\n\nthose gainful occupations in which large numbers of women are at present\n\nengaged.\n\nGenerous provision must therefore be made for the instruction\n\nof the smaller rather than the larger groups of students.\n\nSpecial provision must be made for physical culture and hygiene. The\ngymnasiums should be brought to the playground level and made to function more advantageously therewith for the physical welfare of the entire\n\n"}
{"page": 341, "printed_page": null, "text": "THE INTERMEDIATE SCHOOL\n\nDepartment)\n\n329\n\nTo do this the school basement must be eliminated. The building\nmust be limited to three stories in height, made to conform to the best\nstandards of hygiene and sanitation, and planned for the widest community\nuses consistent with its use as an educational plant.\nFinally the building must be provided with an adequate site, allowing\nadvantageous setting, with some provision for permanent planted area.\nIt should be provided with a modern and efficient heating and ventilating\nsystem and suitable mechanical equipment for economical and convenient\noperation and maintenance, and all those things, both in plan and construction, that make for the comfort and safety of the pupils.\nschool.\n\nDISCUSSION\n\n—\n\nD. H. Perkins, architect, Chicago, 111. More than either the elementary, primary, grammar, or high school the junior high or intermediate school is uninfluenst by\nexisting school buildings.\nIf elementary and high schools exist, but are too few, the remedy is multiplication\n\nof existing units.\nistics of\n\nboth.\n\nNot so with the intermediate school, which takes on the character-\n\nIt increases facilities without increasing the areas of school districts.\n\nInstead it provides for denser population by relieving the grammar schools of seventh-\n\nand eighth-grade children and the high School of the ninth grade within establisht\ndistricts where sittings must be provided to meet the needs of newcomers.\nAt the same time a change in the system of education must be met. This change\nconsists largely in bringing the high school down.\nSubjects formerly thought to belong\nto the high-school grades are now brought within reach of the seventh- and eighth-grade\nchildren for reasons which it is not necessary for the architect to explain to the\nteacher.\n\nTo me the entire problem seems to be an educational one.\ndefinition, or a definite\n\nGiven a description, a\n\nstatement of requirements, and adequate funds and space, the\n\narchitect's problem becomes quite simple.\n\nMr. Ittner's first stated requirement is \"the working out of satisfactory curricula\nWhose work is that ? Surely it is not the architect's, and just as clearly it is the educator's duty\nMr. Ittner's statements may be construed as one definition of an intermediate\nschool the Buffalo idea workt out in graphic plans.\nSpeaking for school architects\nI ask you educators to express yourselves on his description and his plans and help us\nin our work by letting us know your opinions and the reasons for them.\nAnalyze his\nplan, visualize classes studying, working, and passing, organize the work of a day, a\nweek, and a term upon his sheets of paper, and give us the benefit of your efforts.\nWe as architects are not members of your organizations and attendants at your\nconventions for the purpose of showing you how to build. We are here so that you\nmay instruct us and tell us what to build.\nDefine all your adjectives which qualify education. What do \"vocational\" and\n\"prevocational\" mean in space required and equipment necessary? So on, thru your\nentire vocabulary, tell us what you mean.\nMr. Ittner has already shown us much of this, but is he right ? If we all follow his\nlines will our buildings suit one educator, then his successor, and his, and the next, on\nand on thru succeeding generations? How much of what he has shown is flexible or\nwill permit flexible programs?\nHow can we distinguish between the personal recommendations of one superintendent and the conclusions of a large body like this,\nconclusions reacht by experience and developt by reason, so that they become accepted\nbased upon correct ideas of function.\"\n\n—\n\nprinciples ?\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\nFrank Irving Cooper, architect, Boston, Mass.\n\n•\n\n[Administration\n\n—In considering the intermediate\n\nschool building the first question that strikes one is, Should this be a type different from\n\nother school buildings ?\n\nThe building itself must be adapted to the work which is to be done in it and the\nintroduction of many subjects in the curriculum which were not included in the older,\n\npurely academic, courses means that the building must\n\nnow contain not only class\n\nand assembly rooms but also space to teach vocational studies, domestic science, etc.,\nwhich form such an important part of the newer system.\nIn so far as the general plan is concerned the particular lot upon which the building\nis to be erected, together with the environment, must always be the deciding factors in\ndetermining the skeleton of the building, meaning its main passages of communication.\nAfter this general plan has been determined upon, the floor space must be laid out\nto give maximum utility to every square foot.\n\nA special study of each building must be made, and after it has been decided that\ncertain subjects are to be taught past experience in other buildings thruout the country\n\nshows exactly what percentage of floor space can efficiently be allotted to each subject,\nand every architect who is given the work of designing an intermediate-school building\nmust make a study of practice in similar buildings, which have now been so carefully\nanalyzed and charted, if he is to make an intelligent solution of his specific problem.\nThere is one great danger which I wish to emphasize in making a layout too specialized and too inflexible. If your rooms are so designed that they can be utilized for only\none purpose it shows shortsightedness. TJiere is nothing more disheartening to be\nfound than the situation which I often see in various parts of the country in intermediateschool buildings, where some rooms are overcrowded and others hardly used at all because\ncertain elective subjects prove more popular than others.\n\nThis does not mean that the elective system is wrong, but it does indicate to me\nthat it is the best policy to combine easily correlated subjects, wherever possible, and\n\nteach several of them in a single large room, where it is easy to change the proportion of\nspace allotted to each subject, rather than to have for each individual subject a special\n\nroom which may be crowded or empty as interest in that particular subject grows or\ndecreases.\n\nHowever important the building itself may be, the personnel of the staff is far more\nAristotle used to teach his pupils in the walks of his garden, and it was not their\nenvironment which made them among the most famous classes in history but the profound knowledge of their great instructor combined with his remarkable ability in\nso.\n\nawakening and inspiring the intellects of his auditors.\nYour pupils will similarly learn from their instructor rather than from the building\nin which he is teaching.\nI am fully convinst that the intelligent staff which can be\n\nwhen given properly designed buildings\nmake the intermediate school one of the greatest successes of our splendid public-\n\nsecured only by proper scales of recompense,\nwill\n\nschool system.\n\nSamuel A. Challman, state commissioner of school buildings, University of MinThe chief claims made for the intermediate form of school\n\nnesota, Minneapolis, Minn.\n\n—\n\norganization may be briefly summarized as follows:\n\nmet in a more\nand more comprehensive manner than is possible under the old division of\nelementary and secondary schools.\n1.\n\nIt is confidently believed that the pupils' individual needs are\n\nrational\n\n2.\n\nBetter teaching processes are possible\n\nif\n\nindividual needs are\n\nmade the objec-\n\ntives of instruction and departmental teachers are employed.\n3.\n\nPromotion by subject instead of by grade is a rational method of advancing\nand decreases the number who are\n\npupils of this degree of educational attainments\n\n"}
{"page": 343, "printed_page": null, "text": "THE INTERMEDIATE SCHOOL\n\nDepartment]\n\n331\n\nBy virtue of\n\ninclined to drop out during the years covered by the intermediate school.\nthis the senior high school becomes more popular and better appreciated.\n4.\n\nThe courses offered and the training given in this school deal largely with the\n\nfactors that enter into the life-work of the great majority of the pupils.\n\nTheir academic,\n\nphysical, social, and civic needs can be met in courses of study adapted to their state of\n\ndevelopment, with greater hope of arousing and maintaining their interests than would\nbe possible in any other type of school.\nIt is this last claim in particular with which we are chiefly concerned in our efforts\n\nwhich will make possible the successful operation of this\nThe number of courses offered will naturally depend largely upon the size of\nthe community and the ability of the community to pay for buildings, equipment, and\nto provide a physical plant\n\nschool.\n\nmaintenance.\n\nWe shall thus have intermediate schools of varying degrees of efficiency,\n\nbut this is true of every other educational effort.\n\nThe building as already shown must provide for educational training along five\ndistinct lines, namely, (i)\n\nacademic knowledge, (2) physical development, (3) prevoca-\n\ntional opportunities,\n\ncivic appreciation,\n\n(4)\n\nand\n\n(5)\n\ncommunity activities.\n\nIn other\n\nwords, the child has reacht an age where knowledge of the common branches must be\n\nmade an asset for use, where his physical development must be made a conscious\nendeavor on his part, where his inclination for occupational pursuits should be stabilized,\nwhere he realizes that he is to be a patriotic citizen of the Republic and must do his\npart to help build the community of which he is a member.\n\nFor academic work we shall need study and recitation rooms in sufficient number\nso that each full-time teacher may be assigned to a particular room according to the\n\ntype of school organization adopted.\n\nFor laboratory purposes the usual rooms for\n\nelementary science and biology are first of all required, and in addition a laboratory in\nconnection with the shops, so that boys pursuing courses in automechanics, electric\n\nwork, or painting may go directly to the laboratory from the shop without changing\nclothes.\n\nThe laboratory work along these lines would relate principally to the shop\n\nsubjects, so that the processes involved would be adequately understood.\n\nLaboratories\n\nshould in each case be planned to provide for from fifteen to twenty-four students.\n\nThe\n\ntype of equipment should be selected before the laboratories are designed, in order that\n\neconomy of floor space may result.\nFor the development of the physique of both boys and girls we shall require the\ngymnasium and its complement of locker-rooms and showers, as well as the proper\ninstruction in personal and civic hygiene.\nFor our prevocational work, shops of the type already referred to become a necessity, with the idea in mind, however, that the courses given and the equipment provided\nshall\n\nhave for\n\ntheir objective the sampling of various industries for the purpose of\n\naffording to the pupil a choice largely in accordance with his own inclinations.\n\nOur experience during the past two years has shown us that the duties and obligations of citizenship may well be imprest upon pupils at this age in life, and their partici-\n\npation in the actual work devolving upon the citizens of a democracy\n\nis\n\nessential to\n\nFor this reason rooms in connection with the library,\nas has already been suggested, or other rooms serving also some other purpose, should\nbe provided in which civic meetings may be conducted.\nThe auditorium, which has already proved its value in connection with other types\nthe stability of our government.\n\n^^K of school buildings, will naturally be a vital part of the intermediate school as well.\nWith a building incorporating these main features and adapting itself otherwise\n^^1\n^^Kto local conditions the service which the intermediate school can render may be realized.\n\n^^B Without it the results to be obtained will fall so far short of expectation that no consistent\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\n[Administration\n\nTHE ADMINISTRATION OF VOCATIONAL EDUCATION\nFRANK M. LEAVITT, ASSOCIATE SUPERINTENDENT OF SCHOOLS,\nPITTSBURGH, PA.\nIn the ten minutes allowed me for the discussion of this large topic you\nhardly expect or desire me to take up the important but somewhat\nhackneyed questions of state and federal aid for vocational education, with\nwill\n\nits necessary accompaniment of partial separation from general education;\n\nspecial requirements regarding teachers, equipment, and supervision;\n\nand\n\nespecially the controversial question of unit or dual control in the administration of vocational education.\n\nserved and\n\nis\n\nstill\n\nThe discussion of these questions has\n\nserving to focus our thoughts so specifically and so\n\nintelligently on the whole subject of vocational education that at last we\n\nsee the jnatter so clearly that we are able to state our purposes with con-\n\nsiderable definiteness.\n\nOne of the most fundamental convictions that has come to me personally\nis\n\nthat, in the final analysis, vocational education is just a good education,\n\nas complete and adequate as possible, for the individual who has to qualify\nas a self-supporting member of society at a relatively early age.\n\nBecause of this conviction I find myself wishing at times that we might\ndispense with the numerous adjectives we have come to apply to education\nin recent years, and to come forth boldly with the simple, understandable\n\nstatement that what society needs\n\nis\n\na diversified educational program\n\nsuited to the requirements of different groups of citizens whose needs are\n\nrecognized as differing in important particulars.\n\nHow many groups there are or how diverse their needs may be cannot\nbe discust here, but the one outstanding fact is that there are at least three\ndistinguishable groups whose differences are clearly markt by what we may\ncall time limitations or time opportunities.\n\nSuch time limitations are more\n\nsignificant in the arrangement of programs than almost any other factor in\n\nThere are the children who desire or accept only the minimum\n\nthe problem.\n\nof education provided by the public schools, that is, those who leave school\n\nas soon as the law permits.\n\nThere are those who desire a little more school-\n\ning in high or vocational schools, but who have absolutely no intention of\n\ngoing to college and no desire to meet the requirements set by higher\neducation.\n\nAnd finally there are those who are consciously on their way to\n\nthe university.\nIt is clear that from the seventh grade on the differing needs of these\n\nthree groups should have far more consideration than is usually the case.\nIt is equally clear that the American school system ought to be able to meet\n\nthese differing needs somewhat adequately without segregating the groups\nor establishing a great variety of different and separate schools.\n\nWhen such separate schools exist in the community there is to be\nobserved, frequently, a competition for pupils, the effect of which may be\n\n"}
{"page": 345, "printed_page": null, "text": "I\n\nVOCATIONAL EDUCATION\n\nDepartment]\n\nThere should be no such competition, but instead the\nmost inteUigent coordination of all educational facilities, to the end that\n\nwholly pernicious.\n\nthese facilities may be given the widest possible application.\n\nOn the whole all education is vocational in part, both as to content and\nThe education that does not ultimately articulate with some\nworthy occupation or vocation or profession is lacking somewhere. It does\nnot follow that every individual who studies a given subject must study it\nbecause of a so-called \"bread-and-butter interest,\" but it is probable that\nno subject could long exist that did not function vocationally for some\nas to purpose.\n\nindividuals.\n\nThus in the administration of vocational education the most essential\ncondition to provide is one where each individual may have the widest\npossible latitude in selecting from the varied educational opportunities those\n\nwhich may serve him best. In order to facihtate freedom of selection it is\nnecessary to break down some of the ancient barriers and prejudices peculiar\nto what is so often referred to as \"traditional education.\"\nThese barriers\nare particularly high and strong in some of our high schools, which, in fact,\noffer many differentiated courses but shut away from these courses many\n\nwho could make excellent use of them or of portions of them if permitted to\ndo so. The difficulty is that \" tradition \" and \" standards \" stand in the way.\nTherefore in the administration of vocational education it is most desirable to provide for an official to order and direct the work who has a place\n\non the superintendent's staff, preferably with the rank of assistant superintendent. Such an ofl&cial, if he has a working knowledge of vocational\neducation, will have ample opportunity so to open the doors of the people's\nschools that many who need vocational education may take adequate\nadvantage of the rich offerings provided by a modern school system, ample\nin many instances for all the vocational-education needs of the community.\nI believe that the elevation to the rank of assistant superintendent of\none able to direct vocational education and the vesting of this assistant with\n\nlarge administrative and advisory authority are the next and most neces-\n\nsary steps in the development of the administration of vocational education.\n\n\\\n\nI\n\n333\n\nVOCATIONAL EDUCATION\nGEORGE M. BRACE, SUPERVISOR OF MANUAL TRAINING,\n\nST. PAUL,\n\nMINN.\n\nThe object of education is \"to inculcate learning, to teach the duties\nMost of our\n\nof citizenship, and to enable the individual to make a living. \"\n\nboys and girls must start early to earn their living.\n\nShall they be forst to\n\nlearn how to earn a living in the industries, or will the public schools estab-\n\n1\n\nlish vocational education for this purpose ?\n\nI\n\nam not afraid to make the\n\nstatement that a boy or girl cannot learn a trade or vocation as thoroly and\neffectually in the shop as in the proper kind of a school.\n\nstatement\n\nis\n\nbased upon the following\n\nfacts,\n\nMy belief in this\n\nwhich no one will deny:\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n334\n\n[Administration\n\nDoes good general education require vocation training?\n\nI.\n\nNo.\n\n2.\n\nDoes\n\nthe workman get as much good general education in the shop as in the\n\nproper school?\n\nNo.\n\n3.\n\nIs the\n\nworkman employed in industry for the\n\npurpose of giving him a vocational education ?\nin all methods of doing the job ?\n\nNo.\n\n5.\n\nNo.\n\n4.\n\nWill he be trained\n\nIn the shop does the workman\n\nlearn all operations entering into the making of a tool or machine ?\n\nNo.\n\nI might go on at length and ask a number of such questions, all of which\nif\n\nanswered correctly will prove beyond question that the proper place to\n\nlearn a trade is the proper school and not the shop.\n\nI will grant that the\n\nproper place to learn to be a machine operator is the shop and not the school.\n\nYou notice that I have mentioned several times the proper school; it is\n\nmy purpose now to describe what I consider a proper vocational school.\n\nBe-\n\nfore we can properly teach a trade we must find out what operations in the\n\ntrade are teachable, or, in other words,\n\nwe must analyze the trade, and\n\nanalyze it not according to a school teacher's method of analysis but according to the requirements of the commercial factory.\n\nIn many cases there is\n\na wide difference between these two methods, as is illustrated by the fact\nthat in many school machine-shops benchwork is given as the first, or at\nleast among the early, operations taught, while in most commercial shops\n\nthe bench man is one of mature experience who can do the fitting, filing,\nscraping, and assembling necessary to a good job.\n\nBoys are often taught\n\nto make bolts, etc., which in the commercial shop are bought by the thou-\n\nsand.\n\nTherefore I will say that the first requisite to a proper vocational\n\nschool is the proper analysis of the trades to be taught.\nsite\n\nThe second requi-\n\nshould be a comprehensive study of the various operations specified\n\nin the analysis.\n\nTo illustrate this point, since drilling is required on almost\n\nevery job the boy should be given intensive training in drill-press work\ncovering quite a period of time and including work on all kinds of drilling\n\nHe should understand the manufacture of various kinds of\ntemper required, and angle of sharpening for a variety of work, etc.\n\nmachines.\ndrills,\n\nIntensive short-unit courses in the various operations is the only method\nof producing competent operatives in any trade.\n\nI might multiply similar\n\nexamples to illustrate the point, but it all leads up to the one point I wish\nto emphasize in this paper, and that\n\nis\n\nthat you cannot make a qualified\n\nmachinist out of a boy by teaching him to make a machine or an engine,\n\nand that is just what our manual- training teachers are trying to do all over\nthis country, and in some places it is called vocational education.\nOn the\nother hand you can make a qualified operative out of a boy if you will give\nhim intensive training in, say, drill-press work for a' definite period of time\nnecessary to cover thoroly all varieties of work, and all the information and\ndescriptive matter necessary to an intelligent understanding of that part of\nthe machinist's trade, and have him drill not dozens of holes but thousands;\nthen if that boy's school days are cut short and he is forst out into the\nworld to earn a living he can truthfully say to his prospective employer,\n\n"}
{"page": 347, "printed_page": null, "text": "Department]\n\nVOCATIONAL EDUCATION\n\n335\n\n''No, I am not a machinist, but I can skilfully operate any kind of a drill,\nand drill any kind of a hole, and do it as rapidly and accurately as an average\nmachinist.\" That boy will find a job waiting for him because he has a\nwell-organized and intelligent fund of information and a good degree of\nBut we will hope that the boy's school days are\nskill which is marketable.\nnot cut short and he is allowed to finish his course, in which he takes up\nlathework in the same way and gets intensive training in all branches of the\nmachinist's trade; then he can go out and claim to be a machinist in St.\nPaul.\n\nWe claim not to be able to turn out a machinist in less than four\n\nyears of schooling, thirty -four hours per week for forty weeks, the last half-\n\nyear to be spent in a commercial shop under the instruction of a shop\nteacher.\nI believe that it is a mistake to call any other form of training vocational,\nand manual-training work masquerading under the guise of vocational\n\ntraining should be given short shrift.\n\nThe great amount of time we spend in vocational training in St. Paul\nby any means all spent in the shop. The boys are required to take\n\nis not\n\nsuch studies as shop mathematics, vocational English, applied physics,\nmechanical drawing, blueprint reading, freehand drawing, and design,\nStereopticon slides and moving pictures, exhibits of wood and manufactured\nproducts, visits to shops and industries, games and gymnasium drill, social\nschool affairs, all enter into his school life as a valuable part of his education.\nAll the time he is undergoing this training his progress is watcht by three\ncompetent men, one a shop mechanic, one a shop superintendent, and one\nThese three men make up an advisory comhis school-shop instructor.\n\nmittee on each trade taught.\n\nWe in St. Paul do not take any boy in our vocational classes who has a\nWe do not\n\nchance or an expectation of finishing his high-school course.\n\ntake the delinquents and the dunces or the vicious, for vocational training\nrequires brains as well as do other forms of professional training.\n\nBut we\n\nare not adverse to taking a mischievous or truant boy, because we find they\n\noften take to our work so enthusiastically that they forget their mischief\n\nand do not care to run away from school.\nI have left to the last the most important requisite for success in this\nwork, and that is the proper teacher for vocational classes. We have been\nfortunate in having on our manual-training corps of teachers a large number\nof shop-trained men of intelligence, and from these we have selected a few\nwho have the personality necessary to handle this class of boys. Our purpose has been to get a man who knows his trade, who can teach his trade to\nothers, who has the personality to get the best out of boys, and who does not\n\nknow it all but is willing to learn. When we find such a man we cling to\nhim by every means at our command. I have been talking so far about only\none type of school, and that is the all-day vocational school; we have also\nthe evening trade school, which deals with mature workers in various trades,\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n336\n\n[Administration\n\nand the part-time school, which deals with youths who have already left\nschool and entered industry, but who need education along either vocational\nor academic lines.\n\nAll types are interesting and valuable, but I am convinst\n\nthat the most important work we have to do is with the boy in our school\n\nsystem before he gets away from us, while the law compels him to come to\nus until he is\" old enough to earn his living. Many educators have felt that\nthis type of school cannot be made a success, and have given their efforts\n\nto organizing the other\n\ntwo types; but our experience has shown that\n\napproximately twice as many boys apply to our all-day vocational classes as\n\ncan be accommodated, and we are now running an all -day vocational class\nto take care of some boys who were denied admission during the school year.\n\nThere need be no antagonism between manual training and vocational\neducation; the former has been the pioneer, has laid the foundation, and\n\nhas paved the way for the latter; it will continue to do this for a long time to\ncome, and I do not want to be understood as opposing any form of manual\ntraining.\n\nI do believe that in the high school the manual training should be\n\norganized on the short-unit-course basis, so that a boy does not necessarily\n\nhave to complete a four-year high-school course in order to get a definite\namount of marketable training. With the short-unit courses developt, the\nboy may leave at the end of any term possest of a certain amount of definite,\nadequate vocational training that will positively place him in a good wageearning position, and I claim that there is as much cultural value in successfully completing a trade-unit course as there is in the general manual\n\ntraining given in the same length of time.\n\nMost of our successful vocational\n\ninstructors in the late war were recruited from the force of manual-training\nteachers, and we have the equipment, the teachers, and the boys\n\nuse them to the best advantage of all concerned ?\n\n—why not\n\nFormal manual training\n\nshould be continued for boys who have not reacht the age when they are\nthinking of any particular vocation, but vocational education should step in\n\nwhen the boy is seriously considering leaving school in the not distant future\nfor the purpose of earning a living.\nI hope that you will not misunderstand me.\n\nI\n\nam not opposed to manual\n\ntraining; quite the contrary, but I am opposed to substituting chocolate-\n\ncoated pills for beefsteak, bread, and butter.\n\nToo many of our manual-\n\ntraining teachers dress up their offerings in an attractive garb in order to\n\nmake their course popular.\nThe Federal Board for Vocational Education has put a stigma on\nmanual training by refusing to aid it financially in any way, but we must\nagree that it is the mother of the movement the Smith-Hughes Law fosters\nand promotes, and we must see to it that the pendulum does not swing so\nfar in the direction of vocational education as to leave\n\nwithout friends and financial support.\n\nmanual training\n\n"}
{"page": 349, "printed_page": null, "text": "VOCATIONAL EDUCATION\n\nDepartmentl\n\n337\n\nDISCUSSION\nE. E.\n\nGuNN, Jr., state supervisor of vocational education, Madison, Wis.\n\nessentially important that the\n\n—\n\nIt is\n\nmatter of the administration of vocational education in\n\ncity school systems be given earnest consideration.\n\nConsidering the fact that this type\n\nof education is dealing with a majority of our young people from fourteen to eighteen\n\nyears of age, it becomes the job of a specialist in this line of work to lay the plans properly\nand put into execution the problems of vocational education. More important than\nany other one field in the city system of schools is that of administering this field of\neducation. It is of prime importance, therefore, that the man selected for this job be\none who is capable not only in teaching lines but also as an executive and an administrator.\n\nThe field of work coming under the observation of the director of vocational education in a city school system may be divided into two well-defined fields, one of a general\n\nnature and the other of a specific nature, applied to the actual administration and organization of the school work.\n\nLet us first consider the matters which would come under\n\nthe observation of the director of vocational education and which might be considered\nof a general nature.\n\nLet it not be supposed that these two fields would be entirely sep-\n\narate, but rather take it for granted that the work of each would dovetail into the other,\n\nsometimes one forming the basis for the accomplishment of the other, and vice versa.\nIn the first place it is of prime importance that the director of vocational education\n\nmake a thoro study of the industries of the city. He must have facts and figures at\nhis command which will tell him the story as to labor conditions in that city.\nHe must\nknow the advantages and disadvantages in the various fields of occupation. He must\nknow of the possibilities for apprenticeship. He must know as to the occupations suitable for child labor. In fact, he must have at his command a clear picture of the industrial conditions, especially those relating to school attendance.\n\nHe must also establish proper relations with the industrial life of the community.\nThis can be done thru various organizations, such as labor organizations, business men's\nclubs, commercial organizations, and various clubs for promoting industrial life in the\ncommunity. He must identify himself with the promotion work which these organizations have in mind and so interweave his work with that of the industrial life of the\ncity that the institution which he builds will form part of the warp and woof of the final\n\naccomplishment.\n\nThe director of vocational education must, thru his contact with public officials,\nwith the public, and with the general and parochial school organizations, see that the\nvocational school work forms an integral part of the educational program of the city.\n\nThe vocational director must stand as the expert adviser of the board which directs\nthe educational affairs of the community, so far as the work applies to vocational education.\n\nTeachers should be selected upon his recommendation; buildings, rooms, equip-\n\nment, and facilities for carrying on the vocational program should be arranged for according to the advice of the vocational director. He must be lookt upon as the person to\nappeal to in matters of judgment concerning the needs of industrial education in that\ncity.\n\nHe also has the direction of the teaching force, must look after the needs of the\n\nstudents taking vocational work, must establish proper contact with parents, and thru\nvisits and in every other way possible keep in close touch with the employers of the\ncommunity. These are matters of a general nature which will make for the success of\n\n^^ the administration of vocational education in any city.\n\n^H\n^H\n^B\n^H\n\nAs to specific duties, there are such matters as arranging for vocational courses\nto be given in connection with the school work.\n\nFrom his study of the industries thru\n\nhis connection with the industrial life of the community he will be able intelligently to\nselect the proper vocational courses with which to make a beginning in this field of work.\n\nI\n\n.^\n\n"}
{"page": 350, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n338\n\n[Administration\n\nnature from year to year, so as finally to build up a complete vocational program for\nthe city.\n\nHe must also take into account the many complications which arise in the making\nof a\n\nprogram or schedule of courses for putting this work into execution, taking into\n\naccount the age and progress of the students, their occupations, their time available for\nAlso in the matter of formulating\nschool, and their needs as to vocational advancement.\n\nmuch need for intensive study of\nThere will be the one-half time to be\ndevoted to shopwork, which should be of a practical and useful nature and, as far as\npossible for the purpose of training for entrance and advancement in industry, should\nbe on a production basis. From 30 to 35 per cent of the time should be spent on related\nvocational work, taking in such subjects as drawing, science, and mathematics, and 15\nper cent of the time on English, citizenship, and hygiene, thus completing a broad program of vocational work which fits students for advancement in life.\nOther matters of a detail nature, such as follow-up work on enrolment, maintaining\nattendance, supervision of teachers and classes, discipline, making use of the industrial\nplants of the city for vocational work wherever possible, and development of vocational\ntraining for the service trades are all matters which demand considerable time and\nattention on the part of the director of vocational education.\nThe foregoing illustrates the general and specific duties of a director of vocational\neducation and shows ihe need in this line of work for a man of broad ability along the\nteaching line but also having considerable capability along the executive and administhe subject-matter of the school work there will be\nthe problems of classification as to kinds of work.\n\ntrative lines.\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\nOFFICERS\n\n—Albert Wunderlich, commissioner schools\nEducation\nVice-President — George W. Gerwig, secretary, Board\nSchool Board Journal\nSecretary — William C. Bruce,\n\nPresident\n\nSt. Paul, Minn.\n\nof\n\nPittsburgh, Pa.\n\nof\n\nMilwaukee, Wis.\n\neditor,\n\nThursday Afternoon, February 27\n\nA conference of the Department of School Administration of the National Education\nAssociation was held on Thursday afternoon, February 27, 1919, at 2:00 o'clock, in the\n\nBallroom, Auditorium Hotel, Chicago, 111.\n\nThe meeting was called to order by Albert\n\nWunderlich, president.\n\nThe following program was presented:\n\"Report of the Chairman of the Committee on Standardization of Schoolhouse\nPlanning and Construction\" Frank Irving Cooper, architect, Boston, Mass.\n\"Illumination Required on the Printed Page\" Frank N. Freeman, University of\nChicago, Chicago, 111.\n\"Planning the School Buildings of Chicago\" ^A. F. Husander, architect. Board of\nEducation, Chicago, 111.\n\"School Buildings as Viewed by the Editor\" William C. Bruce, editor, American\nSchool Board Journal, Milwaukee, Wis.\n\"The School Building from the Legislator's Standpoint\" E. E. Paton, state senator,\nFountain City, Tenn.\n\"School Buildings as They Are and as They Should Be\" W. R. McCornack,\narchitect. Board of Education, Cleveland, Ohio.\n\"School Architecture\" Arthur L. Williston, Wentworth Institute, Boston, Mass.\n\"Is the Country Ready for the New School Building?\" A. E. Winship, editor,\nJournal of Education, Boston, Mass.\n\"The Adaptation of the School Building to the Enlarged Curriculum\" C. H.\nJtidd, director. School of Educaton, University of Chicago, Chicago, lU.\n\n—\n\n—\n—\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nWilliam C. Bruce, Secretary\n\n"}
{"page": 351, "printed_page": null, "text": "ILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n339\n\nILLUMINATION REQUIREMENTS OF SCHOOL BUILDINGS\nFRANK N. FREEMAN, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\nTHE PROBLEM\n\nThe problem of this investigation as it was first suggested was to\ndetermine how much Hght is necessary or desirable for reading. This\nwas the phase of the problem which was attackt first and upon which\nthe most work has been done. It appeared when a prehminary report\nof the work was presented that it would not be sufficient to determine the\namount of light which is necessary, but that it was also desirable to extend\nthe investigation so as to determine how the building should be constructed\nand arranged in order that the required amount of Hght may be secured.\nA beginning has been made upon this phase of the problem, but the results\nwhich have been obtained thus far are of only suggestive value.\n\nTHE EXPERIMENT ON THE ILLUMINATION STANDARD\nIn\n\nits\n\npreliminary report of a code of fighting for school buildings,\n\nissued in August, 191 7, the Illuminating Engineering Society laid down the\n\nfollowing standards for classrooms, study-rooms, libraries, laboratories,\n\nblackboards:\nWith Daylight\n\nWith Artificial Lighting\n\nFoot-candles\n\nMinimum\n\nOrdinary Practice\n\nMinimum\n\nOrdinary Practice\n\n30\n\n35-6.\n\n6.0\n\n7-12\n\nThe report adds that the upper portion of the range of intensities given\nas representing ordinary practice is preferable to the lower and that, when\n\neconomy does not prohibit, even higher intensities than those cited are\noften desirable.\n\nIn brief, the recommendations of the Illuminating Engi-\n\nneering Society are that in those rooms where reading is one of the chief\n\nan illumination of 6 foot-candles or higher with\nand of 12 foot-candles or higher with daylight be maintained.\nThe present study was undertaken in order to get more exact\nexperimental evidence upon the correctness of these and other current\nstandards of illumination than has hitherto been obtained.\nSince reading is the most important activity making demands upon their\nvision which pupils carry on in classrooms, study-rooms, and libraries, the\nfirst object of this study is to measure the effect of different, intensities of\nillumination upon the reading act. If we can determine how well pupils\ncan read under different intensities we shall at least have some of the\nfundamental facts upon which we can base a judgment regarding the\nintensity of illumination which is necessary or desirable.\nOther effects\nof the intensity of illumination may also have to be measured, but the\n\nactivities of the pupils\nartificial lighting\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n340\n\n[Administration\n\nmeasure of its effects on reading will at least carry us a long step toward\nthe ultimate solution of the problem.\n\nThe results which have been obtained\n\nthus far are offered as constituting a partial determination of the bearing\nof reading on illumination standards.\n\nIn this investigation the general plan of scientific experimentation was\nfollowed, which consists in isolating and studying the effect of one factor\nat a time.\n\nThe first and most fundamental factor in the visual aspect of\n\nthe act of reading is the ability to recognize the printed letters or words.\n\nThe first measurement therefore gave a determination of the effect of\ndifferent intensities upon the abihty to make out printed letters.\nLetters\nwere used rather than words, since groups of letters could be standardized\nas of equal difficulty more exactly than groups of words.\n\nAPPARATUS AND METHOD\n\nThe apparatus and technique were in brief as follows.\n\nThe intensity\n\nof the illumination upon the printed page was governed by setting a stand-\n\nardized electric lamp at such a distance as to give the required intensity.\n\ny^PP/KRATUS n^ the STUOi^ ofr r^c RELATIOl^\n\nB^TW^ETEN ILLUMINATION INTENSITIES\n-.~« -^ LEG/BILITy „^ PRINT.\n\nFig. I\n\nThe distance was workt out according to the law that the intensity of\nillumination of an object from any source of hght varies inversely as the\n\nsquare of the distance of the source of Hght from the object.\n\nThe apparatus\n\nfor adjusting the light at any required distance is shown in the accompany-\n\nThe lamp, £, can be moved nearer to or farther from the text,\nA, and can be set at the required distance by reading from the scale on the\n\ning Fig. I.\n\nendless steel tape, E.\n\n"}
{"page": 353, "printed_page": null, "text": "—\n\n.\n\nc\n\nILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n341\n\nThe text was placed at right angles to the line of vision of the reader,\nwho placed his forehead against the headrest, B. This made it necessary\nto place the lamp so that its rays fell obliquely upon the text.\n\nIn calculat-\n\ning the illumination intensities a correction was made according to the law\n\nthat the illumination of a surface upon which a beam of Hght falls obliquely\nis\n\nequal to the illumination of a surface perpendicular to the beam of light\n\nmultipHed by the cosine of the angle of deviation of the light from the\nperpendicular.\n\nBy means of the above-mentioned calculations it was determined at\nwhat distances a 12 -candle-power lamp must be set in order to illumine\nthe text with the following intensities: 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8,\n0.9, i.o, 1.5, 2.0, 2.5, 3.0, 4.0, 5.0.\n\nThe calculations are shown in\n\nTable I.\n\nCALCULATION OF DISTANCES GIVING REQUIRED INTENSITIES\nIllumination of standardized light at i foot = 12 foot-candles.\nInclination of text to beam of light = 27°.\n\n-\n\nCorrection = COS. 27° or .891.\n\nCorrected illumination is 12 X 891 = 10.69 foot-candles.\n\nFormula\n\nfinding\n\nfor\n\nthe distance necessary to give any required\n\nillumination:\n,\n\n,.\n\n—\n\n,\n\n.\n\n^\n\nX\n\n—\n\n6 (standard illumination)\n-.\n7-^,\n\nX (required distance) = —^-\n\n-.\n\n;\n\ny (required illumination)\nThe use of this formula gives for the given intensities the distances\n\nshown in Table I.\n\nTABLE I\nDistance\n\nDistance\n\nFoot-Candles\nFeet\n\nInches\n\n10.69\n8\n\n1.87\n2.88\n\n9\n\n6\n\n4.00\n5. 54\n\n7\n\ne\n4.\n\"1\n\n2.5\n\n2\n\n7.61\n10.64\n0.81\n\n2.\n\n.\n\nI\n\nl;.\n\n2\n\n3-74\n8.03\n\nI . . .\n\n3\n\n319\n\n.\n\n.\n\n2\n\n8\n\n6\nr\n\nFeet\n\nInches\n\n3\n3\n3\n\n5 ^7\n\n4\n4\n\nA\n\n5\n\nX\n\n5\n\n2\n\n7\n\n7\n\n90\n\n10 90\n2\n\n7\n2\n\n04\n07\n04\n63\n\n2\n\nnz\n\nThe standardized lamp was obtained from the Nela Research LaboraThe intensity of the lamp was kept constant within a\nsmall error by regulating the current by means of a voltmeter and sHding\ntory, Cleveland.\n\nresistance coil.\n\nThe legibility of the print under each intensity of illumination was\nmeasured by the distance at which it could be read. The distance of the\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n34^\n\n(Administration\n\ntext from the reader was varied by sliding the carriage, C, along the track\nand making successive trials until the farthest point was reacht at which\n12 out of 15 letters could be read.\nof legibility for that intensity.\n\nThis was then taken as the threshold\n\nIn this way the legibility curve, or the\n\ncurve of increase in legibiHty with increase in illumination, was determined.\n\nIn order to minimize eye fatigue in the readers the letters were exposed\n\nby three's for a limited period of time, and a rest interval was given between\nexposures.\n\nThere were 1 5 letters on each card, as shown in Fig. 2\n\n.\n\nTwenty\n\ncards were used in succession, each having a different arrangement of the\nletters from the others.\n\nn\n\np\n\nv\n\ny\n\nq\n\nb\n\nt\n\nX\n\nr\n\na\n\nk\n\nh\n\ni\n\nu\n\no\n\nFig. 2\n\nTHE CURVE OF LEGIBILITY WITH ADULTS\n\nThe first division of the experiment consisted in finding the curve of\nlegibility for the intensities of illumination mentioned above for ten adults.\n\nThe curves are shown in Fig. 3. A composite curve is also constructed\nby averaging the distances at which the text could be read by the ten readers\nunder each intensity.\n\nThese curves are to be interpreted as follows: The\n\nvertical scale on the left of each curve represents the distance in feet of\n\nthe reading-text from the subject's eye.\n\nThe horizontal scale at the bottom\n\nrepresents the intensity of illumination in foot-candles.\nleft\n\nBeginning at the\n\nthe curves represent the increase in the distance at which the letters\n\ncan be read, or the increase in legibility, with the increase in intensity of\nillumination.\n\nFor example, the composite curve shows that for the group\n\nas a whole the legibility increases rapidly with the increase in illumination\n\nup to I foot-candle and slowly above i foot-candle.\nIn order to determine whether the rise in the legibility curve was due\nin part or in whole to practice two curves were establisht by beginning with\n\nthe higher intensities of illumination.\n\nNo difference in the form of the\n\ncurves appeared.\n\nThe striking fact about these curves is their similarity in general form.\nIn most of the individual cases there is a very rapid increase in legibiHty\nwith increasing intensities up to about\nincrease beyond that point.\n\ni foot-candle, and a much slower\nThe variations among individuals are mainly\n\nin the general height of the curve or the distance in general at which the\n\ntexts can be read.\n\nThere is also some difference in the illumination intensity\n\nat which the rapid increase in legibility ceases.\n\nIn some cases the break\ncomes before i foot-candle and in some cases after; but in all cases there\nis a decided break at about this point.\nAs far as legibiHty in the abstract\ngoes, it would appear that the returns from an increase in illumination\n\n"}
{"page": 355, "printed_page": null, "text": "—\n\n-\n\nILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n343\n\nCurved or Adi/lts\n\nLelgibilits\n7\n\n/\n\n'\n\nI\nc 9AAP0 SITE\n\n'\n\ni\n\ni\n\n1\n\nFLLT\n\n/\n\n^\n\n1\n\nJ\n\n1\n\nJ\n\n1\n\nI\n\n3\n\n<^\n\n-\n\n\"\n\n5-\n\n/\n\nI\n\nJ\n\n).\n\n^\n\nJ\n'\n\n1^^\ny\nf\n\\\n\n/\n\nZ\n\n3\n\n/^\n\nS\n\n^\n\ns\n\ni\n\ni-\n\nJ\n\nJ/\n\\\n\n1\n\nJ,\n\n1\n\n-\n\n1\n\n/:\n\nrT\"\n\n1\n\n/\n\n/\nI\n\n;\n\nI\n\n1\n\nS\n/\n\nt\n\ny\n\n^ -—\n\nY\n\n4-\n\n/\n\nI\n\n3\n\ny^\n\nJ\n\nL\n\ni\n\n<f\n\nS\n\nf-^,\n/\n\n/\n\n/\n\n1\n\n1\n\n:\n\nFOOl CAAIDLE.\n\n*\n\nS\n\n/\n\nFig. 3\n\n"}
{"page": 356, "printed_page": null, "text": "1\n\nNATIONAL EDUCATION ASSOCIATION\n\n344\n\nmuch beyond i\nabout 2\n\nfoot-candle rapidly diminish.\n\n5 foot-candles, and\n\n.\n\n[Administration\n\nAnother break comes at\nbeyond this point the returns diminish still\n\nmore rapidly.\n«0\n\n\\\n\n<\n\nN\n\n\\\n\\\n\nc<\n\n\\\n^\n\nN\n\nV)\n\n\"o\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\n\">\n\n<»-\n\n—\n\n1\n\n—\n\n<t\n\n\\\n\\\n\n-\n\nk\\\n\n——\n\n--\n\n^4\n\n\\\n\nh\n\nn\n\nlO\n\n\\\n\n*\n\n\\\nto\n\nN\n\n\\\n\n\"5\nto\n\ni\\\n\n•4\n\n\")\n\n>\nQ\n\n>0\n\nOf\n\n\\\n>o\n\n<\n\no\n\n\\V\n\n-'\n\nU(\n\n1-J\n\n)\n\n\\\n\n\\\n\n\\\n\n\\\\\n\n^\n\n5\n\nCURVES OF LEGIBILITY WITH CHILDREN\n\nWe must not, however, be hasty in applying the results of this first\nphase of the study.\n\nSeveral qualifying factors need to be investigated.\n\nseveral of these factors we have some data.\n\nOn\n\nIn the first place, it is neces-\n\nsary to compare the reactions of children to different degrees of illumination\n\nwith those of adults.\n\nWe have not yet carried this and the succeeding\n\n"}
{"page": 357, "printed_page": null, "text": "ILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n345\n\nphases of the experiment as far as they must ultimately be carried, but the\ncurves shown in Fig. 4, which are from six children of eight to twelve years\nof age, indicate that the illumination requirements of young children are\n\nfrom those of older children and of adults.\n\nradically different\n\nYounger\n\nchildren reach the point of maximum legibility much more slowly than do\n\nand substantial returns from an increast intensity of illumination\n\nadults,\n\ncontinue to higher intensities of illumination in young children than in\n\nThe case of the child who is represented by the middle curve on\n\nadults.\n\nthe right is a peculiar one, which has no parallel among the adults and for\n\nwhich no adequate explanation has been found.\n\nThe study of the illumi-\n\nnation requirements for young children in comparison with those of older\n\npersons demands more extensive investigation and promises important\npractical consequences.\n\nSPEED OF READING UNDER DIFFERENT INTENSITIES\n\nThe measure of legibility which has thus far been used is one which has\nimportant advantages for the purpose of experimentation because it is\nrelatively accurate.\n\nReading individual letters is not, however, a type of\n\nreading which is commonly demanded, and the question arises whether it is\n\na good representative of reading in general so far as the matter of legibiHty\nis\n\nconcerned.\n\nIn order to get an answer to this question tests were made\n\nin which legibility was measured by the speed at which lists of words could\n\nbe read.\n\nIn this way speed of reading was tested under different intensities\n\nof illumination.\n\nTen lists of words were first standardized to insure that\n\nthe speed at which the ten lists could be read was approximately equal.\n\nThe speed at which the ten lists were read by fifteen individuals and the\naverage speed for all the individuals on each list are shown in Table II.\n\nTABLE II\nTime Required BY Fifteen Individuals tc Read the Word-Lists\n)\n\n(In Seconds)\n\nIndividuals\nList No.\n\nG\n\nH\n\nI\n\nJ\n\nS.o\n4.6\n4.2\n4.2\n4.2\n4.2\n4-2\n4.6\n\n4.6\n4.6\n4.2\n4.2\n4.2\n4.6\n\nS.2\n5.4\nS.4\n5.4\n5.4\n5.2\n\n4.2\n4.6\n4.2\n3.4\n3.6\n4.0\n3.4\n3.4\n3.4\n4.0\n\n1.6\n4.2\n4.2\n4.2\nS.o\n\nS.6\n5.2\n5.2\n5-2\n\n4.6\n4.6\n5.0\nS.o\n5.0\n4.0\n4.0\n\n3.8\n\n4.364.88 5.1\n\n4.66\n\n«\n\nC\n\nD\n\n4.0\n4.6\n4.0\n4.0\n4.8\nS.o\nS.o\n4.0\n\nso\n\n^l\n3.6\n\n4.0\n4.0\n4.0\n4.2\n4.6\n4.6\n3.4\n3-4\n3.8\n3-4\n\n4.6\n\nSO\n\nAverage\n\n3.9\n\n3.9\n\n4.4\n\nS.18 3.98 3.1\n\nM.V\n\n0.16 0.36 0.44I0.I7 o.iS 0.14 0.3\n\nI\n\nIV\n\nV\nVI\nVII\nVIII\n\nIX\n\nX\n\nS.o\n5.4\nS-2\n\nSO\nSO\n\nS.4\nS.4\n5.4\n\nE\n3.6\n4.0\n4.2\n4.0\n4.0\n4.2\n4.2\n4.0\n4.0\n\nk|l M\n\nF\n3-4\n3.4\n3.0\n3.0\n3.0\n\nA\n3.6\n4.0\n4.2\n4.0\n4.0\n4.0\n4.0\n4.0\n\nI\n11\nIll\n\n30\n3.0\n3.0\n3.0\n3.0\n\nSO\n\nX.l\n5.0\n\n4.8\n\n5.2\n\n5.2\n\n4-4\n4.0\n4.0\n4.0\n4.4\n4.0\n4.4\n4.4\n4.8\nS.o\n\n4.5\n\n4.46 5-3\n\n4.3\n\nS.o\n\nN\n\nAverage\n4.6\n\n5.6\n5.2\n\nU\n\n4.0\n\n4.2\nS.o\nS.o\nS.2\n4-2\n\n5.2\n5.2\n4.2\n\n5.0\n\nS.2\n\n5.0\n\n^6\n\n4.3s\n\n4.41\n\n0.26 0.14 0.28 0.38 0.390.32 0.51 0.28 .... ....\n\nFive of the lists are read in the same time within o i second, and the\nextreme difference is o. 3 second, which is 7 per cent of the average time.\n.\n\n"}
{"page": 358, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n346\n\n[Administration\n\nThe dijfference between the average time of reading of the first five lists\nand the second five lists is only 0.06 second. These two groups are compared in the test of the effect of illumination intensity on the speed of\nreading.\n\nTABLE III\nTime Required to Read with 0.5 and 5 Foot-Candles\n(In Seconds)\n\n0.5 Foot-Candle\n\nI\n\nII\nIll\n\nIV\n\nV\nAverage\n\n.\n\n.\n\nList No.\n\nA\n\nB\n\nC\n\nD\n\nE\n\n4.0\n3.8\n4.0\n3.8\n4.2\n\n30\n\n3.6\n4.0\n\n4.0\n\n3.8\n\n30\n\n4.0\n4.0\n\n4.2\n4.4\n4.0\n4.2\n\n3.6\n4.0\n\n3.1\n\n3.9\n\n4.2\n\n3.8\n\n4.0\n\n3.2\n\n3.4\n3.0\n\n4.'o\n\nFoot-Candle\n\nS\n\nList No.\n\nVI\nVII\nVIII\n\nIX\n\nX\n\nAverage\n\nA\n\nB\n\nc\n\nD\n\nS.o\nS.o\n4-2\n4-2\n4.2\n\n4.0\nS-o\n4-2\n4.0\n4.0\n\n4.6\n4.0\n4.2\n4-°\n3.8\n\n4.0\n3.8\n4.2\n4.2\n4.0\n\n4-5\n\n4.2\n\n4.r\n\n4.0\n\nE\n3.6\n\n3.6\n3-7\n\nTable III gives the results of the test in which five persons read five\nof the lists under an illumination of o. 5 foot-candle and five other lists under\n\nan illumination of 5 foot-candles.\n\nThe lists which were read under the\n\n'higher illumination were not read more rapidly than those which were read\n\nunder the lower illumination.\n\nThere is, however, a large difference in the\n\nlegibiHty of letters under these two intensities as measured by the distance\n\nat which they can be read.\n\nThe distance at which letters can be read\n\nappears, therefore, to be a more sensitive measure of legibility than the\n\nspeed of reading, and the degree of illumination which meets the requirements of this test of the legibiHty of letters will satisfactorily meet the\nreading requirement in general.\n\nEFFECT OF DIFFERENT INTENSITIES ON FATIGUE\nIt is quite conceivable that an intensity of illumination which is sufficient\n\nto enable one to meet a severe legibility test might still be unsatisfactory\nbecause it entailed undue eye fatigue after prolonged reading under the\n\ngiven illumination intensity.\n\nAccordingly the fatigue effect was tested\nby having the subject read continuously for a given period under a low\nintensity of illumination and then determining the legibility curve and\ncomparing it with the curve of the same subject under ordinary conditions.\nThe test was carried out under several intensities. The results of these\ntests are shown in Fig. 5.\nThe tests were all made on the same person.\nThe measurements upon which the curves on the left side of the figure are\nbased were taken after the subject had read for one hour or an hour and\n\na half under an illumination of J or i foot-candle.\n\nFor example, the broken\n\nline represents the legibility curve which was secured after the subject had\n\nread for i^ hours under an illumination of ^ foot-candle.\nline represents the legibiUty\n\nThe continuous\n\ncurve after the same period of reading with\n\n"}
{"page": 359, "printed_page": null, "text": "ILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\nThese curves\n\nfoot-candle illumination.\n\nI\n\n347\n\nmay be compared with the\n\nbroken-line curve in the right-hand figure, which represents a test made\n\nwithout previous reading under low illumination.\nIt\n\nevident that as much as if hours of continuous reading under\n\nis\n\nfoot-candle illumination does not produce evidence of eye fatigue as\n\nI\n\nmeasured by a lowering of the legibihty curve. Reading for i| hours\nunder J foot-candle appears to have no effect on the legibility curve up\nto 2^ foot-candles, but from that point on some lowering of the curve\nappears.\n\nOn the right side of the figure are represented two additional fatigue\nThe dotted line represents the legibility curve estabUshed after\n\ntests.\n\n2J hours of continuous reading under \\ foot-candle illumination.\n--\n\n--~\n\n~\n\nT ~\n\nr~-\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\nThis\nr\n\n1\n1\n\n1\n\nr>\n\n-r ^ a\n\ni\n\n<. tr\n\nT\n\n(. :>y\n\n/ >j r r-\n\nU^U7\n\n1\n\n/\n\n•\n\n-\n\n1\n\n6 .\n\n...\n\n•\n\n6 .\n\nr\"\n\n-. -^\n\n5\n\nr^- »Hr\"\"\n\n- -H -^\n\n1\n\n5\n\n...\n\n4-\n\n-A\n\n-\n\n- - '~\n—\n\n/\n\n1\n\n^ r-\n\n/\n\n^\n\n..\n\n-\n\n^\n\n•\n\n/\"\n\nf\n\n1\n\n2\n\n4\n\n_,\n\ny\n\n1\n\n- -^ --\n\n•\\\n\nJ\nf\n\n-\n\nr R p \\( 'W\n\nuf\n\n'A\n\nfr\n\n/\n\n//\n\n/\n\nFc\n\n/\n\n//\n\n/\n\nFc\n\n{\n\nt \\-\n\n1\n\nr\n\n;\n\nH\n\n2 -\n\nP|f -1\n\n^i,y) ;\n\n''I\n\n? y. «\n\ntt\n\n'^p\n\nFc\n\n\"\n\n»\n\n'/?\n\nFc\n\n,\n\n2. y.\n\nf(\\\n•\n\nf 0(m\n\n1^\n\n_J\n\n_j\n\nlA\n\nA\n\n;\n\ni\n\n.-\n\nf\n\n;\n\nI\n\nT :i'7\np A>tP\n\n-<} :\n\nr,=\n\n/\n\n^ _L\n\n_\n\n_\n\nFig. s\n\ncurve\n\nis\n\nsufficiently\n\nbelow that of the unfatigued eye to indicate that\n\n\\ foot-candle is not sufficient to permit prolonged reading without fatigue.\n\nThe continuous line represents the same conditions as the broken line\nmade with adaptation to i foot-candle. This\n\nexcept that the test was\n\nseems to be slightly favorable.\n\nThe experiment with fatigue demands more extended elaboration, but\ndemands\nmuch, if any, higher degree of illumination than is demanded on the ground\nthe indications thus far are that fatigue is not a factor which\n\nof legibihty itself.\n\nEFFECT OF ADAPTATION TO DIFFERENT INTENSITIES\n\nThe legibility curve was first workt out in a darkened room with the\nillumination as far as possible confined to the text to be read.\n\nThis was\n\ndone in order that the effect of the general illumination of the room might\nat first be eliminated and then later studied systematically.\n\nIt is the general\n\nopinion that an increase in the general surrounding illumination reduces\n\n"}
{"page": 360, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n348\n\n[Administration\n\nthe legibility effect of a particular intensity of illumination of the printed\n\npage and necessitates that it receive a higher illumination than it would\nrequire with a lower general illumination.\n\nThis variation of the sensitivity\n\nof the eye with varying degrees of general illumination is termed adaptation.\nFor the purpose of testing this hypothesis the legibility curve was\nworkt out with four adults under several degrees of general illumination.\n\nThe method of controlling the general illumination independent of\nthe illumination of the text was to inclose the subject in a Hght-proof com-\n\npartment within which the lighting could be varied.\n\nEFFECT\n\nFEET\n\nA small opening was\n\nOF ADAPTATION ON LEG/BILITY\n7\n\n7\n-^rrrrrrr:\n\n'\"\n\n-r--.---\n\ni,\n\nFr^-\n\ns\n\ny'^\n\n.^^^^^.^\n\n\"\"\n\nJ-A\nf.....j\\\n\n/7i\nDMiH ^DhP\\ 'ATIOA/\n\nDARK ADAf>T AVION\n\\\n\n1\n\n-_^\n\nFC\n\n'l\n\n\"\n1\n\n~\n\n/\n\n\"\n\nFC\n\n1 FC\nJ\n\n\\\n\nf\n\n%\n\ni\n\nH-\n\ns\n\n,•\n\n•=^\n\n^^-''\n\n--f --T'U ---\n\nl/r-\n\n>^\n\n.yy-''\n\n/-\n\n^\n\n!\n\nTA T/OAI\n1\n\n——\n\nI\n\n1\n\nDMiK ADAP. ATI ON\n\n'\n\nFC\n1\n\n10\n\nFC\n\nXS- FC\n1\n\n-!_\n\n<,f\n\nS\n\nFOOT CA/^DLES\nFig. 6\nleft in\n\nthe inclosure, thru which the subject could see the reading-matter.\n\nThe compartment was lighted by an incandescent lamp, the light intensity\nof which was controlled by a sliding resistance coil in circuit with it.\nThe\nillumination within the compartment was measured at the height of the\nsubject's eye by means of an illuminometer.\n\nBy means of this arrangement the legibility was workt out for three\nadults under general adaptation to\n\ni\n\nfoot-candle and 7 foot-candles, and\n\nfor one adult under a general adaptation to ^, 5, 10,\n\nand 25 foot-candles.\n\nThe results are shown in Fig. 6.\nThe curves of legibility show rather surprisingly Httle effect of adaptation.\nIn the case of the three subjects who were treated alike there is\npractically no difference between the dark adaptation curve and the curve\n\n"}
{"page": 361, "printed_page": null, "text": "ILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n349\n\nunder an adaptation to 7 foot-candles when the illumination of the text is\n\nmore than\n\ni\n\nfoot-candle.\n\nSingularly enough the ability to read a text\n\nilluminated by i foot-candle or more seems to be greater when the eye is\n\nadapted to 7 foot-candles than when it is adapted to i foot-candle.\nthe reading-nmtter is illuminated with an intensity below\n\ni\n\nWhen\n\nfoot-candle\n\nadaptation seems to have greater effect.\n\nThe results with the last subject, who was tested under four degrees of\nFor him the ability to read the text\nwhen it is illuminated above \\ foot-candle appears to be greater under all\nadaptation, are still more remarkable.\n\ndegrees of adaptation to general illumination varying from | to 25 foot-\n\nThis individual had been the subject\n\ncandles than under dark adaptation.\n\nof several of the previous tests, and it is possible that he was beginning to\n\nlearn the order of letters on the cards, tho there were twenty cards each with\n\na peculiar order.\n\nEven tho we discount these results on this account, how-\n\never, the adaptation to surrounding general illumination appears to be a less\n\nimportant factor than we should expect in view of common observation.\n\nSCHOOL TESTS UNDER DIFFERENT INTENSITIES\nSince the laboratory experiment\nconditions of the schoolroom which\n\nmay not faithfully report all of the\nmay conceivably affect the child's\n\nunder different degrees of illumination, a schoolroom test was\n\nefficiency\n\nmade to supplement this laboratory study. Table IV presents part of the\nThe tests consisted in asking the children\nresults of this schoolroom test.\n\nTABLE IV\nRecord of Cancellation Tests under Different Degrees of Illumination\nOrder of Degrees\n\nGrade\n\nOF\nIllumination\n\nFirst Test\n\nNet\nScore\n\nIVB.... ..\n\nHigh first\n\nIVA\n\n.High second\n\nVB\nVA\n\n43\n43\n\nHigh first\nHigh second\nHigh second\nHigh first\nHigh second\nHigh first\n\n43\n59\n59\n56\n65\n\nVIB\n\nVIA\nVIIB\n\nVHA.\n\n.\n\n.\n\n.\n\nSecond Test\n\nErrors\n\nNet\nScore\n\nErrors\n\nDifference between\nFirst and Second Test\n\nNet\nScore\n\n- s\n\n38\n36\n33\n\n6\n\n4\n\nI\n\n41\n51\n51\n\n5\n\n- 2\n- 8\n- 8\n\n2\n\n41-5\n\n6\n\n-14-5\n\nI\n\n51\n\n4\n\n-14\n\n3\n2\n\n44\n\\\nI\n\n5\n5\n\n8\n\nErrors\n\n+3\n+3\n\n+4\n+2\n\n+7\n+4\n+4\n+3\n\nto cross out letters from a sheet on which all the letters of the alphabet\n\nwere printed in miscellaneous order.\n\nThey were first askt to cross out the\n\nletters a and e on one sheet, with the lighting of the room so adjusted as to\n\nsecure either a low illumination of about i foot-candle in the middle of the\n\nroom or an illumination of about 3 foot-candles. Then the second sheet was\ngiven them, the illumination was altered, and they were askt to cross out\nthe letters and i. In half of the rooms the low illumination was used first\n\nI\n\n"}
{"page": 362, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3SO\n\n[Administration\n\nand in the other half the high illumination came first. This was done to\nequalize any differences between the two tests due to differences in the\nIt will be seen from the table that\ndifficulty of the tests or to practice.\nthe conditions of the test in Grades IVB and IVA differed only in the\norder in which the low illumination was given. In IVB, in which the low\nillumination came second, there was a loss of 5 in the number of letters\ncrossed and an increase of 3 errors in the second test. In Grade IVA, in\nwhich the high illumination came second, the loss was not quite so great.\nIn this way we may compare each pair of grades. In Grades IVB, VB, VIA,\nand VIIA the low illumination came second. In the two lower grades the\nloss in the second test was somewhat greater than in the other of each pair\nIn Grades VI and VII, howin which the high illumination came second.\never, the low illumination of the second test did not cause any excess loss.\nWe may now sum up the results of the first part of the investigation\nand indicate its limitations and the extensions which should be made. In\nthe case of adults the legibility of print increases very rapidly with an\nincrease in artificial illumination from 0.2 to i foot-candle, much more\nslowly from i to 2.5 foot-candles. In the case of children of eight and\nten years of age the increase in legibility is more gradual and continues\nto be markt up to 2 or 3 foot-candles.\nSpeed of reading does not appear to be so dehcate a test as does the\nlegibihty test, and the legibility test is probably adequate for the purposes\n'of the experiment.\n\nThe fatigue tests were made after reading with illumination intensities\nof J and I foot-candles.\n\nOnly the trial in which the subject read 2^ hours\n\nwith J foot-candle produced evidence of fatigue.\n\nWhen the text is illuminated with an intensity of i foot-candle or more\nthe adaptation of the eye to a higher general surrounding illumination\n\nappears to have very little effect upon the ability to read.\n\nThe schoolroom\n\ntest\n\nindicated that the difference in illumination\n\nbetween j foot-candle and 3 foot-candles has effect upon efficiency in\nreading as measured by the cancellation test in Grades IV and V but not\nin Grades VI and VII.\n\nThe trend of the foregoing results is to indicate a necessity for only\nAs far as they go they\n\nmodest requirements of artificial illumination.\n\nindicate that the standards of the Illuminating Engineering Society are\n\nhigher than necessary in the case of older children and adults.\nclusion,\n\nhowever,\n\nis\n\nThis con-\n\nadvanst for the present only provisionally.\n\nThe\n\ninvestigation should be extended in the following directions:\n1.\n\nThe legibihty curve for a larger number of children of each age should\n\nbe workt out.\n2.\n\nThe fatigue test should be made with more subjects and a greater\n\nvariety of lengths of reading-period and degrees of illumination.\n\n"}
{"page": 363, "printed_page": null, "text": "ILLUMINATION OF SCHOOL BUILDINGS\n\nDepartment]\n\n351\n\nThe tests for fatigue and for adaptation should be made with children.\nThe effect of higher degrees of illumination should be studied.\n5. The possible effect of practice on the legibility curve should be tested\n\n3.\n\n4.\n\nwith children.\n6.\n\nThe experiment should be repeated under dayhght illumination.\n\nThis will of necessity be much less accurate than the study with artificial\nlight, but it must be done before an appHcation of the results to conditions\n\nof dayhght illumination can be made with assurance.\n7.\n\nThe province of this study has been to study the amount of light\n\nFor an ultimate solution of light requirements the\non the feeling or emotional\ntone should also be taken into consideration and should probably be made\nrequired for reading.\n\neffect of different intensities of illumination\n\nthe subject of direct experimentation.\n\nThis experiment has dealt only with the question of the intensity of\nillumination which\n\nis\n\nrequired.\n\nThe practical question of how to plan\n\nbuildings so that the required illumination shall be obtained is a distinct\n\none and requires an entirely new investigation.\n\nTHE RELATION OF BUILDING CONSTRUCTION TO ILLUMINATION\nREQUIREMENTS\n\nThe study of the second phase of the general problem is being carried\nIn the first place a survey is being made of the illumination\nThis will make it possible to see how much light is\nin existing buildings.\non in two ways.\n\nsecured under various combinations of window-floor-space ratio, height\nof windows in comparison to width of room, the direction in which the win-\n\ndow faces, or the orientation, the color of the walls, and the amount of blackboard space, the presence of buildings or trees which obstruct the Hght\nof the outside, the\n\ntime of day, season, weather conditions, and latitude.\n\nTo these considerations must be added the determination of the difference\nin illumination in different parts of the room.\n\nThe difi&culty with this form of investigation is that there are so many\ncomplicating factors in any particular situation that it is difficult to assign\nto each factor its due importance.\n\nIn order to study some of these factors\n\nin isolation a model room has been constructed which can be illuminated\n\nfrom without by artificial light, and in which such factors as the size and\nillumination of the window space, the color of the walls, and the effect of\ndifferent positions in the room can be studied conveniently.\n\nA specimen of the type of comparison which can be made by the\nsurvey of school buildings is represented in Table V.\n\nIn the second to the sixth columns of Table V are shown a number of\nthe conditions which affect the light, and in the last three columns are given\nthe\n\namount of illumination in foot-candles which is found under these\n\nconditions.\n\nThese measurements were made in each room, one on a desk\n\n"}
{"page": 364, "printed_page": null, "text": "5\n\nNATIONAL EDUCATION ASSOCIATION\n\n352\n\n[Administration\n\nnear a window, the second in the middle of the room, and the third on a\n\ndesk somewhat remote from the window.\n\nTABLE V\nComparison of the Illumination under Varying Conditions\nIllumination\n\nRoom\n\nHour\n\nWeather\n\nWindowFloor\nRatio\n\nA\n\nOrientation\n\nObstructions\nLight\n\nMiddle\n\nDesk\n\nDesk\n\nDark\nDesk\n\n2:00\n2:00\n\nRain\n\n0-393\n\nClear\n\n.393\n\nWest\nWest\n\nNone\nNone\n\n17-5\n19.0\n\n3-5\n\nA\n\n45\n\n1.2\n2-5\n\nB\nB\n\n2:10\n2:10\n\nRain\n\n•353\n•353\n\nNorth\nNorth\n\nNone\nNone\n\n9.0\n10.\n\n3-0\n4.0\n\nI.O\n2.0\n\nC\nC\n\n2:55\n2:55\n\nRain\n\n•353\n•353\n\nNorth\nNorth\n\nOne story\nOne story\n\n8.5\n\n2-5\n\n0.9\n\n95\n\n3-0\n\n13\n\nD....\nD....\n\n2:30\n2:30\n\nRain\n\n•255\n•255\n\nEast\nEast\n\nNone\nNone\n\n30\n\n1.2\n2.0\n\n0.7s\n\nE\nE\n\n2:45\n2:4s\n\nRain\n\n•307\n.307\n\nSouth\nSouth\n\nNone\nNone\n\n3-0\n4.0\n\n15\n\n10.\n12.\n\n2.0\n\n0.5\n\n16.0\n\n30\n\n1.2\n\nClear\n\nClear\n\nClear\n\nClear\n\nF\n\n1:50\n\nClear\n\n.272\n\nWest\n\n[Height, 60 ft.\n\\Distance, 30 ft.\n\nG....\n\n2:00\n\nClear\n\n0.188\n\nEast\n\nNone\n\n4-5\n\n9.0\n\\\n/\n\n15\n2.3\n\nWe may first compare the illumination in rooms which face toward\nCompare in this manner rooms A, B, D,\nand E, which are quite similar in other respects than this. In the afternoon\nit is clear that the west room is the Hghtest and the east room the darkest.\nThe north room is lighter than the east room and practically as light as the\nsouth room. We must discount somewhat the measurement of the east\nroom owing to the fact that the window-floor ratio is less than that in the\nother rooms. Similarly the superiority of the west room is in part due\nto this factor, and the north room would be slightly inferior to the south\nroom if it had the same window-floor ratio. The north room, however,\nseems to be at very little disadvantage as compared with the others. If\nthis conclusion is confirmed it will have an important bearing upon the\ndifferent points of the compass.\n\n'\n\nAnother comparison may be made between\nThis may be done for the\nThere appears to be an unimportant diminution in the\n\narrangement of schoolrooms.\n\nthe lighting on a rainy and on a clear day.\n\nrooms A to E.\n\nillumination of the brighter parts of the room but a more serious falling\noff on the dark desks.\n\nThis\n\ncalls attention to\n\nthe great difference that exists between the\n\namount of light in the different parts of the room. This difference raises\nwhat appears to be one of the most serious problems in the field. It is\none to which a large amount of attention will be given in the further prosecution of the investigatioii.\n\n"}
{"page": 365, "printed_page": null, "text": "PLANNING CHICAGO SCHOOL BUILDINGS\n\nDepartment)\n\n353\n\nComparison of rooms F and G illustrates the effect of obstructing\nWhile the window area of room G is only two-thirds of that of\nroom F its illumination is very much superior to that of F owing to the fact\nthat an obstructing building faces room F.\nThese serve merely as illustrations of the type of comparisons which\nare being made.\nThe purpose is to evaluate the various factors which were\nmentioned at the beginning of the description of this phase of the experiment and to determine which factors are the most important with a view\nto laying down certain broad requirements which shall be necessary to\nbuildings.\n\nsecure the desired illumination.\n\nPLANNING THE SCHOOL BUILDINGS OF CHICAGO\nA. F.\n\nHUSSANDER, ARCHITECT, BOARD OF EDUCATION, CHICAGO, ILL.\n\nThe city of Chicago has at the present time approximately three hundred\nelementary schools and twenty-four high schools, with a total enrolment of\n\nabout three hundred and fifty thousand pupils.\n\nApproximately three million dollars a year are expended for new school\nbuildings and additions, the greater part of which sum is expended on additions to existing schools, which in almost every case include the remodel-\n\ning of the old buildings to conform as\n\nmuch as possible with modern\n\npractice in school buildings.\nConstruction.\n\n—The schools\n\nof Chicago are in most cases three stories in\n\nheight, with a few buildings four stories and a few buildings only two stories\nin height;\n\nbut the large majority of all the school buildings in Chicago are\n\nthree stories in height.\n\nIn this regard Chicago stands midway between\n\nthe many-storied school buildings of\n\nNew York City and the one-story\n\nschool buildings of California.\nAll the\n\nnew schools and additions to schools in Chicago have been\n\nrequired for a number of years to be of entirely fireproof construction.\n\nThe standard width of corridors is 15 feet, which makes them available\nas play space and exercising room in rainy or inclement weather, when it\n\nabsolutely impracticable to send the children out of doors.\n\nOne of the radical changes made in Chicago school buildings some years\nago consisted of providing wardrobe spaces with shding doors along the\nside wall of each classroom.\n\nThese sliding doors are hung by chains, are\n\ncounterbalanced, have hyloplate blackboards, and are so adjusted that\n\nthey leave a space of approximately six or eight inches in height at the\nfloor so as to\n\ndraw the ventilation from the rooms thru the wardrobe\n\nspace to an exhaust ventilation duct.\n\nThis has proved very satisfactory,\nand instead of having complaints, as was anticipated when this wardrobe\nscheme was first adopted, it seems to have workt out very satisfactorily.\nBasements. Another radical change has been the elimination of the\nbasement, making the typical school three stories in height without a\n\n—\n\n"}
{"page": 366, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n354\n\n[Administration\n\nIn this type of school building the finisht first-floor Hne is kept\nabout two feet above the level of the ground surrounding the building and\n\n\"basement.\n\nextra precautions taken to insulate the first floor from the ground.\n\nThe boiler-room, coalroom, engine-rooms, etc., are all located in the\nfirst story.\n\nThe assembly hall is on the ground floor with a space about three feet\nin depth under the entire main floor, which is used as a plenum chamber for\n\nheating and ventilating the assembly hall thru registers in the floor.\n\nWhile there are some teachers, principals, supervisors, and others who\nthe idea that basements are desirable in school buildings there\nseem to be so many good reasons for omitting them that it is well to state\na few reasons.\n1. The greater portion of a basement is taken up by heating and venti-\n\nstill cling to\n\nlating apparatus, toilets, storerooms, etc., leaving such a small proportion\nfor playrooms that when all the pupils are sent down into the basement on\n\na rainy day they are packt like sardines in a can, which is a very unhealthful\ncondition, to say the least.\n\nWhenever the school is overcrowded the very first thing that is done\nup classrooms in the basement for the youngest and tenderest of the\nchildren and compel them to attend school in these basement-rooms, which\nare generally inadequately lighted and not always free from dampness.\n3. As the school becomes older there is always an accumulation of\n2.\n\nis to fit\n\nsouvenirs of bygone days in the basement, which often becomes a serious\nfire hazard.\n\n4.\n\nThe omission of the basement allows the bringing of the first floor\n\napproximately level with the grade, with only two flights of stairs to the\nthird story of a three-story building, a condition that\n\nis\n\ndesirable for\n\nsafety even in a fireproof building.\n5.\n\nEconomy of construction and a minimum of floor space and cubic\n\ncontents for heating and maintenance.\n6. EUmination of the large basement toilet-rooms, which are difiScult\nkeep\nin a sanitary condition, and the substitution of small separate\nto\n\ntoilets on each floor.\n7.\n\nThe increast likelihood of all pupils enjoying the fresh outdoor air\n\nduring recess periods instead of some pupils staying in poorly ventilated\n\nbasement playrooms (and these pupils will generally be found to need most\nurgently the outdoor air).\n\nSome educators have advocated that all the children should be sent\noutdoors at every recess, rain or shine, with special precaution that they\nare properly clothed. In case this is considered too drastic in stormy\n\nweather the spacious corridors of the first, second, and third stories provide\n\nample room for healthful recreation.\nClassrooms.\n\n—The standard\n\nsize of\n\nclassrooms in elementary schools\n\nadopted some years ago by the Chicago Board of Education is 24 feet in\n\n"}
{"page": 367, "printed_page": null, "text": "Department]\n\nPLANNING CHICAGO SCHOOL BUILDINGS\n\n355\n\nwidth by 32 to 34 feet in length. Unilateral lighting by means of windows\non the long side of the room only is considered the best method; these\nwindows must have a total glass area of not less than 20 per cent of the floor\narea of the room, with the distance from the top of the window to the floor\nat least one-half the width of the room, so as to provide ample illumination\nto the row of desks farthest from the windows.\n\nCongested districts.\nis\n\n—In certain sections of the\n\ncity the school population\n\nso congested that large school buildings have to be provided within a\n\nfew blocks of each other.\n\nIn one square mile of territory there are nine\n\nschools with a total seating capacity of over twelve thousand.\n\nTo illustrate the shifting nature of the population in this district one\nof the large schools, which was built in 1906 and to which an addition was\n\nmade in 1908, has 38 classrooms with a seating capacity of about 1800.\nWith approximately 1600 pupils in 191 2, the attendance of this school\ndropt to such an extent that the entire building was abandoned for elementary-school purposes in July, 1918. This building has since been\nutilized, however, for the establishment of a vocational and continuation\nschool.\n\nIn another district a 32-classroom building was erected and opened in\nJanuary, 191 5, with a total capacity of approximately 1600 seats to provide\nfor a\n\ngrowing territory in which the schools are in close proximity, and\n\nwhich at the date of the opening was not only filled but required 10 one-room\nportables on the same site to take care of the pupils of the district, since\n\nwhich time additions to adjoining schools have been erected and sites for\n\nnew buildings are being purchast to provide schools for the rapidly increasing population in this district.\nPortable building.\n\n—In 1905 the Board\n\nof Education obtained revision\n\nof the building code allowing one-story, one-room portable frame buildings,\n\nI\n_>\n\ncovered with sheet metal on the outside. These were built to provide for\novercrowded and shifting populations in various districts, pending the\ngrowth of the territory and the erection of permanent school buildings,\nsince which time the number of portables has been greatly increast, until at\n\nthe present time the Board of Education has approximately 325 of these\n\nI\n\none-room portable buildings in use.\nAssembly halls. Years ago provisions for assembly halls were considered\nample if a large space was provided in the top story and divided by rolling\n\n—\n\nday\nand the partitions could be rolled up and used as an assembly hall on special\n\npartitions, so that the space could be used as classrooms during the\n\noccasions.\n\nLater the assembly-hall requirements provided for an assembly hall\non the first floor seating not over 500, which proved very satisfactory, but\nwhich was at that time considered expensive.\n\nIn the year 19 10 a combination assembly hall and gymnasium, divided\nby sUding doors, was developt in which one half of the space had a level\n\n"}
{"page": 368, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIA TION\n\n356\n\n[Administration\n\nfloor and was occupied as a gymnasium, and the other half had bankt-up\n\nseats for 500 with the possibiHty of throwing open the sliding doors and\n\nseating 1000 in the combination assembly hall and gymnasium. This\nwas an economical arrangement for the amount of accommodation provided\n\nbut necessitated the sHding doors of excessive size and the moving of\ngymnasium apparatus and setting of chairs every time that the combined\nassembly hall and gymnasium was to be used for assembly-hall purposes.\nThis became so burdensome that the rules were changed to provide for a\nseparate assembly hall in each school of a capacity of approximately the\ntotal seating capacity of the school.\n\nThree sizes of assembly halls were determined on, namely, one seating\n700, one seating 1000, and one seating 1500, and the size of the assembly\nhall selected in each case was the nearest to the total seating capacity of\n\nthe classrooms of the school building.\n\nThe larger assembly halls, those\n\nof 1500 capacity, were found to be excessive for school use, except on extraor-\n\ndinary occasions, and the practice has since been changed to include in\nelementary schools an assembly hall of small capacity and in no case over\n\n1000 seating capacity.\n\nThis, however, does not apply to high schools,\n\nin which the assembly halls are made as near the total capacity of the school\n\nas possible, but in no case has any high- school assembly hall in Chicago\n\nbeen built with a seating capacity exceeding 2000.\n\nHigh schools.\n\n—The problem of planning a modern high school necessi-\n\ntates grouping together under one roof practically all of the different\n\ndepartments of a modern university.\nInstead of a large campus with separate buildings for different activities\nthe high school is crowded together into one building on a very limited site.\n\nIn addition to the regular classrooms provisions are made for laboratories,\n\nscience-rooms, lecture-rooms, study-rooms, drawing-rooms, com-\n\nmercial rooms, assembly hall, gymnasium for boys, gymnasium for girls,\n\nswimming-pool, foundry, forgeroom, woodworking shop, machine-shop,\npattern-shop,\n\nelectrical-construction\n\nshop,\n\nand\n\nmany\n\nother\n\ntechnical\n\ndepartments that go to make up a modern university.\n\nThe pupil capacity of high-school buildings is always a difficult question\nto answer.\n\nIt depends not only on administration but also on the proper\n\nbalance of sizes of classes so as to fill to a maximum percentage every room\n\nduring each period of the day.\n\nThis is also dependent on the number of\n\ninstructors, as, for instance,\n\na physics laboratory seating forty pupils\n\nif\n\nhas a lecture-room seating forty but only one instructor, then this unit\nis\n\nused only to 50 per cent of its capacity.\n\nIt is suggested that the logical\n\nmethod of computing pupil capacity of high-school buildings is to add the\nmaximum capacity of all classrooms, study-rooms, laboratories, shops, gymnasiums, assembly\nentire building.\n\nhall, etc., so as to get\n\na gross total capacity of the\n\nWith this gross total capacity as a basis, determine by\n\ninvestigation of schools in operation a normal percentage of the gross total\n\n"}
{"page": 369, "printed_page": null, "text": "AN EDITOR ON SCHOOL BUILDINGS\n\nDepartment)\n\nas the pupil capacity of the school.\n\nIt\n\n357\n\nmay be advisable to omit\n\nthe\n\nassembly hall from the gross capacity, but inasmuch as some high schools\n\nmake use of the assembly hall for study-room and other purposes it may be\nto make calculation both ways and note differences in normal\n\nwell\n\npercentage.\n\nHigh-school locations.\n\n—In determining on the\n\nsite of a new high-school\n\nbuilding it is often perplexing to determine whether the building will be\nfilled within a reasonable number of years after its completion.\n\nThe high schools of Chicago have a uniform course of study and require\nvarious rooms suitable for instruction in the various subjects, but it does\n\nnot follow that a given subject that is very popular in one high school will\nbe equally popular in another section of the city.\n\nThis, of course, necessi-\n\ntates additional accommodations in each building to provide for the popular\n\ncourses of study, but this again may be altered by the change in popularity\nof special studies from year to year.\nIt has been said that the only real difference between the savage human\n\nbeings of the jungles and the civilized men and women of today is education.\n\nSchool buildings, however simple, intricate, or complex, are only\n\nthe housings provided for the proper and orderly instruction of the rising\n\ngenerations into that higher and nobler education that realizes that\n\nall\n\nmen are brothers, and into that truer civilization that has for its ideal the\ngood of all.\nThe supreme effort of the architect should be to make\nthe school buildings the best possible instrument of service for the use\nof the noblest of all professions, that of the educator.\n\nSCHOOL BUILDINGS FROM THE STANDPOINT OF AN EDITOR\nWILLIAM C. BRUCE, EDITOR, '' AMERICAN SCHOOL BOARD\nJOURNAL,\" MILWAUKEE, WIS.\n\nA member of a western board of education is reported to have remarkt\nin an address at the dedication of a school that \" the building included all\n\nthe improvements in planning up to the beginning of the nineteenth century. \"\n\nThere is some truth in this malapropism when appHed to many\n\nschool buildings.\n\nHundreds of schoolhouses are a century old before they\n\nleave the drafting-board, and the causes are evident.\n\nOn the one hand, the\n\nschool authorities lack vision and initiative and do not appreciate the impor-\n\ntance of a well-planned building as an aid to an efficient school.\n\nOn the\n\nother hand, the architects have not sufficient knowledge of school processes\n\nand needs and are unwilling to study the educational problems as such any\nfurther than is necessary to get the commission and to meet the ideas of the\n\nschool board concerning the limit of the available appropriation.\nthis\n\nAll of\n\nmay sound extreme, but it is true of 60 per cent of all schoolhouse\n\nplans which reach the writer in the course of his editorial labors.\n\n"}
{"page": 370, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3S8\n\n[Administration\n\nAmong the most common faults of schoolhouse plans which deserve\nto be clast among the better types are too close adherence to architectural\n\ntradition and lack of flexibility.\n\nThe former is due in part to a curious\n\ninversion of method, by which the average architectural designer seems to\ntry to make the various facilities of a school fit the front elevation and carry\n\nout his notions of balance, proportion, and symmetry.\nfrequently are classrooms, corridors,\n\netc.,\n\nThe results all too\n\nwhich are beautiful to the eye\n\nbut wasteful or crampt and lacking in serviceabiHty.\nThe architect should not be blamed for much of the crampt condition\nof school buildings which results from the lack of flexibility.\n\nThe insistence\n\nof principals and superintendents for exactly meeting present requirements\n\nand the unwillingness of building committees to permit generous planning\nfor enlargement, rearrangement, and diversity of use are the underlying\ncauses of much of the complaint against school buildings. To my mind\nchanges in school practice are coming more rapidly and will be more\nradical during the next ten years than they have been during the past\ngeneration.\n\nThis is true especially of such new forms of school organization\n\nas the junior high school, the continuation school, and the technical high\nschool, not to speak of the trade school.\n\nUnless the buildings for these\n\ntypes of schools are of the most flexible plan for enlargement and for\n\nremodeling they will be outworn almost as soon as they are occupied.\n\nMy real reason for being willing to say a word here today is to urge\nthe energetic prosecution of the work of the Committee on Standardization\n\nand the widest possible publicity of the results of its studies.\n\nSchool\n\nboards are confronted with building problems such as never were thought\nof in the past.\n\nThey are complicated by the growing scope of American\n\neducation as well as by the difficulty of obtaining funds and the high\ncost of building construction.\n\nStandardization is, to my mind, the only\n\neffective means now at hand to keep the balance between needs and costs,\n\nto prevent extravagance in one direction and penury in another.\n\nTHE SCHOOL BUILDING FROM THE LEGISLATOR'S\nSTANDPOINT\nE. E.\n\nPATTON, STATE SENATOR, FOUNTAIN CITY, TENN.\n\nThe school building from the legislator's standpoint is a question that\nshould be of interest to every thoughtful citizen of this country.\n\nThe architect is primarily interested in the school building from the\nartistic side;\n\nthe school man is first interested in the school building from\n\nthe practical-utility side; the ordinary taxpayer is usually interested from\n\nan economic side, but the legislator is interested from all of these viewpoints.\n\nHe wants to see economy practist in the erection of all pubhc-school\nbuildings, knowing that this means less complaint from meticulous object-\n\nors against the erection of pubUc buildings and a consequent sweUing of\n\n"}
{"page": 371, "printed_page": null, "text": "THE LEGISLATORS ON SCHOOL BUILDINGS\n\nDepartment!\n\n359\n\nthe school fund, or rather protection of these funds, for the lengthening\n\nterm where needed and the payment of larger salaries to\nwhich is universally conceded to be necessary to maintain a\nhigh standard of work and induce competent men and women to enter\nand remain in the service.\nof the school\n\nteachers,\n\ning,\n\nHe is interested along with the school man in having a practical buildknowing that better results will ensue.\nHe is interested with the\n\narchitect in a building bearing the stamp of artistic design, knowing that\n\nbeauty begets beauty, and that where an artistic public building is erected\n\non a well-selected\n\nsite,\n\ndesigned and built along harmonious lines and\n\nproper proportions, it will beget in the minds of the children, the future\ncitizens, a taste for the aesthetic and cultural and lead to an increast desire\n\nfor progress along cultural lines.\n\nThe\nall\n\nlegislator\n\nis\n\nintensely interested in\n\nthe lines above enumerated but\n\nis\n\nthe school building along\n\nparticularly concerned in the con-\n\nfrom the standpoint of\n\nstruction\n\nof\n\neconomy.\n\nTo this end he favors the creation of the office, where it does\n\npublic-school\n\nbuildings\n\nefficient\n\nnot exist, of state architect.\n\nThis would result in bringing about a new and better order of things.\nThis officer should be charged with the duty of preparing suitable plans for\nkinds of public-school buildings and making blueprints of the plans,\naccompanied by the proper specifications and directions which any masterall\n\ncarpenter can follow.\nMillions of dollars have been spent, yes wasted, by employing special\narchitects to plan and superintend the erection of school buildings, which\n\nmoney, in large part, could have been saved to the public by having a\n\nThe speaker has in mind an instance where an architect\nwas employed by a complacent school board to plan changes in the principal's office and the reception room of a high school.\nThe rooms were in\nexistence, and not a stick of timber in either of the rooms was changed\nand no material of any kind was added or removed. His services con[sisted in making a blueprint of the rooms, which could have been made\njby any boy in the second-year manual-training class in that high school,\n[and yet he was paid the sum of $65.00 for his professional services.\n[Instances of this kind could be cited without number.\nThese architects\n^are often in league with contractors of doubtful honesty and recommend\nstate architect.\n\nthe allowance of ''extras,\" with the presumption strong in the public\n\nmind that they share in the perquisites.\nIn addition to\n\nthis,\n\nit\n\nis\n\nmake a\nThe speaker has in mind now a large\n\na fact that very few architects\n\nspecialty of school architecture.\n\nhigh-school building erected in one of the cities of this country where the\n\nroom and study hall would have faced the\nfrom eight large windows. The plans were changed, but the new\narrangement made a very awkward situation.\n\npupils in the large assembly\nlight\n\n"}
{"page": 372, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n360\n\n[Administration\n\nThere is nothing that appeals to the legislator as strongly as the creation and maintenance of the office of state architect.\nspecial study of the planning\n\nand erection\n\nHe could make a\n\nof public-school buildings,\n\nsave the state, counties, and cities thousands of dollars annually, promote\nthe efficiency of school work, and stimulate the aesthetic and cultural\ntastes of the people.\n\nIn adddition to the regular duties of the state architect he could and\nshould\n\nmake an intensive study of school sanitation, plumbing, water\n\npollution, sculpture, art, and landscape gardening, so that he will be in a\n\nposition to give advice\n\nand information to school officials and parent-\n\nteacher associations along these very necessary lines.\n\nThe sculptural and mural decorations of 'our public buildings have\ntoo long been neglected.\n\nWe have had to plead guilty to the indictment\n\nthat our people, as a whole, are not artistic and have no proper appreciation of art in its highest forms.\n\nThe best place to begin the education of\n\na people is with the children while their minds are plastic and susceptible\nof impression.\n\nThis can be done by having school buildings designed by\n\na real artist, with advice given by him as to the decorations best suited to\nthe building from an artistic standpoint. An otherwise perfect building\nmay be rendered unsightly by an improper selection of inside decoration\nas to painting, wall tinting, and sculptural adornment.\n\nLandscape gardening is another art that has received scant attention\nmuch to our shame. How many of us have seen handsome buildings erected for school purposes and then the grounds left in\nsuch wretched and dilapidated condition as to mar the beauty of the\nwhole! All of these defects and imperfections could be avoided or cured\nby having a competent state architect whose qualifications and duties\nin this country,\n\nshould conform to the recommendations made above.\n\nEverything in education can be exprest in terms of an equation.\n\nPlace\n\nthe child on one side; against that you will need to put three things, the\n\nSolve for good citiEvery effort is now being put forth to secure the very best\nteachers and the most beautiful and practical school books. Why not\ncomplete the equation and have the best and most attractive school plant\nthat money will buy and genius can plan? I do not claim that a state\n\nschool plant, the school teacher, and the school book.\nzenship.\n\narchitect will bring all of this, but in the last analysis it will go far toward\nthis realization.\n\nI cannot close this paper without quoting\n\nfrom the Rotary Club's\n\nreport on the schools of one of the most prominent cities of the South\n\nThe report stated that every school in the city, both white and negro, had been\nonly three schools in the whole system were modern and two of these\n\nvisited, and that\n\nneeded repairs.\nConditions vary all the way from \"fair to impossible,\" says the report, as it referred\nto \"plumbing of types that should not be permitted under\n\nhe said, was to be found in three-fourths of the schools.\n\nany consideration.\"\n\nThis,\n\n"}
{"page": 373, "printed_page": null, "text": "AS THEY ARE AND AS THEY SHOULD BE\n\nDepartmentl\n\n361\n\nMuddy grounds, poorly ventilated rooms, floors so rotten as to menace the limbs\nmany other phases\n\nof the children, dirty walls, improper heating, poor illumination, and\n\nwere contained in the committee's voluminous report.\nIt can be seen from this report that here is a wide field for constructive\n\nwork.\n\nSCHOOL BUILDINGS AS THEY ARE AND AS THEY SHOULD BE\nW.\n\nR.\n\nMCCORNACK, ARCHITECT, BOARD OF EDUCATION,\nCLEVELAND, OHIO\n\nIn this brief paper I am using the schools of Cleveland as my text, with\nthe belief that they represent an average for the country.\n\nThere are of\n\ncourse many buildings to which my statements may not apply in some\nrespects,\n\nand my suggestions for future school buildings are offered, not\n\nbecause they are the only ones or the best ones, but because they represent\n\nand I believe will .be adaptable to the various educational\nand social requirements which our schools must meet in the coming years.\ncareful study\n\nI will discuss\n\nmy subject in three sections:\nI.\n\n1.\n\nDEFECTS\n\nArchitectural ugliness, due to poor design, an unfortunate selection\n\nof building materials, the lack of a proper setting for the building,\n\nand\n\ninferior workmanship.\n2.\n\nBuildings unsuited for their functions because the plans are so\n\ninelastic as to make it difficult and expensive to adapt them to the rapidly\n\nchanging educational policies.\n\nToo many buildings do not lend themselves readily to additions and\ncontain few rooms suitable for assembly or recreation purposes.\n\nThere is too much heavy construction to make a suitable grouping of\nrooms for special activities possible.\n\nMany buildings being built today are but blind copies of the old hackneyed two- or three-story-and-a-basement plan with heavy walls and large\nstair halls\n\nwhich are always in the wrong place, and no concerted effort\n\nto change this defect seems to be under way.\n3.\n\nSchool authorities are not buying sufficient land for the proper\n\nsettings for the buildings or to provide sufficient playground\n\nand garden\n\narea.\n4.\n\nSchool buildings are costly because of waste and unused space, and\n\nbecause little attention is being paid to the double use of rooms.\n\nLet no\nan economic loss. Let me say in this\nconnection that many buildings which appear cheap because the pernicious\ncubic-foot-price basis of comparison says they are cheap are the most costly\n\nroom ever be idle.\n\nIt represents\n\nbecause of wastefulness of plan.\n\nThe five chief causes of waste space are corridors, stair halls, oversized\nrooms, basements, and excessive story heights.\n\n"}
{"page": 374, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n362\n\nlAdministration\n\nStair halls and corridors occupy from 20 to 25 per cent of the total area\nof a school building and are of no use except for communication, and there\nis\n\nno other use to which they can be put.\nBasements, except space for heating plants, should be prohibited in\n\nThey can provide no space suitable for school\nWhere there are basements sooner or later they become class-\n\nschool buildings by law.\n\npurposes.\n\nrooms, usually poorly lighted and ventilated, and no place for any child to\n\noccupy for study. By common consent basements have been eliminated\nfrom school buildings in Cleveland for the past two years.\nIn many buildings rooms of excessive size are found which indicate lack\nof study and a resultant waste of money.\n\nExcessive heights between floors is another source of waste.\n\nPoor ventilation is almost universal.\n\nImproper distribution of air in\n\nthe room and failure to humidify and cl»anse the air are readily recognized\ndefects.\n5.\n\nPoor illumination.\n\nThe defects of artificial illumination are quite\n\ngeneral, and even in the case of daylight illumination, where the standard\nrelation of an equivalent of one-fifth of the floor area in glass is followed, the\n\nwall opposite the window is usually poorly lighted.\n6.\n\nAcoustical defects.\n\nSchool architects have taken very little care in\n\nthe matter of sound-deadening and should take advantage of the very\n\nwonderful advance made in the science of acoustics.\n\nMany of our buildings are still unsafe and unsanitary and generally\nhave not reacht the high standard of design, construction, and fitness for\ntheir functions which they should have in order to be suitable instruments\n\nin carrying on the great work of the future.\n\nII.\n\n1.\n\nCAUSES CONTRIBUTING TO THESE DEFECTS\n\nLack of cooperation between boards of education, architects, and\n\neducators.\n\nThe school boards often forget that their functions are not\n\neducational but executive and financial, and they\n\nmany times interfere\n\nwith the educator in the development of his policies, while the architect\noften presents him with an elevation behind which rooms may be arranged\n\nprovided they do not disarrange the fagade, and in some cases an uncertainty in regard to a definite building plan on the part of the educator\n\nadds to the confusion and prevents the proper result.\n\nThe school building\n\nshould be planned to fit the curriculum, and the architectural construction\nshall fit the plan.\n2.\n\nLet the school board find the funds to do the job right.\n\nLack of any definite ideas about school equipment also makes it\n\ndifficult for the architect to\n\nconstruct a building economically, as usually\n\nthe rooms are found to be either too small or too large when the equipment\nis finally\n\n3.\n\nselected.\n\nLack of proper state laws relative to school buildings is the cause of\n\nmuch waste of money due to unnecessarily stringent restrictions.\n\nI will\n\n"}
{"page": 375, "printed_page": null, "text": "AS THEY ARE AND AS THEY SHOULD BE\n\nDepartment]\n\ncite as\n\n363\n\nexamples the law on stair widths and the number of toilet fixtures\n\nrequired in Ohio.\nis the atrocious appropriation method of\nSomeone hazards a guess as to the cost of a structure,\nperhaps architect looking for a client, and a board of education votes an\nappropriation based on the estimate. The result is often a building reduced\nin size below the absolutely necessary requirements, and the building\n\n4.\n\nAnother serious defect\n\nbuilding schools.\n\nstructurally cheapened so that in a few years the cost of maintenance will\n\nbecome a burden.\n\nIf the proper safeguards\n\nwere taken to prevent waste\n\nin schoolhouse planning, the appropriation method would not be necessary.\n\nThis war has taught us that the right is well worth paying for, and we\nmust see that our schools are properly planned and built. Ruskin's words\nare most appropriate when he says, \"All works of quahty must bear a price\nin proportion to the skill, time, expense, and risk attending their invention\nand manufacture. Those things called dear are, when justly estimated,\nthe cheapest. A composition for cheapness and not for excellence of workmanship is the most frequent and certain cause of the rapid decay and\nentire destruction of arts and manufacture.\"\nIII.\n\nSOME SUGGESTIONS FOR FUTURE NEW BUILDINGS\n\nSince the day when the first school building was used for other than\nstrictly school\n\npurposes there has been a gradually increasing tendency\n\ntoward their wider use.\n\nThere is probably no group of buildings used during\n\nsuch a small percentage of the time as the school plants of this country.\n\nAny business corporation would be bankrupt on such a basis.\n\nThere is\n\na serious duplication of effort in all our communities when one pocket-book\n\nWhy does not the community benefit more from these great\nand costly plants lying idle so much of the time ? Why do libraries build so\nmany separate branches, and city governments build so many playgrounds,\nand other civic and social bodies have to maintain separate quarters, when\na union of educational and social activities in one plant would produce\neconomy? The school should be the center of all the great educational,\ncivic, and cultural activities of the community.\nThe art museum exists\n\npays the tax.\n\nfor those who go to it, the symphony orchestra for its subscribers, neither\n\ngenerally reaching the masses.\n\nAn interesting and remarkably successful\n\nexperiment is now being tried by the management of the Cleveland Sym-\n\nphony Orchestra.\n\nConcerts are being given in various school auditoriums at\n\nwhich the regular symphony programs are given at much reduced rates.\nSo far no auditorium has been large enough to accommodate the people\ndesiring to hear the orchestra.\n\nAlready many manufacturing concerns are\n\nbooking concerts for next season for the benefit of their employes.\nis\n\nThus\n\nthe best music being brought into every neighborhood in Cleveland\n\ninstead of only to the usual symphony patrons.\n\nthe logical places for holding such concerts,\n\ncomplete without the finer arts.\n\nSchool auditoriums are\n\nand surely education is not\n\n"}
{"page": 376, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n364\n\n(Administration\n\nThe proposal to incorporate a portfolio of education in the President's\ncabinet will do much to make the school plant of more influence because it\nwill\n\ntend to broaden and lengthen the scope of education and include the\n\nimmigrant and the native-born adult as well as the child.\n\nThe great milHon-dollar industrial college just started in Cleveland by\nthe Manufacturers' Association for the purpose of educating the employe\n\nand employer is another evidence of the broadening of education and will\nincrease the functions of the public-school system and have a definite effect\non its buildings.\nThe adult and the child will both seek the school building for intellectual\nand physical training, the child in the day and the adult in the evening.\nWith this broadening of education and culture and increast facihties for\nphysical training our nation will be better fitted to produce citizens better\ntrained to take up the great burdens of the future. Neighborhood medical\nand dental clinics, headquarters for societies to teach better care of children,\nschool gardens, and even the greater activities in agriculture should be\ngiven space. Galleries for art and for industrial and domestic exhibitions\nand any other activity having to do with the culture and education of\nevery member of the community must receive consideration. Universal\nmihtary drill, or, what is the same thing, universal physical training and\nI would have the\ndiscipline, should become a part of regular school work.\nschool building first beautiful architecturally and placed in a charming\nlandscape setting with ample garden spaces, for the reason that one of the\nI would have\nfunctions of education is to teach the love of the aesthetic.\nthe building as near perfect in workmanship and in the choice of materials\nas possible, because the children of the public schools' are the artists and\nartisans of the future, and the school buildings in which they work day\nafter day will be their standard, and it must be. a high standard if our\n\ncraftsmen are to be masters.\nI\n\nbeheve that buildings should contain auditoriums and gymnasiums,\n\nor a combination of both, kindergartens, medical-inspection rooms, openair classrooms,\n\nlunchrooms, library rooms, artrooms, industrial-exhibition\n\nrooms, swimming-pools, shops, covered playgrounds for winter, and halls\nfor military drill.\nI\n\nam not recommending that all of these activities be placed in each\n\nbuilding, but that each community embracing several schools have all of\n\nthem, many of the most important possibly being centered in the junior\nIt is not necessary either that each activity shall\n\nor senior high schools.\n\nhave a separate room, as the double use of rooms should be encouraged.\nI advocate the one-story type of school as offering the best solution of\nthe various defects I have pointed out, because this type produces the most\nelastic plan.\n\n"}
{"page": 377, "printed_page": null, "text": "SPECIFICATIONS FOR SCHOOL BUILDINGS\n\nDepartment]\n\n365\n\nIS THE COUNTRY READY FOR THE NEW SCHOOL BUILDING?\nA. E.\n\nI\n\nWINSHIP, EDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nam going to try to be brief. Ten days ago if I had answered this\n\nquestion whether the country is ready I would have said yes, in Oklahoma,\nArizona, California, Orgeon, and a few other places west of the Missouri\nRiver.\n\nI\n\nwould have said, however, that we are not at all ready for it\n\neast of the Alleghenies, but since Buffalo has voted eight millions to put\n\nthe work into Mr. Ittner's hands I think we are ready.\n\nWe built one one-story schoolhouse in Massachusetts, and it raised the\ncommunity hasn't got over it yet. My friend Cooper has\nan ideal high-school house in Bridgewater, and I don't know that\nBridgewater will ever get over it. It is a matter of locality, very largely.\n\ndevil, and the\n\nbuilt\n\nI had one great opportunity that I have put among the high spots of\n\nmy life\n\nwhen I spent from eight o'clock in the evening until two o'clock in the\nmorning with Mr. Ittner and the Salt Lake City Board of Education, and\nsaw Ittner turn that entire Board of Education right around from the\n\nI\n\ntime when they thought $400,000 was all they had until they had $650,000\nthat very night, and when we broke up at two o'clock in the morning that\n\nBoard of Education was as far from where it was at eight o'clock as midday\nfrom midnight; wholly a matter of leadership.\n\nis\n\nWe are extremely slow in the East. We like to talk about the spiritbut we want the mechanical and the material. We have an elegant\n\nuelle,\n\nbut it often turns into a nightmare when we try to visuahze it.\nThe time has come when we must come down out of the atmosphere, down\nout of the spiritual, and put the school right down on the foundation. I\nremember when this auditorium was built, and three years ago they spent a\nmillion dollars modernizing it.\nI remember when the Congress Hotel was\nvision,\n\nbuilt,\n\nand they have been building it over ever since, and I think that a\n\nschoolhouse must be built to be adapted to ever-changing needs.\n\nI think\n\nwhat was said about the teaching of botany is true all along the line.\nEvery architect wants to build a building that you never can change, and\nI think we have got to understand that change is the one requisite of a\nfirst-class architectural plan.\n\nEDUCATIONAL SPECIFICATIONS FOR SCHOOL BUILDINGS\nCHARLES H. JUDD, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nThe intimate relation between the course of study and the school\nbuilding which houses the school has been a subject of frequent discussion\nin recent surveys.\n\nThe clearest statement of this matter appears in the\n\nMcComack and Hartwell in the St. Louis Survey.\nBoth of these writers point out the fact that the school building must be\nadapted to the work of the classes. If the building does not permit certain\ndiscussions of Messrs.\n\n"}
{"page": 378, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n366\n\ntypes of activity, class work will be inferior.\n\n[Administration\n\nFor example, if a building\n\nhas no space in which to carry on physical training there will be a strong\n\ntendency on the part of the administration to\nto eliminate, this sort of activity.\n\nschools that laboratory\n\nIt has long\n\ncurtail,\n\nif\n\nnot entirely\n\nbeen recognized in high\n\nwork cannot be adequately carried on without\n\nspecial rooms suited to this type of work.\nIt is not necessary, however, to argue at any length for the adaptation\n\nof the building to school work.\n\nThe more serious problem is to anticipate\n\nas far as possible the growing needs of the curriculum in buildings that\nare erected while the changes are actually going on in the course of study.\n\nOne\n\nor two examples will\n\nmake\n\nclear the kind of\n\nproblem which\n\nis\n\nhere referred to.\n\nWe are at the present time in a period of transition with regard to\nrecitations\n\nlessons\n\nand study.\n\nFormerly the student was expected to get his\n\nindependently and come to a recitation where he was\n\nquite\n\nexamined by the teacher on the results of his personal study. We now\nunderstand very clearly the importance of supervised study. We realize\nthat the teacher must take a hand in training the students in methods\nof effective and economical work.\n\nIt is not desirable, therefore, to send\n\na student away to work by himself.\n\nNor is it desirable to give him a\nroom where other people are studying but where there is\nno contact between himself and the teacher.\nThe recitation also is undergoing a change, for it is recognized that\nschool work will not be as productive as it might be if the teacher spends\nseat in a large\n\nthe whole of the recitation period in merely examining children on what\n\nthey know.\n\nThe recitation must be utilized as the opportunity of the\n\nteacher to help children in their study.\n\nThis change in spirit of school work will ultimately affect very radically the building accommodations.\n\nIt has been suggested by some enthu-\n\nsiasts for the supervised-study program that rooms be built in pairs so that\n\nhalf of the class may be studying while the other half of the class is engaged\nin a recitation of the new form.\n\nIt has been suggested by others that small\n\nconsulting rooms be provided for\n\nmembers of the faculty, with larger\n\nrooms in which groups may be supervised, possibly by two teachers at a\ntime.\nIt is certain that the supervised-study program will in some fashion\naffect the work of the school.\nI doubt whether anyone can prophesy at\nthe present time just how this effect can be workt out.\nBefore drawing the lesson which such an example as this suggests\nlet us consider briefly another illustration of the change which is going\nforward in the course of study at the present time.\n\nIt has long\n\nbeen\n\nrecognized that the high-school course of study is very much more diversified than the course of study in elementary schools.\n\nAs a result the high-\n\nschool building has usually been provided with a greater variety of rooms.\n\nThere are rooms for laboratory work, rooms for libraries, rooms for reci-\n\n"}
{"page": 379, "printed_page": null, "text": "SPECIFICATIONS FOR SCHOOL BUILDINGS\n\nDepartment]\n\n367\n\nrooms for gymnasiums, and rooms for special\nand manual training. The elementary course\nhas in the past been so uniform that the rooms in the elementary-school\nbuilding could be made exactly alike. In recent years the program of\nthe elementary school has commenst to take on many of the characterThere is a differentiation of subjects,\nistics of the high-school program.\nSometimes departmentalization has gone\nespecially in the upper grades.\ntations of various kinds,\n\nsubjects, such as sewing\n\nquite as far in the upper grades as in the high school, with the result that\n\na geography room with unique equipment for that particular subject has\n\nbeen recognized as desirable.\n\nSometimes a history room is now set aside,\n\nwith a special teacher who gives all of the instruction in the school in that\nparticular\n\nsubject.\n\nNature-study rooms are coming to be altogether\n\ncommon, and domestic-science rooms and shops for manual training are\nintroduced into all of the modern elementary-school buildings, at least\nthose that house upper grades.\n\nHere again it is difficult to anticipate what the future will bring forth.\nThere is in many city systems some hesitation about going on with the\nprogram of building elaborate elementary-school buildings because of the\nexpense which is involved. On the other hand some of the most interesting experiments which are being made at the present time in the organization of schools are directly related to the diversified\n\nprogram and the\n\ncomplete use of a diversified school building.\n\nThese two illustrations make it clear that the school building of the\nfuture will probably be different in many respects from the school building\nof the present.\n\nWe are, however, confronted with the great difficulty of\n\naccommodate our buildings to school plans which are by no\nmeans completely workt out. The suggestion which I have to lay before\ntrying to\n\nthe committee\n\nis\n\nnot so\n\nmuch a suggestion with regard to the material\n\nconstruction which can be undertaken in the presence of these changing\n\ndemands but rather a recommendation with regard to one method of\ndeahng with the situation.\nIf\n\nschool buildings are put up to accommodate a certain educational\n\nprogram, is it not desirable that the educational program should at the\ntime that the building\n\nis\n\nerected be specified with the\n\nsame degree of\n\nclearness as the architectural and material considerations which enter into\n\nthe plan?\n\nThe architect describes minutely the material which is to be\n\nused in a building and gives all of the dimensions and working arrangements, so that there can be no doubt at all as to his intention in the plans\n\nwhich he has drawn up.\n\nThere has been, however, up to this time a very\nwhat we may call educational specifications. If a certain\nbuilding is erected to accommodate in each classroom twenty-five pupils,\nought that not to be specified at the same time that the building itself is\ndescribed? Boards of education will then have constantly kept before\nthem in their future use of the building a clear statement of what was\n\ngreat lack of\n\n"}
{"page": 380, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n368\n\nintended when the building was put up.\n\nIf\n\n[Administration\n\nthe rooms in an elementary-\n\nschool building are constructed solely for the purpose of hearing recitations\nof the examination type, should not that also be clearly specified, so that\n\nthe introduction of a program of supervised study will be recognized by\nthe board of education and by school officials as an innovation in the use\nof the school building as well as in the course of study ?\n\nThe plea which I am making for an educational description of a building is justified by the fact that in times past boards of education have not\n\nbeen clear in\n\nthis\n\nmatter.\n\nA great many superintendents have been\n\naskt by boards of education to introduce innovation into their course of\nstudy, but the\n\nsame boards of education have neglected to supply the\n\nsuperintendents with the buildings necessary to carry out the ambitious\n\nprogram suggested.\nstrong\n\nFor example, there has been in recent years a very\n\ndemand on the part of enthusiastic citizens for an imitation of\n\nsome of the features of the Gary plan.\n\nSuperintendents from all parts\n\nof the country have been sent by their boards of education to visit Gary,\n\nwhich is described as a very progressive school system. It has been said\nand in the meetings of the boards of education that\n\nin the public press\n\nthe Gary plan uses the school buildings much more economically than buildings are ordinarily used in other parts of the country,\n\nand a diversified\n\ncourse of study has been widely advertised as one of the greatest virtues\nof the Gary system.\n\nWhen a superintendent has come home after a visit\n\nto Gary and has described to his board the necessary building equipment\n\nwhich has been demanded he has very\nmet with stolid opposition on the part of the same citizens\nwho demanded of him an enlarged school program. The buildings in\nGary which have carried out the elaborate program are, of course, among\nthe most expensive and elaborate school buildings in the country. If this\nstatement were clearly understood there would be a very much more\nto go with the enlarged program\n\nfrequently\n\nwholesome attitude toward educational reform than there\n\nis\n\nat\n\nthe\n\npresent time in many boards of education.\n\nWhat I have described as educational specifications for school buildings ought to be prepared in such a way that both architects and school\n\npeople will clearly recognize the importance of the matter. Many archiMany school superintendents\ntects think of schoolrooms as uniform units.\nrealize that it is difficult to make an architect aware of the diversified uses\n\nto which rooms are to be put.\n\nThe ordinary architect recognizes in build-\n\ning a house the fundamental difference between the demands of a kitchen\n\nand of a parlor. This difference is no greater than the difference between a\nlaboratory and a classroom. Furthermore the number of classrooms and\nlaboratories necessary for the conduct of a school can be determined only\n\nby the most careful examination of the curriculum of a school.\nSuch a series of specifications of the educational uses to which rooms\nare to be put as I have insisted upon in the foregoing paragraphs would,\n\n"}
{"page": 381, "printed_page": null, "text": "f\n\nSCHOOL ENVIRONMENT FOR HEALTH\n\nDepartment]\n\n369\n\nI believe, contribute very largely to the flexibility of our building program.\n\nWe cannot anticipate the future in all details, but we can make ourselves\naware of tendencies which are appearing at the present time, and we can\nprepare the way for a legitimate demand for the remodeling of a building\n\nby specifying clearly at the time the building is put up the uses to which\nA school superintendent who has a new program will\nto be put.\n\nit is\n\nthen be in a position to say to his board with all definiteness\n\n:\n\nThe original\n\nbuilding which you erected has these and these characteristics which we\n\nnow intend to change.\n\nBefore you adopt the educational program you\n\nshould consider as a part of the legitimate cost of this program the funds\nnecessary for a remodeling of the building so as to adapt\n\nit\n\nto this\n\nprogram.\n\nWe are at the present time reorganizing the seventh and eighth grades.\nA part of the difficulty of carrying out this program results from the uniform character of elementary-school classrooms. If the junior high school\nraovement is to be a success the classrooms devoted to the work of the\nupper grades must be fitted to the new educational program that is being\ninaugurated.\n\nBy way of summary then my recommendation is that a new type of\nspecifications for buildings be\n\ndemanded in every case.\n\nThese specifica-\n\ntions are to describe the uses to which each of the rooms is supposed to\n\nbe put according to the educational program in force at the time that\nthe building is constructed.\n\nThe educational specifications are to be made\n\na part of the record of every building and of every action taken by a school\n\nsystem.\n\nThe educational specifications are to be demanded by the archi-\n\ntect when he plans the building,\n\nand conformity to these plans is to be\n\ninsisted upon by school men who are in charge of the school routine.\n\nAll\n\nmodifications and enlargements of the building shall be accompanied by\nfurther educational specifications, and the board of education shall in every\ncase be kept aware of the intimate relation between the school program\nand the building program by constant cross-references to these educational\nspecifications.\n\nSCHOOL ENVIRONMENT FOR HEALTH\nJAMES H. MC CURDY, INTERNATIONAL Y.M.C. A. COLLEGE,\nSPRINGFIELD, MASS.\n\nIn speaking here informally, I want to bring just one word, if I\nmay, from the French government, which I have been serving during\nthe last six months. They have a commission for the reorganization of\nphysical education and hygiene in the army, in the school system, and in\nthe factory system. They had up before their committee a bill, which they\nhoped would be enacted as I was leaving, requiring each factory to deposit\n\ntwenty francs per year per individual for recreation with their own factory\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n370\n\n[Administration\n\nemployes, that is, entirely outside the pubUc-school side of the work.\n\nI\n\nemphasize this because the chairman has askt me if I would not say a\n\nword about the environment for activity with reference to the health of\nschool children.\nI\n\nhave had the pleasure for some thirty years of working with archi-\n\ntects with reference to buildings, particularly in relation to the hygiene and\n\nactivity problems in connection with those buildings.\n\nThere has been to\n\nme a very interesting change in the viewpoint of the architect during that\nperiod of thirty years as to what ought to be in the building. I remember\nnumbers of times earlier when the architect said, \" You tell us how large it\n\nought to be and we will do the rest. \" In later years they have lookt upon\nthe buildings more as a health factor and an educational factor, and they\n\nhave come to the school people and said, \"What are your needs?\"\n\"How do you need the thing done?\" I think that is a very big step in\nthe right direction, and I wanted, if I could, to point out a few things from\nhealth standpoint, and particularly the activity standards that seem to nie\nnot emphasized, either indoors or out of doors.\n\nThe first thing that stands out is the need for activity on the part of\nI think that anybody who has been familiar with\nand followed the results of the draft will assent to this. Some 30 per cent\nthe school children.\n\nof the men from twenty-one to thirty-one were rejected,\n\nand then after\n\nthey got into the army about 5 per cent more were rejected, for physical\ncauses of one sort or another.\n\nI had the pleasure also in France of following\n\nmen from ten\nhad the opportunity for examination by taking a brigade at\na time 6400 men, the pick of American manhood. Those men were drawn\nup, the first regiment, 1600 of them, and given trench jumping something\nthey would need to know how to do. A trench six feet wide was formed.\nInside of ten minutes those first 1600 men all jumpt over that trench or\nthe group that was pickt, roughly speaking, two million\n\nmillion.\n\nI\n\n—\n\nfailed to jump.\n\n—\n\nTwenty-eight per cent could not jump over a trench six\n\nHere was something that was related to the military abihty of\nthose men. Has the public school any relation to their ability, any responI have had the opportunity of testing three thousand\nsibility for it?\ngrammar-school boys who had had opportunity for physical activity. A\nlarge majority could jump over trenches of that sort. We had then the\nfeet wide.\n\nchance of testing the men in running 220 yards.\n\nIn each heat were 1600\n\nmen, the entire regimental officer force acting as the officials. Seventeen\nper cent of them could not run 220 yards in thirty seconds. As one of the\nofficers exprest it, \"Those men could never catch a Hun\"; and I said,\n''Those men could never get away from a Hun, if he was after them.\"\nThey lackt ability to run fast enough to get away from a good man. Is the\npublic school responsible for that ?\n\nI think that it\n\nis,\n\nin a measure.\n\nI\n\nthink we who are interested in the architectural side are responsible for\nseeing that there is an environment for activity.\n\n"}
{"page": 383, "printed_page": null, "text": "SCHOOL ENVIRONMENT FOR HEALTH\n\nDepartment]\n\n371\n\nIs there need for muscular training that is related to vocational training ?\nIt seems to me there is.\n\nIs there a need of oVganic vigor on the part of the\n\nschoolboy and schoolgirl not only for health but also for activity?\n\nseems to me there is.\n\nIt\n\nIs there need for filling the leisure time, training the\n\nindividual from the character-building side ?\n\nMore young men and women\n\ngo astray during their leisure time than at any other time.\n\nIt seems to\n\nme that every school building ought to give, during the daytime, abundant\nopportunity for improving the health and vigor of its pupils and, during\nthe evening, recreation and occupation for the adult life of the community.\n\nWe are to close up over 700,000 saloons.\n\nThese have been the poor\nEvery school building should\nbe open during the evening for recreation and use. The working day has\nbeen shortened year by year. The responsibility is upon us to see that the\nman's club.\n\nleisure\n\nWhat shall take their place ?\n\ntime is related to character-building.\n\nIf\n\nthat\n\nis\n\ntrue,\n\nyour school\n\nbuildings should be arranged so that there will be adequate opportunity\nto do those things that seem to need doing.\n\nJust a few words with reference to the kind of equipment that is needed.\nFirst, with reference to the junior high schools.\n\nWe hope to arrange, as a\n\nminimum, that every high-school pupil will have an opportunity for at\nleast three hours per week of physical training and recreation activity.\nIt\nought to be arranged so that there will be an opportunity for bathing following the exercise.\n\nUnless that is done you are not going to get the best\n\nmuscle activity of the organic type that is related to health, power, and\nability to do.\n\nI said at a conference three or four years ago that it seemed to me that\n\nthe average school program was arranged to prevent exercise on the part\nof the pupils.\n\nThe period that was allowed to it was so short that they could\n\nnot bathe and so could not exercise sufficiently to be sent away perspiring;\nso they could do a few corrective exercises, a few things that were necessary,\n\nbut could not really get down to body-building woirk that was related to\nhealth.\nEvery pupil should have three hours of exercise per week, as a\nminimum, and an opportunity for bathing immediately afterward, or you\nwill cut down the type of work until it is simply very light work, and send\nthe pupils away without the vigor they ought to have.\nMr. Ittner's recommendation as an architect is that we have a gymnasium 50 by 80 feet, adequate in size for the average class of fifty pupils.\nI would like to emphasize that.\nThat means that you must arrange in\nyour buildings adequate space for your gymnasium classes. It means in\n-the next place that you must arrange adequate space for bathing.\nI\nmight put it in this way: With a class of fifty young men or women you\nought to have for the young men ten shower baths; for the young women,\nfifteen shower baths.\nIf yoU have a school of, say, four hundred, you can\nget along with the same number of shower baths for the boys and for the\ngirls; but if you are to have them bathe rapidly in Units of fifty, you must\n\n"}
{"page": 384, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n372\n\n[Administration\n\nhave at least ten shower baths for the class of fifty for the boys or fifteen\nThe reason for that is the privacy for the girls and bathing\nfor the girls.\nWith the boys custom has come so that they\nin inclosed compartments.\nbathe in open rooms, and one or two or three will get under the same shower,\nand it makes it much simpler. You must use, counting the space for the\nbathing and the approaches, the drying-room, roughly twenty square feet\nper shower for space. That has been found, economically, the best space.\nWith reference to lockers, that will depend upon whether you have those\nlockers also used as the general lockers for putting the street clothing in\nfor the entire school.\n\nIf\n\nyou do that, then you must have eight square\n\nfeet per pupil; but if they are not used for that and you arrange your classes\n\nso that they are distributed thru the entire locker-room, you may cut that\n\nspace down to four square feet per pupil. Box lockers, single little boxes for\ngymnasium clothing, and enough larger lockers for street clothing for two\nclasses—one dressing and the other undressing- cut down to two and one-\n\n—\n\nhalf square feet per pupil.\n\nYou should see that there are rooms for the medical, dental, and physical\nA great many of the schools are not weighing\n\nexamination of the pupils.\ntheir children.\nillustration\n\nThey are not taking growth records of them.\n\nJust one\n\n—several years ago I was working at Clarke University studying\n\nthe high-school boys of that city, Worcester.\n\nblood pressure and high heart-rate.\n\nOne came in.\n\nI found low\n\nI said to the principal of that high\n\nschool, \"That boy is not progressing in his growth and vigor as he ought\n\nto.\"\n\nHe said, \"I have known that.\n\nLast summer his parents insisted on\n\nmy furnishing him a tutor. He made up his work, just fairly got in with\nHe is now falling behind again. Won't\nIt was then Christmas.\nyou see that boy's parents and see if you cannot help them?\" I was able\nto point out to them that it was essential that that boy have definite instrucUnless that was\ntion and help with reference to his growth and health.\ndone he would have a real handicap in life because of the conditions under\nwhich he was living.\nIn closing let me emphasize just one point more with reference to outThe minimum adopted by the National Association, 150 square\ndoors.\nThat means\nfeet per pupil, should be devoted to outdoor recreation.\nrelatively a small amount of money; compared with what we have spent\non the war it is nothing. It is a small amount of room and money expended\ncompared with what is now being expended by the Department of Agri-\n\nhis class.\n\nculture for growing hogs.\n\nI believe children are as important, at least, as\n\nhogs, and they ought now to be considered;\n\nand I say to you solemnly\n\nthat I do not beheve we have yet lookt to the health of the children as we\nIf we are going to get the health that we ought to have we must\nhave an environment, and we must depend 'on architects to see that we\nhave the proper sort of environment. Furnish the opportunity for recreation and exercise, followed by a bath. Only in that way can we reduce that\n\nought.\n\n"}
{"page": 385, "printed_page": null, "text": "Department]\n\nSCHOOL ENVIRONMENT FOR BEALTH\n\n373\n\n30 to 2)3 per cent of inefficient men and get the right sort of citizens. That\nis your job, Mr. Architect, and I am glad to have the opportunity of saying\nI beheve from the bottom of my soul\nthese few words with reference to it.\nthat we are on the eve of getting plans for it, and I believe that we should\nhave in our schools activity related to health as well as with reference to\nintellectual culture.\n\n"}
{"page": 386, "printed_page": null, "text": ""}
{"page": 387, "printed_page": null, "text": "—\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSECRETARY'S MINUTES\nOFFICERS\nNew York, N.Y.\n\nPresident—SAViA H. Fahey, teacher of English, Seward Park School\nVice-President\n\n— Mary P. Lang, teacher in High School\n\nPittsburgh, Pa.\n\nSecretary— Harv V. Donoghue, grade teacher, Stewart School\n\nChicago, 111.\n\nThe Department of Classroom Teachers of the National Education Association\nconvened in regular session on Tuesday afternoon, July i, 1919, at two o'clock, in the\nMain Hall, Auditorium, Milwaukee, Wis. The meeting was called to order by Sara H.\nFahey, president.\nIn the absence of the secretary the president appointed Margaret E. Costello as\nsecretary pro tent.\n\nThe general topic for the meeting was \"The Development of a Democratic Social\nand Civic Teaching Body for American Schools. \" The following program was presented:\n\n\"Need for the Substitution of a Cooperative Type of Organization for the Present\nLotus D. Coffman, dean. College of Education, University of Minnesota,\nMinneapolis, Minn.\n\"Constructive Participation in Organization and Administration by Teachers\"\nEthel M. Gardner, teacher, Park Street School, Milwaukee, Wis.\n\"Necessity for Sharp Differentiation between the Teacher's Point of View and the\nAdministrator's Point of View\" Lucius T. Gould, head, Department of Geography,\nState Normal School, Milwaukee, Wis.\n\"The Need of Civic and Economic Training for the Classroom Teacher\" John L.\nTildsley, associate superintendent in charge of high schools. New York, N.Y.\n\"The Teaching of Citizenship in High Schools\" Thomas M. Balliet, dean. School\nof Pedagogy, New York University, New York, N.Y.\n\"Some Causes of the Present Decline of Teaching as a Profession\" Sara H. Fahey,\nteacher of English, Seward Park School, New York, N.Y.\n\"Value of Teachers' Councils\" William J. Bogan, principal, Lane Technical High\nSchool, Chicago, 111.\n\"A Plea for Greater Democracy in Our Public Schools\" Frances E. Harden,\nsecretary, Chicago Federation of Teachers, Chicago, 111.\n\"Need for Adequate Salaries, Pensions, and Tenure for Teachers\" Elizabeth S.\nBaker, president, Pennsylvania State Teachers' Retirement Association, Harrisburg, Pa.\nSystem\"\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nDiscussion.\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident Sara H. Fahey, teacher of English, Seward Park School, New York, N.Y.\nVice-President Ethel M. Gardner, teacher in Park Street School, Milwaukee, Wis.\nSecretary Jeannette O'Rourke, teacher in High School, Seattle, Wash.\n\nMargaret E. Costello, Secretary pro tcm.\n\n375\n\n"}
{"page": 388, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n376\n\n[Classroom Teachers\n\nPAPERS AND DISCUSSIONS\nNEED FOR THE SUBSTITUTION OF A COOPERATIVE TYPE\nOF ORGANIZATION FOR THE PRESENT SYSTEM\nLOTUS D. COFFMAN, DEAN OF EDUCATION, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nA crisis in the affairs of nations tests the foundations of existing instituDuring such times the revolutionist, the reformer, and the reaction-\n\ntions.\n\nary, each in turn, brings forward his cures for institutional ills.\n\ndanger is that common sense will not get a fair hearing.\n\nThe chief\nThe unscrupulous\n\ndemagogue and the misguided sentimentalist make their specious appeals in\nbehalf of the opprest while the stoHd conservative harks back to the good old\n\ndays when there was no unrest or instabiUty.\n\nOne does quite as much harm\n\nas the other, and neither in the long run can divert the stream of progress\nfar from the channel in which wisdom and good sense have directed it.\n\nThere are those who insist that pohtics, rehgion, industry, and education will never again be what they have been, and so they will not; but the\n\nchanges that are taking place and those that are impending in education\n\ncannot be brought about by destroying our educational superstructure,\ndigging up its foundations and casting to the four winds and high seas the\ntraditions of the schoolmaster.\n\nThere are those, on the other hand, who\n\nare urging us to exercise speed in dropping back into the grooves of custom.\n\nEach of these groups is receiving a hearing, each has its inning. The dismahgnant reformer maintains that the only cure for the ills of\ndemocracy is more democracy, while the incrusted conservative maintains\nthat change is sought simply for the sake of change. The conservative is\nunwilling to accept the challenge of the new world because all his experience\nhas taught him that innovation may be accompanied by chance failure or\ncalamity. He fears change; the reformer fears tradition. The result is\nthat both become critics and both are likely to be controlled more by their\nemotions than by their judgment.\nThese two classes are found among the teaching population. There are\nthose who insist that the schools must be reorganized. Admit it. There\nsatisfied\n\nare those who insist that there is still much virtue in the present system.\n\nAdmit that also. Both are true. Old lines of social cleavage are being cut\nacross and new conditions and new problems lie ahead awaiting disposition\nor solution. A new order can be formed only out of the disintegrating\nelements of the old order.\nBefore we permit the present system of school organization to be revolutionized we must ask ourselves. What is the organization of a school system\nfor ?\n\nWhat is its primary purpose ?\n\nUntil these questions are answered\n\nsatisfactorily we shall continue to have what we now have, a school system\n\nwhich is architecturally a mosaic.\n\nMany answers are being given to these\n\n"}
{"page": 389, "printed_page": null, "text": "COOPERATIVE TYPE OF ORGANIZATION\n\nDepartment]\n\n377\n\nRecent comments from certain quarters lead me to believe that\n\nquestions.\n\na new organization is desired by some teachers to get rid of supervision, to\nsecure shorter hours and more pay, and to have control of the details of\n\nNot any one of these remedies puts the emphasis where it\n\noperation.\n\nWe do not need to get rid of supervision.\n\nIt would be a calamity\nNext to better-trained teachers the greatest need of the public\nschools is more supervision, but it must be of the intelligent, cooperative\n\nbelongs.\n\nto do so.\n\ntype.\n\nTo demand a new organization for the sake of reducing the working\n\nschedule cannot be justified\n\nif\n\na recent investigation, which shows that\n\nteachers put in from six to eight hours a day upon their work, both in and\n\nout of school, is correct.\n\nIncreast pay we must have, but it must always\n\nbe accompanied by increast preparation and better service.\n\nTo plead for\n\ncontrol of the details of operation involves the setting up of a form of dictatorship which must inevitably result in class hatreds, class dissensions, and\ninefficiency.\n\nA very clever damagogue, addressing a group of classroom teachers\nrecently, said that ability\n\nand sound judgment are not characteristic of\n\nsupervisory and administrative officers.\n\nHe declared that only mediocre\n\npersons will be found in such positions and that they hold them by being\ncreatures of the capitalistic boards of education.\n\nHe said that initiative,\n\nand sound judgment are found among the\nteachers only. The teachers cheered these statements and sentiments most\nvigorously.\nSuch statements and sentiments are absurd. Neither stupidThe man who utters\nity nor talent belongs to any particular class or group.\nresourcefulness, real ability,\n\nsuch statements is guilty of intellectual degradation.\n\nLet me say without further comment that class consciousness is to\nbe commended, but class dictation is the most insidious virus in American\nfife\n\ntoday.\n\ninsecurity.\n\nIf persisted in it will result in institutional instability\n\nand\n\nTo be sure, wrongs must be righted, unreasonable autocracy\n\nand injustice protested and corrected. Changes\nmust come, but they should come as the result of intelligent planning.\nTeachers are entitled to and should receive more of a voice in school\naffairs than they have had in the past.\nThey, however, must not forget\nthat the way to convert is to convict by the preponderance of the evidence.\nThat individual or that class that fixes its attention upon ends that it\neliminated, unfairness\n\ndesires for its own sake, whether the class be teachers or supervisors, loses\n\nsight of the fundamental purpose for which schools are organized.\n\nA school is organized in order that it may be instructed.\n\nWhenever\nEvery\n\nthe element of instruction is removed, a school ceases to be a school.\n\ndevice, every detail, every working schedule, every salary, every teacher,\nevery supervisor, must be evaluated in terms of the excellence of the work.\n\nBetter conditions for work can be justified only on the ground of better\n\nwork.\n\nWith this as a guiding principle we have an intelligent basis for\n\ncooperative planning and cooperative organization.\n\n"}
{"page": 390, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCTA TION\n\n378\n\n[Classroom Teachers\n\nCONSTRUCTIVE PARTICIPATION IN ORGANIZATION AND\nADMINISTRATION BY TEACHERS\nETHEL M. GARDNER, TEACHER, PARK STREET SCHOOL, MILWAUKEE, WIS.\nIn these days of the glorious rebirth of democracy and the recognition\nof the right of peoples everywhere to determine for themselves the kind of\n\ngovernment under which they shall live, the desire of teachers to participate\nin the organization and administration of the school system should cause no\nconsternation or alarm to the people of this greatest democracy in the\nworld. We have seen the greatest military machine crumple and vanish\nfrom sight; we have seen the greatest autocracies pass from history forever;\nand we have seen a model educational system \"weighed in the balance and\nfound wanting.\" The world has learned the value of team work, of cooperation.\n\nThe victory of the Allies demonstrated its effectiveness.\n\nevidenst in the League of Nations.\n\nIt is\n\nWhat should prevent its appHcation\n\nin the industrial and educational worlds ?\n\nThe nation has awakened to the importance of the public schools. It is\nawakening to the need for better training for teachers and for better salaries\nthat there may be better teachers, but it has not yet realized that the way\nto secure the best teachers is to allow them to become participators in the\n\ngreat scheme of education.\n\nWe may appropriate milHons for the training of teachers; we may\nobtain better salaries for teachers; we may attract to the teaching profession the brightest of our young men and young women; but we must allow\n\nthem to be something more than mere automatons if we want them to be\nreal teachers.\n\n,\n\nLaymen are surprised when we teachers talk about \"democracy\" in\nThe average American citizen feels that the demands\nfor democracy have been satisfied when a school board elected by the people\nhas been provided for. He loses sight of the fact that school boards, as a\nour school system.\n\nrule, are\n\ncomposed of representative citizens, few, if any, of whom are\n\ntrained educators; that such boards must necessarily employ educational\nexperts to advise them in matters of which they admit they have no knowl-\n\nedge; and that within the last quarter of a century there has developt in the\n\neducational system of every large city in the country a veritable Junker\nclass of administrative officers who are chiefly responsible for the \"superior-\n\nmuch dissatisfaction and unrest\nThere can never be the right kind of co-\n\ninferior\" relationship which causes so\n\namong the teachers of today.\n\noperation in the school system until the representatives of the people on the\nschool board and the instructors of the children of the people in the class-\n\nroom are brought into closer relationship. School directors and superintendents may call this \"Bolshevism\"; we teachers call it \"democracy.\"\nAn effort to accomplish this was made in Toledo, Ohio. In a letter\nfrom the president of the Toledo Teachers' Association, March 9, 1918, she\n\n"}
{"page": 391, "printed_page": null, "text": "Department]\n\nPARTICIPATION IN ORGANIZATION BY TEACHERS\n\n379\n\n\"Our advisory committee was appointed at the suggestion of the\nIt consists of twelve members appointed by the\n\nwrites:\n\nBoard of Education.\n\nboard of directors of the Toledo Teachers' Association, and divided into\nthree committees Education, Building, and Finance, corresponding to the\n\n—\n\nthree committees of the Board of Education.\n\nThe plan was that they were\n\nto be ready if called in conference by the Board of Education.\"\n\nFor several years the feeling has been slowly developing in this country\nthat teachers should have some right to express opinions on matters pertaining to school administration, and this has been evidenst by attempts in\n\nvarious cities to establish\n\nso-called\n\n\"teachers'\n\ncouncils,\"\n\nor advisory\n\nSome school boards have allowed teachers to\nSome\nexpress in writing their opinions in regard to changes in textbooks.\n\ncommittees of teachers.\n\nsuperintendents have appointed committees of teachers and principals to\nreport on textbooks and changes in courses of study.\n\nThese attempts at\n\ndemocratizing the school system have met with varying degrees of success.\n\nTeachers soon discover that their written expressions of opinion serve but\n\nCommittees of teachers\nand principals usually find that it reacts to their personal advantage to\nmake recommendations which find favor with those higher up, and act\naccordingly.\nSome teachers' councils become involved in local political\ndifficulties, or are rendered ineffective because of an antagonistic attitude\nto accumulate dust and discontinue writing them.\n\nof the school board or the superintendent.\n\nOf the most successful teachers' councils\n\n—those of Minneapolis,\n—no two are exactly alike\nSt.\n\nPaul, Toledo, Boston, New York, and Portland\n\neither in constitution or purpose, except as they offer an outlet of expression\n\nThis in itself is of value, for teachers must express themselves\nand do, tho not always publicly; and school directors come into contact\nmore or less with individual teachers and listen, tho not officially.\nIt is because of this gossipy *' back-fence\" method of communication\nthat teachers are prone to magnify their grievances, and school directors\nbelieve that teachers have nothing to offer but complaints. Legalized\n\nfor teachers.\n\nrecognition\n\nby school boards of representatives of organized groups of\n\nteachers would clear away these misunderstandings.\n\nSuperintendents and other administrative officers seem to fear this\nform of participation by teachers, for the most generally accepted type\nseems to be that of an advisory body to the superintendent. A teachers'\ncouncil created by the Board of Education in Washington, D.C., in June,\n1919,\n\nis\n\nto consist of the superintendent of schools,\n\ntwo assistant super-\n\nintendents, and two representatives of the administrative officers, as well\nas delegates from the different groups of teachers.\n\nWhen a member of the Milwaukee Board of Education proposed that\n\"the teachers of the various groups hold monthly meetings for the discussion of matters pertaining to school administration; that each group\n\nshould select annually a representative to the committee on textbooks\n\n"}
{"page": 392, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n3^0\n\n[Classroom Teachers\n\nand course of instruction with which these representatives of the teachers\nshould meet every month and have a voice but no vote,\" it was bitterly\n\nopposed by other members of the school board, who seemed to fear that\ndirect\n\ncommunication between the teachers and the school board would\n\ndisrupt the system.\n\nOne director who feared that teachers would usurp the powers of the\nsuperintendent said that \"teachers have not that all-round and distant\n\nview\" which is necessary in order to administer a school system. All\nteachers will readily agree to this statement, but we do feel that we have\nthe ''close-up\" and intiniate view which no other group in the school\nsystem has. We feel that a school board that would give equal recognition\nto the \"all-round and distant view\" of the superintendent and the \"closeup\" and intimate view of the teacher, that would weigh them both judiciously and fairly, would be a democratic and American school board, and\nwe should have no other kind in the United States of America.\n\nNECESSITY FOR SHARP DIFFERENTIATION BETWEEN THE\nTEACHER'S POINT OF VIEW AND THE ADMINISTRATOR'S POINT OF VIEW\nLUCIUS T. GOULD, DEPARTMENT OF GEOGRAPHY, STATE NORMAL SCHOOL,\n\nMILWAUKEE, WIS.\n\nThe school as an institution exists for the sole purpose of carrying on the\neducational process in a very special sense.\n\nAll the mechanical and personal\n\nfactors of the educational process concentrate and find their reason to be in\n\nthe teaching process.\n\nWhatever handicaps the eflftciency of this teaching\n\nThe teacher is the custodian\nBack of her or rather above her in the system are the\n\nprocess defeats the purposes of the institution.\nof this process.\n\nvarious factors of administration.\n\nIt is essential that these two factors or\n\nfunctions, i.e., the work of the teacher and the work of the administrator,\n\nbe placed in sharp antithesis for the sake of clear thinking and constructive\n\nendeavor in the correction of certain anti-educational relations within the\nsystem.\n\nThe form of association or organization of the school system is mihtary,\nfeudal,\n\nan intrinsically superior-inferior\n\nclass rule.\n\nThis form of social\n\ncontrol invariably induces and perpetuates many undesirable and unneces-\n\nsary relations between administrator and teacher.\n\nThese relations are best\n\nexprest by the word \"political\" in the bad sense of that term.\n\nPolitics\n\npermeates the institution from top to bottom.\n\nAmong the causes of this state of affairs may be enumerated:\ntraditional suspicion which a\n\nmatter who they are;\n\n(2)\n\n(i) the\n\ndemocracy has for its expert leaders, no\n\nthe brute fact that the so-called expert is con-\n\nspicuously inexpert in too high a percentage of cases;\n\n(3)\n\nthe fact that\n\nboth the expert and the inexpert administrator often allows\n\nhis thirst\n\n"}
{"page": 393, "printed_page": null, "text": "CITIZENSHIP IN HIGH SCHOOLS\n\nDepartment!\n\n381\n\nfor dominance over persons and things to spread into areas of life where he\n\nhas neither vested power nor expert knowledge.\n\nThis superior-inferior class rule begets certain attitudes of mind, among\nwhich are fear, duplicity, indifference, and bitterness in those over whom\n\ndomination is exercised.\nin those\n\nA pernicious mental condition is thus generated\n\nwho carry on the essentially spiritual process of teaching.\n\nIts\n\nresults can easily be recognized in almost any school system.\n\nAs the source and guardian of this most delicate spiritual work and\nunder the necessity for personal survival it is highly important that the\nteacher realize clearly the strategic position which she holds in the social\norder to the end that she may preserve at its very best her own personality\n\nand hence her function as a teacher.\nThis implies that teachers as a class should undertake a careful study\nof the details of the administrative system in order that these constructive\n\nchanges in the system may be gradually effected:\n\n(i) The change from a\nform of school government to some form in which\ncooperation rather than dominance shall be the keynote. Provision must\n\nmilitary, autocratic\n\nbe made for mutual criticism among the parts of the whole.\n\n(2)\n\nA change\n\nto a system in which the teacher is assured of a very definite area in which\n\nshe functions as expert.\n\n(3)\n\nA change which shall eHminate the isolation\n\nof the teacher and which shall substitute direct contact between her and\n\nthe people whom she gladly serves, and to whom she is really responsible.\n\nTHE TEACHING OF CITIZENSHIP IN HIGH SCHOOLS\nTHOMAS M. BALLIET, DEAN OF THE SCHOOL OF PEDAGOGY, NEW YORK\nUNIVERSITY,\n\nNEW YORK, N.Y.\n\nDemocracy to most minds means only political democracy, government\nof the people, by the people, for the people.\n\nThis is the kind of democracy\n\nthat was secured thru the wars of the eighteenth century, and mainly thru\n\nTo make this democracy secure,\nwe have ever since been teaching government and studying the Constitution\nBut today we are facing a new type of democracy.\nof the United States.\nthe American and French Revolutions.\n\nJust as the wars of the eighteenth century gave us political democracy, so\nthe\nu\nGreat War just ended will give us economic and industrial democracy.\nust as the Reign of Terror in the French Revolution represented the crimnal, extreme phase of the movement toward political Hberty, so the anarch-\n\nmovement of today in Russia is the criminal, extreme phase of the\nAs there was then, so there is\now, a reactionary movement which, if less lawless, is yet equally dangerous.\n\nist\n\novement to establish economic freedom.\n\ni\n\nb solve the problems of poHtical freedom, it was necessary to teach the\nmethods and machinery of government. In like manner, to prepare the\ncitizens of a politically free country to solve the problems of economic\nfreedom, we must teach them economics. Most of our great so-called\n\ni\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n382\n\npolitical questions are at\n\nbottom economic questions,\n\n[Classroom Teachers\n\nof\n\nwhich\n\ntariffs,\n\nlaws relating to taxation, to the control of industries, to conservation of\nnatural resources, to banking, are but a few examples.\n\nHence to fit for\n\ncitizenship economics should be made a compulsory study upon every pupil\nin every high school thruout the country, and in every type of college and\n\nprofessional school when the student skipt it in college.\n\nAgain, many of our so-called poHtical problems rest on a sociological\nbasis, such as hours of labor for men, women, and children, housing of the\n\npeople, minimum wages, the sale of alcoholic drinks, the adulteration of\nfood, and a hundred others.\nHence sociology should be made a compulsory\nstudy for all pupils in high schools and for all students in colleges.\n\nMoreover, all economic and all sociological problems have ethical implications.\n\nHence applied ethics should be made a required study in all high\n\nschools and colleges.\n\nThis will require a considerable readjustment of the curriculum of\nour high schools, and some studies now required must be either eHminated\n\nWhat these studies shall be will naturally be a question\non which there is going to be considerable difference of opinion. But I\nthink a few suggestions even on this debatable question can be made with\nconsiderable confidence. For one thing, algebra should be made elective\nor made optional.\n\nin all secondary schools.\n\nIt does not\n\ntouch life at many points.\n\nin fact, made elective in some state courses of study.\n\nIt\n\nis,\n\nGeometry may well\n\nbe made elective unless, as a compulsory study, it is confined to the rudi-\n\nments which every mechanic finds useful. Latin should be wholly elective.\nWhile modern history should be compulsory and should receive. broad and\nample treatment, ancient history should be made elective. Except in the\ndomain of art and philosophy, it has very little bearing on modern life. A\ncourse in history in a secondary school should begin with modern European\n\nand American history and end, if there is time, with ancient history as an\nelective.\n\nHistory should in this sense be taught backward.\n\nThe pedagogi-\n\ncal reasons for this change cannot here be developt.\n\nRhetoric is a useless study in a secondary school.\ncollege.\n\nIt belongs to the\n\nThe minute discussions of sentence structure and of style which\n\nour texts on rhetoric indulge in are enough to paralyze the Hterary instincts\n\nand the feeling for style, if the pupil takes them seriously. They are about\nas useful as rules for winking and smiling.\nSuch discussions are of practical value only after the pupil has learned to write by much writing under\njudicious criticism, and has formed a feeHng for style by much reading of\nthe best literature. In short, it cannot profitably come below the college.\nThe study of the national Constitution and of the constitution of the\nstate in which the school is located has been the sole training in high schools\nfor citizenship until very recently, and in a great many high schools it is\nstill the only training given.\nThe study of the constitution is not of any\nvalue to secondary-school pupils beyond a general study of the machinery\n\n"}
{"page": 395, "printed_page": null, "text": ".\n\nCAUSES OF THE DECLINE OF TEACHING\n\nDepartment]\n\n383\n\nby which the people's will can be made effective in the control of the governThis means the power of the ballot. As for the rest, it requires a\ndecision of the supreme court to determine what any one clause means in its\nappHcation to a particular case. These are but a few examples of changes\nand eliminations which may be made.\nment.\n\nTo sum up, a course in training for citizenship in public schools should\nbegin with community civics in the upper grades of the elementary schools\n\nand the first year of the high school, including especially public-health\n\nThe second year of the high-school sociology in its simplest\n\nproblems.\n\naspects should be taken up and the third year economics and ethics.\n\nThe highest duty of a citizen is not voting but helping to make the public\nThe ballot is important chiefly in\n\nopinion which controls government.\n\nso far as it expresses intelligent opinion.\n\nIt devolves upon the graduates of\n\nour high schools and of our colleges and professional schools to make this\npublic opinion.\n\nIt is the\n\neducated element in the community that must\n\nThere never has been a time before in our own\nhistory or in the history of the world when the safety of society depended\nso directly on a public opinion which is intelligent on the vital problems of\n\nlead in public thought.\n\neconomics, of sociology, and of practical ethics as they come up for solution\n\nby democratic and legal methods in our political life.\n\nSOME CAUSES OF THE PRESENT DECLINE OF TEACHING\nAS A PROFESSION\nSARA H. FAHEY, TEACHER OY ENGLISH, SEWARD PARK SCHOOL,\nNEW YORK, N.Y.\nUnless some radical change can be effected in the conditions under\nwhich teaching is done today in our public schools, thinking observers\nbelieve that we as a nation must face a permanent shortage of trained\n'\n\nteachers.\n\nFor the school year just closed, our United States Commissioner of\nEducation reports fifty thousand vacancies in the teaching ranks of this\ncountry. There are in the field one hundred and twenty thousand new and\nwholly untrained teachers, mere boys and girls barely ahead of the classes\n\nthey are expected to teach.\n\nIn the schools there are thirty thousand\n\nwho have had no schooling beyond the eighth grammar grade.\nFurthermore, the ranks are being daily filled with weak men and with\nimmature women who use the profession merely as a stepping-stone to someteachers\n\nthing they like better.\n\nThis shortage of trained teachers is not primarily due to the war.\nFor some years past a distaste for teaching has been growing among prof essionah workers\nWe learn from our reemployment bureaus that former teachers, men\n\nand women returning from war service, do not wish to continue in the\n\n"}
{"page": 396, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n384\n\n[Classroom Teachers\n\nNot alone grade teachers, but high-school teachers and\nshow this same feeling. The Reemployment Board at\n596 Pearl Street, New York City, last month gave out some very interesting data along this line. For example, one applicant characterized teaching\nas \"not a man's job,\" altho he had taught for ten years. One desired\n\"anything but teaching.\" Another said he would accept a position at\nfield of teaching.\n\ncollege professors\n\nteaching \"only as a last resort.\"\n\nA poll was taken last May of the senior class in Columbia University.\nWhile twenty-eight expected to enter business, twenty-four law, eight\nmedicine, twelve banking, ten engineering, and four the ministry, only two\nexpected to teach.\n\nThis dislike for teaching is not confined to the men.\n\nIn the past the\n\nsupply of women teachers was thought to be limitless.\n\nToday the facts\n\ndo not bear us out in that assumption.\nof bright-eyed eighth-grade girls.\n\nA few months ago I visited a class\n\nAll said that they intended to earn their\n\nliving, but not one expected to be a teacher.\n\nSince then I have learned that\n\ntheir replies are typical of many other similar classes.\n\nWithout doubt the most important reason for this decline in the teaching field is the fact that salaries continue to be pitifully small.\n\nThe teacher\n\nof fifty children is not paid as much as the nursery maids of the well-to-do.\n\nSeattle recently received a deal of publicity because of the establishment of\n\n—\n\na minimum annual salary for teachers of $1200 the highest minimum in\nthe country yet this is only $23 dollars per week.\n\n—\n\nYet with all this there never has been a time when men were so uniNo single\nversally agreed that the safety of the nation rests on its schools.\nfact brought out in the mobilization of our army caused so much alarm as\nthe knowledge that hundreds of thousands of the young men of our country\ncan neither read nor write. Out of the first two million men drafted, three\nhundred thousand could not read their orders or even understand them when\nthey heard them. Moreover, one out of every four young men was found\nphysically unfit to bear arms.\n\nWe teachers have known for some time that three out of every four\nchildren in the schools are suffering from remediable physical defects.\n\nMalnutrition also is sapping the vital energy of many.\n\nHealth Commis-\n\nsioner Copeland, of New York City, reports for 191 9 that 39 per cent of the\n\nchildren are suffering from its insidious attacks.\n\nThese conditions present problems which must be met by mature,\nthoroly trained men and women teachers.\n\nAmong adults education must go on if democracy is to be preserved.\nAn ugly spirit is showing itself today-—a spirit unknown in America a few\nyears ago. Class antagonism is rife. Ex-Secretary McAdoo said recently,\nspeaking of the attempts by anarchists on the lives of an attorney-general\nof the United States and other noted citizens,\n\n\"The remedy, to my way\n\n"}
{"page": 397, "printed_page": null, "text": ":\n\nCAUSES OF THE DECLINE OF TEACHING\n\nDepartment]\n\n385\n\nmen to a proper conception of what\n\nof thinking, lies in educating these\nthis country means.\"\n\nAll thinking men and women agree with Mr.\nspirit\n\nMcAdoo that a lawless\ncannot be curbed by the simple process of calling names. Such\n\nmen must be taught that America's weapon is the ballot, not the bomb.\nThey must be shown that if men cannot exercise self-control they defeat\nthe ends of liberty and bring chaos instead. As John Ruskin aptly says,\nThe sun has\nIt is his restraint that is honorable to a man, not his liberty.\n''\n\nno liberty.\n\nA dead leaf has much.\"\n\nIn these perilous times we must be\nprompt in finding a remedy for this shortage of teachers or we may have to\ndeal with something more serious than even a teacher problem. We have\nAll groups then need the teacher.\n\nalready seen the rapid disappearance of a whole class of women workers\n\nfrom the field of domestic service, and even high wages do not now attract\nthem back. For some time women have not likt the conditions of this\nservice, and no amount of wages can compensate for that.\n\nSo with teach-\n\nConditions under which it is done today are frequently so uncom-\n\ning.\n\nfortable as to make the work itself disHkt.\n\nFor the past one hundred years in our country this work has been the\nMary WoUstonecraft, Margaret Fuller,\nLucy Stone, Susan B. Anthony, and innumerable other great women have\nchief career of women with brains.\n\nbeen teachers.\n\nAble women are turning\nLow salaries are not the main objection which such\n\nThis hardly holds true today.\n\nto other callings.\n\nwomen find in the field of teaching.\n\nThe criticisms made in a recent survey\n\nfor the purpose of learning why, aside from the question of salary, teaching\n\nhas become so unpopular a line of work are exprest in the following\n\ncomments\nI. The public is unappreciative, due to its ignorance of the exhausting\ncharacter of the teacher's work.\na.\n\nThe teacher is obliged to be unjust frequently toward earnest,\n\ncapable pupils because of undue emphasis placed on written examinations\n'and other imtruthfully exact methods of rating children.\n3.\n\nIn times past the school dealt with children of English-speaking\n\n[races and of similar ideals, while in many of our cities today the great mass\nI\n\nof children come from the homes of people foreign to our civilization.\n\nThis\n\nfact makes the work of teaching much more difficult.\n4.\n\nThe public has envied the teacher her apparent five- or six-hour day\n\nso frequently that administrators have learned to exact every minute of it.\n\nThe teacher does not like this spirit. Physicians have repeatedly testified\nthat five hours of teaching is more arduous than eight hours of clerical work.\n,The teacher is a high-class brain worker.\n\nA physician is not paid for the\n\n[actual time spent in prescribing for his patient but for the skill and knowl-\n\n[cdge that enable him to prescribe.\n\n"}
{"page": 398, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n386\n\n[Classroom Teachers\n\n5. Work is exacted of teachers which, under a really efficient system,\nwould be done by cheap labor. Certain petty monitorial duties and excessive clerical work conflict with real teaching and exhaust the teacher in the\nIf burdensome clerical work must be done, there should be formal\nprocess.\nassignment of a period in the teacher's program in which to do it.\n6. Frequent interruption of work for matters outside the duties of\n\nthe classroom causes the teacher to feel constantly prest for time.\n\nmum speed is demanded all of the day.\n\nMaxi-\n\nProfessor William T. James's\n\ndictum, ''AH education is preeminently a leisurely process,\" is not accepted\n\nA noted woman said recently, \"Teaching is no\n\nin the average city school.\n\nlonger a profession.\n7.\n\nIt is a sweated industry.\"\n\nPublic-school buildings are not holding their own as against welloffice buildings,\n\nor even\n\nfrequently monotonous,\n\nforlorn,\n\nequipt\n\nrefined people who\n\nmodern factories.\n\nThe environment is\n\noften unsanitary,\n\nand depressing\n\nknow what proper living conditions should be.\n\nfor\n\nThe\n\nphysical needs of teachers are so minimized that even the washrooms are\n\nfrequently utilized for offices or as classrooms for special groups.\n\nThe\n\nfact that a million-dollar high school erected a few years ago has not a\nsingle restroom or study-room for its large corps of teachers points to the\n\nneed of cooperation between the teaching body and the building committee\n\nwhen plans for schools are devised.\n8.\n\nComplaint is heard because teachers are so frequently doomed to eat\nAt noon the clerk, the stenographer, the librarian, the social\n\na cold lunch.\n\nworker, the business woman of every description, flocks out into the open\nstreet to some nearby place where she knows she can get good food.\n\nBut\n\nthe teacher in most cases is obliged to sit down in the unchanged environment\nof the classroom to eat a cold sandwich prepared in the early morning.\n9.\n\nClassifications of work calling for higher licenses and requirements\n\nfor such licenses have little relation to success in the field of actual teaching.\n\nThere is no inducement to become an artist in one's own field. A teacher\nmust leave her own work for that of an administrative officer if she desires\nto be regarded as successful.\n\nThis condition disheartens many able teachers.\n\nLack of professional standards leads some men teachers to seek to\ncontinue the absurd and archaic system of monetary discrimination against\nwomen teachers. The business world is more progressive than the schools\non this point. The National Association of Manufacturers, meeting\nin New York City last May, declared that the war had shown the absolute\n10.\n\nequahty of the sexes even in the matter of mechanical intelligence in the\nThe labor clauses in the covenant of the League of Nations\nindorse the principle of pay for position regardless of the sex of the incumusual pursuits.\n\nbent.\n\nWhy then should educational circles be slow to grasp its signifi-\n\ncance?\n\nWomen know that they are underpaid and exploited, and they\n\nresent it.\n\nBright women do not like this badge of inferiority instead of the\n\nold-time pride in the teacher's calling.\n\n"}
{"page": 399, "printed_page": null, "text": "THE VALVE OF TEACHERS' COUNCILS\n\nDepartment!\n\n11.\n\n387\n\nFalse emphasis on many trivial by-products of large schools and\n\nexcessive hypercritical supervision bring about situations which wear upon\n\nthe life and aspirations of the teacher more than does the conflict between\n\nher meager salary and the high cost of living.\n12.\n\nThe inteUigent, able teacher is no longer wilhng to be regarded as a\n\nmere custodian of traditional knowledge. She misses the give and take of\nher intellectual equals. She longs for broad contact with men and women\nShe wants to be engaged in a line of work where she is encourof affairs.\naged to look the world in the face with the level gaze of one competent and\nunafraid.\n\nAgain I repeat, intelligent women do not like the conditions of presentday teaching, and no amount of salary can compensate for that feeling.\n\nToday our nation finds itself in the forefront of the democracies of the\nWhether it holds its place there depends on whether it has the\n\nworld.\n\nvision to foresee the importance of its public schools.\n\nmasses of men make war possible.\nlegal\n\nBlind, deluded\n\nThe League of Nations, with its costly\n\nmachinery to prevent war, would not be needed in a universally\nWhat American citizenship needs most is the patriotism,\n\neducated world.\n\n^K the sound thinking, the spirit of virile manhood and womanhood which\n^^ fine teachers are capable of inculcating in their pupils. Yet there a seri-\n\nI\n\nis\n\nous decline in the number of high-grade applicants for this most essential\nfield of service.\n\nThis review of conditions suggests our problem rather than solves it.\nHowever, I have done something if I have brought home to my hearers the\nnecessity for making teaching more attractive. All patriotic citizens,\nwhether administrators of schools or members of an interested public,\nshould carry on an active campaign for bringing about such favorable conditions for teaching that the ablest men and women in our country can\nfind opportunity and satisfaction in that field.\nClosed schoolhouses\nshould no longer be permitted to menace the safety and permanency of\nour nation.\n\nTHE VALUE OF TEACHERS' COUNCILS\nWILLIAM J. BOGAN, PRINCIPAL, LANE TECHNICAL HIGH SCHOOL,\nCHICAGO, ILL.\n\nSome years ago a famous haberdashery in a large city spent in its\nadvertising campaigns vast sums of money in proclaiming on the billboards\n\nand dead walls of the city:\nCitizen.\"\n\n*'We cater to His Majesty, the American\n\nThis was before the war, in the days when majesty was sup-\n\nposed to be an attribute of kings.\n\nTimes have changed and royal figures\n\nof speech are not so popular as they once were, even in a democracy, but\n\nmy purpose so well that I shall use it in modified form as a\n\"We teachers cater to His Majesty, the American Citizen.\"\n\nthis one serves\n\ntext:\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n388\n\n[classroom Teachers\n\nHow shall we cater to His Majesty? We have been told again and\nagain that we must develop character, initiative, resourcefulness, judgment,\n\nWe must inculcate the love of truth. We\nmust teach the brotherhood of man. This prescription seems trite to\n\nindependence, and courage.\n\nour teachers, for they use it every day.\n\nIn fact it has been used by all\n\nteachers, including Socrates, Plato, Aristotle, and Christ.\n\nused to a limited extent in the education of princes.\n\nIt has even been\nIts universality of\n\napplication, therefore, seems unquestioned.\n\nWhat should be our aim in attempting to develop these virtues in the\nTo cater effectively to the American citizen we\n\nembryo American ruler ?\n\nshould have a definite civic goal.\n\nAs President Wilson has said, we should\n\ntry to make the world a better place to live in.\n\nWhat a tremendous task*\n\nhe has set out for us. Think of the opportunities to make the large cities\nWhat a wonderful collection of\nof this country better places to live in.\nhorrible examples each of our large cities might furnish for the teaching of\n\npractical civics.\n\nAnd what would happen to us if we attempted to use\nWhat a task we shall have in trans-\n\nthese examples in the classroom ?\n\nforming the apathy of our citizens into alertness, courage, and high-minded\ndevotion to duty.\n\nThink of the task before us in attempting to develop\n\nWhat a task it will be\nmake literal the statement from the Declaration of Independence\nthat among every man's inalienable rights are life, liberty, and the pursuit\na vision of the right, a desire to rectify wrong.\nto\n\nof happiness.\n\nThe type of work outlined cannot be performed by slaves.\n\nDoes this\nDoes the idea\nIf so, you are destined to a rude awakenof slave morality seem far-fetcht ?\ning, for a study of educational administration will show that most educational lectures, books, addresses, notices, and directions are permeated at\nbest by the spirit of benevolent despotism and at worst by the spirit of\nplain undiluted despotism. Many administrators seem to believe that\nsentence seem to you to be a straining for rhetorical effect ?\n\nthe ideal teachers are docile children who need but to be directed kindly in\nthe\n\nway they should go.\n\nOthers seem to believe that teachers should\n\nwalk with downcast eyes and listen to the voice of authority in fear and\ntrembling. The attitude of the former is typified by the superintendent who\nsaid recently in organizing a new educational association, \"The elementary\n\nteachers will be satisfied to listen to the inspirational lectures and leave the\n\nmanagement to us.\"\n\nDoubtless he meant to furnish the inspiration too.\n\nWhen someone complained that the teachers did not have representation\nenough in the new organization that he was forming he said, curtly, \"My\nteachers are not nearly so much concerned about their representation as you\nare.\"\n\nThe pity of it is that he told the truth, in all probability.\n\nteachers were probably governed by a type of slave morality.\nin his \"Motives, Ideals,\n\nweakness of the schools:\n\nHis\n\nChancellor,\n\nand Values in Education,\" touches upon\n\nthis\n\n"}
{"page": 401, "printed_page": null, "text": "Department]\n\nTHE VALUE OF TEACHERS' COUNCILS\n\n389\n\nThe slavish morality of the school is due to its subordination to the institution upon\nwhich it is wholly or mainly dependent. The reasons why this has not been more frequently observed are two: first, most men are enslaved, unfree, traditional, subservient;\nand therefore they fail to note a characteristic like their own; and, second, the morality\nof servitors is entirely acceptable to the rulers and is, therefore, not reprehended.\n\nthe masses, the school, whatever it be, is in spirit like themselves;\n\nTo\n\nto the classes it is\n\nagreeable because lacking resistance.\n\nSo long as the schools are dominated by boards of education and administrative officers who believe that teachers cannot be trusted to aid in for-\n\nmulating and applying educational policies, so long\n\nwill the schools\n\nbe\n\ndominated by a slave morality.\n\nHow shall we develop character, initiative, resourcefulness, judgment,\nand the civic virtues in His Majesty, the American Citizen ?\n\nIn vocational\n\nsubjects we insist that the teachers be practical men who have an expert\n\nknowledge of their subject. The teacher of carpentry must be an expert\nThe automobile instructor must have had long practice with\nautom.obiles.\nLikewise the teacher who would develop freedom and inde-\n\ncarpenter.\n\npendence in her pupils must have had experience in the practice of those\ncivic virtues.\n\nThe teacher without skill or practice in her most important\n\ntask will not be lookt upon with favor by the pupils, for honest pupils can\n\nhave no respect for the teacher who accepts money under false pretenses.\n\nThat the pupils lack respect for the profession is proved by the lessening\nnumber entering it, and that the public lacks respect for the profession is\n)roved by the low salaries it pays. To secure the respect of pupils and\n)ublic the teachers must leave the slave class.\nAn excellent start might be made by establishing teachers' councils that\nall give an opportunity to those who do the real work of teaching to formuite and apply educational policies.\nIt is said that teachers are not fit to\nlo this\nill\n\nwork.\n\nPossibly this statement is true, but it is certain that they\n\nnever be fit until they have been given an opportunity to practice.\n\n'he establishment of real councils will set teachers to thinking on educa-\n\nional problems as never before.\n\n'most of them.\n\nThinking on these problems will solve\n\nThe council will serve as a clearing house for the ideals and\n\nideas of all the teachers in the system and it will release a pent-up enthusiasm\nfor education at present unknown to educational administrators.\n\nIt will\n\nbring freedom and independence to the teacher and through the teacher\n\nIntimidation will go out of fashion and truth will prevail.\nThese desirable ends will be attained only thru the establishment of real\n\nto the pupil.\n\ncouncils.\nCouncils without power or responsibihty will not serve a useful\npurpose except for the practice they may give in debating. They will be\n\nrepudiated by all teachers with a spirit of independence, and unless such\ncouncils are repudiated teachers will be as helpless as before.\n\nThe types of\n\ncouncils are usually graded as follows:\nI.\n\nThe advisory council. This usually has little power and no reOwing to its weakness administrators are free to flout its\n\nsponsibility.\n\n"}
{"page": 402, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n3 90\n\n[Classroom Teachers\n\nrecommendations with impunity or use its recommendations for their own\nThis type is worse than useless, for it gives a false sense of\nselfish ends.\nstrength to the teachers.\n2.\n\nThe advisory council whose recommendations are made a matter of\n\nThis is a decided improvement on Number i, for it permits\nan appeal to publicity and public opinion. It does not hamper good administrators.\nIt has been found that when recommendations of such councils\nare based upon experience and study they are nearly always accepted by\nadministrators in good faith and acted upon favorably.\nIn local school councils genuine freedom of discussion requires the\nofficial record.\n\nelimination of all persons in administrative authority.\n\nThe presence of\n\nprincipal, assistant, or heads of departments will vitiate the work of the\ncouncil.\n\nTeachers must be free to discuss without fear all matters relating\n\nOnly in this manner can the responsibility of teachEven this kind of freedom will not prevent\nsycophants from running with their tales to wilKng ears, but it does provide\na measure of protection.\nAgain I say, slaves cannot teach free men the fundamentals of democracy.\nThe preacher is expected to practice what he preaches. Does it\nnot seem time to permit the teacher to practice what she teaches? The\ncouncil seems to be a means to that end. Thru it, let us hope, autocracy\nwill be forst to lessen its grip on our schools and democracy will some\nday be brought to the people.\nto educational policy.\n\ners be given a genuine test.\n\nA PLEA FOR GREATER DEMOCRACY IN OUR PUBLIC SCHOOLS\nFRANCES E. HARDEN, TEACHER, STEWART SCHOOL, CHICAGO, ILL.\nIn our nation today there is no power more potent for good or for evil\n\nthan that which lies in our public schools.\n\nThe autocratic power exerted by the German ruling class and its influence over the great mass of the people has been traced directly to the training\nreceived in the German schools.\n\nThe mental attitude created by this train-\n\ning, which began in the kindergarten and continued thruout the period of\n\nschool life, resulted in that peculiar state of mind which made possible the\n\nGreat War.\nThis inherent power of the public schools rests in the hands of the classroom teachers who day after day touch directly the lives of the children in\ntheir care and thru this direct daily contact exert, either consciously or\nunconsciously, an influence which in a large measure fixes their point of\n\nview.\n\n\"We want to raise public intelligence to a point where it will realize\nand strive and stand for the principles of justice and righteousness first.\nWe want to realize in our twentieth-century civilization an ideal democracy.\nWe want to make the American democracy a beacon light for the rest of\n\n"}
{"page": 403, "printed_page": null, "text": "Department]\n\nGREATER DEMOCRACY IN OUR PUBLIC SCHOOLS\n\n391\n\nthe world, and set ourselves a standard that the rest of the world may\nfollow, and we can do it only thru education.\n\nThe pulpit, the press, and the\n\nbar have been in a large measure subsidized, leaving the pubHc schools as\n\ndemocracy's last line of defense.\"\nIn the present organization of our public-school system there\n\nalarming lack of democracy.\n\nis\n\nan\n\nOur schools are supposed to train the citizens\n\nof the future for the task of operating successfully the multitudinous activities of a great democratic nation.\n\nThis would imply a training in funda-\n\nmental democracy from the day the child enters school, but our schools are\nnot organized democracies. We have not even the beginning of the machin-\n\nWe will never have fundamental democracy in our\n\nery of democracy.\n\nnation until it is first establisht in our public schools.\n\nThe only way we\n\ncan train citizens for democracy is thru democracy, but our school system\nis an autocracy— autocratic in every phase of its organization where a small\n\ngroup at the top decides all questions of courses of study, textbooks, and\ngeneral policies, while the great group below follows unquestioningly and\n\nNot only is originaKty not askt for but it is discouraged,\nand one who dares to question the absolutism of those in authority is\n\noften blindly.\n\nusually made to suffer.\n\nThe board of education is the dominating element in our school system.\nI^B Boards of education for the most part are made up of successful business and\n^^B professional men. They are not educators; they are business men, trained\n\n^^Kin business, and when an order emanates from the board of education it\nI^Hgoes down through the superintendent to the principals, thru the principals\n\nI^Bto the teachers, and the teachers do what they are told.\nIn this way our public-school system has become a ponderous top-heavy\n[\n\nmachine.\n\nCourses of study are all prepared and handed to the teacher\n\nwith instructions to follow closely the contents.\nthe first information as to what she is to teach.\n\nThen it is that she gets\nThe subject-matter is also\n\ndictated by the textbooks adopted, frequently at the behest of some powerful book company.\n\nOur schools today are being used as never before as the means of reaching and arousing public interest, but the teachers have had no part in plan-\n\nning these activities.\n\nSurely this is an opportune time to bring to public\n\nattention the alarming lack of democracy in the conduct of our public\nschools\n\nand the fact that our American public-school system is adminis-\n\n—the classroom teachers having only a negligible voice\n\ntered autocratically-\n\nin the determination of its policies.\n\nWhile the very foundations of all our establisht institutions and customs\nare being upset,\n\nand new, and in many cases untried, systems are in\n\nprocess of formation, would it not seem advisable to make of our publicschool system\n\na model democracy, in the conduct of the policies and\n\nin the execution of the activities of which all teachers would have an equal\n\nshare and an equal responsibility ?\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n392\n\n[Classroom Teachers\n\nThis work might be begun thru the establishment of self-governing,\nadvisory, educational councils of teachers, and so utilize, in the conduct of\n\nthe schools, the experience, judgment, and initiative of the men and women\nin direct daily contact with the children and the problems of the schools.\n\nAll questions, administrative as well as educational, affecting the welfare of the teachers, the children, and the schools should be recognized as\n\nproper subjects for discussion and finding by these councils.\n\nAll recom-\n\nmendations of the councils, whether on questions referred to the councils\n\nby the superintendent or initiated by the councils, should be made matters\nof official record.\n\nThe opinions and judgments of teachers could be thus brought to bear\non the formulation of school policies, not alone for the sake of the policies,\nbut because in no other way can a sense of responsibility be engendered in\nteachers for the carrying out of policies except by a voice in their determination.\n\nIn the administration of the schools teachers should also have a voice.\nUntil such time as the members of the educational force are permitted to\n\nchoose their leaders from the standpoint of inspirational leadership we will\n\nhave in our schools an autocracy permeated by petty tyrannies, with a\nsmall group ruling despotically and a large group subserviently obedient to\nthe power that controls the professional lives and activities of its members.\nPeople are thinking today, more seriously perhaps than ever before,\n\nabout democracy and what it means.\n\nThey are thinking perhaps that real\n\ndemocracy means more than political democracy, that it means industrial\ndemocracy as well, and if industrial democracy is ever to become a fact\nthe training for it must begin in the schoolroom.\nIf the ideals of democratic freedom for which the world-war was fought\nare to be realized, the period of reconstruction must have clear thinkers,\n\nmen and women who are able to gather up the fragments of civilization,\nand out of them build a broader, better, fairer nation; one where justice\nwill be assured even to the humblest member of society.\n\n"}
{"page": 405, "printed_page": null, "text": "9\n\nDEPARTMENT OF DEANS OF WOMEN\nSECRETARY'S MINUTES\nMILWAUKEE MEETING\nOFFICERS\n\n— Kathryn S. McLean, dean of women, Ohio Wesleyan University .Delaware, Ohio\nVice-President — Eva Johnston, dean of women. University of Missouri\nColumbia, Mo.\nSecretary— Anne Dudley Blitz, dean of women, William Smith College\nGeneva, N.Y.\nPresident\n\n.\n\nFIRST SESSION—Monday Afternoon, June 30, 191\nThe Department of Deans of Women of the National Education Association convened in regular session on Monday afternoon, June 30, 1919, at 2:00 o'clock, in the\nChapel, Milwaukee-Downer College, Milwaukee, Wis. The meeting was called to order\nby Kathryn S, McLean, president. In the absence of the secretary the president\nappointed Mina Kerr as secretary pro tem.\n\nThe general topic for the meeting was \"What Deans of Women Can Do to Encourage\nGroup Consciousness among Women,\" and the following program was presented:\n\n—\n\n\"Industry and Politics\" Margaret S. McNaught, state commissioner of elementary\neducation, Sacramento, Calif.\n\"Education\" Eleanor N. Adams, president, Oxford College, Oxford, Ohio.\n\"Salary and Rank\" Anna V. Day, dean of women. State Normal School, Milwau-\n\n—\n\n—\n\n^kee, Wis.\n\n—\n\n\"What a President May Expect from a Dean of Women\" E. A. Birge, president,\n[University of Wisconsin, Madison, Wis,\n\"What a Dean May Expect from a President.\" Ruby E. C. Mason, dean of women,\n[University of Illinois, Urbana, 111.\n\n—\n\n^\n\nSECOND SESSION—Wednesday Noon, July 2, 1919\nThe second session, held Wednesday noon, July 2, at the Hotel Pfister, was in the\n[form of a luncheon, Eva Johnston, dean of women. University of Missouri, Columbia,\n[Mo., presided, and the following program was presented:\n\n\"Some Counsel to New Deans\"\n\n—Sarah Louise Arnold, dean, Simmons College,\n\nJoston, Mass.\n\n\"Am I My Sister's Keeper?\" —Annie Webb Blanton, state superintendent of public\n\n^instruction, Austin, Tex.\n\n—Mina Kerr, dean, Milwaukee-Downer College,\n\"The Work of the Bureau of Education\" — Edith Lathrop, Bureau of Education,\n\"Professional and Social Loyalties\"\n\nf\n\nMilwaukee, Wis.\n\n[Washington, D.C.\n\nThe following officers were elected for the ensuing year:\n\n—\n\nPresident Kathryn S. McLean, dean of women, Ohio Wesleyan University, Dela,ware, Ohio.\nVice-President Eva Johnston, dean of women, University of Missouri, Columbia, Mo,\nSecretary Anne Dudley Blitz, dean of women, William Smith College, Geneva, N.Y,\n\n—\n\n—\n\nMina Kerr, Secretary pro tem\n\n393\n\n"}
{"page": 406, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n394\n\n[Deans of Women\n\nPAPERS AND DISCUSSIONS\n\nWHAT DEANS OF WOMEN CAN DO TO ENCOURAGE GROUP\nCONSCIOUSNESS AMONG WOMEN—INDUSTRY\nAND POLITICS\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\nThere are many forms of group consciousness among the people of our\ntime. There is a community consciousness of local interests as distinct\nfrom those of other communities. There is among immigrants and their\ndescendants a racial consciousness of peculiar customs and creeds; there\nis a class consciousness among groups of workingmen of their economic\nsolidarity in conflict with capitalism.\nThere is a consciousness among an\nincreasing class of women of the essential unity of their rights as women to\n\nreadjust the existing social order so far as it is confused by any injustice\n\nsurviving from a bygone age.\n\nThe group consciousness of communities and of races need not concern\nWe may dismiss the first because one American community is so\nmuch like another that any conflict of interests is bound to be transitory\nand of little moment. The second is more lasting and more momentous,\nbut as we are striving to rid our people of their racial differences and of\nus long.\n\ntheir old-world customs, to the\n\nend that all may merge into a common\n\nconsciousness of American citizenship, we can have no responsibility with\nrespect to\n\nany s.ort of race consciousness among us, save that of teachand practising genuine Americanism, first, last, and all\n\ning, preaching,\n\nthe time.\n\nThere remain the two forms of group consciousness that have a claim\nupon our attention, our study, and our energies: the laborers' consciousness\nthat they are entitled to a larger share of the profits of their labor than they\nhave had in times past or have now; and the consciousness of women that\nthey are entitled to a larger share in the world's work, the world's rewards,\n\nand the world's honors.\n\nThe consciousness of opposing economic interests between labor and\ncapital is the outcome of the change that has come over the industrial conditions of the people of the United States in the developments of the past\n\nTime was when our people justly boasted there were no classes\nThe farm owner himself was once a plowboy, and the\nplowboy knew that in due time he would own a farm. The mill owner\nhad been a millman and the millman knew that he in his turn would some\nday own a mill. Farm lands were plentiful and cheap. Mills had but\nlittle machinery and were not costly.\nThe owner and the hired man workt\nfifty years.\n\nin our country.\n\ntogether with no slightest sense of a distinction of class or of conflict of\ninterest.\n\n"}
{"page": 407, "printed_page": null, "text": "Department]\n\nGROUP CONSCIOUSNESS—INDUSTRY AND POLITICS\n\n395\n\nThe increase in the price of farm lands and of farming machinery, the\ncrushing of smalf mills and factories by those erected and operated by\nlarge corporations, has workt the separation we now know between the two\nclasses\n\n:\n\nthe capitalist owner that was never a workingman, and the worker\n\nthat knows that he will never be a capitalist.\nEfforts to bring the two classes into unity by inducing workers to subscribe for stock in the corporation for\n\nwhich they work have in many\n\ninstances been successful, but, numerous as have been these successes, they\n\nhave had little effect upon the great mass of workers and of capitalists.\nGreat gains have come to labor and thru labor to the nation as a result\nIn the old days it was only here\nof the class consciousness of workingmen.\n\nand there that some man more strong, more skilful, or with larger business\ncapacity than his comrades rose by good fortune from the ranks of the illpaid hired man to the ranks of the employing class; but now by unity of\neffort and class cooperation all workingmen have advanst to a higher\nstandard of living than was possible fifty years ago.\nToday, however, this -class consciousness menaces the prosperity of\ncivilization.\nWisely led it has the potency of becoming one of the highest\nconstructive forces mankind has ever exerted; but ill-directed it is portentous of industrial disturbance, civil discord, and ruin.\nAs education did not cause this class consciousness, neither can it set\nit aside.\nOur responsibiHty in connection with it therefore begins and ends\nwith our duty as educators to continually remind both the contending\ngroups of their solidarity with the general interests of the community\nand of the nation. That solidarity is the base upon which rests alike the\nprosperity of both capital and labor. Each side must be brought to understand beyond all doubting that in their conflicts there is a point beyond\nwhich a victory would be to the victor as disastrous as to the defeated. In\nevery struggle for existence cooperation wins more than rivalry or triumph.\nHowever beneficial economic group consciousness has been in times past or\nmay be when wisely led in the future, it will cease to be beneficial whenever\na group loses consciousness of the higher claims of the community in which\nthey live and of the nation that protects their lives and property, educates\ntheir children, and gives them the dignity of citizenship.\nThe group consciousness of women seeking redress from further continuance of ancient wrongs should have a consideration all its own. It is not\na narrow issue like a community consciousness or a race consciousness or\nan economic consciousness.\n\nIt includes the whole orb of life.\nIt is mental\nand moral as well as physical and material. It is at once a politics, a\n\nphilosophy, and a reHgion.\n\nIt is spiritual as well as temporal.\n\nto the bosoms as well as to the business of humanity.\n\nIt appeals\n\nIf it could be\n\nsummed\n\nup in one word, that word would be \"Justice.\"\nAs educators we ask for better pay, better training, and higher respect\nfor teachers, better schoolhouses in which to teach, better equipments for\n\n"}
{"page": 408, "printed_page": null, "text": "^A TiONAL EbUCA TION ASSOCIA TION\n\n39^\n\n(Deans of Women\n\nteaching, better playgrounds for recreation, better conditions, not only in\n\nWe wish\nWe wish for\n\nthe school, but in the home, for children that are to be taught.\nfor school trustees with broad culture and high aspirations.\n\ncommunities infused with a fuller and clearer understanding of the importance of education and of the supreme value of the services of those that\n\ndevote their lives to it.\n\nTo achieve this justice to educators there is needed a group consciousness; a consciousness of the double claim of education and of womanhood.\n\nThe encouragement, the development, the assertion of that consciousness\namong women of forward-looking minds and vigorous energies, is in a\nspecial measure our duty at this juncture.\nbility.\n\nIt is our particular responsi-\n\nNo one shares it with us. We must go forward in our own courage\n\nand seek thru our own efforts and our own will to win.\n\nWe are not engaged in a forlorn hope. We appeal to a sentiment already\nformed among women and already recognized and respected among men.\nAll the auspices are favorable and all the prospects promise attainment pro-\n\nportionate to our energies and our resolution.\n\nWhat has been achieved for\n\nlabor by group consciousness will be achieved for womanhood by an equal\nzeal and an energy equally well directed.\n\nWe may go forward the more\n\nconfidently because we know that in our case there is hardly a possibility\n\nthat by any chance our group consciousness shall cause us to lose sense of\n\nour responsibility to the community we serve and to the nation; for what is\neducation but service rendered to community interests and national\n\ngrandeur ?\n\nWith the woman teacher group consciousness is nothing less than a\nconsciousness of her professional duty and her womanly right to dispense\n\nthru the channels of her service all that is highest and best in her for the\ntraining of successive generations in all that tends to the happiness of individuals, the honor of our country,\n\nand the growing good of all mankind.\n\nWe can therefore accept our responsibility in encouraging such group\nconsciousness with willing minds and glad hearts, and go forward with\njubilant feet.\n\nWe are fighting the good fight and keeping the faith of\n\nhumanity.\n\nWHAT DEANS OF WOMEN CAN DO TO ENCOURAGE GROUP\nCONSCIOUSNESS AMONG WOMEN—EDUCATION\nELEANOR N. ADAMS, PRESIDENT, OXFORD COLLEGE, OXFORD, OHIO\nThere have been two great impulses toward education in the United\nThe -first was the desire for personal culture, an inheritance from\nthe aristocratic systems of Europe the second came with the sudden comStates.\n\n;\n\nmercial expansion of our middle- western\n\ncities.\n\nIt\n\nwas then that high\n\nschool was urged on pupils as a means of getting on in the world, and that\n\nhigh schools began to send students to college with the motto, \" I can make\n\n"}
{"page": 409, "printed_page": null, "text": "GROUP CONSCIOUSNESS—EDUCATION\n\nDepartment]\n\n397\n\nmore money with a college education than without.\" The first check that\ncame to this purely materialistic impulse toward education was from\nindustry itself, which cried out that higher education was a hindrance\nrather than a help to financial success. The arraignment of the college\nman as a failure in efficiency had grown bitter when the great war exploded\nmost of our pet theories and among other things opened the way for a new\nattitude toward the aim and value of education. Now we are entering the\nthird phase of our educational impulse^ntensive training for good citizen-\n\nship and service to society at large.\n\nThis latter ideal has not sprung as a phoenix from the ashes of the old\nsystem, for\n\nits\n\nfoundations have been carefully laid by\n\nmany earnest\n\nworkers who lackt only the support of public opinion in the rearing of their\nsuperstructure. As a rule the education of any individual has terminated\n\nwith the necessity to get to work.\n\nThe practical value of education was\n\nincidental to economic conditions.\n\nThis haphazard method could not keep\n\nup with the changing intellectual, industrial, and civic needs.\n\nA certain\n\nconsciousness of these unsatisfactory conditions is observable as far back\nas the formation of the Kindergarten Association, which has been followed\nin rapid succession\n\nby mothers' clubs, parent- teachers' associations, and\n\nother agencies which promote intelligent cooperation between the teacher\n\nand the home. All these efforts have been stabilized by the activities of\nthe federated women's clubs.\nAside from local organizations, two very active factors in preparation\nfor new educational ideals have been the efforts of the Association of ColWe\nlegiate Alumnae and the Young Women's Christian Association.\nbehold, too, the Red Cross organizing the home-service work in small communities and Smith College establishing a psychiatric training school, that\nthe interests of the abnormal child shall have equal chance with that of\nthe normal youth.\nIt becomes evident from the most rapid survey of existing agencies\nthat women no longer consider education limited to the classroom, but\nextend it to the development, thruout life, of the best possibilities in each\nindividual, that his qualities of mind and spirit may best serve the uni-\n\nversal need of a disrupted world.\n\nI believe that the dean of women is the\n\ngreat lever which controls the campus life of women, and this in turn energizes the thought of much of the world beyond college precincts.\ndefinite problem, therefore, confronts the\n\ntional institution, namely,\n\neducation.\ninfluence\n\nA very\n\ndean of women in every educa-\n\nhow to increase group consciousness as regards\n\nHere, as elsewhere, group interest is born thru the personal\n\nand guidance of the individual, and fortunately the dean is\n\nthe person on the campus who is accessible to the individual and whose\n\nI\n\nprovince it is to work on the needs of each student.\n\nThis is her oppor-\n\ntunity; as she convinces, persuades, enthuses this girl and that, she molds\n\ngroup opinion.\n\n"}
{"page": 410, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n398\n\n[Deans of Women\n\nRecently two things absorb the attention of educated women, mental\nhygiene and community work.\n\nThe college girl must take these into her\n\nreckoning if she is to keep pace with those of her sisters already launcht in\nthe world's work.\n\nMental hygiene is closely alHed to that other subject\n\nof sex hygiene which has come to us with such vigor in the past few years.\n\nThere has been a somewhat too hysterical attitude on these matters, both\namong advocates and opponents of the campaign for a frank discussion of\nthe problem. Here the dean can be of inestimable value by her intelligent\ndirection of enthusiasm for outdoor sports.\n\nThe healthy, open-air girl\n\ndoes not spend much time in morbid analysis of the facts, however they may\n\nbe presented.\n\nShe will be more concerned with her practical part in bring-\n\ning healthy children into the world or in gaining a degree of health for such\nchildren as come under her supervision in the capacity of nurse, physician,\nteacher, or social worker.\n\nTo the college girl the phrases \"training for service\" and ''the threshold of opportunity\" have already\n\nbecome trite; but she responds with\n\nsparkling eye, glowing cheek, and eager questioning when confronted with\n\nsomeone who is an actual worker, whether she be a rural community worker,\na vocational expert, a pioneer among those who are revolutionizing the life\nof women in mining towns, a factory inspector, a child-welfare worker, one\n\nengaged in psychological or biological research, or a business woman who\nhas made good in the competitive market. The dean of women can do\n\nmuch to make possible the contact of such people with our college girls.\nMany of the girls who come under my observation are from small towns and\nfrom farms; they have had no chance to meet people who do things in the\nThey are galvanized when they meet women who\nbig, outside world.\nrepresent this world. They even respond to the routine work of the classroom with renewed energy, for in it they begin to see a means of deepening,\nintensifying their own capacity to understand and to widen basic knowledge,\nqualities\n\nwhich they subtly feel these successful women have cultivated.\n\nThe federal government has pointed the way in the past two years to a much\nwider sphere of activity for the college-trained woman. The demand for\n\nwomen in scientifically conducted industry has exceeded the supply of the\nadequately prepared.\n\nMore than this, the government has urged the neces-\n\nsity for more education for the average worker and thus puts high authority\n\nbehind the voice of college administrators in their effort to keep the girl in\ncollege until she has had sufficient time to mature some of the information\n\nwhich has been unloaded on her in her secondary training.\nnecessary element in preparation for after-college service\n\n;\n\nTime is a very\n\nit is necessary for\n\nthe gaining of poise, of sure decision, for the formulation of ideas into\n\na working principal.\n\nThis is a thing which needs to be brought into the\n\ngroup consciousness, and can be furthered by the dean in her conference\nwith groups of students who are working out plans for the various college\norganizations.\n\n"}
{"page": 411, "printed_page": null, "text": "A PRESIDENT AND A DEAN OF WOMEN\n\nDepartment]\n\n399\n\nThe enthusiasm for any given study comes most naturally from the\ninstructor, but the social aspect of education comes naturally from the dean,\n\nand it has been from this angle that I have approacht the topic under disand since society is a reciprocal phase of life, it is worth while\ngetting help from the girls themselves, in the process of relating the indicussion;\n\nvidual consciousness of the aims of education to the much-desired group\nconsciousness.\n\nI\n\nadvisory board.\n\nhave found the leaders among college girls a splendid\nThe type of girl who is a member of the Student Govern-\n\nment Board or the Y.W.C.A. cabinet is close to the student point of view,\nyet she has a certain detachment from the bias of such view which comes\n\nthru her sense of responsibility and her executive opportunities.\ngirls develop a kind of intuitive understanding of\n\nSuch\n\nhow to get at the student\n\nbody which is invaluable to the college authorities. Students are not\nhostile to education; they are merely, as a mass, unaware of its wide, deep\n\nToo often we help a girl select her studies, arrange her\n\nsignificance.\n\nschedule, and leave her to the routine of week in and week out, relying on\n\nBut here is\nand another who would \"rather die\n\nthe ability of the individual teachers to quicken the student.\n\na girl who\n\n''\n\nloathes mathematics,\"\n\nthan do chemistry,\" yet these are required subjects, perhaps.\n\nIf\n\nher\n\ninstructor has personality sufficient to win the girl to a liking of the subject,\n\nwell and good; that not being the case, it comes back to the dean of women\n;to instil into that girl some of the group consciousness which has\n\nmade these\n\nThere is no set formula by\nwhich this miracle may be wrought, but the problem serves to illustrate two\nings: first, that each girl must be brought to realize her relation to the\nass purpose of education; second, that the mass follows its leaders and\n,s decimated by stragglers who fall by the way, and that to keep a steadily\nprogressive army of young women on the path to future usefulness the\nmust reach both these leaders and these stragglers thru ready symathy, a sense of humor, and a large amount of common sense.\nubjects attractive to her fellow-students.\n\nt'ean\n\nWHAT A PRESIDENT MAY EXPECT FROM A DEAN OF WOMEN\nE. A. BIRGE,\n\nI limit\n\nPRESIDENT, UNIVERSITY OF WISCONSIN, AIADISON, WIS.\n\nmy discussion of the topic assigned to me to coeducational insti-\n\n—the type\n\ntutions, and especially to state universities\n\nof college with which\n\nI am famihar.\n\nThe problem which a dean of women is expected to solve is one which\nhas arisen out of the discovery and exploitation of the college by American\nsociety as a\n\nmeans of furnishing a general preparation for life.\n\nliscovery may be placed at a date about thirty years ago.\n\nThis\n\nThe women\nwho before that time came to college were brought there primarily by intellectual ambition.\nSince that time women in increasing numbers have come\nin whom social ambitions vie with or outrank purely intellectual aims.\nThe\n\n"}
{"page": 412, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n400\n\n[Deans of Women\n\nnumber of such women increast until it became plain in the earher years of\nthe twentieth century that the college needed special means of influencing\nthem. The creation of the position of dean of women is an attempt to meet\nthis need.\n\nThere has grown up in coeducational colleges a social life of their own,\na life which many students find, not a mere relaxation from study, but, like\nsocial life in the outside world, an end in itself.\n\nsuccess becomes, in their\ncollege;\n\nFor some students social\n\nown minds, the justification for time spent in\n\nand work in the classroom is the price which they pay for the\n\nopportunity to achieve such success.\n\nFrom these persons college society\n\ngains an importance which affects the life of the entire college community.\n\nIn the Western world and since the Middle Ages the conventions of\nsocial life\n\nhave been regulated primarily by women.\n\nWomen determine\n\nthe conditions on which the two sexes shall meet on the common social\n\nground.\n\nIf\n\nwe may, for the purposes of this discussion only, divide the\n\nwomen of society into old and young, we may say that it is the first of these\nwhich determines social laws. The matrons, the mothers, the\nany organized civilized society determine the laws of that\nsociety which its members must obey on penalty of exclusion.\nIn college society there is found a bit of general society cut out from\nthe larger mass and strictly limited in its membership. All of its members\nare young, all are unmarried, all are sharing essentially the same daily\nroutine of life. Practically none of these members belong to the society\nclasses\n\nhostesses, in\n\nmore than four years.\n\nnew every year.\n\nSubstantially one-third or more of the group are\n\nNone of them have had social experience worth mention-\n\nAll are about equally ignorant of the future.\nHere then is a unique social condition. Here are large groups of young\nmen and young women brought together for a common purpose, meeting\nconstantly in class and on the campus, organizing their social life, estabor unconventions and all without the\nlishing their social conventions\npresence of those natural social leaders by whom society at large is organized\nand ruled. Thus arises the fundamental problem which the dean of women\nmust meet. College society, if it is to be properly organized, must depend,\nnot on influences arising inevitably out of its constitution, but on influences\nconsciously and in some sense artificially created.\ning.\n\n—\n\n—\n\nThe creation of such conditions is not difficult in a college for women\nSocial life there is of the conventual type by which I by no means\n\n—\n\nalone.\n\nimply that it is necessarily religious. There is but one sex present in this\nsociety.\nThe institution can create its own surroundings, its own traditions,\nIt is not open to the general social world on all sides\nits own atmosphere.\nas is the coeducational college.\n\nIts students can be limited to its dormitory\n\ncapacity instead of being scattered among numerous sorority houses and\nprivate residences.\n\nAll students can therefore be subjected to\n\ninfluences and molded into a common character.\n\ncommon\n\n"}
{"page": 413, "printed_page": null, "text": "A PRESIDENT AND A DEAN OF WOMEN\n\nDepartment]\n\n401\n\nThe situation regarding the social Kfe in coeducational colleges has been\nemphasized because it offers that phase of the general problem of student\nlife\n\nwhich is at once the most universal and the most difficult to control.\n\nSocial activities are part of the normal life of every student.\n\nThey require\n\nno special preparation or labor, as dramatics or athletics do. They easily\ngrow from ordinary amusement and relaxation into primary ends of the\n\nThey are peculiarly difficult to regulate quantitatively either\n\ncollege life.\n\ndirectly or indirectly.\n\nExperience has shown that scholastic standards are not an effective\nmeans of controlling student activities. Colleges cannot adopt or enforce\nthe military method of occupying the full time of the student by assigned\nduties without losing much of the main purposes of the college; and if\nfree time is allowed to students, they will use it as they please.\n\nParticipa-\n\ntion in student activities which involve training or which issue in material\n\nproducts, like a newspaper, can be regulated by scholastic standing, tho the\nregulation is often not effective because slow in operating.\n\nBut it is practi-\n\ncally impossible to control participation in social affairs\n\non the basis of\n\nscholarship.\n\nMany other activities which came into college life as amusements have\nbecome ends\n\nin\n\nthemselves for large numbers of students.\n\npublications, dramatics, are examples.\nto regulate\n\nany of these.\n\nAthletics,\n\nColleges have found it very difficult\n\nBut the social fife and its activities are even\n\nharder to control, since it is difficult to determine the amount which may\n\nbe considered normal, and still more difficult to formulate principles for\nits regulation.\n\nI\n\nhave made this phase of college life central in my discussion. The\nShe deals with the\n\ndean of women is by no means an arbiter elegantiarum.\nHfe of the women students in all its aspects.\n\nBut the social side of that\nand that problem which made\nnecessary the creation of the position of dean of women. She can handle\nlife\n\nconstitutes its most pecuHar problem\n\nthis question successfully only as she is in sympathetic contact with all the\n\nother phases of student life and influences these as well as the specifically\nsocial activities.\n\nThe problem of the dean of women is therefore that of maintaining\nand strengthening academic life in an academic society open on every side\nto the influences of the outer world and containing many persons who are\nmore affected by these influences than by those of the college. She must\naid in making the members of the college feel that work is a privilege, while\nmost of the members of the outer world feel that it is a penalty. She must\nhelp the college community to feel that social matters and all other \"student\nactivities\" are secondary and their rewards small in comparison to the\nmain end of college. And she must accomplish this in a society which\ncontains in itself all of the elements of a segregated social Ufe devoid of the\n\nnatural social means of control.\n\n"}
{"page": 414, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n402\n\n[Deans of Women\n\nFrom this point of view it is easy to see why the dean of women holds a\nposition so anomalous, why her duties are so hard to state and her authority\nso vaguely defined.\n\nThe president of the college cannot alter these essential\n\nconditions of her place and her work, and his expectations must be as illdefined as are the rights and duties of the dean.\n\nHe looks to the dean to\n\nbring together and make efficient the influences which maintain and raise\nsocial standards among the women of the college.\n\nIt might seem from\n\nmy statement of the dean's problem that it was not\n\nso much a difficult as an impossible one.\n\nBut college society has its especial\n\nadvantages as well as disadvantages, its specific influences of control as well\nas its specific disintegrating forces.\n\nThe love of study is a powerful influ-\n\nence in the life of the great majority of college women.\n\nAmbition for suc-\n\ncess is hardly second to this and for that type of success which comes from\n\nthe course of study.\n\nThe great majority of college women are looking\n\ntoward at least the possibihty of independent success in life. All, with\nnegligible exceptions, look toward social advancement in college or after\ncollege.\n\nHere are abundant and powerful influences if they can be collected and\nThe dean must make them effective by organization by the\n\ndirected.\n\naid of college rules, by the association of natural leaders among students\n\nand alumnae, as well as by personal influence. University traditions must\nbe developt and maintained among the women. For leadership in this\ngreat work the college as well as the president must look to the dean of\nwomen.\nThis is the central expectation, and everything\nI shall go no farther.\nelse is\n\na matter of detail.\n\nSpecial duties are subject to endless variation\n\naccording as the personaHties of dean and president vary and as the problems\nalter with place and time.\n\nI have said enough to show the side of college\n\non which the president's expectation lies, to indicate the fundamental\nimportance of the dean of women in college life, and, by inference, to show\nsomething of the powers which she should exercise.\n\nlife\n\nAM I MY SISTER'S KEEPER?\nANNIE WEBB BLANTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nAUSTIN, TEX.\n\nUnder the topic, \"Am I My Sister's Keeper ?\" I am to apply today an\nage-old question (i) to the obligation which the successful wage-earning\n\nwoman of the present owes to those who, in the past, have made possible\nher success, and (2) to the duty which she owes to her sister-women less\nfortunate than herself.\n\nShall a woman regard her own success as an oppor-\n\ntunity to aid in a great world-movement toward democracy and progress, or\nshall she view it from a narrow personal standpoint and use whatever power\nit\n\nmay bring to further her own interests alone ?\n\n"}
{"page": 415, "printed_page": null, "text": "AM I MY SISTER'S KEEPER?\n\nDepartment]\n\n403\n\nI hold that the interests of man and woman are inseparable; that while\nman may have made this a man world, it was not so designed by the\nCreator; I hold that man cannot attain his highest development unless\nwoman keeps pace with his progress; the Creator did not make brains\nhereditary in the masculine line only; a man is more likely to inherit his\n\nmental ability from his mother than from his father. Woman cannot\nreach her highest development so long as she has no part in democracy for\n;\n\nso long will her ambitions be curbed and her initiative and originality crusht,\nsince there are few lines of endeavor in which autocracy has place for these\nqualities in a woman.\n\nTo my mind, then, whatever any woman can achieve\n\ntoward the recognition of the work of womankind is a step toward the\n\nadvancement of the human race. When we struggle to abolish sex distinctions in wage-earning and in government, we are acting on the same\nprinciple which the world-war was fought to maintain\nthat might and\npower do not constitute justice and right.\nEvery woman who has achieved success as a wage-earner owes something to the past pioneers in democracy. Whatever may have been the\ncourage, the talent, the struggles of her own career, it was the daring, the\nperseverance of her predecessors, that made this career possible. Whenever\n\n—\n\nshe can convince her own small part of the world that a woman can be a\nsuccess at\n\nany kind of public work, without losing any of the feminine\n\nqualities which both men and women hold precious, she is paying part of\nthis debt;\n\nwhenever she can aid and encourage others less fortunate than\n\nherself to aspire along with her, she is proving herself worthy of the sacri-\n\nwhich others have made in order that opportunity might be hers.\nSometimes these less fortunate wage-earners are cowardly because others,\nchildren or invalids, are dependent upon their efforts. Frequently they\ndo not stand by a movement to secure better conditions for the whole mass\n\njfices\n\nof women workers because of a stronger sense of duty toward those who\n\nlook to them for bread and shelter.\n\nThe spirit of democracy which America cannot carry to other nations\nand yet deny to the women of our country is now sweeping the world. It\nseems almost certain that before the next presidential election the Susan B.\n\nAnthony amendment will have become a part of our federal constitution.\nBut even with the ballot, the woman's right to an equal opportunity in the\nfields of industry and in the various professions is still to be estabHsht.\nThere is perhaps no other line of work in which sex privilege is more firmly\nintrencht than in the teaching profession.\nUsually when this well-known\nfact is timidly brought to Hght in public assemblies, someone remarks in a\ntone of bland reproof, ''Let us have no man-and- woman division in the\nteaching profession.\" There has always been a man-and-woman division\nin the teaching profession, but it has not been of woman's making.\nIt owes\nits origin to the obsolete prejudices of some superintendents and school\nboards. Most women who have had to face the world alone, often with a\n\n"}
{"page": 416, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n404\n\n[Deans of Women\n\nliving to earn for others dependent upon them, have found themselves up\n\nagainst a solid wall of sex prejudice.\n\nIt has, in effect, been said to them,\n\n\"It makes no difference what ability you may have nor how hard you may\n\n—\n\nwork, thus far you may go, and no farther because you are a woman.\"\nThere are some of us who have climbed to the top of that wall, and we are\nstretching out our hands to those who are still struggling after us;\n\nand we\n\nshall never be satisfied until it is beaten down forever.\n\nThe question is. How is that to be done ?\n\nEver since the time of Adam\n\none of man's favorite diversions has been marking out woman's sphere and\n\nwarning her off his own preserves.\n\nThe men of most of our country, like\n\nourselves, were born to the old order of things.\n\nThe great task before womankind today is to prove her right to any\nwork which she claims by performing its duties efficiently; to ask recognition of the work of all women, because that is a part of humanity's progress;\nto secure representation of women in all lines in which they work, because\n\nthat is a part of the task of breaking down sex prejudice.\nmust say to the world, \"\nwant not only a brotherhood of men, but\n\nWe\n\na sisterhood of women.\n\nWe\nWe want an esprit de corps in our sex which recog-\n\nnizes the responsibility of every woman to do her part toward the advance-\n\nment of the whole body of women workers.\"\nMost of you to whom I speak have the important duty intrusted to you\nof shaping the ideals of the young woman of our country.\nTeach her that\nno woman achieves man's respect who is a traitor to her own sex. Teach\n\n—\n\nher that one who labors with a wholly selfish motive who does not place\nabove what may come to her personally from her efforts the welfare and\nis an ingrate to the pioneers of the\nthe advancement of all of womankind\npast who paved the way for her own achievement, and that she is a slacker\n\n—\n\nin the battle for progress in the future.\n\nTeach her that, to do her full\n\nduty toward both man and woman, she must be, in the highest sense, her\nsister's keeper.\n\nPROFESSIONAL AND SOCIAL LOYALTIES\nMINA KERR, DEAN, MILWAUKEE-DOWNER COLLEGE, MILWAUKEE, WIS.\nThree great barriers in the lives of women have gone down within a\nmonth. The passage of the suffrage amendment, June 4, 1919, markt the\nfall of one barrier;\n\nthe signing of the peace treaty, June 28, and, we hope,\n\nthe end of war, another; and prohibition, July i, a third.\n\nNew doors of\n\nopportunity for accomplishment and service are opening before women.\n\nTwo aspects of the professional and social loyalties which we must acknowledge as we enter these doors are my concern here.\n\nThe first form of loyalty which we must practice is institutional loyalty,\nloyalty to the state, church, school, to educational and professional, civic\n\nand social organizations.\n\nLoyalty to the state in time of peace means\n\n"}
{"page": 417, "printed_page": null, "text": "»\n\nPROFESSIONAL AND SOCIAL LOYALTIES\n\nbepartmeut]\n\n405\n\ncasting our vote every time we have the right and privilege, and casting it\n\nwith intelKgent knowledge of candidates and issues.\n\nIt means associating\n\nourselves with the new League of Women Voters which purposes to train\n\nwomen to be good citizens and to unite them in the support of right legislation concerning public health, the work of women and children, education,\nand like matters about which women have special knowledge. Loyalty\nto the state means keeping track of state and city officials, of school boards,\n\nattending meetings, and seeing that the public interest is served by public\nofficials.\n\nLoyalty to the state means being willing honestly to pay our\n\nproperty and income taxes, to carry our share of the expense of the busi-\n\nMost of us get from the state in protection, comfort,\nand general welfare far more than we ever pay for in taxes. Getting out\n\nness of the state.\n\nof taxes is disloyalty.\n\nA part of our institutional loyalty should be directed toward the church.\nMany teachers and other professional women do not ally themselves with\nany church.\n\nThe church has been and will ever be the institution of the\n\nChristianity which has been the great liberating and democratizing force\nin the history of\n\nhumanity.\n\nWe should belong to a church, give it our\n\nsupport in time and money, and so teach our students.\n\nFreely we have\n\nreceived, and freely we should give in institutional loyalty to the church.\n\nWe may well cultivate in ourselves and our students a deeper and richer\nThe knowledge of the history of their development\nand of their vital relationship to the existence and growth of a democratic\ngovernment should make us care about them and seek to serve them.\nOur schools are a precious possession and inheritance. How can we return\nto them some measure of what they have given each and all of us is the\nloyalty to our schools.\n\nquestion we wish to put deep in the thought of our students as they go out\nto be men and women of active social influence.\n\nOther forms of organization must have our institutional loyalty.\n\nWhy do we not make more effort to send our students into the teaching\nprofession with a knowledge of what the National Education Association\n\nand does, and with the expectation that, as a matter of course, they will\nWe women owe a great debt to the Association of\nCollegiate Alumnae for what it has done the past thirty years in creating\nopportunities, conditions, and recognition for women, both as students and\nas faculty members, in the field of higher education.\nAre we giving it our\nloyalty and are we teaching our women students to be loyal to it? To\nmany professional, civic, and social organizations do we owe our loyal\npayment of dues and support because of what these have given us, whether\ndirectly or indirectly.\nIf we are to keep our self-respect and do our part as\ncitizens, we must reckon with such institutional loyalties, professional and\nsocial, and by living them and teaching them pass them on to our students.\n\nlis\n\nbe active members?\n\nThe second form of loyalty is loyalty to persons.\n\nThe world has long\n\ntalkt about loyalty directed upward from below, loyalty to the king, loyalty\n\n"}
{"page": 418, "printed_page": null, "text": ".\n\nNA TIONAL EDUCA TtON ASSOCIA TION\n\n406\n\n[Deans of Womea\n\nto the superintendent of schools, to the president of a university or college,\nto the superior official. Loyalty from above downward precedes loyalty\nfrom below up. Loyalty begins at the top. I have a strong suspicion of\nthe men and women in superior positions who berate those below them for\nlack of loyalty. Why have those in the superior positions not created\nloyalty ? Loyalty is a reciprocal relationship. The way to begin is for a\nchief to be loyal to his subordinates, whether in business, industry, church,\nor education. When loyalty from above has been attained, loyalty from\n\nbelow may readily be developt.\nThere are three great characteristics of such loyalty from above downward:\n1\nReverence for the personality of others and trust in their ability. We\nmust realize that members of our faculties and our students have knowledge,\nWe must\nability, initiative, if we give them field and freedom for action.\n\nrenounce \"the joy of controlling for the joy of releasing the powers of\nothers.\"\n2.\n\nSincerity in our relations to others by word or action.\n\nWe need to\n\nbe what we seem and to seem what we are that there may be understanding of us as well as by us, that there may be confidence and cooperation.\n3. Justice.\n\nJustice\n\nis\n\na great part of our loyalty to those below us.\n\nAgain, we must replace \"the joy of controlHng others\" by the joy of dealing\n\nWithout justice there can be no loyalty.\n\njustly with others.\n\nSuch loyalty we women who are in administrative work must cultivate\nLoyalty and cooperation\nin ourselves toward our faculties and students.\nbegin at the top. If we give right loyalty and cooperation, we shall get\nthem in return, and so shall the largest work be accomplisht and the greatest service rendered.\n\nSECRETARY'S MINUTES\nCHICAGO MEETING\nOFFICERS\n\n—Kathryn McLean, dean of women, Ohio Wesleyan University\nVice-President — Eva Johnston, dean of women. University of Missouri\nwomen, William Smith College\nSecretary — Anne Dudley Blitz, dean\nwomen, Winona State Normal\nTreasurer — Florence L. Richards, dean\nPresident\n\nS.\n\nof\n\nDelaware, Ohio\n\nColumbia, Mo.\nGeneva, N.Y.\n\nof\n\nSchool\n\nWinona, Minn.\n\nFIRST SESSION—Tuesday Forenoon, February 25, 9:30 o'clock\n\nA conference of the Department of Deans of Women of the National Education Association was held on Tuesday forenoon, February 25, 1919, at 9:30 o'clock, in Recital Hall,\n111.\nThe meeting was called to order by Kathryn S.\nMcLean, president.\nThe general topic for the session was \"Readjustment of Education of Women Following the War,\" and the following program was presented:\n\nAuditorium Hotel, Chicago,\n\nAddresses of Welcome: Marion Talbot, University of Chicago, Chicago, 111.; Mary\n\nRoss Potter, Northwestern University, Evans ton, 111.\n\n"}
{"page": 419, "printed_page": null, "text": "—\n\n——\nWAR AND HIGHER EDUCATION OF WOMEN\n\nDepartment]\n\n407\n\n—\n—\nWomen\" —Robert L. Kelly, exec-\n\n\"Industrial and Economic Adjustment of Women Following the War\" Mary E.\nMcDowell, University Settlement of Chicago, Chicago, 111.\n\"Women's Share in Social and Spiritual Readjustment\" Bertha Conde, student\nsecretary. Young Women's Christian Association.\n\"Some Phases of New Educational Leadership of\nutive secretary, American Council of Education, Washington, D.C.\n\nSECOND SESSION—Tuesday Noon, February 25, 12:00 o'clock\nLuncheon, Congress Hotel.\nSpeakers S. P. Caben, specialist in higher education. Bureau of Education, Washington, D.C; Sarah Louise Arnold, dean of Simmons College, Boston, Mass.\n\n—\n\nTHIRD SESSION Tuesday Afternoon, February 25, 2:00 o'clock\nThe session was called to order at 2:00 p.m. by the president, and the following program was presented:\n\"Reconstruction and Reeducation of Wounded Soldiers\" H. L. Smith, Federal\n\n—\n—\n\nBoard for Vocational Education, Washington, D.C,\n\" Some Effects of the War on the Higher Education of Women \" ^W^illystine Goodsell,\nTeachers College, Columbia University, New York, N.Y.\nAddress Helen Bennett, Collegiate Bureau of Occupations, Chicago, 111.\n\n—\n\nFOURTH SESSION Wednesday Forenoon, February 26, 9:30 o'clock\nThe session was called to order at 9:30 a.m. by the president.\nThe general topic for the session was \"Practical Problems Having to Do with the\nWork of Deans of Women,\" and the following program was presented:\n\"Relation of the Faculty and Especially the Dean of Women to the Student Government Association\" Katherine S. Alvord, dean, DePauw University, Greencastle, Ind.\n\"How May the Freshman Be More Easily and Quickly Adjusted to College Life?\"\nF. Louise Nardin, dean of wqmen. University of Wisconsin, Madison, Wis.\n\"The Work of a Dean of Girls and Its Relation to That of a Dean of Women\"\n\n—\n\nEula W. Deaton, dean of girls, Austin High School, Chicago, 111.\n\nFIFTH SESSION ^Wednesday Afternoon, February 26, 2:00 o'clock\nThe session was called to order at 2 :oo p.m. by the president, and the following program was presented:\n\"Social Principles\"\n\n—Florence M. Fitch, Oberlin College, Oberlin, Ohio.\n—\nm\n—\n\nReport of committees and discussion.\n\n\"Possibility of a Quarterly Bulletin for Deans of Women\" Mina Kerr, dean,\nMilwaukee-Downer College, Milwaukee, Wis.\nResidence Halls\" Grace Greenwood, social director,\n\"The Scoring of Rooms\n\nMartha Cook Building, University of Michigan, Ann Arbor, Mich.\n\nAnne Dudley Blitz, Secretary\n\nPAPERS AND DISCUSSIONS\nSOME EFFECTS OF THE WAR ON THE HIGHER EDUCATION OF WOMEN\nWILLYSTINE GOODSELL, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N.Y.\n\nThe subject which has been assigned to me is ''Some Effects of the\n\nWar in Women's Colleges.\"\n\nI shall speak, however, only briefly of the\n\nimmediate effects of the world-conflict just ended and shall devote most of\nmy attention to the question of the reorganization of our women's colleges\n\n"}
{"page": 420, "printed_page": null, "text": "I^A TtOKAL EDUCA TION ASSdCIA flON\n\n4o8\n\nto meet new conditions in part created by the war.\n\n[Deans of Womeft\n\nQuite naturally the\n\nfull effect and meaning of the world- war was not felt in American colleges\n\nand universities until the entrance of the United States into the struggle\nfocust the attention of every thoughtful individual upon the immediate\nThe response of the women's\nnecessities and problems of a nation at war.\ncolleges and their alumnae to the country's call was prompt and effective.\nYou are all aware of the splendid organized efforts made by women students in our colleges the country over to further the program of the government with respect to food production and conservation, the selling of\nLiberty Loan Bonds, Red Cross and allied relief work, and education in\nthe significance and aims of the war. Almost every college organized a\ncentral war council or war committee, similar to those of Bryn Mawr\nand Columbia, under whose direction war work was carried on very effiDuring the past year 20,000 diplomas have been awarded by the\nciently.\nUnited States Food Administration to college women for successful comple-\n\nThe program of war\ntion of government courses in food conservation.\neconomy adopted in most of the colleges called for simplicity in social life\nand tabooed banquets and expensive parties. Vassar abolisht the Junior\nProm and Class .Day and adopted as a war slogan \"No frills and fripAt the University of Wisconsin a committee on student expendiperies.\"\nture was organized for the purpose of inducing more simple entertainment\nand greater economy in personal expenditure.\nCollege women's war gardens deserve honorable mention. You have\nall heard of the agricultural training camp at Bedford, N.Y., which was\ncomposed very largely of Barnard College students and alumnae and which\ndid yeoman's work in demonstrating to a doubtful public that college\nwomen could make a real success of farm work. At the University of\nWisconsin two girls in charge of the war gardens engaged a booth in the\ncity market at Madison and sold their produce for the benefit of the Red\nCross.\nQuite commonly the students working in these college war gardens\nonly\nraised the produce but salted down, canned, and dried large\nnot\nquantities of food. It is interesting to learn that Mount Holyoke girls\nwere able to raise in their college gardens 125 bushels of potatoes to the\nacre, whereas the normal yield in the state of Massachusetts is only 90\nbushels.\ntions\n\nThese and many other facts go to show that the adverse predic-\n\nmade by divers skeptics concerning the effectiveness of girls' farm\n\nwork have been largely disproved.\nAnother form of organized war effort which deserves mention is the\nThese units were equipt and sent to France by Smith, Vassar,\nRelief Unit.\nBarnard, and Wellesley, with Radcliffe cooperating. Perhaps the unit of\nwhich America has heard most is the Smith College group composed of\ntwenty women representing a wide variety of training, from social work\nand medicine to driving motor cars and cobbhng. These women undertook the rehabilitation of a district of sixteen devastated villages in France.\n\n"}
{"page": 421, "printed_page": null, "text": "I\n\nDepartment]\n\nWAR AND HIGHER EDUCATION OF WOMEN\n\n409\n\nIt is not too much to say that their inteUigent labors in the direction of\n\nproviding food, clothing, medical care, and friendly aid made it possible\nfor the wretched inhabitants of these villages to endure life at all.\n\nThe educative value of these and many other organized activities\nundertaken by college girls in behalf of large social ends can hardly be\nexaggerated and will not be lost upon this group of deans and advisers,\n\nwhose paramount problem is the socialization of women in the highest\nsense.\n\nAfter the entrance of our country into the European war women's\ncolleges\n\nwere confronted with the need of introducing certain war emer-\n\ngency courses which should give their students brief training in necessary\n\nwar activities.\n\nThese courses included statistics, stenography and typing,\n\nImechanical drawing and drafting, first aid, elementary hygiene and home\nnursing, food conservation, gardening, and telegraphy, including wireless.\nIt is significant that in the eastern colleges for women the general tendency\n\nwas to grant no academic credit for these courses. In the western univerFor example, the\nsities, however, the opposite course was pursued.\nCollege for Women of Western Reserve University introduced during the\nwar courses in business management, household administration, food conservation, and drafting, for all of which the university granted credit.\nLikewise the University of Michigan offered for credit secretarial, statistical, and actuarial courses, as well as courses in food conservation, drafting,\nand testing of war munitions. One after another the state universities\nof the West have shown their pioneer spirit by introducing into their curricula courses of a distinctly vocational nature to meet the necessities of\na nation at war.\nThus the West has once more demonstrated a more\nopen-minded spirit than the East toward change, when that change appears\nto be demanded by the conditions of the time.\nA word should be said of the new summer courses successfully carried\non last summer in eastern colleges for women courses which represent\nan interesting and possibly permanent departure from the traditional\n\n—\n\nposition of these colleges of liberal arts that the education they offer should\n\nbe wholly cultural in character, with no taint of the vocational about it.\nVery briefly, the summer courses referred to were a three months' prenursing course at Vassar College, a course for training psychiatric aids at\n\nSmith College, a training course for health officers in industrial plants\nMount Holyoke, and a graduate course at Bryn Mawr designed to\n\nat\n\nafford women holding the Bachelor's degree the training necessary to meet\n\ndemand for supervisors in industrial establishments. In\nsummer war courses practical and cultural elements cooperated\nvery happily in the attainment of a social purpose. The students attending these various summer schools perhaps for the first time in their lives\nthe increasing\n\nall of these\n\nsaw the immediate connection between their subjects of study and the\nneeds and purposes of the community in which they lived and workt,\n\n"}
{"page": 422, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n4 lO\n\n[Deans of Women\n\nand the testimony of the managers of these courses is all to the effect\nthat the young women electing them workt with a will and with results\nhighly gratifying to their instructors.\n\nThis leads me to consider the question which I believe to be the most\nvital outstanding\n\nproblem in the collegiate education of women today,\n\na question that has been more clearly brought to consciousness by the\n\nAre our women's colleges to return to their former aloofness\nfrom the real world of action and pragmatic thought? This traditional\naloofness from the immediate problems of modern social living was partly\nbroken down during the war. President Woolley testifies to thii, quoting\nfrom a student's article which appeared not long ago in the Mowit Holyoke\nNews. This student writes:\nworld-war.\n\nUndoubtedly now that the war has come we are more inclined to take the universal\n.... of course we still think of our studies, but there is an added purpose in our thoughts now; we study, consciously or unconsciously, with new vigor because\nof the work of reconstruction after the war, in which we must help\nWhen we\nare trying to balance the book of the world, to find something to pay for this colossal\nwar, put on the credit side the universal view of life which has come to many people.\nTo have connected the college with the world is no small thing for college girls.\nview of life\n\nIn truth it is no small thing; yet generally speaking college life and\nstudies seem remote from warm, living, human contacts.\nA\nwoman's college has been recently described as \"a picturesque group of\n...\" of\nsleepy buildings, shadowy paths, and care-free youngsters\ncollege\n\n.\n\nwhom it may fairly be said that except for \"the theoretical salHes into\nthe world outside, the walls of the campus bounded their interests, their\nconversation, their enthusiasms, their experiences.\"\n\nIn these days when\n\nsociety's house is being rebuilt from the bottom up can these quiet haunts\n\nof learning afford to maintain their historic attitude toward the immediate\n\nproblems of social life ?\n\nWhat is the situation in organized society all over the world? An\nbe blind indeed who does not see that the old\n\nintelligent observer must\n\norder is crumbling and must give place to new, by the methods either of\n\nordered change or of struggle.\n\nAt the Peace Conference in Paris is illus-\n\ntrated the age-old struggle between the principles of competition and self-\n\nseeking on the one hand and of cooperation in the interests of a more\n\nhumane international order on the other.\nforces are at work.\n\nWithin each nation the same\nLabor confronts capital demanding greater equahty\n\nof opportunity, k larger share not only in the material but in the spiritual\n\ngoods of\n\nlife\n\n—education,\n\nleisure,\n\nenjoy the beauty of the world.\n\nand opportunity to appreciate and to\n\nHow else can we interpret the restless-\n\nand dissatisfaction of the laboring classes the world over? Their\ndemands for a time will take the form of higher wages and shorter hours\nof work and better conditions within the factories, but this is only preliminary to a demand for a complete democratization of industry, for the\nadmission of the working classes to a larger, richer, and more satisfying\n\nness\n\n"}
{"page": 423, "printed_page": null, "text": "—\nWAR AND HIGHER EDUCATION OF WOMEN\n\nDepartment!\n\n411\n\nthan any they have ever known. John Graham Brooks, the wellknown economist, recently declared at a public meeting that labor intended\n\nlife\n\nto control both in industry\nit\n\nobtain control ?\n\nand in political hfe.\n\nBy what methods will\n\nWill it be thru destructive conflict or by the methods\n\nof orderly revolution\n\nand\n\nlegalized\n\nchange?\n\nHere\n\nthe point where\n\nis\n\neducated men and women may be of profound service; for I am deeply\nconvinst that the enlightened liberals of every land have it in their power\nto throw their opinion\n\non the side of ordered and progressive change in\n\nthe direction of industrial democracy, thus\n\npreventing an era of bitter\nand devastating strife.\nAnother radical social change has been going on in society, during\nseveral decades, in the life and opportunities of women.\nDoors of economic\nopportunity barred and bolted to them in the past are now swinging open,\nand women are entering upon a wider field of economic and pohtical and\nsocial life than they have ever known before.\nHere again is transition,\nand who can prophesy what the future will bring forth ? The world is\nin travail, bringing to the birth a transformed social order.\n\nNever has\n\nsociety been in such urgent need of enlightened counsel and trained leader-\n\nship on the part of college women.\n\nWill it not be necessary for the admin-\n\nistrators in our women's colleges to reconsider the whole mooted question\n\nof the curriculum proper to a college of liberal arts ?\n\nHave they not too\n\nlong assumed that a wide chasm yawns between vocational and cultural\nstudies?\n\nThere is no more pressing want in our colleges today than a\n\nreconsideration of the meaning of that\n\nmuch misused term \"culture\"\nLong ago Professor Dewey\n\nand of its function in a democratic society.\n\npointed out the intimate connection that may and should exist between\nculture and useful work;\n\nand Professor Adler, educated as he was in the\n\nold academic traditions, has declared his conviction that\n\nwe must redefine culture and we must get it out of our vocational training. It is all\nwrong to think of general culture as consisting of familiarity with a set of subjects outside\nof our\n\nWe must departmentalize all our\nup the departments along the lines of the great vocaWe must insist upon the concept that general culture not special merely,\nis to be won by a rightly specialized professional training.\n\nown specialty and unrelated to it\n\nhigher education, building\ntions\n\nbut general\n\n—\n\n—\n\nAt the present time our colleges are graduating every June large numbers of enthusiastic young women unfitted for a hfe-career.\n\nEven teaching,\n\nthat easy path so long open to the woman college graduate, is demanding\nincreasingly sound professional training of those who enter it.\n\nThe colle-\n\nbureaus of occupation, estabhsht in many of our large cities, bewail\nin no uncertain tones the fact that college graduates expect to obtain inter-\n\ntgiate\nesting positions commanding generous salaries with no preparation for\nany definite work.\n\nThe Kansas City Bureau writes: ''This office has been\namong the women who come\n\ntrying to get some enthusiasm for training\n\nto it— training for some particular line, no matter what, just so it is train-\n\n"}
{"page": 424, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n412\n\nworld glutted with untrained college women\n\n[Deans of Women\n\n.... who have rusht in\n\nto take up the many opportunities open to women for which so few of them\n\nare equipt.\n\nThere is a dearth of good stenographers, good bookkeepers,\n\ngood anything, but there is an overwhelming supply of women who wish\ngood pay.\"\nThis is the situation, then, that confronts our women's colleges today.\nThe war has revealed to us that the social organism no longer meets\nthe legitimate needs of all its members. In the realm of labor and in the\nlife\n\nof women profound changes are taking place.\n\nas never before\n\nthe\n\nwoman of\n\nsympathetic outlook on the\n\nlife\n\nSociety today demands\n\ntrained intellectual powers and large,\nof her time, the\n\nwoman student who\n\nhas learned, not only in the college classroom but thru organized\nties\n\nhaving a social purpose, to see the relation between college\n\nthe life of the world outside.\n\nactivi-\n\nlife\n\nand\n\nIn this great emergency what will be the\n\nattitude- of deans of women toward the girls\n\ncommitted to their charge ?\n\nWill they follow the well-worn paths of intellectual and social guidance\nto the end of fitting these young women for social life as it existed before\n\nthe war, thus failing to understand that the status quo ante cannot be\nrestored?\n\nOr with wide outlook and high hope will they envisage their\n\ntask as supremely that of educating young women thru study, thru\n\nall\n\nforms of cooperative work, to do their part in a fluid world in process of a\ntransformation whose ultimate form is hidden in the future.\n\nRELATION OF THE FACULTY AND ESPECIALLY THE DEAN\nOF WOMEN TO THE STUDENT GOVERNMENT\nASSOCIATION\nKATHERINE S. ALVORD, DEAN, DE PAUW UNIVERSITY, GREENCASTLE, IND.\nIn a recent number of the Survey there is an article on labor unrest\n\nwhich describes the new attitude that is being taken in many industrial\nplants.\nThis is exprest by signs which appear in various places in certain\nplants, and if I were to have a text for what I want to say this morning\n\"Teach, not boss\"^ for nowhere is\nit would be taken from these signs\n^\n\n—\n\n—\n\nthe necessity of leading instead of driving felt with greater keenness than\n\namong college students.\nIf the relation\n\nbetween the dean of women and the self-government\n\nassociation is to be a forceful and effective one it is necessary first of all\n\nthat the position of the dean of women in relation to the faculty should\n\nbe one of power and influence.\n\nNot only should the members of the faculty\n\nhave confidence in and respect for the ability of the woman who stands\nat the head of women's affairs of the college, but the position itself must\nmean much, and the stand that the dean of women takes in relation to\nthe affairs of the women must have the support and cooperation of the\nfaculty.\nTo illustrate, suppose the S.G.A. desires judiciary powers in\n\n"}
{"page": 425, "printed_page": null, "text": "FACULTY AND DEAN AND STUDENT GOVERNMENT\n\nDepartment]\n\n413\n\norder to make its organization more effective, and the dean of women\nmakes such a recommendation to the faculty. If the faculty has confidence in the dean of women that power will be conferred, even tho there\nmay be those of the faculty who think that such an extension of authority\nOn the other hand, let even a few members of the\nis unsafe and unwise.\nfaculty express dissatisfaction or distrust of the dean of women, or let her\nposition be what Mrs. Martin once called \"an ornamental one only,\"\nwithout voice or authority on the academic side, and her leadership of\nthe self-government association\n\nis\n\nnil.\n\nThe first essential then in the\n\nrelationship of the dean of women to this self-government association\n\nis\n\nthe undeniable necessity of an effective, influential position for the dean of\n\nwomen on the faculty.\nNo dean of women has\n\never organized an S.G.A. or taken up her\nwork in a college where the organization was already establisht without\nrealizing from the beginning that her relationship with the association\nwould have two aspects, the one an unofficial and advisory one, the other\nofficial and perhaps mandatory.\nIn just so far as there can be a tactful\nadjustment between these two relations does the dean of women succeed\n\nwith the self-government association.\nIf\n\nthe dean of women is the adviser and interested helper of every-\n\nthing on the campus which makes for the well-being of the women students,\n\nthe officers of the association, and particularly the president, will bring to\n\nher questions and perplexities of many kinds.\n\nIt\n\nmay be that the nom-\n\nI\n\ninating committee\nlext year.\nf\n\nis\n\ndisturbed about the suitability of material for the\n\nIt is natural that\n\nthey should talk over their\n\ndifficulties,\n\nparticularly if the dean of women does not attempt to dictate the ticket\n\n[but merely to advise.\n\nThe same thing may be true of 'those on the board\n\nfwho are shirking responsibility and are indifferent to their obligations.\n[a word from the dean of women may be given in a friendly way to the\nindividual, perhaps without\n\nany reference to the real difficulty.\n\nI\n\nhad\n\nsuch a situation to meet not long ago, when I was told by the president\n[of S.G.A.\n\nthat a particular representative was having no influence on her\n\n[group because of her own disregard of the self-government regulations and\n\nNot long after, the young woman\ncame into my office on some routine business, and I askt her how things\n\n[her indifferences to her responsibilities.\n\n^were going in her house.\n\nFrom that we fell into a discussion of the whole\n\nSituation, and I found out that she had not taken any responsibility, that\n\nshe had not wanted to be on the board, and that after being put on by her\nI\n\ngroup she was doing as little as she could.\n\nThe shaking up that she needed\n\nfrom me was not as a dean of women to her as a board member of the selfgovernment association but as an older woman who saw a college woman\ndrifting along the line of least resistance.\n\nThis same unofficial relation exists with the association as a whole\nas well as with the board.\n\nA flagrant violation of an S.G.A. regulation\n\n"}
{"page": 426, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n414\n\n[Deans of Women\n\nshould be reported by the dean of women as by any member of the faculty\nor student body, but often the misdemeanor is of such a nature that the\n\ndean of women can suggest to the offender that she is a member of the selfgovernment association and therefore has an obligation which she is forgetting.\n\nIn\n\nmy judgment the unoffical relation between the dean of\n\nwomen and the self-government association is a more potent influence\nand is more effective than is the official relation. To be sure, they overlap\nand run into each other in such a way that it is difficult to say where one\nbegins and the other leaves off.\n\nIn my own college the S.G.A. was establisht when I first went there,\nnearly four years ago, and, like all infants, that first year it needed great\n\nFor this reason the unofficial relationship may\ncare and watchfulness.\nhave lookt strongly official to one who saw in student government the\nentire absence of faculty supervision.\nI went to all of the board meetings,\nthe plans of work were discust with me before the meeting, and many of\ntheir new ventures were suggested to them.\nBut by the next year they\nwere on their feet, they knew how they wanted to proceed, and without\nsaying so they showed that they felt able to work out their own salvation.\nSince then I have not gone to the board meetings except the opening one\nof each year unless I have something which I know must be presented to\nthe board from the administration side.\nSuch an'occasion arose a few weeks ago. Because of a situation that\nhad grown up as an echo of the S.A.T.C. the administration had found it\nnecessary to restate certain S.G.A. regulations as to out-of-town parties\n\nand include in it a provision regarding scholarship.\n\nWhen the announce-\n\nment was made the campus buzzed with excitement and dissatisfaction\nbecause the authority of the S.G.A. had been infringed upon. After a\nday or two, when the agitation was keen and the college paper cutting, I\naskt the president of the association to call a meeting of the board, and I\n\nwent before it, not as an adviser, but as an administrative officer.\n\nI read\n\nthe new ruling, their own S.G.A. regulation, pointed out the inability of\ntheir\n\nbody to deal with matters of\n\nscholarship, their\n\nown shortcomings\n\nduring the last months in holding the standard which they had set for\n\ngave them opportunties to ask questions, and dismist\nThe S.G.A. must realize the limit of its power even as it\n\nsocial regulation,\n\nthe body.\n\nand opportunity. There are matters which are in the\nhands of the faculty, and perhaps that is one of the duties of the dean of\n\nrealizes its extent\n\nwomen\n\n— to make clear just what things may be intrusted to the\n\nself-\n\ngovernment association.\nIn her official relation to the student association the dean of women\nshould be in close touch with the work of women in other colleges and in\nthe world so as to have something to offer in the line of new interests and\nactivities.\n\nWe have been turning our attention to war activities, and while\n\nthe S.G.A. did yeoman service in a time of need\n\nmuch of the suggestion\n\n"}
{"page": 427, "printed_page": null, "text": "ADJUSTING THE FRESHMAN TO COLLEGE\n\nDepartment]\n\n[for\n\n415\n\nnew forms of activity necessarily came from the deans of women,\n\nlut there\n\nagain is an opportunity for my text.\n\nfor the members of the\n\nIt is \"teach, not boss,\"\ngroup are very sensitive to imposed authority or\n\nto an intimation that they cannot take the initiative.\n\nAnd right here it seems to me is the most valuable contribution from\nself-government associations to the young women of the college. It is\nle organization including all women in college, so that each has her chance\nmake good if she has the ability and will to do so; for verily the assole\n\niation\n\nis\n\nthe developer and conserver of responsibility, of initiative and\n\n)wer of leadership, among the young women students.\n\nThis gives the dean of women her chance to lead the group to recognize\nle\n\nopportunity and to assist in developing these qualities, but only in\n\nfar as she teaches and not bosses can she accomplish the end.\n\nThe real relationship between the dean\n\nof women and the S.G.A.\nbe inferred from part of a prize essay which Mrs. Martin used\nseveral years ago in a paper on the position of the dean of women.\nThis\nlight\n\noffice is ideal, of course,\n\nbut she is an inspiration even as she is a despair.\n\nShe is a born administratrix.\n\nShe marshals her forces even as a skilful general;\n\nSh^ discovereth that talent which\nBut while she exalteth\nthe humble and enableth him to do that good work which he would have left undone,\nshe also putteth down from his seat too towering self-esteem; and this also she achieveth\nshe perceiveth the several capacities of her captains.\n\nlay hid, as it were, in a napkin and showeth him its proper use.\n\nwith that gentleness which causeth the great ones, though abasht, to give her even\n\nShe is of them that know well how to rule for that they\nhave in their youth practist to obey. They then that follow her do this of love even\n^more than of duty: they know no weariness in her service nor are any of her commands\n\nmore gratitude than others.\n\nird on them.\n\nlow MAY THE FRESHMAN BE MORE EASILY AND QUICKLY\nADJUSTED TO COLLEGE LIFE?\n,\n\nF.\n\nLOUISE NARDIN, DEAN OF WOMEN, UNIVERSITY\nOF WISCONSIN, MADISON, WIS.\n\nIn part the problem of adjusting the Freshman to college must be solved\nkfore ever he becomes a Freshman.\n\nThe fundamental problem is to select the right material for Freshmen,\nsome cases the soundest and friendliest advice to those about to go to\n)llege is the laconic advice which a cynical wag advertised as guaranjed wisdom for those about to marry- ''Don't.\"\nIn a meeting of deans\nprobably no protest will be made against the suggestion that some young\n\n—\n\n)eople should be dissuaded from entering college\n\n;\n\nbut the suggestion would\n\nmany other groups be combated indignantly, the opponents even dubbing\nich a proposal undemocratic.\n\nOften the indignant protestants have in\n\nlind chiefly, if not wholly, the class of unfit\n\nwhom we are least concerned to\n\nliminate before entrance, young people of small mental power but pathetiilly bent on a\n\npurbHnd groping toward a light that can never shine clearly\n\n"}
{"page": 428, "printed_page": null, "text": "6\n\nNA TIONA L ED UCA TION A SSOCIA TION\n\n41\n\n[Deans of Women\n\nFor their own sake we would wish to save them from the pain\nand the inroads on their self-confidence that must result from repeated\nfailure; but in their case we are not moved also by the desire to prevent\nfor them.\n\nharm to the college itself, for only when they constitute great portions of\nthe student body do they seriously slow down the processes of the college,\nand never do they impair the intellectual morale. These have one great\nelement of fitness; they have come to college, and not merely to the campus\nand its attractive environs. Our effort to dissuade people from applying\nfor admission would benefit us most if we dissuaded those who are really\nnot bent on college, who have gone frivolously and lazily thru all the varied\nprogram of high-school studies without a glimmer of real interest, and who\napproach college with no change of heart. College officials desire to\nprevent the entrance of the young person whose presence injures the\nproper functioning of\n\nthe college;\n\nthey are convinst that the college\n\ncannot maintain its true nature as a center of intellectual joy and adventure,\n\neven tho a larger and larger number of students scoff at its main purposes\nand pursue alien ends of their own with much pomp and circumstance.\nOften these scoffing students are the very ones who are most actively\nadvertising college as they conceive it, and who attract others of their own\nkind.\nWe need only contrast with their accounts of college, with no\nmention of work and intellectual interest, the picture which lads returning\nfrom officers' training camps gave of their strenuous endeavors there;\ntheir friends who went to such a camp later went properly adjusted, expecting to work hard and not to rely on genius and an occasional spurt of\nwork. We cannot prevent all the ill-advised and misleading advertisement\nof college, but we can perhaps make a greater effort to see that there is more\nof the true, by earnest students, alumni, and professors who do not fear\nthat youth will not come to college unless lured by a rosy fiction.\n\nAn antidote is needed also for the misleading printed matter.\n\nCity\n\npapers, interested chiefly in intercollegiate games, assist in the misrepresentation.\n\nCollege annuals, by their silence on all but the amusements of\n\ncollege, give the prospective student a misleading impression of everything\n\nbut the buildings.\n\nThese two agencies need careful supplementing.\n\nWould\n\nbe worth while for state universities to reach all high-school Seniors\nin the state with a small weekly sheet of such news as would make them\nit not\n\naware of the essential activities of college and enable each of them to face\nmore fairly the question whether he really wants to go to college ?\nIn an effort to keep the wrong people from clogging the Fresliman class\nthe registrar at the University of Wisconsin has for two years (it was not\nsent in 1918 because of the special situation created by the establishment\nof the Student Army Training Corps) sent out the following letter to appli-\n\ncants for admission whose preparatory-school records were prevailingly\n\npoor:\n\n"}
{"page": 429, "printed_page": null, "text": "ADJUSTING THE FRESHMAN to college\n\n417\n\nI beg to inform you that the preparatory report of your daughter,\n\nwhich has been\n\nDepartment]\n\nsubmitted for admission to the University of Wisconsin, is not regarded as satisfactory by\nthe university authorities on account of low standings. This record shows a grade of\nscholarship which\ncourses.\n\nlower than the average of those who succeed in their university\n\nis\n\nWe therefore ask you to consider carefully the advisability of allowing her to\n\nenter the university without further strengthening her preparation for a university\ncourse.\n\nWhile some students under similar conditions have succeeded in their work, we deem\nduty of the university to warn you of the danger of failure\n\nit not only a wise policy but a\n\nin this case, as based upon the previous experience of many of our students.\nIf you still think it advisable that your daughter should enter the university at the\n\nopening of the year, she will be given, without discrimination, all of the privileges of any\nstudent but will be admitted on what is termed probation for the first semester and\nrequired to maintain a satisfactory standing in all of her studies during this probationary\n\nperiod to entitle her to continue her course during the remainder of the year.\n\nOf weak students thus admitted on probation only a small percentage\nIf students in preparatory school, and their parents, could\nknow that there is little chance of a miraculous awakening in college and\ncould know the binding power of the chains of habit forged in the\nsucceeded.\n\npreparatory-school days, considerable waste in our educational system\n\nwould be eliminated.\nDuring the summer vacation between high-school graduation and the\nopening of college not a little can be done to relate the Freshman properly\nA pamphlet would be valuable that answered in a few pages\nto college.\n(i) What does a woman want to secure by a college\n?\nWhat kinds of training may a woman get at\n\nthese three questions:\n\neducation?\n(3)\n\n(2)\n\nWhat may a Freshman choose ?\n\nState universities should place these\n\npamphlets in the hands of girls graduating from all high schools in the\nstate, and could send them to girls of other states who apply for entrance.\n\nSuch a pamphlet would be an initial step in vocational choice.\n\nSuch a\n\nbird's-eye view of their university would make safer the work which the\n\nyoung women, of the Junior class do in this vacation as advisers to prospective Freshmen.\n\nThat such work by students can be valuable is certain, but it needs\nthoughtful planning and careful execution.\n\nA state institution cannot\n\nafford to leave to chance this student solicitation of prospective students.\n\nAs long as only sorority girls are interested in girls who are ready for\ncollege, and as long as their interest is limited only to girls whom they\nestimate as sorority material, other girls of a community are less likely to\nlook toward their own university than it is well that they should.\n\nIn each\n\ncounty a well-organized student committee should see that all girls who are\ninterested in college are\n\nwho are in college.\nis\n\nmade to feel the friendly interest of the girls\n\nCooperation between this committee and local alumnae\n\ndesirable.\n\nlast\n\nYoung women of the Junior class at the University of Wisconsin issued\nsummer for vacation use with prospective students an inexpensive\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4l8\n\n[Deans of Women\n\nbooklet called /// Were a Freshman Again, giviilg, along with information\n\nconcerning the extra-curricular activities, a few helpful suggestions and\n\nwarnings from the student's point of view.\n\nThe booklet contains a short\n\nfrom the dean of women, including, among other suggestions, a\nrecommendation about suitable clothing.\nletter\n\nWhen registration days come, around the incoming Freshman should\nstretch a cordon of friendliness: guides at railway stations\n\nand on the\ncampus wearing the insignia which the summer literature and meetings have\ntaught the Freshman to recognize as the mark of the advising class; her\nofficial Junior adviser, to whom she may appeal at any time; and a\nstudent hostess and courtesy committee in all dormitories and roominghouses, to see that the Freshman is made to feel that she belongs there.\nAt the University of Wisconsin the three great organizations of women,\nthe Women's Athletic Association, the Young Women's Christian Association, and the Self-Government Association, in turn give parties in the\nwoman's building on the first three evenings of .the school year. Here the\ndean of women and the student leaders speak. To these all girls are invited.\nThe ideal thing would be to have every girl come. If these meetings, by\nreason of conflict with rushing parties or other exclusive affairs, are slenderly\n\nattended and seem consolation events for the culls, they fail of their purpose,\n\nwhich is to make the Freshman see the college as a great unit and thrill\n\nWhere the body of women students is large,\nmuch ingenuity will always be needed to make these mass gatherings\nhappy community occasions. They need to be something more impressive\nwith pride and loyalty.\n\nand more artistic than a mere party; they need to be appealing examples of\ncommunity art- song, pageantry, and festival.\n\n—\n\nParticularly\n\nimportant\n\nis\n\nthe\n\ngirl's\n\nfirst\n\nimpression\n\nof\n\nthe\n\nSelf-\n\nGovernment Association. This can never function well if it is felt to be\nonly a repressive and police force. It should instead appeal to new students\nas the student expression of the ideals of the university, and the organized\ncohorts to reahze those ideals. The first activity of the Self-Government\nAssociation in house groups should be, not posting and announcing rules,\nbut inducing every girl in the household to join with the rest in doing something which will express the spirit and aspirations of the college.\n\nAs the\n\nyears pass, each institution will doubtless grow richer in art expression of\nits life, but no college is so poor in such art as to lack the germ, the college\n\nsong.\n\nIf the first meeting of the house group is for the purpose of getting\n\nacquainted and learning the songs, the Self-Government Association has a\nbetter chance to be rightly understood than if the first meeting is grudgingly\ncalled to tell girls what they must not do.\n\nThese small groups, in a uni-\n\nversity enrolling many women, need to be members of larger groups, with a\n\nHere the constituent house groups\nmight gather to meet the community leader in the Self-Government\nAssociation and the various student activities, and here form for the march\nrecognized community meeting-place.\n\n"}
{"page": 431, "printed_page": null, "text": "ADJUSTING THE FRESHMAN TO COLLEGE\n\nDepartment]\n\nto the general meeting.\n\n419\n\nEach bit of this simple ritual of the first assembly,\n\nwhich would undoubtedly grow in beauty with the contribution of the years,\nwould catch the feeling and imagination of students and start weaving them\ninto a true community, which a college, as a training school for civic leaders,\n\nshould assuredly be.\n\nThe activities of these first days should be something\n\nmore than a mere distraction to prevent boredom and homesickness.\nThe Freshman came to college for something in addition to finding himself\nneighbor to cheerful and kind young people. Such neighbors he had at\nhome in his father's house. Unless the idea and ideals of college are\nprominently set forth in the first impressionable days there is danger that\nthe student may never clearly see the vision, and that the result of all our\nmachinery and effort may only adjust the student to college life and not\nto college.\n\nThe close of the college year brings on every campus some dramatic\npresentations of the spirit of the college: songs of consecration and farewell\nat campus spots rich in association; processions with chains of daisy or of\n\nevergreen that show and make the unity of the college.\n\nSuch resources\nmight early in the year be used to set forth the aspirations of the college.\nSuch an undertaking would have the further advantage of bringing into\n\nprominence in the Freshman's impressionable first days the students who\nare interested in the intellectual and artistic student activities (which all\n\ntoo often lead their lives shy and half misprized), the lovers of artistic\ndrama and dance, the singers, and the writers. From his recognition of\nthese phases of the amateur spirit the incoming student would receive a\ntruer conception of the aims of the university.\n\nWhat a sad waste of oppor-\n\ntunity there is when the most noticeable activity among students during\nthese\n\nfirst\n\ndays\n\nis\n\nthe gay fluttering of fraternity rushers and rushees!\n\n»\n\nWhere the college should mean unity, it shows separateness; where it\nshould mean democracy and spiritual appraisal, it seems to mean privilege\nand hasty judgment by the outward eye; where it should mean zeal in a\n\n.„\n\ncommon effort, it seems to be obsession with individual aims.\n\nI\n\nEqually wasteful often is the use which the faculty makes of these first\nays, important in the student's\n\nadjustment to the\n\ncollege.\n\nThe first\n\n^citation or lecture hour is used for meticulous details concerning textbooks\n\nnd supplies, not for inspiration.\n\nt\n\nYet every true professor believes ardently\n\nlat his subject means intensely in the slow march of the race to welfare\ntid\n\nhappiness.\n\nHe knows the heroisms and martyrdoms which have\n\nrought the subject to\n\nits\n\npresent stage; he glimpses high and winding\n\npaths which other men are yet to tread.\n\nIt is not that he has no light\nwhich might shine brightly upon the new student. Is it that it is fashion-\n\nOr do those that receive the\nreshman count that the struggle to communicate their enthusiasms is\noomed to failure? Whatever the reason, it remains very unfortunate\nt, after careful dissuasion of the most unfit candidates, after studied\n\nble to set one's enthusiasms under a bushel ?\n\n"}
{"page": 432, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n420\n\neffort to present the true\n\n[Deans of Women\n\nconception of college to the high-school student\n\nas she is examining her own desires and purposes and determining whether\n\nshe can rightfully offer herself for college training, the individual professor\n\nshould so often neglect the opportunity afforded him during the first days.\n\nIn many colleges another impressive resource in the formation of Fresh-\n\nman ideals is neglected'— the splendid pageantry of the formal faculty\nprocession, that tells eloquently how deep in history go the roots of the\nuniversity, how persistent is the love of truth which has amast the riches\n\nthat the Freshman now comes to enjoy and perchance to increase.\n\nFre-\n\nquently on commencement occasions some wise word-artist voices with\nstirring appeal the meaning of the university, the adventures and ardors of\n\nthe intellectual and spiritual life.\n\nHow much of inspiration and of true\n\nadjustment such an occasion and such words might bring to the novices in\nuniversity life if this high message were given at the beginning and not at\n\nthe end of the college years!\n\nThe Freshman is not successfully adjusted to college until he understands the spirit and purpose of college and has dedicated himself to\nthese.\n\nTo such understanding and dedication all agencies should strive.\n\nTHE WORK OF A DEAN OF GIRLS AND ITS RELATION TO\nTHAT OF A DEAN OF WOMEN\nEULA W. DEATON, DEAN OF GIRLS, AUSTIN HIGH SCHOOL, CHICAGO, ILL.\n\nThe office of dean of girls is a comparatively recent institution and in\nlater educational history will be seen, I believe, to be only a part of the\n\nbroader movement to socialize the schools, a realization that the educational process\n\nis\n\nas complex as\n\nlife itself.\n\nThat the institution came in\n\nChicago when it did was due to the vision and the wisdom of a great\n\nwoman, one who not only told us that woman could be free and strong\nand could accomplish life's big tasks, but in her own life of splendid effort\nand great achievement showed us how to do it.\nI shall never forget our first\n\nspread our task before us.\n\nwith you.'\n\nI\n\nmeeting with Ella Flagg Young.\n\nShe\n\nThen she said, \"How you are to do it rests\n\nhave no formula.\n\nBut,\" she continued, \"I have always\n\ncraved for the girls of the public schools a certain quiet simplicity that\nbelongs to the best of our private schools.\"\n\nI have felt in\n\nmy own work\n\nthat I could have no better ideal than the one so simply placed before us.\n\nOur work is perhaps more varied than that of the deans of women.\nIt certainly lacks any element of academic calm.\n\nWe teach, assist in the\n\ngeneral administration of the school, act as a connecting link between\nschool and community, and supervise the organized club and social life of\n\nthe school.\n\nI have been, all in the course of a single day, an employment\n\nbureau, a vocational adviser, a self-appointed expert on colleges, a distributing agent, a teacher, a chaperon, a social worker, a buffer between\n\n"}
{"page": 433, "printed_page": null, "text": "Department)\n\nDEAN OF GIRLS AND DEAN OF WOMEN\n\n421\n\nmother and daughter, perhaps between mother and daughter and the\nTo paraphrase the old philosopher, I am dean of girls, and\nwhatever concerns girls concerns me, and whatever concerns boys concerns\nme, for I am dean of girls. Our province is all the uncharted land that lies\noutside the recitation, for I think none of us have taken our work to be\nprincipal.\n\nsimply arranging a series of parties.\nother people.\n\nSocial life is our\n\nlife\n\nin relation to\n\nIt manifests itself certainly in social functions,\n\nbut it also\n\nmanifests itself when we speak, when we walk, when we pass each other\n\non the street.\nhour.\n\nIt has to\n\ndo with classroom and corridor as with social\n\nIt is the very air we breathe, the plane we live on, the key to which\n\nwe tune our lives.\nAll of the Chicago deans have the same problems fundamentally, yet\n\nthe difference of environment gives to each one her own pecuhar problems.\n\n''Back of the Yards\" one of us is teaching high-school boys and girls the\n\nvery rudiments of social intercourse, how to go to a party for instance,\n\nand is a real force in the Americanization of Chicago. At other schools\nthe problem is to convince them that going to parties is not the chief end\nof man and the teaching of democracy in those schools is no less the Americanization of Chicago.\nMy own school is in a somewhat homogeneous\ncommunity, neither very rich nor very poor, of fairly unified social standards, so I am more fortunate than some of\n\nmy colleagues.\n\nThe tasks that belong to all of us are as follows:\n\nTo keep the children in school.\nTo connect them with what is best in their city and community\nand to train as best we may for citizenship.\n3. To teach them the proper use of leisure and thru their school social\nI.\n\n2.\n\nlife\n\nto unify and raise their social standards.\n4.\n\nTo satisfy in a sane way their love of organization and need for\n\nself-expression.\n5. Above all and thru all to teach them how to work and live in\nharmony with other people, and to develop in them the sense of social\nobHgation and the desire for social service which is Aie essence of democ-\n\nI\n\nracy.\n\nThese problems are assuredly not ours alone; they pertain to all the\n\nBut we have a great opportunity to cooperate with\nOur connection\nwith the administration and the fact that we deal with all the students\ngives us an opportunity to see the school as a whole and, as far as in us\nlies, to guide it in its social relations\nand by social, as I explained before,\n\nforces of the school.\nall these forces.\n\nIn a way we are at the center of things.\n\n—\n\ndo not mean merely the giving of parties.\nTo keep the children in school is an imperative duty.\n\nI certainly\n\nI believe that\n\nwe all feel like the old woman in the shoe. These children are ours and\nthey are \"the hope of the world.\" We must stand between them and the\nblind and cruel forces that are reaching out to crush their childhood and\n\nI\n\n"}
{"page": 434, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n422\n\nyouth for a few dollars a week.\n\n[Deans of Women\n\nPart of the tragedy is their pitiful eager-\n\nWe try, therefore, to make school a\nThey may come to us at any time. We\n\nness to meet these forces half way.\n\npleasant place, a human place.\n\nwill give them the needle and thread to sew up the run in the silk stocking\n\nthey ought not to be wearing, or help them plan a party, perhaps arrange\nfor\n\n—\n\nthem to learn to dance, or we will organize a club for them or and\nwe will get them to help us in something we are trying to do\n\n—\n\nbest of all-\n\nfor the school or community.\n\nSome of us have a scholarship fund to tide over the gray days when the\nTo think that two or three dollars a week\n\nfinancial strain is too great.\n\nmay save a promising boy or girl from the ranks of unskilled labor or from\na physical exhaustion that saps life at its source!\n\nA boy in our school was\n\nin the habit of getting up at half-past four in the morning in order to work\n\non the elevated road two hours before school.\n\nIn consequence he was\n\nfailing in his work and was on the verge of a physical breakdown.\n\nUpon\n\nhis promise to give up the morning work we gave him two dollars and a\n\nand you should have seen that boy redeem his scholarship\nand regain his health.\nWe all look out for the first-year students specially. I have a group of\nfourth-year boys and girls, chosen by the faculty, called the Senior Council.\nEach one has a group of from five to ten Freshmen to whom he is\nThey combine in segregated groups for\nguide, counselor, and friend.\nhalf a week,\n\nparties, hikes, luncheons.\n\nLike all human institutions, the value of this\n\ngroup to the Freshman depends upon the personal equation of the Senior\ncouncilor.\nOf its value to the school and the Senior there is not a particle\nof doubt.\n\nThere is a certain standard below which no member of the\n\nSenior Council must fall, and this attitude of noblesse oblige is a wonderful\n\nmental and moral brace.\n\nTo put our pupils in touch with what is best in city and community is\nno less a duty than to keep them in school; so some of our clubs are specially deigned to lead them to an acquaintance with their environment.\nIn our own school, for example, we have an art club whose reason for\nbeing is to visit the exhibitions at the Art Institute and report on them.\nWe also visit such places as the studio of Lorado Taft when we can get\nan invitation. Some of that club will feel more than an ordinary citizen's\npride in Mr. Taft's \"Fountain of Time\" when he gets it up at the end of\nthe Midway, for he himself explained to them his great idea. Another\nmemorable visit was to wonderful Ida Noyes Hall, the ideal expression of\nbeauty and adaptability in a home for college women. Once or twice a\nyear we have a tea at the Institute. Occasionally some girl will delight us\nby remarking that all of the family have gone with her to the exhibit.\nWe have in many of the schools clubs fostered by the Association of\nCommerce called civic-industrial clubs. Thru the Association we have\nopportunities to hear the well-known business and professional men of\n\n"}
{"page": 435, "printed_page": null, "text": "F\n\n—\nDEAN OF GIRLS AND DEAN OF WOMEN\n\nDepartment]\n\n423\n\nthe city and are taken on excursions to see many of the great industrial\nplants and to watch the process of many manufactures.\n\nBest of all, we\n\ncooperate with the Association each semester in some bit of civic work\n\ngood of the city. One task was to Hst for the Commissioner of\nWorks all the street comers where Idinps were broken or signs\nAnother piece of civic work was thru messages to homes of the\nlacking.\nfor the\n\nPublic\n\nchildren to induce the voters to register and vote.\n\nThis last phase of club work leads me to one of our greatest opportunities,\n\nthat is, to develop the sense of social obligation and the desire for\n\nsocial service.\n\nA democracy must do two things: it must develop indi-\n\nviduahty, and it must teach cooperation.\n\n\"Liberty, equahty, fraternity\"\n\nmay I say without irreverence that the greatest of these is fraternity, and\nthat this\n\nis\n\nthe one America needs to stress?\n\nThese civic clubs act in\n\nmany of our schools as a great school civic agency. They have represenThru them we may reach the students\ntatives in each section-room.\nquickly and effectually either to carry over an idea or to get a piece of\nwork done. They acted as Red Cross and other war-work agencies.\nThey sold thousands of dollars' worth of Thrift Stamps and Liberty Loan\nBonds, distributed food cards at the request of the government, and put\nup war posters all over the ward. In my school, as in the others, we do\n\na great deal in connection with the charitable institutions of the city,\n\nand these room representatives attend to the details of announcing needs\nand collecting things brought in response. Just now, for example, we\nare collecting games and toys for the children of the county hospital.\nFrom these civic clubs we select each semester a group to act as a\nconserving force among the students at the lunch periods and to serve as\nushers or guides on public occasions. This group constitutes a form of\nstudent government, as they are expected to handle cases of discipline\n\nwithout appeal to the faculty except as a last resort.\n\nThen of course we have debating clubs and camera clubs and dramatic\nand French clubs, story clubs, commercial clubs,\nThese are partly social but are no less valuable\nWe are all social, and the more we are accustomed to\n\nclubs, Spanish, history\n\ncollege clubs, and so on.\n\non that account.\n\nassociate our good times with artistic, Hterary, or athletic interests the\n\nbetter for us.\n\nThere are, of course, good times that are merely good times with no\n\n—just parties.\n\ncamouflage-\n\nof life that\n\nIn adolescence there is a bubbling of the wine\n\nwe must take into account.\n\nWe have in our school always\n\none largely attended social hour a week, and there is no end to our hikes\n\nand Freshman frolics and class parties. But these are mostly very informal affairs, involving very little time for preparation and taking up only\nan hour or two after school if out of doors so much the better.\n\n—\n\nIn the club and social Hfe of the school many members of the faculty\ngive invaluable assistance of course.\n\nIn many of those in our school I\n\n"}
{"page": 436, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n424\n\n[Deans of Women\n\nattend only as an invited guest, but I am always made to feel that ex\nofficio I\n\nam a part of the club.\n\nI must not omit our great interest in the athletic Hfe of the girls.\n\nIn\n\na degree greater than ever before we must stress the importance of health.\n\nIn connection with our gymnasium teachers we must impress upon our\ngirls that a sin against the body is a crime indeed.\n\nHow is the work of a dean of girls related to that of a dean of women ?\nFundamentally there is no difference. We are all working with the same\nhuman material. For four years I was dean of women in a small state\nuniversity, and I can testify that girls are girls even when they are college women.\n\nWhen they come to us in high school they bring with them\n\nthe eternal problems of sex and dress.\nwhile we have the mass.\n\nTrue, you have the selected group,\nBut right here we might be of some assistance\n\nin the selective process.\n\nCertainly in coeducational schools the principle\n\nof selection is not always sound, and we might be of real service in persuad-\n\ning certain types of girls to stay away from college.\n\nAs a converse propo-\n\nsition we should do all in our power to induce girls of character and ability\n\nto seek the higher education.\n\nIn our school we have just organized a\n\ncollege club with the latter point in view.\n\nThen we might give them the ''dean habit\" and lead them to feel\nthe necessity for a guiding, restraining, and inspiring influence for a young\n\nwoman in the more or less artificial environment of college.\n\nWe hope\n\nthat we shall so conduct ourselves that when they go to you they will\n\ngo with confidence and respect.\n\nThe dean at the Harrison High School does in a systematic way what\nwe all do more or less. She keeps in touch with her girls who go to college\nand consigns to their care the new girls. When the college girls are in the\ncity she invites them out to meet and talk with the older high-school girls.\nSuch natural contact between college and high school can be so managed\nas both to stimulate interest in higher education and to smooth the path of\n\nthe ever problematic Freshman.\n\nThe Association of Collegiate Alumnae and such organizations as the\nChicago College Club could do much to bridge the gap between high school\nand college, and there is hardly an American community without its\nnucleus of college-bred women.\n\nThere are many things they could do;\n\namong the most obvious are talks to groups of girls and informal entertaining.\n\nOne small suggestion is that each one of you put each one of us on\nyour college mailing list. I promise to keep a conspicuous shelf for\nyour catalogues. Sometimes we have real difficulty in ascertaining the\nentrance requirements of some special institution.\n\nThe long and short of the whole matter is that if we were all- wise and\nall-powerful we should send you young women whose social code would be\n\nthat of gentlewomen, whose standards of honor would be high, and whose\n\n"}
{"page": 437, "printed_page": null, "text": "t)epartment]\n\nSCORING OF ROOMS IN RESIDENCE HALLS\n\nideals of citizenship\n\ndemocracy.\n\n425\n\nwould fit them for woman's place in our great new\n\nIn so far as we approximate to those things we shall make\n\nyour work more inspiring and shall work together with you to raise the\nwhole standard of life in America, and jf of America then of the world.\n\nTHE SCORING OF ROOMS IN RESIDENCE HALLS\nGRACE GREENWOOD, SOCIAL DIRECTOR, MARTHA COOK BUILDING, UNIVERSITY\nOE MICHIGAN, ANN ARBOR, MICH.\nSo much is being spoken and written at the present time concerning the\nstandardization of every phase of life that the moment for using a score\n\ncard for women's residence halls seems opportune.\n\nThe public is already acquainted with the score card in connection with\nits successful use in dietetics.\n\nThere is also the score card for the dwelling-\n\nhouse, restaurants, hotels, and grocery stores.\n\nAll phases of the dairy are\n\nscored, from the farm with its buildings and the cow to the milk, cream, and\n\ncheese products ready for the market.\n\nBread, jelly, and canned fruit have\n\nalso past successfully the vigilance of a committee which has sampled them,\n\nscore card in hand, but so far very little has been done in using the score\n\ncard in residence halls.\n\nDuring the year of 191 7 the already ubiquitous card made its appearance\nWhether it was the novelty\nof being definite about what had hitherto been vague, or the uncertainty of\nthe time of its weekly appearance, or just the simple fact that \"unpreparedness\" was bound to bring embarrassment whatever the reason, the results\nin keeping students' rooms in order seem to justify the continuance of the\nin the Martha Cook Building for the first time.\n\n—\n\nplan.\n\nUpon reflection there seem to be but two points on which stress must\nIts introduction must be dramatic.\nWhat has seemed heretofore\n\nbe laid.\n\nnot absolutely necessary, while in college at least, making one's bed, must\n\nTo this end\nsome of the nurses from the training school were invited to give a professional demonstration of bed-making in the Blue Room after dinner.\nIn\na similar way interest in the choice of couch covers, pictures, and other\naccessories for the college student's room will be aroused by talks and the\nactual rearrangement of a room according to the standards of good taste.\nAfter interest and discussion of this innovation are aroused, then there must\ncome the follow-up work of the person in charge until order, cleanliness,\nand good taste the requisites for the true home become a habit or, better\nsuddenly challenge the potential skill of the undergraduate.\n\n—\n\nstill,\n\n—\n\na necessity.\n\nSo much discussion may be aroused over the card that it may be well\nto have it standardized by such a definition as the following:\n\nA score card is a schedule listing all the important aspects of the object or situation\nto be measured with proportionate numbers for each item (usually on the scale of one\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n426\nhundred).\n\nof Women\n\n(t.e\n\nIn using the score card the object or situation is examined and allowance is\n\nmade for each item according to its quality, with a perfect score or a reduction in proportion to disqualification; the sura of allowances made for the different items is the score\nfor the object measured.\n\nThe following simple form \"or outline may be adapted or readapted\naccording to the material, equipment, and circumstances of each house in\n\nwhich it is to be used:\nMartha Cook Building\nuniversity of michigan\n\nSCORE CARD FOR SLEEPING-ROOMS\nRooms Inspected Weekly\n\nCards Graded Monthly\n\n13\n\nt p I\"\n\n11\n\n(20)\n\n(20)\n\n(20)\n\n10\nID\n\n10\n10\n\n10\n10\n\n(20)\n\n(20)\n\n(20)\n\n10\n\nlO\n\n10\n\n10\n\n10\n\n10\n\n(20)\n\n(20)\n\n(20)\n\n10\n10\n\n10\n10\n\n10\n10\n\n(20)\n\n(20)\n\n(20)\n\n11\n'\n\na)\n\nOrder\n\nAesthetic aspect\nCare of property\na) Surfaces\n\nb)\n2\n\n.a\n\n'0\n\nRoom— ioo%\n\nAh\n\n(Absence of finger prints, ink, dust, defacements)\n3.\n\nBed\nb)\n\n4\n\n6\n\nCondition of clothing\n\n.\n\nCloset\n\nb)\n\ncleanliness\n\na)\n\nAppearance\n\nVentilation\n\n.\n\n....\n\n10\n10\n\n10\n10\n\n10\nID\n\n(10)\n\n(10)\n\n(10)\n\ns\n\ns\n\ns\n\n(1^0)\n\n(/o)\n\ndo)\n\nOn other side:\nName\nNumber of room\nDecember\n\nMay\n\nJanuary\n\nJune\n\nGrades for October\nFebruary\nMarch\n\nNovember\nApril\n\n38\n\nr\n\n"}
{"page": 439, "printed_page": null, "text": "—\n\nDEPARTMENT OF SCHOOL PATRONS\nSECRETARY'S MINUTES\nOFFICERS\n\n—Ella Stewart\nVice-President — Gertrude\nMartin\n\nPresident\n\n5464 Harper Ave., Chicago, 111.\n\nS.\n\nIthaca, N.Y.\n\nS.\n\n5ecretor)'— Charlotte\n\nGreenebaum Kuh\n\n4346 N. Hermitage Ave., Chicago, 111.\n\nFIRST SESSION—Tuesday Noon, July i, 12:30 o'clock\nThe Department of School Patrons of the National Education Association convened\nin regular session on Tuesday, July i, 1919, the first session being in the form of a luncheon\nin the Fern Room, Hotel Pfister, at 12:30 o'clock.\n\nElla S. Stewart presided.\n\nThe general topic for the session was \"The Value of Lay Effort in Educational\nProgress,\" and the following program was presented:\nReports of affiliated associations:\nCongress of Mothers' and Parent-Teachers' Associations, presented by Elizabeth\nHarrison, Chicago, 111.\nCouncil of Jewish Women, presented by Fannie Sax Long, Wilkes-Barre, Pa.\nGeneral Federation of Women's Clubs.\nAssociation of Collegiate Alumnae.\n\nCommittee reports:\nCommittee on Rural Schools, presented by Marie Turner Harvey, Porter Rural\nSchool, Kirksville, Mo.\n\nCommittee on Vocational Supervision, presented by Mrs. W. W. Castle, Chicago, 111.\nCommittee on School Revenue, presented by Margaret S. McNaught, state commissioner of elementary education, Sacramento, Calif.\n\nSECOND SESSION—Tuesday Afternoon, July i, 2:00 o'clock\nThe second session was called to order by the president at 2 00 o'clock in Engelmann\n:\n\nHall, Auditorium.\n\nThe general topic for the session was \"Cooperation,\" and the following program\nwas presented:\n\n—\n\n\"Cooperation between Boards of Education and the Public\" Harold O. Rugg,\nUniversity of Chicago, Chicago, 111.\n\"Cooperation between the Public and the School Authorities in Securing Better\nTeaching in Elementary Schools\" Margaret S. McNaught, state commissioner of\nelementary schools, Sacramento, Calif.\n\"Cooperation between the Public and the Schools in Taking Advantage of the\nVocational Education Bill\" Arthur F. Payne, College of Education, University of\nMinnesota, Minneapolis, Minn.; Hattie H. Harding, Chicago, 111.\n\" Cooperation of Patrons in Solving the Problems of Social Life in the High School\"\nOlivia Pound, City Public Schools, Lincoln, Nebr.\n\"Cooperation of School Authorities and the Public in the. Wider Use of School\nBuildings\" Raymond F. Crist, Bureau of Naturalization, Department of Labor,\nWashington, D.C.; Marie Turner Harvey, Porter School, Kirksville, Mo.\n\n—\n\n—\n\n—\n\nThe following officers were elected for the ensuing year:\n\n—\n\nPresident Lou H. Francis, 913 Madison Ave., Columbus, Ohio.\nVice-President Gertrude S. Martin, 932 Stewart Ave., Ithaca, N.Y.\n\n—\n\nThe president was authorized to appoint a secretary at a later date.\nCharlotte Greenebaum Kuh, Secretary\n427\n\n"}
{"page": 440, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n428\n\ntSchool Patrons\n\nPAPERS AND DISCUSSIONS\nREPORT OF CONGRESS OF MOTHERS' AND PARENTTEACHERS' ASSOCIATIONS\nELIZABETH HARRISON, CHICAGO, ILL.\n\nAs early as 1855 some insight into the ideals of the kindergarten was\ntransported to America by the wife of Carl Schurz, and a school was estab-\n\nHsht in her home in Watertown, Wisconsin.\n\nIn 1858 Miss Caroline Louise\nFrankenburgh opened a kindergarten for young children in Columbus,\nOhio. In i860 Dr. William N. Hailman, in a visit to Zurich, Switzerland,\ncame in contact with the same idea and brought it back with him to Louisville, Kentucky.\nFrom that time on a vital insight into the need of understanding the instincts and impulses of children and of being able to interpret\nthe significance of play spread thru the home circles of America.\n\nSmall\n\ngroups of women met at various places for the study of child life and the\nbest methods of nurturing and developing it.\n\nIn 1884 the first Convocation of Mothers was called in the city of\nChicago, but it was not until 1887 that a national association bearing the\ntitle of\n\n\"The National Congress of Mothers\" was organized at Washington\n\nfor the definite purpose of training for parenthood.\n\nThe awakening to the importance of the work has caused this association\nto increase in numbers and spread from the Atlantic to the Pacific until\n\nnow an organized body of about 200,000 women, supported entirely\nby voluntary fees and subscriptions. It is purely democratic, reaching\nout in innumerable directions to mothers of all classes and along many\nit is\n\nlines of vital activity.\n\nIt stands a convincing testimony of the potential\n\npower of motherhood which for ages has been slumbering in the heart of\nwomankind. The mere mention of the activities which it maintains and\nthose which it aids is sufficient evidence of its importance.\nWe all know that the great ethical factors that have changed savagery\ninto civilization are family, the economic world, the state and church, and,\nof course, the school, which has been the means by which steadily advancing\nideals of these social relations of man have past from one generation to the\nnext.\n\nAt first the better training for motherhood, including all classes of\ngrew rapidly in numbers. Then came the inclusion of fathers\nand a little later the cooperation with teachers and the Department of\n\"Parent-Teachers' Association\" was estabhsht in 1904. This work has\ngone steadily forward and the Americanizing of foreign-born immigrant\nmothers has become a part of it. The free distribution of hterature on the\nsociety,\n\nsubject reacht overtaxt mothers\n\nwho could not avail themselves of the\n\nregularly organized circles for study;\n\nscores of books on the subject have\n\n"}
{"page": 441, "printed_page": null, "text": "REPORT OF CONGRESS OF MOTHERS\n\nDepartment]\n\n429\n\nbeen publisht; and now a movement is on foot for a survey of all of our\n\nwomen's schools and coeducational institutions to see to what extent their\ncurricula indicate any preparation for the great work of-homemaking and\nmotherhood.\n\nThe Association has been also active in the economic world.\nin\n\ndomestic science have been made popular.\n\nClasses\n\nConservation of food has\n\nbeen discust and the wisdom of knowing the relative values of food and\nAgain, a great national movetheir relation to health and mental vitahty.\nment of encouraging children to purchase Thrift Stamps has been another\nof the activities of this Association.\nIt has censored '^movies\"\n\nand publisht a Kst of those of which they\n\napprove and has started vigorous opposition to those which they found were\ncorrupting the hfe of the nation.\n\nMuch work has been done for bettering the condition of working girls\nand a broad and wholesome sympathy for recreation for them on a large\nscale.\nThe influence of the organization has gone so far that in many\ncases it has checkt immodest and unwholesome dressing of high-school girls\nin fashionable circles.\n\nIn loyalty to state and in patriotism it has been equally zealous.\n\nWar\n\ngardens were encouraged in the school grounds and in back yards of the\n\nhomes that the children might have a part in the saving of democracy.\nThe Association has cooperated with the schools in organizing Junior Red\nCross associations and the acquiring of war stamp books.\nIt long ago became active in the establishment and the enforcement of\npure-food laws. A number of the state organizations have succeeded\nin getting mandatory laws concerning the estabhshing of kindergartens\nwhere needed, and other states are working in that direction. They have\nlabored zealously for laws for mothers' pensions in order that the mother\nand her children may not be separated. Prohibition laws also have been\npusht forward by them.\nOne of the great inspirations of motherhood during the crisis we have\nrecently past thru was the surrounding of our cantonments with the home\natmosphere in recreation centers where mothers and sisters and girl friends\nwere met and clean, happy hours of relaxation and recreation might be\nenjoyed. We cannot estimate the good being done by this movement,\nsaving thousands of our young men from the pollution which heretofore\nhas been supposed to necessarily accompany army life.\nThis Association has been instrumental, in a large way, in persuading\nparents to keep their children in school when the\n\nstrong temptation was\n\nto utilize them in the labor world for the astonishingly large wages offered.\n\nAgain, they have been active in what is known as the \"back to school\"\n\nmovement.\n\nIntelligent\n\nvocational\n\ntraining\n\nschools\n\nand\n\ncontinuation\n\nschools for those who must begin earning a livelihood have been part of\ntheir\n\nwork also.\n\nKindergartens have been maintained in\n\nmany places\n\n"}
{"page": 442, "printed_page": null, "text": "\"\n\nN/tIONAL EDUCATION ASSOCIATION\n\n430\n\n[School Patrons\n\nfor the purpose of demonstrating their value.\n\nestablisht in congested\n\nPlaygrounds have been\nurban districts and have turned the empty, idle\n\nchild life of small towns into better channels.\n\nWe are now earnestly endeavoring to wipe out the stain of shame which\nhas disgraced our communities in the meager salaries offered to those\n\"foster-mothers\" of the children of our nation, the teachers of the land,\nmany of whom have been paid less than scrub women, altho they are\nexpected to develop character, abihty, initiative, and all the other good\nqualities in our future citizens.\n\nThese are but a few of the more prominent activities in which\n\nthis\n\nThose who have been in\nthe work for any length of time realize that this is but the beginning of a\ngreat work which will be accompHsht when our women come to a full\nrealization of their part in making or marring humanity.\nsteadily growing organization has \"mothered.\"\n\nREPORT OF THE COUNCIL OF JEWISH WOMEN\nFANNIE SAX LONG, COUNCIL OF JEWISH WOMEN, WILKES-BARRE, PA.\n\nThe Council of Jewish Women takes credit to itself for having done\nbut little that is new in fields of education since our last report. It has\nstruck\n\nan attitude\n\nof\n\neloquent\n\nstandpattism.\n\nHaving turned every\n\navailable talent into every conceivable channel of war activity while\n\nits\n\nusual fields held a sort of sabbatic year, the post-bellum work, no longer\nhitcht to the service star, comes to be a rebuckling into the previous but\n\nby no means outgrown harness of the Council's program.\n\nIt counts its\n\nomissions not sins but service, its lack of novelty the very fulness of its\n\nformer program.\n\nIt has not been trying the \"different\" but applying the\n\n\"definite,\" putting into service for ends of already proved worth the useful\n\nmethods which were the precipitate results of past effort.\nWhich means that: (i) \"For Council members\" many more sections\nin many more cities provide opportunity for child-study, household and\nsocial hygiene, current events, contemporary philosophies, poetry and\ndrama, etc., hitching more groups to our old star, the \"pursuit of wisdom.\n(2) \"In community service\" it is not new affiliations that are counted, but\na firmer, deeper grip on community purposes, for we are close-hookt to our\nmany-pointed star of \"serve thy neighbor\" on school boards, parentteachers, school lunches, recreation boards, etc.\n(3) \"For the schools\"\nour concern in our children is not new, but more widespread. Recently,\nhowever, it has taken the form of a signed statement that the council\nsection in any community shall be held the vicarious mother to the collective Jewish childhood of the town and offers to mediate between the\nindividual child and its necessity.\nThis the national chairman holds to be the particular star of David,\nfrom which there can be no unhitching, for the Council knew themselves\n\n"}
{"page": 443, "printed_page": null, "text": ",\n\nDepartment]\n\nREPORT OF COUNCIL OF JEWISH WOMEN\n\n431\n\nlong ago, by this star's light, as indeed then: \"brothers' keepers\"; and so\nletters similar to the following are largely used by sections to make known\n\nthe Council's abiUties and willingness:\n\nMy dear Mr. Superintendent (or Principal)\n\n:\n\nWith the approach of the holiday season I take pleasure in sending you the calendar\nof religious observances in order that you may be quite in sympathy with and understanding of the absence of those Jewish children\n\nwho are conformists.\n\nIt\n\nis\n\nsent with the\n\nhope that you will arrange no important test nor examination for those particular days.\nAnd may I call to your attention the services to which this organization is committed ?\nAs \"school friend\" it will attempt to meet whatever the need of any Jewish child, no\nmatter what that need may be.\nIt offers itself as the agent in this large program of social responsibility and urges\n\nyour cooperation in it, for the Council stands in each community where it is organized\nfor this definite and devoted service.\n\nIt is our hope that when you call to mind a case\n\nwherein some material, medical, or social adjustment should be made, you will also recall\nthis ready instrument at your hand.\n\nAwaiting your pleasure.\nSincerely yours.\n\nLocal Chairman\n\nThat, however, makes the responsibility not wholly theirs; the Council\n\nhaving spread the feast, the members and the pubUc must like the flavor\n\nand partake; and the Council having made of themselves a deHcate multisided instrument of social leverage, it remains for school ofiicials and\ncommunity to see the obligation to use this instrument.\nThe Council is one of the Hving ladders toward messianic times, with\n\"education\" as the sense and substance of its endeavors in each of its\nvarious committees. It has a practical, dynamic Americanization program\nthat is educational; it has a vigorous, vital rehgious program that is educational, and a plan of philanthropy working conspicuously thru education.\nThe Council membership is now nearly twenty-five thousand women\nThe Council's program ahead will put\nin one hundred and ten sections.\nthe loud petal upon education for each one's own job, and whether as\nmother or club leader, saleswoman or American citizen, the opportunity\nwill be provided that each may learn to do better that thing which lies at\nhand to do.\nCouncil objectives stand out clean and sharp: to quicken the physical\nand spiritual vitality of every root and branch of the House of David and to\nbe the representative, responsible, respected agent toward that end, helping\nto solve the problem of one alien group and contributing in every way to\nmake real a dream- America. Have you a section in your community?\nHave you made use of its offer to serve you ? For the measure of Council\nsuccess is not in its program but in its performance.\n\nI\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n432\n\n[School Patrons\n\nCOOPERATION BETWEEN BOARDS OF EDUCATION\nAND THE PUBLIC\nHAROLD O. RUGG, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\nIt is\n\nimportant that three outstanding facts concerning the present\n\nstatus of school administration be recognized\n\nby this audience,\n\n(i)\n\nIn\n\nspite of the fact that we teach and administer schools better than we ever\n\ndid before, the central administration of our medium-sized and large cities\nshows definite signs of a tendency toward a complete breakdown. (2) The\nfundamental cause for this is found in the prevalent misconception as to\nthe true function of a school board in the administration of school affairs.\n(3) The only hope for definite relief from present evils and inadequacies\nof the central administration is to be found in organizing groups of our\nmost intelligent lay citizens for the purpose of disseminating information\n\nconcerning the true status of education in the public schools.\nI.\n\n—\n\nThe breakdown in the central administration of city school systems.-\n\nDuring the past five years example after example has been recorded of the\nIn two of the\n\nmisconception by school boards of their true functions.\n\nlarger cities of the country in 1916 large groups of teachers were dismist\n\nby the board of education without and even in opposition to the recommendation of the superintendent\n\nschools; furthermore, without charges of\n\nof\n\ninefficiency having been brought, and in spite of the fact that a considerable\n\nproportion of the discharged teachers had been rated as ''excellent\" or\n\n''good\" teachers.\n\nAs a second illustration, the writer had personal contact in the year\nwhom had\nbeen discharged by a politically organized and politically minded board\nof education, after having had in each case a reasonably successf ul^ in fact,\n191 7 with five superintendents of schools in small cities, each of\n\n—\n\n—year.\n\nin three cases, a very successful-\n\nIn one of our largest cities recently a district superintendent was\ndemoted from his position to that of principal of an elementary school,\nthe principal of the elementary school in turn being advanst to the position\nof district superintendent.\n\nThis was done without charges of inefficiency\n\nor any other charge having been made.\n\nIt was\n\nthe teachers and citizens of the community.\n\ndone over the protest of\ndone in spite of the\n\nIt was\n\nrecognition of scientifically minded students of education that the man who\nwas demoted was doing as satisfactory, if not better, work as district\nsuperintendent than was each of the other district superintendents in the\ncity.\n\nIn several\n\ncities\n\nwithin the writer's personal experience boards of\n\neducation have commonly adopted the practice of initiating the appoint-\n\nment and dismissal of teachers. In these cities educational pohcies which\ncould be properly establisht and developt only by professionally trained\nand experienst officers have been establisht by laymen in the boards of\n\n"}
{"page": 445, "printed_page": null, "text": "Department]\n\nCOOPERATION BETWEEN BOARDS AND PUBLIC\n\n433\n\neducation without regard to the advice or cooperation of the professional\nQuestions of the selection of sites for school buildings, which\n\nofficers.\n\nshould be decided only after definite information is available upon which\nto form a professional judgment, have been decided by lay citizpns on the\n\nboard of education without the assistance of professional executives.\nIn brief, therefore, we are faced in a most striking way with these examples\n\nfrom various phases of school administration with the fact that schools are\nbeing actively managed by laymen, who are thus usurping the activities of\nprofessionally trained and experienst executives.\n2.\n\n—It seems\n\nThe cause of the present tendency in school-hoard activity.-\n\nvery clear to students of school administration that the underlying cause\nof the difficulty is a thorogoing misconception of the true function of a\n\nboard of education.\n\nStudents of school administration are agreed that\n\nboards of education are compact groups of representative citizens selected\nfor the purpose of getting schools\n\nmanaging schools themselves.\n\nmanaged, and not for the purpose of\n\nThey are no more equipt to decide school\n\nwithin the school system, than a lay\nboard of trustees in any business, medical enterprise, scientific activity, or\n\npolicies, initiate professional action\n\nwhat not.\nThe most outstanding need in school administration at the present time\nis for the development of machinery by which two things may be consumated: (i) the education of members of boards of education to a recogniion of their real functions, powers, and duties; (2) the education of that\nore intelligent portion of the population from which these boards will be\nlected, and who may be expected to give active consideration and support\nthe furtherance of a sound school policy in the community. For the\nevelopment\n\nthe\n\nof\n\nformer the writer, in collaboration with several\n\necialists in school administration,\n\nhas been preparing material intended\n\nr the enlightenment of boards of education concerning the true scope of\n\ne activities of the board, and outlining the procedure by which the board\nay develop in a community a sound and progressive school system.\n3.\n\nThe remedy:\n\nunity.-\n\nthe organization of intelligent lay opinion in the corn-\n\n—The third important fact enumerated above can be consummated\n\nost directly thru the affiliation and cooperation of just such agencies as\nre represented by this audience.\n\nCertainly the help of the Federation of\nomen's Clubs, the organization of men's civic and business clubs, the\n\nooperation of parent- teachers' associations, etc., thruout the country are\ndefinitely\n\nneeded at the present time to coordinate the\n\nactivities of\n\na\n\nni\nnumber of groups of inteUigent citizens thoroly interested in the progress\nf\n\ni\n\nour schools.\n\nLaymen thruout the country do not know what has been\nThe man on the\n\noing on in the public schools in the past two decades.\n\ntreet visualizes schools in terms of the little red schoolhouse he\n\nthirty years ago.\n\nwent to\n\nThe layman must be made interested, and thru his\n\ni^_interest thoroly acquainted with the developments in the public-school\n\nI\n\n"}
{"page": 446, "printed_page": null, "text": "^^ TIONA L EDUCA TION ASSOCIA TION\n\n434\n\neducation in our generation.\n\n[School Patrons\n\nThe only possible means by which this can\n\nbe done is thru the activity of just such organizations as you represent.\n\nThe appointment of committees thru your organizations will result in little\nunless it is supplemented by a very considerable amount of discussion of\nschool developments themselves.\nCitizens must be brought to the reading of lay material concerning what\nis going on in the schools.\n\nProgress in the education of the public concern-\n\ning our schools will wait upon the preparation of adequate lay material.\n\nFor the public and in turn for boards of education to ask professional\neducational officers intelligent questions concerning school practice in the\nthose questions must be given them by specialists in the field.\nSample or illustrative questions need to be put, so to speak, into the mouths\nof intelligent citizens, the response to which will make superintendents and\neducational officers generally more definitely conscious of the needs of a\ncontinuous policy within the school system itself. Thus, thru the preparation of material of this sort, thru its dissemination by means of just such\nchannels as your committees and executive councils, and thru its thorogoing discussion by your organization, will professional officers be made\ncity,\n\ndefinitely conscious of their own shortcomings.\n\nCOOPERATION BETWEEN THE PUBLIC AND THE SCHOOL\nAUTHORITIES IN SECURING BETTER TEACHING\nIN ELEMENTARY SCHOOLS\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\n\nThe proposed movement toward establishing a higher standard of professional training for teachers in the elementary schools is one of which I\n\ncan speak with a knowledge drawn from personal experience.\nIn 1907 the legislature of California enacted a school law providing that\na graduate of a university should not be deemed eligible to teach in the pubhc\nschools without at least six months' training as a practice teacher.\n\nAt the\n\ntime the law was enacted there was no provision in California for practice\nteaching except in the normal schools; as a consequence there came to\nthe normal schools a number of university graduates to take the practiceteaching courses.\n\nAs I was at that time a member of the teaching staff of the state normal\nschool at San Jose, I had under my direct and immediate observation the\n\nwork of these university graduates in the\n\ntraining-school classes.\n\nThe\n\nadvantages of university training were so obvious they could not be\noverlookt. By reason of their superior education the graduates learned\n\nmore rapidly and inore thoroly than other students; by reason of their\nby reason of their wider\nreading they were better able to instruct the pupils; and by these combined\nsuperior age they had better control of the pupils;\n\n"}
{"page": 447, "printed_page": null, "text": ".\n\nDepartment]\n\nBETTER TEACHING IN ELEMENTARY SCHOOLS\n\n435\n\nadvantages they were more inspiring to the pupils and got better results in\nall branches of teaching.\n\nThis experiment, made unexpectedly and without purpose by a mere\naccident of the law, showed that there would be a great gain for the teacher,\nfor the school, and for the pupil if school teaching were rankt as a profession\n\nand, like law and medicine, a high degree of general culture were required\nas a requisite to its practice.\n\nThe truth shown by this experiment is by no means self-evident. A\ngood many university graduates deem themselves unfitted for elementary\nteaching by the very fact of their university training; and we may be sure\nother people share the beHef\n\nOnce when I was an instructor at Stanford University, a young graduate askt me to assist her in getting a position as teacher in a high school.\nI\n\nadvised her to seek first a position in an elementary school, but to my\n\nsurprise she set the advice aside by saying, \"I am not able to teach an ele-\n\nmentary school, for there I would have to teach many things, all branches,\nbut in a high\nschool I would have to teach only the special subjects along which I have\nstudied at the university, and these I am quite competent to teach.\"\nIn a measure this young woman was right, but in an equal measure\nle was wrong.\nAn elementary teacher under our expanding system of\nmblic-school education is required to teach a wide variety of studies, each\nsimple in itself but complex in their numbers. Therefore she was right in\nLssuming that as good an education is required for an elementary school as\nbut she was wrong in presuming that her special culture\nfor a high school\n\nin fact, and of some of these I have no adequate knowledge;\n\n;\n\nifitted her for the\n\nelementary work, since the results of the experiments\n\nrith. university graduates in the state\n\nnormal schools of California prove that\n\niniversity culture is an excellent training for such service.\nIt is therefore gratifying to find every day and almost everywhere in the\n\nInited States a\n\ngrowing consciousness among teachers that along with\n\nicreasing professional rank and dignity there must be increast professional\nraining and worth.\n\nOnly a generation ago our best law schools and medical schools required\npreliminary education for their students. Not so much was then\nrequired for admission to the Law School at Harvard as is now required for\nidmission to a normal school in California. The standards of law and of\nledicine were raised by the exhortations, labors, influences, and examples of\na few high-minded, resolute men. What those men did for law and for\nmedicine can be done for school-teaching by leaders of equal ability and\nequal zeal. Therefore the advocates of this movement are not engaged in\nan idle agitation, but have good reasons for the hope that is in them of seeing\ntheir efforts crowned with success.\nittle\n\nThe urgency of the movement is shown in the barest recital of the statissystem. They have been publisht often, but until\n\ntics of our educational\n\n"}
{"page": 448, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n436\n\n[School Patrons\n\na remedy is applied they cannot be too often recalled nor too strongly emThere are now upward of 300,000 teachers in the United States\n\nphasized.\n\nthat have had no training beyond the high school; there are 100,000 that\nare less than twenty years of age; there are more than 30,000 that have had\n\nno training beyond the eighth grade.\nBad as is the showing made by these statistics taken merely as arithmetical figures, they do not reveal all the evil of the conditions that make\n\nsuch low standards possible.\n\nIt\n\nis\n\nhardly to be disputed that in many\n\nThey\nowe their positions partly to the fact that teachers in many school districts\nare so illy paid and schoolhouses so badly equipt that competent teachers do\ncases these untrained teachers lack not only training but competence.\n\nnot seek such positions;\n\npartly also because school trustees either thru\n\npersonal favoritism or indifference to the importance of public-school education appoint teachers without regard to professional merit.\n\nTo raise the professional standard of the school-teacher there must be\nthen: increase of remuneration, improvement of conditions of school work,\nfuller freedom from control by politics or by favoritism, and higher education.\n\nEach of these deserves more elaboration than I can give.\n\nThere should\n\nbe increase in remuneration, not only that the professional standard of the\nteacher may be raised, but in justice to those now in service; there should be\n\nimprovement of conditions of school work in order to meet the requirements\nof new ideals of democratic citizenship; there should be fuller freedom from\n\ncontrol by politics in order that teachers may be permitted to go about their\nwork with serenity; and there should be a higher education required for\nelementary teachers because elementary teachers have a more difficult and\n\nimportant work to perform than that of fixing facts in youthful minds.\nThe national conference of normal-school presidents at Chicago in\n\nFebruary of this year adopted a series of resolutions on this phase of the\nsubject that merit our indorsement and support. These declare:\n\nWe favor raising the standards for public-school teachers in the United States to\nthe end that teaching may become a profession.\nThe interests of public education require that the normal schools shall not be isolated from the main currents of higher education.\n\nWe invite such cooperation from college and university authorities, and seek such\nimproved organization, procedure, and standards for ourselves as will lead to an equitable\ninterchange of credits.\n\nThese are well-measured demands, yet their fulfilment will be followed\nWhen school-teaching\nbenefits to the whole people.\nattains its rightful rank as a profession it will be better remunerated,\n\nby immeasurable\n\nbetter instructed, better inspired, better sustained, and the results will\n\nbe correspondingly better in every department, every phase, every activity\nof a teacher's service, whether in the schoolroom or in the community\ncenter.\n\nWhen normal schools rank in higher education along with schools of law\nand of medicine and of technology; when the scholarship attained thru their\n\n"}
{"page": 449, "printed_page": null, "text": "THE VOCATIONAL EDUCATION BILL\n\nDepartment]\n\n•\n\n437\n\ntraining is recognized by universities and learned academies as an impor-\n\ntant part of the best culture of the age;\n\nwhen the teacher of the remotest\n\nrural school has the respect due to a member of one of the foremost professions of the country\n\nand feels herself supported by a consciousness of\n\nher professional worth, then public-school instruction in America will be\nequal to the demands that human destiny has placed upon the American\npeople.\n\nUpon no other profession is there laid a more nearly universal\n\ntask, none is confronted by a nobler duty, of none is there demanded a more\n\npatient service nor a higher ethics.\n\nTherefore there is none that has a\n\nmore justly founded claim upon the people and the government alike for\nevery aid needed to fit the candidates for the profession with all the training\nthat our ever-advancing civilization requires of them in the practice of their\nprofession.\n\nCOOPERATION BETWEEN THE PUBLIC AND THE SCHOOLS\nIN TAKING ADVANTAGE OF THE VOCATIONAL\nEDUCATION BILL\nARTHUR F. PAYNE, COLLEGE OF EDUCATION, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nAny plan for organizing a logical scheme of cooperation between the\nublic and the schools in taking advantage of the financial and professional\n\nI\n\nid in establishing vocational education offered by the provisions of the\n\nSmith-Hughes Law immediately resolves itself into a three-cornered\narrangement with the general public, educators who favor vocational educaion, educators who oppose vocational education at each comer.\nThe general public is heartily in favor of almost any type of vocational\nucation, as they see in it an opportunity to make the work of our schools\nore purposeful and practical, more rational and real, more in harmony\nith life and living.\nAgriculturists for many years have been strongly in favor of vocational\nucation.\nThe success of their efforts may be seen in the splendid system\nf agricultural colleges all over our country, by the numerous short courses\nffered every winter by our state universities, by the more recent movement\noward consolidating the rural schools.\nManufacturers and business men are among the most earnest advocates\nf vocational education; as\n\nthe agriculturists want agricultural education,\n\nmen\nThe Smith-Hughes Law makes provision for all\ntypes and also for education in home economics.\nThe large and growing class of labor-union men are perhaps the most\nihree\narnest advocates of all forms of practical education. They see in vocathe manufacturers want industrial education and the business\n\ncommercial education.\n\nional education an opportunity for a worth-while education for the children\nif\n\nthe poor people that will equal the opportunity for a classical education\n\nlow offered the children of the rich people.\n\n"}
{"page": 450, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n438\n\n[School Patrons\n\nThere is still another small but influential group of people who will\nThis\n\nsupport any movement toward establishing vocational education.\n\ngroup is made up of those interested in the betterment of the poorer classes\nsocial-settlement workers, philanthropists\n\nwho support the settlements,\n\nsociologists, and social workers of all kinds.\n\nThis group of splendid people\n\nand educate for \"good citizenship\" have\nfound that the basis of good citizenship is the ability to earn an adequate\nlivelihood; all else follows and nothing precedes this.\nin their endeavors to develop\n\nThe educators who will assist in establishing vocational education are\nthose who keep in mind that golden principle of all educators, that education\n\nmust fit for Hfe and for living.\n\nThese are the educators who have organized\n\nthe many new types of schools and classes that differ from the old formal\nscholastic type.\n\nSuch schools as the continuation, the part-time, the\n\ncooperative classes, the ''junior high school,\" the \"opportunity school,\"\ntrade extension evening classes, all-day trade schools, are a few of the\n\nendeavors to break away from the scholastic t3^e of school which had its\nfoundation in the fifteenth century.\n\nThe first step, then, in any plan for cooperation should be that of an\neducational propaganda for a clear understanding of the principles and\n\npurposes of vocational education.\n\nMany educators oppose vocational\n\neducation because they do not understand it and therefore are afraid of it;\n\nmany of them see in it a danger of losing their positions and life-work.\n\nFor\n\nthis group our message is that vocational education needs the very best they\n\nhave to give. They talk and write about correlation, motivation, unification, and schooling with life and environment; vocational education offers\nthis in its finest form.\nThey enthuse about \"education for democracy\";\nvocational education is the democratic leaven in an aristocratic educational\nsystem.\n\nOur present system of education is aristocratic in that it offers\n\nits benefits only to those wealthy few\n\nwho can afford to go thru high school\n\nand graduate from our colleges and\n\nuniversities.\n\nWith more than 60\n\nper cent of all children in this country leaving school before the end of the\nsixth grade, we can hardly claim to be educating the mass of people.\n\nVocational education is not narrow;\n\nit does not train narrow specialists\n\nany more than do the professions of law, medicine, dentistry, architecture,\nand theology. Look over a course of study for any one of these professions\nand you will find that they are highly speciaKzed.\nVocational education does not aim to displace elementary education;\nthe Smith-Hughes Law grants no aid for any vocational education for\npupils under fourteen years of age, with a minimum education of graduation\n\nfrom the sixth grade. The figures I have just given you show that most\nof our boys are out of school before this time, so that vocational education\nThe\nwill help to keep them in school and bring them back to school.\n\nSmith-Hughes Law also requires that 50 per cent of the school time shall be\n\n"}
{"page": 451, "printed_page": null, "text": "THE VOCATIONAL EDUCATION BILL\n\nDepartment]\n\n439\n\nspent in the classroom studying arithmetic, EngHsh, hygiene, drawing,\nscience, civics, and citizenship.\n\nThe second step should be the appointment of an advisory committee\nof representative citizens.\n\nAll of the state laws with which I am acquainted\n\nThe purpose of this committee, with its necessary subcommittees, is to do research work, formulate plans, and make recommendations to the school board and assist them in making campaigns for buildings,\nmoney, equipment, etc. The membership of this committee should represent the leading activities of the town in proportion to its importance,\nIn every case\nagricultural, industrial, commercial, and home economics.\nhome economics should be represented.\nThe first work of this committee should be a survey of the occupations\nrequire this.\n\nof the town.\n\nA request for aid and advice in conducting this survey to\n\nthe state board of education, the state university, or the Federal Board\nfor Vocational\n\nEducation at Washington, D.C., will bring an immediate\n\nresponse.\n\nThis survey should show the opportunities for young people to enter\nwage-earning occupations, keeping in mind that we are interested principally\nin those occupations for which workers must be trained before they\n\ncan\n\nenter them, as we are interested in vocational education.\n\nNext should come the survey of the public school to discover what train(iing is being offered for these vocations.\n\nYou will probably find that private\n\nschools offer more training for the vocations than the public schools, but\nlis will\n\nnot concern us, as the Smith-Hughes Law gives aid only to schools\n\nmder public control.\nThere should also be a survey of the public-school records to show the\n)ercentage of pupils retarded, the loss by grades to go to work, percentage\n)f\n\nthose who enter high school, who graduate from high school, who enter\n\nWhen you discover the very small percentage who enter college\nmd remember that our present school system is organized almost entirely\n\n:ollege.\n\n'from the first grade up, with college entrance in mind, you will have little\ndifficulty in showing people the real need for a different kind of education for\n\nthe 95 p^r cent who never get to college.\n\nThis school survey should also show which grammar schools send the\nleast number of pupils to the high school.\n\nThis will indicate the schools\nwhich should have their course of study vocationalized. The trade v/orkers\n\non this committee should recommend the proper equipment and courses\n)f\n\nstudy for their separate trades.\n\n)uildings be provided.\n\nThey should also see to it that suitable\n\nI regret very much that many towns give to voca-\n\ntional education only the old ramshackle buildings.\n\nVocational-education\n\n)uildings should be as good as any other school buildings.\n\nThe school board, the chamber of commerce, and other organizations\nshould be askt to send competent persons to cities similar to your own where\n\n"}
{"page": 452, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n440\n\n[School ^atroAd\n\nvocational education has been started, and bring back full reports with\n\nphotographs and samples of work done.\nIn all of this work care should be taken to keep in close touch with the\nregional directors of the Smith-Hughes Law and the state directors of vocational education, as all vocational education must be\n\napproved by them\nThese directors will furnish you\non request with valuable material, and, if askt to do so, will visit your town\n\nbefore Smith-Hughes aid can be granted.\n\nand give advice.\nFinally in all of this work we must at all times keep clearly before us the\n\nultimate aim of vocational education, which is the greatest good possible for\nthe youth of our land.\n\nThe particular group of children we are working for\n\nare mostly the children of that splendid body of workers who are the back-\n\nbone of this great country of ours, so at all times we must be sympathetic,\ngenerous, and open to conviction, working only for that untold good that will\ncome from an effort to increase human efficiency and happiness, which\nwill bring its own reward and blessing to those who work for that end.\n\nCOOPERATION OF PATRONS IN SOLVING THE PROBLEMS OF\nSOCIAL LIFE IN THE HIGH SCHOOL\nOLIVIA POUND, CITY PUBLIC SCHOOLS, LINCOLN, NEBR.\n\nThe problems of the social life of the high school are perplexing alike to\nThe social instincts of the\npupils naturally lead them to form into groups, but unless these groups are\nschool administrators and to school patrons.\n\nwisely directed they may prove to be an endless source of friction.\n\nWith\n\nthe newly awakened consciousness that the public schools must train the\npupils for active participation in our democracy has come also the realization\n\nthat all the social situations of the school must be utilized to afford the\npupils this necessary training.\n\nFormerly responsibility for the social Hfe\n\nof the pupils was avoided by the majority of school authorities because it\n\nwas lookt upon as a problem of the home.\n\nNow, however, since education\n\nis regarded not as training for future living but as training for present living,\n\nthe social activities and interests of the school have come to be considered\nas second in importance only to the pupil's classroom activities.\n\nThe\n\nschool itself is a miniature community, and may well afford the pupils many\nConsequently the school should\nof the experiences they will have thru life.\nfoster such pupil activities as promote the aims of our secondary education\nand should curb such activities as tend to hinder their fulfilment.\nThe test then of the value of pupil organizations should be the same\n\nas the test applied to any other department of school activity;\n\nnamely,\n\nhow far do such organizations promote the chief ends of education in our\ndemocracy ?\n\nIn the report of the Commission on Reorganization of Second-\n\nary Education, appointed by the National Education Association (Bulletin\n1919, No. 35), it is stated that \"education in a democracy, both within and\n\n"}
{"page": 453, "printed_page": null, "text": "Department]\n\nPROBLEMS OF SOCIAL LIFE IN HIGH SCHOOL\n\n441\n\nI\n\nthout the school, should develop in each individual the knowledge, inter-\n\nand powers whereby he will find his place and use that\nand society toward ever nobler ends,\" In\norder so to develop the individual, the same report sets up seven main\nor(\nbjectives of education: health, command of fundamental processes, worthy\nome membership, vocation, citizenship, worthy use of leisure, and ethical\naracter.\nObviously if the schools are to meet these aims the social life\nof the school must be utilized as a laboratory in which the pupil may be\nelpt \"to find his place\" and \"to shape himself toward nobler ends.\"\nAn investigation of the social organization of one hundred high schools\nf the country shows that they fall into the following main divisions general\norganizations open to all pupils, such as class organizations, student repretative bodies, and the like; departmental clubs; and exclusive clubs\nnd fraternities. Of these groups the class organizations and student representative bodies are the most democratic.\nIf properly handled they may\nafford the pupils opportunity to participate to some degree in the government of the school, and may give them to a. certain extent some real traints, ideals, habits,\n\nplace\npic\n\nto shape both himself\n\nKb\nBo\n\n:\n\ning in citizenship.\n\nIn many of our leading high schools the student council\n\nsuccessfully handles such problems as the order in lunchrooms and halls,\n\nthe launching of\n\nall\n\nschool activities, such as athletic contests, debates,\n\nmatinee parties, and the like.\n\nThey also receive from the pupils suggestions\n\nfor the betterment of the school and participate in carrying them out.\n\nTo\n\na considerable degree they are responsible for the general morale of the\nhool.\n\nUnder departmental clubs one finds all manner of organizations, such as\nebating or public-speaking clubs, music, art, household arts, nature,\nthletic, English, scientific and business efficiency clubs.\n\nopen to the pupils on a try-out basis.\n\nAll of these should\n\nIf membership depends on social\n\nvailability, the society soon loses all interest in other than social activities\n\nd becomes unworthy of the time and attention of any school.\n\nMany of\n\nese departmental organizations, especially those devoted to nature-study,\n,\n\nmusic, and dramatics, may make a distinct contribution to the pupil's\n\nucation for the wise use of leisure.\n\nIn small schools with limited facilities\n\nese school clubs may be almost the only way to develop this phase of the\nupil's education.\n\nThru these clubs the boys and\n\ngirls\n\nmay gain an\n\nppreciation of the finer things of life not to be gained perhaps from their\nther work.\n\nIn many schools there are, in addition to the general and departmental\norganizations already mentioned,\n\nmany exclusive clubs and fraternities,\n\nese organizations almost without exception\n\nhave proved a stumblingBecause they are\n\nlock in handling the social problems of the school.\n\nImost free to do as they choose, the members of other organizations chafe\nder restriction and are inclined to ape the fraternities as far as possible,\nhe result is that the exclusive clubs and fraternities become a source of\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n442\n\nendless bickerings\n\nand annoyance.\n\n[School Patrons\n\nMoreover, the high-school fraternity\n\nseems to breed a certain bumptiousness of character and a disregard for\nothers that is very undesirable.\n\nThe scholarship of fraternity members is\n\nso notoriously poor that it actually interferes with the efficient management\nof the school.\n\nIn one school of fifteen hundred pupils there were enough\n\nfailures among fraternity boys alone in one semester to provide classes for\n\none full-time teacher.\n\nIn their form of entertaining, too, the fraternities\n\nset up a false standard that may counteract what the school is trying to\n\naccomplish in the way of training the pupils to use their leisure well.\n\nThe main objection to high-school fraternities, however, is that they\ntend to keep the members from securing such civic training as the social\nlife of the school might provide.\n\nThe fraternity splits the school into small\n\ncliques whose interests are more important to the members than are the\ninterests of the school.\n\nTho some individual members may be interested\n\nin the welfare of the school, even the best of them seldom throw themselves\n\nwhole-heartedly into projects of general interest.\n\nsuch activities were a little beneath them.\n\nThey stand aloof as if\n\nSince it is the prime function\n\nof American schools to fit pupils to live in a democracy and to bear their\n\nshare of the responsibility of government, the fraternity becomes a menace\nto the activities of the school which make for civic training.\n\nSuch are a few of the social problems of the high school. How can school\nFirst of all, they can help by seeing that\nschool officials are employed who have a broad social outlook, men who are\nPatrons\nable to work with pupils and teachers rather than over them.\nmay need to stand firmly behind these men in their efforts to democratize\nIf this means disbanding exclusive clubs and\nthe social life of the schools.\nfraternities, it must be done, for they are distinctly antisocial in their\ntendencies.\nAn effort to bring about a constructive social program in a\nhigh school where fraternities are tolerated is a mockery. The majority\nof the pupils will stamp any attempt to organize student representative\nbodies as a sham if clubs are allowed to exist which can blackball proposed\nmembers of sterling worth who do not seem quite socially eligible. Men\nwho are unwilling to face the problem of the high-school fraternity are\nunworthy of a place in the modern democratic school.\nIn the next place patron associations may be of inestimable help in\npatrons help in solving them ?\n\nseeing that the right social standards exist in the high school.\n\nThis involves\n\nthe whole problem of social usage, chaperonage, dancing, and the\n\nlike.\n\nThe social standards of the school almost inevitably are those of the community.\n\nIf there is to\n\nbe a wholesome atmosphere in the school, the\n\natmosphere of the community must be wholesome.\nLastly, patrons' associations can promote interest in all the meaningful\nactivities of the school by offering prizes and by affording opportunities for\n\nthe pupils to put forth their best efforts.\n\nThere should be prizes for all\n\nwinning athletic and debating teams, for the best work in art and house-\n\n"}
{"page": 455, "printed_page": null, "text": "WIDER USE OF SCHOOL BUILDINGS\n\nDepartment]\n\nhold arts, for the best readers and the best writers.\n\n443\n\nThe most valuable\n\nprize, however, the one regarded as the highest honor the school can bestow,\n\nshould go to that pupil who in the opinion of the teachers by his services\nto the school and by his democracy, generosity, and loyalty best embodies\n\nthe ideals of the school.\n\nCOOPERATION OF SCHOOL AUTHORITIES AND THE PUBLIC\nIN THE WIDER USE OF SCHOOL BUILDINGS\nRAYMOND F. CRIST, BUREAU OF NATURALIZATION, DEPARTMENT OF LABOR,\nWASHINGTON, D.C.\nThere are many activities in which the public schools may widen their\nThe one which is devoted to instruction in civic responsi-\n\nfield of usefulness.\n\nbilities of\n\nthe foreign-born offers quicker returns than any other.\n\nrewards reapt by the teachers of adult foreigners\n\nThe\n\n—rewards in devotion,\n\nloyalty, endeavor, in appreciation of the opportunity our public schools\n\n—\n\nare not found in the original field of instruction open to the\nteacher—the day schools. The testimony of the teacher of English to the\nnon-Enghsh-speaking foreigner is unanimous upon this point. The relaThe\ntion of teacher to pupil is enricht and becomes one of association.\ncommunity of purpose, of objective, of thought, becomes uppermost in the\nminds of both. The teacher is more than teacher; is at once guide, helper,\nadviser, a source of deep inspiration to the performance of a task that but\na few short years since was believed possible only among those in the early\nare affording\n\nyears of life—the learning of a new language, in all that that means.\n\nTrue,\n\nnotable examples of scholars stand out who have acquired languages after\n\nBut to accept the conclusion that men and women of any\nToday thru the activities of the\nofficers and members of the Department for the Promotion of the Wider\nUse of the Schoolhouse, working in concert thruout the entire country,\nmiddle life.\n\nwalk in life can do this was unheard of.\n\nthis conclusion is a fully accepted fact.\n\nFour years ago it was my privilege to be one of the thirty or more\nsigners of the petition for the creation of the Department.\n\nThis petition\n\nwas signed and submitted to the National Education Association at its\nOakland, California, meeting.\n\nSince then, in\n\nmy connection with the\n\nDepartment as secretary, and later as president, I have put forth my best\nendeavors thru my official governmental positions to enlarge the field of\nactivities of the public schools to embrace the illiterate adult population of\n\nThe natural field of endeavor of that part of the federal\ngovernment to which I am attacht is the adult alien population. During\nour nation.\n\nmen and\nwomen of the foreign body of this country who have come before the Bureau\n\nthe past three years there have been approximately 3,000,000\n\nof Naturalization, with which I have been connected since its organization.\nIt is this constant procession of aliens which has caused your government to\n\n"}
{"page": 456, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n444\n\n[School Patrons\n\nappeal to the public schools to open their doors both night and day and\n\nthruout the entire year, in order that they might be fitted to become citizens\nof this great land.\n\nAnd to this appeal the public schools have responded.\n\nIn over 2200 communities the doors of the schools have been thrown open.\nIn HOG more places the promise is that they, too, will join the ranks of\n\nMany thousands of classrooms that\n\nworkers in this rich field of endeavor.\n\nheretofore were deserted and dark now beam forth their light of welcome\n\nnight after night to increasing thousands of hungering and thirsting humanity.\nMen and women by the thousands over fifty years of age are to be\nfound in these rooms under the guidance of sympathetic, devoted teachers\n\nbeing led out of the bondage of ignorance into the beginnings of the Hght\nIt means their reward after much\n\nof learning and broader understanding.\n\ntravail for their coming to this new land.\n\nIt means that America is being\nmeans the door of opportunity again opening to the\nnative American which heretofore has been closed and seemingly finally\n\ntrue to herself.\n\nIt\n\nclbsed.\n\nLet us in returning to our homes enlist in this cause of America.\n\nLet\n\nus go home and inform ourselves of the problem, each in his own home town.\n\nAre there any illiterate Americans, any ilhterate foreign-born, any who\ncannot speak, read, and write in our tongue ?\n\nLet each one here not cease\n\nin effort until all these have the opportunity thru the opening of the doors\nof the pubHc school to this wider use.\n\npublic school of your own making.\n\nDo not denounce and condemn the\nIts deficient condition,\n\nand its inef-\n\nficiency, are traceable right to you and to every other citizen of your town.\n\nInstead let each one inform himself upon the affairs of the school system\nand aid in uniting all forces of the community for the attainment of the\nhighest efficiency by giving every needed support.\n\n"}
{"page": 457, "printed_page": null, "text": "LIBRARY DEPARTMENT\nSECRETARY'S MINUTES\nOFFICERS\n\n—O. S. Rice, supervisor of public libraries, State Department of\nPublic Instruction\nVice-President — Delia G. Ovitz, librarian. State Normal School\n\nPresident\n\n—Anne T. Eaton, librarian, Lincoln School, Teachers' College\n\nSecretary\n\n.\n\nMadison, Wis.\nWilwaukee, Wis.\n.\n\n.\n\n.New York, N.Y.\n\nFIRST SESSION, Tuesday Afternoon, July i, 2:00 o'clock\nThe Library Department of the National Education Association convened in regular\nsession on Tuesday afternoon, July i, at 2:00 o'clock, in Lecture Hall, Public Museum,\nMilwaukee, Wis. The meeting was called to order by O. S. Rice, president.\nIn the absence of the secretary the president appointed Irma M. Walker as secretary\npro tem.\n\nThe general topic for the session was \"Children's Reading and Elementary School\nLibraries,\" and the following program was presented:\n\n\"Supervision of School Libraries\"\n\n— Carter Alexander, assistant state superintendent\n\nof public instruction, Madison, Wis.\n\nDiscussion\n\n— Sherman Williams,\n\nchief.\n\nof Public Instruction, Albany, N.Y.\n\n\"Young People's Reading Circles\"\n\n—\n\nSchool Libraries Division, State Department\n\nD. Wolcott, librarian, U.S. Bureau of\nEducation, Washington, D.C.\nDiscussion—J. F. Haines, manager, Indiana Young People's Reading Circle, IndianJohfi\n\nD. F. Nichols, manager, Illinois Young People's Reading Circle, Lincoln, 111.\n\"The Public Library and the Public School\" Lutie R. Stearns, platform lecturer\n\napolis, Ind.;\n\n—\n\non Education and Library Topics, Milwaukee, Wis.\nDiscussion Anna E. Logan, assistant superintendent of schools, Cincinnati, Ohio.\n\n—\n\nSECOND SESSION, Thursday Afternoon, July 3, 2:00 o'clock\nThe session was called to order at 2:00 p.m. by the president.\nThe general topic for the session was \"High-School Libraries,\" and the following\nprogram was presented:\n\n\"The High-School Library and the High-School Librarian\"\n\n— Sherman Williams,\n\nchief. School Libraries Division, State Department of Public Instruction, Albany, N.Y.\n\n—\n\nDiscussion Frank G. Pickell, principal, High School, Lincoln, Nebr.\n\"Instruction of High-School Students in the Use of Books and Libraries\" Florence\nM. Hopkins, librarian. Central High School, Detroit, Mich.\nDiscussion—Margaret E. Ely, librarian. Lake View High School, Chicago, 111.\n\"The Relation of the School Library to the Teaching of Science\" Earl R. Glenn,\nLincoln School, Teachers College, Columbia University, New York. N.Y.\nDiscussion George R. Twiss, high-school inspector, Columbus, Ohio.\n\"War-Library Experiences\" Mary Eileen Ahem, editor, Public Libraries, Chi-\n\n—\n\n—\n\n—\n\n—\n\ncago, 111.\n\nThe following officers were elected for the ensuing year:\nPresident\n\n—O.\n\nS. Rice, supervisor of public libraries. State Department of Public In-\n\nstruction, Madison, Wis.\n\n—\n\nVice-President Florence Hopkins, librarian, Central High School, Detroit, Mich.\nSecretary Irma M. Walker, librarian, Biwabik School Library, Biwabik, Minn.\n\n—\n\nIrma M. Walker, Secretary pro tem.\n445\n\n"}
{"page": 458, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n446\n\n[Library\n\nPAPERS AND DISCUSSIONS\nSUPERVISION OF SCHOOL LIBRARIES\nCARTER ALEXANDER, ASSISTANT STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, MADISON, WIS.\n\nThe necessity of adequate library equipment for successful publicschool work was very early recognized by the founders of the pubhc-school\nsystems in various states. The specific mention of libraries in the items for\nwhich school support was sought, as laid down in the constitutions and old\nschool laws, shows this.\n\nFor instance, the constitution adopted in Wis-\n\nconsin on that state's admission to the Union in 1848 contains this state-\n\nment:\nThe income of the school fund shall be applied to the support and maintenance of\n\ncommon schools in each district, and to the purchase of suitable libraries and apparatus\ntherefor.\n\nBut such recognition has been mainly a matter of mere intellectual\nassent, or simply of phraseology, only too often.\n\nJust as the Declaration\n\nof Independence declared all men to be free and equal, but the states sub-\n\nscribing to it had slaves wherever economically profitable; or just as some\nstates provided\n\nfor\n\npublic-school systems but\n\nmade\n\nthe\n\nsecretary of\n\nsome other state official ex ofl&cio state superintendent of\nschools; in the same way there ha^ been a great difference between the\nlegal recognition of the importance of effective library equipment in pubhc\nschools and the actual presence of such equipment for all school children\nstate\n\nor\n\nwho are being trained to use it profitably. *'By their works ye shall know\nthem\" is as good a standard for judging the school-library effort of a state\n^school system as for judging endeavor in other fields.\n\nMeasured by this\n\nstandard, most- of our state school systems do not seem to consider school\nlibraries of any particular importance.\n\nThe real test of a state department's emphasis upon any phase of\nschool work at the present time is whether or not it has a special supervisor\nfor that work, or gives a very definite and material part of some supervisor's\n\ntime to such matters.\n\nSo many people are attacht to state departments\n\nthese days that any well-differentiated line of work is sure to be placed in\n\ncharge of a specialist responsible for its development.\nticians, vocational directors, supervisors for\n\nWe have statis-\n\nhigh schools, rural schools,\n\nteacher-training work, home economics, agriculture, manual training, etc.\n\nBut this year's directory of the United States Bureau of Education, in its\nlists of the state department staffs, lists, of course, furnisht by these depart-\n\nments, shows only three state departments with a library\n\nNew York, Rhode Island, and Wisconsin.\nof school libraries division.\n\nspecialist'\n\nIn New York there is a chief\n\nIn Rhode Island the state department has a\n\n"}
{"page": 459, "printed_page": null, "text": "I\n\nSUPERVISION OF SCHOOL LIBRARIES\n\nDepartment]\n\n\"library visitor.\"\n\n447\n\nIn Wisconsin the state department of public instruc-\n\ntion has a special supervisor of school libraries coordinate with the seven-\n\nteen supervisors in other Hnes of work.\n\nIn still another small group of states the importance of school libraries\nis\n\nrecognized by the state library commission, but the specialist for the\n\nschool end of the work does not appear to be in the state department of\n\neducation.\nis in charge\n\nThus in Oregon the secretary of the free library commission\nIn New Jersey such work is lookt after by\n\nof school libraries.\n\nthe state supervisor of libraries in the state library commission.\n\nIn Michigan\n\nthe state library commission has a state organizer of high-school libraries.\n\nThe aim in such states is doubtless to have a very close cooperation between the state department of education and the library commission.\nBut on the whole there is very little apparent conviction that school\nan important phase of public-school work and hence worthy\n\nlibraries are\n\nof the attention of a special supervisor charged with developing his work\n\nas the other supervisors develop the interests intrusted to them.\n\nNow the good results from school libraries which the early laws had in\nmind, to say nothing of the values which our years of experience entitle us\nto claim for properly used school libraries, are today not possible except in\n\n^very rare and isolated cases, without a positive and vigorous state control.\n\nCompetent persons may perhaps -differ as to just where this control should\nwhich officials should exercise it, etc. But there can be no differences\nof opinion on the need for exercising this control in some way.\n\nlie,\n\nI\n\nFor example, school libraries thruout a state cannot be effective unless\nthey contain good books bought at reasonable prices.\n\nThe selection of\n\nI\n\n;ood library books for schools will challenge the best talent in the state and\n[take almost constant thought and work on the part of a person with both\nschool experience\n\nand library training.\n\nIt\n\ncan be satisfactorily managed\n\nonly thru some form of state list of approved school-library books.\n\nThis\n\namount to very little if made out by some super-stenographer,\nor even by a capable person if the latter has time only for compiling it\nfrom catalogs and price lists alone. Reasonable prices for school-library\nbooks can be obtained in practice only, as the prices are secured by the\n\nlist will\n\nstate authorities for all copies to be sold in the state.\n\nAgain, all our ex-\n\nperience in library work for schools indicates that the matter of supporting\nlocal school libraries\n\nmust not be left wholly optional.\n\nIf it is,\n\nthe very\n\ncommunities most in need of school libraries will frequently fail to provide\nthem.\n\nSchool libraries are practical on a wide scale in a state only where\n\nthere is some state appropriation irrespective of what the local community\nwill provide, or when the state law compels the community to vote some\n\nminimum support, say so many cents a year for each child in average\nattendance. But money raised in this way will not be profitably spent\nunless this expenditure is under state oversight, such as may be secured thru\n\nIB\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL BDUCATION ASSOCIATION\n\n44^\n\nstate lists of books and uniform prices.\n\n[Library\n\nWe wish teachers to include in\nWe\n\ntheir teaching systematic instruction in the use of reference books.\n\ndesire them to encourage their pupils to read books on a bigger and broader\n\nbasis than heretofore.\n\nWe expect them to bring about a general stimula-\n\ntion of the reading of young people thruout the\n\ncommonwealth.\n\nBut all\n\nsuch desires will not be realized until school libraries are pusht by an\nenergetic state agency.\n\nThe state control of school-library work here advocated must of course\nof common-sense administration.\nThat is,\nthere must be some one competent state official charged with the responsi-\n\nconform to the principles\n\nany board,\nSuch an official may be any one of\n\nbility for results so that he cannot shift this responsibihty to\n\ngroup of people, or a fellow-worker.\nthree persons:\n(2)\n\n(i)\n\na trained librarian specializing on school\n\nlibraries;\n\na school man or woman knowing nothing of technical library work,\n\nwho has for some reason been placed in charge of school libraries; (3) a\nschool man or woman who has also acquired special knowledge of library\nwork. Which of these is likely to make the best supervisor of the school\nlibraries of a state ?\n\nTo answer this question intelligently certain facts must be considered.\nhow to read books, etc., the school\n\nFirst, in teaching the use of libraries,\n\ndistrict is the only natural and practical unit for reaching everybody at the\n\nmost\n\nprofitable age for learning.\n\nCity,\n\ntownship, or county libraries\n\nmay attempt much of this work, but they can at best do it only with people\nwhom they can attract, probably only a small fraction of the population\nand very likely those least in need of the teaching.\n\nIf the use of books is\n\nto \"get across\" at all, it will have to be incorporated into school work and\n\nmade a part of the state elementary course of study. Second, it is foolish\nto think of getting libraries used by any material number of children without\ntrying to stimulate public-school teachers to have the children under them\n\nuse books on a bigger and broader basis.\n\nThird, the matter of stimulating\n\nthe reading in general of young people, a necessary preHminary to adult\n\nuse of libraries, can best be done in connection with their regular school\n\nwork, much of which is concerned with books.\n\nWhoever the state supervisor of school library work is, he must labor\nwith the school as a unit, understand how to cooperate with teachers, and\n\nbe thoroly equipt to see that library work becomes a part of the regular\nelementary course in a way adapted to the needs and capacities of school\nchildren.\n\nIn all of this there is much greater need for a knowledge of\n\nschool affairs than of details of library cataloging.\n\nThe best person for\n\nsuch work is one having both pubHc-school experience and a knowledge\nof library technique.\n\nA successful teacher can add the library training\n\nBut a trained librarian would find it a very\nand lengthy process to get the teaching experience. The most\nsatisfactory state supervisor for school library work, then, would be a\nwithin a reasonable time.\ndifficult\n\n"}
{"page": 461, "printed_page": null, "text": "YOUNG PEOPLES READING CIRCLES\n\nDepartment]\n\n449\n\nperson of a reasonably varied and lengthy public-school experience, who\nhas some practical knowledge of library technique and an educational\n\nbackground to enable him to do for school-library work what any other\nstate supervisor is expected to develop in his special field.\n\nYOUNG PEOPLE'S READING CIRCLES\nJOHN D. WOLCOTT, LIBRARIAN, UNITED STATES BUREAU OF\nEDUCATION, WASHINGTON, D.C.\n\nThe state young people's reading circle as an institution had its origin\nin the Middle West, and it has attained its most successful\n\ndevelopment\n\nin the block of six middle-western states formed by Ohio, Indiana, Illinois,\n\nMichigan, Wisconsin, and Missouri, each of which maintains a flourishing\npupils' reading circle.\n\nThis territory is the stronghold of pupils' reading\n\ncircle work by means of state organizations.\n\nFarther west the states of Kansas, Colorado, and Washington carry\n\non reading-circle work, but not to the same extent as do the middle-western\nKansas puts out a graded list of pupils' books which are offered\nstates.\nfor sale by the manager of the state reading circle, but has no state organiza-\n\ntion awarding credit for reading by means of certificates and diplomas.\nThe State Board of Education of Washington prescribes a Hst of nine\n\neighth-grade reading-circle books, five of which pupils are required to read\nfor eighth-grade graduation.\ncircle\n\nbook.\n\nIt also prescribes one seventh-grade reading-\n\nIn the South Alabama and Arkansas are the only states\n\nhaving young people's reading circles.\n\nThe school-libraries division of the New York State Department of\n\n\"A Reading Course\nElementary Schools of the State of New York,\" prepared by a\ncommittee of the New York State Association of District Superintendents.\nTestimonials are awarded by the state department to pupils who read\nfifty books from the list.\nA state young people's reading circle is usually administered by a\nboard of directors under the auspices of the teachers' association of the\nEducation has issued a classified book-list entitled,\n\nfor the\n\nI\n\nstate concerned.\n\nMost circles grant a certificate for one year's reading,\nThe diploma usually represents the\n\namounting to from one to five books.\n\ncompletion of the required reading for at least four grades of the elementary\nschool, comprising from ten to twenty volumes.\n\nA gold seal to be affixt\n\nto the diploma is then provided for each additional year's reading.\n\nIn nearly all cases the books in the recommended list are for sale by the\nmanagement of the state reading circle at special reduced rates. These\nsales\n\nsometimes run to over 100,000 volumes annually in the case of a\nIn Wisconsin, however, which is an\n\nsingle state, Missouri for example.\n\nexception to this rule, the members of the reading circle are advised to\n\ndraw the necessary books from school and public libraries or from state and\ncounty traveling libraries.\n\n"}
{"page": 462, "printed_page": null, "text": "o\n\nNATIONAL EDUCATION ASSOCIATION\n\n45\n\n[Llbrafy\n\nThe past two years of war have been a trying time for young people's\nreading circles as well as for schools and for all other forms of educational\nactivity.\n\nIn the autumn of 191 8 came the epidemic of influenza, causing\n\nthe schools to be closed much of the time and tending still further to decrease the participation in reading circles.\n\nNaturally, under these circum-\n\nstances, it was difficult for the reading circles even to hold their previous\n\nmembership, not to mention any extension of their work.\nNevertheless the reports of some state reading circles for 191 7-18 show\n\na decided gain over the preceding year.\n\nFor 191 7-18 the record of the\n\nOhio pupils' reading circle in sales of pupils' books, and in the total number\nof books read, was nearly double that for the preceding year.\nIn all the reading-circle states the managers are looking forward confidently to a notable extension of their work during the coming year.\n\nHow may the state reading circle extend its constituency among city\nschools and among city public libraries ?\n\nIn order to accomplish this, one\nprime requisite is a well-selected and comprehensive list of books for reading.\n\nMany city school men and librarians are now dissatisfied with the choice\nof books afforded by state lists, and therefore make up their own reading\nlists and organize local reading circles.\n\nA better selection of books for the\n\npupils' reading lists would 'doubtless result if one or more members of every\n\nboard of directors should be librarians, either from school or public libraries.\nIn any case, the librarian appointed to the board should be one experienced\nin handling young people's books.\n\nThe inclusion of a librarian will add a new point of view to the board's\nactivities in book selection, and will tend to enlist the support of the library\n\nas an institution for the state reading circle. The state reading circle should\nhave the combined support of both school and library, and should consult\nboth in determining its policies. In states having a supervisor of school\nlibraries, the reading circle should cooperate with him, and also with the\nstate library commission.\n\nThere is also another important point to be considered, as follows:\n\nWould it not be advisable for the state reading circles to abate some of\nthe rigidity of their requirements and allow city readers to substitute\n\nother books of their own selection for those prescribed in the state\n\nlist,\n\nprovided the amount and quality of the reading done be kept up to\nthe proper standard? Regular state credit should then be allowed for\nthis reading.\n\nThe\n\nstate\n\nreading-circle\n\nmanagers should carry on more\n\neffective\n\npublicity work both in the cities and elsewhere regarding the advantages\noffered by the reading circles.\n\nEffective advertising of the reading circle\n\ncould be accomplisht thru the public libraries, both in cities and villages,\n\nby displaying posters, bulletins, etc., in the library buildings. The reading\ncourses should also be advertised to the teachers and pupils in the public\nschools, both in city and country.\n\n"}
{"page": 463, "printed_page": null, "text": "r\n\n—\nYOUNG PEOPLE'S READING CIRCLES\n\nDepartment]\n\n4^1\n\nThe reestablishment of peace after the world-war is to be markt by a\nOur country will need\ntrained citizens as never before, and will need citizens who have the reading\nhabit^ who know how to obtain from good books the information and\ngreat revival of educational activity of every kind.\n\n—\n\nIn this educational readjustment the state\n\ninspiration which they afford.\n\nreading circles should take a conspicuous part, both the reading circles\nfor young people and those for adults, like that for school patrons in Wis-\n\nconsin.\nI trust that this meeting inaugurates\n\nan era\n\nof greater cooperation\n\nbetween librarians and reading circles, and that hereafter it may become\nthe general procedure to call upon librarians to contribute their part in\n\ndetermining the policies and selecting the books for young people's reading\ncircles.\n\nThen the library may be expected to give that hearty and effective\n\nsupport to the reading circle which is its due.\n\nDISCUSSION\nJ. F. Haines, manager, Indiana Young People's Reading Circle, Indianapolis, Ind.\nThe organizers of the Indiana Young People's Reading Circle stated that to place the\n\ngeneral reading of the half-million of children of the public schools under competent\n\nguidance and control, even to a limited extent, was regarded as a subject of the highest\nimportance, and would be productive of most beneficial results.\n\nTo substitute for the\n\ntrashy and often vicious reading-matter which finds its way into the hands of children\n\nand youth a grade of literature at once sound in its contents, chaste in its language and\nimagery, and pure in its moral tone is an end which may properly commend the best and\n\nmost earnest efforts of the teachers of Indiana.\n\nHow well the hopes of these pioneers\n\nof the Young People's Reading Circle have been realized may be shown by the fact that\n\nduring a successful existence of thirty-one years more than one and a half millions of\ncarefully selected books have been distributed to the children of the state, and it is impossible to estimate how many millions of readers these books have had.\n\nThe books are furnisht at greatly reduced prices, otherwise we could not compete\nThe publishers of children's and young people's books have very\nkindly given us special prices so that in some instances our selling price is below the price\nat which the dealer can buy the book. This year the list price of our twenty-four books\nwith booksellers.\n\nis $22.80.\n\nWe sell the set for $14.90.\n\nThe distribution of the books is a great problem. Many townships are taxt to\nsupport public libraries and the librarians have taken much pains to encourage teachers\nand pupils to use the books, but in many instances the patronage, especially from the\n\nThe books have to be placed under the very noses\nA very large number\nof communities have no access to public^ libraries.\nThe Young People's Reading Circle\nreaches every school district in the state. The list of books with prices is placed in the\nCourse of Study and in the Township Institute Outline. The banner counties for the\npurchase of the books are among those that have no public libraries and whose school\noflScials do not buy books for the schools.\nThe pupils and teachers raise the funds, and\n\nrural districts, has been very meager.\n\nof the children, and I regret to say under the teacher's nose as well.\n\nI believe the books are appreciated more because of the efforts to obtain them.\n\nAnna E. Logan, assistant superintendent of schools, Cincinnati, Ohio.\n\n—The best\n\npicture that I can present of ideal cooperation of library and school is one observed many\n\nyears ago in a Pennsylvania state normal.\n\nUnusually fine lessons had been heard, but\n\n"}
{"page": 464, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n452\n\n(Library\n\nalways at the word of praise the teacher would say, \" Have you met our librarian ?\n\nMost\n\nof the credit of this work is due to her efforts.\n\nThe library was a dingy room, but material surroundings were forgotten ai one\nturned to the tables around which sat the children.\n\nIt was the custom of the teachers to\nsend her the topics to be discust the next few weeks. It was my good fortune to observe\nher work in various stages of progress with different grades.\n\nA fifth-year class had gathered for the first time to discuss whether it would be\ncheaper to buy oranges from Florida or California.\n\nPictures and railroad folders of every\nHere and there a few sentences in the folders were markt.\nThe children selected such material as caught their interest. They talkt over what they\nsaw and read. They askt questions of each other and the librarian. The son of the\nGreek fruit-vendor contributed, confirmed, or denied statements from his own experiences.\nThe last ten minutes were spent in putting into shape what they had learned and in\nmaking plans for their next meeting.\nA library period with a seventh grade showed a series of lessons almost completed.\nFor twenty minutes various members of the class gave remarkable descriptions illustrated\nby pictures, maps, blackboard sketches, diagrams of the route followed by Joan of Arc\nfrom the time she heard the call of the angel voices in the forest until she met her doom\n\nvariety were on the table.\n\nin the service of her country.\n\nThis particular correlation of library and school was valuable\n\n(i)\n\nbecause of the\n\nproximity of the library, allowing such easy access that the children just grew up in the\nlibrary; (2) because the teachers clearly recognized the aid that was theirs for the asking;\n\nand (3) because the librarian in her daily contact learned to know and to understand the\nlimitations and possibilities of the individuals constituting each group and the needs of\nthe community she was serving.\n\"With this illustration in mind, the difiiculties therefore seem to resolve themselves\ninto the following: i. When does a child need to begin to read?\n2. How teach him to\nread? 3. Ho-w cultivate his taste so he will choose good books? 4. What will make\nhim love to read? 5. How graduate him and every other child from the school library\ninto the public library ?\n\n—how secure the cooperation of\n\nall\n\nforces to bring this\n\nabout ?\n\nBefore we enter on a discussion of the solution of these problems let us decide how\nvaluable to the child, to the community, are these books of which you are custodians.\n\nBooks are not the only means of bringing up children, but when one realizes that no phase\nof life exists but has its counterpart and interpretation in books, one recognizes their\n\nvalue.\n\nHow then shall he learn to read ?\n\nMiss Stearns has told us how important to the\n\nchild is the value of the content of that first contact with the printed pictured page.\n\nThis\n\nThe recognition of this importance\nhas changed completely the content and methods of teaching the early readers. Gone\nare the days when the normal child is dragged thru the intricacies of learning the alphabet\nin order to learn to read.\nGone are the days of the torture of deciphering the meaningless\nsentences composed of one syllable. Gone the days when the statement is true that we\ncontact usually occurs long before he comes to school.\n\nused to hear so often, that the first three years of school must be spent in learning to read\nin order to read to learn.\n\nBefore the end of the first year he has learned to read for himself and enjoy at least\n\none book.\n\nWhat a power he has gained\n\n1\n\nMiss Stearns has emphasized the most im-\n\nportant fact that from the very first reading must be presented as a delight as well as an\n\nBut it is not alone in these first days that content and method must be guarded.\nEvery step of the way demands the wise cooperation of home and school and librarian.\nRecent investigations of the reading processes have shown how the domination of oral\nreading slows the rate of recognition and therefore the rate of interpretation. Dr.\nGray's contribution to the superintendents' section of the N.E.A. in February revealed\nthe value of reading as estimated by the high-school teachers to whom he had sent a\n\nart.\n\n"}
{"page": 465, "printed_page": null, "text": "Department]\n\nTHE HIGH-SCHOOL LIBRARY AND LIBRARIAN\n\nquestionnaire; his study\n\n453\n\nshowed the weaknesses of the reading habits of high-school\n\nstudents, and suggested remedies for their improvement.\n\nTeachers and librarians should realize that knowledge of books is not an end in\nitself\n\nbut a means of enriching life thru interpretation of experiences for conscious use.\n\nThis will enable them to guard the child who is a dreamer and who dissipates by reading\ntoo much, as well as to lead the other child into the use and enjoyment of the great fields\n\nTo do this both teacher and librarian should know child nature and should\nknow library technique and love books, and have a vision of the ends which home and\nof literature.\n\nschool and library must serve to bring each and every child into the fullest heritage.\n\nTHE HIGH-SCHOOL LIBRARY AND THE HIGH-SCHOOL\nLIBRARIAN\nSHERMAN WILLIAMS, CHIEF, SCHOOL LIBRARIES DIVISION, STATE DEPARTMENT OF PUBLIC INSTRUCTION, ALBANY, N.Y.\nIt seems rather late in the day to discuss the need of school libraries,\n\nbut still it may be worth while to discuss some of their uses.\n\nSchool text-\n\nbooks on ^uch subjects as history, for illustration, are of necessity mere\nskeletons,\n\nand if a pupil's knowledge of this subject is limited to what he\n\ngets from his school text he will have but little knowledge of history and\nit.\nHis textbook should be supplemented by popular hisby a fuller knowledge obtained from such authors as Parkman,\nFiske, and Eggleston, and the reading of historical fiction by such authors\n\nless interest in\n\ntories,\n\nas Dickens, Hugo, Scott, Austin, Atherton, Churchill, Cooper, Frederick,\n\nand Mitchell, and historical poefns, biographies, and travels. These will\nenable the pupil to realize the truth of what Carlyle had in mind when he\nsaid, \"These historical novels (referring to Scott's) have taught all men this\ntruth, which looks like a truism, and yet was as good as unknown to writers\nof history and others, till so taught; that the bygone ages of the world\nwere actually filled by living men, not by procotols, state papers, controversies, and abstractions of men.\"\nIn connection with their studies the pupils, if properly trained, will\nhave frequent occasions to consult the library. If they have to go to the\npublic library after the close of school, their interest will have largely cooled.\n\nThey should have immediate use of the needed books. Unless they have\nthis, many of them will not consult the books at all.\nThe purpose of the school is to fit for life, or should be that. About all\nthat any person or agency can do for a child is to so train him that he will\nhave higher ideals, finer tastes, and better habits than he otherwise would\nhave.\n\nThe right kind of reading contributes more to these purposes, espe-\n\ncially to the creation of higher ideals, than any other agency could pos-\n\nsibly do.\n\nPupils, as well as others, will read for pleasure.\n\nAre they trained while\n\nin school to find pleasure in reading that which is worth while, that which\nwill\n\nnot only afford pleasure but enrich life?\n\nIf not,\n\nthe school has not\n\n"}
{"page": 466, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n454\n\ndone its work well.\n\nIt is\n\n[Library\n\nan important part of the work of the school\n\nlibrarian to see that such work is well done.\n\nThe right use of the school Hbrary during the whole of the school Hfe\nwill be of more consequence than all else that the school can do for a child.\n\nOf course, everything else being equal, the more a child learns while at\nschool the better, but there are more important things than mere knowledge.\nWhat one knows does not necessarily bear much relation to what he does.\nOur ideals and our feelings influence our actions to a far greater extent than\ndoes our knowledge, and for that reason there is danger that the great\nattention given to vocational education may not bring about the results\n\nthat are expected by many.\nIt is not merely common, but it is the general practice, to have specially\n\ntrained persons to teach science, drawing, mathematics, languages, and\n\nother subjects, but school authorities quite generally seem to assume that\nthe training of children to love good literature, by far the most difficult\nwork of the school, is so simple a matter that any competent teacher can\n\ndo it successfully.\n\nThe time has come when every school should have its trained librarian.\nThe need ought to be apparent to anyone who has given the question serious\nthought. The ideal librarian would be one who has graduated from college\nand from a library school as well, and has had experience in teaching. In\nmost cases this would be tvholly impracticable now and is likely to continue\n\nUnder ideal conditions the\nThe librarian should\nbe regarded as a teacher, as she really is, and the most valuable member of\nthe teaching force, if competent, and should be paid as much as any teacher\non the force.\nto be so for a considerable period of time.\n\nlibrarian would give all of her time to litfrary work.\n\nSo far as I know, Wisconsin is in advance of all the other states in the\nmatter of providing trained librarians for all high schools.\n\nIt is likely that\n\nmost of the other states will follow her example at no very distant date.\nNew York has made some progress, but much is still to be desired there.\nEvery pubHc school in the state of New York has a library, but in most\ncases some teacher acts as librarian, tho the number of trained librarians is\nconstantly increasing.\nIt is worse than idle to select books for school libraries that the pupils\n\nwill not read except under compulsion, or at best will be read only by a very\n\nsmall number of the pupils.\n\nIn this matter we need to remember that no\n\none is helpt very much by being made to do that which he does not want to\ndo.\n\nOf course this does not mean that children shall do as they please, or\n\nread only what they may chance to fancy, but it does mean that teachers\nshall so train the children that they will want to read that which they ought\n\nto read.\n\nThis calls for much tact and good sense in making selections of\n\nbooks.\n\nWe need to remember that the pupils are boys and girls, not men\n\nand women, that their minds are not mature, that their experiences have\n\n"}
{"page": 467, "printed_page": null, "text": "THE HIGH-SCHOOL LIBRARY AND LIBRARIAN\n\nDepartment]\n\nbeen limited and their associations meager.\n\n455\n\nTheir work in reading should\nChildren who read given\n\nbe graded as carefully as it is in other subjects.\n\nbooks one year should be led to read those a little more advanst in thought\nthe next, and so on.\n\nWe are told by some people who understand books better than they do\nchildren that the pupils in our schools should read only the best books.\n\nGranted.\n\nBut what do we mean by the best ?\n\nfor what purpose ?\n\ndevelop the reading habit ?\n\n:\n\nBest for whom ?\n\nBest considered solely as to literary merit ?\n\nBest for the teaching of moral truths ?\n\n'\n\nBest\n\nBest to\nBest\n\nto furnish needed information ?\n\nBest to develop a spirit of altruism ?\n\nsuited to develop high ideals ?\n\nAll these are worthy purposes, but no one\n\nBest\n\n'book or one class of books will meet all these requirements.\n\nWe should put into our school libraries books that the children will\nread and read with interest and profit, books that\n\nfit\n\nconditions that\n\nreally exist or at least conditions that may be brought about in reasonable\n\ntime.\n\nWe must recognize not only the parents but also the children,\n\nteachers, and schools as they really are,\nbasis.\n\nand deal with the work on that\n\nWe should live in the clear air of facts, not in the clouds of theory.\n\nWe need to keep constantly in mind what the effect of the reading done\n.will\n\nbe upon the readers.\n\nWill it be helpful or harmful?\n\nUplifting or\n\ndegrading ?\n\nWill it tend to develop constructive or destructive ideas and\n\ntendencies ?\n\nWill it lead to higher or lower ideals of life ?\n\n,or lessen their faith in\n\n[selfishness?\nit\n\nhumanity?\n\nWill it increase\n\nWill it tend to develop altruism or\n\nWill it increase their patriotism or breed disloyalty?\n\ntend toward generosity or greed?\n\nWill\n\nit\n\nlead\n\nWill\n\nthem to sympathize\n\nwith the unfortunate or to be indifferent toward suffering ?\n\nWill it broaden\n\nThe answer to these and similar questions\n[will be determined to a greater extent by the use made of the school library\n[than by any other influences that the school can bring to bear.\nThe teacher under the general direction of the librarian may very\n[profitably have a special literature period once a week.\nThe teacher\n[might ask the pupils to report what they had read during the week that\n!\n\ntheir lives or narrow them?\n\nwas worth while, or that which was not worth while, and state their reasons\nthey did. This would cause more or less profitable discusmore careful reading, and an acquaintance with many books and\narticles during their school life, and would help to lead to a greater variety\n\n[for thinking as\n\n^sion,\n\n'of reading.\n\nThe public school has done far more than all other influences combined\ntoward making good Americans of our foreign-born people. They have\nireacht the parents thru the children.\n\nThe prevalence of schools that are\n\nnot public, schools in which one of the main purposes is the perpetuation of\nI\n\nthe language of the fatherland, has strongly tended to delay the process\n\n[of making our foreign-born citizens good Americans.\n\nvery unfortunate.\n\nThis is in many ways\nThe school libraries might be made to aid in this work\n\n"}
{"page": 468, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n456\n\nmuch more than they usually do.\nschool library\n\nif\n\n[Library\n\nThey may reach the adults thru the\nhome under\n\nthe pupils are allowed to take the books\n\ncertain conditions.\nIf our foreign-born people are to become good American citizens, they\nmust know something of our history, what it has done, what its ideals have\nbeen and are. We must not expect that, in order to bring our foreignborn citizens into one with ourselves, they must go the whole of the distance\nbetween us.\n\nWe are going thru trials in this country because' we have many nationaliEach race has its own ideals of social,\nThis must continue\nto be true until we have become more nearly a homogeneous people than\nwe are now. The school will do the most toward bringing this about, and\nties represented by great numbers.\n\npolitical, and religious life, and ideal clashes with ideal.\n\nin the school the library will be the greatest factor if wisely administered.\n\nDISCUSSION\nFrank G. Pickell, principal, High\n\nSchool, Lincoln, Nebr.\n\n—In discussing Dr.\n\nWilliams' paper on \"The High-School Library and the High-School Librarian,\" I wish\nto emphasize three important phases of library organization and administration toucht\n\nupon by him:\n\n(o) the purposes of the library, (b) making the library of\n\nmaximum service\n\nto the school, and (c) the librarian, her preparation, experience, and point of view.\n\nIn a modern school the worthy purposes of the high-school library are:\n1. To provide opportunity to both teachers and pupils to do reference and supplementary reading in the preparation of daily lessons.\n2. To provide opportunity to both teachers and pupils to do recreational reading.\n3. To provide opportunity to both teachers and pupils to do inspirational reading.\none that will\n4. To provide a kind of intellectual workshop for the entire school\nserve the tastes of all kinds of pupils and teachers.\n5. To encourage reading that will end in the habit of reading good literature, good\ncurrent magazine material, and develop a taste for the best that is written.\n6. To stimulate pupils to a real interest in books, to train them in the proper care and\ntreatment of books, and to form the library habit.\n\n—\n\n7.\n\nTo develop the artistic sense of the pupils through a wise choice of finely illus-\n\ntrated editions of the world's best literature.\n8.\n\nTo afford the pupil instruction in and to permit him to become familiar with the\n\ntechnical features of library organization.\n\nTo provide a center for many of the school's social activities.\nThe foregoing purposes make it clear that in the purchase of books the final aim of a\n\n9.\n\nwell-rounded collection will always be kept in view. There will be representative books\nfrom the best of the world's literature poetry, drama, essays, fiction, biography, history,\ntravel, and scientific books not too technical in character.\nAttractive illustrated editions\nwill be purchast when the funds permit and such reference material as encyclopedias,\nstandard dictionaries, yearbooks, maps, indexes to periodical literature and to books will\nbe supplied as plentifully as the funds will permit, or the needs of the school demand.\nMagazines will form an important part of the library collection, as will also a reader's\nguide.\nIn the more progressive schools the librarian will develop a pamphlet and clipping\nfile covering useful material, such as current events, local history, travel, and the like.\nThe library must be properly organized. It must be organized for service according\nto the most up-to-date library methods. A library spirit must be built up among the\n\n—\n\n"}
{"page": 469, "printed_page": null, "text": "Department]\n\nINSTRUCTION IN USE OF BOOKS AND LIBRARIES\n\n457\n\nThe librarian should discuss the work and various features of\nThe pupils mutt be made\nto feel welcome in the library whether they come to sew, to read Popular Mechanics, to\nmembers of the faculty.\n\nthe library in faculty meetings for the benefit of the teachers.\n\nlook up reference material, or to study algebra.\nlibrary instruction be offered.\n\nIt is very necessary that a course in\n\nThis course might well consist of from six to eight lessons.\n\nWith respect to the librarian, the implication of the foregoing purposes and the organization of the library along usable lines is that the librarian should be well prepared and\n\nchosen with particular reference to the job which she has to do.\n\nShe should be enthusiastic\n\nover her work and its possibilities.\n\nIt is almost, if not equally, as important that she be a\n\nteacher with classroom experience.\n\nShe should be a graduate of a standard college or\n\nuniversity in which preferably she has given much attention to English\nsciences.\n\nand the social\n\nIn addition she should be a graduate of some standard library school.\n\nIn a library organized along these lines and in charge of a librarian who is enthusiastic\n\nabout her work, knows her business, and has the confidence of the pupils and teachers,\nI can easily imagine that the pupils will develop a true library spirit and that they will\n\nbegin to think of the library as theirs.\n\nThe library under such forward-looking management will become one of the greatest\npositive factors which the modern secondary school offers for developing the boys and\ngirls into strong,\n\nright-thinking citizens.\n\nINSTRUCTION OF HIGH-SCHOOL STUDENTS IN THE USE OF\nBOOKS AND LIBRARIES\nFLORENCE M. HOPKINS, LIBRARIAN, CENTRAL HIGH SCHOOL, DETROIT, MICH.\n\nThe marvelous rapidity with which camp libraries were developt has\nproved that the public recognizes the essential value of books when the\nsacred things of life are in danger.\n\nIf a corresponding effort could be given\n\nto developing the library in times of peace, school men would soon be obliged\nto admit that librarians were right in choosing their slogan, ''The public\nlibrary is an integral part of public education.\"\n\nTen or fifteen years ago even the most optimistic of librarians would\nscarcely have dared to suggest that primary school buildings should be\n\nprovided with a library as much as with a kindergarten room, and yet some\nprogressive cities are now actually planning to include a room for a school\nlibrary for the primary and grammar grades as well as for the high schools.\n\nThe inevitable step which must follow is, of course, that the school authorities appoint a librarian especially qualified for her work as they do teachers\nin charge of other special branches.\n\nIt is relatively a greater mistake to\n\nleave the library interests of the school to any teacher who happens to have\n\na httle spare time and loves books than it would be to leave the domestic-\n\nany teacher who is a good cook. Emerson was in\nadvance of his time when he said, ''Colleges, while they provide us with\n\nscience interests to\n\nlibraries, provide us with no professor of books;\n\nI\n\nmuch needed.\"\n\nand I think no chair is so\n\nIf we wish to lead our times, we must recognize that it\n\nmay\n\nbe even more important to provide a professor of books for primary, gram-\n\nmar, and high-school grades than it is for college, for taste is formed in\nyouth; in mature life one is more capable of helping himself.\n\n"}
{"page": 470, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n458\n\n[Library\n\nThe public libraries have shown that the schools have neglected a very\n\nA series of graded studies could be planned in connection\n\nimportant field.\n\nwith a course in the choice and use of books for the development of taste\nas easily as courses have been graded in music, manual training, history, and\n\nother subjects.\n\nThe necessary equipment and teaching force would not\n\nbe out of proportion with cooking centers, gymnasiums, typewriters, microscope, and laboratory apparatus, all of which are now considered essentials.\n\nA library hour would bear the same relation to school work as concerts and\nlectures do to civic life.\nA balanst educational system should consider the\nneed of wide views of many subjects as well as detailed skill in a few.\n\nMany\n\nuniversities require that students preparing for law or medicine shall take\n\nwork in the literary department also, that the professions may stand for\nrefinement as well as for efficiency.\n\nA corresponding need exists all along\n\nthe line, and we librarians think that the library hour under a graded system\nis\n\nthe avenue thru which this need can best be met.\n\nThe choice of a life-\n\nwork is frequently determined by some apparent chance.\n\nI have heard a\n\nhigh-school science teacher say that his first interest in the marvels and\n\nbeauty of science was awakened by a popular lecture on physics; another\nteacher was influenst to make language a specialty because of an interesting\ntalk on the development of words.\n\nIt was the inspiration which a child\n\nfelt, while wandering with perfect freedom in a library, that led to the chain\n\nof Carnegie libraries in this country.\n\nAstronomers tell us that had it not\n\nbeen for the enlarging view of the heavens civilization would be centuries\nbehind.\n\nTho we can see much ahead of us, and tho we can realize that we have\nbut scratcht the surface of possibilities, yet we must not lose sight of the\nfact that something has\n\nbeen accomplisht in the way of correlating the\n\nThe report of the committee appointed\nby the National Education Association on Reorganization of English\nlibrary with regular class work.\n\nCourses for Secondary Schools has emphasized the place of the library in\nschool work, and has recommended that instruction in the use of important\nreference books be incorporated as a regular feature of the Enghsh course.\n\nLast year the North Central Association of Secondary Schools and Colleges\n\nadopted certain requirements in regard to libraries, among the most definite\nof which is that of giving instruction in reference work to each English\n\nOur next problem is, of course, how best to meet these requirements.\nFor many years the Detroit Central High School has been giving simple\nEach\nlessons from pamphlets in reference work to each English class.\npamphlet completes a general survey of some one subject, contains sample\ngrade.\n\npages from the books studied, and gives a set of questions to emphasize\n\nimportant points.\n\nThe inclusion of sample pages overcomes the difficulty\n\nof not having a sufficient number of copies of expensive reference books,\n\nand enables the class to study the necessary points without making a trip\nto the library, or waiting for access to books in great demand, or causing\n\n"}
{"page": 471, "printed_page": null, "text": "Department)\n\nINSTRUCTION IN USE OP BOOKS AND LIBRARIES\n\nheavy wear on expensive reference books.\n\n459\n\nExperience has proved that,\n\nwhen large classes are sent to a dictionary, for example, to find some one\nThe questions,\npoint, the page soon becomes so worn that it is not usable.\nwith blank spaces left for answers to be written underneath, appear on a\nperforated sheet which can easily be torn out when the work is completed.\n\nUnderneath the perforated sheet the same questions are repeated with\n\nThe value of each quesBy means of this\nkey a student can correct his own or another's work in a few minutes in\ncase the teacher or librarian cannot give the extra time to do so. The\npamphlets are self-explanatory, making it possible for any teacher without\nThe Subjects of the pamphlets\nspecial library training to conduct the work.\nthe correct answer printed below each question.\n\ntion on the scale of loo is indicated after the answer.\n\nrecommended, whether graded from\nVIIIB to Freshman college, or given more rapidly in upper grades.\n\nare given below, listed in the order\n\nWebster's\n\nNew International Dic-\n\nLibrary\n\nClassification\n\nand\n\nCard\n\nCatalogue\n\ntionary\n\nNew Standard Dictionary\nIndexes\n\nEncyclopedias\nAtlases;\n\nCity Directories;\n\nto\n\nPeriodical\n\nLiterature;\n\nDebates\n\nParts of a Book\n\nGazet-\n\nYear-books\n\nteers\n\nConcordances\n\nCommercial Indexes\n\nImportant Publications of City, State, and Federal Governments\n\nEach pamphlet, except\n\ndictionaries,\n\ncan be completed in two\n\nfull\n\nrecitation periods.\n\nThe paper was followed by a demonstration.\n\nEach person\n\nin the\n\naudience was given a pamphlet on periodical literature; the main points\n\nwere then gone over by means of the sample pages, to illustrate how such\nreference materials could be made clear even tho the class could not have\n\nimmediate access to the books, and how the questions could be used to\nemphasize important points and to systematize the work for class records.\n\nDISCUSSION\n\n—\n\nMargaret E. Ely, librarian, Lake View High School, Chicago, 111. Last winter\nat the Chicago meeting I met and talkt with Miss Hume, Miss Hopkins' coworker.\nShe\nexplained to me at that time the course used in the Detroit Central High School. When I\nconsidered our modest ten-period course, which has been the idol of our eyes at the Lake\nView High School, I will confess I was skeptical. Perhaps none of you have encountered\ndifficulties in establishing a course of instruction in the use of the library.\n\nIn our Chicago\n\nPublic Library High School Branches, started about three years ago, we have instruction\nin various degrees in each school.\n\nThe Lake View High School Library has considered\n\nitself most fortunate in the matter of an instruction course, for ours is the most extensive\n\nof them all, and I must confess we have a very great pride in it.\n\nTherefore you will under-\n\nstand my chagrin when I discovered that a Detroit high school was surpassing us fourfold.\n\n"}
{"page": 472, "printed_page": null, "text": "NATIONAL^EDUCATION^ASSOCIATION\n\n46o\n\n\"\n\n[Library\n\nSome of you may not yet have begun your course and may experience a mild interest\nin hearing about our little attempt at Lake View, which we hope very soon to supplant\n\nby installing a course more similar to that of Miss Hopkins. There are schools that\ncooperate readily with the librarian's ideas, and then there are other schools that are most\nIf yours is of the latter brand, you may need to feel your way a trifle.\nskeptical.\nAt\nLake View we began our course, not the^rst semester of the installation of the library,\nbut the following semester. After discussion with the English department we installed\na six-period course, which was operated in cooperation with the English classes, taking\nperiods of the time of each Freshman A English course. In our two-and-one-half-year\ncareer we have increast the number of periods to ten and have added a one-period talk\nto each beginning Freshman English class.\nSo thoroly have we convinst the teaching\nbody of the efficacy of such a course that we feel sure we are on our way toward a much\nmore extensive one.\nThe results from some systematic library instruction are self-evident and most gratifying.\nMiss Hopkins must have many stories to tell of her results, except that she is so\nmuch farther along the way to success that she may have become hardened to them.\nWe at Lake View are still in the soft condition where the discovery of results thrills us to\nthe uttermost.\n\nA chaotic, book-strewn library has been transformed to an orderly, attractive room\nwhere books are replaced on the shelves, not by the librarians, but by the student body.\nEach pupil makes himself responsible for the replacing of his own material before the\nThis student cooperation has brought us into a closer relationship\n\nclose of each period.\n\nThe library has become theirs and they know how to make use of its\nOur reference work is lessened by half. Circulation and attendance have\n\nwith the students.\nadvantages.\n\nincreast by half, and the quiet and intelligent use of our library is the marvel of the entire\nschool.\n\nThe results from a course in library instruction are again to be realized when the\nWe equip him for after-life perhaps more than any other teacher\nin the school, for we open up to him the method of pursuit of all subjects entered upon in\nstudent leaves school.\nhis school curriculum\n\n— the intelligent use of books and\n\nlibraries.\n\nYou need have no doubts or fears as to the effectiveness of whatever instruction you\nestablish, be it small or great; results will be tangible, and my great hope is that we may\nadopt Miss Hopkins' able course and add to the effectiveness of our library service\nby making our school libraries efficient aids to better citizenship.\n\nall\n\nTHE RELATION OF THE SCHOOL LIBRARY TO THE\nTEACHING OF SCIENCE\nEARL R. GLENN, LINCOLN SCHOOL, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY,\n\nNEW YORK, N.Y.\n\nThis paper briefly reviews the work that has been done to provide\n\nadequate hbrary faciHties for the secondary school.\n\nThe results of this labor which has been in progress for several years are\nembodied in a report^ which has been issued recently by the Committee\non Library Organization and Equipment. This report of thirty pages,\nwhich is signed by more than a score of educational leaders, should be\nstudied carefully by teachers and executives. There is some question\nwhether the report is receiving the attention that it deserves.\n' Certain, C. C, chairman, \"Standard Library Organization and Equipment for Secondary Schools of Different Sizes,\" N.EA. Report, 1918.\n\n"}
{"page": 473, "printed_page": null, "text": "SCHOOL LIBRARY AND TEACHING OF SCIENCE\n\nDepartment]\n\n461\n\nOne brief quotation from the report just referred to is studied in detail\nby graphical methods in this article. The statistics from approximately\n1000 high schools are exhibited in order to determine what might be considered a well-balanst library with ample references in all subjects for\nschools of different sizes.\n\nEighteen charts have been prepared to illustrate\n\nthe facts.\n\nAmong other points discust the following may be mentioned:\na)\n\nA school wishing to build up a first-class collection of books of a\n\ngreater number (about 2500 to 3000) than that suggested in the standard\n\nhigh-school library book lists has no guide to assist teachers and hbrarian.\nh)\n\nThe aggressive interest of some departments and the indifference\n\nof others result in an unbalanst collection of references.\nc)\n\nThe reports from approximately 1000 high schools in fifteen north\n\ncentral states in 1913-14 show that the great majority (over 70 per cent\nin the median library) of references in the library are listed under EngHsh\n\nand history.\nd) Neither the size of the school, the community, the type of school,\n\nthe number of units of work offered, nor any other important factor seems\nto have influenst the distribution of references by subjects in any of the\nfifteen states.\ne)\n\nUnless some comprehensive plan of book selection for all subjects\n\ncan be put into operation the five-year plan proposed by the Library Committee in the report mentioned above will not greatly benefit the subjects\n\nfmost in need of reference material.\n/) The actual number of science references for the 1000 different schools\n;may be listed as follows:\n\nScience References\n\nEnrolment Pupils\n\nI-IOO\n101-200\n201-300\n301-500\n501-1000\n1000 and above\n\ng)\n\n(Median) Reported for\n1913-14\n\nConservative Estimate of\n\nNumber of References Required\nFive-Year Program of\nN.E.A. Committee\n\nto Fulfil\n\n71\n\n100\n200\n300\n\n82\n128\n219\n\n400\n600\n1000\n\n52\n\n68\n\nThese facts and others suggest the great need for a very careful\n\nsurvey of four or five hundred school libraries which are supervised by\ntrained librarians—first, in order to disclose the actual practice in book\n[selection; and secondly, to determine what constitutes a well-balanst modern\ni\n\nlibrary that will represent adequately all branches of knowledge.\n\nThis investigation is still in progress.\n\nAt a later date all of the informa*\n\ntion obtained will be put into permanent forrn for th^ use of any who may\n\nbe interested.\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n462\n\n[Library\n\nDISCUSSION\nGeorge R. Twiss, high-school inspector, Columbus, Ohio.\n\n—In 90 per cent of the\n\nscience classes that I have visited within the past ten years there has been too Uttle\n\npractice in getting specific information from the library for specific purposes\nlittle instruction as\n\nto how to use libraries.\n\nand too\n\nScience teachers are too much concerned in\n\nhaving their pupils \"do\" a certain number of laboratory experiments and \"cover the\nground\" of one of our modern plethoric textbooks, and are too little concerned in finding\nout how they can get the pupils to reading scientific books and articles and making experi-\n\nments for themselves;\n\nfor it is in this way only that permanent interests in science can\n\nbe developt.\nIt\n\nis\n\nimmensely important that more of our high-school children who will be the\n\nleaders of our nation twenty or twenty-five years hence shall be able to read scientific\n\nbooks and articles understandingly, and shall become permanently interested in keeping\nup, at least to a limited extent, with the progress of science and invention.\n\nEverybody who knows even the principles of modern psychology knows that to\naccomplish this we must cause these boys and girls to form habits of using books, pamphlets, reports, and periodical literature to get specific scientific information for specific\n\npurposes.\n\nWe know that to form a habit an individual must frequently repeat the act\n\nthat is to become habitual, that he must be interested in it and attentive while doing it,\n\nand that the result must invariably afiford him satisfaction.\n\nIf the state of mind attending\n\nthe completion of the act be one of indifference or discomfort, this condition works directly\nagainst the fixation of the habit.\n\nWith this well-known psychological principle in mind, it is easy to indicate the kinds\nof methods for using the library so as to form reading habits in science that may result\nin the permanent scientific interests whose importance I have tried to make plain to you.\n1.\n\nLibrary assignments should always be purposeful.\n\nThe information for which the\n\npupil is sent to the library should be information that is needed for the carrying out of\n\nsome project or for the solution of some question, and the project or problem or question\nshould be one that has taken hold of the pupil and aroused his interest.\n2.\n\nThe assignments should be specific.\n\nThey usually should indicate the nature of\n\nthe information wanted, the amount of it, and the title and pages of the publications\n\nwhere it is to be found.\n\nVague and indefinite assignments of any sort should be avoided.\n\nThe pupil should never be sent to the library to \"read up on a subject and report.\"\n\nHe\n\nshould be given a definite assignment, with purpose and scope clearly delimited, so that\n\nwhen he has completed it according to directions, and prepared the written or oral report\nwhich should always be required, he will have the satisfaction of knowing it is done and\ndone right, and that he has received the credit for it which is his due.\n3. The assignments should be short; better several short references in one assignment than one long reference, and they should all have a definite bearing on the problem\nor question to be workt out.\n4.\n\nThe assignments should be frequent.\n\nThe problems that furnish the motive for\n\nreading them should be as intrinsically interesting as possible, and they should be so\npresented as to arouse the curiosity of the pupils.\n\nThis will secure the attentive interest\n\nand repetitions that are essential to fi:xing the habit of scientific reading.\n5.\n\nThe teacher should so arrange conditions that the pupil will get genuine pleasure\n\nand satisfaction out of the completion of every library assignment. This can be done by\ngiving whole-hearted but discriminating commendation to the pupils when they do work in\nIt can be done also by giving special credits\nthis line that is worthy of special approval.\ntoward the term standings for all library studies that have been satisfactorily completed\nIt can be done in another and most effective\nway, namely, by giving the pupils an opportunity to gain enthusiastic approval from their\n\naccording to the teachers' specifications.\n\ncomrades in the class, by presenting to the class their reports of library studies when the\nteacher finds these to be especially good.\n\n"}
{"page": 475, "printed_page": null, "text": "WAR-LIBRARY EXPERIENCES\n\nDepartment]\n\n463\n\nIf these five factors are skilfully combined in the teacher's methods of assignment and\n\nuse of library work, it is reasonable to expect that many of the pupils will form in the school\n\na habit of reading scientific books and articles for specific purposes, and that this habit\n\nformed in school will lay the foundations for a permanent interest in keeping abreast of the\nmost significant scientific events and discoveries.\nThe science teachers and the librarian should cooperate in this work, to the end that\nevery pupil shall know how to use a library efficiently.\n\nHe should be taught how to use\n\n[the card index, bibliographies, the cumulative periodical indexes,\n[analytical tables of contents of the books to which he refers.\n\nand the indexes and\n\nHe should learn how to use\n\ndictionaries, encyclopedias, atlases, gazetteers, census reports. United States bureau bulletins, state bulletins, and books for rapid selective\n\nwants for definite purposes.\n\nreading in gaining information that he\n\nThe high-school librarian and the high-school teachers should\n\ncombine to teach high-school pupils that thoroness consists, not in reading all of one or\ntwo books, but in making sure that one has all the authoritative information that may\nbe contained in all the available books on the one particular problem which at that\ntime he happens to be interested in solving.\n\nThe children should be taught to make card abstracts of the information they get on\ni\n\ntheir problems from the library,\n\ndrawer in the science room.\n\nand these abstracts should be kept in a suitable filing\n\nThey should be taught to make brief annotated bibliog-\n\nraphies on these topics, and these also should be kept on file and brought annually up to\n\ndate by students from succeeding classes.\n\nFinally, when they read a book or read from a\nbook they should be required to remember the title and the author's full name, as well as\nhis official position and his standing as an authority on the subject about which he writes.\nIf the science teachers and librarians of our high schools are not competent to do this,\nthey must make themselves competent, and if they shall do this our country will not lack\nthe scientific workers and the scientifically minded supporting constituency that is so\nnecessary to its development in the strenuous years that are at hand.\n\nWAR-LIBRARY EXPERIENCES\nMARY EILEEN AHERN, EDITOR, \"PUBLIC LIBRARIES,\" CHICAGO, ILL.\nThe whole scheme of educational effort in the camps and military regions\nfor the soldiers, as organized and carried out by the United States military\n\nLuthorities,\n\npresented a most unusual, perhaps a unique, endeavor in\n\nThe headquarters of the Overseas Library\nAt this main ofhce was initiated the library activities\n\nle history of military activity.\n\n['Service was in Paris.\n\n[which extended thruout all parts of France wherever the American Expeditionary Forces were located.\n\nThere were three areas.\n\nThat of the Army\n\nloi Occupation, with Coblenz as the center, the first army at Chaumont, and\n\n[the S.O.S.jOr Service of Supplies, with several strong library points, LaMans,\n)t.\n\nAignan, and Beaune.\n\nIn all of these centers were post schools where\n\nregular instruction was given in whatever line of study the men wanted to\n\n[take up, and in addition, compulsory classes for the ilKterate.\n\nThere was always a main library from which packages and single books\nrent out to\n\ncamps and billets thruout the region.\n\nIn the main centers\n\nisually mihtary authorities built one or several library buildings according\n[to the needs, but in the smaller places the books were distributed thru the\n\nwelfare organizations.\n\n"}
{"page": 476, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n464\n\n[Library\n\nIt was a very remarkable educational experiment which was carried on\n\nat the A.E.F. University at Beaune, where something like 10,000 students\n\nwere enrolled under the leading professors of various leading universities\nin the United States.\n\nIn addition to these, there were large numbers of\n\nstudents in the universities of France who drew on the Paris headquarters\nfor books and other material, tho little personal service was available.\n\nThe library at Paris rendered splendid service to the students in Paris,\nnot only those in the schools, but many who were studying for diplomatic\nservice\n\nand other professions available to the American soldiers.\n\nThe\n\nreading-rooms of this library were filled from early morning until the closing\n\nhour at ten o'clock at night, even on the brightest days.\nThere was no opportunity to do service for any others except the American soldiers, tho great appeal was made by the little children of France,\nwho had forgotten how to play and who were slow to take up things that\nusually interest children of their years.\n\nThree changes will come to America from this A.L.A. library service\nThe libraries themselves will be more highly regarded by returning soldiers. Here and there those who were helpt by the libraries recorded\nabroad.\n\ntheir resolution that\n\nwhen they returned they certainly^ would become\n\nattacht to their home libraries, as they had not been before.\nplace, librarians will find these returned soldiers\n\nIn the second\n\nan inteUigent clientele,\n\nwho will be ready and willing to help push the library service in their communities and who will at the same time require from librarians a more inteUigent and more effective library service than has been available many times\nAnd third, all of this will be to the advantage of the country\nheretofore.\nas tending to create an intelligent interest, not only in local affairs, but in\n\nthe progress of the country at large and to create a more intelligent interest\nin the affairs of the world than existed before the great disaster.\n\n"}
{"page": 477, "printed_page": null, "text": "r\n\n—\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\nSECRETARY'S MINUTES\nOFFICERS\nPresident\n\n—Arthur H. Chamberlain, editor, Sierra Educational News. .San Francisco,\n\nSecretary— Georgk L. Towne, editor, Nebraska Teacher\n\nCalif.\n\nLincoln, Nebr.\n\nThe Department of Educational Publications of the National Education Association\nconvened in regular session on Thursday afternoon, July 3, at 2 00 o'clock, in Market Hall,\nAuditorium, Milwaukee, Wis. The meeting was called to order by Arthur H. Chamber:\n\nlain, president, and the following program was presented:\n\n—\n\n\"Free Textbooks from the Standpoint of Economy to the Community\" J. H.\nBeveridge, superintendent of schools, Omaha, Nebr.\n\"Experiments in State Publication\" H. L. Shirer, Topeka, Kans.\n\"Should Authors Be Concerned with the Methods of Distribution of Textbooks?\"\nL. D. Cofifman, dean. University of Minnesota, Minneapolis, Minn.\n\"How Textbooks Were Secured for the Army Schools in France\" Arthur H.\nChamberlain, editor, Sierra Educational News, San Francisco, Calif.\n\n—\n\n—\n\nThe following officers were elected for the ensuing year:\n\n— George L. Towne,\nNebraska Teacher, Lincoln, Nebr.\n—Beulah Brown, assistant primary supervisor, Paul, Minn.\n\nPresident\nSecretary\n\neditor,\n\nSt.\n\nGeorge L. Towne, Secretary\n\nPAPERS AND DISCUSSIONS\nEXPERIMENTS IN STATE PUBLICATION\nExperiment, defined for the purposes of this paper, means\nor special observation\n\n\"a, trial\n\nmade to confirm or disprove something.\"\n\nThere\n\ncan be little question in these days that pubHc ownership, government,\nstate or municipal, is doubtful, and the \"trials and special observations\"\n\nhave only made more certain the doubt.\n\nIf I should discover somewhere\n\na valuable ore deposit, it would be an easy matter with money, men, and\n\nmachinery to block out the content and determine its value.\n\nBy laboratory\n\nmethod of separation and refining.\n\nThen\n\nwith more men and money I could build my mill with confidence.\n\nThat\n\ntests I could also discover the\n\nwould not be a doubtful experiment-\n\n— would be the certain experiment.\nit\n\nThis experiment in state publication that I speak of has had no such\ntests.\n\nIt has produced schoolbooks at a higher cost than Kansas has been\n\nused to paying, and if the books are better or worse, they are not the best\nnor the worst.\nit is\n\nIf they cost more money than under the previous method,\n\nnot startling because pubUc ownership and business methods do not\n465\n\n"}
{"page": 478, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n466\n\n[Educational Publications\n\nproduce as cheaply as private enterprise. Public cost usually would mean\nprivate profit on the same basis. What I mean is that schoolbooks as\nsupplied in Kansas today thru state pubHcation at cost could be suppHed\n\nby the publishers at a profit at the same cost to pupils. Therefore the\nexperiment is a great waste of money. This waste is in\nthe extra pennies the children must pay for their books and in the capital\n\nfirst result of this\n\ninvested in the plant.\n\nThe textbook has had its greatest development and growth in the\nUnited States, and this development has been fostered by the pubHshers.\nAny casual perusal of the history of the textbook will lead us to the conclusion that\n\nno state has developt any single book and experiments in\n\nstate publication have in no way benefited the public schools.\n\nIndeed,\n\nthe basic texts now publisht in Kansas are so jealously guarded by law and\n\npenalty that a teacher dares not ask Johnny to purchase a supplementary\n\nprimer or reader, and this narrowness, which might better be called smallness, is a black scar on our educational system under state publication.\nI wonder when the people will wake up to the fact that there is but one\n\ntime in a boy's life when he can be greatly and permanently benefited by\n\n—\n\ngood books' but a short period in his early school life when a taste for good\nbooks and good reading may be easily acquired; and I wonder if we will\never discover why the boy is so ready to leave the farm and go to the city\n\nand town.\n\nHow worth while would have been the effort at betterment if all the\nenergy and money had been directed and spent in a well-organized system\nfor the upbuilding of our rural schools.\n\nI am not too critical when I say\n\nthat the glamor and romance of the little red schoolhouse is nearly all on\n\nthe printed page.\n\nHow many little red schoolhouses can you find scattered\n\nover the rich Kansas hills and prairies that have the first element of attract-'\niveness and that cause the smallest bit of patriotic pride to surge up from\n\nthe breasts of the boys and girls from the farms.\ndirty, poorly\n\nUnattractive in exterior,\n\narranged for educational uses, badly heated and ventilated,\n\nmany a building without a tree or vine on the acre, no walks, no porches, no\nvestibules, just a building with hard seats and a dirty floor, an ill-smelling\nlifeless, idealless teacher.\nWhat a work there is to do in\nand around the country schoolhouse; and I would put th&,t program thru if\nthe kiddies never saw a textbook. A teacher with an ideal and an attractive school building would make textbooks of secondary importance and\ntheir cost of no concern whatever.\nWhat about the publisht results of the Kansas experiment ? Well, you\n\nstove and a\n\ncan read the report of our state printer as presented to our 191 9 legislature\n\nand learn that the state has the best books she has ever had and that there\nis a saving of some 40 per cent to the pupils.\nOr you can read a criticism of\nthat same report by your present orator and learn that the books are not\n\n"}
{"page": 479, "printed_page": null, "text": "Department]\n\nEXPERIMENTS IN STATE PUBLICATION\n\n467\n\nIn fact, a part of the list has not been changed for state pubHcation,\nand you can also learn that there has been no saving to the pupils, but a\nvery decided added cost, and that a further advance in cost may confidently\nbe expected, and any change in texts will result in a very markt advance\nbetter.\n\nto the pupil.\n\nThese two statements concerning the experiment were widely publisht\nby political papers circulating thruout Kansas and beyond, the statement by the state printer going out thru various political sheets, farm\njournals, and special magazines, free of cost to the state for the benefit of\nthe people. The criticism of this report was publisht in two Topeka papers\nat advertising rates, not acceptable as pure reading-matter and such information not wanted for the dear people. No answer was made to this\nIndeed, it is fairly clear that there was no\ncriticism and none was needed.\nanswer; it was a sum in arithmetic, and so exact a science admits of no\ndiscussion at certain points.\n\nThe machinery of state publication in Kansas is vested in a School\nBook Commission, and this Commission has very naturally become a state\npublication commission. Recently our governor reappointed two members\non the Commission solely and admittedly because they were unalterably\nIf schoolbooks and\nfor any old book, so it was printed by the state.\npoHtics are complementary, then there is a happy combination in Kansas.\nState publication is a fact in Kansas today because the pubhshers have\ndecided to promote the idea with help to the state in the rental of plates.\nAs a proposition from manuscript to schoolhook, the scheme is a flat failure,\nand only by the grace of the rented plates has it been able to carry on.\nWhat is the incentive to further development of the textbook if the only\nobject is to rent the plates to state-publication plants on a meager royalty ?\nCan you expect an active authorship- can you maintain a competent\ncan you in any way test out your texts if such a\neditorial department\nscheme progresses farther? It is time to stop and think this thing out\nbefore you all become government employes and your intensive business\ninterests are quieted by the state-publication sedative.\nNow what is to be the outcome of this experiment ? It will go on for\n.\n\n—\n\n—\n\nyears, probably many years, for the forces behind it will try to keep the\nmill grinding, whatever the grist.\n\nIt will never be a money-saver, and it\n\nnever should have been started with that idea.\nin the beginning.\n\nThere was nothing to say\n\nThe laboratory work was neglected\n\n—there were no\n\nvalues in the proposition that could be discovered by proper test.\nuseless\n\nIt is\n\nnow to try to keep the proposition at par by boosting the assets\n\nwith a lead pencil.\n\nIt may fool the people for a time, but by and by they\n\nwill refuse to meet the assessment and then the explosion will take place.\n\nNow let me summarize and close —state publication never had a reason\nfor its existence in\n\nKansas.\n\nIt has\n\nadded nothing, absolutely nothing, of\n\n"}
{"page": 480, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n468\n\neducational value.\n\nIt has\n\n[Educational Publications\n\nbeen expensive to the pupils and taxpayers\n\nand arbitrarily\nmust travel. The law so guards the\nstate-publisht texts with rules and regulations that pupils in our rural\nIt\nschools have little chance to see really high-class and artistic books.\nis the product of thoughtless thinkers and moneyless financiers aggravated\nby a personal political press.\nwithout hope of\n\nrelief.\n\nIt curbs the ideals of teachers\n\npoints out the rut in which they\n\nSHOULD AUTHORS BE CONCERNED WITH THE METHODS\nOF DISTRIBUTION OF TEXTBOOKS?\nL. D.\n\nCOFFMAN, DEAN, UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\n\nThe answer to this question\n\nis\n\nyes,\n\nand\n\nfor\n\nthree reasons:\n\nfirst,\n\nbecause the distribution of textbooks furnishes a legitimate avenue of\n\nEvery author is dependent to a certain extent\nupon publicity for his professional standing and for the standing of his\n\npublicity for authors.\n\nThis may\n\nThe second reason is that textbooks are made to sell.\n\nbooks.\n\nnot be the only reason for writing books, but it is one of the chief justifications that a company has for publishing a book.\n\nMost authors would be\n\nunwilling to undertake the labor and drudgery connected with the preparation of textbooks if they did not hope to\n\nsell\n\nthem.\n\nA third reason\n\nwhy authors should be concerned with the methods of distribution of\ntextbooks is that the books may and should more frequently be written\nfor educational reasons.\n\nMany authors are dominated by a desire to im-\n\nprove the teaching of a given subject.\n\nIn some instances they know full\n\nwell that the book which they have written is ten years or more ahead of\nits time.\n\nThey know that profits will be a long time coming.\n\ngain is sacrificed in the interest of an idea.\nis not\n\ndone more frequently.\n\nconflict, business usually wins.\nconflict,\n\nTemporary\n\nIt is to be regretted that this\n\nIt seems that when business and education\n\nPerhaps one should say that they never\n\nthat what is good for business is good for education.\n\nThat may\n\nbe true, but I do not believe that what is good for education is always good\nfor business.\n\nI even sometimes doubt the truth of the converse.\n\nOne of the chief reasons why books are not always sold on their merits\nBook companies\nis that we have no adequate standard for judging books.\nhave attempted few experiments or investigations in the psycho-physics\nof book-making; they have not learned that many of the physical features\nof books can be standardized as the result of careful experimenting.\nthis lesson is learned\n\nUntil\n\nwe shall continue to have companies representing\n\nthe mechanical features of their books as the matters of prime importance.\n\nOne reason why we hesitate to sell books entirely on the basis of the\nideas they contain\n\nand the methods they exemphfy is that they have\n\nseldom been workt out in classrooms.\n\nIt is not uncommon for a textbook\n\n"}
{"page": 481, "printed_page": null, "text": "DISTRIBUTION OF TEXTBOOKS\n\nDepartmentl\n\n469\n\nto be written by a man or a woman very remote from the classroom in which\nit is to be used.\n\nNo textbook should be publisht which has not been tested\n\nand tried in public schools.\n\nI call to mind two experiments which have\n\nbeen attempted recently in textbook-making which illustrate the thing I\n\nhave in mind. One of these is an attempt to write a book on unified\nmathematics. After some months of assembling material it was organized\nA thousand mimeographt copies of the book\ninto a tentative texbook.\nwere then made and placed in the hands of teachers who used the material\nas a basis for instruction with seventh- and eighth-grade pupils.\n\nAt the\n\nend of every month these pupils were tested; the tests that were used\nwere tests that had been prepared by teachers who were teaching mathematAfter two years\nics to seventh- and eighth-grade pupils in the usual way.\nof trial, conference, and modification the books were put into final form,\nbut not until the authors were certain that the children who were taught\nby their methods actually did better in mathematics than those who were\ntaught by the traditional methods. The second attempt to which I refer\nwas an attempt to prepare a textbook in primary reading. First the\nauthors made a careful study of the vocabularies of twenty-seven primary\n\nand first-grade books, listing the words in the order of their frequency.\nThey then selected, rearranged, and adapted stories on the basis of the\nfrequency of the recurrence of the words. The experiment was carried on\nThe first year the children taught by this standardized\nfor three years.\nvocabulary and method read twenty books; the second year, by improve^ments which the authors were able to make, thirty books were read; and\nthe third year thirty-two books were read.\n\n,\n\nThe children were not pusht\n\nany more than they are in the ordinary school.\nIn each of the above cases the books were based on practical schoolroom\nexperience. There is a certainty that they will work. They are not the\ntheoretical productions of educational philosophers.\nBoth ,authors and\npublishers should be quite as much interested in the preparation of sound\nbooks, based upon practical experience, as they are in the methods of their\ndistribution.\nI dare say that some one\n\nmay think that I should have addrest myself\n\nto the question of whether or not authors are interested in the distribution\nof free textbooks.\n\nSo far as I can see, it makes absolutely no difference\n\nto the author whether books are distributed free by the state or sold to the\npupils.\n\nII\n\n"}
{"page": 482, "printed_page": null, "text": "\\\n\n"}
{"page": 483, "printed_page": null, "text": "DEPARTMENT OF THE WIDER USE OF\nSCHOOLHOUSES\nSECRETARY'S MINUTES\nOFFICERS\nPresident— Rayuond F. Crist, director of citizenship, Department of Labor, Washington, D.C.\n\n— Charles D. Kelso, director of social center. High School. .Los Angeles, Calif.\n—Margarita Spaulding Gerry, Board of Education\nWashington, D.C.\n\nVice-President\nSecretary\n\nThe Department of the Wider Use of Schoolhouses of the National Education Association convened in regular session on Thursday afternoon, July 3, at 2 00 o'clock, in Engel:\n\nmann Hall, Auditorium, Milwaukee, Wis.\n\nThe meeting was called to order by Raymond\n\nF. Crist, president, and the following program was presented:\n\n—\n—\n\"Federal and Public-School Cooperation in Citizenship Training\" ^W. R. Ball,\ndirector of schools of citizenship, Minneapolis, Minn.\n\"Experiences in Americanization, with Suggestive Plan for Development\" —W. P.\n\n\"The Federal Plan of Americanization Work with the Foreign-Born\" Raymond\nF. Crist, director of citizenship, U. S. Department of Labor, Washington, D.C.\n\nRoseman, superintendent of schools, Sheboygan, Wis.\n\nThe following officers were elected for the ensuing year:\n\n—\n\nPresident Raymond F. Crist, director of citizenship. Department of Labor, Washington, D.C.\nVice-President I. B. Morgan, principal, Continuation Schools, Kansas City, l^ans.\nSecretary Margarita Spaulding Gerry, Board of Education, Washington, D.C.\n\n—\n\n—\n\nMargarita Spaulding Gerry, Secretary\n\nPAPERS AND DISCUSSIONS\nTHE FEDERAL PLAN OF AMERICANIZATION WORK\nWITH THE FOREIGN-BORN\nRAYMOND r. CRIST, DIRECTOR OF CITIZENSHIP, U.S. DEPARTMENT\nOF LABOR, WASHINGTON, D.C.\nIn 1906 Congress created a bureau which has a definite contact with\nthe entire foreign population of the country over eighteen years of age.\n\nAt the present time those of foreign birth represent about seventeen milHon of our population. Approximately four million of these seventeen\nmillion have come into contact with the federal government thru this\nbureau, which is the Bureau of Naturalization of the United States\nDepartment of Labor.\nThese foreign-born are to be found in every state in the Union, and\nin almost every county in every state.\nAt the present rate approximately\n471\n\n"}
{"page": 484, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n472\n\niSchooihouse\n\none million of these foreign-born residents of our country are annually\npresenting themselves to the federal government thru the Bureau of Naturalization.\n\nNot only are they presenting themselves to the federal govern-\n\nment, but the federal government has made arrangements with the state and\nterritorial governments of the nation whereby all of these may be transformed into intelligent units in the citizenry of the country.\n\nIn nearly twenty- two hundred communities thruout the entire nation,\n\nwherever foreigners are found, the public schools are opening their doors\nto work in concert with the federal government in providing the way for the\n\nAmericanization of the entire foreign population of the United States.\n\nThis relationship is the result of carefully workt-out plans, initiated by\nthe federal government in 1914, thru the Bureau of Naturalization, and\nsince then receiving the support of the American public in an ever-increasing\n\nnumber of communities and with greater effectiveness; by various enactof the national legislature in Washington and of the legislatures\n\nments\n\nof many states.\n\nIn April, 19 14, this undertaking on a national scale was proposed in\nrecognition of reactions in various parts of the country which were the\ndirect\n\noutgrowth of the administration of the naturalization law by the\n\nfederal government, commencing in 1906, for the first time in its history.\n\nIn 1908 and 1909 classes were formed in various localities by the public\nschools to teach citizenship responsibilities as a result of the denials of\npetitioners for naturalization who were found too ignorant to be admitted\n\nby highly conscientious members of the state and federal\nSome of these classes were organized at the direct instance of\n\nto citizenship\njudiciary.\n\nrepresentatives of the Bureau of Naturalization, while others grew out of\n\nthe interest in the foreigner felt by many patriotic individuals who had\n\ndevoted much of their lives to the study of the immigrant problem. Their\nand activities had previously been manifested in many ways,\n\ninterest\n\nincluding care of the immigrant at ports of entry and at their places of\ndestination.\n\nFrom 1908 to 1909 on, their activities broadened out in\n\nspecial localities in the organization of classes to teach the immigrant the\n\nrudiments and the principles of our institutions of government.\n\nThey also\n\ntook the form of public receptions, in which Rochester, Cleveland, and\nChicago were foremost of the cities undertaking these enterprises on a\nlarge scale, with\n\nmany other cities and towns, including Brockton and\n\nBoston, Lockport, Illinois, Omaha, Los Angeles, Baltimore, and others on a\nsmaller scale.\nAll of these, however, past with local limits upon their influence,until\n\non May 10, 191 5, the greatest recognition ever given the immigrant problem\noccurred in Philadelphia, at which President Wilson was the chief guest.\nThis reception was proposed by an official of the Bureau of Naturalization to\nthe Honorable Rudolph Blankenburg, Mayor of Philadelphia, for the distinct\nand sole purpose of focusing the attention of the entire nation upon the\n\n"}
{"page": 485, "printed_page": null, "text": "Department]\n\nFEDERAL PLAN OF AMERICANIZATION\n\n473\n\nnecessity for a national undertaking that would deal adequately with the\n\nproblems of the nation and its immigrant population.\n\nThe realization of\n\nthe hopes of those who initiated that reception and participated in the\n\noccasion has been all that could be desired.\n\nWithin a fortnight organizations which had previously devoted themselves to the study with the immigrant effected reorganizations with the\n\nslogan \"Americanization\" as the keynote and the objective of their organizations.\n\nAmericanization meetings were held on the Fourth of July\nnumber of communities. Since that memorable\n\nfollowing in a large\n\noccasion in Philadelphia, Americanization, Americanism, and Americanizing, in all forms,\n\nhave virtually become family and household words.\n\n''Americanization\" has become a word to conjure with.\n\nIt has become a\n\nblanket under which to include practically every development of a local,\nstate, or national character.\n\nIt has become so popular in the public mind\n\nthat it is being used to further almost any and every activity of definite\nusefulness and even those of a doubtful character.\n\nIn the plan by which the present linking together of the public schools\nthruout the United States was accomplisht in this national undertaking,\nthere was included the stimulation of the public schools to the organization\nof night classes for adults for the teaching of English, civics,\n\nand other\n\neducational and vocational subjects that would not only equip the foreigner\nfor his political responsibilities\n\nbut broaden his economic capacity.\n\nIt\n\nproposed a closer relationship between the vocational schools in their\n\ndevelopment and\n\nclasses\n\nwhere the subjects\n\nresponsibiHties were to be taught.\n\nof\n\nEngHsh and citizenship\n\nIt proposed the formation of community\n\ncenters in the schools as a means of acquainting the foreign-born with\nAmerican ideals and with American citizens; in these community centers\nthe development of the effectiveness of the school departments devoted to\nrecreation, entertainment, good-fellowship; the organization of the racial\n\ngroups for the quickening of the interest in American institutions among\nthose who had not yet sought, or thought definitely of acquiring, American\ncitizenship; the establishment of public forums in the schools for the dis-\n\ncussion of current topics of a local, national, and international character;\n\nthe organization in the school buildings of self-governing bodies in imitation\nof local government; the election of a mayor and other executives of the com-\n\nmunity; the establishment of moot courts and laws for the self-government\nof the student body.\n\nIn this development of the class work it was be-\n\nlieved that the sanctity of the ballot could be greatly preserved in its use\n\nby the new citizens.\n\nThe duties of the officers of the city, state, and\n\nnational government to be described to the student body by the incumbents\nof office was proposed in order to enlighten the coming American upon these\n\nduties and enable him to bring to bear his ideals in his exercise of American\ncitizenship responsibilities after they had been transformed and refined to\n\nmeasure up, in their application, to American ideals.\n\ni\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n474\n\n[Schooihouse\n\nThe functions of the police, health, and judicial departments of the\ngovernment were planned to be presented to the student body in the same\nway. Their public discussion by the students was included in the course\nproposed to be used by many schools where this kind of instruction had\nnever been contemplated, when they were prevailed upon by the Bureau\nof Naturalization to organize these classes.\n\nThe plan also urged the forma-\n\ntion of school organizations by the student body in the various classes.\n\nThis rather comprehensive plan was formulated after extended discussions with public-school authorities, including state departments of\n\neducation and state university representatives who unanimously indorst\nit\n\nand assured your speaker personally and ofhcially of their readiness\n\nto cooperate with the Bureau of Naturalization in the development of these\n\nfeatures of educational endeavor upon a national scope.\n\nWhat has been the development of this plan?\nthirty-eight\n\nIn August, 19 15,\n\ncommunities pledged their public schools in support and\n\ndevelopment of this work proposed to them by the federal government.\nThis had grown by the end of the school year to six hundred and thirteen\n\nBy September 30, 1916, six hundred and fifty-four had\ncome into this national undertaking, and this number had grown to\nseventeen hundred and fifty-four with the end of the fiscal year, on June\nWith the\n30, 191 7, an increase of eleven hundred over the year before.\nclose of the year June 30, 191 8, eighteen hundred and two communities had\npledged their schools to this work, and today twenty-one hundred and\ncommunities.\n\nfifty-seven\n\nhave pledged their best efforts to the realization of the plans\n\nof the government formulated in 1 914-15.\n\nThe policy of the Bureau of Naturalization since its organization in\n1906 has been to facilitate the naturalization of the candidates for citizenship.\n\nAs we have more and more become acquainted with his aims and\n\nambitions, his hopes and despairs, his difficulties, his trials, his tribulations,\n\nwe have broadened our viewpoint, and the facilities which the Bureau of\nNaturalization now offers as compared with those during the first ten years\nare as different, probably, as America differs from some of the rigidity of\n\nformer European countries.\nin every way possible.\n\nIt is now really and actually facilitating him\n\nThis does not mean that the limit of the breadth\n\nof administration has in any sense been reacht.\nAs it comes into broader\nand broader contact with the ever-increasing numbers of school organizations, with church organizations, with industrial organizations, with labor\n\nin the organized and unorganized manifestation, it is seeking the facilities\n\nby which the foreigner may have all of the artificial and unnecessary\nremoved with none remaining save those necessary to safeguard the citizenry of this country in the large and in the individual instance\n\nrestrictions\n\nas well.\n\nIt has sought the aid of all governmental agencies,\n\nboth federal\n\nand state, in the support of the American public school to its highest\nefficiency.\nIt has frowned upon those who would point to the inefficiency\n\n"}
{"page": 487, "printed_page": null, "text": "Department]\n\nFEDERAL AND SCHOOL COOPERATION IN CITIZENSHIP\n\n475\n\nof the public schools and who turn from them to construct artificial and in\n\nsome instances un-American systems of instruction for the foreigner.\n\nIn\n\nall instances where it has been able to do so, it has sought to divert private\n\nfunds and influences which had organized classes to teach the foreigner\n\nand cause them to turn their support to the public school of the community.\nChurch and industry, racial and non-racial organizations alike, have been\napproacht to give their cooperation to the public schools. They have\nresponded with increasing readiness and forcefulness in aiding the schools\nIn its activities it has invited the\nto attain the efficiency they all hope for.\nsupport of all federal and state educational agencies, believing that the\ndevelopment of the various educational branches of the federal and state\ngovernments should be along natural lines, in the faith that by so doing it\nwas enlisting the best influences of the nation to strengthen education,\nwherever found, to the end that its development should be along those\nbroad principles which are inherent in our democratic form of government.\n\nFEDERAL AND PUBLIC-SCHOOL COOPERATION\nIN CITIZENSHIP TRAINING\nW.\n\nR.\n\nBALL, DIRECTOR OF SCHOOLS OF CITIZENSHIP,\nMINNEAPOLIS, MINN.\n\nAmericanization teaches both the native and newcomer the history and\n;rowth of our ideals and institutions.\n\nIt explains to the alien\n\nwhy he\n\nlould be naturalized, and to the native why he should make this educational process\n\nmutually conducive to the progress and growth of both,\n\nlericanization is a call for the appreciation of America, that this country\n\ndth its grand possibiKties is only in the making, that our best interests\nlemand a common citizenship, a common language, a common standard of\n[ving, and that our governmental machinery shall be so arranged that this\nlay be secured.\n\nIn\n)r\n\n1 9 14\n\nthe federal government took definite steps to link together\n\nthe first time the efforts of the Bureau of Naturalization with those of\n\nle public\n\nschools for the definite object of elevating the average of under-\n\ntanding of the most neglected of all professions— the professions of selfjfovernment\n\n—a profession most vital to the perpetuation of those principles\n\nJtated so forcefully in the Declaration of Independence, that ''all men are\n\nreated equal and endowed with certain inalienable rights.\"\n\nThe relationship which seems to us ideal, which should exist between\nand the public schools, and also the high\n\nthe Bureau of Naturalization\nspiritual principles\n\ngoverning that relationship, were stated in the charge\n\na district-court judge last week in one of our large cities.\n\nOver one\nhundred men had been in our citizenship schools receiving instruction in\nof\n\nEngHsh and the history and civics of citizenship. These men had satisfied\nthe law as to education, residence, and character. They were in the court\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n476\n\n[Schoolhouse\n\neach with two witnesses who gave evidence as to their moral worth and\ntheir five years' residence.\n\nThe judge said:\n\nMy brothers, the court, in the presence of these witnesses, officials, and the Bureau\nof Naturalization, and these teachers and principals from the public schools of our cities,\n\nextends to you greetings.\n\nWe welcome you to the body of citizenship—we invest you\n\nThe nation so governed cannot\nabove the average intelligence and moraHty of its citizenship. The fundamental\nideals of this country of ours by birth and yours by adoption are those announst in the\nDeclaration of Independence, and in the Constitution of the United States. In these\ndocuments all men are declared to be equal in opportunity, to have equal rights before\nthe law. All reforms, all changes, in our law are expressions of the will of the majority;\nwhether that is an intelligent or ignorant majority, we pledge ourselves to obey the law.\nAmong this group are men from both Europe and Asia you men from sunny Italy,\nwe extend the right hand of brotherhood we are indeed indebted to your beautiful land.\nYou gave us the beginnings of law in the Justinian code. You have indeed enricht the\nworld in art, literature, and science. You gave us the great discoverer Columbus who\nreacht the east by sailing west. He it was who intuitively felt that he was divinely called\nto open up the Orient with its great wealth to the Occident.\nHe announst himself to be\nwith sovereignty.\n\nIn a democracy the people rule.\n\nrise\n\n—\n\n—\n\ndivinely called to carry the true faith to the uttermost parts of the earth.\n\nyou, but in a larger measure he also belongs to us.\n\nHe belongs to\n\nYou gave us Galileo, Copernicus,\n\n—\n\nRaphael, and Michelangelo. You are from the land of martyrs you gave us Bruno\nand Savonarola, who died for us, for they belong to the whole world.\nWe greet you men from downtrodden but now liberated Poland; you gave us\nPulaski and Kosciuszko; you shed your blood to make this nation possible. You men\nfrom la belle France, in our hour of supreme need you sent us Lafayette and Rochambeau.\nWe salute you. You men from Germany, you stand redeemed by the noble service of a\nSteuben and De Kalb; you gave to the world the immortal services of a Schiller, Goethe,\nand Lessing. We know you have no sympathy with that autocracy founded on the\ndoctrine of a force that might makes right, a gospel of \"blood and iron. \" Reconstructed\nGermany shall yet take her place in the galaxy of the League of Nations.\nYou men from the different parts of the British Empire, we extend to you the right\nhand of fellowship your democratic people even in revolutionary days were with us\nin the person of your representatives Pitt and Burke.\nIt was your Pitt that moved in\nParliament that whosoever advised George III and his ministry to continue the War\nof the Revolution should be voted a public enemy.\nWe say democratic, for there are two\nEnglands one autocratic, the other democratic. Autocratic England thru its mouthpiece. Lord Lansdowne, took issue with our President Wilson the other day by declaring\nthat this war was not to make the world \"safe for democracy.\"\n\n—\n\n—\n\nIt has indeed been a great pleasure as well as a great privilege during the last year\n\nfor us to visit you men in the citizenship class conducted in cooperation with the public\n\nschools and the Bureau of Naturalization.\n\nWe spent many pleasant evenings visiting\nWe congratulate you on\n\nyour classes and giving talks on our his to r^ and Constitution.\n\nyour privilege of attending these classes where teachers were so interesting and enthusiastic.\nWe compliment these teachers for having the opportunity to come in contact with\nyour larger practical experience, for be it assured you gave to them as much as you received.\n\nWe are all indebted to you for the creation of material wealth.\n\nMost of the large public\n\nbuildings, schools, colleges, churches, and office buildings as well as the railroads, canals,\n\nand machine-shops have been constructed by foreign-born brawn and brain.\nThe government reports that 68 per cent of the material wealth of this country was\ncreated by you, so in coming to these schools for instruction, you are coming to your own.\n\nfactories,\n\nYou built them.\n\nIt is your work which creates the taxes from which these teachers and\n\njudges and government officials are paid.\n\nYou see we are all members of one body.\n\n"}
{"page": 489, "printed_page": null, "text": "\"\n\nEXPERIENCES IN AMERICANIZATION\n\nDepartment]\n\n477\n\n,\n\nIn this course in history and citizenship, you men in spirit have been with Washington\nYou were with that revolutionary army when it left its footprints in\n\nat Valley Forge.\n\nblood. You were in Philadelphia when the Declaration of Independence was born.\nYou heard Franklin say, \"We must all hang together, boys, or they'll hang us separately.\nYou were at Yorktown when victory crowned our efforts and thus ended the Revolution.\nYou witnest that period of chaos which is called \" the critical period of American history.\"\nYou saw this nation \"drifting toward anarchy\" when the best men of the nation feared\nthat the results of the revolutionary struggle would be lost. You saw the best men of\nthe nation meet in conference at Philadelphia to form that immortal document known\nas the \"Constitution of the United States\" which you have studied this winter with so\n\nmuch profit and interest.\n\nIt was with extreme disappointment that you saw in that\ndocument the recognition of slavery which was a violation of the principles of the Declaration of Independence, that all men are created equal and endowed with certain inalienable\nrights, among which are life, liberty, and the pursuit of happiness, and that governments\nare instituted for the good of the governed. But in spite of our mistakes, our ideals were\ngrand and heroic. The government controlled by these high ideals continued to prosper,\nand as in the case of individuals, so with nations what they sow they must reap. This\nnation could not exist half free and half slaves. Sometimes our banner has been stained\nby selfish consideration we have been brutal, cruel, and despotic. In one of the lessons\nto which I listened, I heard presented to you men the history of the slave question in\nthis country.\nI heard the teacher state in the language of Lincoln that the Mexican War\nwas the most unholy war ever waged by a stronger against a weaker nation, for its sole\npurpose was the extension of the institution of slavery. In imagination we were with\nLincoln in his Gettysburg oration, which you men studied with so much interest this\nwinter. We heard him say, \"Fourscore years ago our fathers brought forth on this\n\n—\n\n—\n\ncontinent a new nation, dedicated to the proposition that all men are equal.\"\n\nShortly\n\nwe read into the Constitution of\nUnited States the thirteenth article of the amendment which said, \"Neither slavery\nor involuntary servitude shall exist except for crime, \" and then this country became in\nict what before it was in name\nthe land of the free as concerns the right to traffic in\n\nafter this immortal document was given to the world,\n\nIieuman\n\n—\n\nblood.\n\nWe will say in conclusion to you men that there are many problems before us for\njlution.\nLS\n\nYou are now to be coworkers with us in building this fair house of democracy.\n\nyet only the foundation is laid.\n\nt is\n\nThe superstructure is to be reared in the future,\n\nyour divine privilege that you be coworkers with us in this important work.\n\nthis country we proceed by evolution, not revolution.\n\na spirit of toleration.\n\nIn\n\nWe must listen to everyone with\n\nWe grow by differences. No man or set of men have a right under\n\nour government to obstruct the will of the majority, even tho we believe the majority\nto be mistaken.\n\nWe are to obey the law.\n\nI extend to you men cordial greeting.\n\nThe\n\nclerk of the court will now issue to you men the certificate of citizenship, and I declare\n\nthat you are a part of the sovereignty.\n\nMay you never cease to be students of the larger\n\naffairs of life.\n\nEXPERIENCES IN AMERICANIZATION, WITH SUGGESTIVE\nFLAN FOR DEVELOFMENT\nW.\n\np.\n\nROSEMAN, SUPERINTENDENT OF SCHOOLS, SHEBOYGAN, WIS.\n\nTo direct the strangers who came to our shores into the better channels\nof American life, to inspire them with American ideals, and to point out to\n\nthem the advantages of our form of government over that of the one of\nIt is a community proposition.\nIt\n\ntheir fatherland is not a one-man job.\n\n"}
{"page": 490, "printed_page": null, "text": "478\nis\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Schoolhousc\n\nnot only a community proposition but it is a state and national proposi-\n\ntion, and the greater number of\n\npeople we can interest in the work the\n\nWith this thought in mind, the -plan\nwhich I have handed you was developt. It is not entirely original. The\nsuggestions of the Bureau of Naturalization sent out last fall have been\nenlarged upon and expanded until all classes in our city have become interested.\nNot only myself and those most closely associated with me are\ndetermined to make Sheboygan loo-per-cent \"American citizens,\" but\nthere are hundreds of others from the different walks of life just as concerned over placing it in the loo-per-cent column as we are. We realized\nearly in the campaign that the results of our efforts would be great or small\ngreater will be the results obtained.\n\nin proportion to the number we got interested in the problem, who\n\nwere\n\nwilling to lend their assistance in order to promote the happiness of those\nless fortunate than themselves, and to make their community a better and\n\nsafer place in which to live.\n\nAnother very important consideration of any plan, perhaps more\nimportant than getting a great number of people interested in the problem,\nis\n\nto find a local organization to finance the scheme.\n\nThis should be done\n\nby some municipal institution. It is a problem that concerns the life of\nthe whole community too vitally to be left to charity, to social, or to\nThe most logical body to finance an Americanizafraternal organizations.\ntion program is the board of education or the continuation school board.\nReferring to the organization plan which you have, you will notice\nthat in Sheboygan the vocational continuation school Board assumed\nAll night-school activities had been carried on by this\nthis responsibility.\nboard for several years, and, being composed of men of large cahber, it was\nan easy matter to expand the evening-school work to cover this very important activity. The members became so interested in the problem that\nthe Americanization classes were allowed to continue for a month after\nall the other classes closed.\n\nThe superintendent of schools became the director and he called to his\nassistance the director of the Vocational Continuation School and a woman\n\nwith a broad vision who had already shown social-service capacity as a\nkindergarten director and as a night-school teacher. This staff met\nfrequently, studied the needs of the city, enlarged upon the plan of organization, and increast the activities as conditions warranted.\n\nEarly in the development of the plan it became apparent that a large\nnumber of people must be interested, and the committees as indicated\n\non the outline were organized, each being assigned a specific problem to\nwork out.\nThe Women's Citizen Committee was composed of a central division\nwith all sections of the city represented. This organization had four\nsubcommittees as indicated under \"i of section C,\" each working on an\nentirely different problem.\n\nThe Committee on Information and Statistics\n\n"}
{"page": 491, "printed_page": null, "text": "EXPERIENCES IN AMERICANIZATION\n\nDepartment]\n\n479\n\nsent representatives to the county clerk's office, the employment bureau,\n\nthe foreign agents, and factories frequently to collect the names of foreigners\nfor our files.\n\nFrom these sources and the cards sent to us by the Bureau\n\ndupUcate Hsts were prepared, one for our permanent\nand one for the Ward Solicitation and Attendance Committee. Thru\nthis means we became acquainted with the magnitude of our problem and\nof Naturalization\n\nfile\n\nwere able to distribute the responsibility among the citizens of the different\n\nThe women on the Ward Committees\nmade it their business to become acquainted with the foreign mothers and\ninvite them to come to the afternoon and evening social groups and sewing\nsections of the city more equitably.\n\nand cooking classes. These committees were large enough so that each\nmember had to act as chaperon to only three or four of their shy neighbors.\nIndeed, acting the part of sponsor for those lonesome mothers who longed\nfor the scenes of their childhood\n\ndays became so interesting that many\n\ncommittee members went beyond their jurisdiction in their eagerness to\nThe Educational and Social Committees assisted\nsolace aching hearts.\nthe social workers and teachers during the conversational hour and in\n\nplanning and executing simple social functions.\n\nThe Men's Citizen Committee was organized along similar Hnes and\nfunctioned in somewhat the same manner as the women's committees.\n\nThe Waiti SoHcitation and Attendance Division was perhaps the most\nimportant, as its problem was to solicit and interest the foreign-born men\nin Americanization classes, whose names were sent to the members by the\n\nInformation and Statistics Committee.\n\nThe keen interest manifested by\n\nmen of the city in the citizenship extension work is shown by the fact\nthat when this committee met at the close of the campaign to check up the\n\nwork the members askt to be continued until Sheboygan went \"over the\n\nithe\ntop\" into the loo-per-cent-citizenship column.\n\nOn the suggestion of the Naturalization Bureau, an Industrial Commade up of the men in each factory who had\n\nmittee was organized,\n\nthe interest of their employes to look after.\n\nThis committee secured the\n\nnames and addresses of every foreigner in their respective plants for the\nInformation and Statistics Committee, and each member used his influence\nto have the employes of his factory attend an Americanization class.\nThis committee also acted as a steering or advisement committee for the\ndirectors.\n\nThe members were in a position to get the reactions of those\n\nattending the classes and in this way could advise the directors as to how\nto shape policies and often ward off approaching dissatisfaction.\ninterest\n\nAs to the\n\ntaken by this committee, it is enough to say that its members,\n\nHke those of the Citizens' Committee, refused to go out of office at the\nclose of the season's activities.\n\nThe Committee on Education of the Association of Commerce represented the business men of the city, visited the classes, and finanst the\n\nNew Citizens' Banquet at the close of the season.\n\n"}
{"page": 492, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n48o\nIt\n\n[Schoolhouse\n\ncan readily be seen that with such an organization ramifying all\n\nphases of community life, one of the biggest problems to contend with in\nthe administration of Americanization program, that of interesting the\nforeigner in the opportunities afforded, is solved.\n\nThe activities carried on as shown in the organization plan consisted\nof class work in English for beginners; class work in English and citizenship\nfor those more advanst; four-minute addresses on American opportunities,\n\nhealth problems, and citizenship; conversational hours, social hours, games,\n\nmusic, sewing and cooking; shoe-repairing, shopwork, etc. The program\nwas varied in the different centers to suit the characteristics of the races\nin attendance.\nA nursery and clinic was made a feature of both the afternoon and evening classes for the parents who had no one at home to care*\nfor their\n\nchildren while they attended the Americanization functions.\n\nThis gave an opportunity to look after the health of the children who\n\nneeded medical attention.\n\nThe Choral Union and Musical Club were\n\nheld responsible for the musical work, which, by the way, proved to be a\n\nThe Europeans love to sing, and\nThe idea of having the men and\nwomen of the city take enough interest in them to come out in all kinds of\nweather to sing for them, and to lead them in singing, made a deep and\nlasting impression and had much to do with their regular attendance.\nThe problem of securing competent teachers is a difficult one. The\nVery important part of every program.\nthey enjoy listening to good music.\n\nmajority of these guests are still strangers in a strange land and must be\n\nhandled diplomatically.\n\nTo solve this problem we found it necessary to\n\nestablish a training department.\n\nBefore a teacher was put in charge of a\n\nclass she observed several evenings a teacher skilled in handling classes of\n\nforeigners\n\nand attended the\n\nprocedure were discust.\n\nteachers' conferences,\n\nwhere methods and\n\nKindergarten teachers in the day school proved\n\nto be the most successful, perhaps due to the fact that they have learned\nto cultivate patience in handling children, and they have a shorter day\nthan the teachers in the upper grades, therefore are less fatigued when\n\nthe evening classes convene.\n\nReferring to our program again, you will notice that\n\nwe establisht\n\nAmericanization centers in the parochial schools as well as in the pubHc\nschools.\n\nThey were too shy to come to us, so we brought the school to them.\n\nWe trained and hired their teachers and made them feel that they really\nhad a part to play in this great movement, and that our flag to be their\nflag was deserving of a knowledge of what it stood for.\nAll nationalities and religious denominations should be and can be\nled to see the necessity of learning our language and our manners and\ncustoms as well as that of the country in which they were born. There\ncan be neither national unity of ideas nor purpose unless there is some\ncommon method of communication thru which may be conveyed the\nrighteousness, the opportunities, the possibilities, the liberty, the beauty.\n\n"}
{"page": 493, "printed_page": null, "text": "EXPERIENCES IN AMERICANIZATION\n\nDepartment]\n\nthe grandeur,\n\n481\n\nPrejudices must be for-\n\nand the thought of the nation.\n\ngotten and the gospel of a united people thru one language preacht wherever crowds assemble.\n\nMay I say in closing that this plan of organization may not fit the conditions of your city, but it may suggest something that will assist you in\n\nyour efforts to do your part in making the world \"safe for democracy,\"\nso far as the community in which you live is concerned.\n\nAMERICANIZATION WORK, 1918-19, SHEBOYGAN, WIS.\nPlan of Organization\nBoard of Vocational Education\nA. Director, Superintendent of Schools\nB. Assistant Directors\n1.\n\nDirector of Vocational Continuation School\n\n2.\n\nSpecial Organizer and Supervisor\n\n3.\n\nDirector of Centers\n\nC. Americanization Committee\n1.\n\nWomen's Citizen Committee\n(a)\n\nChairman\n\n(6)\n\nSecretary\n\n(c)\n\nSubcommittees\ni) Information and Statistics\n2)\n\n-\n\nWard Solicitation and Attendance\n\n3) Educational\n4) Social\n2.\n\nMen's Citizen Committee\n(a) Chairman\n{b)\n\nSecretary\n\n(c)\n\nSubcommittees\ni)\n\nWard Solicitation and Attendance\n\n2)\n\nEducational and Social\n\n*^\n\n3. Industrial Committee\n\n4.\n\n(c)\n\nChairman\n\n(6)\n\nSecretary\n\nAssociation of Commerce Committee\n(a)\n\nEducational Committee of the Association\n\nD. Activities\n1.\n\n2.\n\nInstructional\n(a)\n\nEnglish\n\n(6)\n\nCitizenship\n\n(c)\n\nAddresses\n\nRecreational\n(a)\n(6)\n\nGames, drills, dances, baths, etc.\nMusic\n\n3. Social\n\n4.\n\n(a)\n\nConversation\n\n(6)\n\nSewing, darning, cooking, millinery, shoe-repairing, manual training\n\n(c)\n\nVisitations\n\nid)\n\nMusic\n\nie)\n\nGraduation-citizens' banquet, etc.\n\nNursery\n(a)\n\nClinic\n\n^\n\n"}
{"page": 494, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4^2\n\n[Schooihouse\n\nE. Centers\nI.\n\nHigh School\n\n3.\n\nU.S. Grant School\n\n3.\n\nLincoln School\n\n4.\n\nLongfellow School\n\n5.\n\nJefferson School\n\n7.\n\nHorace Mann School\nWashington School\n\n8.\n\nTrinity Luth. School\n\n9.\n\nImmanuel Luth. School\n\n6.\n\nF. Afternoon teas, sewing clubs, cooking clubs, millinery clubs, social clubs, etc.\n\nG. Coordinating and Cooperating Agencies\n1.\n\nFederal, State, and County Councils of Defense\n\n2.\n\nU.S. Government, Bureau of Naturalization\n\n3.\n\nAmericanization and social organization\n\n"}
{"page": 495, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nCHICAGO MEETING, FEBRUARY 24— MARCH i, 19 19\n\nSECRETARY'S MINUTES\nOFFICERS\n\n—E. C. Hartwell, superintendent of schools\n\nPresident\n\nFirst Vice-President— David B.\n\nR. Morgan, superintendent of schools\nGugle, assistant superintendent of schools\n\nSecond Vice-President\n\n—Marie\n\nSecretary\n\n—\n\nCorson, superintendent of schools\n\nJ.\n\nBuflFalo, N.Y.\n\nNewark, N.J.\nTrinidad, Colo.\nColumbus, Ohio\n\nFIRST DAY'S PROCEEDINGS\nEVENING SESSION—Tuesday, February 25, 1919\nThe Department of Superintendence of the National Education Association met\nin the Auditorium Theater, Chicago, 111., at 8:00 p.m.. President E. C. Hartwell, superin-\n\ntendent of schools, Buffalo, N.Y., presiding.\n\nFollowing a musical program rendered by the Chicago High School Orchestra,\nthe session opened with an invocation by Rev. R. A. White, People's Liberal Church,\n\nChicago, 111.\n\nAddresses of welcome were given by Peter A. Mortensen, acting superintendent of\nschools, Chicago, 111., and Francis G. Blair, superintendent of public instruction, Springfield,, 111.,\n\nto which' response was made by Thomas E. Finegan, deputy commissioner of\n\neducation, Albany, N.Y.\n\nMarion LeRoy Burton, president. University of Minnesota, delivered an address\non \"The New American.\"\n\nSECOND DAY'S PROCEEDINGS\nFORENOON SESSION—Wednesday, February 26, 1919\nTwenty minutes were devoted to community and patriotic singing, under the leadership of A. J. Gantvoort, College of Music, Cincinnati, Ohio.\n\nAnnouncement concerning question box was made by Paul C. Stetson, superintendent\nof schools, Muskegon, Mich., to the effect that answers to questions would be made by\n\nexperts, would be mailed to those asking, and would be publisht in educational journals.\n\nPresident Hartwell announst the following Committee on Resolutions:\n\nErnest A. Smith, superintendent of schools, Salt Lake City, Utah.\nT. E. Johnson, superintendent of schools, Cold Water, Mich.\nD. A. Grout, first assistant superintendent of schools, Portland, Ore.\nS. J. Slawson, superintendent of schools, Bridgeport, Conn.\nJ. M. Gwinn, superintendent of schools. New Orleans, La.\nFrank L. Smart, superintendent of schools, Davenport, Iowa.\nI. B. Bush, superintendent of schools, Erie, Pa.\nJessie H. Newlon, superintendent of schools, Lincoln, Nebr.\nPresident Hartwell announst the following committee to meet Major A. A. M6ras\nin conference on military training:\n\nPeter A. Mortensen, superintendent of schools, Chicago, 111.\nE. Morris Cox, assistant superintendent of schools, Oakland, Calif.\nWilliam F. Geiger, superintendent of schools, Tacoma, Wash.\nC. L. Phelps, superintendent of schools, Ishpeming, Mich.\nWilliam F. Webster, superintendent of schools, Minneapolis, Minn.\nAndrew W. Edson, associate superintendent of schools. New York, N.Y.\n\n483\n\n"}
{"page": 496, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n484\n\n[Chicago\n\nThe general topic for the morning session was \"Factors Involved in the Quality of\nInstruction at Present Oflfered in Our Schools.\"\n\nThe following program was presented:\n\"Adequate Compensation for Teaching Service in Public Schools\"— D. B. Waldo,\npresident, Western State Normal School, Kalamazoo, Mich.\n\"Training of Teachers\"—W. C. Bagley, Teachers College, Columbia University,\n\nNew York, N.Y.\n\n—\n\n\"Necessity and Difficulties of Supervision in a City School System\" Herbert S.\nWeet, superintendent of schools, Rochester, N.Y.\n\"Defects of Supervision and Constructive Suggestions Thereon, from the Viewpoint\nof the Classroom Teacher\"\nSallie Hill, president. League of Teachers' Associations,\nDenver, Colo.\n\"What Are We Going to Do about It?\" ^William M, Davidson, superintendent\n\n—\n\n—\n\nof schools, Pittsburgh, Pa.\n\nAFTERNOON SESSION—Wednesday, February 26, 1919\nThe session opened with community signing, led by A. J. Gantvoort.\nThe general topic for the afternoon session was \"A National Program for Education,\"\nand addresses were given by the following: John H. Beveridge, superintendent of schools,\nOmaha, Nebr.; C. N. Kendall, commissioner of education, Trenton, N.J.; Edmund J.\nIllinois, Urbana, 111,;\nGeorge D. Strayer, president\nTeachers College, Columbia University, New York, N.Y.\n\nJames, president, University of\n\nEVENING SESSION\n\nWednesday, February 26, 1919\n\nA preliminary musical program was rendered by the boys' chorus from Chicago high\nschools, led by A. J. Gantvoort.\n\nPresident Hartwell announst the following nominating committee:\n\nG. Stanley Brown, superintendent of schools, Joliet, 111., chairman.\nCharles A. Wagner, superintendent of schools, Chester, Pa.\nFred E. Emmons, superintendent of schools, Elizabeth, N.J.\nGeorge E. McCord, superintendent of schools, Springfield, Ohio.\nT. R. Cole, assistant superintendent of schools, Seattle, Wash.\nPresident Hartwell read a telegram from the Secretary of the Treasury thanking\nthe schools of the country for their assistance to the government in its various activities.\nThe first general topic for the evening was \" Government Activities as They Affect\nthe Schools.\"\n\nThe following program was presented:\n\n—W. H. Carothers, War Savings Committee, Educational Division,\n\"The Red Cross and the Schools\" — W. Studebaker, American Red Cross Headquarters, Washington, D.C.\n\"Educational Service\" —Lotus D. Coffman, University of Minnesota, Minneapolis,\nMinn,\n\"Boys' Working Reserve\" —H. W. Wells, Department of Labor, Washington, D.C.\n\"War Savings\"\nWashington, D.C.\n\nJ.\n\nJoseph Swain, chairman of the Committee on Salaries, Tenure, and Pensions, made\nthe fourth report of that committee (pubUsht by Carnegie Foundation, 576 Fifth Ave.,\n\nNew York, as Bulletin No. 12).\nThe second general topic for the evening was \"The Schools as They Have Affected\nthe Government Activities,\" which was presented in an address by G. Stanton Ford,\n\nNational School Service, Department of the Interior, Washington, D.C.\n\nTHIRD DAY'S PROCEEDINGS\nFORENOON SESSION—Thursday, February 27, 1919\nAfter a preliminary program of community and patriotic singing, led by A. J. Gantvoort, announcement was made that the report of the Committee on Resolutions would\n\nbe given Thursday evening.\n\n"}
{"page": 497, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence)\n\n4^$\n\nThe general topic for the morning session was \"What the War Should Do for Our\nMethods,\" and the following program was presented:\n\"English\" Edwin L. Miller, principal. Northeastern High School, Detroit, Mich.\n\"History\" S. B. Harding, Committee on Public Information, Washington, D.C.\n\"Geography\" J. Paul Goode, University of Chicago, Chicago, 111,\n\"Civics and Economics\" William B. Guitteau, superintendent of schools, Toledo,\n\n—\n—\n\n—\n\nOhio.\n\n—\n\n—\n\n\"Physical Education\" E. H. Arnold, director, New Haven Normal School of\nGymnastics, New Haven, Conn,\n\"Education of the Immigrant\" Randall J, Condon, superintendent of schools,\nCincinnati, Ohio.\n\"Vocational Education\" William J. Bogan, principal, Lane Technical High School,\nChicago, 111.\n\n—\n\n—\n\nPresident Hartwell appointed J. F. Keating, superintendent of schools, Pueblo, Colo,,\nto take the place of T. R. Cole on the nominating committee.\n\nAFTERNOON SESSION—Thursday, February 27, 19 19\nThe afternoon session was devoted to conferences, and the following programs were\npresented:\n\nA.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION\nOVER 250,000\n\n— David B. Corson, superintendent of schools, Newark, N.J.\n— O. Hartwell, superintendent\nschools,\nPaul, Minn,\n\"Adjustment of School Hours to Meet Congestion and Community Needs\" —Ernest\nChairman\n\n\"School Expenses Considered as an Investment\"\n\nof\n\nS.\n\nSt,\n\nL. Thurston, superintendent of schools, Washington, D.C.\n\"The Opportunity School\"— Emily Griffith, Denver, Colo.\n\n—\n\n\"Adjustments between the Junior and Senior High Schools in Boston\" Frank V.\nThompson, superintendent of schools, Boston, Mass.\n\"The Adjustment of the Senior High School to Meet New Conditions\" A. B.\n\n—\n\nMeredith, assistant commissioner of education, Trenton, N.J.\nB.\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION\n\nBETWEEN 25,000 AND 250,000\nChairman\n\n—Alvin N. Cody, superintendent of schools, Flint, Mich.\nTopic:\n\nThe Stipervision of Study\n\n\"The Three Functions of the Class Period\"\n\n—\n—\n\nAlfred L. Hall-Quest, professor of\neducation and director of school affiliation, University of Cincinnati, Cincinnati, Ohio.\n\"The Relation between Study and Reading\" William S. Gray, dean. School of\nEducation, University of Chicago, Chicago, 111.\nDemonstration of Supervised Study\" Mabel E. Simpson, director of kindei^garten\nand elementary grades, Rochester, N.Y.\n\"Supervised and Directed Study\" G. Stanley Brown, superintendent of schools,\n\n—\n\n—\n\nJoUet, 111.\n\n— Grace A. Day, Teachers College, Columbia\n\"Administrative Problems\nSupervised Study\" — D.\nKelly, superintendent\nBinghamton, N.Y.\n\" Training Teachers to Supervise \"\nSexton,\nsuperintendent\nschools, Lansing.\n— W,\nMich.\n\"Supervision of Study in the Grades\"\nUniversity, New York, N.Y.\nin\n\nof\n\nJ.\n\nschools,\n\nJ.\n\nC.\n\nof\n\nCONFERENCE OF SUPERINTENDENTS OF CITIES WITH POPULATION\nBELOW 25,000\nChairman\n\n— Edmund T. Duffield, superintendent of schools, Ironwood, Mich.\nTopic: War-Consequence Education\n\n—\n\n—\n\nEnglish Language Its New Importance and Universality\" Henry C.\nJohnson, superintendent of schools, Ogden, Utah.\n\"What Shall We Do with the Ancient and Modern Languages ? \" J. W.McClinton,\nsuperintendent of schools, Pueblo, Colo.\n\n\"The\n\n—\n\n"}
{"page": 498, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n486\n\n[Chicago\n\n—\n\n\"The Necessity for the Rearrangement of the History and Civics Program\" C. E.\nRose, superintendent of schools, Boise, Idaho,\n\"Changes Produced in the Modem-Science Courses by the War\" Arthur Deamer,\nsuperintendent of schools, Fargo, N.Dak.\n\"The Part-Time Continuation School Its Operation under the Smith-Hughes\nIts New Significance\"\nBill and Otherwise\nP. P. Colgrove, superintendent of schools,\n\n—\n\n—\n—\n\n—\n\nVirginia, Minn.\n\n—R. B. Irons, superintendent of\n—Theodore Saam, superintendent\n\n\"Supervision in the Small City School System\"\nschools, Rapid City, S.Dak.\n\"Intelligence Testing as an Aid to Supervision\"\nof schools, Council Bluflfs, Iowa.\n\nD.\n\nCONFERENCE OF COUNTY SUPERINTENDENTS\n\n—Thomas A. Bock, county superintendent of schools, Westchester, Pa.\n\"The County School Nurse\" —M. Beatrice Johnstone, superintendent of schools,\n\nChairman\n\nGrand Forks, N.Dak.; Amalie M. Bengtson, county superintendent of schools, Olivia,\nMinn.\n\"The Educational Value of Play\" Samuel Hamilton, county superintendent of\n\n—\n\nschools, Pittsburgh, Pa.\n\n\"The Work and Value of the Helping Teacher\"\nsioner of education, Trenton, N.J.\n\"The Maryland Plan of Supervision\"\nrural schools, Baltimore, Md.\n\n—Zenos E. Scott, assistant commis-\n\n—\n\nWilliam J. Halloway, state supervisor of\n\n\"The Rural Community School in Pennsylvania\"\n\n—\n\nL. H. Dennis, director of agricultural education. Department of Public Instruction, Harrisburg, Pa.\n\"The Six-Six Plan in Indiana\" Clifford Funderburg, county superintendent of\nschools, Huntington, Ind.\n\n—\n\nDiscussion:\n\n\"What Shall We Do with the Ancient and Modern Languages?\"\n\nErnest Burnham, department of education. Western State Normal School, Kalamazoo,\nMich.; W. S. Fogarty, county superintendent of schools, Eaton, Ohio; George A. Works,\n\ndepartment of rural education, Cornell University, Ithaca, N.Y.\nE.\n\nCOUNCIL OF STATE DEPARTMENTS OF EDUCATION\n\nChairman: M. L. Brittain, state superintendent of schools, Atlanta, Ga.\nThis conference was originally scheduled for Thursday afternoon, but was held\nTuesday afternoon, February 25, to meet the convenience of the superintendents.\n\"Educational Readjustment Following the World- War\" Thomas E. Finegan,\ndeputy commissioner of education, Albany, N.Y.\nDiscussion: T. H. Harris, state superintendent of education. Baton Rouge, La.\n\"National Aid for Education\" Margaret S. McNaught, state commissioner of\n\n—\n\n—\n\nelementary schools, Sacramento, Calif.; Harris Hart, state superintendent of education,\nRichmond, Va.\n\nEVENING SESSION—Thursday, February 27, 1919\nA preliminary musical program was rendered by the Chicago High School Band,\nfollowed by community singing.\n\nAnnouncement was made that the Thursday afternoon program of the Conference\nof Superintendents of Cities between 25,000 and 250,000 would be repeated in full Friday\n\nat I :oo p.m., at the Blackstone Theater.\n\nThe report of the Committee on Resolutions was presented by Ernest A. Smith,\nchairman, and was adopted by unanimous vote.\n\nOwing to severe illness Governor Frank O. Lowden was unable to be present\nGovernor Lowden was to have spoken on \"Efficient Democracy thru Education.\"\nHugh S. Magill, field secretary, took Governor Lowden's place on the program\nand delivered an inspiring address on the work of the National Education Association\n\nand the legislation now before Congress.\nPresident Hartwell appointed the following Committee on the Apportionment of\n\nSchool Funds:\n\n"}
{"page": 499, "printed_page": null, "text": "—\nSECRETARY'S MINUTES\n\nSuperintendence!\n\n487\n\nF. M, Hunter, superintendent of schools, Oakland, Calif.\nF. P. Bachman, General Education Board, New York, N.Y.\nH. B. Work, superintendent of schools, Lancaster, Pa.\nF. M. Longnecker, superintendent of schools, Racine, Wis.\nJ. H. Beveridge, superintendent of schools, Omaha, Nebr.\nHarlan Updegraff, University of Pennsylvania, Philadelphia, Pa.\n0. G. Wilson, superintendent of schools, Fairmont, W.Va.\nThomas E. Finegan, deputy commissioner of education, Albany, N.Y.\nJ. F. Keating, superintendent of schools, Pueblo, Colo.\nCharles S. Meeks, superintendent of schools, San Antonio, Tex.\nJ. M. Gwinn, superintendent of schools. New Orleans, La.\nJ. H. Van Sickle, superintendent of schools, Springfield, Mass.\nW. C. Bruce* editor. School Board Journal, Milwaukee, Wis.\nM. P. Shawkey, superintendent of schools, Charleston, W.Va.\n1. B. Bush, superintendent of schools, Erie, Pa.\nW. L. Ettinger, superintendent of schools. New York, N.Y.\n\nPresident Hartwell read a report from Charles H. Judd, University of Chicago,\nChicago, 111., as chairman of the Committee on Publicity, whose work has been suspended\nto make way for that of the Commission on the Emergency in Education, and at His request\n\nthe Committee on Publicity was discharged.\n\nFOURTH DAY'S PROCEEDINGS\nMORNING SESSION— Friday, February 28, 1919\nThe session opened with community singing, led by A. J. Gantvoort.\nThe following program was presented:\n\"How to Teach Pupils That Democracy Involves Duties as Well as Rights\"\nAlbert A. Meras, major, Infantry, U.S. Army, Washington, D.C.\n\n—\n\n\"How to Teach Pupils Respect for Properly Constituted Authority\" Frank S.\nFosdick, principal, Masten Park High School, Buffalo, N.Y.\n\"How to Teach Pupils to Respect the Rights of Others\" Kate Devereaux Blake,\n\n—\n\nNew York, N.Y.\n\"How to Teach Pupils Faithfulness in the Discharge of Responsibility\" —William B.\n\nprincipal. School No. 6,\n\nOwen, president, Chicago Normal College, Chicago, 111.\nIn presenting its final report the Committee on\n\nEconomy of Time in Elementary\n\nEducation presented the following program:\nIntroductory Statement\nchairman of committee.\n\n—H. B. Wilson, superintendent of schools, Topeka, Kans.,\n—\n\nPresentation of Yearbook on Economy of Learning Ernest Horn, State University\nof Iowa, Iowa City, Iowa, chairman. Subcommittee on Economy of Learning.\nDiscussion, led by the following: R. G. Jones, superintendent of schools, Cleveland,\nOhio; Katherine Hamilton, assistant superintendent of schools, St. Paul, Minn.; J. H.\nNewlon, superintendent of schools, Lincoln, Nebr.; William S. Gray, University of\nChicago, Chicago, 111.; W. W. Kemp, University of California, Berkeley, Calif.\n\nThe report of the committee was accepted and the committee discharged.\nThe nominating committee reported as follows, thru its chairman, G. Stanley Brown,\nsuperintendent of schools, Joliet, 111.:\n\n—\n\nPresident E. W. Graff, superintendent of schools, Indianapolis, Ind.\nFirst Vice-President\nD. J. Kelly, superintendent of schools, Binghamton, N.Y.\nSecond Vice-President H. S. Johnson, superintendent of schools, Ogden, Utah.\nSecretary Charl Ormand Williams, county superintendent of schools, Memphis,\n\n—\n\n—\n—\n\nTenn.\n\nThe chairman moved the adoption of the report and the election of the officers\nnamed.\n\nMotion duly seconded and carried.\n\nAfter discussion, on motion duly made, seconded, and carried, the Department\nrequested that abstracts of the speeches delivered be printed and sent to the members,\nand that in future conventions such abstracts be distributed to members at the convention.\nCarroll G. Pearse, president,\n\nMilwaukee State Normal School, Milwaukee, Wis.,\n\noffered a resolution concerning Mrs, Ella Flagg Young which was unanimously adopted.\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n488\n\n(Chicago\n\nInvitations to hold the 1920 meeting of the Department of Superintendence were\n\nreceived from the following cities:\n\nBaltimore, BufiFalo, Chicago, Cleveland, Columbus,\n\nSan Francisco, St. Louis, Washington, and New York.\n\nThe final ballot resulted as follows:\n\nCleveland, 352; St. Louis, 198.\n\nOn motion of A. E. Winship the report of the tellers was referred to the Executive\nCommittee, with power to act.\nJ. L. McBrien presented a resolution indorsing the bill before Congress which appro-\n\npriates $100,000,000 for the purpose of providing work and\n\nhomes for returned soldiers,\n\n-which was adopted by unanimous vote.\nCarroll G. Pearse presented a resolution asking that President Wilson attend the\nPeace Session of the National Education Association, to be held in Milwaukee, Wis., the\nfirst\n\nweek of next July, which was adopted by unanimous vote.\n\nThe meeting adjourned sine die.\n\nMarie Gugle, Secretary\n\nRESOLUTIONS OF DEPARTMENT OF SUPERINTENDENCE\nCHICAGO, FEBRUARY 24—MARCH i\nSCHOOLS HAVE MET THE TEST OF WAR\nThe American public schools have met the test of the war.\n\nThe entrance\n\nof\n\nAmerica into the war on the side of right and humanity was due primarily to the fact\nthat the schools had kept alive in the hearts of her youth the ideals of liberty and freedom.\nThe schools nourisht the spirit of democracy, and produced a soldier whose initiative,\nresourcefulness, courage, and morals were the marvel of the world, who with only a few\nmonths' training demonstrated his superiority to the pickt soldiers of Prussian autocracy,\ntrained from youth for war.\nWhile we recognize the defects of our educational system, with its glaring inequalities\nof opportunity, we take justifiable pride in the war-service record of the American schools.\nIn the crisis of war the schools were a mighty agency for victory. Every classroom was\nprofoundly toucht by the war. Patriotic instruction in the schools was a most powerful\ninstrument in bringing the people to a full realization of their world responsibilities, and it\nwas especially potent in guaranteeing the loyalty of millions of our immigrant population.\nIn the light of a century of achievement in fostering American ideals, and in view of\nthe devoted service of the American classroom teachers and pupils during the war, we\npledge the continued devotion of the public schools to true Americanism and worlddemocracy.\n\nFAVORS LEAGUE OF NATIONS TO ENFORCE PEACE\nAffirming that the recent world-war was a war to end war, and that the formation\nof a League of Nations will preserve the peace of the world and perpetuate the ideals for\nwhich America entered the war, and believing that the League of Nations is a logical\nextension of the spirit of our American institutions to include the civilized nations in a\nworld-democracy, we, the members of the Department of Superintendence of the National\nEducation Association, do hereby go on record as favoring a League of Nations to enforce\npeace, and that we do hereby pledge ourselves to use our influence to secure its adoption\nby our own country, the United States of America.\nThat the Secretary of the Association is hereby instructed to send by telegraph\ncopies of this resolution to the President of the United States, Honorable Woodrow\nWilson, Ex-President William Howard Taft, the President of the United States Senate,\nand the Chairman of the Senate Committee on Foreign Relations.\n\nURGES CREATION OF INTERNATIONAL COMMISSION ON EDUCATION\nSince education is the principal means by which a responsible world-democracy can\nbe evolved and a League of Nations maintained, be it resolved that the Department of\nSuperintendence of the National Education Association strongly indorses and gladly\naccepts the resolutions adopted by the National Council of the League of Nations now\nin session in Paris and sent to it at Chicago by cable.\nThis Department urges the creation\nof an International Commission on Education that shall be an active organ in a League\nof Free Nations, whose duties should be to provide for a world-education in the elements of\ndemocratic citizenship and the extension of the privilege of education to all people and\nto all classes.\n\nIMMEDIATE CREATION OF DEPARTMENT OF EDUCATION\nDeclaring that education in a democracy is the most important function of the\ngovernment, that it is a national, state, and local responsibility, and that each should\n\n"}
{"page": 501, "printed_page": null, "text": "RESOLUTIONS\n\nSuperintendence)\n\n489\n\nwe urge, therefore, the passage by Congress of the SmithIn order that education may be given proper recognition by\nthe national government, we ask for the immediate creation of a Department of Education with a Secretary who shall be a member of the President's cabinet.\ncontribute to\n\nits\n\nsupport,\n\nTowner Education Bill.\n\nERADICATION OF ILLITERACY AND AMERICANIZATION THRU THE SCHOOLS\nInsisting that our democracy shall be kept safe for the world, we demand resolute,\nsustained measures that shall eradicate illiteracy from all sections of the country. The\ncomplete Americanization of all native- and foreign-born residents is the paramount\nduty of the hour. The leadership of this should be assumed by the public schools.\n\nADEQUATE PHYSICAL TRAINING FOR ALL\nIn view of the fact that 30 per cent of those examined for military or naval service\nin the late war were found to be physically unfit, we call for federal, state, and local\nprograms which will provide adequate physical training for all the youths of the nation.\n\nINDORSES NATIONAL EDUCATION ASSOCIATION EDUCATIONAL AND LEGISLATIVE PROGRAM\n\nNoting that but a portion of the teaching force of the country contributes to the\nmaintenance of the National Education Association, we recommend that professionally\nminded teachers shall become active members of that body. We heartily indorse' the\ncampaign now under way to secure voluntary contributions in aid of the program of the\nAssociation, in order to obtain nation-wide publicity and support for the creation of a\nDepartment of Education.\n\nMINIMUM PREPARATION AND MINIMUM SALARIES\nRecognizing that more than half of the children of the United States are under the\ninstruction of teachers inadequately trained and b.ut temporarily in the profession, we\nbelieve that a minimum of two years of professional training, following a four years'\ncourse in an accredited high school, should be adopted as a standard to insure that we\nhave better teachers for American schools. To attain this end we recommend that this\nDepartment urge thruout the nation that the minimum salary of any teacher of any grade\nbe not less than $1000.\n\nCOMMITTEE ON APPORTIONMENT OF SCHOOL FUNDS\nIn order to discover the practice and determine standards for a just apportionment\nto the several departments of the schools of the funds collected by Boards of Education\nfor their current expenses, we recommend that a Committee of Superintendents be\nappointed by the president of this Department to make a study of this question and report\nat the next meeting of the body.\n\nINDORSEMENT OF NATIONAL PROGRAM OF THRIFT THRU INSTRUCTION\nAs essential to character formation, to the welfare of the American people, and to the\npromotion of a national habit, we urge that the present national program of thrift instruction and the sale of iThrif t and War Savings Stamps become a permanent part of the publicschool procedure.\n\nWe\n\nrecommend that a Committee of the National Education Association be named\nto cooperate with the Savings Division of the Treasury Department in pushing a campaign\nin all state school systems.\n\nNATIONAL SCHOOL SERVICE\n\nWe tender our highest appreciation to the United States government for its efforts\nto coordinate war-service activities thru the publication of National School Service.\nWe\nrequest that this invaluable periodical be made a permanent organ of a Department\nof Education, with such a broad, independent policy as will enable it to continue to speak\n\nthe message of all departments at Washington to the public schools of the land.\n\nINDISCRIMINATE CLOSING OF SCHOOLS\n\nWe condemn the wholesale and indiscriminate closing by the state and local boards\nof health of schools which have adequate medical inspection and supervision during\nepidemics of contagious and infectious diseases, and suggest the isolation and quarantine\nof stricken persons.\n\nRED CROSS AND BOYS' WORKING RESERVE\n\nWe recommend the Junior Red Cross for its announst purpose of interesting the\npupils of America in the relief of the needy children of Europe.\n\nThe program of the Boys'\nWorking Reserve merits support under special educational safeguards.\n\nCOMMENDS PRESIDENT HARTWELL AND HIS FORWARD-LOOKING PROGRAM\n\nWe desire to congratulate the program committee of the Department for the virility,\nvision, and inspiration of the discussion presented during the sessions of this week.\nWe\n\n"}
{"page": 502, "printed_page": null, "text": "490\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Chicago\n\ncommend warmly our executive, Superintendent E. C. Hartwell, for his part in the\npreparation of the admirable forward-looking program, and as a Department we tender\nour sincere thanks for his firmness, tact, and skill as presiding officer.\nINVITES PRESIDENT WILSON TO ATTEND MILWAUKEE MEETING\n\nRecognizing the tremendous value which the word of our national leader. President\nWoodrow Wilson, may have in advancing the cause of education at this time; recognizing also his great interest in the cause to which he devoted many years of his life, and\nin the profession which the war has shown to be one of our greatest national assets, we,\nmembers of the National Education Association, assembled at the meeting of the Department of Superintendence, do hereby earnestly urge President Wilson to be present at and\naddress the coming Peace Session of the National Education Association, to be held in\nMilwaukee, Wis., the first week of July next.\nWe believe that nothing could do more good than his presence and his word of counsel\nand encouragement to advance the vital educational program which the National Education Association has undertaken.\nMRS. ELLA FLAGG YOUNG\nThe Department of Superintendence takes this occasion to voice the sense of deep\nloss that has come to the members of the profession since the last meeting of this\nDepartment in the death of Ella Flagg Young, for many years honored leader in the schools\nof this city and former distinguisht president of the National Education Association.\n\nINDORSES BILL PROVIDING HOMES FOR RETURNED SOLDIERS\nThe Department of Superintendence of the National Education Association indorses\nthe bill now pending before Congress, appropriating $100,000,000 with which to provide\nwork and homes for our soldier boys.\n\nPAPERS AND DISCUSSIONS\nADDRESSES OF WELCOME\nI.\n\nFRANCIS G. BLAIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSPRINGFIELD, ILL.\n\nOn behalf of its thirty-four thousand teachers, its forty-five thousand\nschool officers, and\n\nits\n\nmillion\n\nand a quarter school children, I welcome\n\nyou, the leaders of educational thought of the nation, to tfiis the common-\n\nwealth of Illinois, and to this its great metropoUs on the Great Lakes. I\nwelcome you as the leaders of the nation's greatest standing army. Mobilized as your army is in every state and territory of the RepubHc, and bear-\n\ning as you do the true culture of freedom which you seek to propagate only\n\nthru the process of \"sweet reasonableness,\" our gates and our arms swing\n\nwide open to welcome and receive you. But to the army which seeks to\nforce upon us its peculiar brand of culture, whether that army starts from\nBerlin with sabers of steel or from Washington with sabers of gold, our\nportcuUisses will be raised and our gates will be closed.\n\nWe welcome you because we believe that yours is the only army whose\nvictory will make the world permanently safe for free government and\nfree government safe for the world.\n\nFor three-quarters of a century, with-\n\nout the sound of fife and drum or the burst of shot and shell, you have\nbeen destroying the forts of ignorance and tyranny and laying the foundations of democracy deep and broad upon the solid rock of common standards\n\n"}
{"page": 503, "printed_page": null, "text": "1\n\nADDRESSES OF WELCOME\n\nSuperintendence!\n\n49\n\nof intelligence, common standards of morality, and common standards of\ncitizenship, the only sure foundations of a democracy in times of peace or\n\nof war.\n\nYou have seized upon our best national traditions and our best\n\nnational ideals and thru instruction have translated them into the thoughts\n\nand sentiments of twenty-five millions of children. You have so used our\ntwo greatest national and nationalizing resources the lives of George\nWashington and Abraham Lincoln that thousands of our children of\nforeign-born parents are reborn annually into true sons and daughters of\nAmerica. Thru your work as members of this Association and as teachers\nof the nation's children you have done more than any other body or profession to arouse and fix national sentiments^ and ideals, to create a national\nconsciousness and a national point of view. I firmly believe that it was\n\n—\n\n—\n\nnothing other than the three-quarters of a century of this wide-flung system\nof free common-school instruction which prepared our nation for that\nquick and certain perception of the real meaning of this world-war, and for\nthat instant and happy concord of thought and action which threw our\nnoble army upon the firing-line in time to save the day for free govern-\n\nment and free men.\nI welcome and congratulate you, not alone upon what you had done\nbefore the war that made it possible for a hundred million people to feel as\nwith one heart and to think as with one brain, but as well upon the loyal\nand effective services rendered by superintendents, principals, teachers,\nand pupils during this war in response to every call of the President and his\nI know that some of our learned brethren who had spent most\ncabinet.\nof their fives in the cloistered precincts of our universities, and who, being\nshaken loose from their chairs by the great concussion of the war and coming forth into the light of day with blinded eyes, took a look at our commonschool system and, with their souls filled with fear, chmbed into the highest\nbelfries to ring the loudest bells alarming the world into the consciousness\n\nthat the war had revealed a complete breakdown in our public-school\n\nsystem\n\n—that\n\nit\n\nhad failed utterly to meet the needs of the nation in a crisis.\n\nFortunately for the cause of truth and the welfare of the country these\nalarmed gentlemen were allowed to exhaust their well-meant but mischievous efforts in mere noise-making with the other owls and bats in the\nbelfry.\n\nThe President, himself a university man, and his cabinet suffered\n\nunder no such illusions.\n\nHaving to do things quickly and on a nation-wide\n\nscale, they soon discovered the strength and efficiency of this great system\n\nof common schools which had been made articulate and had been wrought\n\ncompact and working organization thru many years of patient,\nThey soon discovered that the one\ninstitution in this country that had not broken down, the one institution\nthat had not failed, was this very school system which you represent. The\n\ninto a\n\ncourageous thought and endeavor.\n\nrailroad systems, the telegraph systems, our boasted industrial systems,\n\nbroke down and had to be taken over, reorganized, and operated by the\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n49^\n\n(Chicago\n\ngovernment, but our school system, under its old organization, went thru\nthe war doing an unbelievable amount of extra work without a breakdown.\n\nHow proud we are, and have a right to be, over the patriotic, enthusiastic\nway in which superintendents, teachers, and pupils leapt forth eagerly to\nseize and successfully to perform every bit of work requested or required of\n\nNo history of America's part in this\nGreat War will be other than a fragment unless it records the noble and\nthem by state or national officials.\n\neffective services rendered by the school systems which you represent.\n\nYou have a right to be welcomed and congratulated by every loyal\nAmerican, not only for what you have done in the past in creating a national\nsentiment and a national point of view and for your loyal and effective\nservice in helping to win the war, but more especially upon the great work\n\nwhich lies before you. In spite of the great strength and the great work of\nthe system of education which you represent, it has certain shortcomings\nand weaknesses known to you for many years but revealed in a most pointed\n\nway to statesmen, lawmakers, and taxpayers by this crisis of war. We\nwould be inexcusably stupid should we fail to see our opportunities and\nwholly unworthy of our trust should we fail to use it to strengthen and\nextend this the greatest of all democratic institutions.\n\nBeyond the question of needed modifications in our school systems and\nlies a larger and a nobler vision.\nWhether\nwe merit it or not, America has achieved a reputation among the allied\nnations for unselfish purpose and action in the war. Making deductions\nfor much that may be nothing more than proper expressions of gratitude for\nthe assistance which we rendered, there appears real evidence of an exalted\nregard and respect for the purposes and ideals of American Hfe and institutions.\nIt is not too much for us to beheve that this appreciation and respect\nwill extend to that greatest and most peculiar of all our institutions, the\n\nprocedures, however, there\n\nAmerican free common school, extending from the kindergarten thru the\nuniversity.\nThere can be no real parliament of nations, no real federation of the world, until all the children of all the people of all the nations\nof all the earth have a free and equal opportunity to an education;\n\nand I\n\nverily believe that the only League of Nations which gives any assurance of\n\na permanent peace is the league which the teachers of this nation and\nthe nations of the earth shall write in the hearts and minds of the children\nof these nations.\n\nUnless we seize upon the true lessons of this war and\n\ntranslate them by the magic of instruction into the thoughts and actions\nof the\n\nmen and women who are to control the destinies of their several\nhow can we hope that this world-catastrophe will\n\nnations in the future,\n\nnot recur ?\n\nTherefore in your hands as teachers Hes the great work of helping to\nknit up the \"raveled sleave\" of the world's disorder, to bind up its wounds,\nto wipe out and cover over its bitterness and hates;\n\nand I cannot express,\n\nin conclusion, the importance of this field of your future work better than\n\n"}
{"page": 505, "printed_page": null, "text": "— —\n\nSuperintendence]\n\nADDRESSES OF WELCOME\n\n493\n\nby quoting some lines of Kipling written just after the Boer War. Bitter\nhad been engendered, a deep sense of injustice, of wrongs done,\nfilled the memories of the people.\nHe puts them in the mouth of a farmer\nwho, with his ox team, goes out upon a battlefield to turn under the distressing evidences of the merciless destruction of war.\nAs the work of the\nteacher is often Hkened to that of the sower, every word and figure in these\nUnes may easily represent our own work in the next decade.\nfeeling\n\nHere, where my fresh-turned furrows run,\n\nAnd the deep soil glistens red,\nI will repair the wrong that was done\n\nTo the living and the dead.\nHere, where the senseless bullet fell,\n\nAnd the barren shrapnel burst,\nI will plant a tree, I will dig a well.\n\nAgainst the heat and the thirst.\nEarth,,where we rode to slay or be slain.\n\nOur love shall redeem unto life;\n\nWe will gather and lead to her lips again\nThe waters of ancient strife.\nFrom the far and the fiercely guarded streams\nAnd the pools where we lay in wait.\nTill the corn cover our evil dreams\n\nAnd the young corn our hate.\nBless then, our God, the new-yoked plough\n\nAnd the good beasts that draw.\nAnd the bread we eat in the sweat of our brow\nAccording to Thy Law.\nAfter us cometh a multitude\n\nProsper the work of our hands\nThat we may feed with, our land's food\nThe folk of aU our lands!\nHere, in the waves and the troughs of the plains\n\nWhere the healing stillness Ues,\n\nAnd the vast, benignant sky restrains\nAnd the long days make wise\nBless to our use the rain and the sun\n\nAnd the blind seed in its bed.\nThat we may repair the wrong that was done\nTo the living and the dead!\n\nII.\n\nPETER A. MORTENSON, SUPERINTENDENT OF CITY SCHOOLS, CHICAGO, ILL.\nThis is an epoch-making year.\n\ntimes in history.\n\nIt compares with but few of the critical\n\nThe overthrow of the three great obstacles to the tri-\n\n—\n\numphant advance of democracy the house of Hapsburg, the Romanoffs,\nand the HohenzoUerns has been effectively accompHsht. Government of\nthe people by the people is to become a universal fact. A new national\nconsciousness, an idealism which holds that nations, no less than men, may\n\n—\n\n"}
{"page": 506, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n494\n\n[Chicago\n\nstand for a principle and defend its position, without hope of concrete return,\nhas come into being.\n\nThe war lord of the Central Powers was not only imprest by the fighting\nqualities of our men at the front but amazed at the efficiency of our builders\n\nof railroads and discouraged by the line of approaching transports that his\n\nsubmarines could not stop; but his spirit was broken by boys over here,\nassembling in training camps and animated by a standard of high idealism\nin support of a great nation that dared to tell him the truth.\n\nWe have applied it to the Y.M.C.A., to army\n\nCriticism is in the air.\n\nofficers, and even to our government;\n\n\"doughboy\"\n\nelicits\n\nonly praise.\n\nbut in this atmosphere the American\n\nAnd\n\n\"doughboy\"\n\nthe\n\na product\n\nis\n\nAmerican public school. We have come to realize that* a\ntraining which is broad in scope, which fixes responsibility and encourages\nindependence of thought and action, is vastly superior to an attempt to\ndevelop a very efficient cog to fit into an elaborate industrial machine.\nlargely of the\n\nEducators are today thinking in new terms.\n\nThe school is fast sup-\n\nplanting other social agencies in providing ethical, moral, and vocational\ntraining.\n\nSchools are serving their communities as never before.\n\nWe shall\n\nbe called on to provide more systematic instruction in physical training,\nincluding lessons in clean living, ethical sports, and tactics.\nMillions of the\nsilent army.\n\n—mere boys—have joined the\n— that remains those who\n\nyoung men of Europe\n\nShoulder to shoulder they lie\n\nwere to do the world's work.\n\nall\n\nof\n\nThese boys who had been destined to be the\n\nchemist, the industrial leader, the journaHst, or the statesman\nside by side.\n\nlie\n\nthere\n\nHis alternate must be developt, and he will be produced by\n\nthe schools of America.\n\nAs educators the problem is \"up to us.\"\n\nWe are met to discuss the development of this citizen of tomorrow.\n\nHis\n\ndestiny is in your hands.\n\nThe people of Chicago welcome you.\nextend the hand of fellowship.\n\nThose engaged\n\nin education\n\nThis garden city offers its hospitaUty in\n\nthe hope that you will consent to be, for the time, one of us.\n\nIf you have\n\nThe principals of the city have\norganized bureaus of information in the principal hotels. They will be\n\ndifficulties or seem to be neglected tell us.\n\nglad to help you find the activities in which you are interested.\n\nWe shall try to express concretely the pleasure we feel in being your\nhosts.\n\nADEQUATE COMPENSATION FOR TEACHING SERVICE IN\nPUBLIC SCHOOLS\nD. B.\n\nWALDO, PRESIDENT, WESTERN STATE NORMAL SCHOOL,\nKA.LAMAZOO, MICH.\n\nThe personnel of the teaching force is closely related to the compensation\nThere is a direct relationship between money compensation and the\nquality of teaching. In the long run the community gets what it pays for,\n\npaid.\n\n"}
{"page": 507, "printed_page": null, "text": "Superintendence]\n\nCOMPENSATION FOR TEACHING SERVICE\n\n495\n\nIn the long run children are not given a square deal where the compensation\nto teachers is inadequate.\nI. Adequate compensation means more than an existence wage.\nIt\nmeans more than a living wage. It means a culture wage, a thrift wage,\nand provides annually purchasing power sufficient to pay for the following\nitems: (i) Food, clothing, housing, and laundry.\n(2) Incidental essentials\na long Hst of these from the purchase of which there is no escape in modern\norganized society. (3) Medical, dental, and sometimes surgical care.\n(4) Insurance against fire and against death.\n(5) Church expenses and\n\n—\n\ncontributions to legitimate organized charity.\n\n(6) Since 19 17 subscriptions\n\nand purchases, on credit usually, of Liberty Bonds.\nFor\na\nhigh\npercentage\nof all teachers, women as well as men, contribu(7)\ntions to family support.\nThis will\n(8) Social and professional growth.\nto war-relief funds\n\ninclude\n\n{a)\n\nnecessary expenditure of\n\nib) books, magazines, and newspapers;\n\nart, and theater;\n\n{d)\n\nmoney for reasonable\n\nsocial\n\nmembership expenses of educational associations and\n\nthe expenses of attending local, state, and national meetings;\nincluding lesser trips,\n^\n\nand abroad;\n\n(/)\n\nlife;\n\n(c) reasonable expenditure for music,\n\n{e)\n\ntravel,\n\nand occasional extended trips in the United States\n\nadditional\n\nschooling\n\nin\n\nteacher- training\n\ninstitutions,\n\nA reserve fund for invest-\n\ntechnical schools, colleges, and universities.\n\n(9)\n\nment against the non-productive\n\nA thrift wage will make it\n\nperiod.\n\npossible for the teacher to place $300 a year or more in interest or income-\n\nbearing investments.\n\nTrained teachers for the grades should now be paid an initial salary of\nnot less than $1000, and this should advance rapidly under present price\nconditions to not less than $1600.\n\nIn communities where there is a rela-\n\ntively high per capita accumulation of wealth the minimum salary should\n\nbe $1200 or more and should advance rapidly to not less than $2000.\nII.\n\nIs\n\nservice ?\n\nadequate compensation provided for public-school teaching\n\nThe answer is most emphatically. No.\n\nNot a single state in the\n\nUnion pays its teachers a just wage. This statement could have been made\nin 1896 and again in 1900.\nThis statement was true in 1913, and since that\ndate conditions have grown seriously and manifestly worse. Retail\nprices tabulated by Dunn, Bradstreet, the Annalist, and the Bureau of Labor\nindicate an increase of 60 per cent in the cost of living from July, 1914.\nto the fall of 1918.\nThe conservative figures prepared by the National\nIndustrial Conference Board indicate that the cost of living increast 52.3\nper cent from July, 1914, to June, 1918. This percentage does not represent\nthe actual increase for most of the communities that are represented in this\n\nmeeting.\n\nThe average salary of all teachers in the United States for the year 19 16\nin the report of the Commissioner of Education as $563 08.\nThe\n\nis given\n\n.\n\nhighest average salaries for the year 1915-16, those of California $998.45,\n\nand New York $967.20, are manifestly and pitiably inadequate.\n\nThe\n\n"}
{"page": 508, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\n[Chicago\n\nlowest average salaries, those paid by some of the southern states, leave one\n\nstunned.\n\n(The report of the Commissioner of Education indicates that in\n\n1913 three southern states paid average salaries of less than $300.)\n\nStraws indicate the direction of the wind.\n\nMen have been leaving the\n\nprofession by thousands and tens of thousands.\n\nIn 1879-80 the percentage\n\nof men teachers in the public schools of the United States was 42.8.\n\npercentage had declined to 19.6 in 19 14-15.\n29\n\n.\n\n2 per cent of all Michigan teachers were men.\n\nThis\n\nIn the school year 1879-80,\nIn 1914-1 5 the percentage\n\nmen teachers in Michigan had dropt to 13.8.\n\nIn the year 1879-80,\n\n28.9 per cent of Wisconsin teachers were men.\n\nThis percentage had\n\nof\n\ndeclined to 10.8 in the year 19 14-15.\n\nThese lower percentages in each\n\nThe war was not\n\ninstance are for a year before our entrance into the war.\nresponsible for the decline.\n\nThe inadequacy of teachers' pay has even become a matter of sorry\njest.\n\nIn a hallway, while children were passing, said one teacher to another,\n\n\"A penny for your thoughts.\"\n\n\"That's more than the school board will\n\npay,\" flasht back the second teacher, one of whose chief assets was a saving\nsense of humor.\n\nSaid the bank teller to a teacher who had presented her salary check to\n\nbe cashed, \" I am really very sorry to hand you these old, soiled bills.\n\nThey\n\nare unhygienic and possibly dangerous.\"\n\"Oh, never mind,\" repHed the\ncheerful teacher, \" Really and truly there is no danger.\nmicrobe couldn't\n\nA\n\nHve on my salary.\" And yet unjust to the teacher as is the present scale of\nsalaries in the American commonwealth, its unfairness to the child is just\nFundamentally the school is not for the superintendent, the\nas great.\n\nThe school is for the child.\nThe inadequacy of teachers' pay is by no means inexplicable.\n\nprincipal, the supervisor, or the teacher.\nIII.\n1.\n\nTeaching unfortunately is a profession for a minority only of the\nThree hundred thousand untrained\n\n600,000 teachers in the United States.\n\nand poorly equipt men and women are competing for positions to which they\nshould be entirely ineligible. Lack of professional standards and of legislative\nenactment, lack of community standards and ideals, crass ignorance of\nmany school boards and other employing agencies, have rendered possible\nthis competition of the unfit against those who are trained and equipt.\nOne hundred thousand teachers in the United States are no more than\nnineteen years of age. Three hundred thousand teachers are no more than\ntwenty-five years of age. One hundred thousand teachers have had no\nmore training than the equivalent of ten grades in the pubUc schools. Three\nhundred thousand teachers have had no more training than graduation\nfrom a high school.\n2.\n\nSome superintendents, some school boards, many teachers, and a\n\nconsiderable element of the public understand neither the value of education\n\nnor the nature of democracy.\neducation are low.\n\nIn many communities the ideals of public\n\nStandards have not been set, and many administrators\n\n"}
{"page": 509, "printed_page": null, "text": "Superintendence!\n\nCOMPENSATION FOR TEACHING SERVICE\n\n497\n\nwho from their official position should be fighting tooth and claw for publicschool education have really no clear understanding of its importance and,\nif\n\nfighting at all, are fighting feebly.\n\nTo a considerable extent the general public is ignorant of the imporThe public is educable, however, and\n\n3.\n\ntance and nature of good teaching.\n\nunder intelligent, forceful leadership responds rapidly to the preachment\nthat personal quality, sound character, and thoro training are essential in\n\nhigh-grade pubHc-school service, and that these quaUties must be more\n\nadequately remunerated.\nIn too many cases school boards have been dominated by miniature\n\n4.\n\nwatchdogs of the Treasury, who conceive that their official function is to\nhold down the tax lid rather than to serve the community by giving every\nchild his right to a good teacher and good teaching.\n\nToo frequently teachers do not know their own value. They have\nThey are not organized\nand do not make their claims felt, and sometimes superintendents are not\nstrictly honest in assisting teachers to know the money value of their\n5.\n\nnot learned to sell their own services at a fair price.\n\nservices.\n6.\ngirls,\n\nSome superintendents cater to school boards by employing home\nwho may be listed in what President Swain calls \"the part-pay class.\"\n\nSome superintendents have no clear conception as to what their teachers\nand some superintendents who know lack the nerve to put up a fair fight for right and justice.\n\nreally earn and should command in cash compensation;\n\nIf all of our employers of teachers had the vision, courage, tact, and leader-\n\nship of those who are at the head of the profession with respect to these\nqualities,\n\ntremendous gain would be effected within two years.\n\nIn five\n\nyears the taxpayers would be giving even-handed justice to the teachers of\n\nour children.\n\nToo many superintendents side-step, pussy-foot, and fail\n\nto meet courageously the issue of a just salary schedule.\n7.\n\nThe explanation of low salaries is not to be found in our poverty. We\nWe are rich. Our national wealth will probably inventory\n\nare not poor.\n\nfrom two hundred and fifty biUions to three hundred billions of tangible,\nmeasurable assets when the census of 1920 has been taken and tabulated.\n\nThe war has left us richer than we were two years ago. We were able to\nraise over sixteen billion dollars in four bond issues, and the fifth Liberty\nLoan of six billion dollars or more will go over the top. The war has barely\nscratcht our resources.\n\nThese resources are really immeasurable, and yet\n\nthe problem of just distribution of our wealth has not been solved with\nrespect to the important set of producers, the school men and school women\nof the United States.\n\nIV.\n\nBy what\n\nlegitimate\n\nmethods may adequate compensation be\n\nsecured ?\nI.\n\nAs rapidly as possibly organize at least 100,000 teachers of the United\nThen have thi§\n\nStates for a campaign of sound, whoksgme propaganda.\n\n"}
{"page": 510, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\n[Chicago\n\nWe are a very rich nation.\nEducation in a democracy is imperative and rests on\n\norganized force make liberal use of the press.\n\nMake that known.\n\nsound teaching done by trained teachers.\n\nMake that known.\n\nTeachers\n\nare producers and are entitled to a fair share in the distribution of wealth.\n\nMake that known. Salaries have been low and living costs have doubled in\ntwenty years. Make that known. The unskilled teacher, the mediocre\npersonality, is not an asset but a liability. Make that known. The selected,\ntrained teacher returns her salary manyfold to the commonwealth.\n\nDrive\n\nthis truth home.\n\nThe\n2. Much may be done and must be done in local salary campaigns.\nCommittee on Salaries of the Michigan State Teachers' Association advocates the following methods of procedure:\na)\n\nKeep down other expenses so that there may be funds for increasing teachers*\n\nsalaries.\nh)\n\nStandardize expenses to the end that all waste in expenditure may be eliminated.\n\nc)\n\nOrganize and maintain educational publicity committees of teachers and school\n\npatrons.\n\nThe people want to know what the teachers really need in the way of support\n\nin order that the teachers may do their work most effectively,\nd) Formulate a minimum salary based on living expenses for teachers in your community for twelve months. Give publicity to this minimum and urge upon the teachers\nand school-board members that it is unprofessional, if not immoral, for the teachers to\nsign a contract for the school year that does not carry with it a wage sufficiently large to\n\ncover the actual expenses of the calendar year of twelve months.\ne)\n\nReprint in your local paper important material bearing on the salary problem.\n\n3.\n\nThe members of the National Education Association should with\n\nunited forces back the Smith-Towner Bill and see that this bill, with any\n\nnecessary proper amendments, becomes law during the next session of\nCongress.\n4.\n\nThe fight for higher professional standards should be unrelenting.\n\nState legislation providing proper requirements for pubHc-school service\n\nshould be pusht as never before.\n\nStates that require but six weeks of pro-\n\nfessional training should go quickly to one year of such training and then to\n\ntwo years beyond high-school graduation for all grade teachers.\n''The way to\n5. John Sherman said in speaking of specie payment:\nresume is to resume.\" The way to raise teachers' salaries is to raise them.\nA very successful campaigner in raising war-relief funds, when askt the\n\nWe hop to it.\" The time is fully\n\"hop to it\" in a campaign for decent and just\n\nsecret of his committee's success, replied, \"\nripe for all school men to\nsalaries.\n\nWe need more intelligent, aggressive fighters and fighting. Let us\nhope that those who have been fighting will keep up the fight and by their\nexample and precept inculcate the fighting spirit in those school men who\nhave been neutral or pacifists in this vital campaign. We need a Roosevelt\nof preparedness in every school district, in every country, in every village,\n\n"}
{"page": 511, "printed_page": null, "text": "—\nSuperintendence]\n\nTRAINING OF TEACHERS\n\n•\n\n499\n\nand in every city, large or small. Such men and such women never really\nFor the child of our day let us now and here highly resolve that this\ncampaign must be fought and won without delay.\nfail.\n\nTRAINING OF TEACHERS\nW.\n\nBAGLEY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\nNEW YORK, N.Y.\n\nC.\n\nAmerican policies regarding the professional preparation of teachers\nhave pretty faithfully reflected the attitude of the pubhc toward teaching\nas a career.\n\nIt is unnecessary in this audience to rehearse the facts regarding\n\nour backwardness in this, the most important function of a democracy.\n\nWe all know that our normal schools, generally speaking, are more penuriously supported than any other institutions of similar grade or approximate\nsignificance and responsibility.\nin the pubhc\n\nWe know that they do not hold a place\n\nesteem that is comparable to that of the colleges of hberal\n\narts, engineering, agriculture, medicine, or law.\n\nin consequence,\n\nWe know that they suffer\n\nboth in the advantages that they are able to offer and in\n\ntheir attractiveness to ambitious youth.\n\nAll this is clear enough to us, but for some reason it is not clear to the\npublic.\n\nThere are certain fundamental facts that deserve to be reiterated\n\nuntil their deep significance has sunk home.\n\nThere are four upon which I\n\nshould lay particular emphasis.\n\nIn the first place the high-school graduates now entering the nor;nal\nschools to prepare for public-school service represent a significantly lower\nlevel of mental ability\n\nthan do the high-school graduates who are looking\n\ntoward other professions.\n\nThis fact is definitely suggested by investigations\n\nthat have been undertaken in one large and typical state; that the\n\nsame\n\ncondition obtains in many if not most of the other states is voucht for by\nthe testimony of those long familiar with the situation.\n\nNot only are the\n\ngreat masses of pubhc-school teachers relatively short-Uved in the service\nhalf of all teachers remaining in the schools but four years or less, and fully\n\n—not only\n\none-fourth of all leaving at or before the close of the second year\n\nare the majority of these teachers without professional training, but even\n\nwho are now preparing with any degree of seriousness\nwork do not represent, as a group, the best available material.\nThere is no doubt that this condition has developt chiefly within the past\nten or fifteen years, and that the normal schools before that time were\nthe relatively few\n\nfor the\n\nselective\n\nof\n\na relatively better grade of student; but with the ever-\n\nincreasing opportunities for\n\nwomen to enter other calHngs, the situation\n\nin the pubhc-school service\n\nis\n\ncertain to\n\nbecome more and more serious\n\nunless immediate steps are taken to make classroom teaching a permanent,\nattractive, honored, and well-rewarded profession.\n\n"}
{"page": 512, "printed_page": null, "text": "500\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Chicago\n\nAnother fact of which the public should become thoroly aware is the\nlow rank that we hold among the civilized nations with respect to the\npreparation of our pubHc-school teachers. Just before the war began, for\nexample, two-thirds of the elementary teachers in England were professionI mean by this that these teachers\nhad had a preparation that would be equivalent in this country to graduation from a four-year high school plus two years of normal-school training.\nIn the United States not more than one-fifth of the elementary teachers\nhave had so extended a preparation.\nally prepared for their responsible work.\n\n•Nor is our standing low only in comparison with countries like England\nand France. One of our South American sister-republics, Chile, supports\nsixteen normal schools for a population of 4,000,000 five more than\n\n—\n\nMassachusetts operates for a population about equal to that of Chile.\nWhile these Chilean normal schools do not require our equivalent of highschool graduation for admission, they keep their students in residence for\nsix years\n\nand provide for them not only tuition but board, lodging, and\n\nclothing during this long period of professional study and training.\n\nToday\n\n40 per cent of the teachers in the elementary schools of Chile are graduates\nof these extended professional curricula, and the remaining 60 per cent have\n\nhad some professional preparation.\nIt is clear that\n\nif\n\nour people wish to continue their leadership in a\n\ndemocratic world they must be awakened to the significance of this most\n\nimportant democratic function of providing competent teachers for the\nchildren of the nation. Practically every other civilized country has\n\nadopted for the education of its pubHc-school teachers the same liberal pohcy\nthat we have adopted for the training of our officers for the army and the\nnavy; that is, the selection of candidates upon a rigorous basis of merit and\nthe careful education of these select candidates at public expense.\n\nIn the\n\nUnited States as in other countries the overwhelming majority of the publicschool teachers are recruited from families that are unable at their own\nexpense to send their children to normal schools for extended periods of\nprofessional preparation.\nis\n\nThere are two ways out of the difficulty.\n\nto require adequate professional preparation\n\nOne\n\nand Umit certification to\n\nthose individuals who can afford to secure this preparation.\n\nThe other is to\n\nrequire professional preparation and then keep the profession open to all\n\nby providing the training at public expense. Our\nThey have kept the standards of\ncertification so low that candidates readily secure licenses without any\npreparation worthy of the name, and they have estabhsht normal schools\nwith the expectation that students will enrol voluntarily in large numbers\nfor the privilege of securing training at their own expense and then competing with those who have been permitted to enter the profession by the back\ndoor. The result is one that could easily be predicted. Not only do the\nqualified candidates\n\npeople have adopted neither method.\n\nnormal schools^ as we have seen, fail to attract the best available talent, but\n\n"}
{"page": 513, "printed_page": null, "text": "Superintendence)\n\nfRAtNiNG OF TEACHEHS\n\n^Ol\n\nthey graduate less than one-sixth of the number of recruits needed each\nyear to fill the vacancies in the elementary schools alone.\n\nMost of the\n\ngraduates go into those city systems that are progressive enough to demand\n\nsome measure of professional preparation, leaving to immature and untrained\nrecruits the rural and village schools, in which more than one-half of the\nnation's children receive all of their schooling.\n\nA third fact that should be brought before our people is that the kind of\neducation that they expect the public schools to provide for their children\n\ncan never be provided unless the standards for the preparation of teachers\nare raised far beyond what they are today even in our most progressive city\n\nschool systems.\n\nOf course not all of the miracles that some people expect\n\nfrom the public schools can ever be brought about, any more than anyone\ncan ever square the circle, or construct a cube that will be double the contents\nof a given cube, or devise a machine for perpetual motion.\n\nThe sooner we\n\nrecognize some of these impossibiUties the better it will be for our cause, for\n\ngood school men and even professors of education sometimes lose their\nheads over beautiful dreams that could be realized only if we were able to\ngo back to the beginnings of things and reconstruct the human race on a\ndifferent pattern.\n\nBut even modest and eminently sane hopes of educa-\n\ntional betterment must await a general level of teaching skill and teaching\n\ninsight now to be found only in the rarest cases.\n\nMany parents who have\n\na vague but sincere conviction that their children are not getting what they\nshould from the schools are not expecting miracles, but they are expecting\n\ngoods that cannot be delivered by a teacher whose equipment comprises at\n\nmost a four-year high-school education, with a little professional training\nwhich has attempted in one or two years to prepare her to teach every\nsubject and supervise every activity in an eight-year educational program.\n\nA fourth fact deserves especially serious consideration.\n\nOur neglect of\n\nadequate preparation for teachers has led to the creation of a system which\n\nwas designed to compensate for this neglect, but which in itself bears the\nseeds of very great evils.\nI mean frankly the effort to compensate for poor\npreparation thru elaborate systems of supervision.\n\nThis is rapidly bringing\n\ninto being a group of superteachers, if I may use the term, better trained\n\nand much better paid than the classroom teachers and bearing to the latter\na relation akin to that of the foreman of a factory to the \"hands\" of the\nfactory.\n\nMore and more the plans and specifications for teaching are being\n\nprepared by these superteachers.\n\nWhile they have been selected in the\n\npast very largely upon the basis of their success in doing actual first-hand\nteaching, this condition is rapidly passing, and in any case their work means\n\na detachment from the real first-hand problems of teaching and managing\n\nboys and girls.\n\nThe classroom teacher, instead of looking upon his work\n\nas a fine art, is forst to look upon it as a mechanical trade; instead of being\n\nthe artist that he should be, the present tendency is forcing him more and\n\nmore insistently into the position of the artisan.\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n502\n\n(Chicago\n\nNow if a painter achieves success he does not forthwith surrender his\npigments and his palette to a group of amateurs and expect them to paint\ngreat pictures under his direction. Nor does the successful actor retire\npermanently to the wings, with the expectation that the stage hands and the\n\nscene shifters can, even under his direction, read his lines to crowded houses.\n\nNor does the successful novelist hire a group of hacks to put together his\nBut if the great artist still agonizes over his first-hand\n\nnext great book.\n\nif the successful actor,\nnot in spite of, but because of, the\ntranscendent fame that he has won, still acts before the footlights, if the\n\nmaterials,\n\nnovelist still constructs his own plots and delineates his own characters, it\nis\n\nbecause they\n\nknow that each added increment' of success brings its\nUntil in the work of education we\n\ncorresponding reward and recognition.\n\ncan insure that the teacher can profitably capitalize his success and still\n\nremain in first-hand contact with the materials of his art, teaching will\nremain the sorriest of the trades.\nIt may be too late to correct in industry the evils that the factory system\n\nhas brought about.\n\nIt is not too late in education.\nThe problem is\nimmediately to place teaching in the only position in which it can hope to\n\nrender\n\nits\n\nall-important service— to give the actual\n\nteaching its true status as a fine art.\n\nwork of first-hand\n\nThis means above all a vast extension\n\nof our agencies for the initial preparation of teachers.\n\nThis will solve the\n\nproblem, and nothing else will.\nI\n\nam convinst that it is the most shortsighted of poUcies to attempt to\n\nprepare a teacher in two years to fit successfully into any grade that happens\nto have a vacancy when she seeks appointment.\n\nWhat the child of eight\n\nor nine or ten years needs in the way of teaching is not what the beginner\n\nneeds or what the eighth-grade pupil needs.\n\nThe teaching difficulties that\n\nare involved in only a circumscribed range of school work are enormous\n\nwhen one comes to catalog them. The demands upon even a fourth-grade\nteacher who would do well the work of that grade are as severe and as\nexacting as any individual should be expected to bear. Until we dispel the\nfatuous delusion that the equipment of the teacher must vary directly as\nthe age of the pupil, we shall never have in the elementary school the level\nof expert service that we must have if these basic schools are to do their\nbasic work.\n\nIf the people will give our normal schools four years to prepare\n\neach type of teacher\n\n— rural-school, primary, intermediate, upper-grade, or\n\njunior high-school and high-school;\n\nif\n\nthey will provide scholarships for\n\nquahfied students seeking entrance to these normal schools;\n\nif\n\nthey will\n\nlimi^ teachers' licenses to graduates of these normal schools;\n\nif\n\nthey will\n\ninsist that the normal school is to train teachers,\n\nand that this job is big\n\nenough and important enough to absorb all of its energies;\n\nif\n\nthey v/ill\n\ninsist that every normal school is operated for the benefit of the whole people\n\nand not for the pecuniary advantage of the local community in which it has\nbeen placed;\n\nif\n\nthey will determine, in consequence, that all the schools of\n\n"}
{"page": 515, "printed_page": null, "text": "TRAINING OF TEACHERS\n\nSuperintendence!\n\n$0$\n\nevery community having a normal school shall be available as laboratories\nof teaching, and will be firm in their determination to the point of moving\n\nthe school to another place if the profiteers are obstinate;\n\nif\n\nthey will pay\n\nto normal-school instructors salaries just a trifle higher than instructors in\n\nany other group of higher or professional institutions receive (for this, in\nview of their tremendous responsibilities, is no more than the due of those\n\nwho prepare teachers for the pubHc schools)\n\n;\n\nif\n\nthe people will take these\n\nsimple steps the problem will be solved, and with it will be solved a host of\nother irritating and perplexing problems that beset public education.\nI have purposely characterized these as\n\n\"simple\" steps, for they are\n\nIn the aggregate they bear no comparison in difficulty to any one\n\nsimple.\n\nof a half-dozen collective achievements of our people during the past two\n\nthe establishment of the selective draft, the floating of Liberty\n\nyears:\n\nLoans, the inauguration of the shipbuilding program, the feeding of the\n\nNor would the cost\nThe nation has spent for\n\nAlHes, the sending of two milhon soldiers to France.\n\nbe prohibitive, even in this day of high taxes.\n\nintoxicating liquors in past years no less than $1,500,000,000 annually.\n\nr\n\nseems that this is to be saved in the future.\nincreast production\n\nIt\n\nIt will be augmented by the\n\ndue to the disuse of intoxicants.\n\nLet us assume,\n\nconservatively, that the available wealth of the nation will be increast by\n\nan annual increment of two billion dollars because of prohibition.\none-half\n\nWhere\n\n—say\n—should go to pubhc education? Certainly the pubhc schools\n\nshould this increase go ?\n\nIs it improper to suggest that a fair portion\n\nhave done their share to bring about this consummation.\n\nWe are told, of\n\ncourse, that the prime cause of prohibition in this country has been the\n\ngreat\n\ndevelopment of industry;\n\nindustrial\n\ndevelopment\n\nthan we are.\nhibition.\n\nbut other countries have undergone\n\n—are much more thoroly industrialized even\n\nYet there seems to be no visible movement toward pro-\n\nIn this country one factor, however, has operated in a measure\n\nunapproacht elsewhere. For two generations the schools have explicitly\nand systematically indoctrinated the children of the nation against alcohol.\n\nThe mills of education grind slowly, but eventually they grind exceeding\nsmall.\nIs it unreasonable to claim for education one-half of the\n\nimpending\n\nA biUion dollars added to our annual educational budget would\nsolve our problem in a trice.\nWe could raise the level of pubhc-school\n\nsaving?\n^\n\nservice to a point unapproacht and unapproachable by any other nation.\n\nWe could put into every classroom in the country within a decade—into the\nrural and village schools as well as the urban schools\n\n—a teacher adequately\n\nprepared to do in a masterly way the work that that school involves.\n\nWe\n\ncould pay to that teacher a salary that would make him not only content\n\nbut anxious to make the work a real and permanent career.\n\nWe could pay\n\nto the rural-school teacher the differential that is needed to get into these\n\nschools\n\nand keep in them the men and women who, in these strategic\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATtON\n\n504\n\n(Chicago\n\npositions, can do more for the future of our country than any other group.\n\nWe could make our normal schools into great educational West Points,\nwhere the best talent that the country produces could be instructed and\ntrained and inspired to do the most important work that can be done in a\ngreat democracy.\n\nNECESSITY AND DIFFICULTIES OF SUPERVISION IN A CITY\nSCHOOL SYSTEM\nHERBERT S. WEET, SUPERINTENDENT OF SCHOOLS, ROCHESTER, N.Y.\n\nWe are inchned to believe that the heart of this problem is to be found\nnot in the present plan of supervision but in the difficulties of so administering\n\nit\n\nas to have it accomplish the ends for which it is designed.\n\nHe\n\nwho would deny that there is a vast deal of discontent among the teachers\nof this country over this matter of supervision is simply blind to the facts.\n\nAs far as I am aware no city is free from it, and no city has a monopoly\non it.\n\nPerhaps the best approach to a discussion of the chief causes of\n\nthis discontent is to\n\nbe found in a consideration of the two extremes\n\ninvolved in it.\n\nAt the one extreme stands the incompetent teacher or principal who\nany standards of work except those which are self-imposed.\nThe time will never come when supervision will be accepted by these\nmembers of a public-school system; but after all has been said that might\nbe said concerning these we are face to face with the fact that they constitute a decidedly minority group in the city school system.\nThe greater\nnumber of our teachers are fair-minded, intelligent, and devoted to the\nwelfare of the children with whom they work. They are pubhc-spirited,\nand during the days that have past no body of people in any community\ngave greater evidence of ability to do pubhc service intelligently and\nobjects to\n\ndevotedly than did the pubhc-school teachers of the cities of this country.\n\nWe may well ask ourselves, therefore, how it happens that this small\ngroup, which seldom stands up to be counted, can spread\n\nits spirit of\n\ndiscontent thru the great body of worthy teachers to the point where\n\nthe interests of the schools are jeopardized and the sound principle of\nsupervision challenged.\n\nI believe that the\n\nanswer is to be found in the\n\nother extreme for which you and I as superintendents must in common\nfairness be held responsible.\n\nIt is the extreme of autocratic supervision.\n\nThe fact that a teacher chafes under supervision does not necessarily\nThere is a type of supervision against\nwhich any self-respecting teacher ought to protest. It is first, last, and\nall the time supervision from the center to the circumference.\nIts great\nindicate that she is incompetent.\n\ntask is to get the wisdom of the center, which only too often comes thru\nintrospection, out to those at the circumference in such a way as to keep\n\nthem busy and contented.\nin the long run.\n\nNo one has ever yet succeeded in doing this\n\n"}
{"page": 517, "printed_page": null, "text": "Superintendence!\n\nSUPERVISION IN A CITY SCHOOL SYSTEM\n\n505\n\nBetween these two extremes stands the true principle of representative\nsupervision.\n\nIt goes\n\nwithout saying that the first requisite in securing\n\nrepresentative supervision is the selection of one who by talent, training,\nexperience, and personality is really able to lead.\n\nIn general, where such\n\na person is selected his work will be representative of all the\ninterests involved rather\n\ncommon\n\nthan of his own particular theories unmodified\n\nby the results of practical observation and experience in the classroom.\n\nAnd yet even a person who inherently has all the quahties needed may\nto be representative largely because of the attitude of the superin-\n\nfail\n\ntendent himself or of other supervisors of the force concerning the place\n\nwhich the principal has in the public-school system.\n\nAs a general principle\n\nsupervision in a city school system will be representative in precisely the\n\nproportion that the principal of the school is regarded as a vital educative\nforce in the school over which he presides.\n\nThe full significance of this distinction with reference to the place of\nthe principal in the life of the school, as far as its bearing upon this prob-\n\nlem of supervision is concerned, came to me some two or three years ago\nwhile in conference with a superintendent of schools.\n\nWe were discussing\n\nsame problem of supervision and attempting to establish the spheres\nin which teacher, principal, and supervisor might each claim his sovereign\nthis\n\nrights.\n\nWhen the discussion turned to the place of the principal, this\n\nsuperintendent related the following experience:\nDuring the first year that I was superintendent of schools a superintendent of\nseveral years of experience and a man who had met with good success in his chosen field,\nsaid to me that the most difficult problem which I would have to face as time went on -\n\nwould be that of knowing how to get accomplisht in the schools the things that I desired\nto have accomplisht, in spite of the fact that each school had a principal thru whom the\n\nsuperintendent was obliged to work.\n\nmy mind.\n\nThis remark made a profound impression upon\n\nI had been a principal myself and had been conscious at times of a certain\n\ndomination which had so restricted my own opportunities for professional growth that\nI had chafed under the burden.\n\ntest out the proposition that\n\nThen and there I decided that come what might I would\n\nmy great function as superintendent of schools was to stim-\n\nulate so far as possible the principal to exercise initiative and educational leadership\nand then to bend my energies toward securing for these workers in the schools conditions\n\nfavorable to a realization of the ends for which they were working.\n\nAnd he concluded with this significant statement: \"I have been amazed\nat the power and resources that these principals have shown almost with-\n\nWe may depend upon it that in that community the\nextremes of autocracy and of pure democracy are being avoided and that\n\nout exception.\"\n\nthe sound principle of representative supervision is being carried out.\n\nIn conclusion then I beheve that we must accept the necessity of\nsupervision as nothing short of axiomatic.\n\nWithout\n\nit\n\nno\n\ncity school\n\nsystem can even approximate that cooperative working relation among\nits\n\nparts so essential\n\nif\n\nthe whole is to be an organic unit.\n\nWithout it\n\nneither the community, the child, nor the great body of worthy teachers\n\ncan be protected against the incompetent who not only works an injustice\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5o6\n\nto the children but reflects discredit\n\n(Chicago\n\nupon the profession of which he is\n\nAnd lastly, without it, it is difl&cult to find any practicable\n\na member.\n\nway of gathering, organizing, and distributing the contributions which\nare being made to education from the teacher in the classroom to the\nspeciaHst in the university and\n\nmaking them available as helps to the\n\ngreat body of those principals and teachers who need and are entitled to\n\nAt the same time we must have our superSome\nof us thru actual experience as teachers in the classroom and as principals\nin the school have learned some of the things to avoid if these larger needs\nof supervision are to be met.\nWe had the task, but we may not have\nhad the vision, and the task without the vision becomes drudgery. Likewise there are those who are so far removed from the classroom and the\nfield of administration as to have the vision without the task, and the\nvision without the task becomes visionary.\nBetween these two extremes\nreceive these contributions.\n\nvision more representative than it has been, if it is to stand the test.\n\nlies\n\nthe real supervisor, the real leader.\n\nThere is no such thing as over-\n\nsupervision when such a one is found.\n\nTask and vision are so linkt in\nhis work that the spirit of service becomes his great characteristic.\nGive\nus a sufficient number of this type, and America thru her pubHc schools\nwill continue to bring out in the future even more than she has in the past\nthe great fundamental values of democracy.\n\nDEFECTS OF SUPERVISION AND CONSTRUCTIVE\nSUGGESTIONS THEREON\nSALLIE HILL, PRESIDENT OF LEAGUE OF TEACHERS' ASSOCIATIONS,\nDENVER, COLO.\n\nAs we all know, the largest number of children complete their school\nwith the elementary grades. The pubHc owes these children, who\nrepresent the great mass of our future citizens, the best elementary educalife\n\ntion which can be devised, in order that the results may be worthy of our\n\nlabor\n\nand desire.\n\nTo secure these best results it is necessary that the\n\nelementary teachers should work under conditions which are conducive to\ncheerfulness, hopefulness,\n\nand\n\ninitiation.\n\nSuch conditions do not now\n\nobtain, and for this our present system of supervision is largely responsible.\n\nFrom the long list of criticisms of superyision of special subjects I\nhave chosen only those mentioned in the majority of the reports.\n\nThere\n\nThere are supervisors who\nrealize that their work should be constructive and not destructive, but I\n\nare good supervisors and they are not dead.\n\nam not askt to talk of them.\nThere\n\nis\n\nno democracy\n\nin\n\nour school systems today.\n\nDemocracy\n\ncannot exist with the present system, which gives so much power to those\nwho supervise. We have been trained to think; you encourage us to do\nextension work and attend summer schools.\n\nWe have been your pupils.\n\n"}
{"page": 519, "printed_page": null, "text": "DEFECTS OF SUPERVISION\n\nSuperintendence]\n\n507\n\nsometimes your fellow-students, we have learned your methods, have\n\nimbibed your theories on democracy in the schools, have learned to direct\n\nand executing projects, and when we take up our\nwork what do we find ? We find a condition in which we are to use no\ninitiative, in which we are not able to put into practice anything we have\nchildren in planning\n\nlearned.\n\nInstead of training children to carry out projects, we are ourselves\n\nonly the mediums thru which others work.\n\nToo many supervisors are lacking in training, personality, and teaching\nWhen shall we learn that a department certificate does not fit\na man or woman without experience to be a supervisor ? Or that a six to\nten weeks' summer course does not fit an experienst teacher to be one?\nOne class needs schoolroom experience, and the other class needs more\ntraining in criticism and supervision. The lack of these quaHties is the\nexperience.\n\ncause of constant irritation to the experienst teachers.\n\nIt is humiliating\n\nand tends to neither cheerfulness nor hopefulness to have to submit one's\nwork to the criticisms of those whose lack of training and experience has\nnot fitted them for their positions. These limitations are so frequent as to\ndisqualify a large\n\nnumber of those now doing supervisory work.\n\nMore\n\ntraining and teaching experience are needed to see back of the form and\ninto the spirit of a recitation.\n\nThere should be less study of the teacher's\n\nplan and closer study of the effect of the teaching upon the class.\n\nFrequently psychological laws are utterly disregarded in a supervisor's\n\nmethods of criticism.\n\nTeachers are taught that the worst possible method\n\nin dealing with children is to leave them discouraged, yet there are many\n\ntimes when a teacher is left without courage or self-confidence.\n\nFor a teacher\n\nto be left in such a state is a crime against teacher and pupil.\n\nUnwise, un-\n\nmore to the hysterical,\nbroken-down condition of the teaching body than any other one cause.\nSupervisors too often discuss unfavorably the work of the pupils before\nthe class, which is a reflection upon the teacher. There are supervisors\nwho mark the pupils' work, keeping up a running fire of criticism to the\nteacher all the while. The pupils during this time are given work to keep\nthem quiet. Imagine the result and after-effects of such criticisms upon\nteacher and class. These are the ones who have no time to listen to a recitation or to give a lesson.\nThe supervisor's mental and physical condition\nplays too large a part in the rating and reports made to superintendents.\nFavoritism is another disagreeable factor met with of tener than you perhaps\nfeeling criticism from supervisors has contributed\n\nrealize.\n\nToo much is demanded by the system of the teacher.\nis\n\nEach teacher\n\nexpected to be a specialist in all subjects supervised, and her rating de-\n\npends upon the degree in which her class work measures up to the standard\n\nby the supervisors, each of whom has to prepare only one subject,\nThink what\na superwoman a teacher must be to compete with speciaUsts in from one to\n\nset\n\ngenerally in an office during the time the teacher is teaching.\n\n"}
{"page": 520, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5o8\n\niChicago\n\nand finish all work in these and the other branches in the\nIs it any wonder that school work is condemned on the\nground that boys and girls know so little about any one subject ?\nLast and most vicious of all is the rating power of supervisors. Here\nlet me say that I do not want to give the impression that we are sensitive.\nNo person who has remained a teacher for ten years can be sensitive. She\nis either dead or has gone into some other business.\nBut teachers are\nafraid.\nThey must hold their positions, or think they must, and they follow\nthe course that seems the most helpful; that is, they give all the time they\ncan, and then some more, in preparation of supervised studies; for upon the\nfive subjects\n\nspecified time.\n\nprincipal's\n\nplus the superintendent's, plus the school board's,\n\nreport,\n\nplus the parents' opinion, plus the pupils' approval, plus the supervisors'\nrating,\n\ndo their salaries rest;\n\nbut the feeling, whether right or wrong, is\n\nfirmly estabHsht that the supervisors' rating makes or mars the teachers'\nfuture.\n\nMany schools give no credits for these special studies. The pupils\n\nreceive marks, but these\n\npupils soon learn this.\n\nmarks in no way afifect their promotion.\n\nThe\n\nYet, note this well, the teacher's tenure depends\n\npartly at least upon the rating given her on class work done in the super-\n\nvised branches.\n\nIs this fair ?\n\nPupils know the marks count them nothing,\n\nyet the teacher wins or loses by their work.\n\nIn fact, our system is tottering because of too many of everything.\n\nToo many supervisors with big salaries and undue rating power.\npupils in one room.\n\nDo you ever permit\n\nToo many studies for one child.\n\nsomeone to listen.\n\nToo many\n\nI could talk about that for hours, if I could only get\n\nyourselves to recall the recitations one teacher in the elementary grades\nis\n\nexpected to hear\n\nrecall them, let\n\n—I cannot say teach—in one day\n\n?\n\nFor fear you can't\n\nme remind you of the subjects, both the supervised and the\n\nunsupervised, in which she must be proficient and show enthusiastic\narithmetic, geography, history, civics, oral and written language\nand what technical grammar she dares to introduce, spelling, phonics,\ninterest:\n\nreading, memory work, literature, nature-study, use of dictionary, courtesy,\n\nhow and where to find current topics, gymnastics, drawing, music, and sewing, with an occasional competitive composition thrown in for good measure.\n\nYesterday someone said that we should be trained in health supervision.\n\nCould you do it ?\n\nNeither can we.\n\nDo away with supervisors in the elementary schools, as they have been\ndropt entirely from the senior high school and largely from the junior high\nschool with most beneficial results.\nit\n\nIf this plan is good in the upper grades\n\nwill be even better in the elementary, for there is where the variety of\n\nstudies prevails.\n\nLet the heretofore supervised studies be given to teachers\n\nwho have proved themselves especially adapted and therefore especially\nsuccessful in that work.\n\nLet one teacher have two of these subjects in one\n\nbuilding, or one subject in two or more buildings, just as manual training\n\nand cooking are now taught.\n\nDo not require the regular teacher to be\n\n"}
{"page": 521, "printed_page": null, "text": "Superintendence!\n\nA NATIONAL PROGRAM FOR EDUCATION\n\n509\n\nroom during the recitation but give the responsibility of discipHne\nand teaching to the special teacher. This will unify the work in that\nsubject in the building, which is even better than unifying the work of the\nsystem. With a course of study provided, these teachers of special work\nshould need no supervisors, any more than the teachers of the essentials,\nor what used to be the essentials, need them.\nIf this suggestion is too radical, however, and you think that we must\nhave supervision in the large city systems, then limit the duties of supervisors to giving assistance to the teachers and unifying the work of the\nsystem, giving these studies, we still insist, to the few who can do them well,\nand deprive the supervisors of the power of rating teachers of the common\nbranches. If the studies upon which so much money is expended are worth\ntheir cost, then they are worth doing well.\nAll the work of the elementary\nteacher is under the principal. Let the principal be the judge of her fit\"\nness for her work, and let the principal alone give her standing. One \" boss\nis enough for anyone.\nA word as to principals we ask that they be chosen from the standpoint of experience and training rather than from the standpoint of degrees.\nThat principals be askt to serve one year at least on probation, for many\nin the\n\n—\n\ncriticisms made of supervisors apply equally to the administrative depart-\n\nment of supervision.\nI\n\nam glad that I have had an opportunity to say these things for my own\n\nclass of teachers, and if only one superintendent here goes home with a little\n\nbetter understanding of our side of the case, something has been gained for\nus.\n\nI believe that the\n\ntime has come to speak freely of these matters to\n\nthose who have the power to change conditions which are so burdensome to\nus, that the time has come to speak the truth frankly, for when you shall\n\nsee the truth, the truth shall make us free.\n\nA NATIONAL PROGRAM FOR EDUCATION\nJ.\n\nH. BEVERIDGE, SUPERINTENDENT OF SCHOOLS, OMAHA, NEBR.\n\nI am told that somewhere in Iceland the rays of the setting sun and the\n\nWithin the last few months\nyou have observed the rays of the rising sun of democracy mingle with the\nrays of the setting sun of autocracy. The sun of autocracy has sunk below\nthe horizon. In behalf of humanity and in the interests of equal opportunity to those now living and generations yet unborn, may the sun of\nautocracy never rise again. This is a matter of concern to your Commission\non Emergency in Education. One great American philosopher says, \"We\nhave moved forward one hundred years within the last twelve months.\"\nAnother states that since 19 14 one thousand years of progress have been\nmade. These men may have spoken in the superlative. I know not, but\nrays of the rising sun mingle with each other.\n\n"}
{"page": 522, "printed_page": null, "text": "_\n\n——\n\nNATIONAL EDUCATION ASSOCIATION\n—\n\n5IO\n-\n\nit seems safe\n\nto say that we stand on the threshold of a new era.\n\n[Chicago\n\nYea, we\n\nare now in the period of adjustment and reorganization.\n\nWe find the commercial and the industrial world attacking the problems\nthat this new era has thrust upon them.\n\nSince the signing of the armistice\n\ntwo great readjustment congresses have been held for the purpose of reorganizing and readjusting commercial and industrial situations to meet the\nconditions of this new order of things.\nIt is fitting at this time that this great educational convention should\n\nask,\n\nWhat is to be our contribution to this period of reorganization and\n\nreadjustment ?\n\nMy answer to this question\n\nis, in part, the organization of a\n\nDepartment of Education, with its secretary a member of the President's\ncabinet.\nThis is the recommendation of your Commission.\nIn some quarters the tendencies seem to be to relax and to recount what\nwe have accompHsht in the last two years. True, the pubhc schools of this\n\nThey were a large part of \"the\nThey constituted an organized army of more than\n20,000,000 to work in order that the army of supreme sacrifice might be\n\ncountry were a factor in winning the war.\n\nman behind the gun.\"\n\nput into the field and kept there until victory came.\ncannot become static.\n\nWe must go forward.\n\nit would or no, stands forth as the greatest\n\ngovernment.\n\nWe cannot relax. We\n\nThis country of ours, whether\n\nexponent of a democratic form of\n\nThe public school is in a sense the most democratic institu-\n\ntion in the country.\n\nIt is the largest single organized institution in America.\n\nWe are told that our work is the most important work in the country.\nNow is the time to test the truth of this statement. It is only fair and\n\n—and\n—we should have one-tenth the representation\n\njust that, representing as the schools do, one-fifth of the population\n\nthat the most vital part\n\nin\n\nthe President's cabinet and round out our decimal system of notation by\n\nthus memorializing the new era in which we today find ourselves. Some\nhave suggested that this would be centralizing, that it would be usurping\nthe rights of states;\nexact opposite.\n\nin fact, that it is autocratic in tendency.\n\nIt is the\n\nAutocracy means to drive, democracy to lead, to encourage,\n\nto cooperate, to coordinate, to unify, to the end that there shall be a mini-\n\nmum of overlapping in organization, and that there shall be an elimination\nof waste of efifort thru a unification of the free expression of all concerned.\n\nThe purpose of the organization of a Department of Education under\nSenate Bill 4987 is so to unify the work in education, thru careful and thoro\nresearch and investigation, that a composite of this individual expression\n\nmay go out from this department.\nplan and in provisions made.\n\nThe bill is essentially democratic in\nThe characteristic words found in this bill\n\nare encouragement and cooperation.\n\nWhat are the significant provisions of this bill?\n\nIt provides for\n\nan\n\nannual appropriation, by the federal government, of $100,000,000 to be\nallotted to the several states on condition that the state shall furnish an\nequal amount for each specific purpose, to be used as follows: $7,500,000\n\n"}
{"page": 523, "printed_page": null, "text": "Superintendence)\n\nA NATIONAL PROGRAM FOR EDUCATION\n\n511\n\nfor the abolition of illiteracy, $7,500,000 for Americanization of foreigners,\n\n$50,000,000 for equalization of educational opportunities, $20,000,000 for\nthe promotion of physical and health education, and $15,000,000 for the\nbetter preparation of teachers and extension of facilities for the improvement of those already in service. No one can justly question that the\n\nremoval of illiteracy, the Americanization of foreigners, the equalization of\neducational opportunity, provision for the physical welfare of children,\n\nand the improvement of teachers are democratic in tendency. The\nadministration and control of education are left entirely to the state and\nlocal authorities, thus securing state and local autonomy.\nIlliteracy.\n\n—What are the conditions concerning ilhteracy\n\nin\n\nthis\n\nThe selective draft showed that we had 700,000 illiterate males\nbetween the ages of twenty-one and thirty-one years. The country was\nshockt when it learned this fact, and yet, had we been familiar with the\ncensus of 19 10, we would have known that there were in this country more\ncountry ?\n\nthan five and a half million illiterates ten years of age and over.\n\nThink of\n\nOne illiterate to every thirteen people over ten years of age! If we\nare to save citizens of this country from exploitation and make them worthwhile members of our social order, they should be able to glean facts and\nit!\n\nr\n\nI\n\nideas from the printed page, and that printed page should be in the English\nIf we are to maintain the perpetuity of our country, the development of right ideals must find a larger place in the future citizenship of\nIlhteracy is a menace to our nation.\nthis country.\nAmericanization of immigrants. Should we feel concern regarding the\nAmericanization of foreigners ? There were more than thirteen and a half\n\nlanguage.\n\n—\n\nmillion foreign-born people in the United States according to the census of\n1 910.\n\nThis means that at that time one person in seven had been born in\n\na foreign land.\nilliterate.\n\nOf this number, more than one and a half million are\n\nIf we are to assimilate foreigners who come to our shores,\n\nthey\n\nmust be taught our language. If these people are to participate in our\ngovernment, they must know how to read and write the English language,\nthey must become acquainted with American ideals.\n\nThe annual appropriation for this purpose, including the appropriation\nmade by the state, will be sufficient to eliminate illiteracy within a period of\nten years and to give training in Americanization to all people who need it.\nIt is a national law that admits foreigners to this country, hence the national\n\ngovernment should cooperate with the states in an Americanization program.\nThese people will contribute to the national welfare almost in proportion to\nThe permanency of a democratic\ntheir training in Americanization.\nform of government depends largely upon the intelligence and patriotism\nof its citizenship.\nNo one will question the importance of training in\nAmericanization.\nEqualizing educational opportunity.\n\n—In the third place provision\n\nis\n\nmade\n\n"}
{"page": 524, "printed_page": null, "text": "512\n\nNATIONAL EDUCATION ASSOCIATION\n\nseveral states.\n\nFor this purpose $50,000,000 is appropriated.\n\n[Chicago\n\nNo state,\n\nhowever, shall share in such an apportionment unless such state shall require\nevery school district to maintain a regular school term of at least twenty-\n\nThis provision^of the bill is in perfect harmony with the funda-\n\nfour weeks.\n\nmental principles of our government.\n\nSuch variations\n\nof wealth exist\n\namong the several states and in different sections of the same state that educational opportunity for all children is practically impossible without state\n\nand federal aid.\n\nAbiHty.to pay is a measure of obligation.\n\nTo illustrate,\n\nthe per capita wealth for the United States as a whole is $1712, for North\n\nCarolina $726, for Nevada $4135.\n\nThe wealth per teacher in the state of\n\nMississippi is $119,272, in Illinois $437,491, in the United States as a whole\n\n$280,754.\n\nWith this unequal distribution of wealth per capita and per\n\nteacher in the various states it is evident that equal educational opportunities\n\ncannot be given without federal aid and distribution according to\n\neconomic and educational needs.\n\nThe unequal distribution of people per teacher in various sections of the\nIowa has one teacher for every 82\nis also a fact to consider.\n\ncountry\n\npeople in the state; Louisiana, one teacher for every 240 people.\nPhysical and health education.\n\n—^To cooperate with the states\n\nin the pro-\n\nmotion of physical and health recreation an annual appropriation of\n$20,000,000 is proposed.\nis\n\nTo carry out this part of the program provision\n\nmade for medical and dental examination of children of school age, the\n\nemployment of school nurses, and the instruction of the people in the principles of health and sanitation.\n\nThe need of such an appropriation is imminent when we realize that\nover 700,000 men were rejected under the first selective draft after examination because of physical unfitness;\n\n29 per cent could not quaUfy physically\n\nEvery year we have an economic loss of 10 per cent\nThe training\nof our total productive power thru preventable illness.\nreceived by those who were accepted in military service made them improve\nso strikingly in health, vigor, and general fitness that they astonisht themThis training made our men\nselves, their families, and their own officers.\nfor military service.\n\nfit to fight.\n\nWe should now make all our men fit to work.\n\nThe problems\n\nno less important than the problems of war. They are no\nThe solution of these problems requires mental alertness,\nless perplexing.\nkeen perception, and carefulness of judgment, which at best is found only\nof peace are\n\nwhen supported by physical vigor, endurance, and physical efficiency.\nGenerally speaking, physical programs have been provided for men only.\n\nWe must realize that the girls of this country are entitled to the benefits of\nsuch a program to fit them for life and for citizenship.\n\nIn fact, owing to\n\nconditions incident to their sex, they should have a more carefully planned\n\nprogram than the boys. With suitable training they would show just as\nmuch improvement in physical efficiency as men. The need is evident.\nOf our teachers, 30 per cent, according to their own testimony, are below\n\n"}
{"page": 525, "printed_page": null, "text": "A NATIONAL PROGRAM FOR EDUCATION\n\nSuperintendence]\n\nmaximum health standards.\nphysical efficiency\n\nis\n\n513\n\nAfter five years' experience in teaching,\n\nlessened.\n\nSome of these conditions are no doubt\n\nbeyond their own control. Astonishing improvement would be made if\nproper consideration were given this problem. Ninety per cent of the\nteachers are Hving below the level of physical fitness attainable by them.\nSeventy-five per cent of our school children have physical defects at least\npotentially\n\ninjurious\n\nto\n\ntheir\n\nhealth.\n\nTo\n\nneglect giving attention\n\nremedial defects is wasteful, unkind, and unpatriotic.\n\nIt\n\nis\n\nto\n\nour duty to\n\nprovide programs, by constructive measures, for the inculcation of habits of\nhealthful living and for the development of common physical fitness.\nis not only your right but your duty as a citizen\n\nIt\n\nto have as much of health\n\nand physical fitness as you can get, and to maintain this by intelligent,\nPhysical fitness is a national resource.\nfaithful, and conscientious effort.\nThe state should join hands with the federal government in the promotion\nof physical efficiency.\n\nLet us have a program that will avoid economic loss and give us a citizenship of happy, healthy, free bodies.\n\nNo one will claim that physical\n\nfitness is the goal of hfe or the final aim of education.\n\nWe have had some\n\nwho, in spite of physical handicaps, have developt alert minds, strong personalities,\n\nand powerful characters.\n\nThey have won distinction in Htera-\n\nture, but this in no way argues for physical weakness.\n\nfundamental requisite for completeness of life.\n\nPhysical fitness is a\n\nThe federal government\n\noffers to invest $20,000,000 in health-education programs.\n\nSuch an invest-\n\nment, met with an equal amount by the various states, will pay good interest in good cheer and happiness brought to 22,000,000 school children and\n\neventually to all people.\n\nLet us remember that health coupons are pay-\n\nfable not only yearly but hourly.\n\nBetter-trained\n\nteachers.\n\n—There\n\nis\n\nscarcely\n\nan educational meeting\n\nleld anywhere in the country, from those in the smallest hamlets to those\n\nthe largest cities, where we do not hear a call for better-trained teachers,\n\nthink this subject has been omitted from no program of the National\nEducation Association since\n:all\n\nits\n\nincipiency.\n\nThe justification of such a\n\nfound when we reaHze that more than one-fifth (100,000) of the\n\nis\n\n[teachers of the\n\nUnited States are less than nineteen years of age;\n\nthat\n\n[more than one- tenth (50,000) have no schooling beyond the eighth grade;\nlat\n\nevery year 100,000 teachers begin teaching in September, and one-\n\ndrd of this number have had no special preparation for their work.\n\nWith\n\nconditions of this kind confronting us, how can we boast of equal oppor-\n\ntunity ?\n\nShould we not do everything in our power to make such provision\n\nfor the training of teachers that every school will eventually have a good\n\nThe sum of $15,000,000 is provided annually by this bill to\nencourage a more nearly universal preparation of prospective teachers,\nteacher?\n\nto improve teachers already in the service, and to encourage talented young\n\nmen and women to make adequate preparation for public-school service.\n\n11\n\n"}
{"page": 526, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n514\n\n[Chicago\n\nIn behalf of the 22,000,000 children now in the public schools of America,\nin behalf of others yet unborn, I plead for this appropriation in order\n\nthat these children may not suffer from inefficient teaching.\nIt behooves everyone interested in the welfare of children to support\n\nSenate Bill 4987 now before Congress.\n\nLet us abolish ilHteracy; develop\n\na more stable patriotism thru the Americanization of foreigners; show the\ntrue democratic spirit\n\nby the equalization of educational opportunities;\n\npromote the physical well-being, recreation, and health education in the\ninterests of economy, health, and happiness; provide better facihties\nfor the preparation of teachers and better training for those in the service,\nin order that the educational and social efficiency of each child may be more\n4iighly developt.\n\nLet us dignify our profession by the creation of an execu-\n\ntive department known as the Department of Education.\n\nLet us have in\n\nthis department a secretary,\n\nA man of God's own mould;\nBorn to marshall his fellowmen,\nGive us a man of thousands ten,\n\nBorn to do as well as to plan.\n\nGive us the department and then let the President of these United States\ngive us a\n\nman\n\n—a man of\n\nvision,\n\nwho will so organize, coordinate, and\n\nunify the educational forces of this country, thru the free expression of his\nassociates from the most humble teacher to those most capable, to the end\n\nthat this nation may be preeminent in public-school education, and that it\nshall be greater in this than in natural resources, production, manufactur-\n\ning transportation, and wealth.\n\nLet us place the child above the dollar.\n\nA NATIONAL PROGRAM FOR EDUCATION\nC.\n\nN.\n\nKENDALL, COMMISSIONER OF EDUCATION, TRENTON, N.J.\n\nI believe in this bill.\nFirst, because education is in part a federal function.\n\nIt is a long road\n\nfrom the old neighborhood school, which, some of us knew, to the stateWho doubts that the schools have\ncontrolled school of the present day.\ngained from this ? It is not so long a road from our present conditions to\na partially supported system of schools by the federal government, I am\nnot afraid that the federal government will control our schools, or dominate\nthem, under the provisions of this bill.\n\nHere we are, a great democracy, the greatest\nWe have grave problems\nDemocracy is not license. Democracy must be restrained. The\n\nWhat is the situation ?\non earth.\nto face.\n\nIt\n\nis\n\na democracy far from perfect.\n\nsuccessful ongoing of this democracy can be settled only by education, and\n\neducation not for some but for all.\n\nOur public schools have accomplisht wonderful results in\nyears since the Civil War.\n\nLet us not forget this.\n\nthe\n\nfifty\n\nLet us not fail to remind\n\n"}
{"page": 527, "printed_page": null, "text": ":\n\nSuperintendence!\n\nA NATIONAL PROGRAM FOR EDUCATION\n\n515\n\nthe lay public of this fact, with a bill of particulars, which can easily be\npresented.\n\nBut is it creditable to the leading democracy that five or six\n\nmillions of its people\n\n—native-born—cannot read or write\n—\n\n?\n\nDemocracies,\n\nmust be based on two things intelligence and moraUty.\nRailroads, the telegraph, the telephone, and the motor car have in a measure\nbroken down state lines. Our people are more homogeneous because of\nto succeed,\n\nthese things.\n\nNo state can live to itself alone any more than the individual can\nlive to himself alone.\n\nWe are all interested in the brand of public education\n\ncarried on in South Carolina.\n\nMassachusetts is interested socially, indus-\n\ntrially, politically, physically, in the brand of education in\n\nNew Hampshire.\n\nSteel rails and copper wires have transformed the nation.\n\nPeople can and\n\ndo move freely from one state to another. We educate our future citizens\nnot merely for the local communities and for the states but for the nation.\n\nHow many graduates of a given high school will remain citizens of their\ncommunity, or even of their state, after twenty-five years have past ?\nIs the necessity of Americanization, which we all feel and which was\nuncovered by the war, a state or local affair ? Who shall say that Massachusetts and New Jersey shall pay the entire bill for Americanization in\nthose states because of the fact that by reason of geographical conditions\n\nthey have large numbers of foreign-born?\n\nStates like Indiana and Iowa\n\nhave a comparatively small proportion of foreign-born. Shall not these\nstates help to pay the bill for Americanization, which is a tremendous\nproblem in Massachusetts and New Jersey ? Shall not the wealth of these\ntwo great central states be taxt to pay in part for Americanization in these\n\nThe proposed bill partially corrects this and other\n\ntwo Atlantic states?\ninequalities.\n\nSecondly, this bill encourages the states to make larger appropriations\nfor education because the federal\n\npriations for education.\n\ngovernment likewise will make appro-\n\nHuman nature is such that under these conditions\n\nlarger appropriations will be made by the combined sources for education.\n\nThirdly, I remember when the original surveyor of city schools, Dr. John\nRice, was almost ostracized by this department because he dared to criti-\n\nThose were days\nand unstinted praise for our school systems on the part of\nschool men. Those days have gone. The most serious critics of our publicschool systems are now found among school men and school women themcize in a magazine certain school systems in the country.\n\nof universal\n\nselves.\n\nThis bill if enacted will help to better our conditions.\n\ncorrect all of them.\n\nIt cannot\n\nIts enactment will not bring about the millennium.\n\nHere are some of our weaknesses\nThe immaturity of teachers. One-half of our teachers are under\ntwenty-five; one-sixth of them are less than nineteen years of age.\nWho\nshall say that we shall secure from young women of less than twenty-one\nI.\n\nyears of age, who are without life-experience, the kind of teaching or training\n\n"}
{"page": 528, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n5i6\nof children that\n2.\n\nis\n\n[Chicago\n\nworthy of schools in a great and wealthy democracy ?\nOver 50 per cent of our teachers\n\nThe lack of professional training.\n\nare wholly untrained.\n3.\n\nThe meager scholarship attainments of teachers.\n\nIn one northern\n\nstate one-fourth of the rural teachers have less than four years of high-school\n\neducation.\n4.\n\nThe brevity of the teacher's service.\n\nThe teaching experience of a\nAs a friend of mine\n\nteacher in this country is not more than five years.\n\nputs it, teaching is not a \"profession\" in America, but a \"procession.\"\n5. The lax enforcement, or non-enforcement, of compulsory-education\nlaws.\n\nWe lose, for example, in New Jersey nearly a million dollars a year\n\nbecause children do not go to school as they might go.\nFor only one-sixth of the hours\n6. The shortness of the school year.\nthat the children are awake, taking the calendar year as a whole, are they\nin school, and this under the best school systems of America, where com-\n\npulsory laws are most strongly enforst.\n7.\n\nThe lamentable conditions of so many rural schools, both as to\n\nteachers' service and as to equipment of these schools.\n8.\n\nThe inequahty of wealth for the support of schools, which this bill\n\naims partially to correct.\n9. The gradual withdrawal of men\n\nfrom teaching.\n\n—\n\nI mean vigorous, active men\nAnd why should not this be so ? New Jersey ranks fifth\n\nin average salaries paid to its teachers,\n\nand yet the average salary paid\nThese men are college\n\nto high-school men teachers was last year $1724.\n\nor university graduates.\n10.\n\nThe beginning of the withdrawal of so many good women from\n\nteaching because so many of them nowadays are inclined to do social or\nclerical work for which better salaries are paid and which they regard as\n\nmore attractive than teaching. For example, at Vassar College a year\nago there were upward of ninety young women who wisht to become\nteachers.\n\nThis year there are but nineteen.\n\nFourthly, can the nation afford to pay this bill ?\n\nThe federal govern-\n\nment, so I am informed, paid out in cash in one day last August $125,000,000\n$25,000,000 more than this bill seeks to\nfor the promotion of the war\nappropriate annually for the processes of education. When the war was\n\n—\n\nat its height the cost to our federal\n\ngovernment in eight hours was as\n\nmuch as the total current expenses of education for New Jersey for a whole\nyear.\n\nWe all approved of these expenditures.\n\nIn 1908, six years before\n\n—considerably more—\n\nthe outbreak of the war, we were spending more\n\nour navy than this bill will provide annually for education.\nThis committee has done an excellent piece of work.\ncredit, in\n\nfor\n\nIt deserves\n\nmy judgment, for what it has done, and done so well.\n\nI believe\n\nit is our business to support the bill— to support it heartily, and to create\n\npubhc sentiment to support it.\n\n"}
{"page": 529, "printed_page": null, "text": "—a\nA NATIONAL PROGRAM FOR EDUCATION\n\nSuperintendence!\n\n517\n\nIt is our duty to bring pressure to bear upon senators and representa-\n\nmaking them understand that the educators of this country want\nnot for any selfish purpose, but to make American schools\nworthy of this great democracy. It is the duty of forward-looking school\nmen and school women to support this measure. If we who are leaders\nin education in this country do not support this bill whole-heartedly\nbill for the benefit of the children of America now in our schools, and for\nthe benefit of the unborn children who will hereafter be our pupils who\ntives,\n\nthis bill past,\n\n—\n\n—\n\nwill support it ?\n\nEducation is the greatest enterprise in America,\n\nLet us not merely\n\nsay so, as we are accustomed to do, but let us act as tho we believed it.\n\nA NATIONAL PROGRAM FOR EDUCATION\nEDMUND J. JAMES, PRESIDENT OF THE UNIVERSITY OF ILLINOIS, URBANA, ILL.\nMore than thirty-five years ago I entered the Hsts for a comprehensive\nscheme of national education. In the columns of the Illinois School Journal,\nwhich at that time I edited in cooperation with Charles DeGarmo, whom\nyou all know, I urged as vigorously and strongly as I knew how that the\ntime had come when the nation as a whole thru its own organs and with its\nown financial measures should take up in earnest the promotion of popular\neducation.\n\nSince that time I have never mist an opportunity to lend my\n\nvoice and pen to the support of every scheme which seemed to promise the\nfurther enlistment and commitment of Uncle Sam in the support of edu-\n\ncation of all grades thruout the nation.\nIt has been a slow process, this one of gaining public support for that\nidea.\n\nThe journal in which I publisht my first argument has long since\n\ngone to that haven of repose to which all really good educational journals\nseem ultimately destined to pass a sort of educational Nirvana which\n\n—\n\nhas swallowed up large and small alike, leaving no trace behind them\nexcept possibly good seed which will in the long run spring up and bring\nforth fruit.\n\nThen I was young, and now I am old.\n\nam weak.\n\nThen I was strong, and now I\nAnd during all these years there has been nothing nearer to my\n\nheart than federal support of popular education.\n\nThe poet says that that\n\nwhich you do not see growing you find after a time grown. And so it is in\nthis case.\nEach decade has seen some definite progress toward this end.\nThe federal government by its establishment of the Agricultural Ex-\n\n—\n\none in each state by the Hatch Act of 1887, fathered,\nby the way, by a man who served four years in the Confederate armies\nmade the first really significant attempt to have the nation as a whole assume a part of the burden of national education in the form of cash paymeii% out of the federal Treasury to the states for this purpose. It had\nperiment Stations\n\nlong been accustoming itself\n\n—slowly,\n\nit is\n\ntrue,\n\nbut steadily\n\n—to\n\nthis idea\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5l8\n\n[Chicago\n\nby its land grants for popular education, culminating in the great grant of\n1862 under the Morrill Act. But in the passage of the Hatch Act we see\nthe first definite signs of a new policy from which all the rest has come.\n\nThe second Morrill Act of 1891 represents another great step in the\na great step in breaking down the old\n\ndirection of federal aid to education\n\n—\n\nconstitutional objections to federal support of national education;\n\nin famil-\n\niarizing the public mind with the idea of national appropriations in support\n\nof education;\n\nsystem\n\n;\n\nin calling public attention to the needs of our educational\n\nin overcoming the national inertia in thought and deed in this great\n\nfield of public policy.\n\nThe subsequent acts along the same line, known as the Adams and\nNelson acts, and finally the Smith-Lever and Smith-Hughes acts, disposed\nonce for all of the notion that the federal government under the Constitution\n\nhad no right to support popular education.\n\nNow to the best of my ability I supported every one of these acts, not\nbecause I always believed in all the provisions of the acts, because I didn't,\n\nbut because I felt that each one was a step, no matter how small or how\nhalting or even how ridiculous, toward the point when it should dawn all\nat once upon the nation that national education was the nation's business,\n\nand that the nation should be about it!\nThus for more than thirty-five years we have line upon line, precept upon\nprecept, here a little and there a little, been breaking down the reluctance of\nold-time conservatism as to federal support of education, have been building\nup a national consciousness on this subject, have been enlightening the people\non the importance and urgency of action in this matter, until now we are face\nto face not only with a great national crisis in American education but with a\ngreat educational opportunity which we ought by no means to let sUde.\nEducational progress is much like progress in other lines. A man has a\nnew idea involving large and to many people inconvenient readjustments.\nA few of the younger men are inIt makes seemingly but little advance.\noculated. The rising generation becomes more favorable. Finally there\ncomes a time when all that is necessary for a sudden and immense forward\nmovement is a few first-class funerals. That is true today. The Great\n\nWar and the influenza have done their part. Let us do ours.\nThe Great War has come and gone. Peace, it is to be hoped, will soon\nbe declared, and the whole world will turn its attention to the works of\npeace, striving to forget the nameless horrors of the period thru which\nsuffering humanity has past.\n\nThis is well, of course, and yet we shall make a great mistake if we do\nif in our work of re-\n\nnot learn the lessons of the war and profit by them;\nconstruction\n\nwe do not utilize\n\nthe advantage offered\n\nby an absolutely\n\ndestroyed country to build up new and better cities, to replace those which\n\nwar has destroyed; if we do not take advantage of the great moral |^d\nspiritual uplift which the gladly borne sacrifices of war have brought with\n\n"}
{"page": 531, "printed_page": null, "text": "A NATIONAL PROGRAM FOR EDUCATION\n\nSuperintendence)\n\n519\n\nthem, in order to lay broader and deeper the foundations of a new order\n\nand a new society.\nI believe,\n\nmy friends, that American education faces a very critical\n\nSome of our greatest national interests are in very serious\nsituation.\ndanger. The problems of our educational future cannot be successfully\nsolved in my opinion unless the nation, through the federal government,\nthe federal Congress, and the federal Treasury, assumes its fair share of the\nfinancial, administrative,\n\nand deliberative burdens involved in this great\n\nproblem of national education.\nTo perform this work successfully I beheve that the creation of an\nexecutive department of the federal government to be called the Department\nof Education, with a Secretary of Education as its head, who shall be a\n\nmember of the cabinet with, the usual powers of such an officer in this\n[department,\nI\n\nis\n\nnecessary.\n\nam pleading, therefore, for these two things:\n\nfirst,\n\nthe assumption\n\nby the federal government of its fair share of national responsibility in\neducational matters; and secondly, for a suitable organization of the\ngovernmental machinery to enable it to do this.\nFirst, then, the federal government as the organ of the nation par excellence should take a more important part in the work of national education\n\nthan it has thus far done, and this for three reasons:\nnatural thing for it to do so.\n\n(i) It is the logical,\n\n(2) It is the fair thing.\n\n(3)\n\nIt\n\nis\n\na neces-\n\nsary thing.\n\nYou often hear it said that the American people, when they drafted\nand adopted our present Constitution, assigned to the federal government\nthe general or national functions and reserved to the states the local or\nspecial functions.\n\nA study of the history of the instrument, as well as of its\n\ntext, will show that this is a very erroneous statement.\n\nSome of the powers granted to\n\nthe federal government are indeed\n\n[general and national, such as that of national defense, but there was no\ndesire on the part of most of our forefathers to invest the federal govern-\n\nment with general powers of a sweeping character\n\n—in\n\nlittle power as they thought it could get along with.\n\nment since has carried us far away from this view.\nthe Union would have been dissolved long ago.\n\nfact, they gave it as\n\nOur national developIf it\n\nSurely in a democracy the function of education\n\nis\n\nhadn't done so\na national one.\n\nThe whole society in such a state is based on the hypothesis that every\ncitizen has received a degree of education which qualifies him to do his full\nduty as a citizen.\n\nEvery citizen has a right to demand, not only that he\n\nhimself shall have an opportunity to acquire such an education, but that\n\nevery other person claiming the rights of a citizen shall also be educated\nto this degree; otherwise there can be no true basis for democracy.\n\nThus, then, the function of providing facilities for such an education\nin a democracy is surely a general, a universal,\n\na national function.\n\nThe\n\n"}
{"page": 532, "printed_page": null, "text": "—\n\nNATIONAL EDUCATION ASSOCIATION\n\n520\n\n[Chicago\n\nnation as a whole must insist that this fundamental necessity of a free state\nshall be provided, and that every citizen shall have an opportunity to share\n\nin its privileges.\n\nNow it is conceivable that a nation, a free nation, a democratic nation,\nmight safely delegate this function entirely to the locality, the city, the\nvillage, the township,\n\non the theory that every community was so rich,\n\nso well educated, so pubHc-spirited that it could be safely relied upon to\n\nlook after this public, this national, interest in a satisfactory way.\nAlas! Alas! That would not be a safe proposition in any country\nwhich ever has existed, or exists now, or in my opinion ever will exist. It is\ncertainly not true of the United States of America.\n\nHere the nation as a\n\nwhole ought to do its share as a whole in this work of national education\nas a mere corollary of its own nature and of the nature of this function.\n\nSecondly, such an assumption of a part of the burden of popular education by the federal government is only fair and may be demanded simply on\n\ngrounds of justice and square dealing.\n\nWhen the federal government was organized it received the most\nsweeping powers of taxation.\n\nWhile most of these were concurrent with\n\nthe states and the localities, the course of our national development has\n\nbeen such as to make many of them exclusive in the federal government.\nThus, if the federal government lays a sufficiently high inheritance tax,\nit\n\nmay make it impossible for the states to get any revenue from this\n\nsource.\n\nAs a result our states and localities find themselves up against the\n\nsituation of not being able to raise a sufficient revenue for the maintenance\nof good schools.\n\nNow the only help for this condition is to have the federal\n\ngovernment take over some of the burdens itself, or distribute to the states\nfunds which it has raised by taxation, or both.\nThe federal government took the most lucrative sources of revenue and\nleft to\n\nthe localities the most expensive functions of government.\n\nSurely\n\nthis is not a square deal.\n\nAgain, while the burden of maintaining a system of schools was placed\non the shoulders of the local unit, the advantages of such a system are\ndistributed nation-wide.\n\nThe lonely schoolhouse on the New England hills, while supported by\nthe neighborhood, has in the last seventy-five years poured out a steady\n\nstream of able young men and women to build up the Great West.\n\nTo\n\ntake a concrete instance, Ilhnois has received thousands and tens of thou-\n\nsands of these young people and has profited by the education which they\nreceived in these New England schools, but it has made no return to New\n\nEngland itself for this magnificent gift.\nnation-wide, and the burdens of\n\nits\n\nThe blessings of education are\n\nsupport should be correspondingly\n\ndistributed.\nFinally, the assumption\n\nby the federal government of a considerable\n\nportion of the burden of national education is not only logical and just but\n\n"}
{"page": 533, "printed_page": null, "text": "A NATIONAL PROGRAM FOR EDUCATION\n\nSuperintendence!\n\n521\n\nnecessary if the nation is to prosper as it should, and this function of the\nfederal government should be taken over consciously according to a com-\n\nprehensive plan.\n\nOur present system of local support, with an occasional sop from the\ngovernment in the shape of extension courses in agriculture and\ndomestic economy, has broken down as a means of solving our great\n\nfederal\n\neducational problems.\n\nThe Great War has revealed to the nation what all of us whose business\nto study educational problems have long known, that as a nation we\nhave not secured even that modicum of school training involved in the\nit is\n\nability to read\n\nand write.\n\nIt\n\nis\n\na shame to our ancestors and will be a\n\ncontinuous shame to us as long as we put up with it.\n\nAs was ^aid above, we are facing today a great national crisis in this\nTake a single feature the most important feature indeed of all,\nin my opinion, and yet only one element in the situation\nthe teacher.\nThe American people are facing today the possibility of having the\n\n—\n\nmatter.\n\n—\n\nyouth of the next generation pass under the school tutelage of inferior men\n\nand women.\n\nGod knows we have thus far been content with a sufficiently\n\nlow degree of ability and training in our teaching body, but now we are\nthreatened with a very decided reduction in both respects.\n\nNo nation can expect, nor does it deserve, to have an intelligent,\nconscientious, educated, and trained teaching body in its schools and col-\n\nand universities unless it is willing to offer to those who enter this\n\nleges\n\nbranch of the pubHc service a decent living.\n\nThe people of the United\n\nStates do not today ofTer such opportunities to men and women who are\n\nthinking of taking up this calling.\nIt ought to be possible for a young man who has the desire to teach\nand has natural qualifications for this work to look forward with reasonable\n\ncertainty to an income which will enable him to marry and raise and support\n\na family in the style which the community demands of him, purchase the\n\nbooks necessary for his work, and give time to necessary study and selfdevelopment; in other words, to live the life worthy of a human being in\nthe vocation to which he is called.\n\nNo young man of ability and training in\n\ncanvassing the possible careers open to him can be blamed for turning\n\ndown emphatically the teaching career whether in our grade schools, high\nAnd, of course, the same\nwomen, tho perhaps in less degree because of the more\n\nschools, normal schools, colleges, or universities.\n\nthing\n\nis\n\ntrue of\n\nnumerous openings for men in other lines.\nIn the days before the Great War we were making some slow progress\ntoward an improvement in those conditions, but even then the people of\nthis\n\n—and even in some of\n—were quite willing that the future of their children in certain most\n\ncountry outside of the large towns and cities\n\nthem\n\nimportant periods of their lives should be intrusted to men and women the\nfinancial value of whose services to society was measured by the fact that\n\n"}
{"page": 534, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n52 2\n\n[Chicago\n\nthey would accept a remuneration of fifty dollars a month for six months\nin the year.\n\nWhen the Great War broke out expenses of living began to increase\nimmediately and, as the war developt, very rapidly, until it is not too much\nto say that the actual available income of the teachers was cut down at\nleast 50 per cent.\n\nThe nominal income\n\n—low at best—was not increast\n\nin anything like the same proportion as expenses went up, and so the whole\n\nprofession, already little\n\nabove the margin of subsistence and existence,\n\nsuffered a most severe blow.\n\nNow, of course, many of us teachers, most of us old duffers in fact,\nwho cannot easily take up new careers, will have to stick to teaching, even\nif the salaries\n\ngo still lower and our situation becomes still more unfavorable,\n\nuntil it is plain that only the poorhouse opens before us if ^e outlive the\n\nBut who will take our places? Young men and\nwomen of little or no education or training or ability, who have not suc-\n\nage of active service.\n\nceeded in finding jobs in any other work.\n\nwant ?\n\nIs this what the American people\n\nIf not, they must change their policy.\n\nMany things are necessary, but just now the most necessary thing of all\nis a general increase of salaries corresponding in\n\nsome degree at least to the\n\nincreasing cost of living, especially in the lower positions, in the small\nsalaries;\n\nand this is true of all kinds and grades of teaching\n\nsecondary, and higher.\n\n—elementary,\n\nIn my opinion it is absolutely impossible to do this\n\nunless the federal government and the nation make it their problem.\nThe federal government should fix a minimum salary reasonable for a given\n\ndegree of education, training, and experience in all public schools and then\noffer to pay half of such salary in all cases where the locahty will provide\n\na school building and equipment which come up to a certain grade of\nexcellence.\n\nSomething large, something significant, must be done in this matter,\nif\n\nthe permanent educational interests of the country are not to suffer.\nI am not criticizing what the federal government has done for education.\n\nI have favored every such step, much as I have been inclined to criticize\n\ncertain features.\n\nI have been in favor of what has been done to promote\n\nagricultural and engineering education.\n\nBut why Hmit it to these ?\n\nWhat\n\nright has the farmer or engineer to have the federal government favor him ?\n\nWhy has not the lawyer, the doctor, the merchant, the teacher, and the\nmechanic the same right ? Aren't they as fundamental, isn't their work as\nimportant to modern society as either of the others ? And it is only on this\nground that anything should be done for any of them.\nIf the federal government is to assume this new and large function in\nnational education, it goes without the saying that an administrative or-\n\nganization must be developt, adapted for, and adequate\n\nto, this service.\n\nThis means, as our federal government is organized, the creation of a\nfederal department of education with a secretary of education at its head.\n\n"}
{"page": 535, "printed_page": null, "text": "—\nSuperintendence]\n\nA NATIONAL PROGRAM FOR EDUCATION\n\n523\n\nwho shall be a member of the cabinet, with the ordinary authority granted\nto the heads of our federal administration.\n\nThis seems so plain that it does\n\nnot call for further argument.\n\nOne of the great incidental advantages of such an organization of\neducation would be found in the fact that the nation would thus recognize\neducation as a national function.\n\nIt would be debated and thresht out in the\n\nCongress of the United States in connection with the passage of every\n\nThe newspapers would give to educational discussions of this sort\n\nbudget.\n\na wider pubHcity.\n\nPublic attention would thus be continually concentrated\n\non the subject, and this great national interest would then be cherisht and\nadvanst.\n\nA NATIONAL PROGRAM FOR EDUCATION\nGEORGE DRAYTON STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nAny adequate plan for the development of American public education\nmust take account of the fact that wealth is most unequally distributed\nthruout the nation. It is possible to find a state in which there is six times\nas much wealth back of the education of every child between six and fourteen years of age as is available in another state.\n\nruns somewhat as follows\n\n:\n\nThe logic of the situation\n\nWe believe in a democracy; we are not an aggre-\n\ngation of forty-eight independent democracies but rather a great nation\nthe United States.\n\nDemocracy promises an equality of educational oppor-\n\ntunity and guarantees that the burden of providing this service shall rest\n\nwith equal weight upon all who pay taxes.\n\nThere is no equality of educational opportunity in the United States\ntoday.\n\nOne boy goes to school in a hovel and is taught by a teacher\n\nrelatively\n\nuneducated and without opportunity for professional training,\n\nwithout books, shops, apparatus, or suppHes, while another boy goes to\nschool in a marble palace with a well-paid, splendidly educated, professionally trained teacher, with gymnasium, shops, and libraries available\nfor his use.\n\ntowns.\n\nHalf of our population live in the country, villages, and small\n\nThe children in these communities will rule the nation no less\n\ncertainly than the children in our larger cities.\n\nPotentially they promise\n\nmuch for the perpetuation and development of our democracy. We have\nneglected them. The realization of the promise of democracy will come to\npass when we accept the fact that the equalization of educational opportunity can be provided only when the wealth of the nation is put back of the\neducation of the children of the nation.\nIf we seek to establish this democratic system of education we shall\nneed to distribute large sums of money appropriated by our national govern-\n\nment.\n\nWe shall need in this field, as in the case of commerce, labor, agri-\n\nculture, and the rest, a representative in the President's cabinet.\n\nIf once\n\nwe admit the fact that it is the business of the nation to provide education\n\n"}
{"page": 536, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n524\n\nfor all of the children,\n\n(Chicago\n\nwe must then acknowledge this function by the\n\nestablishment of a branch of the government coordinate with those other\n\ndepartments now represented in the President's cabinet. We are the only\nnation in the world among those associated with the overthrow of autocracy\n\nand the establishment of democracy which has not its ministry of education.\n\nWe needed the experience of the war to make us conscious of the\nWe have in other respects\n\nnational obligation to provide education.\n\noutgrown our neighborhood conceptions of the function of government.\nWe have accepted our place in a great nation. With the problems of the\nremoval of illiteracy, the Americanization of the immigrant, and the providing of adequate physical education and health service before us, who\nwill deny that we must have national action if the situation is to be met ?\n\nIn time of peace, no less than in time of war, mental efficiency and physical\nefficiency determine the success of the nation, and the place of the nation in\n\nthe world in which we live determines the opportunity of the individual. A\nmessage that Commissioner Finley, of the New York State Department of\n\nEducation, brought back from France during the war should inspire us in\nthese days of peace:\n\nDo not let the needs of the hour, however demanding, or its burdens, however heavy,\nor its perils, however heart-breaking, make you unmindful of the defense of tomorrow, of\n\nmay have freedom, thru which an efficient\ndemocracy is possible, thru which the institutes of civilization can be perpetuated and\n\nthose disciplines thru which an individual\n\nstrengthened.\n\nConserve, endure taxation and privation, suffer and sacrifice, to assure\n\nthose whom you have brought into the world that it shall be not only a safe but also\n\na happy place for them.\n\nWAR SAVINGS\nW. H. CAROTHERS, WAR SAVINGS COMMITTEE, EDUCATIONAL DIVISION,\n\nWASHINGTON, D.C.\n\nMy brief message tonight is the announcement of a 19 19 thrift-education\nmovement and a request for the support and cooperation of the National\nEducation Association and educational institutions to make thrift a happy\nand permanent habit of the American people.\nI shall not relate the history of the national thrift campaign to a group\n\nof superintendents, because you have made much of that history yourselves,\n\nand it is one of the brightest pages in the annals of the war.\nBefore us was the example of immortal France displaying a stability and\nsolidarity never suspected.\nShe turned forlorn hope into victory because\nshe had reserve power, because her people had learned to \"earn a httle and\nspend a Httle less.\" Herbert Hoover brought the lesson of France to\nAmerica and taught it in such a way that out of the products formerly\nwasted or misused America kept the world provisioned until the fighting\nceast.\nThe big word in Herbert Hoover's message was Thrift.\n\n"}
{"page": 537, "printed_page": null, "text": ".\n\nWAR SAVINGS\n\nSuperintendence!\n\n525\n\nThrift was one of the prime elements in winning the war, and thrift is\nto be one of the mightiest forces in building up the strength of our nation\nin the trying days of reconstruction.\n\nThrift is care and prudence in the management of one's affairs; thrift\nmakes the most of our resources, tangible and intangible; thrift is the\nfoundation upon which every sound, enduring business enterprise is built;\nthrift is at the bottom of proper social relations; it means integrity and\nprogress and dependability; thrift is an aid to highest culture it is concerned with far more than the mere use of money and takes into account the\nproper use of time and opportunity.\nPresident Wilson has said, \"I doubt that many good by-products can\ncome out of a war, but if out of this war our people learn to save, the war\nThe Treasury\nwill be worth all it has cost us in money and material.\"\nDepartment has developt the suggestion which the President makes and has\ncondenst in the Thrift Campaign of 1919 a method by which the American\npeople may learn a lesson of permanent and growing value to the nation\nand to every individual in it.\nThe Thrift Campaign of 1919 has two distinct objects: first, to teach\nour people the value of thrift as a habit, and second, to help supply necessary\nrevenue to meet the debts of honor incurred in the war. In both of these\nprospects the teacher is vitally interested both as a citizen and as a framer\n\n—\n\nof future poHcy.\n\nThe Treasury is carrying its message to every organized group in the\ncountry, to the church and the lodge, to the factory and the mine, and,\n\nmost important of all, to the school.\n\nMost important, I say, for if we are to\n\nobtain the two objectives of this campaign, the establishing of permanent\nthrift\n\nand the securing of necessary revenue, we must count upon your\n\ncontinued cooperation.\n\nThe schools have taken the lead in this campaign, and their efforts have\nbeen largely successful.\n\nThere are three good reasons why this has been so:\n\nFor a quarter of a century school officials have exprest the need of a\nsatisfactory plan of school savings which would encourage thrift by practice.\n1\n\nThrift Stamps and War Savings Stamps have met this need.\n2.\n\nTeachers as a class have been without a convenient and safe form of\n\ninvestment which would accommodate small sums and yield a fair rate of\ninterest.\n\nThe\n\nsavings stamp was an ideal investment for people with\n\nmodest salaries.\n3.\n\nThe schools were preeminently loyal to the cause for which the\n\ncountry was at war and found the sale and purchase of stamps a service\n\nwhich teachers and pupils alike could render to the permanent peace and\nhappiness of the world.\n\nThe Treasury Department wants to express to you its appreciation of\nand congratulation on the loyal cooperation which it has received from the\n\n"}
{"page": 538, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n526\n\n[Chicago\n\nBut this is a critical period in the history of the thrift movement.\nschools.\nAre we to lose the benefit of the great lesson of thrift ? Surely no problem\nIt is one which is in your\nof reconstruction is more important than this.\nhands, and the nation calls for your active support in solving it in a\npermanent way.\nThe two objectives of this movement form the basis of a most desirable\neducational plan; for here we have the lessons of the benefits derived from\nthe practice of thrift tied up to the practical application of these lessons in\nthe investment in government certificates the safest securities in the\nworld. Almost anyone with a httle thought will accept the principles of\nthrift as sound; but the test comes in the application of those principles.\nWhat are we going to do about it ?\n\n—\n\nFor the teaching of these lessons you have the most complete facihties\na body of learners who are the American citizens of tomorrow and a body\nof teachers who influence every community in this nation.\n\nIn the churches and shops we can impress lessons which will be of\nin the schools we can establish principles which will\n\nimmediate effect;\n\ninfluence our national hfe ten years and twenty years hence, and down to\n\nfuture generations; they will show in every social and business and legislative act for centuries.\n\nThe strength of a government is a reflection of the individual habits of\n\n—\n\nteach the children of today care and prudence and foresight,\nand the nation of tomorrow will be dependable, independent, and progressive.\nA thrifty nation is a Gibraltar against the surf of anarchy and\nrevolution and all the destructive forces that follow in the wake of\nits\n\npeople\n\nextravagant, thoughtless, blind living.\n\nWe must plan in collaboration with you the material on this great\nsubject.\n\nFrom our combined efforts there must arise a structure logical and\nhuman interest. If you and we together\n\nconvincing and charged with\n\nsucceed in the erection of this structure, in the wise consummation of this\nplan, we have accomplisht a work for America which stirs the imagination\n\nand challenges the resourcefulness of every teacher in the land.\nWe want your help, and we have askt the National Education Association to appoint a committee to cooperate with us in the better coordination\nI know that this request will be granted.\nThe greatest enemies of thrift education in this country are apathy and\n\nof our work with the schools.\n\nindifference, and they are the archenemies of all progressive movements.\n\nIt is not possible to make thrift a permanent habit among the American\n\npeople without a vigorous campaign, because saving is not easy for the\n\naverage person, and because we have to overcome the spendthrift habit.\n\nIn the long run society gets about what it pays for, and pays for what it\nThe price of thrift is time, effort, and patience, but the rewards are\ngets.\n\ncommensurate.\n\nThey are independence, security, and happiness.\n\n"}
{"page": 539, "printed_page": null, "text": "THE RED CROSS AND THE SCHOOLS\n\nSuperintendence]\n\n527\n\nTHE RED CROSS AND THE SCHOOLS\nJ.\n\nW. STUDEBAKER, AMERICAN RED CROSS HEADQUARTERS, WASHINGTON, D.C.\n\nNo complete history of the Great War can ever be written which does\nnot record the glorious achievements of the millions of school children\nin every state of\n\nour Union who responded so magnificently to the call\n\nfor service under the banner of the Red Cross.\n\nTheir clear understanding\n\nmeaning of the war; their eagerness to help; their willingness\nto sacrifice; their undaunted determination to serve with the nation and\nthe world in order that the priceless principles of justice, freedom, and\nhumanity might be preserved; and their skill in the execution of the\nresponsibihties which they so readily accepted are the fruits of the untiring\ndevotion and the far-reaching influence of the great contributor to the\nsecurity of democracy the American school-teacher.\nIt is unnecessary in this audience, and impossible in the time allotted\nto me, to attempt an account even of the measurable accomplishments\nThe full story of the earning of over\nof this picturesque American army.\nthree million dollars money which furnisht the means to further service\ncan never be told. This led to the making of millions of surgical dressings, large quantities of sweaters and socks, a half-million refugee garments, two million scrapbooks, puzzles, and games to brighten the tedious\nhours in camps and hospitals, and approximately two hundred thousand\nbedside tables, chests, splints, crutches, canes, and pieces of furniture.\nThis record is a triumph for the schools. It is a concrete demonstration\nof their usefulness and efficiency, and suggests the possibility of a future\ndevelopment that will connect them even more directly with real purposes\nof the\n\n—\n\n—\n\n•\n\n—\n\nin modern life.\n\nNo record of production, however, can measure the service of the\nchildren in the world-conflict, nor the effect which it may have upon our\n\ngrowing citizens.\n\nAn intangible something has come into the lives of the\n\n—\n\nAmerican people with the war call it spirit of service, or sacrifice, or\nThat spirit is typified by the Red\nspiritualization, or what you will.\nCross and all other organizations for relief and social helpfulness. It is\nmanifested by millions of men and women the country over, noncombatants who, thru their own war service, have felt their real obligations\nto the nation and the world and have somehow created in America a high\nmorale which cannot end with the cessation of hostilities.\n\nThe Junior Red Cross cleared the way for the children of America to\nThey could not have been kept out of the allspirit.\nimportant business of winning the war. They demanded the opportunity\nThe Junior Red Cross merely opened up a channel for\nto do their part.\nshare in this\n\ntheir efforts.\n\nNow with the end of the fighting these millions of youthful citizens,\nwho have made their contribution to the winning of the war as an actual\n\n"}
{"page": 540, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n528\n\n[Chicago\n\n.\n\npart of the vital business of being educated, partake of the new American\nspirit born of the war.\n\nThese children, who have felt the glow of happiness\n\ncaused by unselfish and whole-hearted service, will never be content to\nsettle\n\nback to\n\ninterests solely personal\n\nand\n\nlocal.\n\nTheir imaginations\n\nand their social conThe provincialism of the past has broken down.\nsciousness broadened.\nIt has been supplanted by an intense nationalism that must never disinThe children no longer think of themselves as independent\ntegrate.\nindividuals unrelated to this great and more perfect union of one hundred\nThey have become conscious of their social\nmillion American citizens.\nhave been stimulated,\n\ntheir convictions deepened,\n\nobligations.\n\nThese attitudes and impulses are some of the war's cumulative effects\nupon our children. They face a future filled with demands for international understanding and helpfulness. This is their heritage from the\ngreat struggle in which they have not been considered too young to play\nThey are growing up in the spirit of unselfish service which\ntheir part.\nThey have lived in that spirit and know how\nis that of the Red Cross.\nto answer the appeal of their country in need and humanity in distress.\nShall this spirit ''carry on\" and be turned to practical use in a world\nrent and torn by the ravages of the war which brought it into being, or\nShall we make good our promises\nshall it become relatively dormant?\nas \"champions of the rights of mankind?\" Shall we divide the benefits\nof the victory without sharing equally in its hardships?\n\nShall\n\nwe now\n\nturn away from those who have suffered most for the cause which was as\ntruly ours as theirs; those who have paid so dearly for a world made safe\n\nAre these problems regarding which American education,\nand you and I as teachers, should continue to feel a responsibility, even\nas much as during the actual fighting, when our own national safety was\nat stake ? Does it fall legitimately within the scope of good education so\nto utihze this exalted ideal of service and the calls for help from our friends\nacross the sea that the school as an organization may become an active\nparticipant in world-affairs and establish real connections with fife? Is\nfor democracy ?\n\nit\n\nimpossible to carry over into peace, for a few years at least, the enrich-\n\nment and vitalization of American education which has been so evident\nduring the war, and can this be done with a plan thru which the school\nas a whole works in cooperation with the greatest and most powerful\nhumanitarian organization ever built up in the history of the woild ?\nThese are questions of profound importance at the present time.\n\nThey are challenges of the New World wrought from the mutual sacrifices\nof free men everywhere; they spring from a new order of social interdependence which alters our conception of education and to which the school\nmust respond in its teachings.\nThis brings us immediately to a consideration of the future of the\nJunior Red Cross, a problem with which I happen to be somewhat more\n\n"}
{"page": 541, "printed_page": null, "text": "THE RED CROSS AND THE SCHOOLS\n\nSupenntendencel\n\n529\n\nmany of you, but in which I see no reason to\nassume that I should be more interested.\nBecause of the unstable conditions in Europe, the unavoidable delay\nin receiving important decisions from the associated governments, and\nthe tremendous and immediate readjustments following the signing of\ndirectly connected than\n\nthe armistice,\n\nit\n\nhas been impossible for the\n\nRed\n\nCross management\n\ndefinitely to formulate all the plans for the future.\n\nCertain fundamental policies have been agreed upon, however.\n\nTo\n\nsave time I shall enumerate them briefly:\n1.\n\nIn view of the widespread and intense suffering\n\namong children\n\nabroad, the Junior Red Cross, as a national organization, plans to continue\nfor a few years at least, primarily for the purpose of giving to those sufferers\n\nthe necessary reUef and comforts and any further assistance which seems\nappropriate.\n\nThe relief work will take the form of specific projects in\n\nvarious countries and will be confined entirely to children.\n\nThis will\n\nbe the great gift of the Junior Red Cross of America to the children of\n\nEurope.\n\nDr. Livingston Farrand, the\n\nnew chief executive of the Red\n\nEurope on March 8 to select these special projects\nand make definite plans for their management.\n2. The American Red Cross will be the medium thru which the Junior\nmembership organized in the schools may render valuable services. It\ntherefore asks for the cooperation of the schools, but it does not seek any\nCross, will sail for\n\ndegree of control over them.\nits efforts\n\nIt recognizes the importance of continuing\n\nonly for clear-cut and distinctive purposes which avoid a dupli-\n\ncation of the efforts of other national departments\naffecting the schools.\n\nConsequently\n\nmatters of general education.\nfor\n\nit\n\nand organizations\n\nhas no intention of attempting\n\nIt views the school as the proper center\n\nbroad education in citizenship and offers an opportunity for partici-\n\npation in the work which the Red Cross Is pecuKarly fitted to undertake,\n\nwith the hope and confident belief that such participation will infuse into\nthis education a few stimulating and essential elements.\n3.\n\nThe school-membership plan will continue in the future as in the\n\npast, the school becoming an auxiliary and each pupil a Red Cross member\n\nwhen a fund equivalent to 25 cents per pupil has been subscribed.\nplan\n\nis\n\nThis\n\nthoroly democratic and offers an excellent opportunity for the\n\nsocialization of the school\n\nif\n\nall\n\npupils\n\nwork cooperatively toward\n\nthis\n\ncommon unselfish purpose of world-wide importance.\n4.\n\nA certain percentage of the membership fee for each school (this\n\nhas not yet been determined) will be sent to national headquarters to be\n\nused for the foreign relief work suggested above.\n\n1\n\nThe remaining part of\n\nthe fee and any additional money raised may be used for such state and\n\ncommunity activities as are considered appropriate Red Cross work.\n5.\n\nA part of the money now in the local treasuries thruout the country\n\nwill be sent to national headquarters, so that necessary reUef work abroad\n\n"}
{"page": 542, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n530\n6.\n\n[Chicago\n\nTo insure the practicability and educational value of the future\n\nprogram an advisory board\n\nof\n\nrepresentative\n\nschool\n\npeople\n\nwill\n\nbe\n\ncreated.\n\nThese are some of the policies already determined. Time will not\nWithin a short time a complete and\ndetailed announcement will be made public, so that we shall all know how\n\npermit a statement of others.\n\nto proceed with our plans for the immediate future and for next year.\n\nThe possibilities of internationalizing education thru this program are\nFrom the standpoint of America this can be done by\n\nalmost boundless.\n\nreally attaching our children to their great projects for relief abroad.\n\nTheir accomplishments must be made personal and vivid to them.\n\nThey\n\nmust become intelligent with respect to the needs of the children in Europe\nand the Near East. They must understand the conditions under which\nthese children live, the industrial and agricultural difficulties resulting\nfrom the war, and the reasons for and effects of the prevalence of disease\nand the low physical vitality of the general population in the countries\nconcerned.\n\nThe Junior Red Cross plans to send to the schools of America at intervals interesting illustrated reports adapted to school use that will picture\n\nthese conditions and show the progress\n\nmade with relief work in its rela-\n\ntion to the reconstruction of devastated regions\nindustrial\n\nand the development of\n\nThru material of this sort much can be done\n\nand social Hfe.\n\nto teach in a very vital way the future problems of the various countries,\n\nas well as their traditions, customs, occupations, geography,\n\nand present\n\nsocial and industrial conditions.\n\nPamphlets telUng stories and activities of the American children will\nIt will be the constant aim in\n\nalso be distributed in the schools abroad.\n\nthe preparation of these reports to make the children of the several nations\n\nintimately acquainted with each other and to build up the kind of international sentiment and understanding which is absolutely essential to the\nsuccessful administration of a legally constituted League of Nations.\n\nThis presents to you briefly the future program of the Junior Red\nCross.\n\nIt suggests\n\nschool, and\n\na great system of service extending from the home,\n\ncommunity to distant parts of the world, where sorrow and\n\npain are at every door.\n\nbanner of mercy.\n\nIt unites the children of the nation\n\nunder the\n\nIt dignifies and nationalizes simple acts of unselfishness.\n\nIt gives international scope to the spirit of service and sets in motion the\n\nmachine^ for practical action.\n\nIt furnishes motives for purposeful school\n\nactivities vrhich meet real issues and makes the school a more potent factor\n\nfor social good.\n\nAs the children of America answered so valiantly the call to \"make\nthe world safe for democracy,\" let us now give them the privilege of demonstrating their determination to help rebuild the world.\n\nwillingness to serve in this\n\nIf you doubt their\n\nnew cause* give them a chance to decide.\n\nI\n\n"}
{"page": 543, "printed_page": null, "text": "1\n\nEDUCATIONAL SERVICE\n\nSuperintendence]\n\nknow what they will say.\nlacking.\n\n53\n\nThey are not \"quitters\" and will not be found\n\nTheir memories of the Marne and Verdun will never fade, and\n\ntheir appreciation of the\n\nworld made safe by the sacrifices at Chateau-\n\nThierry and the Argonne will carry them on with greater energy to the\n\nnew duties ahead.\n\nI say the American children are not \"quitters.\"\n\nThey\n\nbe as strong in the constructive pursuits of peace as in the trying\n\nwill\n\nemergencies of war.\n\nTheir desire to serve is inherent;\n\nour province is\n\nto foster it.\n\nThen let us as their leaders help them to assume a full share of the\nway for complete action under\nthe new slogan \"Help Rebuild the World.\" Let us put new meaning into\n\ncontinuing responsibilities and clear the\n\neducation and thru it develop in the hearts and minds of the millions of\nchildren in the\n\nAmerican schools the spirit and understanding that will\n\nsave the world from selfishness and hasten the day when a real and lasting\n\npeace shall settle upon all the peoples of the world.\n\nEDUCATIONAL SERVICE\nLOTUS D. COFFMAN, UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINN.\n\nDuring the time that this country was engaged in active fighting the\nI^Hcosts of the war which could be interpreted in terms of money.\n\nThe great\n\nI^Bnajority of the American people then thought of reconstruction, and still\ni™Kio, in terms of economic conditions; but here and there we find those who\nare putting their emphasis on spiritual values, upon the dignity and worth\nof human life,\n\nand upon the social obligations and responsibilities of the\nThe movement for the conservation of human resources is\ngaining in strength and in popularity. No phase of this movement touches\nus more deeply at the present moment than the rehabilitation of disabled\nsoldiers.\nThe health-broken, crippled, and disabled men that the war has\nThe\nleft in its dreadful march are now regarded as one of its major costs.\nPresident of the United States has declared that \" this nation has no more\nsolemn obligation than healing the hurts of our wounded and restoring\n\nindividual.\n\nthem to civil life and opportunity. \"\n\nHe indorst the program of the War and\n\nNavy departments for the maximum functional restoration of the men and\nIso\n\nthe program of the Federal Bo^isd for Vocational Education for the\n\nducation of the\n\nmen after their discharge from service, and he urged\n\ne cooperation and interest of all citizens as a matter of duty, of justice,\n\nnd of humanity. He declared that such work is not a charity, that it is\nerely the payment of a draft of honor which the United States of America\nccepted when it selected these men and took them in their health and\n\n\"They fought the good fight.\"\n\"Now,\" he says, \"we must keep\n\ntrength to fight the battles of the nation.\n\n'They kept the faith.\"\n\n\"They won.\"\n\nfaith with them, and every citizen is an indorser on this general obligation.\"\n\n"}
{"page": 544, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n532\n\n(Chicago\n\nModern physicians and surgeons have rendered all the aid that skill\nand science make possible, but they conceded that the physical reconstruction of disabled men is pecuHarly dependent upon their mental attitude.\nThe more serious the disability the greater the danger of mental depression\nand indisposition to respond to medical treatment. The medical staff\ntherefore urged that educational work should begin at the very earliest\nmoment, if possible when the men arrive at that stage where they begin\nThe first problem, therefore, was to divert a\nto worry about their future.\nman's attention by simple recreation, thru reading, pictures, games, handiwork, occupations with a view to securing a more genuine interest in spme\nend worthy to hold his attention and to claim his best efforts in his future\nvocation. By gradual steps his previous vocational experience was to be\nsupplemented by academic, scientific, or technical training.\nThis means that a new voice was heard in the interests of the maimed,\nthe sick, the wounded from the battlefields. In the past it was the policy\nof this country to indemnify disabled soldiers with pensions and to build\nWe encouraged a life of idleness and dependence.\nsoldiers' homes for them.\n\nWe regarded the cripple as a person to be pitied, not reconstructed; as a\nperson to be supported, not self-supporting; as a helpless, useless person,\n\nnot as a contributing member of society.\n\nGradually, however, there was\n\nevolved by the crises thru which we have been passing a new social attitude\n\nwhich insists that every member of society shall contribute his full share and\nfull\n\nmeasure to social welfare and social progress.\nwas with this high purpose in mind that educational service was\n\nIt\n\nintroduced into the general hospitals of this country functioning in physical\nreconstruction.\n\nAt first it provided for three classes of persons: those who\n\ncould be restored to full military duty;\nlimited service in the army;\n\nthose who could be restored to\n\nand those who were so seriously disabled that\n\nthey could never again serve their country in a military capacity. The\nproblem was simplified after the signing of the armistice. Only the seriously sick and wounded now remain in the hospitals for physical recon-\n\nThese hospitals, now forty- three in number,' are located in the\n\nstruction.\n\nvarious mihtary areas from the Atlantic to the Pacific.\n\nIn each hospital\n\nthere is a department of educational service, staffed with college, normalschool, and public-school men and women.\n\nThe first representatives of the educational department to reach the\n\nmen are\n\nthe reconstruction aids.\n\nThese aids are women of maturity,\n\nunusual ability, and skill, animated by loyal, patriotic motives and a desire\nto be of service.\n\nhandicrafts,\n\nAt first they aided the men by interesting them in simple\n\nknitting,\n\nweaving, basketry, needle-work, designing,\n\nand\n\nmat-making. By using the various handicrafts they led the men step by\nCeramics\nstep to see that they are simple elements underlying many trades.\n\nand pottery grow out of clay-modeling, oriental-rug making out of knotting,\nand tapestry and designing out of weaving. In other words, handicrafts\n\n"}
{"page": 545, "printed_page": null, "text": "Superintendence!\n\nEDUCATIONAL SERVICE\n\n533\n\nwere used as a means of contact to start the men on a liberalizing educational career.\n\nThe reconstruction aids regarded themselves as educational\n\nmissionaries, and for this reason they exerted their energies to the utmost\n\nand improvised a series of new occupations. It was not long before the\nbed patients were studying stenotypy, stenography, library work, bookbinding, jewelry and silversmithing, telegraphy, telephony, toy-making,\nand stenciling.\nAs soon as the patients were able they were given the opportunity\nThe academic work consisted\nof taking up academic or technical work.\nmainly of the elementary-school subjects.\n\nAt each of the general hospitals\n\na small room was provided where hundreds of men who had returned from\nthe fighting front wounded and maimed for life, with ah arm gone, or a\nleg gone,\n\nwere taught to read and write the language of the country that\n\nthey had gone overseas to fight for.\n\nIn addition to this they learned the\n\nelements of spelling, arithmetic, and history.\n\nIn the technical department\nwork of a pre vocational and sometimes of a vocational nature was offered.\nIt is difficult to state exactly how many courses were provided in the tech-\n\nnical department of these hospitals, for the\n\nnumber and character of the\n\ncourses varied somewhat with the hospital, but it is safe to say that instruc-\n\nwas provided in at least one hundred trades, and that in addition\nnumerous courses were provided in the fields of commerce and agriculture.\nNo definite figures are available at present to show exactly how many men\navailed themselves of these educational privileges, but certainly in the\nneighborhood of 60,000 men have gone out from the general hospitals better\nequipt for the duties they have to face because of the work they took in\nhospitals.\nNow for several weeks the total number of registrants has been\nbetween ten and fourteen thousand. A teaching staff of over fifteen huntion\n\ndred persons is in charge of the work.\n\nCourses of study written in coopera-\n\ntion with the Federal Board for Vocational Education have been used, and\n\nsound vocational advice and guidance have been given the patients. They\nhave been directed, wherever their disabilities warranted it, and urged to\ncontinue their work with the Federal Board for Vocational Education.\n\nThe closest cooperation also exists between the Surgeon General's office\nand the Red Cross in providing wholesome recreation.\nIt is not possible to mention the names of all those who have contributed\nto the success of the work, but one name stands out more prominently than\nall the rest, and that is the name of Dr. Frank Billings, of Chicago, who is\nthe colonel in charge of the Division of Physical Reconstruction.\n\nIt was\n\ndue largely to his patience, diligence, steadfastness, courage, and vision\nthat the educational service was establisht and maintained in the general\nhospitals.\nHe kept his mind fixt upon the men to be reconstructed and\nurged the introduction of curative work for therapeutic purposes.\n\nAt\n\nfirst it was assumed that only that kind of work would be introduced' which\n\nwould aid in the restoration of partially disabled muscles and hmbs, but it\n\n"}
{"page": 546, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n534\n\n[Chicago\n\nwas soon discovered that any kind of work which helps to divert a man's\nmind from himself hastens his cure.\nOne of the chief difficulties which we have had in carrying on this work\nthus far has been the people at home. They have urged that the wounded\nand sick men be discharged before their wounds were healed or they were\nFathers, mothers, brothers, sisters, sweethearts, legislators, and\ncongressmen have brought pressure to bear upon the War Department and\nwell.\n\nupon the commanding officers of the general hospitals to hasten the discharge of individual soldiers, forgetting that the best educational and\nmedical treatment that this country could provide was centered in these\nplaces, and that it was only by keeping men there that a safe, sure cure\nwas likely to be secured.\nIt is an interesting fact that as the educational service developt the\ncommanding officers of the general hospitals grew more and more enthusiastic about it.\nThe statement was not infrequently made by them that\nthis work was a most necessary supplement to the medical and surgical\ntreatment, and also that it helpt more than any other one thing to preserve\nthe discipline and to maintain the morale of the men while they were in the\nhospitals.\n\nThe great danger which we now face is that when the work is over the\nidea which was responsible for it will become a mere matter of history.\n\nFor\n\nmonths now we have stood for the proposition that what this country owes\nthe men who fought for it is an opportunity to obtain a livelihood and to\nlive a wholesome life.\nOur problem was that of raising the disabled again\nand alleviating their lot by restoring them to the joy in life which comes\nfrom the feeling of the renewed capacity to work and of mastery over themselves and their disabilities.\n\nThe reconstruction of disabled soldiers is but an incident in a wider\nmovement.\n\nIt is but an expression of a more fundamental and more impor-\n\ntant thing, and that is the conservation of human resources\n\n—\n\na movement\nwhich is intended to express the dignity and worth of human life and to make\nevery individual feel his peculiar obligations as a member of a social group.\n\nThe fact that in the neighborhood of 60,000 men have felt the touch and\nThe fact\nspirit of this new movement should act as a leaven for us all.\nthat thousands of doctors and surgeons have come into contact with it\nand have seen and recognized its beneficent influences upon the men is a\nthing that should not be lost. But human life cannot be saved without\nmoney, and with everyone concerned with the mounting cost of living,\nthe adjustment of the wage scale, and the social unrest which is expressing\nitself in the industrial and agricultural centers, there is danger that these\nThe United States\nfiner and mote important things will be lost from view.\nhas done more for the restoration of disabled soldiers than any other of the\ngreat nations engaged in the war, and upon her rests the same peculiar\nobligation in this matter that rests upon her in the determination of peace,\n\n"}
{"page": 547, "printed_page": null, "text": "—\nBOYS'\n\nSuperintendence]\n\nWORKING RESERVE\n\n535\n\nand that is the obligation of perpetuating the idea of reconstruction, of\ninsuring its expression in practice, and of making it serve as a model for\nthe rest of the world.\n\nTo stop with the salvaging of the men who offered themselves as sacrihuman imagination, and who have returned to us maimed, wounded, or physically broken\nfices, if need be, in the greatest cause that ever stirred the\n\nto stop with these, to whom we and all succeeding generations owe a peculiar\n\nobligation, and to forget the thousands of children who are dying of hunger,\n\nthe hundreds of thousands who are the victims of industrial plants, and the\nmillions who are in the clutches of disease,\n\nmeans that we have not yet\nOnly when the social conscience of\nmankind includes all these in its schemes of restoration to usefulness and\nThen opportunity will\nservice will the lessons have been fully learned.\nbe valued higher than dependence, manhood higher than business, and the\nright to contribute and to serve higher than the extending and the acceptance of sympathy.\nlearned the lessons of reconstruction.\n\nBOYS' WORKING RESERVE\nH. W.\n\n.\n\nWELLS, DEPARTMENT OF LABOR, WASHINGTON, D.C.\n\nThe United States Boys' Working Reserve is a registered army of\npatriotic youth, organized under the Department of Labor, with branches\n\nUnion and in the territory of Hawaii. Its purpose\nupon American farms, all\nphysically fit boys of the United States of the ages of sixteen to twenty\ninclusive, to provide for the continuance of their education and training,\nand to prevent their exploitation while they are so mobilized.\nThe program of the United States Boys' Working Reserve exhibits\nin every state of the\nis\n\nto mobilize for productive service, chiefly\n\nthese significant items:\n1.\n\nTo enrol, chiefly in the high schools of the United States, all boys\n\nphysically fit for service on the farms.\n2.\n\nTo anticipate the actual work upon the farm by such a course in the\n\nelements of farm practice as shall enable them to meet the reasonable\nexpectations of their farmer employers.\n3.\n\nTo supervise at their work the boys mobilized, by the appointment\n\nof a supervisor for every group of 25 boys employed, so that the morale of\n\nthe boys shall be sustained, their differences with their employers adjusted,\n\nthe discouragements inherent in their\n\nnew surroundings alleviated, and\n\ntheir efficiency maintained and increast.\n4.\n\nTo devise a program of wholesome and recreational activity for their\n\nto create and to sustain their esprit de corps, and to give\nthem a sense of the national and patriotic character of their service.\n5. To inspect the work places of would-be employers in order that the\nliving and working conditions of such places may be found to be, or may be\n\nleisure hours;\n\nmade to be, in conformity with accepted standards.\n\n"}
{"page": 548, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n536\n\n[Chicago\n\nThe training of boys is accomplisht first by the introduction into every\nhigh school of the United States the now famous Farm Craft Lessons, edited\nand almost wholly written by Eugene Davenport, dean of the College of\nAgriculture, University of lUinois.\n\nThese lessons consist of a series of\nfour-page monographs, every one of which deals with some element of farm\npractice general thruout the United States.\n\ncapable of indefinite expansion.\n\nThe series is loose-leaf and\n\nIt is too, by its loose-leaf character, easily\n\nsubject to a process of selection that chooses those lessons that are particularly applicable to conditions that obtain in various sections and locaHties.\n\nWhereas the Farm Craft Lessons make a text of very high quality in vocational education, their purpose will easily be mist if they are regarded merely\n\nas a text and not, as they are meant to be, as a manual of instruction to be\n\ntaken to the laboratory, to the barns, to the implement-makers, to the\norder that in living touch with the actual conditions and equipments of farms they may help to illustrate the elements of farm practice.\n\nfields, in\n\nTraining of boys is furthered in the next place by the estabHshment, in\ncooperation and in connection with agricultural colleges and schools, of\ncentral farm training camps, in which\n\ncamps the boys are subjected to\n\nmilitary discipline, are taught by the faculties of the colleges and schools,\n\nare brought into contact with the superior equipment of such colleges and\nschools,\n\nand so are sent forth to their work with a training a Httle more\n\ndefinite than that which it is possible to obtain thru the use of the Farm\n\nCraft Lessons.\n\nProfessor William J. Spillman, recently and for eighteen years chief\nof the\n\nBureau of Farm Management of the Department of Agriculture,\n\nsays that the United States Boys' Working Reserve \"provides a permanent\nsolution of the increasingly difficult problem of harvest labor on the farm.\"\n\nOne of the problems of schoolmasters in this country has been to devise\na program that should be coextensive with the public-school system of the\n\nUnited States for the wise and helpful employment of the long vacation\nperiod.\n\nThe common experience of schoolmasters with boys who return\n\nto school from their long vacation is that that vacation leads very com-\n\nmonly to a demoralization which only the discipline of several weeks of the\nautumn semester can overcome. Character is invaded, and the time and\nenergy of the teaching faculty are wasted. The United States Boys'\nWorking Reserve provides an occupation for the vacation period that\nconserves the schoolboy's morale, increases it, builds him up in body and\n\nmind, adds immensely to his practical knowledge of affairs, and returns\n\nhim to school thoroly fit immediately to undertake the education and training provided by his school.\nBecause of the sanity of this program and its immense practicality, and\nbecause the Reserve is the only organization that affects the whole publicschool system of the United States, the Reserve desires the hearty support\nof superintendents, principals, and teachers of the public schools.\n\n"}
{"page": 549, "printed_page": null, "text": "Superintendence]\n\nREPORT ON SALARIES, TENURE, AND PENSIONS\n\n537\n\nSome change in schedules, some speeding of courses, and some elimination of nonessential studies and of nonessential elements of essential studies\nwill be necessary on the part of the schools to secure a frictionless coopera-\n\nBut enlightened schoolmasters in every state of the\n\ntion with the Reserve.\n\n(Union are quick to see the advantages of such cooperation and are in increas-\n\ning numbers supporting the work of the Reserve.\n\nREPORT OF THE COMMITTEE ON SALARIES, TENURE,\nAND PENSIONS\nJOSEPH SWAIN, CHAIRMAN\n\nThe Committee which was appointed in 191 1 has now discharged two\n)f\n\nthe duties that were intrusted to it.\n\nive already been issued.\n\nThree reports on teachers' salaries\n\nAn interim report on state pension systems for\n\nmblic-school teachers was issued in 1916.\n\nDuring the past year a final\nwas made on the subject of pensions, which embodies the results\n[of investigations and conferences held at the meetings of the Department\n)f Superintendence and of the National Education Association during the\n)ast three years.\nThe Committee had the cooperation of the Carnegie\nFoundation, which has devoted especial attention to and has accumulated a\n:onsiderable amount of information on the subject of pensions since its\nreport\n\n!\n\njtabHshment in 1906.\n\nA report pubUsht for the Committee by the Carnegie Foundation as\nlulletin No. 12, Pensions for Public School Teachers,\n\nmay be obtained with-\n\nout cost on apphcation to the Foundation, 576, 5th Avenue, New York,\nN.Y. The report has already had a wide circulation, not only among\nteachers, but also among civic, industrial,\n\nand commercial organizations\nand has met everywhere with very\nThe report itself is a clear and simple statement of the\n\ninterested in the subject of pensions,\n\nfavorable comment.\n\nproblem, free from the technicalities usually involved in such studies.\n\nIt\n\ndiscusses pensions from the point of view, not only of the teacher, but also\nof the public and of the requirements of the school.\n\nIn cooperation with the Commissioner of Education for Vermont the\n''oundation\n\nwas able to secure complete data relating to the life of the\n\nteacher, on the basis of which a \"Suggested System of Retiring Allowances\nfor Teachers in\n\nthe Public Schools of the State of Vermont\" is presented,\n\n'he system so suggested has been considered and discust by a pension comlittee\n\nrepresenting the teachers of the state and was submitted to local\n\nThe plan has received the sympathetic interest and approval\nA bill has now been prepared by\nle Vermont teachers' pension committee embodying the suggestions con-\n\nictuaries.\n)f\n\nboth the teachers and the speciahsts.\n\nlined in the report and will be presented to the legislature at its present\nsession.\n\nThe bill incorporates the principle of a savings scheme and the\n\n"}
{"page": 550, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n538\n\npurchase of annuities with the accumulations.\n\n[Chicago\n\nIt distributes the cost\n\nequitably between the teachers and the state, insures simpHcity of administration, provides for protection in the case of disabihty and for the return\n\nof contributions in the case of death, dismissal, or resignation,\n\nand takes\n\ncare of the vexed problem of accrued liabilities.\n\nThe report has already led to numerous inquiries, and a number of\nstates have been stimulated either to inaugurate or to reorganize pension\n\nsystems in accordance with the sound principles there involved.\n\nIt\n\nis\n\nessential at this juncture, when the great need of the country is to attract'\n\ngood teachers to the school and to offer them a Hfe-career, to consider\ncarefully the economic conditions involved.\nThe problem of salaries is\nacute, and if suitable candidates are to be attracted into the teaching profession a wholesale upward revision is essential.\nwill not keep persons within a profession;\n\nSalaries alone, however,\n\nthey must have some prospect\n\nof protection against the major risks of life, the loss of earning power thru\ndisability or old age; at the same time the educational interests of the public\n\nmust be safeguarded against teachers who become inefficient from the\nsame causes. The only solution is a system of pensions that will provide\ngenerously for the teacher, will be fair to the public, and will promote the\nefficiency of the school.\nSuch a system the Committee feels 'is presented\nin the report made at its request by the Carnegie Foundation.\n\nTHE SCHOOLS AS THEY HAVE AFFECTED GOVERNMENT\nACTIVITIES\nG.\n\nSTANTON FORD, NATIONAL SCHOOL SERVICE, WASHINGTON, D.C.\n\nThe preceding speakers have discust government activities as affecting\nSix such necessarily brief accounts could in no way cover all\n\nthe schools.\n\nphases of the effect of the war upon the schools.\n\nYet one cannot listen to\n\nthe addresses without realizing that the nation in the recent crisis has reacht\n\nout as never before and laid its hand upon the shoulder of the school teacher\n\nand said:\nIf the\n\nIf the war is to be won and the nation saved, you must help.\n\npeople are to be fed at home and starvation abroad checkt, you\n\nmust help. If the savings of the people are to furnish forth an army,\nyou must teach saving. If the products of the farm are to be garnered,\nyou must enlist your boys. If soldiers are to be trained, the teacher must\nprepare the way for the commander. If the heart of America is to be toucht\nand the heralds of mercy sent ladened with evidences of America's generosity,\nthen the message of the Red Cross must be a part of the curriculum of\nworld-citizenship.\nNo appeal to the schools has gone unheard. The\nresult is a part, and no small part, of the history of the successful prosecutioil\nof the war.\n\nThere remains for my equally brief summary the topic of the schools as\nthey, in their turn, have affected the government activities.\n\nWe are at the\n\n"}
{"page": 551, "printed_page": null, "text": "[superintendence]\n\nSCHOOLS AND GOVERNMENT ACTIVITIES\n\n539\n\nleart of the topic at once if we ask ourselves, What was the most amazing\nig\n\nabout America's participation in the war, the one thing which con-\n\n[ditioned and made possible all forms of government activity in the prosecution of the war ?\n\nWhat was it that enabled America to take her part, and\n\nthat a decisive one, in the overthrow of the Central Powers ?\n\nSome answer by counting our battleships, our destroyers, our cannon,\nour air craft, our heapt-up munitions, our Hfe-destroying inventions, and\n\nThus it is that they seek to show where the totals\nForce, and force to the uttermost, has indeed\ntriumpht over force, and the battle of armaments and armed men is won.\nThe fundamental question, however, would yet remain a puzzle to him\nwho dealt only in statistics and strategy. We might count and add and\nmultiply the handful of men who went in at Belleau Wood and ChateauThierry, and the result would never explain the turn of the tide if he forgot\nthat they came, not only as a physical force, but as the embodiment of the\nspirit of a free people who held and cherisht a common ideal taught them in\ncommon schools. Let it be added by way of comment and tribute that\nthey were directed chiefly by women whose very lives represented service\nand self-sacrifice. The final victory was won, in so far as America was a\nfactor, because it had been preceded by the battle of the books, by the silent\ntriumphs of an army of teachers in the schoolrooms and on the playgrounds,\nof this new world-experiment in democracy.\nIn its last analysis this war\nwas a war of ideals. It was a war of school systems. Germany had the\nmodel school system, as she had the model army, and in the same sense.\nThey were both conferred upon her with doctrines and discipHne alike conceived in the spirit of the mediaeval class system. The patience with\nwhich the German people had labored and longed for national unity was\nultimately rewarded, but Prussian feudalism crowned by the HohenzoUern\ndynasty and allied with German industrialism controlled the schools and\nthe army and dominated the social system.\nThey were models from the\nour hosts of armed men.\n\ngave us preponderance.\n\nstandpoint of the controlling classes, which sought to perpetuate class distinction, social divisions, and national prejudices.\n\nThey were models from\n\n—the age of\n\nprivilege, of international\n\nthe standpoint of an age that is past\n\nplunder by a state, which was above morals and human restraints.\n\nAmerican school system was conceived in another spirit.\nbeen in the hands of the people themselves.\n\nThe\n\nIts control has\n\nNo dominant class has divided\n\nthe stream of children at the schoolhouse door and said to the sons of the\n\nhumble, \"You are to be the nation's burden bearers, as your fathers were\nbefore you.\n\nEnter at that door, that you may be trained as a peasant or\n\nartisan for life.\"\n\nAnd to the children of the noble and the well-to-do,\n\n\"Enter at this door, that you may have the higher education for places of\npower over the sons of the humble.\"\nopened wide one door and said:\n\nThe American school system has\n\n\"On those benches rich and poor alike\n\nmust learn one lesson and be measured by one standard.\n\nOur business is\n\n"}
{"page": 552, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n540\n\n[Chicago\n\ntraining for citizenship in a democracy that knows no class distinction and\n\ncan tolerate none.\nthe future.\n\nWe are building on the past, but we are training for\n\nThis schoolroom is a miniature of the democracy in which you\n\nmust live. In its varied nationahties it is a miniature of the world in which\nall men must live.\nHere you may prepare to be banker, merchant, or chief,\nbut here you must prepare to be a citizen of a democracy which endures,\nand can only endure, because its people cherish certain ideals in common\nand have absorbed the elements, crude tho they be, of a common culture.\nThe public schools of America have been the product and the guardians of\nAmerican democracy; and when, but recently, the ideals taught in them\nconfronted us, foe-beset, pursued, and askt of us the promise of our youth,\nthe American people, educated in the common schools, responded to the\nchallenge of the common ideals. The German people and army, perfect\nproducts of the\n\nGerman schools, shattered themselves against the forces\n\ndisciplined in the democracy of American schools and playgrounds.\n\nThe critics may be right when they say that we have an educational\nsystem which produces few if any educated men, fewer still who love books\nfor life or do persistent thinking.\n\nBut with all their shortcomings, it is the\nWhat was the most\n\nschools which supply the answer to the question:\n\namazing thing about America's participation in the war, the one thing\nwhich conditioned and made possible all government activities in its\nprosecution ?\n\nThe amazing thing was the unity of the whole nation from coast to\ncoast, its response to every appeal made to\n\nit\n\nfor the\n\ncommon cause, its\n\npower to combine and recombine in ever more effective forms of cooperation,\nto subordinate individual, section, party, race, and creed to simple and\ndirect appeals to its love of country and its passion for human welfare. But\nthis miracle of a hundred million thinking, speaking, and acting as one was\nnot achieved overnight. It was the product of an education which taught\nall the people a few simple things in history, reading and writing, and\nthe elements of government, thus giving to all Americans the common\ndenominator into which they could translate the appeal of the nation's\nleaders in a great crisis. The boys who had gone to school as *'wops,\"\n\"micks,\" \"sheenies,\" \"polocks,\" and \"dagoes\" had there played the same\ngames and learned the elements of American living and thinking on the\nbenches with those whose ancestors landed at Plymouth Rock or Jamestown.\n\nTheir names, pronounceable or unpronounceable, are inscribed aHke\n\non the roll of the honored dead, and the stars that have turned to gold\nshine with equal luster in the windows of millionaires' palaces and of the\n\nhumble homes of the poor.\n\nThe public schools, of which these boys were\n\nthe common product, have deserved well of the nation, because they have\n\ntaught, not all things to a selected few, but few things to all.\n\nThat has\n\nbeen their most precious contribution, the one all-necessary contribution to\nAmerica's participation in a war waged for the preservation of a nation\n\n"}
{"page": 553, "printed_page": null, "text": "Superintendence]\n\nSCHOOLS AND COVMHUMT ACTIVITIES\n\n541\n\nconceived in liberty and dedicated to the proposition that all\n\nmen are\n\ncreated free and equal.\n\nNor must we think of the schools in too narrow a sense.\n\nFrom our\n\ncolleges and universities, student body and faculty alike, went the men who\n\nquickly assimilated the training for military leadership.\n\nFrom our uni-\n\nand graduate schools came the scientists and investigators who\ncould match discovery for discovery, device for device, with scientists\nwhom Germany had for a generation enlisted in the preparation for war\nby means of all the ruthlessness that human brains could evolve. Higher\nversities\n\neducation supported by the taxes of all justified in a year and a half all that\n\ndemocracy had spent on it in the last quarter of a century and opened up for\nIndeed the\nitself the claim to greater consideration in times of peace.\nwhole service of education in a national crisis has made its importance so\nevident as a national matter that it cannot remain without the national\nrecognition, support,\n\nand leadership for which it has so long waited, and\n\nwhich it so richly deserves.\n\nMy friends, we are now face to face with that future toward which we\nhave labored.\n\nIt has stolen upon us in a night.\n\nAmerica has reacht the\n\nend of the age of easy, unconscious, and inevitable democracy. That\ndemocracy was made possible because our great areas of free land kept us a\nnation of pioneers free from discontent.\n\nAll things have been in flux.\n\nNo man could be held permanently in employment or at wages that did not\nHe could\nsuit him, for he could go to a great West where land was cheap.\ncarve out his own fortune and create for his children the opportunity to be\nfree\n\nand well educated.\n\nThat day is gone.\n\ncultivated without capital is now taken up.\n\nThe tree land that can be\n\nWe do not have it to offer to\n\nour returning soldiers, as we did to those who came out of the Civil War.\n\nWith the end of free land, the rise of great cities, and the development of\nindustrialism America is facing the economic conditions which Europe has\n\nknown for a half-century or more. Democracy will no longer be something\nwe cannot escape. It will be something we must labor for, something we\nmust fight for, something we must sacrifice for. We must treasure it and\nguard it all the more closely because it now no longer embodies our hopes\nThis American democracy is now Hfted up as a light and a guide to\nalone.\nthe whole world*\n\nIf our\n\nexperiment fails, and fails because the American\n\nschools fail, that failure will bring the bitterness of despair to millions now\n\nlonging for a new world under the leadership of America and American\nideals.\n\nThe responsibility upon the American schools is tremendous.\n\nThe\n\ntask will not be as easy as in the past, when the American schools expres.t\n\nAmerican democracy easily and unconsciously, because all tides of our life,\neconomic as well as poHtical, flowed smoothly in the one direction. The strain\nupon the schools will soon be evident. The future will call for educational\nstatesmanship, for courage, for an understanding of the spirit of our Ufe and\ninstitutions, for an upUfted vision of the whole world's needs and longings.\n\n"}
{"page": 554, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n542\n\nAlready new programs are springing up on every hand.\nof educational reforms and calls for readjustments.\n\n[Chicago\n\nThe air is full\n\nLet us welcome them\n\nall as expressions of the divine discontent which urges on people and schools\n\nalike to better things.\n\nBut the war has shown us and peace is making it\n\nclearer that amid all the change, all the new types of schools, all the modifications of curricula, the schools must keep close to the heart of the whole\n\nnation's life, spurning the control of groups and serving no class except as\n\nthey serve all.\n\nThey must respond to many demands but hold fast thruout\n\nthe whole land, city and country schools alike^ to those common things\n\nwhich have made and must keep us one people.\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS IN ENGLISH\nEDWIN L. MILLER, PRINCIPAL, NORTHWESTERN HIGH SCHOOL, DETROIT, MICH.\n\nAmong the treasures which have recently been uneartht on the banks\nof the Euphrates is a Babylonian wall, on which is inscribed in cuneiform\n\ncharacters the following autobiographical fragment from the chisel of an\n\nunknown pedagogue:\nIt was September of the year 1330 B.C.\nI stood trembling before Dr. Bulbul, superintendent of the schools of Babylon. \" So,\" said he, \" thou desirest a job in a high school ?\"\n\n\"Yea, verily,\" said I. \"What dost thou wish to teach?\" said he, \"Babylonian,\" said I.\n\"Indeed,\" said he contemptuously. \"Knowest thou not that any fool can teach Babylonian?\" \"That's the reason,\" said I, \"Canst thou teach aught else?\" said he. \"Yea,\"\nsaid I modestly but unveraciously.\n\"I can teach Chinese, Sanskrit, Arabic, Egyptian,\nIndo-European, mathematics, history, astronomy, and the art of baking bricks.\" Whereupon he interrupted me with boisterous but not ungenial cachinnations, saying: \"Thou\nwilt report for duty at the Nebuchadnezzar High School on Monday at 4:00 a.m.\"\nThe system of schools into which I was thus inducted was cursed with a course in Babylonian which was strictly up to date. It consisted of a list of Babylonian classics, some\nof which had been selected by the teachers because they liked them, but most by Dr. Bulbul\nbecause he had read their titles in a list of the hundred best walls compiled by TiglathPelouzar, the imperial biologist. Of those titles I can remember only two, The Large\nGranite Mug and The Shoemaker Resoled. There was in the curriculum no vestige of\nthose survivals of a barbaric past which are known to archaeologists as spelling, punctuation, capitalization, or the other essentials of good usage.\nIn this fair garden of letters I luxuriated for some years, happy and beloved by my\npupils.\nIt so happened in those days that one Lithocrates, a man\n\n^ low origin but great\n\ncunning, had acquired in trade much gold and unpopularity.\n\nNow, waxing old and\n\nfearing the wrath of the gods or desiring to corrupt the minds of the people, he founded at\n\nBabylon an university, bringing thither at great expense wondrous football players from\nthe four quarters of the globe, among them from Palestine one Samson, who later attained\n\nan evil notoriety.\n\nBut that is another story.\n\nHe brought also from the Troad a young\n\nprofessor of Babylonian named Homer, who entertained the to nle novel idea that graduates of high schools should be able to speak and write Babylonian with fluency and pre-\n\nAs those among my disciples who repaired to his classes could do neither, he\nmade complaint of me to Dr. Bulbul, saying that I knew not how to teach Babylonian.\nNow be it understood, Babylonian meant to me literature, to Professor Homer composicision.\n\ntion,\n\nand to Dr. Bulbul everything in general and nothing in particular.\n\nWhence, as\n\n"}
{"page": 555, "printed_page": null, "text": "Superintendence]\n\nWAR AND OUR METHODS IN ENGLISH\n\n543\n\ncommonly happens when three persons enter into disputation about a question which\nnone of them understands and a clear conception of which dependeth on the definition\nof a word to which each attacheth a different meaning, arose acrimonious strife both\nwritten and oral; and I retired from the fray humbled and chastened even as the grain\nof millet is ground betwixt the upper and nether millstones.\nAfter long meditation upon these matters I did finally perceive as in a glass darkly\nthat the curriculum required\n\nme to teach literature, while Professor Homer, who was\n\nhimself inordinately fond of scribbling, thought only of composition.\n\nTherefore, being\n\na man of peace, I tried to teach both, and, as an end to that means, required that each of\n\nmy pupils annually fashion and bake one brick. The result was that my own pleasures\nwere seriously curtailed. I often sat up all night with my mallet and my chisel working\nupon the compositions of my disciples in the effort to bring them down to the level required\nby the professor. Strange to say, my labors were not appreciated. My fellow-teachers\nmade bitter moan, saying that it was contrary to union ethics to work overtime.\nchildren rebelled because Babylonian was no longer a snap.\n\nOne mother even went so far as to inform Mr. Fortin-\n\nthat I owned stock in a brickyard.\nbras,\n\nThe\n\nCertain parents insinuated\n\nmy principal, that I was a crank on the subject of Babylonian.\n\nIn his alarm that\n\n\"Each one has their own rights. The\nDo not give so much work to her and he.\"\n\nastute but timid functionary rebuked me, saying:\n\nprogenitors of Hilpah and Shalum wax wroth.\nThe uncertainty of his syntax need occasion no surprise.\n\nI note increasing laxity of\n\nlanguage in all grades of Babylonian society since the tower episode.\n\nWhen these things came to the ears of Dr. Bulbul, he sent for me and spake thus:\n\"What the children need is not spelling but inspiration. As for punctuation, by hen,\nodsbodykins, and -likewise pish! When there is a break in the thoughts of thy disciples,\n\" If that is thy system,\" said I, \" thy compositions must resemble\nan untranslated Marconi cablegram.\" /'Moreover,\" I added, \"if I were to print my\nopinion of thy system, I could express my^ sentiments only by a series of dashes.\"\nAfter which I abandoned the profession of pedagogy, formed a connection with a\nbrick maker of Babylon, and went up and down in the land selling primers to school\nboards, an occupation which proved to be more lucrative than my previous one.\nlet them put in a dash.\"\n\nThe moral of this fable, I take it, is that the teaching of the vernacular\nby reason of their complexity. As\nsomebody once said somewhere of one of Emerson's lectures, it begins\neverywhere and ends nowhere. The most illuminating remark that I\nknow concerning its real nature is to be found among the utterances of a\npresents problems that are baffling\n\npedagogical authority not as yet widely recognized as such, to wit, Dogberry\nin\n\nMuch Ado about Nothing, Act II, scene 3.\n\nHe says, ''To be a well-\n\nfavored man is the gift of fortune; but to read and write comes by nature.\"\n\nIn other words, wars may come and wars may go, but the same prob-\n\nlems in English teaching go on forever.\n\nRevolutions will consume much,\n\nbut what is incombustible they will not consume.\nteaching of English today\n\nis\n\nWhat is needed in the\nTo be\n\nnot revolution but reaffirmation.\n\nspecific, the fable indicates that there are five prerequisites to good English\n\nteaching:\n1.\n\n2.\n\nA community that realizes its value.\nA superintendent who understands what is required or who, if he\n\ndoes not understand, has sense enough to call in those who do.\n3.\n\nPrincipals\n\nwho have scholarship as well as political sagacity, i.e.,\n\nformer Enghsh teachers.\n\n"}
{"page": 556, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n544\n\n(Chicago\n\n4.\n\nTeachers who are well trained, adequately paid, and not o^erworkt.\n\n5.\n\nColleges with English faculties that are at once critical, fearless, and\n\ndiplomatic.\n\nThis happy combination of supermen will recognize that what we call\nEnglish comprises two subjects, literature and composition.\n\nThe object\n\nof composition is to teach pupils to express their ideas in plain English,\n\nthat of literature to fill their souls with great ideas.\n\nIn the teaching of composition they will find inspiration for their pupils\nin the joy of a good job well done.\n\ninstruction of new Americans in the\nit\n\nThey will provide adequately for the\nEngHsh language. They will see to\n\nthat boys and girls are thoroly drilled in penmanship, spelling, punctua-\n\ntion,\n\nand technical English grammar.\n\nThey will be especially trained in\nAs a\n\nthe composition of business papers and in the art of salesmanship.\n\nmeans to all of these ends, they will be encouraged to pursue the study of\nPatriotic and business considerations aside, the\naid which Latin gives to an understanding of grammar and the light which\nall three languages throw upon our English vocabulary render them more\nvaluable than German. Finally our boys will receive such training in oral\n\nLatin, French, or Spanish.\n\nEnglish that never again can our military authorities complain that they\n\ncannot give orders.\n\nIn the field of literature emphasis will be laid on the new poetry produced\nby the war, on the new American otatory, on the hitherto shamefully\nneglected\n\nfield of\n\nAmerican biography, and on the fresh significance of\n\nEnghsh literature.\n\nThe fires that have blazed since 19 14 have illuminated indeed many an\nThey have invested with fresh significance\nthe lofty idealism of Chaucer's knight, who \"lovede trouthe and honour,\nfredom and curtesie.\" They have made more dear that earth, that realm,\nold page in Enghsh literature.\n\nthat England which Shakspere called a precious stone set in the silver sea.\n\nThey have shown that Byron thought straight and thought true when he\nsaid:\n\nFor Freedom's battle once begun,\nBequeathed from bleeding sire to son,\nTho bafl9ed oft is ever won.\n\nThey have added a solemn dignity to Wordsworth's great lines:\n\nWe must be free or die, who speak the speech\nThat Shakspere spake, the faith and morals hold\n\nWhich Milton held.\n\nAbove all they have quickened the hope that, in spite^ of all the terror and\nthe tragedy, the vision may be justified that was seen by Robert Burns and\nput in these words:\nThen let us pray that come it may\nAs come it will for a' that;\nThat man to man, the world o'er,\nShall brothers be for a' that.\n\n"}
{"page": 557, "printed_page": null, "text": "WAR AND OUR METHODS IN HISTORY\n\nSuperintendenceJ\n\n545\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS IN\nHISTORY\nS.\n\nCOMMITTEE ON HISTORY AND EDUCATION FOR\nCITIZENSHIP IN THE SCHOOLS, WASHINGTON, D.C.\n\nB. HARDING,\n\nEven before the war there was a considerable amount of dissatisfaction\nIt was alleged, with some show\n\nwith the history teaching in our schools.\n\nof reason, that history as usually taught was too much engrost with polil^wtics, war, and diplomacy, and too little occupied with the whole hfe of\n^society; it was too narrowly national and took too little account of the\n^peoples and governments of other lands; it was too didactic, too cut and\ndried, and too little interested in problems and questions of evidence and\nproof; it was too much a mass of facts and too Httle a discipline for hfe;\n^above all, it was too remote and antiquarian and lackt vital relation with\n^^the interests and needs of the present. As one Chicago teacher feelingly\nput it in discussing United States history, it \"took too long to get the\n\nJ^;\n\n^B\n^B\n\ndamned country settled.\"\nThere was undoubtedly exaggeration in these charges against history\nand some of the critics aroused derision by their ignorance of\n\nteaching,\n\nthe nature and function of the subject, as well as of some of its funda-\n\nmental facts.\n\nIn every part of the country there were to be found live,\n\nenthusiastic, well-prepared teachers of history\n\nwhich educationally were as\nteachers of any subject;\n\nfine\n\nas\n\nby any\n\nbut undoubtedly there was a feeUng that some-\n\nthing was wrong, that things were out of joint;\nfested itself in\n\nwho were getting results\n\nthose obtained anywhere\n\nand this attitude mani-\n\nmany meetings of history teachers, as well as in other\n\nquarters, in the years immediately preceding the war.\n\nWith the beginning of the European struggle the study and teaching\non a new importance. The origins of the conflict were\nsearcht out, partly to account for the catastrophe and partly in the\nendeavor to make clear the necessity of our participation, and \"to give a\nreason for the faith that was in them\" to the lads who were called upon\nto don khaki.\nThe war-issues course of the S.A.T.C. and similar courses\nin high school and common schools alike increast the interest in history\nand directed new attention to the problems of its teaching. Incidentally\nthere was revealed the disturbing fact that over lo per cent of the\nmen called to the training camps were ignorant of the English language and presumably equally ignorant of the ideals and obligations of\nAmerican citizenship. The old criticisms concerning the content and\nmethods of our history courses were renewed and new ones were added.\nAs a result we may be quite certain that history teaching is in for an overhauling, and that if necessary changes are not made by its friends the task\nwill be attempted by its enemies\nwith results which we may not like\nof history took\n\n—\n\nto contemplate.\n\n"}
{"page": 558, "printed_page": null, "text": "—\n^4^\n\n:\n\nNATIONAL EDUCATION ASSOCIATION\n\n'\n\n[Chicago\n\nThe specific question given me to discuss, however, is, ''What should\nthe war do for our teaching of history?\"\n\nI shall present\n\nmy answer to\n\nthis question in the form of six propositions\n1.\n\nThe war should teach\n\nus\n\nall\n\nto think\n\nmore\n\ninternationally.\n\nIt\n\nhas been a world-war in the number and distribution of its participants\n\nand to a certain extent in the range of its operations. Whether the present draft of the League of Nations is .adopted as it stands or not, some\nform of world-organization is certain to result, in which we shall have an\nimportant part. Our thought must keep pace with the changing situation,\nremembering that\nNew occasions teach new duties,\nTime makes ancient good uncouth.\n\nThe history teacher, without lessening the emphasis on our national ideals\nand duties, must perform his part in helping to educate the rising generation to a sense of world-citizenship.\n\nThis, I think, can best be done by\n\ngiving adequate attention in our schools to the history, aspirations, and\n\nand movements\nwhich in the past hundred years have made for a new internationalism.\ninstitutions of other peoples, as well as to the factors\n\n2.\n\nThe war should enforce the old lesson, if it needs enforcing, that\n\nthe present is rooted deep in the past.\nscientist\n\nJust as the biologist and medical\n\ninvoke the aid of embryology and etiology in dealing with their\n\nproblems, so the citizen and statesman need the aid of history in deahng\n\nwith the practical problems of society.\n\nAlmost none\n\nof the questions\n\ninvolved in the present war are capable of intelligent discussion save in the\nlight of history.\n\nSerbia and the Balkan question, out of which the strug-\n\ngle immediately grew, require a knowledge of history for elucidation\n\nsettlement.\n\nand\n\nGermany is inexpHcable without a knowledge of Bismarck\n\nand Frederick the Great, along with Goethe, Schiller, and Martin Luther.\nSo it is with Alsace-Lorraine, Schleswig-Holstein, Poland, Morocco, the\nTurkish Empire\n\n—even Bolshevism, that\n\nlast and most disquieting of all\nOur government recognizes the value\nof history in dealing with those questions and for over a year past has\nhad working for it, under Colonel House's direction, a score or more of\n\nthe problems staring us in the face.\n\nhistorical scholars, in conjunction with other experts, in order to supply\n\nthe information needed for use at the Peace Conference.\n3. It is, however, the recent past, the period since 1789, or 181 5, pr\neven 1850, which most deeply concerns us in our present national and\nThis recent history must be taught in order to\ninternational relations.\n\nmake twentieth-century citizens.\n\nThere should be no break in our study\nand teaching between the past and the present. Whatever else is desirWe must abandon the fetish which causes\nable, this is indispensable.\nus always to begin with the beginnings and take first the things which\n\nare chronologically first.\n\nThe earliest history course in the high school,\nmay very well be made in\n\ninstead of being a course in ancient history,\n\nfact if not in name a study o^ the origins and course of the present war.\n\n"}
{"page": 559, "printed_page": null, "text": "WAR AND OUR METHODS IN GEOGRAPHY\n\nSuperintendence!\n\n4.\n\n547\n\nFor the purpose of culture and the finer judgments, however, the\n\nlonger view, stretching even to prehistoric days,\n\nis\n\nstill\n\nas valuable as\n\never; hence instruction in the remote periods of history should be afforded,\nso far as\n\nconsistent with the preceding principle.\n\nis\n\nPossibly this can\n\nbe done by making a wiser use of historical stories in the lower grades,\n\nmodifying somewhat the course outlined by the Committee of Eight.\nPossibly it can be effected by an enlarged use of historical readers, as is\n\ndone by Superintendent Chandler, of Richmond, Va.\n\nPossibly\n\nit\n\nmust\n\nbe left to elective courses placed later in the curriculum, to be taken by\nthe fortunate few who prepare for college.\nI should say that historical-mindedness is the goal we should strive\neven more than the acquisition of specific historical knowledge. Its\n\n5.\n\nfor,\n\nessence is understanding and sound judgment.\n\nIn part it consists in seeing\n\nevents in their true perspective and so presupposes a certain amount of\nhistorical background.\n\ndence,\n\nto\n\ncriticize\n\nStill\n\nmore it consists in an abihty to weigh evi-\n\nstatements from the standpoint of good faith and\n\naccuracy, to distinguish between assertion, opinion, and proof.\n\nTo help\n\ndevelop such an attitude of mind the problem method of teaching\n\nis\n\nextremely useful, implying as it does some consideration of sources and\ndiscussion of conflicting testimony.\n6.\n\nany reconstruction of the historical curriculum, in order\nmust be practicable. It must consider a two years' course\nI am speaking of the high school^which can be taken by all\n\nFinally,\n\nto be useful,\nin history\n\n—\n\npupils, say one year devoted mainly to world-history with\n\nemphasis on\n\nmodern Europe, and the other to United States history and government,\nas better than a four years' curriculum, whose courses are ordinarily completed by no single pupil.\nIt must take account of the 6-3-3 type\nof school organization, pivoting on the junior high school, as well as the\nolder 8-4 organization.\nIt must provide especially for the needs of the\nrural schools, in which at least half of our children of school age are enrolled.\nAnd it must interpret the term history broadly, so as to include\nthe Hfe of man in society his industry, religion, science, literature, and\nart, as well as his wars and poHtics.\nThese I regard as the principles which must especially be kept in mind\nin a reorganization of the history program in our schools.\n\n—\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS\nIN GEOGRAPHY\nJ.\n\nPAUL GOODE, UNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nThis Great War, more than any other war in history, has focust the\nworld's attention upon the map.\n\nEvery nation has been involved, some\n\nat grips with death, and even the remotest neutral nation paying tribute\n\nand ruined affairs.\n\nAnd on us, in\n\nAmerica, these disturbing influences have been very markt.\n\nWe have been\n\nto the Kaiser, in unsettled markets\n\n"}
{"page": 560, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\n\nkeenly alert to every phase of the great conflict.\n\n(Chicago\n\nWe have watcht the tide\n\nof events day by day from Tsing-tao to the Falkland Islands, and then to the\n\nSkagerrak;\n\nthe fighting in Togo, the Cameroons, Damaraland, and East\n\nAfrica, the tragedies of Mesopotamia, Palestine, and Armenia, the varying\n\nflood of events on the Italian front, in Roumania, on the front in France\n\nfrom St. Mihiel to Flanders, and on the long east front from Riga to Odessa.\n\nWe have learned of the heroism and dramatic travels of the 80,000 Czechoslovaks and their deathless glory, in their desperate ventures in the cause\nof freedom, and now we are watching the birth of a flock of httle repubHcs,\n\nmost of the names of which even were unknown to the mass of Americans\nfour years ago. Our sons and brothers from every community in our broad\nland have gone by the million into service in various parts of Europe and\nAsia, getting geography at first hand and writing home innumerable letters\nfrom places unheard of by the folks at home.\nSo suddenly has our attention been demanded from all four quarters\nof the earth, and so uneducated in geography are most of us, that our\nnewspapers early found that the most valuable bit of news they could publish was a map which would put before the eye the location of the event\nchronicled. All the magazines have learned the same good lesson, and\neven the most staid and sober of the literary magazines, which has always\nheld itself in dignified superiority to the use of illustrations, has followed\nsuit these years with maps.\n\nOur navy shares with Britain in the rule of the seas. Our shipbuilding\nprogram looks to the future. We built last year almost two miUion tons of\nshipping and are building now at a two-million rate. Our lads are still\nenHsting for naval service, and a half-million of them will soon be finding\nthemselves in all the ports of the world, and we at home will be keeping\ntrack of them and getting lessons in place geography in the most natural\nand effective way.\nAs far back as 1890 our country \"reacht its majority\" in the matter of\nManufacture and commerce have grown vastly since then,\nforeign trade.\nand for the past two years the total value of our foreign trade has past the\nmark of $9,000,000,000. We are far and away the greatest nation on earth\nWhen we stop to\nin foreign trade, and we are only beginning to grow.\nthink that our country has over one-half of all the known coal in the world,\nis producing almost one-half of the world's iron, three-fourths of\n\nthe world's\n\ncopper, two-thirds of the world's petroleum, and two-thirds of the world's\n\ncotton\n\nof advantages we claim\nonly the beginning of a long\n—and\n—we can see very plainly that our manifest destiny to do the manuthis is\n\nfist\n\nas ours\n\nis\n\nfacturing for half the world and to assume presently the responsibihty for\nhalf the world's foreign commerce.\n\nAll this should make it as plain as a pikestaff that we as a people are\n\nWe must look over\nWe must see to it that\n\nnot to be permitted longer to be a provincial people.\nthe horizon and learn the geography of other lands.\n\n"}
{"page": 561, "printed_page": null, "text": "Superintendence]\n\nall\n\nWAR AND OUR METHODS IN GEOGRAPHY\n\n549\n\nour children get this general acquaintance with the world at large.\n\nAnd if we are going to be the world's greatest commercial nation we cannot\nescape the call for a large and general development of commercial geography\n\n—the study of the geographic principles underlying the production of the\nraw materials of commerce and the distribution of these materials into the\nmarkets of the world. It is an inspiration to see the government, thru\nthe Federal Board for Vocational Education, making a careful canvass of\nwhat education is essential in the development of our industry and commerce, and discovering geography as an indispensable element in all\npreparation for industry, and especially commercial geography for the\nforeign-trade work.\n\nNow comes the conclusion of the Great War, when the victors are\nworking out the details of a League of Nations which shall make it forever\nimpossible for the world to be drawn again into a world-war, and we find\nourselves as a nation, because of the great advantages bestowed upon us,\n\nbearing a large fraction of the responsibilities of the great league, sharing in\npolicing the world and seeing to it that every people, however small, shall\n\nbe given its right to hberty and the pursuit of happiness.\n\nWe are likely to\n\nbe called to act as sponsor to a flock of small nations all over the earth,\n\nand we are all going to have a patriotic pride in this business of assuring\nthe \"square deal\"\n\n—and,\n\nwilly-nilly,\n\nwe shall all be drilled still further in\n\ngeography.\n\nWe as a nation are distinctly above the horizon. We are very much in\nWe may not play the role of recluse any more\nnor be provincial any more. We must become good geographers and have\nthe family of nations.\n\na general acquaintance not only with our own country but with the family\nof nations outside our own.\n\nWhen we turn to our schools to find what provision there is for all this\ngeneral training we find geography teaching at a low ebb.\n\nAs a rule, in\n\nthe common schools geography is ofTered only in three or four years.\n\nIn\n\nmany schools the pupil is given no training in geography after the sixth\nEven so, what is done is often so poorly done that the pupil goes\non into his life-work with as nearly nothing in the way of geographic training\ngrade.\n\nas can be imagined.\n\nA generation ago some emphasis was put upon place\n\ngeography, and the older men and women of today have some knowledge\nof the map to fall back upon, as the horizon of our daily interest takes us\n\nout into the world.\n\nThere came a protest, however, against this drill on\n\nthe map, this \"sailor geography,\" and without taking pains to inquire\n\nwhat was bad about it, or how better to do the part that was worth doing in\nplace geography, it was easier to call it a bad name and drop it, and with it\n\nnearly all interest in the subject.\n\nI\n\nSo far has this lack of interest in geography as a school subject carried us that we hardly expect an entering col-\n\nlege student to know any geography at all.\n\nI have had in\n\nmy own classes\n\nteachers of long standing in the schools of a great city who could not even\n\n"}
{"page": 562, "printed_page": null, "text": "NA TIONA L ED UCA TION A SSOCIA TION\n\n5 so\n\n(Chicago\n\nname half the states in the United States, and who in a test on a hundred\nimportant place names in general geography might get but thirteen to\nSuccessful business men within my horizon have within the\ntwo years been surprised to learn that the Ukraine was a region and\n\ntwenty right.\nlast\n\nnot a breakfast food.\n\nOne man interested in selling a product in Austraha\nAnd a professor\n\naskt what part of South America Austraha is in, anyway!\n\nin a prominent eastern university could not answer the question\n\n\"What is\n\nMilwaukee?\"\n\nA very slight search for the reason for this general apathy and the\nevasion of the opportunity and duty of getting all the students of our schools\nwell establisht in geography shows that the study of geography for the\n\npurpose of teaching it is largely ignored in normal schools and other schools\nfor the training of teachers.\n\nThere are not many such schools where the\n\nsubject has a fair share of the student-teachers' time, or where competently\ntrained instructors are given an opportunity for developing such training,\n\nor where instructors who have the training are given adequate equipment for\n\na proper development of the science.\n\nThere are normal schools of some\n\nstanding in which provision for training the young geography teacher is\nlimited to one term, or one half-year in the course, and then as one of four\n\nor five subjects carried abreast.\n\nIn many schools one or two years of Latin\n\nor German may be offered and in some cases required of young people who\n\nby the principal to take classes in geography.\nSomeone has pointed out that one of the largesi:; handicaps in the development of geography in our schools is that the geography text is printed in\nEnglish.\nIf it had a language of its own, or even a peculiar vocabulary,\nlike Latin, or German, or chemistry, or domestic science, some preliminary\npreparation for its teaching would be granted. As it is, it oftens happens\nthat a young teacher who has not even been exposed to geography since the\nare presently requested\n\nseventh or eighth grade is required to teach a class, often with results which\non the surface seem to warrant the principal or the school board in still\nfurther ignoring the subject.\n\nWhat then has the war done in indicating needed changes in our methods\nin geography?\n\nIt has\n\nshown the absolute need of the reorganization of\n\nthe course of study in our schools, bringing geography up to a par with\n\nEnglish and arithmetic as an essential in the Uberal education of all our\nchildren.\n\nIt might be profitable to have some work in geography in every\n\nyear in the grades.\nIt has shown the utter folly of expecting good geography teaching to\n\nbe done without providing for the adequate training of the young person\n\nwho is expected later to teach the subject.\nIt is certain that, following all the work that can be done in the grades,\n\nthere should be provided in the high school at least three separate units of\n\nwork in geography, which might well occupy three terms or three halfI, The Principles of Geography;\nII, Commercial or Economic\nGeography; and III^ Commercial Countries,\n\nyears:\n\n"}
{"page": 563, "printed_page": null, "text": "fsuperintendencej\n\nWAR AND OUR METHODS IN GEOGRAPHY\n\n551\n\nThe first of these units is an element of the very largest significance in\n[the liberal education of every student and might with perfect propriety be\n\nknowledge of common arithmetic. The second\nCommercial Geography, is of the largest value in opening up the\n[horizon of the world's activities in industry and commerce, and by all means\nJ-should be a part of the necessary general education of every boy or girl who\nto go into the business world, and is of almost equal value with the prinThe\n:iples course just mentioned, as an element in a liberal education.\nlird course. Commercial Countries, would be offered late in the high-school\n^ork, it might occupy a whole year with profit, and it would be the beginning\n)f special training leading into active commercial work in the business world.\nIt is plain also that adequate teaching in geography calls for a generous\nequipment in globes, maps, atlases, and other texts, and pictures such as\n)hotographs, stereographs, and lantern slides.\nIt should be considered just\n\"as essential to have this material equipment for geography as to have a\nlaboratory and reagents and apparatus for chemistry.\nFinally the whole question of teachers' pay should be opened up.\nA young person cannot afford to get the preparation necessary for doing good\nwork in teaching unless there is a decent living wage to look forward to.\nThere are many city schools in which the janitors are better paid than any\nof the teachers, and where the plumber who comes to fix a leaky pipe is\npaid more than the principal of the school. That is because the janitors\nand the plumbers have unions and can demand a living wage. If necessary,\nthe teachers should be encouraged to form unions and play the game too.\nThe teachers' pay should be sufficient to do a little more than merely buy\nclothes and pay board bills.\nIt should be possible for a geography teacher\nto lay by a little and travel a bit now and then out into the world and get\nat first hand some of the geographic relations and conditions he is teaching\nto his pupils.\nUnder present conditions most of the able men and women\navoid teaching, where no such margin is discoverable in the year's budget,\nand choose some other line where a better living is possible. Those who\nstay by are either missionaries, having an interest in the teaching and in the\nboys and girls, and knowing that it is a good service, or they are the leftovers the servants that are \"worthy of the hire\"\nthat is, the kind of\nproduct the school board bargains for with the salary offered. One is\nreminded of the honest Minnesota girl, when someone railed at her for the\nquahty of her teaching; \"Ah,\" she said, \"it's Httle they pays me, and it's\nlittle I teaches thim!\"\nThese are some of the larger needs which the world-war has shown us.\nAnd if we could only realize that geography is much more than the knowledge of the map, much more than industry and commerce; that geography has as its special province the study of the relations between men\nand the physical influences in which men live, a study of the relation of\n(required as rigidly as a\n:ourse,\n\n—\n\n—\n\nall Hfe\n\nto its physical environment;\n\nif\n\nwe could get the vision that \"mod-\n\nern geography is characterized by the search for truth in the field of science,\n\n"}
{"page": 564, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n\n(Chicago\n\nand even more by the desire to render its truths of service to mankind;\nif\n\nwe could only see that its subject-matter touches the life and welfare of\nhuman race more intimately and fundamentally than that of any\n\nthe\n\nother science;\n\nthat geography possesses in\n\nitself\n\nhigh cultural and\n\ndisci-\n\nplinary value, and that it contributes eminently to good citizenship,\" we\n\nwould awake at the call of the new day and prepare our boys and girls\nfor the new era now being ushered in.\nIf we are wise, we shall examine\nour course of study carefully and throw out nonessentials, and we shall\n\nelevate the science of geography to the proud place\n\nit\n\ndeserves in the\n\ngeneral education of the future American citizen.\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS IN\nCIVICS AND ECONOMICS\nWILLIAM B. GUITTEAU, SUPERINTENDENT OF SCHOOLS, TOLEDO, OHIO\n\nAs a result of the war there should be first of all a clearer conception\nThere was a time when\n\nof the aim and purpose of instruction in civics.\n\nwe believed that civics consisted merely in a study of the federal ConNext we placed emphasis upon the machinery and activities\nof government.\nMore recently we have strest the study of local government to a point where some teachers and a few textbooks have found no\nstitution.\n\nplace for a worth-while treatment of our national political hfe and our\n\nnational civic problems.\n\nThis training for citizenship can be accomphsht only by a continuous\ncourse in civics;\n\nit\n\ncannot be achieved in a twelve or eighteen weeks'\n\ncourse tackt on at the end of the high-school curriculum.\n\nThis suggests\n\na second modification in our method of teaching civics, namely, that our\ntraining for citizenship can be accomplisht only by a training in citizenship, a training that shall begin in the kindergarten and continue thruout\n\nthe entire school life of the child.\n\nAs the pupil advances from the primary to the intermediate grades\nhe should be taught the nature of the services performed for him by the\n\n—\n\npublic-community agents that he sees about him the street sweeper,\nthe fireman, the pohceman, the letter carrier, the soldier.\nGradually the\nchild's horizon broadens as he comes to realize that the community to\n\nwhich he belongs includes not only his home, his school, and his city,\nbut the state and the nation as well. He begins to appreciate that each\nof these agencies is contributing toward the welfare of the whole community.\n\nIt was in this field of individual service that the war gave our schools\n\nThe young citizens who knitted socks and\ndressings and built hospital tables, who\nsold Thrift Stamps and Liberty Bonds, who secured food pledges and\ntheir greatest opportunity.\n\nsweaters,\n\nwho made\n\nsurgical\n\ndistributed war literature, were receiving a civic training of infinite value,\n\na training which\nactivities\n\nwill influence their lives for all time.\nThese war-time\nhave served to place the emphasis in civics teaching where it\n\n"}
{"page": 565, "printed_page": null, "text": "Superintendence]\n\nbelongs\n\nWAR AND METHODS IN CIVICS AND ECONOMICS\n\n—on the obligation of the individual\n\ncitizen to serve the\n\n$53\n\ncom-\n\nmunity.\nIt is just at this very point that our former instruction has been weak;\n\nwe have failed to develop in the average citizen a sense of his own obligation\n\nas a member of a representative democracy to render continuous\n\nservice for the\ncitizen,\n\ncommon good.\n\nIn other words, the ordinary American\n\nexcept during a great national crisis, apparently does not appre-\n\nciate his own personal responsibility for the conduct of the government.\n\nAbove all, civic training should be\" secured thru the organization and\nHence student self-government should be encouraged and developt under careful supervision; and it is for those opposed\ndiscipline of the school.\n\nto this plan to point out\n\nhow children can be trained to take their part\n\nmanagement and control of a democracy unless they are treated\nas responsible members of the school community.\nSome of us are today\nmanaging our schools as despotisms merely because we are too indolent\nto organize them on the principles of a democracy.\nParticipation in\nschool management is a natural corollary of effective civics, and is essential\nin the\n\nto the proper training of citizens\n\nwho are soon to have all the responsi-\n\nbilities of self-government.\n\nComing now to civics in the high school, the war has demonstrated\nthe need for a more intensive study of the problems of modern democracy.\n\nThe question of immigration and its corollary, the problem of Americanization, should receive careful study.\n\nIn this connection I wish to chal-\n\ncommon statement that the schools are responsible for\nthe Americanization of the aliens in our several communities. You can-\n\nlenge the rather\n\nnot have responsibiUty unless\n\nit\n\nis\n\nbased upon authority;\n\nand under\n\npresent conditions the school can do nothing except to invite and urge\n\nand plead with the aliens to enter its citizenship classes. What is urgently\nneeded in this country is more of authority and less of supplication in dealing with this question of naturalization.\nBy all means make it obhgatory\nfor the schools to Americanize the aliens; but at the same time give them\nauthority to report to the Department of Immigration, for the purpose\nof deportation, those aliens who are unwilling to become American citi-\n\nAs ex-President Taft has recently said, our traditional policy of\nwelcoming the immigrant does not require us to keep an international\nboarding-house, or to conduct an anarchists' inn.\nTaxation is another present-day problem which the war has brought\nzens.\n\nsharply into the foreground.\n\nWith excise taxes upon almost every con-\n\nceivable object of manufacture, with income taxes, excess-profit taxes,\n\nand higher postage rates, we are becoming reasonably familiar with the\nsubject of national revenue, while at the same time the federal borrowing\n\npower has been exemplified on a larger scale than ever before in our history.\n\nFederal control of the means of transportation and communica-\n\ntion constitutes another topic of new and vital interest.\n\nThe same is true\n\n"}
{"page": 566, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n554\nof the\n\n(Chicago\n\nproblem of modern education, especially the trend toward voca-\n\ntional education and the expanding activities of the federal government in\nthis field.\n\nFurther, the importance of securing better health conditions\n\n'and higher physcial standards should not be lost sight of in a democracy\nof whose drafted men 30 per cent were found to be physically unfit.\n\nRecent emphasis upon so-called community\n\ncivics has\n\nbeen one of\n\nthe most significant developments in methods of teaching;\n\nbut unfortu-\n\nnately some teachers have regarded their community as limited to a par-\n\nHowever important the study of local conditions\nand local problems, no study of civics deserves the name that does not\nregard the community as nation-wide. In 1908 the Committee of Five\nof the American Pohtical Science Association reported as follows: \"It\nis the local and state governments which largely determine the conditions\nunder which we live. The attention of the future citizens should be\ndirected, therefore, primarily to a study of their organization and their\nproblems, rather than to the national government, as the textbooks have\ndone in the past.\"\nWhatever may have been true in 1908,- it is certain that henceforth\nthe attention of our future citizens must be largely focust upon the national\ngovernment and its activities. Without neglecting the study of local problems, our students must be educated from the national rather than from\nticular neighborhood.\n\nthe local point of view.\n\nThe Great War has clearly demonstrated the need\n\nof instructing all of our citizens in the fundamental principles of American\n\ndemocracy;\n\nand\n\nit\n\nis\n\nupon the character of\n\nthis instruction\n\nthat our\n\nnational unity will largely depend.\n\nLet us never hesitate to teach on every occasion true patriotism and\ntrue Americanism.\n\nLet us teach this in peace in the same effective way\n\nthat our schools have done during the world- war.\n\nThere will be no place\nand of class hatred in a republic\nruled by free citizens who know their duties as well as their rights, and who\nwhile they may love all mankind nevertheless give first place to their\nown country and their own flag.\nfor the advocates of internationalism\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS IN\nPHYSICAL EDUCATION\nE. H.\n\nARNOLD, DIRECTOR,\n\nNEW HAVEN NORMAL SCHOOL OF GYMNASTICS,\nNEW HAVEN, CONN.\n\nNew for the army at least has been the use of physical-training methods\nfor fitting for service men with defects amenable to treatment\n\nby exercise.\n\nHere must be mentioned the work for flat feet and posture done by the\nOrthopedic Department of the Army Medical Corps. What is most important to us as educators is the fact that the greater part of the success of this\n\nundertaking rested on the educational features of the methods employed.\n\nThe successful use of exercise for remedying circulatory disturbances, that\n\n"}
{"page": 567, "printed_page": null, "text": "WAR AND METHODS\n\nSuperintendence!\n\nis,\n\nW PHYSICAL EDUCATION\n\n555\n\nthose of the heart and blood vessels, and thus turning the physically\n\nunfit into able\n\nmen is likewise highly gratifying to physical educators;\n\nso much the more so as the conclusion is warranted that if these methods\n\nwere successful with young adults they will be much more successful if\nemployed with individuals still in the formative period, that is, children and\nGreater attention to this part of physical education is one of the\n\nyouth.\n\ntasks imposed upon the physical educators of the country by this experience.\n\nLast but not least is the great role that physical-education methods\n\nhave played in furnishing recreation to the army and to war-camp communities.\n\nThe lessons learned will and must have a lasting influence upon\n\nphysical education in the community in general and in the school community\n\nThey must be awakened to the fact that two million men\nhave become used to physical-training forms of recreation in their war hfe,\nand that the responsibihty for providing this wholesome form of recreation\nin particular.\n\nwill now fall upon the communities in which our soldiers will live.\n\nThe educational forces of the country must take a hand in this provision.\nIf the experiences of the war have furnisht us no new methods, new impor-\n\ntance for physical education in all its aspects is gained from the consideration of the facts the draft has put so strikingly before us.\n\nLet us look at\n\nsome of them.\nFirst of all 30 per cent of the drafted men were rejected for physical\nunfitness.\n\nWhat does this mean ?\n\nIt means that one- third of the men in\n\nthe prime of»life are physically unfit for war.\n\nHow much greater will the\n\npercentage of unfitness be with advancing age ?\n\nIf one-third of the men are\n\nphysically unfit for the special business of life which war is, what greater\nratio is physically unfit for the several specific businesses of hfe ?\n\nedly\n\nit\n\nwill\n\nbe found to be greater still.\n\nUndoubt-\n\nNo consolation is contained in\n\nthe fact that other peoples may possibly be worse off than ourselves.\n\nThe\nHave we done our duty by the individual and by the\nnation if we allow such a condition to exist ? Certainly not. Our duty is\nplain.\nThis matter must be mended. How ? Before we can answer this\nquestion we must know the causes of physical unfitness. The present\nquestion with us\n\nis,\n\nreport of the Provost Marshal General may not enable us to answer satis-\n\nA later report may fasten the physical unfitness on special\nand causes. Nevertheless the report points lessons which we as\nphysical educators must heed.\n\nfactorily.\n\ndefects\n\nIn the first place the percentage of physical unfitness in the several\n\nPennsylvania heads the Hst with 46 .67, Connecticut\na close second with 46.30, Vermont marches next with 43 .82. Maine,\n\nstates is instructive.\nis\n\nNew Hampshire, and Massachusetts are all high. And now who are the\nbest in this column ?\n\nSouth Dakota with 14 13 leads the list here, Nebraska\n.\n\nbeing second with 20. 15.\n\nImmigration, which is held responsible for so many of the ailments of\nour body pohtic, does not seem to have contributed to this deplorable state\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n556\n\n(Chicago\n\nof affairs, for we find states with a high percentage of immigration making\n\na very good showing, as for instance South Dakota with over 50 per cent\nimmigration, while on the other hand states with practically no immigration\n\nshow up badly, as North Carolina with less than i per cent has 29.78 unfit.\nThe fact that the states of the Middle West make a good showing might\njustify the conclusion that racial differences in the immigration play some\nrole.\nThe report has practically exploded the theory of the nefarious influence of city life and of the unmitigated benefit of country hfe, for here is\n\nNew York state, with a large urban population, having 30 per cent of unfit,\nwhile New York City shows a percentage of 27 .85. Philadelphia shows a\npercentage of 31 .07, as against 46.67 per cent for the state of Pennsylvania.\nIt is quite evident then that if physical education is to remedy\n\nany of these defects in physical fitness its endeavors must not be restricted\nto the large city but must extend to the country district as well.\nA beginning with physical education in rural districts had been made\nin\n\nNew York.\n\nShortsightedness has curtailed it before it could prove its\n\nefficiency, but enough remains to show its value in due season.\n\nExtension\n\nof physical education into all the rural schools of the land is one of the\n\nurgent and important demands of the hour.\n\nThe percentages of cities that have had physical education for a sufficient\nnumber of years to have influenst the physique of men of draft age are\nvery encouraging, yet not such as to warrant the conclusion that physical\nexercise will to a markt degree prevent and cure physical unfitness.\n\nSuch\n\nand St. Louis, 25 .77.\n\nThe\n\nplaces are Cincinnati, 27 .96; Chicago, 21 .24;\n\nmatter becomes still more confusing when we find that the differences in\nthe several draft districts of a city are enormous.\n\nWe have, for instance, the\n\nbest district in Philadelphia 16.24 and the worst 57.4, in Pittsburgh the\nbest 7 6 and the worst 36.\n.\n\nIt is quite evident then that neither nativity, nor industrial conditions,\n\nnor city or country life, nor presence or absence of physical education in the\n\nnarrower sense has influenst the physical unfitness to any great degree.\n\nWhat are then the influences probably responsible for physical unfitness?\n\nUndoubtedly hygienic conditions are the deciding factor. Knowledge\n\nof the laws of health and obedience to them are the keynote.\n\nObedience\n\nobey them and the means\nThe latter is largely a matter of economic conditions.\nto carry them out.\nTo supply the knowledge of the laws of health is the mission of education.\nto the laws of health presupposes good-will to\n\nMore than ever before must the schools of our land devote themselves to\nthe teaching of hygiene.\n\nIt is the special function of physical education to\n\nbe active in this field.\nAccording to the statement of the Surgeon General venereal disease\nLooking\n\nconstituted the greatest cause of physical disability in the army.\n\nat the distribution of venereal disease among the draftees we find that the\n\nfollowing states, namely Oklahoma, Texas, Georgia, South CaroHna, Vir-\n\n"}
{"page": 569, "printed_page": null, "text": "Superintendence]\n\nginia,\n\nWAR AND METHODS IN PHYSICAL EDUCATION\n\n557\n\nAlabama, and Florida, furnish the greatest percentage, Oklahoma\n\nhaving 4 50 per cent and Florida 8 90 per cent. This is clearly a reflection\non the educational efficiency of these communities, for even wicked New\n.\n\n.\n\nYork withal .82 per cent shows up well.\n\nBut once more the western and\n\nmiddle western states make practically the best showing.\n\nAre not a good many of the failures that are laid up against educational\nagencies due to the fact that the community does not furnish us material\n\nwhich can be developt and educated to a high degree of fitness ? If that be\nso there comes to the school in general and physical education in special\nthe duty to extend the influence of the school backward, so to speak, into\n\nthe first years of Hfe of the future school child.\n\nPhysical education in its\n\nwidest sense must look after the children under school age, in order to have\nchildren to\n\nmake something out of with the now improved methods of\n\nphysical education.\n\nA first step toward bringing the matter of physical development home\nto the person most interested in it, namely the child itself, has been taken\n\nby the Committee on Child Welfare of the American Physical Education\nAssociation, which has put out a scheme for growth and weight measure-\n\n'ments to be taken at regular stated intervals all through the school life of\nthe child.\n\nThis purposes to bring home to the child, to the parent, and to\n\nthe educational agencies the fact that the child\nphysically.\n\nIf it is not developing physically,\n\nits nutrition, its\n\nwork, its rest ?\n\nor\n\nis\n\nis\n\nnot developing\n\nwhy is it not ?\n\nIt if is developing,\n\nif it\n\nWhat about\n\ndevotes a great\n\ndeal of energy to growth, what must be the conditions of nutrition, work, and\nrest to take care of this special expenditure of force ?\n\nIt is stated that it\n\ntakes about six times as many calories of foodstuffs to build on a new pound\nof tissue than it takes to maintain it.\n\nThe management then of children, as based upon the growth phenomenon, is an important matter, which is as yet little understood, and what\n\nknowledge we have is not applied.\neducation visible, tangible.\n\nHere is a new method of making physical\nOne school principal who has introduced the\n\nmeasure in his school writes me:\ncal hygiene that has been made.\n\n''\n\nThis is the longest step forward in practiI told our boys and girls that most of our\n\ntalk about hygiene went in at one ear and out of the other because there\nwas nothing between to stop it, and that we were going to try to put something between, namely a motive to get them interested in their own health\nand growth.\" This is indeed what we wish, to visualize physical development and thereby motivate physical education.\nNow look once more over all the facts which the draft has brought to\nour mind, and realize for a moment that these facts relate only to one-half\nof our population, the males.\nWhat about the females ? What do we know\nabout their physical efficiency for the various tasks that life imposes upon\nthem ? Here is a great gap. Physical education must concern itself with\nestablishing what physical fitness in the adult female signifies, what its\n\n"}
{"page": 570, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\nideal\n\nis,\n\n(Chicago\n\nand then go to work and evolve methods to bring about such\nThis at once doubles the field for our endeavors.\n\nphysical fitness.\n\nThe field is wide, the harvest to be obtained boundless.\n\nLet us hope\n\nthat physical education will find every worker 'ready to enter the field, to\n\nsow the seed, and finally to reap the harvest for the good of the coming\ngeneration.\n\nEDUCATION OF THE IMMIGRANT\nRANDALL J. CONDON, SUPERINTENDENT OE SCHOOLS, CINCINNATI, OHIO\nI am requested to mention particularly the work of education of the\n\nimmigrant in Cincinnati.\n\nA year ago what is now the American House was a disreputable former\nsaloon and rooming-house on the canal bank by the Mohawk Bridge in\nthe heart of a section densely populated by Roumanians, Serbians, Hungarians, and other nationahties.\n\nFor years it had been a baleful influence,\n\nsocial, economic, and political, in the life of the district.\n\nToday it has been transformed into a community house of the best\ntype.\n\nIt is the\n\nheadquarters of the Americanization work\n\n—a place into\n\nwhich all these people come for advice and assistance and for social and\nrecreational opportunities. On the side of advice and assistance it is merely\na clearing house teaching the people where to go and how to make use of\nthe regularly organized city institutions and civic opportunities. We\nhave conceived its main functions, however, to be to deal with people\nunder normal conditions of social life.\nThe organized Americanization work in Cincinnati has been unified\nand is being directed thru the American House by the Americanization\nExecutive Committee, of which the superintendent of schools is chairman,\nnot by virtue of his office, but by the election of the remaining members\nof the Committee, who represent the Chamber of Commerce, the Immigrant Welfare Committee, the Council of National Defense, the patriotic\nand alhed women's organizations, the foreign groups, and the public\nschools.\n\nThis Committee represents the cooperation of all the forces of\n\nthe community in a disinterested attempt to unify and direct the work of\n\nAmericanization in such a way that a higher type of Americanism shall\nresult for both the older and the newer Americans, the native-born Ameri-\n\ncan understanding that it is his duty thru neighborly kindness, good-will,\nand fellowship to teach the foreign-born American what America is and\nwhat it stands for, trying to help him thru the normal relations of social\nand civic life to know America, to love America, and to serve America.\nAnd the American House stands for this spirit and affords a concrete\nopportunity for its expression. It is not an end in itself; it is simply a\nthe community's\nfrontier station, a \"house by the side of the road\"\nexpression of good-will, where ideas are exchanged and ideals built up,\nand thru which the foreign-born are brought into right relations with the\neducational, social, civic, and recreational activities of the community.\n\n—\n\n"}
{"page": 571, "printed_page": null, "text": "EDUCATION OF THE IMMIGRANT\n\nSuperintendence)\n\n559\n\nWe tried to think that the public schools could do it all, but we found\nthat they couldn't.\n\nThey stood with wide-open doors, teaching English,\n\nhistory, civics, and citizenship, and those who came were helpt;\n\nwhom we most needed to reach never came.\n\nbut those\n\nWe askt the Chamber of\n\nCommerce and the industrial establishments to help, and they were entirely\nwilling to cooperate.\n\nwe do to help?\"\ncivic,\n\nEverybody was willing and was asking, \"What can\n\n—churches, schools. United States\n\ndistrict court, social,\n\ncommercial, industrial, and patriotic organizations\n\ndo something.\n\nThey askt\n\nfor\n\nleadership\n\nand\n\nall\n\nwanted to\n\ninstructions.\n\nThen we\n\nrealized that we didn't fully understand our problem, nor how to attack\nit;\n\nbut we decided that the first and most necessary condition was to get\n\nacquainted with the people whom we wisht to serve; and that the best\n\nway to do that was to know them in their homes and thru their social relations.\n\nWe understood that it was not enough to influence the children\nWe must somehow reach\n\n^thru {he schools and the men thru the factories.\n\nand influence the homes, where the mothers abide, for we knew that the\ninfluences that center in the home life and that grow out of the social\n[relations of men and women are stronger and more enduring in their effect\njthan all others combined. We knew too that a part of our problem was\nto reach and influence the men who have no family or home ties on this\nThey must be brought together and educated in and\nside of the ocean.\nthru group action. We knew that we must break down isolation and\nsegregation.\nWe must teach English as a fundamental means of communication, to enable us to put across the ideas and ideals that we wisht to\n[convey; and we must try to produce as many conditions as possible which\nwould create a need for, and a desire to learn, English. We would visit\nthe homes, not as paid or even volunteer social workers, but as neighbors,\n\ncarrying messages of good cheer and friendliness.\n\nBy personal invitation\n\nmore than by the printed page or poster we would try to induce them to\nuse the school, the library, the art museum, the parks, the health department, and all other civic institutions, and as friends and guides we would\ngo with them. We would invite them to come to the American House\nfor social activities in which both native and foreign-born should meet\nand mingle and come to have a greater respect for each other. And none\nof this should be\n\ndone in a condescending spirit or patronizing manner.\n\nWe would build up self-respect and initiative and would call forth creative\nactivity.\nWe would work together, play together, sing together, talk\ntogether;\n\nand together we would become better Americans.\n\nThere would\n\nbe certain great days for which the Committee would make arrangements,\n\n—\n\nbut always with the help and advice of the people themselves Discovery\nDay, Patriots' Day, Thanksgiving Day, Forefathers' Day, Independence\nDay, New Citizens' Day, Washington's and Lincoln's birthdays, and others.\nThere would be many other occasions when the people of their own initiative in their own recreational and social groups would plan to use the house,\n\nbut we would be always alert to lead them thru this self-expression out\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nS6o\n\n[Chicago\n\nof their racial and linguistic groups into the larger and more distinctly\nAmerican groups.\nWhen we saw our problem in this light we planned the American\nHouse to meet these needs: a community house with a director's office\nfor himself and his staff of assistants; library and games rooms; committee and club rooms; a small auditorium, dining-room, and kitchen;\nshower-rooms, and a dainty bathroom for the little ones; and the choicest\nroom in the whole house, the mothers' room, with a garden to take the\nplace of the unsightly yard. And when our plans were formulated we\n\nasked the Council of Social Agencies to take care of the current expenses\nto the extent of $13,000, and the Council of National Defense to remodel\n\nthe building to the amount of $10,000.\n.\n\nThus you see that the American House is distinctly a community\n\nhouse, not only for the neighborhood in which it is located, but as a result\nof\n\nthe cooperative efforts of the entire city.\n\nUltimate plans\n\ncall\n\nfor\n\nsimilar houses in other centers, until the needs of the city in this respect\nfor if you can see your problem large enough and clear\nenough and can organize it small enough all the difficulties will resolve\nthemselves into simple elements which can be solved.\nWhen the house was ready for opening we invited every patriotic,\nsocial, civic, educational, and religious organization to be present thru\nregularly appointed delegates; and every linguistic and racial organization in the city to send their representatives; and all the people of the\nMohawk-Brighton neighborhood men, women, and children to come\nand help dedicate the house to the cause of Americanism. And we chose\nfor the occasion Thanksgiving Day, that day on which in the long ago the\nnative-born Americans and the foreign-born who had come to these shores\nseeking Hberty had united for their first joint celebration. We dedicated\nthe house with religious ceremony and patriotic exercises in which rabbi\nand priest and minister joined, in which we sang \"America\" and saluted\nthe flag, the gift of the Girl Scouts, while a great company of native and\nforeign-born filled the streets and stood about the house pledging allegiance to \"my flag and to the Republic for which it stands; one nation\nindivisible, with Hberty and justice for all\"; and with a pageant in which\nthe representatives from every land brought their gifts and laid them at\nColumbia's feet lovers of liberty, voyagers across every sea they had\ncome seeking \"life, liberty, and the pursuit of happiness,\" \"inalienable\nshall be fully met;\n\n—\n\n—\n\n—\n\nrights,\" denied\n\nthem in the land of their birth, guaranteed them in this\n\nland of Washington and Jefferson and Lincoln and Wilson.\n\nThis\n\nis\n\nthe\n\nway we built and dedicated the American House; this\nand this the way we\n\nthe way we are trying to educate the immigrant;\n\nare Americanizing both the native and the foreign-born in Cincinnati.\n\n"}
{"page": 573, "printed_page": null, "text": "Superintendence!\n\nWAR METHODS IN VOCATIONAL EDUCATION\n\n561\n\nWHAT THE WAR SHOULD DO FOR OUR METHODS IN\nVOCATIONAL EDUCATION\nWILLIAM J. BOGAN, PRINCIPAL, LANE TECHNICAL HIGH SCHOOL,\nCHICAGO,\n\nILL.\n\nThe god of war is a great teacher. His lessons are given to the accompaniment of fear, hate, love, ideaUsm, and sorrow, burning at a white heat.\nThese lessons are fixt in memory by rapine, destruction, and death.\nWith such reminders ever present it would seem that the schools should\ncontinue to apply what they have learned under the stress of war, but\nunfortunately the history of civilization proves that the most important\nteachings of war are quickly forgotten in times of peace.\nVocational education owes much to the Great War, but it remains to\nbe seen whether the lessons will be utilized in peace. Our enemy will\nHe is noted for an adaptabihty that\nutilize these lessons and many others.\nwe are inclined to ridicule. Like Moliere, he believes in taking his own\nwherever he finds it. By clever adaptation and application of the work\nOne of our\nof others he will get the effect of originality and invention.\nbesetting sins is the failure to apply our own teachings to our own work.\n\nThe war has taught many lessons that should influence our methods in\nvocational schools, but time will be taken to touch on a few only.\n\nThe war has performed a great duty toward vocational education by\nproving that the public schools are able to give a very practical t3T)e of\n\nwork with enough of the spirit that quickeneth to make an independent,\nself-supporting, cultured American citizen, able and wilHng to fight for his\nideals with gas, gun, bare fists, or brass knuckles.\n\nTo many this informa-\n\ntion will be surprising, for it was not long ago that men went up and down\n\nthe land proclaiming the folly of vocational education in the public schools\n\nand the beauty of a separate system as exemplified in that ideal state,\nGermany. Have you forgotten that Germany cared for her boys like a\n(Girls were not considered worthy of much education.)\nloving parent?\nHave you forgotten that 90 per cent of her school children were driven like\nThe American boy, with less efficiency\ncattle over the same runway?\nperhaps, but with much more spirit, will meet that kind of German competition and defeat it whenever he puts his mind to the task.\nWhen the United States declared war every school in the land was\nvirtually at the disposal of the government.\nBy a stroke of genius an\nunprepared nation was turned to the tasks of war. The schools, casting\naside tradition and precedent, and cooperating with the officers of the\narmy, the navy, and the industries, turned out the kind of product that was\naskt for, and did this in a remarkably short time.\nOne of the most important lessons taught in these schools was respect\nfor manipulative skill in shops and drawing-rooms.\nThe educator in his\nignorance frequently ridicules skill. He regards it as a bHght that must be\n\n"}
{"page": 574, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n562\n\n(Chicago\n\nremoved at any cost. He is forever preaching that the mechanical process\nmust be discontinued when the pupil approaches the stage of skill; for when\nthe pupil acquires skill there is no further educational value in the work.\n\nThis troubled educator need not worry.\nstage is rare.\n\nIf you\n\nThe pupil who reaches the skilled\n\ndoubt this statement ask the pupils after they have\n\nmade a typical pattern or a piece of school furniture in the classroom to\nrepeat the process from design to finisht object without aid of any kind from\n\nteacher or fellow-pupil.\n\nThe many failures will prove that the pupils have\nThey are still in the education\n\nnot yet degenerated into skilled mechanics.\nstage.\n\nWho can draw the dividing hne between skill and education?\n\nSurely the pupil has not acquired an oversupply of skill until he is able to\n\nmake a reasonably difficult article with economy of time and effort and\nwithout help from others. The tremendous waste of material in war time\nhas proved over and over the need for greater skill among pupils of our\nschools.\n\nIt is often- said that trades cannot be taught in the school.\n\nUsing\n\n''school\" in its broadest sense it may be truly said that the school is the\n\nonly place where trades can be taught.\n\nThru a long period of apprenticeup\" thru a process of\n\nship in factory and shop, trades may be \"picked\n\nsweeping, running chores, and observing, but to acquire a trade with related\n\nand mathematics the pupil must be taught by teachers\nwhose business it is to teach.\nscience, drawing,\n\nWar has shown that the vocational schools must turn out a commercial\nThe day of the fancy glovebox made for mother and usually\nThe schools cannot afford to build for the\nwastebasket or the junk pile. Economy of time and material may not\nproduct.\n\nfinisht by mother has gone by.\n\nhave been taught during the war, but it has been taught by the war.\n\nMuch\n\nof the success of the army vocational schools was due to the fact that every\n\nstudent knew that his product was to be put to practical use. Tasks that\nhad been drudgery became interesting under the stimulus of reality.\nThe war has taught the value of speed in school shops. Formerly there\nwas much waste time and lost motion. For years boys had dawdled in\nthe shops as if life were eternal and the necessity for earning a living only\nan annoying possibility. Time was no object. The padding of subjects\nand courses became an art in itself. The drawing necessary for butcher,\nbaker, and candlestick-maker was based upon and closely resembled the\ncourse for architects.\nsteel\n\nThe carpenter who longed for a knowledge of the\n\nsquare was forst to digest the five orders of Greek architecture as a\n\nprerequisite.\n\nOur education for thrift should include time as well as food\n\nand money. With the submarine preparing to fire a torpedo at the helpless\nship an elaborate toilet should not be considered by the passenger. The\nwise man in such an emergency strips off nonessentials and jumps. The\nschools should adopt the same guiding principle. A serious defect in\nthe traditional schools was their practice of forever digging broad foundatioiis— and shallow. These foundations were planned so broad and on so\n\nI\n\n"}
{"page": 575, "printed_page": null, "text": "Superintendence)\n\nWAR METHODS IN VOCATIONAL EDUCATION\n\n563\n\nextensive a scale that the builders rarely had time to begin work on the\nsuperstructure.\n\nIf\n\nthe German Mars had played the war game fairly the\n\nschools might yet be digging broad foundations; but with an unscrupulous\n\nenemy knocking at the gates they were forst to build upward on the chance\nthat the foundations would hold.\n\nThe war has taught the value of intensive shop and drawing courses\nThe army vocational schools have proved the\nvalue of long, daily periods in the shop. The intensive training given for\nplanned for a specific need.\n\neight hours a day over a period of eight weeks produced remarkable results.\n\nThis plan is not workable in its entirety in the schools under ordinary conditions, but it points the way to a better system.\n\nrupling of periods adds greatly\n\nto\n\nThe doubling or quad-\n\nthe effectiveness of the work by\n\neliminating loss of time in changing from class to class and from machine\nto machine.\n\nThe war has demonstrated the need for cooperation between the schools\nand industry. Unless the schools keep pace with industrial development\nthey will be discredited, and their value will be seriously reduced. The\nisolation of the schools tends toward a worship of tradition.\n\nTo illustrate:\n\nAfter the war was well under way the War Department issued a call for\n\nmechanics, giving the proportion that would be needed from each trade.\n\nFor this draft the automobile tradesmen led, with a percentage of seventy.\nStrange as it may appear, very few schools in the country except private\nones had ever regarded the automobile as a subject for thoro study in its\ntheoretical and practical aspects.\n\nAs a result of this neglect new schools\n\nwith complete equipments had to be opened in all sections of the country,\nduring the war, for the study of the automobile.\n\nMany of these schools\n\nhad followed the traditional program of the manual-training high school\nof the eighties, and some are doing it still.\nThe automobile announst its\ncoming with foul odors, loud noises, and sudden death, but the schools\ndozed on.\n\nWar has taught another interesting lesson, namely, that schoolboys\nThe Civil War was fought\nby boys. The Great War was fought by boys and very young men. Their\nare often equal to the responsibilities of men.\n\nwork has proved that boys thrive under the pressure of responsibility. The\n\"The boy is father to the man,\" but they have\npractist, \"Once a child always a child.\"\nMany schools give toys for\nrealities\ntoy work, toy thoughts, toy responsibiUties up to the day of\ngraduation. The day after, the graduate meets real responsibiUties withschools have preacht,\n\n—\n\nout preparation,\n\n—\n\nit speaks well for his character that he so often succeeds.\n\nWe have seen during the last few years immature boys, whom the schools\nhad never considered responsible, go forth with high motives, and with a\nsmile give up for an ideal the hfe which seemed so full of the promise of\n\nhappiness and achievement. Surely the war has proved that boys of sixteen\nor eighteen years can be trusted to bear the responsibilities that devolve\n\n"}
{"page": 576, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n564\n\nupon men.\n\nTherefore the schools should place upon\n\n(Chicago\n\nits\n\nolder pupils\n\ngenuine school responsibilities that will prepare for the responsibilities\nof life.\n\nCan the schools ignore the lessons of the war ?\nmentioned, but there are scores of others.\n\nbut the needs of peace in condenst form.\n\nOnly a few have been\n\nMany of the needs of war are\n\nVocational education has had the\n\nTo\n\nopportunity to prove its worth to a doubting world as if by a miracle.\n\nkeep the confidence of the people it must minister to needs long neglected\n\nby the schools.\n\nIt must aid in giving every boy and girl thruout the land\n\nnot only the fundamentals of citizenship but the abiUty to earn a living and\nthe culture to enjoy it.\n\nSCHOOL EXPENSES CONSIDERED AS AN INVESTMENT\nS. O.\n\nHARTWELL, SUPERINTENDENT OF SCHOOLS, ST. PAUL, MINN.\n\nAfter the great conflagration of war, which has burned into men's\n\nWhat are\nlives and souls, we are entering the period of readjustment.\nnow the valuable things which should absorb interest and effort, which\nshould be conserved and refined ? What centers of wealth and hope and\npeace shall we seek, and how are they to influence daily thought and\naction ?\n\nIn this trial by fire we have seen the terrible waste and at last the\ndownfall of a system of education conceived in sin and misshapen by the\niniquity of two generations.\n\nWe are seeing, perhaps less clearly, in the great\n\nachievements of our own men the sure, tho partial, success of a truer\neducational spirit I say partial because the great occasion which has\n\n—\n\ndisclosed the virility and initiative of a trained democracy has also shown\n\nthat the training offered in public education has not been so universal or\nso thoro as we\n\nhad thought.\n\nStrange gaps in the former plan and new\n\nneeds for approaching days have been revealed as never before.\nThis may seem far from the immediate topic of our program.\n\nnot think so.\n\nIf the struggle of these years\n\nI do\n\nhas shown anything of the\n\nprinciples of life it has emphasized the enormous profit and fundamental\n\nOne of the two or three great sources of wealth\nIts investment value we must\nboth realize and proclaim. Within our own circle we do in a way realize\nIn the technical language of the street, we\nit, but we must do more.\nneed of pubhc education.\n\nspiritual or riches financial is education.\n\n—\n\nmust sell it to a careless and sometimes doubting pubHc furthermore,\nwe must sell it for cash.\nFinancial support, or lack of it, makes or modifies all sorts of progress.\n\nWe sometimes hesitate to admit that, but the only wise way is to plan\non that basis.\n\nThe slow progress of education seems to me often caused\n\nby our easy-going acceptance of the public view of educational costs,\nwhich considers them \"running expenses\" and as such most acceptable\nwhen lowest, while in fact they are a vital part of the pubUc's investment\n\n"}
{"page": 577, "printed_page": null, "text": "SCHOOL EXPENSES AS AN INVESTMENT\n\nSuperintendence)\n\nThe mistake is natural;\n\nin training.\n\nit\n\n565\n\ncomes in part from the superficial\n\nanalogy between school accounts and production accounts of establisht\nbusiness.\n\nThe business man (and educational men are Hkely to concur,\n\nor at least talk, in the\n\nsame way) usually regards buildings and plant,\n\nthe things that are groupt as \"outlays\" in school reports, as invested\ncapital.\n\nThe general public, partly from the same view and partly because\n\nbuildings and equipment are concrete and visible, holds the same opinion.\n\nAs a result buildings and equipment of a fine type are frequently secured,\nand large problems of investment of this sort are sometimes met T^ith\nsurprising ease.\n\nWitness the latest notable example, the voting by the\n\ncity of Buffalo of $8,400,000 for a school-building program.\n\nThe business\n\nview of the value of a large investment to secure good and economical\n\nworking conditions is widely accepted, and then the business corollary of\nlow running expenses is immediately applied. To an extent this comes as\n\nan accepted corollary, but it is strengthened as building costs make their\nappearance in tax returns because of the further theory that taxes represent a Habihty,\n\nwhen in truth legitimate taxes, wisely expended, must\n\nbe an asset.\n\nRight here we wish to question the easy-going analysis of business\nadvantages mentioned.\n\nIs it not a fact that a successful business man or\n\ncorporation reserves a portion of his investment for \"working capital,\"\n\na sort of reservoir for running expenses until the product begins to bring\nits\n\nown returns ?\n\nFrequently, as demand and then production grow, this\n\nreservoir has to be increast.\n\nMake any deduction you wish on account of\n\nmanipulation or watered stock, yet each of us could doubtless name off-\n\nhand great lines of production in which this natural process is going on.\n\nThe telephone, numerous other appHcations of electricity, the automobile,\nand the tractor will occur to us at once as recent examples. In these cases\nthe working capital becomes a sort of revolving fund to which surplus\nand occasional new issues of securities, in the form of stocks or bonds,\ngive periodic enlargement.\n\nOur contention then is simply this.\n\nThe larger cost items of school\n\nmaintenance, including that most important one, salaries of teachers,\nrepresent working capital.\n\nThey\n\nshould, of course, be\n\nmanaged with\n\ncare and judgment, with all the financial insight we can gain;\n\nYour analogy is wrong.\nprofit either does\n\nbut they\n\nWe hear at once this objection.\n\nare a public investment for future profit.\n\nThe schools have no marketable product, and\n\nnot exist\n\nor,\n\nat least, cannot be measured.\n\nOn the\n\nother hand all school men ought to know and should be able to show the\npublic that they are in the most profitable business there is\n\n—for others.\n\nEducation is an immense dealing in futures, with none of the gambler's\nrisk except\n\non the size of the returns.\n\nGranting for argument that one\n\npart of the return is not easily measured in terms of money, it is nevertheless clear\n\nand in extent immeasurable.\n\nI\n\nhappened to five for many\n\n"}
{"page": 578, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n566\n\n[Chicago\n\nvears in Michigan, whose state seal carries in Latin the legend, \"If you\n\nseek a beautiful peninsula, look about you.\"\n\nThat motto was adopted in\n\nthe days of pine forests and malaria and was true even then.\n\nNow it\n\ncommonwealth, whose industries and\ncitizenship bear the inevitable stamp of its strong public schools and\ncolleges and its great state institutions, such as the Mining School, the\nAgricultural College, and the University of Michigan. Look about you in\nany of its towns or cities. Only the blind will fail to observe the civic\nreturns from prompt and energetic investment in education. Most of\nour states can show the same sort of thing.\nLet us put that aside. There is an actual provable financial pft)fit,\nand we want to emphasize again the statement that it may be traced to\nearly educational investment and is comparable to the size of that investcarries the content of a vigorous\n\nment.\n\nYou will recall several studies in recent years of the results of\n\ntraining\n\n—on wages and hence on living conditions. Some have been\n\nmade by school people, some by manufacturers, and a few by industrial\nA definite summary is found in Dr. C. Caswell Ellis' The\nMoney Value of an Education, a pamphlet publisht by the Bureau of\n\ncommissions.\n\nOn the prewar basis of wages no boy, considering his profit\n\nEducation.\n\nas capital, could afford to stay out of school for a lower wage than $9.00\n\nper day, since the earning power of groups of boys\n\nwho have finish t high\n\nschool represents that investment advantage over the earning power of\n\nboys dropping out at the sixth, seventh, or eighth grade.\n\nMassachusetts,\n\nwith the high per capita of educational costs, has a very high per capita\nof wealth.\n\nOn the other hand the states showing the lowest school expen-\n\nditure are at the foot of the wealth scale.\n\nIllustrations\n\ndo not prove a\n\npoint, but in this case the illustrations used summarize the evidence.\n\nThe war in its application of scholarship has proved the same thing.\nSome of the facts are already known, others are fast coming to public\nknowledge, and the increast appreciation of the practical value of general\neducation is noticeable.\n\nEach one has doubtless found many illustrations -\n\nin his own line of war reading.\n\nnumber\n\nCoilier^ s\n\nof\n\nI will refer here to only two.\n\nWeekly progress\n\nin\n\nIn a recent\n\nordnance manufacturing and\n\nimprovement was described in great detail. To my mind one of the most\nremarkable applications of science there shown is the method by which\nDr. Millikan, of the University of Chicago, and his assistants improved\nthe range power and effectiveness of the small-caliber guns without any\nmechanical or structural change in the guns themselves.\n\nA second illus-\n\ntration is the wonderful work of the psychologists in shaping and successfully applying the personnel\nall the parts of the\n\nTruly,\n\nif\n\nsystem thru which recruits were supplied to\n\narmy during 191 8.\n\nwe can carry over the capitalization of intellectual power\n\ninto the arts of peace we may hope ultimately to make war impossible.\n\nWe know that sentiment for and appreciation of education have increast,\n\n.\n\n"}
{"page": 579, "printed_page": null, "text": "Superintendence]\n\nSCHOOL HOURS AND COMMUNITY NEEDS\n\n567\n\nbut we must recall to the public mind that these victories of training and\nappHed science have come thru the most colossal backing of scholarship\nand statesmanship with funds. Are we willing to make even a reasonable\ninvestment in peace? We can talk of the high prices, increast cost of\nliving, and needs for larger salaries all we please, but in our effort to\nincrease school funds (an effort just now vital in almost every community)\nI believe that emphasis on investment by the public for the saving of its\nown life will have greater carrying effect. The latest figures pubhsht by\nthe Bureau of Education show that the average school-maintenance cost\nin the\n\nUnited States meant, in the year 1914-15, a tax of twenty-five\n\ncents on each hundred dollars of true valuation.\n\nOf course many com-\n\nmunities are above that, but that is the average for the country.\n\nWe\n\nmust admit, I think, that the pubHc is not yet acting on the theory of\nviewing educational expense as investment. Indeed, expenditure on that\nscale hardly reaches the dignity of a tax.\n\nIt is rather in the class, some-\n\ntimes used by churches and itinerant lecturers, of a ''silver offering.\"\n\nThe point of view we have tried to emphasize is not new, but in present\nconditions it should be stated again and again, for at least two reasons:\n(i)\n\nWe need ourselves to realize that a basic test of educational progress\n\nlies in\n\nfinancial support.\n\n(2)\n\nGranted that the great aims of education\n\nwe must sell to the business world the fact that faith without\nworks is vain, and that money used in support of ideals is simply crystallized work.\nWe have had in late months three great investments in the\ntasks of securing righteous peace: an immense concentration of intelligence, rivers of blood, and oceans of wealth.\nMay we not at least claim\ntoward making the nation \"in peace secure, in justice strong\" an investment basis for the expense of public education? We look to education\nfor the increase of both general intelligence and general wealth.\nOnly\nas we secure these can the investment oi blood, already made, be made\nare ideal,\n\nsecure.\n\nADJUSTMENT OF SCHOOL HOURS TO MEET CONGESTION\nAND COMMUNITY NEEDS\n-\n\nERNEST L. THURSTON, SUPERINTENDENT OF SCHOOLS, WASHINGTON, D. C.\n\nThe \"war pohcy\" of the superintendent of schools of the District of\nColumbia involved among other things broad adjustment of school hours\nto meet needs coupled with organization at any time of new classes in subjects proper to public education, for which a demand existed.\n\nThe experi-\n\nence of the war years measured in students saved to the schools and in\n\nnew students attracted has opened our eyes to the opportunities that\nare ours by adjustments of time.\nWe stand ready to teach around the\nclock face.\n\n"}
{"page": 580, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56g\n\n[chkago\n\nA school system is never too large to consider the individual student.\nWe saved many\n\nWar drew a host from school to outside employment.\n\nto full or part-time school work by adjustment of hours, or by organizing\nin night schools standard classes with credit in\n\nday courses toward later\n\nThe part-time student needing special training for his outside\n\ngraduation.\n\nwork was given opportunity to get it.\nGroups of higher students were saved to school by organization of\nintensive courses longer hours fewer weeks and thus earlier graduation.\nOur summer high schools are organized on the intensive plan. It is closely\nrelated to the plan elsewhere for the Working Boys' Reserve, whereby\nlengthened school hours and included Saturdays make possible the full\nunits of work in shorter time and an earlier release to farm and industry.\n\n—\n\n—\n\n—\n\nCertain flexibility of hours will increase the efficiency of the night-school\n\nOur white night schools and colored night schools open at different\nThe night schools,\nbecause of their attempt to give real service to meet community and government need, have grown tremendously. A three-night system was doubleservice.\n\nhours to meet the needs of the respective communities.\n\nshifted as 'a six-night system.\n\nEarly classes were organized in popular\n\nsubjects to relieve stress and to accommodate those who could not come\nat other times.\n\nAfternoon classes were also organized.\n\nMoreover, classes\n\nfor beginners in subjects hke shorthand were opened at frequent intervals,\n\nand frequent gradings made to classes\nschools evpn ran thru the past summer.\n\nof different speeds.\n\nOur night\n\nA proper working out of plans for part-time and trade instruction must\ndepend in some degree on willingness to make time adjustments rather\nthan on school insistence on certain fixt hours.\nEspecially in Americanization work must there be freedom of time\nadjustment. The foreign element works under varied conditions and at\nall hours.\n\nWe have only scratcht the surface in this work, in part because\n\nwe have not recognized that fact. Many whom we seek to reach will not\ncome if difficulties and inconveniences, however shght, stand in the way.\nWe found that Greek waiters in restaurants could come only in midafternoon; now we have a mid-afternoon class and likewise morning classes\nAnd to reach the women we are beginning to send out visiting\nfor others.\nteachers, who go into the homes, make friends, and gather little groups\ntogether at any convenient hour for instruction purposes.\n\nCongestion of laboratories, manual-training shops, typewriting rooms,\n\nand other special facilities may be reheved and greater service rendered by\nopening these facilities for extra classes before and after hours. Students\nare easily found\n\nthe teachers\n\n—\n\n—often the adjustment really benefits them. And as\n\nof service and service hours are easily made.\nis for\n\nfor\n\nif we estabhsh a unit of work for day or night, adjustments\n\nLet us use all the Hme there\n\nservice to the community in the way of public education.\n\n"}
{"page": 581, "printed_page": null, "text": "ADJUSTMENTS BETWEEN HIGH SCHOOLS\n\nSuperintendence]\n\n569\n\nADJUSTMENTS BETWEEN THE JUNIOR AND SENIOR HIGH\nSCHOOLS IN BOSTON\nFRANK V. THOMPSON, SUPERINTENDENT OF SCHOOLS, BOSTON, MASS.\nThe term \"intermediate or junior high school\" is a name which is at\npresent appHed to such a variety of modifications of our common educational\norganization that the term has no clearly defined and accepted meaning.\n\nAs an illustration, consider the grades covered in the organization of junior\nhigh schools in various parts of the country. In some systems the junior\nhigh school covers only Grades V to VII inclusive. In other cities it covers\nGrades VII to X inclusive. All the possibilities between these extremes\nare also to be found. The most common type of organization, however,\nwhich is called intermediate or junior high school is the combination of\nGrades VII and VIII. The next most frequent combination is a grouping\nof\n\nGrades VII, VIII, and IX.\n\nIn other respects likewise there is little\n\ncommon practice to be found in these schools thruout the country.\nEven tho the intermediate school cannot be defined exactly, some definiIn making this explanatory\n\ntion of its essential characteristics is necessary.\ndefinition\n\nit\n\nshould be understood that modifications from this type are\n\nnumerous and must be so for some time.\n\nThe type described appears to\n\nbe that best suited to the educational needs in Boston and the one toward\n\nwhich\n\nall\n\npreliminary attempts at organization\n\nmay legitimately tend.\n\nThis intermediate school for Boston has been defined as follows:\n\nThe intermediate school is either a separate school or department of a school organized\non a departmental basis, which receives pupils when they are expected to have completed\nthe sixth year of elementary-school work and when they are about to enter the adolescent\nstage, which provides three years of work covering in general Grades VII and VIII of\nthe present elementary school and the first year of the present secondary school, and\nwhich offers differentiated courses of study for pupils according to their interests, capacities, and probable future educational careers.\n\nThe intermediate school is either a separate school or a department\nof the school organized on a departmental basis.\n\nIn introducing the intermediate school into Boston as an integral part\nof the present educational system, three possible types of institution may\n\nbe considered:\nI.\n\nThe intermediate school may be organized as an independent instifrom either an elementary school or a high. school. The\n\ntution, separate\n\nindependent intermediate school means a centralized school to which\npupils in Grades VII and VIII in the adjoining elementary districts would\n\nbe transferred and first-year high-school pupils retained.\nits\n\nseparate master, and\n\nits\n\nIt would\n\nhave\n\norganization and administration would be\n\nThe chief advantage of an independent\nwould be free from present elementary- or high-school\nmethods and practices and would thereby be the better able to work out\nindependent of other schools.\nschool\n\nis\n\nthat\n\nit\n\n"}
{"page": 582, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n570\nits\n\nown educational problems.\n\n(Chicago\n\nWhile some masters have volunteered to\n\nallow their seventh- and eighth-grade pupils to go to an adjoining inter-\n\nmediate school if estabhsht, there is reason to believe that the elementary\nschoolmasters of the city as a whole do not look with favor on such a decapitation of their schools.\nFrom many points of view the independent school\nmay be considered more promising than any other type of intermediate-\n\nschool organization.\n\nIf\n\nBoston is to have intermediate schools the city\n'\n\nwill not be satisfied with any type short of the best.\n\nHowever, it is probable\n\nthat this type can be only gradually introduced.\n\nIt is recommended that\n\nthe independent school be tried whenever the opportunity presents itself.\n2.\n\nThe intermediate school might be associated with the present high\nWhere\n\nschool under the direction of the head master of the high school.\n\nthe intermediate school is associated with the high school the elementary\nschool consists of six grades, and junior and senior, high schools together\n\nmake six grades.\n\nThis arrangement\n\nis\n\nknown as the six-six plan.\n\nIn\n\nBoston the Public Latin School and the Girls' Latin School each maintains\nsuch an organization. Such a system of organization is not, therefore, new\nto Boston.\n\nIn view of the fact that the high-school buildings of th^ city\n\nare now overcrowded there is no possibility of incorporating the seventh\n\nand eighth grades of the elementary schools into the present high-school\norganization.\n\nIndeed the intermediate school is urged for Boston in part\n\nbecause it will relieve materially overcrowded conditions in the high schools.\n\nThis type of junior high school, therefore, does not appear to be adapted\nto educational conditions in\n\nBoston and hence is not recommended for\n\nthis city.\n3.\n\nThe intermediate\n\nschool might\n\nbe associated with the present\n\nelementary school either in the same building or in a separate building\n\nunder the direction of the master of the elementary district.\n\nThis type\n\nof organization of intermediate schools differs from the independent school\n\nlargely in its method of administration rather than in its primary essentials.\n\nIn this type the intermediate school would be the middle three years of\nthe six-three-three plan.\n\nIt\n\nwould be organized departmentally, and its\n\norganization would differ materially, therefore, from the organization of\n\nGrades iV, V, and VI, which might be housed in the same building.\nThis arrangement seems to be a logical development.\n\nTwo of the three\n\nyears of the intermediate school now belong to the elementary school.\n\nTo\n\nassociate the intermediate school with the elementary school rather than\n\nwith the high school will undoubtedly make intermediate instruction more\neconomical than it would be if associated with the high school.\n\nFurther-\n\nmore the association of the intermediate school with the present elementary\ndistricts makes possible the utilization of some vacant rooms in elementaryschool buildings.\n\nIn addition there are several elementary-school buildings\n\nbeing constructed which will afford opportunity for the intermediate-school\norganization.\n\nIn spite of one important disadvantage this is the type of\n\n"}
{"page": 583, "printed_page": null, "text": "Superintendence!\n\nADJUSTMENT FOR THE SENIOR SCHOOL\n\nintermediate-school organization which\n\nis\n\nrecommended\n\n571\nfor\n\nimmediate\n\nadoption in the city of Boston.\n\nThe advantage of this type of organization hes in the fact that there\nis a possible\n\ndanger that intermediate schools so associated with the earlier\n\ngrades will represent altogether too largely merely a ninth-grade system,\n\nand that the present methods of instruction, organization, and administration found in the earlier grades of the elementary school will dominate in\nthe intermediate school. This possible danger becomes more apparent\n\nwhen one considers that it is proposed for the present to provide teachers\nfor the three grades of the intermediate school largely or entirely from the\n\nteachers now found in elementary grades.\nreal will depend\n\nWhether this danger becomes\nupon the extent to which teachers who are appointed to\n\nintermediate classes adopt the fundamental idea of the intermediate school,\nstudy its problems, and thereby quahfy themselves for the new work to\nrhich they are to be assigned.\n\nTo what extent they do this will depend\n\nin part upon the supervision and educational leadership which they receive.\n\nTHE ADJUSTMENT OF THE SENIOR SCHOOL TO MEET\n\nNEW CONDITIONS\nA.\n\nB.\n\nMEREDITH, ASSISTANT COMMISSIONER OF EDUCATION, TRENTON, N.J.\n\nI.\n\nAmong the new conditions for which a more complete adjustment of\n\nthe schools is proposed are the following, and with the enumeration the\n\neducational corollary will in most instances at once suggest itself:\n\nEducation is being taken more seriously by the pubhc than ever\n\n1.\n\nbefore as a great national asset, and a greater wilhngness is being shown to\n\nexpend larger sums of money for the realization of\nrepresentative democracy.\n\nits\n\npurposes in a\n\nThe public is coming to appreciate more fully the vastness of our\n\n2.\n\neducational investment in property and equipment, and is\ndemanding that provision be made for its more complete and economical\nuse, by increasing numbers of people, both within and beyond the usual\nmaterial\n\nschool age.\n\nThe demand is insistent that our higher schools shall prepare a\n\n3.\n\ngreater number of competent scientific and technical workers to meet the\n\nproblems of industry and of peace, as they did with such promptness and\nvigor under the necessities of war.\n\nThe senior high school is to lay the\n\nfoundations and make a beginning in training those who are to become\nphysicists, chemists, biologists, industrial and commercial experts, transpor-\n\ntation managers, and also welfare specialists.\n4.\n\nThere is also a keener appreciation of the truth that mere skill and\n\ntechnique, while important, are not the primary ends of endeavor, and that\nit is\n\nnot these alone which determine educational efficiency.\n\nAgain and\n\n"}
{"page": 584, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n572\n\n(Chicago\n\nagain it is being made evident that the moral significance of our actions and\nof our educational and social organization are matters of cardinal worth, and\n\nthat the ultimate social objective is effective service. Moreover, we are\nmade to realize that this service is not to be governed by selfish and parochial\nideals of civic responsibility, but by a recognition of our common national\nrelations and responsibilities.\n5.\n\nThere is observed everywhere a constantl^^ growing spirit of -coop-\n\neration\n\namong individuals, organizations, institutions, both secular and\n\necclesiastical, industry, and all the agencies for social betterment, with the\n\norganized educational forces of the nation.\n6. Another element of the new conditions is the fact that we have learned\nanew. the dignity of labor and the educational and moral benefits to be\nderived from continuous hard work, and we have further learned the hitherto\nunrealized extent to which pupils and adults are capable of persistent and\n\nintensive application.\n\nThere has been opened up a broader educational civic and social\nAt the same time we have come to see with greater\nclearness than ever before the true significance of womanly qualities and of\nwoman's ability and desire to serve in a much wider field. To this end the\n7.\n\noutlook for women.\n\nschools are giving more extensive training in the domestic arts as well as\nin the fine arts, which tend to make for more scientific and for more worthy\n\nhome membership, and which will reduce the labor and narrowness of mere\nhousekeeping and provide on the other hand for a pleasurable and profitable\nuse of leisure.\n8.\n\nWe are imprest with the necessity for a strong and vigorous program\n\nof health instruction that may result in greater physical vigor on the part\nof our entire population.\n9.\n\nFor the schools this will mean a longer school day.\n\nWe have today greater confidence in the psychological method of\n\napproach to our educational, economic, social, and peace problems, and we\nrecognize the dynamic quality of the emotional aspect of our motives, as\ndistinguisht from the purely logical and intellectual processes.\n\nThis con-\n\ndition is in evidence in our classrooms as well as in our civil hfe.\n10.\n\nThere has been reemphasized\n\nin a very concrete\n\nway the truth\n\nthat while lessons of civic worth may be had as by-products of our instruction in the social studies and from the social life of the school, nevertheless,\nif\n\nthe tax-supported school\n\nis\n\nto serve its fundamental purpose\n\nit\n\nmust\n\nrequire of all specific instruction in our national ideals and in our institutions,\n\nwhich are to make these ideals effective in conduct in the lives of individuals\nas well as in the corporate life of the nation.\n\nAs to a few specific readjustments, I urge the following:\nThat there should be an extension of the period of compulsory school\nattendance and a greater flexibility of organization to provide for all groups\nup to eighteen years of age, unless previously graduated from the senior\n11.\nI.\n\nschool.\n\n"}
{"page": 585, "printed_page": null, "text": "Superintendence]\n\nADJUSTMENT FOR THE SENIOR SCHOOL\n\n573\n\nThis requirement is fundamental to the welfare, if not to the continued\nexistence, of our democracy.\n\nThe school of childhood, with its function of\n\ntraining in literacy and in the essential habits that make for health and\n\nelemental skill,\n\nis\n\nnot long enough to give that broader intelligence and\n\nguided experience which make for more complete civic and industrial usefulness.\n\nProvisions for these ends can only be had by extending the formal\n\nschooling at least thru the eighteenth year by some legal enactment which\nwill recognize a part-time as well as a full-time school.\n\nAn organization of part-time education would be thru some form of\ncontinuation school for general education, conducted preferably, if not by\nlaw, during daylight hours und^r a cooperative arrangement with industry,\nusiness, agriculture, or the home.\n\nThe senior school cannot neglect to offer opportunities at its level, as\nust also the lower grades.\n\nFor those unemployed above fourteen years of age the attendance should\nbe at least twenty hours a week, and for the employed eight hours.\nlegal requirements would have to be approacht gradually.\n\nSuch\n\nThis continuation work should not be establisht, if we are to preserve\nour social solidarity and our common civic interests, as a separate system of\nhools and thereby create a dual organization with its dangers of social\nstratification.\n\nWe must not lose sight of the fact that many leave school to\n\nwork, not from economic pressure, and subsequently desire to return to the\nopportunities of higher schools for general education.\n\nThis return is much\n\neasier for the pupil who is already a part of the larger organization of the\n\nschool than if he were in a separate institution which made his education a\n\nmatter of special concern and determination, or in any way set him apart\n\nfrom his fellows.\n\nWith compulsory attendance thru the period of the senior school there\n•would be the necessity of greater flexibility in its organization and in the\ndministration of its work schedule.\n\nII\n\nThe following are some of the plans\n\nuse:\na)\n\nThe all-the-year school, with its year divided into quarters of twelve\n\nweeks each, provides a way of shortening the period of school attendance for\nthose who are able and willing to make more intensive effort and to be\n\ngraduated earlier.\nb)\n\nThe duplicate school, whereby the school plant serves two distinct\n\ngroups of pupils during the day, with possibly another group at night, is a\nsuccessful adjustment in some cities.\n\nthe quarterly plan.\n\nThis may be more practicable than\n\nThe summer high-school session with its credit toward\n\na diploma will afford opportunities for some young people to economize on\ntime.\nc)\n\nWhere conditions v/arrant, an alternation of half-years, of weeks, or\n\nof days between school and work may prove most effective.\n\n"}
{"page": 586, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n574\nd)\n\nThe Washington plan, which\n\n[Chicago\n\ninvolves \"staggered\" hours,\n\nis\n\na\n\nfurther recognition of conditions which are being met with intelligence and\n\ncourage.\n\nThis enumeration is by no means exhaustive, since other adjustments\nhave already been widely used.\n2.\n\nIn another phase of education, and in keeping with the spirit of the\n\ntimes, an adjustment in our thinking and in our practice should be made with\n\nrespect to our standards of work and attainment.\n\nThis is a recognition of\n\na tendency growing out of the stress of our war situation to secure greater\naccuracy and definiteness in our school work.\n\nWe have caught the spirit\n\nof doing a job according to specifications and at the same time have been\n\ndevising means of measuring the results of our educational efforts by means\nof standard tests and scales.\n\nWhile a general scheme of vocational possibiHties has in many instances\nbeen introduced into the earlier years, in the senior school there should come\n\nmore refined measures of intelligence and of special skills rather than the\nA more complete\n\npractice of placing reliance so largely on content tests.\n\nanalysis to determine the essential elements that are inherent in school ends\nin various occupations and professions, including the personal as well as the\nintellectual and the manual capacities, will enable us better to organize and\n\nadminister curricula and processes.\nIndustry, business, agriculture, finance, and the management of home\nlife\n\nare all being made more scientific and objective, in order that more\n\nattention may be given to the human aspects of these interests.\n\nThe spirit of definite achievement is abroad in educational circles and\nhas already had remarkable manifestations.\n\nIt\n\nneeds only to be applied\n\nmore courageously.\n\nA comparison of the results of the traditional examinations used in\nselecting men for higher schools, and at first used in selecting men for certain\n\nbranches of military service, with the recently devised measuring rods of\ngeneral intelligence and ability to do a specific kind of a job, indicates\n\nalready most satisfactory results, and there are fascinating possibiHties for\nthe future.\n3.\n\nThe last adjustment of which I shall speak relates to required instruc-\n\ntion, in the senior school, in American ideals and institutions.\n\nIf our pupils\n\nare to be intelligent and cooperating citizens they must come to understand\n\nthe problems of our representative democracy.\n\nIt is not to be expected that\n\nthey will solve all the problems which they study.\nthat\n\nall\n\nThey will at least learn\n\nthe difiiculties have not been overcome, they will comprehend\n\nsomething of the direction in which a tentative solution may be found, and\nthey will become familiar with some of the factors to be taken into account.\n\nThe habit of forming social judgments only on the basis of impersonal\nSome definite\n\nfacts and in the light of high ideals is a goal to be sought.\n\n"}
{"page": 587, "printed_page": null, "text": "Superintendence)\n\nTHE THREE FUNCTIONS OF THE CLASS PERIOD\n\n575\n\nstudy of the problems of immigration, standards of living, wages, socialism,\ntaxation,\n\nand distribution, with a consideration of our personal responsi-\n\nbility toward their outcome, is not too much to require of all pupils in the\nlast year of the senior school.\n\nThe way to meet ill-considered panaceas and vicious thinking and\npropaganda is by positive instruction in rational ideals. This last adjustment is one of much importance. The whole process of education is\nadjustment.\n\nIt is a process of becoming.\n\nTHE THREE FUNCTIONS OF THE CLASS PERIOD\nALFRED L. HALL-QUEST, PROFESSOR OF EDUCATION AND DIRECTOR OF SCHOOL\nAFFILIATION, UNIVERSITY OF CINCINNATI, CINCINNATI, OHIO\n\nAnyone who has devoted much time to the observation or supervision\nof teaching will doubtless agree that the typical method of classroom pro-\n\ncedure, especially in the upper elementary grades\n\nand thruout the high\namount of facts\n\nschool, involves (i) the consideration of a certain fixt\n\ngleaned from a textbook or similar source of knowledge;\n\n(2) the assignment\n\nof a more or less evaluated amount of material to be learned;\n\ntesting of the pupils' obedience\n\nand\n\nand (3) the\nthe work\n\nintelligent reactions to\n\nassigned.\n\nStudying for the purpose of reciting, learning by attending school,\n\nwhere lessons are assigned to be mastered at home\nroutine of formal education in America.\n\n—\n\nthis is the\n\ncommon\n\nIt is a comparatively easy method\n\nIt is, however, far from being an easy method\nfrom the point of view of the pupil.\nof conducting class work.\n\nWe are reminded these days that the chief aim of education is not\nknowledge, important and essential as this aim must be regarded.\n\nI\n\nIdeas\n\nand ideals are equally vital in the development of a self-directing citizen;\nand there is a rapidly growing recognition of the fact that in addition to\nthe foregoing purposes and goals of public-school education there are other\nequally essential outcomes to be expected from the amount of time and\neffort expended by all concerned in the enterprise of preparing a new generation for efficient and joyful living.\nIt is impossible for the pupil to attend school eight or more years without\nforming habits. Rousseau's dictum that Emile should fix the habit of\nforming no habits is not to be taken seriously. Whether we will or not,\neach day's reactions do contribute to the development of certain ways of\nthinking and acting. This is so obvious as to be almost an axiom. Rather\nshould we follow John Locke, who insists that what habits we form in the\nyouth is the important thing.\nIt is the teacher's duty and privilege, therefore, to provide proper con-\n\nditions of habit formation and so to instruct the pupil that his habits of\n\n"}
{"page": 588, "printed_page": null, "text": "—\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n5 76\n\n[Chicago\n\nmental work may become the safeguards and power of an efficient craftsmanship in the several fields of his endeavor. In the school there should\nbe ample room, not only for acquiring knowledge of subject-matter and\nfor the evolution of ideals and ideas, but also for forming correct habits\nof study.\n\nOn this theory of teaching is based the increasing demand for\n\nsupervised study.\nIf now correct habits of\n\nstudy are to be developt in school it is clear\n\nthat conditions thereto must be favorable.\nprocess of constraint and restraint.\n\nForming correct habits is a\n\nIt is a conscious, laborious, and care-\n\nTo teach and train pupils to study correctly\nfully controlled process.\nmust be the conscious procedure of each class period. It should be the\nmethod and the spirit of teaching. The usual routine of the classroom\nmust needs be vitally related to this high purpose of formal education.\nThis does not mean that prevailing methods are wholly inferior and inadeIt does mean that there will be a shifting of accent, a new weighing\n\nquate.\n\nof values, a rearrangement of the scheme of teaching, so that everything\n\nplanned for the class period may be directed toward the aim of developing\nin the pupil abihty to get knowledge for himself, to analyze meanings of\nproblems, and to adjust himself to new situations most easily and effectively.\n\nThe three functions of teaching referred to at the beginning of this\npaper become peculiarly significant in the light of this need to teach and\nThe daily recitation cajinot be wholly dispenst\ntrain pupils how to study.\nwith, but its value\n\nmust be reweighed; the assignment is necessary, and\n\nunder the plan of teaching pupils how to study it gains superlative importance. The pupil's home study is not to be wholly eliminated perhaps,\n\nbut it becomes more meaningful and effective if it has been begun under\nthe direction of a teacher who knows how to work with pupils without\nworking for them. These three functions, as they will be illustrated in\nMiss Simpson's demonstration lesson and are further illustrated in her\nbook,^ may be named: the daily review, the assignment, the independent\nor silent-study period\nof supervised study.\n\nall three\n\nof these functions constituting the technique\n\n—\n\nThe daily review. ^Three aims especially are involved in shifting\nthe emphasis from the meaning attacht to reciting or recitation to that\nunderlying the daily review. Reciting so easily becomes in classroom\nI.\n\npractice piecemeal testing that it is felt in many quarters a quite different\n\nterm would more adequately express the real function of this aspect of\nteaching.\na)\n\nOne of the aims in the daily review is to provide a sound basis of\nThe importance of reviewing brief and longer units of\nrecall.\n\nfrequent\n\nreading-matter, as arranged in sentences, paragraphs, pages, chapters, or\nother units of assignment, cannot be overemphasized in the study process.\n\nBy means of the daily review an intensive survey of the important- points\nin the lesson is provided for.\n* Supervised\n\nStudy in History.\n\nIn this review matters of primary importance\n\nNew York and Chicago: The Macmillan Company.\n\n"}
{"page": 589, "printed_page": null, "text": "THE THREE FUNCTIONS OF THE CLASS PERIOD\n\nSuperintendence]\n\nare strest.\n\n577\n\nIt is a well-organized discussion of the facts or ideas that the\n\npupils have discovered and evolved in their studying.\n\nThese are clincht,\n\ncoordinated, systematized, and summarized during the review period.\nh)\n\nThe teacher's aim, however, in this review process is not confined\nAs far as possible, and\n\nto a recall and summary of each particular lesson.\nin accordance\n\nwith the nature of the subject-matter, during each review\n\nperiod there will be an enrichment of the knowledge gleaned during previous\nreviews on a particular topic or unit of instruction.\n\nDay by day the pupils\nThey\n\nare consciously directed in the construction of a unit of knowledge.\n\ncombine each day's results into a constantly enlarging system of knowledge.\nRevisions may be necessary.\n\nAs parts are seen in relation to other parts\nThe pupil is being\ntrained by this means to interpret new experience in the light of what he\nalready knows. He is being taught and trained not only in the process of\neffective recall and summarizing but also in the method of building a structure of knowledge by relating each new series of items learned to those\ntheir meaning broadens and becomes more intelligible.\n\nalready in hand.\nc)\n\nThe third aim of the daily review has a twofold meaning.\n\nUnder\n\nthe teacher's guidance the review of the recently studied material\n\nmay\n\nreveal to the pupils that their knowledge of the topic in hand is not yet\n\ncomplete.\n\nThere are still uncertainties, questions, problems, that must be\n\nconsidered.\n\nNot infrequently the pupils will be able to state these prob-\n\nlems for themselves, but, if not, the teacher's direction makes the nature\nof the remaining difficulty intelligible to the pupils.\n\nThis awareness of\n\nsomething still needing study, this sensing of the presence of a difficulty\nor of a problem, is an evidence of the pupils' ability to think.\n\nThe third\n\nfunction of the daily review therefore involves the recognition of a need for\nthe further study of the problem in hand and also the statement of this remaining\ndifficulty as an aim in the assignment of new work.\n\nTo recapitulate, the daily review rather than the familiar recitation is\nintended to make the pupil aware of the importance of effective recall and\nthereby to clinch and make very clear what has been studied, also to train\nthe pupil in knowledge-building by requiring him to reinterpret each day's\n\nwork in the light of what he has already learned, and also to make him aware\nof unsolved difficulties, these then becoming the reason for the new assign-\n\nment.\nIf the teacher has the course well organized into units of recitation and\n\nunits of study it will be necessary to devote little more than one-fifth of\n\nthe class period to this daily review.\n\nThe exact amount of time, of course,\n\ncannot be predetermined.\n2.\n\nThe assignment.\n\n—At the\n\nclose of the daily review the pupils become\n\naware of needing additional light on the topic or problem under consideration.\n\nThis problem is stated in a simple sentence, either written on the\n\nblackboard by the teacher or announst by a member of the class.\n\nThe\n\n"}
{"page": 590, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n5 7S\n\nassignment\n\nis\n\nthereby introduced.\n\nIt has a specific aim.\n\n[Chicago\n\nThe pupils\n\nare required to study, not a certain number of pages or scattered problems,\n\nbut a problem or a topic about which they will find information in such\nreferences as the teacher will supply.\n\nnow becomes the teacher's task to give the pupils some general\n\nIt\n\ndirections as to how to proceed in their search for more knowledge about\n\nthe problem or topic.\n\nThe statement of aim or of the nature of the still\n\nunsolved difficulty acts as a compass or as an objective; but there is still\n\nroom for much wasteful and perhaps unnecessarily discouraging effort.\nValuable time may be lost if the pupil does not know how to seek. The\nexplorer is controlled by a definite purpose, but if he hopes to succeed most\nquickly and successfully he will need to know something of the nature of\nthe territory, the roads, the dangers, and other conditions controlKng -his\nsearch.\n\nHe may still fail, but he fails intelligently.\n\nHe has used a rational\n\nmethod of finding the object of his quest. The pupil will need to know the\nmost economical method of seeking information. This part of the class\nperiod gives opportunity for the teacher to present a model example, as\nin\n\nmathematics; a demonstration lesson, as in science; or a cooperative\n\nassignment in these and other subjects like history or literature.\n\nSeveral\n\nfunctions of the assignment need to be borne in mind.\na) It presents a definite and specific objective.\n\nThe pupil is aware not\n\nonly of the quantity limits of the new lesson but especially of the gains he\nis\n\nexpected to make in skill or knowledge thru this assignment.\n\nb) The assignment makes clear to the pupil how such problems as he\nnow must solve are usually attackt. What is the method that others have\nfound successful in doing work of this kind? If he can understand the\nmethod of procedure as well as the nature of the problem to be solved he\n\nmay proceed with a strong probability of success.\nc)\n\nDuring the assignment opportunity is given for cooperative studying.\n\nThe main objective is considered. Pupils contribute by reading from referControlled by the\nences, or by discussion, to the solution of the problem.\nneeds as stated in the aim and in the nature of the problem the pupils now\nwork together in making the large plans, just as cooperative planning evolves\na military campaign, an engineering project, or a commercial enterprise.\n\nThe pupils are studying together under the direction of the teacher. They\nare conscious of working with one another in the construction of common\nknowledge' about the subject in hand.\n\nIt resembles the spirit of the hive,\n\nor the activity of each beaver in building the dam that will be of benefit\nto the entire group.\nd)\n\nBy means of this cooperative studying the pupils are taught and\n\ntrained in the use of tools.\n\nReading correctly and thoughtfully is empha-\n\nsized.\n\nThe handhng of apparatus and the careful manipulation of num-\n\nbers,\n\nsymbols, and signs in science and mathematics are given close\n\nattention.\n\nCritical reactions to what other members of the class offer are\n\n"}
{"page": 591, "printed_page": null, "text": "Superintendence!\n\nTHE THREE FUNCTIONS OF THE CLASS PERIOD\n\nencouraged.\n\nDiscriminating notebook work is developt.\n\n579\n\nThe importance\n\nof concentration and system is prest home.\ne)\n\nWhen the cooperative studying has resulted in a general or a tentative\n\nsolution of the problem in hand and in a well-understood method of pro-\n\ncedure the assignment is restated in the form of several detailed problems, either\n\nBy this means\n\nwritten on the board or presented in mimeograph copies.\nthe individual pupil's rate of progress\n\nis\n\nrecognized.\n\nPupils\n\nwho can\n\ndo the most work are not kept working on slow speed. They are not\nencouraged to idle. In this way also the third function of the class period\nis introduced.\n\nThe foregoing analysis of the assignment will doubtless be regarded by\n\nmany teachers as the usual teaching process.\n\nThere is, however, a funda-\n\nThe pupil is\n\nmental difference involved in calling this the assignment.\nheld close to a definite goal.\n\nHe is conscious of cooperating in reaching it.\n\nHe is being taught how to attack the new lesson. As a member of the\ngroup he gives aid in working out a general solution of the problem.\nNothing is left to chance or to loose, random activity. Everything points\nto a clearly understood goal.\n\nThe class is a harmoniously working machinAbout two-fifths of the\n\nery humming its way to a worth-while product.\nclass period may be required for this function.\n3.\n\nThe independent or silent-study function.\n\n—\n\nIt is commonly and wrongly\n\nsupposed that at this point the supervision of study begins. What has\nalready been said about the daily review and the assignment is to be\nregarded as fundamental in any type of study supervision that aims to\nteach and train pupils how to study.\n\nDuring the time devoted to silent\n\nstudy each pupil works on the various aspects of the general topic or prob-\n\nlems as these are stated in the more detailed assignments.\n\nPupils who are\n\nable to accomplish only the minimum amount of work have covered the\n\nrequirements of the course at this point, whereas the members of the clas§\n\nwho can produce a greater amount of work will belong to the more advanst\ngroups.\n\nWhile the pupils are at work the teacher may be called upon to\n\nconfer with pupils who are unable to apply the general procedure illustrated\n\nduring the cooperative assignment.\n\nAt the point of wrong departure the\n\nteacher is at hand so to direct the pupil that he will not unnecessarily fail.\n\nValuable time is thereby saved.\n\nThe pupil's ability is tested during this\n\npart of the class period just as effectively as during the review and the\ncooperative assignment.\n\nSpeed and accuracy may be noted.\n\nthe further advantage that each pupil is doing his own work.\nis required it will be given\n\nThere is\n\nIf assistance\n\nby the teachers rather than by parents or others\n\ncompetent to give the pupil wholesome help in his studying. Most\nof the pupils will not require any further direction from the teacher, but\nless\n\nthose who do need such direction may obtain it when most needed.\n\nThese then, in brief, are the three functions of the class period as related\nThe aim, it will be noted,\n\nto the supervision of the pupil's methods of work.\n\n"}
{"page": 592, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n580\nis first\n\niChicago\n\nof all so to direct the pupil that he will engage during the review\n\nof the preceding day's studying in efifective recall and in cooperative clinch-\n\ning of the most important items in the assignment.\n\nThe second aim is to\nnew\n\ngive the pupil a very definite statement not only of the quantity of\n\nwork to be done but of its nature. The pupil's attention is directed not\nto a quantity of work but to an unsolved problem that may be solved in\nthe manner illustrated during the cooperative assignment. Individual\ndifferences are partly provided for in the threefold apportionment of mini-\n\nmum, average, and maximum assignments.\n\nAnd finally the aim is to allow\n\nthe pupil to begin his independent or silent studying in an environment\n\nfavorable to the economical and effective pursuit of a certain number of\ntasks, all related to the common problem.\n\npiecework.\n\nThe pupil is now engaged in\n\nHe now works on particular parts of the general problem, but\n\nhe does so under the coordinating and directive skill of the teacher.\n\nThis\n\nto me is the meaning and general technique of the divided period.\n\nTHE RELATION BETWEEN STUDY AND READING\nWILLIAM S. GRAY, DEAN, SCHOOL OF EDUCATION, UNIVERSITY OF CHICAGO,\nCHICAGO, ILL.\nSupervised study periods have been organized because pupils need\nhelp and direction in the preparation of their lessons.\n\nThe extent to which\n\na pupil needs help is determined largely by the character of his reading and\n\nstudy habits.\n\nThe pupil who studies carefully as he reads and who selects\n\nappropriate methods of work usually progresses rapidly and requires Uttle\n\nOn the other hand, the pupil who uses poor\n\nor no help from teachers.\n\nmethods of study and who reads carelessly usually progresses slowly and\nrequires frequent assistance.\n\nIt is therefore a matter of first importance\n\nthat pupils be trained to study effectively as they read.\n\nIt is the purpose\n\nof this paper to discuss the uses which are made of reading during study\n\nperiods and to outline types of instruction which pupils should receive to\n\ndevelop economical and appropriate methods of study.\n\nIn order to secure a list of the uses made of reading during study periods\nthe teachers of the high school of the University of Chicago were asked\nto name the various ways in which reading is used in the preparation of\n\nassignments.\nrequest,\n\nTwenty-nine statements were submitted in response to this\n\nand they appear\n\nin the following\n\nlist.\n\nAttention\n\nis\n\nspecially\n\ndirected to the starred statements.\n\nThe Uses of Reading Ability in Preparing High-School Assignments\nTo stimulate interest in and appreciation for a given field of study.\n2. To acquire more effective modes of expression.\n* 3. To interpret and remember for the purpose of reproducing what is read.\n* 4. To determine the main outline of a story or article.\n5. To enlarge one's vocabulary.\n1.\n\n"}
{"page": 593, "printed_page": null, "text": "THE RELATION BETWEEN STUDY AND READING\n\nSuperintendence]\n\n581\n\nTo determine central ideas or fundamental principles.\nTo comprehend clearly and visualize described details.\n* 8. To determine and organize the principal points and the supporting details in a topic,\n* 6.\n\n7.\n\narticle, or book.\n\nTo acquire more effective modes of thinking or reasoning.\nTo extend one's general range of information thru quantitative reading of materials\n\n9.\n\n10.\n\ndirectly related to a given subject.\n\nTo master sentence structure, grammatical relationships, word forms, idioms, etc.\nTo obtain definite information for the purpose of making specific reports or of asking\n\n11.\n\n12.\n\nintelligent questions.\n\nTo analyze the argument of an address or article into its essential parts.\nTo increase one's rate of reading.\n15. To find collateral and illustrative materials in regard to problems or topics under\n\n*i3.\n14.\n\ndiscussion.\n\nTo follow directions with accuracy and reasonable speed.\n17. To determine the relative importance of different facts.\n18. To increase one's information in regard to specific topics.\n*i9. To draw valid conclusions from data or statements.\n*2o. To find facts or materials which will aid in the solution of a problem or in answering\n*i6.\n\nquestions.\n\nTo review the material of earlier readings for information needed in the discussion of\n\n21.\n\npresent problems.\n\nTo appreciate the significance of each word used in a concisely exprest statement or\n\n22.\n\nprinciple.\n\nTo gain a clear comprehension of the essential conditions of a problem which is to\n\n*23.\n\nbe solved.\n\nTo interpret and remember for the purpose of reproducing in another language.\nTo discover new problems in regard to a topic under discussion.\n26. To determine whether statements are based on fact, opinion, inference, or supposition.\n*27. To determine the validity of statements or inferences.\n28. To discover the full significance of fundamental laws or conditions by correctly\n24.\n25.\n\ninterpreting descriptions of their applications.\n\nTo gain the meaning of words peculiar to a subject or to master the particular mean-\n\n29.\n\nings they have in the subject.\n\nEach of these statements describes a familiar use of reading.\n\nAltho\n\nthey are not all mutually exclusive, they are sufficiently different in character to indicate clearly that numerous and varied uses are made of reading\nin school work.\n\nOne cannot escape the impression as he studies the list\n\nthat high-school pupils are confronted with a complex problem, if all of the\n\npurposes of assignments are realized during study periods.\n\nIn order to determine the relative importance of the different uses of\nreading in the various subjects, the Hst was submitted to two hundred and\nfifty\n\nteachers representing\n\nall\n\ndepartments of typical high schools.\n\nThe\n\nteachers were askt to check the five uses of reading which were most impor-\n\ntant in preparing assignments in their departments.\n\nThe repHes were\n\nrecorded by departments and the results exprest in terms of the percentages\nof teachers mentioning each use.\nfor the\n\nThe results are represented graphically\n\ndepartments of English, science, mathematics, history, modern\n\nlanguages,\n\nand\n\nfor\n\nall\n\ndepartments combined.\n\nEach\n\nvertical\n\ncolumn\n\n"}
{"page": 594, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n582\n\nrepresents a use which is made of reading.\nleft to right in\n\n(Chicago\n\nThe uses are arranged from\nThe\n\nthe order in which they appear on the printed Ust.\n\nheights of the columns represent the percentages of teachers mentioning\n\nthe different uses of reading.\n\nEnglish\nScience\n\nMathematics\nHistory\n\nModem Language\n\n1234s\n\n6\n23\n6\n\n18\n20\n8\n\n5\n\n11\n\ni\n\n19\n3\n24\n\n12\n22\n\n20\n7\n\n10\n\ni\n\ni\n\n3\n\nThe accompanying diagrams show the five most important uses of\nwho cooperated.\n\nreading in each subject as indicated by the teachers\n\nWhen one compares the ways in which reading is used in the different\ndepartments he is imprest with the fact that different departments use\nreading for widely different purposes.\n\nThis fact is illustrated in a very\n\nstriking way in the modern-language departments, where some of the most\n\nimportant uses of reading have little or no value in other departments.\nSince reading is used for a large number of purposes in the preparation\nof high-school assignments, a significant question is brought pointedly to\n\nour attention.\n\nAre the same reading habits and attitudes employed in\n\nconnection with all the uses of reading, or is each use of reading characterized\n\nby its own set of appropriate habits? An examination of adult reading\nhabits reveals some interesting and relevant facts. When one reads the\nmorning newspaper to determine what the important events are which have\ntranspired recently, interesting sets of habits are employed. The eyes\ntake in the large headlines and the column headings almost instantly, and\ncertain columns are selected as the most interesting. The eyes run down\na column, catching rapidly items of information here and there. After a\nshort period attention shifts to another column, and the skimming process\ncontinues. In two or three minutes an effective reader has secured a large\nnumber of important news items. Again, one reads a popular novel rapidly\nfor pleasure, dwelHng upon those parts which appeal to his interest.\nOn\nthe other hand, an article in the Atlantic Monthly, dealing with some modern\nsocial problem, requires more deliberate reading.\nOne may read slowly in\nsuch cases, pausing on each sentence or line.\n\nOften each statement is\n\ncarefully considered, and a judgment is reacht with regard to its vaUdity.\n\nThe significant fact which attaches to the foregoing discussion is that the\nvarious types of reading can be carried on most effectively thru the use of\ndifferent sets of habits.\n\nA comparison of reading for the purpose of remembering and reproducing with reading for the purpose of drawing valid conclusions reveals\ndistinct differences in both the attitude of the reader and the habits of study\n\nwhich are employed. When a pupil reads for the purpose of remembering\nand reproducing what he reads, he sets about his task with a determination\n\n"}
{"page": 595, "printed_page": null, "text": "English\n\n25\n\n29\n\nIfathematios\n\nn\nir\n\nn\n\n10\n\n15\n\n^\n\nC\n\nLPi_r^\n20\n\n25\n\n29\n\n60\n\nHistory\n404\n20\n\ns-n rn\n\n0.\n\n10\n\n5\n\n40.\n\n20\n\n25\n\n29\n\n— Uodern Languages\n\n~-j\n\n80\n\n15\n\n_rL\n\n80.\n\nU\n\n0.\n\nL_j\n\n10\n\n60\n\nm n\n\nn\n\n15\n\n20\n\np^\n25\n\nAll Departments Combined\n\n'I\"Ln_ri\n5\n\n10\n\n15\n\n20\n\n25\n\nRelative Importance of the Various Uses of Reading\n\n29\n\n"}
{"page": 596, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n584\n\nto remember what he reads.\n\n[Chicago\n\nHe reads the selection rapidly the first time to\nHe i:eads it a second\n\nsee what it is about and to select the main points.\n\ntime to select and organize the details which belong appropriately to each\n\nmain point.\n\nHe then closes his book and recalls as much as he can.\n\nIt is\n\nprobable that he will then skim thru the selection to verify his outline of\n\nSome time later in the day\n\nthe essential points and supporting details.\n\nor before the next recitation period he will again recall the facts which he\n\nwishes to present and will check his memory of the content by skimming\nthru the selection.\n\nA pupil who reads for the purpose of drawing valid conclusions begins\nreading to discover evidence bearing on either side of a problem.\n\nThe first\nThe\n\nreading is done carefully to determine the facts as they are presented.\n\nreader then makes a summary of the evidence and draws a tentative conclusion.\n\nThe second reading considers each point carefully to determine its\nAs the reading continues the\n\nvalidity and the weight it should be given.\n\nfacts which point to a positive conclusion are markt -f, and those which\n\npoint to a negative conclusion are markt\n\n—\n\n.\n\nThese markt passages are\n\nfinally reviewed, and a definite conclusion is reacht.\n\nThe foregoing discussion has emphasized the fact that the procedure in\nAny number of comparisons could be\nmade in which equally markt differences would be apparent. Enough has\nreading differs in the two cases.\n\nbeen said, however, to show that a large variety of reading habits are\n\nemployed as one studies.\n\nThe specific habits which are used during a given\n\nstudy period depend on the purpose of the assignment which has been made.\n\nThese facts suggest a second important question.\n\nShould children be\n\ntrained more definitely than they are at present in the establishment of\n\nreading habits which are appropriate for the various purposes of study?\n\nRecent tests of the study habits of college Freshmen show clearly that even\nthe brighter pupils pass thru the elementary and high schools without\nacquiring effective habits of study.\n\nTests and observations of high-school\n\nclasses show clearly that a large majority of the pupils cannot read and study\neffectively.\n\nTeachers in the upper grades of elementary schools and in\n\nhigh schools admit frankly that instruction in the most important habits of\nreading and study is unorganized for the most part and very poorly done.\n\nThe teachers of one of the best-organized elementary schools of Illinois\nrecently stated that they were failing to give adequate instruction along\n\nthese lines because they did not know how to train pupils effectively.\n\nAccumulated evidence justifies the statement that most boys and girls\ngo thru the elementary and high schools without acquiring effective habits\nof study.\nInstead of developing effective habits which render pupils\nprogressively independent of assistance during study periods, they are too\nfrequently left more and more dependent on the teacher for assistance as\nthe study problems change from a simple to a more difficult level. This\nsituation cannot be remedied wholly in supervised study periods.\n\nIt is one\n\n"}
{"page": 597, "printed_page": null, "text": "Superintendence)\n\nTHE RELATION BETWEEN STUDY AND READING\n\n585\n\nof the fundamental problems of instruction and must be attackt intelligently\n\nand systematically in every grade, beginning with the earliest.\n\nIn the\n\nremaining sections of this report a constructive program of instruction for\ndeveloping effective habits of reading and study will be discust briefly.\n\nThe basic training in effective habits of reading and study should be\ngiven in the elementary school.\n\nInstead of devoting all the reading time\n\nto training in oral expression, much of the time should be given to training\n\npupils in the art of independent, effective silent study.\n\nbook entitled Reading in\n\nFrances Jenkins\n\nPrimary Grades recommends that\ntraining of this type be started in the first and second grades.\nTwo types\n\nin her\n\nthe\n\nof study problems are discust in detail, namely, finding the heart of the\n\nstory and separating a selection into its main sections.\n\nAs much training\n\nshould be given along these lines as may be necessary to quicken the thought\nof the pupil, to broaden his understanding of a selection, and to deepen his\n\nappreciation.\n\nInstead of merely hearing reading lessons day after day,\n\nteachers of the lower grades should devote a large\n\namount of time and\n\nattention to the development of a thoughtful reading attitude.\nprerequisite to effective expression\n\nThis is\n\nand to the development of abihty to\n\nstudy independently and intelHgently.\n\nBy the beginning of the fourth grade pupils should be able to read\nfluently\n\nuntechnical\n\nparagraphs\n\nin\n\nCarpenter's\n\nGeographical\n\nReaders.\n\nWhen they have reacht this point in their development they are ready for\nspecific instruction in the\n\nmethods of silent reading and study.\n\nAltho\n\ninstruction should be given in all phases of silent reading during the fourth,\nfifth,\n\nand sixth grades, the present discussion is limited to the methods of\n\ndeveloping effective study habits as one reads.\n\nIn the organization of\n\ninstruction of this type three principles of organization should be observed:\n(i)\n\nPupils should be trained definitely in specific habits of study.\n\nRegular periods should be utilized for such instruction.\n\n(2)\n\n(3) Instruction\n\nshould proceed systematically from simple to more difficult study problems.\n\nBy the end of the sixth grade the more important study habits should have\nbeen developt.\n\nThe following illustrations describe some of the essential\n\ncharacteristics of instruction of the type which is recommended.\nI. Pupils should be trained to get the central idea of what is being read.\nBoth understanding and appreciation depend on finding the central theme.\n\nIn the fourth grade short passages may be chosen as the basis for this work.\nPupils should be instructed concerning the most effective methods of procedure.\n\nThe important part should be markt.\n\nIf\n\ntwo or three different\n\nsentences contain possible central themes, the pupils should mark them and\n\nthen study their value and importance.\n\nThe central ideas chosen by\n\ndifferent pupils should be discust in class.\n\nReasons should be presented for\n\nand each pupil should recognize why his selection was\nThere should be sufficient training of this type to\ndevelop the attitude on the part of the pupils of searching for the author's\nthe final choice,\n\napproved or {ejected.\n\n"}
{"page": 598, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5 86\n\n(Chicago\n\nmain point. The training should be continued in the fifth grade thru the\nuse of more difficult passages and longer selections. In the sixth grade the\npupils should be able to attack relatively difiicult passages and should be\nable to find the central theme of long selections or books. Twenty minutes\nof silent study to find the central idea of a selection fifteen or twenty pages\nin length provides excellent training in developing habits of effective silent\n\nstudy.\n2.\n\nDefinite training should be provided in finding a series of large\n\nimportant points.\n\nIn the fourth grade the pupils may mark the passages\n\nwhich include the important points, or the teacher may\nwrite them on the board as they are suggested. After the entire series\nhas been indicated the passages should be re-read to determine whether or\nnot all of the essential points have been included. Instruction should be\nin the selection\n\ncontinued along this line in the fifth grade by requiring the pupil to select\nthe points independently, to express them concisely, to place them in the\n\nform of an organization, and to include some of the supporting details.\nIn the sixth grade pupils should be trained to organize effectively the material which they read and to develop considerable skill in working out\nrefined organizations as to both form and content.\n3.\n\nPupils should be trained to determine the vahdity of statements.\n\nIn the fourth grade the teacher must lead largely in this work.\n\nSelections\n\nshould be chosen in which the writer's experiences or statements differ from\nthe experiences of the class.\n\nBy means of skilful questions the teachers\n\ncan provoke discussion with regard to such points.\n\nIn this connection\n\npupils should realize that experiences may differ, and that two people may\n\ngive entirely different accounts of the\n\nsame event.\n\nIn the\n\nconflicting statements by different authors may be studied.\n\nfifth\n\ngrade\n\nIn this con-\n\nnection pupils should learn that the author's qualification to write on a\n\ngiven topic determines to a large extent the amount of confidence which can\n\nbe placed in his statements.\n\nIn the sixth grade pupils should be taught the\n\nuse of source-books in various fields and should be given frequent opportunity to check the validity of questionable statements thru the use of reliable\n\nsources of information.\n\nWe must depend for leadership in this work on the superintendents,\nsupervisors, and principals of the country.\nI\n\nam confident that our leaders will give this problem the consideration,\n\nstimulus, and impetus which it merits.\n\n"}
{"page": 599, "printed_page": null, "text": ".\n\nSuperintendence]\n\nDIVIDED-PERIOD PLAN OF SUPERVISED STUDY\n\n587\n\nTHE DIVIDED-PERIOD PLAN OF SUPERVISED STUDY IN\nAMERICAN HISTORY\nMABEL E. SIMPSON, DIRECTOR OF KINDERGARTENS AND ELEMENTARY\nGRADES, ROCHESTER, N.Y.\n\nDEMONSTRATION LESSON\nGrade VIII B (first half of eighth year) from the Lawson Elementary School, Chicago.\n\nGrade\nTopic:\n\n:\n\nTransportation.\n\nTeacher's Aim:\n\nTo teach the pupils to do purposive thinking relative\n\nto a definite problem\n\n—an important factor in the acquisition of right\n\nhabits of study.\n\nA \"How to Study\" lesson.\n\nLesson Type:\n\nFactors of Study:\n\nThe lesson provides for special attention to the recog-\n\nnition of the problem, collection of data, organization of data, the\n\ntentative attitude or the exercise of independent judgment, the application of ideas, and the provision for initiative upon the part of the child.\n\nThe Pupils' Aim:\n\nTo secure definite information upon\n\nthe problem\n\nrequiring solution.\n\nParts of the Lesson and Time Schedule\n\n:\n\nThe review\n2. The assignment\n\n20 minutes\n\n1\n\n3.\n\n10 minutes\n\nStudy of the assignment\n\n10 minutes\n5 minutes\n\n4. Verification\n5.\n\nNote:\n\n5 minutes\n\nDirections for further research\n\nUnder ordinary classroom conditions a more normal distribution\n\nThe review 15 minutes, the assignment 10 minutes, study of the assignment 20 minutes, and verification\nof time might have been as follows:\n\n5 minutes.\n\nFor demonstration purposes, however, it has seemed wise\n\nto have a less prolonged period f9r silent study.\n\nProvision for Individual Differences:\n\n—\n—\n—\n\nInferior group\nGroup I.\nAverage group Group II.\nGroup III.\n3. Superior group\n1.\n\n2.\n\nThe Nature of Each Part of the Lesson:\nI.\n\nThe Review\n\n—Subject-matter: Topics\n\nfor review.\n\nTopic I, Early Methods of Transportation by Land (given by\n\nGroup II).\nTopic II, The Cumberland and the National Road (given by\n\nGroup I).\nTopic III, The First Railroad (given by Group III).\n\nMethod\n\n—A socialized review.\n\n"}
{"page": 600, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n588\n2.\n\n[Chicago\n\nThe Assignment\na)\n\nExplanation given by the teacher.\n\nh)\n\nRecognition and statement of the problem.\n\nc)\n\nLocation of data pertaining to the problem.\n\n—\n\nThe Problem (to be stated by the pupils) How was the first transcontinental railroad built and why was it important ?\n3.\n\nStudy of the Assignment\nPart I (minimum assignment)\ndefinite information\n\n—Directions: Read the\n\nrefer-\n\nMace History in order to find\n\nence just located in the\n\nupon the following points pertaining\n\nto our problem:\na)\n\nWhat was the name of the first transcontinental railroad and when was it completed ?\n\nb)\n\nBe able to tell the most important facts given in this\ntext upon the construction of the first transcontinental\nrailroad.\n\nc)\n\nRe-read the paragraph that is given completely on\npage 416 of the Mace History. Select the parts of this\nparagraph which tell two ways by which aid was given\nto the companies which built the first transcontinental\nrailroad.\n\nPart II (average assignment)\nd)\n\nRead as much of pages 378-80 in the Gordy History\nas seems necessary in order to determine at least three\n\ngreat advantages to our nation resulting from\n\nthe\n\ncompletion of the first and other transcontinental lines.\nPart III (maximum assignment)\ne)\n\nToday we are privileged to be citizens of a great nation\nwhich has the most highly developt system of transDecide upon one thing which\nwould be a serious disadvantage to you or to your\nfamily if, for any reason, all means of transportation\n\nportation in the world.\n\nshould suddenly be stopt in this city.\n4.\n\nVerification\n\n—Results of the silent-study period determined:\n\na) Quantitative result.\nb)\n5.\n\nQuahtative result.\n\nDirections for Further Research:\n\nProblems for Committee Work\n\n—\n\nMerely one of innumerable ways of providing for the development of initiative and the socialization of jclassroom procedure.\nCommittee I Make a map of the United States and upon it\n\n—\n\nshow the following:\na)\nb)\n\nThe route of the first transcontinental railroad.\nAt least two other transcontinental lines built since\n1869.\n\n"}
{"page": 601, "printed_page": null, "text": "Superintendence]\n\nDIVIDED-PERIOD PLAN OF SUPERVISED STUDY\nc)\n\n589\n\nThe Lincoln Highway.\nBe sure to show the importance of each. This\nmap may be made upon the blackboard or in any way\nthat it can best be shown to the class.\n\n— Gain\n\nCommittee II\n\nall\n\nthe information you can to show how\n\nthe number of miles of railroad in the United States in\n\n1869 compares with that of 1919.\n\nHow does our mileage\n\nin this country compare with that of leading countries of\n\nEurope ?\nCommittee III\n\n—In your opinion, how did the Homestead Act\n\naid in creating a demand for a transcontinental railroad ?\n\nGive your sources of information in defense of your opinion.\nCommittee IV\n\n—Explain the method of control\n\nsystem during the recent world-war.\n\nof our railway\n\nShow why\n\nthis\n\nmethod of control was considered necessary.\nCommittee\n\nV—Who was recently made Director General of\n\nRailroads?\n\nwork ?\n\nWhat are his special qualifications for this\n\nBring to class any magazine articles or newspaper\n\nclippings which illustrate the attitude of Congress or of the\n\npeople toward the problem confronting him.\n\nTHE DIVIDED-PERIOD PLAN OF SUPERVISED STUDY\n(The following explanation preceded the demonstration lesson.)\nSupervised study presents so many phases which are worthy of consideration that it is impossible to crowd into the few moments at\nall of the points generally recognized as of vital importance.\n\nto demonstrate thru\n\nmy disposal\n\nI shall attempt\n\nmy lesson the divided-period plan of supervised study\n\nwhich Dr. Hall-Quest has just outhned.\nIn order that the various pajts of this lesson may be easily understood,\nI should like to explain\n\nmy general plan and give some of my reasons for\n\nthe different types of procedure employed.\n\nIn the outline which has already been distributed I have listed the\n\nYou will note that the pupils with\nwhom I am to work have been selected from the Lawson Elementary School\nessential points for consideration.\n\nof this city.\n\nIt\n\nis\n\nonly as a result of the most generous cooperation of\n\nSuperintendent Mortenson, District Superintendent John H. Stube, and\n\nMr. Krauskopf, principal of the Lawson School, as well as\n\nthe pupils\n\nthemselves, that this demonstration has been made possible.\n\nI met these\n\nchildren for the first time Monday.\n\nSince that time we have workt together\n\nfor one period each day in order that they might have some slight famiharity\n\nwith the method which I shall employ in this lesson.\n\nOur unit of instruction requiring a series of lessons for completion is\nThis was selected from the \"Chicago\n\nthe subject of \"Transportation.\"\n\n"}
{"page": 602, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n590\n\n[Chicago\n\nCourse of Study in History\" and is a unit upon which the pupils previously\nhad had no instruction.\nOur work together Monday was merely for the purpose of becoming\nacquainted. On Tuesday we studied early methods of transportation by\nland, and on Wednesday the improvements made in about 1830 in methods\nof transportation by land.\nThe pupils have been given no intimation of what their problem for\ntoday's lesson will be. They only know that it will be based upon the\nquestion of transportation by land. The facts they have learned in the\ntwo previous lessons will furnish the basis for review in this lesson. They\nhave had no formal drill upon the points to be discust during the review.\nSince one of the great fundamental purposes of supervised study is to\n\nteach our pupils how to study, my specific aim in this lesson is to teach the\npupils to do purposive thinking relative to a definite problem.\n\nThis, as\n\nwe know, is one of the important factors in learning how to study.\nOne cannot hope to teach pupils how to study unless he is fully conscious\nof the meaning of\n\n\"study\" and the various factors involved.\n\nI\n\nhope to\n\nmake it clear, during the progress of the lesson, just where the several\nThe pupils have not been\nfactors noted in the outline are being employed.\nmade conscious of these terms. There is no necessity for so doing. It is\nonly after continued use that habit formation results.\nlearned\n\nto\n\nPupils have not\n\nstudy profitably until right habits of thinking have been\n\ndevelopt.\n\nNaturally the pupil's aim and the aim of the teacher, therefore, do not\nnecessarily coincide.\n\nTheir conscious aim during this lesson will, without\n\ndoubt, be to secure definite information upon the problem which they hope\nto solve.\n\nIn order that we may not devote too much time to a single phase of\nthis lesson the fifty-minute period will be subdivided as noted in the outKne.\n\nTeachers who employ this plan of supervised study find it very helpful to\nappoint a pupil to be timekeeper. His duty is to watch the time and inform\nthe class when to begin the next part of the lesson.\n\nThe pupils greatly\n\nenjoy and appreciate this slight delegation of responsibility.\n\nIt helps them\n\nto reaHze that they, as well as the teacher, are responsible for the success\nof the lesson.\n\nThere are many arguments in favor of the employment of a\n\ntime schedule, chief among them being the fact that a teacher is thus\nobliged to gauge carefully the amount he plans to accomplish during a\ngiven period.\n\nThose of us who have had considerable experience as teachers\n\nreahze that this has long been one of our vulnerable points.\n\nWe either\n\nplan so much that it cannot possibly be accompHsht in the time allotted,\nor only a haphazard estimate is made.\n\nIn each case the main value of the\n\nlesson is often lost entirely.\n\nOn the other hand, this time element should not be made a \"fetish.\"\nLike many other problems confronting the teacher, it requires \"common\n\n"}
{"page": 603, "printed_page": null, "text": "V\n\nDIVIDED-PERIOD PLAN OF SUPERVISED STUDY\n\nSuperintendence)\n\n591\n\nsense.\" The time allotment for the various parts of the lesson should vary\nfrom day to day according to the particular needs of the lesson under consideration.\n\nTeachers should never make this an arbitrary, rigidly fixed\n\ntype of procedure.\n\nVariation greatly enhances its value.\nWhile one of the fundamental aims of supervised study is to teach\n\npupils\n\n\"how to study,\" the consideration of the individual differences\nRegardless of how care-\n\nexisting in every class is none the less important.\n\n[fuUy a class may be graded, the pupils naturally fall into three distinct\n!\n\ngroups.\n\nthe class.\n\nThe \"inferior group\" consists of the slowest, weakest pupils in\nThe \"superior group\" contains only such pupils as are readily\n\nrecognized because of their particular intelligence and abiHty.\ni\n\nAll other\n\npupils are considered average.\n\nPupils should never be\n\nmade conscious of these terms.\n\nAssignment\n\nto a particular group should be based not on mere opinion but upon the\n;\n\nemployment of standard tests.\n\nresult of scientific investigation thru the\n\nDr. Gray has very kindly given me great assistance in this respect.\nclassification for this particular lesson has\n\nMy\n\nbeen based entirely upon data\n\nsecured by Dr. Gray, who generously tested these pupils by means of his\n\ncomprehension tests in reading.\n\nPupils should be changed from one group\n\nto another as frequently as they have proved their ability to work in a higher\nI\n\nfgroup.\nI have purposely arranged the chairs for this lesson in such a way that\n\nthe inferior pupils will be seated in this section, the average pupils here,\n\nand the superior ones here [indicating special section for each group]. This\n[may help you in noting the various reactions to the lesson by all pupils.\nI previously mentioned the fact that the subject-matter for discussion\n\n[during the review is based upon the subject-matter studied during the two\n[lessons preceding this lesson.\n[for consideration.\n\nYou will note that three topics are listed\n\nWe shall begin the review by my selecting a representa-\n\nptive from each group, also one pupil to act as judge.\n\n)een informed concerning this selection.\n\nThe pupils have not\nhave in every way tried to\n\nI\n\nLeep conditions as similar as possible to those existing in the regular class-\n\nroom.\n'first\n\nThe judge will call upon the representative of the group to whom the\n\ntopic has been assigned (Group II).\n\nThis pupil then becomes respon-\n\nsible for attempting to give a full discussion\n\nupon Topic I.\n\nAt the close\n\nof his recitation any pupil in his group may rise and question him further,\n\nadd any information not given, or correct an error.\ngroups have the same privilege.\n\nIf at any\n\nPupils in the other\n\ntime the judge considers that\n\nquestions askt are unimportant, not to the point, or have already been\naskt, he has the privilege of rising and objecting to the question, provided\n\nhe gives his reason for objecting.\nquestion will be rejected.\nthe judge will\n\ntell\n\nalso which group.\n\nIf his reason is accepted by the class the\nAt the close of the discussion of the third topic\n\nwhich representation he considers did the best work,\nHis decision will be referred to the class for approval.\n\n"}
{"page": 604, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n592\n\n(Chicago\n\nThis is only one of a countless number of ways of socializing a review.\n\nAny\n\ningenious teacher can devise many ways equally as interesting to children.\n\nHere also variation in method of procedure stimulates interest.\n\nMy particular desire during this part of the lesson is so to conduct the\nreview that the pupils as well as the teacher will be doing the work.\n\nSuffi-\n\ncient provision also has been made for the development of initiative upon\n\nthe part of the pupils.\n\nYou will observe that I assigned Topic I to Group II.\n\nThere were two reasons for this.\n\nFirst, a pupil of the average group would\n\nbe less timid and self-conscious than a pupil of the inferior group.\n\nThe\n\npupil of the inferior group is thus given a longer time in which to be ready\nfor his recitation.\n\nSecondly, Topic I requires considerable organization\n\nof fact in order to answer it satisfactorily.\n\nTopic II involves memory only.\n\nIn considering the second part of the lesson, the assignment, I hope to\nbe able to demonstrate some of the points of difference between this type\nof assignment and that in which we superimpose\n\nupon the pupils a task\n\nin which they see little value and therefore have slight interest.\n\nThe brief\n\nexplanation which I shall give is merely to serve as a connecting link between\nthe information on transportation hy land, previously studied, and the new\nfacts to be discovered in today's lesson.\n\nThe problem listed in the outline is merely suggestive of what the pupils\n\nmay give.\n\nI shall endeavor,\n\nif\n\npossible, to use the\n\nproblem which they\n\npropose.\n\nThe \"Study of the Assignment\" is largely self-explanatory.\n\nAfter the\n\npupils have discovered what they are to study, they begin at once to work\nout, silently and independently, the directions hsted under the \"Study of\n\nthe Assignment.\"\n\nDuring this time the teacher helps only those who are\n\nespecially weak or those who encounter some difficulty.\n\nAssistance is given\n\nthru further questions or directions.\n\nPart I deals with the minimum essentials of the \"Course of Study\"\nand is the amount required by the class as a whole. It is also the maximum\namount required of the inferior group. Pupils in this group, however,\nshould be encouraged to complete as much of Parts II and III as possible.\nImpress upon all pupils the importance of careful, accurate work. Questions I and 2 test the pupil's ability to get the thought quickly from the\nprinted page. Question 3 tests his ability to make an independent judgment as well as to organize his ideas. Question 4 gives additional data\nconcerning the topic under consideration and is a more severe test of the\npupil's ability to follow directions and form independent judgments.\nQuestion 5 requires the application of facts or ideas to a personal situation.\nIt helps to make the pupil conscious of the fact that national problems are\n\nproblems affecting the individual also.\n\nDuring the brief time for verification I shall merely try to determine\nthe number completing the various parts of the assignment and briefly touch\n\nupon some of the vital pcnnts discov6red during the silent-study period.\n\n"}
{"page": 605, "printed_page": null, "text": "DIVIDED-PERIOD PLAN OF SUPERVISED STUDY\n\nSuperintendence]\n\n593\n\nIn order that you may have some idea of how the study of this unit of\ninstruction might be continued and further vitahzed I have noted in the\n\nouthne several problems for committee work.\n\nIf this\n\nwere a class of my\n\nown and I could devote another week to the study of transportation I\nshould give the pupils directions similar to the following: The pupils would\nbe told to read each problem carefully and select the committee upon which\neach wisht to work.\n\nThe choice could be indicated by each pupil signing\n\nhis name upon a small slip and giving the committee a number also.\n\nFive\n\nchairmen, pupils from the average or the superior groups, should then be\n\nappointed or,\n\nstill\n\nbetter, elected\n\nshould be given until\n\nindependently\n\nall\n\nby the members of the class.\n\nPupils\n\nMonday morning (two days) in which\n\nto secure\n\nupon\n\nMonday\n\npossible information\n\ntheir\n\nproblems.\n\nmorning each pupil should report in writing to the chairman of this committee the sources of information which he has located. If none have\nbeen secured this fact should be reported also.\nhelp such pupils to locate data.\nfor assistance if necessary.\n\nThe chairman will then\n\nAll chairmen should report to the teacher\n\nBefore the final reports are given the chairman\n\nshould meet with the teacher to arrange plans, and each chairman should,\nin turn,\n\nmeet with his committee to complete all arrangements for the\n\nlesson, to which the entire period on Wednesday should be devoted.\n\nThe\n\nclass should be permitted to invite another class to hear its reports.\n\nThe investigation of such problems as those already suggested will\nnaturally lead the pupils to desire to learn about transportation by water\n\nand methods of communication. The question of inventions and inventors\nwould need consideration in this connection. The outcome of such study\nmight easily be the consideration of the influence of transportation and\ninventions upon the industrial development of our nation. This study\nwould involve the questions of labor, immigration, tariff, etc. In fact there\nis\n\nno limit to the ramifications of such a subject if one follows the natural\n\ninterest\n\nand desire for information which can be created when the child\n\nrealizes that he is studying some of our real live problems of the times.\n\nThe procedure just described is merely indicative of limitless ways in\nwhich work of this character may be made vital. When such means are\nemployed, the child who formerly regarded history as dull and uninteresting\nand something to be avoided gradually begins to change his viewpoint.\nSchool no longer is a place where dreary lessons are ''learned\" and\n\"recited.\"\n\nIt\n\nbecomes instead a place where practical problems having\n\na vital interest to each individual are discust and understood thru a study\nof past conditions by which they have been influenst.\n\nTo those unfamiliar with Dr. Hall-Quest's viewpoint with regard to\nsupervised study it may seem that alien elements have been included in\nthe work here presented.\nIf\n\nwe agree, however, that supervised study is chiefly concerned with\n\nforming right habits of study, we must admit that this end cannot be\n\n"}
{"page": 606, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n594\n\naccomplisht during the silent-study period alone.\n\n(Chicago\n\nThe review and the\n\nassignment are equally important in providing opportunities for the employ-\n\nment of the factors of study.\n\nSupervised study, therefore, must take into\n\naccount the three functions of the lesson and utilize each to develop habits\nof purposive thinking.\n\nSUPERVISED AND DIRECTED STUDY\nJ.\n\nSTANLEY BROWN, PRINCIPAL OF JOLIET, ILLINOIS, TOWNSHIP HIGH SCHOOL\nAND JUNIOR COLLEGE\nEducational process is unfixt;\n\nit is\n\nmutable, unconfined, independent,\n\nfluidic;\n\nit partakes of these qualities because of the force with which it has\n\nto deal.\n\nApplied to the schools and colleges, its quantitative element is\n\nlargest apparently in the realm of intellect.\n\nIts qualitative force will be\n\ngreatest in its effect on the individual as a whole.\n\nThe process of instruc-\n\ntion involves the instructor and the individual to be instructed.\n\nThere is\n\ndemanded here a mutuality of effort if the resultant receives either temporary or permanent approval of the participants.\n\nLong before Jesus trod the soil of GaUlee, and unceasingly down thru\nthe centuries, men have sought untiringly to improve education, instruction,\n\nand teaching.\n\nThe residuum of theories which for their time met\n\napproval and were thought to contribute something permanent has been\n\nbrought together from age to age and made a part of a fusion of a new\nprocess somewhat unlike either of the elements fused, but in a measure\n\nhas met in a more acceptable way the newer conditions presented.\n\nThe adoption of universal education in the United States of America\nlong before many of the much older civilizations, developed under different\nconditions, conceived or thought of such an idea has hastened the training\nfor teaching\n\nand has produced in our public mind the desire for thoroly\n\ntrained teachers.\n\nBecause men and women have appreciated the necessity of trained\nteachers, even tho the training had to be in the great majority of cases\n\noutside of an institution designated for the training of teachers, there has\n\nbeen a constant effort, a constant study, and, may we say, a constant\n\nimprovement in the relationship between the teacher and the student.\nWe have tried the short school day in secondary education, the period\ngiven up to study for all at the beginning of the day, the conference either\nin the middle of the day or at the close, the assignment of work to be done\nat home without direction, the keeping of students as a kind of penalty after\n\nthe great majority\n\nhad gone to their homes, and many other projects\n\ndesigned to help in the teaching process.\n\nAmong the latest of these efforts at securing a closer, a warmer, a more\nsympathetic, and in many cases a more magnetic relationship between the\nteacher and the student or pupil is \"supervised and directed study.\"\n\nWe\n\n"}
{"page": 607, "printed_page": null, "text": "L-\n\nSUPERVISED AND DIRECTED STUDY\n\nSuperintendence!\n\n595\n\nare not attempting to define this as by a dictionary definition.\n\nIt represents\n\na method of instruction, a scheme of teaching, which is based upon a mutual\nrelationship, a mutual obligation existing between the two parties concerned.\n\nWe are applying this method of instruction to all kinds of language\nWe are, however, per-\n\nwork, our native tongue, and our foreign tongues.\n\nsuaded that its application is as defensible in all subjects when sanely and\n\n^K thoughtfully applied.\n\nIt forever condemns to the scrap heap of discarded\n\n^^B pedagogy such expressions as \"hearing the recitation,\" \"hearing a class,\"\n\"mere question and answer,\" when teacher and class have come together.\nIts application is not the same in any two different subjects;\n\nhence every\n\nsubject to which it is applied must interpret the method in the interest of\nIt means\nmeans a smaller number\n\nthe subject and not the subject in the interest of the method.\n\na longer school day;\n\nit means a larger expense;\n\nit\n\nmeans a larger percentage of pupils to continue\nit means that the educational expense attacht\n^^B to this method of teaching is almost offset by the smaller number of repeaters\nI^B from semester to semester.\n^^\nThe relationship between the teacher and the class takes largely the\nof unsuccessful pupils;\n\nit\n\nI^K their work for a longer time\n\n;\n\nnature of a conference in which all participate;\n\ndifficulties\n\npresented are\n\ndiscust in the open; the interest created in the first half of the period may\n\nbe culminated to magnify the interest in the second half of the period.\n\nThe\n\nkeyed-up condition, which ought to be general in the conduct of a class\nafter the first\n\ntwenty or thirty minutes, may be skilfully used without\n\ncessation of interest in the continuation of the conference between\n\nthe\n\nteacher and the pupil.\n\nDirected study means the appropriation of the positive and the constructive\n\nand the minimizing of the negative and the destructive in the\n\nconference group of teacher and class to do, to build, to think, to act, to\n\n^.\n\nconstruct, to produce such a group, and such conditions seem to us far more\n\n^H vital than to memorize and to reproduce or recite what has been prepared\n\n^\n\nto\n\nshow that it has been prepared.\n\nThe examination of subject-matter\n\nthru common conference and discussion not only is made possible but is\n\nmade the core and the heart of this kind of educational and instructional\neffort.\nThe atmosphere of the group created by a common interest in the\nwhole discussion and conference frees the group from the lassitude and\nindifference\n\nmany times found when the teacher \"hears a recitation,\"\n\ndirects a question to an individual, and gets the response from the individual.\n\nThe individual in turn, when he has performed his part of what is called the\nrecitation, is inchned to be easy for the rest of the hour in the thought that\n\nhis performance is ended, and that he is but an observer for the remainder\n\nof the time.\n\nInitiative\n\nmay be cultivated in the extreme in well-directed study\n\nbecause of the stimulus which comes from the consideration of the entire\n\nmatter before the group, and not from the small consideration given to ai^\n\n"}
{"page": 608, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n596\n\n[Chicago\n\nindividualized question concerned with only a part of the complete topic\n\nReproducing has its main value in the earlier years of\n\nunder discussion.\n\nthe educational process, when the power to think is undevelopt, and when\nthe power to reproduce may tend to stimulate and develop the power to\nthink.\n\nBut certainly at the secondary-school period the power of initiative,\n\nthe ability to think independently, is either in its inception or at a more\n\nadvanst\n\nstage\n\nof\n\ndevelopment and\n\nought\n\nto\n\nbe\n\ncarefully\n\ndirected,\n\nencouraged, and developt.\n\nLet no one suppose that supervised and directed study may find its\nsatisfaction at all in the large study-hall over which some teacher is placed\nfor the purpose of keeping the room in order and looking after the details\n\nof the discipline of the room.\n\nIn a broad sense there is a kind of super-\n\nvision, but it can never have any direct relation or application to supervised\n\nand directed study by the teacher especially prepared to do a limited field\nof work.\nIt is clear that no individual teacher would attempt to direct\nand supervise the six or eight different fields of work which might be represented in the group in the large assembly hall. The most that can be done\nunder such circumstances is not individualized at all either in subjectmatter or in class direction.\nical\n\nEverything which savors of a purely mechan-\n\nperformance, everything which savors of the deadness of routine,\n\neverything which savors of the \"letter that killeth,\" will be eliminated\n\nwhen a real teacher magnetically in sympathy with the group under his\ncare uses the first few minutes of the conference to enthuse the pupils and\nilluminate the topic for general consideration and then assists, by guidance\nonly, the unfolding of all the difficulties presented and enlists a unity of\n\nattention and a warmth of interest literally irresistible.\n\nOne subject in the curriculum is as vital and as important as another;\none subject ought to be assigned on the daily schedule as much time as\nanother subject.\n\nIt is clear to me that all linguistic work, whether native-\n\nor foreign-born, whether the mother- tongue or the great-great-grandmother-\n\ntongue, whether in secondary school or in college, ought to be granted the\n\nsame consideration in time as any other subject in the curriculum, the\nsame chance for conference and production, the same chance for a kind of\nlaboratory consideration for class and student, the same opportunity\nto confer, to construct, to criticize, to develop, to produce, to carry out,\n\nthru the process of guidance and directed thinking, their examination of\nsubject-matter.\n\nIn my judgment it is an error to presume that guidance\n\nbelongs to the vocation only, and not to the whole\n\nfield of\n\neducation.\n\nEducational guidance thru directed and supervised study may produce as\n\nhappy and satisfactory results, yea, will produce both happy and satisfactory results, when the individual who guides and directs is saturated\nwith the subject-matter under consideration,\n\nis\n\nsociology, psychology, ethics, and pedagogy.\n\nIn this sort of a conference\n\nobsest with the best in\n\nand consideration of the topics at hand all the best thought of the entire\n\n"}
{"page": 609, "printed_page": null, "text": "Superintendence]\n\nSUPERVISED AND DIRECTED STUDY\n\n597\n\ngroup may be put into the crucible during the conference, criticism, and\ndebate, and when the whole mass has been fused thru the heat of interest\nand enthusiasm there will come to all individuals of the group a resultant\nunder the guidance of the director of the group, and this resultant will be\nfar superior to any which might ever come from a perfect recitation heard\nby a teacher when every question propounded has been answered correctly.\nThe one shows the satisfaction which may come from the expression of\nmechanical fact; the other the inspiration and enthusiasm which come\n\nfrom the approval of the entire group.\n\nEven the individual student placed\n\nin the group of the latter kind is led to use his powers to the utmost, while\nin the other group he has to be driven to secure the use of his powers to the\n\nminimum.\nUnder the stimulus of such a conference, influenst by the keenest concentrated attention, the educational process will develop a brain power\nkeener and keener day by day, and the ability to grapple successfully with\nfa new problem or a new question will be developt.\nDirected and well-controlled study produces a kind of independent\nthinking and induces an unpropt effort. The individual, under the influence of the group, learns to stand alone, to think alone, to act alone, and\nultimately to initiate alone.\n\nThe contrast between the mere \"question and answer\" method of\nconducting a class is as definitely estimated as that between the husk and\nthe kernel.\n\nEach may have some function, but the power and the vital\n\nforce lie in the kernel itself rather than in the husk.\n\nThe members of the conference group, teacher and class, are enabled\nThey\n\nfrom meeting to meeting to act as appraisers of their own efforts.\n\nare easily able to detect the spurious and cast it out, to determine the genuine\n\nand retain it. A combination of judgment, including the entire group,\ndirector and directed, means an up-to-date advance of the level of attention and effort day by day.\nIn the manufacturing world the proudest records have been made\nthru intensified cooperation. Sometimes we have called it \"efficiency.\"\nThe group concerned with directed study forms the most defensible example\nof cooperation yet developt in the field of education.\nThe contrast between\nthis and the old type of recitation with question and answer may be seen\nif\n\nwe think of the one as a cooperative group synchronized in the solution\n\nof a problem, and the other as an isolated individualized group attempting\nto solve the\n\ngoal;\n\nsame problem.\n\nWorking together we reach the all-inclusive\n\nworking separately we attain an exclusive individualized goal.\n\nAs twentieth-century team work or a great constructive force brought\nto bear on a single point wins, so directed study controlling the large group\n\nand bringing to bear all its power on a single topic under discussion will\nmeet the twentieth-century standard of education.\n\n"}
{"page": 610, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n598\n\n[Chicago\n\nSUPERVISION OF STUDY IN THE GRADES\nGRACE A. DAY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY,\n\nNEW YORK, N.Y.\nThere is great need to experiment with and work out in detail such\nfactors of study as proposed by Professor\n\nMcMurry until we know just\n\nwhat are the two or three hundred (or thousand) elementary stimulusresponse bonds or habits which the child must form before he becomes an\neffective independent student in any field.\nAlso we need to know how the\nsupervision of study may facilitate the consolidation of these numerous\nelementary habits into a small number of hierarchies.\nThen we must continue unhmited scientific experimentation and\nquantitative measurement in our classrooms before we shall be able to\nstate with trustworthy assurance just how in detail teachers and pupils\nshould work to establish correct study habits. No one as yet has made a\nthorogoing scientific study of these details.\n\n>\n\nProfessor Thorndike is constantly shocking his advanst students and\ncolleagues in education\n\nby such experiences as this.\n\nHe asks them to\n\nestimate how often a child in the first six years of school sees certain of the\n\none hundred spelling demons\n\nin his school readers.\n\nThereupon one is\n\nchagrined to find himself holding opinions quite contrary to fact.\n\nHe is\n\naskt to estimate the number of times that a child would have to add seven\nto nine or five to eight, if he performed all of the work in the first two books\n\nAgain we are humiliated\nby our ignorance and are ready to agree when Professor Thorndike suggests\n\nin a standard three-book series of arithmetic.\n\nthat the intellectually elite of this country know nothing about the details\n\nand minutiae of the instruments of instruction with which they work.\nRecent progress in the science of mental measurements, however, gives\nus hope that in the future it will be possible to give scientifically proved\nfacts concerning supervised study in place of the tentative theses\n\nwhich\n\nnow are offered.\nThe supervision of study in the elementary grades, or in any place for\nthat matter, is a means to an end, and not an end in itself. The chief end\nor purpose is the emancipation of our pupils from poor and ineffective ways\nof studying.\n\nThe supervision of study which accomplishes its purpose\n\nequips pupils with the tools (that is, the knowledge and consequent habits)\nof independent, self-directed study.\n\nSuch independence rests upon facility\n\nin the mental functions involved in clear thinking.\n\nThe test of success for any supervised-study period is, How much better\nable are these pupils to think and study independently ?\n\nFour years of experimentation in elementary classrooms, testing and\nmeasuring a considerable variety of methods used to teach children how to\nstudy, have brought me to the following tentative conclusions:\nI.\n\nThe supervision of study or teaching children how to study is not\n\none problem but many problems.\n\nIt involves not the formation of a habit\n\n"}
{"page": 611, "printed_page": null, "text": "Superintendence]\n\nSUPERVISION OF STUDY IN THE GRADES\n\n599\n\nby the pupil, nor of a few habits, but a very great and unknown number of\nhighly specialized habits and hierarchies of habits, varying according to the\nschool subject and the special problem within the subject.\n2.\n\nChildren in the elementary grades learn more rapidly and more\n\neffectively\n\nhow to study under the supervision of a trained and skilful\n\nteacher than when left alone to work out their own methods.\n3.\nit is\n\nThe teacher must have a larger vision of supervised study than that\n\na time for pupils to prepare subject-matter to recite at a later class\n\nperiod.\n\nMere daily preparation is too frequently the only aim in the mind\n\nof the teacher during the study period, and such a conception leaves the\n\npupils weak and dependent.\n\nAn effective supervised study period is one\n\nin which the teacher and pupils are actively and consciously correcting and\n\nperfecting habits of study that will increase the students' total efficiency in\n\nschool and in life outside of school.\nin\n\nSuch efficiency involves the factors\ngood thinking functioning habitually within a given field, and the\n\nformation of good thinking habits is controlled by the laws of learning.\nAttention to the application of these laws to the formation of effective study\nhabits becomes the chief concern of a teacher during a skilfully conducted\n\nsupervised-study period.\n\nNothing short of a thorogoing course\n\nin the\n\npsychology of learning will give an adequate understanding of the laws of\nlearning.\n\nSuch books as How Children Learn by Professor Freeman, of the\n\nUniversity of Chicago, contain the needed material in this field.\n4. In the elementary grades, when the time which the teacher has to\nwork with a class is divided sharply into distinct parts, one of which is\ncalled a supervised-study period, a common tendency among teachers seems\n\nto be to revert to the old, deplorable procedure wherein pupils try, during\n\nthe study period, to fill up on subject-matter which they are unable to use,\nand the teacher spends the class period quizzing and testing the pupils upon\nthis subject-matter merely to find out how much has been retained by brute\nmemory.\nIt has been found that better teaching results and elementary pupils\ngain more independent power when teachers regard all their instruction\n\nI\n\nof the pupils as integral parts of the process of teaching children how to\n\nstudy.\n\nIt has also been found that the procedure during the recitation or\n\nclass period determines the pupils' habits of study to a far greater extent\n\nthan does anything which goes on, as a rule, in the so-called supervised-\n\nstudy period.\n\nIf the\n\nteacher in the class period\n\nis\n\nmerely quizzing the\n\npupils for memorized textbook facts, then in the study period the pupils'\n\nmain purpose is to cram the mind with unevaluated and undigested facts.\n\nOn the other hand, if in the class period the teacher is encouraging the\npupils to weigh facts, to judge values, to select vital matter and to use it\nin the solution of live problems, then in the study period the pupil is far more\n\nlikely to be weighing facts, judging values, selecting relevant matter, and, in\nfact, to be studying intelligently, effectively, and with growing independence.\n\n"}
{"page": 612, "printed_page": null, "text": "6oo\n\nNATIONAL EDUCATION ASSOCIATION\n\n(Chicago\n\nFurthermore we have learned that we have gone only a short distance\nwhen we have made all of the physical and mechanical conditions favorable\nEven when a healthy, normal boy or girl sits comfortably at a\nto study.\n\nmodel desk, in a perfectly equipt study hall, presided over in absolute\nsilence by a perfect discipUnarian, he or she may be making a miserable\nFar more essential and often more difficult\nfailure of the business of study.\nthan the provision of favorable physical conditions is the matter of bringing\nabout the favorable psychological conditions necessary to good study.\nThe presence of strong, intrinsic motive and genuine zeal for the task quite\nsurpasses proper posture, ventilation, bodily comfort, and the like, in their\neffect upon the formation of correct study habits.\n\nSo also the satisfaction\n\nwhich comes from the ability and the practice of locating and measuring\none's own failures and successes in the steps taken while studying counts for\nmore in forming good study habits than does the mechanical device of\nrecording the number of minutes spent in studying each subject.\n\nAbraham\n\nLincoln is a classic example of a successful student in spite of most unfavorable physical conditions.\n\nNot that I would deny any pupil the advantages\n\nof the most favorable physical and mechanical conditions, but I would also\n\ndirect the teacher's attention to,\n\nand help her with, the more difficult\n\nproblems involved in providing the necessary psychological conditions upon\nwhich her success in the supervision of study depends. I would ask you,\nas her supervisors, to help her better to understand the psychological laws\nof learning (namely, the laws of readiness, exercise,\n\nand effect) and their\n\nspecial applications in teaching children how to study.\n\nBy way of summary, may I reiterate that the most valuable things which\nI have learned while cooperating with teachers in their experiments with\n\nsupervised study are the following:\n\nThe methods of study adopted by pupils come mainly from the teacher's\nways of working during the class period and from her own methods of study.\nOnly one who is something of a master in a given field of knowledge can\nsuccessfully supervise the study by pupils in that field.\nOnly by scientifically controlled experimentation and measurement will\nwe learn what we should know about supervised study.\nTeachers in the elementary grades (and perhaps elsewhere) must be led\nto see how all of their work influences their pupils' habits of study, and that\n\nhelping pupils to form correct habits of independent study is their major\nwork, and that such habits are a large part of moral character as well as a\nbasic equipment for mental efficiency.\n\n"}
{"page": 613, "printed_page": null, "text": "ADMINISTRATIVE PROBLEMS\n\nSuperintendence]\n\n6oi\n\nADMINISTRATIVE PROBLEMS IN SUPERVISED STUDY\nD.\n\nJ.\n\nKELLY, SUPERINTENDENT OF SCHOOLS, BINGHAMTON, N.Y.\n\nOne of the best-grounded of the many complaints registered against\nthe pubHc schools is that we have been accustomed to give pupils work to do\n\nwithout teaching them how to do it.\n\nChildren have past thru the successive\n\nstages of our educational system, emerging somewhere along the line with\n10\n\npower of concentration or\n\nskill\n\n^essential for efficiency or success.\n\nin application,\n\nthose qualities most\n\nOn the other hand habits of mental\n\n[slovenliness, wasting of time, and low ideals of achievement have developt.\n\nThe educational call of |;he day forces this subject upon our attention,\n(and we are at last beginning, largely thru compulsion, to give it the con(Sideration it deserves.\n;to verify\n\nThe prominence it receives in this conference tends\n\nmy statement.\n\nSchool men and women are everywhere recog-\n\nfnizing it as a most pressing problem and are floundering around endeavoring\n[to\n\nreach a satisfactory solution.\n\nWe find ourselves in exactly the same\nWe are given something\n\n'position as that imposed upon our boys and girls.\n\nto do, but no one has thus far shown us how it can best be done.\n\nIn general, the answer seems to be found in a close and systematic\nsupervision of the work done while it is being done.\n\nAs study is the means\n\nprincipally used to perform the tasks of the schoolroom, then teaching how\nto study necessarily becomes the most vital function thereof.\n\nTo organize\n\nand instal a practicable scheme for supervision of study is one of our greatest\nadministrative responsibilities.\n\nThe solution of the problem involves two elements.\n\nThe first is time.\n\nIt is necessary to arrange a satisfactory program or schedule and then secure\n\ntime to carry it out. The former presents but little difficulty.\nThe best plan unquestionably is the double period, with the various subjects\nsufficient\n\ncoming in proper sequence and with adequate allotment. In attempting\nto secure the amount of time needed we encounter many obstacles.\nIt has long been my opinion that all of the work of the schoolroom\nshould be done between the opening and closing of school, so that when the\npupils leave at the end of the last session the work for the day is completed.\n\nThere are several reasons for this. First, boys and girls are entitled to the\nsatisfaction which comes from definite achievement.\nTo know positively\nthat a certain piece of work is finisht is doubtless the greatest source of\n\nencouragement.\n\nWe find this to be\nWhy should it not be equally so with the young ?\n\nThe opposite is equally discouraging.\n\ntrue in mature years.\n\nSecondly, the home is no place for study, for conditions are not right,\nand parents are not competent instructors. Very few homes offer suitable\nconditions.\nThe immature mind readily becomes a victim of such distracting influences as the piano, the phonograph, or the family chatter, while\n\nparents as a rule have not the ability or the honesty properly to direct\n\n"}
{"page": 614, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o2\nlessons.\n\n[Chicago\n\nFurthermore, if it could be done, such an arrangement would not\n\nbe fair to the teacher.\n\nIf she is to be held responsible for training the child\n\nto work, then the work should be done directly under her supervision.\n\nLet us then extend our school day just as long as we can without overtaxing the children, overburdening the teachers, or causing unreasonable\n\ninconvenience to the patrons.\n\nThe widely different home conditions in\n\nthe various sections of the city present the main difficulty.\n\nIn districts\n\nwhere one or both parents leave home early for their employment the\nchildren are usually up at a corresponding hour and can readily be induced\nIn fact, they are much better off thereby.\nto come to school accordingly.\nThe same pertains to the close of the session, But in those homes where\ni\n\nearly rising is not the practice it is extremely difficult to introduce, at least\n\nwithout vigorous protest, anything that savors of the contrary.\n\nObjection\n\nalso comes if an attempt is made to prolong the afternoon, for music lessons,\n\ndancing classes, and social engagements must be reckoned with.\nIt is obvious that two different time schedules could not be introduced in\n\nthe same system.\n\nTo say the least, the one responsible would not be able\n\nto maintain his popularity in those schools with the longer hours, even tho\nit\n\nbe for the benefit of those concerned.\n\nA satisfactory adjustment offers\n\nus an excellent opportunity to exercise our administrative skill.\n\nIn summarizing I would suggest making the school day as long as it can\nconsistently be made, eliminating all subject-matter that is not absolutely\nrequired, reducing the recitation, so far as it is a pumping process, to the\nirreducible minimum, and giving a definite time for the preparation of the\nlesson, either directly following or\n\nimmediately preceding the so-called\n\nreciting.\n\nThe second important element of our administrative problem is the\nteacher.\n1.\n\nHow are we to secure teachers who have a vision, so they can see\n\nclearly the meaning of supervised study and its possibilities ?\n2.\n\nHow can these teachers be made to acquire the necessary ability to\n\nmeet intelligently and with\n\nskill\n\nthe varying conditions resulting from\n\ndifferences in grades, subjects, and pupils ?\n3.\n\nHow can we eliminate the teacher who will not play fair and forego\n\nher pleasure in being a pedagogical pump instead of an inspirational director\nof work ?\n\nThe answer to the last question I shall leave to my successor on this\nprogram.\n\nTRAINING TEACHERS TO SUPERVISE\nMICH.\nJ. W. SEXTON, SUPERINTENDENT OF SCHOOLS, LANSING,\n\nBefore being assigned a definite subject for this discussion this afternoon, I was notified that I was to discuss some phase of the question of\n\n\"Supervised Study.\"\n\nIn the few days that elapst before the subject,\n\n"}
{"page": 615, "printed_page": null, "text": "—\nTRAINING TEACHERS TO SUPERVISE\n\nSuperintendence!\n\n603\n\n\"Training Teachers to Supervise,\" came to me, I had come to the contusion that in this, as well as in all other educational reforms, the teacher\n\nthe principal factor.\n\n^as\n\nHaving solved all administrative and financial\nan\n\n)roblems, having created the proper environment, having workt out\n\nideal plan for his particular locality, the success or failure of the superin-\n\njndent's arrangement for supervised study will\nLcher.\nleir\n\ndepend finally upon the\n\nThe attitude of the teachers toward this subject, together with\n\nnatural ability and training, must be of first consideration to the\n\nidministrative officer who is contemplating the introduction of the system.\n\nThere are two\n\nclasses of teachers to\n\nirvice and those in training.\n\nbe trained: those already in\n\nIt is of the training of the former class that I\n\nbecause we as superintendents can fall back upon the norand colleges to supply us in the future with teachers trained to\nBut if supervised study is desirable we cannot wait for the\n\nlesire to speak,\nlal schools\n\nsupervise.\n\n)resent corps of teachers to pass off the stage of action before its introluction.\n\nThe responsibility will rest with superintendents, principals, and\n\nsupervisors to train the teachers already in the force.\nIt seems to me that in doing this the first and most important step is to\n\nlevelop in the minds of the teachers a sympathetic attitude toward the\n\nWithout interest and enthusiasm on the part of the\nand with these qualities in the teaching\ncorps a poor plan will attain moderate success.\nAs a basis for the development of interest in some reform the superintendent should first create in the minds of his teachers a wholesome disTo do this it would seem\nsatisfaction with conditions as they are today.\nthat nothing more would be necessary than to present to them the results\nFor example, Professor G. L. Jackson, of the\nof recent investigations.\nUniversity of Michigan, recently collected data from 97 high schools in\nMichigan. He found that 27.8 per cent of the boys are failing in Latin,\n25.6 per cent of the boys are failing in algebra a study that we have\nppervision of study.\n\njachers the best plan will fail,\n\n—\n\nalways considered a boy's subject\n\n24.9 per cent in English, 17. i per cent\nOther investigations can\nin history, and 0.12 per cent in general science.\n\nbe cited to show similar results.\n\nIn the light of these facts and figures no\n\nteacher can argue very strongly that no reform is necessary.\n\nThe teacher\n\nmust feel that these failures are due to some extent to lack of study or of\nproper study methods. Hence supervised study will give her the opportunity to eliminate some of these elements of failure.\nThe fundamental principle of the public schools is that of democracy\nThe teachers must appreciate that when\n^itself, equal opportunities for all.\nluch home study is expected, with little direction and no supervision, with\nthe unequal conditions that exist in the homes of today that is, the unequal\nopportunities and encouragement for study we are not giving equal\n\n—\n\n—\n\nopportunities to all, thus subverting a fundamental principle.\n\nStudents\n\ntoday are surrounded by a multitude of conflicting interests.\n\nTeachers\n\nof\n\n"}
{"page": 616, "printed_page": null, "text": "\"\n\n,NA TIONA L EDUCA TION A SSOCIA TION\n\n6o4\n\n[Chicago\n\nmust be brought to see that supervised study will enable them to compete\nwith the present-day distractions in the way oif home study even at its best.\n\nThat individuals differ markedly in natural endowments is, of course, an\nundisputed fact. The teachers should see in supervised study the means\nwhereby they can accommodate their instruction to the individual differences of the pupils in their classes.\n\nIn developing this interest on the part of his teachers the superintendent\nwould need to study with them the results of investigations along this Hne\nin other school systems.\n\nThey should be led to cooperate in conducting\n\nsome experiments in their own classes. Experiments in our own school in\nalgebra, Latin, and spelling have done more to develop the interest of the\nteachers than any other line of work.\nAfter having aroused the interest of the teachers in supervised study,\ntheir sense of responsibility for the method of study employed by the students\n\nmust be developt.\nleast, for some\n\nIt has\n\nbeen a well-recognized principle, in theory at\n\ntime that the chief value which the pupil derives from his\n\nschool work is the acquisition of a proper method of study.\n\nStill in\n\nthe\n\npast much more attention has been given to the facts acquired than to the\n\nmethod by which they were learned.\n\nIt has\n\nbeen said that supervised\n\nstudy deals not merely with subject-matter but with the method of learning\nit.\n\nIn the past the chief concern of the teacher has been the assignment of\n\nlessons and quizzing the pupils to see how thoroly they have covered the\n\nIn fact, many times the assignments have been hastily\nmade after the warning bell has sounded, with little direction in regard to\n\nwork assigned.\n\nhow the lesson was to be prepared.\n\nMuch of the time in the recitation has\n\nbeen spent in rehashing the material already learned.\n\nSupervised study\n\nchanges the classroom into a workshop, with the teacher directing and supervising the methods employed by the different workmen.\n\nSomeone asks, \"How is one to impart the art of study?\"\n\nThe time\n\nlimit set for this discussion makes it impossible for me to say.\n\nHowever,\n\nthis has been told, better than it would be possible for\n\nme to do if time did\n\npermit, by Sandwich in How to Study, by McMurry in How to Study and\n\nTeaching How to Study, by Hinsdale in The Art of Study, by Schaeffer in\n\nThinking and Learning to Think, and a host of others.\n\nThe study of these\n\nbooks or others of a similar nature is one of the best methods of ''training\nteachers to supervise study.\n\nHaving developt a sympathetic attitude toward supervised study\non the part of the teachers, having created in their minds a greater sense\nof responsibility for the method of study employed by their pupils, the\nsuperintendent is now ready to develop a method of supervised study.\n\nThe technique of supervised study remains to be mastered.\n\nMuch has\n\nbeen written on the subject and many suggestions have been made, but\n\n\"methods cannot be developt and reduced to algebraic formulas. \" When\nthe teachers have the new point of view the main problem in training\n\n"}
{"page": 617, "printed_page": null, "text": "Superintendence)\n\nTRAINING TEACHERS TO SUPERVISE\n\nteachers to supervise has been solved.\n\n605\n\nThey must look upon the class\n\nperiod as a laboratory hour, with the teacher as a director of thought and\naction.\nIt would seem that the teachers' meetings would be one of the\n\nmost\n\nimportant devices for the working out of a method of supervised study\nsuited to the conditions existing in a given system.\n\nIn the larger systems\n\nthese meetings can be conducted on the departmental plan, the teachers\n\neach department developing a method best suited to their particular\n\nf\n\nsubject.\n\nOf course this would be impossible in the smaller systems.\n\nHere\n\nthe method would have to be arrived at by all the teachers working together.\n\nhese meetings, in which the young and inexperienst teachers may profit\n\ny the methods of the older ones, will be invaluable in developing a proper\nethod for a school.\n\nThe opportunity of the teacher who is not succeeding well to visit\nthers in the same or similar lines of work who are succeeding with superised study will be another plan by which methods may be improved and\nerfected.\n\nAnother form\n\nof visitation will\n\nbe the demonstration lessons.\n\nThe\n\nsuperintendent, being something of an educational expert and interested\n\nnough in supervised study to attempt to introduce the plan, should be\nompetent to give demonstration lessons in some subject in which he is a\npecialist, just as the supervisors of drawing, music, or penmanship give\nsuch lessons to bring out the points they desire to have emphasized. This\nwork need not be done by the superintendent alone, but teachers who are\nin his judgment especially strong in supervising study may be called upon\nI feel that it is not necessary to elaborate\nto give some of the lessons.\nfurther upon this point, since the usefulness of the demonstration lesson\nhas been so fully shown by Miss Simpson here this afternoon.\nFinally the superintendent\n\nwho is contemplating the introduction of\n\nsupervised study must acquaint his teachers with the current literature on\nthe topic.\n\nA principal of a certain high school that had a state-wide repu-\n\ntation for supervised study,\n\nwhen askt what he did to train teachers to\n\nsupervise, replied that they made a careful study of Hall-Quest's book on\n\nSupervised Study ^ in teachers' meetings.\n\nPractically all the modern books\n\non methods of teaching, school administration, and classroom management\nhave a chapter on supervised study, while the School Review and other\neducational periodicals have frequent articles on the same theme.\nIn conclusion, in training teachers to supervise study it is necessary\nfor\n\nthem to see that the present method of conducting the recitation, in\n\nwhich about 25 per cent of the pupils are failing, needs reform, and that\nsupervised study furnishes the remedy. The teacher must develop a new\nattitude toward the pupil and the subject-matter.\n\nHer chief concern will\n\nbe with the method of study, the doing, the thinking, the learning process\n»\n\nI\n\ni\n\nThe Macmillan Company, New York and Chicago, 1916.\n\n"}
{"page": 618, "printed_page": null, "text": "6o6\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Chicago\n\nthan the bare memorizing of facts.\n\nThe method of\n\nof the pupil rather\n\nsupervising study will vary with the community and must be workt out\n\nby each department or corps of teachers, taking into consideration the\nconditions and limitations in their particular school system.\n\nTHE ENGLISH LANGUAGE—ITS NEW IMPORTANCE\n\nAND UNIVERSALITY\nHENRY C. JOHNSON, SUPERINTENDENT OF SCHOOLS, OGDEN, UTAH\nThe new importance of the EngHsh language and its universality is a\nIt is possible for me to make only brief mention of its\n\nbroad question.\n\nimportance and to discuss in an outline form the teaching of the English\nlanguage and the place of foreign languages in our schools, both elementary\n\nand secondary.\nWe have been too easily content in our teaching to accept superficial\nunderstanding of English. Fron now on we must make every pupil recognize our language as an instrument of exactness which will reveal all the\nWe must place special emphasis in our teaching\nfiner shades of thought.\non correct expression, clear sentence-structure, thoro understanding of the\nmeaning of words, and the great value of our language to reveal all the finer\nshades of thought.\n\nThe perpetual reading of good books and much writing will help to\narouse an interest in our great mother-tongue.\n\nMake students feel not only\n\nthat ideas are valuable, but that the way in which ideas are exprest is also\nvaluable.\n\nShakespeare\n\nis\n\ngreat,\n\nnot only because he said wonderful\n\nthings, but also because he said these things in so remarkable a way.\n\nAt the present time of our history we must recognize the importance\nof the English language to give us the thrill of great ideals and enthusiasm.\n\nWe need the inspiration that can come only to the individual who has been\ntaught to feel and understand the power in which great thoughts have been\nexprest, as stated by Fernald:\n\nAs you read a great poem, oration, drama, history, or essay, the bigness of life\ngrows upon you the majesty of mighty men and the administration of a nation, the\nwonderful power of human afifection and devotion, courage and resolve, ambition and\nself-sacrifice.\nYou begin to translate all into terms of the present, and the present grows\nnobler before your very eyes. Undreamed-of possibilities of grandeur rise upon your\n\n—\n\nthought; you are more because you have felt the magic power of grand and beautiful\n\nthought embodied in a noble, flexible, and richly exprest speech.\n\nThe English language has become the most nearly universal of all\ntongues.\n\nIt is not only the natural speech of Englishmen, Scots, and most\n\nof the Irish and Welsh;\nit is also\n\nit is\n\nnot only the tongue of the British Dominion;\nThis is caused by\n\nthe chief language of trade thruout the world.\n\nthe fact that of all languages English is the easiest to learn for practical purposes.\n\nIt is not the easiest to speak correctly;\n\nbut a foreigner can learn\n\nto get on satisfactorily in English more quickly than in any other language.\n\ni\n\n"}
{"page": 619, "printed_page": null, "text": "THE ENGLISH LANGUAGE\n\nSuperintendence!\n\n607\n\nThe simplicity of English is entirely a matter of grammar.\n\nEnglish\n\nhas almost no inflections, almost no endings, and endings are the most\ndifficult feature of\n\nother languages.\n\nA sufficient vocabulary of Enghsh\n\nwords is all that the foreigner needs to get on in his vocation. In most\nother languages one must know the system of endings as well, in order to\n\nmake oneself understood.\nEnghsh is therefore the natural language of commerce, because any\nThe speech used\nby the Chinese in deahng with other peoples in trade, known as \"pidgin\nEnglish,\" is an example of this.\nWe need have little concern about making English universal. It is\nnow the language of commerce, culture, and diplomacy in a large part of\n\npeople can learn a sufficient stock of Enghsh words.\n\nthe world.\n\nAny attempt to browbeat, bully, or coax other peoples into\nown is in itself an act of Prussianism. If\n\nspeaking a tongue not their\n\nEnglish ought to win out, it will; but I should feel no pride in seeing our\n:\n\nown language needlessly crowd out others.\n\nMay I add that one of the best things the school can do to further the\nuse of English as an international language is to get sohdly back of the\nsimplified-spelling movement ?\n\nFrom the foreigner's as well as the school\n\nteacher's point of view the worst thing about the English language is its\n\nspelHng.\n\nIn response to a questionnaire sent to fifty heads of English departments\nin different colleges and universities of the United States I received answers\n\nwhich state that there can be no doubt that the result of. the war will have\na strong influence toward extending the English language thruout the world.\nIts use will be\n\nextended by the process of social evolution and cannot be\n\nbrought about by legislation or resolution.\n\nThe study of English in the schools.\n\n—English should by law be made the\n\nonly language of instruction in all schools, public or private or parochial,\nin our land, and it should be the only language required in the grades, the\n\nhigh school, and the higher institutions of learning.\n\nIt should be mandatory\n\nfor the high school to graduate its students and for colleges and universities\n\nto grant a Bachelor's degree without any foreign languages whatsoever.\nIt is clearly stated by many of the fifty educators addrest that we can\n\nhave the English language taught with more effectiveness in the grades and\nhigh school. My study leads me to think that it is our task to improve our\n\nmethods of teaching English rather than to take time for it that belongs to\nother subjects.\nIt should be taught in such a way that our high-school graduates\nmay not only have a complete mastery of our language but may be proud of\nour great literature and of the noble history of our tongue. When they\n\nbegin to feel that English is their mother-speech, in which is found a great\nliterature, then they will take pride in becoming masters of Enghsh.\n\n"}
{"page": 620, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o8\n\n(Chicago\n\nWe must make our English teaching more definite in its aim and more\nand more systematic in its organization. Pupils who spend four years in\nhigh school at the present time do not come out with as much definite\nknowledge, skill, interest, and taste as they should. We must do more\nconstructive supervision thru definite outlines on specific topics and by\nplanning comprehensive courses.\n\nTo make the teaching effective super-\n\nWe have\n\nvisors must work out illustrative material as a guide for teachers.\nleft the selection of topics in composition and choice of books\n\ntoo much to\n\nthe caprice of untrained teachers on the one hand, or to the tyranny of\ncollege-entrance examinations on the other.\n\nThe teaching of composition\n\nand literature must be put on a distinctly social basis, serving a definite\npurpose in the life of the pupil at the time he pursues the subject.\n\nWe\n\nmust plan on a complete restatement of the course in English from the first\ngrade up, basing the work more on actual life-experiences, allowing the child\nto work out larger unit topics.\n\nA questionnaire sent out to 150 cities with populations of from 10,000\nto 40,000 west of the Mississippi River brought 130 answers.\n\nTo the\n\nquestion, ''What changes have been made in the English course since the\n\nwar?\" the following answers were given: emphasis on oral work, patriotic\nwork, magazine study, composition;\napplied English;\n\nwar speeches;\n\nless technical\n\ngrammar; debating;\n\ntime doubled in seventh and eighth\n\ngrades; concentration on essentials, spelling; American literature; separation of composition and literature; public speaking, etc.\n\nA large compre-\n\nhensive plan of reconstructing the course as a whole was lacking.\nindicated that disconnected additions have been\n\nmade\n\nto\n\nIt simply\n\nthe present\n\ncourse.\n\nIn 26\n\ncities\n\nmore emphasis is given to English than before the war.\n\nTwenty-eight cities give more emphasis to history and 31 to civics.\n\nCurrent\n\nAmerican history and civics required, and use of\ngovernment literature constitute the added work.\nForeign languages in the schools. Of especial interest as a war and reconstruction measure is the place of foreign languages in elementary and\nsecondary schools. The 130 cities reported on the question, ''What\ntopics, thrift courses,\n\n—\n\nlanguages other than English are taught in the senior high school?\" as\nfollows: Latin 81, French 94, Spanish 90, German 8, Greek 2.\n\nIn junior high schools: Latin 23, French 23, Spanish 14.\n\nTwo cities\n\noffer one foreign language in the grades.\n\nAnswers to the question \"Changes since -the war began\":\n\nGerman\n\nhas been dropt in 80 cities, Spanish substituted for German in 11 cities,\nFrench in 24, Latin in i. These changes were demanded, the answers\nstated, by public sentiment in 34 cities, by superintendents and boards of\n\neducation in 10, by council of defense in 9, by state board of education in\n9, by law in I ;\n\nno demand from students for German in 8 cities.\n\n"}
{"page": 621, "printed_page": null, "text": "ANCIENT AND MODERN LANGUAGES\n\nSuperintendence]\n\n609\n\nThe 130 schools were practically unanimous that foreign languages\nshould be offered as an elective in high schools but should not be offered at\nall in\n\nthe grades.\n\nThe answers to this same question in the 50 letters sent to colleges and\nuniversities agree that foreign languages should be an elective in the senior\n\nhigh school.\n\nSome recommend it as an elective in junior high school.\n\nDr. Snedden says that only one foreign language should be offered in the\nhigh-school course.\n\nThey all emphatically state that it should not be\n\ngiven in the grades.\n\nThis point seems worthy of special emphasis to me. In the period of\na child's Hfe when he is attending the grades he should not be allowed to do\n\nanything that might weaken his Americanism.\n\nBesides, during that period\n\nof his life the child needs to pay more attention to his own tongue, if he is\n\nto speak it well.\nMany people speak EngHsh poorly all thru life because\nthey spent time on foreign languages when they should have been per-\n\nfecting themselves in EngHsh.\n\n,\n\nMay I impress upon you especially that all the answers received, as\nwell as all the literature I have found on the topic, emphatically declare\n\nthat first and foremost in our program in elementary and secondary schook\n\nmust be the t'^aching of EngHsh ?\n\nAll this means that we must restate our\n\ncourses and improve our methods of teaching, placing stress on the so-called\nproject method.\n\nSilent reading will occupy a big part in the new program,\n\ngiving pupils better access to our great libraries of knowledge and better\n\nappreciation of our beautiful American literature.\n\nWith this development of greater power to read thru more intensified courses in oral and\nwritten composition students will think effectively and more fully appreciate\nthe great ideals of our literature.\n\nWHAT SHALL WE DO WITH THE ANCIENT AND MODERN\nLANGUAGES?\nJ.\n\nW. MC CLINTON, SUPERINTENDENT OE SCHOOLS, PUEBLO, COLO.\n\nIs this an old issue or a new one ?\n\nIs it the conflict of languages vs. the\n\nsciences, etc., or is it a question of whether the war conditions have brought\n\nabout a necessity for reorganization or elimination ?\n\nThere are but three\nways in which I can see that the war might affect the emphasis on language\ninstruction: (i) We must know the language in order to know the people.\nThis has its basis in the belief that if we had known Germany as well as\nwe now know her or fail to know her, we would have been prepared to the\nextent that the sting felt by Germany from the doughboy punch at the close\nof the war would have been felt at the beginning.\n(2) Our foreign products\nhave not been Americanized, and it is necessary to know their language in\norder to interest them in becoming Americans. I feel that the statement\nof Congressman Dies, of Texas, a few days ago is much to the point here.\n\n"}
{"page": 622, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6io\nvO\n\nO O l^\n\nON\nMM\n\n00\n<N\n\nO »0 CO\nM (N <N\n\nHO)\n\nH\nw\n\n1-1\n\nH\n\nrO lovo\n\n[Chicago\n\nO\n\nO\nCO\n\nMM\n\nH\n\n00\n\nN\n\nN O t^ O\n\nlOMMCSOt^O\n\nMHMCOtO\n\nHM\n\nvOi-iw<so>0\n\ncON^ti-iO^O\n\n^>OfOOO\n\nOMCSH\n\nOfOHTl-0»0\n\nlorOHioO-^H\n\nt^roONcO\n\n00\n\n«\n\nCS\n\ns^\n\nO\n\n«s\n\nH O O O\n\n^ W\n\n§ pq\n\nP o\n^ U\nO\nW ^\nO Q\n< X\nO ^\n\nC/3\n\ncats g\nc)?OOh4wfe^\n\nc)d\n\nO O ^q a fa\n\nffi.\n\n1^\n\nI\n\nw\n\nI\nO\n\no\nH\n\n5Pfl\n\nbO\n\nS^\nd\n\nTO '^^\n\n.\n\nrt\n\n—\n\n-2\n\n'\n\nIs,\n\n(u\n\n>\no ®\n<u\n\ne^\n•H\nri>^\n\nS^\n\n3\no\n\n?\"\nH-^\n\n^^\no^\n\n-go\n\nrC^\nts\n0)\n\nbe\n\no\n\n^i3\n\n^*^\n>\n\n'-*-'\n\n?n-«\n\n(11 •r-!\n\n^cV!\n\n^.a\n\n5.2\n\n:3 00\niz;'^\n\nIS\n\n"}
{"page": 623, "printed_page": null, "text": "O\n\nANCIENT AND MODERN LANGUAGES\n\nSuperintendencej\n\n6ii\n\ntot-iHO«^0\n\n\"*0«^00\n\nMOcoOOO\n\n*OOcOOOOt-\"\n\nOOOO\n\nt1-«mOOmOn\n\ntsOOH\n\nfO^^wQfO\n\nNWmONO\n\nioOfOOO^«M\n\nhOOh\n\nco»ONOOt-tMio\n\nOO^O\n\nvONC^Ow\n\nvocO^OwO\n\nt^O^tOOC^O\n\ntj-hhO\n\nhhhOOOOO\n\nOm\n\nNOOtON\n\n(NOwcOHH\n\nWOhnhOO hOOO\n\npowc^mmOO'*\n\n«mOOOO\n\nr.-«-52\n\nhhmOO OhhOOO whOOOOO\n\nB ^ u\n\n(A\n\n•3\n\nOOf_5c/2fiH\n\ns\n\n^ o>\noj\n\nCO H^ fa eg\n\nOO\n\nH-3\n\n;3\nrt\n\nt;\n\n-s\nCJ\n\n-s\n\n>OmOOOOOO\n\nM\n\ny^afafa\n\n^ 60\n\nQ <n\n\nSB\n\nmmOO\n\nhJ]\n\nO fa B\n\nc/: cAi c/)\n\nI\n\n4\nI\n\n>\n\nI 8\n\nI\n.S\n\n\"U\n\nbO\n\n>\ns\nC o\n\n•a-\n\n•s\n\nl|\n\n3 o\no \"\n\nbO\nbO oT\nfl\n\nfi\n\nbe.;\n\niz;\n\nS,;\n\nti\n\n•So\n\na-\n\nII\n\nII\n12;\n\nS.\n\n"}
{"page": 624, "printed_page": null, "text": ".\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n6l2\n\n(Chicago\n\n1\n\n\"rt\n\n-g\n\nt^ M fOOO\n\nU-)\n\nrt M\n\nfs\n\nH\n\nM <N O)\n\nk\nm\n\n»0 roO\n\n<s\n\nN M O\n\n1-\n\nrOOO \\0\n\nw H O O\n\nC\n\n•^ TJ-OO\n\nN H W M\n\ntO\nM\n\no\n\n»0\n\n«^\n\nH\n\nTt- rj-\n\nro\n\nro\n\n^\n\nO «^ <N\nM M M\n\n00\n\nOC\n\no\n\nO O M\nM M H\n\nt^\n\nM M N\nM M M\n\n0\\\n\nt^\n\nW\nM\n\n00 O^OO\n\nt^\n\nCO\n\nt^\n\nN\n\nH\n\nCO\n\nCO\n\n1\n\ni2\n\no\n\n8\n\nO\n\nH\n\no\n\nss\n\ns\n\n1\n\n1\n\nJ5\n\n4)\n\n•a\n\nrOfOWHHHO\n\n-\n\nii\n\n.1\n\ng\n\nNtowwOOO\n\n<S\n\nTj-\n\n.\n\n1\n\nen\n\n1\n\n(U\n\nhn\n\nc3^\n\nY\n\n-^^\n•mh\n\n^\n\n-dS°S\nEngli\n\nnati(\niscipli\n\nnding\n\nidied\n\nf\n\n^-a c^ o +:s\nC\n\nSpanish\nGerman\n\nFrench\n\nMental\n\nCulture\n\nHebrew\nItalian.\n\nUnderst\n\ntoms\n\nwas\n\nGreek.\n\nGrasp\n\n1\n\n'\n\n*53\n•\n\n1\n\n2\n\n|1\n.S'So\ng et\n\ncontri\n\nen\nadded\n\nbeen\n\n4)\nscience,\n\n.X\n\n4\n\nhave\n\nlanguage\nguage-study\n\nnot historv.\n\n11\n\n1\ntit Id\n\n1\nas\n\nIan\n\ncou\n\n'-3\nthoug]\niects\n\nfelt\n\nich\n\n:\n\ni|\n^1\n\ni-\n\nwho\n\nwho\n\nwh sub\n\n^\n^\n\n^^\nsuch\n\nber\n\ns\n3\n\n^8\n\nl^i'S\n\n^\n\nt^\n\nOO\n\n0^\n\nthing\n\n^\nXi\n\nS3\n\ne s a\n\nB\n3\n\nO'\nIH\n\nM\nM\n\nber\n\nS o\n^\n^^^\n1\n\n"}
{"page": 625, "printed_page": null, "text": "—\nSuperintendence)\n\nANCIENT AND MODERN LANGUAGES\n\n613\n\nHe said, \"I wish some voice might cry out in the wilderness to tell the\npeople that it is their duty to support the government, and not the duty of\nthe government to support them.\" The alien enemy and the men \" without\n\na country\" should be induced to seek protection in some other country\nand not be fondled into citizenship in our society. Some time ago it was\n[my privilege to address a convention of about three thousand Mexicans\nle most enthusiastic audience I ever addrest, for not more than a third\n>f them could understand me.\nI told them that a fourth of the students\nur high school were studying Spanish^ tremendous applause.\nI\n[told them that by way of reciprocal relations they should be talking English\n\n—\n\ntheir\n\nown home\n\n—\n\nfaint,\n\nabbreviated applause.\n\nI\n\nlearned that\n\nlater\n\nthis country during the last year very few of their countrymen became\n:itizens.\n\n(3) Has our point of view changed, as the result of the war, with\n\nregard to language instruction ?\nIf it is the old issue,\n\nthen it is a question of comparative cost as com-\n\n)ared with results, and a question of how to determine results.\n\nlookt to our own school system for the former.\n\nI naturally\n\nI find that 8.5 per cent\n\n[of our entire time is given to ancient languages and 6\n\n.\n\n9 to modern languages;\n\n3 per cent of the total expenditures of the school go to the former, while\nI\n\nper cent go to the latter, or a summary of 15.4 per cent of the entire\n\ntime given to languages, with an exact 15.4 per cent of the entire cost of\n\nthe school for those subjects.\n\nWith regard to results, what is the fair method of determination ?\n\n•\n\nI\n\nattempted to get a method of evaluating results and also to determine\nwhether our viewpoint had changed.\n\nI\n\nused the medium of a question-\n\nwhich are shown in Table I.\n\nThese questionnaires\nwere sent to about forty lawyers, fifty physicians, twenty dentists, thirty\nnaire, the results of\n\nministers, and fifty representative business men.\n\nReturns would seem to indicate a renewal of interest in the classics,\nbut some features must not be overlookt. Of the entire time given to\nlanguages in high school by those answering the questionnaire, I find that\n74 per cent was given to Latin, 16 per cent to German, and the remaining\n10 per cent to all other languages.\nI find that these same people devoted\n\no^ly 53 P^^ cent of the entire time given to languages in college to Latin,\n25 per cent to German, and the remaining 22 per cent to all other languages.\n\nWhy the increase in the one and the decrease in the other ?\n\nEvidently the\n\ncollege-entrance requirements were a determining factor.\nI find in my results the startling condition that only two of the entire\nLumber answering the questionnaire can now speak a foreign language\nluently as a result of their instruction.\nWe can study English and talk\n\nterms of literature and expression; we can study history and talk in\n\nwe can study science and talk in terms of\nwe can study music and\nirt and talk in terms of soul expression; we can study language two hundred\n\nferms of national development;\n\nrander inventions and industrial development;\n\n"}
{"page": 626, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n614\n\n[Chicago\n\nstrong and but two lonesome souls can give expression.\n\nIf\n\nwe cannot\n\nelevate we would better eliminate.\n\nThe results from the questionnaire are more or less from a select class.\nThat we might get the results from a general viewpoint I examined the\nrecords of all high-school students in a certain state taking Latin in the\n\nyear 191 8.\n\nI selected Latin for the reason that a greater number\n\nbe taking that language than any other one language.\n\nI find\n\nwould\n19,000\n\nstudents taking Latin in the high schools of one of our western states, and\nof this number only 2000 were beyond Caesar.\n\nEither there is a remarkable\n\nrenewal of interest in that state in the subject of language in the last two\nyears or the death-rate is very high.\n\nI suspect the latter, together with the\n\nfact that most schools require two years of a language before giving credit\n\nand thus influence the choice of the student body.\nThe professional and business men have decreed that the languages\nshould remain to meet their interests. That is not half the solution. It\nremains for an examination as to whether the other 90 per cent are to receive\nthe same benefits by following the same course. It is my impression that\nthey will not.\n\nIt is a conviction, not a conclusion.\n\nIt remains to be workt\n\nout and a course formulated in keeping with the findings.\n\nnot afifected the situation.\n\nThe war has\n\n.\n\nTHE NECESSITY FOR THE REARRANGEMENT OF THE\nHISTORY AND CIVICS PROGRAM\nC. E.\n\nROSE, SUPERINTENDENT OF SCHOOLS, BOISE, IDAHO\n\nThe American school system has not been a failure.\n\nThis fact should\n\nbe borne in mind, when at this momentous period in our history we pause\nto look for the imperfections in our past work or to consider the larger\n\nprogram which the future holds for the public schools. The world-war\nhas given to education a place of prominence of which we little dreamed\na few years ago. The children in our schools believe that they helpt to\nwin the war for democracy and righteousness. This belief is well founded\nbecause of the many urgent calls made upon them for their help. This\nbelief furthermore puts them into an attitude which should make their\neducation easier and richer if we but take advantage of the situation.\nThe war has taught us some valuable lessons. It has taught us conservation and thrift. We have conserved food to feed our armies and\nour Allies.\n\nWe have taught thrift for a noble purpose, but we have caught\n\na vision of the conservation of time in our educational system. Under\nthe guidance of a lofty motive aims have been reacht by intensive training during these war times that have astonisht some and nonplust others.\n\nThe impossible has been accomplisht. If we now fall back into our old\nways we do not deserve the victory which we have won. Time and energy\n\n"}
{"page": 627, "printed_page": null, "text": "Superintendence]\n\nTHE HISTORY AND CIVICS PROGRAM\n\nmust be conserved in all our school work.\n\n615\n\nThe value of a motive has\n\nbeen proved.\nIn our schools, both elementary and high, the central theme of all\nhistory teaching should be to show how the present came from the past.\n\nWe can well afford to learn a lesson from our oriental neighbors and teach\nmore ancestor worship. A higher regard for the deeds of our forbears,\na little more attention to their words of wisdom, a studied attempt to\npattern after their virtues, will\n\nmake of the present generation a race\n\nmore worthy of the priceless legacy handed down to it.\nIn the last few years there has been too much of an attempt to teach\nthe history of other peoples and other nations, whether closely or remotely\nconnected with our own history.\n\nToo much attention has been paid to\n\nthe history of Greece and Rome and Europe and too little to that of the\n\nAmerican Republic. High-school pupils have spent too much time upon\nPunic Wars and some pope of the eleventh century, when they knew nothing and cared less of the important events and characters in our own\nThey could talk glibly of Xerxes and Xantippe, Zeus and Cleohistory.\npatra, when they knew nothing of their heritage from Samuel Adams,\nAlexander Hamilton, Daniel Boone, or Daniel Webster. Let us give\ntime to American history first and to other history later, when our most\nmportant lesson is learned. Let us reduce the study of ancient and\nmediaeval history to a minimum in order to put time on modern history.\nLet us know that the most important of all history is not in the textbooks\nA more prominent place must\nI mean the history of the glorious Now.\nbe given to current events. In fact, current events can and should be\ntaught in connection with all history. To do this, many. teachers must be\nmade over, but that will do them good. We are worthy of our place in\nthe present only if we make the most of it.\nOur honored senior senator from Idaho said the other day:\n\n—\n\nI^H^\n\nWhat we need in this country, Sir, is the fostering and strengthening of the national\nI^Bspirit, a rebaptism of national pride, a reconsecration to the purposes for which we organI^Hized our government. Preach the doctrines of the fathers for a while and see how the\nAmerican people like it. Tell our people anew how we are distinguisht from all the\n\nB^B\n\nB^Bpeoples of the nations of the earth, the liberty, the prosperity, the independence, the\nB^Binitiative, the individuality, which we enjoy as compared with other nations or peoples.\n\nB^BWhen you have done that you will plant in the hearts of the American people again\n^\nand anew that which Bolshevism cannot uproot.\nf\nThese words from Senator Borah constitute sound principles for the teaching of history in our schools.\nI\n\n'\n\nAs I have already stated, the children in our schools have been made\nwin the war. By means of the food-conservation program, the work of the Junior Red Cross, war gardens, and the\nWar Savings Stamp campaign, school and life have been brought closer\nto feel that they helpt to\n\ntogether.\n\nAnd in all this, real, live, worth-while lessons in civics have\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6i6\n\n(Chicago\n\nbeen taught, for the essence of good civics teaching is to make the citizen\n\naware of his duty to his state and inculcate such a strong desire to do\nthat duty that immediate whole-souled action results.\n\nWhat is to take the place of these agencies for civic training ?\n\nSurely\n\npeace has as much to offer as war.\n\nThru the work they have done during\nthe past two years our millions of children have learned to know that all\nthe world is kin;\n\nthey have sacrificed without hesitation to relieve the\n\nsuffering of unfortunates\n\nwhom they have never seen.\n\nCannot these\n\nfeelings be transferred to their immediate surroundings and to the sufferers\n\nin their midst\n\nwhom they have seen?\n\nThey have saved and bought\nCannot thrift now be taught for\nSchool work of all kinds should be lookt upon as a civic\n\nThrift Stamps to help win the war.\n\nsake?\nduty by the children themselves.\nthrift's\n\nIt should not be difficult to develop\n\nthe ideal that a truly patriotic man owes to his country his whole self,\n\nthe best mind he can develop, and the best efforts he can put forth, and\n\nthat in giving all to his country he saves all for himself and posterity.\nThrift and temperance, sanitation and health,\nits part in the duties of a truly patriotic citizen.\n\nwork and play, each has\nOur civics program must\n\ninclude all these things.\n\nWhat shall be the course of study ?\n\nIt must be arranged, not in terms\nmen, but with a view to the creation of ideals\nand right attitudes in the children themselves. Let us not teach history\nand civics to children, but by means of history and civics prepare our\nyouth for a useful citizenship. History teaching is futile if children merely\nlearn dates or about men and events; even cause and effect will be meaningless unless the motives and ideals that governed those men and controlled those events are made to animate the breasts of the children in\ntheir work and thinking.\nThe teaching about government, or the rights\nand duties of individuals in relation thereto, is entirely inadequate unless\naccompanied by a participation in the work of the government and of the\nsociety of which the child is a part.\nIn a democracy the child has a right\nto a preparation for useful citizenship as an adult, by that participation\nnow to which he is justly entitled.\n\nof events, or epochs, or\n\nCHANGES PRODUCED IN THE MODERN-SCIENCE COURSES\nBY THE WAR\nARTHUR DEAMER, SUPERINTENDENT OF SCHOOLS, FARGO, N.DAK.\nOur dependence upon a knowledge of science is no longer doubted.\nThe struggle for the recognition of science as one of the basal subjects\nnot only for college but for secondary education is over, the final chapter\nbeing written as a result of the Great War.\n\nIt is no longer a question of\n\nteaching science but a question of content in the various courses, of relative\n\n"}
{"page": 629, "printed_page": null, "text": "\"\n\nSuperintendence!\n\nMODERN-SCIENCE COURSES AND THE WAR\n\n617\n\nemphasis to be placed on the different divisions within the subjects, of methods of presentation, and of determining the practical applications of each.\n\nThe world-war showed the need of training along technical, scientific\nlines.\n\nDuring the war it was impossible to secure the services of a suffi-\n\ncient number of engineers, scientists, and skilled mechanics.\n\nIn the great\n\nreconstruction period that is to follow, this demand will not lessen.\n\nThere\n\nwill be needed competent scientific and technical workers in large numbers.\n\ntThis will include chemists, physicists, biologists, physicians, surgeons, and\n\nand engineering. The demand can be\nmet only thru the secondary schools and junior high schools making more\nThe programs in use at present\nof an effort to interest students in science.\n\n>experts in sanitation, agriculture,\n'\n\n;\n\nin most high schools can be made to aid in accomplishing this end if their\n\nmore constantly and effectively to the practical\nThis will interest a larger number of future\ncitizens in science, will attract them to continued study, and will give\n[appreciation and respect for scientific processes.\nIt may be askt, then,\nto what extent have the science courses in the secondary schools been\nmodified as a result of the demands of the war ? To answer this question\na brief questionnaire was sent to the science teachers in fifty cities varying\ncourses will contribute\n\n'\n\nneeds of the local community.\n\n.from 20,000 to 50,000 in population.\n\nA study of the replies convinces one\n\n'that there are certain tendencies at\n\nwork that are slowly changing the\n\nemphases in various sciences taught in the secondary schools.\nIn the first place there is a tendency to recognize general science as a\nsort of introduction to the more detailed and definite sciences that are to\nThis is based on a recognition of the interests, curiosities, and needs\nfollow.\nof the children of junior high school age.\n\nThe subject-matter should\n\nbe derived largely from the immediate environment of the public and consequently should vary somewhat with each locality.\n\nThe course should\n\narouse the deep interest of the pupils, not only in an interpretation of the\n\nwealth of natural phenomena surrounding them, but also in the utilitarian\naspects of the sciences.\n\nThis includes appliances by means of which water,\n\nsteam, and electricity are harnest;\n\nwater and air are navigated; diseases\n\nare controlled; minerals, forests, and soils are conserved;\n\nplants, animals,\n\nand men are improved.\n\nThe science of common use and the science of the schools should be\nThe range of material used should be limited only by capacity,\nneeds, experiences, and abihty to appreciate on the part of the pupils.\nThus\nthe same.\n\nas far as possible those materials should have practical values to the indi-\n\nvidual and the community and should arouse growing interest in the various\nfields of science.\n\nThe thought should be imprest, as stated by Dr. Snedden,\n\nthat \"we are living in an age in which relatively complete and trustworthy\n\nexplanations are available to the almost uncountable phenomena which ap»peal to us from the skies above, the soil and rocks beneath, the air about\nus, and from our bodies,\n\nsociety.\n\nour minds, and the human groups that make our\n\n"}
{"page": 630, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6r8\n\n(Chicago\n\nThis interest in general science gives promise of establishing the subject upon a firm foundation in the junior high schools at least.\n\nThe replies concerning the teaching of physics indicate that no great\nchange has been made in content, but that the method of presenting the\nsubject-matter\n\nis\n\noften quite different.\n\nThere seems to be considerable\n\ninterest in the \"problems or project\" method that is appearing in some of\n\nour best secondary schools.\n\nThis method approaches the principle induct-\n\nively, using as the basis a simple appliance that involves the principle of\n\nphysics to be taught.\n\nThus the common appliance of home and school,\nThe\n\nof public utilities, of the industries and agriculture, are used directly.\n\nuse of this method requires teachers of broad training and experience.\n\nAnother tendency that seems to be quite common is to connect the\nteaching of physics more closely with its practical applications.\n\nThis is\n\nthe reverse of the project method but is less difficult to use, since it is the\n\nmethod that naturally follows the purely didactic method formerly used.\nThus the submarine and balloons are taught in connection with the principle\nof Archimedes; the Stokes gun with pneumatics; the dropping of bombs,\nand the height at which rifles and cannon will shoot, with accelerated\nthe recoil cannon with Newton's third law of interaction;\n\nmotion;\n\nthe\n\ntrench and submarine periscope illustrating reflection by mirror and prisms;\nthe long-range guns with the height and density of the air; absorption of\ngases by liquids and solids with the gas mask; force and energy with the\n\nsteam and gas engines, and so on. These illustrations have been drawn\nmainly from the war, but a larger number can be drawn from civil life.\n\nWhat will be the final result of the war in the teaching of physics is a\nmatter of conjecture.\n\nPossibly\n\nit\n\nwill result in\n\ncompromises that\n\nwill\n\nmake the teaching of sciences more reasonable and rational and the material\nto articulate more closely with the real life-conditions in which the pupils\nwill live and later work.\n\nThe teaching of chemistry has been less affected by the war than that\nof physics, save possibly in certain favored localities\n\nwar needs were more pressing.\nskilled\n\ntechnical work.\n\nwhere the technical\n\nThe special need in these localities was for\n\nThis called for\n\nvisits\n\nto industrial plants, for\n\nreadings from up-to-date books on vocational and technical subjects, and\nfor occasional lectures by men actually engaged in the industries.\n\nIn most schools an attempt has been made to articulate the work in\nchemistry more closely with the home, which has been an outgrowth of\n\nwar conditions.\n\nThus topics such as conservation of fats, of clothing, of\nand methods of softening water are\n\nfuel, of soap-making, of testing water,\n\nquite common.\n\nThe subject of chemistry has been given a firmer position as a result of\nthe war.\n\nWhile its subject-matter has not been materially changed, yet\n\nits application to the various industries has shown it to be fundamental and\n\nhas emphasized\" the need for further development of work in this field.\n\n"}
{"page": 631, "printed_page": null, "text": "Superintenaencel\n\nTHE PART-TIME CONTINUATION SCHOOL\n\nThe work in biology also has been affected by the war.\nlittle\n\nless\n\nemphasis on anatomy, histology, and\n\n619\n\nThere is a\n\nclassifications.\n\nInstead\n\nthere are such topics as food production and preservation, conservation of\n\nnational resources, personal hygiene,\n\nhome and community hygiene, and\n\nconservation of human inheritance.\n\nTo sum up the effects of the war upon the teaching of science the following conclusions may be tentatively assumed:\n1.\n\nGeneral science as an introductory subject to the regular sciences\n\nshould be recognized as a means not only of interpreting the environment\n\nbut also of interesting a larger number of pupils in the regular science courses\nin the senior high school.\n2.\n\nMore attenticn should be paid to the applications of science in order\n\nto understand and appreciate the machinery of everyday hfe.\n3.\n\nThe relationship of science and industry should be assumed, and as\n\nfar as possible the teaching should be directed toward that end.\n4.\n\nOne of the functions of the high-school science course should be to\n\npick out and encourage those students who show special talent and apti-\n\ntude along the line of science.\n5.\n\nThe project method of teaching science is worthy of careful experi-\n\nmentation and consideration.\n\nTHE PART-TIME CONTINUATION SCHOOL\np. p. COLGROVE, SUPERINTENDENT OF SCHOOLS, VIRGINIA, MINN.\n\nThe great world-war will result in many important and lasting changes\nin our civic, economic,\n\nand social life, but in no department of human\n\nendeavor\n\nchanges be wrought than in education.\n\nwill greater\n\nIt has\n\nrevealed the one-sidedness and shortcomings of our past educational\n\nregime and has given us a new insight into the function of education in a\n\ndemocracy never before realized.\nComposed, as we are, of people from all nations, who have come to this\ncountry as a land of opportunity, we have grown to be a commercial and\nan industrial nation, not because of our system of education, but in spite\nof it.\nOur former school curriculum developt a certain kind of culture which\nwas adapted to the needs of a small percentage of our people, and while it\nhas unquestionably done much good, yet practically 95 per cent of the\npupils in the public schools have been making their escape from school as\nsoon as the compulsory-education laws would permit.\nThe fact that a National Society for the Promotion of Industrial Education was organized as early as 1907 proves that a new conception of education was in the process of evolution.\nThe revelations of the selective draft\nhave given an illuminating view of the failure of our system of education\nto provide skilled workmen in the manual arts.\nThis has now become a\nmatter of national importance and is being encouraged by federal aid.\n\n"}
{"page": 632, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n620\n\nichicago\n\nEven yet, however, few school men and school boards outside of the larger\nhave responded to the new demand. The Smith-Hughes Act provides for federal aid for industrial work in the schools, and this is supplemented by state aid. The people are demanding this new training, but\ncities\n\nthe school authorities have been reluctant so far about responding.\n\nThe attitude of organized labor toward this movement is well exprest\nmeeting of the New York\n\nin the following resolutions past at a recent\n\nState Federation of Labor:\n\nWhereas, There is a continuous and insistent demand for more general and industrial\ninstruction in all schools thruout the state, and\n\nWhereas, Such instruction can only be intelligently given after all the requirements\nof the different occupations are known; therefore be it\n\nResolved,\n\nThat the necessary legislation be introduced in the next session of the\nan industrial survey of all industries in this state, and such a survey\n\nlegislature, for\n\ncommittee shall be representative of the legislature, the unions, the employers, the State\n\nDepartment of Education and the State Industrial Commission.\n\nWhereas, The educational law permits the establishment of compulsory continuation schools for children with working papers, between the ages of fourteen and sixteen;\n\nand\n\nWhereas, No school board in any part of the state has taken advantage of this\nopportunity to provide necessary education for the working children in their community;\ntherefore be it\n\nThat the education law be amended to make the establishment of these\nand the education law be further amended to compel regular attendance up to sixteen years and, for the continuation schools, attendance shall be compulsory for at least eight hours a week, between the hours of 8:00 a.m. and 5:00 p.m.,\nSaturday afternoons excepted, up to eighteen years, at the expense of the employer.\nResolved,\n\nschools compulsory;\n\nWe all desire to see labor come into its own, and the one dignified manner\nin which this can be done is for the laboring man to be trained and educated\n\nso that the quality of his work will command respect and admiration.\n\npublic schools must give the laboring man a chance.\n\nOur\n\nHe has been bound\n\ndown by ignorance and lack of skill. No one feels friendly toward the\nworkman who takes an excessively long time to do a job and still does it\npoorly. All admire a man who can perform a piece of work with neatness\nand despatch.\nI once witnest the driver of a balky horse using all his persuasive powers\n\nof swearing, kicking, and beating to no avail.\n\nThe horse would not budge.\n\nA young man made his way thru the assembled crowd, took a rubber band\nfrom his pocket and slipped it over the ear of the horse.\n\nHe then asked the\n\ndriver to get up on his seat and speak to the horse in his usual manner;\n\nand lo, the horse started off. The young man gained the applause of the\ncrowd. We Americans like the person who can do things.\nOur public schools must provide the laboring man with an opportunity\nto rise in his own and others' esteem.\nThe laborer must be made worthy\nof his hire.\nThe industrial school, the continuation school, and the evening\nschool must assume this responsibility.\n\n"}
{"page": 633, "printed_page": null, "text": "THE PART-TIME CONTINUATION SCHOOL\n\nSuperintendence)\n\n621\n\nThe part-time continuation school is designed to take care of those\nboys and girls who have already past beyond the age of compulsory attendance and are yet insufficiently prepared to engage successfully in a good\nlifetime occupation.\n\ntraining\n\n—and\n\ntraining\n\nAny school system having facilities for doing industrial\n\nall school systems of any size will in the future offer industrial\n\n— should be able to offer part-time continuation work.\n\nIf a proper survey of the city is made before putting in the industrial\n\nwork it will be closely identified with the principal industries of the city.\nA boy or girl may then come to school and take the particular work desired\nin the same classes with the regular day-school students. That there are\na sufficient number of boys and girls in nearly any town who need the help\nof the part-time continuation school cannot be questioned when we consider\nthe facts. The United States census shows that just about one- tenth of\nour entire population consists of boys and girls from the age of fifteen to\n\nI\n\nnineteen inclusive.\n\nAn investigation of the conditions in Cleveland, Ohio, which may be\ntaken as typical of the entire northern section of this country, showed\nthat, of those entering the first grade, 50 per cent were withdrawing before\n\nreaching the fifth grade, 75 per cent before reaching the eighth grade, and\n\n95 per cent left without finishing the high school. This means that at least\nnineteen out of every twenty boys and girls from fifteen to nineteen years\nof age are candidates for the part-time continuation school of the general-\n\nimprovement class, while these same boys and girls, together with many of\nthose who go thru the ordinary high school, need the work of the tradepreparatory and trade-extension class.\nSpecial arrangements can be made with each individual employer to\nmeet the requirements of his business. In some cases the part-time students\nmay be spared from their work a portion of each school day. In other\ncases two sets of part-time students may be engaged by the employer and\nallowed to attend school at different periods. As soon as an employer\nunderstands that the boy or girl is to receive training which will produce a\nmore competent employe he will welcome any arrangement possible, even\nat a temporary sacrifice.\n\nThe advantages of the part-time continuation school are not intended\nfor the\n\nboys and girls of our large cities.\n\nextended as far as possible to the smaller towns.\n\nThese schools should be\nOnly when we have the\n\ncombination of the industrial and the academic school curriculum are our\n\ntonly\nschools truly for all the children of all the people.\nlessening of the stress we have laid\n\nThis means, not a\n\nupon academic work, but the added\nvalue of technical training with a probable and desirable extension of allied\nacademic work in English, in citizenship, in business practice, and in\nhygienic living for all those young people who now leave school before they\nget beyond the fundamental rudiments of the grades.\n\n"}
{"page": 634, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n622\n\n(Chicago\n\nSUPERVISION IN THE SMALL CITY SCHOOL SYSTEM\nR. B. IRONS,\n\nSXJTERINTENDENT OF SCHOOLS, RAPID CITY, S.DAK.\n\nBefore attempting a discussion of the topic \"Supervision in the Small\n\nCity School System\" it is necessary to say that in this paper any system of\nschools which has no special supervisory corps is included.\n\nThe small school system presents many peculiar problems to the administration.\n\nAmong these are the following:\n\n(i)\n\nlack of sufficient office\n\nhelp, (2) the truancy problem, and (3) the problem of supervision.\n\nThere\n\nare no doubt others of equal importance.\n\nOne of the most important and at the same time most difiicult problems\nCan the superintendent do all the\nsupervising? If the system of progressive, modern ideas in education\nto solve is that of proper supervision.\n\nprevails the superintendent will be the chief administrator of the system.\n\nHe will select teachers and principals, will inspect various school departments and school\n\nbuildings, will be responsible for results in each\ndepartment, for the selection of textbooks, improvement of teachers in\nservice, the apphcation of the salary schedule, and the promotion of teachers,\nand will act as a court of appeal for subordinates, parents, and teachers.\n\nHe will also act as the agent of the board of education, will be a member\nof committees of the board of education, represent the board in the com-\n\nmunity as a member of civic organization in public meetings and with the\n\nHe will be responsible for the budget, buildings, janitor service,\n\npress.\n\nsupplies, records, and reports.\n\nHe will be responsible for the organization of the whole school system\nand of each department, and will be responsible for the policies of administration, instruction, inspection, supervision, and the courses of study.\n\nThe foregoing shows briefly the functions of a superintendent of schools\nNo matter how small the system, it would seem that\n\nin a modern system.\n\nmost of one man's time would be taken in attending to those administrative\nduties.\nAs a matter of fact, if these duties are performed there is little\ntime left for the work of supervision of instruction.\nIn addition to the lack of time to supervise adequately, is it possible for\na man to become competent really to supervise all the instruction in a\nschool ?\n\nInstruction may be improved by showing the teacher how.\n\nwho assumes to supervise should be able to demonstrate.\n\nOne\n\nIs it possible for\n\na superintendent properly to supervise a primary teacher, to point out her\nweaknesses, and demonstrate how the thing actually should be done on\n\none day, and on the next show a teacher in the sixth grade, for example,\n\nhow best to teach silent reading, and then the next day do something\nreally\n\nworth while in improving instruction\n\nin\n\nthe junior high school,\n\nwhile all the time he has in mind the administrative duties related in the\nfirst part of this discussion ?\n\nIf we find a\n\nman who is able to improve the\n\ninstruction in any of the classes by helpful suggestion and demonstration,\n\nM\n\n"}
{"page": 635, "printed_page": null, "text": "Superintendence!\n\nif\n\nSUPERVISION IN THE SCHOOL SYSTEM\n\n623\n\nhe is actually the administrator of the school, he will not have time to\n\nrepeat his visits often enough to make his work really effective.\n\nQuoting George A. Mirick:\n\nWhen administration and supervision compete for the time and attention of one\nwho has both responsibilities, administration always crowds out supervision.\n\nThe work\n\nof administration must be done or the schools will close; therefore the superintendent will\nof necessity, for lack of time, translate his supervisory work in terms of inspection, criti-\n\ncism, and personal opinion.\ndestructive, irritating.\n\nWhen thus translated, supervision becomes mechanical,\n\nTeachers endure it, but are not helpt by it.\n\nIt never has and cannot be efficient.\n\nAll schools should have a trained corps of supervisors.\n\nAdministration\n\n;and supervision have become so highly developt, so technical and special[ized, that one person cannot master both.\n\nHowever, in a great many schools this is wholly impossible.\n\nThe super-\n\nlintendent finds himself with these two great responsibilities on his hands.\n\n[He must be the administrator of the school.\nlis\n\nSupervision of instruction\n\ntoo important to be a \"side line\" and cannot be ignored.\n\nThe following plan has some advantages:\nThe grades of the school may be divided into groups as follows:\n\nfirst\n\n^and second grades, third- and fourth-grade groups, fifth- and sixth-grade\njroups,\n\nand seventh- and eighth-grade groups.\n\nIn selecting teachers for\n\n[these groups the superintendent makes a special effort to secure one teacher\n\n'who, in addition to being well trained and experienst, is well balanst and\n\nhas those traits which tend toward making her a leader among her fellowteachers.\n\nThis teacher may be called the principal of the group.\n\nThus a\n\nsystem using this plan will have four groups, each with a superior teacher\nin the capacity of a leader or principal.\n\nThe teachers in these groups will meet at the beginning of the year and\nonce each succeeding month and together go over the course of study.\n\nThey will discuss ways and methods of accomplishing the work called for\nEach teacher will be permitted to make suggestions or ask\n\nin the course.\n\nquestions.\n\nAs a result of the first conference there can be no haziness or doubts\nabout the requirements.\n\nIn the subsequent meetings the teachers will\n\ndiscuss the problems of the past month and explain how they were solved.\nIf\n\nany have had problems they could not solve and failed to accomplish\n\nthe same amount of work as the other teachers in the group, they will be\nhelpt by a free discussion with the other teachers.\n\nThese meetings are\n\nalways held under the direction of the principal of the group, who has been\nchosen because of her training, experience, and personality.\n\nLess experienst\n\nand less efficient teachers find these meetings stimulating and helpful and\nreturn to the classroom better able to cope with the situation.\n\nAnother part of the plan is to employ a substitute who will relieve the\nprincipal so that she may observe the work of her various teachers.\n\nThis\n\n"}
{"page": 636, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n624\n\niChkago\n\nsubstitute at other times relieves the various teachers so that they may-\n\nobserve the work of the principal or of any other teacher who is especially\nstrong in all her work or in any particular branch.\n\nThrough these meetings and visits each teacher knows just what work\neach teacher in his group is doing.\n\nBy cooperation between the principals\n\nof the groups she knows or can find out from her principal what work is\n\nbeing done by the grades above and below her. This is a benefit to teachers\nand students but is something which does not always prevail.\n\nWhen this plan is in effect the school has the advantage of any superHe may meet with the\nvarious groups if he has time. He may have conferences with the various\nprincipals as often as needed, and he may visit classrooms just as often as\nvision which the superintendent is able to give.\n\nhe can.\n\nNothing in the foregoing prohibits his supervising or inspecting\n\nas much as he would do without adopting the plan.\n\nSome of the advantages\n\nof this plan are:\n1.\n\nThe busy superintendent has someone of special abihty to confer\n\nwith about any ideas or policies which he thinks might improve the work\nin\n\nany particular grade or subject.\n\nHe receives her opinion, which is\n\nbased on her mature experience in the grade or subject under discussion.\nIf the new policy is thought to be worthy of a trial the principal\n\nmay direct\n\nits introduction.\n2.\n\nThe principal is always able to demonstrate how she desires anything\n\ndone.\n\nThe plan recognizes special abilities of all the teachers, since any are\nmake any suggestions which they think will improve the\ninstruction.\nOr if any teacher has special talent in any line teachers are\n3.\n\npermitted to\n\nsent to observe her teaching.\n4.\n\nTeachers of a necessity must cooperate, or there is no place in the\n\nsystem for them.\n5. Teachers have no just cause for criticism of the course of study\nor the policy which prevails, because each one is invited to make suggestions\n\nlooking to improvement.\n\nThey either accept the course of study as the\n\nbest they know and the plans for the working it out as fair and reasonable,\nor they have an opportunity each month of bringing a suggestion of improve-\n\nEach one is given credit for any ideas she may have.\nworth while they are adopted.\nment.\n\nIf they are\n\n6.\n\nTeachers gain confidence, since they know each other, they know\n\nwhat each\n\nis\n\naccomplishing, what has been accomplisht, and what\n\nis\n\nexpected of them.\n7.\n\nThere is a tendency toward uniformity and efficiency, since all gain\n\nby a knowledge of the strong points in each teacher and may model their\nteaching after the best in the group.\n\nis\n\nIn order to check up on instruction and to know that effective teaching\nbeing done the superintendent may use the various standard tests; and\n\n"}
{"page": 637, "printed_page": null, "text": ":\n\nINTELLIGENCE TESTING\n\nSuperintendence)\n\n625\n\nsince his teachers are working together with so Httle friction and loss of\nmotion he will find that the various classes are nearly on the same plane\n\nof efficiency, and that the curve from grade to grade will be quite uniform,\n\nwhich denotes that the system has been effectively supervised.\n\nINTELLIGENCE TESTING AS AN AID TO SUPERVISION\nTHEODORE SaAM, SUPERINTENDENT OF SCHOOLS, COUNCIL BLUFFS, TOWA\n\nThe method of ascertaining the intellectual ability of a child should be\nsimple, so that the capable teachers within a school system may be able\nIt must be brief, in order to make possible the testing\nmust be reliable, in order that the permanent record\nof the child will be a correct and accurate record of his intellectual capacity.\n\nto use it successfully.\n\nof every child.\n\nIt\n\nThe experience of Council Bluffs with the Stanford Revision of the BinetSimon Intelligence Test would justify the assertion that it possesses these\ncharacteristics.\n\nIn October, 191 7, fourteen teachers, one from each of the elementary\nschools in Council Bluffs, were selected by the principals because of their\n\ngeneral intelligence and sane judgment.\n\nBy courtesy of the Extension\n\nDepartment of the Iowa State University it was possible to secure the\nservices of Dr. Sylvester, who, in a period of two weeks, explained to this\ngroup of fourteen teachers the method of determining the intelligence\nquotients by the use of the Terman Scale. Children were tested by him\nin the presence of the group, and when a sufficient familiarity with the test\nhad been secured each one of the group tested children under his supervision.\nWith this limited training these fourteen teachers have tested 2360 children\nin the kindergarten, first, second, and third grades of the Council Bluffs\nschools during the period from December, 191 7, to February, 1919. The\ntesting is done on Saturdays.\nTen or twelve of these examiners can test\neighty to one hundred children in one day. The data which follow will\nshow, first, whether teachers in the elementary schools can give the tests\nsuccessfully;\n\nand secondly, the value of these records in supervision.\n\nAccording to Terman the various intelligence quotients have the following significance\nI.Q.\n\nClassification\n\nAbove 140\n\nNear genius\nVery superior intelligence\n\n120-140\n1 10-120\n\nSuperior intelligence\n\n90-1 10\n\nNormal or average intelligence\n\n80- 90\n\nDulness\n\n70- 80\n\nBorder\n\nline\n\nof deficiency, some-\n\ntimes classified as dulness\n\nBelow 70\n\nFeeble-mindedness\n\n50-70\n20-50\n\nMorons (7-11-year intelligence)\n\nBelow 20\n\nIdiots (3-year intelligence)\n\nImbeciles (3-7-year intelligence)\n\n"}
{"page": 638, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n626\n\nThe\n\ngeneral assumption\n\nis\n\n[Chicago\n\nthat the inteUigence quotient remains\n\nconstant.\nIt is possible that a child with a quotient of loo does better work than\n\na child with a quotient of no, because of moral characteristics.\nintelligence quotient merely determines the child's\n\nmental\n\nThe\n\nability.\n\nIt\n\ndoes not ascertain the child's motive powers.\n\nTable I shows the distribution of the I.Q.'s of the 905 unselected children tested under Terman's supervision and the distribution of the I.Q.'s\nof the 2360 primary children tested by the Council Bluffs teachers.\n\nThe\n\nonly striking deviation in the Council Bluffs distribution is shown in the\nlarge number of children with quotients less than 75.\n\nThis can be partially\n\nexplained by the fact that there is a larger percentage of subnormal children\nin the first three grades of school than there is in an unselected group, and\n\nsecondly it is probable that diffidence among smaller children might also\n\naccount for part of the discrepancy.\nTABLE I\nComparison of the Distribution of I.Q.'s of 2360\nPrimary Children with Terman's Scale\n\nPercentage of gos\nPercentage of 2360\nUnselected Children\nPrimary Children\nfrom 5 to 14 Years\nin Council Bluffs\n\nI.Q.\n\n—Terman\n\nBelow 6s\n66- 7576- 85.\n86- 95.\n96-105.\n106-115.\n116-125.\n126-135.\n136-145.\n\n».4\n2.8\n\n0.8\n\nTable II, which shows the distribution of the I.Q.'s of 2360 primary\nchildren of the Council Bluffs schools by buildings, shows how unfair it is\nto compare the work of one school with that of another without knowing\n\nTABLE II\nDistribution of I.Q.'s of 2360 Primary Children of Council Bluffs Public Schools by\nBuildings\n\nBuilding\nI.Q.\n\n14\n\nBelow 56. ..\n56-65....\n66- 75....\n76-85....\n86- 95....\n96-105\n106-115\n116-125\n126-135\n136-145....\n\n1\n\n33\n105\n243\n\n5\n\nA\n\n.s\n\n28\n62\n\n20\n42\n\n4Q\n29\n\n34\n\n3\n\n9\n\n18\n\n13\n\n20\n45\n37\n36\n10\n\n526\n638\n522\n199\n66\n16\n\nAbove 145..\nTotal.\n\n.\n\nMedian\n\nTotal\n\nI\n\n2\n\n195\n93\n\n130\n94\n\n166\n97\n\n198\n97\n\n186\nlOO\n\n116\nlOI\n\n198\nlOI\n\n182\n102\n\n180\n102\n\n78\n103\n\n215\n104\n\n84\nlog\n\n2360\n99\n\n"}
{"page": 639, "printed_page": null, "text": "s\n\nINTELLIGENCE TESTING\n\nSuperintendence]\n\n627\n\nthe intellectual ability of the group of children tested.\n\nThis table shows\n\nthat in building No. 14 the median quotient is sixteen greater than it is in\nbuilding No.\n\ni,\n\nand in buildings Nos. 12 and 13 the median quotient is\n\napproximately ten greater than it is in buildings Nos. 2 or 3.\nIn order to ascertain the relation of the quality of school work with the\nintelligence quotients of children,\n\nan arbitrary standard for the distribu-\n\ntion of the quality of school work has been followed in the grading of the\n\nchildren of the Council Bluffs schools.\n\nThe 10 per cent highest in each\n\nclass are ranked as honor students, the next 30 per cent are graded\n\n\"A'*\n\nor strong students, the next 30 per cent \"B\" students, medium work, and\n\nthe last 30 per cent are graded ''C,\" the poorest grade given.\n\nThe 2360\n\nchildren whose quotients have been obtained are by Table III divided into\n\nthree groups, those whose quotients fall below 85, those whose quotients\n\nrange from 86 to 115, and those whose quotients are above 116. An\nexamination of Table III shows that only J per cent of students with\nquotients less than 85 were honor students, whereas 24 per cent of students\n\nwith quotients of over 115 were honor students.\n\nIt also shows that over\n\n60 per cent of the students with quotients below 85 did poor work, whereas\nonly 9 per cent of the students with quotients over 116 did poor work.\n\nWhen it is recalled that this distribution does not take cognizance of the\nattendance of the child, the number of times the child has repeated the\ngrade, nor the age of the child, it is very apparent that there is a very high\ncorrelation between the quahty of school work and inteUigence quotient.\n\nTABLE III\nQuality of School Work and I.Q. 's of 2360 Children in Kindergarten and Primary Grades\nOF Council Bluffs FOR the Semester Closing February 7, 1919\n\nI.Q.'s\n\nQuality of\nSchool Work\n\nS6-8S\n\nTotal\n\n116-14S\n\n86-11\n\nPercentage\n\nNumber\n\nPercentage\n\nNumber\n\nPercentage\n\nNumber\n\nPercentage\n\nH\n\n2\n\no.S\n\n67\n\n24\n\n39\n113\n237\n\n9\n31\n\n29.0\n60.5\n\n26\n\n146\n46\n24\n\n213\n70s\n743\n\n30\n\nB\nc\n\n144\n5 20\n584\n438\n\n9\n\n699\n\n30\n\n391\n\n100.\n\n1686\n\n100\n\n283\n\n100\n\n2360\n\n100\n\nNumber\n\nA\n\n10.\n\n34\n\n1-6\n\n31\n\nH— Honor students, 10 per cent highest in class\n\nA— Strong students, 30 per cent of class\n\n—\n—\n\nB Medium students, 30 per cent of class\nC Poorest, 30 per cent of class\n\nIn Table IV, which follows, all eight-year-old children having quotients\nlower than 85 or higher than 115, who attended school 60 or more days in a\nsemester of 87 days closing February 7, 1919, have been classified by the\n\ngrade in which they were found, the quality of work which they did, and\ntheir intelligence quotients.\n\nIn other words, of\n\nall\n\neight-year-old chil-\n\ndren in the Council Bluffs schools, 4^ Jiad quotients below 85 and 51 had\n\n"}
{"page": 640, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n628\n\nquotients above 115.\n\n[Chicago\n\nThe 46 eight-year-old children with quotients below\n\n85 are largely found in the first and second grades, nearly all of them doing\n\nmedium or poor work.\n\nThere are four of these students who reacht the\n\nthird grade, but all of\n\nthem are doing poor work.\n\nOf the 51 students\nwhose quotients are above 115 only three did poor work. Nearly all of them\nwere classified as honor or strong students. Most of them are in the third\ngrade. If, then, nothing else is known of an eight-year-old child attending\nthe Council Bluffs schools except his intelligence quotient it would be a\nsafe statement to\n\nmake that, if his quotient were below 85, then in all\n\nprobability he would be found in the first or second grade doing poor work;\nif\n\nhis quotient were over 115 he would very probably be found in the third\n\ngrade doing strong or superior work.\n\nTABLE IV\nClassification by Half-Grades and Quality of School Work of All Eight-Year-Old\nChildren Attending School 6o or More Days in a Semester\nof 87 Days Closing February 7, 1919\n\nGrades\nQuality of\nSchool Work\n\nI-i\n\n1-2\n\nII-i\n\nII-2\n\nIII-i\n\nIII-2\n\nTotal\n\n46 Students—I. Q.'s below 85\n\nH\n\n2\n\nI\n\nA\n\nI\n\n3\n\nI\n\nB\nc\n\n3\n\n4\n\nS\n\nS\n\n7\n\n7\n\n4\n\n4\n\nTotal\n\n9\n\n14\n\n14\n\n5\n\n4\n\n-\n\ns\n12\n\n46\n\nSI students— I.Q.'s above 115\n\nH\n\n7\n\n4\n\n3^\n\n18\n\n3\n\nI\n\n7\n\nI\n\nI\n\nA\n\n2\n\nB\nc\n\n2\n\nTotal\n\n2\n\n2\n\n5\n\n34\n\n3\n8\n\n51\n\nH—Honor students, 10 per cent highest in class\nA— Strong students, 30 per cent of class\n\nB — Medium students, 30 per cent of class\nC—Poorest, 30 per cent of class\n\nA year ago an attempt was made to promote children from the kindergarten into the first grade on the inteUigence quotient.\n\nIf\n\na child were\n\nnormally well and had a mental age of six years, regardless of his physical\nIn an attempt to check up the\nyoung children who were promoted into the first grade on their high\nquotients an oral-reading test similar to the Gray Oral Reading Test was\ngiven by the primary supervisor in January, 1919, to every child who had\nentered the first grade in September, 191 8, and 408 students were tested.\nOf the 408, 128, or 31 per cent, were rated as superior readers in this test.\nThirty-five of these 408 had been promoted to the first grade at five years\nOf the 35 students with\nof age because they had a quotient of over 115.\nage, he was given a trial in the first grade.\n\na quotient of over 115,\n\n22, or 63\n\nper cent, were rated superior.\n\nIf con-\n\nclusions could be drawn from this one test it would be safe to assume that\n\n"}
{"page": 641, "printed_page": null, "text": "INTELLIGENCE TESTING\n\nSuperintendence! •\n\n629\n\nchildren five years old with quotients of 115 or over would do the first-\n\ngrade work better than the unselected six- and seven-year-old children.\n\nTables V and VI show the relation between the inteUigence quotients\nof children and the failures.\n\nIt will be noted that for the semester closing\n\nJanuary 25, 191 8, of the 698 children in the first grade not a child with a\nquotient of over 115 failed, whereas 31 per cent of those with quotients\nTABLE V\nFailures for Semester Closing February 7, 1919,\nOF 1884 Children in Grades I, II, and III\n\nI.Q.\n\nNumber of\n\nNumber of\n\nPercentage of\n\nChildren\n\nFailures\n\nFailures\n\nAbove lis\n86-iis\n\n7\n\n3\n\nBelow 86\n\n1336\n333\n\n172\nlos\n\n13\n31\n\nTotal\n\n1884\n\n284\n\nIS\n\nTABLE VI\nFailures for Semester Closing January 25, 1918,\nOF 698 Children in Grade I\n\nNumber of\n\nNumber of\n\nPercentage of\n\nChildren\n\nFailures\n\nFailures\n\nBelow 86\n\nS06\n134\n\n48\n42\n\nQ\n31\n\nTotal\n\n698\n\n90\n\n13\n\nI.Q.\n\nAbove IIS\n86-iis\n\nbelow 86 failed.\n\nFor the semester closing February 7, 1919, of the 1884\n\nchildren in the first, second, and third grades whose intelligence quotients,\n\nhad been ascertalfied, 3 per cent with quotients of over 115 failed, and\n31 per cent with quotients below 86 failed.\nof the students with\n\nWhen it is recalled that many\n\nquotients below 86 are repeaters, overaged and\n\nretarded, and that many times these students are promoted on time rather\n\nthan on efficiency, it is probably safe to conclude that of children with\nquotients below 85, one-third cannot do a year's work in a year, regardless\n\nI\n\nof age or regardless of the number of times the grade is repeated, and that\npractically all children in these grades with quotients of over 115 can do\n\nthe work.\n\nCONCLUSIONS\n\nThe Stanford Revision of the Binet-Simon Test can be given successfully by intelligent elementary teachers.\n2. The intelligence quotient may be safely used in promoting children\n1.\n\nfrom the kindergarten to the first grade.\n3. There is a high positive correlation between high intelligence\nquotients and strong school work.\n4. There is a high positive correlation between low intelligence quotients\nand failures.\n\n"}
{"page": 642, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIA'nON\n\n636\n\n(Chicago\n\nDISCUSSION\nH. E. Gress, superintendent of schools, Monessen, Pa.: There are at present about\nfive hundred newspapers in the United States that are publisht in other languages than\nEngKsh, and'we have twenty-five million people who cannot speak the English language at\n\nWe have a large percentage of these people living in our district in Pennsylvania, and I\nWe\n\nall.\n\nknow from experience that some of them do not wish to learn the English language.\n\nhave given them an opportunity for several years to attend our night schools in order\nthat they might learn the English language.\n\nWe have a small percentage of mills in that\nWe cannot get them into\n\ntown that have taken it up and tried to get them interested.\nour schools.\n\nI believe, as has been said in one of the other meetings of this convention,\n\nthat \"if those people after living here a number of years, and after having been given\n\nan opportunity to learn the English language, still refuse to learn it, they should be notified\nto go to some other shores.\"\nF.\n\nW. Arbury. superintendent of schools, Saginaw, Mich.: There are so many\n\nthings that I would like to commend that have been given here this afternoon, but the\n\ntime limit prevents that.\nI cannot help but think back some years ago, when I attended a history meeting\nand listened to the report of the Committee of Twelve made by Professor McLaughlin,\nof the University of Chicago.\nIt was in the town of Ypsilanti, where the State Normal\nCollege is located. The occasion was the meeting of the History Masters' Club. Professor Hudson opened the meeting. There were gathered together teachers from\nChicago, Cleveland, and other cities, because Professor McLaughlin was going to give\na sort of synopsis of what the committee had decided with regard to the teaching of\nhistory in the secondary schools. They talked for three and one-half hours, each teacher\nmaking an appeal for her particular subject in history. One wanted so much of the time\nfor ancient history; another wanted so much of the time for modern history; another\nwanted so much of the time for English history; those were the three topics which took\nup most of the time, ancient, modern, mediaeval and English history.\n\nBefore the meeting closed Professor Hudson said,\n\n\"We cannot close the meeting,\n\naltho, I know, we have been here a long time, without hearing from Dr. B. A. Hinsdale.\"\n\nDr. Hinsdale, I am sure, some of you have heard.\n\n—I had been watching him thru the meeting\n\nI shall never forget how the old doctor\n\n—sat there stroking\n\nHe said, \"I have been intensely interested\nHe then went on to\nanalyze what each one had said about their various developments of history. He then\nin this meeting.\n\nhis beard, eyes closed.\n\nI came here as a listener, and I have listened.\"\n\n\"I cannot help but wonder, when, oh when, are we going to teach the history of\n\nsaid,\n\nthe United States?\"\n\nMr. Mbyers:\n\nI think we shall make a mistake if in our consideration of the time\n\nof the continuation school\n\nwe limit ourselves to the consideration of improving only\nThe thing we must concern ourselves with is\n\nthe technical schooling of boys and girls.\nin helping\n\nthem to carry over into their business life what they have acquired in the\n\nregular day school, and in helping them to adjust themselves to industrial life as they\nin helping them to appreciate\nwhen the regular day-time school attendance\n\npass from the day school into industrial employment;\nthe fact that education does not cease\nceases.\n\nIn view, I say, of the importance that is now being attacht to this, it seems to me\nthat it is up to us to give it our most serious thought wherever it is possible for us to do\n\nanything to help along this legislation and to help bring about this condition.\n\nMr. Canteo: I think it was said that only two men out of fifty or one hundred\nand fifty could speak Spanish fluently in college. If that is the case in college, then I\ndon't know what to say of our high schools; I think it must be worse. They say you\n\n"}
{"page": 643, "printed_page": null, "text": "1\n\nDlSCUSStO^\n\nSuperintendence)\n\n63\n\ncan always teach someone who knows less than you, and I understand some of the teachers who are teaching Spanish only know five lessons ahead.\n\ntary on the pa-t of the teachers, the pupils, or both.\n\nI think it is a sad commenNot only for the sake of the boy\n\n—\n\nI come from Mexico,\nWe have all kinds of opporwas told just two or three years ago by an engineer, an American, \"You\ncan take a message,\" \"What is the message?\" \"Canteo,\" he said \"the mountains\nare abounding in hemp and there is not one single machine invented to take care of the\n\nbut for the sake of the country\ntunities,\n\nI\n\nproduction of hemp that is going to waste in Mexico.\n\nTell those boys that know any-\n\nthing about machinery to go to Mexico and enrich themselves and enrich the nation.\"\n\nIn Mexico we have produced over four crops of corn off the same ground.\n\nIt rains in\n\nMexico from five to three hundred inches per year. Fully half or two-thirds of Mexico\nis not cultivated.\nThere are wonderful possibilities in Mexico.\nR. T. Adams, superintendent of schools, Warren, Pa.:\n\ndo not exactly get the\nI do not\nwish my school to be measured by the Cleveland yardstick. We would not like to have\nit said of us that we had so few in the high grades.\nI am superintendent of a town in\nwhich there are about three thousand pupils, and the pupils who go to work there is\njust one way in which pupils can get out of school, no, two ways, and that is by running off and leaving the city when they go to work, that is, if they are under sixteen.\nBetween fourteen and sixteen we have thirty pupils who are working, just about an\nI\n\ncontrast from the continuation school that I should have been glad to receive.\n\n—\n\naverage of thirty pupils who are working.\n\nNow in our state we are obliged to spend part of the time in academic subjects and\npart of the time in allied technical subjects.\n\nOur trouble comes in when we have about\n\nthirty pupils, say, who are working at about fifteen different subjects, different occupa-\n\nWe do not have much trouble in the academic subjects, but I should like to know\nhow to teach those thirty pupils fifteen different allied subjects ?\ntions.\n\nI\n\nshould also like to hear something more about your million-dollar high school,\n\nthe school that was erected for those continuation pupils.\n\nteach allied subjects to the continuation pupils\n\ncontinuation pupils?\n\nI\n\nMy question\n\nis,\n\nHow do you\n\nwhen there is a very small school of\n\nam inclined to think that nearly everywhere in Pennsylvania\n\nthere is that problem.\nS.\n\nB. ToBEY, superintendent of schools, Wausau, Wis.:\n\nIn answer to the question\n\nthat the gentleman just put, you are saying the impossible; you cannot do it.\n\nThere\nan allied academic work that can be applied to pole or spindles back of a spindle\nmachine or taking the sawdust away from a planer. The only thing we can do is to\nselect those trades which are almost universally practist thruout the world, and such as\nwe can adapt effectively, and apply our work to teaching boys and girls those trades,\nbecause they are not going to hang around the little home town for the next twenty-five\nor fifty years. They are going out into the world, and if we are going to send them out\nprepared to do something we have got to give them something that the world wants done.\n\nisn't\n\nH. R, Fisher:\n\nSuperintendent Rose seemed to speak on the rearrangement\n\n(4 history and civics program.\n\nHe seemed to think that blind ancestorial worship was\n\na necessity to get patriotic Americans,\n\nIt is quite likely that in the lower grades\n\nwe\n\nmust teach that George Washington never told a lie and must idolize our great leaders\nof the past.\nIn the upper grades, and particularly in the high schools, is it not safer to\nteach them that our ancestors were men of mixt motives, that we had shrewd politicians\nas well as great statesmen, and that it was the good sense of the common people and the\nevents of history and the happy surroundings in which they were that has brought us\nthru in spite of the mistakes of these little fellows and these men of mixt motives ? Is\nit not\n\nwell worth while to be honest with our children in the upper grades ?\n\n"}
{"page": 644, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n632\n\n[Chicago\n\nHarriett E. Grimm, superintendent of schools, Dariington, Wis.: Great minds\nseem to run or must run along the same channels. I was going to make a remark\nsomething along that same line. While I believe that many others have had a similar\nexperience, I think that the pendulum is going to swing toward teaching the history of\nour European ancestors.\nThe Monroe Doctrine was a good thing in its time. I am for the League of Nations,\nand I beUeve in it. I think we could not get into the heart of that League of Nations,\nwe could not possibly understand what it stands for, unless we teach real world-history\nin[our high schools and colleges.\nPerhaps we can swing away from some of the old teachings, but I believe that the\nreal danger at this time is that we will look upon ourselves in the same egotistical way\nin which England and Germany and some of the other countries have been looking at\nthemselves. That is one of the things to be avoided. I believe there is that danger.\nWe do not want to get isolated from the rest of the world, but I believe that we are in\ndanger of that. You cannot possibly teach government needs unless you teach worldhistory.\n\nH. E. Waits, superintendent of schools, Princeton, 111.\n\n:\n\nI do not think that I have\n\never attended an educational meeting that has been such an inspiration to me as the one\n\nthat has been held this week.\n\nThe thing that I regret most of all is that we cannot go back to our schools in the\naverage small community and put into practice immediately the things that we know\n\nought to be put into practice from what we have heard here.\nI indorse what has been said along the line of history, but we must all realize, especially those of us who superintend schools in cities below twenty-five thousand, that the\ntextbooks we have in our schools will be there tomorrow, and they will be there all the\nrest of this year, and the probability is they will be there next year\n\nthere are no other textbooks in existence.\n\n—\n\nfirst of all,\n\nbecause\n\nIn teaching United States history we must\n\nhave a book that embodies that, because we cannot personally do that work in the\nIt must be intrusted to the teachers who are employed by the school boards\nschools.\nin those communities, and often they are teachers who are not trained. Very frequently\nthey are teachers who are hired by the board of education in that particular community.\nWe talk about training teachers. Do you realize that there are not enough trained teachIf we had fifteen hundred dollars a year\ners in the United States at the present time ?\nto give them to put them into the schools\n\n—but\n\nI do not see how we can get this sort of\n\nteaching in the schools until we have had, first of all, a good book written by a competent author. The power of the school boards has already taken that out of their hands\n\nand can say that the book must go in.\nK. Van Dyke, Minnesota: I am in sympathy with this idea that some other history\nI was congratulating ourselves that we were\ngetting away from teaching nothing but American history in the fifth to the eighth\ngrade. It becomes associated with the children until they dislike it and become spoiled,\nshould be taught than American history.\n\nlike the old system of teaching physiology for eight consecutive years.\n\nWe teach American history better, only when we bring in something else, and the\nand sixth grades in our school have five textbooks, four of them being American\nThey don't have to buy any of them. We do not feel that we want to change\nthem, because they are the best that we can find. The American textbooks on history\nare the best textbooks in the world. We have them all, and we use them, and we don't\nwant this idea boiled down to one little textbook. What we have in the sixth grade is\nthree books, and they take one of them in four weeks. Why should they take all year\nin one and be examined for nine or ten months on the same subject ? Why not dispense\nwith some of those books ? We take up one for four weeks and another for eight weeks\nbecause it teaches of the Mississippi Valley in which we live, and then Marquette, and\nfifth\n\nhistory.\n\n"}
{"page": 645, "printed_page": null, "text": "Superintendence]\n\n-\n\nDISCUSSION\n\n633\n\nLa Salle, and then read in the biography of the textbooks about Abraham Lincoln and\nDaniel Boone. Then we have Lewis and Clark in that little book for another four weeks.\nThen we come to the last half of the study. We have three whole months in English\nWhen they come to that, they say, \"We like our\nhistory, stories of English history.\nEnglish history stories the best of any of them.\" They are not less patriotic. I will\nThen for the\ntell you that every foreign-born boy or girl should have that background.\nseventh and eighth grades it is American history and civics straight for two whole years.\n\nH. E. Waits: I think the objection I raised is not yet answered. We do all\nWe have history all thru the grades. There comes a\ntime later on in the course when we come down to textbook study. Our books are not\nwritten today from the American standpoint. Everybody recognizes that. There is\na law in the state of Illinois that you cannot change a book within five years after it is\nWhat are you going to do in a case like that? Suppose your school board\nissued.\nwon't buy your books? There are a great many communities in the state of Illinois\nthat won't buy seven or eight books for the seventh- and eighth-grade pupils. They\ndon't do it down in Bureau County, Illinois, and maybe it is the only place in the United\nthe things that you suggest.\n\nStates where they won't do it.\n\nC. L.\n\nBroadwater, principal, Tyler County High School, Middlebourne, W.Va.:\n\nFor the benefit of this gentleman here it would be a good thing to follow the legislature\nIt past a law which forst the board of education to buy those books\nof West Virignia.\n\nand put them in the library of the schools so that they can be used.\n\nW. L. NiDA, superintendent of schools, River Forest, 111.\n\n:\n\nI just want to say that I\n\nbeUeve in history from the third to the eighth grade. It seems to me that we should\nnot undertake to teach the biography of characters that our children in the lower\ngrades cannot appreciate and understand. For example, you take a great statesman\n\nand try to teach his biography to the second- and third-grader and you are shooting\nover his head. Take the simpler elements of civilization, take the great western movements. You give a great section of American history, in three, four, or five years, that\nwill be valuable to him, and you can leave the more difficult political affairs to the\nseventh and eighth grades. I think as one of the gentlemen said that some part was written\nfrom the top down instead of from the child's viewpoint up. We can write any number\nof books that will be worth while to the children.\n\nEdward McLucky, St. Louis County (DesPlaines)\n\nwant to say before closing\nBut the whole question\nputs me in mind of the colored man who went into the restaurant and lookt over the bill\nof fare.\nHe lookt at it and called the waiter and said, \"Waiter, if it is just the same to\nyou, I will eat from there to there, and skip from there to there.\" That is the case\nthis afternoon.\nIt has been a wonderful program that has been presented to us, and\nI regret that we have only three minutes in which to discuss it.\nI want to say too that the great question as it has come to me out of this war is not\nwhat we have been doing in the past, but what are we going to do in the future.\nThirty odd years ago as superintendent and teacher, and the past twenty years\nas superintendent has kept my mind for more than twenty odd years' attendance of\nthe N.E.A. has kept my mind in the clouds and I have been trying to correlate those\ntwo. But I want to say that methods have changed. Fifteen years ago they were\nnot teaching any sciences, and that reminds me of the story of a little girl being askt,\n\"How many seeds has an apple ?\" and while two little girls were out on the playground\nthis one askt the other, \"How many feathers has a hen?\"\nWe have gotten away from\n:\n\nI\n\nthat it is impossible to talk on this subject in three minutes.\n\nI\n\n—\n\nthat, but now we are seeking ideals.\n\nIn conclusion I will say that I was never known to talk for three minutes before,\nMr. Chairman, and of the ideals and some of the lessons this Great War has brought us,\n\n"}
{"page": 646, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n634\n\n[Chicago\n\none of the greatest is that this great alien population of ours must be made citizens of\nthe United States, and that is the great question that is concerning teachers of today.\nIt is a bigger question than textbooks;\n\nit is a question of ideals, it is a question of morale,\n\nit is a question of spirit, and if that is inculcated into\n\nwill\n\nthe children of this land the books\n\ntake care of themselves, and the child will take care of himself.\n\nWe have been\n\ntalking on the question of textbooks too long and too much, and we must get down to\n\nthe ideals that confront us, and when we do our efforts will be crowned with success.\nC. E. Rose, superintendent of schools, Boise, Idaho: I seem to have drawn quite a\n\nhere this afternoon. You seem to have misunderstood some of the things I\nhave said. Perhaps when you read my paper you will get a different view from what\nIf there are any schools thruout the country\nI was able to give you when I read it.\nwhich teach more history than we do, you write to me about it, as I would like to know\nlittle fire\n\nof them.\n\nThe point I was trying to emphasize was the development of ideals. I was trying\nmake the statement that we should not neglect the study of American history for\nother history. I was trying to make the point that if we are to teach Americanism,\nwe find no better place today than in teaching the history of the United States. If\nwe are going to teach democracy right, I know of no other nation on earth where the\nteaching of democracy may be so well brought forward as in the history of our own\ncountry. If we are to take our place as people of the United States, in this democracy,\nif we are going to take our place in the world at large, we must first become good Americans.\nWe must first learn the principles of democracy in the study of our own history\nand of our own government.\nto\n\nThe Chairman The meeting will now be adjourned.\n:\n\nTHE COUNTY SCHOOL NURSE\nM. BEATRICE JOHNSTONE, SUPERINTENDENT OF SCHOOLS,\n\nGRAND FORKS, N.DAK.\nAfter eighteen hundred years we are only now beginning to grasp the\ntruth that the Master wisht us to grasp when he took a little child and\n\nput the child in the center of things.\nthese years has been trying to\n\nfit\n\nOur educational machinery all\n\nthe child to the curricula, course of\n\nstudy, and even the equipment, but the change has come, and the adjust-\n\nsymboHc of this change of attitude.\n\nable seat\n\nis\n\nchild\n\nthe\n\nfor\n\nseat\n\nbut\n\nthe\n\nseat\n\nfor\n\nthe\n\nchild.\n\nWe no longer fit the\nModern methods in\n\npedagogy teach the individual child. Education is socializing the individEducation is moralizing the individual, but education is not educaual.\ntion until\n\nit\n\nindividualizes the individual.\n\nIn colonial days the child\n\nwas taught to read, so that he could read the Scriptures and know for\nhimself the way of eternal life.\n\nLater on we added the other two R's, but now we have come to believe\nthat the child must have a sound mind in a sound body, which arrange-\n\nment spells efficiency.\n\nWe have also learned that the school must not\n\nonly conserve the child's health in the classroom but must reach out into\nthe home.\n\nOur teachers may well shrink from even the thought of so great a task,\nbut be it said for them that they push ahead bravely and cheerfully and\n\n"}
{"page": 647, "printed_page": null, "text": "THE COUNTY SCHOOL NURSE\n\nSuperintendence!\n\n6$$\n\nassume one by one the duties laid upon the school system of today.\n\nIs it\n\nnot providential that the medical profession and the teaching profession\nare in step ?\n\nThe progress of medical science, due largely to laboratory\n\nresearch and sociological investigation, has brought to light -the causative\nfactors of disease and has shown that much of what we used to blame on\n\nProvidence is preventable.\n\nThus preservation of health and hfe by pre-\n\nventive measures has become the watchword of the medical profession.\n\nThis endeavor has brought the physician into contact with the school.\n\nBoth teacher and doctor noted a markt variation in the mental capacities\nof different pupils and recognized the importance of a combined study of\n\nthe causative factors.\n\nBy the union of the medical profession and the\n\nteaching profession medical inspection was born.\nI shall not enter into a discussion of the history of medical inspection.\n\nYou can read that in books, but nowhere can you find the wonderful\nstory I have come to tell you, unless you come to our state and read it in\nhealthier and happier childhood and in better and more wholesome home hfe.\nI shall only say in passing that medical inspection has past the experimental\n\nstage both in Europe and in this country, as is proved by the attitude of legislative bodies toward it.\n\nour state.\n\nI wish I had time to speak of health legislation in\n\nA bill has just past both houses making it mandatory that every\n\ncounty in North Dakota have one or more school nurses, provided a petition\nis\n\npresented containing a majority of the names of the school directors.\n\nSumming up the opinion of the physicians, it is safe to say that the\nconsensus of opinion is this:\n\nA physician is more efficient to carry on the\n\nwork, but a nurse carries it out more carefully and methodically, and it\nis\n\ntherefore more expedient to have a nurse than many doctors.\n\nAn all-\n\ntime physician is the most desirable, but if we cannot have an all-time\n\ncounty physician, then let us have an all-time nurse.\nIn this connection it might be of interest to describe our method of\nvisiting schools.\n\nThe driver leaves one of us at the first school to be\n\nand takes the other to the next. He then returns to the first\nschool, and when the visit is concluded moves the nurse to the next\nschool.\nHe then returns to the second school and moves that nurse\nto another school.\nHer work is to examine each school child in the county\nand keep a record of such examination in the office of the county superintendent of schools. She does follow-up work in the homes of the chilren who need attention, advises the mothers, and meets with them and\nwith different rural organizations and speaks on hygiene and sanitation.\nvisited\n\nCorrect seating, hot lunches in rural schools, organized play, with a big\ncounty Play Day in May, clinics, and mentahty tests for abnormal chil-\n\ndren and the subsequent placing of them where they belong are a few of\nthe results of the work of the school nurse.\n\nAfter a nurse was engaged for six months and the results were tabulated, the county nurse's\n\nwork has been made a permanent institution in\n\n"}
{"page": 648, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\n(Chicago\n\nHer work has resulted in improved schoolroom sanitation.\n\nthe county.\n\nIt has checkt the spread of contagious disease and improved the general\n\nhealth conditions of the county.\n\nScores of instances could be given where\n\npupils have had neglected eyes, ears, throats, teeth, and tubercular troubles\n\nattended to by competent physicians, and this none too soon to insure\nthe permanent health of the children, simply because a school nurse\n\ninspected the child and sent\n\nhome a little note advising the daily use\nThe\n\nof the toothbrush or the consulting of a family physician at once.\n\nresponse to these little notes has been marvelous, for the work is needed and\n\nBut let us consider for a Httle while the percentage of cor-\n\nappreciated.\n\nrections, for if there were no corrections this work would be entirely useless.\n\nThe following is a report of a typical village school for the years from\n1914 to 1918:\nNo. of pupils examined\nNo. of defects found in eyes\nNo. of defects found in ears\nNo. of enlarged tonsils\nNo. of adenoids\nNo. of pupils with decayed permanent teeth\nNo. of enlarged glands\nNo. of granulated eyelids\n\n73\n10\n3\n14\n6\n20\n2\n\n3\n\nThe next year the number of defectives went down\nwhich would be 36 per cent. The next year the number\nof defectives went down to 16, which would be about 22 per cent, and\nduring the last year ending June, 1918, there were 10 defectives, with 8\ncorrections.\nI do not say that this is a usual case; it happens to be ideal,\nbut as it was the first village examined I have kept the data and have\nThis is 82 per cent.\nto twenty-six,\n\ngiven it to you.\n\nThe next is the case of a typical rural school:\nNo. of pupils examined\nNo. of defective visions\nNo. of defects in hearing\nNo. of enlarged glands\nNo. of decayed teeth\nNo. of enlarged tonsils\nNo. of adenoids\n\n22\n8\ni\n\n2\n\n12\n6\n2\n\nThe following year there were 13 defectives, the next year 10, and\nlast year 9,\nit to\n\nwith 5 corrections.\n\nThis is also an ideal situation, but I give\n\nyou because it was the first rural school to be examined in our county.\n\nThe following record of concrete results for our county since the beginning of the work of the school nurse speaks volumes in favor of the\nsystem:\nYear\n\nlOIA— le\nioi'>-i6\n\nI916-17.\nI917-18\n\nPupils Examined\n\n2413\n2500\n2270\n2618\n\nDefects Found\n\nPercentage\n\n1986\n\n82\n65\n34\n\n•1625\n\n809\n738\n\n28\n\n"}
{"page": 649, "printed_page": null, "text": "Superintendence)\n\nTHE EDUCATIONAL VALUE OF PLAY\n\n637\n\nThe point that first attracts attention is the gradual lessening of the\nnumber of defects. In five years of examination, follow-up work, and\napplied remedial measures,\n\nthe tangible, visible, physical defects were\n\nreduced from 82 per cent to 28 per cent.\n\nIn the years 1917-18, with 738\nrecorded defects, 439, or 60 per cent, were corrected, leaving only 299\nthat did not receive attention.\nCareful investigation shows that the time required by children to\n\ncomplete twelve years of work in the public schools is thirteen years when\nthey have enlarged tonsils and nearly fourteen years if they have adenoids.\nTherefore every child helpt in this way is a net saving to the state.\n\nSurely\n\nthere is no better way of saving money in education than to prevent this\n\nwaste. Had these children grown to manhood and womanhood without\n^^this help the time lost in their education would have taken many years\nI^Bout of their working lives, resulting in a loss to themselves and to society;\n^^Bbut there is another loss. A slow child requires more time and assistance\n^^Bfrom the teacher than does a normal child, so that all the normal children\n^^Bwill receive just so much less attention and in consequence will be robbed\nI^V'of just so much preparation for life. The earning power of a high-school\n\nI^K graduate is one hundred and thirty-eight dollars more per year than that\nI^Bof a grammar-grade graduate. Then if we estimate the working Hfe of\nW^a man as thirty years, those who leave early lose $4,140.00. Suppose\nthat these few cases of tuberculosis remained undiscovered.\n\nIs it\n\nnot\n\nI\n\naltogether probable that it would have been too late to save these lives ?\n\nWho can estimate the loss in money, time, and health if these had been\nallowed to expose other children; but money estimates are paltry compared\n\nwith the relief of human misery, the correction and prevention of physical\ndefects, the decrease in\n\ntruancy, and the lessening of criminality,\n\nall\n\nproving the value of the work of the school nurse as a community\ninvestment.\n\nTHE EDUCATIONAL VALUE OF PLAY\nSAMUEL HAMILTON, COUNTY SUPERINTENDENT OF SCHOOLS OF\nALLEGHENY COUNTY, PITTSBURGH, PA.\n\nTo make a plea for play as a necessary part of a system of education\nis the purpose of this address.\n\nIt aims to show, not only that play educates,\n\nbut that its training is so vital, so necessary, and so educative that the child,\nas Froebel suggests, cannot grow into the full measure of his manhood\nwithout it, that the school without play is a misfit in this age, and that\nthe training it gives is an educational deformity, pushing the mental at\nthe expense of the physical.\nIt\n\nis difficult\n\nat times to distinguish between work\n\nseemingly differs from work mainly in its purpose.\nutiUty, the aim of play is pleasure.\ntional.\n\nand play.\n\nPlay\n\nThe aim of work is\n\nOne is economic, the other is recrea-\n\nWork is physical activity directed toward some useful end; play\n\n"}
{"page": 650, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n638\n\n[Chicago\n\nis physical activity intended to gratify one's desire for pleasure, recreation,\n\nor amusement.\n\nThe element of pleasure is found of course in both.\n\nBut\n\nthe essence of work is duty, utility, responsibility, discharged obhgation;\n\nwhile the essence of play is fun, pleasure, happiness, amusement.\n\nThere is a more significant difference, however, between work and play.\nPlay involves contests, man against man and group against group, not\nfound in work. These contests arouse belligerent emotions and combative\ninstincts\n\nwhich make a vital contribution to physical development that\nDuring these contests the belligerent emotions\n\ncannot come from work.\n\nand primitive instincts contribute certain bodily secretions resulting in\nphysical vigor and physical stamina which work, however important, can\n\nnever supply.\n\nThere is still another advantage that the physical contest in growing\nThe death-rate from\ntuberculosis in the nation is rapidly decreasing, while that from organic\n\nmanhood and womanhood has over mere work.\n\nheart trouble is increasing.\n\nThe former is due to the scientific study of\n\nthe disease and to the care of the afflicted, the latter to the neglect of the\nperfectly sound and healthful who are growing up into young manhood\n\nand womanhood. Physical contests, far more than mere work, enlarge\nand strengthen the vital organs during the stages of their growth and promote deep breathing, which is so essential to the physical well-being. The\nheart and the lungs during these stages are like other organs. They develop\nby using them in exercises that are up to the measure of their full capacity.\n\nAs the race horse will never increase his speed unless he is pusht under\nfavorable conditions, so the heart and the lungs of the growing child need\nthe spur of contest to promote full-sized growth and f ull-developt capacity.\n\nTo this end the contest in games and sports is superior to mere work.\nI.\n\nIf play educates, and if it is so educative as to be called a method of\n\neducation by a distinguisht expert, it must develop in a more or less positive manner certain powers of the mind that are essentially and funda-\n\nmentally a part of the child's education.\n\nIn pointing out some of these\n\npowers of mind or of personaHty, six propositions may be stated, which,\nif reasoned out to a positive conclusion, like theorems in geometry, actually\nprove that play educates. These propositions may be stated, but for want\nof space the reasoning that forms the proof or argument must in the main\n\nbe omitted.\na)\n\nGames and sports develop the power of attention and general alert-\n\nness of mind.\n\nIf this is true, to\n\nthat extent at least they are educative.\n\nIn a game of ball, for example, the player is all eyes and ears. His mind\nNot the minutest\nis wide awake, alert, and attentive in a high degree.\nIf you doubt this, watch the game and try to see if the\ndetail misses him.\n\numpire is correct in his decisions. Your own alertness will scarcely be\nIndeed this game is as valuable in the development of\n\nequal to the task.\n\nattention and alertness of mind as many classroom lessons.\n\n"}
{"page": 651, "printed_page": null, "text": "Superintendence]\n\nb)\n\nTHE EDUCATIONAL VALUE OF PLAY\n\n639\n\nGames and sports develop the power of initiative.\n\nability to originate, to start, to do;\n\nThis\n\nis\n\nthe\n\nthe power to grasp the situation, to\n\nsize up the conditions, to see what should be done at a given time, to seize\n\nthe opportunity and do the right thing at the right time and in the right\nway, thus applying the necessary remedy effectively. No person as a\nrule tells a player what to do in a game.\nHe knows that as a member of\nthe team he is expected to do his part.\n\nHe therefore watches the game,\n\nsees and seizes his opportunity, decides what is to be done, acts instantly\n\nand enthusiastically, plays his part, and helps to win.\nacts without external suggestion or direction.\n\nHis personality\n\nAll this develops in\n\nhim\n\nthe power of initiative in a very positive manner, possibly to a greater\n\nextent than textbook lessons.\nc)\n\nGames and sports develop the judgment and the will.\n\nJudgment\n\nid will are trained by having the mind examine critically existing condi-\n\nlons, weigh carefully the value of each, reach a definite conclusion concern-\n\nMany games furnish this training\n\nthem, and then act accordingly.\n\nig\n\njuite as\n\nmuch as textbook lessons.\n\nreigh, conclude, and then act.\n\nThe player must observe, compare,\n\nThis is the finest kind of training for both\n\nidgment and will.\nd)\n\nPlay helps to cultivate the individuahty as it cultivates the individual\n\nand efficiency of the player. The player is a part of the team, and\nrhile he must cooperate with the team his part is an individual contribuThere are many games that aim to develop\ntion to the work of the team.\nle individuality of the player; there are others whose purpose is to cultiAs a rule the plays for\nLte the spirit of team work and cooperation.\nkeadolescent children emphasize individual skill and individual effort,\nrhile those for adolescents call for team work and cooperation.\n:ill\n\ne)\n\nPlay develops the imagination.\n\nlildren.\ni^he\n\nThis\n\nis\n\nespecially true of little\n\nTheir play world, thru the imagination, becomes a real world.\n\nhobbyhorse is transformed into a real horse, and the crude pile of\n\nlocks, brought together by the child, into a real house.\n\nThe \" three little\n\nittens that lost their mittens\" are not a matter of fiction;\n\nthey are the\n\nNo one can watch a child at play\nHe is\nLthout noting that his imagination is active in a high degree.\n\nial thing,\n\nto be fed, loved, and petted.\n\niking make-believe journeys, chatting with make-believe companions,\n\nmstructing make-believe castles, feeding make-believe pets, and cooking\nid eating\n\nmake-believe meals.\n\nBut this make-believe world which his\n\nmcies create is always intensely real to him, and this almost constant\nexercise of the imagination is the best training possible for it.\n\n/) Play develops the\n\npower of thought.\n\nIt requires the player to\n\n)bserve the progress of the game, to follow its rules, to wait and watch\nfor an opportunity to help, or to make that opportunity at will, to control\n\nmind and body until the opportunity is at flood tide, to conclude that\nthe supreme moment has arrived, and with judicial equiUbrium and\n\n"}
{"page": 652, "printed_page": null, "text": "NATIONAL nWCATlON ASSOCIATION\n\n646\n\n(Chicago\n\nwell-balanst effort to throw himself into the game at the right point, in the\nright way, and at the right moment.\n\nTo hesitate, to reach a false conclu-\n\nsion, to make a mistake in judgment, to be ahead of time or behind time, are\n\nerrors that might give the game to the other team.\n\nSurely such a course\n\ndevelops a mind quick to see, quick to compare, quick to weigh, and quick\nto conclude in\n\nno less degree than it trains a body to act quickly and\n\naccurately.\n\nThe reasoning in the six preceding propositions will probably satisfy\nmost minds that play educates; at least to the extent indicated by these\npropositions, play activities develop the mind.\n2.\n\nMental development, however, is not the only aim of education.\n\nIt must build character as well as train the intellect.\n\nthe great aim of education.\n\nIndeed character is\n\nIt is therefore legitimate to ask if games and\n\nsports build character.\na)\n\nPlay thru games and sports develops self-control, the great balance\n\nwheel of character.\n\nAny agency that contributes this essential factor to\n\nthe group of virtues that make up what is called character is distinctly\nethical and primarily educative.\n\nGames and sports do this.\n\nIn them the\n\nplayer is free to act his part, yet it must be played according to the rules\nof the game.\n\nBy masterful self-control he holds himself in check, waits\n\nuntil the supreme moment has arrived, and then acts.\nb)\n\nPlay develops the player's sense of honor, justice, and right, three\n\nof the cardinal virtues of moral and civic life.\nfair, just, and honorable.\n\nA good sport must be honest,\n\nThe rules of the game require such action.\n\ncheat or to take a mean advantage debars the player.\n\nsoon discovers that \"honesty is the best policy.\"\n\nTo\n\nIn games the pupil\n\nTo win a game thru\n\ndishonesty or trickery is highly dishonorable to the individual and to the\n\nteam; and because it is, the individual is under the strongest soHcitations\nand the most urgent reasons for playing fair and acting honorably. The\nimpulse to be unfair and dishonest is swept away by the stronger impulses\nNarrow, self-centered ambition and personal selfishof honor and justice.\nness are supplanted by the spirit of generosity, candor, and altruism.\nThe\nc) Play in many games develops team work and cooperation.\nteam is composed of individuals, but it acts as a unit. The player sacrifices\nselfish ambitions and personal aggrandizement for the good of all.\nd) Games teach respect for law. In order to have any standing with\nhis companions and competitors the individual must play fair; he must\nconform to the rules of the game; he must be a genuine sportsman. He\nmust respect the laws of the game and the rights of others, and thus he\nlearns to yield a wilHng obedience to all rightful authority. Without this\nrespect for law character is an empty husk and citizenship an idle dream.\nLeadership in sports and games\ne) Games develop genuine leadership.\nThe former is always\nis often vastly different from leadership in politics.\ngenuine, while the latter is so often spurious.\n\nThe one is always purchast\n\n"}
{"page": 653, "printed_page": null, "text": "Superintendence)\n\nTHE EDUCATIONAL VALUE OF PLAY\n\n641\n\nby real merit; the other is often purchast by money. The United States\nSenate is like the New York Stock Exchange. A seat in either may be\nsecured if you have the price. Not so in sports and games, where real\nleadership is unhampered in its right to win.\n/) Games and sports tend to lessen juvenile crime and juvenile accidents.\nSociologists point out that three-fourths of the juvenile crimes in the nation\n\nare committed during the\n\nsummer\n\nvacation.\n\nThe overcharged nerve\n\ncenters explode in crime and lawlessness because society fails to provide\nsuitable vent for surplus energy thru organized play activities.\n\nGames and sports help to Americanize the children of foreigners.\nadmit that the school is the great melting-pot of democracy, but few\n\ng)\n11\n\ne that the fusing of social factors\n\nis\n\naccomplisht far more rapidly and\n\nectively in the games and sports than in the work of the school.\n\nThe\n\nest Side in Chicago before the inauguration of play centers was the scene\n\nmany rough-and-tumble fights between Italian and Slavic boys, in\n\nf\n\nhich stones, clubs, bottles, and even knives were weapons of defense.\necreation centers and supervised play have eradicated racial rivalries\nnd brought peace, harmony, and cooperation. Instead of pitcht battles\nbetween groups, Jews, Germans, Poles, and Irish play side by side on the\nsame team. Bitter jealousies and racial antagonisms have been supplanted\nby the American spirit of democracy and cooperation.\nh) Games train the players how to accept victory and defeat.\nConduct\nis the outward index of character, and never does conduct reveal the real man\nbetter than in a closely contested game or in the hours of victory or defeat.\n\nA few years ago the speaker was one of the judges in an intercollegiate\nThe meeting was held in the college town of what proved. to be\nThe faculty, the student body, and the audience\nere naturally interested in the home team. Yet the manner in which the\n\nebate.\ne\n\nvanquisht team.\n\nfeated team and its friends applauded the decison of the judges and treated\n\nrobbed defeat of its humiliation and sting and thus\nadded to the joys of victory. The vanquisht were real sportsmen, and\ne victors actually\n\nheir unstinted courtesy, their spontaneous appreciation of the decision,\n\nen tho against them, their overpowering sense of loyalty to the victors\nrTT)e(\necause they deserved the crown, did much to turn a forensic defeat into an\n\nethical victory.\ni) Play activities cultivate loyalty to associates and the desire to make\ngood not only for self but for the group. This desire is the taproot of\n\nmany virtues.\n\nEliminate from a boy's life loyalty to associates, the spirit\n\nof cooperation, the individual desire to\n\nmake good, the ambition to do\n\nsomething and to be something, and you kill hope, suppress the growth of\n\nmanly virtues, and bring into his life the greatest tragedy of youth. The\naim of the school is not scholarship alone but the developing of good, strong,\nhealthful men and women, with a sense of honor, justice, and right, with\n\nloyalty to friends and a willingness to surrender to a higher power, with\n\n"}
{"page": 654, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n642\n\n[Chicago\n\nmoral integrity and personal worth, and with a consuming heart-hunger\nto do something and to be somebody.\n\nThe general thesis is that play activities educate.\n\nIf\n\nthe speaker in\n\nthese propositions has failed to convince, if he has failed to show that they\n\ndevelop certain powers of mind and build into character certain funda-\n\nmental quaUties, the reason is found in the briefness and weakness of his\narguments rather than in the possibilities of the subject.\nIf games and sports are a positive factor in the educative process, aside\n\nfrom their physical value in the domain of health and recreation, then they\nmust be given time and opportunity to do their work. If they develop\ncertain powers of mind, certain qualities of character, and certain social\nvirtues essential to democracy and civic responsibility, then they must be\nsystematically organized as a fundamental part of our American system\nof education, and directed, not in the interests of the few as at present, but\nMore time and better facilities for games and\nin the interests of the many.\nsports must be provided.\n\nTHE WORK AND VALUE OF THE HELPING TEACHER\nZENOS E. SCOTT, ASSISTANT COMMISSIONER OF EDUCATION, TRENTON, N.J.\nThree years ago the state legislature of New Jersey enacted a very\nexcellent school law which enabled the commissioner of education to appoint\n\nwhere he deemed necessary rural supervisory officers called\nThe maximum salary to be paid was $1500. The\nAt the present\ntraveling expenses were to be borne by the helping teacher.\ntime there are twenty-four helping teachers working in sixteen different\n\nin counties\n\n''helping teachers.\"\n\ncounties.\n\nThese teachers are all normal-school graduates, and several are college\ngraduates.\n\nOne has earned a Master's degree, while four or five are doing\n\nwork toward such a degree. All have attended summer school during each\nsummer since they have been helping teachers. The majority have taught\nEach one has had sufficient experience\nin rural and small- town schools.\nin teaching to insure that she really knows how to teach.\nThese teachers are recommended by county superintendents. They are\nvisited by the commissioner or his assistant and accepted or rejected for the\nposition according to the judgment of these officers.\nNaturally these women must possess organizing ability. They must be\nTheir leadership\nreal community workers, with a true missionary spirit.\nThey must be rugged\nqualities must be amenable to counsel and guidance.\nin constitution, with strength sufficient to stand the strain of long hours and\n\nhard work.\n\nThey must be able to teach with a high degree of skill, and in\n\naddition they must be able to inspire those whom they supervise to strive\ncontinually for greater and greater skill in teaching.\n\nThe work of the helping teachers is principally in rural and small-town\nEach supervises from eighteen to fifty teachers. There are in the\n\nschools.\n\n"}
{"page": 655, "printed_page": null, "text": "Superintendence!\n\nWORK AND VALUE OF THE HELPING TEACHER\n\nstate of New Jersey about seven hundred one-room schools.\n\n643\n\nThe majority\n\nof these schools are under the direct supervision of the helping teachers.\n\nIn addition to the one-room schools many of the helping teachers have two-,\nfour-, and eight-room buildings.\n\nThose who are working solely in rural districts must cover great dis-\n\nTo save time these women need\n\ntances in traveling from school to school.\n\nautomobiles, and nineteen of them have automobiles.\n\nDuring the year they\n\ntravel several thousand miles visiting the various schools.\n\nccounts range from $300 to $550 per year.\n\nTheir expense\n\nIn a few of the counties there\n\nare trolley systems which make it possible for the teachers to reach all the\nschools by trolley.\n\nIn such counties the teachers do not have automobiles\n\nbut depend upon the trolley system for transportation.\nThe position of helping teacher was created in order that the teachers\none- and two-room schools might receive more adequate supervision than\n\nould be given by the county superintendent.\n\nThe county superintendent\nThe administrative\n\nin New Jersey has many and varied duties to perform.\n\nduties of his office are necessarily heavy.\n\nIn the majority of cases the work\n\nof the county superintendent is to direct and stimulate the supervision of\n\nteaching rather than directly to supervise teaching.\n\nThe county super-\n\nintendent therefore must have supervising principals and helping teachers\nin order to insure that his schools may receive adequate supervision.\n\nAs a rule the teachers in rural one- and two-room schools have had\nand experience. The tenure of service of these rural\nteachers is very short; in many cases the teiacher stays not more than one\nor two years. These facts indicate all the more the great difficulties\nlimited training\n\nconfronting the helping teacher.\n\nOne phase of the supervisory work of the helping teacher is to meet these\ninexperienst teachers and show them, by giving examples of good teaching,\n\nI\n\nhow to secure good school work in rural and small-town schools. Another\none of her duties is to select from her better teachers the ones who can give\nsuccessful demonstration lessons.\nThe helping teacher often secures full\nattendance at these meetings by bringing in her automobile the teachers\n\nwho are farthest away.\n\nIn this way the demonstration teaching is brought\n\ndirectly to the teacher in the rural schools.\n\nAs a rule the helping teacher can visit a given teacher often enough to\nindicate to her what work is to be done, to show her how to do the work\nbetter,\n\nand to institute a follow-up system sufficient to insure that the\n\nteacher improves in her method of work.\n\nIt is the commbn practice of these\n\nhelping teachers in the beginning of the year to make a rapid survey of their\n\nsupervisory problems and to determine what teachers will need most help\nand what help it is necessary to give. The second problem is to begin with\nthe teachers who need the greatest help, spending a half-day or more in each\nschoolroom to teach demonstration lessons for a given room or building.\nAt Ihe noon period, or at the close of the day, the helping teacher spends\n\n"}
{"page": 656, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n644\n\n[Chicago\n\nan hour or more discussing the full work of the day with the teacher in\nShe leaves with the suggestion that at a given time she will return\ncharge.\nto help further the teacher along definite lines of work.\n\nIf in a given case\n\nthe improvement in the teacher is not sufficient the helping teacher may\nsuggest that a visit be made to a good teacher in the district.\n\nIf still the\n\nteacher is not making sufficient improvement the helping teacher again visits\n\nher room and spends a half-day or more teaching and giving constructive\ncriticism\n\nupon the work in hand.\n\nThis indicates in brief the immediate\n\nproblem of the helping teacher's supervision of classroom instruction.\nThere are many other duties, however, closely related to those already\nnamed. For example, she meets with the county superintendent once or\ntwice a month, when the plans of work are outlined for the future. This\nmakes it possible for the county superintendent and the helping teacher to\n\nkeep in close cooperation in the supervisory work.\n\nThe helping teacher is also a factor in organizing local institutes, where\na group of ten to twenty teachers meet on Saturday to give demonstration\nlessons\n\nand talks on methods of teaching certain subjects, and to have\nThese local institutes are very important phases of\n\nsocial times together.\n\nthe helping teacher's work.\n\nIn the county institute also the helping teacher has a part to bear.\n\nShe\n\nupon the program to talk to her rural teachers. Here she presents\nproblems dealing with the method of teaching, or illustrates how the forces\nof the community may be organized for better school work.\nis placed\n\nThe state of New Jersey issues suggestive courses of study in the form\nThe helping teachers are called upon continually to\nThey are\nillustrate how these monographs are to be used by the teachers.\nof\n\nmonographs.\n\naskt to contribute toward improving the monographs already in existence\n\nand also to give their services in making new ones.\nThey are organizers of the boys' and girls' clubs in the various counties.\nThe majority of the rural districts in the state have organized, thru the work\nof the helping teachers and the county superintendents, boys' and girls'\nclubs, the work of which is directly connected with the regular program.\nAnother aspect of the helping teacher's work is to promote parentteacher organizations in rural and town communities. In some of the rural\ncounties as\n\nmany as forty parent-teacher associations are now at work.\n\nMany of these organizations have been brought about thru the cooperation\nof the helping teacher and the county superintendent.\n\nThe work of the\n\nparent-teacher association in practically all cases is an encouragement to the\nlocal schools, to the teachers in those schools, and to the boys and girls of\n\nthe community.\n\nIn three or four of the counties the helping teachers have planned and\n\nThese were attended by all the adults\nand children of the community. As a rule the festival was held at a oneor two-room rural school. One-half of the day's program consisted of the\ncarried out community festivals.\n\n"}
{"page": 657, "printed_page": null, "text": "Superintendence]\n\nWORK AND VALUE OF THE HELPING TEACHER\n\n645\n\nregular work of the school day, conducted out of doors, the fathers and\n\nmothers being interested observers.\n\nIn the afternoon plays, games, simple\n\npageants, speUing contests, and athletic contests were held.\neight hundred people attended the festivals.\n\nmunities centered in these exercises.\n\nFrom two to\n\nAll the interests of the com-\n\nThe days were red-letter days for\n\nthe school teachers, the boys and girls, the fathers and mothers, of the\n\ncounty.\n\nDuring the war the helping teacher performed another very important\nservice thru her efforts in mobilizing the forces of her community for the\n\nThe rural sections of the state did proportionate work\nThe boys and girls of the rural schools enthusiastically\nbought Thrift Stamps and Liberty Loan Bonds. They workt for the Red\n\nwinning of the war.\nin all war drives.\n\nCross, for the Belgian and French orphans, for the Victory Boys' and Girls'\n\nDrive, and gave liberally for all war measures.\nall\n\nThe pupils in practically\n\nthe rural schools of the state made and displayed service flags in honor\n\nof those who went to serve their country.\n\nThe campaign for four-minute\n\nspeeches was carried on as successfully in rural schools as in town and city\nschools.\n\nIn all this war work the helping teacher was the direct stimulus to\n\nthe teachers of the one- and two-room schools.\n\nShe was a moving force\n\nin the community, organizing the parents of the community and securing\ntheir cooperation in the school work as well as in the war work.\n\nIn these\n\nundertakings she proved herself a community organizer and leader.\n\nThe county superintendent is immediately responsible for directing the\nwork of the helping teacher. He maps out for her the districts in which she\nis to work; he makes it possible for her to meet the members of the various\nboards of education; he calls teachers' meetings for her when several districts are concerned\n\n;\n\nhe holds sufficient conferences with her to insure that\n\nthere is unity in the program of supervision; he keeps on file in his office\nreports of all the work which she is doing; he helps to map out her future\n\nwork and stimulates her to do constructive supervision.\nI meet with the helping teachers and the county superintendent of a\ngiven county. A day is spent visiting the best, the average, and the poorest\nNote is made of the work which is being done,\nschools in the rural sections.\nThe helping teacher\nas well as the progress which the teacher has made.\nmay be askt to supervise the work just as she would if she were alone, or\nshe may be askt to teach a lesson for the benefit of the teacher in charge and\nthe other supervisors. At the end of the teaching day a conference is held\nwith the helping teachers and the county superintendent. The entire work\nis\n\nThe\nmake note of the conclusions reacht at the end of the\n\ndiscust in the light of definite, detailed principles of supervision.\n\nhelping teachers\nconference.\n\nThe notes are guides to them for their future work.\n\nAs a rule\n\nI write a letter to the helping teacher, a copy of which is sent to the county\n\nsuperintendent, following up the personal visit.\n\n"}
{"page": 658, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n646\n\nIChicago\n\nTHE SIX-SIX PLAN IN INDIANA\nCLIFFORD rUNDERBURG, COUNTY SUPERINTENDENT OF SCHOOLS,\n\nHUNTINGTON, IND.\n\nThe conditions of education are so nearly uniform in the various\nstates of the Union that what I have to say respecting the schools of Hunt-\n\nington County, Indiana, will undoubtedly apply in one form or another\nto all the schools of all the states.\n\nThe experiences which have been\n\nours in the two years' operation of six-year high schools in all eight of my\n\nhigh schools will certainly be the experience in large measure of those\nhere,\n\nif\n\nthis\n\nplan\n\nis\n\nplaced in operation in the schools which you\n\nsupervise.\n\nA six-year high school is different from the junior-senior schools of\nthe cities in that there is no division between the ninth and tenth grades.\n\nIn the former all grades are assembled in one large study, where room\npermits; otherwise the twelfth or perhaps eleventh and twelfth grades\nare segregated.\n\nThe whole purpose is to give the seventh- and eighth-\n\ngrade pupils the correct high-school associations and instruction, because\n\nwith the best arrangements there will be a tendency to treat these grades\nas still part of the elementary grades.\n\nThere is no question that we have\n\nsucceeded remarkably well in making seventh- and eighth-graders know\nthat they are an integral part of our high schools.\nis\n\nThe six-year high school\n\nparticularly adapted to country schools because they are small.\n\nIn\n\nschools of 125 pupils or fewer the addition of the seventh and eighth grades\n\nusually does not make the numbers unwieldy; and in some instances we\n\nhave found that the life of the high school really required the addition.\nOne of our schools had an enrolment of only about thirty pupils, but by\nthe addition of these grades we now have in this school about sixty.\nSchools formerly of fifty or sixty now enrol ninety or more.\n\nOn the other\n\nhand the large high schools profit by dividing the school into junior and\nThe old schools are thus relieved by subtracting the\nsenior schools.\nninth year, while the junior school takes care of the earlier grades.\n\nA readjustment in the extent of elementary- and secondary-school\ncourses is necessary today because of the nature of the growth of education in this country.\n\nIn the early days just the rudiments of learning\n\nwere considered attainable by the rank and file of the people.\n\nFrom the\n\nelementary schools of those times one went directly into schools of higher\nlearning, but it was a mighty small percentage who ever entered such\nschools.\n\nThe secondary or high school was an unknown thing to our\n\nschool system.\n\nIn this state of\n\naffairs\n\nthe elementary-school system\n\ndevelopt out- of all proportion to its real province.\n\nWho here does not\n\nremember how but a few brief years ago boys and girls in rural districts\nattended the elementary school until eighteen to twenty years of age,\n\nand the teacher in such schools taught all he knew to these boys and girls\n\n"}
{"page": 659, "printed_page": null, "text": "THE SIX-SIX PLAN IN INDIANA\n\nSuperintendence!\n\n647\n\n—\n\nrather to these young men and women ? Then the pubHc high school\nwas introduced into our school system by bold students who had been to\nThese high schools were small affairs at\ncollege or to the university.\nfirst and copied the schools of higher learning in curriculum, their teachers\nwere poorly prepared, and a small percentage of the pupils from the elementary schools entered them. The high school grew, however, in every\nway, until today it is a mighty force in American education; it is developing a curriculum of its own which articulates with life; the large majority\nof pupils in the elementary schools go on into the high school, and the\npart of secondary education usurpt by the etementary-school system of a\ndecade or so ago is now being taken over by its rightful owner; and my\nnotion is that the logical and psychological time for such ownership to\n\nbegin is with the seventh grade.\n\nIndiana lays many claims to an advanst school system, and in high\ndegree her claims can be substantiated by what she really is doing; but\nwhile this is true, there are many one-teacher schools in our state operating\n\nunder all the evils of such schools.\n\nMost of these one-teacher elemen-\n\ntary schools offer courses thru the eight elementary grades, and a multitude\nof subjects are offered in the upper classes\n\nseventh- and eighth-grade pupils.\n\n—as many as eight and nine to\n\nThe instructors in these schools are our\n\nmost poorly prepared and paid teachers, the equipment is so deficient that\none wonders that it can claim the name \"equipment,\" promotion proceeds\n\nby grades rather than by studies, and final admission into the high school\nby one great test called the ''diploma examination.\" Truly it makes\none heartsick to see the great amount of \"cramming'' done in the upper\nelementary grades to go thru with this awful ordeal; and so many of those\nwho are successful seem to gain the idea that this is the last desired goal\nin educational endeavor, and this of itself should condemn the procedure.\nis\n\nThe\n\nsix-year\n\nhigh school changes\n\nall\n\nthis.\n\nWhile\n\nit\n\nrelieves\n\nthe\n\nelementary-school teachers of two grades and much work, it gives to the\npupil the very things and just such treatment as he should have.\n\nI claim\n\nfor it the following points of superiority over the former way:\nI.\n\nis\n\nThe placing of seventh- and eighth-grade pupils in the high school\n\nproper because it is at this time that the child is entering' adolescent\n\nlife,\n\nand his education should be made scientific and social to a greater\n\nextent than ever before.\n\nThe high school does this, while the usual coun-\n\ntry elementary school does not.\n\nPrepared teachers teaching their favorite\n\nsubjects with proper equipment are at work in the high school, and each\n\nteacher promotes his own pupils in the subject or subjects which he teaches.\n\nThis does away with the cramming for the diploma examination spoken\nof before.\n\nThen by collecting *the pupils into a high school from a rela-\n\ntively large area our seventh-\n\naround fifteen.\n\nand eighth-grade classes usually average\n\nIt is plainly evident that the chances to develop socially\n\nin groups of this size and along with other high-school classes\n\nis\n\nalmost\n\n"}
{"page": 660, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n648\n\n(Chicago\n\nout in district schools having one\nhave visited dozens of schools every year in\nthe last eight years where there was but a single pupil in grade after grade,\n\ninfinitely superior to the opportunities\n\nteacher and few pupils.\n\nI\n\nand the usual size of classes in the district schools I should say is about\nthree pupils. With dawning young manhood and womanhood, what\nsocial impetus does such a school afford ?\n2.\n\nThe overcrowded curriculum of the present seventh- and eighth-\n\ngraders can be done away with, and a curriculum which articulates with\n\nthe remainder of the high-school years can be substituted. This can be\ndone because there is no \"grand final test\" coming at the end of\nthe elementary-school period, and because there is but little lost motion\nWe also\nin articulating the elementary grades with the high school.\nbelieve that a pupil can do twice as much real work in the seventh and\n\neighth grades under the more nearly ideal conditions than can be accom-\n\nAt\n\nplisht in the one-teacher, eight-grades, no-equipment district school.\n\npresent\n\nwe are offering a course in the study of English and American\n\nclassics in the\n\nseventh and eighth grades, also to seventh-graders Ameri-\n\ncan, history complete, arithmetic to algebra, domestic science to girls, and\n\nagriculture to boys.\n\nTo eighth-graders we offer, besides, English, algebra,\n\ngeneral science, community civics, and art.\n\nTechnical grammar is elimi-\n\nnated from these grades but is incorporated in the ninth grade as a subject\n\nGeography is eUminated from these grades, but general science\nand the student has a chance to take both physical geography\nand commercial geography in higher grades and study them in a more\nscientific manner than can possibly be done in the usual elementary school\nin itself.\n\nis\n\noffered,\n\nor in the lower grades.\n\nWe should like to teach geography in every year\n\nfrom the first grade thru the twelfth, but there is a limit to the number\nThe\nof subjects to which one can give serious consideration at any time.\nstudy of physiology and hygiene\n\nis\n\ndiscontinued with the sixth grade\n\nwhere it can be taken up again in a\nscientific way.\nThe six years thus devoted to high-school work give the\nbest opportunity for reorganization of the curriculum and a proper articuntil later years in the high school,\n\nulation of subjects.\n\nMore teachers are required, of course, so that each\n\nteacher has a better chance to handle just his desired line or lines.\n3.\n\nWe have found in particular that the teaching of such subjects as\n\nagriculture\nfarce,\n\nand domestic science in the one-teacher district school\n\nis\n\na\n\nbut in our high schools we can handle these subjects with profit.\n\nThe teachers in the district schools are seldom prepared to take care of\nthese subjects; the time for recitation is too short; there is practically no\n\nequipment, and the number of pupils is too small to create a real interest.\n\nThese conditions in the high school are all reverst, and the results attained\nare satisfactory.\n4.\n\nThe six-year high school is the longest step that can be taken in\n\nthe consolidation of schools, and the result\n\nis\n\nbrought about with the\n\n"}
{"page": 661, "printed_page": null, "text": "Superintendence!\n\nEDUCATIONAL READJUSTMENTS AFTER THE WAR\n\nperfect good-will of the patrons concerned.\n\nIt\n\n649\n\ncan at once be seen that\n\nthe subtraction of seventh- and eighth-grade pupils from the district schools\ncuts their waning numbers down to a still smaller working basis.\n\nThen\n\nat the time these pupils are going into the high school, which in our state\n\nusually a centralized school, younger members of the same and other\n\nis\n\nfamilies go along to the better school.\n\nIn two years now this plan has\n\nkilled off ten district schools out of sixty where it has operated.\n\nOur county\n\nnow on the verge of a great landslide of consolidation, which is being\nbrought about pretty largely by our new type of high school. I am not a\nis\n\nbeliever in forst consolidation of schools\n\n;\n\nbut where the system can be gradu-\n\nally establisht without opposition of the patrons served, there is no danger\n\nof a return to the old and obsolete system of one-teacher district schools.\n\nIn conclusion may I say that the six-year high school in Huntington\n\nCounty, Indiana, has come to stay.\n^\n\nofficials\n\nconsider\n\nit\n\nPatrons, pupils, teachers, and school\n\na greater success than our\n\nfirst\n\nfond anticipations\n\nl^^pictured.\n\nEDUCATIONAL READJUSTMENTS FOLLOWING THE WAR\nT. H.\n\nI\nV\n\nHARRIS, STATE SUPERINTENDENT OF EDUCATION, BATON ROUGE, LA.\n\nOur participation in the war has deepened our pride in the fact that\n\ne are American citizens, and it has emphasized certain essentials which\n\nthe schools of the nation should not neglect.\n\nNo shortcomings have been\n\nsuggested, however, which should cause the least hysteria among teachers\n\nft\n\nf\n\nand school officials.\nar\n\nWe are on a firm foundation in all the essentials\n\nof good citizenship\n\nthe home, the school, and the church have been doing\n\n:\n\ntheir work in such a sane manner that when the supreme test came to our\n\npeople they met it wisely, gloriously.\n\nWe are proud that we are Americans because public sentiment in this\ncountry unanimously condemned the practices of the Beast and was\nwilling to sacrifice to the limit American wealth and man power in defense\n\nand this when the country was full of Hun spies\nWe are proud that we are Americans\nbecause it has been demonstrated that a democracy can meet promptly\nand efficiently a great crisis that threatens the peace of the world. We\nare especially proud that we are Americans when we consider that four\nmillions of our boys, reared in an unmilitary atmosphere and hating war,\ncheerfully laid aside their citizen clothes and habits, donned the uniform,\nsubjected themselves to discipline, underwent the grueling physical exercise necessary to convert useless fat into muscles of steel, and threw themselves against the Beast with a dash and courage unsurpast in the history\nof the world, because principle and honor were at stake.\nOur accomplishments in the war hinted at in these statements prove conclusively\nthat in the essentials that make for intelligence and character the school,\nthe church, and the home are establisht upon firm foundations and have\nof principle and honor,\n\npaid to corrupt public opinion.\n\n"}
{"page": 662, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n650\n\nbeen doing their work well.\n\n[Chicago\n\nI am not sure that the war has pointed out\n\nreadjustments which the schools should make.\n\nIt has,\n\nhowever, called\n\npointed attention to the need of the- emphasis of certain things which we\n\nhave been working at for years, or which we knew we should be working\nat, a few of which I desire to enumerate\nIn the South they have\n1. The schools should reach all the children.\nnot been doing so.\n\nA few of the white children and many of the negro\n\nchildren have not enjoyed educational advantages.\n\nbe provided for\nrigidly enforst\nin accord\n\nall,\n\nGood schools should\n\nand strong compulsory-attendance laws should be\n\nand require their attendance.\n\nSentiment in Louisiana is\n\nwith this view and adequate funds have been provided for its\n\nrealization.\n2.\n\nThe census returns show that there are in this country large num-\n\nbers of adult illiterates.\nsection of the country\n\nand West.\n\nThese people are not confined to any particular\n\n—they are found everywhere, North, South, East,\n\nWhile the numbers are decreasing in many states, especially\n\nthose of the South, they are increasing in many other states, particularly\nin the manufacturing centers.\n\nIt\n\nwould be a waste of time to look for\n\nthe causes of our adult illiteracy, or to charge ourselves with neglect of\n\nduty for having denied some of our people the advantages of education.\nThe constructive thing to do is to determine to reach now our adult illiterates with elementary-school facihties and organize at once to act favorably upon that program. The national government is askt to assist in\nthe education of adult illiterates, and the assistance should be forthcoming;\n\nbut the states should not wait for national initiative; they should organize\nIn Louisiana we\nlocally to wipe out the illiteracy within their borders.\nconsider the instruction of adult illiterates an important matter, and with\n\nno thought of waiting for the federal government to come to us with funds\nwe propose to organize immediately to attack the problem seriously and\nvigorously\n\n—we hope to allow some other state to occupy the lowest rung\n\nof the ladder when the census is taken in 1920!\n3.\n\nMuch more attention should be given to the physical training of\n\nA sound, vigorous body is as\nWe have always believed this, but\nwe have not acted intelligently upon the belief. We have given little\n\nchildren than has been given in the past.\n\nnecessary as a sound, vigorous mind.\n\nattention to the health of children, or to the physical development of\nchildren.\n\nThe results of the army medical examinations have disclosed\n\nthe enormity of our losses, in mental and physical vigor, from our neglect\nof this field of education.\n\nWe should make it our business to see that\n\ncompetent j)hysicians regularly and systematically examine all children\nand give directions and assistance that will lead to the eradication of any\nexisting defects that are subject to treatment.\n\nAnd it is of still greater\n\nimportance that physical exercises suited to the physical needs of the\nchildren be planned\n\nand executed\n\nfor all children in all schools.\n\nOur\n\n"}
{"page": 663, "printed_page": null, "text": "I\n\nSuperintendence]\n\nEDUCATIONAL READJUSTMENTS AFTER THE WAR\n\n651\n\nexperience in Louisiana, however, where we have a highly competent and\nefficient state official to direct the work, is that the problem is much more\n\nThe inertia of officials and teachers\nhave to be overcome, and the disposition of people to adhere to old\n\ndifficult than apparently it should be.\n\nwill\n\ncustoms and to avoid new and untraveled paths will have to be broken\ndown before we shall give to medical inspection and physical training the\nsame intelligent attention that we give to the teaching of the usual school\nIf, however-, we appreciate the importance of the lesson which\nsubjects.\nthe war has taught us we shall find a way to overcome all obstacles and\nto give physical training its proper place in our systems of schools.\n4.\n\nAside from any question of morals or religion this war has clearly\n\npointed out to the medical profession the importance of reducing the evil\nof venereal diseases to the lowest possible minimum.\n\nTens of thousands\n\nof the young men who were examined for mihtary service were found to\n\nbe infected with syphilis and other venereal diseases.\n\nThese diseases\n\nmake for impaired intelligence and for physical bad health, for a weakened,\ndebilitated population.\nThe medical profession of the nation should take\nseriously upon its conscience the duty of protecting our manhood against\nthis scourge, and the schools and all other branches of government should\n\ngive unstinted assistance.\n\nOur experience in the war has taught us that the work of farm and\nby intelligent, skilful workmen. To realize this\nideal it will be necessary for the schools to give much more attention to\npractical courses for boys and girls than they have given in past years.\nAgriculture especially should be fostered by the schools, with the definite\nend in view of educating for the country men and women who can live\nhappily and successfully under country conditions. Then we should act\nupon the fact that many boys and girls drop out of the elementary classes\nto enter gainful occupations. These people are inadequately educated and\npoorly equipt for any kind of useful work. They should be found and\nbrought into part-time and evening classes for the additional instruction\nneeded to make good citizens and skilful workmen of them.\n6. We appreciate' more fully than ever before that government is\norganized and maintained for the benefit of the people governed, and that\nevery individual owes sympathy for and cooperation with all his fellow5.\n\nfactory should be done\n\nindividuals in providing a government that will serve the people to the\n\nand aside from government in the fostering of all movements organized in the interest of the progress and happiness of society.\nThe war has taught us to disregard selfish motives and to join with our\nneighbors in the advancement of a great cause. We have learned to pool\nour efforts and our money in order that the public, that is, all the individuals constituting the public, may be safe and prosperous.\nWe know as\nwe have never known before that no man can live apart from his fellows,\nbut that everyone must contribute to the maximum of his ability to the\n\nbest purpose;\n\n"}
{"page": 664, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n652\n\nsuccess and happiness of all.\n\n(Chicago\n\nUpon our devotion to this ideal in the years\n\nto come will depend the greatness and the security of our institutions.\n\nWe have reacht the conclusion in Louisiana that the public school is\nthe most important 'of all public institutions;\n\nwe have provided funds to\n\nfinance the public schools adequately, and we propose to bid for the best\ntalent in the nation to teach our children, to pay the salaries which the\n\nbest talent can earn, and to have the daily instruction of the child directed\n\nand measured by supervisors who know what should be accomplisht in\nthe classroom and possess the ability to direct teachers to accomplish it.\n\nNATIONAL AID FOR EDUCATION\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\nI have been invited to present for your discussion the subject of federal\n\naid to education among the states.\n\nWhether this subject be considered\n\nwith respect to the magnitude of the nation as a whole, or with respect\nto the needs of some of the smaller and poorer school districts,\n\nit\n\nwill be\n\nfound one of the most important that engages the attention of educators.\nFurthermore, when considered in relation to the\n\neffects that\n\neducation\n\nhas upon the prosperity of a people, it will be found one of the most important that\n\ndemands the attention of statesmen.\n\nIt\n\nis\n\ntherefore with a\n\nhigh appreciation of the greatness of the issue, as well as of the honor conferred by your invitation, that I take part in your conference and enter\n\nupon the task assigned me.\n\nThe Secretary of the Interior, Mr. Lane, has in his recent report so\nwell summed up the revelations brought out by the war of our deficiencies\nin\n\nthese\n\nrespects\n\nthat I quote statements not more for their\n\nauthority than for their terseness and vigor of expression.\n\nofficial\n\nHe says:\n\nWhat should be said of a world-leading democracy wherein 10 per cent of the adult\npopulation cannot read the laws which they are presumed to know ?\n\nWhat should be said of a democracy which sends an army to preach democracy,\nwherein there was drafted out of the first 2,000,000 men a total of 200,000 men who could\n\nnot read their orders, nor understand them when delivered ?\n\nWhat should be said of a democracy in which one of its sovereign states expends a\ngrand total of $6 per year per child for sustaining its pubUc- school system ?\nWhat should be said of a democracy which is compelled to reach many millions of\nits people thru some foreign language ?\n\nWhat should be said of a democracy which expends in a year twice as much for\nchewing-gum as for schoolbooks, more for automobiles than for primary and secondary\neducation, and in which the average teacher's salary is less than that of the average day\nlaborer ?\n\nSurely that which should be said we will say here: That we will plan\n\na structure of education national in scope and service that shall be a tower\nof strength to the Repubhc, and out of the magnitude of our wealth provide\nthe cost not only of construction but of maintenance.\n\n"}
{"page": 665, "printed_page": null, "text": "NATIONAL AID FOR EDUCATION\n\nSuperintendence)\n\n653\n\nFortunately the plea for such education appeals to a sentiment already\n\nformed in the minds of so many men and women of light and leading\nthat it may be accounted as the sentiment of all whose sentiments are\n\nworth counting.\n\nThe force of pubHc sentiment is made manifest by the consideration\nnow given in Congress to a bill for the establishment of a national Department of Education, to be administered by a secretary of cabinet rank, to\nbe sustained by an appropriation of $500,000 for current expenses, and\nto be authorized to expend $100,000,000 annually to cooperate with the\nstates of the Union in various educational activities.\n\nAs you are familiar with the bill, I need not give even a summary of\nits\n\nvarious features.\n\nSuffice it to say that the passage of the bill will put\n\nthe national government into its rightful place as the leader in national\neducation.\n\nSuch leadership\n\nwill\n\nnot only incite the states to increast\n\nambition and energy in school work but will give encouragement to educators in even the remotest school districts.\n\nThe rural teacher will feel an\n\nincreast dignity in the consciousness of being a paft of a national body,\n\nand her influence in the community will be augmented by the popular\nconsciousness of the national importance of her position and her work.\nThat an increase of state, county, and district revenues will follow the\nadoption of a genuinely national system of education appears to my mind so\nself-evident that I find it difiicult to invent a method of demonstrating it.\nWe had ample experience during the war to prove that the patriotism\nof the people responds far more promptly to a national than to a local\n\nWe are not citizens of a district; we are citizens of the nation.\nWe do not build with ardor for a district, but we are willing to give all\nwhen the nation calls. We would find it difficult to raise a hundred milappeal.\n\nlion dollars\n\nmore for education by appealing or even beseeching in the\n\nstates separately, but if the nation leads with a hundred miUion the states\nwill give another hundred million and never count it a sacrifice.\n\nThe advantages which the proposed measure will have over the present\nTo begin with, it will coordinate and unify the scattered efforts which the federal government is now making toward aiding\nsystem are many.\neducation.\n\nA part of the federal educational work is done by the Bureau\n\nof Education in the Department of the Interior, a part by a bureau in the\n\nDepartment of Agriculture, a part by the Federal Board of Vocational\nEducation, which is attacht to no department; and during the war a good\ndeal of educational work of a non-miUtary nature was done by the War\nDepartment and by the Navy Department.\nIf all these bureaus were groupt under a single head and provided with\nample appropriations, results much better as well as much larger would\nsurely follow.\n\nFurthermore, unity of education would tend toward infusing the whole\npeople with a unity of patriotism.\n\nThru the\n\nschools thus nationally\n\n"}
{"page": 666, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n654\n\nIChkago\n\ndirected and inspired the youngest children would be brought into a daily\n\nconsciousness of their relation to the nation. They would derive therefrom a sense of patriotism much keener and much more deeply interfused\nthru all their mental life than they could ever derive from lessons learned\n\nfrom a book and repeated by rote.\nThe immigrant also would be more deeply imprest by instruction that\n\ncame to him from the nation than by any that came from the city or\n\nA national system of education would,\n\ncounty or even from the state.\n\nin fact, emphasize nationalism every day in every schoolhouse and promote\n\nAmericanism in the truest and fullest sense of the word.\n\nMost of all, in our planning for the schools and for federal aid to\nencourage, promote, and sustain them,\nthe teacher.\n\nIt\n\nlet us not forget the problem of\nwould be vain to expend millions for the schools if the\n\naverage teacher is to receive less pay than the average day laborer.\nIt is then to federal aid to education that I most confidently look for\n\na solution of some of the most serious problems of our national life.\na wonderful future 'that\n\nlies\n\nthe American people.\n\nbefore\n\nIt is\n\nThat her\n\nteachers and her statesmen will have mighty tasks to do and perplexing\nproblems to solve in every successive generation cannot be doubted; but\nit is\n\nnot likely that any will have a graver problem than this before us,\n\nor one whose solution can be\n\ncommon\n\nsense\n\nunited\n\nmore readily provided by the exercise of\n\nwith patriotism and cooperative energy.\n\nlessons of the war have made known the extent of the evil.\nis\n\nThe\nThe remedy\n\ntoo plain to be mistaken by any except those whose blindness is due\n\nto an unwillingness to see.\n\nLet us then go forward and provide nationally\n\nfor a system of education that will fit the American of the future to solve\n\nthe problems of the future by an intelligence Hberally enlightened and\npatriotically inspired.\n\nOUR LEGISLATIVE PROGRAM\nHUGH S. MAGILL, FIELD SECRETARY\nPresident Hartwell askt me late this afternoon to fill the vacancy on\nthe program caused by Governor Lowden's inability to be present.\n\ncannot take the Governor's place.\nabsence you have mist a real treat.\n\nI\n\nHe always has a message, and by his\nI\n\nhave been askt to tell you what\n\nwe are doing in Washington to promote the National Education Association's legislative program.\n\nIn the first place, what is our program? Without going into detail\nwe recall that one of the results of the war was a general recognition of\nthe need of a carefully thought-out program of readjustment in education.\n\nMrs. Bradford, then president of the Association, recognized\n\nand appointed a Commission to formulate such a program.\n\nthis\n\nneed\n\nThis Com-\n\nmission, under the chairmanship of Dr. Strayer, made a preUminary report\n\n"}
{"page": 667, "printed_page": null, "text": "Superintendence]\n\nOUR LEGISLATIVE PROGRAM\n\n655\n\n-1!-\n\nat the Pittsburgh meeting last July, which was approved and the\n\nCom-\n\nmission continued.\nAfter the most careful consideration of the whole subject the Commission prepared a bill providing for a Department of Education and making\n\nan appropriation of $100,000,000 to encourage the states in the promotion\nThis bill was introduced in the\nof education along certain definite lines.\nSenate on October 10, 1918, by Senator Hoke Smith, and later, in a revised\nform, in the House of Representatives by Congressman Horace Mann\n[Towner. The Smith-Towner Bill embodies the present legislative program of the National Education Association before Congress.\nIn order to carry out its program the Association desires to secure\nthe enactment of this bill by Congress, and it is my particular duty as\nfield secretary to represent the Association in the accomplishment of this\npurpose. To be successful we must have the cooperation of all forwardlooking men and women interested in the cause of education and in our\nnational welfare. In order to secure such cooperation and support we\nmust be able to give very definite reasons why our program should be\nenacted.\n\nWe need a Department of Education, with a Secretary of Education\nin the President's cabinet as its head, in order to coordinate and\nister efficiently the\n\nadmin-\n\nvarious educational activities of the federal govern-\n\nment and give to education the recognition which its vital relation to our\nnational welfare demands. Education has been recognized and dealt with\nby the federal government for many years, but its various educational\nactivities are scattered thruout the several executive departments and\nadministered by scores of unrelated boards, bureaus, and divisions. Issues\nof vital importance to the nation, involving complex educational problems,\n\nare continually dealt with\n\nby the President and Congress without the\n\nadvice and counsel of one whose sole duty it is to consider such problems\n\nfrom the standpoint of education.\nEvery valid argument that was used for the creation of the Department of Agriculture, the Department of Commerce, and the Department\n\nLabor applies to the establishment of a Department of Education,\nand it can be shown that our government is now dealing with the subject\nof education more generally than it dealt with the subjects embraced in\nof\n\nany of these departments when they were created.\n\nThe importance of\n\neducation from the national standpoint is recognized by all of the other\nleading nations of the world and\n\nis\n\nrepresented in each\n\nby a cabinet\n\nminister.\n\nThe war brought out facts that emphasize very forcibly that education\nThe vast number of illiterates, even\namong our native-born population, presents a serious problem which the\nThe physical examifederal government must help the states to solve.\n\nis\n\na question of national concern.\n\nnations conducted by the draft boards revealed the fact that as a nation\n\n"}
{"page": 668, "printed_page": null, "text": "656\n\nNATIONAL EDUCATION ASSOCIATION\n\nwe have neglected the conservation of our human resources.\n\n[Chicago\n\nThe Ameri-\n\ncanization of our immigrant population, the guaranteeing of educational\n\nopportunities to every child and to every American citizen, the providing\nof competent teachers to carry on the great work of education, are subjects\nof such importance to our nation that\n\nit cannot afford to neglect them,\nbut should encourage and assist the states in bearing the burdens which\nthey impose.\n\nI have found that members of Congress are interested in this proposed\n\nbeen called to it, and that they\nHowever, with the multitude of ques-\n\nlegislation so far as their attention has\n\nare generally favorably inclined.\n\ntions now before Congress, all clamoring for recognition, our bill will not\n\nreceive the serious consideration necessary to secure its passage unless\n\nwe carry on an organized and vigorous campaign in its support.\nIn the first place the educational forces of the country must support\nthis movement unitedly and aggressively.\nWe cannot hope to interest\nothers until we show ourselves deeply in earnest. We must obtain the\nindorsement and support of chambers of commerce, women's clubs,\nparents' clubs, rotary clubs, and scores of other organizations and socieResolutions indorsing the bill and letters and telegrams urging its\nties.\nsupport should be sent by these organizations and by individuals to the\nmembers of Congress. Congressmen are, as a rule, very responsive to\nthe wishes of their constituents. We must first convince the people that\nour bill will promote education and the welfare of our country, and then\nwe must get the people to express their wishes to Congress.\nI am very glad to report that we have secured the active cooperation\nand support of the American Federation of Labor, which exerts a very\npowerful influence on the members of Congress. The enactment of the\nfamous Fisher Educational Bill by the Enghsh Parhament was accompllsht by the united efforts of the educators and the labor people.\nOrganized labor stands for the fundamental principles in education for which\nthis Association stands.\n\nMr. Fisher, in addressing Parliament in support\n\nof his bill, declared:\n\nThe boundaries of citizenship are not determined by wealth, and the same logic\nwhich leads us to desire an extension of the franchise points also to an extension of education.\nThe industrial workers of the country are entitled to be considered primarily as\ncitizens and as fit subjects for any form of education from which they are capable of\nprofiting.\nThey do not want education in order that they may become better technical\nworkmen and earn higher wages.\n\nThey want it because they know that in the treas-\n\nures of the mind they can find an aid to good citizenship, a source of pure enjoyment,\n\nand a refuge from the necessary hardships of a\nmachinery in our hideous cities of toil.\n\nlife\n\nspent in the midst of clanging\n\nConvinst as we are that our program is essentially and fundamentally\nsound, we should be able to answer all arguments in opposition to it and\nto bring to its support all those forces of society which we might expect\nto favor such a constructive program.\nThe most common argument\nwhich we hear against our bill is that it will bring about federal control\n\n"}
{"page": 669, "printed_page": null, "text": "OUR LEGISLATIVE PROGRAM\n\nSuperintendence]\n\nof education.\n\n6$^\n\nLet me say that the revised bill will contain specific pro-\n\nvisions making federal domination impossible and preserving very jealously\nstate autonomy and local control.\n\nAmong Congressmen we frequently hear arguments against the further\nenlargement of the President's cabinet.\n\nOne Congressman remarked to\n\nme that he much preferred a small cabinet of big men to a big cabinet of\nsmall men.\n\nI told him that I would agree with him if it were necessary\n\nto have small men in order to have a larger cabinet, but that I was not\nwilling to concede that we could not find in this country big, capable men\nfor at least a dozen cabinet positions.\n\nThen of course we meet those who feel that $100,000,000 is a very\nSuch persons are not able to think in terms of bilhave come to be considered. I have\nlistened to discussions in both the Senate and the House of RepresentaAn addition\ntives on the large appropriation bills now before Congress.\nor reduction of $100,000,000 on either the War or the Navy bills would\nhardly be notist. It is estimated that the salvage on our war materials\nin France will amount to about two biUion dollars, or sufficient to meet\nthe appropriations contained in our educational bill for twenty years.\nAgain, there are those who point out that some of the money contributed thru federal taxes by the rich people of the North may be used to\neducate the poor children of the South. As Commissioner Kendall remarkt\nyesterday afternoon, the man who offers such an objection, tho born in\nAmerica, needs Americanization much more than do some of our foreignborn citizens. Did anyone during the war raise a question as to who\nwas paying most for the support of our country and the preservation of\nour liberties ? The objects promoted by the provisions of this bill may\nbe no less vital to the future welfare of our nation and the perpetuity of\nlarge appropriation.\n\nlions, in which our national finances\n\nI\n\nour free institutions.\n\nOf course we always have the chronic objector, the born reactionary,\nwho opposes every forward movement and enjoys being on the opposing\nside.\nWe must be careful not to permit such people to take up too much\nof our valuable time nor to disturb our equanimity or to lessen our zeal.\n\nThen we may encounter the honest objector who because of some small\nobstacle fails to see the large issues involved.\n\nHe belongs to that class\n\nwho cannot see the forest because of the obstruction of a single tree.\nit\n\nIf\n\nwere possible to get such a person up on the heights his soul might be\n\nfilled and thrilled with the vast prospects before him.\n\nWhen askt to state what constitutional authority we have to justify\nour program and the provisions of our bill, we reply that it is found in\nevery one of the six phrases of the preamble of our federal Constitution:\n(i)\n\n\"in order to form a more perfect union\";\n\n(3)\n\n\"insure domestic tranquilKty \"\n\n;\n\n(4)\n\n\"provide for the common defense\";\n\n(5)\n\n\"promote the general welfare\";\n\n(6)\n\n\"and secure the blessings of Uberty\n\nto ourselves and our posterity,\"\n\n(2)\n\n\"establish justice\";\n\nI do not need to offer any arguments to\n\n"}
{"page": 670, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n658\nthis\n\n[Chicago\n\naudience to prove that the promotion of education in the broadest\n\npossible way is vitally related to the accomplishment of these fundamental\n\npurposes set forth by our fathers\n\nwhen they brought forth this nation\n\n\"conceived in liberty and dedicated to the proposition that all men are\ncreated equal.\"\nFinally, may I suggest that in our campaign in support of this great\n\neducational program our slogan shall be the words of Abraham Lincoln,\n\nwho askt for all \"an unfettered start and a fair chance in the race of life.\"\n\nHOW TO TEACH PUPILS THAT DEMOCRACY INVOLVES\nDUTIES AS WELL AS RIGHTS\nALBERT A. MERAS, MAJOR, INFANTRY, U.S. ARMY, WASHINGTON, D.C.\nDuties cannot be taught by force.\n\nWithout ideals there can be no\n\nreal loyalty, without loyalty there can be no full appreciation of the mean-\n\ning of duty.\n\nLoyalty to national ideals alone will create a deep-rooted\n\nsense of civic duty.\n\nFor many years, in our schools, great emphasis has been placed on\nits inalienable rights and privileges\n\nthe glories of our democracy, with\n\nconferred on its citizens by the Constitution. It is perfectly clear to every\nAmerican citizen that he has the opportunity of becoming the chief executive of the nation, that he has the right to enjoy life and hberty, the right\nIn\nto worship, to hold property, and to speak as his conscience dictates.\nappreciation of these privileges schools have unquestionably taught that\nit is a duty to vote, to accept jury assignment, and to attend primaries.\n\nThere are, however, many other civic duties in a true democracy.\nWhat do we mean by national ideals upon which loyalty and love of\ncountry are dependent ?\nA vandal nation once said, \"Germany may in less than two centuries\nsucceed in dominating the whole globe if only it can in time strike out\non a new course and definitely break with Anglo-American methods of\ngovernment and with the state-destroying ideals of the French RevoluFrom a pulpit these words were uttered: \"What does Right\ntion.\"\n\n—\n\nmatter to me ?\n\nI have no need of it.\n\nI possess and enjoy\n\nto do.\"\n\nWhat I can acquire by force, that\n\nI have the right to do what I have the power\n\nAnd a philosopher added, \"The State is the sole judge of -the\nIt is, in fact, above morality, or in other\nits own action.\n\nmorality of\n\nwords whatever is necessary is moral.\" Briefly, this nation beheved that\nthe future of humanity depended upon German world-dominion. To\ngain this divinely inspired end force was necessary; to obtain world-control\n\nby force was therefore right.\nFor four long years a great nation and its Allies held the upholders\nof this doctrine of brute force at bay.\n\nThat nation also had its ideals,\n\nwhich united its defenders into a noble, heroic, unconquerable people.\n\"Liberty, EquaHty, Fraternity,\" the ideal of the French RepubHc, was at\n\n"}
{"page": 671, "printed_page": null, "text": "Superintendence!\n\nDUTIES AND RIGHTS OF DEMOCRACY\n\n659\n\nFor these ideals of freedom, brotherhood, and equal rights France\n\nstake.\n\nWe can say today, as Walt Whitman did in\n\nfought and conquered.\n1871:\n\nAgain thy Star, O France, fair, lustrous Star,\nIn heavenly peace, clearer, more bright than ever\nShall beam immortal.\n\nWhat are our own ideals? What motto crystallizes in a few words\nthe ideals of America?\n\n\"E Pluribus Unum\" is an uninspiring statement\n\nGod We Trust\" represents passive self-satisfaction. What\nare the ideals which make every American feel that membership in this\nof fact.\n\nr\n\n''In\n\ndemocracy involves duties and responsibilities as well as rights and privileges? There can be no clear sense of duty and responsibility where\nloyalty does not exist, and loyalty can only reign where it is created,\nThe average American's life is not\nenricht, and expanded by service.\ninspired by genuine love Of country, because he has not been taught the\nideals which will make him perform acts of loyal devotion to his country\nin peace as well as in war.\n\ni\n\nTo many loyal citizens patriotism means passive admiration for American institutions, kept alive by thrilling manifestations of emotion occasioned by a passing flag, the marching of soldiers, the notes of the national\n\nanthem, or a news item of victory.\n\nThat is not the patriotism which will\n\nkeep burning the glorious fires of democracy.\n\nDemocracy, then, means organized national service, social, political,\nEvery citizen must individually share in the glorious\nmachinery of democracy. Without efficient loyal service on the part of\nevery citizen there can be no true, progressive, permanent democracy.\nReal love of counIt is service that must be taught and not patriotism.\nindustrial service.\n\ntry, the patriotism of service and sacrifice, will grow of itself into a vital\n\nnational force.\n\nA successful democracy must be a group in which the individual is\nphysically able to perform his daily tasks efficiently and to protect this\n\ngroup should it be assailed; he must have the knowledge and training\nnecessary to solve the constantly changing social, political, and economic\nproblems;\n\nhe must have initiative, force,\n\ntact, loyalty,\n\nand leadership;\n\nhe must work with fidelity and perseverance in the vocation best suited\nto his ability; he must contribute to science, industry, and literature;\nhe must hold sacred the principles of freedom; he must uphold justice\nand therefore equal privileges, duties, and opportunities for all; he must\n\nunderstand the full value and beauty of brotherhood, which means charity,\ncourtesy, helpfulness, and friendship, and lastly he must respect and revere\n\nthe family, the nation, humanity, and the Supreme Being.\n\nHealth, intellect, character, industry, contribution, liberty, equality,\nfraternity,\nstress,\n\nand reverence\n\n—these ideals of civic duty demand constant\n\non the part of schools and schoolmasters, on the vital importance\n\nof national service.\n\n"}
{"page": 672, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66o\n\n[Chicago\n\nHow shall these duties be taught ?\n1. The school must give every opportunity for service.\nThe school\nmust not plan its work with a view to future service but must train daily\nhabits of duty, service, and sacrifice by assigning duties in such a way\n\nmake\n\nas to\n\nit\n\nclear that without cooperative\n\nservice the school will\n\nThere must be enthusiastic and sincere encouragement and supervision of school and community activities and also of national activities,\nsuch as mihtary training, Boys' Working Reserve, Boy Scout work. Camp\nfail.\n\nRed Cross, etc.\n\nThe school must seriously assume the duty\nAmerican citizenship and for a world-citizenship. I\nhope to see definite rewards in the form of medals and scholarships, not\nFire Girls,\n\nof preparation for\n\nfor proficiency in ecclesiastical history, geometry,\n\nand composition, but\n\nfor character, service, and leadership.\n\nThe -schoolmaster must foster in the young hearts under his charge\n\n2.\n\nthe sacred love of country, by an example of service, in time of peace as\nwell as in time of war.\n\nWith all the force of their reason, with all the strength of their hearts,\nthe children of France have always learned to perform their duty toward\ntheir beloved country;\n\nthe master has ever been the exemplification of\nduty and service; never was the lesson more clearly taught than in the\n\npast four years, during the absence of their teachers, for they saw their\nmasters,\n\nby the voluntary and joyful sacrifice of their existence, attest\n\nthe commanding beauty of the national ideal.\n\nLet us then teach ideals of health, character, industry, contribution,\n\nand reverence, not by lectures on ethics and\nbut by a demand for the sincere fulfilment of definite civic duties\n\nliberty, equality, fraternity,\ncivics,\n\nand the performance of definite acts of national service. Let us emphasize\nthe fact that democracy means organized national service; that unless\nevery citizen shares in the progressive movement government by the\npeople will fail.\n\nMay I go one step farther ? I hope that this active citizenship may go\nbeyond the boundaries of the United States. A httle French child once\nwrote this thought on France and America:\nThere is in France a river so narrow that the voice can be heard from one bank\nWith one stroke of the wings birds cross it. Great armies cover its banks,\nbut the distance which separates them is greater than the space between the stars and\nthe earth, for it is the distance which separates right from wrong. There is also a great\nocean. It is so vast that sea gulls do not dare to cross it. On its shores there are two\ngreat nations, but they are close together, for their hearts touch.\nto the other.\n\nThis\n\nlittle\n\ngreat love.\n\ngirl\n\nsaw boundaries destroyed, distances overcome, by a\n\nIs it not time to teach a new ideal which will strengthen our\n\nlove of country by increasing our love for humanity ?\n\npride a\n\nWe shall see with\n\nnew citizenship, a citizenship which in the words of Lowell will\n\ncontribute ''to the knowledge, the moral energy, the intellectual happiness,\nis\n\nthe spiritual hope and consolation of mankind.\"\n\nthe new duty and responsibility of the American citizen.\n\nThat, I hope,\n\n"}
{"page": 673, "printed_page": null, "text": "1\n\nSuperintendence!\n\nTEACHING PUPILS RESPECT FOR AUTHORITY\n\n66\n\nHOW TO TEACH PUPILS RESPECT FOR PROPERLY CONSTITUTED AUTHORITY\nFRANK S. FOSDICK, PRINCIPAL, MASTEN PARK HIGH SCHOOL, BUFFALO, N.Y.\nIn times of unrest like the present the most comfortable thing for one\ndo is to imitate the ostrich, bury the head, metaphorically speaking,\nin the nearest sand pile, and neither see, hear, nor sense anything, especially\nto\n\nanything disagreeable.\n\nBut we cannot all be ostriches, tho the temptation\n\nto transmigrate our daily existence in that direction probably comes to all\nof us.\n\nIt is undeniable that at present there is sweeping over the country,\n\nover the entire world in fact, a wave of disrespect for authority.\n\nIf it affected\n\nonly the older people, that is, those whose age would presuppose some linger-\n\n—\n\n—\n\nsomewhat atrophied it is true the condition\nwould not be so serious. Time and a series of first-class funerals, more or\nless continued, would gradually effect a cure.\nBut the young, by heredity\nand environment, by precept and example, are being rapidly imbued with\nthe same spirit. Our boys and girls have become infected with the identical virus, and one of the most important problems that confronts a genuine\neducator today is how to combat this widespread disaffection.\ning fragments of gray matter\n\nThe first difficulty that faces us is the fact that there is a large amount of\nThe business of\nour schools is to teach pupils to think and, having thought, to come to\ndefinite conclusions.\nIt does not take much effort on the part of the average\nboy or girl to recognize most decided deficiencies, mental, moral, and\notherwise, in some of those who sit in the seats of power. Noting these,\nrespect gradually vanishes, and into the vacuum thus caused rush disrespect, criticism, contempt.\nNow the discussion of the topic gets down to\nduly constituted authority that is not worthy of respect.\n\nthis solid basis.\n\nWe have properly constituted authority, as every well-\n\nregulated democracy should have.\n\nIt\n\nis\n\nan axiomatic\n\nfact that\n\nhaving office are neither worthy of, nor entitled to, respect.\n\nsome\n\nIt is also\n\naxiomatic that our pupils judge authority by the persons exercising\n\nit.\n\nTherefore how are we to teach our pupils respect under these circumstances ?\n\nSome may say that it cannot be done. Oh, yes, it can! Was any hard\nproblem ever left to the schools that was not solved and solved successfully ?\nDid the schools fail on any proposition that has been recently put up to\nthem ? Were their efforts negligible in Red Cross campaigfis, in the drive\nfor the United War Work activities, in the strenuous plans that led to the\n\nsuccess of four Liberty\n\nLoans?\n\nWhen our cooperation was\n\naskt\n\nwe\n\nfurnisht enthusiasm, verve, pluck, that carried all these ''over the top\"\n\nThere is no proposition too hard for us, not even the one\nunder consideration, ''How to Teach Our Pupils Respect for Properly\nwith a rush.\n\nConstituted Authority.\"\nFirst counteract as far as possible the influences of about 70 per cent of\n\nthe homes.\n\nIf\n\never there was properly constituted authority, the setting\n\n"}
{"page": 674, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n662\n\n[Chicago\n\nWhen there is intrusted to a father and mother\n\nfor it is found in the homes.\n\na new Hfe there goes with that trust a parental jurisdiction that reaches out\nIt is fitly called jus divinum.\n\nto eternity.\n\nIt is a lamentable fact,\n\nhow-\n\never, that in a great majority of homes that prerogative is not fully recog-\n\nnized or,\n\nif\n\nrecognized,\n\nOne of the\n\ninadequately or wrongly used.\n\nis\n\ninalienable rights inherent in childhood is the right of obedience to parents,\n\nenforst obedience if necessary.\nNo one knows as well as the teacher how\nfew enjoy that inestimable privilege. The natural sequence is reverst.\n\nThe child becomes the boss\n\n—the word\n\nmother the wilhng bossees.\n\n—\n\nis used advisedly\nand daddy and\nThat is endurable, nay even pleasurable,\n\nwhile the child is young, very young, but it cannot relapse into a continued\n\nMost of us who have children\ncan recall the fateful time when a decision had to be made whether there\nperformance without somewhat dire results.\nshould be baby rule or parental rule;\n\nwhether, in other words, the child\n\nshould be the one in authority or be a willing subject amenable to fair\nrestrictions and gladly recognize that fact.\n\nDo you remember that day?\n\nHow we side-stept vigorously for a time, and how we did hate to face the\nWell,\n\nissue.\n\nwhat was the outcome?\n\nEither there began to be incul-\n\ncated into the immature mind a feehng of love and respect for the wise\nparents\n\nwho with affection unspeakable were patiently caring for the\n\nbiggest, best investment God ever committed to their charge, or else there\n\ncommenst a period when the youngster realized that daddy and mother\nwere easy marks, that their authority was a sham, that a howl at the right\n\nmoment or a sulk at an opportune time would knock all opposition to its\nwishes higher than an aeroplane in the hands of a skilful ace.\n\nnot\n\nmany are needed\n\nA few years\n\n—go by in such an environment uncorrected, and\n\nnaturally but very surely respect for all prohibitions wanes, and we have a\nUttle untutored barbarian to deal with, a Bolshevik in embryo.\n\nNow comes the teacher's opportunity.\nity, impatient of restraint, restive\n\ngarten\n\nor\n\nthe\n\nlowest\n\nThis untrained bit of human-\n\nunder restrictions, comes to the kinder-\n\nelementary grade.\n\nBit\n\nby\n\nimplanted into the child's mind certain new ideas.\n\nbit\n\nthere\n\nmust be\n\nHe must understand\n\nfrom the beginning that above his fancies, his wishes, there exist certain\nstandards that must mold his\n\nlife,\n\nthat the Golden Rule and due\n\nregard for the rights of others are\n\nstill\n\ndominating forces in the world,\n\nfixt\n\nthat individualism cannot supplant the greatest good to the greatest\nnumber, that authority is to be respected primarily as a principle, not\n\nbecause of the personality of those exerting\n\nit.\n\nThese, with kindred\n\ntruths, so exprest and taught as to fit his mental caliber, must be his meat\n\nand drink thruout his entire school life.\n\nWe should seek to instil constantly into the minds of our pupils ideals\nthat are lofty, upbuilding, and sane.\n\nEveryone, old or young, has some vision for the fulfilment of which\n\nhe\n\nis\n\nconstantly looking.\n\nIt\n\nmay be to become a whole ''Wild West\n\n"}
{"page": 675, "printed_page": null, "text": "TEACHING PUPILS RESPECT FOR AUTHORITY\n\nSuperintendence!\n\n663\n\nShow,\" a detective, an alderman, a judge, and so on ad infinitum. Among\nthe girls we find hopes scattered among movie artists. Red Cross auto\ndrivers, actresses, and so on likewise ad infinitum.\nEarly in life the basic\nprinciple of choice\n\nThese\n\nis\n\neither pleasure, excitement, change, or pubhcity.\n\ndifferent phases of intellectual evolution are very interesting to\n\nstudy and more interesting to\n\nutilize for\n\nour purpose.\n\nTo laugh at or\n\nin any way ridicule a child's pet ambition is to\n\ncommit a grievous error.\nNever again will the former confidence between the ridiculer and the ridiGone forever is the opportunity gradually to\nculed be reestablisht.\nchange the childish ideal step by step to something that is more suitable.\nHere as before the greatest burden lies upon the teacher of the so-called\nlower grades; for if this process of eliminating these premature ambitions\nof life is begun in a simple, tactful way in very early childhood, and higher\n\naims are first hinted at, then openly suggested to the child, the work of\nthe school in after-years is made much easier. It has a good foundation\non which to build. Elimination of the lower and suggestions of the\nhigher are two great factors in getting the child headed right.\nIt is in the high school, however, that the impress of lofty ideals can be\n\nThe age from fourteen to eighteen\nan interrogative, a susceptible one. They want to know the reason\nWhy such an economic policy is allowed? Why some men\nof things\n\ncarried most rapidly to the desired end.\nis\n\n—\n\nare put in office?\nfiable?\n\nIt\n\nis\n\nWhat really is success in life?\n\nIs\n\nwrong ever justi-\n\nto this everlasting \"why\" and \"what\" of these minds that\n\nsane answers must be given.\n\nIt is worse than useless, it is criminal, eter-\n\nnally to condone, to excuse, to side-step, or, to use an expression of that\n\ngreat American\n\nwho so recently past over, \"to pussy-foot.\"\n\nCalmly,\n\nwith great care and keenness of vision, there should be presented the\n\ngood men and women, that filled to the\nwho founded this nation and made the word American synonymous with freedom, that, while all men are not created equal,\nit should be our aim to give all an equal chance, and that those who are\ntemporarily in authority are entitled to our respect because we chose them\nto be our officials, and because they must have made good use of their\nopportunities. They will respond to this teaching and will \"highly\nresolve\" that authority should be respected, and if the men in power are\nnot first-class in every respect they will, by the votes of men and women\nlofty ideals that influence all\nfull souls of our heroes\n\nactuated by high ideals and exalted patriotism, be relegated to a well-\n\nearned oblivion.\n\nThe teacher should be a concrete example of what properly constituted\nauthority really means.\n\nThere is no use of endeavoring to counteract the false ideas of all the\n\nhomes this side of Vladivostok, nor of holding up lofty ideals hourly, daily,\nall the time, unless we ourselves in our everyday life are fair, just, fit\nexponents of power. Our efforts will fail, as they ought to, and we shall\n\n"}
{"page": 676, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n664\n\n[Chicago\n\nonly add to the disrespect that our pupils naturally have. No teacher\nhas any right to hold his position who does not represent at all times those\nquahties that\n\ncommend themselves to his boys and girls.\n\nWhen I use\n\nthe terms \"he\" and \"his\" I do not by any means exclude the \"she\" and\n\n\"her\" in the discussion.\n\nNo teacher is fit to have pupils under his care\n\nwho does not personify to them the highest type of manhood or womanhood. Bring to mind the various men and women to whom you lookt\nfor guidance and inspiration.\nWhat is it that stands out most prominently in your memory ? Two characters, unless you were more fortunate\nthan most of us. One a teacher unworthy of the name, a perfect example\nof prejudice, of petty spite, which was vented on the pupils.\nOne who\nsought to control you when he could not control himself. One who sought\nto be a little tin god on wheels and expected a certain amount of adulation\nwhich none of you, if you were boys of spirit, ever gave. Do you\nremember such a man, such a woman ?\n\"Look on this picture, then on that.\" Most of us recall one whose\n\nmemory is sacred to us after these many years.\n\nHis sole ambition was the\ngood of his boys and girls, and for them he workt day and night. He\nwas one who would never stoop to an unworthy action, not even to\naccomplish a laudable purpose.\nconcerned those under him.\n\nHe was interested in everything that\n\nHis heart, filled with sympathy for young\n\nwas ever open to help, to counsel, to raise up. He invited our conWe went to him with our perplexities, whether a question of lessons, of athletics, of etiquette, or love, and\nhe Hstened and helpt. Do you remember such a one ? Do you ? Thank\nGod, most of us do; and we recall how his influence gave us the greatest\nuplift that we had ever known.\nEarly last summer there came from General Pershing to the officer in\ncommand of a brigade of our boys at the front a message asking for two\nthousand men to volunteer for the most dangerous service of the war.\nFour thousand men had just come back from the trenches and were having\na rest spell back of the lines. For eight days they had been in hell, under\nlife,\n\nfidence by his hfe, not by his words.\n\nThey surely deserved a respite if\nThey were ordered out as if for inspection, and the wishes\nof General Pershing were made known to them.\n\"The General wants\nconstant\n\nfire\n\nin continuous fighting.\n\never men did.\n\ntwo thousand of you men to volunteer for one of the most hazardous duties\n\nAs many of you as will volunteer step two paces to the\nFour thousand men without a moment's hestitation stept forward a splendid exhibition of American spirit. The General detailed\nhalf this number and then said, \"You are hereby ordered to leave for\nParis tonight, and two days from now march in the great procession in\nhonor of Lafayette.\" \"Most hazardous duty of the war\"? Had someone lied ? Wait a moment. For eight days they had been in hell. Now\nthey were to go to Paris the beautiful, Paris the seductive, where loveof the war.\n\nfront.\"\n\n—\n\n"}
{"page": 677, "printed_page": null, "text": "—\nSuperintendence!\n\nPUPILS' RESPECT FOR THE RIGHTS OF OTHERS\n\n665\n\nand temptation walk hand in hand. They traverst the streets\ncrowded with people whose admiration and applause were unstinted.\nThe crowds vied with one another to do them honor. At one o'clock\nthey were dismist for the day with this brief order: \"Be at the station at\n\nliness\n\nsix o'clock tonight to entrain for the front.\"\n\nFive hours of liberty in a\n\nwhich seemingly could not do enough for them, which lavisht upon\nthem attentions and expressions of affection without limit. Five hours\n\ncity\n\namid snares and\npast\n\nall\n\npitfalls,\n\ntoo quickly.\n\nthe station.\n\nenjoying this wonderful freedom.\n\nThe time\n\nSingly and in groups they began to assemble at\n\nAt six o'clock, when they were lined up and the roll call\n\ntaken, how many of the two thousand, think you, responded, weary but\n\nI\n\nfit for immediate service?\nNineteen hundred and ninetyOnly seven failed, and the General was not ashamed of the moisDid it pay ? Did not this\nture in his eye or the huskiness of his voice.\nquiet but most powerful influence encircHng our men prove its great\nworth ?\nOur endeavors, our influence, our constant efforts toward civic upbuilding of those committed to our charge are as full of potentialities as was\nthe grand movement in behalf of our army. Followed up from early\n\nsober, clean,\nthree.\n\nchildhood, year after year,\n\nit will\n\nresult in there being instilled into our\n\nan intense scorn for everything that is petty or mean,\nunworthy of a true man, a true woman. They will be alert to place on\n\nboys and\n\ngirls\n\nguard only the upright, the tried.\n\nWhen this addition to public opinion\n\nhas been accomplisht there will be no need to discuss respect for authority,\nfor there will be none that is not entitled to it.\n\nIt will\n\nbe regarded with\n\na feeling akin to reverence.\n\nHOW TO TEACH PUPILS TO RESPECT THE RIGHTS OF OTHERS\nKATHERINE DEVEREAUX BLAKE, PRINCIPAL, PUBLIC SCHOOL NO. 6,\n\nNEW YORK, N.Y.\nEver since your chairman askt me to talk for fifteen minutes on ''How\nto Teach Children to Respect the Rights of Others\" I have askt successful\nteachers, mothers, and fathers, and they have all agreed with me, that to\ngive the correct answer requires not fifteen minutes, but three words\n\"Respect their rights.\"\nThis is the unanimous verdict of a number of people who have proved\ntheir ability as parents or as teachers, and it was interesting to see not only\nhow the idea was conveyed, but in most instances how those three words\ncame almost immediately after the question was askt. Thus this question turns from an attack on the children into an arraignment of all of us\ngrown-ups.\n\nOne gentle little mother of two fine men said, \"Not long ago I was interested in a little girl in the park and said, 'Little girl, what's your name?'\n\nLike a flash her question came back, 'What's yours?' and I realized how\n\n"}
{"page": 678, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n666\n\n(Chicago\n\nrude I had been. I should have given her my name first, as I would to a\ngrown person, and then she would have gratified my curiosity.\" Children\nare our keenest and cruelest critics.\nWhen the teacher says, ''That boy come here,\" or \"The girl with a red\n\nbow take the back seat,\" she is not respecting their rights to individuality.\nWe do not allow them to address us as \"teacher,\" then why should we say,\n\"That boy,\" or \"That girl,\" without a gentle apology for the rudeness?\nIt is the autocrat dealing with the masses that speaks in this rude fashion\n\nand children are instinctively democratic. Untaught by their elders to\ndifferentiate, they associate on terms of complete equality with the negro\nand celestial. I remember my pleasure when my two VIII B classes elected\nthe only colored girl as their club president. She was unusually brilliant\nand they recognized that fact, and she was chosen by a very large majority\non the first ballot.\nLet us leave these little instances which, like straws, show which way the\nwind blows, all toward autocracy on the part of the grown-ups. Our\nfamiliar proverbs show this tendency, \"Children should be seen and not\nheard.\"\n\nHow repressive! Then when they reach the high school the\n\nteachers complain that they have no power of expression, that everything\n\nthey write\n\nis\n\nstereotyped and commonplace.\n\nHow can it be otherwise\n\nwhen fifty little ones in I A learn as their first lesson in the public school to\nsit still and ask no questions ?\n\nLeaving the little homely proofs of the fact that the rights of children\nare not respected, let us turn to the broader aspect.\n,\n\nOur wonderful\n\nDeclaration of Independence states as an axiom that human beings \"are\n\nendowed by their Creator with certain inalienable rights; that among these\nDo grown people infringe\non these inalienable rights ? Consider them seriatim.\n\nare life, liberty, and the pursuit of happiness.\"\n\nLife.\n\n—One has only to turn to the reports of Miss Lathrop,\n\nchief of the\n\nChildren's Bureau, to know that the infant has a more slender right to life\n\nthan had the soldier in the trenches;\n\nto\n\nknow further that this ghastly\n\nloss of life is preventable, and that where the rights of the infant to proper\n\nnourishment, fresh air, and proper care are respected the baby generally\nlives.\n\nThere would be no need of Baby Week were the child's right to life\n\nuniversally respected.\n\n—\n\nLiberty.\nThe right to explore and to rove as we gray-haired ones did\nwhen we were children, untended and unafraid that too is gone. The\nchild who presumed to do as his father did is too often punisht by death or\nmaimed for life. In school, with forty to fifty in a class, with furniture\n\n—\n\nscrewed to the floor, with examinations to face at the end of the term, what\nliberty is there here ?\n\nIn industry, how children are exploited\n\n!\n\nThe respect-\n\nable old gentlemen sitting in the Supreme Court solemnly declare that the\n\nChild Labor Law, designed to free our child slaves and give them a little\nliberty, is unconstitutional.\n\nThus with a few strokes of the pen the child's\n\n"}
{"page": 679, "printed_page": null, "text": "Superintendence!\n\nPUPILS' RESPECT FOR THE RIGHTS OF OTHERS\n\n667\n\nright to liberty is destroyed, and the work of thousands of unselfish men and\n\nwomen is relegated to the scrap heap.\n\nHow astonisht our great-great-grandfathers, who drafted the judicial\ndivision of the Constitution, would be could they know what powers the\n\nSupreme Court had- arrogated to itself, thus to set at naught the will of the\npeople.\n\nIt is not only in the cities, however, that the children are robbed\n\nof their liberty; the heavy work of the farm falls early on the weak shoulders\nof the child, and it is sadly true that those who should love them most are\n\noften their worst oppressors, sometimes unconsciously, for children are\nso willing and so patient.\n\nThe pursuit of happiness.\n\n—How wisely farseeing was the writer of that\n\nmarvelous document, in that Puritanical day of simplicity, to count the\nThis right demands\n[pursuit of happiness as the third inalienable right.\n(both Hberty and leisure\n\n—the time to work out what you yourself desire to\n\n[do, to get acquainted with your own soul.\nl^right is\n\ntell\n\nrespected in childhood.\n\nhim to stop it.\"\n\nOur jokes show how Httle this\n\n''Go and see what Johnnie is doing and\n\nThe presumption on the part of many grown-ups is\n\nthat Johnnie is always wrong.\n\nThere is no patient investigation as to why\n\nJohnnie did what seems wanton or as to what was in his mind, but just, \" Stop\nit\" and \"Don't,\" and in reply to his intelligent curiosity, ''Don't bother\n\nme\" — oftentimes because he has askt a question father cannot answer, and\nis unwilling either to study\n\nout with the child or to acknowledge ignorance.\n\nHow often oh Saturday or Sunday do children play games they learn under supervision?\nAlmost never. The pursuit of happiness means an open mind, yet there are\n7,000,000 unlettered persons in this great free country, and more than half\nof them were born here, our own sons and daughters growing up so ignorant\nthat the pursuit of happiness in its higher form is impossible to them, and\nvice in the garb of joy makes an appeal that is difficult for them to resist.\nHow can these conditions be cured ? First by facing them and realizing\nthe beam that is in our own eye before endeavoring to extract the mote from\nour little brother's eye. The remedy as far as school is concerned is so\nexpensive that we shall doubtless muddle along with big classes for many\na year; but there is one remedy that can be begun immediately, and that\nis the education for parenthood.\nLet us train the boys and girls of today to\nbe right-minded fathers and mothers, knowing how to treat the children\nthat will come into their arms. That will cost nothing but a little intelligent thought on the part of superintendents and school authorities. Is that\ntoo much to ask ? Such a course could easily be started in every elementary\nschool in this country in September. Don't leave it for the high school;\n90 per cent of our boys and girls never get there. Begin in I A and complete\nthe course before any child can obtain working papers. Then you will\nreach the parents of the next generation, and you will have started on the\nSupervised play is not the pursuit of happiness.\n\nroad toward teaching the child to respect the rights of others.\n\n"}
{"page": 680, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n668\n\n(Chicago\n\nREPORT OF THE COMMITTEE ON ECONOMY OF TIME\nThe chief addition to its previous reports which the Committee on\nEconomy of Time wishes to bring to your attention at this meeting is the\nreport of the Committee on Economy in Learning. This report was prepared by a subcommittee of the Committee on Economy of Time consisting\nof the following persons:\n\nErnest Horn, chairman, Frank N. Freeman,\n\nYou\nmay recall that the purpose and main features of this report were projected\nWilliam S. Gray, Walter S. Monroe, Fred C. Ayer, Carl E. Seashore.\n\nin an address by the chairman of the Committee, Dr. Ernest Horn, before\nthis Department one year ago.\n\nWhile the general scope and the salient features of the report are indicated in the printed circular which has just been distributed to you, the\n\ncomplete report has been issued as Part II of the Eighteenth Yearbook of\nthe National Society for the Study of Education, to which organization this\n\nDepartment is likewise indebted for issuing in printed form the three preThe complete report may be had of\nthe Public School Publishing Company, Bloomington, 111.\nOnly a brief characterization of the Yearbook on Economy in Learning\n\nceding reports of your Committee.\n\nis\n\npossible or necessary here.\n\nIn addition to the chairman's introduction,\n\nsix studies are reported, dealing with writing, reading, spelling, arithmetic,\n\ndrawing, and music.\n\nThe aim of the Committee in this report, in the language of the chairman, has been \"to gather all available data pubhsht and unpublisht pertaining to economy of teaching in the subjects discust and base upon them\n\nsummary statements applicable to classroom work. \"\n\nAltho, as they point\n\nout, in the case of many problems the investigations are not conclusive,\n\nthe Committee has accepted the responsibility for making a definite recommendation as to the procedure of the classroom teacher, that the learning\nprocess may be undertaken with economy and efficiency.\nIn his formulation on ''Method in Teaching Writing\" Freeman states\ntwenty-eight rules for the guidance of the teacher. Nine of the rules relate\nto the position of the body, arm, hand, and paper and the slope of the writing, four to the writing movement, four to the effect of age and maturity on\nwriting, and the remaining eleven to methods and devices.\n\nThis formula-\n\ntion closes by indicating a plan which the classroom teacher may use for\ntesting and establishing records of the pupils' proficiency in handwriting.\nThere are twenty-two references in the bibliography.\nGray's study of \" Method in Teaching Reading \" deals with the following\n\nseven topics:\n1.\n\nGrowth periods in the development of reading abiUty^nine guiding\n\ndirections for the teacher.\n2.\n\nSuggestions relating to the teaching of oral reading\n\ndirections for the teacher.\n\n—nine guiding\n\n"}
{"page": 681, "printed_page": null, "text": "Superintendence)\n\n3.\n\nREPORT OF COMMITTEE ON ECONOMY OF TIME\n\nFactors influencing the rate of silent reading\n\n669\n\n—seven guiding\n\ndirec-\n\ntions for the teacher.\n4.\n\nSuggestions relating to the improvement of rate of reading\n\n—\n\nfive\n\n—\n\nfive\n\n^guiding directions for the teacher.\n5.\n\nSuggestions relating to the improvement of comprehension\n\nguiding directions for the teacher.\n6.\n\nSuggestions relating to the hygiene of reading\n\n—thirteen guiding\n\nlirections for the teacher.\n7.\n\nCurrent tests of reading\n\n—thirteen are discust.\n\nThere are thirty-five references in the bibliography.\nHorn's study of \"Method in Teaching Spelling\" contains thirty-nine\n^specific directions for\n\nthe guidance of the teacher.\n\nThese are followed\n\n[by a terse formulation in nine points of the rules for learning to spell a word.\n\nDirections are also given for testing spelling ability.\n\nThis study closes\n\n[with a bibliography containing one hundred and thirty- three references.\n\nS.\n\nThe study on \"Method in Teaching Arithmetic\" was made by Walter\nMonroe. In this study twenty-five rules or specific directions for the\nThe study closes with the\n\nguidance of the classroom teacher are stated.\n\ndiscussion of seven tests or scales for measuring ability in arithmetic.\n\nThere\n\nare thirty references in the bibhography.\n\nAyer entitles his study \"The Present Status of Instruction in Drawing\nwith Respect to Scientific Investigation.\"\n\nHis discussion\n\nis\n\norganized\n\nabout the following topics:\n2.\n\nThe present complexity of drawing standards.\nThe application of scientific method to drawing.\n\n3.\n\nRules and principles applicable to drawing instruction.\n\n1.\n\nEighteen rules are formulated for the guidance of the teacher.\n\nThe\n\nbibliography relating to this study contains thirty references.\nSeashore's study deals with the \"Role of a Consulting Supervisor in\n\nMusic.\"\n\n-The study shows that such a consultant should be concerned\n\nwith the following responsibilities:\n\n2.\n\nMaking survey tests in the fifth grade.\nFollowing up the results of the tests.\n\n3.\n\nDoing individual testing and counseling.\n\n4.\n\nOrganizing the instruction in the schools.\n\n1.\n\nYou have already noted that this Yearbook is concerned with the problem of method or technique in teaching in relation to economy and effiThe preceding reports of the Committee have been\nconcerned with an effort to determine scientifically the minimal essentials\nin each of the elementary subjects regarding which reports have been made.\nThe total results in the four pubHsht reports of the Committee are briefly\nsummarized in the accompanying table:\nciency in teaching.\n\n"}
{"page": 682, "printed_page": null, "text": "670\n\nNATIONAL EDUCATION ASSOCIATION\nW\n\n3MO\n\n§\n\n•ofo\n\nCO ^-^0\n\ni^\n\na\n\n^\n\n10\n\nt^ ^0 fO -+0\n\n«ONWI-(MH«MH\n\nW\n\n%\n\nw\na*\n\n00\n\n1 ^:?^\n\nCO\n\nMH*\n\n:\n\n:\n\n:\n\nH M\n\n.\n\n•\n\n•\n\n:\n\nOh\n\n.a\n\nM H M\n\nJm\n\n-\n\n1\nt/2\n\n•\n\nM ^4 H\n\nto «\n\n•\n\nM N H\n\nN N\n\n^\n\n•\n\nM\n\nPLi\n\n1\n1\n\nH\n\ni\n\nt^ tOMVO\n\nM\nfO\n\n•\n\n•\n\n•\n\n•\n\n•\n\n•\n\ni\n\nM\n\n-VO\n\n•\n\ni\"\n\ni\n\n:\n\n:\n\n•\n\nM\n\n-00\n\n•\n\n•\n\ni\n\nP^\n\nill\n-\n\n— --\n\n«\n\n>o\n\nM\n\n•\n\n•\n\n»\n\nw5\n\n1\n\nTj-\n\nt- M vO\n\n\"OO\n\n-*\n\n*\n\n(2\n\niii\n1^\n\n«\n\n:\n\nImhh\n\n1\ntT\n\n:\n\n:\n\n1\n3\n''•'•\n^\n:\n\n:\n\n:\n\n:\n\n'•\n\n-%'.'.'.':\n\nQ\nc\n\n1\n?\n\ne4\n\n:\n\nc\n\n:\n\n:\n\n:\n\n:\n\n•\n\n•\n\n•\n\n•\n\n4)\n\nI\n\n6\n\n:\n\n:h\n\n:\n\n:\n\n:\n\n:\n\ni\n\ni\n\n!\n\n:\n\n:\n\n:\n\n:\n\n:\n\n:\n\n°\n\n!\n\n:\n\n:\n\n1\n\n''\n\nfy-i2\n\nM§\n\nC\n\nu\n\nyiii\n\n-Piiii\n\nII Pm1\n\nflail\n\n6\n\n1\n\ni\n\n:\n\n:\n\n>>\n\ni'\n\nc\n\n.1\n\n1\n\n:\n\n:\n\n8\n\n1\n\n1\n:\n\n81\n\n:-2\n:\n\n:S\n\niS-B\"©\n\nnit\n\niM\n\n<o\n\nM\n\n[Chicago\n\n"}
{"page": 683, "printed_page": null, "text": "872\n\nSuperintendence]\n\nREPORT OF COMMITTEE ON ECONOMY OF TIME\n\n671\n\nThe activities and efforts of the Committee are further indicated by the\nfollowing bibliography:\nNational Education Association Proceedings, 191\n\n\"Economy of Time in Education\": H. B.Wilson, pages 510-13; Frank E. Thompson,\npages 513-17;\n\nJ- H. Francis, pages 517-24.\n\nNational Education Association Proceedings, 1913\n\n\"Report of Progress by Committee on Economy of Time\": H. B. Wilson, pages\n217-25.\n\n\"A Seven- Year Elementary School\":\n\nCharles H. Judd, pages 225-34.\n\"Mobility of the Teaching Population in Relation to Economy of Time\": Lotus D,\nCoffman, pages 234-41,\n\n\"Economy of Time through Testing the Course of Study and Time Allotment\":\nLeonard P. Ayres, pages 241-46.\nNational Education Association Proceedings, 19 14\n\n\"Report of Committee on Economy of Time in Education\": H. B. Wilson, pages\n206-9.\n\n\"Economy of Time in Arithmetic\": Walter A. Jessup, pages 209-22.\n\"Economy of Time in Education\": H. B. Wilson, pages 390-95.\nNational Education Association Proceedings, 19 15\n\n\"The Objectives and Guiding Principles in Determining the Minimal Essentials of\nthe Course of Study\": H. B. Wilson, pages 402-10.\n\"Discussion of Report of Committee on Economy of Time\":\n\nThomas M. Balliett,\n\npages 410-15.\nNational Education Association Proceedings, 191\n\n\"Report of Committee on Economy of Time\": H. B. Wilson, pages 668-69.\nNational Education Association Proceedings, 191\n\n\"Report of Committee on Economy of Time in Elementary Education\":\n\nH. B,\n\nWilson, pages 520-26.\n\n\"Economy in Learning in Relation to Economy of Time\":\n\nErnest Horn, pages\n\n526-28.\n\n\"The Problem-Project Attack\n\nin\n\nOrganization, Subject-Matter, and Teaching\":\n\nWilliam H.- Kilpatrick, pages 528-31.\n\"School Practice as Affected by the Reports of the Committee on Economy of\n\nTime\": C. N. Kendall, pages 531-33.\n\nTo this bibliography will be added the discussions to be presented in\nthe remainder of the program allotted to the Committee on the Economy of\n\nTime on the value of the reports of the Committee on the Economy of Time\nin relation to school practice, by R. G. Jones, Superintendent Katharine\nHamilton, Superintendent J. H. Newlon, and Professor W. W. Kemp.\nAs the foregoing bibliography shows, this is the eighth meeting of the\nDepartment since the creation of your Committee, the Committee having\n\nt,\n\nbeen appointed following the adoption of the following proposal of Professor\nSuzzallo at the Mobile meeting of the Department:\n\nThe main requirement at this point in our progress is to investigate the waste in the\nelementary school and to make definite proposals for eliminating the archaics and less\n\nI\n\n\\\n\n"}
{"page": 684, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n672\n\n[Chicago\n\nuseful material of the course of study, and to propose more economic methods of teaching.\n\nTo this end I move that the Department of Superintendence appoint a Committee of\nFive on Economy of Time in Education; this Committee of Five to cooperate with a\ngeneral committee of the organization on Economy of Time and Education.\nVarious changes have occurred in the organization of this Committee\nsince its original appointment by Superintendent C. E. Chadsey.\n\nOriginally the Committee consisted of Calvin N. Kendall, chairman, John H.\n\nMeek, Frank E. Spaulding. Before this\nCommittee began its work the organization had been changed as follows:\nH. B. Wilson was made chairman, and vacancies were filled from time to\ntime by the appointment of the following persons: Frank E. Thompson,\n0. I. Woodley, J. F. Bobbitt, F. M. Hunter, V. A. C. Henmon.\nThe results of the Committee's work have been quite as much due to\nthe labors of a large number of cooperating investigators who aided the\nCommittee, as to the efforts of the Committee itself. Indeed the Committee has served chiefly as an executive committee and a clearing house for\ncentering the efforts of others who were interested in the problems committed to us. The Committee has not sought to synthesize or modify\nthe work done by the cooperating investigators but has sought to determine the character and scope of studies undertaken by them and to provide\nfor the printing and distribution of their studies when completed.\nThe procedure in developing our work has necessitated holding a meeting annually,\nearly in autumn, in Chicago, of the Committee and cooperating investigators.\nThese meetings have been held without expense to the National Education\nAssociation, those attending giving their time and defraying their own\nexpenses. The fundamental interest and genuine devotion of all who\nhave been concerned with the work of the Committee cannot be too strongly\ncommended.\nIt is hardly necessary to attempt to point out the effects which have\nfollowed from the Committee's reports. These were very ably emphasized\nin the meeting of this Department one year ago by Commissioner C. N.\nFrancis, E. O. Holland, C. S.\n\nKendall.\n\nThey will be further discust in the last fifteen minutes assigned\n\nthe Committee for the presentation of this report.\n\nWith the conclusion of this report, your Committee asks to be discharged.\n\nThis is not because it has completed all of the responsibihties\n\nproperly included under the resolution creating the Committee, nor because\nall of\n\nthe studies and investigations under way have been completed and\n\nprinted.\n\nWe feel, however, that eight appearances before Department\n\nmeetings should gain us the right to be discharged, either because\n\nwe\n\nhave done too little to warrant continuation, or because the results of our\n\nwork have been such that you are willing to consider that we have already\ncompleted a reasonable responsibility. Further, we feel that with the\nappointment of a Committee on the Reorganization of Elementary Education and with the appointment of a Committee from the National Society\n\n"}
{"page": 685, "printed_page": null, "text": "SuperinteDdence)\n\nREPORT OF COMMITTEE ON ECONOMY OF TIME\n\nfor the Study of Education,\n\n673\n\non Reorganizing the Materials of Education,\n\nthe phases of our work, which should be carried farther, can receive more\n\nadequate attention at this stage of development by these committees than\n\nby our own Committee working independently.\nYour Committee would emphasize that at best the method which it has\nemployed in the work it has done is quite as important a contribution as the\npublisht results. There has been no effort to discharge our responsibihty\nby gathering the opinions of others. The effort rather has been to interest\nthose to make studies who were qualified and in a position to make them\nfundamentally and scientifically. Every such study, however, had before\nits publication the benefit of criticism by the entire corps of the Committee\non the Economy of Time and cooperating investigators. It is believed that\nthis democratic, cooperative, scientific procedure must be more generally\nemployed in all progressive educational efforts to set up improved programs\nfor the public schools.\n\nYour Committee is genuinely mindful of the courteous consideration\nwhich^as always been extended it by this Department, and the generous\nprovision which has always been provided on the programs of this Department for the hearings of its report.\nFor all of this and for the stimulating opportunity to study the problems\nfundamental to progressive modern education its members are sincerely\ngrateful.\n\nH. B. Wilson, Chairman\nFrank E. Spaulding\n\nFrank E. Thompson\ni. woodley\n\no.\n\nbobbitt\n\nj.\n\nf.\n\nF.\n\nM. Hunter\n\nV. A. C.\n\nHenmon\n\n"}
{"page": 686, "printed_page": null, "text": ""}
{"page": 687, "printed_page": null, "text": "REPORT OF THE COMMITTEE ON SUPERINTENDENTS' PROBLEMS\nPART I. ADMINISTRATIVE COOPERATION IN THE MAKING\nOF COURSES OF STUDY IN ELEMENTARY SCHOOLS\nPREPARED BY HARLAN UPDEGRAFF\nThis report contains the results of a study of the personal factors\ninvolved in the making of courses of study in city public-school systems.\n\nWhile it presents information upon a number of features of the subject,\nthe principal aim of the study has been to ascertain the extent to which\n\ncooperation among the various officers and teachers in the schools has prevailed, and the measure of success that has been achieved thru cooperation\nin the performance of one of the most important functions in the conduct\n\nof schools in\nsuperiors.\n\nwhich it is possible for teachers to participate with their\n\nAltho it is primarily a study in school administration, yet it\n\nmay be considered as a study in the field of management of enterprises in\nIt deals with one of the most important phases of that subject,\nand one which is now receiving increasing attention from managers of all\n\ngeneral.\n\nkinds of enterprises.\n\nFrom this viewpoint the report may be defined as a\n\nstudy jn the field of administrative cooperation, meaning by that term\nthose plans and procedures by means of which subordinates in an enterprise\nparticipate with managers in the determination and execution of policies and\nin plans and methods for carrying on the work.\nI.\n\nTHEORETICAL FOUNDATION\n,\n\nThe participation of teachers in the formulatton as well as in the execution of the policies, plans, and methods of the school can be justified on a\n\nnumber of valid grounds.\nI.\n\nCertain of the principles of efficiency, which have been developt\n\nmainly from the study of commercial and industrial enterprises to the point\nthat they are now embodied in the new science of efficiency, and which are\napplicable to enterprises of almost every sort,\n\ndemand the practice of\n\ncooperation am6ng all engaged in any undertaking in order to secure the\ndesired results with the least effort or the best product with a given effort.\n\nThese principles, each of which has its application in the conduct of schools,\nare as follows:\na) It is necessary to the highest efficiency of an enterprise that, in so\n\nfar as possible, the fullest and most reUable available knowledge of every\n\nfeature of the enterprise be taken into account in the determination of\npolicies, plans, and methods, as well as in their execution.\n\n67s\n\nThis means that\n\n"}
{"page": 688, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n676\n\n[National\n\nideally the knowledge of every person in the enterprise should be brought\n\ntogether into a common body of knowledge and each parcel given its due\n\nweight and position in the institutional mind.\n\nIt means furthermore that\neach individual, from the head manager to the lowest employe, should have\nall of this\n\ncommon knowledge that will help him better to perform his par-\n\nticular function in carrying on his part of the enterprise.\n\nThe operation\n\nof this principle requires the constant interchange of knowledge and experi-\n\nence from superiors to subordinates, from subordinates to superiors, as\nwell as among those of equal rank.\n\nNo fact having a real bearing upon the\nwork in hand is too trivial to be communicated, nor any person so competent\nthat he cannot learn from every other person who has new experiences or\nknowledge not already in his possession. The knowledge of the superin-\n\ntendent and of the supervisor should permeate thruout the school system\nand govern, so far as possible, the activities of every teacher; the actual\nconditions faced by every teacher should be known by the manager and\nby the expert and should determine in part their contribution to the control of the system in its general features as well as in its details.\n\nThe quality\n\nof this common institutional mind, if this ideal common body of knowledge\n\nand thought may be lookt upon as constituting it, is attained largely in\" the\ndegree to which cooperation is developt.\nh)\n\nThe science of efficiency also demands for the greatest success of an\n\nenterprise that there be fostered a spirit of genuine loyalty to the institution, from which will result the building up of an intense pride of member-\n\nand the inculcation of high standards of workmanship and of\nmutual and cordial fellowship, so that infraction of rules and inefficiencies\nof work will be corrected thru a strong esprit de corps and without attention\nfrom superior officers. The participation of all upon a common plane in\nship in it,\n\ncooperative endeavors which will at the same time permit to each person\n\nequal opportunity to do his full part in the conduct of the enterprise is a\nnecessary desideratum to the attainment of this principle.\n\nThis combina-\n\ntion of cooperative endeavors with freedom for exercise of the full contribution of each to the common good should extend for its full fruition to the\n\nwidest practicable bounds, but\n\nfirst to those features with which each\nworker is most intimately connected, as, for example, in the case of schools,\n\nto the course of study.\nc) It is\n\nnecessary to the highest efficiency of the enterprise that the\n\nand personal welfare and happiness of each individual in its\npersonnel be promoted in every practicable way. Not only should each\nbe given the work that he is fitted to do, but his capacity should be developt\nin the best way to do the task in hand.\nHe should also see his own work\nin relation to the work of the entire enterprise.\nThe plans for his welfare\nand happiness should include the future as well as the present. He should\nbe satisfied that his life is developing satisfactorily and in the right direction.\nThis principle demands a study of the needs of the individual teacher\nand an honest, careful effort to promote his individual and professional\nindividual\n\n"}
{"page": 689, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nwelfare.\n\n677\n\nCooperative efforts in the making of courses of study furnish\n\nopportunity for achieving both of these ends.\n\nFurthermore such efforts\n\nbegin at a point where it is possible to secure the teacher's interest and open\nthe way to further advancement.\n2. Administrative cooperation in the making of courses of study may\nbe justified on educational grounds apart from the application of efficiency\n\nprinciples to the conduct of schools.\n\nThe aims, the standards, the methods\nin fact^\n\n—\n\nall\n\nthe features of instruction\n\n—are so variable with different pupils and at different times, that the\n\nfull knowledge of the expert is needed more than in the case of most enter-\n\nprises.\n\nFurthermore the knowledge and opinion pf experts are much more\n\ndependent upon the daily experiences of teachers and pupils than in the\ncase of experts in fields where aims, standards, and methods are relatively\nconstant.\nNew scientific investigations on the one hand coming in to the\nsystem thru the expert, new life-situations on the other hand coming in\n\nthru the teachers\n\n— these need to be welded together. Constant coopera-\n\ntive activities are necessary to accomplish this, and it is especially neces-\n\nsary in the planning of the work thru the course of study.\n3.\n\nAdministrative cooperation can be justified also on social grounds.\n\nCooperative endeavors are essential in a democracy.\n\nEach member of\n\nsociety should work in and realize himself thru his own social group.\n\nIdeals\n\nof service, of mutual forbearance, and of mutual help should find their outlets thru this channel.\n\nFrequent opportunity for contact of teachers with\n\nprincipals, supervisors, and superintendents should be fostered in order that\n\neach class may serve every other, that all may attain their best develop-\n\nment, and that a basis of common understanding and mutual appreciation\nbe developt.\nFinally, on both educational and social grounds, it is difficult to see how\n\nteachers can teach democracy unless the life in the institution thru which\n\nthey are making their greatest contribution to society\ndemocratic ideals and is replete with democratic activities.\n\nis\n\ncontrolled\n\nby\n\nHow can they\n\nteach the ideals and practices of democracy if they do not have a rich experi-\n\nence in a living democracy ?\nII.\n\nACTUAL CONDITIONS AS REVEALED BY THE STUDY\n\nThe purpose of the study of actual conditions was to describe actual\npractice in cooperative efforts in this field\n\nand to ascertain opinions of\n\nsuperintendents based upon their experience.\n\nA questionnaire covering\n\nthe various features of committee organization and operation was pre-\n\npared with the assistance of the members of the seminar in Educational\nAdministration in the University of Pennsylvania.^\n\nAfter a preliminary\n\nstudy made a year and a half ago the questionnaire was revised and sent to\n\n—\n\n' Two of its members contributed largely\nMr. L. I. Loveland, now superintendent of schools, Chatfield>\nMinn., in the preparation of the first questionnaire and in the preliminary tabulation of the results, and Mr.\n\nJ.\n\nM. Fisher, supervising principal, Ambler, Pa., in the preliminary tabulation of the results of the present\n\nstudy.\n\n"}
{"page": 690, "printed_page": null, "text": "..\n\nNATIONAL EDUCATION ASSOCIATION\n\n678\n\nall cities of a population above five thousand.\n\n[National\n\nSpecial effort was made to\n\nget replies only from cities above ten thousand.\n\nThis study includes 329 cities distributed as follows among the various\npopulation groups.\n\nThe number of cities in each group and the percentage\n\nof the total number included are given in Table I and in Diagram\n\nthese 329\n\ncities,\n\n176 had\n\ncommittees and\n\ndistributed as shown in Table II\n\nand Diagram\n\ni.\nOf\nThese were\n\ndid not.\n\n153\n\nIn these\n\n2.\n\n176 cities\n\n499 committees were appointed, distributed as indicated in Table III and\n\nDiagram 3.\n\nTABLE I\nPopulation of Cities\n\n5,000 fo\n10 000 to\n\nNumber of Cities\n\nNumber of Cities\n\nin Group\n\nin Study\n\n629\n572\n120\n59\n\n70\n133\n61\n31\n17\n17\n\n10,000\n25 000\n\n25 000 to 50 000\n50,000 to 100,000\n100,000 to 300,000\nOver 300,000\n\nPercentages\n\nII\n\n36\n51\n\nS3\n55\n\n94\n\nTABLE II\nPopulation of Cities\n\n5,000 to\n10,000 to\n\nCommittees\n\nNo Committees\n\nPercentage Having\n\n31\n52\n\n39\n\n10,000\n25,000\n\nCommittees\n\n43\n\n81\n18\n\n50,000 to 100,000\n100,000 to 300,000\n\n21\n\n10\n\n15\n\n2\n\nOver 300 000\n\n14\n\n2\n\n43\n39\n74\n68\n88\n88\n\n176\n\n152\n\n54\n\n.\n\nTotaL\n\nTABLE III\nBy Subjects\nBy\n\nPopulation of Cities\n\n5,000 to\n10,000 to\n\n10,000.\n25,000.\n\n2 <. 000 to\n\n\"vO.OOO.\n\nGrades\n\n16\nII\n\nTotal\n\nRead.\n\n19\n38\n\nII\n\n25\n13\n\n26\n\n.\n\n50,000 to 100 000.\n\n100 000 to 300 000\nOver 300,000\n\nArith.\n\n10\n\n8\n12\n\n9\n4\n9\n\n27\n\n112\n\n71\n\n9\n.\n\nForms of committees.\n\n—There\n\nGeog.\n\nHist.\n\nEng.\n\nTotal\n\n5\n\n12\n\n82\n\n32\n19\n9\n\n9\n32\n\n10\n\n14\n10\n10\n\n22\n\n74\n\n15\n\n13\n\n14\n\n9\n9\n10\n\n96\n40\n34\n\nII\n\n73\n\n93\n\n84\n\n63\n\n499\n\nSpell.\n\n3\n7\n\n49\n\n-\n\n7\n\nTwenty-three\nhave been noted. These may be divided into two main\nthose committees composed entirely, or almost entirely, of\n\ndifferent types\n(i)\n\n3\n\nis wide diversity in the forms of committees\n\nappointed to participate in the making of courses of study.\ngroups:\n\n4\n\n"}
{"page": 691, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil)\n\n679\n\n1^\n\ne\n\nZ\nZ\n\nz\nz\n\n02\nIlJ\n\nf\n\na2\nuJ\nIQ\n\n10\n\n3\n\nUJ\n\nCO\n\n-J\n\no\n\no\n\nf\n\nG\n\n<0\noj\n\nU.\n\nO\n\nS|\n\no2\nUJ\n\nZ\nU-i\n\nE\nu\n18\n\no\n\no\nc^\n\nII\n\nfl\n\n§\nQ-a\n\n§1\n\nS8\n\n1\n\n"}
{"page": 692, "printed_page": null, "text": "68o\n\nNATIONAL EDUCATION ASSOCIATION\n\nCO\n\n*0\n\nO\n\nI\n\n[National\n\n"}
{"page": 693, "printed_page": null, "text": "1\n\nCouncil]\n\nCOURSES OP STUDY IN ELEMENTAkY SCHOOLS\n\nM\n\n68\n\n"}
{"page": 694, "printed_page": null, "text": ";\n\nNATIONAL EDUCATION ASSOCIATION\n\n682\n\nadministrative and supervisory officers;\nteachers included in their membership.\n\n(2)\n\n[National\n\nthose committees having\n\nTo these two main groups may be\n\nadded two other special types, which, altho they might be included in one\nof the two groups above, deserve separate recognition: (i) committees to\nreview and edit the work of other committees, and (2) standing committees on the courses of study.\nPractice with regard to the assignment of work to subordinate com-\n\nmittees varied greatly among the different cities, especially those included\nin the first main group.\n\nAltho most cities do not report the appointment of\n\nsuch subordinate agencies, yet the part played by them in those cities in\n\nwhich they were utilized was so important that they must be considered\nin any analysis of the administrative organization created to secure a revision\n\nWe therefore find that both of these main groups\nmust be divided not only into divisions but, in the case of the second group,\ninto classes and even subclasses.\nWhile this extended differentiation\ncreates a somewhat complex outline of the existing situation, it is the\nsimplest which will adequately reveal the facts. It is hoped that by introducing uniformity into the classification and by associating names of cities\nin which each type is found the matter will be found by the reader to be\nadapted to his comprehension and retention.\nof the course of study.\n\nCLASSEFICATION OF TYPES OF COMMITTEES USED IN THE REVISION OF COURSES OF STUDY IN\n\nELEMENTARY SCHOOLS IN 176 CITIES, I916-18\nA. Composed entirely, or almost entirely, of administrative and supervisory officers\nI.\n\nBoard of Superintendents\n\n—New York, N.Y.; Newark, N.J.\n—Chicago,\n\nII. Principals (subcommittee for each subject)\n\n111.\n\nIII. Principals who selected teachers to assist them with particular topics\n\n—Duluth,\n\nMinn.; Granite City, 111.\nIV. Principals whose committees selected a corps of teachers from\n\ngrammar and\n\n—East Orange, N.J.; Wilkinsburg, Pa.\n—Rutherford, N.J.\nV. Principals who askt teachers in their own buildings to\nprimary groups to assist them\n\nassist\n\nWaterbury, Conn.\nVI. Supervisors with assistance of teachers\n\n— San Antonio, Tex.\n\nB. Committees on which teachers were well represented\nI.\n\nTo revise courses in certain subjects\n1.\n\nNo subcommittees appointed\nNo organized means of receiving help or suggestion.\n\na)\n\n(This is the most\n\ncommon form of committee.)\nb)\n\nAdvised by grade meetings held especially for the purpose\n\n—Baltimore,\n\nMd.; Pittsburgh, Pa.\n2.\n\nWith small subcommittees formed entirely from membership of committee\nto prepare material covering\na) Certain grade or grades\n\n—Cincinnati, Ohio; Detroit, Mich,; Milwaukee,\n\nWis.; Kansas City, Kans.; Columbus, Ohio; Richmond, Va.; Des Moines,\n\nIowa; Aurora, 111. (Eastside); Aberdeen, S.Dak.; Chelsea, Mass.; Hunt-\n\nW.Va.; Superior, Wis.; Long Beach, Calif.;\nKokomo, Ind.; New Ulm, Minn.; Long Branch, N.J.\n\nington,\n\nStreator,\n\nIII.;\n\n"}
{"page": 695, "printed_page": null, "text": "—\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n683\n\n—\n\nb)\n\nCertain topics or problems Cambridge, Mass.; Allentown, Pa.; Boise,\nIdaho; Rock Island, III.; Elkhart, Ind.; Butte, Mont.\n\nc)\n\nEither certain grades of topics\n\n—San Francisco,\n\nCalif.;\n\nPhiladelphia, Pa.;\n\nPasadena, Calif.\n\n—\n\nNot stated Chattanooga, Tenn.; Burlington, Iowa; Hannibal, Mo.\nWith small subcommittees composed in part from outside membership of\nd)\n\n3.\n\ncommittee to prepare material covering\na) Certain grades\n(i)\n\n—\n\nWithout organized means of receiving help or suggestion Boston,\nMass.; Minneapolis, Minn.; Fort Wayne, Ind.; Stamford, Conn.;\nKansas City, Kans.; Portsmouth, Va.; Fresno, Calif.; Fort Dodge,\nIowa.\n\n(2)\n\n4.\n\n5.\n\nWith assistance of grade meetings held by members of subcommittees\nLa Crosse, Wis.\n\n—Wichita, Kans.; Sheboygan, Wis.\n—Newton, Kans.\n\nb)\n\nCertain topics or problems\n\nc)\n\nEither certain grades or topics\n\nWith small subcommittees formed entirely from membership of committee\nwhich in turn secured assistance from teachers by each member\n\n—Los Angeles,\n— Scranton, Pa.\n\na)\n\nAppointing subcommittees in his own school\n\nb)\n\nAsking all teachers in his building to assist\n\nCalif.\n\nWith subcommittees formed entirely of committees but their membership so\nand\nsubcommittee Tacoma, Wash.; Stamford, Conn.; Topeka, Kans.; E.\nWaterloo, Iowa; Richmond, Ind.; Pomona, Calif.; Eau Claire, Wis.; Mishalarge that practically every teacher was a member of some committee\n\n—\n\nwaka, Ind.\n\n—\n\nTo revise courses in certain grades Denver, Colo.; Portland, Ore.; Galesburg\n111.; La Salle, 111.; Corvallis, Ore.; Latrobe, Pa.; Butte, Mont.\nIII. To revise courses in certain buildings\nVincennes, Ind.\nII.\n\n—\n\nIV,\n\nA general committee to direct revision of all courses in all grades with special\ncommittees\n1.\n2.\n\n—\n\nFor each subject in all grades St. Louis, Mo.\nFor each subject in particular grades Decatur, 111.\n\n—\n\n— Cincinnati, Ohio; Lynn, Mass.;\n\nC. Committee to review and edit work of committee\nOgden, Utah; Boise, Idaho.\n\nD. Standing committee on course of study\n\nSize of main committee.\n\n—Minneapolis, Minn.; Burlington, Iowa.\n\n—The number of persons upon the principal\n\ncommittees for the revision of the course of study in the various cities may\nbe most conveniently set forth by giving, for each population group, the\n\nTABLE IV\nPopulation of Cities\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000\n50,000 to 100,000\n100,000 to 300,000\nOver 300,000\n\nSmallest\n\n25 per cent\n\nI\n\n5\n\n2\n\n6\n6\n\n3\n5\n\n7\n\n3\n\n5\n\n5\n\n7\n\nMedian\n6\n7\n\n10\n8\n9\n10\n\n75 per cent\n\nLargest\n\n10\n10\n16\n14\n\n98\n\n15\n\n14\n\n51\n\n42\n211\n\n32\n20\n\nnumber (i) on the smallest committee, (2) on the committee at the 25\npercentile point, (3) at the median point, (4) at the 75 percentile point, and\n(5) the number on the largest committee in each population group, as presented in Table IV and Diagram 4.\n\n"}
{"page": 696, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n684\n\n[National\n\n^\n\n^ n ^\n\nO Q\n\n»o\n\nn n\n\nU\n2 3\n\nQ^\n\n» ^ i o d\n\nP *^ ^ O Q\n8 S § 8 8^ ^\n8 ^& o 2\nQ ^\nB\nut Q a 10\n**5\n\nt'O\n-^\n^\nQ 6\n\n^\n\ni\n\n"}
{"page": 697, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nSize of subcommittee.\n\n—The number of cases\n\n685\n\nin which the size of the sub-\n\ncommittees was definitely reported is so small that only tentative estimates\nThe median-sized subcommittees in\nof actual situations can be fumisht.\neach group of cities, together with the number of subcommittees, are shown\n\nUndoubtedly there were but few cities in the first group that\nhad subcommittees. The small number of cases in the 100,000-300,000\ngroup is due to the failure of superintendents to answer in definite numbers\nthis part of the questionnaire, owing in part to the variety of numbers in\nIt would seem safe to conclude, however, that the\ndifferent subcommittees.\nnumber in the subcommittees increases with the size of the cities.\nAppointment of committees.—The superintendents chose the members of\nall the committees without formal recommendation or assistance in a great\nin Table V.\n\nTABLE V\nNumber of\n\nPopulation of Cities\n\nMedian\n\nCommittees\n\n5,000 to 10,000. ,,\n10,000 to 25,000.\n25,000 to 50,000, .,\n50,000 to 100,000.\n100,000 to 300,000.\nOver 300,000\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nTABLE VI\nPopulation of Cities\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000\n50,000 to 100,000\n100,000 to 300,000\nOver 300,000\n\nCities Reporting\n\n.\n\nTotal\n\nSuperintendent\n\nAppointed\n\n28\nSO\n36\n16\n\nPercentage\n\n24\n41\n29\n13\n8\n\n13\n14\n\nII\n\n157\n\n126\n\n81\n\nmajority of the cities, as may be seen from Table VI and Diagram 5.\n\nThe\n\nexceptions are noted below:\n1.\n\nSuperintendent appointed certain committees and some other\n\nofficers,\n\nother\n\n— Spokane, Wash.; principals— Scranton, Pa.;\nBoise, Idaho;\nDeputy or assistant superintendents or supervisors of grades — Buffalo, N.Y.;\nSan Antonio, Tex.; Iowa City, Iowa.\nChairman of committee who was appointed by superintendent — Little Rock,\nArk.; Kansas City, Kans.\nSuperintendent appointed on nomination of principals — East Chicago, Ind.;\n\ncommittees:\n\nassistant\n\nsuperintendent\n\nBellville, 111.\n\n2.\n\n3.\n\n4.\n\nDouglas, Ariz.; Lakewood, Ohio.\n\n—superintendent and chair—Louisville, Ky.; superintendent and supervisor—Houston, Tex.;\nsuperintendent and general committee (three members) — Fort Wayne, Ind.\n5.\n\nSuperintendent and other officers shared responsibiUty\n\nman of committee\n\n"}
{"page": 698, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\n[National\n\n^\n^\nb\ng\n\n2\nz\no\n\n8\nAt\n\n'o\n\na\n\no £\n\n(U\n\n-§\n\no\n\nI\n\n00\n\n00\n\ns\n\nlU\nCM\n\nU\n\naa\n\nE\n\nu\niL\n\n•3\n\nO\n\nIL.\n\niL\n\n8\n1^\n\no\nI-\n\n8\n00\n\n8\n\n2 o\n\no\n\n"}
{"page": 699, "printed_page": null, "text": "—\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil)\n\n6.\n\nPrincipals\n\n687\n\n—Savannah, Ga.\n\nTeachers' organization, committee revised and enlarged by superintendent\nColumbus, Ohio.\n7.\n\n8. Superintendent appointed committees after each teacher had exprest choice of\ncommittee upon which she desired to serve East Waterloo, Iowa; Fort Scott, Kans.;\n\n—\n\nHannibal, Mo.\n9.\n\nSuperintendent on nomination of teachers in grade meeting\n\n10.\n\nTeachers' council\n\n11.\n\nChairman\n\n—Minneapolis, Minn.\n\nof grade\n\nteachers appointed\n\nmembers\n\nfor\n\n—Topeka, Kans.\n\n—Willian^s-\n\nthat grade\n\nport, Pa.\n12.\n\nTeachers of grades they represented\n\n—Denver, Colo.\n\nThe superintendents apparently dominated also in the appointment of\nthe subcommittees, if we accept as representative the few returns to this\nquestion.\n\nFifteen cities report that subcommittees were appointed by the\n\nsuperintendent or by an assistant superintendent, three that he acted\n\nwith the chairman of the committee, and one with the principal, three by\nthe committee, and four by principals, while but eight reported that they\n\nwere appointed by the chairman alone.\nPersonnel of committees.\n\n—In studying the personnel of committees two\n\ntypes are apparent, (i) those committees upon which but a single class of\nposition is represented as supervisory principals, teachers, etc., and (2) those\n\nTABLE VII\nDistribution among Cities of Committees Composed Solely of Representatives\nFROM A Single Administrative Agency or Class of Position\n\nPopulation of Cities\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000\n50,000 to 100,000\n100,000 to 300,000\n\n.\n\n.\n\nSupervisors\n\n.\n\n.\n\nTotal\n\nTeaching\n\nSupervising\nPrincipals\n\nPrincipals\n\nTeachers\n\nTotal\n\n12\n\n7\n\n22\n\n41\n\nII\n\n7\n\nI\n\n29\n\nI\n\n6\n8\n\n4\n\n13\n\n48\n24\n9\n\n2\n\nI\n\n3\n\n2\n\n2\n\n14\n\n36\n\nI\n\n12\n\n65\n\n127\n\ncommittees made up of persons from more than one class of position.\nTable VII and Diagram 6 furnish data regarding the first type of committees\n\nfrom which at least two interesting facts may be observed: (i) This type of\ncommittee is confined almost entirely to cities of less than ten thousand\npopulation.\n(2) The number of committees composed entirely of teachers\nis just a little larger than the combined number of committees composed\nsolely\n\nof\n\nsupervisors,\n\nsupervising principals,\n\nand teaching\n\nprincipals.\n\nThe preponderance of committees composed entirely of teachers holds true\nin all subjects except spelling.\nHere the number of teachers' committees is\nless than one-half that of the sum of supervisors and principals, as may\n\n"}
{"page": 700, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n688\n\n[National\n\nbe seen from Table VIII.\n\nThere is but one committee in cities above\ncomposed wholly of teachers, while eleven of the thirty-six\ncommittees composed of supervising principals alone are in such cities.\nThe second large type of committees, that upon which representatives\nof various positions are included, is far more numerous.\nThe number of\ntimes that each class of position is represented is shown in Table IX and\nfifty thousand\n\nTABLE VIII\nDistribution among Subjects of Committees Composed Entirely of Representatives FROM A Single Administrative Agency or Class of Position\n\nSubjects\n\nSupervisors\n\nSupervising\n\nTeaching\n\nPrincipals\n\nPrincipals\n\nTeachers\n\nTotal\n\nArithmetic\n\n25\n\nReading\n\n20\n\nSpelling\n\nGeography\n\n13\n25\n\nHistory\nEnglish\n\n24\n20\n\nTotal\n\n36\n\n14\n\n127\n\n65\n\nTABLE DC\nDistribution among Cities or the Number of Committees upon Which Representatives Appear from Each of the Various Administrative\nAgencies, or Class of Position, When More Than\nOne of Such Are upon the Committee\n\nPopulation of Cities\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000\n50,000 to 100,000\n100,000 to 300,000\nOver 300,000\n\nTotal\n\nDiagram 7.\n\nSupervisors\n\n8\n47\n\nSupervising\nPrincipals\n\n17\n\nTeaching\nPrincipals\n\nTeachers\n\n32\n83\n\n45\n130\n\n23\n33\n\nOthers\n\n102\n\n9\n\n342\n\n61\n\n5\n\n48\n\n167\n138\n\n21\n\n73\n53\n19\n24\n\n12\n\n29\n\n25\n\n36\n\n5\n\n38\n\n3\n6\n8\n\n161\n\n222\n\n188\n\n351\n\n31\n\n25\n\n35\n\n'\n\nTotal\n\n92\n112\n\n953\n\nIt will be noticed that while \"teachers\" is the most frequent\n\ngroup, yet the preponderance is not so markt as in the former type of committee.\n\n—\n\nNumber of persons upon committees. The number upon committees\ncomposed entirely of representatives from one class of position (Type i)\nwas distributed necessarily in the case of the supervisors and principals\nover a narrower range than in the case of teachers. However, the median\nnumber is 5, or very nearly 5, for all types of cities in all population groups.\n\n"}
{"page": 701, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n689\n\nh\nn\n\n^\n\nCM\n\nSI\n\n^\n\n00\n\na\n\nvO\n\nCM\n\n«)\n\nI\n\n^\n\nILI\n\nUJ\n\n5^\n\nSS\n\nbJ\n\n"}
{"page": 702, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n690\n\n(National\n\nWhen we come to consider the number of representatives from each\nclass of position on committees made up from more than one class (Type 2),\n\nwe find the median numbers as given in Table X.\nAttention should be called to the wide deviation from these medians in\nIt is necessary to give the entire distribution\n\nall three classes of positions.\n\nTABLE X\nMedian Number of Representatives from Each Class of Position on Committees\nIN Which More Than One Class of Position Is Represented\nSupervising or\n\nTeaching\n\nSupervisors\n\nPopulation of Cities\n\nTeachers\n\nTotal\n\nPrincipals\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000.\n50,000 to 100,000.\n100,000 to 300,000\nOver 300,000\n\n6\n\nI\n\n5\n\nI\n\n2\n\n4\n\n7\n\n.\n\n.\n\n.\n\nI\n\n2\n\n.\n\n.\n\n.\n\n2\n\n3\n\nII\nII\n\n2\n\n4\n\nI\n\n3\n\n8\n6\n8\n6\n\n1\n\n2\n\n6\n\n9\n\nTotal\n\n14\n10\n\n* Cases so few that median is not reliable.\n\nTABLE XI\nNumber of Cities Having Various Numbers of Assistant Superintendents and\nSupervisors on Committees Composed of Representatives\nFROM Several Classes of Positions\nPopulation of Cities (in Thousands)\n\nNumber of\nPersons\n\nI\n\n2\na\n\n.\n\n.\n\n5 to 10\n\n10 to 25\n\n25 to 50\n\nso to 100\n\n100 to 300\n\nOver 300\n\nTotal\n\n2\n\n29\n3\n6\n\n25\n\n13\n13\n\n9\n4\n\n19\n6\n\n97\n26\n\n6\n\n.\n\n18\n\n5\n\nI\n\nC\n\n8\n\n6\n\nI\n\n9\n2\n\n2\n\n2\n\n7\n12\n\n2\n\n5\n\nTotal\n\n.\n\n.\n\n8\n\n47\n\n25\n\n35\n\nin order adequately to present the situation.\n\n21\n\n5\n\n161\n\n25\n\nIt is evident that superin-\n\ntendents who believe generally in having a representative from all positions\nare not at all agreed as to the number of representatives from each.\nThese distributions are given in Tables XI, XII, and XIII.\nMembers of committee from outside personnel of school system. Certain\ncities added to their committees persons who possest knowledge or experience that would be of benefit in working out a course of study. Heads of\ndepartments or teachers in city normal schools were called in by New\n\n—\n\n"}
{"page": 703, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nOrleans, Boston, and Detroit.\n\n691\n\nThe director of the Agassiz Museum served\n\nupon the geography committee of Cambridge, Massachusetts, and a member of the School of Education of the University of Indiana assisted the\n\ncommittee on history in Kokomo, Indiana.\n\nTopeka, Kansas, went outside\n\nUpon the committee on arithmetic\n\nthe ranks of education for advice.\n\nwere an accountant, a bank clerk, and an insurance agent; on reading, two\n\nTABLE XII\nNumber of\n\nHaving Various Numbers of Supervising Principals and\nTeaching Principals on Committees Composed of Representatives FROM Several Classes of Positions\nCities\n\nPOPDLATION OF CiTIES (IN THOUSANDS)\n\nNumber of\nPersons\nS to\n\n25 to so\n\n50 to 100\n\n100 to 300\n\nOver 300\n\nTotal\n\n27\n13\n6\n\n2\n\n5\n\n22\n16\n\n8\n6\n12\n\n3\n6\n\n10\n8\n\n124\n59\n48\n\n7\n\n5\n\n5\n2\n\n10 to 25\n\n60\n\n2\nz\n\ns\n\n4\ne\n\n8\n6\n\n6\n\n2\n\nI\n.\n\n10\n\n22\n\n...\n\n7\n\nII\nI\n\n2\n\n3\n\n8\n\n2\n\nI\n\n5\n\nI\n\n6\n\n29\n9\n9\n\nI\n\nI\n\n7\n\n8\n\n30\n\n7\n3\n5\n\n3\n3\n\n2\n\n2\n\n2\n\n5\n\n5\n\n16\n\n.\n\nTotal...\n\n4\n\n4\n\n.\n\n43\n\n130\n\n56\n\n46\n\n28\n\n31\n\n334\n\nauthors; on spelling, a printer; on geography, a United States consul; and\n\nupon language, an editor.\n*\n\nFactors influencing in choice of committee members.\n\ntain\n\nwhat considerations\n\nselection\n\nof\n\nteachers\n\ninfluenst superintendents\n\nfor\n\nthese\n\ncommittees,\n\nthe\n\n—In order to ascer-\n\nand others\n\nin their\n\nfollowing\n\nquestion\n\nwas askt:\nIn the selection of teachers for these committees, what plan of representation was\n(Answer for each committee in the left-hand margin below by placing the\n\nfollowed ?\n\nletter for that committee opposite the plan observed.)\n\na)\n\nAn approximately equal number of teachers chosen from each grade covered by\n\nthe course under consideration.\nh)\n\nAn approximately equal number of teachers chosen from each building or district.\n\nc)\n\nAll departmental teachers in branch covered.\n\nd)\n\nAn approximately equal representation of departmental teachers from various\n\nbuildings or districts.\ne)\n\nAll elementary teachers in corps.\n\n/) Teachers chosen primarily because of their qualifications for the\nregard to equality of distribution among buildings and grades.\ng)\n\nAny other plans.\n\nDescribe them.\n\nwork without\n\n"}
{"page": 704, "printed_page": null, "text": "692\n\n^\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nTABLE XIII\nNumber of Cities Having Various Numbers of Teachers on Committees Composed\nOF Representatives from Several Classes of Positions\nPopulation of Cities (in Thousands)\n\nNumber of\nPersons\nS to 10\n\n10 to 2$\n\n25 to so\n\nso to 100\n\nOver\n\n100 to 300\n\nTotal\n\nI\n\n3\n\n2\n\n38\n40\n36\n\n3\n\n4\n\n55\n31\n16\n19\n\nS\n\n6\n7\n\n8\n9\n10\n\n7\n\n24\n\nII\n12\n\n2\n\n6\n\n13\n14\nIS\n16\n17\n18\n19\n\n5\nS\n\n10\n\n4\n1\n\n6\nI\n\n20\n\n4\n\n21\n22\n\n3\n\n6\n\n23\n\nI\n\n24\n\n4\n\n30'\n\n5\n\n31\n32\n\nI\n\n36\n\nI\n\n42\nSO\n\nI\n\n5\n\n6\n\n90\n200\n300\n\nI\n\n2\n\nTotal\n\n45\n\n61\n\n[30\n\n^\n\n48\n\n38\n\n29\n\n351\n\nTABLE XIV\n\nNumber of Times Each Factor Was Considered Alone, According\nto Size of Cities\n(Letters refer to points in paragraph from questionnaire quoted above.)\n\n•\n\nTotal\n\nPopulation of Cities\n\n5,000 to\n\n10,000\n\nh\n\nc\n\n5\n\n5\n5\n\n5\n\n3\n\n9\n\n17\n\n7\n\n61\n\n3\nKo 000 to ioo,oob\n100 000 to ^00.000\nOvpr 700 000\n\nTotal\n\nd\n\na\n\n5\n\n5\n5\n5\n\nI\n\ne\n\nI\n\n2\n\n\\l\n13\nIS\n\n13\n\n129\n\n4\n27\n\n10\n\n23\n\n5\n\n/\n\ng\n\n"}
{"page": 705, "printed_page": null, "text": "Council]\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\n693\n\nThe replies were first tabulated by committees in the various school\nsubjects, arithmetic, reading, etc., but, as no significant differences were\n\nfound among the subjects, only the total number of committees in the\n\nappointment of which each of the foregoing considerations was a factor\nwill be given.\nIn many cases but a single factor was taken into account.\n\nThe number of committees in the appointment of which each factor was\nconsidered alone are given in Table XIV and shown graphically in Diagram 8.\nTable XV and Diagram 8 give similar data when more than one factor\nentered into the choice. They give the number of times each factor was\ntaken inN:o account.\n\nThe most important factor, as shown by these tables, in the selection of\nteachers for committees is their qualifications for the work, while the second\nin importance is the desire to have an equal number from each grade.\n\nThe\n\nTABLE XV\nNumber of Committees in the Appointment of Which Each Factor Was\nConsidered in Combination with One or More Other Factors\nTotal\nPopulation of Cities\na\n\n5,000 to 10,000\n10,000 to 25,000\n25,000 to 50,000\n50,000 to 100,000\n100,000 to 300,000\n\nb\n\nd\n\nc\n\n21\n\n13\n\n24\n28\n\n10\n\n4\n\n9\n\n13\n13\n12\n\n/\n\ne\n\nII\nI\n\n5\n5\n\n3\n\n13\n22\n22\n10\n\nOver 300,000\n\n7\n\n2\n\n2\n\n3\n\n2\n\n4\n\nTotal\n\n89\n\n29\n\n43\n\n4\n\n23\n\n71\n\nformer was observed in 62 per cent of the cases when but a single consideration was taken into account, was named in 27 per cent of the cases when\n\nused in combination, and was found in 43 per cent of the cases when both\nfrequencies are added together.\n\nThe corresponding figures for the second\n\nconsideration are 21 per cent, 34 per cent, and 25 per cent.\n\nIn other words,\n\nthe factors should in the judgment of these superintendents be roughly\n\nweighed as follows: approximately equal representation from all buildings\nor districts, i\n\n;\n\napproximately equal representation from all grades covered\n\nby the revision, 3;\n\nqualifications of teachers for the work to be done, 5.\n\nQualities in principals and teachers most valuable for committee work.\nIf the qualifications of individual teachers is,\n\n—\n\naccording to the judgment of\n\nsuperintendents, an item of so much prominence, the replies of these same\n\nsuperintendents as to the qualities in teachers which they consider of greatest\n\nworth for this particular work are entitled to very careful consideration.\n\nThe question askt was as follows: \"Check those five qualities in the list\nbelow which you consider the most valuable in principals and teachers\n\n"}
{"page": 706, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n694\n\n[National\n\n9\\\n\n§\n\nSi\nCO\n\n0>\no\n(A\nC3\n\ntn\n\n(A\n\ns\n\nI\n\\2^\n\nQ\nW\na2\n\nO\nvO\nV3\n\n^n\nh-\n\nZ K)\n3\nID\n\nC^\n\nvO\n\ncn\n\n8\n\nO\n\nCO\n\nSO\n\n*o\n\nVSI\n\n2S\n\n2\nV9\n\no\n\n"}
{"page": 707, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nAdd other qualities if you do\n\nfor successful committee work of this kind.\n\nnot find them in your first five.\"\n\n69s\n\nThe qualities are named in Table XVI\n\ntogether with the number of cities in each population group which included\n\neach quality among the five most valuable quaUties.\n\nTABLE XVI\nNumber of Times Each of the Various Qualities Were Included in the Five\nQualities Considered Most Valuable in Principals and Teachers for\nSuccessful Work in the Making of Courses of Study\nPopulation of Citie^ (in Thousands)\nQualities*\nS to 10\n\n10 to\n\n25 to\n\n25\n\n50\n\nso to\nlOO\n\nTOO to\n\nOver\n\n300\n\n300\n\nTotal\n\nPersonal equipment:\n1. Intellectual capacity\n2.\n\nInitiative and self-reliance\n\n3.\n\nIndustry\n\n48\n40\n24\n18\n\nEnthusiasm and optimism\n5. Integrity and sincerity\n6. Tact\n\n4.\n\n7.\n\n12\n\n3\n24\n\nSense of justice\n\nProfessional equipment:\n\nAcademic preparation\n\n12\n\n9. Professional preparation\n10. Understanding of pupils\n\n68\n\n8.\n\n27\n\n11.\n\nAppreciation of needs of students to\n\n12.\n\nmeet demands of social life\nGrasp of subject-matter\n\n13-\n\n48\n26\n\nSense of relative values of subject\nmatter\nCooperation and loyalty\n\n—\n\n,\n\nProfessional interest and growth sci\nentific attitude toward educational\n\nproblems\n\n42\n\nUse of English\n\n5\n\nSkill in technique of instruction\n\n8\n\nInsight into work of schools as a whole\nInterest in problem\nLeadership in teaching corps\n\n34\n10\n8\n\n* These qualities were those named by superintendents in the preliminary study without suggestion\nof any sort.\n\nExperts assigned responsibility connected with making of courses\nstudy.\n\n—\n\nof\n\nIt will be recalled that a few cities have permanent committees on\n\nIt has also been revealed by this study that many cities\nhave officers or teachers specially delegated to carry on scientific studies,\npart of which are devoted to the operation of the course of study, and to\n\nthe course of study.\n\nkeep informed of the results of similar studies elsewhere.\n\nMost of them are\n\nassistant superintendents, supervisors, or principals who give but part of\ntheir time— most of them from one-fourth to one-half.\n\nIn the largest cities,\n\nhowever, we find full-time experts called directors of educational research\nor some similar name.\nTable XVII gives the number of cities in each population group.\n\n"}
{"page": 708, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n696\n\n[National\n\ns\n\n%\n\n3\n\no3\n\n.\n\nO\n\nO y\n\n»-\n\n:\n\n3\n\n^\n•43\n\n1\n\n-c\n\n•\n•\n\n^ c-a\n\n•\n\na3\n\n'\"\nf—\n\nI\n\n»-i\n\nc\n\n^\n\n«-S C5 .2\no\n\nfl\n\n1 >q h5 >5 W h5 H\n\nc/3\n\nH N\n\n-o ti +j\n\nCO\n\no\n\n-2 .2\n\ny\n\n.-t!\n\na s\n\n.\n\n&5 ^ X.\n\n•«f\n\n10\n\nO ti\n\n<: Ah\n\n000\nPM\n\n^a\n\n§2 2\ny fl\n\n^\n\n:\n\n;\n\no\n\no « e «\n\n4)\n\n3\na*\n\n\"«^\n\n<u\n<->\n\ntn\n\ntn\n\n>-i\n\nCI,\n\n•SO in o\n\noils\n\n<u\n\n.^\n\na\n\n1^\n\ns\n\n"}
{"page": 709, "printed_page": null, "text": "Council]\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nProcedure followed by committees.\n\n697\n\n—From what has been said regarding\n\nthe various features comprised in the form of the agencies created to carry-\n\nout revisions in the courses of study\n\nit is\n\nevident that there must have\n\nbeen the greatest differences in the procedures actually followed.\n\nWe have seen that 153 superintendents out of 329 kept the work closely\nin their own hands; that a few committees were small and composed entirely\n\nof assistant superintendents and supervisors or of principals, in other words,\n\nsome included a few teachers on the main\ncommittee or on subordinate committees; others called upon the entire\nbody of teachers to assist by placing them all on committees or by securing\nof the superintendent's cabinet;\n\ntheir suggestions thru grade meetings held by committee members.\n\nTABLE XVII\nNumber of Cities Having Experts to Study\nOperation of Curriculum\nPopulation of Cities\n\n5,000 to\n\n50,000 to 100,000\n100,000 to 300,000\nOver 300,000\n\nTotal\n\nAll Time\n\nPart Time\n\nI\n\n10\n\n10,000\n\n2\nI\n\nn\n\n2\n\n8\n\n2\n\n8\n\n4\n4\n\n14\n\n39\n\nMost of these committee members owed their appointment to the\nsuperintendent or a member of his cabinet, altho in a number of cities the\n\nappointment came from a source once removed from the head of the system\nand in a few from the teachers themselves. Not only the methods of\ncarrying out the project in hand but also the extent and the freedom of the\nteacher's participation and the amount of cooperation among all members\nof the system were greatly influenst by these formal differences.\n\nWe need\n\nnow to get a glimpse of the working of some of these different plans, and\nparticularly of those that provided for the participation of teachers in the\nlargest degree.\n\nThe typical procedure of a superintendent in a smaller city, who revises\nthe courses of study himself, probably includes the observation of classroom\n\nprocedure and the making of mental or written notes thereon, the making\nof incidental inquiries from teachers as to the practical workings of various\n\nportions of the course, the observing of the results of examinations given\n\nby himself, the analyzing of courses for study in other cities and of other\nliterature in this field, and in some instances general discussions in grade\nmeetings.\n\nThere are possibly other features involved, but its distinctive\n\ncharacteristic is the non-participation or at most the incidental participa-\n\ntion of the teachers who are later to carry it out.\n\n"}
{"page": 710, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n698\n\n'\n\n(National\n\nThe procedure in one of our largest cities using the same type of organization is given as follows in a letter from one of the departmental heads:\n\nThe Eoard of Superintendents has a standing committee which considers all matters\nAny changes in the course of study are submitted by this\ncommittee to the Board of Superintendents, which in turn makes its recommendations\nto the Board of Education. A new course of study is generally adopted as a tentative*\n\nrelating to courses of study.\n\ncourse, put into operation in the schools for one year, at the end of which time suggestions\nand criticisms are submitted by teachers, principals, supervisors, and district superintendents.\nThe course is then modified to meet these suggestions and is then finally adopted.\n\nIn another of our largest cities the control of the superintendent over the\ncourses of study seems to be even more complete, altho the form of organization for revision extends out farther from his office.\n\nHis statement reads:\n\nThere was a committee for each of the major subjects of the curriculum.\n\nEach of\n\nThey workt about\nfour months. Each committee covered all grades in its subjects. The committees were\nmade up mainly of principals. A few teachers were added. As the committee met during\nschool hours it was difficult to put a large number of best teachers on the committee.\nRevision was made by the Board of District Superintendents as a whole, sitting as a body.\nTeachers, as such, contributed a very small part. The large contributions of content\nand suggestion were made by the principals. The final revision was made by the superintending staff under the direction of the superintendent. In this way it may be said\nthe committees workt under a district superintendent as chairman.\n\nthat the superintendent was responsible for the whole course of study.\n\nIt is also stated that the modification made by the Board in the courses\n\nsubmitted to it were large, that teachers had no opportunity to revise any\nof the courses, and that they were not supposed to depart from them at all\nin their teaching.\n\nAnother example of centralized control is furnisht in a middle-sized\ncity, the superintendent of which writes as follows:\n\nan outline and presented it to a committee of five of our supervising\nChanges were made When suggestions were approved by the committee. This course was then put into use in the schools in typewritten form and was\nused for at least a year. Before it was given to the printer it was revised or approved in.\nits present form according to the principals after they had conferred with their teachers.\nThis plan was followed in most of the subjects. A few of the subjects, however, were\noutlined in my office and presented to a committee of five supervising principals for\napproval and revision and then presented to all the supervising principals for approval.\nI prepared\n\nprincipals to review.\n\nA good example of procedure in a middle-sized city, in which the superintendent, while preserving the usual course of administrative action thru\nhis cabinet of principals, also placed\n\nupon his teachers, selected by their\n\nprincipals, real responsibility in the making of the courses of study and at the\n\nsame time working with them, is furnisht in the following letter from SuperBroome, of East Orange, N.J.\n\nintendent E.\n\nC\n\nThe nine elementary principals were divided into committees.\n\nThese committees\n\nworkt directly with the superintendent. Each committee associated with itself committees of teachers, divided into a primary group and a grammar group, recommended by the\nprincipals of the several schools. There was one delegate from each school, two teachers.\n\n"}
{"page": 711, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n699\n\none primary and one grammar. They met with the committee of the particular subjects\nAs soon as any portion of a syllabus was ready it was discust by the comin question.\nmittee of principals and then presented at a meeting of all of the principals for discussion\nand adoption. It took somewhat over a year for this process. When the entire work was\nfinisht, it was approved by the principals and adopted by the Board of Education.\n\nThe procedure followed in committees in which the regular administration organs were not used may be gathered from letters and circulars from\n\ntypical cities.\n\nThe first, from the city of St. Louis, shows a general com-\n\nmittee and subordinate committees from each subject, all appointed by the\n\nThe part performed by the general committee should\nA similar practice has been followed in a number\nIn placing upon this committee the responsibility of\nof the other cities.\nsuperintendent.\n\nreceive special attention.\n\ndetermining the general principles which should be observed in the working\n\nout of the course of study in all subjects, the superintendent transferred\nto it the\n\nimmediate exercise of a function which has been in most cities\n\nperformed by the superintendent himself.\n\npower\n\nof\n\nrevision\n\nafter\n\nHe did, however, exercise the\n\nthe courses were\n\ncompleted.\n\nSuperintendent\n\nWithers says:\n\nA general committee consisting of the superintendent of instruction, the assistant\nsuperintendents, the principal of Harris Teachers College, the principal of one of the\n\nhigh schools, and a number of principals of elementary schools was formed, appointed by\n\nSuperintendent Blewett, to consider the general question of the principles which should\n\ndetermine the selection, arrangement, and general organization of the content of the\ncourse of study, the public school's place in the total work of education, and the relation\ni\n\n[which\n\nit\n\nwould sustain to other educative agencies found\n\nin this\n\ncommunity.\n\nThe\n\n['superintendent made me chairman of this committee, on the \"purpose and scope of the\n.\n\ncourse of study,\" and the outcome of its year's study was reported by me at the Richmond\n\n-meetings of the Department of Superintendence.\n\nYou will find it in the Proceedings for\n\nthat meeting.\n\nThe general committee, of course, discust the meaning and scope of education, the\n[aims to be employed, the agencies involved, and other questions of this sort.\n\nSpecial\n\ncommittees, subcommittees of the content of the course of study, were also formed,\n[appointed by the superintendent, at the head of which in each case was placed a principal\n[of an elementary school in the case of the course of study for the elementary schools, and\n\nprincipal of a high school in the case of the questions which were to be discust in formuLting the high-school course of study.\n\nThese committees were made up of principals of\nand teachers of the grades and high schools.\n\n:hools, supervisors of special subjects,\n\n[Altogether there were about 250 teachers, principals, and other persons in these various\n\n:ommittees.\n\nIn the light of the general principles laid down by the general committee each subiordinate committee considered the subject for which it was responsible, determined the\n\n^grounds on which its inclusion in the course of study should be justified, decided what\n[content of instruction should be included, how it should be organized and graded, and the\n\n[amount of time which the subject should have in the course of study. When these subordinate committees were ready they made reports to the general committee and their\nfindings were discust and criticized by the general committee, and in some instances\nreferred back to them for further study and organization.\n\nAs soon as the course of study\n\nin each subject was agreed upon it was printed in the form of a messenger and sent to all\nof the schools to\n\nbe tested out for six months or a year, with the understanding that\n\n"}
{"page": 712, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n700\n\n[National\n\ncriticisms which should be made on the new course of study should be referred to the\nsuperintendent's office so that these might be considered, the course revised again, and\nput into final shape before being recommended to the Board of Education for adoption for\n\nthe city.\n\nDecatur, 111., furnishes an example of a similar procedure, but with committees on each school subject appointed by the general committee and\n\nwith the further difference that practically all teachers served upon some\ncommittee.\n\nThe superintendent workt with the general committee but\nSuperintendent Engleman\n\nreserved his power of independent action.\ndescribes their procedure as follows:\n\nAbout three years ago we revised our whole course of study. We spent approximately one year upon it, during a portion of which time, indeed for two or three weeks,\nthe schools were closed because of a scarlet-fever epidemic, and the teachers met day after\n\nday during this period and workt as faithfully as if they were teaching school. The whole\ntask was a cooperative one. I askt the high-school principal to appoint committees\nfrom his faculty to revise and in some instances to formulate for the first time the highschool course of study. I appointed an elementary supervisor, two or three principals,\nand two or three strong teachers and charged them with the responsibility of revising the\nelementary course of study. These committees in both high school and elementary schools\nappointed subcommittees for different subjects in different years until finally every teacher\nin the whole school system, two hundred in number, was at work upon the task of formu-\n\nAs these committees completed their work they\nWith the two original\ncommittees appointed I went over the work of the whole course of study making such\nmodifications as seemed desirable before recommending its adoption by the Board of\nEducation. Acting upon my recommendation the Board was unanimous in adopting the\nlating and revising the course of study.\n\nsubmitted it for review to the committee that had appointed them.\n\ncourse, without even attempting to make changes.\nIt should be stated of both the original committees and of\n\nmy own contribution that\n\nin some instances their work and mine caused slight modification only, in some phases of\n\nthe work medium and even large modifications were made, and in many phases of it none\n\nwere made.\n\nOn the whole, I should say that the major portion of the work was done by\n\nthe teachers, and that only medium modifications were made by the two original com-\n\nmittees or by the superintendent.\n\nAn example of the appointment of committees for particular subjects\nwithout a coordinating and consulting agency in a general committee\ntheir members appointed in part by teachers and exercising large responsibility in the framing of the course of study\ncities of twenty-five\n\n— furnisht by three\nis\n\ndifferent\n\nthousand to one hundred thousand population in the\n\nMiddle West.\nIn Topeka, Kans., the teachers of each grade nominated three of their\nnumber as members of committees from that grade for each subject. These\nwere appointed by the superintendent. The chairman of each subcommittee\n\nwas a member of the general committee for that subject. The superintendent workt whenever there was need for his help, but his particular\nfunction was to help teachers ''in getting outlook, point of view, and fundamental attack made.\" Laymen were called in to assist. The general committee revised the work of the subcommittees, and the superintendent\nedited all courses for printing. The superintendent was assisted by a\n\n"}
{"page": 713, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n701\n\ngeneral supply teacher serving in a supervisory capacity in keeping in\n\ntouch with the work of the various committees and subcommittees.\n\nPrac-\n\nupon some committee.\nThe Kansas City, Kans., plan differed from the Topeka plan in that the\n\ntically all of the teachers served\n\nsuperintendent appointed the chairmen of the \"general committees\" for the\nvarious subjects and conferred upon them in turn the power to appoint\n\none teacher from each grade to serve upon his \"general committee\" and\nalso three subcommittee members from each grade upon nomination of its\n\nmembers upon the \" general committee.\" The superintendent also divested\nhimself of responsibility for the work of the various committees until after\nthe reports of the subcommittees had been completed. These he revised\nand returned to the chairman of the general committee. The report of the\ngeneral committee when completed was to be sent to the superintendent,\ntogether with its recommendations. Whether he expected to revise these\nMembers of subcomreports is not stated (their work is not yet finisht).\nmittees were expected to consult freely with other teachers and avail\n\nthemselves of their suggestions.\n\nThe following \"suggestions\" set forth\n\nthe major part of the plan.\nCommittees are advised as far as practical to follow the following suggestions:\n1. A committee to be known as a General Committee on\nshall be selected\nfrom special groups of teachers by a district supervisor or supervisors in charge.\n2. There shall be one teacher to represent each grade; also one high-school teacher.\n3. There shall be a subcommittee of three teachers from each grade to be nominated\nby the grade members of the general committee and approved by the district supervisor,\nor supervisor in charge of the subject at hand.\n4.\n\nThe general committee with the district supervisor, or supervisor in charge, as\n\nchairman, shall work out plans for reorganization and suggest definite methods of procedure.\n5.\n\nAll reports of committees shall be reported to the superintendent for revision and\n\nsuggestions.\n6.\n\nThe superintendent shall return all reports of subcommittees, with such modi-\n\nfications and suggestions as may appear to him advisable, to the chairman of the general\n\ncommittee.\n7.\n\nThat the work of subcommittees may be wholly from the teacher's viewpoint, it\n\nis wise that all subcommittee work be done independently.\n\n8.\n\nDistrict supervisors, or supervisors in charge, shall see that places of meeting\n\nand properly announst for subcommittees and that all needed literature\nand helpful material are available.\n9. The general committee shall work to the end that a complete and final report shall\nbe prepared by the close of the school year, and that partial reports may be ready for use\nfrom time to time as they are prepared.\n10. The district supervisors, or supervisors in charge, shall carefully review all committee reports and submit the same, with their recommendations, to the superintendent.\nare provided\n\nIn East Waterloo, Iowa, we have an example of extreme decentralization.\n\nWhile the committees were appointed by the superintendent, each\n\nteacher previously exprest her choice as to the committee she preferred.\n\nEvery teacher was upon some committee.\n\nNo principal was assigned to\n\n"}
{"page": 714, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n702\n\nany committee except in an advisory capacity.\n\n[National\n\nCommittees were consti-\n\ntuted for portions of subjects, as in arithmetic, Grades I to III.\n\nThe\n\ndetails of working out the course was left almost entirely to the chairman\n\nof each committee.\n\nAll teachers had an opportunity to participate in the\n\nrevision, first in a general teachers' meeting to which each committee report\n\nwas made, and later by actual trial in the classroom.\n\nThe superintendent\n\n\"may make a few final changes in the course when it comes to its final form,\nbut the whole course will be essentially a course of study by the teachers\n\nwho are doing the work in the classroom,\" but he has not actively participated with any of these committees in their work.\n\nSuperintendent Kline\n\nsays:\n\nAt the beginning of school last year we decided to revise our Course of Study and at\nour general teachers' meeting I announst that an opportunity would be given for teachers\nto work on any subject they might choose.\n\nWhen they did make known to me their\n\nchoice of subjects I grouped practically the whole corps of teachers into different com-\n\nmittees with a chairman designated for each committee.\n\nInclosed you will find copies\n\nof the announcement of these various committees with the names of the various members.\n\nThe details of working out the Course of Study in each subject was left almost entirely\nto the chairman and her committees.\nof a subject.\n\nCommittees were appointed to cover certain grades\n\nReports were considered in a general teachers' meeting.\n\nWhen the work was all finisht the report was filed with me, and during the summer\nvacation I had copies of all reports of the committees copied, and these were distributed to\nthe various teachers at the beginning of school this year.\n\nIt is our plan to work these\n\nCourses of Study over during this school year and get the suggestions of the various teachers as to how these courses work out in actual practice.\n\nWith these suggestions at hand,\n\nthe Course of Study in each subject will be entirely re-written during our next summer\nI have not decided fully how this will be done, but I think we shall have these\nsame committees go over the suggestions that the teachers make after using the Course\nThe superinof Study in the classroom and revise them with these suggestions in mind.\ntendent may make a few final changes in this course when it comes to its final form, but\nthe whole course will be essentially a Course of Study by the teachers who are doing the\nwork in the classroom. We expect to put this out by subjects and in loose-leaf form so\nthat we may make revisions at any time we desire.\nI regard this work as the most beneficial that has ever been done by teachers\nunder my charge. I feel quite sure that they all enjoyed the work and that they received\n\nvacation.\n\na great deal of benefit from the study they made of the problem of writing a Course of\nStudy. I feel that it has accomplisht much more than would have been accomplisht\nif I\n\nhad tried to formulate a Course of Study and handed it out to the teachers in finisht\n\nform.\n\nThis last group of three cities furnishes most interesting contrasts in the\npart their superintendents played in the work in which teachers were taking\n\na prominent part and exercising a real responsibility. In Topeka the\nsuperintendent kept in close touch, guiding and helping where help was\nneeded, but without dictating; in Kansas City, Kans., a carefully organized\nplan gave him a definite and authoritative part to play, but not in cooperation with the teachers; while in East Waterloo the superintendent expected\nto exercise but little authority and left each committee free to work out\nits\n\nown problem.\n\n"}
{"page": 715, "printed_page": null, "text": ".. .\n\n(BOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nRevision of committee reports.\n\n703\n\n—We turn now to that portion of the ques-\n\ntionnaire which dealt with the disposition of courses of study as formulated\n\nby committees. Did superintendents, teachers, or school board review and\nThe replies have been taburevise them and to what extent in each case ?\nlated and are given in Tables XVIII, XIX, XX, XXI, and Diagram 10.\n\nTABLE XVIII\nNumber of Superintendents Who Did or Did Not Revise the Work of the Committees IN Which They Did Not Participate, and the Extent\nOF Such Revision\n\nDid Not\nRevise\n\nPopulation of Cities\n\n5,000 to 10,000.\n10,000 to 25,000.\n25,000 to 50,000.\n50,000 to 100,000.\n100,000 to 300,000.\nOver 300,000\n\nTotal\nPercentage\n\n.\n\n.\n\nDid\nRevise\n\nDid\nRevise\n\n2\n\n7\n\nI\n\n13\n\n80\n85\n93\n79\n78\n93\n\n18\n\n109\n\n86\n\n4\n\n16\n\n6\n\n34\n\n2\n\n28\n\n3\n\nII\n\nExtent of Revision\n\nPercentage Who\n\n.\n\nNone\n\nSlight\n\n8\n\n2\n\nI\n\n25\nII\n\n6\n6\n\n8\n\n2\n\nI\n\nMedium\n\nLarge\n\nVaries\n\n2\n\n3\n3\n\n2\n2\n\n5\n\n2\n\n3\n\n2\n\n2\n\n60\n\n20\n\n6\n\n8\n\n2\n\n63\n\n21\n\n6\n\n8\n\n2\n\nTABLE XIX\nNumber of Superintendents Who Did or Did Not Revise the Work of the Committee with Which They Workt, and the Extent of Such Revision\n\nDid Not\nRevise\n\nP0PUI.AT10N of Cities\n\n5,000 to 10,000.\n10,000 to 25,000.\n25,000 to 50,000..\n50,000 to 100,000.\n100,000 to 300,000.\nOver 300,000\n\nTotal\nPercentage.\n\nS\n\n20\n\n9\n\n36\n\n5\n\n19\n10\n8\n\n4\n3\n\n26\n.\n\n.\n\nDid\nRevise\n\nPercentage Who\nDid\nRevise\n\nNone\n\nSlight\n\nMedium\n\nLarge\n\nIS\n20\n12\n\n3\n8\n\nI\n\nI\n\n71\n\n9\n\nI\n\nI\n\n73\n\n6\n\nI\n\nI\n\n4\n\n2\n\n2\n\n66\n\n18\n\n3\n\n2\n\n2\n\n73\n\n20\n\n3\n\n2\n\n80\n80\n74\n\nS\n\n100\n\n98\n\n79\n\n.\n\nExtent of Revision\n\nI\n\nVaries\n\n2\n\n3\n\nThe conclusions to be drawn from these tables are:\n1. That supernitendents revised the courses produced by the committee\n\"with which they workt\" in almost as many cases as courses produced by\nthose committees \"in whose deliberation they did not participate\"\n\n— 79 per\n\ncent and 86 per cent respectively.\n2.\n\nCourses as formulated by committees were not greatly changed by\n\nthe superintendents.\n\n"}
{"page": 716, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n704\n\n[National\n\ns\nCO\n\n\\0\n\n1\n\no\n\n\\0\n\ni\n\nw\n\nw\niLi\n\n>\nlU\n\n^\n\nCO\niLl\n\nO\nz\n\ns\nS\n\n^\ng\n\n5\n\n"}
{"page": 717, "printed_page": null, "text": "...\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n3.\n\n705\n\nThe extent of the modifications of the courses produced by the com-\n\nmittee was not so great when the superintendent had workt with them\nas when he had not.\n\nIn the first case the percentage of no and slight modi-\n\nfications combined was 65 per cent; in the second, 75 per cent.\n\nTABLE XX\nNumber of Cities in Which the Teaching Corps Did or Did Not Revise the Work\nOF THE Committees, and the Extent of Such Revision\n\nDid Not\nRevise\n\nPopulation of Cities\n\n10\n\n5,000 to 10,000.\n10,000 to 25,000.\n25,000 to 50,000.\n50,000 to 100,000.\n100,000 to 300,000.\nOver 300,000\n\n2\n\nII\n6\n\n3\n6\n\nTotal\n\n40\n\nPercentage.\n\n.\n\nPercentDid\nage Who\nDid\nRevise\nRevise\n\nExtent of Revision\n\nNone\n\nSlight\n\n3\n\n6\n17\n\nI\n\n6\n\nI\n\n3\n\n3\n2\n\n13\n23\n15\n6\n8\n\n57\n92\n58\n50\n73\n\n5\n\n4\n\n33\n\n3\n\n69\n\n63\n\n.\n\nI\n\nMedium\n\nLarge\n\nVaries\n\nI\n\nI\n\n4\n\n40\n\n7\n\n2\n\n8\n\n75\n\n13\n\n4\n\nTABLE XXI\nNumber of Cities in Which the Courses Were Not Submitted to the Board of\nEducation for Approv4l or Adoption, and the Extent of\nRevision Made by It\n\nDid Not\nSubmit\n\nPopulation of Cities\n\n10\n31\n13\n\n5,000 to 10,000.\n10,000 to 25,000.\n25,000 to 50,000.\n50,000 to 100,000.\n100,000 to 300,000.\nOver 300,000\n\nTotal\n\n.\n\n.\n\nPercentage.\n\n4.\n\n.\n\n.\n\n9\n\n4\n\n19\n23\n13\n8\n10\n\n63\n\n82\n\n2\n\n3\n\n.\n\nPercentDid\nage Who\nSubmit\nDid\nSubmit\n\n47\n36\n64\n87\n\nExtent of Revision\nNone\n7\n\nSlight\n\nMedium\n\nLarge\n\nI\n\n14\n19\n12\n\nI\n\n71\n\n6\n6\n\n2\n\n6i\n\n64\n\n3\n\nI\n\n94\n\n4\n\n2\n\n73\n\n.\n\nVaries\n\nThe proportions in these respects vary but Httle among population\n\ngroups.\n5.\n\nRevision by teachers of the courses as workt out by committees\n\noccurs in less than two-thirds of the cities.\n6.\n\nThe proportion in this respect varied widely. In cities of more than\nby teachers was least fre-\n\nthree hundred thousand population, revision\n\nquent\nfive\n\n—in but one-third of the\n\ncities\n\n—while in\n\nthousand the percentage was 92.\n\ncities of from ten to twenty-\n\n"}
{"page": 718, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7o6\n\n7.\n\nIn\n\nsix cities\n\n[National\n\nout of ten the courses, as finally approved by the\n\nsuperintendent, were submitted to the board of education \"for approval or\n\nadoption.\"\n8.\n\nIn but one out of twenty cases in which the course were submitted to\n\nthe board was any modification whatever made and in but one out of eighty\n\nwas the revision more than \"slight.\"\nSumming up this section, these facts seem to indicate that of those\nsuperintendents who believe in using teachers in the making of courses\nof study two-thirds desire to have all their teachers participate in that\nprocess in some way, four-fifths consider it necessary to revise the\ncourses when formulated by teachers under their guidance and with their\nassistance, and one-seventh are willing to put into operation the courses\nformulated by teachers without their participation in the work or revision\nof it.\n\nProportion of courses prepared by superintendents.\n\n—Another\n\neffect of\n\nthe participation of committees in the preparation of courses of study\n\nwhich should be notist in this connection is the smaller proportion of the\ncourses of study f umisht by the superintendent in cities in which committees\nworkt out these courses.\n\nSuperintendents were askt to express in percent-\n\nages as nearly as they could the amount of material contributed to each\n\nbranch in the various grades.\n\nThe percentages given for supermtendents,\n\nsupervisors, and teachers have been tabulated into grand divisions, (i) those\ncities having committees, (2) those cities not^ having committees, and within\n\neach of these divisions by subjects and grades. The number of cities\nreplying in each of the lowest three population groups for arithmetic, first\n\nand second grades, was as follows:\n5,000 to lOjOoo\n10,000 to 25,000\n25,000 to 50,000\n\nTotal\n\n17 and 19\n35 and 30\n10 and 4\n\n68\n\n53\n\nWhen comparison is made of the median percentages given in each subject in each grade for the amounts contributed by superintendents, those\n\nin the cities in which the superintendent prepared the course of study were\n\nThe range of differences was from.\nThe crude mode of these differences was 25 and the median 25.\n\nfound in nearly all instances to be larger.\n\n— 10 to 50.\n\nIn other words, under the committee system the central tendency is for\nsuperintendents to contribute one-fourth less and supervisors and teachers\none-fourth more than when committees are not appointed.\n\nFrom what\n\nhas been said in the previous section this should be reckoned as a gain.\n\nThese medians are given in Table XXII.\nInitiative given principals and teachers.\nto interpret\n\n—While there has not been time\n\nand tabulate the data, I am reasonably confident from the\n\n"}
{"page": 719, "printed_page": null, "text": ". . ...\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n707\n\nreading of the replies to question 12 that another important effect of\nteachers' participation in the making of courses of study is to secure for\n\nthem larger initiative and freedom in modifying the courses of study to meet\n\nTABLE XXII\nComparison of Median Amounts of Courses of Study Contributed by\nSuperintendent\n\nPoptJLATiON OF Cities (in Thousands)\n\n5\n\nto 10\n\n10 to 25\n\n25 to so\n\ns to 10\n\n10 to 25\n\n25 to 50\n\nSubjects\nA.\n\nIn Cities Having Committees\n\nGrades III and IV\n\nGrades I and II\n\nArithmetic,\n\nReading.\n\n20\n25\n\n.\n\nGeography\nHistory.\n\n.\n\nSpelling\n\n.\n\n.\n\n25\n25\n\n.\n\n20\n\n25\n\n25\n25\n\n20\n20\n10\n20\n\n30\n30\n25\n\nGrades V and VI\n\nArithmetic\nReading.\n\nGrades VII and VIII\n\n40\n40\n40\n50\n40\n\n40\n40\n\n.\n\nGeography\n\n35\n\nHistory.\n\n.\n\nSpelling.\n\n.\n\n40\n40\n\n.\n\n,\n\nB.\n\nIn Cities Not Having Committees\n\nGrades III and IV\n\nGrades I and II\n\nArithmetic\n\nReading.\nGeography.\n.\n\nHistory.\nSpelUng.\n\nI\n\n.\n\n.\n\n.\n\n.\n\n50\n\n50\n\n40\n40\n50\n50\n\n40\n25\n\n40\n40\n\n30\n30\n10\n20\n10\n\nGrades V and VI\n\nArithmetic\n\nReading.\n\n.\n\n.\n\nGeography\nHistory.\n\n.\n\n.\n\nSpelling.\n\n.\n\n.\n\n60\n50\n60\n75\n75\n\n50\n40\n50\n40\n50\n\n30\n10\n10\n20\n10\n\nGrades VII and VIII\n\n70\n\n40\n\n75\n\n40\n50\n50\n50\n\n10\n\n40\n40\n\n50\n50\n50\n\n40\n40\n40\n40\n\n10\n\n75\n\n10\n\nthe peculiar situations that are constantly arising, in cases of both individuals and classes.\n\nIf we accept the principle of individual differences in\n\npupils, we must say that any administrative agency which will promote its\n\nrealization should be approved on that ground.\n\n"}
{"page": 720, "printed_page": null, "text": "7o8\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nbO\n\n3\n\nI\n\n&\n\nI\n\n12\n\nH o\n•^\n\nM\n\nO .a\n-^\n\n.S3\n\n2 °\na ^\no .ti\n\nfe-S\n\n"}
{"page": 721, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nIII.\n\n709\n\nRESULTS FROM EXPERIENCE WITH ADMINISTRATIVE COOPERATION\nAS EXPREST BY SUPERINTENDENTS OF SCHOOLS\n\nIn order to ascertain what superintendents thought of the value of\nteachers' cooperation in the making of courses of study, the following ques(i) What does your experience show was lost by having\nupon these committees? (2) What was gained? (3) Which\nform of committee do you now prefer ?\nThe replies to the first question mentioned above\nI. What was lost?\nare presented in tabular form in Table XXIII. This table offers convincing\nproof of the desirability of cooperation between teachers and school officers\nThe large percentage, 68, which\nin the preparation of courses of study.\nsay that nothing whatever was lost, when added to the 17 per cent which\nsay a little time but nothing more, furnishes an example of unusual unanimity of opinion upon a live educational question.\n\ntions were askt:\n\nteachers\n\n—\n\nTABLE XXIII\nTabular Digest of Statements of Superintendents Regarding What Was Lost\nBY Using Committees of Teachers in Revision of Courses of\nStudy by Cities Grouped According to Population\n1.\n\nNothing\n\n2.\n\nA little time\n\n3.\n\nMuch time\n\n4.\n5.\n\n6.\n\n14\n3\n\n17\n\n10\n\n7\n\n7\n\n6\nI\n\n3\n\nI\n\nThe broad view; opinion of specialist\nCompromises necessary with conservative\nteachers\nTeachers at times poorly prepared\nTotal\n\n17\n\n5\n\n2\n\nI\n\nI\n\nI\n\nI\n\n17\n\n35\n\nI\n\n19\n\n11\n\n8\n\n8\n\nThe most frequent objection was in such words as the following:\n\"Scope\nand correlation of subjects\" (Minneapolis). \"Tendency to narrow the\nwork\" (Lancaster, Ohio). \"Breadth of vision in aims\" (Richmond,\nInd.).\nBut this objection is not considered of much weight by some who\n''Broad conception of underlying principles\" (San Francisco).\n\nmake it, as is seen in the following replies: \"Possibly a little something in\nthe broad view and dovetailing of courses from grade to grade\" (Streator,\n111.).\n\n\"To some extent broad vision of the superintendent\" (Sheboygan,\n\nWis.).\n\nOne reply tabulated under this head raises the issue whether this\n\nobjection cannot be avoided.\n\n\"Experience of expert, altho thru proper\n\nsupervision this is negligible\" (Topeka, Kans.).\nIt\n\nmust be borne in mind too that all of these superintendents who\n\nsaid that something was lost also named gains from the use of committees,\n\nwhich it is fair to say in their opinion overbalanst the losses. Nevertheless\nit is well for superintendents in the use of this form of administrative\ncooperation to be on their guard against these possible, dansers in order to\n\n"}
{"page": 722, "printed_page": null, "text": ",\n\n.\n\n.\n\na\n\nNATIONAL EDUCATION ASSOCIATION\n\n710\n\n[National\n\navoid them, for, as the data show, they can be avoided in a large degree, if\n\nnot entirely.\n\n—\n\n2. What was gained?The replies have been gathered under fifteen\nheads and classified into four divisions in Table XXIV, as follows: (a) gains\n\nTABLE XXIV\nTabular Digest of Statements of Superintendents Regarding What Was\nGained or Lost by Using Committees of Teachers in Revision of\nCourses of Study by Cities Groupt According to Population\nPopulation of Cities (in Thousands)\n\nStatement of Gains\nS to lo\n\nTOO to\n300\n\nOver\n\nID to\n\n25 to\n\n25\n\nso\n\nSO to\n100\n\n57\n\n39\n\n25\n\nIS\n\n27\n\n18\n\n13\n\n13\n\n300\n\nNumber of cities using committees\nReplies to this question\n\nCourse of Study:\n1. Course of study more practical\nII. Teachers:\n\nI.\n\n2.\n\nIncreast teachers' interest in course\nof study\n\n3.\n\n26\n\nIncreast\n\nT\n\nteachers'\n\ninterest\n\n(indefi\n\nnite)\n4.\n\n5.\n\nTeachers gained better knowledge of\ncourse as a whole and of relative values\n\nPromoted\n\nprofessional\n\nteachers\n6.\n\ngrowth\n\nof\n,\n\nTeachers did better work\n\n,\n\nTotal\nIII. Superintendent:\nbecame better ac\n7. Superintendent\nquainted with abiUties and capacities\nof teacher\n8. Superintendent got in closer touch with\n\n19\n\n•\n\ndetails of schools\n9.\n\n—avoided\n\nPeace\n\nfriction\n\nTotal.\nIV. Administrative Cooperation:\n10. Developt spirit of cooperation\n11. Knowledge and experience of teachers\n^\n\nutilized\n12.\n\nTeachers felt more closely identified\nwith system\n\n13.\n\nMade school organization more democratic\n\n—\n\nopposition\nto\nprogress\nsafety valve\n15. Developt appreciation of difficulties\nin administration and supervision.\n14. Silenst\n\nTotal.\n\nGrand total\nPercentage of Gains:\nFor course of study\n\nFor teachers\nFor superintendents\nFor administrative cooperation\n\n\"3\n23\n51\n2\n\n24\n\n123\n\n"}
{"page": 723, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS-\n\nCouncil]\n\n711\n\n<L>\n\n•c\nO)\n\na,\n\n3\n\nis\no o\n\nI.\n•\n\n:\n\n-2\n\n^ s\nt^\nO\nC <U\n\n•\n\n\"\"5\n\n^S \"5\n'\n\nT3\n\n.J3\n\n>-)\n\nCA3\n\nen\n\n•si\ng I\n\n3 o\n\nrt\n(fl\noj\n«*;--*-'\n\n<u\n\nm 'en\n\n•\n•\n\n•\n\n*+-•\n\ne £i'c^ a; 13 S cj u\n3 otc g be\n\n-oH a^\n\no)\n\nE pj\n\ne^\n\nU\n\n:2^\n\nd en\nrt 3 > a,\non \"-3\nbe o\ntn O\n\nw oj <u\n\nI\n\nen\n\nJ1\n\nS-^\n'.2\n\n2\n\nO)\n\nti\n\n•z;\n\nc ^ f\n\n)\n\ntn\n\n<u\n\nrt\n\no^\n\nSJ\n\n.1\n\n.ti\n\nB a\n\nM O\ns s o a\ntn-o t« S O\nrC •-<\n\n(1)\n\ntn\nI\n\ncrp-2-3\n;c72^ffLH\n\nC\n\n« S <\"\n\n3\n\nrf\n\nci\n\na,\n\n'.\n\nbO\n\n"}
{"page": 724, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n712\n\n[National\n\nfor the course of study, (6) gains for the teachers, (c) gains for the super-\n\nintendents,\n\ngains for the system as a whole\n\n{d)\n\nthru administrative\n\ncooperation; 133 superintendents gave 259 gains, or about two gains to\n\neach superintendent.\n\n'\n\nThe repHes may be said to represent not all the benefits of each superintendent but only those that had made the strongest impression upon him.\nThey are valuable for what they do not show as well as for what they do\nFurthermore it is fair to assume that, while superintendents have\n\nshow.\n\nrealized many benefits from the cooperation of teachers, they may not have\n\nrealized them all.\n\nRegarding the benefits named by the superintendents the following\npoints may be made:\na) Superintendents appreciate\n\nmost the gains to the course of study\n\nOne-third of the superintendents said that the course was more\n\nitself.\n\npractical than it would otherwise have been.\n\nIt was \"intimately adapted\n\nto each grade\"; \"concrete illustrative material printed for use\" (Topeka,\n\n\"It made a practical, workable course because those on the\nground better appreciated their own problems\" (Bay City, Mich.).\n\"Better approach to solution of actual difficulties met by teachers\" (St.\nKans.).\n\n\"Based on classroom experience; sympathetic understandThese are typical replies upon this\n\nJoseph, Mo.).\n\ning of course by teachers\" (Boston).\npoint.\nh)\n\nA larger number of points are made under the head \"Benefits to\n\nteachers\" than under any other head\n\n—almost one-half\n\nof the total.\n\nFirst\n\nin rank among them was the increast interest in the course of study, which\nin turn\n\nhad the\n\ninterest must, in\n\neffect of increasing their efficiency as teachers.\n\nThis\n\nmost cases, have stimulated the professional growth of\n\nteachers, for the number of superintendents including this idea among their\n\ngains is almost as great as those mentioning the increast interest in the\n\ncourse of study.\nstimulation;\n\nTypical replies are as follows:\n\n\"The greatest possible\n\nbroader outlook; more scientific viewpoint; greater insight\n\ninto the work as a whole; cultivation of initiative and cooperation\" (Cincinnati, Ohio).\n\n\"A feeling of responsibility for the course of study;\n\na\n\nknowledge of what children should study and why; a critical study of the\nbest courses of study; a desire for professional improvement; a realization\nof difficulties confronting courses of study\" (Baltimore, Md.).\n\n\"Developt\na wider interest, tho the findings of the subcommittee were meager; teachers\nlookt\n\nupon results with greater favor\" (Sheboygan,\n\nWis.),\n\n\"A course\n\nworkt out by teachers even if poor and incomplete is worth far more than\nthe most perfect course workt out for them and placed in their hands\"\n(WilHamsport, Pa.).\n\nThe large percentage which mentioned the benefit to the teachers indicates that it is the present opinion of superintendents who have used com-\n\nmittees in revising courses of study that this form of cooperation constitutes\n\n"}
{"page": 725, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n713\n\none of the best agencies for promoting the efficiency of the teachers themselves, that thru its operation teachers come to know the course of study\n\nbetter, that they are more interested in making it a success,\n\nimproves the quahty of their work.\n\nand that it\nThese are formidable arguments in\n\nfavor of formal teachers' cooperation in the making of courses of study.\nc)\n\nSuperintendents do not mention\n\ncommittee cooperation.\n\nmany benefits to themselves in\n\nNaturally they were not the benefits that made the\n\nstrongest impression upon them.\n\nThe few benefits mentioned are real, and\n\naltho referred to by only a few superintendents undoubtedly apply to many.\nd) Only one-third of the points indicated here were under the general\nhead of administrative cooperation. In this division are included all those\nwhich made for a more intelligent, a more enthusiastic, a more effective, a\n\nmore unified school system by reason of the different elements in the\nIt would seem that\n\npersonnel working together for a common purpose.\n\nthese benefits, while recognized, are not so fully appreciated among super-\n\nintendents as are those more immediate and apparent gains included under\nthe first two heads.\n\nTypical replies are as follows:\n\nwas an autocracy.\"\n\n*'\n\nTeachers lost feeling that school system\n\n\"Much finer spirit, better understanding, more abid-\n\ning interest, helpful cooperation, individual democracy and development,\na breaking down of old lines of cleavage\" (Pasadena, Calif.). \" Cultivation\nof cooperation\" (Cincinnati, Ohio).\n\n\"Enthusiastic leadership in behalf of\n\nwhole-hearted adoption of changes proposed.\"\n\nStudying these four classes of \"gains\" in relation to the population\ngroups, we observe that benefits to the course of study and to teachers were\nnotist more frequently in the smaller cities and the benefits to superintend-\n\nents thru administrative cooperation in the larger cities.\n\n—\n\nIn an\n3. Relative worth of various forms of committee organization.\nendeavor to ascertain the views of superintendents as to which form of\n\ncommittee they considered best, the following question was askt: \"What\nform of committee do you now prefer ? \" The answer in practically all cases\nin which an opinion was offered was either that the form which was used was\nthe best, or that none better to meet the local situation was known.\n\nSome\n\nstatements indicate a lack of experience with other plans and a consequent\ninability to\n\nanswer the question satisfactorily.\n\nThe study shows clearly\n\nthat we have not as yet had sufficient experience in this feature of administration to discriminate closely between the different plans.\n\nevaluation of committee forms presents certain\n\ndifficulties.\n\nFurthermore\n\nForms and\n\nprocedures must be adapted to local conditions; no one will serve equally\nwell in all places.\n\nIt is also true that, while certain forms are better suited\n\nthan others to the attainment of desired aims and principles, a superintendent or a committee of teachers with superior enthusiasm and devotion can\n\novercome the disadvantages inherent in a deficient form of organization or\nprocedure.\n\n"}
{"page": 726, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n\nIV.\n\n[National\n\nCONCLUSION\n\nThe conclusions drawn from this study may be stated in the following\nparagraphs:\n1.\n\nAdministrative cooperation in the making of courses of study in\n\nelementary schools has been approved by a sufficiently large number of\nsuperintendents of schools in cities of twenty-five thousand population and\n\nover to estabhsh it as an accepted principle of administration of schools in\n\nsuch cities.\n2.\n\nIn cities below _twenty-five thousand administrative cooperation has\n\nnot been tested in a sufficiently large number of places to conclude that\nsuperintendents of such cities as a whole have set their approval upon it.\n\nNevertheless a large majority of those who have tried it express such judg-\n\nments as to indicate their approval, altho in some cases with minor reservations.\n3.\n\nThere are still a large number of superintendents, particularly in the\n\nsmaller cities, who prepare courses of study themselves or with only inci-\n\ndental and unorganized assistance of teachers and principals.\n\nMany of\n\nthese superintendents have not in all probability given extended thought\nto the advantages that are to be derived from cooperative effort in the\n\nmaking of courses of study.\n\nOther superintendents, in both large and small\n\ncities, firmly believe that centralized control of details and strict uniformity\n\nin courses of study are essential to efficient schools.\n\nThese practices are\n\nnot in accordance with the principles of administration deduced from the\nscience of efficiency nor with the practices approved\n\nby the majority of\n\nsuperintendents in their repUes to the questionnaire used in this study.\n4.\n\nThere is no general agreement as to the best form of committee for\nSo few superintendents have tried more than one form\n\ncooperative effort.\n\nof committee and their experience has been so limited and so recent that\ntheir judgments as to the best form of committee do not furnish a reliable\n\nindex of the best committee organization.\n\nThe form of committee most\n\nfrequently found includes but a small number of the supervisory and teaching force working with the superintendent without organized contacts\n\nwith other teachers.\n\nThese were chosen by the superintendent primarily\n\nbecause of their abilities for this work; representation of an equal number\nof teachers from each building or district was of minor consideration.\n5.\n\nThe procedure in the preparation of courses of study was also of such\nThe limitations\n\nvariety as to indicate no conclusion as to the best practice.\n\nexprest in the previous paragraph regarding the experience and the reflective\n\nthought given this question apply also here.\n6.\n\nIn the absence of sufficient definite experience in these particulars\n\nthe theoretical principles derived from the science of efficiency as formulated\nby the students of management may be reUed upon as furnishing the best\navailable criteria by which to test the various forms of organization and\n\nprocedure which a superintendent may be considering for adoption in his\n\n"}
{"page": 727, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n715\n\nThe criteria deduced from the principles stated in Part I may be\n\ncity.\n\nformulated as follows:\na)\n\nWhich form of organization or method of procedure best promotes\n\nthe coalescence of the practical knowledge of\n\nall\n\nthe teachers with the\n\nexpert knowledge of the superintendent and supervisors and gives to each\n\ndue weight in determining the course of study?\nb) Which form of organization or method of procedure best promotes\n\nits\n\nthe realization in the classroom of a common body of institutional ideals\nand principles relating to the course of study, made up in proper proportion\nof the superior knowledge of the experts and of the more intimate experiences\nof the teachers ?\nc)\n\nWhich form of organization or method of procedure best promotes\n\nthe morale of the entire corps ?\nd)\n\nWhich form of organization or method of procedure gives the best\nmake his best contribution to the\n\nopportunities to each individual to\n\nwork and to feel that he has received in return the proper appreciation for\nhis efforts ?\n7. While application of the criteria to determine a choice between any\ntwo or more forms of organization or courses of procedure would necessarily\nbe made in the light of the conditions in the school system concerned and\nso would lead to conclusions differing slightly from one another in different\n\ncities in\n\naccordance with those varying conditions, nevertheless there are\n\ncertain forms and procedures which under typical conditions tend more than\n\nothers to secure the best results.\n\nThus it can be said:\nis\n\n(a)\n\nThat a committee of supervisors or principals\n\nnot so good as a committee of teachers, and that neither is as good as a\n\ncommittee upon which all are represented, (b) That the larger the number\nof persons engaged in committee work or in some related capacity the\nbetter,\n\n(c)\n\nThat any plan is much strengthened if formal agencies are\n\nprovided by means of which members of committees can constantly ascertain the attitude of teachers whose work is covered by the proposed course.\n(d)\n\nThat the method of selection of members upon the committees should\n\nbe such as to secure, if possible, the most competent persons and also those\nin whom the teachers have confidence and to whom they can and will\n\nthem adverse opinion\nAppointment by superintendents, by\n\nexpress themselves freely as well as receive from\n\nwithout Jiaving their interest chilled.\n\nprincipals, or by teachers does not always secure this.\n\nA plan of nomination\n\nby teachers and appointment by the superintendent is better adapted to\nmeet this end. {e) That qualifications of teachers for the work should\nhave greater weight relatively in the selection of members of the central\nor main committee, while representatives of grades or buildings or both\nshould have greatest weight in appointment of subcommittees. (/) That\nthe plan should include the largest possible participation of the superin-\n\ntendent or of the expert representing him in all phases of the work, including\n\n"}
{"page": 728, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7i6\n\n[National\n\nthat of the subcommittees,\n(g) That revision of courses of study workt out\nby committees should be reduced to the minimum and if possible avoided\naltogether.\n8.\n\nIt would promote the scientific study of educational administration if\n\nsuperintendents would in the future try out experiments in this field so\n\ndesigned as to test the validity of these tentative conclusions.\n\nWhile such\n\nexperimentation might lack the conclusiveness produced by objective\n\nmeasurement of results, nevertheless the weight of professional opinion,\nbased upon systematic and careful observation and recording, with the\naid of such objective measurements as might be available, would have\ngreat value.\n\nIt is just\n\nsuch procedure that must, for some time to\n\ncome, be largely depended upon in the building up of a science of educational\nadministration.\n\n"}
{"page": 729, "printed_page": null, "text": "PART 11. REPORT OF THE SUBCOMMITTEE ON\nCURRICULUM\nSECTION I. EXISTING DEMOCRATIC FACTORS IN AMERICAN\nLIFE AND EDUCATION\nAtlantic City, 1918\n\nPREPARED BY A. DUNCAN YOCUM\nThe most immediate and conspicuous effect of the war on education\nis an emphasis of the scientific and technical.\nThe movement, already\nbegun by Dr. Elliott and Dr. Flexner, to broaden the scope of scientific\ninstruction in the elementary school has received new impetus from the\nopportunity for service and promotion given to scientifically and technically trained men in various war activities and the consequent inrush of\n\nstudents into scientific and technical courses in colleges and universities.\n\nIn the model school conducted by the Russell Sage Foundation at Teachers\nCollege, Columbia University, Dr. Caldwell\n\nis\n\nassembling and organizing\n\ninto a conspicuously impressive whole all forms of instruction which further\nthis movement.\nEven Dr. William Allen's questionnaire, with its applied\ndoubt of the newness or necessity of what is being attempted in this school,\n\nhas made school superintendents all over the country more generally conscious of similar work already being done in ordinary schools.\n\nPresident\n\nWilson's letter to school officials, in which he declares that \"the war is\nbringing to the minds of our people a new appreciation of the problems\nof national life\n\nand a deeper understanding of the meaning and aims of\n\ndemocracy,\" has been introductory to the bulletins issued by the United\nStates Bureau of Education under the general editorship of Dr Judd.\nWhile the resulting \"Lessons in Community and National Life\" give\nnew emphasis to the little economic and social subject-matter already\nincluded in school textbooks and add to it suggestive ideas and principles\nwhich tend to give a right viewpoint on social and economic problems,\nthere is no little danger that what is in itself a great national service may\nunite with the pressure due to war to broaden and give national sanction\nto an emphasis of science in the course of study to the exclusion of a definitely democratic training.\n\nMere efficiency not democratic.\n\n—\n\nIt must be remembered that efficiency\n\nin the economic and material sense is not in itself democratic.\n\nIt is rather\n\nan essential condition to the continued existence of any form of government, including Prussian aristocracy as well as American democracy,\nand in the main must take the form of the training of scientific specialists\nGeneral\nrather than the general scientific training of a whole people.\neducation and especially elementary education are concerned with it only\n717\n\n"}
{"page": 730, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7i8\n\nto the extent of keeping the door wide\n\n[National\n\nopen to every necessary form of\n\nspecialization and insuring an adequate supply of specialists.\n\nAs Dr. Prosser^ has pointed out, it was necessary to the winning of the\nwar that the fifteen specialists available in America who were able to mend\nor destroy by fusion any sort of metalhc war apparatus should be multi-plied until they were equal in number to the eighty thousand German\ncripples recently given that skill.\nBut an instruction which makes American skill quantitatively equal to German skill does not inahenably carry\nwith it anything which makes American spirit and habits of service different\n\nfrom Prussian spirit and habits of service.\nwith\n\nNor does the Smith-Hughes\n\nmilhons for vocational and agricultural training,\ninalienably add to its democracy of equal vocational opportunity all or\neven many of the other factors necessary to make democracy complete.\nlegislation,\n\nits\n\nDr. Dewey ,^ philosophically inclusive as ever, has pointed out that\neducation after the war must include not only vocational training but\neducation for health, education for citizenship, and general education with\nan emphasis upon preparation for leisure; and that all of the vast material\nmachinery assembled for training to war should, after the war is over,\n\nBut he does\nimmediate need of anticipating thru\npresent-day education the problems that follow the war, or with clean-cut\ncontinue to be used for this completer training for peace.\n\nnot\n\nsufficiently\n\nrealization seize\n\nemphasize\n\nthe\n\nupon a completer democracy as our supremest imme-\n\ndiate aim.\n\nProfessor Briggs^ in masterly fashion indicates the complete reorganization which must take place in secondary education at the close of the\n\nwar.\"\n\nThe final selection of irreducible essentials to a completer democmake their\n\nracy, the determination of the definite associations which\n\nessential usefulness sure, the inclusion of every kind and form of usefulness\n\nwhich are\n\nessential,\n\nand the most adequate and economic methods of\n\nteaching each must be left to groups of experts, as he suggests, nationally\nselected and organized, employed for long periods of time, and given official\n\nBut in preparation for their work every effort should be made\nand a realization\nthat they must be taught not merely as information and skill but as ideals,\nincentives, and habits strong enough to compel democracy.\n\nauthority.\n\nto arouse a national consciousness of democratic aims,\n\n—\n\nThe democracy questionnaire.^ To this end, as subcommittee on the\nCourse of Study of your Committee on Superintendents' Problems, I\nhave issued a questionnaire which in concrete detail seeks to determine\nthe extent to which American education is as yet democratic.\n\nThe duty of\n\nreading it and answering it will constitute a difficult but highly important\nservice to democracy which no one but school men can perform.\n•See Report of National Council Sessions, Atlantic City Meeting, National Education Association\nAddresses and Proceedings, igig,\n'Ibid.\n\n*Ibid.\n\n4\n\nSee sec. 2 of this Report.\n\n"}
{"page": 731, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n'Jig\n\nFrom the standpoint of the program necessary to a completer\ndemocracy the following objectives must be consistently held in mind:\nFundamentals in the readjustment of education to world-democracy.^\n1. American education must become more democratic in its administration and methods of instruction.\n\n—\n\n2.\n\nIn courses of study the specifically useful must be\n\nmade more\n\ndefinitely democratic*\n3.\n\nSpecific social training must not only be prevented from excluding\n\ngeneral education but\n\nmust become a means to a general education as\n\ndefinitely and efficiently democratic as specific training itself.\n4.\n\nNot only school officials but the American people as a whole must\n\nbe made more concretely and certainly conscious of the immediate and\npreeminent importance of every phase and detail of school work which\nare essential to a completer democracy.\n5.\n\nThe education of Americans to a completer democracy is a national\n\nfunction which must not be left to the varying consciousness and efficiency\nof\n\ncommunity\n\nor\n\nstate,\n\nbut,\n\nlike\n\nschool attendance\n\nitself,\n\nmust be\n\ncompelled.\n\nTime does not permit the discussion of the more obvious among these\nDemocracy in school administration may be illustrated by a high-\n\naims.\n\nschool education or adequate continuation-school instruction for all Ameri-\n\ncans in place of, or in addition to, high schools or corporation schools for\nthe training of leaders; participation of all pupils in school government;\n\nand the cooperation of all pupils in occasional study ''projects,\" so planned\nas to include only relatively useful educational values, especially along\n\nthe line of community service.^\n\nThe obvious need of more definite training in specifically democratic\nand duties.' The necessity for more definite democracy in specifically social phases of instruction is even more obvious.\nThe school must\nteach not only obedience to law but equality of legal rights, not only the\nnecessity for taxation but equality in levy and assessment. Education\n\nrights\n\n—\n\nfor citizenship will be neither essentially American nor truly democratic\n\nuntil the ward politican will not only be afraid to interfere with the equal\n\nrights of every individual to cast his ballot but will wish to see that an\n\nopponent's vote is cast without interference and counted without attempt\nto defeat majority rule, and until every citizen is as much interested in\npaying his full, equal share of a tax adequate for the purpose for which\nlevied as in insisting upon his just part in the expenses of a dance or\n\nit is\n\na fishing excursion.\n\nWith the same sort of efficiency every aspect of\n\nequal service must be definitely included and adequately and economically\n»\n\nSee the reprint of the Democracy Questionnaire in next section of this Bulletin.\n\n•See the report of this subcommittee on \"The Course of Study as a Test of Efficiency of Supervision,\" National Education Association Addresses and Proceedings (igi6), pp. 2S4-6g.\n»See the accompanying report of Professor Updegrafifon \"Administrative Cooperation in the Making\nof Courses of Study in Elementary Schools.\"\n\n"}
{"page": 732, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n720\n\n—not merely as information, but as\n\ntaught\n\n(National\n\nideals, viewpoints,\n\nand habits\n\nstrong enough to control action and constitute character.\n\n—\n\nThe undemocracy of leisure which 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. All legal and\nsocial provisions for public morals and public health tend to insure an\nequal pursuit of happiness. Together with a free common school and\neducation adapted to every type of ability and consequent form of public\nservice they constitute an ideal democracy which breaks down under the\ninequahty in leisure that results from inequality in skill.\nmental abihty are made more unequal thru education.\n\nInequaHties in\n\nMoreover,\n\ndif-\n\nferences in ability become vastly greater as they are transformed by equal\n\nThe wish to perform public service\nnow is thru the work\nBut\nof the school as a cooperative community, is splendidly democratic.\neducation into inequalities in skiM.\n\nin accordance with one's ability, intensified as it\n\nskill itself is undemocratic, because it is unequal in its immediate financial\n\ncompensation and in the ultimate social compensations which represent\nthe individual side of community service.\n\n—If\n\nDemocratic social intercourse essential to a stable democracy.-\n\nit\n\nis\n\nto remain democratic equal education to unequal skill must have as its\n\ninseparable concomitant equal enjoyment of leisure.\n\nIn our present state\n\n—food, clothing, houses and lands, means\n\nof society material enjoyments'\n\nof transporation^-may continue to be unequal.\n\nBut they, with all that\n\nwealth can buy, are nonessential to the most fundamental factor in the\ndomocratic enjoyment of leisure-equality in social intercourse. In the\nsocial relationships, where equality is most democratic and democracy\nmost social, the man whose unequal skill has won him wealth often finds\nhimself as helpless and unhappy as King Midas with his golden touch.\nThe essential factors in equal social intercourse.- The essential factors\nin equal social intercourse are as follows: correctness of speech and a natural\nobservance of fundamental social conventions combined with the common\nfeelings and ideals of which they are but the outward expression; ordinary\na\nskill in games and amusements; common tastes and appreciations;\nbreadth of experience and interest which thru its many-sidedness is more\n\n—\n\nmuch in common; the possession of general ideas with\ncommon and definite associations which suggest common interests in the\nmost varying individual knowledge and experiences; and common feelings,\n\nlikely to include\n\nideals,\n\nand attitudes of mind as the educational product of a literature\n\nthat emotionalizes the older moralities and what is most fundmental in\n\ndemocracy.\nLeaders, citizens, teachers, and pupils\nwhole-\n\n—the American people as a\n\n—not only must become conscious of the democracy of every exist-\n\ning phase of education that contributes to these ends but must consciously\n\n"}
{"page": 733, "printed_page": null, "text": "I\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n721\n\nstrive to multiply and emphasize those phases and make them more endur-\n\nThe abiHty to write a short story and frequently to quote and apply\n\ning.\n\nthe rules of grammar is not necessary to unembarrast social intercourse,\n\nbut the ability to speak without glaring grammatical errors and ridiculous\nmispronunciations or misuse of words is necessary.\n\nThe courageous insist-\n\nence of Dr. Van Sickle, years ago in Baltimore, that no teacher should be\n\nappointed in the public schools who did not use ordinarily good English,\n\nand Dr. Briggs's effort to determine the extent to which familiarity with\ngrammatical principles\n\nis\n\ncorrelated with correctness of speech, are not\n\nonly moves toward a completer democracy but should be recognized and\n\napproved as such. An ultra-fashionable boarding-school, with its overemphasis of superficial graces peculiar to particular stations in life, is\nundemocratic, but such efforts as that of the Washington Irving High\nSchool and a host of others to train American girls in ordinary social\nexperiences, the emphasis of table etiquette in domestic-science courses,\n\ntogether with really effective courses in morals and manners, and social\ntraining in courtesies to visitors and constant practice of graciousness on\n\nthe part of pupils toward each other, in place of being fads to be jeered\nat by carping parents, are among the most fundamental of the guaranties\nof the continued existence of the Republic.\n\nCommon participation in plays and games a means to democracy.'—\n\nClosely related to common participation in varied forms of play are com-\n\nmon tastes and appreciations in the fine arts.\n\nIt is fortunately not too\n\nlate for us to learn that courses in literature which seek a mastery of tech-\n\nnique and development of literary ability possible only to the few, or an\nability to draw and paint as a requirement for all, must not take the place\n\nFrom\n\nof a common love of the beautiful in all of its fundamental forms.\n\nthe standpoint of the fine arts, the only thing undemocratic\neducation.\n\nis\n\nour art\n\nOn the one hand moving-picture shows, phonographs, cheap\n\nart reproductions, public exhibitions, and free libraries\nand art institutions give democracy of access to the beautiful, while school\ncourses in music, literature, and art place overemphasis on the development of artistic skill. Skill in art as in industry is uncommon, unequal,\nand undemocratic, except in the sense of the contribution of each individual's best to community efficiency and enjoyment.\nAppreciation is democratic because of the common tastes that can be developt in all for what\nliterature\n\nand\n\neach age has contributed to the spiritual inheritance of the race.\n\nWe\n\nmust therefore more fully comprehend that the use of the phonograph\nto make masterpieces familiar to all and beloved by all, the growth of a\nmany-sided love for all forms of literature, the development of common\naesthetic taste in both personal dress and domestic decoration, are all\nessential elements in an enduring democracy.^\n»\n\nSee \" Appreciation of Music, Literature, and Art as a Social Aim\" in New Possibilities in Education,\n\nVol. LXII of the Annals of the American Academy of Political and Social Science, Philadelphia, September,\n\n1916.\n\n"}
{"page": 734, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72 2\n\nThe democracy of general education.\n\n[National\n\n—To all this must be added a\n\ngeneral intellectual training in the sense both of knowledge and intellectual\ninterests many-sided enough for most individuals to have them in common,\n\nand of general ideas with a common enough suggestivemess to interrelate\nThere are two ways in which\nmen may talk together and comprehend and enjoy each other's thoughts\nand experiences. Where their education and experience have been broad\nenough to include what is most frequently recurring in ordinary life from\nevery branch of knowledge and field of experience, in addition to being\nnarrowly efficient in some specialized form of service or achievement, they\nare certain to embrace the greatest possible amount of what is commonly\ninteresting and intelligible.\nWhere education involves the common\nmastery by all individuals of the most frequently recurring general ideas\nin the definite associations that give them their most varied suggestiveness,\nwhat is most remote in individual experiences, and often most interesting\nbecause it is most remote, is brought into common interest and comprehension.\nSocial intercourse is not equal and democratic when men look\ndown upon each other or up to each other from isolated intellectual levels\nand unrelated phases of human experiences.\nThe necessity for a democratic literature.- Finally no people can be\ntruly democratic if its popular literature develops feelings, ideals, and\nwidely different individual experiences.\n\n—\n\nmotives that are unmoral, individualistic, or aristocratic.\n\nNietzschianism\n\nand supermanism interpreted and made appealing enough thru popular\nGerman literature, with its contempt for the \"older morahties,\" its freedom of development for strong individuals, and its justification of the\nneglect, the misuse, or the elimination of the weak, is the emotional justi-\n\nWhat is most democratic, both in\nAmerican life and in the history of the race, emotionalized both by the\ndramatic content of history and by the emotional form of literature, must\nwith equal completeness and efficiency be transformed into the ideals\nand motives that will compel democratic feeling and democratic life.\nfication for the Prussianism of today.\n\nA growing consciousness of these democratic elements already existing\nAmerican education, their consequent emphasis, conspicuousness, and\nefficiency, is the only means by which democracy will be made safe for the\nworld thru education while the world is being made safe for democracy\nby war.\n\nin\n\nSECTION 2. QUESTIONNAIRE ON DEMOCRATIC ELEMENTS NOW\nEXISTING IN AMERICAN EDUCATION\nFIRST SECTION.\n\nGENERAL MEANS FOR TEACHING DEMOCRACY\n\nDoes your system or institution use any of the following general means thru which\ndemocracy may be taught?\nI.\n\nProvision for training teachers for the specific teaching of democracy?\n\nMust\n\nteachers show proficiency in the study of civics before being granted a certificate\nto teach?\n\nDo the following emphasize any large proportion of the democratic\n\n"}
{"page": 735, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n723\n\naspects of civics outlined under the Second Section of this Questionnaire:\n(i)\n\nA text prescribed for applicants for certificates?\n\n(2)\n\nAn examination\n\nsyllabus or sets of old examination questions furnisht in advance?\n\nIs training\n\nfor the specific teaching of democracy a definite aim in required reading courses?\nIs such training given thru a series of lecture courses planned for teachers'\ninstitutes or other meetings?\n\nAre teachers given any financial aid or recog-\n\nnition for attendance upon summer-school courses?\n\nIf so, are\n\nthey specially\n\nrecommended to take courses in the teaching of education, civics, sociology,\nHave you made any other sort of provision for training\nor economics?\nteachers for the specific teaching of democracy?\nII.\n\nA course in community civics?\n\n(If so, briefly outline it.)\n\nIn what years do you use a textbook in civics or\n\ncivil government?\nIII.\n\nThe \"Lessons in Community and National Life\" issued by the U.S. Bureau of\nEducation? Is your work in community civics limited to these lessons?\nAre they used as textbooks by individual pupils?\n\nIV. History?\n\nIn what grades or classes is United States history taught?\n\nUnderline\n\neach in which general history or the history of foreign peoples is taught.\n\nDo your historical textbooks or course of study in history give a systematic\nand conspicuous presentation of the development of democracy in such form as\nto encourage or to compel the growth of democratic ideas and feelings?\nV.\n\nSome form of participation by pupils in the government of the school?\ninvolve participation in an election of pupil or student\n\nofl&cers,\n\nDoes it\nor in the\n\napproval of school rules or laws? Does it seek to assign to every pupil some\nform of responsibility or service other than the foregoing? Does it involve\ndrill\n\nin the use of parliamentary law, election procedure, etc.?\n\nIn what\n\ngrades and in how many schools in each is some such form of self-government\n\nused?\n\nIf it is a well-known scheme or system of pupil government, name it.\n\nIf not, will you in returning this blank inclose all available printed material\n\nbearing upon your own plan?\n\nwork of the school? Are they suflficiently\nnumerous and varied to insure as nearly as possible equivalent contribution\nby every pupil or student? Is this a general scheme common to all schools in\nyour system? Or to particular grades? (If so, designate the grades.) Or does it\n\nVI. Cooperative projects in the regular\n\nmerely represent the personal initiative of exceptionally progressive teachers?\nVII.\n\nAn elementary course of study that in each successive grade is made as inclusive\nas possible of all that will serve to broaden common information and interests?\nIn what grades is story-telling a prominent feature? How many school\nreaders and supplementary books are usually completed in the first grade?\n\nIn the second?\n\nIn what grade is the study of written geography begun?\n\nIn what grades is oral geography taught?\ntraining?\nsis?\n\nNature-study?\n\nHygiene?\n\nManual\n\nIs the informational side of manual training given especial empha-\n\nHow many elementary schools use laboratories and require any labora-\n\ntory work of all pupils in common?\nr\n\nSystematic effort to increase common experience and interests beyond the regular\n\nwork in the school subjects? In what grades are there common readings of\nany sort required of all pupils? In what grades are photographs, lantern\nslides, etc., extensively used?\n\npicture machine?\n\nIn how many grades or schools is there a moving-\n\nAre especially educational moving-picture performances\n\noutside the school systematically recommended to pupils?\ncollections?\n\nThe use of school\n\nIn what grades are natural history or geography expeditions\n\n"}
{"page": 736, "printed_page": null, "text": "724\n\nNATIONAL EDUCATION ASSOCIATION\nprescribed?\n\n(National\n\nTrips to points of interest, such as museums, public\n\nindustrial plants, etc.?\n\noffices,\n\nHow many schools have auditoriums used in accord-\n\nance with the Gary plan?\nIX. Conscious and conspicuous emphasis in all these broader phases of elementary-\n\nschool work, of ererything that will tend to democratic living as distinguisht\n\nfrom other phases of patriotism and good citizenship ? Does the story-telling\ninclude much that will make for democracy? Are the readers characterized\nby democratic selections? Does geography disadvantageously contrast\nundemocratic features of national life elsewhere with our own and teach what\nwe can gain from the democracy of other peoples? Does hygiene emphasize\nindividual health precautions for the sake of community welfare?\n\n(For the\n\nAre many of the\nrequired readings selected with special reference to the development of demoteaching of democracy thru history see Question II.)\n\ncratic living?\n\nIs contribution to democracy a definite aim in such other extra-\n\nacademic activities as are detailed under Question VIII?\nX.\n\nA high-school course that parallels specialization with a common culture, inclusive\nof selected parts of a great variety of subjects? Is the high-school course pre-\n\nceded by an elementary course or junior high school that parallels general\neducation with at least sufficient specialization in mathematics, a foreign\nlanguage, etc., to increase the time that can be saved for common culture in\nthe high-school course? Are the common requirements outside of \"English\"\nlargely limited to mathematics and foreign language, to the exclusion of other\n\nrequired subjects richer in commonly suggestive ideas? Is the course in literature\nlargely confined to the detailed study of a few selected masterpieces?\n\nOr does\n\nit result in familiarity, thru short selections, with most forms of literature,\n\nthe\n\nmost representative writers in each, and the names of the principal works of\neach writer? Does it include preeminently conspicuous foreign writers?\nDoes it result in widely varied individual reading? Does it result in the\nformation of groups or clubs for the reading of particular writers or forms of\ncomposition? Are all pupils given ample training in conversation thru periods\nset aside for it?\n\nIs the only mathematics required of all students in common\n\na course in general mathematics in the sense of selected portions of algebra,\ngeometry, etc.?\n\nDoes the high-school course require general history in the\n\nsense of the larger periods and epochs of civilization in connected sequence as\n\na common basis for associating ideas related to the past? Are students who\nlack general history in this sense permitted to study one or two periods of\ne.g., Greek and Roman vs. English\nand American vs. mediaeval and modern, etc.? Does the advanced course in\nhistory require an intensive study of such periods as the Renaissance or the\nFrench Revolution, which will of course vary with different systems? Or does\nit require the most generally suggestive periods, names, and ideas in the\nhistory of literature, art, economics, sociology, and government, which, on\naccount of their exceptional suggestiveness, would be largely common to all\ntextbooks and systems? Are all students required to take a course in general\nscience in the sense of the most generally suggestive portions of a variety of\nOr are they required to study a \"general science\" in which the\nsciences?\nbasis of selection is mere social usefulness and laboratory training and the\n\nhistory to the exclusion of most others:\n\ncommon education resulting is largely limited to laboratory habits?\nXI. Emotional material adequate to the development of essential democratic feelings\n\nand ideals, cumulatively used in successive school grades? Are exceptionally\nimpressive historical incidents and songs, selected emotional extracts from\npoems, letters, and orations used in sufficient number and at effective enough\n\n"}
{"page": 737, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n725\n\nJ\n\nintervals to emotionalize the\nrights and equal service?\n\nmore frequently recurring forms of common\n\n(See Second Section.)\n\n(Wherever possible, please\n\ninclose lists of such incidents and extracts groupt under the idea they emotionalize.)\n\nIn the recommendation or requirement of books and writers to be read,\n\nare those which idealize aristocratic or undemocratic social life omitted, and\n\nthose which strengthen democratic feeling especially emphasized?\n\n(Librarians\n\nand teachers of literature are urged to send in lists of books notably democratic\nor undemocratic in their mass impression.) Where the course of study or\nordinary experience unavoidably presents strongly emotional material, leaving a\n\n—such as Napoleon as a\n— a\n\nprobably undemocratic association\n\nor the Ku-Klux Klan in a moving-picture film\n\nhistorical character,\n\ndefinite procedure pre-\n\nis\n\nscribed to make the undemocratic associations repulsive or to counteract them\n\nthru more impressive democratic ones?\nXII. Systematic effort greatly to broaden vocabulary in general and democratic vocabu-\n\nnumber of words and ideas\nThe memorizing of general terms and word\n\nlary in particular with a view to increasing the\n\ncommon to all individuals ?\n\nroots in association with three or four ideas or habits most suggestive for the\n\nand the multiplied association of ideas? Of\nwords and suggesters most effective for the multiplication of democratic words\nand ideas and of democratic associations for them? Do you avoid textbooks\nso \"simplified\" as largely to confine their vocabulary to what is already possest\nby the pupils? Do you avoid the recommendation and use of literature so\nretention of words in general\n\nmuch of its vocabulary and richness of association?\nAre your teachers trained or encouraged to make recitations conversational?\n\njuvehilized as to lose\n\nXIII.\n\nSufficient drill in the repetition of correct forms of speech and opportunity for their\n\nuse to insure the unembarrast use of good English in conversation and letter-\n\nAre applicants for teaching positions rejected who habitually use\nIs there concentrated drill on the quick choice of a limited\nnumber of correct forms until mastery is gained, in place of miscellaneous corwriting?\n\nincorrect speech?\n\nrection of errors in general?\n\nXIV.\n\nAdequate training in ordinary social conventions for every pupil, thru receptions,\nentertainments, etc., similar to those formerly given by William McAndrew in\nthe Washington Irving High School ?\nschool grades?\n\nIs this training confined to the high-\n\nIf not, in what grades is it given?\n\nIn what grades are there\n\ndomestic-science courses involving etiquette at table?\n\nXV. Habituation to social intercourse thru common participation in indoor and outdoor\nsports?\nHow many school buildings are there in your system? How many\nhave supervised playgrounds? How many public playgrounds are there in\nyour community not connected with school buildings? How many school\n\nbuildings are regularly used by the surrounding community as social centers?\n\nIn what grades, if any, is supervised social dancing regularly arranged for?\n\nIn what grades, if any, is there any period assigned for the mastery and enjoyment by all pupils of indoor games commonly used at social gatherings?\nDoes supervised play encourage or even compel each individual to take part\n\nHow many schools have athletic grounds large\nenough to make provision for most forms of outdoor sport for pupils in general\nas distinct from those expert enough to represent the school in competitive\nathletics?\nIs each pupil required to take part in some athletic sport unless\nin the greatest variety of play?\n\n.\n\n|^K|\nV^K^\n\nphysically disqualified?\n\n^^V XVI. The development of common tastes and appreciations? Does the course in literature have as its chief aim a common love and appreciation of the largest possible\nI^V\nvariety of forms of composition, books, and writers?\n\nIs its primary purpose a\n\n"}
{"page": 738, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n726\n\n[National\n\nknowledge of technique and a development of skill possible only to the few?\n\nAt\nwhat point in the school course is opportunity given for specially gifted pupils\nto specialize in art?\n\nIs the development of personal skill in the mass of pupils\n\na means to appreciation?\n\nIn what grades does the course in drawing or art\n\nchiefly emphasize appreciation of the beautiful in drawing, painting, sculpture,\n\narchitecture, etc.?\n\nIn what grades or school are all pupils taught appropriate-\n\nness and personal becomingness in dress?\n\nDoes this instruction take the form\n\nof actual personal selection of hats, dresses, clothing, ribbons, ties, shoes, etc.?\n\nIn what grades or schools are all pupils taught the tasteful selection and\narrangement of furniture, pictures, and ornaments for particular kinds of\nrooms and houses? Is this selection and arrangement actual and personal\nas opposed to mere class work?\n•\n\nIn what grades or schools are pupils taught the\n\nsimpler phases of outdoor ornamentation *hru the proper planting and grouping\n\nIn how many schools and rooms are phonoAre they used to develop a common love of what is most beautiful in instrumental music?\nIf they are used in the formal teaching of music,\nof flowers, trees, and shrubbery?\n\ngraphs in use?\n\nis\n\nthe chief aim of instruction the cumulative development of musical feeling\n\nthru selections that strongly emotionalize such fundamentals of technique as\n\ntheme, repetition, balance, etc.? Is there a special emphasis of enjoyment of\ngood music thru part singing in which practically all pupils are interested\nenough to join? In how many schools are all pupils members of some form of\nmusical, art, or literary club?\n\nSECOND SECTION. ESSENTIAL FACTORS IN THE SPECIFIC\nTEACHING OF DEMOCRACY\nIs democracy taught so that it definitely and surely suggests:\n\n—a personal insistence upon common\n\nEqual personal rights\n\nrights and opportunities\n\nfor oneself?\n\nCommon and eqtial social intercourse ?\nCommon political service personal and so far as possible equal or equivalent\ncooperation with all others in common service to the community and the state?\nCommon rights and duties for all others a personal insistence upon common rights\n\n—\n\n_-\n\n—\n\nand duties for all others equal to those insisted upon for oneself?\nWorld-democracy America's responsibility for the encouragement and support\nof democracy in other lands?\n\n—\n\nI.\n\nDoes the teaching of personal rights include: Invariable association with each of\nthe following personal rights, of corresponding personal duties, and common\nand equal rights and duties for all other citizens: Educational equality\nthe equal right to education, associated with free schools of every grade from\nprimary schools to state colleges and universities? Compulsory education\nthe compelling of parents and employers to keep children in school? Individual education\nthe provision of special schools and kinds of education\n\n—\n—\n\n—\n\nadapted to the abilities of each individual?\n\nCivic training\n\n— the training\n\nof\n\neach individual to full realization of all other rights and duties both personal\n\nand public?\n\nSchool taxes\n\n— the taxation of\n\nall citizens and property to support\n\nevery grade and kind of education?\n\n— Equality before the law, associated\n\nLegal equality\n\nas police protection?\n\nHabeas corpus?\n\nrights frequently ignored, such as\n\noneself (the\nstitutional\n\nundemocracy and\nprecautions\n\nagainst\n\nfirst,\n\nwith obvious rights, such\nSecond, with\n\nAnd trial by jury?\n\nfreedom from compulsion to testify against\nConillegality of the \"third degree\")?\nclass\n\nlegislation?\n\nAnd\n\nthird,\n\nwith such\n\nconditions favorable to the enforcement of legal rights as the necessity for\n\n"}
{"page": 739, "printed_page": null, "text": "Council]\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\n727\n\nnominating and electing just judges, police oflacials, and prosecuting attorneys,\n\nand sheriffs who will impanel non-partisan and non-corruptible jurors?\n\n—\n\nPolitical equality\n\n— associated with\n\nFirst, equal suffrage\n\nbirth, naturalization, and\n\nthe extension of the right to the negro, woman suffrage, etc.? Educational qualifications necessary to true equality?\n\nLegal conditions?\n\nNon-interference with\n\nregistration, the payment of taxes or actual voting at the polls (vs. absentee\n\nregistrars or tax collectors, the corruption or kidnaping of voters, etc.)?\n\nexclusion from voting of\n\nall\n\nnot legally qualified?\n\nThe\n\nAn honest count of the\n\nThe fundamental importance of honest, intelligent, and just election\n\nvote?\n\nofficers?\n\nSecond, the equal right to qualify for, aspire to, and to hold public\n\noffice?\n\nThe democracy of civil-service legislation as opposed to the \"spoils\n\nsystem\"? Third, the liberty of individuals and the press to criticize the government or public officials? Fourth, the right to equality in the support and service demanded of individuals by the state, associated with the equal levy,\nassessment, and payment of taxes? Equal military service and exemption\n\nfrom it, including the conscription of every citizen to the form of public service\nin which he can best serve the community and the state?\n\n—Industrial equality associated with the right to enter upon any\n\nIndustrial equality\n\nnon-criminal vocation, limited by governmental licensing in vocations where\ninefficiency\n\nwould be dangerous to the public, such as medicine, automobile\nLimited also by the payment of local taxes, such as by non-\n\ndriving, etc.?\n\nresident merchants, public carriers, etc.?\n\nThe right to enter industrial organi-\n\nzations not engaged in such illegal restraint of industry or trade as the boycott,\n\nor the crushing out of competition thru unfairly discriminatory railroad rates,\netc.?\n\nThe need of common cooperation in which one kind of ability or skill\n\nis as essential as another,\n\nin spite of inequality of natural ability increast thru\n\nequal educational opportunities to a still greater inequality of skill?\n\nGovern-\n\nment reservation, ownership, or control of water power, forests, mines, ports,\nand transportation in so far a^it may be necessary to insure equal industrial\nrights or governmental efficiency?\n\n— Equal right to the pursuit of happiness, associated with the absence\n\nSocial equality\n\nof titles of nobility or of laws\n\nrank or social classes?\n\nand customs demanding special deference to\n\nEquality of access to public carriers and places of\n\namusement?\nII.\n\nIs common and equal personal intercourse taught as more essential to democracy\n\nthan mere absence of compulsory deference to rank or legal access to public\n\nforms of social life? Does its teaching include the following essential or favorRealization of its lack of dependence upon wealth or birth, and\n\nable conditions\n\n:\n\nRealization of the undemocracy and ill\n\nits dependence upon social training?\n\ntaste of ostentatious display?\n\nCorrectness of speech?\n\nnary social usages and courtesies?\n\nGood morals?\n\nof mind that lie back of social forms?\n\nHabituation to ordi-\n\nThe ideals and attributes\n\nOrdinary ability in popular sports and\n\nThe subordination of individual wishes concerning amusements and\ncontrol of individual moods, when either tend to interfere with common pleasures? The many-sidedness of interest and information which insures common\nThe development of a sense of\ntopics and common interests in conversation?\nhumor? Practice in conversation? Commonly suggestive general ideas\n\ngames?\n\nthru which the otherwise isolated experiences of different individuals are\ninterrelated and made interesting to all, and individuals are able to meet on\n\na common intellectual level?\n\nThe little skill in composition, vocal music,\n\nand drawing, and the elementary technique in the fine arts which can be economically made common for all normal individuals? A common good taste\n\n"}
{"page": 740, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n728\n\n[National\n\nand appreciation of the beautiful in literature, music, and art possible for all\nnormal individuals, as distinct from the specialized skill necessarily confined\nto the few?\nIII.\n\nDoes the teaching of common and equivalent political duties and service include:\n\n— the duty of getting\n—associated with training to take the most\n\nThe duty of getting the fullest possible education\npractical education\n\nthe fullest\n\nefficient possible\n\npart in industrial cooperation?\n\nIndividual responsibility for reaching the\n\nhighest possible level in common training for democracy?\n\nRealization of the\n\nfact that present-day political problems demand a more intelligent citizenship,\nor, as Dr. Claxton has put it, at least a high-school education?\n\n— Common obedience\n\nThe duty of common obedience to law\n\ncheerful individual obedience to all law that\n\nwhole people for the common good?\n\nis\n\nto law,\n\nassociated with\n\npast by representatives of the\n\nRespect for justly constituted authority?\n\nA serious attitude toward laws governing sports and amusements? The\nundemocracy of special privilege for oneself or the group or class to which\nThe treason to democracy in using political pull to influence\n\none belongs?\n\nlegal procedure?\n\n—The\n\nPolitical duties\n\nintelligent and conscientious performance of all duties con-\n\nnected with suffrage, associated with the realization that a vote by every\ncitizen at each primary and election is essential to true majority rule (other-\n\nwise minorities can get out a greater proportionate vote.)?\n\nThe habit of\n\nmeeting the conditions necessary to the right to vote, and the habit of voting\nat every election?\n\nThe habit of satisfying oneself of the competency and\n\nhonesty of candidates before giving them personal support?\n\nRealization of\n\nthe importance of reaching an intelligent and independent judgment on election\nissues and party policies?\n\nThe necessity of active participation in politics with\n\ngroups of citizens to counterbalance the otherwise unequal power of other\n\ngroups?\n\nAll practicable cooperation with other citizens in varied forms of\n\ncommunity service and betterment? The ideal of self-sacrifice for the public\ngood in time of peace as well as war? Office-holding as a personal duty and a\npublic trust? The necessity for taxation fully adequate to every common\npublic need? The undemocracy of seeking or accepting a tax assessment\nproportionately lower than that placed upon the property of other citizens?\nThe undemocracy and inequality of insisting that because you are a local taxpayer the community should pay you more for service or supplies than the\namount charged by non-residents? Or of charging the public more for work\n\nThe cheerful\nThe treason to the common welfare involved\n\nor supplies than the usual charge to a private individual?\n\npaying of equally shared taxes?\n\nin a heavy taxpayer's hypocritical opposition to needed public improvements\n\non the ground that they are not needed? Equal or equivalent service in war,\nsecured thru a selective draft, heavy taxation proportionate to one's ability\nto pay and including all citizens in common, and common acceptance of every\nform of self-sacrifice requested by governmental authority?\n\n— Support of\n\nand family so that no unnecessary burden is\nEffort to discover the vocation in which one\ncan be most efficient? Acceptance or encouragement of public vocational\nguidance? Personal utilization or support of prevocational training and\n\nIndustrial duties\n\nself\n\nlaid upon the commonwealth?\n\ncontinuation schools?\n\nEffort at improving one's vocational efficiency thru\n\ncontinued training after being licenst in a profession or accepted as a master-\n\nworkman?\nSocial duties\n\n— Personal participation\n\nin public forms of social life with a view to\n\ncommon social contacts rather than to mere personal pleasure\n\nor profit?\n\n"}
{"page": 741, "printed_page": null, "text": "Council]\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\n729\n\nBoth financial and personal assistance to selected forms of social service?\nFamiliarity with such forms of service and the community needs which they\nserve?\nIV. Are common rights and duties for all other individuals so taught as to associate\n\nthem inalienably with the corresponding rights and duties demanded as one's\nown? Are the following conditions and means to this end especially emphasized?\n\nCommon educational rights and duties for all\n\n— Concern\n\nfor the education of all others\n\nto the fullest possible realization of their rights and performance of their duties\nin a completer\n\ndemocracy?\n\nInterest in schools and realization of the duty\n\nof financially supporting them even when one's own children are not attending\n\nthem?\n\nInsistence\n\nupon the right of individual workers\n\nto continue their\n\neducation thru continuation schools, trade schools, etc., even tho it lessens one's\n\nown profits made thru investment in industries?\ncanization\n\nmovement?\n\nCooperation with the Ameri-\n\nCooperation in enlisting\n\nall\n\nindividuals in various\n\neducational betterments and social reforms of community life, such as home\n\nand school leagues, civic associations, community and group interests, women's\nclubs and mothers' clubs, literary societies, drama leagues, etc.?\nCommon legal rights and duties for all Willingness to perform jury service in order\nthat it shall not be left to hirelings or henchmen who can be influenst to unjust\ndecisions?\nSupport of legal aid societies, juvenile courts, and mental tests of\njuvenile delinquents, to insure common and just treatment of offenders against\n\n—\n\nthe law?\n\n—Insistence upon the rights of suffrage\n\nCommon political rights and duties for all\n\nfor political opponents as rigidly as for those of fellow-partisans?\n\nInsistence\n\nthat others shall not bear a proportionately heavier burden of taxation than\noneself,\n\nand especially that the property of others shall not be assest at a\n\nhigher rate than one's own?\n\n—\n\nCommon industrial rights and duties for all A living wage for every worker?\nThe prohibiting of all child labor injurious to health or preventive of education,\neven when it diminishes one's own income as parent or employer? Refusal\nof patronage to stores that sell sweatshop products, no matter how cheap and\n\ngood their merchandise? Sympathy and support for the work of such organizations as the Consumers' League?\nSupport of such legislation as workingmen's compensation and insurance? Active opposition to all efforts to secure\nunequal profits and compensation especially the destruction of foodstuffs\nto keep up prices, combinations of manufacturers or dealers to prevent competition, and any attempt of labor organizations\neven of one's own to\nincrease wages to a grade prohibitive of just profits on capital employed or to\n\n—\n\n—\n\ndiminish the quality of service rendered?\n\n—\n\nThe popularizing of profit-sharing\n\nwith employes at the expense of one's own income?\n\n— Cooperation with\n\nCommon social rights and duties for all\n\nall efforts at better hous-\n\ning, even when it decreases one's own income from rent, and improvement of\n\nstreets and neighborhoods altho far removed from one's own?\n\nWillingness to\n\nsee public funds expended for public playgrounds, parks,\n\nand supervised\n\nplay?\n\nRealization that instruction in music and the fine arts, domestic\n\nbut a means to equal social\nupon proper provisions for public convenience and\ncomfort in trolley cars and other forms of transportation, even tho it decreases\npersonal income from dividends? A personal avoidance of all forms of ostentatious display? A personal participation in all public amusements and\nrecreations that can be shared by all, and effort to get all others to share theni\nscience, physical education, etc., is not a fad,\n\nintercourse?\n\nInsistence\n\nftnd enjoy thenj?\n\n"}
{"page": 742, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n730\n\n[National\n\nDoes this teaching of common rights and duties for all other individuals include\nthe teaching of America's responsibility for the encouragement and support\nAre the following conditions and means to\nof democracy in other lands?\nthis end especially emphasized: (i) The Monroe Doctrine as a protection to\nSouth American republics? (2) The alliance of South American republics for\ntheir own protection, and their growing resentment of any appearance of\narrogant patronage by the United States? (3) President Wilson's recognition\nof this fact by \"watchful waiting\" in Mexico and his asking cooperation and\ncounsel from Argentina, Brazil, and Chile? (4) America's support of worlddemocracy thru entrance into the European war? (5) The difference between\na true democracy and class government as represented by Bolshevism?\n\nV.\n\nSECTION 3.\n\nPRELIMINARY REPORT ON THE DEMOCRACY\nQUESTIONNAIRE\nChicago, 1919\n\nOur democracy is not only still incomplete because it has not been\ncarried far enough, but incomplete in the more dangerous sense that on\n\nthe side of individual freedom and the right to individual development\nit\n\nmay be carried too far.\n\nThere are six propositions more essential to the continued existence\ngovernment and civilization than the preamble to the\nDeclaration of Independence itself. Unlike those of the Declaration, not\nbeing self-evident, they become the first and most sacred aims of education\nof democratic\n\nin a democracy:\n1.\n\nLimitation of individual\n\n—Individual rights are limited by\n\nrights.'\n\ncommon rights and have as their safeguard every self-restraint and selfon the part of each individual necessary to equal rights for all,\nand submission by each to all the compulsion that is essential to the\ncommon welfare, but to no more than is essential.\n\nsacrifice\n\n2.\n\nCompensation for rights thru service.\n\n—Individual rights received thru\n\nthe community or the state must be paid for as fully as possible by equal\nor equivalent individual service.\n3.\n\nA leveling up the only means to permanent equally.-— From the stand-\n\npoint of both the individual and the state, democratic equahty demands\n\na leveling up in place of a leveling down.\n\n—The higher levels of democracy and equality,\n\n4. Self-achievement.-\n\nwhile open to all thru common legal opportunities, must be won by each\nindividual for himself thru personal effort, including all the education\n\nnecessary to make it successful.\n5.\n\nEquality thru highest individual\n\neffort.'\n\n—Except in those exactions\n\nof the state which are independent of relative individual ability, equality\n\nof individual achievement, whether of rights or of service,\n\nis\n\npossible\n\nonly in the sense of the highest and therefore equal individual effort.\n6.\n\nCommon compulsion of all essential equalities not individually self—Both in life and in education the minimum standard set up by\n\nachieved.'\n\n"}
{"page": 743, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n731\n\nmajority rule as essential to the common welfare, in so far as it is not\nindividually self-achieved, must be compelled of all.\n\nExisting tendencies toward higher compulsory standards for democracy\nin morality, health, and other phases of social life.\n\n—While there\n\nis at present\n\na distinct tendency toward higher standards of citizenship in various phases\nof social life, and toward a more effective compulsion with a view to their\n\nattainment, leaders of thought and of action have not generally enough and\nseriously enough askt themselves to what extent health, religion, industry,\nsocial service, leisure in the sense of social intercourse,\n\neven citizenship\n\nitself, are contributing to a truer and more complete democracy.\n\nEducational leadership must sense and further\n\ntoward higher compulsory standards.-\n\n—If democracy\n\nall- popular\n\ntendencies\n\nto be a leveling up,\n\nis\n\nand education is to be the chief means to reaching its higher levels, educational leadership must be the first to sense the higher standards and play\na dominant part in creating, if not the popular demand or majority compulsion, at least the general acquiescence without which new standards\nwill not be self-achieved by each individual thru the school.\nThe committee's investigation therefore includes expert inquiry into existing tendencies toward greater compulsion.\n\n—From\n\nthis point of\n\nview I am\n\nasking representative leaders in each great social field what it has contributed,\n\nis\n\ncontributing, and can be made to contribute to democracy;\n\nfor example, not how much democracy must let rehgion alone, but what,\nif anything,\n\ndemocracy for its own sake must compel of and thru religion;\n\nor whether in addition to the compulsion exercised to safeguard the com-\n\nmunity against contagion there is not a minimum health standard which\nevery individual should as far as possible be compelled to attain.\nSimilarly, at the request of\n\nthe committee experts are seeking to\n\ndetermine contributions to democracy and a compulsory minimum stand-\n\nard in industrial training, social service, and the enjoyment of leisure in\nthe sense of social intercourse. The concern of education in all this is not\nmerely to learn to what extent the democracies compelled in war are likely\nto be continued and extended in time of peace, but to accept and further\nall higher democratic standards.\n\nA national system of education, especially\n\nin a democracy which is a growth and\n\nan individual struggle or common\n\ncompulsion toward higher levels, must be anticipatory and prophetic.\n\n—In so far as the\n\nEducation rightly becoming more individualistic-\n\nprevalent tendency in education can be said to be the superimposing of\n\nmore definitely social aims upon democracy in the form of adaptation to\nindividual abilities and needs it is steadily moving toward a fuller vision.\n\nIn the school, as in democracy in the large, it has been necessary for\nindividualism to assert\nlozzianism,\n'See\n\nthe\n\nitself\n\nkindergarten,^\n\nagainst\n\nall\n\nforms of autocracy.\n\nand Montessori;\n\nthe\n\nelective\n\nPesta-\n\nsystem;\n\n\"The Kindergarten as a Factor in Democracy,\" Annual Report of the International Kindergarten\n\nUnion, loio.\n\n"}
{"page": 744, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n732\n\n[National\n\nDr. G. Stanley Hall's popularizing of the biological point of view, and\nDr. Frank McMurry's insistence upon initiative for children and teachers,\nall\n\nhave been powerful factors in breaking down the bars to a truly\n\nindividual training.\n\n—\n\nSuch unlimited individualism as Tolstoi's destructive to true democracy.\nBut just in so far as Rousseau has been followed to his theoretical goal and\nall compulsion and appearance of compulsion have been put aside democThe extreme to which Tolstoi\nracy, even individuahsm itself, is in danger.\ncarried it in his Russian peasant school is sure to fall short of a benevolent\nanarchy in which everyone can do as he pleases, because everyone pleases\nThe schoolbell rings,\nto do good and to realize the best that is in him.\n\nand Tolstoi smilingly waits until the boys' own initiative brings them into\nthe schoolhouse. They tumble over each other because some take the\nwrong seats, until their own self-activity brings them to order. Tolstoi\nannounces the arithmetic lesson, and, when someone exclaims, *'No, let's\nhave history!\" cheerfully follows the lead of boyish impulse and approves\nit\n\nwith his ''Well then, history it shall be!\"\n\nIn so teaching, Tolstoi on\n\nwas far more truly- the prophet of Bolshevism than\nRousseau in his garret was of the Reign of Terror. In training for democracy the necessary complements of self-expression are self-restraint, selfsacrifice, and willing acceptance of what is best for the common good.\nIndividual rights must be bought thru individual service, equahty won\nthru a struggle to higher levels, the more individual and personal rights\nhis peasant estate\n\nrealized thru self-achievement, equality in the actual results of achieve-\n\nment and service attained in the sense of highest individual effort, and\nall things necessary for the safety and permanency of democracy, which\nare not self-won, compelled by the school far more surely than school\nattendance and support are compelled by the state. Indeed, even in a\ntriumphant democracy a selected and limited compulsion is more essential\nthan under any other form of government and more necessary thru the school\nthan thru the state, because the school must not only, like the state, compel\nall democracy which individual self-expression fails to attain, but in addition\n\nmust compel all that is essential to making individuality realize itself.\nThe four means taken by the subcommittee to further the teaching of democracy.\nThe four means that the subcommittee has seized upon to further\n\n—\n\nthe teaching of democracy are:\n1. Effort to determine thru groups of experts the extent to which the\nwar has raised compulsory standards of individual achievement in the\nfields of religion, morality, health, industry, social service, pohtics, and\nsocial intercourse, with a view to the anticipation and furtherance of\n\nexisting tendencies toward higher standards.\n2.\n\nEffort thru the Democracy Questionnaire to discover factors already\n\nexisting in\n\nsome American schools that tend to a truer and completer\n\ndemocracy, in the hope that school superintendents and committees of\n\n"}
{"page": 745, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\nteachers\n\n733^\n\nmay be inspired to adapt to their own local systems the best\n\nmeans used by others, and to pass on to others what is best in their own.\n3.\n\nCollaboration of committees of experts in the teaching of the various\n\nschool branches, in order to determine what contributions they are making\nor can make to democracy.\n4.\n\nAn attempt to interest pubhshers, especially publishers of school\n\ntextbooks, in the specification and emphasis of contributions which their\npublications have already\n\nmade to democracy, as well as in an increast\n\npubhcation of democratic material and the elimination of all that is definitely undemocratic.\n\nEach of these forms of inquiry is already in more or less successful\noperation, with a promise of astonishingly large results.\n\nThe democracy questionnaire.\n\n—The Questionnaire\n\nitself\n\ndeals\n\nonly\n\nwith existing factors, the very presence of which in some American schools\nproves that they are not vaguely ideal.\n\nSo far only two hundred copies\n\nhave been issued to a group of cities selected on the ground either that\nthey are known to be doing good work in this field or that good work is\nhkely to be found there. They were sent out in the summer, at the height\nof various war activities, and no follow-up letters have as yet been written.\n\nThat more than a hundred replies have so far come in is remarkable and\nin part is due to the accompanying letter from Commissioner Claxton\ntelling of the Bureau's cooperation.\nAs a statistical inquiry the Questionnaire is, as one well-known superintendent frankly characterized it, \"the\nmost impossible\" report school men have ever been askt to fill out.\nAccepted, however, as a patriotic effort to be definite and inclusive, with\na view to suggesting concretely \"high spots,\" and accompanied as it\nhas been, where any sort of reply was received, with the request that a\ncommittee of local teachers, and so far as possible experts in the field of\ncivics, should be appointed to study it, the results have been cumulative\nand astonishing.\n\nLocal committees\nCleveland,\n\nto\n\nsttidy it\n\nPhiladelphia,\n\nin\n\nmany cities.\n\nProvidence,\n\nRacine,\n\n—Baltimore, Cincinnati,\nRochester,\n\nSpringfield,\n\nMass., and other cities have appointed committees, the purpose of which\nis\n\nto report upon the following:\n1.\n\nAny \"high spots\" in the local school system, or other systems\n\nwith which the committee is famihar, along any of the lines suggested in\nthe Questionnaire,\n\nReturn penalty envelopes furnisht by the United\n\nStates Bureau of Education were inclosed for the forwarding of any material descriptive of such \"high spots\"\n\n—\n\ndefinitely detailed outHnes or courses\n\nof study, reports, newspapers, etc,\n2.\n\nAny factors in the teaching of democracy not now emphasized in\n\nthe local system which the committee beheves would be helpful.\n3.\n\nAny factors specified in the Questionnaire which should be elimi-\n\nnated, together with the ground for negative judgment.\n\n"}
{"page": 746, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n734\n4.\n\n[National\n\nFactors not included in the Questionnaire which the committee\n\njudges effective for the teaching of democracy.\n5.\n\nAny material or references to material helpful under any of the\n\nvarious Questionnaire heads, whether used in the local system or not,\n\nsuch as selected passages in books, poems, historical incidents, novels,\nshort stories, plays, Hsts of musical compositions, programs for social\nactivities, schemes of self-government, etc.\n\nIn Cincinnati, under the leadership of Mr. F. P. Goodwin, a committee\nof fifty or\n\nmore has been organized into subcommittees for particular\n\ngrades on democratic elements in school organization, social school activities,\n\nand the course of study and methods of instruction.\n\nSuch experts\n\nin the field of civics as Dr. Jesse Law, Dr. Barnard, Mr. Charles E. Finch,\n\nMr. William C. Casey, and Dr. W. D. Lewis are included in the membership of similar committees in other\n\ncities.\n\nAlready invaluable material\n\nhas been received from this source alone.\n\nToo great detailing and reiteration of democratic teachings likely to become\ntiresome and ineffective.\n\n—^Associate Superintendent Eddy, of Providence,\n\nfrankly states that \"any attempt to carry out the lines of action proposed\nin the Questionnaire would result in having the subject of\n\ndemocracy so\n\nconstantly before the child's mind that the force of it would be weakened\n\nby constant repetition. To my mind, the lines of action proposed are\naltogether too numerous to be carried out.\" If, as is obvious, the \"fines\nof action\" Mr. Eddy has in mind are the whole body of specific means to\ndemocracy collectively detailed in the definite items of the Questionnaire,\nhe\n\nis\n\nprobably\n\nright.\n\nAltho with democracy, as with school discipHne\n\nor morality, we need the cumulative effect of all influences that tend to\n\nmake us good, there is certainly no disposition on my part to criticize a\nschool system as undemocratic because\nnaire items out.\n\nI\n\nit\n\nleaves\n\nsome of the Question-\n\nam not sure that some of them are contributory to\n\ndemocracy at all.\nThe fundamental aims of democratic training can be realized through a\ngreat variety of selected means.\nThe fundamental purpose of so definite a\ndetailing is not exhaustive application but exhaustive inquiry with a view\nof finding out every element judged peculiarly effective for democracy in\nthe work of any system, of making school men conscious of the democratic\nbearing of elements which they have accepted for other reasons or find\nmatters of course, and of suggesting and assembling the greatest possible\nvariety of means to essential democratic aims.\nEach school system can be left to select its own means to the teaching\nof democracy if, however different they may be from those depended\nupon by others, they adequately and economically realize every essential\nphase of each fundamental aim. Most school systems teach some phase\nof democracy extremely well, but the answers to the Questionnaire indicate, not merely the failure of most schools to use the particular means\n\n—\n\n"}
{"page": 747, "printed_page": null, "text": "COURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil]\n\n735\n\ninquired for, but failure to substitute anything equally effective in their\n\nSchool systems must not only be democratic in their school organi-\n\nplace.\n\nzation, their social activities, and their course of instruction, but democratic\n\nExisting tendencies toward democracy which are manifest in\n\nenough.\n\nmany schools must become effective in all.\nThe present report is based upon too few returns to have any statisIndeed its main purpose is propaganda, in which\nhowever convincing, are never a controlling factor. But at\nthe very outset and before any one phase of inquiry is fully under way\nenough \"high spots\" have been shown to exist to blaze the way toward\nefficient training in democracy.\ntical\n\nvalue whatever.\n\nstatistics,\n\nA\n\ngrowing democracy in school organization.^\n\n—Enough\n\ncities\n\nreport\n\nschemes of pupil self-government to indicate a growing tendency toward\n\ndemocracy in school discipline. Increasing democracy in the determination of the material and method of instruction is shown by Dr. Updegraff's\nstudy of the extent to which teachers or committees of teachers participate\nin the making of courses of study ,^ as well as by the willingness on the part\nof most superintendents interested in the Questionnaire to appoint committees to study it. There is not yet sufficient evidence to indicate what\nproportion of high-school principals and teachers have come to regard the\nhigh school as a means to raising the general intellectual level by making\neach individual \"surpass himself,\" as opposed to the theory that higher\ntraining exists only for the development of those most fit for leadership\nand the earliest possible weeding out of academically weaker pupils.\nThe growing democracy in social activities of the school/ WiUiam\nMcAndrew, in his old Washington Irving High School in New York,\nand W. D. Lewis, in the William Penn High School of Philadelphia, long\nago strikingly demonstrated what could be done for democracy thru\norganizing and directing the social activities of the school. Even the\n\n—\n\nfirst\n\nscattering responses to the Questionnaire indicate further develop-\n\nment in this direction.\n\nLos Angeles, for example, sent in as its particular\n\"high spot\" in democracy the report publisht by \"the student body\n\norganization\" on\n\n\"The Life of the Manual Arts School,\" and a chart\n\nvisually representing the plan of organization of the student body at the\n\nDoyle Heights Intermediate School. Mr. Charles F. Finch, chairman of\nthe Questionnaire Committee at Rochester, lists forty-two different kinds\nof clubs, open to all, to particular grades, or to selected groups, besides\ndescribing in concrete detail a much more varied machinery for student\nparticipation in school control than that of Mr. Gill's \"School City\" or\nordinary schemes for pupil self-government.\n\nA careful study of even the\n\nfew student activities just mentioned should equip school superintendents\nand principals for local leadership in this fundamental phase of\ndemocracy.\n'See Dr, Updegraff's section of this Report.\n\n"}
{"page": 748, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n736\n\n[National\n\n—\n\nThe school as a center for democratic social intercourse.- Powerful movements familiar to all progressive school men are already under way;\nmovements that are, on the one hand, educating all pupils into common\ntaste and appreciation, ability and wilKngness to play ordinary games,\ncorrectness and ease in manners and conversation, and the common ideas\nand associations necessary to social contact on the same intellectual level;\nand, on the other, opening the schoolhouse as a community center for the\nvarious forms of social intercourse for which the foregoing instruction is\na preparation.\nIn Chester, Pa., under Mr. Charles F. Weller, formerly in charge of\nplay activities in Washington, Americanization has taken on forms of\nsocial entertainment to which each nationality proudly makes its peculiar\n\nIn Lansdowne, Pa., the young women of the town come\n\ncontribution.\n\ntogether in ordinary and familiar activities with the mill girls of the neigh-\n\nboring village.\n\nAmericanization, the school-playground movement, the\n\nHome and School League and Mothers' Congress, community singing,\nrural-betterment activities, and, as a possible organizing basis for all, the\neffort of the\n\nUnited States Bureau of Education nationally to further\n\nthe movement toward the schoolhouse as a location for an expanded and\nmultiplied town meeting, all are themselves ''high spots\" and have local\n\n\"high spots\" of their own which the Questionnaire is bringing to light.\nDetailed courses in community civics fail to emphasize democracy.\nPerhaps no better illustrations of courses in civics could be selected than\nthe Indianapolis course and the course just adopted for Philadelphia.\nThe Philadelphia coursp, I think, leads the country from the standpoint\nof emphasizing impressions, vocabulary, and transfer, in addition to the\nlocal information and pupil activities usually included in the better courses.\n\n—\n\nThe Indianapolis course is admirable thru its consistent furtherance of\nand progress, of the relating of the home\n\nlaw, order, service, cleanliness,\n\nto every civic interest, and of reciprocal cooperation between the individual\n\nand society.\n\nCourses such as these contain splendid material basal for\n\nall government, including democracy, but so far as I have as yet examined\n\nthem contain little material which would not do equally as well for a PrusNone of us,\n\nsian city under the imperial regime as for democracy itself.\nfor instance,\n\ncan forget Dr. Kirchensteiner's emphasis of cooperation in\n\nthe schools of Munich.\n\nTo be sure, many answers place emphasis upon\n\nthe necessity for individual service, already illustrated by IndianapoHs,\n\nand the interdependence of communities and of nations, each of which\ncan be given a definitely democratic turn'\nrights\n\n—service as compensating for\n\nand interdependence as a reason\n\ndemocracy.\n\nfor our concern for worldIn Sioux City Superintendent Clark and Principal Bone\n\nennoble their high-school course of study with the caption \" Service\n\n—Not\n\nSelf\" and include in it a unique questionnaire on each individual pupil's\nfitness for service and social life.\n\nIn Stamford, Conn., a committee headed\n\n"}
{"page": 749, "printed_page": null, "text": "Council]\n\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\n737\n\nby Principal O'Neil organized, a course of study in geography which it\ncalls ''The Inter-Dependence of Communities.\"\nThe earlier movement\nof the American Peace Society to insure this point of view is familiar to\n\nMr. Gosling, supervisor of high schools for Wisconsin, in a supplement to the Educational News Bulletin for November i, 191 8, published\na highly useful syllabus on \"The Debt of America to England,\" which\nemphasizes both recent services and the origin of many of our older\nall.\n\ndemocracies.\n\nThere is no doubt in my mind that, with tendencies such as this to\nthe fore, when courses of study in civics are re-written in the light of recent\n\nevents they will teach democracy as effectively as they are now teaching\n\ncommunity life. Since the Democracy Questionnaire itself is being carefully studied by a widely scattered group of experts in this field, it may\nhave some influence in hastening this achievement. Every moment gained\n\nmay help throw the balance toward a completer democracy, faihng which\nall\n\ndemocracy is threatened with extinction at the very moment of its\n\ntriumph.\nPioneer work necessary by committees of experts in the teaching of the\nThe very necessity for individual and local selec-\n\nvarious school subjects.'\n\ntion makes\n\nit\n\n—\n\nimperative that committees of experts shall seek out the\n\nmost effective material for the teaching of democracy which can be found\nin the various school subjects.\n\nBulletin 32 in the 1918 series of the United\n\nHenry Neumann's Teaching American Ideals thru Literature, is a striking example of what can be accomplisht in the field of EngStates Bureau,\n\nDr. Hosic and others have already accomplisht much along the\nsame and other lines. Mr. Lowery, of the Germantown High School,\nPhiladelphia, has done fine preliminary work in assembHng an exhaustive\nlist of democratic feelings and attitudes which can be emotionalized thru\nliterature, and in history thru literature.\nWhen the committee, already\nreferred to, on the Teaching of Democracy thru English completes its\nwork, many more means of teaching democracy thru composition and\nvocabulary development as well as thru literature will be revealed.\nIn the field of history Mathew Page Andrew's little book, A Heritage\nFreedom,\ndisplaces the commercial setting usually given to American\nof\ncolonial history, with the attempt of Sir Edwin Sandys and other Englishmen to realize in America the democracy then impossible in England.\nMr. Gosling's bulletin just referred to includes some fundamental democracies.\nDr. William Lingelbach, of the University of Pennsylvania, and\nother supervisors of war-aims courses for the S.A.T.C. have been re-writing\ncourses in history partly from the standpoint of contributions to democracy. A committee organized with the specific purpose of making such\ncontributions selective and inclusive cannot fail to accomplish much. In\nsociology and economics Dr. Judd's \"Lessons in Community and National\nLife\" give many of the general ideas which all American citizens must\n\nlish.\n\n"}
{"page": 750, "printed_page": null, "text": "t\n\nNATIONAL EDUCATION ASSOCIATION\n\n738\npossess in\n\ncommon, not only in order to vote intelligently on specific\n\npolitical issues,\n\nbut to meet together in social intercourse on a common\n\nintellectual level.\n\nof Living\n\n[National\n\nis\n\nProfessor James H. Tuft's book on The Real Business\n\nthe fairest and most democratic book on the elements of eco-\n\nnomics yet pubHsht.\n\nEach general economic idea or famihar business or\n\nspecial situation is made definitely to suggest the viewpoints and associa-\n\ntions essential to just and open-minded thought and action.\n\nMr. Rockermonographs on Brotherhood and Representation in Industry are\ninvaluable contributions to democracy in industry and the complex\nrelationship of capital and labor.\nIt is not possible within the compass\nof this report to tell of the start made by committees in this and other\nacademic fields, but enough has been said to indicate what is under way.\nThe contribution of hook publishers to democracy. Copies of the Questionnaire sent to pubHshers of school textbooks and of books especially\nuseful to schools, with the request that they in some manner indicate any\nfeller's\n\n—\n\ncontributions\n\nmade in their publications along the fines defined in the\n\nQuestionnaire, have already brought a generous response.\n\nD. C. Heath\n\n& Co. mounted on cardboard all passages in their textbooks and anouncements which in their judgment have democratic bearing. Henry Holt\n& Co. put in evidence Professor Tuft's remarkable book. The George\nDoran Co. made an impressive showing thru a large fist of books which\ninclude Dr. Andrew's Heritage of Freedom, several volumes of war poems,\nsome of which are strikingly democratic, books which, like Mr. Wilson's\naddresses and those giving the German viewpoint, contribute to war aims,\nand others which tend to put us in sympathetic touch with the life and\naspirations of other peoples.\n\nThe American Book Co., after pointing out how serious a task it would\nbe for a firm publishing hundreds of books to seek out the democracy in\neach, promised to take the matter up if it could be shown that sufficient\n\nuse would be made of the result for such a labor to be worth while.\nis\n\nThis\n\nafter all what will determine the seriousness and extent of each phase\n\nThe most difficult question the subcommittee faces\nway in which the material it unearths can be put to the most\n\nof the investigation.\nis\n\nthe\n\nefficient use.\n\n—\n\nMeans of giving publicity to \"high spots^' in the teaching of democracy.\nIt must be evident to anyone that this preliminary report merely scratches\n\nthe surface of democratic achievement in and thru the American public\nschool.\n\nAs the results of a many-sided inquiry pour in they must be\nSome material can and probably will be issued thru\n\nassembled and pubHsht.\n\ngovernmental bulletins. School Life, educational journals, the proceedings of\neducational associations, bulletins and news letters of state superintendents,\netc.\n\nThe reports of committees on the contributions of the special school\n\nsubjects will naturally be printed in special journals, and those of at least\n\nthe larger pubfishing houses in their regular advertising matter.\n\n"}
{"page": 751, "printed_page": null, "text": "—\nCOURSES OF STUDY IN ELEMENTARY SCHOOLS\n\nCouncil!\n\n739\n\nThe only part that the Council should play is the issuing from time to\ntime of printed questionnaires, summaries of progress, and guides to fuller\narticles and reports.\n\nInvestigation should prepare the way for national control of training for\n\ndemocracy.\n\n—\n\n^Af ter all an investigation such as this finds its greatest signifi-\n\ncance in preparing the way for a national determination and control of\nessential factors and elements in training for democratic citizenship.\n\nsurely as citizenship\n\nis\n\nAs\n\na national function, training for citizenship\n\nespecially training for the democracy which is the common heritage and\n\nfuture guaranty of all the states\n\n—must become a national function. The\n\nlimitation of individual rights, compensating service in return for rights,\n\ndemocracy as a leveUng up, the self-achievement of ability both to enjoy\nand to serve, the equahty that comes thru highest effort, and the compulthese are fundamental\nsion that must insure what is not self-achieved\ntruths that United States law must compel and a national scheme of\nadministration maintain, supervise, and exact, leaving to each individual\nand to each state the particular form which instruction will take.\n\n—\n\nTraining to completer democracy the chief stabilizing element for a League\n\n—\n\nThe chief stabilizing element not only for the American Commonwealth but for a League of Nations must be a program of instruction\nplanned to further all existing factors in life and in education that tend\nto insure to all states and nations in common a truer and completer democracy; and the extent to which instruction is stabilizing depends upon the\nextent to which it educates for the democracy that is a leveling up. In\neducation as in government the means to democracy must themselves be\ndemocratic. But the initiative allowed the individual teacher and a particular state school system in methods and procedures, like that allowed\nthe individual citizen and the state government, must be checkt and\ndirected whenever it results in a leveling downward or is satisfied with a\nlower level. The education which insures social betterment within and\nof Nations.\n\npeace without is not education for anarchy or education for peace but\neducation for the democracies of the higher levels, thru which alone peace\n\nmay be made certain and abiding.\n\n"}
{"page": 752, "printed_page": null, "text": ""}
{"page": 753, "printed_page": null, "text": "— —\n\nTREASURER'S REPORT\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nJune i, 1918, to May 31, 1919\nA. J. Matthews, in Account with the National\n\nEducation Association\n\nBALANCE ON HAND, JUNE I, 1918\nBalance brought forward from Treasurer's Report for year ending\nMay 31, 1918\n\n$ 3,102 .76\n\nRECEIPTS\nFrom Annual Meeting:\nAdvance enrolment\nFrom W. A. Chambers\n\n$ 2,168.00\n\nFrom J. B. Richey\nFrom C. E. Dickey\nFrom George W. Flounders\nFrom R. C. Shaw\nFrom W. H. Hurt\n\n1,230.00\n\n272.00\n160.00\n\n•\n\n48 .00\n\n20.00\n\nConvention Registration\n\n2,848 00\n.\n\n6,746.00\n\nFrom membership, Chicago Meeting of Department of Superintendence\nFrom Secretary's office during the year:\nMembership fees\n\n1 1 ,42 2\n\n.\n\n00\n\n$32,412.00\n\nEnrolment fees\nSale of back volumes\n\n3,802 .00\n\nSale of special reports\n\n523 .05\n\n493 25\n.\n\nMagazine subscriptions\n\n160.00\n\nSpecial subscriptions\n\n2,672 .95\n\nMiscellaneous (exchange, etc.)\n\n8.31\n\n$40,071.56\n\nFrom interest on Permanent Fund\nFrom royalty on sale of reports of Committees of Ten and Fifteen\nFrom refund on second-class matter\nFrom refund on express\nFrom rent at 1400 Mass. Ave. (J. W. Crabtree)\nFrom refund on railroad ticket\nFrom Commercial Exhibits, Chicago meeting\nFrom interest on deposits on First National Bank, Chicago\n\n7,500.00\n13 .90\n\n8.82\n1.85\n-\n\n70.00\ni 66\n.\n\n1,802 ,08\n\n89.56\n49.550 43\n\n70,830.19\n\nDISBURSEMENTS\nBoard of Trustees:\nFor investment\nFor expenses\nExecutive Committee expenses:\nPresident\n\n$\n\nFirst Vice-President\n\nTreasurer\n\nChairman, Board of Trustees\n\nMember by election\n\n448.37\n219.51\n\n470.49\n246.03\n231.48\n$ 1,615.88\n\nCarried forward\n\n$ 2,306.68\n\n"}
{"page": 754, "printed_page": null, "text": "1\n\n.\n\n742\n\nNATIONAL EDUCATION ASSOCIATION\n\n.\n\nBrought forward\n\n$ 2,306.68\n\nGeneral Secretary's office:\nSalary of Secretary\n\n$ 4,9QQ.92\n\nPostage\nTelegrams and telephones\n\n1,659.94\n\n468 .04\n\nFreight and express\n\n141 .46\n\nClerical services\n\n5,045 70\n\nRent, light, power, and fuel\n\ni^gog 55\n\nStationery and office supplies\n\n623 .35\n\nTraveling\n\n536.95\n86 .42\n\n.\n\n.\n\nMiscellaneous\n\n15,471.33\n\n\\\n\nExpress and freight:\nDistribution of volumes and reports\n\n1,290 66\n.\n\nPrinting:\n\nProceedings (1917)\n\n$ 1,693.95\n\nYearbook (1917)\n\n2,825.37\n\nJournals (1918-19)\n\n3,136 60\n.\n\n$ 7,655.92\n\nReprints from Volume\n\n77-34\n\nSpecial reports\n\n5Qg 89\n3,468.31\n.\n\nN.E.A. Bulletins\nMiscellaneous Getterheads, blanks, etc.)\n\n319 50\n.\n\n12,120.96\n\nSpecial appropriations:\n\nCommittee on Organization\nCommittee on Teachers' Salaries, Tenure, and Pensions\nCommittee on Economy of Time in Education\nCommittee on Elementary-School English\nCommittee on Problems of High-School Libraries\nCommittee of Library Department\nCommittee on Vocational Education and Vocational Guidance.\nCommittee on the Reorganization of Secondary Education\nCommittee on Superintendent Problems\nCommittees of Department of School Patrons\nCommittees on Standardization of Schoolhouse Planning and Con-\n\n%\n\n647 48\n50 00\n.\n\n.\n\n89 82\n.\n\n114 25\n.\n\n50 00\n.\n\n65 57\n31 .05\n.\n\n.\n\n333 1\n46 55\n397 41\n.\n\n.\n\n.\n\nstruction\n\n563 17\n139 71\n.\n\nCommittee on Illiteracy\n\n.\n\nThe National Education Association Commission on the National\nEmergency in Education and the Readjustment During and\nAfter the War\n\n5,368.73\n\nField Secretary on Teachers' Problems and Expenses\n\n8,354 i7\n.\n\n16,251.02\n\nUnclassified disbursements:\n\nAuditing accounts of the Association\n\nBonds of Secretary and Treasurer\nInsurance premium\nRefunds of irregular membership fees\nLegal advice\n\n$\n\n220 00\n.\n\n50.00\n92 00\n.\n\n41 .00\n25 00\n.\n\nPress clippings\n\nPurchase of files\n\n58 23\n.\n\nPurchase of office furniture\n\n936 25\n623 05\n\nInterest on loan\n\n106 09\n\nBalance paid on note of $5,000.00\nSubscriptions to education journals\n\n847.52\n30 80\n\nLettering window\n\n12 .00\n\n,\n\nMiscellaneous (repairs, thermos bottles, copyright, etc.)\n\nMoving books from L Street\nMembership drive\n\n.\n\n.\n\n.\n\n.\n\n41 75\n.\n\n75 00\n.\n\n10,348 70\n.\n\n13,507-39\n\nCarried forward\n\n$60,948-04\n\n"}
{"page": 755, "printed_page": null, "text": "—\n\nTREASURER'S REPORT\n\n743\n\nBrought forward\n\n$60,948 04\n.\n\nConventions:\n\nAnnual convention\nDepartment expenses\n\nI\n\nState directors\n\n308 46\n595 88\n.\n\n.\n\nClerical services:\n\nRegistration Bureau\n\n$\n\nStenographers and typewriters\n\n314 SS\n.\n\n427 15\n.\n\n741-70\nPublicity\n\n553 la\n.\n\nPrinting:\n\nPrograms\n\n$\n\nMiscellaneous\n\n436 11\n74 00\n.\n\n.\n\nSio.ii\n8.77\n119.80\n\nExpress and freight\nStationery\nMiscellaneous:\n\nMusic\nBadges\nReader\n\n$\n\n103.66\n\n986.93\n147 26\n.\n\nSpeakers\n\n96 78\n102.80\n.\n\nSundries\n\n,\n\n1,437.43\n\n4,275.27\n\nDepartment of Superintendence:\nClerical services:\n\nRegistration\nPrinting:\n\n$\n\n116.52\n\n,\n\nPrograms\n\n$\n\nMiscellaneous\n\n745-91\n19-75\n\n765.66\nMiscellaneous:\n\nMusic\n\n$\n\n108 59\n.\n\nPublicity\n\n523-73\n\nExpenses of President\nSundry expenses\n\n87 .06\n\n13-75\n\n733 13\n-\n\n1,615.31\n\n$66,838.62\n\nSUMMARY\nReceipts\n\nBalance brought forward from Treasurer's Report for year ending May 31, 1918\n\n$ 3,102.76\n\nReceipts for year June i, 1918, to May 31, 1919\n\n67,727 .43\n\n$70,830.19\n*\n\nDisbursements\n\nTotal expense for the year\nBalance in treasury, May 31, igig\n\n66,838 63\n.\n\n$ 3,991 -57\n\n'\n\nRespectfully submitted,\n\nA.\n\nJ.\n\nMai THE ws. Treasurer\n\nTo the President of the National Education Association:\n\nThe books and records of the National Education Association and the accounts o f the Treasurer and\nhave been audited by us for the present fiscal year, and we hereb> certify that the fore-\n\nof the Secretary\n\ngoing statement of Receipts and Disbursements\n\nis\n\ncorrect\n\nand in accordance with the books\n\nof the\n\nAssociation.\n\nMar WICK, Mitchell, Peat & Company\nWashington, D.C.\n\nCertified Public Accountants\n\n"}
{"page": 756, "printed_page": null, "text": ".\n\nTHIRTY-THIRD ANNUAL REPORT OF THE BOARD\nOF TRUSTEES OF THE NATIONAL EDUCATION ASSOCIATION\nFROM JUNE I, 1918, TO MAY 31, 1919\nPRINCIPAL ACCOUNT\nRECEIPTS\nCash on hand or investment, June i, 1918\n$io,cx5o West Chicago Park bonds due April i, 1919, paid\n\n$ 1,542 .71\n10,000.00\n\n$11,542.71\n\nDISBURSEMENTS\nUnited States of America Fourth Liberty Loan bonds 4} per cent purchast at $93 .66.\nCash on hand, awaiting investment, May 31, 19 9\n\n$10,500\n\n.\n\n$ 9,834.30\n1,708 41\n.\n\n11,542.71\n\nINCOME ACCOUNT\nRECEIPTS\n$ 5,250\n\nSt. Louis and San Francisco R.R. Co. prior lien bonds, 1950, at 4 per cent.\n\n1,750\n\nSt. Louis and San Francisco R.R. Co.\n\n3,000\n\nLos Angeles, Cal., School District bonds, 1921 \\\nLos Angeles, Cal., School District bonds, 1922 J\n\n7,000\n\n10,000\n\n15,000\n20,000\n\n10,000\n17,000\n10,000\n\n10,000\n\n$\n\nidjustment mortgage bonds, 1955, at 6 per cent\n.\n\n210.00\n105.00\n\n1\n\nSeattle, Wash., school bohds, 1931, at 4j per cent\nTerminal R.R. Association of St. Louis general refunding bonds, 1953, at 4 per cent\nPittsburgh, Lake Erie and West Virginia System refunding bonds, 1941, at 4 per cent.\nOregon Short Line R.R. Co. guaranteed refunding bonds, 1929, at 4 per cent\nCity of New York registered bonds, 1957, at 4^ per cent\nAtlantic Coast Line R.R. first consolidated bonds, 1952, at 4 per cent\nChicago, Indiana and Southern Railway Co. guaranteed consolidated bonds, 1956, at\n\n450.00\n600.00\n800.00\n400.00\n\n4 per cent\n\n400.00\n160.00\n\n.\n\n765 .00\n\n400.00\n\n4,000\n\nManhattan Ry. Co. consolidated mortgage bonds, 1990, at 4 per cent\n\n10,000\n\nKansas City, Mo., school bonds, 1925, at 3§ per cent\nClearwater, Kans., Water Works bonds, 1930\n^\n1\n\n350.00\n\nClearwater, Kans., Water Works bonds, 1931 >at 5 per cent\nClearwater, Kans., Water Works bonds, 1932 J\nMaine Real Estate Title Co. first mortga e bonds, 1932, at 5 per cent\nWest Chicago, 111., park bonds, 1919, at 4 per cent\nSalt Lake City, Utah, Water bonds, 1934, at 4^ per cent\nUnited States of America Second Liberty Loan bonds, 1942, at 4i per cent\nUnited States of America Third Liberty Loan bonds, 1928, at 4i per cent\nUnited States of America Fourth Liberty Loan bonds, 1938, at 4i per cent\nInterest on cash balance in First Trust and Savings Bank, Chicago\n\n300.00\n\n1,000\n2,000\n\n3,000\n2,000\n\n10,000\n\n10,000\n\n41,500\n9,000\n10,500\n\n100.00\n\n400.00\n450.00\n1,763.7s\n\n325.35\n212.10\n49.82\n\n$ 8,691.02\n\nDISBURSEMENTS\nContinental Trust Company, Washington, D.C., as per order October 16, 1918\nAccrued interest on $10,500 United States of America Fourth Liberty Loan bonds, 4i per cent,\n5 months, 16 days\nFirst Trust and Savings Bank fees:\nJ of I per cent on permanent fund\n\n$6,652 .48\n\n205.77\n\n$252.50\n26.25\n\nJ of I per cent on new investment of $10,500\n\n278.75\nJ.\n\nW. Crabtree, Secretary, National Education Association\n\n1,554.02\n\n$ 8,691.03\n\n744\n\n"}
{"page": 757, "printed_page": null, "text": "1 2\n\n.\n\nREPORT OF THE BOARD OF TRUSTEES\n\n745\n\nSTATEMENT OF SECURITIES HELD FOR THE PERMANENT FUND\n\nMAY 31, 1919\nMUNICIPAL AND SCHOOL BONDS\nPar Value\n\nSecurity\n\n$ 8,000\n\nCity of New York registered\ngold bonds, due Nov. 1,\nI9S7, Nos. 554 to 561\nCity of New York gold bonds,\ndue Nov. I, 1957, Nos.\n26816 to 26824\nKansas City. Mo., School District bonds, Nos. 3127-29,\n3133. 313S-36, 31Q0-92, and\n3200, due July i, 1925\nClearwater,\nKans.,\nWater\nWorks bonds, Nos. 18 to\n23 inc., $1,000 due Aug. 1,\n1930, $2,000 due Aug. 1,\nand\ndue\n$3,000\n1931,\n\nQ,000\n\n10,000\n\n6,000\n\n10,000\n\n10,000\n\n3,000\n\nAcquired\n\nWash., school bonds,\nNos. 586 to 595 inc., due\nMarch i, 1931\nSalt Lake City, Utah, Water\nbonds, Nos. 310 to 319 inc.,\n\nInterest\n\nBook Value\n\n% May and Nov.\n\n$ 8,510.00\n\nJune 12, 1908\n\n4J% May and Nov.\n\n9,810.00\n\nJune 12, 191\n\n3i% Jan. and July\n\n9,500.00\n\nDecember 30, 1912\n\n5% Feb. and August\n\nNovember 8, 1916\n\n4l% March and Sept.\n\nOctober 21, 1915\n\n4i% Jan. and July\n\nDecember 20, 1916\n\n4i% Jan. and July\n\nDecember 20, 1916\n\n4J% Jan. and July\n\nFebruary 29, 1908\n\n4J\n\nSeattle,\n\nLos\n\nAngeles,\n\nCal.,\n\n10,266.30\n\nSchool\n\nDistrict bonds, Nos. 496 to\n\n7,000\n\n498 inc., due July i, 1921.\nLos Angeles, Cal., School\n\n3,049 29\n.\n\nDistrict bonds, Nos. S7i to\n\n577 inc., due July i, 1922.\n\n$63,000\n\n7,137.20\n\n$64,272.79\n\nRAILROAD BONDS\nPar Value\n$ S.2SO\n\nSecurity\n\nLouis and San Francisco\nR.R. Co. temporary prior\nmtge.\nlien\nbonds,\nNos.\nM4S96S to 45969 inc..\nY2644, due July i, 1950.\nSt. Louis and San Francisco\nR.R. Co. temporary adjustment mtge. bonds, Nos.\n.\n\ni,7So\n\n15,000\n•\n\n20,000\n\nM16938, D1674, Y2222, due\nJuly I, 1955\nTerminal R.R. Association of\nSt. Louis general refunding\nsinking fund gold bonds,\nNos.\n16311-16325,\ndue\nJan. I, 1953\nPittsburgh. Lake Erie and\nWest Virginia System refunding gold bonds, Nos.\n\n13496-13500,\n10,000\n\n10,000\n\n10,000\n\nguaranteed refunding gold\nbonds,\nNos.\n4013-401 7,\n13810,\n4025-4027,\n4976,\ndue Dec. i, 1929\nChicago, Indiana and Southem Railway Co. bonds,\nNos. 11386 to 11394, inc.,\nand 13786, due Jan. i, 1956\nAtlantic Coast Line Railroad\nCo. first cons, bonds, Nos.\n5130, 6494, 11639, 14335,\n14339, I7S79, 24601, 37565,\n\nBook Value\n\nJanuary 3, 1907\n\n4% Jan. and July\n\n$ 4,331. as\n\nJanuary 3, 1907\n\n6% April and Oct.\n\n1,443.75\n\nTanuarv ^0. looc\n\n4% Jan. and July\n\n15,050.00\n\nJanuary 13, 1906\n\n4% May and Nov.\n\n19.942. so\n\nFebruary 3, 1908\n\n4% June and Dec.\n\n8,895.00\n\nJanuary 18, 1909\n\n4% Jan. and July\n\n9,500.00\n\n4% March and Sept.\n\n9,600.00\n\n/August 3, 1909\n\nJune 5, 191 1\n\n]\n\n/\n\nManhattan Railway Co. cons,\nmortgage gold bonds, Nos.\n6522, 16083,\nand\n2843,\n16087, due April I, 1990.\n.\n\n$76,000\n\nInterest\n\n21236-21250,\n\ndue Nov. I, 1941\nOregon Short Line R.R. Co.\n\nand 50251, due July i, 1952\n4,000\n\nAcquired\n\nSt.\n\nJune 5, 191\n\n4% April and Oct.\n\n3,900.00\n\n$72,662.50\n\n"}
{"page": 758, "printed_page": null, "text": "7\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n746\n\nCORPORATION BONDS\nPar Value\n$2,000\n\nSecurity\n\nMaine\n\nReal\n\nEstate\n\nCompany\n\nfirst\n\nAcquired\n\nInterest\n\nBook Value\n\nOctober 11, 1915\n\n5% Feb. and Aug.\n\n$2,000.00\n\nTitle\n\nmortgage\n\ngold bonds, Nos. 151 and\n152, due Aug. 1, 1932\n\n$2,000\n\n$2,000.00\n\nGOVERNMENT BONDS\nPar Value\n\nSecurity\n\n$ 1,500\n\nUnited States of America 1025 year 4% convertible\nbonds, Nos. 218262 at $500,\n34550 at $1,000, due Nov.\n15, 1942\nUnited States of America\n10-25 year 4% convertible\nbonds, Nos. 320001, 32004,\nand 23897 at $5,000 each,\n89345, 8989346, and 330767\n.\n\n40,000\n\n.\n\nBook Value\n\nAcquired\n\nInterest\n\nNovember 15, 191\n\n4% May and Nov.\n\nNovember 15, 1917\n\n4% May and Nov.\n\n38,896.00\n\nApril 15, 1918\n\n4,h% March and Sept.\n\n9,000.00\n\nApril 10, 1919\n\n4J% April and Oct.\n\n$\n\nI\n\n500 00\n\nto 330774, inc., at $1,000\neach, 494933 to 494937,\nat $1,000 each, due\n\ninc.,\n\n9,000\n\n10,500\n\nUnited States of America\nThird Liberty Loan bonds,\nNos. 572807 to 57281S at\n$1,000 each, due Sept. 15,\n1928\nUnited States of America\nFourth Liberty Loan bonds,\nNos. 2584841 to 2584850,\ninc., at $1,000 each. No.\nat\ndue\n1043 1 24\n$500,\nOctober 15, 1938\n\n$61,000\n\n9,834.30\n\n$59,230.30\n\nTo the Trustees of the National Education Association:\n\nGentlemen: The above and foregoing is a correct statement of the account of the funds of the National\nEducation Association of the United States as the same appears on the books of this bank.\nFirst Trust and Savings Bank\nBy Louis Boisot, Vice-President\n\nChicago, III.\nJuly I, 1919\n\nTo the President of the National Education Association:\n\nWe have examined the books and records of the Board of Trustees of the National Education Associtation and certify that, in our opinion, the foregoing statement correctly shows the condition of the Permanen\n\nFund as of May 31, 1919.\n\nWe have examined the securities listed in the foregoing statement, deposited in the\n\ncustody of the First Trust and Savings Bank of Chicago, Illinois.\n\nMarwick, Mitchell, Peat & Company\nCertified Public Accountants\n\nChicago, III.\n\n"}
{"page": 759, "printed_page": null, "text": "dues\n\niate.\n\n1\n\n1\n\n1\n\n%\n\n.H\n-m\n\n..—\n\nfl\n\n•\n\n-s\n\ns\n\n^\n\ncj\n\n^c*\n\n>£t\n\nX\nt\n5\n\na^\n\n•-\n\no\n\ns>si\n\nC9\n\n^\nX\n\n5 ^\"^\n^H ^^1 ^Hl 1^1 IB HI\n\ntJ\nCO\nUJ\n\n2\nz\n^\no\nX\n\n^«\\Ai-\n\n606r-806l\n\n«*=•\n\n2\n\n+j\n\n<u\n\nZ06I-906I\n\n906I-S06I\n\n>»-||\n\nsoei-t'oei\n\n- ^ 13\n\ntr06l-£06r\n\nb g€\n\nr!\n\na-\n\ng .S\n\nX\n\n1\n\n0-\n\ng\n\na,\n\n*^\n\naj\n\n2\n\n1o:\n\nQ\n\n^ ^^\n\n« ^\nex ^ o\no rt\n£ \"^ ^\n\n8061-1061\n\n!\n\nO\n\nn^jki\n\na>\n\nS\n.2\n\nrt\n\n£06I-'Z06I\n\nIII\na^Z\n\nZQ61-I0GI\n\n^ ;^ ^\n\no 2 o\n\n1\n\nu\n\noJ\n\n<u\n\n5t\n\n1061-0061\n\n-o^l\n\n1\n\n00$t-668l\n\nII a\n\n{\n\n66Qt-868f\n\n^ o%\n\ns-s?\n^ i ^\n\nto\n\n.\nooooooooooooc>ooooooooooo\nooooooooooooc\njooooooooooo\nooooooooooooc>ooooooooooo\n\nSSSNS22t:^!l3l!2S:\n\n868(-Z68l\n\nS\n\n•:-.\n\ni ^ '^^\n3\nVQ\n'^\n\n^>.o\n.52\n\n"}
{"page": 760, "printed_page": null, "text": ""}
{"page": 761, "printed_page": null, "text": "GENERAL INDEX\n[Names of authors are set in small capitals]\n\n—\n\nAbt, Isaac A. Cooperation of Physicians\nin the Health Work of Schools, i6i\nAct of Incorporation, i\nAdams, Eleanor N. ^What Deans of\nWomen Can Do to Encourage Group\nConsciousness among Women Education, 396\nAddresses of Welcome (Francis G. Blair),\n490; (C. P. Cary), 31; (Peter A.\nMortenson), 493; (M. C. Potter), 32;\n\n—\n\n—\n\n(Ellen C. Sabin), 35\nAddresses of Welcome, Response to (Annie\nWebb Blanton), 38\nAdjustment of School Hours to Meet Congestion and Community Needs (Ernest\n\nL. Thurston), 567\n\nAdjustment, The, of the Senior School to\n\nH—\n\nArnold, E.\nWhat the War Should\nDo for Our Methods in Physical Education, 554\nArt as an Essential in General Education\n(George William Eggers) ,157\n,\n\nBagley, W.\n\n,\n\nC—\n\nThe Status of the Critic\nTeacher, 238; Training of Teachers, 499\nBaker, Elizabeth S. The Contribution\nof Teachers to the Development of\nDemocracy: C. Elementary Schools, 104.\nBall, W.\nFederal and Public-School\nCooperation in Citizenship Training, 475\nBalliet, Thomas M. The Teaching of\nCitizenship in High Schools, 381\n\n—\n\nR—\n\n—\n\n—\n\nBallou, Frank S. Discussion: Essential\nFactors in the Teaching of Democracy,\n156\n\n—Educational Control\n—\nof Rural Schools, 24\nBeveridge,\nH. —A National Program\nfor Education, 509\nBiNZEL, Alma L. —The Contribution of\n\nMeet New Conditions (A. B. Meredith),\n\nBarth, George P.\n\n571\n\nof School Health Work, 310\nBaylor, Adelaide Steele Consolidation\n\nAdjustments between the Junior and Senior\nHigh Schools in Boston (Frank V.\nThompson), 569\n\nby Teachers, Construcand\n(Ethel M. Gardner), 378\n\nAdministration\n\ntive Participation in Organization\n\nAdministration, The, of Vocational Education (Frank M. Leavitt), 332\nAdministrative Officers, Preparation of\nSupervisory and (W. G. Coburn), 250\nAdministrative Problems in Supervised\nStudy (D. J. Kelly), 601\nAdministrator's Point of View, Necessity\nfor Sharp DiflFerentiation between the\nTeacher's Point of View and the (Lucius\n\n1\n\nJ.\n\nTeachers to the Development of Democracy: A. Kindergarten, 96\nBirge, E. a. Discussion: Effect of the\nWar on Higher Education, 217; What\na President May Expect from a Dean of\nWomen, 399\nBlair, Francis G. Address of Welcome,\n490\n\n—\n\n—\n\n—\n\nBlake, Katherine Devereaux How to\nTeach Pupils to Respect the Rights of\n\nT. Gould), 380\n\n—War-Library Exof\nAlexander,\nCarter— Supervision\nSchool Libraries, 446\nAllen,\nM. — Pupil Responsibility as a\nTraining in Democracy, 202\nAlvord, Katherine\n—Relation of the\nAhern, Mary Eileen\nperiences, 463\n\nI.\n\nS.\n\nFaculty and Especially the Dean of\nto the Student Government\nAssociation, 412\n\nOthers, 665\n\nBlanton,\n\nI\n\nMy\n\n325\n\n432\n\nBoard of Trustees, Thirty-third Annual\nReport of the, 744\nBoGAN, William J. The Value of\n\n—\n\nRoseman), 477\nAmericanization Work with the Foreignborn, The Federal Plan of (Raymond F.\nCrist), 471\nAncient and Modern Languages, What\nShall We Do with the? (J. W. McClinton), 609\n\nWebb — Am\n\nBoards of Education and the Public, Cooperation between (Harold O. Rugg),\n\nWomen\n\nAmericanization, Experiences in, with\nSuggestive Plans for Development (W. P.\n\nAnnie\n\nKeeper? 402; Response to\nAddresses of Welcome, 38\nBoards of Education, Cooperation between,\nand the Public (William L. Pieplow),\nSister's\n\nTeachers' Councils, 387;\n\nWhat the War\n\nShould Do for Our Methods\ntional Education, 561\n\nin\n\nVoca-\n\nInstruction\nof\nBooks and\nElementary-School Children in the Use\nof (O. S. Rice), 180\nBoys' Working Reserve (H. W. ^ells),\nLibraries,\n\nAnna Howard Shaw, Memorial to, in\n\n535\n\n749\n\n"}
{"page": 762, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n750\n\n—Vocational EducaBradford, Mary C. C. —The Work of the\nBrace, George M.\ntion, 333\n\nCommission on the Emergency in Education, 79\n\n—\n\nBrown,\n\nStanley Supervised and\nJ.\nDirected Study, 594; Teachers' Salaries,\n147\nBruce, William C. School Buildings\nfrom the Standpoint of an Editor, 357\nBuissoN, Ferdinand Education for the\nEstablishment of Democracy in the\nWorld: C. France, 93\nBuRNHAM, Ernest The Preparation of\nRural School Teachers, 242\nBusiness Education, Department of, Secretary's Minutes, 259\nBusiness Methods, Modification of, in\nEducational Institutions (Henry H.\nHilton), 210\nButcher, Thomas W. The Preparation\nof Graded Elementary Teachers, 245\n\n—\n—\n\n—\n\n—\n\nBy-Laws, 5\nCalendar of Meetings, 13\nCallahan, John Part-Time Vocational\n\n—\nEducation, 272\nCarothers, W. H. —^War Savings, 524\nCarr, John W. —\n137\nGary, C. P. —Address of Welcome, 31\nSalaries,\n\nCaulkins, E. Dana—The Promotion of\nPhysical Education thru State Legislation, 318\n\nCauses, Some, of the Present Decline of\nTeaching as a Profession (Sara H.\n\nFahey), 383\n\nChallman, Samuel A,\n\n—\n\nDiscussion: The\nIntermediate School, 330\nChild Hygiene, Department of, Secretary's\nMinutes, 303\nChild-Welfare Agencies Cooperating with\nthe Schools: A. The Children's Bureau\n(Julia Lathrop), 113; B. Girl Scouts\n(Laura Peirce Holland), 116; C. Red\nCross (Minnie Lee Davis), 116\nCitizenship in High Schools, The Teaching\nof\n\n(Thomas M. Balliet), 381\n\nCitizenship, Music for (A. J. Gantvoort),\n\n292\nCitizenship Training, Federal and Public-\n\nSchool Cooperation in (W. R. Ball), 475\nCity School System, Supervision in the\nSmall (R. N. Irons), 622\nCivics' and Economics, What the War\nShould Do for Our Methods in (William\nB, Guitteau), 552\nClass Period, The Three Functions of the\n\n(Alfred L. Hall-Quest), 575\nClassroom Teachers, Department of, Secretary's Minutes, 375\n\nClaxton, p. p.\n\n—Education for the Estab-\n\nlishment of a Democracy in the World:\nA. The United States, 81\nCoBURN, W. G. Preparation of Supervisory and Administrative Officers, 250\nCoFFMAN, Lotus D. Educational Service,\n531; Essential Factors in the Teaching\n\n—\n\n—\n\nDemocracy, 152; How the Colleges\nand Normal Schools May Cooperate in\nthe Preparation of Teachers for American\nof\n\nPublic Schools, 253; Need for the Substitution of a Cooperative Type of\nOrganization for the Present System,\n376; Should Authors Be Concerned with\nthe Methods of Distribution of Text-\n\nbooks ? 468\n\nColgrove, p. P.-^The Part-Time Continuation School, 619\n\nCommercial Education, Recent Developments in (F. G. Nichols), 260\nCommission on the Emergency in Education,\n\nThe Work of the (Mary C.\n\nC.\n\nBradford), 79\nCommission on the Revision of Elementary\nEducation, The Work of the (Margaret\naught), 75\nS.\n\nMcN\n\nCommittee on Economy of Time in Education, Final Report of the, 132\nCommittee on Economy of Time, Report of\nthe, 668\n\nCommittee on Health Problems in the\nSchools, Report of (Thomas D. Wood),\n159\n.\n\nCommittee on Resolutions, Report of the,\n22\n\nCommittee on Salaries, Tenure, and Pensions, Report of the (Joseph Swain),\n135; 537\nCompensation, Adequate, for Teachers in\nState Normal Schools (John A. H.\nKeith), 229\nCompensation, Adequate, for Teaching\n\nService in Public Schools (D. B. Waldo),\n\n494\n\nCondon, Randall J.\n\n—\n\nEducation of the\nImmigrant, 558\nCongress of Mothers' and Parent-Teachers'\nAssociations,\nReport of (Elizabeth\nHarrison), 428\nConsolidation of Rural Schools (Adelaide\nSteele Baylor), 124\nConstructive Participation in Organization\nand Administration by Teachers (Ethel\nM. Gardner), 378\nConstructive Program, A, in Physical\nEducation (J. H. McCurdy), 199\nContinuation School, The Part-Time (P. P.\nColgrove), 619\n\n—\n\nCook, Katherine M. The Course of\nStudy Reorganized to Meet the Needs\nof Modern Rural Life, 282\n\nCooper, Frank Irving\nIntermediate\n\n— Discussion: The\n\nSchool,\n\n330;\n\nHygienic\n\nProblems in Schoolhouse Construction,\n303\nCooperation, Better, between the Public\nand the School Authorities in Securing\nBetter Teaching in Elementary Schools\n\n(Margaret S. McN aught), 434\nCooperation between Boards of Education\nand the Public (William L. Pieplow),\n325; (Harold O. Rugg), 432\n\n"}
{"page": 763, "printed_page": null, "text": "INDEX\nCooperation\nin\nCitizenship\nTraining,\nFederal and Public-School (W. R. Ball),\n475\nCooperation of the Medical Profession\n(Frederick R. Green), 165\nCooperation of Patrons in Solving the\nProblems of Social Life in the High\nSchool (Olivia Pound), 440\nCooperation of Physicians in the Health\nWork of Schools (Isaac A. Abt), 161\nCooperation between the Public and the\nSchools in taking Advantage of the\nVocational Education Bill (Arthur F.\n\nPayne), 437\nCooperation of School Authorities and the\nPublic in the Wider Use of School\nBuildings (Raymond F. Crist), 443\nCouncil of Jewish Women, Report of the\n(Fannie Sax Long), 430\nCourse of Study, The, Reorganized to\nMeet the Needs of Modern Rural Life\n(Katherine M. Cook), 282\nCrabbe, J. G. How to Secure an Adequate Student Constituency for State\n\n—\n\nNormal Schools and Colleges, 222\nCrist,\nRaymond F. Cooperation of\nSchool Authorities and the Public in\nthe Wider Use of School Buildings, 443;\nThe Federal Plan of Americanization\nWork with the Foreign-born, 471\nCritic Teacher, The Status of the (W. C.\nBagley), 238\nCurriculum, Subject-Matter of the (Alice\nTemple), 175\nDavis,\nMinnie\nLee Child-Welfare\nAgencies Cooperating with the Schools:\nC. Red Cross, 1x6\nDay, Grace A. Supervision of Study in\nthe Grades, 598\n\n—\n\n—\n\n—\n\n—\n\nDeamer, Arthur Changes Produced in\nthe Modem-Science Courses by the War,\n616\n\nDean of Girls, The Work of a, and Its\nRelation to That of a Dean of Women\n(EuLA W. Deaton), 420\n\nDean of Women, WTiat a President May\nExpect from a (E. A. Birge), 399\n\nDeans of Women, Department of, Secretary's Minutes:\n\nChicago Meeting, 406;\n\nMilwaukee Meeting, 393\nDeaton, Eula W. The Work of a Dean\nof Girls and Its Relation to That of a\nDean of Women, 420\nDefects of Supervision and Constructive\n\n—\n\nSuggestions Thereon (Sallie Hill), 506\nDe Forest, Charles M. The National\nLegion of Modern Health Crusaders, 307\nDemocracy Involves Duties as Well as\nRights, How to Teach Pupils That\n(Albert A. Meras), 658\nDemocracy in Our Public Schools, A Plea\nfor Greater (Frances E. Harden), 390\nDepartment: of Business Education, 259;\nof Child Hygiene, 303; of Classroom\nTeachers, 375; of Deans of Women,\n\n—\n\n751\n\n393; of Educational Publications, 465;\nof Elementary Education, 179; of Higher\nEducation, 205; of Kindergarten Education, 171; of Library, 445; of Music\nEducation,- 291; of National Council of\nEducation, 119; of Normal Schools, 221;\nof Physical Education, 315; of Rural\nand Agricultural Education, 281; of\nSchool Administration, 323; of School\nPatrons, 427; of Science Instruction,\n289; of Secondary Education, 195; of\nSuperintendence, 483;\nof Vocational\nEducation, 271; of the Wider Use of\n\nSchoolhouses, 471\nof Superintendence, Resolu-\n\nDepartment\n\ntions of, 488\n\nDevelopment of Democracy, The Contribution of Teachers to the A. Kindergarten,\n(Alma L. Benzel), 96; B. Rural Schools\n(Marie Turner Harvey), 100; C. Ele:\n\nmentary Schools (Elizabeth S. Baker),\n104; D. Secondary Schools (Essie V.\n\nHathaway), 107\nDevelopments, Recent, in Commercial\nEducation (F. G. Nichols), 260\nDirected\nStudy,\nSupervised and\n(J.\nStanley Brown), 594\nDiscussion, 630\nDiscussion: Adequate Compensation for\nTeachers in State Normal Schdols (E. O.\nFinkenbinder), 236\nDiscussion: The Course of Study Reorganized to Meet the Needs of Modern\nRural Life (G. M. Wilson), 285\nDiscussion: Drawing as an Essential in\n\nGeneral Education (Walter Sargent),\nDiscussion: Effect of War on Higher Education (E. A. Birge), 217\nDiscussion:\nEssential Factors in the\n\nTeaching of Democracy (Charles S.\nMeek), 155; (H. B. Wilson), 155;\n(Frank S. Ballou), 156\nDiscussion: The High-School Library and\nthe High-School Librarian (Frank G.\nPickell), 456\nDiscussion:\nInstruction of High-School\nStudents in the Use of Books and\nLibraries (Margaret E. Ely), 459\nDiscussion:\nThe Intermediate School\n(D. H. Perkins), 329; (Frank Irving\n\nCooper), 330; (Samuel A. Challman),\n330\nDiscussion Music in Education (Eugenie\nDussuchal), 301\n:\n\nDiscussion: Office Training in the High\nSchool (Frank C. McClelland), 263\nDiscussion: The Relation of the School\nLibrary to the Teaching of Science\n\n(George R. Twiss), 462\nDiscussion:\n\nVocational Education (E. E.\n\nGuNN, Jr.), 2,2,1\nYoung\nDiscussion:\n\nPeople's\n\nReading\n\nCircles (J. F. Haines), 451;\n\n(Anna E.\n\nLog.an), 451\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n752\n\nDistribution of Textbooks, Should Authors\nBe Concerned with the Methods of?\n\nElementary Teachers, The Preparation of\nGraded (Thomas W. Butcher), 245\n\n(L. D. Coffman), 468\nDivided-Period Plan, The, of Supervised\nStudy in American History (Mabel E.\nSimpson), 587\n\nElliott,\n\n—Equipping and\n\nDoBBS, Ella Victoria\n\nFurnishing the Modern School, 191\nDrawing as an Essential in General Education, Discussion (Walter Sargent),\n158\nDriver, Lee L. The Organization of\nPublic Education for Service in the New\nDemocracy: A. Rural Education, 64\n\n—\n\nDussucHAL, Eugenie\n\n—Discussion: Music\n\nin Education, 301\n\nEconomics, What the War Should Do for\n\nOur Methods in Civics and (William\nB. Guitteau), 552\nEducation for the Establishment of a\nDemocracy in the World A. The United\nStates (P. P. Claxton), 81; B. France\n(Albert Feuillerat), 89; C. France\n(Ferdinand Buisson), 93; D, South\nAmerica (Aurelia Viera), 95\nEducation of the Immigrant (Randall J.\nCondon), 558\nEducation, National Aid for (Margaret S.\nMcN aught), 652\nEducation^ A National Program for (J. H.\n(Beveridge), 509; (Edmund J. James),\n:\n\n517; (C. N. Kendall), 514; (George\nDrayton Strayer), 523\nEducation of Women, Effect of War on the\n\n(Kathryn S. McLean), 214\nEducational\n\nControl\n\nSchool\n\nof\n\nEducational Institutions, Modification of\nBusiness Methods in (Henry H. Hilton), 210\nEducational Publications, Department of.\nSecretary's Minutes, 465\nEducational Readjustments Following the\nWar (T. H. Harris), 649\nEducational Service (Lotus D. Coffman),\nEducational\n\nSpecifications\nfor\nSchool\nBuildings (Charles H. Judd), 365\nEffect of War on the Education of Women\n(Kathryn S. McLean), 214\nEffect of the War, The, on Methods of\nTeaching (A. A. Potter), 208\nEffects; Some, of the War on the Higher\nof\n\nWomen\n\nGoodsell) 407\nEggers, George William\n\n(Willystine\n\n—\n\nArt as\nEssential in General Education, 157\n\nan\n\nDepartment\n\nof.\n\nElementary Education,\n\nSecretary's Minutes, 179\n\nEducation, Music as an\nInfluence in (Mabelle Glenn), 298\nElementary-School Children, Instruction\nof, in the Use of Books and Libraries\n(0. S. Rice), 180\n\nElementary\n\n_\n\n—\n\n—\n\nof Books and Libraries, 459\nEmergency in Education, The Work of the\nCommission on the (Mary C. C. Brad-\n\nford), 79\nEnglish Language, The Its New Importance and Universality (Henry C.\nJohnson), 606\nEnglish, What the War Sould Do for Our\nMethods in (Edwin L. Miller), 542\nEquipping and Furnishing the Modern\nSchool (Ella Victoria Dobbs), 191\nExperiences in Americanization,\nwith\nSuggestive Plan for Development (W. P.\n\n—\n\nRoseman), 477\nExperiments in State Publication (H. S.\nShirer), 465\nFactors, Essential, in the Teaching of\nDemocracy (A. E. Winship), 150;\n(Lotus D. Coffman), 152\nFahey, Sara H. Some Causes of the\nPresent Decline of Teaching as a Profession, 383\nFederal Plan, The, of Americanization\nWork with the Foreign-born (Raymond\n\n—\n\nF. Crist), 471\n\nHealth\n\nWork (George P. Barth), 310\n\nEducation\n\n—\n\nE. C. The Organization of\nPublic Education for Service in the New\nDemocracy: D. Higher Education, 73\nEllsworth, Frank E. What State\nNormal Schools Should Do for Their\nGraduates, 224\nEly, Margaret E. Discussion: Instruction of High-School Students in the Use\n\nElementary-School Curriculum, R^ision\nof the (Theda Gildemeister), 182\n\n—\n\nFeuillerat, Albert Education for the\nEstablishment of a Democracy in the\nWorid: B. France, 89\nFinkenbinder, E. O. Discussion: Adequate Compensation for Teachers in\n\n—\n\nState Normal Schools, 236\nM. Teresa President's Address,\n291\nFord, G. Stanton—The Schools as They\nHave Affected Government Activities,\n\nFinn,\n\n—\n\n538\nFosDiCK, Frank S. How to Teach Pupils\nConstituted\nRespect\nfor\nProperly\n\n—\n\nAuthority, 661\n\nFreeman, Frank N.\n\n—\n\nIllumination Requirements of School Buildings, 339\nJFreshman, How May the, Be More Easily\nand Quickly Adjusted to College Life?\n(F. Louise Nardin), 415\nFunctions, The Three, of the Class Period\n\n(Alfred L. Hall-Quest), 575\nFunderburg, Clifford The Six-Six Plan\n\n—\n\nin Indiana, 646\n\nFurnishing, Equipping and, the Modem\nSchool (Ella Victoria Dobbs), 191\nGantvoort, a. J. Music for Citizenship,\n292\nGardner, Ethel M. Constructive Participation in Organization and Administration by Teachers, 378\n\n—\n\n—\n\n"}
{"page": 765, "printed_page": null, "text": "—\nINDEX\n\n—\n\nGecks, T. C. The Organization of Public\nEducation for Service in the New\nDemocracy: B. Elementary Education,\n67\nGeneral Education, Art as an Essential in\n(George William Eggers), 157\nGeneral Education, Drawing as an Essential in, Discussion (Walter Sargent),\n\nGeneral Sessions of the Association, 31\nGeography, What the War Should Do for\n\nOur Methods in (J. Paul Goode), 547\nGildemeister, ThEda Revision of the\nElementary-School Curriculum, 182\nGlenn, Earl R. The Relation of the\nSchool Library to the Teaching of\nScience, 460\nGlenn, Mabelle Music as an Influence\nin Elementary Education, 298\nGoode, J. Paul—What the War Should\nDo for Our Methods in Geography, 547\nGoodsell, Willystine Some Effects of\nthe War on the Higher Education of\nWomen, 407\nGould, Lucius T. Necessity for Sharp\nDifferentiation between the Teacher's\nPoint of View and the Administrator's\nPoint of View, 380\n\n—\n\n—\n\n—\n\n—\n\n—\n\nGovernment\n\nThey\n\nThe\n\nActivities,\n\nHave\n\nAffected\n\n(G.\n\nSchools\n\nas\n\nStanton\n\nFord), 538\nGraduates, What State Normal Schools\nShould Do for Their (Frank E, Ellsworth), 224\nGray, William S. The Relation between\nStudy and Reading, 580\nGreen, Frederick R. Cooperation of\nthe Medical Profession, 165\n\n—\n\n—\n\nGreenwood, Grace—The Scoring of\nRooms in Residence Halls, 425\nGroup Consciousness among Women\nEducation, What Deans of Women Can\nDo to Encourage (Eleanor N. Adams),\n396\nConsciousness among Women\nIndustry and Politics, What Deans\n\nGroup\n\nWomen Can Do to Encourage\n(Margaret S. McN aught), 394\nGuiTTEAU, William B. What the War\nShould Do for Our Methods in Civics\nof\n\n—\n\nand Economics, 552\nGuNN, E. E., Jr. Discussion: Vocational\n\n—\n\nEducation, 337\n\n—\n\nHaines, J. F. Discussion: Young People's\nReading Circles, 451\nHall-Quest, Alfred L.—The Three\nFunctions of the Class Period, 575\nSamuel The Educational\nValue of Play, 637\nHarden, Frances E. A Plea for Greater\nDemocracy in Our Public Schools, 390\nHarding, S. B.—What the War Should Do\nfor Our Methods in History, 545\nHarris, Mary C. Teacher Participation\nin School Administration, 189\n\n—\n—\n\nHamilton,\n\n—\n\n1SS\n\n—\n\nHarris, T. H. Educational Readjustments Following the War, 649\nHarrison, Elizabeth Report of Congress of Mothers' and Parent-Teachers'\nAssociations, 428\nHart well, S. O. School Expenses Considered as an Investment, 564\n\n—\n\n—\n\nHarvey, Marie Turner\n\n—The Contribu-\n\ntion of Teachers to the Development of\nDemocracy: B. Rural Schools, 100\n\nHathaway, Essie V.\n\n—The Contribution\n\nTeachers to the Development of\nDemocracy: D. Secondary Schools, 107\nHealth Crusaders, The National Legion of\nModern (Charles M. De Forest), 308\nHealth Education, A Practical Demonstration in (Alice H. Wood), 306\nHealth, School Environment for (James H.\nof\n\nMcCurdy), 369\nHealth Work of Schools, Cooperation of\nPhysicians in the (Isaac A. Abt), 161\nHelping Teacher, The Work and Value\nof the (Zenos E. Scott), 642\nHigh School, Office Training in the\n(Lillian Neipert), 262\nHigher Education, Department of, Secretary's Minutes, 205\nHigher Education, Effect of the War on,\nDiscussion (E. A. Birge), 217\n\nHigher Education, The Influence of the\nWar on (James Sullivan), 205\nHigher Education of Women, Some Effects\nof the War on the (Willystine Goodsell), 407\nHigh-School Library, The, and the HighSchool Librarian (Sherman Williams).\n453\nHill, Sallie Defects of Supervision and\nConstructive Suggestions Thereon, 506\nHilton, Henry H. Modification of Business Methods in Educational Institu-\n\n—\n\n—\n\ntions, 210\nHistory and Civics Program, The Necessity\nfor the Rearrangement of the (C. E.\nRose), 614\nHistory, What the War Should Do for Our\nMethods in (S. B. Harding), 545\nHolland, Laura Peirce Child- Welfare\nAgencies Cooperating with the Schools:\nB. Girl Scouts, 116\n\n—\n\nHopkins, Florence\n\nM.—Instruction of\n\nin the Use of\nBooks and Libraries, 457\nHussander, a. F. Planning the School\n\nHigh-School\n\nStudents\n\n—\n\nBuildings of Chicago, 353\nHygienic Problems in Schoolhouse Construction (Frank Irving Cooper), 303\nRequirements of School\nIllumination\nBuildings (Frank N. Freeman), 339\nImmigrant, Education of the (Randall J.\nCondon), 558\nInfluence of the War, The, on Higher Education (James Sullivan), 205\n^.\nInstruction of Elementary-School Childwn\nin the Use of Books and Libraries (O. S.\nRice), 180\n\n"}
{"page": 766, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n754\n\nInstruction of High-School Students in the\nUse of Books and Libraries (Florence\n\nM. Hopkins), 457\n\nIttner), 328\nIrons, R. B. Supervision in the Small\nCity School System, 622\nIttner, William B. The Intermediate\nSchool, 328\nJames, Edmund J. A National Program\nfor Education, 5I7\nJohnson, David B. Pensions, 145\nJohnson, Henry C. The English Language Its New Importance and Universality, 606\n\n—\n\n—\n—\n—\n—\n\nJohnstone, M. Beatrice\n\n—The County\n\nSchool Nurse, 634\nJones, Olive— How the Salary Bill Was\nPast in the New York Legislature, 139\nJournal of Proceedings, 19\nJuDD, Charles H. Educational Specifications for School Buildings, 365\nJunior and Senior High Schools in Boston,\nAdjustments between the (Frank V.\nThompson), 569\nKeith, John A. H. Adequate Compensation for Teachers in State Normal\nSchools, 229\nKelly, D. J. Administrative Problems\nin Supervised Study, 601\nKendall, C. N. A National Program for\nEducation, 514\n\n—\n\n—\n\n—\n—\nKerr, Mina— Professional and Social\nLoyalties, 404\n\nKindergarten Curriculum, The, as Modified by Modern Educational Thought\n\n(Nina C. Vandewalker) 171\nKindergarten Education, Department of,\n,\n\nSecretary's Minutes, 171\nLanguages, What Shall\n\nWe Do with the\nAncient and Modern? (J. W. McClinton), 609\nLathrop, Julia Child- Welfare Agencies\nCooperating with the Schools: A. The\nChildren's Bureau, 113\nLeavitt, Frank M. The Administration\nof Vocational Education, 332; New Developments in Vocational Education, 196\nLegislative\nProgram, Our (Hugh S.\nMagill), 654\nLegislator's\nStandpoint,\nThe School\nBuilding from the (E. E. Patton), 358\nLibrary Department, Secretary's Minutes,\n445\nLogan, Anna E. Discussion: Young\nPeople's Reading Circles, 451; Reports\non Practical Experiments in Everyday\nSchoolrooms in Revision of Programs, 186\nLong, Fannie Sax Report of the Council\nof Jewish Women, 430\nI^al Citizens a Product of Physical Train(George Wittich), 316\n\n—\n\n—\n\n—\n\n—\n\n^g\n\nLoyalties, Professional\n\nKerr), 404\n\nand Social (Mina\n\nC.\n\n—Discussion:\n\nOffice Training in the High School, 263\n\nMcClinton, J.\n\nIntelligence Testing as an Aid to Supervision (Theodore Saam), 625\nIntermediate School, The (William B.\n\n—\n\nFrank\n\nMcClelland,\n\nW .—What Shall We Do\n\nwith the Ancient and\nguages ? 609\n\nMcConathy, Osbourne\n\nModern Lan-\n\n—\n\nMusic as an\nAsset in School Administration, 323\nMcCoRNACK, W. R. School Buildings as\nThey Are and as They Should Be, 361\nMcCuRDY, James H. A Constructive Program in Physical Education, 199; School\nEnvironment for I^lth, 369\n\n—\n—\n\nMcLean, Kathryn sT— Effect of War on\nthe Education of Women, 214\nMcN AUGHT, Margaret S. Cooperation\n\n—\n\nthe Public and the School\nAuthorities in Securing Better Teaching\nin Elementary Schools, 434; National\nAid for Education, 652; What Deans of\n\nbetween\n\nWomen Can Do to Encourage Group\nConsciousness among Women —Industry\nand Politics, 394; The Work of the Commission on the Revision of Elementary\nEducation, 75\n\n—Our Legislative ProMatthews, A. —Treasurer's Report, 741\nMagill, Hugh S.\ngram, 654\n\nJ.\n\nMedical Profession, Cooperation\n(Frederick R. Green), 165\n\nof\n\nthe\n\n—Discussion: Essential\n\nMeek, Charles S.\n\nFactors in the Teaching of Democracy,\n15s\n\nMembership Growth, Chart Showing, 747\nMemorial to Anna Howard Shaw, 1 11\nM£ras, Albert A. How to Teach Pupils\nThat Democracy Involves Duties as\n\n—\n\nWell as Rights, 658\n\nMeredith, A. B.\n\n—The Adjustment of the\n\nSenior School to Meet New Conditions,\n\n571\n\nMethods in Civics and Economics, What\nthe War Should Do for Our (William B.\nGUITTEAU), 552\n\nMethods in English, What the War Should\nDo for Our (Edwin L. Miller), 542\nMethods in Geography, What the War\nShould Do for Our (J. Paul Goode), 547\nMethods in History, What the War Should\nDo for Our (S. B. Harding), 545\nMethods in Physical Education, What the\nWar Should Do for Our (E. H. Arnold),\n554\n\nMethods of Teaching, The Effect of the\n\nWar on (A. A. Potter), 208\nMethods in Vocational Education, What\nthe War Should Do for Our (William J.\nBogan), 561\nMiller, Edwin L. What the War Should\nDo for Our Methods in English, 542\n\n—\n\nModern Educational Thought, The Kindergarten Curriculum as Modified by (Nina\nC. Vandewalker), 171\n\nModern Languages, What Shall We Do\nwith the Ancient and? (J. W. McClinton), 609\n\n"}
{"page": 767, "printed_page": null, "text": "INDEX\nModern Rural Life, The Course of Study\nReorganized to Meet the Needs of\n(Katherine M. Cook), 282\n\nModern Rural Life, The Specific Equipment to Meet the Requirements of\n(Rosamond Root), 287\nModern School, Equipping and Furnishing\nthe (Ella Victoria Dobbs), 191\nModern-Science Courses, Changes Produced in the, by the War (Arthur\nDeamer), 616\nMoRTENSON, Peter A. Address oi» Welcome, 493\nMusic as an Aid to School Enthusiasm\n\n—\n\n(Glenn H. Woods), 295\nMusic as an Asset in School Administration (Osbourne McConathy), 323\nMusic for Citizenship (A. J. Gantvoort),\n292\n\nMusic Education, Department of. Secretary's Minutes, 291\n\nMusic as an Influence in Elementary Education (Mabelle Glenn), 298\nNardin, F. Louise How May the Freshman Be More Easily and Quickly\n\n—\n\nAdjusted to College Life? 415\nNational Aid for Education (Margaret S.\nMcN aught), 652\nNational Council of Education, Secretary's\nMinutes: Chicago Meeting, 148; Milwaukee Meeting, 119\nNational Education Association Prograjn\nof Work, The (George D. Strayer), 41\nNational Legion, The, of Modern Health\nCrusaders (Charles M. De Forest),\n307\nNational Program for Education, A (J. H.\nBeveridge), 509; (Edmund J. James),\n517; (C. N. Kendall), 514; (George\nDrayton Strayer), 523\nNeed for the Substitution of a Cooperative\nType of Organization for the Present\n\nSystem (Lotus D. Coffman), 376\nNeipert, Lillian Office Training in the\nHigh School, 262\nNew World, The, and the Demand That\nIt Will Make upon Public Education:\nA. Manufacturing and Commercial\nInterests (John H. Puelicher), 47;\n\n—\n\nB.\n\nAgricultural\n\nInterests\n\n(Henry\n\nJ.\n\nWaters), 51; C. American Homes\n(Ella S. Stewart), 55; D. War Education Abroad (Frank E. Spaulding),\nE.\nOrganized Labor (Henry\n58;\nSterling), 60\nNichols, F. G. Recent Developments in\nCommercial Education, 260\n\n—\n\nNormal\n\nSchools, Department of, Secretary's Minutes: Chicago Meeting, 228;\n\nMilwaukee Meeting, 221\nOccupations Open to Boys and Girls under\nSeventeen Required Training (C. M.\n\n—\n\nYoder, 264; (H. M. Winkel), 266\nOffice Training in the High School (Lillian\nNiepert), 262\nOfficers for 1918-19, 15\n\n755\n\nOrganization\nand Administration by\nTeachers,\nConstructive Participation\nin (Ethel M. Gardner), 378\nPart-Time Continuation School, The (P. P.\nColgrove), 619\nPart-Time Vocational Education (John\nCallahan), 272\nPatton, E. E.— The School Building from\nthe Legislator's Standpoint, 358\nPayne, Arthur F.— Cooperation between\nthe Public and the Schools in Taking\nAdvantage of the Vocational Education\nBill, 437\nPensions (David B. Johnson), 145\nPerkins, D. H.— Discussion The Intermediate School, 329\nPhysical Education, A Constructive Program in (J. H. McCurdy), 199\nPhysical Education, Department of. Secretary's Minutes, 315\nPhysical\nEducation,\nThe Promotion\nof, thru State Legislation\n(E. Dana\nCaulkins), 318\nPhysical Education, What the War Should\n:\n\nDo for Our Methods in (E. H. Arnold),\n554\n\n.\n\n.\n\nPhysical Training, Loyal Citizens a Product\nof (George Wittich), 316\n\n—\n\nPiCKELL, Frank G. Discussion: The\nHigh-School Library and the HighSchool Librarian, 456\nPiEPLOW, William L. Cooperation between Boards of Education and the\nPublic, 325\nPlanning the School Buildings of Chicago\n(A. F. Hussander), 353\nPlay, The Educational Value of (Samuel\nHamilton), 637\nPlea, A, for Greater Democracy in Our\nPublic Schools (Frances E. Harden),\n390\nPotter, A. A. The Effect of the War on\nMethods of Teaching, 208\nPotter, M. C. Address of Welcome, 32\nPound, Olivia Cooperation of Patrons\nin Solving the Problems of Social Life in\nthe High Schools, 440\nPractical Demonstration, A, in Health\nEducation (Alice H. Wood), 306\nPractical Experiments in Everyday Schoolrooms in Revision of Programs, Reports\non (Anne E. Logan), 186\nPreparation, The, of Graded Elementary\nTeachers (Thomas W. Butcher), 245\nPreparation, The, of Rural School Teachers\n\n—\n\n—\n—\n—\n\n(Ernest Burnham), 242\nPreparation of Supervisory and Administrative Officers (W. G. Coburn), 250\nPreparation of Teachers for American\nPublic Schools, How the Colleges and\nNormal Schools May Cooperate in the\n(Lotus D. Coffman), 253\nPresident's Address (M. Teresa Finn),\n291; (George D. Strayer), 41\nCorliss\nPreston,\nJosephine\nHealth and Sanitation, 128\n\n—Rural\n\n"}
{"page": 768, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n756\n\nProblems, New, and Developments in\nVocational\nEducation\n(Frank M.\nLeavitt), 196\n\nand Social Loyalties (Mina\nKerr), 404\nProgram of Work, The National Education\nAssociation (George D. Strayer), 41\n\nProfessional\n\nPublic Education, The Organization of,\nfor Service in the New Democracy:\nA. Rural Education (Lee L. Driver),\n64; B. Elementary Education (T. C.\nGecks), 67; C. Secondary Education\n(John L. Tildsley), 70; D. Higher Education (E. C. Elliott), 73\n\nPuELiCHER, John H.\n\n—\n\nPupil\n\nas\n\nThe New World\nand the Demand That It Will Make\nupon Public Education: A. Manufacturing and Commercial Interests, 47\nTraining\nDemocracy (I. M. Allen), 202\nResponsibility\n\na\n\nin\n\nReading Circles, Young People's (John D.\nWolcott), 449\nReadjustments,\n\nEducational, Following\nthe War (T. H. Harris), 649\nRearrangement of the History and Civics\nProgram, The Necessity for the (C. E.\n\nRose), 614\n\nRed Cross, The, and the Schools (J. W.\nStudebaker), 527\nRelation of the Faculty and Especially\nthe Dean of Women to the Student\nGovernment Association (Katherine S.\nAlvord), 412\nRelation, The, of the School Library to\nthe Teaching of Science (Earl R.\n\nGlenn), 460\nRelation, The, between Study and Reading\n\n(William S. Gray), 580\nReport of the Committee on Economy of\nTime, 668\nReport of Committee on Health Problems\nin the Schools (Thomas D. Wood), 159\nReport of the Committee on Resolutions,\n22\n\nReport of the Committee on Salaries,\nTenure, and Pensions (Joseph Swain),\n135; 537\n\nReport of the Committee on Superintendents' Problems:\nPart I. Administrative Cooperation in the Making of\nCourses of Study in Elementary Schools\n\n(Harlan Updegraff),\n\nPart II.\nReport of the Subcommittee on Curriculum (A. Duncan Yocum), 717\nReport of Congress of Mothers' and\nParent-Teachers' Associations (Elizabeth Harrison), 428\nReport of the Council of Jewish Women\n(Fannie Sax Long), 430\nReport, Final, of the Committee on\nEconomy of Time in Education, 132\nReport, Thirty-third Annual, of the Board\nof Trustees, 744\nReports on Practical Experiments in\nEveryday Schoolrooms in Revision of\nPrograms (Anne E. Logan), 186\n675;\n\nResidence Halls, The Scoring of Rooms in\n(Grace Greenwood), 425\nResolutions of Department of Superintendence, 488\nRespect for Properly Constituted Author-\n\nHow to Teach Pupils (Frank S.\nFosdick), 661\nResponse to Addresses of Welcome (Annie\nWebb Blanton), 38\nRevision of Elementary Education, The\nWork of the Commission on the (Margaret S.\naught), 75\nRevision of the Elementary-School Curriculum (Theda Gildemeister), 182\nRevision of Programs, Reports on Practical\nExperiments in Everyday Schoolrooms\nin (Anne E. Logan), 186\nRice, O. S. Instruction of ElementarySchool Children in the Use of Books and\nLibraries, 180\nRights of Others, How to Teach Pupils to\nRespect the (Katherine Devereaux\nBlake), 665\nity,\n\nMcN\n\n—\n\nRoot, Rosamond\n\n—\n\nThe Specific Equipment to Meet the Requirements of\nModern Rural Life, 287\nRose, C. E.—The Necessity for the Rearrangement of the History and Civics\nProgram, 614\n\nRoseman, W. p.\n\n—\n\nExperiences in Ameriwith Suggestive Plan for\nDevelopment, 477\nRound Table Discussion on Business\nTraining in Evening Schools for Persons\nEighteen Years of Age or Over (Louis B.\nAustin), 276; (H. F. Pratt), 276;\n(A. H. Sproul),\n(Irving V.\n276;\nCobleigh), 277; (I. R. Garbutt), 277;\ncanization,\n\n(Arthur Dahne), 277; (Harry B,\nMarsh), 278; (Roberta. Grant), 278;\n(W. C. Locker),\n(J. Ferbush), 278;\n278; (Seth B. Carkin), 279; (J. L.\nHoLTSCLAw), 279\nRuGG, Harold O. Cooperation between\nBoards of Education and the Public, 432\nRural and Agricultural Education, Department of. Secretary's Minutes, 281\nRural Health and Sanitation (Josephine\n\n—\n\nCorliss Preston), 128\nRural School Teachers, The Preparation of\n\n(Ernest Burnham), 242\nRural Schools, Consolidation of (Adelaide\nSteele Baylor), 124\nSaam, Theodore Intelligence Testing as\nan Aid of Supervision, 625\nSabin, Ellen C. Address of Welcome, 35\nSalaries (John W. Carr), 137\n\n—\n—\n\nSalaries, Teachers' (J.\n\nStanley Brown),\n\n147\nSalary Bill, How the. Was Past in the New\nYork Legislature (Olive Jones), 139\nSanitation, Rural Health and (Josephine\nCorliss Preston), 128\nSargent, Walter Discussion: Drawing\nas an Essential in General Education,\n\n—\n\n158\n\n"}
{"page": 769, "printed_page": null, "text": ";\n\nINDEX\nSchool\n\nAdministration,\n\nDepartment\n\nof,\n\nChicago Meeting,\n338; Milwaukee Meeting, 323\nSchool Administration, Music as an Asset\nin (OsBOURNE McConathy), 323\nSchool Administration, Teacher Participation in (Mary C. Harris), 189\nSecretary's Minutes:\n\n^\n\n(A. F. Hussander), 353\nSchool Buildings, Cooperation of School\nAuthorities and the Public in the Wider\nUse of (Raymond F. Crist), 443\nSchool Buildings, Educational Specifications for (Charles H. Judd), 365\nSchool Buildings, Illumination Require-\n\nments of (Frank N. Freeman), 339\nSchool Buildings from the Standpoint of\nan Editor (William C. Bruce), 357\nSchool Buildings as They Are and as They\nShould Be (W. R. McCornack), 361\nSchool Enthusiasm, Music as an Aid to\n(Glenn H. Woods), 295\nSchool Environment for Health (James H.\n\nMcCurdy), 369\nSchool Expenses Considered as an Investment (S. O. Hart well), 564\nSchool Health Work, Educational Control\nof (George P. Barth), 310\n\nSchool Hours, Adjustment of, to Meet Congestion and Community Needs (Ernest\nL. Thurston), 567\nSchool Libraries, Supervision of (Carter\n\nAlexander), 446\nSchool Nurse, The County (M. Beatrice\nJohnstone), 634\nSchool Patrons, Department of. Secretary's\nMinutes, 427\nSchoolhouse Construction, Hygienic Problems in (Frank Irving Cooper), 303\nSchools, The, as They Have Affected\nGkjvernment Activities (G. Stanton\nFord), 538\nScience Instruction, Department of. Secretary's Minutes, 289\nScoring, The, of Rooms in Residence Halls\n(Grace Greenwood), 425\nScott, Zenos E. The Work and Value of\nthe Helping Teacher, 642\nSecondary Education, Department of,\nSecretary's Minutes, 195\nSenior School, The Adjustment of the, to\nMeet New Conditions (A. B. Meredith)\n571\nService, Educational (Lotus D. Coffman),\n531\nSexton, J. W. Training Teachers to\nSupervise, 602\nShirer, H. S. Experiments in State Publication, 465\nSimpson, Mabel E. The Divided-Period\nPlan of Supervised Study in American\nHistory, 587\n\n—\n\n—\n\n—\n\n—\n\nSims, John F. Teacher Training, Including Observation Schools and Courses of\nStudy for Rural Schools, 120\nSister's Keeper,\n\nAm I My ? (Annie Webb\n\nBlanton), 402\n\n^\n\nSchool Building, Is the Country Ready for\nthe New? (A. E. Winship), 365\nSchool Building, The, from the Legislator's Standpoint (E. E. Patton), 358\nSchool Buildings of Chicago, Planning the\n\n—\n\n757\n\nSix-Six Plan, The, in Indiana (Clifford\n\nFunderburg), 646\nSocial Life in the High School, Cooperation\nof Patrons in Solving the Problems of\n\n(Olivia Pound), 440\nSpaulding, Frank E.\n\n—\n\nThe New World\nand the Demand That It Will Make\nupon Public Education: D. War Education Abroad, 58\n\nEquipment, The, to Meet the\nRequirements of Modern Rural Life\n(Rosamond Root), 287\nState Legislation, The Promotion of\nPhysical Education thru (E. Dana\nCaulkins), 318\nSpecific\n\nState Normal Schools and Colleges, How\nto Secure an Adequate Constituency for\n(J. G. Crabbe), 222\nState Publication, Experiments in (H. S.\n\nShirer), 465\nStatus, The, of the Critic Teacher (W. C.\n\nBagley), 238\nSterling, Henry\n\n—The New World and\n\nthe Demand That It Will Make upon\nPublic Education: E. Organized Labor,\n\n60\n\n—\n\nStewart, Ella S. The New World and\nthe Demand That It Will Make upon\nPublic Education: C. American Homes,\n55\n\nStrayer, George D.\n\n—The National Edu-\n\ncation Association Program of Work, 41\n\nA National Program for Education, 523\nStudebaker, J. W. The Red Cross and\n\n—\n\nthe Schools, 527\nStudent Constituency, How to Secure an\nAdequate, for State Normal Schools and\nColleges (J. G. Crabbe), 222\nStudent Government Association, Relation of the Faculty and Especially the\nDean of Women to the (Katherine S.\n\nAlvord), 412\nStudy in the Grades, Supervision of (Grace\nA. Day), 598\nStudy and Reading, The Relation between\n(William S. Gray), 580\nSubject-Matter of the Curriculum (Alice\nTemple), 175\nSubstitution, Need for the, of a Cooperative Type of Organization for the Present\n\nSystem (Lotus D. Coffman), 376\nSullivan, James The Influence of the\nWar on Higher Education, 205\n\n—\n\nDepartment of. Secre(Marie Gugle), 483\nSupervised and Directed Study (J. Stanley\nBrown), 594\nSuperintendence,\n\ntary's Minutes\n\nSupervised Study, Administrative Problems in (D. J. Kelly), 601\n\n"}
{"page": 770, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n758\n\nSupervised Study in American History,\nDivided-Period Plan of (Mabel E.\nSimpson), 587\nSupervision in a City School System,\nNecessity and Difficulties of (Herbert S.\nWeet), 504\nSupervision, Defects of, and Constructive\nSuggestions Thereon (Sallie Hill), 506\nSupervision, Intelligence Testing as an Aid\nto (Theodore Saam), 625\nSupervision of School Libraries (Carter\nAlexander), 446\nSupervision in the Small City School\nSystem (R. B. Irons), 622\nSupervision of Study in the Grades (Grace\nA. Day), 598\nSupervisory and Administrative Officers,\nPreparation of (W. G. Coburn), 250\nSwain, Joseph Report of the Committee\non Salaries, Tenure, and Pensions, 135;\n..\n\n—\n\n537\n\nTeacher Participation in School Administration (Mary C. Harris), 189\nTeacher Training, Including Observation\nSchools and Courses of Study for Rural\nSchools (John F, Sims), 120\nTeachers for American Public Schools,\n\nHow the Colleges and Normal Schools\nMay Cooperate in the Preparation of\n(Lotus D, Coffman), 253\nTeachers' Councils, The Value of (William\nJ. Bogan), 387\nTeacher's Point of View and the Administrator's Point of View, Necessity for\nDifferentiation\nbetween the\nSharp\n(Lucius T. Gould), 380\nTeachers' Salaries (J. Stanley Brown),\n147\nTeachers in State Normal Schools, Adequate Compensation for (John A. H.\nKeith), 229\nTeachers, Training of (W. C. Bagley), 499\nTeaching, The, of Citizenship in High\nSchools (Thomas M. Balleet), 381\nTeaching of Democracy, Essential Factors\nin the (A. E. Winship), 150; (Lotus D.\nCoffman), 152\n\nElementary Schools, Cooperation between the Public and the\n\nTeaching\n\nin\n\nSchool Authorities in Securing Better\naught), 434\n(Margaret S.\nTeaching as a Profession, Some Causes\nof the Present Decline of (Sara H.\nFahey), 383\nTeaching of Science, The Relation of the\nSchool Library to the (Earl R. Glenn),\n460\nTeaching Service in Public Schools, Adequate Compensation for (D. B. Waldo),\n\nMcN\n\n494\n\n—\n\nSubject-Matter of the\nCurriculum, 175\nTextbooks, Should Authors *Be Concerned\nwith the Methods of Distribution of?\n(L. D, Coffman), 468\n\nTemple, Alice\n\nThompson, Frank V.\n\n—Adjustments be-\n\nJunior and\nSchools in Boston, 569\n\ntween\n\nthe\n\nSenior\n\nHigh\n\n—\n\nThurston, Ernest L. Adjustment of\nSchool Hours to Meet Congestion and\n\nCommunity Needs, 567\nTiLDSLEY, John L. The Organization of\nPublic Education for Service in the New\nDemocracy: C. Secondary Education, 70\nTrained Teachers, An Adequate Supply of\n(D. B. Waldo), hi\nTraining in Democracy, Pupil Responsibility as a (I, M. Allen), 202\nTraining of Teachers (W. C. Bagley), 499\nTraining Teachers to Supervise (J. W.\nSexton), 602\nTreasurer's Report (A, J. Matthews), 741\nTwiss, George R. Discussion: The Relation of the School Library to the Teaching of Science, 462\nUpdegraff, Harlan Report of the Committee on Superintendents' Problems:\nPart I. Administrative Cooperation in\nthe Making of Courses of Study in\nElementary Schools, 675\n\n—\n\n—\n\n—\n\nUse of Books and Libraries, Instruction of\nHigh-School Students in the (Florence\nM. Hopkins), 457\nValue of Play, The Educational (Samuel\nHamilton), 637\nValue, The, of Teachers' Councils (Wil-\n\nliam J. Bogan), 387\n\n—\n\nC. The KinderCurriculum as Modified by\nModern Educational Thought, 171\nViERA, AuRELiA Education for the Establishment of Democracy in the World:\n\nVandewalker, Nina\ngarten\n\n—\n\nD. South America, 95\nVocational Education (George M. Brace),\n333\nVocational Education, The Administration\nof (Frank M, Leavitt), 332\nVocational Education Bill, Cooperation\nbetween the Public and the Schools in\nTaking Advantage of the (Arthur F.\n\nPayne), 437\nVocational\n\nEducation,\n\nDepartment\n\nof,\n\nSecretary's Minutes, 271\n\nVocational Education, New Problems and\nDevelopments in (Frank M. Leavitt),\n196\nVocational Education, Part-Time (John\n\nCallahan), 272\nEducation, What the War\nShould Do for Our Methods in (William\nJ. Bogan), 561\nWaldo, D. B. Adequate Compensation\nfor Teaching Service in Public Schools,\n494; An Adequate Supply of Trained\nVocational\n\n—\n\nTeachers, iii\n\nWar-Library Experiences (Mary Eileen\nAhern), 463\nWar Savings (W. H. Carothers), 524\n\n"}
{"page": 771, "printed_page": null, "text": "—\n\n—\n\nINDEX\n\n759\n\n—\n\nWaters, Henry J. The New World and\nthe Demand That It Will Make upon\nPublic Education:\nterests, 51\n\nWeet, Herbert S.\n\nB. Agricultural In-\n\n—Necessity and\n\nculties of Supervision in\n\nSystem, 504\n\nWells, H. W.\n\nDiffi-\n\na City School\n\n— Boys' Working Reserve,\n\n535\n\nWider Use of Schoolhouses, Department of\nMinutes, 471\nWilliams, Sherman The High-School\nLibrary and the High-School Librarian,\nthe. Secretary's\n\n453\n\n—\n\n—\n\nWilson, G. M. Discussion: The Course\nof Study Reorganized to Meet the Needs\nof Modern Rural Life, 285\n\nWilson,\n\n—\n\nH. B. Discussion: Essential\nFactors in the Teaching of Democracy,\n155\nWinkel, H. M. Occupations Open to\nBoys and Girls under Seventeen\nRequired Training, 266\n\n—\n\n—\n\nWiNSHip, A. E. Essential Factors in the\nTeaching of Democracy, 150; Is the\nCountry Ready for the New School\nBuilding ? 365\nWiTTiCH, George Loyal Citizens a Product of Physical Training, 316\nWoLCOTT, John D. Young People's\nReading Circles, 449\nWood, Alice H. A Practical Demonstration in Health Education, 306\n,WooD, Thomas D. Report of Committee\non Health Problems in the Schools, 159\nWoods, Glenn H. Music as an Aid to\nSchool Enthusiasm, 295\nYocuM, A. Duncan Report of the Committee on Superintendents' Problems:\nPart II. Report of the Subcommittee on\n\n—\n\n—\n\n—\n—\n—\n—\n\nCurriculum, 717\nC. M. Occupations Open to\nand Girls under Seventeen\nRequired Training, 264\n\nYoder,\nBoys\n\n—\n\nYoung People's Reading Circles (John D.\nWolcott), 449\n\n"}
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{"page": 775, "printed_page": null, "text": "L\n13\n\nN3A13\n1919\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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