{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": "1\n\nI\n\n"}
{"page": 3, "printed_page": null, "text": ">>\\\n\nv^\n\n(AJZ\n\nK/f.\n\n"}
{"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/addressesproceed58natiuoft\n\n"}
{"page": 5, "printed_page": null, "text": "ADDRESSES AND PROCEEDINGS\nOF THE\n\n,\n\nNATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\n"}
{"page": 6, "printed_page": null, "text": ""}
{"page": 7, "printed_page": null, "text": "EWat\nA,^\n\nNATIONAL EDUCATION ASSOCIATION\n'\"'\nOF THE UNITED STATES\n\nAddresses and Proceedings\nOF THE\n\nFIFTY-EIGHTH ANNUAL MEETING\nHELD AT\n\nSALT LAKE CITY, UTAH\nJULY 4-IO\n1920\n\nVOLUME LVm\n\n«#\n%\n\n1920\npublisbt bi? tbc Hssoctation\nsecretary's office, WASHINGTON, D.C.\n\n"}
{"page": 8, "printed_page": null, "text": "/\n\nId\n\nlUo\n\nComposed and Printed By\nThe University of Chicago Press\nChicago, Illinois. U.S.A.\n\n"}
{"page": 9, "printed_page": null, "text": "CONTENTS\nPAGE\n\n\\\n\nAct of Incorporation\n\ni\n\nBy-Laws\n\n5\n\nCalendar of Meetings\n\n14\n\nOfficers for 1919-20\n\n17\n\nSecretary's Minutes of General Sessions\n\n.\n\n.\n\n.\n\n.\n\n21\n\nGENERAL SESSIONS\nIntroductory Remarks\n\nAddress of Welcome\n\nSmith\n\n29\n\nChild\n\n30\n\nResponse to Address of Welcome Winship\nThe National Council of Education Seerley\nPresident's Address Preston\nThe National Education Association as the Interpreter of American Civilization\n\n31\n\n33\n35\n\nBradford\n\nA National Program for Education\n\n39\n41\n\nStrayer\n\nThe Recognition of the Relation of Education to Our National Life:\nI.\n\nJones\n\n48\n\nWood\nAdequate Pay for Teachers\n11.\n\nAmericanization\n\n50\nClaxton\n\n55\n58\n\nBurrall\n\nThe Stranger within Our Gates\n\nClark\n\n.\n\n.\n\n.\n\n...\n\n60\n\n....\n...\n\n64\n\n\"\n\n.\n\nHow We Are Training for Citizenship in Our Public Schools Cooper\nHow Are We Teaching Citizenship in Our Schools ? Benezet\nHow Citizenship Is Taught in the Schools of Los Angeles Dorsey\n\nWhat the War Has Contributed toward Teaching Citizenship Benton\nAre\n\n63\n66\n68\n\nWe Getting Proper Returns from Industrial Education in Our Public\nSchools?\n\nGreer\n\n73\n\nThe Farm Woman's Problems Ward\nThe Nation's Duty to the Health of the School Children— Wood\nHealth Education\n\n....\n\nJean\n\nSports to Build Bodies Pearse\nHealth Education in Utah Gowans\nHealth Crusade Work in Wyoming Slade\nHealth Education McN aught\n\n75\n\n79\n81\n83\n\n84\n\n.85\n\n87\n\nThe School Board's Place in the Educational System:\n1.\n\nIverson\n\n88\n\nII.\n\nMiller\n\n89\n\nWhat Should Be Done to Keep High-Class Superintendents in the Schools ?\nI.\n\nBradford\n\n90\n\nII. Geiger\n\n91\n\nThe Part the Teacher Should Play in the School Administration Clark.\nThe Place of Classroom Teachers in the Administration of School Affairs Skinner\nThe Part the Teacher Should Play in the Administration of the School System:\n.\n\nI.\n\nHerron\n\nII.\n\nWinn\n\n.\n\n93\n95\n94-\n\n97\n\niw\n\n^\n\nV\n\n•\n\n"}
{"page": 10, "printed_page": null, "text": "— ——\n—\n\n——— —————— ————— ——\n\n——\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\n\nVI\n\n...\n\nThe Teacher m Administration\n.\n\nPAGE\n\nAdair\n\nDefinite Objectives in Education\n\n99\nloo\n\nSisson\n\nEducation: The Defense of the American Home\n\nArnold\n\n103\n\nNATIONAL COUNCIL OF EDUCATION\nSalt Lake City Meeting\nSecretary's Minutes\n\n107\n\nThe National Council's Future\nCity Systems\nRural Schools\n\nWilson\n\n.\n\nm\n\nSeerley\n.\n\n^\n\n.\n\n.\n\nSims\nThrift Readjustment and Progress\n\n113\n\n116\n\nChamberlain\n\n117\n\nDiscussion:\nI.\n\nJensen\n\nII.\n\nBlake\n\nIII.\n\nMuir\n\n124\n\nIV. Winship\n\n125\n\n121\n.\n\n123\n\nV. Sherman\n\n126\n\nVI. Adams\n\n127\n\nVII. Gwinn\nVEIL Lester\n\n129\n129\n\nIX. Dorsey\n\n130\n\nX. Ryan\n\n'\n\n132\n\nXL Stehhins\n\n133\n\nExtension Systems for Improving Teachers in the Service\n\nWhat Is New in Our Point of View ?\n\nMinkel\n\n.\n\n.\n\n.\n\n.\n\nMcCoy\n\n135\n\n136\n\nThe Next Step in the Study of Consolidation Baylor\nThe Organization of Rural High Schools Muir\nThe Call to Arms in 1920 Preston\n\n141\n\nForty Years of the National Coimcil of Education\n\n144\n\nPreliminary Report on Tenure of Teachers\n\nThe Salary Situation with Remedies\nThe Tenure of Teachers Ferguson\n\n138\n\n143\n\nAley\n\nSwain\n\n147\n\nChamberlain\n\n154\n158\n\nCleveland Meeting\nSecretary's Minutes\n\n160\n\nReport of the President with Recommendations as to Policies and Plans for the\nGuidance of the Present Administration Seerley\nTeachers' College Problems Felmley\n\n163\n\nProgram of Constructive Work Judd\nThrift and Conservation Chamberlain\n\n167\n\n169\n\nThe Need for Teaching a Democratic Solution of Social Problems\n\nYocum.\nReport of the Sub-Committee on Curriculum of the Committee on Superintendents'\nProblems Yocum\nThe Participation of the Teaching Staff in School Administration Wilson.\n.\n\n.\n\nDemocracy in Management of the Schools Stillman\nParticipation of Teachers in Management, Comparison of Theories, and Suggested\nStudy for Their Evaluation Updegraf\nReport for Committee on Health Problems in Education Wood\n.\n\nHealth Service\nDiscussion\n\n.\n\n.\n\n.\n\nDodson\n\n172\n\n174\n176\n178\n\n180\n184\n185\n\nWood\n\nThe Main Issue of the Year\n\n164\n\n187\n\nPreston\n\n.\n\n188\n\n"}
{"page": 11, "printed_page": null, "text": "——— —— — — —\n\n—\n\n— ————— —— ——\n\n—\n\n'\n\nCONTENTS\n\nvii\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nPAGE\nSecretary's Minutes\n\n191\n\nNecessity for Activity and Experiment for the Education of Little Children\n\nCunningham\nThe Elindergarten Makes Adequate Provision for the Children's Physical Development Ezekiels\n\n193\n\nMental Testing for All Kindergarten Children\n\n196\n\n192\n\n.\n\nDickson\n\n......\n\nWoods\n\nIndividual Differences in Kindergarten Children\n\n198\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSecretary's Minutes\n\n203\n\nThe Value of Instruction in Accident Prevention as a Factor in Unifying the\nCurriculum Payne\nMaking Language a Real Part of the Curriculum\n\n204\nDriggs\n\n205\n\nDEPARTMENT OF SECONDARY EDUCATION\nSecretary's Minutes\n\n209\n\nThe High School's Part in the Making of a Greater America Engleman\nIs the Teaching of English in the High School Functioning Effectively ?\nDukes\nThe Need of Standardizing the Qualifications of Deans for High Schools Willson\nSome Problems of the Junior High School Gugle\nThe Six-year Unified High School versus the Senior and Junior High Schools\n.\n\n.\n\n209\n\n.\n\n213\n215\n\n217\n\nShafer\n\n221\n\nInfluence of the World War on Secondary Education\n\nBeveridge\n\n.\n\n.\n\n.\n\n227\n\n.\n\nDEPARTMENT OF HIGHER EDUCATION\nSecretary's Minutes\n\n231\n\nThe Emergency in Higher Education Zook\nThe Freshman Class in 1940 West and Koos\n\n*\n\n.\n\n231\n\n235\n\n'\n\nDEPARTMENT OF NORMAL SCHOOLS\nSalt Lake City Meeting\nSecretary's Minutes\n\n237\n\nReligious Education\n\nLewis\n\n^\n\n238\n\nThe Reasons Why All Teachers Should Have Preparation Equivalent to That\nRequired for Good Secondary Instruction Peterson\n\n239\n\nA Story of Rural Education Reorganization\n\n240\n\n.\n\nDiscussion\n\n.\n\n.\n\n.\n\n.\n\n.\n\nSeerley\n\nPowell\n\n243\n\nEffective Democracy in the Faculty and the Administration of a State Teachers'\n\nCollege\n\nZeigel\n\nStudent Self-Government in Teacher-Training Institutions\nDiscussion of Paper on Student Government\n\nEvans\n\n....\n\nBennion\n\n244\n248\n\n250\n\nCleveland Meeting\n'\n\nSecretary's Minutes\nIntelligence Tests\n\n251\n\nHarvey\n\n252\n\nThe Personal Qualifications\n\nof Instructors\n\nand the Laboratory\n\nFacilities\n\nfor\n\nExemplifying Hygiene and Physical Education Tests in Teacher-Producing\nInstitutions with View to Adequate Preparation of Teachers for Using Such\n\nTests inJthe^Schools\n\nReed\n\n254\n\n"}
{"page": 12, "printed_page": null, "text": "—\n\n— ———— — — ————\n\n—\n\n—\n\n—\n\nNATIONAL EDUCATION ASSOCIATION\n\nviii\n\nPAGE\n\nThe Personal Qualifications of Instructors and\n\nthe Laboratory Facilities for\n\nExemplifying Hygiene and Physical Education Tests in Teacher-Training\nInstitutions, with a View to the Adequate Preparation of Teachers for Using\n\nSuch Tests in the Public Schools Heilman\nShould Salaries in Teachers' Colleges and Normal Schools Parallel Salaries in\nIf So,\n\nUniversities ?\n\nWhy ?\n\nIf Not,\n\nWhy Not ?\n\nBrown\n\n256\n\n260\n\nDEPARTMENT OF BUSINESS EDUCATION\nSecretary's Minutes\n\n263\n\nRetail Selling as a Factor in Commercial Education\n\nMorris\n\n264\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nSecretary's Minutes\n\n'\n\n...\n\n269\n\nDEPARTMENT OF RURAL EDUCATION\nSalt Lake City Meeting\nSecretary's Minutes\n\n271\n\nSome Inmiediate Demands for Community Service\nRural Schools That Serve Effectively Crawford\nSchool Progress in Pioneer Communities\n\nAger\n\n272\n\n274\n\nWilliams\n\n275\n\nSome Immediate Requirements for Rural School Betterment\n\nSims\n\n.\n\n.\n\n.\n\n277\n\nCleveland Meeting\nSecretary's Minutes\n\n.\n\n.\n\n278\n\n^\n\nt\n\nSome Needs of Rural Education Which May Be Met thru This Department of the\nNational Education Association\n\nAllan\n\n280\n\nThe State of Maine Vlaji— Thomas\nThe Country Life Movement at Home and Abroad\n\n'\n\n.\n\nState Requirements and Standards\n\n.\n\n.\n\n.\n\nButterfield\n\n....\n\nHale\n\nRural School Activities Heistand\nThe Zone Plan of Supervision Pittman\nSecuring an Adequate Supply of Prepared Teachers for Negro Rural Schools\nFavrot\n\n282\n\n284\n286\n288\n289\n292\n\nPractice-Teaching for Prospective Rural Teachers\n\nBlack\n\nHolding Students Up to Standard thru Follow-Up Work and Extension ActiviCurran\nties\nSecuring Recognition of the Rural Problem in Teacher-Training Institutions\nHill\n\nResolutions Passt by the Department of Rural Education\n\n295\n297\n\n299\n301\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nSecretary's Minutes\n\n305\n\nElementary Science: What, Why, and How ?\nJust a Word about Education Holden\n\nJohnson\n\n305\n306\n\nDEPARTMENT OF MUSIC EDUCATION\nSecretary's Minutes\n\n309\n\n"}
{"page": 13, "printed_page": null, "text": "—\n\n—————— ———— —— — — ————\n\n.\n\nCONTENTS\n\nIX\n\nDEPARTMENTS OF PHYSICAL EDUCATION AND CHILD HYGIENE\nPAGE\n311\n\nSecretary's Minutes\n\nThe Physical Director and Social Ethics\n\n312\n\nStewart\n\nSuccess of Nutrition in Classes in Boston and Chicago\n\nThe Fundamentals Underlying Economic Fitness\nMedical and Physical Examinations\nHealth Education Jean\nDiscussion\nDiscussion:\n\nHedger\n\n.\n\n.313\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n315\n\nKleeberger\n\n—Their Value and Scope—Stookey\n\nBrown\nThe Health Crusade—Ga«e«\n\n'\n\n317\n3^8\n\n3^9\n321\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\nSalt Lake City Meeting\nSecretary's Minutes\n\n323\n\n324\n\nWunderlich\n\nPresident's Address\n\nAdoption of Program of Constructive Measures as a Forward §tep in School\nAdministration\n\n325\n\nFreece\n\nEighty- Year Fluctuations in the Cost of American School Bmldmg^—Burgess\n\n.\n\nDetermining the Number of Rooms for a Departmental School Building^Coo^er\n\n329\n\n330\n\nClevelaito Meeting\nSecretary's Minutes\n\nEconomy in Schoolhouse Planning and Construction\nVocational Guidance and Placement\n\n....\n\nMcCornack\n\nLeavitt\n\n.\n\nThe Influence of the War on Vocational Education\n\n.\n\nBrace\n\n333\n335\n337\n34°\n\nVaughn\n\nPart-Time Schools\n\n333\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSecretary's Minutes\n\n343\n\nThe Menace of the Teacher Shortage Reilley\nA Brief View of One Year's Experience in New York State with Classes for NonEnglish-Speaking Women Woodward\nAmerica's Pledge to the World Sisson\n\n344\n\nWinship\n\nDownfall of Autocracy\n\n345\n348\n\n350\n\nThe Teacher's Salary as a Factor in Establishing Cast\n\nFahey\n\n.\n\n.\n\n.\n\n.\n\n351\n\nDEPARTMENT OF DEANS OF WOMEN\nSecretary's Minutes\n\nStudent Government\n\n357\n\nKerr\n\nProblems of the Curriculimi\n\n358\n361\n\nJohnston\n\nThe Problems of the Social Life of College Women\n\nSimrall\n\n363\n\nDEPARTMENT OF SCHOOL PATRONS\nSecretary's Minutes\n\n365\n\nThe Health of School Children a Commtmity Problem\nUtah's Health Legislation\n\nGowans\n\nHealth Organization Work in Public Schools\nSchool Revenue and Its Effect\n\nA Child's Study Period\n\nMcNaught\n\nAnderson\n\nWood\n\n365\n\n367\n\nJean\n\n.\n\n369\n371\n\n373\n\n"}
{"page": 14, "printed_page": null, "text": "—— — ——— ————————— ——\n— ———\n\n—\n\n—— —— —\n\n—\n\n1\n\nNATIONAL EDUCATION ASSOCIATION\nLIBRARY DEPARTMENT\nPAGE\nSecretary's Minutes\n\n375\n\nSummary of Introductory Remarks\n\nRice\n\n.\n\n.\n\nDowney\n\nRelation of the Public Schools to Various Library Agencies\n\nThe Public Library and the School\n\n.\n\n,\n\n.\n\nSprague\nBurrall\n\n377\n378\n\n379\n382\n\nPicture Material for Geography Classes\n\nSome Plans in Operation for Stimulating Home Reading by School Children\nWolcott\n\n.\n\nSchool Libraries and Americanization\n\nMorgan\n\nThe Present Status of the High-School Library in the United States\nThrift in Reading\n\nWalker\n\n.\n\nFowler\n\n383\n386\n\n387\n391\n\nDEPARTMENT OF EDUCATIONAL PUBLICATIONS\n\n,\n\nSecretary's Minutes\n\n395\n\nIs There Need for a New T3^e of Text in High-School English ?\n\nDriggs\n\n.\n\n.\n\nHow Should Textbooks Be Selected?—The Superintendent's Point of View\nSiders\n\n395\n\n397\n\nThe Selection of Textbooks from the Publisher's Point of View\nLimiting the Spurious Output of Textbooks thru Editing\n\nTaber\n\nSearson\n\n....\n.\n\n.\n\n.\n\n399\n401\n\nDEPARTMENT OF WIDER USE OF SCHOOLHOUSES\nSecretary's Minutes\n\n403\n\n'\n\nThe Night Schools in Kansas City, Kansas\n\nMorgan\n\n403\n\nDEPARTMENT OF SUPERINTENDENCE\nSecretary's Minutes\n\n407\n410\n\nResolutions of Department of Superintendence\n\nThe Democratization of Supervision Hosic\nThe Socialized Recitation Pendleton\nDollar Education\n\n.\n\n.\n\n.\n\nLewis\n\nAmerica's Gift to France\n\nMiles\n\nFive Decades of Educational Progress\n\nWinship\n\n422\n\nCurrent Tendencies and Problems in Education\n\nHimelick\n\n424\n428\n\nThe New School—Po^n\nTeachers' Salaries\n\nWithers\n\n.\n\n431\n\n.\n\n.\n\nMethods of Financing Large City School Systems Ettinger\nPlanning a Comprehensive Building Program Packer\n\nThe Teaching of Patriotism\n\n414\n416\n418\n420\n\n434\n\nGildemeister\n\n>\n\nAmericanization under the New Hampshire Law\n\n.\n\nBrooks\n\n437\n438\n441\n\nA Federal Department of Education:\nBurris\n\n444\n449\n\nBagley\nTeachers' Associations\n\nCoffman\n\n4S8\n466\n\n.\n\nConstructive Factors in American Education\n\nGarber\n\nThe Greatest Need in Public Education Today-—Wise and Responsible Leadership\n\n468\n\nHartwell\n\nThe Educational Challenge of the Present World Situation\n\nKing\n\n.\n\n.\n\n.\n\n.\n\n469\n\nCompulsory Character Education\n\nSmith\n\n47\n\nPhysical Education in New Jersey\n\nMaroney\n\n474\n\nThe Denver Opportunity School\n\nCole\n\n.\n\n.\n\n.\n\n.\n\n477\n\n"}
{"page": 15, "printed_page": null, "text": "— —— —— — ———— —— — — —\n\n— ——\n\n—\n\nCONTENTS\n\nXI\nPAGE\n\nSome Problems of Administration Confronting the Public Jimior College\n\nDavis\n\nHarvey\nTeacher Shortage from the Standpoint of a Coimty Superintendent Eolloway\nSuggestions for a Practicable and EjEfective Program of Americanization Shiels\nAmericanization Snyder\n\n.\n\nShortage of Teachers\n\n.\n\n.\n\n....\n\nThe Making of a State Department of Public Instruction Cary\nThe Functions and Organization of the State Department of Education Considered\nin the Light of Present Needs and Plans\n\nHines\n\nPearson\n\n.\n\nFinancing a Modern School Program\nSupervised Study in the Grades\n\nContinuous School Census\n\nFinley\n\n.\n\n.\n\n,\n\n.\n\n.\n\nShawkey\n\nHall-Quest\n\nStrengthening the Superintendency\n\nBroome\n\n484\n487\n490\n\n495\n497\n499\n502\n505\n\nDavis\n\n508\n\nSchool Surveys as Professional Reading\nElimination of Waste in Education\n\n482\n\n493\n\nThe Problem of an Adequate Number of Adequately Trained Teachers\nTeacher Recruiting\n\n478\n480\n\nWiley\n\n510\n\nShearer\n\nDemocracy in School Administration\n\nBlanton\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n513\n\n,\n\n.\n\n.\n\n515\n\n.\n\n518\n526\n\nRegulations on Schoolhouse Construction in the United States in the Year 1920\n\nCooper\n\nGolden Deeds in Character Education\n\nCassidy\n\n523\n\nThe Relation of Silent Reading to Efl&ciency in Study Horn\nThe Present Status of the Junior High School Benson\n.\n\nTeaching Citizenship\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nLewis\n\nModern Health Crusade\n\nDeForest\n\n535\n\nTeachers* Salaries and Salary Schedules in the United States, 1918-1919\n\n.\n\n.\n\nSecretary's Report\n\nTreasurer's Report, June i, 1919, to May 31, 1920\n\n528\n531\n\n537\n703\n\nMatthews\n\n707\n\nThirty-fourth Annual Report of the Board of Trustees, June i, 1919, to May 31,\n\n1920\nNecrology\n\n713\n\nIndex\n\n715\n\n711\n\n"}
{"page": 16, "printed_page": null, "text": "s\n\n"}
{"page": 17, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\n1857-187O\n\nThe National Teachers Association\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nTo elevate the character and advance the interests of the profession\n\nPurpose\n\n—\n\nof teaching,\n\nand to promote the cause of popular education in the United\n\nStates.\n\nThe name of the association was changed at Cleveland, Ohio, on\nAugust 15, 1870, to the \"National Educational Association.\"\n1870-1907\n\nNational Educational Association\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, \"National Education Association,\" which was\n\nchanged to \"National Educational Association,\" by certificate filed\n\nNovember 6, 1886.\n1907-\n\nNational Education Association of the United States\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the \"National Educational Association.\"\n\nThe charter was\n\naccepted and by-laws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\n\nACT OF INCORPORATION\nAN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\nBe it enacted by the Senate and House of Representatives of the United States of America in\nCongress assembled:\n\nSection i. That the following named persons, who are now officers and directors\nand trustees of the National Educational Association, a corporation organized in the\nyear eighteen hundred and eighty-six, under the Act of General Incorporation of the\nRevised Statutes of the District of Columbia, viz.: Nathan C. Schaeffer, *Eliphalet Oram\nLyte, *John W. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur J.\nMatthews, of Arizona; John H. Hinemon, *George B. Cook, of Arkansas; Joseph O'Connor, *Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron Gove, *Ezekiel\nH. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of Connecticut; *George\nW. Twitmyer of Delaware; *J. Ormond Wilson, *William T. Harris, Alexander T. Stuart,\n* Deceased.\n\n"}
{"page": 18, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nof the District of Columbia;\n\n*Frances Mann, of Idaho;\n\nClem Hampton, of Florida; William M. Slaton, of Georgia;\nStanley Brown, *Albert G. Lane, Charles I. Parker, John\n\nJ.\n\nW. Cook, *Joshua Pike, Albert R. Taylor, *Joseph A. Mercer, of Illinois;\n\n*Nebraska\n\nCropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory; John F.\nRiggs, Ashley V. Storm, of Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett,\n\n*Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; *Warren\n*John S. Locke, of Maine; M. Bates Stephens, of Maryland;\n\nEaston, of Louisiana;\n\nCharles W. Eliot, *Mary H, Hunt, Henry T. Bailey, of Massachusetts;\n\nHugh A. Graham,\n\nCharles G. White, William H. Elson, of Michigan; *William F. Phelps, *Irwin Shepard,\n\nJohn A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; *F. Louis Soldan,\n*James M. Greenwood, William J. Hawkins, of Missouri; *Oscar J. Craig, of Montana;\nGeorge L. Towne, of Nebraska; *Joseph E. Stubbs, of Nevada; James E. Klock, of New\nHampshire; James M. Green, John Enright, of New Jersey; *Charles M. Light, of New\nMexico; *James H. Canfield, Nicholas Murray Butler, *William H. Maxwell, Charles R.\nSkinner, *Albert P. Marble, James C. Byrnes, of New York; James Y. Joyner, Julius\nIsaac Foust, of North Carolina; *Pitt Gordon Knowlton, of North Dakota; Oscar T.\nCorson, Jacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R.\nHickham, of Oklahoma; *Charles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas\nW. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell,\nof South Carolina; Moritz Adelbert Lange, of South Dakota; *Eugene F. Turner, of\nTeimessee; Lloyd ^. Wolfe, of Texas; David H. Christensen, of Utah; *Henry O.\nWheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of Virginia; Edward T. Mathes,\nof Washington; T. Marcellus Marshall, Lucy Robinson, of West Virginia; Lorenzo D.\nHarvey, of Wisconsin; *Thomas T. Tynan, of Wyoming; Cassia Patton, of Alaska;\nFrank H. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii; C. H. Maxson, of the\nPhilippine Islands, and such other persons as now are or may hereafter be associated\nwith them as officers or members of said Association, are hereby incorporated and declared\nto be a body corporate of the District of Columbia by the name of the \"National Education Assocation of the United States,\" and by that name shall be known and have\nperpetual succession with the powers, limitations, and restrictions herein contained.\nSec. 2. That the purpose and object of the said corporation shall be to elevate the\ncharacter and advance the interests of the profession of teaching and to promote the cause\nof education in the United States.\n\nThis corporation shall include the National Council of\n\nEducation and the following departments, and such others as may hereafter be created by\norganization or consolidation, to wit: the Departments, first, of Superintendence; second,\nof Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth,\nof\n\nManual Training;\n\nsixth, of\n\neighth, of Music Education;\n\nArt Education;\n\nseventh, of Kindergarten Education;\n\nninth, of Secondary Education;\n\ntenth, of Business Edu-\n\ncation; eleventh, of Child Study; twelfth, of Physical Education; thirteenth, of Natural\n\nScience Instruction; fourteenth, of School Administration; fifteenth, the Library Depart-\n\nment; skteenth, of Special Education; seventeenth, of Indian Education; the powers and\nduties and the nimiber and names of these departments and of the National Council of\nEducation may be changed or abolished at the pleasure of the corporation, as provided\nin its by-laws.\n\nSec. 3. That 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 incorpora-\n\ntion;\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"}
{"page": 19, "printed_page": null, "text": "ACT OF INCORPORATION\nSec. 4. That all real property of the corporation within the District of Columbia,\nwhich shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purposes of producing income, and all personal property\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; provided,\nhowever, That this exemption shall not apply to any property of the corporation which\nshall 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 officers of the said corporation shall be a President, twelve VicePresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Conmiittee, and\na Board of Trustees.\nThe Board of Directors shall consist of the President, the First Vice-President, the\nSecretary, the Treasurer, the chairman of the Board of Trustees, and one additional\nmember from each state, territory, or district, to be elected by the active members for the\nterm of one year, or until their successors are chosen, and of all life directors of the National\nEducational Association.\nThe United States Commissioner of Education, and all former\nPresidents of the said Association now living, and all future Presidents of the Association\n\n—\n\n—\n\nhereby incorporated, at the close of their respective terms of office, shall be members of\n\nThe Board of Directors shall have power to fill all vacanhave in charge the general interests of the corporation,\nexcepting those herein intrusted to the Board of Trustees; and shall possess such other\npowers as shall 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 Board of Directors for life.\n\ncies in their\n\nown body;\n\nshall\n\n:\n\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.\n\nThe said committee shall have authority to represent, and to act\n\nfor the Board of Directors in the intervals between the meetings of that body, to the extent\n\nof carrying out the legislation adopted by the Board of Directors under general directions\n\nas may be given by said board.\n\nThe Board of Trustees shall consist of four members, elected by the Board of Director\nfor the term of four years, and the President of the Association, who shall be a member\n\nex officio during his term of office.\n\nAt the first meeting of the Board of Directors, held\n\nduring the annual meeting of the Association at which they were elected, they shall elect\n\none tTustee 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;\n\nand the absence of a trustee from two successive annual meetings of the board\n\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, who shall provide for the safekeeping and investment of such fund, and of all other\nfunds which the corporation may receive by donation, bequest, or devise. No 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\nthe recommendation of the Board of Trustees, after such recommendation has been\n\napproved by vote of the Board of Directors, and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Association.\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\n\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\n\nand Secretary of the Association acting under the authority of the Board of Directors.\n\"When practicable, the Board of Trustees shall invest, as part of the Permanent Fund, all\nsurplus funds exceedmg five hundred dollars that shall remain in the hands of the Treasurer after paying the expenses of the Association for the previous year, and providing for\nthe fixed expenses and for all appropriations made by the Board of Directors for the\nensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall also be\nsecretary of the Executive Committee, and shall fix the compensation and the term of his\noffice for a period not to exceed four years.\n\nSec. 8. That the principal office of the said corporation shall be in the city of Washington, District of Columbia; provided, That the meetings of the corporation, its officers,\n\ncommittees, and departments, may be held, and that its business may be transacted, and\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 hold office and perform their respective duties as such until\nthe expiration of terms for which they were severally elected or appointed, and until\ntheir successors are elected. That at such annual meeting the active members of the\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\\)rganize 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, contracts, claims, and property of every kind and nature\n\nwhatsoever, and\n\nthe several officers, directors, and trustees of such last-named Association, or any other\n\nperson having charge of any of the securities, funds, books, or property thereof, real or\npersonal, shall on demand deliver the same to the proper officers, directors, or trustees\nof the corporation hereby created.\n\nProvided, That a verified certificate executed by the\n\npresiding officer and secretary of such annual meeting, showing the acceptance of the\n\ncharter granted by this act by the National Educational Association, shall be legal evidence\nof the fact, when filed with the Recorder of Deeds of the District of Columbia; and, pro-\n\nvided further, That in the event of the failure of the Association to accept the charter\n\ngranted by this act at said annual meeting then the charter of the National Educational\nAssociation and its corporate existence shall be and are hereby extended until the thirtyfirst day of July, nineteen hundred and eight, and at any time before said date its charter\n\nmay be extended in the manner and form provided by the general corporation law of the\nDistrict of Columbia.\n\nSec. 10. That 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,\n\nin any manner, or for any cause existing against the said existing corporation, be released\n\n"}
{"page": 21, "printed_page": null, "text": "BY-LAWS\nor impaired; and the corporation hereby incorporated is declared to succeed to the obligations 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\nSec. 12. That said corporation\n\nmay provide by amendment to its by-laws that\n\npowers of active members exercised at the annual meeting in the election of officers and\ntransaction of business shall be vested in and exercised by a representative assembly com-\n\nposed of delegates apportioned, elected and governed in accordance with the provisions\nof the by-laws adopted by said corporation.\n\nSection i-ii were past by Congress and approved by the President June 30, 1906.\nThey were accepted and adopted as the constitution of the National Education Association of the United States by the active members of the National Education Association\nin annual session at Los Angeles, California, July 10, 1907.\n\nSection 1 2 was past by Congress and approved by the President of the United States\n\nMay 13, 1920, as an amendment to the original act of Incorporation.\n\nIt was accepted\nand adopted as an amendment to the Constitution of the National Education Association\n\nof the United States by the active members thereof in annual session at Salt Lake City,\n\nUtah, July 9, 1920.\n\nBY-LAWS\n[Complete as amended at the Annual Business Session, Salt Lake City, July 9, 1920\n\nARTICLE I—MEMBERSHIP\nSection i. The membership of the National Education Association of the United\nStates shall consist of three classes. Active, Associate, and Corresponding, whose qualifications, rights, and obligations shall be as hereinafter prescribed.\n\nSec.\n\n2.\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. The annual dues of an active member shall be $2.00, which shall entitle\nhim to attend all meetings of the Association and its several departments, to receive the\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\nof annual dues of\n\nBy the payment\n\n$5.00 an active member shall receive, in addition to the Bulletin,\n\nwithout application or other condition, the volume of Proceedings and all other regular\npublications of the Association, including reports of committees and all special bulletins\n\nand announcements when issued.\nSec. 4. All life members and life directors shall have all the rights and privileges of\nactive members without the payment of annual dues, and shall receive free without\napplication or condition the publications of the Association.\n\nSec. s 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\nannual dues of an associate member shall be the same as the dues of an active member\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 may be elected by the Board\nof Directors as Corresponding Members.\n\nThe nimiber of corresponding members shall\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nnot at any time exceed fifty.\n\nThey shall pay no dues and may receive free the publications\n\nof 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 Jufte 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 fol-\n\nlowing membership year.\n\nThose joining after January i may, if they so elect, have their\n\ndues apply to membership for the following year.\nSec. 9. The Secretary of the Association shall furnish each member of the Association\na Membership Card, declaring him to be a member of the National Education Association\nfor the year for which his dues are paid, and as such entitled to all the rights and privileges\n\ngranted by the Charter and By-laws of the Association.\nSec. 10. The right to vote shall be limited to active members of the Association\nwhose dues are paid. The right to hold office in the Association or in any department\nshall be limited to active members whose dues are paid.\nThe right to vote and hold\noffice in\n\nthe Council shall be limited to members of the Council whose dues are paid.\n\nEach active member shall have one vote.\n\nARTICLE II— ELECTION OF OFFICERS, REPRESENTATIVE ASSEMBLY,\nAND AFFILIATED ASSOCIATIONS\nSection i. The election of officers and transaction of business at the annual business\nmeeting shall be by a Representative Assembly composed of delegates apportioned,\nelected, and governed as hereinafter provided.\nSec. 2.\n\nThe President, Vice-Presidents, Treasurer, and Directors of the Association\n\nshall be chosen by the Representative Assembly by ballot, at the annual business meeting,\n\na majority of the votes cast being necessary for a choice.\n\nThey shall continue in office\n\nuntil the close of the annual meeting subsequent to their election,\n\nand until their suc-\n\nThe Secretary and the Treasurer shall\nenter upon their duties at a date which shall be determined by the Board of Trustees and\ncessors are chosen, except as herein provided.\n\nwhich shall not be later than the first of October and shall continue in oflSce during the\nterms for which they are separately chosen and until their successors are duly elected.\nSec.\n\n3.\n\nThe State Teachers Association or Educational Association of a state,\n\nmay become affiliated with the National Education Association\nand shall be designated an Affiliated State Association. Each Affiliated State Assoterritory, or district,\n\nciation shall be a state unit in the organization of the National Education Association\n\nand as such shall be entitled to representation in the Representative Assembly as herein-\n\nThe annual dues of an Affiliated State Association shall be $10.00 for\neach delegate to which said state shall be entitled, with a maximum of $100.00. Said\n\nafter provided.\n\nAssociation shall receive without application, or other condition, all regular publications\nof the National Education Association, including the Volume of Proceedings, reports of\n\ncommittees and all special bulletins and announcements when issued.\nSec. 4.\n\nA local educational association or teachers' organization within a state,\n\nmay affiliate with the National Education Association and shall\nbe designated an Affiliated Local Association. Each Affiliated Local Association shall be\n\nterritory, or district\n\na local unit in the organization of the National Education Association and as such shall be\nentitled to representation in the Representative Assembly as hereinafter provided.\n\nThe\n\nannual dues of an Affiliated Local Association shall be $5 00, which shall entitle said\nAssociation to receive without application, or other condition, all regular publications\nof the National Education Association, including the Volume of Proceedings, reports of\n.\n\ncommittees and all special bulletins and announcements when issued.\n\n"}
{"page": 23, "printed_page": null, "text": "BY-LAWS\nSec. 5.\n\nEach Affiliated Association, both state and local, shall be furnisht a certificate\n\nof membership and shall be entitled to the active assistance and support of the National\n\nEducation Association in promoting the interest of such affiliated association and its\n\nmembers in so far as such interests come within the purpose and object of the National\nEducation Association as set forth in its Charter. The Secretary of the National Education Association shall, with the advice and approval of the Executive Committee,\nmake such arrangements for mutual cooperation between the National Education Association and the State and Local Affiliated Associations as will promote the welfare of all\nand advance the interests of the teaching profession.\nSec. 6. Each Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative Assembly for each one hundred of its members,\nor major fraction thereof, who are active members of the National Education Association,\nup to five hundred such active members, and thereafter one delegate and one alternate\nfor each five hundred of its members, or major fraction thereof, who are active members\nof the National Education Association.\nSuch delegates shall be designated State\nDelegates.\n\nSec. 7. Each Affiliated Local Association shall be entitled to elect one delegate and\none alternate to the Representative Assembly for each one hundred of its members, or\n\nmajor fraction thereof, who are active members of the National Education Association.\nSuch delegates shall be designated Local Delegates.\nSec, 8. Only active members of the National Education Association shall be eligible\nto be delegates to the Representative Assembly, and to vote in the election of delegates\nin a State or Local Affiliated Association.\n\nAn active member shall be permitted to vote\n\nfor the election of delegates in but one Affiliated Local Association.\n\nSec. 9. The officers of the National Education Association as named in the Charter\nand the State Superintendent or Commissioner of Education of each state, territory, and\ndistrict, shall\n\nbe ex officio delegates to the Representative Assembly.\n\nThe\n\nPresident\n\nof the Association shall preside at the annual meeting of the Representative Assembly\n\nand the Secretary of the Association shall keep the records thereof.\n\nIn case of a tie the\n\nPresident shall cast the deciding vote.\nSec. 10. Delegates shall file their credentials with the Secretary of the Association\non blanks furnisht by him for that purpose not later than ten days before the beginning\nof the annual meeting.\nThe Secretary shall turn over such credentials to the Credential\nCommittee, when appointed, with such information thereon as may be obtained from the\n\nThe Representative Assembly shall be the final judge of the\nThe delegates shall have equal rights and each shall have\none vote. Meetings of the Representative Assembly shall be open to the active members\nof the Association who shall be privileged to address the Assembly on subjects pertaining\nto the Association. The Representative Assembly shall adopt rules of procedure which\nshall not conflict with the Charter and by-laws of the Association.\nIt shall recommend an\nrecords of the Association.\n\nqualifications of delegates.\n\nequitable plan for paying the expenses of delegates to the annual busiifess meeting of the\nAssociation.\n\nSec. II. The officers shall be permitted to hold meetings other than for business\npurposes and expenses therefor shall be provided.\n\nARTICLE III—DUTIES OF OFFICERS\nSection i. The President shall preside at all meetings of the Association, and shall\nperform the duties usually devolving upon the chief executive of such an association. In\nhis absence, the ranking Vice-President who is present shall preside;\n\nof all Vice-Presidents a\n\nchairman pro tempore shall be elected.\n\nand in the absence\n\nThe\n\nPresident shall\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\n\n"}
{"page": 24, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8\n\nfixt by these by-laws, and shall have the power to require such changes to be made in the\nprograms of the Council and the departments as will promote the interest of the annual\nmeeting. The President shall be a member ex officio of the Board of Trustees and chair-\n\nman of the Board of Directors and of the Executive Committee. He shall sign all bills\napproved for payment by the Board of Directors, and all bills approved or authorized by\nthe Executive Committee between the meetings of the Board of Directors.\n\nOn the\n\nexpiration of his term of office as President, he shall become first Vice-President for the\n\nensuing year, and shall be chairman ex officio of the Committee on Publication.\nSec.\n\n2.\n\nThe Secretary shall keep a full and accurate record of the proceedings of\n\nthe general meetings of the Association and all meetings of the Board of Directors and of\n\nthe Executive Committee, shall conduct the business of the Association as provided in the\narticles of incorporation\n\nand the by-laws, and, in all matters not definitely prescribed\n\ntherein, shall be under the direction of the Executive Committee, and, in the absence of\n\ndirection by the Executive Committee, shall be under the direction of the President, and\nshall receive or collect all moneys due the Association and pay the same each month to\n\nthe Treasurer, shall countersign all bills approved for payment by the Board of Directors,\nor by the Executive Committee in the interval between the meetings of the Board of\nDirectors, or on the approval of the President acting under authority of the Board of\n\nDirectors, or Executive Committee.\n\nThe Secretary shall have his records present at all\n\nmeetings of the Association, of the Board of Directors, and of the Executive Committee.\n\nHe shall keep a list of members and shall revise said list annually. He shall be secretary\nHe shall be\n\nof the Board of Directors, and a member of the Committee on Publication.\n\nthe custodian of all the property of the Association not in charge of the Treasurer and the\n\nBoard of Trustees. He shall give such bond for the faithful performance of his duties as\nmay be required by the Board of Trustees. He shall submit his annual report to the\nExecutive Committee not later than July i prior to the annual meeting of the Association,\n\nwhich report shall be transmitted to the Board of Directors at its annual meeting. At the\nexpiration of his term of office, he shall transfer to his successor all money, books, and\nother property in his possession belonging to the Association.\n\nThe Secretary shall not\n\nprint, publish, nor distribute any official report or other document without the approval\n\nof the Publication Committee.\n\nSec. 3.\n\nThe Treasurer shall receive from the Secretary and under the direction of\n\nthe Board of Trustees shall hold in safekeeping all moneys paid to the Association; shall\n\npay the same only upon the order of the Board of Trustees; shall notify the President\nof the Association and the chairman of the Board of Trustees whenever tjie surplus funds\nin his possession exceed five hundred dollars; shall keep an exact account of his receipts\n\nand expenditures, with vouchers for the latter; and said accounts, ending on the thirtyfirst day of May of each year, he shall render to the Executive Committee not later than\nJuly I, and when approved by said committee they shall be transmitted by the committee\nto the Board of Directors at the first regular meeting of the board held during the week\nof the annual meeting and to the Representative Assembly at the 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 tenn of oflBice, he shall transfer\nto his successor all moneys, books, and Other property in his possession belonging to the\nAssociation.\n\nSec. 4. The Board of Directors shall elect corresponding members as prescribed by\nSection 6 of Article I of these by-laws, shall elect members of the National Council of\n\nEducation as provided in Section 3 of Article IV of these by-laws, shall have power to\nfill\n\nall vacancies in its\n\nown body and in the Board of Trustees;\n\nshall recommend to the\n\nExecutive Committee the place for holding the annual meeting of the Association, the\nCouncil of Education, and the departments. The Board of Directors shall approve all\nbills\n\nincurred under authority of the Board of Directors, the Executive Committee, or\n\nthe President and Secretary acting under the authority of the Board of Directors or\n\n"}
{"page": 25, "printed_page": null, "text": "BY-LAWS\nExecutive Committee, shall appropriate from the current funds of the year the amounts\nof money ordered by the Representative Assembly at the annual business meeting for the\n\nwork of all special committees of research and investigation authorized and provided\nfor at the annual business meetings, shall make a full report of the financial condition of\n\nthe Association (including the reports of the Secretary, the Treasurer, and the Board of\nTrustees) to the Representative Assembly at the annual business meeting, and shall do\nall in its power to\n\nmake the Association a useful and honorable institution.\n\nSec. s. The Executive Committee shall assist the presiding officer in arranging for\n\nthe time and place of the annual meeting of the Association, of the National Council of\n\nEducation, and of the various departments.\n\nThe Executive Committee shall recommend to Representative Assembly at the\nannual business meeting the appointment of special committees for investigation or\nresearch, the subjects for which may have been suggested by the National Council or by\nthe active membership of the National Education Association or by any of its depart-\n\nments;\n\nit shall\n\ngations.\n\nrecommend the amount of money to be appropriated for such investi-\n\nWhen such special committees are provided for and duly authorized by the\n\nRepresentative Assembly at the annual business meeting, the Executive Committee\nshall have general supervision of\n\nthem, shall receive and consider all reports made by\n\nthem, and shall print such reports, and present the same, together with the reports received\nfrom the Secretary, the Treasurer, and the Board of Trustees and the recommendations\nof the Executive Committee thereon, to, the Representative Assembly at the annual busi-\n\nness meeting.\n\nAll such special committees shall be appointed by the President of the\n\nNational Education Association.\n\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association except vacancies in the Board of Directors,\n\nBoard of Trustees, and\n\nthe office of Secretary.\nSec.\n\n6.\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 r prior to the annual meeting of the Association, which report\nshall be transmitted by the Executive\n\nCommittee to the Board of Directors at the first\n\nregular meeting of the board held during the week of the annual meeting of the Association.\n\nIt shall choose annually its own chairman and secretary.\n\nARTICLE IV—THE NATIONAL COUNCIL OF EDUCATION\nSection i. The National Council of Education shall discuss educational questions\nof public and professional interest; propose to the Executive Committee, from time to\ntime, suitable subjects for investigation and research; have a report made at its annual\nmeeting on \"Educational Progress during the Past Year\"; and in other ways use its\nbest efforts to further the objects of the Association and to promote the cause of education\nin general.\n\nSec. 2.\n\nThe National Council of Education shall consist of one hundred and twenty\n\nregular members, selected from the active membership of the National Education Asso-\n\nAny active member of the Association is eligible to membership in the Council\nand each member shall be elected for six years and until his successor is elected.\nSec. 3. The annual election of members of the Council shall be held at the time of\nthe annual meeting of the Association. The Board of Directors of the Association shall\nannually elect ten members and the Council ten members, and each body shall fill all\nvacancies in its quota of members. No state, territory, nor district in the United States\nshall have at one time more than seven regular members in the Council.\nSec. 4. The annual meeting of the Council shall be held during the week of the\n\nciation.\n\nannual meeting of the Association.\n\n"}
{"page": 26, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n10\n\nThe absence of a regular member from two successive amiual meetings of\n\nSec. 5.\n\nthe Council shall be considered equivalent to his resignation of membership.\n\nPersons\n\nwhose regular membership in the Council has expired shall be denominated honorary-\n\nmembers of the Council during the time of their active membership in the Association\nwith the privilege of attending the regular sessions of the Council and participating in\nits discussions.\nA member who discontinues or forfeits his active membership in the\nAssociation forfeits his membership in the Council.\nSec. 6. The officers of the Council shall consist of a president, a vice-president, a\nsecretary, and such standing committees as may be prescribed by its by-laws, all of whom\nshall be regular members of the Council.\n\nThe Secretary of the Council shall, in addition\n\nto performing the duties pertaining to his oflSce, furnish the Secretary of the Association\n\na copy of the proceedings of the Council for publication.\nSec.\n\nThe National Council of Education is hereby authorized to adopt by-laws\n\n7.\n\nor its government not inconsistent with the act of incorporation or the by-laws of the\nAssociation; provided, That such by-laws be submitted to, and approved by, the Board\nof Directors of the Association before they shall become operative.\n\nSec. 8. The powers and duties of the Council may be changed or the Council abolisht\nupon a two-thirds vote of the Representative Assembly taken at the annual meeting of\nthe Association; provided, That notice of the proposed action has been given at the\n\npreceding annual business meeting of the Association.\n\nARTICLE V—DEPARTMENTS\nSection\n\ni.\n\nThe following departments are now (1920) in existence, to wit: The\n\ndepartments, first, of Superintendence; second, of Normal Schools; third, of Elementary\n\nEducation; fourth, of Higher Education;\n\nfifth, of\n\nVocational Education and Practical\n\nArts; sixth, of Kindergarten Education; seventh, of Music Education; eighth, of Secon-\n\ndary Education; ninth, of Business Education; tenth, of Child Hygiene; eleventh, of\nPhysical Education; twelfth, of Science Instruction; thirteenth, of School Administration;\nfourteenth, the Library\n\nSchool Patrons;\n\nDepartment;\n\nfifteenth,\n\nseventeenth, of Rural Education;\n\nof\n\nSpecial Education;\n\nsixteenth of\n\neighteenth, of Classroom Teachers;\n\nnineteenth, for the Promotion of the Wider Use of Schoolhouses;\n\ntwentieth, of Edu-\n\ncational 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 the\nannual meeting of the Association, except the Department of Superintendence, which\nmay hold its annual meeting in February of each year, or at such other time as may be\ndetermined by said department, subject to the approval of the Board of Directors of the\nAssociation.\n\nSec. 4. The object of the meetings of the departments shall be the discussion of\n\nquestions pertaining to their respective fields of educational work.\n\nThe programs of\n\nthese meetings shall be prepared by the respective presidents in conference with, and\n\nunder the general direction of, the President of the Association. Each department shall\nbe limited to two sessions, with formal programs, unless otherwise ordered by the President\nof the Association, except that a third session of business or informal roundtable conference\n\nmay be held at the discretion of the department officers.\nSec. 5.\n\nThe officers of each department shall consist of a president, a vice-president,\n\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\nappointment made by the president of the department.\n\n"}
{"page": 27, "printed_page": null, "text": "BY-LAWS\nSec. 6.\n\nII\n\nThe secretary of each department shall, in addition to performing the duties\n\nusually pertaining to his office, furnish the Secretary of the Association a copy of the\n\nproceedings of the meetings of the department for publication.\nSec.\n\n7.\n\nAll 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 Representative Assembly at any annual business meeting; provided, That a written application\nfor said department, with title and purpose of the same, shall have been made at the\n\nregular meeting of the board next preceding the one at which action is taken, or at the\n\npreceding annual business meeting, by at least twenty-five members engaged or interested\nin the field of labor in the interest of which the department is purposed to be establisht.\n\nA department 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 Representative\n\nAssembly at any business meeting of the Association; provided, That announcement\nhas been made of the proposed action at a regular meeting of the board the preceding year,\nor at the preceding annual business meeting.\n\nA department shall be discontinued when it\n\nfails to hold a regular meeting for two successive years.\n\nARTICLE VI— COMMITTEES\nSection i. At the regular meeting of the Board of Directors on the first day of the\nannual meeting, the President shall appoint an Auditing Committee consisting of three\nactive members of the Association, no one of whom shall be either a trustee or a director;\nto this committee shall be referred the report of the expert accountant, together with\nthe communication of the President transmitting the same, as provided in Section 6 of\nthis article; and the committee shall report its findings at the meeting of the Representative\nAssembly.\nSec. 2. On the first day of the annual meeting of the Association, at such time and\nplaces as shall be designated on the annual program by the President of the Association,\ntlie state and local delegates from each state shall select one member for each of the\nfollowing committees: Credentials, Nominations, Resolutions, and Necrology. The\nCommittee on Credentials shall receive the official list of the delegates from the Secretary\nand report thereon to the Representative Assembly.\nSec. 3. The Committee on Nominations shall meet on the third day of the annual\nmeeting at 9:00 a.m., at a place designated by the President of the Association, and\nshall nominate persons, for the following offices in the Association, to wit one person for\nPresident, eleven persons for Vice-Presidents, one person for Treasurer, and one person\nfrom each state, territory, and district in the United States as a member of the Board of\nDirectors,\nIt shall report to the Representative Assembly at the annual business meeting.\nSec. 4. The Committee on Resolutions shall report at the annual business meeting\nof Representative Assembly, and, except by unanimous consent, all resolutions shall be\nreferred to said committee without discussion. This committee shall receive and consider\nall resolutions proposed by active members, or referred to it by the President; some time\nduring the second day of the annual meeting of the Association the committee shall hold a\nmeeting, at a place and time to be announst in the printed program, for the purpose of\nreceiving proposed resolutions and hearing those who may wish to advocate them.\nSec. 5. The Committee on Necrology shall prepare for the publisht Proceedings a\nlist of the active and corresponding members that have died during the year, accompanied\nby memorial sketches whenever practicable.\nSec. 6. Within thirty days prior to the time of the annual rneeting of the Association,\nthe President shall appoint a competent person, firm, or corporation licenst to do business\n:\n\n"}
{"page": 28, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n12\n\nas expert accountants; the accountants so appointed shall examine the accounts, papers,\nand vouchers of the Secretary, the Treasurer, and the Board of Trustees, and compare the\nsame, and shall also examine the securities of the Permanent Fund held by the Board of\n\nThe report of the said accountants shall be filed with the President before the\nopening day of the annual meeting of the Association, and shall be by him submitted with\nTrustees.\n\nsuch comments as he may think proper, to the Board of Directors, at their meeting held\n\non the first day of the annual meeting of the Association.\n\nARTICLE VII—MEETINGS\nSection i. A stated meeting of the Association, of the Council of Education, and\nof each department shall be held annually at such time and place as shall be determined\nby the Board of Directors or the Executive Committee acting for the board in accordance\nwith these by-laws. An annual meeting of the Association and its subordinate bodies\nmay be omitted for an extraordinary cause, upon the written consent of two-thirds of the\ndirectors of the Association, obtained by the Executive Committee.\n\nSec, 2. The annual business meeting of the Representative Assembly shall begin on\nthe second day of the annual meeting at 9:00 a.m. A regular meeting of the Board\nof Directors shall be held on the first day of the annual meeting at 10:30 a.m. The\nfirst regular meeting of the new Board of Directors shall be held as soon as practicable\nand within twenty-four hours after the close of the last session of the annual meeting,\nthe place and time of the meeting to be announst in the printed program. The Board\nof Trustees shall hold its annual meeting at some convenient time and immediately following the meeting of the new Board of Directors referred to above in this section. Special\nmeetings of the trustees may be called by the chairman, and shall be called on request\nof the majority of the Board of Trustees.\nDue notice of all meetings of the Board of\nTrustees shallbe given to every member of the board by the secretary thereof.\n\nARTICLE VIII—PROCEEDINGS\nSection i. The proceedings of the Association, the Council, the departments, the\ncommissions and committees, shall be publisht at the discretion of and under the direction\nof a committee appointed by the executive committee, provided, That in the opinion of the\nexecutive committee the funds of the Association warrant the publication. Each member\nof the Association shall be entitled to a copy of the Proceedings.\nSec. 2. No paper, lecture, nor address shall be read before the Association or any\nof the departments in the absence of the author, without the approval of the President\nof the Association or of the departments interested, nor shall any such paper, lecture, or\naddress be publisht in the Proceedings without the approval of the Publication Committee.\n\nARTICLE IX—QUORUM\nSection i. Representatives from twenty-five states and territories shall constitute a\nquorum in all meetings of the Representative Assembly and of the Board of Directors\n\nARTICLE X—APPROPRIATIONS\nSection i. Unless otherwise ordered by the Representative Assembly at the annual\nbusiness meetings, not less than 10 per cent of the gross income of the Association each\n\nyear shall be set aside for such educational investigations and studies as may be ordered in\n\naccordance with Section 5 of Article III.\n\nARTICLE XI—AMENDMENTS\nSection i. These by-laws may be altered or amended at the annual business meeting\nof the Representative Assembly by unanimous consent, or by a two-thirds vote of the\nRepresentative Assembly if the alteration or amendment shall have been proposed in\nwriting at the annual business meeting next preceding the one at which action is taken,\nand due announcement of the proposed action shall have been made in the ofl&cial publication of the Association.\n\n"}
{"page": 29, "printed_page": null, "text": "CERTIFICATE\n\n13\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNOW KNOWN AS THE\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nCERTIFICATE\nof Acceptance of Charter and Adoption of\n\nBy-Laws under Act 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; and the undersigned pursuant to said resolutions\nDo hereby certify that the National Education Association of the United States has\nduly accepted said charter granted by said act of Congress, and adopted by-laws, and is\nthe lawful successor to the National Educational Association.\n\nIn witness whereof, we have hereunto signed our names this 20th day of August, 1907.\n\nNathan C. Schaeffer, Presiding Officer\nIrwin Shepard, Secretary\n\nVERIFICATION\n\nRESOLUTIONS ADOPTED BY THE ACTIVE MEMBERS, JULY lO, 1907\n1.\n\nResolved y 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,\n\nand that the President and\n\nSecretary of this meeting be authorized and directed to execute and file with the Recorder\nof Deeds of the District of Columbia a verified certificate showing the acceptance by the\n\nAssociation of the charter granted by said act.\n2.\n\nResolved, That the proposed by-laws of which notice was given at the annual meet-\n\ning of the Association held on July 6, 1905, which are printed in full in the Journal of\nsaid meeting, be and the same are hereby adopted to take effect immediately.\n3. Resolved, That the Association adopt as its corporate seal\n\na circle containing the\n\ntitle \"National Education Association of the United States,\" and the dates \"1857-1907.\"\n\n4. Resolved, That the Association do now proceed to elect officers, and to organize\nunder the charter granted by the act of Congress.\n\nFiled in the office of the Recorder of Deeds of the District of Columbia, September 4,\n1907.\n\n"}
{"page": 30, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS ASSOCIATION, 1857-1870\n1857—PHILADELPHIA, PA. (Organized)\n\n186s—HARRISBURG, PA.\n\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary.\n\nS. S. Greene, President.\n\nW. E. Sheldon, Secretary.\nZ. Richards, Treasurer.\n\n1858— CINCINNATI, OHIO\nZ. Richards, President.\nJ.\n\n1866—INDIANAPOLIS, IND.\n\nW. BuxKXEY, Secretary.\n\nJ. P. WiCKERSHAM, President.\nS. H. White, Secretary.\n\nA. J. RiCKOFF, Treasurer.\n\n1859—WASHINGTON, D.C.\n\nS. P. Bates, Treasurer.\n\nA. J. RiCKOFF, President.\nJ.\n\nW. BuLKLEY, Secretary.\n\n1867\n\nC. S. Pennell, Treasurer.\n\nZ. Richards, Secretary.\n\nO. C. Wight, Treasurer.\ni86x, 1862\n\n—No\n\nsession.\n\n1868—NASHVILLE, TENN.\nJ. M. Gregory, President.\nL. Van Bokkelen, Secretary.\n\ni860— BUFFALO, N.Y.\nJ. W. BuLKXEY, President.\n\nJames Cruikshank, Treasurer.\n\n•\n\n—No session.\n\n1869—TRENTON, N.J.\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\n\n1863— CHICAGO, ILL.\nJohn D. Philbrick, President.\nJames Cruikshank, Secretary.\nO. C. Wight, Treasurer.\n\nA. L. Barber, Treasurer.\n\n1870— CLEVELAND, OHIO\n\n1864—OGDENSBURG, N.Y.\n\nW. H. Wells, President.\nDavid N. Camp, Secretary.\n\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\n\nZ, Richards, Treasurer.\n\nW. E. Crosby, Treasurer.\n\nNATIONAL EDUCATIONAL ASSOCIATION, 1871-1907\n1881—ATLANTA, GA.\n\n1871— ST. LOUIS, MO.\n\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\nJ. L. Pickard, President.\n\nW. E. Crosby, Secretary.\nJohn Hancock, Treasurer.\n1872—BOSTON, MASS.\n\n1882— SARATOGA SPRINGS, N.Y.\n\nE. E. White, President.\n\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\nS. H. White, Secretary.\n\nJohn Hancock, Treasurer.\n\n1873—ELMIRA, N.Y.\n\n1883—SARATOGA SPRINGS, N.Y.\n\nB. G. Northrop, President.\n\nE. T. Tappan, President.\n\nS. H. White, Secretary.\n\nW. E. Sheldon, Secretary.\n\nJohn Hancock, Treasurer.\n\nN. A. Calkins, Treasurer.\n\n1874—DETROIT, MICH.\n\n1884—MADISON, WIS.\nThomas W. Bicknell, President.\n\nS. H. White, President.\n\nA. P. Marble, Secretary.\n\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\nJohn Hancock, Treasurer.\n\n187s—MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\n1885— SARATOGA SPRINGS, N.Y.\nF. Louis Soldan, President.\nW. E. Sheldon. Secretary.\nN. A. Calkins, Treasurer.\n\n1876—BALTIMORE, MD.\nW. F. Phelps, President\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\n1886—TOPEKA, KANS.\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\n1877—LOUISVILLE, KY.\nM. A, Newell, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\n—No\n\n1878\n\n1887— CHICAGO, ILL.\nW. E. Sheldon, President.\nJ. H.\n\nCanfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\nsession.\n\n1879—PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\n1888— SAN FRANCISCO, CALIF.\nAaron Gove, President.\n\n1880-CHAUTAUQUA, N.Y.\n\n1889—NASHVILLE, TENN.\nAlbert P. Marble, President.\n\nJ. H. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\nOrmond Wilson, President.\nW. D. Henkle, Secretary.\n\nJ.\n\nCanfield, Secretary.\nE. C. Hewett, Treasurer.\nJ. H.\n\nE. T. Tappan, Treasurer.\n\n14\n\n"}
{"page": 31, "printed_page": null, "text": "CALENDAR OF MEETINGS\ni8go— ST, PAUL, MINN.\nJ. H.\n\nIS\n\n1899—LOS ANGELES, CALIF.\n\nCanfield, President.\n\nE. Oram Lyte, President.\n\nW. R. Garrett, Secretary.\n\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\nE. C. Hewett, Treasurer.\n\n1891—TORONTO, ONT.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\ni9cx>— CHARLESTON, S.C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll C. Pearse, Treasurer.\n\n1892—SARATOGA SPRINGS, N.Y.\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ.\n\nM. Greenwood, Treasurer.\n\n1901—DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard, Secretary.\nL. C. Greenlee, Treasurer.\n\n1893— CHICAGO, ILL.\n(International Congress of Education)\n\nAlbert G. Lane, President.\nIrwin Shepard. Secretary.\n\n1902—MINNEAPOLIS, MINN.\nWilliam M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\nJ. M. Greenwood, Treasurer.\n\n1894—ASBURY PARK, N.J.\nAlbert G. Lane, President.\n\n1903— BOSTON, MASS.\nCharles W. Eliot, President.\n\nIrwin Shepard, Secretary.\nJ.\n\nM. Greenwood, Treasurer.\n\nIrwin Shepard, Secretary.\nW. M. Davidson, Treasurer.\n\n189s—DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1904— ST. LOUIS, MO.\nJohn W. Cook, President.\nIrwin Shepard, Secretary.\n\n1896— BUFFALO, N.Y.\n\nMcHenry Rhoads, Treasurer.\n\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\nI.\n\n1905—ASBURY PARK and OCEAN GROVE, N.J.\nWilliam H. Maxwell, President.\nIrwin Shepard, Secretary.\nJames W. Crabtree, 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.\n\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\n1906\n\n—No\n\nsession.\n\n1907—LOS ANGELES, CALIF.\nNathan C. Schaeffer, President.\nIrwin Shepard, Secretary.\nJ. N. Wilkinson, Treasurer.\n\nI.\n\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 19081908— CLEVELAND, OHIO\nEdwin G. Cooley, President.\nIrwin Shepard, Secretary.\nArthur H. Chamberlain, Treasurer.\n,\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.\n191 1—SAN FRANCISCO, CALIF.\nElla Flagg Young. President.\nIrwin Shepard, Secretary.\nDurand W. Springer, Treasurer.\n\n1912— CHICAGO, ILL.\nCarroll G. Pearse, President.\nIrwin Shepard, Secretary.\nKatherine D. Blake, Treasurer.\n191,3— SALT LAKE CITY, UTAH\nEdward T. Fairchild, President.\nDurand W. Springer, Secretary.\n\nGrace M. Shepherd, Treasurer.\n\n1914—ST. PAUL. MINN.\nJoseph Swain, President.\n\nDurand W. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\n1915—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.\n1918—PITTSBURGH, PA.\n\nMary C. C. Bradford, President.\nJ.\n\nW. Crabtree, Secretary.\n\nA. J. Matthews, Treasurer.\n\n1919—MILWAUKEE, WIS.\nGeorge D. Strayer, President.\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n1920— SALT LAKE CITY, UTAH\nJosephine Corliss Preston, President,\nW. Crabtree, Secretary.\n\nJ.\n\nA. J. Matthews, Treasurer.\n\n"}
{"page": 32, "printed_page": null, "text": ""}
{"page": 33, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nOFFICERS FOR 1919-20\nGENERAL ASSOCIATION\nJosephine Corliss Preston\n\nPresident\n\nW. Crabtree\nA. J. Matthews\n\nSecretary\n\nOlympia, Wash.\nWashington, D.C.\n\nTreasurer\n\nTempe, Ariz.\n\nJ.\n\nVICE-PRESIDENTS\n\nNew York, N.Y.\n\nGeorge D. Strayer, Teachers College, Columbia University\nWm. M. Davidson, Superintendent of Schools\n\nPittsburgh, Pa.\n\nSallie Hill, Grade Teacher, Public Schools\n\nDenver, Colo.\n\nJ.\n\nM. McCoNNELL, State Superintendent of Education\n\nSt. Paul, Minn.\nHighland Park, Mich.\n\nT. J. Knapp, Superintendent of Schools\n\nAnnie W. Blanton, State Superintendent of Public Instruction\nJ. A. C. Chandler, President College of William and Mary\nSusan M. Dorsey, Superintendent of Schools\nMay Trumper, State Superintendent of Public Instruction\n.\n\n.•\n\nR. D. Hetzel, President New Hampshire College\nW. S. Booth, Asst. State Superintendent of Public Instruction\n\nAustin, Tex.\n\nWilliamsburg, Va.\n\nLos Angeles, Calif.\nHelena, Mont.\nDurham, N.H.\nSpringfield, 111.\n\nBOARD OF TRUSTEES\nCarroll G. Pearse, Chairman\nJames Y. Joyner\n\nPresident, State Normal School\n\nWalter R. Siders\nAgnes E. Doherty\n\nSuperintendent of School\n\nMilwaukee, Wis.\nLa Grange, N.C.\nPocatello, Idaho\n\nCentral High School\n\nSt. Paul, Minn.\n\nJosephine Corliss Preston\n\nState Superintendent of Public\n\nSecretary\n\nInstruction\n\nOlympia, Wash.\n\nEXECUTIVE COMMITTEE\nJosephine Corliss Preston\nGeorge D. Strayer\n\nPresident\n\nCarroll G. Pearse\nA. J. Matthews\n\nChairman, Board of Trustees\n\nOlympia, Wash.\nNew York, N.Y.\nMilwaukee, Wis.\n\nTreasurer\n\nTempe, Ariz.\n\nMary C. C. Bradford\n\nMember by Election\n\nDenver, Colo.\n\nVice-President\n\nBOARD OF DIRECTORS\nDirectors ez officio\n\nCarroll G. Pearse, Milwaukee, Wis.\nJ. W. Crabtree, Washington, D.C.\nA. J. Matthews, Tempe, Ariz.\n\nJosephine Corliss Preston, Olympia, Wash.\nGeorge D. Strayer, New York, N.Y.\n\nLife Directors\n\nAley, Robert J\nBradford, Mary, C. C\nBiCKNELL, Thomas\nBoard of Education\n\nW\n\nBrown, Elmer Ellsworth\nButler, Nicholas Murray\nClaxton, p. P\nCook, John\nCooLEY, Edwin G\nCorson, Oscar T\n\nW\n\nW\n\nEliot, Charles\nGove, Aaron\nGraham, H. A\nGreen, James M.\nHarvey, Lorenzo D\n\nAbilene, Kans.\nJewett, A. V\nRock Hill, S.C.\nJohnson, David B\nJordan, David Starr\nLeland Stanford University, Calif.\nLa Grange, N.C.\nJoyner, James Y\nMarshall, T. Marcellus\nStouts Mills, W. Va.\nMaxwell, William H\nNew York, N.Y.\nMilwaukee, Wis.\nPearse, Carroll G\nAlbany, N.Y.\nSkinner, Charles R\nState Teachers' Assocla.tion of Illinois\nNew York, N.Y.\nStrayer, George D\nSwarthmore, Pa.\nSwain, Joseph\nDecatur, 111.\nTaylor, A. R\nTeachers' Institute\nPhiladelphia, Pa.\nWhite, Charles G\nMenominee Wis.\n\nOrono, Me.\n\nDenver, Colo.\nProvidence, R.I.\nNashville, Tenn.\n\nNew York, N.Y.\nNew York, N.Y.\nWashington, D.C.\nDekalb, 111.\nChicago, 111.\n\nColumbus, Ohio\nCambridge, Mass.\nDenver, Colo.\nMt. Pleasant, Mich.\nTrenton, N.J.\n\nMenominee, Wis.\n\n17\n\n"}
{"page": 34, "printed_page": null, "text": "I~8\n\n•\n\nNATIONAL EDUCATION ASSOCIATION\nHEADQUARTERS STAFF\nHugh S. Magill, Field Secretary\n\nJ. W. Crabtree, Secretary\n\nR. S, Erlandson, Ass't. Secretary\nHelen T. Hixson, Recorder\n\nSue L. Fratis, Ass't. Field Secretary\nSallie Hill, Ass't Field Secretary\nJoy Elmer Morgan, Editor\nI20I Sixteenth St. N.W., Washington, D.C.\nState Directors\n\nAlabama\n\nW. C. Griggs, Superintendent of Schools\n\nArizona\nArkansas\n\nCO. Case, State Superintendent of Public Instruction\n\nGadsden\n.\n\n.\n\nS. D. Lucas, Superintendent of City Schools\n\nPhoenix\nAugusta\nOakland\n\nColorado\n\nF. M. Hunter, Superintendent of City Schools\nH. B. Smith, Secretary Colorado Education Association,\n\nConnecticut\n\nW. S. Dakin, 17 Westland Avenue\n\nDelaware\nDistrict of Columbia. . .\n\nA. R. Spaid, Commissioner of Education\nFlora Hendley, Supervising Principal Public Schools.\n\nFlorida\n\nF. A. Hathaway, County Superintendent of Schools .... Jacksonville\n\nGeorgia\nIdaho\n\nM. L. Brittain, State Superintendent of Schools\nW. R. Siders, Superintendent of Schools\n\nIllinois\n\nIowa\nKansas\nKentucky\n\nR. 0. Stoops, Superintendent of Schools\nJoliet\nH. Lester Smith, Dean School of Education, Indiana\nBloomington\nUniversity\nFort Dodge\nL. H. MiNKEL, Superintendent of Schools\nEmporia\nT. W. Butcher, President State Normal School\nFrankfort\nF. C. Button, State Supervisor of Rural Schools\n\nLouisiana\n\nJ.\n\nCalifornia\n\nDenver\n\n232 Century Bldg\n\nIndiana\n\nWest Hartford\nDover\n.\n\nWashington\n\n.\n\nAtlanta\nPocatello\n\nNew Orleans\n\nMaine\n\nM. Gwinn, Superintendent of Schools\nGlen W. Starkey, Deputy State Superintendent\n\nMaryland\n\nWilliam Burdick, Supervisor Physical Education, McCoy\n\nMassachusetts\n\nCaroline Armitage, 57 Madison Street\n\nMichigan\nMinnesota\n\nT. E. Johnson, State Superintendent of Public Instruction Lansing\nL. D. Coffman, College of Education, University of\nMinneapolis\nMinnesota\n\nof\n\nAugusta\n\nSchools\n\nBaltimore\n\nHall\n\nSomerville\n\nGreenville\n\nMississippi\n\nE. E. Bass, Superintendent of Schools\n\nMissouri\n\nSamuel A. Baker, State Superintendent of Public Schools Jefferson City\nAnaconda\nW. K. Dwyer, Superintendent of Public Schools\nPeru\nE. L. Rouse, President State Normal School\nSamuel O. Weld ay. Superintendent Elementary Schools Elko\nTheodora Richardson, Grade Teacher, 481 Lincoln St. Manchester\nClovis\nE. W. Bowyer, Superintendent of Schools\nNew York\nOlive M. Jones, Principal Public School No. 120\nRobert H. Wright, President Teachers Training Schools Greenville\nBismarck\nN. C. Macdonald\nNorwood\nW. W. McIntire, Principal High School\n\nMontana\nNebraska\n\nNevada\n\nNew Hampshire\nNew Mexico\nNew York. ... 4.\nNorth Carolina\nNorth Dakota\nOhio\nOklahoma\nOregon\n\nTulsa\n\nE. E. Oberholtzer, Superintendent of Schools\nW. C. Alderson, Coimty Superintendent of Schools\n\nPortland\n\nUtah\n\nGrace G. Swan, Principal Cowley School, 1201 Sherman\nPittsburgh\nAve\nProvidence\nWalter E. Ranger, Commissioner of Public Schools\nJ. E. Walmsley, Winthrop Normal and Industrial College Rock Hill\nMadison\nJ. W. Ault, Superintendent of City Schools\nMemphis\nC. P. Jester, Principal Central High School\nBonham\nH. D. Fillers, Superintendent of Schools\nMilton Bennion, Dean School of Education, University\n\nVermont\n\nM. D. Chittenden, Supt. of Schools\n\nVirginia\n\nCornelia S. Adair, 1301 Grove Avenue, Teacher, Special\n\nWashington\n\nJennie M. French, Earlham Court\n\nPennsylvania\n\nRhode Island\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\n\n—\n\nSalt Lake City\n\nof Utah\n\nBurlington\n\nRichmond\n\nClass Work\n\nWest Virginia\n\nM. P. Shawkey, State Superintendent of Free Schools.\n\nWisconsin\n\nJ. F. Sois, President State Normal School\n\nTakoma\n. .\n\nCharleston\nStevens Point\n\nWyoming\n\nJ. J. Early, Superintendent of Schools\n\nSheridan\n\nAlaska\n\nL. D. Henderson, Conunissiooer of Education\n\nJuneau\n\n"}
{"page": 35, "printed_page": null, "text": ".\n\n.\n\nDEPARTMENT OFFICERS\nLuther B. Bewley, Acting Director of Education\nVaughan MacCaughey, College of Hawaii\nRalph S. Garwood, University of Porto Rico\n\nPhilippine Islands\n\nHawaii\nPorto Rico\nSaskatchewan\n\n19\n\n,.\n\nManila\nHonolulu\n\nMayaguez\nWeyburn\n\nA. A. Kennedy, Inspector of Schools\n\nDEPARTMENT OFFICERS\nSuperintendence\nPresident\n\nE. U. Graff, Superintendent of Schools\n\nFirst Vice-President ...\n\nSecretary\n\nD. J. Kelly, Superintendent of Schools\nBinghampton, N.Y.\nH. C. Johnson, Superintendent of Schools\nSan Diego, Cal.\nCharl O. Williams, County Superintendent of Schools Memphis, Tenn.\n\nPresident\n\nHomer H. Seerley, President State Teachers College\n\nVice-President\n\nJosephine Corliss Preston, State Superintendent\n\nSecretary\n\nAdelaide Steel Baylor, Federal Agent for Home Eco-\n\nSecond Vice-President\n\n.\n\n.\n\nIndianapolis, Ind.\n\nNational Council\n.\n\n.\n\n.\n\nCedar Falls, la.\n\nof\n\nOlympia, Wash.\n\nPublic Instruction\n\nnomics\n\nWashington, D.C.\n\nKindergarten\n\nVice-President\n\nNina C. Vandewalker, Director Kindergarten Dept.,\nState Normal School\nMilwaukee, Wis.\nMargaret McIntire, Supervisor of Kindergartens\nCambridge, Mass.\n\nSecretary\n\nJulia Bothwell, Supervisor of Kindergartens\n\nPresident\n\nLillie Ernst, Principal Cote Brilliante School\n\nSt. Louis, Mo.\n\nVice-President\n\nZ. E. Scott, Superintendent City Schools\n\nTrenton, N.J.\n\nSecretary\n\nGail Calmerton, Supervisor of Primary Instruction\n\nFort Wayne, Ind.\n\nPresident\n\nW. W. McIntire, Principal Norwood High School\n\nVice-President\n\nCharles H. Perrine, Principal Wendell Phillips High\n\nSecretary\n\nAnna Willson, Principal High School\n\nPresident\n\nGuy Stanton Ford, University of Minnesota\n\nSecretary\n\nJ. J. Pettijohn, Director of Extension, Indiana University Indianapolis, Ind\n\nPresident\n\nSecretary\n\nKirksville, Mo\nJohn R. Kirk, President State Teachers College.\nJoseph Rosier, President Fairmont State Normal School Fairmont, W.\nAnna M. Tibbetts, Fargo College\nFargo, N.D.\n\nPresident\n\nJ. A. Bock, Head Commercial Department, South Division\n\nSecretary\n\nLillian Neipert, State Normal School\n\nPresident\n\nJohn Callahan, State Director Vocational Education Madison, Wis.\nCleo Murtland, University of Michigan\nAnn Afbor, Mich.\nArthur F. Payne, College of Education, University of\n\nPresident\n\nCincinnati, Ohio\n\nElementary\n\nSecondary\n\nSchool\n\nNorwood, Ohio\nChicago, III.\n\n.'\n\nCrawfordsville, Ind.\n\nHigher\nMinneapolis, Minn.\n\nNormal\nVice-President\n\n.\n\nBusiness\n\nHigh School\n\nMilwaukee, Wis.\nWhitewater, Wis.\n\nVocational\n\nFirst Vice-President\n\nSecretary\n\nMinnesota\n\nMinneapolis, Minn.\n\nRural end Agricultural\nPresident\n\nH. A. Allen, Rural School Agent, Department of Edu-\n\nSecretary\n\ncation\nAugusta, Maine\nAmalia Bengston, County Superintendent of Schools,\nRenville County\nOlivia, Minn.\nMabel Carney, Teachers College, Columbia University New York. N.Y.\n\nPresident\n\nGeorge R. Twiss, Ohio State University\n\nVice-President\n\nScience\n\nVice-President\n\nColumbus, Ohio\nJames H. Smith, Assistant Principal, Austin High School Chicago, 111.\n\n"}
{"page": 36, "printed_page": null, "text": "20\n\nNATIONAL EDUCATION ASSOCIATION\n\nPresident\nVice-President\n\nW. Otto Miesner, State Normal School\nGlen H. Woods\n\nMilwaukee, Wis.\nOakland, Calif.\n\nSecretary\n\nSarah B. Callinan, William Penn High School\n\nPhiladelphia, Pa.\n\nPresident\n\nO. B. Nesbitt, School Health Commissioner\n\nVice-President\n\nH. S. Gruver, Superintendent of Schools\nWorcester, Mass.\nAlice H. Wood, Elizabeth McCormick Memorial Fund Chicago, III.\n\nMusic\n\nHygiene\n\nSecretary\n\nGary, Ind.\n\nPhysical\n\nRandall D. Warden, Director of Physical Education.\nNewark, N.J.\nLawrance L. Hill, Director of Physical Education\nAlbany, N.Y.\nEsther Watson, Secretary New England Division War\nWork Council, Y.W.C.A\nBoston, Mass.\n\nPresident\n\n.\n\nVice-President\nSecretary\n\n.\n\nSchool Administration\n\nAlbert Wunderlich, Commissioner of Schools\nSt. Paul, Minn.\nGeorge W. Gerwig, Secretary Board of Education\nPittsburgh, Pa.\nWilldvm C. Bruce, Editor American School Board\n\nPresident\nVice-President\nSecretary\n\nJournal\n\nMilwaukee, Wis.\n\nClassroom Teachers\nPresident\n\nSara H. Fahey, Teacher of English, SeWard Park Inter-\n\nVice-President\n\nEthel M. Gardner, Teacher in Park School\n\nNew York, N.Y.\nMilwaukee, Wis.\n\nSecretary\n\nJeannette O'Rourke, Teacher in Grade School\n\nSeattle, Wash.\n\nmediate School\n\nDeans of Women\n\nKathryn S. Phillips, 316 W. 94th St\nNew York City\nEva Johnston, Dean of Women, University of Missouri Columbia, Mo.\nAnne Dudley Blitz, Dean William Smith College\nGeneva, N.Y.\nFlorence M. Richards, Dean of Women, State Normal\n\nPresident\nVice-President\nSecretary\n\nTreasurer\n\nWinona, Minn.\n\nSchools\n\nSchool Patrons\nPresident\n\nLou FRANas, 913 Madison Ave\n\nColumbus, Ohio\n\nVice-President\n\nGertrude S. Martin, 932 Stewart Ave\n\nIthaca, N.Y.\n\nPresident\n\nO. S. Rice, Supervisor of School Libraries, State Depart-\n\nVice-President\nSecretary\n\nment of Public Instruction\nFlorence N. Hopkins, Librarian Central High School.\nIrma Walker, Librarian High School\n\nPresident\n\nHenry G. Williams, Editor Ohio Teacher\n\nColumbus, Ohio\n\nSecretary\n\nGeorge L. Towne, Editor Nebraska Teacher\n\nLincoln, Nebr.\n\nLibrary\n\n.\n\nMadison, Wis.\nDetroit, Mich.\nBiwabik, Minn,\n\nEducational Publications\n\nPresident\n\n\".\n\nWider Use of Schoolhouses\nRaymond F. Crist, Director of Citizenship, Department\nof Labor\n\nVice-President\n\nLB. Morgan, Principal Continuation Schools\n\nSecretary.\n\nMargarita Sfaulding Gerry, Board of Education\n\nWashington, D.C.\nKansas City, Kan.\nWashington, D.C.\n\n"}
{"page": 37, "printed_page": null, "text": "—\n\nJOURNAL OF PROCEEDINGS\nOF THE\n\nFIFTY-EIGHTH ANNUAL MEETING\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION OF THE\nUNITED STATES\nSALT LAKE CITY, UTAH, JULY 4-10, 1920\n\nEDUCATIONAL SUNDAY\nA patriotic program was given at the Salt Lake City Tabernacle, Sunday afternoon.\nIt consisted of\n\nmusic and an address on Abraham Lincoln, by Hugh S. Magill, Field\n\nSecretary, National Education Association.\n\nFIRST DAY'S PROCEEDINGS\nOPENING SESSION Monday Evening, July 5, 7:30 o'clock\nThe Fifty-eighth Annual Convention of the National Education Association was\nopened in the Tabernacle, Salt Lake City, Utah, Monday evening, July 5, 1920, at\n7:30 o'clock.\nE. A. Smith, superintendent of schools, Salt Lake City, Utah, introduced VicePresident George D. Strayer, of Teachers College, Columbia University, New York,\n\nwho presided at the session.\nThe meeting was opened with community and patriotic singing.\nAddresses of welcome were given by George N. Child, state superintendent of public\n\nLake City, Utah, and by Simon Bamberger, governor of Utah, Salt\nLake City, Utah, and responded to by A. E. Winship, editor. Journal of Education, Boston,\n\ninstruction, Salt\n\nMass.\n\nHomer H. Seerley, president Iowa State Teachers' College, Cedar Falls, Iowa, gave\nthe annual report of the Council of Education.\n\nVice-President George D. Strayer introduced Josephine Corliss Preston, state super-\n\nintendent of public instruction, Olympia, Wash., president of the National Education\nAssociation,\n\nwho gave the presidential address, which was entitled \"The Nation, Our\n\nField.\"\n\nPresident Preston announced the Committee on Resolutions and other committees.\n\nSECOND DAY'S PROCEEDINGS\nSECOND SESSION—Tuesday Afternoon, July 6, 2:00 o'clock\nThe following program was presented:\n\"The National Education Association as the Interpreter of American Civilization\"\n\n— Mary C. C. Bradford, state superintendent of public instruction, Denver, Colo.\n\"Report of the Commission on the Emergency in Education\" — George D. Strayer,\nprofessor of educational administration, Teachers College,\n\nColumbia University, New\n\nYork, N.Y.\n\"The Recognition of Education as Related to Our National Life\"\nprincipal Public School No. 120, New York, N.Y.\n21\n\n—Olive N. Jones,\n\n"}
{"page": 38, "printed_page": null, "text": "——\nNATIONAL EDUCATION ASSOCIATION\n\n22\n\n\"The Recognition of Education as Related to Our National Life\"—Will C. Wood,\nstate superintendent of public instruction, Sacramento, Calif.\n\"Adequate Pay for Teachers\"—P. P. Claxton, U.S. Commissioner of Education,\nWashington, D.C.\n\nTHIRD SESSION—Tuesday Evening, July 6, 7:30 o'clock\nFollowing community singing, led by B. Cecil Gates, director of music, L.D.S.U.,\nSalt Lake City, the meeting was given over to a discussion of \"Civic Education,\"\n\nand\n\nthe following program was presented:\n\n\"Americanization\"—Jessie L. Burrall, chief of school service, National Geographic\nSociety, Washington, D.C.\n\n—\n\n\"The Stranger within Our Gates\" Walter A. Clark, president University of\nNevada, Reno, Nev.\n\"How We Are Training for Citizenship in Our Public Schools\" F. B. Cooper,\nsuperintendent of schools, Seattle, Wash.\n\"How Are We Teaching Citizenship in Our Schools?\" L. P. Benezet, superin-\n\n—\n\n—\n\ntendent of schools, Evansville, Ind.\n\n—\n\n\"How Citizenship Is Taught in the Schools of Los Angeles\" Susan M. Dorsey,\nsuperintendent of schools, Los Angeles, Calif.\n\"What the War Has Contributed toward Teaching Citizenship\" Guy Potter\nBenton, chairman advisory council, Associated Educators of America, New York, N.Y.\n\n—\n\nTHIRD DAY'S PROCEEDINGS\nFOURTH SESSION Wednesday Afternoon, July 7, 2:00 o'clock\nThe topic for the afternoon was \"Industrial Education,\" and the following program\nwas presented:\n\"The Opportunity School\"\n\n— Emily\n\nGriffiths, principal Opportunity School, Denver,\n\nColo.\n\n\"Are We Getting Proper Returns from Industrial Education in Our Public Schools ?\"\n\n—E. A. Bryan, commissioner of education, Boise, Idaho; John N. Greer, assistant\nsuperintendent of schools, Minneapolis, Minn.; Ellen Dabney, supervisor home economics, Seattle, Wash.\n\"Industrial Democracy in the New Era\" Rufus B. Von Klein Smid, president,\nUniversity of Arizona, Tucson, Ariz.\n\"The Farm Woman's Problems\" Florence Ward, chief of home demonstration\nwork, U.S. Department of Agriculture, Washington, D.C.\n\n—\n\n^\n\n—\n\nFIFTH SESSION Wednesday Evening, July 7, 7:30 o'clock\nThe general topic for discussion was \"Health Education.\" After a health demonstration under the direction of Ann Raymond, The Health Fairy, Child Health Organization in America, New York, N.Y., followed by community singing, addresses were given\nas follows:\n\n\"The Nation's Duty to the Health of the School Children \"—Thomas D. Wood,\nprofessor physical education. Teachers College, Columbia University, New York, N.Y.\n\"Sports to Build Bodies\" C. G. Pearse, president. State Normal School, Mil-\n\n—\n\nwaukee, Wis.\n\n—E. G. Gowans, state director of health education.\n\"Health Crusade Work in Wyoming\" —A. A. Slade, commissioner of education,\nCheyenne, Wyo.\n\"Health Education\" — Katherine D. Blake, principal, Public School No.\nNew\n\"Health Education in Utah\"\n\nSalt Lake City, Utah.\n\n6,\n\nSally Lucas Jean, director, Child Health Organization, New York, N.Y.;\nMargaret S. McNaught, commissioner of elementary schools, Sacramento, Calif.\n\"Nutrition Classes\" Caroline Hedger, physician, Chicago, 111.\n\nYork, N.Y.;\n\n—\n\nFOURTH- DAY'S PROCEEDINGS\nSIXTH SESSION Thursday Morning, July 8, 9:00 o'clock\nThe session opened with community singing led by Edward P. Kimball, assistant\norganist. Tabernacle, Salt Lake City, which was followed by selections given by a ladies'\ntrio.\n\nThe program was devoted to the \"National Congress of School Boards, SuperinThe following program was given:\nt\n\ntendents, and Classroom Teachers.\"\n\n"}
{"page": 39, "printed_page": null, "text": "—\nJOURNAL OF PROCEEDINGS\n\n23\n\n—\n\n\"The School Board's Place in the Educational System\" J. S. Freece, president of\nschool board, Davenport, Wash.; A. L. Dillon, school director, Clovis, N. Mex.; G. A.\nIverson, member of school board, Salt Lake City, Utah; Mrs. V. H. Miller, chairman\nschool board, section I.E.T.A., Tacoma, Wash.; Mrs. Caroline B. Kinney, board of\neducation, Minneapolis, Minn.\n\n\"What Should Be Done to Keep High Class Superintendents in the Schools?\"\n\nWm. M. Davidson, superintendent of schools, Pittsburgh, Pa.; Mary D. Bradford,\nsuperintendent of schools, Kenosha, Wis.;\n\nW. F. Geiger, superintendent of schools,\n\nTacoma, Wash.; John Milne, superintendent of schools, Albuquerque, N. Mex.;\n\nJ. G.\n\nCollicott, state director of vocational education, Indianapolis, Ind.\n\n\"The Part the Teacher Should Play in the School Administration\"— M. G. Clark,\nsuperintendent of schools, Sioux City, Iowa; Cornelia Adair, president National League\nof Teachers' Associations, Richmond, Va.; Jessie Skinner, teacher, Jefferson High School,\nPortland, Ore.; Stella Herron, teacher, New Orleans, La.; J. R. Kirk, president. State\nTeachers' College, Kirksville, Mo.; Agnes Winn, teacher, Seattle, Wash.; J. W. Todd,\nsuperintendent of schools, Salem, Ore.\nFollowing the addresses a report was given on State Superintendents' Conference.\n\nSEVENTH SESSION—Thursday Afternoon, July 8, 2:00 o'clock\nAfter a musical program, consisting of community singing, led by P. Melvin Petersen\ndirector of music. Salt Lake City,\n\n>\n\nand harp solos by Evelyn Shedd, Tulsa, Okla., the\n\nfollowing program was given:\n\n—\n\n\"School Building\" J. L. Pease, chairman, school board, Oakland, Calif.\n\"Definite Objectives in Education\" Edward O. Sisson, president, University of\nMontana, Missoula, Mont.\n\"Education: The Defense of the American Home\" Sarah Louise Arnold, dean of\nSimmons College, Boston, Mass.\n\"Education for the New Era\" Payson Smith, commissioner of education, Boston,\n\n—\n\n—\n\n—\n\nMass.\n\nEIGHTH SESSION— Thursday Evening, July 8, 7:30 o'clock\nFollowing a musical program, addresses were\nwriter and lecturer, Topeka, Kans.,\n\nmade by Margaret Hill McCarter,\nFess, member of Congress from\n\nand Simeon D.\n\nOhio and chairman Committee on Education, Washington, D.C.\n\nFIFTH DAY'S PROCEEDINGS\nNINTH SESSION—Friday Morning, July 9, 9:00 o'clock\nThe business meeting occupied the Friday morning session.\nJ.\n\nW. Crabtree, Secretary\n\nREPORT OF THE COMMITTEE ON RESOLUTIONS\nIt is gratifjdng to record the hearty and spontaneous response of the American people\nin meeting the crisis that has so seriously threatened the public schools.\nThe rapid and\ncontinuous increase in the cost of living, the low scale of teachers' salaries, and the keen\ndemand in other fields for the kind of ability that good teaching requires, have led thousands of public school workers to leave the service, while other thousands, remaining at\ntheir posts, have been discouraged and deprest by the difficulties involved in making\ntheir meager earnings meet their own needs and the needs of those dependent upon them.\nThe test has been severe, but it is our hope that the peak of the crisis has been past,\nand it is our further hope that the awakened interest of the public in the welfare of the\nschools will, in the near future, make our profession more attractive than it has ever\nbeen to the best type of young manhood and young womanhood, as the basic significance\nof its work requires.\n\nTHE need of greater ACTIVITY AND EFFICIENCY\n\nWe believe that at no time in the history of education has it been so important that\nteachers and school administrators should unite in a determined effort to render to the\npublic the most devoted and efficient service of which they are capable.\nFidelity to\n\n"}
{"page": 40, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n24\n\nour trust must be our watchword; improvement of our service must be our unswerving\naim. Rewards may still be far from adequate, recognition may still be incomplete, but\nour duty is clear: standards must be lifted, the quality and quantity of our service must\nbe increast, and our unselfish devotion to a great cause demonstrated. Our deeds must\nbe made to justify our words, so that the skeptic may be convinst and hostile critics of\nthe public school may be disarmed.\n\nBETTER PREPARATION REQUIRED\n\nWe believe that the ends which we seek demand, above all else, an immediate and\nthorogoing improvement of the agencies for the preparation of teachers. We commend\nand indorse the conviction, now so rapidly gaining favor in our profession and in the\npublic mind, that those who enter the public-school service, whether they are to teach in\nrural schools or in urban schools, in elementary schools or in high schools, should have\nhad a minimum of four years' carefully planned preparation, following upon graduation\nfrom a four-year high school. We earnestly recommend the extension of the brief and\nquite inadequate programs for the preparation of teachers that now prevail. We also\ndesire to record our conviction that sound public policy dictates the selection of candidates\nfor the teaching service on a rigorous basis of merit.\n'\n\nTHE SMITH-TOWNER BILL A PARAMOUNT NECESSITY\n\nWe\n\nare convinst that adequate preparation of teachers, and the elevation of standards\nof selection, can be achieved only thru an acceptance of the principle that the wealth of\nthe nation as a whole can legitimately, and may justifiably, be drawn upon to equalize\nreaflSrm our faith in\nopportunities for the education of all the nation's children.\nthis principle, and urge the immediate passage of the Smith-Towner bill by which federal\nparticipation in the support of public education is provided and which, at the same time,\ncondemn\npreserves the autonomy of the state in the management of its schools.\nthe efforts of the enemies of the public schools to defeat this measure, particularly by\nstigmatizing it as a measure which involves national control of education, Such control\nis not only clearly unconstitutional, but it is out of harmony with 'the spirit of American\nThis Association pledges itself as unreservedly to do its utmost to thwart\ninstitutions.\nany movement or proposal that would centralize control of the public schools, as it does\n\nWe\n\nWe\n\n^\n\nto its support of the measure.\ncall attention once more to the singularly valuable features of the Smith-Towiier\nbill: to the program that it sets for the reduction of adult illiteracy, for the Americanization of the immigrant population, for the vast extension of health education, for the\nadequate preparation of teachers, and for the creation of a Department of Education\nreiterate the\nunder a Secretary who shall have a seat in the President's Cabinet.\nfact that each item of this program strikes at an outstanding weakness of American\ncall the people's atteneducation which the experience of the war set in high relief.\ntion to the fact that these emphasized problems are still with us, and that unaided state\nand local action has failed in any appreciable measure evep to begin their solution on a\n\nWe\n\nWe\n\nWe\n\nnation-wide basis. The Smith-Towner bill is the only measure that has been proposed\nto cope with all of these problems. That measure now languishes in Congress, primarily\nbecause of the opposition of a minority of the people whose leaders are traditionally\nopposed to public education. We seriously and earnestly commend to the American\npeople the program proposed in the Smith-Towner bill, framed with the interests of\nAmerica's children and America's free schools solely in mind.\n\nBETTER PROVISION FOR EDUCATION ESSENTIAL\nIf the work of education is to be maintained, if it is to be so improved and developt\nas to meet the growing needs of the Republic, there must be a decided increase in financial\nsupport.\nbelieve that revenues sufficiently ample must be provided to serve the following\nends: (i) To pay salaries attractive enough to retain good teachers now in the service\nand to induce promising young men and women to prepare for teaching. We hold that\nprovision for the retirement of superannuated teachers is fundamentally a part of the\nsalary problem; (2) to provide school rooms sufficient in number to give each child a\nseat for a full-day session; (3) to extend and improve the facilities for teacher- training,\nso that ultimately all teachers may be fitly prepared professionally; (4) to provide adequately for vocational training, part time, and continuation schools and all other special\nschools that the welfare of the community demands; (s) to establish kindergartens as\nsoon as practicable in connection with all primary schools; (6) to furnish to all children\n\nWe\n\n"}
{"page": 41, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n25\n\nof the nation, whether rural or urban, equal educational opportunities; (7) to pay equal\nsalaries for equal service to all teachers of similar training, experience, and success.\nbelieve that these desirable ends may be accomplisht if education is recognized\nas a national and state affair as well as a matter of local interest. The nation for its\nown safety should contribute money to strengthen the educational work of the states.\nThe state should contribute at least half the money needed to support the schools within\nits borders, and in addition provide an equalization fund sufficient in amoimt to maintain uniform standards in all of its schools.\nbelieve that teachers, freed from the economic burden of insufficient salaries,\nrelieved from the overwork due to crowded schoolrooms and half-day sessions, and\nstrengthened by better professional preparation, will put into their work the devotion,\nskill, and efficiency necessary to make the schools of the Republic more nearly equal to\nthe demands of a high order of citizenship.\n\nWe\n\nWe\n\nHIGHER VALUES IN EDUCATION\n\nThe National Education Association affirms and forcibly emphasizes the high significance of the economic factor in both national and individual life, and therewith the\nsignal importance of vocational training in raising personal efficiency and augmenting\nthe total output of the energies properly directed into the channels of industry and commerce; and it insists and urges that the whole educational system must be organized\nand actuated with proper regard to the practical, vocational, and professional needs of\nthe individual and of the community at large. At the same time the National Education\nAssociation recognizes the old and immutable truth that no kind, amount, or degree of\nmerely material prosperity or success can satisfy the fundamental and inextinguishable\ncravings of the human spirit, or can fulfil the needs of the individual in his life as an active\ncitizen in a democratic country or meet the demands of the state for that service which\nwill preserve and advance the social and political as well as the economic welfare of its\npeople. The National Education Association regards with deep and anxious concern\nthe multiplied tokens of a widespread lowering of recognition of intellectual efforts and\nachievements, of a growing impatience with all forms of mental effort, and, especially,\nof that effort which does not issue in prompt and abundant sensible and material returns;\nof a general distrust of thought and a general eagerness for action; of an increasing tendency toward decreasing the amount and quality of service performed for the increast\nrewards already given.\nTherefore, the National Education Association would stress the crying need that\ngeneral or cultural education must not be overshadowed by vocational training; that on\nthe contrary it should be emphasized and strengthened and animated along the whole\nfront of educational activity; that in the changed order of things of today there is still no\nexcellence without great labor and that no adequate education can be secured by the\nyouth of America without paying the price in long hours and years of hard intellectual\neffort.\n\nEDUCATION FOR CITIZENSHIP\n\nWe maintain that education for the responsibilities of citizenship is an increasingly\npressing obligation on the schools at this critical period of national and world affairs and\nto that end education for citizenship must fill a large place in school programs from the\nkindergarten to the graduate courses of the universities, and this education must provide\nfor practice along with instruction, so that there may be training in habits, ideals, and\nattitude of service for the common weal of community and nation.\nacknowledge the valuable services which a number of organizations for the\ndevelopment of civic ideals and habits in children have rendered to the public schools,\nand we lurge that the widest possible use be made by all schools, of the ways and means\nafforded by such organizations for the building of better citizenship.\n\nWe\n\nRATIFICATION OF SUFFRAGE AMENDMENT URGED\n\nThe paramount interest of women in the education of their children should, on the\ngeneral enfranchisement of the women of America, become an added force for educational progress, and, since justice to the women of our nation in conferring the ballot\nupon them in the several states of the Union, has been too long delayed, we urge upon\nthe states of Connecticut, New Hampshire, Vermont, Tennessee, North Carolina, and\nFlorida, speedy ratification of the national suffrage amendment, to the end that all\nwomen of the United States may exercise at the November election the full rights of\nAmerican citizenship, and the Secretary of this Association is hereby instructed to transmit a copy of this resolution to the governor of each of these states named.\n\n"}
{"page": 42, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n26\n\nADMINISTRATION OF THE SMITH-HUGHES LAW\n\nWe favor such change in the administration of the Smith-Hughes law as will, in the\nfuture, avoid interference with the autonomy of the states in the plans and\nof vocational education.\n\nmanagement\n\nINCREAST RECOGNITION FOR STATE DEPARTMENTS\nSince the progress of education in the state as a whole is largely dependent upon wise\nand efficient leadership by the state department of education, and since in many states,\nsuch departments are placed on a plane of professional preparation and of remuneration\nwhich impairs their efficiency, we favor the recognition by legislatures and by the public,\nof the state superintendent of public instruction or state commissioner of education as\nthe chief executive and administrative officer of the entire educational system of the\nstate and we recommend that in the .preparation of state budgets the state department\nof education be clast with the state's highest educational institutions.\nhold that educators employed in state departments of education should be\nplaced on the same basis, both as to scholastic requirements and as to remuneration, as\nare those of the state's highest educational institutions.\n\nWe\n\nPHYSICAL WELFARE\n\nAs effective health education is essential to the conservation of the chilc^who is\nthe most important asset of the nation, we favor definite plans for physical training to\nbe carried on regularly in every school of the nation; we endorse the making of goodhealth practices a part of the daily life of the child; we recommend some such system as\nthe modern health crusade as a part of an effective course of health education; we favor\nthe teaching of social hygiene in all teacher-training institutions and recommend the\ncooperation of teachers with all organizations of parents in the instruction necessary\nto the inculcation of sound ideas and attitudes in children and youth.\nAs to the essentials\nof social hygiene, we favor the establishment by the states and the nation of definite\nstandards and ideals of physical perfection of children of school age, to be placed before\nboth pupils and parents, and we advise the adoption of a plan of regular reports to parents,\nof the physical standing of their children, to the end that every American child may\nbuild his life on a basis of sound physical health.\nIMPORTANT DEMANDS REAFFIRMED\n\nWe affirm and pledge anew our support of the following: (i) The development of\na unified, well equipt, well taught, and well supervised rural school system; (2) the\nprovision of facilities, including housing, that will contribute toward making the life and\nwork of the rural school teacher not only tolerable but attractive; (3) state supervision\nof both private and public schools; (4) the employment of the English language as the\nvehicle of instruction in all schools, both public and private; (5) the selection of the\nhighest type of citizens for service upon school boards without regard to sex or political\naffiliation.\n\nINTERNATIONAL RELATIONS IN EDUCATION\n\nThe ideals of a world community require the united effort of all nations looking to\nuniversal education as the surest means of establishing democracy thruout the world\nand of advancing the interests of the free peoples.\ntherefore favor the formation of\ninternational bureaus of education as a means to this end and recommend that the President of the National Education Association, with the advice of the Executive Committee,\nappoint a committee of five on international education relations, which shall have authority, under this Association, to cooperate with like committees from other countries, and\nthe trustees of the Association are hereby authorized to provide such financial support\nas the movement may in their judgment require and justify.\n\nWe\n\nTHE CIGARETTE CONDEMNED\n\nThe rapid increase in cigarette smoking among people of all ages and both sexes and\nespecially among growing boys is not only a cause for alarm but a call to arms.\nTherefore the Association pledges its membership to cooperate in wisely directed\nand nation in safeguarding the youth from cigarette smoking and\nkindred vices to the end that American ideals for manhood and womanhood may be\npreserved for coming generations.\nefforts in city, state,\n\n"}
{"page": 43, "printed_page": null, "text": "JOURNAL OF PROCEEDINGS\n\n27\n\nTHE EIGHTEENTH AMENDMENT\n\nThe Association declares itself in hearty accord with the recent decision of the\nSupreme Court of the United States affirming the validity of the Eighteenth Amendment,\nand it further believes in and calls for the impartial and fearless enforcement of the\nVolstead Act or similar act substantially in harmony in spirit and application to said\nact, opposing any backward step which shall endanger the fundamental institution of\nsociety.\n\nRECOMMENDS PERMANENT TENURE\n\nThe National Education Association strongly urges the passage of laws in each\nstate granting\n\npermanent tenure to teachers during efficient service, coupled with an\n\nefficient method of ridding the service of inefiicient teachers and insuring the fullest pro-\n\ntection of counsel to all teachers.\n\nACKNOWLEDGMENT OF LOCAL COURTESIES\n\n»\n\nWe desire to acknowledge the helpful cooperation of the press, the commercial club\nand its committees, the faculty and students of the public schools, and of the University\nof Utah, the church and schools of the Latter-Day Saints, and the citizens of the state\nand city, thru their various organizations.\nWe desire to express our appreciation of the royal welcome accorded to us by Salt\nLake City. It is the sense of this Association that the newspapers of Salt Lake City\nhave provided the fullest and most complete report of the proceedings in the history of\nthe Association.\n\nCOMMITTEE ON RESOLUTIONS\nF. B. Cooper, superintendent of schools, Seattle, Wash., Chairman.\n\nMay Trumper, state superintendent of public instruction, Helena, Mont.\nAnnie Webb Blanton, state superintendent of public instruction, Austin, Tex.\nRobert J. Aley, president. State University, Orono, Maine.\nCharl O. Williams, superintendent, Shelby County Schools, Memphis, Tenn.\nJ. M. Gwinn, superintendent of city schools, New Orleans, La.\nG A. Grout, superintendent of schools, Portland, Ore.\n\n"}
{"page": 44, "printed_page": null, "text": ""}
{"page": 45, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION\nINTRODUCTORY REMARKS\nERNEST A. SMITH, SUPERINTENDENT OF SCHOOLS,\nSALT LAKE CITY, UTAH\nNearly three quarters of a century ago on a July day there came\nout of the fastnesses of the mountains after many months of weary journey\nover the plains a band of pioneers.\n\nTheir leader lookt out over this arid\n\nvalley of Salt Lake and said, ''This is the place.\"\n\nSince that eventful day\n\nthe desert has in truth and wondrous beauty been made to blossom as the\nrose.\n\nTonight there have assembled in this Tabernacle the representatives of\nmore than half a million teachers of America. For the National Education\nAssociation in sober truth and fact \" this is the place,\" this is the time. As\na body it has grown great and is growing greater year by year. A crisis\nis now at hand in its affairs.\nIn the thought of many of its leaders the time\nhas come for a reorganization of the Association on a representative basis.\nThis will not mean the loss of any of the principles under which it has\nprospered in the past. The reorganization must proceed in harmony with\nthe spirit of the Union of the forty-eight states under the genius of whose\nplan the society has hitherto operated.\n\nBy such a step only can the organ-\n\nized educational forces of the nation take their proper place of influence for\n\ngood in public affairs and in the promotion of their sacred trust, the highest\nwelfare of the boys and girls of America.\n\nIn igiyin the midst of war, there was appointed by President Mary\nC. C. Bradford the Committee on the\n\nEmergency in Education.\n\nAs\n\nchairman of that committee was named Dr. George Drayton Strayer, of\nTeachers College, Columbia University. The emergency was preeminently an\n\naffair\n\nof educational administration\n\nand reorganization.\n\nThe man to lead this commission was widely recognized as the highest\nauthority in this field and the pioneer teacher in this department of research.\n\nThe record of work done by the commission is familiar to all in this gatherDr. Strayer as its chairman drafted the Smith-Towner bill which\nmust become a law at the next session of Congress. He has also been\nidentified with the vigorous program for advancing the standard of qualifications for teachers and the substantial increase of salaries.\nIt is a particularly happy precedent that assigns at this time to the\ning.\n\nPresident of the National Education Association of the preceding year the\nhonor of presiding at the opening session of the succeeding convention.\nIt is\n\nmy high privilege to present now as chairman, Dr. Strayer, Chairman\n29\n\n"}
{"page": 46, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n30\n\n[General\n\nof the Emergency Committee, President of the National Education Associa-\n\ntion in 1918-19, the steadfast friend of all teachers and the peerless statesman\nof constructive education.\n\nADDRESS OF WELCOME\nG. N.\n\nCHILD, SUPERINTENDENT OF SCHOOLS, SALT LAKE CITY, UTAH\n\nIt is our pleasure to welcome you to the fair state of Utah.\nOur\nmemories are still bright* with pleasant recollections of a meeting held by\n\nAgain you have honored us with your\nThis we regard as an expression of confidence in our hospitality\n\nthe Association in this city in 1913.\npresence.\n\nand of faith in the patriotic devotion of our people.\n\nThe choice of Utah\n\nfor the second time is not only gratifying to our state, but we take it as a\n\ncompliment to the entire West.\nOut where the hand clasp's a little stronger,\nOut where the smile dwells a little longer,\nOut where the sun is a little brighter,\nWhere the snows that fall are a trifle whiter,\nWhere the bonds of home are a wee bit tighter.\n\nThis is the land of the Pioneers.\n\nIn 1847, before\n\nthis\n\ncountry had\n\npast from the control of the Mexican government, strong and determined\n\nmen and women began to build here a comrdonwealth.\n\nAfter a long and\n\nperilous journey over a comparatively unknown and trackless waste, they\n\nreached this valley.\n\nForthwith they planted the Stars and Stripes on\n\nEnsign Peak, and began the arduous task of providing food and shelter\nfor a famisht people.\n\nStreams of crystal water had for untold ages run\nThis life-giving element was turned upon the\n\nuseless to the inland sea.\n\nthirsty soil, and the parched desert blossomed into a field of plenty.\nSo\nbegan modern irrigation among the Anglo-Saxon race. To this practice\nis due in large measure our happy homes and prosperous communities.\nIn the valleys of these mountains a great state has been establisht\nthru faith and perseverance. It is a state vast in territory and blessed\nwith many of the natural resources which make for human progress and\nhappiness.\nIt is rich in precious metals, in coal and iron, has wonderful\npossibilities in agriculture and stock-raising; its climate is unsurpast; but\nmost of all we take pride in the quality and the quantity of our boys and\ngirls\n\n— they are the largest dividend producers that we have. We therefore\n\njoin with you in considering thek welfare and their education as our greatest\n\nproblem.\n\nUtah has definitely set herself the task of educating all of her\n\nboys and girls.\n\nShe is determined to equalize, as nearly as may be, eduTo this end a program of education\n\ncational advantages thruout the state.\n\nhas been outlined which promises to consummate this high resolve.\n\nThe legislature of 19 19 enacted into law a most progressive and farreaching program of education which was designed to meet the new demands\n\n"}
{"page": 47, "printed_page": null, "text": "RESPONSE TO ADDRESS OF WELCOME\n\nSessions]\n\nof education\n\n31\n\nemphasized by the Great War, to awaken a deeper insight\n\ninto human needs, both individual and social, and to develop the highest\npossible type of citizenship thru insisting\n\nthat each child shall become\n\nphysically fit, morally straight, and vocationally efficient.\n\nMoreover, in the state of Utah, education and supervision are afforded\n\nboys and girls up to eighteen years of age.\n\nPublic responsibility is increast\n\nthru providing for the active cooperation of the home and community in\nthe business of education.\n\nCivic organizations and the employers of labor\n\nare made to share also in this educative process.\n\norganized into forty consolidated units\n\n—\n\nfive city\n\nAll of the schools are\n\nsystems and thirty-five\n\nThis tends to equalize school advantages and to make for\neconomy of administration. Thruout the entire state, all\ntold, there are approximately but one hundred one-room schools.\nIn behalf of the teachers of Utah, it is a pleasure to extend to you a\nmost hearty welcome. You may find the weather at times a little warm,\nbut I assure you our hearts are still warmer. You are among friends who\nwill gladly administer to your comfort and happiness.\nBesides, we very\nmuch desire that this meeting shall result in inspiration and progress to the\nAssociation/ and that all visitors shall not only cherish memories of valuable\nIf you find something lacking, tell us.\ncounsel but of sincere hospitahty.\nSurrounding this city are many attractions which should add to the\npleasure of your visit.\nGreat Salt Lake may be reacht in thirty minutes,\nbut I warn you that time passes rapidly while one is floating on this briny\nA short ride takes us into the heart of the Wasatch, where canyon\nsea.\nbreezes and gurgling streams soothe as beautiful mountain scenes inspire.\nA little farther out may be found some of nature's rarest beauty spots.\nMount Timpanogos, Little Zion, and Bryce's canyons, the Grand Canyon\nof the Colorado, and the renowned Yellowstone National Park may be\nreacht from our city in a few hours. The largest copper mine in the world\nrural districts.\nefficiency and\n\nis but\nis\n\ntwenty miles away, with its gigantic reducing plant still nearer.\n\nIt\n\nour wish that you remain after the closing day of the convention long\n\nenough to enjoy some of these natural beauties of form and color.\nAgain, in behalf of the teachers of Utah, it is an honor and distinctive\npleasure to welcome you. May each day of your visit be filled with profit\nand pleasure.\n\nRESPONSE TO THE ADDRESS OF WELCOME\nA. E.\n\nWINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\n\nI can recall no opportunity which I\n\nhave more keenly appreciated\n\nthan this, because I think no one who has never lived in Utah has had as\ninteresting an acquaintance with the state for so long a time as have I.\nIt will be forty-five years next Saturday since the first editorial excur-\n\nsion from the Atlantic Coast to the Pacific was met at Ogden by Wilford\n\nWoodruff, who escorted them to Salt Lake City, Provo, American Fork\n\n"}
{"page": 48, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n32\n\n[General\n\nHis account of it also says that the party remained several days\nIn the Deseret News of that date is a\nlist of the seventy-two in the party, and it chances that I am the only\n\nCanon.\n\nand was given a feast by the city.\n\none of the seventy-two who is now alive.\nIt is interesting to recount the fact that it was only six years after the\nlast spike was driven that bound the continent between the Great Oceans\n\nwith bands of steel, and that it was but ten years after the first sleepingcar prest the rails.\n\nSince then I have been here times out of nmnber, so that it is safe to\n\nsay that I have seen this desert made to blossom as a rose as no one else\nwholly without the pale of the Saints.\n\nMy second visit, in 1882, was as an excursionist seeking lecture material,\nbut in 1883 and onward my interest in Utah has been wholly educational.\nFrom 1883 to 1886 I was secretary of the New West Education Commission, one of the national societies of the Congregational denomination,\n\nand we had scores of schools in Utah, Idaho, Colorado, and New Mexico,\nand I was in the intermountain region much of the time, though my real\nbusiness was to see that the schools were amply finanst.\nNo one knows better than I how great is the temptation to exaggerate,\nto state it mildly, when exaggeration brings easiest money, and I think I\n\ncome as near escaping that teniptation as has anyone, for even in those\nmost trying years for Utahans my appreciation of the sacrifices and achievements of the citizens was genuine.\nIn 1886, appreciating that whatever of necessity there had been for\nthis work was ended, I resigned and accepted the responsibility and opportunity of educational platform work and journalism, and I have been\nwithin your borders every year and often many times each year since then,\nlargely because of my appreciation of the spirit and devotion of the public\nschool leaders which have culminated in your administration. Governor\n\nBamberger, in the most notable progress in educational legislation of any\nof the forty-eight states of the Union.\nWhen Dr. Leonard P. Ayres began his studies of the annual standing\nof the states in the fourteen fundamentals of education, I said to him:\n\n\"Let me make a good Yankee guess that you will find that Utah has led\nthe country in progress in these fundamentals.\"\n\nTo which he replied: \"Heroic, all right, for there are forty-seven other\nstates.\"\n\nWhen his studies were complete, he wrote: \"How could you have\nknown that Utah was to lead, as she does lead, all states in progress in\nthe fundamentals?\"\nIt\n\nwas merely the application of my psychology of newness, namely,\n\nthat only the new makes timber, which I first phrased when I stood among\nthe famous redwood trees of the Eureka country of Northwest CaUfornia,\n\nwhere trees three hundred feet tall, straight as arrows, have one hundred\n\n"}
{"page": 49, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\n\nSessionsl\n\n33\n\nand fifty feet without a branch or knot, and then one hundred and fiftyfeet of fohage which annually puts out a lot of twigs, valueless in themselves, which annually add a thin belt of timber from the root to the crown.\nNew growth must make timber and there can be no timber without new\ngrowth.\nI knew that Utah in your administration.\n\nGovernor, was putting out\n\nthe noblest phases of educational newness under the canopy of Heaven and I\n\nknew that that must have functioned in progress in fundamentals, must\nrepresent timber-making in education.\n\nFortunately, there is proof that this tribute to Utah is not the exuber-\n\nance of a platform opportunity, for two years ago I wrote editorially of\n\n\"Utah's Educational Leadership,\" which was issued as a booklet by the\nInternational Harvester Company, of which more than 50,000 copies have\n\nbeen called for from all parts of the Union.\nI may be pardoned for a more intimate personal word in closing.\nis fifty-one years ago this\n\ntion at Trenton,\n\nIt\n\nmonth since I attended a meeting of the Associa-\n\nNew Jersey, since which time I have attended more of\n\nthese annual meetings than has any other past or present member, and,\nsince\n\nit\n\nhas been foreordained that this is to be the\n\nfinal\n\nmeeting of\n\nthe National Education Association as it has been since 1856, it can be\nreadily seen that to\n\nme this opportunity has a significance that no one\n\nelse can appreciate.\n\nTHE NATIONAL COUNCIL OF EDUCATION\nHOMER H. SEERLEY, PRESIDENT IOWA STATE TEACHERS COLLEGE,\nCEDAR FALLS, IOWA\nForiy years ago the National Council of Education had its beginning\nNew York. It consisted at first of fifty-one members,\nthen of sixty members, and later of one hundred and twenty members. It\nhas always been a delegate body, one- half of the members being selected\nat Chautauqua,\n\nby the departments of the National Education Association or by the General\nAssociation acting as a unit, and the other half being selected by the Council\nas a working organization. Its aim was to consider the greater problems of\npublic education, to conduct investigations into plans and practices, to\ndetermine ways and means adapted to American systems of management,\nand to make reports as to findings, conclusions, and determinations from\nyear to year for public information and guidance. The amount of work\nthat has been done by this delegate body, the influence that its reports have\nwielded, the efficiency of the system of study and investigation inaugurated,\nthe benefits to education given have always commended the wisdom of the\norganization and endorst the practicality and the capability of the great\nundertakings and enterprises that have guided and controlled public\nopinion in educational legislation, organization, and management.\n\n"}
{"page": 50, "printed_page": null, "text": "I\n\nNATIONAL EDUCATION ASSOCIATION\n\n34\n\n[General\n\nBy agreement, the committee round table system of organization and\nmanagement was accepted as the best for a dehberative, legislative delegate\nbody to employ to get definite results. These committees were assigned\nto certain distinct fields of educational investigation, so that practically no\nimportant question could develop in the annual meetings of the National\n\nEducation Association that did not at once have a designated place for further consideration in the Council, with opportunity for continued investi-\n\ngation and discussion until the conclusions reacht were well seasoned, well\n\nformulated, and well accepted as not needing further attention or consideration.\n\nBy this means, the Council became the committee for final reference\n\nof all problems that were raised, its function being to prepare the conclusions\nin formulated documents and resubmit them for adoption and for publica-\n\ntion as the sense of the National Education Association members concern-\n\ning the progress of educational thought and practice.\nOriginally the members of the Council came two days ahead of the\n\nGeneral Association and had their business transacted when there were no\nother conflicting engagements or attractions.\n\nThe members gave their\n\nentire time and attention, and the attendance of members was recorded\n\nThe discipline was such that the work was notably done\nat every session.\nand the committees always were ready, delivering reports that were remarkable for their construction and their completeness. After the enlargement\nof the body, the meetings were located on the program of the National\nEducation Association week, at times when members were on duty elsewhere\nor when other prominent meetings of attractive character were being held.\nThese conditions militated against the services that were possible to be\nrendered and the officers in charge were unable to secure the undivided\nattention, the united interest and the important deliberation that the great\nDespite all these difficulties, much valuable\nissues in hand demanded.\nwork has been accomplisht, and with a better understanding as to functions,\nneeds, and possible services to be rendered, the time is now here when the\npresent National Council of Education under proper organization can\nserve with great efficiency the National Education Association in ways and\n\nthru undertakings that will justify its existence and bring honor to its\n\nhard-working, conscientious membership.\nIt should be recognized that there can be\n\nno better way to make the\n\nNational Education Association annual meetings a decided permanent\n\npower for good than thru a delegate committee body like the Council to\nwhich it sends the greater problems under discussion for final adjustment,\nformulation, and report. To this end, the National Education Association\nshould bend every effort to develop and to secure a remarkable membership\nmade up of actual leaders in education, where services in this constructive\ncapacity will enlarge constantly the influence and the commanding power\nof the National Education Association as an organization for the welfare\nTo this end the efforts of these\nof all true education in the United States.\n\n"}
{"page": 51, "printed_page": null, "text": "PRESIDENT'S ADDRESS\n\nSessioos]\n\n35\n\ngreat annual conventions should be united on plans rather than on men, on\n\nthings to be done rather than on conflicts of factions, so that the efforts\n\nthat are organized will seek the best welfare of all the American people and\n\nthe most rapid development and progress of the greatest and best American\ncivilization.\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nTHE NATION, OUR FIELD\nMRS. JOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF\nPUBLIC INSTRUCTION, OLYMPIA, WASH.\nIt affords\n\nme great pleasure to meet and greet this large and representa-\n\ntive group of men and women tonight as President of the National Education\n\nAssociation.\n\nI have felt proud and have deemed it a great honor to serve\n\nas president this year.\n\n'\n\nThe National Education Association is now a potent factor in the\ncivic and educational life of this nation.\n\nThe world- war awakened us to a new realization of our responsibilities\nof the service that we should render in education.\n\nface with the defects in our American System.\n\nIt brought us face to\n\nThe war, as nothing could\n\nhave done, brought to the attention of an indifferent public the importance\nof education\n\nand its inestimable contribution to public life.\n\nWhen the\n\npublic school machinery of the United States swung its force into action\n\nupon the numerous. war drives, Mr. Business Man who had paid his school\nMr. Banker Man, who had scrutinized his school\ntax in a cold and calculating way, not so sure that there had been value\nreceived for the dollars paid; Mr. Farmer Man, who had fussed and fumed\nmany times because of the fads and frills of education (nothing like this\nwhen he was a boy); Mr. Labor Man, who too many times claimed the\ntax rather grudgingly;\n\nschools were maintained for the capitalists' children\n\n—schools needed to be\n\nmore practical; Mrs. Society Woman, who did not think the teachers had\nsufficient social prestige to belong to her exclusive set; all of these groups of\n\npeople had it borne in upon their conscious minds that public schools make\n\nan important link between home and society.\nThe greatest machinery in the world in turning its wheels into action\nupon the needs of the world-war gained an appreciation for the education\nof the youth of our land that promises permanent recognition of all educational demands as well as increast revenue to meet those demands.\nFor\ninstance, the first outstanding problem set forth by the National Education\nAssociation Emergency Commission at Pittsburgh in 191 8 that of \"Compensation for the Teacher\" together with all that it involved, brought the\n\n—\n\n"}
{"page": 52, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n36\n\n[General\n\nNational Education Association leaders and speakers in close touch with\n\nmen, bankers, farmers, club women, labor\nand parent-teacher organizations.\n\"You must pay our\nteachers more money,\" was the message forcefully presented to them\nand thru them to thousands of others.\nThe American public was startled by the disclosure of facts which the\n:war revealed, but, even then, many would not listen.\nNot until the schoolroom doors closed by thousands; not until Miss Inexperienced and Miss\nUntrained walked into schoolrooms, to instruct inefficiently hundreds\nof America's future citizens, was the great message of the\nyes, thousands\n\"teacher need\" borne in upon the public mind.\nall\n\nassociations of business\n\norganizations,\n\n—\n\nThe National Education Association blazed a trail that encouraged\nand stimulated them to action. This year in\n\nstate educational leaders\n\none eastern state thru united effort an appropriation of $20,550,000 was\nsecured for teachers; from a southern state $4,000,000 in this year; and\nfrom a far western state $3,500,000 for teachers' salaries. Everywhere\n\"Adequate Salaries for our\nstates have reported increases this year.\nTeachers\" That is the slogan from the Atlantic to the Pacific. Thus\nour first outstanding problem in education is being solved.\nThere has been an important movement launched on Thrift Education\nthruout the nation. It is said of us and justly that we are a spendthrift\nnation.\nStatistics show that we save less per capita than most other\ncountries do. The school's part in this national thrift program is to attack\n\n—\n\nit\n\nin the broadest sense, that is, the saving of four things\n\nhealth, and money.\n\n—time,\n\ntalent,\n\nIt needs no argument to show that these things are\n\nThe nation will ,not be safe nor sane\n\nparamount in the life of the nation.\n\nnor stable until there is greater conservation of these great essentials.\n\nWe are living in a period of exceptional extravagance and high prices.\nNever in the history of the nation has there been such waste of time, labor,\nmoney, and materials. During the recent world's conflict, we were told\nthat thrift would win the war, that we should save food, clothing, and\nmoney. The people responded wonderfully to the drives that were made,\nand economized sometimes until it hurt. It is evident, however, that the\npractice of thrift has not carried over.\n\nOn the contrary, we are now experi-\n\nencing a reaction which has reached the point of danger.\n\nIt is imperative\n\nthat a concerted effort should be made to check extravagance and to promote\nthrift as a life habit.\n\nRural Education should have a special session upon this general program\n\nbut time forbids. We as a great body should not be unmindful of the\nimportance of the rural-school problems. Our food supply comes from the\ncountry. How shall we keep our farmers and their wives in the country\nraising the nation's foodstuffs if we fail to provide good schools for their\n\nchildren?\n\nHow shall we provide good schools for these rural children\n\nunless we give\n\nthem good teachers\n\n—teachers with\n\ninitiative, leadership,\n\n"}
{"page": 53, "printed_page": null, "text": "Sessions!\n\nPRESIDENT'S ADDRESS\n\n37\n\nexperience, high ideals, character, broad ^sympathies aftd understanding\n\nand educational qualifications ?\n\nNowhere are ideal teachers needed more\n\nthan in rural districts; but they are not to be found there in large numbers.\nWhy? Because country schools have not kept pace with city schools.\n\nCountry schools have too long been the teacher-training centers for city\nWhy? Because of low salaries; inadequate conditions of rural\nteachers, and the loneliness of rural life.\nHousing conditions of teachers in rural communities have been a vital\nproblem. The \"teacherage\" has come as a partial solution. Let it be\nschools.\n\nknown that a district furnishes a school cottage for the use of its teacher\nand that district may have its choice from among the best teachers that\nthe state affords. And it is also notable that the teacher who has the use\nIt was a\nof a cottage is not anxious to make a change each school year.\nsignificant fact this year in the state which I represent that in every district\n\nwhere there was a teacherage there was no question of teacher shortage.\nIn Norway, -Sweden, and England cottages are furnisht for the teachers\n\n—^most of whom spend a lifetime in the same school.\nThe loneliness of country\n—an isolation that stagnation of soul as\nwell as of mind —\nus with a great need for sociaHzation of rural\nlife\n\nis\n\n^furnishes\n\ncommunities.\n\nConsohdation of schools is bringing much to rural life, but\n\neven consohdation of schools is coming far too slowly.\n\nThe need for constructive work in rural schools and rural development\nThe new rural awakening is upon us.\nWe have a broader vision of the vitaUzed community life in our rural\nneighborhoods. The country folk are at last coming into their own. The\nis\n\neverywhere being recognized.\n\nfundamental task of the rural advance is the quickening of country life,\nthe vitalizing of the country school, the changing to a larger social and\neconomic unit for our rural neighborhood districts. A rural school plant\nmust be evolved that will be adaptable to its needs in all respects, one that\nwill equal, if not outdistance, the city school plant.\n\nRural folk need to be brought across all lines of neighborhood feeling,\nand social position based on income, to\n\nreligious creed, partisan politics,\n\na common ground of equaUty and mutal helpfulness.\n\nThe keenest thinking of the past fifty years has been devoted to devising\nmachinery by which things should work together for good; by which\nmechanical forces should be combined for the service of man. The solution\nof our rural problem, of the right adjustment among individual citizens\nlies practically in the construction of machinery by which people\n\nmay work\n\ntogether, think together, act together for good.\n\nThe sense of social solidarity which gives rich and deep meaning to the\nword \"neighbor\" must never be lost sight of in either rural or urban life.\nThe colonists of early American history did not just try to Hke each other,\nthey met to discuss common problems so that they might get together upon\na common ground, to disagree agreeably under rules which guaranteed\n\n"}
{"page": 54, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n38\n\neach an opportunity to be heard.\n\n[General\n\nThey constructed a headquarters of\n\ncoordination and found it to be a means of cooperation\n\n;\n\nand incidentally\n\nwhen they did, they found, of course, that most of the unpleasant things\nwhich they thought about each other were not so.\n\nREORGANIZATION OF THE NATIONAL EDUCATION ASSOCIATION\n\nThe most important thing which we have to face together at this time\nis\n\nthe reorganization of this great body which we represent.\n\nthe parting of the ways.\n\nWe have important things to do.\n\nWe are at\n\nThey must be\n\ndone under the leadership of the few who represent the educators of every\nIn the seven years that I have been associated by\nactual contact with this organization, experience has taught me that, to do\nthe great work of the National Education Association as well as it should\nbe done, a delegate plan as an official working body is the ultimate solution.\nThis need has arisen because of the change in general status of edustate in the union.\n\ncational affairs.\n\nEducation today, instead of occupying a minor place in the hearts and\nminds of the public at large, is now being recognized as the one factor\nthat can work out a strong, sound policy for our national government\nin the enlarged service which it must render in the world's social, moral,\n\neconomic, and industrial program.\n\nThe educators of this country see clearly now, as never\nnecessity of their active participation in civic life.\n\nbefore, the\n\nWe can no longer sit\n\nback and leave to others the entire conduct of government affairs.\nas educators, cannot train for citizenship in\n\npossess a thoro understanding of political life.\n\nits fullest\n\nWe,\nwe\n\nsense unless\n\nSuch conception can only\n\nbe gained thru actual contact with life problems and actual participation\nin affairs of government.\nIt is also that part of ethics\nPolitics is the science of government.\nwhich has to do with the regulation and government of a nation or state.\nIt is the preservation of its safety, peace, and prosperity, the defense of its\nexistence and rights against foreign control or conquest. It is the augmen-\n\ntation of its strength and resources.\n\nIt is the protection of its citizens\n\nin their human welfare rights.\n\nSome one has wisely said that \"Every citizen is in poUtics, the Constitution of the United States puts him there and his conscience grants him\n\nno exemption.\nLet us be statesmen here in this meeting.\n\nLet us continue to build for\n\nthe welfare of the greatest number.\n\nThe educators of our country occupy a strategic position. We have\nThe immediate task before us is the reorgani-\n\nsome great tasks ahead.\n\nzation of the public school work.\n\nIf the public schools continue to be the\n\nmost important factor in our RepubHc they must reflect the more clearly\nthese social, moral, economic, and industrial conditions. A new course of\n\n"}
{"page": 55, "printed_page": null, "text": "THE ASSOCIATION AND AMERICAN CIVILIZATION\n\nSessions]\n\n39\n\nstudy that meets the .nation's need of adjustment with a social and industrial program must be workt out by all states.\n\nOur country is confronted with the financing of American education\nthru the state school system. The problem is how to secure possible source^\nof increast revenue as education becomes more expensive; how to distribute\nthis state revenue in such a manner as to equaUze educational opportunity.\nWe can only render our greatest service by understanding thoroly these\nlarger duties that devolve upon us.\n\nNot until we understand the \"call of civic life\" with its great moral\nneed, its social need, its economic. and industrial conditions, can we fully\n\nprepare for the great work we have to do.\n\nAs American educators, let us not be afraid to face the problems of\nLet us measure up 100 per cent American, training all of the\n\ncivic Hfe.\n\nchildren of all the people for American citizenship, thereby enabling each\nchild to realize his best possibilities in life.\n\nThat is our task in our field\n\n—the nation.\nTHE NATIONAL EDUCATION ASSOCIATION AS THE\nINTERPRETER OF AMERICAN CIVILIZATION\nMARY C. C. BRADFORD, STATE SUPERINTENDENT OP PUBLIC INSTRUCTION,\nDENVER, COLO.\n\nThe interpreter has always loomed large in human history.\n\nNot the\n\ninterpreter in the sense of the mere translator, but the interpreter as the\n\none who sounds the keynote that gives meaning to the music of civilization.\n\nThe greatest poets and prophets are richly endowed with the interpretive\ngift,\n\nas are also great painters and musicians, great novelists and orators,\n\ngreat leaders of public affairs and great organizations.\n\nAmong such organizations, the National Education Association stands\nin the front rank.\n\nThru its activities it interprets the fundamental expres-\n\nsions of local, state, and national life.\n\nIt crystallizes the thinking of those\n\nwho practice the m.ighty profession of teaching. It serves as a clarifying\nmental medium for those who administer educational organization. It\nillumines the vital relations existing between the home, the schoolj and the\n\ncommunity.\n\nIt serves as a clearing house for the diverse views of edu-\n\ncational experts, and sometimes it also offers itself as the crucible in which\n\neducational experiments may be made. All this, and more, has been its\nmighty function in the past, but in recent years, and in those that are\napproaching, it has occupied, and is to occupy, a still more important field\nof service.\nIt\n\nhas interpreted the thinking of American school people.\n\nvitalize the living of American school people.\n\nIt is to\n\nIts present is beginning to\n\nand its future is to fully demonstrate, the potency of Uves transformed by straight thinking until thought becomes a vital, radiant reality,\nrealize,\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n40\n\n[General\n\nand action is glorified by its direct relation to the intellectual urge behind it.\nPractical ideaHsm in education\n\nis\n\nthe interpretive note of the National\n\nEducation Association today. Philosophic thinking and pedogogical\nUtterances are being made the servants of an uninterrupted service to\nteachers in each local community, in each commonwealth, and thruout\nthe nation.\n\nThe National Education Association has ''set the Httle child in the\nmidst\" and is judging itself by the results obtained in the service of the\nchildren, thru a strengthened and enricht educational system.\n\nNearly three years ago the Association began to realize that a continuous and practical policy was necessary.\n\nIt became dissatisfied with\nthe old notion of unlimited academic discussion as a panacea for all the\nills that education is heir to.\n\nThe war had drawn America into the fiercest\n\ncurrent of the world struggle, and the inevitable pressure of duty forst the\nAssociation into pubhc service. The challenge of the hour for a readjustment of educational activities of those who \"formed the second line of\ndefence,*' was answered by the organization of the War Emergency Education Commission in the opening months of 1918, a report of which, by\nits chairman, will be made later.\nUpon this Commission have sat in conference, for two years and a\nhalf, representatives of pubHcly and privately supported state institutions,\n\nof university and normal school rank, representatives of the great body of\nchief school officers from the several states, women's colleges, kindergarteners,\n\n—\n\nhigh-school teacher^\n\nactivity.\n\nindeed of almost every phase of educational\nThis commission, composed of such educators as the above, has\n\nmet with representatives of the Government, and with innumerable representatives of ofiicial and non-official educational bodies of all types. The\npublications of the Commission, under the titles of Commission Series i,\n2, 3, and 4, have\n\nmet with instant recognition by educational philosophers,\n\npedogogical experts, and the country at large;\nBill,\n\nwhile the Educational\n\nthe product of the best thinking and effort of the Commission, has\n\ncommanded such support as has rarely been accorded to a legislative\nmeasure, organizations numbering a membership of about ten million\n\nAt the present writing, it seems probable that\nboth National political conventions will contain resolutions favorable to\n\npeople having endorst it.\n\nthe great principles and plan of administration embodied in the Smith-\n\nTowner bill.\nThe National Education Association, in addition to its other activities,\nhas conducted a nation-wide campaign for increast salaries of teachers, and\nin this no less than other practical ways, has become the interpreter of the\n\ndemand for a highly trained, highly paid, and highly honored\nbody of professional educators.\nThe record of the Association has interpreted in the past America's\ndemand for the type of civilization that can come only thru real education\nnation's\n\n"}
{"page": 57, "printed_page": null, "text": "Sessions]\n\nNATIONAL PROGRAM FOR EDUCATION\n\nin the present.\n\nIt is providing a medium for the preservation of its great\n\n41\n\nhistoric tradition and, as well, for an active, unified, and consecrated service\nin the cause for which, thru the centuries, men and women have laid down\n\ntheir lives\n\n—the great cause of safeguarding\n\nfree institutions, thru liberty\n\nenthroned upon law, governments incarnating justice, and a humanity\nexpressing love.\n\nA NATIONAL PROGRAM FOR EDUCATION\nA FINAL REPORT OF THE COMMISSION ON THE EMERGENCY\nIN EDUCATION, PRESENTED BY ITS CHAIRMAN\nGEORGE D. STRAYER, PROFESSOR OF EDUCATIONAL ADMINISTRATION,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nThe Commission on the Emergency in Education was appointed by\nMrs.\n\nMary C. C. Bradford, then President of the National Education\nand by Doctor Thomas E. Finegan, then President of the\n\nAssociation,\n\nDepartment of Superintendence, in February, 1918. In addition to those\nthus appointed it was agreed that the Commission should include the\nmembers of the Executive Committee and of the Board of Trustees of the\nNational Education Association. This group met in Washington at\nNational Education Association Headquarters, immediately following the\n\nmeeting of the Department of Superintendence in 1918, and has met at\nThe\nirregular intervals from that time until its last meeting yesterday.\nfollowing is a summary of the work which the Commission has done:\nI.\n\nThe heavy responsibiUties for the National service placed upon\n\nthe already depleted and overworkt teaching personnel, together with the\n\neducational inadequacies and shortcomings revealed by the draft, led the\n\nCommission to undertake at once to devise ways and means of meeting\nthe emergency. The confusion and congestion caused by the \"War\nWork\" in the schools received first attention. The Commission had no\nofficial status, but the Government agencies welcomed its cooperation as\nrepresenting the public-school workers of the Nation. Thru its efforts a\n\"Clearing House\" was establisht at Washington; the activities of a score\nof departments, bureaus, and committees, all attempting to work thru\nthe schools, were coordinated, overlappings were eliminated, rival claims\nreconciled,\n\nand the entire range of \"war activities\" so reorganized that\n\nthey not only served their immediate purpose much better than before,\n\nbut also fulfilled an educational function.\n\nOnce this was accomphsht,\n\nthe Commission devoted its energies to the preparation of a program thru\n\nwhich the outstanding defects of public education as revealed by the war\nmight ultimately be remedied. The program which resulted was embodied\nlater in the Smith-Towner bill, a measure which will be described in detail\nin subsequent paragraphs.\n\n"}
{"page": 58, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n42\n2.\n\n[General\n\nThe Commission made a scientific inquiry concerning the salaries of\n\nteachers thruout the Nation, and pubUsht a report thereon which was used\nas the basis for salary campaigns thruout the country.\n3. It recommended to the Executive Committee\n\nthe appointment of a\n\nField Secretary, and thus made available to the teachers of the country\nthis\n\nmost important\n\nservice\n\nwhich has been rendered them by\n\nthis\n\ndepartment.\n4. It\n\norganized a committee on the enlistment of the profession, and\n\ndevised plans which have proved most effective in helping to secure the\nlarge increase in the enrolment of active members in the Association.\n5.\n\nIt formulated a definite statement advocating the participation of\n\nteachers in the formulation of administrative policies and proposed a\ndefinite plan for cooperation of classroom teachers looking to the\n\nmore\n\ncomplete democratization of the teaching profession.\n6. Thru a campaign of pubHcity carried on from the platform in the\nmagazines of the country, the Commission and the officers of the Associ-\n\nation developt the earnest and effective cooperation of the pubUc in sup-\n\nport of measures for the proper recognition and the more adequate support\nof education.\n7.\n\nIt has secured the cooperation of civic organizations and forward-\n\nlooking citizens thruout the Nation in support of the Smith-Towner bill\n\nwhich is conceded to be the most important and far-reaching educational\nmeasure ever brought ta the consideration of the Congress.\n8. In a general statement which was prepared and circulated thruout\nthe United States, and in its special publications, the Commission has\ntried to bring home to the profession and to the American people the\ncrying need for a great national program which would give boys and girls\nan opportunity for education in terms of adequately educated and procourses of study which will provide for\nand vocational outlook, longer school terms and\nmore adequate school equipment. We have advocated the development\nof a program which will remove illiteracy, which will provide an opportunity for adult foreigners to come to understand our institutions and to\nparticipate in our national hfe, a program which will make provision in\nterms of health service for the national physical growth and development\nof every boy and which will make possible opportunities for education\nfor boys and girls in rural America equal to those now enjoyed by children\nin our most enlightened urban communities.\nMembers of the Commission recognized very early in their work that\nthis great national program would require for its accomphshment the\nsanction and support of the Nation. The Commission therefore devoted\nThis\nits energies to the preparation of a bill embodying this program.\nmeasure was first presented to Congress in the fall of 1918. The bill was\n\nfessionally qualified teachers,\n\nvariations in ability\n\ndistributed thruout the Nation and was revised in terms of the criticisms\n\n"}
{"page": 59, "printed_page": null, "text": "NATIONAL PROGRAM FOR EDUCATION\n\nSessions]\n\n43\n\nreceived from state, city, and county superintendents of schools, normal\n\nand college presidents, and others interested in the\nAfter such revision the bill was resubmitted\nto Congress and was known in the past session as the Smith-Towner\n\nschools, university\n\ncause of public education.\n\neducation bill.\n\nThis measure has the unqualified endorsement of the session of the\nNational Education Association at Pittsburgh and at Milwaukee and the\n\nmeetings of the Department of Superintendence held in Chicago and\nCleveland.\n\nThruout the length and breadth of the land, educators and\n\nothers interested in education have given their most earnest support to\n\nthe measure.\n\nAmong the organized groups that have endorst the bill\n\nare the General Federation of\n\nWomen's Clubs,\n\nthe American Library\n\nAssociation, Patriotic Order of Sons of America, and American Federation\nof Teachers, the National Council of Jewish Women, Association of Collegiate Alumnae, the Educational Department of the Inter-Church World\n\nMovement, the Associate Committees of Women of both the Democratic\nand Republican National Committees, the National League of Women\nIn addition to\nVoters, and the Daughters of the American Revolution.\nthese national bodies there have been hundreds of Chambers of Commerce,\nRotary Clubs, Kiwanis Clubs, Women's Clubs, and others that have taken\naction in favor of the measure after the bill has been presented for their\nconsideration and after the objections which might be expected to follow\nhave been satisfied.\nCertain objections to the measure have been proposed both from\n\nwithin as well as outside our professional group.\nhave, in the\n\nNone of these objections\n\nminds of those responsible for the administration of public\n\neducation in the United States, been considered valid after they have\n\nbeen presented by those who have proposed them.\n\nThe bill provides\n\nfor the establishment of a Department of Education\n\nwith a secretary in\n\nthe president's cabinet.\n\nThe suggestion that it would be better to have\n\na national board of education whose executive officer should be appointed\n\nby them, was repudiated by the Department of Superintendence after a\ndebate on this subject held at their last meeting.\n\nIt\n\nseems clear that, if\n\nnational leadership and a national sanction for the development of education are to be proyided, the method already employed in the establishment of the Departments of Agriculture, Commerce, and Labor should be\n\nfollowed.\n\nThere has been the suggestion that the establishment of such a depart-\n\nment will lead to the centralization of authority over education and the\nlimiting of the states in their own efforts which is, in effect, guaranteed to\n\nthem in the Constitution.\nbill itself\n\nThe answer to this objection is found in the\nwhich provides that the act shall not be construed to require\n\nuniformity in the organization of the educational facilities in the states\nor of the plans or methods which are to be used in the development of\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n44\n\n[General\n\neducation as encouraged by the bill. It is further provided in the SmithTowner bill that the schools which are aided by provisions of the act\nshould be organized, supervised, and administered solely by the legally\nconstituted state and local educational authorities.\nThere are those who question the wisdom of the measure from an\nexactly opposite angle and who suggest that a National Department of\n\nEducation should establish standards or that such standards should be\nwritten into the bill and form the basis for participation by the states in\nthe appropriations that are\nit is proposed, first of all,\n\nmade available.\n\nIn reply to this argument\n\nthat the bill itself provides minimum standards in\n\nthe requirements that schools shall be open at least twenty-four weeks in\nthe year, that compulsory education for children between seven and fourteen years of age shall be required, and that no state may participate that\n\ndoes not require that the language of instruction in all schools, both pubhc\nand private, during the elementary school period, be English. To require\nstandards higher than those which can be met by states which have the\nleast educational development would be to deny aid to those who need it\nmost. The purpose of a national program, as embodied in this bill, is to\nequalize educational opportunities thruout the nation.\nIt has been suggested by some of the critics of the\nbill\n\nmeasure that the\n\nshould have specified the bureaus, divisions, or administrative units\n\nto be transferred to the Department of Education.\n\nIt has\n\nseemed wiser\n\nto those who have studied the problems carefully to propose that the\nBureau of Education be made the nucleus of the new department and that\n\nthe transfer of other administrative units be determined after careful\n\nstudy and investigation has been made by the Secretary of Education in\ncooperation with the other members of the President's Cabinet with whom\nIt would seem legitimate that the Secretary of Education\nhave as his most important duty during his first year in ofl&ce, after conference with his colleagues and with the President of the United States, to\npropose to the President and to the Cabinet the constitution of the Depart-\n\nhe is associated.\n\nment that would best serve the needs of the Nation.\n\nThe Si^ioot bill\n\nwhich proposes a reorganization of the several departments of government\nto the end that the waste of duplication and overlapping be eliminated is\nIt seems doubtful whether any one\nin direct accord with our program.\nwithout the intimate knowledge of oug who serves in the Cabinet can\npropose a plan which would satisfactorily determine which of the bureaus,\ndivisions, or administrative units, should be included in the\n\nnew depart-\n\nment.\n\nThere are those who have objected to the appropriation of money\n\nby the National Government for removal of illiteracy, for Americanization\nof foreign born, for training teachers, for\n\ndevelopment of a program of\n\nhealth service and physical education, and for equalization of educational\nopportunities.\n\nIt is well to call to mind the fact that we have done much\n\n"}
{"page": 61, "printed_page": null, "text": "NA TIONA L PROGRA M FOR EDUCA TION\n\nSessions]\n\n45\n\nin the United States to provide for education in engineering and agricul-\n\nture which has been provided by the National Government in its appropriation to colleges of agriculture\n\nand mechanic arts.\n\nIn like manner we\n\nhave felt the need for encouraging education in industrial and household\narts in a secondary school level, and have made much progress, due primarily to the encouragement offered thru national appropriations for the\npurpose. There have been, and I assume there always will be, those\n\nwho would deny the wisdom of appropriating money from the National\nTreasury for the purpose of strengthening our systems of pubhc education.\n\nThe reply to such an objection seems to be obvious. The person who is\nilliterate is not a good citizen.\nHe may, in the hand of the demagog,\nbecome an enemy to our institutions. The man of foreign birth who has\nnot had an opportunity to understand American life or to participate with\nus in the development of our institutions may be, as we all know, unAmerican even to the point of seeking to destroy the society with which\n\nhe is not in sympathy.\n\nThe man who is physically unfit has neither the\n\nopportunity to enjoy life nor to contribute his part to the common good.\nIt is the crying shame that boys and girls of America\n\ntoday must go\n\nto school to teachers who are, as a group, less educated and less well trained\n\nprofessionally than are the teachers of any other civilized country in the\n\nwhole world.\n\nIt is\n\nhard to understand how anyone can remonstrate\n\nagainst national support for education and at the same time propose that\nthere be equality of educational opportunities in our American democracy.\n\nIn recent years the National Government has gone into the states\nand into the localities within the states and taken from them their most\nremunerative sources of revenue while leaving to the state and to the\nlocality the most expensive function of government.\nThe Nation should\ncontribute to the support of its schools and seek thru such contribution\nan equalization of the opportunities provided.\nIt is a sound principle\nwhich proposes that the wealth of a nation be put back of the education\nof all its children.\n\nThe Commission on the Emergency in Education has dealt with the\nproblems of teachers' salaries.\n\nThere was prepared for the Commission\na report on salaries and salary schedules which brought together data\nwhich have proved valuable in salary campaigns thruout the United\nStates.\n\nWe recognize the necessity for larger salaries in order that the\n\nabler of our young men and young women may find in teaching a life career.\nIt is\n\nimportant that those\n\nwho wish well for the public school system\n\nthink of the salary question, not merely in terms of requests of teachers\nfor more money, but more particularly from the standpoint of the kind of\n\nservice which the schools may be able to secure.\n\nWe need to bring to the\n\nattention of the public an analysis of the salary problem which will enable\n\nthem to understand the need for increase, as much as 100 per cent as\ncompared with salaries paid in 1914. The significance of the salary paid\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46\nis\n\n[General\n\nto be found in the opportunity which is provided to those entering the\n\nteaching profession for growth in efficiency in their chosen profession.\n\nThe community may pay a teacher barely enough for his existence. This\nmeans that the teacher, if he is careless enough to make no plans for the\nfuture, may have enough to buy food, clothing, and shelter, and pay for\nthe absolutely necessary dental and medical services which he needs.\nThis subsistence salary in most of our city communities we would place, at\nthe present time, at $1,500. The supposition is that there is to be good\nfood, comfortable quarters, reasonably decent clothing, and satisfactory\nmedical and dental care when the need arises.\nIf teachers are to be free from the anxiety which the provident\n\ncom-\n\nmonly have with respect to the possibility of illness and old age, they must\nhave a larger salary in order to make provision against these disabilities.\nThis cannot be done on the lower salary level. An increase of 20 per cent\nabove the subsistence salary must be provided for what may be termed a\nsalary providing economic independence.\n\nWe expect teachers to transmit to boys and girls not only the elements\nof reading, writing, and arithmetic, but the ideals and standards which are\n\npeculiar to our race and to our country.\natically\n\nand\n\nIf teachers are to work system-\n\nenthusiastically with children in the\n\ndevelopment of\n\nthis\n\nbroader training in citizenship, they must have what is termed a cultural\nsalary.\n\nBy that we mean that they must be able to have books and maga-\n\nzines, to enjoy good music, to travel, to continue their professional study,\n\nand the like. The mere economic independence which they may enjoy\non an $1,800 salary will not provide for their personal growth and development and for their cultural life which is so essential to the best teaching.\nAnother 20 per cent must be added to the $1,800 salary if this desired\nresult is to be secured.\nIf\n\nteaching is to be made attractive to the ablest of our young men\n\nand women, there must be a higher minimum salary available for those\nwho do work of a very high order in their profession. This salary, which\nmight be called a professional salary should be available for all who have\nspent their time and money in preparing to teach and who show unusual\nprofessional ability, whether they teach in the first grade or in the high\nschool.\n\nWe have made a very great mistake in drafting the best of our\n\nclassroom teachers for' the supervisory and administrative posts, for which\noften they are not peculiarly fitted. We need capable teachers in the\n\nclassroom not only for the work which they will do for the boys and\ngirls with whom they are associated, but for the sake of lifting the pro-\n\ncommunity, and, for the sake of making\nyoung men and women. Salaries for unusually\n\nfession in the estimation of the\nit\n\nattractive to capable\n\ncapable teachers should be equal to the salaries available for the successful\n\nworkers in other callings.\n\n"}
{"page": 63, "printed_page": null, "text": "NATIONAL PROGRAM FOR EDUCATION\n\nSessions]\n\n47\n\nThe Commission has sought earnestly to enhst the cooperation of all\nmembers of the profession in the development of our American publicschool system.\n\nWe have insisted that teachers recognize their obligation\n\nto participate in the\n\ndevelopment of administrative policies of the school\n\nsystem in which they are employed.\n\nWe have suggested as well to boards\n\nby legislative enactment these obligations of classroom\nteachers be recognized.\nIf the best young men and women are to be\n\nof education that\n\nattracted to teaching as a profession it will be because they see in this\ncalling a\n\nchance to contribute to the\n\ncommon good.\n\nWhen classroom\n\nteachers feel that they need to think and plan for the development of the\n\ngood of the school system and that they, thru their recognized representative, may influence the board of education, the representatives of\nthe public who do and should determine the policies which are to prevail\nin the public-school systems, we may hope for more enthusiastic professional\nservices for those already in the profession and that teaching will prove\nmore attractive to capable young men and women.\nThe Commission has workt for the professional organization of teachers\nin the city arid county as local groups working with the boards of education and with superintendents of schools, either thru councils or other\norganizations; in state associations which bring to the attention of the\nstate legislature the needs of public education in their commonwealth;\nand in a great National Education Association which shall consider the\nneeds of the Nation and propose from time to time steps which should be\ntaken to realize our American ideals. We believe just as sincerely that\nthe professional organization of teachers should not affiliate with any other\nbody. Those who serve the whole public cannot afford to serve parties or\ngroups within that public. We know of no surer way to destroy confidence in the American public-school system and our profession than for\nthe great body of teachers to organize themselves in affiliation with any\nchurch, party, or group whose aims and purposes are peculiar to the members\nof the group thus organized.\nWhatever may be our judgment with regard\nto the legitimacy of the program of organized labor, teachers as a group cannot federate with labor for the realization of their aims and at the same\ntime hope to keep the confidence of the whole people. It has not always\nbeen clear to teachers who have been persuaded to affiliate themselves with\norganized labor that affiliation carries with it the obligation to work for the\ninterests of the group with which one affiliates and by virtue of that fact\nto work as a partisan against other groups who are equally responsible\nand equally important in the body politic. The support of the public\nIf our educational program be\nschools must come from all the groups.\nsound and if we work for that which will be of advantage to the whole\npublic we must forever refuse to become affiliated as a profession with any\nreligious group, any political group, or any economic group.\nProgress in\n\n"}
{"page": 64, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n48\n\n[General\n\nthe realization of American ideals lies not in the direction of the soviet,\n\nbut rather in the cooperation of all of us for the public good.\n\nThe task of the moment is to secure the passage of the Smith-Towner\nThe measure of our professional zeal and our efficiency\nas a group will be found next year in the degree to which we are able to\n\nbill by Congress.\n\nwork together and to enlist public support for the Smith-Towner bill.\nThe Commission on the Emergency in Education propose^^ that there\nbe appointed a legislative committee composed partly of those who have\ndevelopt the national program embodied in the Smith-Towner bill,\nand partly of other members of the National Association who are willing to\ndevote themselves to the work which will need to be done in Washington\nand thruout the Nation.\nWe know that the friends of public education are more numerous than\nthe enemies of our public schools.\n\nWe are confident that we are approach-\n\ning the day when a Secretary of Education shall sit at the Cabinet table\nto propose for the consideration of the President and his associates such\n\nmeasures as will make for the realization of a more efficient system of\npublic schools thruout the Nation.\n\nand efficient\n\n—\n\nwill\n\nWe believe that America—free, just,\n\nmake good the promise of democracy and that on the\n\nfoundation laid in a greater American school system will arise the Greater\n\nAmerican Republic.\n\nTHE RECOGNITION OF THE RELATION OF EDUCATION TO\nOUR NATIONAL LIFE\nI.\n\nOLIVE N. JONES, PRESIDENT NEW YORK PRINCIPAL'S ASSOCIATION\n\nMy subject is a tremendous one.\n\nI cannot hope to do more than\nmain divisions and request you to trace their connection,\nbecause I hope you will emphasize these connections both in your own\nthinking and in the impression you make upon the thinking of others. I\npropose to begin by stating to you in outline the manner in which this\nsubject appeals to me, the logic, and psychology of it as I see them.\nThere are three main divisions of the subject\n1. Wherein the relation of education to our national life consists, what\nevidences of such a relation can we find. These briefly stated, I find to be:\na) The illiteracy among our people.\nh) The unassimilated foreign born living in our land.\nc) The need for an enlightened citizenship.\nd.) The safety and security of our Americanism, in other words, the\n\nindicate its\n\npreservation of our national ideals.\nThis, I believe,\n2. The extent to which these relations are recognized.\nwe can only discover by investigating what is said or done to secure the\n\nrecognition by three great groups roughly classified as:\na,)\n\nThe big political, industrial, and business interests.\n\n"}
{"page": 65, "printed_page": null, "text": "Sessions]\n\nRELATION OF EDUCATION TO NATIONAL LIFE\n\n49\n\nThe general public.\nc.) The teaching body.\n3. The development and maintenance of education in such a way as\nb.)\n\nto secure the best results from the relations proved to exist.\n\nThe main topics for consideration under this heading occur to me as:\na.)\n\nStatus of the teacher.\n\nb.)\n\nOrganization of teachers.\n\nc.)\n\nStandards of teacher-equipment and of pupil-equipment.\n\nThe determination of educational policies.\ne.) The teaching of civics and history.\nThe first of these three main divisions, we need not dwell upon.\n\nd.)\n\nMost\nwe all\nknow, or think we do. The draft forced us to know some of them. The\nextent of the Americanization movement shows our awakening to our duty\nIt is significant that\nto the foreign born we have admitted to our shores.\nof the evidences of the relation of education to our national life\n\nJudge Elkins, after serving as Ambassador to Turkey, became an active\nagitator for teachers to make impossible the colonizing in our big cities,\n\nas he found it in Constantinople, to the utter destruction of national life\n\nand of any hope for democracy.\nThe best thing I have seen in this connection is the emphasis at every\nmeeting on this relationship, showing that we are awake to the fact that\nan enlightened citizenship is the most important duty confronting the\neducators of America, for their problem and their duty it is. Democracy\nWhich are we to have? A true\nis meeting its surest test right now.\ndemocracy, which means equality of right, of opportunity, or a false\ndemocracy, a false and artificial equality of individuals, simply because\nthey all happen to have, alive and in the same country, egoists to whom\nequality means the measure of their own individual ability to go ahead ?\nTherefore, we must develop an enlightened citizenship, trained by\npatriotic teachers, alive to their civic responsibility.\nAmericanism must\nbe to us a political religion and teachers are the preachers of this gospel.\nThey must provide a unifying influence.\nHence, the tremendous significance of that word \"recognition\" is our\nsubject.\nProblems, as great as these we have considered, demand educational statesmanship.\nDoes the public know it ? Do teachers feel it ?\nDo we recognize the relationship between these problems of our national\nHfe and the teaching body of America ?\nWhen the teacher and the average citizen get together in a recognition\nof the fundamental Americanism of what the National Education Association has arrived at, no power wielded by politician, or big interest, or\npropagandist of a false and un-American democracy can hold them back.\nThat aim, as I see it, and as T believe in it, is official recognition, by the\nappointment of a Secretary of Education in the President's Cabinet, of the\nfundamental relationship between education and the preservation of our\n\n"}
{"page": 66, "printed_page": null, "text": "•\n\nNATIONAL EDUCATION ASSOCIATION\n\n50\n\n[General\n\nmeans that the Government of the United States\nand as\nessential to the safety of that Government and of its people as its railroads,\nor its cattle, or its farmers, or its ships. Who but the enemy of America\nand American ideals can urge that we weaken our people by a failure to\ngive official recognition and federal aid to education, while other nations\nare acting upon the newly recognized relation of education to national life\nby creating Ministers of Education and bestowing the places upon their\nmost honored statesmen ?\nIt was granted in ,1918 that an emergency existed, and that emergency\nan educational emergency. Then came recognition of the foremost aspects\nnational ideals.\n\nIt\n\nrecognized that\n\nits\n\nchildren, its future citizens, are as valuable\n\nof that emergency, namel}^*\n\nSalaries of teachers, organization of teachers, federal aid, and dignified\n\nThis was right and wise action by our leaders\nHave we ever unconsciously done the same by localities and\nstates ?\nWhat use to talk, of standards, of civic responsibilities, of idealism\nto people forced by wage conditions to a struggle for mere existence to\nrecognition of education.\n\nnationally.\n\n—\n\nborrow carfare between payday and payday.\n\nWhat use to ask civic leadership, to seek respect from citizens for the\nadvice of those who are unable to secure respect from the community by\n(this) their way of living or from boys and girls by their dress and personal\n\nAnd how obtain salary standards or any other standard—\nexcept by organized effort. What is everybody's job, nobody does, there-\n\n—\n\nappearance ?\nfore,\n\nthe fundamental step, the cornerstone of our building of national\n\nrecognition of the national value of education is the organization of the\nteachers of America into, a unified body consciously working for a highly\n\nEvery profession has been\nadvanced by its own members working consciously and concertedly to that\nend. The surgeons were once barbers the lawyers were once servants, and,\nas they have raised themselves by self-imposed laws and standards, irrespective of and independent of each other and of any other group, capitalistic\nor industrial, political or industrial, religious or social, such an organization\nprofessionalized ideal of patriotic service.\n\n;\n\nof teachers is vital to the e^stence of the nation itself.\n\nII.\n\nWILL C. WOOD, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nCALIFORNIA\n\nThruout the ages, war has been an awful flame in which human beings\nand institutions have been tried and tested. The city-states of the Greeks,\nserviceable in their day, crmnbled in the heat of conflict, and with them\nThe institutions of Rome, great as\nperisht faith in the gods of Olympus.\nthey were, succumbed at last in the unending conflicts forced by Goths and\nVandals.\n\nIt is not surprising therefore that the recent world-war, surpass-\n\n"}
{"page": 67, "printed_page": null, "text": "\"\n\nRELATION OF EDUCATION TO NATIONAL LIFE\n\nSessions]\n\n51\n\ning all others in scope and intensity, has put all earthly institutions to the\n\nsupreme test.\n\nNor is it surprising that, in the early days of peace, men\n\nstood stunned and aghast because of the imperfections displayed by human\n\nnature and the gaping effects revealed in human institutions in the light of\nthe great conflict.\nGovernments are questioned, not alone in Russia, China,\nand Mexico, but also in the countries of the leading world victors. Economic\nand social institutions, failing to solve the problems of the cost of living and\nthe restoration of production, are on the operating table in most countries,\non the dissecting table in others. Even the church has come in for a sharp\nchallenge on account of its failure to apply the balm of Gilead to the wounds\nand burns of our social system and its failure to restore mankind to faith\nin spiritual dominion.\nOn every hand we note a disposition to question\nthe efficiency of our institutions and an attempt to re-define the relation of\nthese institutions to human life and ideals. It would seem that the period\nin which we live will be known hereafter as the Era of Little Faith.\nIt is\nan era of criticism, of unrest, of querulousness, and of pessimism. During\nthe war we schooled ourselves to believe in the utter depravity of our\n\nenemies;\nflame.\n\nwe allowed our emotions of hatred to be fanned into an intense\n\nWe yielded to the force of the unending waves of propaganda\n\nand we developt in our nation a spirit of intolerance and skepticism which\nhas not yet run its course; which is now manifested in bitter partisanship,\nnational prejudices, class hatred, and racial bigotry.\nIs this great institution, the public school, considered in its relation to\n\nnational life, a failure as some would have us believe ?\n\nhear sweeping criticisms of our system of education.\n\nOn every hand we\n\nBusiness men declare\n\nthat the graduates of our schools cannot read, write, or spell;\n\nthat they\ncannot add, subtract, multiply, or divide accurately; that they are lacking\nin a sense of responsibility.\nThe manufacturer declares that our boys come\nto the shop with wholly impractical attitudes, many of them more inter-\n\nested in better pay and shorter hours than in the job, or the quality, or\n\nquantity of the product.\n\nThe War Department has issued a statement that\n\n— \" slouchiness.\n\nthe faults of our boys may be summed up under one head\n\nThe universities and colleges include all the previous counts of the\n\nin-\n\ndictment of our schools and add that a considerable percentage of our\ngraduates are lacking in broad interests and in general intelligence.\nIt is a sweeping indictment that is brought against our young people\n\nand I am not one who would make a sweeping denial.\n\nBut I would file\n\na demurrer to the complaint, basing it upon the wholly tenable ground\nthat the schools cannot be held responsible for all the frailties and short-\n\ncomings of human nature.\n\nWe are now attempting to educate all the\n\nchildren of all the people, and a considerable proportion of human beings\n\nhave not been endowed with minds capable of development along lines of\nacademic scholarship. The schools may develop brains; they cannot supply\nthem.\n\n"}
{"page": 68, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n52\n\n[General\n\nAnd now we come to the direct answer to the question \"Are the schools\na failure, considered in the light of their relation to our national life?\"\n\nMy answer is an unequivocal ''No.\"\nintroduce two lines of evidence.\n\nIn support of this denial I would\n\nwould set forth the fact\nAmerica is successful commercially.\n\nFirst of all, I\n\nthat Americg. is a successful nation.\n\nIn per capita of wealth and per capita of production, even in these days of\nunderproduction, our country leads the world.\n\nAmerica has the most\n\nextensive and on the whole the most efficient railway system in the world.\n\nIn mining and manufacturing, America has forged to the forefront during\nthe last sixty years.\n\nWe have an economic system and a banking system\n\nhave met successfully the world's greatest economic crisis.\nAmerica is successful, also, considered from the standpoint of scientific\nadvancement. The nation excels especially along the line of applied\nthat with\n\nall their faults\n\nsciences.\n\nAmerica, in spite of her obvious shortcomings, is a success judged from\nthe standpoint of moral advance.\n\nThe small percentage of illegitimacy, the\n\nhigh position that women occupy, the triumph of national prohibition,\nthe persistence of the hope of the world-peace among our people, in spite\nof disheartening set-backs\n\n—\n\ndue to lack of faith and vision\n\nall\n\nare great\n\nwitnesses of America's moral success.\n\nAnd what is responsible for this marvelous success of the American\nIs it due to the ancestry of the people ? Let me point out that\n\npeople ?\n\nan overwhelming majority of the American people are descended not from\nthe economically successful people of Europe but from Europe's common\nfolk from the economically non-successful people of Europe.\nOne of the\nchief reasons for their coming was failure to succeed economically across\nthe water. Social and economic heredity do not explain the success of the\nAmerican people. Environment and wealth of natural resources can only\npartly explain it. The great fundamental reason for the success of the\nAmerican people is to be found in the institution which with all its faults,\nhas kept open a pathway for merit of whatever kind; which has kept open\n\n—\n\nthe door of opportunity for all the children of the common folk of our land\n\n—the American public school.\nThe second line of evidence I would offer in support of my denial of\nthe failure of our schools is the record of our nation in the great world\ncrisis.\n\nThe American people showed ability to rise to a supreme crisis\n\nand meet\n\nit\n\nsuccessfully.\n\nWe accomplisht\n\nthe\n\nimpossible\n\nin\n\nseventeen\n\nmonths\n\nof\n\nwarfare.\n\nWhen the armistice was signed we had 2,083,000 men on European soil\nand they had turned the awful tide at Chateau Thierry and in the Argonne.\nHow well they fought against the experienced forces of an enemy, trained\nto the minute, is a matter of history.\n\nFor their initiative,' for their abihty\n\n"}
{"page": 69, "printed_page": null, "text": "Sessions]\n\nRELATION OF EDUCATION TO NATIONAL LIFE\n\n53\n\nto meet new situations, for their grit and nerve, for their pluck and courage\nand dash, the whole world honors them. And 90 per cent of these boys\nwere products of the American public schools. A nation that has the\nability to turn from peace to war in a period of seventeen months with\nsuch signal success cannot be said to have a failing school system.\nSince you have permitted me to draft the indictment, file a demurrer,\nmake the answer, and offer the evidence, I trust you will allow me to\n\nrender the verdict.\n\nAnd the verdict is that they are not faults of ineffi-\n\nciency so much as they are faults of insufficiency.\n\nThere has been insuffi-\n\nciency of vocational training for the millions of young people whose chief\nabilities\n\nand interest are with tools and other instruments of production.\n\nWe are now beginning to make provision for their training under the\nSmith-Hughes law and part-time education laws enacted by several states.\nHowever, there is a need for great expansion of work along vocational lines.\n\nA second insufficiency is in Americanization.\n\nIn this great country\n\n14 per cent of the people are foreign born, another 14 per cent are of foreign\n\nparentage, and still another 6| per cent are of half-foreign parentage.\n\nThe\n\nproblems of interpreting to the alien and his children the ideals of America,\ndeveloping in them a real consciousness of their oneness with the American\n\nand teaching them to live in accordance with American customs and\nis one which can be shirked only with peril to our\nnational life and institutions. And yet, until recently, the national government which regulates and controls the stream of immigration has done\nnothing toward the education of the great body of adult aliens within our\n\nlife\n\nstandards of living,\n\ngates.\n\nA third insufficiency is in elementary education. There were 400,000\nboys called to the American colors to fight to make the world safe for\ndemocracy, who were unable to read in any language the proclamation\n\nthem to register or the simple directions for\nThe tests given by the army authorities\nduring the war revealed that 24 9 per cent of the young men who enlisted\nin the army could not read a newspaper intelligently or write an intelligible\nletter.\nThe census of 19 10 showed that two- thirds of the total adult\n\nof the president requiring\n\nanswering their questionnaire.\n\n.\n\nilliteracy is in the rural\n\ncommunities; that, among native white adults,\n\nthere were seven times as many iUiterates in the rural districts as in the\n\nurban centers.\n\nThere has been woeful insufficiency of education in the\nfundamental tools of knowledge.\n\nAnother insufficiency has been revealed in the physical development\nof our people.\n\nApproximately one- third of the young men subject to the\n\ndraft were rejected on account of physical defects.\n\nA considerable pro-\n\nportion of the defects were pathological, but most of them were preventable.\nIf\n\na similar examination of young women had been made, there is little\n\nreason to doubt that the percentage of physical defects among them would\n\n"}
{"page": 70, "printed_page": null, "text": "54\n\n^^ TIONA L EDUCA TION ASSOCIA TION\n\nhave been even\n\nlarger.\n\nThe\n\n[General\n\ninsufficiency of physical training\n\neducation for healthful living\n\nis\n\nand\n\nof\n\na problem that demands immediate\n\nattention.\n\nThe National Commission on the Emergency in Education, after a\ncareful study of social conditions and a thoro analysis of war experiences,\n\nhas mapped out a plan of action which will help greatly in overcoming the\nIt has planted itself firmly on the\nground that the hope of America is in her public-school system. It\nhas attempted to provide federal aid for Americanization, for overcoming\n\ninsufficiencies of our school system.\n\nilliteracy, for physical\n\neducation, for teacher-training, and for the equali-\n\nzation of educational opportunities in\nschools.\n\nIt\n\nthe\n\nelementary\n\nand secondary\n\nhas combined the principle of state autonomy in educa-\n\ntional matters with the principle of federal support.\n\nforward-looking,\n\nstatesman-like\n\nfundamental soundness,\n\nit\n\nwill\n\nIts program is broad,\n\nand thoroly American.\n\nBecause of\n\nits\n\ncommend itself to the American people\n\nwho are irrevocably committed to the principle of public education, severed\nfrom partisan or sectarian influence or control. It is for us the teachers\nof America\n\n—\n—to take the far-reaching educational program to the American\n\npeople, not for the sake of ourselves but for the sake of the children we\n\nteach and of the country we love and serve.\n\nThe program that has been outlined will cost more than our school\nsystem is now costing. We must improve and be prepared for the protest\nfrom short-sighted citizens who maintain that the schools are costing too\nmuch.\n\nJust one comparison in answer.\n\nThe expenditures of the United\n\nwar during the two years between April i, 191 7,\nand April i, 1919, according to official figures of the War Department, was\nThe total amount expended by the United States and\n$21,850,000,000.\nall the States and Territories, counties, school districts, and municipalities of our country for public education between 1787 and 191 7 was\nonly $14,400,000,000. In other words we expended 50 per cent more in\ntwo years for the purpose of killing Germans and preparing to kill Germans\nthan we expended in 130 years previous, for the making of American\ncitizens thru public' education.\nAnd yet, it was to the men trained in our\nschools that America turned in her hour of trial for the means to defeat\nthe foe of America, of democracy, of human civilization. The public\nschools have been the salvation of America; they are and will ever be\nthe hope of America; they are the chief force making f6r the perpetuity\nof democratic ideals for reconstruction on the basis of social righteousness.\nIt is to the schools that America must look for the development of the\nbodies, minds, and souls of future citizens who will see that American\ndemocracy is made safe and kept safe for itself and the world.\nStates\n\nfor\n\nthe\n\n"}
{"page": 71, "printed_page": null, "text": "ADEQUATE PAY FOR TEACHERS\n\nSessions]\n\n55\n\nADEQUATE FAY FOR TEACHERS\nCLAXTON, U.S. COMMISSIONER OF EDUCATION, WASHINGTON, D.C.\n\np. p.\n\nTeachers worthy of places in the schools in which American children are\nprepared for life, for making a living, for the duties and responsibilities of\ndemocratic citizenship, and for eternal destiny can never be fully paid in\n\nmoney.\n\nThe work of teachers of this kind has high money value, much higher\nthan it is generally understood to have.\n\nIt also has other values that\n\ncannot be measured in dollars and cents.\nIt has ever been and probably must always be that workers of whatever\n\nsort receive the larger part of their pay in kind, as millers take toll of the\n\nThose that\nwork with material things that have easily measured cash values receive\ntheir pay chiefly in money or in things whose values are most easily\nmeasured in money.\nThe physician, who foregoes ease and comfort and risks his hfe that\ngrist they grind, whether of com, gr wheat, or barley, or rye.\n\nothers\n\nmay live;\n\nthe minister, who takes a vow of poverty that he may\n\npreach the gospel of wealth and point his fellows to the way of Hfe here and\nhereafter;\n\nthe soldier who endures the hardships of the trenches and dies\n\nthat others may live and be free; the mother who passes thru the shadow\nof death and denies herself leisure, comfort, and the necessities of life that\n\nthe state may have citizens\n\nearth\n\nand that the race may not perish from the\n\n—these do not expect to be paid in\n\nfull either in\n\nmoney or in the\n\nwork by their fellows. For them as for teachers\nthere are other and higher forms of reward, and only these can be accounted\n\nappreciation of their\n\nas finally adequate.\n\nTeachers who do their work well and who, either in fact or by faith,\nsee the world made better as a result, individuals\n\nmade healthier, wiser,\n\nand suffering made less; the commonwealth made more;\nsocial purity and civic righteousness increast public laws made more just;\npatriotism broadened and purified; state and nation made stronger and\nsafer against attack from without and decay from within, and the world\nlifted to a higher plane and into a brighter sunshine and a purer atmosphere,\nthese are possest of wealth unseen and for most unseeable.\nhappier;\n\nsin\n\nNot for the sake of the teachers, primarily, but that the schools may\nbe made fully efficient; that children may be well taught; that the material\nwealth of state and nation may be increast so that we may have the means\nof paying our debts, building our highways, caring for our unfortunates,\n\nand meeting other pubHc expenses and at the same time enough for all\nthe people to live in comfort; that our democracy may be preserved,\npurified, and made more effective; that scientific discovery, useful invention, and artistic expression may be promoted; that we may act well our\npart in the commonwealth of the world, we must pay such salaries as will\n\n"}
{"page": 72, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n56\n\n[General\n\nbring into the schools as teachers men and women of the best native ability,\nmen and women strong and well organized physically, mentally, and spiritually; men and women of the finest culture and the most thoro and\n\ncomprehensive education, academic and professional, and so adjust their\nsalaries as to enable us to hold all those who show themselves most capable\nand best fitted for the work. In this most important of all our enterprises\nwe cannot afford to pay less. Nor should we fear that by paying good\nsalaries we shall degrade the cause of education and lower the ideals of the\nteacher.\nIn this country as in no other and now as never before we have\nplaced all service on a money basis, making money the means of exchange\n\nof service as well as of commodities.\n\nThe time has now come when men and women of unusual native\nability and strength of character can mg^e more money in any of hundreds\n\nof occupations\n\nthan they can in teaching.\n\nFew of them will teach any\n\nlonger as they have done in the past while waiting to find themselves or to\n\nmake money for a start in business or for paying for preparation for other\nwork. They will accept employment which is at the same time more\nattractive and more remunerative.\nFrom now on schools will be taught\n(i) by unprepared and inexperienst young men and women of mediocre\nability and less, while waiting for the maturity which is required for employ-\n\nment in the minor and more common occupations; (2) by the left-overs\nof such men and women who have failed to find more attractive and remunerative employment elsewhere but have not wholly failed as teachers; or\n(3) by men and women of better native ability, stronger character, more\nthoro education and the professional preparation which will enable them to\nsucceed to such an extent that they may be induced by the payment of\nadequate wages to continue to serve their country in a high and valuable\n\nway as teachers.\n\nThis constitutes the real crisis in education.\n\nWe have come to the parting of the ways.\n\nThe choice lies with us.\nWhich shall we accept? Make-shift teachers of the first two classes we\nmay continue to get in sufficient numbers by paying salaries relatively as\nlarge as those paid in 19 14 before the beginning of the large increase in the\n\npower of the dollar, and\nby continuing the pohcy of failing to recognize proven abihty and increast\npower and skill by a corresponding increase in pay. To have the same\nrelative value and purchasing power as salaries paid in 19 13-14, the present\nsalaries and salaries for some years to come must be approximately twice\ncost of living and the decrease in the purchasing\n\nas large as they were then.\n\n—\n\nFor teachers of the third class ^and we should be satisfied with no\nother we must pay salaries larger relatively than we have paid at any\ntime in the past and must adopt a policy which will give such recognition\nto teachers of unusual ability as will hold them in the service of the schools\nagainst the temptation of better pay elsewhere. Temporary increase in\npay of teachers will not be sufficient. There must be such guaranty of\n\n—\n\n"}
{"page": 73, "printed_page": null, "text": "Sessions]\n\nADEQUATE PAY FOR TEACHERS\n\n57\n\ngood wages in the years to come as will induce young men and women of\nsuch native ability and character as good teachers can be made of to accept\nteaching as a profession and take the time and spend the money necessary\nto prepare themselves for\n\nit.\n\nThe demand for professional preparation\n\nand continued service, coupled with inadequate pay, can only result in\nsupplying the schools with teachers of small caliber, little native ability,\npassive and negative character, weak in purpose and will, unfit to become\n\nthe inspirers and guides and educators of those who are to make up the\ncitizenry of the great democratic republic, solve the problems and do the\n\nSuch teachers are not fit seed corn for the new\n\nwork of the new era.\n\nharvest to which we should 9,nd do look forward.\n\nThe average wealth production of the adult worker of the United\n^probably somewhat more. The\nis not far from $1,250 a year\n\n—\n\nStates\n\naverage for men and women of the ability, preparation, and industry of\n\nsuch teachers as we are talking about cannot be less then $2,000;\n\nit is\n\nprobably nearer three or four or five thousand dollars. But in view of the\nfact that teaching is by its very nature an altruistic calling, and also because\nit\n\nmay reasonably be supposed that the purchasing power of the dollar\n\nwill increase considerably within the next few years and the cost of living\n\nas measured in dollars relatively decrease, let us agree on $2,000 as an\n\naverage salary for teachers in elementary and secondary schools of the\n\nUnited States.\n\nThis is three times as much as the average for the year\n\n191 7-18, and\n\nmore than 150 per cent above the average for the year\n\n1919-20.\nIf the pay to beginners is so fixt that the average for all teachers in the\nfirst year in urban and rural elementary schools and high schools is $1,200,\n\nthis will allow salaries of $2,000, $3,000, $3,500, and $4,000 for those who\n\nhave gained experience and proved their worth. Salaries of $5,000 or more\nmay be held out as rare prizes for those who are willing and able to pay\nthe price of such great and fine service as is recognized by unusual rewards\nin other professions.\n\nI\n\nam not including in this average the salaries of\nofficers, nor am I including\n\nsuperintendents and other administrative\nsalaries of teachers in universities,\n\ncolleges,\n\ntechnical,\n\nand professional\n\nschools.\n\nWill the people pay?\n\nThe wealth is theirs, the children are theirs,\n\nthe schools are their agents, owned and supported by them for the education\nof their children and for the attainment of all that this means and can be\n\nmade to mean for their own happiness, for the individual welfare of their\nchildren, for the production of material wealth, for the individual\n\nand\n\ncommon good, for the public welfare, for civic righteousness and social\npurity, for strength and safety of State and Nation, for all that patriotism\n\nmeans, and for all that supports life and makes it worth living.\nwill respond.\n\nI have\n\nwhen the people are made to understand this they\nThey have never failed. They will not fail now.\n\nfaith to believe that\n\n"}
{"page": 74, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nS8\n\n[General\n\nOur schools are the greatest cooperative enterprise of our democracy.\nThru them, in theory at least, all pay according to their ability, regardless\nof their wealth, that all may, regardless of their poverty, have as nearly as\npossible equal opportunity in education and in all those things that depend\non education. Never in our history has education for the individual,\nfor society, for state, for the nation, and for the world meant so much as\nnow.\n\nWe understand now better than ever before the importance of the\n\nteacher in the school.\n\nLet us help the people to understand these things\n\nand the rest will follow.\n\nAMERICANIZA TION\nJESSIE L. BURRALL, CHIEF OF SCHOOL SERVICE, NATIONAL GEOGRAPHIC\nSOCIETY, WASHINGTON, D.C.\nI wish to leave the practical working out of the Americanization of our\nadult foreign and native born to the others on the program, and call atten-\n\ntion to the eighteen million children of our public schools today, whether\nborn in America or in other lands, who are in great need of Americanization.\n\nWe must inculcate in the minds of our people a respect for the public\nWe have allowed in the last ten years criticism of the teaching\n\nschools.\n\nby teachers and superintendent, well meant, but nevertheless\nWe must work together as never before to\nsee that the public appreciates the good features of our schools and loyally\nbuilds them up to the point of greatest efficiency.\nBut once we have secured the needed and equippt teachers, how are\n\nprofession\n\ndestructive, to be given out.\n\nthey going to teach Americanization ?\n\nHow are they going to get into the\n\nminds of thousands of children the meaning of America ? We have said\ncertain words so often that we almost ignore the deeper meaning of them\n\n—\"We hold these truths\n\nto be self-evident that all men are created equal,\n\nendowed by their Creator with certain inalienable rights,\nthat among these are Life, Liberty, and the pursuit of Happiness.\" Our\nbusiness is to translate these words into the speech, thought, and action\nof out boys and girls.\nWe have had enough of patriotic talk, of vain\nrepetitions.\nLet us take up those words and make them meaningful to\nthat they are\n\nchildren.\n\nmen and women of the next genermake secure those three inalienable\nrights to their fellow men, we must begin now with the boys and girls by\nLife, Liberty, Happiness!\n\nIf the\n\nation are going to have the will to\n\nseeing to it that they have the will and desire to secure those rights for their\nfellow schoolmates.\n\nHow can a boy or girl growing up in the schools be\n\ngiven a chance to cultivate the will to secure for his comrades the right to\nlife?\n\nLet us give only one simple translation that any boy or girl can\nTo secure the right to \"Life\"\n\nunderstand and use as a guide to conduct.\n\nmeans, in brief, giving to everyone around a square deal.\n\nDo you believe\n\n"}
{"page": 75, "printed_page": null, "text": "AMERICANIZATION\n\nSessions]\n\nthere\n\nis\n\n59\n\na profiteer in America today who did not cheat in the spelling\n\nlessons long ago, or cheat in games, or bully the smaller boys?\n\nLiberty\n\n—our much abused old word. Liberty! Let us remind our\n\nboys and girls that liberty does not mean freedom to do as they please, to\nspread poison on the streets, to disfigure public buildings, nor to disturb\n\nWe\nIt does mean freedom to build up and to help.\nmost earnestly in freedom of the press and freedom of speech.\nTrue, we often get into trouble with our freedom of speech and of the press.\nthe public peace.\n\nbelieve\n\nWe often hear the soap-box orators inciting their hearers to the verge of\ntreason.\nBut how much less harmful are such men spouting like geysers\non the street than plotting in cellars ? If we can create a truly democratic\nspirit in every schoolroom, where children practice tolerance of others\nand play fair with rich and poor alike, we will raise up a generation of\nLet us repeat Liberty in\ncitizens that no soap-box orator can sway.\nAmerica means that we set people free to live and grow and develop into\n\n—\n\n—\n\nthe best for which they are intended, and free to be helpful.\n\nHappiness! This does not mean money for all the \"movies\" to which\nwe want to go. It does not mean wealth or comforts. It means ability\nThe happiness of the real teacher in the real school is to be able\nto grow.\nto reach out to freckled-faced, snub-nosed, dirty-fisted John, Dick, and\nHenry, and give them a chance to develop excellencies. Happiness for\neach child means that he shall have a right to develop his ability and win\n\nthe respect of the community.\n\nIt\n\nmeans that the children give to the\n\nson of the Italian street vender the same rights in class and on the play-\n\nground as to the son of the doctor, lawyer, or wealthy manufacturer.\n\nThe cornerstone of America was laid in the cement of religious freedom,\nand in the separation of Church and State. That means the separation of\nchurch and the public schools, but it does not mean the separation of God\nand the public schools. We sit h^re tonight representing almost as many\ncreeds as there are individuals, but creeds are only channels thru which\nindividual souls find God. Just as the rivers that fall on the mountain\ntops flow away in opposite directions, winding thru tortuous courses, yet\njust so, thru our amazing number of\nwe all reach a final goal. No creed has any place in the public\nschool, but the only teacher who ought not to be allowed in our schools is\nthe one who does not recognize a supreme, loving, beneficent Being, or\nthe one who has a hymn of hate in her heart for any class or race or creed.\nThe brotherhood of man is a useless bit of talk without the Fatherhood\n\nin time all reach the infinite sea;\n\ncreeds,\n\nEvery child has a right to be brought up in a moral and spiritual\nSo, fundamentally, our Americanization problem is to put\nGod into the public schools. With his guidance, America can work out\nher destiny, for the spirit of America is one of constant advance. She\n\nof God.\n\natmosphere.\n\ndoes not recognize impossibility in science or in invention.\narts she forges\n\nahead thru any difficulty.\n\nIn\n\nall\n\nthe\n\nHow did the pioneers conquer\n\n"}
{"page": 76, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o\n\n[General\n\nthese plains, facing hardship, privation, and danger in a measure that\nseemed to make permanent settlement impossible? Yet they moved\nsteadily onward.\nWhat are the impossibilities to America? The things\nof which no one has thought.\nOnce an idea has been conceived in the brain\nof a group of Americans, that instantly becomes a possibility of the future.\n\nThe typical spirit of America is seen in a little quatrain called \"The Song\nof the Panama Canal Builders. \"\nLet us make it the song of America's\nchildren:\n\nHave you got any seas they say are uncrossable?\nHave you got any mountains you can't tunnel thru ?\n\nWe specialize on the wholly impossible,\nDoing the things that no one could do.\n\nTHE STRANGER WITHIN OUR GATES\nWALTER E. CLARK, PRESIDENT, OF THE UNIVERSITY OF NEVADA, RENO, NEV.\nThe greatest goal for a nation is the production of the highest possible\ntype of man or woman.\n\nImmigration is the most important of the greater\n\npublic problems of this nation because the immigrant is a fundamental\nfactor in the production of the American of tomorrow.\n\nThe theme. Immigration, naturally divides into two greater divisions;\nthat concerned with the international immigrant policy, which should\ncontrol the inflow of new immigrants, and that concerned with the domestic\n\ntreatment of aliens once admitted.\n\nThe domestic policy has been so\n\nfrequently and so fully presented to the teachers of America under the\ngeneral heading of Americanization of our aliens that I beg privilege\nentirely to pass this great phase of the subject.\n\nI shall devote the brief\n\nquarter-hour alloted to me in outlining some of the leading reasons why\n\ncomplete restriction of immigration to this country should be put into\nI have time but to suggest these leading reasons and shall present\nthem under three main headings: Mass, Massing, and Alienness.\nThe mere mass, the mere volume of immigrant inflow in recent years\nhas grown so huge that it is imperiling the Repubhc. Record of the inflow\neffect.\n\nof new immigrants, taken with fair accuracy since 1820, shows us that such\n\nimmigrants came by the thousands until the forties of the past century.\nThe annual number rose to one hundred thousand for the first time in the\nearly forties, mounted nearly to half a million in the middle fifties, dropt\noff during the Civil\n\nWar and the critical times of the seventies, and rose to\n\nits nineteenth-century peak of nearly\n\n1882.\n\neight hundred thousand in the year\n\nThe depression years of the nineties saw the inflow reduced to\n\nlittle above two hundred thousand a year but after these depression years\n\nended, the record shows us a steep continuing increase reaching a million\n\nup to almost thirteen hundred\nDuring the decade just preceding the war, from 1905\n\nfor the first time in 1904 and mounting\n\nthousand in 1907.\n\n"}
{"page": 77, "printed_page": null, "text": "1\n\n!\n\n9\n\nTHE STRANGER WITHIN OUR GATES\n\nSessions]\n\nto\n\n1 9 14,\n\n6\n\ninclusive, a little more than ten millions of new immigrants came\n\ninto this land, an average of more than one miUion a year\n\nThere are those who would justify the receipt of even a miUion or a\nmillion and a half of new immigrants a year on the ground that the numerical\nstrength of the Nation is made greater and that greater numerical strength\nmeans greater martial power and more rapid industrial progress. Fair\nchallenge may be made in the long run whether the incoming immigrants\n\nhave materially increast the numerical strength of our nation. Fair question may rather be raised whether we have not substituted new ahens by\nthe hundred thousand, aye, by the million, for unborn native Americans!\nThe mere overwhelming mass of immigration into this land has imperiled\nthe Republic and has retarded and to some extent has thwarted democratic\nsolutions.\n\nAliens have not only come to us in huge and indigestible masses but\n\nthey have on arrival congested themselves.\n\nThruout the past generation,\n\nover eighty out of every hundred of our immigrants have located in the\n\nNorth Atlantic and North Central States.\n\nAs a second degree of their\n\ncongestion, more than three quarters of this eighty out of every hundred\n\nhave located in eight of our greatest industrial states. As a third degree\nof this congestion, these immigrants in the more congested states have\nIn the fourth degree of their\n\nthronged to the great industrial centers.\n\ncongestion they have so crowded the tenement districts of these industrial\ncities as to make urban tenement life the plague spot of our day.\n\nEvery\n\nphase of our democracy's struggle is made more difficult by this persistent\ncongestion of the new immigrants.\n\nThe massing of the aliens during the past generation has imperiled the\nRepubUc.\nThe mere alienness of the incomers is a third great factor for difficulty.\n\nBack of the seventies of the nineteenth century, nearly all of our\n\nimmigrants came from northwestern Europe, with civihzation closely akin\nto our own, with high degrees of Hteracy, many of them speaking our own\n\ntongue.\n\nSince the seventies our immigration has increasingly come from\n\nsouthern and eastern Europe, utterly alien in history, traditions, culture,\n\nand tongue.\nIn 1870 only one incoming immigrant out of one hundred came from\nRussia,\n\nAustro-Hungary,\n\nand\n\nItaly.\n\nIn\n\nthat\n\nten-miUion-immigrant\n\ndecade from 1905 to 19 14 nearly seventy immigrants out of every hundred\n\ncame from Russia, Austro-Hungary, and Italy. This shift in geographic\nsource multiphed into the increasing number of comers, has massed an\nalienness which checks our democratic progress at every step.\n\nAs I have outlined this brief, it may seem a selfish one.\n\nMay I make\n\nthree closing suggestions in terms of world rather than national ends?\nFirst, it is in question whether permission for tens of thousands to come\nfrom some congested European nation in any wise really lessens the\n\n"}
{"page": 78, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n62\n\ncongestion in that nation.\n\n[General\n\nFor a generation the little boot-state of Italy,\n\ncradle of the world, has sent out half a million of its citizens a year to\n\npermanent residence elsewhere and yet, during this same generation, the\npopulation of Italy has steadily risen.\n\nSecond, I sometimes wonder whether the older world nations, whose\ncitizens flee by thousands to this Republic on the ground that they find\n\nold-world life relatively unendurable, would not much more readily develop\n\nendurable conditions for their home peoples if their more sensitive citizenry\ndid not find so easy and so alluring asylum in this New World.\n\nIn the\n\nconcrete, I cannot help wondering whether in 1904 and 1905 great Russia\n\nmight not have achieved a stable constitutional monarchy if those in\nalmost permanently successful rebellion against the more despotic government had been aided by the brain and brawn of the hundreds of thousands\nof discontented spirits, who in the preceding quarter of a century had fled\ntheir Russian discontent and sought easy asylum here.\n\nThe third and final suggestion is that the closing of America's doors to\nalien immigrants is not necessarily a closing of world asylum.\n\nRather it is\n\nnarrowing the range of the asylum. The great South American lands,\nChiH, Argentine, and Brazil, are today in the stage of development in\nwhich our land was in the fifties and sixties of the last century. These\nlands desire immigrants and are offering special inducements to them.\n\nThere are, therefore, other desirable, wide, and real asylums for those who\nstill would flee their Old World discontents, even tho America should bar\nher every door to all incoming immigrants.\nWholly to prohibit incoming ahen laborers will not solve any of our\ngreater American democratic problems, but\nsolution of every one of these problems.\n\nit will\n\ngreatly simplify the\n\nIt will not insure the attainment\n\nsupreme American type but it will remove an otherwise perennial\nstumbling-block in the way of progress toward that great goal of the nation.\nWith more than one hundred million of people already within the Republic,\nof a\n\nwith tens of thousands of its best farmers overflowing into a neighboring\ncommonwealth because our richer pubHc lands are now all taken, with a\npotential army of fifteen millions to protect the Republic against any\npossible foreign invasion, with our rich natural resources all in full process\nof exploitation, our Republic has reached the time and the conditions when\n\nand under which it is wisdom to close the door against further alien incomers,\nat least for long enough time that we may again locate the fixt stars in\ndemocracy's heaven and regain and maintain the direct democratic course\nfor our Ship of State.\n\n"}
{"page": 79, "printed_page": null, "text": "TRAINING FOR CITIZENSHIP\n\nSessions)\n\n63\n\nHOW WE ARE TRAINING FOR CITIZENSHIP IN OUR\nPUBLIC SCHOOLS\nF. B.\n\nCOOPER, SUPERINTENDENT OF SCHOOLS, SEATTLE, WASH.\n\nFor one to show here what is being done in any single school system,\nwould be to reproduce what is done in many systems. What teacher,\nacting under the inspiration of Ufe in a great democracy is not inspired by\nand does not attempt to teach love of the land and all its possibiUties, of its\nwealth of resources, its material advantages, and of its loveliness, of admiration for its history, and its achievements, for its institutions, and its great\nmen and women, for its heroic figures and splendid leaders; for its guerdon\nof freedom, and its gifts of opportunity ?\nThru the gateways of geography, of history, of civics, and of literature\nwe try to inspire the behef that it is a good country and a great one, and\nthat its strength and permanence depend upon the character and ideals of\nthose who enjoy its bounties and protection. We try to inculcate the\ndoctrine of neighborliness, and instil respect for the obligations of neighborship, \"that no man can live unto himself,\" that each must have respect for\nall as well as all for each.\nWe try to mold into the minds of our youth the\nsentiments that ours, not mine, is at once the most enriching and satisfying\nattitude. We attempt to emphasize the thought of our home, our neighborhood, our city, our country. We labor to induce respect for law and\nobedience to it. We hold up for reverence the law of the home, the law of\nthe school, the laws of the state or town or nation. The children of the\npublic schools participate in law making for the school. Some of this\ninstruction is by precept.\nSome of it takes the form of training thru\nschool, home, and neighborhood activities.\nWe believe that lessons in citizenship must function somehow thru\npractical activities and that all that is taught should be vitalized thru\nexperience. We hold to the view in our practice that boys and girls have a\npresent citizenship that has duties, responsibilities, obhgations, and rewards.\nThe individual report card that goes out quarterly to parents bears upon\nits\n\nface a ranking in citizenship, instead of in conduct or deportment.\n\nGood citizenship in the school stands for recognition of the rights of\nothers, of the rights of property, for obedience, for trustworthiness, for\nself-control, for moral courage, and for generosity.\n\ntion and for a wiUingness to fulfil one's duties.\n\nIt stands for coopera-\n\nThe school ofifers singularly\n\nadvantageous opportunity for the employment of cooperation.\n\nThe play instinct may be used in games. Children may be trained to\nThey should learn to follow the leader, to take turn\nin being the leader, to give up to one another, to \"play your best,\" npt to\ncry when hurt and not to quarrel. By such natural means children will\nlearn to tell the truth, to be fair, to show courage, and to exercise selfa sense of fair play.\n\ncontrol.\n\n"}
{"page": 80, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n64\n\n[General\n\nChildren need to have some knowledge of their heritage to be proud\nof it, and to feel the challenge of America.\n\nThis part of the work will call\n\nfor some formal teaching, but the informal methods should not be cast\naside.\n\nChildren love to dress and act as they think their heroes drest and\n\nacted; they love to have part in pageants.\n\nThe different national hohdays\n\nmotive to such dramatic expression. The participation in a\npatriotic pageant or play may be made to have concrete personal value\nwill give\n\nto children in the inculcation of ideals.\n\nProjects combining or coordinating\n\nhandwork and the\n\ncitizenship ought to be a constant part of school life.\n\ntraining in\n\nNo other method\n\nhas possibilities so vital; ommittees to work out projects with great\ninterest and success.\n\nThe use of pictures, \"for knowledge is of things we\n\nsee\", are common; pictures of heroes, of historic scenes, of public buildings.\n\nChildren ought to be trained to make collections of such pictures and to\n\n—\n\nabout them. The value of Hterature stories and fine passages for\nmemorizing is so generally accepted that more mention is needless.\ntell\n\nHOW ARE WE TEACHING CITIZENSHIP IN OUR SCHOOLS?\nL. P.\n\nBENEZET, SUPERINTENDENT OF PUBLIC SCHOOLS^\nEVANSVILLE, IND.\n\nThe teaching of citizenship, like the teaching of medicine, dentistry,\nlaw, or our own profession, is fully completed only when theory is followed\n\nby practice.\n\nIn the Evansville Public Schools we are trying an experiment\n\nalong this line.\n\nThruout the year 1919-20, there have been sent out to all the teachers\nand eighth grades so-called weekly\nlessons in citizenship. Number one, issued during the last week in October,\ndealt with Hallowe'en and the destruction of pubhc property. The teacher\nwas askt to read to her pupils a Uttle story on the origin of Hallowe'en\npranks. The children were also reminded of the fact that certain playground apparatus on the public school grounds had been destroyed on\nHallowe'en with the result that it had never been replaced. The Uttle\nfolks had been deprived of their daily fun, coasting down the slides, etc.\nThe point was brought out that damage done to pubhc property, like\nschools, has to be paid out of the money of the taxpayers, and that the term\n\"taxpayers\" really means every resident of the city whether he owns\nproperty or not, for those who pay rent simply pay their taxes indirectly.\nThe teacher was then instructed to ask her pupils questions of this sort:\nWhat are harmless Hallowe'en pranks? What are harmful pranks?\nof the fourth, fifth, sixth, seventh,\n\nWould it be fun to smash playground apparatus that your Httle brothers\nenjoy using? Were the school authorities right in not replacing this\nproperty which had been destroyed ?\n\nWho owns the schoolhouses ? Who\n\n"}
{"page": 81, "printed_page": null, "text": "\"\n\nSessions]\n\nTEACHING CITIZENSHIP\n\n65\n\npays for windows that are broken in them ? What do you think of a boy\nwho would smash all the windows in his own house ?\nThe second lesson dealt with Armistice Day, the meaning of the war,\n\nand the necessity for hard work and thrift on the part of everybody in\norder to pay off the tremendous war debts.\nA school strike which took place in a neighboring state on November II, furnisht the subject for the third lesson. The young strikers had\ndemanded the same credit for a much shorter term and briefer hours spent\nin school.\nThey had insisted on no home study and the dismissal of all\nteachers over twenty-five years of age.\n\nIn the discussion of this incident,\n\nthe children were made to see that no amount of medals or athletic prizes\n\nwould help a boy if he had not earned them and was weak and anemic.\nA threatened epidemic of smallpox gave an opportunity to drive home\nour duty to our neighbors in reporting contagious diseases and obeying\nThe Boston police strike furnisht an\nstrictly the health regulations.\nexcellent lesson on duty of pubHc servants.\nSome school men have said\nto me, \"How did you dare discuss such things in so highly unionized a city\nas Evansville ? '* I have found that we always dare to tell the children the\ntruth.\nThe installation of a school banking system gave a fine chance to\nimpress upon the pupils the lesson of thrift. Other subjects that have\nbeen dealt with include non-production, the result of the purchase of\nneedless luxuries, gambling, amateur sport, clean streets, insurance, honesty,\nliberty, and license.\nSo much for the extra textbook instruction. The eighth-grade pupils\ncomplete their work in United States history some three months before the\nclose of the year and devote the remainder of the time to systematic instruction in civics out of an excellent text.\nSo much for the theory. The test of whether any of this instruction has\ntaken root or not comes in the system of self-government with which we\nhave been experimenting during the past year in the Central High School,\nand to a smaller extent in the other two high schools also. Four years ago,\nthe principal of this school, John O. Chewning, instituted what was known\nas a Senior\n\nHonor Room.\n\nStudents admitted to this room were not\n\nsupervised during their study hours by any member of the faculty.\n\nwere allowed to come and go at will.\n\nThey\n\nHowever, it took the unanimous\n\nvote of the sixty-five teachers to admit a student to this room and any\ninfraction of the rules or unsatisfactory conduct in any other part of the\nbuilding, resulted in his prompt dismissal from its roll.\n\nBefore long we\n\nhad students registering an application to be admitted to the room and ready\nand eager to submit to a month's probation as a pre-requisite to being\ngranted this privilege. Soon the Junior Class petitioned the faculty to be\nallowed to start an Honor Room of their own and this petition was granted.\nFrom the Honor Room came the idea of student self-government which\nis\n\nnow spread over nearly the whole school.\n\nThe entire tenth, eleventh,\n\n"}
{"page": 82, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66\n\n[General\n\nand twelfth grades are now included as are a part of the Freshmen. Eleven\nhundred pupils all told are studying without supervision other than that\nof student monitors elected by ballot from their own number.\nTo begin with, when the scheme was proposed, a secret ballot of the\nentire fifteen hundred students was taken and only twenty-eight voters\nwere recorded against it. Each study room elected its own monitors,\none for each period in the day with an alternate to act in case the first\nnamed is absent. Over and above the monitors, there is a court of ten\nprefects, five boys and five girls, elected thru a secret ballot by the school.\nThese then choose from their own number one of each sex to be head\nEach monitor makes a report to the principal's office every day\nprefect.\non the order in the room during the period when he was in charge. One\nper cent is cut off for each act of communication, for each leaving of the\nroom, for each pupil who is not in his seat at the beginning of the period,\nor for any other act of disorder. The names o£ students committing these\noffenses are not reported.\n\nThe scores of the study halls are made public.\n\nWe knock wood as we say that the plan has succeeded far beyond the\nbounds of our expectation.\n\nOut of thirty-eight study hall periods in the\n\nschool, only six are in charge of teachers.\n\nWe feel that these boys and girls have learned two valuable lessons-\n\n—more valuable even than the Pythagorean proposition or the composition\nof Caesar's\n\nfamous bridge:\n\nfirst,\n\nseK-control,\n\nauthority of their own choosing.\n\nand second, respect\n\nfor\n\n•\n\nIn too many schools our teachers and principals are fiddling away,\nNero-like upon technical grammar and partial payments, while the world\nis burning.\n\nThe school of the future will be judged by the citizenship of its product.\n\nHOW CITIZENSHIP IS TAUGHT IN THE SCHOOLS OF\nLOS ANGELES\nSUSAN M. DORSEY, SUPERINTENDENT OF SCHOOLS, LOS ANGELES, CALIF.\n\nA brief reference should be made at the outset to a work in Los Angeles\nin the interests of adult citizenship.\n\nThe schools have taken over the\n\neducation of the foreign resident for the purpose of preparing him, thru\nmonths and sometimes years, if he so elects, to assume American citizenship\n\nwith an understanding of its duties and responsibihties. Upon the approval\nof the school, at the end of a course of varied instruction, the court bestows a\nThe graduation of these candidates into citizencertificate of citizenship.\nship is markt by appropriate and often impressive exercises while frequent\n\nreunions serve to keep alive the patriotic impetus and ideals of their former\nmonths of study. The association of these adult students, bent upon the\n\none object of preparmg themselves for intelligent and useful citizenship is\n\n"}
{"page": 83, "printed_page": null, "text": "HOW CITIZENSHIP IS TAUGHT\n\nSessions]\n\n67\n\nproductive of lasting good thru the interchange of opinions and the gradual\ntransformation of their ideas into American ideals.\nquest for citizenship largely from\n\nMany who begin the\n\nselfish considerations are in\n\nthe end\n\ninitiated into lives of genuine and intelligent service to the country of their\n\nadoption.\n\nIt\n\nseems strange that a thing so obvious as the necessity of\n\npreparing foreign candidates for citizenship and of testing for a time their\nfitness for such a high privilege should have been overlookt by educators\nand citizens in general until recently.\nAside from this particular and culminating period of direct preparation\nfor the final act of initiation into citizenship, many day and night schools\nare busy with the teaching of English to foreign men and women and with\nthe work of leading these residents into an understanding of American ways.\nThru the home teacher every variety of assistance is given. She visits\nthe home and encourages the foreign mother to enter a day school conducted\nfor her special benefit where every provision is made to care for the children\nwhile the mother receives instruction in English and in American home-\n\nkeeping.\n\nIn the regular day schools of the city there is a conscious and continuing\n\npurpose to lead the young children into a comprehension of the meaning of\ncitizenship thru the development step by step in the course of study^ of\n\nthe problems which grow out of the common needs of people and how those\n\nneeds are best met thru association in groups for the purposes of protection,\n\nThe problem may be briefly stated in these terms:\n\"Our Needs in Common and How Those Needs are Met.\" The children\n\nhelp and improvement.\n\nare taught that good citizenship means giving thought to making the place\nwhere they Uve safe, healthful, and progressively better. To this end\npolice protection, fire protection and health protection must be provided.\n\nThere must be good roads and well-paved and well-kept streets as free as\nThere must be the means of safe and rapid\npossible from danger.\ntransportation.\n\nNo opportunity is lost to initiate the children into actual citizen experiences; one illustration will suffice as an instance of how this is done.\n\nIn\n\na recent school-bond campaign, as a result of which a school-bond election\nfor nine million five hundred\n\nthousand dollars was carried triumphantly\nwith a vote of fourteen in favor of the bonds to one against, the children\n\nmeasure did the work. In California we are handicapt\nby a stupid law which makes the work of a school-bond election almost\nimpossible. The polls may be open only at eight and must close at six;\nno provision is made for pubUcity of any kind even to the extent of sending\na sample ballot to the voter and the precincts may be combined in any\n\ncitizens in large\n\nunusual fashion.\n\nTo secure the necessary pubHcity to carry a school-bond\nTo each\n\nelection the children must be taken into responsible partnership.\n\nchild mature enough for service in the recent election there was entrusted\n\nthe responsibility of interviewing the citizens on a certain street or in a\n\n"}
{"page": 84, "printed_page": null, "text": "\"\n\n:\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\n68\n\n[General\n\ncertain section, of soliciting their interest and favorable vote and of keeping\n\nthem constantly reminded of the date of the election. In each neighborhood the citizens were invited to a public meeting at the schoolhouse where\nbond songs composed by the children were sung and talks were given by\nthe children, by citizens, and by school authorities, setting forth the needs\nof the city and of that particular district.\nIn the first years of high school the teaching in citizenship is done thru\nthe medium of English, the first two years of which are required of every\n\nThe basic material of this English course is civic and patriotic\nI quote from the course of study: \"The experiences thru\nwhich the country has recently past have shown the importance of continuing to study the best utterances of the founders of the Repubhc and to\ntrace the civic ideals they cherisht thru their successors down to the present\nand to show where these ideals are functioning now and where the failure to\nstudent.\n\nin character.\n\nobserve their spirit and purpose has resulted in class jealousies, antipathies,\n\nand sometimes in civil tumults, all of which threaten to nullify and destroy\nthe slow gains of the ages, to impoverish life and to restore tyranny in\n\nnew forms.\n\nA unique organization known as the Ephebian Society, membership\nin which is highly coveted, crowns the school life for the favored winner\nof a place in the honored group.\n\nOut of the graduating class each year\n\nare selected certain students good in scholarship, but pre-eminent in public\n\nand service, who are elected to take upon themselves the duties\nand the pledge of the Epheboi of ancient Greece; in a word, to educate\nthemselves to guard and help their city. The group is already a large one.\nIts June meeting, at which members who are in college or in business\nreturn for an annual reunion, is coming to be an event. The pledge taken\nby the Ephebians shows sufficiently the spirit and significance of this\nspirit\n\norganization\n\nWe will never bring disgrace to this our city by any act of dishonesty or cowardice,\nnor ever desert our sujffering comrades in the ranks; we will fight for the ideals and\nsacred things of the city, both alone and with many; we will revere and obey the city's\nlaws and do our best to incite a like respect in those above us who are prone to annul or\nset them at naught; we will strive unceasingly to quicken the public sense of civic\nduty. Thus, in all these ways, we will transmit this city not only not less but far\ngreater and more beautiful than it was transmitted to us.\n\nWHAT THE WAR HAS CONTRIBUTED TOWARD TEACHING\nCITIZENSHIP\nGUY POTTER BENTON, CHAIRMAN ADVISORY COUNCIL, ASSOCIATED\nEDUCATORS OF AMERICA, NEW YORK, N.Y.\nis civilization learning the lessons of the world- war as the school children\n\nMertzen were learning their \"First Lesson\" in French that morning\nwhile the AlUed armies were hastening their emancipation? It is not\n\nof\n\n"}
{"page": 85, "printed_page": null, "text": "\"\n\nSessions]\n\nWAR AND THE TEACHING OF CITIZENSHIP\n\n69\n\ntreason to affirm apparent failure on the part of the American people to\n\napply the outstanding lessons which should have been taught by the\ngreatest human conflict known to the records of Time. Admission of the\ntruth as an indispensable preliminary to a right-about-face for a progressive\n\nmarch in the right direction is manifestation of the highest patriotism.\n\nHow many times at the beginning of our participation in hostihties\ndid we hear the prophecy that America had grown sordid and selfish thru\nprosperity and greed of larger wealth!\n\nAnd how often were we told that\n\nwar was a purification process which would purge us of our greed and\nrestore the spirit of unselfishness in service to all the nations of the earth\nIs it cynicism to say that these results have not been attained ?\n\n1\n\nIn the\n\npresence of an orgy of extravagance, indulgence, and selfish disregard of\n\nneighborly obligations we must admit that these altruistic prophecies thus\nfar remain unfulfilled.\nIt was warrantable expectation that this war, which America entered\n\nwithout ambition for financial or\n\nterritorial gain,\n\nineffaceable lessons of the highest citizenship.\n\nshould have taught\n\nBy our participation in the\n\nwar we did emphasize, while it was still in progress, the two great fundamental lessons of civilization, namely, obhgations of neighborhood and\nduties to childhood.\n\nIf\n\nwe now make quick recovery from the feverish\n\naftermath of war and apply these lessons properly in the homes and schools\nof the United States we shall justify our costly sacrifices by producing the\n\nhighest type of citizenship the world has ever known.\n\nFor centuries Christendom has been iterating and reiterating the divine\n\ncommand: \"Thou shalt love thy neighbor as thyself,\" but there is ground\nfor fear that, in many instances, these words have been as \"sounding brass\n\nor a tinkhng cymbal.\n\nWho is your neighbor of the Christ conception ? He lives in the next\ndooryard; he lives down the street; he lives in the adjoining county\n\n—to be\n\nand that is as far as most people go in their conceptions of neighborhood. Your neighbor is every man made in the image of God regardless\nof race or color.\nYour neighborhood is not circumscribed by the narrow\nlimits of your own community.\nThen, O, men and women of America,\nas the first and indispensable lesson of citizenship rising on a sea incarnadine,\nlearn to love your neighbors as yourselves.\nWe should know now, as we have never known before, that we cannot\nescape responsibihty for the woes of other nations. Our clear duty to the\nhumanity of every hemisphere is to help when help is needed; to give\nrelief when relief is required.\nBut in learning and teaching this lesson we\nmay go too far. Our responsibility does not extend to participation in\ninternational difficulties which are of no vital moral or physical concern to\nOur neighborly duty must not be confused with gratuitous and\nus.\nofficious meddlesomeness.\nTo the American of far-seeing inteUigence it\nmust be more apparent today than ever before that Washington spoke\nsure\n\n;\n\n"}
{"page": 86, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n70\n\n[General\n\nwith prescient wisdom when he warned his contemporaries and the posterity\nof his native land to avoid entangling alliances.\n\nThe United States can well afford to maintain the dignified attitude of\ninspiring example to other nations in neighborly helpfulness, in lofty\n\nideahsm, and in all things good.\n\nIt can ill afford to weaken its influence\nby participating in the petty quarrels of peoples whom the centuries have\nmade implacable enemies and whose posterity seem likely to cherish a\nheritage of hate that will impel them through an indefinite future to hurl\nabusive epithets and shake clenched fists across the artificial boundary\n\nHnes which separate them.\n\nWe set our good example in admirable fashion during the war.\n\nOur\ncommended the American type to Allies\nand enemies alike in other lands so that, coming away, they left behind them\nthose who aspire to be of the same sort. Our courage, our physical fitness,\nstalwart, up-standing soldiers\n\nour intellectual attainments, and our moral standards were, for the most\npart, impressive and effective.\n\nShall we now fail to follow up these lessons\n\nacquired by our neighbors of other lands thru first-hand contact with our\nfighting representatives by neglect to impress childhood and\n\nyouth with\n\nthe conviction that we have risen above provincialism and that we must\n\ncooperate thru the impulse of righteous motives and unselfish neighborly\nc\n\nservice with humanity in every land ?\n\nRemembering that we are no longer isolated, our duty to other nations,\ndemands that the home be developt and strengthened.\nThe first and indispensable essential to a satisfactory home-Hfe is a decent,\nrespectable and efficient manhood, for citizenship of the worthiest sort\nas to ourselves,\n\ncannot be taught unless concretely presented through the highest quality\nof manhood functioning in families of the best American type.\nfit\n\nfor the\n\nManhood\nhome is not complete, with and without, unless adorned and\n\nembellished by that purity of fife which is patterned after a single standard\n\napplying to men and women alike.\n\nIt is such character essential to the\n\nbuilding of the home-life that America must exemphfy in discharge of\n\nits\n\nduty to world-wide childhood and in fulfilment of its obligations of universal\nneighborhood.\nAll too many men in youth, by catering to their baser natures, are taking\n\nthem\nand that will be transplanted in children and carried to children's children,\nbut, these same leprous scoundrels, according to the modern social code,\nmay wash their faces, put on clean collars and come with perfect prointo their blood loathesome germs of disease that will never leave\n\npriety to claim as their wives the loveliest daughters of the best homes.\nThfe great law of\n\nGod recognizes no double standard\n\nanother for women.\n\n—one\n\nfor\n\nmen and\n\nIt requires of both lives of purity.\n\nAmerica has made a beginning in clearing the way for the exemplary\nhome-life by taking away the bottle of the saloon man from his neighbor's\n\n—\n\nlips\n\nfor the mightiest\n\ntriumph civiHzation has known in our day found\n\n"}
{"page": 87, "printed_page": null, "text": "Sessions]\n\nWAR AND THE TEACHING OF CITIZENSHIP\n\n71\n\nexpression on the seventh of June this year of our Lord, 1920, when Justice\n\nVan Dovanter announced that the greatest judicial tribunal on earth had\nfound the traffic in intoxicating liquors an outlaw by approving as constitutional the mandate of the American people expressed through the\nEighteenth Amendment.\n\nThe next\n\nessential\n\nstep\n\nin\n\nperfecting\n\nthe\n\nexample of ideal home-life in America, thru that respect which comes only\nirom conscious equaUty of manhood and womanhood in all noble cooperation, awaits the action of one more sovereign Commonwealth in the American Republic, and, pray God, for the sake of national self-respect and the\ndischarge of highest neighborly example to other nations, some fearless\nstate may soon seize for itself this distinguisht honor.\n\nThe public school is peculiarly an American institution.\n\nA few weeks\n\nago a great metropolitan preacher declared from his pulpit that those who\nwould influence the civilization of tomorrow must not shout in the air but\nspeak thru the transmitters.\n\nHis emphasis was placed upon the fact that\n\nthe childhood and youth of today are the transmitters thru which it is\n\nthe inescapable duty of fathers and mothers, first of all, to speak the message\nof lofty idealism.\n\nThis parental responsibihty cannot be shifted from the\n\nhome to the school.\n\nIt must, however, be shared by teachers whose duty\n\nit is to relay the parental messages of ideal citizenship thru the transmitters\n\nin the schoolrooms of the land.\n\nWith the advantage gained from war experiences we are ready to go on\nto larger achievements by employing methods which have worked out in\n\nthe practical teaching of citizenship.\n\nThis does not\n\nmean surrender of\n\nand cultural studies. These important branches will be\nincluded in the new program of constructive educational statesmanship\nbut instead of standing out like sore thumbs, childhood and youth will be\ntaught to see clearly, to reason accurately, and to acquire a taste for the\nfine things in art, in literature, and history as they vividly recognize that\nall fundamentals are warp and woof of the essential citizenship which\nmakes for universal neighborhood.\ndisciplinary\n\nThe narrowing,\n\ndepressing, blighting effect of the teaching of the\n\nspecialized college professor in this country can hardly be exaggerated.\n\nOut of the encouragement afforded by large and successful war work\ndrives, we have seen, within the year, enthusiastic campaigns conducted\nfor the increase of university endowments in order that faculty members\nmight be better paid. All of us have been in hearty sympathy with this\ngreat purpose to make more satisfactory provision for college professors\nand their families, but the real reason of failure in late years to give them\nadequate compensation has not been well thought out in advance of these\nrecent fkiancial campaigns.\n\nHundreds\n\nof college teachers in America,\n\nthru false professional ideals, have been insisting that they should be\nlimited to ten or fifteen hours of teaching per week on .the theory that\n\nmuch of their time outside of the classroom must necessarily be devoted to\n\n"}
{"page": 88, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n72\n\nresearch, investigation, and authorship.\n\nout in actual practice.\n\n[General\n\nIt is a theory that does not work\n\nToo many speciaUsts attempting to do a Uttle\n\ninvestigation and a Uttle instruction have developt a burdensome overhead\n\nexpense for all colleges in the United States and the net result has been\n\nmuch indifferent teaching, a limited output of satisfactory results from\nresearch, and a pitiful compensation.\n\nA Christian church with all its possibihties constitutes the mightiest\nchallenge to America for the improvement of world conditions.\n\nTeachers\n\nwho believe in its mission and seek to exemphfy its principles in their own\nlives,\n\nwhile striving to accentuate its usefulness, will impart the highest\n\nideals of Christian citizenship to their own pupils who, in turn, will illustrate\n\nto all the nations of the world the Christian conception of inter-racial\nbrotherhood that follows in natural sequence when forms and personalities\n\nare subordinated and the Central Figure of the Ages is exalted before men\nto the fullest possible extent.\n\nMen learned reverence for God in this war as they never knew it before.\nMany of them now know that the Galilean Pilgrim with his flawless life\nis\n\nthe only safe model for men.\n\nThe influence of the Carpenter's Son is\n\nWhen it is universal, peace, harmony,\nand love will reign supreme \"from the Rivers even unto the ends of the\nearth. \"\nMen may evolve economic and social theories that can alleviate\nbut that can never cure the ills of bodies pohtical and social. Arbitration\nBoards are of some value to the conflicting elements of Earth, but the\ngreater today than ever before.\n\nperfect solution\n\n—the only one that\n\nwill bring world-wide satisfaction, lies\n\ndictum of Christ, \"Thou shalt love the Lord thy God\nwith all thy heart and with all thy soul and with all thy mind and thy\nin accepting the\n\nneighbor as thyself.\"\n\nWhen that glad day shall come, there will be no\n\nmore warring of industrial forces.\nin perpetual brotherhood.\n\nLabor and capital will then join hands\n\nThe war contributed\n\nthis great lesson\n\nof\n\ncitizenship, namely, that Christ, the ideal economist, the perfect sociologist\n\nmust be accepted by all students of economics and sociology before they\nshall be able to enunciate theories that will prove panaceas for present ills\n\nand that will give promise of permanent manumission. When the reign of\nChrist reaches out over all seas to all lands, and when His throne is set up\nin the heart of every man, capital will not oppress labor and labor will not\nbe overexacting of capital.\nSurely the teachers of today and tomorrow have the challenge of the\nmost glorious opportunity that has ever come to any profession. It is\nours to apply the lesson of the Great War for the training of citizenship by\ninspiring the oncoming generations with the lofty resolve to live so that\ntomorrow and the day after, the home, the school and the church may be\nexalted in neighborhood service the world around.\n\n"}
{"page": 89, "printed_page": null, "text": "INDUSTRIAL EDUCATION IN PUBLIC SCHOOLS\n\nSessions]\n\n73\n\nARE WE GETTING PROPER RETURNS FROM INDUSTRIAL\nEDUCATION TN OUR PUBLIC SCHOOLS?\nJOHN N. GREER, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nMINNEAPOLIS, MINN.\n\nAre we getting proper returns from industrial education in our public\nschools ?\n\nGenerally speaking we are not. The reasons are as follows:\nThe present high school is an outgrowth of the academic college.\nThe ideas and ideals of the high school are saturated with college\nrequirement rules and standards. The high school is molded and shaped\nin order that it might supply academic material for the academic college.\n\nPursuant to this purpose no one may be a principal or a teacher therein\nunless he possesses one or more of the coveted academic degrees.\n\nThere-\n\nand teachers, trained in academic lore and possessing\nonly the academic viewpoint, operate the school by the methods in which\nand thru which they have been trained.\nThe English, history, mathematics, and science taught in the high\nschool all partake of the method and atmosphere of the college classroom,\nin order that college entrance examinations and other college entrance\nrequirements may be satisfactorily met. This tradition which has hitherto\nheld the high school in its grasp has so limited its work that it reaches only\nfore, the principal\n\na small percentage of the students of its district.\n\nMany a high-school administrator has\n\nconsequently been greatly\n\ndisturbed by the high mortality in his enrolment due to this cause.\n\nThe Great War came along and gave us a tremendous jolt. Millions\nupon being called upon to function in the army job,\nthat they must know how to do things as well as how to memorize and to\nthink things. These young men now strongly support industrial education\n\nof our youth found,\n\nfor all\n\nyouth feeling that they had mist something vital in their school\n\ntraining.\n\nThru the Students Army Training Corps, schools and colleges of all\ntypes were quickly shown that industrial education was a real educational\n\nThis experience has broken down many\nelse.\nacademic walls, and is opening up new interests in industrial training and\n\nproblem, and nothing\n\nestablishing new viewpoints among academic administrators.\n\nThe Smith-Hughes act has compelled all the states to take up and test\nout particular phases of industrial education.\n\nThis act has in\n\ninstances acted as a high explosive shell, tearing\n\nmany\n\ndown the ramparts of\n\nacademic exclusiveness.\n\nThe business colleges have developt a new t3rpe of teacher, who without\nacademic inoculation, has been gradually breaking into the academic high\nschool,\n\nand demonstrating that he has a real contribution to make in\n\n"}
{"page": 90, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n74\n\n(General\n\nsecondary education, and is enlarging the average attendance, and extending\nschool service, by his presence and splendid work.\n\nThe old style manual training started out to break into the academic\ntype of work only to find itself surrounded and finally fitted out in academic\ncostume, and accomplisht nothing more than to become an excellent\ncollege preparatory school for the colleges of engineering.\n\nHome economic\n\ncourses and a few courses in agriculture have met the same fate.\n\nThe academic\ndiscipline.\"\n\nideal\n\nin\n\neducation\n\nIndustrial education\n\nhas been\n\nhitherto\n\n\"intellectual\n\nmakes of education a \" social process,\"\n\na process that functions at once in the life of the community.\n\nThere is little hope of proper returns either in general or industrial\neducation being made until these two ideals are coordinated and recognized\nas of equal value.\n\nToday education is being given the acid test.\n\nI venture to prophesy\n\nthat the more we make education a social process and at the same time\n\nmaintain, in all the teaching, standards of intellectual discipline, the sooner\n\nwe will win the approval and the hearty cooperation of the public whose\nservants we are and whom we must obey.\nThe slogan ''equal opportunity for each child\" can be met only by the\npublic school becoming of such a comprehensive type that it shall perform\nall the educational work\n\nrequired of it by its community and perform each\n\ntask equally well.\nAll children in leaving the public school enter one of five occupations:\nI.\n\nII.\n\nIII.\n\nIV.\nV.\n\nThey enter the field of higher education.\nThey enter the field of business.\nThey enter the field of industry.\nThey enter the field of agriculture.\nThey enter the field of home-making.\n\nThe public school, to properly function and make ''proper returns\"\nmust shape its courses\nThis\n\ncannot\n\nbe\n\nto provide standard training in all these lines.\n\naccomplisht\n\naltogether\n\nby the\n\nspecial\n\nindustrial\n\nschool organized and equipped for the training of special groups.\nspecial schools\n\nmay be very successful for a time.\n\nThese\n\nSeparated, however,\n\nfrom general education and coming up annually before boards of estimates\nand taxation for special appropriation, they soon receive their death thrust\nand pass to their reward however good or bad that may be. The special\nschool in order to be permanent must be tied up as an integral part of the\nwhole system of education. Wherever separation exists administrative\nproblems sooner or later prevent progress.\nThe only way industrial education can be permanently establisht\nis to so departmentalize the comprehensive high school as to compel it to\nfunction with equal force in all these fields of knowledge. This can be done\nonly by having a broader trained and better paid type of high-school\nprincipal who shall be assisted by coordinators within the school, directing\n\n"}
{"page": 91, "printed_page": null, "text": "5\n\n1\n\nTHE FARM WOMAN'S PROBLEMS\n\nSessions]\n\n75\n\nand outlining the study content of each\n\nthe organization, classification,\n\ndepartment, with authority to secure the teachers who possess not only\nthe technique of teaching but also the \"particular trade experience\"\nthat the subject-matter requires.\n\nThen on top of this the comprehensive high school embodying all these\ndepartments, should be interlockt as a whole by means of its music, its\nsocial life, its gymnasiums, and its athletics into such a harmonious community unil that it becomes in fact a ''peoples college\" implanting in\nthe character and conduct of each of its children the fundamental and vital\n\nfacts of pure democracy.\n\nTHE FARM WOMAN'S PROBLEMS\nFLORENCE E. WARD, CHIEF OF HOME DEMONSTRATION WORK, UNITED STATES\nDEPARTMENT OF AGRICULTURE, WASHINGTON, D.C.\n\nThe Department of Agriculture, in its desire to extend to farm women\nthe most practical and acceptable assistance possible, undertook in co-\n\noperation with the state agricultural colleges and farm bureaus to learn\n\nfrom farm women themselves what were their real problems so that the\ncooperative extension service might be guided in doing its part toward the\nsolving of these problems.\n\nThe survey indicates that much loss to family and community thru\nwaste of woman power could be prevented by a reasonable amount of\nplanning and well directed investment in modern equipment.\n\nSOME FACTS FROM THE SURVEY\n\nA walkout might be foreshadowed in some industries where love and\nservice were not the ruling motives by conditions brought out in Table I,\n\nTABLE I\nLength of the Working Day and Vacation of Farm Women\nWomen Having\n\nWinter\n\nSummer\n\nVacation\n\nSection of Country\n\nHours of\n\nHours of\n\nHours of\n\nHours of\n\nWork\n\nRest\n\nWork\n\nRest\n\nEastern States\nCentral States\n\n13.0\n13.2\n\nWestern States\n\n130\n\n1.6\nI-S\n1.8\n\n10.7\n10.5\n10.2\n\n2.4\n2-3\n2.4\n2.4\n8164\n\nAverage\nNo. Records\n\n13-\n\n1.6\n\n10.5\n\n9530\n\n8360\n\n9164\n\nPercentage\n\nLength in\n\n13\n12\n13\n\n12.4\n10.8\n16.4\n\n13\n\nII.\n\n8773\n\n1 241\n\nDays\n\nwhich shows that the average working day, summer and winter, for over\n9,000 farm women is 11. 3 hours, and that 87 per cent of 8773 women\nreport no regular vacation during the year.\n\n"}
{"page": 92, "printed_page": null, "text": "..,\n\nNATIONAL EDUCATION ASSOCIATION\n\n76\n\n[General\n\nTable II shows the amount of time spent in household tasks.\n\nSome of\n\nthese might be eliminated if the principles of modern business were appUed,\n\nand labor and time spent on others might be lessened if the farm house\nwere as well equipped as the up-to-date barn, the appUances of which the\nfarmer looks upon as so much currency with which to buy efficiency.\n\nTABLE II\nFarm Women's Household Duties\nWater to\nCarry\n\n2^\n\nSection of Country\n\nO ^ '\"\nW g « S\nS 5 w <\niZ\n\nw W\n\nPercent-\n\nage\n\nEastern States..\nCentral States.\n\nWestern States.\n\n9-7\n7.7\n5-3\n\n1.3\n1-3\nI.I\n\nAverage\nNo. Records\n\n7.8\n9871\n\n.\n\npa\n\n« H\n\nfc;\n\nS o <\n\n81\n\n79\n74\n\n54\n68\n57\n\n1.2\n\n79\n\n61\n\n9210\n\n9830\n\n6511\n\n005\n\n§11\n89\n97\n97\n\nFeet\n\n23\n41\n65\n\n94\n\n86\n\n97\n97\n\n94\n\n39\n6708\n\n96\n9767\n\n95\n92\n\n.6\n\n9724\n\n8001\n\n94\n9614\n\nTABLE III\nPercentage of Equipment in Farm Homes Surveyed\n\nSection of Country\n\n38\n24\n36\n\nWestern States\nAverage\nNo. Records\n\n32\n9374\n\nJ3\n\n2\n\nP\n\n1^\nEastern States\nCentral States\n\n1\n\nII\n\n.si\n\nII\n8\n\n85\n\n46\n\n22\n12\n\n60\n45\n\n144\n38\n\np\n\n58\n46\n29\n\n94\n\n95\n98\n\n95\n95\n\n91\n\n1\n\n79\n\n89\n86\n\n80\n\n18\n19\n25\n\n52\n\n44\n\n20\n60\n96\n65\n47\n95\n8S\n44\n9080 9374 9580 9513 9560 9667 9580 9679 9324\n\nTABLE IV\nPercentage of Women Helping in Outdoor Work and Keeping Accounts\n\nSection of Country\n\nEastern States\nCentral States\n\nWestern States\nAverage\nNo. Records\n\nOutdoor work.\n\nNo. Weeks Caring for\nGardens\nper Year\n\nHelp with\n\nHelp in\n\nLivestock\n\nField\n\n24\n26\n27\n\n27\n22\n23\n\n8.5\n4.9\n6.7\n\n25\n\n24\n9179\n\n6.7\n2196\n\n9365\n\nHelp Keep\n\nKeeping\n\nFarm\n\nHome\n\nAccounts\n\nAccounts\n\n41\n67\n57\n\n28\n\n23\n\n34\n33\n\n33\n34\n\n32\n\n9526\n\n8730\n\n30\n8750\n\n.\n\n—In addition to her various duties\n\nin the house the farm\n\nwoman is a productive worker on the farm, as evidenst by the figures\nshown in Tables IV, V, and VI; 36 per cent of the women reporting, help\nwith the milking of the family herd\n\n;\n\n56 per cent take most of the care of\n25 per cent help with the\n\nthe garden; 81 per cent care for the chickens;\n\n"}
{"page": 93, "printed_page": null, "text": "9\n\n9\n8\n\nTHE FARM WOMAN'S PROBLEMS\n\nSessions]\n\n11\n\nlive stock and 24 per cent help in the field an average of 6 7 weeks during\n.\n\nthe year.\n\nTable VII, (Table VI omitted) indicating an average distance of 5\n,\n\n.\n\nmiles to the nearest high school, 2.9 miles to the nearest church, and 4.8\nmiles to the nearest market, shows that country people are far enough from\n\nthe center of trade, social, and religious activities to tempt the spirit of\n\nindividualism and to put their neighborliness and piety to the test.\n\nIt\n\npoints to the importance of pooling individual interest in common com-\n\nmunity enterprises such as canning kitchens, buying centers, markets,\n\nTABLE VII\nDistances, Automobiles, and Telephones\n\nSection o? Country\n\n^1\n\n28\n\nWestern States\nAverage\nNo. Records\n\n4-3\n\nNearest\n\nNurse\n\n1.9\n2.6\n\n^6\n\n12.8\n12.7\n17.7\n\n139\n\nII.\n\n62\n\n72\n\n9605\n\n9463\n\n9545\n\n9748\n\n2\n\n1-7\n\n11\n\n51\n\n7-7\n\n3-5\n4-9\n10.4\n\n9627\n\nS-9\n9767\n\n2.9\n9726\n\n4.8\n9708\n\n5-7\n9837\n\nlaundries, salvage shops,\n\nTrained\n\npi III\n\n.5i\n\nEastern States\nCentral States\n\nto\n\nIS\n\nill\n\nit\n\nMiles\n\n9.9\n\n48\n\nII.\n\n73\n62\n\n67\n8s\n56\n\nand sewing rooms as well as social centers for\n\nlectures, community sings, dramatics arid games, which, if properly handled,\n\nbreak down the isolation of country homes and make possible the accomplishment of many otherwise difficult tasks with a saving of time and labor\nfor the housewife,\n\nand often an opportunity for increast income as well\n\nas recreation for the entire family.\n\nThe five outstanding problems which the survey would indicate call\nfor special consideration are:\n\nTo shorten the working day of the average farm woman.\nTo lessen the amount of heavy manual labor she now performs.\n3. To bring about higher standards of comfort and beauty for the farm\n1.\n\n2.\n\nhome.\n4.\n\nTo safeguard the health of the farm family, and especially the\n\nhealth of the mother and growing child.\n5.\n\nTo develop and introduce money-yielding home industries where\n\nnecessary, in order to make needed home improvements.\n\nThese changes may most speedily be brought about by:\na) Introducing (i) improved home equipment, principal among which\nare running water and power machinery, and (2) more efficient methods\nof household management, including the rearrangement of the inconvenient kitchen and the instalment of a modern heating system for the\nwhole house.\n\n"}
{"page": 94, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n78\n\n[General\n\nb) Helping farm people to understand and apply the laws of nutrition\nand hygiene, thru home demonstrations in (i) child care and feeding;\n(2)\n\nfood selection for the family;\n\n(3) training in\n\nthe essentials of home\n\nnursing; (4) the installation of sanitary improvements.\nc)\n\nCultivating the idea that investment in the comfort, beauty, health,\n\nand eiSiciency of the farm home and community is a wise and legitimate\nexpenditure, and perhaps the only means of stopping the drift of young\npeople to the city.\n\nWomen are welcoming the services of the home-demonstration agent\neverywhere\n\nmuch\n\nas farmers\n\nwelcome the agricultural county agent.\n\nThis trained home-economics worker, employed on federal, state, and\nlocal funds and devoting all her time to the advancement of home efficiency\nis\n\nstudying with home-makers the needs of individual homes and com-\n\nmunities and is thus able, by linking her technical skill with the practical\n\nknowledge and experience of the housewives, to cooperate in the accomplishment of large results by providing a channel thru which the state\nagricultural college and the Department of Agriculture can deal directly\n\nwith rural home-makers.\nClosely associated with the home-demonstration agent and preceding\n\nher as a pioneer is the home-economics extension worker who goes out from\nthe college to conduct extension schools, to train local leaders, and in\n\nvarious other ways to bring to housewives the best methods and processes\nresulting from laboratory experimentation.\n\nTypifying this is the work of\n\nthe Massachusetts clothing efficiency specialist\n\n268 local leaders in courses of clothing efficiency.\n\nwho personally trained\nThese women past on\n\nthese courses to over 4,000 of their neighbors and acquaintances.\nresult 4,320 garments were made and 9,802\n\nsaving of $56,998.\n\nAs a\n\nremodeled with an estimated\n\nThis work, done in cooperation with home demonstra-\n\ntion agents, is looked upon, in Massachusetts, as the beginning of a state-\n\nwide drive for clothing efficiency which will meet the needs of every rural\nwoman of moderate income who wishes to make part or all of her own\nsimpler garments or those of her family.\n\nCommunity working and trading centers mean much to rural women,\nnot only from the standpoint of economy, time, money, and effort, but as a\nmeans of persuading the stay-at-home to walk thru her gate and down\nthe road to join her neighbors in some task which is made lighter thru\n\ncooperation and from which she returns refresht and encouraged with new\nideas and plans not only for her own housekeeping but for the larger house-\n\nkeeping of her neighborhood.\n\nNo amount of sociaHzed work, however,\n\ntakes the place of real recreation, as it looks too earnestly toward a finisht\nresult.\n\nCarefree recreation for the delight of the moment, eases nervous\n\npromotes good fellowship, and is as necessary for the mental\nand physical poise of men and women as it is for boys and girls. Homedemonstration agents are, where no other agency is meeting this need.\ntension,\n\n"}
{"page": 95, "printed_page": null, "text": "NATION'S DUTY TO CHILDREN\n\nSessions]\n\n79\n\ncooperating with farm families in home and community recreation which\nincludes games, chorus singing, dramatization, and pageants.\n\nThe extension department of Montana State College, realizing the\nimportance of this, employs a recreation specialist whose work is stimulating\na fine social community spirit in many localities in that state where homes\nare so far apart.\nis\n\nMontana is thus putting into practice a conviction that\n\ngrowing in the minds of extension workers everywhere that, while it is\n\ntheir first business to promote efficiency, this should be lookt upon as a\nmeans of stimulating a richer and more satisfying rural life by freeing the\nhome-maker's time and energy so that she may give attention to the\nattractiveness and comfort of her home, the training and companionship^\nof her children, the enjoyment of books and neighbors, and the building\nup of recreational, social, and educational life of her community. This\nwill increase the percentage of active thinking women of service to society\n\nand reduce the percentage of passive slaves of routine whose tasks cease\nonly to begin again with a new day.\nIt is believed that the\n\nsurvey just completed by farm women them-\n\nselves in cooperation with home-demonstration agents is but the first of a\nseries of intensive studies which will from time to time be made, not only\n\nto show the needs but to mark the advancement that is sure to come as the\ncolleges, and farming people work together on a common\n*\nprogram for better agriculture and a richer rural life.\n\ngovernment,\n\nTHE NATION'S DUTY TO THE HEALTH OF THE SCHOOL\nCHILDREN\nTHOMAS D. WOOD, PROFESSOR OF PHYSICAL EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nThe Great War has enhanst the worth of education and of health in\nthe minds of the people of this nation.\n\nA great political party has, within a\n\nmonth, given striking recognition to both of these vital values as essential\nto national reconstruction and progress.\nThe most vital item in the resources of any country is the welfare and\nhealth of the children. No country is really civilized which does not\npossess a national intelligence and sense of obligation relative to the health\nof the children,\n\ncare for\n\nall\n\nand an effective, complete, practical program of health\n\nthe children of the nation.\n\nIf the potential\n\nvalue of child\n\nhealth, unappreciated, neglected, wasted, left undevelopt in this greatest\n\nbe accurately and convincingly appraised, the country\nand hiunan effort would be galvanized into such a national campaign for\n\nof nations could\n\nchild health as the world has never seen.\n\nOur schools are wasting enormous sums in educating or trying to educate the children who are handicapt by ill health when the expenditure of\n\n"}
{"page": 96, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n8o\n\n[General\n\nmuch smaller amounts in a judicious, comprehensive, health program\nwould produce an extraordinary saving in economy and efficiency. A\ndollar spent promptly in a timely, preventive, constructive campaign to\nconserve a child's health and physical fitness will often be more fruitful for\nthe child and for human society than will be a thousand dollars applied\ntwenty years later.\n\nThe nation has been aroused by the revelations of the war relative to\nthe health deficiencies of the country's manhood, and, while the magnitude\nof this item of national weakness defies over-emphasis, yet the health\ndeficiencies of the children are even more impressive and menacing to the\n\nunderstanding and patriotic mind.\n\nWhat about the basic needs of the great draft army of the nation's\nchildren who must supply the human units of the citizenry of the next\n\ngeneration, who must bear the burden of civilization in peace and in war ?\n\nWhat shall we do about the neglect of the children who hold the future\nof civilization in their immature lives ?\n\nIs it necessary to urge that in all\n\nof the school children of the country these health defects should be recog-\n\nnized and that all of the defects which demand remediable attention should\n\nbe promptly corrected ?\n\nIt is lamentably true that in only a small percent-\n\nage of the entire school population are the defects studied and recognized,\nwhile in only a small fraction of these even are the detrimental defects\ncorrected in an effective manner.\n\nThe business of keeping the school children of this country in good\nThe great\n\nphysical repair is, as now conducted, a disgrace to the nation.\n\nmajority of people (many of them generally intelHgent) fail to appreciate\nthe significance of these defects. This fact, however, does not lessen in\n\nany way the injury to the children of the neglected health defects.\n\nThe\n\nreal danger to the children, of the land, as a matter of fact, lies in the igno-\n\nrance, irresponsibility of, and neglect\n\nby the adults intrusted with, and\n\nsupposed to be equal to the most important task of the adults of any\nspecies: namely, the care and training of the young.\nThe children of our country deserve as effective physical care as the\nlive stock.\n\nThe children are entitled to as careful attention and cultivation\n\nas the crops.\nShall not the children drafted by compulsory education into our schools,\n\nbe assT^red of as skilful and satisfactory care as the soldiers in camp and\ntrench? If health and physical efficiency are then, so important for the\ncountry as a whole, all of the necessary forces, both governmental and\nvoluntary, must be marshaled for the task of protecting and developing the\nphysical fitness of the young.\n\nThe principle of universal training must, in a manner consonant with\nthe spirit and methods of democracy, be interpreted and applied in the\nuniversal, compulsory health and physical care, and training of all the\nchildren.\n\n"}
{"page": 97, "printed_page": null, "text": "HEALTH EDUCATION\n\nSessionsl\n\n8i\n\nIn a nation with compulsory education and free schools, the possibilities\nof a health\n\nprogram are extraordinarily impressive.\n\nThe acceptance of\nyoung\n\nthe rapidly widening social scope of education, in preparing the\nfor all the privileges\n\nand responsibilities of life, carries inevitably with it\n\nthe opportunity and obligation that the school shall undertake the most\n\nimportant part in the entire continuous program of health education.\n\nMuch of the actual health care of the children must be accompUsht\nby the home, by health boards, and by other organizations both governmental and voluntary. However, the school in the United States is the\nuniversal, the officially credited, and the strategic agency to lead in the\neducational program of health; to standardize the principles involved; and\nto organize and supervise the special program for the care of the children's\nhealth.\n\nThe possibilities of vital accomplishment in a national program of\nphysical education seem not only fundamental for national safety, but\nHmitless for national progress.\nto be\n\nThe significance and necessity of the work\n\ndone makes the demand for constructive advancement imperative.\n\nNo factor relating to essentials in public education or promotion of national\nwelfare seems more important or more promising.\n\nHEALTH EDUCATION\nSALLY LUCAS JEAN, DIRECTOR, CHILD HEALTH ORGANIZATION,\nNEW YORK, N.Y.\n\nTwo years ago we scarcely realized that the school children were below\npar physically, and that monthly weighing and measuring could be used\nas a test.\n\nToday scales are recognized as indispensable in school equip-\n\nment, thousands of children are being weighed, and their weight is being\nsent home on the monthly report card.\n\nThe schools, once convinst of the health needs of the children, began\nworking out definite methods of getting over health facts and of interesting\nchildren in the practice of health habits.\nIt has been the privilege of the Child Health Organization to assist in\nthis process by suggesting modern methods of interesting children in the\n\nestablishment of health habits as outlined in their health pamphlets and\nin those which they have prepared for the United States Bureau of Edu-\n\ncation.\n\nThe creation by this organization, of the Health Clown, Cho Cho;\n\nthe Health Cartoonist, the Picture Man; and the Health Fairy, has demonstrated the value of the dramatic appeal in teaching health.\n\nThe awakening of the country to the health needs of school children\nhas resulted in active participation by groups of all kinds: Women's Clubs,\nMen's Clubs, Red Cross groups. Chambers of Commerce, etc. These\ngroups are now holding up the hands of the teachers as never before. This\n\n"}
{"page": 98, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n82\ncooperation,\n\n[General\n\nby bringing the home and the school nearer together,\n\nis\n\nestabhshing more vital relations between the children and the teachers.\n\nThe teacher who becomes interested in presenting health facts is a\nmore valuable classroom instructor for the three R's. No school child is\ntoo young for the ABC's of health if the method of teaching is properly\nadapted. The essentials of healthy daily living are as simple as they are\nimportant.\n\nPlenty of fresh air, plenty of sleep, cleanliness of teeth and body,\nproper food, and regular habits are vital and can by systematic insistence be\n\nDaily habits can be formed and exercised in the\n\ninstilled into the child.\n\nschool and a taste for proper foods cultivated by a well organized hot\n\nschool lunch.\n\n\"How can I find time for such work?\" says the busy teacher. The\nanswer is: \"Use the time given to the relatively unimportant teaching of\nphysiology and hygiene, and to physical education\n\n— too often\n\ninefficiently\n\ntaught; also correlate health with other subjects.\"\n\nThoro physical examinations by a physician are not always possible,\ntho most desirable, at least once every year.\n\nBut this is not enough.\n\nWe have strest defects in the past. We\n\nknow now that presenting the goal of health to the child is the way to\nsecure his cooperation and interest.\n\nTeachers all over the country, pioneers in th€ task of securing results\nin health teaching have found that they could arouse the child's enthusiasm\n\nthru competition, dramatization, drawing and story-telUng.\n\nThe fairy story and other appeals to the child's imagination have met\nwith remarkable success. The nutrition class for underweight children has\nbeen made a pleasurable lesson not only to the individual child but to\nthe whole school.\n\nMake health a game, and the essential health habits\n\n\"the rules of the game.\"\nBeginning with the kindergarten, health teaching should be progressive\n\nand the methods by which habits are formed in the lower classes should be\ncontinued thru the upper grades.\n\nThe success of the teaching can be\n\nmeasured only by the health habits of the individual child.\nOh, men and women ^members of the National Education Association\nmake it your business to create an enthusiasm for health in every child\nunder your jurisdiction. There is no one way of doing this, but it can be\ndone if you think it is worth while. No one but the educators can accomThe goal will have been won when every boy and girl in\nplish this task.\nthe land has a consciousness of the desirability of health and the knowledge\n\n—\n\nof how to attain it.\n\n—\n\n"}
{"page": 99, "printed_page": null, "text": "SPORTS TO BUILD BODIES\n\nSessions]\n\n83\n\nSPORTS TO BUILD BODIES\nG.\n\nC.\n\nPEARSE, PRESIDENT STATE NORMAL SCHOOL, MILWAUKEE, WIS.\n\nThe army examining surgeons showed us that one-third of our young\n\nmen of ages from twenty-one to thirty-one, were not fit for full military\nif our young women, from twenty-one to thirty-one, had been\nexamined with similar thoroness, who doubts that a similar physical unfitness would have been revealed. A reported recent test of one thousand office\nworkers in the New York financial district showed 70 per cent with seriously\ndefective heart, lungs, digestive system, nerves, bodily framework.\nWith a\n\nservice;\n\nconstantly increasing percentage of our people flocking into the cities, what\nshall\n\nwe do to preserve American physical soundness and stamina, and\n\nprevent national physical inferiority ?\n\nOur forefathers who felled trees and built houses, cared for their stock\nand did the hard physical work of the farm, took their fishing boats to the\n\"banks\" and manned their dories and brought their catches to port,\nbreasted in their canoes the swift rivers of the wilderness or threaded the\nforest aisles\n\nand mountain passes with their furs, or their traps, or their\n\nsupplies on their backs, developt sinews of brass and hearts and lungs and a\n\ndigestion and nerves that met all physical vicissitudes calmly and dealt\n\nwith them successfully to the four score or the century mark.\n\nAnd their\n\nwives and daughters who did the hard work of the pioneer household and\nfarm, spun and wove the flax and wool, rode the horses and milkt the cows,\n\nplanted and cultivated the garden, and on occasion workt in the fields, were\n\nworthy physical mates to their men. They were real \"helpmeets\" who\npulled their weight in the boat and carried splendidly the burden of bearing\nand rearing the children, nine and ten, that we miss from too many of the\nhomes of today. The conditions under which they lived bred such men\nand women.\nLiving conditions, especially in our cities, handicap us.\n\nTheir daily\n\nemployments will never give to our men the torso and arms of the \"bank\"\nfisherman, developt in his fight with the waves and the storm; none of our\nemployments will give to our women the royal carriage, the backs and\nshoulders, and the springing muscles, of those magnificent creatures about\nthe Mediterranean and in the Orient, who walk the mountain sides bearing\nburdens on their heads. Our street cars and autos, our overheated and\nunderventilated rooms, our rich and overabundant food, our exciting\nand unwholesome night life these crowd us down the road toward a\nshameful national physical inferiority. What, then, shall we do to be\n\n—\n\nsaved ?\n\nWe shall, of course, do all the negative things. We shall inform the\npeople, parents and children, of the laws of health, food, drink, sleep, pure\nair, exercise;\n\nwe shall, of course, medically examine, diagnose, point out\nwe shall inspect, coach, follow up\n\nrequired medical or surgical treatment;\n\n"}
{"page": 100, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n84\n\n[General\n\nwe shall attend to general public hygiene.\n\nthru the educational nurse;\n\n—\n\nBut all these merely prevent or remove sickness keep people, the weak\nand futile, as well as the strong, from dying off; these measures do not\nbreed a virile race. Virile men and women imply self -activity to develop\nphysical power and energy; and, since our way of life is not developing\nsuch a race, what shall we do ?\nThe American public educational system has before it, in addition to\nits other responsibihties in health teaching, the task, vast and vital, of\ndeveloping a system of exercises and athletic sports and games that shall\ninterest and entice our people into the open and fix in them the habit of\nvigorous outdoor exercise.\n\nFormal, systematic exercises will not do this\n\ntho they will have a part; athletic sports and games must be developt in\n\nsuch variety that they will supply this need, from Maine to California,\nfrom Duluth to Mobile, in winter and in summer. There must be sports\nand outdoor contests and \"meets. \" Our boys and girls, as a part of their\nschool training,\nexercises.\n\nmust get instruction and practice in these sports and\n\n—proficiency\n\nIf this is well done, most of them will develop skill\n\n—in one or more of these sports and the\n\nliking for them.\n\nThe pleasure\n\nthe sport gives the player will be the chief influence to insure that he will\nkeep up the exercise after he leaves school. Training to \"hike\" to walk,\n\n—\n\n—\n\nand to find satisfaction in walking\n\nwill also find a place.\n\nThe school system that first realizes the possibiUties of the plan here\nsketcht, will do its students,\n\nand other systems that will look to it for\nIt will be the pioneer on a path to which\n\nexample, a favor of high value.\n\nmany schools and school systems are seeking to find entrance.\n\nHEALTH EDUCATION IN UTAH\nE. G. GO WANS, STATE DIRECTOR OF HEALTH EDUCATION, SALT LAKE CITY, UTAH\n\nFor years we have hstened to the doctrine that health and physical\nfitness are fundamental aims of education.\n\nHere, however, as elsewhere,\n\nthe chasm between our knowing and our doing is a wide one.\n\nOur nation\n\ndoes not need conversion to the value of health education.\n\nIts schools\n\nneed immediate help in the inauguration of a program of essentials\nthat will be generally, if not universally, achievable. Here in Utah we are\nactually going forward on what we conceive to be such a program. The\nessentials are:\nFirst.\n\n—^An examination of every school child at\n\nspecial emphasis\n\nleast once a year with\n\nupon the examination which precedes the child's first\n\nentrance into school. This examination consists of a preHminary examination early in the year by the teacher, followed by a more technical\nexamination by the health supervisor who is a physician, a trained physical\ndirector, or a trained nurse.\n\nHoag asserts that 90 per cent of remediable\n\n"}
{"page": 101, "printed_page": null, "text": "HEALTH CRUSADE WORK IN WYOMING\n\nSessions]\n\ndefects can be determined\n\n85\n\nby the examination which teachers can be\n\neasily trained to give.\n\nfollow-up which has for\npurpose the\n—An\nby the annual examinations.\nThird. —The inspection of buildings and grounds and the maintenance\nof sanitary and hygienic conditions.\nFourth. —The protection of the school population, and incidentally\n\nSecond.\n\neffective\n\ncor-\n\nits\n\nrection of the remediable defects revealed\n\nthe community, from contagious diseases by daily inspection of pupils and\nexclusion of incipient cases.\n\nThis is of vast importance and makes neces-\n\nsary the training of teachers to recognize the very beginnings of acute\n\nhealth disorder, and the creation of a sentiment among parents that will\nmake for willingness to cooperate in the exclusion for a few days of an\nacutely sick child from school under the assumption that it may in all\nprobability be an acute contagious sickness.\n\nTo await the time when an\n\naccurate diagnosis can be made is to make the exclusion ineffectual.\nFifth.\n\n—Better training in personal, household, and public hygiene.\n\nThis means, in addition to the acquisition of some knowledge, the actual\n\n—\n\nthe substitution for what we have heretofore\nhad of this concrete objective as the best means of training in the art of\nhealth, and the actual introduction of the young into the activities of life\nwhich make for efficient household and public sanitation.\nSixth.\nSystematic physical training as a means of promoting normal\ninculcation of health habits\n\n—\n\nphysical growth.\n\nThere has developt in the minds of a number of active workers a more\nor less definite conviction that health education, viewed broadly,\n\nis\n\nnot\n\nonly an essential part of, but probably the most valuable vehicle\n\nfor,\n\nmoral training.\n\nIt is clearer to us all today than ever before that it is the\n\nbusiness of the elementary as well as the secondary schpol to train the\n\nyoung how to live. This means habits of daily life an integral part of\nwhich are the health habits. Health and citizenship are so closely hnkt\ntogether that a training in one cannot be given separate and apart from a\ntraining in the other. The civics and health clubs for junior high schools\nare our answer to this demand for rational school practice in this field.\n\nHEALTH CRUSADE WORK IN WYOMING\nA. A.\n\nSLADE, COMMISSIONER OF EDUCATION, CHEYENNE, WYO.\n\nIn 1 91 9 the National Education Association past a resolution recom-\n\nmending the adoption by the elementary schools of such a system of health\ninstruction as the Modern Health Crusade.\n\nIn the past three years it is\n\nestimated that 4,000,000 American children have been enrolled in health\n\nwork with this organization which is directed by the National Tuberculosis\nIn our state we believe that this is one of the very best means\nof teaching, as well as putting into practice the principles of hygiene.\nFor\n\nAssociation.\n\n"}
{"page": 102, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n86\n\n[General\n\nthat reason I shall use the few minutes which are at my disposal for a\ndiscussion of Modern Health Crusade work with special reference to its\n\nadoption in Wyoming.\n\nOpportunity to belong to a national crusade appeals strongly to the\nchild.\n\nHe finds an outlet for patriotic aspirations. He has incentive\n\nto do his part to assure the country that in another draft for war one person\n\nout of those shall not be rejected for physical defects due to bad health\nhabits.\n\nOthers on this program have called your attention to the fact that it\ndoes little good to teach only the underlying principles of hygiene.\n\nResults\n\ncome when we succeed in getting the individual to put into practice the\nhyjgienic facts which he has learned. This means real work for the teacher,\nthe school nurse, and the parent. Any device which will assist all concerned in organizing children for this work should be welcomed. Publicity has been given the fact that the work of the Modern Health Crusade\nhas been included in the course of study for the Wyoming public schools\n\nand that it is one of the requirements in a Wyoming standard school. This\nstep was not taken until the work had been tried out and found successful.\nFor the last two years the work has been carried on in a great many of the\nschools of the state, and wherever teachers and others have taken hold of\nit in the right spirit excellent results have been attained.\n\nOur teachers have found that Health Crusade work may be easily\ncorrelated with hygiene, language, drawing, community civics, and reading,\n\nadding vitality to teach; that it appeals strongly to all children, especially\nin the grades below the high school and that it is pedagogically and scientifically correct.\n\nEvery teacher and parent knows that health chores of\n\nthemselves contain no attraction for the average child.\n\nWhen the per-\n\nformance of these chores connects the child with national, state, and local\norganizations and makes an appeal to so many motives which are uppermost in the child's life at a given age, we are certain to get results.\nIf it be askt why Wyoming is taking the lead in the adoption of health\nwork in cooperation with the National Tuberculosis Association we have\nonly to answer that our state has always taken unusual interest in this\nwork. For the two years 19 17 and 19 18 Wyoming led in the sale of Red\nCross Christmas seals. Last year it led the states of the northwest Rocky\nMountain division. Altho no state has a more healthful climate, we\nbeUeve in putting into practice all sorts of preventive measures. Very\nsoon we expect to have no community where a community nurse is not\naccessible.\n\nThe Wyoming Public Health Association is a live organization, and\nits\n\nsecretary, Miss Etta Dobbin, is always on the job ready to cooperate\n\nwith the schools in every possible way.\n\nAs a result of this combination\n\nof healthful cHmate and the emphasis placed upon hygienic measures, our\n\nstate led the United States in having the highest per cent of young men\n\nwho were able to pass the physical examinations in the selective drafts.\n\n"}
{"page": 103, "printed_page": null, "text": "HEALTH EDUCATION\n\nSessions!\n\n'\n\n87\n\nHEALTH EDUCATION\nMARGARET S. MCNAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\n\nThe functions of physical education are placed under three broad\n\"The California Manual in Physical Education,\" by Clark\n\nheadings in\n\nW. Hetherington:\n1.\n\nConstructive educational aims.\n\n2.\n\nControl of growth handicaps.\n\n3.\n\nTeaching efficient living.\n\nThe health habits of the child, including food, sleep, and cleanliness,\nas well as his physical environment and his defects, are listed under the\n\nheading ''Control of Growth Handicaps.\"\n''Efficient living\" results naturally from self-control of growth handi-\n\ncaps and from observance of constructive educational aims, for the child\nlives\n\nmost efficiently when he no longer has to look to the teacher for\n\nguidance but has become himself self-directing.\n\nThe functions of the big muscle activities are all important, for upon\nthem depend organic development. So often in California is the term on\nthe end of our tongues or pens that \"Big Muscle Activities\" has come to\nbe with us in the Far West a slogan. Vigorous activities, calling into\nplay the action of the heart and lungs, stimulating the action of the digestive\nsystem, and regulating the heart mechanism and the nutritive processes,\nare requisite to the full development and growth of the child.\nIf the child\nis deprived of them at any period of life, they cannot be \"made up.\"\nTherefore we are not only advocating, but are employing, a directed and\nsupervised play program, definitely planned and vigorously enforst, with\n\"big muscle activity\" as the end in view.\nStrong hearts and lungs and digestive organs are necessary not only for\n\nnormal development during the period of childhood but to store up vitality\n\nand safeguard the future man or woman.\nPlay, then (running, jumping, throwing, catching, swimming, dodging,\nvaulting, climbing), play that makes the heart throb, quickens the respiration and sends the blood coursing thru the veins, is not an idle pastime, nor\n\na mere recreation, but a process of creation, a requisite basis of all education,\nof all health, and of life itself.\n\nMoreover by \"big muscle activities\" the nervous system is developt\nand every developt nerve center means increased will power and capacity\nto\n\nendure.\n\nCourage,\n\nperseverance,\n\nquickness\n\nof thouglit,\n\nleadership,\n\nteam work, fair play, all of which are social qualities well worth fostering?\nare results of the playground.\n\nOther functions of physical education are corrective, but organic\ndevelopment is constructive; therefore, since each age has its own special\nportion of time and special fitness for such development, we feel it would\n\nbe little short of criminal to deprive a child at any period of life of his\n\n"}
{"page": 104, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n88\n\n[General\n\nrequisite share of good hard play, and to that end we have set ourselves the\n\ntask of educating not only the children but all of the people of California in the appreciation of play as a prime factor in all life.\n\nTHE SCHOOL BOARD'S PLACE IN THE EDUCATIONAL SYSTEM\nI.\n\nG. A. IVERSON, VICE-PRESIDENT, BOARD OF EDUCATION,\n\nSALT LAKE CITY, UTAH\n\nThe relationship of the school board to the educational system is so\nclose as to be\n\nan inseparable part of it.\n\nIt fits into the\n\npromotion of education in the community.\n\nfor the\n\nscheme devised\n\nRemoved, perhaps,\n\nfrom intimate contact with the daily activities of the school, it nevertheless\nfunctions as an important factor in the system which has for its chief\npurpose the building of human character and the stimulating of the mental\nand soul processes essential to the attainment of the highest standards\nand types of citizenship. True, this is not brought about by the board\ndirectly,\n\nbut it is accomplisht by means of agencies and instrumentalities\n\nof its creation.\n\nIts position is a humble one\n\n—that\n\nof service to the com-\n\n—\n\nmunity\n\nyet it calls for unselfish devotion and the adoption of wise, dis-\n\ncriminating, and forward looking plans and policies.\n\nSchool boards are creatures of statute.\n\nThey operate within limitations\n\nprescribed by law and can exercise only such powers as are directly conferred by the Legislature or as arise from necessary implication.\n\nPublic\n\nbodies, exercising neither judicial nor legislative functions, they are called\n\ninto being for the purpose of translating the\n\nmandates of the lawmaker\n\ninto administrative action to the end that communities may prosper and\n\nthe state enjoy the glory of a higher and better citizenship.\n\nThey furnish\n\nthe initial energy which sets in motion the machinery of the educational\n\nsystem within their several jurisdictions.\nUsually there are delegated to them both general and special powers,\nthe first permitting the exercise of a broad and comprehensive discretion\nin\n\nwhich the spirit and genius of the system find expression, the second\n\ncarrying such limitations and restrictions as the legislative mind conceived\nto be necessary checks\n\nunlimited authority.\n\nupon what might otherwise be construed to be\n\nThe special powers usually relate to the establish-\n\nment of the physical plant, with particular reference to the setting up of\nschools, the purchase\n\nand sale of property for school purposes, and the\n\nproviding of revenues for the operation and maintenance of the system.\nOrdinarily such powers are specific.\nthe universal rule and the exception\nmischief.\n\nUnfortunately, however, such is not\nis\n\nfrequently responsible for much\n\nWhen brickbats are aimed by the taxpayer at the devoted heads\n\nof board members under the charge of wanton extravagance and by others\n\n(whose names I will not mention in this presence, nor even indicate by the\nremotest reference) for downright stinginess and parsimony, the board\ntakes refuge behind the statute whose meaning is challenged and from the\n\n"}
{"page": 105, "printed_page": null, "text": "Sessions]\n\nSCHOOL BOARD'S PLACE IN EDUCATIONAL SYSTEM\n\nprecarious security of such a vantage point usually\n\ncarries\n\n89\nthe day,\n\nwhile there comes to them from \"over there\" the fulsome eulogy that they\nare a fine type of men, the cream of the vicinage, but misguided wanderers\nin the dark.\nIt is evident that\n\nunder limitations such as these the board is called\n\nupon, as occasion demands, to stand as a buffer, a stabilizer of the system,\n\nwith the tranquilizing mandates of the law behind it.\n\nBut there is danger\n\nin taking these limitations too seriously and the board will fail utterly in\nits\n\nmission of doing all things needful for the ''maintenance, prosperity,\n\nand success of the schools and the promotion of education\" if it yields to\nthe temptation of becoming reactionary and non-progressive. Limitations\nwhich encourage such a tendency should, with as little delay as possible,\nbe eliminated from the statute books and in that behalf no agency can\nspeak with more potency to the legislature than the school board.\nTo give courage and inspiration to the teachers within the system, to\nprovide for them all necessary comforts, facilities, conveniences, and such\ncompensation as is commensurate with the high character of the work at\nhand is the fulfilment of duty to the community; less than this is failure.\nAnd, in this respect, if there is need of awaking public conscience the board\nshould take its place conspicuously in the march of progress toward better\nDoes the cry for adequate salaries and better working conconditions.\nIf so, the board has lost, if it ever possest, the\nditions go unheeded ?\ntrue sense of proportion and a proper conception of its relationship to the\neducational system. It may require time and patience to change existing\nconditions, but it is the duty of the board \"to find a way or make one.\"\n\nII.\n\nMRS. v. H. MILLER, CHAIRMAN SCHOOL BOARD SECTION I.E.T.A.,\n\nTACOMA, WASH.\n\nNo structure is more secure than the weakest spot in its foundation.\nOur educational structure of necessity rests upon a financial foundation\nwhich at one time may have been adequate, but which in late years has\nproved entirely inadequate to support the now topheavy superstructure.\n\nThe public, and even boards of education themselves have been slow\nto recognize present conditions and the woeful weakness of our educational\n\nfoundations is due largely to apathy and ignorance of conditions on the\n\npart of the public.\nIt would seem that school boards, as such,\n\nmust take a more active\n\npersonal interest in legislation for the betterment of the whole scheme of\nschool finance.\n\nA western board member said not long ago, \"A school board is not to\nsave money, but to spend money wisely. \"\n\nBut we need to go farther and\n\nsay they are also to financially meet the educational needs of their state\n\nand community with the thought ever uppermost of an equal educational\nopportunity for every child regardless of his place of residence, status in\nlife,\n\nand regardless of his physical condition or mental equipment.\n\n"}
{"page": 106, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ngo\n\n[General\n\nThe school board's duty is not to look after the financial interests of\nits community, but to look after the financial interest of that community's\n\nNo man who first considers its effect upon business before deciding\nHe is not a\nschool man advancing the school interest, he is a business man impeding\nthe progress of his schools in order that the expense of the schools may not\n\nschools.\n\na school policy has any right to a place on a school board.\n\nhamper his business or that of his community.\n\nNot that schools should be in competition with business, but that\nschool needs should never be made secondary to business needs.\n\nThe greatest step toward the ideal will be taken when school boards\nand public alik^ realize that the making of citizens is of vastly more import\nto their community than the making of dollars and that true economy is\nnot necessarily the saving of money.\n\nWHAT SHOULD BE DONE TO KEEP HIGH-CLASS\nSUPER-INTENDENTS IN THE SCHOOLS?\nI.\n\nMARY D. BRADFORD, SUPERINTENDENT OF SCHOOLS, KENOSHA, WIS.\n\nSince the conclusions reacht by the Commission on the Emergency in\nEducation are that the present educational emergency is traceable, in\npractically all of its aspects, to the insufficient salaries paid thruout the\n\ncountry to those engaged in educational work, it seems clear that the\nfirst\n\nthing to be done is to campaign for better salaries all along the line.\n\nThis conclusion is also exprest in the report of the School Master's Club of\nCincinnati, which report was issued at the National Citizen's Conference\non Education held in Washington in May.\nThe elimination of able men from educational work as a profession,\nwill, to a large measure, cease when they can see the same opportunities\nfor reward in the educational field as in the industrial, commercial, or other\nprofessional fields.\n\nBut the elimination will not entirely cease until other\n\nconditions are changed also.\n\nMen of independent spirit are sometimes deterred from entering upon\nthe work of superintendents, or leave after trial of it, because the conditions, imposed by boards of education, are unbearable, or because they\n\nrefuse to attempt to hold positions thru influences that are non-professional.\n\nLarge boards or freqiiently changing boards, or boards where both\nthese conditions exist, must sometimes be dealt with; for example, a board\nof eighteen members, half of\n\nwhom are new or begin new terms each succeed-\n\nUnder such circumstances a continuity of school policy is about\nimpossible. The only element making for continuity in such a situation\ning April.\n\nis the superintendent, and\n\nthe stronger the superintendent is for consistent\n\nand really progressive continuity, the less likely is there to be a continuity\n\nThen the second thing that should be done is to\nin the superintendency.\nwork for improved administrative conditions: for the small school board,\n\n"}
{"page": 107, "printed_page": null, "text": "KEEPING SUPERINTENDENTS IN THE SCHOOLS\n\nSessions]\n\n91\n\nof liberal tenure, elected at large, and at an election apart from the regular\n\nmunicipal election.\n\nA third remedy is the establishment of a pension system that is national\nin its character and operation.\n\nThere is a fourth important thing to be done. The first, second, and\nmentioned involve the education of the pubhc; the fourth\ninvolves the education of the high-class people we need in superin tendencies.\nthird I have\n\nSome young men disdainfully reject the idea of the school job because\nthey want a life work that will utilize the potential militancy and leadership\n\nwhich they feel themselves possest.\n\nof\n\nSuch need to be shown that a\n\nsuperintendency offers the best sort of an opportunity for the fearless\nleader;\n\nthere he can attain self-realization as well as in war; he can risk\n\nhis professional life going\nfor a\n\n\"over the top\" for a local educational cause;\n\nneeded school bond issue, he can bravely face \"shell shock\" from\n\ncity hall\n\nand \"gassing\" from the local press.\nand the cause\n\njobs for fighting spirits,\n\nare\n\nSchool superin tendencies\nof\n\neducation needs just\n\nsuch.\n\nOther young men reject teaching as a profession because they feel\nThese must be shown that\n\nthemselves especially fitted for salesmanship.\n\nthe superintendency furnishes the best opportunity in the world for the\nexercise of such ability.\nsell\n\nIt is the chief business of the superintendent to\n\neducation to an indifferent general public.\n\nThe possession of good\n\nsalesmanship will be a distinct advantage, in that a good salesman knows\nthat a demonstration is worth more than a mere line of talk, and that after\n\nthe demonstration he can well give considerable time telling the public\n\nThe cause of education; needs salesmen of high ability,\nwho believe in the commodity they are carrying.\nAnd those high-class young men, who especially feel the urge to social\nits significance.\n\nservice, must be brought to realize that to the shaper of lives there comes^\nfrom this service a satisfaction that is not known to the shaper of iron, even\n\ntho the latter may be better compensated.\n\nSo my fourth suggestion is to exalt the work of the superintendent and\ncause it to challenge the interest of the high-class man.\n\nII.\n\nWILLIAM F. GEIGER, SUPERINTENDENT OF SCHOOLS, TACOMA, WASH.\n\nTo determine what should be done to keep high-class superintendents\nin the schools,\n\nit is\n\nonly necessary to consider what is done to keep any\n\nhigh-class worker on the job.\nif\n\nWe first find out what he desires and then,\n\nthe need of him is great enough, give him what he desires.\n\nWhat then does the superintendent desire?\n\nHe desires that which,\n\nmore than anything else, encourages and inspires the slowest pupil in the\nschool, the most diffident teacher in the corps, the humblest worker in the\nshop, the most faithful housewife, the greatest captain of industry, and\n\n"}
{"page": 108, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n92\n\neven the president of his country, namely, appreciation.\n\n[General\n\nIt is consciousness\n\nof appreciation that, like the stimulating altitude and the cordial atmosphere\n\nof this beautiful city, tones up all of us and makes us enjoy the work we are\n\ndoing and eager to stay in it.\n\nHowever that appreciation may be exprest,\nwe feel that it is genuine, we devote our best efforts to our tasks and are\n\nif\n\ncontent.\n\nThis appreciation so highly prized by the superintendent finds expression\n\n—\n\nin\n\nsalary,\n\npermanency of position, business,\n\ncivic\n\nand social standing,\n\nfreedom from exactions, the attitude of parents, the conduct of the children,\nthe spirit of the teaching corps, public opinion, the school board's treatment\nof him.\n\nThe salary should be sufficient, not only to enable the superintendent\nto meet the obligations and maintain the position in the community\nexpected of him and his family, but also large* enough to compensate\nfor the loss of opportunities for making money which sometimes come to\nhim thru his association with leaders in his city, but which he must pass up\nbecause he has not the time to follow them thru to success unless he neglects\nhis school work.\n\nThere should be a permanency of position that will continue with\nNo executive can be satisfied with a position in which\nthe tenure is uncertain and constantly endangered by reason of the changing\n\nsatisfactory service.\n\npersonnel of school boards.\n\nThe dread of being compelled to look for\n\nanother field, the injury to his pride in seeing some great work of his interrupted, and his affection for the schools he has been serving cannot help\n\nmake a superintendent anxious when the permanency of his position is in\nquestion.\nIf\n\nhis personal\n\nqualities\n\nwarrant\n\nit,\n\nthe high-class superintendent\n\nshould be accorded the same place in the business, civic, and social organizations of his community that is held by other men of high standing.\n\nopinions should not be discounted merely because he\n\nis\n\nHis\n\na teacher and,\n\ntherefore, supposed not to know anything about affairs outside the school\n\nrealm.\n\nExactions are often imposed upon a superintendent that would not be\ntolerated\n\nby other men.\n\nHis manner of dress, his personal habits and\n\namusements, his home life, and church- affiliation, too often, are subjected\nto the critical test of narrow-minded and intolerant people when all he\nasks is to be permitted to act like any respectable male man.\n\nThe attitude of parents can have much to do in making the position\nof superintendent desirable.\nhis abihty, value his\n\nWhen parents believe in his fairness, respect\n\njudgment, and accept his decisions, his joy in the\n\nprofession is great and he will want to stay in it.\n\nChildren who come from homes where they are encouraged to respect\nauthority, to honor their parents and teachers, and to love their country,\n\nmake his work with them and for them a constant inspiration.\n\n"}
{"page": 109, "printed_page": null, "text": "Sessions]\n\nTHE TEACHER AND THE SCHOOL ADMINISTRATION\n\n93\n\nwho are contented and cooperative contribute more to a\n\nTeachers\n\nsuperintendent's success and to his enjoyment of his position than does\n\nanything else.\n\nIf\n\nthey are happy in their work and beHeve in him, they\n\nstimulate him into giving the best he has.\n\nIt\n\nsometimes happens that a\n\nschool board will give a superintendent everything he requests except a\nlarge enough salary schedule to enable him to keep contented and happy\n\nthe teachers\n\nwho remain and to hire well-qualified teachers to take the\n\nplaces of those who leave.\n\nA public opinion that looks upon the office of superintendent as one\nof the greatest service and responsibility and places the importance of the\n\nschools above everything else will do much to keep high-class men in the\nschools.\n\nAll the things I have mentioned are important as expressions of that\n\nappreciation which superintendents desire, but none of them is as strong\n\na factor in keeping high-class men in the schools as is the treatment of\nthe superintendent by the school board.\nespecially in this time of great need,\n\nImportant as\n\nit is less\n\nis\n\nthe salary,\n\noften a question of money\n\nthat sends the highly trained superintendent out from the school into\n\nother fields than it is the lack of appreciation the members of the school\n\nboard show in their treatment of him.\nIt is not so much the form of its expression, but the depth of the feeling\n\nof appreciation, that will make a superintendent want to give every bit of\n\nenergy there is in him to the service of the school board and the schools,\n\nand will keep him in the work even when other fields are alluring. When\nhe knows that his board, his teachers, his pupils, and the public value him\nand are with him, a superintendent asks nothing better and cannot be\ninduced to abandon the greatest calling there is. So if you wish to keep\nhigh-class superintendents in the schools, give even them appreciation.\n\nTHE FART THE TEACHER SHOULD FLAY IN THE SCHOOL\nADMINISTRATION\nM. G. CLARK, CITY\n\nSUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\n\nIt would appear that perhaps the most important thing at this moment\nfor the welfare of both teacher\n\nand administration is the removal of the\n\nidea which has been promulgated so generally during the past few months\n\nthat boards of education, administrators, and supervisors are necessarily\nantagonistic or anti-sympathetic in their spirit and ideas to the spirit and\n\nAn idea seems to have been fostered and to have\nbecome somewhat general that their interests lie in different directions.\nThis is a false doctrine that must in some way be eradicated.\n\nneeds of the teacher.\n\nSo long as class antagonisms exist the child will suffer thereby.\n\nSo\n\nlong as antagonisms are created, fostered, cultured, the •schools will be\n\n"}
{"page": 110, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n94\nStultified.\n\nThe great present problem is how\nconstructive\n\ncooperative,\n\norganization\n\nschool\n\nto\n\nbuild\n\n[General\n\na\n\nharmonious,\n\n—an organization of co-\n\nworkers sans class-consciousness.\n\nThe organization of the American school system has been along lines\nof true school\n\nstatement.\n\neconomy.\n\nThere is no time for argumentation upon this\n\nThe statement implies, however, that each factor entering\n\ninto the establisht school organization has a rightful place in the system\n\nand an economic function to perform.\nThis place and function then should be recognized and accepted as\nauthoritative by the public on the one hand and by each and every contributing school factor on the other.\nThese functions are defined as follows:\nIt should be establisht and accepted that\na) Boards of education.\nboards of education are elected by the people for school legislative purposes.\nSchool legislation and the general policies of the school organization function\nin and thru the board of education.\nAdministrators are appointed or elected by the\nh) Administrators.\nboard of education as their administrative agents. They must put into\neffect the legislation of the board of education whether it be general or\nThey are appointed to organize in harmony with that legislation\nspecific.\nthe general school machinery and school policies. They and they alone\n\n—\n\n—\n\ncan be held responsible by the board of education for the performance of\nthat work.\nc)\n\nSupervisors\n\nand principals.\n\n—Supervisors and principals\n\nare,\n\nor\n\nshould be, selected by the administration and elected by the board of\neducation as proven expert teachers of children and as competent administrators or interpreters of the course of study.\n\nIt is their business to\n\napply these, functions to the different localities of the school system in\nsuch a way as to meet the needs of each particular locality and yet maintain\nthe unity of the system.\nd) Teachers.\n\n—Teachers are selected thru the cooperative\n\nsupervisors and administrators\n\nefforts\n\nof\n\nand are then elected by the board\n\nof\n\neducation as the tactile factor of the school organization.\n\nIt is\n\ntheir\n\nprimary business to touch the individual problem and to know specifically\nthe educational needs of the community they serve.\nIt is, therefore, their business primarily:\n1.\n\nTo function as child leaders thru the school curriculum, thru the\n\nschool organization,\n\nand thru their social contact with the children and\n\ntheir parents.\n2.\n\nTo function in needed school organization and curriculum adjust-\n\nments thru their frank discussions with their principals, supervisors, and\nadministrators of seeming school needs or school weaknesses to the end\nthat the school may not become a great machine, but that the needs of the\nindividual child may always be supreme; that rooms, schools, or locaHties\n\n"}
{"page": 111, "printed_page": null, "text": "CLASSROOM TEACHERS AND SCHOOL AFFAIRS\n\nSessions!\n\nshall possess their individuality,\n\n95\n\nbut always in harmony with the general\n\ncommunity good.\n3.\n\nTo function in the community as something more than classroom\n\nteachers; to magnify the purposes of the teacher; to elucidate and magnify\n\nthe work of the school and the influence of the school thruout the community.\n\nSchool clubs or organizations that magnify class as class are an\n\nabomination.\n\nSchool clubs or organizations that as a whole or thru\n\ncommittees study the school needs for the purpose of bringing all school\nfactors to a common understanding are of inestimable value to all parties.\nIt is all in the attitude and purpose of the organization.\n\nCooperative committees working harmoniously for a common good,\nrespecting each\n\nother's\n\nwork and each\n\nother's\n\nresponsibilities,\n\nwould\n\nmagnify immeasurably the ^fiSciency and standing of any school system.\nSuch work would establish the faith of the teacher in supervision and\nadministration and would establish the faith of the administration and\nsupervision in the teacher.\n\nSuch work and attitude would establish the\n\nfaith of boards of education in all their elected or appointed servants.\n\nMay such organizations come, grow, and multiply.\n\nTHE PLACE OF CLASSROOM TEACHERS LN THE\nADMLNLSTRATLON OF SCHOOL AFFALRS\nJESSIE SKINNER, TEACHER, JEFFERSON HIGH SCHOOL, PORTLAND, ORE.\n\nThe teachers who have taught the growth of democracy in national\nand international affairs, who have felt the rising power of labor in the\nindustrial world, have grown into the feeling that they who teach and\ndiscipline, who train and develop should have a larger part in saying how\nthese things should be done.\n\nI know of no more stultifying influence than to be told to do something\nand then given all instructions how to do that thing. The demand is for\nteachers with personality, leadership, and initiative; yet too much supervision and too little self-expression kill these characteristics, and they also\nkill the joy and enthusiasm of the teacher.\nA teacher will grow only as she has opportunity for the expression of\nher capabilities. I would not do away with leadership; but I would do\naway with the so-called leadership which is only a delegated authority.\nThe principal or superintendent who thinks he has a \"corner\" on all the\ngood ideas of administration, who is too small to receive suggestions from\nthose who work with him, who is too jealous of his own name and fame\nto give the teacher her share of responsibility and recognition must abdicate\nor he will be overthrown.\n\nIn each school, superintendent and principal and teachers should\nunderstand conditions and together work out a policy and a program to\n\n"}
{"page": 112, "printed_page": null, "text": "J\n\nNATIONAL EDUCATION ASSOCIATION\n\n96\nfit\n\nthe conditions.\n\n[General\n\nJust what shall be the plan by which this is accom-\n\nplisht, whether by cooperative committees, advisory councils, or what not,\n\nI shall not say;\n\nbut there are three things necessary for its success: con-\n\nference, cooperation, and loyalty.\n\nAnd this democratic system of admin-\n\nistration will succeed better if the superintendents and principals take the\ninitiative than if, by their attitude, they compel the teachers to do so.\n\nSome phases of administration in which the teachers should have a\npart are discipline, kind and form of reports, number of classes, number\nin classes, and the like.\n\nMuch energy and enthusiasm are lost in making out useless reports;\nand a teacher's ability is too often judged not by enthusiastic and efficient\nteaching but by accurate reports neatly copied and promptly delivered.\nTwo men met on the road to swap horses and one said to the other,\n\"Is your horse a good traveler?\" ''A good traveler,\" said the other,\n*'Why I can drive that horse so far in a day that you can't get him back\nI know one report card which because of the number of subjects\nin three. \"\nprinted thereon (140), the smallness of the spacing and the notation of\nthe subjects, causes eye strain and loss of nervous energy that cannot be\nestimated.\n\nIt takes twice as long for a teacher to make out one of those\n\ncards as it should; so that one card loses for its school district at least 16\n\nHad teachers that make out that card been\non that committee of records and reports, they would have devised a\neight-hour days each year.\n\nbetter one.\n\nIn regard to number of classes and number in classes, who can judge\nbetter how much work can be well done, those who do the work or those\n\nwho look on ?\nAgain, I say, superintendents and principals, confer with your teachers.\n\nWork for intelligent, efficient, and sympathetic cooperation, for a bigger\nand better school, and you will get it. Be a slave-driver demanding a\nfixt daily routine of so much work covered, so many papers graded and\nhanded in, so many reports made out, and you will get that, but you will\nget little else.\n\nTEE PART THE TEACHER SHOULD PLAY IN THE\nADMINISTRATION OF THE SCHOOL SYSTEM\nI.\n\nSTELLA HERRON, NORMAL SCHOOL, NEW ORLEANS, LA.\n\nUndoubtedly the nation is awake to the need for better salaries that\nthere may be more and better teachers, but it has not yet realized that\nthe present lack of teachers is due not alone to the small salaries. Surely\nthe inadequate reward of teaching is no new thing. It was as well known\nby the youth of twenty years ago as by the youth of today. Yet, in the\npast, undeterred by the certainty of small gain, many chose this profession\nin order that they might do the work they loved.\n\n"}
{"page": 113, "printed_page": null, "text": "THE TEACHER AND THE SCHOOL SYSTEM\n\nSessions]\n\n97\n\nIt must be clearly understood that any suggestion from a teacher for a\nreadjustment of the present organization of the school system can be\njustified only if such suggestion is based upon the principle that this reorgani-\n\nzation would make possible better work on the teacher's part.\n\nIt could\n\nnever be offered for the purpose of securing ends desirable for the teacher's\n\ngood only.\n\nNow to the teacher whose chief concern is to make her work yield richer\nand more genuine returns and who sincerely believes that administrators\nand teachers alike need the mutual knowledge, understanding, and sympathy which result from genuine cooperation in solving complex problems\nsuch as courses of study, selection of textbooks, and of grade-room equipment, several obstacles to obtaining successful cooperation loom large.\nThe administrator who asks teachers to serve on a committee and then\nrevises largely or ignores the report of the committee;\n\ngestions\n\nwho asks for sug-\n\nand tables them; or who makes committee appointments for\n\nother reasons than professional qualifications does much to destroy interest\nin cooperative projects.\n\nOn the other hand it is equally deplorable in effect\n\nif the teachers' councils or\n\ncommittees come under the control of the radical\n\nteaching members who sometimes neglect their duties in a struggle for\ntheir rights or fancied rights.\n\nBecause these unworthy conditions have sometimes prevailed it is now\nunfortunately true that a large number of the teachers most truly interested\nin their work avoid all participation in the efforts to secure representation.\n\nTherefore great care has to be taken in organizing any movement to further\ncooperation in a manner which will overcome this prejudice and appeal to\nall t3^es of teachers as well as to the supervisory officers and administrators.\n\nThe report offered in 19 19 by Mr. Updegraff is so rich in suggestion as\nhow school administration can be, and is being made, increasingly\ndemocratic that little need be added. Chief, however, among the many\nto\n\nadvantages resulting from the cooperative undertakings described therein\nis\n\nthe enthusiasm for education awakened in the teachers participating.\n\nFor the proper maintenance of the public schools it is necessary to\nsecure and hold the interest and support of the community.\nis\n\nThe teacher\n\nthe representative of the school that comes in direct contact with the\n\nindividual father and mother.\n\nShe must be the bearer of the torch guiding\n\nmen to such a knowledge of, and faith in, the power of education to\nmake certain \" that government of the people, by the people, and for the\n\nall\n\npeople shall not perish from the earth\" that they shall willingly and\ngenerously pay for it.\n\nII.\n\nAGNES S. WINN, PRESIDENT, SEATTLE GRADE TEACHERS CLUB.\nSEATTLE, WASH.\n\nSeattle does not gracefully relinquish her leadership in anything, and\nyet, as I\n\nhave listened to the splendid plans and achievements brought\n\n"}
{"page": 114, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n98\n\n[General\n\nforth by my colleagues and have surveyed the accompUshments of other\n\nAmerican cities in the great movement for democracy in education, I am\nconvinst of the necessity for taking back to our Seattle teachers a new\nincentive to shoulder their part of the responsibility in the great national\n\nprogram\n\nfor widening the vision\n\nand\n\nincreasing the efficiency of the\n\nclassroom teacher.\n\nEven as a phrase, \"Democracy in Education\" has a splendid ring,\nbut when put into active operation, it opens up a new world alike to teachers\nand school officials. Altho there has been a growing unrest among teachers\nduring the past ten years due, no doubt, to a longing deep down in their\nhearts to express themselves on school problems, it maybe doubtful whether,\n\nup to the present time, many of them have sought or cared for an active\nparticipation in the shaping of school policies, or, perhaps, were even\n\nprepared to exercise such a privilege, but it is doubtful now, with every\nteacher a trained and valuable part of the great educational system, with\n\nevery teacher gaining daily in breadth of outlook and capability of judg-\n\nment, that she can long be withheld from active cooperation in the adjustment of problems' of which she has first-hand working knowledge.\nIn communities that have made the greatest progress according to a\nrecent National Education Association report by the Commission on the\n\nEmergency in Education, boards of education and superintendents have\nrequested teachers' organizations to\n\nmake specific recommendations on\n\ncourses of study, adoption of textbooks, types of buildings and equipment,\n\norganization of special classes, and formulation of budgets, always keeping\nin mind that the ultimate aim should be the development of the highest\n\ntype of citizenship.\n\nWe know, the report continues, that nothing will\n\ndo more to raise the status of the profession and make its service attractive\nto the kind of men and women that the schoolroom needs, than the adoption\nof a policy that will lift the classroom teacher above the level of the mere\nroutine worker, carrying out, in a mechanical fashion, plans and poHcies\nthat are handed down from above.\nWe hear much of teachers' councils, but it is a far western city that has\nstruck the highest note in this new phase of education. In Oakland,\nCalifornia, a classroom teacher sits with full power of discussion and\nsuffrage in the Superintendent's Council.\n\nIn closing I wish to leave with you two points very clearly set forth by a\nwell-known educator in a message to teachers contributed to the June\nnumber of the Seattle Grade Club Magazine:\nTeachers should insist upon ridding the school system of rubbish, lost motion, red\ntape, and autocratic methods, and exert their influence to introduce simple, direct methods\nin teaching the big, useful things of life. They should everywhere maintain broad liberal\n\nstandards of recreation and out-oif-school activities, and should face their respective\ncommunities as red-blooded, full-grown humans who dare live abundantly and love\nWith a shoulder-to-shoulder stand for these big things, the classroom\nlittle children.\nteachers of America may continue to form the inspiring soul of the system as they seek\nadvancement thru definite contributions to public welfare.\n\n"}
{"page": 115, "printed_page": null, "text": "THE TEACHER IN ADMINISTRATION\n\nSessions]\n\n99\n\nTHE TEACHER IN ADMINISTRATION\nCORNELIA S. ADAIR, PRESIDENT, NATIONAL LEAGUE OF TEACHERS'\nASSOCIATIONS, RICHMOND, VA.\nFor many years the classroom teacher has felt that she was not giving\nAltho the\nto the cause of education the best that was in her to give.\nteacher of the children of a free people, she herself had little share in molding\nthe educational policies which she endeavored to carry out.\n\nThis question was recently askt the teachers of a certain state: ''To\n\"\n\nwhat reason other than salary do you attribute the unrest among teachers ?\nThree hundred and fifty-three replied that it was caused by a lack of\nsympathy and cooperation between the teachers and the administration.\nCloser cooperation and a better acquaintance was the universal remedy.\nThat this (^esire for a closer cooperation between the classroom teacher\nand the administration is general is evidenst by the remarkable growth\nof the Advisory Council idea.\n\nThe purpose of these councils is to utilize the experience, judgment,\nand initiative of the men and women in direct daily contact with the\nchildren and problems of the school.\nAll questions\n\n—administrative as well as educational—affecting the\n\nwelfare of the teachers, the children, and the schools, should be recognized\n\nas proper subjects for discussion and findings\n\nby these\n\ncouncils.\n\nAll\n\nrecommendations of the councils should be made a matter of official record.\nThe judgment of the teacher should be utilized in the formulation of\nschool policy, not only for the sake of the policy, but also for the sense of\nresponsibility engendered in the teacher by her share in determining that\npolicy.\n\nIn certain cities where there is no formally instituted Advisory Council,\nthe open forum plan has been adopted.\n\nOnce in three months the teachers\n\nare invited by the board to come and talk over matters in which they are\ninterested.\n\nBusiness\n\nmay originate\n\nwith the teacher, superintendent,\n\nor board.\n\nMuch benefit has resulted from these meetings, not only from the\npractical solution of problems, but also\n\nfrom the friendly knowledge of\n\neach other gained by the teachers and the board.\nThis is the heart of the teaching as well as the industrial problem.\nEstablish free and natural communication between the men and women\n\nengaged in a particular enterprise and you will have gone about as far as\n\nmethod or system can go in preventing misunderstandings and in arriving\nat decisions which will be for the good of all.\n\n"}
{"page": 116, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nlOO\n\n[General\n\nDEFINITE OBJECTIVES IN EDUCATION\nEDWARD O. SISSON, PRESIDENT, STATE UNIVERSITY, MISSOULA, MONT.\nFirst let there be\n\nno more apologizing for the profession.\n\nAs Walt\n\nWhitman somewhere says, \"there has been about ducking and deprecating\nenough.\" The teacher has been condescended to quite enough, and has\nlong enough acquiest in his own social as well as economic inferiority. Let\nus change it all; without the slightest personal conceit we must stand\nfirm for the absolute pre-eminence of the profession; we may be individually\nmore worthy or less worthy, but our craft is supreme.\nlook our fellow\n\nLet us resolutely*\n\nmen in the eye, bankers, lawyers, physicians, and the\n\nwhole heterogeneous mass of the high caste of America, the ''business\n\nmen,\" and tell them that our business is more important than theirs, and\nthey know it; that they are handling less valuable things than we handle;\nthat both their raw material, and their finisht results, even when most\ncostly, are infinitely less precious than the material that comes to our shop,\n\nand the product we turn out.\nFellow teachers, I am glad to tell you, from some considerable actual\nexperiment, that your fellow citizens know these things are true, and they\nreally like to hear them.\nit is\n\nThe message hits with the spirit of the times;\n\npart and parcel of the great awakening, against which the forces of\n\nmaterialism and reaction are making a desperate but hopeless stand.\n\nBe not conceited in yourself, but be proud and glad in your profession;\nthe world is today just opening its wondering eyes to the truth announst\ntwenty-five centuries ago by Plato\nof society and the state:\n\n—that education\n\nis the principal business\n\nthe educator is the leading business man, from\n\nnow on.\nThe educator's problem is the most difficult problem of all. This comes\ndecidedly as news to many in the profession as well as outside. We have\nthought of the engineer and the lawyer and the physician and the financier as\nexperts, possest of a unique\n\nand almost mysterious cunning and power;\n\nthe fact is that the intellectual task involved in solving the education of a\nsingle child far transcends in complexity and magnitude the building of the\n\nPanama Canal, the pleading of a case in international law, the diagnosis\nand treatment of the most baffling disease. The educator is called upon\nto guide the growing brains and hearts that will solve all these, and the\nmore difficult tasks that man's evolving destiny will bring.\nThe stupidity and tragedy of penurious salaries for teachers lies not in\nthe hardships inflicted on the teachers, but in the failure to command for\nthe task the highest powered brains and the finest capacities the human\nmarket affords.\nThe mind of mankind is open today to the new comprehension of the\nmagnitude of our profession. Let us meet the opportunity by declaring\n\nwithout fear or faltering the whole great new truth.\n\nThe business of\n\n"}
{"page": 117, "printed_page": null, "text": "I\n\n\"\n\nDEFINITE OBJECTIVES IN EDUCATION\n\nSessions!\n\nloi\n\neducation is the most difficult, the most indispensable, the most honorable\nof all\n\nthe affairs of society, bar none.\n\nLet every teacher become an\n\napostle of this gospel and magnify his calling.\n\nWe must renew our devotion to the ideals of the original charter of our\nnation, that immortal document, the Declaration of Independence.\n\nOur\n\nchildren must get into their hearts as well as their intellect, the faith and\nprinciples of that Declaration:\n\nnote, fellow teachers, that the Declaration\n\nin contrast with laws or even Constitution, is not subject to amendment,\n\nbut only to fulfilment;\nit is the\n\nit is the sublime prophecy of the world that is to be;\n\nNew Jerusalem of freedom and humanity.\n\nOur long devotion to the idol of individual success is bringing us to the\nWhether by accident or intent we have bred a citizenry\nwho have in the mass refused to let politics interfere with business. We\nmust breed a race who will understand that politics, the business of all, is\nsupreme over all other mundane affairs. America has been a place where\npoor boys became millionaires and presidents; and the millionaires, being\nmore numerous and less modest than the presidents, have got more attention\nfrom the rising generation, and have sadly distorted their view of life.\nA true vision of America this is the one supreme and paramount\nThe building of the Republic has\nobjective of the American school.\nbarely begun; we are just emerging from our historical infancy and standing\non the threshold of mature life; we have broken finally with our old isolation, all voices to the contrary notwithstanding; we now know what our\nprophets have always told us, that we belong to the world; that, in the\nwords of Lincoln, in saving American freedom, we save \"the last, best\nhope of man.\nbrink of ruin.\n\n—\n\nI\n\nfound a high-school class discussing a certain Herodes Atticus;\n\nI\n\nhstened with curious attention and some admiration, for the class showed\n\nuncommon scholarship.\n\nBeing invited to talk to the class,\n\nI askt per-\n\nmission instead to put one or two questions, and discovered that not one\nof the twenty knew whether Abraham Lincoln had ever been in Congress,\n\nwho Colonel Robert Gould Shaw was, or a single one of the eleven points\nin Washington's Farewell Address.\n\ntime fails to study all things;\n\nlet\n\nFellow teachers and fellow citizens,\n\nus first learn things that belong to our\n\nnational peace, and let Herodes Atticus, and not a few other pages of our\nsyllabus, wait until a more convenient season.\n\nThe acid test of all our patriotism is when self-interest conflicts with it.\nThe true lover of freedom must rejoice to see men all about him free;\neven tho those men are his employees and their greater freedom makes\nlesser profits for him, or lessens the\n\nwhat he calls his business.\n\ncompleteness of his own control over\n\nIt is easy to approve of people being free to do\n\nthings we approve of, but the test comes when they use their lawful freedom\nto do what we\n\ncondemn.\n\npeople to say only what\n\nIt is a poor\nis\n\nfreedom of speech which permits\n\nacceptable to certain groups of the people,\n\n"}
{"page": 118, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nIOJ2\n\n[General\n\nyet that is the kind of freedom that many communities have been having\nfor two or three years back.\n\nThe fact is that Americanism is so near akin to the teachings of Jesus\nthat for my part I am ready to see the American public school without\nfurther hesitation take those supreme principles of human life bodily into\nits\n\ncurriculum, eliminating all theological or historical occasions of dissen-\n\nIt has got to be an open secret on the street, in the office and shop,\neven in the halls of legislation, that those teachings, embodied most consion.\n\ncisely in the Golden Rule, are the only hope of a bewildered and tortured\n\nworld.\n\nWhy not put down as an indispensable element in the education\n\nof the American citizen, the teachings of Jesus of Nazareth, the Declaration\nof Independence,\n\nand the life of Abraham Lincoln?\n\nAnd see to it that\n\nneither Herodes Atticus nor the objective complement should crowd them\n\nout of the pupil's heart.\n\n'\n\n•\n\nThis leads to another great definite objective\nspiritual over the material.\n\nof subsistence\n\n—the elevation of the\n\nThe- savage is slave to the barest necessities\n\n—food and shelter and protection from cold; what time he\n\nhas to spare from these he spends in war.\n\nCivilized\n\nman is in peril of\n\nslavery to the things he has made, and the factitious needs stimulated by\nthese things.\n\nAs the savage measures his manhood by many beads or\n\nscalps or captured heads, so modern man is in danger of measuring his\n\nmanhood by the things he has acquired, and of these he has one universal\nmeasure, money. What cynical absurdities we permit ourselves; one\n\nmay be proud of having had a poor grandfather, but dare not be poor\nhimself.\n\nSooner or later\n\n—who can say when—\n\nreligion, purified to its\n\nessence, must come back into the American public school.\n\ngolden\n\nIt will not be\n\nProtestant (certainly not protestant), nor Catholic (except in the simple\n\nmeaning of that noble word), nor Jewish, nor any other special\nand particular name. It must not be divisive, as, alas, religions seem so\napt to be, but it must bind together all who love and would serve. It will\nknow much about man his lowly origin and marvelous history, his stumbling steps, and his boundless aspiration and unquenchable hopes, his sins\nand weaknesses, and his love and virtues. It will also foster the bright\neffulgence of Man's highest hopes the vision of God.\nHappily even now religion enters, unforbidden and beneficent in the\nstrength and gentleness, the discipline and the love, the clear thinking and\noriginal\n\n—\n\n—\n\ntrue\n\nhumanity of the\n\nteacher.' Also in certain figures of history,\n\nwho\n\nhaving been potently religious themselves, cannot leave religion behind\n\nthem even when they enter the school curriculum: of these the greatest\nin our history, and the greatest but one in all history, is, of course, Abraham\nLincoln, who loved mercy and did justice and walked humbly before his God.\nLest there should be any misunderstanding\n\nlet\n\nme confess to the\n\nconviction that the American pubKc school is a truly religious force, perhaps\n\n"}
{"page": 119, "printed_page": null, "text": "\"\n\nEDUCATION: THE DEFENSE OF THE HOME\n\nSessions]\n\nthe greatest in the world today\n\n:\n\nit receives with\n\n103\n\nopen arms all the children\n\nof all the people, it ministers to them an even justice and an all-embracing\n\nwhich must rejoice Him who said '^ Suffer the children to come\nunto me, for of such is the Kingdom of Heaven.\nWithin the school, vitality is the all-important objective. In spite of\nall the prophets from Plato to Milton and from Rousseau to the clearest\nvisioned of all, our own John Dewey, we are still in the doldrums 01 verbahsm, remoteness, useless complexities, ablative absolutes, compound\nlove,\n\nfractions, historical fossils instead of immortal, the ancient life, and so on\n\nOne sees a score of dead lessons on \"board\nmeasure\" from a book, then one lesson, thrilHng with eager life, because\nthe teacher-boy had stopt at the lumberyard and brought over a really\ntruly board foot and some ends of two by four and four-inch strips for the\nchildren to see and handle. Little boys and girls live in the very midst\nof the wonderful earth, with its mountains and valleys, plains and rivers,\nlakes and seas, and yet geography to them is a book in which their inquisitive\nnoses are kept, to cure them from being so inquiring.\nHappily we are moving, and not so slowly. The primary school has\nad nauseam et ad infinitum.\n\nreally arrived;\n\nit\n\nis\n\ntruly a kindergarten, a place for children to grow.\n\nIt is a place of joyful activity, of happy cooperation, of growth into life\n\nand knowledge and love.\n\nAnd at the far other end of the educational\n\nscale, in the graduate school, the true vital method of self-directed and selfis dominant.\nLet us hasten to bring up the\nbody of the elementary school, the high school, and the colleges,\nthat lie between these two happy extremes.\nClassroom teachers, here you are almost supreme: maugre cast-iron\ncurricula, and regulations and redtape, you can do much; the new life\ngenerated by true method will carry pupils along at a new speed and with\nnew power of acquisition. How they will thank you for living hours\n\nchosen intellectual action\ngreat\n\nin the schoolroom.\n\nEDUCATION: THE DEFENSE OF THE AMERICAN HOME\nSARAH LOUISE ARNOLD, DEAN OF SIMMONS COLLEGE,\nBOSTON, MASS.\n\nMany of the dearest traditions and ideals of America had their origin\nin the home.\n\nof\n\nFamily life developt the art of living together, and the power\nworking together. Sharing in common responsibiUties, performing,\n\ndaily tasks essential to the\n\ncommon good, following a routine until the\n\nnecessary work was accomplisht in spite of weariness and the attraction of\nplay, considering the welfare of others in the family group, sacrificing even\n\na necessity in order that some member of the group might profit;\n\nall these\n\ncame out of the family life in the separate home of our fathers. The home\nwas likewise a workshop and the farm a constant discipline. Every member\n\n"}
{"page": 120, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI04\n\n[General\n\nof the family learned how to do things, how to make things do, and how to\n\ndo without.\n\nHow are we defending the homes of America? How must they be\nThe thoughtful observer sees cause for anxiety in three con-\n\ndefended ?\n\nditions which are apparent today: the abandonment of the separate home\nin both city and country; the acceptance of the apartment as a substitute\n\nfor the separate home, a condition which attends the inrush of population\n\nto the cities;\n\nand the tide of immigration which fills our cities and manu-\n\nfacturing towns with groups residing in close communities, speaking an\nalien tongue, crowded in tenements, and isolated to a markt degree from\n\nthe\n\ntraditions\n\nof\n\nthe\n\ncommunity and\n\nall\n\nproblems\n\nof\n\ncommunity\n\nadministration.\n\nNo thoughtful mind can measure the present situation without grave\nanxiety.\n\nThe teachers of America should give it their most earnest conThey should not rest until a remedy has been discovered and\n\nsideration.\n\napplied.\n\nIn applying it, however, let us not rest in the hope that the challenge\nof the present day can be met by a change in the schools alone.\n\nA democ-\n\nracy, in order to survive, must be supported by constant education.\n\nThe\n\nand forever at school. He grows in understanding of the rights, privileges, and powers of the people as in the course\nof his evolution he participates in the care of his community and maintains,\nwith a full sense of responsibility, the family dependent upon him. That\nhe should grow in understanding and power as the years go on is not only\ngood for him, but it is essential to the good of the community, and that\ngreater community, the nation. The school, therefore, does not provide\neven the end of schooling, not to say education. The responsibility must\nbe maintained by the community. Opportunities for adults to gain\ninstruction at that marvelously critical period, when they \"want to know,\"\nmust be provided by the community, for the good of the whole; for educitizen unit must be always\n\ncation of the one profits us all. We learn in order that we may share.\nLet not the school, therefore, center in itself alone either the responsibility\nor the cure for this entire problem. But let it squarely assume its share of\nfault or blame and correct by movement in the right direction.\nWe have on our school programs a more or less mysterious subject of\nstudy, entitled Home Economics. It appeared there because the people\nof America believed it necessary to re-enforce the American home in order\nto maintain in American citizenship the ideals of the American home.\nThey permit girls as may \"elect\" to take a bit of home economics in\nour high schools, but rarely without discredit in the shape of classification\nand against the advice of teachers looking toward the college course. In\nmany colleges the subject is frankly discredited, the subject which challenges\nthe attention of the federal government not being considered of college\ngrade. If we count honestly, how many girls in America are taking such\n\n"}
{"page": 121, "printed_page": null, "text": "EDUCATION: THE DEFENSE OF THE HOME\n\nSessions]\n\n105\n\ncourses in our pubKc schools and colleges as will enable them to maintain\n\na family with a clear perception of the essential needs and ability to meet\nthese needs?\n\nYet, this knowledge belongs, or should belong to all the\n\ndaughters of all the people.\n\nAnd, to go farther, everything which concerns\nhome and community, the great\n\nfamily responsibiUties, sanitation in\n\nproblem of food and its uses, the interests of child life, the adjustment of\nincome to family necessities, belongs to men and women alike. More\nand more the separate individual is needing this knowledge, not having\naccess at all times to the family store of understanding.\nIs it not time, then, for us to require, rather\n\nthan merely to allow,\n\nadequate instruction in such matters in our system of education?\n\nLet\n\nthe school do what it can to the children passing thru, but let us not ignore\n\nthose who are beyond our present school age but are, nevertheless, totally\n\nThe young girl about to be married\n\nignorant.\n\n;\n\nthe young mother, ignorant\n\nof what is required in feeding her children; the young husband and father\n\ntrying to cover thi family expenses without a budget yet with the dim hope\nof sending a boy to college; the intelligent mothers of the community whose\n\nknowledge has come from inheritance alone and from the haphazard\nsuggestions of neighbors; all these are to be taught. Is it not possible to\nframe a suitable consideration of these essential subjects for school and\ncollege both, with proper adjustment to popular instruction in community\ncenters as well ? Can we not frankly make the maintenance of the homes of\nAmerica, not only a subject worthy of discussion, but one which we love\nto discuss ?\n\nThis matter calls for a careful analysis of the work now being done in\nschools;\n\nit challenges the attention of colleges.\n\nDoes the present provision\n\nof instruction sufficiently reach the urban groups, or is it given chiefly to\n\nthe farmer's wife and to the woman in industry ?\n\nAre the higher-priced\napartments ministering to the ideals of America to a greater degree than\n\nHas the maintenance of the separate home any relation\ndevelopment of American citizenship ? Does the subject called\nHome Economics belong outside the pale? Should it be rechristened,\nand admitted to civics, to philosophy, to the ethics of daily Uving-affairs,\nthe tenements ?\nto the\n\nto economics, to the science of government ?\n\nCan a name be devised which\n\nwill make plain that the interests now gathered under this name are Vital\n\nto all the citizens of America ?\nIf this can be done we\n\nmay in the end secure a type of education which\n\nwill be adequate for the defense of the American home.\n\n"}
{"page": 122, "printed_page": null, "text": ""}
{"page": 123, "printed_page": null, "text": ":\n\n:\n\nTHE NATIONAL COUNCIL OF EDUCATION\nSECRETARY'S MINUTES\nSALT LAKE CITY MEETING\n\nI\n\nOFFICERS\n\n—Homer H. Seerley, president State Teachers' College\nVice-President—^Josephine Corliss Preston, state superintendent public instruction\nSecretary—Adelaide Steele Baylor, federal agent for home economics\nPresident\n\nCedar Falls, Iowa\nOlympia, Wash.\nWashington, D.C.\n\nFIRST SESSION— Monday Forenoon, July s, 1920\nThe National Council of Education of the National Education Association convened\nin regular session on Monday forenoon, July 5,\n\n9:00 o'clock, in the Methodist Church,\n\nSalt Lake City, Utah.\n\nThe meeting was called to order by the president.\n\nFollowing the roll call to record\n\nthe attendance of members, Robert J. Aley moved that Article I of the Constitution as it\nrelates to membership attendance on meetings be interpreted to mean attendance on at\n\nleast one session of the Council.\n\nThis motion was carried unanimously.\nThe president gave a brief report on the future of the Council as embodied in the\npresent policy of meetings and work, emphasizing the duties and responsibilities of\nmembers as to attendance and participation in programs.\nThe Report of the Temporary Committee on Progress was then presented as follows\n\n—\n——\n\n\"City Systems\" H. B. Wilson, -superintendent of schools, Berkeley, Cal.\n\"Rural Systems\" J. F. Sims, president state normal school, Stevens Point, Wis.\n\"State Systems\" Mary C. C. Bradford, state superintendent of public instruction,\nDenver, Colo.\n\nThe general session was then adjourned for the round tables in open forum, for\nThese round tables met in different\n\nspecial consideration of particular lines of progress.\n\nrooms in the church and dealt with the following topics\n\n—A. H. Chamberlain, chairman. Secretary\n\"Extension System of Improving Teachers\nService\" —L. H. Minkel, chairman,\nsuperintendent of\nFort Dodge, Iowa.\n\" Teacher Progress by Collective Organization \" —Olive M. Jones, chairman, principal\nSchool\n\"Thrift Education with Actual Results\"\n\nCalifornia State Teachers' Association, San Francisco, Cal.\nin\n\nschools.\n\nNo. 120, New York, N.Y.\n\nSECOND SESSION—Monday Afternoon, July 5, 1920\nThe meeting was called to order by the president at 2 00 o'clock, in the Methodist\nChurch. The secretary gave the following report of the meeting of the Committee on\nMembership in the Council, held immediately before the morning session of the Council:\nThe Committee on Membership in the Council met at 9:00 a.m., in the Methodist\nChurch. Before supplying the vacancies in the membership and offices of the Council,\n:\n\nthe following motions carried unanimously:\n1. That failure to accept within a limited space of time, election to membership\nin the Council, would be equivalent to non-acceptance and a substitute name would be\n\nchosen from a list of eligibles already determined upon by the Membership Committee.\n2.\n\nThat such eligibles for substitution be listed at this time.\n107\n\n"}
{"page": 124, "printed_page": null, "text": ".\n\n:\n\nNATIONAL EDUCATION ASSOCIATION\n\nio8\n3.\n\n[National\n\nThat the proper authorities in the National Education Association be notified of\nby the Membership Committee of the Council and askt to follow the same\n\nthis action\n\nprocedure.\n4. That the honorary membership list be divided into two groups, i.e., honorary\nmembers and active honorary members.\n\nVacancies in the membership of the Council were supplied as follows:\n\n—Terms expiring in 1924.\n\nClass of 1920\n\nWilliam M. Davidson, Pittsburgh, Pa., to succeed himself.\nEdward Buchner, Baltimore, Md., to succeed George H. Lynch (membership lapst).\nP. P. Claxton, commissioner of education, Washington, D.C., to succeed himself.\nHarlan Updegraff, Philadelphia, Pa., to succeed himself.\nCora Wilson Stewart, Frankfort, Ky., to succeed herself.\nKatherine D. Blake, New York, N.Y., to succeed herself.\nOlive Jones, New York, N.Y., to succeed herself.\nCaroline Woodruff, St. Johnsburg, Vt., to succeed Frank Strong (membership lapst)\nC. P. Carey, Madison, Wis., to succeed himself.\nH. H. Seerley, Cedar Falls, Iowa, to succeed himself.\nClass of 19 1 5\n\n—Term expiring 192\n\n1.\n\nMay Trumper, Helena, Mont, to succeed Samuel Avery (membership lapst).\nD. B. Waldo, Kalamazoo, Mich., to succeed Guy P. Benton (membership lapst).\nCammack, Kansas City, Mo., to succeed G. M. Phillips (deceased).\nAnna Webb Blanton, Austin, Tex., to succeed Ernest E. Balcombe (membership\nJ. I.\n\nlapst).\n\n—\n\nClass of 19 1 6 Terms expiring in 1922.\nW. A. Jessup, Iowa City, to succeed C. D. Hine (membership lapst).\nE. M. Bainter, Kansas City, to succeed David Snedden (membership lapst).\nClass of 19 1 7\n\n—Terms expiring in 1923.\n\nAda Van Stone Harris, Pittsburgh, Pa., to succeed W. J. Kerr (membership lapst).\nT. E. Johnson, Lansing, Mich., to succeed F. B. Dressier (membership lapst).\nSusan M. Dorsey, Los Angeles, Calif., to succeed herself.\nClass of 19 18\nJ.\n\n—Terms expiring in 1924.\n\nW. K. Dwyer, Richmond, Va., to succeed C. C. Shultz (membership lapst).\n\nList of eligibles, in the order named, to supply vacancies caused by non-acceptance\nnewly elected members, or by resignation or other causes, before the next annual\nmeeting of the Council:\nDavid B. Corson, Newark, N.J.\nMinnie Nielson, Bismarck, N.Dak.\nP. E. McClennahan, Des Moines, Iowa.\nFrank B. Gilbert, Albany, N.Y.\nJ. H. Ames, River Falls, Wis.\n\nof\n\nOffice vacancies in the Council were supplied by the nomination of:\n\nAdelaide S. Baylor, Washington, D.C., to succeed herself as secretary with term\nof office expiring in 1923.\nA. J. Matthews, Tempe, Ariz., to succeed himself as a member of the Executive\nCommittee with term expiring in 1923.\nAnna Laura Force, Denv^er, Colo., as chairman of the Executive Committee.\nJohn R. Kirk, Kirksville, Mo., to succeed himself as a member of the Committee\non Membership with term expiring in 1923.\nWm. B. Owen, Chicago, 111., to succeed James Y. Joyner, on the Membership Committee with term expiring in 1923.\n\nThe recommendations of the Committee were unanimously approved by the Council.\nReport of Executive Committee on Committees\n1. Committee on Rural Education—J. Y. Joyner, ex-superintendent of public\ninstruction, Raleigh, N.C., honorary chairman.\nJ. F. Sims, president State Normal School, Stevens Point, Wis., chairman.\n\nThis Committee, authorized at the New York meeting, to be continued to make a\npreliminary report at Atlantic City, in February, 192 1, and a final report in July, 192 1.\n^John R. Kirk, president.\n2. Committee on Military Instruction and Education\nState Teachers' College, Kirksville, Mo., chairman.\nThis Temporary Committee, authorized and organized at the Cleveland, 1920,\nmeeting, to meet an emergency, to be discontinued.\n\n—\n\n"}
{"page": 125, "printed_page": null, "text": "\"\n\nSECRETARY'S MINUTES\n\nCouncil]\n\n109\n\n—\n\n^Joseph Swain, president, Swarth3. Committee on Salaries, Pensions, and Tenure\nmore College, Swarthmore, Pa., chairman.\nRecommended this Committee, appointed by the National Education Association at\nSan Francisco in 19 11, be continued.\n\n—\n\nThis Committee, authorized\n4. Committee on Democracy Applied to Education\nat the Cleveland meeting, 1920, but not organized until the Salt Lake City meeting, to\nbe constituted as follows:\nA. Duncan Yocum, University of Pennsylvania, Philadelphia, Pa., chairman; Sarah\nLouise Arnold, Boston, Mass.; Fanny Fern Andrews, Boston, Mass.; Walter S. Athearn,\nBoston University, Boston, Mass.; W. C. Bagley, Columbia University, New York, N.Y.;\nArthur H. Chamberlain, San Francisco, Cal.; Olive Jones, New York, N.Y.\n\n—\n\nPresent assignment: \"The School Child and\n5. Committee on Health Problems\nthe Necessity for Scientific Ventilation, Heating, and Lighting of School Houses.\n\nThomas D. Wood, Columbia University, New York, N.Y., chairman, reported at\nCleveland in February, 1920.\nThe Committee cooperates with the American Medical Association.\nThis Committee, authorized at the San Francisco meeting, 191 1, to be continued.\n\n—\n\nThis\n6. Committee on Participation of Teachers in the Management of Schools\nCommittee, authorized at the Cleveland meeting, 1920, but not organized imtil the Salt\nLake City meeting, to be constituted as follows:\nHarlan D. Updegraff, University of Pennsylvania, Philadelphia, Pa., chairman;\nSusan Dorsey, Los Angeles, Cal.; P. W. Horn, Houston, Tex.; W. M. Davidson, Pittsburgh, Pa.; Anna Laura Force, Denver, Colo.; Stella Herron, City Normal, New Orleans,\nLa.; Cornelia Adair, Richmond, Va.\n7.\n\n—William B. Owen, principal, Chicago Normal\n\nCommittee on Art Education\n\nCollege, Chicago, 111., chairman.\n\nThis Committee cooperates with the National Association of Fine Arts as soon as\nthe organization is completed.\nThis Committee, reauthorized at the Cleveland meeting in 1920, to be continued.\n\n—\n\nArthur Chamberlain, editor Sierra News,\n8. Committee on Thrift Education\nSan Francisco, Cal., chairman.\nThis Committee, authorized by the National Education Association at Oakland,\nto be continued.\n\n—\n\nCommittee on Racial Weil-Being Helen C. Putnam, Providence, R.L, chairman.\nThis Committee, authorized at the Detroit meeting, to be continued and may report\n9.\n\nin 1922.\n\n—\n\n10. Committee on Reorganization of Seventh, Eighth, and Ninth Grades\nThis\nCommittee, authorized at the Cleveland meeting, 1920, but not organized until the Salt\nLake City meeting, to be constituted as follows:\nCharles H. Judd, dean of School of Education, University of Chicago, Chicago, 111.,\nchairman; James M. Glass, Rochester, N.Y.; J. H. Bentley, Richmond, Ind.; Arthur\nGould, Los Angeles, Cal.; Charles E. Chadsey, University of Illinois, Urbana, 111.;\nDr. Kandel's report on tenure\nJ. M. Gwinn, Los Angeles, Cal., was the principal speaker.\nstated that only four states California, Massachusetts, Montana and New Jersey recognized by law. New Orleans, La.; J. W. Withers, St. Louis, Mo.; Katherine D. Blake, New\nYork, N.Y.; Ella G. Switzer, Denver, Colo; Annie Webb Blanton, Austin, Tex.;\nJosephine Corliss Preston, Olympia, Wash.\n^\n\n—\n\n—\n\nJohn R. Kirk, president of the State Normal School, Kirksville, Mo., gave the\nthe Cornmittee on Military Instruction in Educational Institutions, as\na system of training for the army and navy.\nAs Adelaide S. Baylor, because of other duties, could no longer continue her work\nas a member of the Race Betterment Committee, Mrs. Susan M. Dorsey, superintendent\nof schools, Los Angeles, Cal., was appointed in her place, on recommendation of Helen\nPutman, chairman of the Committee.\nfinal report of\n\nThe General Session of the Council then adjourned for the conferences, which met in\ndifferent rooms of the church and were conducted as follows:\n\n\"Conference on School Consolidation as a Solution of Rural Conditions\"\nF. Sims, chairman, president State Normal School, Stevens Point, Wis.\n\n—^John\n\n"}
{"page": 126, "printed_page": null, "text": "no\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\n\"Conferences on the Changes Needed in the Elementary School Course. New\nSubjects to Be Added. Old Subjects to Be Omitted. \"\nKatherine D. Blake, chairman,\nprincipal of School No. 6, Borough of Manhattan, New York, N.Y.\n\"Conference on the Conditions that Progress in Legislature and in Standards Have\nProduced in Diminishing the Teacher Supply\" Mary D. Bradford, chairman, superintendent of schools, Kenosha, Wis.\n\n—\n\n—\n\nAs Mrs. Bradford could not be present because of other conflicting engagements,\nAnnie Webb Blanton, state superintendent of public instruction, Austin, Tex., presided\nat the conference. Each chairman was asktto conduct the Round Table and furnish a\nreport of the proceedings to the secretary of the Council.\n\nTHIRD SESSION—Tuesday Forenoon, July 6, 1920\nThe meeting was called to order by the president at 9:00 o'clock, in the Methodist\nChurch.\nRobert J. Aley, president of the University of Maine and former president of the\nCouncil, read a paper on \"Forty Years of the National Council. \"\nfollowing letter from Thomas A. Bicknell, the\n\nfirst\n\nIn this connection the\n\npresident of the National Council,\n\nin the year 1880, was read:\n\nDr. Homer H. Seerley, President, National Council of Education\nProvidence, R.I.\nJune 26, 1920\nDear Dr. Seerley:\n\nThe fortieth anniversary and the forty-first meeting of The National Council of Education call for many\ncongratulations to the President and members of this distinguisht body for the valuable contributions made\n\nand in the making for the advance of philosophical methods in American Education. I have in mind a meeting\nof the Department of Superintendence at Washington, D.C., in February, 1880, when I read a paper before\nthat body, proposing the formation of such a council, offering reasons for it and some of the ends attainable.\nA very cordial reception was given to the project by U.S. Commissioner, General John Eaton, Dr. W. T.\nHarris, Dr. E. E. White, Hon. John Hancock, Dr. John D. Philbrick, Hon. Henry Barnard, and many others,\nand a committee was chosen, of which I was chairman, to propose a constitution and plans of organization to be\nsubmitted to the National Education Association, at its July meeting in 1880.\nThe National Council came into real being, at Chautauqua, N.Y., July, 1880, with principles and purposes\nsubstantially as exprest in the present constitution. It was the unanimous opinion of the National Education\nAssociation that the Council could be made an efficient instrument of good foundation work thru philosophical\nstudies and \"Round Table\" debate and conclusions.\n\n/By the unanimous choice of the members, I held the Presidency for three years, resigning in 1883 to\naccept the Presidency of the National Education Association for 1884, with the first great meeting in 1884 at\n\nMadison, Wis.\n\nOur first annual meeting of the Council was held at the hotel on Lookout Mountain, Tennessee, in July,\nOur sessions occupied three days, members only being present. At the outset, we believed that\ncabinet debate on well-digested committee studies and conclusions was the only way for arriving at the most\nvaluable results. The general body of educational people was not invited and for fostering the philosophical\ntype of thought was not wanted. We felt that our work would be hindered rather than helpt by an audience.\nWe had giants in those days, like Dr. McCosh, Dr. Harris, Gen. Eaton, Dr. Philbrick, Dr. Hagor, Dr. Pickard,\n1881.\n\nDr. Smart, Prof. Soldan, Dr. Barnard, Prof. S. S. Greene, Supt. Richoff, and others of great ability. No one\nbelieved an audience essential to the best council work. All of the early members insisted on unhampered,\nMy\nI well remember the meeting of the National Council at Boston, in 1903.\nscholarly, round table work.\nsurprise was great to note that the meetings were open to all comers, and I felt called upon to remind the\nmembers that they had departed from what I believed was the wiser method for the first twenty years.\n\nThe Survival of the Council for forty years and its good standing in educational circles is fair evidence\nEvaluation, however difficult, is of great importance at the present juncture\nof its value in accomplishment.\n\" \" What has it to do ? \" are questions answerable\nin educational concerns. \" What has the Council done ?\n\nand demanding answer.\nIt would be well worth while to ask:\n\nHas the Council followed a truly philosophical method in its work ?\n....\nHas it developt a strong philosophical spirit in the National Education Association ?\nHas it establisht sound pedagogic principles of practical value ?\nd) Has it effectually opposed false theories and doctrines ?\na)\n\nb)\nc)\n\ne) Is its present program suited to national conditions and needs ?\n?\n/) Is its propaganda commensurate with the value of its educational product\nanniversary.\nIt seems to me that it is well worth while to take an account of stock on this fortieth\n\nThe\n\nthe National Education Association contains material for such a review and\nFifteen years have elapst since then. All should be subjected to a searching analysis to\n\nfiftieth anniversary volume for\n\nvaluation to 1905.\n\ndetermine what has been done that is worth while and the best conditions for the best work for the future.\n\nThomas W. Bicknell\nFounder and First President of The National Council of Education\n\n"}
{"page": 127, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nCouncil]\n\nIII\n\nA motion by Mr. Aley that the secretary write thanking Dr. Bicknell for his letters\nand extending to him the congratulations of the Council on his service to the organization\nand to the cause of education was unanimously endorst. The secretary of the Council\nwas authorized to request the secretary of the National Education Association to include\nDr. Bicknell's letter in the volume of proceedings.\nFollowing the reading of Mr. Swain's letter of transmission accompanying the report\non tenure, Arthur H. Chamberlain presented the subject of salaries.\nJosephine Corliss Preston gave an address on \"The Call To Arms in 1920.\"\nThe secretary then read the report on tenure, prepared by Dr. Kandel and accompanying Dr. Swain's letter of transmission.\nThe discussion on tenure was led by Margaret Haley, Federation of Teachers,\nChicago, 111., and James Ferguson, Riverside County Schools, Coachella, Cal. Some\ngeneral. discussion followed in which Susan M. Dorsey, superintendent of schools, Los\nAngeles, Cal., was the principal speaker.\nstates\n\nDr. Kandel's report on tenure stated that four\n\n— California, Massachusetts, Montana, and New Jersey—recognized by law\n\nthe principle of permanent tenure for teachers.\n\nThe meeting adjourned.\nAdelaide Steele Baylor, Secretary\n\nPAPERS AND DISCUSSIONS\nTHE NATIONAL COUNCIUS FUTURE\nHOMER H. SEERLEY, PRESIDENT, STATE TEACHERS' COLLEGE,\nCEDAR FALLS, IOWA\n\nAny organization needs to be active to maintain an effective service.\nWhen the organization is a delegate body with its membership limited by\nspecial appointment, this activity is more definitely important.\n\nIt is the\n\nplan of the Executive Committee to so manage the National Council of\n\nEducation as to have every member engaged upon some productive study\nby being placed upon some authorized committee. The success of this\nplan depends upon the cooperation of the members more than it does upon\nthe disposition and the determination of the Executive Committee. It is\nassumed that every individual selected for membership is of such capability\nand experience as to enable him or her to be an actual contributor without\nurgency, as the selection suggests that there is important work to do and\nthat these appointees are the persons to do it. The mere fact that some\nmembers have been unidentified with any productive work for some time\nmakes the Executive Committee more anxious to so complete the organization for the coming year as to put into service every member that is so\nsituated as to do real effective work.\nTo do this requires that members\ncooperate by informing the Executive Committee what they can individually\ndo to the best advantage (i) by proposing prominent educational problems\nthat can be and should be solved by investigation and by conference for\nthe purpose of formulating reports, and (2) by indicating what duties they\nare willing to accept as their part of the service to be rendered.\n\n"}
{"page": 128, "printed_page": null, "text": "112\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nIn this reorganization it should be recognized that all effective honorary\n\nmembers are able to be considered as working representatives of the National\nCouncil of Education, thus increasing the 120 active members to some\nextent as a working organization. This interpretation of the province of\nhonorary membership relieves another situation in that retiring from\nactive membership does not necessarily drop the service of such educators\nto the Council, except in the one respect of being an authorized voter\nin business meetings.\n\nSince this function is rarely exercised by even the\n\nactive members it has but little importance as a service factor.\n\nOnce a mem-\n\nber of the Council, always a member of the Council, is a theory on which\nthe founders establisht this delegate organization. This condition permits\nhonorary members to continue as working committee members after they\nleave the active list and permits them to help formulate reports and to\n\ntake part in the presenting of the reports, the same as that granted active\n\nmembers, thus enabling the Council to possess all the serviceability of all\nmembers, both active and honorary, for an indefinite period of time.\nIf for any reason an active member cannot attend the meetings and does\nnot for good reasons contribute to the services expected of active members,\n\nits\n\nby accepting the relation of honorary\nmembership and assuming the prerogatives of that permanent situation.\nIt is assumed by the constitution that active members during their\nit is still possible to be equally as useful\n\nholding such relation to the Council will attend the annual meetings or\n\nhave an acceptable reason that should excuse this absence without possible\nobjection, the management having charge dealing fairly with every case.\nThis is no hardship nor over-demand because the relation of honorary\nmembership, without compulsory attendence or organized discipline, is\nalways obtainable. This requirement for attention to business on the\npart of active members should be recognized by the management and,\n\nwhen new members are elected, they should be requested to formally\naccept the privileges and responsibilities offered them. They should not\nnominally enter membership as if the conferring such appointment was\nsimply a recognition as an honor, but as a call to duty to help do a work\nthat will require time, attention, and sacrifice to a positive extent.\n\nAny\n\nother policy of membership and any other theory of acceptance of such\nresponsibility would rank the service as a compliment rather than a strenu-\n\nous business and would deprive the working body of the power and effectiveness that the intention of the organization implies.\n\nIt\n\nseems to your\n\npresident that some plan should be approved whereby the executive officers\n\ncan proceed to build up the spirit and the service of the Council by securing\nbetter discipline and better recognized cooperation as a part of the\nresponsibility of active membership.\n\nThe founders who organized the Council forty years ago desired for it a\nThey considered it a\ndcKberative body by which opinions could be formulated and the General\n\ndifferent province to that of the General Association.\n\n"}
{"page": 129, "printed_page": null, "text": "I\n\nCITY SYSTEMS\n\nCouncflJ\n\n113\n\nAssociation's transactions from year to year conserved and reported in a\n\nmore workable form.\n\nThey recognized that the permanent influence of\n\nthe National Education Association depended upon the proper salvage of\nthe best and most important of its undertakings and they also realized that\n\nconstruction could not be certainly accomplisht by the mass convention.\n\nThese forty years have justified these early opinions and expectations in so\nfar as the real ideals were applied, and have failed only when the Council\nundertook a similar province to that occupied by the General Association.\n\nTo this end the present officers are hopeful of restoring in large measure\nthe greater function of the Council and they insist that its undertakings\n\nbe constructive and deliberative and generative, rather than oratorical,\npolitical,\n\nand social;\n\nthe handmaid of the Association, cooperating in\n\nevery way possible to give the National Education Association a hearing\n\nby the public that the convention method can never realize.\nThese suggestions imply that the National Council of Education can\nbe and should be a body of workers that is to have notable results for its\nefforts rather\n\nthan discussion and disagreement.\n\nIt should\n\npush to a\n\nconclusion its deliberations and should, within a limited time, complete\nits\n\nstudies and render its decisions in order that they may be helpful to\n\nThe future can be made as\nprominent and as distinguisht as the services of the present give opporeducators, to school officers, and to the people.\n\nThe enterprise of public education has so many\n\ntunity and development.\n\nsituations, variations, objects, and functions that the work of improving,\n\ndeveloping,\n\nand constructing its undertakings will be as continuous as\n\ncivilization itself while\n\nsuch organized effort as this Council represents\n\nmust be of this energetic, sincere, thorogoing kind, which will help organized\nsociety to realize its best outcome and its greatest benefits within the least\ntime and with the least expenditure. For these great and yet possible\nservice-results your Executive Committee invites all the membership to\ncooperate with earnestness and sincerity.\n\nCITY SYSTEMS\nH. B. WILSON,\n\nThe\n\nSUPERINTENDENT OF SCHOOLS, BERKELEY, CALIF.\n\ngreatest development\n\nand progress which have come to the\n\npublic education in the cities of the United States within our memory is\n\non at this time. It has been evidencing itself in many ways. As all of\nyou know, it began within a few weeks following the signing of the armistice.\nIt\n\nis,\n\ndoubtless, due to\n\nmany things.\n\nDuring the war many types of\nand attention were going in\n\nprogress were retarded because our energy\n\nanother direction.\nperiod of the war.\n\nThe government practically stopt building during the\nThe economic conditions which asserted themselves\n\nprevented extensions requiring large expenditures.\n\nOther types of progress\n\n"}
{"page": 130, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n114\n\n[National\n\nare due to the lessons and experiences of the war.\n\nFurther, the general\nevery other institution and\nenterprise has, Hkewise, affected and stimulated constructive thinking\nspirit\n\nof reconstruction\n\nwhich\n\nis\n\naffecting\n\nand development in public education.\nFirst, we are now in the midst of the greatest physical improvement\nprogram which the pubHc schools have experienst. It was impossible to\ngather any data showing just how extensive it is, but the pubUc press and\n\neducational magazines have been reporting successful school-bond elections\n\nMarch, following the signing\n\nregularly since\n\nof\n\nthe armistice.\n\nThese\n\nissues rank in amounts all the way from ten million in some of our larger\ncities,\n\ndown to one and two hundred thousand dollar issues in some of our\n\nsmaller cities.\n\nDespite the high cost of labor and building materials and\n\ndespite the difficult bond market, improvements are going right forward.\n\nSecond, the day of better salaries for teachers has also arrived.\n\nDuring\n\nthe war, the public came to a realization of the excellent work which pubUc\n\neducation was doing and had been doing. Not only was our man power\nadmired by the entire world on the field of battle, but, likewise, in all the\nefforts in\n\ncommerce, industry, and finance which made the battle line\n\npossible.\n\nIt was, of course, felt that the schools had had much to do with\n\nthe provision of this efficiency in our citizenship.\n\nNot only so, but\n\nthe\n\nschools themselves were large factors in two important respects in the win-\n\nning of the war.\n\nThey were an effective means of publicity.\n\nThru the\n\nchildren in the schools the ilHterate and non-English speaking peoples and\n\nNot only were they informed, but\nthey were infiuenst to right attitudes and actions. At the same time the\noften the un-American were reached.\n\nchildren did important work which contributed to the prosecution of the\n\nThe Thrift and Red Cross work done by the children in the public\nWith\nthe schools before the pubUc in this favorable light and with the cost of\n\nwar.\n\nschools was no small factor in the speedy prosecution of the war.\n\nall\n\ncommodities going out of sight, the conditions were present to enable\n\nteachers successfully to ask for better salaries.\n\nAccordingly at the close\n\nbegan to be\nThese increases varied all the way from three to five hundred\ndollars, and in exceptional cases exceeded that.\nSince the middle of the\n\nof the school year in 19 19, worth-while increases in salaries\n\nprovided.\n\npresent year additional advances have been made, looking to the more\n\nand adequate compensation of teachers during the school year just\nahead of us.\nThird, a by-product of no small consequence which has become evident,\nas teachers have workt for better salaries, is the conviction that results\njust\n\nare achieved thru unity of effort.\n\nIt is only within the very last years\n\nthat teachers have organized and stood together for the achievement of\nends.\n\nEducational programs have always evidenst progress in the topics\n\nannounst and in the discussions presented, elaborating these topics. Until\nWe have not\nrecently, however, we have very largely stopt with talk.\n\n"}
{"page": 131, "printed_page": null, "text": "i\n\nCouncil]\n\nCITY SYSTEMS\n\nunified our efiforts thru the\n\nestabhshment of organizations with power to\n\n115\n\nThe teaching profession had no\nmore important lesson than this to learn. Programs of any kind which\nshould be put into operation depend for their success upon unified, uncompromising, unswerving unity on the part of the teaching profession.\nFourth, it is a fine tribute to the great body of American teachers to\ncarry our ideas and plans to completion.\n\nbe able truthfully to point to the fact that in the midst of campaigns for\nthe securing of better salaries aiid of establishing organizations for effective\neffort,\n\nthere has been just as great progress in the professional growth\n\nand development of teachers.\n\nThe summer schools never were as crowded\n\nas now with experienst teachers who are seeking improvement and better\n\npreparation for work.\n\nThe rank and file of teachers thruout the country\n\nnever were doing so much for the improvement of the courses of study\n\nand the methods of teaching where they work, as during these last years.\nAlong with the realization on the part of the pubhc of the great place\nplayed by education has come an increast pride on the part of teachers\nand school administrators in the thoroness and adequate equipment of\neverybody concerned in the work of public education. If time permitted\nit would be easy to illustrate, from the study courses in operation in various\nschool systems, the large amount of professional improvement of teachers\nin service which is constantly under way thruout the public schools of the\nUnited States.\nFifth, there is an increasing use of the scientific attack in the develop-\n\nment of all the detailed procedures affecting school-room practice and the\nis evidenst in the scientific way in which\nand\norganized into groups, in the procedures\npupils are now classified\nemployed in the development and improvement of curricula, and in the\noriginality and independence of teachers in their methods of instruction.\nThe most progressive courses of study, and as yet their number is all\n\ntechnique of teaching.\n\nThis\n\ntoo few, bear evidence of efforts to analyze concretely the social objective\nof pubhc education and to develop all details of content in each subject of\n\nstudy in such a way as to minister to the realization of the social objectives\nof the school.\n\nInstead of assigning the work to be covered in the various\n\nsubjects in terms of pages or chapters in the adopted textbook, the content\nis\n\ndevelopt relationally in light of the objectives of the school.\n\nThere is\n\nnot just one textbook, but many, and all of them are used as a means to an\n\nend rather than allowed to dictate and prescribe the content of the course of\nstudy.\n\nThe most hopeful sign in the interest of real education for children is to\nbe found in the originality and independence which is manifesting itself\nin a larger percentage of our teachers in their\ndefinite attitude of trying to\n\nmethods of teaching.\n\nA\n\nunderstand how methods of teaching are\n\nrelated to the attainment of the social objectives of education\n\nand of\n\nexperimenting and investigating to determine the best ways of achieving\n\n"}
{"page": 132, "printed_page": null, "text": "6\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\n11\n\n[National\n\nthem is gradually establishing itself. Teachers are not working by rule\nof thumb and under prescribed orders, but they are striving to interpret\nchildren's abilities and interests and to supply them such educational\nadvantages and participation opportunities as will be helpful in providing\ntheir gradual yet effective socialization.\n\nIn all of these types of progress the rank and file of the teaching staff\nare taking a larger place.\n\nThe procedure thruout is a cooperative one.\n\nThose salary campaigns and those efforts of other sorts which have been\neffective have been successful not nierely because the teacher was recognized and given an opportunity by executives and administrators, but\nbecause they actually took charge, analyzed situations, faced their responsibilities, and effectively put their programs over.\n\nThey have carried similar\n\nresponsibilities in building, planning curriculum improvement, and in the\n\ndevelopment\n\nof\n\nmore effective methods of teaching.\n\nThe cooperative,\n\ndemocratic attack is not only coming to be employed more and more in\ncity school systems but the fortunate thing\n\nis\n\nthat administrators are\n\nceasing to consider, when they use this procedure, that they have made a\nconcession.\nThey realize that any othe^ procedure is undemocratic.\nNot to follow this procedure evidences that they neither believe in nor\n\npractice democracy.\n\nWhat is done in a democratic form of procedure is\n\nsooner or later the result of the combined thinking of all who sustain any\nrelation to or take any responsibility for what is going on.\n\nBoards of edu-\n\ncation and school administrators are coming to see that such democratic\n\nprocedure is the only sensible, effective method of working.\n\nIt develops\n\nlarger ability thruout the teaching staff and insures totally greater results\nin every direction.\n\nRURAL SCHOOLS\nJOHN r. SIMS, PRESIDENT, STATE NORMAL SCHOOL,\nSTEVENS POINT, WIS.\n\nNo problem in the whole field of twentieth-century educational activity\nis\n\nof larger magnitude, of higher importance, or of more difficult solution\n\nthan that of rural education.\n\nThe almost insuperable obstacle in the way\n\nof already tried efforts as well as of proposed efforts at regeneration is to\n\nbe found in the isolation of the rural school, making for indifference on the\n\nThe remedy is to substitute for this\nand apathy the spirit of pride in, and loyalty to, the rural\n\npart of the rural-school public.\nindifference\nschool.\n\nThe point of leverage is to be found not only in the furnishing of additional means for improvement, but in the stimulation and cultivation of a\n\nwillingness to use the means at hand in such full measure that the inade-\n\nquacy of those means will reveal the imperative necessity of others to be\nsupplied.\n\n"}
{"page": 133, "printed_page": null, "text": "THRIFT READJUSTMENT AND PROGRESS\n\nCouncil]\n\n117\n\nWe hold allegiance to the doctrine of equality of educational opportunity in this great land.\n\nOur government is pledged to its full, circling\n\nSo far as the rural schools are concerned it does not obtain.\nWe applaud the slogan that every boy and girl in America is entitled, as a\nsacred heritage, to a high-school education, but indulge the fond delusion\nrealization.\n\nthat democracy will win this noblest victory without sustained enthusiastic\nand well-directed effort.\nThe demand for betterment in ways of highly competent, well remunerated, and permanently employed teaching force, of consolidated and rural\nhigh schools of a curriculum that will meet the needs of country life, must\ncome from local communities. Hence, a nation-wide campaign must be\nundertaken to arouse this demand for better educational facilities and\nthis is our present task.\n\nState and national funds must flow into localities which need the best\nefforts of leaders to elevate standards, therefore the areas of administrative\n\nand taxing units must be enlarged.\nBy challenging, molding, and directing the all-conquering power of\npublic opinion, the efficient weapon of democracy, we shall secure state\nand national approval as well as action in securing appropriations of such\nmagnitude that we shall be successful in bringing men and women of\nenergy and enthusiasm, who have a deep, living, and loving faith in the\npower of education and whose whole being is inspired with an unquenchable\ndesire to bring it to bear upon those who are entrusted to their care.\n\nTHRIFT READJUSTMENT AND PROGRESS\nARTHUR H. CHAMBERLAIN, CHAIRMAN, COMMITTEE ON THRIFT EDUCATION,\nNATIONAL COUNCIL OF EDUCATION\nPresident\n\nHomer H. Seerley of the National Council of Education\n\nwrote the Chairman of the Thrift Committee on March 15 last as follows:\n\nCan not a program made up of experts have a round table during July 5 and 6 at\nSalt Lake City, at which time actual thrift transactions will be reported to the National\n\nCouncil ?\n\nWhat it seems to me should be given is detailed facts of what is being accom-\n\nplisht in the country around Salt Lake City and the territory represented at the National\n\nEducation Association, in July.\n\nI should think you could organize for that\n\nmeeting a\n\nprogram of decided attractiveness.\n\nThe committees of the National Council have, for the most part during\npast years, been presenting reports thru the various committee chairmen.\n\nSo far as our Thrift Committee is concerned, with the exception of the\nCleveland meeting in February, 19 19, when the report was made thru the\nchairman, the various committee members have each contributed directly.\n\nEach member of the Thrift Committee has had, as his problem, a certain\nphase of the special\n\nthrift topic\n\nunder consideration at that particular\n\n"}
{"page": 134, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nIi8\n\n[National\n\nThis method has led to a broad, many-sided viewpoint. It has\nsame time secured the active cooperation of all members of the\ncommittee. It has, as well, made for definiteness and concreteness, as\nopposed to generalization and diffuseness. This has resulted in some actual\nmeeting.\nat the\n\naccomplishments under conditions particularly trying.\n\nFrom the very beginning there has been clearly in the minds of the\ncommittee that thrift, to be effective, must find its way to the very heart of\nthe school curriculum.\n\nHow difficult it is to secure lodgement for any\n\n\"new\" subject is apparent to all.\n\nThe tried and honored tradiWith an overcrowded course\nof study, teachers look with dismay at any new candidate for admission\nso-called\n\ntional subjects have for years been intrencht.\n\ninto the program of studies.\nDrawing and music and physical education\nand industrial lines and home economics and a long list besides, all had to\ncontest the way, step by step. That thrift teaching in the schools has,\nduring the past five years, ad vans t to its present position is a matter, not\nmerely for congratulation, but for comment.\nThe chairman of the Thrift Committee cannot at this time refrain\nfrom expressing to the members of the committee his appreciation for\ntheir cooperation and assistance, their careful and painstaking study of this\nimportant problem, their loyalty to the cause and their personal efforts in\n\nputting into actual practice in their\nprinciples of thrift.\n\nown fields of endeavor, the sound\n\nThis Council of Education, also, in its stand for the\n\npractice of thrift in the lives of our people, has inspired confidence on the\n\npart of thousands of teachers and of fathers and mothers thruoxit the land.\n\nThese are actually attempting constructive work in the school and in the\nhome. The example and leadership of Mr. S. W. Straus, and his unselfish\ndevotion to the cause, have been among the chief factors in the success\nThere is widespread recogniof the thrift movement from the beginning.\ntion of his oft-repeated admonition, based on clear vision and experience,\nthat only thru the school can the coming generations be properly and\neffectively reacht.\n\nThe chief obstacles encountered to a general acceptance of the necessity\nand are still found, in an utter misThis was given emphasis\nwhen, three or four years ago, we endeavored to interest some of the larger\nfor thrift teaching have been found,\n\nconception of the underlying principles of thrift.\n\nuniversities of the country to introduce into their summer sessions, courses\n\nIn attitude they were friendly. They wisht to\nBut the obstacles! Did not thrift have to do with\nmoney and investments and had not the University for years offered\ncourses in economics, covering all known and necessary knowledge in this\nline? Even if there were broader implications in thrift than those comin\n\nthrift\n\neducation.\n\nserve the people.\n\nprehended in the dollar sign, are not all phases covered in one Or another\ndepartment ? Health and physical development and sanitation are taken\n\n"}
{"page": 135, "printed_page": null, "text": "Council]\n\nTHRIFT READJUSTMENT AND PROGRESS\n\ncare of in their respective departments.\n\n1 19\n\nAnd there are the divisions of\n\naccounting and insurance and forestry and irrigation, etc.\n\nWith this and\n\nHke objections answered, came that philosophic, insurmountable hurdle,\nthat thrift, in its larger, more comprehensive aspects had never been' taught\n\nHow could the universities introduce courses that had not,\nby divine right, been part of the musty college curriculum! And finally,\nwe found that to introduce such courses would be impossible as there were\nin the schools.\n\nno teachers prepared for the work.\n\nUSE WITHOUT WASTE A VIRTUE\n\nBut the larger meaning of thrift is spreading.\n\nThe universities are\n\nready and anxious to offer courses when teachers prepared for the work\n\ncan be found.\n\nand talents.\n\nThere must be reaffirmed the need for proper use of time\n\nThe Great War demonstrated, as never\n\nbefore,\n\nnecessity\n\nThat it is the duty of every true\ncitizen to produce and to conserve is a truism accepted by every thinking\nperson. All should earn and all should save. Teachers the land over are\nseeking ways and means, not of preaching about thrift, but of having their\nfor strong bodies and vigorous health.\n\nr\n\npupils actually practice thrift.\n\nTo use without waste is to practice one of\n\nthe most fundamental virtues.\nIt was a most timely suggestion by President Sedrley that a round table,\n\nor open forum, be organized.\n\nEspecially appropriate is it to hold in Utah\n\nsuch an \"experience meeting\" on what is actually being done.\n^\n\nSome of\n\nthe most advanst educational legislation ever written upon the statute\n\nbooks of any state is now a part of the law of Utah.\n\nIn its recent laws\n\nthe state has recognized the benefits and wisdom of teaching thrift to every\n\nboy and girl in the commonwealth. Never has a discussion of thrift been\nheld under more favorable or significant circumstances. Never, indeed,\nhas there been brought together a group of persons better prepared to\ncontribute to our problem;\n\nto offer suggestions\n\non ways and means of\n\ntying thrift to the other work of the school, of creating thrift habits that\nshall last, and of making the practice of thrift habits function in the indi-\n\nvidual, the home, the community, the state, the nation.\n\nWe have from a number of men and women unable to be present today,\nand who are practicing thrift in the school, valuable contributions. As\nindicating the advance in some quarters in thrift teaching, we quote from a\nreport by Miss Lillian E. Tingle, Head of the Department of Household\nArts, University of Oregon, and a member of the Thrift Committee:\nSome very good practical results have been obtained from my class in household\nbudget-making this spring, in which, of course, the thrift idea was strongly infused and\nNext year we expect to strengthen this course with the cooperaI hope eventually to be able to organize a class on the\nbusiness of the household to include both men and women, which, if we can achieve it\nthrift literature was used.\n\ntion of the business department.\n\nshould prove a valuable part of thrift education among the students here.\n\n"}
{"page": 136, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n120\n\n[National\n\nI have given a number of talks on thrift topics before different organizations during\nthe past year, including the Oregon Home Economics Association, the Oregon Council of\n\nExecutive Women in Education, the Daughters of the Revolution, the ICiwanis Club,\nand others. In several cases the thrift idea was not included in the title of the talk, but\nformed a large part of the content. An extension class in textile study, the students in\nwhich were drawn almost entirely from the large department stores in Portland, offered\nanother opportunity for emphasizing the thrift idea for both the seller and the consumer.\n\nThis gave me a very strong impression of the need for such teaching for business girls.\nI was also greatly interested in the response obtained when the ideas were attractively\npresented without the slur of stinginess which is so often associated with the idea of thrift\nin the minds of such girls.\n\nA report from Superintendent L. L. Caldwell, Monmouth, 111.,\nshows some suggestive figures. Of 736 pupils in elementary schools, their\nsavings accounts total $8,367.\n\nTwo hundred and twenty-five junior high\n\nschool pupils have $4,145 in savings accounts, and 410 high-school pupils\n\nhave $16,647 to their credit.\n\nOf the entire number of pupils (1,371) 33 per\n13 per cent keep account of earnings and\nspendings; 50 per cent engage in profitable vacation work in the summer;\n\ncent earn\n\nmoney regularly;\n\n40 per cent of the pupils carry life insurance, a total of $175,450.\nThese figures may be compared with those from Anderson, Ind.,\n\nwhere Superintendent W. A. Denny recently made his \"thrift survey.\"\n\nOf 4,361 pupils attending school on a certain day, 2,776, or 63 per cent,\ncarried life insurance and 1,922, or 44 per cent, earned money regularly.\n\nTHE FOUNDATION OF GOOD CITIZENSHIP\n\nNo one element makes for good citizenship more than does the proper\nNo Americanization program can be complete without\n\npractice of thrift.\n\ny\n\ndue consideration to this all-important matter. In our recent state-wide\neducational campaigns in South Dakota and Utah we found the people\neverywhere ready to cooperate. And particularly in the rural districts\ndid we find waste and carelessness. If the children of the city spend\nlavishly and exhibit extravagance in dress and amusements, the children\nof the country have constantly before them examples of wanton waste in\n\npoorly tilled fields, machinery unhoused, the casting aside of raw materials,\ninattention to health and sanitary measures, and lost motion and time\ndestruction, owing to poor arrangements and lack of labor-saving devices\nin the home and on the farm.\n\nIn this period of readjustment, when attention in some quarters seems\nto be directed toward personal profiteering, rather than toward thrift and\n\nmade\n\nto\n\nproduce abundantly, to\n\nuse prudently, to save sanely, to invest wisely.\n\nThe thrift habit, learned\n\nconservation, every effort should be\n\nso as to be apphed, will be of more lasting benefit in adding to the permanent\nsatisfactions of Ufe,\n\nto be forgotten.\n\nthan will much of the book knowledge, learned only\n\n"}
{"page": 137, "printed_page": null, "text": ":\n\nTHRIFT READJUSTMENT AND PROGRESS\n\nCouncU]\n\nI2I\n\nA PROGRAM IN THRIFT EDUCATION\nD. C. Jensen, Superintendent of Schools, Jordan District, Sandy, Utah:\nStraus, President of the American Society for Thrift, defines thrift as follows\n\nMr. S. W,\n\nLaying aside a few dollars each week does not necessarily make one a thrifty person.\n\nThrift means so\nmeans personal eflficiency it means plans it means foresight it\nmeans prudence it means sane and legitimate self-control it means all that makes for character. It is as\nmuch removed from miserliness on the one hand as it is from extravagance on the other. As we build the\n\n—\n\nmuch more than merely money\n\n—\n\nit\n\n—\n\n—\n\n—\n\n—\n\nideals of thrift, we build character.\n\nThis seems to us to be a safe conception of thrift\nsafely build our superstructure for thrift education.\n\ntion\n\n—\n\n^a\n\nset of formal lessons in thrift\n\n—a platform upon which we may\n\nA mere course of classroom instruc-\n\n—while valuable as assisting to establish\n\nconcepts or ideals, will, if pursued no farther, get us practically nowhere.\nhabit of life.\n\nIt enters into the very detail of one's mode of living.\n\nthrift\n\nThrift is a\n\nIt is a characteristic\n\nlife attitude of conservation affecting health, energy, time, and wealth.\n\nUtah has recently placed upon its statute books some laws which will assist the\nschool and the home very materially in this matter of thrift education taken in its broad\nsense, and I shall attempt to indicate very briefly some of the results of these new laws in\n\noperation or, rather, as they are beginning to function in Jordan District.\n\nHEALTH AND PHYSICAL FITNESS\nFirst, in the matter of health, we take the position that no person is genuinely thrifty\n\nwho does not, first, develop as strong and vigorous a body as he can with consistent effort\nand proper care, and second, who does not remove remediable physical defects which\nhamper his efficiency in life's work. Utah's law provides that both these aspects of\nhealth may be taken care of.\n\nIn Jordan District, a constructive program for the conservation and promotion of\n\nBut it is difl&cult to measure just how much the health of a community has improved as a result of such a program because we have no definite standards\nof measurement.\nWe may determine, however, in a way, whether or not the home is\nresponding to our program by the response made to our appeals for the removal of physical\nhealth is in operation.\n\ndefects.\n\nWe first undertook the \"nose and throat\" problem.\n\nAt the end of the first year,\n\n234, and at the end of the second year, 769 pupils had had their tonsils and adenoids\n\nremoved.\n\nThree hundred and thirteen additional cases have signified their intention to have\nthem removed during this present summer. This will practically clear up the nose and\nthroat trouble except as new cases move into the district or as younger children enter\nschool.\n\nWe next undertook the problem of defective tefeth.\n\nThis seemed almost insuperable\n\nas 90 per cent of the pupils needed attention and only four of our seventeen communities\n\nhad local practicing dentists.\n\nThe exhibition by our supervisors of a good health film,\n\n\"Come Clean,\" a film depicting the results of decayed teeth, in thirteen communities\nproduced an immediate response on the part of patrons. But how was service to be had ?\n\nWe began by fitting up a modern, up-to-date dental office in the Jordan High School.\nThis served pupils from twelve towns and demands for similar service soon began to come\nin from each local community.\n\nUp to date, offices have been equipt in grade schools at\n\nWest Jordan, Draper, and Union; and local dentists are cooperating with us at Riverton\nand Bingham. All our dentists were booked for from two to three weeks ahead during\nthe time scho6ls were in session, and at Union, Riverton, and Draper we are continuing\nthe work through the summer. We purpose to extend the service until we shall reach\nevery community in the district.\n\n"}
{"page": 138, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n122\n\n[National\n\nThe care of defective eyes will likely be our next problem, as already we have been\nassured the hearty cooperation of the most eminent specialists in the state.\nOne additional point might be mentioned here. Utah's new law provides for allyear-round supervision in health, vocation, and social and civic activities. During the\n\nsummer our supervisors, who visit the homes of pupils, check up the following list of\nhealth habits for which each student is registered twelve months in the year: care of\nteeth, hair, nails; regular baths; proper ventilation of bed and living rooms; proper\n\namount of sleep;\n\nloose, porous clothing; proper recreation; proper exercise; regular\nmeals; plain food; abstinence from use of narcotics and stimulants; practice of cheer-\n\nfulness.\n\nIn this work parents are happy to be clast as teachers and cheerfully assist the\nsupervisors in establishing and maintaining these habits. This work appears to have\n\nwonderful possibilities.\n\nCONSERVATION OF TIME AND ENERGY\nAnother important factor in thrift education is the conservation of time and energy.\nUtah's new law provides that children shall attend school 30 weeks each year up to\nPupils from sixteen to eighteen may be excused to work under\nproper conditions, but must still attend school 144 hours per year.\n\neighteen years of age.\n\nSo effectively has this law operated this last year that idleness has practically been\neliminated, and the working conditions of pupils have been made almost ideal. Every\npupil must either work or attend school. Attendance at regular, full-time schools in\njunior and senior high schools, increast from 1490 students last year to 192 1 students this\n\nyear\n\n—an actual increase of 431 students or 30 per cent, although the school population\n\nof the district decreased 381.\n\nIn the senior high school alone the enrolment increased\nfrom 448 students last year, to 673 this year, a total of 225 students or 50 per cent increase.\nIt is probably needless to say that the energy and time of these students were conserved\n\nby attending school, and they will ever be more efficient than they would otherwise have\nbeen. Only 43 students were given permanent working certificates and about 20 boys in\nBingham attended part-time school. All the others, except those who moved out of the\ndistrict and two unaccounted for, attended full-time day schools.\nThese students are all registered for definite vocational projects running through\nthe summer months, and are under the immediate supervision of parents or employers\n\nand are visited frequently by our summer supervisors who cooperate with the home in the\nelimination of idleness and the promotion of wholesome thrift activities.\nAnother example of thrift training in cooperation with the community is found in\nour annual autumn beet harvest vacation. The high schools and upper grades of the\nelementary schools in all beet sections are given a three weeks' vacation in late October\n\nand early November.\n\nDuring that vacation, practically the entire beet crop is harvested\n\nwith the assistance of the boys and girls.\nCIVIC\n\nAND SOCIAL ACTIVITIES\n\nAnother important factor in thrift training is the matter of the civic and social\nactivities of young people.\nCivic pride, active interest in the town beautiful, and in the\ntown sanitary, are wonderful assets to the town prosperous. When these interests are\ncarried to each home their value is almost inestimable.\n\nAlso in the matter of social activities and recreation, so necessary to the wholesome\nnormal life, there can be little doubt as to their importance in the thrift habits of a community. Too many young people dissipate their energies and squander their earnings in\nunguided, social activities. In Jordan District, most of the communities own their own\namusement halls, thus eliminating the element of private ownership, and consequently\nof private gain.\nMoving pictures, home dramatics, and concerts, dancing parties, public\n\n"}
{"page": 139, "printed_page": null, "text": "'\n\nCouncil]\n\nTHRIFT READJUSTMENT AND PROGRESS\n\n123\n\ndebates, and other forms of social amusement are provided at nominal expense and all\nare carefully supervised.\n\nJordan District also has a major baseball league of nine teams, and the schedule\ngame a period of relaxation every Wednesday\n\nprovides lovers of the great American\n\nNumerous junior teams are organized and furnish\nwholesome recreation for those who are inclined to this form of sport.\nIncluded among the activities for which our summer supervisors give credit, are such\nas the boy scouts, campfire girls, Epworth leagues, mutuals and Sunday schools, orchestras,\nafternoon through the summer.\n\nbands, glee clubs, debating teams, dramatics, choirs, etc.\n\nOur attendance officer has discovered that practically every case of delinquency\ncoming under his observation began when the child lost contact both with the home and\nthe school, during the summer months. No field of endeavor holds out a promise of\ngreater returns than does summer supervision in keeping the school, the home, and the\nchild from losing contact with each other.\nPhysically, morally, socially, and intellectually this generation must improve upon\nthe past. We must not be the prodigals, and waste the splendid heritage given us by\nour fathers. This would make us unworthy of the trust given into our hands and would\ndefraud the coming generations. Rather must we seek to build, bit by bit, the positive\nin life and thus become co-workers with the Creator.\n\nTHRIFT IN CHILDHOOD\nMiss Katherine Devereaux Blake, Principal Public School No. 6, Manhattan, N.Y.:\nVery wonderful things have been accomplisht in the way of thrift. I have been very\nproud that my school, altho it was the smallest, won the prize for the district on thrift\nstamps. But this I want to put before you with intensity. We must, above everything\nelse, have thrift in childhood.\nThat is the one thing in which this nation is most wasteful.\nI wish the thought of this nation could be turned from dollars and cents to children.\nThe war has done what war always does caused more destruction to children, and the\nhome\", than to anything else.\nTwice as many babies have died as have men at the front.\nThe children have been robbed of education; they have been robbed of food; they have\nbeen robbed of many things they should have had, and they have been given all kinds of\nthings they should not have had. It is time for us, with the war over, to start a big\ncampaign for thrift in childhood. Thrift means everything for healthy growth. It does\nnot mean saving half as much as it means everything for healthy growth.\nWe in New York City, you in the country, you in the smaller towns, you in the large\ncities, are, all of you, at one time or another in your week's work, standing in front of\nclasses of children that have not had enough to eat.\nThrift in childhood means great expenditure of the dollars that we have been saving.\nThere must be a great campaign for expenditure of those dollars. We must see that the\nchildren have food.\nI hope to see the day when the teachers of this country will rebel\nand say they will not teach the children until they have enough to eat. Children must\nplay and rest. We must not try to hammer arithmetic into a head that tops an empty\n\n—\n\nstomach.\n\nWe are making a\nThe trouble is, lunches are so abominably expensive,\n\nIn the schools of New York City we have to feed our children.\nbig campaign for school lunches.\n\nand we think of dollars.\n\nAt any rate our overlords think of dollars; and they think only\nown children when it comes to children. They do not think of the\nwonderful beings children are. We are stupid alongside of them, we grown-ups. They\nare the most wonderful things in the world, and we do not feed them; we do abuse them;\nwe do bully them; we make them sit 50 in a class and we make them do many other\n\nin terms of their\n\nridiculous things.\n\nNow, let's have thrift in childhood.\n\n"}
{"page": 140, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIA TION\n\n124\n\n[National\n\nWHAT SUPERVISION ACCOMPLISHES\nL. J. Muir, Superintendent of Public Instruction, Salt Lake City, Utah:\nhave, in\nUtah, twelve months' supervision, and that very fact gives us the instrumentality for\n\nWe\n\nthrift development that we would otherwise never have had.\n\nfollows the summer months.\n\nThrift, like nature itself,\n\nNature gives us the summer months and the exercise of\n\nthrift is required then in the ordinary sense.\n\nFor instance, a lad came to school a year\n\nago, a ninth-grade student, and signed his check for his transportation fee.\n\nWe exact a\n\n$io transportation fee in that school district for all who enter high school, so as to equalize\nthe burden of transportation.\n\nOur district should have paid that $io fee for every student,\n\nbut was not able to do so.\n\nI said, \" How much\n\nThis student drew his own check for $io.\nmoney have you got, Tom ? \" He replied, \" I have more than $i,ooo in the bank, summer\nearnings.\"\n\nIt was the trial of\n\nmy life to save Tom last winter, to keep him from spending,\n\nHe and another lad jointly bought a Ford car\nand they toured at their leisure, and their folks thought they should have the privilege,\ninasmuch as they had earned the money.\nOur summer plan, in some six or eight counties where it has been adopted, provides\nfor the accounting of all money received and the money expended.\nI think it was Herbert Kaufman who once said, \"An unearned dollar is a fool maker. '*\nAnd equally so is the dollar for which no accounting is required. In fact, that is, I think,\nthe greater of the two evils. The spending of a dollar, or the permitting of the child or\nthe youth to spend it without an accounting, is a far more disastrous thing to his character\nthan the giving to him of an unearned dollar. In addition to the requiring of an accounting\nfor receipts and expenditures, in these summer carry-over plans, we check on the recreations of our boys and girls, ask pointed questions as to times they have attended places of\npleasure or recreation, the names of the places of pleasure, the latest hour of returning,\nwhether their associates have been young men and young women of good character, etc.\nThat is striking at what I think to be thrift in adolescence.\nwasting his money, and he did waste it.\n\nTHRIFT IN ADOLESCENCE\n\nThe point raised by Miss Blake is a very fine contribution to our meeting here, but\n\nAn adolescent boy can, I believe, take\nBut what of the thought food ? What of the character of\nfood he is getting ? There is the problem. Who are his associates ? Where is he spending his time ? What is the nature of his employment ? Is he learning the straightforward\nhabits of industry ? Does he value his dollar ? Because after all it is a mighty fine lesson\nand one that the schools cannot overlook, to implant in the hearts of young men and\nyoimg women an estimate of the value of money. We need a little economy in all things.\nWhile we are talking in millions and hundreds of millions, let's not forget that after\nall the individual succeeds in large part by reason of his ability to handle the money that\ncomes to him. So, we are, therefore, attempting to teach him to handle it. We want\nevery boy and girl to acquire the bank habit. I believe that if the boy at the age of\ntwelve is inspired to put his money in a bank and make an accounting of it which must be\ninspected by his teacher, and is askt the question at the end of each month, \"Has your\nbalance in the bank increast or diminisht?\" I believe that young boy will, when he\nthrift in adolescence concerns\n\nnot food alone.\n\ncare of himself in that regard.\n\n—\n\ngets to the age of sixteen, or eighteen, or twenty, have such pride in that growing account\n\nand in the potentiality which it brings to him in his life that he will not squander any of\nI have often said, \" Teach every boy the banking habit at twelve, and,\nit on cigarettes.\nif you teach it to him right, you need not worry about the cigarette question.\"\nThat is in the main our concept in Utah. We have gone through the performance,\nin our schools, as you no doubt have, of attempting to sell thrift stamps and so on, and\nperhaps have done our quota. Back of that, of course, is the establishment of habit.\nThat is one of the fimdamental phases of our work. If we build into our boys and girls\n\n\"\n\n"}
{"page": 141, "printed_page": null, "text": "I\n\nCouncil]\n\nTHRIFT READJUSTMENT AND PROGRESS\n\n.\n\nthe right habits, are we doing it by the right kind of watchfulness ?\n\n125\n\nWe are staking our\n\nhopes upon our summer program, and the year-around supervision.\n\n•\n\nCHECKING AND EARNING\nIn Jordan District, students are inspected; they are visited at their work and their\naccounts are examined once every two weeks.\n\nsame plan is in force.\n\nIn Salt Lake City, approximately the\n\nIn Davis County, two or three visits are made during the summer.\n\nIn Weber County, there are eleven school principals kept over for twelve months and\nthey visit and check up on the students. It is the personal touch with the boys and\nThis is not a part of the Smith-Hughes work. Still we think\ngirls that counts with us.\nthe time is not far distant when we wUl amalgamate these two.\n\nRight now the Smith-\n\nHughes workers are taking over part of this work.\nOur students earn money by picking fruit, cultivating the crops, thinning the beets,\nirrigating.\nIn the rural districts the work is practically all along the agricultural lines.\nIn Salt Lake City there are the shops. Girls are working, as well as boys. Our girls\npick strawberries. In Alpine school district the other day we found about 50 young\nladies picking strawberries.\nWe saw another group of 25 or 30 in a strawberry factory\nwhere they are canning the syrup which is used at the soda fountains. They are engaged\nin every variety of agricultural work and work growing out of agriculture.\n\nSUPERVISION OF STUDENTS\n\nAs to supervision, we have all the students registered. Every student will be visited.\nThe law requires every student must register. We are working, in the summer particularly, in the junior and senior high schools.\nExcept in one or two districts, we are not\ngoing below the seventh grade. There are some who are handling the fifth and sixth\ngrades. There are limitations as to age, but when the children work at their homes for\ntheir fathers and mothers or for their neighbors, their hours are short.\nThey work in the\nmornings, perhaps, but do not in the afternoons, except when the rush is on.\nWe are very much undermanned, as regards teachers. They are specially paid for\nthis work.\n\nAttention is given to budget-making among the older children, and financial reports\nare required.\n\nBefore their summer activity we don't say that a certain amount only\n\nshould be spent for clothing, for example.\n\nThat, no doubt, will be an outgrowth of our\n\nsystem.\n\nSIGNIFICANCE OF THE fflGH SCHOOL YEARS\nDr. A. E. Wins hip, Editor, '^Journal of Education,\" Boston, Mass.:\n\nUtah is the only\n\nstate in the Union that has ever attempted to register every child from twelve to eighteen\n\nyears of age.\n\nJust as we registered them for the war, so they register them in Utah.\n\nIn most of the communities, 96 to 98 per cent of all the children are registered, using the\ncensus report as the foundation.\n\nThe high-school principal or the grammar-school\n\nprincipal is held responsible for knowing about these children and where they are.\n\nOnce\nUtah looks after the children and there\nare four schemes of reporting. The children report on their physical condition and\nyou can know whether the children sleep with their windows open and take baths, and\nregistered, it is an easy matter to follow them up.\n\nYou can know because they have to report\non their physical condition up to eighteen years of age. It has wiped out loafing, and the\nloafing of our adolescent boy and girl is the greatest curse of America today.\nIf a boy\nsays he is going on a vacation to spend a month with his cousin, he must do what he says\notherwise observe proper health regulations.\n\nhe is going to do.\n\nWith the civic life, the financial life, the social life of these boys and girls, they cannot\nbut they say to the boy: \"Do you belong to the Ep worth League, or the\nImprovement Society, or the Boy Scouts ? Do you attend their meetings ? Do you go\nto Sunday School?\"\nHe reports. The Simday school attendance almost doubled in\n\ninterfere,\n\n"}
{"page": 142, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n126\n\n•\n\n[National\n\nsome sections of Utah when the first report went in. The parents are going to know\nwhat these boys and girls are doing, and of their associations. Are these associations\nbeneficial?\nDo they smoke? Do they use tobacco? In two sections I know of in\nUtah the boys took the thing up themselves and carried on a campaign against the men\nusing tobacco. They went to the Mayor and asked him to let them have a public meeting\nto tell the men what they thought about it.\nThe boys stated quite plainly that not a\nboy would ever use tobacco if some man did not sell it to him or let him have it. \"What\ndo you think of the man who will let a boy have tobacco ? \" said the boys. And the\nMayor finally came and presided over the meeting and they got the support of loo pet\ncent of that community.\nWe must endorse all that Miss Blake said. But we must carry it a good deal farther\nthan she advanst the idea. We must carry it to every avenue of life of every boy and\ngirl until he or she is eighteen years of age.\n\nCOOPERATION OF SCHOOL AND COMMUNITY\nElizabeth Sherman, Principal of Jefferson School, Oakland, Calif.: The words of\nMiss Blake cut very deeply to the heart of a Californian. They cut by contrast. You\n•\n\nknow Calif ornians never brag; you know when we say that we have a wonderful climate,\nthat we produce everything with an over-lavish hand, we are speaking the truth.\nSuch conditions are not good for our boys and girls, and where you in New York\nCity or other states in the Union have to look out for thrift, we in California have to do it\nin a double sense.\n\nThe homes do not teach it.\n\nEverything has come easily.\n\nrural districts we pick and we eat without any question of pay.\n\nIn the\n\nIn the cities there is a\n\nlavish strain, but we in the schools know that the children come, as Miss Blake says,\n\nunderfed. We are doing what we can. We have in Oakland three neighborhood schools.\nThese are the schools with foreign population, near our water front. Those are the\nchildren who need feeding, not alone the breakfast but also the lunch.\nOur mothers'\nclubs have helped take up that question with us. They have, with the cooperation of\nthe Board of Education, placed nurseries in those schools, and we have 40, 50, 60 little\nchildren in our nurseries because the mothers are working in our factories; otherwise the\nolder children would be taken out of school and they would lose those hours.\n\nIn the\n\nnurseries the younger children are fed breakfasts that are furnisht through cafeterias\n\nthat are carried on by the Mothers' Club and by our Board of Education.\n\nIn our other schools, the feeding of the individual cases is taken care of by the teachers\nand by the friends and by the Mothers' Club, in quiet, unobtrusive ways, because we\ncannot draw the line between the nine children who are overfed and the one who is underfed.\nThe little underfed one must be cared for and no one must know. The right hand\nmust not know what the left hand is doing.\nIn regard to our banking work and our thrift work, we have carried these thru the\nschools and thru our banks. After the war, the deposits dropt, the school savings dropt,\nthe war savings dropt for the first six months. These are now picking up.\n\nTHRIFT THRU THE RED CROSS\n\nOakland has done its biggest piece of thrift work through the Red Cross. We have\nhad our Red Cross shop carried almost entirely thru the war by our individual workers.\nLast August the school cooperated, and the Red Cross shop was announst for one year\nas our school project. We had a big sale. We knew for a year what was to be done.\nOur manual-training people, our home-economics people, our gardert people, all supervising ofl&cers workt forward to that Red Cross sale, and thousands and thousands of\nexhibits were placed there. The public was notified days in advance of this sale, lasting for\nthree days. Many Christmas presents were on sale. Hundreds and thousands of dollars\nwent into the Red Cross and the homes saved thousands of dollars.\n\n"}
{"page": 143, "printed_page": null, "text": "I\n\nTHRIFT READJUSTMENT AND PROGRESS\n\nCouncil]\n\n127\n\nYour first question is: What did your merchants say? We were fair with the\nThis thing could not go on indefinitely; we would not take from the merchants year after year. With their cooperation they granted us this shop one year.\nThey aided us in every possible way.\nEverything that the children produced, everything that was produced through the\nschools, was taken, so that each child felt that his own work absolutely went into the\nRed Cross sale.\nmerchants.\n\nWas everything placed on sale ?\n\nOf course not. Certain things, with the best that\nThose things were quietly put aside by the\ncommittee and were sent to our homes thruout Alameda County. The different homes\nreceived these goods that were not worth selling, and to the children in those homes they\nwere a blessing and they added to many a Christmas tree. Everything that every child\nmade that was accepted by the supervisors, was used in some way, either for pleasure or\nthe child could do, were not worth selling.\n\nfor profit.\n\nIn January, the ladies who had carried so wonderfully in a philanthropic way the\nRed Cross shop, turned it over entirely to the school. All money that came from that\nRed Cross shop went into the school budget. For what purpose ? It was divided up by\ncommittees, and I cannot tell you how many eyes have been treated, how many glasses\nfor the eyes have been provided, how many ears have been helpt, how many lame or\ndelicate children have been cared for by the money that has come from our Red Cross\nshop.\n\nThe first three months saw three or four thousand dollars clear gain. Where did we\nThe things were furnisht by the homes, and brought to school by\nthe children. It was not the useless and worn-out things, but those things that could be\nsold and used by someone.\nRENOVATION AND REPAIR\nget the goods to sell ?\n\nWhat the children bring in the way of clothes, the Mothers' Club repairs.\n\nThe\n\nMothers' Club, thru money granted by the Red Cross shop, has also placed in some of our\nschools,\n\nshoe-making and shoe-repairing outfits.\n\nAll kinds of shoes are sent in.\n\nThe\n\npoorest things are repaired by money furnisht from the Red Cross shop.\n\nOur own children are not ashamed to bring to school good things as well as poor things.\nThey are bringing games, they are bringing toys, they are bringing hundreds of water\nI wish you could see the women who go to these shops\npistols, dear to the boy's heart.\nearly Monday morning. They are buying anything and everything. We are now\nreaching a different class. We advertised another sale and we put in the galleries things\nmade by students of the high schools and upper grades fine quality things that you or I\nwould be glad to have waists, underwear, hand-made goods, and we would get them at a\n\n—\n\n—\n\nprice a little below the cost in the shops.\n\nWe hope in that way, the coming year, to reach\nWe\n\nthru the shops, not alone the wife of the working man who has not time to sew.\n\nwant to reach all classes.\n\nTHE HOME MUST BE REACHT\nIn these ways we are teaching thrift.\n\nThe boys and girls are learning to apply\nOf course, we cannot combat the evil\ntendency in the home of giving the boy money to buy ice-cream cones or candy or chewing\ngum. I don't know how we are going to reach that problem of the over-lavish expenditure\nof money on the part of the father or mother.\nIn some cases the mother is too busy to\nprepare a proper luncheon for the child; she hands out money and the money is not spent\nthrift, and not to destroy and waste, but to save.\n\nfor luncheon but is spent for cones and candy.\n\nThat problem is yet to be solved.\n\nESTABLISHING A COURSE IN THRIET\nH. R. Adams, Principal of South Cache High School, Hyrum, Utah: Little can be\naccomplisht in a thrift program or any other kind of program with no constructive means\n\n/\n\n"}
{"page": 144, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n128\n\nto reach the desired end.\n\n[National\n\nWe have preacht thrift, savings, war-savings stamps, and\n\ncountless other things with some success, but seldom have we reached the majority of the\n\nboys and girls.\n\nThe faculty of the South Cache High School feel that in order to accomplish the\ndesired end, there must be establisht a definite course to be required of all students, and\nto have as a point of view, the promotion of thrift by keeping constantly before the\n\nstudents a definite procedure of accounting with themselves for their entire school life.\n\nIn this way we hope to establish the habit of personal accounting which will be carried\n\nbeyond the school into their every-day lives. We feel that thrift is impossible if spending\nis not properly done, and unless one knows where his money is spent, curtailing of improper\nexpenditure is impossible.\n\nPERSONAL ACCOUNTING\n\nWith this thought in view a course is given, called Personal Accounting, and is\nThe outline of the course is as follows: At the\n\nrequired of all students in the school.\n\ntime of registration each student purchases a particular book, in which his accounts are\nkept.\n\nThese books are printed and kept on hand at the school.\n\nThe book contains\n\ngeneral information for the student, such as the daily program of the school, rules of the\nschool, and blank space for the student's daily program.\n\nThe important part, as far as\n\nthis course is concerned, is that part given to the classification of the student's personal\n\nDuring the summer vacation the work is supervised by the summer workers\nand during the school year by the advisor of the student. The account is classified under\ncolumns properly ruled and headed for each of the following items and in the order given\nDate, explanation, receipts, savings, home, clothes, educational, health, pleasure,\nmiscellaneous, and two blank columns for items that could not be classified under the\naccount.\n\nBy the term \"explanation,\" we mean the name of the article purcliast,\nBy the\nterm \"receipts,\" we mean any money held by the student regardless of the source. By\n\nother headings.\n\nor the source of the money listed under receipts, or the nature of the savings.\n\nThe\nAt the end of each month the totals are compiled and\n\nthe term \"health, \" we mean money spent for dentist, doctor, or other health work.\n\nother items are self-explanatory.\n\n'\n\nat the end of the year a ^neral recapitulation is completed.\n\nTHE ADVISORY SYSTEM\nIn order to have the necessary machinery to carry on this work and other work\nrelating to student welfare, we have adopted what is known as the \"Advisory System.\"\nThe student chooses an advisor from the faculty and in case of failure to choose an advisor,\none is appointed by the faculty for the student. Each member of the faculty has about\n\nEach advisor will meet his or her advisory\nAt this time the accounts of each student may be\n\n25 students to be personally responsible for.\nfor one 45 -minute period each week.\n\nexamined, suggestions given on the .keeping of the account, or a better use of his money.\nThe head of the commercial department will outline problems for discussion at these\nclasses.\nThe problems outlined will be of an economic nature such as: investment,\nstocks, bonds, savings accounts, interest, insurance.\n\nThese outlines will be given to the\nThe work will be graded as in\n\nadvisor who will in turn present them to the students.\n\nany other class, and a school credit of \\ unit for each year will be allowed. The work\nbeyond the first year of the course is not yet outlined.\nDuring last year we experimented on the problem, altho a definite course was not\ngiven. We foimd that the students were glad to cooperate and were always willing to\npresent their account books for inspection. The main difficulty we encountered was due\nto the fact that the books were not uniform and the student did not know just what was\nwanted, having never had work of this nature. We are sure that if the work is entered\n\nupon with the proper spirit, great good can be accomplisht.\n\n"}
{"page": 145, "printed_page": null, "text": "THRIFT READJUSTMENT AND PROGRESS\n\nCouncil]\n\n129\n\nTHE IMPORTANCE OF A BANK ACCOUNT\n/. M. Gwinn, Superintendent of Schools, New Orleans, La.:\n\npart only of our thrift program.\naccount.\n\nThe important thing we\n\nLet me call your attention to a\n\nare setting up before the child is to have a bank account.\n\nOur goal is, every child in each school to have a bank\n\nWe call that a 100 per cent school where each child is a depositor in a bank,\nThe Associated Banks of New Orleans are\nTwo years ago they put into 13 of our schools those little banks that\n\nhas gone to a bank and made a deposit.\ncooperating in this.\nsell\n\nstamps that you take out and deposit again and put in books. There was nobody\nIt workt so well that last year the Associated Banks\n\nappointed to have this in charge.\n\nemployed a man, a banker, who devotes all his time to inculcating these ideas of thrift,\nThey issued to us eleven more banks,\nof saving money and getting a bank account.\nmaking 25 of our schools with banks in them and with about 500 children each. The\nslogan is to reach 100 per cent. We have this year seven schools in our city, including the\nkindergarten, and from the first grade to the eighth grade, where every child in the school\nhas a bank account. We call these 100 per cent schools. There was collected from these\n25 banks, 1,200,000 different coins; the amount is not so great, totaling $60,000, but the\nidea is to save the money.\nWe have not been emphasizing so much the spending of money as the building up of a\nbank account. A record is kept, not only of the first deposit, but of the repeat deposits,\nand the city newspapers print big headlines when a school has reached 100 per cent.\nThe first teacher with 42 children in her room where every child was a bank depositor,\nwas given a headline. The children were praised. The spirit was such that when a new\nchild was admitted to the room the boys and girls would say, \" You can't stay here unless\nyou get a bank account,\" and they got the bank account. It was no problem at all for\nthe children of the rich to get the money, but it was a great problem for the children of\nthe poor. So the cooperative spirit was called out and many a newsboy who was making\nsome money gave a temporary loan to the boy without funds, that he might have a bank\naccount, but this loan was repaid by money earned thru work, or the sale of vegetables\nthat were raised.\n\nBANKS AND SCHOOLS COOPERATE\nOur bankers are very enthusiastic over the result.\n\nThey believe that the education\n\nthat these thousands of children have received is ultimately going to mean very much for\n\nThey are not selfish in it; perhaps it costs them more now than they get out of it,\nThe\nprincipals and teachers cooperate, of course.\nOnce a week the coins are collected and the\nbanks refurnisht with stamps. Altogether we had over 7,000 new bank accounts establisht by the children in these 25 schools, involving some 18,000 children.\nPerhaps onethird of the children have bank accounts of their own and the spirit is so fine there now\nthat the banks would not think of discontinuing the work nor would the schools. The\nspirit to be in that 100 per cent class is so strong that we shaU no doubt next year have\ndouble or three times as many schools. One school that received a bank this year in\nMay was able by the eleventh of June, when our schools closed, to have every child in\nthem.\n\nbecause they pay for this man's time, they furnish the banks free to the schools.\n\nthat school a depositor in the bank.\n\nSo our inmiediate motive\n\nate the motive the more compelling it\n\nis\n\nto the child\n\n—\n\nis\n\n—I think the more immedi-\n\nto get a\n\nbank account, help\n\nevery school to be in the 100 per cent class.\n/\n\nATTITUDE OF THE TREASURY DEPARTMENT\nOrrin Lester, Associate Directory Savings Division, Treasury Department, Washington^\nD.C.: I came to Salt Lake City not to seek the cooperation of the American school system\nin the conduct of the treasury savings movement, but to find out how the treasury depart-\n\nment can cooperate with the American school, which is the only institution in America\n\n"}
{"page": 146, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIA TION\n\nI30\n\n[National\n\nthat can discover the motive, devise the plans and the facilities for the conduct of the\nproper kind of thrift education in America.\n\nWe have had, I think, a very broad and intelligent experience in this thing. I am\nWe sold this year perhaps an\n\nnot here to promote the sale of Government securities.\naverage of $6,000,000 of Government securities;\n\nlast year an average of $6,000,000 a\nwas in New York in February, when they put out one of the issues of the\ncertificates of indebtedness and they sold from 10 o'clock in the morning, in the Second\nFederal Reserve Bank, until 4 o'clock in the afternoon, $288,000,000 worth of Government securities. If the Government was interested in merely selling Government securities, it would not do it this way.\nSo I want you to realize that I am interested in the broad phases of this thing. I\nwant to say that if thrift is to find its motive, is to find its proper place, the proper time\nand proper facilities for its development in the school, it must be done by the same process\nof educational thought by which all the other subjects of the school have been developt.\n\nmonth.\n\nI\n\nWe will teach thrift as well as we teach arithmetic when we get down to the few basic\neconomic principles. The weakness in the American school is that the American school\nteacher does not herself know the basic economic principles which must be applied to\nevery-day life in order to succeed financially and otherwise, and these principles can\nnot be taught, should not be taught, in the American school unless they are taught right.\n\nWe cannot afford to have false economic knowledge taught.\n\nIn other words, our economic\n\nfacts must be sound.\nI want to state what I think the relationship of the Treasury savings movement is to\n\nthe American school.\n\nI don't believe that any institution is better prepared to know and\n\nto command the experts of the nation in setting down the economic principles, so far as\n\nthey pertain to the value and the use of spending and investment of money is concerned,\nthan the department of the federal government that stands for the finances of the nation.\n\nBASIC ECONOMIC PRINCIPLES OUTLINED\n\nThe Treasury Department ought, I think, to be able to give to the schools some\nhelp along that line.\n\nIt ought to be able to work out some outlines that will help you to\n\ndevelop courses of study and include in that broad thrift program the thing for which\nthe Treasury Department everywhere stands in the nation, that is, a larger knowledge\nof the value and the use of money, how to save it, how to spend it, how to invest it, and\n\nabove all, how to use it in all its aspects. I have just prepared an outline covering some\nOne outline covers the work from the first to the\nof these basic economic principles.\nA second is an outline from the seventh grade thru the high school. I shall\nsixth grades.\ntry to get it into the hands of every superintendent, of every county, state, and city.\nThis outline, the Treasury Department believes, will help superintendents to work out a\ncourse of study in the local community to suit the conditions there existing. The Treasury\nDepartment wants to know the place of thrift and war-savings stamps in this scheme of\nthrift education.\nWe want this whole movement laid on the table to see what place it\nhas in the American school. This thrift education will never amount to a row of pins\nso long as it is tried to be superimposed upon the school or any institution by any outside\nIf we are a factor in it, we\norganization. It must be workt out in the schools by you.\nwant to continue to be that factor, to help you work out methods by which stamps can be\nhandled in a better and easier way. Count on us to cooperate with you, but not superimpose upon you a movement such that you teachers thruout the country will feel you\nIt is not a duty to the government.\nare rendering a service as a duty to the government.\nEither it is an opportunity to the school, or it is not worth existing.\n\nSEEKING THE MOTIVE IN THRIFT TEACHING\nMrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles, Cal.: I am confused\non the whole issue, in the first place because we seem not to have a distinct definition of\nwhat we mean by thrift. I am confused in the second place because we don't appear to\n\n"}
{"page": 147, "printed_page": null, "text": "\"\n\nTHRIFT READJUSTMENT AND PROGRESS\n\nCouncil]\n\nknow why we are asking people to save.\n\n131\n\nWe have not a distinct and definite purpose for\n\nam confused in the third place because I don't see any saving anywhere.\nAltogether I am in a most confused state of mind.\n\nsaving.\n\nI\n\nThe gentleman from Utah has appealed to me in his discussion this morning.\na little light and yet this is the trouble.\nthat is simply appalling.\n\nI see\n\nWe have a condition of things the country over\n\nWe have a condition in which things are costing such sums of\nWe are saying we don't know what to do.\n\nmoney that we are saying we cannot live.\n\nWe are saying this condition cannot keep up, and yet the thing is going right on. Everybody is spending all the money he can get his hands on, apparently without the slightest\nconception of saving any of it. This is the worst sort of example imaginable for our\nchildren. Just at a time when, at all times in the world, we needed to continue the\npropaganda for thrift and to have our thrift stamps most easily secured in order that we\nmight encourage our children to save, just at that time, unfortunately, the government\nseemed to put every obstacle in the way of our getting hold of thrift stamps to sell these\nchildren.\nAt least that was our experience in Los Angeles. We find the postman no\nlonger will deliver stamps to the schools, and by the time the principal of the school has\nsecured the stamps, the child has spent the money for something else. In other words,\nwe found that when we really, of all times in the wide world, needed to encourage the\nsaving of money and the saving of effort and the saving of energy of every kind, just at\nthat time there did not seem to be the necessary impetus for that sort of thing and the\nnecessary motive.\n\nNow of all times in the world when we ought to be encouraging our children in schoolgarden work, when every vacant lot in every city ought to be cultivated, this is the sort' of\n\ncomment I hear on every side: \"Oh, well, it is not worth while going to the bother of\nNo use in growing vegetables. You can buy them\n\nplanting the lot next door to you.\n\ncheaper than you can raise them. \"\n\nI confess to a sense of discouragement if it is really\n\ntrue we can buy vegetables more cheaply than we can raise them. Naturally, one asks the\nquestion, \" Wliy not buy them and save money ? \"\nreally have not put before us yet\n\nWe\n\nThe reason why we are not saving is because somehow or\nother we have not gotten into our own consciousness, we are not able to get into the\n\na sufficient motive for saving.\n\nconciousness of children and other people, a sufficiently impelling motive for saving.\n\nThe children see everybody spending all the money for all the good times and all the fine\nclothes imaginable.\n\nOf course, the children think they are justified in spending.\n\nSome-\n\nhow or other it seems to me that we are failing just at this important point. There must\nbe an ulterior motive; there must be some way in which we can get into the minds of\nchildren a really impelling motive other than just for a bank account, for saving.\n\nI\n\nthink it is that ulterior motive, that last impelling thing that somehow or other we are\n\nWe have a good deal of enthusiasm; we are doing a good deal of work in\nLos Angeles; we are establishing some bank accounts, but I don't feel satisfied because I\nfailing to get.\n\nsee the older people so grossly extravagant.\n\nTHRIFT MORE THAN MONEY SAVING\n\nOne lady said to me the other day: \"I wish you would stop talking about thrift in\nit is all a hollow mockery.\nYou mean,\" said she, \"that those poor little\nthings down there on the river bottom should get along without the things they absolutely\nneed in order to save money. \" If this woman was right, if that is what we mean, I think\nwe had better stop talking about thrift, but that is not what we mean. This lady continued: \"All the people in the city are spending all the money they can get their hands on\nfor all the good times and all the rich clothes and all the silk shirts and silk stockings and\nall the high-heeled shoes and everything that they want.\nWhat you are doing is going\naround in the schools with propaganda of saving but it is the poor child you want to save,\nnot the rich child that you are appealing to save; he is buying all the ice cream and joy\n\nthe schools;\n\nrides he wants;\n\nthe poor child is doing all the saving.\nhe should be spending in order to get food.\n\nAnd he ought not to be saving,\n\n"}
{"page": 148, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n132\n\n[National\n\nOf course, that was a very extravagant way of putting the thing, but it set me to\nI began to question whether that is what we have been doing in the schools.\nOf course, we have not been doing that. We have been trying really and seriously in\nthe midst of the most terrible extravagance that any of us has ever seen, we have been\ntrying chiefly to lift our voices and to urge our children to save and save because it was a\ngood thing to save, but that ulterior motive is the thing I am himting for. How can we\nget our children to understand that there is a final and a better reason for saving than\nmerely to have a bank account or merely to have some pennies in a bank at home, or to\nhave an envelope with some thrift stamps on it? There is a better reason than that.\nThat is what I hope we shall evolve.\nthinking.\n\nEARNING THROUGH SERVICE DEVELOPS THRIFT\n\nBut there are some ways in which we have developt some rather unusual work.\n\nWe\n\nhave several places in our schools where our children cobble their own shoes and the\nshoes of the family and the neighborhood. It is serving a fine purpose and it is really\nkeeping them saving. We have many schools in which the better of the cast-off clothing\n\nThe young girls are being taught to darn and dye and\nWe have many children come\nto school hungry and we try to teach them how to earn enough and to save enough in\n\nis being converted into garments.\n\nto make old clothes over in a very practical and fine way.\n\nvarious ways in order not to be hungry.\nschools;\n\nit is\n\nMuch good clothing is brought to many of the\n\nsold for a small price to those who need it, because we do not believe in\n\npauperizing anybody.\n\nWe do not wish anyone in any school to be given anything.\n\nUnless the child is sick, we find in the school itself some little ways in which he may render\nservice and earn a pair of shoes, a hat, a pair of pants, a coat, whatever it may be.\n\nthink that is teaching thrift really and genuinely.\n\nWe\n\nIt is at least teaching self-respect;\n\nat least it is teaching these children that they can hold their heads as high as can anyone\n\nbecause they are nc^t wearing somebody else's clothes;\n\nbought and paid for by their own efforts.\n\nthey are wearing clothes they\n\nI think that is a good thing to do.\n\nBut, if we\n\ncould determine what the ulterior motive, what the final splendid idealistic thing is that\n\nwould appeal to the emotion and the imagination of every child and make him desire\nabove all things in this world not to waste; make him feel that it is a crime to waste his\ntime or to waste his efforts or to waste his money, or anybody else's time or effort or money,\nI should feel that we have pretty nearly solved the problem of thrift.\n\nTHRIFT THROUGH PARTICIPATION\nCompany,\nOur chairman, Mr. Chamberlain, is\n\nOrson Ryan, Agricultural Extension Department, International Harvester\nChicago, III.:\n\nA definition of thrift was askt for.\n\nresponsible for the following definition of thrift: \"Thrift is use without waste.\"\n\nWhat I have to say is not tending toward saving, but tending toward spending,\nand it is a little experiment in developing thrift habits by doing the common things of\nevery-day life.\n\nWhen I went to Carbon County I found we had a so-called county high school which\nwas not a high school because it had students from only the local place. So we set about\nWe could not\nto get into the high school the students from without Carbon County.\ntransport them, because the distances were impossible. Therefore, something had to be\ndone and we decided that a place for the students to live would have to be establisht,\nand we establisht there a high school dormitory, and the idea upon which that is based is\nthe idea of thrift. One of the basic ideas was the point brought out by Miss Blake, as\nregards the proper feeding of boys and girls. We do not stint at all on the things that are\nfumisht them to eat; we don't buy cheap things; we don't buy the same things every day.\nWe establisht a dormitory where the boys and girls of the adolescent period, or high school\nage, are fed the things they ought to eat in a wholesome way. In fact, I will confess the\ndormitory was built around the cook and it still revolves around the cook. The cook is\n\n"}
{"page": 149, "printed_page": null, "text": "\"\n\nTHRIFT READJUSTMENT AND PROGRESS\n\nCouncil]\n\nthe biggest and best woman in the dormitory.\n\n133\n\nNo ordinary cook would do. We had to\n\nbreak up a home, take a woman from her home and place her in there in order to cook.\nNo chef you could find anywhere could do the kind of cooking that \"Mother\" does.\n\nBoard and room and heat and light\nYou may say you\ncannot give them very much. We spend all that money for board. The boys and girls\ndo all the work there. The boys clean their windows, wash out their own bath tubs,\ntake care of their lavatories, their own wash bowls, sweep up their floors, take care of the\nfurnaces, carry all the coal. The girls wash the dishes, set the table, scrub the floors in\n\nThat is the kind of cooking we must have there.\n\nare furnisht to these high school boys and girls for $4.00 a week.\n\ntheir building.\n\nWe believe we are developing thrift habits by doing the common things of every-day\nWe have had parents come to us and say they did not wish their girls to wash\ndishes.\nThey preferred to pay $8.00 a week. We have said that the dormitory is not a\nlife.\n\nhotel, it is a home, and a home is only a home where every individual does his part and\n\nthen some, and it is the \"then some\" that counts in the home. Our plan is establisht\nupon the idea of thrift. Every boy and every girl does his part and then some, and we\nbelieve that is thrift.\n\nTHRIFT IMPULSES AND CONDUCT THRU MOTION PICTURES\nC. A Stebbins, Educational Editor, F. S. Wythe's Pictures Corporation:\n.\n\na test of teaching\n\nis\n\nconduct.\n\nWithout doubt\n\nNo teacher of thrift or of honesty or of civics or of\n\nany subject whatever can be proud of his work unless the children are practicing thrift\nhonestly. One may talk thrift however eloquently to boys and girls and they may get\nfew impulses and probably not much else than words. On the other hand, if one can put\ninto narrative form thrift, civics, or what not, and can create personalities on the screen\nand have these personalities do and act as the author of the film text may desire, the\nchildren will get impulses and these impulses may lead into conduct. This is the particular nature of the film which has been produced on thrift, edited by Arthur H. Chamberlain, Chairman National Committee on Thrift Education.\nThis film was written to meet\nclassroom needs and was demonstrated at Salt Lake City during the sessions of the\nNational Education Association. Every boy and girl who sees this motion picture,\n\"Thrift,\" will get impulses which will result in the daily practice of thrift. What more\ncan a teacher of thrift desire? While motion arbitrarily snatches the attention, this\npicture stands on more than motion. All the teaching power of superior personalities;\nwholesome environment; dramatic, social, and intellectual interest are brought to bear on\nboys and girls.\nSTORY OF THE THRIFT FILM\n\nThe story opens on the back porch of a workman's cottage.\nlucky boy of fourteen years of age, is putting on his roller skates.\nthe cellar in time to admonish him not to forget the chickens.\n\nEmile, a happy-goHis mother comes from\nEmile somewhat angrily\n\nmakes his way to the chicken yard, throws a handful of seed to the chickens, casts the\nsack aside, kicks over a pan of water and skates away. The chickens, not slow to accept\nthe opportunity, thriftily apply themselves to the feast.\n\nEmile, having no particular destination in view, skates to the home of his friend.\nNed, working in his garden, refuses to accompany Emile. Emile disdainfully skates\naway.\n\nAt home in the evening as mother knits, father reads, and sister Louise studies\ndesigns for a new dress, Emile spends thrilling, intense moments with a third-rate detective\nnovel.\n\nHis father rises, takes Emile's book, censures him for wasting time and suggests\n\nthat he read Poor Richard's Almanac, a copy of which he gives his son.\nis secured\n\nby the apt sayings of Poor Richard.\n\nEmile's interest\n\nHe draws Louise's attention, as she studies\n\ndress designs, to one of the sayings which reads, \" Silks and satins put out the kitchen fire.\n\n"}
{"page": 150, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n134\n\n[National\n\nA little later, the father noting the rather late hour, suggests that it is bedtime.\nEmile, now deeply interested in Poor Richard, continues to read. In passing, Emile's\nfather points to a statement in the open book, \"Early to bed and early to rise makes a\n\nman healthy, wealthy, and wise.\"\nEmile left alone falls asleep at the table.\n\nAs he dreams he is partly roused by ghostSlowly the door opens and Benjamin\nEmile is awakened by light fingers on his shoulders. He turns and\n\nlike thumps on the door, but continues to drowse.\n\nFranklin fades in.\n\ndiscovers Poor Richard.\n\nPoor Richard allays Emile's fear. Together they go to the\nPoor Richard censures Emile for the illy kept garden and uncared-for tools.\nEmile taking Poor Richard by the arm says, \"Sis wastes as much as I.\" Together they\n\ngarden.\n\nvisit the sister.\nThe lesson in thrift is so well taught Louise that she decides to make\nover the old dress rather than to buy a new one.\n\nIn an effort to build a bank reserve the mother's health has been broken. Poor\nRichard finding her in the kitchen worn out with her duties does not hesitate to tell her\n\nand her husband that there may be \"foolish saving as well as foolish spending.\" In\nanswer to a question the father states that he carries no life insurance and in order to\njustify himself refers to the said bank account.\nRemarking that he has to visit many\nother homes, Poor Richard fades from view.\n\nTHE DREAM MADE PRACTICAL\nRecalling his dream he hurries\nWhile Emile is at work Poor Richard\ncan be seen dimly rejoicing over the results of his visit. The father, an early riser, discovers his son at work. The mother is called to wonder at what is taking place. The\npicture fades out with Emile at work.\nThe film lesson on \"Thrift\" is one of a series of 30 lessons on better citizenship,\ncovering the whole range of civics from practice in the home, thru school, community,\nnation, to world civics.\nEach lesson is a unit by itself but in the sequence bears a close\nrelation to the whole series.\nTwenty of the lessons are prepared primarily for boys and\ngirls of grammar-school age.\nThe other lessons have been produced for use in extension\nwork such as participated in by community centers, secondary schools, etc. These lessons\n\nEmile awakens to, find that he has slept all night.\n\nto the garden, pulls weeds and cultivates the rows.\n\nare edited by authorities in the several fields picturized.\n\nEach film lesson is from 400 to 600 feet in length and takes from six to ten minutes to\nThus the film text is but a part of the classroom lesson. Its business is not to\nentertain and to instruct alone but to motivate instruction and to direct the conduct of\nthe boys and girls. The film part of the lesson acts as the backbone for the day's discussion and action, besides suggesting subject-matter for the week's work. Thirty film\n\nnm.\n\nlessons, one to be given each week, constitute the civics course.\n\nTo insure direction of the impulses which are generated by each film lesson, besides\nthe systematic weekly presentation, each lesson is accompanied by a carefully worked out\ntypical lesson plan, very suggestive and helpful to teachers.\n\nMOTIVE AND RESULT MUST ACCOMPANY INTEREST\n\n—\n\nThe ultimate end of school work is superior men and women civic-minded. Civicmindedness is a type of mind which cannot be obtained overnight. One, whether he be\nforeigner or citizen, who has not participated previously in the civic life of his home and\ncommunity, cannot be made civic-minded in 24 hours or in as many months even. Civicmindedness comes from making the Golden Rule a habit of living.\nThus the school must concern itself with conduct. In fact the test of teaching is\nconduct. The same may be said of learning. It matters not so much what one knows\nas the way one conducts himself.\n\nThe school may take pride in much of its work yet\n\ncannot be too proud so long as bolshevistic tendencies continue to generate in the minds\nof boys and girls; so long as life values continue to be measured by bank accounts and the\n\n"}
{"page": 151, "printed_page": null, "text": "I\n\nEXTENSION SYSTEMS FOR IMPROVING TEACHERS\n\nCouncil]\n\nselfish ends thus satisfied;\n\n135\n\nso long as the majority of our boys and girls graduate from the\n\ngrammar schools physically defective; and so long as ten million children physically and\nmentally fit, produce practically nothing, yet consume at least one-seventh of the foodstuff\nof this land.\n\nOn the basis of conduct no teacher of civics, gardening, thrift, or what not can be\nTalk\n\nsatisfied with her work unless the boys and girls practice civics, gardening, thrift.\n\ncivics and thrift to children however eloquently and the pupils get words.\n\nOn the other\n\nhand put such scholastic subjects into a narrative, create personalities and wholesome\noptimistic environments and the observer gets impulses; and these impulses may be led\ninto conduct.\nProfessor Thorndike has said, \"Among the most numerous and the most\nimportant causes of the ideas producing action in a human being are the acts of other\n\nhuman beings.\"\n\nThru imitation, also, each succeeding generation inherits the great\n\ncontent of civilization from preceding generations.\n\nTo the film-text author comes the great opportunity and the corresponding burden\nof great responsibility to create personalities for the classroom which do and say as he\ndirects; to create environments which give play to wholesome, optimistic thought.\n\nThe average daily attendance at the twenty thousand motion picture houses in this\nEvery day five million men, women, and children\ncry and laugh and participate in screen action. The motion picture industry stands\nfifth in the list of industries in the United States.\nA boy will pawn his skates for a motion\ncountry is at least five million people.\n\npicture ticket.\n\nAll of\n\nwhich is prima facie evidence of appealing, vitalizing forces in\n\nThe school has been slow to accept its educational opportunity in the\nmotion picture. Shall we not analyze the commercial screen, determine its vitalizing\nelements, and adjust them to classroom procedure ?\nmotion pictures.\n\nClassroom film lessons must be devised for and adapted\n\nto\n\nclassroom conditions.\n\nSo-called educational film, which is being more or less exhibited in the schools,\n\nfar-reaching in its results.\n\nis\n\nnot\n\nAn attempt has been made to fit classroom conditions to the\n\nfilm rather than the film to classroom needs.\n\nThere is a rich field awaiting the film text\n\nwritten by practical school men, prepared to meet schoolroom needs, and foundationed\n\nupon fundamental psychological principles.\nThis film civics text as portrayed above, of which \"Thrift\" is a part, is a pioneer\neffort to adapt moving pictures to the classroom.\n\nIn the use of this film the school pro-\n\ngram is not upset since the classroom becomes the assembly, the teacher or a pupil is the\noperator, and the projection outfit is portable. The motivation of the picture is not lost,\nthe interest does not wane, because each picture becomes the backbone of the day's and\nof the following week's discussion.\nThe impulse obtained from the picture is sustained\ntherefore and led into conduct.\n\nEXTENSION SYSTEMS FOR IMPROVING TEACHERS IN\nTHE SERVICE\nL.\n\nH.\n\nMINKEL, SUPERINTENDENT OF SCHOOLS, FORT DODGE, IOWA\n\nThe chairman in calling the round table to order stated that this conference would be entirely informal, that no set speechels had been prepared,\n\nand that all would be at liberty to take part or ask questions at any time.\n\nThe following were outstanding points brought out in the various discussions.\nThe shortage of teachers will almost certainly result in a lowering of\nstandards among the teachers of the United States. Already normal\nschools have fallen off in attendance to an alarming degree.\n\nIn order to\n\n"}
{"page": 152, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n136\n\n[National\n\nmake up in a measure for the lack of preparation on the part of teachers\ncoming into the service, it will be necessary to resort to new devices for\ntraining teachers who are already in the service. However, requirements\nalong this line must be so made that they will throw no further burden\nupon the teachers that\n\nwill\n\nresult\n\nin\n\ndriving\n\nthem out\n\nof\n\nthe pro-\n\nfession.\n\nMany cities in the Middle West are now paying their teachers for\nten months and requiring\n\nthem\n\nto teach only nine\n\nand one-half; the\n\nother two weeks being spent in a series of conferences with supervisors and\ninspirational leaders.\n\nSome cities are paying their teachers for their time\n\nspent on Saturday forenoons to take extension courses under the direction\nof competent instructors sent out from normal schools or colleges.\n\nThe\n\ntime spent by the teachers in making preparation should not be taken off\n\nfrom the children's time in the regular school day if this can possibly be\navoided. Some schools are offering a bonus to their teachers for attending\n\nsummer school.\n\nOne superintendent reported that his teachers are called\n\ntogether once a month to witness a demonstration lesson given by one of\ntheir own number.\n\nIn another city these demonstration lessons are given\n\non Saturday morning and the superintendent conducts a class in school\nmanagement for beginning teachers. In the state of Utah any club of ten\npeople wishing to take extension work along any line can secure an instructor\nfrom the university to conduct such a course.\n\nThe president of a teachers' club reported that in her city the teachers\nthemselves organized night classes in drawing, citizenship, and parliamentary practice which were largely attended.\n\nThe state of Wyoming pays\n\nrural school teachers a bonus of $100 for attending summer school.\n\nAt the close of the conference a resolution was introduced and unanimously carried requesting the President of the Council to appoint a committee to make a thoro investigation of extension systems for improving\nteachers in the service, the report to be made at some subsequent meeting\nof the Council.\n\nWHAT IS NEW IN OUR POINT OF VIEW?\nWILLIAM\n\nT.\n\nMCCOY, DIRECTOR OF BETTER SCHOOLS SERVICE, AMERICAN\nFEDERATION OF TEACHERS, CHICAGO, ILL.\n\nIn theory boards of education are the agents of the people in constructing and keeping up to date a good system of pubhc education.\n\nIn\n\nfact these boards are greatly under the control of small groups who, in the\n\nabsence of wide and accurate knowledge about the schools in the minds of\nthe general pubhc, have been able to dictate just about what sums shall be\n\nexpended for the schools.\n\nWe have been derehct in not seeing to it that\n\nthe pubhc knew its schools and in not making the pubhc an interested\n\nparty to the settlement whenever school interests were at stake.\n\n"}
{"page": 153, "printed_page": null, "text": "WHAT IS NEW IN OUR POINT OF VIEW?\n\nCouncil]\n\n137\n\nThe most vital new thing that we in Chicago have learned in the recent\ncampaign is this, the necessity of publicity about the schools. A necessary\ncorollary of this is that the local press must be inspired to do its full duty\n\nWe had always found the press indifferent or\nWe had accused it of\nbeing controlled by various interests unfriendly to these efforts. We are\nas the organ of pubhcity.\n\nhostile to our efforts to secure school betterment.\n\nnow convinst that the indifference was due to ignorance and not to malice\nor subsidy.\n\nWe found it entirely possible, if not easy, to change the\n\nindifference to interest\n\nand sometimes to a warm championship of our\n\nPubhcity does not take the place of legislative work or salary\ndrives but lays the foundation of public approval on which to work.\ncause.\n\nWhile increast pay for teachers is fundamental to better schools, no\nmade to emphasize the teachers' need.\n\nappeal to the public should be\n\nThe emphasis should be upon the growing deterioration of the schools.\nThe campaign to educate the pubUc cannot be a brief advertising campaign\ntho that may well be made one important feature. It is the persistent\nday after day hammering thru news columns and editorial comment\n(which is sure to come if the news keeps on and is vital) that educates the\npeople.\n\nPublicity about the schools should be continuous.\n\nIf\n\nthe only\n\ntime the pubUc hears from teachers about schools is when they want more\n\nmoney, it is hard for the public to beheve that the pleas are based on any\nother motive than self-interest. By keeping up our campaign thru the\nyear we have secured more than seventy pages of unpaid pubhcity in the\nChicago dailies.\n\nSome personal approach to men of power and importance in the community must be made to secure their interest and attention. We did not\nrely on our newspaper publicity for this, but secured personal interviews\nin which we explained the situation to these men and showed them how it\nconcerned them as business men as well as in their capacity as citizens.\nWe are converts to the idea that well-organized and effective publicity\ncan be secured only thru the handling of our cause by experts in publicity.\n\nWe have, therefore, used the services of a publicity firm thruout our camWe have not allowed them to determine our policies nor even to\n\npaign.\n\nThat can be done convincingly only by teachers.\nThe work of the publicity people is to shape our propaganda and to connect\nto make it news so that\nit with the elements of timehness and interest\nthe papers will want it and use it. The most effective publicity is that\nwhich does not appear to be connected with any organized drive. We\nbegan very early in our campaign to try out some means of using the\n\nprepare our material.\n\n—\n\nmoving-picture theaters for propaganda.\nlowing plan which we believe\n\nis\n\nWe finally settled upon the fol-\n\nthe best at our\n\ncommand without the\n\nuse of unlimited funds:\n\nWe arrange with the principal of a school that, with the consent of the\nsuperintendent, pictures shall be taken in and about his school of such\n\n"}
{"page": 154, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n138\n\n[National\n\nThe pictures are then\ntaken by expert camera men hired by the day and are developt at com-\n\nphases of the school activities as can be pictured.\n\nThis makes a thousand-foot reel cost about $350.\n\nmittee expense.\n\nThis\n\nexpense is nearly balanced by an arrangement with the local theater by\n\nwhich the committee shares in the returns from sale of tickets.\nOf course no fair discussion of our campaign can leave out a new element\nin the school situation which has been very powerful in making agitation\n\nby teachers effective in bettering conditions all over the country. That\nelement is the new economic position of the teachers caused by the fact\nthat 150,000 of them have taken the road out into all sorts of occupations\nwhich were more attractive to them solely because they offered better\npay. This has left an enormous shortage of experienst teachers. This\nshortage and its effect on the children constitute the strongest argument\nand appeal whether to school boards or to the general public. It is\nunanswerable.\n\nIt is the only proof that the people need that their teachers\n\nare underpaid and that while wages in\n\nall\n\nother callings have gone up\n\n'teachers' pay has fallen far below a standard which was always too low.\n\nTHE NEXT STEP IN THE STUDY OF CONSOLIDATION\nADELAIDE STEELE BAYLOR, FEDERAL AGENT FOR HOME ECONOMICS,\nWASHINGTON, D.C.\nIn the preliminary report on consolidation made at the July, 1919,\n\nmeeting of the National Council of Education, I stated that it was the\npurpose of the sub-committee, in its study of consohdation, to confer with\nthose who had made or were making special investigations on consolidation\nof schools, to ascertain what, in their opinion, was the next step in such\n\nstudy,\n\nin\n\norder not\n\nto\n\ndevelop work already done,\n\nbut\n\nif\n\npossible\n\nto supplement it.\nIt\n\nmay be of interest to know the recommendations as to the next\n\nstep in the study of consolidation, offered by two men who have done or\nare doing most worth-while study on problems of consolidation of schools.\n\nOne of these men, A. C. Monahan, formerly in the United States\nBureau of Education, who compiled a bulletin a few years ago on the status\nof consohdation^ of\n\nrural schools, suggests that:\n\n\"The next step to be\n\ntaken in the study of consohdation di rural schools is an efficiency study\nof the progress made by pupils, \" in order \"to prove as definitely as possible\n\nwhether or not ckildren make more rapid progress and attain higher\nstandards in consoHdated schools. \" A step has been taken by the sub-\n\ncommittee in this direction by getting in touch with some of the superintendents of Indiana, where such work has been started.\nThe second man, H. W. Foght, chairman of the committee appointed\nby the Department of Superintendence at Kajisas City to work on consoli-\n\n"}
{"page": 155, "printed_page": null, "text": "\"\n\nNEXT STEP IN STUDY OF CONSOLIDATION\n\nCouncil]\n\ndation of rural schools, who, with his committee,\n\nis\n\n139\n\nmaking a\n\ncareful,\n\nexhaustive study of this subject, states that \"altho we have somewhere\n\nnear 13,000 pretty well-establisht consolidated schools in the\n\nUnited\n\nStates, they vary so much in organization and needs that it is scarcely fair\n\nto say that even the first stage of organization of this type of school has\n\nbeen past.\"\n\nHe is \"inchned to think that the particular phase of school\n\nconsolidation that must be workt at the hardest, should be the course of\n\nOut of it will come a better understanding of\n\nstudy for these schools.\n\nbuilding needs and even teacher training.\n\nIn the preliminary report on Consolidation made at the Milwaukee\nmeeting last summer, the following were cited as methods used to promote\nconsolidation of schools in the country:\n\nmissive consolidation;\n\n(3)\n\n(i)\n\nstate aid for\n\nproper legislation;\n\nconsoHdation;\n\n(2) per-\n\ncontinued\n\n(4)\n\nabandonment of small schools, especially when pupils are within walking\ndistance of other schools;\n\n(5) propaganda for consolidation;\n\nment of roads and methods of transportation;\n\n(7)\n\n(6)\n\nimprove-\n\nobservation of actual\n\neducational results.\n\nThese returns came from a study made in 191 2 in which information\nwas sought from each of the forty-eight states. When the Vice-Chairman\nof the Committee on Rural Schools requested a brief round table discussion on \"How to Organize for Consolidation,\" ten states were selected\nfor this\n\npurpose representing the various sections of the country;\n\n(i) Indiana and Iowa (the Central East), (2)\n\ni.e.,\n\nNew York and Massachusetts\n\n(eastern states), (3) Mississippi and North Carolina (southern states, but\nremote from each other geographically), (4) North Dakota and Oklahoma\n(the north and south of the Middle West), (5)\n(the Northwest and Middle Pacific Coast.)\n\nWashington and California\n\nIndiana and Iowa are convinst that the best method of organizing to\nbring about consolidation is to get the people to believe in consolidation.\n\nIndiana has done this recently thru the use of lantern sHdes.\n\nThe state\n\nDepartment of Public Education has two lanterns with approximately\none hundred and fifty slides to show buildings, equipment, etc. In Iowa\nthe law\n\nitself is\n\nthoroly democratic and no consolidation\n\nuntil the town, village, and outlying communities want it.\n\nis attempted\nOver one-sixth\n\nof the territory of that state is under consolidation which has closed over\n\ntwenty-seven hundred one-room schools and in the past year made possible\nthe graduation of eighteen hundred boys and girls from the twelfth grade.\n\nDuring the first twenty-nine days of March, 1920, thirty-three consohdations were effected in Iowa.\n\nNew York depends on an educational campaign which presents clearly\nand tactfully to the people of the community a real appreciation of the\nlack of educational opportunity they possess.\n\nTactful cooperation rather\n\nthan forceful methods is considered the best course in remote communities.\nAgain, much is accomplisht thru the influence of a community which has\n\n"}
{"page": 156, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI40\nreally\n\ndone something worth while.\n\noperation\n\n[National\n\nA new method is just going into\n\nm New York whereby committees, appointed by rural organi-\n\nzations such as the Farm Bureau, Grange, and other related organizations\n\nmake a special study of the educational conditions in the rural\ncommunities of the state during the present summer and it is anticipated\n\nare to\n\nthat one result of such a study will be the promotion of consolidation.\n\nIn\n\nMassachusetts it is felt that the unit of administration, which is the town\nrather than the district, aids consoHdation, as well as the prevalence of\ncities and towns.\nGeographical conditions in some places in the state\nseem to offer insuperable obstacles, as the hill towns with sparse population,\nlow valuation, and poor roads which interfere with proper transportation\nof children; nevertheless, a recent inquiry shows that in two hundred and\nninety-nine, out of three hundred and four municipahties, 96 per cent of\nthe teachers and 97tV P^i\" cent of pupils are fo^jind in graded schools of\ntwo or more rooms.\nIn North Carolina a round table of two or three leading citizens, favoring consolidation, from each small community, is called together by the\ncounty superintendent to go over the plan. If agreed upon, they decide\nwhether to put it to a vote of the people or let the county board of edu-\n\ncation make the decision alone.\n\nEither plan is permissible in the state:\n\npublic meetings addrest by a good speaker who stimulates and encourages\n\nthe supporters of consolidation, or public-school debates affording opportunity for an intelligent discussion of the subject used.\n\nMississippi first\n\nmakes an effort to secure the united desire on the part of the patrons for\nconsolidation, and then by petition the county board of education is advised\nPubHc interest must be overwhelmingly for consoHdation\nof this desire.\nor it is postponed.\n\nNorth Dakota county superintendents arrange for a mass meeting\nwith an outside speaker to explain consolidation whose talk is supplemented\n\nby that of the county superintendent who discusses the local situation.\nBefore and after the mass meeting those in the community interested in\nconsolidation agitate the change.\n\nFollowing the mass meeting an election\n\nis held.\n\nIn CaHfornia the fundamental to consolidation is \"good roads.\"\n\nIf\n\ntransportation can be arranged without too great expense, people vote\nfor the unionizing of districts if at all practicable.\n\nIn the state of Washington a bonus is given by state and county, of two\nthousand days additional attendance by each, for every school district\nless one in number of districts entering into consoHdation; i.e., approximately $300 per district. If two or more districts consoHdate, supervision\nis given equal to that allowed in a second-class school district.\nThe results of the inquiry, then, as to how to organize to bring about\nconsoHdation show that:\n\n"}
{"page": 157, "printed_page": null, "text": "THE ORGANIZATION OF RURAL HIGH SCHOOLS\n\nCouncil]\n\n1.\n\n141\n\nThe consolidated school has become a part of every section of the\n\nUnited States.\n2.\n\nThe conversion of the people thru propaganda is essential to success-\n\nful consolidation.\n\n\\\n\n,\n\n3. The greatest obstacle is the lack of proper facihties for transportation.\n4.\n\nNew methods or those not hitherto reported as emphasized are:\n\nThe influence of a community that has really done something worth\nwhile; {h) The appointment of committees by rural organizations, such as\nthe farm bureau, grange, and related organizations to make a special study\n(fl)\n\nof educational conditions in rural communities of the states.\n\nSuch a study\n\nwould necessarily deal with consolidation; (c) Legislation to provide that\nthe county rather than the district be the unit of school administration;\n(d)\n\nRound\n\ntables of leaders in the district who favor consolidation.\n\nA\n\nplan for consolidation determined upon whereby either the county board\nof education consolidates without the consent of the people, or the people\nfirst converted to consolidation and then the organization made;\nBonus offered for consolidation of schools; (/) School debates on the\nsubject; (g) Community center movement.\n\nare\n{e)\n\nTEE ORGANIZATION OF RURAL HIGH SCHOOLS\nL. J.\n\nMUIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nSALT LAKE CITY, UTAH\n\nIt is the purpose of this discussion to treat rural high-school organization\n\nas it has been effected in the state of Utah, for the state of Utah, in its\nsolution,\n\nmay have contributed to solve the question elsewhere.\n\nTwo\n\nprinciples lie at the foundation of high-school organization in the state of\n\nUtah.\n\nThe first is that rural high schools should be organized upon the\n\nbasis of economy and eflSciency of operation rather than to meet the demands\nof\n\ncommunity or sectional pride.\n\nThe second principle is that the high\ncommunity or communities it\n\nschool should be a social center for the\nserves.\n\nIn working out the first principle above stated, the state of Utah has\n\nhad some interesting experience.\n\nOriginally, our high schools\n\nexistence as extensions of our elementary schools.\n\ntaneously developt these institutions.\n\ncame into\n\nMany towns simul-\n\nBy reason of contests in athletics,\n\ndebating, and pubhc speaking, these institutions brought into existence a\n\nnew type of community loyalty, until they were the source of a great deal\nof community pride and enthusiasm.\nTherefore, when the consoHdation\nof schools under the county-unit system came about, and it was deemed\nwise to throw together into one large institution these miniature high\nschools, sectional rivalries and jealousies came into play.\n\nSo strong were\n\nthese rivalries, that they were irresistible in some counties, and as a result\nseveral small schools are\n\nnow maintained in such districts.\n\nCommon\n\n"}
{"page": 158, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n142\nsense\n\n[National\n\nand administrative wisdom overcame the feeling of town pride in\n\nBox Elder County,\n\nother counties and large rural high schools resulted.\n\none of the largest counties in the state of Utah, maintains at this time one\nhigh school which has an attendance of mofe than six hundred students.\n\nJordan district also has a large rural high school housed in a magnificent\nbuilding and favored by almost every type of modern high-school equip-\n\nOther such institutions are found in Granite district, Morgan dis-\n\nment.\ntrict.\n\nCarbon district, Davis district, and others.\n\nIn all of these cases,\n\ntransportation allowances are made to students who live remote from the\n\nhigh-school building.\n\nIn Davis County, where electric railroad facihties\n\nare favorable, nearly three hundred students rode the electric cars to the\n\nThese students came from points lying\ncentral high school last year.\nbetween three and fifteen miles from the school building. The annual\ntransportation cost for this group of students did not exceed $6,000.00.\nThe Bamberger Electric Railway Company allowed a cent per mile fare\nEach student paid an annual transportation fee of\nto these students.\n$10.00.\n\nThis same fee was exacted of ninth-grade students in other\n\njunior high schools, and the total thus raised paid the transportation bill\nof all students who rode in the cars.\n\nIn Granite, Jordan, Carbon, South\n\nautomobile buss service was\nemployed to bring the students to the high school. In some of these\ndistricts also students were conveyed in many cases from fifteen miles\nThe Carbon County high school, located at Price, is provided\ndistance.\nwith girls' and boys' dormitories under good management. These dormiCache, South Summit, and other\n\ndistricts,\n\ntories take care of students who come from distant parts.\n\nIn this county\n\nrailroad facilities are unfavorable and highways poor.\n\nThe maintenance of these large rural high schools, to which students are\nconveyed from distant points, has reduced the per capita cost of highschool education and has greatly improved the standard of such work.\nThe second principle underlying high-school organization in Utah,\nas stated above, is the conception that the high school should be the social\ncenter of the region supporting it. This function of the rural high school\n\nhas been realized in the institutions referred to above.\n\nIn the course of\n\nupon which the people of the\nCounty\nhigh-school building.\nthe\nat\nschool district are brought together\ninstitutes,\nand\nround-ups\nfarmers'\nfairs, conventions of various kinds,\nthe school year there are many occasions\n\nand athletic contests of every kind, bring to these\nYoung men and women\nrural high schools the population of the district.\nand develop\nacquaintance\nform\ndistrict\nfrom divergent points in the school\nare\njealousies\ncommunity\nand\nrivalries\nThus the petty town\nfriendships.\nenlarged\nof\nfeeling\na\nup\ngrown\nhave\ntrampled down. In place thereof there\ncommunity interest and a social communion which mean much toward\nsocial entertainments\n\nthe development of character and the civic outlook of the students who\nattend these institutions. Thus the second principle underlying highschool organization in Utah is realizfed.\n\n"}
{"page": 159, "printed_page": null, "text": "THE CALL TO ARMS IN ig20\n\nCouncil]\n\n143\n\nTHE CALL TO ARMS IN 1920\nJOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, OLYMPIA, WASH.\n\nThe \"call to arms\" of the American public this year has been \"more\npay for teachers.\" From the Atlantic to the Pacific has this imperative\ncry sounded forth. A partially indifferent public awakened to the fact\nthat immediate steps had to be taken to place the teaching profession upon\na more permanent financial and professional basis. The beginning salary\nof the teacher had to be larger.\nThere needed to be greater and more\ncertain financial rewards for continuous service.\n\nThis same American public had a second\n\narms as it slowly\nawakened to the fact that there needed to be a creation of more \"social\nappreciation of teacher.\" Discouraged men and women in education\naccepted by the thousands positions of greater remuneration in other fields.\nThe American public thru its closed schoolroom doors and departments\nwith underqualified and inexperienst teachers slowly came to realize the\nservice lost by the exodus of many of its qualified and trained teachers into\ncall to\n\nother lines of work.\n\nThere has been a call to arms for a more comprehensive course of study.\nSomeone has said that the public schools, of necessity, must be from twenty\nto thirty years behind the times with respect to giving proper emphasis to\n\nnew economic and industrial conditions. As a result of the world-war,\nmany new conditions confront us, and if the public schools continue to be\nthe most important factor in our RepubUc they must reflect more clearly\nand more vitally these large social and industrial conditions.\nThere is an insistent call to arms for better compulsory attendance\nand enforcement to make the education of the children effective. The\nstate of Utah points the way to the nation in its leadership in compulsory\nattendance.\n\nThe education of all the children of all of the people is our\n\nnation's great concern today.\n\nThe financing of American education is a problem which is engaging\nThe\n\nthe attention of practically all the states of the Union at this time.\n\nproblem is how to secure possible sources of increast revenue as education\n\nbecomes more expensive and to distribute state revenue in such a manner\nas to equalize educational possibilities.\n\nThere is need for continuation schools for all who have entered the\nindustries so as to continue the education of the mid-adolescent.\n\nThe socialization and revitalization of rural life is calling us.\n\n\"Give us\n\nexperienst, well-qualified teachers for our schools\" is the rural call.\n\nA call to arms for the saving of four things—time, talent, health, and\n\n—\n\nmoney rings out.\nThe emancipation of the adult iUiterates not only calls us but commandeers us. There are more people enslaved in the bonds of illiteracy\nthan were owned by the slave-owners of the South before the ein^ncipation\n\n'\n\n"}
{"page": 160, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n144\n\nproclamation of Lincoln.\n\n[National\n\nThe slavery of the negro was physical bondage;\n\nthe slavery of the adult iUiterate is mental bondage.\n\nThe teacher-training centers received a call to arms when the demand\nfor higher salaries brought a demand for higher standards of teaching while\n\nat the same time an insistent demand was made for greater preparation\nfor service.\n\nThere is an insistent call to arms for the teacher to realize that the\npurposes of education are to help solve vital, social, and national problems.\n\nTeachers need to make their work of such a character that the pubHc will\n\nimmediately discern that there\n\nis\n\na definite relation between what the\n\nchildren acquire in school and what they accomplish in life.\n\nA strong call to arms for an Americanization program of education is\nAmerica has often been called the melting-pot of the world;\n\nbefore us.\n\nbut when we fail to touch the soul of the foreign-born with the American\nspirit and ideals; when foreign colonies exist in numbers in urban centers;\nwhen even rural communities have settlement colonies not toucht by the\nAmerican spirit; then must we realize that the melting-pot ceases to melt.\n\nFORTY YEARS OF THE NATIONAL COUNCIL OF EDUCATION\nROBERT J. ALEY, FORMER PRESIDENT OF COUNCIL AND PRESIDENT OF THE\nUNIVERSITY OF MAINE, ORONO, ME.\nI am happy indeed that this is not an obituary or a memorial exercise.\n\nThe. Council is very much alive and promises to render greater service\nin the future than it has in the past.\n\nOn two other occasions there has gone\n\ninto the record a survey of the work accomplisht and a statement of the\nideals that\n\nhave controlled the members.\n\nIt is\n\nhoped that this report\n\nof the work and progress of the Council may inspire its members to even\n\ngreater efforts in the future.\n\nIn 1879 the Honorable Thomas W. Bicknell, editor and founder of the\nNational Journal of Education, set forth reasons why there should be formed\nthe Congress or Council of Education. He beHeved that such an organization, made up of the leaders in educational work would be of great service\nin the education of the country.\n\nHe hoped that such a body might clarify\n\nthe thinking of educational ofi&cers and teachers and might have a favorable\ninfluence\n\nupon the work\n\nof school systems\n\nboth state and municipal.\n\nThis was followed by a number of other editorials.\n\nSo much interest was\n\naroused in the subject that Mr. Bicknell was askt to prepare a paper for\nthe Department of Superintendents at the Washington meeting held in\n\nFebruary, 1880.\n\nIn this paper he discust existing bodies and showed very\n\nclearly the need of a more deliberate and careful examination of educational\nquestions by a body of expert and experienst leaders. He urged that\nsuch an organization be formed at the summer meeting of the National\n\nI\n\n"}
{"page": 161, "printed_page": null, "text": "FORTY YEARS OF NATIONAL COUNCIL OF EDUCATION\n\nCouncai\n\n145\n\nW. T. Harris, J. P. Wickersham, A. P. Marble,\n\nEducation Association.\n\nAaron Gove, H. S. Tarbell, J. S. Smart, and others participated in the\nThey all favored the formation of a council. As a result a\ndiscussion.\nvery strong and competent committee headed by Mr. Bicknell was appointed\nThe report was presented\nto prepare a report for the summer meeting.\nand favorable action ensued. A constitution was formed which in its\npreamble set forth the main ideas that Mr. Bicknell had presented in his\neditorials and in his formal paper before the Department of Superintendence.\nThe charter members of the Council include the names of many of\nthe most eminent men in educational work. A few of these are Barnard,\nBateman, Bicknell, Eaton, Oilman, Gove, Harris, Hancock, Hewett,\nMcCosh, Soldan, Tarbell, White, and Wickersham. Many others whose\nnames are written large in the educational history of America are on the\ncharter list.\nIt has been the aim of the Council from the first to enrol in its member-\n\nship the men and women of the profession who were best able to render\n\nMembers have been selected\nwas beHeved they had something to contribute rather than\nthat the Council would benefit them. The splendid work accomphsht\nand the influence exerted, are both due in large measure to this idea which\nhas controlled in the selection of members. It is to be hoped that in the\nfuture as in the past no individual seeking membership for personal aggran-\n\nvaluable service to the cause of education.\n\nbecause\n\nit\n\ndizement may be admitted to the circle of the Council.\nEarly in the history of the Council it was decided to carry on the work\nthru twelve committees.\n\nFor a number of years these twelve committees\n\nwere provided for by the constitution.\n\nThey were\n\nas follows:\n\nstate\n\nschool systems, city school systems, higher education, secondary education,\n\nelementary education, normal education, technical education, pedagogics,\neducation\n\nof\n\ngirls,\n\nhygiene in\n\neducation,\n\neducational\n\nliterature,\n\nand\n\neducational statistics.\n\nThe membership of the Council was limited to sixty. Each committee\nwas made up of five members. Hence, for a number of years every member\nof the Council was engaged in work upon some special topic.\nThe reports of\ncommittees under the various headings named occupied the attention of\nthe Council many years.\n\nAt the annual meetings some two or three\nIt was the rule to present either the\nfull report in print or an abstract of it so that each member might have\naccurate information upon the essential points of the report as it was made.\nAfter the reading of the report there was full and free discussion. Some\nof the\n\ncommittees would report.\n\nmost beneficial things in the educational thought of the country\ngrew out of the spirited discussions centering around these committee\n\nof the\n\nIt would be difficult indeed to measure the influence of the first\ntwenty-years work of the Council upon the educational thought and\n\nreports.\n\npractice of America.\n\nIt was during this period that several classic reports\n\n"}
{"page": 162, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n146\n\n[National\n\nwere made that at once had a profound influence upon the course of study\nboth of elementary and high schools as well as upon the relations of secondary schools and colleges.\nAfter ten years' experience some of the most thoughtful members\nbegan to question the value of the formal committee plan. Such men as\nW. T. Harris and G. Stanley Hall believed that better results would come\nfrom men who were investigating subjects in which they had no serious\ninterest.\n\nAs a result of this idea the Council voted to admit volunteer\n\npapers at the next session with a view of trying out the plan.\n\nThis plan\n\nmet with approval and has been for a number of years the practice of the\nCouncil with regard to a considerable part of its program.\n\nMany of the\n\ncommittee reports have grown out of papers either volunteer or written\nat the request of the president.\n\nIn the years 1890 to 1900 a great deal of time was devoted to technical\n\nMen of far-seeing vision like Woodward and White led the way and laid the foundation for most valuable\nwork. It was thru this same period that considerable discussion centered\neducation, and also to rural schools.\n\nabout higher education, particularly with reference to university ideals.\nThe real meaning and purpose of the Land Grant colleges were set forth\nin clear, forcible, and adequate terms.\n\nIn 1898 the Council was reorganized and became the agent of the\nNational Education Association for determining and directing investi-\n\nFor a number of years following 1898 no investigations were\nundertaken by the National Association until they were first approved\nby the Council thru its appropriate committee. At the time of this reorgations.\n\nganization the twelve committees provided for in the old constitution were\nSince that time investigating committees have been appointed\n\nabandoned.\n\nas occasions presented themselves.\n\nFor many years the Council regularly devoted part of a session to\nmemorial exercises. These memorial papers and addresses furnish an\ninspiring history of the great leaders in education who are gone from us.\nThis practice has not been observed with the same degree of thoroness in\nrecent years as formerly. It is one of the customs of the past that could be\nrevived with great credit and value. The life and service of our members\nought to be fittingly recorded in our proceedings.\nThe Council has always had in its membership the best the nation\nproduces.\n\nIt\n\nstill\n\nhas such men and women.\n\nA glance thru the present\n\nmembership will show that from the list of first-class men and women in\nthe educational work of the country a splendid selection has been made.\n\nThe membership\n\nincludes\n\nstate\n\nsuperintendents,\n\ncity\n\nsuperintendents,\n\nnormal school men, university men, professors of education, rural school\nleaders, indeed all who stand at the top and direct the thought and work\nAs was true in the earlier days many of the great\nof educational America.\nleaders because of their busy lives find it impossible to attend the meetings\n\nregularly enough to remain upon the active list.\n\nIt is fortunate that the\n\n"}
{"page": 163, "printed_page": null, "text": "\"\n\nPRELIMINARY REPORT ON TENURE OF TEACHERS\n\nCouncil]\n\nnow as always, has made it possible to go\n\nconstitution of the Council\n\noutside the active list for speakers and investigators.\nin the early days.\n\n147\n\nThere were giants\n\nWe honor their greatness and profit by their genius.\n\nA generation from now, many of our present members will have taken\ntheir places in the hall of fame.\n\nThe Council under the leadership of its new president, a man who has\nknown the Council from the inside, will undoubtedly\n\nfor so many years\n\nequal and I believe will surpass the best traditions of the past.\n\nI would\n\nnot take from the great men and women of the earlier days of this Council\n\none single bit of honor.\nSt.\n\nI agree with James\n\nM. Greenwood who at the\n\nPaul meeting said of them, ''The noble simplicity of this group was\n\nThey represented pre-eminently\n\ncrowning glory.\n\ntheir\n\nthe\n\npower\n\nof\n\ndeeds and the power of thoughts, and as torch-bearers they have past\n\non to others a mightier domain of real achievements in \"all the spheres of\nphilosophy, ethics, culture, and the duties of practical and political life,\nconditions of society than had ever been\nThru them we stand linkt to a past that we\nTheir splendid powers, we appreciate. Their purity\n\na higher code of living for\n\nall\n\ndone before or imitated since.\nwish not to change.\n\nof motives we revere, and the great lesson\n\n—\n\n—devotion to duty,\n\nin a material-\n\nand mechanical age may become shattered and displaced, yet one\nof the ^brightest and cleanest pages in American history is that of the\nachievements and aims of the founders of the National Council of Eduistic\n\ncation.\n\nThe thoughts of these circle about us as the gentle breezes of\n\nspringtime.\n\nTheir influence hovers over us as the steady light that comes\n\nfrom the fixt stars in the firmament. Calmly and serenely these\ndevoted men and women performed a perpetual service to the consecrated\nto us\n\nideas of their fives.\n\nTheir object was the exaltation of humanity thru the\n\nspirit.\n\nThe greatness and completeness of their disinterested services ought to\nthan we have yet given. The problems of\neducation are forever new and forever more and more complex. It is our\nprivilege to have something to do in solving the new problems or at least\nThe one hundred men and women\nto aid in simplifying their complexity.\nThe\nof this Council are ready to give their best in disinterested service.\nleaders among us are ready to wear the mantles of White, Soldan, Greenwood, and the host of others who have blazed the trail of clear, courageous,\ninspire us to greater service\n\nand righteous thinking.\n\nPRELIMINARY REPORT ON TENURE OF TEACHERS\nDR. JOSEPH SWAIN, PRESIDENT OF SWARTHMORE COLLEGE, SWARTHMORE, PA.\n\nThe Committee on Salaries, Tenure, and Pensions of the National\nEducation Association presents to the teachers a preliminary report on\ntenure prepared for the Committee by Dr.\n\nI.\n\nL. Kandel of the Carnegie\n\n"}
{"page": 164, "printed_page": null, "text": "y\n\nNATIONAL EDUCATION ASSOCIATION\n\n148\n\nFoundation for the Advancement of Teaching.\n\n[National\n\nIn this preliminary report\n\nthe following questions are askt:\n1.\n\nWhat should be the preliminary professional training of teachers?\n\n2.\n\nHow shall teachers be certified, locally or by the state?\n\nIf by the state,\n\nwhat\n\nsort of state authority should assume the duty ?\n3. Is\n\nthe practice of annual elections, \"our barbarous guillotine,\" as it has been\n\ncalled, in the interests either of educational efficiency or of the professional growth of the\n\nteachers ?\n4. Assuming that the practice of annual elections is inefficient and wasteful, should\nappointments be for a term of years or on an indefinite tenure during good behavior or\n\nefficient service ?\n5.\n\n6.\n\nShould indefinite tenure be preceded by a period of probationary service ?\nIn adopting indefinite tenure how can schools be protected against incompetent\n\nor unprogressive teachers ?\n7.\n\nWhat is the relation between a sound system of tenure, salary scales, and pensions ?\n\nIt is the \"intention of the Committee to present supplementary reports\nimtil the study is completed.\n\nThe question of salaries has been kept before the pubhc by the National\nYour committee has presented reports.\nThe problem of pensions was the subject of discussion in the com-\n\nEducation Association.\n\nmittee and in conference with representative school men and women for\nmore than three years and resulted in the Report on Pensions for Public\nSchool Teachers prepared by the Carnegie Foundation.\n\nOn the third fundamental condition of service, tenure, much has been\nwritten and\n\nsomewhat extensive\n\nstatistics\n\nhave been publish t, but no\n\nconcerted investigation of the subject has previously been made.\n\nIt is\n\nthe desire of your committee to do for tenure what has aheady been done\nfor salaries and pensions.\n\nVery truly yours,\nJoseph Swain,\nChairman of the Committee on Salaries\nTenure, and Pensions of Teachers\nPRELIMINARY REPORT ON TENURE OF TEACHERS\n\nThe present unrest in educational affairs affords the teaching profession\na unique opportunity for taking stock of itself and for considering the\nessential conditions that will make the profession attractive to new recruits,\n\nthat will endow the profession with the dignity that it merits, and that\nwill\n\nmost satisfactorily promote the educational welfare of this country.\n\nThe economic crisis thru which we are now passing has necessarily directed\nand concentrated attention on the problem of salaries. But the problem\nis not merely one of raising salaries to meet the high cost of Hving;\n\nmerely a problem of economics.\n\nit is not\n\nA statesmanUke and professional view of\n\nthe situation must look to the future.\n\nMerely to increase salaries this\n\nyear will not insure the retention of able teachers or secure a constant flow\nof promising candidates into the teaching profession.\n\nFuture prospects\n\n"}
{"page": 165, "printed_page": null, "text": "Council]\n\nPRELIMINARY REPORT ON TENURE OF TEACHERS\n\n149\n\nand status weigh as much or perhaps more than immediate compensation\nAbsence of rewards for experience and faithful\nin the choice of a vocation.\nservice, unsatisfactory conditions of appointment and promotion, and\nlack of protection against disability or old age are strong factors in deter-\n\nmining the kind of recruit that the teaching profession will obtain. The\nquestion of salaries has been adequately kept before the public by the\nNational Education Association; the problem of pensions was the subject\nof discussion in this committee for more than three years and resulted in\n\nthe Report on Pensions for Public School Teachers prepared by the Carnegie\n\nFoundation.\n\nOn the third fundamental condition of service, tenure, much\n\nhas been written and somewhat extensive statistics have been published\n\nbut no concerted investigation of the subject has yet been made.\n\nThus,\n\naltho the fact that 125,000 teachers annually leave the profession, whether\n\nvoluntarily or not, is known, a study has not been made of the laws govern-\n\ning the appointment\n\nand dismissal\n\nof teachers.\n\nWhile the -subject of\n\ntenure has been adequately settled in the civil service,, in the teaching\nprofession the theory that should underlie tenure has not yet been dis-\n\nThe prevaiUng practice may be sound, but there are no standards\ncussed.\nby which it can be measured. The subject is a delicate one but it is fundamental to the efficiency of the schools.\n\nWhile intimately associated with\n\nthe question of salaries and pensions, it is also closely allied to the problem\nof professional preparation of teachers, since uncertainty of tenure will\n\nnot warrant intending teachers in undertaking lengthy preparation.\n\nAltho the situation in the matter of tenure has improved considerably\nin recent years, this only means that there have been fewer cases of unjust\n\ndismissals or of oppressive treatment.\n\nThe question of tenure is deter-\n\nmined by two factors, mainly, satisfactory compensation and the provisions of the school laws.\nOther factors, such as equipment and housing,\nconditions of service generally, play an important part but are generally\nsubconscious and intangible. Judged from the standpoints of these two\nconditions compensation and school legislation the situation cannot be\nviewed with satisfaction. While custom and practice have moved in the\ndirection of stabihty and permanence, the salary inducements have not\nkept pace. The result is seen in the tremendous shifting of the teaching\npopulation each year and this not merely among rural school or classroom\nteachers.\nUnder present conditions teachers and administrative officers\ncannot be blamed if they see that the only line of advancement for them\nlies in change of position.\nPresident Coffman in a recent report concluded\nthat we have 125,000 vacancies annually. It is generally assumed that\nthis condition does not apply to administrative and supervisory officers;\nbut another study by President Jessup shows that the median tenure of\nsuperintendents is less than three years and that from one-third to twothirds of the principalships in some states are vacant each year.\nAn\nefficient school system cannot be built up on such a foundation.\nThe\n\n—\n\n—\n\n—\n\n"}
{"page": 166, "printed_page": null, "text": "I50\n\nNATIONAL EDUCATION ASSOCIATION\n\nadministrative and supervisory officer cannot grasp the\n\n[National\n\nnew\n\nsituation\n\nthat he accepts nor develop a suitable program and policy, if he changes\nhis position every three years;\n\nthe classroom teacher cannot realize the\n\ncumulative benefit of experience if she has her eye on a new position for\nthe coming year. The remedy, of course, is obvious; improved conditions\ncan only be secured by better remuneration and advancement in the\nposition held. Only in this way can the competition for teachers between\n\nschool boards be eliminated and an efficient corps of teachers be developed.\n\nBut this is only one aspect of the situation.\n\nWhatever the customary\n\npractice may be, in law security of tenure does not prevail over a large\n\npart of the country.\n\nWhile the towns and\n\ncities\n\nshow a tendency to\n\nencourage stability and permanence, even in many places of size the tenure\nof office of administrative officers is limited either by law or by the rules\nof the appointing boards.\n\nNo matter how long a term may be provided,\n\nthe teacher who feels that he must stand for election at the close of that\n\nThe\ndemand for Hfe-terms is just as unreasonable as the present practice.\nThe chief defect in the present practice is the survival of the neighborterm must inevitably be beset by anxiety, even tho unconsciously.\n\nhood idea of education, under which the appointment and dismissal of\nteachers continues to be vested in the hands of the members of local school\nboards. Altho appointments thruout the country are protected by the\nrequirement of written contracts, in many cases on forms prescribed by\nthe sj:ate superintendent, and by certification laws, in only a very few\ninstances may such appointments be made for more than one year. Some\nimprovement on this practice may be seen in the method recently adopted\nin some states of permitting nomination by the local boards and definite\nappointment by the county boards or county superintendents. But\nwhile this practice safeguards the character of the appointments, the\nterms of the appointments still continue to be annual. An examination\nof state school laws produces only\n\nsix cases in\n\nwhich terms longer than\n\none year are permitted. In each case a probationary period of service\nvarying from one to three years is required. In Arizona, superintendents\nand principals may be appointed for two-year terms. In California every\noffice of which the duration is not fixt by law is held at the pleasure of the\n\nappointing person; in practice the interpretation of this rule is that every\nteacher holds her position from year to year unless notice of dismissal is\n\ngiven before June lo.\n\nIn Iowa superintendents\n\nmay be appointed for\n\nSchool committees in Massathree-year terms after service of one year.\nservice, at pleasure. Superof\nyear\none\nafter\nteachers\nappoint\nchusetts may\nafter their first year to\neligible\nare\nMissouri\nin\nprincipals\nintendents and\n\nappointment for two-year terms.\n\nIn Montana teachers hold their positions\n\nfrom year to year after their first year.\n\nIn New Jersey after three years of\n\nIn the\nservice a teacher is assured of her position during good behavior.\nof\nperiod\nprobationary\nafter\na\nmay,\nteachers\ncities of New York State,\n\n"}
{"page": 167, "printed_page": null, "text": "PRELIMINARY REPORT ON TENURE OF TEACHERS\n\nCouncil]\n\n151\n\nfrom one to three years, by a recent law, be appointed on permanent\nThree-year terms without any period of probation are permitted\ntenure.\nin Ohio, while in Oregon teachers after a probationary period of\n\ntwo years\n\nenjoy permanent appointment, but this law applies only to Portland, in\npractice.\n\nwho hold\n\nThe Pennsylvania law grants three-year terms to teachers\nIn\ncertificates exempting them from further examinations.\n\nWashington only principals and superintendents may be appointed for\nlonger than one year terms.\n\nFinally, Wisconsin encourages teachers to\n\nretain their positions by the grant of a bonus varying with the length of\nservice.\n\n•\n\n^\n\n—\n\nThus only five states California, Massachusetts, Montana, New\nJersey, and Oregon by law recognize the principle of permanent tenure\nfor teachers; and two other states, Ohio and Pennsylvania, permit the\nappointment of teachers for three-year terms. The conditions of appointment for principals and superintendents are only slightly better.\nThe underlying principle seems to be that \"officers and employes of\nthe public have no interest or property in the offices and situations which\nthey occupy. \" Interpreted in its lowest terms this means that the spoils\nsystem still prevails at this time when it has generally been eliminated\nfrom civil-service positions in the country. Only on this basis can one\n\n—\n\nexplain the regulation so frequently found in the laws that trustees may not\n\nappoint teachers beyond the terms of their\n\nown office.\n\nIn many cases\n\nthe law forbids the making of contracts for more than one year, and even\nin providing for renewals,\n\n—the\n\nJuly\n\nreappointments may be delayed until June or\n\nclose of the school year.\n\nOther unreasonable conditions that\n\nare found are provisions that the teacher shall hold her position only as\n\nlong as the money holds out or that she may be dismissed if the schoolhouse\nis\n\ndestroyed or emptied by epidemics.\n\nUpon these terms no teacher can\n\ngive efficient service.\n\nThe argument often produced in favor of annual elections is that the\nThis argument\nwould be valid perhaps if there were adequate supervision to check up\n\npractice affords protection against incompetent teachers.\n\nincompetence and reappointment were vested in the hands of experts,\nwhich it generally is not. Under a satisfactory system of training and\nsupervision the incompetent teacher should not be admitted to schools at\n\nAt present we have no standards for measuring competent teaching,\nand dismissal for incompetence may often be reversed by the courts.\nThe demonstration of inefficiency is too difficult and cannot be understood\nby the pubHc.\nThese conditions of uncertainty and instabihty can only be reformed\nby a thorogoing change of attitude on the part of the pubHc and the\nprofession.\nThe remedy involves the setting up of adequate minimum\n\njail.\n\nstandards of professional attainments as a condition of first appointment.\n\nI\n\n"}
{"page": 168, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n152\n\n[National\n\nnormal schools cannot hope to turn out finished teachers. A probationary\nperiod of service from two to three years is not too much to ask as a condition preUminary to permanent appointment.\nAfter this period a teacher's\nappointment should be durmg good behavior and efficient service. This\n\nagain involves adequate supervision and tests of merit. Quantitative\nmeasures are already in existence; periods of study for professional advance-\n\nment and growth and the apphcation of standard tests to the product are\nalready being tried; rewards of merit by additional bonuses have already\nbeen put into practice.\nto\n\nbe developed.\n\nelections in the\n\nQuahtative standards of teaching abihty are yet\nAll these measures point, therefore, to the control of\n\nhands of experts instead of lay boards.\n\nThe principal,\n\nthe supervisory officers, and the superintendents may be trusted to look\nafter the interests of the teachers and the public.\nUnder such a system\nthe control of tenure is put up to the profession itself.\nin the contention that\n\nincentive\n\nThere is no vaHdity\npermanence of tenure will deprive a teacher of\n\nand ambition provided that there is adequate and competent\n\nprofessional supervision, just as there is no evidence that annual elections\n\npromote them. Properly trained, holding a certificate granted by a\nresponsible body of experts, and supervised by similar experts, a teacher\ncannot \"soldier\" on the job. Such conditions of tenure should, of course,\nbe accompanied by properly constructed salary scales to serve as an encouragement and reward for progress. Salaries, pensions, and tenure cannot be\nthey augment and supplement each other. The present\nseparated;\nconditions underlying state legislation on tenure have been due to three\ncauses primarily\n\n—\n\n^initial\n\nlack\n\nor\n\ninadequacy of professional training,\n\nunsupervised probationary period, and automatic salary scales.\n\nThe problem of tenure involves a consideration of the causes for and\nA brief summary of existing laws bearing\n\nthe administration of dismissals.\n\non tenure in different states shows that teachers may be dismissed for\nincompetence, misconduct in\n\noffice,\n\nunprofessional conduct, failure to\n\ncomply with the regulations, neglect of duty, any cause that renders a\nteacher's service unprofitable,\n\nthe best interests of the school, insub-\n\nordination, immorality, any cause deemed sufficient, and decreased attend-\n\nance.\n\nUnprofessional conduct includes, in the Illinois code, \"refusal to\n\nattend, participate in, or an indifferent or antagonistic attitude toward\ninstitutes,\n\nteachers' meetings, or other reasonable requirements of the\n\ncounty or state superintendent. \"\n\nIt will\n\nbe noticed that most of the\n\ncauses for dismissal are professional, and yet\n\n\"any cause deemed suffi-\n\ncient,\" or \"the best interests of the school\" are terms that are so elastic\n\nand subject to such wide interpretation that no teacher can consider her\ntenure safe even during the year covered by her contract. This situation\nis aggravated by the fact that in twenty-seven states the local school boards\nhave the right to dismiss teachers, in seven others the local boards act on the\nrecommendation of the local or county superintendents, and in five states\n\n"}
{"page": 169, "printed_page": null, "text": "PRELIMINARY REPORT ON TENURE OF TEACHERS\n\nCouncil}\n\nteachers may be dismissed by the county superintendent.\n\n153\n\nThe same causes\n\nthat serve as a basis for dismissal operate in the suspension or revocation of\ncertificates, which in effect has the same consequence as dismissal, but the\n\ncontrol of certification is always in the hands of a professional authority\n\n—the county superintendent, county board of examiners, state superintendent, or state board of education.\nelastic\n\nNot only is the basis of dismissal\n\nbut only in twenty-seven states do the laws require that a notice\n\nof charges\n\nand a hearing be given to the teacher about to be dismissed.\n\nAppeal from the decision of the local board is provided for in twenty-three\nstates, in sixteen the appeal may be taken to the state or county superintendent, in three to the state board of education, in one each to a special\n\ncommission, the superior courts of the state, the county probate court,\n\nand the attorney-general.\n\nThere is thus no establisht practice except in\n\nfavor of control by the local lay board.\nSince most of the causes for dismissal are professional the present\npractice in the majority of states is open to serious objections, for a lay\n\nboard cannot be expected to be sufficiently competent to pass upon the^\nprofessional services of teachers.\nis\n\nThe tendency today in administration\nThe movement for the\n\nto extend the areas of educational supervision.\n\nconsoHdation of schools, the elimination of local certification of teachers,\nthe pooling of resources in the interests of equalization are all indications\nof this tendency.\n\nA similar movement in the interests of the teacher's\n\ntenure of position is desirable.\n\nThe professional supervisor is best qualified\n\nto discriminate between the competent and incompetent teacher;\n\njust as\n\nthere is a move to secure the cooperation of such officials in the final appoint-\n\nment of teachers, so the dismissal of teachers should be decided only on\nrecommendation with the right of appeal to the highest educational\nThus the teachers' interests will be protected and\nat the same time more accurate and more conscious standards of pro-\n\nhis\n\nauthority in the state.\n\nfessional service will in time\n\nbe set up.\n\nWhere a breach of contract is\n\nalleged, the teacher may always have recourse to the courts, but the courts\n\nhave always shown an unwillingness to pass on questions of professional\nincompetence, frequently to the detriment of school efficiency.\n\nAn adequate solution of the problems of tenure accordingly involves\na number of other factors for which answers are now being sought.\n1.\n\nWhat should be the preUminary professional training of teachers?\n\n2.\n\nHow shall teachers be certified, locally or by the state ?\n\nIf by the\n\nstate, what sort of state authority should assume the duty ?\nI\n\n3.\n\nIs the practice of\n\nannual elections, \"our barbarous school guillo-\n\ntine,\" as it has been called, in the interests either of educational efficiency\n\nor of the professional growth of the teachers ?\n\nAssuming that the practice of annual elections is inefficient and\nterm of years or an indefinite\ntenure during good behavior and efficient service ?\n4.\n\nwasteful, should appointments be for a\n\nI'I\n\n"}
{"page": 170, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n154\n5.\n\n[National\n\nShould indefinite tenure be preceded by a period of probationary-\n\nservice ?\n6.\n\nIn adopting indefinite tenure how can schools be protected against\n\nthe incompetent or unprogressive teacher ?\n7.\n\nWhat is the relation between a sound system of tenure, salary\n\nscales, and pensions ?\n\nTHE SALARY SITUATION WITH REMEDIES\nARTHUR H. CHAMBERLAIN, EXECUTIvi SECRETARY CALIFORNIA COUNCIL\nOF EDUCATION, SAN FRANCISCO, CALIF.\n\nNo more perplexing question confronts the school forces thruout the\nnation than that of securing properly trained teachers for the schools.\n\nEverywhere it is the same. Teachers are leaving the service to engage in\nmore lucrative undertakings. Many, who have spent years in preparing\nthemselves for the profession, find they can now step into other lines of\noccupation entirely new to them at a greatly increast base pay with sure\nprospects for advance, such as is better calculated to meet the demands\n\nUnder such conditions it is no wonder we are\nHalf-day classes and overcrowding\nare the rule rather than the exception. Young and inexperienst teachers\nare gladly welcomed into the service, thus tending to undermine the present\nof higher living costs.\n\nlosing\n\nmany of our best teachers.\n\nall too low professional standards.\n\nAnd teachers long since placed on the\n\nretirement list are drafted back to the classroom.\n\nThe danger to result from lower standards, already too low, is one\nphase of our national menace.\n\nThousands of well-meaning, but incompeYoung boys and girls direct from the\n\ntent teachers are now certificated.\n\nhigh school, or with barely the completion of grade school to their credit,\nare attempting to teach other future citizens as mature or well informed\n\nWith it all, there is no knowledge of teaching on the part of these\nyoung people. Only a small proportion of our teachers are trained are\nprofessional.\nGraduation from a normal school or college does not\nguarantee us a professional teacher. A teacher must \"practice as well as\nprepare.\" There must be constant improvement while in service. It is\nnot too much to ask that the minimum requirement for any teacher should\nbe two years in a normal or teacher-training institution, following graduation\nfrom a standard high school. In the United States we have never\nas they.\n\n—\n\napproached this standard.\n\nMost of us have in the past fallen into error in arguing for increast\nstandards on the part of teachers as a basis for and as preliminary to\nincreast salary schedules.\n\nRather,\n\nwe must approach the matter from\nThe possibiHty of attractive com-\n\nthe standpoint of the business world.\n\npensation will draw to the profession men and women of personahty and\nof power, of proper training\n\nand qualifications, and we shall be able to\n\n"}
{"page": 171, "printed_page": null, "text": "THE SALARY SITUATION WITH REMEDIES\n\nCouncil]\n\nretain these in the service of the schools.\n\nsome degree take care\n\nof themselves\n\n155\n\nProfessional standards will in\n\nand weaklings and incompetents\n\nwill automatically be ehminated from the profession.\n\nThe shortage of teachers is not a new thing. We have never had an\nThe conditions have been growing\nworse for years. About 350,000 teachers the country over (approximately\nToday the\none-half) possess less than the standard high-school training.\nadequate supply of trained teachers.\n\nnormal schools have only 62 per cent of their registration of two years ago.\nThe calhng of teachers into other lines of service during and following the\nwar, with the attendant attractive salaries, has served to aggravate the\n\nThe coming year will find us lacking 110,000 elementary\nThe teacher-training institutions will supply 30,000, leaving\n80,000 for certification who have had only a high-school training or less.\nOf 84,000 high-school teachers, one-third will not return next year. The\nsituation.\n\nteachers.\n\ncolleges\n\nwill\n\ncontribute approximately 9,000.\n\nWe need, according to\n\nPresident Felmley, 70,000 or one-ninth of our teachers each year.\n\nTo\n\nthis number we must add each year 6,000 to take care of the natural growth.\n\nAt the Washington Conference a roll call of states showed that with two or\nthree exceptions only, conditions were the same the country over.\n\nIn many particulars the increast costs of living have been greater for\nteachers than for many other groups of people. ,It is safe to place this\nincrease during the past two years at 130 per cent.\n\npaid in salaries must be doubled.\n\nThe $750,000,000 now\n\nSecretary Houston of the Treasury\n\nDepartment is authority for the statement that there will be no noticeable\nIn New York state, the 25 to 27\n\nreceding in prices for some time to come.\n\nmiUions paid annually in teachers' salaries is a 50 per cent to 100 per cent\nincrease over that paid three or four years ago.\n\nnow planned.\n\nGreater increases are\n\nThe Southern States generally have come rapidly to the\n\nDuring the war there was tremendous increase in the value of\nThruout Mississippi, superintendents of smaller towns have been advanst to $3,600 and\ncounty high school principals to $5,000 and $6,000, and in some instances\n\nfront.\n\nproduction there, and agriculture became more varied.\n\nhouses furnisht.\n$2,500\n\nand\n\nSupervisors in Massachusetts are receiving $2,200 to\n\ntravel\n\nexpenses.\n\nCommissioner Finegan points out that\n\nPennsylvania was the first state to estabhsh both a minimum standard for\nteachers and a minimum salary with increments from time to time based\nupon meeting the professional requirements and growth in service.\nPerhaps the institutions that have been the greatest offenders in the\nmatter of inadequate salaries are the normal schools. Our best and strongest teachers are needed in our normal schools and other teacher-training\ninstitutions.\nHere, if anywhere, we must have teachers with proper\ntraining and experience; those who possess qualities of moral integrity,\nthe teaching art, knowledge of subject-matter and well-rounded view of\nthe entire educational field. Such teachers cannot be secured or retained\n\n"}
{"page": 172, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n156\n\n[National\n\nat the salaries now paid.\nself-sacrificing\n\nTrue it is that there are now and always will be\nmen and women of lofty motives and high ideals who,\n\nbecause they prefer teaching to any other form of service, will continue to\ngrace the normal school.\n\nNational support of education is imperative.\ncation especially, arbitrary state boundaries\n\nIn the matter of edu-\n\nmust play\n\nless part than\nnot a question of depriving states of their rights.\nIt is a question of a proper balance between local autonomy upon the one\n\nheretofore.\n\nThis\n\nis\n\nhand and centralizing of power upon the other. Just as in a given state,\nthe more wealthy locahties must lend support to the weaker, just so the\nwealthy centers from a national point of view must be made to contribute\nto the support of those locahties less able to help themselves.\n\nMoreover,\n\nthe federal government should insist that there be a minimum educational\n\nstandard that all must reach, in whatever state the individual reside, or in\nwhatever environment he may be living.\n\nThe Smith-Towner Bill points in the right direction. A federal department of education, with a secretary in the President's Cabinet is imperatively needed.\nAll of the moneys now being appropriated by Congress,\nand applied annually to the various fields of education in conjunction with\none or another department, should be brought under one head and centered\nin a Federal Department.\nThe budget system should, of course, be introduced in national and state, as well as in local, affairs. All of this will help\nto perfect the plan of having the wealthy localities bear their just share\n\nand of going to the\nEquahty of opportunity there must be,\n\nof the support of schools in less fortunate districts,\n\npeople for state and county aid.\n\nand proper economy must be practiced in education, as elsewhere.\nThe work of the teacher has been so long underestimated both by\nhimself and by the public, that a nation-wide campaign for education is\nabsolutely essential. Education must be \"sold\" to the people. Before\nthis can successfully be done, teachers must \"sell\" the school to themselves.\nA salesman advertises his goods. We must advertise the pubHc school in\nAmerica if we expect to sell it. There has been for years a studied campaign\nof\n\npubUcity for every business, profession, trade, or calling in America,\nTeachers must believe in education, or they can-\n\nsave that of teaching.\n\nnot\n\nmake others believe in it.\n\nThere should be educational columns\nEvery school system should have\n\ncarried in daily and weekly newspapers.\n\na \"self-starting\" group and every school its correspondent. Teachers\nshould make it their business to place in the hands of local editors, important\nitems or articles appearing in their educational journals.\n\nFor lack of pubhcity, or owing to wrong pubhcity, the pubUc has a\n\n\"We are,\" says Dr. Spaulding, \"on the\nWe are on the wrong track, facing m the wrong direction.\n\ndistorted view of education.\ndefensive.\n\nWrong pictures are being painted. The public looks with compassion on\nthe teacher and on one who wishes to enter the profession. We should\n\n"}
{"page": 173, "printed_page": null, "text": "THE SALARY SITUATION WITH REMEDIES\n\nCouncUI\n\n<\n\n157\n\nplay up the needs and rights of the children instead of pitying the teacher\n\nand looking upon her with compassion. \"\nto dignify and glorify.\n\nWe need a campaign of publicity\n\nThe significance of the value of organization is slowly, but surely,\nfinding its way.\n\nstanding together.\n\nTeachers have been slow to appreciate the value of\nOrganization\n\nis\n\nat the very base of publicity.\n\nTo\n\nmake any national, state, or local campaign a success, teachers should\ncome together in a united elffort. At this time especially, petty matters\nand trivial differences should be thrown in the discard. All should unite\non the big fundamental issues. Upon the proper conduct and financing\nof the schools, and the adequate preparation and improvement of teachers,\nit should be possible for all to agree\nteachers in rural, town and city\nschools, high school and college teachers, principals and superintendents.\nTeacher organization, local, state, and national has been long in coming.\nThe events of the past few months, however, have shown not simply to\nthe teachers, but to the pubHc at large, many of the weakness in the profession, owing to the lack of cohesive organization.\nBy standing together\nfor a common cause, and that conmaon cause the children and the schools,\nthere will be no question whatever as to proper support for education\nand increast salaries for teachers.\nAfter all, the needs of the schools rather than adequate pay for teachers\n\n—\n\nis\n\nthe telling argument.\n\nEducation is a matter of state concern.\n\nschools belong to the people.\n\npeople for an adequate financing of their schools.\nits\n\nThe\n\nIt is time to go openly and directly to the\n\nminimum demands, should be safe-guarded.\n\nSalary increase, from\n\nWe have often said that a\n\nteacher is either worth more or less than she is getting.\n\nIn other words,\n\nit is wrong\n\nto penalize the good teacher because some of those in the pro-\n\nfession are\n\nweak or incompetent.\n\nIt\n\nis\n\nto be\n\nhoped that it will not be\n\nnecessary to enact laws for the establishment of minimum salaries.\n\nAn\n\namount equal to $1,500, however, should be the minimum for any teacher\nanywhere. Moreover, any system is inadequate which would compel an\nexcellent teacher of a primary grade to seek a high-school position in order\n\nto secure a living salary.\nOnly as teachers are paid can we hope to secure\nmen and women to carry on the profession. Professional standards should\nso be increast that sound men and women will know that teaching is a\nprofession.\ninitiative\n\nThe California plan of going direct to the people with an\n\nproposal for a constitutional amendment to provide money for\n\nthe schools\n\nis\n\nthe plan adopted in some other states.\n\nAnd the people\n\nwill listen.\n\nBut if we are to do away with teacher shortage;\nhigh-grade men and women to the schools;\n\nif\n\nif\n\nwe are to attract\n\nstandards are to increase,\n\nwe must now cease to talk salaries, as such, and talk, instead, the financing\nof public education.\nNo longer do we need to strike comparison of the\nwage scale for teachers with that of the scrub woman, the hod carrier, the\n\n"}
{"page": 174, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n158\n\n[National\n\nplumber, the carpenter, the day laborer.\n\nSuch comparison was necessary\nTeaching must, as a profession,\nThe talk of a \"Uving wage \" is no longer\n\nin the beginning to attract public interest.\n\nrest upon those who remain in it.\n\nto be tolerated. Teachers should be paid for the services they render the\ncommunity. If there are other public servants or private employes whose\nservices are of greater worth, we are ignorant of the fact.\n\nTHE TENURE OF TEACHERS\nJAMES FERGUSON, PRINCIPAL, HIGH SCHOOL, CHICO, CALIF.\n\nWhen your committee on teachers' salaries, tenure, and pensions was\nappointed nine years ago the problem uppermost was how to change the\n\n\"job\" of teaching into a life-work which would be recognized as a \"proTo enable teaching to draw into and hold in its ranks men and\nwomen of superior ability in the same degree that the establisht professions\ndo, it was universally agreed that there must be higher salaries, a secure\ntenure, and adequate pensions for teachers.\nThe high cost of living, as a result of the world-war, has demanded\nfor the salary question immediate attention.\nTeachers today are not so\nmuch concerned with the question of how to build up a teaching profession\nas they are with the one of how they are going to pay their monthly bills.\nBesides, the argument from this latter point of view is more easily understood and appreciated, and is more Hkely of unanimous acceptance both\nby teachers and the public at large. Clothing, groceries, rents, etc., have\nincreast from two to five times in cost since 19 14, while teachers' salaries\nhave increast but Httle. The teachers' standard of hving is lower than\nit was six years ago, but that of mechanics and laborers is higher, due to\nfession. \"\n\ntheir increast wages.\n\nNever before in our history has the general public been so favorable\ntoward increast salaries for teachers, due in large measure to the educative\nwork of the National Education Association, and I confidently expect to\nBut\nsee teachers come into their own in this request, and that very soon.\nwhen we shall have attained to the most favorable salary conditions there\nthat of tenure.\nwill still remain a most serious problem to be dealt with\nIt is particularly fortunate that the committee should present a report on\n\n—\n\nthis subject at this time and suggest action while the public is in a receptive\nstate.\n\nIt has been estimated that the average tenure of public-school teachers\nin the United States is about three years.\n\nI know of rural communities\n\neven in Golden California where it has averaged less than two years in\nthe last decade.\n\n(Parenthetically, I\n\nmay here remark that the present\n\nlaw in California referred to as giving permanent tenure to teachers unless\nthe school trustees give notice of dismissal before June 10 of each year,\n\n"}
{"page": 175, "printed_page": null, "text": "Council]\n\n-\n\nhas but one effect\n\nTHE TENURE OF TEACHERS\n\n159\n\n—that of shortening the period of suspense and giving\n\nthe teacher a longer time in which to find another position.\nstep in the right direction, but so far as tenure\n\nis\n\nIt\n\nconcerned,\n\nwas a\nit\n\nis\n\na\n\nnegligible one.)\n\nUnless such conditions are changed, high salaries and desirable pension\nlaws can carry school teaching no higher than the rank of a tramp profession.\n\nThe old-time itinerant Methodist preacher was more secure in his tenure\nthan is the public-school teacher of today.\n\nUnskilled laborers can select\n\nthe location in which they desire to build a home, knowing that they can\n\nremain permanently in one locality if they desire.\nwith certainty. that he cannot do this.\n\nBut the teacher knows\n\nHe will have to move in a few\n\nIf he desires to have a permanent home his best investment is a gypsy wagon.\nThe present system does not protect the efficient teacher nor does it\nget rid of the inefficient teacher two vitally serious defects. Any system\nof school administration which lays claim to being successful must eliminate\n\nyears at the best.\n\n—\n\nthese.\n\nWith most of those who have tried to reform our school system along\nthis line, I fear the chief consideration has been how to provide an easy\n\nmethod of getting rid of teachers who are considered inefficient, even if\n\nI\n\nin the process of elimination some mistakes may be made and a competent\n\nteacher now and then dropt.\n\nIn this process it seems to be assumed that\n\nit is better to sacrifice the innocent rather than let one guilty person escape\n\n—a process just the opposite of that which we follow\nthieves and social parasites in general.\n\nin dealing with horse\n\nEven with our present imperfect\n\nsystem of certificating teachers, with its widely differing standards applied\n\nby normal schools, universities, and local boards of examination, it can be\nsafely assumed that the vast majority of persons certificated to teach will\nbe in the main efficient. A tenure, more secure than that of annual election\nby local district boards, should be guaranteed them while working thru a\nprobationary period.\n\nThis probation should be served under the super-\n\npower to make the tenure\npermanent when in their judgment the candidates prove themselves in\nactual work for a definite stated period. The method of certificating\nteachers should be modified, however, so that no one would receive a\nermanent certificate until after this probationary period had been served\nvision of educational experts possessing the\n\nuccessfuUy.\nI suggest that the state function as a\n\nmore effective unit of school\n\ndministration by organizing under the state board of education a depart-\n\nent consisting of educational experts and bringing into cooperation city\nnd county units of administration, whose duties and powers shall include\ne following:\nI. The supervision of the entire school system of the state thru visitation\nnd other effective means.\n\n"}
{"page": 176, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\ni6o\n2.\n\n[National\n\nThe making of regular reports to the state board of education of\n\nschool visits, and the classification of teachers based upon the results of\n\nsuch supervision.\n3.\n\nThe hearing of request from local district boards of education for\n\nchanges of teachers, or of requests from teachers for transfer to other\nschools.\n4.\n\nThe transfer of teachers from one school to another whenever the\n\neducational interests of the state require the same;\n\n(provided, perhaps,\n\nthat no teachers be transferred from a position without the approval of\nthe local board of trustees).\n5.\n\n6.\n\nThe appointment of new teachers, duly certificated, to fill vacancies.\nThe recommendation to the state board* of education of suspension\n\nor revocation of teachers' certificates for cause, with proper safeguards\n\nagainst injustice.\n\nSuch an organization would secure life tenure for efficient teachers,\nand provide a just method of getting rid of the inefficient.\nIt would provide an efficient method of assigning to positions teachers\nwhose personal and professional qualities fit them particularly for special\ntasks both in the classroom and in the community at large.\nIt would enable every teacher to devote 100 per cent of her energy\nto the immediate task of caring for the educational interests of the children\nunder her care. And it would save to the teachers the hundreds of\nthousands of dollars now paid in salary commissions to teachers' agencies.\n\nSECRETARY'S MINUTES\nCLEVELAND MEETING\nOFFICERS\nCedar Falls, Iowa\nPresident—RoiiER H. Seerley, president State Teachers College\nVice-President Josephine Corliss Pileston, state superintendent of public\nOlympia, Wash.\ninstruction\nSecretary Adelaide Steele Baylor, federal agent for home economics .Washington, D.C.\n\n—\n\n—\n\n.\n\nFIRST SESSION Monday Afternoon, February 23, 1920\nThe National Council of Education convened in regular session on Monday afternoon,\nFebruary 23, 1920, at 2:00 o'clock, in the Main Assembly Room of the Hotel Winton.\nThe meeting was called to order by Homer H. Seerley, president.\nThe president stated one of the large responsibilities of the executive ojQficers to be\nthat of keeping a careful record of the attendance of members and checking this in\naccordance with the constitution, after which the following program was presented:\nMrs. Grace Strachan Forsythe, New York, N.Y., invited the cooperation of the\nCouncil in a scheme to awaken the public, thru the use of moving pictures, to the shortage\nof teachers in the schools, and the necessity for supplying conditions to relieve this as\nspeedily as possible.\n\n"}
{"page": 177, "printed_page": null, "text": "—\nSECRETARTS MINUTES\n\nCouncil]\n\ni6i\n\nState Normal\n—David Felmley, president,\n\"General Education Problems\"— Charles H. Judd, head of the department of\nChicago, Chicago,\neducation, The University\n\"Preliminary Report on Military Instruction and Educational Institutions\" —John\nMo.\nR. Kirk, president, State Normal School,\n\"Special Report, Committee on Thrift\" —Arthur Chamberlain, secretary, California\n\n\"Teachers' College Problems\"\nUniversity, Normal, 111.\n\nIllinois\n\nof\n\n111.\n\nKirksville,\n\nCouncil of Education, San Francisco, Cal.\nDiscussion.\n\nBusiness Meeting\n\n—On motion the following action was taken by the Council on the\n\nreports of other Committees:\n(i) The report of the Committee on Teachers'\n\nCollege Problems was adopted.\n\nThe Committee on Military Instruction and Educational Institutions was\ncontinued, to report at the Salt Lake City meeting.\n(3) The Committee on Thrift was instructed to make a final report at the February\n(2)\n\nmeeting in 192 1.\n\nSECOND SESSION—Monday Evening, February 23, 1920.\nThe session was called to order at 8:00 o'clock by the President.\nThe following program was presented:\n\"Report of the\nfor the meeting.\n\nCommittee on Superintendents' Problems\" was the general topic\n\n—\n\n\"Democratic Influences in the Public Schools\" ^John W. Carr, chairman of the\ncommittee, Louisville, Ky.\n\"Democratic Factors in the Curriculum Further Report of the Sub-Committee\non Curriculum\" A. Duncan Yocum, professor of educational research and practice,\nUniversity of Pennsylvania, Philadelphia, Pa.\n\"Democracy in the Kindergarten\" Anna Rasmussen, Cleveland, Ohio.\n\n—\n\n—\n\n—\n\n\"Ideals of Democracy Applied to English Teaching\"\nW. Va.\n\n—Walter Barnes, Fairmont,\n\nEtta V. Leighton, of the National Security League, made a plea for help in teaching\nchildren democratic principles.\n\nThq general topic of \"Democracy in Management\" was next presented.\n\"The Practicability of Participation of Teachers in Management\"\n\n— Charles\n\nMeek, superintendent of city schools, San Antonio, Tex.\n\"The Participation of the Teaching Staff in School Administration\"\n\nS.\n\n—\n\n^H. B. Wilson,\nsuperintendent of schools, Berkeley, Cal.\n\"The Viewpoint of the Commission on National Emergency in Education\" George\nD. Strayer, professor of educational administration, Teachers College, Columbia University, New York, N.Y.\n\"Democracy in Management of Schools\" Charles B. Stillman, president of the\nAmerican Federation of Teachers, Wilmette, 111.\n\"Report on Study of Participation of Teachers in Management of Schools\" Harlan\nUpdegraff, professor of educational administration, University of Pennsylvania,\nPhiladelphia, Pa.\n\n—\n\n—\n\n—\n\nTHIRD SESSION Tuesday Afternoon, February 24, 1920\nThe session was called to order at 2 00 o'clock by the President.\nThe President read a letter from Mr. Bicknell, the first president of the Council,\nin which he extended his congratulations to the officers and members and referred to a\npaper read by himself forty years ago before the National Department of Superintendence\non \"The Proposed National Council of Education.\"\nOn motion, the Secretary was instructed to send a letter of congratulation to Mr.\nBicknell, in the name of the Council.\nThe general topic for the meeting was \"Health Service.\"\nIntroduction of Report Thomas D. Wood, professor of physical education, Teachers\n:\n\n—\n\nCollege, Columbia University, New York, N.Y.\n\nTen-Minute Addresses by: William B. Owen, president Chicago Normal College,\nChicago, 111.; Charles H. Keyes, president Skidmore School of Arts, Saratoga Springs,\n\n"}
{"page": 178, "printed_page": null, "text": ":\n\nNA TIONAL EDUCA TION ASSOCIA TION\n\ni62\n\n[National\n\nN.Y.; John M. Dodson, physician, Chicago, 111.; Mrs. Ira Couch Wood, director, Elizabeth\nMcCormick Memorial Fund, New York, N.Y.; G. W. Goler, physician, Rochester, N.Y.;\nCharles\n\nM. DeForrest, modern health executive. National Tuberculosis Society, New\n\nYork, N.Y.\nIt was decided that this Committee would be continued until further announcement\nwas made.\n\n—Josephine Corliss Preston, state superintendent\n\n\"The Main Issue of the Year\"\nof public instruction, Olympia, Wash.\n\n—\n\nBusiness Meeting On motion to refer the report of Mr. Judd's committee to the\nExecutive Committee of the Council for action, an amendment was offered to instruct\nthe Executive Committee to operate in the spirit of the organization as originally laid\n\ndown in the constitution.\n\nCarried as amended.\n\nA motion was carried, to the effect that there be created a committee of seven on\nthe preaching of democracy thru the various school subjects and forces of instruction,\n\nwith the cooperation of experts representing particular fields and subjects.\nJ. H.\n\nVan Sickel introduced the following resolution, which was unanimously approved\n\nWhereas, The report on the \"Study of Participation of Teachers in Management\"\ncontained data of such value as to justify a continuance of this investigation;\n\n—\n\nBe it resolved, That a committee of ten be appointed five from the membership of\nthe Council, and five from the National Department of Superintendence to cooperate\nin the further study of this important problem, and that the Executive Committee of\nthe National Education Association be askt to make an appropriation of Five Hundred\n•\nDollars ($500 00) for use by the above committee in its work.\n\n—\n\n.\n\nSuperintendent Van Sickel, of the Council, was authorized to carry the matter before\nthe Department of Superintendence to secure the appointment of five members from that\n\nbody, and the president of the Council was authorized to appoint five members from the\nCouncil.\n\nBelieving that the usefulness of the Committee on Health Problems could be enlarged\nby adding to its membership five women in daily contact with actual school conditions,\n\nPresident Seerley nominated the following for that purpose:\n\nJosephine Corliss Preston, state superintendent of public instruction, Olympia,\n\nWash., Katherine Devereaux Blake, public schools. New York, N.Y., Mary C. C. Bradford,\nstate superintendent of public instruction, Denver, Colo., Ada Van Stone Harris, city\nnormal school, Pittsburgh, Pa., Margaret S, McNaught, commissioner of elementary^\neducation, Sacramento, Cal.\n\nThese reconmiendations were unanimously endorst.\n\nMr. Owen called attention to the Art Committee appointed by him at the meeting\nof the National Council one year ago, for the purpose of bringing into closer relation art\n\nin the industrial fields with general art instruction.\n\nThe President appointed Mr. Owen\n\nto complete the organization of the Committee and the necessary business preliminary\nto a report.\n\nThe Committee on Rural Schools was requested to make a preliminary report at the\nSalt Lake City meeting and a complete report at the meeting in February, 192 1.\n\nAdelaide Steele Baylor, Secretary\n\n"}
{"page": 179, "printed_page": null, "text": "Council!\n\nREPORT OF THE PRESIDENT\n\n1 63\n\nPAPERS AND DISCUSSIONS\nREPORT OF THE PRESIDENT WITH RECOMMENDATIONS AS\nTO POLICIES AND PLANS FOR THE GUIDANCE\nOF THE PRESENT ADMINISTRATION\nHOMER H. SEERLEY, PRESIDENT OF THE NATIONAL COUNCIL OF EDUCATION,\nCEDAR FALLS, IOWA\n\nBy the 19 14 Constitution, governing this National Council of Education, this administration has a three-year period of active existence\n\nand can, therefore, plan the work to be undertaken for that length of\ntime.\n\nThe members of the Council can well afford to settle down to\n\nsomething constructively definite and thus get results that cannot be\nobtained by impulsive and temporary undertakings.\n\nIt is also necessary\n\non the length of time that committees\nappointed by it are to continue, as even a committee should have a timelimit as to existence.\nSome present committees have been in existence\nfor ten years and are not any nearer completing the work assigned than\nthey were five years ago. When committees are to continue work beyond\na definite period that should be determined, then said committee ought to\nlapse so far as having a hearing before the Council. is concerned, as no committee should be indefinitely continued unless specifically authorized at\nthe end of stated period. It remains for some system to be inaugurated\nthat will get early results from such organized movements for information\nand investigation and this should be determined at an early date if acceptable progress is to be a reality. This comment is not discussing the value\nof the services that have been rendered in the past, because this Council\nhas a full understanding of appreciation on this issue, nor is it suggesting\nthat committees now in existence should be arbitrarily discontinued whether\ntheir work is completed or not, but that some definite conclusions should be\nreacht in administering the committee system of reporting on assigned\nfor the Council to take action\n\nsubjects in a reasonable period of time.\n\nAs president, I have askt certain temporary committees to report\non the present live problems in education that seem to them to be of\nsuch character that they deserve the recognition that assignment to\ncommittees will give. This has been done to learn the opinion of the\nCouncil as an organization of delegated workers as to the important hnes\nof educational progress in order to get from the members a decision on\nwhat undertakings are of the largest immediate value to public education\nin the United States.\nAs this organization for service is of such supreme\nimportance in enabling the Council to get into well-understood action at\nonce, I suggest that decision on these reports shall get partial completion\n\nat least at this time and that the final consideration of what remains to be\n\ndecided shall be reached at the regular annual meeting of the Council in\n\n"}
{"page": 180, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl64\n\n[National\n\nThese main attempts at this time deal with (i) the need of activity\nand capability of service of the membership committee; (2) the teacher-\n\nJuly.\n\ncollege problems of special character that should be accepted for studies;\n(3)\n\nthe general education problems of large importance and helpfulness to\n\nthe American pubhc school;\n\n(4) military instruction\n\nand training in the\n\nUnited States and the part the educational institutions should play in\nsuch effort. These committees' studies are to be placed before the members\nof this Council as propositions for serious work and for productive service\n\nwith the belief that the proposed organization will be an improvement on\nthe method of hoping and waiting for some great themes to be projected\nby the contributors to the annual meetings of the National Education\nAssociation.\n\nIn these later days, it is customary for committees undertaking great\neducational problems to deem an appropriation from the National Education Association treasury as a fundamental\n\nthat is thought desirable to be performed.\n\nmeans to get the service\n\nThis conclusion is based on the\n\nimpression that large expenses are a necessity as a matter of course.\n\nKnow-\n\ning something about the resources, the income, and the expenditures of\n\nthe National Education Association, I do not see how much extraordinary\nfinancial support could be expected, and at the same time I am not certain\n\nthat such a backing is essential to undertake much of the investigation that\nthis body of committees can be authorized to attempt.\n\nTEACHERS' COLLEGE PROBLEMS\nDAVID FELMLEY, PRESIDENT, ILLINOIS STATE NORMAL UNIVERSITY,\nNORMAL, ILL.\n\nThe teachers' college is not the exclusive agency for the preparation of\nteachers, but it is the state's chief agent;\n\nand as such it must build up the\n\nprofessional spirit, estabhsh the standards, create the ideals, send out the\n\nmen and women whose call is to educational leadership.\njustifies\nits\nits\n\nT4ie logic that\n\nthe teachers' college on the ground that the state must prepare\n\nown teachers carries with it irresistibly the inference that to perform\nlegitimate function the normal school must make provision for the\n\nadequate training of teachers fitted to direct or perform the work of every\nphase of the common school from the kindergarten to its culmination in\nthe public school.\n\nHence any attempt to list the most important problems of teachers'\ncolleges and normal schools must rest upon (i) a clear conception of the\nsocial purposes of the public schools;\n\n(2) definite\n\nknowledge of the suc-\n\ncesses and failures of the pubUc schools {a) as\n\na political institution of\nnationahsm, and {h) as an agency of conscious progress; (3) clear knowledge of the nature and origin of the obstructive factors of the educational\nsituation, which restrict the success of the public schools.\n\n"}
{"page": 181, "printed_page": null, "text": "TEACHERS' COLLEGE PROBLEMS\n\nCouncil]\n\n165\n\nThe larger and controlling problems of teachers' colleges are those\nwhich concern their professional function in national and international\nsocial economy, i.e., the service they are expected to give to state or federal\nsystems of public education; the direction they are expected to give to the\n\ndevelopment of public education as an agency of conscious progress, the\nchanges they are expected to promote in the interests of the nation which\nthe public schools are maintained to serve, and in the interests of the\n\nwider unity of men which cosmopolitanism makes desirable.\n\nIn short, our problems are the several aspects of the general problem\nof deserving and securing educational leadership in public education.\n\nTeachers' college problems may be divided into two classes:\n\n(i) internal\n\nproblems of organization and efficiency thru which they are to deserye\nleadership in education;\nrecognition,\n\nand support\n\n(2)\n\nexternal problems of securing confidence,\n\n—the opportunity\n\nof functioning\n\nas leaders in\n\neducation.\n\nYour committee submits the following list of Internal Problems peculiar\nto teachers' colleges:\n1.\n\nProfessionalizing\n\nthe\n\nbranches\n\nof study.\n\n— Geography, arithmetic,\n\nhistory, and the like are to be studies in the normal school from the teacher's\n\npoint of view.\nIt is this professional attitude toward subjects of study, the instruments\nof the teacher's art, that constitutes the chief difference between a teachers'\n\ncollege and an ordinary liberal arts college.\n2.\n\nProviding better instruction in citizenship.\n\n—The prevaihng\n\nsocial un-\n\nrest, the lack of social responsibility among large classes of our people,\n\nprevalence of extreme radical doctrine\n\nthe\n\namong us, especially among our\n\ncitizenship of foreign birth, has filled many persons with alarm,\n\nand has\n\nconvinst most of us that our prevailing system of civic education is not\n\nadequate.\n3.\n\nProvisions for better health education.\n\n—\n\n^This means that we must train\n\nteachers not only to be learned in physiology and the rules of hygiene, in\n\ngames and sports, and formal physical exercises, but also to exemplify the\nnegatively by abstinence from stimulants and narcotics and\nfrom excess; positively by participation and leadership in a life of joyous\ncompanionship in work and play.\n4. Elimination from the curriculum of merely traditional subjects\n\nhygienic life\n\n—\n\n—\n\nsubjects that do not directly function in the life of today.\n\n—\n\nThis proposition to\nwhich we all agree when stated in general terms means that we must first\nsettle\n\namong ourselves what subjects are obsolete and then educate the\n\npubhc.\n5.\n\nTo provide instruction in psychology that will function in teaching.\n\n—\n\nA questionnaire among any group of our graduates of ten years' experience\nwill reveal the Uttle practical benefit that formal psychology carries.\n\n"}
{"page": 182, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\ni66\n\n[National\n\n—\n\n6. To secure teachers with fine personal skill in teaching.\nYoung teachers\ninevitably teach largely as they have been taught; the technique of every\n\nart is learned chiefly thru imitation.\n7. To do something worth while for the rural schools.—There must be a\nstudy of the environment of the rural school, nature study, agriculture, the\n\nproblems of country life, to enable the teacher better to appreciate and love\nthe things in the country;\n\nthe school subjects must be studied in their\n\napplication to a rural environment.\n\n—\n\n8. To secure adequate facilities for practice teaching.\nThe training department is the heart of the teachers' college. Here professors may judge\n\nof the real effectiveness of their instruction.\n\nHere are estabHsht the habits,\n\nstandards, and ideals of class management that determine the\n\nteacher's\n\nworth.\n9.\n\nTo standardize our terminology, so that such a title as principles of\n\neducation shall stand in our catalogs for substantially the\n\nsame mass of\n\nsubject-matter.\n\nOf what we have called External Problems, having to do with the\nrecognition of normal schools, we propose:\n1.\n\nTo attract more students.\n\n—^AU higher educational institutions saw\n\ntheir attendance dwindle during the world- war.\n\nThe universities and col-\n\nleges have regained their losses partly because of the vast number of dis-\n\ncharged soldiers without employment, partly because of the extraordinary\nprosperity of the middle and upper classes from which their students come.\n2.\n\nSecuring adequate funds to enable us to pay as good salaries as are paid\n\nthere,\n\n—\n\nGood teaching in the university ends\nbut good teaching in the teachers' college, like seed, is multiplied\n\nin the colleges and universities.\n\nmany times.\n3.\n\nTo persuade the common mind as represented in school hoards that\n\nprofessional training makes better teachers.\n\n—\n\nIt is the deliberate conviction\n\nof your committee that in filling less than half of the teaching positions is\n\nthe superior fitness of the trained teacher recognized.\n\nMembers of school\n\nboards themselves usually have no special fitness for their office.\n4.\n\nTo secure among high-school teachers recognition of the worth of pro-\n\nfessional teaching.\narts colleges.\n\n—Most high-school teachers are trained in the\n\nliberal-\n\nIn these institutions the normal schools for two generations\n\nhave been condemned for low standards of scholarship and for undue\nemphasis upon method. Only within four years has the North Central\nAssociation of Colleges and Secondary Schools admitted the value of professional training for high-school teachers.\n\nTo secure for the work of the teachers^ colleges just recognition from the\nSome universities count two years' work in the normal school\nas the full equivalent of two years' work in their own liberal arts curriculums.\nOthers grant no such recognition. In four, possibly five, states, graduates\n5.\n\nuniversities.\n\n—\n\nof the four-year curriculum in the state teachers' colleges are\n\nadmitted\n\n"}
{"page": 183, "printed_page": null, "text": "PROGRAM OF CONSTRUCTIVE WORK\n\nCouncil]\n\n167\n\nto the graduate school of the university on the same terms as the graduates\nof other colleges.\n6.\n\nlum.\n\nTo\n\n—In\n\nIn the other states such admission is denied.\n\nsecure acknowledged leadership in framing public-school curricuIllinois forty years ago a movement\n\nbegan among a few county\n\nsuperintendents for a course of study for country schools.\n\nThe course\n\nprepared by them has undergone frequent revisions, but of late the revision\nhas been wholly in the hands of the normal schools.\n\nTo secure for principals and superintendents at least a part of their\nIs the superintendent to be a real guide and\nleader ? Then he must know the educational background of his teachers.\nHe should be trained in a professional environment where the same\nstandards are set up, the same philosophy expounded, the same principles\nand methods taught as are taught to the teachers who are to work under\n7.\n\neducation in teachers^ colleges.\n\n—\n\nhis direction.\n8.\n\nTo secure recognition in such organizations as\n\nthe\n\nAssociation of\n\nCollegiate Alumnae.\n\nTo secure for the governing hoards of teachers^ colleges due freedom of\n^In some states, especially where all the higher educational\nBut in others,\ninstitutions are under a single board, such freedom exists.\nthe normal-school boards in immediate touch with those institutions have\nHttle real power.\nThere are super-boards or commissions with power to\nveto or checkmate all their acts, to the great injury of the schools.\n10. To secure in the various states laws for the certification of teachers\nthat shall give due recognition to professional education,\nIn most states\ncertificates are still granted by examination under conditions that made\nit very easy for high-school graduates and persons of even lower scholarship to obtain teachers' certificates without any professional training. In\nmany states provisional certificates are issued without any regard to legal\nstandards. These low-grade teachers by their competition keep teachers'\nsalaries at a low level.\nIn others, the highest form of certificate is granted\nafter a two years' course in a teachers' college, whereas the highest form\n9.\n\nadministration.\n\n—\n\n—\n\nshould require at least a four-year teachers' college course.\n\nPROGRAM OF CONSTRUCTIVE WORK\nSummary of Report presented to the National Council by a special\ncommittee appointed to draw up a Program of Constructive Work for the\nCouncil for the next three years.\n\nCommittee consists of:\n\nJ.\n\nF. Sims, president State\n\nNormal School,\n\nStevens Point, Wis.; Josephine Corliss Preston, superintendent of public\ninstruction,\n\nOlympia, Wash.; H. B. Wilson, superintendent of Schools,\nSarah Louise Arnold, dean, Simmons College, Boston,\n\nBerkeley, Calif.;\n\nMass.; J. W. Gwinn, superintendent of schools, New Orleans, La.; Charles\nH. Judd, Chairman.\n\n"}
{"page": 184, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni68\n\nReport presented at the meeting\n\nof the Council\n\n[National\n\nby the chairman,\n\nCharles H. Judd, Director of the School of Education of the University\nof Chicago, at the session of the Council, Monday afternoon, February 23.\n\nThe National Council in its original organization was intended to be\na small, intimate conference in which the leaders of education in the\ncountry would lay out certain investigations which could then be suggested\nto appropriate divisions of the National Education Association for intensive\n\nThe Council has departed from its traditions and has devoted\n\nstudy.\n\nitself, like other divisions of the Association,\n\nset papers and reports of committees.\n\nsponsible center for the\n\nto large, public meetings with\n\nIndeed, it has come to be the re-\n\nwork of several committees which are virtually\n\nstanding committees representing limited special interests.\n\nThe Council can render a distinctive service to American education\nonly by returning at once and wholeheartedly to its original purpose and\n\nThe present committee has prepared and presents\n\nform of organization.\n\nto the Council for its vote a series of problems which are capable of pre-\n\nliminary formulation in the Council as a first step in the direction of a refer-\n\nence of the problems thus laid out to some appropriate agencies which can\n\ndevote time to their thoro study.\n\nThe problems which are thus brought to the attention of the Council\ninclude matters of school revenue and public taxation, problems of organization of the curriculum with special reference to the teaching of social\nstudies,\n\nproblems of city school charters and state laws regarding state\n\ndepartments of education,\n\nproblems\n\nof\n\nhealth,\n\nand\n\nthe\n\ntraining\n\nof\n\nteachers.\n\nThe program of the next three years of the Council can well be devoted to preliminary study of such problems.\n\nPROBLEMS\n1.\n\nThe sources of school revenue.\n\n—\n\n^This investigation\n\nshould consider the matter of\n\ntaxation, of distribution of available public funds, of future possibilities of securing\n\nadequate funds for schools.\n\nIt should cover also the means of publicity by which com-\n\nmittees may be made acquainted with the facts.\n2.\n\nEqualization of educational opportunity.\n\n—An investigation of existing conditions\n\nin the states and of the means both financial and supervisory to be adopted in bringing\n\nopportunity to a uniform level.\n3.\n\nThe teaching profession.\n\n—Investigation of various methods of recruiting the teach-\n\ning profession and keeping members of the profession efficient during active service.\n4. State school\n\nsystem.\n\n—An inquiry into the fundamental principles involved\n\norganization of the various school systems.\nthese states.\n\nin the\n\nA comparative study of the practices in\n\nThis inquiry should issue in suggestions useful to constitutional con-\n\nventions.\n\n4\n\nof school boards, and\n—A study of school charters,\nof the fundamental principles of organization which can be recommended.\nInstruction in\n— Explained with reference to content and method.\n5.\n\n6.\n\nCity school systems.\n\nactivities\n\nsocial subjects.\n\nThere should be a study of the needs of pupils in various grades of schools and of the needs\nThe whole problem should be treated as a phase\nof adults, both foreign-born and native.\nof the Americanization movement.\n\n"}
{"page": 185, "printed_page": null, "text": "THRIFT AND CONSERVATION\n\nCouncil]\n\n7.\n\nSpecial reqtiirements in home economics in all grades of schools.\n\ni6g\n\n—This investigation\n\nto cover present practices and methods of putting such courses on a proper footing.\n8.\n\nThe relation of industrial education to academic education.\n\n—This should cover the\n\nproblems of administration of these two types of education as well as the content appropriate to both.\n9.\n\n\\\n\nPhysical education and health.\n\n—A study\n\nof current practices in this matter,\n\nand\n\nof devices for placing physical education on a footing which shall give it equal recognition\n\nwith other subjects of instruction.\n10. Reorganization of the last years of the elementary school\n\nhigh school.\n\nand the first year of the\n\n—This should not repeat the summaries which have been made of the junior\n\nhigh school movement, but should consider in detail the changes in the curriculum and\norganization necessary to correct defects which are general in the existing seventh, eighth,\n\nand ninth grades.\n11.\n\nJunior colleges.\n\n—A study of the tendency to extend the public high school up-\n\nward to include the early years of the college.\n12. Textbooks.\nThe method of making and distributing textbooks. This investigation should find some way of getting at the facts and of correcting the purely negative\ntendency of much present legislation which is enacted to limit book companies on the one\nhand, and teachers on the other, in the production and adoption of textbooks.\nSuch a study may start with an\n13. Teacher participation in school administration.\ninvestigation of teachers' councils, their organization and modes of operation, but should\ngo much farther and include all forms of cooperative administration.\nHow this can be brought about and the\n14. A national system of teachers' licenses.\n\n—\n\n—\n\n—\n\nprinciples on which it should be projected.\n15. Extension of education.\n\n—What\n\nis\n\nto be the content of courses arranged for\n\nclasses of children and adults who are being educated outside of the regular school curri-\n\nculum.\n\nThe social institutions other than the schools which participate in extension edu-\n\ncation should be included in this inquiry.\n\nTHRIFT AND CONSERVATION\nARTHUR H. CHAMBERLAIN, EXECUTIVE SECRETARY, CALIFORNIA COUNCIL OF\nEDUCATION, SAN FRANCISCO, CALIF.\n\nThe last report of the Committee on Thrift Education to the National\nCouncil was made at the summer meeting at Pittsburgh in 191 8, almost\ntwenty months ago. At that time the war was reaching its most critical\nstage.\nThe future of civilization hung in close balance. The entrance of\nthe United States actively into the great conflict, as was seen to be essential\nto the desired outcome, carried to our people for the first time in their\nhistory, general understanding of the real significance of thrift.\n\nThere was\n\nbrought home the necessity for universal recognition of the application and\npractice of the thrift principles.\n\nYour Committee has had to turn again and again to point need for\nemphasis upon thrift in its everyday, broader aspects. The present tendency is to stress unduly one or another special phase of\n\nthrift.\n\nWhile\n\nthese special movements toward thrift may be decidedly worth while, such\nrestriction narrows the field and clouds the vision.\n\nency has been developt and re-inforst thru the\n\nThis narrowing tend-\n\nand efforts of\nnumerous societies and organizations and social agencies and commercial\nactivi*ties\n\n"}
{"page": 186, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nI70\nventures.\n\nMuch of this work has been well meaning and helpful.\n\n[National\n\nOther\n\nefforts have been characterized by selfish motives and personal ambitions.\n\nThe very term 'thrift\" has been twisted and warped and perverted to fit\nall manner of plans and projects, the sole motive for which has been personal\nbenefit.\nThe efforts of this Committee have been in no slight degree\ndirected, thru a campaign of education to teachers and public generally,\n\ntoward impressing the fact that thrift must be understood and practiced,\nboth as an economic measure and as a training for character. In the\nunderstanding of your Committee, thrift comprehends not merely the\n\nmaking (earning) and saving of money and its proper investment and use.\nAll this is one of the cornerstones of the thrift that is to find introduction\ninto the course of study\n\neveryday life.\nside,\n\nand have general application to the affairs of\n\nToo much emphasis can hardly be placed upon the financial\n\nupon savings and investments as fundamental factors in thrift.\n\nIt\n\nmay happen that while functioning in terms of social service, results from\na given action may be measured in terms of dollars and cents.\nWhat has our Committee actually accomplisht toward practicalizing\nthrift in the lives of the\n\npeople as shown thru results from school and\n\nsociety generally?\n\nThe thrift essay contests for children and adults have started trends of\nthought that will have their effect from one end of the country to the\nother.\nit\n\nThese essays discuss the meaning of and need for thrift, and how\nThe lives of successful men and\n\nmay be introduced into the schools.\n\n-women are studied and their experiences cited to show the value of thrift\nin the common life of today.\nThe preparation of these essays has involved\nstudy in history, geography, economics. They connect up with work in\ncomposition and English, and create interest in other lines of school work.\nTwo bulletins prepared by the Thrift Committee and printed and\ncirculated thru cooperation of the American Society for Thrift have\ndone more to carry the subject over from the field of precept into\nthat of practice, than have any like publications. These bulletins\nwere in reality studies of the actual work being done by school children.\nThey discust thrift in action.\nNo phase of thrift is more important than that of the proper use of\ntime. The waste of spare moments thru the period of a lifetime runs into\nweeks and months. Lack of application to some worthwhile task results\nduring a long life in the actual loss of years. Concentration upon a problem toward a desired end; the constant \"hammering away\"; strict\nattention to the work in hand; the exclusion of minor and unimportant\ndetails, with attention focust upon the main issue; these are more certain\nguaranties of success and satisfaction than are occasional brilliant plays.\nOne of the most important lessons the school must teach is the value of time.\nThrift is essential to national health. In the schools, in the camps\nand cantonments, thruout our army in France and Germany, the need for\n\n"}
{"page": 187, "printed_page": null, "text": "THRIFT AND CONSERVATION\n\nCouncai\n\n171\n\nThere is being felt the\nwholesome food and balanst ration, of\nright ventilation and lighting and heating, of adequate housing conditions,\nThose schools now giving proper attention\nof good exercise and posture.\nHundreds\nto thrift studies are focusing upon the principles here laid down.\nof men and boys in the army overseas have told us that on return to America\nthey would never again be content to live under conditions such as those\nsurrounding them before the war. Physically fit individuals cannot\ndevelop in crampt, dark, damp, poorly ventilated living and sleeping\nrooms. Unwholesome water and lack of sanitation are enemies of health.\nDuring war time, thrift work in school and home made saving dignified.\nChildren knitted sweaters for soldiers, and girls made garments for their\nown use. Clothing was renovated and repaired instead of thrown away.\nShoes were sent to the cobbler. Our subsequent high prices have aided\nWhile undue extravagance now exists, still, the garbage\nthis movement.\ncan requires emptying less frequently than before. Salvage of waste\nmaterials had an inning in war time, particularly thru the school. The\nThe actual money value from salvage of bottles,\neffect is not yet lost.\nthe strong body has received constant emphasis.\n\ninfluence of proper sanitation, of\n\nbags, paper, rags, cans, string, metals, leather, runs into figures hardly to\n\nbe believed.\nThrift teaching lays emphasis\n\nupon\n\nsimplicity in food\n\nIndulgence in confectionery and gum should be temperate.\n\nand\n\ndress.\n\nPupils are\n\naskt to refrain from overattendance at entertainments and motion-picture\n\nWe have hardly begun to realize our annual losses from forest\nfrom soil needlessly carried to the sea, from waste of water from\nleaking pipes or that might be stored for use, from unproductive lands\nshows.\n\nfires,\n\nonly awaiting the civilizing touch.\n\nThe earning of money should be made the duty of every boy and girl.\nThe child in school should be taught to save. Of even greater importance\nit is that each child should be taught to invest properly and to buy intelligently.\n\nA knowledge of relative values in buying is essential to right\n\nthrift practice.\n\nThe school savings bank,\n\nthe Thrift Stamp, the\n\nWar\n\nSavings Stamp, the securities offered by the Savings Division of the\n\nTreasury Department\n\n—\n\nall\n\nare valuable channels for savings\n\nand invest-\n\nTo say that emphasis upon money saving and investing is not\nthe chief or only issue in education is in no way to belittle the value of the\n\nment.\n\nmoney side of thrift.\nIn these days of high prices and extravagant tendencies every effort\nshould be\n\nmade\n\nto earn,\n\nand\n\ninvest,\n\nand\n\nsave.\n\nEconomic prosperity\n\ndepends more often on the disposition of the income than on the amount\nof the income or salary received.\n\naccount, should be\n\nEvery child should early start a bank\n\nmade responsible for earning something, and should\n\nbecome familiar with simple business practices. A thrift program at school\nand at home involves the adoption and use of a budget system, both for\n\n"}
{"page": 188, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n172\n\nthe individual and for the home.\nintelUgent thrift habits than\n\n[National\n\nIn no better way can there be spread\n\nby wise spending, judicious investment, and\n\ndaily use of the budget.\n\nThis Council has the distinction of initiating, thru its Committee on\nThrift Education, the plan of advocating thrift teaching in the schools of\n\nthe nation. On August 1 6, 19 15, the Congress for Thrift, in session at the\nPanama-Pacific International Exposition askt for the appointment of a\n\ncommittee to take up at the National Education Association meeting the\nmatter of systematic thrift instruction in the school. Your Thrift Committee was the result.\n\nThrift, therefore, in any of its forms, and wherever\n\nappearing, and under whatever auspices, has followed the lead of this present\n\nmovement.\nYour Committee is now at work upon detailed plans for a complete\nsystem of thrift teaching in the schools. It is planned to have the matter\npresented before teachers' institutes and educational associations, and to\nhave the subject taught in teachers' courses at summer sessions. We are\njust now entering upon a period when we are to reap the benefits of our\nseveral years of study and investigation.\nIt is hoped to soon have in\nreadiness\ngrades.\n\na complete\n\nseries\n\nof\n\nliterature\n\nthrift\n\nfor\n\nclass\n\nuse\n\nin\n\nall\n\nAlready a number of books have been issued and others are in\n\npreparation.\n\nThe members of this body are earnestly requested to use\n\nevery effort possible toward bringing before the schools of the country,\nnot only the why^ but the what and the how of thrift teaching.\n\nCouncil\n\nmembers will, we are sure, be ready at an early date to respond with such\ninformation as may be askt for by the Committee, thus to aid in furthering\nthe work of thrift education in the United States.\n\nTHE NEED FOR TEACHING A DEMOCRATIC SOLUTION OF\nSOCIAL PROBLEMS\nA.\n\nDUNCAN YOCUM, PROFESSOR OF EDUCATIONAL RESEARCH AND PRACTICE,\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.\n\n—the voluntary giving up or the\n\nThe acid test of democracy is twofold\n\ncompulsory surrender thru the due process of law of every individual\nright which conflicts with the common welfare, and the inalienable exercise\n\nand preservation thru law of every individual right which does not conflict\nwith the common welfare. No right is inalienable which conflicts with the\ncommon good. The rights and privileges of one individual may conflict\nwith those of another.\n\nThe\n\ninterests of\n\nthe\n\nlabor\n\ngroup\n\nmay\n\nclash\n\nThe welfare of one nation may be\nanother. But no right of the single indi-\n\nwith those of the employer group.\ndevelopt at the expense of\n\nvidual, group, or locality, however harmless or beneficial it may be to some-\n\none, can be permitted to conflict with the common rights of all individuals,\n\ngroups, or localities.\n\n"}
{"page": 189, "printed_page": null, "text": "Council]\n\nNEED FOR TEACHING—SOLUTION OF SOCIAL PROBLEMS\n\n173\n\nAs surely as this first principle of limited individual liberty is the acid\nbetween mere liberty and democracy, between individualism in the\nform of anarchy, nihilism, or bolshevism and a truly democratic republic,\nso the principle of limited community control is the acid test between\ndemocracy and a socialism and communism in which the individual is\ntest\n\nstrip t of rights, the surrender of which is unnecessary to the common good\nand the unrestricted exercise of which is necessary to his individual happiness, whatever the group or community of which he is a part.\nBut as government regulation of industry is subject to the principle\nof limited community control and the exercise of personal liberty to the\n\nprinciple of limited personal liberty, a particular industrial group, whether\n\ntrade union or corporation, is doubly limited.\n\nThe gravest social democracy, which, interferes not only with\n\neither\n\nindividual liberty or the common welfare, but with both individual liberty\n\nand the common welfare, is the limitation of production whether by brick\nlayers' union or beef trust, thru imposing a check upon the highest effort\n\nof the individual worker or restraining the production of a whole group of\n\nworkers.\n\nIt is undemocratic to prevent a man from rising to higher levels\n\nthru the highest effort to utilize his natural ability and acquired\n\nskill.\n\nIt is undemocratic to lower the level of the general welfare by decreasing the\n\nnumber of bricks laid each day and therefore the number of houses that\nother workers can own, or by unnecessarily raising the price of beef and\ntherefore reducing the amount or quality of food that other workers eat.\nBut the greatest undemocracy of all is the comtemptible and unequal\nacceptance by bricklayers or any other association of producers of goods\nand service which are cheap because they represent the highest effort of\nother working groups, and giving in return a product for which others will\npay too much, because the bricklayer has workt too little or the beef trust\nhas held its output to secure a higher price for beef..\n\nThe men who today,\n\nwhatever their trade or business, are receiving two or three times their\nformer pay or profit, and giving 60 per cent of their former service, are\ntraitors to\n\ndemocracy, and any rule of organized labor or corporation\n\npractice which makes such treason possible should be forbidden by law as\n\nharmful both to individual liberty and to the common good.\nIn the face of the supreme and immediate social need of teaching a\ndemocracy which demands of the individual all that it needs but no more\nthan it must, it is a self-evident fact that the organization of teachers into\nlabor unions and their alliance with other forms of labor organization, will\n\nmake it more difficult for us to teach a democratic solution of social probwe place not only\n\nlems, unless, with and above our claim for higher pay,\n\nthe same duty to the\n\ncommon welfare which forbids police and railroad\n\nstrikes, but the more peculiar duty to courageously teach in school and out\n\nthe acid test of democracy however it may limit our own claims or the\n\nclaims of others.\n\nIf\n\nwe are to remain as democratic as we are and to\n\n"}
{"page": 190, "printed_page": null, "text": "174\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\nbecome as democratic as our national safety demands we should be, every\nAmerican must go to school, and every teacher must sincerely and adequately teach the double limitation of personal liberty and of community\n\ncompulsion, by the minimum essential to the common welfare.\n\nREPORT OF THE SUB-COMMITTEE ON CURRICULUM OF THE\nCOMMITTEE ON SUPERINTENDENTS' PROBLEMS\nA.\n\nDUNCAN YOCUM, CHAIRMAN\n\nThe three sections allotted the Sub-Committee on Curriculum in the\nrecently publisht report of the Committee on Superintendents' Problems\n\nNovember, 19 19, merely presented new and important phases of a connected piece of work which the Sub-Committee has been carrying on since\nits organization.\nFollowing the papers read by the Chairman before the\nDepartment in 1913 on ''The Value of Details within the Course of Study\"\nand in 1914 on \"Determinants of the Course of Study,\" a report was\nrequested on ''The Course of Study as a Test of Efficiency in Supervision\"\n(1916), which was continued in 1917 in a report on \"Common CharacterThe 1916 report was accompanied\nistics of Efficient Courses of Study.\"\nby a paper read before the Department on \" Definiteness and Compulsion\nin Education,\" and that of 1917 by a symposium, only partly reported\nin the Proceedings^ in which representative educational thinkers and\nsuperintendents quite generally agreed upon the practical nature of the\nstandards proposed.\n\nThese papers and reports, highly technical in their nature, were to have\nbeen followed in 19 18 with a concrete report which was solely to consist of\n\"high spots\" in existing courses. Its purpose would have been to illustrate\n\nand to popularize the standards previously presented and discust, with a\nview to making their use easier by superintendents and committees of\nteachers engaged in the revision of local courses.\n\nThis report still remains\n\nto be presented, because the outbreak of the war turned the attention of the\n\nSub-Committee to the investigation of existing democratic factors in\nAmerican life and education, upon which it reported in 19 18 and 19 19.\nThe threefold task then undertaken was the issuing of the Democracy\nQuestionnaire to a selected group of cities; a study of the increasing compulsion exercised as a result of the war, by society and the state upon the\nindividual, in each of the various phases of social life; and an effort to\nstudy and strengthen the contribution to democracy made by the several\nschool subjects and forms of school work.\n\nThe Democracy Questionnaire, on which tentative report was made at\nthe Chicago Meeting of Council (1919), has been adopted as a research\nproject by the U.S. Bureau of Education, and, therefore, need not be further\n\nreported upon to Council.\n\n"}
{"page": 191, "printed_page": null, "text": "Council]\n\nREPORT OF THE SUB-COMMITTEE ON CURRICULUM\n\n175\n\nThe first step in the study of the increasing social and political compulsion resulting from\n\nthe war was taken thru a paper presented in\n\nquestionnaire form to the 1919 meeting of the Religious Education Association of America, under the title ''What Democracy Should Compel through\n\nRehgion.\"\n\nThe assumption by the Chairman of\n\nactivities of the\n\nthe direction of the\n\nCurriculum Committee in the Interchurch Survey gives\n\nmore adequate opportunity to investigate the contribution of religious\nteaching to democracy and the attitude of the church toward a firmer\ninsistence upon the fundamental forms of religion and morality essential\nto democratic living.\n\nA similar cooperation of other agencies will be\n\nnecessary to satisfactory study of increasing compulsion upon the individual\nfor the sake of the common welfare, exerted in the fields of health, industry,\n\nand citizenship.\n\nThe part played by the Sub-Committee in this evening's program is\nhmited to a series of tentative reports exemplifying the third phase of the\ndemocracy investigation the contribution made to democracy thru\n\n—\n\nvarious branches of knowledge and forms of school work.\n\nGroups of experts\nhave been formed for which the Council will prove a clearing-house. In\nthe end it is hoped to have represented every field thru which important\ncontribution can be made. Tonight Miss Lucy Wheelock will report\nprogress for a study being carried on by a group of representative kindergartners on contributions made by the kindergarten to democracy, Mr.\nWalter Barnes for a group representing aspects of the teaching of EngHsh,\nMiss Sarah Louise Arnold for a home economics committee just forming,\nand Mr. William C. Casey for those who have been leaders in the effort\nto build up democracy thru the American high school.\nEach of the four brief reports presented by group chairmen tonight\nstands for a distinct type of contributions which, if the Council so rules,\nwill be followed by others in similar fields.\n\nFor example, the report of the\n\nEnglish group will be followed by studies carried on by similarly constituted\n\ngroups in history, geography, mathematics, the classics, etc.\n\nThe members\n\nof each group include as far as possible those who have already made impor-\n\ntant contributions to democracy in the branch or field it represents.\nillustrate,\n\nTo\n\nthe English group has in its membership Mr. Henry Neumann\n\nwho wrote the Bulletin publisht by the National Bureau on \"Teaching\nAmerican Ideals through Literature,\" Professor Edwin Greenlaw, writer\nof \"The Great Tradition,\" and Dr. Hosic who speaks before the Department\nat its present session on the \"Democratization of Educational Method.\"\nThis group committee has been given official promise of cooperation thru\ncertain committees of the National Council of Teachers of English, just as\nthe civics group will have the cooperation of Miss Leighton's Committee\non Citizenship in Elementary School, of the National Security LeagueThese various activities and others which they exemplify, together\nconstitute an endless chain which will reach into every aspect of instruction\n\n"}
{"page": 192, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n176\n\n[National\n\nand bind together otherwise scattered factors which make for democracy.\nThe chairmen or leaders of the various groups, in effect, constitute the active\nmembership of a representatively constituted Committee on Democracy,\nwhich the National Council, itself representing as it does leadership\nin every field of educational work and in every state of the Union, is the\nmost natural sponsor.\nfor\n\nWhen to the United States Bureau's study through the amended Democracy Questionnaire of how each American locality is teaching democracy,\n\nadded the contributions made by this Democracy Committee to the\nand more effective teaching of democracy through every phase of\ninstruction, guided by what we can learn of the new emphasis which must\nbe placed upon particular elements in democracy to meet a rapidly changing\nsocial situation, much will have been done toward strengthening the national\ndemocratic spirit, and providing the democratic solution for every social\nproblem, without which democracy cannot become either enduring or\nis\n\nfuller\n\ncomplete.\n\n—\n\nNote At the business meeting of Council a resolution was adopted creating a\nCommittee on the Teaching of Democracy, which under Mr. Yocum's chairmanship\nhas taken over the work outlined in the above report.\n\nTHE PARTICIPATION OF THE TEACHING STAFF IN SCHOOL\nADMINISTRATION\nH. B. WILSON, SUPERINTENDENT OF SCHOOLS, BERKELEY, CALIF.\n\nThe administration of schools or of any other enterprise involves two\nThe first is concerned with the discussion, determination, and\n\naspects.\n\nsetting up of the policies,\n\nprograms and plans which are to be executed.\n\nThe second consists in the execution of the policies, programs and plans\nagreed upon.\n\nThe growing tendency among all democratic peoples, as history clearly\nreveals, is\n\ntoward a larger and larger participation in both aspects of\n\nadministration on the part of all who are concerned in any enterprise.\n\nGovernmental\n\naffairs\n\nand policies were formerly both determined and\n\nexecuted by the few who constituted the ruling class.\n\nThe struggle of the\n\nmasses to overthrow this autocratic system constitutes the story of the\ngradual march toward the rights, privileges, and opportunities now enjoyed\n\nby all Anglo-Saxon peoples.\n\nIt was a heroic struggle involving not only\n\ngreat sarcifices of Hfe, but requiring also wise leadership.\n\nThe struggle of\n\n{he common man in industry and commerce has been similar in kind and\n\nequally heroic.\n\nThe day of autocratic domination has ended, not only in governmental\naffairs, but in education.\n\nParticipation on the part of the rank and file in\n\nformulating policies and programs must precede their intelligent accept-\n\n"}
{"page": 193, "printed_page": null, "text": "THE TEACHING STAFF AND SCHOOL ADMINISTRATION\n\nCouncil]\n\n177\n\nThe superintendent who is anxious\nmake a mere showing of a complete and detailed course of\n\nance and thorogoing execution.\nquickly to\n\nstudy will not like to proceed by the cooperative method of teacher parti-\n\nThe superintendent, however,\nIt takes longer at the outset.\nwho is more concerned about what is being taught and done in his schools\n\ncipation.\n\nthan he is to be able to hand out extended printed documents will employ\nthe cooperative procedure.\n\nHe knows that in the long run he will get\n\nmore worthwhile results.\n\nAltho the start is slower, the total large result\n\ntakes less time than if the initial attack employs the dictatorial procedure.\n\nThe same principle seems to hold also in making peace treaties.\nExperience shows that the contribution of the teaching stafif in the\n\nenlargement of programs and especially in the details essential in their\nexecution is very great.\n\nThe improvement in the completeness and help-\n\nfulness of courses of study during the last decade largely resulted\n\nthru\n\nthe cooperative attack on the problem in which each participant workt\n\nunder the stimulus of the ideas of his associates with the result that the total\n\nachievement is a large number of courses of study, infinitely more valuable\nthan ever emanated under the former procedure when the superintendent\nof schools workt alone or with the assistance of a small number of approxi-\n\nmately his rank.\n\nThe details which have thus been injected into courses of study are of\na kind which can only come from teachers or from those in intimate and\nclose contact with the work of the teaching staff.\n\nThese details set forth\n\nconcrete procedures such as when dramatization may be employed with\nbest effect, the type of procedure in socialized recitations, the kind of\n\nmaterial which may be best taught\n\nby the problem attackt, and so on.\nExtended quota-\n\nThese courses of study likewise set forth results attained.\n\ntions from the finisht work of pupils in the various subjects find place in\n\nsuch courses of study. These bring guidance and inspiration to the teacher.\nThe motives employed and the means of invoking the same are likewise\ndetailed.\n\nOne of the finest satisfactions which comes to me as I look back over\n\nmy brief experience arises out of the evident large growth which has come\nto a few people from taking on and discharging responsibilities from which\n\nthey were inclined to shrink when they were first offered.\n\nNot all of any\n\nteaching staff will grow to the extent that this comment suggests, but 80\nto 90 per cent of the entire teaching staff in any city system where I have\nbeen privileged to work has been rendered ambitious thru having an oppor-\n\ntunity to participate in the large plans and policies which are in process of\n\ndevelopment.\n\nI believe that any teaching staff or faculty will respond up\n\nto the Umit of its energy and ability to a constructive study under good\n\nleadership, looking to the\n\nimprovement of the educational opportunities\n\nprovided by the institution or system in which they are serving.\nexperience\n\nis\n\nthat teachers, not only respond to\n\nit\n\nMy\n\nand work faithfully,\n\n"}
{"page": 194, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n178\n\n[National\n\nbut they impose on themselves much heavier requirements\ncharge of their duties than it ever occurred to me to impose.\n\nin the dis-\n\nWhen such\n\nwork is under way there is every evidence that the participants enjoy it.\nThey evidence this in many ways, particularly by coming in to see how\nthe whole program is developing, how their particular piece of work fits\ninto the whole scheme, and so on.\nIt hever fails to happen that teachers\nwho are not at first used in these larger relations will come in after some of\ntheir associates have been at work for a time, to ask if there is not something they may do or some way in which they may be used, saying *'I want\nto grow and develop and avoid getting into a rut.\"\nFundamental, constructive leadership, working cooperatively, must be\ndevelopt rapidly in education. Only this type of procedure can succeed.\nIt is as essential in securing\n\nand maintaining community\n\ninterest\n\nand\n\nsupport of public education, as it is in leading and directing the rank and\nfile\n\nof teachers into the securing of the largest results.\n\npoliceman-like, know-it-all school administrator has past.\n\nThe day of the\nNot only can\n\nhe not succeed, but the day is not far distant when he will not be able to\neven get a job. In his place is appearing a new type of administrator.\nHe conceives his mission to be the creation of wholesome conditions for\n\nwork on the part of teachers and pupils and the bringing to all of his associates breadth of view, greater vision, and stimulating inspiration.\n\nDEMOCRACY IN MANAGEMENT OF THE SCHOOLS\nCHARLES B. STILLMAN, PRESIDENT OF THE AMERICAN FEDERATION OF\nTEACHERS, WILMETTE, ILL.\n\nDemocracy in the management of the schools is a subject on which\nboth the American Federation of Teachers and the American Federation\nIn fact\nof Labor have definitely and repeatedly declared themselves.\nthe American Federation of Teachers at the time of its organization adopted\n\namong the objects laid down in its Constitution the following:\nTo raise the standard of the teaching profession by securing the conditions essential\nand to promote such a democratization of the schools\nthem better to equip their pupils to take their place in the industrial,\n\nto the best professional service;\n\nas will enable\n\nsocial, and political life of the community.\n\nAnd that ideal of a democratic participation of classroom teachers in the\nconduct of the schools has been at least as strong a driving force in our\nmovement as the ideal of some approach to economic justice for teachers.\n^\n\nOur calling must be made self-respecting as well as self-supporting if it\nis to retain and attract strong men and women.\nThe most dangerous center of arbitrary power of the public schools has\nsometimes been the board of education, and sometimes administrative and\nsupervisory officialdom. Both must be brought within the category of\n\n"}
{"page": 195, "printed_page": null, "text": "7\n\nDEMOCRACY IN MANAGEMENT OF SCHOOLS\n\nCouncil]\n\ndemocratic institutions.\n\nThe board of education should be the agency\n\nfairly representing the public in the\n\npublic schools.\n\n179\n\ndetermination of the policies of the\n\nSo that the public may have direct, effective control, we\n\nbelieve that school boards should be elected, at judicial or other special\nelections, subject to recall, rather than appointed by public officials whose\n\nelection has usually turned\n\non public utility or other non-school issues.\n\nIn the past the groups disproportionately, and often exclusively, represented\n\non school boards have been real estate and commercial interests, physicians,\nand lawyers. Surely workers in other lines, both so-called artisan and\nso-called professional, who are the parents of the great majority of school\n\nchildren, should\n\nhave adequate representation.\n\nAnd it would make for\n\nboth democracy and efficiency if the teachers, in their capacity as citizens,\n\nand citizens with specialized training and experience, were represented on\nThere could be no question of their first-hand knowledge of the needs of the schools, and as to their disinterestedness, surely no\none mentally competent can believe that anyone with a drop of mercenary\n\nboards of education.\n\nblood in his veins could deliberately enter the calling of teaching.\n\nA statement, adopted by the American Federation of Labor in 191\nand 19 1 8, and endorst by our Pittsburgh Convention, follows:\nYour committee is alarmed by the lack of democracy in the conduct of our schools.\nOur American school system is administered autocratically, the teachers actually on the\njob in the classrooms having a negligible voice in the determination and carrying out of\nSelf-governing school and district councils of teachers should be establisht for\npolicies.\nthe purpose of utilizing the experience and initiative of the teaching body in the conduct\nof the schools and the recommendations of such councils should be made a matter of\nofficial\n\nrecord.\n\nWhen consideration is given the effective part played by. the Prussian\n\nschool system in the development of the habit of instinctive, unthinking obedience on\n\nthe part of the masses of the people, the vital importance to American institutions of breaking away from Prussian methods in our school system is driven home.\n\nLet no one raise the objection that the teachers are not qualified to\nparticipate in management.\n\nand\nBut the value of the con-\n\nFaculties tend to atrophy thru disuse,\n\nthe wonder is that they are so well qualified.\n\ntributions of the classroom teacher has been demonstrated.\n\nAnd the sense\n\nof increast responsibility, the feeling of no longer being a mere cog in the\n\nmachine, would prove a stimulus of untold value to the schools and the\n\ncommunity.\nI\n\ncannot close without reference to the increasing number of super-\n\nintendents, principals, and other school officials who welcome the present\ninsistent demands for administrative reforms.\nfeel\n\nthe\n\nnew spirit of the times.\n\nThey, as well as the teachers,\n\nThe large majority of our locals have\n\nestablisht relations of cordial cooperation with their school authorities.\n\nDemocracy cannot be handed down from above, it must originate with and\nbe workt out by the teachers themselves. But the schools of many a city\nhave profited from the atmosphere of cooperation made possible by the\nresponse of school officials to the democratic ideals of the teachers.\n\n"}
{"page": 196, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni8o\n\n[National\n\nPARTICIPATION OF TEACHERS IN MANAGEMENT, COMPARISON OF THEORIES, AND SUGGESTED\nSTUDY FOR THEIR EVALUATION\nHARLAN UPDEGRAIT, PROFESSOR OF EDUCATIONAL ADMINISTRATION,\nUNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.\nIn common with many other elements of our political and social life,\nthe administration of our public schools is still in the earlier stages of its\nevolution.\n\nThe only administrative organs constituting the first Massatown meeting and the teacher. The\n\nchusetts public schools were the\ncitizens\n\nassembled in general meeting appointed the teacher and settled\n\nother essential details involved in the conduct of the school.\n\ntime two new organs have been introduced between them\n\nSince that\n\n—the board of\n\neducation and the superintendent with his supervisory assistants.\n\nThe\n\nand the board were pretty well workt\nout and settled before 1850. During the period before the Civil War and\nthe late world-conflict, our chief organization problem was the determination\nof the relative functions of the two middle organs, the board of education\nand the superintendent. While we students and practitioners of administration have workt out a theoretical solution of the problems, we have not as\nrelationships between the people\n\nyet succeeded in persuading all boards of education that they should give\nup, in accordance with our suggestion, some of the authority that they\n\nnow exercise.\n^\nAnd now even before the adjustment between these two organs has\nbeen fully made, the relationship of the second original factor, the teacher,\nto the other three, citizens, board of education, and superintendent, has\n\ncome preeminently to the forefront. The democratic awakening coincident with the war raised the question whether teachers ought not to be given\na larger part in the management of the school than they have had since\nthe development of large city systems. Concomitant with this came the\ndemand for increast salaries, more secure tenure, and better working\nconditions, due in part to the political movement, but more perhaps to the\neconomic situation and the slowness in adjustment of salaries of pubUc\nemployes to economic changes.\n\nWithin the past year, as we all know, there has been widespread and\ngreatly increast interest in cooperation of teaphers in management.\n\nThe\n\nprogram for tonight has been organized in order that we might get firsthand points of view of those men who have been active and prominent in\nthe advocacy of the different forms of organization for this purpose. The\nvarious points of view have been clearly and forcibly presented with the\nresult that we are now in a better position to weigh the various theories\n\nand plans derived from them.\n\nThe writer of this report has, with his seminar in educational administration at the University of Pennsylvania, been closely observing develop-\n\n"}
{"page": 197, "printed_page": null, "text": "^\n\nPARTICIPATION OF TEACHERS IN MANAGEMENT\n\nCouncil]\n\ni8l\n\nments with the intention of making an intensive study of the essential\nelements involved in these developments. Consideration has been given\nto the definition, the scope, and method of study which the present confused\nand uncertain state of mind among school administrators and teachers\nseems to make desirable.\n\nThe object of this study should be the determination of the question:\n\nWhat form of organ for teacher participation in management of schools\nshould be adopted in each of the various types of situations that may be\nfound to exist in the various public-school systems ? In stating the question\nin this form, I do not mean to assume that no one agency is best adapted\nfor bringing about the participation of teachers in management in all school\n\nWhether this be true will have to be establisht by the study\nThe merit in this form of statement lies in the fact that it requires\n\nsystems.\nitself.\n\nthe careful analysis of each local situation with the purpose of determining\n\nWe may find that there is no\n\nthe type of organ that is best adapted to it.\n\nbest organ for all, or that there are several organs, each of which is best\n\nadapted to a particular class of conditions.\n\nThe difference in the degree to which those holding to the various plans\nof teacher participation advocate the regulation of social control serves as\n\nthe key to the\n\nmethod of study.\n\nI should like to offer a h3^othetical\n\nprincipal of management for the purpose of testing its vaUdity in this proIt is as follows: The best plan for teacher participation in\nmanagement is that which recognizes thruout the close cooperation of\nsuperiors and subordinates in the determination and execution of the policies\nof the school; and conversely, that in those school systems in which some\n\nposed study.\n\nother form of teacher participation seems to produce better results, it is\n\ndue to evident shortcomings in the personnel or in the organization of the\nschool system or in the community itself.\nthis principle shall\n\nIn order to determine whether\n\nbe accepted or rejected,\n\ncourse of the study to do three things.\nof the administrative\n\nit\n\nwill\n\nbe necessary in the\n\nFirst, ascertain the exact structure\n\norgans in every city school system in the United\n\nStates in which organized participation of teachers in management exists\nin any of the forms mentioned above; second, analyze the situation obtain-\n\ning in any of these school systems, particularly upon those features which\nare essential to the determination of the truth or falsity of this hypothetical\nprinciple, such as for\n\nexample\n\nteachers in instruction\n\n{a)\n\ntraining, experience,\n\nand management,\n\n{h)\n\ntraining,\n\nand efficiency of\nexperience, and\n\nand efficiency of superinnumber on the administrative and\nadvisory staff in proportion to the number of teachers, {e) attitudes of\nprincipals, and of the superintendent and his associates toward capacities\nefficiency of principals, (c) training, experience,\n\ntendents and his associates, {d) the\n\nfor cooperation in teachers, (/) the\n\ntype of men on the school board as\n\nregards their willingness to be governed by the opinions of their appointees\n\nand their willingness to cooperate with them in management; third, analyze\n\n"}
{"page": 198, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni82\n\n[National\n\nthe results of the operation of the plans in each of the various types of the\nsituation in such\n\nways as will shed light on the truth or falsity of this\n\nprinciple.\n\nUndoubtedly the study will reveal the existence of shortcomings in\n\nmany school systems which would warrant the establishment in those\nsystems of organs of teacher participation which do not exercise in full\nmeasure the principle of cooperation. It would seem that the study should\nattempt to answer the question: What is the best type or organ for participation of teachers in each of the different typical situations that\n\nbe isolated and defined.\n\nmay\n\nIn order to do this, it will be necessary to study\n\nthe relative effectiveness of different plans in each of the different t)^es\n\nWe should seek to find out also whether in these plans that\ndo not observe the principle of cooperation to the full, there is any relationof situations.\n\nship between the relative meagerness of cooperation provided for and the\nefficiency of the schools.\n\nVery probably the method suggested for this study cannot be applied\nto that of the proposed plans of some members of the American Federation\nof Teachers for the selection of superintendents by teachers and for the\nrepresentation of teachers upon the school boards, because of the lack of\ncities having such plans.\nUnder such circumstances we shall have to fall\nback upon those principles and practices which the study seems to establish\nas desirable in so far as they apply.\nIt is worth while to point out in this connection that the proposed plans\nsome members of the American Federation of Teachers are directly\ncontrary to other principles of efficiency management than those heretofore referred to, particularly those which guarantee superiority of the leader,\non the one hand, and his control of selection of assistants, on the other.\nTime does not permit us to consider here the details of the method to\nbe followed. It presents many difficulties, some of them perhaps insurmountable. They can best be considered in committee sessions and smaller\ngroups. It will be necessary to develop most particularly methods that\nof\n\nare adapted to the solution of such important questions as these:\n\nShould\n\nthe superintendent participate with the teachers in their consideration of\n\nShould the superintendent\nhave the authority to revise the conclusions of the teachers? Should\nconclusions of the teachers be submitted to the superintendent alone, to\nthe superintendent and the board, or to the board alolie? Should their\nquestions, or should the teachers act alone?\n\nconclusions, in\n\nany event, be given to the people of the community?\n\nShould the superintendent have the sole power to initiate questions, or\nshould the teachers have the sole power to initiate questions, or should\nShould members of committees be required to\n\nthey both have the right ?\n\nexpress the judgment of teachers as ascertained thru conferences with those\n\nwho selected them?\n\nShould all teachers participate in the selection of\n\ntheir representatives or only a portion of them, those best qualified\n\nby\n\n"}
{"page": 199, "printed_page": null, "text": "PARTICIPATION OF TEACHERS IN MANAGEMENT\n\nCouncil]\n\nexperience and training?\n\n183\n\nShould teachers express their judgments upon\n\nall kinds of administrative questions, or should their deliberations be limited\n\nwhat type of questions: should they be confined?\nIn which class of subjects should teachers' judgment be advisory or adin\n\nsome way;\n\nministrative ?\n\nif\n\nso, to\n\nShould different forms of agencies or organs be created for\n\nthe consideration of various types of questions ?\n\nBut it may be said by superintendents and teachers that we cannot\nwait for the scientific determination of these questions.\n\nwe now pursue?\n\nWhat course shall\n\nUpon this point the following may be said:\n\nThe results\n\nupon to this body just one year ago, of\nthe participation of teachers in the making of courses of study, shows\nconclusively that such cooperation was beneficial to the schools in the\njudgment of the superintendents of those school systems in which it was tried.\nof the scientific study, reported\n\nThis report expresses the following tentative conclusions regarding the\nbest form of organization for the participation of teachers in management:\n(a)\n\nThat a committee of supervisors or principals is not so good as a com-\n\nmittee of teachers, and that neither is as good as a committee upon which\n\nThat the larger the number of persons engaged\n(c) That any\nplan is much strengthened if formal agencies are provided by means of\nwhich members of committees can constantly ascertain the attitude of\nteachers whose work is covered by the proposed course,\n(d) That the\nmethod of selection of members upon the committees should be such as to\nsecure, if possible, the more competent persons for the consideration of\nevery question and also those in whom the teachers have confidence and\nto whom they can and will express themselves freely as well as receive\nfrom them adverse opinion without having their interest chilled. Appointment by superintendent, by principals, or by teachers does not always\nsecure this. A plan of nomination by teachers and appointment by superintendent is better adapted to meet this end.\n(e) That the plan should\nall\n\nare represented,\n\n(b)\n\nin committee work or in some related capacity the better,\n\ninclude the largest possible participation of the superintendent or of the\n\nexpert representing him in all phases of the work, including that of the\n\nsub-committee.\n\n(/)\n\nThat revision of courses of study workt out by comminimum and if possible be avoided\n\nmittees should be reduced to the\naltogether.\nIt\n\nwould seem that an organ formulated\n\nin acordance with these\n\ntentative conclusions could safely be adopted and tried out not only without\n\nharm to any officer or teacher but on the contrary with great benefit both\nto teachers and to the schools. Such a plan, moreover, represents the middle\nground between the theories of the conservative superintendent on the\none hand, who is opposed to a cooperative organization with teachers, and\nthe radical teacher on the other hand, who desires to exclude the super-\n\nintendent from the deliberations of teachers or even to go further and exercise a controlling part in his selection as well as in the selection of members\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n1 84\n\nof the school board.\n\n[National\n\nMoreover, experience with such an organization will\n\nfurnish abundant material for determining whether any departure should\nlater be made from this middle ground position for the advantage of either\n\nthe teachers or the schools.\n\nREPORT FOR COMMITTEE ON HEALTH PROBLEMS\nIN EDUCATION\nTHOMAS D. WOOD, PROFESSOR OF PHYSICAL EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y.\nHealth is a cornerstone of the foundation of a country.\n\nHealth is\n\nessential to the prosperity, the power, the happiness, and permanence of a\n\npeople.\n\n\"The care of health is the first duty of a nation.\"\nHealth is the most essential and the most neglected of our national\nresources.\n\nThe need for constructive conservation and improvement of health has\nbeen impressively emphasized by the Great War, and by the accumulating\nlessons of the post-war period.\n\nOur schools are wasting enormous sums in educating, or trying to eduwho are handicapt by ill-health when the expenditure\nof much smaller amounts in a judicious health program would produce an\nextraordinary saving in economy and efficiency. A dollar spent promptly\nin a timely, constructive effort to conserve a child's health will be more\nfruitful for the child and for human society than will a thousand dollars\nappHed twenty years later. The principle of national thrift finds its first\nand most vital application in the conservation and improvement of the\ncate, the children\n\nhealth of the children.\n\nThe business of keeping the school children of the country in good\nThe great\nmajority of people (many of them generally intelligent) fail to appreciate\n\nphysical repair is, as now conducted, a disgrace to the nation.\n\nthe significance of these defects.\n\nThis fact, however, does not lessen in\n\nany way the injury to the children caused by the neglected health defects.\n\nThe real danger to the children of the land, as a matter of fact, lies in\nthe ignorance, irresponsibility of, and neglect by, the adults intrusted with,\n\nand supposed to be equal to, the most important task of the adults of any\nspecies, namely, the care of the young.\n\nThe children of our country deserve as effective physical care as the\nlive stock.\n\nThe children are entitled to as careful attention and cultivation as the\ncrops.\n\nShall not the children, drafted by compulsory education into our schools,\n\nbe assured of as skilful and satisfactory health care as soldiers in camp\n\nand trench ?\n\n"}
{"page": 201, "printed_page": null, "text": ".\n\nHEALTH SERVICE\n\nCouncil]\n\n185\n\nEvery day makes more apparent the fact that the vital part of all constructive health work for the individual or for the nation is health educaAnd the public school is the paramount agency and avenue for this\ntion.\nessential of all education, instruction in the practice of, and reasons for,\nhealthful living.\n\nThe Committee literature now includes three pamphlet reports and- the\nset of fifty-eight health charts.\n\nMinimum Health Requirements for Rural Schools,\n\n1\n\nTwo editions of\n\n800,000 copies of this report have been exhausted, a third edition is\n\nbeing printed.\n\nUnprejudist evidence convinces us that this report has\n\nexerted a substantial share of influence in the markt improvement in\nrural-school sanitation in\n\nmany parts of the United States during the\n\nlast five years.\n\nHealth Essentials for Rural School Children was printed in 50,000 copies.\n\n2\n\nThis edition is almost exhausted, and a second, revised edition is just\n\nMost of the copies of this report have been used in\nnormal schools and by rural-school teachers in all parts of the country.\nThe illustrated \"Health Chart\" pamphlet was printed in 10,000 copies.\ngoing to press.\n\n3\n\n.\n\nThis edition was exhausted several months ago and a second edition of\n10,000 has just come from the press.\n\nThis pamphlet not only serves to\nand explain the health charts but is being extensively used\nfor health instruction in both city and country schools, and also as a\nguide in making of health posters and scrapbooks. This graphic method\nis developing as a -popular and effective device in health teaching.\n4. The \"Health Chart Set\" comprizes fifty-eight charts, each 22X28\ninches.\nThe first edition of 600 sets has been completely exhausted and\nthese charts have been sold at actual cost. A second edition of 500\nsets of charts is now being printed and orders are on file for nearly 100\nsets ol the new edition.\nThe New York City Department of Education\nillustrate\n\nhas ordered 2500 copies of individual charts for the schools of that city.\n\nOur Health Committee deeply appreciates the continued confidence\nand support of the Council of Education and of the National Education\nAssociation.\nWe further acknowledge with earnest gratitude the sustained\nand increasing cooperation of the Health Committee of the American\nMedical Association.\n\nHEALTH SERVICE\nJOHN M. DODSON, PHYSICIAN, CHICAGO, ILL.\nI shall devote the brief time allotted to me to the emphasis of just one\ntheme, and that is that this business of promoting better health conditions\nin the school is your job as teachers.\ncise\n\nsuch an, influence as you are.\n\nand the presence here\n\nof\n\nNo one else is in position to exerThe medical\n\nprofession can help,\n\nthe\n\nAmerican Medical\n\nrepresentatives\n\nof\n\n"}
{"page": 202, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\ni86\n\n[National\n\nAssociation, which comprises more than 80,000 of the physicians of America,\nis\n\nevidence of the eager willingness of the medical profession to assist in\n\nevery possible way as individuals in their several communities, and collectively in their various county, state, and national organizations.\n\nNo incident of the frightful war, which still casts its shadow over us\nall,\n\nstands out with more prominence than the demonstration both at\n\nhome and overseas of the tremendous possibilities of modern preventive\nmedicine.\n\nIn spite of the adverse conditions in which this war was fought,\n\nespecially in trench warfare, the losses from disease in our army were only\n\nas one to four or five by the casualties of war.\n\nThis is the fact, if we elimi-\n\nnate the deaths from the pandemic of influenza and its attendant pneu-\n\nmonia\n\n—an unprecedented onslaught on human\n\nlife\n\nwhich would have\n\nstricken down our soldiers if they had been in civil life in almost as large\n\nnumbers as it did in camp and cantonment. Even including the deaths\nfrom this cause, the losses from disease were but as one to one from the\ncasualties of war.\nIn all previous wars, excepting that of the Japanese\nin their war with Russia, the losses from disease had been as four to five,\nand in our Spanish-American war as ten to twelve, to one by wounds. If\nwe could but translate the lessons of this experience to civil life, the saving\nin death and sickness, with all their attendant suffering, sorrow, and\nwretchedness, might be lessened beyond belief. And this but requires the\napplication of modern preventive medicine to civil life.\nI read the other day an admirable definition by Professor Winslow, of\n\nYale, \"Preventive medicine,\"\n\nh,e\n\nsaid, \"is\n\nthe science and art of pre-\n\nventing disease, of prolonging life, and of promoting physical health and\nefficiency by organized community Mort for the sanitation of the environ-\n\nment, the control of community infections, the education of the individual\nin principles of personal hygiene, the organization of medical and nursing\nservice for the early diagnosis\n\nand preventive treatment of disease, and\n\nthe development of the social machinery which will insure to every indi-\n\nvidual in the community a standard of living adequate for the maintenance\nof health.\"\n\nRigid personal cleanliness and right living are far more potent as factors\nin preventing disease than pure water supply, sewage disposal, quarantine,\n\nand similar public health measures.\n\nMoreover, in a community where\n\n—\n\nand only in such a\ncommunity is to be found that public sentiment which demands, secures,\nand adequately supports an efficient public health department.\nIt is true that habits are very largely formed at home, and the teacher\nhas a difficult task indeed when she has to remold the ideas and habits of\nindividuals are thoroly educated in personal hygiene\n\n—\n\nchildren from dirty, unsanitary houses; but here the teacher can do much,\nfor\n\nthousands of parents, especially of our foreign population, look, thru\n\ntheir children, to the schools for guidance in this as in other matters.\n\nThru the parent-teachers associations, also, the teacher can do much.\n\n"}
{"page": 203, "printed_page": null, "text": "HEALTH SERVICE\n\nCouncil]\n\n187\n\nThe members of the medical profession urge upon you of the teaching\nprofession that you give earnest and unremitting heed to this vital matter\nof health among the children committed to your care.\ninsist to the school authorities (i)\n\nWe urge that you\n\nthat you and your pupils are housed\n\nin clean, sanitary school buildings, situated in ample, properly located\n\nschool grounds,\n\nand that these buildings be equipt with\n\nall\n\nnecessary\n\nappliances for the maintenance of decent and cleanly habits.\n(2)\n\nThat you insist upon physical examination of your pupils, as well\n\nas of yourselves, by competent physicians, to detect and prevent the spread\n\nand to discover physical defects which hamper\nany individual pupil in his work.\n(3) That you insist upon the provision being made by the parent,\nwhere he is able to do so, or by the city or some benevolent agency, for the\ncorrection of such of these defects as are remediable, and that special\nof communicable disease,\n\nprovision be made for the education of those children afflicted with irre-\n\nmediable defects, such as the\n\nblind, the\n\ndeaf,\n\nthe\n\ncrippled,\n\nand the\n\nmentally subnormal.\n(4) That you seek earnestly to secure the introduction of more adequate\nand effective methods of instruction of school children in that one subject\nwhich might surely be of the most interest to every human being ^knowledge of his own body and its welfare.\n\n—\n\nDISCUSSION\nMrs. Ira Couch Wood, director, Elizabeth McCormick Memorial Fund, Chicago,\n111.\nAs the only woman member, to date, of this Joint Committee on Health Problems\nin Education, I am somewhat embarrast to be called upon by the chairman so unexpectedly. I am happy to say, however, that the chairman and the other members\nnow believe that the women have a contribution to make on this health program, and\nhave askt that other women be placed upon the Joint Committee, whose membership\nis so ably representative of the professions of medicine and education.\nBeing so recent\na member of this committee, and having had no share in the preparation of its several\nreports, I feel, therefore, free to pay some tribute to the value of these publications in\n\n—\n\npromoting the health of the school child.\nReferring to the pamphlet on Minimum Health Requirements for Rural Schools, one\n\n\"You have promoted the distribution of this\npamphlet on health with the idea that it would help in the equipment and educational\nschool principal in Chicago said to me,\n\nstandards of rural schools.\n\nI only wish\n\nwe could have those minimum requirements\n\nenforst for every school in our city.\"\n\nThe large charts bearing upon the various problems of the health of the school child\nprepared chiefly by our distinguisht chairman. Dr. Wood, have been of the greatest\npossible service, I believe, in arousing the attention of people all over the country to the\nserious conditions of physical disability and poor health so conspicuously prevalent, to the\nintelligent observer, among our school children.\n\nI was very happy to learn at the meeting this morning that the Joint Committee on\nHealth Problems in Education would turn its attention, during the coming year, to the\n\nNothing, at the present moment, demands more serious\nand open-minded investigation than does the condition of ventilation, or rather lack of\n\nsubject of school ventilation.\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nl88\n\n[National\n\nin oiir public and private schools.\nIt has been proved that children in open- window\nrooms make more rapid progress than do the normal children in the average closed or\n\nit,\n\nartificially ventilated school rooms.\n\nThe workers in these open-air rooms are now beginning to wonder why these three\ninalienable rights of childhood, fresh air, good food, and rest, should be reserved only as\nprivileges for sick children.\n\nWhy should they not be secured for every school child?\n\nIt should not be necessary to have a child become sick before he can get enough of the\nair an all-wise Providence intended him to have, and it should not be necessary to main-\n\ntain expensive special schools for the purpose of assuring the good air that should be in\n\nevery schoolroom. Therefore we welcome, most heartily, the studies in ventilation to\nbe made by this Joint Committee and sincerely hope that the subject will be approacht\nwithout preconceived prejudices in favor of one system of ventilation, or another, and with\na willingness, so far almost unknown, of testing the ventilating system, not as to its\nmechanical operation, but as to its effect upon the health and welfare of the children for\n\nwhom all the systems are supposed to be devised.\nSomeone observed that we \"did not know much about bad air.\" This may be true,\nbut we do know a great deal about the qualities of good air, as it was intended as a\nmedium for man's existence. I am convinst we should have fewer dull children and fewer\ndrowsy audiences if some scheme were devised for giving each child and each auditor\nhis rightful supply of fresh air\n\ndirectly introduced without contact with dusty fans\n\nand microbe-filled air ducts.\nIn conclusion, let me say, that on the basis of the value of the work already accom-\n\nby this Joint Committee on Health Problems in Education, I trust that the\nNational Education Association will make an adequate appropriation for the future work\nplisht\n\nof the committee, assured, as it should be, of the vital contribution that will be made\n\ntoward the campaign for health, which should be the first subject, from now on, for\neducators to include in the school curriculum, instead of the last, as it has been heretofore.\n\nTHE MAIN ISSUE OF THE YEAR\nJOSEPHINE CORLISS PRESTON, STATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION, OLYMPIA, WASH.\nThis is a time when greater demands are made upon public education\nthan ever before in the history of our country.\n\nWe are confronted with an\n\nincreast shortage of teachers and threatened with a general breakdown of\n\nour public school system and educational standards.\n\nOur main issue this year is the teacher shortage question.\n\nWe have\n\npromist equal educational opportunity to each and every boy and girl in\nthis country.\n\nAs a matter of fact, unless each successive generation is\n\nafforded a higher standard of educational opportunity than the one wTiich\n\nimmediately precedes it, then as a great nation we are failing to cope with\nincreast responsibilities brought by the complexity of modern, social, and\n\neconomic life.\n\nMen have been entering the teaching profession in smaller numbers for\nMany of those who entered used it only as a stepping-stone to other\n\nyears.\n\nwork which brought greater financial return. The indifferent public sat by\ncomplacently knowing that there was a great army of women who were\nready and willing to supply the demand.\n\n(\n\n"}
{"page": 205, "printed_page": null, "text": "THE MAIN ISSUE OF THE YEAR\n\nCouncil]\n\nBut the world-war changed even this.\n\n189\n\nWomen—the type that made\n\nsuccessful teachers, refined, cultured women with trained minds and exceptional ability\n\n—were needed in trades and industry, the business world,\n\neven in agricultural life while the men were off to war and these fields had\nthe money to offer them greater financial returns for their work and many\nof our teachers accepted work in other lines from dire necessity.\n\nMany of\n\nthem left their chosen work with regret because of their love for children\nand the great opportunity teaching offers for real service, but children in\nthe home, an aged parent, a young brother in college, a sister struggling to\nbecome a teacher, these and countless other reasons forst them into\nthese other fields of work.\n\nWe lost thousands of our capable women teachers\n\nduring the war.\n\nThousands of young people, university lads and lassies not yet thru\nschool, normal-school students still in training, high-school graduates who\ntried the\n\nexamination and failed, some teachers whom we had relegated\n\nforever to the retired list of incompetency past thru the portals by way of\n\nthe emergency certificate to the closed doors and 65,000 schools of this\n\nland are\n\nnow in operation with underqualified teachers.\n\nAnd still our\n\nrecent survey in the National Education Association points to 35,000 schools\nin our country with no teachers\n\n—thousands, yes, millions of boys and\n\ngirls\n\nwith no school.\n\nAnd all of this in America that promises equal educational opportunity\nto each and every boy and girl in this great land.\n\nThe fundamental reason for our great shortage of teachers can only\nbe attributed to wholly inadequate salaries.\nIn order to meet this important issue squarely we must consider the\n\nThe taxation question is ever a troublesome one.\nThe evolution of the taxation problem so far as our schools are concerned\ntaxation question.\n\ncan best be given in Cubberly's words in his book on school revenue:\n\n\"Herbert Spencer in 1850 announst the doctrine that the taxation of a\nman's property for the purpose of educating another man's children is\nrobbery, and that the state has no more right to administer education than\nit has\n\nto administer religion.\"\n\nThe modern accepted theory of the state then assumes that the government not only can levy taxes for the establishment and maintenance of\nschools, but it is just as much its duty by this means to protect itself against\npaupers by maintaining almshouses, or against criminals by providing\njails\n\nand penitentiaries.\n\nThe ability of this generation to recognize education as something\nlarger than mere luxury or even discipline, to perceive it as a great force\n\nmolding national character, is one of the wholesome signs of the times.\nIn dealing with the great taxation question we must keep in mind,\nfirst,\n\nthe question of actual valuation of property versus assest valuation;\n\nsecond, the question of intangible property which escapes taxation; third,\n\n"}
{"page": 206, "printed_page": null, "text": "I90\n\n,\n\nNATIONAL EDUCATION ASSOCIATION\n\n[National\n\ntaxation for schools to raise sufficient funds to offer salaries which will attract\n\nour best young men and young women.\n\nOur great need\n\nin meeting the issue of teacher shortage this year is\n\nWhat does it mean\nwhen one of our state universities increase 465 per cent enrolment ? What\ndoes it mean that out of 5,000 enrolment in this same university a smaller\nto arouse an indifferent public to the facts before us.\n\nWhat does\nmean when our young people are not being attracted to the work of\nteaching? What does it mean when 1,000 of these same 5,000 enrol in\nenrolment is in the college of education than in pre-war times ?\n\nit\n\nthe college of business administration ?\n\nWe need a campaign of education in every locality, country, and state.\nThe time has come for school administrators and those in authority to be\nsanely and positively aggressive in placing before the business interests of\nthis country the fact that our biggest business in the United States is that\n\nof education.\n\nOnly as education is adequately finanst can the country\n\ndevelop along economic and industrial as well as social and moral lines.\n\nBecause of conditions forst upon us during the late world-war, a complacent public has been in no small measure aroused to the needs of the\nschool.\nIf the educational forces of this country do not grasp the opportunity\n\nand carry forward to a successful issue the matter of adequate support;\nif\n\nwe fail during this great crisis\n\nto convince the public that their boys\n\nand girls are the nation's greatest asset; that our children are entitled to\nthe men and women with the best brains and talent of the nation to be\ntheir teachers; then we shall have failed to secure for the children their\nrights.\nWe, as educators, have a duty to perform.\n\n"}
{"page": 207, "printed_page": null, "text": "\"\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—Nina C. Vandewalker, State Normal School,\nSecretary—^Julia Bothwell, supervisor of kindergartens\n\nMilwaukee, Wis.\nCincinnati, Ohio\n\nPresident\n\nFIRST SESSION—Tuesday Forenoon, July 6\nThe Department of Kindergarten Education of the National Education Association\nconvened in joint session with the Department of Elementary Education, Tuesday forenoon, July 6, at nine o'clock, at the West Side High School.\n\nThe meeting was called to order by the president, and the following program was\n-presented:\n\n\"The Elementary School and Demands to Be Made upon It as the Chief Agency of a\nDemocracy\" Sarah Louise Arnold, dean of Simmons College, Boston, Mass.\n\"The Kindergarten as a Foundation for Later School Work\" Bess Cunningham,\n\n—\n\n—\n\nState Teachers' College, Greeley, Colo.\n\"Possibilities of Free Activities in the Primary Grades\" (Illustrated)\nmerton, supervisor elementary instruction, Fort Wayne, Ind.\n\n— Gail Cal-\n\nSECOND SESSION—Wednesday Forenoon, July 7\nThe second session of the Kindergarten Education Department convened in departmental session Wednesday forenoon, July 7, at nine o'clock, at the Lafayette School.\nThe following program was presented:\nThe general topic for discussion was, \"Some Fundamental Requirements in the\nKindergarten of the School Whose Aim Is a Greater America.\n\n—\n\n\"Adequate Provision for the Health of Kindergarten Children\" ^Jeannette Ezekiels,\nKindergarten Department, Butte, Mont.\n\"5ujQ&cient Testing of Children's Intelligence to Insure the Wisest Guidance of Their\nDevelopment\" Virgil E. Dickson, Bureau of Research and Guidance, Public Schools,\nOakland, Calif. In the absence of Mr. Dickson, his paper was read by E. M. Cox, assistant\nsuperintendent of schools, Oakland, Calif., who also gave a brief history of the bureau.\n\"Kindergarten and Primary Work upon the Basis of Knowledge Revealed by the\nTests\" Elizabeth Woods, clinical psychologist, State Department of Education,\nMadison, Wis.\nDiscussion: Rose Jones, Kindergarten Department, University of Utah, Salt Lake\nCity, Utah; Bess Cunningham, State Teachers' College, Greeley, Colo.\n\n—\n\n—\n\nAt the business meeting the report of the nominating committee,\n\nconsisting of\n\nJeannette Ezekiels, Gail Calmerton, and Bess Cunningham, was presented by the chair-\n\nman. Miss Ezekiels.\n\nThe following ofl&cers were suggested and unanimously elected:\nMarion Hanckel, supervisor of kindergarten and primary\n\nPresident\n\n—\n\nRichmond, Va.\n\n—\n\ngrades,\n\nVice-President Barbara Greenwood, director of kindergarten department. Southern\nBranch of University of California, Los Angeles, Calif.\nSecretary Miss Anna Littell, supervisor of kindergarten and primary grades of\nDayton, Ohio.\n\n—\n\n191\n\n"}
{"page": 208, "printed_page": null, "text": "\"\n\n:\n\nNATfONAL EDUCATION ASSOCIATION\n\n192\n\n[Kindergarten\n\nMiss Irene Jenkins of Los Angeles read the following resolutions in honor of Dr.\n\nW. N. Hailmann, pioneer educator, universally known and loved by kindergartners\nWhereas, Our all wise Heavenly Father has called Dr. Wm. N. Hailmann home\nfor his rest.\n\n^\n\nAnd Whereas, Our debt to him as kindergartners is great, for that which he \"began\nby doing and teaching.\nTherefore, we, the kindergarten section of the Fifty-Eighth National Convention of\nthe National Education Association in convention assembled wish to acknowledge our\ndebt to him and voice our appreciation of this great friend of parenthood and childhood.\nA disciple of Frederic Froebel from his youth, his long life was given to the translation\nof his ideals and principles into all the processes of education.\nHim must we thank in large measure for the success of those first difficult years oi\nincorporating the kindergarten into the public-school system, and the infusion of its\nprinciples into and thru the primary grades.\nHis translations of Froebel's writings and his interpretation of educational principles\nwere a pregnant source of inspiration to educators and parents for many years.\nAs founder and older brother of our own kindergarten section in the National Educatioii Association he proved an unfailing source of comfort, counsel and inspiration, and\nwe shall miss him sorely.\nIn our regret at his passing, we rejoice that he will continue to live in the lives of each\n\none of us.\nResolved, That copies of this resolution be spread upon the minutes, one sent to\nDr. Kallmann's family, and to each of our educational magazines.\n\nThe meeting adjourned.\nBess V. Cuistningham, Secretary\n\nPAPERS AND DISCUSSIONS\nNECESSITY FOR ACTIVITY AND EXPERIMENT FOR THE\nEDUCATION OF LITTLE CHILDREN\nBESS CUNNINGHAM, DIRECTOR OF KINDERGARTEN, STATE NORMAL\nSCHOOL, GREELEY, COLO.\n\nGood citizenship is dependent upon a realization of seK in relation to\nothers.\n\nSocial Hfe is a conflict between the primitive egoistic tendencies,\n\nso apparent in early childhood, and the reasoned dehberative acts which\nresult from years of social experience.\n\nThe ego instinct is the basis of all\n\nlife.\n\nThe problem of education is not to rid ourselves of tendencies which\nwe may not Hke, but to use them. An instinct is dynamic and must find\nexpression in some form. The same desire for goods prompts the thief\nand the merchant. The difference is one of direction rather than impulse.\nEducation must see that the instincts are pointed right. Growth from the\negoistic to the accepted social viewpoint must be gradual.\nThru his experiences in school the child must be given opportunity to\ndiscover that the socially right conduct brings him the greatest satisfaction.\n\nHe should be encouraged to gratify his egoistic tendencies thru the mastery\nof social situations as varied as possible.\n\nThe child should be given opportunity to develop his own inhibitions.\n\nHe must be granted opportunity for work and play that necessitates\n\n"}
{"page": 209, "printed_page": null, "text": "Department]\n\nPHYSICAL DEVELOPMENT IN THE KINDERGARTEN\n\ndeliberation, so that he may grow into habits of thoughtful activity.\n\n193\n\nThe\n\nschool must emphasize the spontaneously appearing inhibitions so that\n\nthe child may make his social adaptations more readily.\n\nThere must be opportunity for the maximum of joy in wholesome lifeGladness is a food, not a stimulant.\nThe problem of education resolves itself into the establishment of an\ninstitution where the child, born with primitive tendencies which he must\nexpress, may have full opportunity to learn social adaptation and control\n\nactivities.\n\nby testing the powers of self in the group. The organization of the school\nmust be flexible as experiment is necessary to growth.\n\nTHE KINDERGARTEN MAKES ADEQUATE PROVISION FOR\nTHE CHILDREN'S PHYSICAL DEVELOPMENT\nJEANNETTE EZEKIELS, EXECUTIVE SECRETARY, HOME SERVICE, AMERICAN\nRED CROSS, BUTTE, MONT.\nNever has the nation been so fully aware of its health needs.\n\nNever\n\nbefore have so many agencies for the promotion and protection of health\n\nbeen initiated or strengthened.\ntests been made\n\n;\n\nNever before have so many studies and\n\nnever before have so many practical demonstrations been\n\nmade in an effort to increase the health intelligence of the American people.\nLulled to inaction by a groundless belief in our physical perfection we\nwere not prepared in the summer of 191 7 for the startling announcement\nthat we were a physically defective people; that of over 2,500,000 men,\n46\n\n.\n\n7 per cent or almost one-half were defective and 30 per cent were abso-\n\nlutely unfit for\n\nmihtary service.\n\nAlso the age-long behef that the man\n\nbrought up in the country was healthier and stronger than the man brought\n\nup in the city was shattered by the fact that the country draftees made a\nshowing only 12.5 per cent better than those from the city.\nOut of a population of 120,000,000 people, 45,000,000 are physically\ndefective; 37,500,000 are fairly healthy and only 19,500,000, or 6.1 per\n\n—figures that amaze,\n\ncent are in full vigor\n\nif\n\nthey do not astound.\n\nPractically one out of every ten babies born in the United States,\n\nwhich we call the most enlightened country in the world, dies during the\nfirst year.\nOf these deaths 62 per cent occur during the first two months\nand according to the Federal Children Bureau 17,000 women die in child\nbirth annually.\n\nExactly what is before us, what we are to do is shown by the fact that\n\napproximately 1,500,000 deaths in 191 7, 630,000 could have been\nprevented, for medical science has demonstrated that 42 per cent of all\nof the\n\ndisease and death is preventable.\n\nCommunicable diseases and degenera-\n\ntive diseases, including cancer, constitute the two causes of death.\n\nThe health intelligence of the American people should be increast.\nEvery individual should become\n\nfamiliar with the nature of physical\n\n"}
{"page": 210, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n194\n\n[Kindergarten\n\ndefects and know how to detect them, especially those of eyes, ears, teeth,\n\nadenoids, and tonsils, flat feet, and posture defects.\n\nThey should be able\n\nto detect the early signs of communicable and degenerative diseases and\n\nbe prepared to meet casual emergencies and accidents.\nChild- weKare has become a health slogan! It is truly the foundation\n\nAn essential part of the general\n\nstone in the health program of the nation.\n\nhealth program is home visiting by pubUc health nurses and health visitors.\n\nThe visit to the home has long been a kindergarten practice, each case\nbeing considered upon the basis of its needs.\n\nBy means of such visitation,\n\nthe suspicion or beginning of organic disease may be called to the attention\nof parents or the appropriate health authorities or agency;\n\nand physical\n\ndefects and deformities can be prevented or corrected and a general supervision maintained over diet and general hygiene.\n\nTo be well born, to have provision made for good health, to have the\nopportunity to play are the rights of every child.\n\nTaking note and pro-\n\nviding along these lines secure to the nation its most precious resource\n\nthe health of future generations.\n\nThe kindergarten makes provision for all of these by its health work\nwith parents, its oversight of the children's physical development and the\nsocial aspect and emphasis of its program.\n\n—\n\n—\n\nThe kindergartner the teacher ^knows what diseases are prevalent\namong children at different periods and stages of development. This is\nno simple task.\n\nIt calls for special preparation, for special training, and\n\nfor special knowledge.\n\nThe wise kindergartner\n\n—the teacher—\n\n^first\n\nseeks to know the physical\n\ncondition of the children who come under her observation and care.\ndetects physical defects, of eyes, ears, nose, throat,\n\nand teeth;\n\nShe\nspinal\n\ndeformity, malnutrition, tuberculosis, anaemia, and nervous states.\n\nWe are coming more and more to appreciate the intimate relations\n\n—\n\nbetween mental and physical conditions and especially those of us who\nhave the privilege of being with Httle children know that we cannot expect\nto find normal instincts, emotions, intelligence, or conduct in children\nsuffermg from any of the foregoing physical defects or who show disinclination to play.\nIf we cannot take hold of the play impulse and build upon it, there is\n\nvery little left of which we can take hold to aid us in our kindergarten\nour educational program. In play we find educational possibiHties;\nthru play the normal child interprets the life processes going on about\n\nhim; thru play he experiments with the materials, he creates a world of\nA disinclination to do these things, to enter into play, is one of\nhis own.\nthe earhest and most dependable symptoms of physical defect of malnutrition.\n\nMuch of the so-called naughtiness and badness of children today\nis\n\nregarded as due to the pathological conditions, and recent studies of\n\n"}
{"page": 211, "printed_page": null, "text": "PHYSICAL DEVELOPMENT IN THE KINDERGARTEN\n\nDepartment]\n\n195\n\ndelinquency show underlying causes traceable to some physical defect or\ncondition.\n\nMalnutrition, when severe, is one of the causes of hookworm and its\n\nupon mental development cannot be too greatly strest.\nThis is borne out by the fact that where school feeding has been inauguretarding effect\n\nrated, increast mental alertness has followed.\n\nThe kindergartner brings to the parent the fact of malnutrition and\ninstructs how it may be corrected and how to guard against it.\n\nShe tells\n\nthe parent that inadequate feeding, sometimes due to poverty but more\noften due to ignorance or neglect,\n\nis\n\none of its important causes.\n\nShe\n\nstates this to the well-to-do mother as well as to others less fortunate.\n\nTuberculosis collects in toll not only from the vast number of those\nafflicted\n\nwith the disease itself, but also from the great number who are\n\ncompelled to live in daily and constant association with those afflicted.\nIt is estimated that\n\ntwo or more million children now attending school\n\nwill fall victims unless much more is done to save them.\n\nState tuberculosis societies in the following statements emphasize this\npoint:\n\nOne- third of all poverty of the world is due to tuberculosis; one-\n\nhalf of the cripples of the world are crippled by tuberculosis; one-fourth of\nall\n\nsickness\n\ntuberculosis.\n\nis\n\ndue to tuberculosis and one- tenth of all deaths is due to\n\nAmong the 150,000 persons who are killed by tuberculosis\n\nin the United States every year there are more than 12,000 children under\nfive years of age.\n\nMost of this loss is preventable.\n\nMuch stress is laid upon the desira-\n\nbility of more playgrounds, more health supervision, more education toward\n\nMuch has been accomplisht among adults.\nThe adult understands and grasps the meaning of the benefits of rest, diet,\n\nthe eradication of the disease.\n\nand fresh air. Among children little has been accomplisht. Greater care\nmust be taken of children for many of the infections occur in early infancy,\nmainly, from contact with some tubercular person and those early infections have less chance for recovery.\nMuch depends upon the vitality of\nthe individual, the nature of the environment, and the habits of living\nof those with whom the children come in early contact.\nTherefore children must be protected.\nWe need to multiply the number of nutritional clinics and provide\ncamping grounds for children under the supervision and direction of those\nspecially trained for such service.\n\nThe kindergarten has pointed the way\n\nin its wise provision for excursions and outings.\n\nThe students of child psychology and child hygiene all emphasize the\nimportance of muscular activity.\n\nIn the kindergarten opportunity\n\nis\n\ngiven for much free movement and activities and also for controlled or\n\nmovement and activities on the basis of the children's stage of\ndevelopment and the limit or limitation of their physical powers and\ndirected\n\nendurance.\n\n"}
{"page": 212, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n196\n\n[Kindergarten\n\nThe kindergartner follows the order of the children's muscular development and provides opportunity for the exercise of the larger fundamental\nmuscles before calling into use the smaller of accessory muscles.\n\nIn this\nconnection the best kindergartens are insisting that in addition to the\nusual kindergarten room there shall be a playroom containing simple play\napparatus, such as slides, teeters, ladders, and similar devices.\n\nThere is\n\nmuch of value in this program that can be carried forward and continued\nthruout the elementary grades.\n\nMENTAL TESTING FOR ALL KINDERGARTEN CHILDREN\nVIRGIL E. DICKSON, BUREAU OF RESEARCH AND GUIDANCE, PUBLIC SCHOOLS,\n\nOAKLAND, CALIF.\nDuring recent years there has been a rapid growth of the use of mental\nFor\na long time, psychological clinics and laboratories have existed in connection\nwith a few city schools, for study and diagnosis of the feeble-minded and\nthose who were mentally so strange or abnormal that they constituted\noutstanding problems in the administration of the schools. For this\ntests as an aid in the classification and guidance of school children.\n\nreason, a popular impression has developt that mental- testing functions\n\nonly in connection with cases being considered as candidates for an institution for the feeble-minded or the insane or at best for a special class in\n\nthe public schools for the mentally retarded.\nis an essential factor in\n\nIt is true that mental testing\n\nthe study and diagnosis of the individuals for such\n\ninstitutions and such classes, but it is also true that its usefulness extends\n\nto the study and guidance of all other types of individuals.\n\nThe use of\n\nintelligence tests in the classification and placement of men in the army\nis well\n\nknown to most people now.\n\nThru the use of these army tests, the\n\npublic has awakened to the immense significance of the general mental\nlevel or mental capacity of an individual when considering the fitness of\n\nthat individual for certain tasks or responsibilities in life.\n\nGroup mental tests were developt during the war which enable us to\ntest large numbers of people in a short time with results that are fairly\nThese tests have been modified and adapted or new tests have\nreliable.\nbeen workt out on similar lines for use in the schools. Now thousands\nof school children are being tested and studied annually by these group\nThe group tests, however, are adapted to the needs of older chiltests.\ndren.\nThe forms designed for kindergarten and primary children at\npresent seem to show a very small degree of reliability.\nIf we are to use mental testing in the kindergarten or primary grades\n\nat present we\n\nmust rely upon the individual test.\n\nThe individual test\n\nthat I have used is the Stanford Revision of the Binet test.\n\nThis involves\n\n"}
{"page": 213, "printed_page": null, "text": "Department]\n\nMENTAL TESTING FOR KINDERGARTEN CHILDREN\n\n197\n\nsome expense because it takes a trained examiner from 25 to 40 minutes to\ngive the test to one child.\n\nThe first questions that naturally arise are:\n\"What benefits are derived from them?\"\n\n\"Are the tests worth while?\"\n\nWhat benefits are derived from the tests ?\n1.\n\nThey give a quick and impersonal judgment of the ability of each\n\nchild compared with a standard for normal children.\n2.\n\n3.\n\nThey reveal capacity which is ordinarily covered by timidity.\nThey reveal that talkativeness and forward manner do not always\n\nsignify real thinking power.\n4.\n\nparent\n\nThey often lead to a search for the cause of immaturity revealing a\nwho delivers the home responsibilities to the school at age four\n\ninstead of age five.\n5. They reveal children with good intelligence, but whose class behavior\nshows little or no training for its use.\n6. They often show that there are children ranging all the way from\nthe three-year mental level to the eight-year mental level thrown together\nin one kindergarten class.\nRecently, we discovered by mental test one of the most superior children\nin the city who had been in our schools for four years and no teacher had\ndiscovered his superiority. He was very timid and sensitive always doing\nWhen his\nhis work satisfactorily but never forcing himself to the front.\npower was known and he was given encouragement, he quickly developt\ninto a position of leadership.. Such a child as this would never pass the\n\n—\n\nkindergarten or first grade where mental testing is carefully applied.\n\nThe individual differences in kindergarten children cover a very wide\nrange.\n\nA distribution of a large sampling of our kindergarten tests during\n\nlast semester\n\nshows 3 per cent of our children in the three-year mental\n\nage, 15 per cent in the four-year, 45 per cent in the five-year, 29 per cent\nin the six-year, and 8 per cent in the seven-year mental age.\n\nThese per-\n\ncentages should by no means be taken as a standard distribution, but they\n\ndo indicate in a fair way the nature of the problem that faces the kinderIn no other grade in the school (except the first grade\nwhere there is no kindergarten) will there be found such a wide range of\nindividual differences. Into the kindergarten are thrown children from\neverywhere with only one prerequisite. Here are the large and the small,\nthe clumsy and the skilful, the select and the slum, the home-trained and\nthe Topsy-like, the well fed and the hungry, the English speaking and the\nforeign, the mentally superior and the mentally retarded with all the\nintervening stages in each range mentioned. The only measuring rod\nthat has been applied is that each has lived somewhere, somehow, in the\nbig world for approximately five years of time by the calendar.\nDemocracy impHes equality of opportunity. This should mean that\nevery child in our schools should have the opportunity to take that amount\nof mental development which his capacity permits.\nWe should make use\ngarten teacher.\n\n"}
{"page": 214, "printed_page": null, "text": "national education association\n\nIqS\n\n[Kindergarten\n\nof every available means to adapt our education to the needs of all children\nfrom the very first day they enter school.\nI wish to throw out a few suggestions for your consideration and for\n\nfurther experimentation.\nofifer\n\nSo far as I am concerned, I am not ready to\n\nany conclusions.\n\nThose mentally and physically below five years of age should be\nexcluded from the regular kindergarten either sent home or formed into\n1.\n\n—\n\na junior kindergarten division or class.\n2.\n\nThose above six years mentally and physically should be given an\n\nenricht kindergarten experience leading directly and quickly into a mixture\n\nand kindergarten training that permits them to use and\nThey should cover a wider curriculum\nand should probably make accelerated progress. We have tried out one\n\nof first-grade\n\ndevelop their capacities freely.\n\nsuch group with results that lead us to try others next year.\n3. Those over six years chronologically, but mentally retarded so that\nthey are unable to do first-grade work do not belong in the kindergarten\nas repeaters (except in rare instances).\nof the first grade\n\nThey belong in a special division\n\nwhere kindergarten and\n\nfirst-grade\n\nmethods may be\n\nmingled and work that approaches the first-grade curriculum be done\nat a slower rate of accompHshment.\n\nIt may be that a special first-grade\n\ncurriculum should be developt for these children. This we are also experimenting with at present with encouragement to continue the plan.\nIn conclusion, I believe that mental testing is an indispensable factor\nin the training of kindergarten\n\nand primary teachers and supervisors for\nin kindergarten and primary\n\nworking out the readjustment problems\neducation.\n\nINDIVIDUAL DIFFERENCES IN KINDERGARTEN CHILDREN\nELIZABETH WOODS, CLINICAL PSYCHOLOGIST, STATE DEPARTMENT\nOF EDUCATION, MADISON, WIS.\nI propose to talk to you about individual differences, not only in the\nintelligence of young children, but also in their personalities.\n\nFor purposes\n\ntwo parts, dealing first with the\nwith emotional, character, and personality\n\nof clarity, I shall divide the topic into\nintellectual side,\ndifferences.\nartificial\n\nand\n\nlater\n\nTo those of us who are vitally interested in children, the\n\nseparation of their intellects from their personalities, even for\n\npurposes of analysis and discussion, often seems comparable to Solomon's\nfamous method of disposing of that infant which created such excitement in\nPalestine a few thousand years ago.\n\nWe must admit, however, that the\n\nwise Solomon only proposed dismembering the infant who was the cause\nof the controversy, while we murderously carry out the full program,\ndissecting out the child's mind, putting to one side his dispositional traits\nand trends, measuring and weighing his mental function as separately as\n\n"}
{"page": 215, "printed_page": null, "text": "INDIVIDUAL DIFFERENCES IN CHILDREN\n\nDepartment]\n\n199\n\nmay be, and sometimes (God forgive us!) making recommendations for\nthe child which may influence his entire future on the basis of the mental\nmeasurements alone.\nI trust that these opening words will not be misunderstood.\n\nThere is,\n\nperhaps, no more ardent advocate of mental measurements, used by trained\nexaminers, and interpreted in the light of genuine studies of behavior,\n\nMy aim here is merely to emphasize\n\nand personality make-up.\n\ncareer,\n\nCORRELATION OF MENTAL AND CHRONOLOGICAL AGES IN\n60 KINDERGARTEN CHILDREN\n\n/\n\n// /\n/ / / / '•//\n/ /y A\"/ /\" / / /\n/\n\n/ //\n/\n\n/\n\n/\n\nyX_\n\ny\n\n^\n\n/'\n\n/\n\ny\n\ny\n\ny\n\n/\n\nX\n\n^\n\n/\n\n'\n\nyT\n\n/\n\nJy\n\n/\n\nX\n\nX\n\nX\n\n,\n\n/\n\n/\n\ny'\n\n/^\n\n^\n\n/\n\n>\n\nX\n\n^\n\n/\n\n/\n\n''0\n\nX\n\n/\n\ny\n\n/\n\n/\n\n/\n^\n\n/\n\n/-\n\n/\n\nX\n\n/\n\n^'\nc\n\n''\n\nX\n\n/\n\ny\n\nya.\n\n''\n\nX\n/+\n\n00\n\n\"^\n\n/\n\n,\n\n^\n\n^\n\n//\n\n^\n\nX\n\nX\n\n//\n\n^\n'^'\n\n/\n/\n\n/\n\n/\n\n/\n\n/\n\n/\n/\n/\n\n.\n\nX\n\n/\n/X\n\n'\n\n/\n\n^\n\nX/\n\ny\n\n^\n\n^*\n\n/X\n/\n\n/\n\n^\n\n^\n\n/\n\nf\n\n/\n\n/\n\ny/\n\n''\n\n/\nXy\n\nyX\n\nX\n\n/\n\nr\n\n'\n\n'\n\n/\n/\ny\n\n'\n\n^\n\nX\n\n^\n\n\"\n\ny\n\nyX\n\nX\n\n/\n\nX\n\nX\n\n/\n\n-h\n\n^\n\n/ /\n/ y /\n/\n/\nA // /\n/\n/\n/\n\n*^\n\nXX\n\ny\n\n/\n\n'\n\nX\n\nX\ny\nX\nX\nXX\n\n1\n\nX\n\nMental Age\n\nthe great importance of all the aspects of child nature and growth, and to\nshow the vital necessity of an understanding of the whole child body,\n\n—\n\nintellect, instincts,\n\nemotions and dispositional traits.\n\nIt is obviously impossible even to touch upon all phases of a thorogoing\nstudy of a child in a brief address. I shall, therefore, confine myself to\n\nthe discussion of mental abilities and personalities.\n\nAnd in the interest of\nconcreteness, I wish to present the results of a study of a group of sixty\n\nkindergarten children, analyzed both with formal standard tests, and\ninformally, from a behavioristic viewpoint.\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n200\n\n[Kindergarten\n\nThe chart shows the distribution of these children with reference to\nboth chronological or physical age and to mental age, as measured by\nBinet tests. As you see, the children varied from four and one-half to\nseven and one-half years, chronologically. In mental maturity, however, the differences (as is always the case in any group) are considerably\n\nThe most immature children mentally scored a mental age of four,\n\ngreater.\n\nwhile the most mature in mind had a mental age of seven and one-half.\n\nA word here with regard to the term mental age.\nshift,\n\na term ill-defined and ill-analyzed.\n\nAt best it is a makeWhatever it means, it does not\n\nmean, for example, that every individual to whom we assign a mental age\nof five years is like a normal child of five.\nOne sees precocious children of\nthree who score a -mental age of five, and who are very different from average\nfive-year children, in many ways.\n\nAnd the gross differences found between\n\nimbeciles who score a mental age of five\n\nneeds no comment.\n\nand the normal five-year child\n\nThe term mental age, however, has a connotation\n\nwhich is useful, and in any case, it has taken such root in psychological\nand educational literature that probably it will never be displaced. Let\nus think of a mental age of five years then, as describing a child (or an adult)\nwhere instincts, activities, and disposition may be utterly different from\nthose of an average five-year child, but the efficiency of whose mental\nprocesses such as perception, memory, judgment, thinking ability and the\nlike, is\n\nnot greater than that to be found in average five-year children.\n\nOn the chart the round dots represent average children, so far as mental\nability is concerned.\n\nAs you see, their mental ages do not vary more than\n\na year either above or below their chronological or physical ages.\n\nThese\n\nmake up the bulk of the class, 69 per cent of the entire number. The small\nhorizontal lines, above and to the left, represent the children whose mental\n\ngrowth is markedly behind their age in years. These children are mentally\nOne child yi years\ndull, and they make up 13 per cent of the total.\nof age, who scored a mental age of only 4, is a genuinely feeble-minded\nchild.\n\nTurn to the brighter side of the picture.\n\nThe small crosses below and\n\nto the right on the chart, represent the accelerated or above average bright\nchildren.\n\nThese make up 13 per cent of the group, 4 out of nearly 7 per\n\ncent showed even greater mental maturity, having an acceleration of two\n\nyears or over.\n\nMost of these children were physically advanst also, being\n\ntaller and better grown than the average child of their years.\n\nThis picture tells its own story and brings an inevitable conclusion.\nwrong, wasteful, and in some cases actually harmful for\n\nIt is obviously\n\nsame class,\nEven a superficial study\n\nchildren of such widely different mental power to be in the\n\nworking, or rather playing, at the same things.\nof the\n\nroom showed certain children sitting listlessly, never voluntarily\n\nattacking any project, having to be greatly stimulated or actually forst in\norder to get them to join in any games or activities.\n\nThese turned out to\n\n"}
{"page": 217, "printed_page": null, "text": "—\nINDIVIDUAL DIFFERENCES IN CHILDREN\n\nDepartment]\n\n20I\n\nbe mental four-year olds, with the exception of one case, a child not dull\n\nbut psychopathic, mentally ill.\nDr. W. H. Burnham, our foremost authority on mental\n\nhygiene,\n\nnormal minds, tells us that the first and more important demand for healthy mental functioning is the frequent experience of\nespecially for\n\nHe says,^ \"The stimulus of success affects the child in the cradle.\nsuccess.\nThe infant wrapt in his blanket, impelled by the fundamental impulse of\nactivity, twists and wriggles and squirms, and when perchance he frees\nhimself from the bonds that fetter him, he indulges in a debauch of motor\n\nThis is one of the great epochs in human development, when the\nfrom his own activity achieves perhaps for the first time a markt\n\nactivity.\nchild,\n\nsuccess.\n\nFancy, then, the criminal ignorance of keeping a child for a year\n\n—\n\nand how often this year lengthens into two in a place where he never\nachieves a success, where it is as clear to him as to his teacher and his mates,\nthat he cannot do well, sometimes that he cannot do at\n\nall,\n\nthe things\n\nwhich the others are doing.\"\n\nWhat shall we do about it ?\n\nThe ideal thing, and the thing which we\n\nconfidently expect to be the regular practice in the near future,\n\nis\n\nto\n\nhave a thorogoing psychological study of each child on its entrance to\nkindergarten, and a placement of the child on the basis of its findings.\n\nSome cities are beginning this work. Where it is still impossible, we recommend that principles, supervisors or teachers, trained in their use, employ\nthe Binet tests, and recommend the exclusion of children who make markt\nfailures in the requirements for four and one-half and five-^^ear children.\nSuch tests, alone, should not be interpreted as determining the child's\nnormality or abnormality, but they do offer a very accurate measure of the\nchild's present ability to succeed with the school work.\nAnd unless he\nhas a good chance of succeeding, he had vastly better wait a while before\nentering, for his own mental welfare.\nMost children scoring above expectation on these tests, showing a\nmental maturity of six years, should, in our opinion, be advanst immediately\nto first grade.\nA second promotion may be given as soon as enough of\nthe work has been mastered so that the child can do the work of the next\ngrade with ease and pleasure. All of this, if there are no physical or personality abnormalities of sufficient importance to merit their changing the recom-\n\nmendation.\n\nFor example, a small, frail child, superior in intelligence, but\n\nphysically unable to cope with\n\nfirst\n\ngraders,\n\nand showing \"seclusive\"\n\ntraits (liking to get off by himself and not playing normally with the others,\n\nmay profit more from the more homelike atmosphere and the more socialized\nconditions of the kindergarten than he would do from the more stimulating\n\nmental work of first grade.\n\nAnd this brings us to the second section of this address\ncussion of differences in personality.\n»\n\n—to the\n\ndis-\n\nNo teacher or mother needs to be\n\nW. E. Burnham, \"Success and Failure as Conditions of Mental Health,\" Mental Hygiene, Vol. Ill,\n\nNo. 3, July, iQig.\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n202\n\n[Kindergarten\n\ntold that each child has his own personality.\nAny observing and intelligent\nmother will tell you that she observed traits of character in her children\n\nas early as their sixth, or even their third month, which clearly distinguisht\n\nthem from each other, and which persist in their adult life.\n\nIt is exceedingly\n\nimportant that we recognize certain personality traits, early, and adapt\nthe training to them. For example, the child who has a tendency to selfdistrust, a feeling of inadequacy, needs special care and we should do our\nutmost to give him confidence in himself and trust in the love and respect\nwhich we show him, lest he develop a genuine neurosis and become a\n\ntypical\n\n\"seclusive\" or ''negative suggestible\" or some other type of\n\nMinds in which such functional disorders develop, are\nground in which genuine insanities may take root. In fact, there\nseems no doubt that a thoro-going history of many insane patients, a\npsychopath.\n\nfertile\n\nhistory which would give a continuous picture of the developing personality,\nwould show that as a child the individual gave unmistakable evidence of\nneurotic tendencies, and that definite personality abnormalities were\npresent, for all who understood to see.\n\nMore important still, psychiatrists\n\nbelieve that good mental hygiene would have saved many cases.\n\nPersonality make-ups in normal children must not detain us long here.\nExperience has doubtless taught every member of this audience to watch\nfor the too domineering child and provide him a healthful anti-toxin now\n\nand then in the way of an occasional seat at the foot of the table, as it\nwere; just as it has also shown the necessity of encouraging the overmodest\nchild with occasional exaltations.\n\nAnd so we might proceed thru a long\n\nBut since the deviations which normal children exhibit are merely\nmicroscopic samples of traits which, writ large and become habitual, are\nlist.\n\nsjonptomatic of true mental disease, we shall devote the remainder of the\n\ntime alloted to a discussion of the most important types of genuine neurotic\nand psychopathic cases.\nA last word to the parent and long-suffering teacher, lest the heaping\nupon her of so large a responsibility for the child's mental health may\ninduce in her melancholia, or some other mental abnormality! Let her\nremember that she, too, must live only one day at a time. It is always\ntomorrow or next week that one feels will probably be unendurable. One\n\nThen let us live in the present hour,\nand it will then become apparent that the\n\ncan always support the present hour.\nfully, hopefully,\n\nfearlessly,\n\nnumber of those hours which we can make almost perfect both for ourselves\nand for our children, is astonishingly large.\n\n"}
{"page": 219, "printed_page": null, "text": ":\n\nDEPARTMENT OF ELEMENTARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—^Lixlie Ernst, assistant superintendent of schools\nSecretary— Gail Calmerton, supervisor of primary instruction\nPresident\n\nSt. Louis, Mo.\n\nFort Wayne, Ind.\n\nThe Department of Elementary Education of the National Education Association\nconvened in regular session Wednesday forenoon, July 7, at nine o'clock, in the Methodist\nChurch.\nThe meeting was called to order by the president, and after a splendid discussion of\n\"The Plain Teacher Adapting Tools at Hand to Conditions,\" the following program\nwas presented\n\n—William F. Russell, dean, school of education,\n\"English Language a Major Element of the Elementary Curriculum\" —Howard R.\n\n\"Unification of the Curriculiun\"\nUniversity of Iowa, Iowa City, Iowa.\n^\n\nDriggs, professor of English, University of Utah, Salt Lake City, Utah.\n\"The Value of Instruction in Accident Prevention as a Factor in Unifying the\nCurriculum\" E. George Payne, principal, Harris Teachers College, St. Louis, Mo.\n\"Superintendent, Supervisor, Teacher\nProblem in Addition, Not Substitution,\nof Functions\"\nJohn O. Creager, principal. State Normal School, Flagstaff, Ariz.\nBusiness Session Brief business session ensued: The waiving of the reading of the\nminutes of the previous year, moved and seconded. So ordered. Moved and seconded\nthat the committee on unification of the various committees interested in early elementary\neducation be continued. The motion presented in 1919 as follows was then read by the\npresident.\nmotion was made by Miss Dobbs, chairman of the National Council of Primary\nEducation, that a committee from this body be appointed to cooperate with similar\ncommittees from the Department of Kindergarten Education and from the National\nCouncil of Primary Education in making a general survey and in working for the improvement of the equipment and furnishings of elementary classrooms.\nCommittee appointed: Theda Gildemeister, State Normal School, Winona, Minn.,\nchairman; Almuia George, assistant superintendent of schools, Seattle, Wash.; Alice\nPayne, teacher Ethical Culture School, New York, N.Y.\n\n—\n—\n\n—A\n\n—\n\nA\n\n^\n\nThe report of the nominating committee previously appointed was read by Elizabeth\nA. Woodward:\n\n—Frank M. McMurry, Teachers College, Columbia University, New\nVice-President—Marion Hanckel, primary supervisor, Richmond, Va.\nSecretary—Anna E. Logan, assistant superintendent of schools, Cincinnati, Ohio.\nPresident\n\nYork, N.Y.\n\nThe meeting adjourned.\nGail Calmerton, Secretary\n\n203\n\n"}
{"page": 220, "printed_page": null, "text": "204\n\nNATIONAL EDUCATION ASSOCIATION\n\n'\n\n[Elementary\n\nPAPERS AND DISCUSSIONS\nTHE VALUE OF INSTRUCTION IN ACCIDENT PREVENTION\nAS A FACTOR IN UNIFYING THE CURRICULUM\nE.\n\nGEORGE PAYNE, PRINCIPAL, HARRIS TEACHERS COLLEGE, ST. LOUIS, MO.\nEducation\n\nin\n\naccident prevention\n\nof physical education\n\nis\n\ncoordinate with the program\n\nand education in health.\n\nWhile the immediate\npurpose of this experiment is to develop instruction that will make the\nindividual physically fit, this experiment has a deeper significance in that\nit is merely\n\nthe beginning of an effort to reconstruct the whole curriculum\non the basis of the endeavor to realize specific social objectives as the\naim of education. Therefore, the subject of this address might well be\n\n*'An Experimental Effort to Secure Unity in the Elementary School Curriculum thru the Organization of the Subject-Matter of Instruction on\nthe Basis of Specific Social Objectives to be Realized thru the Educational\nProcess.\"\n\nThe object of the experiment in curriculum reconstruction is twofold.\nFirst, to make the aim of education concrete by setting up specific ends to\n\nbe realized.\n\nEnds that may be made apparent to the child as his education\n\ntaking place.\n\nSecond, to utilize these specific objectives to unify the\n\nwhole curriculum.\n\nThe history of the effort to secure unity in the school\n\nis\n\ncurriculum would afford interesting material for contemplation if we had\n\ntime to present it, but only a few high points may be noted.\n\nWhat is the justification for education in accident prevention ? During\nwe were involved in the worldwar the loss of life from those killed in battle, those who died of wounds,\nthe nineteen months, for instance, that\n\ndisease, and accident was about seventy-seven thousand, while one hundred\n\ntwenty-six thousand men, women, and children were for the most part\n\nsame\nDuring the same nineteen months fewer than three hundred\nthousand soldiers were wounded in the whole expeditionary force of two\nmillion two hundred thousand.\nMore than three million persons were\ninjured from accident in this country. The same sort of condition prevailed in every other city just as in St. Lonis and conditions were tragic\nhere.\nFor the five-year period in St. Louis, previous to 1918, about five\nhundred persons were killed each year thru accident. The number of\nautomobile fatalities had grown from eighteen in 191 2 to one hundred in\nThe number of school children killed by accident on the streets\n1918.\nand in the home had averaged more than one hundred per year during\nthese same five years.\nThe deaths from accident did not measure the\nloss.\nThere were around fifteen thousand accidents each year that did\nnot result fatally, and a loss of about one million dollars per year in property\ndamage from automobile accidents alone.\n\nneedlessly sacrificed thru carelessness in the United States in the\nperiod.\n\n"}
{"page": 221, "printed_page": null, "text": "—\nDepartment]\n\nMAKING LANGUAGE A REAL PART OF CURRICULUM\n\n205\n\nNot only may education in accident prevention then be justified on\nthe ground of the reduction of accidents, but it will also serve as perhaps\n\none of the most effective means of dealing with material within the experiences of the child and relating his experience to situations over which it\nis\n\nnecessary for him to gain control.\n\nIn what way does such instruction unify tlie curriculum?\nthis function in two important respects.\n\nFirst,\n\nIt serves\n\nsuch instruction puts the\n\nemphasis upon the development of controls of behavior, such as, ideals,\nattitudes, and points of view, with life-situations as the unifying factor,\n\nand makes it impossible for the teacher to hold the memorization of textbooks, outlines, or subject-matter as the end of instruction. Second, such\ninstruction demands the socialization of the educational process and offers\nsuch vital motives as will make impossible the organization of the material\nlearned except with reference to its use.\n\nThe introduction of safety into our\n\nstudies has helped create the\n\nspirit of carefulness which now runs thruout our school.\n\nWe have learned\n\nthat, of the lives saved in industry last year, only about one-third were\n\nsaved by safety devices, while two-thirds or more of the lives were saved\nby the development of a safety consciousness among the employers\nand the employees.\nIn conclusion let me say that instruction in accident prevention serves\nnot only to unify the curriculum but also to reduce accidents.\n\nThe record\n\nof deaths from accidents to school children in the city is nine for the first\nsix months of the year as opposed to twenty-five for the first six months\n\nof the year 19 19, and this is the first decrease in a similar period over a\n\nnumber of years.\n\nMAKING LANGUAGE A REAL PART OF THE CURRICULUMSYNOPSIS OF ADDRESS GIVEN BEFORE ELEMENTARY\nSCHOOL SECTION AT NATIONAL EDUCATION ASSOCIATION, SALT LAKE CITY\nHOWARD R. DRIGGS, PROFESSOR OF ENGLISH, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH\n\nLanguage work, to be most effective, must be taught not apart from,\nbut as a part of, the curriculum. In and of itself, language is an empty\nsubject.\n\nFilled with content it becomes a vitalized study.\n\ntoo much EngUsh simply for the sake of English;\n\nWe have had\n\nit is high time\n\nwe began\n\nto teach English for the sake of service.\n\nTo make language serviceable we must make it carry thoughts of real\nvalue.\n\nLanguage is not a content subject;\n\nthe main one given to human beings.\nrelation to the content subjects\netc.,\n\n—\n\nit is a channel of expression\n\nIt bears\n\nsomething of the same\n\nliterature, history,\n\ngeography, science,\n\n— that the railway system bears to the country^it serves. The railway\n\n"}
{"page": 222, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n206\nis\n\n[Elementary\n\na means of transportation, gathering passengers or freight, in form of\n\ngrain, cattle, and goods from the country it traverses.\n\nLanguage hkewise\nmust gather from the various other studies its content to carry from mind\nto mind.\n\nThis makes language vitally related and inter-related with every other\nvital subject in the course of study.\n\nIt holds, indeed, as close and com-\n\nprehensive a relation to the whole curriculum as the steel framework\nholds to the modern business building.\n\nEvery other subject in the course\non language for strength and support. Language,\nin turn, is filled with meaning and material from other subjects.\nThis premise leads to but one conclusion: To make an effective, a\nvitalized course in language is to make the framework of the complete curricuis\n\ndirectly dependent\n\nlum.\n\nIf the learner is to\n\nhis mother tongue,\n\nbe given a well-rounded training in the use of\n\nhe must be given opportunity to speak and to write\n\non various lines of vital interest to him.\nOur first duty then in mapping a course of language is to find these\nlife lines.\n\nThe second is to follow them progressively through the learner's\n\ndeveloping years from kindergarten up to college.\ntial lines\n\nfrom which can be drawn subjects\n\nWhat are the essen-\n\nfor worth-while language\n\nexpression ?\n\nThe following must. certainly be included in any vitalized course:\n\n—\n\nPupils should certainly be led to talk and\nwork out projects in composition pertaining to\nWholesome play and right health habits is the\ntheir physical well-being.\n1.\n\nThe health study line.\n\nwrite on topics and to\n\nend to be achieved here.\n2. The industrial line.\n\n—The work of the world\n\naffects vitally every\n\nDiscussion of boy and girl labor problems is a line of language\n\npupil.\n\nwork of keen interest. Willingness and ability to work should grow out of\nthis expression and the industrial training that necessarily goes with it.\n3.\n\nThe nature-study line.\n\n—Stimulation of an intelHgent appreciation\n\nof the great out-of-doors will result from well-directed discussions about\n\nConservation and proper use of our natural resources is another\ndesired result to come from this expression. Language and nature study\n\nnature.\n\nmay be readily correlated to the decided advantage of both subjects.\n4.\n\nThe geographical line.\n\n—Travel talks the\n;\n\nstories of industry\n\n;\n\ncreating\n\non people of other lands; and many\nscenic sketch books;\nbe worked out along this vital\nprojects\nmay\nother language-geography\nand\nto humanize the child's world.\nbroaden\nHne. The result will be to\nThe\nis the chief aim here.\npatriotism\nPractical\n5. The historical line.\nserviceable\nintelHgent,\nmaking\nof\nand\nthe\npreservation of American ideals\nIn the blending of language and history, the\ncitizens is a worthy goal.\nlittle lectures\n\n—\n\nAmericanization work will be greatly reinforced.\n\nAmong the fine projects\n\nthat may here be worked out are: 'gathering and preserving local history\nstories;\n\ncreating historical pageants and plays; retelling choice hero tales\n\n"}
{"page": 223, "printed_page": null, "text": "Department!\n\nMAKING LANGUAGE A REAL PART OF CURRICULUM\n\nof our country;\n\n207\n\norganizing and conducting young citizen clubs to discuss\n\nvital civic problems that come within the learner's hfe.\n\n—\n\nThe recreational line. High-minded mental recreation is the objective\nThis means the cultivation of right reading habits and an appreciation for music, art, and kindred subjects.\nSuch results may best be\n6.\n\nhere.\n\nachieved by giving the pupil the opportunity to express himself along\n\nLanguage work blends beautifully with literature, music,\nand art.\nStudies that develop a love of home are\n7. The home life line.\ngreatly needed in the American school.\nLanguage lessons leading to\nhome appreciation, and the stimulation of proper home entertainment,\nand inteUigent home-making will be most helpful.\n8. The moral life line.\nEvery lesson should help directly or indirectly\nto develop a sense of moral responsibility.\nFormal lessons in morality\noften defeat their own purpose; but moral training, unlabeled, must be\nartistic lines.\n\n—\n\n—\n\nThe language\ndrawing upon the Boy Scout and Girls' Campfire activities, the\nJunior Red Cross, and other right spirited endeavors toward righteousness\nand helpfulness, will do much to cultivate the spiritual and moral qualities\ngiven to develop the qualities necessary to our well-being.\n\nlessons,\n\nessential to make desirable and serviceable citizenship.\n\nThe foregoing brief summary indicates the two things that must be\ndone to make the language work in our schools alive and effective. In\nthe first place we must vitalize it by correlating it closely with other subjects.\n\nIn the second place we must organize it so as to make the lessons\n\nfollow the life lines.\n\nThus connected and systematized, our English work\n\nwill become a purposeful and resultful study.\n\n"}
{"page": 224, "printed_page": null, "text": ""}
{"page": 225, "printed_page": null, "text": "DEPARTMENT OF SECONDARY EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\nNorwood, Ohio\n—W. W. McIntire, principal, high school\nSecretary—^Anna Willson, graduate student, Teachers College, Columbia University\nPresident\n\nNew York, N.Y.\n\nFIRST SESSION—Tuesday Forenoon, July 6, 1920\nThe Department of Secondary Education of the National Education Association\nconvened in regular session Tuesday forenoon, July 6, at nine o'clock, in Barrett Hall,\nSalt Lake City, Utah.\n\nThe meeting was called to order by the president.\n\nThe secretary\n\nbeing absent, Frances Qualbrough, Salt Lake City, Utah, acted as secretary, pro tem.\n\nThe following program was 'presented:\n\"The High School's Part in the Making of a Greater America\"\n\n—\n\nJ. O. Engleman,\nsuperintendent of schools, Decatur, 111.\n?\n\"Is the Teaching of English in High School Functioning Ejffectively \" Ella M.\nDukes, supervisor of English in High Schools, Salt Lake City, Utah.\n\"A Report of the Work of Deans for Girls in Secondary Schools\" Anna Willson,\ngraduate student, Teachers College, Columbia University, New York, N.Y. In the\nabsence of Miss Willson, Frances Qualbrough, Salt Lake City, Utah, read her paper.\nDiscussion on the above subjects by Marie Gugle, Columbus, Ohio; Mr. Shepherd,\nKansas City, Kans.; C. L. Rice, Kansas City, Kans.; Miss Davis, Boise, Idaho; Mr.\nEngleman, Decatur, 111.; M. Hannibal, Fort Dodge, Iowa; W. W. McIntire, Norwood,\nOhio.\n\n—\n\n—\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 7, 1920\nThe following program was presented:\n\"Some Important Problems of the Junior High School\"\n\n—\n\nMarie Gugle, assistant\nsuperintendent of schools, Columbus, Ohio.\n\"The Six- Year Unified High School versus the Senior and Junior High Schools\"\nHarry M. Shafer, assistant superintendent of schools, Los Angeles, Calif.\n\"Some Lessons from the World- War with Special Application to the Work of the\nHigh School\" J. H. Beveridge, superintendent of schools, Omaha, Nebr.\nDiscussion C. L. Rice, Kansas City, Kans.; and Mr. Shepherd, Kansas City, Kans.\n\n—\n\n——\n\nThe following officers were elected for the ensuing year:\n\n—\n—\n—\n\nPresident Clarence L. Rice, Kansas City, Kans.\nVice-President\nGuy C. Wilson, Salt Lake City, Utah.\nSecretary Minnie Oliverson.\n\nTHE HIGH SCHOOL'S PART IN THE MAKING OF A GREA TER\nAMERICA\nJ.\n\nO.\n\nENGLEMAN, SUPERINTENDENT OF SCHOOLS, DECATUR, ILL.\n\nThere was wisdom shown by the committee in the selection of my\ntopic, for high-school men and women, especially high-school teachers, are\n\nand books, with discipline and teaching\nand extra-classroom activities, that we do not often enough attempt to\nso busy with details of lessons\n\n209\n\n"}
{"page": 226, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2IO\n\n[Secondary\n\norient ourselves, or to formulate for our guidance a statement of our aims\n\nand larger objectives. We have inherited our course of study. We rightly\nassume that most that we teach and most that we do in high school will\nsomehow result in desirable changes in the lives of high-school students,\nbut we seldom attempt to justify our work or inquire what a high-school\ncourse does or ought to do more than to prepare for college entrance.\nThere is, however, a tacit assumption that the high schools of the\ncountry have a function quite apart from college preparation; that their\ngraduates who never go on to college get something they need, both for\ntheir individual and the social good.\nWhat this is, it is our task at this\ntime to try to state.\n\nAt the risk of seeming dogmatic may I say that a greater America\nshould expect, from the high school, instruction and training that will\nincrease the physical efficiency of our citizenship; develop its latent power\nto think;\n\ndiscover its occupational bent and give preliminary training for\n\noccupational usefulness;\nleisure;\n\nequip it for an intelligent, wholesome use of its\n\ndemocratize it to the extent that sympathy may take the place\n\nof antipathy; cooperation be substituted for individualism; the interest\n% of the masses be placed above that of any class; selfishness be condemned\nrather than condoned whether exhibited by capital or labor, by the rich or\nthe poor, by the college-bred or the illiterate, by employers or employes;\nby the American-born, or the alien in our midst. Finally, may I add, our\nhigh schools should teach a finer Americanism that will magnify our country,\nits flag, its institutions, its language, its ideals, without doing violence to\nthose of any other nation not incompatible with our own. To these\n\nobjectives let me revert.\n\nI need not remind you that there must be a proper physical basis in\nhealth, energy, and endurance, for\n\nany dynamic leadership\n\n—\n\nintellectual,\n\nIdeas and ideals become potent only when translated\n\nmoral, or spiritual.\n\nThe Great Teacher to whom Christian civilization\nmost indebted for its high ideals, spent a great part of his time in dealing\n\ninto action by somebody.\nis\n\nwith men's bodies\n\n—\n\n^healing the sick, restoring sight to the blind, unstopping\n\nthe ears of the deaf, cleansing the leper, feeding the hungry, raising the\n\ndead and the near-dead to life.\n\nTho such an idealist as the world had not\n\nseen and has not seen since his day. He was wont to say, *'If ye know shete\n\nHe found no more inconsistency\nthings, happy are ye if ye do them.\"\nbetween life, health, strength, and bodily vigor, and a deep spiritual life\nthan the Greeks found between their outdoor sports, exercises, and contests\non the one hand, and a marvelous intellectual and aesthetic development\nwhich their didascalea were contributory.\nThat our high schools should give training in the power to think need\nnot be defended here. In the face of the battle that was waged so long\nbetween the champions and the foes of the doctrine of formal discipline a\nmere superintendent may well hesitate to be very dogmatic here, but the\n\nto\n\n"}
{"page": 227, "printed_page": null, "text": "Department]\n\nTHE HIGH SCHOOL AND A GREATER AMERICA\n\n211\n\ntruth is that the world recognizes that the student who has gone thru our\nbetter high schools has a greater residuum in mental power, in poise, than the\nchild\n\nwhose formal schooling closes with the ©lementary-school course.\n\nThe high school really does open doors of opportunity not usually opened\notherwise to young people. This was demonstrated over and over again\nwhile our government, under pressure of war, was looking for men who\ncould be trained quickly for the minor military offices, while the business\n\nworld almost universally demands such preliminary education on the\npart of those whom it would promote to any position of leadership and\nresponsibility.\n\nThe third contribution which a greater America expects from our\nsecondary schools, I have called \" occupational efficiency. \"\n\nDr. Spaulding,\n\nin the April number of the Atlantic Monthly, names it as the second of the\n*'\n\nthree minimum, definite comprehensive objectives that American public\n\neducation should set for itself. \"\n\nary schools.\n\nThis is essentially the task of our second-\n\nSomething can be done in the upper grammar grades in\n\n—indeed such guidance\n\nthe direction of vocational guidance\nfully given in\n\nis\n\nbeing help-\n\na number of schools in grade eight or nine.\n\nBut while\n\nstudents may with profit be set to thinking along vocational lines at this\nstage in their schooling, it is not possible nor feasible to give them much\ntraining of distinct vocational or occupational value before they reach the\n\nHere must be found in our larger schools not only\ngood academic courses in the liberal arts, but commercial, agricultural\nsenior high school.\n\nhousehold arts, a variety of technical and trade courses suited to the\ndiverse interests\n\nand needs of young people of high-school age.\n\nIf it is\n\nprofitable for the state to provide liberally for the training of its future\n\nteachers, doctors,\n\nand lawyers, it is no less its duty to make generous\n\nprovision for the training of its vastly greater number of future bread-\n\nwinners on the farm, in the shops, in business, and in the home.\n\nThe primary aim of vocational education is to equip the student to\nMore\n\nearn a living for himself and those who may be dependent on him.\n\nremotely considered, its aim is to enable the student ultimately to serve\nsociety, and make a just return for what society is doing for him.\n\nWhen\n\nvocational training is preceded by wise vocational guidance and direction\n\nmust result in the maximum of personal satisfaction and growth that\nmay come to one thru his work. Furthermore, as the commission on the\n\nit\n\nreorganization of secondary education has well said in its report two years\n\nago:\n\n\"Vocational education should aim to develop an appreciation of the\n\nand a clear conception of\nbetween the members of the chosen vocation, between\ndifferent vocational groups, between employer and employes, and between\nproducer and consumer.\" This is a task for all that high-school teachers\nhave of tact and delicacy, but it must not be shirkt because it is difficult.\nsignificance of the vocation to the community,\n\nright relations\n\n"}
{"page": 228, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n212\n\n[Secondary\n\nThat the high school should contribute to a Greater America, a more\nenlightened and a more sensitive civic consciousness and conscience will\n\nbe granted, I'm sure.\n\nIn the first place, like the grades below it, it is our\n\nmost democratic institution. It is the great leveler of society. It breaks\ndown class distinctions as no other agency in our midst is able to do. Our\nhomes sometimes cultivate snobbery. Even our churches are not always\nfree from the caste of wealth.\nWhen Dives goes to worship he doesn't\nexpect his wife to sit beside his scrub-woman. When Croesus goes to\nchurch, he may be content to sit behind his chauffeur on the way, but\nsuch relative positions in the pews is quite another story.\nIn school\nhowever, in the public school, at least, sons and daughters of the rich and\nthe poor, the high and the low, the first citizens and the immigrant, mingle\non terms of perfect equality. If there is any aristocracy recognized, it is\nthat of mental ability and goodness of heart. Dallas Lore Sharp recently\nstated in his Patrons of Democracy ''Neither life nor the getting of a living,\nbut living together this must be the single public end of a common public\neducation hereafter\nWe must go to school; we must all go to\nschool; we must all go together to school, with a common language, a\ncommon course of study, a common purpose, faith, and enthusiasm for\ndemocracy\nNothing less than the democratization of America\n,\n\n—\n\ndare be our educational aim.\"\n\nThis, certainly, our high schools can help\n\nto bring to pass.\n\nSamuel Gompers is perhaps right when he argues the divine right\nof labor to strike for better working hours, wage, or conditions,\n\nare unbearable and it takes a strike to better them.\n\nif\n\nthese\n\nBut Governor Allen\n\nand Governor Coolidge are right when they recognize that certain rights of\n\nAnd\nwe are to find our way safely between the Scylla of one of these rights\n\nthe masses of citizens transcend even the right of a class to strike.\nif\n\nand the Charybdis of an opposing right, it will be because education has\ngiven us knowledge and quickened our civic conscience to the point that\nwe can live and let live at the same time.\nRecapitulating, the high schools of America must dedicate themselves\nconsciously to the high task of conserving and promoting the health,\nrationalizing the leisure, disciplining the minds, discovering the occupational\n\nbent,\n\nand developing and sensitizing the civic sense of their students.\n\nConcurrent with all these efforts should be the aim to make their citizens\nin the making individually ethical, actuated by the spirit of service, a spirit\n\nemanating first of all from their teachers.\nThousands of high schools are daily helping in these very ways to\nmake a Greater America. Our responsibility is to make their tribe increase.\n\n"}
{"page": 229, "printed_page": null, "text": "\"\n\nDepartment]\n\nTEACHING OF ENGLISH IN THE HIGH SCHOOL\n\n213\n\nIS THE TEACHING OF ENGLISH IN THE HIGH SCHOOL\n\nFUNCTIONING EFFECTIVELY?\nELLA M. DUKES, SUPERVISOR OF ENGLISH IN HIGH SCHOOLS,\nSALT LAKE CITY, UTAH\n\nThe effective and correct use of the Enghsh language of 1920 is a far\nfrom the formal, grammatical, and rhetorical speech\ndemanded in former speech and writing. Recent vital changes in every\nphase of industrial, social, political, and international relations show a\ndemand for informality and a tendency to display a variable use of expression\nwhich aims to attract or to please; to interest or to amuse. The speaker\nor writer who expresses his most serious thoughts in modern newspaper\nEnglish is perhaps the one who is applauded most loudly in public, and\ndifferent question\n\nread most convincingly in newspapers and magazines.\n\nNew standards for the effective use of the English language seem\nnecessary, or a strong attitude of mind to combat the new and uphold the\n\nformer standards must be taken.\n\nThe English taught in the high school is supposed to function in so\n\nmany widely different channels that it seems an endless responsibiUty to\nfollow to the end many of the various lines.\nIt must function effectively\nwhich we are told it does not with the college professor's standard.\n\n—\n\n—\n\nThe English of high-school boys and girls must meet the approval in polite\nforms of expression and in faultless execution in writing, of the man in\n\nwhose office they seek employment, or of the business world in which they\ntry to compete.\nTheir English must conform intelligently to the standards\nof the social Hfe which they are supposed to enter.\nThey must be able to\ninterpret the language of the most carefully and laboriously written article\nin a discursive magazine, express themselves in language of the sports page\nof the American newspaper, read understandingly each plank in the platforms of the great poHtical parties, and, most difficult of all, courageously\navoid any laxity of speech or use of every-day, popular expressions\ndesignated \"slang.\"\n\nDoes high-school English function effectively? It should be rememLooking at the question\nin a broad way, and on first thought, we might answer with some truthfulness\n\"With the standards of the college and university professors,\nno! With the standards of everyday life, yes!\"\nThere is a wide difference to young people between the classroom\nEnglish and the speech of everyday life such a difference that oftentimes\nthe English of the classroom is lookt upon as a language not to be used in\nbered that '' effectively \" does not mean perfectly.\n\n—\n\n;\n\ncommon conversation or the user is designated as a prude. Correct speech\nis shunned with much disfavor.\n\"The one who uses the loud voice, or the\njargon of the street seems many times most popular with his companions.\nIt is said that \" cute, \" \" swell, \" and \" fierce \" seem to be the three adjectives\n\n"}
{"page": 230, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n214\n\ntaught to the growing generation.\n\n[Secondary\n\nWe have all heard the boys from\n\noverseas tell with amusement and some pride of the cafe sign in a foreign\n\ncountry, \"English spoken here\n\n—^American understood.\"\n\nIt\n\nseemed to\n\nthem rather patriotic to have an American language.\nThe opportunities offered in the English department of many high\nschools are almost equal to those offered in expensively equipt vocational\nschools, with their up-to-date machinery, high-priced conveniences,\n\nand\n\ncomparatively well-paid instructors.\n\nThe English department offers attractive and appropriate work for\neach aspirant, aside from the wide choice in English of the various classical,\nscientific,\n\ncommercial, and vocational courses.\n\nMore work is being done\n\nin widely different lines at less extra expense by the English department\n\nthan by any department of the high schools of today.\n\nThere is work for\n\nthe one who wishes to contend in debate, to enter dramatic work, to take a\n\ncourse in short-story writing, or to benefit by the drills in oral expression\nclasses.\n\nApphed English courses are open to those interested in journal-\n\nism, public speaking advantages are urged, home-reading\n\nand\n\nlibrary\n\nreference work are under the direction of interested and able instructors\nin the department.\n\nDuring the past few weeks a little questionnaire was given to a hundred\nmore Seniors in a large high school. The following questions were\naskt: (i) \"What in your four years of English work has been of most\npractical value to you? Why?\"\n(2) \"What has been most interesting\nor enjoyable to you in the high-school English work ? Why ? \"\n(3 ) \" What\nchange or changes would you suggest in the English work of your high school ?\nWhy?\" In looking over the papers there were some surprises found. It\nwould seem from many of the answers that English is functioning in some\nIt is\nlines, at least, in the estimation of some high-school young people.\nor\n\nrather encouraging to find statements in large numbers, such as the fol-\n\nlowing:\nI do not hesitate to say that English composition has been of the most practical use\ncomposition work I was\nI have found that thru\n\nto me, as well as the most enjoyable.\n\nmy\n\nbetter able to express myself in the short story writing. It is an aid to me in expressing\nmy thoughts in correspondence, or in any way in which I have done my talking on paper.\nIt has been a joy to me to know that I can express myself easily and to watch the words\n\nforming themselves as I write without groping blindly for them.\n\nFrom a boy's paper:\nI have acquired in my four years' English course something that I consider of inestimable value. I have learned to love the fine and inner things of literature. I have learned\nas they say \"to read between the lines.\" I have become acquainted with the customs,\nideas, and civilization of lands other than ours.\n\nA practical value\nThe English and American literature have been of most practical value to me, because\nmy father to buy the works of some of my favorites, so that I may\nalways find them in the library at home. I think English work makes one realize the\ngreat things in the world, and how small one really is.\nI have really persuaded\n\n"}
{"page": 231, "printed_page": null, "text": "STANDARDIZING THE QUALIFICATIONS OF DEANS\n\nDepartment]\n\nThese\n\nlines\n\n215\n\nquoted verbatim from high-school papers are of some\n\nvalue in determining the attitude of young people toward the English\n\nwork of the high school.\nThere must be, however, devices of some kind to create or arouse in\nthe general public greater regard for the correct use of the EngHsh language\nand a more patriotic feeling for a real standard of good usage. The work\nin classrooms alone, of colleges and high schools, seems to make progress so\nslowly along this line that some real and immediate motive must be brought\nto bear as additional help.\n\nSome steps have already been taken, and with a fair measure of success.\nThe \"Better Speech Movement\" of the past year has resulted in some\npermanent organizations in various localities in the way of ''Good EngHsh\nClubs, \" ''Voice-Training Circles, \" and \"Better Speech Societies. \" \" Community English\" classes wholly for the study and practice of oral and\nwritten composition and for the betterment or revival of the lost art of\nletter-writing are urged and organized in centers where efficient local\ninstructors are possible.\n\nWomen's clubs, we are told, are also out to save\n\nour English language.\n\nIn order that the teaching of English in any classroom may function\neffectively in the various lines demanded there\n\nmust be continued to the\n\nbitter end, the untiring, patient, optimistic work that scores of good English\n\nteachers (not the poor ones) are doing all over this land of ours today,\nregardless of unappreciative approval, in the face of criticism from every\nsource, where it can be made, and in spite of the prediction that failures\n\nare more noticeable each year.\n\nNext to character, we are told, power in speech is to the greatest number,\n\n\"To train to effective speech is a patriotic\nWhen a real national pride is aroused and there is a love for our\n\nthe best thing we can offer.\n\nduty.\"\n\nlanguage such as we feel for our country's flag, there will be a responsibility\nfor a division of labor in the teaching of correct English, felt by each indi-\n\nvidual who instructs in any subject.\n\nThe various lines in which danger\n\nto our \"mother tongue\" seems most fatal will eventually adjust themselves.\n\nNot only the English department alone of the high school, but all branches\nof the educational system will function effectively in the use of our native\n\ntongue.\n\nTHE NEED OF STANDARDIZING THE QUALIFICATIONS OF\nDEANS FOR HIGH SCHOOLS\nANNA WILLSON, GRADUATE STUDENT, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY,\n\nNEW YORK, N.Y.\n\nUntil very recently, all that was required of the girl graduate of our\n\nhigh schools was that she should have a diploma certifying that she had\n\ncompleted the required number of credits.\n\nNow society is awakening to\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2l6\n\nthe idea that this is not sufficient.\n\n[Secondary\n\nIn our Republic with the responsibilities\n\nof suffrage resting upon all our women, it is of the utmost importance that\nall our girls complete high school and that they are there trained in health\n\nhabits, standards of sanitation for home and community, ability to meet\n\nand cooperate successfully with all kinds of people, comprehension of the\npolicy of our government, ideals of the American home, elements of thrift,\nsanity regarding vocations, social conduct, religion, and thrift.\n\nWith a prophetic insight of this large vision of education. Professor\nStevens, of Columbia University, has secured such authorities as Dr. Wood,\nProfessors Goodsell, Snedden, Tallman, Van Arsdale,\n\nand others to help\n\nher in conducting a course of education known as \"Problems for Advisors\nfor Girls.\"\n\nShe has realized the chance of a higher standard of morality\n\nand a more enhghtened type of citizenship. It is apparent that whatever\nlifts womanhood lifts the whole future race and stimulates a finer quality of\nfatherhood.\n\nThe fate of this new Vision of improvement rests upon the attitude of the\nprincipals and superintendents of schools.\n\nOld traditions might prompt\n\na petty jealousy of the power and influence such a woman must have.\n\nThere are unfortunately still a few benighted men who resent the idea of\nequality of men and women in education just as in the past ages the influence\nof the mother was ignored in order that the father might be considered more\nimportant. The needs of the children require that men and women work\ntogether without consciousness of jealousy or ri/alry. If this broad view\nprevails, strong, splendid women will be chosen as deans instead of the\nmeekly inoffensive sort. The dean may be either a figurehead or a power.\nThe idea may become a passing fad or almost immediately stamp itself as a\nnatural and scientific prevention of certain incipient tendencies for evil.\n\nThe recent development of the psychology of adolescents from its\nbeginnings with Hall to the investigations of Barnes, Thorndike, Judd\n\nand HoUinsworth have given a true insight into the dangers or opportunities\nthat may come to our youth. Every year in a child's life is fraught with\nBut after the first six years,\ninfinite possibility for future good or evil.\nno period is so important as that of the high-school age. Almost any\nwrong tendency of the earlier years may be swept aside by the flood of\ninfluences and emotions which rush over the souls of the boys and girls in\ntheir teens.\nNo physician has such responsibiUty as the administrator of a\nhigh school. The compulsory education laws and the diversified curriculum are of doubtful value unless during the adolescent period that divine\nspark which lurks in every youthful soul is quickened into a steady flame\nwhich shall make safe the future.\nIt is the unportance of this fact that has brought the dean of high-school\ngirls, as a factor in high-school administration in schools where the principal\nis a\n\nman.\n\nAnd in all probability the dean has come to stay with us always.\n\nObviously, the\n\nqualities\n\nof\n\ncharacter,\n\ntraining,\n\nand duties necessary\n\n"}
{"page": 233, "printed_page": null, "text": "Department]\n\nSOME PROBLEMS OF THE JUNIOR HIGH SCHOOL\n\n217\n\nmust be establisht before success is assured and this is just what Professor\nStevens is doing. As a result from a recent investigation from reports of\nthe office of high-school deans in a hundred representative schools, Professor\nStevens discovered that widely differing ideas of the qualifications existed,\n\nfrom that of an easy-going ''motherly soul\" with no education qualifications, to the really necessary qualifications as set forth by Professor Stevens'\n\nreport in The Teachers College Record, September, 1919, as follows:\n\n''The adviser of girls ought in reality to be an exceptional woman with\nknowledge and judgment and tact equal to every emergency. She should\nbe up-to-date in her study of present and future tendencies regarding the\neducation of women; their relations toward the home, vocations, politics,\nlabor, social service;\n\ntheir leisure, choice of friends, use of\n\nmoney and\n\ntime.\"\n\nShe must have had vital contact with successful people, and be familiar\nShe must be versatile, resourceShe must be able to organize and to lead without killing\nful, and capable.\nwith the best authorities on her problems.\ninitiative.\n\nThus her\n\ntraining\n\nmust include besides a\n\ncollege\n\ndegree\n\nknowledge of health habits and\nconditions; second, psychology as a basis of understanding and questions\nof sex and moral tendencies; third, a study of ethical and economic questions:\nfourth, religious training as a basis for character and social service; fifth,\na broad knowledge of vocations and familiarity with the demands and\nrewards of all work open to women.\nThus the work of a dean includes professional advice for physical,\nmental, moral, social, religious, and economic development.\nAnd the hopeful thing about it all is that such a calling when thoroly\ngraduate study in the following:\n\nfirst,\n\nstandardized, will attract the very cream of\n\nwomanhood to its ranks, and\n\nbring to the public high school the same practice of conventions and the\n\nsame broad culture which obtain in the best private schools. As a result,\nthe girl of the high school will be respected and admired in business,\ncollege, and society.\n\nSOME PROBLEMS OF THE JUNIOR HIGH SCHOOL\nMARIE GUGLE, ASSISTANT SUPERINTENDENT OF SCHOOLS, COLUMBUS, OHIO\n\nA few years ago, it would have been desirable to preface a talk on the\njunior high school with a detailed account of its history, plan of organi-\n\nand arguments in its favor. Now, however, it may be safely\nassumed that such an audience as this knows about it, believes in it, and\nhas had more or less experience with it. In that experience many problems\nhave arisen, a few of which we shall discuss this morning.\nIn a recent number of a secondary-school journal, a writer claimed\nthat pupils have been made to feel that the purpose of the intermediate\nschool is to hurry them thru their school career. If that is true, something\nzation,\n\n"}
{"page": 234, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n2l8\nis\n\n[Secondary\n\nwrong somewhere, but not with the intermediate school idea. It is no\nOur experience in Columbus is just the opposite. We\n\nsuch short cut.\n\nstarted junior high schools in 1909.\n\nRecently I made a statistical study\n\nof the growth of our schools during the last ten years.\n\nour city's population increast 30.6 per cent.\n\nDuring the decade\nDuring the same time the\n\nincrease in enrolment in the elementary school, grades\n\ni to 6, was 27.5\nper cent; in the intermediate school, grades 7, 8, and 9, the increase was\n\n82 .6 per cent; and in the senior high school, grades 10, 11, and 12, it was\n\n71.5 per cent. The absolute increase in the junior and senior high schools\nwas greater than that in the elementary school.\nWhile other causes may have contributed to our marvelous growth in\nthe intermediate and high schools, it cannot be wholly explained except\nthru the influence of the junior high school organization.\n\nIn establishing junior high schools, opposition will be met on the part\nelementary- and high-school teachers. Elementary principals\nand upper-grade teachers will not want to give up the '' flower of their\nschools.\" Afterward, however, these same people will say, \"Never\nbefore have the fifth- and sixth-grade pupils had a fair chance. We never\nknew so much could be done with them. \" The senior high-school teacher\nis prone to be a little condescending in her attitude and to consider that\nher standards are being lowered in giving what she calls \"play work\" to\nthese younger pupils.\nFor example, a high-school teacher who likes to\nteach demonstrative geometry in an academic way, keeps up her standard\nof both\n\nby letting 25 per cent of the pupils fail, while another 50 per cent has very\nlittle idea of what it is all about.\nShe may object to teaching observational\ngeometry in the eighth grade as play work, partly because she does not\n\nknow what observational geometry really is, and partly because she thinks\nthat the pupil has too much joy in the work for it to be truly educative.\nOne group of problems may be designated as managerial. The problems included are:\n\ngrouping children by former school districts, by\n\n(i)\n\ncourses elected, or by intelligence rating;\nof course of study;\n\n(2)\n\nguidance in pupils' election\n\n(3) the gradual introduction of departmental teaching;\n\n(4) the amount of high-school credits given.\n\nThere seems to be no justification in continuing the groups determined\n\nby previous schools.\n\nIt fosters cliques in the new school, prevents natural\n\ngrouping thru common interests, the making of new friends, and the unity\nnecessary to develop the proper school spirit.\nIt\n\nis\n\ncontended by some that Grade VII B pupils are too young to\n\nThat may be true, for many people do not elect\n\nmake elections wisely.\n\nwisely their courses in senior high school and college or their vocations\n\nand avocations in later life. Some urge that election be delayed until\nGrade VII A. What conceit to think that in one short semester such\nwisdom can be developt\nThe latter plan merely continues the elementary\nschool six and a half years and shortens the junior high school.\n!\n\n"}
{"page": 235, "printed_page": null, "text": "Department]\n\nSOME PROBLEMS OF THE JUNIOR HIGH SCHOOL\n\n219\n\nIn order to help pupils in their selection of courses of study and elective\n\nA few weeks before mid-year\nand before the close of school in June, each intermediate principal visits\nGrade VI A of all the elementary schools in his district. He gives to each\npupil a printed outline of the courses of study and a registration blank.\nHe explains the nature and purposes of each course. The pupils take\nthese outlines home and advise with their parents and elementary teachers\nbefore making their choice. The course of study must be very flexible\nso that a pupil may transfer later if necessary from one course to another\nsubjects, we workt out the following plan.\n\nwithout sacrificing too much time.\n\nOur senior high school principals make similar semi-annual visits to\nGrade IX A classes of their neighboring intermediate schools.\nSome objection has been made to the abrupt change from the one-room,\none-teacher plan to complete departmental teaching.\n\nIn small junior\n\nhigh schools one teacher must teach several subjects.\n\nIn larger schools,\n\nit\n\nseems best to deliberately introduce departmental teaching gradually.\n\nIn the seventh grade, we try to arrange our programs so that a pupil takes\nat least two, perhaps three, subjects with one teacher.\n\nForeign language\n\nand English make a good combination. English and history is another.\nUnder the guidance of sympathetic teachers, it is surprising how\nquickly these young folks adjust themselves to the new plan and enjoy it.\nMuch discussion has arisen from the problem of giving high-school\ncredit for intermediate school work.\n\nThe only subjects in the seventh\n\nand eighth grade for which we give high-school credit are foreign languages\n(Latin, French, and Spanish), and the commercial subjects of stenography\nand typewriting. In these studies we offer Grade IX B work in the two\nsemesters of the seventh grade and Grade IX A work in the eighth, giving\na half unit of credit in each for the year on the basis of five periods a week.\nTypewriting, as other laboratory studies, requires double time for the\n\nsame credit.\nNinth-grade work in the intermediate school receives regular highschool credit.\n\nIf a ninth-grade study is taken in the seventh and eighth\n\ngrades, tenth-grade work is given in the ninth, with credits accordingly.\n\nAdministrators and teachers\n\nmay revise and reorganize courses of\n\nWe need real\nThese should be written, not by college\nprofessors or even high-school teachers who have exaggerated academic\ntendencies but by real teachers who know the intermediate problems and\nneeds and who, above all, know the intermediate child.\nI do not know which subject has the greater need of texts, English,\nstudy but most teachers will continue to teach textbooks.\n\njunior high school textbooks.\n\nscience, or history and citizenship.\n\nCertainly we are not satisfied with our\nMost of our histories written for older\npeople are too academic. Each author seems afraid to leave anything\nout for fear someone will think he does not know it. We are just making\n\nattempts to teach English.\n\n"}
{"page": 236, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n220\n\na beginning in the teaching of citizenship.\n\n[Secondary\n\nTruly, tho, the junior high\n\nschool offers an unparalleled opportunity, for its pupils are so unspoiled,\nso eager, so responsive, so able to learn much thru participation.\n\nThis suggests another of many problems that might be mentioned,\nwhich we shall call social for want of a better name. It includes the\nphysical education or play, the various clubs and organizations of a social\nnature, student councils, orchestras, bands, and glee clubs.\n\nA pupil may\n\nbe letter perfect in his book lessons, but unless he takes some active part\nin the so-called extra-classroom activities he is not being properly educated.\nIt is more important that a boy learn how to get along with his fellows, how\n\nto meet people, how to play fair, how to win, and how to lose than how to\n\ntranslate a chapter of Caesar or give a book review.\n\nand social guidance by a sympathetic\nEvery junior and senior high school should have a dean of girls\nor a woman vice-principal, if the principal is a man. If the principal\nGirls especially need personal\n\nadvisor.\n\nis a\n\nwoman, it is just as necessary to have a man vice-principal for the boys.\n\nMay I suggest that every one who has the guidance of young people either\nin the home or at school read an article on \"Boys and Girls \" in the Atlantic\n\nMonthly of June, 1920?\n\n(The same issue has another excellent article on\n\n''The School Shop\" that every teacher should read.)\n\nTeachers for the intermediate schools should be the best in every way.\nFirst of all, they should be the best in personality, in understanding, and in\n\nThey should know so much of their subject\nThey must\nhave the widest training and broadest outlook possible. They must be\nable to see big things big, and small things small. They must be able to\nrealize that it is more important that a boy develop the feeling of achievement and the habit of succeeding than to memorize the incidents of Washsympathy with young folks.\n\nthat they can make big truths simple enough for children.\n\nington's\n\nadministration or a\n\nShakespearean sonnet which he cannot\n\ncomprehend.\n\nOther things being equal, the college graduate is more likely to have\na broader outlook and better understanding of people, than one without\nsuch training. Therefore, in Columbus, all teachers classified as intermediate must be graduates or have the equivalent preparation in their\nSince they have the same qualifications, they are on\nspecial branches.\nthe same salary schedule as the high-school teachers.\n\nThey are mostly,\n\nteachers of experience in senior high or elementary schools or in both.\n\nThe junior high school should in no sense be a training school for the\nsenior high school.\n\nMany other problems might be mentioned, which must be solved by\nAmong these are supervised, study; saving\n\nteachers and administrators.\n\ntime now wasted in recitations;\n\ncaring for the slow pupil without the\n\ndiscouragement that comes from failure; caring for the accelerated pupil\n\n"}
{"page": 237, "printed_page": null, "text": ":\n\nDepartment]\n\nSIX-YEAR VS. SENIOR AND JUNIOR HIGH SCHOOLS\n\n221\n\nwithout making him a spendthrift of his time and energy by holding him\nback for the so-called average pupil nor by pushing him too far ahead with\npupils physically and socially more mature.\n\nNew problems will be con-\n\nWe welcome them as signs of growth and progress.\nThe junior high schools need buildings and equipment; they need\n\nstantly arising.\n\nvaried and well-organized courses of study with suitable textbooks;\n\nabove\n\nall\n\nthey need wise leaders in principals and teachers\n\nbut\n\nwho have\n\nunderstanding and vision, wise enough to know that the child needs the\nright opportunity, the right stimulus\n\nand encouragement, or in other\n\nwords a chance to grow right.\n\nTHE SIX-YEAR UNIFIED HIGH SCHOOL VERSUS THE SENIOR\nAND JUNIOR HIGH SCHOOLS\nHARRY M. SHAFER, ASSISTANT SUPERINTENDENT OF SCHOOLS,\nLOS ANGELES, CALIF.\n\nThe term intermediate school, or junior high school, has been interpreted in various localities in different ways.\n\nA considerable variety of\n\ngroupings of school grades has been evolved in different communities and\nthe term intermediate school or junior high school applied to all of them.\n\nFor the purpose of this discussion, intermediate or junior high school will\n\nmean a grouping of grades seven, eight,. and nine to meet the need of the\nadolescent thru departmental organization, differentiated courses of study,\n\nand other means adopted for passing the child who has finished the sixth\ngrade on thru three years of life and work to the tenth grade.\nThru annexation of territory from time to time, the school system of\nthe city district of Los Angeles has been increast until it now includes a\ndistrict six hundred and twenty-one square miles in area.\nIn this district is\nincluded almost every variety and type of school to be found in a school\nsystem, based upon the organization plan determined by the school laws\nof California.\n\nWithin this territory may be found one-room, two-room,\n\nthree-room rural schools; six-room, eight-room, or ten-room schools such\nas may be found in a town, and the larger schools of the kind that a city\n\nusually supplies.\n\nSome schools are in valleys, some on mountain sides,\n\nothers are along the seashore,\n\nand many are in crowded foreign districts\n\nwithin the city proper and a still larger number are located in residence\ndistricts.\n\nIn serving the needs of grades seven, eight, and nine, three types of\norganizations are employed in Los Angeles\nI.\n\nSchools organized on the six-six plan with either the entire upper\n\nsix grades segregated in one building, or combined in a building with the\n\nlower\n\nsix.\n\nSuch schools are found\n\nin\n\nwhat may be termed the rural\n\n"}
{"page": 238, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n222\n\ncommunities which are part of the city system.\n\n[Secondary\n\nGraduates of the eighth\n\ngrade are awarded diplomas.\n\nall\n\n2. Departmentalized seventh and eighth grades in schools containing\ngrades of the elementary school and passing pupils to the ninth grade\n\nin either a junior high school or the first year of a four-year high school.\nEighth-grade graduation exercises are held in such schools and diplomas\n\nare awarded.\n3. Eight junior high schools graduate pupils to the first year of the senior\nhigh schools or the tenth year of the school course.\n\nFor the first plan, which is in use in small schools, it is claimed that the\naddition of the seventh and eighth grades to the usual smaller high school\nrenders possible a greater school plant.\n\nIncreast enrolment makes better\nand better equipment possible by reason of resulting\ngreater revenues.\nSuch departments as machine shop, home economics,\ncommercial, and woodwork profit decidedly by added facihties.\nIncreast enrolment, resulting from consolidation of neighboring small\ndistricts, results in a greater number of teachers and a more diversified\n\nhousing\n\nfacilities\n\ncourse of study.\n\nThe greater number of students resulting from consolidation increases\nenthusiasm and makes possible many school activities which could not be\nattempted in a small school. Larger groups of interested students add zest\nand the stimulus of competition to all class work; such subjects as oral\nexpression and debating may include interclass and interschool contests,\nwhich motivate these lines of work; volume and spirit are increast in such\nsubjects as music, especially in chorus and glee club; operettas and plays\nafford training and athletics function thru opportunity afforded for expression; and increast receipts place school enterprises upon self-supporting\nbasis.\n\nThis type of school also serves to hold the intermediate pupil in school\nlonger than would otherwise be the case.\n\nAs a result of increast interests,\n\ntogether with enforcement of compulsory education laws, very seldom\n\ndoes a student desire to drop out at the end of the eighth grade.\nIt may be said in criticism of this organization that:\nI.\n\nThrowing the seventh or even the eighth grader in with a crowd of\n\nlarger and wiser pupils, is a very serious matter.\n\nThe association of boys\n\nand girls of junior high school age with young people of senior high school\nmaturity brings consequences which are highly undesirable and unfavorable.\nThe disparity of age in students, some as young as ten and eleven\nand some as old as twenty and twenty-one makes the first question to be\ndecided: ''Shall the plan be for one school or two schools under one roof ?\"\nIf the first alternative is the\n\nanswer, the next question to be decided is,\n\nshall the discipHne, rules, etc., be planned for the first two, middle two, or\nlast\n\ntwo years ?\n\nIt is said that the only practical way is to plan for the\n\nweakest and youngest.\n\nThis worked a hardship and an unneeded and\n\n"}
{"page": 239, "printed_page": null, "text": "Department!\n\nSIX-YEAR VS. SENIOR AND JUNIOR HIGH SCHOOLS\n\nundesirable\n\nrestraint\n\nupon the older student.\n\nIf this\n\nplan\n\n223\nis\n\nfor\n\ntwo\n\nschools under one roof, conflicts and confusion result.\n2. The making of a six-year high school program is determined largely\n\nby the fixed requirements of the intermediate sections with their added\nhours.\n\nWhat is left of the instructor's time may be parceled out among the\n\nstudents of the high-school grade.\n\n*'The\n\nintermediate\n\ntail\n\nswings the\n\nthree- to six-year high-school cat.\"\n3. It may also be added, as teachers in this class of schools are on the\nsame salary rating as in the main city schools, the cost of such schools per\ncapita is greater than in the larger schools. The problem of finance in\nrelation to the smaller schools is a more difficult one to manage than in\n\nthe larger schools.\n\nThe general feeling is that this form of organization, notwithstanding\nthe best solution so far obtained to meet the situation in a\ncommunity or in the small town surrounded by tributary school\n\nits faults, is\n\nrural\n\nterritory.\n\nIt brings better results\n\nthan does the plan of running small\n\nseparated schools as individual units.\n\nConsoHdation, while\n\nit\n\nleaves\n\nmuch to be desired and introduces new problems, is such an improvement\nthat it should be continued in place of the old plan.\n\nUnder the second plan, it is claimed that the elementary school has\n\nmuch more spirit, vigor, enthusiasm, and obtains better results because of\nthe presence in the schools of the seventh and eighth grades.\ncipals of elementary schools claim that this is the result.\n\nMost prin-\n\nSuch a claim\n\nmaximizes results that are beneficial to grades one to six, while it minimizes\nor overlooks the handicap suffered by adolescent pupils who are detained\n\nunder an elementary-school regime at a time when nature is demanding a\nnew and changed regime.\nThe strongest claim in the school containing grades one to eight is\nmade for the child of foreign-born parents who is closely attached to the\nschool of his childhood, who shrinks from breaking his association with\nthat school, and who fears the strangeness and association of a new school\nand a changed environment. Usually a semester or less time puts him at\nease and renders him happy and content.\nExperience has demonstrated that both the elementary-school child\n\nand the adolescent get on better and develop more satisfactorily when\n\nThe very reason for the founding of the\nnew situation, of the\nappearance of new nature in the individual, demands such segregation.\nsegregated in separate schools.\n\njunior high school, namely, a recognition of a\n\nIn situations where junior high schools are not accessible, or within\nconvenient reach, the whole plan of arrangement by grades one to eight\n\nLong trips undertaken daily by street car or other conveyance\nThe nearer the school is to the home\nof the pupil, the more satisfactory will be conditions.\nJunior high schools\n\nis followed.\n\nare to be avoided so far as possible.\n\nare being provided as rapidly as possible.\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n224\n\n[Secondary\n\nTo the third plan, that of the junior high school-senior high school,\nthe following objections are made:\n1.\n\nThe foundation years of high-school subjects are taken from the\n\nhigh school.\n\nWork in these years and subjects is done in an entirely\n\ndifferent school.\n\nWhere the foundation years, as well as the senior high\n\nschool years, are under the direction of the same headship of departments\n\nand same instructors, Coherence in the work results.\n\nThere is a better\n\narranged plan on which all of the years are conducted.\n2.\n\nAfter the student comes to the senior high school, he reaches the\n\npoint where it is necessary to do considerable out-of-school study.\n\nThe\n\nelementary tradition of no outside study can be best overcome where\nthe conditions of study are gradually evolved rather\n\nchanged.\n\nthan suddenly\nIn this way, routinized attitudes are broken up and latent\n\nenergy of the pupil is gradually developt.\n3.\n\nIt is claimed that\n\nteachers\n\nand many\n\ndepartmental type of program, involving many\n\nsubjects,\n\ntends to nervous instability and mental\n\nThe break at the end of the ninth year in passing from one\nschool to another and from one organization to another is in this way\nmade more striking.\n4. The excess number of subjects together with liberal election, puts\nscatteration.\n\nthe pupil ahead of his real ability.\n\nFourteen-year-old pupils are com-\n\nbined with sixteen-year-old ones; literature and other subjects too advanced\nfor the younger pupil are undertaken and the younger individual is forced\n\ntoward an outlook which is beyond his mentality. He usually passes the\nsubject but fails to derive full value from it. This tends to increase\nthe desire on the part of the pupil to pass subjects rather than to obtain the\nmaximum of training from the pursuit of a given subject, when the onward\nurge throws him away from a thoro mastery of the fundamental elementary\n\nwhen the teacher attempts to teach him algebra, she\nor when\nshe endeavors to conduct Latin or a modern language, she must spend\nsubjects.\n\nLater,\n\nfinds it necessary to run back to more fundamental arithmetic;\n\nmore time teaching English.\n\nA fundamental reason for establishing the junior high school in Los\nAngeles was the belief that time, probably a year, could be saved in the\nschool life of a child.\n\nJust how much time may be saved and how it may\n\nbe saved are still problems under investigation. Whenever essentials shall\nhave been distinguished from non-essentials, it will be possible to reduce\ntime and content of course of study. However, such reduction should\nbegin prior to the seventh grade.\n5.\n\nThose who\n\ncriticize\n\nthe three- three\n\nplan\n\nthink that the\n\nmuch\n\nneeded discipline for the young person of the adolescent age is not obtained\nin the junior high school; that much better results would be obtained\nunder a plan which did not make the break at the end of the ninth year.\n\n"}
{"page": 241, "printed_page": null, "text": "Department]\n\nSIX-YEAR VS. SENIOR AND JUNIOR HIGH SCHOOLS\n\n225\n\nThe new compulsory education law in California provides for schooling\nthru the tenth year for the normally advanced pupil.\n\nTwo years under\n\none roof, that is, the ninth and tenth year in the senior high schools, will\nhold many more pupils for graduation than making the break at the end\nof the ninth year.\n6.\n\nBecause of a considerable list of electives, the pupil tends to over-\n\nload in the junior high school, and thus undertake excess work at the\n\nexpense of good work.\n\nHe comes to the senior high school attempting to\n\nmade in junior high school in order that he may\nshorten his senior high school course. The inter-relations between high\noffer additional credits\n\nschools\n\non this point must be watched very carefully in order that the\n\nmediocre pupil may not crowd his education to such an extent that it\ngraduates him badly prepared.\n\nPupils should not be sent into high-school\n\nclasses beyond their mental maturity.\n\nIn favor of the junior high school-senior high school plan, it may be said:\n1.\n\nThat the interests, attitudes and activities of children eleven, twelve,\n\nthirteen, and fourteen years of age are quite different from those of yoimg\n\nmen and women fifteen to nineteen years of age.\n\nAll of the physiological\n\nand psychological differences which have been stated by the specialists and\nwhich it is not our province to restate here, urge such an arrangement.\nThe very mentality of the human being as he develops from year to year\ndemands that a different type of school organization recognizing different\nconditions in his life be organized.\n\nThe association of the pupil of the junior high school with the senior\nhigh school pupil leads to the repression of the younger and standards\nbeing set by the older, said standards being of a type quite unsuited to\nthe need of the younger pupil at his stage of development.\n\nThose in the\n\njunior high school are really boys and girls, while the ones in the senior\n\nhigh school are young men and young women.\n\nIn their attitude toward\ntoward school work, toward all sorts of school activities, there is a\ndivergence of interests. The younger enjoy play, while the older are\n\nlife,\n\nfitted for\n\nformal sports.\n\nEvery speaker who has addressed junior high\n\nschool audiences has been cognizant of the youth of the audience, the\n\ntendency to '' wiggle.\"\n\nHe has found that the type of address to which\n\nthe senior high school student will listen intently, will promote restlessness\nor playfulness when given before a junior high school audience.\n2.\n\nThe pupil of junior high school age requires a different type of subject-\n\nmatter, different organization of the same, and different plan of instruction\n\nfrom that used in senior high schools.\n3. The junior high school can give to each child from the elementary\nschool a new knowledge of his own special abilities and a vision of the\npossibiUties and values of higher education.\nIt is a place for both discovery\n\nand revelation.\n\n"}
{"page": 242, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n226\n\n[Secondary\n\nHere, too, the adolescent forms some idea of that other-mindedness,\nthat altruism, that social service so greatly needed in the present-day\nworld.\n4.\n\nThe speed of the bright pupil is accelerated.\n\nplaced in associations more suited to his abihties.\n\nThe slow pupil is\n\nPupils as a whole gain\n\ntime.\n5.\n\nPre vocational training and vocational work are undertaken.\n\nreflects\n\nthe industries of\n\nthe locality and links up with\n\nthe\n\nThis\nlife\n\nof\n\nthe community.\n\n7.\n\nPromotion by subjects becomes a practice easily employed.\nNumbers passing to senior high school are largely increased.\n\n8.\n\nBy retention of ninth grade pupils in junior high school, the con-\n\n6.\n\ngestion in senior high school is relieved.\n\nAttendance in senior high school\n\nis more limited to students of like interests, ages, and requirements.\n9.\n\nThe high school Freshman class which has been a source of much\n\nanxiety and of grave concern, works under conditions better suited to their\nstage of advancement, mentally,\n\nmorally,\n\nphysically,\n\nand\n\nis\n\na\n\nmore\n\nsatisfactory group in the junior high school than in the senior high school.\n10.\n\nThe school-supervised study of pupils of junior high schools gives\n\nbetter results for pupils of that age than does the home-study method of\n\nthe senior high school.\n11.\n\nThose who are acquainted with the plan and the results obtained,\n\npupils, teachers, administrators, patrons, are practically unanimous in their\n\nendorsement.\n12.\n\nMost teachers in higher grades are college trained and emphasize\nnearly all in the lower grades are normal-school prepared and\n\nsubjects;\n\nhold the child as paramount.\n\nIn this vital matter the junior high school\n\noffers decided advantages.\n\nAs a result of the use of the three different types of organization previously mentioned, the Los Angeles schools find the six-three-three plan\n\nwith the junior high school in a separate building from the senior high\nschool the one to be preferred. Offering electives in the seventh grade\nhas not brought desired results and is now being discontinued with the\nidea that the work done on the standard subjects may be vitalized and\nvaried to meet the need of the pupil.\n\nA subject from which very poor\n\nresults have been obtained in the seventh and eighth grades is stenography.\n\nA trial has shown that this is a subject adapted to more mature minds and\nbrings better results when undertaken later in the course.\n\nOther subjects\n\nhave brought similar results to a smaller degree.\nA recent bond issue provided for the construction of three junior high\nschools, and a senior high school in a district where a junior high already\nexists, thus indicating the present policy.\n\n"}
{"page": 243, "printed_page": null, "text": "THE WORLD-WAR AND SECONDARY EDUCATION\n\nDepartment]\n\n227\n\nINFLUENCE OF THE WORLD-WAR ON SECONDARY EDUCA TION\nJ.\n\nH.\n\nBEVERIDGE, SUPERINTENDENT OF SCHOOLS, OMAHA, NEBR.\n\nEvery institution of our country was toucht either directly or indirectly\nby the world-war. No social, educational, business, or religious institution\nescaped. It is too early to say just what permanent influence has been\nOur problem is to deal with the influences of the war upon the\nexerted.\nsecondary schools as evidenct to date.\n\nWhen we come face to face with the fact that 29 per cent of the men\nin the first selected draft were found physically unfit for military service,\n\nthe necessity for better and more efficient physical training becomes evident.\n\nSome statisticians had known previous to the war that we were losing 10 per\ncent of our total productive power thru preventable illness and that we\n\nwere, from an economic standpoint, losing a billion or more dollars every\n\nyear because of ill health.\n\nThe people did not realize this.\n\nThe American\nSome cata-\n\npeople seem to content themselves by saying, \"All is well.''\n\nclysmal crisis seemed necessary to awaken them to a sense of their responsi-\n\nThat\n\nbility.\n\ncrisis\n\ncame.\n\nThen we realized that we have constantly\n\nabout us in this country about three million people on the sick list. Between\nIf you were to add to\nI J and 2 per cent of our population die every year.\nthe loss indicated above the cost of medical attention given these people\nthe cost of ill health coupled with the cost of physical unfitness soon goes\n\nbeyond our power of comprehension. No estimate can be placed on the\nmental and physical suffering caused by illness and death in families of\nthis country.\n\nIt is said that one-half of the high-school pupils\n\nphysical defect.\n\nhave some form of\n\nThese facts were brought forcibly to the attention of\n\nour people by the war to the end that secondary schools are now giving\nmore attention to physical training and health supervision. We are not\nclear at this time as to just what kind of physical training will meet the\nsituation best in preventing disease and correcting defects.\nIt should be\nthe aim of the secondary school to formulate a program that will make\nhealth more contagious than disease now is. All pupils must find a place\nin this program.\nThe training at the present time in most systems is for\nthe few.\n\nIt should be for all.\n\nInstruction should not only be given in the\n\nprinciples of health but these principles should be put into practical operation.\n\nPhysical fitness is the basis of all economic, social, and personal\n\nefficiency.\n\nIt is the basis of\n\ngood cheer, happiness, and congeniality.\n\nThe physical program of the secondary school should be a reality and\nnot an excuse. In most secondary schools athletics now constitute the\nmost important part of the physical training program. This program has\ngone thru the process of growth. First it was opposed, then tolerated, and\nnow approved. It would seem that the stone which the builders rejected\nmay yet become the head of the corner in physical training. Outdoor\n\n"}
{"page": 244, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n228\n\n[Secondary\n\nrecreation and play has a more important place in the physical program than\n\nformerly.\n\nStill more attention should be given to this part of the program.\n\nWe must not forget the *'r61e that physical education methods played in\nfurnishing recreation to the army and to war camp communities. It means\nmuch to the physical program of the secondary schools to know that in\nJ:raining for war 2,000,000 men of America became accustomed to physical\ntraining forms of recreation and that the methods of the teacher were used\nin giving this training.\n\nSecondary school men should welcome the stimulus given to physical\n\nand health supervision during the war. It is the\ncommunities and boards of education will be\nstimulated to provide better facilities for carrying on this work. It is\nhoped that teachers may be able to secure such inspiration that they will\ntraining, recreation,\n\nbelief of the writer that\n\ngive particular attention to their\n\nown physical welfare.\n\nThe boards of\n\neducation must not hesitate to provide restrooms for teachers.\n\nIf,\n\nas in\n\nsome cases, they object to calling the room by this name, let them call it\nrecuperation room, recreation room, or resuscitation room.\n\nIt is not so\n\nmuch what it is called as what it does for the teacher.\nThru the use of mental tests for determining the ability of men for\nspecific kinds of service and the capacity and capability of men for pro-\n\nmotion in the different departments of the service an impetus was given to\nfurther study and application of mental tests in school work. Army\nofficers were at first skeptical concerning the service of the psychologist in\nmilitary affairs but before the close of the war the army officers were more\nenthusiastic concerning the value of mental tests than the psychologists.\nIt is\n\nindeed doubtful if we who are in the educational field could have\n\nsecured the same confidence in the value of mental tests that we now have,\n\nhad they not been used in the war.\nIn our own city-school system tests have been given to 1,200 eighthgrade pupils who will enter the various high schools in September.\n\nThe\n\ninteUigence quotient of each child is in the hands of the principal of the\n\nhigh school which the child has signified his intention to attend.\n\nThis\n\nwill enable the principals of the several high schools, to a large degree, to\n\nclassify these children in the several subjects according to mental abihty.\n\nThe teachers having these children in charge will be enabled to have them\nprogress more nearly according to their respective abilities. This is mentioned as an illustration of a contribution made by the war to secondary\neducation in the way of confidence attained in the value of mental tests.\nAt the present time we have what is called an accelerated school made\nup of pupils who after having been recommended by the grade-school\nprincipal have past mental tests, such as Otis, Haggerty, or Simon-Binet\n\nwith an intelligence quotient sufficient for us to recommend that they\ncomplete a semester's work in a six weeks' summer-school session. Slightly\nover half the children recommended attained the standard required by\n\n"}
{"page": 245, "printed_page": null, "text": "THE WORLD-WAR AND SECONDARY EDUCATION\n\nDepartment]\n\n229\n\nthe Department of Research and are now doing work in the accelerated\nschool.\n\nThe present money stringency is again calling our attention to the\nThe people of America and the pupils of the secondary\nnecessity for thrift.\nschools must learn that future happiness and future success are based on\n\npresent sacrifice.\n\nThe person who is not willing to make some sacrifices\n\nfor the present does not have a very hopeful future.\n\nthat Babylon, Greece, and Rome\nsaving.\n\nHistory teaches us\n\nbecause they forgot the lesson of\n\nfell\n\nWeakness comes thru indulgence\n\nof opulence.\n\nThe American\n\npeople must relearn the lesson taught them by good old Benjamin Franklin.\n\nThe abundance of natural resources in this country has made Americans\nneglect personal thrift.\nPrevious to the war for every 1,000 people in\nAmerica, 100 saved money; in England, 317 saved money; in Germany,\n347 saved money; in Sweden, 386 saved money; in Belgium, 397 saved\nmoney; and in Switzerland, 544 saved money. In this we have a pre-war\nrating.\n\nWhat the future shall be depends in no small degree on the teaching\n\nof thrift in the American public schools.\n\nWill your secondary-school men, not only teach thrift in your schools,\n\nbut so organize them that the boys and girls under your administrative\n\nThe war has given\nan impetus to teaching one kind of thrift in the secondary schools not\n\nleadership will have an opportunity to practice thrift.\n\nusually considered in connection with this topic.\nto the teaching of scientific\n\nIts place is here.\n\nhousehold arts especially from an economic standpoint.\nized, this department\n\nI refer\n\nmanagement in the home, the teaching of\nProperly organ-\n\nmay be made an important factor in thrift teaching.\n\nIn one of the Omaha high schools there are eleven teachers in the household\narts department with more than 600 pupils.\n\nand what to buy.\n\nThese people are taught how\n\nIt is as important to know how to spend money to the\n\nIt is as much a matter of\nThe influence of the pupils that come out from the high school\n\nbest advantage as it is to know how to save it.\nreal thrift.\n\njust referred to will be of tremendous importance in the future economic\n\nwelfare of the people of the city.\n\nGood training in citizenship is as much\n\na part of a course in household arts as it is in any department of the school.\n\nIn the secondary school we must teach the conservation of ''natural,\nphysical,\n\nand mental resources.\"\n\nIt\n\nwas Colonel Roosevelt who, in an\n\naddress, criticized unmercifully the American people for \"profligate waste\nof material resources, thus disregarding the welfare of future generations,\"\n\nbut he also stated that \"such waste fades into insignificance in comparison\nwith human waste and lack of thrift in the American people.\"\n\nThru opportunities thrust upon the secondary schools during the war,\nbusiness men learned something of the real ability and efficiency of the\n\nteaching force and the administrative machinery.\n\nThey called upon the schools in Liberty and Victory Loan campaigns.\nThey called upon the schools for United War Campaign contributions.\n\n"}
{"page": 246, "printed_page": null, "text": "230\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Secondary\n\nThey called upon the schools to provide four-minute speakers including\nboth faculty members and pupils. They called upon them to assist in\nconservation campaigns, such as food, clothing, paper, and coal. They\ncalled upon the schools for poster advertising.\nThey called for nurse and\nThe calls were answered.\nsoldier service.\nThe war was an opportunity for educators to demonstrate their effiThe best evidence that they have demonstrated this efficiency is\nciency.\nfound in the large number of instructors and school administrators that\nwere called to the assistance of the government and to the aid of business\ninstitutions during\n\nand since the war.\n\nThey are still being solicited to\n\nenter the business world to such an extent that the recruiting of the teaching\n\nand administrative forces in the public schools is becoming a serious problem\nin most communities.\n\n"}
{"page": 247, "printed_page": null, "text": ":\n\nDEPARTMENT OF HIGHER EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—G\\n Stanton Ford, University of Minnesota\nSecretary—\nPettijohn, Indiana University\n\nMinneapolis, Minn.\n\nPresident\n\n^J.\n\nIndianapolis, Ind.\n\nJ.\n\nFIRST SESSION—Monday Afternoon, July s\nThe Department of Higher Education of the National Education Association convened in regular session on Monday afternoon, July 5, at two o'clock, in the Bishop's\nBuilding.\n\nThe meeting was called to order by the president, and the following program was\npresented\n\n—\n\n\"The Educational Tidal Wave\" George F. Zook, specialist in higher education,\nBureau of Education, Washington, D.C.\n\"The High School and the Freshman Class in 1940\" Rodney West, professor,\nUniversity of Minnesota, Minneapolis, Minn., L. V. Kees, professor. University of Minnesota, Minneapolis, Minn.\n\"The Junior College Movfement\" A. F. Lange, dean. University of California,\n\n—\n\n—\n\nBerkeley, Calif.\n\nSECOND SESSION—Tuesday Afternoon, July 6\n\"What Can Educational Psychology Contribute to College Problems?\"\n\n— E. L.\n\nThomdike, professor of educational psychology, Columbia Univerfity, New York, N.Y.\n\"The Training and Recruiting of College Instructors\" A. H. Daniels, dean. Uni-\n\n—\n\nversity of Illinois, Urbana, 111.\n\n\"The Budget\n\nfor\n\nHigher Education\"\n\n—W. A. Jessup, president. University of\n\nIowa, Iowa City, Iowa.\n\nThe following officers were elected for the ensuing year:\n\n— Guy Stanton Ford, University of Minnesota, Minneapolis, Minn.\nPettijohn, director of extension, Indiana University, Indian—\n\nPresident\nSecretary\napolis, Ind.\n\nJ.\n\nJ.\n\nThe meeting adjourned.\nJ. J.\n\nPettijohn, Secretary\n\nTHE EMERGENCY IN HIGHER EDUCATION\nGEORGE F. ZOOK, SPECIALIST IN HIGHER EDUCATION, BUREAU OF\nEDUCATION, WASHINGTON, D.C.\nIt is one of the peculiar characteristics of a great war to bring sharply\n\nto the light tendencies in national life which were previously not suspected\n\nor whose tremendous importance was only vaguely appreciated.\n\nUndoubt-\n\nedly during the last few momentous years, this has been the experience of\nthe United States in a wide variety of fields including that of higher eduIt is therefore very fitting and appropriate that we should examine\nsome of the recent tendencies in higher education in order that we may\nsuggest and discuss possible remedies for the present emergency in higher\n\ncation.\n\neducation.\n\n^\n\n231\n\n"}
{"page": 248, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n232\n\n[Higher\n\nThe last complete statistics of colleges and universities publisht by\nthe Bureau of Education were for the year 191 5-16. The attendance\nat institutions of higher learning for the decade ending that year reveals\n\nsome startling increases which deserve serious consideration. In the\nyear 1905-06, the total attendance at institutions of higher learning was\n258,603; in 1915-16, 387,106, an increase of 49.7 per cent. Omitting the\npreparatory students included in this number the growth was 57.8 per cent.\n\nDuring this time the rate of increase in student attendance at the publicly\nsupported colleges and universities considerably exceeded that in the\nprivately supported institutions, namely 69\nrespectively.\n\ni per cent, and 40 9 per cent,\nIn 1905-6 only 31.2 per cent of all college and university\n.\n\n.\n\nstudents attended pubHcly supported institutions, whereas in 191 5-16 the\n\npercentage was 35 .3 per cent.\n\nThe growth in the number of young women who attended colleges and\nuniversities during this decade\n\nnumber was 81,103;\n\nis\n\nalso noteworthy.\n\nIn 1905-6 the total\n\n^^ i9iS~i6> ^37}^35) or an increase of 70 per cent, as\n\nagainst 40.4 per cen£ for the men.\n\nIn 1905 women formed only 31 .4 per\n\ncent of the total attendance, whereas in 1915 they made up 35 .6 per cent.\n\nThe increase of women students at public institutions was especially marked,\nbeing 138 5 per cent, as against 49 5 per cent in privately supported colleges\n.\n\n.\n\nand universities.\nNotwithstanding the powerful influence of the war there was comparatively little falling off in the total student attendance during the war year\n\n19 1 7-1 8.\n\nComplete figures for this year, which the Bureau of Education\nhas recently compiled, show a total attendance of 375,359, which is a falling\noff of only 11,747\n\nover the figures of 1915-16.\n\nAs will be suspected, the\n\ndecrease was in male students, since the number of young women attending\ninstitutions of higher learning increast by 13,683 during the two years.\n\nComplete figures for the college year 1919-20 are lacking, but the\nBureau of Education has received figures of attendance from 250 colleges\nand universities. The total attendance at these institutions in 19 16-17\n(the year immediately preceding the war) was 149,533; i^ 1919-20,\n186,864; which is an increase of 25 per cent. As is well known, by far the\ngreatest proportion of this increase was in the Freshman class last year.\nThe Freshman class in the public institutions exceeded the Freshman\nclass of three years ago by 61.8 per cent; in the private institutions by\n33 5'\"per cent; the general average being 46 i per cent, as against an average\n.\n\n.\n\nIn\nincrease of but 6 7 per cent in the Senior class during the three years.\n88 of the 250 institutions the Senior class was reported as being smaller\n.\n\nthan it was three years ago. Only 34 of them, however, reported a smaller\nFreshman class. Among these are the New York State Teachers College,\nHamilton College, the Iowa State Teachers College, and the three women's\nOf the 221, which\ncolleges. Mount Holyoke, Wellesley, and Smith.\n\nhave larger enrolments, 9 have increast their total enrolments 100 per cent\nor more during the three-year period.\n\nSioux Falls College, 100 per cent;\n\n"}
{"page": 249, "printed_page": null, "text": "THE EMERGENCY IN HIGHER EDUCATION\n\nDepartment}\n\n233\n\nUnion University, Tennessee (colored), 100 per cent; the University of\nSouthern California, 102 .3 per cent; Baylor Female College, 116 7 per cent;\nSweet Briar College, 125.8 per cent; Missouri Wesleyan College, 133\n.\n\nper cent; Russell Sage College, 140 per cent; University of Detroit, 183.4\nper cent.\nIt is also interesting to notice the distribution of the increast attendance\n\namong the small and large institutions respectively.\n\nInstitutions with\n\nan enrolment of Ifess than 250 in 19 16 have increast 38 per cent; those from\n250 to 499, 20.2 per cent; those from 500 to 999, 14.5 per cent; those\nfrom 1,000 to 1,999, 22.5 per cent; and those of 2,000 or over, 29 4 per cent.\nThe smallest institutions are therefore making the most rapid strides in\nincreast enrolments, while the largest come second. The institution which\npreviously enrolled from 500 to 1,000 students is growing at the slowest rate.\n\nMoreover, it should be remembered that the number of students fitting\nthemselves for attendance at colleges and universities shows the most\n\nremarkable increase of any field in the educational system.\n\nFor instance,\n\nthe number of graduates from high schools both public and private in 1900\n\nwas 73,953;\n\nin 1910, 125,772\n\nthe 18 years was 197 per cent.\n\nThe increase during\n\nand in 1918, 248,199.\n\nSince 1890 the total high-school enrolment\n\nhas grown 710 per cent, the total population only 68 per cent.\n\n0.83 of the population was enrolled in the high schools;\nper cent; and in 19 18, i 71 per cent.\n.\n\nIn 1900,\n\nin 1910, i.ii\n\nIt is clear, therefore, that the number\n\nof students attending and graduating from secondary schools is increasing\n\nso rapidly from year to year that colleges and universities should plan to\n\naccommodate greater and greater enrolments.\nIt has\n\nbeen impossible to secure a sufficient number of competent\n\nteachers of superior training in these fields of higher education.\nresult classes have been larger than experience has shown to be wise.\n\nAs a\n\nIndeed,\n\nnot long ago several of the largest and strongest universities in the North\nCentral Association of Colleges and Secondary Schools were forst to the\nhumiHating necessity of requesting a temporary relaxation of the standards\nof the association.\n\nWhile the colleges and universities as institutions have suffered, it is\n\nNot only has their work\nbeen more arduous, more exacting, and more routine in character, but the\nthe faculty that has felt the change most keenly.\n\nvalue of their compensation has decreast very materially.\n\nAn examination\n\nof salaries made by the Bureau of Education in about three-fourths of the\ncolleges\n\nand universities shows that the average salaries in the pubKc\n\ninstitutions during the year just closed are as follows:\n\nassociate professors,\n\n$1,552.\n\n$2,514;\n\nassistant\n\nprofessors,\n\nProfessors, $3,126;\n\n$2,053;\n\ninstructors,\n\nSalaries in the privately supported colleges average about $300,\n\nto $800, less than those in the public institutions.\n\nIn solving their\n\ndifficulties\n\nin the present emergency, colleges\n\nand\n\nuniversities under private control can, if they choose to do so, limit their\n\nenrolment to the number of students\n\nwhom\n\nthey can accommodate\n\n"}
{"page": 250, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCtATtON\n\n234\n\ncomfortably.\n\n[Higher\n\nIndeed, for several years many of them have been doing so.\n\nThe state institutions, on the other hand, will generally encounter great\ndifficulty in limiting student enrolment.\n\nIn any case, limiting enrolments\n\nmay be a wise action from the point of view of a particular institution,\nbut it is no solution for what has become a national problem.\n\nThe permanent solution lies in adequate equipment and faculties and\nthey can be obtained only with money.\n\nDuring the decade from 1905-6\n\nto 1915-16, the income of higher institutions increast as follows: State and\ncity appropriations, $11,665,397 to $32,204,111, or 177 per cent;\nfees 121 per cent;\n\nstudent\n\nproductive funds 85.3 per cent; private benefactions,\n\n70.4 per cent.\nIn the realm of the public institutions there will undoubtedly be a\n\ntremendous increase in state appropriations.\n\nNo other policy can possibly\n\nbe thought of as a solution for the present emergency.\n\nAll other activities\n\nof the state governments have also increast in cost greatly, however, and\n\nstate legislatures are facing real difficulties in providing the necessary funds\nto carry on the respective functions of the state governments.\n\nThe search\n\nfor easily borne but productive taxes has gone on in the states for years.\n\nUndoubtedly the states feel as if the possibilities are practically exhausted.\n\nThe question may well be raised seriously, as it has been raised by a number\nof bills now in Congress, whether the national government should not at\nonce assume a large share of the expenses of education.\n\nThis financial\n\nassistance is justified, not only by the greater ease with which the national\n\ngovernment thru a variety of taxes can secure the necessary revenue, but also\nbecause the welfare of American citizens is equally the concern of the state\nand of the nation. The funds which the national government raises for educational purposes should, however, contrary to the provisions of the bills\n\nnow in Congress, be used for the support of higher education as well as for\nelementary and secondary education.\n\nMany of our universities are now becoming so large that they are\nThey are big at the bottom and little at the top.\nThe imiversities will soon become weary of spending the larger portion\n\nponderous.\n\nof their energy digesting Freshmen and Sophomores under the masquerade\nof higher education.\n\nCities and counties are indeed already beginning to\n\nFreshman and\nSophomore work of superior grade. The day of the junior college is at\nhand and interest in the junior-college movement is fast increasing, as is\nevidenst by the very successful conference of representatives of junior colappreciate that they can without great difficulty provide\n\nleges held at St. Louis, Mo., last week.\n\nOne of the most serious problems caused by the present emergency in\ncolleges and universities is the unfortunate condition of research.\n\nIf\n\nthe\n\nshortage of college teachers remains at anything like its present condition,\nthe amount and quality of research at institutions of higher learning will\n\nbe seriously impaired.\n\nIf in this\n\nway research and the spirit of research\n\nis submerged in colleges and universities, a heavy blow will be\n\ndealt to the\n\n"}
{"page": 251, "printed_page": null, "text": "THE FRESHMAN CLASS IN ig40\n\nDepartment]\n\n235\n\neternal search for truth for which these institutions should stand.\n\nOnly\n\nin so far as the borders of knowledge are pushed out into the great unknown\n\ncan we expect to make either material or social progress.\n\nFrom these facts it follows that universities have as one of their first\nto train considerable numbers\nand to do as much research work\nCollege and university authorities\n\ninterests to stimulate the spirit of research;\n\nof students in the methods of research;\nof fundamental character as possible.\n\nshould, therefore, stand squarely behind the National Research Council\nin its campaign to promote the facilities for the spirit of research thruout\n\nthe institutions of higher learning in this country.\n\nThe problem\n\nof\n\ntraining for citizenship\n\nis\n\none,\n\nalso, to\n\nwhich\n\nbelieve every college and university should address itself seriously.\n\nI\n\nIt is\n\none which is concrete in character, and college faculties ought to appreciate its significance and importance sufficiently to put aside differences of\n\nopinion, to define the objective as well as possible, and to lay down a course\nof study, accordingly.\n\nTo doubt that this can be done seems to me to cast\n\na grave reflection on the ability of college faculties and administrative\nofficials to\n\nperform one of the most important functions for which insti-\n\ntutions of higher learning exist.\n\nA program for training in citizenship is\n\nimperatively needed in colleges and universities.\n\nLet us not delay longer\n\nin taking steps to establish it.\n\nJust now there is a considerable interest among faculties in the solution\nof the administrative problems of colleges and universities.\n\nIt is just as\n\nessential, if not more essential, that those problems which are more purely\n\neducational in character should engage the active and intelligent interest\n\nThe educational system of the country is a single\nsystem and no important changes can be made in it without affecting the\n\nof college faculties.\n\nstatus of higher education.\n\nIn the interest, therefore, of education in\n\ngeneral and of higher education in particular, it becomes the duty of college\nfaculties to unite their counsel with those\n\nwho represent other fields of\n\neducation in order that together we may work out one of the most important problems of any democracy.\n\nTHE FRESHMAN CLASS IN 1940\nRODNEY M. WEST, REGISTRAR, AND LEONARD V. KOOS, PROFESSOR OF\nSECONDARY EDUCATION IN THE UNIVERSITY OF MINNESOTA,\nMINNEAPOLIS, MINN.\nThis paper is based on data obtained from a survey of the tendencies\napparent in Minnesota, which, in the authors' opinion, offers a better basis\nfor forecasting the future growth of the university than merely a study of\n\nthe past development of that institution.\n\nEmphasis is to be placed on the\n\nvalue of the apparent tendencies as an aid to constructive poHcies for\n\ndevelopment rather than on any certainty that future facts will be likely to\ncoincide exactly with the figures for growth in enrolment.\n\n"}
{"page": 252, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n236\n\n[Higher\n\nThe survey leads to the following conclusions:\n1. University growth can be measured by the increase in undergraduate enrolment.\n2. The factors of primary importance in the increase in undergraduate\nenrolment are the development of the secondary school and popularization\n\nof higher education.\n3.\n\nOf the secondary schools contributing students to the University\n\nin Minnesota, only the state high schools need be considered since 76.4\n\nper cent of the total enrolment in secondary schools in the state is in these\nschools and 87.4 per cent of the university Freshman class of 1916-17 (a\n\nrepresentative year) comes from that source.\n4.\n\nA continuation of the increase in number of high-school graduates\n\nin the future similar to that in the past is not improbable.\n\nAltho the num-\n\nber of high schools has increast 136 per cent in the last twenty years, the\n\nnumber of state graded schools from which the state high schools are largely\nrecruited have increast 179 per cent in the s^me period.\n\nAltho the total\n\nschool enrolment has increast 982 per cent in the last thirty years, there\n\nwere in 191 5 only 21.2 per cent of the total population between the ages\nof from fourteen to seventeen inclusive, enrolled in state high schools, and\n\naltho the holding power of the high school has increast as represented by the\n\ncomparative figures, 0.45 in 1890 and 0.66 in 1919, the most conservative\nestimate would assign a minimum of at least 34 per cent of the present\nentering high-school classes which fail to complete their courses of study.\n\nAssuming that the forces which have resulted in the past development of the high schools will continue to exert the same influence in the same\nrelative measure, a forecast of the number of graduates in the future would\nestimate 14,000 to 15,000 in 1930 and 20,000 to 21,000 in 1940.\n6. The ratio of the total number of graduates of state high schools to\nthe numbers enrolled in the Freshman class of the university the following\n5.\n\nyear has been diminishing at a rapidly decreasing rate.\n7.\n\nA continuation of this curve of diminution indicates a possible\n\nstabilizing of the ratio at from i to 0.25 or i to 0.20 per cent.\n8. If this forecast is\n\nsubstantiated in fact, the Freshman class in 1930\n\nwill be from 3,000 to 3,500 and 1940 from 4,000 to 4,500.\n\nApplying the ratio existing between the enrolment in the Freshman\nundergraduate enrolment in the university results in\nthe forecast of from 12,000 to 13,000 undergraduate students at the University of Minnesota in 1940. This is equivalent to an increase in registration of approximately 80 per cent in the next twenty years.\n10. The Freshman classes of the next few years will probably fall\nbelow that of the present year to an extent indicated by the abnormal\n9.\n\nclass and the total\n\npercentage of deferred registrations which are explained by the interruption\nof school courses by the war.\n\n"}
{"page": 253, "printed_page": null, "text": "DEPARTMENT OF NORMAL SCHOOLS\nSECRETARY'S MINUTES\nSALT LAKE CITY MEETING\nOFFICERS\n\n—John R. Kirk, president State Teachers' College\n—^Anna\nM. Tibbets, Fargo College\n\nKirksville, Mo.\n\nPresident\nSecretary\n\nFargo, N.Dak.\n\nFIRST SESSION—Tuesday Forenoon, July 6\nThe Department of Normal Schools of the National Education Association convened\nin regular session Tuesday forenoon, July 6, nine o'clock, in the Bishops* Building, Salt\n\nLake City, Utah.\n\nThe meeting was called to order by the president and the following program was\npresented:\n\n—\n\n\"Religious Education in Teacher-Producing Institutions\" W. A. Lewis, president,\nState Normal School, Hays, Kans.\nDiscus'sion\nR. H. Wright, president. State Normal School, Greenville, N.C.;\nJoseph Rozier, president. State Normal School, Fairmont, W. Va.; R. A. LeMaster,\nsuperintendent of schools, Athens, Ohio; Dr. Clark, State Normal College, Dillon, Mont.;\nDr. Brunhall, State University of Utah, Salt Lake City, Utah; A. W. Birdwell, San\n\n—\n\nMarcos, Tex.\n\"The Reasons Why All Teachers Should Have Preparation Equivalent to That\nNow Required for Secondary Instruction\" H. B, Wilson, superintendent of schools,\n\n—\n\nBerkeley, Calif.\nDiscussion Matilda Peterson, head of Department of Primary Education, Branch\nAgricultural College, Cedar City, Utah; Guy C. Wilson, president, Latter Day Saints\nUniversity, Salt Lake City, Utah; D. B, Waldo, president, Western State Normal School,\nKalamazoo, Mich.; R. H. Wright, president, State Normal School, Greenville, N.C.\n\n—\n\nThe following nominating committee was appointed by President Kirk: W. A.\nBrandenburg, president, Kansas Manual Training Normal School, Pittsburg, Kans.;\nMatilda Peterson, head of Department of Primary Education and Primary Supervisor,\nBranch Agricultural College, Cedar City, Utah; R. H. Wright, president. State Normal\nSchool, Greenville, N.C.\n\nSECOND SESSION—Wednesday Forenoon, July 7\nThe following program was presented:\n\"What Iowa Has Done on Rural Education thru the\n\nState Teachers' College\"\n\n—H. H. Seerley, president State Teachers' College, Cedar\nIowa.\nDiscussion— R. W. Powell, professor rural education, State Normal School, Kearney,\nFalls,\n\nNebr.\n\"Effective Democracy in the Faculty and the Administration of a State Teachers'\nCollege\" William H. Zeigel, State Teachers' College, Kirksville, Mo.\n\"Student Self- Government in Colleges for Teachers\" C. E. Evans, president State\n\n—\n\n—\n\nNormal College, Ypsilanti, Mich.\nDiscussion\n\n—Milton Bennion, dean of the Normal School of the University of Utah,\n\nSalt Lake City, Utah.\n\nThe following ofl&cers were elected for the ensuing year:\n\n—\n— —\n\nPresident W. A. Lewis, president. State Normal School, Hays, Kans.\nVice-President C. E. Evans, president, State Normal College, Ypsilanti, Mich.\nSecretary Anna M. Tibbets, head of Department of Education, Fargo College,\nFargo, N. Dak.\n\nThe meeting adjourned.\n\nAnna M. Tibbets, Secretary\n\nI\n\n237\n\n"}
{"page": 254, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n238\n\n[Normal\n\nPAPERS AND DISCUSSIONS\nRELIGIOUS EDUCATION\nW. A. LEWIS, PRESIDENT KANSAS NORMAL SCHOOL, HAYS CITY, KANS.\nIt is my strong conviction that the greatest development needed in\nour curriculum today is religious education thru the grades, high school\n\nand college. We cannot hope to steady the world and sober the minds\nyoung men and women unless we can put into their lives the\nenriching influence of religion and the sanity of judgment which comes\nfrom the reverential attitude toward life.\nThe distracting influences of the world today have almost destroyed\nChildren are astonisht^ if you ask them if they hold their\nreverence.\nparents in reverence. They do not know what you mean. I have askt\nof our\n\ngroups of children questions to test out the spirit of reverence.\n\nI find\n\nthat in our ambition to put everything imaginable in the curriculum,\n\nwe have allowed ourselves to crowd out the reverential attitude. To\nmy mind the greatest safety for patriotism is reverence for America's\ngreat men and traditions.\n\nTeaching religion does not mean teaching creed. We have a least\ncommon denominator in our religion upon which we can all stand. These\nthings are fundamental and essential in human life the spirit of reverence.\n\n—\n\nWe cannot teach love of Washington, Lincoln, and Roosevelt, and\nthe great number of lovable men and women of American history if there\n\nmind the reverence which comes thru the religious\nIf there is no reverence for the names of\nWashington, Lincoln, and Roosevelt, there can be no patriotism in that\nsame heart for America.\nThe anarchist and the Bolshevik depend upon this one factor in\nplanting their seed. With a heart full of reverence, the bitter seeds of\nThe child's heart is essentially open to cultitheir doctrine cannot grow.\nis not within the child's\n\nunderstanding and attitudes.\n\nvation of the attitude of reverence.\n\nI believe\n\nit\n\nis\n\nthe opportunity of\n\nthe American teacher to build upon this attitude until there shall be such\n\na spirit of reverence for America in American men and women that\nanyone who preaches destructive practices will be abhorred as a moral\n\nand political leper.\n\n"}
{"page": 255, "printed_page": null, "text": "Department]\n\nWHY TEACHERS SHOULD HAVE MORE PREPARATION\n\n239\n\nTHE REASONS WHY ALL TEACHERS SHOULD HAVE PREPARATION EQUIVALENT TO THAT REQUIRED FOR\nGOOD SECONDARY INSTRUCTION\nMATILDA PETERSON, EXTENSION DIVISION OF THE UNIVERSITY OF UTAH\n\nBRANCH NORMAL SCHOOL, CEDAR CITY, UTAH\nAnd King Rehoboam made in their stead brazen shields and committed them unto\nthe hands of the chief of the guards which kept the door of the King's house.\n\n— Kings\nI\n\n14:27.\n\nJust as the people of Jerusalem were not to be deceived by the brazen\nshields\n\nwhich the king had hung upon the palace walls to replace those\n\nof pure gold previously hung there by Solomon,\nof today be deceived\n\nneither will the people\n\nby the man who substitutes in his character brass\n\nfor gold.\n\nThe great mass of teachers today are toilers, but it takes successful\nleadership of\n\ndynamic qualities to convert toilers into doers.\n\nThe world today is calling for leadership and for the constructive\nmind in developing resourcefulness, in shaping the intellect, character,\nand health of the rising generation.\nWe look back \"with impatience at the mistakes of teachers who came\ninto the profession without having had any special training.\nYet each\nwas, without doubt, working for the best results. However, we havelearned that children should never be sacrificed at the cost of untrained\n\nand uneducated teachers.\n\nMen in the professions, such as the lawyer, and doctor, must have\nconsiderable training in the technique of their\n\nwork before beginning\n\npractices of law and medicine, and is not the teacher's calling a profession\n\nthat demands expert training, in determining the intellectual, moral, and\n\neven physical welfare of the nation ?\nIt is absolutely\n\nincumbent then upon teachers both individually and\n\ndo expert work and to stand for definite principles and\npractices which are in harmony with modern scientific knowledge.\nThe\ncollectively to\n\nslogan for those in the profession\n\nTranslated into\n\nmust be ''How best may I serve\"?\n\nterms of the primary school, this means continued\n\nimprovement.\nEducation must be a doing education; in the past it has been a knowing\neducation. From now on there must be less emphasis upon subjects\n\nand more upon projects;\n\nless striving for endless\n\ninformation and more\n\nfor definite accomplishment.\n\nThe whole child must go to school. His social instincts must be\nHe must always be considered both in\n\ndevelopt and wisely directed.\n\nthe light of his individuality and in the light of his relationship to humanity.\n\nThe truth that his interests are inseparable from the interests of all others\nmust be strictly observed.\n\n"}
{"page": 256, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n240\n\n[Normal\n\nThe world-war has imprest upon the people the great importance\nAs never before, has the nation seen the school as her pillar\nof cloud by day and as the chief agency for the Americanization of the\nIt is a known fact that the nations having the best schools, gave\npeople.\nthe best service, and in every w^y had the advantage over their rivals.\nAs a result of such resourcefulness and achievements, learned men of\nof this fact.\n\nthe day are saying that America's success in the war was largely due to\n\nher school.\nIncrease in preparation\n\na profession.\n\nis\n\nneeded in order to establish teaching as\n\ncommand respect.\n\nIt will not otherwise\n\nThe courses of\n\ninstructions for doctors, lawyers, and ministers have increast very much.\n\nThe preparation for teachers must be more extensive to keep up with\nprogress.\n\nA STORY OF RURAL EDUCATION REORGANIZATION\nH. H. SEERLEY, PRESIDENT, STATE TEACHERS' COLLEGE,\n\nCEDAR FALLS, IOWA\nThe story.\n\n—The president of\n\nthis\n\nDepartment requests a report on\n\nthe six-year activities maintained at Cedar Falls for the improvement\nof rural education in Iowa.\n\nThis story will be told without apology for\n\nits content and without motive as to aim, as the work that was undertaken, planned, and conducted was experimental rather than scientific,\nspiritual rather than pedagogical, human rather than managerial.\nThe\n\nchief problems involved related to the college as a teacher-training institution, for the state had received large attention from the president for\nsome years before the undertaking assumed form and was begun as a\nmovement for serious work on the greater phases of reconstruction and\n\nreadjustment.\n\nThese studies were preserved in part in the publication of\n\nThe Country School, a book brought out by Charles Scribner's Sons in 19 13.\nIn this little book of 211 pages were set out the difficulties, the foundations,\nthe relations, the development, the activities, and the possibilities of rural\neducation, thru which runs the philosophy that what was needed in America\nwas a demonstration of such character, extent, and success that as a\nconcrete example it would show the common man the importance of such\nresults to the masses in American civilization.\nThese activities briefly listed below.\n\n—The\n\nactivities of\n\nrural education\n\nconsist first of the establishment of a complete rural-school\n\nl^oratory\n\nand development of ideals and possibilities. This\nlaboratory field has consisted of work in six civil townships of one-teacher\nfor experiments, tests,\n\nschools, three^ small rural- village schools, three large consolidated schools,\n\ntwo of them located in villages of five hundred and eight hundred popuand one of them in the open country.\n\nlation,\n\n"}
{"page": 257, "printed_page": null, "text": "Department]\n\nSTORY OF RURAL EDUCATION REORGANIZATION\n\n241\n\nCommunity center activities in the various schools associated with\nthe college have been carefully developt and thoroly tested for the past\nsix years, and a large community picnic has been held on the college campus\n\neach year, to which all the people of the farm districts cooperating with\n\nThese activities built up a very strong\nan appreciation of good teachers, good\neducational advantages, good equipment and good qualities in citizenship,\nand brought to the children enlarged opportunities and increast advantages\nof unusual kind and character.\nTraining teachers for rural schools. During this campaign for better\ncountry schools, the Department has searched the state for persons interested in rural-school service and in sympathy with rural life, and has\nencouraged them to prepare for the best grade of work by taking one\nof the courses offered for diplomas and special state certificates.\nThese\nhave been given training in the one-teacher demonstration schools in the\ncountry, after having had courses in observation in the campusdemonstration school maintained by a system of transportation of pupils.\nOne month of actual living in the country and teaching in these\ndemonstration schools has been found sufficient to give skill in such service.\nIn these six years, an average of 1,100 persons a year have been under\nthe instruction of the Department for one or more terms, and these have\ngone into the rural schools and raised the standards and improved the\nthe college come on invitation.\n\ninterest in education, developt\n\n—\n\nwork.\n\nThe consolidated school.\n\n—The comparative study of the merits of the\n\nrejuvenated one-teacher school and the well-organized and equipt consolidated school operating side by side in this affiliation with the Teachers'\nCollege, has\n\nhad a markt influence in helping bring rapid progress to\n\nthe consolidation of rural schools in Iowa, as the demonstrations made\n\nhave shown that there was little to be said for the improved rural school\n\ncompared with the enthusiasm, the interest, and the broader scheme\nThese facts and the articles\nthat have been written for the farm press and educational press by the\nhead of the Department have had a large share in bringing about a movement for consolidation of rural-school districts that is unprecedented in\nthe United States. Without these demonstrations and these findings of\nthe Teachers' College, there would not be four hundred consolidated school\ndistricts in Iowa today, paying fine salaries, carrying enlarged courses\nof study, and developing an educational revival never before experienst\nin the history of state development and progress.\nAs the Department\nnow sees it, the making of the consolidated school, the Iowa typical rural\nschool, as a universal legislative solution, is the next step for the Iowa\nas\n\nof education of the consolidated school.\n\nGeneral Assembly.\n\n—\n\nThe extension service. For six years, the Iowa State Teachers' College\nhas carried on an elaborate and an extraordinary system of extension\n\n"}
{"page": 258, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n242\n\n[Normal\n\neducation, confining its services absolutely to that of work for the improvement of teachers in the public schools of every class. By a ruling of the\nstate board of education, this kind of educational work belongs exclusively\nto this one state educational institution.\n\nThe study center.\n\n—This\n\ntitle was originated to define the work planned\n\nand, at the same time, use a new nomenclature that would enable the\npeople to recognize this new service as identified with the Iowa State\n\nThe title proved popular and the work grew rapidly\n\nTeachers' College.\n\nuntil it spread over the state and included about 15,000 teachers at work\n\nin the schools.\n\nThese study centers are\n\nclassified as\n\ngeneral, special,\n\nand credit, according to their individual purpose and management.\ngeneral study center has for\n\nchief object the\n\nits\n\nThe\n\nimmediate helping of\n\nthe teachers in their daily work in fundamental lines;\n\nthe special study\n\ncenter has for its aim special subjects like agriculture, domestic science,\n\nmanual training, where vocationar lines are given particular attention;\nthe credit study center is conducted in one branch of study with one teacher\n\na series of meetings, until twelve weeks' credit of five days each has\nbeen covered in quantity, and has reached standard scholarship in quality,\nin\n\nthe same as required on the campus.\n\nThese courses of instruction used (i) the project method in teaching\n(2) handwork as a normal means of expression for children,\n\ngeography,\n\n(3) history as\n\na \"why\" study, not a \"what\" study,\n\n(4)\n\nstandardization\n\nof the teaching of music thru the use of the talking-machine, (6) a proper\n\nemphasis upon silent reading,\n\n(7)\n\nthe teaching of spelling as the correct\n\nbasis for the expression of thought in writing,\n\nstandarized tests and measurements\n\n—\n\nall\n\n(8)\n\nthe rational use of\n\ncontributing to the enlighten-\n\nment of teachers, the better encouragement of their work, and the greater\nbenefit of the schools in general.\n\nIn order to determine that this preaching\n\nof new ideals has been effective and that the lessons learned were applied,\n\none needs but contrast the methods of teaching these subjects in the\n\nand after the, study center. No other educational\nsame time can compare at all to the study centers, as\n\nrural schools before\ninfluence in the\n\nthey have been continually maintained for the bringing of these results\nabout.\nPublication.\n\n—The extension division has made a\n\ndistinct contribution\n\nalso in the mimeographed and printed outlines of lessons and subject-matter\n\nthat have been distributed at every study center.\ncertain pamphlets\n\nsuch as,\n\n(i)\n\nIt has also publisht\n\n\"Organization and Classification of a\n\nRural School\" that has been accepted by the Department of Public Instruction as the best aid yet presented in the solution of this problem, the\npublication being used in the normal training high schools of the state;\n(2)\n\n\"Sewing in Rural Schools\";\n\n(3)\n\n\"The Course of Study in Geography.\"\nvaluable, useful,\n\nand acceptable.\n\n\"Cooking in Rural Schools\"; .(4)\nAll of these have been exceedingly\n\nMany other things are planned for\n\n"}
{"page": 259, "printed_page": null, "text": "—\nDepartment]\n\nSTORY OF RURAL EDUCATION REORGANIZATION\n\nthe near future that will have equal importance\n\n243\n\nand helpfulness to the\n\nhumblest school organization.\nIn this field,\nAssistance in propaganda for consolidation of schools.\nspeakers of the best quality have been furnisht communities where meetings\n\n—\n\nhave been held and many consolidations have been secured by the capability\nand suitability of these presentations. This work has ended with propaganda, as the problems of organization, inspection, adjustment, and\nconstruction are legal questions and belong directly to the state Department of Instruction. This special service during the year 1919-20 has\nrequired more than one man all the time in the field.\nFinance and personnel. It takes the right men and women and a\n\n—\n\nlarge sum of money for expenses to conduct these varieties of educational\n\nwork in a single state and be able to develop them to such\nan extent and on such a scale and to such a standard as is worthy of\ncommendation. It is a gigantic enterprise at any rate, and cannot be\nconducted cheaply. It must be state-wide in its opportunity and it must\nbe a good business for those who are employed to give the strenuous\nservices.\nOnly when such an enterprise is as large as the public demand\ndoes it deserve to be approved and as appropriately accepted to be a\ngenuine and laudable undertaking. It must be done, therefore, on a\ngreat scale, it must be maintained with efficiency and force, and it must\nbe presented with vigor and confidence. During each of the years of\nprogressive\n\nthe biennial period now being covered, rural education has cost $30,000\n\nand extension service has cost $60,000 and the next General Assembly\nwill make large increases in each in order to permit this popular educational\n\nenterprise to be enlarged, expanded,\n\nand intensified so as to help all the\n\nschools of all the people.\n\nDISCUSSION\nR. W. Powell, professor rural education, State Normal School, Kearney, Nebr.\n\nWe must have more food producers if our nation is long to endure.\n\nAt the present rate\nwe shall become a great import nation.\nThe recruiting of our farmer ranks must be done by the retention of the already\n\nof rural depopulation, within thirty-five years\n\nestablisht farming population.\n\nConsequently the question follows:\n\nWhat is Cedar\n\nFalls Teachers' College doing to meet this economic crisis ?\n\nThere are two main unique programs used in reaching the farming population:\nnamely, the extension program and the laboratory method of training teachers in residence.\nI know of no better, even if as good, an organization for extra-mural service than the\n\nThis extension faculty of more than a half hundred members taken\nfrom the regular faculty, and out-in-the-state educators, under the direction of an able\n\none at Cedar Falls.\n\ndirector reaches possibly 30,000 teachers out in the field yearly, giving them help, instruction,\n\nand inspiration.\n\nChildren are directly reached, too, thru the club work.\n\nThe\n\nparents come in for their share of instruction thru consolidation meetings.\n\nOnly one result can come from such an organized effort to solve the rural problems,\nand that is more farmers and more food.\nIf the above is not the most injteresting feature of the program for rural education\nthen it is the laboratory they have built up in which to train teachers in residence. It is\n\n"}
{"page": 260, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n244\n\n[Normal\n\nprobably the most complete, and the largest laboratory for training te'achers found in\nany teacher-training institution of the country. The management of these affiliated\nsystems and individual schools is not haphazard. They are under very close and constant\nsupervision while teachers are practicing and observing them.\n\nEFFECTIVE DEMOCRACY IN THE FACULTY AND\nTHE ADMINISTRATION OF' A STATE\nTEACHERS' COLLEGE\nWILLIAM H. ZEIGEL, DEAN, STATE TEACHERS' COLLEGE, KIRKSVILLE, MO.\n\nDemocracy is government of the people, by the people, and for the\nIt is more the power to rule than actual rule.\nAll the outward\n\npeople.\n\nforms of democracy may be observed while the spirit of democracy waits\n\nTimoleon of Syracuse, when old and blind, made this apt reply\ntwo demagogs who bitterly attackt him: \"I cannot thank the gods\nenough for permitting me to live to see all Syracusans enjoying the liberty\nof saying what they think fit.\"\nDemocracy is not everyone having his\nown way, it is not everyone exercising authority, but it is everyone expressing without fear his own opinions and having his vote counted in reaching\nthe decision of the democracy; and, then, whatever the decision fairly\narrived at, giving it his support both by submitting to the exprest will of\nthe majority and by furnishing his active cooperation in carrying out this\nwill.\nDemocracy is not a gift from the gods dropt into the lap of an\nindifferent people.\nIt must be sought eagerly to be acquired and must\nbe practist consistently to be retained. Democracy is a long road and a\nslow road, but when once a nation has entered upon it, that nation grows\nby its struggles and lifts its burden of human achievement and thought\nto heights that benevolent autocracies can never attain.\nDemocracy\naugments its power and achievements by putting its principles to the test\nafar off.\nto\n\nin practice.\n\nIt is the school of promise for the human race.\n\nOur forefathers saw clearly that it would not be safe to rely upon the\ncaprice of an ignorant citizenship for the maintenance of the democracy\nwhich they had founded. So our free public schools were establisht as\nthe bulwark of our nation. We have ventured all upon the efficacy of\nideas to dispel darkness and crime, to lift men from bondage and servihty\nThe words \"Ye shall know the truth\nto the exalted heights of free men.\nand the truth shall make you free\" were no idle words spoken to the winds;\nthey are surcharged with power and promise. They furnish the reason for\nour public schools which are the cornerstone of our Republic.\nChildren of today need all the preparation that our public schools can\ngive, for they must go out into a world teeming with difficult problems\nproblems of tremendous consequences that press for immediate solution.\nThe nations of earth are i*n a state of unrest. Russia, downtrodden,\nilliterate, opprest, revels one brief moment in her newly found liberty and\n\n"}
{"page": 261, "printed_page": null, "text": "DEMOCRACY AND ADMINISTRATION\n\nDepartment]\n\n245\n\nthen plunges into one long, dark night of chaos and despair. Half of\nEurope and Asia are engulfed in this maelstrom of discontent and anarchy;\nnor are our shores safe from the waves of its malevolent impact. We\nhave the race problem with its violent outbreaks; the I.W.W. and the\nanarchist breathing out threats and sedition; the millions of illiterates\nreceived into our body politic; and the pressing conflicts between labor\nand capital. These problems cannot be solved by force from without as\nat the point of a bayonet. The solution must come from within thro the\nunderstanding and good will of an enlightened citizenship, and it is the\ntask of th€ public schools to furnish such a citizenship.\n\nThe teacher is the guiding force in the schoolroom.\n\nThis vast power\n\nin the hands of the teacher is enough to make us pause, especially those of\n\nus who direct the training of that teacher.\n\nTeachers' colleges occupy strategic positions.\n\nThey must furnish for\n\nthe nation teachers that will never sell their birthright of service for material\ngain;\n\nteachers that will never stoop to the base level of the professional\n\ndemagog.\n\nThey must furnish teachers imbued with vital, militant ideals;\n\nteachers that can marshal and center the resources of our public schools\n\nupon the urgent needs of our country. Do we believe that right makes\nmight, and righteousness exalteth a nation? Then put this principle\ninto our schools.\nEnunciate it thru organized curricula; support it by\nexample, experiment, and demonstration. Bring to bear the art of poet\nand sculptor, the genius of scientist and philosopher.\nPut behind\nthis doctrine the driving force of teachers, nurtured in the wholesome\ndemocratic atmosphere of teachers' colleges, and it can be embodied in the\nlife and traditions of our nation.\nTeachers' colleges must become leaders\nand exemplars in the practice of democracy. High-sounding words and\nloud acclaim will avail nothing. These schools must in organization and\nadministration represent the forefront of theory and practice in democracy.\nAre we willing to face the facts, to see what is being done, and consider\nfurther what needs to be done in the democratization of teachers' colleges ?\nIn a typical progressive teachers' college the president will ask the aid\nof a registrar, and of committees on: credentials and graduation, positions,\nfield service, curricula,\n\nextension service, school publications, social\n\nhealth, and nominations.\nis increast\n\nlife,\n\nThru this organization the efficiency of a school\n\nand the president assumes intelligent leadership.\n\nThe records of the institution are intrusted to a competent registrar\nwho is held responsible for record cards, original files, and proper certification of credits.\nTo the registrar may also be intrusted the bookkeeping\nof the institution.\nbility.\n\nIn both cases there is full authority and full responsi-\n\nThis means that no other individuals may add to or change in\n\nany manner records, credits, or accounts. A committee on credentials\nwill have full authority to pass on all credits from other schools, and will\ncooperate closely with the registrar.\n\n"}
{"page": 262, "printed_page": null, "text": "NA TIONA L EDUCA TION A SSOCIA TION\n\n246\n\n[Normal\n\nThe committee on programs and excess credit will aid students in\nchoosing courses of study and will pass on all questions of excess credit.\nIn the matter of excess credit no favors can be shown.\nsquare deal.\n\nStudents want a\n\nThey believe in high standards impartially enforst.\n\nThe\n\ncommittee on examinations will arrange thru departmental cooperation\nfor examinations to which students may be entitled because of work done\nin unaccredited schools or\n\nunder private instruction.\n\nThis committee is\n\nunhampered in determining eligibility for examinations and faculty members have full authority in niarking papers and reporting standings.\nThe committee on positions has the important function of properly\nplacing the product of the college in the schools of the state.\nHere rests\nthe triple obligation of fair dealing with college, individuals, and publicschool system. This committee has liberty of action and renders a unique\nservice.\nThe committee on field service acquaints the public with the\npurpose and plans of the school and its facilities for meeting the needs of\nthe people.\n\nCommittees on curricula, extension service, school publications, health,\nand social welfare are also created and perform their respective functions\nin carrying out the expanding program of a progressive teachers' college.\n\nThe president is ex officio a member of each committee.\nSuch is the organization that is putting new life into teachers' colleges.\nThe power and usefulness of the president is increast, not decreast. It\nmakes him a leader not a task master. The possibilities of the office with\ncommittees thus organized are unlimited to men of wisdom, judgment,\n\nand vision.\n\nHow then are these committees selected ? The faculty elects by ballot,\nwithout nominations, a nominating committee of five persons.\n\nAfter the\n\nnominating committee is elected, it begins its task of making out a roster\nof names for the various committees of the school.\nhere.\n\nPolitics will not work\n\nIn executive session, the qualifications, adaptability, and charac-\n\nteristics of each faculty member are discust.\n\nBy this careful sifting nominations are made for each committee and\nwhen approved by the faculty the standing committees for the year have\nbeen selected.\nThis whole procedure is a remarkable exhibition of democratic participa\ntion in the conduct of a teachers' college.\n\ncompared with its achievements.\n\nBut the organization is nothing\n\nIt works.\n\nCertain things need yet to be done in the democratization of teachers'\ncolleges.\n\nA good beginning has been made. Who is bold enough to go\n\nthe whole way?\n\nWhat college president has faith enough in the honest\n\npurpose of his faculty to ask it to share with him the responsibility of\nchoosing new faculty members, determining tenure of office and regulating\nsalary schedules?\n\nThese powers rest in theory with the board of control,\n\nin practice with the administrator of the school.\n\nThis transfer of function\n\nfrom the board to the administration is wise;\n\nalso a wise check that\n\nit is\n\n"}
{"page": 263, "printed_page": null, "text": "DEMOCRACY AND ADMINISTRATION\n\nbepartmentj\n\nultimate authority rests with a board of laymen.\n\n247\n\nWould it not be well,\n\nhowever, for the president to share this responsibility with representatives\nof his faculty.\n\nAs the president's will cannot per se override the will of\n\nthe board, so also the view of the representatives of the faculty should not\n\nper se override the will of the president.\n\nWhy should not a faculty committee advise with the administrator\nupon new faculty members ? The department in which new\nmembers will work should be represented in these deliberations. The\npersonnel of a faculty is of real interest to faculty members and there is\nin passing\n\nevery reason to believe better selections would result thru this combined\n\njudgment.\nLikewise, if a faculty member is to be discharged it is only fair that a\ncommittee representing the faculty should share the responsibility of\nrecommending dismissal. Of course, departmental opinion should be\n\nsecured and bear its just weight.\n\nA man about to be dismist, who has\n\nbeen honored and elevated to a position in a college, has a right to appeal\nto the faculty for its judgment of his case thru, a committee that should\n\n—and\n\nstand both for the rights of an individual, if not forfeited\n\nfor the rights\n\nof an institution to good and faithful service.\n\nBut of all the causes for complaint, as schools struggle along on limited\nfunds, none is so frequently made as the one relating to the manner of distributing salaries.\nShall industrial concerns get together and make adjustments that\nremove friction, promote good will, and increase efficiency while teachers'\ncolleges fail to do so under more favorable conditions?\nCan we not see\nthat the remedy is ready at hand ? It is faculty representation in making\n\nthe salary budget.\n\nA faculty should have the privilege of electing two of its members,\none man and one woman, to represent\n\nit\n\nin salary adjustments.\n\nThe\n\nand these two representatives of the faculty would\nknow the merits and weaknesses of each faculty member better than any\none man could. All cases would be considered and measured by a single\nstandard; worth would be recognized and rewarded, the slacker would be\ndemoted and the whole faculty would be back of the decision. It is a\nlonging for an acknowledged right, a guarantee of fair play and the square\npresident, the dean,\n\ndeal.\n\nWhen these reforms are added to those already in operation, the teachers'\ncollege will assume its rightful place in experimental democracy.\n\nrepresentation as advocated above\n\nbut it is a giant stride in the right direction.\ndistrust,\n\ninterest\n\nfor\n\nindifference,\n\nFaculty\n\nmay not be an educational panacea\nharmony\n\nIt substitutes confidence for\n\nfor\n\ndiscord.\n\neffective cooperation thru understanding and good will.\n\nIt\n\nproduces\n\nIt will bridge the\n\ngreat gap that has in the past separated teachers and administrators and\nwill bind\n\nthem\n\nto the one\n\nplace in which to live.\n\ncommon task of making the world a better\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n248\n\n'\n\n[Normal\n\nSTUDENT SELF-GOVERNMENT IN TEACHER-TRAINING\nINSTITUTIONS\nC. E.\n\nEVANS, PRESIDENT, STATE NORMAL COLLEGE, SAN MARCOS, TEX.\n\nThe purpose of this paper is to report the results of an investigation\nof student self-government in the teacher-training institutions of America,\n\ntogether with suggestions for making larger use of student participation\nfor the promotion of school ends.\n\nAn attempt was made to ascertain the\n\nactual status of student government in normal schools and the opinions\nof presidents and faculty regarding its feasibility.\n\nThe following questions\n\nwere sent to one hundred and fifty-eight (158) normal schools:\n1. Do you have student self-government in your institution?\n2.\n\nExplain briefly your type of student seK-government.\n\n3.\n\nWhat\n\nschool affairs are committed\n\nto\n\nthe\n\ncontrol\n\nof\n\nstudent\n\ncommittees ?\n4.\n5.\n\nDo you find student self-government satisfactory?\nMake any criticism out of your experience.\n\nFrom the investigation the following conclusions have been drawn:\nAs so many normal schools making reports offer only two years of work\nbeyond high-school graduation, the short period of normal-school life precludes the possibihty of a continuous student body for a sufficient number\nof years to develop the student leadership requisite for highly successful\n\nstudent self-government.\n\nUniversity\n\n\"Student\n\nHandbooks\"\n\nthat set\n\nout in detail student organizations and activities indicate student control\nthru \"upper classmen,\" Freshmen being rather the governed, and that, too,\n\nwith little more than quasi consent and nominal representation.\n\nThe few\n\nrecent instances of apparent breakdown of student self-government in\nuniversities during the war may be charged to the shortage in junior and\n\nsenior leadership growing out of the selective draft, necessitating the substitution of immature and untrained \"lower classmen\" in student manage-\n\nment.\n\nWise leadership is no less essential for sane student government\n\"You cannot put\n\nthan it is for sane poUtical action in state or nation.\nold heads on young shoulders.\"\n\nThe professional purpose of the normal school may also supply desirable\nmotivation of work and wholesome ideals that will tend to make young\nmen and young women seK-governing, without organized governmental\n\nmachinery.\n\nMay it not be that the work, the atmosphere, and the pro-\n\nfessional spirit, at least of some normal schools, combine to produce a high\n\nplane of individual appHcation and conduct, the practical equivalent of\nformed student responsibiUty for social order ? What the student body of\n\nnormal schools lacks in maturity of years and continuity of college life,\nit may even make up thru the development of the craft spirit incident to\nthe pursuit of true professional ideals.\n\nThe negligible number of cases\n\nof discipline in some normal schools would point to the uselessness of spend-\n\n"}
{"page": 265, "printed_page": null, "text": ",\n\nDepartment]\n\nSELF-GOVERNMENT TEACHER-TRAINING INSTITUTIONS\n\n249\n\ning time on corrective machinery as well as the actual accomplishment of\nthe preparation of students for citizenship.\n\nnormal school\n\nUnder such conditions in a\n\n—and such conditions may be found—an elaborate scheme\n\nof student self-government would appear to be an impertinence or excres-\n\ncence.\n\nDemocracy should actually release \"all the energies of every individual\nfor the enrichment of the personal\n\nand social life of all.\"\n\nIf,\n\ntherefore,\n\nthe normal school could work out satisfactorily the limitations and function\nof student participation in its discipUne. it would give a valuable training\n\nto young men\n\nand young women for responsible group action;\n\nit\n\nwould\n\ntrain more effectively leaders to mobilize the energies and talent of public-\n\nschool boys and girls for school and civic betterment.\n\nSocialized young\n\nmen and young women, democratic rather than autocratic in attitude,\nwould face confidently dehcate problems growing out of the tremendous\ndemand of the rank and file of students, grade teachers, and minor employes\nfor larger participation in shaping poHcies under which they work.\nMore than 80 per cent of student life in normal schools is spent away\nfrom classrooms in rest, getting meals, exercise, recreation, and study.\nAny form of school government, which promises even a measure of improvement of this external college life deserves con sideration and trial Cer tainly\n,\n\n.\n\nwe cannot afford to underestimate the educational value of the \"larger\ncollege atmosphere\"; and lest these outside activities endanger or outrun\ninternal morale, we must amply provide for their direction and control.\nI\n\nam of the opinion that much of student college life outside of classrooms\n\nand more particularly off the campus can best be elevated thru lodging\nlarge responsibility with students for the maintenance of wholesome\nconditions.\n\nThe experience of normal-school dormitories illustrates the\n\ndesirable results of student self-government in one field and forecasts the\n\nadvisability of its extension to other extra-classroom endeavor.\n\nThe stu-\n\ndent council could best lighten and regulate the increasing non-academic de-\n\nmands upon normal-school students;\n\nit\n\ncould more easily organize and\n\nvitalize religious or internormal-school activities; it could effectively enforce\n\nstandards in athletics.\n\nIn some of the larger universities, the student\n\nassociations are regulating the number of social functions per week,\n\nand\n\nthe conditions of expenditure of money in student elections.\n\nAdvisory student councils elected from the several classes or from\nthe school at large could hardly prove objectionable.\n\nSuch councils\n\nenable presidents, deans, and teachers to appreciate the students' point\nof view,\n\npromote cordial relations between students and teachers, and\n\nprovide a suitable agency for hearing the requests, petitions, and grievances\nof students.\n\nThus, the advisory council lessens friction in school manage-\n\nment and is a strong influence for the development of school spirit. The\npowers and duties of the advisory student council may expand according\nto institutional conditions and needs; when the situation warrants, the\n\n"}
{"page": 266, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n250\n\n[Normal\n\nadvisory council may become the executive committee of the student selfgovernment association, the transition being gradually effected as a matter\nof evolution.\n\nThru student self-government, the normal school may\n\nenlist\n\nthe\n\nleaders among young men and young women on the side of law, order, and\nsocial uplift, thereby offsetting the influence and propaganda of the bad\nand the lawless students. Student cooperation can best answer the\nBolshevik, and the disgruntled. From this standpoint, student selfgovernment becomes a militant force for the protection and conservation\nof the integrity of the school.\nBy giving student bodies and student\norganizations powers and duties to be exercised for social ends, we\n\nprevent the diversion of student energies into dangerous channels.\n\nExpedi-\n\nency, therefore, indicates a practicable use of organized student\n\nself-\n\ngovernment as a safe preventive agency.\nif student self-government is worthy of trial in a normal\nmust be inaugurated with the sympathy and support of the\nfaculty.\nWhen student government comes as a \"negative concession wrung\nfrom a half-hearted faculty,\" rather than a positive school poHcy for\n\nFinally,\n\nschool, it\n\nthe development of creditable conditions, it is not being accorded a decent\n\nchance for life in the institution.\n\nUnder such circumstances failure would\n\nmean antagonism, opposition, or even worse, cynicism of faculty.\n\nIf\n\nthe\n\nsituation in a normal school is not favorable to large student responsibility,\n\nfaculty influence and faculty pressure should not lead or drive students\ninto it.\n\nWith the confidence and support of the faculty, and with student\n\nsentiment ready and willing to assume large responsibility for social order,\nthe normal school may expect constructive results from the introduction\nof a carefully planned scheme of student self-government.\n\nDISCUSSION OF PAPER ON STUDENT GOVERNMENT\nMilton Bennion, dean, School of Education, University of Utah, Salt Lake City,\n\nUtah— As to whether or not it is advisable to introduce student governmeat depends\non the state of civilization of the student body. It is well known that a plan of selfgovernment which works very well with civilized, law-abiding people will not succeed at\nall with people who are not stabilized.\n\nIn order to succeed, student government must conform to the following conditions:\nmust be in the hands of a serious-minded and law-abiding body of students.\n\nFirst, it\n\nSecond, students must understand at the outset that self-government is of necessity\nby Congress to the territories.\n\nlimited, resembling in this respect government granted\n\nUltimate authority over a public teachers' college rests with the people of the state that\nThis authority is delegated by them to a board of trustees and by\nthe trustees to the president and faculty the board, however, reserving the right of veto\n\nsupport the college.\n\n—\n\nof anything done by the president and faculty.\n\nIn delegating authority to students, the\n\npresident and faculty are necessarily bound to reserve the right of veto since they, rather\n\nthan the students, are held responsible by the board of trustees.\nThird, the limitation of the functions of student government must be made perfectly\nEvidently student government cannot properly exercise authority in determining\nclear.\n\n"}
{"page": 267, "printed_page": null, "text": "\"\n\n:\n\nSECRETARTS MINUTES\n\nDepartment!\n\ncourses of study or other educational policies.\n\n251\n\nIt can, however, control all matters per-\n\ntaining to student discipline and should concern itself especially in maintaining high\n\nmoral tone\n\nin\n\nthe student body.\n\nSuch practices as petty gambling and cheating in\n\nexaminations, where these exist, should be eliminated thru the student-body organization\n\nIn matters of this kind the student government can accomplish much more than is\n\npossible thru action without student cooperation.\n\nFourth, the president and faculty must not adopt student self-government as a\nmethod of shifting responsibility. Student self-government is as much a part of the\neducative process as is classwork and should receive the constant, careful, wise guidance\nof the president and faculty, united in support of the plan.\n\nSECRETARY'S MINUTES\nCLEVELAND MEETING\nOFFICERS\n\n—John R. Kirk, president, State Teachers' College\nSecretary—Anna Tibbets, Fargo College\n\nKirksville, Mo.\n\nChairman\n\nFargo, N.Dak.\n\nTuesday Afternoon, February 24\nThe Department of Normal Schools of the National Education Association convened\nin regular session on Tuesday afternoon, February 24, at two o'clock, in the French\n\nRoom\n\nof the Hotel Winton, Cleveland, Ohio.\n\nThe following program was presented\n\nThe general topic for the meeting was \"The Instructors and the Facilities for Teaching\nand Exemplifying Scientific Tests in Teacher-Producing Institutions, with View to the\nAdequate Preparation of Teachers for Using Such Tests.\n\"Intelligence Tests\" N. A. Harvey, professor of elementary education, George\nPeabody College for Teachers, Nashville, Tenn.\nDiscussion, led by the following: Virgil Dickson, Research Department, City Schools,\nBerkeley Calif.; W. A. Brandenburg, president. State Normal College, Pittsburg, Kans.;\nGeorge Melcher, director of research and efficiency, Kansas City, Mo.\n\"The Personal Qualifications of Instructors and the Laboratory Facilities for Exemplifying Hygiene and Physical Education Tests in Teacher-Producing Institutions, with\nView to the Adequate Preparation of Teachers for Using Such Tests in the Public Schools\"\n\n—\n\nD. Heilman, professor of educational psychology. State Teachers' College, Greeley,\n—\nColo.; A. G. Reed, professor of Child Hygiene and\nState Teachers' College,\nJ.\n\nPublic Health,\n\nKirksville, Mo.\n\n—\n\nDiscussion, led by the following H. G. Swanson, superintendent of schools and\ndirector of practice teaching, East Carolina Teachers' Training School, Greenville, N.C.;\nNina C. Vanderwalker, principal\" of kindergarten training department, State Normal\nSchool, Milwaukee, Wis.\n\"Salaries in Teachers' Colleges and Normal Schools Should Parallel Salaries in\nUniversities? If So, Why?\" J. Stanley Brown, president, State Normal School,\n\nDe Kalb, 111.\n\n—\n\n—\n\nDiscussion, led by the following: D. B. Waldo, president State Normal School,\nKalamazoo, Mich.; Josephine Corliss Preston, state superintendent of public instruction,\nOlympia, Wash.; A. E. Winship, editor, Journal of Ediccation, Boston, Mass.\n\nThe meeting was adjourned.\n\nAnna Tibbets, Secretary\n\n"}
{"page": 268, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n252\n\n[Normal\n\nPAPERS AND DISCUSSIONS\nINTELLIGENCE TESTS\niOFESSOR OF PEDAGOGY, Ml\nCOLLEGE, YPSILANTI, MICH.\n\nThe records of 1,700,000 men obtained by giving the army tests represent the most stupendous accumulation of psychological data in the world.\n\nThe results derived from these army tests have been recognized as extraordinarily valuable.\nThe large number of men tested justifies us in asserting that they represent fairly well the psychological status of the entire\n\npopulation of the country, including the children of school age.\ntally,\n\none result of these tests\n\nis\n\nInciden-\n\nthat the subject of psychology has\n\nbeen completely transformed, and possibilities of the subject previously\nundreamed of have been disclosed.\nMental measurement necessitates a recognition of the fact that children\ndijffer widely from each other in their mental capacities and in their con-\n\nOf this fact teachers are generally aware, but\njudgment of the amount of this variation and the consequences\nfollowing from it has little weight in determining their practice in teaching.\nMental measurement constitutes a method of studying children in a more\nsatisfactory way than has ever before been available, and inevitably tends\nSome children are\nto correct misjudgments that are common in schools.\njudged to be normal in school when they are really retarded mentally one,\ntwo, or three years. But the greatest injury is done to those brighter\nchildren who have a mental capacity of two, three, or even four years above\nthe grade in which the mental testing finds them located.\nBy means of mental measurement, we have become able to adapt our\nschools to the capacity of children. Using the determinations of the\narmy tests, it has been discovered that intelligence of the C plus grade\nsequent ability to learn.\ntheir\n\nmay be described as that of the high school.\n\nPersons of less than C plus\n\nwork ordinarily\nBut it is possible so to modify our\nhigh-school requirements and to establish in our high schools work of a\nintelligence are unable satisfactorily to accomplish the\n\nrequired for high-school graduation.\n\nkind that persons of a different grade of intelligence are able to do with\nand thereby have the same effect as to increase the grade of intel-\n\nprofit,\n\nligence which they are able to manifest.\n\nAnother thing that must not be overlookt in any discussion of the\nteacher's problem is the matter of disciphne.\n\nWe find that there are in\n\nMostly they are boys, and they constitute a very serious problem for every teacher. There is a very general\nfeeling, exprest sometimes in the startling statement that incorrigible boys\nschools some incorrigible children.\n\nhave in them material for making the very best men. This is encouraged\nby some very reputable scientific publications, but it is true only when\napplied to certain cases. One kind of incorrigibility arises from a hyper-\n\n"}
{"page": 269, "printed_page": null, "text": "INTELLIGENCE TESTS\n\nDepartment]\n\ntrophied development of the instinct of\n\nchildish\n\n253\n\nindependence.\n\nThis\n\ninstinct is absolutely necessary, and those who possess it in a high degree\n\nare likely to be of the kind from which natural leaders come.\nis\n\nBut there\n\nanother kind of incorrigibility that arises from a different cause.\n\nThis\n\nsecond kind of incorrigibility arises from a condition of feeble-mindedness,\n\nand such persons can never become successful leaders of any good social\nmovement. The external marks of the two kinds of incorrigibility are not\nvery different, and teachers generally fail to discriminate this second kind\nThey indignantly assert that this bad boy\nof incorrigibility from the first.\ncould learn as well as anybody if he would apply himself. But actually he\nMental\nis unable to apply himself in consequence of his natural limitations.\nmeasurement easily discriminates these two kinds of incorrigibility. If I\nhad a bad boy or a bad girl in school, I should first of all subject him to\nmental measurement.\nIn the teaching of defective classes it is necessary to be pedagogical.\n\nThe very best examples of pedagogical practice will be found in the schools\nThe purest examples of pedagogy\nfor the defective and dependent classes.\nthat I have ever seen have been found in schools for the deaf, for the bUnd,\nand for the feeble-minded. Such dependent and defective classes cannot\nbe taught by anything less than pedagogical methods. In ordinary schools\nour children will learn something and get along somehow if we are not so\n\nThey will learn something in spite of their teachers.\nBut they will learn enormously better if the teachers are as pedagogical as\nthey must of necessity be in schools for defectives. We give to the defective\n\nexplicitly pedagogical.\n\nchildren advantages that are denied to the normal child.\nI see\n\nno escape from the conclusion that if mental measurement is\n\nnecessary to the teaching of defectives and so important for a proper under-\n\nstanding of the pedagogy that must be applied to them, it is equally necessary for the proper understanding of those who are not defective, and for\nthe pedagogical practice that must be applied to them.\nI take it that a knowledge of mental measurement is absolutely essential\nin the preparation of every teacher.\n\nFor the past six years I have been\n\ngiving to students in my classes exercises in mental measurement, principally\nfor the purpose of enabling them to know what mental measurements are,\n\nhow they are made, and what may be accomphsht by means of them.\n\nAt\n\npresent we are undertaking to have every pupil who graduates from our institution in any course acquire something of this knowledge.\n\nI would not say\n\nthat we give enough to justify anyone in regarding himself as an expert\nin making mental measurement, but energetic individuals with what they\n\ndo get from us are able to begin the work of measuring, and after a sufficient\n\namount of experience they do become able to make measurements\n\nthat justify them in having some confidence in the accuracy of the results\nthat they obtain.\n\nWhile such an amount of preparation is far from ideal,\nthan none.\n\nit is enormously better\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n254\n\n[Normal\n\nTHE PERSONAL QUALIFICATIONS OF INSTRUCTORS AND\nTHE LABORATORY FACILITIES FOR EXEMPLIFYING\nHYGIENE AND PHYSICAL EDUCATION TESTS IN\nTEACHER-PRODUCING INSTITUTIONS WITH VIEW TO\nADEQUATE PREPARATION OF TEACHERS FOR USING\nSUCH TESTS IN THE SCHOOLS\nA. G. REED, CHAIRMAN, DEPARTMENT OF CHILD HYGIENE AND PUBLIC HEALTH,\n\nSTATE TEACHERS COLLEGE, KIRKSVILLE, MO.\n\nThe physical education instructor in teacher-producing institutions\nAs such he must be equally as expert as a physician.\n\nwill also be examiner.\n\nHe should be a better\nHis problem is to detect pathological developments in their\n\nHis training will be necessarily somewhat different.\ndiagnostician.\n\nincipiency before\n\nsymptoms are apparent or exaggerated, analyze them,\n\nprognose with a fair degree of accuracy and apply appropriate treatment.\n\nSuch treatment will not consist of adpiinistering potions, but in nature be\nHe must know the fundamentals\nof the body organism, both as regards the primary simple cellular structures\nand the relationships of primary structures as they exist grouped into tissues\nand organs. He must therefore have a functioning knowledge of human\nphysiology, anatomy, pathology, histology, etc., and their relations to the\ncomplex bodily activities. In addition he must be familiar with the\nmodern school problem. He sees the new school in its broadest scope and\nappreciates the factors thus involved. He must feel that the physical\nand mental aspects of education are merely phases of the same subject, and\nKnowledge of games\nneither has preference to the exclusion of the other.\nand plays are essential in so far as their appropriateness is indicated in\nspecific individual cases.\nWe must admit the fact that even now probably\nprophylactic, preventive, and expectant.\n\nas many students in our institutions are being injured by physical education\nas are being aided.\n\nIn most cases the error is due to the physical education\n\ninstructor being familiar with games and plays only and ignorant of the\n\nhuman body.\nThe true basis of physical examinations is perhaps not definitely known.\n\nWe have* conclusive evidence, however, that many points formerly conWhat are causative factors\nsidered primary are at best only secondary.\nand what are resultant conditions are in many respects yet to be determined.\n\nAmong the extremely few fundamentals or primary points nutritional errors\nMalnutrition may be general or local, congenital or\n\nperhaps rank first.\n\nacquired, and in the varied forms elicits the trained ingenuity of a physical\n\nBy malnutrition I would include improper metabolism of* the\nhuman body.\n\nexaminer.\n\nAnother index of nutrition is the condition of the blood pressure in\nbeyond the age of puberty. The sphymomanometer is an\ninstrument made use of in indicating the presence of any obstruction or\nindividuals\n\n"}
{"page": 271, "printed_page": null, "text": "Department]\n\nPREPARATION OF TEACHERS AND HYGIENE TESTS\n\n255\n\nimpingement, however slight, in the blood stream. Both systolic, diastolic,\nand pulse pressure should be noted. Impingement causes an elevation or\nincrease of pressure. The most common focus for such a circulatory\ninterference\n\nin the tortuous blood vessels of the kidney glomerules in\n\nis\n\nthe adolescent and young adult.\n\nHence in these cases the blood pressure\nThe\n\ncan with a degree of safety be taken as indicative of kidney lesions.\n\nThe\n\nconclusive proof of course is a urine analysis which should be made.\nstrain usually\n\nthrown upon the kidneys during this period thru dietetic\n\nerrors makes this analysis essential.\n\nAlso the initial stage of arterio-sclerosis often occurs during this period\n\nand can usually be ascertained by the foregoing method. Tuberculosis at\na fairly early stage, at least pre-hemorrhagic and usually before sputimi\nanalysis reveals the bacilli, is often foretold by the blood-pressure machine.\nTaking the normal blood-pressure systolic as being 100 plus the age of the\nindividual during adolesence and early adult life, a pressure registering\nless than 100 with a consequent diminution of pulse pressure should arouse\n\nAn expedient diagnosis can often thus be made\n\na suspicion of tuberculosis.\n\nbefore physical symptoms are in evidence.\nScoliosis is now believed to be a symptom of muscular weakness\n\nand\n\nthat the seating in the schoolroom is a comparatively unimportant factor\nin producing curvatures.\n\nIf scoliosis were due to seat misfits, for example,\n\nthe desk be of improper height, the curvature would be to one side as\n\nfrequently as to the other, since seats average as often too high as too low.\n\nThe facts based upon careful measurements fail to bear out this theory.\nStatistics point quite conclusively that scoliosis is\n\ninequality of muscular tone and strength.\n\na result of bi-lateral\n\nWe see excellent examples in\n\nchildren whose history is to the effect that they h§.ve had most diseases\nof childhood;\n\nthe more wasting the disease the more exaggerated\n\nis*\n\nthe\n\ncurve usually, due to the greater nutritional disturbance.\n\nWe have heard the insistent demand by certain groups of educators\nthat the safety of the social organism lies in the teaching of sex hygiene to\nschool children.\n\nFirm opposition has ever been encountered.\n\nConsider-\n\nable justification for the opposition has been advanst, some of which was\n\nunanswerable.\n\nWhat was the causative factor, fundamentally, that seemWas it the normal child's curiosity\n\ningly made sex teaching indispensable ?\n\nthat must be satisfied by an elaborate explanation ?\nable.\n\nChildish curiosity\n\nis\n\nas fleeting as\n\nis\n\nIt is hardly reason-\n\nhis attention.\n\nPersistent\n\nsymptomatic, almost invariably, of an\n\nintrospection in this respect\n\nis\n\nabnormality.\n\nmore defects exist of the external genitals\n\nIt is true that\n\nboth congenital and acquired in both sexes than perhaps any other part of\nthe body mechanism.\n\nIrritation and inflammation as a result of phimosis\n\nor paraphimosis is the almost universal cause of onanism, or self-injurious\npractices.\n\nThat is not all. Such mal-conditions are highly prolific thru\nmost disastrous diseases of childhood. Among\n\nreflexes in producing the\n\n"}
{"page": 272, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n256\n\n[Normal\n\nthese are mentioned nervous instability, hysteria, night terrors, aneuresis,\n\ninsomnia, chorea or ''St. Vitus' Dance,\" even epilepsy, and petit mal or\ninsanity.\neffect\n\nTeaching sex hygiene to children thus aiffected can possibly\nAppeals to the immature mind on the basis of health in\n\nno cure.\n\nmaturity is practically of no avail.\n\nIt\n\nis,\n\nin fact, often contra-indicated,\n\nas it may exaggerate the evil, thru directing the apperceptive mass of the\n\nA careful but simple examination by the physical\nand a little follow-up minor surgery is the proper solution arid\n\nchild toward those parts.\n\ndirector\n\nthe only one.\n\nAnother condition which the physical examiner must be able to recognize\nIn the average city more children are excluded on that\nis skin lesions.\nground than any other.\nMost of the common skin diseases are contagious, necessitating quick and definite action for control in the school.\n\nIn conclusion, permit me to say that the previous discussion is in no\nwise complete.\n\nAn attempt has been made to bring out points that are of\n\nvalue to those in the physical examiner's capacity, some of which are in\n\ncommon usage, others because of the singular form and exactness commend themselves for usage in teacher-producing institutions which can in\nturn be utilized by the teachers thus trained in their respective schools.\n\nIn general, the physical education instructor must be expertly trained\nin knowledge of the human body and its basic processes;\n\nalso the proper\n\nmethods of teaching the fundamental or primary body functions.\nconditions rather than the elusive secondary\n\nsought.\n\nSystemic\n\nsymptoms are those to be\n\nWith such instructors and such equipment, teacher-producing\n\ninstitutions will be able to assume their full share of responsibility in the\nsocial organism.\n\nTHE PERSONAL QUALIFICATIONS OF INSTRUCTORS AND\nTHE LABORATORY FACILITIES FOR EXEMPLIFYING\nHYGIENE AND PHYSICAL EDUCATION TESTS IN\nTEACHER-TRAINING INSTITUTIONS, WITH A VIEW TO\nTHE ADEQUATE PREPARATION OF TEACHERS FOR\nUSING SUCH TESTS IN THE PUBLIC SCHOOLS\nJ.\n\nD. HEILMAN, PROFESSOR OF EDUCATIONAL PSYCHOLOGY, STATE TEACHERS*\n\nCOLLEGE GREELEY, COLO.\nj\n\nTo those who believe that teachers cannot be adequately trained to make\nphysical examinations, I wish to say that there is little evidence for this\n\nOn the contrary, there is much evidence to show that teachers\nwho have had Uttle or no instruction for giving physical tests beyond those\nprinted on small instruction sheets have done work of much practical\nvalue.\nMedical inspectors acknowledge that they receive much assistance\nbelief.\n\nfrom untrained teachers in locating physical defects. According to a recent\nreport by the Commissioner of Education, the new health law of North\n\n"}
{"page": 273, "printed_page": null, "text": "PREPARATION OF TEACHERS AND HYGIENE TESTS\n\nDepartment]\n\n257\n\nCarolina requires that the teachers shall make a preliminary examination of\n\nexamination by some physician of\nThe Commissioner quotes the following\nfrom the North Carolina report: \"The most gratifying feature of the\nall\n\npupils and provides for a detailed\n\nall\n\nchildren suspected of defects.\n\nyear's work has been the uniformly satisfactory work of the teachers in\n\ncompleting the preliminary examination of the children.\"\n\nIf good results\n\ncan be obtained by teachers who have had little or no preparation in locating\ndefects, what may we expect of teachers who have had two or more terms\n\nof training for the\n\nwork?\n\nMy experience has led me to the conviction\n\nthat their work would be but slightly inferior to that of physicians and\n\nWhile physicians have the advantage of a better background of\n\nnurses.\n\ntraining for detecting defects, teachers have the advantage of a superior\ninterest in the child and of the opportunity for repeated observations.\nIt is after all not very difficult to determine whether a child's organs\n\nare sufficiently impaired to interfere seriously with the performance of\ntheir functions.\n\nTo determine that a child is suffering from some physical\n\nabnormality is vastly different from and much easier than to determine\nthe precise nature of that abnormality with a view to its amelioration or\ncure.\n\nIt is only the\n\nformer that teachers should be called upon to do.\n\nThe latter is the work of the physician.\n\nIt is\n\nstill\n\nthe general rule for\n\nadults to determine for themselves whether they require medical aid for\ntheir physical ailments.\n\nWith the aid of an intelligent teacher trained to\n\ndetect mal-functioning, I believe that, with the exception of heart and lung\ndefects, only minor ailments would be overlookt.\n\nbeen tried and found wanting;\n\nit\n\nThis program has not\n\nhas not received any serious\n\ntrial.\n\nTeacher-training institutions have failed either to offer enough courses to\ngive adequate preparation for the work or to require the students to take\n\nsuch courses.\n\nOne of the important facts to bear in mind in selecting apparatus or\nlaboratory equipment for illustrating physical tests pertains to the nature\n\nThey should be very simple and their number\nThe laboratory which has the simplest and least apparatus\n\nand number of pieces.\nshould be small.\n\nconsistent with obtaining good results in giving physical tests\n\nequipt to prepare teachers to examine school children.\n\nis\n\nbest\n\nThe more the\n\ndemonstration of physical tests involves the use of expensive and complicated pieces of apparatus the more certain is the work to fail of its purpose.\n\nFor most school boards will not buy expensive apparatus, and if teachers\nare not trained to give tests without it, the work of testing will miscarry.\n\nEven if school boards could be persuaded to buy such apparatus, it would\nstill be a\n\nbad plan to place it in the schoolroom on account of the difficulty\n\nof housing it properly and the difficulty and expense of keeping it in good\n\ncondition.\n\nStill\n\nanother objection arises from the fact that it would soon\n\nmany changes in the occupation\nTo make this point of the use of little equipment more\n\nfall into untrained hands on account of the\n\nof teaching.\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n258\n\nspecific, I shall discuss the materials\n\n[Normal\n\nwhich are necessary to make satis-\n\nfactory tests of the eyes, ears, nose, throat, and teeth.\n\nOcular defects may be divided into two large classes.\n\nThe one inter-\n\nferes with the normal refraction of light and the other with normal binocular\n\nfunctioning.\n\nMany instruments may be used to detect the presence of\nAmong them are the Snellen test type, the Jaeger type,\n\nrefractive errors.\n\nthe astigmatism chart, trial lenses, the retinoscope, and the ophthalmometer.\nAll of these might be added to our laboratory equipment.\n\nBut after having\n\ntried all of them I have come to the conclusion that only the Snellen type\n\nand possibly the Jaeger type are necessary. Evidences of eyestrain are\nmost cases more significant than the results of tests. There are two\n\nin\n\ndegrees of binocular errors or muscular insufficiency.\n\nIn the one, muscular\n\nweakness, the tendency of the eyeball to turn out of\nconcealed by muscular effort.\n\nits\n\nproper axis is\n\nIn the other, squint or strabismus, the eye\n\nactually turns in the wrong direction.\n\nAs there are no reliable means for\n\neliminating the concealment of the eyes' tendency to turn in the wrong\ndirection in muscular weakness, and, as the condition\n\nwhen present in\n\nnumerous symptoms, I recommend that the\nphorometer, stenopaic prism or Maddox rod, and rotating prisms be\nexcluded from the laboratory equipment. No apparatus is necessary to\nharmful degree, gives\n\nrise to\n\ndetect squint or strabismus.\n\nThere are several tests of hearing which require little or no apparatus.\n\nThe whisper-speech test, when given to a group of children simultaneously,\ngives excellent results\n\nand requires no special equipment apart from a\nThe watch test may be\n\nplug to stop up the ear which is not being tested.\n\nused but it contains elements of unreliability. It cannot be standardized\nand the response is not easily controlled because the child imagines that\n\nhe hears the tick of the watch.\n\nPerhaps one of the simplest and cheapest\nThis apparatus\n\ninstruments for testing hearing is the Politzer acoumeter.\nif\n\nheld horizontally will produce a sound of uniform intensity.\n\nand very easily manipulated.\n\nThe\n\nIt is durable\n\ntuning fork may be used, but I have\n\nnot found it as dehcate as other tests.\n\nA very delicate test would not be\n\nnecessary were it not for the fact that it may indicate the presence of middleear disease in mild form.\n\nThe McCalUe audiometer is one of the most\n\nsatisfactory of all of the meails for testing hearing.\n\nquickly and rehably the hearing of\n\ngarten to the high school.\n\nall\n\nIt enables one to test\n\nschool children from the kinder-\n\nIt might therefore be desirable as a part of the\n\nlaboratory equipment, but its use should certainly be supplemented with a\ndemonstration of other tests, because it is very doubtful whether it will\nfind its\n\nway into many schools on account of the price.\n\nEvidences of\n\ndefective hearing apart from tests may also be used, but they add very\nUttle if anything to the results of Xhe tests.\n\nFor the examination of the nose, the throat, and the teeth such instruments as the naso-pharyngeoscope, the head-mirror, the rhinoscope, the\n\n"}
{"page": 275, "printed_page": null, "text": "Department]\n\nPREPARATION OF TEACHERS AND HYGIENE TESTS\n\nspeculum, and probe might be used.\n\n259\n\nBut as their use in the schools by the\n\nteachers is probably neither practical nor necessary, I should not include\n\nthem under the laboratory equipment.\n\nThe only instrument which it is\n\nadvisable for teachers to use in the examination of the teeth and the throat\nis\n\nthe wooden tongue depressor.\n\nThis can be used to good advantage in\n\nlaying the teeth, gums, and throat open to inspection.\n\nAs the most im-\n\nportant thing in regard to the teeth is to prevent disease and decay rather\n\nthan to discover them, the teacher should devote most of her efforts in\ntraining the children to give their teeth the best possible personal and dental\ncare.\n\nThe laboratory facilities for exemplifying physical tests must include\nmore than apparatus; the laboratory itseh should, of course, be properly\nconstructed and located in or near the training or model school. Children\nshould be available for demonstrating the tests.\n\nThe students are usually\n\nquite wilHng to serve as subjects, but as they are very different from the\nchildren, the latter should be used in the demonstrations.\n\nIt is also neces-\n\nsary, in preparing teachers to examine children, to go farther than the mere\n\nUnder the supervision of the instructor the\n\nfact of demonstrating tests.\n\nstudents should receive practice in the examination of children.\n\nbeen done in our school in a limited way.\nto the advanst students.\n\nThis has\n\nThe work has been ofi[ered only\n\nHowever, as all the children of the training\n\nschool are examined once a year, it would simply be a matter of administrative poHcy to give all of the students some practice in the examination\nIf a program of instruction in hygiene with demonstration\nand practice in giving physical tests were carried out in the preparation of\nteachers, I have not the slightest doubt but that they would do better\nwork in locating physical defects than they do in training and educating\n\nof children.\n\nchildren.\n\nIn conclusion I wish to say a word about the qualifications of the\ninstructor.\n\nFrom the standpoint of intelhgence or native endowment, his\n\nqualifications\n\nneed not be superior to those of other instructors.\n\nHis\n\ntasks, altho somewhat different, are certainly not more difficult than those\n\nin other fields of instruction.\n\nIn order that the instructor may do his special work well, he should be\nfamihar with the structure and functioning of some of the organs and\nparts of the body. This requires some training in anatomy and physiology.\n\nHe must know something about abnormal bodily conditions and their\nsymptoms, bad effects, and causes. For this purpose some training in\npathology and bacteriology with very good courses in child hygiene would\ngive adequate preparation.\n\nHe should understand the influence of bodily\n\nailments upon the mental and general bodily behavior of the individual.\n\nThis requires some training in psychology.\n\nOne of the most important\nrequirements is several years' experience in examining children. This can\nbe gained by working in, clinics of various types.\n\nIn this connection I-\n\n"}
{"page": 276, "printed_page": null, "text": "26o\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Normal\n\nthink it might be well to point out that, while the instructor's training\n\nshould be sufficiently comprehensive to make it easy for him to evaluate\n\nand take on new ideas in his special field, nothing is gained and there may be\n\nmuch loss if his training has extended to phases of the subjects just\nenumerated which have little or no value for his work. For in such cases\nit too often happens that the instructor wants to teach the students everything that he knows regardless of its importance in preparing the students\nIt is difficult for us to get away from our old reaction\nfor their work.\nsystems. That is why we teach so many things which are no longer of any\nuse to the student.\n\nUnder the direction of an intelligent, active, and progressive instructor\nwith training in education and the subjects pertaining to his special work,\nteachers can be trained to give physical tests satisfactorily.\n\nIn exemplify-\n\nand simplest apparatus that is consistent with\ndoing good work should be used. We must do more than illustrate the\nWe must give the students practice in using them. We must also\ntests.\nteach them to rely as much upon the symptoms of physical ailments as\nupon the results of physical tests. If the work of giving physical tests to\ning these tests the least\n\nschool children shall be of real value in improving the child's physical condition, let it be remembered that the discovery of defects is but the first and\n\neasiest step in securing this improvement.\n\nSHOULD SALARIES IN TEACHERS' COLLEGES AND NORMAL\nSCHOOLS PARALLEL SALARIES IN THE UNIVERSITIES?\nIF SO, WHY? IF NOT, WHY NOT?\nJ.\n\nSTANLEY BROWN, PRESIDENT, STATE NORMAL SCHOOL, DE KALB, ILL.\n\nA new, young, inexperienst, very wise Freshman in college is the only\nindividual ever connected with a college or university whose\n\nwisdom is\n\nsufficiently broad, and whose conceptions are so sufficiently matured, and\n\nwhose extent of vision is sufficiently developt to settle in a brief time all\nthe great problems which ever present themselves in the college or university or the world at large. It is probable that for some such hidden\nreason as may lurk about my conception of the Freshman with his inexperience and his newness that the chairman of this body askt the speaker\nCertain it is that no one\nto discuss the topic that has been announst.\nwith matured experience in this field of normal school and teacher's college\nwould presume to come before his well-known associates, and by purely\nacademic reason attempt to lead them to a legitimate conclusion, to a real\nInstinct very often leads certain types\nsolution of the problem proposed.\nof vitalized protoplasm to make conclusions which may not at all be based\non a series of propositions arranged in logical order. The tenacity with\n\nwhich such individual clings to the conclusion thus arrived at is probably\n\n"}
{"page": 277, "printed_page": null, "text": "Department]\n\nNORMAL SCHOOL AND UNIVERSITY SALAJtIES\n\n261\n\nmore intense than that which might be reacht thru a long series of experiments whose teachings are apparently unquestioned.\nIn attempting to arrive at some kind of defensible procedure, I have\naskt the business managers of the universities of Wisconsin, Minnesota,\n\nMichigan, Northwestern, and Chicago to give\n\nIllinois,\n\nme certain facts\n\nconcerning the salaries of the professors, associate professors, assistants,\ninstructors, etc.\n\nI made a similar request of a group of colleges in approxi-\n\nmately the same territory, including Lake Forest, James Millikin, Knox,\nBucknell, Denison, and others. I have also had the information very\ncarefully made by the president of this section showing the salaries of ten\n\nor more of the leading state normal schools in this same territory.\n\nWe found, however, that these things are true in a rather definite way.\nThat the state normal schools' salaries of its professors are about the same\nas salaries of the professors in what we many times term \"the small\ncolleges\"; at any rate, in the institutions not of a university character and\nunder state control.\n\nWe have found, in the second place, that these salaries of the normalschool professorships and the small-college professorships are approximately\n\nthe same as the salaries of assistant professorships in the great state uni-\n\nand the corresponding universities under private control, like\nWe have then a rather clear line of demarcation.\nThere is a financial relationship pretty clearly markt out, altho\nthere has been no conference on the part of the administrative heads of these\nbetter so-called small colleges and the administrative heads of the state\nnormal schools.\n\nversities\n\nChicago and Northwestern.\n\nWe answer the question proposed in the aflirmative for the following\nreasons: First, service of an educational character should receive remuner-\n\nsomewhat according to the nature and quality of the service. All\nsome measure supplying a public service. The service\nwhich the university teacher supplies is largely individual and personal,\nand the student who receives this service is largely impelled by selfish\nmotives. At any rate, the horizon of his service is specific and limited.\nSecond, the state normal schools have as their distinct, definite, and\nspecific function supplying public-school teachers to the state.\nTheir work\nis as definitely allotted to them by law as is the allotment to the college\nation\n\nteachers are in\n\nof\n\nmedicine or to the college of theology.\n\nTheir field is the entire state,\n\none\n\nIs there\n\nany more important,\nmore valuable, more necessary, or more desirable service to be rendered by\nany body of people than by this group ?\n\nin\n\nspecific, definite\n\nkind of service.\n\nThird, the present situation in supply of teachers was never so alarming, never so aggravated, never so unsettled as now.\n\nThe small attendance\n\nat all teacher-training institutions everywhere, the fact that teachers, men\n\nand women, are leaving the profession, leaving the faculties of the normal\nschools and teacher-training institutions, brings before us a most serious\n\n"}
{"page": 278, "printed_page": null, "text": "262\n\n.\n\nsituation.\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Normal\n\nBut the educational institutions, not designedly teacher-training\n\ninstitutions, are full to overflowing now.\n\nOne of the most effective means which can be used to secure a larger and\nnumber of desirable young people for teacher training lies in the\n\nlarger\n\nretention an3 satisfaction of the groups of men and women now in service\n\nwhose relationships and work in service have been supremely helpful.\nRaising the level of salaries makes it possible to relieve the strain which is\nnow on; makes it possible to attract to the field of teacher- training faculties\nthe type of man and type of woman so clearly essential to the direction and\neducation of the leadership of the children of the next decade.\n\nFor these reasons and others unexprest we believe that this question\nanswered in the affirmative and that this body ought to record\nwith itseK its conviction and use every legitimate effort to see to it that\nthe doctrine here exprest shall become immediately operative in every\nis fairly\n\ninstitution here represented.\n\n"}
{"page": 279, "printed_page": null, "text": ":\n\n:\n\nDEPARTMENT OF BUSINESS EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n— A. Book, South Division High School\nSecretary—^Lilian Neipert\nPresident\n\nMilwaukee, Wis.\n\n^J.\n\nUniversity, N.Dak.\n\n—T. A. Beal, Dean School of Commerce and Finance University of Utah\n—Jessie Duncan, West Side High School\nSalt Lake City, Utah\n\nActing Chairman\nActing Secretary\n\nFIRST SESSION—Tuesday Forenoon, July 6\nThe Department of Business Education of the National Education Association\nconvened in regular session on Tuesday forenoon, July 6, at nine o'clock, in the Seventeenth\nWard Chapel, Salt Lake City, Utah. The meeting was called to order by J. A. Book,\npresident.\n\nThe following program was presented\n\n—\n\n\"Rhythmical Penmanship\" Louisa M. Spencer, School of Rhythmical Penmanship,\nLos Angeles, Calif.\n\"Commercial Education in Secondary Schools\" ^Thomas A. Beal, dean of school\nof commerce and finance, University of Utah.\n\"Commercial Education of the Future\" Glen Levin Swiggett, specialist in commercial education, Washington, D.C.\n\n—\n\n—\n\nDiscussion:\n\n\"The Greatest Need in Commercial Work.\"\n\nSECOND SESSION—Wednesday Forenoon, July 7\nGeorge B. Hendricks, director school of commerce and business administration,\nAgricultural College, Logan, Utah, was acting chairman at the second session.\n\nThe following program was presented:\n\"Business Education and the Community\"\ncommerce, University of Utah.\n\n—Earl Jay Glade, assistant professor of\n\n—\n\n\"Salesmanship as a Factor in Education\" Nellie G. Morris, educational director,\nWalker Brothers Company, Salt Lake City, Utah.\n\nRound Table Disctssions\nCommercial education below the second year of the high school should not be the\nsame as that given the upper three years of the high school.\nCommercial education as at present organized is influenst more by the nature of\nthe subjects in the curriculum than it is by the actual vocations for which boys and girls\n•\n\nare being trained.\n\nContinuation school commercial courses must be radically different from the usual\nhigh-school commercial courses if they are to meet the needs of the younger commercial\nworkers.\nBusiness training on the unit basis to meet the requirements of specific vocations is\nwhat is needed in the evening school.\nWhat is the greatest need in improving the commercial work in the high schools in\nthe state of Utah ?\nWhat is the value of a survey of commercial work ?\n\nI\n\n263\n\n"}
{"page": 280, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n264\n\n[Business\n\nPAPERS AND DISCUSSIONS\nRETAIL SELLING AS A FACTOR IN COMMERCIAL\n\nEDUCATION\nNELLIE GRANT MORRIS, EDUCATIONAL DIRECTOR, WALKER BROTHERS\nDRY GOODS CO., SALT LAKE CITY, UTAH\n\nUnder the title, \"Trained\n\nMen Wanted,\" there recently appeared\n\nthe following editorial in one of our leading daily papers\nInstitutions of higher learning have frequently been criticized by practical business\n\nmen because they do not train men in a definite way to take part in industry. A movement is under way however to bring about a closer correlation between the work of colleges\n\nA plan for meeting these needs is being tried out by Mollis\nGodfrey, president of Drexel Institute of Philadelphia, and it has been endorst by more\n\nand the needs of business.\n\nthan 200 industrial firms and nearly every college and university of importance.\n\nThe plan is as follows: Business firms individually and jointly will write a specific\norder for the trained men.\n\nThis order will specify approximately what training the\n\nindustry requires these men to have, how many men are needed, and what their opportunities in business are.\n\nRepresentatives of the Institute will write a specific statement\n\nof the school's capacity for filling the order of the industry.\n\nA permanent record will be\n\nmade in book form and in terms common to all, of the result obtained, the aim being to\ndevelop a plan of profitable cooperation, especially keeping up to date the educational\nneeds of industry and the school's methods of meeting their needs.\n\nMethods will be\n\noutlined by which future action may be taken for the best contact possible between the\n\ndemand and supply of trained men.\n\nIf this\n\nworks out successfully as it undoubtedly\n\nwill, the college man, as well as the industry, is going to be the recipient of great benefit,\n\nand an important step will have been taken toward bridging the gap between his diploma\nand practical every day business affairs. He will not have to spend valuable years in\nbridging this chasm. That time, instead of being devoted to acquiring knowledge which\ncan just as well be acquired in school, can be turned over to bigger work.\n\nThis editorial gives us just one\n\nttiore\n\ninstance of the innumerable\n\ndemands for training for the specific task whatever it may be, and this is no\nmore true of the world of industry than it is of the business world. The\nslogan, \"Trained men wanted\" is rapidly replacing its predecessor, \"Experienced men wanted,\" not that the latter are not valued as highly as ever\n\nbut business and industry have of recent years grown by such leaps and\nbounds that it has become, to a very large extent, impossible to get experienced operatives. But business and industrial concerns have been quick\nto realize that the man or woman with training acquires experience at such\n\na rapid rate that lack of experience can be very largely discounted at the\n\ntime of employment.\n\nNaturally the combination of training and experience\n\nconstitutes the ideal, but, lacking experience, the applicant with expert\n\ntraining for his job or office has much to recommend him.\n\nAs a proof of the seriousness with which this demand has been taken,\nwitness the rapidity with which such institutions of higher learning as\n\nHarvard,\n\nNew York University, Carnegie Institute, and many others\n\n"}
{"page": 281, "printed_page": null, "text": "RETAIL SELLING AS A FACTOR\n\nDepartment]\n\nm EDVCATION\n\n265\n\nhave installed Departments of Business Administration and Research\nBureaus with courses in Employment, Personnel Management, Retail\nTraining, etc. No group of industrial or business concerns has been\nquicker to realize its need of trained operatives than the retail merchants\nof the United States and the need has been not only for trained people to\nfill\n\nthe executive positions in this organization but for trained salespeople in\n\nevery department.\n\nIn the Atlantic Monthly for May, an article on \"Democracy in Education,\" by Mr. Nathaniel Horton Batchelder, the writer makes the following\n\n\"Education is quite as much a matter of habit and attitude\nOne thing that a school owes every pupil,\ngranting reasonable effort on the pupil's part, is a fair measure of success.\nIf he is to cope with the problems he is to face after leaving school he must\nstatement:\n\nof mind as subject-matter.\"\n\nthem with a confidence born of success in his school life.\"\n\nface\n\nThis\n\nsuggests one of the great advantages of the Retail Selling Course to the\nstudents;\n\nthey not only secure good jobs to begin with, but the course\n\ngets the young workers started right.\n\nThe many difficulties which young\n\npeople are sure to meet with when they first begin to work and which are\nfrequently merely matters\n\nof\n\nadjustment and understanding can be\n\nstraightened out by the teacher, for whether at school or at work the pupils\nare un^der the care and supervision of the public-school authorities.\n\nIt is\n\nof inestimable value to these young people to have the help of both store\n\nand the school. The plan tends to hold the young person for a longer\ntime on the first job, thus protecting him from faUing into the habit of\nconstant change from job to job which is so disastrous to so many young\npeople.\n\nWhile the immediate object of any vocational course of study is to\nfit one for employment in the vocation selected, the ultimate object is to\n\ndevelop power and control.\n\nIn accomplishing the possibiHties in this\n\ndirection the course measures up admirably.\n\nFew people outside of department stores realize-the number and variety\nand the consequent promotional possibilities in the field of\nIn most large stores the organization is divided into\nfour large departments: the financial, the merchandise, the publicity, and\nof positions\n\nretail distribution.\n\nthe personnel.\n\nThe girl starting in as a sales girl at the bargain table has the\n\nopportunity if she hkes the merchandise phase to work to a position as\n\nhead of stock, assistant buyer, and finally to a buyership with a salary\nrunning well up into the thousands.\n\nOr she may be transferred to the\n\noffice end of the business and work up to the head positions.\n\nIf she finds\n\nthe field of pubUcity more to her Uking she has a future ahead of her in\nadvertising,\n\nwindow trimming, interior decorating,\n\ntalents she discovers\n\nan indication\n\netc.\n\nIf\n\namong her\n\nof executive ability, the personnel\n\ndepartment offers much for her to choose from. Along this line stores\nhave need of many women as department managers, in place of the one-time\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n266\n\n[Business\n\nfloorwalkers, and every large well-organized store employs an educational\nstaff,\n\none or more welfare workers, a graduate nurse, and often a trained\n\nlibrarian.\n\nThe assistant superintendent and the employment manager\n\nare often women.\n\nAnd all of these positions call for experts in their line.\n\nI say positions for they are not jobs.\n\nThey are truly positions (if you\n\nlike to discriminate between the meaning of the words) to which the indi-\n\nvidual may bring all the native intelligence and versatiHty with which she\nis endowed, all the character which she can develop, and all the ability and\n\nculture which she can acquire by highly specialized advanced courses of\ntraining in our highest institutions of learning.\nI wish to emphasize particularly the word culture;\n\nbecause culture is\n\na thing so absolutely essential to professional success.\n\nPerhaps now as\n\nnever before the broad unbiast sane outlook of the culturally educated person\n\nThe world needs it in this age of upheavals and shifting values\nand great changes; the individual needs it to discern among intricacies of\nlife the path to what is highest and best.\nBut along with that idea runs\nanother newer, perhaps greater; the ideal of service; the ideal of making\nyoung people ready, eager, competent to accept their share of the world's\nwork. As a consequence of these two ideals any vocational course of study\nmust combine the best in the liberal and technical educations. It must\nlink its students with the great pulsing world around them.\nVocational\ntraining should give them a compass to guide them safely thru the difficult\nearly years toward a career and, lastly, it must give to industry and business\nyoung people who can bring vision and intelligence to bear on their work,\nyoung people who can think as well as do.\nIn order to accomplish this two-fold purpose the Retail Selling Course\nis needed.\n\nmust be fitted into the curriculum with a nice sense of its relation to history,\nmathematics, literature, science, foreign languages, etc.\n\nA short time ago,\n\nI was talking across the counter, to a fine promising young student of Retail\nSelling, in one of our high schools here, and I askt her which of the other\n\nsubjects she was studying in high school helpt her most in her store work;\n\nshe very promptly answered \"\n\nMy French, without it I would be at a loss\n\nover the pronunciation and meaning of the names of much of the merchandise in this department.\"\n\nShe was selling face powders, cold cream, toilet\n\nwater, and perfumes.\n\nToo much emphasis cannot be placed upon the importance of having\nthis work in the hands of a specially trained teacher.\n\nI heard of one case\n\nwhere the work was put in the high school and intrusted to the Botany\nteacher because his program was not quite full. In another case a teacher\nof English, who for years had been spending a semester on Burke's speech\n\non ''Conciliation with the American Colonies,\" was given charge of the\ncourse in Retail Selling. What measure of success could logically be\nexpected in such cases? The thought makes one pause!\n\nV\n\n"}
{"page": 283, "printed_page": null, "text": "Department]\n\nRETAIL SELLING AS A FACTOR IN EDUCATION\n\n267\n\nIt is also very important that new work of any kind means a certain amount of\nsacrifice in the beginning but when it is understood that this is for the better training of\n\nour boys and girls in order that we may fit them for a worth-while, wage-earning, occupation it does not seem too much of a task.\n\nA course in Retail Selling never can be successfully carried out unless the one in\ncharge is ready to see the matter from both sides and realize fully that mutual interests\n\nmust be protected at any cost. All concerned, the merchant, the school authorities, and\nthe parents must remember that any new educational movement takes time and infinite\npatience.\nAll must have a faith in the ultimate results strong enough not to be shaken by\napparent failures. In a work which deals so largely with human beings there are bound\nto be some difliculties, but, with a vision of what the plan will mean in the end, progress\nwill slowly but surely win all.\nNew movements need the vision and belief of a few to\ncarry along the many who see only the temporary situation.'\n»\n\nQuoted from the Federal Bulletin on \" Retail Selling,\" by Mrs. Lucinda W. Prince, Boston, Mass.\n\n"}
{"page": 284, "printed_page": null, "text": ""}
{"page": 285, "printed_page": null, "text": ":\n\n:\n\nDEPARTMENT OF VOCATIONAL EDUCATION\nSECRETARY'S MINUTES\nOFFICERS\n\n—John Callahan, state director of vocational education\nSecretary—^Arthur F. Payne, University of Minnesota\nPresident\n\nMadison, Wis.\nMinneapolis, Minn.\n\nFIRST SESSION—Monday Afternoon, July s, 1920\nThe Vocational Education Department of\n\nthe National Education Association\n\nconvened in regular session on Monday afternoon, July 5, at Lafayette School, Salt Lake\nCity, Utah.\nThe meeting was called to order by the president and the following program was\npresented\n\n—\n\n\"Vocational Home Economics\" Zella Bigelow, special agent for federal board of\nvocational education, Washington, D.C.; Alice M. Loomis, state supervisor of home\neconomics education, Lincoln, Nebr.; Maud Murchie, state supervisor of home economics\neducation, Sacramento, Calif.\n\"Teacher Training\" R. H. Leonard, University of California, Berkeley, Calif.\n\"Vocational Testing\" Arthur F. Payne, school of education. University of\nMinnesota, Minneapolis, Minn.\n\n—\n—\n\nSECOND SESSION—Tuesday Forenoon, July 6, 1920\nThe following program was presented:\n\" Part-time Education \"\n\n—\n\nFrancis W. Kirkham, state director of vocational education,\nLake City, Utah; Newton Van Dalsem, state director of vocational education,\nSalem, Ore.; Ruth C. Miller, state director of vocational education, Santa Fe, N.M.\n\"The Development of Foremen Training\" John O. Steendahl, Bowser Pump Co.,\nFt. Wayne, Ind.; Arthur E. Holder, Federal Board for Vocation Education, Washington,\nD.C.; James R. Coxen, state supervisor of trade and industrial education, Laramie, Wyo.\n\nSalt\n\n—\n\nBusiness Meeting.\n\nThe officers elected for the ensuing year are as follows\nPresident W. G. Hummel, state director of vocational education, Seattle, Wash.\nSecretary ^Marian S. Van Liew, state supervisor of home economics, Albany, N.Y.\nThe committee on program Men's Work: W. G. Hummel, state director of voca-\n\n—\n\n—\n\n—\n\ntional education, Seattle, Wash., chairman; Francis Kirkham, state director vocational\neducation, Salt Lake City, Utah; K. G. Smith, director of vocational education, Lansing,\n\nMich.\n\n—\n\nThe committee on program Woman's Work: Marian S. Van Liew, state supervisor\nof home economics, chairman; Cleo Murtland, professor of industrial education, Michigan\nAgricultural College, E. Lansing, Mich.; Maud Murchie, state supervisor home economics,\nSacramento, Calif.\n\nRESOLUTIONS OF DEPARTMENT OF VOCATIONAL EDUCATION, SALT LAKE CITY,\nJULY 5, 1920\n1. Be it resolved, That the Department of Vocational Education be continued as an\nintegral department of the National Education Association.\n2. Beit resolved, That the Department of Vocational Education include agricultural,\ntrade and industrial, home economics and commercial education.\n\n269\n\n"}
{"page": 286, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n270\n3.\n\n(Vocational\n\nBe it resolved, That the Department of Vocational Education cooperate in every\n\nway possible with the Department of Vocational Guidance and other closely related\ndepartments in promoting in general Vocational Education.\n4. Be it resolved, That the incoming president of the National Education Association\nbe requested to secure a speaker of national recognition on Vocational Education for the\ngeneral session program.\n5.\n\nBe it resolved, That the Department of Vocational Education secure adequate\n\npress representation in the National Education Association Bulletins.\n\nBe it resolved, That the Department of Vocational Education indorse the Fess\nHome Economic Education.\n7. Be it resolved, That the General Resolutions Committee of the National Education\n\n6.\n\nBill providing additional funds for\n\nAssociation be requested to include an endorsement of the Fess Bill in their resolutions.\n8. Be it resolved, That the Department of Vocational Education indorse the movement as exprest in the \"Federal Act for the Vocational Rehabilitation of Persons Crippled\n\nin Industry, or Otherwise.\n9. Be it resolved, That the Executive Committee of the National Education Association\nbe requested to appropriate the sum of $1,000, for the use of the Department of Vocational\nEducation in carrying on studies and investigations in vocational education.\n\n10. Be it resolved, That the Department of Vocational Education express their\nappreciation of the efficient services bi President John Callahan and Secretary Arthur\nF. Payne in developing the Department of Vocational Education and promoting the\ninterests of the same.\nRespectfully submitted,\n\nMaude I. Murchie, Chairman\nTrava E. Kauffman\n\n*\n\nW.G. Hummel\n\n"}
{"page": 287, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\nSECRETARY'S MINUTES\nSALT LAKE CITY MEETING\nOFFICERS\nPresident\n\n—H. A. Allan, rural school agent, Department of Education\n\nAugusta, Me.\n\n—Mabel Carney, Teachers College. Columbia University\n\nNew York, N.Y.\n\nSecretary\n\nFIRST SESSION— Monday Afternoon, July 5, 1920\nThe Department of Rural Education of the National Education Association convened in regular session on Monday afternoon, July 5, at two o'clock, in the Presbyterian\nChurch.\n\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\n\"Some Immediate Demands for Community Service\" G. W. Ager, superintendent\nof schools, Jackson County, Jacksonville, Ore.\n\"The Fight against Rural Illiteracy\" Elizabeth Kelly, rural illiteracy director\n\n—\n\nfor North Carolina, Raleigh, N. C.\n\"The Rural Teacher's Part in a Community Health Program\"\npresident. State Normal School, EUensburg' Wash.\n\n— George H. Black,\n\nSECOND SESSION—Tuesday Forenoon, July 6, 1920\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\n\"Rural Schools that Serve Effectively\" R. P. Crawford, associate editor, Nebraska\nFarmer, Lincoln, Nebr.\n\"School Progress in Pioneer Communities\" Annie E. Shelland, rural school super-\n\n—\n\nvisor, department of education, St. Paul, Minn.\n\n\"Some Immediate Requirements for Rural School Betterment (Based on Survey\nCommittee on Rural Schools of National Council of Education) \" John F. Sims, executive secretary of rural committee of national council, Stevens Point, Wis.\n\"Problems of the Future for Rural Leaders\" Payson Smith, state commissioner\nof education, Boston, Mass.\n\n—\n\n—\n\nThe following ofl&cers were elected for the ensuing year:\nPresident Eli M. Rapp, superintendent of schools, Berks County, Reading, Pa.\nSecretary Mabel Carney, Teachers College, Columbia University, N. Y.\nVice-President I. Br Ball, state supervisor of agricultural education, Salt Lake\n\n—\n—\n\n—\n\nCity, Utah.\n\nThe meeting adjourned.\n^\n\n271\n\nMabel Carney, Secretary\n\n"}
{"page": 288, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n272\n\n[Rural\n\nPAPERS AND DISCUSSIONS\nSOME IMMEDIATE DEMANDS FOR COMMUNITY SERVICE\nG.\n\nW. ACER, SUPERINTENDENT OF SCHOOLS, JACKSON COUNTY,\nJACKSONVILLE, ORE.\n\nWhat are the demands for community service by the people in our\nrural sections ?\n\nThe following five things might be mentioned as urgent\n(i) trained community\n\nneeds in the rural centers at the present time:\nleaders, preferably the teacher;\n\n(2) organized communities or clubs includ-\n\ning better library accommodations; (3) better health conditions; (4) better\n\nand more thoro educational facilities; (5) social agencies, especially those\nwhich aid in training our rural people to use their leisure time more\nadvantageously.\n\nAs to the first of these demands, I will venture the assertion that the\ntime is not far distant when all rural communities will demand trained\n\\\n\nleaders for teachers.\n\nSuch leaders must know rural people, and the needs\n\nof rural people in the locality where they are to work.\n\nSuccessful teachers\n\nand supervisors in community work are successful, not so much for what\nthey achieve, as for the extent to which they are able to lead the people\nRural folks like town\nto do for themselves that which is really important.\nfolks resent being told what to do; they must be led to discover for them-\n\nselves what ought to be done, in which ca^e they will not be satisfied until\n\nThere must be no haste. Cool deliberation, and much\nMr. Cecil C. North, professor of sociology, Ohio\nState University, says, \"The problem, therefore, is essentially one of\nmobilizing and organizing the forces resident in the community instead\nThis is a bit of advice\nof grafting foreign forces onto the community.\"\ncomn^unity leaders must heed if they are to be successful. The head of\na centralized or consoKdated school of the rural community might be\nreasonably expected to take up certain lines of work, which have been\nNot all of these should be\ntried out and have been found successful.\nthe thing is done.\n\npatience are necessary.\n\nundertaken at any one time, but after some of them have gained a foothold,\nthe others will come easily.\nThe following are suggestive:\n1.\n\nMake a community survey.\n\nArrange community center meetings with an object in view.\nagricultural or children's fairs and school exhibits.\nHold\n3.\nup the community history or at least assist in directing\nwrite\nHelp\n4.\n2.\n\nthe work.\n5.\n\nDirect evening classes or part-time schools.\n\n6.\n\nArrange with extension divisions of universities and colleges for a\n\nlecture ecourse.\n7.\n\nTeach national patriotism.\n\n"}
{"page": 289, "printed_page": null, "text": "Department]\n\nSOME DEMANDS FOR COMMUNITY SERVICE\n\n273\n\n8. If possible procure and find ways of using a community library.\n9.\n\nArrange for social gatherings and supervise play and athletics for\n\nthe boys and girls.\n10.\n\nWith the older folks, good roads meetings, as well as good social\n\ngatherings, are both popular and do much good.\nto be successful lines for\n\nThese have all proved\n\ncommunity activity and are especially recom-\n\nmended for rural communities.\nCounty or community libraries are gaining rapidly in popularity and\nconstitute one of the most essential factors in the upbuilding of any community. Since this topic is being discust by another during this session,\nIn passing it, however, I will say that\nI shall not dwell upon that subject.\nwith us the traveling library of about 100 books from the state library\nwas very popular until the recent adoption of the county library system\nwhich promises to do away with many of our library difficulties.\nAnother great need of the rural community is better health conditions.\nIt is not necessary for me to dwell upon the facts showing this need, nor\nis it\n\nnecessary that I discuss the matter as that part is assigned another\n\nspeaker on this afternoon's program.\n\nIt\n\nmight be interesting to know,\n\nhowever, that in Oregon a recent law makes it compulsory that a twenty-\n\nminute period be devoted each day to physical instruction and drill in all\nThe county public health nurse who has been on duty\nduring the past two years is aiding us to take the kink out of the health\n\npublic schools.\n\nand sanitation situation, not only in the rural sections, but in the cities\nas well.\n\nThe next point which I have considered is the demand for better and\nThe unit for school purposes has been\ntoo small. The consolidation unit for religious, educational, recreational,\nand other social purposes is the most satisfactory and is coming by leaps\nand bounds. The consolidated rural and smaU village schools provide\nexcellent conditions under which farm management can be taught in a\n\nmore thoro educational facilities.\n\nway. Possibly three-fourths of all rural education rests distinctly\non rural schools, many of which are of the one-room type, the other onefourth being taken care of in the larger high schools and colleges. Is it\nany wonder that rural communities are demanding better educational\nfacihties? The new type of building, with modern equipment, correct\nlighting facilities, and sanitary conveniences is rapidly coming into use.\nThe desire is naturally coming for trained teachers serving longer terms.\nOur rural people in the progressive communities long for courses of study\noffering those things that function with the business of the community.\nThey want legislation by legislators, who know rural conditions and rural\n\nvital\n\nneeds.\n\nThe fifth and last point which I will mention is the need for better\nThese naturally press upon rural education as the two\nmust necessarily go hand in hand.\nsocial conditions.\n\n"}
{"page": 290, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n274\n\n[Rural\n\nIn conclusion, I shall classify our sociological demands and in a way\nsummarize what has already been said in the following three groups.\nFirst, we have the dominating interests of each community which\nmust be considered. Accurate scientific knowledge and methods of procedure are more in demand than ever before. In this short period of\ntime one could not go into detail, but community interest determines the\nkind of vocational training an individual should have. The dominant\npursuits of any section determine what training should be emphasized.\nSecond, one of the greatest needs in our rural communities is training\"\nthat will enable our rural folks to make the most of their leisure time. A\nsad remark commonly made by those who seek the city after an unsatisfactory attempt to live an enjoyable Ufe in the country is **We had no\nplace to go.\"\n\nToo little time is given to proper play, to association with\n\none's fellows and to the enjoyment of Hfe for its own sake.\n\nA third requirement is that each individual of the community be\npossest of a certain degree of intelUgence especially pertaining to pubHc\n\nHe must have a love for community weKare.\n\nmatters.\n\nIn concluding my remarks relative to social conditions and needs in\nrural centers, I will say that prosperity\n\nand success of our social and\n\neconomic life in both rural and urban communities is absolutely essential\nif\n\nwe are to continue our American institutions.\n\nRURAL SCHOOLS THAT SERVE EFFECTIVELY\nR. P. CRAWFORD,\n\nASSOCIATE EDITOR, '^NEBRASKA FARMER,\" LINCOLN, NEBR.\n\nUpward of 50,000 of the old-time one-room schools have gone out of\nover three-fourths of that number in the last decade. The\nconsolidation of the rural school is the greatest educational movement\n\nbusiness\n\n—\n\nof the present day.\n\nIndiana, Ohio, and Iowa were awarded the first three\n\nFrom telegraphic\n\nplaces in rank in the matter of school consolidation.\n\nreports made to The Nebraska Farmer June 19, Indiana reported 1,000\nconsolidated schools, Ohio 910, and Iowa 415. In the thirty years from\n1890 to 1920 Indiana abandoned 3,990 one-room schools, or nearly half\nof the total number in the state thirty years ago, an average of four one^\n\nroom schools going to the scrap pile for every one of the central buildings\nerected.\n\nThe three states named were awarded first place not alone because\nNorth Dakota\n\nof numbers of schools but because of quaUty of buildings.\n\nreported 543 consolidated schools, but the law in that state classes as\na consolidation any school with two or more teachers and serving eighteen\ncontiguous sections. Iowa has edged Minnesota out of her place, that\nstate reporting but\n\n310 consolidations.\n\nHowever,\n\nif\n\nrelative\n\nfarming\n\nconditions and settlement of land were taken into consideration, Minnesota\n\n"}
{"page": 291, "printed_page": null, "text": "SCHOOL PROGRESS IN PIONEER COMMUNITIES\n\nDepartment]\n\n275\n\nwould rank near the top, if not at the very top.\n\nOur research and study\nUnion indicates that the\ncenter of the consoHdated school movement is moving steadily westward\nfrom Ohio and Indiana. Colorado, notwithstanding the mountainous\ncountry and difficulties of transportation, reported 115 consolidations on\nJune 19. Some of these latter schools transport children from a territory\nof these schools in the different states of the\n\n100 miles square.\n\nOn June 19 the United States Bureau of Education reported thirtythree states with 8,404 consolidated schools and estimated 12,000 such in\n\nthe entire country. That would mean that approximately 50,000 oneroom schools have been abandoned, averaging four of the old schools for\n\neach of the new.\n\nCountry school teachers in many cases have failed to Hve up to their\nThere is a real opportunity in the country for teachers\nwho can do something besides teach from textbooks. We have experts in\njust about every educational line, so why not an expert in country living.\nopportunities.\n\nIf\n\nfarming is the greatest business in the world, as it is, educating the\n\nfarmers' children ought to be the greatest educational business in the\n\nworld.\n\nIf\n\nany teachey can awaken her community she is going to be\nif her community won't pay salary enough, some other\n\nheard of, and\n\ncomniunity will.\n\n<\n\nSCHOOL PROGRESS IN PIONEER COMMUNITIES\nANNIE E. SHELLAND WILLIAMS, RURAL SCHOOL SUPERVISOR,\nDEPARTMENT OF EDUCATION, ST. PAUL, MINN.\n\nThe Minnesota frontier comprises the northern end of the state and\nIn that country we have\n\nall of it is yet less than two-score years in age.\n\nthree types of educational organization in a territory that presents practically the\n\nsame difficulties, namely, a small financial backing, isolated\n\nchildren that must be cared for, regardless of fathers' location or the mental\n\nundernourishment of the whole population, due to their isolation.\n\nIn the\n\nnorthwestern portion, a prairie and brush country easily opened, we still\n\nhave the small district organization. It is hopelessly inadequate to the\nIf the district is small enough so all children therein can reach\nthe schoolhouse, the maintenance of nine months of school brings an\nalmost prohibitive tax upon the parents and the smallness of the finance\n\nneeds.\n\nfrequently not equalled by the vision of the boards. If the district is\nbetween 12 and 18 sections in size, the funds are insufficient to transport\nor board the children who are isolated from the schoolhouse.\nIn the central and eastern sections, a country that is, or has been heavily\ntimbered, we have both the small and large districts, some of them com-\n\nis\n\nSome of these large areas are under the\nindependent district system and under the county board of education.\n\nprising as high as 175 townships.\n\n"}
{"page": 292, "printed_page": null, "text": "276\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Rural\n\nThese boards gather the taxes from the large bodies of corporation-owned\ntimber or lands, and use them for the benefit of the children of the settler\n\nwho is opening up the country to a productive stage.\n\nThey appoint one\nsuperintendent\nnumber,\nor\na\nof\nschools,\nto\nact\nas business agent.\nof their\nTheir interests are not local. The very size of the territory and its demands\ncause a larger viewpoint and the business is run as a commercial enterprise.\nDistrict No. i of Itasca County, under the direction of Superintendent\nA. A. Freeman, is one of the best demonstrations of this better organization.\nThe district comprises 69 townships, has 117 teachers and two rural superAll\nvisors, besides an agricultural man and a home-economics teacher.\nthe children are cared for\n\nby board or transportation.\n\nAs individual\n\nschools have grown in number in small localities, they have been replaced\n\nby a consohdated school and transportation. Thus, the type of schooling\nand of housing has been improved, while transportation has relieved the\nschool authorities of the boarding problem.\n\nLast year this school board saw that a bill past the legislature equalizing\nthe tax between wealthy mining districts and the poorer agricultural\nThis was done by levying a general tax on all districts in the\ndistricts.\n\ncountry, said tax being divided by the number of attending school children\n\nand placed to the credit of the respective districts.\n\nThe mining companies\n\nwere willing, because they realized the necessity of holding the settlers\nwho raised the produce for the mining population.\n\nThe schools in this district are models of construction, neatness, and\nThe teachers have a wonderful interest in the\npersonal welfare of each child, for over and over again have Mr. Freeman\nand his remarkable supervisors brought home the fact that the fut^ire\nsuperior academic work.\n\ndevelopment of the north country rests on the training of the children.\n\nEach supervisor has her Own schools and she alone is held for the progress\nThe teachers meet one week in the year and their work is much\ntherein.\nstronger than in the neighboring districts.\n\nThe vision of the board in administering the work is almost wholly\nresponsible for the fine conditions.\n\nNear this district lie two larger bodies of territory, each under the\nsupervision of county boards of education.\n\nThese county boards of edu-\n\ncation have become great educational factors in Minnesota.\nA law was past in 1906 requiring all territory not already districted,\nto be placed under a county board of education, said county board consisting of the chairman of the county board of commissioners, the county\nThese boards\ntreasurer, and the county superintendent who acts as clerk.\n\n—\n\nhave the power to levy taxes, build and repair buildings, hire teachers in\nfact to do all things necessary to the maintenance of education in that\nThe law also requires that every child be furnisht an education\nterritory.\nthru separate schools, board or transportation.\n\nNow what has this work shown ?\n\n"}
{"page": 293, "printed_page": null, "text": "Department]\n\nFirst,\n\nREQUIREMENTS FOR RURAL-SCHOOL BETTERMENT\n\n277\n\napparently we need a board or unit of education, with a field\n\nlarge enough to develop experience, vision, and finance.\n\nSecond, that teachers working under such boards have freedom from\nthat teachers made aware of the\nand brought into friendly organization and competition,\nmeet the needs of the people and the community, providing that they are\nkept in touch with the larger view and have advantage of knowing what\nothers in Hke situations are doing.\nThird, that the children are a great factor in reaching their communities if trained in private and pubUc service at the school. As a result\nof watching this work it was decided that teachers' and children's organizations could be brought about in any county, providing the teachers\nwere organized and instructed in their county's needs and made to feel\n\npetty government and enjoy service;\nsize of their job\n\nthe challenge of their profession.\n\nwork.\n\nAs a result we reorganized the institute\n\nBesides directing each team of institute instructors to carry out a\n\ncertain amount of general preparation work, they have been instructed to\n\nsuggest such organization to the teachers and tell them what others have\n\nAs a result, thruout the state this year county teachers' organizahave done much effective work. These organizations have been\nknown as \"Teachers Patriotic Leagues,\" and they pledge themselves to\ndone.\ntions\n\nthe service of their country by carrying out the work of the league, said\nwork being determined by the teachers and county superintendent.\n\nSOME IMMEDIATE REQUIREMENTS FOR RURAL-SCHOOL\nBETTERMENT\nJOHN r. SIMS, PRESIDENT, STATE NORMAL SCHOOL, STEVENS POINT, WIS.\nIn historic time, not so far remote, the chosen few arrogated to themselves the right to govern, and condemned the masses to blind obedience.\n\nThere came a time however when the masses dared to think, to read, and\nto assert the inalienable rights of a God-given manhood to seK-government.\n\nThis theory implies the assumption of the obhgation of the government\nto provide the means of education to the growing generation who are to\n\nbe the rulers of the future.\na government\n\nof, for,\n\nIntelligence\n\nand by the people.\n\nis\n\nan indispensable factor in\n\nPopular government without\n\npopular education is national suicide.\n\nNo scheme of education can exclude from its scope any part of the\nboys and girls of the nation, nor can the nation prosper at any time, and\nespecially in this time of surging unrest, which denies equaUty of educational\n\nopportunity to any portion of its potential citizenship.\n\nYet it is a well-\n\nknown fact that the boys and the girls in the rural districts of America\ndo not have the same fair chance of securing an education that is provided\nfor the urban boys and girls.\n\n"}
{"page": 294, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n278\n\n[Rural\n\nThe race trains the individual, and the individual thru sustained and\nwell-directed activity gives rank and importance to the race which makes\n\nprogress only thru\n\nhim as he exercises and exemplifies the qualities of\n\ntruth, wisdom, and power.\n\nThe course of study is organized to make the child familiar with the\ntools of civilization in order that he may prove a worthy citizen and make\n\nconstructive contribution to his community and nation.\n\nBut the power to\n\nbring this about lies not in the curriculum but in the development of the\nchild's powers thru the\n\nwholesome exercise of those powers, mental and\n\nmoral.\n\nThe future course of study will use subject-matter of such nature as\nwill present problems to the child suitable to his attainments and capacity\n\nfor solution which he can attack and solve with fidelity and completeness.\n\nEach problem mastered opens the way to the solution and mastery of\nmore difiicult problems, gradually increasing his power of thinking and\njudgment. The emphasis in the new courses of study must be placed on\nthe child, and not upon the subject-matter however much a fetish we\nconsider it. No such course has yet been formulated, and our present\ncourses in teacher-training institutions fall far short of the mark.\n\nThe immediate needs for rural-school betterment are to be found in\nthe arousing of the people of rural communities, in the interest of better\neducational facilities, in the more adequate training of teachers, in the\nreorganization of courses of study with the emphasis on the child rather\n\nthan on the subject-matter, and wherever possible in consolidation.\n\nSECRETARY'S MINUTES\nCLEVELAND MEETING\nOFFICERS\nAugusta, Me.\n—H. A. Allan, state agent for rural education\nVice-President—Amalia Bengtson, county supenntendent of schools, Renville County,\n\nPresident\n\nOlivia, Minn.\n\nSecretary—^AB^j. Carney, Teachers College, Columbia University\n\nNew York, N. Y.\n\nEXPLANATORY STATEMENT ON THE ORGANIZATION AND DEVELOPMENT OF THE DEPARTMENT OF RURAL EDUCATION OF\nTHE NATIONAL EDUCATION ASSOCIATION\nIn 19 14 an enthusiastic gathering of state rural supervisors, meeting at Nashville,\nTennessee, effected an organization known as the National Association of State Supervisors\nand Inspectors of Rural Schools. This association has since held annual conferences\n\nimmediately preceding the mid-winter meeting of the Department of Superintendence\nof the National Education Association and by 19 19 had become in reality a general\ndepartment of rural education of the National Education Association, presenting a\n\ncomprehensive program of rural subjects and attracting each year several hundred persons\nrepresenting every phase of rural education.\n\n"}
{"page": 295, "printed_page": null, "text": "—\n\n—\nSECRETARY'S MINUTES\n\nDepartment]\n\n279\n\nBy February, 1919, at the time of the Chicago meeting of the Department of Superintendence this situation and the need for a reorganization of rural education interests\n\nunder the National Education Association was clearly apparent.\n\nA committee on\n\nreorganization was therefore appointed, which reported later by presenting a proposed\nconstitution for a new Department of Rural Education under the National Education\nAssociation, with sections provided to meet the needs of each special rural group.\n\nThis\n\nreport was unanimously adopted and each of the three organized rural groups then existing,\n\nnamely, the National Association of State Supervisors and Inspectors of Rural Schools,\nthe County Superintendents' Section of the National Education Association, and the\n\nNational Association of Persons Engaged in the Preparation of Rural Teachers, voted to\ncoordinate as sections one, two, and three, of this newly organized Department of Rural\nEducation of the National Education Association.\nBecause of the efficiency of this reorganization as effected in Chicago last year rural\nleaders found it possible to present the most adequate and vital treatment of rural education interests yet afforded by the National Education Association at the recent Cleveland\n\nmeeting. Three general sessions of the new Department of Rural Education were held\nand four sectional programs were provided.\n\nFIRST SESSION—Monday Forenoon, February 23, 1920\nThe Department of Rural Education of the National Education Association convened in regular session on Monday forenoon, February 23, 1920, at nine o'clock, in\nthe Assembly Hall, Hotel Hollenden.\nGENERAL DEPARTMENT MEETING\n\nThe following program was presented:\n\"Some Needs of Rural Education which May be Met thru this Department\nthe National Education Association\"\nAugusta, Me.\n\nCommittee Reports and Plans\n\n—H. A. Allan, state agent\n\n—Section\n\nof\n\nfor rural education,\n\nI.\n\n\"State Supervisors and Inspectors of Rural Schools\"\nagent, Baton Rouge, La.\n\n—John M. Foote, state rural\n\nSection II.\n\n\"County Superintendents and Rural Supervisors\"\n\n— George O. Smith, superintendent\n\nof schools, Bureau County, Princeton, 111.\n\nSection III.\n\n\"Persons Engaged in the Preparation of Rural Teachers\"\nCollege, Columbia University, New York, N. Y.\n\n—Mabel Carney, Teachers\n\nSection IV.\n\n—\n\n\"Agricultural Educators and Rural Extension Workers\" L. H. Dennis, director\nof agricultural education, Harrisburg, Pa.\n\"Report of the Special Committee on the Advisability of Starting a Journal of\nRural Education\" Ernest Burnham, State Normal School, Kalamazoo, Mich.\n\n—\n\nAnnouncements and Appointment of Committees.\n\nSECOND SESSION Monday Afternoon, February 23, 1920\nGENERAL DEPARTMENT MEETING\n\nThe following program was presented:\n\"Practical Standards for the Preparation of Rural Teachers in Normal Schools\nH. W. Foght, president normal school, Aberdeen, S. Dak.\n\"The Amount and Character of Differentiation Desirable in the Preparation of\nRural Teachers\"— W. C. Bagley, professor of education. Teachers College, Columbia\nUniversity, New York, N. Y.\n\"A Survey of Teacher-Training Department in the High Schools of Minnesota\"\nL. D. Coffman, dean of education, University of Minnesota, Minneapolis, Minn.\n\nand High Schools\"\n\n—\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n28o\n\n[Rural\n\n\"The Vermont Plan for Coordinating Normal School and High School EfiFort in\nthe Preparation of Teachers\" ^Milo B. Hillegas, state commissioner of education,\nMontpelier, Vt.\n\"The Maine Plan for the Preparation of Rural Demonstration Teachers\" A. O.\nThomas, state superintendent of education, Augusta, Me.\n\n—\n\n—\n\nTHIRD SESSION—Tuesday Afternoon, February 24, 1920\nGENERAL DEPARTMENT MEETING\n\n\"The Social Background for Rural Education\"\n\n—^Warren H. Wilson, Department\n—\n\nof Church and Country Life, Presbyterian Board of Home Missions, New York, N. Y.\n\"The Country Life Movement at Home and Abroad\" Kenyon L. Butterfield,\npresident, College of Agriculture, Amherst, Mass.\n\nGeneral Business Meeting.\n\nSECTION MEETINGS\n\nOn Tuesday forenoon and Thursday afternoon four sections of the General Depart^\nment of Rural Education of the National Education Association met simultaneously.\nSection I. \" State Supervisors and Inspectors of Rural Schools.\"\n\n— C. C. Swain, rural school inspector, department of education, Paul,\nrural education, Augusta, Me.\nVice-Chairman— Florence M. Hale, agent\nSecretary-Treasurer—^Julia M. Stone, state rural supervisor, Topeka, Kans.\n\nChairman\nMinn.\n\nSt.\n\nfor\n\nSection II.\n\n\"County Superintendents and Rural School Supervisors.\"\n\n— George O. Smith, county superintendent of schools. Bureau County,\nPrinceton,\nSecretary—M. Beatrice Johnstone, county superintendent of schools. Grand\nChairman\n111.\n\nForks, N. Dak.\nSection III. \"Persons Engaged in the Preparation of Rural Teachers.\"\n\nChairman\nPomt, Wis.\n'\n\n—Oscar W. Neale, director of rural education, Normal School, Stevens\n\nSecretary—Msicy Campbell, director of rural education. State Teachers College,\nCedar Falls, Iowa.\nSection IV. \"Agricultural Educators and Rural Extension Workers.\"\nChairman L. H. Dennis, state director of agricultural education, Harrisburg, Pa.\n\n—\n\nSecretary—O. H. Benson, Junior Achievement Bureau, Springfield, Mass.\n\nPAPERS AND DISCUSSIONS\nSOME NEEDS OF RURAL EDUCATION WHICH MAY BE MET\nTHRU THIS DEPARTMENT OF THE NATIONAL\nEDUCATION ASSOCIATION\nH. A. ALLAN,\n\nAGENT FOR RURAL EDUCATION, AUGUSTA, ME.\n\nIf this department can serve as a means of meeting some of the needs\n\nby rural-school leaders will be well\nThru its formation may be secured the leadership in rural\neducation by rural-school workers since it may become a recognized medium\n\nof rural education then its support\n\ndeserved.\n\nfor combining activities in rural-school endeavor.\n\nIt should become a body representative of rural-school work large\nenough and influential enough to mold public opinion as it relates to the\n\n"}
{"page": 297, "printed_page": null, "text": "SOME NEEDS OF RURAL EDUCATION\n\nDepartment]\n\nrural-school problem.\n\n281\n\nIt should become an organization that may cooperate\n\nwith other more general organizations as a part of such and with other\ncountry life associations as a recognized representative of country-school\nIt should serve as a forum bringing together all active workers\nactivities.\nin all divisions of the field for discussion\n\nand investigation of general\n\nproblems and permitting division of workers interested in special fields for\nthe study of specific problems in those fields.\n\nThru such an organization,\n\naffiliated\n\nwith the National Education\n\nAssociation, rural-school workers should be more generally attracted to the\n\ngatherings in which their contact with larger groups may make for better\n\nunderstanding and sympathy with all problems of education as well as\n\nmore distinctly rural.\nThru such a department a more sound and more generally recognized\nWe should demand\npolicy in rural-education leadership should be secured.\nthose which are\n\nthat the problem of education in rural communities be given the respect\nit\n\n—\n\nrespect by those both within and outside the field.\nThru it there should come the understanding that the rural-school\n\ndeserves\n\nworker, whether a teacher or a leader, has a real job\n\n— not primarily a\n—but\nis\n\nmissionary in the more generally understood meaning of that word\n\nshould be, and often is, as adequately paid and must be as fully respected\nas others in the teaching profession.\n\nThru the activity of this department should result less imitation, more\nmore construction, less willingness to have\ntheories and panaceas thrust upon us and a greater activity to find out for\nourselves what is worthy or unworthy of our adoption.\nThru the influence of such a department we shall cease to think of the\nrural-school problem as one of the single- teacher schools alone but by no\nmeans shall we be led to disregard the necessity for the maintenance of\nsingle-teacher schools under certain conditions and to make such necessary\nschools strong units in the system rather than to neglect them and let them\ninvestigation, less dependence,\n\ndecay.\n\nSuch a department may assist materially in the interests of rural education thru the carrying on of constructive work which when undertaken and\n\ncompleted may be given a stamp of approval.\n\nWell-organized and systemwhich may be proposed to us later\nin this morning's session, cannot fail to be helpful to us.\nAs an example\nI may cite the proposed study aiming to give us a comparison of results of\ninstruction in types of rural schools a comparison of the one-teacher school\nand the larger schools along a line hardly touched upon.\n\natic investigations, similar to those\n\n—\n\nI believe that the field is unlimited in its variety of further studies or\n\nprograms that may be undertaken. Any of the following and many others\nmay be worthy of our consideration: Rural Supervision; the Curriculum\nof Rural Schools; the Place of the Rural Schools as Community or Social\nCenters;\n\nthe Establishment of More Generally Recognized Standards of\n\n"}
{"page": 298, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n282\n\n[Rural\n\nRural-School Plants and Organization; a Program of Ways and Means of\n\nBetterment of Necessary One-Teacher Schools; a Study of the Financing\nof Rural Schools;\n\nan Investigation of Methods and Comparative Results\n\nof Rural-School Leadership in the Various States.\n\nA project which appeals to me as one of special value is the consideration\nof the establishment and support of a strong journal of rural education which\n\nmay serve as the official publication of this department. While it should be\nsupported by and planned for leaders in the work I believe it should contain\n\nsuch material as may be directly helpful to the rural-school teachers.\n\nTHE STATE OF MAINE FLAN\nAUGUSTUS O. THOMAS, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nAUGUSTA, MAINE\n\nOne of our greatest educational concerns is the rural problem and the\nTo make the rural school as good in every\nway as the city school will be a most difficult task, but it must be done.\nrural school is a part of this.\n\nCentralization, consolidation, and standardization bring many advan-\n\ntages especially in a division of labor for teachers in classification of pupils,\nin the rural junior high school and a properly diversified program, but after\nIf you have a good teacher you\nyou have a poor teacher you will have a poor\n\nall the vital part in school is the teacher.\n\nwill have a good school,\n\nif\n\nschool no matter what the other factors are.\n\nFew teachers prepare for rural teaching expecting to make it a profession.\n\nMany teachers are willing to go into the country school for\n\napprenticeship but hope to be rescued at the end of the term or the year\n\nby some enterprising superintendent of a city school system who has discovered them or by matrimony. They are not content to put up with\nlack of conveniences, with long walks to and from school in the winter\nseason, without sidewalks, without special social advantages\n\nthings which centers of population afford.\n\nand those\n\nA teacher who is interested\n\nin rural life problems, is in sympathy with rural life, and who is willing to\n\nstay by the job is needed.\n\nEven with consolidation and the centralized\n\nschool the work is still rural.\n\nThe state of Maine has undertaken to solve, if possible, this perplexing\nThe legislature of 1919 gave the state superintendent funds\nand the authority to select each year one hundred rural teachers who are\ngraduates from normal schools, who possess native ability, who are familiar\nwith rural life conditions, are in sympathy with them, and who are wiUing\nIn order to do this the work must\nto make rural teaching a profession.\nbe properly motivated by compensation, by dignity of service, by opportunity, and by the support and cooperation on the part of the rural people.\nOur plan is to create a rural teaching professioij. or rather a differentiated\nproblem.\n\nform of general education which will attract teachers of proper personality,\ncharacter, and education.\n\n"}
{"page": 299, "printed_page": null, "text": "THE STATE OF MAINE PLAN\n\nDepartment]\n\nThe plan is already in operation.\n\n283\n\nIn the summer of 1919 the first\n\nhundred teachers were selected and put into a six weeks' course of study\ndealing specifically with rural problems and the rural school. All of their\nexpenses were paid, their car fare to and from home, and their board for\nthe full term. These teachers are employed in the regular way as teachers\nwith the additional duty of helping-teacher. At the end of the year in\naddition to their regular salary they are given a state bonus of one-fourth\nthe amount paid them by the town. This brings the salary of these teachers\nup to a minimum of $850 and a maximum of $1315.\nThe school provided for these hundred rural helping-teachers is conducted as an officers' training camp and is called the \"Educational Plattsburg.\" The program contained six special topics which were conducted\non the \"unit\" plan of instruction: (i) Rural-Life Movements; (2) Rural\nSurveys; (3) Rural Economics and Sociology; (4) the Standardization\nof Rural Schools; (5) Medical Pedagogy; (6) Rural Life and the Rural\nSchool.\n\nThese subjects each covered a half-day for one week with the instruction\ndivided into three forms: (i) a general lecture on the topic; (2) the teachers\nare formed in small groups for the discussion of the points developt in the\nlecture and from the state of Maine viewpoint;\n\n(3) these groups return for\n\ngeneral conference with the lecturer.\n\nBesides the unit courses physical education was carried thruout the\n\nThe afternoons were given over to group round tables covering\n\nsix weeks.\n\ncourse of study, the making of programs, the duties of the helping-teacher,\nspecial methods, rural criticisms, etc.\n\nIn Maine the unit of school management is the town or township.\n\nThe\n\nschools of the town are under a committee of three and under a superin-\n\ntendent of a union of towns.\n\nThese teachers not only preside over a school\n\nbut become helping-teachers under the superintendent for the other teachers\nof the town.\n\nThe benefits of this plan are manifest in so many ways that it is difficult\nto enumerate them but the following results are noticeable:\n1.\n\nIt\n\nhas motivated rural education; young people are entering our\n\nnormals to prepare for rural service.\n2. In selecting teachers who could qualify, school officials discovered\nhow poorly prepared their rural teachers are; they are paying better wages\n\nto secure better qualified teachers.\n3.\n\nResults show clearly in the schools of those who took the training\n\nas well as in the school of their associates.\n4.\n\nRural people now realize that good teachers are available.\n\n5.\n\nSuperintendents are holding meetings for groups of teachers and\n\nthese leaders are real factors in their training in service.\n6.\n\nThere are one hundred teachers distributed over the state with\n\ndefinite ideas and ideals of rural school advancement.\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n284\n\n[Rural\n\nTHE COUNTRY LIFE MOVEMENT AT HOME AND ABROAD\nKENYON L. BUTTERFIELD, PRESIDENT OF MASSACHUSETTS AGRICULTURAL\nCOLLEGE, AMHERST, MASS.\n\nFor some years the words ''country life\" have been used to cover a\nrather large field in the general area of rural affairs.\n\nRecently, however, a\n\nlimitation of the field to the social or welfare aspects of rural matters has\n\nbeen made by the newly organized American Country Life Association.\n\nCountry life by this definition includes: the rural home, comprising all\naspects of home making and the relations of the home and community;\nrural education, including rural schools, agricultural education,\n\neducation;\n\nand adult\n\nmorals and reUgion, in taking both the church and its various\n\nallies such as the Y.M.C.A. and Y.W.C.A. ; rural government, with especial\n\nreference to local government;\n\nmeans of communication;\n\nrural health and\n\nsanitation; rural recreation, including both the play of children and youth\n\nand the\n\nsociable\n\nlife\n\nof all;\n\nrural\n\ncharities\n\nand\n\ncorrections;\n\ncountry\n\nplanning.\n\nThis restriction of the field to the welfare aspects of agriculture is for\npurposes of definiteness and effectiveness and by no means leaves out of\n\naccount the intimate interrelations between the economic and the social,\nthe wealth and the welfare phases.\n\nCountry\n\nlife\n\nis\n\nsimply one large\n\ndivision of the rural problem which includes the technical and the scientific,\n\nthe managerial and the economic, as well as the social or welfare aspects.\n\nSo much for definition.\nI will speak first of a few of the more striking things going on in the\n\nvarious fields as thus defined.\nFirst, in regard to the rural home.\n\nThere is an enormous amount of\n\neducational service for the benefit of the rural home, altho I suspect that\nlargely at present this\n\nbroadly defined.\n\nwork lies in the field of home economics, rather\n\nIt would seem as if the next great task is to endeavor to\n\ndevelop the family unit in relation to welfare and wealth. This is a somewhat broader problem than that of gaining the maximum efficiency and\nI would not, however, carry the impression\nsatisfaction in the household.\nthat the present work is not marvelously useful and inspiring as well as very\nwidespread and popular.\nThe members of this audience know even better than I what is happening in the field of rural education.\n\nNevertheless, I wish to mention the\n\nthings that seem to me of most consequence.\n\nconsolidation of schools.\n\nThe first has to do with the\n\nConsolidation has been a slow process but\n\nis\n\nThe consolidation movement is especially\nsignificant, not merely because the country will thereby get much better\nschools than under the district plan, but because it helps mightily to make\nthe school a community institution and makes possible what I regard as\n\nmoving much more rapidly now.\n\nthe key to adequate rural schooling, namely, the rural high school.\n\n"}
{"page": 301, "printed_page": null, "text": "I\n\nCOUNTRY LIFE MOVEMENT\n\nDepartment]\n\nI\n\n285\n\nam frank to say that the ordinary approach to the pleas for making\n\nThe arguments\nseem to imply that just because the schoolhouse exists in every community\nand belongs to the entire community, therefore it should be used for all\nkinds of community purposes. I prefer to think that the school is an instithe school the community center do not appeal to me.\n\ntution which, heretofore used almost wholly for the formal schooling of\nchildren and youth, should now be used perpetually for the education of\nall\n\nthe people of the community, of all ages and conditions.\n\nThis leads,\n\nmaking of the schoolhouse a center, so far as practicable,\nof all the educational work of the community; and I think it makes of\nof course, to the\n\nthe school quite a different affair than merely a convenient housing of\n\nmiscellaneous activities.\n\nIn the field of rural government there seems to be little activity. Movements on behalf of better local government have thus far been confined\nalmost wholly to the cities, as instanced by municipal\n\nmanagement of public utilities.\n\nownership and\n\nThe improvement of local governmental\n\nfinance as well as the possibilities of larger social functions of local\n\ngovernment are still mines relatively untouched.\nVery rapid progress in rural health and sanitation has been made in the\nlast few years.\nThe American Country Life Association devoted its recent\nsession in Chicago almost entirely to the problem of rural health.\nRural\npublic nursing, the development of county hospitals and clinics, the increast\nactivities in the country by state boards of health, and the post-war services\nof the Red Cross are particularly notable.\n\nThe vital need of adequate organization of the rural community, or,\nto phrase the matter differently, the pressing necessity of rural community\n\nbuilding is so obvious to the friends of country life that they feel responsible\nfor taking some leadership in the movement for these ends.\n\nThey are not\nunmindful of the fact that the rural community must be built on a solid\neconomic foundation.\n\nThere\n\nis\n\nevery reason\n\nwhy people should work\n\ntogether in the country perhaps primarily for better farming and larger\nprofit.\n\nBut from the social point of view it is so completely vital that we\n\nshould have a community spirit and develop the community idea, that the\n\ncountry life movement must consider this field a part of its own.\n\nIn the few moments remaining to me, let me emphasize very briefly the\n\nimportance of this movement.\nIn the first place, it concerns the welfare of two-thirds of the world's\npopulation.\n\nWe know that Russia is at least 75 per cent, perhaps 85 per\n\nThat India and China are not less than 85 per cent rural; that\nsome of the Balkan States are even more completely rural; that the great\nareas of Asia Minor, Mesopotamia, Syria are largely rural. But we somecent, rural.\n\ntimes forget that one-half the population of France is rural; that Germany\n\nhas recognized agriculture as one of its prime assets; that England considers\nthe question of its agricultural and rural life one of its pressing problems.\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n286\n\n[Rural\n\nHere at home one-third of our people are rural. Any movement for the\nwelfare of humanity cannot leave out of account the welfare of the people\nwho live in the open country.\n\nThe country-life movement affects the largest sector in the circle of\nFood is the prime need, followed very\nclosely by the materials for clothing which thus far come also from agrithe world's economic efficiency.\n\nculture, but agriculture supplies also many other products for manufactures,\n\nWe have come to\n\nperhaps less pressing but still exceedingly important.\n\na time when we must think and act in terms of the entire world's food\nsupply. What does the world want in the way of soil-grown products;\n\nwhen does it want them; where does it want them; and where can they\nbest be\n\ngrown?\n\nNow in the long run the economic efficiency of man\n\nThe man behind the plow is more than\nSo that everything that makes for better education, better\n\ndepends upon spiritual qualities.\nthe plow.\n\nhealth, greater contentment, better morality among country people in all\n\nthese\n\nvarious immense populations\n\nspells\n\nnew\n\npossibilities\n\nfor\n\nurban\n\npopulations.\n\nThe country-life movement is also a vital phase of the development of\nworld-democracy.\n\nIf these populous countries are to\n\nbe fully democratic\n\nthey can become so only as the rural people become democratic\nindustrially,\n\nsocially.\n\nIt\n\nis\n\n—\n\npolitically,\n\na hopeless task to try to achieve world-\n\ndemocracy if the farm people are left out of account.\n\nSTATE REQUIREMENTS AND STANDARDS\nFLORENCE M. HALE, STATE AGENT FOR RURAL EDUCATION,\nAUGUSTA, ME.\n\nWhen the matter of attempting to standardize our rural schools was\nfirst\n\nMaine our superintendents and supervisors\nThey exprest the idea that in the present shortage\n\ndiscust in the state of\n\nseemed to be afraid of it.\n\nof teachers, to introduce a definite standard of measurement of efficiency\n-\n\nwould alarm the teachers to an undesirable effect. However, the subsequent events proved such fears to be entirely without foundation. Even\nthose of us who believed in the movement for standardization have been\nsurprised at the enthusiastic way in which our rural teachers and citizens\nhave responded to the idea of finding just how their schools measure up\nwith those of other communities and with the state standard rating sheets.\nRural teachers in their isolation often times become discouraged because\ntheir earnest efforts for improvement, both of their own\n\nwork and of the\n\nphysical conditions of the school, pass by unknown and unnotist and they\nsee the indifferent teacher apparently faring as well as themselves.\n\nThe\n\nsystem of rating according to standard requirements changes all this and\nmakes the teacher feel she is getting a tangible recognition of all she has\n\nbeen trying to accomplish.\n\nMost teachers are honestly anxious to do the\n\n"}
{"page": 303, "printed_page": null, "text": "STATE REQUIREMENTS AND STANDARDS\n\nDepartmentJ\n\n287\n\nbest possible work and I find them welcoming a definite standard by which\nto judge the results of their efforts.\n\nMuch depends, I suppose, upon the way the plan is presented to the\nteachers but in Maine all concerned have tried to present the matter of\n\nstandardization with the above ideas in mind and have put the matter up\nin a cooperative way to the teachers, as indeed the whole idea very properly\n\nshould be regarded.\n\nTo have standardization and the adoption of uniform\n\nstate requirements savor in any way of coercion would, to\n\nthe best aims of the whole plan.\n\nmy mind, defeat\n\nTwo points, in particular, seem to be\n\nabsolutely essential to observe in presenting a standard rating sheet for\n\nour schools\n\n—\n\nfirst\n\nthat distinction be made and a separation in the rating\n\nsheet always between the teacher, the living factor of the school, and the\n\ninanimate factors for which the teacher, in some cases, is only partly responsible, i.e., physical features, etc.\n\nIn the final rating, this distinction seems\n\nthe only fair way to the teachers.\n\nSecondly, make the requirements as definite, compact, and as simply\n\nyoung teacher, at least, a\namount of material and too highly technical terms are confusing.\nIn our state, for the benefit of our untrained young teachers, I prepared a\nlittle pamphlet ''Questions by Which a Teacher May Test Her Own Work\"\nin which I followed the form and lines of our standard rating sheets but\nexprest as possible remembering that to the\n\ngreat\n\ntranslated\n\n—in a way—the requirements into the terms of everyday, simple\n\nquestions which any teacher might ask herself.\n\nWhen she can give a satis-\n\nfactory answer to each question she need have no fears in regard to having\n\nher school rated.\n\nAlso such a little pamphlet kept in her desk, will help\n\nthe teacher in the isolated school, where only partial supervision can be\ngiven, to test her own work and keep her daily work up to standard.\n\nIn\n\nthis way, standardization loses its terrors for the young teacher, or for the\n\nolder teacher of sensitive makeup, for she sees that it means just the matter\nof having her school the best possible school in an all round way, and gives her\ndefinite ideas of what authorities on the subject consider the characteristics\n\nof the right kind of school.\n\nMost teachers are anxious to do this very\n\nthing but have not known how to go to work to make their school measure\n\nup to an ideal. In the separation of the teacher's personal side of the\nwork from the physical side she feels that she has something definite which\nshe may put up to her comtmunity as their part of making their school a\nstandard school.\n\nTo make standardization of rural schools possible, the standard rating\nsheet and the whole plan must be simply and clearly put up to the people\nof the\n\ncommunity.\n\nThe grange\n\nor the parent teachers meeting offer\n\n\"Town meeting\" in our\nNew England towns would be a good place to inform the people what the\nsplendid opportunities for such explanations.\n\nmeasure of the standard school is in the minds of those who have made a\nstudy of the matter.\n\nHere again standardization should be explained in\n\nas clear and simple a way as I have indicated in the case of the teacher.\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n288\n\n[Rural\n\nRURAL SCHOOL ACTIVITIES\nW. R. HEISTAND, COUNTY SUPERINTENDENT OF SCHOOLS, MARION\nCOUNTY, MARION, OHIO\nIt is the inherent right of every child to have a fair chance for the\ndevelopment of his faculties and to have at his command the best educational facilities\n\nthat\n\nour civilization can\n\nafford.\n\neven tho surrounded by nature's laboratory, often\ndestructive influences of traditional\n\nThe country youth,\nfall\n\nvictims to the\n\nand unhealthy school environments.\n\nThe one-room rural school at one time served its purpose equally well\nIt no longer articulates in terms of the needs of presentday country life. Little opportunity does the child have to find himself\nand to develop his powers and capabilities along lines most conducive to\n\nwith other systems.\n\na successful career.\nFacilities for communication and travel, together with modern rural\nconveniences are bringing the rural folk in contact with new ideas, with a\nlarger and more complex society and with definite civic duties, all of which\n\ncontribute to the development of more efficient means of instruction.\nis this\n\nIt\n\nchange of attitude which now makes possible the consolidation of\n\nschools and their interests in many sections and the decided improvement\nof environment in all districts.\n\nRural activities have their best possibilities in these consolidated disso we shall assume that every administrator of rural-school affairs\n\ntricts,\n\nwill put forth the greatest effort in the interests of more consolidation.\nOf the many activities conducted in the county schools it may be well to\nmake special mention of some most vital.\n(a) Vocational activities in the rural school deal with agriculture and\nmanual arts for boys and home-making for girls. Club work which leads\nto the standardization of a well-adapted brood of poultry or to the introduction and permanency of registered hogs and cattle in a certain district\nor county must necessarily put any school on a high plane of usefulness in\nits community.\n(b) High-school athletics and county field-meets for both boys and\ngirls create a spirit of loyalty to home interests and serve as means of\n\ninteresting those pupils who may otherwise drift into indolence.\n(c)\n\nInter-high-school debates and oratorical contests effect associations\n\namong schools which give pupils a feeling of confidence and definiteness of\npurpose.\n(d) Music instruction under competent supervisors who perform the\nwork on the circuit plan, give pupils an opportunity to develop those finer\n\ntraits which make fife enjoyable.\n\nA cantata by selected talent from different schools given in the county\nseat has been found to surprise the city folk and to give the rural youth a\nfeeling that they can become intellectually and socially equal to their urban\n\nneighbors.\n\n"}
{"page": 305, "printed_page": null, "text": "Department!\n\nTHE ZONE PLAN OF SUPERVISION\n\n289\n\nThe school orchestra, in schools where boards of education furnish a\nwide range of instruments for rent among pupils, has proven a wonderful\nboon to both pupils and community.\n\nMoving pictures, when judiciously controlled by the school adminisbecome a potent factor for civic social betterment among rural\n\n(e)\n\ntrations,\n\npeople.\n\nThese and many other innovations mark the beginning of a new era for\nfarm to city \" movement which has\n\nthe rural community and the end of the\n\n*\n\n'\n\nalready taken from our midst resources most essential to rural prosperity.\n\nTHE ZONE PLAN OF SUPERVISION\nM.\n\nS.\n\nPITTMAN, PROFESSOR OF RURAL SCHOOL SUPERVISION, NORTHERN\nNORMAL AND INDUSTRIAL SCHOOL, ABERDEEN, S.DAK.\n\nWhy is this plan of supervision called the zone plan ?\nIt is called the zone plan because the area to be served by the supervisors\nis\n\ndivided into zones, territorial units for one week of work by the super-\n\nvisor.\n\nThe number of schoolrooms to be served and the possibility of\n\ngetting to the schools would determine the number of zones into which the\n\nsupervisor would divide his supervisory district.\n\nMy experimentation\n\nindicates that one visit to each schoolroom each month is perhaps the best\n\nschedule for this plan of supervision.\n\nIt also indicates that the visits\n\nshould be from one-fourth to one-haK of a day in length and that from eight\nto sixteen\n\nschoolrooms per week, depending upon the time allotted for\n\nAccording to this plan, Monday should be the supervisor's\nday and there should be one week between the time the supervisor\ncompletes one circuit of visitation and the time he starts upon his next\nseries of visits, that week to be used in plan making, professional reading\nthat bears upon his next topics of study, letter writing, making summaries,\n\neach\n\nvisit.\n\nfree\n\netc.\n\nThe area of the zones should be determined by topography, by types\n\nof schools, or types of problems.\n\nWhat is the zone plan designed to do ?\nIn her discussion on Tuesday, Miss Dunn showed clearly the difference\nbetween the function of administration and the function of supervision.\nAccording to her analysis, I think you will agree that the rural schools of\nthe past and the present have been and are being administered, however\n\npoorly that may be, but they have not been professionally supervised in\n\nsuch a way as to deserve the name.\n\nWe have hired and fired teachers,\n\nerected and condemned school buildings, arranged and rearranged schooldistrict lines, adopted and enforst courses of study.\n\nWe have organized\n\nparent-teacher associations, created boys' and girls' clubs, establisht com-\n\nmunity centers, and erected teachers' cottages. We have conducted thrift\ncampaigns, carried on good health revivals, made consolidation-school\ndrives, pushed standardization propaganda, and led fly-swatting crusades.\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n290\n\n[Rural\n\nWe have regulated our teachers and required of them a multitude of community activities outside of and in addition to their regular task of teaching.\nThe zone plan is designed, first of all, to make the teaching of the\nso-called fundamental subjects the recognized big goal and to center the\n\nattention of the teachers, children, and parents upon that fact.\nIt aims to secure the other social and economic results so much desired,\n\nbut to do so thru the regular school interests and not to their neglect.\nis\n\nIt\n\nthe business of the supervisor to achieve these special ends thru regular\n\nchannels.\n\nThe nation has spent money freely to inspire the growing of\n\nmore and better hogs and incidentally better hog-raisers but it has been\nmost niggardly in its efforts to inspire better hog-raisers and incidentally\nproduce better hogs. The state of Oregon has a capital illustration that\ncan be multipHed by more than forty-eight. During last summer it paid\na very talented young man $150 per month and all of his expenses to supervise the growing of fifty industrial club pigs.\nDuring the regular school\nyear it paid the same young man only (and he paid his own expenses)\n$125 to supervise the growing of two thousand of its purest bred boys and\ngirls. Choose ye this day whom ye will serve\nthe hogs or the hog-raisers ?\nThe zone plan of supervision of schools proposes to make hog-growing and\nfruit-canning incidentals to, and the result of, child-education instead of the\ngoal of education, by a shift in the financial support and of supervisory\n\n—\n\nemphasis.\n\nHow is the zone plan operated ?\nIts first principle is to arrange the teachers to be visited according to\n\nweeks of work for the supervisor. As said before, they may be arranged\naccording to the topography of the country, according to grades in the\nschools, or according to special problems or interests.\nThe dominating\naim is to get together a homogeneous group of teachers in each of the groups.\nCommon interests and common problems produce homogeneity. The\ngreat weakness of the average institute is its heterogeneity. It covers\neverything but solves nothing. The great power of this particular program\nin which we are today participating is its purposeful pointedness and\nthe homogeneity of its participating personnel.\n\nThe second principle is to provide a daily program for the supervisor\nthat is just as systematic and conducive to good work and professional\n\ngrowth on the part of the supervisor as a good program is for the teacher\nand the school.\n\nThe third principle is that the supervisor shall hold himself responsible\nOne hour of illus-\n\nfor being able to illustrate what he wishes to achieve.\n\ntration is worth ten hours of explanation.\n\nWhen a supervisor has illustrated\n\nwhat he wants in teaching then he is in a position to discuss both principles\nand details. He and the observing teacher have a common object about\nwhich to talk.\nsupervision.\n\nToo much of our supervision has been only \"talking\"\n\n"}
{"page": 307, "printed_page": null, "text": "k\n\nTHE ZONE PLAN OF SUPERVISION\n\nDepartment]\n\n291\n\nThe fourth principle to be observed is that the teachers shall meet with\nthe supervisor and the other teachers of her group after each visit of the\nsupervisor.\n\nThe fifth principle is that little criticism shall be given to the teachers\nin their own schoolrooms.\n\nThere is the place for the supervisor to be happy,\n\nto be inspiring, to be appreciative.\n\nIt is not the place to use the X-ray, the\n\nmicroscope, and the dissecting knife.\n\nThe professional meeting of the\n\nteachers is the place for those instruments.\n\nA sixth principle is that these group meetings provide a means for the\nsocial organization of the rural communities.\n\nmeeting should be changed each time.\n\nThe place of the teachers*\n\nIn this way, probably every com-\n\nmunity in the zone will serve as hostess once each year.\n\nThe professional\n\npart of the program should be held in the forenoon and free from visitors.\n\nA seventh principle is the application of \"thrift stamp,\" \"liberty loan'*'\npsychology.\n\nIt\n\nis\n\neasy and interesting to do even a disagreeable task\n\nwhen everyone else is doing it also.\nsizes periods of specific interest.\n\nThe zone plan of supervision emphaOne month is as long, perhaps, as one\n\nsubject should be held in the center of attention.\n\nThe eighth principle on which the zone plan is establisht is that the\nsupervisor is not the inspector and critic of the rural schools but is rather\n\nthe friend, inspirer, and big brother of the teachers, children, and patrons.\n\nWhile there are other principles involved in the whole scheme of supervision when conducted according to the ideals of the zone plan, I shall take\n\ntime to mention only one more, viz., the opportunity of doing a systematic\npiece of work and then of making a report of its results to the people who\n\nare interested as to the results.\n\nThe limitations to the zone plan are* the very things that constitute its\nchief virtues:\n(i) It exacts of the supervisor definiteness and system in planning his\n\nHe must plan where he will go to every place, what he will do when\nhe gets there, and what use he will make of it later.\nwork.\n\n(2) It\n\ndemands\n\nof\n\nthe supervisor professional ideals and physical\n\nHe cannot make his plans without the one, he cannot execute\n\nenergy..\n\nthem without the other.\n(3) It requires of the teachers some effort to get to the teachers meeting\n\n—rain or\n(4)\n\nshine, scorch or freeze.\n\nIt requires of the administrative forces of the\n\ncounty a recognition\n\nof the diJBference between administration and supervision, and further that\nit is\n\nthe duty of the administrative forces not to be diverting the time and\n\nattention of the supervisor to places and problems that do not come within\n\nthe natural scope of supervision and that are opposed to the supervisor's\n\nThe supervisor cannot go to one end of the county\none day to settle a school-board row, to the other end of the county the next\nworking schedule.\n\nday to speak to a parent-teacher association, to another corner of it the\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n292\n\n[Rural\n\nnext day to inspect a boy's garden or give medical advice to his sick pig,\n\nand at the same time do systematic, professional supervision of the schools.\n\nThe supervisor should not be expected to waste his time as the trouble\non the educational telephone line. He is the electricity on the line.\nLet the administrative force keep him working at full capacity.\n\nfixer\n\n(5) While the zone plan implies close supervision and a reasonable\nnumber of teachers, yet it is probably more effective than the usual plans\nwhen applied to a large number of teachers with even rare visits.\n\nSECURING AN ADEQUATE SUPPLY OF PREPARED TEACHERS\nFOR NEGRO RURAL SCHOOLS\nLEO M. FAVROT, STATE AGENT OF NEGRO RURAL SCHOOLS,\nBATON ROUGE, LA.\n\nA study of this question resolves itself into a study of the needs in this\nrespect of the sixteen states designated by the Census Bureau as the South\nAtlantic, east-south-central, and north-south-central states of the Union.\n\nIn these states nearly 97 per cent of the negro rural population is found.\n\nThese states are Delaware, Georgia, Florida, Kentucky, Tennessee, Alabama,\nMississippi, Arkansas, Louisiana, Oklahoma, Texas, Maryland, Virginia,\nWest Virginia, North Carolina, and South Carolina. The problem before\nus is, therefore, the problem of the supply and preparation of rural teachers\nfor the 1,900,000 negro rural children\n\nwhich the census of 1910 records\n\nbetween the ages of five and fifteen years.\n\nAltho this age-group does not\n\nrepresent accurately the rural school age-group, this total will vary but\nslightly from the six- to sixteen-age-group, which, in consideration of short\n\nterms and retardation from other causes, does represent fairly well the\nelementary- and rural-school age-group for negro children.\nsingle problem that these states have to face,\n\nThe largest\n\nand the problem that will\n\nrequire for its solution a far larger measure of statesmanship than has yet\n\nbeen devoted to it, is that of making efficient physically, morally, civically,\neconomically, and industrially the 7,000,000 rural negroes making\n\nup\n\n30 per cent of the rural population of these states. Whatever other'\nagencies may be used to accomplish this purpose, this problem now largely\n\ndepends for its solution upon the greater efficiency of the negro rural teacher.\n\nA brief questionnaire was sent to representatives of the sixteen states\nabove mentioned, and replies were received from all of these except South\nCarolina.\nIt was found that there was no accurate data in many instances\non which to base the information sought, and estimates were furnisht. As\nthese estimates were made as a rule by men who are studying this question\nand in position to know something about it, I have faith in the comparative\naccuracy of the figures I shall use. Of the 33,669 negro teachers employed\nEstimating that South\nin these sixteen states, 24,602 are rural teachers.\n\n"}
{"page": 309, "printed_page": null, "text": "PREPARED TEACHERS FOR NEGRO SCHOOLS\n\nDepartment]\n\nCarolina employs at least 1,400 rural teachers,\n\n293\n\nwe may safely say that\n\n26,000 rural teachers are engaged in the task of educating 1,900,000 negro\nchildren.\n\nThis means on the average that one teacher is employed for every\n\nseventy-three children.\n\nThe estimated present shortage of negro rural\n\nteachers in schools already establisht is a little over 3,000.\n\nWe can safely\n\nsay, therefore, that the present need in the negro rural schools of the South\nis\n\nfor 24,000 additional teachers or a total of 50,000 negro teachers, prac-\n\ntically double the number now\n\nemployed.\n\nThis would supply one teacher\n\nfor every thirty-eight children.\n\nThe fifteen states reporting record the existence of 212 institutions\noffering professional training courses for teachers.\n\nthese institutions as follows:\n\n(a)\n\ncolleges offering normal courses), 22;\n\nor colleges, 91;\n\n(c)\n\nThere are four types of\n\nstate institutions (normal schools or\n{b) private or denominational schools\n\ncounty training schools, 61;\n\n(d) public high schools, 38.\n\nIt was estimated that the output of these schools in 1919 was 1,620, of which\n\napproximately 1,000 are teaching in rural schools.\n\nIt\n\nis\n\nseen from this\n\nthat, even to maintain the present inadequate supply of 4,300 new teachers\n\neach year, these training schools fall far short of the demand. But we must\nremember that existing schools are short 3,000 teachers. If we are to aspire\nto the task of training the teachers now needed, and of securing an additional\n24,000 teachers for the rural schools, even on a basis of doing this gradually\nat the rate of 10 per cent increase in the numbef of teachers each year, to\nget anything like an adequate supply of prepared teachers it will be necessary\nto multiply by ten the output of training schools.\nThis means additional\nfacilities.\n\nWe may as well recognize the facts that:\n1. We have 1,900,000 negro rural children to educate in schools in order\nto make our negro rural population efficient.\n2.\n\nWe need twice as many teachers as we are now employing in the\n\nnegro rural schools, at least 50,000 all told.\n3.\n\nThe average standard of scholarship and professional training among\n\nthe present teachers is very low and must be improved.\n4.\n\nThe output of present institutions and the increast facilities for\n\ntraining teachers should be such as to increase the supply from seven to\nten-fold annually.\n5.\n\nThe amount of public funds available for negro rural teachers'\nwe are to do this job properly, will have to be increast from\n\nsalaries, if\n\n$5,000,000 to $25,000,000 a year.\n\nSuch a hasty analysis of the situation, as has been outlined above, leads\nus to the conclusion that a more careful study and investigation of the\nquestion might well be undertaken under five divisions as follows:\nI.\n\nA study of the field, including a statistical study of the supply of\n\nrural teachers, the number of rural pupils, and the needs in each state and\n\ncounty of the sixteen states involved.\n\n"}
{"page": 310, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n294\n2.\n\n[Rural\n\nA study of the present equipment, scholastic and professional, of the\n\nrural teachers\n\nnow in service\n\n—the number of new rural teachers needed\n\nyearly, etc.\n3.\n\nA study of the training-schools for teachers including location and\n\navailability, the academic and professional courses offered, requirements for\n\nadmission and for graduation, qualifications of the teaching corps, practice\nschool, annual output of the training course, and success of the graduates\nin rural-school service.\n4.\n\nA study of the teachers' institutes and summer normals in these\n\nstates;\n\nopportunities for training teachers in service through supervision;\n\nof laws\n\nand regulations of school boards bearing on this question and of\n\ninducements offered for improvement in the service through these means.\n5. A comparison of conditions in white and negro schools with special\nemphasis on inducements offered to colored teachers in the way of long\nschool terms, adequate salaries, accommodations with respect to school\nand boarding facilities and tenure of office. In connection with this should\n\nbe studied evidences of unlawful discriminations against negro schools.\nIncentives to enter teaching service might well be divided into two\nclasses, physical and spiritual.\n\nThe physical incentives have already been\n\nThese include better salaries, longer terms, tenure of office,\nBut, we must not fail\nbetter living conditions, and things of that nature.\nreferred to.\n\nto take into account an incentive that is largely lacking among the members\nof our own race in the teaching profession.\n\nI refer to the desire to help\n\nthe lowly, the pride of race that prompts many negroes to enter the teach-\n\nand the missionary spirit which makes them willing to\nundergo hardships in order to be a Moses to their people. Couple with\nthis another spiritual incentive, less meritorious perhaps, and yet worth\n\ning profession,\n\nfull\n\nconsideration\n\n— that\n\nis,\n\nthat the profession of teaching holds out for\n\nthe negro a higher relative distinction than for the\nrace.\n\nThis is doubtless due\n\nstatus bars\n\nto the fact that their\n\nmember of our own\neconomic and social\n\nthem from entering upon many professions and occupations\n\nopen to white people.\nRealizing the need of more negro rural teachers, Louisiana put on last\n\nsummer a program for training them.\n\nEnlisting the cooperation of parish\n\nschool boards and the philanthropy of\n\nthe\n\nGeneral Education Board\n\nand Mr. Julius Rosenwald, we opened 31 parish summer training schools\nWe then put on a publicity campaign to interest\nof twelve weeks duration.\nyoung men and women in entering these schools. Church and lodge papers\ncarried the information that Louisiana needed 1,000 more teachers and that\n\nwas the duty of all available young people to enter the teaching profession\nMinisters announst the program from their\nin order to help their race.\n\nit\n\npulpits.\n\nIt was shown that without these 1,000 qualified te^ichers, 40,000\n\nnegro children would be deprived of schools. It was also shown that if\nschool boards budgeted this money for the negroes and were unable to get\n\n"}
{"page": 311, "printed_page": null, "text": "Department]\n\nPRACTICE-TEACHING FOR RURAL TEACHERS\n\n295\n\nThis\nteachers, this money might be diverted in the future to other uses.\nwas the negroes' golden opportunity. The response to the appeal was\nhighly gratifying. More than 1,700 young people enrolled in the thirtyOne-half of these had never taught before. They\nthree schools opened.\nwere drilled for three months in the elementary school branches and how\nAs a result of the examinations at the close, 784 teachers\nto teach them.\nwere certificated as against 120 the previous summer. All of these readily\n\nfound positions.\n\nThe cooperative effort of negro organizations in this work, the gratifying\nresult of the appeal to the spiritual incentives in the negro young people,\n\nthe sacrifices made to enable many of them to attend a twelve-week school,\nthe willingness of school boards to supply funds for these schools coupled\n\nwith the probability of their not going very much farther to secure teachers\n\n— these things brought out in\n\nthis story, demonstrate an\nand certain elements involved which must\nbe given full consideration in any discussion looking to a larger supply of\nif\n\nthis plan failed\n\nattitude toward this question\n\nwell-trained negro rural teachers.\n\nPRACTICE-TEACHING FOR PROSPECTIVE RURAL TEACHERS\nETHEL BLACK, NORMAL SCHOOL, DETROIT, MICH.\nBecause rural education is only a phase of general education, we feel\nthat the preparation of its teachers should not be in separate institutions\nor separated within the same institution.\n\nThe teacher trained in a normal\n\nschool which fits its students for various phases of educational service must,\nof necessity, have a broader vision and see her own field, not isolated, but as\n\na specialization of general education.\n\nShe has more of the spirit of coopera-\n\ntion, more sympathy for other teachers, and a greater opportunity to secure\n\nand to develop the ideals of service so\nHer training should thus give her a\nvision broad enough to see her place in the great plan of education, and\nthis might be workt out in practice and the teacher shifted from rural to\nurban or urban to rural schools as conditions demanded. This, of course,\nthe proper professional attitude\n\nnecessary to a successful teacher.\n\ninvolves the salary question.\n\nTaking for granted a training school with ideal conditions, a rural\ndemonstration school with a trained teacher, and the cooperation of other\nrural schools, practice-teaching, to serve the best interests of the prospective\n\nteacher, should be organized according to the following generally accepted\nprinciples:\n1.\n\nBecause of the laws of habit-formation, practice- teaching should be\n\nextensive rather than intensive.\n\nTherefore\n\nit\n\nshould be spread almost\n\nentirely thruout the year.\n2.\n\nThere should be as much as possible, but the quality, the type, and\n\nthe daily preparation should measure\n\nup to a very high standard.\n\nA\n\n"}
{"page": 312, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n296\n\n[Rural\n\nminimum of 40 minutes a day (and more if possible) is recommended. If\na two-year course were possible, allowance would be made for twice the\namount of practice.\n3.\n\nPractice- teaching should be the\n\nstudent's whole training\n\nmost important activity\n\nof the\n\n—the center around which the work of the year\n\nrevolves.\n4. Practice- teaching\n\nshould form a foundation for technique and an\n\nexperience basis for all theoretical courses, as well as motivate all subject-\n\nmatter courses.\n\nBetter, it should be the basis for professionalized subject-\n\nmatter courses.\n\nTo do this it should begin at the first of the year.\n\n5.\n\nPractice- teaching should be carefully graded both as to the practice-\n\ncourses and the selection of activities within each course.\n\nThis means an\n\norganization providing for a series of steps gradually increasing in difficulty\n\nThe apprentice system, the methods of training\nmodern craftsmen, and the general plan by which a young man gets into\nfor the student-teacher.\n\nthe profession of medicine or law are illustrations of the need of actual\nparticipation in Ihe activities of a profession or vocation in order to acquire\nskill in\n\ntechnique and practical knowledge of the theory concerned. Teach-\n\ning may be called both a vocation and a profession,\n\nand we have ample\n\nproof that the most economical method of learning a vocation involves\n\nbeginning with simple processes and gradually proceeding to the more com-\n\nToo often the young teacher has been forst to begin with the\ncomplex or with very little of the simple preceding it.\n\nplex.\n\n6. It is generally accepted that\n\nwe should apply (so far as possible) the\n\nproject theory in the training of teachers as well as help the students to\n\napply it in their work with children.\n\nConditions are such yet, and so much\n\nof method must come from experiment, that the student-teacher is perhaps\n\nsafer if trained in methods both new and those in common use now, so if\n\nshe meets a situation where the new fails she may fall back upon the old.\n\nWe must face the fact that we shall never be able to get the project over, so\nto speak, unless we get with it enough of what the pubhc calls \"order\" to\nsatisfy their demands.\n\nPossibly in the average training-school any caution\n\nagainst sending teachers out without equipment in the old methods is out\n\nAs a rule they get too little of the new.\nThe whole project theory spells the spirit of democracy, which is a means\n\nof place.\n\nof growth, an evolution.\n\nIt is evident in the present demands for industrial\n\nThe teacher's\ndemand for a voice in administrative and supervisory affairs is evidence\ndemocracy, and is being rapidly extended to the schools.\n\nof this fact, and the wise administrator deals with his teachers, not according\n\nto the checker game, moving each at will, but as the modern base-ball game\n\nwhere each member sees his own importance and responsibihty\nand his place in the whole plan. In training men for the army we are told\nthat it was found necessary to inform our men, by use of moving pictures,\nof the general plans and movements at the front, so that a man had a\nis conducted,\n\n"}
{"page": 313, "printed_page": null, "text": "I\n\nDepartment]\n\nFOLLOW-UP WORK AND EXTENSION ACTIVITIES\n\nvision of his place in the whole scheme,\n\n297\n\nknew its importance, and when\n\nhe went over the top he knew just what was being done along the front, knew\nthat his part was vital and necessary. It is from such a vision that ideals\nand attitudes come. Democracy is possible only when its citizens are\ntrained to participate and assume responsibilities.\nBecause adults, as well as children, grow from the assumption of\nresponsibihty, and because cooperation, initiative, and the abihty to judge\nher own work as well as that of others are so necessary to the success of a\nteacher, should we not shift to the student in training the responsibility\nof more initiative in the choice of her activities in the training school, more\n\nopportunity to cooperate with her neighbors and to judge or measure the\nresults of her own and her classmates' work ?\nis,\n\nThe whole course of training\n\nto the student-teacher, a project.\n\nBased upon the above theory, would a plan such as the following not\nLet the student-teachers, with the director of training, plan\na list of activities things the student wishes to accomplish and work out,\nwith the help of all available standards, a definite scale of judgment for\neach activity. These exercises should be arranged in order of difficulty,\nresponsible room-teaching coming last.\nEach student would go at her\nown pace, judging her own work first, then securing the judgment of several\nof her classmates, and finally the approval of the teacher in charge.\nWhen\nan exercise measured up to standard the student would go to another,\nbe feasible ?\n\n—\n\n—\n\nher speed being determined by the ease with which she could use her theory,\n\nWould this plan not make for the gradual\nby habit, beget self-confidence on the part of the\nteacher, and mean more efficient teaching, thus bringing greater benefit\nto the children?\nIt would mean an opportunity to see each exercise by\nitself and thus to rate and study it more closely.\nA critic teacher\nwho carried this idea out only to a slight degree reports that a\n\nher former experience, etc.\nacquisition of routine\n\nstudent-teacher with only unfavorable records of her former practice-\n\nteaching showed evidence of more ability and originality than any other\n\nWe see this same contrast in children within a group\nand often find that the child who, under the ''teacher's domination,\"\nseldom says anything and is sometimes called dull will be a real leader\nunder the plan of child freedom, guided by a teacher.\nstudent in her class.\n\nHOLDING STUDENTS UP TO STANDARD THRU FOLLOW-UP\nWORK AND EXTENSION ACTIVITIES\nMARGARET CRAIG CURRAN, DIRECTOR, TEACHERS' SERVICE DIVISION,\nSTATE NORMAL COLLEGE, DILLON, MONT.\n\nThe statistics which have been made available in the February National\nEducation Association Bulletin have caused me to strike out ''after graduation\" from the topic assigned me for discussion.\n\nGraduation seems to be\n\n"}
{"page": 314, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n298\n\n[Rural\n\nan experience not of the past but of the future for the rural teachers of\nthis country.\n\nThere are in the United States 650,000 teachers, 365,000 of whom teach\nin the rural schools.\n\nranks.\n\nThis year 151,450 inexperienst teachers entered the\n\nThe total output of teachers wholly or partially trained by colleges,\n\nnormals, and high schools (Report of Commissioner of Education, 1919) was\nbut 24,000, so that a remainder of 127,450 untrained, inexperienst teachers\n\nhave been thrust into our rural schools\n\n—for there\n\nis\n\nstandards are maintained, and the poorest salaries paid.\n\nwhere the lowest\nLast year 122,000\n\nof like kind went into our rural schools, and it is safe to estimate that at\nleast 100,000 equals 349,000, practically all of our untrained rural teachers\n\nwith two years or less of experience.\n\nThis is our problem, ''How to raise\nthem to a standard of graduation,\" not what to do with them afterward\nyet the problem is the same in both cases for conditions make it largely\na problem of training teachers in service, for the 16 per cent of teachers\ntrained in the training institutions of the country will but barely fill the\n\nplaces of the 6 per cent shortage and the 9 per cent who are below standard\nin efficiency.\n\nSome of the ways for providing the motive for better educational and\nprofessional preparation are:\n1.\n\nEstablishing standards which can be gradually met and raising the\n\nrequirements for certification thru a period of years.\n2.\n\nCoordinate with the raising of standards must be an equal increase\n\nin salary for each advance made.\n3.\n\nPreference in the selection of teachers for the better positions must\n\nbe given fo the teachers who show professional growth, whether thru study\nor noteworthy service.\n4.\n\nSummer schools for teachers must provide for practice-teaching and\n\nevery phase of work that is given during the year.\n\nCorrespondence courses\n\nand group extension classes must be conducted, and credit given for the\nwork.\n5.\n\nSupervisors must be trained so that they can teach their teachers,\n\nconduct demoi^stration classes, and do such other things as will actually\n\nimprove instruction.\n6.\n\nCounty superintendents must be trained for their work.\n\nIn turn\n\nthey must organize their agencies for instruction in such a way as to accomplish\n\nsome definite end.\n\nEnormous sums of money are being wasted in\n\ninstitutes and similar meetings because of poor organization and the failure\n\nof the county superintendent to see what their true purpose is.\n7.\n\nA great quantity of educative material is being sent out at random\n\nover the country and consequently is failing to accomplish much.\n\nIf this\n\nmaterial were to be collected by normal and college libraries, organized\ninto packages, and loaned to schools, real service could be rendered and this\n\nmaterial made to function.\n\n"}
{"page": 315, "printed_page": null, "text": "Department]\n\nRECOGNITION OF THE RURAL PROBLEM\n\n299\n\nReading-circle work as it is now generally done is like a \"cure-all\"\nand about as effective. The same ends that are now being gained, and\nmore, could be achieved thru cooperation between county and state superintendents and the normals and universities by requiring a certain number of\n8.\n\npill,\n\ncorrespondence-study credits to be earned in given subjects each year.\n\nUnder such a plan teachers would be encouraged and helpt toward normal\nAs it is, reading-circle work is \"goat feathers,\" the\ngathering of which many times prevents teachers from doing some piece\nor college graduation.\n\nof organized work.\n\nIn this connection I\n9. Better living conditions must be provided.\nwould like to suggest the possibilities that a national campaign of publicity\nthru ruraj publications and rural meetings might have in bringing better\nconditions about. If this organization were to appoint a committee to\nstudy conditions, and prepare a set of standards which should be met in\nproviding proper living conditions for rural teachers, and then have these\nwritten and talkt about thruout the nation, until the farm people\ncome to have a consciousness of the needs of the teacher, and their relation\nto her best serving the community, the change would come just as prohibition came as the result of the educational work done by the W.C.T.U.\nwomen.\nThe present output of normal schools is about 9,000 a year, so even if\nwe could \"corner the market\" for the rural schools, it would take forty\n\n—\n\nyears to supply our present needs,\n\nwould remain in it.\n\nif all\n\nthe teachers now in the service\n\nWe cannot wait that long—in fact the average life\n\nof the rural teacher is only between two and three years\n\n— we are to mainif\n\ntain a democracy we must train the teachers now in the service, and retain\n\nthem.\n\nTo do this we must pay better salaries on the yearly basis, put rural\n\nteaching on the same level as city teaching, and afford the motive and\n\nopportunity for these teachers to get their training, and reward them for it.\n\nWe must give publicity to conditions in order to prepare for legislation,\nand then inaugurate and support bills that will procure the desired results.\n\nSECURING RECOGNITION OF THE RURAL PROBLEM IN\nTEACHER-TRAINING INSTITUTIONS\nCLYDE M. HILL, PRESIDENT, STATE TEACHERS COLLEGE, SPRINGFIELD, MO.\nno teachers' college or normal school\nno student body, no board of control, no legislature, in America\n\nIt is safe to say that there is\n\nfaculty,\n\nwhich has the\n\nslightest\n\nknowledge of the conditions as they exist today\n\nin rural education who do not recognize the rural problem as one of the big\n\nproblems which teacher-training institutions must accept and solve.\n\nIt\n\nmust be admitted, however, that even at the present time most schools\nfor the training of teachers are merely cognizant of the problem, but are\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n300\n\n[Rural\n\ndevoting their major energies to the training of teachers for urban positions,\n\na condition which has developt because of the better social and financial\nrewards which the city positions have to offer and the consequent demands\nof the students which have determined the trend of teacher-college activities.\n\nI am using the term ''recognition\" in\n\nmy subject not so much in the sense\n\n\"mere acknowledgment\" as the avowed determination to attack and\nsolve a problem generally conceded to be the great and pressing need of the\ntimes.\nThe subject might therefore be stated in the form of a question,\n\nof\n\n\"How may institutions for the training of teachers in all of their departments and affiliations, intra-mural and extra-campus be so concentrated\nand focust upon this, one of the greatest problems confronting the American\npublic today, so as to make a distinct and immediate contribution to its\n\nsolution?\"\nI do not believe that there will be a just and adequate recognition of\n\nthe rural problem in teacher-training institutions until each one is intelligently cooperating with all its might in great, definite, state, and national\nprograms of rural education which embrace the basal considerations, trained\n\nteachers, money, organization, control, supervision, and attractive country\n\nUntil this time, and God speed the day, the schools which point the\nway to the larger program by mapping out and putting into operation for\n\nlife.\n\nthemselves schemes of local rural-school betterment which comprise\n\nall\n\nof these elements are securing recognition of the problem in a fundamental\n\nway.\n\nWe may say then, that recognition of the rural problem will be secured\nin teacher-training institutions whose rural-school program is planned and\n\nadministered in accordance with the following principles:\nI.\n\nThe training of rural teachers cannot be separated from the related\n\nproblems of curriculum, maintenance, organization, control, supervision,\n\nand rural life. The improvement of the rural school (physical plant) and\nrural community must go hand in hand with the improvement of the rural\nteacher and is part of the rural problem for which the teacher-training\ninstitution must assume responsibility.\nIt is not enough to prepare a\nteacher.\nThere must be prepared for her a place in which she can work\nunder proper guidance, inspiring supervision, and with sufficient reward\nIt is not enough for her to know whither she goes and the\nfor service.\nway. She must know that a place has been prepared for her and if it is\nnot so she must be told so that she may enrol for other courses that, where\nthe desirable teaching positions are, there she may be also.\n\nUntil adequate salaries for rural teachers can be provided by legislative\nenactment or by the creation of the proper public sentiment in cases where\nall available means for providing sufficient revenue are not employed,\nteacher-training institutions must provide, even at their\n\nown expense in\n\npart, enough really desirable teaching positions in rural schools to attract\n\na nucleus of their best students, who will be capable under the close super-\n\n"}
{"page": 317, "printed_page": null, "text": "RESOLUTIONS\n\nDepartment]\n\n3OI\n\nvision of the departments of rural education to develop demonstration\nrural schools.\nIt is unfortunate, indeed, that professors of rural education have been\n\nselected so frequently because of their practical experience with rural schools\n\nas they exist, rather than because of their broad scholarship and definite\n\nknowledge of rural sociology and economics in their more significant\naspects.\nProfessors of rural education must be the equals of their associates in scholarship and general culture if their work in the institution is\n\nto receive recognition.\n\nNo plan of solution of the rural problem which neglects the fact that\nthe rural people themselves\nreceive recognition.\n\nmust acknowledge the\n\nrural\n\nproblem\n\nwill\n\nThey must be educated to recognize the difference\n\nbetween trained and untrained teachers, good schools, and poor ones.\nThe manufacturer develops his commodity and creates the demand for\nAs the demand becomes permanent and more refined\nit at the same time.\n\nand exacting he turns his attention almost wholly to the improvement of\nthe product.\n\nWe may get a lesson here illustrating the point.\n\nThe facilities in faculty observation and\n\npractice opportunities\n\nand\n\nspecialized courses offered must be on the same high plane that characterizes\n\nthe work of other departments.\n\nSufficient publicity must be provided to\n\nmake the results of experiments and investigations available for other\nschools.\n\nI speak from observation and experience when I say that the rural\nproblem will receive recognition in teacher-training institutions when the\nsolution is demanded by the people, and that the time will come when they\n\nare made conscious of the existence of the problem by those who now see it.\n\nRESOLUTIONS PAST BY THE DEPARTMENT OF\n\nRURAL EDUCATION\nWhereas, The universally recognized emergency in education bears with particular\nheaviness upon the rural schools, the deficiencies which already constituted one of our\n\nmost serious national problems and\n\nWhereas, The urgency of the situation has aroused widespread interest and constructive effort on the part of educators and of the public in general, so that the time\n\nappears ripe for a whole-hearted, united, and fundamentally sound procedure in the\n\ndevelopment of this shamefully neglected phase of our national well-being; be it\nResolved, i. That this department advocates an adequate financial support of rural\neducation and an equalization of educational burdens. To this end we believe\n(a) A national subsidy as provided in the Smith-Towner bill is essential and we hereby\nendorse the purposes and provisions of that bill.\n(b)\n\nWe reiterate the principle that the wealth of the whole state should educate the\n\nchildren of the state,\n\nand recommend therefore state aid adapted to stimulate local\n\ninitiative and supplement local resources where they are inadequate.\n\nWe call attention to the fact that in numerous states local initiative is curbed by\nconstitutional provisions which fix a maximum of tax rate, and we recommend legislative\n\n"}
{"page": 318, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n302\n\n[Rural\n\naction to remove in every case the maximum limitation, retaining however any minimum\n\nrequirements already establisht.\n{c) We desire to acknowledge and express appreciation of the invaluable aid that\nhas been rendered in the past by various philanthropic boards and foundations, which\n\nhave made educational progress possible by financing forward-looking movements, while\nat the same time leaving the administration of these activities under state or local control;\nand we approve such assistance as a means of stimulating and furthering similar progress\nin the future.\n\nResolved, 2.\n\nThat we recognize sound organization and administrative policies as\n\nessential in the school as in any other enterprise, and therefore\n.\n\n{a)\n\nWe commend the county unit of school administration as that best adapted both\n\nto preserve local enterprise and to make possible educational opportunities equal for all,\n{h) We advocate that no minimum school term be less than seven months, with\ncompulsory laws adequate to enforce attendance during this term; and we assert that\nequality of opportunity demands a term at least as long in rural as in urban sections,\n{c) We advocate increast efforts toward consolidation as one of the most important\nmeans to adequate rural education and commend good-roads programs as essential to\n\nsuccessful consolidation.\n\nThe recent educational conference at Cedar Falls, Iowa, especially considering the\nproblems of consolidation recommended the motion picture as an important means of\nadvertising this policy, and recommended that the National Education Association undertake to serve as a distributing agency for films.\n\nWe commend to this body the policy\n\nsuggested at this meeting.\nResolved, 3,\nis need\n\nThat in the increasing extent and complexity of modern education there\n\nfor specialized efficiency in the lines both of administration and supervision.\n\nTo\n\nthis end we endorse the provision of county supervision thru distinct supervisory agents\n\non the county Educational Staff. We recommend that this ofl&ce be made one of high\nand corresponding dignity, and that these supervisors work\nunder the leadership of a state supervisor of rural education, and hold themselves\nresponsible to the county superintendent for the success of their office.\nResolved, 4. That we recognize the necessity in education for citizenship of wide\ncontacts for the learner and opportunity for actual participation in many phases of social\nlife, that we appreciate the opportunities of such type which are afforded by many forms\nof extension or other school agencies, and that we commend these to school administrators,\nsupervisors, and teachers, to the extent that they are regarded as means to the accomplishment of worthy educational ends. We maintain however that in every case these\nagencies must be regarded as means and the child as the end and that their use must\ntherefore be controlled by school administrative and supervisory officers, to whom is\nprofessional requirements\n\nentrusted the responsibility of the child's development.\nResolved, 5.\n\nThat it is the general consensus of opinion that normal-school facilities\n\nshould as rapidly as possible be developt to afford an adequate number of thoroly qualified\nrural teachers. In the meantime, while this ultimate program is in the making, it is\nessential that no means of affording even partial preparation to rural teachers be neglected,\nand training classes in high schools are recommended as one of the best temporary means.\nResolved, 6. That since modern educational theory gives large place to personal\ninitiative and activity rather than verbal memorizing of required tasks, there becomes\nnecessary a modification and extension of the materials of education provided in the\n\nschools.\n\nWe recognize the service of standardization programs of the past decade in\n\nimproving the physical and sanitary conditions of rural schools, and we believe that we\nare now ready to extend this policy of standardization to stimulate increast provision of\neducational equipment. We maintain that this is especially essential in the one-teacher\nschools,\n\nwhen they must remain, as a means of stimulating children to self-initiated\n\neducational activity.\n\n"}
{"page": 319, "printed_page": null, "text": "RESOLUTIONS\n\nDepartment]\n\nResolved^\n\n7.\n\n303\n\nThat the crucial teacher shortage in rural regions today can hope for\n\namelioration only thru the provision of such satisfactions in the occupation of ruralschool teaching as will make it equally attractive with other vocations.\n\nWe maintain\n\nmust be provided- in three lines:\n{a) Teacher's salaries must be made adequate to supply not only the physical, but\nthe mental and spiritual needs which are felt by those who are actually qualified for the\nthat such satisfaction\n\nresponsibility of education.\n{h)\n\nwill\n\nFacilities\n\nmust be afforded for comfortable home life for rural teachers.\n\nIt\n\nnot suffice to increase salaries if those salaries cannot purchase common decencies,\n\nnecessities,\n(c)\n\nand reasonable comforts of life.\n\nIncreasing provision must be made for constructive activity, and personal and\n\nprofessional growth thru self-expression\n\nand stimulating contacts.\n\nSupervision of a\n\nhigh type replacing inspection and autocratic direction is recommended as the best means\nto this end.\nResolved, 8.\n\nT^t we believe teachers' voluntary organizations are essential to the\n\nestablishment of teaching as a profession, that we recognize their value and place in the\n\ndevelopment of constructive policies and the promotion of educational progress but that\n\nwe deplore all tendencies toward unionizing and affiliation with organizations of any\nother occupation, as subversive of the very aims the teachers' organizations are best\nfitted to serve.\n\nThat we hold the rural teacher's position to be more responsible than that\nand the one-room school to be. the most responsible and difficult\nposition in the whole educational field. We recommend that the difficulties be removed\nby consolidation wherever possible, but that where this cannot be effected the status of\nResolved, 9.\n\nof any other teacher,\n\nrural teacher be recognized as of the highest, the best salaries be attacht to this position,\n\nand all means available be employed to induce the best-qualified teachers in the school\nsystem to enter upon its duties.\nResolved, 10. That this body recognizes the unusual amount of responsibility and\nlabor which has, because of its recency of organization, necessarily fallen upon its chairman\nand secretary, and desires to express to them its grateful appreciation for the excellent\nprogram which they have provided, and for their invaluable services in so auspicious an\ninauguration of the Department of Rural Education.\n\n"}
{"page": 320, "printed_page": null, "text": "m\n\n"}
{"page": 321, "printed_page": null, "text": "—\n\nDEPARTMENT OF SCIENCE INSTRUCTION\nSECRETARY'S MINUTES\nOFFICERS\nPresident—ORSOii Ryan, superintendent of Carbon County Schools\nSecretary—JMIES H. Smith, assistant principal, Austin High School\n\nPrice, Utah\n\nChicago, HI.\n\nFIRST SESSION—Tuesday Forenoon, July 6, 1920\nThe Department of Science Instruction of the National Education Association\nconvened in regular session Tuesday forenoon, July 6, at nine o'clock, in the Victrola\nRoom of the Hotel Utah.\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\n\"Elementary Science and the National Welfare\" Miss L. H. Seeley, Dickinson\nHigh School, Jersey City, N.J.\n\"Elementary Science\" ^John C. Johnson, State Normal School, Gunnison, Colo.\nDiscussion L. A. Adams, State Teachers' College, Greeley, Colo.; W. L. Eickenberry,\n\n—\n\nUniversity of Kansas, Lawrence, Kans.\n\nSECOND SESSION—Wednesday Forenoon, July 7, 1920\nThe following program was presented:\n\n—\n\n\"Vitalized Agriculture in the Rural Schools thru the Rotation Plan\" P. G. Holden,\nInternational Harvester Co., Chicago, 111.\nDiscussion Thomas Walker, editor of journal publisht by the State Teachers'\nAssociation, St. Louis, Mo.; Bert Cooper, superintendent of schools, Nodaway County,\nMo.; Francis Kirkham, vocational director of Utah, Salt Lake City, Utah; C. P. Cary,\nstate superintendent of public instruction, Madison, Wis.\n\n—\n\nThe following ofl&cers were elected for the ensuing year:\nPresident ^John C. Johnson, Colorado State Normal School, Gunnison, Colo.\nSecretary ^L. H. Seeley, Dickinson High School, Jersey City, N.J.\nThe meeting adjourned.\nJames H. Smith, Secretary\n\n—\n—\n\nPAPERS AND DISCUSSIONS\nELEMENTARY SCIENCE—WHAT, WHY, AND HOW?\nJOHN C. JOHNSON, COLORADO STATE NORMAL SCHOOL, GUNNISON, COLO.\nUndoubtedly there should be greater emphasis on the teaching of\nThere are\nscience in the elementary grades of our public-school system.\nfirst,\nbecause\nnearly\nchildren\ngood\nreasons\nwhy\nall\nseveral\nthis should be so:\nare intensely interested in science when reduced to their level, asking the\n\nmost important question of science, \"why?\" continually; second, the\ntrend of modern times demands that the great majority of our citizens be\ntrained in trades requiring considerable scientific knowledge of a general\nnature, if not Of a very special type.\n30s\n\n"}
{"page": 322, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3o6\n\n[Science\n\nSince so many occupations require some scientific understanding, it is\nplain that this training must come largely from the public schools, and also,\nsince only a minority attend high school\n\nand college,\n\nthis\n\nprehminary\n\nscientific training must come in the elementary grades.\n\nThe type of science training needed should not be heavy and probably\nshould follow the line of the child's natural interest, which, usually in the\nfirst five or six grades, is largely about plants and animals.\nPerhaps it\nmight be called by the term nature study, if in this study actual knowledge\nIn the seventh and eighth grades the\nas well as enthusiasm is developt.\n\nso-called general-science course, usually given in the Freshman year of the\n\nhigh school, should be taught.\n\nThe pupils are ready\n\nfor\n\nthis\n\nwork at\n\nthis time, and it should not be delayed until a later grade.\n\nThe most important reason for more emphasis on science in the elementary grades is to develop the careful, accurate scientific type of mind early,\n\nwhich is necessary to national safety in this increasingly scientific age.\n\nJUST A WORD ABOUT EDUCATION\np. G.\n'\n\nHOLDEN, THE INTERNATIONAL HARVESTER CO., CHICAGO, ILL.\n\nThe thoughtful people, I am sure, are profoundly grateful for our present\n\nThat it is splendid is true, but that it can be improved\nand we are obligated to make these improvements is also true. Therefore,\neducational system.\n\nin presenting vitalized education for your approval, there is no thought of\n\ncriticism in\n\nmy mind.\n\nI.\n\nam only trying to do my part in helping to make\n\nour present educational system better serve the interests of our boys\n\nand girls.\nVitalized agriculture makes children eager to go to school.\n\nIt makes\n\nthe school work of the child grip it wjth an intense interest like that it\nfeels in its play.\n\nWhen we were first trying Vitalized Agriculture I was\n\nnot certain that it was the right thing, but after seeing the results of the\nthree years' trial in three states by hundreds of teachers, I am sure it has\n\nproved to be all that I\" had hoped it to be.\nVitalized agriculture is built on the principle that the place to begin in\neducation is to begin with real things, and a thing is only real to anyone\n\nwhen it is something that is needed to satisfy a felt want. And every\nstep and every process in vitalized agriculture begins with the child and\nits needs.\n\nUnder the vitalized agriculture method the teacher does not think\nso much about the subject, but more of the need of the child. The silo\nbeing a very much needed thing on the farm, the child will be interested to\n\nknow all it can find out about it.\n\nIn order to know how many head of\n\n"}
{"page": 323, "printed_page": null, "text": "Department]\n\nJUST A WORD ABOUT EDUCATION\n\n307\n\nlivestock can be fed out of its father's silo, it will have an interest in dis-\n\ncovering either from books or elsewhere how to figure the contents of it.\n\nThat means it will learn cubic measurements, but will learn this not as a\nsubject but as something it is interested to know about in order to make\n\nuse of it.\nAll of these projects here, this milk stool, this bird house, this dough\n\nboard, this fly trap, all of these are projects the children can make and that\n\nthey can use.\n\nTo be permitted to make them is to truly vitalize their\n\nstudying of their lessons.\n\nIt makes me very glad to tell you that there\n\nhas not been reported to me one instance where the use of this method has\nfailed to arouse and keep alive in children thruout the entire term of school\n\nan intense interest that the word \"vitalize\" aptly expresses.\nThe second, but by no means the least important, phase of this work is\nthe rotation of the subjects. Rotation is one of the great principles in\nnature and I believe is as important in training the mind as in cultivating\nthe fields. The same thing all the time is\" an impossibility in nature ^in\nagriculture it means depletion of soil and poverty, while the same thing\nover and over in education becomes a deadly monotony where interest\nand enthusiasm cannot live.\nIn vitalized agriculture we have arranged the divisions of this, method\nto cover a period of four years, each year being different from the other.\nThe first year we call \"Growing Things\" and that involves the crops and\nplants.\nThe second year we call \"Making Things\" and that has to do\nwith the making of things that in their use can be applied to the different\nactivities of the farm and home.\nThe third year is called \" Living Things \"\nand that applies to the livestock on the farm and the making and doing of\nthings related to the raising and growing of livestock. The fourth year is\ncalled \"The Soil, the Home and Community\" year.\nThis is a very rich\nfield full of interest and offers a great deal of help to the farm boy and girl\nin the study of those things which can be of service to them in their fives.\n\n—\n\nThis division we call the rotation of the subjects.\n\nThe process or proceeding is to interest the children in making projects\nThe child learns how to make the necessary\ncalculations for the material it is to use and does the work which has been\n\nas has been explained before.\n\nselected because of a need it has for the project it is making.\n\nAfter this is finisht the child is encouraged to write what it has done,\nits experiences, etc., in a notebook which it keeps for this purpose.\n\nThe use of these famiHar things as subjects for study signifies and\nthem in the thought of the children. And who shall assume the\nright to declare that when the child is studying these things or conditions\nand learning to five them and to do them for itself that it is not being as truly\neducated as are those who are studying subjects and the contents of books,\nglorifies\n\npassing examinations, and being awarded diplomas.\n\nFor I believe that\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3o8\n\n[Science\n\nthose who know how to do and really do the necessary work that must be\nperformed if man is to continue to live on the earth are as truly educated,\nin fact more truly educated, than those who only know about such things\n\nas subjects but who never do them but shun them.\n\nTo do this is to vitalize\n\nagriculture and it seems to me the (method by which it is done is rightly\n\nnamed vitalized agriculture.\n\n•\n\nX\n\n"}
{"page": 325, "printed_page": null, "text": ":\n\nDEPARTMENT OF MUSIC EDUCATION\nSECRETARY'S MINUTES\nOFFICER\nChairman\n\n—\n\n^P.\n\nMelvin Peterson, director of music, Salt Lake City Public Schools\nSalt Lake City, Utah\n\nFIRST SESSION—Tuesday Forenoon, July 6, 1920\nThe Department of Music Education of the National Education Association convened in regular session on Tuesday forenoon, July 6, at nine o'clock, in the Gardo House\nRecital Hall.\n\nThe meeting was called to order by the chairman, and the following program was\npresented:\n\n—\n\n\"Importance of Music in Public Schools\" Alfred Roncovieri, supervisor of schools,\nSan Francisco, Calif.\n\"Listening Lessons and Music Appreciation\" Mrs. Frances E. Clark, head of\n\n—\n\neducation department, Victor talking machine.\n\nThe following officer was elected for the ensuing year:\n\n—\n\nPresident P. Melvin Peterson, director of music, Salt Lake City Public Schools,\nSalt Lake City, Utah.\n\nSECOND SESSION—Wednesday Forenoon, July 7, 1920\nThe meeting was called to order by the president, and the following program was\npresented\n\n—\n—\n\n\"Community Music\" Edward P. Kimball, assistant organist, tabernacle, Salt\nLake City, Utah.\n\"High School Music\" B. Cecil Gates, director of music, L. D. S. University, Salt\nLake City, Utah.\n\"Vitalized Music\" Margaret Streetor, former supervisor of music, Los Angeles,\n\n—\n\nCalif.; male chorus, Payson, Utah, Carl Nelson, director.\n\nThe following officers were elected for the ensuing year:\nPresident supervisor of music. Salt Lake City public schools, Salt Lake City, Utah.\n\n—\n\n309\n\n"}
{"page": 326, "printed_page": null, "text": ""}
{"page": 327, "printed_page": null, "text": ":\n\n:\n\nDEPARTMENTS OF PHYSICAL EDUCATION\nAND CHILD HYGIENE\nSECRETARY'S MINUTES\nOFFICERS\nChairman\n\n—E. G. Go wans, state director of health education\n\nSalt Lake City, Utah\n\nFIRST SESSION—Monday Afternoon, July s, 1920\nThe Physical Education Department of the National Education Association convened in regular session on Monday afternoon, July 5, at two o'clock, in the Deseret\n\nGymnasium.\n\nThe meeting was called to order by the chairman, and the following program was\npresented\n\nThe general topic for discussion was \"Current Problems in Physical Education.\"\n\n—\n\n\"Efficiency Methods in Exercise\" ^William Burdick, state director of physical\neducation, Baltimore, Md.\n\"The Physical Director and Social Ethics \"—Charlotte Stewart, East High School,\nSalt Lake City, Utah.\n\"Success of Nutrition in Classes in Boston and Chicago\" Caroline Hedger,\nphysician, Chicago, 111.\n\n—\n\nSECOND SESSION—Tuesday Forenoon, July 6, 1920\nAt the second session of the Physical Education Department the chairman appointed\nCharlotte Stewart, East High School, Salt Lake City, as temporary secretary.\nThe following program was presented:\n\nThe general topic for discussion was \"The Relation of Physical Education to Social\nand Economic Problems.\"\n\n—\n\n\"Principles Underlying the Maintaining of Economic Fitness\"\nF. C. Kleeberger,\nprofessor at University of California, Berkeley, Calif.\n\"Militarism and Military Training in the Public Schools\" E. L. Roberts, professor,\nBrigham Young University, Provo, Utah.\n\"Physical Education for Leisure Time Activity\" E. B. DeGroot, Scout Executive,\nSan Francisco, Calif.\n\"Medical and Physical Examinations ^Their Value and Scope\" ^W. M. Stookey,\nphysician. Salt Lake City, Utah.\n\"The Cooperation of P^-rents, Teachers, and Physical Directors for the Development\nof Healthy Children\"\nOrson Ryan, superintendent. Carbon County schools. Price, Utah.\n\n—\n\n—\n\n—\n\n—\n\n——\n\nBusiness Meeting \"Shall the Physical Education Department be merged with the\nChild Hygiene Department ?\"\n\nA resolution was adopted favoring the merging of the Physical Education Department and the Child Hygiene Department.\nThe following officer was elected for the ensuing year\nby the president\n\n—the secretary to be appointed\n\nPresident, Frank C. Kleeberger, professor, University of California, Berkeley, Calif.\n\n311\n\n"}
{"page": 328, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n312\n\n[Physical\n\nPAPERS AND DISCUSSIONS\nTEE PHYSICAL DIRECTOR AND SOCIAL ETHICS\nCHARLOTTE STEWART, EAST HIGH SCHOOL, SALT LAKE CITY, UTAH\nIn this day of readjustments, of readjudications, of revaluations, the\nethical function of any group of individuals, be they physical directors,\n\nphysicians, or educators, or better still all three in one, is as difl&cult to\nfix as is ethics to define.\n\nWhat is social ethics ?\n\nIs it a composite of the\n\nconduct of society or is it the highest standard of human behavior ?\nDisregarding Kantian philosophy and book-born ethics let us consider\nan American educational product, the Morality Code. A childrens' code\nit is, selected after nation wide competitions:\nand a children's code is\nchosen because social ethics in our communities for many years to come will\n\nbe determined in the aggregate not by the high school or college graduate\n\nbut by the one of elementary grade.\nIn a survey of this simple code let us make note which of those lawdefined qualities are well within the sphere of every physical director: (i)\n\nthe law of health— the good American tries to gain and to keep perfect\n\n—the good American controls himself;\nthe law\n—the good American\nof\n—the good American rehable; the law of clean play—the\ngood American plays\nthe law of duty—the good American does\nto\nhis duty;\nthe law of good workmanship — the good American\ndo the right thing in the right way;\nthe law of team work— the good\nthe law of\nAmerican works in friendly cooperation with his fellows;\nof\nloyalty\n—\nthe good\nthe\nkind;\nthe\nlaw\nkindness—\ngood American\n\nhealth;\n\n(2)\n\nthe law of self-control\n\n(3) the law of self-reliance\n\nis self-reliant; (4)\n\nreliability\n\nis\n\nfair;\n\n(5)\n\n(6)\n\ntries\n\n(7)\n\n(8)\n\n(9)\n\nis\n\n(ic)\n\nAmerican is loyal.\n\nWith this simple code before us and with such mental adaptations\nand adjustments as are necessary to encompass the periods of youth and\nmaturity let us pause for a moment and consider the physical director and\nhis particular qualifications for the great task of making individuals\nmeasure up to such a code.\nPhysical training by virtue of its very nature is penetrating and\npowerful in fixing human behavior and habituating ethical ideas. First,\nthe physical examination and consultation fixes an intimate, personal\ninterest, and confidence that is very much akin to the family physician\nwith the added cohesion of a normal rather than a pathologic finking\nIf such an examiner should\ninterest, a creative rather than a remedial tie.\n\nbe a physician, then the director should be a physician or else nurses and\nphysicians should know more about physical diagnosis in activity.\n\nWithin his own department the director should play the health game\nhard by his shaping of courses, fixing of hours, scheduling of infinite activities;\nwithin his system, he should sell the health idea to other departments.\n\n"}
{"page": 329, "printed_page": null, "text": "—\n:\n\nNUTRITION CLASSES IN BOSTON AND CHICAGO\n\nDepartment]\n\n313\n\nshould keep his hand on the general programming, should check up on the\nexternal\n\nphysical\n\nconditions,\n\nlight,\n\nseating,\n\nfeeding,\n\nventilation,\n\nand\n\ndemand sufficient outside and inside playing space. Special activities he\nmust devise for certain groups, the brakes he must put on others, the\nboilers of some individuals must be fired.\nHow different the health training\nfor\n\ntwo groups of girls in the same town, how widely divergent in two\n\nantipodal communities.\n\nHealth is essentially a prerequisite to the highest attainments in those\ntwo hemispheres about which education is already revolving education\nfor work, for a vocation, and education for leisure.\nWhat qualities of\nsocial ethics will be needed in the nation's great tomorrow if the laborer,\nthe professional man, the business man, the mother at home measures\nup to the standard ? Certainly skill, and the desire to excel, undoubtedly\nfair play, and team work, will power, determination and courage to fight\nor overcome obstacles, and always loyalty to right. Are not all these\nomnipresent in embryo on the playfield, in all the hereditary games and\nplays of childhood, in the natural, physical activities of youth during these,\nhis real working periods.\nRightly trained, then, they will find no difficult\n\n—\n\nreadjustments when the play field is supplanted by the shops, the office,\nthe clinic.\n\nSurely the standards of the physical director cannot help- but\n\naffect the ethics of labor and business tomorrow.\n\nPhysical training as\n\nit\n\nshould be conceived and organized thruout\n\nschool systems and without school systems when called into being by real\ndirectors cannot help but spin\n\nmuch of the health warp of human life,\n\ntie tightly the woof threads of the work-a-day and fill in the major part of\n\nthe colorful design of a good leisure time-pattern.\n\nThen and only then\n\ndoes it become an integral part of life, then and only then does it function\n\nThe ideals of the physical director must determine\nmust sublimate instincts that spell\nprogress and success in business and industry, must furnish much of the\neffectively ethically.\n\nhealth standards and attainments,\n\n*\n\ncontent and desire for right leisure-time activities.\n\nSUCCESS OF NUTRITION IN CLASSES IN BOSTON\nAND CHICAGO\nCAROLINE HEDGER, MEDICAL DIRECTOR, ELIZABETH MC CORMICK\nMEMORIAL FUND, CHICAGO, ILL.\n\nTwo fields in physical education work are: (i) individual development\nof the child, (a) muscles, (b) coordination, skill, (c)\n\ndevelopment of the child, (a) team work\n{b)\n\nfair\n\nplay\n\n—ethical development,\n\nhealth;\n\n(2)\n\nsocial\n\n—uniting the child with the group,\n\n(c)\n\ngroup\n\neffort for outside\n\nends\n\nloyalty to school, etc.\n\nIn these two lines of effort a plea is made for the undernourisht child\n(i) to save him for positive health,\n\nthe health that means the unconscious\n\n"}
{"page": 330, "printed_page": null, "text": "—\nNA TIONAL EDUCA TION ASSOCIA TION\n\n3 14\n\nworking of the body and stored reserves of vigor;\nnutrition for athletic events that will\n\n[Physical\n\n(2) to set standards of\n\nmake the child feel that normal\n\nweight is something to be workt for and will save the undernourisht child\n\nfrom the strain of track and exhibition athletics.\n\nWe beheve that one basis for health is the proper relation of weight to\na child is a given number of inches tall, he needs a given\nnumber of pounds to support that height. There is a great mass of\nheight.\n\nIf\n\nchildren that fall below this standard.\n\nThese below- weight children are\ncharacterized by: (i) lack of weight for height; (2) posture of fatigue\nprominent abdomen and sunken chest;\npasty complexion;\n\ncurvature, or lordosis ( ?)\n\nsober face, lines under eyes,\n\n(3)\n\nwinged scapulae\n\n(4)\n\nand\n\nin\n\nmany\n\ncases\n\nlateral\n\n(5) stringy, flabby, wretched upper arm.\n\nThis condition is accompanied by one of two nervous states\n\n(i) over-\n\n:\n\nstimulated, unduly active, ill-controlled nervous systems or (2) underactive, non-playing.\n\n—school children\n—the amount food\nwrong food—candy\nexcess, tea and\nlack\nlack of home control— the American parent\n\nThe causes of malnutrition are:\n\n(i) insufficient food\n\nare found trying to get along on 1000 calories a day\nfor a year old baby;\n\nof\n\nin\n\n(2)\n\nof milk, lack of cereal;\n\ncoffee,\n\n(3)\n\ncannot usually get the child to bed at reasonable hours, much less make\nit\n\neat what it should;\n\n(4) fatigue, over-stimulation,\n\ncrowded and hurried\n\nschool curriculum, too much social life, too little sleep, too many movies;\n(5)\n\nbad food habits\n\n—such as rapid eating, washing the food down with\n\nwater, eating on the run (no horse works with his nose bag on)\n\nhealth habits\n\n—bad\n\nair,\n\noverheated rooms;\n\n(7) defects\n\n;\n\n(6)\n\nbad\n\n—mouth breathing\n\n(from adenoids and tonsils), decayed teeth, local infection, general infections.\n\nThese children can be cured.\nagencies are:\n\n(i) sufficient food\n\nwith proper food habits;\n\nThey must be cured.\n\nThe curative\n\n—milk, vegetables, and cereal every day,\n—the child our\nsent home at\n\n(2) rest\n\nin\n\nclasses is\n\n10:30 A.M., gets a glass of milk and some crackers, and goes to bed for\n45 minutes' lying on the back with a pillow under the shoulder blades to\nimprove the posture; again at 3:30 p. m. after school goes home for\n\n—\n\nsome lunch, and 30 minutes rest; (3) correction of defects to get\nimprovement it is necessary temporarily to curtail their strenuous physical\nexercise.\nToo much skating, swimming, track athletics will take weight\noff the mal-nourisht that they cannot afford to lose.\n\nIs it too much to ask\n\nup these underweights by\ndemanding normal weight for track, exhibition, and team athletics ? The\nnormal child can stand the strain, but the below- weight child cannot, and\nif he is further deprest, the amount is taken out of his bank account of\nthe physical educators to\n\nhealth for the future.\n\nassist in building\n\n"}
{"page": 331, "printed_page": null, "text": "FUNDAMENTALS UNDERLYING ECONOMIC FITNESS\n\nDepartment]\n\n315\n\nTHE FUNDAMENTALS UNDERLYING ECONOMIC FITNESS\nF. L.\n\nKLEEBERGER, PROFESSOR AT UNIVERSITY OF CALIFORNIA,\nBERKELEY, CALIF.\n\nNeedless to say, in dealing with the subject assigned to me, I must\ntake\n\nit\n\nfor granted that I\n\nam to discuss primarily those fundamentals\n\nwhich physical educators may well study as within iheir realm of service.\n\nThe process of preparing people to meet the demands of life and of\npreparing them to function most efficiently in the economic development\nof the nation rests upon four fundamental considerations in\n\nmy analysis.\n\nAll four of these fundamentals are, of course, related and interdependent\nin various ways, but in most part quite independent of one another with\n\nrespect to the agencies which can best promote them.\n\nIt is this differentia-\n\ntion between the agencies for promotion of economic fitness that I wish\n\nto emphasize, since I feel that much of the future value of physical education depends upon a recognition of this differentiation.\n\nThe four chief fundamentals underlying economic fitness are proper\neducation, health, well-being and morale, or patriotism.\n\nFirst, education,\n\nemphasizing vocational training, is essential to skill and celerity in accomplishing specific tasks of one's profession, and in preparing the individual\nfor greatest service to the nation in time of war.\nis\n\nof\n\nIn the second place, health\n\nessential to consistent activity in meeting the obligations and pleasures\nlife.\n\nAnd third and fourth, well-being, with the closely associated\n\nfundamental, morale, is essential to joy and enthusiasm in the process of\nliving\n\nand to the mental, moral, and physical efficiency demanded for\n\nbusiness, pleasure, and war.\n\nConsidering first, education, I\n\nmay only briefly indicate the factors\n\nwhich, to my mind, must receive attention in making this country a \"good\nplace for us all to live.\"\n\nIndividual ability and enthusiasm for work, the\n\ndesire to serve one's fellows, a social consciousness, a recognition of funda-\n\nmental economic truths, a sense of patriotism and pride in one's country\n\nand one's vocation are essential prerequisites to collective success. These\nqualities, of course, pre-suppose a certain amount of education along\nsocial and economic lines, a proper vocational training and, last but not\nleast, the constant promotion thruout educational processes of team spirit\nthru certain correlated activities.\nIf physical education is to prove as efiicient as it should in promoting\n\nthe fundamentals underlying economic fitness, we must be careful to deter-\n\nmine its true possibilities and estabUsh a correct platform on which to\nbase a campaign for its promotion.\n\nIt is one of the purposes of this paper\n\nto stimulate discussion along this line thru questioning the soundness of\n\nthe prevailing health interpretation of physical education.\n\nHealth, the\n\nsecond fundamental, stated in my analysis, is defined for the purposes of\n\n"}
{"page": 332, "printed_page": null, "text": "3i6\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Physical\n\nthis discussion as freedom from infectious disease and structural handicaps,\nand the sort of health which is conditioned by medical agencies in the\nsupervision of health menaces. Thus, protection must be provided in\nschools and industry, in home and community against unsanitary water,\nmilk and food supplies; against agencies of personal contact, such as\nunsanitary drinking fountains, toilet arrangements, and careless procedure\nin the control of personal and community infections, and against the\ndepleting influences of structural handicaps and abnormal conformation.\nThis protection must be maintained thru medical supervision of school\nchildren or factory employes, provision of school and public clinics, homenursing programs, etc. Precautions must be taken against accident, trade\npoisoning, deforming influences of factory and school furniture, equipment,\nclothing, etc.\nFinally, education on the subject of personal, sex, home,\nand community hygiene must be so organized as to develop habits of procedure which will automatically protect the nation against the ravages\nand degenerative influences of disease.\nA psuedo-scientific classification of muscular movements for specific\n\nhealth or corrective purposes with the corresponding neglect of the psycho-\n\nThis means\nboredom, destruction of interest alnong educators as well as victims and\nlogical factors involved is sure to follow the health approach.\n\ncreation of antagonism against the profession among scientists, and finally\nreaction against physical education.\n\nPhysical education, physical training,\n\nathletic recreation are essentially positive in their bearing, and the result\nis\n\nthat of developing a state of mind and body which, lacking a better\n\nterm, I speak of as well-being.\n\nIn short, we do not find that physical\n\ntraining, athletics, and play tend to prepare the body to resist the inroads\n\nof disease to\n\nany significant extent.\n\nWe cannot expect exercise to take\n\nthe place of vaccination, inoculation, specific medical treatment, operative\n\nThe most\ncamps succumbed to influenza. It is a\n\ncorrection of structural defects, or the avoidance of infection.\nrobust, well-trained men in our\n\ncommon experience among physicians that the athletic, heavily-muscled,\nphysically vigorous man often proves a very difficult patient when attacked\n\nby pneumonia, typhoid, and other wasting diseases.\n\nThere is, of course,\n\na limited bearing, which exercise has in the treatment of certain structural\nconditions; this bearing is relatively so slight, however, that it should\nnot influence our organization of physical education, and should in large\npart be turned over to orthopedic specialists, and should never be made\nthe central theme in a plan of physical education, as too often happens.\n\nSuch mistaken emphasis to a large extent defeats even its own aims thru\nthe development of antagonism, which carries over into later Ufe, and at\nthe same time ruins possibilities of a broad development in the promotion\nof the real objectives, general well-being, morale,\n\nand physical cleverness\n\nin the natural coordinations demanded in meeting the physical tests of every-\n\nday life.\n\n"}
{"page": 333, "printed_page": null, "text": "MEDICAL AND PHYSICAL EXAMINATIONS\n\nDepartment!\n\n317\n\nPhysical education has a vocation, therefore, closely relafed to that of\nhealth maintenance, namely, the promotion of the third and fourth funda-\n\nGeneral well-being and morale are\nmentals, well-being, and morale.\nfundamental states which must permeate our civiUzation if national\neconomic success is to continue ultimately. General well-being, coupled\nwith morale, is that state of mind and body which makes life really worth\n\nand is conditioned, assuming ordinary health, by aesthetic conby happiness, by joy in the mere fact of existence, by an\nenthusiasm for work and for play, and by zest in accomplishment and in\nIt demands a positive type of procedure for the\nservice to mankind.\nproduction of such conditions, qualities and attitudes of mind, instead of\nthe negative method employed in the prevention of disease.\nThere is a patriotic duty ahead for real physical educators, just as\nFather John long ago inspired the young men of Germany to rouse themselves from physical sloth and perfect their powers of mind and body,\ntheir skill, their endurance, and their patriotism, so must physical education\nof the future strive to engender thru properly administered sport and physiwhile,\n\nsiderations,\n\ncal training like qualities in the heterogeneous people of America.\n\nThis\n\nthe vocation and field of service for physical education, and not the\ndevelopment of a new cult or \" Fakism\" of medicine.\n\nis\n\nThis is the platform on which physical education, thru its vast gamut\nof activities, can reach out and influence. economic success in a big, vital\n\nway thru the schools and thru the industries:\n\nfor it can produce strength,\n\nendurance, and cleverness to meet the physical exigencies of life;\n\nit\n\ncan\n\nengender habits of vigorous physical recreation to serve as a never-failing\nsource of joy, enthusiasm, and relief from the petty worries and harassments\nof life;\n\nit\n\ncan promote acquaintance, confidence, genial relationships and\n\nplant loyalty thruout industry;\n\nit\n\ncan prove a builder of morale for the\n\nyoung men and young women of America and help to ensure this country\nits rightful place of\n\nleadership among nations.\n\nMEDICAL AND PHYSICAL EXAMINATIONS— THEIR\nVALUE AND SCOPE\nW. M. STOOKEY, PHYSICIAN, SALT LAKE CITY, UTAH\nFactors which determine the child's health rating at the beginning\nof his school career:\netc.;\n\n(b)\n\nmitted\n\n(a)\n\ngeneral heredity\n\n—race, nationality, parentage,\n\ninherited or transmitted specific disease;\n\ntendency toward disease;\n\nconditions;\n\n(d)\n\n(e) physical defects, congenital\n\n(c)\n\ninherited or trans-\n\nacquired diseases or abnormal\n\nand acquired; (/) home environ-\n\nment, food, air, sunshine, clothing, exercise, etc.\n\nThe composite effect of the foregoing conditions on the child's life\nand health must be known if justice is to be done the child, the teacher,\nand the state.\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n3i8\n\n[Physical\n\nMethods and means, by whom, where, and how, we shall determine\nthe health conditions of the child:\n\n(a) a medico-educational problem and\na new and fruitful field for the state school system; (b) child's physical\nhealth, and his mental or intellectual, and moral health and efficiency\n\ninseparable;\n\n(c)\n\nmental health or intellectual efiiciency of child rests upon\n\na broad, many-sided physical foundation; (d) teacher must know the child's\nphysical status as a whole if she is to guide and direct his intellectual and\n\nmoral growth;\nthe child first\n\n{e)\n\nproperly prepared teacher must be capable of knowing\n\n—^books second;\n\n(/)\n\nhas been of much service but\n\nsystems in use: doctor and nurse system\ninsufficient\n\nand objectionable; nurse\n\nservice very desirable under certain conditions;\n\nwhatever method or system\n\nemployed,\n\nit\n\nis\n\nshould be under the direction of the board of education;\n\n{g) boards of health needed for police powers, physicians (properly trained)\n\nfor special conditions, instructing teachers, as speciahsts in child welfare\n\nand of course for treatment; teachers, the regular inspectors\n\nof\n\ntheir\n\nown children.\nImportance or value of health inspection in the grade schools: (a) aU\nchildren are reached at an early age, and are five days a week and nine\nmonths in the year under a trained teacher; (b) this gives control over\ncontagious and transmissable diseases that otherwise would be impossible;\n(c)\n\nphysical defects of the child are detected sufficiently early to prevent\n\nbad after effects; (d) teacher trained in health work most valuable asset\nHygiene and health teaching possible only when teachers\nof the state.\nare prepared with proper training;\n\n(e)\n\neducation of the public thru the\n\nstate school organization, our highest aim and greatest hope; (/) preventive,\n\ncurative measures as well, can and will become effectual only when the\n\npublic knows and appreciates their importance; this can come only thru\n\neducation.\n\nHEALTH EDUCATION\nSALLY LUCAS JEAN, DIRECTOR CHILD HEALTH ORGANIZATION OF AMERICA,\nNEW YORK, N.Y.\n\nTwo years ago we scarcely realized that the school children were below\npar physically, and that monthly weighing and measuring could be used\nas a test. Today scales are recognized as indispensable in school equipment,\nthousands of children are being weighed and their weight record is being\nsent home on the monthly report card.\nThe schools, once convinst of the health needs of the children, began\n\nworking out definite methods of getting over health facts and of interesting\nchildren in the practice of health habits.\nIt has been the privilege of the Child Health Organization to assist\nin this process by suggesting modern methods of interesting children in\n\nthe estabUshment of health habits as outlined in their health pamphlets\n\nand in those which they have prepared for the United States Bureau of\n\n"}
{"page": 335, "printed_page": null, "text": "A\n\nDepartment]\n\nHEALTH EDUCATION\n\n319\n\nEducation. The creation, by this organization, of the Health Clown,\nCho Cho; the Health Cartoonist, the Picture Man; and the Health Fairy,\n\nhas demonstrated the value of the dramatic appeal in teaching health.\n\nThe awakening of the country to the health needs of school children\nhas resulted in active participation by groups of all kinds: women's clubs\nmen's clubs, Red Cross groups, chambers of commerce, and other similar\nThese groups are now holding up the hands of the teachers\nas never before. This cooperation, by bringing the home and the school\nnearer together, is establishing more vital relations between the children\norganizations.\n\nand the teachers.\n\nThe teacher who becomes interested in presenting health facts is a\nmore valuable classroom instructor for the three R's. No school child is\ntoo young for the ABC's of health if the method of teaching is properly\nadapted. The essentials of healthy daily living are as simple as they are\nimportant; plenty of fresh\n\nair,\n\nplenty of\n\nsleep,\n\ncleanliness\n\nof\n\nteeth\n\nand body, proper food and regular habits, are vital and can by systematic\ninsistence be instilled into the child.\n\nDaily habits can be formed and\n\nexercised in the school and a taste for proper foods cultivated by a well-\n\norganized hot school lunch.\n\n\"How can I find time for such work?\" says the busy teacher. The\nanswer is: \"Use that time now given to inefficient teaching of physiology\nhygiene, and physical education. Correlate health with other subjects.\"\n\nThoro physical examinations by a physician are not always possible,\ntho most desirable, at least once every year.\n\nBut this is not enough. We have strest defects in the past. We know\nnow that presenting the goal of health to the child is the way to secure his\ncooperation and interest.\n\nTeachers all over the country, pioneers in the task of securing results\nin health teaching have found that they could arouse the child's enthusiasm\n\nthru competition, dramatization, drawing, and story-telling.\n\nThe fairy story and other appeals to the child's imagination have met\nMake health a game and the essential health\nhabits are the \"Rules of the Game.\" The nutrition class for under-weight\nchildren has been made a pleasurable lesson, not only to the individual\nwith remarkable success.\n\nchild but to the whole school.\n\nBeginning with the kindergarten, health teaching should be progressive\n\nand the methods by which habits are formed in the lower classes should\nbe continued thru the upper grades. The success of the teaching can be\n\nmeasured only by the health habits of the individual child.\n\nDISCUSSION\n\n—\n\nMaude Brown, Division of Hygiene, Board of Education, Kansas City, Mo.\nyear and a half ago the director of the Department of Physical Education came to feel\nthat something more in the way of health work should be added to the splendid program\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n320\n\n[Physical\n\nand the corrective work which was being\nConsequently a supervisor of hygiene was added to his stafif, with the\nsomewhat indefinite problem of seeing what could be done for the health of the children\nof physical education already in force\n\ninaugurated.\n\nin a city system where the board of education employed neither physicians, nurses, nor\ndentists.\n\nAssuming that no reason existed for believing Kansas City unique as to the alarming\nproportion of undernourisht children which was being estimated at from 20 to 30 per\ncent for the country as a whole, the first step was a rapid weight\nfive of\n\nour grade schools.\n\n—\n\nheight survey of fiftyDoctor Wood's table of averages was used and the Child\n\nHealth Organization method was adopted.\n\nThe preliminary survey having shown a hitherto unsuspected health emergency,\nthe next step was to determine the most effective point of leverage for the attack upon\nthe problem.'\n\nAccordingly a health study was made, in quest of this \"irreducible\n\nminimum \" of health service for these school children.\n\nThis was effected with the splendid\n\ncooperation of the Kansas City Anti-Tuberculosis Society.\n\nA complete health service\n\nwas set up in the school having the highest percentage of underweight pupils.\n\nThis\n\nservice consisted of medical service, nurses' service, dental service, correction of defects\n\nand mid-session meals on the \"protective feeding\" plan as developt by McCollmn of\nJohns Hopkins.\nThe stupendous problem presented\n\nitself of\n\nwhat to do in the absence of the\n\nelements considered essential to school health service, while waiting for the slow process\nof evolution to produce school medical, dental, and nurses' service.\n\nOrganization Plan was the answer.\n\nThe Child Health\n\nManifestly the diagnostic tool that can be used\n\nwith safety by the laity is some weight standard.\n\nThe C. H. O. plan in the preliminary\n\nsurvey had so demonstrated its value that the director of the Department of Physical\n\nEducation installed it as a permanent feature of the work of the department. At his\nrequest, the board of education purchast scales for every grade school. He declared the\n\nany program of physical\nand the work for the year commenst with \"Wipe out Malnutrition\" as the\nslogan of the department. The method of attack has comprised:\nrestoration of muscle tone to be necessary preliminary to\ntraining,\n\n1. The weighing and measuring of every child three times a year by the teachers\nof physical education and other members of the department.\n2.\n\nThe recording of each child's weight, height, and normal weight, upon the C. H, O.\n\nwall chart.\n3. The sending home to the parents of this report upon the tag bearing upon the\n(These tags are printed by the Lathrop trade\nreverse side the \"Health Essentials.\"\nschool. Next year they are to print the charts as well.)\n\n4. All children found to be 10 per cent or more below standard weight are to be\nweighed monthly by the classroom teacher, who makes it the chief aim of her hygiene\nteaching to eliminate malnutrition. Naturally whatever health habits are necessary to\nbring an under-nourisht child up to standard are necessary to keep the well child well.\n5. The serving of mid-session milk in every school to the children who are as much\nas 10 per cent below standard weight.\n\nThe domestic science department has been splendidly effective in solving knotty\nproblems connected with the serving of the mid-session nourishment.\n\nThe sod is broken.\n\nSeptember, 1920, will find the Department of Physical Education\n\nconcentrated upon the attack upon malnutrition, with the continued cooperation of all\nother departments.\n\nA corps of school nurses is being added to the Department of Physical Education,\ntogether with additional corrective specialists; mid-session nourishment has been establisht in every school.\nThere is a scale in every school, and the C. H. O. plan of teaching\n\nhygiene upon a laboratory basis\n\nis\n\nin operation.\n\nenthusiasm to the coming year's work.\n\nEveryone is looking forward with\n\n"}
{"page": 337, "printed_page": null, "text": "DISCUSSION:\n\nDepartment]\n\nTHE HEALTH CRUSADE\n\n321\n\nDISCUSSION: THE HEALTH CRUSADE\nGrace Gallett, Modem Health Crusade Director, Idaho Tuberculosis Association,\nBoise, Idaho,\n\n—It has been marvelous how the crusade has flourisht in the United States\n\nwith practically no individual supervision.\n\nWe credit this to the teachers. We have\n\nfound that the success or the failure of the crusade depends upon the interest or indifference\nof the teacher.\n\nBut never in a single case where the crusade has succeeded has the\n\nteacher suggested that it was a burden.\n\nThe health crusade is merely hygiene attractively applied.\n\nProper presentation to\n\nthe teacher in summer schools, institutes, and normal schools, will give the proper frame\nof mind and necessary information for the presentation to the children.\n\nThe story of the crusades, all the fascinating tales of King Arthur and the Knights\nof the Round Table, stories from Ivanhoe, the workings of the feudal system\n\n—these can\n\nmake up some of the lessons in language and history and can be immediately applied to\nthe health crusade.\n\nDramatization of health stories from the \"Little Pig Brother\" to\n\nthe \"Pageant of the Average Town\" can furnish entertainment for school or public\npresentation.\n\nThe impressive knighting ceremony adds great stimulation always.\n\nChildren love to feel that what they are doing is of nation-wide and state-wide\ninterest, and so important that a special state director comes to see how they are getting\n\nalong and tells incidents and stories of children in other counties and schools.\n\n"}
{"page": 338, "printed_page": null, "text": ""}
{"page": 339, "printed_page": null, "text": "DEPARTMENT OF SCHOOL ADMINISTRATION\nSECRETARY'S MINUTES\nSALT LAKE CITY MEETING\nOFFICERS\nPresident—Albie^t Wunderuch, commissioner of education\nSecretary William C. Bruce, editor of American School Board Journal\n\n—\n\nSt. Paul, Minn.\n\nMilwaukee, Wis.\n\nFIRST SESSION—Tuesday Forenoon, July 6, 1920\nThe Department of School Administration of the National Education Association\nconvened in regular session Tuesday forenoon, July 6, at nine o'clock, in McDonald's\nRoof Garden, Salt Lake City, Utah.\nPresident Albert Wunderlich being absent, State Superintendent Linnaeus P. Hines of\nIndiana presided, and, in the absence of Secretary William C. Bruce, the chair appointed\nWilliam George Bruce to serve in his stead.\n\nThe following program was presented:\n\n—\n\nAddress Albert Wunderlich, president. Department of School Administration,\nNational Education Association, St. Paul, Minn. In the absence of President Wunderlich\nhis paper was read by Mrs. Caroline Kinney, member Board of Education, Minneapolis,\n\nMinn.\n\"Adoption of Program of Constructive Measures as a Forward Step in School Administration\" J. E. Freece, president, school board, Davenport, Wash.\nDiscussion Mrs. V. H. Miller, board of education, Tacoma, Wash.; L. P. Hines,\nstate superintendent of public instruction, Indianapolis, Ind.; D. C. Jensen, superintendent of schools, Salt Lake County, Sandy, Utah; William George Bruce, president,\nBruce Publishing Co., Milwaukee, Wis.\n\n—\n\n—\n\nThe chair appointed a Committee on Nominations consisting of the following:\n\n—\n— —\n\nPresident\nGeorge W. Gerwig, secretary, board of education, Pittsburgh, Pa.\nVice-President H. A. Smith, president, board of education. Salt Lake City, Utah.\nSecretary ^William C. Bruce, editor, American School Board Journal, Milwaukee,\n\nWis.\n\nThe following resolution, submitted by Frank Irving Cooper, Boston, Mass.. was\nunanimously adopted:\nResolved, That the Department of Administration of the National Education Association in convention at Salt Lake City, desires to express its high appreciation of the\ngenerous support given to its Committee on Standardization of Schoolhouse Planning\n\nand Construction by the General Education Board. We request the Secretary to transmit\na copy of this resolution to Abraham Flexner, secretary of the General Education Board.\n\nSECOND SESSION—Wednesday Forenoon, July 7, 1920\nThe following program was presented:\n\n—\n\n\"Eighty Years' Fluctuations in the Cost of American School Buildings\" W. Randolph Burgess, statistician, Russell Sage Foundation, New York, N.Y.\n\"Planning a Departmental School Building\" Frank Irving Cooper, committee on\nstandardization, Department of School Administration, Boston, Mass.\n\"Organization and Building Requirements of a Junior High School\" ^James M.\nGlass, Washington Junior High School, Rochester, N.Y.\nDiscussion A. E. Winship, editor, Journal oj Education, Boston, Mass.\n\n—\n\n—\n\n—\n\n323\n\n"}
{"page": 340, "printed_page": null, "text": ":\n\n324\n\nRATIONAL EDUCATION ASSOCIATION\n\n[Administration\n\nThe following resolution, offered by W. Randolph Burgess, was adopted\nResolved, That the Committee on Schoolhouse Planning and Construction be requested\nto continue its study of the departmental school building and that it make the results of\nits work available to the educational world by the publication, from time to time, of\nbulletins or otherwise as may be found best suited to carry out the interest of this\nresolution.\n\nThe meeting adjourned.\nWilliam George Bruce, Secretary Pro-tern\n\nPAPERS AND DISCUSSIONS\nPRESIDENTS ADDRESS\nALBERT WUNDERLICH, PRESIDENT, DEPARTMENT OP ADMINISTRATION,\nNATIONAL EDUCATION ASSOCIATION, ST. PAUL, MINN.\n\nNo public body has greater responsibilities or more important duties\nthan fall to the board or department that is responsible in any locahty\nfor the public schools.\n\nThe duties and the difl&culties of boards of education\n\nthruout the country have lately been increast, partly thru the pubHc\n\ndemand for school improvement in conditions and results, and largely\nalso by the change in the financial situation of the last two years.\n\nSchool\n\nsystems which thought five years ago that they were paying liberal salaries\n\nhave been obliged thru public sentiment and the change in money value^,\nlargely to increase the salaries of teachers.\n\nPlaces which heretofore were paying moderate or meager wages find\n\nthemselves by the same necessity either practically handicapt in the\nselection of teachers, or obliged to double their former scale.\n\nIn addition,\n\nthe rapid growth of cities in the last few years has increast the demand for\n\nschool buildings during a time in which war conditions practically pro-\n\nand now building prices are so heavy that\nmany cities are hesitating to carry on the construction program which\nhibited their construction,\n\nthey really need.\n\nThe financial problem involved in both these factors,\n\na heavy one, and the responsibility resting on boards of education first,\nto secure necessary funds, and second, to make sure of full value in spending\n\nis\n\nthese funds, has been much increast.\n\nAnother vital problem facing the schools is actually to make them\nwhat they have hitherto been supposed to be the schools for all the\n\n—\n\nchildren of all of the people.\n\nThis involves more thoro attendance require-\n\nments, a thing that has during the war period been secured in many of the\nTo be wholly successful this must be followed by the introduction\ncities.\nof courses in the upper grades suitable to retain the interest of pupils who\n\n—courses\n\nhitherto have left school at an early age for practical pursuits\n\nwhich will help to make\nsomething more than a short practice in one or two of the typical and\n\nvocational training for the youth of the land\n\ngeneral lines of work.\n\nThe greatest interest of the country Hes in securing\n\n"}
{"page": 341, "printed_page": null, "text": "t\n\nPROGRAM OF CONSTRUCTIVE MEASURES\n\nDepartment]\n\na strong, modern training for all boys and girls.\n\n325\n\nThe accomplishment of\nThe corre-\n\nthis is the task laid by the public upon educational officers.\n\nsponding duty of the boards is to make sure that the public shall not forget\nown responsibility, thru the provision of needed funds, and by an\n\nits\n\nintelligent and active interest in the special needs of each locality.\n\nADOPTION OF PROGRAM OF CONSTRUCTIVE MEASURES AS\nA FORWARD STEP TN SCHOOL ADMINISTRATION\nFREECE, PRESIDENT, LINCOLN COUNTY SCHOOL DIRECTORS' ASSOCIATION,\n\nJ. S.\n\nDAVENPORT, WASH.\nThis nation was conceived in liberty and dedicated to the proposition\nthat\n\nall\n\nmen are created equal.\n\nLiberty as thus used does not\n\nmean\n\nlicense in the sense of unrestrained liberty, as some of our misguided would\n\nRather it means privilege or peculiar advantage or better\nit.\nmeans opportunity. To be created equal with another, as here used,\ndoes not necessarily mean that all are born with the same talents, or that\nBut it does mean that\nall are the same physically, mentally, or socially.\nall are entitled to the same advantages of government and of the institutions\ninterpret\nstill it\n\nit controls.\n\nIt does mean equal opportunity.\n\nBelieving then in such an interpretation of these two primary pillars\n\non which our government was first placed, our honored forebears establish\na system of common schools supported by the state, with the fond hope\nthat future generations should in very deed be given equal opportunities\nto learn, know, and practice the fundamental principles of life and the means\nof sustaining it.\n\nIn reminiscence we can all recall something of the little red school\nhouse, the Three R's, the hickory switch, and the spelling match of pioneer\ndays.\n\nTime has wrought its changes, until in this day of automobiles,\n\nflying machines, and still speedier money changers, our school system may\n\nhave to ^'sky rocket\" too, if it will keep the pace of progress.\nPerhaps the most serious menace to the teaching profession today is\nthe inadequate salaries paid.\n\nI\n\ncan speak freely of this for I am not a\n\nteacher, never have been, nor do I have much promise that I ever will be.\n\nViewing the matter impartially I dare to say, and say emphatically, that\nthe salaries heretofore paid the teaching profession are an everlasting\n\nand unqualified disgrace to this great American people.\n\nThis, the most\n\n—to\n\nimportant of all the professions, requiring years of training and study\n\n—\n\nand devotion this wonderful calHng with\nits lofty aims and high ideals and its duties well done\nhas been forst to\ngrovel in the mire of penury and want, relatively speaking, while artists\nand artizans, doctors, lawyers, merchants, and even movie actors have\ndriven by in speeding high-powered limousines of wealth and luxury.\nsay nothing of\n\nself-sacrifices\n\n—\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n326\n\n[Administration\n\nAnd yet we wonder why good teachers are hard to get, why commercial\nschools are training our youth who ought to be in our colleges.\n\n,-\n\nI wish next to speak of the unequal advantages offered our children.\n\nWhen our nation entered the late war and the selective draft law became\neffective it was soon discovered that some of our young men had not had\nequal scholastic opportunities.\n\nThe army's weeding out process disclosed\n\nthat of the men between the ages of 21 and 31, 700,000 had to be rejected\n\nfrom mihtary service because of physical defects, most of which could\nhave been prevented by proper attention and instruction in youth.\nAn enhghtened citizenship is not only a panacea for many ills of this\nday, but it is the only means by which to safeguard the future of the RepubUc,\nand yet nearly 30 per cent of our young manhood could not read and write\nwhen a testing time came. Had they had equal opportunities ? Then too,\nwhat shall we say of the thousands of boys and girls of the mountain regions\nof the South or the great multitudes in the slum districts of our cities ?\nNor does this condition of unequaL opportunity exist alone in these places.\nI doubt that there is a single state in the Union that is not guilty, to a\ngreater or less degree, of this injustice to our youth.\n\nBy an enhghtened citizenship I mean definite training in the subjects\ntaught in the common schools and in the colleges and universities of our\n\nBut I also mean definite training in religious thought, in morality,\nand in public affairs. I mean a training that will foster and develop a\nknowledge of our state and national constitutions and our system of government; that will develop a high regard for our free institutions, and a\ndeep-rooted, substantial, genuine patriotism and a real affection for the\nstars and stripes, that blessed emblem which has for so many years waved\nproudly on high, wafted to and fro by the gentle breezes of peace or violently\nshaken by the fierce on-sweeping storms of war, yet always emerging with\nland.\n\nits glorious\n\ncolors still aloft, blazing to the world the message that this is\n\ntruly the *4and of the free\n\nand the home of the brave.\"\n\nMy fellow-\n\ncountrymen, if we are to have such citizenship, then we must teach, unceasingly, the doctrine that if this land is good enough to live in, to work in,\nto earn money in, to rear our children in, it is also good enough to speak\n\nour own language in.\n\nDo not misunderstand me, friends.\n\nforeign languages should be taught in our schools.\n\nI believe that\n\nBut what I want to\n\nsay is that neither our schools, our public meetings, our church worship,\n\nnor any other institutions of a public nature, should ever be carried on in a\n\nLet those who wish to enjoy the privileges of our blessed\nLet the mother tongue\nof the foreigner remain with the land he has seen fit to leave. You who were\n\nforeign tongue.\n\nland learn to speak, read, and write our language.\n\nnot privileged to take up arms in our late conflict know only too well that\nevery community in this country numbered among\n\nits\n\ncitizens all too\n\nmany sympathizers with the fatherland, when it was necessary to put over\nthe war drives.\n\nThey had literally to be compelled, by force of public\n\n"}
{"page": 343, "printed_page": null, "text": "PROGRAM OF CONSTRUCTIVE MEASURES\n\nDepartmentj\n\nopinion, to perform even the most simple patriotic duties.\n\n327\n\nYou know, too,\n\nthat most of these sympathizers came from communities where the language\nof the old country was talkt in the home, used in social intercourse, and\n\nWe will never have a 100 per cent Americanism\n\npreacht from the pulpit.\n\nso long as we tolerate our German towns, French towns, Austrian villages\n\nor \"little Italy s,\" wherein native-born Americans,\n\nif\n\nyou please, never\n\nlearn our own language until they are old enough to migrate into some\n\nother part of our country where there are conducted American institutions\nin the\n\nAmerican tongue.\n\nI am against this soft-pedal, pussy-foot, half-\n\nhearted method of Americanizing the foreigner, be they native-born or\n\nTeach them to live American ways, to eat American food,\nwear American clothes, read American literatures, and as the boys over in\nFrance used to say \"Talk United States,\" and the problems of our \"foreign\notherwise.\n\nelement \" will soon disappear.\nI realize that it is much easier to point out defects in a system than it is\n\nto suggest remedies.\n\nI\n\nam convinst, however, that we must make definite\n\nchanges in both our taxing and administrative methods if we shall meet\nthe emergencies confronting our schools today.\n\nThat the district method\n\nof tax levy and administration is growing in disfavor with school officers is\ncertain.\n\nIt not only fails to offer\n\nadequate and equal opportunities to\n\npupils, but it also tends to deter rather than encourage a superior type of\n\nand dissention among neighbors and between\nCounty superintendents must spend very much valuable\ntime in adjusting district boundaries, creating new districts and disbanding\n\nteachers.\n\nIt causes strife\n\ncommunities.\n\nold ones that might otherwise be used to better purposes.\n\nToo often\n\nefforts to transfer school territory, by petition to the county superintendents,\n\nare based on purely selfish motives.\n\nToo often is the question askt:\n\nwill or will not the transfer increase taxation, instead of will it or will it not\n\nMany instances of envy and jealousy of one district\ntoward another may be found, all of which sooner or later result detri-\n\ngive us a better school.\n\nmentally to the schools affected.\n\nBy this inadequate system, teachers\n\nhave been driven out of their profession, schools have closed their doors,\nand the boys and girls go unschooled or receive part-time training only.\nIn the smaller districts it is next to impossible to have boards competent\nto\n\nmanage the schools.\n\nAll too often are they inexperienst in school\n\nmatters, sometimes they are unschooled, even ignorant.\n\nsuch boards are mere tax assessors.\n\nThe result is\nToo often also \"what was good\n\nenough for father is good enough for son \" and progress proceeds very slowly\nindeed.\n\nThe state or at least the county should be the general taxing unit,\n\nleaving perhaps a little discretionary tax to be imposed by the district for\nextra equipment or special purposes.\n\nThe apportionment of the funds\nThus will we\n\nshould be made on both the teacher and the pupil basis.\ninsure equal opportunities to all schools of the same class\n\ntrained teachers for all districts.\n\nand guarantee\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n328\n\n[Administration\n\nI believe the county should be the administrative unit, with a central\ncounty board, selected on a basis of qualification, and a county superinten-\n\ndent with a sufficient corps of helpers to make as frequent visits to all\nschools as necessities may require.\n\nIn every other branch of the state's\n\nwe demand competent, experienst managers. Why should we\ndemand less in this branch which is the foundation of them all ?\naffairs\n\nLet me say, too, that I favor federal aid for our pubHc schools. I\nbeheve also that if the financial world, the agricultural world, the labor\nworld, and all these kindred industrial matters of our nation, are entitled to\nrepresentation in the president's cabinet it is high time that our educational\n\nsystem should have representation there also. If it is worth while to\nspend millions of our dollars for garden seeds, for the live stock and dairy\nindustries, for the investigation and promotion of the interests of labor and\ncapital, it is quite proper that we should invest a few more dollars of govern-\n\n—\n\nment funds in the promotion of the welfare of our boys and girls the very\nbest and most precious product of the nation.\nNo school board has any moral right and ought not to have any legal\nright to hire a teacher that is already under contract, until releast by the\n\n—\n\nschool interested in such contract.\n\n—\n\nFor these troubUng conditions both\n\nschool boards and teachers are to blame.\n\nThis practice of resignation, so\n\ncalled, is a vicious one and should be universally discredited.\n\nIt weakens\n\nthe entire system, injures the pupils, and develops in a teacher who practices\nit\n\nthe idea that so far as she or he is concerned the contract is as Kaiser\n\nBill said of the Belgium treaty \"a mere scrap of paper. \"\n\nI favor stringent\n\nand emphatic measures against both teacher and school board that thus\nwantonly plays with the sacredness of an obligation solemnly made. This\nassociation should strenuously denounce the practice and recommend that\nthe teacher who has broken his or her contract should not be permitted to\n\nengage in the teaching profession elsewhere.\n\nI do not wish it to be under-\n\nstood that I believe teachers always dishonest who resign a contract, nor do\nI contend that teachers, as a class, pay less heed to their promises\n\nthan\n\nBut I do say that a laxness has grown up in this regard\nthat borders well on the danger zone and that now is a good time to reset\nour compasses and travel into placid waters of fair deahng in respect to our\ncontracts. Teachers now have full protection against school districts.\nBut what protection has the district against the teacher ? I maintain that\nlegislation should be past whereby a certificate to teach may be immediately\nother professions.\n\nrevoked for breach of contract.\n\nOur great need, then, is legislation that will remove some of the twentyyear old methods of apportionment and distribution of funds; that will give\nthe powers of school boards elasticity sufficient to meet changing conditions\nand increasing needs; that will put it within the power of the school administration to pay teachers a decent living wage, without the necessity of\nsubmitting the details of administration to the differences and whims of an\n\n"}
{"page": 345, "printed_page": null, "text": "Department]\n\nFLUCTUATIONS IN COST OF SCHOOL BUILDINGS\n\n329\n\never changing public opinion; to make it possible for the state educational\nauthorities to equalize the opportunities for all the boys and girls of each\nstate, so that it shall no longer be said that one group will grow up in\ncomparative ignorance while another group, no better, no smarter, nor\nmore deserving than the first, has every possible educational opportunity;\n\nlegislation, also, that will make our own language truly our mother tongue\n\nfor all .our citizens,\n\nand lastly, but not for that reason least, legislation\n\nthat will make it impossible for either teacher or school board to retard the\nprogress of this great institution by being a principal or accessory to broken\n\nconvenants, by penalizing those who still insist by deed, if not by word,\n\nThen shall\nwe truly have adopted a program of constructive measures as a forward\nin treating a teacher's contract as a \"mere scrap of paper.\"\n\nstep in school administration.\n\nEIGHTY-YEAR FLUCTUATIONS IN THE COST OF AMERICAN\nSCHOOL BUILDINGS\nW. RANDOLPH BURGESS, STATISTICIAN, RUSSELL SAGE FOUNDATION,\nNEW YORK, N.Y.\n\nOne hundred years ago the citizens of the village of Cleveland, Ohio,\nThis expenditure was shared\nby about 25 citizens who contributed from $2 50 to $20 .00 apiece.\nbuilt a school building at a cost of $198. 70.\n\n.\n\nThis year the citizens of Cleveland are erecting a school building at a\ncost of $26,000 per classroom. Each classroom is now costing considerably\nmore than 100 times as much as it did 100 years ago.\nThere are two reasons for this increase in cost. In the first place the\ntype of building has undergone an entire transformation. Fireproof\nconstruction has replaced logs and slabs. The amount of floor and air\n\nspace for each child has been increast.\n\nElaborate steam-heating plants\n\nThe schoolroom is\nMechanical ventilation has been\n\nhave replaced unsatisfactory fireplaces and stoves.\ncompletely and comfortably furnisht.\n\ninstalled, and complete neglect of sanitation has given way to the provision\n\nof every sanitary convenience which modern plumbing can supply.\n\nBetween 1841 and 1915 building costs did not quite double. Between\n191 5 and 1920 wages a little more than doubled and building materials\nrose to a point three and one half times 191 5 levels. As a result, building\ncosts are practically three times their 19 15 level.\n\nThere are available figures from three cities for the actual cost of\nschool buildings in 1920 as compared with five years ago.\n\nThe school\n\narchitects of Cleveland, Chicago, and New York have made computations\nof the cost of building per cubic foot.\n\nThese computations show that in\nCleveland and New York the contracts which are being let this year provide\n\nfor building costs three and one half times the 19 15 figures, and in Chicago\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n330\n\ntAdmlnlstration\n\nThese contracts are somewhat aliead of any index\nnumbers because the buildings are to be constructed during the coming\nyear, and contracts have to provide for still further rises in prices and wages.\nWith the actual figures for these cities supporting the index numbers, the\nnearly three times.\n\nevidence seems conclusive that school buildings are now costing about\nthree times as much as before the war.\n\nThis advance means that com-\n\nmunities should be spending three times as much each year for school\nbuildings as before the war.\n\nOther increases in school costs are shown in\n'\n\nthe following table:\n\nSCHOOL COSTS IN 1920 FOR EACH $1,000 SPENT IN 1915\nObject\n\nIQIS\n\nSalaries\n\n$642\n\nRatio\n\n1920\n\n2\n\n$1284\n46s\n\nOutlays\nFuel, light, etc\nBooks and Supplies\nInterest\n\nMaintenance\n'\nOther\nTotal\n\n78\n\n1.6\n\n3°\n\n2\n\n28\n27\n\nI\n\n40\n\nI\n\n$1,000\n\n125\n60\n28\n\n2\n\n54\n40\n$2,056\n\nThe total of the last column shows that for each $1,000 spent in 19 15\nnecessary to spend more than twice as much in 1920. This sum,\nmoreover, provides exactly the same kind and amount of educational\nit is\n\nservice as\n\nwas available in\n\n19 15.\n\nAny improvements or enlargements\n\ncall for still larger expenditures.\n\nWe may safely say that any school system which is not today spending\ntwice as much as in 1915 is losing ground.\n\nIt is underpaying its teachers\n\nand so losing them and failing to attract able young men and women, or\nit is not housing its pupils adequately or is somewhere else cutting out\nnecessary expenditures. The American people must be prepared today to\nspend fully twice as much for education as they spent five years ago.\n\nDETERMINING THE NUMBER OF ROOMS FOR A\nDEPARTMENTAL SCHOOL BUILDING'\nFRANK IRVING COOPER, CHAIRMAN OF THE COMMITTEE ON STANDARDIZATION,\nDEPARTMENT OF SCHOOL ADMINISTRATION, BOSTON, MASS.\nI shall place before you a broad picture of the conditions surrounding\n\nthe planning of a departmental school building and of the information\ndesired from the educator by the architect before he can begin intelligently\n\nthe study of the floor plans.\nIt should\n\nbe stated that the architect of a successful building must\nThere is a prevalent notion that an\n\nfirst work out the general floor plans.\n* Abstract.\n\n"}
{"page": 347, "printed_page": null, "text": "NUMBER OF ROOMS FOR A SCHOOL BUILDING\n\nDepartment]\n\n.architect\n\nworks out a picture of his building first.\n\n331\n\nThis misconception\n\nand misunderstanding of the work of the architect is probably a relic of\npast conditions.\n\nClients were in the habit of saying that they wisht their\n\nbuilding to resemble some other existing structure which had pleased their\n\nfancy and which they thought would appear distinguisht in the eyes of\ntheir fellows.\n\nA complete analysis of the activities of the proposed school must be\nmade, that it may meet present needs when the building finally houses\nthe total number of pupils for which it was planned, and may satisfy future\nneeds in so far as they can be foreseen. This analysis, which should be\nmade by the educational authorities, will give the basic data which is\nneeded by the architect; with this in mind he will rear his edifice.\nThe first question the architect will ask after he has been engaged to\nHow many pupils is\nAnd here is a chance for a difference of\n\nprepare sketches for a new school building will be:\nthe building to accommodate ?\n\nopinion; differences always occur when more than one mind is dealing with\nis more than one way in which this question of\naccommodation may be considered.\nWhen working out the size of a school building some educators and\narchitects consider and tabulate the number of pupil stations in a building\nrather than the exact number of pupils. Some call only a seat and desk in a\nclassroom a station, others would call a pupil's place to work in a shop, a\nlaboratory, or a drawing-room, a station. Likewise they would consider\nan opportunity for work in a gymnasium, a swimming-pool, or a seat in an\n\na subject, and there\n\nauditorium, a station.\n\nWe desire that before any planning of the school building be undertaken\nthe architect and educator and building committee understand and be in\n\nagreement as to what is meant when they say the building is to accommodate\n\na given number of pupils.\nFinancial\n\nconsiderations\n\nand the present-day organization\n\nof\n\nour\n\nschool system, changing gradually from the one teacher regime to the\n\nsystem of special teachers with its accompanying departmentalization of\nwork, demand changes in the organization and administration of the\nschool work which are already reflected in the plan of the school building.\nIt is a fact that a review of this past year's new schoolhouse plans shows\n\nwider variations in form and type than has ever before been observed in\nthe same period of time.\n\nThe architect's next questions will be about the grades that will be in\nthe school and the probable number of pupils in each grade, the subjects\nto be taught, the probable number of pupils that will take each subject,\n\nthe maximum number of pupils per teacher in each subject, the length of a\nperiod, and the number of periods per week for each subject.\nIt is necessary to have information as to grades because in the work\n\nof the school, pupils are divided by grades, altho promotion is largely by\n\nsubject.\n\n"}
{"page": 348, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n332\n\n[Administration\n\nIn working out the tabulation for number of rooms each subject is\nconsidered separately and the total probable number of pupils taking the\nsubject is divided by the maximum number of pupils allowed per teacher\nfor that subject.\n\nInformation is next requested on the number of periods per week that\nwill be given each subject and the length of each recitation or study period\n\nso that each class or section may be provided with a suitable\n\nroom for\n\nthat period.\nSpecial activities are treated in the same manner and the periods taken\nby them are to be tabulated as in any other work.\nFor the purpose of this paper we may consider it is agreed that each\n\npupil in our school is to have the equivalent of a one-book-locker or station\nthat shall be set apart for his personal use and convenience, in other words,\n\nhe is to have a place that he may call his home station, and each pupil\ntaking a special subject, such as chemistry or domestic science, shall have,\n\nconvenient to the room where this subject\n\nis\n\ngiven, a special locker or\n\ndrawer to contain the material he will use for that subject.\n\nFor the purpose of this paper we may consider that the architect has\nreceived from the superintendent precise and satisfactory information as\nto the number of grades, the estimated number of pupils in each grade,\n\nthe subjects to be taught, and the estimated\n\neach subject.\ntendent\n\nis\n\nnumber of\n\npupils taking\n\nI refer to the superintendent of schools because the superin-\n\nthe person\n\nwho should answer the questions and because it is\n\ndesirable and advantageous that the superintendent should be a member\nof the building committee.\n\nThe superintendent, the school committee, and principal should confer\nand agree upon the maximum number of pupils a teacher in their school\nsystem will be called upon to teach in a class or section; they should fix\nthe number of periods there will be in the school day, the length in minutes\nof each period, and the number of school days per week.\nThe question of the multiple use of rooms will need much consideration\nbefore a proper analysis of the requirements can be concluded. Rooms,\nwhenever possible, should be so planned and constructed that they may be\nused continuously and may be used for different purposes at different times.\nThe superintendent can calculate accurately the demand for school\naccommodation in his community, and will be able to plan a program which\nwill meet its educational needs; with the data he can give the architect,\nschool buildings should be produced which will accommodate all pupils,\nand in these buildings we should find no longer an appreciable per cent of\nthe rooms lying idle thru any large part of the day. Whole-hearted cooperation between educator and architect is the foundation for America's hope\n\n—the best possible opportunity offered wisely to\n\nall her children.\n\n"}
{"page": 349, "printed_page": null, "text": "—\n\n:\n\nECONOMY IN SCHOOLHOUSE PLANNING\n\nDepartment]\n\n^33\n\nSECRETARY'S MINUTES\nCLEVELAND MEETING\nOFFICERS\n\n—^Albert Wunderlich, commissioner of education\nSecretary—^William C. Bruce, editor of American School Board Journal\n\nSt. Paul, Minn.\nMilwaukee, Wis.\n\nPresident\n\nFIRST SESSION Thursday Afternoon, February 26, 1920\nThe Department of School Administration of the National Education Association\nconvened in regular session on Thursday afternoon, February 26, at two o'clock, in the\nBall Room, Hotel Hollenden.\n\nThe following program was presented:\n\n—\n\n\" Illimination Required for Classrooms\" Frank N. Freeman, professor, University\nof Chicago, Chicago, 111.\n\"Economy in Schoolhouse Planning and Construction\" W. R. McComack,\narchitect, Cleveland Board of Education, Cleveland, Ohio.\n\"New Types of School Buildings Being Erected in New York City\"— C. J. B.\nSnyder, architect. New York Board of Education, New York, N.Y.\n\"Some New School Buildings in Massachusetts\" Frank Irving Cooper, architect,\n\n—\n\n>\n\n—\n\n33 Cornhni, Boston, Mass.\n\nAddress\nYork, N.Y.\n\n—Leonard P. Ayers, director of education, Russell Sage Foundation, New\n\nSECOND SESSION— Friday Afternoon, February 27, 1920\nThe following program was presented\n\"Vocational Guidance and Placement\"\n\n— Frank M. Leavitt, assistant superintendent\n\nof schools, Pittsburgh, Pa.\n\n—\n\n\"Part-time Schools\" S. J. Vaughn, professor, Northern Illinois Normal School,\nDekalb, 111.\n\"Influence of the War on Vocational Education\" George M. Brace, supervisor\n\n—\n\nmanual training, St. Paul, Minn.\n\nPAPERS AND DISCUSSIONS\nECONOMY IN SCHOOLHOUSE PLANNING AND\nCONSTRUCTION\nW. R. MCCORNACK, ARCHITECT, BOARD OF EDUCATION, CLEVELAND, OHIO\nThis paper will treat with principles rather than details for the reason\nthat misapplication of principles is generally the cause of great mistakes.\n\nA prominent state official recently made public a statement that millions\nof dollars are being wasted in the state of Ohio in costly facades to school\n\nbuildings.\n\nUnfortunately, this reflects an erroneous but often popular\n\nopinion, the facts being that in the most ornate public school buildings all\n\nthe stone work, including base courses, steps,\n\nwindow sills, belt courses,\n\ncopings, and ornamental work does not exceed 4 per cent of the total cost\nof the building and the ornamental stone work not more than\n\ni\n\nper cent.\n\n"}
{"page": 350, "printed_page": null, "text": "334\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Administration\n\nFor the aesthetic welfare of any community this small expenditure can\nand should be defended.\n\nOne cause of waste is poor architectural service.\n\nAny architect who agrees to do work for less than the recognized rate\ncompensation\nand who guarantees to build for a certain price or forego\nof\nhis commission is ignorant of the service he should render his client or he\nis\n\ndishonest, or he is both.\n\nHow can an architect guarantee a price when\n\nhe has no drawings before him, when contractors estimating from completed\ndrawings vary so much in their estimates ?\n\nYou buy clothing or any other material and expect to pay the merchant\n15 per cent or 20 per cent or 25 per cent profit.\n\nWithout question you\n\nallow the contractor 10 per cent or 15 per cent profit with his overhead,\nbut the architect is supposed to provide more service and assume more\nresponsibility than the contractor, and the architect's smaller fee must in-\n\nclude his overhead and what profit he can make, and generally the low-\n\ncommission architect slights his work to squeeze out his profit.\n\nNot until we appreciate architectural service on a higher plane with\nhigher fees and make the architect financially responsible for all the errors\nin his plans will school authorities secure service which means the elimina-\n\nwhich means less maintenance\nand structures of such architectural quality that they\nwill be an asset to the community.\nThere is a serious problem in the matter of waste space which has gone\nunchallenged for decades. It has caused such an alarming waste of money\nin this country that remedies must be found without further delay before\nmillions of dollars more are thrown away.\nThis has to do with waste due to stairs and corridors. There are\ntion of waste in schools, better buildings\n\ncost in the future,\n\n1,250,000 sq. ft. of floor space in the school buildings of Cleveland devoted\nto stairs and corridors.\n\nThis is an area equivalent to 1,560 classrooms or\n\nenough to accommodate 62,400 children, and at the present cost of building\nin the city of Cleveland it would require $35,000,000 to construct this\n\nnumber of rooms.\nConsidering that Cleveland is equal to one one-hundredth and twentieth\nof the population of the country, the space devoted to stairs and corridors\n\nin the entire country is equal to 187,200 classrooms, or a seating capacity\nfor 7,480,000 children,\n\nand the replacement cost would be $3,744,000,000.\n\nWe must, however, admit that a certain amount of unusable space is\nnecessary in any type of building.\n\nCleveland has been studying the question of elimination of waste\nspace with the result that three types of plans have been developt which\nwill be shown on later slides.\n\nThese types are:\n\nfirst,\n\none-story corridorless elementary school\n\nper cent of the floor area in corridors;\n\nelementary school\n\n— 12 per cent\n\n— 10\n\nsecond, three-story corridorless\n\nof the floor area in stairs\n\nand corridors;\n\n"}
{"page": 351, "printed_page": null, "text": "Department!\n\nVOCATIONAL GUIDANCE AND PLACEMENT\n\nthird, junior\n\nhigh school combination one-and three-story building\n\n335\n\n— 15\n\nper cent of the floor area in stairs and corridors.\n\nAssuming that 15 per cent is the average amount of waste space in thfese\nnew types of plans, there is a difference of 10 per cent between the average\nwaste space in the Cleveland school today and the waste space in the\n\nproposed new types.\nTherefore, 40 per cent of the 1,250,000 sq. ft. of stairs and corridors in\nthe buildings of our present system has been criminally wasted.\n\nThis\n\nis\n\nequivalent to 625 classrooms, representing seating accom-\n\nmodations for 25,000 children, and these 625 classrooms at the present\ncost of construction in Cleveland would require $15,000,000 to replace.\n\nThese 625 classrooms seating 25,000 children represent the actual shortage\nin Cleveland today.\n\nUsing the ratio of the population of Cleveland to that of the nation mentioned above, the unnecessary waste in the entire country amounts to 75,000\n\nclassrooms or seating space for 3,000,000 children, and the replacement\ncost is $1,500,000,000.\nIt is the time for all school architects and school men to stop and at once\n\ninaugurate a policy of intensive study of the school-building problem;\n\nto\n\nreduce its cost without injuring its beauty and its usefulness or constructive\nvalue, and I believe this study should be concerted and nation wide, and that\n\na national bureau for such study is not too visionary a proposal to be idly\npast by.\n\nIn conclusion let me quote the words of Ruskin, who has stated more\nclearly than anyone I have ever read a great truth.\nAll works of quality must bear a price in proportion to the skill, time, expense, and\nrisk attending their invention\n\nand manufacture.\n\njustly estimated, the cheapest.\n\nThose things called dear, are, when\n\nA composition for che3.pness and not for excellence of\n\nworkmanship is the most frequent and certain cause\ndestruction of arts and manufacture.\n\nof the rapid\n\ndecay and entire\n\nVOCATIONAL GUIDANCE AND PLACEMENT\nFRANK M. LEAVITT, ASSOaATE SUPERINTENDENT OP SCHOOLS,\nPITTSBURGH, PA.\nGenerally speaking, educators who have discust the subject of vocational guidance during the past ten years have been inclined to avoid or\n\neven to condemn the actual placement of school graduates and particularly\nof school drop-outs in jobs.\n\nOne of the earlier authorities on vocational\n\nguidance remarkt that since there were so few desirable positions open to\nthe majority of children leaving the public schools\n\nit\n\ncame dangerously\n\nnear exploitation to have anything to do with getting jobs for them.\n\nI\n\nwould beg leave to announce at the outset that my own conception of the\nfunction of placement in a vocational guidance scheme is radically different.\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n336\n\n[Administration\n\nI believe that no scheme of vocational guidance in a school system can be\nintelligent or effective without an efficient placement bureau.\n\nVocational guidance is not a system of vocational fortune-telling tho it\nis possible\n\nto establish a fact basis for a certain amount of prognastication.\n\nVocational guidance is not an attempt to discover special aptitudes,\nabiUties, and interests in the adolescent child, altho it is possible to establish a fact basis for a certain amount of diagnosis.\n\nVocational guidance is not a plan for developing a life-career motive\nin the case of the rank and file of our school children.\n\nVocational guidance\n\nWhat then is vocaTo my mind vocational guidance simply means, tho it\nis by no means a simple matter to bring it about, establishing as many\narticulations between the school and the occupational world as may be\nis\n\nnot getting jobs for children as they leave school.\n\ntional guidance ?\n\nnecessary in the light of ascertained facts regarding child employment and\n\nyouth employment in a given community.\nFor years we have been at work perfecting the articulation between\nIn later years we have found it necesour high schools and our colleges.\nsary or desirable to modify our high-school work to meet the needs of colleges of different types.\n\nVocational guidance means that we shall study\n\njust as carefully the entrance requirements to the occupations as we have\n\nstudied the entrance requirements to the universities.\n\nI venture to predict\n\nthat our efforts in this field will have as profound an effect on the entrance\n\nrequirements of our industries and our commercial establishments as our\n\nformer efforts have had on the entrance requirements of the junior college,\n\nand as much influence on the occupational work of the first years in industry\nas on the curriculum of the Freshman college year.\nThe Vocational Guidance Department of the Pittsburgh public schools\nis so organized that it can draw upon every resource of the school system\nneeded for the vocational guidance of our young people. It consists of a\ndirector, five field and placement secretaries, and a vocational counselor\nThe whole constitutes an effective employment and\nin each high school.\ninformation service.\n\nThru the Vocational Guidance Department we come into contact\nWe convince them that we are in a position to do\nthem a genuine service by bringing to their notice the right kind of young\nemployes as they leave school and go to work.\nWe also serve the employers by advising these young employes, both\nbefore and after they leave school, as to the kind and amount of training\nand education they should have in order to be successful in a given position.\nWe also serve the employers by organizing or by helping them organize\nwith the. employers.\n\n.\n\nclasses of their employes for night-school courses.\n\nWe come into intimate and friendly relations with the unions by helping\nthem organize their members, particularly their apprentices, for nightschool work.\n\nWe have ten such classes organized within the past two years.\n\n"}
{"page": 353, "printed_page": null, "text": "THE WAR AND VOCATIONAL EDUCATION\n\nDepartment]\n\n337\n\nAlso we help the general industrial education movement by cooperating\n\nwith the unions in the selection of good material from among their members\nfor teachers.\n\nOccasionally we employ one of them in our industrial schools\n\nbut of tener we induce them to take up training work in the Smith-Hughes\n\nDepartment of the University of Pittsburgh.\n\nThis is a free course con-\n\nducted in the evening.\n\nOur Vocational Guidance Department\n\nis,\n\ntherefore, a coordinating\n\ndepartment primarily, but the placement work is made the center of all\nactivities, furnishing the major objectives and indicating the important\npolicies and procedures.\n\nThe United\n\nStates\n\nEmployment Service is doing valuable work in\n\nfostering vocational guidance in the public schools.\n\nIt was thru the co-\n\noperation of the United States Employment Service that the Pittsburgh\n\npubHc schools were able to establish, about a year ago, effective employment offices. I wish at this time and in this connection to recognize the\nvalue of this cooperation. The work in Pittsburgh is now being finanst\nentirely by the Board of Education, tho we still have important assistance\nfrom the United States Employment Service.\n\nThe fundamentally important thing about a man is his philosophy of\nThe most important thing about an organization, such as a department of vocational guidance, is its philosophy of service, a clear-cut con-,\n\nlife.\n\nception of its ideals and of the plans necessary to carry out those ideals in\nconcrete action.\n\nMr. Terman, in his book entitled The Intelligence of School Children\nmakes one statement which, if taken seriously to heart by school administrators, would revolutionize our high schools particularly.\nIt is this:\n\"It is time that the school should ask not only what it would like to do,\nbut what it can do.\"\n\nThe poet states it thus: \"The common problem, yours, mine, everyone's, is not to fancy what were fair in life provided it could be, but finding\n\nmay be, to make it fair up to our means.\"\nAn efficient placement office will enable a school system to ascertain\n\nfirst what\n\nwhat can he done for its young people vocationally and will point the way\nin which the needs of these young people may be met educationally.\n\nThe\n\ncentral feature of vocational education should be a vocational-guidance\n\ndepartment and the central feature of a vocational-guidance department\nshould be an. efficient junior employment and information office.\n\nTHE INFLUENCE OF THE WAR ON VOCATIONAL\nEDUCATION\nGEORGE M. BRACE, SUPERVISOR, MANUAL TRAINING, ST. PAUL, MINN.\nIt would be strange indeed if such a catastrophe as the late war did not\n\nleave\n\nits\n\nimpress on things educational, and no phase of education has\n\n"}
{"page": 354, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n338\n\n[Administration\n\nbeen more vitally affected than that of manual training. By the term\nmanual training I hope I am not misunderstood, I mean what the words\n\nmean, anything that trains the hands, which includes vocational, industrial,\nand trade education. The entrance of our country into the arena of the\nworld-war found the manual-training teachers of the country especially\nwell prepared to respond to the needs of the government, many of the\nyounger teachers enUsted, while those who were ineligible on account of\n\nage were just as ardent in helping on the cause by training soldiers in\nvarious trades.\n\nIf\n\nour schools, and more especially the manual-training\n\ndepartments of our schools, have not benefited by the war, then there is\nsomething radically wrong with the school system.\n\nAny manual-training\n\nteacher who is now doing his work in the same way as before the war is\n\nnot only not progressive, but is actually retrogressive.\n\nTeachers fail most because they are content to think today as they did\nyears ago; method, problems, and courses are being followed today as they\n\nhave been in the past by unprogressive teachers who think the old ways are\nthe best. We might as well be as content with the ox-cart as the aeroplane\nas to be found of the same mind. War or no war, there must be changes in\nideas if we are to be progressive, and yet there are manual-training men\nwho are satisfied to follow methods that modern machinery has made\nobsolete.\n\nAnother class of teachers who may be clast with the failures, is that not\ninconsiderable number who want to get back to the pre-war basis;\n\nthey\n\nhave been forst by the necessities of the times to change their ideas, but\nnow are willing, if not anxious, to get back into the old rut because that\nrut is the line of least resistance for them. Their models have been made\nand their blue-prints prepared, and to change would mean an immense\namount of labor on their part. This country will never return to a prewar basis in anything, and the teacher who does is sure to be lonesome.\nAnother class of failures among teachers are those whose interest is\ncentered on the product rather than the boy. While we were training\nsoldiers we were not interested in manufacturing, we were training men;\nif this one big idea could carry over and permeate all of our work then\nthere would be no more false products; the products would be the trained\nand educated boy rather than a room full of beautifully finisht things.\nThis kind of a teacher deUghts in making exhibits of the best work of the\nbest pupils which he dishonestly displays as samples of all of the work of\nall the pupils.\n\nAnother class of failures are those who insist on exercises arranged\naccording to some kind of sequence instead of presenting the boy with a\n\nman-sized job.\n\nThe average American boy wants to be a man and to do\n\nthe things men do long before they reach man's estate.\n\nWhy not capitaUze\n\nthis longing and make use of it by arranging for boys to do men's work in\n\nthe same way men do it ?\n\n"}
{"page": 355, "printed_page": null, "text": "Department]\n\nTHE WAR AND VOCATIONAL EDUCATION\n\n339\n\nThe United States Department of Labor has made it possible for\nsupervisors of manual training in the larger cities to become directors of\n\nvocational guidance and placement.\n\nThis is the connecting link between\n\nindustry and the school and is well worth careful investigation.\n\nThe war has imposed on all of us the burden of high prices and with\nNever has money\n\nthat follows the natural concomitant, high wages.\n\ntemptation been so great as now; schoolboys can earn as much as experienst men did before the war.\n\nSome way must be found to keep our boys\nOne counteracting influence that\n\nin school in spite of this temptation.\nwill ultimately\n\naccomplish this result is that never before have employers\n\ndemanded so much intelligence in their employes as now; they are making\nsacrifices of time and money voluntarily in our state by sending apprentices\nto part-time classes without loss of pay, and in these classes the apprentices\nnot only learn units of trade work but the larger part of their time is taken up\nwith academics; this movement in itself will tend to keep boys in school\nlonger even tho the opportunities for remuneration are very plentiful.\n\nThe public mind has been readjusted so often during and since the\nwar that it is not the same public mind, and teachers should be mindful of\nthis and act accordingly.\nDuring the war the government supplied inquantities\nof the best equipment and the production of\ndustry with large\nthe shops was speeded up, limits of accuracy were changed, and new\nideals formulated.\n\nSince the war, industry has adopted the rhethod that\n\nproved so successful, and has installed large quantities of modern tools.\nManual- training teachers should be mindful of this change and do likewise;\nthis is not time for retrenchment in equipment of salaries if the best results\n\nare to obtain.\n\nVocational education to be effective must have a most intimate connection with industry;\n\ncaptains of industry as well as the labor leaders\n\nmust be kept in touch with the work in our schools, and, if my experience\nis worth anything, teachers will find that industry stands ready to go more\nthat halfway in meeting them on a common ground that spells success to any\nmovement. The Federation of Labor has been a pioneer organization in\nfavor of vocational education and their leaders are efficient and valuable\ncoadjutors.\n\nIn training soldiers for the world- war, educators have learned the value\nof short, intensified unit courses.\n\ning will produce skilled\n\nIt has been proved that intensive train-\n\nmechanics in an incredibly short time.\n\nThis\n\nlesson should influence us in our all day vocational and part-time classes.\n\nThe army trade tests have been of value in vocational guidance, and if\nthey can be used in testing schoolboys with the same success obtained\n\namong soldiers, they will be a valuable aid in vocational guidance.\nFinally, the amount of illiteracy found among our soldiers has opened\nthe eyes of educators to the fact that too large a percentage of our boys are\ngetting away from us with little or no education.\n\nSome means must be\n\n"}
{"page": 356, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n340-\n\n[Administration\n\nfound for strengthening the work of our attendance departments, and\nsome way must be devised to interest more boys in school work; this is\n\nwhere vocational education has a golden opportunity to prove its worth\nby keeping more boys in school longer.\n\nPART-TIME SCHOOLS\nVAUGHN, NORTHERN ILLINOIS NORMAL SCHOOL, DE KALB, ILL.\n\nS. J.\n\nThe part-tinie school may appropriately be called the school of another\n^another chance for the boys and girls who have quit school and\n\n—\n\nchance\n\ngone to work; another chance for industry;\n\nand another chance for the\n\nIts establishment by law marks the consummation of what\n\npublic school.\n\nhas long been the dream of a few enthusiasts.\n\nIts success will stand along-\n\nside of the greatest achievements of this generation.\n\nIt is so just in its\n\nconception, so humanitarian in its spirit, and so far-reaching in its signifi-\n\ncance and influence, that it is extremely doubtful whether the educational\n\nworld yet realizes the epoch-marking importance of this new legislation.\n\nA generation with high ideals, worthy motives, and inherited curricula\npast by apparently unconscious of the fact that the boys and girls were\nrapidly but prematurely leaving school under one stress or another and were\n\ntaking up a hopeless struggle.\nthis wholesale\n\nAnother generation suddenly discovered\n\nexodus and without understanding the various elements\n\nand condemned the folly of the young generation\nand resorted to compulsory-attendance laws without attempting to change\ninvolved, both pitied\n\nthe character of the school work.\n\nThe third generation lookt the matter\n\nsquarely in the face thru the part-time law, simply accepted the situation,\n\nnot happily but courageously, and frankly offered a remedy which broke\n\nwith tradition and hence incurred the enmity and fear of soi:ne.\n\nIn order to indicate something of the magnitude of the problem which\nthe part-time school raises for solution, it is only necessary to mention a\n\nThe Smith-Hughes law provides that at least one-third of the\nmoney appropriated to a state for salaries of teachers of trades, home\n\nfew facts.\n\neconomics, and industrial subjects must be spent, if at all, for part-time\nschools and classes.\n\nThe law likewise provides that the work of the part-\n\ntime school or class need not be narrowly trade instruction, but that it\n\nmay include such subjects as \"will enlarge the civic or vocational intelligence of persons over fourteen years of age who have entered upon employment.'*\n\nThis makes possible the giving of such regular academic subjects\n\nas Enghsh, arithmetic, spelling,\n\nIndeed,\n\nit is\n\nand other general improvement courses.\n\nsuch courses as these that constitute the large bulk of the\n\ninstruction in the part-time schools that have thus far been establisht.\n\nAt this time, at least twenty states have past laws for compulsory parttime schools or classes, and it undoubtedly will be but a matter of a brief\n\n"}
{"page": 357, "printed_page": null, "text": "Department]\n\nPART-TIME SCHOOLS\n\n34I\n\ntime until all the states of the nation have establisht by law the part-time\nschool and have provided for the compulsory attendance of the boys and\ngirls in industry.\n\nWhen one considers the maturity of the part-time pupils not alone in\npoint of age but in point of contact with the business and industrial world,\n\nand understands their changed point of view, and takes account of their\nnewly acquired definiteness and intensity of purpose, one can readily understand that the mere equivalents in hours do not in any adequate way\nexpress the actual accomplishments possible in the part-time school.\n\nAdded to this is the other fact that in the large number of trade-extension\nclasses the daily employment becomes the laboratory in which the instrucUnder the supervision, direction, and\ntion of the class is put into execution.\ninstruction given a trade-extension class, all the work of the student may,\nwith considerable justice, be regarded as educational, thus greatly extending the school day over the regular public-school day.\n\nThe part-time school frankly meets a condition and, without stopping\nto theorize about what should or should not have been done, offers definite\nfirst-aid remedies in the various exigencies and leaves it to other institutions\n\nto determine what must be done to prevent the continuous recurrence of\n\nthe same lamentable situation.\nleft\nis\n\nIt says to the\n\nboys and girls who have\n\nschool to undertake the heavy responsibility of wage earning:\n\nyour second chance.\n\n\"Here\n\nCome back to the public school and start again.\n\nThe state and the nation have seen the folly of permitting the door of the\npublic school to be closed against any boy or girl in the land. The parttime school will cooperate with your employers to the end that you shall\nsuffer but meager financial loss,\n\nif\n\nany, by your school attendance.\"\n\nTo\n\nthose who have started on a trade, the part-time school says, \"The school,\n\nby offering definite units of study related to your work, will give you such\nintelligence and skill as will mean certain and continued advancement in\nyour chosen line.\"\n\nThat there is a growing sense of need of some such agency as the\npart-time school among the progressive industries of the country is proved\n\nby the fact that schools or educational efforts of some sort are rapidly being\nset up at great expense in the industrial plants themselves.\nIn the year\n19 1 6-1 7, there were 32,000 boys and girls in corporation schools.\nIn the public part-time school, therefore, the industries have another\nchance to get workers more thoroly trained in all the elements that go to\n\nmake efficient workers and efficient citizens.\n\nFurthermore, the industrial\n,\n\nleaders realize that this is an opportunity to cooperate in a public enterprise, for the good of a great multitude of working boys and girls.\n\nThey\n\nare aware that in this way the new attitude toward labor, toward education,\n\ntoward conditions for laborers that is being taken now by all progressive\nconcerns may be shown in its most effective way by hearty cooperation\n\nwith the effort to bring back opportunity and the second chance to the\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n342\n\nworking boys and girls.\n\n[Administration\n\nThey are furthermore far-sighted enough to see\n\nthe power in the part-time school for Americanization, and their experiences\n\nduring the war period have imprest them mightily with the importance of\nthis matter.\n\nIt is not necessary to charge that the thousands of boys and girls in\n\nindustry have been forst out of the schools thru the schools' faults.\n\nThere have been numerous contributing faults. But it is needless to argue,\non the other hand, that the schools have been blameless in this matter.\nThey have been at fault in the uninteresting and unfunctioning content\nand instruction of their curricula. They have been at fault in their\nfailure to respond in any adequate manner to the demands that were\nbeing made by business and industry upon those who left the schools or\neven those who stayed for all the schools had to offer. Happily, this\nsituation is rapidly being overcome, but for those who have already gone\nto work prepared neither for citizenship nor for successful work the part-\n\ntime school seems the only salvation.\n\nThe part-time school is the public school's big opportunity, its other\nchance to help undo some of the injustices that have been done and the\n\nBut what a betrayal and what a travesty if the boys and\nschool a certain number of hours per week\nfor some more of the impossible grammar and algebra, dead men's English,\nand medieval history for discipline and culture which in the first place drove\nthem out of school, or at best failed to hold them. The atmosphere of the\npart-time school must be different from the atmosphere familiar to these\nstudents before they went to work. The attitude of the teacher must be\ndifferent, indeed in many, many cases, the teachers themselves must be\nfailures made.\n\ngirls are forst by law back into\n\ndifferent.\n\nThe privilege seldomly falls to one to try again, to do his task over\nwithout criticism or condemnation; but this privilege has come to the\npublic-school people. The second chance is here. If it is lost or neglected,\nit will not come again, and the injury will be too great to reckon.\n\n"}
{"page": 359, "printed_page": null, "text": "\"\n\nDEPARTMENT OF CLASSROOM TEACHERS\nSECRETARY'S MINUTES\nOFFICERS\nPresident\n\n—Sara H. Fahey, teacher of community\n\ncivics, manual training high school,^\n\nBrooklyn, N.Y.\n\n—Ethel M. Gardner, teacher. Park School\n\nMilwaukee, Wis.\n\nVice-President\nSecretary\n\n—^Jeannette O'Rourke, teacher, grade school\n\nSeattle, Wash.\n\nFIRST SESSION—Tuesday Forenoon, July 6\nThe Department of Classroom Teachers of the National Education Association,\nconvened in regular session on Tuesday forenoon, July 6, at 9 :oo o'clock, in the Assembly\nHall, Salt Lake City, Utah.\n\nThe meeting was called to order by the President.\n\nThe\n\nSecretary being absent, Judith Lillie, grade teacher, Garfield, Utah, acted as Secretary,\n\nAfter announcements and introductory remarks by the President, the following\nprogram was presented:\n\npro tem.\n\nThe general topic for the meeting was, \"Universal Education the Safeguard of\nDemocracy.\n\"The Teacher of Today and the Citizen of Tomorrow\" H. B. Wilson, superin-\n\n—\n\ntendent of schools, Berkeley, Calif.\n\"The Menace of Teacher Shortage in Illiteracy and Anarchy\" Delia R. Reilley,\nprincipal, DeWitt High School, DeWitt, Iowa.\n\"Some Unstrest Causes of Teacher Shortage\" Josephine Corliss Preston, state\nsuperintendent of public instruction, Olympia, Wash.\n\"New Educational Opportunities thru the Home Teacher\" Elizabeth A. Woodward, state director of home and neighborhood classes for immigrant women, Albany, N.Y.\n\"America's Pledge to the Peoples of the World\" E. O. Sisson, President University\nof Montana, Missoula, Mont.\nDiscussion B. J. Horchem, United States Senator, Dubuque, Iowa; E. A. Zimmerman, Cincinnati, Ohio; Ethel M. Gardner, Milwaukee, Wis., and Cornelia S. Adair,\nRichmond, Va.\n\n—\n\n^\n\n—\n\n—\n\n—\n\n—\n\nSECOND SESSION—Wednesday Forenoon, July 7\nA Joint Breakfast Conference was held with the National League of Teachers Association at the Hotel Utah.\n\nThe presiding chairmen were Sara H. Fahey and Cornelia\n\nAdair, Richmond, Va.\n\n\"How to Relieve Teacher Shortage\" was discust by many\n\nS.\n\nInspiring messages were given by Mary C. C. Bradford, Denver, Colo., A. W.\nWinship, Boston, Mass., Margaret A. Haley, Chicago, 111., Josephine Corliss Preston,\n\npresent.\n\nOlympia, Wash., Fred M. Hunter, Oakland, Calif., Ethel M. Gardner, Milwaukee, Wis.,\n\nNina Buchanan, Seattle, Wash., and several other leaders in educational thought. At\n9:30 o'clock the department session was held in Assembly Hall, President Sara H. Fahey\npresiding.\n\nThe following program was presented:\nThe general topic for the meeting was, \"Teacher Cooperation in Administrative\nProblems.\"\n\"The Downfall of Autocracy\" A. W. Winship, editor, New England Journal of\nEducation, Boston, Mass.\n\"The Teacher's Salary as a Factor in Establishing Caste\" Sara H. Fahey, teacher\nof community civics. Manual Training High School, New York, N.Y.\n\n—\n\n—\n\n343\n\n"}
{"page": 360, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n344\n\n[Classroom Teachers\n\n\"Unity of Professional Interests an Essential Need of Teachers* Organizations\"\n\nSpooner and Jennie Richardson, grade teachers, Portia\nOregon.\n—Julia\nDiscussion — Frances Harden, Chicago,\nM. E. Lowry, Alton, Ohio;\nid,\n\n111.;\n\nW. H.\n\nShepherd, Minneapolis, Minn.; Mrs. K. Arrington, El Paso, Tex., Mary Morrison,\npresident, grade teachers association, Denver, Colo.\nReports from members from all sections of the country emphasized the great public\nawakening regarding the prime importance of education, the alarming scarcity of classroom\nteachers, and the great necessity for immediate action to secure candidates for the teaching\nprofession.\n\nThe following oflScers were elected for the ensuing year:\nPresident Sara H. Fahey, teacher of community civics, manual-training high\n\n—\n\nNew\n\nschool.\nYork, N.Y.\nVice-President Ethel M. Gardner, teacher in Park School, Milwaukee, Wis.\nSecretary Margaret Richardson, grade teacher, Spokane, Wash.\n\n—\n\n—\n\nPAPERS AND DISCUSSIONS\nTHE MENACE OF THE TEACHER SHORTAGE\nDELIA R. REILLEY, PRINCIPAL DEWITT HIGH SCHOOL, DEWITT, IOWA\n\nThe National Citizen's Conference, which recently convened at Washington at the call of the Bureau of Education, announces that between\nthree\n\nand four hundred thousand children were deprived of schooling\n\nduring the past year and the most conservative estimates place the teacher\nshortage for the coming year at 80,000.\n\n50 per cent of\n\nthe\n\nteachers\n\nnow\n\nin\n\nIn addition it is revealed that\nthe profession are substandard,\n\nthat 150,000 are not beyond twenty-one years, and that 65,000 are teaching\n\non permits.\n\nWe are prone to attribute these conditions to the exigencies of war-time\nconditions, but the sentiment, which crystallized into expression at that\n\nperiod in our National History, had been plastic in the professional mind\nfor more than two decades, and had been forst upon us by the apathy and\n\npenuriousness of a people dead to the best interests of their communities\n\nand their country.\nAs an economic and a social factor, the teacher has been steadily\nignored, and she has been subjected to petty annoyances detrimental to\nprofessional advancement and deadening to the interest of those contemplating entrance into the teaching profession.\n\nVery recently I visited with one of the best high-school teachers in the\nMiddle West I have known her from my early childhood. She has\nmolded the character and given the upward bend to two generations of\nsuccessful business and professional men and women ^Adjutant Geneial\nWill Conner, ranking next to General Pershing in the United States Army,\nsays that all that he is or hopes to be is due to her and yet she said to me,\n\n—\n\n—\n\n—\n\nI have taught forty-two\nI advise my girls not to enter the teaching profession.\nyears and much of that time I have worried along on a meager salary with my invalid\nmother and crippled brother. I am not knocking on my profession for I know it is the\n\nnoblest one there is, but my girls have but one life to live and I advise them to enter work\nwhere effort is appreciated and remunerated.\n\n"}
{"page": 361, "printed_page": null, "text": "Department]\n\nCLASSES FOR NON-ENGLISH-SPEAKING WOMEN\n\n345\n\nLest any anarchistic seed lying dormant in our soil may not find conditions favorable for germination let us meet this emergency by putting\n650,000 missionaries plus all the recruits which can be mustered into the\nfield to awaken our people to the dire results of this teacher shortage.\nIf this\n\nNational Education Association Convention can go on record\n\nas a deviser of means to provide ''A competent teacher for every American\n\nchild,\" I state, without fear\n\nof\n\ncontradiction, that\n\nit\n\nwill\n\nhave eclipst\n\nwork done by all other national conventions held this year, for it\nwill have solved the most vital problem necessary for the perpetuation of\ngovernment \"of the people, for the people, and by the people\" and democracy shall not perish from the earth.\nthe\n\nA BRIEF VIEW OF ONE YEAR'S EXPERIENCE IN NEW YORK\nSTATE WITH CLASSES FOR NON-ENGLISH-\n\nSPEAKING WOMEN\nELIZABETH A. WOODWARD, STATE SUPERVISOR OP HOME AND NEIGHBORHOOD\nCLASSES, ALBANY, N.Y.\nSince the war the necessity for giving more attention to adult education\n\nhas loomed up as one of the most imperative needs of our Republic.\n\nThou-\n\nsands of foreign-born American soldiers returned to their racial colonies\nin our cities, having acquired, not only a usable knowledge of the EngUsh\n\nlanguage, but an enlarged interest in and vision for America.\n\nThru this\n\nknowledge of the English language they are better able to cooperate with\nmen of other tongues who likewise had come to use the common language\nof America.\nThese splendid soldiers of foreign birth, but of newly won\nAmerican citizenship, because of their military service, returned to wives,\nmothers, and sisters who had not enjoyed these educational advantages\nwhich their more fortunate men-folk had experienst in American camps\nand on foreign battlefields. Complications are constantly arising in the\nhomes with the non-English-speaking mothers whose children are learning\nAmerican customs and ideals far more rapidly than the mother can follow.\nThese children are losing all too quickly sympathetic appreciation of the\ntraditions of their parents.\n\nChild-welfare seems to have brought to the\n\n\"I wish I had a\nmother Hke Tommy's she can write a note to the teacher,\" mournfully\nremarks Micheal Calletti, after a few years in the public schools. But\nDavid Saretsky who has had different experiences, even tho his mother\ncannot read or write EngHsh, announces, \"My mother is an American now\nshe wears a hat and goes to the moving-picture show. \" And yet during\nall the months of his school life his mother had not been able to read or\nsign his reports.\nYoung Americans stride ahead, quietly contemplating or\nopenly expressing judgments upon foreign-born parents and watch with\nforeground the necessity for instruction of the mothers.\n\n—\n\n—\n\n"}
{"page": 362, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n346\n\n[Classroom Teachers\n\noversensitiveness the homeland customs which the older members of the\n\nfamily attempt to keep alive.\n\nThe following statement by Bernard J. Fagan, chief probation officer\nof the Children's Court of the City of New York is a striking evidence of\nthis inabihty of parents to speak English as a cause of juvenile delinquency.\n\n\"Last year, out of 15,000 children who were arraigned in the Children's\nCourt, City of New York, there were referred to the Probation Department\nof the Court for investigation\n\nand social analysis, 6,621 children. This\nIn tabulating our statistics on nativities,\nwe did not separate those arraigned for delinquency and those for improper\n\nincludes all classes of offenses.\n\nguardianship.\n\nThe summary of the tabulation shows:\n\n—native-born parents— 1,971 or 28.8 per cent\n—foreign-born parents—3,899 or 58.8 per cent\nForeign-born children—foreign-born parents— 751 or 11. 4 per cent\n\nNative-born children\nNative-born children\n\nMr. Fagan adds:\nI have no hesitation in saying that the inability of foreign parents to speak English\nis responsible for a large\n\ncontribution of juvenile delinquency in this court.\n\nIt is axiomatic that whatever tends to disrupt the family makes for\n\nanarchy.\nPrincipals of public schools in foreign-born districts are beginning to\nrealize new responsibility for preserving the integrity of the home.\n\nThey see\n\nthat the unsuspecting mothers need instruction and help during the difficult\n\nyears of adjustment to conditions in a new country.\n\nEducators everywhere\n\nare feeling a deeper concern for the women who hold the most important\npositions in the great laboratory of citizenship.\n\nA year ago there were only four cities in the state where regular work\nwomen was conducted outside of the\nThese cities were New York, Syracuse, Albany,\nand Schenectady. During the past year, 1919-20, however, 52 communities have been aroused to action and 470 classes have been started with a\n\nof teaching English to foreign-bom\n\nnight-school system.\n\nA conservative estimate for the entire state.\n\nregistration of 5,000 women.\n\nWhile the interest awakened in many centers is gratifying, the problem\nhas scarcely been touched. New plans are under way, universally for\nanother year of double effort, since approximately only 2 per cent of the\n218,913 illiterate and non-English-speaking\n\nwomen have been reached.\n\n(These figures are taken from the 1910 census\n\n—since then, from 1910 to\n\n1914, many more thousands of women entered the country, as well as since\n\nthe signing of the armistice).\n\nThe immigration reports of recent months\n\nindicate that at present more women are entering the United States than\n\nmen:\n\nthis is\n\nonly adding to our problem.\n\nDuring the fifteen years pre-\n\nceding the world-war, 26 per cent of all immigrants, fourteen years of age\n\nand over, were illiterate.\n\nIf this\n\npercentage of illiteracy continues, the\n\n"}
{"page": 363, "printed_page": null, "text": "a\n\nDepartmentl\n\nCLASSES FOR NON-ENGLISH-SPEAKING WOMEN\n\n347\n\ntask of New York State, which receives a large proportion of each incoming\n\ngroup, has been tremendously increast, as it now has more non-English-\n\nspeaking and illiterate persons than any other state in the Union.\n\nThose who have had the privilege of watching the progress of the\nwomen in the home and neighborhood classes during the past winter\nrealize the deep satisfaction which results from the simple accomphshments:\n\nsigning one's name; writing a note to a principal, to an absent child, or to a\nfriend;\n\nreading signs on the street cars, posters at exhibitions, screens in\n\nnew dishes, directions given by\nand doctors, simple notices, and circulars. Later their joy\nbooks, \"current\nis unbounded when they acquire abihty to read simple\nevents,\" newspapers, and magazines. The women have proved themselves quite as good students as the men.\nIn all the work with the English classes the goal has been constantly\nthat each class shall be closely connected with some pubhc school. Naturally, since many schools do not have the adequate space during school\nhours for this work, the women must meet in a neighborhood room which\nFailing either of these possibihties\nis lookt upon as a school annex.\nschool or neighborhood place a suitable room in a private home is found\nwhere a hospitable woman is wiUing to gather a number of friends together\na few times a week for instruction. These classes may be held from onehalf to one and one-half hours and from two to four sessions a week.\nIt\nhas been found from the last year's experience that the mothers are better\nable to give time to this work during school hours, while they are relieved\nof the care of the largest number of their children.\nBut on account of the\nshortage of trained teachers, most classes thruout the state have had to be\nheld from 3 to 5 o'clock (after school). In this way regular teachers have\nbeen employed for the work. The care of the small children and babies\nduring class periods has been a great problem with both home and school\nclasses.\nIt is advisable to have a separate room for the children\nsupphes\nof simple toys and books, also paid or volunteer caretakers.\nEach school\nand community is solving this problem in an individual way with the\nthe moving-picture houses, recipes for\n\nnurses\n\n—\n\n—\n\n—\n\nassistance of parent associations or Women's Clubs.\n\nThe main difficulties encountered in establishing home and neighborhood\nclasses are connected with school appropriations and school administration.\nIt is not easy to persuade school boards to take upon themselves the\nappointment of a new type of teacher, particularly when her work has to be\ndone largely outside of the school building. The very fact, however, that\n\na few cities have already appointed full-time teachers for the women is\n\nmost encouraging.\n\nGiving greater pubhcity to the fact that one teacher\n\noften reaches in a week from sixty to eighty women for two- or three-class\nsessions for each group will have great weight in extending the work.\n\nThis\ndemonstration made by private organizations or with the financial help\nof the state department has brought the first success.\n\nA popular demand\n\n"}
{"page": 364, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n348\n\n[Classroom Teachers\n\nHundreds of women are ready\n\nforetells the rapid spread of these classes.\n\nfor instruction when teachers can be found.\n\nA difficulty which will have to be overcome in the large cities is the\nestablishing of a minimum number of twelve to fifteen in each class in order\n\nthat efiicient work\n\nmay be accomphsht with the beginners.\n\nSince the\n\ngrading of the classes is not an easy matter, highly specialized workers are\nrequired.\n\nThe goal of all the work with older or newer immigrants is to have the\nThey must make contacts\nwith Americans, know and use more fully the institutions of their own\nneighborhood before they will desire citizenship or value it when it is\nconferred automatically by the naturalization of the husband. Local\nresponsibility for community reform must be taken\nequally and\ndemocratically by women of all races. The aim of the classes, therefore,\nis to help these women know in a concrete way what is the possible next\nstep in local improvement whether it be a playground, a community or\n\nwomen share more fully in the Hfe of America.\n\n—\n\nchildren's garden, a health center, a day nursery, a kindergarten, library,\n\nhigh school, or better markets, better water supply, or better housing.\nIt is not a question of whether we can afford to provide teachers for\n\nthese women.\n\nThe question is can we afford not to do it when the good\n\ncitizenship of the children is at stake and when the power of these newer\n\nAmerican women has not yet been utilized for community reform.\n\nAMERICA'S PLEDGE TO THE WORLD\nE. O. SISSON, PRESIDENT,\n\nSTATE UNIVERSITY OF MONTANA, MISSOULA, MONT.\n\nThe new world is being made, and we Americans, like all other forwardWe have come clear out of\n\nlooking people, are seeking our part in the task.\n\nour isolation and have no idea of going back\n\n:\n\nnearly every American expects,\n\nindeed intends, that we shall get into the League of Nations, on proper\nterms, and as speedily as possible. It is the professional poHticians who\nwant to make out the reservations to be bigger than the covenant: we\nshall get in, and do our part honestly and generously, as we did finally in\nthe war.\nIf our education had not\n\nbeen so narrow, we should have gotten into\n\nthe war months earlier, perhaps at the very beginning; or we might even\n\nhave spoken so sharply in August, 1914, that there would have been no war;\nbut our education was narrow, and we required a two years' intensive\ncourse, given by the tragic muse, with Woodrow Wilson as chief assistant\nteacher; it is Wilson's permanent glory that he knew exactly when the\nBut alas that the long\nlesson was complete and the pupil ready for action.\nWhat agony might\nhorrible period of waiting and learning was necessary!\nhave been spared if only we had been as wise and as awakened in 19 14 as\nwe were in 191 7.\n\n"}
{"page": 365, "printed_page": null, "text": "AMERICA'S PLEDGE TO THE WORLD\n\nDepartment]\n\n349\n\nAnother crisis is on us, and others will follow, decade after decade,\nWe were not educated for the crisis in 1914: it is\nthe business of the educator to help us to be ready, without special intensive\ncentury after century.\n\ncourses, for the crises to come; for during these intensive courses somebody\nis\n\nsure to be bleeding or starving.\n\nSo we need to understand our debt to\n\nthe world, or, if you please, our pledge to the world.\n\nThe first ground for this pledge of ours is actual indebtedness. Some\nwe should\ngo back farther than that. The very immigrants who knock at our hospischools are beginning to teach the origins of America in Europe\n\n—\n\ntable gates remind us of this debt: the Jew, whose fathers so long ago caught\nand treasured the vision of the one Almighty God (what would the American\nthe Greek, who hawks fruit on\ncolonies have been without that vision ?)\nour streets and builds the track of our railroads, whose ancestors did the\nfirst real thinking, and sowed the pregnant seeds of science and philosophy\nand who besides were the very first to assert the right of freedom and\n;\n\npour out their blood gloriously for their independence; without Salamis\nand Thermopylae and Pericles and Themistocles, the Declaration of\nIndependence would not yet have been written.\n\nThe second ground of our pledge and obligation is our riches.\n\nWe\n\nalone of all the great world-powers have a wide margin of economic comfort.\n\nOur people have, in general, enough and some to spare. We are luxuyy\nconsumers, and, what is more important, we have the excess of energy and\nthe margin of leisure which put the possibility of service into our hands.\nWe must serve because we can serve, and that is reason enough. We must\nmake use of our surplus power and means, and the best use we can make\nis to devote it to\n\nhuman progress.\n\nThere is no conflict between loyalty to America and service in the\ncause of world-order and freedom: our duty to the world is but the expansion and fulfilling of our patriotic love of our own land.\nWe might well\nparaphrase Lincoln's historic words and say that the world cannot endure\nhalf slave and half free; that it will become all one thing or all the other,\nand that we must play the leading role in determining that freedom shall\nprevail.\nWe have been reminded at the close of the Gettysburg address,\nthat it is not in the United States alone, but in the earth, that government\nof the people, by the people, for the people, is to be preserved.\nLincoln\nalso called the American Republic \"the last, best hope of man\"; if it was\nthis in 1863, how much more in 1920.\n\nThe truth is that our own future can be safe only in a world that is safe.\n\nWe have reached our limits as a refuge for the opprest. We are already\nstruggling terribly with the problems entailed upon us by immense and\n\nheterogeneous immigration.\n\nInstead of inviting the opprest from all the\n\nearth, our new task is to aid in building a world that excludes oppression from\n\nevery corner and guarantees freedom regardless of zone or clime or national\nborders.\n\nThis is the task of world-order; its basis is world-citizenship, and\n\nthe educator must aid in creating the mind of democracy, which alone can\n\nI\n\nredeem our pledge and discharge our debt.\n\n"}
{"page": 366, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n3 50\n\n[Classroom Teachers\n\nDOWNFALL OF AUTOCRACY\nA. E. WINSHIP, EDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nThe struggle of democracy to thwart the purpose of autocracy received\n\nmuch encouragement in the apparent results of the world-war, but it has\nonly made aristocratic autocracy more domineering than ever.\nIt is no longer brutal, as of old, but it appears in the delectable vestments\n\nof aristocracy and in the role of Levites, guarding the sacred traditions of\n\nwounded man by the\nNo aristocrat any more\n\nthe educational temple, they officially survey the\n\nroadside and then \"pass by on the other side.\"\n\nthan an autocrat was ever a Good Samaritan.\n\nThere will be no democracy\n\nin education that does not come to and thru and by the classroom teachers.\n\nThe air is full of fine phrases just now by 'those who are preparing to pass\nyou by on the other side. The Levite was condescending enough to come\nand look at the wounded man, that was his idea of democracy, but he past\nby on the other side. So long as educational leaders pick subservient\nclassroom teachers for honors they are Levitical autocrats.\n\nAutocracy will be upon the throne until the classroom teachers make\ntheir own selection of their representatives and then they should make them\n\ngive bonds that they will not bow to the autocrats when they associate\n\nwith them.\n\nThere is no question but that the National Education Association\nneeds reorganization, but it would be interesting to know how large a\n\ngroup of persons has really done any more than say \"me too,\" when it was\ntold what\n\nit\n\nwas\n\nto be.\n\nIt\n\nwould be interesting to know how much\n\nvoice the classroom teachers have had in the reorganizing, farther than to\n\nagree that Margaret Haley is dangerous.\n\nI\n\nam not saying that she is not\n\nso dangerous as you are told she is, but I protest that the three times that\n\nshe has exercised her power were glorious services to the National Education\nAssociation.\n\nIt was her method that elected Ella Flagg Young.\n\nIt was\n\nher method that elected Carroll G. Pearse, and at Milwaukee she prevented\nthe management from being notoriously lawless.\n\nI believe the leadership\n\nof Mrs. Young, and Mr. Pearce to be eminently satisfactory, and I think\nit would have been a national scandal if she had not rescued the Milwaukee\n\nmeeting from the brink of lawlessness.\nInsist that the reorganization shall be in fact and not thru a camouflage\nin the interest of the rank and file of the profession.\n\n"}
{"page": 367, "printed_page": null, "text": "ESTABLISHING CASTE BY TEACHERS' SALARIES\n\nDepartment]\n\n351\n\nTHE TEACHER'S SALARY AS A FACTOR IN\nESTABLISHING CASTE\nSARA H. FAHEY, TEACHER OF COMMUNITY CIVICS, MANUAL TRAINING\nHIGH SCHOOL, BROOKLYN, NEW YORK, N. Y.\n\nFew people, except able, qualified teachers, realize how far th^ spirit\nof caste, that exists among various groups of teachers and administrators,\nis\n\nbuilt\n\nup and permanently sustained thru petty differences in salary\n\nschedules.\n\nTo some of my audience it may seem that I have chosen to discuss a\ntrivial topic.\n\nLet us then examine some familiar results and effects of\n\nthis evil.\n\nFor example, no attempt is made in any large way to utilize the knowledge\nrelative to planning school buildings which a teacher of experience, thru long\n\nIn the majority of elementary schools, and in many\n\nsuffering, possesses.\n\nis made for the most elemental physical\nThere is a markt absence of sanitary lavatories, proper rest-\n\nhigh schools,\ncomforts.\n\nlittle\n\nprovision\n\nrooms, lunchrooms, or restaurants.\n\nIn the big city school, the teacher is\n\nobhged to remain during the lunch period in a dusty classroom, with nothing\nbut a cold lunch, usually a soggy sandwich that was boxt up at 7:30 a.m.,\nwhile office and business workers generally are seeking a change of scene\nIf a school boasts a gas plate it is usually\nin some favorite restaurant.\nto be found in a three-foot-square office room in close proximity to meager\ntoilet faciUties, and faulty plumbing.\nFrequently, too, classrooms are poorly lighted and badly ventilated.\n\nThe excuse for some of these conditions in large cities is that space is too\nBut witness the spacious display rooms in the great business\ncostly.\ncenters merely for the purpose of giving an artistic setting to the auto-\n\nmobiles designed to attract wealthy purchasers, and then answer whether\n\nwe can afford to make tolerable Uving-rooms of the places where the future\nof America is housed.\n\nOur school buildings have in no sense kept pace with good modern\nIf you but make a visit here in Salt Lake City to the McDonald\nChocolate Factory, with its wonderful roof gardens, and recreation rooms,\nor to the Home of Shredded Wheat in Niagara Falls, or to a dozen other\ngreat industrial plants in New York, or Chicago, or San Francisco, with\ntheir spacious open workrooms, their restaurants, and restrooms, their\nassembly and dance halls, and their welfare work generally, you will\nfactories.\n\nappreciate the significance of my comparison.\n\nThe formalism of the school work which is so disheartening to lovers\nof children is frequently\n\ndue to badly planned buildings.\n\nFor example,\n\nteachers and pupils use up as much of their vitality in getting in and out\nof the ordinary big building as they do on the day's work.\n\nYet this lock-\n\nstep method of dismissal would be unnecessary if officials responsible for\n\n"}
{"page": 368, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n352\n\n[Classroom Teachers\n\nbuilding programs had overcome caste feelings sufficiently to reason that\nthe poorly paid teacher might be able to offer constructive criticism on the\n\nplanning of school buildings.\nAgain, this caste spirit which makes people associate low salary with\npoor ability and trivial work, permits the use of the rural school as a mere\ntraining station for city-school aspirants.\n\nAmerican\n\ncitizens\n\nhave not\n\nyet learned to think in large enough units to understand that that same\nrural school may be the keystone to the arch on which rests our hopes of\n\na permanent democracy.\n\nBurdensome pension laws have made the teacher's small salary even\nYet it is difficult to bring about calm discussion\nof the facts, because this spirit of caste makes those in higher-salaried\npositions look with disfavor on proposals for relief coming from the lower\nsmaller in some cities.\n\ngrade teachers.\n\nIf such teachers venture to make adverse criticism,\n\nare frequently regarded as\n\nthat the audience here\n\npresumptuous and anti-social.\n\nthey\n\nYet I noted\n\nyesterday applauded the state commissioner of\n\nCalifornia when he said \"The actuarial principle makes pension payments\n\ntoo burdensome for the teacher.\n\nWe would rather hold the humanitarian\n\nviewpoint, and trust to God and the people of California to see us thru.\"\n\nOne fashion that deserves to be challenged at every turn in the road\nto progress in education is that of using glibly the term *' supervisor\" for\n\nteacher.\"\n\n'special\n\nWebster\n\ndefines\n\n''supervisor\"\n\nas\n\n\"to\n\noversee.\"\n\nThat, I contend, is not the original purpose for which these teachers were\nselected.\n\nAs a rule, these special teachers have a poorer general education than\nThey have acquired expertness in some one direction\nwhich has become useful to the school. The application of the term\nthe class teacher.\n\n\"supervisory teacher\" which is easily transformed into \"supervisor\"\n\nis\n\nvery distasteful to class teachers generally, and causes much useless friction.\nThe term encourages, in the shallow-minded, a superior air, makes another\nopportunity to display a feeling of caste, and gives a claim for a petty\nincrease in salary over the class teacher.\n\nTeachers of the trades in prevocational schools have had unpleasant\nexperiences due to low salary caused by temporary assignments and uncertain status.\n\nHere the caste feeling has been shown by the class teacher.\n\nMany trade teachers have been made to feel that while they might be able\nto teach such inferior pupils as would wish to learn a trade, they could never\n\nhope to familiarize themselves with the mysteries of classroom work.\nHowever, the large appropriation made by the nation for this work is\nrapidly eliniinating these feelings of caste.\nIt is also caste feeUng which suggests to administrators of schools that\n\nthe great need of the teacher is constant instruction.\nschools\n\nis\n\ninstruction.\n\nA subject new to the\n\nintroduced by formally providing for the teacher's\nThere may be experts in the subject among the teaching body,\n\nusually\n\n"}
{"page": 369, "printed_page": null, "text": "Department]\n\nESTABLISHING CASTE BY TEACHERS' SALARIES\n\n353\n\nbut the first assumption of many administrators is that those enjoying a\nhigher salary than the teachers must perforce be equipt to teach the teachers.\nAll this is irritating to scholarly teachers, even tho immature young teachers\n\nmay sometimes need the instruction.\nThere seems to be a woeful lack of imagination in these tactless methods\nFor example, recently, a supervisory group of\nschool people, who had attempted some of this work of enhghtening teachers,\nof well-meaning people.\n\nsaw no impropriety in stating at a large public gathering, and in the press,\nthat they were making an extensive campaign to train teachers in citizenship.\nSuch a claim is very annoying to self-respecting teachers who\nnaturally pride themselves on their citizenship. It is also a severe commentary on the work of our normal schools and on those officials who\nUcenst people to teach unacquainted with the elementary facts of citizenship.\n\nThen, too, it is not good Americanism to assume that the training of our\nteachers in citizenship is to depend on the work of voluntary organizations.\nAfter all, excessive training of mature people unsought by themselves\nis a doubtful practice.\n\nSomeone has said, \"When you successfully train a\n\nthing you get it to go the way you want it to go until it always goes that\n\nway.\"\n\nPreparation for any kind of teaching ought not to have that\n\nsignificance.\n\nWhen we learn to regard the teacher a little more for what she is, for\nthe qualifications she possesses, rather than for the grade she teaches, or\nfor the salary she receives, we shall have begun to make some advance on\n\nthe road to a profession.\n\nWhen the teacher attempts to offer constructive\n\ncriticism she should not be made to feel that its value is determined by\n\nthe position which she happens to hold.\n\nThose who are responsible f6r\n\nthe education of the young should realize that forward-looking thoughts and\ngreat teachers are not developt in the cult of caste.\n\nWorthy ideas and ideals\n\nshould not need the prestige of authority or position to secure their\nexpression in a land of equal opportunity.\n\nThen, too, the home and the press, with a snobbishness all their own,\nhave tried to show the unattractive side of teaching. The daily paper is\nfond of caricaturing, instead of idealizing the teacher. In the \"movies\"\nthe bad boy always gets the better of the apparently witless teacher. In\nthe home, the father, in the presence of his youngsters, regales the visitor\nwith brilliant episodes of his youthful days when he bluffed the teacher.\nThru these various agencies, the teacher has been subconsciously acquiring\na distaste for work which, however useful, causes her to be regarded as a\ncensor of the morals and manners of others.\nThe experiences of war which brought many women teachers into a\nfield outside of teaching, made them less tolerant of all these things.\n\nThey\n\nreaUzed, too, as never before, their lack of opportunity to meet and mingle\n\nwith adult minds as does the world of business.\n\nDealing with immature\n\npeople had its attractive features, but they saw also its limitations.\n\n"}
{"page": 370, "printed_page": null, "text": "^A TIONAL EDUCA TION ASSOCIA TION\n\n354\n\n[Classroom Teachers\n\nThe truth is that teaching has been underrated and the work of adminisand supervision somewhat over-rated. Liberal salaries should be\n\ntration\n\npaid to exceptional people in either field.\n\nThis practice would go a long\n\nway toward eliminating this offensive caste spirit.\n\nWe all need to realize that the training of the youth to skill of hand,\nto accuracy of vision, to high physical development, to scientific knowledge,\nto clear reasoning, to practical patriotism, and, greater than all else, to\n\nreverence for God, is a worth-while work for any American.\n\nSome things which I have said may seem to you unduly pessimistic. I\nSome one has said that an optimist is one who lets himseK see\n\ngrant it.\n\nonly the bright side, while a pessimist dares to look at the dark side in order\nthat he may try to transform it into a bright side.\n\nI\n\nam not one of those\n\nwho would say to you that no progress has been made in reaching out for\nthe ideals that should characterize our profession. When we recall the\ndevelopments in education even in the past seventy-five years, we have\ngreat cause to feel encouraged.\nAt the beginning of that period, a\nknowledge of the subject was all that was required of the teacher. Later\ncame a day when universities dared to offer courses in education, and then\nnormal schools grew up. Everywhere the emphasis was laid On the importance of the class, but, until forty years ago, no interest was shown in the\nkind of school building, or in its equipment.\n\nLegislation relating to its\n\nlighting, heating, and ventilation is a still newer venture.\n\nThe present failure to sense values in relation to people engaged in the\nwork of teaching is due partly to the fact that we are in these transitional\nAdministrative positions are filled frequently by people who have\nstages.\nHad no special preparation for such work, but who were appointed because\nthey had done something else exceedingly well. Such people, as a rule,\nare the last to utilize the initiative of teachers.\n\nHowever,\n\nthis is\n\na time for readjustment.\n\ndepends on united effort.\n\nThe work of the world\n\nTeachers and administrators together must work\n\nto safeguard their rights of citizenship, organization, freedom of speech,\n\nand political action.\n\nWe must work for tenure laws that will protect us\n\nin the positions for which we have fitted ourselves thru years of preparation.\n\nWe must be allowed to do our work undisturbed by changing\n\npolitical\n\nadministrations.\n\nWe must also take an active part in the social, civic, and pohtical\nmovements which have for their purpose the bettering of living conditions\nWe are the ones who must take the children as they come out of\nhomes of poverty, nay, even of degradation, underfed, and insufficiently\nclothed, and try to build on such a foundation the structure of human hfe\nand happiness. If we are to be real teachers, life's problems become our\nproblems, and an interest in solving them the right way becomes a vital\npart of our duty. To be truly educated, we must have, not only a knowledge\nfor all.\n\n"}
{"page": 371, "printed_page": null, "text": "DepartmentJ\n\nESTABLISHING CASTE BY TEACHERS' SALARIES\n\n355\n\nof life, but an understanding of the economic principles which govern the\n\nconditions,\n\nand control the Hves of the people whose children we teach.\n\nWe must have political freedom to enable us to use our influence and\nour votes to secure adequate support for education.\n\nAmericans should\n\nawaken to the fact that teachers of the children of a free people must\nthemselves be free. They must be upstanding, not servile. Any practices\ntending to establish petty caste distinctions, miHtate against freedom of the\nspirit,\n\ndiscourage cultured people from entering the field of teaching, and\n\nthus menace the stability and welfare of our great and upward-striving\nRepublic.\n\n"}
{"page": 372, "printed_page": null, "text": ""}
{"page": 373, "printed_page": null, "text": "—\n\n:\n\nDEPARTMENT OF DEANS OF WOMEN\nSECRETARY'S MINUTES\nOFFICERS\nPresident—Katsrys Sisson Phillips, 316 W. 94th St\n\n—Anne Dudley Blitz, Teachers College, Columbia University\n\nSecretary\n\nNew York, N.Y.\nNew York, N.Y.\n\nFIRST SESSION—Tuesday Forenoon, February 24.\nThe Department of Deans of Women of the National Education Association convened\nin regular session on Tuesday forenoon, February 24, at nine o'clock, in the Lattice Room,\nHotel Statler, Cleveland, Ohio.\n\nThe following program was presented\nAddress of Welcome Helen M. Smith, dean, College for Women, Western Reserve\n\n—\n\nUniversity, Cleveland, Ohio.\n\n\"Student Government\"\n\n,\n\n—Mina Kerr, dean, Milwaukee-Downer College, Milwaukee,\n\nWis.\nDiscussion.\n\n\"Problems of the Curriculum\"\nMissouri, Columbia, Mo.\n\n—Eva Johnston, adviser of women, University of\n\nDiscussion.\n\nLuncheon was served in the Lattice Room, Hotel Statler, at twelve o'clock.\n\nThe\n\nspeakers at this luncheon were Josephine Corliss Preston, state superintendent of public\ninstruction, Olympia, Wash,, and Sarah Louise Arnold, dean of Simmons College, Boston,\n\nMass.\n\nSECOND SESSION—Tuesday Afternoon, February 24\nThe following program was presented at the afternoon session:\n\"Problems Relating to the Office of Dean of Women\" Myra B. Jordan, University\nof Michigan, Ann Arbor, Mich.\n\n—\n\nDiscussion.\n\n\"Problems of the Social Life of College Women\"\nwomen. University of Kentucky, Lexington, Ky.\n\nTHIRD SESSION\n\n—^Josephine Simrall, dean of\n\n^Wednesday Forenoon, February 25.\n\nThe following program was presented at the forenoon session of the second day's\nproceedings:\n\n—\n\n\"Problems of Student Health\" Jean C. Palmer, head warden, Vassar College,\nPoughkeepsie, N.Y.\n\"Report of Conference of Women Physicians\" Anna E. Pierce, dean of women,\nNew York State College for Teachers, Albany, N.Y.\n\n—\n\nDiscussion.\n\nTwelve o'clock luncheon. Guests of Lake Erie College, Painesville, Ohio.\n\nFOURTH SESSION—Wednesday Afternoon, February 25\nThe following program was presented at the afternoon session of the second day's\nproceedings:\n\n\"Democracy in the Social Life of the College\"\nCornell University, Ithaca, N.Y.\n\n—Georgia L. White, adviser of women\n\nDiscussion.\n\nBusiness Meeting\n\n—Officers were elected at this meeting.\n357\n\n"}
{"page": 374, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOC!A TION\n\n358\n\n[Deans of Women\n\nPAPERS AND DISCUSSIONS\nSTUDENT GOVERNMENT\nMINA KERR, DEAN, MILWAUKEE-DOWNER COLLEGE,\nMILWAUKEE, WIS.\n\nThe government of students is as old as schools and teachers. What\nwe know as \"student government\" has come into education within about\ntwenty-five years.\n\nTo be sure, there were monitors and student governors\n\nunder strict teacher supervision in Jesuit education in the sixteenth century\n\nand again under the Lancastrian system of the eighteenth and nineteenth\nbut in neither of these was there any idea of real initiative,\nauthority, executive and legislative responsibility.\nStudent government is one expression of the whole democratic movement. It is a part of the same movement which has caused faculties to\nseek by committees, representatives, and general vote, a share in the\ngovernment of the institution which they serve instead of leaving all\nThe pulse of the\nresponsibility and initiative to president and trustees.\nworld everywhere inside and outside colleges is toward democracy, toward\na share in all that Hfe means of rights and duties, responsibilities and\nprivileges, in the desire to live and be and have and do.\nBefore I go on to talk of problems and methods, I must go back to what\nseem to me the fundamental principles of student government. First of\nall, we must make up our minds that student government will never\ncompletely justify itself anywhere as an administrative system. If our\nends in the government of students are order, efiiciency, smooth machinery,\njust, wise, and even administration, we had better not place our faith and\ndependence on student government. It never will be nor can be expert\ngovernment. My own belief in it is founded on its value as an educator.\nNot government but the student is the center of our thought. Student\ngovernment is not an end but a process. Social efficiency can be produced\nonly by participation in the activities of a society.\nI am going to quote a significant passage from that deep thinker about\ncenturies,\n\ntheory of government, Carl Schurz:\nIn discussing the merits of self-government, we are apt to commit the error of claiming\nthat self-government furnishes the best possible, that is, the wisest and at the same time,\n\nmost economical kind of government, as to the practical administration of affairs, for it\ndoes not. There is no doubt that a despot, if he be supremely wise, absolutely just,\nbenevolent, and unselfish, would furnish a community, as far as the practical working of\nthe administrative machinery goes, better government than the majority of the citizens\nsubject to changeable currents of public opinion in all things except one. But this one\nthing is of the highest importance. Self-government as an administrator is subject to\ncriticism for many failures.\nBut it is impossible to overestimate self-government as an\n\n—\n\neducator.\nIf student government is a stronger force than faculty government for\nmaking our students grow in responsibiUty, social-mindedness, and citizen-\n\n"}
{"page": 375, "printed_page": null, "text": "STUDENT GOVERNMENT\n\nDepartment]\n\n359.\n\nmy mind fully justified itself. The test of student government is in the kind of women it makes.\nThe second principle I would emphasize is that student government\nship, it has to\n\ndoes not imply turning the entire government of the institution over to\n\nThe best conditions in modern family life come from cooperabetween older and younger members, parents and children, so also\nmust faculty and students cooperate if we are to have the best conditions\nof government and community life for all.\nThe younger members of the\ngroup need the experience and guidance of the older members, and the\nolder need the energy and enthusiasm of the younger.\nNeither pure\nfaculty nor pure student government works well today, but the government\nwhich combines the activities and interests of both. Sometimes I think that\n\nstudents.\ntion\n\nwe should all use, as some institutions do, a name such as College Government Association or Women's League, so as not by the very name Student\nGovernment Association to seem to exclude the faculty from any part in\nthe government of the community.\n\nThe third principle is closely related to the second.\n\nA member of the\n\nmust be, to quote Wordsworth, \"guide, counsellor, and friend,\"\nan adviser and not a supervisor. When students ask us how to manage\ncertain matters, we must give our best counsel and not take the work out\nof their hands and do it.\nThey want our help, but they want also for themfaculty\n\nselves the satisfaction of the activity.\n\nWe do not ask counsel of certain\n\npeople, because they immediately say: \"I'll do that,\" and the joy of action\nis theirs,\n\nnot ours.\n\nSo it is with our students toward us.\n\nThe advantages of student government are briefly these:\n1.\n\nIt teaches principles\n\nand methods of government such as students\n\nneed to know in later life.\n2.\n\nIt creates the institutional point of\n\nview and develops a sense of\n\nresponsibility.\n3.\n\nIt trains in independence of thought and action.\n\n4. It\n\ndevelops and conserves public opinion, as to \"what we do\" and\n\n\"what we do not do.\"\n5.\n\nIt brings a real knowledge of situations and tendencies in the student\n\nbody often undiscovered by faculty.\n6.\n\nIt arouses a spirit of loyalty and good will toward the college and\n\nfaculty.\n7. It applies the principle of \"learning by doing.\"\nThe disadvantages of student government are:\n1.\n\nThere is a change of officers every year, so the leaders are always\n\namateurs.\n2.\n\nThere is great difficulty in getting a sense of individual responsi-\n\nbiUty.\n3.\n\nThere is constant unwillingness to report on one another.\n\n4. It\n\ntakes more time and more skill on the part of faculty members\n\nthan direct faculty' government.\n\n"}
{"page": 376, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n36o\n5.\n\n[Deans of Women\n\nIt places responsibility too early on young shoulders.\n\n6. It takes too\n\nmuch time from study.\n\nIt makes students too self-important.\n\n7.\n\nHere are seven advantages and seven disadvantages. Which group\nwe shall consider the weightier will depend on our own philosophy of education.\n\nThe first necessity in building up a strong student-government association is to get good student officers for the executive board or committee.\n\nThey must have the four fundamental requisites of\nstudents:\n\nleadership\n\namong\n\nscholarship, executive power, character, and the ability to win\n\nthe good will of fellow-students. They should be the best all-round students\non the campus and should be so recognized. If they have not the respect\nand confidence of faculty and students, the whole association will suffer.\nA general talk to students about the importance of the elections and the\nkind of leaders to be chosen two weeks or more before nominations is of\nvalue in setting students to thinking and talking about their elections.\nA scholarship requirement here, as for all major offices in connection with a\npoint system, is of value. The offices must carry with them a certain\ndignity, authority, and responsibility, so that year by year there is built\nup among the students a tradition of regard and respect for the offices as\ndemanding personality and real ability.\nShall we have penalties is another of the questions suggested. There\nare always in every community a few people who must be governed by\nThe penalties are for these few. There are various kinds\nforce and fear.\nof penalty:\n1.\n\nFines for registration offenses, for failing to register in a hall regis-\n\ntration book, or for registering incorrectly when leaving the campus.\n2. Reprimand by the executive board, by the faculty head of a hall, or\nby the dean.\n3. Campus, in case of dishonor and wrong-doing off the campus.\n4. Suspension from the Association, when obligations of citizenship\nare disregarded or treated with contempt or when some very flagrant\n\noffense\n\nis\n\ncommitted so that the board refers the offender for further\n\naction to the president and dean.\n5.\n\nSuspension and withdrawal from the college, which may be recom-\n\nmended by the executive board but decided only by the president and dean.\nEvery penalty imposed by the executive board at Milwaukee-Downer\ncomes to the dean as a recommendation before it is enforced. Occasionally,\ntho seldom, a recommendation is sent back to the board for reconsideration.\nThere must be great effort to make the penalty fit the offense in kind and\ndegree,\n\nand to get steady uniformity in action from case to case.\n\nThe\n\nassurance that there will be penalty limits the number of cases requiring\n\nOf course we all feel that the smaller the number of penalties we\nhave had to impose in a year, the more successful has been our government.\n\npenalty.\n\n"}
{"page": 377, "printed_page": null, "text": "PROBLEMS OF THE CURRICULUM\n\nDepartment]\n\n361\n\nA considerable degree of moral development in right ideals, judgments,\nand wills is an essential prerequisite to student government. Human\nbeings, even at eighteen or twenty years of age, cannot stand all responsibilities of freedom and self-government at once.\n\nA certain amount of moral\n\nstrength must exist as the basis for the right to self-direction and\n\ngovernment.\nis\n\nself-\n\nIn any social group there must be obedience, for obedience\n\nthe law of the universe, obedience voluntary, self-initiated, cheerful, if\n\npossible,\n\nbut compulsory,\n\nlicense and anarchy.\n\nif\n\nneed be, for any obedience\n\nis\n\nbetter than\n\nThe group has to be developt, as well as individuals\n\nin the group, in honor, sense of responsibility, self-control, ideals of liberty,\n\nsocial-mindedness, and citizenship.\n\nSelf-government needs to be given\n\ngradually, point by point, to a community as to an individual, until the\ngroup as a whole can take and use liberty and self-goverrmient. We must\ngive privileges and powers only as fast as they can be assimilated. However, we must be ready to give freedpm and control as rapidly as a group\ncan possibly take it, according to the age, previous experience, and stage\nWe each need to study, understand, and\nof development of the students.\nconsciously develop the group spirit and group life of our own institution.\nThere are great differences in kind and stage of development in the various\ninstitutions.\n\nNo absolute rules can be laid down for your work and mine.\n\nThere\n\nare principles and guide posts, but no unchanging rules or methods of pro-\n\ncedure.\n\nWe must care about the next generation, keep firm hold on our\n\ncommon sense, patience, courage, and sense of humor, see the \" Glory of\nthe Imperfect,\" be more interested in human beings in the making than in\nfinisht products, and, ''heart within and God o'erhead,\" do the best we\ncan, each with her own job.\n\nPROBLEMS OF THE CURRICULUM\nEVA JOHNSTON, ADVISER OF WOMEN, UNIVERSITY OF MISSOURI,\nCOLUMBIA, MO.\nCriticism of the existing curricula\n\nin\n\neducational institutions is the\n\nrule rather than the exception, and doubtless there are many problems yet\n\nunsolved.\n\nThe charge is made that the grammar school is a time waster,\n\nthat the high school scatters and dissipates the pupils' interests, while the\ncollege curriculum is blamed from various angles.\n\nSome beheve it is too\n\nvocational, others that not enough time is spent in definitely preparing the\n\nstudent for his future calling; some think that it is too conservative in its\ncourse of study, others, that\n\nit\n\nhas introduced too many nonessentials;\n\nsome believe there is too free an elective system, others, that the students\nare not given enough freedom in their individual choice of subjects. On\nthe whole the college of a few hundred years ago had a better time of it\nwith the critics, for then Greek, Latin, and mathematics were confessedly\n\n"}
{"page": 378, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCtA TlON\n\n362\n\n[Deans of Women\n\nthe chief subjects in the course of arts.\nYet it was more than one hundred\nand fifty years ago that a course of study was announst which rivals in\nbreadth most curricula of today. The projectors of Kings College, the\n\nforerunner of Columbia, according to their own statement, recognized the\n\nneed and right of an education, not only for those going into the learned\nprofessions, but also for those who might adopt the mechanical professions,\n\nand for all the remaining people of the country.\nIn a recent article President Lowell (\"The University the Bulwark\nof Civilization,\" Harper's Magazine, November, 19 19) emphasizes the service of institutions of learning in the matters which deal with human rela-\n\n—\n\ntions.\n\nHe says:\n\nThe main subject of a general education is, and properly ought to be, what the race\nhas been and thought and done; and the wider the conception of the race and its doings,\n\nFor want of a better word these are called\nFrom their nature they\n\nthe broader and more profound the education.\n\nthe humanities, because they are directly concerned with man.\n\nfurnish the chief landmarks, or points of departure, for navigating the unknown sea of\n\nThe knowledge of these things is stored in books. The widespread belief\ncoming change of greater or less magnitude in social relations is not a reason for\nneglecting the study of man and of his experience in the past.\nthe future.\n\nin a\n\nA. C. Keller {The Review, August\n\n9,\n\n1919) quotes an educationalist as\n\nsaying:\n\nThe studies of the future are to be the physical sciences with their applications, espethe modern languages, particularly those of the Romance group,\n\ncially in engineering;\n\nhistory;\n\nand perhaps above all the social sciences.\n\nA survey of the curricula of the larger women's colleges shows that no\ncourses have been introduced which are exclusively adapted to woman's\n\nby establishing\nThe vocational rather than the professional idea seems back of this, altho a feeling of justice would make the\nneeds.\n\nState universities have given a different answer\n\ndepartments of household economics.\n\ninstitutions,\n\nwhich have schools\n\nof law,\n\nmedicine, and engineering, in\n\nwhich men are enrolled almost exclusively, seek to establish courses espeMost women will marry, will have\ncially adapted to the needs of women.\nchildren to rear, and will be responsible for the wholesome food, clothing,\n\nand surroundings of their families. What could be more valuable than that\nthe future mother should be trained for her calling. True, but it is equally\ntrue that most men students will be fathers and heads of families, and\nsurely every man is better equipt for that future life if he understands how\nto run a furnace so it will give the most heat with the least possible con-\n\nsuinption of fuel, how to avoid coal smoke, how to get rid of cinders in the\nmost aesthetic way, and above all how to keep the plumbing in perfect\norder.\n\nIt would seem quite as logical for all men to be urged to take such\n\ncourses as for all women to take specialized\n\nwork along the other lines\nman or woman, should\nmentioned. Surely\nof property owners\nduties\nand\nrights\nknow something about taxation, the\nthe future citizen,\n\nand of tenants.\n\nwhether\n\nHe should know something about the school system as a\n\n"}
{"page": 379, "printed_page": null, "text": "Department]\n\nSOCIAL LIFE AND COLLEGE WOMEN\n\n363\n\nBut whether college credit should be given such courses is another\n\nwhole.\nmatter.\n\nIf the study of a language, ancient or modern, helps a student to think\n\nlogically and to express her thoughts clearly, then surely it is a practical\n\nsubject even in the judgment of the vocationalists.\n\nWhen we are planning the education of girls and boys we must remember\nthat success cannot be rated by the first few years after college.\n\nWhile\nyouth and joy of existence make hfe rose-colored, success seems easy to\ngrasp.\n\nBut when twenty, thirty, forty, nay even fifty years have past,\n\nthat one will know that his education was an ultimate success who gained\n\nfrom it enrichment of spirit. That one is poor indeed who cannot turn\nfrom his occupation, learned tho it be, to fresh fields of thought, where he\ncan browse and grow refresht.\n\nSurely it should be the function of any\n\ncurriculum worthy the name to furnish the seed for such thought.\n\nTHE PROBLEMS OF THE SOCIAL LIFE OF COLLEGE WOMEN\nJOSEPHINJE SIMRALL, DEAN OF WOMEN, UNIVERSITY OF KENTUCKY,\nLEXINGTON, KY.\n\nWe live today in a new world, a world of new standards of value, of\nnew standards of suffering and endurance. We have learned that we can\nbear the unbearable, that we can endure the unendurable. We have\nalso new standards of achievement, new ideals, above all a new sense of\nresponsibility and of our relationship to our fellow-men.\nOut of these\nconditions is developing inevitably a new set of social standards.\nFor four\nyears we lived in a world at war. During this time our young people were\nbrought face to face with the great realities of life\n\n—the\n\nrealities of\n\npain\n\nand death, of service and sacrifice, of an amazing heroism of the spirit.\nDuring these years we recognized only spiritual values. The petty, the\npersonal, the material fell away from us.\n\nWe gave all that we had, our\n\ntime, our energy, our money, our loved ones, to the great cause of world-\n\nfreedom.\n\nOur college students are,\n\nas\n\nis\n\nto be expected, holding themselves\n\nmore steadily, meeting the situation with greater poise than the young\npeople outside of college. However, the college student is demanding today, in place of the old arbitrary conventions, rules of conduct which are\nbased upon realties.\nI believe that our American college woman can be trusted.\nShe is,\nperhaps, the finest type of young womanhood which the world of today is\nproducing. If the concrete problem is put squarely and clearly before her\nshe will find a way to work it out. It is the function of the house director,\nof the dean, or of the president to define the problem.\n\nIt is not to be\nexpected that the student, with her lack of experience, her limited perspective,\n\nand her absorption in academic work and college activities should be\n\nable to grasp the full significance of the situation.\n\nThat she does grasp\n\n"}
{"page": 380, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n364\n\n[Deans of Women\n\nit so often and deal with it so effectively is a constant source of surprise to\n\nBut when the issues are put clearly before the students by one who\nhas thought them thru, I find that we can leave the solution, even of the most\nme.\n\ndifficult problems, to\n\nthe students themselves.\n\nI think that our own handling, as deans of women, of the problem of\nsocial life should be from the constructive, rather than the restrictive, side.\n\nCollege is, for many of the women who come here, their one chance to learn\n\nthe lessons of what, for lack of a better word, we may call social accustomedness, those amenities of social intercourse which play so important a part\n\nin the effectiveness of\n\nlife.\n\nThese amenities, as we always try to show\n\nThey are based upon those qualities\nSympathy; that understanding of the other\nperson's point of view, which brings tolerance; gentleness of speech and\nthe student, are not trivial matters.\n\nwhich make for character.\n\nmanner, eagerness to serve;\nthings.\n\njoy in\n\nhuman intercourse\n\n—these are\n\nreal\n\nThe students who have learned these things are able to go into\n\nthe presence of their fellow-men with that lack of self-consciousness which\nenables one to be ai one's best, to give one's best, to help, to stimulate,\nto bring joy and gladness to a world that is dull and drab for many, simply\n\nbecause they do not know these things.\n\nThis constructive side of the social life of the college woman seems to\n\nme to be our immediate problem.\n\nI have not time to offer suggestions as\n\ndoubt if such suggestions would be of any particular\nvalue, for it is after all a special problem for each one of us, conditioned\nto its solution.\n\nI\n\nby the circumstances of our own peculiar situation.\n\nBut there are certain\n\ngeneral principles to be observed in working out these problems.\n\nHow to\n\nmake the environment of our students not elaborate, not luxurious, but\nfine and beautiful; how to so develop the social life among our students\nthat they may learn to recognize truth and beauty when they see it, for\nthe recognition of truth and beauty, wherever they may be is, I take it,\n\nhow to do things in the real way, without sham and\nhow to make the girl realize the value of a perfectly\n\nthe essence of culture;\n\nwithout pretence;\n\nappointed table, of a beautifully arranged vase of flowers, of gowns that are\nsuitable for the occasion and express the personality of the wearer rather\n\n—these are the things that constitute our\n\nthan the passing style\nlems.\n\nBut our greatest problem,\n\nit\n\nreal prob-\n\nseems to me, is to secure as directors\n\nof our halls of residence, women of sincerity, culture, and strong personality.\n\nAfter all it is personality that influences youth.\n\nTo sum up then the basing of the social conventions upon which we\non fundamantal realities; the presenting of our social problems in\nclearly defined form to the students, trusting them to work them out\neffectively; the providing of a constructive program of social training\n\ninsist\n\nthru a right environment, thru a constant practice of the fine art of social\nliving and thru securing for the supervision of our halls of residence of the\n\n— these seem to me to be at\n\nright type of woman, at almost any cost\n\nthe first step toward the solution of our social problems.\n\nleast\n\n"}
{"page": 381, "printed_page": null, "text": "DEPARTMENT OF SCHOOL PATRONS\nSECRETARY'S MINUTES\nOFFICER\nPresident\n\n—^Mrs. George McMath, member of board of vocational education. .Portland, Ore.\n.\n\nFIRST SESSION—Tuesday Forenoon, July 6, 1920\nThe Department of School Patron? of the National Education Association convened\nin regular session on Tuesday forenoon, July 6, at nine o'clock, in the Salt Lake Theater.\n\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\n\"Health and Happiness for Children\" ^Thomas D. Wood, professor of physical\neducation, Columbia University, New York, N.Y.\n\"Utah's Health Legislation\" E. G. Gowans, state director health education, Salt\n\n—\n\nLake City, Utah.\n\"Health Organization Work in Public Schools\"\nhealth organization, New York, N.Y.\n\n—Sally Lucas Jean, director child\n\nSECOND SESSION—Wednesday Forenoon, July 7, 1920\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—Margaret McNaught, commissioner of elementary\n— Fred Anderson, president, Utah education asso\"Education a Co-Partnership\" —Payson Smith, state commissioner of education,\n\n\"Report of School Revenue\"\nschools, Sacramento, Calif.\n\"The Child's Study Period\"\nciation. Salt Lake City, Utah.\n\nS.\n\nJ.\n\nBoston, Mass.\n\nTHIRD SESSION—Wednesday Noon, July 7, 1920\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\nAddresses Josephine Corliss Preston, state superintendent of public instruction,\nOlympia, Wash.; George D. Strayer, professor of educational administration. Teachers\nCollege, Columbia University, New York, N.Y.\n\nThe meeting adjourned.\n\nPAPERS AND DISCUSSIONS\nTHE HEALTH OF SCHOOL CHILDREN A COMMUNITY\nPROBLEM\nTHOMAS D. WOOD, PROFESSOR PHYSICAL EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nThe care of health is the first duty of a community.\n\nThe most vital\n\nitem in the health resources of any community is the welfare and health\nof the children.\n\n36s\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n366\n\n[School Patrons\n\nNo community is really civilized which does not possess a community\nintelligence and sense of obligation relative to the health of the children,\n\nand an effective complete practical program of health care of all the children\nof the community.\nOur schools are wasting enormous sums in educating or trying to\neducate the children who are handicapped by ill health when the expenditure of much smaller amounts in a judicious, comprehensive health program\nwould produce an extraordinary saving in economy and efficiency. A\ndollar spent promptly in a timely, preventive, constructive campaign to\nconserve a child's health, will often be more fruitful for the child and for\n\nhuman society than will be a thousand dollars applied twenty\n\nyears\n\nlater.\n\nThe principle of community thrift finds its first and most vital application in the conservation and improvement of the health of the children.\nThe consciousness and conscience of many communities are being aroused\nto better appreciation of child health;\n\nand yet effective conduct of the\n\nmost progressive communities in this field is still in its infancy.\nVarious statistics might be enlisted in support of the indictment against\nthe neglect of most communities of efficient programs of effort for child\nFrom 70 to 80 per cent of the children in any community are\nhealth.\nhandicapt by health defects which are actually or potentially detrimental\nto health and which need prompt attention.\nWhile the cities today are doing more, relatively, in 'the field of child\nhealth than are the rural communities,\n\nit is\n\nstill\n\nlamentably true that\n\nvery few communities in the United States are achieving more than a\nsmall part of the comparative success in child-health work which modern\nbusiness efficiency would\n\ndemand in any commercial enterprise for the\n\navoidance of ignominious failure.\nWhat should a community do for child health ?\n\nI beheve it should:\n\nCombine all the official forces and all of the volunteer, philanthropic agencies and interests for the attack upon the problem.\n2. Bring to light, by thoro and frequent examinations, the health\nconditions and needs of all the children.\n3. Correct the defects and insure to all the children the inalienable\n1.\n\nright of every child\n\n—sound health by:\n\nHealth cUnics and health centers for handicapt children to make\nthem healthy, and for healthy children to keep them healthy and to make\na)\n\nthem more healthy.\nh) Instal in\n\nevery school a school-lunch service, to provide for every-\n\none a warm nourishing mid-day meal; to inculcate sound food habits for\neach child and to insure for the pupil and for the home sound instruction\nin the fundamentals of human nutrition.\nc) Supply enough messengers of child health in nurses and social\nvisitors to persuade all of the homes to do their utmost for their children.\n\n"}
{"page": 383, "printed_page": null, "text": "UTAH'S HEALTH LEGISLATION\n\nDepartment!\n\nd)\n\n367\n\nMake sure that schools, health authorities, churches, and all kinds\n\nof social agencies are carrying\n\non the most complete, cooperative, and\n\npractical program of education in relation to child health.\n\nNo aspect of community life or of the program of public education can\nbe more advantageously affected by the parents, by the biological and\nsocial parents,\n\nand especially by the mothers, than the matter of health\n\ncare and health education.\n\nTo all women today we give this challenge: ''What are you doing to\nbring 'health, strength, and joy' to every child in your community?''\n\nUTAH'S HEALTH LEGISLATION\nE. G.\n\nGOWANS, STATE DIRECTOR HEALTH EDUCATION, SALT LAKE CITY, UTAH\n\nExamination of School Children for Defective Sight, etc.\nSection 4546-50 Compiled Laws 1917.\n\n(Chapter 5,\n\nSession Laws, 1911.)\n\nSec. 4546.\nDuty of teacher. It shall be the duty of every teacher engaged in\nteaching in the public schools of the state, separately and carefully, to test and examine\n\nevery child under his jurisdiction to ascertain if such child is suffering from defective\nsight or hearing, or diseased teeth, or breathes thru its mouth.\n\nIf such test determines\n\nthat any child has such defect, it shall be the duty of the teacher to notify, in writing,\n\nthe parent of the child of such defect and explain to such parent the necessity of medical\nattendance for such child.\nSec. 4547.\n\nState board of health to prescribe rules.\n\nThe state board of health\n\nshall prescribe rules for making such tests, and shall furnish to boards of education and\n\nboards of trustees of school districts rules of instruction, test cards, blanks, and other\nuseful appliances for the carrying out of the purposes of this chapter.\nSec. 4548.\n\nWhen tests shall be made.\n\nDuring the first month of each school year\n\n^fter the opening of school, teachers must make the tests required by this chapter upon\n\nthe children then in attendance at school and thereafter, as children enter school during\n\nthe year, such tests must be made immediately upon their entrance.\nSec. 4549.\n\nDuty of boards of education.\n\nIt shall be the\n\nduty of the boards of\n\neducation and boards of trustees of the several school districts of the state to enforce the\nprovisions of this chapter.\nSec. 4550.\n\nMay employ physicians. The board of education or board of trustees\n\nof any school district may employ regularly licenst physicians to make the tests required\n\nby No. 4546, and when such tests are made by a physician, the teacher shall not be\nrequired to make the tests provided for in No. 4546.\n\nPowers of Boards.\n\n(Sec. 4617 Compiled Laws, 1917).\n\nSec. 4617.\n(1891-20) Powers of board. The board of education shall have the\npower and authority .... to do all things needful for the maintenance, prosperity,\nand success of the schools, and the promotion of education;\n\nCreation of Division of Health Education in the Department of Public\nInstruction (Chapter 85, Session Laws of 1919.)\nSection\n\ni.\n\nAppointment\n\n—duties—\n\nof director\n\nsalary.\n\nThat the State Board of\n\nEducation is authorized to appoint a State Director of Health Education and to fix\nhis salary and determine his qualifications.\n\nUnder the State Board of Education, the\n\n"}
{"page": 384, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n368\n\n[School Patrons\n\nDirector of Health Education shall exercise general supervisory control of health education in the public schools of the state consisting of hygiene, sanitation, physical education,\n\nand recreation. He shall advise with local boards of education in regard to organization\nand effective means of preserving and promoting the health and physical welfare of\nschool children and of children of pre-school age as provided for in this Act. The salary\nand necessary traveling expenses of such officer shall be paid out of the state school fund\nupon approval of such salary and expenses by the State Board of Examiners.\nSupervisors courses required time. The State Board of Education shall\nSec. 2.\ndetermine the professional requirements of supervisors of health education and school\nnurses. Health education consisting of sanitation and personal and school hygiene\n\n—\n\n—\n\nshall be required of all teachers in the public schools of the state, provided, that teachers\n\nnow in the service shall have three years from date of approval of this Act, in which to\ncomply with the provisions of same.\nPre-School Age measures for education consent ^providing plans. The\nSec. 3.\n\n—\n\n—\n\n—\n\nboards of education of all school districts of the state are authorized to adopt such reasonable measures of health education and to incur such reasonable expense as\n\nmay be\n\nnecessary for the promotion of the physical welfare of children of pre-school age in their\nrespective districts, including the education of parents in matters pertaining to child\nwelfare.\n\nThe power herein granted to local boards of education shall only be exercised\n\nwith the consent of the parents.\nA committee consisting of the State Director of Health Education, the dean of the\nState School of Education, the dean of the department of medicine of the University\nof Utah, the secretary of the State Board of Health, and the director of the department\n\nof home economics of the Agricultural College, shall provide and recommend plans for\n\ncarrying into effect the provisions of this section.\n\nSuch plans shall be approved by the\n\nState Board of Education.\nSec. 4.\n\nThis Act shall take effect upon approval.\n\nApproved March 12, 19 19.\n\nThe Eleventh Biennial Report of the Superintendent of Public Instruction for the biennium ending June, 19 16, contains the following:\n\nThe Children's Health.\n\nA careful inspection of the school buildings and grounds\n\nin all districts of the state undertaken by the State Superintendent personally, convinst\n\nthe department workers that the health obligations of most of the communities of the\nstate are not being adequately met, and that while there are other offenders, the schools\n\nare not free from censure.\nis the safeguarding of\n\nOne of the most definite obligations resting on any community\n\nthe health of the population.\n\nAfter all, no matter what we do in other fields of education, if we turn children out\nof the schools after having used their tune for three, five, ten, or more years, and they\n\n— they have not accumulated\n—we have not measured up to our responsibility. This\n\nare less efficient physically than when they came to us\n\nsome definite health habits\n\nif\n\nis\n\na matter for administrative attention as well as for attention on the part of teachers,\nprincipals, and supervisors.\nThe first six years of school life, while not neglecting anything that has established\nIt\nitself as a necessary part of elementary education, should teach a child how to live.\nis not so important that he know how many teeth he has as that he know how to eat;\nthat he know what part of a day is spent in sleep as that he spends his own sleep time\neither out of doors or in a room that has an abundance of fresh air; that he know the\nuse of soap as that he use it with scrupulous regularity. These six years should net\nthe school child a group of health habits, a fund of health knowledge, a set of health\nideals that will evidence the fact that the schools recognize, as John Dewey says of the\n\nschools at Gary, that:\n\n\"The physical growth of the pupils is just as important as the\n\n"}
{"page": 385, "printed_page": null, "text": "HEALTH WORK IN PUBLIC SCHOOLS\n\nDepartment]\n\n369\n\nmental, and by devoting the same care to it that is given to the child's progress thru the\ngrades, the schools go a long way toward making themselves a small community which\n\ngives every opportunity for a normal and natural life.\n\nAs a matter of sane educational supervision, every child in the system\nshould be given a medical examination every year which would furnish\naccurate information about the eyes, the ears, the teeth, mouth, and\nthroat, the posture, physical activity,\n\nand health habits; as well as of\n\nthe general condition, rate of growth, and physiological resistance, if we\n\nwould safeguard the welfare of the next generation.\nIt would seem from this brief review that legislative provision for this\neducational work is quite complete and it remains now for the people\nthemselves and their authorized representatives on boards of education\nto take advantage of this wise legislation.\n\nHEALTH ORGANIZATION WORK IN PUBLIC SCHOOLS\nSALLY LUCAS JEAN, DIRECTOR, CHILD HEALTH ORGANIZATION,\nNEW YORK, N. Y.\nSir Auckland Geddes said the other day before the Citizen's Congress\n\nof Education in\n\nWashington that a statesman can estimate what the\n\npeople will be thinking ten years later if he knows what is being taught\nin the schools.\n\nI believe this to be true and I believe it to be equally true\n\nthat the health of the man today reflects the health thinking and health\n\nteaching of the schools of ten years ago\n\n—what a man thinks he\n\nis.\n\nLet's look at the health teaching ten years previous to the physical\n\nexaminations of the first draft.\n\nLet's analyze the teaching of physiology\n\nand hygiene. These subjects have usually been handled as one, and\nthe boys and girls of the upper grades have faithfully learned the names\nand number of the bones of the body, its circulatory and digestive system and even studied the formation of the teeth. Too few hours of\nsleep and the wrong kind of foods were considered, as were alcohol and\n\nThe latter, however, were made dramatic, such ideas as the\nfew drops of nicotine on the tongue of a dog and the effect of alcohol upon\nnicotine.\n\nthe tissues of the stomach.\n\nWho can forget the sight of alcohol burning\nDo we have any such\n\nin its saucer in school at about our tenth year?\n\nmemory of the effect of neglecting our tooth brush which was the case at\nthat time of a large percentage of children, as it is today ?\n\nThe domestic science classes have been taught to make desserts, salads,\nbiscuits, etc., and the children encouraged to work out food values as well\n\nas budgets, but have they been given a working knowledge and interest in\n\nevery day home foods\n\n—as body builders—enabling them to\n\nlive more fully ?\n\nPhysical education has meant largely exercise of a formal nature stressing muscular development.\n\nAs a superintendent of physical education in one\n\n"}
{"page": 386, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n370\n\nof our large states said lately\n\n''\n:\n\n[School Patrons\n\nUpon the physical activity of the people de-\n\npends the strength of the nation\" and he thought he was telling the truth.\nPhysical educators of the more enlightened type now tell us that they do teach\nhygiene, but one doubts its efficiency when a western state report on the\nsubject covers one hundred and eighty-four pages, of which only two are\n\ngiven to health habits, including nutrition.\n\naged to eat the right foods\"\n\n—\n\n\"Children should be encour-\n\nthis one sentence on this vital subject when\n\npages had been devoted to the development of one drill to strengthen the\nmuscles of the arm.\n\nMedical inspection has been largely a matter of detecting defects and\ntho great results have been attained along the lines of prevention, little\nreal health educational\n\nwork comparatively has been attempted.\n\nSkin\n\ninfections have been almost eliminated from the schools in the large cities,\n\nand other communicable diseases considerably affected. The people as\na whole have learned the effect of enlarged adenoids, eye strain, etc., and\nare much more ready to take action upon such matters, but the amount\nof money expended upon the same has not permitted either the school\ndoctor or the school nurse to become a real teacher of health.\nChildren's books of rhymes and fairy stories have been prepared,\nappeahng to the child's natural interest. The effect of such rhymes may\nbe shown by the little Irish boy who returned to the Charity Organization\nSociety office one day with his mother. Mrs. McGarity seemed excited\nand said: ''Say, Mrs. Murray, ain't there somethin' beside spinach what\nmakes a boy win the race ? Ever since you give my Micky that book he\nwants spinach every day and I am tired of washing it.\" Mrs. McGarity\nhad been told that Micky needed foods with iron in them because he had\nanemia but it had made no impression, but Micky was sufficiently impressed\nby this rh3m[ie to insist upon having spinach:\nI is for Iron in spinach and eggs\n\nMakes Red Blood and Sinews\nFor Strong Arms and Legs.\n\nThe development of Cho Cho, a Health Clown, has been most success-\n\nHe is a professional, christened with the initials of the Child Health\nHe has in the last year appeared before one-half million\nchildren thruout the country. He presents in a dramatic way simple\nful.\n\nOrganization.\n\nhealth truths and in forty-five minutes has left with the children an indelible\n\nimpression as to the worth-whileness of brushing teeth and going to bed\nearly.\n\nThere is nothing new in the facts presented by Cho Cho, but as\n\none teacher said, he stimulates the child's imagination.\nA cartoonist, called the Picture Man, who does charming sketches of\nvegetables, milk bottles, dancing happily because the children like them,\nis of course popular.\n\nThe Health Fairy is perhaps best of all.\nimpersonates a character developt in the\n\nShe is a trained nurse who\n\nlittle\n\nvolume of fairy stories\n\n"}
{"page": 387, "printed_page": null, "text": "—\nSCHOOL REVENUE AND ITS EFFECT\n\nDepartment]\n\nCho Cho and the Health Fairy.\n\n371\n\nShe appears with the magic house built\n\nfor her by the children, a brick or bit of colored glass having been added\n\nA real live fairy can say\n\nevery time a child practices a health habit.\n\nanything, you know, and who would doubt her ?\n\nWe cannot hope to develop a sufficient nimiber of these figures to\nsupply the demand, but there is no reason why normal schools should not\nstimulate interest in this method of teaching. But this is not enough.\nThe dramatic figure, whether a clown or what not, is only the brass band\nand must be followed by some method of teaching by which the children's\ninterest will be sustained.\n\nMonthly weighing on the school\n\nscale\n\nserves\n\nthis\n\npurpose.\n\nThe\n\nteacher does not have to add this to her burdens as the children have\n\ndemonstrated their ability to do the weighing satisfactorily.\n\nPosting a\n\nweight chart where all the children's names are entered with the actual\nweight opposite the normal weight, gives an opportunity for competition\n\nand forms an incentive, which makes it possible for the teacher to talk\nnot the jargon we have all fallen into of the negative\nsuggesting the perils of sickness if we don't obey the rules of health, but\n\n—\n\nhealth effectively\n\n—Health! Strength! Joy!\n\nrather picturing the goal\n\nThe people of Utah have put upon their books the best legislation for\nhealth education in America, and with the efficient guidance of Dr. E. G.\nGowans and the cooperation of the volunteer forces, an even sturdier\nrace of children can be expected from Utah. The rest of the country\nlooks on, and tho we stand ready to help, we are all looking to Utah for\ninspiration and guidance.\n\nSCHOOL REVENUE AND ITS EFFECT\nMARGARET S. MC NAUGHT, STATE COMMISSIONER OF ELEMENTARY SCHOOLS,\nSACRAMENTO, CALIF.\n\nAs chairman of the Committee on School Revenue, it has been in\nthe past my privilege and duty to help in safeguarding the schools during\nthe period of the war to the end that whatever sacrifices we had to make\nas a nation in the winning of the world-war, our children should not be\n\ndeprived of their rights as coming American citizens to an adequate publicschool education.\n\nToday, however, we are face to face with a new danger quite as threatening to the nation as any loss from the school treasury of funds set aside\nfor school purposes, but otherwise expended, would have been.\n\nThis dan-\n\nger is so unexpected and so unusual that its full significance has not yet\n\nbeen borne in upon the public mind.\n\nOur schools are still intact, our children are ready to enter them, but\ntrained teachers to conduct the schools are not to be found;\n\nwords, we are facing the crisis of a teacher shortage.\n\nin other\n\n"}
{"page": 388, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n372\nIf\n\n[School Patrons\n\nwe, the School Patrons of the National Education Association,\n\nrepresenting the largest organized body of citizens in the nation that is\n\ncommitted to work for and with the teachers of the public schools, are\nto be of any help in this crisis, we must get at the facts of our school con-\n\nditions as set forth in publisht statistics.\n\nBulletin iq20, No. ii, '^Statistics of State School Systems,\" 1917-1918,\n\nprepared by the Statistical Division of the Bureau of Education, states\n\nnumerous facts concerning schools that we ought all to study and remember\nand use. To cite but a few\nThe total number of teachers, secondary, elementary, and kindergarten, in 19 18, was 650,709, the average yearly salary of each teacher\nbeing $635.\n\nThere is great variation in this salary schedule in the different states.\nfirst, paying an average salary to high-school teachers\n\nCalifornia ranks\nof $1,365,\n\nand to elementary\n\nteachers, $891.\n\nMaine pays the lowest\n\naverage salary to high-school teachers, $652, and Georgia the lowest to\n\nelementary teachers, $314.\n\nThe rate of increase in teachers' salaries from 1916 to 1918 has been\nonly 6 .4 per cent ($36 per year) while the total increase of living for the\nfive-year period 1914 to 1919 has been 76.76 per cent or an average of\n1 7. 1\n\nper cent a year.\n\nIt\n\nis\n\neasy from these facts alone to account for\n\nsome of the teacher shortage.\nSchool revenues are obtained in the main from three sources, the state,\nthe county, and the city or district.\n\nThe last named is commonly termed\n\nlocal support.\n\nThe percentage of school revenue derived from state taxes is decreasing,\nThe state furnishes 16.8\n\nthat derived from local taxation is increasing.\n\nper cent of our school revenues, the county 7 .9 per cent, and the locality\nor district 75.3 per cent.\nIt is no longer necessary to set forth reasons why good teachers must\n\nbe brought back to the profession, held in the profession and trained for\nthe profession; nor is it necessary to argue that increast salaries will be\none means of bringing these three desirable conditions about. What we\nas members of the Department of School Patrons of the National Education\nAssociation have to consider is how we can best serve our schools in this\n\nWhat can we do to educate the public as to the needs of the schools ?\nwe do to help school revenues from being wasted? What can\ncan\nWhat\nmaintain\nor increase our present standards of school efficiency ?\ndo\nto\nwe\ncrisis.\n\nWhat can we do to increase materially the salaries of our teachers ?\nFirst, we can once more and with increast ardor support and advertize\nthe merits of the Smith-Towner bill, providing, as we all know, for a Secretary of Education and giving federal aid for education to the amount of\n\nThe passage of this bill would not only ensure a substantial\nwould\nset a much-needed example to a number of our states\nrevenue, but it\n$100,000,000.\n\n"}
{"page": 389, "printed_page": null, "text": "A CHILD'S STUDY PERIOD\n\nDepartment]\n\n373\n\nnamely, raising money where the wealth\nand distributing it where the children are, to the end that all children\nmay be well taught. No school, no matter where it is placed, should be\ntaught by an incompetent teacher.\nWe can also, as a mere matter of business policy if for no other reason,\nadvocate consolidated schools wherever feasible. These schools provide\nbetter schools, buildings, and equipment and eliminate much overhead\n\nin the matter of school support;\nis\n\nexpense.\n\nWe can work for the enactment of adequate laws for compulsory\neducation in all states, laws not only well made but vigorously carried\n\nThus we can save many millions of dollars now wasted because the\n\nout.\n\nchildren are not in the schools to be educated.\n\nAnd after we have done our best and are at our wit's ends as to the\nwe can threaten those who\n\nnext procedure regarding teachers' salaries,\n\nturn a deaf ear to our pleadings and arguments with calamities that must\ninevitably result if no effort for betterment is made.\n\nLet me quote one warning that has lived thru the centuries and is as\ntrue today as when it was written by Roger Ascham in 1565.\n\nAnd it is pity that commonly more care is had, yea, and that among very wise men,\nto find out rather a cunning man for their horse than a cunning man for their children.\n\nThey say nay in word, but they do so in deed. For to the one they will gladly give a\nstipend of 200 crowns by the year and are loath to offer to the other 200 shillings. God\nthat sitteth in heaven laugheth their choice to scorn and rewardeth their liberality as\nit\n\nshould.\n\nFor tie suffereth them to have tame and well-ordered horses, but wild and\n\nunfortunate children, and therefore in the end they find more pleasure in their horses than\n\ncomfort in their children.\n\n•\n\nJ.\n\nA CHILD'S STUDY PERIOD\n\nFRED ANDERSON, PRESIDENT, UTAH EDUCATIONAL ASSOCIATION,\nSALT LAKE CITY, UTAH\n\nToo often, the so-called \"supervised study period\" is neither study\nnor supervision because the teacher cannot *'get over\" her assignment.\n\nA constructive program is needed in order that the teacher may supervise\nthe study period properly:\n1.\n\nHer assignment must be definite as to topics, questions, problems\n\nassigned, or projects outlined.\n2.\n\nShe must have a keen understanding of the signs by which one\n\nDoes the child\nDoes he know\nwhen he is \"stuck\"; and does he ask for definite help to assist him over\ntroublesome places? Does he know when he has fully accomphsht the\ntask assigned; and does he know he is right ? Is he happy ?\n3. She must have a thoro knowledge of the exact type of help to give\neach child in answer to his needs. Some children need mere suggestions;\ncan tell whether or not the child is working intelligently.\n\nget the answer or do the work solely by his own efforts ?\n\n\\\n\nothers require drill.\n\n"}
{"page": 390, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n374\n4.\n\n[School Patrons\n\nThe teacher must know how, in her help, so to emphasize the main\n\npoints of the lesson that they become a part of the child.\n5.\n\nShe must keep strictly within time limits.\n\nEnding on time is just\n\nas important as beginning on time.\n\nJust as definite assignments in teaching work helps supervise study,\nso supervised study carries over into the recitation.\n\nIt is\n\ncumulative in\n\neffect and forces the teacher to do definite, clear-cut work in her teaching.\n\nIn other words, supervised study is really teaching of the highest order.\n\nThe\n\nsocialized\n\nrecitation,\n\nperiod, often abused.\n\nproperly conducted,\n\nis\n\na splendid study\n\nA little girl boasted that she was the teacher, one\n\nday, in a socialized recitation:\n\n\"What was your teacher doing, Mary?\"\n\n''She was painting a flower\n\npot,\" the innocent child rephed.\n\nThe aims of the efficient teacher are often upset by well-meaning\nparents in the home-study period.\n\nIt is the clear duty of parents to post\n\nthemselves in how to be truly helpful if we are to have real cooperation\n\nbetween the home and the school.\n\n"}
{"page": 391, "printed_page": null, "text": ":\n\nLIBRARY DEPARTMENT\nSECRETARY'S MINUTES\nOFFICERS\n\n—O. Rice, state supervisor of school\nPublic Library\nSecretary— Irma M. Walker,\nPresident\n\nlibraries\n\nS.\n\nMadison, Wis.\n\n'\n\nHibbing, Minn.\n\nlibrarian.\n\nThe Library Department of the National Education Association convened in regular\nsession on Monday afternoon, July 5, at two o'clock, in Elks's Club.\n\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\nIntroductory Remarks O. S. Rice, state supervisor of school libraries, Madison, Wis,\n\"Relation of the Public Schools to Various Library Agencies\" Mary E. Downey,\nlibrary secretary and organizer. Salt Lake City, Utah. In the absence of Miss Downey,\nher paper was read by E. J. Norton, assistant state superintendent of education for the\nState of Utah.\nDiscussion Mr. Hagemann, Franklin, Ind.; S. T. Eggertson, Prove, Utah; O. S.\nRice, state supervisor of school libraries, Madison, Wis.; Beatrice Finn, Hibbing, Minn.;\nMrs. E. Crane Watson, Iron County.\n\"The State's Interest in School Libraries\" Cornelia Marvin, librarian, Oregon\nState Library, Salem, Ore. In the absence of Miss Marvin, her paper was read by Mr.\nCarlton, State Department of Education, Oregon,\n\"Some Plans in Operation for Stimulating Home Reading by School Children\"\nJ. D. Wolcott, Chief of Library Division, United States Bureau of Education, Wash-\n\n—\n\n—\n\n—\n\n—\n\nington, D.C.\n\n\"Books for Elementary School Children''\nwork. Public Library, Cleveland, Ohio.\n\n—Annie\n\nS. Cutter, director of children's\n'\n.\n\nThe president appointed the committee on nominations, consisting of Joanna Sprague,\nlibrarian. Public Library, Salt Lake City, Utah;\n\nIsabel Neales, librarian. Public Library,\n\nOntario, Calif.; Irma M. Walker, librarian. Public Library, Hibbing, Minn.\n\n\"Printed By-Laws for Regulating the Proceedings and for Promoting the Objects of\nthe Library Department of the National Education Association\" Sherman Williams,\nchief of the school libraries divisions. State Department of Education, Albany, N.Y.\n\n—\n\nThe president appointed a committee to consider these proposed by-laws, consisting\nof Professor Poulson, Miss Nelson, O. S. Rice, and Miss Finn.\n\nSECOND SESSION—Wednesday Forenoon, July 7\nThe second session of the Library Department was called to order by the president\nafter which the \"Star-Spangled Banner\" was sung.\n\nThe following program was presented\n\n—\n\n\"School Libraries and Americanization\" Joy E. Morgan, state library school,\nAlbany, N.Y. In the absence of Mr. Morgan, his paper was read by A. C. Kingsford,\nsuperintendent of schools, Baraboo, Wis,\n\"The Present High-School Library Situation\" Irma M. Walker, librarian. Public\nLibrary, Hibbing, Minn.\n\"Thrift in Reading\" H. E. Fowler, State Normal School, Lewiston, Idaho.\n\"Developing the Library Habit\" Lillie R. Ernst, assistant superintendent of\n\n—\n\n—\n\n—\n\"The Public Library and the School\" —Joanna H. Sprague, librarian. Public Library,\nSalt Lake City, Utah.\n\nschools, St. Louis, Mo.\n\nDiscussion.\n\n375\n\n"}
{"page": 392, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n376\n\n[Library\n\nA business meeting of the Library Department was called at the Latter Day Saints'\nSchool, Thursday forenoon, July 8, at 9:30 o'clock.\n\nThe report of the Sub-Committee on Reorganizing the School Library Department\nof the National Education Association read its report.\n\nThis report was based on the\n\nsuggestions suggested by the Committee on By-Laws with a few changes which were\n\nsubmitted after careful consideration.\n\nThe report was adopted.\n\nA motion was made and carried to the effect that all committees except three, namely,\nthe Elementary School Committee, the Normal School Committee, and the Committee\n\non Reading Circles, be releast unless the incoming president sees fit to reorganize such\ncommittees.\n\nThe report of the Nominating Committee was adopted unanimously as follows:\nPresident\n\n— Sherman Williams, chief of school\n\nlibraries division, State\n\nDepartment\n\nof Education, Albany, N.Y.\n\n—Martin Wilford Poulson, associate professor of education, Brigham\nSecretary and Treasurer—Margaret Ely, Lakeview High School, Chicago,\nVice-President\n\nYoung University, Provo, Utah.\n\n111.\n\nIt was moved and carried that it was the sense of the Library Department of the\n\nNational Education Association that it encourage publishers in every way possible to\n\nmaintain the best standards of workmanship and print in books and magazines for children;\nand that we request the publishers to make it possible for libraries to buy separate volumes\nof classic fiction from especially attractive sets.\n\nA vote of thanks was extended to the president and the secretary for what they had\ndone to make the meeting a successful one.\nA vote of appreciation was tendered to the librarians of Salt Lake City for their\nassistance in regard to the program and the exhibit, especially Harriet Nelson, University\nof Utah; Joanna Sprague, Public Library, Salt Lake City; Mary Downey, State Department of Public Instruction, Utah; Minnie I. Margetts, librarian, Latter Day Saints'\nHigh School, Salt Lake City.\nA motion was past that the secretary of the National Education Association be askt\nto have separates of the proceedings publisht, procurable at cost price, if enough advance\norders be sent in to make it feasible.\n\nThe membership of the Committees not releast by the Library Department of the\nNational Education Association are as follows:\n\nReading Clubs and Other Plans in Operation for Promoting Home Reading by\nSchool Children.\nEducation, Washington, D.C.\nJ. D. Wolcott, chief of library division, Bureau of\nMary J. Booth, librarian. State Normal School, Charleston, 111.\nM. W. Poulson, professor, Brigham Young University, Provo, Utah.\n\nNormal School Libraries Committee:\nWillis H. Kerr, Emporia, Kans.\nJesse H. Newlon, superintendent of schools, Lincoln, Nebr.\nMary C. Richardson, librarian. State Normal School, Geneseo, N.Y.\nHarriet A. Wood, supervisor of school libraries. Department of Education, St. Paul,\n\nMinn.\nJ. A. H. Keith, Indiana, Pa.\n'\n\nDelia G. Ovitz, State Normal School, Milwaukee, Wis.\n\nElementary School Committee:\nAnnie Spencer Cutter, director children's work, Cleveland Public Library, Cleveland,\n.\n\nOhio.\n\nJasmine Britton, Board of Education, Library Division, Los Angeles, Calif.\nNina Brotherton, supervisor of work with schools, Carnegie Library, Pittsburgh, Pa.\nOrton Lowe, assistant superintendent of Alleghany County schools. Court House,\nPittsburgh, Pa.\n\nThe meeting adjourned.\nIrma M. Walker, Secretary\n\n"}
{"page": 393, "printed_page": null, "text": "I\n\nSUMMARY OF INTRODUCTORY REMARKS\n\nDepartment]\n\n377\n\nPAPERS AND DISCUSSIONS\n\nSUMMARY OF INTRODUCTORY REMARKS\nE. S. RICE,\n\nSTATE SUPERVISOR OF SCHOOL LIBRARIES, MADISON, WIS.\n\nTo make the world of print serve the highest good as well as the\ncommon good of humanity nothing less than this is bound up with the\n\n—\n\nschool library cause.\n\nOver half of the people of the United States are without library\nwhich condition is made the basis of the enlarged program\nThat association is in the midst of\nof the American Library Association.\na campaign to raise two million dollars to better this condition of affairs.\nIt is very likely that three-fourths or more of the people without\nlibrary privileges do not care for library privileges, or would not know\nhow to make use of them if they had those privileges. It is also very\nprobable that half of the people who now do have library privileges do not\nprivileges,\n\nmake use of those privileges.\n\nHence, we need, as a correlative of the\nAmerican Library Association's enlarged program, a program of the National\nEducation Association having for its purpose the training of the rising\ngeneration so that it will value library privileges and know how to use\nthose privileges for its best good. The American Library Association's\nenlarged program has as its slogan *' Books for Everybody.'\nThe National\nEducation Association Library Program may well have for its slogan\n\"Everybody for Books.\" These two slogans emphasize the two halves\nwhich make the complete whole.\nThe National Education Association has played an important and\nindispensable part in educational progress in this country. Here is an\nopportunity and a duty in an important educational cause now pressing for\n'\n\nAs the center of this activity in the National EduDepartment needs to be aware of the\nresponsibility resting upon it, and it should take whatever steps may be\nnecessary to perfect and strengthen its organization so that it may be\nadequate attention.\n\ncation Association, the Library\n\nprepared for this important educational task.\n\nThe best progress comes from within.\n\nSchool libraries receive, much\n\nin the way of cooperation from public libraries and public library organi-\n\nzations.\n\nBut, unless school people, school organizations, and school\n\nagencies are alive to the situation, progress will be slow and halting, and\noften in wrong directions.\n\nWe, as school people, should not for a minute\nbe satisfied to be under guardianship in this vital field of school work.\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n378\n\n[Library\n\nRELATION OF THE PUBLIC SCHOOLS TO VARIOUS\nLIBRARY AGENCIES\nMARY E. DOWNEY, LIBRARY SECRETARY AND ORGANIZER,\nSALT LAKE CITY, UTAH\nIf every librarian could have some training in pedagogy and a reasonable\namount of experience in teaching, and every teacher could have at least the\n\nshort course of six or seven weeks in library methods, with experience in\nlibrary work, our problem would for the most part solve itself,\n\nand we\nmight hope for such cooperation between teachers and librarians that the\nservice of the one would dovetail the other perfectly.\nWithout this mutual\nunderstanding, thru training and experience, it may be doubted whether\nany librarian ever is capable of doing full duty to the schools, or whether\n\nany teacher ever will appreciate fully the service the library may render\nin supplementing the school curriculum\n\nuniversity;\n\nfrom the\n\nfirst\n\ngrade thru the\n\nor the part the library may play in the after-school life of\n\nevery student.\n\nThose who teach often grow conservative as to accepting instruction\nSo there arises the difficulty of teaching librarians pedagogy\nor teachers library economy after either have entered the one profession\nor the other.\nThis difficulty might easily be overcome by including a\ncertain amount of pedagogy with practice in teaching in the curriculum of\nlibrary schools and a due portion of library economy with practice work in\nthe normal schools. There should be such cooperation between normal\nand library schools that at least in some places, there could be an exchange\nof would-be teachers and librarians for study and practice in the particular\nthemselves.\n\nsubjects.\n\nThe greatest services a librarian renders are not the menial ones of\nchecking books in and out at the loan desk, and hunting up references on a\nsubject, marking pages with slips, but her greatest functions are to inspire\n\nthe reading habit, and to teach self-dependence in a library. The difference\nbetween the one and the other type of librarian is as great as that between\nthe mother who thinks she loves her child when she picks up his play\nthings and puts them away when he is tired of them or puts away his\nchanges of clothing, and the mother who teaches her child to do these things\nfor himself, according to the Montessori method, which the good librarian\nalso applies.\n\nThe wrong type of librarian is no better than the teacher who teaches\nreading wholly from the pedagogical point of a perfect lesson as relates to\nenunciation, pronunciation, punctuation, rhetorical effect, spelling, and\ndefinitions, but misses the greatest point for which her teaching is intended\n\n—the stimulation to the love of literature and the culture\n\nit\n\nmay bring.\n\nHas the time not come in the relation between school and library\nagencies, when every community that has supervisors of manual training.\n\n"}
{"page": 395, "printed_page": null, "text": "Department]\n\nTHE PUBLIC LIBRARY AND THE SCHOOL\n\n379\n\ndomestic economy, music, and art may afford also a library supervisor for\nthe public-school system ?\n\nIs not the latter fully as important, if not more\n\nso, than any of the others ?\n\nThe technical schools of library training could\n\nfurnish specialists for this service just as the schools of music, art, domestic\n\nand no more legitimate salary could be\nRunning thru the whole school curriculum then from the first grade to th'e end would be courses in the care and\nhistory of books, the cultivation of the reading habit, and self-dependence\nscience, and manual training do,\n\npaid from the public-school funds.\n\nin the use of reference books.\n\nWould not the provision of a library super-\n\nvisor be the missing link so long sought in the relation of the public schools\nto the various library agencies ?\n\nThere is awakening also, here and there over the country, sentiment\nproperly to meet the library and school situation but it is far from being\ngeneral, which is the desired end.\n\nWhile making adequate library facilities\n\none of the points in ranking high schools is bringing up the standard in\n\nsome states, these states are far too few. The cause is fundamental in\nlack of understanding between library and school people and in the failure\nof educators to appreciate the library as the most essential laboratory\nsupplementing the curriculum thruout the school system.\n\nWhile it was demonstrated thru a test of twenty-five years from New\nYork across the Middle West states that the distribution of books for\npublic library use by state departments of education could not be a success\nand following that experiment the administration of public libraries by\nschool boards, too busy with the larger interest, rarely has been successful,\nthere is little question but many library and school people now desire the\n\nestablishment of a United States Department of Education, including a\n\nBureau of Libraries, a plan already working successfully in a few states\nand gradually being followed by others formerly working under separate\nlibrary commissions, till today it hardly requires a prophet to foresee the\n\ntime when this will be, not only the general state plan, but also that finally\n\nadopted by the United States government.\n\nSuccess under this plan, as in\n\nany other, depends wholly on personnel, willingness to allow all work to\nprogress untrammelled, and freedom from partisan politics. If such an\nidea could materialize, the millennium in the relation between public\nschools and the various library agencies would be attained.\n\nTHE PUBLIC LIBRARY AND THE SCHOOL\nJOANNA H. SPRAGUE, LIBRARIAN, PUBLIC LIBRARY, SALT LAKE CITY, UTAH\nIn speaking to an audience of librarians and teachers the difficulty is\nthe very serious one of presenting a subject on which we are -all agreed and\n\nwhich has been discust from every angle, in such a form as to have the\nleast soporific effect.\n\nThe ideal situation of course, and one that seems\n\neach year a little nearer of attainment thruout the country, is the practical\n\n"}
{"page": 396, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n380\n\n[Library\n\nand well-selected library in and belonging to the school, administered by a\ntrained librarian.\nEven this, from my point of view, is not absolutely an\nideal condition unless the school librarian at least once a month says to the\n\nstudent, ''Do your research work today at the public library. \"\n\nFor I will\n\nplace myself at once as belonging to the camp which believes in bringing\n\nthe school to the public library rather more than in bringing the library\nto the school.\n\nWe think that if a boy who is sent from the school to the\n\nlibrary to study his lesson gets nothing more than the location of the library\n\nand the fact that it is headquarters for books, the assignment has been very\nwell worth while.\n\nAnd we think too that a child who goes thru the schools,\n\nhowever well equipt these schools may be with books, without having been\ndefinitely directed to the public library, has\n\nbeen cheated.\n\nAll children\n\nwill not develop into readers, but all need and can make use of some books.\n\nBooks\n\nlike\n\nAyer's Newspaper Directory, Moody's Railway Manual, A\n\nDirectory of Manufacturers, are not ordinarily found in a high school library\n\nTo know what they are\nand where they may be had may mean a good deal to the young man after\nbut are taken for granted in the public library.\nhe has left school.\nIt is with the work\n\ndone with the student after we have him at the\n\nlibrary that this paper is concerned and, more specifically still, with the\nrelations of the Salt Lake City Library with the city schools.\nIt is a pleasure here to record the progressive and intelligent interest\n\ntaken by the school system of this city, from the superintendent down, in\n\nDue entirely to this spirit of cooperation, the library has\nbeen able the last year to do experimental work along rather different lines\nlibrary matters.\n\nfrom those before attempted.\nWe place collections of books varying from 150 to 600 in each collection,\nin twenty-four of the schools of the city.\nThose schools having no collections are generally within walking distance of the main library or one\nof our branches, and we feel strongly that those pupils should come\nto the library. We stand ready to advertise the library in these\nschools, by book talks, by sending application blanks, or by invitations to\nour story hour. We must in the main, however, depend on the teachers to\nadvertise for us and results indicate that they do not fail us.\nThese collections contain always, among others, the books on the\nschool supplemental reading list, and may be exchanged in part or as a\nwhole as the teachers desire. The use made of these books, judging by their\ncirculation, is remarkable, varying naturally in the different schools.\n\nAnother phase of the work is done in the library with the high schools,\nalways thru the English department, altho, of course, students from all\ndepartments receive the instruction. This last year however we have\n\nworkt out the plan on slightly different lines, and it is of this plan, which\nhas developt to the mutual satisfactiqn of the school and the library that\nI would like to give you some account.\n\n"}
{"page": 397, "printed_page": null, "text": "Department]\n\nTHE PUBLIC LIBRARY AND THE SCHOOL\n\n381\n\nOur problem was to give instruction in the use of the library to the\nhigh-school Freshmen and Sophomores at the library on time schedueld\n\nand allowed by the school for the work, and to do this without school\nassistance at the library.\n\nHeretofore a teacher has been scheduled at the\n\nlibrary for the library hour; this year it was an impossibiHty.\n\nThe English department at the high school took the responsibility of\nthe school end, and a class of about twenty was dispatcht each afternoon\nto the library to report to the reference librarian at 3 00 p.m. and to be dis:\n\nmist by her at 4 oo p.m.\n:\n\nA list of the students and a list of topics to be\n\ncovered accompanied each class, and we had a class each afternoon except\nSaturday, including students from the East and West Side High Schools,\nand also from the L.D.S. High School. The librarian checkt the roll\nwhen they arrived and again- at four o'clock. At that time they were\nsupposed to have finisht the required work and could leave or not as\n\nthey liked.\n\nThe instructions given at the school were that each pupil should select\na topic from the list, pursue it at the library to the best of his ability, take\nnotes, and give to the teacher at the high school either a written or an oral\n\naccount of one article read by him on his subject.\n\nThis, of course, gave the\n\nteacher a check on the library work done, but it by no means represented\n\nthe whole of it.\nInstruction in the use of the card catalog we hope to resume next year\n\nwith the Sophomore class, that is, if we are invited.\n\nIn this class, a ty^t-\n\nwritten outline of the Dewey classification is given each student, and after\n\na short talk, explaining the dictionary catalog, each is given a test question\n\nwhich requires him to follow a title from the card catalog to the place on\nthe shelves. A large part of the opportunity of this work has been lost,\nif the book required to be found is not something worth while and of real\ninterest to the student who gets it.\nI would suggest that the briefest\npossible notes be askt of the student describing the book he has been\nrequired to locate, simply to insure that he has given the book a chance.\nLessons at the branch libraries begin with children of the fifth grade\nwho come to the library in groups of about eighteen accompanied by a\nShe assists in checking and following up the lesson. The selection\nteacher.\nof books used in the lessons has also in view the acquainting of the teacher\nwith the books available for her use a specially important matter where\nthe collection of books is small, as in a branch. Lesson one for the fifth\ngrade is very simple. Attention is called to the hour signs in the library,\nto the shelf signs, to the interesting books that are not story books, and the\nlocation of these, as well as to the location of stories and fairy tales.\nThe librarian's vision is of a community in which every member uses\nthe public library in as matter-of-fact and as matter-of-course a way as\nhe does the street cars. If this is to be in a remote degree realized, it\nmeans that no child should leave school without having been brought\n\n—\n\n"}
{"page": 398, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n382\n\ndirectly in contact with the public library.\n\non the school to bring or send him there.\n\n[Library\n\nWe must depend mainly\n\nAfter that the responsibility\n\nis with the library.\n\nPICTURE MATERIAL FOR GEOGRAPHY CLASSES\nJESSIE\n\nBURRALL, NATIONAL GEOGRAPHIC SOCIETY, WASHINGTON,\n\nL.\n\nD.C.\n\nIn no department of school work can the library render more interesting\nand effective service than in supplying picture material for geography\nclasses.\n\nNo subject presents a greater need for picture illumination, or\n\nsupplies a greater wealth of illustrative material than does the subject of\n\ngeography.\n\nTherefore, the picture section should take a prominent place\n\nin every well-equipt school library.\n\nWe all remember our own geography lessons, studied from the best\nWe conned the page industriously or by\n\nbooks obtainable years ago.\n\ncompulsion, and tried to remember as many of the words as we could,\ngleaning most amazing ideas thereby, many of which had to be corrected in\nlater years as we saw illustrations of the places about which we had read.\n\nBut within the last twenty years, geogi:aphical pictures have increast with\ngreat rapidity.\n\nNo portion of the world is too remote for the intrepid\n\nand the camera is a part of each traveler's equipment. Many\nimportant inventions in the line of printing and engraving have made\navailable an abundance of pictures.\nThis great advance in all branches\nof picture-taking and making has been of inestimable benefit to the schools.\nConsider, for instance, the saving in time and energy made by substituting pictures of the whirling bobbins in a cotton mill, for the two or\nthree thousand words needed to give a clear description of the process.\nexplorer,\n\nMoreover, in reading the description, the child visualizes from his own\nbackground, building up his pictures from material in his own mind, and\nhis ideas are often vague, if not incorrect.\n\nThe ludicrous ideas that children get from familiar hymns and poems\nBut have we\n\nare often a source of amusement to parents and teachers.\n\never tested the amazingly incorrect ideas that a child gets from reading\nunillustrated text ?\n\nDo we stop to think how much of an idea of a sky-\n\nscraper a child would get when all he learns from the text is that, \" Chicago\n\nHow much of\nis famous for the number and height of her skyscrapers\" ?\nan idea of the docks, warehouses, and railroads of New York can a child\nacquire when he reads that that city is \"the gateway thru which pours the\nHow shall a pupil visualize New Orleans, San\nfreight of a continent\"?\nFrancisco, Boston, Philadelphia, and Washington, D.C, without pictures\nof them ? The demands of present-day life are such that every boy and\ngirl must be equipt with a thoro and workable knowledge, not only of the\nUnited States, but of the world.\n\nHe cannot travel because of the expense\n\n"}
{"page": 399, "printed_page": null, "text": "Department]\n\nPLANS FOR STIMULATING HOME READING\n\n383\n\nand time involved, so pictures of all the thronging places of the earth must\nbe brought to him.\n\nThe supplying of these pictures to the schools at cost has been one of\nthe greatest tasks of the National Geographic Society.\n\nIn order to save\n\nthe energy of the busy librarian who often must work overtime, a new\nseries, called the Pictorial Geography, is being publisht.\n\nHeretofore, it has\n\nbeen necessary for the librarian to cut and mount such geographic pictures\nas she could find in order to provide the required picture library.\n\nLiterally\n\nhundreds of librarians spent precious hours mounting and\n\ncataloging\n\npictures, for which no adequate text could be found.\n\nTo meet the demand from librarians and teachers, the National Geographic Society is now issuing the wonderful illustrations, secured by years\n\non separate sheets of tough, durable paper. Each picture is\naccompanied by about two hundred words of interesting text, written\nof labor,\n\nespecially for pupils.\n\nBest of\n\nall,\n\nthe pictures are arranged in sets\n\nby\n\nwhich saves the immense labor of indexing the separate sheets.\nWithin the next few years, pictures will take their rightful place as the\nvery best possible medium for teaching geography. Because the proper\nteaching of geography is a fundamental factor in the new training for\ntopics,\n\ncitizenship, it is also the basis of all Americanization programs.\n\nChildren\n\ncannot love and appreciate the far-flung beauties of our native land, unless\nin some way they can see them.\n\nHow can we appreciate the grandeur of\n\nShasta, Rainier, or the Grand Canyon if the only picture we have of them\nis\n\nthe\n\nweak and inadequate one \"home made'^ from descriptive text!\n\nA knowledge of the beauties of America must be a part of every pupil's\nlife equipment.\n\nThese are only a few of the many uses of a geographic picture library,\nthe supplying of which is one of the pleasantest, as well as the most profitable, part of the school librarian's work.\n\nSOME PLANS IN OPERATION FOR STIMULATING HOME\nREADING BY SCHOOL CHILDREN\nJ.\n\nD.\n\nWOLCOTT, CHIEF OF LIBRARY DIVISION, UNITED STATES BUREAU OF\nEDUCATION, WASHINGTON, D.C.\n\nThis is a preliminary report of a committee appointed by the Library\nDepartment of the National Education Association to draw up a survey\nof methods employed thruout the country for stimulating and directing\nThe members of the committee are: J. D.\nchildren's home reading.\nWolcott, Librarian of United States Bureau of Education, Washington,\nD.C, chairman; Miss Mary E. Booth, librarian of Eastern Illinois State\nNormal School, Charleston, 111. Professor M. Wilford Poulson, Brigham\n;\n\nYoung University, Provo, Utah. The present paper briefly describes a\nnumber of examples of notably effective plans for the direction of children's\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n384\n\n[Library\n\nhome reading in operation in various parts of the country and concerning\nwhich up-to-date information has recently been collected.\nIn the fall of 1914 Superintendent Charles R. Stone, of Munhall, Pa.,\ninaugurated a home-reading course for his graded schools, which has been\nso conspicuously successful in its operation as to become a model for other\n\ncommunities.\n\nAfter five years' operation of the plan, at first voluntary\n\nand later compulsory as applied to the pupils, Mr. Stone asserts his conviction that it is the best idea evolved by him during his eleven years of\nsuperintending schools. The most encouraging result of the method is\nthat the pupils come really to like books.\nThe Munhall plan has been adopted and elaborated on a larger scale\nby the public schools of Youngstown, Ohio. For the year 1919-20, the\nschool board of Youngstown appropriated funds for purchasing 4,600\nvolumes which were distributed among the schoolrooms in grades four to\nseven. The public library assumed responsibility for the handling and\npreparation for circulation of all these books. At the opening of school\nin the fall of 19 19, each teacher in grades four to seven found in her room\na collection of twenty to forty books, according to the number of pupils\nand adapted to their grade. Each pupil was required to read out of school\nduring the year at least eight books, selected from the approved Hst for\nhis room, under penalty of losing 2J per cent from his reading grade for\n\neach book lacking from the required number.\n\nThose who read ten books\n\nreceived at the end of the year a certificate given by the public library\n\nand signed by the superintendent of schools, the librarian, the principal,\nand the teacher. For each additional five books read, a gold seal was\nattached to the certificate. The compulsory feature in the Youngstown\nreading project is so carefully subordinated that it does not hinder the\n\ndevelopment of a natural and spontaneous interest in the books by the\nAfter reading each book, a pupil was required to fill out a\nbrief report slip thereon, not at all in the nature of an examination, but\nenough to satisfy his teacher that he had actually read the book. Each\nteacher was equipt for checking up her pupils' reading by means of a\npamphlet containing detailed instructions for her guidance and a complete\nlist of the books for her room, with a thoro description, 300 words in length,\nchildren.\n\nof each book.\n\nThe Youngstown school board is so well pleased with the results of the\nfirst\n\nyear's experience with the home-reading plan, that for the coming\n\nyear it has appropriated funds with which to purchase books for grades\nthree and eight, thus enlarging the scope of the scheme, and to buy more\nbooks for grades four to seven. The number of books purchast last year\nwas found insufiicient to meet the demands upon them. Other measures\nfor making the project more effective in future are contemplated.\n\nIn Cleveland, Ohio, the children's summer reading is encouraged by an\na summer honor-reading roll. This scheme is con-\n\ninteresting plan\n\n—\n\n"}
{"page": 401, "printed_page": null, "text": "Department]\n\nPLANS FOR STIMULATING HOME READING\n\n385\n\nducted by the branches of the Cleveland Public Library in cooperation\nwith the school authorities.\n\nThe object is to safeguard some children\n\nfrom reading too much and to stimulate and interest those children who\nread little or nothing during the summer months.\nUpon request of the child the children's librarian of the nearest branch\ncopies a list of his reading during the summer and in the fall forwards it to\n\nIn September, children who have read at least one book a\nweek during the summer have their names posted on an honor roll, which is\ndisplayed both in the branch library and in the schoolroom.\nThe children\nwho win honors for summer reading are also given personal certificate\nLynn, Mass., also had a similar vacation-reading course for\ncards.\nhis teacher.\n\nchildren in 1919.\n\nA good example of methods employed to obtain interest in home\nreading in a progressive institution is afforded by the Minneapolis Central\n\nHigh School. The majority of teachers in the school use the general\nmethods of oral and written reports on books by pupils in class, and call\nattention to books by lists, reviews, and posting on bulletin boards. Individual recommendation is employed so far as time permits. Many teachers\ngive extra credit for extra book reports. One teacher gives the student a\nchance to raise his month's average from 3 to 7 points by reporting on\nextra books chosen from a special list.\nA special feature is advertising day, for which each pupil prepares on\nthe book he has read outside the class the sort of talk he would use if\n\nThe success of his presentation is judged\nby the number of students who have read the book before the next adverAnother method is to exhibit to the pupils in the classroom a\ntising day.\nhe were trying to sell the book.\n\nlibrary truck filled with books which the school library can supply.\n\nThe state young people's reading circles successfully continued their\nNo new state circles have been estab-\n\nministrations during the past year.\nlisht,\n\nhowever, since the 19 19 meeting of this department, so far as our\n\ninformation goes.\n\nThe Indiana young people's reading circle, the pioneer\n\norganization of the kind in the country, reports a sale during the past year\nof over 48,000 volumes.\nMany certificates and diplomas for reading\nperformed were issued. The manager sent circular letters to county\n\nsuperintendents, trustees, teachers,\n\nand librarians urging them to help\n\nin every possible way to spread the gospel of good books.\n\nThe Wisconsin young people's reading circle had an enrolment of\n95,000 pupils during the school year 1919-20, a gain of 50 per cent over\nthe preceding year's membership of 62,000.\n\nh\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n386\n\n[Library\n\nSCHOOL LIBRARIES AND AMERICANIZATION\nJOY ELMER MORGAN, STATE LIBRARY SCHOOL, ALBANY, N.Y.\n''Americanization\" is likely to suggest to many minds work done with\npeople of foreign birth, but the word signifies vastly more.\n\nAmericanization is the perfecting of every American citizen, native or\nforeign borlti, in the things that make America.\n\nthat make America ?\n\nAnd what are the things\n\nIt would take a long catalog even to list them all,\n\nbut there are some especially important ones whose relation to the library\n\nmay easily be seen.\nOne thinks first of our American homes\n\n—our American ideal of home\n\nlife—and of the position of woman in the home.\n\nI believe there is stich\n\nan ideal and there is no better way to spread that ideal than to encourage\nthe reading of the outstanding biographies and the great novels that\nreproduce the spirit of the American home at its best.\nIt enriches the life of any child actually to enter homes whose atmosphere\nis wholesome.\nIn a lesser degree, but just as surely, life becomes richer\n\nby sharing such homes thru the medium of the printed page.\nA second thing that makes America is its industry. To earn a decent\nliving honestly is the aim of every worthy citizen.\nThis ideal has not\nbeen difficult to maintain in our rural and smaller communities where the\nworker's relation to his fellows is immediate and obvious. It has not been\nso easy to maintain in our industrial centers where both employers and\n\nemployes have at times used un-American methods and have developt\nclass\n\nantagonisms and narrow points of view.\n\nindustry is twofold.\n\nIt furnishes the\n\nThe library's relation to\n\nbooks that deal with processes and\n\nmethods, that apply scientific principles to the worker's daily task. But\nit performs a function equally important in supplying the books that\ngive familiarity with the conditions that underlie wise industrial develop-\n\nment and the books that minister to the spirit of the worker, help him to see\nhis task in its broader significance as a part of the national life.\n\nAnother thing that makes America is the land itself with its glorious\nmountains, graceful valleys, widespreading\n\nfertile\n\nplains, quiet flowing\n\nrivers, golden wheat fields, rich green gardens, and stately cities;\n\nthe land\n\nto which often attaches the thrill of noble deeds and great achievements;\n\nthe land which symbolizes the spirit of the conquering pioneer and the\nIt is not possible for the school by using any single textbook to develop love of the land in the heart of the child, but rich human\nassociations can be built into his life by the use of many books by free\ncontact with the first-hand narratives of our varied geography and stirring\n\nnation builder.\n\n—\n\nhistory.\n\nA fourth thing that m^kes America is its language.\n\nThru language\nThru it he comes into possession\nof the inspiring elements in the nation's past; into harmony with the\nthe citizen has contact with his fellows..\n\n"}
{"page": 403, "printed_page": null, "text": "PRESENT STATUS OF HIGH-SCHOOL LIBRARY\n\nDepartment]\n\n387\n\nthrobbing and varied activities of its dynamic present; and into appreciation of its hopes for the future.\n\nIt isn't enough that the citizen be able\n\nmerely to read this common language.\n\nHe must come to look upon reading\n\nas an opportunity, as a responsibility, as a means of keeping himself in\n\nreadiness to perform intelligently, the important duties of citizenship.\n\nA fifth thing that makes America is its government.\n\nIn a democracy\n\nmake the government and are in turn influenst by it. An\nignorant, provincial people make a weak, selfish government, for in the\nthe people\n\nend the government is neither better nor worse than the people themselves.\n\nThe essential thing is that people shall read and think about their government and shall keep fresh in their minds the principles and conditions\nupon which good government rests.\nA sixth thing that makes America is its common experience. Perhaps\nthis is the most characteristic thing, for it is out of this experience that our\n\nnational ideals spring.\n\nOn a small scale we see the importance of shared\n\nexperience in the formation of friendships.\n\nOur dearest friends are those\n\nthat have shared with us the significant experiences of our lives.\n\nThese six things, then, suggest the importance of school libraries in\nAmericanization American ideals of home life, right vocational relation-\n\n—\n\nships, our glorious country,\n\nour enormous fund of ideas recorded in a\n\ncommon language, our government, and the rich experiences that are our\nhistory.\n\nAmerica is approaching the morning of a great national reawakening.\nThere are signs of recovery from the colossal selfishness that followed the\nwar. The school library can foster this reawakening. You all know what\nthe joy of personal discovery means. How it releases immense stores of\nhidden energy and quickens the best in men and women. It is this joy\nof discovery that the school library gives the child.\n\nIt enables him\n\n—\n\n—free\n\nfrom the restraints and compulsions of the classroom to discover America,\nthe altruistic, efficient, freedom-loving America, upon whose trained intelligence may depend the destiny of civilization.\n\nTHE PRESENT STATUS OF THE HIGH-SCHOOL LIBRARY LN\nTHE UNLTED STATES\nIRMA M. WALKER, LIBRARIAN, HIBBING, MINN.\n\nTwo hundred and sixty questionnaires on the high-school library were\nreturned to the Library Department as well as over four hundred replies\nto the qualifications questionnaire.\n\nThe replies cover a number of states,\n\nprincipally the Eastern, Western, and Middle West, the Rocky Mountain\nstates and the Southern states sending in the smallest number of reports,\nif\n\nany.\n\nNew York and Wisconsin appear to have the most strongly\n\ndevelopt system of school libraries.\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n388\n\n[Library\n\nThere was a variety of library arrangements; 51 per cent were fullThere was a large number of teacher librarians, who\ntaught part of the day with designated periods for library service. A\ntime librarians.\n\nnumber of librarians divided the day between the public and the school\nStill others did school work in the public libraries which were on\nlibrary.\nthe school campus or adjoining lot. In such cases the school and library\nboards shared jointly in the expense, as is the case where the school library\nis a branch of the public library.\n\nmaintained by school funds.\n\nIn one case a separate public library was\nCalifornia boasts several\n\nendowed school\n\nThere is no doubt but that the school library is going to be\nrecognized as one of the most important of the high-school departments,\nand in many cases this has been the first year that it has been so recognized.\nIn another two years its field of usefulness should be greatly enlarged.\nThe report states that the reading-room should be located near the\nstudy hall but separate from it. It should be connected with the study\nhall by doorway, alcove, or passageway, but should be entirely separate\nfrom it. It should not be in the assembly or in a room used for recitation\nlibraries.\n\npurposes.\n\nIn the questionnaires we found that 69 libraries were on different floors\nfrom the assembly, 81 were located in a separate room on the same floor,\n42 were connected with the assembly by an alcove or doorway, and 20 were\nlocated in the assembly or study hall itself. Libraries were situated in the\nbasement, in recitation rooms in which classes were held, on the stage of\nthe auditorium, in rooms above the noisy machine shops, and several were\nOne librarian found\nin galleries on a mezzanine floor above the assembly.\nthat great inconvenience was caused by placing the library between two\nstudy halls, which necessitated a great deal of passing to and fro.\nThe seating capacity of the libraries was considerably below the 10 per\ncent of the enrolment which is the desirable standard. Nearly one sixth\nof the libraries reported that their reading-rooms were either poorly ventilated or lighted.\n\nNearly every library reported that it lackt some standard article of\nequipment, usually a librarian's desk, magazine binders, newspaper racks\nand pamphlet boxes. These articles were desired, no doubt, because the\nlack of them, in crowded conditions, leads to so much disorder and confusion.\n\nIn 30 instances the equipment was reported complete and satisfactory in\nevery particular. These were new libraries or new buildings where there\n\nseemed to be a pride injhaving things as complete and up-to-date as possible.\nIn some cases the equipment was made entirely by the manual-training\ndepartment. It would be interesting to know whether this hand-made\nfurniture stands up under continued usage, or whether it eventually sticks\nox warps. Our own manual-training teacher recommended that the\nlibrary bureau be used, because it is made by experts and is guaranteed\n\nnot to warp.\n\n"}
{"page": 405, "printed_page": null, "text": "Department]\n\nPRESENT STATUS OF HIGH-SCHOOL LIBRARY\n\n389\n\nNo librarian reported having a workroom, which is surely a muchneeded adjunct, if books are to be unpackt, cataloged and mended.\nhad library classrooms in connection with the library.\n\nA few\n\n''The standard requirements for future appointments of librarians in\n\nhigh schools should be a college or university degree with major studies in\nliterature, history, sociology, education, or other subjects appropriate to\n\nany special demands upon the library, as for example, those of the technical\nhigh school. In addition the librarian should have at least one year of postgraduate library training in an approved library school and one year's successful library experience in work with young people in a library of standing.\nOf the high-school librarians reporting, 179 were college and university\ngraduates of an approved library school. Ninety-seven more were normalschool graduates. A number of these were teacher-librarians which\npartly accounts for the number of college graduates without the library\nschool.\n\nhad had some extra training\nhundred\nand fifteen questionnaires\nOne\n\nPractically all of these, however,\n\nor practical experience in libraries.\n\nwere rejected for lack of standard training, altho many of these librarians\n\nhad had a long experience tho a narrowing one.\nIn our questionnaire we find that 54 per cent of the school librarians are\nreceiving less than the average wage of the average grade (not the highschool) teacher.\nMoreover 30 were receiving less than the minimum,\n30 were receiving the minimum wage. Seventy-nine were receiving less\nthan the average wage in the schools, 50 were receiving more than the\naverage, 7 were getting the maximum salary while 28 had so demonstrated\ntheir value that they received\n\nmore than the maximum.\n\nThese figures\n\ninclude teacher-librarians, some of whom were principals as well, and so\n\nwere getting more salary.\n\nMany extra duties have been thrust upon the librarian such as studyroom discipline, hall duty, class adviser, secretarial duties, and the like.\nIt seems that the library is the dumping place for odd jobs and for teachers\ntemporarily out of a class. One library receives its books from the school\nmilliner who doesn't have enough to do.\n\nAnother librarian reports herself\n\nas also a teacher of domestic science and swimming.\n\nThis lack of status\n\nindicated by the miscellany of duties has a direct bearing on the salary\nquestion.\n\nWhen the library is relegated to the basement or to the stage\n\nsome other out-of-the-way place it is a silent commentary on the fact that the library has failed to impress itself upon the\nschool system as an indispensible source of information and inspiration.\nI believe that this body should go on record in a resolution of similar\ntenor and that a copy of it should be sent to the librarian and the principal\nof every school represented in Miss Ely's list.\nWe might join the public\nof the chapel or to\n\nlibrarians in a movement for similar recognition.\n\nas low as $785 a year.\n\nSome librarians receive\n\nAn eighth-grade boy who comes to my desk earns\n\n$5 .32 a day as water boy, or $1,787 a year.\n\nHow dignified do you suppose\n\n"}
{"page": 406, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n390\n\n[Library\n\nthe librarian looks in his eyes as she pleads fbr him to continue his education,\nwhen without it he can already earn more than she can ? The salary of\nthe professionally trained librarian should hope to equal that of the trained\nlaborer,\n\nand should be in accordance with the dignity of the profession.\n\nThe book collections were of all sizes.\n\nFive libraries contained less\n\nthan I GO books; nine libraries less than 500;\n\nfifteen libraries had less than\n\nfrom 1,000 to 5,000 books. Eleven\nFor books several libraries spent\nless than $10 per annum, forty-two spent from $10 to $100, ninety-one\nspent from $100 to $500, forty-two spent from $500 to $1,000, and seventeen\nfrom $1,000 to $2,000. The standard expenditures for books per year is\nfifty cents per pupil, but library expenditures seemed to have little to do\nwith numbers, perhaps it depended more on the needs of the various other\ndepartments of the school, and their dependence on the library for supple1,000; while the majority contained\n\nlibraries contained\n\nover 10,000 books.\n\nmentary material.\n\nThe money spent on magazines varied from $1 to several hundred\ndollars and the number taken varied from one magazine to two hundred.\n\nThere was a difference of opinion as to the desirability of magazines in the\nhigh-school library, leaving them for recreation and current events.\n\nMany\n\ndid not use magazine binders, since they are clumsy and troublesome.\n\nHowever, one would think with the poor binding done on magazines now\nthat they would be a necessity.\n\nThe minimum number of library lessons in the attainable standards is\nThis is about the average number given,\ntho the number of lessons given in the high-school course varies from i to 150.\nThe thoroness of the course seems to be in inverse ratio to the size of the\ntwelve for the high-school course.\n\nschools, tho some of the high schools in large cities, as Chicago, Detroit,\n\nand Pittsburgh, have real organized and developt courses. Wisconsin on\naccount of its teacher librarian law, gives by far the largest number of\nNew York gives many lessons in its smaller schools.\nlessons in its schools.\nschools\nare handicapt by their own numbers, by lack of\nThe large high\nnumber of assistants. In many places\nnecessary\nspace, and lack of the\nespecially in the elementary schools.\nwork\nin\nthis\nthe public libraries assist\nThere has been a fine bit of cooperation thruout the country in this work.\nLibraries supported by school funds to supplement the school curriculum\nare on the increase, supervised by trained full-time librarians.\nThe librarians do not, in actual fact, have the same status as teachers,\n\nand in spite of longer training, longer hours, and more varied service, are\nless well paid than the average high-school teacher.\n\nMany libraries are laboring under difficulties due to crowded conditions\nor temporary housing;\n\nbe remedied in many instances by new\nNew equipment will follow the move into\n\nthis will\n\nbuildings now in construction.\n\nnew quarters.\nThere should be more instruction, and more definite instruction in the\nuse of books and libraries.\n\n"}
{"page": 407, "printed_page": null, "text": "1\n\nTHRIFT IN READING\n\nDepartment]\n\n39\n\nTHRIFT IN READING\nH. E.\n\nFOWLER, STATE NORMAL SCHOOL, LEWISTON, IDAHO\n\nVarious agencies are now accomplishing much in the conservation of\nhuman health; there is a nation-wide campaign for thrift in money; we\nare learning much about the saving of food and clothing; in all this activity\ntoward overcoming our national vice of wastefulness, why not include\nthrift in reading ?\n\nLet it be understood that a campaign against waste in reading does\nnot mean opposition to the splendid movement now under way to extend\nthe privileges of libraries to those who have not had such opportunities.\n\nFrom this movement will come an impetus to the self-education of our\nLet us have more books,\nand still more books, just so long as there are readers needing them. But\nwith this great increase in the number of books, there must be an everpeople and to the promotion of better citizenship.\n\nincreasing demand for them.\n\nHere, then, is the problem; to bring about\n\nthe fullest and most intelligent use of all the books available.\nFirst it will be necessary to consider the library as a business institution,\nwhich it is in a very real sense. The shelves of books represent a large\ninvestment of capital of real money. Just as in a mercantile business,\nprofits depend upon turnover, and the more frequent the turnover the\nTho the gain accruing to the library from its clientele\ngreater the profits.\nIf books stay on the shelves there\nis intangible, it is nevertheless actual.\nMerchants avoid this loss by special\nis a real loss on the capital invested.\nTo complete the analogy, the\nsales which move the slow-selling goods.\nlibrarian must find some way of holding ''sales\" of the slow-moving books.\n\n—\n\nIn addition to stimulating the circulation of seldom-used books, there\nis\n\nthe possibility of securing wider reading of good magazines which have\n\nonly partially served their usefulness.\n\nIf\n\nthe library and school could\n\ncooperate in organizing a central agency which would collect and distribute\nperiodicals donated by readers who have finisht with them, another con-\n\ntribution to thrift in reading materials would be made.\n\nMany a hospital,\n\nclubroom, restroom, or rural school would be glad to have for their reading\ntables second-hand magazines a few months old.\n\nThus far only the need of thrift in reading materials has been considered.\n\nLooking at the problem from a purely financial viewpoint, an\n\nunbelievable amount of money is literally thrown away on books which\nare not read\n\n—but which might serve readers\n\nbringing book and reader together.\n\nwithout\n\ndiscovering\n\nif\n\nonly a way were found of\n\nNo one can browse in a stack of books\n\nsomething new and interesting.\n\nThe wonderful\n\nrenaissance of library activity which has followed the war is due largely to\nthe discoveries of our men in army camps and in the navy that there were\n\nthousands of interesting books that they never had known about.\n\nUnusual\n\nconditions brought them into contact with these books, and aroused new\n\nreading needs and desires.\n\nThe task, then, is to take the books to the\n\n"}
{"page": 408, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n392\n\n[Library\n\nreaders by applying the methods of good business to the enterprise.\nSuch\nmethods are just as applicable to schools and colleges as to public libraries.\n\nGreater even than the task of cultivating thrift in the distribution of\n\nbooks and magazines is that of overcoming wasteful reading habits. This\n\nburden falls largely on the schools, and especially upon the English teachers.\nIt begins with the earliest instruction in the art of reading and goes thru\nhigh school and college. But notwithstanding all that the schools have\ntried to do in teaching good reading habits the majority of men and women\nwith university degrees admit that they do not know how to read. One\nsays that he cannot concentrate on what he reads; another that he cannot\nread rapidly; another that he cannot remember accurately the important\nand yet another that he lacks a sense of values in\nfacts in his reading\nhis reading.' Of late the public schools have been awakening to this\n\n—\n\nfailure, and in two ways, especially, have attempted a revision in teaching\n\nmethods intended to make more intelligent readers. One change is a\nIn progressive\nshifting of emphasis from oral to silent reading in the grades.\nschools the amount of time spent on reading aloud in recitations diminishes\nas the child advances, and in the junior high-school years the greater part\nof his work is devoted to practice in thought-getting from the printed page.\nIs it not worth while to call attention to the similarity between our\nmental and physical processes of digestion ? The simile is at least as old\nas Francis Bacon who put it so tersely; \"Some books are to be tasted,\nothers to be swallowed, and some few to be chewed and digested.\" And\nyet we are overwhelmed with books, bulletins, and articles on ''balanst\nrations,\" \"a sensible diet,\" \"how to eat and grow thin,\" \"how to eat and\ngrow fat\" all pertaining to our sordid physical selves. Only occasionally\n\n—\n\ndoes one hear a weak voice in the wilderness protesting against the abuse of\nour mental digestive apparatus, and offering sensible advice about it.\n\nWe were intended for mental ruminants, and we have degenerated into\nintellectual gluttons, bolting our reading-matter and failing in assimilation.\n\nIn his stimulating little volume entitled \"How to Live on Twenty-four\nHours a Day,\" Arnold Bennett advises his readers to set aside ninety\n\nminutes of an evening to serious reading and reflection thereupon. He\ngoes on to say: \"I know people who read and read and for all the good it\ndoes them they might as well cut bread and butter\nthru literature in a motor car, their sole object being motion;\ntell you\n\nhow many books they have read in a year.\"\n\nThey fly\nthey will\n\nThen he gives this\n\nadvice:\n\n\"Unless you give at least forty-five minutes to careful, fatiguing\nreflection (it is an awful bore at first) upon what you are reading, your\nninety minutes of a night are chiefly wasted.\nThere is a single aim which actuates those who are working to increase\nthe circulation of books and good reading material and those who are\nstriving to train a new generation of thrifty and intelligent readers; this\n\n"}
{"page": 409, "printed_page": null, "text": "Department]\n\nTHRIFT IN READING\n\n393\n\naim is better citizenship. We are trying to develop a new and better kind\nof American thru a liberalized process of education.\nCertainly one great\nfactor in this development will be the training of readers who can think\nfor themselves.\nSuch training can come only when our eyes are opened\nto the eiformous waste in the reading habits of the nation.\n\nIt is the over-\n\ncoming of this waste in reading and the setting up of higher standards for\nthe reading public to which both librarians and teachers must dedicate\nthemselves.\n\n"}
{"page": 410, "printed_page": null, "text": ""}
{"page": 411, "printed_page": null, "text": "DEPARTMENT OF EDUCATIONAL PUBLICATIONS\n^\n\nSECRETARY'S MINUTES\nOFFICERS\n\n—George L. Towne,\nNebraska Teacher\nSecretary—Beulah Brown, assistant primary supervisor\nPresident\n\nLincoln, Nebr.\n\neditor,\n\nSt.\n\nPaul, Minn.\n\nWednesday Forenoon, July 7\nThe Educational Publications of the National Education Association convened in\nregular session on Wednesday forenoon, July 7, at nine o'clock, in the Newhouse Hotel.\nThe meeting was called to order by the president, and the following program was\npresented:\n\n—\n\n\"Do State Laws Help or Hinder in Securing Good Textbooks ?\" Arthur H. Chamberlain, secretary, California teachers association, San Francisco, Calif.\n\"Is a New Type of Textbook Needed for the\nCourse in the High School\n—^Howard\nR. Driggs, professor of English, University of Utah, Salt Lake City, Utah.\nEnglish\n\n?\n\n\"\n\n\"How Should Textbooks Be Selected ? (i) The Publisher's Point of View\"— C. W.\nTaber, western manager, J. B. Lippincott Company, Chicago, 111.\n\"How Should Textbooks Be Selected? (2) The Superintendent's Point of View\"\nW. R. Siders, superintendent of schools, Pocatello, Idaho.\n\"Limiting the Spurious Output by Careful Editing\" J. W. Searson, head of depart-\n\n—\n\n—\n\nment of English, Kansas State Agricultural College, Manhattan, Kans.\n\nThe following officers were elected for the ensuing year:\n\n—George L. Towne, editor, Nebraska Teacher, Lincoln, Nebr.\n—Beulah Brown, assistant primary supervisor,\nMinn.\n\nPresident\nSecretary\n\nSt. PaijJ,\n\nThe meeting adjourned.\n\nGeorge L. Towne, Secretary\n\nPAPERS AND DISCUSSIONS\nIS THERE NEED FOR A NEW TYPE OF TEXT IN\n\nHIGH-SCHOOL ENGLISH?\nHOWARD R. DRIGGS, PROFESSOR OF ENGLISH, UNIVERSITY OF UTAH,\nSALT LAKE CITY, UTAH\nIs\n\nthere,\n\nstrictly\n\nspeaking,\n\nany such course as one in high-school\n\nEnghsh ?\n\nMy observations, covering a wide range of first-hand study of high\nschools in every part of our country, makes me rather uncertain how to\n\nanswer this pertinent question.\n\nAbout half the time given to high-school\n\nEnglish is devoted to reviewing elementary English;\nspent on a kind of homeopathic college English.\n\nthe other half\n\nis\n\nHigh-school English,\n\nstrictly speaking, gets scant attention in most schools.\n\nTwo reasons account mainly for the general condition just suggested.\nIn the first place, the elementary language work, for the most part, is\n395\n\n"}
{"page": 412, "printed_page": null, "text": "396\n\nNATIONAL EDUCATION ASSOCIATION\n\npoorly done.\n\nPupils come from the grade school without the first principles\n\n[Educational Publications\n\nof language fixt in their tongue, fingers, and head.\ntive that the high-school teacher train\n\nThis makes it imperathem again in the beginnings of\n\nIn the second place, the high-school teachers, fresh from\n\nEnglish work.\n\ncollege, naturally follow the college\n\nmethods in teaching. The result is\nand primary lessons, with the\n\nas indicated, a strange mixture of college\n\nstrictly high-school work almost entirely eliminated.\nStill\n\nanother reason gives a prevailing college caste to the work.\n\nThe\n\ntexts provided have been, for the most part, written by college professors.\n\nThey may know the subject well enough, but have had little or no contact\nwith real high-school classes and less with elementary ones.\n\nWe are just\n\nbeginning to get another type of text from high-school workers.\n\nThe foregoing results might have been anticipated.\nis\n\nof very recent\n\nyears.\n\ndevelopment.\n\nOur high school\n\nhas leapt into being within recent\n\nIt\n\nWe have had to take it and work out its problems quickly under\n\ndifficult conditions.\n\nDeveloping texts and courses of study to supply this new need is a\n\nThe problem has to be studied\nand experimented with to get the right results. This takes time and\ntask that cannot be well done in a hurry.\n\nthoughtful effort.\n\nAnother thing necessary is a clear objective.\npose of the high school\nfor real life?\n\nWhat is the chief pur-\n\n—to prepare pupils for college or to equip them\n\nBoth, you say.\n\nachieve these two ends in one ?\n\nThen must we not find a clear way to\nIt would seem that we must and can.\n\nThe right preparation for college is also the right preparation for life.\nPupils trained to study, to think, to use their language effectively, to live\nclean, useful lives, are surely meeting college requirements most effectively.\n\nThe type of textbook needed by high-school boys and girls is one which\nTo be most effective, it must open\n\ndrives straight at their own problems.\n\nup the lessons of life vital to them.\n\nA language text that fails to provide\n\nvitalized studies in language from their viewpoint is a failure,\n\nno matter\n\nhow systematically or skilfully it presents the technical terms and facts\nabout language.\n\nAttempts have been made to produce such texts.\n\nIn some measure\n\nthose texts have succeeded, but has the perfect text been produced?\n\nThousands of high-school teachers are eagerly looking for a demonstration\nof such a text.\n\nThe next move *'up to the textbook writers and the publishers is either\nHigh schools are needing a wellA text is surely wanted that\nmeets the pupils on their own grounds and gives them systematic and\nto deliver or to develop the goods.\"\n\narranged, progressive course in real English.\n\nvitalized training in the use of speech, not for the sake of speech but for\n\nthe sake of service.\n\nHere is an opportunity for both textbook writers and\n\npublishers to be of real service.\n\n"}
{"page": 413, "printed_page": null, "text": "THE SELECTION OF TEXTBOOKS\n\nDepartment]\n\n397\n\nHOW SHOULD TEXTBOOKS BE SELECTED?— THE\n\n.\n\nSUPERINTENDENTS POINT OF VIEW\nWALTER R. SIDERS, SUPERINTENDENT SCHOOLS, POCATELLO, IDAHO\nWhatever method is adopted, textbooks should be past upon by\nthose who will use them, working in cooperation with those who supervise\n\nthe instruction.\n\nTextbooks should not be selected by laymen, nor by anyone incapable\nthem from a professional point of view.\nTextbook adoptions should be public for the following reasons:\n1. That all who have books may submit them.\n\nof passing upon\n\n2. That no secret influences may be at work.\nWhile secret readers and expert opinion may be obtained, there should\nbe a time and place set where the Book Commission will listen to book\n\nsalesmen, and to publishers on the respective merits of their books.\n\nThe report of the Textbook Commission to the authorities who will\nmake the contracts should be based upon:\n1. The expert opinion of readers selected for the purpose\n2. On the opinions of the teachers and supervisors who will use the books\n3.\n\nOn the respective merits of the books as presented by those selling\n\nthem (this taken into consideration with i and 2 above)\n4.\n\nOn material values as represented in price, giving consideration\n\nto quality of binding, paper, and letter press\n5. The content of the books\nThe following points are worthy of consideration in passing upon the\n\ncontent of textbooks:\n1.\n\nSocial in their viewpoint\n\nAdapted to the needs of the present time\n3. Absolutely true to the best principles of Americanism\n4. Free from religious, political, sectional, or party bias\n2.\n\n5.\n\nPedagogical\n\n6.\n\nAccurate\n\n7.\n\nWell arranged for ready reference and consultation.\n\nThe following well-recognized standards may be applied to evaluating\nthe books from a material standpoint:\n1.\n\nPaper: should be pure white without gloss. Of 0.076 mm. thickness.\n\n2.\n\nBinding: sufliciently durable for the purpose contemplated.\n\n3.\n\nLetter press:\n\nfrom new type, and plates.\n\nIllustrations clear,\n\nadapted to explanation of the text.\n4. Type: for the first year, the type should be 2 .6 mm. with 4\n\n5\n.\n\nand\n\nmm.\n\nspace between the lines; for the second and third years, the type should\n\nbe 2 mm. with 4 mm. space between the lines; for the fourth grade, the\ntype should be i .8 mm. with 3 .6 mm. space between the lines; for the\nother grades, the standards below the adult readers.\n\n"}
{"page": 414, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n398\n\n[Educational Publications\n\nStandards for Adults: thickness of vertical stroke, 0.3 mm.; spaces\nbetween letters, 0.3 to 0.5 mm.; distance between lines, 2.5 mm. as a\nrule;\n\nmaximum length of lines, which should be uniform, 90 mm.\n\n;\n\nletters\n\nclear out, and distinct, with deep, black tops (for the reason that reading\n\ndone along the top of the line).\nEvaluating the Contents: two important studies in evaluating subjectmatter have recently appeared in the Journal of Educational Research.\nIn the February, 1920, number on ''The AppHcation of Scientific\nMethod in Evaluating the Subject-matter of Spellers,\" and in the June,\n1920, number on \"Overlapping in the Content of Fifteen Second Readers.\"\nis\n\nThese studies are by and under the direction of Dr. Clifford Woody\nof the University of Washington.\n\nThey constitute the most valuable\n\ncontribution to this subject made in recent years.\n\nIn the discussion on the \"Evaluation of Spellers,\" Dr. Woody gives\nconsideration to the many recent studies to determine what words are in\n\ncommon usage.\n\nDo the vocabularies of the spellers studied contain the\n\nwords of common usage, or words of uncommon us^ge, and to what extent ?\nThe spellers are compared with the W. N. Anderson list to determine:\n1. What words are in the spellers and not in the list\n2. What words are in the spellers and in the list\n3. The list words only (for comparison)\nThese spellers are then measured from the viewpoint of determining\nwhich' spellers list the words used most frequently, e. g., in the Anderson\nlist 'there are 78 words which are used from 677 to 11,893 times in the\n361,184 words of the Anderson list.\nThere are ten sortings of these words ranging from the first one-tenth\n(of 78 words as above described), to the last one-tenth of 6,118 words used\nfrom one to five times. The speller words are measured against these\nfrequencies of use to determine which spellers contain the most frequently\nused, and which contain the least frequently used words.\nThe study shows, conclusively, that from 58 per cent to 77 per cent\nof the time devoted to spelling is spent upon words not commonly used.\nDr. Woody in his Study in the Content of Fifteen Second Readers, comments upon the former practice of reading one text many times, giving\ncredit to the value of the method in fixing the thought content.\n\nHe Jhen\n\npoints out that modern pedagogy demands the meeting of the vocabulary\n\nwords\n\n(in\n\na given grade, for example) in\n\nmany different situations to\n\nand (2) the various shades of\nmeanings, and shades of meanings obtained by word blending.\nThe enormous supply of supplementary reading upon the market,\nand the amount of money spent for the same make an evaluation necessary.\nOften the supplementary readers contain many of the same stories and\nmuch of the supplementary material of the basic texts. Dr. Woody's\ndetermine\n\n(i) positive sight recognition,\n\nstudy shows the overlapping.\n\n"}
{"page": 415, "printed_page": null, "text": "THE SELECTION OF TEXTBOOKS\n\nDepartment]\n\n399\n\nThe books are first analyzed to show the number of pages devoted to\nfolklore, to\n\nmyths, to fables, to boys and girls, to rhymes, to birds, to\n\nplants, to fairies, to pets, to fowls, to plays and games, to historical and\npatriotic\n\nsubjects,\n\nto\n\nconduct,\n\nto insects,\n\nto\n\nlullabies,\n\nand\n\nto\n\nother\n\nmiscellaneous material.\n\nThe majority of the books devote a preponderance of space to such\nclosely related fields as folklore, stories, fables, fairy stories,\n\nmyths, and\n\na meager amount to stories involving boys and girls, birds, plants, pets,\n\nand games. The strange and fanciful have the greatest\namount of space.\nThe percentage of material from the studied second readers varies\n\nfowls, plays\n\n(to give a few instances), as follows:\nInstructive Material\n\n11.\n\n23.6\n16.0\n0.0\n100.\n\nImaginative Material\n\n88.9\n75-9\n84.0\n100.\n\n0.0\n\nThe range of instructive material in these books ranges from 0.0 per\nThe range on imagi-\n\ncent to 100 per cent, with a median of 32 .0 per cent.\n\nnative materials ranges from 0.0 to 100 per cent, with a median of 67.9\n\nper cent.\n\nOne reader includes no instructive material, and 100 per cent\n\nAnother reader is the reverse of this.' ^Only 15.3\nis devoted to real nature stories.\nFifty-one\nand eight-tenth of subject-matter is devoted to folklore, fairy tales,\nand myths.\nThere is not the right balance between instructive and imaginative\nmaterial. There is room on the market for books of the balanst type.\nOf the fifteen readers studied, seven of the fifteen contained the selecimaginative material.\n\nper cent of subject-matter\n\n\"Over in the Meadow.\" ''The Four Friends,\" or better known, as\n\"The Town Musicians,\" is found in six of the fifteen. The duplication\n\ntion,\n\nranges from three to seven selections making up the content of the fifteen\nreaders studied.\n\nOne reader had material entirely its own, and showed\n\nno overlapping.\n\nThe value of the study is to enable the purchase of material different\nfrom that already in the hands of the pupils.\n\nTHE SELECTION OF TEXTBOOKS FROM THE\nPUBLISHER'S POINT OF VIEW\nC. W. TABER,\n\nWESTERN MANAGER, J. B. LIPPINCOTT & COMPANY, CHICAGO, ILL.\n\nCriticism often is raised against schoolbook prices. But whatever\nthey are or should be, it is reasonable to suppose that if selling costs could\n• A complete printed copy of this\naddress may be had, as long as they last, by applying to The Education Publications Section of the N. E. A., 2126 Prairie Ave., Chicago.\n\n/\n\n"}
{"page": 416, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n400\n\n[Educational Publications\n\nbe reduced, a corresponding reduction in prices would follow.\n\nSuppose\n\nwe examine a few of the educational barbed-wire entanglements that\nstand in the way of the publisher's objective, which is the making of the\nhighest type of schoolbook possible and the selling of it at as low a price\nas possible, on a dignified, business-like basis, and still make a reasonable\nprofit.\n\nExchanges.\n\n— Commissioner Claxton condemned the practice\n\nof making\n\nexchanges and ridiculed it, using the illustration of the school man who\n\nwould dare to ask the local shoe dealer to exchange an old pair of shoes\nfor a new pair, or to allow him something for the old pair if he agreed to\nbuy a new pair. The competition in the business years ago incited some\nfoolish publisher to begin this practice and as a result all are now suffering\nfrom it, but the cost of making exchanges is reckoned as part of the\npublisher's selling expense, and if the practice did not exist the price of\n\nschoolbooks could be lowered.\n\nDo not think that the schools are getting\n\nsomething for nothing when a state compels a publisher to grant a 50 per\ncent exchange rate, or any exchange for that matter. This tax must be\nabsorbed in some way and there is only one business-like way in which\nit can be absorbed.\n\nDesk copy-books.\n\n—This represents the premium-coupon system of\n\ntoday condemned by all chambers of commerce. In\nthe book business it is nothing but wholesale bribery on the part of the\nselling merchandise,\n\nyou refuse to furnish us a few desk\ncopies of your book, we will refuse to adopt it,\" is a familiar communication\nschool system demanding\n\nit.\n\n''If\n\nreceived by publishers.\n\nA man who is educationally big enough to be the superintendent of\na school system should be big enough to assume all responsibility for the\nTo appoint a textbook committee to vote on\nselection of textbooks.\ntexts means in many cases that the superintendent is afraid to stand before\n\nWhat have you got to say about it?''\nThe committee divides the responsibility as well as the censure of the\ncommunity, if any. To leave the vote in the hands of teachers is an\nadmission that he knows little about the subject under discussion. If\nhis constituency and say,\n\n''/ did it.\n\nseveral books are to be adopted a committee vote always\n\nmeans com-\n\npromises, and compromises should not enter into the solution.\nHere are a few features that frequently help in the adoption of text-\n\nbooks and which should not be considered for one moment:\n1. Text written by favorite author of teacher\n\nText used or favored by my former instructors\ncontains some of my favorite devices or pet definitions\nText\n3.\ncertain catchy devices\ncontains\nText\n4.\nthat are using it\nknown\nplaces\nOther\n5.\n6. I like the agent or the company representing the book\nhe is entitled to something now\n7. The agent lost out last time;\n2.\n\n"}
{"page": 417, "printed_page": null, "text": "LIMITING THE OUTPUT OF TEXTBOOKS\n\nDepartment]\n\n8.\n\nI like or dislike the color of the cover, or the pictures\n\n9.\n\nIf it doesn't work out we can change it\n\n401\n\nOn the other hand, ask yourself these questions:\n1.\n\nIs it teachable?\n\n2.\n\nIs\n\nwithin\n\nit\n\nthe\n\nability\n\nof\n\nmy teachers to use it successfully\n\nwithout special instruction and constant supervision ?\n3.\n\nIs it well organized ?\n\n4.\n\nIs\n\ndefinite\n\nit\n\nand specific enough in statement and does it afford\n\nthe pupil a basis for a working knowledge of the subject-matter that may\n\nbe utilized under varying conditions ?\n\nCan\n\n5.\n\nthe lessons be tested in the classroom, in the home, and\n\nreal life ?\n6.\n\nMay the result obtained be measured ?\n\n7.\n\nDoes it represent modern methods and scholarship ?\n\nLIMITING THE SPURIOUS OUTPUT OF TEXTBOOKS\nTHRU EDITING\nJ.\n\nW. SEARSON, PROFESSOR OF ENGLISH, STATE AGRICULTURAL COLLEGE,\nMANHATTAN, KANS.\nTricking the innocent public, poisoning young minds, and moral law-\n\nlessness may well be charged against the book presses of America, if one\nis\n\nto judge\n\nby the output.\n\nTextbooks lacking in patriotism and filled\n\nwith foreign propaganda were revealed during the war.\n\nMany text-\n\nbooks containing glaring untruths which poisoned the public mind and\n\nmany which advocated unsound doctrines in a democracy are spawned\nforth by a more or less irresponsible press.\n\nThe evil of spurious output must be attacked at the source.\n\nNo new\n\ntextbook should be publisht that does not offer a distinctive, constructive\n\nimprovement over the texts already in use.\n\nEach new text should offer\n\na definite contribution to educational procedure on the part of both pupil\n\nand teacher.\nThere are certain definite steps which should be followed in the making\nof distinctive textbooks\n\nwhich answer the highest needs\n\nof pupils,\n\nof\n\nteachers, and of the public.\n\nThe following steps are offered in an effort\n\nto suggest a program which,\n\nif\n\nfollowed, will limit the spurious output\n\nand will result in the publication of only forward-looking,\ndistinctive, and constructive texts:\n1. Publish no manuscript, regardless of merit, merely for the sake of\n\nof textbooks\n\nsales.\n2. Locate and cultivate authors with scholarship and real vision who\ncan tell plainly and simply what they do, how they do it, and why they\n\ndo it.\n\nI\n\nSuch authors are scarce, but with encouragement they may be\n\n"}
{"page": 418, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n402\n\n[Educational Publications\n\namong the most promising workers in the educational\nThe simple fact that a man is a prominent city superintendent\nwhose system uses textbook^ by the carload or that he is a professor of\nsomething or other who is widely known should not justify publishers in\ndevelopt from\n\nfield.\n\naccepting his manuscript regardless of merit.\n\nDevelop the author. Have him first report his lesson plans just\nthem best adapted to classroom use. Have him study the\nconditions in all the classrooms in the territory to which his text is to\nappeal. Then let him revise the lesson plans to meet the conditions\n3.\n\nas he finds\n\ndiscovered.\n\nTry the carefully written and carefully revised manuscript in the\nHave it tried by representative teachers\nit.\nwhere such a text is to be used. The\nin\nthe\nschools\nteaching\nwho are\nwith the criticisms and comments of\nin\nharmony\nrevised\ntext should be\nexperience\nwith\nit in actual school work.\nteachers who have had\nBy diligent research and experimechanically.\n5. Make the text right\nment, experts have discovered certain essentials of good mechanical manuThe printing should be clear, in the most legible type faces\nfacturing.\nand type sizes, and in proper line and page lengths, with proper leading,\ngood make-ready, and artistic make-up. The illustrations should be\nartistically drawn, an organic part of the text, and in sizes, colors, and\nmessage such as to appeal to fundamental child interests. The binding\nshould be plain, simple, durable, and artistic in color and in cover design.\nThe mechanical make-up of a text should be determined as carefully as\n4.\n\nschools before publishing\n\nare the contents.\nIf these simple rules are followed, we will have more than mere names\n\non the title pages of our textbooks. We will have contents sound and\nproperly safeguarded. We will have books that are true to the best\nresearches mechanically. Such a practice will involve patience, expense, and\nthe application of fine intelligence to textbook making. The publisher who\nemploys an editor who has the courage to insist on maintaining this high\n\nstandard will earn and keep the confidence of the public and the good-will\nof practical educators everywhere.\n\n"}
{"page": 419, "printed_page": null, "text": ":\n\nDEPARTMENT OF THE WIDER USE OF\nSCHOOLHOUSES\nSECRETARY'S MINUTES\nOFFICERS\n\n—Raymond F. Crist, director of citizenship, Department of Labor, Washington, D. CWashington, D. C.\nSecretary— Margarita Spaulding Gerry, board of education\nPresident\n\nFriday Afternoon, July 9, 1920\n\nThe Department of Wider Use of Schoolhouses of the li^ational Education Association\nconvened in regular session on Friday, July 9, at two o'clock, in the Congregational\nChurch.\nThe meeting was called to order by the president, and the following program was\npresented\n\n—\n\n\"The Night Schools in Kansas City, Kansas\" I. B. Morgan, vice-president of the\nDepartment for the Wider Use of Schoolhouses and director of continuation schools at\nKansas City, Kans.\n''The Correction of Brogue among the Foreign Born\" James L. Barker, professor\nof modern languages, University of Utah, Salt Lake City, Utah.\n\n—\n\nThe following ofl&cers were elected for the ensuing year:\ndirector of citizenship, Department of Labor,\n—Raymond F.\nVice-President—\nB. Morgan, director of continuation schools, Kansas City, Kans.\nSecretary—Margarita Spaulding Gerry, Board of Education, Washington, D. C.\n\nPresident\n\nCrist,\n\nWashington, D. C.\n*\n\nI.\n\nThe meeting adjourned.\n\nMargarita Spaulding Gerry, Secretary\n\nTHE NIGHT SCHOOLS IN KANSAS CITY, KANSAS\nI.\n\nB. MORGAN, DIRECTOR\n\nCONTINUATION SCHOOL AND VOCATION BUREAU,\nKANSAS CITY, KANS.\n\nAccording to the United States census of 19 10, the state of Iowa has the least\nUnion, which is 17 per thousand in the total population\n\nilliteracy of any state in the\n\nOregon and Nebraska come next with 19 per thousand.\nMassachusetts is ranked 24, the middle\nplace in the list of states with 52 illiterates per thousand, and Louisiana 48 with 290.\nAmong the cities having 25,000 and over Battle Creek, Michigan, has the least illiteracy\nin total population ten years of age and over which is 5 of i per cent.\nCambridge has\n2.6 per cent; Kansas City, Kansas, 2.9 per cent, Boston, 4.4 per cent, New York 6.7\nper cent. Twenty-five cities having a population of 25,000 and over have more than\n10 per cent illiteracy and 5 cities with more than 15 per cent, the highest being Shenandoah\nBorough, Pa., 23 7 per cent, and the entire United States comes forward with a grand\ntotal of 5^ millions ten years of age and over unable to read and write.\nThis is the\ncondition in the richest and most progressive country upon the face of the earth.\nten years of age and over.\n\nThen Washington with 20 and Kansas with 22.\n\n.\n\n.\n\n403\n\n"}
{"page": 420, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n404\n\n[Schoolhouse\n\nTo decrease this illiteracy, to dispel ignorance, and superstition, to establish a high\nstandard of personal responsibility, to enhance the industrial and intellectual efficiency\nof the citizens, and to inculcate a lofty standard of unselfish patriotism, the free night\n\nschools have been organized by the board of education in Kansas City, Kansas.\n\nHere\n\nthe French and the German, the Italian and the Austrian, the Slav and the Turk, all\n\nthe tongues and kindred of Europe and a part of Asia sit side by side exemplifying the\nprinciple of the universal brotherhood of\n\nman, learning the same language, studying\n\nthe same lesson, blessing the country of their adoption which has given them protection\n\nand liberty.\n\nThe night school solves the immigrant question better than any other instrumentality.\nWhen the newcomer enters\n\nIt wins the confidence of the immigrant without any effort.\n\nthe portals of the public-school building he feels that exploitation there, at least, ceases.\n\nHe recognizes the teacher as his friend and benefactor.\nmotives of the school.\n\nHe has no misgivings as to the\n\nThe Ishmaelite feeling leaves him and he is born again into a\n\nmore glorious and transcendent citizenship.\n\nOne of the great problems in the night school is to educate and Americanize the\nIt is readily seen that when the mother is Americanized,\nthe home is Americanized. That means the neighborhood, the state, and the nation,\nand yet, the mother among the immigrants who needs education the most receives the\nThe mother, busy with domestic cares, frequently does not extend her experience\nleast.\nbeyond the home, the church, and the store. To help the mothers, the women of the\nmothers among the immigrants.\n\nW.C.T.U. have been conducting classes in the homes, giving them lessons in English,\nsewing, cooking, and in the care of children. Red Cross classes in hygiene and care of\nthe sick in the homes of the immigrants are also a help toward Americanization.\n\nMembers of the Russian colony in the city were not found in the night schools.\nThey were known to meet at frequent intervals in a hall of their own. This hall, the\nSome time after this\npolice raided, but did not find anything to incriminate the men.\nthe writer determined to make a raid also. He asked Professor W. W. Sullivan, of the\nUniversity of Kansas, who was engaged in University Extension work in connection with\nthe night school, to accompany him on this raid. With the government textbook in\none hand and gentle peace in the other, the raid began. The raiders found the hall\nlocked, not a soul was seen, not a sound was heard.\n\nIt was learned that the frequenters\n\nof the hall could be found at that time in a poolroom not far away.\n\nThe raiders entered\n\nthe poolroom and made known to the men their intention of organizing a class in their own\nhall for all who desired to learn to read, speak, and write the English language and to study\n\nthe operations of the government of the United States.\n\nAt the appointed time a class\n\nof fifty was organized which proved to be one of the most faithful classes in the night\n\nschool.\n\nInnocent persons are frequently misinformed and misled by designing, unscru-\n\npulous, unpatriotic individuals.\nto the individuals\n\nIt is the duty of the government to give due attention\n\nwho disseminate pernicious and unpatriotic doctrines and it is the\n\nduty of the public schools to instruct and enlighten all the people thereby counteracting\nthese evil influences. A very important lesson must be taught some classes of immigrants\nand some classes of native Americans as well.\nThis great Republic is exceedingly jealous of the native or adopted son who strikes\nat the foundation of a free and popular government, a government of the people, by the\npeople, and for the people, jealous of the one who construes liberty to be a license, whose\n\narrogance and greedy passion tend to oppress his fellowmen and who is oblivious of the\nprinciples that all men are created equal and that governments derive their just powers\n\nfrom the consent of the governed.\n\nThe immigrant as well as every one else in a democ-\n\nracy must learn that liberty implies the practice of the golden rule, wise and unselfish\ncivic aggressiveness, self-restraint, forbearance, self-sacrifice, faithfulness to\n\nunwavering loyalty to the Stars and Stripes.\n\nduty and\n\n"}
{"page": 421, "printed_page": null, "text": "NIGHT SCHOOLS IN KANSAS CITY, KANSAS\n\nDepartmert]\n\n405\n\nTeaching the immigrant to speak, read, and write the English language, the operaand local governments, and lessons of true patriotism does not\nA machinist\nconstitute all the work that is done in the night school for the immigrant.\ntions cf the national\n\nAfter acquiring some proficiency along this\nwas introduced to common fractions. He was given the problem | — | and he\nanswered unhesitatingly | although he could not place the operation on the board or on\npaper. I asked him how he solved it. He said, \"If from | of an inch you take f of an\ninch, you have | of an inch left.\"\nWhen he entered the night school he had a problem\nto solve.\nIt makes no difference if the problem is remote and apparently foreign to the\nin one class began his work in long division.\n\nline he\n\nstudent's ability, it will furnish motivations to his activities.\n\nLet me state the problem briefly.\noil tank lying lengthwise,\n\nis\n\na cylindrical\n\nHow many\n\ngallons of oil does it contain ?\noil does it\n\nIn the packing plant there\n\nso many feet long and so many feet in diameter.\n\nSecond, when the tank is not full, how many gallons of\n\ncontain, the greatest depth of the oil being known ?\n\nBefore the close of the\n\nnight school term, he was able to solve this and more difficult problems.\n\nHe is now\n\nmaster mechanic of a packing plant receiving a salary which many a teacher would be\n\nproud to receive.\nThere is one factor that enters into the success of the night school that towers above\nall others and that is the successful teacher.\nEvery successful teacher has a sympathetic\nheart and great resourcefulness. He possesses that inexplicable something called\npersonality which grapples the students with hooks of steel and inspires them to a greater\nself-activity and to live a nobler, purer, and a more useful life.\nEmerson says, \"In\ndealing with my child, my Latin and my Greek, my accomplishments and money stead\nme nothing, but as much soul as I have avails.\" It requires the true missionary spirit\nto make the night school a success. Announcements alone will not do it. You must\ngo out into the by-ways and highways and invite them in. The night-school people are\ngood workers under guidance of an inspiring teacher, but are also very easily discouraged\nunder the instruction of an indifferent teacher.\nThe teacher who teaches the subject and fails to teach the pupil, in the night school,\nat least, will soon find himself alone with his subjects. The night schools react upon\nthe day high schools. The strenuous efforts put forth by the night-school people to\nincrease their efficiency in their particular line of work are having a wholesome effect upon\n\nthe day school.\n\n\"Can any good come out of Nazareth?\" is askt today in the same\n\nspirit it was askt in the days of the lowly Nazarene.\n\nWhen a number of sturdy square-shouldered fellows were passing thru the halls\nof the high-school building to their classes, each holding a primer in his hand and using\nhis finger as a\n\nbookmark, a number of high-school boys who had been invited to visit\n\nthe night school, ridiculed this class of beginners, but when they discovered that these\n\nsame sturdy, squared-shouldered fellows were at that time holding positions of responsibility and remuneration in the great industries, they made their best bow to labor and\nlearned for the first time to recognize worth whether it came from the cabin on the Kaw\nor from the palace on the hill.\n\nI\n\n"}
{"page": 422, "printed_page": null, "text": ""}
{"page": 423, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nCLEVELAND MEETING, FEBRUARY 23-28, 1920\n\nSECRETARY'S MINUTES\nOFFICERS\n\n—E. U. Graff, superintendent of schools\nKelly, superintendent of schools\nFirst Vice-President—D.\nSecond Vice-President—H. C. Johnson, superintendent of schools\nSecretary— Charl O. Williams, county superintendent of schools\n\nIndianapolis, Ind.\n\nPresident\n\nBinghampton, N.Y.\nSan Diego, Calif.\nMemphis, Tenn.\n\nJ.\n\nFIRST DAY'S PROCEEDINGS\nFORENOON SESSION—Tuesday, February 24, 1920\nReorganization Program\nPresident Graff called the Department to order.\n\nThe following program was carried out:\n\n—\n\nCommunity Singing Led by Peter Dykema, University of Wisconsin, Madison, Wis.\n\"The Democratization of Supervision\" J. F. Hosic, head of department of English,\nChicago Normal College, Chicago, 111.\n\"The Socialized Recitation\" C. S. Pendleton, assistant professor of English,\n\n—\n\n—\n\n^\n\nUniversity of Wisconsin, Madison, Wis.\n\nUnited\n—William Mather Lewis, director of savings\n—Wardlaw Miles, professor of English, Princeton\n\"Junior Red Cross\" —John H. Finley, commissioner of education, Albany, N.Y.\n\"Dollar Education\"\n\ndivision.\n\nStates Treasury, Washington, D.C.\n\"America's Gift to France\"\nUniversity, Princeton, NJ.\n\nA motion was ni^de by J. O. Hall, Hutchinson, Kan., to have printed outlines of\naddresses for distribution at all meetings on Wednesday, February 25.\n\nSeconded and\n\ncarried.\n\nPresident Graff instructed the secretary of the Department to confer with the executive secretary of the National Education Association as to the possibility of carrying out\n\nthe spirit of this motion.\n\nIt was moved and seconded that the resolution for reorgani-\n\nzation of the Departnient, which was offered by F. M. Hunter, Oakland, Calif., be printed\nfor distribution among the members of the Department.\n\nCarried.\n\nEVENING SESSION—Tuesday, February 24, 1920\nThe evening session met in the Shrine Temple, at 8 00 o'clock.\nThe following program was presented:\n:\n\n—\n\nCommunity Singing and the Superintendent's Glee Club Led by Peter Dykema,\nUniversity of Wisconsin, Madison, Wis.\nInvocation Paul F. Sutphen, Second Presbyterian Church, Cleveland, Ohio.\n\"Five Decades of Educational Progress\" A. E. Winship, editor. Journal of\nEducation^ Boston, Mass,\n\"Five Decades of Rural Education\" Lee Driver, director of the Bureau of Rural\nEducation of Pennsylvania, Harrisburg, Pa.\n\"Current Tendencies and Problems\" R. W. Himelick, superintendent city schools,\nFort Wayne, Ind.\n\"Schools of Tomorrow\" Angelo Patri, principal school No. 45, New York, N.Y.\n\n—\n\n—\n\n—\n—\n\n—\n\n407\n\n"}
{"page": 424, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n4o8\n\n[Cleveland\n\nPresident Gra£f announst the following Nominating Committee: Frank B. Cooper,\nsuperintendent of schools, Seattle, Wash,, Chairman; B. B. Jackson, superintendent of\nschools, Minneapolis, Minn.;\n\nWharton S. Jones, superintendent of schools, Memphis,\n\nTenn.; H. M. Maxson, superintendent of schools, Plainfield, N.J.;\n\nJ.\n\nG. Becht, deputy\n\nstate commissioner, Harrisburg, Pa.\n\nSECOND DAY'S PROCEEDINGS\nFORENOON SESSION—Wednesday, February 25, 1920 ^\nThe forenoon session of the second day met in Keith's Hippodrome, at 9:00 o'clock.\nFinancial Program\n\nThe following program was presented:\nCommunity Singing Led by Peter Dykema, University of Wisconsin, Madison, Wis.\n\n—\n—\n\n\"Teachers' Salaries\"\nLouis, Mo.\n\nJ.\n\nW. Withers, superintendent of public instruction, St.\n\n—\n\n\"Methods of Financing Large City School Systems\" ^William L. Ettinger, superintendent of schools, New York, N.Y.\n\"Planning a Comprehensive Building Program\" P. C, Packer, assistant superintendent of schools, Detroit, Mich.\n\"The Teacher Shortage\" J. P. Battenberg, president of Northwestern State\nNormal, Alva, Okla.\n\n—\n\n—\n\nEVENING SESSION—Wednesday, February 25, 1920\nThe evening session met in the Shrine Temple, at 8:00 o'clock.\nAmericanization Program\n\nThe following program was presented:\nConcert Numbers Cleveland Musicians, provided by J. Powell Jones, Cleveland\n\n—\n\nPublic Schools, Cleveland, Ohio.\nInvocation Dan F. Bradley, Pilgrim Congregational Church, Cleveland, Ohio.\n\"The Teaching of Patriotism\" Theda Gildemeister, Department of Education,\nState Normal School, Winona, Minn.\n\"Americanization under the New Hampshire Law\" Maro S. Brooks, deputy\ncommissioner of education of New Hampshire, State House, Concord, N.H.\n\"Integrity of the Liberal College Course\" Alexander Meiklejohn, president Amherst\n\n—\n\n—\n\n—\n\n—\n\nCollege, Amherst, Mass.\n\nTHIRD DAY'S PROCEEDINGS\nFORENOON SESSION—Thursday, February 26, 1920\nThe forenoon session of the third day met in Keith's Hippodrome, at 9:00 o'clock.\nThe following program was presented\nConcert Numbers Cleveland Musicians, prcfvided by J. Powell Jones, Cleveland\n\n—\n\nPublic Schools, Cleveland, Ohio.\n\"A Federal Department of Education—The Smith-Towner Bill\"—W. P. Burris,\ndean. University of Cincinnati, Cincinnati, Ohio; W. C. Bagley, professor of education.\nTeachers College, Columbia University, New York, N.Y.\n\"Practical Workings of Smith-Hughes Law\"—J. Stanley Brown, president Northern\nIllinois Normal School, Dekalb, 111.\n\n—\n\n\"Teachers' Organizations\" ^L. D. Coffman,\nUniversity of Minnesota, Minneapolis, Minn.\n\ndean,\n\nDepartment\n\nof\n\nEducation,\n\nEVENING SESSION—Thursday, February 26, 1920\nThe evening session met in the Shrine Temple, at 8;oo o'clock.\nThe following program was presented:\nCommunity Singing Kenneth Clark, army song leader, Community\n\n—\n\nNew York, N.Y.\nInvocation— A. B. Meldrum, Old Stone Church, Cleveland, Ohio.\n\nService,\n\n"}
{"page": 425, "printed_page": null, "text": ":\n\nSECRETARY'S MINUTES\n\nSuperintendence]\n\n—\n—\n\n\"Constructive Factors in American Education\"\n\nJ.\n\n409\n\nP. Garber, superintendent of\n\nschools, Philadelphia, Pa.\n\"The Greatest Need in Public Education Today Wise and Responsible Leadership\"\nE. C. Hartwell, superintendent of schools, Buffalo, N.Y.\n\n—\n\n\"The Educational Challenge of the Present World Situation \"—Henry Churchill\nKing, president Oberlin College, Oberlin, Ohio.\n\nFOURTH DAY'S PROCEEDINGS\nFORENOON SESSION— Friday, February 27, 1920\nThe forenoon session of the fourth day met in Keith's Hippodrome, at 9:00 o'clock.\n\nRecent Innovation in Education\nThe following program was presented\nCommunity Singing Kenneth Clark, army song leader, Community Service, New\n\n—\n\nYork, N.Y.\n\n—Ernest A. Smith, superintendent of schools,\n\"Physical Education in New Jersey\" — Frederick W. Maroney, state director of\nphysical training and hygiene, Trenton, N.J.\n\"The Denver Opportunity School\" — C. M. Cole, superintendent of schools, Denver,\n\"Compulsory Character Education\"\n\nSalt Lake City, Utah.\n\nColo.\n\n—Jesse\n\n\"Some Problems of Administration Confronting the Public Junior College\"B. Davis, principal, Central High School, Grand Rapids, Mich.\n\nBUSINESS MEETING\nThe meeting was called to order by President E. U. Graff.\nFrank B. Cooper, chairman of the Committee on Nominations, made the following\nreport:\n\n—\n—\n\nPresident Calvin N. Kendall, commissioner of education, Trenton, N.J.\nFirst Vice-President\nErnest A. Smith, superintendent of Schools, New Orleans, La.\nSecretary Belle M. Ryan, assistant superintendent of schools, Omaha, Nebr.\n\n—\n\nIt was moved and seconded that the report of the Nominating Committee be adopted.\n\nCarried.\n\nC. N. Kendall was called to the platform by E. U. Graff and thankt the body for the\nhonor conferred upon him.\n\nThe report of the Resolutions Committee, with amendments, was then adopted.\nThe resolution for reorganization of the method of electing officers, as introduced\nat the opening session by Fred M. Hunter after substitutions and amendments by A. E.\nWinship and D. W. Springer, was adopted in the following form:\n1. Any active member of the Department of Superintendence may, between January\nand February 15 of each year, file with the Secretary of the National Education Association a nomination for each office in the Department, which nomination shall be placed\nupon the primary ballot as hereinafter provided.\nI\n\n2. In each January issue of the National Education Association Bulletin, the Secretary of the National Education Association shall print a notice calling for nominations for\nthe several offices of the Department of Superintendence.\n\n3. In each February issue of the National Education Association Bulletin, the\nSecretary of the National Education Association shall print an alphabetical list of all\npersons who have been nominated for each of the several offices by the date when the\nBulletin is issued.\n\n4. The Secretary of the National Education Association shall prepare printed primary\nballots on which shall be alphabetically arranged under each office by February 15 of that\nyear, together with the educational position occupied by the person named and the date\nwhen he joined the Association.\n5. Each active member of the Department who registers before 5:00 o'clock p.m.\non Wednesday of the week of the meeting shall be given a primary ballot on which he\nmay indicate by means of a cross his choice for each office to be filled. In case three\n\n"}
{"page": 426, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n4IO\n\n[Cleveland\n\nnominations shall not have been made for any office, voters may write in the name of\nanother candidate.\n6. The Secretary and Vice-President of the Department shall constitute a canvassmg\nboard to count the ballots cast by the active members of the Department and the result\nshall be reported by the President at the first regular session of the Department held on\nThursday.\n7. Election ballots shall be prepared by the Secretary of the National Education\nAssociation containing under each office to be filled the name of the two persons who in\nthe primary ballot had received the largest number of votes for that office, arranging the\nnames in the order of number of votes received. In case two or more persons were tied\nfor second place in the primary ballot, all such names shall be placed on the election\nballot in alphabetical order.\n\n8. At the annual business meeting the active members shall elect the officers by\nmajority vote from the nominations made as the result of the primary election, using\nthe election ballots provided.\n\nSuperintendent Wood of California moved the amendment to Dr. Winship's amendment as follows:\nResolved, That a committee of five be appointed by the chair to report on the second\nday to meeting of 19 21 or such other suitable ways and means as may be necessary to\ncarry into effect spirit and purpose of these resolutions. The question was called on\nadoption of Superintendent Wood's amendment. Carried.\nE. U. Graff appointed the following committee in accordance with the amendment\nof Superintendent Wood of California to devise a workable plan for the election of officers\n\nA. E. Winship, editor, Journal of Education, Boston, Mass.\nR. G. Jones, superintendent of schools, Cleveland, Ohio.\nH. Weet, superintendent of schools, Rochester, N.Y.\nJ. W. Sexton, superintendent of schools, Lansing, Mich.\nE. G. Hartwell, superintendent of schools, Buffalo, N.Y.\nInvitations were extended by four cities in alphabetical order for the entertainment\nof the\n\nDepartment of Superintendence in 19 21, Cleveland being represented by R. G.\n\nJones and San Francisco by Alfred Roncovieri.\n\nThe ballot was taken with the following results:\nCleveland, 106; Kansas City, 43; San Francisco, 132; Washington, 336.\nInasmuch as 19 21 is inauguration year and that Washington is likely to be overcrowded at that time, D. W. Springer moved that the vote be referred to a committee\nIt was\nof the officers elect to select the most suitable place for the department meeting.\nseconded and carried.\nR. W. Himelick offered the following report which was unanimously adopted:\n\nYour committee appointed at Chicago to investigate the standards for the apportionment of funds raised by school boards for current expenses, begs to report that some\nprogress has been made by the Committee. On account of the financial problems confronting all school boards at this time, and because many school boards are making\nradical changes in the methods of handling funds it was impossible to have a report\ncompleted for this meeting.\nWe, therefore, request that the Committee be continued and that it make its final\nreport at the next meeting of the superintendents.\n\nThe meeting adjourned sine die.\n\nCharl O. Williams, Secretary\n\nRESOLUTIONS OF DEPARTMENT OF SUPERINTENDENCE\nCLEVELAND, OHIO, FEBRUARY 23-28, 1920\nThe Department desires to express its cordial thanks to the City of Cleveland for\nThe school officers and teachers of\n\nits generous hospitality in entertaining this meeting.\n\nCleveland have been untiring in their efforts to provide for the comfort and convenience\nThe local committees have been unusually well-\n\nand entertainment of the members.\n\n"}
{"page": 427, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence]\n\n4II\n\norganized and have attended to every detail of local arrangement with unexampled\nthoroness.\n\nThe Convention Bureau of the Chamber of Commerce has been generous in its\nThru the courteous attention of its Secretary, the Department\n\nsupport and cooperation.\n\nhas enjoyed the advantage of commodious and well-appointed meeting places, and in\nother ways has enjoyed a session of exceptional comfort and convenience.\n\nWe especially commend the splendid service of the daily papers of this city.\n1. Whereas, The stability of our institutions and the future welfare of our civilization require, not only the better education of the present foreign element of our population, but also the careful education of the coming generation of citizens.\n\nBe it resolved, That the curricula of all public and private schools should include such\ninstruction in American historv as shall lead to a better understanding of the long-proven\nadvantages of our American form of representative government, as distinguisht from a\npure democracy, and as shall show that domination by any class or group is destructive to\nall liberty; that all necessary changes in laws whenever the majority of our people earnestly\ndesire them; that the right to own property is itself an attribute of liberty and an essential\ncondition of social and political progress; that all kinds of labor, whether of hand or\nbrain, are equally necessary and must have equal honor and consideration; that every\nman shall enjoy the right to work and to own and save the just fruits of his labor, that\nartificial restriction of output is an economic waste and that the essential principles of\nAmerican constitutional government as establisht by our forefathers have made it possible\nfor the people of America to enjoy the greatest degree of freedom known to the history of\nman.\n2. We reaffirm our endorsement of a Department of Education with a Secretary of\nEducation in the President's Cabinet, and generous appropriations by Congress to aid\nand encourage the states in the promotion of education witJi the express provisions that\nfederal aid shall not imply federal control of supervision of education, and that education\nin all its phases shall be organized, supervised, and administered exclusively by state and\nlocal educational authorities, establisht by state laws, as provided in the Smith-Towner\nBill, now pending in the Sixty-sixth Congress.\n\n3. Resolved,\n\nThat this Department recognizes the importance of special emphasis\n\non instruction for thrift.\n4. Whereas, The schools of the United States lost during the past year an unprecedented proportion of skilled and well-trained teachers, and,\n\nWhereas, The teacher-training institutions of the United States have at the present\ntime only from 50 to 80 per cent of their pre-war enrolment, and.\nWhereas, This condition is largely due to the inadequate salaries paid to teachers,\ntherefore.\n\nBe it resolved, That this Department commends the splendid work which has been\ndone by boards of education, by social and civic organizations, and by state, county,\nand city superintendents of schools, in promoting salary increases in order to make it\npossible for competent teachers to remain in the profession and to induce the more able\nof our young men and women to enter this most important branch of the public service,\nand.\n\nBe it further resolved, That this Department commends the scientific investigation\nundertaken by the National Education Association Committee on Emergency in Education, which presented to the public and to the profession comparative studies of salaries\nand cost of living which have proved most helpful in state and local salary campaigns\nthruout the nation.\n5. Resolved further. That the teaching profession has the right and the duty constantly\nto keep before the public the fact that increast expenditures for school maintenance and\nteachers' salaries are not measures for the selfish benefit of teachers, but for the upbuilding\nof a public institution, which American communities have always been willing to support\n\non the most generous scale,\n6. Resolved further. That the action taken by many states and localities in promoting\nand requiring physical education and training be commended and that this Department\npledge itself to further the cause of physical education by every possible method.\n\n"}
{"page": 428, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n412\n\n[Cleveland\n\nSECRETARY'S MINUTES\nCOUNCIL OF STATE DEPARTMENTS OF EDUCATION\n\nA.\n\n—Will C. Wood, state superintendent public instruction\nSacramento,\nSecretary—^Annie Webb Blanton, state superintendent of public instruction\nAustin, Tex.\n\nPresident\n\nof\n\nCalif.\n\nTuesday Afternoon, February 24\nThe Council of State Departments of Education of the National Education Association convened in regular session on Tuesday afternoon, February 24, at 2:00 o'clock,\nin the Main Assembly, North Foyer, Hotel Statler, Cleveland, Ohio.\n\nThe following program was presented\n\"Suggestions for a Practical and Effective Program of Americanization,\" Albert\nNew York, N.Y.\n\"General Discussion\" E. R. Snyder, state commissioner of vocational education,\nSacramento, Calif.; Mary C. C. Bradford, state superintendent of public instruction,\nDenver, Colo.\n\"The Functions and Organization of a State Department of Education Considered\nin the Light of Present Needs and Problems\"\nC. P. Cary, state superintendent of public\ninstruction, Madison, Wis.\nGeneral Discussion Walter E. Ranger, commissioner of public schools, Providence,\nR.I.; L. N. Hines, state superintendent of public instruction, Indianapolis, Ind.\nShiels, director of committee for development of community councils,\n\n—\n\n—\n\n—\n\nWednesday Afternoon, February 25\nThe following program was presented:\n\"The Program of Supplying an Adequate Number of Adequately Trained Teachers\"\n\n—^John H. Finley, commissioner of education and president of the University of the\nState of New York, Albany, N.Y.\nGeneral Discussion — M. B. Hillegas, commissioner of education, Montpelier, Vt.\nF. B. Pearson, state superintendent public instruction, Columbus, Ohio.\n\" Financing a Modern Program of Education \" —M. P. Shawkey, state superintendent\nof public instruction, Charleston, W. Va.\nGeneral Discussion —Josephine Corliss Preston, state superintendent of public\ninstruction, Olympia, Wash.; M. L. Brittain, state superintendent of schools, Atlanta,\nGa.\n\nBusiness Session.\n\nThe Council of State Superintendents gave a dinner Wednesday evening, February 25,\n6:00 o'clock, in the Main Assembly, North Foyer, Hotel Statler.\nAnnie Webb Blanton, Secretary\nB.\n\nROUND TABLE OF COUNTY SUPERINTENDENTS\nFriday Afternoon, February 27\n\n—E. M. Rapp, county superintendent of schools, Berks County, Reading, Pa.\n\nChairman\n\nThe Round Table of County Superintendents of the National Education Association\nconvened in regular session on Friday afternoon, February 27, at 2:00 o'clock, in the\nY.M.C.A. Auditorium.\nThe following program was presented\nThe general topic for the meeting was \"Rural Teacher Shortage Its Solution.\"\n\"From Viewpoint of a Rural Teacher\" Marie Turner Harvey, Porter Rural School,\n\n—\n\n—\n\nKirksville, Mo.\n\n\"From Viewpoint\n\nof\n\na Teachers'\n\nCollege\"\n\n—Mabel Carney, Teachers College,\n—H. V. Holloway, county superin-\n\nColumbia University, New York, N.Y.\n\"From Viewpoint of a County Superintendent\"\ntendent of schools, Kent County, Del.\n\nAn interesting discussion followed in which B re win from Illinois, Thompson from\nUtah, Miss Carney from Teachers College, Koch from the Pennsylvania Department of\nEducation, Nettle from Utah, Superintendent Cary, the Commissioner of Education of\nWisconsin, Superintendent Cooper of Baltimore County, Maryland, Wrolson from\n\nUtah, Whalen from Arkansas, chairman of the Department, E. M. Rapp, and others\ntook part.\nThe meeting was adjourned.\n\n"}
{"page": 429, "printed_page": null, "text": "::\n\nSECRETARY'S MINUTES\n\nSuperintendence]\n\nC.\n\n4I3\n\nSUPERINTENDENTS OF CITIES OVER 250,000\nFriday Afternoon, February 27\n\n—\n\nChairman C. Edward Jones, superintendent of schools, Albany, N.Y.\nThe Department of Superintendents of Cities over 250,000 of the National Education Association convened in regular session on Friday afternoon, February 27, at\n\n2:00 o'clock, in Hotel Statler, Cleveland, Ohio.\n\nThe following program was presented\n\n—\n\n\"Supervised Study in the Grades\" Alfred L. Hall-Quest, supervisor of secondary\neducation, University of Cincinnati, Cincinnati, Ohio.\n\"Strengthening the Superintendency \" Edwin C. Broome, superintendent of\nschools, East Orange, N.J.\n\"Continuous School Census\" ^John W. Davis, director Bureau of Attendance,\n\n—\n\n—\n\nDepartment of Education, New York, N.Y.\n\"School Surveys as Professional Reading\"\n\n—\n\nGeorge M. Wiley, assistant commissioner of education for the state of New York, Albany, N.Y.\n\"Elimination of Waste in Education\" William J. Shearer, educational expert,\nElizabeth, N.J.\n\"Democracy in School Administration\" Annie Webb Blanton, state superintendent\nof public instruction, Austin, Tex.\n\n—\n—\n\nSuperintendent Broome moved that a committee of seven be appointed from this\nsection to study the matter of strengthening the superintendency and to report at the next\n\nmeeting.\n\nCarried.\n\nD.\n\nSUPERINTENDENTS OF CITIES OVER 25,000\nFriday Afternoon, February 27\n\nChairman\n\n—Frank L. Smart, superintendent of schools, Davenport, Iowa.\n\nThe Department of Superintendents of Cities over 25,000 of the National Education\nAssociation convened in regular session on Friday afternoon, February 27, at 2 : 00 o'clock,\nin the Chamber of Commerce Auditorium, Cleveland, Ohio.\n\nThe following program was presented:\n\"State Laws and Regulations Pertaining\n\n—\n\nto School Buildings\" Frank Irving\nCooper, architect, chairman National Education Association Committee on Standardization, Boston, Mass.\n\"Golden Deeds in Character Education\" M. A. Cassidy, superintendent of schools,\nLexington, Ky.\n\"The Relation of Silent Reading to Efficiency in Study\" Ernest Horn, professor\ncollege of education. State University of Iowa, Iowa City, Iowa.\n\"The Present Status of the Junior High School\" Arthur F. Benson, principal\nBremer Junior High School, Minneapolis, Minn.\n\n—\n\n—\n\n—\n\nE.\n\nSUPERINTENDENTS OF CITIES BELOW 25,000\nFriday Afternoon, February 27\n\nChairman\n\n—H. B. Turner, superintendent of schools, Warren, Ohio.\n\nThe Department of Superintendents of Cities below 25,000 of the National Education Association convened in regular session on Friday afternoon, February 27, at 2:00\no'clock, in the Lattice Room, Hotel Statler, Cleveland, Ohio.\n\nThe following program was presented\n\n—\n\n\"Teaching Citizenship\" ^William D.\ninstruction, Harrisburg, Pa.\n\"Democracy in School Administration\"\nof public instruction, Austin, Tex.\n\nLewis,\n\ndeputy superintendent of public\n\n—Annie Webb Blanton, state superintendent\n\n\"Modem Health Crusade\" — Charles M. DeForest. modern health crusade executive,\nNew York, N.Y.\n\n• National Tuberculosis Association,\n\n"}
{"page": 430, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n414\n\n[Cleveland\n\nPAPERS AND DISCUSSIONS\nTHE DEMOCRATIZATION OF SUPERVISION\nJAMES FLEMING HOSIC, CHICAGO NORMAL COLLEGE, CHICAGO, ILL.\n\nThe classroom teacher is a citizen and a public servant.\n\nIn the former\n\ncapacity he has all of the rights and obligations proper to a member of the\n\nAmerican community.\n\nIn the latter he has accepted the role of a servant\n\nof that community and has agreed to work under the direction of the super-\n\nvisory officers appointed by the community thru their lawful representatives, the board of education.\n\nThe proposal, recently made, that teachers\n\nshould elect their supervisory officer, viewed as a right, is merely foolish.\n\nViewed as a possible expedient for securing a better type of executive,\nhowever, the idea is worthy of some respectful consideration, tho there is\nnot much ground for supposing that it would work. But in any event, the\nschools are maintained for the sake of the community as a whole, not for\nthe teachers—nor yet for the janitors! Except within certain well-defined\nlimits, the conception of the New England town meeting is not applicable\nto the groups making up the teaching population.\nBut then neither is the conception of absolute monarch applicable to\nthe supervisory oifficer. The fact that he is invested for the time being\nwith a good deal of delegated authority does not justify him in playing the\n\nTo do so is neither humane, wise, nor expedient.\n\nautocrat.\nis\n\nHis mission\n\nto organize and coordinate the educational forces available so that they\n\nmay render to the public the largest service they can.\n\nHis function may\n\nbe defined as that of democratic leadership in a group of co-workers, to the\nend that the pupils of the schools\n\nmay make\n\nthe largest possible growth\n\nin desirable ideals^ interests, knowledges, powers, and skills with the least\nwaste of energy and the greatest amount of satisfaction to\n\nall\n\nconcerned.\n\nThe competent supervisor is an expert, fitted by rigorous special training,\nwide experience, and a well-balanst personality to secure the full cooperation\nand most effective service of the workers placed in his charge. He is\n\nand where he is actually functioning, there is little excuse\nmore democracy in the school system. If agitation\nthere is, it will be found to spring mainly from a desire to lead rather than\nIn fact under the guise of democracy devoted may often be\nto be led.\ndescribed, only too thinly concealed, the ugly form of bolshevism rampant.\nNow is the time for genuine educational statesmanship. The war has\nquickened the social consciousness. New ambition has been awakened\nReconin the breasts of many hitherto content with humble station.\nindispensable,\n\nfor an agitation for\n\nstruction is the watchword.\nsalaries,\n\nDiscontent is growing.\n\nAgitation for higher\n\nnecessary under the changed conditions, invites the demagogue\n\nNever was there greater need for the formulation of educational policies upon the basis of fundamental and enduring\n\nand threatens our morale.\nprinciples.\n\n'\n\n"}
{"page": 431, "printed_page": null, "text": "DEMOCRATIZATION OF SUPERVISION\n\nSuperintendence!\n\n415\n\nLet us consider briefly some factors involved in democratic supervision.\n(i) a clear delimitation of the supervisory function; (2) genuine, constructive leadership; (3) adequate pro-\n\nThey include at least the following:\n\nand impersonal\n\nthe supervisor;\n\n(4)\n\nscientific\n\nstandards by which to determine results;\n\n(5)\n\nrecognition of the\n\nfessional preparation\n\nof\n\nhuman\n\nelement.\n\nThe typical supervisor is the principal of a school. As matters stand,\nmost of what supervision we have in our schools is done by the man on the\nground. In the nature of the case it must be so. Unfortunately, however,\nthe principal ordinarily has so many obligations that his work as supervisor\nis too often crowded out.\nHe must organize the school, carry out the\npolicies and mandates of his supervisors, look out for the plant, and secure\nthe cooperation of the community. His administrative and general civic\nand social duties provide ample excuse for neglecting the task of leading\nAt\nhis teachers in the activities for which the school is actually kept up.\n''I select good teachers,\"\nthe worst he boldly disclaims responsibility.\nhe says, \"and let them entirely alone.\" How he expects to secure continuity and coordination, to say nothing of enthusiasm and esprit de corps,\nhe does not explain. A principal of this type is of about as much use to his\nteachers as an Indian cigar sign, so far as actual encouragement and guidance\nare concerned.\n\nHe believes in absent treatment.\n\nThe principal who is alive to the importance of supervision studies the\nwork and needs of his teachers. He invites suggestions. He encourages\ninitiative.\nHe makes sure of results. He disseminates optimism. He\nsheds light.\n\nIn short he plays a many-sided r61e; he is coach, cheer leader,\n\n—\n\nchairman, good soldier, chief performer, friend, fellow-worker^\n\nfirst\n\nin\n\nenterprise, first in effort, first in appreciation, and first in the hearts of his\n\ncolleagues.\n\nAnd his teachers are students too.\n\nThey become conscious of probThey are\n\nlems to be solved, experiments to be tried, goals to be reacht.\n\nencouraged to plan, devise means and execute, to measure their results,\n\nand to judge for themselves the degree of success or failure they have\nattained.\nIn short they are willing pupils of a good teacher. They follow\n•because the leader leads.\n\nOf course the leader is prepared.\n\nHe was not chosen from the ranks\n\nmerely because he was a ''good fellow,\" after the cheerful American manner\nof regarding each person as able to fill any office in the gift of the public\n\nmerely by virtue of his being a citizen, oi* at least a resident.\n\nHe recognized\n\nthe unique opportunities of the supervisor and made himself master of so\n\nmuch of tested and tried experience in that calling as has so far been collected\nand made available.\nBut no amount of scientific management will ever eliminate the human\nFord tried engineers in his motor plant. He got them from\nAmerica and he got them from Europe. And they worked wonders. But\nelement.\n\n"}
{"page": 432, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4i6\n\n[Cleveland\n\nwas performed by an Episcopal clergyman. He talkt\nHe learned about their family troubles, their ailments, and\ntheir discouragements.\nHe reacht and helpt the individual by personal\nthe real miracle\n\nwith the men.\n\nand sympathetic contact, and the output of the factory was doubled and\nEach man, says Mr. Marquis, was shown just what he was to do\ntrebled.\nand how to do it, but above all he was inspired with the will to do it. The\nIt is in securing this that mere scientific management fails,\nwill to do it!\nthat absent treatment fails, that incompetence and blundering fail, that\nautocracy fails, while democratic methods succeed.\nWe want genuine esprit de carps in the ranks of the teaching force and\nonly genuinely social methods of leadership will get it. We want our boys\nand girls brought up in the spirit and practice of democratic living, and only\nsocial methods in school and classroom will accomplish this.\nPrussian\nteachers grow petty tyrants or dependent underlings.\nSo long as our children merely learn lessons from a formal book to recite in a formal recitation\nto a formal teacher, memorizing the Constitution will contribute very little\nto the future welfare of America.\nDemocracy is learned through experiencing it. Pupils, too, must participate. They must purpose, plan,\nThey must face common problems as\nexecute, judge, and appreciate.\norganized groups and solve them cooperatively, with freedom for initiative\nand individual contribution. They must find in the school the life typical\nThey must be trained for democracy thru\nof the ideal community.\ndemocracy.\n\nThis is the real justification for supervision and the final and sufficient\n\nground\n\nfor urging that it\n\nbe democratized.\n\nThis\n\nis\n\nwhy \"discipline\"\n\nmust progressively be supplanted by cooperation. This is why teachers\nshould be consulted regularly by the supervisor, why they should be\norganized for the purpose, in order that the work may be more perfect\nand the community better served. This is why the concept of democracy\nshould be more clearly defined, the standards of supervision set higher, and\nthe training of supervisors made more and more rigorous and complete.\nA generous enthusiasm for the best things of life, a human sympathy that\ncan touch all his colleagues, coupled with a true conception of his office\nand an adequate preparation for it, these characterize the genuine demoAll honor to his wisdom, his courage,\ncratic American school supervisor.\n\nand his devotion.\n\nHats off to him!\n\n\"May his tribe increase!\"\n\nTHE SOCIALIZED RECITATION\nCHARLES S. PENDLETON, UNIVERSITY OF WISCONSIN, MADISON, WIS.\n\nThe American public school is altogether an institution for social\nservice.\n\nIt is maintained at public expense\n\nand for civic purposes.\n\nIts\n\nbusiness is to take the raw stuff of the children of the nation and from this\n\n"}
{"page": 433, "printed_page": null, "text": "I\n\nTHE SOCIALIZED RECITATION\n\nSuperintendence]\n\n417\n\nto develop the finest possible quality of personal\n\nworth and citizenship.\n\nIts efficiency is measurable only in its output;\n\nproductivity in human\n\nquality.\ncards.\n\nits\n\nFurthermore, the really effective school educates without\n\ndis-\n\nIt works with a flexibility as limitless as are human differences with\nIt brings each child in every community\n\nall the children of all the people.\n\nto his own highest possible development, not for his sake alone, but also\nfor the sake of the commonwealth.\n\nThis is the school which we serve, and\n\nwe teachers are invaluable public servants.\nEducation must be a unit, every phase of the school contributing its\n\nThat which pertains to the classroom can most productively be originated in the classroom and later be\nrefined and extended in scope.\nActual teachers, dealing with real pupils\nbest and correlating with every other.\n\nunder normal conditions, should teach not only to serve the large social\n\nand for all\n\nobjectives of education, but also to develop, for the system\nschools,\n\nnew procedures\n\nof\n\ninstruction.\n\nThere\n\nbe wide-open\n\nshould\n\navenues for publicity and for interchange of thought.\n\nPersonal credit\n\nshould be given for contribution; there is no other incentive quite so great.\n\nAnd ultimately all phases of the system should be brought to bear, each\nfrom its angle, upon the best suggestions.\nThe socialized recitation is not a modified recitation, or any recitation\nat all, in the conventional sense, but a substitute for the recitation as a\nclassroom procedure. Further, it goes beyond the classroom and becomes\nan attitude of the school. It is essentially not a concrete, specific method,\nbut rather a point of view. It does not necessarily mean this or that\nparticular procedure.\nBut it nearly always does mean the prevalence\nin the typical classroom of seven conditions.\nLet us consider these in\ndetail.\n\nIn a socialized school every pupil develops and exercises\n\nHe must have a self-starter.\n\nHe must have self-dependence.\n\nan individual as well as a member of a cooperating group.\n\ninitiative.\n\nHe must be\nHe must be\n\nable to use his peculiar powers to help the group, and he must on occasion\n\nbe able to subordinate himself to the common effort and the common good.\n\n—in execu—the sort of thing that commands the greatest\n\nThere is a tremendous education here in personal effectiveness\ntive power,\n\nif\n\nyou please\n\nprizes in the real world beyond.\n\nA large part of this kind of development,\n\nso invaluable in a true education, comes only indirectly from the teacher,\n\ntho he is always conscious of it and always back of it.\n\nHe sets the condi-\n\nand the boys and girls, living a normal life tho at high tension,\nreact upon and educate each other.\nThere is a far-reaching endeavor to make the school as much as possible\ntions;\n\nlike the real world.\n\nThe typical old kind of school resembles nothing there\n\nclosely, except the penitentiary.\n\nIts pupils go forth, so far as the school\n\na strange environment. The socialized school,\nhowever, in ideals, in conduct, and in subject-matter, endeavors to be an\n\npredetermines\n\nit,\n\ninto\n\n"}
{"page": 434, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n4i8\n\n[Cleveland\n\nunderstudy for American citizenship and the fullest realization of the opportunities of life.\n\nIt teaches facts;\n\nbut Americanism, it holds, is less a matter\n\nof informational knowledge than of habits of conduct.\n\nThe attitudes and\n\npredilections to action which will serve best adults, in the business and play\nof our adult lifQ are specifically ingrained into the fabric of the school.\n\nEducation aims to serve society directly.\nIt must be granted, no doubt, that the socialized recitation has short-\n\ncomings and limitation.\n\nment; others may not be.\n\nSome of these may be overcome as we experiIt seems, for instance, to be much better suited\n\nto good teachers than to poor teachers\n\n—to enable the former\n\nto teach better\n\nbut the latter to shirk work and to relax or lose utterly what little grip on\ntheir classes they otherwise have.\n\nIt seems to get better results from excel-\n\nlent and good pupils than from the inherently dull.\n\nIt is apparently less\n\nwell adapted to the opening lessons on a subject of a phase than to carrying\n\nforward and amplifying work already begun. It consumes, in general,\nmore time per unit of subject-matter than the recitation system; the\nquestion is whether the results are commensurate.\n\nIt is full of pitfalls for\n\nmany unhappy moments to\nteachers poor in scholarship or deficient in general information; such may\nteachers\n\nweak\n\nin\n\n''discipline.\"\n\nsteer adroitly past the Scylla\n\nIt\n\nbrings\n\nand Charybdis perils of a ten-page lesson,\n\ncarefully crammed and personally conducted thru a recitation period\n\n;\n\nbut\n\nwill go surely upon the rocks or into the depths during a socialized hour.\n\nThese are only a few of the difficulties the idea presents.\n\nDOLLAR EDUCATION\nWILLIAM MATHER LEWIS, DIRECTOR, SAVINGS DIVISION, UNITED STATES\nTREASURY DEPARTMENT, WASHINGTON, D.C.\nShaken out of the lethargy of routine existence by the cataclysm of\nToday the supreme question before the world is this, \"Will constructive or destructive thought\nprevail ? \" If destructive thought prevails, the work of the civilizing forces\nwar, people are thinking more than ever before.\n\nof the -past\n\nmay crumble beneath the brutish blows of revolution.\n\nIf\n\nconstructive thought dominates, the world is to move onward in orderly\nevolution.\n\nToday too many of those who should lead in constructive\n\nthought are standing impotent and afraid amid the clamor of the destrucIs society to be\ntionists, weakly inquiring: ''What will the end be?\ndismantled and government overthrown?\"\n\nHabits of conservation must replace the habits of wastefulness for which\nAmerica has been notorious. The days when the abundance of natural\nresources and attending opportunities made existence comparatively simple\nare passing in America, as they long ago past in Europe. From now on\n\nknowledge of economic laws, practice of conservation, and scientific pro-\n\n"}
{"page": 435, "printed_page": null, "text": "DOLLAR EDUCATION\n\nSuperintendence)\n\nduction must rule.\n\n419\n\nThe American youth must hereafter reahze that pros-\n\nperity will not come thru the luck of the forty-niners, but thru keen training\n\nand determined application.\n\nThe mushroom millionaire of the moving-\n\npicture theater and the oil-well advertising must be overshadowed in popular\n\nesteem by the man with the knowledge and grit and strength to win his way\nto the top and to stay there.\nIt is constructive thrift that can be taught to Americans.\n\nIt is as easy\n\nto vivify thrift, to dramatize it, as to dramatize any other subject in the\n\ncurriculum.\n\nWhen a boy of twelve in California writes me that he has learned\n\nthru his War Savings Stamps how money roUs up and that he now has earned\n\nand saved $65 toward a coveted college education; when a newsboy is\npointed out to me as the only one in a schoolroom who has never mist a\n\nweek in purchasing a Thrift Stamp; when reports show me that the school\nchildren of Texas own about $12,000,000 worth of Thrift and War Savings\nStamps and that the boys and girls in Ohio each bought an average of seven\ndollars'\n\nworth of these securities in 19 19; when I learn of the economical\n\nuse of school supplies and the care of the school furnishings in those institutions where the students earn and save, I know that there is something\nin thrift practically applied that stirs the imagination of our future citizens.\n\nThere is much talk about vitalizing education.\nto accomplish it.\n\nHere is an opportunity\n\nSchool leaders have it within their power, not only to\n\nvitalize and practicalize the school curriculum, but to fortify permanently\n\nthe economic strength of the nation.\n\nIn the past generation, there was not the need for thrift that there is\ntoday.\n\nWasteful America became so because of the tremendous natural\n\nresources everywhere abounding.\n\nTramping thru the woods of France and\n\nBelgium, I have seen that wherever trees had been cut down new ones\n\nhad been planted in their places. Necessity had taught them thrift.\nTalking to a prominent lumberman in Wisconsin later, I askt him if he\nand his associates were replacing the pine they were cutting off in that\nregion.\nHe assured me that they were not and, furthermore, that the woods\nwould be gone in a very few years and then they would move to the Pacific\nslope and cut off the timber there.\nThe seemingly inexhaustible supply\nof American timber made for wastefulness.\nOut of 850,000,000 acres of\nvirgin forest the United States has not more than 150,000,000 left.\nToday\n\nwe are told that the wood situation in this country is serious, that timber\nis being cut down or destroyed each year three times as fast as new forests\nare growing and unless the forests are replenisht within a comparatively\n\nfew years we will be faced by a lumber famine.\n\nConservation of this\n\nresource therefore becomes vitally interesting to the schoolboy of today.\n\nThe policy of the Savings Division of the Treasury is to secure the\nabsorption of the thrift movement by the great organizations which influence\n\nAmerican life. It would take such a force in the Treasury Department to\npromote thrift among the children of America that the expense would be\n\nI\n\n"}
{"page": 436, "printed_page": null, "text": "420\n\nNATIONAL EDUCATION ASSOCIATION\n\n.\n\n'\n\nprohibitive and the work at best would be of passing value.\n\n[Cleveland\n\nBut when the\n\ngreat American school system adopts the promotion of thrift education\n\nthen the matter\n\nis\n\non a sound enduring foundation.\n\nThus while the\n\nTreasury Savings Movement is to be a permanent and growing element\nin our national life the active promotion of thrift in our great organizations\nwill\n\ncome from the logical place\n\n—from the inside not from the outside.\n\nYou are, therefore, serving your government, as well as your pupils, by\ntaking over the responsibility and the active direction of the thrift movement as it has to do with American youth. While, I repeat, we are fully\nconscious that whatever practical form the Savings Movement may ulti-\n\nmately take in the school it must be workt out and thought thru by the\nschool leaders themselves, yet the Treasury Department is eager that the\nprinciples\n\nupon which it has founded the Savings Movement, namely,\n\nproper knowledge of the value and the use of money, shall be taken as the\nfoundation upon which the larger movement in thrift may be workt out in\n\nThe Savings Division has not confined its efforts to this\n\nthe schools.\n\nphase of thrift only to keep the movement within the legitimate function\nof the Treasury Department, but because we are convinst that the proper\n\ninterpretation of the value and the use of money is the soundest basis upon\n\nwhich any thirft movement can be establisht.\nTherefore, we do not hesitate, for our country and its future citizens,\nto ask that in the plans for thrift education the securities of the nation find\n\na place, and, beyond that, we urge with all intensity that constructive\nthrift, the thrift of production and conservation and the creation of popular\ncapital may by this great body be made an inherent part of the American\n\nschool system.\n\nConstructive thought is to prevail; the lessons of the war\n\nare not to be forgotten.\n\nThe American school, most admirable of all our national institutions\nwill not fail in its high privilege of making thirft a safeguard of national\n\nstrength; of\n\nmaking the\n\ncitizens of\n\ncoming generations able to wage a\n\nwinning fight against the hordes of destruction.\n\nAMERICA'S GIFT TO FRANCE\nL.\n\nWARDLAW MILES, HEAD MASTER, OILMAN COUNTRY SCHOOL,\n-\n\nBALTIMORE, MD.\n\nThe America's Gift to France Association has been formed with the\npurpose of erecting in France a heroic statue which will be placed near the\n\nMeaux overlooking the Marne River, the place where the first\nGerman advance on Paris was arrested by the French on September 6,\n\nvillage of\n\n19 14.\n\nThis statue is to be presented as a gift from America to France.\n\nIt is considered that it will prove a suitable return for the Statue of Liberty\n\nwhich was presented by France to America in 1886.\n\nThe Statue of Liberty\n\n"}
{"page": 437, "printed_page": null, "text": "AMERICA'S GIFT TO FRANCE\n\nSuperintendence]\n\n421\n\nwas paid for by popular subscription and small amounts poured in from\nevery corner of France. It is particularly desired that the memorial gift\nfrom America will be subscribed to in a similar way. It will cost about\n$250,000, which was about the cost of the Bartholdi statue. Obviously\nthe gift will be greatly enhanst if the cost is made up of a great number of\nsmall subscriptions rather than of a comparatively few large ones.\n\nAs will be recalled the village of Meaux marks the spot of the German\narmy's nearest approach to the city of Paris.\n\nThis little village is in fact\n\nonly some twenty-seven miles from the center of the French capital.\n\nIt\n\nwas here that the French under General Joffre finally turned the hitherto\nMarshall Joffre and Marshall Foch'will\nvictorious army of von Kluck.\nselect the site of the statue which will probably be on the hills above Meaux\nat the fork of the historic national highway first built by Caesar and later\nrepaired by Napoleon. The statue is to be of colossal size and according\nto the present plan of the sculptor will present the spirit of liberty as a\n\nwoman struggling courageously against her enemies.\nwill\n\nThis central figure\n\nbe reinforst by others representing probably the allies of France, the\n\nwhole group taking the general form of a pyramid which Mr. MacMonnies,\nthe distinguisht sculptor who has donated his service to its composition,\nconsiders symbolic of defensive strength.\n\n,\n\nThis project of America's gift to France should make a peculiar appeal\nto the schools.\n\nIt is obvious that to have it made up of a large number of\n\nsubscriptions from school children would be peculiarly suitable.\n\nThe\n\ninterest of the school children should be aroused by the introduction of a\n\ncertain amount of matter dealing with the history of the battle of the Marne\nwhich can easily be introduced into the regular work of history and geography, and of arithmetic as well. The subject of a number of compositions\ncan be advantageously supplied by topics dealing with the battle of the\nMarne. It is intended to stimulate the interest of school children by a\n\nnational essay contest, the awards for which will probably be given in the\n\nform of medals.\n\nMoreover, such towns and\n\ncities\n\nas have effectively\n\ncontributed to the fund will be named in a book prepared and placed for\nreference near the statue at Meaux.\n\nAt the present time when the outlook upon world-politics is in so\ndistressingly a chaotic condition, the project of America's gift to France\n\nwith all its implications for improved international relations is peculiarly\nappealing.\n\nTo the regret of those who expected that the victorious cessation\n\nwar would necessarily bring international good-will, it is indeed\ndisillusioning still to see the situation which Tennyson described as.\nof the\n\nThe nations snarling at each other's heels.\n\nFrance and America have always preserved a friendship which is something\n\nmore than the dream of Utopians or the rhetoric of orators. It cannot be\nmerely this when Frenchmen have died for America, and Americans for\nFrance.\n\nFrom the limited observations of the speaker he can testify to\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n422\n\nthe interesting fact that soldiers drafted from\nsocial life fraternized\n\nthe French.\n\nall\n\n[Cleveland\n\nstrata of\n\nNew York's\n\non and near the front line surprisingly easily with\n\nAnd this in spite of the fact that there was usually no common\n\nspeech possible.\n\nOf course we are all aware that there has been another\n\nside to the question, but it seems to me that this side was the less important\n\nand less significant.\nSurely if it is possible for American school children to sense anything\nof another civilization that of France ought to be particularly beneficial.\n\nFrench clearness of vision, apprehension of form, and union of delicacy\nwith force, are all things which our pupils lack.\n\nIt was the fortune of the\nspeaker twice to pass thru scenes of the battle of the Marne just four years\nlater.\n\nThe story of the desolation and devastation has often been told and\nAt Chateau-Thierry I saw the German signs\n\nneeds no recounting now.\nstill\n\nupon the streets and even marks of shells and machine-gun bullets.\n\nWhat particularly imprest me was the difference that I observed that had\nbeen accomplisht in the few weeks between my two visits.\nthat small time begun already to repair and rebuild.\n\nFrance had in\n\nThe spirit of liberty\n\nwhich had hurled back her enemies was already proving itself as brave in\npeace as in war.\n\nFIVE DECADES OF EDUCATIONAL PROGRESS\nA. E. w'lNSHIP,\n\nEDITOR, \"JOURNAL OF EDUCATION,\" BOSTON, MASS.\n\nFifty years ago there was not a high school, city school, normal school,\n\nacademy, seminary, college, and few universities with a laboratory. Now\nthere are 10,000 laboratories in the schools and institutions of the United\nStates.\n\nThen there was not a bench, hand tool, or machine in any school\nnow there are 10,000 schools with\n\nor institution in the United States,\n\nmechanical equipment.\n\nThen there was but one school or college in the United States that had\nany respect for educational agriculture or school gardening, now there are\nthousands of schools giving attention thereto.\n\nThen there were few cities that had drawing, now there is no city that\ndoes not have it.\n\nThen there were few cities that had music taught, now there are few that\nThen there was not a school gymnasium in the United States,\nnow there are thousands.\nThen there was not a piece of play apparatus in any school grounds in\nthe United States, now there are 100,000.\nThen there was not a college graduate in any normal-school faculty\nunless by accident, now there is no member of a normal-school faculty who\nis not a college graduate unless by inheritance.\ndo not.\n\n"}
{"page": 439, "printed_page": null, "text": "Superintendence]\n\nFIVE DECADES OF EDUCATIONAL PROGRESS\n\n423\n\nThen there was not a school that did not require all learning to come\nfrom books, now there is not a city school, a high school, a normal school,\nand scarcely a college or university that limits its education to book work.\nThen there was no psychology that was not built on \"intellect, sensibility, and will,\" words no longer heard except in the pulpit and by ancient\n\nand honorable professors.\nThen the subject was the only subject of thought and the child was the\nsubject for applied physical action.\naesthetically,\n\nNow the child is of interest mentally,\n\nand physically; he is subject for. improvement rather than\n\nreprovement.\n\nIn 1870 there was no studying of anything by doing anything.\n\nThe\n\nBook-minded children and youth learned a\ngreat deal while those who were not book-minded learned little. The\nstudent who actually visualized the experiment he was describing had fine\nmental discipline and appreciated science.\nThere was no compulsory school law dreamed of, so that only those\nstayed in school who could learn from books, and as they were never\nhindered by non-bookish students they made great strides. As there was\nno showdown required and as estimates were impressionistic in their nature\nscholarship ranked high. That was the condition when the American\nschool\n\nwas a book affair.\n\nschool entered the decade 1870 to 1880.\n\nHow did we come from the then to the now, from there to here ?\nNothing in human nature comes without some push by human nature.\nSome human thought has been the carrying power over every stickingpoint which the gravitation of human nature has always created.\n\nThe decade of the seventies was memorable for the introduction of\nand laboratories into colleges and universities, into some normal\nand high schools, and the establishment of many agricultural\ncolleges, and the development of state universities.\nIt was a decade in\nwhich the autocracy of book education was challenged. Colonel Francis W.\nParker was the great personality in progress in that decade.\nThe decade of the eighties was the recognition of the child as superior\nto the subject, and G. Stanley Hall was the commanding figure in the\nscience\n\nschools\n\nprogress of that decade.\n\nThe decade of the nineties was the liberation of the high school from\nthe tryanny of the preparatory schools and the introduction of electives\ninto the universities,\n\nand Charles W. Eliot was the chief champion of\n\nprogress.\n\nThe first decade of the twentieth century was the promotion of professional education to scholarly rank, and James E. Russell made the great\n\ndemonstration which universalized the professional\n\nspirit\n\nin university\n\ncolleges of education.\n\nThe second decade of the twentieth century has put the education of\nthe community in action, and here we find the leadership along different\n\n"}
{"page": 440, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n424\nlines in the\n\n[Cleveland\n\nhands of Cora Wilson Stewart, who has done more for the\nilliterates than all other American educators\n\neducation of native adult\nin a century;\n\nof Josephine Corliss Preston,\n\nwho first made rural com-\n\nmunities realize community responsibilities for the comfort of the teacher;\n\nEmily Griffith, of Denver, whose Opportunity School is the greatest single\ncontribution to city community service to those who hunger and thirst\nafter knowledge, that America has ever known; Marie Turner Harvey,\nwhose rural community demonstration has won the admiration of all\npatriots, and Mabel Carney, who was first to marshal the forces of countrylife progress, and other noble leaders who made the decade just closing,\nthe noblest of all time.\nIt would be as ungracious as it would be negligent not to call attention\n\nto the fact that in this great community demonstration women were the\nleaders, and I venture the suggestion that woman's new place in national\n\ncouncils came all the easier because these women revealed the communities\n\nunto themselves.\n\nCURRENT TENDENCIES AND PROBLEMS IN EDUCATION\nR.\n\nW. HIMELICK, SUPERINTENDENT OF SCHOOLS, FORT WAYNE, IND.\n\nThe people of this country believe in the public schools. They are the\noutgrowth of and rest upon sound democratic principles. In the main,\nthey are essentially good. There are tendencies here and there that should\nbe checkt or turned into proper channels. In some instances the schools\nhave not kept pace with the growth and changes in civilization. Direct\nthese tendencies into the right channels, speed up wherever there is an\ninclination to fall behind, and our schools will still be the best in the world\nin which to train people to live in a democracy.\n\nThe people believe in the teachers of this country. They believe in\nThey have faith in their ability to do their\nwork and to do it well. The teachers are not asking for pity. They want\ntheir honesty and integrity.\n\nwhat they are teaching daily in their schoolrooms, justice and a fair chance\nThere are tendencies in the social and economic\nin the great game of life.\nworld that sometimes catch the teacher unawares. Give him time and\nhe will stem the tide. He has an abundance of problems. Many of them\nSome day the\nare perplexing. Stand behind him and he will not fail.\nschools and teachers will come into their own.\n\nMen in all walks of life\n\nwill come to know the debt they owe to the schools and the teachers.\n\nschool is the universal home.\n\nThe\n\nWhile most people are conscious of the debt\n\nthey owe to the home, many are slow to express that appreciation.\nIn considering the tendencies and problems in education we are concerned with three things: the teacher, the school, and the product of the\nschool—society. Time permits of only a brief mention of a few of what we\n\n"}
{"page": 441, "printed_page": null, "text": "—\nCVRkENT PROBLEMS IN^EDUCATION\n\nSuperintendence)\n\n425\n\nbelieve to be the most important phases of the work of the teacher in the\n\nschool as he molds society.\n\nEducation has had and always will have a tendency to drift into\nOur memories are too good and our vision too weak. It is\n\nformalism.\nso\n\nWe must\nOur educational terms in\n\nmuch easier to follow tradition than to blaze a new path.\n\nreconstruct our whole educational philosophy.\n\nmany cases have become tinkling cymbals and sounding brass.\nmust be instilled into every school activity.\ntion.\n\nNew life\n\nThe school needs decentraliza-\n\nIts influence should permeate every institution.\n\nIts business should\n\nbe the production of a contented citizenship, working in harmony for the\nbest interests of humanity.\n\nThe school has been so completely removed from the institutions and\nlife which it is\nit\n\nto serve and into which its product goes that in many cases\n\nhas become merely an end in itself instead of a means to an end.\n\nWe\n\nhave become engrost with the things which are taught and the machinery\nto be used and have in a measure lost sight of the real business of the school\n\nthe making of men and women.\n\nThis tendency toward formality grows\n\nas we move from the kindergarten to the college.\n\nAlmost everything in\n\nthe kindergarten and primary grades deals with habit formation, which\n\nshould be the important factor thruout the period of youth.\n\nIn the upper\n\ngrades, high schools, and colleges emphasis is laid upon the subject-matter,\nas\n\nif it\n\nmade.\n\ncontained the stuff out of which manhood and womanhood were\nSubject-matter\n\nconstructive\n\nis\n\njust as important for the criminal as for the\n\nmember of society.\n\nIn many cases the former makes the\n\nWe can get information from books and stones and\nrunning brooks. We need it and must have it. But only from a great\nteacher do we get inspiration to be better members of society. A true\ngreater use of\n\nit.\n\nteacher never loses sight of his real work.\n\nThere has been too much of\n\na tendency to feel that somehow or other the boys and girls will just grow\ninto useful men and women.\n\nNo greater fallacy could exist.\n\nThe schools\n\nadopt a constructive and positive policy.\n\nWe have it for the\n\nacademic side; we mu6t get it for the human side.\n\nIf the schools fulfil\n\nileed to\n\ntheir mission they\nliving.\n\nmust do more than prepare the individual to earn a\n\nIt is only half of life to live.\n\nToo much stress has been placed upon the mere minimum essentials in\nsubject-matter to be transformed into knowledge and not enough upon the\nand the formation of\nReading is important, but\nonly in so far as it enables the child to converse daily with a multitude of\ngreat minds in order that he may catch glimpses here and there that will\nhelp him to be a congenial member of society and properly perform the\ntasks which fall to him. The same thing may be said of every other subject taught in our schools.\nWe invite visitors to our schools and point with\npride to the various forms of mental gymnastics, and justly so. Would\nability to use this material to think constructively\n\nright habits\n\nwhich constitute real manhood.\n\n"}
{"page": 442, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n426\n\n[Cleveland\n\nthat we could point with equal pride and with equal confidence to the product of the school and to the habits which have been formed that will carry\n\nthe men and women thru the crises of life.\n\n,\n\nThe country for a time bowed its head in shame because of the illiteracy\ndiscovered by the selective-draft scheme. Yet the whitest states in the\nunion, so far as health and cleanliness of its soldiers were concerned, were\n\nthose darkest in illiteracy.\n\nThe account which the young men from those\n\nstates gave of themselves in the great world-war made the people of the\n\nnation proud of them in spite of the fact that some could not read and\nwrite.\n\nMen need these things, but they alone do not make men.\n\nnotion of illiteracy should be revised.\n\nOur\n\nAny person who does not possess\n\na reasonable amount of the elements which constitute the type of manhood\nessential to make for desirable citizenship in a democracy is illiterate and\n\na menace to society.\n\nThe most dangerous illiterate may be one who holds\n\na diploma from a university.\nit\n\nfor his own selfish purposes.\n\nHe possesses the ability to read but uses\nHe can write but uses his skill to blight\n\nSuch a man is wilfully ignorant, a parasite in time of peace,\nand a slacker in time of war. The menace to our country is not centered\nin the ignorant reds but in the academic ones.\nThis country has been the most notable example of a free government\nbecause our forefathers loved and cherisht liberty. At first there came\nto our shores only those who knew the right and were willing to do it.\nBut, alas, when these true and tried patriots had fought the battles against\nnature and opened up the avenues to the great natural resources, there\ncame to our shores another class. These people at first gave us little\nmen's souls.\n\nconcern.\n\nThey lived unto themselves.\n\nThey did not master the elements\n\nWe depended upon force to keep them in their places.\nEducation played a small part. As the years past, we became farther and\nfarther removed from the principles and teachings of our forefathers.\nThe\nuneducated,\nunassimipeople began to realize the danger of such a vast\nToday, my friends,\nlated population. Laws were past in rapid succession.\nwe are face to face with the most serious problem that has ever confronted\na nation. From every platform and from every walk of life men are saying\nthat the only solution of this difficulty is education. The United States\nof\n\ndemocracy.\n\nmust be both a melting-pot and a smelting-pot. Into this smelting-pot\nit will be necessary to put many of citizens whose ancestors came over on\nthe \"Mayflower.\"\nThere has been and is yet, too great a tendency to belittle the teaching\nprofession and the teacher. There is no nobler work than the training of\nthe youth. It does not require much brains and but little training to stand\nbehind a counter and tie up packages and send from the store a satisfied\nor dissatisfied customer.\n\nThe fact that a man turns his whole life over to\n\nmaking a little money is no indication that he possesses any unusual intelThe ministry or\nligence or that he is engaged in an honorable business.\n\n"}
{"page": 443, "printed_page": null, "text": "Superintendence]\n\nCURRENT PROBLEMS IN EDUCATION\n\n^\n\nmedicine does not offer as great a field for service.\nthese\n\nis\n\n427\n\nThe work of most of\n\nWhat they do passes with each generation.\n\nmerely incidental.\n\nThe world and communities in which they lived soon forget all about them\nand their work.\nBut not so with the teacher.\nthe destiny of the world.\n\nHe has a man's job. In his hands lies\nYou cannot forget your teacher because he is\n\nHe has given the trend of your thoughts and has shaped\nHe goes with the man in the factory, and banker in his\n\nalways with you.\n\nyour destiny.\n\nplace of business, the clerk to the store, and the boy to the field.\n\nThe\n\nHe has taught us all to think. He is\nthe past master in every activity of life. He deserves the united support\nteacher is the noblest Roman of all.\n\nof humanity.\n\nThis great organization assembled here could render no greater service\nto the world than to resolve itself into a ''Booster Club,\" with a determina-\n\ntion to go before the people and place the teacher and the teaching profession\n\nwhere they really and truly belong.\n\nUntil we do this we are working in vain.\n\nFirst of all an effort should be put forth to establish a real teaching\nprofession.\n\nTo do this a high standard of professional training should\n\nbe establisht.\n\nSo long as the world believes that just anyone can teach,\n\nwe cannot hope for much advance. In the complex society which we have\ntoday I am of the belief that we had just as well close thousands of schools\ntaught by people who have no training and no vision. Such teachers can\ngive nothing except the mere rudiments which under present conditions\n\ncould and would be given in the homes and upon the streets.\n\nIt will take\n\ntime to fill the schools with men and women trained for the work of a teacher.\n\nEncourage those who do train by paying adequate salaries and our normal\nschools and schools of education will soon be filled.\n\nThe salary, however, is not the only thing that keeps men and women\n\nWe are compared with all sorts of people\n\nout of the teaching profession.\n\nas if we were mere creatures with no other purposes in life than to be used\n\nAny comparisons in democracy are fatal.\nComparison establishes classes and invites class struggle. The teachers\nof this country should be paid adequate salaries because they are teachers\nand deserve it. Let the man who digs in the sewer and was once a pupil\nof mine get ten times as much as I do, I should say, \" God bless him in the\nservice which he renders society.\"\nAll that I ask is pay for the service\nwhich I rendered. No teacher today is asking for more. But as I have\nsaid we want more than mere dollars.\nEvery true teacher knows that\nas a standard of measurement.\n\nhe has enlisted in a noble\n\ncalling.\n\nThe\n\nlawyers,\n\nbankers, ministers,\n\nThe teacher deserves\nsome recognition for the success which these men attain. But, alas, we\nare merely dubbed as school ''Marms\" and \"Ichabods.\"\nAs teachers we stand partly in our own light. We are not a\nunited body. We speak too lightly of our own profession. We let pass\nmerchants of tomorrow are his students today.\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n428\n\nIQeveland\n\nunchallenged many uncomplimentary remarks about the profession.\nare not boosters for our cause.\n\nWe\nWe offer too many apologies as to why we\n\nare teachers. The people need to be educated as to the work of a teacher.\nThe mere teaching of subjects has been strest too much. The public\nregards this as a very simple matter. They cannot see that such work is\nvery difficult and worthy of a decent salary. If teaching does not mean\n\nmore than the handling of the subject-matter, the teacher is probably\ngetting all that he deserves.\n\nThe schools must create a public consciousness that will not tolerate\nwithin our midst destructive forces under the guise of personal liberty.\n\nEvery man should have a right to say and do as he pleases so long as he\npleases to say and do the things that make the world a better place in which\nto live.\n\nNo man, even tho he is styled a professor, has any right to say,\n\n\"We must broaden the flag and make it big enough to include another\nstar and that a red star.\"\n\nSuch men are traitors to their country and\n\ndeserve to be treated as stich.\n\nMay we therefore as citizens and as teachers under these Stars and\nStripes lift our eyes from the mere formalities of the school and look out\n\nover the countless multitudes of children eager to be true Americans and\n\nfrom them catch new inspiration for our tasks. While yesterday is but a\ndream and tomorrow is but a vision, may we perform our duties today,\nso that the dreams of yesterday will have in them no regrets and the vision\nof tomorrow be a perfect man.\n\nTHE NEW SCHOOL\nANGELO PATRI, PRINCIPAL, SCHOOL NO. 45, NEW YORK, N.Y.\n\nThe New School believes in freedom.\n\nIt believes in the freedom that\n\nfrees a child from ignorance, frees him from bad habits, frees him from the\n\ntethering influences of the half-done job, frees him from the interference\nof the unthinking teachers, frees him from himself, and lets him lose that\nself in the joy of self-expression thru service.\n\nThe New School provides the child with the thing he asks for, a job.\nThe American child wants to work. It is in his blood. We are a race of\nworkers. The first settlers in this country workt with might and main.\nThe American child demands work. He asks only that it be suited to\nhis size and strength, that it be useful, something done for somebody, and\n\nthat he may see it thru from start to finish.\n\nHe longs to feel the pull and the push of power that comes thru getting\nHe delights in the feeling of growth thru responsibility well\n\nthe job done.\n\ncarried and tested.\n\nSome may wish to\nAll children are workers.\nThey would paint the fancies that flit thru their minds\n\nChildren are workers.\n\nwork with words.\n\n"}
{"page": 445, "printed_page": null, "text": "—\nTHE NEW SCHOOL\n\nSuperintendence!\n\nin beautiful phrases.\n\n429\n\nThey would bring beauty into plain places.\n\nWhy\n\nThe world needs workers that bring beauty to lighten its life.\nSome are workers in wood, some in metal, some in color, some in music\nfor each his work or he cannot grow to his fulness.\nWork for the body and play for the soul. A child's work grows out of\nFor years his work in life is to play. Play is as necessary for\nhis play.\nnot ?\n\nthe growing child as food to his body.\n\nLuther Gulick used to say that\n\nplay was the fun of the soul.\n\nThe joy should never be\n\nGradually the play idea merges into work.\nlost.\n\nIt should\n\nself-expression.\n\nbe carried over to the daily duties in rhythmic, joyful\nDay by day play is essential to the growing child. If the\n\nchild is not- guarded he will cease to play and his growth will be checkt.\nThru play habit should be put in so hard that the child will carry it all\n\nthru his life.\n\nSo the New School is equipt^shops, playgrounds, studios, laboratories,\nlibraries, classrooms.\n\nIt shall provide for the\n\nvery different growth of\n\nits ever different children.\n\nThere must be a place for the gifted child.\nreach of his nation.\n\nHis gift means the outward\n\nKill off the gifted children and you cut off the hands\n\nthat are reaching out for the prizes of the world, that they may lay them\nat the feet of their people.\n\nMake room for the gifted child.\nHe is not mockt; he is not branded.\n\nThere is room for the slow child.\n\nHe is accepted on the basis that he was so created.\ngrow slowly because his neighbor grows swiftly.\n\nIt is no sin for one to\n\nIt is the natural, normal\n\nthing for him to develop at his own rate of speed.\n\nThe New School does away with failures.\n\nIf\n\na child is accepted on\n\nthe basis of his original equipment, given an opportunity to develop that\n\nequipmdlit to its full, and remember that has never yet been done for the\nslowest child in our classrooms, how can he be called a failure ?\n\nHow do we know that the slow-growing child is a failure? How do\nwe know that the swift-growing one is a success ? It takes a century to\ngrow an oak and a poplar will become a tree in ten years.\nGive each child his opportunity.\n\nMake the school fluid enough to\n\ngrade him in subjects, rigid enough to make him acquire a thoro working\n\nknowledge of the three R's.\n\nThe New School holds fast to the routined day for the child.\n\nHe needs\nHe\n\nthe day by day lesson to form the habit of thoro, systematic work.\n\nmust get the idea of carrying a thing thru to the end. Giving a lesson on\nMonday, skipping Tuesday and Wednesday and beginning late Thursday\nafternoon where he left off at ten-thirty on Monday morning, is not good for\na child in training.\nIt is not the subject that counts,\n\nit is\n\nthe effect on the child.\n\nIf\n\nhe\n\ngets the habit of laying aside the job until a more convenient season he\nlays the foundation for a slipshod, inaccurate, unhappy, life.\n\n"}
{"page": 446, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n430\n\n[Qeveland\n\nThe child who has never followed the routined day, the same lesson\nat the same time every day, until the need for that lesson has vanisht, has\nnot acquired that sense of duty, that higher sense of responsibility, that\nturns work from dreaded drudgery to a joyful service.\n\nWe hold to the routined day as we hold to the Ten Commandments\nand the Constitution of the United States.\nHow shall we know that a child is growing? We have a habit of\nindicating our ideas of his growth by the letters of the alphabet and terms\nof per cent.\nWhat is behind those marks? The standard tests and\nmeasurements ? Our personal opinions ?\nThe New School stands by the life tests: The growing child is good to\nlook at. His body is clean and his eyes are clear. He glows with health.\n\nThe teacher in the New School is a child specialist, a highly trained\n\nHe understands that this wonderful building, with the varied\nequipment that fills the needs of the children is the educational culture in\nwhich the children are to grow. He knows that the children have to do\ntheir own growing.\nHe sets the day's work for the children's need and\nlets them do the rest.\nHe takes the scientist's attitude.\nHe. never imposes; he leads, directs. Always he is alert to catch the\nlittle signals that the children send out and shifts the day's work again\nexpert.\n\nto their needs.\n\nBy these signs shall you know a growing teacher: He is good to\nlook\n\nat.\n\nHis eyes are clear and his body is clean with the glow of fine\n\nhealth.\n\nHe is easy to live with for he is happy.\n\nHe is living up to his possibilities\n\nevery day and that makes for perfect contentment in a teacher.\n\nHe can start a job and carry it thru\nThese are life tests. These are better than the alphabet,\nbetter than per cents. They can be demonstrated any time, any place,\nwith any teacher and they will come true.\nThe children, the teachers, and the parents of the New School grow\ntogether.\nAmerica began in the schoolhouse. It was there we held the\nspelling bee, the choir practice, the donation party for the minister, and all\n\nHe can shoulder responsibility.\n\nto completion.\n\nthe important town meetings.\n\nThe people must come back to the school if the school is to live.\nfor us to find the gifted folk of our community and draw them to us.\n\nIt is\n\nInter-\n\nWe must push the school out into the\ncommunity and draw the community back to the school.\nThe school will keep alive as long as it keeps in touch with its people.\nThe life of the people is constantly changing. The life of the New\nest them in the life of the school.\n\nSchool will change from time to time to keep step.\n\nIts science, its art, its\n\nliterature, its work and its play, its discipline, will grow out of the life of\nits community.\n\n"}
{"page": 447, "printed_page": null, "text": "1\nSuperintendence]\n\nTEACHERS' SALARIES\n\n^\n\n43\n\nThe curriculum of the school will grow out of the best ideas of the people\nit serves.\n\nThe people will grow by contact with their school, for we love whom\nwe serve and we grow by serving.\n\nTEACHERS' SALARIES\nJOHN W. WITHERS, SUPERINTENDENT OF PUBLIC INSTRI^CTION,\nST.\n\nLOUIS, MO.\n\nThe problem of adjusting pay for teachers has been one of the most\nthat the city superintendent has had to meet since the United\nStates entered the war.\nIn St. Louis we have had four salary increases\nwithin the past two and one-half years. The first two of these were regarded\ndifficult\n\nand the last two were\ntemporary flat increases of equal amounts placed on practically all salaries\n\nas permanent modifications of existing schedules\n\nThe first increase was made in June,\nNovember, 1918, $534,000, the third in\nSeptember, 1919, $270,000, and the fourth, February 11, 1920, $250,000.\nThese make a total of $1,272,000 placed on salaries of 2,833 persons or an\nin the Department of Instruction.\n\n1917, $218,000, the second in\n\naverage of $449 to each.\n\nLast November at a special election called for the purpose, the people\nauthorized a tax increase from 60 to 75 cents on the $100 of property\nvaluation with the understanding that the additional revenue thus received\n\nshould be used entirely for the maintenance of the schools and chiefly for\nstill\n\nfurther increasing the salaries of teachers.\n\nThis tax increase, which\n\nwill not be available until January, 192 1, will add approximately $1,250,000\n\nto the present annual receipts of the\n\nBoard of Education.\n\nAccordingly\n\nnew schedules are now being prepared which will be presented to the\nBoard at the March or April meeting. These schedules if approved will\nadd approximately $750,000 more to the four salary increases already made\nand provide a total average increase of somewhat more than $700 over the\nsalaries that were being paid in June, 191 7.\nThese new schedules provide\na minimum of $1,200 for regular elementary teachers and a maximum of\n$2,100, a minimum of $1,600 and a maximum of $3,200 for regular high-\n\nschool teachers and of $4,000 for high-school supervisors.\n\nThe maximum\n\nsalary for elementary principals of our largest schools which vary\n\nfrom\n\neighteen to twenty-six rooms will be $4,000, for elementary head supervisors\n$4,000, for junior high school principals $4,500, for high-school principals\n\n$5,000 and for assistant superintendents $6,000.\n\nm Changes similar to these which have taken place in\n\nSt.\n\nLouis have\n\noccurred in practically all other American cities since the United States\nentered the war.\n\nIn preparing the new schedules which I am about to\n\npresent to our Board of Education, and in attempting to make them rational,\n\n"}
{"page": 448, "printed_page": null, "text": "/\n\nNATIONAL EDUCATION ASSOCIATION\n\n432\n\n[Cleveland\n\njust, and defensible, I found it both interesting and profitable to study the\n\nnew schedules of some of these cities, especially of those nearest St. Louis\nin population and wealth.\n\nFor purpose of comparison in the present address\n\nI shall use Boston, Cleveland, and Detroit as being on a level with St. Louis;\n\nChicago and New York above; and Jersey City, Buffalo, and Milwaukee\n\nbelow in population and wealth.\nI\n\nhave come out of this study strongly imprest with the following\n\nconvictions:\n\nThat maximum and minimum\n\nsalaries are\n\nof\n\nlittle\n\nvalue -in deter-\n\nmining how well or how poorly any city is paying its teachers as compared\nwith other cities.\n\nFor this purpose the average and median salaries actually\n\npaid for the various types of service are necessary.\n\nThat all cities should publish in\n\ntheir annual reports for purpose of\n\ncomparison, tables setting forth all salaries paid and the number of persons\n\nSuch tables would also enable a city to\ncompare itself at any time with its own past record in respect to salaries\n\nactually drawing each salary.\n\npaid.\n\nThat even in the latest changes reported there is abundant evidence\nthat salary schedules are now being revised in a very haphazard, superficial,\n\nand unscientific manner.\n\nRemarkable differences are found where\n\napparently none should exist, differences which cannot be justified on any\n\nbut purely local grounds.\n\nAmong the nine cities whose schedules I have\n\nread, the qualifications expected of elementary\n\nand high-school teachers\n\nat the time of their appointment are practically the same.\n\nThe cost of\n\nand general economic conditions are not materially different and\nyet there is a wide variation in the salaries paid. For instance the minimum\nsalary for elementary teachers varies from $900 in Buffalo to $1,500 in\nliving\n\nDetroit, a difference of $600 or 66f per cent of the minimum in Buffalo.\nThe maximum salary of elementary teachers varies from $1,020 in Milwaukee to $2,600 in New York. The minimum for high-school teachers\nfrom $1,050 in New York to $1,750 in Detroit, and the maximum from\n$2,300 in Buffalo to $3,600 in Chicago. The maximum for elementary\nprincipals varies from $2,880 in Cleveland to $4,250 in Chicago.\nThe\n\nmaximum for high-school principals from $4,100 in Buffalo to $6,000\nCity and Detroit, assistant superintendents from $4,200\nMilwaukee to $7,200 in Detroit.\n\nin Jersey\n\nin\n\nIn the fourth place I am convinst of the serious need for both the\n\nand for the public that a commission be appointed by the\nDepartment of Superintendence for the following purposes:\nTo analyze thoroly the problem of salaries and of salary schedules in\nprofession\n\nits essential elements.\n\nTo determine the factors which should rightly enter into the making\nof schedules and the assignment of the employes to their proper places in\n\nsuch schedules, and to give to each of these factors its proper weight in\n\n"}
{"page": 449, "printed_page": null, "text": "TEACHERS' SALARIES\n\nSuperintendence]\n\n433\n\ndetermining the amount of salary that ought to be\n\npB,id.\n\nAmong the\n\nquestions which need to be answered more satisfactorily than has hitherto\n\nbeen done are such as the following:\n\nWhat influence if any should sex exert? This is an old question\nwhich has sometimes been acrimoniously discust but has not yet been\nsatisfactorily settled.\n\nWhat recognition should be given to native ability and teaching personality ?\n\nShould the manner by which a city selects its teaching material\n\ninfluence the salary paid?\n\nIn selecting students for the Harris Teachers\n\nCollege in St. Louis, for instance, it was our practice for several years to\n\nadmit any graduate of our city high schools who desired to enter.\n\nThe\n\nresult was that we secured a considerable number who had ranked during\ntheir high-school course in the lowest third or fourth of their classes.\n\ning the course of training many of these had to be eliminated.\n\nDur-\n\nLater we\n\nchanged the entrance requirements so that only graduates who had stood\nfor four years in the highest two- thirds of their classes at the high school\n\nwere admitted without examination.\n\nSince this change in the admission\n\nrequirements has been made a larger percentage of the students have come\n\nfrom the highest third of their classes.\n\nIn the last class that graduated\n\n70 per cent had stood in the highest third of their classes in the high schools.\n\nAltho we have not changed the length of the course at the college, our\nexperience has been that the city would be justified in paying considerable\nmore for this type of young teacher than for that which we originally\nsecured.\n\nHow and to what extent should experience count?\n\nShould mere\n\nlength of service, regardless of any increase in efficiency automatically\n\ncarry with it an increase in salary ?\n\nShould experience in the city in which\n\nthe teacher is employed count for more than an equal amount of experience\n\ngained elsewhere ?\n\nShould automatic increases based on actual or antici-\n\nIf so, how much, how often,\nand for how long should such increases be paid ? Should it be greater or\nFor a\nless for a high-school teacher than for an elementary teacher?\nprincipal or supervisor than for a teacher ?\nShould the amount of automatic\nincreases vary from year to year in the same position or type of service ?\nShould the number of years of automatic increase vary with the type of\nposition, with the amount of general and professional education of the\nteacher, with professional interest and native abflity and continued growth\n\npated improvement in service, be allowed ?\n\nof the teacher?\n\nShould the automatic increase allowed be terminated in\n\n_any case where actual improvement is not shown ?\n\nWhat influence should efficiency and skill exert?\nrank among teachers be recognized?\n\nShould difference in\n\nHow many ranks should there be?\n\nOn what basis should difference in rank be determined ?\n\nShould the ratios\n\nof the number of teachers in the higher to the number in the lower ranks\n\nbe limited ?\n\nHow should this be done ?\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n434\n\n[Cleveland\n\nWhat should be the influence of supply and demand ? Should salaries\nbe higher in any type of position simply because of the scarcity of teachers ?\nShould\n\nit\n\nbe lower on account of the abundance of teachers?\n\nWhat\n\ndifference, if any, should there be on account of the scarcity of men teachers ?\n\nHow much influence should the standard of living expect and the actual\ncost of living exert ?\n\nShould salaries of teachers, considering the reduced\n\nvalue of the dollar, be relatively higher or lower now than they were before\nthe war ?\n\nIn all the cities studied the latest salaries are for the most part\n\nrelatively less than they were before the war.\n\nWhat economies may be safely practiced in the present management of\nthe schools in order that teachers' salaries may be increast and the general\nefficiency of the schools be improved ?\n\nWhat relation should the total cost of administration and supervision\nbear to the total cost of instruction in a city school system ?\n\nTo answer these and numerous other questions that arise in the general\nstudy of teachers' salaries such a commission as I have recommended would\nneed to define the basic principles in accordance with which all salary\nadjustments should be made and attempt to standardize as far as this is\npossible and desirable the various types of service needed in a great and\n\ncomplex modern city school system, the qualifications needed and the\nThis would be hard\nsalaries that should be paid for each of these types.\nthis\ndirection\nwould do much to\nin\nattempt\nto do, but to make a serious\nclear up, rationalize, and stabilize the present more or less chaotic procedure.\n\nMETHODS OF FINANCING LARGE CITY SCHOOL SYSTEMS\nWILLIAM L. ETTINGER, SUPERINTENDENT OF SCHOOLS, NEW YORK, N.Y.\n\nWith your indulgence I shall not, in the brief time allotted to me,\nattempt to discuss the larger problem of methods of financing large city\nschool systems, but shall confine my presentation to present problems\nin financing the school\n\nsystem of New York City, which are probably\n\nmore or less typical of the larger cities of the United States.\n\nNew York City has a population of nearly six millions, distributed over\na territory of three hundred and sixteen square miles and comprising\n\nEmpire State. The city presents the most diverse\nPhysical conditions generally\naspects, geographical, industrial, and social.\nare sections as primitive in\nthere\nyet\ncharacter;\nare of the most urban\nand\nBroadway\nJuniper Swamp Road are\nevery way as any rural locality.\nbeyond description, but\npoor\nsections\nThere\nare\nboth city thorofares.\nBusiness interests and\nDrive.\nRiverside\nthere are also Fifth Avenue and\nfive counties of the\n\noccupations are varied and manifold in contrast with those communities\n\nwhere the interests of the inhabitants are bound up in some one of several\nWe have the pushcart peddler as well as John Wanamaker.\nindustries.\n\n"}
{"page": 451, "printed_page": null, "text": "8\n\nSuperintendence!\n\nMETHODS OF FINANCING CITY SCHOOL SYSTEMS\n\n435\n\nRaces and creeds have, largely segregated themselves in colonies within the\ncity.\nNew York City has been called the gateway of the nation, the\nmelting-pot, the\n\nmodern Babylon.\n\nNew York City is a community of great wealth, for the assest valuation\nof its real and personal property liable to taxation in the year 19 19\n\nwas\n\napproximately $8,700,000,000.\n\nTaking 1920 as a typical year, I will enumerate briefly the costs of the\nschool system in terms of the fundamental classification usually adopted\n\nby accountants of school finances.\nThe cost of salaries paid to a total of 27,250 instructors, amounted to\n$42,95^0,000, a sum which this year will be increast many millions if pending\n\nsalary legislation is adopted.\n\nThe cost of supplies will be $1,950,000.\nAnother cost of great magnitude is that incident to the acquisition of\nand the erection of buildings and the purchase of equipment for the\n\nsites\n\nsame.\n\nOver the whole matter of housing and seating pupils. New York City\nwas recently in a state of financial breathlessness, like a person who has\nspeeded after a moving automobile, only to find it drawing farther away.\nSuch a person usually slows down, sometimes stops, and wonders if there\nis not another\n\nway of getting to his destination.\n\nSo New York, a few years\n\nago, hesitated long enough in its building program to examine and then\n\nGary plan of duplicate school organizaOnce more we are speeding behind the part-time problem, but with\nmore definite purpose and greater effort. At the present rate of speed there\nis an excellent chance of overtaking part-time, if we do not collide with\nsome financial obstacle, like the pay-as-you-go policy, the erection of\n\nflatly reject the skilfully exploited\ntion.\n\nbuildings out of the tax levy, instead of issues of corporate stock.\n\nTo visualize the school plant which New York City has already provided, you must think of a building, the site of which would occupy over\n\nthree-quarters of Central Park or two-fifths of the total park space of\n\nCleveland, the floor space of which would equal one square mile, and the\naccommodations of which, a total of 825,000 sittings and 18,000 classrooms,\nwould seat all the school children of Chicago, Philadelphia, Boston,\nSt. Louis, and Cleveland.\nDuring the school year of 19 17-18, the school dollar was distributed in\nthe following manner:\nCents\n\nSalaries of principals and teachers in day schools\n\n78 .\n\nOperation of school plant\n\n6.9\n3.5\n2.9\n2.9\n2.0\ni o\ni o\ni o\n\nTextbooks and supplies, day schools\nEducational administration and control\nMaintenance of school plant\nEvening schools\nAuxiliary agencies\n\nBusiness administration\nMiscellaneous\n\n.\n\n.\n\n\\\n\n.\n\n-\n\n"}
{"page": 452, "printed_page": null, "text": "436\n\nNATIONAL EDUCATION ASSOCIATION\n\n,\n\n[Cleveland\n\nIn the state of New York the theory that education is a function to\nbe controlled by the state has been upheld by the Supreme Court of the\nstate in a long series of interesting decisions and is the theory underlying\n\nthe provisions of the recently enacted Stated Education Law.\n\nIt was the\n\nintention of the State Department of Education in framing the said statute\nto relieve the Board of Education of municipal control by treating the City\n\nCharter, so far as it related to schools, with certain exceptions, as tho it\n\nwere a blank on school affairs and thereby to invest the Board of Education\nwith powers commensurate with its great responsibilities.\n\nThe tendency toward reversion has been very noticeable during the\npresent political administration and\n\nthe preceding one. During the\nincumbency of Mayor Mitchel, the administration's keen sense of responsibility for the tax rate and the growing competition for funds among various\nhighly commendable municipal activities and especially the conviction of\nthe said administration that thru the adoption of the Gary plan of school\norganization, great economics, especially in the matter of expenditures\nfor sites\n\nand buildings, would be effected, led to an assumption by the\n\ncity authorities with the tacit approval of the Board of Education, which\n\nmeant that the seat of authority was the Educational Committee of the\nBoard of Estimate, rather than either the Board of Education or the proIndeed, for all practical purposes, the Board of Education\nfessional staff.\nwas reduced to a city department, and the professional staff was subordinated to a body of laymen acting upon the advice of an imported expert\nfrom Indiana, who rendered only part-time service.\nIt was not strange that the professional staff looked forward with great\nexpectations to the enactment of a new State Education Law in 191 7,\nwhich was intended to terminate forthwith such unfortunate dual control\nbetween the State Department of Education, on one hand, and the Board\nThe unwarranted usurpaof Estimate and Apportionment, on the other.\ntion of authority on the part of the present Board of Estimate and\nApportionment, against which vigorous remonstrance was made by the\nSuperintendent of Schools, was such as to deprive the Board of Education\nNor was such a development unexpected. The\nof its most vital powers.\nremarkable growth in municipal activities has so increast the amount of\ntaxation and the total of the city debt, that the city authorities, whose\n\npoint of view is wholly political, strive to the utmost to keep taxes from\n\nadvancing.\n\nThey\n\nseek,\n\ntherefore,\n\nto obtain,\n\nover the school system,\n\nfinancial control such as they exercise over other municipal activities.\n\nSuch attempts by municipal authorities to exercise financial control\nin order to keep budgets from rising can be effectuated only by passing\n\njudgment upon proposed expenditures in the school system, and thus\nthey indirectly encroach upon the field of educational policies and school\nadministration.\n\n"}
{"page": 453, "printed_page": null, "text": "Superintendence!\n\nA COMPREHENSIVE BUILDING PROGRAM\n\n437\n\nThe evils that have arisen as a result of such control may be summarized\nas follows:\na) There has been a diversion of State moneys from the funds of the\nBoard of Education to the general city fund for the reduction of taxation.\nb) There has been a segregation of our school funds thru innumerable\nbudget lines, the result of which has been to place the Board of Education\nin a financial straitjacket.\nc)\n\nThere has been determination of educational policies by the Board\n\nof Estimate and Apportionment, whether they be matters as to the location\n\nor the type of a school or the extension of an educational activity.\nd)\n\nThere has been a denial to the Board of Education of that complete\n\nauthority which the statute apparently confers and which is intended to\n\nbe commensurate with the grave responsibilities which devolve upon the\n\nBoard of Education.\nMany of the most pressing national problems must be solved thru the\nagency of the schools. The richness and efficiency of our school systems\nmeasure the vitality and richness of our national life. Fortunately, there\nis at least one aspect of conservation to which the country as a whole is\nheartily committed, namely, the conservation of our children thru the agency\nof our educational systems.\nOur schools are the peoples'. What they are\ntoday is what the public has required. What they will be tomorrow\ndepends upon what an enlightened public demands. I feel supremely\nconfident that public opinion in the light of full information will always\ncheerfully\n\nand generously approve proper\n\nfinancial support for public\n\neducation in order that our, schools may enable a triumphant democracy\nto maintain the world leadership won on the battlefields of France.\n\nPLANNING A COMPREHENSIVE BUILDING PROGRAM\np. C.\n\nPACKER, ASSISTANT CITY SUPERINTENDENT, DETROIT, MICH.\n\nNeed for planning a comprehensive building program for the schools of\nany city is not new.\n\nIt has, during the past year, however, gained and is\n\ncontinuing to gain more and more attention of those\n\nwho are directly\nThe\n\nresponsible for the amount and character of construction to be made.\n\nwar, with its attendant delay in construction, has left not only the schools\n\nbehind but the business and industry of the nation as well, not to\nmention actual lack of shelter for families. With all these forces competing\nfar\n\nfor labor and material, both of which have advanst greatly in cost during the\n\npast few years, it is evident without argument that if the schools expect to\nsecure their minimum building needs for the next few years, great care must\nbe exercised each year to include only the known essential requirements.\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n438\n\n[Cleveland\n\nThis paper has for its purpose not the pointing out of \"the way\" in\nwhich a building program must be evolved, but one way in which a large\ncity has planned to meet the problem of properly housing some 17,000\nchildren now on half-day schooling, and a yearly growth of school population in excess of ten thousand.\nWhile the overload of children as compared\nwith present capacity provided is large and the yearly percentage of growth\nlarger than most cities, still the necessity for careful planning is no greater\nthan elsewhere. For, if any city expects ultimately to have a well-workt\nout and well-ordered public school system, as far as buildings are concerned,\nit\n\nmust plan carefully even tho but one building is constructed each year.\n\nBesides this, in many places with increast construction costs, all available\n\nfunds for building will be demanded to provide just the bare necessities.\nIt is therefore imperative in most budgets that a minimum building program\n\nbe not loaded with askings which represent the personal desires of some\nfaction or ward heeler.\n\nFor these and other reasons which time does not\n\npermit discussing, the Detroit Board of Education decided to approach its\nbuilding problem from a scientific point of view.\n\nTHE TEACHING OF PATRIOTISM\nTHEDA GILDEMEISTER, WINONA STATE NORMAL SCHOOL, WINONA, MINN.\nGilbert Chesterton says that we give no thought to an object until its\ndefect is evident, that we talk not of health till we are ill, of courage till\nfear assails us, of honor\n\ntill\n\nwe are graft ridden.\n\nTho his philosophy is\n\noften laughed at as \"upside-down philosophy,\" and he\n\nis\n\ncartooned as\n\nstanding on his head at sunset so that, as he sees the sun approach his nose,\n\nhe says, \"How beautiful the sunrise is tonight,\" we know that his idea is\napplicable in one instance, for of loyalty or patriotism we Americans said\nlittle until the recent war showed us our national defect.\n\nWith the evidence\n\nthat we were not a unitedly patriotic people we awoke to the problem, and\nfor two years the subject has been treated in every periodical of any impor-\n\ntance,\n\nand heard on every' platform;\n\nthe government has issued\n\nmany\n\nexcellent helps, and, considering the brief time that has elapst, authors\n\nhave produced an inconceivable long list of books and pamphlets on the\ntopic, while economists and sociologists are diagnosing the situation and\nproposing remedies that are eminently practicable.\n\nOut of all this there\n\nhas evolved a new or at least a richer meaning for patriotism, one that we\nare anxious to see perpetuated, and, consequently, taught to our youth, both\nnative born youth and citizens of foreign birth who, equally with the youth\nof America, are \"the hope of the world.\"\n\nSince the word patriotism is derived from the same root as is \"paternal,\"\n\nwe expect, and find, that patriotism contains the idea of affection such as\nis\n\ngiven a father, and that the earliest manifestations of the feeling were\n\n"}
{"page": 455, "printed_page": null, "text": "THE TEACHING OF PATRIOTISM\n\nSuperintendence!\n\n439\n\nrespect for, or loyalty to, or dependence upon, the family's natural protector,\n\nthe father.\n\nLater, this feeling, with\n\nfather of the tribe\n\nits\n\nexpression,\n\n— the patriarch. Much\n\nwas extended to the\nwas loyalty\n\nlater to develop\n\nto an ideal, an institution, or a country, which \"fathered\" the individual.\nThat is, our present idea of patriotism may be thought of as the climax\nto a long series of related terms, such as affection, respect, service, allegiance,\n\nperhaps partisanship at one stage of the journey, civic duty, citizenship,\nloyalty, and patriotism\n\n—the\n\nlast term embracing all the best of each of the\n\nothers as each is expanded to apply to the institution we call country, or,\n\n—the human race—or a world-nation.\n\nabove local country, society\n\nIt is\n\nin this largest sense that I use \"patriotism\" tonight, not as a mere emotion,\n\nnor as a mere outward form, such as applauding at patriotic \"catch words\"\nand platitudes, not the acceptance of a country's protection coupled with\nfitful or passive voting and merely refraining from harming the country,\nbut, rather, as active participation in what makes for the betterment of that\ncountry \"patriotism as the feeling which moves the individual to identify\nwith his own the interests of the social group to which he belongs, and to\nact and speak accordingly.\"\nThe elements of individual (and national) personality which develop\nwith one's growth in this sort of patriotism are at least three The realization of the right relation of \"mine\" to \"thine\"; ability to think; and\n\n—\n\n:\n\nwillingness to sacrifice for ideals.\n\nWhen \"my\" interests expand to take in \"thine,\" and when in \"thy\"\nproblems I see \"my\" own, patriotism is in its first stage, the product of\n,.\n\nwhich is self-confidence coupled with faith in others.\n\nThis interaction of\n\nthe \"me\" and the \" thee\" leads to the right interchange of service and hence\nof leadership.\n\nTo keep the proper balance, individuals must think clearly\n\nand independently, whether leading or serving.\n\nEach must perform his\n\nThere can be no place\nand narrow partisanship, but room only for\n\nduties in return for his rights, even at a sacrifice.\nfor indolence, self-interest,\n\nindustry, high ideals,\n\nand willingness to sacrifice to prove the efficacy of\n\nthose ideals.\n\nTo teach patriotism we must inspire ideals that are worthy of sacrifice,\nideals which appeal to one's highest intelligence, judgment, and philosophy\nlife, rather than to mere emotion or instinctive tendencies.\nNext we\nmust help pupils translate these ideals into everyday action and, inversely,\nsee in everyday actions interpretations of these principles.\nThis is no new\ndoctrine.\nFrom earliest times the avowed function of education has been\n\"training in citizenship,\" but as ages pass and life increases in complexity,\nthe doctrine must be ever newly applied. Straight thinking and wise judgment are needed in every age to prevent the clamorous needs of the day\nfrom overshadowing fundamental, eternal, aims of education. For example,\nour present problem of Americanization must not overshadow the larger\none of teaching a patriotism* which makes the individual identify with his\n\nof\n\n"}
{"page": 456, "printed_page": null, "text": "NATIONAL EDVCATtON ASSOCIATION\n\n440\n\n[Cleveland\n\nown the interests of the world in which he lives, and to act and speak\naccordingly.\n\n\"America first,\" should be only a sign post on the road and\n\nnot the end of the journey.\n\nNot only do adult foreigners need to be given control of our language\nand an intimate knowledge of American ideals, but our school children\nneed the same. Thru language and comradeship they grow to understand\nothers and thru that understanding come to know themselves as a part of\nall life, as free personalities with power to identify with their own the\ninterests of the group in which they live.\nTo name all the means which any school offers for direct training in\npatriotism would take too long; enough it is to realize that the teacher\nwho is helping children grow in power to attend to the work in hand, to\ntake directions when necessary and carry them out promptly and correctly,\nto meet individual obligations, each doing his share, paying for what he\nreceives in honest measure, scorning to ask for individual concessions, help-\n\ning to make law and then to keep that law, acquiring daily a greater quantity\nof tools (knowledge) as well as greater facility in their use\nis\n\n—that teacher\n\nalready teaching patriotism, pointing the way to identify the ''mine\"\n\nand the 'Hhine,\" to cooperate more and more intelligently, to find ideals\nworthy enough to impel sacrifice for their sake.\nIf the simple daily tasks are loyally performed there will be no question\nabout patriotic response (in whatever form it is needed) when crises arise.\nLarge, dramatic situations and demands secure ready reaction, but it is\nhard to realize that there is equal need of high patriotism in the unnoted\nFor two years America showed her patriotism in large ways.\ndaily duties.\nNow, in the reconstruction period and in the years of peace and friendship\nwhich we hope are to follow, we shall have constant need of the harder,\ninconspicuous patriotism. It must show in good manners, in deference to\nproper authority, in faithful work done even when no \"boss\" is keeping\nwatch, in refined thought and greater intelligence, in using public property\neconomically and for good purposes, in brief, in self-approved activities\nof every sort.\n\nHow shall we fulfil the hope that in America each may attain to what\nhe will, provided that his will is identified with the best interests of the\nwhole ? Shall we teach thrift and frown on greed ? Shall we make America\nthe greatest of nations because we keep alive the best in every race that comes,\nShall we avoid \"provincialism\"\nall into a new Americanism?\nwhich makes us think all who do differently from us are odd or open to\nridicule, and grow more patriotic by broadening our horizon, identifying\nwith our own the human interests of all the brave ones who have left home\n\nwelding\n\nand kindred for the sake of ideals ? Shall we help them realize their ideals,\nand love America as the land where dreams come true ?\nThru our sympathy for all, whether rich or poor, weak or strong, a*\nmuzhik or a prince in soul, as we fulfil our obligations and think less of\n\n"}
{"page": 457, "printed_page": null, "text": "!\n\nSuperintendence!\n\nAMERICANIZATION IN NEW HAMPSHIRE\n\n441\n\nour rights and privileges and more of making American ideals work, we\nshall\n\ndevelop the richest possible meaning to patriotism!\n\nWhen we\n\nAmerican teachers have sent- around the globe the influences of individual\nfreedom identified with the highest interests of the world-group, then we shall\n\nhave a patriotism of which to be proud (but of which there will be little\nneed to talk)\n\nAMERICANIZATION UNDER THE NEW HAMPSHIRE LAW\nMARO S. BROOKS, DEPUTY COMMISSIONER OF EDUCATION FOR\n\n.\n\nNEW HAMPSHIRE, CONCORD, N.H.\nThe educational act past almost unanimously by the New Hampshire\nlegislature in March, 1919, was far-reaching in its consequences.\n\nIt gave\n\nthe school system of the state the prestige and backing of a state board of\n\neducation, consisting of the governor, ex-officio, and five members.\n\nThe\n\nlaw states, \"The members, not more than three of whom shall belong to\nthe same political party, shall not be technical educators, nor professionally\n\nengaged in school work, but public-spirited and interested citizens willing\nto serve the state without pay and to give the time necessary for an under-\n\nstanding of the educational need of the state, and of the best way to supply\n\nthem.\" The law put into the hands of this board \"the same powers of\nmanagement^ supervision, and direction over all public schools\" as are\npossest by \"the directors of the ordinary business corporation,\" but it did\nnot diminish in the least degree the responsibility of the local school boards.\nIt defined a standard school as \"one maintained for at least thirty-six\nweeks in each year, in a suitable and sanitary building, equipt with approved\nfurniture, books, maps, and other necessary appliances, -taught by an\n\napproved teacher, directed and supervised by an approved superintendent,\nwith suitable provision for the care of the health and physical welfare of\nall\n\npupils.\"\n\nIt provided that every superintendent should be\n\nnominated\n\nby the local board and elected by the state board, so that the superintendent\nmight be responsible both to the local community and the state and at the\nsame time have the advantage of being a state officer. It fixt a minimum\nschool-tax rate of three dollars and a half on a thousand and promist state\naid to every town that should raise five dollars on a thousand for school\npurposes and should find the sum thus raised insufficient to maintain the\nrequired elementary and special schools.\n\nThe entire act is aimed at equalization of opportunity for the children of\n\" The administration\nof the work of Americanization in teaching English to non-English-speaking\nthe state and the cultivation of American citizenship.\n\nadults and in furnishing instruction in the privileges, duties, and responsiis\n\nhereby declared to be an essential part of\n\npublic school education.\"\n\nUnder this provision the local school board has\n\nbilities\n\nof\n\ncitizenship\n\nthe same responsibility for carrying on the work of Americanization as for\n\n"}
{"page": 458, "printed_page": null, "text": ":\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n442\n\n[Cleveland\n\nmaintaining elementary schools, and every superintendent of schools is\ndirector of Americanization in the town or city over whose educational\ndestinies he presides.\n\nSo far as we have been able to learn, no other state\n\nin the Union has outlined by law a similar policy.\n\nNew Hampshire has\n\nlong been accorded the distinction of being a vacation state.\n\nShe is now\n\ngiving free rein to her ambition to be an \"education\" state.\n\nThe most striking provision of the New Hampshire law concerns the\nIn 191 8 the New Hampshire Com-\n\nteaching of English in private schools.\n\nmittee on Americanization and the Bishop of the Roman Catholic church\nin\n\nNew Hampshire, Bishop Guertin, made an agreement relating to the\n\nteaching of English in private schools.\nliterally into the text of the law, Section 13\n\nThis agreement was incorporated\n.\n\nParagraph one reads as follows\n\nIn the instruction of children in all schools, including private schools, in reading,\nwriting, spelling, arithmetic, grammar, geography, physiology, history, civil government,\nmusic and drawing, the English language shall be used exclusively, both for the purposes\nof instruction therein and for purposes of general administration.\n1\n\nIt will be observed that not only must the instruction in the ordinary\n\nsubjects of the elementary school be in English but the administration of\n\nthe schools must be carried on in English.\n\nLet me anticipate your question\n\nas to whether this provision of the law is being fully enforst\n\nfrankly that it is not.\n\nNot yet.\n\nby\n\nstating\n\nIn one of our back-country towns, there\n\nare five old ramshackle schoolhouses not one of which can be made to conform to the standards set by the State Board of Education. Can we insist\nthat the school board of that town conform immediately to the law by\nproviding four or five new buildings ? We cannot. Neither can we expect\na school that has been conducted largely in a foreign language to be equipt\n\nimmediately with English-speaking teachers.\n\nBy allowing a reasonable\n\ntime for readjustment, we are only trying to use whatever God-given com-\n\nmon sense we may chance to possess in carrying out the provisions of the\nlaw.\n\nParagraph two reads:\n\n2. The exclusive use of English for purposes of instruction and administration is not\nintended to prohibit the conduct of devotional exercises in private schools in a language\nother than English.\n\nIn other words, no objection is made to religious instruction in French,\nwhatever language may be spoken by the race-group\n\nPolish, Greek, or\n\nserved by the school.\n\nThis means that there is no chance for any suspicion\n\nof persecution or oppression in any form.\n\nThe third paragraph goes farther\n\nstill:\n3.\n\nA foreign language may be taught in elementary schools, provided the course\n\nof study (or its equivalent) outlined\n\nby the State Board of Education in the common\n\nbranches, that is, in reading, writing, spelling, arithmetic, grammar, geography, physiology, history, civil government, music and drawing, be not abridged but be taught in\n\ncompliance with the law of the State.\n\nA private school, then, may teach a foreign language or any number of\nforeign languages, so long as it does satisfactorily the work prescribed for\n\nthe public schools.\n\n"}
{"page": 459, "printed_page": null, "text": "Superintendencej\n\nAMERICANIZATION IN NEW HAMPSHIRE\n\n443\n\nNearly all the large private schools in New Hampshire are the parochial\nSixteen thousand of the children\n\nschools of the Roman Catholic Church.\nin these schools have\n\nFrench-Canadian parents.\n\nLet me call your atten-\n\ntion to the loyal way in which the French Bishop of the diocese of New\n\nHampshire has done his part in fulfilling the agreement and in carrying\nout the law. He has created a Diocesan Board of Education and appointed\na diocesan superintendent of schools to\n\nwhom he has \"delegated full\nLet me\n\nauthority for the supervision of all schools within our diocese.\"\n\nquote from the Bishop's Episcopal letter to the clergy:\nThese three articles as approved by us admit of no evasion or equivocation.\n\nThey\n\nare intended to serve as the foundation of a working program for our schools and their\n\nincorporation into that program demands the surrender of nothing that is vital to the\nwell-being and progress of\n\nany Catholic school.\n\nDue provision is made for religious\n\ninstruction and for the teaching of any language that may be desired in addition to the\n\ncourse of studies (or its equivalent) outlined by the\n\nNew Hampshire Department of\n\nPublic Instruction.\n\nA portion of the law applies to children in private schools of elementary\ngrade, all of which, whether they be one- or two-pupil home schools or\n\nparochial schools of 1,200 or 1,400 pupils, must be approved by the State\n\nThe law makes provision also for minors between the\nwho are unable to speak and read the\nEnglish language understandingly.- With certain exceptions, these minors\nmay not be legally employed on the penalty of $50.00 to be paid by the\nemployer for each infraction of the law, unless they attend school. Towns\nBoard of Education.\n\nages of sixteen and twenty-one\n\nor cities in which reside or are\n\nemployed fifteen such minors or twenty\n\nnon-English speaking adults must maintain evening or special day schools.\n\nComparatively few minors have askt for exemption and still fewer have\nabandoned their employment rather than attend school. This fits in\nwith the revision of the Kenyon bill, as it past the Senate.\n\nIt would seem\n\nto indicate that in our state, at least, the number of minors who resent the\nraising of the compulsory school age from sixteen to twenty-one is negligible.\n\nLet us suppose that we Could compel every foreign born adult in America\n\nLet us suppose that everyone of them could learn and\nwould learn to speak, read, and write the English language, assimilated\nall the facts of our history from C. Columbus to W. Wilson, understood our\ngovernment (including the United States Senate), would that prove that\nthey would all be 100 per cent Americans? Do the leaders of the Reds\nand of the I.W.W.'s know our language, our history, and our system of\ngovernment? Certainly they do and stand ready to ''plug in\" wherever\nand whenever they think they see a hole.\nIn New Hampshire we are trying to motivate our evening and special\nto attend school.\n\nday-school work.\nsocialize\n\nHow are we doing it?\n\nour evening schools.\n\nin which there was a class in cell No.\n\nNo. 9, and so on.\n\nFirst of all,\n\nwe are trying to\n\nYou have seen many a school, I am sure,\n7,\n\none in cell No. 8, another in cell\n\nWhen the hour and a half or two hours were over, the\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n444\n\nclass got up and left and that was all there was to it.\n\n— was a collection\n\nit wasn't a school at all\n\nit\n\nof classes.\n\n[Cleveland\n\nLike some day schools,\n\nThru social activities\n\narranged by the pupils themselves (with the help of the teachers, of course)\nlessons in\n\ndemocracy and representative government are taught.\n\nThru\n\nthese social activities in which out pupils ask their friends to share, recruiting\n\nnew pupils is automatically done and contacts between members of\nMore important still, some good and thoroly\nAmericanized Americans who may be trusted to act like human beings are\ninvited to meet these new Americans and take part in the festivities.\nof\n\ndifferent races are formed.\n\nWe believe that the word ''contacts\" is the biggest single word in\nAmericanization, and the establishing of friendly contacts is the biggest\nfactor in the possibilities of success.\n\nI do not need to remind this audience\n\nof what it means to establish friendly contacts between home and school.\n\nYou know what all this means for the discipline of your school and for the\nprevention of misunderstandings.\n\nIn the work of Americanization\n\nit\n\nmeans everything.\n\nWe do not look upon Americanization as a drive that can be carried on\nwith bands and fireworks, but a long-time campaign of interpreting America\nto the foreign-born, as someone has said, ''in terms of fair play and the\n\nsquare deal.\"\n\nIn reality, Americanization is a process that must take\n\nplace in the minds and hearts of the foreign-born themselves\nthat we can facilitate but not force.\n\nIfi\n\n—a process\n\nthe meantime, we must do all in\n\nour power to create such an attitude on the part of American-born that our\n\nnew Americans may be enabled and encouraged to contribute of their best\nto the upbuilding of America.\n\nA FEDERAL DEPARTMENT OF EDUCATION\nI.\n\nW. p. BURRIS, DEAN, UNIVERSITY OF CINCINNATI, CINCINNATI, OHIO\nI am in favor of a federal department of education for the better adminis-\n\ntration of all educational\n\nwork which\n\nconstitutionally belongs\n\nto\n\nthe\n\nfederal government, as such, including the invaluable work now conducted\n\nby the Bureau\n\nof Education.\n\nbringing together under a\n\nThere are unquestioned advantages\n\nin\n\ncommon direction all of the services of the\n\nfederal government having to do with education, but I am opposed to the\n\nadministration of such a department by a secretary of education to be\n\nappointed by the president as a member of his cabinet.\n\nIt is neither\n\nimperative nor desirable.\n\nThe principles which have dominated the organization and traditions\nof the president's cabinet are so well known that it is hardly necessary to\n\nmention them or to call them in question.\nillustrate their practical operation.\n\nRecent events abundantly\n\nThe president's cabinet is his official\n\nfamily, the members of which are selected with political purposes uppermost\n\n"}
{"page": 461, "printed_page": null, "text": "Superintendence!\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\nin his mind.\n\nMembers of this cabinet retain office only so long as they\n\n445\n\nserve the political purposes of the president, and the exceptions to this\nare rare and inconsequential. This practice is so thoroly establisht that\nno one disputes either its existence or its propriety. It is right and proper\nfor the president to have as his official family the men whom he personally\nFor anyone\nselects, and their terms of office should be at his pleasure.\nto suppose it would or should be otherwise with a secretary of education\n\nappointed by the president as a member of his cabinet is an unwarranted\nsupposition, and if he is to be deprived of all power, as the advocates of the\n\nSmith-Towner bill now\n\ninsist is the case in its\n\namended form, of what\n\nOurs is a government by parties, and the instances\nin which cabinet officers use their offices for party ends are so numerous\nthat we dare not subject our educational interests to this hazard of party\npolitics.\nCabinet officers do have control and Senator Kenyon, himself a\nmember of the educational committee of the present Congress, has recently\ndeclared that because of the great powers which cabinet officers have\ndevelopt in the government, he would endeavor to have a plank inserted\nin the platform of the Republican party requiring the presidential nominee\nto make public his proposed cabinet appointments thirty days before the\npoHtical use can he be ?\n\nelection.\n\nFor the administration of a federal department of education I favor an\nindependent administrative federal board of education, acting thru executive\nofficers\n\nwhom they select. However unsatisfactory such independent\nmay be for the administration of other matters,\n\nadministrative boards\n\neducation calls for just such a board.\n\nIt is a form of administration which\n\nwork and the relations of such\nwork to government. To this, experience in our best city and state systems\nof education and in the administration of colleges and universities bears\n\nis consistent with the nature of educational\n\neloquent testimony.\n\nAnd just because education should make govern-\n\nment instead of government making education, the relation of education\nto government should ever3rwhere be one of relative independence. The\nvery nature of education, particularly in democracies, makes it a privileged\ninstitution with a large degree of autonomy in administration.\nFor this\nreason we should once for all recognize the important principles that the\nadministration of education should be as completely separated as possible\n\nfrom the administration of other affairs.\n\nIt is especially important that\n\nwe should do this in a country where we have government by parties,\nand it is no more desirable for the president to appoint the chief executive\nofficer for education in the federal government than for governors and\nmayors to appoint such officers for the smaller units of government. No\ncity would tolerate the practice, and all states where it persists are trying\nto free themselves from it.\nWith regard to the best manner of constituting a federal board of\neducation, Uttle need be said here. For obvious reasons the ex-officio\n\n"}
{"page": 462, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n446\n\n{Cleveland\n\nThe method of popular election is impracticable.\nThe best method is by presidential appointment. The term should be\nlonghand the board should be small. Nine members, the same number as\nboard is undesirable.\n\nin our Supreme Court, appointed at the beginning so that they shall retire\n\nin rotation, one each year, their successors thereafter to serve nine years, is\n\nThe long term would prevent personal and poHtical\nby the President, and the responsibility for bad appointments\nwould be so clear that he would be constrained to make good ones. The\npossibility of abuse would be further prevented by confirmation in the\nusual way, but confirmation by the Supreme Court would be better still.\nLet there be the usual provisions for removal of members of this board\non grounds of immorality, malfeasance in office, incompetency, or neglect\nof duty, with the further provision that the president shall have the power\nto remove any of his own appointees for reasons satisfactory to himself.\nthe ideal arrangement.\n\ncontrol\n\nAnd then let this federal board of education, thus constituted, choose as\nits chief executive officer a commissioner of education, and upon his nomi-\n\nnation such assistant commissioners of education and other agents as may\n\nbe necessary for the efficient administration of our federal educational\nactivities.\n\nIn this way continuity in the development of well-thought-out poHcies\n\nwould be assured. Patronage in the appointment of a large number of\nIn a word, the federal government would\nassistants would be prevented.\nput its sanction upon those principles of reform in educational administration\nwhich are gaining in recognition in all lesser units of organization thruout\nthe nation.\n\nThat these principles are sound no one can deny.\n\nThey have stood\nThey are con-\n\nthe test of experience, whether the unit be large or small.\n\nsistent with the nature of educational work in its relation to democratic\n\nEvery important volume on educational administration\ndefends them. Dr. Snedden championed them to the last at the time the\nunfortunate arrangement was made by our Federal Board for our Vocational\nEducation. When the Emergency Commission had the original educational bill in preparation, Commissioner Claxton advocated a federal\ngovernment.\n\nboard of education in accordance with them.\n\nSo did Dr. Prosser.\n\nWhy\n\nthen, you may ask, were they not followed ?\n\nThe answer to this question is to be found in the attitude of President\nWilson and Congress. They were opposed to the creation of any more\nindependent administrative boards, overlooking the important fact that\nhowever unsatisfactory such boards may be for the administration of other\nmatters, education, above all other interests, calls for just such a board.\nPresident Wilson has insisted that in view of the threefold organization of\nour governmental functions, all administrative boards belong to the execuAs the chief executive he holds that\ntive department of the government.\nthe president has to take the responsibility for all the acts of his sub-\n\n"}
{"page": 463, "printed_page": null, "text": "\"\n\nSuperintendence!\n\nordinates.\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n447\n\nIn recent years Congress has provided for certain boards and\n\ncommissions whose employes the president appoints but whom, practically,\nhe cannot remove. Under these circumstances he complained that there\n\nwas a disastrous discrepancy between the responsibihty of the president\nand his authority which the pubhc could not understand. Consequently,\nhe insisted at the time the Federal Board for Vocational Education was\ncreated, that if there was .to be a board, the majority of its employes\nshould be appointees over whom a president would have complete control.\nBut this position is unwarranted, for at the time our government was\nfounded education was not regarded as a function of the federal government at all and this is to be remembered in all subsequent legislation on\nthe part of the federal government with regard to education.\n\nEducation,\n\nindeed, as Professor Hollister has pointed out recently, has become a kind\nof fourth thing and should be relatively independent in its administration\n\nover all of the original threefold governmental functions which were in the\nPresident's mind.\n\nit,\n\nSo far as the attitude of Congress was concerned, suffice it to say that\nwas opposed to the multiplication of independent administrative\n\ntoo,\n\nboards, at least those members of Congress who were consulted by the\n\nCommission, and knowing these things the Emergency Commission followed the plan which appeared most agreeable to Congress without any\nserious attempt, apparently, to show a better way.\n\nThese were the essential circumstances, as I gather them from correspondence, which led to the decision to draft a bill which provided for a\ncabinet officer instead of a federal board of education.\n\nBut whatever the form of organization for a federal department of\neducation, I am opposed to any form of federal control, direct or indirect,\n\nover any kind of education work undertaken by the states, hence I am in\nfavor of an amendment to the Smith-Hughes law under which the federal\n\ngovernment now practically dominates the conditions under which agriculture and home economics shall be taught in high schools everywhere,\nso as to preven-t this.\nI am opposed to federal control over any form of education undertaken\nby the state, not only on account of its unconstitutionality, but also on\naccount of its undesirability. Such control, whether direct or indirect,\nin the impressive words of a letter from Hon. Elihu Root on this matter,\n\"calls for the exercise of power by the federal government which has not\nbeen committed to that government by the people of the United States in\n\ntheir Constitution, but has been reserved to the several states.\n\nIt seems\n\nequally clear that no such power ought to be committed to the federal\n\ngovernment, because it would be absolutely inconsistent with one of the\n\ntwo primary purposes of our system of government, that is to say, preservation of\" the right of local self-government in the states, at the same time\n\nwith the maintenance of national power.\n\n"}
{"page": 464, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n44^\n\n[aeveland\n\nThe unconstitutionality of federal control over education in the states\nhas everywhere been conceded, even by the advocates of the Smith-Towner\n\nThey declare in the most emphatic way that this bill has not such\nThey appeal for its passage on this ground. They flood us with\npropaganda in its behalf. They harvest unnumbered resolutions of\nindorsement. But I am not convinst. Nor was I imprest in favor of the\nbill by the hearing of the Congressional Committee at which two repreBill.\n\ncontrol.\n\nsentatives from the American Federation of Teachers and one from the\nAmerican Federation of Labor were present, but not one single solitary\nschool superintendent from the entire nation.\n\nFederal control, large federal control, is there in spite of all efforts to\ndisguise it.\n\nNo such national program for education as that contemplated\n\nin this bill can be carried out without a large measure of federal control,\n\nboth direct and indirect, and, as I have pointed out, if it is to be administered\n\nby a cabinet officer, this control is inevitably exposed to partisan influences.\nHow, for example, can the federal government equalize educational opportunity within the various states without control?\n\nAnd is it reasonable,\n\nmake large appropriations\nwithout exercising control over the expenditures in some form, when such\nindeed, to expect the federal government to\n\nappropriations are conditioned upon the willingness of the state to match\nthe money *' fifty-fifty \" as provided in this bill ? For in order to say that\nfederal funds have been properly used it is necessary to ascertain whether\n\nor not each state has matcht the federal appropriation and has used the\n\nmoney according to the intention of the federal law.\n\nThis in itself gives to\n\nthe federal government indirect authority over state appropriations, and\n\nmeans that state money must be expended under the conditions of the\nIn other words, by relying upon the conditional patronage\nfederal act.\nof the federal government whose money is, after all, collected from the\nit\n\npeople, the states actually submit to the control of the federal government\nin spending their own money.\n\nThat is exactly what we now have under\n\nthe Smith-Hughes law governing vocational education.\n\nLet us not deceive\n\nourselves, therefore, into thinking that federal encouragement of anything\n\ndoes or should or really can exist without federal control in some form\n\nwhenever appropriations are made upon definitely specified conditions.\nTo summarize, I am in favor of a federal department of education in\nwhich to bring together under a common direction all of the legitimate\neducational activities of the federal government, but I am opposed to the\nadministration of this department by a cabinet officer. For the administration of such a federal department of education I am in favor of an\nindependent federal board of education, acting thru expert executive\nofficers whom this board selects, but I am opposed to any form of control\n\nby this board, direct or indirect, over education in the states.\n\nI am in\n\nfavor of Congressional appropriations to the states for educational purposes\n\nupon application of the states accompanied by satisfactory evidence of\n\n"}
{"page": 465, "printed_page": null, "text": "Superintendence)\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n449\n\nindigence in spite of diligence, but I am opposed to conditional appropriations to the states by the federal government, because of the federal\n\ncontrol which this procedure inevitably entails.\n\nAnd since federal control\n\nover education in the states is admittedly unconstitutional and undesirable,\n\nam opposed to the proposed \"fundamental beginnings of a national\nprogram for education\" as inconsistent with these admissions, which call\nI\n\nfor\n\na plan of administration for our federal educational functions that\n\ndisregards the inherent relations of government and education in a country\n\nand which in the end would lead the states to surrender their\nOther ways more constitutional,\nmore desirable, and more American will stimulate the states to measure\nup to their full responsibilities. The inspiring examples of some of them\nare already at work. A federal department of education, such as I have\nindicated, will encourage them thru publicity, thru research, and thru\nan appeal to state pride or sense of shame. It must not yield to the\ninfluences that are now working for the ''beginning\" of a program of centralization that would end in the destruction of the very substance of\nAmericanism, which is individualism, self-reliance, initiative, and responlike ours,\n\n—\n\nbirthright for a mess of federal pottage.\n\n—\n\nsibihty.\n\nII.\n\nWILLIAM C. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N.Y.\n\nThe principal question at issue just now, in connection with federal\ncooperation in the support of education, has to do with the establishment\nof a federal\nbill.\n\ndepartment of education as proposed in the Smith-Towner\n\nI shall consequently limit\n\nmy part in this morning's program to a\n\nbrief consideration of the reasons for the creation of such a department.\n\nWe are generally agreed that the federal government should participate\nin the support of public schools thru direct appropriations to the states.\n\nIn no other way, we maintain, can the gross inequahties of educational\nopportunity now existing thruout the country be significantly reduced,\n\nand in no other way can the nation be assured of that high level of trained and\ninformed intelligence which effective democracy needs above all else, and\nwhich a pervasively efficient system' of public elementary and secondary\nschools alone can produce. If this contention is granted there must be in\nthe federal government an agency for the administration of these funds.\nSuch an agency may assume one or another of three possible forms.\nThe present Bureau of Education may be intrusted with this duty; or a\nboard of education analogous to the existing Federal Board of Vocational\nEducation may be created; or an executive department of the government,\nanalogous to the existing departments of agriculture, commerce, and\nlabor, may be establisht.\n\n/\n\nRegarding the first of these possibilities\n\n—delegation of the proposed\n—there I think, no\n\nresponsibilities to the present Bureau of Education\n\nis,\n\n"}
{"page": 466, "printed_page": null, "text": "A'^ TIONA L EDUCA TION ASSOCIA TION\n\n450\n\n[Cleveland\n\ndebate. As a group of professional workers engaged in the most important\nbranch of the public service, we believe that our cause should be repre-\n\nsented in the councils of the nation in a way vastly more dignified and\n\nwhich is provided by a very subordinate office in a huge\nbut nondescript department. We do not like to think that the titular\nhead of American education must take orders from any official less important or less responsible than the president himseK. As a group we have\nurged upon Congress a much more liberal support of the Bureau of Edufitting than that\n\ncation.\n\nWe know how futile have been our .efforts.\n\nIt is revealing\n\nno\n\nsecret to say that^ the Bureau of Education has but a negligible influence\nin\n\nIt can have but a negligible influence as long as its official\n\nCongress.\n\nstatus is negUgible.\n\nSome of the ablest men in our profession have been\n\nat the head of this Bureau only to be subjected to the humiliating experi-\n\nences of a subordinate and very minor official.\n\nI believe that I speak for\n\nthis group when I say that we do not propose to have the spokesman of our\n\ncause at Washington treated lonjger in this disgraceful fashion.\n\nA slap\n\nat the Bureau of Education or at its Commissioner is a slap at every one\nof us,\n\nand if we fail to feel the sting, our professional integument is so\n\nthick as to render us unfitted for the fine service that we represent;\n\nif\n\nwe\n\nfail to resent the treatment, our professional self-respect is utterly inadequate\n\nto the high spirit that our responsible calHng demands.\n\nThis is not a\nan entirely professional matter. If,\nas individuals we elect to play the part of Uriah Heep, and to accept blows,\nrebuffs, and insults with a thankful humility, I suppose that we have the\nIt is our\nprivilege; but the service that we represent is another thing.\npersonal matter.\n\nIt is not, indeed,\n\n,\n\nbusiness to see that the conditions surrounding that service are consistent\n\nwith its fundamental social significance. The most glaring inconsistency\ntoday is the subordinate status of our service in the councils of the national\n\ngovernment.\n\nWe are, I beheve, a unit in insisting that this must be\n\nremedied.\n\nYou will agree with me then, I am sure, that the large extensions of\nfederal participation in public education that we contemplate should not\nbe administered by the Bureau of Education in its present form. The\nsecond possibility is an independent federal board of education directly\nresponsible to the president but without status as an executive depart-\n\nThe analogy here is with the approved types of state and municipal\nschool administration. The analogy requires that the board, if constituted,\n\nment.\n\nshould elect a professional executive\n\n—a national commissioner of education,\n\nwho will be directly responsible to the board and thru the board to the\npresident and thru the president to Congress. The commissioner might,\nindeed, be appointed by the president with the advice and consent of the\n\nSenate, but in this case the analogy with state and municipal administration\nbreaks down, and it is upon the alleged excellence of the approved state and\ncity practice that the proponents of a federal board rest their case.\n\n"}
{"page": 467, "printed_page": null, "text": "Superintendence]\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n451\n\nIt is unnecessary with this audience to point out the fact that there is\n\nbut a very Hmited analogy between the state and local school administration\nand the functions to which a federal board would necessarily be Hmited.\n\nSuch a board could not levy taxes as can many local school boards; it could\nit could have nothing to do with\n\nnot appoint teachers for the local schools;\n\nlicensing teachers, with adopting textbooks, or with approving courses of\n\nstudy.\n\nIn so far as the argument for a federal board rests upon an analogy\n\nwith state and local boards in those particulars it rests upon something\nthat does not exist, and consequently falls of its own weight.\n\nBut a federal board has been urged most strongly on the ground that\nwho, as commissioner of education, would be\nthe titular head of American education. Appointed in this way, it is\nurged, the commissioner would be removed from politics; his tenure would\n\nit could appoint an executive\n\nnot be limited to the period during which a certain president or a certain\npohtical party happened to be in power.\n\nThe commissioner, in short,\n\nwould hold office during life or good behavior and could presumably carry\nto a completion far-reaching policies and programs.\nThis, I think,\n\nis\n\na fair summary of the case for a commissioner of\n\neducation to be appointed by a board which in its turn is to be appointed\n\nby the president.\n\nThe suggestion sounds plausible, but it reveals on\n\nanalysis some fundamental weakness.\n\nIn the first place, if a commissioner were appointed by a federal board,\nhe could not, under the terms of the Constitution, be an officer of the\ngovernment. As you all know, every important officer of the government\n\nwho is not elected or otherwise provided for in the Constitution, can be\nappointed only by the president with the advice and consent of the Senate.\n\nMinor and inferior officers may, in the discretion of Congress, be appointed\nby the president alone, by certain of the federal courts, or by the heads of\nexecutive departments. But no one of these three ways covers the appointment of a commissioner of education by a federal board. If the federal\nboard appointed a commissioner, the latter would be legally only\nan employe of the board. He would not even be an inferior officer of the\ngovernment. The so-called \"Director\" formerly employed by the Federal\nBoard of Vocational Education had legally and officially only the status of\nan assistant to the Board.\nDo we wish to have as the titular head of American education a person\nwho is absolutely without official status in the government? Even our\npresent condition is better than that.\nThere is another possibility, of course. A law might be past empowering the president to appoint a federal board of education and to designate\none of its members as president of the board with the powers and prerogaThis man would be an officer of\ntives of a commissioner of education.\nthe government; but in this case the alleged advantage of the federal\nboard would not be met, for the president would appoint the officer with\n\n"}
{"page": 468, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n452\n\n[Cleveland\n\nthe advice and consent of the Senate, or without this advice and consent\n\nwe were wilHng that the oflSce should be legally a minor and inferior post.\nIn either case the element of politics enters to the same extent as in the\n\nif\n\nappointment of a secretary of education, and with none of the advantages\nof the latter plan.\n\nFurthermore, if the president of the federal board served as a federal\nconunissioner, the board itself would have few functions except those of an\nIt would be a convenient group behind which the\nCommissioner could hide in time of trouble. I submit that we do not desire\nor need a group of this sort. We desire that the office will be so constituted\nthat our professional spokesman at Washington shall be forst to stand on\n\nadvisory character.\n\nhis feet and look his colleagues in the eye without the privilege of hiding\n\nbehind a group of laymen if he should try to ''put something across\"\nthat is against the best interests of public education in America.\n\nOur discussion heretofore has assumed that education should be entirely\nfree from politics.\n\nIt is clear that the federal-board plan if it kept education\n\nout of politics would achieve this end by denying to the commissioner of\neducation appropriate status as an officer of the government.\n\nAnd this\n\nI contend is too high a price to pay for any of the alleged advantages of\n\nthe plan.\n\nBut is the basic assmnption justified ?\n\nIs it desirable to keep education\n\nout of politics in the sense that this proposal involves ?\n\nThe association of education with politics is unsavory because wherever\nthe two terms have been linkt in the past, the word ''politics\" has referred\nto pohtical practices of a very special, altho far too prevalent, character.\n\nThe political machines of local communities, and especially of the large\nhave not infrequently attempted to control the schools for corrupt\nends. The appointment of teachers (and more especially of janitors)\nhas been tempting bait to the neighborhood political \"boss\"; the control\n\ncities,\n\nof supplies, especially those that are supplied by local dealers, such as fuel,\n\nhas offered an opportunity for petty \"graft\"; while the purchase of land\n\nand the construction of school buildings have often served to line the\nmen intrusted with responsibilities far beyond their\npowers and confronted with temptations far beyond their strength.\n\npockets of small\n\n\"Politics\" in this perverted sense of the term should not be associated\n\nwith education or with anything else that is decent.\nBut why should education hold its skirts aloof from politics in the true\nsense ?\n\nCan it afford to ignore the method thru which democracy strives\n\nto attain its ends?\npolitics;\n\nAgriculture has been in politics;\n\nlabor has been in\n\nbusiness and commercial enterprise has been in politics.\n\nFor a\n\ngreat cause to be in politics means that the people are thinking about it.\n\nWhenever the people think hard about education, forthwith education\nenters politics.\n\nThere\n\nis\n\nno escape;\n\neducation should seek no escape.\n\nIndeed, the sooner the great questions of education are placed squarely\n\n"}
{"page": 469, "printed_page": null, "text": "Superintendence]\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n453\n\nbefore the people, the sooner the problems of the school will reach a satis-\n\nfactory solution;\n\nand the only way to place these questions effectively\n\nbefore the people is to make them incisive political issues.\n\nTo establish a federal department of education would undoubtedly do\nmore to keep education out of politics in the wrong sense and in politics in\nthe right sense than could any other measure that the people can take.\nTo dignify education, to give it a national recognition and a national\nsanction, cannot fail to make the local communities more careful about\nthe men to whom they intrust the management of their school affairs. To\nhave at Washington a secretary of education, privileged to sit at the council\ntable of the nation, will make more important than it ever has been in the\npast the chief educational office of each state.\nIf we do not wish education to become a matter of serious concern to the\n\nnation, by all means let us keep it out of national politics.\n\nthat one\n\nI quite agree\n\nway to keep it from obtruding its unwelcome presence upon\n\nlegislators presumably concerned with really serious problems of national\n\nwelfare is to have a federal board of education with a harmless little com-\n\nmissioner of education\n\nwho will stand in the ante-room, hat in hand,\n\nwaiting to be called, while the important officials of the government are\nseated around the council table working out the nation's destiny.\nIf you desire the public-school service to\n\nbe represented or misrepre-\n\nsented in this way at Washington, you should lose no time in repudiating\n\nyour last year's unanimous vote calling for the immediate creation of a\ndepartment of education with a secretary in the president's cabinet. But\nI take occasion to warn you of difficulties in your path if\n\nyou attempt to\nhave past in Congress a bill creating another independent board or commission.\n\nCongress itself is solidly against this policy and properly so.\n\nIt would take today little less than a miracle to conquer this opposition.\n\nYou are thrown back, then, upon a continuance of thepresent Bureau\nif\n\n—but,\n\nyour dearest wish is to keep education out of national politics, this will\n\nserve just as well.\n\nThe Bureau of Education is not in politics and in its\n\npresent form it never will be\nmillionaire.\n\n—\n\nand for the same reason that I shall never be a\nOf course I can tell you that I would not deign to soil my\n\nhands with so much filthy lucre\n\n—\n\nbut you know better.\nWhat should we have in Washington to represent in the nation's councils\n\nthe most important enterprise in which any democracy can engage ? The\nanswer has been given by the public school workers of the nation again\n\nand again.\n\nFor a quarter of a century it has been reiterated at nearly every\n\nsession of the National Education Association by ringing resolutions against\n\nwhich I have never heard a voice raised in dissent.\n\nThe same answer has\nbeen given by this Department of Superintendence in resolutions against\nwhich no single vote has been recorded.\n\nThe same answer has been taken\n\nup by organized labor.\n\nIt has been echoed and re-echoed by the organized\n\nwomen of the nation.\n\nThese organizations outside of our profession have\n\n"}
{"page": 470, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n454\n\n[Cleveland\n\nan interest at stake in public education second in justification, intensity,\nand importance to the interest and the stake of no other group. They\nhave spoken in no uncertain terms. What the National Education Association has always stood for, what the friends of pubHc education have\nstood for, and what the enemies of public education have fought against\nin season and out, is a department of education with a secretary in\nthe president's cabinet.\n\nMay I state briefly the reason why I believe the creation of such a\ndepartment to be an imperative necessity? In the first place we are\nagreed that the federal government should participate in the support of\nUnder the budget system which is soon to be adopted\nby the federal government, the schedules of revenues and expenditures\nwill be prepared by the president's cabinet.\nI want the cause of education\n\npublic schools.\n\nto be represented in that cabinet.\n\nA most significant statement is reported\n\nto have been made in Congress less than three months ago by a shrewd\n\nand influential member. He was speaking in opposition to the SmithTowner bill, and he said in effect to his fellow-Congressmen: \"If you don't\nwish to pass increasingly large appropriations for education, kill the Towner\nbill,*' for, he said, \"under the budget system the cabinet will very largely\napportion the expenditures. The Secretary of War will tell you what he\nwants for guns and fortifications, the Secretary of the Navy will tell you\nwhat he wants for battleships and cruisers, and then the Secretary of\nEducation will tell you what he wants for the schools and the children.\nAfter voting large sums for the army and navy, \" he added, \"you could not\nhave the face to refuse equally large sums for education. So,\" he concluded, \"your best way out of that predicament is not to have a secretary\nof education.\n\nLet me repeat this advice to you school men and school women of this\nIf you do not wish to have large appropriations for the schools\nchildren,\nlose no time in repudiating your last year's resolution\nthe\nand\nSmith-Towner\nbill and in effect approving the poUcy of the\nindorsing the\nEmergency Commission who apparently labored under the delusion that\npubhc education needed large appropriations. Personally, I still hold to\nthat beUef, but I am only human and may be mistaken.\nI beUeve in a department of education because I am convinst that in no\ncountry:\n\nother way can be made vocal the educational needs of the nation, as a\nnation.\n\nI wish to see in the President's cabinet a person whose exclusive\n\nbusiness it will be to lee that the next generation gets a square deal, not\n\nonly in this state, or that county, or the other city, but wherever boys and\ngirls are growing into responsible American citizens.\n\nI wish to see the chief\n\nspokesman of our cause in a position equal to that of the spokesman for the\nnation's defense, for the nation's commerce and industry, for the nation's\nI wish to have him in a position\nagriculture, and for the nation's labor.\nwhere he can offer counsel to men who will be his colleagues on the questions\n\n"}
{"page": 471, "printed_page": null, "text": "—\nSuperintendence]\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n455\n\nthat arise when their problems cross lines with those of education\n\n—^and I\n\nwish him to Be in a position where he can offer such counsel freely and\n\nThere are problems of naval education and of miUtary education\nand of agricultural education; we need a man in a responsible and influential\nposition who can make known the points where these varied and extensive\nfrankly.\n\neducational programs can be made to contribute to the solution of the basic\n\neducational problems, and where, it may be, they work at cross-purposes\nand to the detriment of the broader educational interests of the nation.\nI beheve in a department of education because such an agency is needed\nto integrate the educational forces of the nation.\n\nIn discharging this\n\nfunction, leadership and not law must be depended upon.\n\nOne of the first\n\nsteps that a secretary of education would take would be to call a conference\nof the chief educational officers of the several states for the consideration of\n\nnational educational poHcies,\n\nAny policies that this conference adopted\n\naffecting state and local education could, of course, be carried into effect\n\nonly thru cooperative state action. With the prestige attaching to a department of education, the leadership essential to this the only ^method of\nworking out the nation's educational problems would come most readily\nand yet not so readily that the secretary of educatiofi could become in any\nsense an educational dictator. Whatever plans he proposed would be\nsubject to correction, even to rejection, by the conference. Only a true\n\n—\n\n—\n\nleader with convincing poUcies could wield a lasting influence;\n\nbut the\n\nbest leader and the most convincing poKcies would be seriously handicapt\n\nwithout the prestige which a federal portfoKo would provide.\nofficers, after\n\nIf the state\n\nhaving come to an agreement in conference, could go back\n\nto their legislatures with well-matured plans that had the sanction of a\n\nrecognized federal department, the chances that their proposals would\nreceive adequate attention would be greatly increast;\n\nwhile the secretary\n\nof education, having the backing of this representative group, could in\nhis turn make a strong appeal to the President and to Congress for whatever\n\nfederal legislation the conference might propose.\n\nIn a similar fashion, the secretary of education would call together the\nsiiperintendents of city schools, the leaders in rural education, the presi-\n\ndents of the state universities and of the land-grant colleges, the presidents of the state and city normal schools, and other groups representing\nin the several states educational interests that have an important national\n\nThru leadership of this type every significant value of a federal\nsystem of education could be realized without imposing upon the country\n\nbearing.\n\na centralized and autocratic form of school administration and control.\n\nUnder the terms of the Smith-Towner bill, indeed, the right man as secretary of education could do a maximum of good; the wrong man could do\n\nonly a minimum of harm.\nI believe in the federal department of education because it is needed to\n\nrepresent the people and the government of the United States in the solution\n\n"}
{"page": 472, "printed_page": null, "text": ";\n\nNATIONAL EDUCATION ASSOCIATION\n\n456\n\nof international educational\n\nproblems.\n\n[Cleveland\n\nUnder the League\n\nof\n\nNations,\n\nthese problems will inevitably become of large importance in the future.\n\nEducational commissions from foreign nations visit the country every year\nincreast in number and importance since the\nWar; they will be more numerous and vastly more\nimportant in the years that lie ahead. Provisions for the reception and\n\nthese commissions have\nclose of the Great\n\nentertainment of these commissions have been patriotically undertaken\n\nby private and philanthropic agencies largely because we have had no\nnational educational official of the rank and prestige demanded by relationships of this sort.\n\nInternational\n\neducational\n\nconferences are also clearly predictable;\n\nplans indeed for an important conference were\n\ninitiated\n\nby European\n\neducators in 19 19, and the United States would have been askt to call such\n\na conference had not our delay in ratifying the peace treaty and joining\nthe League of Nations caused an indefinite postponement of the enterprise.\n\nSuch conferences will, however, play an important part in establishing\nthe new world order and for appropriate participation in them a federal\n\ndepartment of education is needed.\nAbove and beyond all other considerations, a federal department is\nneeded to give to education the status, the dignity, and the influence that\nIt is needed to put the seal of the\nit should have in a great democracy.\nnation's approval upon the most important enterprise in which the people\nas a whole can engage.\nWe cannot consistently be a nation in every other\ncollective interest, and still remain in education forty-eight separate and\nThe price that we have paid for our failure to have\ndistinct entities.\neducation adequately reflected in our national life has already been counted\nup in the heavy toll of illiteracy, limited literacy, health deficiencies, and\n'\n\nalienism.\n\nNational subventions to the states will do much to remedy these\n\nnational weaknesses; but, taken by themselves, they will be an incomplete\nsolution of the problem.\n\nTo meet the final condition there must be in our\n\ngovernment a department of education second in significance to no other\ndepartment, with a chief who is subordinate in rank, prestige, and influence\nto no official less important than the president himself.\nI have no disrespect for those who fail to agree with every item of the\nprogram embodied in the Smith-Towner bill. I am sure that those who\nwould amend the bill are as sincere in their convictions as I am sincere in\nmine. The Emergency Commission, which I have the honor to represent\non this program, has not been blind to its responsibilities. It is not insenThru debate and discussion, and especially thru the\nsitive to them now.\ncontributions of those who at one time and another have disagreed with\nus, our own vision has been extended, our thinking has been clarified, our\nconclusions have been stabilized. I wish that I could tell you in detail\nwhat men and women, not members of the Commission, have contributed\nto the Smith-Towner bill those who, hke Mr. Blair and Mr. Carey,\n\n—\n\n"}
{"page": 473, "printed_page": null, "text": "Superintendence]\n\nA FEDERAL DEPARTMENT OF EDUCATION\n\n457\n\nhave disagreed with us at certain important points and those who, like\nMr. Waldo, Mr. Hunter, Mr. Thompson, and others too numerous to\nmention, have supported the program from the outset. In dealing\nwith problems so far-reaching and so fundamental in their significance\nas are those that the Smith-Towner bill strives to solve there can be\n\nno question either of exalting or of humiliating men individually, there can be\nno question of magnifying or minimizing professional groups. I have been\ntold that certain superintendents feel that their problems have not been\ngiven sufficient consideration by the Commission. Superintendents constitute a clear majority of the working personnel of the Commission;\nI do not think that the seven city superintendents and the five state superintendents who belong to the Commission would have permitted any action\nderogatory to their group. It is true that no bulletin has been publisht\ntreating of the specific problems of the city schools, but in justice to the\n\nCommission it should be said that such a bulletin was authorized and that\na city superintendent, a member of the Commission, was askt to prepare\nthe material. I am sure that when this bulletin is issued, the members of\nthis Department will agree that the Commission has been very far from\nneglecting their specialized but none the less important problems.\nMuch as we are unwilling to regard the Smith-Towner bill as a perfect\nmeasure, however, it still remains true that, if we had delayed the introduction of the bill until it satisfied every member of the profession, our\n\nprogram would still be in the realm of speculation, and organizations outside\nof the profession would have taken up the task.\nWe believe that we have put before Congress a bill that embodies the\nreforms that are most essential to the nation at the present critical juncture\nFor the great items in this program the\nof educational development.\nremoval of adult illiteracy, the Americanization of the immigrant, the\npromotion of health and vigor, the vast improvement of the rural schools,\nand the adequate preparation of teachers no substitutes have been\nproposed, no additions and no subtractions have been suggested.\nAbove all, what we need to effect any reform on a nation-wide basis is\nunited action. The enemies of pubUc education will capitalize to the\nutmost every break in our ranks, every sign or symptom of divided counsels.\nWe must settle our differences among ourselves. To take our quarrels to\nCongress is to destroy every chance of success. And in the meantime, the\n\n—\n\n—\n\neducational crisis is increasing in its seriousness.\n\nTeachers are leaving the\n\nservice in unprecedented numbers; our normal schools are drawing smaller\n\nand smaller contingents of recruits; the educational departments of the\ncolleges and the universitiesi are reporting lower and lower registration\naltho the number of college students is larger than ever before; and our\npublic-school service is suffering most seriously where strength and efficiency\nare most sorely needed namely in the rural and village schools which\nenroll nearly 60 per cent of the next generation of American voters.\n\n—\n\n"}
{"page": 474, "printed_page": null, "text": "a\n\nNATIONAL EDUCATION ASSOCIATION\n\n458\n\n[Cleveland\n\nBut if this situation is serious beyond all precedent, it also offers to our\nprofession the best opportunities that it has ever had for initiating a thoro-\n\nThe public is aroused as never before. We can get a\nwe should never get under normal conditions. Shall we\navail ourselves of this opportunity?\nShall we work together and fight\n\ngoing reform.\nhearing that\n\ntogether for a school system that will be worthy of our democracy\n\n—\n\nschool system that will be loo per cent efficient instead of lo per cent?\nShall we proclaim, now that we have the public ear, that the only solution\nof the educational problem of this great democracy is to put a mature, a\n\nwell trained, and a relatively permanent teacher in every classroom in the\n\nland?\n\nShall we seize the opportunity that is present\n\nwith the tide\n\n—concerning ourselves with petty\n\nsequential squabbles?\n\nShall\n\n—or\n\nshall we drift\n\njealousies\n\nand incon-\n\nwe demonstrate the ability of the public-\n\nschool workers to think in big terms, to frame comprehensive policies, and\nto construct far-reaching programs?\n\nThe opportunity is ours today in a\n\nmeasure that may never come again.\n\nShall we grasp it, and work together,\n\nmaking every personal sacrifice for our great cause, forgetting our differences,\nremembering only that in all likelihood the greatest stake of the age depends\nupon the outcome ? And I do not speak boastingly or insincerely. Westem civilization hangs today in the balance. Every gain that the race\nhas made is threatened with destruction. Only a thin line separates\nFrance and England and Italy from the menace of barbarism. Upon our\nnation may devolve the responsibility of keeping the torch aflame.\n\nUpon\n\nthe trained intelligence, the clarified insight, and the disciplined will of our\n\npeople in all likelihood will depend the fate of the world in the decades\nthat are to come.\n\nFirst, last, and all the time it is an educational problem.\n\nIt is your problem and\n\nmy problem, your duty and my duty. At no time\n\nin the history of our profession has the need for devoted, consecrated, united\n\naction been so imperative as it is today.\n\nLet us stand shoulder to shoulder\n\nwith unbroken ranks and see the battle thru to a glorious victory.\n\nTEACHERS' ASSOCIATIONS'\nLOTUS D. COFFMAN, UNIVERSITY OF MINNESOTA, MINNEAPOLIS, MINN.\n\nTo what kind of an association shall teachers belong?\n\nShall they\n\njoin the American Federation of Teachers, which is affliated with the\n'\n\nSince this paper was written the writer has been led to believe that there are those\n\n—\n\nwho regard it as an attack upon organized labor upon the right of labor to organize.\nNothing could be farther from my thought. The right of labor to organize, in my judgment, is inviolable and necessary.\nOthers have seemed to feel that the paper is a subtle attack upon the educational\nprogram of organized labor. While I do not see how such an interpretation can be given\nto any sentence or paragraph in the paper, I am pleased to have this opportunity of\n\npaying my respects and of acknowledging my indebtedness, to organized labor for the\ncomprehensive and progressive educational program which it has formulated.\nIn the preparation of this paper the writer had possession of and was granted the\nprivilege of using certain statements from an unpublisht paper by Mr. R. R. Price of the\nExtension Department of the University of Minnesota.\n\n"}
{"page": 475, "printed_page": null, "text": "Superintendence]\n\nTEACHERS' ASSOCIATIONS\n\n459\n\nAmerican Federation of Labor, or shall they maintain an independent\norganization of their own? This is the question which thousands of\nteachers are being called on to answer. All matters of a temporary or\nexpedient character should be swept aside in an attempt to arrive at a\nThe American Federation of\nfinal and sensible answer to the question.\nTeachers bases its appeal upon the assumption that teachers are merely\nemployes, hired men and women, not members of a profession; that they\nare the objects of economic and intellectual exploitation and oppression;\nthat affiliation with union labor will exhalt and dignify them as they have\nno dignity to lose, that they are a helpless, hopeless, disorganized aggregation of units, without business or collective sense; that their serviUty,\n\ndue to autocratic and Prussian methods of administration, is notorious.\nThe force of the appeal of such facts comes at a most fortunate time\nfor the American Federation of Teachers. Conditions thruout the country\nThe cost of living is still rising. Labor has raised its wage\nare unsettled.\nTeachers, on the\nscales enormously thru the influence of the unions.\nother hand, are finding it increasingly more difficult, if not impossible, to\nmaintain their former standards of living.\n\nMany are leaving teaching,\n\nby more remunerative opportunities in other fields, and their\nplaces are being taken by the untrained and unqualified. The public\nexpresses an interest in the situation, but remains too inactive. Labor\nextends a welcoming hand, saying, \"Join us, we have the power and the\nattracted\n\nvotes to bring quick relief.\"\n\nIt points to its record of achievement, it\n\nshows how it has bettered its own condition;\n\nit shows\n\nhow it has actually\n\nhelped teachers in certain localities.\n\nMoreover, this argument apparently has the sanction of some of the\nmost distinguisht educators of this country, the most distinguisht of whom\nperhaps is Professor John Dewey. Professor Dewey tells us that \" teachers\nhave not had sufficient intelligence to be courageous\" and suggests that\nthe intelligence necessary to be courageous can be acquired by joining\n\nwith labor.\n\nFurthermore, he curiously and naively suggests that affiHation\n\nwith labor will give teachers \"faith in their calling, faith in one another,\n\nand the recognition that they are the servants of the community.\" In\nother words, if teachers are to have faith in their work, faith in their coworkers, and respect and recognition for the idealisms, the social obligations\nand forms of social service, they are expected to discharge as members of\nthe community, they must join with some organization which differs in\npurpose, in nature, and in membership from the usual teachers' organization.\nThe proposals of the American Federation of Teachers are deserving\nof the most serious consideration, because it is deliberately at work setting\nup an organization within our ranks. Its delegates appear at our state\nassociations and visit our cities, seeking the estabhshment of local unions.\nThere is time enough for me to discuss only a few of the objections which\n\nmay be raised to its activities.\n\n"}
{"page": 476, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n46o\n\n[Cleveland\n\nAmong these I would mention:\nFirst, teachers are not laborers merely.\n\ndoctors,\n\nlawyers, nurses, ministers,\n\nIf\n\nthey are, then so are the\n\nthe followers of every profession.\n\nTruly they all work, but they do more than that.\n\nThey recognize their\n\nand ethical obligations. They consider the opportunities for service and the by-products of their work of more importance\n\nsocial servantships\n\nthan the economic returns they receive.\n\nWhen the professions are accept-\n\nable to the unions, then all the people of this country will be joined in one\n\ngreat union, and that union will be the United States of America.\n\nSecond, the purposes, methods, and problems of organized labor are\nessentially\nfession.\n\nand fundamentally different from those of the teaching pro-\n\n\"They aim at different objects; they handle different materials;\n\nthey deal with different problems; they work in a different atmosphere;\n\nLabor works with inert materials;\nLabor seeks a standardized\nteachers, the development of initiative and originality.\nThe\n\nthey develop different attitudes.\"\n\nteachers with impressionable human nature.\n\nproduct;\n\nmethods of labor are static; those of the teacher, dynamic. The laborer\nan artisan, the teacher an artist. So long as these differences prevail\n\nis\n\nthey cannot covenant together without loss to both.\n\nAn alliance between\n\nthem is an unnatural alliance.\nThird, labor believes in equal pay for equal work.\n\nIt has made its\n\nhardest fight for the acceptance of the principle that men doing the same\n\nkind of work shall be paid the same wage, regardless of efficiency or output.\nTransferred to the field of education, this means equal pay for equal positions, and by equal positions is meant teaching the same grade, the same\n\nsubject, or the same number of hours.\n\nTo institute a union wage plan for payment of teachers means that\nthe merest tyro will receive as much salary as the most competent teacher.\nIt means that inefficiency and incompetency are protected and perpetuated.\n\nIn this connection it should be remembered that the interests of the teachers\n\nand the interests of the school are identical.\n\nWhatever interferes with\n\none will interfere with the other. Every plan, policy, or redress of grievances to correct economic wrongs of teachers must be considered in relation\nSchools are not social agencies\nto its influence and effect upon the schools.\ncreated and set apart for the special benefit of teachers; quite the contrary,\nteachers are made for schools. For these reasons present benefits must\nbe considered in terms of their ultimate results. An immediate gain for\nthe teacher that results in permanent harm to the school will, in the long\nrun, leave the teacher worse off than he was before. This being true,\n\nthe slogan of the professionally minded teachers will not be equal pay for\n\nequal work, but equal pay for equal work of equal worth.\n\nFourth, the weapon of the union is the strike, but recognizing that it\nwould be contrary to public pohcy for teachers to strike the American\nFederation of Labor has guaranteed local autonomy in this matter to local\n\n—\n\n"}
{"page": 477, "printed_page": null, "text": "TEACHERS' ASSOCIATIONS\n\nSuperintendence]\n\nfederations of teachers.\n\n461\n\nDisregarding entirely the reflection, which this\n\nguaranty implies, there is something which these teachers cannot escape.\nThey cannot escape having their psychological processes, biases, and\nattitudes colored and influenst by those with whom they are associated.\nIt will be\n\nmore and more difficult for them to maintain that freedom of\n\nthought and unprejudist judicial-mindedness so necessary for fair discussion\n\nand just decision when the strike is the subject of consideration.\nMoreover, the public is gradually crystalizing its views on the strike\nproblems.\n\nIt holds that a strike of public servants is a strike against the\n\ngovernment itself. This issue was clearly settled in the Boston police\nThe overwhelming vote given Governor Coolidge at the time of\nstrike.\nhis election was an emphatic expression of public opinion that those who\nhold positions of public trust and honor cannot violate them.\nHowever, even tho the American Federation of Labor guarantied\nautonomy to local teachers' unions and even tho state teachers' associations\nfrown upon strikes, they are actually occurring. The pubhc cannot acquit\nitself easily of the enormous folly of permitting teachers to become discontented. Prudence, good sense, and a high conception of pubUc welfare\nshould have induced the public long ago to have remedied conditions.\nConsequently thinking people are forst to debate some\nIt did not do so.\nof the remedial measures advocated by certain groups of teachers.\nIt is a serious thing to deny any body of free men the right to strike,\nbut we must do so in the case of policemen, soldiers, and teachers. When\npolicemen may decide for themselves when and in what manner they will\nenforce the law, a dangerous form of militarism has been created. When\nteachers may decide for themselves when and in what manner the schools\nshall be kept open, the foundation of government at once becomes insecure.\nDemocracy can never be attained by the surrender of any phase, or any\npart of its force, or its standards of public service to a special interest.\n\nNeither the\nspecial class.\n\nnor the public can become the instrument of a\nThis tradition is not a fiction, it is an ideal of social policy\n\nstate\n\nwhich cannot be abandoned.\n\nPerhaps the greatest single poHtical achieve-\n\nment of all time is the subordination of the individual to the state in the\ninterest of the common good.\n\nIt is this ideal as much, and perhaps more\n\nthan any other, that the school seeks to safeguard.\n\nIts preservation is\n\nour sole assurance for social progress.\nA few minutes ago, I said that teachers' unions affiliated with labor\n\nmust inevitably become sympathetic with the methods of those from\nwhom they receive support. At any rate, if they do not do so, it is not\nA story is told which illustrates the point\nlikely to be the fault of labor.\nminer\nwas\non\nA\na strike. He became ill and sent for the\nmind.\nhave\nin\nI\nThe doctor came puffing in almost exhausted, claiming that he\ndoctor.\nhad been working from fourteen to twenty hours a day. The miner,\nlooking up, said, \"Why don't you strike for shorter hours ?\" The doctor\n\n"}
{"page": 478, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATION ASSOCIATION\n\n462\n\n[Cleveland\n\nsaid, \"Well, suppose the doctors did strike, who would be here to minister\n\nto you when you are sick?\"\n\nhead,\n\n\"who would?\"\n\n\"That's so,\" said the miner, scratching his\n\nThen he had a bright thought.\n\nLooking up at\n\nthe doctor, he said, \"Why don't the doctors organize a union and affiliate\n\nThen we could strike for you.\n\nwith the miners' union ?\n\nThe fifth\n\nobjection that I have to the affiliation of teachers and\n\nlabor unions is that it will intensify class spirit and class antagonism.\n\nThe\n\nAmerican Federation of Teachers, unless it has recently changed its constitution, does not permit those persons on the public school staff who are\npresumed to be in disciplinary relations to teachers to be members of it.\nSuch an arrangement must result in arraigning a part of the group against\nthe rest of the group. A schism in the ranks of teachers at any time is\nunfortunate, and it is doubly so when it is forst by semi-secret organizations\nand caucuses of teachers.\nClass consciousness may be an unmitigated good, or an unmitigated\nevil, according to whether it expresses itself in a social consciousness, or\ndegenerates into class mindedness.\n\nCertainly our recent experiences in\n\ndealing with it in this country justify us in saying that it is the most insidious\n\nvirus in American life today.\n\nidea so\n\nTo indoctrinate the teaching force with this\n\nthat it is arrayed against\n\nthe supervising and administrative force\n\nwill jeopardize the standing and influence of the public schools.\n\nIt is unfortunate from another point of view.\nit\n\nIt will result, if indeed\n\nhas not already done so, in an attempt to discredit administrative and\n\nsupervisory positions.\n\nA representative of the American Federation of\n\nTeachers recently said to a body of teachers, \" Superintendents are creatures\nof capitalistic boards of education. Talent and ability are not found in\nsuch positions; only mediocrity will be found there. Real intelligence is\n\nfound among the teachers.\"\n\nA grosser misrepresentation of the facts\n\nThe truth is that neither talent nor stupidity\nThey are found in both. Everywhere we hear\n\ncould scarcely be uttered.\n\nbelong to either class.\npleas for\n\nmore\n\nopportunities, wider privileges,\n\nand better\n\nsalaries for\n\nWho is making similar pleas for superintendents?\n\nAlmost\nno one, and yet such pleas are needed quite as much for superintendents\nas for teachers. The shortage of competent superintendents is growing\nmore serious every day, due partly to the discontent and unrest among\nBetween teachers and superintendents, there should be cooperateachers.\nteachers.\n\ntion, not division;\n\nresponsibility.\n\nunion of effort, not separation; collective, not divided,\n\nThis has actually been achieved in many places, but it\n\nmust be an accomplisht fact in more, before the future of the schools is\nsecure.\n\nThe difficulty which arises when groups begin to think in terms of\ntheir interests or grievances is that they will emphasize their rights to the\n\nneglect of their duties, their privileges to the neglect of their obligations,\ntheir\n\nwishes\n\nto\n\nthe\n\nneglect\n\nof\n\ntheir\n\nresponsibilities.\n\nThe ultimate\n\n"}
{"page": 479, "printed_page": null, "text": "TEACHERS' ASSOCIATIONS\n\nSuperintendence]\n\ngoal is obscured by the thing near at hand.\n\nbeen on\n\nhas\n\nenthusiasm for\n\ntoo\n\ntrial\n\nlong\n\nhuman freedom.\n\nbe\n\nto\n\nAll\n\nThe truth is that democracy\n\nlost\n\nin\n\nsudden\n\nburst\n\nof\n\nDemocratic nations have\n\nOur nation faces the task of reinterpreting\n\nits ideals and of readjusting its life.\n\nof rights,\n\nany\n\nhuman freedom is limited by its\n\ncapacity for stable and efficient self-control.\n\ndied only by self-slaughter.\n\n463\n\nIn the future, there will be less talk\n\nand more insistence upon duties.\n\nIf\n\nwe, as individuals, or as\n\nclasses or special groups, do not volunteer for new life, we shall be drafted.\n\nPresident Eliot recently declared that democracy\n\nis\n\nnow on trial, that\n\nunless we effect a highly efficient organization with national unity as its\ngoal, we must fail.\n\nIf\n\neducation is not used to promote the resources of\n\nthe nation as a whole, but to divert these resources into individual or class\nchannels, it becomes a source of weakness instead of strength.\n\nA sixth reason for objecting to the affihation of teachers' organizations\nand labor unions Ues in the failure to make a proper distinction between\nprivate work and pubHc service.\nThe teacher is the social servant and the employe of all classes. He\ncannot favor one against the other.\n\nHe has accepted a position of trust\n\nand honor, which he is privileged to reUnquish, but which he is obHgated to\nfill, while in office, with fidelity and impartiality.\nAnd herein lies one of\nthe inherent weaknesses of organized labor in continuing to invite and urge\nsuch affiliation.\n\nWe have taken great pains in this country to safeguard\nWe have excluded politics and\n\nand protect the freedom of the schools.\necclesiastical control;\n\nwe have consistently refused to permit the schools\n\nto become fertile soil for any propaganda, except that of a patriotic charac-\n\nPublic opinion is particularly sensitive to any departure from this\n\nter.\n\npolicy, and for organized labor to seek to absorb into its membership the\n\nteachers, is to arouse apprehension and protest immediately, and to provoke\n\nprejudice against the source from which the proposition comes.\n\nIn other\nwords, organized labor cannot afford to solicit the affiliation of the public\nschool teachers, or of any otrfer pubUc employes;\n\nit sacrifices\n\nthereby too\n\nmuch of the confidence and good will of the public.\nNot only will there be an aUenation of pubUc support for organized\nlabor,\n\nbut an ahenation of pubUc support for pubHc school teachers as\n\nwell.\n\nTeachers must not at any time forget that they are public servants\n\nderiving their support from the public\n\nand answerable in loyalty and\nThe schools must remain\nthe unprejudist sources of information and instruction for the estabhshment of wholesome pubUc opinions. To make them partisan is a deadly\nstroke at the very foundation of democracy itself.\ndevotion to the whole pubHc, not to a class.\n\nSeventh, there is danger that affiliation with organized labor will result\ninevitably in a lowering of professional standards among teachers.\nare now much too low.\n\nThese\nPerhaps not more than 25 per cent of the teachers\n\nof this country can be regarded as adequately trained for the positions\n\n"}
{"page": 480, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n464\nthey hold.\n\n[Cleveland\n\nTo admit recruits, known to be poorly trained, and to insist\n\nthat they be paid as much as the trained and the competent, will mean a\nreturn to the intolerable conditions that existed twenty or more years ago\nwhen there were practically no well- trained teachers.\nTwo of the main arguments advanst by the American Federation of\nTeachers are based upon the desire for more power and more money.\nThese are natural cravings. The American Federation of Teachers insists\nthat teachers should have more of a voice in the determination of school\n\nNo one denies this as a general proposition. Indeed they have\ncooperative arrangement with this end in view in many places,\na\nalready\n\naffairs.\n\nand hundreds of other places are at work' at the problem. And the interesting fact is that these things have come about naturally, logically, without\nthe assistance or advice of outside delegates.\n\nThe number of communities and states thruout the country that have\ntaken steps to improve the salary situation without relying entirely upon\nthe assistance of organized labor is striking. Virginia increast its appropriation for teachers' salaries by $800,000 to aid rural school teachers and\nto lengthen the term.\n\nTexas appropriated $2,000,000 in 1919-20 and an\n\nequal amount for 1920-21 for the same purpose. South CaroUna raised\nthe salaries of high school teachers 36 per cent; Indiana from 25 to 30 per\ncent.\n\nNew York past the most important salary law in its history with\n\nmany\n\nagencies backing\n\nKentucky, Massachusetts, Georgia, Conit.\nhave estabhsht new schedules, or have them pending. The\nvery remarkable advance of salary legislation in Iowa was due to the\nnecticut,\n\neffective work of the state teachers' association.\n\nExceptionally effective\n\nwork is being done by the state teachers' associations of Ohio, Michigan\nand Miimesota. These are only a few of the cases that could be cited\nNow the important question is, who initiated the movements which resulted\nIf I am correctly informed,\nin these advances, and who supported them.\nthey were started by some professional organization of teachers and eventu.\n\n—orgS.nized labor included. This\n\nally received the support of all classes\nis as it should be.\n\nIn presenting this list, I should not omit New Mexico, where one of\nthe most interesting tests is being made.\n\nThe teachers of that state at\n\ntheir state meeting past a resolution taxing themselves on a pro rata salary\n\nbasis for the raising of $15,000 to secure legislation for better salaries.\n\nThey estabhsht the minimum salary at $1,200, but the chief paper of the\nstate in a ringing editorial showed that the minimum should be $1,800\nand urged that that be fixt as the standard.\nA volume could be written describing other important t)rpes of work\nthese associations are doing. Everywhere where teachers have sought\nto maintain the unity of the profession, they have found it easy to cooperate\nwith all other social agencies, rather than to compete with them for public\nfavor.\n\nAffiliation with organized labor may help in developing a feeling\n\n"}
{"page": 481, "printed_page": null, "text": "Superintendence]\n\nTEACHERS' ASSOCIATIONS\n\n465\n\nof solidarity and may secure some economic gains, but it will not secure\n\nsolidarity\n\nand economic gains commensurate with those secured where\n\nteachers are organized on a professional basis.\n\nMore than that, the breadth\n\nof view of the service of teachers as citizens will be narrowed rather than\n\nbroadened by the latter relation.\nand profit equally from both.\n\nOne can scarcely serve two masters\n\nReferring to the kind of freedom which a teacher should possess, Mr.\nC. E. Myers in a recent issue of School and Society declares that if teachers,\ny\n\nrecognizing their weakness, seek protection under the arms of \"labor\"\n\nthey will be losers in freedom of spirit and particularly in that freedom\n\nwhich carries over in teaching and makes for democracy in education.\nThe issue is clear cut. Mr. Myers' argument may be summarized as\nfollows: Shall teachers with the economic and moral support of one class\norganization attempt to dictate the terms of their own labor and the\neducation which all classes must receive ? If democracy is to be safe, the\nteachers of our future citizens must be able to remain free from class prejudice as professional pubUc servants, must see the justice of the claims\npeculiar to any class, and labor to dispel the ignorance and to cultivate\nthat unselfishness which makes class disputes impossible.\nTo be sure, teachers must exercise their responsibiUties and rights to\npromote better citizenship. The type of democracy which they should\nadvocate within the school should be one which enables them to cooperate\nwith each other and with the representatives of all the people, all classes,\nand all organizations, to the end that all classes and all individuals will be\ngiven an equal opportunity to live happy and useful lives.\nNow I return to the question with which I began this paper:\nTo what kind of association shall teachers belong? To one where\nthey are subservient to a strong class organization, or to one dominated by\nprofessional purposes, aspirations, and ideals where they continue to be a\nprofessional group of free pubUc servants ?\nIt is my opinion that the resolution recently adopted by the Educational Council of the State Teachers' Association of Colorado, outlines\n\nthe correct program in the last paragraph, which reads thus:\n\nThe teachers of America should be associated in a national association with\nthe state association as units of the national association, with local associations\n\nthruout the various states members of the state associations; that each of these\nunits should keep itself free, unincumbered and unattacht, in order that, by the\n\nindependence of its position, it may lay its program for the benefit of public education before any and all organizations which ought to join with it in improving\neducational conditions.\n\nThis would give us a strong cohesive self-conscious organization,\nactuated by a desire of worthy service worthily rendered the state and in\n\nwhich the feelings of professional spirit and pride would be augmented by\nthe consciousness of numbers and influence.\n\n"}
{"page": 482, "printed_page": null, "text": "466\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Cleveland\n\nCONSTRUCTIVE FACTORS IN AMERICAN EDUCATION\nJOHN P. GARBER, SUPERINTENDENT OF SCHOOLS, PHILADELPHIA, PA.\nThere is one thing that is quite clear from the beginning and that is\nthat the successful solution of some of our problems must be thru the slow\nprocess of transformation upward, as our insight and purpose unfold, rather\n\nthan thru any sudden change.\n\nThere are and always will be errors and\n\ndifficulties attending our solutions owing to imperfect knowledge of condi-\n\ntions and because, as David Harem says, \"There is as much human nature\n\nsome people as in others, only more\"; there are and always will be\nand there\nare and always will be problems that even the wisest will find too vast\nand intricate for immediate solution. But certain fundamental things\nimderlying our unrest and our fears as a people are already becoming clear.\nThere are things that are of special significance to us as educators, things\nfor whose best solution society is turning more and more earnestly and\nin\n\nobstacles to progress due to outright sin and human selfishness;\n\nhopefully to the schools.\nAllied with the stand against spurious principles of liberty is the need\nof developing a higher regard for our human resources.\n\nAutocracies and\n\naristocracies, in which the welfare of the nation depends so largely upon the\nwill and the wisdom of the few, can be wasteful of human life, but democracies, in which the strength of the nation depends upon the will and the\n\nThe appeal of our tremendous natural\nBut we are\nfacing conditions that make it imperative that we not only conserve our\nmaterial-resources but above all else our human resources if we would\nwisdom of the many, dare not be so.\n\nresources has in the past partially blinded us to this fact.\n\nretain the world leadership to\n\nwhich destiny seems to have called\n\nus.\n\nFer^ero, the Italian historian, in reply to a message from the New York\n\nWorld as to what he regarded as the greatest need of mankind for the year\nbread to furnish physical development\n1920, said, \"Wisdom and bread\"\nand power to the human machine and wisdom to see to it that its physical\ndevelopment and power are used for meeting the world's highest spiritual\nneeds. Those of us dealing with developing human life realize something\nof its supreme value and as we catch glimpses of what our schools might and\nshould be are imprest with the need of getting the full message of its importance over to the public. From the financial standpoint alone, even the\nlowest estimates of the value of a human life place the worth of our no\n\n—\n\nmilhons of people at 2I times as much as that of all our other resources.\nThe waste from preventable sickness and neglected opportunities for adding\n\nmounts up to the billions. And all such\nestimates take no account whatever of the increast and improved results\narising from physical vigor and its more vital power of initiative and\nthought. That we have failed to use the highest and best that our immigrants can contribute is evident. That the possibilities of the child are\nto the years of productive\n\nlife\n\n"}
{"page": 483, "printed_page": null, "text": "Superintendence]\n\nFACTORS IN AMERICAN EDUCATION\n\njust beginning to be well explored is also evident.\n\n467\n\nAnd what can be done\n\neducationally for our adult population is still largely an untold tale.\n\nThere is great need of a fuller development of the spirit of cooperation.\nOurs is a sturdy government, framed in the interests of a virile and fearless\npeople well able to protect their own interests. This of itself tends toward\ncompetition and a survival of the fittest and often makes it much easier\nto talk about sincere cooperation than it is to secure it. Altho it is one\nof the glories of our democracy that an individual with* the necessary\nability and energy may rise to the highest positions regardless of how lowly\nhis starting point, the\n\ndanger of class distinctions arising and the sub-\n\nmergence of whole groups occurring under the strenuous competition of\nsuch a sturdy people is a real danger. The friction between Labor and\nCapital is mainly the result of the fear of a large and vigorous group of our\n\npeople that under the pressure of our modern industrial systems their\ninterests will be submerged.\n\nThe unwarranted use of the terms ''labor,\"\n\n\"capital,\" and the \"public,\" as if they represented separate\n\nand distinct\n\ngroups and interests, has helpt to foster this fear.\n\nThere are certain very specific needs that are evident for the schools:\na) There must be more money for the schools, more money with which\nto erect the t3rpe of buildings and to establish the tjrpe of equipment that\nwill best meet school and community needs; ample funds with which to\nsecure and retain competent teachers, teachers who represent the very\ncream of culture, professional training, and experience; ample funds with\nwhich to provide the types of opportunity for each child that will enable\nit to make the best preparation possible, within its himaan limitations, for\nsuccess and satisfaction in life, no matter what its handicaps may be; more,\n\nmoney with which to secure adequate service for laying the foundations\nand with which to remedy physical defects and to\nprevent the spread of contagion; more money with which to extend recreational facilities; money with which to extend and improve all of the opportunities for our boys and girls to make the transition from the school to\nlife; money with which to open the way for our immigrants into our best\nAmerican life and thought; and ample funds with which to place before\nall, whether young or old, the opportunities for the knowledge and training\nthat will give the maximum assurance of vision and success in life.\nh) The public must be led to take more active interest in their schools.\nIt is not easy, of course, to arouse the public interest and support for things\non the basis of their relative importance. This is a matter of development.\nBut if the press, the pulpit, the platform, and all the other agencies that so\ndirectly mold public opinion, were seriously and systematically to assist\nin this great work, educational influences would be tremendously strengthof vigorous health\n\nened.\nc)\n\nAnd, finally, we must not lose sight of the fact that the spiritual\nis, after all, not only the more important but also the more\n\nside of life\n\n"}
{"page": 484, "printed_page": null, "text": "468\n\nNATIONAL EDUCATION ASSOCIATION\n\n'\n\nenduring.\nlations.\n\n[Cleveland\n\nTrue living is measured in satisfactions rather than in accumuTherefore the wider the horizon of life and the greater the measure\n\nand the better the quality of its resources, the fuller its satisfactions.\n\nThe\n\nlack of training that shuts anyone out from the keen enjoyment to be gotten\n\nfrom the records of what men have wrought and thought, to be deprived\nof the visions of beauty and harmony furnisht by music and art, to have a\nrestricted knowledge of the wonderful world in which we live, to know little\nof the revelations and marvelous accomplishments of science, and to lack\nthe information necessary to appreciate something of the great issues of\nsociety\n\n—\n\nthis, in these days, is little short of a calamity.\n\nWe are facing great issues, and must face them with courage and\nThe world-unrest is full of menace, as educators we are\nBut if, as an organization, and if as individuals\nfields\nof\nwork,\nrespective\nwe labor with wisdom and courage, it\nour\nin\nall\nare\nafter\nwe\nfacing\nthe dawn of better things, an educathat\nbe\nmay\nthat\nshall\ndo\nmuch\ntoward lifting the world to a\nrenaissance\ntional\nconfident hope.\n\nlaboring in troublous times.\n\nhigher plane.\n\nTHE GREATEST NEED IN PUBLIC EDUCATION TODAY—WISE\nAND RESPONSIBLE LEADERSHIP\nE. C. HARTWELL,\n\nSUPERINTENDENT OF SCHOOLS, BUFFALO, N.Y.\n\nIn the typical American city of the first class, thousands of little children will be in school for only half time, or will be in hopelessly crowded\nrooms, church basements, temporary makeshifts and antiquated schoolhouses built in the James Buchanan style of architecture.\n\nThe board and\n\nsuperintendent will find their teachers grievously underpaid, many of them\n\nimproperly trained, and not enough of any kind or quality.\n\nThey probably will discover their school system starved on its supplies,\nequipment, and books. They frequently will find political, and\n\nrepairs,\n\notherwise vicious, traditions of school management, a discouraged teaching\n\nbody, an indifferent press, and, in the main, an uninformed public.\n\nThe\n\nattendance department will be insufiicient to meet the requirements of the\nlaw.\n\nThe health department will likewise be inadequate.\n\nSo also will\n\nthe office force, for there is an ever-increasing mass of legislation regulating\nreports, demanding statistics, directing activities, and imposing obligations.\n\nThe Tax Dodger's League is exercised over extravagance and with a\nrocketing tax rate, the financial officers of the community are frantically\nseeking a way to keep the city's expenditures within the limit of the law.\nIt is not the\n\nUnited States Commissioner of Education who is held\nNeither is it the state\n\nresponsible for the success of the local school.\n\ndepartment, the National Education Association, the American Federation\nof Teachers, the local teachers' advisory councils, the parents' associations,\n\nthe Federation of Labor, the chamber of commerce, nor the graduate\n\n"}
{"page": 485, "printed_page": null, "text": "Superintendence]\n\nEDUCATIONAL CHALLENGE OF THE PRESENT\n\nschools of education.\ntrust;\n\n469\n\nIt is the local superintendent of schools.\n\nhis the opportunity;\n\nHis is the\n\nand, whether he wishes it or not, his is the\n\nresponsibility.\n\nI have no quarrel with the public when it holds him thus responsible.\n\nOn the contrary I sympathize with the parents' associations who look in\nvain to their superintendent for wise educational leadership.\n\nwith the teacher whose superintendent\n\nfails\n\nto\n\nfight\n\nI sympathize\n\nher battles\n\nfor\n\nadequate salary, sufficient books, proper working conditions, reasonable\nenrolments, and constructive supervision.\nI agree with the graduate schools of education\n\nwhen they declaim\n\nand untrained superintendent, and I certainly\nconcur with the National Education Association Commission in its assertion that American public education is today passing thru a great crisis.\nThe shortage of teachers, the low salaries, and inadequate training have\nbeen and are large contributing factors in the creation of this crisis. Their\nimmediate correction is imperative, but the development of a wise and\nresponsible leadership is the parmount need in American education today.\nagainst the incompetent\n\nHigher salaries of themselves will not correct incompetence, reduce\nenrolments, or revise courses of study.\n\nIncreast expenditures for buildings\n\nwill not produce the educational millenium.\n\nWithout constructive leader-\n\nship, the salary question can never be settled with justice to the teacher\n\nnor with justice to the public who must pay the bills.\n\nThe financial impasse in which many of our cities find themselves will\ncontinue a matter of strategic strength to all those forces so constantly\nalert to embroil our schools still further\n\nwith municipal politics. Inadeabnormal enrolments, and insufficient equipment will remain unremedied. Courses of study will degenerate into a\nhodge-podge of medieval inheritance, ante-bellum traditions, local prejudice,\nand experimental fads.\nquate housing\n\nLeadership\n\nfacilities,\n\nis\n\nwhat the profession needs and the superintendent of\n\nschools, already charged by the public with the responsibility,\n\nis\n\nthe one\n\nto whom we should look for its development.\n\nTHE EDUCATIONAL CHALLENGE OF THE PRESENT WORLD\nSITUATION\nHENRY C. KING, PRESIDENT, OBERLIN COLLEGE, OBERLIN, OHIO\n\nWhat are some of the demonstrations of the war and of after-the-war\nconditions that particularly concern educators, and some of the consequent\n\ndemands made upon education today ?\nI think the world has never had such a demonstration of the power of\neducation as the German nation showed in this war: drilled from kindergarten to university into the philosophy of the state as above all moral\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n470\nobligations,\nfittest;\n\nideals\n\n[Cleveland\n\nand into a materialistic interpretation of the survival of the\n\ndrilled into these things until practically the whole nation had its\n\nand hopes changed;\n\nuntil the\n\nwhole nation responded with one\n\nformula, with one mood, almost with one gesture.\n\nThe spirit of it was not\n\na thing to be imitated, but the proof of the stupendous power of education\n\nwas most impressive.\n\nAs such\n\nit\n\nis\n\na distinct challenge to American\n\neducation.\n\nThe plans of the American government for its army in the war were\nsuch as to bring out with unusual distinctness the advantage of the educated man.\n\nThe later plans for the education of the army during the\n\nperiod after the armistice also strongly accentuated the value of education.\nI think there can be no doubt that value was brought home as never before\nto thousands of men, and the prestige even of higher education was greatly\n\nstrengthened. It is a part of the business of American education now to\nmake the most of this deepened conviction of the value of education.\nBut in spite of this new conviction of the power and value of education,\nI fear we must confess that the war revealed the comparative failure of our\n\nAs an educator one makes that\nBut I fear that we cannot deny that the\nwar made fairly clear that we had not succeeded in penetrating our American\nyouth with the deeper and finer aspects of education in the degree that we\nhoped was true. I am afraid we must admit that many of our American\nsoldiers never got into mind the real aims of the war; never clearly perceived what the essential elements of democracy itself are, nor those great\n\nAmerican Education of the ideal side.\nstatement with reluctance.\n\nmoral principles that were involved in the war.\nSo far as this is true, it brings a definite challenge to American educators to make sure that their work is permeated at every stage with the\n\n\"mental and spiritual fellowship among men\nand mental and spiritual independence on the part of the individual,\" that\nwe thus make certain that our pupils come to convictions and insights\n\ngreat method of the moral law:\n\nwhich are truly their own.\nAt the same time, this comparative failure of our education on the\nideal side suggests the necessity for a more definite and discriminating\nmoral education, and for clear-sighted and far-sighted training for democ-\n\n—the training\n\nwho know the peculiar\nwho acknowledge the obligation of the privileged as applying at every stage; and who hold the basic\n\nracy\n\nof citizens\n\nwho can\n\nthink;\n\nnecessity, in a democracy, of self-discipline;\n\nconviction of the value and sacredness of every person, without which no\ntrue democracy is possible.\nIt is not too much to say that every one of the larger aspects of the\n\nwar proclaims the necessity henceforth of the international mind for every\nnation, and for every citizen of that nation, that means to count intelligently\nand with full value in the life of the world.\n\nThe attempt of a provincial\n\npatriotism to withdraw into our old selfish isolation\n\nis\n\nfutile stupidity.\n\n"}
{"page": 487, "printed_page": null, "text": "COMPULSORY CHARACTER EDUCATION\n\nSuperintendence]\n\n471\n\nAnd it belongs to the educator most of all to make certain that the new\ngeneration has learned this all-embracing lesson of the war, and\n\nknows\n\nthat a true internationalism is no foe of a true nationalism, but that each\nrequires the other rationally to complete it.\n\nThere probably was never so conscious and deliberate an attempt as\n\nGermany made to reverse the moral standards of the race. And that the\ncollapse of our civilization was so near, meant that the spiritual roots of\nour civilization were shallowly grounded, its Christianizing too superficial.\n\nWe cannot run away from the task so arising.\nthe race are at stake.\n\nAll the ideal interests of\n\nThe call is for spiritual power great enough to master\n\nthe world and to bind all its resources of wealth and power and knowledge\nand beauty to the chariot of the ongoing purposes of God. And a great\nshare of this responsibility rests upon the teacher.\n\nCOMPULSORY CHARACTER EDUCATION\nERNEST A. SMITH, SUPERINTENDENT OF SCHOOLS, SALT LAKE CITY, UTAH\nJohn Galsworthy in the current Atlantic Monthly declares that for the\nmust reorganize education spiritually. The\nworld-war and its aftermath have brought a flood of educational plans and\nlaws in Europe and in America. A disposition to attempt large things Jias\nbeen dominant. Singling out one of the lines of activity, there comes into\nfuture of civilization states\n\nview a competition entered into by the forty-eight states of the union for\nthe formulation of a program of character education.\n\nOne state has ventured to enact legislation that empowers the public\nschools to assume the responsibility of the moral training of its youth.\n\nUtah by the law of 19 19 requires that all boys and girls up to eighteen\nThey register once a year for a twelve\nmonth enrolment and are supervised the entire time.\nThis innovation means that Utah has abandoned the traditional scheme\n\nyears of age be at school or at work.\n\nof caring for the pupil thru only one thousand hours a year in the school-\n\nroom.\n\nThe state also undertakes the direction of this child for the other\nSchool is life, you say.\n\nthree thousand active, wakeful hours of the year.\n\nYes!\n\nAnd there is more life each day, abundant and diversified, beyond\n\nthe walls and the grounds of the district building.\n\nInevitably the youth of twelve years and after is destined to meet a social\nenvironment that is new, is definitely formative, and too often sharply\n\ndivergent from what he has hitherto known in the home, the school, the\n\nHow shall he safely use the unaccustomed\nHow shall he wisely exercise a new-felt independence\nHow shall the natural instincts of boys and girls for self-\n\nchurch of his particular group.\nliberty of action?\nof judgment ?\n\nexpression and for achievement be directed, so that with no loss of power,\n\npurpose, and vision, they shall pass on to worthy and successful manhood\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL. EDUCATION ASSOCIATION\n\n472\n\nand womanhood?\n\n[Cleveland\n\nHow shall the unfolding and the development of the\n\nadolescent be judiciously and inspiringly consummated?\n\nFor\n\nif\n\ndemoc-\n\nracy is to be made safe for the world, then in the smallest, least populous\nsettlement as well, as the teeming centers of great cities, our children must\n\nbe socialized for all the responsibilities of modern\n\nlife\n\nin the\n\nAmerican\n\nRepublic.\nSeveral factors have cooperated to bring the Utah program to pass.\nThe demands of the Federal Government for war work service brought to\nthe schools a sense of their collective responsibility to the republic.\n\nThere\n\ncame a new realization that the State owed it to the nation and the com-\n\nmon good that its youth be not only mentally alert, but also physically\nvigorous and fully trained in patriotism and civic virtues.\n\nIn the adminis-\n\nSmith-Hughes law for vocational education the provision\nfor home projects requiring six months led to planning school work for\nan entire year. The idea of employing inspectors for twelve months\nbecame familiar.\ntration of the\n\nThe successful experience of a church institution, the Ricks Normal\nknown as the Rexburg plan, was a potent influence also. Here\nsubjects are pursued thru summer vacations and the work is supervised\nand graded by teachers. Reports are made upon social, economic, health\nand religious welfare and count in the year's record. The discipline and\ntraining of the majority of the Utah people contribute to the favorable\nacceptance of the new educational laws. The moral instruction of youth\nCollege,\n\nis\n\na cardinal tenet of the dominant church and the close supervision of\n\npersonal affairs is an accepted practice.\n\nThe distinctive feature of the law is its practical training in character\nThe aim is moral expression and action. The case in not rested\n\neducation.\n\nupon a scheme of moral instruction such as prevails in France, where the\nteacher discusses abstractly before the class various forms of conduct.\n\nTo\n\nbe sure the imparting of moral precepts and of ethical knowledge is not\nThe elementary schools have morals and civics presented as\nneglected.\nclosely allied subjects.\n\nAll know Hutchin's code with its ten Laws of a\n\nGood American.\nIn the junior high school the pupil fills out the score card of the Good\nJunior Citizens, judging himself on the points of his care of himself, conduct, reliability, cooperation, obedience, initiative, thrift, and\n\ncommunity\n\nservice.\n\nSimilar standards appropriately developt are designed for high\n\nschools.\n\nThe molding influence of the teacher is ever invokt.\n\nThe appro-\n\npriate subjects in the course of study are utilized for lessons in character\nculture.\n\nBut the efficacy of the Utah program is based upon its positive assignment of work to be done. The law went into effect September i, 19 19.\nThe registration up to eighteen years was made. The location of each\nyouth is known and record follows, if removal elsewhere in the state occurs.\n\n"}
{"page": 489, "printed_page": null, "text": "COMPULSORY CHARACTER EDUCATION\n\nSuperintendencel\n\n473\n\nEvery district must provide school opportunity for twelve months and for\nwhich school credit will be given. Enrolment is invited in one, at le'ast,\nof the several courses offered in agriculture, farm mechanics, trades and\n\nhome economics, personal hygiene, physical education, music,\nThe youth are urged also to enrol in one voluntary\nout-of-school organization at least, such as, the Boy Scouts, Campfire\nindustries,\n\nsystematic reading, etc.\n\nGirls,\n\nY.M.C.A., various boys' and\n\ngirls'\n\nassociations, clubs, societies,\n\nPart-time pupils are assigned to groups for vocational\n\norchestras, etc.\n\nSchool credit is given for Junior Red Cross work, thrift stamp\n\nguidance.\n\nactivity, clean-up campaigns and any community service.\n\nThe machinery for operating the law involves first the employment of\ninspectors and advisory teachers for the whole year.\n\nThree sets of reports\n\nare used for checking vocational activities, health habits and out-of-school\nactivities.\n\nComplete and specific details are covered.\n\nThe health-showing\n\nincludes the use of narcotics, care of persons, sleeping habits, kind\n\nand\n\namount of recreation.\n\nA half year's experience does not admit of extensive conclusion as to\nresults.\n\nVoluntary action in some areas preceded the. law's going into\nto eighteen years of age has brought\n\nThe compulsory feature\n\neffect.\n\nseveral thousand pupils back to the full-time schools.\n\nThe various features\n\nof the new act will be gradually adopted in the several cities and countries.\n\nMany boards of education have employed full-year supervisors. The\nenrolment of pupils in health-habit courses has been quite large in some\nsections.\n\nGratifying reports are made as to a decline in the use of narcotics.\n\nAn increase of juvenile delinquency during vacation periods has been\nhitherto\n\ncourt\n\ncommon. In the rural districts school authorities are juvenile\nThe program for out-of-school activities cannot fail to\n\nofficials.\n\nremove fruitful sources of wrong-doing.\n\nThe superintendents of the State hail the law of 1 919 as a call to civic\nand moral righteousness for all the youth. The cooperation of the various\nagencies of the community in the character growth of the boys and girls is\none of the vast potencies for good in the program. Such an organization\nhas been formally effected in Salt Lake City. The possibilities of using\nthe Boy Scout movement to supplement the schools are also developt.\nIn addition to the troops formed in connection with churches and fraternal\norders, the Junior High Schools are organizing troops, whose activities are\napart from the school, but the influence of their spirit is strongly manifest among the\n\nboys\n\ndaily.\n\nThe instincts of achievement, the qualities\n\nof initiative, loyalty, self-reliance,\n\nand helpfulness which belong to the\n\nScout are the basic essentials of\n\nefficient character formation that must\n\nobtain in every school that adequately functions in boy life.\n\nAn interest in community welfare is truly a moral habit.\n\nIn the boy's\n\ncooperation with school, church, business, recreation, whatever the group,\nhis attention has\n\nbeen gained, his emotions quickened, and his energies\n\n"}
{"page": 490, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n474\nenlisted.\n\n[Cleveland\n\nHe has learned to give himself whole-heartedly to something\nHe has a joy in action for the thing was of his free choice.\n\nworth doing.\n\nBut the moral life has another aspect in addition to that of service.\nThe traits and the disposition are subjects for culture and training as much as are the abilities\nand talents of the pupils. Good temper, fidelity to trust, fair play, care\nfor others, civic responsibility, are matters of habit.\nThey are nurtured\nand enforst by practice.\nIdeals gain genuine value only as they are\nexprest in conduct. The concepts of democracy may be said to be moral\nrather than intellectual. They involve cooperation and reciprocity. With\none's rights, he must also recognize his duties. A duty can never become\na vital, energizing force until it is fixt in habit.\nThis is the new realm of educational endeavor that Utah would earnestly and resolutely enter, having its schools take over the character guidance of its youth and striving to make sure that precept is transmuted in\npractice.\nThe state has adopted as its slogan in its experiment the sentiment exprest by the great Secretary of the Interior, the lover of boys and\ngirls, Franklin K. Lane, in his memorable utterance, \"America is a spirit.\nAmerica is an inspiration. It is the constant and continuous searching of\nIt must include excellence of personal character.\n\nthe human heart for the thing that is better.\"\n\nPHYSICAL EDUCATION IN NEW JERSEY\nFREDERICK W. MARONEY, M. D., STATE DIRECTOR OF PHYSICAL TRAINING\nAND HYGIENE, TRENTON, N. J.\n\nThe Pierson Physical Training Law enacted at the\nthe\n\n19 17 session of\n\nNew Jersey Legislation was past with practical unanimity by both\n\nHouses.\nExtracts From The Law Relating to Physical Training.\n\nA supplement to an act entitled, \"An act to establish a thoro and efficient system of\nfree public schools,\n\nand\n\nto provide for the maintenance, support,\n\nand management\n\nthereof,\" approved October 19, one thousand nine hundred and three.\n\nThere shall be establisht and made a part of the courses of instruction in the public\nschools of this State what shall be\n\nknown as \"A course in Physical Training.\"\n\nSuch\n\ncourse shall be adapted to the ages and capabilities of the pupils in the several grades and\n\ndepartments, and shall include exercises, calisthenics, formation\n\ndrills,\n\ninstruction in\n\ncommunity health and safety and in correcting and preventing bodily\ndeficiency, and such other features and details as may aid in carrying out these purposes,\ntogether with instruction as to the privileges and responsibilities of citizenship, as they\nrelate to community and national welfare, with special reference to developing bodily\nstrength and vigor, and producing the highest type of patriotic citizenship; and in addition for female pupils, instruction in domestic hygiene, first aid, and nursing. To further\npromote the aims of this course any additional requirements or regulations as to medical\npersonal and\n\ninspection of school children may be imposed.\n\nEvery pupil, excepting kindergarten pupils, attending the public schools of this state,\nin so far as he or she is physically fit and capable of doing so, which fitness shall be deter-\n\n"}
{"page": 491, "printed_page": null, "text": "Superintendence]\n\nPHYSICAL EDUCATION IN NEW JERSEY\n\n475\n\nmined by the medical inspector, shall take the course in physical training as herein\nprovided, and such course shall be a part of the curriculum prescribed for the several\ngrades, and the conduct and attainment of the pupils shall be markt as in other courses\nor subjects, and the standing of the pupil in connection therewith shall form a part of the\nrequirements for promotion or graduation.\n\nThe time devoted to such courses shall aggregate at least two and one-half hours\nin each school week, or proportionately when holidays fall within the week.\n\nSoon after the law was past, the Commissioner and his assistants\noutlmed a course of study and, with the approval of the State Board of\nEducation, issued three monographs, one for the use of Grades I to VI,\nanother for Grades VII and VIII, and a third for the high school of Grades\nIX to XII. These monographs are broad in scope, adaptable to both\nThey emphasize\ncity and rural schools, and are filled with useful material.\nthe teaching of true citizenship; they stress the importance of developing\nhealth habits rather than the memorizing of hygiene facts; and they bring\nforcibly to the attention of the teachers the necessity and opportunity for\n\njoy and pleasure in conducting and executing the prescribed lessons.\n\nIn addition to placing the monographs in all of the schools, the Department of Public Instruction conducted a series of meetings thruout the\nstate early in September of 191 7.\n\nthe\n\nsupervising\n\nprincipals,\n\nThe county and city superintendents,\n\nprincipals,\n\nhelping\n\ntraining teachers were invited to these meetings.\n\nteachers,\n\nand physical\n\nThe principal features\n\nThe Commissioner and his assistants explained the\nThe informational phase of the law for both the ele-\n\nof the program were:\n\ncourse of study.\n\nmentary and the high school was carefully covered. Experts in physical\ntraining from New Jersey and nearby states, made clear the technical\nmaterial of the monographs, and time was allotted for open discussion.\nFollowing these meetings, there were talks and actual instruction given\nby physical training teachers at the County Institutes, which were held\nduring the early fall. There is no doubt but that these meetings did\nmuch to launch the movement successfully. The teachers took up the work\nwith enthusiasm, and soon was manifested the necessity of employing a\nphysical training director to outline a permanent policy for the state; to\nconduct institutes for physical training teachers; to inspect school systems;\nto supervise normal school courses in physical training; to encourage\nteachers in their endeavor to live up to the spirit of the Physical Training\n\nlaw; and to meet with boards of education and parent teacher associations\nso that their sympathy and interest might be more thoroly aroused.\n\nThere-\n\nfore, in 19 18 the present State Director of Physical Training was appointed.\n\nIt seemed advisable to teach classes of children whenever possible, for\n\nphysical training lends\n\nitself\n\nto visual instruction as perhaps\n\nsubject in the school curriculum does.\n\nup mistaken ideas of the subject;\n\nno other\n\nActual teaching does much to clear\n\nfor while the course of study embraces\n\nathletics, gymnastics, apparatus work, setting up exercises, games, dancing,\n\nhiking, swimming, in fact all phases of motor activity which will make for\n\n"}
{"page": 492, "printed_page": null, "text": "476\n\nNATIONAL EDUCATION ASSOCIATION\n\nmore intensive and more efficient physical training.\n\n[Cleveland\n\nA great many teachers\n\nhave accepted physical training as implying a cold formal presentation of\nmuscle movements devoid of enthusiasm and the spirit of fun. We\nbelieve that there should be hygiene, educative, recreative and corrective\nexercises in every lesson;\nis\n\nbut we also believe that if the value of our work\n\nto carry thru after the child has left school and gone on into business,\n\ninto college, or into a professional career, it should give to him a fund of\nexercise material and a love of out-of-door activities that will keep him\nyoung and strong, alert and enthusiastic.\nThe physical training program has stimulated the forming of health\n\nclubs thruout the state. The credit for this work is due in a very great\nmeasure to the splendid examples of the helping teachers, and the County\n\nSuperintendents.\n\nAt the present time it would be difficult to find a rural\nMany of the rural and city schools are\n\nschool without its health club.\n\nfollowing out the program of the Health Crusader branch of the American\nAnti Tuberculosis Association for the inculcation of health habits thru\ndaily chores along health lines.\n\nEmploying boys and girls as assistants in physical education has deIt is good training for a boy to stand up in front of a\nclass to direct and correct physical exercises.\nThis new feeling of confidence, if carefully guided and directed, can do much to vitalize and make\nmore interesting the other lesson activities. It can give a high type of\nmorale to the classroom which will mean better work and a keener appreciation of the pupils' privileges and responsibilities.\nAt the present time, there are nearly four hundred special physical\ntraining teachers employed in our schools.\nWe need more, for physical\nvelopt leadership.\n\ntraining is not a subject that every grade teacher can handle without the\n\nhelp and supervision which is possible\ntraining teacher on the faculty.\n\nwhen there is a trained physical\n\nSchool boards should in so far as their\n\nfunds permit, employ trained physical training teachers if they wish to\nrealise the maximum benefit from the work.\n\nThere never has been a time in the history of our country more propicampaign to popularize the subject of physical\ntraining.\nThe lessons of the war, the academic and economic losses to our\ncommunities as the result of disease, which to a great extent is preventable,\nwill all too soon be forgotten unless we capitalize our experiences.\nThere\nis no short road to health, or to physical well-being.\nWe raise or lower\ntious for a wide-spread\n\nby our daily habits of eating,\nand exercising. Physical training is only one\nphase of a health program but it is an important phase. Daily exercise\nis essential for the health of the teacher and the pupil.\nthe standards of our resistance to disease\n\nsleeping, bathing, working,\n\n"}
{"page": 493, "printed_page": null, "text": "THE DENVER OPPORTUNITY SCHOOL\n\nSuperintendence]\n\n477\n\nTHE DENVER OPPORTUNITY SCHOOL\nCARLOS M. COLE, SUPERINTENDENT OF SCHOOLS, DENVER, COLO.\nIn 19 16 the Denver Opportunity School was organized as a part of the\npublic school system.\n\nIt is supported by public school money and belongs\n\nto School District Number One, City and County of Denver.\n\nMany traditions with regard to public-school organization were\nabandoned in the establishment of the Opportunity School. The school\noperates continously from 7:30 a.m. until 9: 15 p.m. Any person may be\nreceived as a student who is fourteen years of age or over.\n\nfrom fourteen to eighty-four years.\n\nStudents range\n\nThere are no academic requirements\n\nexcept that the student, in the estimation of the principal, shall be capable\nof doing the work to be undertaken.\n\nThe student may attend as many\n\nHe may devote one hour\nThere are no regular class promotions at\nthe Opportunity School. Pupils are advanst when they show fitness for\nhigher work. There are no regular marks of scholarship. A pupil going\nfrom the Opportunity School to a neighboring high school may receive\nhours weekly as his regular vocation may allow.\n\nweekly or twelve hours daily.\n\nspecial grades for entrance.\n\nThe purpose for which the school was establisht was to supply \"the\ninstant need of things\" as Alma and Paul EUerbe have exprest it in their\n\nThe idea back of the school\nand the methods of conducting it are so simple that visitors, journalists,\nbusiness men, and others who investigate are apt to look for the spectacular\nand report only on the plainly evident spirit of the helpfulness which\n\nappreciative article in Harper's Magazine.\n\nprevails.\n\nClasses are formed, with little formality, upon the request for any useful\nsubject.\n\nA boy appeared one day and askt the principal for help in sheet\n\nThe principal askt him if he could find other students interShe askt him if he knew where the\nbest sheet metal workman in the city was working. The boy gave her his\nname and establishment. The principal instructed the boy to interview\nthis man and make arrangements with him to come to the Opportunity\nSchool certain hours of the day and evening as a teacher. The next day a\nmetal work.\nested.\n\nHe said he thought he could.\n\nclass of twenty-five appeared and the skilled mechanic was teacher.\nis\n\nThis\n\nthe usual method of forming classes.\nClasses have been organized in automobile work, telegraphy, type-\n\nwriting, shorthand, salesmanship, dressmaking, millinery, acetylene welding,\n\nvulcanizing,\n\nwork,\n\nwireless,\n\ncooking,\n\nsheet-metal work,\n\nmanicuring,\n\nhairdressing,\n\nelectricity,\n\ncommercial\n\nmachine-shop\n\nart,\n\nmechanical\n\ndrawing, prospecting for minerals, correction of speech defects, English for\nforeigners, citizenship for those seeking naturalization, seventh and eighth-\n\ngrade work, and most high-school subjects.\n\n"}
{"page": 494, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n478\n\n[Cleveland\n\nA well organized employment department with a manager is operated\nStudents learning of positions in the community report them to the employment agency. A suitable person is\nrecommended by the manager. The business men of Denver have confidence in the recommendation of the Opportunity School and there has\nbeen no difficulty in making proper connection between the school and\nin connection with the school.\n\nindustry.\n\nby the principal from\nhouses\nDenver.\nThese\nteachers\nbusiness\nof\nare employed by\nand\nthe shops\ndischarged\nany\ntime\nat\nby\nthe\nprincipal\nmay\nbe\nwithout\nthe day and\nInstructors in vocational subjects are chosen\n\nreference to the administrative ofiices.\n\nThe principal may organize classes,\nThe\n\nhire and discharge teachers, and determine the policy of the school.\n\nonly requirement is that she shall send immediate information of all these\nthings to the administrative ofiices.\n\nThe Opportunity School in Denver is operating now the fourth year.\n\nWhen it was organized in 19 16, it was expected that the enrolment would\nbe in the neighborhood of 200. The first year the enrolment reacht 2,000;\nthe second year 4,000; the third year, 6,000; the enrolment of the first\nten days of tlie fourth year was 3,000. It has served since its organization\n10,000 people.\n\nIt is contributing directly to the welfare of thousands of\n\nDenver people.\n\nFive hundred and thirty-seven boys from the Opportu-\n\nnity School served in the Great War, and there were none more loyal.\n\nSince the Great\nschool.\n\nWar\n\n400 wounded\n\nsoldiers\n\nare being trained in this\n\nIt has trained hundreds of foreigners in citizenship classes.\n\nIt is\n\ncheaper to educate these people than to imprison them later as I.W.W.'s.\nIt is our hope that some time there may be facilities great enough for\nthe Opportunity School.\n\nThere would be students to fill a building cover-\n\ning the block if we had the building, the equipment, the teachers, and the\nmoney for operation. But we believe that the people of Denver will supply\nthese needs and that there will be a greater Opportunity School with a larger\n\ngolden sign over the door, and underneath it this legend:\n\"This school is for anyone who needs to learn any useful thing any\ntime.\"\n\nThis will be the people's university.\n\nSOME PROBLEMS OF ADMINISTRATION CONFRONTING\nTHE PUBLIC JUNIOR COLLEGE\nJESSE B. DAVIS, PRINCIPAL, CENTRAL HIGH SCHOOL,\nGRAND RAPIDS, MICH.\n\nAccording to the recent report of the Bureau of Education on the\nJunior College, this institution is classified under four divisions. There\nare the junior college, or lower division of the university, as at the University of Chicago, the normal school accredited for two years of college work,\n\nthe small private college which has limited its course to two years beyond\n\n"}
{"page": 495, "printed_page": null, "text": "Superintendence]\n\nSOME PROBLEMS OF ADMINISTRATION\n\n479\n\nthe standard high school, and the public high school which has extended\n\nAs the report referred\nsummary of the history and status of the junior\n\nits work to include the first two years of the college.\n\nto has a very complete\n\ncollege to date, the discussion here presented will be confined to a few of\n\nthe problems which are confronting the administrator of a public junior\ncollege.\n\nThe first problem which the promoter of the public junior college has\nSome citizens and board members will\ntake the position, once held in regard to the high school, that we have no\nto meet is the question of cost.\n\nright to tax the public for so-called \"higher\" education.\n\nIt is also true\n\nthat boards of education in general are reluctant to appropriate money for\nprojects which are new or for which there is not an evident demand on the\n\npart of the taxpayer.\n\nTherefore, it is the task of the educator to create\n\nthis demand even before he has an opportunity to demonstrate the advan-\n\ntages of the projects involved.\n\nHe must be content if he is permitted\n\nto begin in a small way and prove his case in spite of serious handicaps.\n\nHe must face the fact that the per capita cost of instruction in the junior\ncollege will be slightly greater than in the high school.\n\nbe smaller and the pay for teachers will be larger.\n\nThe classes will\n\nThere will be additional\n\ncost for administration and for library and laboratory facilities.\n\nTo offset\n\nthis added expense some junior colleges are charging a tuition fee ranging\n\nfrom a very nominal sum to two hundred dollars per year. This custom\ngives rise to a very nice legal question that can be settled only in the\ncourts.\n\nHave we a right to charge a tuition fee to students who are of legal\nCan such\n\nschool age and who are legal residents of the school districts ?\n\nfees be charged in those states that distribute the state funds to the local\ndistricts upon the basis of the school census, i.e., on the basis of the number\n\nof inhabitants between the ages of six and twenty-one ?\n\nAs test cases have\n\nnot yet been tried with respect to the junior college, fees will continue to be\naskt until the public has accepted the junior college as an integral part of\n\na free public school system or until it is decided that it is an extension of\nthe state university, supported wholly or in part by the state.\n\nAt present there are two types of curricula to be found in junior colleges;\nThose which -articulate fully with the work of the university and which\nare credited with full value upon transfer to the higher institution.\nSuch\ncurricula include the usual literary curriculum, the pre-medical and pre-\n\nlaw curricula, and an engineering curriculum.\n\nOn the other hand, there\n\nare to be found a number of two-year curricula which are intended to complete the training of the student for the purpose of entering the\n\nmore\n\nadvanst positions in business, industry or semi-professional fields.\n\nSuch\n\ncurricula are planned for the preparation of those\n\nwho would become\n\nbusiness executives, accountants, secretaries, librarians, nurses, foremen in\nindustry, or those\n\nwho would enter occupations requiring some training\n\nbeyond the high school.\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n480\n\n[Cleveland\n\nThe administration of a junior college program of classes in the same\nbuilding with the high school necessitates a scattering of class periods\n\nthruout the day. College students, of necessity, must have greater\nfreedom in coming and going, in passing about the building than do the\nhigh-school pupils.\n\nThis freedom will often be abused and troublesome ques-\n\ntions of discipline will arise.\n\nThe college man does not like to be called to\n\ntime by a high-school teacher for breaking some rule against being where\n\nhe should not be when he should not be, etc., all of which seems very\npetty to him.\n\nHe resents it and is discourteous to the teachers, and the\n\nfeeling that the\n\ntwo institutions might better be in separate buildings is\n\nemphasized.\n\n/\n\nThe future will probably show that a separate building will house the\njunior college in cities having more than one high school as soon as the\nnumber of students enrolled warrants the expense of building and the extra\ncost of a separate administration.\n\nThe Public Junior College has come to stay.\n\nIt is now recognized as\n\nan integral part of a public school system as evolved in modern educational\nIt is destined to become a free institution open for the ad vans t\nprogress.\ntraining of men and women for the higher positions in business and industry,\nas well as for admission to the professional schools of the university.\n\nWhen\n\nultimately housed in a building of its own, serving its community and the\n\nneighboring territory, it will become in a real sense \"the college of the\n\nmasses,\" and the just pride to the supporting populace.\n\nSHORTAGE OF TEACHERS\nMARIE TURNER HARVEY, PORTER RURAL SCHOOL, KIRKSVILLE, MO.\n\nThat the teachers of America now in the field rests the responsibility of\nmany new problems of reconstruction for the next decade is\na well-known fact, but so serious is it that we must reiterate and reiterate\nit to comprehend its gravity.\nWe cannot overemphasize the intolerable situation that we must face\nsolving the\n\nfor several years, that there are approximately 200,000 one-room schools\n\nin the United States and a considerable number of consolidated schools of\n\nvarying types in varying stages of development other than the ideal types\nresulting from such leadership as Superintendent Driver's;\n\npercentage of American children live in the open country\n\n;\n\nthat the larger\n\nthat the shortage\n\nof qualified teachers is so great as to have forest the issuing of special certificates to candidates unable to meet the requirements of the county super-\n\nintendent for thousands of these schools\n\n;\n\nthat other thousands have reduced\n\nthe length of term to meet salaries or have closed entirely.\n\nHere is a condition threatening the very foundations of this republic\nfor as the schools are, so the democracy;\n\nas the teachers, so the schools;\n\n"}
{"page": 497, "printed_page": null, "text": "SHORTAGE OF TEACHERS\n\nSuperintendence]\n\n481\n\nas the attitude of the public toward teaching, so the teachers.\n\nA very large\n\ntask of general enlightenment is yours.\n\nWe face a condition not a theory. We cannot think of the teacher of\nthe farm children without intelligent consideration of the farmer and the\nbusiness of farming in its relation to the future of this country.\n\nThe ques-\n\nand cost is fundamental to the question before us.\nThe virgin fertility of the land has gone, farming has already become a\ntion of food supply\n\nskilled occupation;\n\nif\n\nwe are to maintain maximum production without\n\nfurther loss of soil fertility there must be a new type of farmer developt\n\nfrom among these same country children, and the retention of 9ur best\nyoung people on the farms depends chiefly upon adequate educational\nopportunity, not twenty years hence, but immediately.\n\nAdequate salaries must be paid but assuming a sufficient number of\nteachers with acceptable qualifications being offered a very considerable\nincrease in salary to enter the rural field next September, the majority\n\nwould choose town positions with less salary.\n\nIncrease in salary alone will\n\nnot solve this problem.\n\nSome difficulties in the way which salary will not overcome can only\nbe suggested in this brief\n\nhome;\n\nisolation;\n\ntalk.\n\nChief of these are:\n\nlack of a suitable\n\nabsolute lack of freedom to exercise common sense and\n\ncommon knowledge in the organization and conduct of the school thus limiting her services, inhibiting progress, and making the position intolerable.\n\nHere is a case in point: a young man admirably qualified by reason of\ncompany with\nhis county superintendent consulted me about his daily program for a oneteacher school. Try as he would, he could not reduce the number of recitations below thirty-six. Every adaptation suggested, although based\nupon successful practice and acceptable to both teacher and official, was\nshown to be risky for the future influence of both in the locality because\nthe regular examinations were based upon the course of study. Under\nsuch circumstances there was nothing to offer; but my feelings can better\nbe imagined than described when on asking the total enrolment, the young\nman replied: ''Nine.\" Only nine pupils and thirty-six recitations to comply\nhis training and serious purpose to succeed as teacher, in\n\nwith the hard-and-fast course of study!\n\nA traditional course of study and curriculum, daily program, system of\nexaminations as \"tests\" for promotions and ''eighth-grade graduation,\"\nall of which are vaguely imitative of procedure workt out by the cities, for\n\nthe cities, and suited to city needs, but in no sense practicable or desirable\nin the rural situation, will drive away any self-respecting, capable teacher\n\nwho wishes to develop children normally and make the schoolhouse a\ndistributing center of efficiency in the community life.\n\nSuch teacher will\n\nnot engage in a work involving supreme hardships and deprivations when\nher work will not, cannot \"function.\"\ndepression,\n\nand resultant\n\ninefficiency\n\nThe mental disturbance, physical\nof\n\nthe\n\nteacher arising from the\n\n"}
{"page": 498, "printed_page": null, "text": ":\n\nNA TIONA L EDUCA TION ASSOCIA TION\n\n4^2\n\n[Cleveland\n\nattempt to apply literally all the advice of the various specialists encountered in her student\n\ninterpreted for her\n\nlife\n\nin exact compliance with\n\nin various\n\neducational\n\nindividuals related to her position officially\n\nthe school laws as\n\nby the various\nnot generally understood.\n\ngatherings\nis\n\nNo one in the teaching profession is so officially dominated and yet so\nlittle\n\nsupervised or so generally handicapt in carrying on her complex work\n\nas is this rural teacher out in the open country.\n\nThe way out lies in whole-hearted cooperation\n\n—men and women\n\nleaders in every state\n\nof\n\nall\n\neducational\n\nof vision, courage and action.\n\nThe rural people of America learned thru the various war emergency\ndrives to respond; the habit of quick response is still with them; they hear\n\nand read as never before, and I have absolute faith in the very large good\nthat would follow official notification by means of circular letters, press\nservice, and extension service speakers of the country's deepening appreciation of rural folk, of its recognition of their unequal educational opportunity, of its determination to remedy this,\n\nand of an official appeal for\n\nthe cooperation of the farm folks themselves to make good working conditions for the teacher in the home and the school thru united personal effort\nin lieu of money and specific laws, pending legislation with public sentiment\n\nback of it, which will insure in due time a greatly improved system of public\nsupport and professional preparation.\nLet us take care of today tomorrow will then take care of itself.\n\n—\n\nTEACHER SHORTAGE FROM THE STANDPOINT OF A\nCOUNTY SUPERINTENDENT\nH. v.\n\nHOLLOWAY, SUPERINTENDENT, KENT COUNTY SCHOOLS, DOVER, DEL.\n\nA study of the teacher shortage shows that the shortage of adequately\ntrained teacHers is nearly universal, but that this is not felt in those com-\n\nmunities which are willing to pay the price of good service, no matter how\nmuch that service may cost; that towns and even villages have not so\nmuch difficulty in procuring properly certificated teachers; but that rural\ndistricts, particularly those at\n\na distance from the towns, go begging and\n\nare fortunate, or unfortunate, to get any kind of a teacher at all.\nlast are\n\nIn the\n\nnumbered the greater part of the one hundred thousand schools\n\nin the country, either closed or in the hands of teachers with no professional\n\npreparation and little or no academic preparation.\n\nTo diagnose the causes of rural-teacher shortage in this manner is to\nsuggest the remedies for the same, which may be more fully stated as follows\nI. Better salaries for rural than for town teachers.\nFor positions in\nwhich the teacher is required to exercise the function of teacher, principal,\nsupervisor, and sometimes of board member, better salaries should be paid\nthan are paid grade teachers of equal preparation and qualification.\n\n"}
{"page": 499, "printed_page": null, "text": "Superintendencej\n\n2.\n\nTEACHER SHORTAGE AND THE SUPERINTENDENT\n\nBetter living conditions.\n\nhomes in every school\n\ndistrict\n\n483\n\nAt least one of the most comfortable\nmust be open to the rural teacher, or, in\n\nthe case of consolidated rural schools, a teacherage should be provided, a\n\npart of the permanent equipment of which, aside from the modern conveniences, should be a library, a piano, a phonograph, and a housekeeper.\n3.\n\nThere must be more helpful supervision, better books, more adequate\n\nmaterials of instruction, a better building with better sanitary appliances,\n\na better heating* plant, and more satisfactory janitorial service.\n4. Country teachers and those who would prepare for country teaching\n\nmust be shown that there opens up for the rural teacher of skill and adequate\npreparation, positions of larger service as helping teachers or rural supervisors, state supervisors,\n\ncounty superintendents of schools, or even state\n\nsuperin tendencies of public instruction, and the county superintendent\n\nmust realize that one of the most important prerogatives of his office is the\nselection and advancement of teachers that give promise of such leadership.\n5. Good roads that make it possible to reach the best that the town has\nto offer with a minimum of effort.\n6.\n\nThe elimination of the one- teacher school, wherever possible, by\n\nconsolidation with other schools.\n\nLet us see what makes the teaching profession a desirable means of\nsome hundreds of thousands of\n\nlivelihood and a desirable occupation for\n\nthe best people that there are in the country- at the present time.\n\nThis\n\nwill suggest some of the advertising material that can be used, some of the\n\nrewards which the teaching profession has to offer:\n1.\n\nIt offers opportunities for advancement\n\n—\n\nit is\n\nnot a dead-end job.\n\nThe immediate future promises a reasonable and a stable return for\nThe teacher is coming into her own as her place in a\nservices rendered.\n2.\n\ndemocratic form of government is being realized.\n3. It offers power that goes with a position of leadership.\n4.\n\nIt offers leisure for recreation and self-improvement.\n\n5.\n\nIt offers the spiritual joy of service, and satisfaction in the realization\n\nof the fact that \"He profits most who serves best.\"\n6.\n\nIt offers the opportunity of revealing the wealth of the ages to eyes\n\nthat would otherwise be blind, and to ears that would otherwise be deaf,\n\nand to lives that would otherwise be empty.\n7. It offers an opportunity for the exercise of that maternal instinct,\nwhich is not only the most important but the most lasting of our race\ninheritances the fostering, the protecting, and the guiding of childhood.\nThis is the message that I would have every high-school principal and\n\n—\n\nevery county superintendent in the United States take to the high-school\nstudents of the land, and I have faith to believe that it will be a form of\nadvertising that will accomplish the desired results.\n\n"}
{"page": 500, "printed_page": null, "text": "484\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Cleveland\n\nSUGGESTIONS FOR A PRACTICABLE AND EFFECTIVE\nPROGRAM OF AMERICANIZATION\nALBERT SHIELS, DIRECTOR OF COMMITTEE FOR DEVELOPMENT OF\nCOMMUNITY COUNCILS, NEW YORK, N.Y.\nAmericanization is a too convenient term.\n\nIt can mean as many things\n\nas one's preconceptions may interpret it to mean.\n\nBefore we work for\n\nthe goal, we had best be sure that we know what it is.\n\nThe history of every people is the development of certain traditions,\ncertain principles that\n\nlie\n\nat the foundation of their national\n\nlife.\n\nWe\n\nAmericans may be unconscious of them, we may disregard them, but they\nexist notwithstanding.\n\nEven tho we forget these principles, we recognize\n\nthem at once when they are challenged by opposing principles. Of late\nyears such opposing principles have been presented on the public platform,\nor hawked about in magazines. There are Americans who are trying to\nengraft them upon our social and political life. Real Americans recent a\ntheory of government professing to operate for the benefit of a single class\nexclusively, or a theory which makes men dependents of a state, or a theory\nwhich permits untrammeled personal liberty when it infringes upon the\nliberty of another.\nIf we can agree on the characteristic qualities that\nreflect American principles, then we shall have a definite purpose in any\nprogram of Americanization.\nBut it is at once the glory and the penalty of democracy that it works\nwell only when it becomes the intimate concern of those who compose it.\nThe American knows that efficient democracy can be learned only thru\nexperience and by a free choice of competent leaders. But industry has\nintroduced into democracy a great many complex problems that thrust\nthemselves upon his attention to the exclusion of his political responsibilities.\nModern life offers so many more fascinating objects of interest than a\nresponse to the rather exacting duties which democracy demands of the\ncitizen.\nIn democracy, education by experience becomes more expensive\nas the people become less interested.\nOur great American fault is laxity. Americanization politically means\nthat people must revert to a keener, more constant, more aggressive\nactivity in public affairs.\n\nIt is not that the country suffers from too much\n\npolitics, but that too few people are sharing in them.\n\nIf we could be pro-\n\nfoundly convinst that this indifference to civic responsibility and civic\n\nduty is not only a real ethical defect but in the prudential sense a real loss\nas well, then our Americanization program will put in the forefront this\none fundamental idea. Upon each of the people lies the responsibility\nfor good government; that when things operate inefficiently, it is not sufficient to stand by and criticize the officials or the laws or the form of government, but to get together and improve them. In other words education\nfor Americanization must establish this truth, that democracy is not an\ninstitution to save the people, but that the people must save democracy.\n\n"}
{"page": 501, "printed_page": null, "text": "Superintendence]\n\nA PROGRAM OF AMERICANIZATION\n\n485\n\nA program of Americanization must explain this peculiar quality of\nAmerican individualism individualism being one side of the shield, the\nother being team work, getting together. These people who are talking\nof eternal class struggles, may be able to speak English but they do not\nknow what the American spirit is. People who are trying to import\nEuropean philosophies and European theories, developt from conditions\nsuch as never existed here, to cure our lesser complaints, are about on a\npar with a physician who would propose to relieve a patient's headache by\ninjecting a few cholera germs.\nConcerning children it may be said that the Americanization program\ndepends less on the curriculum and the organization of the school than on\nthe method of their interpretation. It might be possible to have two\nschool systems apparently alike, in which one of them was regularly turning\nout an army of children profoundly dedicated to the service of the community and to the state as their main concern in life. Certainly, it would\nbe unfortunate if a school system which announst a program for the Americanization of foreign-born adults did not clearly establish a program for\n\n—\n\nthe real Americanization of its children.\n\nThe situation as to the aliens may be represented by a diagram.\n\nIf the\n\ninner of two concentric circles represents the alien, then between the outer\n\nand inner circle are the agencies and influences that may affect him, so far\nas they may be assembled.\n\nThis inner circle is not a blank, tho too many people seem to assume\nsuch is the mental state of every newly arrived immigrant.\n\nFor the alien\ncomes here with attitudes, prejudices, hopes, and in these they differ among\nthemselves.\n\nHowever, amid the countless differences of individuals, there are certain\nRelatively few immigrants come here\n\nqualities common to the majority.\n\nnow because of religious or political oppression.\n\nWith the vast majority\n\n—\n\na hope\nsome cases extravagant enough to insure disappointment. Tho there\ncannot be an exact method for every adult, this hope of economic betterment\nmust be utilized as one of the motives of instruction.\nTeachers must vision clearly the goal. This goal, or course, implies\na knowledge of colloquial English and an elementary knowledge of facts\nof the organization of government as the alien has experienst them thru\nits representatives.\nHowever, it is not the facts of civics and of history\n\nthe cause is economic necessity and hope of economic betterment\nin\n\nthat are important so\n\nmuch as their significance in apprehending their\n\nrelation to the fundamental characteristics of the American ideal.\n\nTech-\n\nnical instruction does not look so much to positive knowledge in the learner's\n\nmind as to the creation of a regard for. the country and its institutions.\nOnly as the non-citizen resident has had considerable experience in this\ncountry, and as he is preparing for final naturalization should the more\ntechnical aspects of\ninstruction per se.\n\nAmerican political forms constitute the content of\n\n1\n\n"}
{"page": 502, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n486\n\n[Cleveland\n\nTeachers must be adequately paid, that is, paid on the same scale as\nare regular grade teachers.\n\nduties might,\n\nThis includes home teachers as well, whose\n\nspace afforded, have a separate chapter by themselves.\n\nif\n\nThe teacher of foreigners should be a full-time teacher.\nThe classic two-hour short-season program in the night school is the\nmost obvious but ppbably the least profitable method of organization,\neducationally speaking.\n\nClasses should be held wherever the learner\n\nis,\n\nwhether in factories, in camps, in churches, or any other place, at eight in\nthe morning or eight in the evening or in the hours between.\n\nThere should\n\nbe no school vacation seasons for adult learners, unless as they demand\nthem.\n\nProvisions for schooling should be abundant for both sexes and\n\nshould recognize the hours when the member of either might best attend.\n\nThe curriculum of the classes may vary all the way from a class in the care\nof infants for mothers who may not know a word of English, to a special\nclass or school for naturalization.\n\nFlexibility of administration\n\nis\n\nthe\n\ncondition of success.\n\nAside from the conscious education of the foreigner in or out of the school\nthere is the other program for the citizen group.\n\nTho put into operation\nThe school super-\n\ngradually it should be definitely planned in advance.\n\nintendent will have to work, that is, to put himself in touch with a few\n\nand \"sell\" them the Americanization idea, so that they\nThat plan looks to the\norganization of committees which will undertake to look after seven things:\nof the leaders,\n\nwill undertake the joy of carrying out the plan.\n\n1.\n\nIndustrial opportunities in the community\n\n2.\n\nInstruction in factories for aliens and citizens\n\n3.\n\nLegislation\n\n4.\n\nSchool finance\n\nUse of public facilities for the public good\n6. Public community activities\n5.\n\n7.\n\nPublicity\n\nOn each of these committees there should be representatives of the\nforeign group who speak English, who enjoy public esteem and who have\n\nthe confidence of their alien brethren.\n\nThe labor which these committees must undertake to do is not work\nfor aliens exclusively but for everyone in the community.\n\nFor each com-\n\nmittee there must be a definite goal of accomplishment which it must set\nfor itself.\n\nAmericanization Day is a time when everyone shows what he has to\ngive to America.\n\nThe essential features of this Americanization day, or\n\nNeighbor day, or Get-together day, are that, in preparing for it, all sorts\nof celebrations and people are brought together for a common purpose\n\nmany days or weeks ahead, and on a community basis.\n\nTired male laborers\n\nare not especially interested in taking part in these affairs tho they enjoy\n\n"}
{"page": 503, "printed_page": null, "text": "AMERICANIZATION\n\nSuperintendence]\n\n487\n\nwitnessing them, but the women and children and some of the men may\nhelp.\n\nIn the chorus, to an orchestra, to speeches, however, the men are\n\nusually ready to contribute.\n\nIn the case of aliens especially the committee\n\non public community activities must be careful to avoid mere direction.\nSo far as that can be done, management should be shared by those who\ntake part in the celebration.\n\nThere is no plan of Americanization which can limit itself to a single\nagency or a single platform. Americanization is a process that goes on\nwhether we wish it or not.\n\nAll of us, aliens or citizeijs, are being Ameri-\n\ncanized all the time, for good or ill.\n\nWhenever we are indifferent to public\n\nduty or public responsibility we go down, not we ourselves only but all\nthose who are associated with us.\n\nEven if one man stand, the community\n\nmay be saved for that man may be a host.\nThe essential thing is a better community life, a closer getting together\nof the folks of a neighborhood where industrial antagonisms have no place\n\nand where social prejudice and intolerance ought not to have. Only in\nthis neutral ground can people meet for the common good.\nIn an ideal\ncondition the center of this neighborhood, the\n\nlittle capitol, will\n\nschoolhouse, the meeting ground for, all the people.\n\nbe the\n\nTeachers will help,\n\npublic bodies will help, committees will help, yet altogether they exert\n\nnot the slow, constant, irresistible force that goes on in the lives of men\nand women thru the day. If in any one community, however small,\neveryone should meet together and everyone should work together for the\nwelfare of that community, then no matter what language some of them\nmight use, there would be no real problem of Americanization. The people\nthere would be reviving the old American spirit and the old American ideals.\n\nA MERICA NIZA TION\nEDWIN R. SNYDER, COMMISSIONER OF VOCATIONAL EDUCATION,\nSACRAMENTO, CALIF.\nDuring recent years Americans have been so busy developing the great\nmaterial resources of this country, that they have failed to give a full\nmeasure of time, energy, and devotion to the proper development of its\n\nhuman resources.\nThe great expansion of territory, the change in economic and industrial\nand the influx of\n\nconditions, the increase and the shifting of population,\n\nmillions of foreign born have brought about profound changes in the conlife, in the functions and machinery of government, and in\nthe means whereby the people express their will in its establishment and\n\nditions of\n\nmaintenance.\n\nIn the meantime, due to the complexity of the social situation, govern-\n\nment by representation has largely superseded government by participation\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n488\n\n[Cleveland\n\nand the people have, upon the whole, ceased to concern themselves with\nthe problems of democracy and democratic government. Not only have\nthey delegated their right of suffrage, but they have, in many instances,\nall concern, all responsibility, and all thinking for and about\ngovernment to their duly constituted representatives.\n\ndelegated\n\nAll education that is desirable for citizenship purposes in this Republic\nis equally desirable for individual purposes,\n\ndesirable for individual purposes\n\nand all education that is really\n\nis also equally desirable for citizenship\n\npurposes, because tjie interests of the individual in society are in the long\n\nrun the same as the interests of the society to which he belongs.\n\nHowever, the above is true only when we consider education for citizenA comprehensive program of education\nfor citizenship must, then, be based upon the principle of educating the\nindividual for all of his duties as a citizen. To be sure, this program carries\nwith it the corollary of placing in the hands of the individual those tools\nof education that are necessary for his use in the acquirement of his education for citizenship, and such facilities for his spiritual, mental, and physical\nship in a comprehensive manner.\n\nrecreation as may be deemed necessary.\n\nThe eradication of illiteracy and the promotion of recreational study\nare essentials in a comprehensive program for Americanization, but they\nare not real education for citizenship.\n\nIlliteracy is merely a detriment to\n\nthe rapid acquiring of a knowledge of the duties of citizenship, and the\n\navocational subjects contribute only indirectly to efficiency.\n\nAny comprehensive plan of education for citizenship must be founded\nupon an analysis of the duties of citizenship.\n\nIt must, also, take into con-\n\nsideration the relative value to society of the performance of these various\n\nduties by the individual.\n\nAn individual may be socially destructive, socially passive, or socially\nconstructive.\n\nIt\n\nis\n\nthe\n\nfirst\n\nresponsibility of the institution of public\n\neducation to destroy the socially destructive instincts of the individual.\nIt is its second, and not its first duty to educate for constructive citizenship.\n\nEducation for the elimination of the socially destructive tendencies of\nthe individual has been largely left to the family, to religious institutions,\nor to chance.\nIt is a principle of public education that the school shall\n\nbecome\n\nresponsible for rounding out the education of the individual in all matters\n\nnot adequately provided for by the family, by other institutions, or by\nsocial and economic contacts.\n\nThe principle duties of the citizen are:\n\nTo be obedient to social law and custom.\n2. To develop and preserve a clean, strong body.\nuseful work.\n3. To contribute to the welfare of society by performing some\nfoes, visible\nits\nfrom\ncountry\nhis\ndefend\n4. To stand ready at all times to\n1.\n\nand invisible.\n\n"}
{"page": 505, "printed_page": null, "text": "Superintendence!\n\n5.\n\n.AMERICANIZATION\n\n489\n\nTo be considerate of the privileges of others and tolerant of their harmless\nvariations.\n\nTo be a real democrat in ideal, in thought, and in action.\nTo intelligently exercise the franchise,\n8. To be willing to accept public office, if offered the same, and\n6.\n7.\n\nif\n\ncompetent to perform the service as well as, or better than some other\nperson.\n\nWhile the performance of all pf the above duties, except the last, is\nessential to complete participation as a citizen, all persons are not called\n\nupon to perform all of them.\n\nFor instance, military and franchise duties\n\nare limited to classes of citizens.\nAll\n\n*\n\nmust obey social law and custom;\n\nall\n\nmust have clean, strong\n\nbodies in order that they may be able to become successful workers or\n\ncompetent defenders of society;\n\nall must\n\nbe real democrats, if we are to\n\npreserve a democratic society and a democratic form of government; and\nall must be considerate of the privileges of others and tolerant of differences\n\nof opinion, if we are to have the cooperation necessary for the establishment\n\nand maintenance of, democratic institutions.\nAll that are capable must be taught that democracy is an ideal; that\nwhile its main function is to protect the weak, no government conceived\nby man has ever been able to do this fully; that tho, in operation, it has\nnever completely met the ideals of democracy, it has more fully approached\nthese ideals than any other form of government.\nA powerful and determined movement is on foot to destroy all existing\ngovernment. The enemies of democratic government direct the attention\nof the prospective convert to its failures to protect in all instances and at\nall times the interests of the weak.\n\nUnconscious of the real ideals of democratic government; unaware of\nthe fact that the ideals of democracy are ever changing and that the practice of democracy can never reach its ideals but can only gradually approach\n\nthem thru the slow, painful process of experience; unfamiliar with the great\nproblem involved in the protection of the freedom of more than one hundred\nmillion people, a large part of whom reside in cities that count population\n\nby hundreds of thousands or by millions, and the remainder of whom are\ndistributed over the mountains and plains of nearly four million square\nmiles of territory; unskilled in that logic that would enable him to expose\nthe fallacies in the arguments of those who would destroy our government\nbecause it has, in the past, been unable always to protect the weak from\nexploitation, it is little wonder that the average citizen who perhaps has\nhimself suffered or who has observed the sufferings of others from wrong\nand injustice and oppression inflicted by other individuals, or by circumstances, is unable to locate the fallacies in the arguments of those who would\ndestroy all existing government and thereby unleash upon society the\nhell-hounds of destruction.\n\n"}
{"page": 506, "printed_page": null, "text": ":\n\nNATIONAL EDUCATION ASSOCIATION\n\n490\n\n(Cleveland\n\nA sound and comprehensive program of instruction in Americanization\nshould give to the Republic citizens who know, and completely and joyfully perform all of the objective duties of citizenship;\n\nstand and appreciate the ideals of democracy\n\n;\n\ncitizens who under-\n\ncitizens who are clear-headed\n\nenough to recognize the failures as well as the successes of democratic\ngovernment; citizens who are skilled enough to meet and overcome the\npropaganda of those who would destroy all democratic government; citizens\n\nwho have the insight, wisdom, and courage to fight special interests and\nother natural and artificial conditions that cause life to weigh too heavily\n\nupon the weak; citizens who will dedicate their lives to the problem of\nmaking the practice of democracy and democratic government square up\nwith democratic ideals.\n\nTHE MAKING OF A STATE DEPARTMENT OF PUBLIC\nINSTRUCTION\nC.\n\np.\n\nGARY, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nMADISON, WIS.\n\nIt would not be difficult to make a few broad generalizations that would\n\ncover adequately the entire functions of the state departments of public\ninstruction;\n\nit\n\nwould, however, be very difficult to give in a detailed way\n\na complete statement of the functions of such a department.\nis\n\nThe following\n\nan attempt to state in some detail without reference to the order of\n\nimportance the principal types of service to be rendered\n1.\n2.\n\nTo gather, interpret, and publish statistical information.\nTo issue bulletins and circulars on important educational matters, including\n\ncourses of study.\n3.\n\nTo advise legislatures on all educational matters needing the attention of the\n\nlegislature.\n\nTo interpret school laws and give decisions in appeal cases.\nTo visit schools for purposes of inspection and supervision.\n6. To hold meetings and conferences with groups, such as city superintendents, high\n\n4.\n5.\n\nschool principals,\n\ncounty superintendents, supervising teachers, teachers of special\n\nbranches, etc.\n7.\n\nTo hold school board conventions and to address various types of meetings of\n\ncitizens.\n8.\n\nTo study pressing educational problems by the best modern, scientific methods,\n\nin order to guide educational practice.\n9.\n\n10.\n\nTo make more or less thoro educational surveys of cities and counties.\nTo distribute special state aid so as to improve educational conditions and\n\npromote special types of education.\n\nTo administer school laws.\nTo give real, professional service to communities in special need of such service.\n13. To train while in service superintendents, principals, and teachers.\n14. To give expert service in segregating the feeble-minded and otherwise defective\n11.\n\n12.\n\nin special classes, providing suitable courses of\n\nstudy and supervising such\n\nclasses.\n\n"}
{"page": 507, "printed_page": null, "text": "Superintendence]\n\n15.\n\nA STATE DEPARTMENT OF PUBLIC INSTRUCTION\n\n491\n\nTo supervise the training of country teachers, and to a degree at least all teacher\n\ntraining.\n16.\n\n17.\n\nTo examine applications of applicants for state licenses to teach.\nTo supervise school libraries and to provide for systematic training in the use of\n\nbooks and libraries. » For this purpose a school library division of the state department\nof education is a fundamental necessity.\n18.\n\nTo stimulate public interest in education and to inform the public of the educa-\n\ntional needs of the state.\n19. Finally, and in a word, to give the forward look, to furnish real, vital educational\n\nleadership in the state.\n\nIt should be said in relation to this latter statement that such\n\ncome from insight, statesmanship, and the best modern training and\npreparation on the part of the members rather than from authority of law or any owlish\nassumption of wisdom and leadership on the part of the department.\n\nleadership must\n\nA strong department would be necessary under any circumstances but\nthe need is especially great in view of the fact that we have no national\n\nsystem of education, and probably never shall have.\nI do not mean that such a department should have a large amount of\nauthority granted by law.\n\nThe authority to withold state aid when it\n\nbecomes necessary to bring a school district to a sense of its responsibility,\nauthority to condemn buildings for school purposes in extreme cases,\nauthority to approve or disapprove plans for school buildings, authority\nto annul teachers' licenses, are typical illustrations of authority that should\n\nbe placed in the hands of the chief school officer of the state\n\n;\n\nbut all such\n\npower should be used with much discretion. The strength of a department\nshould lie largely in its field work and the persuasive powers of the members\nof the department.\n\nThis leads, naturally, to the question as to the best way in which\nto select a state superintendent of public instruction.\n\nMany university\n\nprofessors of educational administration say that the best way is by means\n\nBoth this method\nand the method of having the governor appoint a state superintendent are\nof a state board of education appointed by the governor.\n\ncertain to land a school system in politics sooner or later.\n\nThe office of\n\ngovernor in every state in the Union is in politics as everybody knows.\n\nGovernors with rare exception want friends and political helpers in every\ndepartment.\n\nThe educators to whom I have referred seem to think that\n\nsuch a board would be free from politics and that they would select a man\n\non merit and then in no wise interfere with him but would afford him support\nand backing in every emergency. It is perfectly obvious that they have\nidealized such a board.\nSuch conditions very rarely come about or if they\ndo come about are not lasting.\nI do not know the best way to select a state superintendent of public\n\ninstruction in order to have a strong department and at the same time have\n\nAt any rate I do not know of a way that\nOur law in Wisconsin provides for a spring\nelection once in four years along with judges of the Supreme Court on a\n\na department free from politics.\nis free from serious objections.\n\nnon-partisan ticket.\n\none particular.\n\n'\n\nIt has been considered highly satisfactory except in\n\nAny person or all persons holding the highest grade of\n\n"}
{"page": 508, "printed_page": null, "text": ";\n\nNATIONAL EDUCATION ASSOCIATION\n\n492\n\n(Cleveland\n\nteacher's license issued by the state can by filing nomination papers con-\n\ntaining i,ooo names have their names placed on the ballot at the spring\nelection.\n\nThus any number of men or women who may desire to attract\n\nattention to themselves, or who hope that by some chance they may be\nelected, may get into the race.\n\nThere ought to be some way by which at\n\nleast one thoroly competent person might be selected as candidate by those\n\nwho know the educational situation and who are personally disinterested.\nThis would be about as difficult as it would be to get the right sort of a state\n\nboard of education.\n\nEducational cliques would thus have a golden\n\nopportunity.\n\nIn a state the size of Wisconsin or Indiana a state department can reach\na high degree of efficiency with a force of about forty persons including\nstenographers and clerks.\n\nOf the latter there will be .probably a dozen.\nIn this estimate I am not including persons who supervise part time or\nvocational education, and I am not including\n\nmuseum directors, attend-\n\nance officers, examiners for teachers' licenses and the like. It would include\nat least one man to look after the general correspondence, one to look\nafter appeal cases\n\nand questions of law, a statistician with enough train-\n\ning and experience to interpret educational statistics, and a first assistant.\n\nThe remainder would be in the main field workers.\nThis would leave approximately twenty-five persons who would spend\n\na large share of their time (at least three-fourths during the period schools\nare in session) in field work.\n\nAt least two of this number should have the\n\nbest possible training in the field of educational tests and measurements;\nat least four should devote their entire time to rural schools, including the\n\nholding of school-board conventions and campaigning for consolidation and\nother forms of educational improvement; one person should supervise the\ntraining of rural teachers and related work; at least four should be supervisors of grade work in the cities\n\n;\n\nthree should be supervisors of high schools\n\nand in addition a supervisor of manual training and a supervisor of domestic\nscience.\nThere should be two thoroly trained psychologists who would\nspend their time visiting schools and giving examinations of backward and\nfeeble-minded children with a view to segregating into special classes those\n\nwho need special treatment.\nclasses.\n\nThese persons should also supervise such\n\nFurthermore they should devote some of their time and energy\n\nto the gifted children.\n\nThere should be at the very least one man devoting his entire time to\nthe problems of physical education and another devoting his time to the\nWe have in\ninstitutions and classes for education of the deaf and blind.\nschools\nsupervising\nWisconsin three men who are spending their entire time\nsmall\nand\nthe\nof a class that lies between the one-teacher country district\npresent\nschools\ncities having a high school.\nThese village and graded rural\npeculiar problems and especially need supervision. They are really rural\nThere should also be a supervisor\ndrawing, and a school architect.\nschools.\n\nof music,\n\na supervisor of\n\n"}
{"page": 509, "printed_page": null, "text": "Superintendence]\n\nTHE STATE DEPARTMENT OF EDUCATION\n\n493\n\nThere is no state department of public instruction at the present time\nthat fully measures up to the standard I have set in respect to field work.\n\nMany are far below it.\n\nMany appear to have few field workers other than\n\nHow to build up a depart-'\nment of such efficiency as has been briefly sketcht is a great problem. There\nis probably no state in the Union where such a program would not meet\nthose made necessary by the Smith-Hughes law.\n\nwith the serious opposition of politicians, unless they could control the\norganization. There has been and still is a strong tendency to make such\ndepartments merely clerical and statistical.\nIt is very noticeable in the reports that state superintendents were\nkind enough to send me in response to my questions, that the salaries for\n\ndepartment members are extremely low.\n\nI believe that $2,500 ought, at\n\nthe present time, to be a minimum for women and $3,000 a minimum for\nI would not undertake to place a maximum, but it should be suffi-\n\nmen.\n\nciently high to secure men of great enthusiasm and energy, with the best\n\nmodern training and with splendid social qualities. They should certainly\nbe equal in every essential respect to the men who serve as professors of\neducation in our best universities.\n\nI would not minimize the importance\n\nof university positions, nevertheless the positions in a state department are,\nin\n\nmy opinion, of much greater significance and usefulness.\nThe making of a state department of public instruction that shall\n\nfunction strongly in the state can be built up only as the result of strenuous\n\nand persistent endeavor on the part of a state superintendent or commissioner of education, whose ideals are high and who remains in office long\nenough to secure results. After state departments of public instruction\nare once thoroly establisht thruout the country on a professional basis\nequal in quality to the best department of education in our universities we\nshall find them of inestimable value in determining the direction of educational progress and in securing high professional standards among teachers\nand educators. Such a department will set the pace for all sorts of educational interests and activities, including normal schools, colleges and universities.\nNeedless to say this places such a department on a very high\nplane but on such a plane it belongs and such a plane it must reach if it is\nto render the highest service of which it is capable.\n\nTHE FUNCTIONS AND ORGANIZATION OF THE STATE\nDEPARTMENT OF EDUCATION CONSIDERED IN\nTHE LIGHT OF PRESENT NEEDS AND PLANS\nL.\n\nN. HINES,\n\nSTATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nINDIANAPOLIS, IND.\n\nThe state department of education in every state in the Union needs\nmore help financially and otherwise in order to do the work that needs to\nbe done. The educational system of every state in the Union has never\n\n"}
{"page": 510, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n494\n\nbeen so elaborate as at present.\n\n[Cleveland\n\nNew subjects in the courses of study,\n\nschools of new types, new demands for the preparation of teachers, increases\n\n—\n\nin teachers' salaries, and in general financial support^\n\nall these are making\n\nincreast demands on state departments, demands that all too often cannot\n\nbe met because the public, thru its legislators, does not give to state\ndepartments money and the expert help needed to do the necessary work\nwell.\n\nThis\ntendence.\n\nis\n\nthe semi-centennial meeting of the\n\nDepartment of Superin-\n\nFifty years ago our American system of education consisted\n\nof the common schools, mostly rural, topt by an inadequate and inefficient\n\nsystem of high schools and private academies.\n\nOccasionally there was a\n\nstate institution of higher learning that helpt to educate\n\nthe product of the public schools.\n\nmore extensively\n\nIn that other day, teachers were poorly\n\nprepared and standards generally were low as to methods and results.\nDuring these fifty years we have had compulsory education introduced\ninto our system.\n\nIn no state in the Union are satisfactory results being\nMany states have come to give attention\n\nsecured, as yet, along this line.\n\nto the state adoption of textbooks, both for\n\ncommon and high schools.\n\nWe have seen the beginnings of health work, which thru the years to come\nwill be one of the most vital parts of our state system of public instruction.\n\nThe kindergarten has also been introduced into public education.\n\nWe have\n\nseen started a great campaign for the improvement of rural schools, to the\nend that rural children may have school advantages as good as city children. Vocational education has become a great factor in our modern\neducational system. Teachers' retirement laws are coming to be an\n\nimportant part of school legislation.\n\nThere should be in every state a thoroly equipt department of public\ninstruction to guide the state system of public schools in all the great work\nThere should be thoro inspection of all the activities\nThe state department in practically every state has\nnot enough departments and not enough employes to do the work it ought\nthat it must do.\n\nof the public schools.\n\n,\n\nThere should be fullest inspection by experts of the high schools,\nto do.\nand there should be a separate act of experts for inspection and guidance\nof the grade schools.\n\nA teacher training department should attend to the\n\nwork of those schools preparing teachers for positions in the public schools.\nThere should be in every state department one or more experts giving all\ntheir time to investigations and publication of the results of various procedures and school practices. Vocational education should be administered\nby a special corps of persons capable of doing this kind of work. In fact,\nwe can go all along the line of all the various phases of school activity and\nefficiency and assign to the state department its part in guiding and helping\nthe schools to do their work in the best way possible.\n\nThe state department should be the ideal in efficiency and speed.\n\nIn\n\nfact every state department should have a better chance to do the work that\n\nsociety is asking of it and the schools under its direction.\n\n"}
{"page": 511, "printed_page": null, "text": "Superintendence]\n\nTHE PROBLEM OF TRAINED TEACHERS\n\n495\n\nTHE PROBLEM OF AN ADEQUATE NUMBER OF\nADEQUATELY TRAINED TEACHERS\nJOHN H. riNLEY, COMMISSIONER OF EDUCATION AND PRESIDENT\nOF THE UNIVERSITY OF NEW YORK, ALBANY, N.Y.\n\nThe supreme question three years ago this coming spring was: ''How\nare we as a nation to find an adequate number of adequately trained men\n\"\nto defend our land and that for which it stands in the earth ?\n\nThe supreme question this coming spring is: ''How are we as a nation\nan adequate number of adequately trained men and women to\npreserve that which this first army of four millions helpt to defend and to\nmake that thing the better worth their having fought for it?\"\nTwenty million pupils are enrolled today in the public schools of this\ncountry. They, with their officers, that is, their teachers, are the army\nof the future defense of this nation.\nMost of them have been drafted,\nbeing of compulsory school age. They have been drafted for training to\nserve as citizens in a republic an army five times the army that went to\nour training camps in 191 7 and they are scattered thru a hundred thousand\nlittle and big school camps but with an inadequate number of officers,^\nto find\n\n—\n\n—\n\nsome of whom are inadequately trained.\nPresident Fisher, the Minister of Education for England, has made the\nbest teachers not only the equals in usefulness of a senator, a member of\nthe national convention or a great advocate but the most essential factors in\n^\n\nmaking of the greatest nation: ''That nation which, after the war,\nemploys the best teachers with the highest pay and as part of the best school\nsystem will be the best governed, and, therefore, the greatest nation. Of\nthe\n\nthat I am absolutely certain.\"\n\nThese words were uttered in the midst of the war.\n\nIndeed, in the very\n\nblackest hour of the war, this same voice was saying almost within sound of\n\nthe great guns and under the menace of the night skies: \"Education is the\neternal debt which maturity owes to youth.\"\n\nMy own state in 191 9 doubled its appropriation for teachers' salaries,\nand compelled the communities to pay a minimum salary (involving an ultimate increase of $12,000,000 for New York City alone). But with all this\n(according to a dependable estimate) we are still spending less in the great\n\nEmpire State in teachers' salaries than for gasolene.\nthree times as\n\nThere are two or\n\nmuch money invested in automobiles as in schoolhouses\n\n(and children six years old will be still paying for some of these schoolhouses when their children are in school).\n\nThere are three times as many\n\nprofessional chauffeurs in the state as teachers, and some of the teachers\n\nhave only temporary licenses.\nAnd for the country as a whole (not to repeat the shaming and demeaning concrete illustrations that one often hears), I have the regret to submit\nthe preliminary findings of the most thoro study of teachers' salaries of\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n496\n\n(Cleveland\n\n—\n\nwhich I am aware covering a period of one hundred years: the study will\nbe publisht shortly but the preliminary findings indicate the following:\n1.\n\nThat the wages of country women teachers have not for the past eighty years been\n\nless than the wages of unskilled labor, with the exception of a few years just before the war.\n\nUp to the time of the war the wages of country teachers have been steadily gaining on the\nwages of unskilled labor.\n2. The wages of women city teachers have always been less than the wages received\n\nby such artisans as blacksmiths, carpenters, machinists, printers, and painters.\n\nTeachers'\n\nwages have, however, been steadily approaching artisans' wages.\n3. During the past five years the wages of artisans and laborers have advanst so\nrapidly and teachers' wages so slowly that country women teachers are now receiving\nless than 75 per cent as much as unskilled labor, and city women teachers are receiving\npractically as much as unskilled labor. In other words, all of the advantage which has\nbeen gained since the Civil War has been lost and teachers are now receiving less in comparison with laborers and artisans than they did at any time since the Civil War.\n4. It is also true that in relation to the cost of living, teachers ' wages are in a worse\n\nposition than at any time since 1870.\n\nThat is, teachers' wages can buy less of the neces-\n\nsities of life than at any time since that date.\n\nBut specifically and practically what are we to do about it ? How are\nwe to recruit an adequate number of adequately trained officers for the\nGreat Army of Future Defense ?\nI have already suggested the two most obvious steps:\nFir§.t,\n\nto lift salaries so that the higher motives than the mere earning\n\nof a livelihood can have an opportunity to operate.\n\nUntil teachers' salaries\n\nare made such that a decent living is possible, it cannot be expected that\n\nthose animated\n\nby the highest purposes will enter this profession and\n\ninvolve in sacrifice and penury those dependent upon them.\n\nSecond, to make college men and women and, earlier still, the highschool boys and girls of highest promise see that this is, as Professor Palmer\n\nhas called it, a \"profession glorious\" and thru their volunteering bring\ntheir glory into it.\n\nThird, to make the highest, richest, broadest training possible for those\nwho enter this profession. It is indisputable that the institutions most\nvital to the future of the Republic are those in which the teachers of America\n\nThe teachers of teachers should be the most highly endowed\nand equipt of all who are employed by the state or nation to teach. Make\nour educational West Points the best institutions in the world.\nFourth, to give (in order to meet the immediate pressing need) higher,\nintensive training to those who are already the most promising in the\nservice, just as, to borrow another military illustration, at St. Cyr, the West\nPoint of France, young men who had already served with most promise\nat the front were put thru the most rigorous training to fit them to be higher\nofl&cers in the warfare not a hundred kilometers away.\nare trained.\n\nFifth (and this is I think the only new suggestion) to establish, after\n\nthe analogy of our hurried preparation to meet the military need, what I\n\nwould call \"teacher Plattsburghs\" in which the most broadly and highly\n\n.\n\n"}
{"page": 513, "printed_page": null, "text": "TEACHER RECRUITING\n\nSuperintendence]\n\n497\n\ntrained men and women, fresh from college or even in the midst of vocations\n\nfrom which they can have release, shall take intensive camp courses which\nwill equip them for temporary service at least, along with the educational\n\nWest Pointers.\nBut as to the continuing provision: Is democracy willing to pay the price ?\nWe are to find the answer not in what the great philanthropists are giving\nto colleges and universities (admirable as those gifts are) but in what our\nstates are actually giving for the training of the teachers of their children\n\nand youth and what the people are giving out of their common treasuries\nI was askt a few years ago,\nfor the maintenance of their common schools.\nlong before the war, to say, at a dinner to the Archbishop of Canterbury,\nthe best word I could for our democracy and it was the word which told of\nour common schools. It is still our best word but I believe we can say and\nwill say and must say an even better word, a word that will tell of the training and service of an adequate number of such teachers as H. G. Wells has\ndescribed in the book to which I have referred, men and women with the\n''undying fire\" in their hearts, laboring generation by generation against\ndefeat and sometimes against hope that the world may be better taught and\n\nthat \"whenever the flame of God can be lit, it has been lit.\"\n\nWith an\n\nadequate number of such teachers we can imagine a new and a better world\n\n\"without a miraculous change in human nature.\"\nSince this address was made, the state of New York has provided for the laying of a mill-and-a-hal\ndirect tax which will yield\n\nupward of $20,000,000 for the increase of teachers' salaries, in addition to the\nmaking upward of $32,000,000 in all.\n\n—\n\n$5,300,000 specially appropriated last year\n\nTEACHER RECRUITING\nF. B.\n\nPEARSON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nCOLUMBUS, OHIO\n\nA recent survey discloses the fact that only a comparatively few of our\nhigh-school seniors have any definite objective toward which they will direct\nlife's activities.\n\nThey think of salary, and that is quite natural and right,\nThey have desires\n\nbut give no hint as to how they propose to use the salary.\n\nbut seem not to have been taught that human desire is not a safe basis for\na plan of life.\n\nIt is estimated that 30 per cent of the people of our coun-\n\nnow are animated by mere desire and not impelled forward by any\nThese 30 per cent of our people become a menace when\nclear thinking.\ntry\n\nthey can not achieve the object of their desires.\nfor us to inculcate in our Seniors\n\nmere\n\ndesire.\n\nSo, it would seem necessary\n\nsomething deeper as a plan of life than\n\nThey should win some concept of duty, and duty cannot\n\nbe defined in terms of pleasure or pain.\nIn fact, duty often accepts pain as a part of the contract as in the case\nof the young woman who lived in luxury on the boulevard but who, none\n\nthe less, went to France and did menial tasks.\n\nShe scrubbed and cooked\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n498\n\n[Cleveland\n\nand washed garments that dript blood and bandaged ghastly, gaping\nwounds and sought to allay the sufferings of strange men from strange\nThen she came home and said little or nothing of her experiences\nnations.\nShe was actuated and animated by a sense of duty. She\nto the curious.\nsaw a bit of work that needed doing, so she dropt her playthings and went.\nShe felt that she was working for a cause, and if we can but have our young\npeople gain the concept of teaching as a cause the young women will go\ninto our schools as gladly as this young woman went to the hospital in\nFrance. And this must be emphasized, that teaching is a cause to be\nserved and not a task to be done, a fact that our high-school Seniors have\nnot yet learned.\n\nThis is largely due to the fact that we have not idealized\n\nWe have idealized\nchap is eager to become a member\nIf we had idealizied teaching equally with football, we should\n\nthe work of teaching as we might and should have done.\nfootball and, therefore, every college\nof the team.\n\nnot lack recruits at this time.\n\nA young American lieutenant whose life had been all ease and comfort\nwrote these words from the trenches: \" It has rained and rained and rained.\nI am as much at home in a mud puddle as any frog in France and I have\n\nclean forgotten what a dry bed is like; but I am as fit as a fiddle and as\n\nhard as nails.\n\nI can eat scrap iron arid sleep standing.\n\nAren't there things\n\ncalled umbrellas which you pampered civilians carry about in showers?\"\n\nThe explanation of this young soldier is not far to seek.\n\nHe was serving\n\nthe cause of humanity and so could laugh at hardships and danger, besides\n\nhe had will-power.\n\nHe was not governed by impulse but was capable of\n\nthinking his way thru to his objective.\n\nThen, again, our Seniors seem to lack a sense of real values as distinguish t from fictitious values. They seem to put the emphasis upon wants\nrather than needs and to be thinking of their rights rather than their\n\nIn a little book called ''The Kingdom of Light\" the author,\nwho is a lawyer, tells us that the little village of Concord has rendered a\nprivileges.\n\ngreater service to our country than\n\nNew York and Chicago combined.\n\nThis statement would bewilder these Seniors of ours and they would probably\nbe reluctant to choose Concord, if they could, for New York and Chicago.\n\nThey have never been askt to decide between Emerson and the multiThey have not placed Lincoln's Gettysburg speech over\nmillionaire.\nagainst the greatest battleship and been askt to determine which has given\nthe greater luster to the name of our country.\n\nMany of our Senior girls\n\nwill sew early and late for Belgian and Armenian children but will decline\n\nto teach American children.\n\nWhen we can get these young people to think of teaching as a cause,\nwhen we can get them to thinking seriously of real values, when we have\nidealized the\n\nwork of teaching and have shown it to be on a par with\n\nRed Cross work and other services for humanity, we shall not lack for\nvolunteers.\n\n"}
{"page": 515, "printed_page": null, "text": "Superintendence!\n\nFINANCING A MODERN SCHOOL PROGRAM\n\n499\n\nFINANCING A MODERN SCHOOL PROGRAM\nM. P.\n\nSHAWKEY, STATE SUPERINTENDENT OF SCHOOLS, CHARLESTON, W.VA.\n\nIf the American people want good schools, they must buy them and\npay for them exactly the same as they would buy and pay for a good house\nFor a long time there has been a disposition to\nor a good automobile.\nregard the teacher as a sort of simple-minded altruist who would give his\nlife to the service of his country with but little thought of anything so sordid\n\nas salary.\n\nThat sort of sentimentality has all but died out.\n\nIt could not\n\nsurvive the brutally practical age of military wars and industrial contests.\n\nThinking men no longer expect teachers to deny themselves the rights of\nother citizens. They agree that the compensation for teaching should be\nbased upon the value of the service rendered and that the public should\nexpect nothing less.\n\nThe greatest stress is in the matter of teachers' salaries.\n\nThe state\n\nsuperintendent of Kentucky in commenting on the salary problem makes\nthe startling statement that about \" 20 per cent of our teachers withdrew\nfrom the work this year on account of inadequacy of salary,\" and that \" the\n\noutlook for next year is still more alarming.\"\n\nThe state of Ohio has set\n\naside a whole week, at the instance of her governor, for a study of the\n\nteacher problem.\n\nTeacher shortages are common and teacher strikes and\nNearly all the larger cities\n\nteacher walkouts have made their appearance.\n\nand many of the smaller ones have made hitherto unheard of mid-year\nadvances in salaries after the general increases thruout the country at the\nbeginning of the school year, yet the chief school officers of the various\nstates are a unit in declaring that the advances so far made are entirely\n\ninadequate.\nis\n\nTheir composite judgment in the inquiry above mentioned\n\nto the effect that there ought to be an increase of 48 per cent in salaries\n\nfor the year 1920-2 1\n\n.\n\nThis estimate is based on present cost levels.\n\nShould\n\nprices of commodities continue to advance, that would mean a corresponding\n\nadvance in salaries. The estimates too are general but they are an interesting approximation since they put, in as definite form as possible, the\nopinions of a large\n\nnumber of officials who are in position to acquaint\n\nthemselves with the situation and who may be expected to render an honest\n\njudgment upon it.\n\nMany expressions voice the growing consciousness of a need for a wider\nand far more vital service on the part of the schools.\nindustrial evolution has been going on.\n\nA markt social and\n\nSpecialization in industry calls\n\nfor vocational training of a wide range and on an extensive. scale.\n\nVoca-\n\ntional training requires a deal of equipment not required for literary training.\n\nhome which once assumed the chief\ndevelopment of the children has been so\n\nIn the social evolution the\n\nresponsibility for the character\n\ntransformed that it can no longer undertake the principal part in the social\nand moral education of the child. Our population has been rapidly\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\nSoo\n\n[Cleveland\n\nchanging from a rural to an urban basis and in our present-day urban life the\nfamily is too much scattered and too much absent from the home for the\nhousehold to be an effective agency in molding the life and character of\n\nThe present-day family is also a much smaller social unit\nThe child who cannot find natural\ncompanionships at home will go to the school and the street for them.\nBecause of this fact the present movement to make the school a social\nits children.\n\nand proportionately a less efficient one.\n\ncenter and provide it with music, art, and supervised play, is one of the\nmost worthy of all the new school developments.\nThe present call for education in Americanism is evidence of another\nIt means teaching every child in\nreal demand upon our public schools.\nAmerica to read and speak the English language, but it means vastly more\nthan that. It means drilling the children in flag salutes, but it has a meaning a world beyond that. It comprises the making and repetition of\nAmerican creeds, but it has a reach far beyond that. It means instruction\nin the duties and responsibilities of the ballot, but that alone will not satisfy\nthe requirements. It is a large responsibility for it means the development\nof a nation of men and women physically strong, morally courageous, mentally\nalert, skilled in some of the various manual arts, ready for lives of industry,\nconscious of their civic obligations, proud of their country^ s flag, and enthused\nwith Americans ideals of justice, magnanimity, and fraternity.\n\nThe second question is how are we going to get the greatly increast\nsums of money necessary for the larger educational program. Admittedly\nit has been something of a struggle to raise the money for past school\nbudgets. Nevertheless, I see no grounds for looking upon the present\ntask as.an impossible job or even a distressing one. If the American people\ntake the matter seriously, as they now seem disposed to do, and go at it\nIn answer to my circular of\nin earnest, the problem will soon be solved.\ninquiry\n\nmy colleagues in the office of state superintendent of schools\n\noffered various propositions for raising the additional funds necessary to\n\nmeet present and future requirements.\nMr. Shaw of South Dakota thinks ''additional revenues should be\nprovided by local taxation and state appropriation. Federal money might\nbe used for the removal of illiteracy. We do not need federal funds nor\nwant them under the present arrangements which we have to make with\nthe federal government in order to secure them as they rather hamper\nour development.\"\n\nMr. Smith of Massachusetts holds that the increast funds -should be\nraised, *'by all, but increasingly by state and federal authorities.\"\n\nMr. Brittain of Georgia thinks the United States, the state, the county,\nand the district should each and all assume a part of the financial obligation.\nMr. Spaid of Delaware thinks well of the Smith-Towner bill now before\nCongress.\n\n"}
{"page": 517, "printed_page": null, "text": "Superintendence]\n\nFINANCING A MODERN SCHOOL PROGRAM\n\n501\n\nMr. Bond of Arkansas favors an \"income tax for schools\" and a production tax.\n\nMr. Reavis speaking for Maryland suggests the possibilities\n\nof\n\nthe\n\nincome tax source.\n\nMr. Wagner of New Mexico thinks *' additional revenues should come\nfrom federal sources largely.\"\nMr. Blair of Illinois favors an income-tax method.\nMiss Blanton of Texas stands for income and excess profit taxes in\naddition to the usual property tax.\n\nMr. Kendall of New Jersey believes in a joint participation by local,\nstate, and federal authorities.\n\nMr. Gary of Wisconsin suggests that \"all people should help to support\neducation, but the amounts we shall need will doubtless require an application of income tax, surtax, tax on luxuries, higher tax on properties held\nas investments (such as vacant lots in cities), etc.\"\n\nMrs. Bradford of Colorado says we should raise the money by federal\naid contingent upon the dollar for dollar appropriation by the states and\n\nby an increast state tax.\nClassified a little further I find that sixteen states feel that the state\n\nought to bear most of the burden of increast revenues, six favor a joint\nstate and national action, while nine feel that the federal government should\n\nprovide the greater part of the increast funds.\n\nIn a number of the reports there is a fear, more or less definitely exprest,\nthat federal support of schools means federal domination of schools which\n\nmight result in either autocracy on the one hand, or unpleasant local relation,\nor serious impairment of local efficiency on the other.\n\nthere is such a danger.\n\nLet us admit that\n\nThe fact that such a possibility exists ought itself\n\nto lead to a proper safeguard against it.\n\nIn any consideration of the matter\n\nwe ought not to overlook the fact that citizenship is neither wholly a local,\ncounty, or state matter, but in many real aspects it is national in character.\n\nAt the same time we ought not to overlook the fact that the government\nhas many means of raising revenues not possest by the local unit, the county,\nor even the state.\n\nWhy then should not that power provide the revenues\n\nor the larger share of\n\nthem which can do it most easily? Personally I\nSmith-Towner bill, amended if\n\nbelieve that Congress ought to pass the\n\nnecessary, and do it without further delay.\nit is\n\nI am also of the opinion that\n\ntime for the educational interests of the country to get actively back\n\nof this bill and by that means help provide a large part of the additional\n\nrevenues required for the public schools of our beloved country.\n\nWe ought to look at the issue squarely.\n\nIn the face of the present crisis\n\n^y every means we\nmust drive home to the people the sense of danger in the present situation.\nNothing but quick, decisive, resolute action will save us.\n\nour public school system is in danger of a collapse,\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n502\n\n[Cleveland\n\nSUPERVISED STUDY IN THE GRADES\nALFRED L. HALL-QUEST, DIRECTOR OF SCHOOL AFFILIATION AND PROFESSOR\nOF SECONDARY EDUCATION, UNIVERSITY OF CINCINNATI,\nCINCINNATI, OHIO\n\nWhen other excuses are seemingly of no avail it is a common last resort\nto blame it all on the elementary schools.\n\nThe grades are lookt upon as\n\nIt is a fact, however, observed by foreign educators,\n\nthe seat of original sin.\n\nas well as by many of our own, that the elementary schools far outstrip the\n\nhigh schools both in the adaptability of subject-matter and in the effec-\n\nExperimentation is more easily carried\ntiveness of technic of teaching.\non in the grades than in the high school. The bulk of educational measurements deals with elementary-school subjects. It is altogether proper that\nthe actual accent rest on this, the largest and fundamental division of\nAmerican education. And for like reasons it is important that very early\nin their school life even greater attention be given to ways and means of\nteaching and training boys and girls to study, so that in time correct habits\nof work will have become fixt.\nThere can be no question of the attitude of superintendents on this\nmatter. Many of them have written me that they favor supervised study.\nThruout the United States there has been a very rapid growth in the application of this type of class management and teaching technic.\n\nSo far as the grades are concerned, however, the introduction of supervised or direct study involves certain serious administrative problems, not\n\nthe least of which is the program of studies and the daily schedule.\n\nSeveral reasons underlie the present arrangement of class periods in\n\nand varied\ndivision\nsmall\nneedful\nmakes\na\nperiods of work; (b) the large list of subjects\nstudied\nmust\nbe\nof time to each one; (c) the assumption that all subjects\nschedule\n(d) the\nor drilled upon every school day results in a fragmentary\nthe elementary school:\n\n(a) conditions of fatigue require brief\n\n;\n\nprevailing practice of assigning elementary teachers to a grade rather\n\nthan to subjects demands a large number of brief recitation periods;\nof room and the resulting policy of assigning\n\n(e) lack\n\ntwo or more grades to one\n\nroom, and at the same hour, makes necessary a \"frequent stop\" schedule;\n(/) lack of teachers due to the high cost of physical equipment and the\nresulting neglect of\n\nexpenditures on the improvement of the internal\n\norganization of the school results in a few teachers having many pupils,\n\nmany duties, and consequently a large number of recitation periods each\nday.\nIt is apparent that these reasons are even more pronounst in the one-\n\nor two-room rural school.\n\nProgram or schedule making is everywhere one\n\nof the knottiest problems in school management.\n\nThe educational policy\n\nof the school, one may even say the principal's philosophy of education,\nlies\n\nrevealed (or hidden) in the program or schedule of hours.\n\nA daily\n\n"}
{"page": 519, "printed_page": null, "text": "SUPERVISED STUDY IN THE GRADES\n\nSuperintendence]\n\n503\n\nprogram usually provides for a number of recitation periods and a number\nThis twofold division of time is usually\n\nof study periods for each class.\n\nbased on the following computation:\n(2) in a day of, say, 300 minutes;\n\nexercises and recess;\n\n(i) the\n\nnumber of subjects taught;\n\n(3) less amount of time required for general\n\n(4) the number of subjects divided into\n\nthe net time\n\navailable;* (5) the further distribution of the subjects, according to their\nrelative importance in each grade:\n(b)\n\nrequire no preparation;\n\n(c)\n\nentire school (such as music);\n\n(a) to\n\nbe omitted for certain grades;\n\ncan be taught to combined groups or to the\n{d)\n\ncan be alternated;\n\n(e)\n\ncan be combined\n\n(such as composition and spelling).\nIf, however,\n\nwe study the time distribution in relation to a different set\n\nmay be possible to introduce educational benefits not so\neasily permissible at present.\nThese principles may be stated as follows:\nof principles\n\n(a)\n\nit\n\n(b) the amount of time available per\nThe elements of subject-matter or of study common to the'\n\nthe list of subjects to be taught;\n\nweek;\n\n(c)\n\nsubjects, such as reading, common to history and language; penmanship\ncommon to several subjects; (d) amount of time required for the building\nof habits connected with the subjects as organized under (c)\n\nand as deter-\n\nmined, in part, by such investigators as Courtis in arithmetic, Ayres in\nspelling,\n\nThorndike in writing, Kelly in reading, et aL, and in part by the\n\naggregate amount of time resulting from the organization of courses as\n\nunder (c);\n\n(e)\n\namount of time as further determined by the combination\n\nof subjects and the theory that all subjects need not be studied every day;\n(/) amount of time as still farther effected by the reduction of study periods,\nit\n\nbeing assumed that most of the study will take place in the respective\n\nclassrooms under supervision.\n\nA schedule based on the principles of the learning process rather than\non an arbitrarily apportioned amount of subject-matter and time schedule\nwould permit considerable supervision of the young pupil's habits of study.\nThere would then be time for teaching and training him to read in connection with all subjects that involve reading;\nto use his time more\nsystematically and probably more successfully; to analyze problems in\ngeography, history, civics, mathematics, etc., under the expert supervision\nof the teacher of these subjects.\nThere would be provision for studying\nunder conditions more hygienic and stimulating than are found in all too\nmany homes. It would be possible under a schedule evaluated as proposed\nto multiply socialized class work, under which the pupil's initiative in\nattacking problems can be more readily developt. The lengthened class\nperiods would unify the work. There would be a lessening of the present\nfragmentary procedure of fifteen minutes devoted to this subject, ten to\nanother, twenty to another, etc.\n\nThe lengthened class period as arranged for on the weekly, rather than\nthe daily basis, will also make ample provision for relaxation and variety.\nPhysica;l exercises, socialized activities, within each class period\n\nwould\n\n"}
{"page": 520, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n504\n\navoid the danger of fatigue.\n\n[Cleveland\n\nThe enthusiasm resulting from cooperative\n\nstudying, with the accompanying reduction of the grinding daily quizz\n\n(which is a serious cause of fatigue and boredom) would also reduce the\ndangers of fatigue.\nConsiderable direction in study can be provided by means of unassigned\nteachers-of-study coaches, as under the Newton, Massachusetts, plan.\n\nThis means that some teachers are assigned no particular grade duties\n\nbut have' charge at fixt hours of various kinds of retarded or accelerated\npupils.\nFor example, a small number of children may be backward on\naccount of absence due to illness.\nat, say, 9 o'clock to\n\nThey meet with the unassigned teacher\n\nstudy arithmetic; others have peculiar difficulty in\n\ngeography and meet with this teacher at 9:30; one or two are accelerated\nand need only a little more supervision to advance them to another grade.\n\nWHAT SHOULD BE INCLUDED IN TEACHING PUPILS HOW TO STUDY\n\nHow to use the textbook\n2. How to keep notebooks\n3. How to read the material of each assignment so as to give proper\n1.\n\nemphasis to important words\n\nHow to analyze problems in arithmetic\nHow to organize material in geography and history\n6. How to memorize economically\n7. How to work in groups, i.e., training in leadership and effective\n\n4.\n5.\n\ncooperation\n\nHow to save time in getting started\nHow to encourage the attitude of work\nID. How to study for examinations and how to write them\n11. How to use reference books, such as dictionary, encyclopedia, other\n\n8.\n\n9.\n\ntexts, etc.\n12.\n\nLibrary training\n\n13.\n\nHow to proceed in gathering material for theme work.\n\n14.\n\nThe conditions of study, such as heat, light, posture, quiet, etc.\n\nIf factors like the foregoing are drilled\n\nupon in the elementary school\n\nthe pupil will be better prepared both for advanst schooling and for employment. The spirit, the dominating purpose of the school, should be training\n\nnot only in the subjects that are fundamental to intelligent cooperation\nin citizenship but training also in the use of the mind under very definite\nas well as diversified supervision.\n\nMere home study all too often means\n\nencouragement of habits mentally and morally bad. The school is the\nplace for training in study. Here the bulk of it should be done. Later,\nwhen the pupil understands more clearly how to work it will be safe to\nenlarge the scope of his unsupervised study.\n\n"}
{"page": 521, "printed_page": null, "text": "Superintendence]\n\nSTRENGTHENING THE SUPERI N TENDENCY\n\n505\n\nSTRENGTHENING THE SUPERIN TENDENCY\nEDWIN C. BROOME, SUPERINTENDENT OF SCHOOLS, EAST ORANGE, NJ.\n\nThe problem of social and industrial reconstruction in this country is\nfundamentally a problem of education.\n\nNational disorder is most violent\n\nand persistent in countries like Russia and Mexico where general education\nis least prevalent.\n\nIn our own land, therefore, exposed as it is to the many\n\ndangers of imported prejudice and ignorance, the greatest problem today\n\nand improvement of popular education. The success with\nwhich we solve that problem will be the test of our democracy.\nis the extension\n\nEducation is a state function.\n\nIt has been so provided in state constitu-\n\nand numerous court decisions have confirmed this position. In no\ncase, however, has any state directly assumed the responsibility for the\ncomplete discharge of this function. All states contribute to some extent\nto the support of public schools, and assume some of the functions of control; but the chief support comes from local taxation, and the main control\ntions;\n\nis lodged in local boards.\n\nLogically the state should, and eventually, perhaps, the state will, assume\nthe complete support and control of its pi;blic schools, just as today the\nstate supports and controls its courts of justice.\nall persons\n\nWhen that time comes\n\nengaged in the work of public education will be state officials,\n\nappointed and directed by state authority, and assigned to state or local\nUntil that time comes cities with a high degree of public\nand a minimum of political corruption will have good schools; and\ncities with a low degree of public spirit and a high degree of political corruption will have poor schools. Likewise the wealthy suburban town will\nhave good schools, and the country village with small resources will have\nfields of service.\nspirit,\n\npoor schools.\n\nI believe that equal educational opportunities for all the\n\nchildren of a commonwealth will come only with complete state support\n\nand control of public schools, provided, of course, such control is honest,\nwise, and efficient, and the support is adequate.\n\nThe first place to begin in any effort to improve the management of\nschools\n\nis\n\nnaturally with the board of education.\n\nA capable superin-\n\ntendent cannot get good results under a poor board any more than a good\n\nboard can get good results with an incompetent superintendent.\n\nThere\nThose who have made a most thoro\nstudy of school administration agree that a comparatively small board is\nmore efficient than a large one. Some of the largest cities manage their\nschools very effectively with boards of from three to seven members;\nwhile there are numerous small cities that run their schools badly with\n^ considerably larger boards. The size of the board is not so important a\nconsideration as the quality of the membership, and the ideas or motives\nwhich determine selection. It would seem axiomatic that no person should\n\nmust be an equal balance of efficiency.\n\n"}
{"page": 522, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5o6\n\n[Cleveland\n\nbe selected for membership in a board of education because he is a Republican, or\n\na Democrat, or a suffragist, or an anti-suffragist; or because he\n\nor a Catholic, or a Jew; or because he represents the negro\nelement, or the German element, or the Polish element of a community;\nis a Protestant,\n\nor because he is a strong influence in a politically doubtful ward; or because\n\nhe has positive convictions as to how schools ought to be run.\n\nA person\n\nmight possess any one or any combination of the foregoing qualifications\n\nand be excellent material for a board of education, provided\nthe important consideration\n\n—and\n\nthis is\n\n—\n\nprovided he is a thorogoing American, honest\n\nand sincere in his dealings, a liberal-minded and broad-gauged citizen,\ncapable of serving the needs of the entire city, instead of a ward or section\nor faction, and one who manages his own business successfully. A board\nmember, man or woman, should be a conspicuously able and outstanding\ncitizen of the community.\nThere are many such in every community.\nWhen a majority of a board of education is not composed of such citizens\nit is not because they do not exist.\nIt is because they are not sought.\nIt has\nbeen my great privilege to serve for several years under a board whose\nmembership has been composed of a succession of high-grade citizens and,\n;\n\nin spite of frequent changes in the composition of the board, there has\n\nbeen steady and gratifying progress in the schools, and the uniform pursuit\nof high educational ideals.\n\nThis condition is possible in every community;\nand any other condition ought to be made impossible by appropriate\nlegislation which will define as carefully the qualifications for membership\nof the board as legislation in several states defines the qualifications of a\n\nsuperintendent.\n\nLet us consider some appropriate measures of strengthening the superintendency\n\ndirectly.\n\nBriefly\n\nsuch\n\nmeasures\n\nshould\n\ncontemplate\n\nthe\n\npersonal and professional qualifications, the selection, and term of the\nsuperintendent, and the powers and duties of the office.\n\nIn a more exten-\n\nsive treatise on this subject it would be interesting to trace the evolution\nof the superintendency from the status of a walking delegate of the school\n\ncommittee to that of a responsible, general manager of a great system of\nschools;\n\nfrom a job which was past around among retired ministers, briefless\n\nlawyers, and patientless doctors to a profession which requires as extensive\n\ngeneral and technical training and as much ability as is necessary for the\n\nmanagement of a great business or industrial enterprise.\n\nIf all boards of\n\neducation could fully understand the importance of the superintendency\nin a large system of schools, they would exercise more care in the selection\n\nof\n\na superintendent, and would be inclined to respect more\n\nprerogatives of the\n\nfully\n\nthe\n\noffice.\n\nThe qualifications required by statute for the superintendency should\nbe sufficiently high to insure every community well-trained and experienst\neducational leadership. The higher these qualifications can be placed,\nconsistent with supply and demand, the more is the likelihood that boards\n\n"}
{"page": 523, "printed_page": null, "text": "—\nSuperintendence]\n\nSTRENGTHENING THE SUPERINTENDENCY\n\n507\n\nof education will seek better talent for the superintendency than has been\n\ncommonly done in the past, and that they will give the superintendent\nfreer scope for the exercise of his functions.\n\nThe selection of a superintendent is perhaps the most important duty\nMost boards take this responsi-\n\nthat a board of education has to perform.\n\nbility seriously, altho the methods employed are\n\nto securing the most suitable talent available.\n\nnot always best adapted\nBoards of education could\n\nbe greatly assisted in this particular by expert advice from state depart-\n\nments of education; but it would be difficult to frame legislation which\nwould aid boards in the performance of this important duty. The new\nschool law of New Hampshire has attempted to meet the situation by providing that the state board shall appoint the superintendent from persons\n\nnominated by the local boards.\n\nThis plan has much in it to commend\n\nand I believe it is a step in the right direction,\nthat of making the superintendent a state officer, and of having his selection\ndetermined by expert judgment.\nThe superintendent, however, should have sufficient length of service\nin a community guaranteed to him to have his plans carried out and the\nnovelty, if nothing more;\n\nvalue of his leadership fairly assest.\n\nThe length of time necessary for this\n\nwill vary in different communities.\n\nIt will vary also according to the con-\n\nditions in which a superintendent finds the schools upon assuming office;\nand also according to the temperament of the superintendent. Some men\ngive all they have to contribute during the first year or two in office; others\nget under way slowly, but develop surely; while others are always in a state\nof stable equilibrium.\n\nThe final, and by far most important measure for strengthening the\nsuperintendency is the consideration of some means of establishing definite,\nworking relations between school boards and superintendents.\n\nWhere a\nboard of education is well selected, harmonious, and free from extraneous\ninfluences;\n\nand the superintendent is a person of vigor and tact, and\n\nother conditions are favorable, there\n\nis likely to be a satisfactory understanding between the board and the superintendent of their' respective\n\nfunctions.\n\nThe principle underlying all such legislation should be this: That the\nsuperintendent should possess whatever initiative is necessary to administer\nwith efficiency the\n\naffairs of\n\nthe school system.\n\nHe should have the\n\ninitiative, at least in the following matters:\n1.\n\nIn the selection, assignment, transfer, suspension, and dismissal of\n\nall his subordinates\n2.\n\nIn the selection of appropriate educational books, supplies, and\n\napparatus\n3.\n\nIn the planning and alteration of the course of study\n\n4.\n\nIn the determination of the standards of scholarship and instruction\nIn the classification, promotion, and transfer of pupils\n\n5.\n\n"}
{"page": 524, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n5o8\n\n[Cleveland\n\n6. In the direction and supervision of all engaged in instruction and\nmanagement of the schools\n7. In the preparation of blanks and forms necessary for the proper\nconduct of school work\n8. In the recommendation of policies for the advancement of the schools\nThere are other items in which the superintendent should have the\ninitiative; but these are the essential ones.\nMoreover the superintendent\nshould be responsible to the board as a whole, and not to subcommittees\nor individual members.\n\nMy contention is that the only thorogoing remedy which is reasonably\nwithin our control is to secure legislation in every state that will clearly\n\nand unmistakably prescribe adequate qualifications for the city superintendent, methods of appointment that will insure wise selections, reasonable provisions for continuance in office, and will make very definite the\nrespective fields of action of the superintendent and the board of education\n\nThe surest way to strengthen the public schools of this country is to\nstrengthen the superintendency by appropriate legislation in the several\nstates.\n\nIn closing, therefore, let me recommend that this section appoint\n\na committee of seven or nine superintendents, well distributed geographically, to make a thoro\n\nstudy of this question and report at the next annual\n\nmeeting of the Department of Superintendence.\n\nCONTINUOUS SCHOOL CENSUS\nJOHN W. DAVIS, DIRECTOR, BUREAU OF ATTENDANCE, DEPARTMENT\nOF EDUCATION, NEW YORK, N.Y.\n\nThe preoccupation of the mother with the welfare of her children early\nbecomes one of the commonplaces of human experience. Whoever has\nbeen denied that continuous outpouring of care and affection is rightly\nThe belief is not\nfelt to have been robbed of a portion of his birthright.\nyet outgrown that the human plants will never fully flourish in a soil in\nwhich this element is lacking. But altho the time was that a child of\naverage parentage having been surrounded by that care and guided by the\nintelligence and experience of both partners in responsibility was thought\nto be ready for the battle of life, it has become quite clear to the present\n\ngeneration that something more is needed.\n\nThe problems of existence that\n\nformerly presented themselves in simpler guise are now revealed as farreaching complexities.\n\nSo that altho well-intentioned sympathy and affec-\n\ntion continue and will continue to be indispensable elements for the nurture\n\nand well-being of childhood, they may become as disastrous in their effects\nas indifference itself unless accompanied by knowledge and understanding\nof the surrounding conditions.\n\nThis is said with due knowledge of the fact that the schools as an\n\nagency in child welfare are not always included among subjects of discus-\n\n"}
{"page": 525, "printed_page": null, "text": "CONTINUOUS SCHOOL CENSUS\n\nSuperintendence]\n\nsion at professional meetings.\n\n509\n\nThis may be due to the fact in the main that\n\nschool systems are not concerned with the complete extension of their\n\nThey are so nearly universal in\n\nfunctions over every individual child.\ntheir application that\n\ncompleteness.\nincluded,\n\nthey have been satisfied with something less than\n\nSince in theory all are included, and in fact nearly all are\n\nthe fraction that escapes attention has been\n\ndeemed\n\nto be\n\nunimportant.\n\nThe need for a continuing school census grows out of the ease with which\na change of residence may be effected today;\ncities in which an individual will be known,\n\nthe tremendous growth of\n\nexcept in the rarest instances,\n\nto only a few scores of those by whom he is surrounded;\n\nand the habit, as\n\nwell as the ease of movement from one place to another.\n\nInstability in\n\nresidence is paralleled and in part caused by instability in employment,\n\nthe frequent dislocations of industry, and the huge labor turnover of industry\nand trade. Within most cities, and particularly in New York, there goes\non a ceaseless movement of families from one section to another and from\n\none block to another (at least before the days of rent profiteering).\nIt\n\nis\n\nthe\n\nmovement of population which necessitates the continuing\n\ncensus as against the annual census.\n\nIf it be true that registration in school\n\nand regular attendance upon instruction are factors in child welfare at least\nequal in importance to any other and in addition that only by securing such\nregistration and instruction can other factors be brought with certainty\ninto play the continuous follow-up\n\nis\n\nthen the condition of an approach\n\nto complete success.\n\nIn this respect, the schools themselves are no exception.\n\nAll forms of\n\nspecialized training are appraised, not by the results achieved in the outside\n\nl^orld by those subjected to its processes after a sufficient time has elapst\nto render judgments possible, but as a rule by the cost of its equipment,\n\nthe number of its students, the number of its graduates, and the immediate\n,\n\nby a few upon graduation or shortly thereafter. The\nand policy that\ninevitably accompanies any comprehensive follow-up of all students of an\ninstitution five or more years after they have left it is thus missing, altho\ninvaluable, if properly collected and collated.\nThe relatively satisfactory follow-up of limited groups is maintained\n\nresults obtained\n\nconstructive criticism of curricula, methods, teachers,\n\nI\n\nat a relatively high per capita cost, due to the wide areas separating indi-\n\nviduals and the time spent in searching for them.\n\nThe school census main-\n\ntained according to statutory requirements carries in its files three-fifths of\n\nthe population of any area covered by it, and is really extended to include\nthe remaining two-fifths without a proportionate expense in cost.\n\n—the location and identification\n—can be readily performed with respect to any individual\n\nThe primary functions in all follow-ups\nof the individual\n\nconcerning whom information is wanted.\n\nThe specialist who can do other\nThe census enumerator,\n\nthings should not at least be required to do this.\n\n"}
{"page": 526, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n510\n\n[Cleveland\n\ntrained to report obvious departures from normality, could no doubt equally\nwell produce other information of a special character concerning children\n\nand adults alike kept under continuing observation, the special agent to\nbe called in for more intensive work or in doubtful cases. This would give\na greater significance to the task of the census enumerator that so easily\nbecomes monotonous, and would reduce the per capita cost of investigation.\nThe first and primary work of the continuing school census is to locate\nand identify the individual, and then not to lose sight of him. When\nidentified and located the child most obviously needing specialized care\nstands revealed, and becomes subject to the ministrations of the agencies\nof society.\n\nThe following statements taken from the report of the complete operations of the first registration of children in 191 1 shows what may be expected\n\nwhenever such a census is first made:\n\nUp to July I, 191 1, there had been reported to the compulsory education division 23,\n241 cases of violations of the compulsory education and child labor laws. This did not\ninclude a considerable number discovered after June i, and held in abeyance until the\nreopening of school.\nOf this total, reports were received on 17,231 cases. The total\nnumber of such cases referred from the beginning of the initial canvass to its close was\n26,836.\n\nSCHOOL SURVEYS AS PROFESSLONAL READING\nGEORGE M. WILEY, ASSISTANT COMMISSIONER OF EDUCATION, ALBANY, N.Y.\n\nThe resounding cry of the profession today is for adequate compensation.\n\nOn every side the plea is heard for a living wage.\n\nSlowly but surely\n\nthe public is coming to a realization of the fact that the supply of workers\nThe\nin teaching as in any field is in large part an economic question.\nlaborer is worthy of his hire.\n\nUnless, therefore, the evaluation of the task\n\n—\n\n—\n\nby the community and the state is adequate no, attractive and general\nconditions of work more inviting, there can be no strong demand for the\nservices of our best young men and women in the teaching profession.\nThis plea for a more adequate exchequer, therefore, is not only right\nbut essential. The array of facts relative to the ridiculously low compensation of the teaching staff over the country, which has been presented by\nthe Bureau of Education at Washington, by the National Education Association, and by various state departments, is gradually awakening the\npublic to the crisis which must be met.\nThere is another side to this however, which must be considered. We\nhave capitalized, it is true, in a broad, general, and idealistic way the service\nwhich the schools render. Our public schools are inescapably linkt with\nthe success of our democratic institutions.\n\nMany may accept this premise,\n\nbut make no further effort to define in any specific and concrete manner the\ntype of service which is being rendered by the schools of the community.\n\n"}
{"page": 527, "printed_page": null, "text": "Superintendence]\n\nSCHOOL SURVEYS AS PROFESSIONAL READING\n\n511\n\nDr. Palmer says in one of his inimitable essays:\nThe idea, sometimes advanst, that the professions might be ennobled by paying\nthem powerfully is fantastic.\n\nTheir great attraction is their removal from sordid aims.\n\nMore money should certainly be spent on several of them.\n\nTheir members should be\n\nTo do his\nYet in that increase of salaries\n\nbetter protected against want, anxiety, neglect, and bad conditions of labor.\n\nbest work one needs not merely to live, but to live well.\n\nwhich is urgently needed, care should be used not to allow the attention of the professional\nman to be diverted from what is important, the outgo of his work, and become fixt on\nwhat is merely incidental, his income.\n\nDr. Perry says:\n\nThe teacher's status of a generation hence will be far in advance of that of today.\nThe state, if it is wise, will do much on its own initiative to further this advance; the\ncitizens of the state will demand better and better service as they come more accurately\nto evaluate the worth of service; but no governmental paternalism, no civic impulse,\ncan factor so tremendously as the enlightened effort of the teachers themselves to make\n\nthemselves professionally worthy.\n\nOur professional reading, is meager.\n\nWhat can we expect with the\n\nranks manned by mere girls in their teens ?\n\nIn our city and village systems,\n\nthe average teacher reads some magazines and occasionally a book.\n\nBut\n\nthousands of teachers in the small villages and rural communities do not\n\neven know the name of a professional magazine.\n\nA teacher should read\n\nseveral professional magazines regularly and also a few books each year.\n\nThree types of magazines should be available, first, the popular type giving\nitems of interest as to school matters and school people.\n\nneeds this to keep awake, to be a good mixer.\n\nThe teacher\n\nSecond, the magazine\n\nThe class which the teacher has this\nThe teacher herself\na better teacher. So a method magazine is\n\ndevoted to methods and devices.\n\nyear is quite a different class than the one last year.\n\n—\n\nmust be a different teacher^\nBut over and above these, every teacher should read magazines\nessential.\nand books, and this is third, in which large educational problems are disBy no other means can one gain a vision of the field' or an adequate\ncust.\nconception of the relation of the individual task to the larger school problems.\n\nFor more careful reading and for special study there is the occasional\n\nbook, which we borrow, or better, buy.\n\nIn this class falls the constructive\n\nschool survey or special report.\n\nMuch of our educational philosophy and pedagogical psychology of the\npast generation was delightful in its theoretical perfection, but was so far\n\nremoved from the actual everyday experiences of the teacher in the classroom that much of it was well-nigh worthless. Among the most helpful\ncontributions to our educational literature during the past decade or more\nhave been either reports or studies of local educational systems or discussions of specific problems based upon a generalization of facts drawn from\nWhere a survey attempts to cover the whole\ndifferent school organizations.\nrealm of educational and civic experience and is encyclopedic in the mass of\nstatistical details, it may not be of special value to the individual teacher.\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n512\nIt functions as\n\na matter of record and is of special interest to research\n\nA more popular type, written for the general reader, is judicial\n\nstudents.\nin tone\n\n(Cleveland\n\nand constructive in character and presents first the salient facts\n\nof the school system on which there can be no difference of thought.\n\nAs to\n\nthe conclusions drawn, opinions differ and the wise writer is very careful\nto assume no position of finality on matters open to discussion.\n\nThere are volumes on public school administration and organization\nwhich are in a sense a survey of surveys and reports. The writers have\ndrawn from the facts and summaries of school conditions and educational\n\nand by this means have given us a consensus of\nThis is the scientific method to\ndetermine our procedure tomorrow on the facts as we find them today.\npolicies country-wide,\n\nthought as to our educational program.\n\nThe astounding shortcomings of the teaching staff present almost a\nbreakdown of democracy. The school is vital, the most vital\nIt should be of first concern.\nToo often it is the\nfactor in our civic life.\nlast.\nThe public will shortly demand service for which they will pay.\nWhen it comes, what position will we be in ? When the public moves in\nnational\n\nthis\n\nmatter our professional ranks may be embarrast.\n\nprofessional service as never before.\n\nWe must capitalize\n\nTo render this service we must\n\nbroaden our professional training which must be done not only in teachertraining institutions but also by professional reading. Here and there our\nGreat\nleaders with the cooperation of a loyal staff are experimenting.\nteachers in small as well as in large units are doing great service.\n\nMuch\n\nof the best that has been accomplisht is a matter of record in surveys and\nspecial reports.\n\nThe teacher or administrator must have a correct professional perTo see what is going on in other sectors is essential. The\nspective.\npersonal visit or inquiry is at times impossible. The school survey or\nspecial report has enabled teachers and supervisors to get a partial vision at\nleast of educational accomplishments in other localities.\n\nIt has also helpt\n\nvastly to interpret the problems in one's own locality.\n\nThe educational\n\nTo say that the teaching profession is static is\ngenerous. What we need is to make of our profession a moving moral and\nAnd only as we insist on high\ncivic force in the educational program.\n\nproblem\n\nis\n\ndynamic.\n\nprofessional standards of service and call to our aid the scientific study of\n\neducational problems, whether it be the measurement of class attainment\n\nand progress or the evaluation of the school organization itself, will we be\nable to set up before the public the facts necessary to a clear understanding\nof school needs and to insure with that aid the training of the youth today\nfor full and complete service as citizens tomorrow.\n\n"}
{"page": 529, "printed_page": null, "text": "ELIMINATION OF WASTE IN EDUCATION\n\nSuperintendence!\n\n513\n\nELIMINATION OF WASTE IN EDUCATION\nWILLIAM J. SHEARER, EDUCATIONAL EXPERT, ELIZABETH, N.J.\n\nThe only object of the schools is the education of the children.\n\nOnly\n\nin proportion as they meet this said test do they justify their existence and\n\nthe lavish expenditure of the peoples' money.\n\nIn this test, the schools are\n\nfailing, for but a small proportion are being given an education and there is\n\nan appalling waste of money, education, time, motion, and energy. With\ntaxes spiraling to the danger point, no problem is of more pressing importance and vital interest than that of eliminating the great waste\n\nby\n\nincreasing efficiency and giving all pupils more education and better train-\n\ning for life.\n1.\n\nBy useless repetition of one kind alone Ayres shows an annual loss\n\nof twenty-seven millions.\npupil.\n\nOthers show less than ten dollars annually per\n\nMultiplied by the number of children, the amount lost would give\n\nevery teacher a large deserved increase in salary and build many school\nbuildings.\n2.\n\nYet, this is but a small part of total waste.\n\nFrom official records of more than one hundred cities, experts have\n\nshown that but three are 80 per cent efficient. Nearly all others were less\nthan 50 per cent efficient. How long would any other business on earth\nlast with a waste of one-half of the raw material.\nAll must go\n3. In no class are pupils permitted to advance as able.\nonly as fast as the slowest. The rate of progress is so slow that average\npupils take from nine to ten years to finish eight grades, which (it has been\n\nproved) many can finish in one-half the time, and most of the others in six\nyears.\n4.\n\nThree out of four never finish even the elementary grades, which\n\nmerely requires the ability to read the daily paper and solve the simplest\n\nproblems of everyday life.\n5.\n\nOnly one-half ever get past the primary grades, which demands but\n\none-half as much as the above.\n6.\n\nIn seven hundred and fifty towns and cities, where results are better\n\nthan the rest of the country, out of each one hundred who entered school,\n\nbut fifty-five get past the primary;\n\nonly twenty-six reacht the highest\n\nelementary grade, but eighteen got to the first year of the high school,\n\nwhere the mortality was so great that less than five out of the one hundred\nremained to finish.\n7. In the United States, at the present time, only thirty-five of each\none hundred are past the primary, and less than seven are in the eighth\n\nyear, which many will not remain to finish.\n\nThe courses of study are not fitted to the needs of the children, but\nto fit the arbitrary course handed down from the colleges of\npast ages. Too few are thoro in the essential subjects which form the\n8.\n\nall are forst\n\nfoundation of all future education and success.\n\n"}
{"page": 530, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n514\n\n[Cleveland\n\n9. Every year, twenty millions start over some part of the course,\nbound to the mass, and by force, all are kept to the pace of the slowest.\nTime and again, when the bright get ahead they are dragged back and\nmentally benumbed repeating thoroly known work, while the slower are\n\ncontinually nagged.\n10.\n\nEach year more than 25 per cent are branded as \"dummies\" by\n\nfailure to be promoted, and compelled to repeat a whole term's work, tho\n\nin nine out of ten cases, they are but a short distance behind in one or two\nsubjects.\n\nWith regular promotions twice each year, this means an average\n\nof four \"failures\" per pupil in the eight years of elementary course.\n\nA\n\nwonderful record for developing failures.\n11. No class contains only those who should be there; tho this is the\nonly object of the grading of schools which aim to secure for education the\n\nThe poor teachers continually exhaust\nthemselves in trying to accomplish the impossible task of making pint\nmeasures hold a quart.\nbenefits of the division of labor.\n\n12. All fourteen-year-old pupils\n\nshould be in the highest elementary\nIn many places four out of five are not there, but, disgusted and\n\ngrade.\n\ndiscouraged, are dragging from one to five years in the rear.\nleave school as soon as the law will permit.\n\nMost of these\n\nPupils of other ages show similar\n\nconditions.\n13.\n\nTho pupils differ in many ways affecting their progress, but little\nis made for such differences, either in time, method, subject-\n\nprovision\n\nmatter, or rate of advancement.\n14.\n\nBecause of the slow rate of progress, all save the higher grades are\n\ncongested and it is almost impossible to provide enough school buildings\n\nand teachers.\n\nMaking due allowance for the elements of death and popu-\n\nlation, there should be in each of the higher grades, including high school,\n\nfrom one million to three millions more than are now there.\nIt has been proved that the only remedy for the shocking conditions\nis a change from the ancient Prussian system of organization to a modern\nAmerican plan. This can be easily done in any school, without expense or\nfriction, for it requires but two changes:\n1. Revise, simplify, and rationalize the course of study so that it meets\nthe needs of the children and gives them a thoro knowledge of the essentials,\nin place of forcing all to fit the iron-clad grades.\n2.\n\nAllow pupils to advance when ready in place of forever being shackled\n\nto those who cannot or will not advance.\n\nWe forever tell pupils that the\n\ngreat American ideal, which has made this the greatest country on earth,\nis\n\nthat each\n\nmay advance as able and become as great as he has it in\n\nhim to be, yet, do we respect it in any school ?\n\nIs it not time to do so ?\nLate books on school organization show how this can be done.\nThese are all that is required to take the \"in\" out of the terrible\ninefficiency, establish real efficiency, and eliminate the shocking waste.\n\n"}
{"page": 531, "printed_page": null, "text": "DEMOCRACY IN SCHOOL ADMINISTRATION\n\nSuperintendence]\n\nIs this asking too much for American children ?\n\nto which their birthright entitles them ?\n\n515\n\nIs it not simple justice\n\nIt is all that is needed to make it\n\npossible for the schools to meet the needs of twenty million pupils.\n\nAs proved by years of use, the benefits of an American system are\nmany. But a few are mentioned:\nTo pupils. ^All would advance regularly at rates best suited to each\nand get more education and better training. All would receive a thoro,\n\n—\n\nelementary education in six years, in place of one out of four getting that\n\nmuch in eight to ten years.\n\nHaving received the \"working tools\" of an\n\neducation by the time they are twelve years old, all could have the many\n\nadvantages of a junior high school course, whether special buildings are\nNone would be hurried, none held back. Nearly all\n\nprovided or not.\n\nwould be saved the disgrace of one or more failures to be promoted regularly.\nAs all would advance steadily at different rates as a class the 'laggards\"\nwould disappear.\nTo parents. They would have to support their children a lesser number\nWhen they left school, all would be better\nof years to get a good education.\nprepared for particular work' best suited to each. They would no longer\nhave to suffer with their children the odium attached to the condemnation\n'\n\n—\n\nof those who are \"dullards.\"\n\nTo teachers.\n\n—No teacher would have any pupil not\n\nfitted for her class,\n\nor be expected to advance any faster than the work could be done thoroly.\n\nThe fearful pressure of having to accomplish a certain amount with all in a\ngiven time would be removed. Each could then be a teacher in the true\nsense of the word and not a pupil driver. There would then be a use for\nefficient teachers; for they could do more than the weaker, which under the\nusual plan, they cannot.\n\nTo taxpayers.\n\n—\n\n^As\n\nnearly all would pass thru the schools at a much\n\nfaster pace, they would make room for others,\n\nand the schools would be\nTax rates would\ngo down. Ten dollars per pupil wasted every year would be saved.\nPresent conditions mentioned are the result of the method of organization for which superintendents and boards are alone responsible.\nDetails\nconcerning an American system have been given fully and freely. There\nis no excuse for ignorance.\nable to take care of one-third more pupils in a given time.\n\nDEMOCRACY IN SCHOOL ADMINISTRATION\nANNIE WEBB BLANTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,\nAUSTIN, TEX.\n\nPerhaps it is due to the fact that among teachers the majority of the\nrank and file are women, and to the fact that nowhere is sex-privilege more\nfirmly intrenched than in the teaching profession, that the idea of democracy\nin school administration\n\nis,\n\nin\n\nmost places, regarded as almost radical.\n\n"}
{"page": 532, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n5i6\n\n[Cleveland\n\nIt is to our credit as superintendents that most of the innovations along this\nline,\n\nmost of the experiments in giving to the superintended a voice in\n\nthe management of the schools, have been on our own initiative.\n\nThe teacher in the ranks may be said to have past thru three stages.\nIn the first, she was regarded tolerantly as a useful member of society,\nbut she was usually ignored in public discussions.\n\nIn the second stage,\n\nthe teacher was interpreted by the superintendent, who was wont to wax\n\neloquent in delineating the \"model teacher.\"\n\nHe instructed the public\n\nand also the teacher—as to what the teacher desired and deserved, and he\nexplained to the public the meaning of her activities and inactivities.\nDuring these two stages of her existence, the teacher was in the position\nof the guest, whose host said to him, \"Will you have a little of this cold\nveal, or\"\nand then looking over the table, and seeing nothing else, he added\nlamely \"or not.\" The teacher as an educated woman had no choice of\n\n—\n\n—\n—\n\noccupation; she could teach or starve.\n\nIn the third stage, the teacher has begun to interpret herself, and the\npublic and the superintendent, after recovering from the\n\nfirst\n\nshock of\n\nand alarm, are gradually coming to realize that those who are\ncapable of training the great mass of the citizens of America, are, perhaps,\nsurprise\n\nequal to contributing valuable ideas as to the conduct of the schools.\n\nIt\n\nhas become apparent that some of the methods of the past have crushed\nindependence and initiative and have developt toadyism and inefficiency;\n\nand many progressive superintendents are now discussing how best to\ninstitute a new order of things, and are making trials of a more democratic\nsystem than the one-man autocratic government of the past.\nDemocracy in school administration means the cooperation in the\nmanagement of the schools on the part of school board, superintendent,\nprincipal, supervisor, and teacher.\nWhen the powers that be have decided upon what they may regard as\nthe risky experiment of according to the teachers a share in the government\nof the schools, two questions naturally arise: (i) how may this be done;\nand (2) in what respects are the views of the teachers to be permitted to have\nan influence ?\n\nAs to the first, it is obvious that real participation by teachers must be\neither thru teachers' organizations or committees, or thru an unsigned ballot.\n\nThe iron of school-discipline has so deeply entered the soul of the great\nmass of teachers, that, as a rule, free expression of their honest opinions\nis obtainable only when backed up by an organization, or when the teacher\nmay conceal her identity, when giving vent to a view which may be at variance with that of her superior officer.\n\nIt has been said of many teachers,\n\nthat, in regard to school affairs, they are as dumb as the bricks or stones of\ntheir own school buildings.\n\nBut let no mere man suppose that they do not talk freely among\nJust here, one warning should be uttered. When we offer\n\nthemselves.\n\n"}
{"page": 533, "printed_page": null, "text": "Superintendence]\n\nDEMOCRACY IN SCHOOL ADMINISTRATION\n\n517\n\nto our teachers a partnership in school management, a representative form\n\nof school administration, let us not propose a mere pretense and assume that\n\nthe teachers do not recognize the sham.\n\nWhere the members of a com-\n\nmittee or the council, thru which the teachers are to have representation,\nare appointed\n\nby the superintendent, the teachers\n\nare as fully aware\n\nas are those set over them, that only those are selected who will act in accord-\n\nance with the views of the administration, and they look with amusement\n\nand indignation upon the attempt at so-called democracy.\nFurthermore, if the cooperation of teachers in the management of the\nschools is not to be a farce, the teachers must be shown that sometimes the\n\nsuperintendent and board accept their opinions and experiment with their\nTrials of\nsuggestions, even tho they may be contrary to their own ideas.\ndemocracy in the schools are too apt to be like the relations of a certain\nhusband and wife of my acquaintance. One day the wife said to her\nhusband, ''Charlie, you always have your way about everything; it seems\nto me that I ought to have my way sometimes.\"\nHer husband, in some surprise pondered over the suggestion for a few\nmoments. Then he replied, \"That's so, Mary, you ought to have your way\nonce in a while. I'll tell you how we'll arrange it. When you and I agree,\nyou can have your way; and when we disagree, I'll. have mine.\"\nAnd in most efforts at democracy in the schools, the teacher is in Mary's\nposition.\n\nThe supposition that the superintendent should advise the teacher\n\nAnd\nwho are really superior who do not fear experiments in democracy.\nThose who are afraid to risk their own supremacy are too often like a\n\nbecause he is her superior in training and experience is generally true.\nit is those\n\ndescription which President Wilson once gave of the Germans.\n\nHe said\n\nthat they were not content with success by superior achievement;\n\nthey\n\nwanted success by authority.\nAs to the various matters on which the views of teachers may well be\ninvited, I would suggest the following:\n(i)\n\nFair standards as to judging teachers\n\n(2)\n\nJust systems of remuneration\n\n(3)\n\nDetails of state school laws, applicable to all teachers\n\n(4)\n\nSpecial rules of their own school systems as to requirements made\n\nof teachers\n(5) Details of rules for the government of their pupils\n(6)\n\nPlans for the conduct of their own teachers' associations or insti-\n\ntutes\n(7)\n\nThe content of courses of study prescribed for their improvement\n\n(8) Details of courses of study which they are to teach\n\nMeasures designed to safeguard the welfare of pupil and teacher\nand equipment of buildings in which they are to teach and\npf playgrounds on which they are to act as supervisors\n(9)\n\n(10) Plans\n\n"}
{"page": 534, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5i8\n\n[Cleveland\n\nIt may be interesting to note what has been done in democracy in school\n\nadministration.\n\nI\n\nhave collected some information as to various actual\n\nexperiments, but time will permit me to recount the details of only a few\nof these efforts.\n\nThe practice of managing faculty meetings and teachers' institutes thru\nis becoming quite common.\nMany superin-\n\nrepresentative committees\n\ntendents, realizing that for years the experienst teacher has in these meet-\n\nings been forced along the track appropriate for her less- tutored sister,\n\nhave set aside a short business session, and, with this exception, permitted\nteachers to choose their own work at the monthly gathering.\n\nIn another place, on the death of the superintendent, the school board\nrequested the teachers to cast a ballot for his successor.\n\nIn this case, the\n\nchoice of the teachers happened. to coincide with that which the school\n\nboard, uninfluenst, would have made.\n\nBut the new superintendent was\n\nthe gainer in the spirit of hearty cooperation which followed.\n\nReal democracy in the schools should extend not only to elementary\nand high schools, but also to our colleges and our teachers' associations.\nWhen we actually desire real democracy, our colleges will have faculty\ngovernment and not one-man autocracy; college departments will not be\nheld down by the present custom of giving to the department-head absolute\npower over the initiative and the advancement of all the other members.\nMatters will then be settled by a majority vote of each department.\nAlso, when real democracy has come to stay, teachers' associations will\nthrow off ring-rule; women will receive representation in proportion to their\nnumbers and their ability; nominating committees appointed by presidents\nwill become an institution of the past; and superintendents will admit\nthe teacher to a partnership on resolution committees which prepare for\nthe public, presumably, the opinions of the great body of teachers composing\nthe association.\n\nREGULATIONS ON SCHOOLHOUSE CONSTRUCTION IN THE\nUNITED STATES IN THE YEAR 1920\nFRANK IRVING COOPER, ARCHITECT, CHAIRMAN OF THE COMMITTEE ON\nSCHOOLHOUSE PLANNING AND CONSTRUCTION, BOSTON, MASS.\nIn nearly all states of the Union, from the hour that a commission\nan architect to the hour when that\nbuilding is completed and furnished, the final controlHng influence over\nto design a school building is given\n\nthe structure is some form of state regulation.\n\nThe architect, knowingly or otherwise, is constantly in the presence of\nthe law.\n\nThat such regulation exists is largely owing to the work of the\nTen years ago Dr. Gulick, then director of child\n\nlate Dr. Lu^ther Gulick.\n\nhygiene, of the Russell Sage Foundation, asked\n\nme to search the state\n\n"}
{"page": 535, "printed_page": null, "text": "1\n\n1\n\n1\n\n1\n\nSCHOOLHOUSE CONSTRUCTION\n\nSuperintendence]\n\n519\n\nlaws to ascertain how much compulsory regulation existed in the matter of\nschoolhouse construction.\n\nChart I, \"Showing Status of Compulsory Regulation of Schoolhouse\nConstruction in the United States in 1910,\" was the result of this search.\n\nCHART I\n\ncwm jnowiNG jtatuj or cdmpuljoit/\nJCnODinOUJL CDNJTCUCTION\n\nin\n\nCV rCANKIEVI NO COOP£R\n\nCOMPILED\n\nISO.\n\nin\n\nBOJTON\n\n.\n\n^«^\"'\n\nCDN^njUGTION\n\n•\n\n•-PLArJ\n\nL\n\nTION VraiHG\n10\n\n-1\n\nStatu\n\n•\n\np <\n^ < ?i\n\n•\n\n<\n\nS5\n\n<\n\nit\nm <\n\nAP>AMA\nADI7nNA\nAD.KANSA?;\n\nr.AI\n\nIfOPNIA\n\nDP A DO\n\n11.\n\na\n\n0^\n3\nP ?[ ^ \\ j li! IIS\n\nx'yy.\n\nAl\n\nr.OI\n\n1i\n\n<\n\n-J\n\n%\n\nOf\n\nbeguiation\n\nthe united JTATEJ\n\n1\n\nX\n\n%\n\n'\n\n^^\n11 1 1\n\n1\n\nr.ONVfr.Tir.i jt\n\n1\n\n1\n\nX\n\nnf AWAPffl.DDIDA\n1\n\n2^\n\nGfOPniA\nIDAHO'\n11\n\n1\n\nB\n\nINDI.'S\n\nX\n\nINDIANA\n\n1\n\n1\n\n^1\n\n1 1III\n\nIOWA\nKAN.SA.S\n\nAff NOTf.SA\n\nT\n.T T\n\n&\n\nKfNTlir.KY\nlODI.SIANA\n\nxlll ii^\n\nX\n\nMAINf-\n\nMAPYI.AND\n\n1\n\nMA.\\^Ar.Hn.-ifTT.^\n\nX X 1\n\nMINNf.SOTA\n\n1\n\n1\n\n1\n\nIH\n\n:;\n\n^\n\n;;\n\nT~\n\nA\n\nf\n\n1\n\n1\n\n5fk\n\nNC H-j .-.\n\n)\n\n1\n\n1\n\n/\n\ni\n\nnm\n\n1\n\nMI.S.S1.S?MPPI\nMl.S.'^nilDI\n\nX\n\nMONTANA\n\n^^ >^<^\n\nVa\n\n;^\n\nNFP>PASKA\n\nNfVADA\n\nNfW\nHFW\n\n.TfP.SfY\n\nNfW\n\nYOPK\n\ng^\n\nX\nX 1\n\nHAMP.'iHI&f\n\n1\n\n1 1\n\nB\n\n1\n\niT\n^H 1^/^.\nn^\n\n1\n\nNODTH r.ADDI INA\nNODTH DAKOTA\nOHIO\nSffNOITfl\n\nII 1\n\nX \"^1\n\nmm^^^^:^^\n\nOKI AHOMA\n\nVy\n\n'4c- y/y\n\n'Vy Vy c^ y/.\n\n^\n\n1\n\ng i^ ^\n\n/;J\n\n^ %^\n\nT\n\nDPfGON\nX\n\nPf NN.^YI VANIA\nPHODF l.<il AND\n.^mrrH tj^poi in a\n\n1\n\nX\n\n^\n\n1\n\n1\n\n1\n\n^ ^\nn\n\nx|\n\nDAKOTA\n\n.VII ITH\n\nI'P\n\n'\n\nTfNT-5,.-=>fT\n\ntfxa.s\n\n^\n\nV/'\n\n'/,\n\n1\n\nX\nX\n\nUTAH\nVfPMONT\nVlPfilNIA\n\nll\n\n1\n\n1 -\\\nxl\n\nI\n\nHi\n\n~iiii\n\nw^/ ^^^\n\n^g\n\nnm II\nj_\n\nyy\n\nWF.ST VIPniNIA\nwi.'ir.nNF.iN\n\nVYOMINO\nNori A. TH£\n\nNorr I).\n\n\\\n\nPLANS\n\nFOE\n\n.SOiCEL\n\nTwa 5UL£5 Act\nAND\n\nPUELIC\n\nNone Tm£5E iAWvS\n\nWILD1NG6\n\nPCTPACED\n\nX>»'\n\nIN\n\nTHI6 oTATE\n\nWU6T If\n\nWPROVED £>Y 6TAT£ ABCHITIOt\n\niffPAKJMEMT Cr IHSPECTION Of WOJIX.5MOPS. TACTORSa\n\niHJILPIHeS\nANP\n\nBI0ULATION5\n\nIndicates law.\n\nAPPLY\n\nJO 5TAT£\n\n^\n\n.\n\ntUILDlNG^ ONLY.\n\nIndicates regulation.\n\nThis chart shows that returns from boards of health and education in all\nthe states indicated so Httle regulation to be in force touching the construction of school buildings that the search\n\nwas broadened to include\n\nregulations on plans, on fire protection on sanitation, and on furnishings.\n\n"}
{"page": 536, "printed_page": null, "text": "520\n\nNATIONAL EDUCATION ASSOCIATION\n\n[Cleveland\n\nCHART II\nCHART SHOWING\nIN\n\nSTATUS Of REGULATION OF SCHOOLHOUSE,\nTHE UNITED STATES IN THE YEAR. 1915\n\nCONSTRUCTION\n\nCOMPILED 5Y FRANK. IRVING COOPER.. AROIITECT. BOSTON\n\nCOvNTRDL\nBCt^gP OF HEALTH\nbOACD OF EDUCATICW\nSTATE AgCHITECT\n5TATE: WSPECTORS\n\nSITES\n\nPLANNING\nAISLES-CLASS RQDM\n\nA55EM6LT HALLS\nBASEMENT RGIMS\n\nCLASSROOMS\nCOHR.IDORS\nU0tiT-AIR-nDOR5PACE\nLIGHTING- ARTIFICIAL\nSEATING -ASSEMBLY\n\n5TA1RWAYS\nSTORE ROOMS\nSTORIES- HEIGHTS\n\nWARDROBES\nWINDOWS\nco;\\STRycTia\\\nFIREPROOF\nAQN-FIREPROOF\nELECTRIC WORK,\nLOCK5- BOLTS\n\nMACHINERY\nPARAPET WALLS\n\nQDOF CPyERING\n\nSTAIRWAYS\nSTAIRS- FIREPROOF\nSTRUCTLTRAL DESIGN\n\nWALLS\nFIRE PROTECTION\nFIRE ALARMS\nFIRE DRILLS\nIRE\n\nESCAPES\n\nncE e;(Tinguisher5\nFIRE\n\nSTOPS\n\nMOTION PICTURES\nPRDTEQIVE 0OVERLNG5\n5PRI/^(CLERS\n\nHEAimo e\nVENTILATLNG\n\nAIR ^PPLY\n\nREQUIREMENTS\nVENTILATION\n\nSMITATIOTJ\nPISINFECTIO/q\nDBAINAGt OF GROUNDS\nOmKinC FOUNTAINS\nPRIVIES\n\n5ANITARIE5\nVACUUM aEANERS\n\nWATER SUPPLY\n\nEQVIPME'AT\nBLACK 50ARPS\nDESfCS AND SEATS\nWI,N[XM SHADES\n\nA THIS CONTROL IS BT THE\nYi\\5CmS\\n INDUSTRIAL\n\nCOMMISSION\n\nCOPYRIGHT 1915\nTRANIC IRYI/sa COOPER/\n\nINDICATES\n\nW EOCCE-\n\nREGULATION\n\n"}
{"page": 537, "printed_page": null, "text": "Superintendence!\n\nSCHOOLHOUSEjCONSTRUCTlON\n\n$21\n\nOnly four states, Connecticut, Massachusetts, New Jersey, and Ohio,\nwere found to have laws governing the construction of school buildings.\nStill more astounding was the discovery, that, in the matter of protection\nagainst fire, only one state, Massachusetts, had any laws, worthy of the\nname, which bore on the construction of school buildings; in the matter of\nprotection against the spread of fire, Connecticut and Ohio, however, had\na law on fireproof building wnder certain conditions.\nThe Collinwood School in Ohio had just burned and the people were\nThey besieged their law makers with bills of\nstirred by that calamity.\n\nevery description for better school buildings.\n\nIn 19 1 5, Mr. Charles D. Hine, secretary of the state board of education of Connecticut, one of the four states having regulation in force in\n1 9 10,\n\nrequested that a\n\nnew survey should be made of state regulations\n\non school buildings as they then existed (19 15). This survey was made\npossible thru the interest of Mr. Howell Cheney, a member of the board,\n\nand the result is shown in Chart II.\nThis survey found four hundred and fifteen regulations in force touching\nsites, planning, construction, fire protection, heating and ventilating,\nsanitation, and equipment.\nUp to the year 191 5 the law makers of only eleven states had found\ntime or occasion to consider the construction of schoolhouses.\n\nThat this meeting should have exact information on the present condition of the laws, correspondence was undertaken with all state boards of\n\nhealth and education and from these sources were gained the data for\n\nChart III, \"Status of Regulation of Schoolhouse Construction in the\nUnited States in the Year 1920.\" This chairt shows that every state in\nthe Union, with the exception of Arkansas, Mississippi, and Missouri, has\nnumerous regulations in the matter of planning, construction, and sanitation of schoolhouses.\nAltogether there are some one thousand one hundred\nand thirty-four regulations in force, where ten years ago less than two\nhundred existed.\nPossibly one of the most remarkable facts in this whole matter is that\nno treatise exists on the laws bearing on the erection of school buildings.\nColumbia University has awakened to the conflict between existing school\nbuilding laws and is now engaged in compiling a draft, which is intended to\nserve as a model for all states and to aid in bringing about uniformity.\n\nBuilding operations are essentially of a complicated nature.\n\nThey\n\ninvolve, under the direction of Committees, School Superintendents, and\n\nArchitects, the expenditure of large sums of money for materials, and for\nlabor,\n\nperformed by artificers in all trades.\n\nTo accompUsh the erection\n\nof a school building without waste, the law covering each point should be\n\nclear and definite.\n\nThere should be no room for speculation by unscrupuwhat was intended. There is no reason why the\nlaw should demand in one town corridors and stairways of a width 20 per\n\nlous persons, as to\n\n"}
{"page": 538, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n522\n\n[Cleveland\n\nCHART III\nCHART SHOWING\nIN\n\nSTATUS OF REGULATION OF SCHOOLHOUSF CONSTRUCTION\nTHE UNITED STATES IN THE YEAR, 1920\n\nCOMPILED BY FRANK IRVWG COOPER\n\n.\n\nARCHITECT BOSTON\n.\n\nCONTROL\nBOARD Cf HEALTH\nBOAPD or fPUCAflg\n3TATE ARCHITECT\n)K3P[CT0B-riRt MARSHAL\n\nSITES\nLOCATION\nGROV/^DS\n\nPLANNING\nAJ5LE5aA55RCMv1\n\nASSEMBLY HALLS\nBASEMENT QODMS\n\nCLASSROOMS\nCORRIDORS\nLICHT-AIR- FLOOR SPACE\n\nLIGHTING-\n\nSEATING- ASSEMBLY\n\n5TAIPWAY5\nSTORE ROOMS\nSTORIES-HEIGHTS\n\nWARDROBES\n'l/SDOWS\n\nC0ASTRVCTI07<\nriREPROor\nAHQN-FI RE PROOF\n\nELECTRIC WORK-\n\nLOCKS -BOLTS\nMACHl/iER-V\nPAPJ^PET WALLS\nPARTITIQ/^S\n\nROOF COYERIAie\n\nSCUTTLES\nSTAIP.WAY5\n\nFIRE\n\nALARMS\n\nFIBE\n\nSTOPS\n\nVI/1DOW\n\nSHADES\n\nA THIS CONTJIOL\n3IU5CON5l/<\n\nIS\n\nINDU5TR)Ai_\n\n5Y TJiL\nCOMMISSION\n\nJ\n3\n\nINDICATES REGULATION\n\nIH\n\nfOfla 1915\n\n\" 415\n\nINDICATES RECULATIOH B15S[P 5)Na 1915- JJ9\n\n"}
{"page": 539, "printed_page": null, "text": "Superintendence]\n\nCOLDEN DEEDS t]^ CHARACTER EDUCATION\n\n523\n\ncent in excess of what is demanded in the next town, because the two\n\ntowns happen to be situated in different states.\n\nThe present school building laws are filled with inconsistencies of this\nkind and too much praise cannot be given to Professor F. W. Hart for the\n\nwork he has undertaken in the compilation of a draft of a model set of\nregulations, carried out under the leadership of Dr. George\n\nD. Strayer.\n\nThe value of this draft to members of legislatures, when considering\nthe advisability of passing new regulations is manifest. If efficiency is to\nbe increast, the information offered by this draft of a model law is\nindispensable.\n\nGOLDEN DEEDS IN CHARACTER EDUCATION\nM. A. CASSIDY,\n\nSUPERINTENDENT OF SCHOOLS, LEXINGTON, KY.\n\nI have realized that character should be the chief aim of education and\nthat, without it, the time, labor, and money expended upon it were largely\nin vain.\nBut it is lamentably true that my efforts at character education\nhad been haphazard. Like the great majority of educators, I had trusted\n\nto the personality of the teacher, the moral atmosphere of the school itself,\n\nthe didactic inculcation of good morals and gentle manners thru lectures\nand texts and largely thru inhibitions and punishments. There was neither\nmethod nor regularity in any of it, except, perhaps, in the inhibitions and\npunishments. These seemed to grow with the growth and strengthen with\n\nthe strength of the children.\n\nBut, in my appreciative re-reading of Hawthorne's story of the Great\nStone Face I was convinst of two things:\nFirst, that character is a growth, and is never acquired in any miraculous\n\nway.\n\nThat the seeds of all the cardinal virtues must be implanted early\n\nin the minds of childhood, and must be cultivated and trained with patient\n\ndevotion if they are to produce the best ethical fruit.\n\nAnd second, that the well-known psychological law of suggestion is\ninvaluable in character education, and that any percept or image that is\nfocalized in the child's consciousness, tends to reproduce that act.\n\nThat\n\nwhatever is seen or heard that relates to action, either good or bad, is very\nlikely to induce or suggest that action.\n\nShortly after re-reading the Great Stone Face I found this significant\n\npassage in Plato's Republic:\nOnly what is morally and esthetically pure and wholesome should be exhibited to\nthe young; for we would not have our children grow up amid images of moral deformity,\nas in some noxious pasture, and there browse and feed upon many a baneful herb and flower\n\nday by day and little by little, until they gather a festering mass of corruption in their\nown souls. Our youth should dwell in a land of health, amid fair sights and sounds; good\ndeeds should ever fill their minds to the exclusion of those that are ignoble; and so beauty\nand goodness, the effluence of fair deeds, will fill the eye and ear, like a healthful breeze\nfrom a purer region and, insensibly, draw the soul of childhood into harmony with beauty,\ngoodness, and reason.\n\n"}
{"page": 540, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n524\n\n[Cleveland\n\nAnd so it occurred to me that the self-activity of the children themselves\nshould be employed in searching for and treasuring up good deeds illustrative\nof the virtues that are esteemed in civilized society.\n\nThe aim was to keep\n\ntheir minds on good things and, in the search for good and noble actions\n\nin others, develop a spirit of\n\nemulation that would cause the desirable\n\nqualities subtly to grow into character.\n\nI was convinst that to have the\nmind continually fixt on the right instead of the wrong is a long step toward\nhaving them love right actions and so acquire the habit of doing them.\nAnd thus was the plan of character education, known as Golden Deeds\ndevelopt. The plan was suggested by Hawthorne, the name by Plato.\nAnd so about seventeen years ago, in some measure to meet the demands\nof the Lexington children for high ideals and thus helping them to model\ntheir lives and so become better men and women by the subtle inculcation\nof moral and civic righteousness, we adopted the Golden Deeds system,\nif it may be so called, or character development.\nIt was then incorporated\nin the course of study and from ten to fifteen minutes daily devoted to it.\n\nIn all their reading, in the study of history, in current literature, in their\ncontact with life, the children are encouraged to treasure in their minds the\n\ngood deeds and noble impulses which they may discover and recite them to\nIn a word,\ntheir companions during the period devoted to this exercise.\nthe children are continually on the lookout for deeds which illustrate\ncleanliness, neatness, politeness, gentleness, kindness, kindness to animals,\n\nlove,\n\ntruthfulness,\n\nduty and\n\nforgiveness, honesty,\n\nfidelity,\n\nconfession,\n\nobedience,\n\nself-control, honor,\n\nnobiUty,\ncourage,\n\ngratitude,\n\nmodesty,\n\nmanners, health, success, work, tem-\n\ngood name,\nand patriotism. These words are, of course, placed\npn the blackboard and simple definitions of their meanings sought\nself-respect, prudence,\n\nperance,\n\nreverence,\n\nbefore the pupils begin their search for deeds illustrating them.\n\nThey not\n\nonly search for these good deeds in their reading and among their associates,\n\nbut they ask their parents to help them.\nMany thousand of these good deeds have been reported, discust, and\nrecorded, and I have, with unfeigned pleasure, observed a markt improvement, year by year, in the tone and conduct of the youth of Lexington. A\nhigher sense of honor influences their actions; they are more courteous\nin every relation of life; a kindlier spirit prevails; cruelty to animals and\nbirds is a thing of the past;\n\nand many of the cardinal virtues have become\n\ntheir permanent possession because of the high ideals that are continually\n\nbefore them.\n\nTo stimulate interest in the Golden Deed exercises, gold medals are\nannually awarded.\n\nThe first and most valuable of these is given the school\nThe second prize\nits credit.\n\nthat has the most and best golden deeds to\n\nawarded to the school that produces the best and most artistic book.\nThe reporting of good deeds performed by their fellows is common.\nOne such, I remember, was applauded in all of our schools. It was called\n\nis\n\n"}
{"page": 541, "printed_page": null, "text": "Superintendence]\n\nGOLDEN DEEDS IN CHARACTER EDUCATION\n\nheroism, and indeed, it was.\n\n525\n\nIt referred to Alfred Cooper, a newsboy who,\n\ntho he went to school regularly, kept up in all his studies, deported himself\nat all times like a gentleman, workt night and morning to support himself\n\nand his mother, and who, tho hard prest, refused all offers of charity. Since\ngenerally known in Lexington that hundreds of bright eyes and eager\nears are in search of good deeds in the home, in the school, and on the street,\nI am sure that this plan of character education has had a salutary influence\nupon those who are searcht for the fine gold of goodness as well as upon the\nsearchers.\nMany of our teachers have told me that hearing these good\nthings daily and discussing them with their pupils has greatly benefited\nit is\n\nthem.\n\nWhile morality, good manners, and all right doing should be inculcated\nthru all school activities, they should receive separate attention.\n\nIndeed,\n\ncharacter education should have greater emphasis than any other subject.\n\nThere should be no waiting for the opportune moment. It is ever present.\nAnd, in this important phase of child-training, the school and the home\nshould go hand in hand. The school should take pains to know what the\n\nhome is doing; and, if the foundation there laid is safe, build upon it; and,\nlikewise the home should know what the school is doing in this direction and\ngive it cordial cooperation.\n\nMore than ever I am convinst that learning without character is a vain\nand noxious thing. The great, underlying cause of the world-conflagration\nwhich Germany started and the horrible deeds that her soldiers committed\non the high seas and upon the unprotected old men and innocent women\nand children in the countries which they invaded and wantonly devastated,\nwere the fruits of her very efficient educational system.\n\nBut, tho efficient,\n\nwas grossly material. None of those fine spiritual qualities that are so\nprized by civilized people, were permitted to influence the lives of German\nchildren.\nNo trace of any fine ethical training could be found in her system\nit\n\nof education.\n\nThe public school is the loom in which this nation's destiny must be\nThe woof and warp of that wondrous fabric must be character.\n\nwoven.\n\nOnly then may a righteous public conscience be develop t and perpetuated.\n\nThe worth and strength of a state depend far less on the form of its institutions than upon the character of its people.\nCivilization itself is only a\nmatter of personal improvement. Not until character is the true and steady\naim of the public-school teachers, will this nation become righteous. Here,\none former is worth a thousand reformers.\n\nA little child is set down in the midst of us.\n\nShall we lead him to the\n\npure stream of righteousness, encourage him to lave in its limpid waters\n\nand see him come forth clean and sweet; or, unguided, shall we allow him\nto wander away and dabble in the turgid puddles of vice; and, at length,\nwith hands upraised in Pharisaic horror, wonder how he became defiled ?\n\nWhich shall it be ?\n\n"}
{"page": 542, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n526\n\n[Cleveland\n\nTHE RELATION OF SILENT READING TO EFFICIENCY\nIN STUDY\nERNEST HORN, PROFESSOR, COLLEGE OF EDUCATION, STATE UNIVERSITY OF\nIOWA, IOWA CITY, IOWA\n\nMost of the discussions of silent reading have dealt with but two\nspeed and comprehension. Two additional abilities must\nbe considered; First, the ability to organize what is read; and second, the\nability to remember what is read.\nThese four qualities are essential to\nefficient silent reading and therefore to efficient study where study involves\nwork with books. It seems clear that if we can increase the speed with\nwhich a child can read, and without decreasing any other quality, we shall\nincrease his efficiency in study. The same can be said of improving ability\nin comprehension, organization, and remembrance.\nWe may, therefore,\nquestions\nin\nany\nattempt\nto\nappraise\nthe\nability\nof any student to\nask four\nbooks;\nrapidly\nthis\nfirst, how\ndoes\nstudent read; second, how\nwork with\naccurately and fully does he comprehend what he reads; third, how well\ncan he find, select, and organize data for a given purpose; fourth, how\nmuch does he remember of essentials which he has read.\nabilities, viz.,\n\nWe may expect very wide differences in each of these qualities on the\nThis difference constitutes a very serious\nproblem in assigning lessons. For example, a certain selection on tuberculosis was assigned to a number of pupils in Grades VI, VII, and VIII.\n^\nIn Grade VI the speed of reading varied from 89 to 313 words a minute; in\nGrade VII from 91 to 318 words a minute; in Grade VIII from 116 to 313\nwords a minute. When the pupils were tested to see how much of the article\nhad been retained, the following differences were shown: In Grade VI,\nfrom 3 to 78 per cent of the material was retained; in Grade VII, from 9 to\n66 per cent; in Grade VIII, from 18 to 70 per cent. (The author is inpart of the pupils of a given class.\n\ndebted to C. E. Germane, a graduate student in the University of Iowa,\nSimilar differences have been shown for other kinds of\n\nfor these data.)\n\nsubject-matter, and for organization and remembrance.\n\nOf the four qualities named above, comprehension is, of course, the\nmost fundamental. A slow reader may offset his slowness by working\novertime, but the reader who cannot understand what he is reading is\nRapid reading without comprehension is of no value. Withhelpless.\nout comprehension intelligent organization and proper remembrance are\nimpossible.\nIt is perhaps well to pause for a moment to point out the danger which\n\nhas arisen from a craze for mere speed in reading. It is, of course, futile\nFor that reason the speaker\nto gain speed at the cost of comprehension.\n\nwould especially urge the following conditions for speed exercises:\n\nfirst,\n\nspeed exercises should be kept within the limits of comprehension;\nsecond, in speed exercises the pupil should not be urged to read rapidly.\n\nall\n\nRather he should be urged to find the answer to a given question or to locate\n\n"}
{"page": 543, "printed_page": null, "text": "Superintendence]\n\nSILENT READING AND EFFICIENCY IN STUDY\n\ncertain data as rapidly as possible;\n\n527\n\nthird, at the end of such an exercise\n\nin which pupils have been required to give an answer to a question or to\nfind certain information, they should be tested in order to see how accurately\n\ntheir reading has been done.\n\nIf these three rules are followed, there is no\n\nIn fact such exercises have often shown as much\nincrease in the ability to comprehend as in the abihty to read rapidly.\ndanger in speed exercises.\n\nLittle attention has been given to exercises which have for their purpose\n\nthe improvement of ability to find, select, and organize data for a given\npurpose.\n\nPreliminary experiments seem to show that such exercises give\n\na very large return in proportion to the amount of time spent on them.\nExercises in organization are most effective when the selections read are\nrich in factual material.\n\nFor this reason material taken from such subAs a matter of fact in this, as in\n\njects as geography is especially valuable.\n\neach of the other abilities, selections of a literary character are quite inferior\nas practice material.\n\nProbably the most effective training which can be\n\ngiven in developing power to organize is that given in the preparation of\ndefinitely assigned lessons which are quite closely checkt in the following\n\nrecitation period.\n\nAs has already been indicated, the question of proper materials is\nvery important, and content subjects, rich in fact and logic, offer many\n\nadvantages not to be found in literary selectives.\n\nThis is important to\n\nremember at a time when we are being flooded with silent-reading books\nof every description.\n\nSome of these silent-reading editions have apparently\n\nbeen made by those who have attempted quite conscientiously to provide\nmaterial which would be suitable\n\nfor silent-reading exercises.\n\nIn most\n\ncases it is very difiicult to distinguish so-called silent readers from the old\n\ntime oral readers.\n\nAs a matter of fact the speaker has seen but one series\n\nof books which is superior for -silent reading exercises to the old McGuffey\n\nreaders.\n\nThe teacher who needs material for silent reading will do far\n\nbetter to use some selection from a regular textbook, or better still, from\n\nsuch supplementary materials as are commonly assigned in connection\nwith geography and history.\n\nSuch a book as Keller and Bishop's Comis admirably adapted to this purpose.\nIt is rich in fact, logical in character, and can be tested very rigorously.\nThese qualities separate the content material from literary material.\n\nmercial and Industrial Geography\n\nLiterary material is objectional, not only because it is poor for silent reading\nexercises, but also because such exercises are very hard ou the literature.\n\nThere will, of course, still be a place for the leisurely reading of literary\nmaterials for purposes of enjoyment and development of appreciation; but\n\nwhere an attempt is being made to improve speed, comprehension, organization, or remembrance, too much emphasis can scarcely be placed on the\nimportance of great rigor. As a matter of fact, these silent reading exercises\nshould constitute the most difficult and the most vigorous of all school\nexercises.\n\n"}
{"page": 544, "printed_page": null, "text": "NATIONAL REEDUCATION ASSOCIATION\n\n528\n\n[Cleveland\n\nTHE PRESENT STATUS OF THE JUNIOR HIGH SCHOOL\nARTHUR F. BENSON, PRINCIPAL, BREMER JUNIOR HIGH SCHOOL,\nMINNEAPOLIS, MINN.\nIf I\n\nwere required to give one word that would possibly typify the\n\npresent state in the process of development, I would use the word \" chaotic.\"\n\nThis word is not used in any sense at all derogatory of the splendid work\nthat is being done. It is simply used to indicate that the junior high school\nhas not yet settled on anything like a standardized basis. The chaos I\nhave in mind is not the chaos of hopeless confusion, but rather the chaos of\n\nThe last few years have shown, possibly as\nmuch of the educational work of\nour present school system and the junior high school movement is a decided progressive movement having in mind the solution of some of our\nprogress and reconstruction.\n\nnever before, the need for recasting\n\neducational ills.\n\nIn many instances the junior high has become an educational disease.\nIt has caught the ear of the public and in order to be considered up to the\n\nminute many school men have done some grouping of the academic subadded a little manual training, and labeled it junior high. Often-\n\njects,\n\ntimes these so-called junior high schools are nothing more nor less than\n\ndepartmentalized grades, but in some cases I find you could hardly call\n\nthem, in a strict sense of the term, departmentalized grades.\nThe junior high idea is here to stay and it is up to the educational\nleaders to see to it that schools we wish to call junior highs are organized\nin such a way as to be worthy of the name from the standpoint of offering\n\ngreater opportunities for individual development along\n\nmore lines than\n\nThe idea of the junior high school as a means for\n\nstrictly the academic.\n\nserving the boys and girls of the seventh, eighth, and ninth grades has so\n\nthoroly imprest\n\nitself\n\nupon the minds of educational leaders that any\n\nsystem which has been thoroly inoculated with its point of view and type\nof instruction can never throw it into the discard.\n\nThe junior high school is more a method of instruction than it is an\nToo often we consider it as an organization rather than as\n\norganization.\n\na method of instruction.\n\nA junior high school is synonymous with greater\n\nopportunities for individual initiative.\n\nThis\n\nis\n\ntrue not only from the\n\nstandpoint of the pupil but from that of the teacher as well.\n\nThe foundation principles of junior high work rest securely and firmly\nupon sound psychological, physiological, and sociological facts. The child,\neither boy or girl, as h^ enters his early teens or his early adolescent period\nof development is a different person than he was before this change began.\nHe is different mentally, physically, and socially. He is coming to appreThe physical\nciate himself as an individual related to other individuals.\nchanges that are taking place during the early adolescent period of\ndevelopment are markt and we might say severe.\n\n"}
{"page": 545, "printed_page": null, "text": "Superintendence]\n\nPRESENT STATUS OF THE JUNIOR HIGH SCHOOL\n\n529\n\nIt is during the junior high period of a child's school life that he must\n\nbe afforded an opportunity to study himself. This cannot be done thru\nthe ordinary type of academic grade schools even tho manual training is\ntaught in such a school.\n\nEducation, I believe, consists in affording various\n\navenues of expression thru which the life within may make its connection\nwith the world without.\nI do not believe it advisable to throw down the bars and say \"Here is\nstrictly an a la carte menu, take anything you want.\"\n\nThe courses should\n\nbe so broad that there is a range for individual choice and yet a very careful\n\nWe must\nremember that the strict and inelastic assignment of work and methods\nguidance so that the boy will not flounder and lose himself.\n\nof instruction of the first six grades give place to the greater freedom of\nIt is unwise to break away at once.\nOne of the junior high problems is to develop this individual responsiThe disciphne, and\nbility thru careful direction and yet not thru coercion.\noccasionally there are cases that need strict discipline, must be such as to\nlead the boy to see more than one viewpoint of the situation in which he\n\nthe junior high.\n\nfinds himself placed thru the breaking of social ideals.\n\nThe junior high school is demanding a recasting or readjustment of the\nacademic course of study now given to seventh, eighth, and ninth grades.\nI would like to go into the question of courses of study much more fully,\n\nbroader than my time will allow.\n\nSuffice at the present time to say that\n\nunder no circufaistances can the senior high school dictate what shall be\ngiven in any phase of junior high work. I realize the grave situation in\n\nwhich such a statement places us. I have no quarrel whatever with senior\nhigh people but I do state very emphatically that the type of teacher, up to\nthe present time, of the average senior high school is not in any way adapted\nto the needs of the junior high.\nI do not know of any one subject that we have had in the elementary\n\nschool that has been changed more thoroly thru the junior high organization\n\nthan has the subject of drawing.\n\nIn fact we leave the word \"drawing\"\n\nentirely out of the junior high vocabulary and call it \" Art.\"\n\nArt is a broader\n\nterm and has for its foundation conception a social value.\n\nThe child who\n\ngoes to the junior high school should see that Art is a part of life and not\n\na subject that has its beginning and end within the four walls of a classroom.\nI want to call your attention to some of the distinctive features in the\n\norganization of junior high school without which its efficiency is reduced to\n\na minimum if not to the minus quantity.\n\nThe size of classes must be small.\nThere should not be over twenty-five in a class.\nThere must be all the way from half a dozen to a dozen different lines\nof industrial activities.\nI wish to emphasize the fact that industrial teaching is not for the purpose of making any one article. The thing to be made\nis\n\npurely incidental.\n\ninterested.\n\nIt is the boy that is being taught in\n\nwhich we are\n\n"}
{"page": 546, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n530\n\n[Cleveland\n\nDuring the time that a boy is having his experiences in the various\nshops he must at the same time gain in insight in the requirements of the\nshop activity in which he is engaged.\n\nThe shop teacher is ever on the alert\n\nto give, not only incidentally but directly, information that will show the\n\nboy the possibihties which the particular activity in which he is engaged\n\nmay open to him.\nThe junior high school must have within its organization a person whose\nonly business is to keep in close touch with the homes represented in th^\nschool.\n\nThis requires a home visitor of unusual tact and abihty.\n\nIt\n\nrequires one who has had teaching experience and also special training in\nsocial\n\nwork.\n\nA junior high school also must have a vocational-educational adviser.\nThis person is often the same person as the home visitor, altho there should\nbe a woman doing this work with the girls -and a man doing it with the\nboys.\n\nToo many round pegs have been placed in square holes.\n\nThe junior\n\nhigh school thru its direction and device can assist very materially in getting\n\nround pegs into round holes and square pegs into square holes.\n'fhe junior high school has no intention of assigning any one individual\nto any definite line of life-work in such a way that he cannot change from\none Une to another. The purpose is simply to help the child to study himself showing him how to direct his activities and help him to get started\nin the right direction.\n\nIt must show him the obstacles that he will have\n\nto overcome and the discouragement which he may have to^ meet.\n\nA junior high school must afford opportunity for the giving of industrial\nand commercial information regarding as many lines of activities carried\nout in the city as possible.\n\nThe commercial work of the junior high school ought to be on the shop\nBy this I mean that the boys and girls as they go thru the junior\n\nbasis.\n\nhigh school should be allowed an opportunity of testing out the mechanics\nof machine operating.\n\nThis eliminates many who at first think they might\n\nlike to do office work of the machine operating type.\n\nOn the junior high school corps there should be no one who is a tradition\nworshiper.\n\nThe junior high school has no precedent to follow.\n\nOur plans,\n\nour courses of study are in the making, and tradition's toes are sure to be\nstept upon.\n\nOur courses and plans are to be workt out by people who are\n\nin the organization and not by senior high school or university people who\n\nlook at things from the university standpoint.\n\nThis is no reflection at all\non many well-meaning people in the university department of education\nwho are sending us many fine-spun theories that do not stand the acid test\nMany of our inherited \"schoolish\" ways\nof hard headed common sense.\nWe must have teachers who\nof doing things must drop by the wayside.\nhave been trained in the art of teaching in the elementary school. These\nteachers should have advanst study along the special line they are to teach\nand also study in the social sciences. They must be people who have the\n\n"}
{"page": 547, "printed_page": null, "text": "TEACHING CITIZENSHIP\n\nSuperintendence]\n\n53I\n\nvision of the work they are going to accomplish and who have the physical\n\nstrength to stand the strain of longer hours, constantly changing conditions,\n\nand the greater freedom allowed in the junior high school. They are\nteachers of children and not teachers of subjects. In selecting these teachers\nwe must secure people with experience and yet with not too much experience.\nThe junior high school must not become a place of reward for years of\nservice.\nWe must select all teachers on individual merit and for no other\nreason whatsoever. The selecting of teachers must be to a very large\nextent, in the hands of the principal of the school, as he and he alone knows\nthe conditions and types of people that are needed to do the work.\nIn closing the discussion of the subject of the junior high school, allow\n\nme to briefly summarize:\nFirst, the junior high school is a conservator of human energy during\n\nthe early teens and reduces the human loss.\n\nSecond, it must be organized thru its clubs and activities to take care\nof the budding social aspirations of the early adolescent child.\n\nThird, it must open up to the pupil's mind the possibilities in definite\nlines of industrial professions, and commercial activities in his own city.\n\nFourth, the saving of a pupil's time and energy by having him work in\n\ngroups practically of his peer allows the utmost freedom for individual\ninitiative and individual progress thru the three years of junior high school\n\nwork.\n\nIt guides the boy and the girl in the finding of himself in the line\n\nThis is done thru the freedom allowed a\nboy in the selecting of his school work.\nFifth, it saves boys and girls from getting into \"blind alley\" jobs that\nlead nowhere and in which years later he will find himself a man on a\nof activity best suited for him.\n\nboy's job.\nSixth, it has a teaching force that is especially adapted to the adolescent\nchild.\n\nThe junior high school looks after the misfits we find in so many\n\nof the rooms of the elementary school.\n\nSeventh, there is unlimited opportunity, if we had time to go into it,\nin the field of part-time work for these boys and girls, caring for the over\n\nage boys in the elementary school who are remaining in school only until\nthe law allows them to leave.\n\nTEACHING CITIZENSHIP\nW.\n\nLEWIS, DEPUTY S\"\n\nD.\n\nHARRISBURG, PA.\nIt\n\nis\n\nno longer necessary to argue that instruction in citizenship is\n\nWe have come to accept it as the most fundamental task of\nthe public school to develop in our boys and girls the right attitude toward\n\nimportant.\n\nThis is being recognized alike within and without the\nFor example, the Legislature of Pennsylvania at its last session\n\ncivic problems.\n\nprofession.\n\n"}
{"page": 548, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n532\n\n[Cleveland\n\n\"The State Superintendent of Public Instruction\n\npast the following law:\n\nshall prescribe a course of instruction\n\nconducive to the spirit of loyalty\n\nand devotion to the state and national governments, which shall be taught\nin all the public schools of the state.\"\n\nA new law in New Jersey requires\n\nsixty hours' instruction in each of the first two years of the high school on\n\ncommunity matters and a like time in the last two years of the high school\non the problems of democracy. The city of New York at present is requiring every pupil that graduates from a high school to have during his last\nyear one full unit in American history and another full unit in economics.\n\nWhatever is done in teaching citizenship will naturally fall under two\n\n—\n\nheads\n\n^first, the instruction in subject-matter essential to inteUigent understanding of the problems of citizenship; second, the development of habits\n\nappropriate to citizenship in a democracy thru the various cooperative\nactivities open to our young people.\n\nIt may be said that there is a general agreement that the new sense of\nsocial solidarity,\n\nnew appreciation of the values of democracy and of the\n\nimportance of our international relationships and of the dangers of class\nhatred and partisan bickerings\n\nmake this the most\n\nfavorable time the\n\neducational world has ever seen for beginning instruction in these lines.\n\nIn the earlier grades it seems clear that there should be emphasis upon\ncivic virtues:\n\nobedience, helpfulness, punctuality, truthfulness, fair play,\n\nthoroness, honesty, courage, self-control, perseverance, thrift, etc.\n\n;\n\ntaught\n\nthru stories, poems, songs, pictures, games, dramatization, and various\npupil activities;\n\n—habit-formation, that shall both cultivate the\n\nobject^\n\ncivic virtues and afford a basis of social experience for the interpretation of\n\nnew social situations as they shall arise. Parallel with these details should\ngo stories from history and mythology groupt around the celebration of\nholidays and festivals and describing pioneer life and the life of primitive\n\nThis work may appropriately be given in the first four grades.\nThe fourth and fifth grades may take a somewhat broader view, centering around the fundamental idea of community cooperation; those who\npeoples.\n\nfurnish us food, clothing, shelter, medical aid, light, transportation, protection, etc.\n\n;\n\ntaught thru pupil observation of the life around them, trips,\n\n—\n\nreports, and class discussions; object\n\nto learn the service rendered by the\ncommunity, the interdependence of each member of the community on\nthe others, and the cooperation that alone makes that interdependence\npossible.\n\nThe historical parallel to this course has been well outlined by the\nCommittee of Eight, covering as it does important historical incidents and\nbiographical stories from the history of America.\nIn the sixth grade the view broadens still further to include industrial\ncooperation.\n\nThere is a particular reason for this phase of work in the\n\nsixth grade;\n\nnamely, that a considerable number of pupils are permitted\n\nto leave school at the end of this grade by the laws of several states.\n\nThe\n\n"}
{"page": 549, "printed_page": null, "text": "TEACHING CITIZENSHIP\n\nSuperintendence]\n\n533\n\nmay therefore include a good deal of\nvocational\nopportunities, study of community\nvarious\nupon\nemphasis\nqualifications\nfor each, and the mutual\nthe\noccupations,\nservice thru\nrelations that should prevail between employer and employe.\nThe history for this grade as outlined by the Committee of Eight has\nperhaps been one of the most satisfactory courses ever promulgated by a\nstudy of industrial cooperation\n\nlarge national committee.\n\nA great deal of disappointment has been exprest\n\nat the prospect of any considerable change in this course by the committee\n\nthat is now at work.\n\nThis course, which gives the background of a brief\n\nhistory of civilization, is perhaps chiefly valuable as a means of acquainting\n\nthe child with his race inheritances and teaching him the meaning of history.\n\nA practical advantage of this course, which is no small argument against\na change at present, is found in the considerable number of excellent texts\n\nSo new a line of work as the social sciences under\nchanged interpretation must wait for its highest efficiency upon\n\nthat have been prepared.\ntheir\n\nthe preparation of textbooks and the training of teachers.\n\nFor a long time\n\nthe rank and file of teachers will necessarily depend upon the text and the\npossession of good texts may be counted at least as the proverbial ''nine\n\npoints of the law.\"\n\nThe Pennsylvania committee is planning the work of the first two years\nof the junior high school to be made on a basis of three periods per week\n\ntwo periods for civics. The history will be the usual elementary school American history with special emphasis upon the modern\nperiod including such modern problems as can be interpreted to children\nof this age.\nThe civics will lay emphasis upon the community organization local, state, and national; cooperation thru voluntary and governmental organization; leadership and the control of leadership. Effort\nwill be made to encourage study of local conditions and problems.\nThe ninth year will be devoted entirely to what may perhaps best be\ntermed as vocational civics the development of an appreciation of the\nsocial significance of all work; of the social value and interdependence\nof all occupations; of the opportunities and necessity for good citizenship\nin vocational life; of the necessity for social control, governmental and\notherwise; of the economic activities of the community; of how government aids the citizen in his vocational life; and of how the young citizen\nmay prepare himself for a definite occupation. There will be no history\nin this grade except such attention to current events as will be an integral\nfor history and\n\n—\n\n—\n\npart of the course in social science thruout.\n\nIn the senior high school at least two years of history will be required.\n\nhoped that in some schools two years may be devoted to modern\nEuropean history and one year to American history. In all cases the senior\nsocial science or problems of democracy will be required.\nThe three years\nof history together with this course involve two units of social science in\n\nIt is\n\nthe fourth year of the high school.\n\nThis will not be required, but it seems\n\n"}
{"page": 550, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n534\n\ntcleveknd\n\nThe committee\nmembers think it is not practicable\n\nlikely that it will be encouraged by the state department.\nis agreed that it is desirable, altho several\n\nat present.\n\nModern European history whether for one year, a year and a half, or\ntwo years will be based upon a comparatively brief survey of the roots of\ncivilization in ancient and medieval history and will devote most of its\nattention to history since 1750.\n\nThe longer course obviously will make it\n\npossible to give a better rounded insight into the origin of systems and the\n\ngrowth of modern institutions out of the older ones.\nThe American history will emphasize the national period and will give\nmuch attention. to comparisons with institutions and tendencies in other\ncountries.\n\nIt seems likely that the course will call for a topical treatment\n\nwhich shall afford a very considerable departure from the old chronological\nmethod.\nThe course in the Problems of Democracy for the twelfth year will\nbegin with a study of our problems, political, social, and industrial, and\nwill draw upon economics, political science, and sociology for guidance to\n\nright thinking toward a solution of these problems.\n\nIt will be the aim of\n\nthe course to develop the habits of thought, feeling, and action essential\nto citizenship and leadership in our democracy.\nIt is the belief of the Pennsylvania committee that one of the largest\n\nvalues for training in citizenship will be found in the course in problems of\n\ndemocracy to be given in the twelfth grade in high school.\n\nThe second part of instruction in citizenship is perhaps more difficult\nthan the first. The American high school is almost ideally conceived for\nthe process of learning to live democracy by living it. It represents all\nyet it is more nearly homogeneous than the\ngroups it represents because the group-traditions and prejudices have not\nclasses, sects, and occupations;\n\nbecome so firmly fixt.\nmutually exclusive.\n\nThe aims of its citizens are harmonious and not\n\nPerhaps the most important of all, it offers an oppor-\n\ntunity for like-minded groups to work together.\n\nThe shifting interest of\n\nthe adolescent naturally will direct him during his course into several of these\ngroups and thus broaden his sympathy. In all of these activities he can\n\nlook to the school as the object of his loyalty and patriotism, and develop\nhis sense of responsibiUty and his personal attainment thru sacrifice for a\n\ngenuine institution for human betterment.\n\nIn all this the relations to the larger democracy must be clearly underThe principal is responsible to the school board which in turn is\n\nstood.\n\nHe, and not the student organization, must\nanswer for everything under the roof of the school. This impUes authority\nwhich he must not abrogate. He must always be ready to veto the action\nIf he\nof the student organization or to supersede it in any particular case.\nhas his school well in hand he will seldom if ever find such action necessary.\nIt is, however, a part of any adequate teaching of democracy to have the\n\nresponsible to the community.\n\n"}
{"page": 551, "printed_page": null, "text": "MODERN BEALTH CRUSADE\n\nSuperintendence!\n\n535\n\nstudent body recognize this authority and the reasons for it, and I believe\nit is\n\nsupremely important that principal and teachers recognize student\n\nparticipation\n\nas a principle underlying proper\n\ntraining in\n\ndemocratic\n\nthought, feeling, and action, and not as a device for getting desirable\nresults.\n\nMODERN HEALTH CRUSADE\nCHARLES M. DEFOREST, MODERN HEALTH CRUSADE EXECUTIVE, NATIONAL\nTUBERCULOSIS ASSOCIATION, NEW YORK, N.Y.\n\nA little less than three years ago, a circular \"Record of 5ealth Chores\"\nThe chores were hygienic duties for the performance\nwhich children would become Modern Health Crusaders. Since then\n\nwas first publisht.\nof\n\nas many as four milUon American children have qualified;\n\nhave become the\nand the\nModern Health Crusade as a system of teaching health practices has been\nintroduced into thousands of schools. Mrs. Josephine Corliss Preston in\nan open letter expresses satisfaction at the adoption of the Crusade by\nschools in the state of Washington as pointing to better health among the\n\npages, squires, knights, and knights' banneret of health chivalry;\n\ncitizens of the future.\n\nGood reasons for doing hygienic duties are set forth attractively in\nthe modern type of textbook.\n\nNo set of facts to be learned in school has\n\ngreater value, but usually the pupil fails to translate this knowledge into\nhis own conduct.\n\nHealth is not so much a matter of extensive knowledge\n\nof facts as of will to comply with a few simple laws from day to day until\n\ncompliance becomes habitual.\ninteresting the child.\n\nThe Crusade System supplies the will by\n\nSuperintendent Moore of Superior, Wisconsin, says:\n\n\"Bones and muscles are thrown out to make\nBones and muscles- may be\nthrown out by the Crusade, but an Oklahoma principal claims that it\n\"taught all my boys that they have wrists.\"\n\"This is real physiology.\"\n\nway for living healthier and happier lives.\"\n\nThe value of health, the direct motive, is not sufficient to arouse th^\na proposition scientifically demonstrated by Dr. Wood. An\n\n—\n\nchild's will\n\nindirect motive, the\n\npensable.\n\n\"mediate interest\"\n\nof Professor Charters, is indis-\n\nThe Crusade furnishes this by introducing the play element\n\ninto the practice of hygiene.\n\nIt transfers the\n\ncrusade to a vital present-day quest.\n\nromance of the medieval\n\nIt dramatizes the pursuit of health.\n\nThe Crusade allows the child to follow his imitative instinct. It makes\nhim feel and rightly that he is of some importance, and that he is taking\nan active part in a great movement. The Crusade makes an instant appeal\nto the child thru its titles and badges, all won by his own achievement.\nIt\ninterests him in its competitions.\nIt provides Dr. Burnham's \"stimulus\n\n—\n\n—\n\nof success.\"\n\nThe results of the crusade system are: physical and moral improvement\nand the prevention of disease.\n\nIt is directed against all preventable diseases\n\n"}
{"page": 552, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n536\n\nwith no special emphasis on tuberculosis.\n\n[Cleveland\n\nStriking testimonials, even the\n\nescape from the \"flu,\" have been sent in by numerous teachers.\n\nMiss\n\nEsther Watson, secretary of the department of physical education, sent me\na photograph the other day of a little girl at Southhold, L.I., who claimed\nthat she had had no sickness during the two years in which she had been\npracticing the chores, whereas she was sick much of the time before.\n\nFor the unformed character of the child, the Crusade contributes a\nneeded drill in truthfulness and regularity in duty.\n\nThe method of record-\n\ning performance of the chores, under which the child is put on his honor\nto choose between right and wrong statements, affords an ethical discipline\n\ncomparable\n\nin,\n\nvalue to the physical discipline.\n\nThe Crusade awakens\n\nresponsibility for community welfare and makes the teachers' work lighter\n\nby keeping the children's minds alert and by promoting both attention and\nattendance. The Crusader's duties are to help keep school neat as well as\nthemselves clean. Largely home work, the Crusade links the home and\nthe school, and, reaching beyond the children, teaches the parents and wins\ntheir favor for the schools.\nA New York superintendent reports, \"Parents\ncall me on the phone to express their appreciation of the Crusade.\"\nThe full program of the crusade system is set forth in a manual. The\nlatest edition now on the press will be sent free to any superintendent on\napplication.\nThe program is elastic with something to contribute to the\nschool that allows a modicum of time for practical hygiene, and with a\nvariety of activities for the school that gives time liberally for health.\n\nHygienic inspections, health clubs, and community sanitation work come\n\nunder the crusade program, acquiring\n\nits\n\npeculiar interest.\n\nThru the\n\nOrder of Round Table in the new chivalry, the Crusade gives school children\n\nmotive for system£ltic weighing, physical examinations, athletic training,\n\nand the study of hygiene and first aid.\n\nThe Crusade will be found not to conflict with courses in hygiene,\nphysiology, or physical training establisht in schools.\n\nsupplements them and adds vitahty.\n\nOn the contrary, it\n\nEach chore lends interest to the\n\nportions of a textbook devoted to its reasons.\n\nThe system affords a progression for the school child.\n\nThere are now\n\npublisht both primary, standard, and senior chore records, suitable for\nprimary, grammar, and high-school grades. The Crusade is preferably\n\nappUed to all grades yearly with competition in the national tournament of\nhealth knighthood, but a year or two after introduction the Crusade course\nmay be omitted for certain grades under a schedule giving each class the\n\nregime once in two or three years.\n\nImprovements doubtless will continue to be made both in forms and\nThe National Tuberculosis Association, founder of the move-\n\nmethods.\n\nment, looks to the schools of the country to direct the evolution of the\nmovement and invites them to take over the Crusade to assist them in\ntheir high mission.\n\n"}
{"page": 553, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nIN THE UNITED STATES, 1918-1919\nPREPARED FOR THE COMMISSION ON THE EMERGENCY IN EDUCATION BY\nE. S.\n\nEVENDEN\n\nFOREWORD\nThe Commission on\n\nthe\n\nEmergency\n\nin\n\nEducation of the National\n\nEducation Association has, from the beginning of\n\nits\n\nwork, recognized\n\nthe necessity of informing the public with respect to teachers' salaries.\n\nIn order to supplement the work which had already been done by\nthe Committee on Teachers' Salaries, Tenure, and Pensions, the\n\nCom-\n\nmission sent out during February of 1919 a questionnaire to superintendents of schools thruout the country.\n\nThe data thus collected were\n\nturned over to Dr. E. S. Evenden of Teachers College, Columbia University,\n\nwho, under the direction of the Chairman of the Commission and of Professor N. L. Engelhardt, prepared the report which is submitted herewith.\n\nThe National Education Association and the teachers of the country\nare indebted to superintendents who cooperated with the Commission in\n\nfurnishing the data, to a group of graduate students in Teachers College,\n\nColumbia University, who contributed valuable assistance in the tabulation of replies, without cost to the association, but most of all to Dr. Even-\n\nden, who gave a large part of his time over a period of eight months in the\n\npreparation of this report.\nschool board\n\nSuperintendents of schools, teachers, and\n\nmembers will find in the study a most careful analysis of\n\nthe salary problem, together with proposals for salary schedules.\n\nonly as the recommendations\n\nIt is\n\nmade are carried out by local boards of\n\neducation that we may hope to provide well- trained teachers for all American\n\nboys and girls.\n\nGeorge D. Strayer,\nChairman, Commission on the Emergency in Education\n\n537\n\n"}
{"page": 554, "printed_page": null, "text": "^\n\nNATIONAL EDUCATION ASSOCIATION\n\n538\n\nINTRODUCTION\n\nSOME FACTS SHOWING THAT THERE IS A ''NATIONAL\nEMERGENCY IN EDUCATION\"\n1.\n\nThe average number of years (of 200 days) attendance at public\n\nschools for each individual, as indicated by the school statistics for 1916,'\n\nwas only 5 .96, or less than the completion of the sixth grade for an average\neducation for the citizens of the greatest democracy in the world.\n2. The total high-school enrolment for 191 6 was only 8J per cent of\nenrolment\nof the elementary schools.\nthe\nAssuming that the schools should\nhold students at least thru the high school, and that the high-school course\nextends over four years and the elementary over eight, we might expect\nto find the high-school enrolment nearly 50 per cent of the enrolment in\n\nthe elementary schools, making a slight allowance for death rate.\n\nInstead,\n\nwe find 8j per cent, or only one out of every six of those who should be in\nattendance. The \"holding power\" of the school is a mythical quantity.\nIts \"dropping power,\" however, is not only a reality but so effective that\n\nof one hundred children starting the first grade together, thirty are dropt\n\nbefore they finish the sixth grade, thirty of the remaining seventy are\n\ndropt before completing the eighth grade; of the forty graduating from the\neighth grade, thirty more are dropt before graduation from high school.\n\nAbout eight more are dropt before college and about one of the two remaining educational pilgrims completes his college course.\n\n=^\n\nThere are more than 5,000,000 persons in the United States over\nwho can neither read nor\nwrite. 3 If we consider as illiterate all who are not able to read a newspaper\nand write a simple letter, the foregoing figures would be increast four times,\nor to one person in five.'* There are many thousands of children in the\nUnited States attending schools in which not a word of English is spoken\n3.\n\nten years of age (about one in every twenty)\n\nduring the entire day.\n4.\n\nOf the 3,208,446 men examined by the Draft Boards of the United\n\nStates, 949,419 were declared physically unfit for general military service.\n\nConsidering that these were men in the prime of Hfe, and assuming that\n\neven the same proportion would hold for younger and older men and for\nwomen, it would indicate that there are 30,000,000 persons in the United\nStates who are to a greater or less degree physically inefficient.\n5.\n\nAbout 4,000,000 children are taught by teachers less than 21 years\n\nof age, with little or no high-school training, with no professional prepara«\n»\n\nReport of Commissioner of Education, II (1917). 24.\n\n» Strayer\n\nand Thofndike, Educational Administration, Sec. 2.\n\nMacmillan Co.\n\ni\n\nN,E A\n\n*\n\nBased on findings of the Psychological Division of the Surgeon-General's Office on the examination of\n\n.\n\nBulletin, April, igig, p. 13.\n\n1.552.256 men.\n« Report of Provost\n\nMarshal General, igiS, p. 153\n\n"}
{"page": 555, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n539\n\ntion for their work, and who are, in a great majority of cases, products of\n\nthe same schools in which they teach.^\n6. The normal schools and teacher-training institutions of the country\nfound their attendance cut from 5 to 46 per cent, during the two years of\n\nthe war, thus further decreasing the inadequate source of supply.^\n7.\n\nThousands of children were urged to leave school and enter some\n\nshop or war work industry in order that they might more directly \"serve\ntheir country,\" and attendance laws were more laxly enforced in order to\n\nmake this possible.\n\nTo meet the foregoing conditions educators were able to offer prospective teaching recruits an opportunity to serve, to do work which is enervat-\n\nwith many outside demands and long irregular hours, at an average\n\ning,\n\nyearly salary of $630. 64^\n\n—\n\nless than $55 a month.\nEarly in 191 7, when the nation was giving its united effort to winning\n\nthe war, the shortcomings as well as the unrealized possibilities of the\nschools were so vividly seen by men and women prominent in education that\n\nthe situation was referred to as \"The Emergency in Education.\"\n\nWhen\n\nwas brought before the National Education Association and\nthe Department of Superintendence, the \"Commission on the Emergency\nin Education and the Program for Readjustment During and After the\nWar\" was formed. This Commission realized the imminence of the\ndanger and inaugurated a campaign, more inclusive than any ever underthe matter\n\ntaken in this country along educational lines, to study the situation, enlist\nthe profession, and inform the people.\n\nIt was evident from the discussions\n\nof the first meeting that the schools of the country had failed to meet entirely\ntheir educational responsibiUties in the past;\n\nthat they had allowed, and,\n\nin some cases, caused serious inequalities to exist;\n\nand that they were not\nmaking the adjustments necessary to meet either the needs of war-time\nor the reconstruction period to follow.\n\nFive problems imprest the Com-\n\nmission as being national in their scope and in need of immediate action.\n\nThese were (i) the removal of illiteracy, (2) the Americanization of foreigners,\n\n(3)\n\nthe equalization of educational opportunities, (4) the promotion\nand health education and recreation and (5) the preparation\n\nof physical\n\nof teachers, particularly for the rural schools.\n\nCommittees were appointed\n\nand investigations immediately started.\nEarly in these investigations it was found that sooner or later nearly\nall of the problems involved the economic aspects of\n\nteaching. As a consequence one of the three big National Education Association problems for\n19 1 9 was a campaign for better salaries thruout the United States.\n\nThe\n\nphase of this was the disclosure of the alarming shortage of teachers\n\nfirst\n\nexisting in all sections of the country.\n»\n\nEven in the larger cities where\n\nBased on estimates given in N.E.A. National Program for Education, Commission Series 3, p. 94.\n\n'\n\nBrown, J. C, \"State Normal Schools and the War,\" School and Society, VII, 695.\n\ni\n\nFrom Estimates of Commissioner of Education, N.E.A. Bulletin, April, 1919, p. 14.\n\n"}
{"page": 556, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n540\n\nsalaries were higher\n\nthan elsewhere and living conditions more congenial,\n\nthe school boards could not begin to fill the vacancies caused by the inroads\n\nIn New York City, as an example, the shortage\nof various war activities.\nwas so great that in February, 1919, in 278 of the schools of the city,\n19,901 registered pupils reporting at schools received absolutely no instruction.^\nSuperintendents and principals put forth every effort to relieve the\nClasses were doubled, kindergarten teachers were used in the\nupper grades, but thousands of children were daily turned from the schools\nsituation.\n\nto the streets.\n\nEvery effort was made to increase the supply, particularly\n\nof substitute teachers,\n\nbut there were few applicants for examination,\n\nand fewer students enrolled in the city training schools for teachers.\nDemobilization camps were canvast for teaching recruits, but because\nthere were relatively few with the necessary preparation, and because\nthere is a rapidly growing feeling that teaching is not a man's task, these\ncanvassings brought almost no returns.\nThe New York City situation was practically duplicated in every large\nindustrial city where war industries caused an increase in urban concentraIn the rural districts where the inducements to enter\ntion of population.\nor stay in teaching work are vastly fewer than in the cities, the situation\nwas proportionately worse. Whole sections of states were unable to\nopen the rural schools in the poorly paid and less favorably situated districts.\n\nOne county in Pennsylvania reported fifty-three of its rural schools without\nteachers.\n\nAccording to an estimate of the United States Commissioner\n\nof Education, the nation was more than 50,000 teachers short of the number\n\nrequired to provide schooling for its children\n\n—the schooling which should\n\nbe guaranteed these children if we are to be a democracy in more than\n\nname only.\nThis shortage, which was more than twice the total number of graduates\nof all the public and private normal schools in the entire country during\n\nthe preceding year, existed after over 120,000 inexperienst, untrained,\n\nimmature or \"erstwhile\" teachers had been introduced into the schools\nThis effort\nin a valiant, tho often misguided effort to open the schools.\nwas misguided in that many of the schools would have been better unopened\nthan to have the teachers they were compelled to take. The real shortage,\nthen, may fairly be estimated at nearly 170,000 teachers.\n\nThis exodus from a time-honored and socially respected form of public\nservice into the fields of stenography, bookkeeping, card-filing, indexing,\n\ntime-keeping, salesmanship, clerking and farm work, to say nothing of the\nfields of work where\n\nthe incentive of more direct war service was added,\n\nsuch as nursing, reconstruction work, decoding messages, motor driving,\netc., really threatened the efficiency if not the existence of our system of\nIt was by no means entirely caused, as some have said,\nby an intense desire on the part of patriotic teachers to be of service in\n\npublic education.\n\n'\n\nThe Globe and Commercial Advertiser, February 19, 1919, article by T. W. Metcalfe,\n\n"}
{"page": 557, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n541\n\nhelping to win the war, nor by a feeling that one was rendering a finer service\n\nby taking the place of a man in the local grocery store than by teaching\nIt was caused, rather by the ability of these\nteachers to earn from 25 per cent to 100 per cent more salary in these other\noccupations. The various governmental departments were among the\nheaviest bidders for these teachers. Thousands of teachers left their\npositions and their annual salaries of from $500 to $600, to work for the\ngovernment for $1100 to $1500. The following advertisement from the\nMarch, 1919, number of a State educational journal shows that this is still\nforty young citizens at school.\n\na factor in competition:\n\nTEACHERS— GET U.S. GOVERNMENT JOBS\nAll teachers, both men and women, should try the Government examinations soon\n\nReconstruction work necessitates thousands of\nThe positions pay from $1100 to $1500; have short hours, annual vaca-\n\nto be held thruout the entire country.\n\nappointments.\n\ntions, and are permanent.\n\nThose interested should write immediately to\nfor large descriptive book, showing the positions open and giving many sample examina-\n\ntion questions, which will be sent free of charge.\n\nUnfortunately for our schools the teachers who left because of these\n\ninducements have not returned and will not return in any large numbers.\n\nThey have discovered that there are many opportunities open to women\nin other fields\n^fields in which they can earn a much more comfortable\nliving, have easier hours, less fatiguing work, and more freedom.\nThese\n\n—\n\ncauses, then\n\n—\n\nin operation,\n\nstrictly war-caused in their first appearance\n\n—are remaining\n\nand will do so until the public school service can be made\n\nmore attractive financially than the other lines of work.\n\nThis cannot be\ndone until we have a universal realization of the vital part played by the\nschools in the social and political life of any country, and particularly in the\n\ncountry that the world looks to as exemplifying on the largest scale the\nideals of true democracy.\n\nAs a people, we have been slow to assign to the school a leading part in\nWhen, however, it became necessary to\nsecure a national conviction on any topic, when it seemed advisable to\nstart the whole country on a policy of thrift, or when some form of service\nwas needed by Food Administration, Red Cross or other organization,\nthere was an immediate appeal to the school as the means of reaching the\ngreatest number in the most thoro way.\nEarly in our participation in the\nour drama of socialization.\n\nwar there were 250 listed agencies^ diuectly or indirectly using the schools\nIf this seems wise and can be done in the stress\nand should be done in a regulated way during times of\n\nto further their causes.\nof war, it could\n\npeace.\n\nOur frantic appeal to the schools to help in this emergency was an\nadmission that they, as a force for shaping public opinion, had been neglected\n'\n\nN.E.A. Pamphlet, \"Thru the Schools in War Time.\"\n\n"}
{"page": 558, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n542\nin the past.\n\nShall we now again neglect this force which proved so helpful\n\nin securing national cooperation and in shaping public ideals ?\n\nAre there\n\nnot problems before us as a nation, which must be met largely by the aid\nof the schools ?\n\nThere has been no armistice declared, and we hope there never will be\na treaty signed between education and the forces which strive against\nmutual understanding, socialization and progress in a word, against civili-\n\n—\n\nThe problems of reconstruction, world-reconstruction, face the\nCan we trust the execution\nschools and their product of the next few years.\nof a work so important to our numerically depleted, poorly prepared, and\nfinancially underpaid teaching force, or to the recruits who may enter under\nconditions which now exist ? For reasons which will be shown, the point\nzation.\n\nof immediate attack for the improvement of present educational conditions\nis the financial one.\n\nNo adjustment of the salary situation can be either satisfactory or lasting until it is based upon sound economic principles.\n\nCareful studies of the\n\nwhole situation in its economic, sociological and educational aspects must\nbe made, and salary schedules must be based upon the findings of such\nSalary adjustments can no longer be based on pity, condescension,\nstudies.\nor public charity in the form of temporary bonuses, nor can they be made\nby *'flat increases\" either in dollars or per cents.\nThe National Education Association has conducted such a study this\nyear, in the hope that its findings may be profitable, not only to the teachers\n\nconcerned, but to the patrons of public schools in America who, because\nof their belief in universal education and their faith in democracy, control in\n\na large measure the efficiency of our educational system by the enlightened\nway in which they financially support it.\nIt is intended that this report shall assist in the solution of the salary\n\nproblem for teachers in three ways; (i) by serving to stimulate the interest\nof the teachers and school patrons of the country in the problem of better\npay for teachers; (2) by furnishing material and suggestions to be used\nby superintendents and teachers in their local campaigns for better salaries;\nand (3) by encouraging school officials or teachers' organizations everywhere\nto make careful investigations of their local conditions and problems, in\norder that teachers' salary schedules may be based upon business principles\nand prevailing economic conditions, rather than upon tradition and senti-\n\nment.\n\n"}
{"page": 559, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n543\n\nCHAPTER I\nTHE SALARY SITUATION IN THE UNITED STATES AS SHOWN\nBY REPORTS FROM THREE HUNDRED AND NINETYTWO CITY AND COUNTY SUPERINTENDENTS\nDuring February, 1919, the following letter was sent out from the\nNational Education Association Headquarters in Washington to selected\ncities and counties of all sizes in all sections of the country.\n\nJanuary 31, 19 19\n\nTo THE Superintendent of Schools:\nThe National Education Association wants to help solve the problem of teachers'\nIn order to get the information which will be most helpful to superintendents and\n\nsalaries.\n\nteachers thruout the country, it is necessary to have your assistance.\n\nI\n\nam enclosing\n\nherewith two forms.\n\nOn the first of these blanks you are askt to report the salaries of all teachers now in the\nemploy of your school system according to a schedule which appears on the form, and to\nanswer certain other questions which are of importance to all who have the problem of the\nincrease of teachers' salaries before them for consideration. Will you not have this form\nfilled out immediately and return it to me.\nThe data included on this form we can put\ninto shape very rapidly.\n\nThe other form is an individual teacher's blank. In order to save the very great\nexpense in postage I am asking that you mimeograph this blank exactly as it appears on\nthe sheet enclosed, and that you have it filled out by your teachers and sent to me as soon\nas possible.\n\nIf you find it impossible to take care of this\n\nturn it over to your local teachers' association.\n\nmatter for me, will you not\n\nWe must have prompt assistance of all\n\nschool systems receiving this request in order to make the study useful for those who hope\nto use our data in the development of new salary schedules for next year.\n\nKindly send\n\nreports to me at 1400 Massachusetts Avenue, Washington, D.C.\nI know that I can count on you and your teachers to cooperate with us in this work.\nThe efficiency of American Schools and the future of our profession are involved in the\nmovement to secure a living and a saving wage for teachers.\n\nYours faithfully,\n\nGeorge D. Strayer\n\nThe questionnaire blank to be filled out by the superintendents is\ngiven on the following page.\n\nThe blank to be mimeographt or printed and filled out by the individual\n[\n\nteachers.\n\nTHE SALARIES OF TEACHERS IN THE UNITED STATES\nTo THE Teachers of the United States:\nThe information requested below is desired by the National Education Association\n^in order to aid in securing adequate salaries for teachers thruout: the country.\n\nvitally interested in the results.\n\nway\n\nYou are\n\nAll information will be used in an entirely impersonal\n\n—be frank and as accurate as possible.\n\nFill out the blank today.\n\nVery cordially yours,\n\nGeorge D. Strayer,\nPresident of the N. E. A.\n\n"}
{"page": 560, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n544\n\nCity\n\nState\n\n1\n\nDate\n\nSchool\n\nAge\nName\nSex\nMarried ? Yes\n3. How many persons are entirely dependent upon you for support ?\nHow many in part dependent upon you for support ?\n2.\n\nAre your teaching in kindergarten ?\n\n4.\n\nmediate ?\n\nelementary ?\n\ninter-\n\nWhat grade or subject ?\n\nor high school ?\n\nWhat part of your time do you teach ?\nWhat do you supervise ?\n\nAre you a principal ?\nAre you a supervisor ?\n\nNumber of years experience in rural schools ?\n\n5.\n\nNo\n\nkindergarten ?\n\nintermediate schools (Junior or H. S.) ?\n\ngraded schools ?\\\n\nnormal or college ?\n\nhigh schools ?\n\nIn present system ?\n\nTotal number of years teaching experience ?\ncareful estimates for the items below.\n\nGive accurate amounts or\nEach amount or estimate should include a\n\nperiod of twelve months.\n\nAnnual salary received from the school.\nNumber of months taught during\n8. Bonus, if any, received from the school.\n6.\n\n.\n\n.\n\n.\n\n7.\n\n.\n\n.\n\n.\n\n191 7-18\n\n1918-19\n\n1917-18\n\n1918-19\n\n1917-18\n\n1918-19\n\n1917-18\n\n1918-19\n\nAdditional income, not included above, for\n\n9.\n\ntutoring,\n\nevening\n\nschool,\n\nsummer work,\n\nwriting, lecturing, etc\n\nAnnual amount spent for personal living\nexpenses: room rent, board, clothes, car\n\n10.\n\nfare, medical attention, etc\n\n\"\n\n1917-18\n\n1918-19\n\n1917-18\n\n1918-19\n\nAnnual amount spent for your recreation,\n\n11.\n\nbooks, magazines, travel, professional ad-\n\nvancement, etc\n12.\n\nHow many years did you attend high school?\nHow many years did yt)u attend H. S. training class?.\nHow many years did you attend normal school ?\nHow many years did you attend college or Univ. ?\nHow many years did you attend special schools ?\n\nDid you graduate?\nDid you graduate?\nDid you graduate ?\nDid you graduate ?\nDid you graduate ?\nIn the above figures, no year of training or study should be listed in more than one\n.\n\n.\n\nplace.\n\nPlease write distinctly.\n\nMake explanatory notes on back.\n\nThe administrative problems of cities vary with the size and location\nConsequently, it seemed advisable to separate the cities into\n\nof the city.\nsize\n\ngroups and geographical groups in order to make the collected data\n\non salaries more immediately comparable with the situation in any particular place.\n\nThe aim in determining the limits of the size groups was to secure\nsizes in which the administrative problems and the administrative machinery\n\nwere more or less distinctly characteristic of cities of that size.\ngroups as here explained will be used thruout the study.\nSize\n\nI.\n\nSize\n\nII.\n\nCities having a population of 100,000 or more\nCities having a population of 50,000, but less than 100,000\n\nSize III.\n\nCities having a population of 25,000, but less than 50,000\n\nSize IV.\n\nCities having^ population of 10,000, but less than 25,000\n\nSize\n\nV.\n\nSize VI.\n\nCities having a population of 5000, but less than 10,000\nCities having a population of 5000 or less\n\nThe size\n\n"}
{"page": 561, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n545\n\nIn determining the size group for any city the population was taken\nwhere possible, from \"Estimates of Population for the United States\nfor 1916,\" Bulletin 133 of the Bureau of Census.\n\nFor cities not included\n\nin this list the population as given in the 13 th Census for 19 10 was used.\n\nThe aim in determining which states to include in the geographical\ngroups was to secure groups in which the economic, natural, industrial and\neducational conditions were more or less distinctly characteristic of the\n\nThe geographical groups as here explained will\n\nstates within that group.\n\nbe used thruout the study.\nGroup A.\n\nEastern (Industrial), including Connecticut, Maine, Massachusetts,\n\nHampshire,\n\nNew Jersey, New\n\nYork,\n\nPennsylvania,\n\nNew\n\nRhode Island and\n\nVermont.\n\nGroup B.\n\nSouthern States, including Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North\n\nGroup C.\n\nGreat Lakes (Manufacturing), including Illinois, Indiana, Michigan, Ohio,\n\nCarolina, South Carolina, Tennessee, Texas, Virginia and West Virginia.\n\nWisconsin.\n\nGroup D.\n\nGreat Plains (Agricultural), including Iowa, Kansas, Minnesota, Missouri,\n\nNebraska, North Dakota, Oklahoma and South Dakota.\n\nGroup E.\n\nWestern, including Arizona, California, Colorado, Idaho, Montana, Nevada,\n\nNew Mexico, Oregon, Utah, Washington and Wyoming.\nOther groupings are possible in which the states would be a little more\nhomogeneous from the standpoint of educational problems, but not without\nincreasing the number of groups which would complicate the tabulation\nof data beyond the advantage gained.\nThree hundred and ninety-two replies were received from city and\n\ncounty superintendents in time to be incorporated in all the tables.\n\nThirty-\n\none dame in too late to be used, save for special comparison in the distribution of salaries, and in five or six cases the blank was not filled out completely, and it was impossible to place it in its proper group.\n\nThe list given in Appendixes I and II give the cities included in the\nAny city can be located in the list by determining its\n\nstudy, by groups.\nsize\n\nand geographical group.\n\nFor example, Holyoke,\n\nbelongs in geographical group A and size group II.\n\nMassachusetts,\n\nSimilarly, St. Louis,\n\nMissouri, would be DI.\nIt\n\nis\n\nreadily seen\n\nfrom an examination of this list of cities that, to\n\na very markt degree, it is representative of American cities.\nsize of every geographical group is represented,\n\nmade by typical cities.\n\nEvery city\nand this representation is^\n\nThe manufacturing center, the commercial center,\n\nthe city with a large immigrant population, the mining center, the distributing center for agricultural districts and the health resort can all be found in\n\nthe different size groups.\n\nThe representative nature of the cities makes\nmore significant and reliable. Only ten\n\nthe results of the study even\n\ncounty superintendents had the blanks filled out in any number, so that\nthe results of the study are more representative of city conditions than\n\n"}
{"page": 562, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n546\n\nThe effect of an introduction of more rural teachers into the studywould materially decrease the median salaries found. This generalization\nis substantiated by the returns which were tabulated.\nIt is also true that\nsalaries are better in the rural communities which have a stronger county\norganization as compared with those in which the single school is the\nrural.'\n\nprincipal unit.\n\nIn the following tables the returns will be given according to size groups,\n\nand where desirable, by geographical groups also. In most of the questions studied the difference caused by the size of the city is greater, more\nsignificant and more usable than the difference caused by location, consequently where only one grouping is used it will be that of size.\nNew York City, Chicago, and Philadelphia, cities whose populations\nare over a million, are not included in these tables because it was felt that,\nin many ways, their educational situation is unique, and also that because\nof their size and the number of teachers employed, they would unduly\ninfluence the returns from other cities.\nThe following terms will be used frequently and will need but a word\nol explanation.\n\nA Distribution (\"distribution table\") is an arrangement of a group\nof measures in ascending (or descending) order, and indicates the number\nof times each measure is found in the cases under consideration.\n\nThe First Quartile (Qi) or 25 percentile is that point on the scale below\nwhich fall exactly one-fourth of the distributed cases, and above which\nthree-fourths of the distributed cases fall.\n\nThe Median (mid-point) is that point on the scale which divides the\ndistribution exactly in half, having one-half of the cases fall below and the\n\nother half fall above.\n\nThe Third Quartile (Q3) or 75 percentile is that point on the scale\nbelow which fall exactly three-fourths of the distributed cases, and above\nwhich one-fourth of the distributed cases fall.\nThe Quartile Deviation (Q) is one-half the distance on the scale between\nthe first quartile and the third quartile, It is used as a convenient measure\nof variation, since from it,\n\nit is\n\neasy to determine the distance upon the\n\nscale which will include the middle fifty per cent of the cases, and thereby\n\ndetermine the closeness of the grouping of the individual cases about the\n\nmedian.\n\nFor purposes of computing medians and quartiles in this study the plan\n'was adopted of making the steps take their names from the beginning of\nthe steps.\nfirst\n\nThus, salary group $500 extends from $500 to $549.99.\n\nthe beginning of the next step.\nit will\n\n«\n\nThe\n\nsteps of all distributions are supposed to begin at zero and extend to\n\nBy using this arrangement for the steps\n\ntend to make all the medians and quartiles a little higher than they\n\nThe returns will be referred to in the study as \"392 cities\" reporting even tho this number included the\n\nten counties.\n\n"}
{"page": 563, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n547\n\nare in reality, because of the prevailing custom among school men of granting salaries, increases, etc., in round numbers.\n\nThus, in the $500 salary\ngroup there will be more teachers receiving an even $500 than will be distributed between $500 and $549.\n\nIt was considered that this\n\n\"padding of\n\nsalaries\" was less harmful than the lack of uniformity, or than the additional\n\nwork and chances of error involved in the other method.\n\nIn all\n\nstatements and computations involving salaries and other items the results\n\nhave been computed to the nearest dollar or to the nearest unit.\n\nA few\n\nexceptions to this are necessary where several medians are so close that\n\nthe fractions are necessary in order to make comparisons.\n\nPART I OF QUESTIONNAIRE TO SUPERINTENDENTS\nIn Tables I-IV inclusive the salaries of teachers of 392^ cities are distributed according to city sizes.\n\nSeparate distributions are\n\nmade for\n\nelementary teachers, for intermediate teachers, for high-school teachers,\nand for all teachers combined. Elementary teachers' salaries, as shown in\n\nTable I, range from $200 to $2200 for the entire group.\n\nThe greatest\n\nrange in any one group is in Size II, with a difference of $1900 between\nthe lowest and the highest.^\n\nThe greatest difference between the median\n\nsalaries of any two groups is $259 (I and V).\n\nIt is noticeable that the median salary decreases with each lower size\n\ngroup, except between sizes V and VI, and that the quartile deviation is\nlargest in the cities of Size I, indicating a wider range of salaries, and smallest\nin cities of Size VI, indicating a closer grouping around the median salary.\n\nIn Group I 75 per cent of the teachers get more than $796, while in Group VI\n75 per cent of the teachers receive less than $782.\n\nWith the median salary\n\nin cities of Size VI, $243 less than in cities of Size I, and the quartile devia-\n\ntion also smaller,\n\nit\n\nis\n\nevident that the salary situation for elementary\n\nteachers is much worse in cities below 5000 inhabitants than in those over\n\nThe median salary for elementary teachers in all groups is only^\nThis means that 16,249 teachers of the 32,499 reported received less\n\n100,000.\n\n$856.\n\nthan $856 during the year 19 18-19.\n\nThis figure would have to be reduced\n\nmaterially to represent the median salaries of all elementary teachers because\nof the small representation of rural and village teachers.\n\nSince 86 per cent\n\nof the teachers represented in Table I are from cities above 10,000, a median\nof $856 is more directly comparable with the results of the study made by\n\nthe National Education Association for 19 17-182 in which the median\nsalary for elementary teachers in 320 cities over 10,000 population\n\nfound to be $816.\nfor the effect of\n\nwas\n\nWhen this comparison is made and allowance made\n\nGroups V and VI, it appears that the median salary for\n\n»\n\nList of these cities given in Appendix I.\n\n*\n\nThere is a slight chance that a few of the higher salaries may be those of principals or special sttper-\n\nvisors, even tho the blank stated that these were not to be included.\n\nExcept in a few cases where the salaries\nwere verified, they were used as they were sent in by the superintendent.\n» Teachers' Salaries\n\nand Cost of Living, 1918, p. 58.\n\n,\n\n"}
{"page": 564, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n548\n\nelementary teachers is from $40 to $50 more in 1918-19 than the previous\nyear.\n\nThis shows that there has been a rather general tho small increase\n\nduring the year in teachers' salaries.\n\nTABLE I\nElementary Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Size of the Cities and Salaries Received)*\n\nNumber of Teachers in Each Size Group\nSalary\n\nGroups\nI\n\n$ 200- 249\n250- 299\n300- 349\n350- 399\n400- 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700 749\n750- 799\n800- 849\n850- 899\n900- 949\n950- 999\nI 000- I 049\n1050-1099\n1100-1149\n1150-1199\nI 200-1 249\n\n1250-1299\n1300-1349\n1350-1399\n1400-1449\n1450-1499\n1500-1599\n1600-1699\n1700 1799\nI 800-1 899\n1900 1999\n2000-2099\n2 100-2 199\n2200- 2299\n2300-2399\n2400-2499\n2500-2999\n3000-and\nover.\n\n.\n\nMedian\n\nQ3\n\nV\n\nIV\n\nIII\n\n9\n3\n\n19\n17\n\n33\n53\n49\n100\n187\n227\n229\n297\n\n80\n353\n276\nlOOI\n1566\n1369\n720\n1766\n697\n725\n393\n1153\n781\n\n560\n909\n96\n\n480\n\n21\n\n32\n\n320\n358\n362\n432\n428\n187\n127\n36\n93\n\n^?\n106\n129\n157\n263\n\n347\n407\n461\n631\n618\n567\n446\n363\n229\n154\n211\n\n9\n76\n181\n\n336\n511\n579\n489\n438\n500\n339\n355\n240\n308\n128\n28\n71\n\n112\n19\n42\n125\n177\n221\n278\n270\n\n260\n173\n146\n103\n125\n\n84\n49\n20\n\n7\n\n2\n\nI\n\n13\n\n2\n\nI\n\n5\n\n28\n\n9\n\n2\n\nI\n\nI\n\n10\n\n4\n\n9\n\nI\n\n2\n\n5\n5\n\nI\n\nI\n\n2\n\n343\n342\n386\n215\n149\n87\n85\n43\n49\n30\n25\n\n50\n\n6\n\n12\n\n10\n25\n28\n70\n127\n252\n\n5\n7\n\n8\n6\n6\n\n317\n\n20\n\n9\n\n15\n17\n\n10\n42\n\n5\n\n5\n\n40\n\nTotals\n\nI\n\n15\nII\n\n251\n\nVI\n\nII\nI\n\n2\n\nI\n\n447\n743\n1317\n1935\n2041\n2772\n\n3150\n3115\n2225\n\n3260\n1942\n1922\n\n987\n1595\n1074\n1056\n\n943\n202\n634\n525\n\n2\n\n8\n41\n50\n16\n12\n\nI\n\n4\n\nI\n\n3\n\n176\n104\n190\n\nI\n\nI\n\nI\n\nI\n\nI\n\n1\n\n.\n\nTotals...\n\ntQi\n\nII\n\n13,946\n\n3554\n\n5618\n\n4846\n\n2242\n\n2293\n\n32,499\n\n$ 796\n936\n1152\n178\n\n$ 751\n\n$ 736\n866\n997\n\n$ 656\n774\n920\n\n$ 569\n677\n801\n\n$ 609\n693\n782\n\n$ 721\n856\n1025\n\n131\n\n132\n\nIII\n\n87\n\n152\n\n889\n1002\n126\n\nFor explanation of size groups see page 544.\nt For explanation of terms used see page 546.\n\n"}
{"page": 565, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n549\n\nTable II shows the situation for intermediate teachers in the\nreporting intermediate schools.\nis $2000, the\n\ncities\n\nThe range of salary for the entire group\n\nsame as for elementary teachers, but the range between median\n\nTABLE II\nIntermediate Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Size of the Cities and Salaries Received)*\n\nNumber of Teachers in Each Size Group\nSalary\n\nGroups\nI\n\n$\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n200--\n\n249\n299\n•?oo- ^49\n\n2«;o-\n\nI\n\nI\n\n^\"^o— '^99\n\n400— 449\n450- 499\n500- 549\n550- 599\n600- 649\nd^o- 699\n700- 749\n750-\n\n799\n800- 849\n850- 809\n\n900- 949\n950- 999\n1000-1049\n1050-1099\n1100-1149\n1150-1199\nI 200-1 249\n\n1250-1299\n1300-1349\n1350-1399\n1400-1449\n1450-1499\nI 500- I 599\nI 600- I 699\n1700— 1799\n1800-1899\nI 900- I 999\n2000-2099\n2 100-2 199\n2200-2299\n2300-2399\n2400-2499\n2500-2999\n3000-and\nover.\n\n.\n\n2\n\nI\n\nI\n\nI\n\nI\n\nI\n\n4\n\nI\n\n7\n\n17\n\n4\n\n4\n\n34\n\n3\n8\n\n12\n\n29\n36\n43\n59\n36\n\n9\n\n9\n9\n8\n22\n\n13\n\n20\n39\n\n5\n\n35\n\n13\n\n41\n\n14\n\n8\n14\n\n53\n42\n\n5\n\n17\n\n4\n49\n\nS6\n22\n\n37\n\n3\n\n61\n\n42\n24\n\n25\n55\n\n53\n19\n27\n\n33\n20\n\n17\n\n24\n\n2\n\n7\n\n16\n\n4\n\nI\n\n2\n\n28\n27\n24\n43\n\n^?\n38\n30\n32\n\n40\n30\n23\n22\n\n49\n13\n15\n6\n\n21\n\n70\n117\n154\n148\n140\n146\n189\n140\n160\n116\n155\nlOI\n116\n\n27\n27\n15\n\n7\n\n5\n\n4\n\nI\n\n2\nI\n\n3\nI\n\n47\n92\n36\n\n2\n\n2\n\n41\n28\n22\n\nI\n\n15\n\n3\n\nIS\n\n7\n\n7\n\n3\n\n4\n\n4\n4\n\n2\n\n2\n\nI\n\nI\n\n5\n\nI\n28\n87\n\n38\n59\n39\n\n6\n6\n6\n\nI\n\n9\n\n4\n44\n\n8\n6\n8\n\n3\n2\n\nI\n\nI\n\nI\n\nI\n\n.\n\nTotals...\n\ntQi\n\nMedian ....\nQ3\n\n421\n\n169\n\n487\n\n420\n\n380\n\n309\n\n2186\n\n$1072\n1226\n1362\n145\n\n$ 840\n1007\n1092\nT26\n\n$ 919\n1047\n1210\n146\n\n$ 801\n943\n1098\n149\n\n$ 669\n\n$657\n\n775\n905\n118\n\n738\n844\n94\n\n$ 777\n951\nI ±43\n183\n\n* For explanation of size groups see page 544.\nt For explanation of terms used see page 546.\n\n"}
{"page": 566, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n5SO\n\nsalaries of groups is $498 (I and VI) which is nearly double the difference\nfound in elementary schools. The median salaries decrease with every\n\ndecrease in city size, and are also in every case higher than for elementary\nteachers.\n\nThe quartile deviation is more uniform and in most groups\nthan for elementary teachers. The intermediate school as a\n\nslightly less\n\nseparate division of the school system is a development of recent years, and,\nin a majority of cases, was started with the best teachers in the system,\nwhich would partially account for the higher salaries. Another reason for\nthis is the departmental organization of intermediate schools and the addi-\n\ntional preparation demanded in many cases.\n\nIn Groups I, II, III, and IV\n\nthe median salary for intermediate teachers is higher than the third quartile\nof elementary teachers in those groups.\n\nTable III shows the distribution of salaries of high-school teachers\n\nThe range of high-school salaries is much\nmore than for either elementary or intermediate, being at least $2700.\nThe greatest difference between median salaries of any two groups is $595\n(I and VI).\nThis is nearly $100 more than the same difference for intermediate teachers, but is no more in proportion to the size of the median\n\nfor the 392 cities reporting.\n\nsalaries.\n\nThe effect of the size of the city upon the salary paid is very noticeable,\nThe biggest difference between any two\n\nas in the intermediate salaries.\n\nconsecutive groups is between I and II, where the inedian salaries differ\nby $225.\nThe quartile deviation for high-school teachers is larger and more\n\nvaried than for elementary or intermediate teachers.\n\nA quartile deviation\n\nof $322 for cities in Group I shows a large variation in the salaries paid high-\n\nschool teachers in the larger cities, since the middle 50 per cent of the teachers spread over a range of $644.\n\nThis is three times as large as the quartile\n\ndeviation for cities in Group VI.\n\nThe comparison of the median salaries received by high-school teachers\nwith those of intermediate and elementary teachers brings very forcibly\nto light several conditions which school men have known to exist, and yet\n\nhave done nothing to adjust.\nHigh-school salaries are as much higher than intermediate as the inter-\n\nmediate are higher than the elementary.\n\nThus, from the standpoint of\n\nreward there is an advantage in changing from elementary to\nintermediate and from intermediate to high school There is more prepara-\n\nfinancial\n\ntion\n\ndemanded in each of the two upper divisions also, but the decided\n\nincrease in salary tends to take\n\nfrom the elementary field, particularly,\nThe difference between the\n\nthe strongest and most ambitious teachers.\nhigh-school and the elementary salaries\n\nis\n\nparticularly\n\nnoticeable.\n\nevery size group of cities, the first quartile of the high-school salaries\nhigher than the third quartile of the elementary salaries.\nthree-quarters of the high-school teachers receive\n\nIn\nis\n\nIn other words,\n\nmore salary than the\n\n"}
{"page": 567, "printed_page": null, "text": "9\n\n.\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\nbest-paid quarter of all elementary teachers.\n\nSST-\n\nSuch a difference is so large\n\nthat it becomes a social distinction and in several ways mitigates against\nthe proper coordination of the different divisions of the schools.\n\n^\n\nThis\n\nTABLE III\n\nHigh-School Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Size of the Cities and Salaries Received)*\n\nNumber of Teachers in Each Size Group\nSalary\n\nGroups\n\n$ 20a- 249\n250- 299\n300- 349\n350- 399\n400- 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700- 749\n750- 799\n800- 849\n850- 899\n900- 949\n050- 999\nI 000- I 04\n1050-1099\n1100-1149\n1150-1199\nI 200-1 249\n1250-1299\n1300-1349\n1350-1399\n1400-1449\n1450-1499\nI 500-1 599\n1600-1699\n1 700-1 799\nI 800 -I 899\nI 900- I 999\n2000-2099\n2 100-2 199\n2200-2299\n230(^2399\n240(^2499\n25o<^2999\n3000- and\nover\nTotals...\n\ntQi.,\nMedian.\n\n.\n\n.\n\nIII\n\nII\n\nI\n\n2\n\nV\n\nIV\n\nVI\n\nI\n\n3\n2\n\nI\n\n4\n\nI\n\n6\n\n4\n5\n7\n\n27\n17\n32\n63\n21\n\n423\n45\n79\n103\n201\n67\n121\n92\n140\n\n54\n306\n237\n215\n\n355\n250\n90\n\n3\n12\nIS\n15\n16\n\n2\n\n2\n\n5\nII\n\n8\n18\n\n16\n21\n\n33\n64\n92\n63\n148\n106\n172\n68\n72\n59\n\n45\n45\n\n23\n\n73\n112\n\n49\n42\n56\n47\n98\n\n99\n104\n109\n32\n158\n\n35\n\n78\n\n47\n67\n94\n\nH\n\n61\n\n11\nla\n74\n109\n\n77\n27\n25\n\n191\n\n13\n\n21\nII\n\n9\n\n61\n23\n14\n\n13\n\n35\n\nI\n\n5\n\n34\n55\n\n4\n9\n4\n10\n\nI\n\n4\n\nI\n\n4\n\n2\n\nI\n\nI\n\n94\n43\n88\n\n.\n\nTotals\n\n2\n\n7\n\n2\n\nI\n\n2\n\n4\n13\n27\n62\n\n16\n10\n41\n76\n161\n232\n\nII\n12\n\n31\n\n40\n102\n\n65\n136\n\n96\n138\n\n40\n29\n13\n32\n17\n\n40\n\n12\n22\n\n91\n\n15\n\n173\n63\n81\n27\n\n34\n12\n\n44\n13\n19\n\n19\n10\n\n21\n\n5\n\n105\n58\n32\n27\n6\n20\n\n39\n\n3\n23\n\n14\n\n8\n\n4\n4\n\n3\n\n4\n\nI\n\nI\n\n2\nI\n\n2\n\n407\n342\n630\n383\n910\n326\n379\n266\n627\n269\n371\n290\n436\n171\n\n643\n585\n313\n469\n292\n133\n83\n\n7\n\n44\n\nI\n\n37\n\nI\n\nII-\n\n18\n\n2\n\n2\n\n3094\n\n944\n\n1639\n\n1547\n\n823\n\n943\n\n8990\n\n$1171\n1513\n1815\n322\n\n$1121\n1288\n1482\n\n$1034\n\n$ 935\n1097\n1383\n224\n\n$853\n\n$ 822\n\n944\n1 107\n\n918\n1039\n\n127\n\n109\n\n$ 991\n1224\n1559\n284\n\n181\n\n1242\n1537\n252\n\n* For explanation of size groups se^ page 544.\nt For explanation of terms used see page 546.\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n552\n\ndifference in salary also makes it possible to demand more preparation on\n\nthe part of the high-school teachers, but does not add any incentive to\n\n—a work as\n\nfurther preparation for teaching in the elementary schools\n\nimportant as any other.\n\nTABLE IV\nElementary, Intermediate, and High-School Teachers' Salaries for 1918-19 in\nTHE 392 Cities Reporting\n(Distributed According to Size of the Cities and Salaries Received)*\n\nNumber of Teachers in Each Size Group\nSalary Groups\nI\n\n$ 200- 249\n\nII\n\nIII\n\nV\n\nIV\n\nVI\n\nTotals\n\n10\n\nI\n\n9\n\n2'?0-\n\n299\n300- 349\n\n350- 399\n400^ 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700 749\n750- 799\n800- 849\n850- 899\n900- 949\n950- 999\n1000-1049\n1050-1099\n1100-1149\n1150-1199\nI 200-1 249\nI 250-1 299\n\n1300-1349\n1350-1399\n1400-1449\n1450-1499\nI 500-1 599\n1600-1699\n1700 1799\nI 800- I 899\n1900- 1999\n2000-2099\n2 100-2 199\n2200-2299\n230(^2399\n2400-2499\n2500-2999\n3000-and\nover\n\n22\n\n17\nII\n\n3\n\n24\n17\n82\n252\n361\n281\n1008\n\n34\n\n60\n\n55\n\nIII\n\n50\n100\n188\n237\n257\n321\n344\n382\n419\n460\n518\n237\n\n135\n163\n271\n\n1597\n1391\n769\n1833\n767\n1161\n452\n1288\n\n906\n798\nlOOI\n272\n740\n\n640\n83\n341\n284\n229\n368\n255\n\n90\n62\n23\n14\n35\n\n33\n\n197\n106\n194\n83\nS2>\n\n68\n\n366\n432\n495\n696\n702\n701\n\n593\n515\n375\n305\n267\n528\n80\n153\n63\n131\n\n15\n17\n\n9\n78\n192\n342\n531\n625\n549\n526\n635\n432\n541\n376\n512\n236\n233\n\nno\n187\n56\n147\n\n45\n\n113\n20\n42\n125\n196\n257\n\n318\n318\n334\n272\n\n284\n218\n312\n155\n150\n66\n41\n\nII\n\n25\n\n30\n\n199\n\n74\n132\n\n460\n\n300\n377\n407\n507\n319\n312\n210\n273\n114\n136\n63\n65\n27\n\n25\n41\n\nSI\n16\n22\n\n23\n19\n23\n19\n\n21\nII\n\n15\n\n77\n\n102\n22\n\n68\n\n120\n196\n37\n56\n\n114\n67\n39\n29\n\n40\n\n21\nII\n\n9\n22\n\n2\n\nI\n\nI\n\n2\n\n4\n9\n4\n\n5\n\nI\n\n99\n\n79\n27\n27\n16\n10\n13\n6\n\n10\n\n5\n\n16\n\n181\n106\n\n.\n\n5\n23\n8\n\n4\n\nI\n\n4\n\n3\n\n787\n1414\n2046\n2234\n3087\n\n3530\n3662\n2713\n4079\n2465\n2992\n1429\n2129\n1441\n1799\n1259\n665\n\n960\n1002\n207\n706\n\n650\n337\n487\n304\n\nI\n\n136\n85\n45\n19\n37\n\nI\n\nII\n\n7\nI\n\n2\n\n2\n\nTotals...\n\n17,461\n\n4667\n\n7744\n\n6812\n\n3446\n\n3545\n\n43,675\n\ntQi\nMedian....\n\n$ 825\n1013\n1254\n215\n\n$ 788\n943\n1078\n\n$ 785\n928\n1122\n169\n\n$ 692\n841\n1024\n166\n\n$ 617\n750\n\n$ 642\n741\n\n$ 756\n917\n\n864\n124\n\n889\n124\n\n1132\n188\n\nQ3\n\nQ\n\n145\n\nFor explanation of size groups see page 544.\n\nt For explanation of terms used see page 546.\n\n"}
{"page": 569, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n553\n\nTable IV, which gives the distribution of the salaries for elementary,\nintermediate and high-school teachers combined, shows the effect of the\nhigher salaries paid the teachers in the two upper divisions in raising the\n\nCHART I\nCHART SHOWING MEDIAN SALARIES FOR CITIES IN THE DIFFERENT SIZE\nGROUPS FOR ELEMENTARY TEACHERS. INTERMEDIATE TEACHERS\nHIGH SCHOOL TEACHERS. AND FOR THE TOTAL OF THE THRfif\n\nElementary\nIntermediate\n\nHigh School\nTotal for all teachers\n\nmedian salaries over those for elementary teachers. The median salary\nHalf the teachers in\nfor all teachers in cities of Group I is only $1013.\nthese cities get less than $1013 a year, less than $85 a month for the twelve\n\nmonths.\n\nThis shows the seriousness of the salary problem in the larger\n\n"}
{"page": 570, "printed_page": null, "text": ".\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n554\n\nSome of these cities have already set the minimum salary at $1200 a\n\ncities.\n\nyear, nearly $200 more than the present median salary.\n\nIn Tables V to VIII, inclusive, the salaries of teachers in 392 cities are\nTables V, VI, and VII\n\ndistributed according to geographical grouping.\n\nTABLE V\nElementary Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Geographical Grouping and Salaries Received) *\n\nNumber of Teachers in Each Geographical Group\nSalary\n\nGroups\nTotals\n\n$ 200- 249\n250- 299\n300- 349\n350- 399\n400- 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700- 749\n750- 799\n800- 849\n85a- 899\n900- 949\n950- 999\n1000-1049\n1050-1099\n1100-1149\n1150-1199\n1200-1249\n1250-1299\n1300-1349\n1350-1399\n1400-1449\n1450-1499\n\n68\n\n106\n68\n114\n247\n246\n\n9\n.\n\n.^\n\n45\n91\n250\n568\n754\n815\n925\n829\n1135\n899\n666\n885\n825\n378\n223\n113\n67\n\n267\n\n943\n1322\n729\n402\n1282\n120\n91\n28\n62\n\n14\n10\n\n6\n\n68\n\n34\n\n7\n\n151\n\n89\n\n7\n\n256\n417\n526\n473\n471\n453\n335\n\n161\n\n4\n\n239\n260\n351\n516\n381\n547\n369\n\n94\n\n59\n5\n\nlOI\n\n7\n\n6\n\n19\n13\n16\n6\n\n5\n\n32\n\n1700-1799\n1800-1899\n1900-1999\n2000-2099\n2100-2199.\n2200-2299\n2300-2399\n2400-2499\n2500-2999\n\n9\n3\n\n91\n\n428\n610\n58\n72\n15\n\n5\n\n171\n177\n282\n208\n\n385\n304\n404\n226\n279\n651\n418\n219\n88\n544\n479\n\nI\n\nI\n\nII\n\n5\n\n15\n\n15\n\n176\n104\n190\n447\n743\n1317\n1935\n2041\n2772\n\n3150\n3115\n2225\n\n3260\n1942\n1922\n987\n1595\n1074\n1056\n943\n220\n634\n525\n8\n41\n50\n16\n12\n\n4\nI\nI\n\nI\n\n.\n\n.\n\n7048\n\n4900\n\nMedian\nQ3\n\n690\n823\n964\n\n$ 669\n773\n888\n\n$ 679\n807\n972\n\nQ\n\n137\n\nno\n\n147\n\ntQi\n\n142\n738\n\n14\n\n9738\n\nTotals\n\n408\n\n194\n213\n93\n160\n138\n\nk\n\n13\n13\n\n65\n\n380\n264\n\n••\n\n1500- 1599\n1600-1699.\n\n3000-and over.\n\n328\n448\n\n13\n15\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page\n\n546.\n\n;\n\n5771\n\n5042\n\n32,499\n\n808\n961\n\n$ 935\n1132\n\n1 141\n\n1271\n168\n\n$ 721\n856\n1025\n152\n\n167\n\n"}
{"page": 571, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n555\n\ngive the distribution of elementary, intermediate and high-school teachers'\nsalaries, and Table VIII a combination of these three.\n\nThese tables show\n\nthat the range of salary is almost as great within a geographical group as it\nis within size groups.\n\nThey also show that there is nearly as much difference\n\nTABLE VI\nIntermediate Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Geographical Grouping and Salaries Received)*\n\nNumber of Teachers in Each Geographical Group\nSalary\n\nGroups\n\nA\n$ 200- 249*\n2t;o- 200\n^00- ^49\n^CO- •?99\n400— 449\n\n450- 499\n500- 549\n550- 599\n600- 640\n6t;o- 600\n700- 749\n750- 799\n800- 849\n850- 899\n900- 949\nceo- QQQ.\nIOOO-IO49\nicco-iooo\nIIOO-II49\n\nB\n\nD\n\nc\n\nE\n\nTotals\n\nI\n\n3\n\n3\n5\n19\n\n35\n\n41\n\n22\n\n26\n\n55\n\n31\n25\n9\n15\n27\n29\n15\n10\n17\n\nI\n\n30\n32\n\n38\n\n.\n\n.'\n\nI20O-I249\n\nI'^OO-I'IOQ\n\nI600-I699\nI700-I799\nI800-I899\nI900-I999\n2000-2099\n2 100-2199\n2200-2299\n\n3\n6\n8\n29\n15\n26\n\n38\n49\n54\n\nI\n\n4\n19\n21\n\n47\n\n35\n\n13\n15\n6\n\n34\n\n19\n10\n\n23\n8\n\n14\n\n23\n27\n18\n\nI\n\nII\n\n2\n\n37\n\n5\n\n9\n\n2\n\n8\n\n2\n\n5\n3\n\n7\n\n8\n\n2\n\nI\n\n19\n\n24\n24\n\n15\n13\n\n19\n\n.\n\n5\n\n8\n15\n19\n51\n71\n\n5\n\n6\n28\n87\n70\n117\n154\n148\n\n23\n19\n\n43\n34\n\nI2'CO-I2Q9\nI'?00-I^49\n1350- 1399\n1400-144.0.\ni4';o-i4oo.\n\nI\n\nI\n\n25\n\n26\n24\n75\n77\n34\n75\n\nIliJO-IIOO\n\nI\n\n8\n\nI\n\n23\n23\n13\n8\n12\n\n3\n3\n\n3\n\n7\n2\n\nI\n\nI\n\n4\n\n3\n\n5\n\nI\n\n18\n\n35\n\n'\n\n155\nlOI\n116\n\n42\n14\n18\nI\n\n47\n92\n36\n\n8\n16\n6\n\n41\n28\n22\n\n4\n\n'',\n\n*\n\n2\n\n6\n8\n2\n\nI\n\n2^00-2'?OQ\n\n140\n146\n189\n140\n160\n116\n\nI\n\nI\n\nI\n\n2400-2499\n2 £500-2000\n\n3000-and over\nTotals.\n\ntQi\n\nMedian\nQ3\n\nQ\n\n.\n\n.\n\n680\n\n337\n\n483\n\n336\n\n350\n\n2186\n\n$ 786\n999\n\n$ 631\n832\n\n$833\n\n1 138\n\n1039\n204\n\n$ 769\n889\n1078\n\n$ 899\n1000\n1226\n164\n\n$ 777\n951\n1143\n\n176\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page\n\n546.\n\n155\n\n962\n1330\n249\n\n183\n\n"}
{"page": 572, "printed_page": null, "text": ".\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\nS5^\n\nbetween the median salaries of different geographical groups as there\nis between the median salaries of size groups.\nThe median salaries for\nelementary, intermediate, and high-school teachers are higher in Group E\nthan in any other group, and lower in Group B than in the others. The\n\nTABLE VII\nHigh-School Teachers' Salaries for 1918-19 in the 392 Cities Reporting\n(Distributed According to Geographical Grouping and Salaries Received)*\n\nNumber of Teachers in Each Geographical Group\nSalary Groups\n\nA\n\nD\n\nC\n\nB\n\nE\n\nTotals\n\n$ 200- 240\n21:0- 299\n•200— ^49\n\n^00\n\nI\n\nI\n\ndOO— AAO\n450- 499\n\nI\n\nI\n\n2\n\nI\n\n3\n6\n\n4\n1\n\n7\n\nCtJO- 'JOG\n\n9\n\n3\n\n2\n\n600- 640\n650- 699\n700— 740\n7^0- 799\n800- 849\n8<o— 800\n000- 040\n\n2\n\n4\n\n16\n10\n\n2\n\n41\n76\n\n^ cro~\n\n«;oo- ';4Q\n\n34\n50\n\n68\n\n63\n56\n\n76\n162\nlOI\n189\n161\n\nQiro— 000.\n\nIOOO-IO49\nIOi?O-IO00\n\n46\n94\n\n30\n\n1^00-1^40\n\n198\n134\n144\n200\n107\n96\n\nI'?tCO-I'?00\n\nno\n\n24\n\nI400-I440\n\n100\n\n50\n\nIIOO-II49\nII50-II99\n1 200-1 249\n\n!\n\nI2IJO-I200\n\n141:0-1400\n\nI600-I699\nI7OO-I700\n180O-1899\nI9OO-I999\n2000-2099\n2 100-2 199\n2200-2299\n2^00—2^00\n2400— 2400\n2 00— 2000\n3000-and over\n\n443\n21\n\n^1\n126\n20\n\n.'.\n\n.\n\n.\n\ntj\n\nTotals\n\ntOi\n\nMedian\n0^\na..::::::::::::::::\n\n30\n59\n\n8\n\n60\n\n21\n\n153\n114\n102\n69\n61\n102\n\n149\n61\n124\n76\n78\n119\n\n45\n\n43\n84\n\n6\n\n27\n\n19\n\n77\n61\n\n69\n86\n\n39\n44\n54\n\n215\n32\n\n21\n\n44\n\n5\n13\n\n17\n\n12\n\nI\n\n35\n9\n\n3\n\n5\n\n4\n\n4\n\nI\n\n7\nI\n\n44\n\nno\n\n66\n\n42\n35\n10\n\n40\n44\n\n6\n15\n\n5f\n58\n\n37\n\n-.\n\n'•\n\n4\n\n59\n122\n112\n\n38\n\n59\n125\n85\n54\n53\n\nI COO-I (JOO\n\n6\n8\n28\n\n14\n\n19\n28\n\n.\n\n2\n\n77\n\n4\n\n4\n\n17\n\n43\n26\n51\n\n82\n41\n91\n69\n112\n\n60\n306\n316\n131\n115\n131\n14\n\n38\n4\n\n9\n32\n\n161\n232\n\n407\n342\n630\n383\n\n910\n326\n379\n627\n269\n371\n\n290\n436\n171\n\n643\n585\n313\n460\n292\n133\n83\n44\n18\n\n37\n\n4\n\nII\n\nI\n\n2\n\n2529\n\n1440\n\n1576\n\n1694\n\n1751\n\n8990\n\n$ 943\n\n$ 947\n1036\n1236\n145\n\n$ 917\n\n$1015\n1273\n1708\n347\n\n$1341\n1559\n1698\n179\n\n$ 991\n1224\n1559\n284\n\n1 139\n\n1394\n226\n\n1107\n1424\n\n* For explanation of geographical groups see page S4St For explanation of terms used see page 546.\n\n254\n\n"}
{"page": 573, "printed_page": null, "text": "•.\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\nquartile deviation differs as much as between size groups.\n\n557\n\nFor elementary\n\nGroup E not only has the highest median salary, but also the\n\nteachers,\n\nFor intermediate teachers the largest quartile\n\nlargest quartile deviation.\n\nTABLE VIII\nElementary, Intermediate, and High-School Teachers' Salaries for 1918-19 in\nTHE 392 Cities Reporting\n(Distributed According to Geographical Grouping and Salaries Received)*\n\nNumber of Teachers in Each Geographical Group\nSalary Groups\nTotals\n\n$ 200- 249\n250- 299\n300- 349\n350- 399\n400- 449\n450- 499\nSCO- 549\n550- 599\n600- 649\n650- 699\n700- 749\n750- 799\n800- 849\n850- 899\n900- 949\n950- 999\n1000-1049\n1050-1099\n1100-1149\n1150-1199\n1200-1249\n1250-1299\n1300- 1349\n1350-1399\n1400-1449\n1450-1499\n1500-1599\n1600-1699\n1700-1799\n1800-1899\n1900-1999\n2000-2099\n2 100-2 199. ...\n2200-2299\n2300-2399\n2400-2499 ....\n2500-2999.\n3000-and over.\n•\n\n•\n\n.\n\nQ\n\n.\n\n.\n\n.\n\n546\n442\n257\n301\n227\n152\n125\n121\n\n68\n140\nlOI\n\n.m.\n\n107\n69\n120\n258\n268\n\n800\n475\n1405\n165\n544\n66\n122\n148\n145\n28\n48\n32\n38\n\n13\nIS\n\n14\nII\n\n7\n\n106\n199\n\n68\n154\n268\n438\n553\n552\n601\n613\n496\n587\n397\n\n35\n96\n164\n209\n253\n304\n396\n601\n466\n743\n443\n547\n224\n835\n137\n555\n670\n139\n139\n138\n\n7\n\n460\n\n7\n\n787\n1414\n2046\n2234\n3087\n3530\n3662\n2713\n4079\n2465\n2992\n1429\n2129\n1441\n1799\n1259\n66s\n960\n1002\n207\n706\n650\n337\n487\n\n320\n306\n377\n214\n256\n60\n129\n50\n106\n\n7\n\n27\n\n69\n38\n\n88\n68\n47\n46\n\n12\n\n57\n\n42\n38\n\n181\n\n2\n\n373\n538\n432\n1018\n1394\n\n66\n\n40\n44\n\n.\n\n.^.\n\nMedian\nQ3\n\nHOC\n\n•\n\nTotals,\n\ntQi\n\n70\n10\n46\n92\n262\n605\n795\n898\n1023\n937\n1335\n1028\n879\n1121\n\n35\n\nI\n\n57\n23\n6\n\n7\n\n4\n\nII\n\n28\n92\n108\n81\n\n227\n37\n\n44\n5\n\n4\n66\n98\n190\n202\n313\n248\n465\n339\n481\n287\n353\n685\n542\n274\n197\n\n614\n599\n77\n\n317\n335\n131\n115\n132\n14\n\n38\n4\n\n304\n136\n85\n\n13\n\n17\n\n5\n\n5\n\n4\n\nI\n\n9\n32\n\n7\n\n4\n\nII\n\nI\n\nI\n\n2\n\n45\n19\n\n37\n\n12,947\n\n8825\n\n6959\n\n7801\n\n7143\n\n43,675\n\n722\n\n$ 702\n794\n927\n113\n\n$ 721\n871\n1074\n\n$ 839\n1015\n1233\n\n$ 976\n1187\n1398\n\n177\n\n197\n\n$ 756\n917\n1132\n188\n\n)\n\n86q\n1028\n153\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page 546\n\n"}
{"page": 574, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n558\n\nD and B, and for high-school teachers they are\nD and C. When all the teachers are considered together it is found that\n\ndeviations are in Groups\nin\n\nquartile deviations increase directly as the median salary increases.\n\nThis\n\nCHART II\nCHART SHOWING MEDIAN SALARIES FOR CITIES IN THE DIFFERENT GEOGRAPHICAL GROUPS FOR ELEMENTARY TEACHERS, INTERMEDIATE\nTEACHERS, HIGH SCHOOL TEACHERS. AND FOR THE TOTAL\nOF THE THREE.\nSalary\n\n1600\nElementary\n\n1500\nIntermediate\n\n1400\n\nHigh School\nTotal for all teachers\n\n1300\n\nis due\n\nto the fact that in any geographical section the salaries are increast\n\nby some states and not others, or by certain cities and not others, but in\nenough instances to increase the median salaries for the entire section.\n\n"}
{"page": 575, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n559\n\nThis leaves a greater difference, however, between the places remaining on\nthe old schedules and those on the new,\n\nand consequently, increases the\n\nquartile deviation.\n\nSubsequent tables will show that the sectional differences which now\nexist in salaries are caused by several conditions.\n\nSome of these are tra-\n\nand the like, and such are easily\nSome of the conditions, however, are more fundamental and\n\nditional schedules, public indifference,\n\nremoved.\n\ninvolve the organization of school control, the lack of expert control of\nschool budgets, and the very low per capita wealth in certain sections.\n\nThese problems are harder to solve; as a matter of fact, under the present\nplan of free competition they are constantly growing worse.\n\nFor example,\n\nmany districts in Section B are carrying the maximum tax allowed by law\nfor school purposes, and are yet unable to meet the salary schedules of other\nsections.\n\nThey are, therefop, compelled to take inferior teachers or teach-\n\ners with less professional training, which will, in turn, tend to decrease the\n\nper capita wealth still more, in spite of the fact that the particular com-\n\nmunity is more progressive educationally and carries a heavier tax burden\nthan other places which outbid it for teachers.\nSome of the findings of this study of teachers' salaries will show the\nextent to which these conditions exist, and where possible, will be made\nIt is obvious that as prices of food, clothto throw light on the remedy.\ning, labor, cost of education, etc., are becoming standardized for the nation,\nthere should not be a sectional difference in median salaries for elementary\nteachers of $359 or 46 per cent (between B and E).\nIn connection with the salaries paid in the 392 cities, as shown in the\npreceding tables, comparisons with those paid in New York City for the\n\nsame period are valuable.\n\nA distribution was made from the salaries as\n\nrecorded in the \"Tentative Budget Estimate for 1919 of the Board of\nEducation of the School District of New York, N.Y.\" which was adopted\n\nAugust 29, 19 1 8, and so represents the salaries for the school year 19 18-19.\nTables IX and\ngive the distributions for men and for women in the day\nelementary schools and in the day high schools. The median salary for men\n\nX\n\nin the elementary schools\n\nwomen.\n\nis\n\nover $800 more than the median salary for\n\nThis is due to the double basis for granting salaries which, until\n\nrecently, existed in New York City.\nThe men are, however, such a small\nproportion of the total number in the elementary schools that their higher\nsalaries only raise the\n\nmedian for the entire group by $24.\n\nThe quartile\n\ndeviation for the men is very large, due to the large number of men who\n\nhave reacht the maximum of $2400, and the relatively low salaries of the\n\nmen who have entered since the \"equal pay for equal work\" plan was\nThe median salary of $1279 for New York City is $343 more\nthan the median salary for all cities in this study with more than 100,000\n\nadopted.\n\npopulation, and is $423 (nearly one-half)\nthe 392 cities reporting.\n\nmore than the median salary of\n\n"}
{"page": 576, "printed_page": null, "text": ".\n\n56o\n\n. ..\n\nNATIONAL EDUCATION ASSOCIATION\n\nThere is not such a difference between the median salaries of men and\nwomen in the high school as is found between the salaries of elementary\nThe median salary for men is only $7 more than that for women,\nteachers.\n\nTABLE 1±\nor Men and Women\nTeachers in the Day Elementary Schools\nOF New York City for the School Year\n\nDistribution\n\nof\n\nSalaries\n\n1918-19\nSalary\n\nGroups\n\n$ 800- 849.\n850- 899.\n900- 949950- 999.\n1000-1049\nI 050- I 099.\n1100-1149.\n1150-1199.\nI 200-1 249.\n1250-1299.\n1300-13491350-13991400-1449.\n1450-1499.\n1500-15491550^15991600- I 649.\n1650-1699.\nI 700-1 749.\nI 750-1 799.\nI 800- I 849.\n1850-1899.\nI 900- I 949.\n1950-1999.\n2000-2049\n2050-2099\n2 100-2 149.\n2 I 50-2 199.\n2200-2249.\n2250-2299.\n2300-2349.\n\nMen\n\nWomen\n\nTotals\n\n67\n\n2220\n\n17\n\n2153\n78\n2830\n748\n533\n755\n567\n82\n\n125\n\n666\n\nI\n\n23\n\n701\n621\n\n82\n791\n702\n\n49\n\n383\n596\n\n5\nI\n\n57\nI\n\n63\nI\n\n19\n\n78\n2835\n749\n\n590\n756\n584\n\n644\n383\n645\n\n14\n\n14\n\n3737\n80\n84\n\n3800\n81\n103\n138\n151\n\n91\n\n105\nTOO\n20\n1488\n\n1579\n\nI\n\n453\n\n454\n\n14\n31\n\n52\n\n33\n51\nI\n\n21\n\n9\n\nI\n\n66\n86\n10\n\n12\n\n47\n\n59\n\n52\n\n3\n\n55\n32\n\n55\n\n32\nI\n\nI\n\n31\n\n34\n\nI\n\nI\n\n2400-2449\n2450-2499\n2500-2549.\n2550-25992600-2649\n2650-2699.\n\n547\n\n551\n\nTotals.\n\n1336\n\n16,960\n\n•Qi.....\n\n$1438\n2083\n2420\n491\n\n$ 936\n125s\n1527\n296\n\n235«>-2399-\n\nMedian\n\nFor explanation of terms used see page 546.\n\n18,296\n;\n\n941\n1279\n1536\n298\n\n"}
{"page": 577, "printed_page": null, "text": ".\n\n..\n,\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\nTABLE X\n\nMen and Women\nTeachers in the Day High Schools of New\nYork City for the School Year 1918-19\n\nDistribution of Salaries of\n\nSalary Groups\n\n$ 900- 949.\n950- 999.\nI 000- I 049.\n1050-1099.\nI 200-1 249.\nI 250-1 299.\n1300-1349.\n1350-1399.\n1400-1449.\n1450-1499.\n1500-1549.\n\nMen\n\nWomen\n18\n\nTotels\n\n29\n61'\n\n28\n\n33\n\n41\n\n52\n\n93\n\n32\n\n54\n\n25\n\n41\n\n66\n\n4\n34\n\n44\n\n43\n\n56\n\n99\n\n96\n\n13s\n\n231\n\n44\n\n69\n\nII\n\n21\n\n37\n9\n\n37\n\n32\n74\n10\n\niS5c>-i599-\n\n1600-1649.\n1650-1699.\nI 700-1 749.\nI 750-1 799.\nI 800- I 849.\n1850-1899.\n1900-1949\n1950-1999.\n2000-2049\n2050-2099\n2 TOO- 2 149.\n2150-2199.\n2200-2249.\n2250-2299.\n2300-2349.\n2350-23992400-2449\n2450-2499.\n2500-2549\n2550-2599.\n2600-2649\n2650-2699.\n2700-2749.\n2750-2799.\n2800-2849\n2850-2899\n29eo-2949\n2950-2999.\n3000-3049.\n3050-3099.\n3 100-3 149.\n3 I 50-3 199.\n3200-3249.\n3250-3299.\nTotals..\n\nQi\nMedian\nQ3\n\nQ\n\nI\n\n3\n\nI\n\n126\n\n236\n\n308\n\n485\n\n793\n\n96\n\n27\n\n123\nI\n\n932\n\n1155\n\n2087\n\n$2059\n2527\n2679\n310\n\n$1944\n2520\n\n$2052\n2524\n2675\n311\n\n2673\n\n364\n\n* For explanation of terms used see page 546.\n\n561\n\n"}
{"page": 578, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n562\n\nand the quartile deviation is smaller by $45.\n\nThe significant fact about\n\nthe median high-school salary in New York City is that it is $1011 (67 per\ncent) higher than the median high-school salary for cities in Group I, and\n\n$1300 (106 per cent) higher than the median salary for all high-school\nteachers in 392 cities. In order to have some results of this study available\nto school men\n\nby the close of the school year it was found necessary to\n\nclose the tables before the returns were received from Pittsburgh, Pennsyl-\n\nand Newark, New Jersey. Since they are both large industrial\nGroup A, Size I, their distributions have been combined with\nof\nthose\nNew York in order that they may be compared not only with\nthe returns from the 392 cities previously reported, but also with a summary\nof 29 other cities^ whose replies were received too late to be incorporated in\nthe main study.\nTable XI for elementary teachers shows the median salary for Pittsburgh\nA total for these three cities gives a\nto be $1150, and for Newark $1300.\nmedian of $ 1 23 1\nThis is $2 6 2 higher than the median salary for elementary\nteachers in the 29 cities mentioned above, and $375 higher than the median\n\nvania,\n\ncities in\n\n.\n\nsalary in the 392 cities.\n\nThe distribution of the 59,808 elementary teachers,\n\nwhich is the total for all cities in the report, including New York City, gives\na median salary of $948. The difference between this and $856 for the 392\ncities studied is largely the effect of including the\n\nNew York City teachers\n\nin the distribution, and gives a median salary much too high to represent\n\nactual conditions as they are.\n\nTable XII gives a similar distribution for high-school teachers, and\n\nshows the median salary for New York, Pittsburgh, and Newark to be\n$2376, which is $1044 more than the median salary for the 29 cities, and\n$1152 more than the median salary for the 392 cities. The median salary\nfor the total distribution for all cities, including\n\nNew York, is $1357, due\n\nagain largely to the salaries of the 2000 New York high-school teachers for\n\nwhom the median salary is more than $2500. The differences between\nsalaries in different city\n\ngroups and in different sections, as evidenst by\n\nthe foregoing tables, are relatively very small in comparison with the\ndifferences existing between individual cities.\n\nIncluded in the distributions\n\nare the following cities paying their elementary teachers a median salary\n\n$1300 or more: Newark, New Jersey, $1300; Anaconda, Montana,\n$1301; Berkeley, California, $1310; Oakland, California, $1359; Cleveland\nHeights, Ohio, $1413; Seattle, Washington, $1421. Included in the disof\n\ntribution also are cities paying medium salaries of less than half of these\n\n—\n\n$540, $532, $519, and $333 are actual median salaries paid to elementary teachers in cities and towns of over 5000 population. The difference between cities in the matter of median salaries for high-school teachers\nis much more than between elementary teachers, varying between New\nYork City, with its median of $2500, to some of the small high schools,\n\nfigures\n\n'\n\nT!ie 20 cities included in this distribution are starred * in the list in Appendix I.\n\n"}
{"page": 579, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n563\n\nA study of the distribu-\n\npaying median salaries of about one-fourth of this.\n\nand high-school teachers for individual\ncities will convince anyone that the settlement of the salary problem up to\ntions of salaries for elementary\n\nTABLE XI\nDistribution of Salaries or Elementary Teachers in New York, Pittsburgh,\nAND Newark, Compared with Two Other Groups of Cities\n\nI\n\n2\n\n3\n\nPitts-\n\nNewark\n\n4\n\n5*\n\n6\n\nTotal\n\nTotal\n\n7\n\nSalary\n\nNew\n\nGroups\n\nYork\n\nburgh\n\nCity\n\n$ 200- 249\n2';o- 299\n300- 349\n350- 399\n400- 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700- 749\n750- 799\n800- 849\n850- 899\n900- 949\n950- 999\n1000- 1049\nI 050- I 099\n1100-1149\n1150-1199\n\nfor\n4, S, and 6\n\n120\n239\n222\n\n4\n3\n\n3\n\n294\n\n94\n\n388\n\n71\n\n22\n171\n\n734\n\n79\n65\n53\n87\n\n93\n2467\n212\n2981\n886\n835\n867\n1405\n\n19\n\nI\n\n102\n\n791\n702\n\n244\n\n103\n\n644\n383\n645\n\n4\n\n475\n\n1138\n702\n1123\n383\n717\n\n2220\n78\n2835\n749\n590\n756\n584\n82\n\n300- I 349\n1350-1399\nI 400- I 449\n1450-1499\n\n14\n3881\n241\n172\n2033\n152\n69\n87\n35\n\n500-1 599\n1600- 1699\n1 700- 1 799\nI 800- I 899\n1900- 1999\n2000-2099\n2 100-2 199\n2200- 2299\n2300-2399\n2400-2499\n2500-2999\n3000- and\nover ....\nI\n\nMedian\nQ3\n\nTotals\n\n29\nCities\n\nJ\n\nI\n\ntQi\n\n3\n\n102\n\n4\n\n1 250-1 299\n\n.\n\nfor\n\n10\n\nI 200-1 249\n\nTotals.\n\nTotal\nI, 2, and\n\n76\n66\n41\n58\n\n180\n\n%8\n\n68\n105\n\n3\n\n69\n\n12\n\n175\n\n32\n\n6g\n\n349\n337\n326\n287\n\n519\n422\n601\n.\n\n14\n\n3260\n\n383\n\n1942\n1922\n987\n1595\n1074\n1056\n\n72\n\n943\n\n495\n232\n166\n\n4068\n342\n\n176\n104\n190\n447\n743\n1317\n1935\n2041\n2772\n3150\n3115\n2225\n\n448\n\n202\n\n'\n\n6\n18\n8\n\n634\n525\n\nI\n\n41\n\n7\n2\n\n50\n\n8\n\n176\n104\n\n224\n453\n845\n1 441\n2177\n2263\n3509\n\n3580\n5908\n2724\n6760\n3250\n3358\n2349\n3232\n1342\n2577\n1717\n1773\n1023\n1260\n30\n4110\n399\n304\n2093\n158\n\n2\n\n186\n2081\n154\n\n2\n\n71\n\nI\n\n72\n\n87\n35\n\nI\n\n88\n36\n\n14\n\n48\n\n16\n12\n\n4\n\nI\n\nI\n\n.\n\n551\n\n551\n\nI\n\nI\n\n551\n\n18,296\n\n1896\n\n1705\n\n21,897\n\n5412\n\n32,499\n\n59,808\n\n$ 940\n1283\n1568\n\n$ 872\n\n$ 933\n1300\n1345\n\n$ 939\n1231\n1552\n\n$ 792\n969\n\n$ 721\n856\n1025\n\n$ 802\n948\n1222\n\n1107\n1139\n\n* For list of these 29 cities see those marked with a * in Appendix I.\nt For explanation of terms used see page\n\n546.\n\nIIOO\n\n^\n\n"}
{"page": 580, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\nEMA-\n\nthe present time has been purely a matter of local adjustment, the result\nof a progressive superintendent, of an active teachers' organization or the\n\nrecognition of the importance of teaching by a group of progressive citizens\n\nwithin a community.\n\nThere is no evidence within any city size or geo-\n\nTABLE XII\nDistribution of Salaries of High-School Teachers in New York, Pittsburgh,\n\nAND Newark, Compared with Two Other Groups of Cities\n2\n\nI\n\n4\n\ns*\n\n6\n\nTotal\n\nTotal\n29\n\nTotal\n392\n\nCities\n\nCities\n\n3\n\n7\n\nSalary\n\nGroups\n\nNew\n\nPitts-\n\nYork\n\nburgh\n\nNewark\n\nCity\n\n$ 200- 249\n250- 299\n300- 349\n350- 399\n400- 449\n450- 499\n500- 549\n550- 599\n600- 649\n650- 699\n700- 749\n750- 799\n800- 849\n850- 899\n900 949\n950- 999\n1000-1049\n1050-1099\n1100-1149\n1150-1199\n\nand 3\n\n4\n\n4\n3\nI\n\n29\n\n2\n\n4\n2\n\n4\n\n3\n5\n\nI\n\nI\n\n7\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\n8\n27\n27\n20\n\n3\n\n34\n\n2\n\n48\n27\n\n^\n61\n\nI 200-1 249\n\n8\n\nI\n\n70\n\n18\n\nI\n\n19\n\n5\n\n6\n\nII\n\nI 250-1 299\n\n1300^1349\n1350-1399\n1400 1449\n1450-1499\n1500-1599\n1600-1699\nI 700-1 799\n1800-1899\n1900-1999\n2000-2099\n2 100-2 199\n2200-2299\n2300-2399\n2400-2499\n2500-2999\n\nfor\nI, 2,\n\n93\n\nII\n\n7\n\n407\n342\n630\n383\n910\n326\n379\n266\n627\n269\n371\n290\n436\n\n15\n\n48\n84\n170\n260\n435\n362\n712\n\n410\n1070\n375\n497\n326\n771\n\nII\n\n18\n\n142\n\n2\n\nT/I4\n\n39\n\n13\n\n83\n\n^5\n38\n40\n\n18\n\n59\n\n7\n\n16\n10\n41\n76\n161\n232\n\n1097\n\n66\n\n23\n17\n\n4\n\n64\n\n21\n\n69\n106\n10\n1033\n\n2\n\n4\n\n37\n\n18\n\n54\n\n26\n32\n\n132\n\n4\n\n2\n\nTo\n\n12\n\n3\n\n112\n\nand 6\n\n12\nII\n\n8\n\n16\n\n231\n\nI\n\n49\n99\n60\n133\n56\n\nfor\n\n326\n615\n338\n587\n253\n828\n905\n466\n596\n459\n405\n132\n160\n155\n117\n1 108\n\nI\n\n99\n\n90\n\nTotals\n4, 5,\n\nI\n\n3\n\n10\n10\n24\n\nI\n\n47\n\n28\n\n123\n28\n146\n202\n\n54\n39\n118\n120\n\n33\n\n56\n142\n267\n\n71\n25\n\n45\n\n4\n\n5\n\n116\n\n171\n\n643\n585\n313\n469\n292\n^33\n83\n\n44\n2\n\n18\n\n3000-and\nover\n\n124\n\nTotals..\n\n2061\n\n391\n\n251\n\n2703\n\n1473\n\n8990\n\n13,166\n\n$2013\n2512\n2562\n\n$1643\n1904\n2205\n\n$1580\n\n$1894\n2376\n\n$1132\n\n$ 991\n1224\n1559\n\n$1035\n1357\n1790\n\ntQi\nMedian.\n\nQ3\n\n.\n\n2215\n2530\n\n2551\n\n1332\n1583\n\nFor list of these 29 cities see those marked with a * in Appendix I.\nt For explanation of terms used see page 546.\n\n"}
{"page": 581, "printed_page": null, "text": "1\n\nTEACBEKS' SALARIES AND SALARY SCBEDULES\n\nS6S\n\ngraphical group of a united attempt to in any way standardize salaries paid,\nor to make a general adjustment of teachers' salaries to living conditions.\n\n''What increases in salary were granted to each group this year?\"'\n\nwas the next question askt on the questionnaire to superintendents. A\ndistribution of the teachers receiving increases, regardless of the amount\n\nTABLE XIII\nQuARTiLE Distributions of Salaries of Teachers Receiving Increases\n\nDuring 191 8-19\n(Arranged According to Size and Geographical Groups* for Elementary, Intermediate\nand High-School Teachers)\nSize Groups\n\nElementary\nNo. of Teachers\n\n9637\n\n$ 808\n\ntQi...\n\nMedian\n\n902\n1 184\n\n,\n\n8-:::::::::::::\nIntermediate\nNo. of Teachers\n\n953\n$ 773\n796\n1074\n\ntQi\n\nMedian\n8-::::::::::::\n\n151\n\nHigh School\nNo. of Teachers\n\n2983\n$ 754\n893\n103\n139\n\n176\n\n$ 789\n980\n1058\n135\n\n1 741.\n\n822\n$1105\n1304\n1519\n\nr-::::::::;;\n\n3\"\n\n207\n\nGeographical Groups\n\nA\n\n2481\n\n$1120\n\n*Qi..\n\nMedian\n\n1469\n\nElementary\nNo. of Teachers\ntQi\n\nMedian\nO3\n\nQ .:::::::::::::;:::\nIntermediate\nNo. of Teachers\n\n662\n$ 799\nIOCS\n1142\n\ntQi\n\nQ3\nQ...\n\n886\n97\n\n132\n\n910\n$ 809\n831\n\n4792\n$ 758\n874\n1000\n124\n\n4299\n$ 622\n\n* 374\n$ 917\n1030\n1083\n83\n\n404\n$ 802\n950\n1100\n149\n\n355\n$ 670\n\n1344\n$1046\n1260\n\n1367\n$ 932\n1092\n1352\n210\n\n709\n$ 858\n904\n\n1766\n\n$ 563\n672\n791\n114\n\n781\n\n920\n129\n\nVI\n\nTotals\n\n1968\n$ 634\n693\n\n25,445\n$ 702\n\n782\n74\n\n1013\n156\n\n1 105\n\nE\n\n4246\n$ 68s\n811\n971\n\n3196\n$ 779\n917\n1088\n\n4505\n$ 940\n\n143\n\n155\n\n936\n1309\n230\n\n1047\n122\n\n$ 982\n1210\n1520\n269\n\nno\n\n124\n\ntill\n\n2548\n\n$ 804\n876\n\n839\n$ 81S\n916\n1037\n\nD\n\n* 457\n\n844\n\n286\n651\n734\n829\n89\n\n773\n853\n92\n\nC\n\n1049\n145\n\n172\n\n.:\n\nIV\n\n1525\n240\n\nB\n\n7723\n$ 690\n808\n943\n\nIII\n\n•\n\nTotals\n\n25,445\n$ 702\n\n\"54\n\n844\n\n1302\n181\n\n1013\n156\n\n264\n$ 845\n970\n1084\n120\n\n2548\n$ 804\n876\n1047\n122\n\nHigh School\nNo. of Teachers\ntQi\n\nMedian\nQ3\nQ.\n\n.\n\n,\n\n:.:.:\n\n2141\n\n$ 942\n..\n\n1128\n1369\n214\n\n•1319\n$ 955\n1025\n1243\n144\n\n1410\n$ 923\nII24\n1436\n257\n\n1141\n\n7562\n\n$948\n\n$ 982\n\n1156\n1560\n306\n\n1210\n224\n\n269\n\n* For explanation of size and geographical groups see pages 544 and 545.\nt For explanation of terms used see page 546.\n\nof the increase, arranged according to the salaries of the teachers receiving\n\nthese increases, results in the following quartile distributions.\n\nA comparison of the medians and the median deviations of the salaries\nof teachers receiving increases with the medians and median deviations of\n\nthe actual salary distributions as given in Tables I-VIII, inclusive, and\n\nsummarized in Table XIII, will show, first, that the median\n»\n\nFor copy of questionnaire see page 544.\n\nsalaries of\n\n"}
{"page": 582, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n566\n\nthose receiving increases are in most cases slightly below the median\nsalaries of the groups, and second, that the quartile deviation is very nearly\n\nthe same as in the distribution of the salaries received. The first point\nwould indicate that there is a tendency to give increases to the lower salaried\nteachers more than to the upper, but this tendency is so slight that it\nhardly deserves the name even of a tendency. The second fact seems to\ncontradict this conclusion by showing that increases are given over the\nentire range of salaries.\n\nIt was also observed in\n\nexamining the superin-\n\ntendents' blanks as they were returned, that where any increases were given\n\nthey were generally given to all teachers.\n\nWhen any teachers were not\n\ngiven increases they were usually \"new teachers.\"\n\nA study of the increases given to teachers during 191 8-19 which bears\nmore directly upon the salary question is the amount of the increases given.\nTables\n\nXIV-XIX, inclusive, give the distribution of the increases to\n\nThe\nmade according to size and geographical groups for the\ncities and the amount of the increase received.\nteachers' salaries granted for 191 8-19 in the 392 cities reporting.\n\ndistribution\n\nis\n\nThese tables show that the increases received during the present\nyear in these 392 cities vary from \"no increase\" to $400 for elementary\n\nand to $500 for high-school teachers. The\nshown by the number of teachers\nreceiving them, are \"no increase,\" $45, $50, $75, $90, $100, $125, and $150 for\nelementary and intermediate teachers, and the same, but with $200 and $300\nadded for the high schools. These amounts are explained by the practice\nof giving increases of $5 and $10 per month, which amounts to the $45, $50,\n$90, and $100 increases as the term is nine or ten months in length, and by\nthe practice of giving \"lump sum\" increases of $50, $75, $100, $125, and\nand intermediate\n\nteachers,\n\nincreases most frequently received, as\n\n$150, etc., per year.\n\nThese tables also show tjiat the size of the city again\n\nhas a direct ejffect, and that there is a markt tendency for the \"increase\"\nto be less in the smaller cities.\n\nIt is also noticeable that the geographical\n\ngroups which pay the highest salaries pay slightly higher increases, altho\nthere are several irregularities. A study of the median increases will show\nthat they hover around $100 about as many teachers receive less than\n\n—\n\n$100 as receive more.\n\nExceptions to this are Groups\n\nB and D of the\n\nand Group I for intermediate teachers. Group IV\nIn\nfor elementary, and Groups V and VI of the size groups for all teachers.\nquartile\nThe\nthan\n$100.\nlower\nare\nmedian\nincreases\nthese groups the\ndeviations would indicate that the middle 50 per cent are easily included\nbetween $50 and $150. The median increases for the groups $91 for\nelementary, $74 for intermediate, and $102 for high-school teachers for\nthe year 1918-19 are rather condemning evidence, that in a great majority\n\ngeographical groups;\n\n—\n\nof the cases, the increases were given without regard to the needs of the\n\nteachers.\n'\n\nDuring 1918 the cost of living advanst 25 per cent' and remained\n\nMonthly Review, Bureau of Labor Statistics, January, 1919, p. 100.\n\n"}
{"page": 583, "printed_page": null, "text": "1\n\n.\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n567\n\nTABLE XIV\nIncreases to Elementary Teachers' Salaries Granted for 1918-19 in the 392\nCities Reporting\n(Distributed according to Size of City and Amount of Increase Receiv^ed)*\n\nNumber of Teachers in Each Size Group\nSize of\nIncreases\n\n$\n\n0-\n\n9.99\n\nI\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n99\n\n21\n\n390\n\n265\n\n64\n\n270\n16\n\n^77\n\n10\n52\n158\n\n1109\n26\n572\n\n10- 19.99\n20- 29.99\n\n30- 39-99\n40- 49.99\n50- 59.99\n60- 69.99\n70- 79-99\n80- 89.90\n90- 99.99\n100- 109.99\n\n110-119.99\n120-129.99\n130-139.99\n140-149.99\n150-159.99\n160-169.99\n170-179.99\n180-189.99\n190-199.99\n200-209.99\n\n210-219.99\n220-229.99\n230-239.99\n240-249.99\n250-259.99\n260-269.99\n270-279.99\n280-289.99\n290-299.90\n300-309.99\n\n310-319.99\n320-329.99\n330-339-99\n340-349-99\n350-359-99\n360-369.99\n370-379-99\n380-389.99\n^90-^99.00\n400-409.99\n\n195\n8\n\n178\n\n258\n\n3139\n\n406\n\n181\n271\n135\n15569\n\n1762\n\n637\n\n1152\n\n685\n\n422\n\n394\n\n270\n469\n91\n\n489\n\n80\n388\n494\n489\n386\n\n394\n804\n\n20\n139\n868\n\n87\n159\n58\n35\n215\n223\n48\n134\n\n302\n50\n64\n224\n20\n48\n20\n\n276\n\n44\n\n5\n\n181\n\n202\n\n6\n\n39\n216\n76\n118\n\n350\n\n458\n\n90\n\n217\n\n51\n\n15\n\n2\n\n56\n\n^5\n\n13\n141\n22\n2\n\n48\n\n342\n139\n\n25\n\n271\n\n244\n438\n\n1680\n4860\n1051\n2529\n432\n1429\n4498\n\n113\n109\n28\n176\n256\n\n^?\n258\n12\n\n245\n171\n\n12\n\n9\n27\n\n44\n37\n\n47\n38\n68\n\n9\nlOI\n8\n8\n\n5\n\n14\n\nII\n\n198\n1433\n268\n264\n1380\n256\n118\n165\n\nI\n\n10\n\n326\n794\n\n9\n\n4\n\n84\n\nI\n\n17\n13\n\n599\n139\n\n27\n27\n\n29\n•\n\n432\n\n441\n\n9\n\n16\n\nII\n\n27\n\n79\n\n79\n\n53\n\n53\n5\n\n5\n\n266\n\n266\nr\n\nI\n\nII\n\n1\n\n8\n\n8\n\n480-489.99\n500-509.99\nTotals\n\n.\n\ntQi\nMedian..\n\n9637\n\n2983\n\n4792\n\n4299\n\n1766\n\n1968\n\n25,445\n\n$57\n\n$71\n\n$57\n\n$51\n\n$ 45\n\n$ 45\n\n106\n127\n\n106\n152\n41\n\nlOI\n156\n\n74\n108\n\n71\n\n98\n\n'$ 56\n91\n123\n\n50\n\n29\n\n27\n\n59\n100\n28\n\n35\n\nFor explanation of size groups see page 544.\n\nt For explanation of terms used see page 546.\n\n59\n\n"}
{"page": 584, "printed_page": null, "text": ".\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n568\n\nTABLE XV\nIncreases to Intermediate Teachers' Salaries Granted for 19 18-19 in the 392\nCities Reporting\n(Distributed according to Size of City and Amount of Increase Received)*\n\nNiunber of Teachers in Each Size Group\nSize of\n\nIncreases\nI\n\n$\n\n0-\n\n9.99\n\n652\n\nII\n\nIII\n\nIV\n\nV\n\n3\n\n29\n\n42\n\n10- 19.99\n20- 29.99\n\nVI\n\nTotals\n\n29\n\n80\n\n7\n\nI\n\n8\n10\n\n5\n2\n\n835\n8\n42\n\n12\n\n90\n\n55\n\n54\n31\n\n61\n\n15\n23\n\n13\n52\n\n190\n47\n120\n\n3\n27\n\n5\n\n5\n\n57\n\n42\n\n34\n\n24\n10\n\n29\n\n30- 39.99\n40- 49-99\n50- 59-99\n60- 69.99\n70- 79.99\n80- 89.99\n90- 99.99\n\n4\n22\n\n2\n\n27\n\n14\n\n8\n19\n12\n\n79\n\n4\n81\n\n100-109.99\n\n110-119.99\n120-129.99\n130-139.99\n140-149.99\n150-159.99\n160-169.99\n170-179.99\n180-189.99\n190-199.99\n200-209.99\n\n9\n8\n18\n192\n\n4\n58\n\n40\n\n10\n\n10\n\n210-219.99\n220-229.99\n230-239.99\n240-249.99\n250-259.99\n260-269.99\n270-279.99\n280-289.99\n290-299.99\n300-309.99\n\n4\n36\n7\n\n17\n14\n\n2\n\n9\n\n31\n\n51\n\nII\n17\n\nI\n\n2\nI\n\nI\n\n12\n\n2\n\n7\n\n4\n\n22\n\nI\n\n33\n209\n359\n\n3\n\nII\n\n2\n\n113\n\n16\n\n37\n\n12\n\n151\n6\n10\n\nII\n\n7\n\n3\n9\n\n16\n\n3\n5\n\n23\nII\n\n3\n\n36\n\n2\n\n20\n\nI\n\nI\n\n14\n\n4\n\n5\n\nI\n\n6\n\n3\n\n3\n\n4\n\n4\n10\n\nII\n\nI\n\n122\n\n122\n\nI\n\n310-319.99\n320-329.99\n330T339-99\n340-349.99\n350-359-99\n360-369.99\n370-379.99\n380-389.99\n390-399.99\n400 409-99\n\nI\n\nI\n\nI\n\nI\n\nI\n\n'\n\n10\n\n10\n\n480-489.99\n500-509.99\nTotals..\n\ntQi\nMedian.\n\nQ3\nQ.\n\n953\n$\n\n.\n\n98\n.\n\n176\n\n374\n\n404\n\n$ 72\n\n$101\n106\n\n$51\n\n102\n107\n18\n\n152\n26\n\n* For explanation of size groups see page 544.\n\n286\n\n355\n,\n\n$ 46\n\n$\n\n$\n\n75\n\n93\n130\n\n100\n\n40\n\n27\n\n2548\n\n98\n49\n\n74\n109\n\nt For explanation of terms used see page 546.\n\n55\n\n"}
{"page": 585, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n569\n\nTABLE XVI\nIncreases to High-School Teachers' Salaries Granted for 19 18-19 in the 392\nCities Reporting\n(Distributed according to Size of City and Amount of Increase Received)\n\n*\n\nNumber of Teachers in Each Size Group\nSize of\n\nIncreases\n\n0-\n\n$\n\n9.99\n\nI\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n457\n\n38\n\n116\n\n151\n\n153\n\n227\n\nI142\n\n12\n\n12\n\n7\n\n19\n17\n\n625\n109\n461\n\n10- 19.99\n20- 29.99\n\n4\n\nI\n\n7\n\n3«>-\n\nI\n\n2\n\n9\n\n64\n108\n\n141\n121\n\n64\n\n86\n\n4\n\n83\n\nII\n\nII\n\n166\n\n57\n16\n\n29\n\n52\n23\n\n69\n375\n\n97\n\n39-99\n40- 49.99\n50- 59-99\n60- 69.99\n70- 79-99\n80- 89.99\n90- 09.99\n100-109.99\n\n110-119.99\n120-129.99\n130-139.99\n140-149.99\n150-159.99\n160-169.99\n170-179.99\n180-189.99\n190-199.99\n200-209.99\n\n210-219.99\n220-229.99\n230-239.99\n240- 249.99\n250-259.99\n260-269.99\n270-279.99\n280-289.99\n290-299.99\n300-309.99\n\n78\n185\n\n100\n\n92\n61\n57\n47\n\n7\n\n16\n\n25\n102\n\n707\n\n168\n\n306\n\n467\n\n102\n\n61\n36\n14\n\n5\n\n15\n\n^1\n\n92\n\n87\n\nII\n\n125\n\n10\n\n9\n25\nII\n12\nlOI\n\n7\n\n3\n15\n\n27\n\n30\n\nI\n\n38\n\n29\n\nII\n\n17\n\n7\n\n3\n78\n\n6\n41\n\n2\n\n4\n\nII\n\n25\n\nI\n\n4\n4\n\n3\n\n4\n8\n\nI\n\n65\n5\n2\n\n323\n\n310-319.99\n320-329.99\n330-339-99\n340-349.99\n350-359.99\n360-369.99\n\n3\nIII\n12\n\n19\n\nI\n\nI\n\n9\n23\n16\n\nI\n\n4\n\n116\n\n2\n\n21\nII\n\n6\n\n9\n6\n\n2\n\n4\n\n8\n\nI\n\n'\n\n7\n\n7\n\nI\n\n9\n\n28\n\n2\n\n79\n19\n10\n\n13\n\n373\n\nI\n\n4\n6\n\n677\n104\n42\n298\n42\n36\n42\n325\n\n27\n\n8\n\n27\n.\n\nI\n\n9\n\n10\n10\n\n12\n\n375\n1779\n\n5\n\n10\n\n78\n\n122\n\n84\n98\n\n5\nII\n\n5\n\n4\n\n4\n\n6\n\nI\n\n2\n\n2\n\n•\n\n7\n\n9\n10\n\nS\n\n10\n\n•?70-^7Q.OQ\n? 80-^80. 09\n390-399.99\n400-409.99\n\n7\n\n7\nI\n\nI\n\n20\n\n480-489.99\n500-509.99\n\n20\n\nI\n\nI\n\n2\n\n4\n\n2\n\n8\n\nTotals..\n\n2481\n\n822\n\n1344\n\n1367\n\n709\n\n839\n\n7562\n\ntQi\nMedian..\n\n$55\n\n$ 72\n106\n\n$ 72\n\n$ 54\n\n$47\n\n$\n\n$53\n\n103\n148\n38\n\nlOI\n\n78\n105\n29\n\nQ3\n\nQ\n\n106\n127\n36\n\n152\n\n40\n\n* For explanation of size groups see page 544.\n\n120\n38\n\n106\n\n102\n127\n\n53\n\n37\n\n71\n\nt For explanation of terms used see page 546.\n\n"}
{"page": 586, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n570\n\nTABLE XVII\nIncreases to Elementary Teachers' Salaries Granted for 1918-19 in the 392\nCities Reporting\n(Distributed According to Geographical Grouping and Amount of Increase Received)*\n\nNumber of Teachers in Each Geographical Group\nSize of\n\nIncreases\n\n)\n\nO- 9\n10- 19\n20- 29\n\n30- 39\n40- 49\n50- 59\n60- 69\n\n273\n10\n113\n\n99\n\n326\n\n114\n\n54\n45\n491\n1763\n441\n606\n\n191\n28\n287\n\n178\n14\n166\n\n218\n2\n\n13\n183\n\n48\n86\n456\n\n794\n180\n\n261\n146\n\n71\n6\n\n773\n19\n86\n\n70- 79\n80- 89\n90- 99\n\n263\n1665\n154\n754\n332\n322\n\n100- 109\n\n1 50s\n\n861\n\n142\n\n12\n21\n\n27\n\n9\n\n73\n\n22\n\n868\n\n3Z\n66\n431\n\n46\n66\n260\n\n29\n22\n\n17\n\n5\n\n12\n\n42\n43\n\n157\n\n110-119\n120-129\n130-139\n140-149\n150-159\n160-169\n170-179\n180-189\n190-199\n200-209\n\n30\n454\n\n349\n143\n\nno\n672\n\n210-219\n220-229\n230-239\n240-249\n250-259\n260-269\n270-279\n280-289\n290-299\n300-309\n\n377\n140\n325\n45\n265\n1073\n\n302\n599\n\n6\n8\n\nI\n\n^°\n\n37\n\n30\n\n40\n\n10\n\n15\n\nI\n\n2\n\n3\n\n94\n320\n\n330\n\nI\n\n422\n\n41\n\n2\n\nIS\n\n60\n\n20\n\n460\n\n4\n\n13\n\n90\n432\n\n134\n48\n\n7\n\n27\n\n2\n\n4\n\n5\n\n458'\n\nI\n\n16\n\n310-319\n320-329\n330-339\n340-349\n350-359\n360-369\n370-379\n380-389\n390-399\n400-409\n\n79\n53\n\n266\nII\n\n480-489\n500-509\nTotals.\n\ntQi..,..\n\nMedian\nQ3\n\nQ\n\n7723\n5\n\n57\n\n96\n125\n34\n\n5775\n\n4246\n\n53\n65\n102\n25\n\n$ 65\n\n5\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page 546.\n\n103\n151\n43\n\n3196\n\n4505\n\nS2>\n\n$ 64\n\n:\n\n80\n108\n28\n\n103\n129\n2>i\n\n"}
{"page": 587, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n571\n\nTABLE XVIII\nIncreases to Intermediate Teachers' Salaries Granted for 19 18-19 in the 392\nCities Reporting\n(Distributed According to Geographical Grouping and Amount of Increase Received)\n\nNumber of Teachers in Each Geographical Group\nSize ai\nIncreases\n\nTotals\n)\n\nO- 9\n10- 19\n\n80\n7\n\nI\n\n20- 29\n30- 39\n40- 49\n50- 59\n60- 69\n70- 79\n80- 89\n90- 99\n100-109\n\n16\n\n24\n\n110-119\n120-129\n130-139\n140-149\n150-159\n160-169\n170-179\n180-189\n190-199\n200-209\n\n681\n\n24\n\n9\n\n30\n\n64\n\n16\n12\n\n47\n8\n29\n\n100\n\n6\n78\n8\n41\n\n20\n14\n93\n\nII\n12\n\n14\n\n126\n\n8\n42\n\n10\n20\n28\n\n25\n\n4\n7\n\n5\n\n120\n\n39\n64\n\n33\n209\n359\n\n3\n\nII\n\n113\n\n7\n\n37\n\nI\n\nII\n151\n6\n\nI\n\nI\n\n4\n\n4\n\n3\n9\n\n4\n\n12\n\n63\n\n4\n\n12\n\n16\n\n90\n190\n47\n\n'36'\n\n180\n\n3\n\n835\n\n37\n\n2\n\n4\n\nIS\n\n13\n\n10\n23\nII\n\n7\n\n36\n\n17\n\n210-219\n220-229\n230-239\n240-249\n250-259\n260-269\n270-279\n280-289\n290-299\n300-309\n\nI\n\n20\n6\n3\n\n4\nII\n\n122\n\n310-319\n320-329\n330-339\n340-349\n350-359\n360-369\n370-379\n380-389\n390-399\n400-409\n1480-489.99.\n500-509.99.\nTotals.\n\ntQi\n\nMedian\nQ3\n\nQ\n\n662\n\n910\n\n264\n\n2549\n\n100\n\n50\n95\n100\n\n$\n\n25\n\n25\n\n457\n\n255\n\n$ 58\n\n$ 68\n\n550.\n\n105\n158\n50\n\n103\n109\n\n90 \\\n\n21\n\n* For explanation of geographical groups see page S4St For explanation of terms used see page 546.\n\n>\n\no\n74\n109\n55\n\n*\n\n"}
{"page": 588, "printed_page": null, "text": ".\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n572\n\nTABLE XIX\nIncreases to High-School Teachers' Salaries Granted for 1918-19 in the 392\nCities Reporting\n(Distributed According to Geographical Grouping and Amount of Increase Received)*\n\nNumber of Teachers in Each Geographical Group\nSize of\nIncreases\n\nD\n)\n\n0-$ 9\n10- 19\n20- 29\n30- 39\n40- 49\n50- 59\n60- 69\n70- 79\n80- 89\n90- 99\n100-109\n\n235\n\n519\n\n72\n\n8\n\n2\n\nI\n\nTotals\n\n93\n\n123\n\n12\n\n110-119\n120-129\n130-139\n140-149\ni5«>-i59\n\n160-169\n170-179\n180-189\n190-199\n200-209\n\n210-219\n220-229\n230-239\n240-249\n250-259\n260-269\n270-279\n280-289\n290-299\n300-309\n\n4\n\n1 142\n\n12\n\n4\n\nI\n\n2\n\n4\n\nI\n\n9\n\n49\n273\n24\n152\n57\n93\n638\n\n174\n23\n13\n\n4\n44\n\n190\n182\n26\n62\n\nII\n\n44\n\n105\n62\n\n64\n\n19\n17\n\n529\n625\n109\n461\n122\n\n9\n\n18\n\n9\n\n37\n379\n\n95\n415\n\n98\n49\n\n32\n190\n29\n52\n298\n6\n\n27\n\n242\n43\n\n282\n14\n\n677\n104\n42\n298\n\n8\n\n5\n\n128\n\n5\n\n20\n\n17\n\n12\n\n10\n151\n\n4\n\n18\n6\n\n21\n\nI\n\n6\n\n109\n\n9\n\n23\n\n375\n1779\n\n4\n\n3\n\n5\n\n4\n\nI\n\n17\n\n13\n\n4\n\n2\n\n5\n\n9\n\n10\n\nI\n\n3\n\n107\n\n7\n\n18\n10\n6\n115\n\n42\n36\n42\n325\n\n2\n\n5\n\n29\n\n3\n91\n\n5\n\n4\n\n9\n23\n16\n\n2\n\n32\n2\n.\n\n5\n\n66\n\n10\n\n2\n\nI\n\n4\n\n77\n9\n\nI\n\nI\n\n6\n\n4\n\n4\n\n6\n\n2\n\nI\n\n33\n\n32\n\n310-319\n320-329\n330-339\n340-349\n350-359\n360-369\n370-379\n380-389\n390-399\n400-409\n\n116\n21\n11\n\n79\n19\n10\n\n301\n\n373\n\n7\nI\n\n20\n\n17\n\n480-489 99\n500-509.99,\n.\n\nTotals.\n\ntQi....\n\nMedian\nQ3\n\nQ\n\n.\n\n.\n\n2141\n\n1319\n\n1410\n\n$ 58\n104\n129\n36\n\n$\n\no\n48\n\n$ 71\n\n1141\n\n1551\n\n7562\n\n49\n\n$ 78\n109\n\n$ 53\n102\n127\n37\n\n>\n\n104\n\n105\n158\n\n81\n129\n\n52\n\n44\n\n40\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page 546.\n\n201\n\n67\n\n"}
{"page": 589, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nnearly stationary during the remainder of the school year.\n\n573\n\nMore demands\n\nwere made upon teachers' time and resources, and yet more than half of them\nreceived less than $100 increase for the year.\nOne of the effects of the war on teaching was the pronounst shortage of\nteachers.\nThis was as responsible as any other one element for calling\n\n\"Emergency in Education.\"\n\nthe attention of educators to the\nif possible,\n\nTo find\n\nthe effect of low salaries on teachers leaving was the reason for\n\nasking the last two questions of Part I of the questionnaire to superintendents.\n\nOnly 288 superintendents of the 392 replied to these questions, but\n\nthe repHes are evenly distributed thru the groups so that the returns are\nquite truly representative of the cities involved in the study.\n\nTables\n\nXX and XXII show that the salaries of teachers withdrawing\n\nduring the year spread over nearly as wide a range as was found for the\ndistribution of the salaries received.\n\nThis indicates that teachers were\n\ndrawn from all salary levels, which has two probable implications; one,\nthat there was need for teachers of more ability, which would draw the\nbetter paid ones, and the second impHcation, that even the better paid\nsalaries in teaching were still too low to hold people of markt ability under\nthe keener competition which developt during the period of the war.\n\nTables XXI and XXIII show the importance of the second cause mentioned, since 41 per cent of the teachers who withdrew from any school\n\nsystem during the year did so to enter some other field of work.\n\nIt will\n\nbe noticed in all of these distributions of teachers withdrawing that the\n\nmedians are lower than the corresponding medians for the same groups in\nTables IV and VIII, which give the distribution of salaries for all teachers\nfor the same year.\n\nThe best direct measure of the effect of low salaries on teachers withdrawing which can be obtained from the data assembled would be to know\n\nhow many of the teachers withdrawing were from the poorer paid half of\nthe teachers, in other words, from the teachers receiving below the median\nsalary in the different groups.\n\nTables XXIV and\n\nthe size groups and the geographical groups.\n\nXXV give these data for\n\nIt will\n\nbe notist in every\n\ngroup, whether for size or location, that 50 per cent or more of the teachers\n\nwithdrawing received less than the median salary for the group, with an\naverage of 66 per cent for all teachers studied.\n\nIn other words, two out\n\nof each three teachers who left teaching during this year received less than\n\nthe median salary of $917.\n\nWhen the percentages are computed for those\n\nwho left teaching in order to enter some other Une of work they run in the\nmajority of cases a little higher than the figures above, with a percentage\nfor the total of 70 per cent.\n\nThis is rather conclusive evidence that the\n\nlack of adequate financial reward\nteachers leaving the profession.\n\nwas one of the principal reasons for\n\nThis question will be further discust in\n\nconnection with the cost of living and teachers' salaries.\n\nThe fact that\n\nthe salaries of teachers are not high enough to offer anything of a career to\n\nI\n\n"}
{"page": 590, "printed_page": null, "text": ". ...\n..\n\nNATIONAL EDUCATION ASSOCIATION\n\n574\n\nTABLE XX\nSummary Table of the Number of Teachers Withdrawing from Each Salary\nLevel during the Year 1918-19 in the 392 School Systems Reporting\n(School Systems Are Arranged According to the Size of the Cities)*\n\nSalary Groups\n\nII\n\nI\n\n$200- 249.\n250- 299...\n300- 349...\n\nI\n\n^<:o- ^99..\n\nI\n\n.\n\nAOO— AAQ.\n450- 499.\n\"^oo-\n\n4\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n1050-1099.\n1100-1149..\n1150-1199...\nI 200-1 249...\n1250-1299...\n.\n\n1300-1349...\n1350-1399.-.\n1400-1449.\n1450-1499. ..\n1500-1599...,\n.\n\n1600-1699...\n1700-1799...\n1800-1899...\n1900-1999...\n2000—2099.\n\n2100— 2199.\n2200-2299..\n2200—2^00\n2AOO— 2d.OO\n2500-2999.\n.\n\nV\n\n20\n\nI\n\nVI\n\nTotals\n\n4\n\nI\n\n4\nTT\n\n10\n\n16\n\n21\n\n4\n4\n\n5\n\n5\n\n20\n\n27\n\n6\n\n5\n\n2\n\n7\n\n19\n\n25\n\n7\n\n2\n\n12\n\n44\n\n26\n\n4\n\n14\n\n21\n\n7\n\n36\n\n31\n24\n28\n32\n\n96\n\n5\n\n31\n\n46\n44\n30\n\n46\n43\n44\n23\n\n12\n\n24\n20\n\n6\n\n38\n\n32\n\n21\n\n2,2>\n\n7\n\n21\n\n34\n39\n14\n\n14\n29\n\n3\n14\n\n5\n\n37\n\n9\n\n12\n\n7\n\n19\n25\n\n12\n\n3\n\n14\n\n9\n\n79\n\n69\n\n25\n\nI\n\n32\n26\n\nII\n\n2\n\n3\n\n8\n\n5\n\n6\n10\n\n13\n\n2\n\n13\n\n9\n\nI\n\n3\n\n4\n\n6\n\n20\n\nII\n\n3\n\n2\n\n14\n\n2\n\n4\n\n3\n\nI\n\nI\n\n2\n\n2\n\n61\n41\n46\n25\n\n9\n\n13\n\n3\n\n6\n\n4\n\n3\n\n2\n\n3\n\n5\nI\n\n5\n2\n\n3\n3\n\n2\n\n17\nII\n\n6\n\n27\n\n4\n\n3\n8\n\nI\n\n3\n\n6\n\n5\n\n2\n\n10\n\n6\n\nI\n\nI\n\n5\n3\n\n2\n\n2\n\n2\n2\n\n69\n135\n161\n184\n197\n\n7\n\n9\n\n2\n\n56\n63\n\n154\n130\n138\n66\n\n34\n\n17\n\nII\n\n23\n\n3\nI\n\n3\n.\n\n550- 599...\n600- 649.\n650- 699...\n700- 749.\n750- 799- ••\n\n1000-1049.\n\nIV\n\n.\n\n.\n\n';49.\n\n800- 849.\n850- 899.\n900- 949.\n950- 999.\n\nIII\n\n2\n\nI\n\n35\n23\n\n22\nII\nI\n\n7\n\nI\n\n5\n\nI\n\nI\n\nI\n\nI\n\n.\n\n3000-Up\nTotals...\n\ntQi\n\nMedian\n\nQ3\n\nZ2>2,\n\n$ 760\n811\n1096\n\n86\n\n390\n\n432\n\n363\n\n289\n\n1892\n\n$ 755\n940\n\n$ 765\n923\n1129\n\n$ 660\n851\n1123\n\n$ 573\n695\n846\n\n$ 647\n817\n908\n\n$ 679\n808\nlOIO\n\nlOII\n\n* For explanation of size groups see page S44.\nt For explanation of terms used see page 546.\n\n"}
{"page": 591, "printed_page": null, "text": "••\n.\n.••\n.\n..\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n575\n\nTABLE XXI\nSummary Table of the Number of Teachers Withdrawing from Each Salary\nLevel in Order to Enter Some Other Field of Work during the Year\n1918-19 IN the 392 School Systems Reporting\n(School Systems Are Arranged According to the Size of the Cities)\n\nSalary\n\n$200— 240.\n2<0— 200..\n300- 349350- 399..\n400- 440.\n450- 499-\n\nIII\n\nII\n\nI\n\nGroups\n\nV\n\nIV\n\nVI\n\n14\n\nI\n\nTotals\n\n15\n\nI\n\n2\n\n*\n\n2\n\n3\n\nI\n\n4\n30\n\n2\n\n4\n\nII\n\nII\n\n2\n\nI\n\nII\n6\n\n4\n\n5\n\n7\n\n20\n\n10\n\n4\n4\n\n3\n3\nII\n\n9\n6\n14\n\n9\n13\n\n750- 799..\n800- 849..\n850- 899..\n000— 04.0.\n950- 999..\n\n80\n\nI\n\n6\n\n2\n\n5\n\n4\n\n13\nIS\n6\n\n2\n\n13\n\n13\n17\n13\n\n5\n\n3\n\n7\n\nI\n\n1 000- 1049..\n\n6\n\nI\n\n5\n\n3\n\n7\n\n4\n\nIO50-IO99..\n1 100- 1 149..\nII50-II99..\n1 200- 1249..\n\n9\n3\n8\n\n4\n\nI\n\n3\n\n26\n27\n\nI\n\n10\n8\n\n5\n\nI\n\n3\n\n21\n\n4\n\n4\n\nI\n\nI\n\n6\n\n6\n\n2\n\n17\n15\n\n1250-1299..\n\n6\n\nI\n\n2\n\n2\n\nI\n\nI\n\n13\n\nI\n\n7\n\nI\n\n2\n\nI\n\nI\n\n7\n\nI\n\n9\n\n2\n\n2\n\n7\n\nI\n\nI\n\n2\n\ncoo— <A0.\n550- 599.600- 649..\n650- 699..\n700- 749-\n\nI\n\n4\n2\n\n3\n\n'\n\n1^00— I ?40.\n\n16\n12\n\ni35«>-i399.-\n\nI\n\n3\n\nI\n\n1400-1449..\n1450-1499-\n\nI\n\n5\n\n2\n\n2\n\nI\n\n500-1 599..\n1600-1699.\n1700 1799..\n1800-1899..\n1900-1999..\n1\n\n5\n\n18\n16\n\n13\n\n13\n\n20\n\n5\n12\n\n7\n\n4\n\n14\n14\n\n10\n\n8\n\n29\n35\n55\nS6\n74\n\n118\n62\n50\n46\n19\n\n8\n\nI\n\n2\n\n3\n\nI\n\n6\n\n4\n\nII\n\n2\n\n5\n\n2\n\nI\n\nI\n\n2\n\nI\nI\n\nI\n\n2000-2099.\n2 100-2 199..\n2200-2299,.\n\n4\nI\n\n•\n\n2^00-2'?99..\n\n2400-2499.\n2 00-2999.\n3000-Up.\n\"^\n\n.\n\nTotals..\n\n$759\n\nIQ\nMedian...\n\nQ3\n\n164\n\n785\n1017\n\n40\n$630\n7SO\n960\n\n128\n\n$ 781\n927\n1144\n\n* For explanation of size groups see page 544.\nt For explanation of terms used see page 546.\n\n182\n\n$664\n812\n989\n\n128\n\n137\n\n779\n\n$523\n689\n850\n\n$626\n734\n874\n\n$ 671\n788\n1910\n\n'\n\n"}
{"page": 592, "printed_page": null, "text": "...\n\nNATIONAL EDUCATION ASSOCIATION\n\n576\n\nTABLE XXII\nSummary Table of the Number of Teachers Withdrawing from Each Salary\nLevel during the Year 19 18-19 in the 392 School Systems Reporting\n(School Systems Are Arranged According to Geographical Groupings)*\n\nSalary Groups\n\n200- 249.\n250- 299.\n30a- 349,\n350- 399\n400- 449,\n450- 499'\n\n10\n\n500-549,\n\n30\n\n550- 599\n600- 649\n650- 699,\n600- 749,\n\n31\n66\nS3\n63\n\n750- 799.\n800- 849.\n850- 899.\n900- 9499SO- 999-\n\n000- I 049\n1050-1099.\n1100-1149.\n1150-1199.\nI 200-1 249\n\n37\n\nI\n\n5\nI\n\n4\nIS\n18\n\n14\n\nI\n\n8\n\n27\n\n7\n\n4\n\n48\n\n25\n31\n26\n\n20\n\n14\n\n22\n\n42\n\n18\n\n39\n\n38\n48\n30\n4S\n\n91\n\n39\n\nIS\n\n13\nII\n\n18\n\n14\n31\n20\n\n5\n\n39\n33\n\n44\n30\n\n22\n\nS\n\n8\n\nII\n\n10\n18\n\n13\n\n9\n6\n\n5\n2\n\nII\n\n4\n\n13\n\n24\n8\n14\n\n26\n\n29\n20\n\n3\n\nI 250-1 299.\n\n1300-1349.\n1350-1399\n1400-1449\n1450-1499.\n1500-1599,\n1600-1699,\n1700-1799,\nI 800-1 899,\n1\n\n900- 1 999,\n\n2000-2099\n2 100-2 199.\n2200-2299.\n2300-2399\n2400-2499\n2500-2999.\n3000-up\n.\n\nTotal,\n\ntQi\n\n.\n\n589\n\n358\n\n380\n\n218\n\n347\n\n$649\n\n$583\n714\n970\n\n$669\n\n$740\n\n797\n\n841\n932\n\n$ 825\n1009\n1234\n\nMedian\n\n787\n\nQ3\n\n978\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page 546.\n\n919\n\n"}
{"page": 593, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n577\n\nTABLE XXIII\nSummary Table of the Number of Teachers Withdrawing from Each Salary\nLevel in Order to Enter Some Other Field of Work during the\nYear 1918-19 in the 392 School Systems Reporting\n(School Systems Are Arranged According to Geographical Grouping)*\n\nA\n\nSalary Groups\n\nD\n\nC\n\nB\n\nE\n\nTotals\n\n$ 200- 249\n2';o- 2QQ.\n\n200—\n\n/\n.\n\n...\n\n12\n\n15\n\n-zro— 2QQ\n\n3\n\n3\n\n400— 440\n41:0- 400\n\n4\n\n^4.0\n\nCOO-\n\n'^40\n\n^\"^o-\n\nt;oo\n\n.\n\n600- 649\n61^0- 600\n700- 749\n7 CO—\n\n700\n\n800— 849\n8t;o- 8qo\nQOO— 040\nO^JO- 000\n\n.\n\n.\n\n1000- 1049\nI050-I099\nIIOO-II49\nIICO-IIOO\n1 200-1 249\nI 2 <0— 1200\n\n.\n\nI3OO-I349\nI^CQ- I'iOO\n1400— 1440\nI4CO— 1400\nie;oo-i<oq\n\n,\n\n.\n\n3\n\n18\n\n7\n\n13\n16\n22\n\nII\n\n5\n\n10\n14\n\n5\n\n4\n\n14\n\n3\n\n2\n\nIS\n25\n\n17\n\nII\n\n8\n\n5\n\n10\n\n17\n\n9\n\n13\n\nII\n22\nII\n\n80\n\n19\n12\n\n4\n\n4\n7\n\n9\n10\n\n2\n\nII\nII\n\n15\n14\n13\n\n4\n\nI\n\n11\n\n4\n\n2\n\n6\n\n3\n\n9\n\n3\n\n2\n\n5\n\n4\n\n7\n\n2\n\n5\n\nI\n\nI\n\n8\n\n4\n\n3\n\nI\n\n2\n\n5\n\n4\n\n3\n\n2\n\n4\n\nI\n\n5\n\n2\n\nI\n\n3\n\n3\n3\n\n6\n5\n\n2\n\n4\n\nI\n\n2\n\nI\n\nI600-I699\n1 700-1 700\nI800-I899\nlOOO-IQOO\n\n4\n30\n\n5\n\nI\nI\n\n3\n2\n\n29\n\n35\n55\n56\n74\n\n9\n\n118\n62\n50\n\nII\n\n46\n\n4\n\n19\n\n4\n\n5\n\nI\n\n8\n\n26\n27\n17\n15\n\n13\nII\n7\n\n2\n\n9\n\n4\n\n7\n\nI\n\n5\n\n8\n\nI\n\n6\n\nI\n\n2\n\nI\n\n5\n\nI\nI\n\n2000-2099\n2100-2199\n2200-2299\n2 ^00-2 ^00\n2400-2499\n\n4\n\n3\n\nI\n\nI\n\n2 5:00-2000\n\n^ooo-up\nTotal\n\ntOi\n\nMedian\nQ3\n\n.\n\n.\n\n204\n\n223\n\n150\n\n85\n\n.117\n\n779\n\n$632\n714\n955\n\n$559\n758\n\n$680\n\n$735\n848\n926\n\n$ 838\n1035\n1248\n\n$ 671\n788\n1019\n\n793\n\n* For explanation of geographical groups see page 545.\nt For explanation of terms used see page 546.\n\n793\n903\n\n"}
{"page": 594, "printed_page": null, "text": ",\n\n.\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n578\n\nambitious men and women is undoubtedly one reason why teaching was\n\none of the first occupations to suffer a threatening shortage under the\nincreast demands for trained inteUigence incident to the war.\n\nPART II or QUESTIONNAIRE TO SUPERINTENDENTS\n\nThe primary purpose of asking the questions contained in Part II of\nthe questionnaire to superintendents for elementary, intermediate, and\nhigh schools was to find the present condition of salary schedules for teachers\nin the cities of the United States, to find the living expenses as far as they\n\ncould be judged by the one item of \"board and room/'and also to find the\n\nTABLE XXIV\n\"Teachers Leaving\" and \"Teachers Leaving for Other Fields of Work\" during\nigiS-rg Compared with the Median Salary of Each Size Group of Cities\nFOR All Teachers (Elementary, Intermediate, and High School) *\nSize Groups\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n4667\n\n7744\n\n6812\n\n3446\n\n3545\n\n43,675\n\n$1013\n\n$943\n\n$ 28\n\n$814\n\n$750\n\n$741\n\n$917\n\n2>2,2,\n\n86\n\n390\n\n432\n\n363\n\n289\n\n1892\n\n$ 811\n\n$940\n\n$923\n\n$795\n\n$695\n\n$817\n\n$808\n\n164\n\n40\n\n128\n\n182\n\n128\n\n137\n\n779\n\n$ 785\n\n$750\n\n$ 27\n\n$812\n\n$689\n\n$734\n\n$788\n\n67\n\n50\n\nSI\n\n57\n\n63\n\n44\n\n66\n\n75\n\n72\n\n51\n\n54\n\n61\n\n56\n\n70\n\nII\n\nI\n\nNo. of teachers in each group\n\n17,461\n\nMedian salary of all teachers in each\ngroup\nNo. of teachers leaving each group\n.'.\nduring 1918-19!\n.^\n\nMedian salary of teachers leaving\nduring 1918\n\nNo. of teachers leaving each group\nduring\n\n19 18- 19\n\nenter\n\nto\n\nother\n\nwork\nMedian salary of teachers entering\nother work during 1918-19\nPer cent of teachers leaving who\nreceived less than median salary\nof group\nPer cent of teachers entering other\nwork who received less than median salary of group\n.\n\n.\n\n.\n\n* For explanation of size groups see page 544.\nt These figures include only the returns from the 288 cities answering this question.\n\nprofessional requirements demanded of teachers for election in the different\n\nschool s^^stems.\ndivisions\n\n:\n\nThe questions were askt in duplicate for each of the three\n\nSet A for elementary schools, Set B for intermediate schools, and\n\nSet C for high schools, in order to adjust the blank to superintendents who\n\nhad to report on one or more of these divisions, as well as to provide for an\neasy method of making distinctions between any two divisions. The\nquestions have been tabulated separately, except Questions i, 6, and 7,\nwhere the answers were practically uniform for the different divisions.\n\nEach question as it pertains to the different divisions will be discust in\norder thru the remainder of this chapter.\n\n"}
{"page": 595, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nQuestion i.\n\n— \"How many months are these schools\n\n579\n\nin session?\"\n\nTable XXVI shows the number of months in the school year for the\ndifferent cities.\n\nIt is very gratifying to note that 40 per cent of the schools\n\nreporting remain in session for ten months, and that 52 per cent of the\nschools remain in session for longer than nine months.\n\nThe percentage\n\nmonths of school decreases very rapidly as the\nsize of the cities decreases, so that where we find 82 per cent for cities in\nGroup I it is as low as 28 per cent in cities of Group V. On the other hand\nthe percentage of cities having nine months of school increases as the size\n\nof schools reporting ten\n\nTABLE XXV\n\"Teachers Leaving\" and \"Teachers Leaving for Other Fields of Work\" during\n19 1 8-1 9 Compared with the Median Salary of Each Geographical Group of\nCities for All Teachers (Elementary, Intermediate, and High School)*\nB\n\nGeographical Groups\n\nNo. of teachers in each group ....\n\nTotals\n\n8825\n\n6959\n\n7801\n\n7143\n\n43,675\n\n$794\n\n$871\n\n$1015\n\n$1187\n\n$917\n\n559\n\n358\n\n380\n\n218\n\n347\n\n1892\n\n$787\n\n$714\n\n$797\n\n$ 841\n\n$1009\n\n$808\n\n204\n\n223\n\nISO\n\n85\n\n117\n\n779\n\n$714\n\n$758\n\n$792\n\n$ 848\n\n$1035\n\n$788\n\n61\n\n77\n\n60\n\n86\n\n66\n\n66\n\n66\n\n76\n\n63\n\n84\n\n69\n\n70\n\n12,947\n\nMedian salary for all teachers in\neach group\nNo. of teachers leaving each group\ndnring 1918-19!\n\n$869\n\nMedian salary of teachers leaving\nduring 19 18-19\n\n'\n\nNo. of teachers leaving each group\nduring 1918-19 to enter other\n\nwork\nMedian salary of teachers entering\nother work during 1918-19.\n.\n\n.\n\n.\n\nPer cent of teachers leaving who\nreceived less than median salary\nof group\nPer cent of teachers entering other\nwork who received less than\nmedian salary of group\n\n* For explanation of geographical groups see page S4S.\nt These figures include only the returns from the 288 cities answering this question.\n\nof the cities decreases, so that 12 per cent of the cities in Class I increases\nto 53 per cent in Group V.\nThe 3 per cent of all the 386 cities reporting less\nthan nine months of school is a further source of gratification. It is evi-\n\ndent from this table that the length of school year is rapidly approaching\nten months as a standard.\n\nState Superintendent W. F. Bond of Mississippi,\n\nstates that \"There is a tendency to put all such teachers on a twelve months'\n\nsalary basis, giving them 30 days off during the year, and employing them\nfor half time during the rest of the time the school is not in session to\n\ncoach all those students that fail to pass the last session of work.\"\n\nOn the\n\nother hand, some of the states are just passing laws making six months the\n\nminimum length of term, so that there is yet room for material improvement\nin this respect thruout the country.\n\n"}
{"page": 596, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\nS«o\n\nTABLE XXVI\nNumber of Months in the School Year of 1918-19 for Elementary Schools in\n386 Cities Reporting\n(Distributed According to Number of Months and Size of City)*\n\nNumber of Cities in Each Size Group\n\nLength of Year\nin Months\n\nID\n\nI\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n14\n\n17\n\n18\n\n35\n\n156\n\n2\n\nII**\n\n14\n\n23t\n10\n\n49\n\nI\n\n9\n\n47\n\n2\n\n7\n\n13\n\n38tt\n\n43§\n\n68tt\n\n3\n\n3\n3\n\n171\n6\n\n9I\ng\n:...:::::::::\n\nsh.y.\n\n8\n\nI\n\n71\n\nI\n\n5\nT\n\nI\n\nTotals\n\nPercentage having 10 months\nPercentage having 9^ months\nPercentage having 9 months\nPercentage having less than 9 months\n\n17\n\n26\n\n42\n\n88\n\n81\n\n132\n\n386\n\n82\n\n65\n8\n\n43\n26\n31\n\n40\n\n28\n\n37\n\n40\n\n16\n\n12\n\n7\n\n12\n\n43\n\n53\n6\n\n52\n\n44\n\n5\n\n3\n\n6\n12\n\n27\n\nI\n\n* For explanation of size groups see page 544.\nt One city reported 11 months.\n** One city reported 9} months,\n\nft One city reported gj months.\n§ Three cities reported qI months.\n\n—\n\nNote. Number of months reported for intermediate schools and high schools were in almost all cases\nidentical with the above.\n\nTABLE XXVII\nNumber of Cities Having Establisht Salary Schedules for Elementary\nTeachers in the 365 Cities Reporting\n(Distributed According to Size of Cities)*\n\nNumber of Cities in Each Size Group\n\n'\n\nI\n\nHave establisht salary schedule\nHave a \"partial\" salary schedule.\nHave no establisht schedule\n\ncent having\nschedule\n\nan\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n57§\n\n^37\n\n35\n\n69tt\n\n43**\n\n2\n\n4\n\n18\n\n33§§\n\n67§§\n\n124\n\n19\n\n6\n\n39\n\n87\n\n77\n\n127\n\n365\n\n100\n\n88\n\n90\n\n79\n\n56\n\n45\n\n65\n\nI4t\n\n19\n.\n\nTotals\n\nPer\n\nII\n\n,\n\n.\n\nestablisht\n\n* For explanation of size groups see page 544.\nt\n\nOne city reports its schedule as \"obsolete.\"\n\ntt Two cities report their schedules as \"obsolete.\"\n** Two cities report their schedules as \"obsolete,\" one as \"subject to change\" and one as \"going into\neffect for 1919-20.\"\n\n§ Four cities report their schedules as \"obsolete,\"\n\nlaw+2S per cent,\" and one as \"state law+io per cent.\"\n§§ One city reports \"irregular increase— no schedule.\"\n\ntwo as \"the state minimum,\" one as the \"state\n\n"}
{"page": 597, "printed_page": null, "text": ".\n\n.\n\n..\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\nQuestion 2.\n\n—\"Do you have an establisht salary schedule\n\nS8i\n\nfor elementary\n\nschoolteachers?\"\nTables XXVII, XXVIII, and XXIX give the answers to this question\nfrom 365 of the superintendents who answered it. It will be observed\nthat 65 per cent of the cities have schedules for elementary teachers, 61 per\ncent for intermediate, and 47 per cent for high school, which would seem\n\nTABLE XXVIII\nNumber of Cities Having Establisht Salary Schedules for Intermediate\nTeachers in the 184 Cities Reporting\n(Distributed According to Size of Cities) *\n\nNumber of Cities in Each Size Group\n\nHave an establisht salary schedule.\nHave a \"partial\" salary schedule\nHave no establisht salary schedule\n\n.\n\nI\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n10\n\n6\n\n12\n\n27\n\n27\n\n30\n\n112\n\nI\n\n4\n\n12\n\n24\n\n31\n\n72\n\n10\n\n7\n\n16\n\n39\n\nSI\n\n61\n\n184\n\n100\n\n86\n\n75\n\n78\n\n53\n\n49\n\n61\n\n.\n\nTotals\n\nPer cent having establisht schedule\n\n.\n\n* For explanation of size groups see page 544.\n\nTABLE XXIX\nNumber of Cities Having Establisht Salary Schedules for High-School\nTeachers in the 337 Cities Reporting\n(Distributed According to Size of Cities) *\n\nNumber of Cities in Each Size Group\n\nHave an establisht salary schedule.\nHave a \"partial\" salary schedule\nHave no establisht salary schedule.\n\n.\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotals\n\n18\n\nII\n\n31\n\n38\n\n28\n\n31\n\n157\n\n5\n\n8\n\n42\n\n43\n\n82\n\n180\n\n18\n\n16\n\n39\n\n80\n\n71\n\n113\n\n^^7\n\n100\n\n69\n\n80\n\n48\n\n39\n\n38\n\n47\n\n.\n\nTotals\n\nPer cent having establisht schedule\n\nI\n\n.\n\n* For explanation of size groups see page 544.\n\nto indicate a tendency to establish schedules for elementary teachers, more\n\nthan for teachers in the other two divisions.\n\nIn these tables it is obvious\n\nthat the size of the city is a large determining factor in whether or not\n\nthey have establisht schedules.\n\nAll the cities of Group I have schedules\n\nin all three divisions, and the percentage of cities having estabhsht schedules\n\ndecreases rather uniformly as the size of the city decreases.\n\nThis is most\n\nnoticeable in the lack of schedules for high-school teachers in cities of\n/\n\n"}
{"page": 598, "printed_page": null, "text": "...\n\nNATIONAL EDUCATION ASSOCIATION\n\n582\n\nGroups V and VI. Cities in Group IV, which includes those having\nbetween 10,000 and 25,000 population, have almost as large a percentage\nwith salary schedules as the groups of larger cities. The big drop in percentage between Groups IV and V would seem to indicate that cities below\n10,000 population have not yet found it as expedient to establish salary\nschedules as the larger cities. Competition for teachers, regardless of any\nset salary schedule, and particularly of a schedule of low salaries, is, in a\n\nTABLE XXX\nMinimal Salaries tor Elementary Teachers in 352 Cities Reporting\n(Distributed According to Salary Received and Size of Cities) *\n\nNumber of Cities in Each Size Group\nMinimal\nSalary\nIII\n\nII\n\nI\n\n$2c;o- 200..\n\n300- 349.\n^fQ— ^00.\n400- 449.\nA<0— 4.00.\n\"^oo- ^40.\n\n.\n\nitt\n.\n\n.\n\n2tt\n\nI\n\n2\n\n2\n\n8\n8\n\n3\n3\n\n3\n3\n\n9§§\n\nIS\n\nIS\n\n9\n\n16\n10\n19\n\n46\n40\nS4\n\ni3§\n\n21\n\n59\n32\n41\n\n3\n\n2\n\n2t\n\nI\n\n4\n\n14\n\n.\n\n2\n\n2\n\n8\n\n13\n\n.\n\nI\n\n3\n\n4\n\nI\n\nii\n\n7\n\n3\n3\n\nI\n\n.\n\n.\n\n•\n\n•\n\n3\n\nI\n\nSSO- 599- ••\n\n.\n\n2\n\n10\n13\n\nI\n\n4\n\n2\n\ns\n\nI\n\n3\n3\n\n2\n\n3\n\n4\n\nI\n\n2\n\n7\n\nI\n\nIII\n\nI\n\nI\n\nTotals\n\n2**\n\n600-\n\n649.\n650- 699.\n700- 749...\n750- 799.\n800- 849.\n850- 899.\n900- 949-\n\nVI\n\nit\n\nitt\n\n.\n\n.\n\nv\n\nIV\n\n16\n16\nII\n\n2\n\nIS\nI\n\nI\n\nlotjo— 1000.\n\nIIOO— IIAO.\nII tJO— IIOO\nTotals...\n\nMedian\nPer cent below 800\nPer cent below 500\n.\n\n.\n\n.\n\n.\n\nI\n\nI\n\n19\n\n18\n\n44\n\n83\n\n77\n\nIII\n\n352\n\n$731\n\n$600\n\n$650\n\n$610\n\n$570\n\n$613\n\n$614\n\n74\n\n89\n\n82\n\n86\n\n9S\n\n89\n\n88\n\nII\n\n28\n\n16\n\n12\n\n29\n\n18\n\n19\n\n* For explanation of size groups see page 544.\nt For no experience.\n\ntt Colored.\n\n§ With experience.\n\n§§\n\nAnd bonus.\n\n\"* Two-year apprentice.\n1\n\n1\n\nAll paid same salary.\n\ngreat many cases, the determining factor in the election of teachers in the\nsmaller cities. This will probably continue until a more adequate adjust-\n\nment of salaries can be made between cities of different sizes, adjusting\nthe salary to the difference in the cost of living and the opportunities for\nadvancement afforded.\n\nA number of the superintendents in answering Question 2 made note\nof the fact that salary schedules represent changeable standards, and that\n\nthey were conscious of the fact that schedules establisht several years ago\n\n"}
{"page": 599, "printed_page": null, "text": "..\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\nare at the present time \"obsolete.\"\n\n583\n\nA number also stated that revisions\n\nof schedules were under consideration at the present time, so that it\n\nis\n\nquite likely that the working schedules for 1919-20 will be materially\n\nhigher than for the present year.\nQuestion j.\n\n— \"What\n\nis\n\nthe minimal salary for elementary teachers?\"\n\nTables XXX, XXXI, and XXXII give the distribution of the answers\nto this question for elementary, intermediate,\n\nand high-school teachers.\n\nIn the estabUshment of the minimal salaries, it is noticeable that the size\n\nTABLE XXXI\nMinimal Salaries for- Intermediate Teachers in 169 Cities Reporting\n(Distributed According to Salary Received and Size of Cities)*\n\nNumber of Cities in Each Size Group\nMinimal\nSalary\nII\n\nI\n\n$250- 299..\n300- 349..\n350- 399..\n400- 449..\n\nIII\n\nV\n\nIV\n\nI\n\nVI\n\nTotals\n\nI\n\nI\n\nI\n\n2\n\nI\nI\n\n4'CO- 400..\n\n2\n\n4\n\n6\n\n13\n\nt;oo-\n\ni;4o.\n\n3\n\n10\n\nI\n\nKKO-\n\nf^OO..\n\n2\n\n4\n\n2\n\n14\n8\n\n12\n\n1-9\n\n600- 649.\n650- 699..\n700- 749..\n750- 799..\n800- 849..\n85a- 899..\nQOO— 040.\n950- 999..\n\nI\n\n2\n\n2\n\nI\n\n2\n\nI\n\n2\n\nI\n\nI\n\n2t\n\n4\n\n3\n6\n10\n\n,\n\n2\n\nI\n\n4\n\n2\n\n3\n\n6\n\n2\n\n5\n\n2\n\n4\n\n2\n\n3\n2\n\n3\n\n'I\nI\n\n.\n\n.\n\n18\n12\n\n2\n\nTT\n\nI\n\n3\n\n2tt\n\n-\n\n6\n2\n\nI\n\nIIOO-II49..\nII50-II99..\n\n.\n\n4\nI\n\niot;o-iooo..\n\nPer cent below 800.\nPer cent below 500\n\n9\n\n2\n\nI\n\nMedian\n\n16\n27\n\n2\n\nIOOO-I049.\n\nTotals..\n\n4\n\nI\n\n3\nI\n\n9\n\n6\n\n20\n\n35\n\n49\n\n50\n\n169\n\n$788\n\n$800\n\n$800\n\n$813\n\n$663\n\n$700\n\n$718\n\n55\n\n•50\n\n50\n\n46\n\n88\n\n72\n\n67\n\n15\n\n6\n\n12\n\n12\n\nII\n\nII\n\n* For explanation of size groups see page 544.\n\nt\n\nWomen.\n\nttMen.\n\nof the city does not have the effect that it has had on most of the other\nfacts considered.\n\nEspecially\n\nmediate sections.\n\nThe range of minimal salaries is, as would be expected,\n\nis\n\nthis\n\ntrue in the elementary\n\nmuch less than the range of salaries for the respective groups.\n\nand\n\ninter-\n\nThere is,\n\nhowever, a very wide variation in this respect, since some cities have minimal\nsalaries of\n\n$250 for elementary teachers, while one of the cities reporting\n\nstarted its teachers at $1150.\n\nThe range is as great for intermediate teach-\n\ners, and is $150 more for high-school teachers.\n\nThis item is very noticeable\n\n"}
{"page": 600, "printed_page": null, "text": ".\n•..\n\nNATIONAL EDUCATION ASSOCIATION\n\n5^4\n\nwhen it is possible for a beginning high-school teacher to enter one school\nsystem at $450 a year, while the same teacher would receive $1500, should\n\nWhen we consider the percentage of\n\nwork in another city.\n\nshe start\n\nTABLE XXXII\nMinimal Salaries for High-School Teachers in 333 Cities Reporting\n(Distributed According to Salary Received and Size of Cities)*\n\nNumber of Cities in Each Size Group\nMinimal\nSalary\nII\n\nI\n\nIII\n\n$450- 499.\n\nV\n\nIV\n\nVI\n\nTotals\n\nI\n\n\"^OO-\n\n'^AQ'\n\nK^^O-\n\nKQQ..\n\nI\n\nI\n\n600- 649..\n\nIC\n\n650- 699..\n\nla\n\n700^ 749-\n\nI\n\nI\n\nI\n\n2\n\n3\n3\n\nI\n\n3<^\n\n3\n\n8\n\n16\n\nla\n\n2\n\n5\n\n8\n\n6\n\n23\n\n2d\n\n2a\n\nI\n\nloa\n\n12\n\n19\n\n46\n\n750- 799..\n\nla\n\n2aa\n\n6a\n\nII\n\nloa\n\n10\n\n40\n\n80a- 849..\n\nI\n\nI\n\n5b\n\n13\n\n14a b\n\n13\n\n47\n\nlb\n\n4a\n\nI\n\n.8\n\n14\n\n28\n\n3a\n\n7\n\ni4aaaa\n\n7\n\n9\n\n41\n\n4\n\n2b\n\n2\n\n3\n\nII\n\n4b\n\n7bb\n\n850- 899..\n\n900- 949..\n\nI\n\no<;o- 000..\n\n1000-1049.\n\nSaabd\n\nSbb\n\n1050-1099.\n\nI\n\nlb\n\n1100-1149..\nii\"; 0-1109..\n\n2\n\n2b\n\n1 200-1 249..\n\n$ab\n\n1250-1299..\n\nlb\n\n1300-1349.\n\nlb\n\n'\n\n29\n2\n\n2\n\n3b\n\nI\n\nI\n\nI\n\n2&\n\nI\n•\n\n•\n\nI\n\n3b\n\n4\n\n3\n\n2\n\n.\n\n6\n\nI^iJO-I^OO..\n\nI\n\nI400-I449.\n\n18\n2\n\nI\n\n3\n\nII\n\nI\nI\n\nI\n\nlA'^O-lAQQ..\n1 500-1 599..\n\nlb\n\nlb\n\nTotals..\n\nMedian\nPer cent below 1000.\nPer cent below 800.\n.\n\nz\n\nI\n\n26\n\n20\n\n44\n\n77\n\n71\n\n95\n\n333\n\n$1038\n\n$975\n\n$921\n\n$837\n\n$802\n\n$806\n\n$837\n\n27\n\n50\n\n73\n\n76\n\n93\n\n90\n\n78\n\n19\n\n25\n\n27\n\n38\n\n49\n\n48\n\n40\n\n* For explanation of size groups see page 544.\n\na women;\n\nb,\n\nmen; c, colored; d, girls' high school.\n\nLetters are repeated as many times as there are cities to which the condition refers.\n\n"}
{"page": 601, "printed_page": null, "text": "TEACttEkS' SALARIES AMD SALARY SCHEDULES\ncities with minimal salaries below $5cx), we find\n\n5S5\n\n19 per cent for elementary-\n\nteachers and II per cent for intermediate teachers.\n\nAbout one in every\n\nfive cities with salary schedules starts its teachers at less than $500 per year.\n\nThis is equivalent to only $41 per month on the twelve-month basis, or\n$1.39 per living day. When these figures are compared with the wages\npaid workers in any other occupations, the oft-quoted expression\nstarvation wage for beginners\" takes on a real meaning.\n\n\"A\n\nIn the light of\n\nthe campaign to estabHsh $1000 and even $1200 as the minimal salary for\n\nevery American teacher, the 88 per cent of cities who have a minimal\nsalary for elementary teachers below $800 shows the urgency of the salary\nsituation in the cities of this country.\n\nOnly one of the 352 cities reporting\n\nminimal salaries for elementary teachers pays a minimum of over $1,000\nThe situation is very Httle better\nless than three-fourths of i per cent.\nfor intermediate teachers.\n\nThe better salaries paid to high-school teachers\n\nis evidenst in the minimal salaries establisht,\n\nas well as in all other tabula-\n\ntions.\nThe additional preparation amounting to more than two years in\nmost cases received some recognition when we realize that 40 per cent of\nthe cities report minimal salaries for high-school teachers, of less than $800,\ncompared to the 88 per cent reporting minimal salaries for elementary\nteachers below that figure. Seventy-eight per cent of the minimal salaries\nfor high-school teachers is below $1000, which is the lowest proposed minimimi for all teachers. Over three-fourths, then, of the high schools fall\nshort of this standard. A study of these tables makes evident one of the\nreasons why capable young men and young women do not choose to enter\nthe teaching profession, and furnishes an argument of weight for the establishment of a minimal salary, high enough to offer inducements nearer\n\nthan ten years in the future.\nQuestion 4.\n\n—\"What\n\nis\n\nthe maximum for elementary teachers?\"\n\nFewer superintendents, as will be shown by the totals in Tables XXXIII,\nXXXIV, and XXXV gave maximal salaries for teachers in the different\ndivisions.\n\nThis can be taken as a fairly safe indication that there is a\n\nmore pronounst tendency to establish minimal salaries than maximal.\nThe maximal salaries for elementary teachers show a condition almost as\ndeplorable as that revealed in the tabulations for minimal salaries. The\nmedian maximal salaries for the 334 cities reporting such salaries is only\n$867. This means that in half of the cities in the country, as represented\nby these 334, a teacher in the elementary grade cannot look forward to a\nsalary of more than $867 per year, no matter how good her work or how\n\nThirty-seven per cent of these cities report a maximum\nbelow $800, while 71 per cent report maximal salaries below $1000, the\n\nlong her experience.\n\nlower of the proposed minimal salaries for all teachers.\n\nPractically three-\n\nfourths of the cities have maximal salaries at the present time below this\n\nproposed minimum.\n\nThe conditions are slightly better for the intermediate\n\nteachers as they were also found to be in the study of the minimal salaries.\n\n"}
{"page": 602, "printed_page": null, "text": ".•.\n\nNATIONAL EDUCATION ASSOCIATION\n\nS86\n\nBut, even with these more successful and better-prepared teachers, 27 per\ncent of the cities set maximal salaries below $800, and 54 per cent below\n\nThe maximal salaries for high-school teachers are considerably\n\n$1000.\n\nhigher than those for either the elementary or intermediate, and are spread\n\nThe median maximum for high-school teachers\n\nover a much wider range.\n\nTABLE XXXIII\nMaximal Salaries for Elementary Teachers in 334 Cities Reporting'\n(Distributed According to Salary Received and Size of Cities)*\n\nNumber of Cities in Each Size Group\nMaximal\nSalary\nII\n\nI\n\nIII\n\nV\n\nIV\n\nVI\n\n$400- 449..\n\nit\n\n4=;o- 400.\n\nI\n\nI\n\nI\n\n3\n\nt;oo-\n\n'^40.\n\nKKO-\n\n'^QO..\n\nI\n\n600- 649.\n650- 699..\n700— 74.Q.\n\n4\n\n5\n\n7\n\n8\n10\n\n5\n\n4\n\n9\n10\n\n15\n13\n17\n\n29\n\nI\n\n31\n\n38\n\n'\n\n\"^^\n\nit\n\n6\n\n9\n\n12\n\n10\n\n2\n\n3\n6\n\n7\n\n4\n\n5\n\n21\n\n12\n\n9\n\n7\n\n40\n\n3\n\n7\n\n15\n\n6\n\n3\n3\n\nI\n\n3\n6\n\n8\n\n2\n\nI\n\n3\n\n5\n\n2\n\n28\n16\n15\n\n3\n\n3\n\nI\n\n3\n\n5\n\n3\nI\n\n2\n\nI\n\n3\n\n3\n\n2\n\nI\n\n2\n\n2\n\nI\n\nI\n\nI\n\n2\n\n3\n\n•\n\n4\n4\n\n3\n\n18\n\n71:0- 799..\n\n1050- 1099..\n1100-1149..\n1150-1199..\n1 200-1 249..\n1250-1299..\n1300-13491350-1399-\n\nI\n\n2\n\n^\n\n2\nI\n\n800- 849..\n850- 899.1\n9oc^ 949.950- 999..\n1 000- 1 049.\n\nTotals\n\nI\n\nlAOO—IAAQ\n\n4\n4\nI\n\n5\n\nI\nI\n\n12\n6\n\nI\n\n3\n\n5\n\nI\n\nI\n\n•\n\nI\n\nI45O-I499.\nI5OO-I599..\n160O-1699..\nI700— I7QO\n\nI\n\n•\n\n2\n\nI\n\nI\n\nI\n\nI\n\n21\n\n17\n\n42\n\n85\n\n70\n\n99\n\n334\n\nMedian ....\n\n$1125\n\n$1045\n\n$1000\n\n$896\n\n$800\n\n$781\n\n$867\n\nPer cent below 1000.\nPer cent below 800\n\n33\n\n24\n\n50\n\n73\n\n90\n\n78\n\n71\n\n6\n\n7\n\n32\n\n50\n\n57\n\n37\n\nTotals.\n\n.\n\n.\n\n* For explanation of size groups see page 544.\n\nis $1358, while\n\n$1000,\n\nt Colored.\n\n15 per cent of the cities set the high-school maximum below\n\n42 per cent below $1200,\n\nand 59 per cent below $1500.\n\nIn\n\nall\n\nthree divisions it is noticeable that the size of the city has a decided effect\n\nupon the maximal salary set, since the median salary diminishes regularly\nwith the decrease in city size.\n\n"}
{"page": 603, "printed_page": null, "text": "•\n.\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n587\n\nWhen we consider the very low entering wage for high-school teachers\nin connection with the time spent in meeting the preparation requirements\n\nfor high-school teachers and the present-day cost of such an education, there\n\nwonder that more competent teachers do not enter the high-school\n\nis Httle\n\nfield when the median maximal salary for half of the cities is below $1358.\n\nTABLE XXXIV\nMaximal Salaries for Intermediate Teachers in 161 Cities Reporting\n(Distributed According to Salary Received and Size of Cities)\n\n*\n\nNumber of Cities in Each Size Group\nMaximal\nSalary\n\neOO—\n\nIV\n\nIII\n\nII\n\nI\n\niCAQ.\n\n600- 64.0.\n700- 740..\n7KO- 700..\n800- 849..\n\nI\n\n8c;o- 800..\n\nI\n\n900- 949..\n950- 999..\n1000-1049.\n1050-1099..\n1100-1149..\n1150-1199..\n1 200-1249..\n1250-1299..\n1300-1349..\n1350-1399.1\n\nI\n\nTotals.\n\n.\n\nPer cent below 1000.\nPer cent below 800.\n\nI\n\nI\n\n6\n10\n\nI\n\n8\n\n13\n12\n\nI\n\n8\n\nII\n\n20\n\nI\n\n4\n\nI\n\n7\n\n3\n\n8\n\nI\n\n13\n\n5\n\n4\n\nI\n\nI\n\n3\n\n3\n\n3\n\nI\n\n4\n\nI\n\n2\n\n9\n9\n\nit\n\n2\n\n4\n\n3\n\nII\n\nI\n\nI\n\nI\n\nI\n\nI\n\n3\n\n2\n\nI\n\nI\n\n2\n\n2\n\n2\n\n2\n\nI\n\nI\n\nI\n\nI\n\n4\n10\n\n4\n\n/\n\n8\n\nI\n\n3\n\nI\n\n2\nI\n\nI\n\n2\n\n3t\n\nI\n\nI\n\nI\n\nI\n\n-z\n\nI\n\nitt\nitt\n\nI\nI\n\nI\n\n9\n\n7\n.....\n\nMedian\n\nI\n\nI\n\n400- 1 440.\n\n1450-14991500-1599..\n1600-1699..\nI700— 1700\n1800— 1899.\n2^00\n\nit\n\n3\n\nI\n\nI\n\nTotals\n\n3\n3\n3\n\n4\n4\n\nI\n\nVI\n\n4\n\nI\n\n6t;o- 6qq.,\n\nV\n\n.\n\n21\n\n34\n\n47\n\n43\n\n161\n\n,..\n\n$1338\n\n$1225\n\n$1263\n\n$1033\n\n$856\n\n$820\n\n$933\n\nII\n\n14\n\n19\n\n44\n\n77\n\n70\n\n54\n\n10\n\n26\n\n32\n\n40\n\n27\n\n,\n\n* For explanation of size groups see page 544.\n\nt\n\nWomen.\n\ntt Men.\n\nThis lack of financial incentive to continuance in the teaching profession\nis felt\n\nin all three divisions.\n\nIt is one of the lines of reform along which\n\nmuch progress must be made within the next few years in order to maintain\neven the present standard of efficiency in our schools, to say nothing of an\nincreast efficiency which the enlarged demands upon the school of the present\ncritical\n\nperiod of reconstruction have made.\n\n"}
{"page": 604, "printed_page": null, "text": ".•\n.•.\n\nNATIONAL EDUCATION ASSOCIATION\n\n588\n\nTABLE XXXV\nMaximal Salaries for High-School Teachers in 326 Cities Reporting\n(Distributed According to Salary Received and Size of Cities) *\n\nNumber of Cities in Each Size Group\n\nMaximal\nSalary\n\nV\n\nIV\n\nIII\n\nII\n\nI\n\nVI\n\nTotals\n\n$6'?o— 60Q.\n\nI\n\n700— 74.0.\n7 CO— 7QQ,\n\nI\nI\n\n.\n\n800- 84.Q.\n\nI\n\nI\n\n8<;o- 800.\n\n900- 949OCO- 000..\n\n6\n\n3\nI\n\nIC\n\nI\n\nIOOO-I049.\n\niioo— 1149.\nII50-II99..\n\nla\n\n1 200-1 249..\n\nid\n\n5\n\n7\n\n18\n\n30\n\n4\n\n9\n\nIS\n\n6\n\n6\n\n16\n\n7\n\n10\n\n9\n\n8\n\n22\n\n2a\n\n4\n\nI\n\n8\n\n3<^\n\n2\n\nla\n\n30^\n\n2a\n\nI\n\nSaa\n\n2a\n\nI\n\n3\n\n7\n\nSa\n\n5\n\n22\n\n1 250-1 299..\n\nI\n\nI\n\n3\n\n3«\n\n3^\n\nII\n\nI^OO-I'?40..\n\nI\n\nSaa\n\n4a\n\nI\n\n3\n\n12\n\n2\n\n4\n\n4\n\n16\n\n5aa\n\n3\n\nI\n\n14\n\n1350-1399-\n\n2a\n\n2aa\n\n2\n\nI40O-I449..\n\nI\n\n2a\n\n26\n\n2\n\n2\n\ngb\n\n76\n\n40\n\nSb\n\n2b\n\n4\n\n33\n\n26\n\n96\n\n2\n\nlb\n\nsbb\n\n'6cbbfg\n\nI\n\nlb\n\nI\n\nlb\n\nI\n\n2b\n\n2\n\n2>hh\n\n1500-1599..\n\n2\n\nla\n\n6\n\n160O-1699..\n\n3&\n\n3\n\ni3aa&\n\n1 700-1 799..\n\n2\n\n2&\n\n180O-1899.\n\n6aae\n\n1000— I OOQ\n2000-2099.\n\n3&\n\n2200-2299..\n\nlb\n\n2300 2399..\n2400 2499..\n\nI\n\nTotal...\n\nMedian\nPer cent below 1500.\nPer cent below 1000.\n\n2\n\n19\n\n4\n10\nI\n\nla\n\n2IOO-2199..\n\n2500-2599..\n2700-2799..\n3000-3099..\n\n17\n\nlb\n\nI\n\n2\n\nI\n\n2\nI\n\nI\n\n2b\n\n3\n\nI\n\nI\n\nI\n\nI\n\n26\n\n20\n\n48\n\n81\n\n65\n\n86\n\n326\n\n$1800\n\n$1666\n\n$1583\n\n$1523\n\n$1181\n\n$1078\n\n$1358\n\n23\n\n35\n\n40\n\n46\n\n77\n\n85\n\n59\n\n4\n\n7\n\n23\n\n41\n\nIS\n\n4\n\n.\n\n* For explanation of size groups see page 544.\na Women; h, men; c, colored; d, girls' high school;\nmen; A, married men.\n\ne, boys' high school; /, college graduates; g, single\n\n"}
{"page": 605, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nQuestion 5.\n\n—\"What\n\nis\n\n589\n\nthe annual increase for elementary teachers?\"\n\nThe answers to this question for elementary, intermediate, and high\nschools are given in Tables XXXVI, XXXVII, and XXXVIII. The\nreturns as they were given on the superintendents' blanks showed wide\n\npossible,\n\nAn attempt was made to group them into as few groups as\nbut in each division there remained a relatively large group of\n\nincreases\n\nin\n\nvariation.\n\nvarying combinations, too numerous to tabulate.\n\nSome\n\nTABLE XXXVI\nAnnual Increase Granted to Elementary Teachers in 333 Cities Reporting\n(Distributed According to Increases Granted as Reported by City Superintendent and\nSize of the Cities)*\n\nNumber of Cities in Each Size Group\nAnnual Increase Where Stated\nas a Definite Amount\nII\n\nI\n\nIII\n\n$ 18\n20\n22I\n\nv\n\nIV\n\nVI\n\nI\n\nTotals\nI\nI\n\n2<\n\nI\n\n2\n\n2\n\n5\n\n5\n\n6\n\n2\n\n4\n\n2\n\nI\n\n^0\n\n35\n\n10\n17\n3\n\nI\n\n40\n\nI\n\n2\n\n47i\n\nI\n\nI\n\n5\n\n50..,\n\n6\n\n60\n62I\n\nI\n\n75\n\nI\n\nI\n\n3\n\nI\n\n5\n\nI\n\n10\n\n12\n\n3\n22\n\n2\n\nI\n\n8\n\nII\n\n12\n\n21\n\n77\n9\n\n6\n\nI\n\n12\n\nI\n\nI\n\nI\n\n38\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\n2\n\n2\n\n8S\n\n4\nI\n\n90\nTOO\n120\n150\n\n2\n\nI\n\n3\n8\n\nI\n\nI\n\n17s;\n\nI\n\nNo definite increase ....\n\nI\n\n5\n\n12\n\n29\n\n47\n\nVarying and combination increases (a)\n\nTotal\n\n.\n\n.\n\n.\n\n.\n\n5\n\n6\n\n8\n\n26\n\n23\n\n27\n\n95\n\n18\n\n16\n\n37\n\n82\n\n72\n\n108\n\n333\n\n* For explanation of size groups see page 544.\na In this group ten cities reported increases of $22.5o-$4s; seven cities reported $25-$so; five cities\n$4S-$9o; eight cities $5o-$ioo; four cities $10; and sixty-four other cities reported various increases such as\n$2S-$29, on $45 every 2 years, etc.\n\ntypical instances are given in the footnotes on each table.\n\nOf the annual\n\nincreases as distributed for the elementary teachers in Table XXXVI, we\n\nno definite increase, and of the 193 cities\nreporting fixt increases, we find 164 or 85 per cent giving an annual increase\n\nfind 47 of the 333 cities with\n\nof $50 or less.\n\nThis percentage becomes 70 per cent for the intermediate\n\nteachers and 54 per cent for high-school teachers.\n\nThese figures, compared\n\nwith the returns from the actual increases given, as shown in Tables XIV-\n\nXIX, inclusive, of Part I from the same questionnaire, will show that by\n\n"}
{"page": 606, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\nS90\n\nfar the most common increase given to the teachers is $50, or less.\n\nShould\n\nthese figures include the cities providing for no increase, the percentages\n\nwould run very much higher. An increase such as $22 50, $25, $45 or $50\nshown also in the above tables of Part I, that\nthese increases have been given according to custom, rather than in any\nattempt to adjust the teacher's salary to living conditions of the past year.\nOnly a very few superintendents in their replies indicated the existence of\n.\n\nindicates clearly, as was\n\nany flexibility in the matter of the annual increase.\n\nThe fact, however,\n\nTABLE XXXVII\nAnnual Increase Granted to Intermediate Teachers in 154 Cities Reporting\n(Distributed According to Increases Granted as Reported by City Superintendents and\nSize of the Cities)*\n\nNumber of Cities in Each Size Group\nAnnual Increase where Stated\nas a Definite Amount\n\nIII\n\nII\n\nI\n\nv\n\nIV\n\n$ 22*\n2C\n\nVI\n\nTotals\n\n3\n\n3\n\nI\n\nI\n\n-it\n\nI\n\nI\n\nAQ\n\nI\n\n2\n\nAC\n\n...\n\n.\n\nifi\n50\n60\n62*\n674\n\n4\n\nII\n\n7\n\n5\n\nI\n\n7\n\n22\n\n10\n\n33\n\nI\n\n2\n\n4\n\n5\n2\n\nI\n\nI\n\n3\n\nI\n\nI\n\nI\n\n72\n\nI\nI\n\nI\n\n'JC\n\nI\n\nI\n\nI\n\n80\nGO\n100\n\nI\n\nI\n\nI\n\n3\n\n2\n\n6\n\n3\n\n2\n\n2\n\n2\n\n180\n\n9\nI\n\nI\n\n181;\n\nNo definite increase.\n\n3\n\nI\n\nI\n\nI\n\nI\n\n4\n\n.8\n\n14\n\n28\n\n4\n\n2\n\n6\n\nII\n\n7\n\n5\n\n35\n\n8\n\n7\n\n16\n\n35\n\n44\n\n44\n\n154\n\n.\n\nVarying and Combination increases (a)\n\nTotal\n\n.\n\n.\n\n.\n\n* For explanation of size groups see page 544.\na In this group seven cities reported increases of $5o-$ioo, while the remaining twenty-eight cities\nreported various increases such as $45-890, $38 first year, $64 the second, $25, $50, $75, etc.\n\nthat four superintendents definitely stated that the annual increase was a\n\nmatter of early adjustment offers a ray of hope.\nQuestion\n\"\n\n6.\n\n—\"On what conditions does the granting\n\nof this increase\n\ndepend ?\n\nTable XXXIX gives a summary of the 309 answers to this question.\nThere were almost as many wordings to this answer as there were superintendents answering the question.\n\nCertain groups of related conditions,\n\nhowever, were combined, making the set of nine given in the table. By\nfar the largest percentage of answers give as the determining condition the\n\n"}
{"page": 607, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n591\n\nidea of success, or length of service, or a combination of these two.\n\nIn\n\nreality, 74 per cent of the answers are included within the first three groups.\n\nThis indicates that three out of four school systems have a more or less\n\nautomatic method of granting increases to teachers, 'since the conditions\nset forth in Group I amount to little' more than length of service because of\n\ntheir indefinite nature,\n\nand the inaccuracy of any present methods for\n\ndetermining the degree of \"success,\" \"merit,\" \"efficiency,\" and \"satisfaction.\"\n\nIt is significant that only 7 per cent of the replies included in any\n\nway the element of training, education, or self -improvement.\n\nThe 6 per\n\ncent listed under Group V probably belong in one of the first three groups.\n\nA separate division was made in order to separate those answers where\ndefinite mention is made of a recommending autho;:ity.\n\nThe irregularity\n\nof the answers to Question 6 is not as evident from the form in which the\n\nOf the 309 answers there were at least 150 different wordings\nThese were reduced to 40 on the first tabulation,\nand then combined into the present 9. This* table will help to show the\ntable is put.\n\nfor the conditions named.\n\nneed for a greater standardization in respect to the granting of increases,\n\nand clearly shows the existence of one of the most difficult problems in the\nmaking and the administering of an efficient salary schedule, a schedule\nwhich will not only protect the teachers who are in service, but which\nwill offer constant incentive to progress.\n\nQuestion 7.\n\n—\"What does good board and a comfortable room cost an\n\nelementary school teacher in your community?\" (12 months).\nIn determining some adequate measure of teachers' expenses, \"board\nand room\" was decided upon as the figure most easily obtained, and most\nreliably usable.\n\nAs a single figure it represents the biggest item of a\n\nteacher's expense for the year, and also probably reflects the cost of living\nin a particular community as well as any other single measure.\n\nThe ques-\n\ntion was put on the basis of 12 months, because teachers have to live thru\n\nthat period each year, and teaching cannot be made a definite profession\n\nnor real progress made in the matter of salaries until teachers'^I^alaHes\n\nand expenses are computed on the basis of twelve months rather thani nine.\nTable XL gives the cost of \"board and room\" for 12 months for elementary\nteachers in 360 cities reporting, and by means of the footnotes covers the\nanswers for intermediate and high-school teachers as well. There is considerable irregularity in the median costs of \"board and room\" in the\ndifferent size groups.\n\nThe effect of the size of the city is as pronounst as in\n\nany other items of the study, thru the comparison of the median $500 for\n\"board and room\" in cities of Group I, with the $402 in cities of Group VI,\nshows as great a difference as existed in the median salaries for those groups.\n\nThe quartile deviation for the different groups is surprisingly uniform\nconsidering the prevalence of the belief that it costs very much more to\nlive in the larger cities.\nA great many of the answers were made in terms\nof multiples of 52, since \"board and room'/ in most places is figured at so\n\n"}
{"page": 608, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n592\n\nmuch per week.\n\nThe grouping of these returns into intervals of $50 will\nbut slightly distort the figures, since the groups will about as often vary one\n\nway as the other from the figure actually reported.\n\nThe unusual number\n\nof footnotes to this table is a means of calling attention to a condition which\n\nhas been allowed to exist, and which in many cases is taken for granted as\n\nand in a number of cases\nand\n\"board\nroom\" than elementary\n\nnecessary, namely, that high-school teachers,\n\nintermediate teachers, pay more for\n\nTABLE XXXVIII\nAnnual Increase Granted to High-School Teachers in 301\n\nCities Reporting\n\n(Distributed According to Increases Granted as Reported by City Superintendents and\nSize of the Cities)*\n\nNumber of Cities in Each Size Group\nAnnual Increase Where Stated\nas a Definite Amount\nII\n\nI\n\nIV\n\nIII\n\nV\n\nVI\n\n$ 2<\n\nI\n\ni-il\n\nI\n\n2 c\n\nI\n\nI\n\nI\n\nI\n\nI\n\n.\n\n8\n\n2\n\n6\n\n60\n62*\n\n:\n\n6\n\n12\n\n29\n\n12\n\n43\n\n2\n\n47i:::::::::::;:;:;.\nCO\n\n14\n\nII\n\n2\n\n2\n\n4\n\nI\n\n.\n\nI\nI\n\n^6\nAti ,\n\nTotal\n\n7\n\nI\n\n«\n\n7c\n\n80:::::::::::::::::.\nQO\n100\n120\n\nI\n\nI\n\nII\n\n2\n\n5\n\n2\n\nI\n\n3\n12\n\nI\n\n4\n\n2\n\nII\n\n5\n\n5\n\n40\n\nI\n\ni8<\n202\n\nI\nI\n\nI\n\nNo definite increase ....\n\n3\n\nI\n\nI\nI\n\nI\n\n3\n\n16\n\n17\n\n36\n\n73\n\nVarying and combination increases {a)\n\n6\n\n10\n\n13\n\n18\n\n17\n\n20\n\n84\n\nTotal\n\n19\n\n15\n\n37\n\n75\n\n63\n\n92\n\n301\n\n* For explanation of size groups see page 544.\no In this group twenty cities reported increases of $5o-$ioo; eleven cities $45 -$9©; nine cities $25, $50,\n$75, while the other forty-four cities reported various increases such as $50 under $900, $10 up, $50+ s%+$ioo\nbonus, etc.\n\nteachers.\n\nTwenty-nine superintendents in answering Question 7 for the\n\nintermediate and high-school teachers put a higher figure for the highschool teachers than for the elementary teachers.\n\nthe different recognitions.\n\nThe footnotes show\n\nA tabulation of the difference given here brings\n\na median recognized difference of $68 in the year's cost for \"board and\nroom.\" Two of the differences are as high as $250. This is but an implied\nacceptance of a financial, educational, and social difference, which in many\n\ncommunities has been assumed to exist between teachers in the grades and\nthe high school. The fostering of such a distinction cannot help but work\nagainst the professionalizing of teaching, and yet this social difference\nis financially\n\nforced on elementary teachers in a majority of cities by the\n\n"}
{"page": 609, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n593\n\nvery much lower salaries paid to them, in comparison with teachers in\nthe high school. A satisfactory adjustment to this condition cannot be\n\nhad until elementary teachers are as well prepared for their work as highschool teachers and receive equal salaries.\nAdditional light will be thrown upon the adequacy and inadequacy of\nthe minimal and maximal salaries establisht in the salary schedules of these\ncities by comparing the estabHsht salaries with the cost of Uving as it is\nindicated by the cost of \"board and room\" within each particular city. In\norder that this may be done it is necessary to determine what percentage\n\nTABLE XXXIX\nConditions Determining the Granting of Increases in Salaries in 309 Cities\n\nReporting\n(Distributed According to the Conditions Given by City Superintendents and Size of\nthe Cities)*\n\nNumber of Cities in Each Size Group\nCondition\n\nPercentI\n\nII\n\nIII\n\nIV\n\nV\n\nVI\n\nTotal\n\nage of\n\nGroup\n1.\n\n\"Success,\" \"Merit,\" \"Efficiency,\" \"Satisfaction\"..\n\nI\n\n4\n\n10\n\n26\n\n3\n\nII\n\n21\n\n25\n19\n\n30\n\nII\n\n28\n17\n\n94\n\nLength of Service\n3. \"Succ^sorEfl&ciencyand\nLength of Service \"\n\n82\n\n27\n\n4\n\n3\n\n9\n\nII\n\n4\n\n22\n\nS3\n\n17\n\n3\n\n3\n\n7\n\n10\n\n8\n\n31\n\n7\n\n2\n\n4\n\n3\n\n8\n6\n\n18\n\n6\n\n9\n\n3\n2\n\n2.\n\n4.\n\n\"Training,\" \"Education,\"\n\n5.\n\nRecommendation of Supt.,\n\n6.\n\nBoard, Committee, or a\ncombination of these\n\"None,\" \"Irregular\"\n\n\"Self-improvement\" (a)\n\n.\n\n.\n\n.\n\n7.\n\n\"Market Conditions,\"\n\n8.\n\n\"Competition,\"\"Scarcity\"\n\"Cost of Living\"\nOther Conditions (6)\n\n9.\n\nTotal\n\nI\n\n3\n\n.\n\nI\n\nS\n2\n\n6\n\nI\n\n4\n\nI\n\n4\n\n2\n\n2\n\n4\n\n12\n\n4\n\n39\n\n76\n\n65\n\n99\n\n309\n\nI\n\n17\n\n13\n\n* For explanation of size groups see page 544.\na In all cases except five this is in combination with either \"tenure\" or \"success.\"\nb Including such answers as \" Attitude,\" \" Professional Zeal,\" \" Funds Available,\" \" Class of Certificate.'\n\nof a teacher's annual expenses are included in\n\n\"board and room.\"\n\nThis\n\ncannot be done without a careful analysis of teachers' budgets, and the\nconsequent study of the necessary expenses for teachers as compared with\n\nIn this study it is advocated that\n\"board and room\" should not require more than 50 per cent of a teacher's\n\nthe expenses of workers in other fields.\n\nsalary, basing this principle\n\nupon the results of the following studies or\n\nbudgets.\n\nRobert Coit Chapin,^ in his Standard of Lining among Workingmen's\nFamilies in New York City, pubHsht in 1909, establisht certain percentages\n\nspent for housing and food by certain income groups, between $400 and\n»\n\nStandards of Living among Workingmen's Families in New York City, Russell Sage Foundation, p. 70.\n\n"}
{"page": 610, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n594\n\n$500 to 53 per cent for families with incomes between $1500 and $1600.\nThese percentages were for famihes averaging five members and for New\n\nYork City, where the percentage spent for rent, particularly, would be\n\nTABLE XL\nCost of \"Board and Room\" for Twelve Months for Elementary Teachers in\n360 Cities Reporting\n(Distributed According to Amount Paid for Board and Room and Size of City) *\nNumber of Cities in Each Size Group\n\nCost of Board\n\nand Room\nfor Twelve\n\nMonths\n\nII\n\nI\n\nV\n\nIV\n\nIII\n\n$<0- 00\n100-149\n\nVI\n\nTotal\n\nI\n\nI\n\nIf^O— 100\n\nI\n\nI\n\n2\n\n200-249\n\nI\n\n2\n\n3\n\nll\n\nIV\n\n4\n\n7\n\n2gk\n\n5g\n\ni7gb\n\n26\n\n2c;o-2Q0\n\nI\n\n^00-^40\n\n350-399\n\nI\n\nI\n\n7/\n\n2zhhi\n\n2sitx\n\n4ohzicC\n\n97\n\n400-449\n\n2\n\nI\n\nIOC\n\n20oqr\n\n2iurw\n\nSoyc\n\n84\n\n450-499\n\n5&\n\n3\n\n5\n\n1 4 we\n\n10\n\n2oud\n\n57\n\n500-549\n\n5«\n\n6\n\ngde\n\ni6mp\n\nloe\n\n7\n\n53\n\nI\n\n4\n\n3\n\n4pA\n\nI\n\n(j'^O-'^OO\n\n600-649\n61; 0-600\n700-749\n\nI\n\n750-799\n\nI\n\nTotal....\n\nQi.\n\n.\n\nMedian\n\nQ3\n\nI\n\nI\n\nI\n\n5J\n\nI\n\nI\nI\n\n7\n\n15\n\n2\n\nI\n\n4\n\nIS\n\nI\n\n7.\n\n16\n\n13\n\n37\n\n86\n\n78\n\n130\n\n360\n\n$460\n500\n540\n\n$471\n513\n540\n\n$395\n433\n\n$388\n440\n\n515\n\n511\n\n$383\n414\n483\n\n$361\n402\n459\n\n$376\n426\n494\n\n* For explanation of size groups see page 544.\nNotes show single cases where superintendents quote higher board and room for intermediate or highschool teachers than for elementary teachers.\n\nV\n\na Elem. $4i6-$S2o; Inter. $46o-$soo;\nH.S. $520.\nb H.S. $540.\nc H.S. $480.\n(i H.S. $572.\nc H.S. $520 up.\n/Inter, and H.S. $45o-$soo.\ng H.S. $364.\nA H.S. $416.\ni H.S. $400.\nj H.S. $800.\nk H.S. $300-$42o.\n/H.S. $312-1364.\nInter, and H.S. $600.\nn H.S. $468-$624.\nElem. $300-$40o; H.S. $36o-$42S.\n\np H.S. $soo-$72o.\nq Int. $40o-$45o; H.S. $450.\nr H.S. $420-$soo.\n^ H.S. $775.\nt\n\nV Elem. $270; Inter. $3i2-$364;\n'\n\nm\n\nhigher than in most other cities.\n\nElem. $3i2-$364; H.S. $364 up.\n\n« H.S. $4i6-$52o.\nH.S. $3I2-$S20.\n$416; Inter. $4i6-$442;'\nH.S. $442.\nX H.S. $3So-$4oo.\ny H.S. $400-$6oo.\nz H.S. $364^468.\nA Elem. $48o-$6oo; H.S. $600 up.\nB Elem. $336; Inter. $360; H.S. $364.\nC Elem. $360; Inter. $36o-$42o; H.S. $420.\nw» Elem.\n\nThey were also for families where the\n\nexpenses of professional upkeep and educational advancement were much\n\nlower than for the ordinary teacher.\n\n"}
{"page": 611, "printed_page": null, "text": ",\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n595\n\nThe Railroad Wage Commission/ in its report of April 30, 1918, found\nthat for 265 families studied, the amounts spent for rent, fuel, light, furniture, and food varied from 80 per cent in famihes with incomes less than\n\n$600 to 67 per cent for families with incomes between $1000 and $2000.\nThese were the figures for 191 7 and are consequently higher for these items\nthan would be found in normal times, due to the unprecedented increase\nin the cost of these items during that year.\n\nIn a study by the Bureau of Labor Statistics^ of the percentage of salaspent for various items by workers in the ship-building district of the\n\nries\n\nUnited States for 1918, it was found that the average amounts spent for\n\nTABLE XLI\nAverage Percentage of Salary Spent for Various Items and Average Annual\nSalary of Workers in the Ship-building Districts of the United States 1918*\nNew England and\nEastern*\n\nNumber of families studied\nClothing for men\nClothing for women\nTotal for clothing. .......\nFurniture and furnishings\n\n1232\n\n8.0\n7-4\n15-4\n4.0\n43-8\n12.0\n\n_.\n\n.\n\n.\n\nFood\nHousing\nFuel and light\n\n5-2\n19.6\n\nMiscellaneous\nTotal\nAverage annual salary ....\n\nSouthernt\n\n838\n7-4\n6.8\n14.2\n\n41\n44-4\nII-3\n\n4-4\n21.6\n\nGreat\nLakestt\n\nI2IO\n7.8\n6.9\n14-7\n4-4\n41.6\n14.2\n\n50\n20.1\n\nPacific\n\nCoast§\n\nTotal\n\n918\n7-5\n7.6\n\n4198\n7-7\n7-1\n14.8\n4.2\n42.2\n\nI5-I\n4-1\n\n38.6\n13-8\n4-1\n24-3\n\n100.\n\n100.\n\n100.\n\n100.\n\n$1407\n\n$1334\n\n$1460\n\n$1422\n\n12 .9\n\n4-7\n21.2\n\n$1411\n\n* From Monthly Review, Bureau of Labor Statistics for the months of March, June, August, September,\nand October, 191 8.\n\nThe cities included in each group, with the number of families included in each, are as follows:\nt Bath, Me. (99), Portland, Me. (103), Boston, Mass. (210), Portsmouth, Mass. (104), Buffalo, N. Y.\n(204), Philadelphia, Pa. (512).\ntt Mobile, Ala. (100), Jacksonville, Fla. (57), Pensacola, Fla. (65), Tampa, Fla. (51), Slidell, La. (50),\nBaltimore, Md. (205), Beaumont, Tex. (50), Houston, Tex. (91), Newport News, Va. (72), Norfolk, Va. (97).\nCities with' less than 50 families studied were not used in these figures, nor the earnings of colored workers\n\nwere given separately.\n** Chicago, 111. (21s), Detroit, Mich. (256), Cleveland, Ohio (203), Lorain, Ohio (109), Toledo, Ohio (207),\nManitowoc, Wis. (in), Superior, Wis. (109).\n§ Los Angeles, Cal. (157), San Francisco, Cal. (286), Portland, Ore. (164), Seattle, Wash. (208), Tacoma,\n\nWash. (103).\n\nfurniture\n\nand furnishings, food, housing, fuel, and light amounted to 64\n\nper cent.\n\nTable XLI gives these percentages for four ship-building districts\n\nof the United States.\n\nThe 64 per cent will again be influenst by the fact\n\nthat the study included only workers with families, and also by the same\nconditions as were true in the Chapin and Railroad Wage studies, that the\n\n\"miscellaneous\" expenses are necessarily smaller under these conditions\n\nthan would be true for a teacher.\nBruere in Increasing Home Efficiency^ analyzes the budgets of some 14\nteachers with incomes mostly above $1000,\n'\n\nand finds that the average\n\nFrom the Report of the Railroad Wage Commission, April 30, 191 8, p. 93.\n\n» Ship-building from the Monthly Review of the Bureau of Labor Statistics for the months, of March,\nJune, August, September, and October 1918.\n,\n\ni\n\nBruere, Increasing Home Efficiency, p. 316.\n\nMacmillan.\n\n"}
{"page": 612, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n596\n\npercentage spent for food and shelter by these teachers is only 33.3 per\ncent.\n\nThis is materially lower than any of the other percentages, due to\n\nthe higher salaries of the teachers studied and the fewer people dependent\n\nupon the income.\nGibbs in The Minimum Cost of Living,^ a study of famiUes of limited\nincome in New York City, gives as the ideal division for incomes between\n$800 and $1000, rent 20 per cent and food 30 per cent.\nThe Consumers' League* of New York City, in a study of the budgets\nof working girls in\n\nNew York State, found that the necessary distribution\n\nof expenses for an income of $780 involved the expenditure of 49 per cent\nfor \"board and room.\"\n\nMiss Helen Louise Johnson, Editor of the General Federation Magazine,\nofficial organ of the Federation of Women's Clubs of America, and\nnational authority on household budgets, when askt what percentage of a\nthe\n\nteacher's expenses \"board and room\" should be, said: \"It should not be\nmore than 50 per cent, and it would insure better teachers and a more\nefficient citizenship if it were only 40 per cent instead of 50.\"\n\nAt the request of Professor B. R. Andrews, assistant professor of household arts of Teachers College, the following estimates of the \"board and\n\nroom\" cost for teachers was made by Mrs. AHce P. Norton, Editor of the\nJournal of Home Economics:\n\nBOARD AND ROOM\nIncome\n\n$1800\n1200\n900\n780\n\nPercentage\n'\n\n'\n\n42\n50\n57\n59\n\nThe State Teachers' Association of Michigan,^ in a study of teachers'\ncomputed tables which were based upon the assumption that\n\nsalaries\n\n\"board and room, laundry, and carfare\" for twelve months would constitute not more than 55 per cent of a teacher's necessary expenses.\n\nAn examination of the teachers' budgets of the women teachers of\nColumbus, Nebraska,^ corroborates this figure by giving the median annual\nexpenditures for women teachers in the elementary schools for \"board and\n\nroom\" at 54.6 per cent, and for high-school teachers 52.6 per cent.\n\nA similar study of the living expenses of 250 teachers in Tulsa, Oklahoma,s gives a median expenditure of 49 per cent for these two items.\nIf with increast salaries there is going to be a proportional increase in\n\nthe amount of preparation demanded, and in the amount spent for professional advancement during teaching, the percentage of the salary spent\n\n\"board and room\" must constantly decrease rather than increase.\nMaking an allowance for the fact that in the foregoing studies and esti-\n\nfor\n\n'\n\nWinifred Stuart Gibbs, Minimum Cost oj Living, p. 13.\n\nMacmillan.\n\n»\n\nPamphlet of The Consumers' League of New York City for January, 1919, entitled \" Is This Living ?\"\n\n3\n\nJ^ichigan State Teachers' Association, Teachers^ Salaries in Michigan, p. 6.\n\nAnnual Report of the Superintendent of City Schools, Columbus, Nebraska, p. 25.\n» \"Expenses of Teachers in Tulsa, Oklahoma,\" National Education Association Leaflet.\n4\n\n"}
{"page": 613, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n597\n\nmates many of them are for families, and under conditions not demanding\nas heavy expenditure for \"advancement,\" it seems entirely fair to advocate\nthat the average amount spent by a teacher for \"board and room\" should\n\nnot exceed 50 per cent of her income.\n\nAs the budgets of individual teachers\n\nprobably show with present salaries and expenses, more than 50 per\n\nwill\n\ncent of the salary will be spent for \"board and room.\"\n\nTheoretically, it\n\nshould be less than 50 per cent, since the expenses other than \"board and\n\nroom,\" such as clothing, books, magazines, medical service, travel, charity,\nprofessional advancement, etc., should require 50 per cent or\nteacher's salary.\n\nmore of a\n\nMoreover, the foregoing items do not include provision\n\nfor insurance, savings, or investments,\n\nwhich a teacher has a legitimate\n\nright to enjoy as well as the responsibility of providing for.\n\nThe total\n\nnecessary expenses for elementary teachers were computed from the cost\nof\n\n\"board and room\" as given by the superintendents in their answers\n\nto Question 7.\n\nThese total expenses (found by doubling the price of the\n\ncost of \"board and room\") were then transferred into percentages of the\n\nminimal and maximal salaries offered in the same cities. Tables XLII\nand XLIII show the distribution of these percentages with the rginimal\nand maximal salaries. It is noticeable that when the total expenses found\nin this way are referred to the minimal salaries that the median percentages\nof those salaries spent is 137 5 per cent.\nIn other words, the total expenses\nof teachers on this basis in half of the cities exceed 137.5\ncent; of the\n.\n\nP^^\n\nminimal salary offered.\n\nIt is noticeable that 6 per cent of the cities have\n\ntotal expenses on this basis exceeding 200 per cent of the minimal salary, and\n\nthat 97 per cent of the cities expect teachers to start at a minimal salary\n\nwhich would demand the expenditure of more than 100 per cent of that\nsalary for necessary expenses.\n\nThe condition is better relative to the maximal salaries, but even here\nas shown in Table XLIII, the median amount of the maximal salary which\n\nwould be spent is 99 3 per cent. The teachers in 48 per cent of these cities,\naccording to this standard, are compelled to spend more than 100 per cent\n.\n\nmaximal salary offered. This means that the chances are about\neven in the 310 cities reporting maximal salaries for elementary teachers,\n\nof the\n\nthat when, after years of service, this maximum is reacht, it will still be\n\ninadequate to meet the living expenses in that city.\n\nTables\n\nIt will be notist in\n\nXLII and XLIII that there is a distinct negative correlation^\n\nbetween the minimal and maximal salary granted and the total expenses of\nthe teachers as found by counting the cost of \"board and room\" as 50 per\n\ncent of those expenses (a correlation of practically minus .5 in both cases)\nThis means that the higher the minimal or maximal salary the smaller the\n.=*\n\npercentage of salary\n\nis\n\nspent for necessary expenses and the lower the\n\nsalaries set the larger the\n\npercentage spent for living expenses.\n\n»\n\nFor explanation of term see Appendix III.\n\n'\n\nFound by method explained in Appendix III.\n\nThese\n\n"}
{"page": 614, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n598\n\nS\n\n^\n\nin\n\n« « Tt\n\nW\no w\ng\n\n.\n\nM\n\nH\n\nS\n\np^\n\ns a I\n\nCO WJ too\n\nM H\n\n•\n\nl-l\n\nM M O >0 « CO M\nMVO vO Oi 0> M\n\nM W lO VOO <t lO •'t H 't\nTl-00\n\nM tJ- H\n\no\n^\no\n\ns\n\ntM-. »o t>. CO to «\n\n.\n\nto >0 rfvO\n\nM PI CO\n\nI\n\nWcowvOOOHMtotoi\n\n-g\n\nTt M\\0\nft\n\nI\n\nH ^\n\n.\n\nTt\n\n-\n\no\n\nW W\n\nII\n\n1^\n\nu\n\nOlO^O^O^OlOvO^O>O^OlOlOlOlO^C^OvOlO^O^OlOvOlO^O^O^O^OlOlOlO^O^O^OlOlO^O^\no> O^ O* O* 0*^0\nM CO to 't * >0 >/5vo vO t^ t^OO OOOiO\\OOMMC<tscotOTj-'<t >OvO :^00 O O w\nI\n\nI\n\nI\n\nioO'oOioO>oOioOioO»oO>o6ioO>oO>oO>DO>oOOOQOQOOOOOQ\nJ^OO OOOiOvOOMHMtScotO'^r}- >/ivO t^OO OO w w cot)->00\nM to to •^ •^ \"O ^r^O vo\nt>.\n\n"}
{"page": 615, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\nPO Oi>/ir^ O00C50 to N\n\nTl-\n\n599\n\nM\n\nM lO rt d \" - to\n\no\n\n1\n\nto\n\nto\n-\n\n1\nIC\n\nO\nWl\n\n8\n\nM\n\n1\n\n^\n\"\n\ng.\n\n«\n\n-\n\n\"\n\nW)\n\n3\n\n2,\n\nCM\n\nto\n\nO\n\nH M M M\n\n•\n\nN\n\nH\n\n-\n\nvg\n\nH\n\nl^\n\n-\n\nto\n\ng\no\nfO\nM\n\ni\n\n1\n\n« « M to 't\n\nM\n\n•\n\nw\n\n'h\n\nM\n\no\n\n* M 0»\n\nM\n\n0» rf cs CO\n\nM\n\nM M lovO »0 co-O 'O tN. -to\n\n•\n\nM M\n\nM M\n\nc<\n\n•\n\na\n\n«\n\n>o\n\n:\n\n§\n\n1\n\nM M\n\ng\n\nM\n\nM\n\nW\n\n,g\n\nM\n\n•\n\nmwMhmmnO •«\n\no\n\nHC\n\n-\n\ns\nW\n\n-\n\nH W M N c*5\n\n^\n\n-\n\nIH\n\nIH\n\nM\n\nt:\n\n^\n\n•\n\nM to IH M H IH\n\n*\n\nM\n\no\n\nC<\n\nIH\n\nH\n\nM\n\nIH\n\nlO\n\ns,\n\n-\n\nH\n\n^\n\nts\n\n'1\n\nJ\n\nc\n\n^ C\n\nc\n\n•\n\nC\n\nC\ni\n\ni\n\ni\n\ni\n\ni\n\n^\n\ni\noc\n\nH\n\nh\n!;\n\nC\nc\n\n^\n\n^§\n\n\"\n\n,\n\nG\n\n:§\n\n1\n\nH\n\n1-\n\nh\n\nI\n\n1\n\nI I\n1/\n\n'I,\n\nH\n\n-\n\nH\n\n5\n\n"}
{"page": 616, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6oo\n\nTABLE XLIV\nNumber of Years of Teaching Experience Required as a Prerequisite to Election\nIN the Elementary Schools of 205 Cities Reporting\n(Distributed According to Amount of Experience Required and Size of the Cities)*\n\nNumber of Cities in Each Size Group\nExperience Required in Years\nI\n\nII\n\nV\n\nVI\n\nI\n\n2\n\n4\n\n29\n26\n\n76\n\n19\n\n16\n16\n\n80\n\n2\n\nI\n\n2\n\n6\n\n2\n\n2\n\n7\n\nIV\n\nI\n\n»\n\n'\n\n1\n\nIII\n\n:.:..\n\nTotals\n\nI\n\nI\n\n2\n\n4\n\n2\n\n7\n\nI\n\n•?\n\nII\nII\n\nI\n\n14\n\n4\n\nI\n\nto 2\nI to •?\n2 to 5\nI\n\nI\nI\n\nNormal training and graduation\nNormal training+i or 2 years' ex-\n\nI\nI\n\n3\n\nperience\n\nI\n\nI\n\nI\n\n6\n3\n\nNormal training or i or 2 years' experience\n\nI\n\n\"Probation,\" \"Apprentice,\" or \"Ca-\n\ndet\"\n\n2\n\n\" Some \" experience required ...\n\n2\n\n\"No definite ^ule\"\nOther requirements\nTotal\n\n4\nI\n\nI\n\nII\n\n6\n\n7\n2\n\n72\n\n205\n\nI\n\n12\n\n24\n\n46\n\n40\n\n3\n6\n\n* For explanation of size groups see page 544.\n\nTABLE XLV\nNumber of Years of Teaching Experience Required as a Prerequisite to Election\nIN the Intermediate Schools of 120 Cities Reporting\n(Distributed According to Amount of Experience Required and Size of the Cities)*\n\nNumber of Cities in Each Size Group\nExperience Required, in Years\nI\n\nII\n\nIII\n\nIV\n\nV\n\nI\n\n6\n6\n\n5\n12\n\n10\n\n4\n\n3\n\nTotals\n\n14\n\n36\n\n3\n\n12\n\nI\n\n^\nI\n\n2i\n\nVI\n\n5\n\n2\n2\n\n3\n\n4\n\nI\n\nII\nI\n\nI\n\n2 to 6\n\nI\n\nI\n\n5\n2 to ^\n\nI\n.\n\n3 to 4\n\nNormal training and graduation\n\nI\nI\n\nI\n\n.\n\n2\n\nI\n\nI\n\nI\n\nI\n\n3\n\n\"Some\" experience required\n\n\"No definite rule\"\n\"Experience preferred\"\nOther requirements\nTotal\n\nI\n\nI\n\n3\n\n4\n\nI\n\nI\n\n7\n\n* For explanation of size groups see page 544.\n\n7\n\n8\n2\n\nI\n\n13\n\n26\n\n31\n\n36\n\n120\n\n"}
{"page": 617, "printed_page": null, "text": "1\n\n..\n\nTEACHERS' SALARIES AND SAIARY SCHEDULES\n\n60\n\nTABLE XLVI\nNumber of Years of Teaching Experience Required as a Prerequisite to Election\nIN THE High Schools of i 70 Cities Reporting\n(Distributed According to Amount of Experience Required and Size of the Cities)*\n\nNumber of Cities in Each Size Group\nExpenence Required in Years\nIII\n\nIV\n\nV\n\n2\n\n10\n\n12\n\n2\n\n6\n\n13\n\n3\n\n3\n\nII\n\nI\n\nVI\n\nTotals\n\n13\n\n19\n\nI\n\n4.\n\nI\n\n14\n\nII\n\n60\n64\n\n6\n\n2\n\n3\n\n14\n\nI\n\n2\n\n5\n\n9\n\n.\n\nt;\n\n.\n\n.\n\n,\n\n.\n\n6\n\nI\n\nto 2\n2 to 7\n3 to 4\n\"No definite rule\"\n\" Apprentice for 2 years \"\nNormal training and graduation\n\"Judgment of superintendent\". .....\nI\n\nTotal\n\nI\n\nI\n\n2\n\nI\n\n4\n\n4\n\nIS\n\n7\n\nI\n\nI\n\nI\n\nI\n\nI\n\nII\n\n•\n\nI\n\nII\n\n25\n\n40\n\n37\n\n170\n\n46\n\nFor explanation of size graups see page 544.\n\nTABLE XLVII\nNumber of Years in Academic and Professional Preparation Above the Eighth\nGrade which is Prerequisite to Election in -^he Elementary Schools of 338\nCities Reporting\n(Distributed According to Amount of Preparation and Size of the Cities)*\n\nNumber of Cities in Each Size Group\nYears of Preparation beyond the 8th Grade\nI\n\nII\n\nIII\n\nI\n\nIV\n\nV\n\nVI\n\nTotal\n\nI\n\n5\n\n8\n\nIS\n\nI\n\n2\n\nI\n\ne\n\n6\n\n16\n\nII\n\n2\n\n3\n\n6\n\n13\n\nI\n\n4\n4\n\n9\n9\n52\n\n19\n\n3\n21\n\n4\n54 »\n\n26\n\n7\n\n8\n9\nt4 to 6\nt6 to8\nflndefinite\n\nI\n\n'...\n\nand\n\nvaried\n\n2\n\nI\n\n2\n\n3\n\n4\n\nI\n\n3\n33\n\n18\n\n34\n\n53\n\n191\n\nI\n\nI\n\n2\n\nI\n\nI\n\n3\n\n2\n\n3\n\n2\n\n7\n\n3\n\n3\n\n2\n\n3\n\n13\n\n338\n\nrequire-\n\nments (a).\n\nI\n\nTotal\n\nMedian number of years\nPer cent requiring less than 4 years\nPer cent requiring 6 years\nPer cent requiring 8 or more years\n\n.\n\n19\n\n14\n\n39\n\n80\n\n69\n\n117\n\n6.53\n\n6.50\n\n6.31\n\n6.32' 6.03\n14\n4\n\n5-95\n\n85\n\n6\n72\n\n69\n\n47\n\n60\n\nI\n\nI\n\n.\n\n94\n\n8\n\n52\n\nI\n\n16\n\n6.25\n/\n\n10\n\n* For explanation of size groups see page 544.\nt Not included in percentages.\na In twenty of the cases listed under specific years the superintendents place limiting conditions such\nas \" 6 years or 5 years and 3 years' experience,\" \" 6 years prefer two more,\" \" 4 years\n6 weeks of professional\nwork desired,\" etc. In practically all cases the changes indicate an increase in existing standards.\n\n—\n\n—\n\n"}
{"page": 618, "printed_page": null, "text": "\"\n\n..\n\nNATIONAL EDUCATION ASSOCIATION\n\n6o2\n\nfigures show the utter inadequacy of salary schedules based upon traditional\nsalaries,\n\nand the urgent necessity for estabhshing minimal and maximal\n\nsalaries which will provide for an adequate living under conditions prevaihng\n\nany particular locality. Not until this is done and some provision\nmade, not only to meet all living expenses, but some slight saving, can\nwe hope to have a permanent improvement in the quality of teachers nor\nin the amoUnt of professional advancement during service.\nin\n\nTABLE XLVIII\nNumber of Years in Academic and Professional Preparation above the Eighth\nGrade Which is Prerequisite to Election in the Intermediate Schools\nOF 167 Cities Reporting\n(Distributed According to Amount of Preparation and Size of the Cities) *\n\nNumber of Cities in Each Size Group\nYears of Preparation beyond\nthe 8th Grade\nII\n\nI\n\nIV\n\nIII\n\nv\n\nVI\n\nI\n\nI\n\n4\n\n4\n\n8\n\nI\n\n2\n\n•\n\nz\n\n4\n\n.\n\n,\n\n5\n6\n\n6\n\n5\n\n2\n\n2\n\n2\n\n7\n\n23\n\n30\n\n97\n\n2\n\nI\n\nI\n\n4\n\nI\n\n5\n\n3\n12\n2\n\nI\n\nI\n\nI\n\n.\n\nt6 to8\n\nI\n\nflndefinite\n\n2\n\nTI\n\n21\n\nI\n\nto 6\n\nI\n\n4\n\nI\n\nI\n\nfj.\n\nI\n\n5\n\n12\n\n7\n\n8\n9\n\n2\n\nand\n\nvaried\n\nmentstt\n\nTotals\n\nI\n\n5\n\nI\n\n2\n\n10\n\n6\n\n5\n\n13\n\nrequire-,\n\n•\n\nTotal\n\nMedian number of years\nPer cent requiring less than 4 years\nPer cent requiring 6 years\nPer cent requiring 8 or more years\n.\n\nI\n\nI\n\n9\n\n7\n\n17\n\n36\n\n44\n\n54\n\n167\n\n6.70\n\n6.50\n\n6.58\n\n6.55\n\n6.26\n\n6.38\n\n6.44\n\n14\n\n13\n\n68\n\n64\n\n64\n\n16\n\n3\n\n10\n\n8\n67\n10\n\n.\n\n.\n\n100\n\n71\n29\n\n75\n6\n\n* For explanation of size groups see page S44.\nt Not included in percentages,\ntt Fifteen superintendents put limiting conditions upon the number of years specified \"plus professional\ntraining,\" \"plus special work,\" \"with a first-grade certificate,\" but in all cases the added conditions show an\nincrease in the existing standard.\n\n—\"Is teaching experience a prerequisite to election in your\n—\nelementary schools \" \"How much\nQuestion 8.\n\n?\n\nTables\n\n?\n\nXLIV, XLV, and XLVI give the answers to this question\n\nfor elementary, intermediate,\n\nand high schools.\n\nFewer superintendents\n\nanswered this question, as will be shown by the total in each table, and\nconsiderable variation existed in the replies.\n\nWhere\n\ndefinite\n\namounts\n\nof experience were required it will be seen that by far the largest number of\ncities\n\ndemand one or two years' experience as a prerequisite to election.\n\nFor elementary schools 37 per cent of the cities replying definitely state\none year as a prerequisite, and 39 per cent definitely give two years as a\nrequirement, making a total of 76 per cent demanding either one or two years\n\n"}
{"page": 619, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n603\n\nFor intermediate schools 30 per cent demand one year,\n\nof experience.\n\n42 per cent two years, a total of 72 per cent, while for high schools, 35 per cent\nof the cities demand one year, and 38 per cent two years, a total of 73 per\n\nThe demand is rather constant thru the three divisions with the\nexception that there is a slight increase in the number of cities demanding\ncent.\n\nthree years of experience for high-school teachers.\n\nRelatively few of the\n\ncities specify that normal training will serve as a substitute for experience.\n\nTABLE XLIX\nNumber of Years in Academic and Professional Preparation above the Eighth\nGrade Which is Prerequisite to Election in the High Schools of 327\nCities Reporting\n(Distributed According to Amount of Preparation and Size of the Cities)\n\n*\n\nNumber of Cities in Each Size Group\nthe 8th Grade\nI\n\nII\n\nIV\n\nIII\n\nV\n\nVI\n\nTotals\n\nI\n\nI\nI\n\nI\n\nI\n\n2\n\n3\n\ni\n\n2\n\nI\n\nI\n\n3\n\nIf?\n\nI\n\n12\n\n82\"'\n\n17\n6\n\nA\n\n,\n\nI\n\nI\n\nI\n\n3\n\ne\n\nI\n\nI\n\n6\n7\n\n10\n\n.\n\n.\n\nI\n\n2\n\n3\n\n16\n\n10\n\n34\n\n60\n\n53\n\nI\n\nI\n\nI\n\n5\n\nI\n\n3\n\n12\n\n2\n\nS\n\n9\n\n.\n\n8\ntd to 6\nf 6 to 8\nflndefinite\n\n2\n\nand\n\nvaried\n\n25s\n\nrequire-\n\nments tt\nTotal\n\n18\n\nMedian number of years\nPer cent requiring less than 6 years\nPer cent requiring 8 years\nPer cent requiring 9 years\n\n13\n\n38\n\n73\n\n72\n\n113\n\n327\n\n8.55\n\n8.47\n\n8.49\n\n8.37\n\n8.40\n\n8.43\n\n3\n\nI\n\n16\n\n8\n\n7\n\n89\n\n85\n\n77\n\n80\n\n82\n\n3\n\n7\n\nI\n\n3\n\n4\n\n.\n\n89\n6\n\n* For explanation of size groups see page 544-\n\n9\n\nL\n\nt Not included in the percentages,\n\ntt Twenty-two superintendents put limiting conditions upon the number of years specified, such as\n\" 6 years but two-thirds of the teachers must be college graduates,\" \" or more.\" Six cities specify less preparation required for \"commercial and non-academic subjects.\" In all other cases the conditions are an increase\nover existing standards.\n\nThese totals show the prevalence of the custom, too firmly fixt by school\nmen, of demanding experience before election to city systems. This automatically makes the rural school and the poorer districts the \"training\n\nschools\" for city teachers.\nQuestion g.\n\n—\"State the number\n\nof years in academic and professional\n\npreparation above the eighth grade which is a prerequisite to election in\n\nyour school?\"\nTables XLVII, XL VIII, and XLIX give the answers to this question,\nand are particularly interesting because of the uniformity of these requirements. The median number of years for elementary and intermediate\n\n"}
{"page": 620, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n6o4\n\nf\n\n——\n\n—\n\n,\n\nschools is six years, representing as it does a completion of high school and\n\nat last a two years' normal training course.\n\nThe standard for high schools\n\nis easily\n\nseen to be eight years or the completion of four or more years of\n\ncollege.\n\nIn these tables, particularly for the elementary schools, the effect\n\nof the size of the city is again noticeable, since there is a regular decrease\nin the percentage of cities requiring six years or more of training as the\n\nThese tables show that for cities at least, we\nhave quite definite standards of preparation, with a tendency for elementary\nand intermediate schools to increase above six years beyond the eighth\ngrade, and for high-school teachers to add a fifth year to college work.\nsize of the city decreases.\n\nCONCLUSIONS\n\nThe following conclusions and generalizations seem warranted from\nthe data presented in this chapter.\n\nThere will be notable exceptions in\n\nmost cases, which, however, will not seriously affect their validity.\nPart I or Questionnaire to Superintendents\n1.\n\nSalaries Paid\na)\n\n— 19 18-19:\n\nElementary salaries are too low, even in the cities, for efficient work and proper\nliving conditions for an individual teacher, and entirely inadequate for the support\n\nof families.\nh)\n\nThere is wide variation in the salaries paid between cities of different sizes\n\n— the\n\nlarger the city the larger median salary.\nc)\n\nThere is wide variation between salaries paid in different sections of the United\nStates, the best salaries being paid in the far western states, and the lowest salaries\nin the southern section.\n\nThere is a wider variation than that in either (&) or (c) between salaries paid within\nany group, and in the larger cities within the city itself.\ne) The median salaries show a slight improvement over conditions of last year as shown\nby the National Education Association study; but the improvement is not at all in\n\nd)\n\nproportion to the increast cost of living.\n/) Intermediate teachers are paid about $100 more per year than elementary teachers,\nand high-school teachers are paid nearly $300 more.\ng) Salaries paid in\n\nNew York City, Newark, and several other of the larger cities are\n\nmuch higher than those for the country at large.\n2.\n\n— 1918-19:\n\nIncreases Granted to Teachers\na)\n\nThe median increase for elementary teachers, $74, is much too low to provide for\nthe increast cost of living, or to provide for better preparation and more efficient\nservice.\n\nh) Increases are generally given on the basis of $5 or $10 a month.\nc)\n\nThe increases were not given to those most in need of them, since \"new teachers\"\nin a great many school systems were the only ones who did not receive increases.\n\nThe tendency to give increases more often to teachers receiving below the median\nsalary is so slight as to be negligible.\nd) Relatively few cities give increases graduated in proportion to the service rendered\n\nor additional preparation secured.\ne)\n\nThe two popular methods for granting increases are first, \"flat sum\" of so much a\nmonth or so much a year, and second, a percentage of the present salary received.\nThe first gives the teachers receiving the lower salaries a higher percentage of\nincrease, while the second gives the teachers receiving the highest salaries the largest\n\nincrease.\n\n"}
{"page": 621, "printed_page": null, "text": ":\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n3.\n\nTeachers Leaving\n\n605\n\n— 1918-19:\n\na)\n\nThe number of teachers leaving the different school systems, in comparison with the\nnumber leaving to enter so«^e other field of work, indicates that the shortage of\n\nb)\n\nSince 66 per cent or more of the teachers leaving during the year were receiving\n\nteachers brought about keener competition between cities for the better teachers.\nless than the median salaries of the groups in\n\nwhich they were teaching, it is evi-\n\ndent that the lack of salary was an item causing these teachers either to change to\nsome other system or to some other line of work.\n\nPart II of Questionnaire to Superintendents\n1.\n\nNumber of Months in School Year:\na)\n\nForty per cent of the schools reporting have 10 months or more of school, which\nwould indicate a distinct tendency thruout the coimtry toward 10 months as a\nstandard term.\n\nThe larger the city the larger the minimal salary.\n2. Cities Having Establisht Salary Schedules\na) There is more tendency to establish salary schedules for elementary teachers than\nfor intermediate, and more for intermediate than for high school.\nb) The larger the city the more apt it is to have establisht schedules.\nb.\n\n3.\n\nMinimal Salaries for Teachers\n\n— 1918-19:\n\na)\n\nThe larger the city the larger the minimal salary.\n\nb)\n\nMinimal salaries are too low in practically all cities, since 88 per cent of the cities\nEnough cities have establisht minimal\nsalaries of $1000 or more, however, to show that the National Education Associareporting offer minimal salaries below $800.\n\ntion's proposal for this as a minimum for all teachers is entirely possible.\nc)\n\nMinimal salaries for intermediate schools and high schools are subject to the same\nlimitations as for elementary schools.\n\nThey are slightly higher in each case,\n\nbut no more than the additional preparation required should demand.\n4.\n\n•\n\n—\n\nMaximal Salaries 1918-19:\na) Maximal salaries vary also in direct relation to the size of the city.\nb) They are entirely inadequate in most cities.\nSeventy-one per cent of the elementary maximal salaries, 54 per cent of intermediate salaries and 15 per cent of the\nhigh-school salaries are Ijelow $1000.\n\nThis, as an ultimate goal towards which to\n\nstrive, is much too low to act as an incentive or to secure the kind of teachers that\n\n5.\n\nAmerica needs.\nAnnual Increases Granted According to Salary Schedule:\na) Annual increases as provided for in schedules are entirely insufficient.\n\nEighty-five\n\nper cent of the regular increases provided for elementary teachers are $50 or below.\n\n6.\n\nb)\n\nIncreases are not given in relation to cost of living conditions.\n\nc)\n\nIncreases do not vary according to the size of the cities as much as other elements.\n\nConditions Determining Granting of Increases:\na)\n\nMost of the increases are given as a result of continuation in service.\n\nb)\n\nPractically no recognition is given to educational preparation or continued training.\n\nTenure\nand adjudged success are conditions governing the granting of increases in 75 per\n\ncent of the cities.\n\n7.\n\nExpenses as Shown by Cost of \"Board and Room\":\na)\n\nThere is a slight decrease in a teacher's total expenses as size of the city decreases,\n\nb)\n\nbut it is not in proportion to the decrease in salary.\nOn the basis of \"board and room\" being 50 per cent of a teacher's total necessary\nexpenses, these expenses are shown to be out of all proportion to the minimal and\n\nmaximal salaries establisht in most of the cities. On this basis, practically half of\nthe teachers would be compelled to spend more than the maximal salary obtainable\nunder existing schedules. This indicates that teachers deny themselves books,\n\n"}
{"page": 622, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o6\n\nclothing, professional advancement\n\nand other expenses which would increase their\n\nteaching efficiency could they afford them,\nc)\n\nA number of places indicate the fact by giving* higher cost of \"board and room,\"\nthat intermediate and high-school teachers are expected to live on a higher financial\n\nstandard than elementary teachers.\n8.\n\nNumber of Years of Teaching Experience Required as a Prerequisite:\na)\n\nA larger proportion of the cities in Groups I, II, and III demand one or two years of\nteaching experience as a prerequisite to election than in the smaller groups.\n\nh)\nc)\n\nThere is a decided tendency for cities to demand previous teaching experience.\nVery few cities allow professional training obtained in normal schools and other\ninstitutions to substitute for experience.\nAs a consequence, the rural schools and\nsmaller city systems are used for training purposes.\n\n9.\n\nNumber of Years in Academic and Professional Preparation above the Eighth Grade\nwhich Is a Prerequisite to Election:\na) There is a markt tendency to require 6 or more years of training for teaching in the\nelementary\nh)\n\nc)\n\nschools.\n\nMore intermediate schools require training beyond 6 years than elementary, making\nthe median number of years slightly higher in all cases.\nEight or more years beyond the elementary schools is, with very few exceptions,\nthe standard demanded for high schools, the median in practically every group\n\nbeing 8^ years.\n\nCHAPTER II\nSALARY SITUATION IN THE UNITED STATES AS SHOWN BY\nQUESTIONNAIRE TO INDIVIDUAL TEACHERS\nThe salary situation thruout the country, in as far as it is shown by\nthe salaries and Hving expenses of over 50,000 teachers, was obtained\n\nfrom the questionnaire to City and County Superintendents. These\n50,000 teachers represent an adequate random sampling of all the teachers\nof the country, especially for city systems.\nHowever, in order to get\ndata on the situation in greater detail, the blaAk shown on page 544 was\nprepared. This blank was to be mimeographt or printed by school officials\nor teachers' organizations in the different cities, so that, where possible,\nthe returns from the teachers might supplement information given by the\nsuperintendents. Questions were askt on the blank which would reveal\nthe salary situation and the conditions which directly or indirectly govern\nit, such as length of experience, amount of preparation, and similar conditions.\nEven more detailed information might have been askt for, but for\nthe two reasons that the sheet had to be of a size which could be mimeographt, and that too\n\nmuch detailed data relative to teachers' expenses\n\nwould have discouraged enough teachers from answering the questions\nEvery evidence\nto destroy the added value of the detailed information.\nwould show that the questionnaires were filled out by the teachers with\nperfect freedom, and that care was taken that they should not be locally\nThis fact adds to the significance of the returns.\nThes§ questionnaires were classified according to the same size and\ngeographical groups as were the repUes from the superintendents. The\n\ninspected.\n\n"}
{"page": 623, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n607\n\nwork on this part of the problem was seriously delayed by the failure of\nenough cities in certain groups to have these blanks promptly prepared.\n\nThe tabulations of the returns were held until the latest possible moment,\nby which time all but one of the thirty groups^ were represented. Where\nmore individual blanks were returned than could profitably be used in\nany one section, a random sampHng was made in order to secure figures\nmore representative of that particular group by including more cities.\nTwo hundred blanks thus selected at random were set as the minimum for\nany group.\n\nIn several groups where plenty of repHes were received early\n\nin the spring, more replies were used in order to give it the added validity\nof greater numbers.\n\nTeachers of intermediate schools and high schools\n\nwere as professionally interested in filling out the blanks as were the teachers\nin the elementary schools, even tho they were in most cases better paid.\nAs large, or a larger proportion of them returned the blanks, but there\n\nwere so many groups, particularly for the intermediate teachers in which\nnot enough returns were received to adequately represent that group,\nthat it was deemed advisable to put all the intermediate teachers into one\n\ngroup, and similarly with the high-school teachers.\n\nThis gives a study\n\nof the conditions for these two, upon which valid conclusions can be based,\n\neven tho the distinction between communities and city sizes may not: be\n\nshown in the same manner as for the elementary.\nThere are possibilities\n\nfor\n\nmany interesting studies in the material\n\ngiven in the individual teacher's questionnaire.\n\nOnly those of them were\n\nselected which were considered to bear most directly upon the immediate\n\nsalary problem.\n\nThe following studies were\n\nselected\n\nand distributions\n\nwere made in the form of correlation tables similar to the one on p. 610.\n\nThe distribution intervals varied for the different studies and will be\nindicated for each one.\n1.\n\nTo find the relation between \"total teaching experience\" and \"total\n\nsalary received.\"^\n2.\n\nThe relation between \"personal living expenses\" and \"total salary\"\n\nfor the two-year period involved in the questionnaire.\n\nThe- data were askt\n\nfor only two years, since that included the period of our participation in\n\nthe war, and also since it was thought figures given in most cases for living\n\nexpenses before that time would be much less accurate.\n\nThe living ex-\n\npenses were distributed over $50 intervals.\n3.\n\nThe relation between the \"percentage of salary spent for personal\nThe\n\nliving expenses\" and the \"total salary received\" for the two years.\n\npercentages were distributed in 5 per cent intervals.\n4.\n\nThe relation between the \"increase or decrease of the percentage,of\n\nsalary spent for living expenses\" in 1918-19 over 191 7-18 and the \"total\n* Six size groups within each of five geographical groups making this total.\nsee page 544.\n\n» Salaries in\n\nFor explanation of groups\n\nall the studies were distributed on the $50 intervals used in chapter i.\n\n"}
{"page": 624, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o8\n\nsalary received 191 8-19.\" The distribution began at minus 40 per cent\nand extended in intervals of 5 per cent to plus 80 per cent.\n5. The relation between the \"amount spent for recreation, professional\nadvancement, etc.,\" and the \"total salary received\" for both years. This\n\nwas distributed over $10 intervals.\n\nThe relation between \"total expenses\" and \"total salary received\"\ntwo years. Fifty dollar intervals were used again. The total\nexpense was found by adding the total personal expenses and the amount\n6.\n\nfor the\n\nspent for recreation.\n7. The relation between the \"per cent of salaries spent for total\nexpenses\" and the \"total salary received.\" Five per cent intervals were\n\nused for the percentage of salaries spent.\n8.\n\nThe relation between the \"increase or decrease of the percentage\n*\n\nof salaries spent for total expenses'\" in 1918-19 over 191 7-18\n\n\"total salary received.\"\n\nand the\n\nFive per cent intervals were used for the increase\n\nor decrease.\n9.\n\nThe relation between \"total number of years of schooHng\" above\n\nthe eighth grade and the \"total salary received.\"\n10.\n\nThe\n\nrelation\n\nbetween the \"bonuses received\" during the two\nThese were distributed in\n\nyears and the \"salary received each year.\"\n\n$10 intervals.\n\nThe\n\nbetween \"additional income\" and \"total salary\nThe additional income at $10 intervals.\n12. The relation between \"age\" of teachers and \"total salary received.\"\nThree-year intervals used for the age.\n'\n\nII.\n\nrelation\n\nreceived\" for the two years.\n\n13\n\nand 14. The relation of \"marital conditions and dependents sup-\n\nported\" to the \"total salary received.\"\nFifteen thousand teachers filled out this questionnaire and returned it\n\nby the first of June and fully half of these were utilized in the studies of this\nchapter. It was possible, because of earlier returns, to tabulate more of\nthe questionnaires for the groups in \"Size Group IV.\" This gives some\nadded validity to the findings for this group which will be of as much\nservice as any other single group, since many of the cities in Class IV are\n\njust establishing salary schedules.\n\nThe number of cities answering, and\n\nused in the groups, is large enough to be representative of the cities of that\nsize in that section.\n\nGroups BI, CI, and DI were represented almost\n\nentirely by single cities, but they are, at the same time, good types.\n\nThe\n\nlist given in Appendix II gives the cities from which repUes were received\n\nand the classification used for each city.\nThe problem which appeared immediately in using the large amount\nof material from the individual questionnaires was the form in which to\nput it, in order that existing conditions and tendencies might be shown in\nTo make this possible, it was necessary to make\ntheir relation to salaries.\nThese\ndistributions of the answers from each group for each topic studied.\n.\n\n"}
{"page": 625, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nwere done in the form of correlation tables similar to Table L.\n\n609\n\nFrom\n\nthese tables, 609 in number for the elementary teachers and 21 each for the\n\nintermediate and high-school teachers (because of combination previously\nexplained), it is possible to get the median salaries of the teachers answering\nany item for each section, as well as the medians for the item under consideration.\n\nThe material in these 651 correlation tables is very valuable\n\nto teachers, but some way of presenting it in a briefer space than 651 pages\nis\n\nConsequently,\n\nnecessary.\n\nit\n\nwill\n\nbe presented in two ways.\n\nFirst,\n\nthe medians existing for the several items in the several groups will be\n\npresented, and second, the correlation existing between the several items\n\nand the salary received in the several groups.\nI.\n\nSALARY SITUATION AS SHOWN BY MEDIANS OF ITEMS STUDIED\n\nAll the medians of all the items studied have been assembled in Table LI,\nand arranged according to size and location. The number of answers\nused, as given in the table, is the total number of teachers whose replies\n\nwere used.\n\nTeachers did not always answer all of the questions, so the\n\nnumber of teachers in each study varies slightly from the total number as\ngiven.\n\nThis variation is in no case enough to affect the validity of the\n\nresults.\n\nBecause this variation is negligible, the median salary is given\n\nonly once for each of the two years studied, and can be used for comparison\n\nwith the items studied for the respective years.\n\nAn examination of the median salaries, as reported by the teachers,\nshows the same effect of size of city upon salaries as was evidenst in chapter i.\nThe decreases in median salaries are at about the same rate as in Table I.\nThe median salaries are in all size groups somewhat less than the corresponding medians in Table 1. This is explained by the fact that probably a\nlarger proportion of the more poorly paid teachers filled out the blanks and\n\nreturned them.\n\nIt is evident from the comparison of the median salaries\n\nfor 19 1 8-19 with those of the previous year, that salaries\n\nfrom $80 to $100 in all the groups.\n\nwere increast\n\nThis corroborates the result from the\n\nanswers of the superintendents, as shown in Table XIV where the median\nincreases for the entire elementary group\n\nwas $91.\n\nExcept in Group V\n\nthere is as much or more variation between geographical groups within any\nsize groups as there is between the size groups themselves.\n\nIn all groups,\n\nas shown in the previous chapter, the highest salaries are paid in Group E\n\nand the lowest in Group B.\nIn Study No. i, of Table LI, the median total teaching experience was\nfound to decrease with the size of the city. The larger cities have greater\npower to hold the teachers in service. The median amount of teaching\nexperience ranges from practically 7 years to loi. This is a larger figure\nthan might be expected from previous studies,^ but undoubtedly, the\n'\n\nCoffman, \"The Social Composition of Teaching Population,\" Teachers College Contributions to Educa-\n\ntion, No. 41.\n\n"}
{"page": 626, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6io\n\n3\n\n-\n\nw 11 HI ro\n\n>0 O 1^00 \"5\ni-i\n\nHI\n\nto M\n\nHI\n\n\"\n\n:\"\n\ns\n:-\n\n^\n\n-\n\ni\n\nS\n\n•\n\np»\n\n•\n\n*\n\nN\n\n>\nM\n\n1\n\n»o\n\n_\"\n\n00\n\nH H\n\n*\n\n«\n\n\"\n\n*\n\n«\n\n.\n\n•\n\n'\n\n-\n\nC<\n\nH HI\n\nCO\n\nH\n\n«\n\n.\n\nH H HI\n\nH\n\n>o\n\n>CM\nHI\n\n-\n\nM CO tow\nHI\n\no\nM H W5\n\n^\n\n1\n\n-\n\nCO\n\nN\n\n-\n\n%\n\n1\n\nH Ct «\n\nH.OMM\n\nc*\n\nCO\n\nW\n\n« itw\n\nVO\nHI\n\nH\n\nHM\n\n-\n\nW •* CO>«H\n\n\"\n\ns\n\nCO\n\n«\n\n%\n\ntn\n\n00 >OH\n\n'•\n\n•*vO rJ-M\n\n^\n\nw w O* -t «ovO «n\n\nM\n\nM « »>« t^ «<3\\0\n\nHI\n\nH\n\nt/^tO M\n\nl^\n\nM\n\n00 CI\n\n^\n\no\n\n•\n\na\na\nM\n\n00\n\n«\n\nH\n\nCO\n\n1\n\nin\n\n\"fl\n\ni\n\nM\n\nHI\na\ns\n\no\n\nc\n\nC\n\nc\n\n1\nt«\n«»\n\ni\n\n5\n00\n\nc\n\n1\n\nt\nV\n\n•«*\n\no\n\nHI\nHI\n\n8\nM\n\nc\n\nc\n\n1\n\nc\n\ni\n\ni\nM\n\n1H\n\ni\n\ni\n\no\n\ns\n\ni,\n\n00\n\nk I\no HI HI\nM H \" \" \"\n\nI/-\n\nIII\nIi\nJ ^\nH„MMM«„«««««««««^\n\n4)\n\n1\n,\n\n(U\n\nrv.\n\n"}
{"page": 627, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n6ll\n\nteachers who have definitely decided on teaching for a life work were more\n\nconcerned with the salary problem and more interested in returning the\nquestionnaires.\n\nThe variation between median number of years teaching\n\nexperience is as great within any size group as between groups.\n\nIt does not\n\nfollow that Group E, where the cities pay the highest salaries, always holds\nits\n\nIt does in\n\nteachers the longest.\n\nonly one group of the six.\n\nlarger determining factor in length of tenure than location.\n\nSize is a\n\nIntermediate\n\nteachers' have the longest median experience, probably due to the tendency\n\nto\n\nput the intermediate schools under successful teachers of considerable\n\nexperience in order to insure the success of the new schools.\n\nHigh-school\n\nteachers have a shorter median length of experience than elementary or\n\nintermediate, which about balances the extra time spent by them in securing\n\nthe additional preparation demanded for teaching in high schools.\n\nIn Studies 2a and\n\n26,\n\nTable LI, on the personal living expenses for\n\nthe years 191 7-18 and 19 18-19, it is evident that the increase in the median\ncost of living is greater in the larger cities than in the smaller.\n\nIt is also\n\nevident that a large part of the increase in salary received in the two years\n\nwas used for increast personal living expenses. In Groups I and IV the\nincrease in median living expenses was greater than the median increase in\nsalary.\nThere seems to be no general tendency for living expenses to\nhave increast more in any one section of the country than another. The\nincrease in cost of living would probably have been shown to be even higher\nhad it not been for the fact that quite a few teachers recorded their Uving\nexpenses up to the time of filling out the questionnaire and did not so indicate it. These were then used as the expenses for twelve months and\ncompared with other statements for annual expenses.\nIn Studies ^a and 36 of Table LI the median percentages of salaries\nspent for living expenses are given.\n\nPercentages are astonishingly even,\n\nwith but a sUght increase in percentage spent as the median salaries decrease\nin the smaller locahties.\n\nThis shows that the decreast cost of living in\n\nthe smaller places nearly offsets the decreast salary, at least so far as the\n\npercentage spent is concerned.\n\nThis is a dangerous conclusion from which\n\nThe cost of living is rapidly becoming standardized,\nand the cost of attendance at colleges and summer sessions is increasing\nin proportion to the other increases.\nEven tho 13 per cent of the median\nsalary for 19 17-18 for Group V is left as compared with the 18 per cent\nfor Group I, the discrepancy is doubled, in that the 13 per cent is on a\nto get any satisfaction.\n\nsmaller salary than the 18, and yet the cost of living and of education and\nprofessional advancement is very much the same in both instances.\n\nThe\n\nintermediate group has a median percentage the same as the lowest of the\n\nelementary groups, which might be expected from the higher median salaries\nof the intermediate teachers.\nof high-school teachers.\n\nThe same holds true for the higher median\n\nSince there is only one instance in the elementary\n\ngroups where the median percentage spent is under 80 per cent, it is a\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6i2\n\nsafe conclusion that in practically all groups thruout the country the teach-\n\ners have a median of less than 20 per cent of the salary to spend for ''recreation, books,\n\nmagazines, travel, professional advancement, savings,\n\nThis will at once be recognized as much too small.\n\netc.'-\n\nPractically no authori-\n\nties on the making of budgets give less than 20 per cent for so-called ''higher\nlife \"\n\nand many of them advocate 25 and 30 per cent.\n\nIt seems obvious that\n\nteaching, along with the other professions, should demand even a higher\n\npercentage for these items than the ordinary family whose budgets have\n\nbeen made the subject of investigation in most of the studies.\n\nStudy 4, Table LI, shows the increase or decrease in the percentage\nof salary used for personal living expenses in 19 18-19 over 191 7-18 to\n\nbe very small.\n\nThe largest median increase for any size group is but\n\ncent and the decrease i 8 per cent.\n.\n\n.\n\n8 per\n\nIt indicates that for the majority of\n\nteachers thruout the sections, the percentage of expenditure in the second\n\nyear was practically the same as in the first.\n\nThis is but a corroboration\n\nof what would be inferred from comparing the percentages in\n\ncolumn 3a\n\nThe variation in the increase and decrease within any group is\nvery little more than that between the groups. The largest instance of\ndecrease was in Group BI, where there was a 5 per cent decrease. In the\nand 2>b.\n\nsame group, however, the salary increast in the same time almost 20 per\ncent, showing that there was an attempt in the city from which these figures\nwere taken to adjust salaries to the cost of living.\nStudies $a and 56, Table LI, give the median amounts spent for \"recreation, professional advancement, etc.,\" for the years 1917-18 and 1918-19.\nHere again there is surprising uniformity, and an astonishingly small\namount for the median expenditures in the different groups. The size of\nthe city does not materially affect the amount spent for these items, except\nThe highest median\nin the two smallest groups, and here only slightly.\namount ^pent by any group for these items is only $88 for the year. How\ninadequately must the items of recreation, outside reading, professional\nadvancement, travel, philanthropy, insurance, savings, and these other\nnecessary items have been provided for by the hah of the teachers in this\ngroup who spent less than $88 on all of these items combined. A study\nof the actual distributions of these items will show a range between zero\nand $500, with relatiyely few instances in excess of $100. These figures\noffer a very drastic criticism on existing salary conditions, since they show\na teacher's utter inability to care for this important side of her work in an\n\nadequate manner.\nStudies 6^ and 66, Table LI, which give the median total expenses for\nthe years 191 7-18 and 19 18-19, show a condition not very different from\n\nthat developt in the study of living expenses in Studies 2a and 26.\n\nIn\n\ndue to the very small expenditure for recreation and\nadvancement, the total expenditures which are obtained by adding the\nfact,\n\nprofessional\n\n"}
{"page": 629, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n613\n\namount spent for living expenses and the amount spent for recreation\nand professional advancement are in most cases not so high as they should\nbe.\n\nHere, as before, we find the expenses for 1918-19 in all cases increast\n\nover those of the previous year about as much as the salary was increast.\n\nA direct relation between size of the city and the amount of total expenses\nis repeaj:ed.\n\nA more interesting view of this situation is obtained from Studies ya\nand jb, Table LI, which give the median percentages of the total salary\nspent for total \"necessary expenses.\" From these medians it is seen that\nthe teachers who are receiving median salaries are spending perilously\nnear to 100 per cent of their salary.\n\nIf this is true about\n\nthe median, the\n\ncondition must be very bad for those whose expenses go above the median.\n\nThere are 15 instances during the two years where the median expenditure\nfor a group was 100 per cent of its income or more, indicating that in these\n\n15 groups, half of the teachers were compelled to spend more than they\n\nmade.\n\nThese statements\n\nmay be criticized from the standpoint that\n\nIf, however, the expenses of the summer have to be borne by the teacher rather than by her family, the chances\n\nteachers ordinarily are not in debt.\n\nare that she will, in a majority of cases, begin the year in debt.\n\nIn one\n\nof the groups 67 per cent of the teachers were compelled to spend more than\n\n100 per cent of their incomfes.\nconclusions\n\nThis, in a way, is confirming evidence of the\n\ndrawn from the study of the cost of \"board and room\" in\n\nchapter i.\n\nStudy 8 of Table LI gives the median increase or decrease in percentage\nand shows a more consistent and\n\nof total salary spent for total expenses,\n\nlarger decrease in percentage of salary spent than\n\nexpenses in Study 4.\n\nwas shown for living\n\nOther things being equal, this may be interpreted\n\nto mean that the percentage of the total salary spent for recreation, professional advancement, etc., was smaller in 1918-19 than in 1917-18.\n\nTwo\n\nelements probably cause this difference: first, the curtailment of all expenses\n\nwhich were not necessary, both because of higher costs and in order to\ninvest in the war loans, and, second, the necessity for estimating the expenses\n\ncoming summer as to travel, self-improvement, etc. It is noteworthy that in Section B in all the groups, a decrease in percentage of salary\nspent is shown, and that the decrease compares very favorably with the\nreturns from other wealthier sections. This indicates a widespread tendency in cities of all sizes in this section to improve salaries, even tho they\nyet remain relatively low when actual salaries are considered.\nStudy 9, Table LI, on the median number of years' schooling above the\neighth grade, shows the median amount for elementary teachers to be\n6 years, 7.5 for intermediate teachers, and 8.3 for high-school teachers.\nThese medians are a little lower, generally, than the standards set by the\nfor the\n\nsuperintendents for election at the present time, except for intermediate\n\n"}
{"page": 630, "printed_page": null, "text": "1\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n6i4\n\nThis median is materially raised by the presence in the inter-\n\nteachers.\n\nmediate schools of a. large number of college graduates, even tho the minimal\nrequirement is set lower by most superintendents.\nStudies loa and loJ, Table LI, are very unsatisfactory, and, as given,\nsomewhat misleading. The medians as given represent the median bonus\nreceived by those teachers who received bonuses during the year, and does\nnot show the very large majority who did not receive any bonus. The\n\nmedians as given will have to be studied in comparison with Table LII.\nThis shows that 85 per cent or more of the teachers answering this\nquestion did not receive a bonus.\n\nWith this fact in mind the question\n\nof bonus received is almost a matter of no consideration, since even for\n\n—\n\nthe few teachers receiving a bonus the median sum is very small\n\n^not exceed-\n\ning $74 in any group, except for the high-school teachers.\n\nThere seems\n\nto be no distinct testimony for any city size or geographical group to grant\nmore or larger bonuses than the other group. A very sHght tendency\nmight be said to exist in Group E. The sporadic cases of granting bonuses\n\nTABLE LII\nSummary of Bonuses Received 191 7-18 and 1918-19\n(Data received from answers given to the questionnaire to teachers)\nTotal Number of\nTeachers\n\nElementary.\n\n.\n\nIntermediate.\nHigh School.\n\n.\n\n.\n\n.\n\nNumber Receiving\n\nNo Bonus\n\nPercentage Receiving\na Bonus\n\nAverage Median\n\nBonus\n\nigi7-i8\n\n1918-19\n\n1917-18\n\nigiS-ig\n\n191 7-18\n\n1918-19\n\n1917-18\n\n1918-19\n\n5556\n454\n788\n\n5556\n466\n811\n\n4759\n403\n\n4634\n405\n698\n\n14.7\nII.O\n\n15-5\nI3-I\n\n12.\n\n13-9\n\n$24.90\n36.00\n98.40\n\n$46.77\n32.50\nlOI.IO\n\n692\n\nto adjust the salary problem may be considered as having made Almost\nno contribution when the whole teaching population is considered. A\nbonus as ordinarily given to teachers is a philanthropically inspired and\nbegrudged donation to an underpaid and long-suffering group of public\n\nservants, in order to tide them over a period of financial stringency.\n\nIt\n\nis given without appreciation of the work done or the deserved reward,\n\nand imphes the desire to keep teachers on the present schedule rather than\nto make a permanent advance in salary.\nStudies iia and iih of Table LI give the median \"additional incomes\"\nearned during 1917-18 and 1918-19. This additional income, as askt for\nin the questionnaire, is for \" tutoring, evening school, summer work, writing,\n\nlecturing, etc.,\"\n\nand the medians given are only for those who earn an\nThe medians, as in Studies 10a and 10^, must be\n\nadditional income.\n\ninterpreted in the light of Table LIII.\n\nAccording to these returns only one teacher in five has any additional\nincome, and for this one-fifth the median amount is below $100 in most\nof the groups.\n\nFrom this it would seem that a majority of teachers give\n\n"}
{"page": 631, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n6lS\n\ntheir entire time to teaching and use the summer to rest and regain energy\n\nand enthusiasm.\n\nAn examination of the salaries of the teachers earning\n\nshow a wide range in the distribution, but does\nThere\nare in many of the groups two modes, one below the median with more\ncases in the $500 and $600 salary groups, and the other above the median,\ncentering around $1200. The first group is probably driven to lucrative\noccupations during the vacations by force of necessity. The second is\nprobably due to the spur of ambition and the more numerous opportunities which come to the teachers receiving the higher salaries because of\ntheir greater ability or their better preparation.\nThere seem ^to be no\ndistinct sectional influences upon the matter of additional incomes.\nIt is\nmore truly an individual matter in most cases.\nStudy 12 shows the median age of teachers. The size of the city\naffects the median age, which decreases as the size decreases, due undoubtadditional incomes will\n\nnot show the usual bunching of cases about the median point.\n\nedly to the greater prevalence of tenure of office regulations in the larger\n\nTABLE LIII\nSummary of Additional Income Earned 191 7-18 and 1918-19\n(Data Received from Answers Given to the Questionnaire to Teachers)\n\nElementary.\n\n.\n\n.\n\nIntermediate.\n\n.\n\nHigh school.\n\n.\n\ncities.\n\n.\n\nTotal Number of\nTeachers\n\nNo. Earning No Ad- Per Cent Earning an\nditional Income\nAdditional Income\n\nAdditional Income\n\n1917-18\n\nigiS-iQ\n\n1917-18\n\n1918-19\n\n1917-18\n\n1918-19\n\n1917-18\n\n1918\n\n4684\n420\n879\n\n4801\n460\n909\n\n3891\n337\n559\n\n4205\n406\n663\n\n16.9\n19.8\n\n12.4\n11.7\n24.6\n\n$91.38\n133.75\n122.30\n\n$87.96\n63.33\n98.33\n\n36.4\n\nAverage Median\n\nThere is no evidence of geographical influence upon the median age\n\nof teachers.\n\nIf the median age in the size groups be considered in relation\n\nto the median experience, they show that the teachers, as indicated by the\n\nmedians, began teaching about their twentieth year of age.\nallow time for\n\nThis does not\n\nmuch maturity, nor for professional preparation.\n\nSince\n\npractically all of the teachers in the elementary and intermediate schools\n\nare women, it is possible to compare the results here with those obtained\n\nby Coffman^ in 191 1.\n\nAt that time he found \"the typical American female\n\nteacher is twenty-four years of age, having entered teaching at the early\n\npart of her nineteenth year, when she had received but four years' training\n\nbeyond the elementary schools.\" If the typical teacher is determined in\nthe same way from the medians found in this study, an advance is found in\nall three items.\nThe median age is three or more years more than the\nlength of experience and the amount of preparation are both over two\nyears higher.\n\nSince Coffman's data was obtained principally from rural\n\n'Coffman, \"The Social Composition of the Teaching Population,\" Teachers College Contribution to\nEducation, No. 41,\n\n"}
{"page": 632, "printed_page": null, "text": "V\n\n:\n\n1\n\nNATIONAL EDUCATION ASSOCIATION\n\n6i6\n\nteachers, while the data of this study is more truly representative of city\n\nconditions, this difference cannot be construed as an advance,\n\nbut rather\n\nas a contrast between urban and rural conditions.\n\nStudies 13 and 14 were made, but the results were not of a nature to\n\nsame treatment as the other items studied.\n\nyield to the\n\nThe question\n\nof how many teachers have others dependent upon them is a much discust\n\none, but few studies of existing conditions have been made.\n\nIn tabulating\n\nthe answers it was necessary to evaluate the burden represented by having\n\none person \"partially dependent\" as compared with \"one person entirely\ndependent.\" The judgments of several school men were secured, and it\nwas finally arbitrarily decided that, as ordinarily reported, one \"partial\ndependent\" would represent about one-fifth of the financial burden of an\n\nTABLE LI\nPercentages of Teachers Supporting Others, Either Entirely or Partially\n(Arranged for the Size Groups and for School Divisions)\n\nX\n\nPer Cent\n\nPer Cent\n\nPer Cent\n\nPer Cent\n\nPer Cent\n\nTotal\nPer Cent\n\nHaving\n\nHaving\n\nHaving\n\nHaving\n\nHaving\n\nHaving\n\nNo\n\nOne\n\nTwo or More\n\nOne\n\nDe-\n\nEntirely\n\nEntirely\n\nPartly\n\nPartly\n\npendents\n\nDependent\n\nDependent\n\nDependent\n\nDependent\n\n35-1\n52.1\n\n17.2\n16.9\nIO-5\n10.5\n\n12.0\n\n17.6\n10.2\n13.0\n\n9.0\n\n3-6\n4.6\n3-7\n3-4\n\n18.0\n13-6\n17.8\n14.8\n12.4\n14-5\n\nlO.O\n9-7\n\n64.9\n47-9\n44-9\n43-4\n37-8\n36.8\n\n570\n\n12.7\n\n7-4\n\n14.\n\n8.8\n\n43\n\n58.2\n12.3\n\n9.8\n16.8\n\n3-9\n57-2\n\n16.6\n3-5\n\nII-5\n10.2\n\n41.8\n87.7\n\nTwo or More Dependents\nEither\nEntirely or\nPartially\n\nElementary:\n\nGroup I\nGroup II\nGroup III\nGroup IV\nGroup V\nGroup VI\n.\n\n.\n\n.\n\n.\n\n55\n\nI\n\n56.6\n62.2\n63.2\n\nII. 7\n\n7-1\n\n134\n\nIntermediate\nAll Groups\nHigh School:\n\nWomen (all groups)\nMen (all groups)\n'\n\n\"entire dependent.\"\n\nThis was applied only when a teacher reported\n\npersons both entirely and partially dependent, e.g., a teacher reporting two\n\npersons entirely dependent, and four persons partially dependent, was\nlisted as having three persons entirely\n\nthe nearest unit).\n\ndependent (fractions were used to\n\nIn this way no teacher was recorded more than once.\n\nThe results of the answers are given in Table LIV, in the percentages of\nteachers having others dependent upon them. The returns are arranged\nby size groups, and the relation of dependents to salary received may be\ninferred from the median salaries of the groups.\n\nThis table answers rather definitely the question whether teachers as a\nForty-six per cent of elementary\nclass have others dependent upon them.\nteachers, 43 per cent of intermediate, and 42 per cent of high-school teachers\n\nhave others either entirely or partially dependent upon them. More than\nhalf of the dependents reported represent partial dependents, which does\nnot make the financial burden as heavy to carry as the percentages might\n\n"}
{"page": 633, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nindicate.\n\nIt does, nevertheless,\n\n617\n\nmake it evident that teachers as a class\n\nare not free from the responsibilities of having others dependent upon them\nfor support.\n\nThere seems to be no other explanation for the regular decrease\n\nin the percentage of teachers having dependents, shown in the last column\nof Table LIV, than that the corresponding decrease in salaries as the size\n\nmakes the support of others financially impossible.\nEvery other column in the table adds weight to the same conclusion. Not,\nenough men reported from the elementary and intermediate schools to make\nthe comparisons possible, but in the 13 10 replies from high schools, 775\nwomen answered the question on dependents, and 285 men. This made\nof the cities decrease\n\npossible the separation of the men for a separate tabulation.\n\nThe results\n\nshow that only 12 per cent of the men who reported from high schools were\n\nThe 57 per cent of men teachers in the high\nschool who are supporting families of \"two or more\" dependents indicates\n\nnot supporting dependents.\n\nthat men teachers >vill undertake family responsibilities if the salary will in\n\nany way permit.\n\nSeventy-four per cent of the\n\npeople entirely dependent upon them.\n\nmen have one or more\n\nThis is from three to six times as\n\nThe next highest percentages\nGroup I, where the salaries are also higher. It is obvious from\nTable XL VII that the present salary schedules are directly or indirectly\nresponsible for the rapidly declining number of men in the work of teaching.\nlarge as the percentage in any other group.\n\nare in\n\nSALARY SITUATION AS SHOWN BY COEFFICIENTS OF CORRELATION\nBETWEEN THE ITEMS STUDIED AND THE SALARIES RECEIVED\n\nII.\n\nAnother way of showing how the salaries of the teachers in the various\ngroups were influenst by and related to the items studied in Part I of this\nchapter, is to express the closeness of the relation (or \"going togetherness\")\nof the two items under consideration by a single index known as the coeffi-\n\ncient of correlation (represented by \"r\"). Those used in this chapter were\nfound from the 651 correlation tables similar to Table L by a modification\n\n\"Sheppard's Method of Unlike Signs.\"^ CoeflSicients of correlation\nfound by this method are in a way only approximations, but they are reliable\nof\n\nenough to show the presence or arbsence of a distinct tendency when any\nsuch exists. Where the distributions were irregular in any way or heavily\nbuncht upon the median step the coefficients were checkt by using Pearson's\n\"Coefficient of\n\nMean Square Contingency.\"^\n\nIn this way it was shown\n\nthat with the data used, the modification of Sheppard's Formula gave\nresults\n\nwhich were reliable enough for detecting tendencies.\n\nThey are,\n\nhowever, not reliable enough to make comparisons between two groups when\nthe \"r\" values are for example\n\n.\n\n10 and\n\n.\n\n25 or even where greater differences\n\nexist.\n\nIn Tables LV and LVI these coefficients are arranged according to\ngroups, school divisions and items studied and give the results in a form\n»\n\nFor description of method used see Appendix III.\n\n'\n\nFor description of this method and the results of its use see Appendix III.\n\n"}
{"page": 634, "printed_page": null, "text": "NAVIONAL\\EDUCATI0N ASSOCIATION\n\n6i3\n\nN Ov t^vO o*\nO O M O M\nI\n\n.2\n\n^:?^j?\n\nI\n\nu\n\ncc »0 Ov \"to\nIH\n\nM O M M\n\nPO Oi «\n\n•^ CO\n\nO O M\n\nO O\nI\n\nT}-\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nOoo V3 l^\nI\n\nJ\n\nI\n\nI\n\n^-00 vO fO >'>\n\nI\n\nI\n\nI\n\ni\n\nI\n\nI\n\nMill\nII\n\nin\n\nm\n\nV >\nI\n\nI\n\ni\n\nI\n\nI\n\nI\n\nt^\n\nH\n\n''^\n\n60\n\n«\n9\nOta\n\ntl\n\n&^\nq JjMt-HMt-HM\n4)\n\nJ\n\n<muQw\n\n<pquOW\n\nI\n\nII II\n\n"}
{"page": 635, "printed_page": null, "text": "\"\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\nto*o>\neOH\n\n^.^^\n\n'\n\n1'\n\n•h'\n\n8\"\n\nII\n\n1\n\nr\n\n0.\n\nw\nh'\n\nII\n\n1\nII\n\nw\n1\n\nS\n*\n\n*\n\n*\n\nr\n\n•fl\n\n-H\n\n1\n\nVO\nII\n\n8\n\n-S.^^^\n\nCO\n\nw\n\n5\n-N*\n\n•h\"\n\n2\n\nII\n\nV.\n\nV\n\nr\n\nM\n\\\n\n\\\n\n\\\n\n\\\n\nH\n\nr\n\n'\n\nr\n\n°.\n\nr\n\nto\n\nOhN M\n\nM\n\nto\n\nr\n\nr\n\nr\n\nH\n\nr\n\n•11\n\nII\n\nn\n\nr\n\n«0»i1 to to to\n1'\n\n^l*\n\n1\"\n\nf r\n\n'\n\nto\n\nH\n\n8'\n\n1'\n1\n\n00\n\nM\n\nII\n\nr\n\nr\n\n•H\n\nH\n\nII\n\nII\n\nII\n\na\n3\ngro\n\n.6i\n\n00 toio>ovo\n\n.79 .43\n\n^\n\nthis\n\nh\"\n\n•a\n\n-H\n\n%\n\nfor\n\nK\no\n\ndata\n\nTt\n\n1MM\n\n«\n\n5?\n\n^0\n\nt\n•H*\n\ni ^.2 s §\n\nfl'\nII\n\nt\n\n11\n\niH\n\n'-'\n\na>\n\n««\n\ng\n\n-43\n\nCO\n\n^ O O «U\ntn\n\nC3\n\nO >>^ «\n\n-J S S J\no o o o t;\n\nifi\n\n>>>>>\nn\n\nc\n\n>\n\n>>>>>\n•<\n\nc\nd\n\n>\n<\n\nu\n\nIll\n\n619\n\n"}
{"page": 636, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n620\nw\n«\nH\na\no\n\n« (J\n\nrt\nPh\n\n.(_\n\nQ\n\nC/2\n\na\nS\n\nQ\nW\nQ\nUi\nH\n\nvO\n\nr/^\n\ne^\n\n<U\n\nO^\nin\n\nG\n\nl-H\n\ny3\n\ng\n\nP\nO Q\n§\n\n>\n\nfl\n\n^\n\nc3\n\nS.Sf 4>\nI\n\nI\n\nI\n\nI\n\nm\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\naj\nt/j\n\n^\nH\nQ >\n< «\n\ns;5\n\n12;\n\nHi\n\n^^^\n\nm\nrt\n\n<u\n\nt/1\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nbl\n\n£> rt\n\n^\ny h o\n\n•I\n\nI\n\nII\n\n.,\n\nh)\n\n8\n^,\n\nc):\n\nw\n\n« **\n\ns\na;\n\nPO fO to M 10\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nII\n\nI\n\nI\n\nI\n\nMill\n\nII\n\n> ^\n\nL\n\nfl\n\ng\n\"Total\n\ng\n\nTABLE\n\na\nM\n\nEiE\n\nH u\n;zi\n\nu\n\nI\n\n^2.\n\nI\n\nI\n\nI\n\nI\n\nI\n\nI\n\nII\n\nII\n\nI\n\nII\n\nII\n\nso\n\n^\n\nH Q\n^ H\nW ^\n•<\n\ng\n\npq\n\n*\n\nP<\n\n<\n-J—\n\ng\n\nW3\n\nw\n\nCJ\n\nH\n\n1\n\n(<\nC!\n\nU\n\n•s\n\ng\n§ §\ny <\n1\n«\ng^\nu HM\nH\ng\n\ns\n\nu\n5^\n0)\n\nn\n\nY\n1\n\nw\nfH\nQ\n:?;\n\nPh\n\n>>>>>\n\nP\n\n<;pquQW\n\n-tjpquQW\n\n"}
{"page": 637, "printed_page": null, "text": "'\n\n1\n\n.\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\nvO f^ fO\n»0 cot^\n\n5o\nh'\n\nII\n\nt\n\nt-\n\n-H\nII\n\nII\n\n* M t^vO IT)\nM M COO\n\nfO fO\n\n'\n\n\\\n\nII\n\nM\nfO\n\n'\n\nr\n\n\\\n\n\\\n\nh'\n\nII\n\nII\n\nr\n\nM\n\n9\nH\n\nr\n11\n\n9\n\n1'\n\n'\n\n*\n\n1'\n\nr\n\nCO\n\nM\n\nH\n\nII\n\n9\n\nII\n\nII\n\n1\n\nr\n\n1\n\n<s\n<N\n\no> •* ^^\n\nr\n\nr\n\nPO Ov M \"5 »0\n\nM N\n1\n\nM ION\n\nH\n\nr r\n\nM\n\nII\n\n1'\n\nr\n\nH\n00\n\nII\n\nr\n\n1\n\nCO\n.or\n-.22\n\n-•34\n\n-.31\n\n—\n\n•«\n\n1111' r\n\n»^\nII\n\ngroup\n\n-H\n\nr\n\n•M\n\nII\n\nr\n\nr=\n1'\n\nr\nthis\n\nr\nfo\ndata\n\n.66\n\nM TfOO\n«\n00 >o fO Tf r^\n\n77 .61\n\nf-\n\n•\n\nNo\n\nh'\n\n-h'\nII\n\n/\n\n00\n\no\n\na\n\nW«H\n\ni>\n\n•«\nu.\n\no\n\nC0f^>00v0\n\nwoo\n\n00 rO>OiO\\Cl\n\n^«-^ il\n\nH\nH\n\nII\n\nO * *J to T3\no /» 2. a ii\nJ2rt-co\n\n2 6 S\n\n2 a\n\n^S\n\n©2\ngo >.^ «\nCO to\n\nto\n\nu>\n\nH\n\nM\n\nV u u, ^ a\n6 o o o S\n\nP.\n\n> >>>>\n\n< PC\n\n>>>>>\n>\n<\n\n< PQ\n\nIF\n>\n< 11^\n\nUCi^ (n fe cu\n\n621\n\n"}
{"page": 638, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n622\n\nto facilitate easy comparison with the data' in the companion Table LI of\n\nPart I.\n\nOnly general and obvious conclusions will be made from the data presented in Tables LV and LVI.\n\nStudy I, Table LV.\n\nA high coefficient of correlation exists between\n\n\"total teaching experience\" and \"total salary received\" during 1918 and\n19 19. The coefficient decreases with the size of the city and is rather\nuniform as far as geographical groups are concerned. This confirms the\nstatement that the larger cities hold their teachers longer and pay them\nbetter.\n\nStudies 2a and 2b, Table LV, show a markt positive correlation between\n\"amount spent for personal living expenses\" and \"total salary received.\"\n\nThere is no consistent variation due to geographical location or to size\nof cities.\n\nThe coefficients indicate that the larger the salary a teacher\n\nreceives, the more she spends for personal living expenses,\n\nwhich in turn\ncould be made to show that the majority of teachers are living on a level\n\nlower than is desirable for them, both from the standpoint of personal desire\n\nand efficient work. As a result, an increase in salary goes merely to provide\nmore comfortable room or more desirable board, more prompt medical\nattention and more adequate supply of necessary clothing, rather than to\nsavings, professional advancement, recreation, etc.\n\nStudies 30 and 3^, Table LV, give very small negative coefficients\nbetween per cent of \"total salary spent for personal living expenses\" and\n\"total salary received.\"\n\nThis indicates a slight tendency, which is consist-\n\nent thruout the size groups, for teachers receiving the highest salaries\nto spend a smaller percentage of the salary for living expenses.\n\nThe very\n\nsmall coefficients indicate that there is so little leeway between the salary\nreceived and the percentage of that salary spent for living expenses that\n\neven differences of $200 or $300 between groups do not influence the coefficients.\n\nStudy 4, Table LV, on the relation of the increase or decrease of the\n\"per cent of salary spent for living expenses\" in 19 18-19 over those of\n191 7-18 and the \"total salary received\" developt absolutely no consistent\nrelationship.\n\nIn other words it was a matter of pure chance whether\n\nthose receiving higher salaries increast or decreast the percentage of their\nsalaries spent for living expenses.\n\nStudies 5fl and 56, Table LV, result in insignificant positive coefficients\nbetween the \"amount spent for recreation, professional advancement, etc.,\"\nand \"total salary received,\" which would indicate that those receiving\nhigher salaries not only are able to spend more on self-improvement, but\nare slightly more apt to do so.\n« Items 10, II, and 14 are not included in tMs table as the returns were either too few to be used or not in\na form to be readily correlated.\n\n"}
{"page": 639, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n623\n\nStudies 6a, 6b, ja, jb, and 8, Table LVI, produce coefficients which\nsubstantiate the findings of Studies 2a, 2b, 3a, 36, and 4 except that if possible\n\nthey show even more clearly that under present conditions, it is necessary\nfor a teacher to spend practically all of her salary for her \" total necessary\n\nhow much that salary is or where it is received.\nStudy 9, Table LVI, for the relation between \" total numbers of years\nschooHng above the eighth grade\" and \"total salary\" furnishes a decided\nupset for any preconceived notion that additional schooHng is always\nrewarded by additional salary. The presence of negative (— ) coefficients,\nsome of them large enough to indicate strong correlation in many of the\ngroups, shows that for those groups the teachers receiving salaries above\nthe medians tend to have \"years of schooling\" below the median amount.\nexpenses,\" regardless of\n\nThis is truer in the larger cities, where the higher salaries are received by\nteachers of longer experience who entered when standards of preparation\nwere lower, while the younger teachers who have prepared more thoroly\n\nThere is no section where any consistent\nand except for cities in Size Groups I and II, the\naverage of the coefficients is so low that \"mere chance\" is the governing\nrule.\nThis, however, shows a condition which is worth the serious consideration of teachers and school men, because additional schooling should represent an investment with more certain returns than \"pure chance.\"\nStudy 12, Table LVI, gives the coefficients of correlation for teachers'\n\"age\" and \"total salary received\" (1918-19) and shows a distinct relation\nbetween age and salary. It pays to grow old in the work of teaching,\nand especially in the larger cities. The average of the coefficients for size\nare teaching at beginners' pay.\ncorrelation is shown,\n\ngroups decreases as the size of the cities decreases, but the \"r\" value is\nlarge enough to be significant even in the groups of smaller cities.\n\nThe\n\ncorrelation is consistent thru the several geographical groups.\n\nCONCLUSIONS\nGENERAL\n1.\n\nThe returns from the teachers' questionnaires show the salaries to be about the\n\nsame in almost all groups as that given in chapter i from Superintendents' Reports.\n2. Decrease in the size of the city is accompanied by decrease in the amoimt of the\nsalary.\n3.\n\nSectional differences are found to the same extent as in chapter i.\n\n4.\n\nSalaries of teachers are entirely inadequate to meet the standards' demanded and\n\nthe etonomic conditions existing during the two years studied.\n5.\n\nAs judged by the answers of teachers, they are meeting the requirements outlined\n\nin the reports of superintendents, they are making more adequate preparation for their\n\nwork, and they are staying in the work longer.\n\nThese are signs that teaching is tending\n\ntoward professionalization.\n\n—\n\na)\n\nspecific: study i. total teaching experience\nThe larger the cities the longer the teaching experience.\n\nb)\n\nLocation has less influence on experience than size of city.\n\nc)\n\nThere is a high correlation between salary received and length of experience.\n\ndecreases with the size of the cities.\n\nIt\n\n"}
{"page": 640, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n624\n\nSTUDIES 2a AND 2h\n\n—PERSONAL LIVING EXPENSES\n\na) Living expenses decrease as the size of the cities decrease,\n\nbut not as rapidly as\n\nthe salaries paid.\nDifferences in amount of personal living expenses due to location are less than\nThey are generally higher where the salaries are higher.\n\nh)\n\nthose due to city size.\nc)\n\nPersonal living expenses increast almost as\n\nmuch as salaries increast between\n\n1917-18 and 1918-19.\n\nThere is a distinct positive correlation between the amount spent for living\n\nd)\n\nexpenses and salary received.\n\nIt is not affected by size or location of cities.\n\n—PERCENTAGE OF SALARY SPENT FOR PERSONAL LIVING EXPENSES\n\nSTUDIES 3a AND 3^*\na)\n\nTeachers are spending five-sixths of their salaries for necessary personal living\n\nexpenses.\nh)\n\nThere is only a slight increase in per cent spent as the cities decrease and as the\n\nsalaries become consequently smaller.\nc)\n\nThere is a small negative correlation between the amount of the salary and the\n\nper cent spent for living expenses, indicating that the higher salaries spend slightly less for\nliving expenses.\n\nThe fact that the correlation is so slight, indicates that all salaries are so\n\nlow that even the higher ones do not have a margin for saving, but are all needed for\nnecessary expenses.\n^\n\n-\n\n—INCREASE OR DECREASE IN PER CENT OF SALARY SPENT FOR LIVING EXPENSES\nI\n\nSTUDY 4\n\nIN 1918-I9 OVER 1917-18\n\nThere was practically no increase or decrease in 1918-19 over 191 7-18. This\nindicates that the increases given to teachers were not more than enough to meet the\nincreases in living expenses. This was true for all groups, size and geographical.\nh) There is no correlation between salary received and an increase or decrease in per\ncent spent by individual teachers on living expenses.\na)\n\nSTUDIES 5a AND $h\n\n—AMOUNT SPENT FOR RECREATION, PROFESSIONAL ADVANCEMENT, ETC.\n\nThe median amount spent by teachers per year for recreation, professional advancement, etc., is less than $75. On the basis of 25 per cent for \"higher life \" this much should\na)\n\nbe spent from a salary of $300.\nh) This $75 per year might well be spent on periodicals and library additions alone,\nand is entirely too small for either recreation or professional advancement (other than\n\nreading).\n\nThe amount spent for these items is uniformly small in all groups, both size and\n\nc)\n\ngeographical.\n\n^\n\nOnly an insignificant positive correlation exists between the salary received by\nteachers and the amount spent for these items.\nd)\n\nSTUDIES 6a AND 6&\n\n—TOTAL EXPENSES\n\na) Total expenses decrease as the size of the cities decrease.\nb)\nc)\n\nBetween groups, total expenses vary directly in proportion to the salary paid.\nFor individual teachers, the higher salary the more the total necessary expenses.\n\nThis is true for all groups.\n\n—PERCENTAGE OF SALARY SPENT FOR TOTAL EXPENSES\n\nSTUDIES 7a AND 7&\n\nIn 85 per cent of the groups during the two years the median percentage of salary\nspent for total expenses was 90 per cent or over. (Efficiency and budget experts give\n10 per cent as the least margin for net savings).\nb) A noticeable negative correlation exists between salary received and percentage\na)\n\nspent for necessary expenses, indicating that the smaller the salary the larger the percentage of it is used for these expenses.\n\n"}
{"page": 641, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nSTUDY 8\n\n625\n\n—INCREASE OR DECREASE IN THE PERCENTAGE OF SALARY SPENT FOR TOTAL\nEXPENSES IN 1918-19 OVER I917-18\n\na) Increases given to teachers\n\nand Curtailment of expenses for recreation and pro-\n\nfessional advancement produced a small decrease in the percentage spent for necessary-\n\nexpenses.\nh)\n\nThere is no correlation between salary received and an increase or decrease in the\n\npercentage spent for necessary expenses in 19 18-19 over 19 17-18.\n\nSTUDY 9\na)\n\n—YEARS OF SCHOOLING ABOVE THE EIGHTH GRADE\n\nThe median number of years schooling above the eighth grade is over six, seven,\n\nand eight for the elementary, intermediate, and high school respectively.\nh) From the negative coefficients found between salary and schooling, especially in the\ntwo largest groups, it would seem that there is an association of higher salaries with fewer\nyears of schooling.\n\nSTUDIES\n\nlOfl\n\nAND loh\n\n—BONUS RECEIVED\n\nOver 85 per cent of the teachers reported receiving no bonus.\nh) The average bonus of the few teachers receiving them during the two years would\nnot exceed $35 (elementary and intermediate).\nc) The granting of bonuses is a temporary adjustment and was resorted to only in a\nvery few cases.\nSTUDIES I Iff AND 1x6;— ADDITIONAL INCOME EARNED\na)\n\na)\nh)\n\nOnly about 20 per cent of the teachers reporting earned any additional income.\nFor the 20 per cent earning additional income the average amount earned would\n\nnot exceed $100.\n\nSTUDY 12\n\n—AGE OF TEACHERS\n\nThe median age for teachers increases as the size of the city increases.\nh) The median age of teachers is approximately 30.\nc) Teachers are more seriously preparing themselves for the work of teaching and\nare tending to stay in the work longer.\nThe older\nd) There is a distinct correlation between age and salary received.\nteachers are more apt to receive the higher salaries.\na)\n\n—^DEPENDENTS SUPPORTED BY TEACHERS\n\nSTUDIES 13 AND 14\na)\n\nA larger percentage of teachers support dependents as the size of the city increases\n\nwith its accompanyingly larger salary.\nh)\n\nIndividual teachers support more dependents in the larger cities than in the\n\nsmaller places.\nc)\n\nAbout the same percentage of women teachers report dependents in each of the\n\ndivisions, elementary, intermediate and high school.\n\nd)\n\nAmong high-school teachers, a much larger percentage of men support dependents\n\nthan do the women.\ne) Nearly 60 per cent of the men high-school teachers support families of two or\nmore entire dependents.\n\nCHAPTER III\nTHE SALARYlSITUATION IN THE UNITED STATES AS SHOWN\nBY LETTERS FROM STATE SUPERINTENDENTS\nAs a result of the National Education Association's campaign and the\nsharp reaUzation on the part of teachers of the need for better salaries,\nthere was almost nation-wide agitation on the question during 19 18-19.\n\nIn order that teachers may have the benefit of knowing what has been\n\n"}
{"page": 642, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n626\n\n•\n\nconsidered and what has been accomplisht by the legislatures of the various\nstates,\n\na letter was sent by President George D. Strayer to State Com-\n\nmissioners and Superintendents of Public Instruction, asking\n\nthem\n\nto\n\nreport any bills on the question of teachers' salaries which were past by their\nstate legislatures.\n\nThey were askt to report any legislation then pending\n\nas well as any noteworthy actions by local school boards in meeting the\nsituation.\n\nAnswers were received from 37 states, and will be arranged in\n\nthe same geographical groups which have been used in the remainder of\nthe study.\n\nGroup A\nCONNECTICUT\nConnecticut proposed the granting of $3 per pupil in average attendance. This would bring a material increase to salaries, but has not\nyet been approved by the governor, because all of the increase would not\n\ngo to teachers'\n\nsalaries.\n\nAnother bill was proposed which would give\n\nstate aid to districts in proportion to their valuation, so that the state\n\nwould carry 75 per cent of teachers' wages for some of the smaller places,\nand from that down to 20 per cent. Secretary Hines writes \"teachers'\nsalaries in this state are very generally increasing from 10 to 30 per cent.\n\nWe anticipate a state increase of 15 to 20 per cent.\"\nDELAWARE\n\nA New\n\nSchool Code was estabhsht for Delaware, granting material\n\nincreases in the salaries of teachers.\n\nState Commissioner Spaid reports\n\nthat \"the state makes an annual appropriation to cover the entire expenses,\nincluding railroad fare, of the teachers who wish to attend summer school\nfor a period of six weeks within the state, and gives to certain other teachers\n\na lump sum of $50 to help defray their expenses at any standard summer\nschool without the state.\"\n\nMASSACHUSETTS\nCommissioner Payson Smith of Massachusetts is strongly supporting\na bill now pending in the state legislation to provide state subsidies for\nFor each person employed for full-time service for twelve months\nteachers.\nas superintendents of schools, the city or town shall be reimburst by $750 if\n\nthe superintendent's salary is not less than $1800, and reimburst by $500\n\nFor teachers employed for full time\nthe city or town shall be reimburst by $200 for each teacher having received\na salary not less than $850; $150 for each teacher having received a salary\n\nif\n\nthe salary is not less than $1500.\n\nnot less than $750 (with limiting conditions upon professional training,\netc.) and $100 for each person having received a salary of not less than\nSubsidies for part-time superintendents and teachers will be paid\n\n$650.\n\naccording to the above plan, and in proportion to the time served.\nsion\n\nis\n\nalso\n\nProvi-\n\nmade in the bill to provide supplementary reimbursements\n\n"}
{"page": 643, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n627\n\naccording to the per pupil valuation of the different cities or towns, ranging\n\nfrom $300 for per pupil valuation of less than $2000 to $50 if the per pupil\nvaluation is less than $4500, but not less than $4000, with the intermediate\nsteps in proportion.\n\nNEW HAMPSHIRE\n\nNew Hampshire past a bill providing for the establishment of a State\nBoard of Education and the standardization of teachers' salaries. Deputy\nCommissioner of Education, Harriet L. Huntree, says \"there is no definite\nstatement of a minimum salary.\n\nIt is generally understood, however, that\n\nthe rural school teachers will receive at least a minimum salary of $15 a week,\n\nbut no legislation so states.\"\n\nNEW YORK\nOne of the most significant pieces of salary legislation, because of the\nstandards set and the number of teachers involved, was the state-wide\nteachers' bill past by New York.\n\nFor New York City a minimum wage\n\nfor teachers of kindergarten and the first six grades of $1005 is provided\n\nwith a maximum of $2160.\n\nIn Grades 7, 8, and 9, the minimum becomes\n\n$1350 and the maximum $2700. In high schools salaries of regular teachers\nrange from $1350 to $3150. First assistants in high schools begin at $2650,\nand reach a maximum of $3650. For cities of the first class, with populations less than one miUion, the minimal salary is set at $800 for elementary\nFor cities of the second\nteachers, and $1200 for high-school teachers.\nclass the elementary minimum is $800 and the high-school minimum is\n$1000.\n\nThe bill also provides that every school district shall make a salary\n\nschedule providing, in districts of the first and second class, at least eight\n\nannual increments above the minimal salary set.\n\nPENNSYLVANIA\nThe. \"Woodruff Salary BiU\" was past at the last session of the State\nLegislature.\n\nThis bill provided for a general increase of teachers' salaries\n\nthruout the state, and, according to Acting Superintendent Koch, has the\nhearty support of teachers and of the people.\n\nRHODE ISLAND\nCommissioner Ranger reports that the \" Rhode Island General Assembly\nenacted legislation that aims to raise the teachers' minimum salary from\n$400 to $500.\n\nmiaimum.\n\nThe new act is not mandatory in establishing the $500\n\nIt offers to towns that increase salaries previously lower than\n\n$500, one-half of any increase not exceeding one-half the difference between\n\nthe salary previously paid and $500.\"\n\n\"Most of our school committees\n\nhave increast salaries during the current school year and several have\nincreases for next year under consideration.\"\n\n"}
{"page": 644, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n628\n\nGroup B\nALABAMA\nSuperintendent Dowell writes that \"there\n\nis\n\na general sentiment\n\nfavorable to the increase of salaries, but no bill has been presented to the\nIt may be stated\n\nlegislature, and so far as I know none has been prepared.\n\nthat all boards of education are prepared to increase salaries to the limit\nof available funds.\"\n\nARKANSAS\nSuperintendent\n\nBond reports that \"Our Recent Legislature did not\n\npass any special legislation affecting teachers' salaries.\n\nI may say in this\n\nFrom\n\nconnection that our annual school election was held recently.\n\nreports coming into this office, it seems that practically all districts, both\n\nurban and rural, are voting the full tax limit.\"\n\nThis is the result of a vigor-\n\nous campaign in the interest of increast local taxes and higher salaries\n\nwhich was conducted by the State Department of Arkansas during the last\nyear.\n\nFLORIDA\n\nNo legislation was enacted in Florida at the last session on the subject\nof teachers' salaries.\n\nState Superintendent Sheats thinks \" County Boards\n\ngenerally, thruout the state, are making strenuous efforts to raise salaries.\n\nSome have raised them lo per cent, some as much as 25 per cent, and others\nI will say that nearly every County Board in\n\nhave raised them higher.\n\nthe state is raising these salaries of teachers all their finances will possibly\n\nwarrant.\"\n\nGEORGIA\nSeveral bills on teachers' salaries, as well as other educational subjects,\n\nwere pending in the State Legislature at the time of Superintendent\nThe Forty-seventh Annual Report of the Department\nBrittain's letter.\nof Education to the General Assembly of the state of Georgia gives many\ninteresting facts relative to the salary\n\nproblem in that state.\n\nthe following average monthly salaries paid during\n\ngives\n\nIt\n\n191 7-18:\n\nGRAMMAR GRADES\nAverage monthly salary paid white male teachers\nAverage monthly salary paid white female teachers\nAverage monthly salary paid colored male teachers ......\n\nAverage monthly salary paid colored female teachers\n\n1917\n\n1918\n\n$63 .00\n\n$70. 00\n\n47 -12\n31.61\n\n34-72\n\n22 73\n\n26 12\n\n.\n\n5236\n.\n\nHIGH-SCHOOL GRADES\n1917\n\nAverage monthly salary paid white male teachers\nAverage monthly salary paid white female teachers\nAverage monthly salary paid colored male teachers\nAverage monthly salary paid colored female teachers\n\n$101. 00\n\n1918\n\n65 00\n\n$109. 75\n70 61\n\n46.71\n\n51-87\n\n28 63\n\n31 77\n\n.\n\n.\n\n.\n\n•\n\n"}
{"page": 645, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n629\n\nFrom the same report we learn that \"Thousands of the best and most\nenergetic men and women left the schoolroom at the call of business and for\n\nmuch larger salaries.\"\n\nThis shows the acuteness of the salary problem in\n\nGeorgia brought about by the fact that the land is assest at about one-fifth\nof its value, and that the amount of per capita tax for school purposes is the\n\nfourth lowest in the United States.\n\nA bill is also pending to provide for\n\nprompt payment of teachers without having the salaries which average\nbut a httle over $300 discounted. Schools and teachers lose $50,000\nannually by having their warrants discounted.\n\nKENTUCKY\nSuperintendent Gilbert states that the minimal salary of $50 a month\nwas establisht for first-class rural-school teachers, and that several city\n\nboards of education within the state are very materially increasing their\nsalaries.\n\nThe Board of Education of Louisville, in order to insure a supply\n\nof teachers to begin the year, increast the salaries by from 8 to 33 per cent.\n\nThese increases were graduated inversely according to the salaries received.\nLOUISIANA\nSuperintendent Harris states that the Constitution was amended in\nthe fall of 19 1 8 in a way to very materially increase the school funds.\n\nMuch\n\nwould go toward the bettering of salaries. A suggestive\nschedule of salaries for teachers was adopted, which will be used as the\n\nof this increase\n\nbasis for the fixing of teachers' salaries for the session of 1919-20,\n\nSalaries\n\noutlined are minimum, and in perhaps a majority of the parishes the annual\nsalaries\n\npaid will range considerably higher.\n\nThe schedule for elemen-\n\ntary grade teachers is as follows:\n1. Graduates of standard normal schools: the first year of teaching experience, $70 a\nmonth; second year, $75; third year, $80; fourth year, $85; fifth year, $90; eleventh\nyear and thereafter, $100.\n\n2.\n\nTeachers holding first grade certificates: $10 a month less.\n\n3.\n\nTeachers holding second grade certificates:\n\n$50 a month without any annual\n\nincreases.\n4.\n\nTeachers holding third grade\n\ncertificates:\n\n$40 a month without any annual\n\nincreases.\n\nMISSISSIPPI\n\nNo legislation has been recently past in Mississippi.\n\nSuperintendent\n\nBond is hopeful that the next legislature will more adequately provide for\nteachers' salaries.\n\nHe states that\n\nSome of our Local Boards of Trustees have made $1200 a year the minimum for\ngrade and high school teachers.\n\nThere is a tendency to put all such teachers on a twelve\nmonths salary basis, giving them thirty days off during the year, and employing them\nfor half time during the rest of the time the school is not in session, to coach all those\n\nstudents that failed to pass on the last session of work.\n\n"}
{"page": 646, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n630\n\nNORTH CAROLINA\nState Superintendent Brooks reports three educational advances for\nNorth Carolina, \"The six months minimum school law,\" *'The CountyBudget\" and \"The Minimum Salary Law.\" This law provides that a\n\n10 per cent increase in the salaries of high-school teachers is given, with the\nprovision that nothing in this section shall make it compulsory upon the\n\nCounty Board of Education to fix the monthly salaries of high-school\nteachers higher than $75 a month. It also provides that in complying\nwith the requirements that budgets be prepared, that increases should be\n\ngranted teachers ranging from 25 per cent to 10 per cent, depending upon\nthe work done and certificate held.\n\nIt was, however, provided that nothing\n\nin this section shall make it compulsory upon the County Board of Educa-\n\ntion to fix the monthly salaries of teachers for any school larger than t:he\n\nfollowing:\n1.\n\nFor inexperienst teachers, a salary not larger than the average salary of 1918-19\n\nof the teachers in the county holdmg the same grade certificates.\n2.\n\nFor teachers of successful experience of two or more years holding elementary\n\ncertificates, $65 per month.\n\nSOUTH CAROLINA\nSuperintendent Swearingen reports that high-school salaries were raised\nso that the lowest-paid high-school assistant received $75 per month\n^an increase of 30 per cent.\nThe $75 was increast by $5\n\ninstead of $55\n\n—\n\nfor each of the two succeeding years of experience.\n\nAn act of 1919 pro-\n\nvides for salaries of elementary school teachers as follows:\n\nAn assistant teacher holding a first-grade certificate shall be paid not more than $60\nper month; an assistant teacher holding a second-grade certificate shall be paid not more\n\nthan $50 per month, and an assistant teacher holding a third-grade certificate shall be\npaid not more than $40 per month.\n\nIn any district the board of trustees may pay lower salaries in their discretion; but\nsuch lower salaries shall always constitute the basis for calculating any deficiency to be\n\nmade up from the funds provided under this Act.\ndistrict\n\nIf the salaries paid teachers in any\n\nexceed the salaries herein authorized, the total amount of the excess must be\n\napplied by the board of school district trustees, either by private subscription, or by a\n\nAny district running its school longer than seven months\nmust also pay the cost of the eighth month, or of the ninth month, by private subscription,\nor by a higher rate of local taxation.\n\nhigher rate of local taxation.\n\nTEXAS\nState Superintendent Annie\n\n,\n\nWebb Blanton reports three measures\n\naffecting teachers' salaries recently past by the state of Texas:\nFirst\n\n—\" For the purpose of promoting the public school\n\ninterests of rural schools and\n\nthose of small towns, and of aiding the people in providing adequate school facilities for the\n\neducation of their children, $2,000,000, or such part thereof as may be necessary, is hereby\nappropriated out of any money in the State Treasury not otherwise appropriated for the\nschool year ending August 31, 1920, and $2,000,000, or such part thereof as\n\nmay be\n\nnecessary, for the year ending August 31, 192 1, to be used in accordance with the provisions of this Act in aiding rural schools and those of small towns.\"\n\n—The prompt payment of teachers without discount, and,\n—Equal pay for men and women in the State schools of the State.\n\nSecondly\nThirdly\n\n"}
{"page": 647, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n631\n\nVIRGINIA\n\nAt the legislative session of 19 18, the amount appropriated by the\nSuperintendent\nstate for teachers' salaries was increast about $800,000.\nHart hopes that the next session of the legislature'will provide local increases\nto teachers' salaries amounting to approximately 25 per cent.\n\nGroup C\nillinois\n\nThe state of Illinois has a bill pending which will make $700 per school\nyear of 36 weeks the compensation rate at which all teachers in the public\nschools must be paid.\n\nThis act does not apply to any school district levying\n\nthe maximal amount of taxes authorized by law.\n\n,\n\nINDIANA\nSuperintendent Hines reports that the multiples for determining the\n\nwages of teachers have been increast 25 to 30 per cent. The school board\nat Whiting, Indiana, has estabUsht $1000 as a minimal salary for all grade\nteachers, even beginners.\n\nMICHIGAN\nV\n\nNo bills were past by the last legislature of this state, but a very active\ncampaign has been carried on by the State Teachers' Association for the\n\nA bulletin, \"Teachers' Salaries in\n\nbetterment of salaries in that state.\n\nMichigan,\" publisht by the State Teachers' Association, has been largely\ninstrumental in improving the salary situation thruout the state.\n\nSome of\n\nthe larger cities, particularly Detroit, have establisht salary schedules very\n\nmuch in advance of past years, while some of the smaller places, such as\nMonroe, have establisht a minimal salary of $1000.\n\nConsidering that the\n\naverage salary of Monroe was $735, this represents a noteworthy advance.\n\nOHIO\nAssistant Superintendent Riegel states\n\nthat\n\n\"Boards of Education\nIn some\n\ngenerally are increasing salaries of superintendents and teachers.\ncases the salaries are double\n\nwhat they were three or four years ago.\"\n\nA bill was under consideration in the state legislature which would provide\na salary schedule for elementary teachers ranging from a minimum of $60\nper month to $75 per month, according to the amount of experience, and\nalso providing that all schools should be in session for eight months.\n\nGroup D\nIOWA\n\nThe state of Iowa recently past a minimum wage law which, according\nto Superintendent Deyoe, may be regarded as a decided step in advance for\n\nbetter teachers' salaries in Iowa.\n\nThis law financially recognizes the\n\n"}
{"page": 648, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n63 2\ndifferences in\n\namount of preparation.\n\nA teacher who has completed a\n\nfour-year college course and received a degree from an approved college\n\nand who is the holder of a state certificate shall receive a minimum wage of\n$ioo per month, and aftef two years of experience the minimum wage\nshall be $120 per month.\nA teacher who has completed a two-year course\nin the state normal school shall receive a minimum of $80, which after\ntwo years' successful experience shall be $100. A teacher who has completed a normal course in a normal training high school and has less than\none year's successful teaching experience shall have a minimum wage of\n$65 per month, which after additional training will be increast to $75 and\nthen $80 per month. A teacher who is the holder of a second-grade county\ncertificate shall receive a minimal wage of $60, which after one year of successful teaching experience becomes $65, while a teacher holding a thirdgrade county certificate shall receive a minimal wage of $50.\n\nMINNESOTA\n'\n\nSuperintendent McConnell states that \"No laws relating to teachers'\n\nsalaries\n\nwere enacted by the last legislature, but\n\nsalaries\n\nhave advanst\n\nat least 40 per cent over 19 14, and at least 10 per cent over last year.\n\nThe\n\nadvance has been general thruout the state, and I have not been informed\nof any action taken by any particular school board.\"\n\nMISSOURI\n\nThe state of Missouri past a bill which provided a 50 per cent increase\nfor county superintendents and gave serious consideration to another bill\n\nwhich provided material increases for teachers' salaries ranging from $65\nto $100 per\n\nmonth.\n\nThe latter bill, however, was defeated after much\n\nfavorable discussion thruout the state.\nincrease the grade teachers' salaries.\n\nThere is a general tendency to\n\nSt. Louis and Kansas City led in this\n\nmovement, with increases of approximately 25 per cent to their teachers,\nwhereas we are informed by Rural School Inspector Harrawood that\nSedalia, JopUn, Poplar Bluff, and Jefferson City increast teachers' salaries\n\nfrom 10 to 20 per cent.\n\nNORTH DAKOTA\nAccording to Assistant Superintendent George A. McFarland, the\nsalaries paid in the better graded schools were increast to $90 or $110\n\nThe salaries of county superintendents were also increast\nfrom 50 per cent to 70 per cent, with an additional increase in mileage.\n\nper month.\n\nOKLAHOMA\nAssistant Superintendent Collette reports that no bills were past at the\nrecent session of the legislature affecting the salary of teachers.\n\nThe\n\nstate board of education, however, authorized a 10 per cent increase in the\nsalaries of those teaching in the state\n\nnormal schools.\n\n\"Local boards of\n\n"}
{"page": 649, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n633\n\neducation thruout the state are increasing the salary for the next school\nyear; I think the general increase would average about 15 per cent.\"\n\nSOUTH DAKOTA\nSuperintendent Shaw replies as follows: \"I regret to say that no legislative action regarding teachers' salaries in this state\n\nwas past at our\n\nlegislature which adjourned on March 7 th of this year.\n\nTeachers' salaries\n\nin South Dakota have been increast about 20 per cent over the salaries paid\nlast year, but no legislation concerning the matter was past.\"\n\nGroup E\nARIZONA\n\nNo legislation affecting teachers' salaries was past at the last session\n\"A bill, however, was introduced, providing for\n\nof the state legislature.\n\na minimum wage of $1200, but failed of passage.\"\n\nSuperintendent Case\n\nreports that some of the local school boards have made increases in salaries\nas high as 25 per cent.\n\nCALIFORNIA\n\nBackt by school organizations all over the state, a vigorous campaign\nfor increast school taxation and better salaries for California was successfully waged during 1919.\n\nIt resulted in the passage of a bill increasing the\n\nstate allowance per pupil from $15 to $17.50.\n\nAnother bill increast the\n\nstate apportionment of school funds from a basis of $250 to $350 per teacher,\n\nwhile a third bill provided that the county apportionment should be increast\nfrom $13 to $21 per pupil, and fixing $550 as the amount per teacher to be\nraised by local taxation.\n\nCOLORADO\nColorado salaries were increast by 20 per cent for teachers in thirdclass districts,\n\nand a minimal salary of $75 per month was establisht for\n\nteachers in the first- and second-class districts, according to the report of\n\nMary C. C. Bradford, superintendent of that state.\nIDAHO\n\nNo laws were past which distinctly establisht standards for teachers'\nThere is, however, a general movement over the state to increase\nand make them more commensurate with the costs of\n\nsalaries.\n\nteachers' salaries,\nliving.\n\nSeveral of the smaller places,\n\namong them Blackfoot, Nampa,\n\nand others, have establisht schedules which will provide for\nminimal salaries of $1000 with liberal maximal salaries above that. A\ncampaign for better salaries is being conducted by Miss Redfield, state\nsuperintendent. Many more cities are expected to meet this standard for\nPocatello,\n\nthe next year.\n\n"}
{"page": 650, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n634\n\nMONTANA\nMiss May Trumper, Superintendent of Public Instruction, reports that\nno legislation was past in Montana which directly influenst salaries, with\nthe exception of a bill providing for \"equal pay for equal work for men and\nwomen.\" The teachers of Butte, Montana, however, were successful\nin securing a $300 increase in the salaries for next year, in addition to a\n\n$100 bonus for the salaries of the present year.\n\nThis will give for Butte a\nminimal salary of $1000 for grade teachers, $1400 for junior high school\nteachers, and $1600 for senior high school teachers.\n\nNEW MEXICO\n\"The salaries in New Mexico for the school year beginning September,\n1919, will run from 30 to 40 per cent higher than last year,\" is the opinion\n\nSuperintendent Wagner. Special provision was also made in New\nMexico for rural schools and a law was past providing a salary schedule for\n\nof\n\nthem as follows:\nThe amount which may be expended by any rural school district, where no such\ngraded' school is maintained, for all purposes except the construction, purchase, lease,\nrepair or equipment of school houses, shall not during any school year exceed the sum\nof seventy dollars ($70 00) per month per school room in which a teacher holding a third.\n\ngrade certificate is employed, nor more than ninety dollars ($90 00) per month per school\n.\n\nroom in which a teacher holding a second-grade certificate is employed, nor more than one\nhundred and ten dollars ($1 10 00) per month per school room in which a teacher holding a\n.\n\nfirst-grade or higher certificate is employed.\n\nOREGON\nSuperintendent Churchill reports the passage of a minimal salary bill\nfor the state of Oregon, which makes $75 per school month the legal mini-\n\nmum for any public school teacher. He also reports various increases in\nNoteworthy\namong these is the increase in the Portland schools, where by a special\nelection on May 10 an increase of $531,000 was voted by the school district\nthe salaries of the teachers in the cities within the state.\n\nof Portland to be spent exclusively in increasing teachers' salaries.\n\nThis\n\nwill give each teacher in the service a flat increase of $40 per month or $400\nper year over the present schedules, and will make the minimal salary\n\nfor beginning teachers in Portland $1200.\n\nWASHINGTON\nMrs. Preston writes that Seattle has made a minimum of $1200 for\ngrade teachers and $1500 for high-school teachers, with maximal salaries\n\ntwo divisions. \"Tacoma has increast its tax\nlevy four mills in order to meet the increast demand for salaries for its\nIn fact, all of our first-class districts are meeting the demands\nteachers.\nand just as many of our second- and third-class districts as can do so.\"\nof $1800 and $2100 for the\n\n"}
{"page": 651, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n635\n\nWYOMING\nMrs. Morton, state superintendent, says that no bills past the recent\nlegislature concerning salaries,\n\nbut \"in a number of the counties of our\n\nstate there is a uniform arrangement whereby a minimum salary for rural\n\nteachers has been fixt. The minimum in three counties is $90 per month,\nand in Sheridan County the minimum is $100. There seems to be a movement that is spreading over the state to make a provision such as this.\"\n\nCONCLUSIONS\nThere is nation-wide realization that teachers' salaries are too low, and that\nadjustments must be made in larger units than the single district or city. Of the 37 states\nreplying to President Strayer's letter, 20 of them have past (within the last two years)\nlaws regulating teachers' salaries, and 7 of the remainder have had bills on this subject\nunder legislative discussion.\n1.\n\n2.\n\nThere is a distinct awakening to the fact that elementary teachers, and more par-\n\nticularly rural elementary teachers, are most in need of immediate financial relief.\n\nNot\n\nuntil the rural schools can compete financially with the larger districts is there much hope\n\nthat they will ever be more than the dumping ground for inefi&cient teachers or the training\nschools for city systems.\n3.\n\nA national consciousness of the part played by the schools during the war, accentu-\n\nated by the appreciation of the part they are to play in the period of reconstruction, and\nthe crowning realization of their potentiality for good or evil in the period of social and\nindustrial unrest, has made lawmakers all over the country give school legislation a first\n\nplace on the calendars of legislative assemblies.\n4. An ever growing realization that the results of public education depend in a large\nmeasure upon the efficiency of the teachers, has provokt much legislation, resulting in\n\nincreast standards of preparation for teachers.\n\nThis has inevitably led to the providing of\n\nbetter salaries as the final means of \"enforcing\" the added requirements.\n5.\n\nRecent legislation on teachers'\n\nsalaries in a great\n\nmajority of cases has been\n\ninstigated at least with the cooperation of school men and teachers' organizations, and\n\nhas been on a much more intelligent and liberal basis.\n\nHeretofore, salaiy laws were too\n\nfrequently prompted by anything but altruistic motives.\n6.\n\nEach section of the country is making about an equal effort to improve the condi-\n\ntions of its teachers., but they are far from securing equal results.\n\nAn examination of the\n\nGroup B, in comparison with standards set\nand paid for in states in the other sections, is one of the most conclusive arguments for\nresults accomplisht in some of the states in\n\nfederal aid to education in the United States.\n\nCHAPTER IV\nTEACHING AND THE ECONOMIC SITUATION\nI.\n\nECONOMIC ASPECTS OE THE EDUCATIONAL EMERGENCY\n\nThe present emergency in education is a direct outgrowth of the financial\nexploitation of teachers, and no permanent corrections can be made until\n\nOther causes for this\nsalaries are very materially increast.\nemergency are given and, when analyzed, prove to be merely statements\nof the salary problem, in different words, or from a different angle.\nOther\nteachers'\n\nreasons are given, such as inadequate support, inequality of burden, short-\n\nage of teachers, and untrained teachers.\n\nInadequate support is a question\n\n"}
{"page": 652, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n636\n\nof salaries since 57 per cent of the money expenses for school purposes iii\n\nthe United States in 191 5-16 was for salaries, and it is a higher percentage\n\nnow.\n\nInequality of burden is almost entirely a question of salary since\n\nthe big differences arise there rather than in cost of buildings, school sup-\n\nand operating expenses. A serious shortage of teachers does exist\nand has been an important element in the present emergency, but practically\nall teachers who have left teaching for reasons other than marriage, ill-\n\nplies,\n\nhealth, or old age, did so for positions paying better salaries.\n\nTeachers are untrained, but the graduates of all the public and private\nnormal schools are not more than one-sixth of the new teachers needed\neach year, and yet very few of the normal schools are carrying their capacity\nnumber of students. The reward? of teaching do not encourage the expenditure of time and money in professional preparation. This will also account\nfor the shortness of the teacher training courses, being in most cases only\none or two years.\n\nThe training of teachers is infiuenst not only by the prospective lack of\nby inadequate support of these normal\n\nsalary for the students but also\n\nschools, particularly in the salaries of the\n\nnormal school teachers.\n\nFew\n\nstates have a salary schedule for the normal schools which will bear compar-\n\nison with the salaries in the better high schools of the state.\n\nAs a nation we\n\nspend as much per student per year to educate any high-school pupil or\n\nany boy in a reform school as we do for the training of a teacher in a normal\nschool.\nWe spend nearly twice as much for a pupil in a deaf school, more\nthan twice as much for a college or university student, three times as\nmuch for a blind student, and nearly four times as much for the training of\na feeble-minded child.^\n\nProbably the two reasons why the question of teachers'\n\nsalaries is\n\neducationally paramount at the present time are (i) salaries have not kept\n\npace with the increast cost of living, and (2) teaching is so poorly paid in\n\ncomparison with other lines of work that it has suffered tremendously by\ncompetition.\n\nThe opposites of these two statements are frequently claimed\n\nto be true and used as arguments against measures for the better support\nof schools or the increase of teachers' salaries.\n\nIt\n\nbehooves all teachers\n\nto know how true they are, which the comparisons in this part of the chapter\nwill show.\n\na) Teachers^ salaries\n\nand\n\nthe cost of living.\n\n—Have teachers'\n\nsalaries\n\nadvanst, and if so, how much ?\n\nTable LVII will show that during the last\ntwelve years the average salary for all the teachers in the United States has\nincreast from $381 .77 to $630.64, an increase of 65 per cent\n\nous increase!\n\n—\"a tremend-\n\nWhat an ungrateful lot of money-grabbing Croesuses the\n\nteachers of the United States must be to have such an increase in salary and\n\nbe waging campaigns for more\" exclaims the self -pitying and near-\n\nstill\n»\n\nFrom Table VIII, Commissioner of Education Report, II (1917)1 25.\n\n"}
{"page": 653, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n637\n\nWhat does an increase of 65 per cent mean when based\nupon such a salary for 1906 as $381 77 ($31 80 a month) ?\nsighted taxpayer.\n\n.\n\n.\n\nTABLE LVII\nAverage Annual Salaries for Teachers (Men and Women) in \"State School\nSystems \" for the United States and for the Five Geographical\nDivisions for the Years 1906-07 to 1915-16*\nYear\n\n1906-7.\n1907-8.\n1908-9.\n1909-10.\n1910-II\n1911-12.\n1912-13.\n1913-14.\n1914-15.\n1915-16.\ni9i8t...\n\nUnited\n\nNorth\n\nNorth\n\nSouth\n\nSouth\n\nStates\n\nAtlantic\n\nCentral\n\nAtlantic\n\nCentral\n\n$381.77\n414.87\n442.89\n488 20\n466 40\n491 .62\n511.86\n524.60\n543 31\n563 08\n630.64\n\n$567-45\n581.36\n648.07\n\n$373-86\n436.56\n457-07\n468.08\n480.29\n499.18\n523.22\n537-45\n557-78\n569-65\n\n$235-73\n232.13\n292.38\n281.88\n303-91\n308.34\n327.19\n328.88\n333 58\n342.39\n\n.\n\n.\n\n611 .06\n\n604 04\n651.24\n668.52\n696.25\n727.28\n728.56\n.\n\nWestern\n\n$239\n260\n\n$535\n550\n558\n576\n607\n668\n709\n699\n734\n\n293\n\n320\n332\n345\n354\n360\n366\n413\n\n797\n\n* From Reports of the Commissioner of Education.\nt\n\nFrom Estimate of Commissioner of Education, N.E.A. Bulletin for April, 1919, page 14.\n\nSuch a salary is a relic of days when teaching was a side issue to some\nother occupations, requiring little or no preparation,, continuing for inter-\n\nmittent periods of two or three months according to the season and the\n\nweather conditions and not expected, in any case, to be a total means of\nIt was rather a means for the stay-at-home girl to make a little\n\"ready money\" and have in addition the \"peace of mind\" which is the\nreward of the missionary and the social worker. Another side of this story\n\nsupport.\n\nis\n\nthat while the teachers' salary has increast 65 per cent in twelve years,\n\nit is not\n\nthe only thing which has increast.\n\nThe cost of her schooling, the\n\ncost of her clothes, her room and board, in other words, her entire expenses\n\nhave by no means been left behind in the race toward higher prices, and\n\nNot only have they not been left behind, but they have\nbeen able to so skillfully maneuver for positions that the teachers' salary\nincreast costs.\n\nhas been hopelessly defeated h^ the other competitors in this race.\n\nHow much additional preparation can a teacher afford, how much better\ncan she live, how much more optimistic can she be in her teaching even if\nher salary has increast 65 per cent within the last ten years,\n\nwhen she\n\nrealizes that within the same period the cost of living has more than doubled\n\nso that her 65 per cent increase is in reality almost a 20 per cent decrease.\n\nIn this age of economic enlightenment almost every occupation except\nteaching has learned that there is such a thing as a \"standard of living,''\nthat this standard of living has a direct effect upon the health, happiness,\nand efficiency of the worker and his family, that this standard varies by\noccupations and by localities, that there is a minimal level below which it\n\n"}
{"page": 654, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6sS\nis socially\n\nunsafe to force people to live, and lastly, that wages must be\n\nconsidered not from the point of view of actual amounts but in regard to\n\nwhat can be obtained for them.\n\nThe keeper of a boarding house in a western normal school town was\nheard to remonstrate upon the state's extravagance in the payment of its\nnormal school teachers.\n\nShe complained that they were paying some of\nthem almost twice as much as they did ten years before that. In that\nsame ten years the price of board in her home had increast from $2 per\nweek to $5. This tendency of juggling school expenditures by comparisons\nwith the past, rather than the scientific forward look which is the basis of all\n\nmodern budget making, has too long prevailed. School men are, themselves, largely responsible for this attitude.\nThey have practist it and\nallowed its use on them and their problems until now it has become a habit\nof the public mind in all school measures. Any means would be justifiable\nwhich would break up this habit, and the campaign of education cannot\nstart too soon.\n\nTeachers should realize and they must see to it that the people realize\nthat salaries ought to provide for the coming year, not the one just past.\n\nThey must provide also for additional preparation at future intervals, for a\nstandard of living necessary for teachers and for a small margin of saving.\n\nThe only use of past conditions should be to guide in making this estimate\nof future needs.\n\nOf what value is an increase in a teacher's annual salary of $20, $22\n\n.\n\n50,\n\n$45, or even $75 or $100 (which range will include 95 per cent of the increases\n\ngiven)\n\nwhen all of this increase, and often more, will be needed for the\n\nadditional cost of room and board alone?\n\n\"During the five-year period between October, 1913, and October, 1918,\nfood as a whole was 75 per cent higher in 19 18 than in 1913.\"^\n\nThe whole-\n\nsale price of every article increast 54 per cent or more, while five articles\n\nincreast over 100 per cent (corn meal 119 per cent, lard 115 per cent, bacon\n\n108 per cent, flour 103 per cent, and pork chops 102 per cent).\n\nThe close\n\nfound the index numbers for all wholesale prices over 200, an\nincrease of over 100 per cent since 19 13, with an average for the year of\nof 1918\n\n196+.\n\nWhat percentage, or even fraction of a per cent, of the teachers of the\nUnited States were receiving in November, 1918, more than twice as\nmuch as they were in October, 19 13 ? Or we might be still more modest\n\nand ask what fraction of a per cent of the teachers of the country had had\nincreases of salary in that time which had kept pace. with the lowest percentage of increase for any article of food, namely 54 per cent.\nChart III gives a graphic representation of the mal-adjustment between\nteachers' salaries and the wholesale prices of \"All Commodities\" from\nthe years 1906 to 191 8. It shows how conservatively teachers' salaries\n'\n\nMonthly Review, Bureau of Labor Statistics, January, 1919.\n\n"}
{"page": 655, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n639\n\nhave kept the even tenor of their way, with no regard for the tremendous\nincrease in the cost of Hving.\n\nJIM\n\nCHART III\nCHART SHOWING THE RELATIVE INCREASE IN\nTEACHER'S SALARIES AND THE COST OF LIVING\nAS SHOWN BY WHOLESALE PRICES FOR THE\nPERIOD BETWEEN 1906-1918.\nline represents the increase over the preceding year in\naverage annual salary for all teachers in the United States.\nData taken from Table LVII. Dotted line at end covers\n\nSolid\n\njm\n\nperiod between 1905-16 and the figure for 1918.\nline represents the increase over the preceding year\nof the index numbers for the wholesale price on all commodities.\nData taken from the monthly Reviews of the\n\nBroken\n\nMl\n\nBureau of Labor\n\nStatistics.\n\n190\n\nISO\n\n170\n\nJM\n\nJtiL\n\nm\n120\n\n-^\n\n^pY bb d? vC\n\nJ/\n\nvb\n\nvb\n\n'A\n\nty\n\nvie\n\n'/I?\n\nvis\n\nSome near-sighted, penurious \"watchdogs of the public funds'' are\nsaying: \"Prices are abnormal now and will drop at once.\n\nLet the teachers\n\nbear their part of the increast cost as a patriotic duty, until things readjust\n\n"}
{"page": 656, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n640\n\nWhy didn't these same people object on the same grounds\n\nthemselves.\"\n\nto the increases given to railroad employes, to the workers in their factories,\nto the farmers for their wheat ?\n\nexploited,\n\nIf patriotism consists in being economically\n\nhow could these same objectors bring themselves to accepting\n\nAre we making a wise investment\nwhen the teachers of the country are living on such a close margin that\nstatements like the following are common: \"I am buying a $50 Liberty\nBond each year, so shall not be able to attend summer school until they are\npaid for.\" \" I put the money for my magazines into War Savings Stamps\" ?\nMartha and Robert Bruere,^ writing in 1913, say: \"We are therefore\nhigher prices for their goods or services ?\n\nehminating from consideration in this book all famiHes whose incomes,\neither in\n\nmoney or its equivalent, are less than $1000, because we are\n\nconvinst that no supplemental expenditure of brain and muscle can enable\n\nthem to rise to the level of social efficiency.\"\n\nAnd again: $1200 \"is more\n\nnearly correct than $1000 as the financial minimum for social efficiency.\"\n\nThis standard set for 1913 would have to be nearly doubled to meet the\n\nAssuming that not all the budget items need to be increast\n\nneed of 19 19.\n\nat the same rate as food, rent, etc., it would be a safe approximation to say\n\nthat these figures, instead of being $1000 and $1200 in 1918-19, would be\nat least $1800 and $2000.\n\nThis is setting a standard which many will call too high, but it involves\nthe social efficiency of a family and not of a single teacher.\n\nFor several\n\nreasons we must begin to think more in terms of a compensation for teachers\n\nThe holding of any other\npay for equal\nwork,\" much strengthened by the war, would mean the automatic elimination\nfrom the work of teaching of men, particularly men desirous of family\nwhich will permit the support of a family.\n\nposition in the face of the growing tendency for \"equal\n\nresponsibilities.\n\nOmitting the question of social efficiency\n\n—a term as yet indefinite\n\nand much debated as an aim of education and as a standard of living\na teacher can live, i.e., remain physically alive, on much less than $1800,\nor even $1000\nAssociation.\n\n—the tentative standard\n\nJn\n\nfact,\n\nset\n\nby the National Education\ndone by approximately\n\nthis feat is being yearly\n\n20,000 teachers on less than $500 a year, while several thousand of these\njugglers of human destiny do it on less than $300.\nis supplemented\n\nUnless this last figure\n\nby some other form of work, these teachers live on $5\n\n.\n\n75 a\n\nImagine the budget of such a teacher. Start with $5.75 for the\nweek, provide for board, room rent, laundry the items which must be\nweek.\n\nmet every week\n\n—and plan to save enough\n\n—\n\nfor clothes, shoes, the trip or\n\ntrips to the county institute, a newspaper, magazines, dentist\n\nand doctor\n\nbills, and set aside the remainder for a quiet rest during part of the summer,\n\nor a summer course at the State normal school, an occasional trip to some\n\nnearby spot of historic, scenic, or civic interest, a few small donations to\n»\n\nBruere, Increasing Home Efficiency, p. 27.\n\nMacmillan.\n\n"}
{"page": 657, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n641\n\nfriends, church, or charity, and some margin of savings to be invested in a\n\nLiberty Bond or deposited in a savings bank.\n\nLong before the above, none too adequate, hst of expenses are met in\nbudget we are made to reaUze that these thousands of\nteachers in all probability are compelled to prepare their own meager and\nmonotonous meals, they do all their own laundry, make many of their\nclothes, and wear what they do have until they are noticeably behind the\nmode and worn to shabbiness. They will have to have sound teeth and\ngood health and forego all sources of professional advancement or recreaThey must suffer the constant mortification which comes from\ntion.\nthis imaginative\n\ninability to assist with the support of religious\n\ncommunity and deny themselves the\n\nand social activities in the\n\nprivilege\n\nof\n\nforming the \"thrift\n\nhabit of saving\" which they are expected to teach.\n\nThe National War Labor Board, in an exhaustive inquiry into the cost of\na minimal weekly amount upon which\na girl can live. About 60 per cent^ of the teachers of the country are\nteaching this year for less than the $780 which this minimum calls for, to\nliving in Schenectady, set $15 as\n\nsay nothing of the expenses which a teacher must meet which are not\nnecessary for the worker in a factory.\n\nOnly about 20 per cent of the teachers of the United States receive a\nsalary of over $1200, the minimum for social efficiency set in 1913, and if\nthis were raised to $1500 for 1918-19, there would be but about 6 per cent\n\nable to reach it, while if it were raised to $1800 it would reduce this per-\n\ncentage to but 2I per cent.\nIn no other work is the maximal efficiency of the workers more necessary\n\nthan in teaching, and yet by national niggardliness we make it impossible\nfor about four out of every five of our teachers to reach even the minimum\nof efficiency, with the\n\nmore fortunate few.\n\nmaximum far out of reach even for most of these\n\nThe American people are expecting more of teachers\n\nnow than ever before and many of these expectations are along Unes which\ncost teachers more to meet than at any previous time, and yet teachers'\nsalaries are lower in purchasing power\n\nthan they were twelve years ago.\n\nThe answers received from teachers at work under present condicions^\nindicate that the median percentage of salary used for necessary expenses\nis very\n\nnearly 100 per cent, of which only about 15 per cent was spent on\n\nexpenses other than \"personal living expenses.\"\n\nThe condition is shown\n\nin another Hght when total expenses are computed from the cost of \"room\n\nand board\" as given by the superintendents in 310 cities, and compared\nwith the maximal salaries offered in the same cities (Table XLIII). In 48\nper cent (practically one-half) of the cities reporting, the teachers would\nbe compelled to spend 100 per cent or more of their salaries in order to live.\nThis means that no matter how long the teachers in such cities continue\n»\n\nAn estimate based on the distribution of salaries for 1918-19, as given in Table IV, p. 552.\n\n\" Studies \"ja\n\nand ^b in chapter ii, p. 613.\n\n"}
{"page": 658, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n642\n\nno matter how much extra training they take, they cannot\nhope for a maximal salary which will defray expenses without cutting\ndown the standard of living. The condition would be infinitely worse if\nwe assumed that teachers should have the same margin for savings on\ntheir investments which we take for granted in all other investments.\nSalary schedules for teachers must be revised and in the light of present\nin the work,\n\ndemands upon teachers and the present cost of living.\nb). Are teachers better paid than other workers?\n\n—There are several\n\nreasons for the popular idea that teachers are \"well-paid holders of easy\njobs, with easy hours, and long vacations.\"\n1.\n\nTeachers' salaries are usually divided into eight or nine installments\n\nand consequently seem from 25 to 33J per cent higher than they really are.\n2. Salaried people are always adjudged better off by wage earners,\nbecause $75 a month sounds better than $18 75 a week or than $3 12 a day.\n3. Six hours a day seems to many people to be a small number of working hours. This compares very favorably with the hours kept by business\nmen, lawyers, bankers and others, and with the growing tendency of several\nof the labor unions to advocate six- and even five-hour days.\nBut when\nfrom two to four hours is added for \"home work\" in preparation for the\nwork of the next day (ever a new situation to the progressive teacher),\nthe teacher's day becomes longer than that of most workers.\n4. Teachers have long vacations, but living expenses go on during those\nvacations just the same and often increase if the teacher spends part of the\ntime in self-improvement. If she has to turn to some other form of work\nit isn't a vacation, and if she doesn't she usually begins the school year in\ndebt, and so reduces her income for the next year.\n5. Teaching has never entirely recovered from the idea that it is a good\noccupation for the local boys and girls to follow who can board at home and\nconsequently work for less salary.\nThese and other points of view give an erroneous idea of the adequacy\nAssuming that teaching is a profession (the amount of\nof teachers' pay.\n.\n\n.\n\ntraining required does not as yet justify this assumption, but the tendency\nis\n\ndecidedly in that direction), it is interesting to compare the salaries of\n\nteachers with other professions.\n\nThe average salary for all teachers in the\n\nUnited States in 19 18, according to the Commissioner of Education's report,\n\nwas $630.64. The median salary of 76,775 teachers in elementary, intermediate, and high schools in 320 cities over 10,000 population in 1918 was\nonly $869.34.^\n\nThe ministry is seldom, if ever, cited as a highly paid profession, and\nyet the median salary for Episcopal clergymen in this country in 19 18 was\n\n$1218 50,^ between $400 and $500 more than the median salary for teachers\n.\n\nwithout considering the additional value of a'free parsonage.\n»\n\nTeachers' Salaries and Costs of Living in 1918, p. 58.\n\n• Preliminary Report oj the Joint\n\nCommission on the Support of the Episcopal Clergy.\n\n"}
{"page": 659, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n643\n\nThe Massachusetts Institute of Technology took a census of the three\nand 1896 ten years after graduation and found the\nmedian salaries to be $3410, $2430, and $2540.^ Almost no salary schedules,\neven for high-school teachers who have as much or more training, provide\nclasses of 1893, 1894,\n\nTABLE LVIII\nIncome Statistics of Graduates in Engineering from a Western State University*\nYear\n\nOut of\nCollege\n\nNumber\n\nHighest\n\nReporting\n\nIncome\n\n166\n152\n136\n119\n\n$ 4,000\n\nI\n\n2\n\n3\n\n4\n6\n\n94\n80\n\n7\n\n73\n\n8\n\n63\n53\n\n5\n\n9\n10\n\n50\n43\n\nII\n12\n\n34\n\n13\n\n35\n\n14\n\n30\n\n15\n\n31\n28\n25\n23\n\n16\n17\n18\n19\n\n21\n\n20\n\n17\n17\n16\n16\n13\n\n21\n\n22\n23\n\n24\n\n10\n\n25\n26\n\n7\n\n-7\n28\n29\n\n,\n\n30\n31\n32\nS3\n\n5\n5\n3\n3\n3\n3\n2\nI\n\n34\n35\n\nI\n\n7,000\n4,000\n4,500\n5,000\n4,000\n3,400\n5,000\n7,000\n8,300\n10,300\n13,200\n20,000\n40,000\n33,000\n21,800\n27,500\n37,000\n27,000\n23,000\n33,000\n42,500\n46,000\n33,500\n14,800\n13,500\n19,700\n22,500\n4,200\n4,500\n4,500\n4,500\n5,000\n5,000\n5,000\n\nLowest\nIncome\n\nAverage\n\n$ 150\n400\n300\n600\n420\n600\n720\n650\n840\n\n$\n\n1,020\n\n800\n800\n900\n900\n1,000\n\n800\nt...\n1,000\n1,500\n2,COO\n2,100\n2,100\n2,000\n2,100\n2,100\n2,100\n1,500\n1,500\n3,000\n3,000\n3,000\n3,700\n3,700\nS,ooo\n5,000\n\nPercentage\n\nPercentage\nbelow\n\nIncome\n\nabove\nAverage\n\n884\n\n40\n\n1,115\n1,225\n\n28\n\n72\n\n34\n\n66\n69\n68\n52\n\n60\n\n31\n32\n\n1,379\n1,498\n1,596\n1,697\n1,786\n1,996\n2,296\n2,530\n2,819\n3,127\n3,927\n3,884\n4,252\n3,440\n4,671\n4,663\n5,946\n7,734\n8,006\n7,687\n8,172\n\n13\n19\n24\n29\n19\n25\n23\n\n4,630\n\n30\n\n4,671\n6,340\n6,980\n3,567\n3,833\n4,075\n3,983\n\n14\n20\n20\n\n4,350\n5,000\n5,000\n\nAverage\n\n48\n48\n47\n38\n30\n\n52\n53\n62\n70\n72\n74\n79\n87\n\n28\n26\n21\n13\n13\n\n87\n89\n84\n87\n81\n76\n\nII\n\n16\n\n33\n67\n\n71\n81\n\n75\n77\n\n.\n\n70\n86\n80\n80\n67\n33\n\n75\n\n25\n\n33\nSO\n\n67\n50\n\n* From Engineering News (September 9, 1915), page 505.\nt Indefinite loss reported for this year.\n\nfor a maximum salary at the end of ten years equal to the lowest of these\n\nmedian salaries.\n\nThe class of 1908 of the same school took a canvass of its members in\nJune, 1910\n\n—two years after graduation—\n\nthe median salary was $1206.\n\n^and from 126 replies found that\n\nA year later, from 141 replies the same\n\nclass had a median salary of $1409.\n»\n\nTechnology Review for 1915.\n\n"}
{"page": 660, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n644\n\nTable LVIII, showing the income statistics of graduates in engineering\nfrom a western state university, tells a story very unlike the one which a\nsimilar table for teachers would tell.\nIn this table it is easy to see a high\npositive correlation between salary and experience, with an average annual\nincrement of $200 for each of the first fifteen years.\nTable LIX gives the average annual earnings of medical graduates of\nHarvard University since 1901 by years after graduation, as well as the\n\nTABLE LIX\nAverage Annual Earnings of Medical Graduates of Harvard University*\nYears of\nPractice\nI\n\n2\n\n3\n\n4\n5^\n6'\n7\n\n1 901\n\n1902\n\n$ 866\n827\n1181\n1505\n2027\n2341\n2527\n\n$ 787\nio8q\n\n300J*\n3560\n3524\n3«85\n4422\n4680\n\n8\n9\n10\nII\n12\n\n13\n\nMax. No.\n\n1539\n1694\n1556\n1837\n2161\n2491\n\n2900\n2963\n3691\n\n1904\n\n1 90s\n\n1906\n\n1907\n\n1908\n\n1909\n\n1910\n\n$ 541 $ 362\n790\n995\n1412\n1295\n1720\n1566\n1966\n1981\n2277\n2333\n2654\n2967\n3042\n3155\n3616\n3604\n4135\n4535\n\n$ 625\n\n$ 502\n826\n1262\n1765\n2359\n2997\n\n$ 355\n588\n1353\n1963\n2347\n3202\n3545\n\n$ 533\n1250\n1025\n1575\n1847\n2360\n\n$ 425\n\n1237\n1083\n1578\n1835\n\n29\n\n29\n\n25\n\n1903\n\n,\n\n773\n995\n1559\n1818\n\n2347\n3043\n3337\n4500\n\n3650\n4332\n\n874\n1370\n1632\n2150\n\n4604\n\n4130\n\nof\n\nMen\n\n38\n\n29\n\n39\n\n39\n\n33\n\n26\n\n26\n\n* From training rewards of the physician \" Cabot.\"\nFigures compiled from Harvard University in 1914 on the average annual earnings of Lawyers and\nDoctors.\n\nYears out of\nCollege\n\nI\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\n8\n\n9\n\n10\n\n694\n\n609\n\n497\n\n411\n\n317\n\n249\n\n162\n\n112\n\n62\n\n40\n\n664\n\nmo\n\n1645\n\n2150\n\n2668\n\n3118\n\n3909\n\n4426\n\n5321\n\n5325\n\n909\n\n1301\n\n1681\n\n2005\n\n2410\n\n2935\n\n3227\n\n3636\n\n3789\n\nNo. of Replies\n(I)........\nave.\nearning.\nMed. ave.\n\nLaw\n\n—\n—\n\nearning\n\n.\n\n.\n\n.\n\n623\n\n(i) No. of replies only for lawyers.\n\nearnings of the graduates of its law courses according to the number of\n\nyears out of college.\n\nThe median salaries for teachers in Section A, which\n\nwould correspond most nearly with the salaries of Harvard graduates, is\n$823 for elementary, $999 intermediate, and $1139 high school.\nChart IV gives the average yearly compensation of 4650 members of the\nAmerican Society of Civil Engineers by geographical location and in fiveyear periods of experience. It makes an interesting but not very cheerful\ncomparison with the situation shown in Table VIII, showing the median\nsalaries of different sections of the United States.\n\n"}
{"page": 661, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n645\n\nThe discouraging contrast presented by these figures from other prowith\nfessions would be softened, we are told, when we compare teachers\nto\nunfair\nas\nway\nin\na\nthe workers outside of the professions. This is\nto\nhave\nshall\nwe\ncomparison\nteachers as the other comparison, since in this\nCHART IV\n911000\n\n$11000\n\n110 000\n\n$10 000\n\n'0\n\n1-5\n\n6-10\n\nTears of Experience\n\ndisregard the thousands of teachers who are sufficiently trained to be called\nprofessional.\n\nTable LX shows the union scale of wages in a number of occupations\nThe\nin the larger industrial cities in each of the geographical regions.\n\n"}
{"page": 662, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n646\n\nV\n\ncities were selected\n\neach section and\n\nby taking the data for the first two cities reported in\n\nmay be considered typical, since the unions tend to\n\nstandardize the wage and so offset industrial differences or differences in\nlocation.\n\nComparing the average^ wages from Group C, since they are below the\nmedian and consequently conservatively safe, with the salary of elementary\nteachers, it is seen that it is worth, per year, $394 more to carry bricks\nthan to train children, $363 more to mould dough for bread than to mould\nboys and girls into citizens, $890 more to hammer hot iron than to hammer\nideals, and $1024 more to build frameworks for buildings than frameworks\nfor characters.\nThese are all occupations requiring relatively little training.\nMost of them are learned by a pay-producing apprentice system, which is\nmuch shorter in duration than the 6 to 8 years above the elementary\nschool which are demanded of teachers in most of our cities and many of\nour states.\n\nThe longer preparation demanded of teachers is also wholly\n\na period of expense, since it is becoming so exacting of time that it is relatively impossible to follow\n\nany gainful occupation during the period of\n\npreparation.\n\nThe Department of Labor made, during 19 18 and 19 19, a very thoro\ninvestigation of the living conditions of the workers in ship-building cities\n\nover the United States.^\ndistricts\n\nThese cities included four of the five geographical\n\nused in this salary study and so furnish an accurate basis for\n\ncomparison.\n\nExcept in the southern section, the average salaries do not\n\nshow much variation, due, undoubtedly, to the effect of government regulation.\nThese salaries, while they cover the expenses of families, represent\nthe earnings of individuals and are higher in all cases by from $300 to $650\nthan the median salaries for elementary teachers, and higher by $^50 to\n$350 than the median salaries of high-school teachers in all sections except\nthe far western. The average for all these workers is $1411, more than\ndouble the average salary for teachers of the United States.\n\nComparing this average with the average salary for teachers in cities of\nover 100,000 and between 50,000 and 100,000 population, since a majority\nof the cities used in the ship-building study fall in these classes, we find that\n\nthe shipyard worker received $475 (51 per cent)\n\nelementary school teacher.\nis\n\nmore per year than the\n\nThe $1411 average salary for shipyard workers\n\nonly $104 less than the median salary for high-school teachers in cities\n\nof over 100,000\n\nand $129 more than the median salary for high-school\n\nteachers in cities between 50,000 and 100,000.\n\nThe teachers in these high\n\nschools have spent a minimum of eight years above the elementary grades,\n\nrepresenting an investment in time and money of $10,000 or $15,000, while\n\nmany of the shipyard workers did not finish the elementary school, with a\nvocational training period less, on an average, than one quarter as long as\n\nthat of the high-school teacher.\n'\n\nAverage found for each item for the two cities representing the group.\n\n'Table XLI, p, 595.\n\n"}
{"page": 663, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n647\n\n^\n!fi\n\n-s\nbi^'\n\n13\nto\nfO\n\nin\n\n\"e\n\nS^\n\n.8^\n\nt^\n\nM\n\nW H\n\nH M\n\nM rH H\n\n8^\n\n<irS\n\n^??\n\n'^\n\n\"^\n\n«»\n\n.X-^\n\n^\n*^\n\n?l^\nM\n\nI-l\n\n^\n.\n\n^0\n\ns\n\n1\"\n\n^\n\n31\n\n00\n\n;:2B\n\nM\n\nr^ <M\ni-l\n\nH <N\n\nCO 00\n\n00 vO\n\n* fO\n\nCO «^\n\n>o\n00\n\n00\nCO W\n\n«o lo\n\n1-1\n\nTt 10\n\n10 Ol\n\n000\nlovo\n\nN 10\n\n>o\n\n8\nCO\n\nM Tj-\n\n\"\n\nGO\n\n00 VO\n\n10 M\nM t^\n\n10 10\n»o\nOOOvOOOv\n10 O\n00\n<s\n\nj20\n\nCO\n\nt^\nCO\n\n000\n\n•*'^\n\nCM\n\nVO vo\n\n* r^\n\n00 •*\n\nVO Ol\n\nO\n\nl>.00\n\n00\n\nM to\n\nCO\n\n»».vO\n\nOl M\n\nVO «^\n\n:3\n\n-^ irt\n\nOioo\n\nlOVO\n\nc«\n\n00\n\nvO\n\nt--\n\nO\n\no\n\nO\n\n5 CO\nM CO\n\nVO VO\n00 M\n»o t>.\n\n1^ O\ncovO\n\n«^0\n\nM<s\nt^O\n\nCO\n\ni\n\nI\n\nCO CM\n\nOivO\n\nOvo\n\nO\n\nVO r-.\n\n00\n\nvOm\n\nto\n\nOv Ol\n\n21 X\n\nNOVO\n\n•i\n\n^3\n\n3\n\no w-d\n\nS^ :-^\n\n^\n\nJs\n\ni2\n\n•—<\n\ni^w\n\nI ^^^\n\n^s3s\na>\n\nq| S|\n2\nS| 5 11 Jill.\n\n•Sa -ll\n\nI\n1\nJ3\n56u\n\nO\n\n0> Tt\n\n.2\n\n^\n\n00*\n\nVO Ol\n\n°i-or OS\n\nel\n\nO\n\nt^Ov\n\nill\n-.2\n\nc3\n\nM r-\n\n.10\n\nCOOO\n\nH\n\nr^ t^\n\nlOM\n\ntrjco\n\nIH\n\n^vg\n\nN H\n\nCO <N\n>o Ol\n\n'^J^\n\nO ro\n\n5\nw\n\nIS\n\nVO\n\np4\n\n<p\n\n.\n\n(u\n\nK^\n\n^3s\n\n55\n\ns:^\n\n;^\n\n;^a;\n\nI\nO\n\n"}
{"page": 664, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n648\n\nThe investigations of the Railroad Wage Commission are particularly\nsignificant for comparison with the economic situation of teachers.\n\nThere\nwere over two million workers included in the different branches of railroad\n\nCHART V\nIN SECTION \"C\"\nCHART SHOWING COMPARISON OF TEACHERS' SALARIES\nIN\nWITH THE UNION SCALE OF WAGES FOR CERTAIN OCCUPATIONS\nAVERAGE\nOF THE\nTHE\nINDICATED\nBY\nAS\nSECTION\nTHE SAME\nWAGES PAID IN CHICAGO AND CLEVELAND.\nSALARY IN HUNDREDS OF DOLLARS\nMachinists\n\nLathers\n\nBricklayers\n\nInside wircmen\n\nWorkers, structural iron\n\nBlacksmiths\n\nMachine tenders (printing)\n\nCompositors (English)\n\nGlaziers\n\nPlumbers\n\nCarpenlers\n\nHodcarriers\n\nBakers\n\nHigh School Teachers\nIntermediate Teachers ,\n\nElementary Teachers\n\nC includes\n\nOhio,\n\nI.\n\nSection\n\na.\n\nTaken from Table LX.\n\n111.,\n\nInd.,\n\nMich.,\n\nand Wis.\n\nservice and their work was very essential to the successful carrying on of\n\nthe war.\n\nConsequently when the problem of adequate pay for the railroad\n\nworkers was presented for settlement it was necessary that the matter be\nthoroly investigated and a settlement based on justice and sound economics\n\n"}
{"page": 665, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n649\n\nThe report of the Railroad Wage Commission gives the results of\n\nbe made.\n\na careful study of wages and the cost of living, and contains much which is\nof interest to teachers.\n\nThe average annual salary for teachers in the\nThe average annual salary actually\n\nUnited States in 19 18-19 is $630.64.^\n\nearned by all employees of all Class I railroads in the United States during\n191 7 was $1006\nlater.2\n\n—$375, or 60 per cent more than teachers received a year\n\nIn order to make them more comparable in point of time, the\n\naverage annual salary of these railroad employees was calculated to be\n\nTABLE LXI\nTable Showing Advance in Salary from 191 5 to 1919 in the Sixteen Lowest\nPaid Branches of the Railroad Service*\nSalary December iqis\n\nSalary December 1918\n\nPer Month\n\nPer Month\n\nOccupation\n\n5.\n\nClerks below $900 p. a. (except telegrapher clerks)\nMessengers and attendants\nMechanics' helpers and apprentices\nSection men\nOther unskilled laborers\n\n6.\n\nOther\n\n7.\n\nStation service employeesf\nYard switch tenders\n\n1.\n\n2.\n\n3.\n\n4.\n\nmen in\n\nconst,\n\n$54\n36\n50\n37\n46\n\n$650.04\n434-04\n604.68\n452.16\n557-28\n\n$77\n\n514-56\n602 64\n719.88\n617.40\n678.96\n475 08\n663 96\n\n62\n72\n\n56\n72\n57\n67\n\nPer YeaF\n\n$930 60\n674.04\n871.20\n.\n\n692. 16\n\n806.52\n\ngangs and work\n\ntrains\n8.\n\nPer Year\n\nOther yard employees\nEnginehouse men\n11. Crossing flagmen and gatemen\n12. Drawbridge operators\n13. Floating equipment employees\n14. Pohcemen and watchmen\n15. Other transportation employees.\n16. All other employees\n\n'.\n.\n\n9.\n10.\n\n.\n\n65532\n709 80\n\n84\n\n624.00\n606 36\n\n73\n72\n\n.\n\n.\n\n:\n\n73\n\n80\n59\n78\n77\n\n.\n\n.\n\n84\n\n.\n\n754-56\n871.20\n1015.20\n884.40\n964.44\n715.08\n947-52\n930 60\n1015.20\n884.40\n871.20\n.\n\n* From Report of the Railroad Wage Commission, April 30, 1918. Data for 1915, P- 98; for 1918; p. 20\nt The foUowing are excluded from this classification: clerks, $900 p. a. and upwards; clerks below.\n$900 p.a.; telegrapher clerks; agent telegraphers; station agents (non-telegraphers); station masters and\nassistants; policemen and watchmen.\n\n$1137 for 1918,3 provided the same number of men were employed for the\nyear and at the rate they were receiving December, 19 17. This is $500,\nor 79 per cent more than the average for teachers.\n\nThe true comparison\n\nhas not yet been given, for there is the further consideration that the last\nfigure does not include the increase in wages given during 19 18, which in\n\nmany cases would cause the 79 per cent to become more than 100 per cent\nin excess of the average salary of teachers for the country.\nIf the workers in the sixteen lowest paid branches of the railroad service\n\nin i9i8,'»\n\nshown in Table LXI, are compared with teachers in 19 18, we\n\n»\n\n\"Report of the Bureau of Education,\" N.E.A. Bulletin, April, 1919, p. 14.\n\n»\n\nReport of the Railroad Wage Commission, April 30, 1918, p. 100.\n\ni Ibid.,\n\np. 102.\n\n* Railroad\n\nWage Commission, April 30, 1918, p. 98.\n\n"}
{"page": 666, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n650\n\nfind, when their 19 15 wages are increast according to the scale of increase^\n\nWage Commission, only two groups receiving\nthan $700 a year, viz., \"messengers and attendants\" and \"section\n\nadopted by the Railroad\nless\n\nmen.\"\n\nThese groups are $43 .40 and $61.52 higher than the average salary\n\nWhere will you find people who beheve that teachers\nwho should represent a maximum of professional training in order to do their\n\nfor all teachers.\n\nwork well, should be compared with these two groups which represent\n\nTABLE LXII\nNumber of Income Returns Filed for 1916 by Certain Occupations Compared\nWITH the Total Number of Persons Engaged in Such\nOccupations, as Listed in the Census of 1910*\n\nNo. of Returns\n\nOccupations\n\nFiled in 1916\n\nArchitects\nAuthors, editors, reporters, etc\n\nNo. of\nPersons as per\nCensus of 1910\n\n16,613\n\n1,419\n2,529\n1,671\n6,628\n21,273\n\nClergymen\nEngineers, civil, mining, etc\nLawyers and judges\nMedical profession physicians, surgeons, oculists, dentists, nurses, and others\nPublic service, civil\nPublic service, military\nTheatrical profession actors, singers, musi-\n\n—\n\n38,750\n118,018\n58,963\n112,149\n\nPercentage\nFiling\n\nReturns\n\n8-54\n6.53\n1.42\n11.24\n18.97\n\n20,348\n2,992\n5,459\n\n291,942\n382,138\n\n6.97\n\n77,153\n\n7.08\n\n914\n\n167,607\n\n.55\n\n2,919\n\n614,905\n\n.47\n\n6,047,615\n125,862\n13,729\n36,016\n268,522\n88,463\n12,263\n235,107\n\n4.88\n20.68\n20.77\n4.57\n8.19\n10.76\n\nManufacturers\nMerchants and dealers, storekeepers, jobbers,\ncommission merchants, etc\nMine owners and operators\nSaloonkeepers\nTheatrical business owners, managers, etc.\n\n14,407\n6,146\n2,839\n7,479\n12,274\n7,243\n1,319\n23,631\n\n59,363\n2,554\n\n1,246,077\n14,287\n68,215\n\nAll other business\n\n18,605\n\n—\n\ncians\n\n—Kindergarten to university, and\nschool and college\nAgriculturists—farmers,\norchard-\n\n.78\n\nTeachers\n\nofficials\n\nstockraisers,\n\nists, etc\nReal-estate brokers, agents, and salesmen ....\nStock and bond brokers\nBrokers, all others\n\nCommercial travelers\nInsurance agents and solicitors\n\nLimibermen\n\n.\n\n—\n\n.\n\n1,311\n\n811\n\n31,418\n101,868\n\n.24\n\n10.05\n\n436\n17.88\n1.92\n2.58\n18.26\n\n* Treasury Dept., U.S. Internal Revenue, Statistics of Income, 1916, p. 7.\n\nwork calling for about the minimum of necessary preparation, or even\nMoreover, they have a membership\nintelligence to any great degree?\nrecruited largely from boys, cripples, and old men for the one, and from\nThousands\nilliterates and immigrant or cheap imported labor in the other.\nof these workers have not completed the elementary school, thousands are\n\nunable to read or write, and- tens of thousands cannot speak the English\nlanguage and have to be supervised by one of their own nationality, and\nyet they are better cared for financially than the teachers of the nation.\n»\n\nRailroad Wage Commission, April 30, 191 8, p. 20.\n\n"}
{"page": 667, "printed_page": null, "text": "—\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n651\n\nThe Pullman porter who during 191 7 received $40 a month and the\nbonus and extra salary from the company, had a salary of $568. This\nwas increast by \"tips\"^ and reduction on meals until in many instances\nthese men were receiving compensations amounting to upwards of $1000\nbetter wages by two or three hundred dollars than 400,000 teachers received\nduring the same year;\nTable LXII, showing the number of income returns filed for 19 16 by\ncertain occupations, compared with the total number of persons engaged\nin such occupations as listed in the census of 19 10, shows from another\nangle whether teachers are overpaid in comparison with other occupations.\n\nThe number filing returns indicates the number who had for\n\n191 6 an\n\nincome of $3000 or over.\n\nOnly one class has a smaller percentage filing\nincome returns than teachers, and that is the \"agriculturists farmers,\n\n—\n\nstockraisers, orchardists, etc.\"\n\nThis is explained by the fact that so much\n\nof the farmer's incorne is in growth of stock, aging of trees, improvement\nof the land, and so little of it in money transactions;\n\n\"economic value\"\n\n—\n\n^food\n\nconsumed,\n\narticles\n\nthat they receive in\n\nexchanged for\n\n—^incomes in\n\nexcess of estiniates which are based entirely on money deposited and spent.\n\nAccording to these returns the chances that you\n\n—a teacher—might\n\nearn an income of $3000 or over are about ij times greater if you should\n\nbecome an actor, ij times greater by entering pubHc civil service, 3 times\ngreater in the clergy, 4 times greater for saloonkeeping, 5 times greater in\n\nthe theatrical business, 9 times greater in storekeeping, commercial traveling\nor real estate agency, 14 to 20 greater in publishing, medicine, military\nservice, and insurance agents, and from 20 to 44 times greater in \" any other\n\noccupation\" of those making income returns.\n\nWhat a \"pull away from\n\nteaching\" facts such as these must have upon the ambitious man and\n\nwoman, and how httle \"pull toward teaching\" the people of this country\nare willing to give in the shape of adequate salaries!\n\nThe following wage scale when put into a yearly wage makes the\nmedian salary for elementary teachers in New York City $1279 seem\nat least as small as it really is.\n\nNEW WAGE SCALE*\n(Prepared by Building Trades Employers' Association)\n\nThe latest scale of wages issued by the Building Trades Employers' Association\nfollows:\n\nAsbestos Workers, Insulators\nBricklayers\n\n$6 40\n7 00\n\nCarpenters, all Boroughs\n\n6 00\n\n.\n\n.\n\n.\n\nCement Masons\n\n5\n\nComposition Roofers, Waterproofers\nElevator Constructors\n\n4.75\n6 80\n\nElectrical Workers\n\n6 00\n\nHoisting Engineers\n* From the New York Times, May i8, 1919.\n\n(\n\n.\n\n60\n\n.\n\n.\n\n.\n\n6 50\n.\n\n"}
{"page": 668, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n6S2\n\nNEW WAGE SCALE\n\nContinued\n\nHouse Shorers\n\n5\n\n.\n\nHousesmiths, Structural\n\n7\n\n.\n\nHousesmiths, Finishers\n\noo\n\n00\n\n6.40\n6 00\n\n•\n\nMarble Cutters and Setters\nMarble Carvers\n\n.\n\n6 50\n.\n\nMetallic Lathers\n\n6 00\n.\n\nMosaic Workers\n\n'\n\n5\n\nPainters\n\n50\n\n.\n\n6 00\n.\n\nPlasterers, Brooklyn and Queens\n\n7\n\nPlasterers, other Boroughs\n\nPlumbers\nSheet Metal Workers\nSlate and Tile Roofers\n\n.\n\n00\n\n6.50\n6 00\n6 00\n\n.\n\n.\n\n.\n\n6 50\n.\n\n,\n\nSteamfitters\n\n6 00\n\nStone Cutters\nStone Setters\n\n6.75\n7 00\n\nTile Layers\n\n6.50\n\n.\n\n.\n\nThe lowest of these wages provides a salary which is $207 .75, or 16 per\ncent, more than the median salary for elementary teachers, while the wage\nfor bricklayers, housesmiths, plasterers,\n\nand stone setters is $812 (63 per\n\ncent) more than the teachers.\n\nLABORERS AND THEIR HIRE\nSOME ODIOUS COMPARISONS WITH THE EARNINGS OF EDUCATED FOLK\nIn our most expensive New England city, a decade ago, drivers of wagons or carts\nwhich transported coal from its storage yards to the sidewalks of the dwellings where it\nwas to be burned workt ten hours a day, with Saturday half-holidays from April to\nOctober. They received from $12 weekly for a driver of one horse to $14 weekly for the\ndriver of a three-horse truck.\nIf the schedule of hours and wages which the drivers now propose\n\n—\n\nand propose to\nmonths beginning May i, 1919, goes into effect, drivers will\nreceive from $24 to $30 for a week of substantially forty-four hours. That is, they will\nwork eight hours a day except on Saturdays, when the day will end at noon. Ten holidays\na year will be recognized, on which the men will rest at full pay, or will work at double pay,\nthe same being true of Sundays. Overtime work in general will be paid at the rate of time\nand a half.\n\n—\n\nenforce\n\nfor the eleven\n\nA coal driver of the highest class in Boston, then, will receive a salary of $1560 a year\nfor working about as many hours a day as the average office worker, for less time than most\n\nOvertime might easily add to this the $140 necessary to\nterms of remuneration, we shall no longer\nspeak of the man who drives the coal wagon with anything but respect. As for \"coal\nteachers are required to give.\n\nbring it up to $1700 a year.\n\nIf we speak in\n\nheavers,\" their wages have experienst a similar advance, and they get $24 a week instead\nof the $9 they received twenty years ago.\n\nComparisons, with their damnable iteration, are\n\nstill\n\nnecessary.\n\nThe man who,\n\nafter eight to ten years of continuous study above the so-called common school grades,\n\ngraduates from the university, may fortunately secure a position as instructor in his college\nat $1250 a year, this being on a new and \"modern\" schedule. If he is not satisfied with\nthat remuneration he\n\nmay take a six weeks' course in chauffering, and get a position\n\nat the wheel of a coal truck, which will pay him $1500 and possibly $1700 a year.\nis\n\nOr, if he\n\nan idealist, he may study three years longer and receive as a minister of the Gospel a\n\nsalary of $1000 or $1100 a year.\n\n"}
{"page": 669, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n653\n\nThis reprint from the Hartford Times appeared in the New York Times\nof\n\nMay 18, 1919.\n\nDuring the present year many articles and editorials\nhave appeared in the\n\ncalling attention to the financial needs of teachers\n\nleading newspapers of the country.\n\nThe Pictorial Review, the Literary\n\nDigest, the Independent, the Nation^\n\nand others featured articles on this\n\nsubject\n\nand widely advertised them.\n\nThe\n\nfact\n\nthat these important\n\nmoulders of public opinion are interested in the schools and because of\nthat interest, concerned about the pay of teachers, gives evidence that the\n\nby an unthinking, because uninformed,\nThe purpose in making comparisons with wage\nearners in other fields of work is to show that teaching is not so financially\nattractive as many lines of work requiring almost no preparation.\nSome\nfinancial exploitation of teachers\n\npublic is about at an end.\n\npeople have been trained to think that there are other rewards to teaching\nwhich compensate for the enforced poverty which it imposes. This does\nnot take into account the elements of ambition and social pride\nincentives to progress.\nlive\n\n—\n\n^legitimate\n\nIt is not always a matter of whether a teacher can\n\nupon the salary paid, but whether this same individual can live as\n\nwell and support his family as well on that salary as he would be able to\n\ndo in some other work. It is the answering of this question in the negative,\nso many times, which takes out of teaching the ambitious and progressive\n\nman or woman\n\n—the ones who should above\n\nall others be kept in the work\n\nif possible.\n\nWhen the salaries of teachers are raised to a place where the men and\nwomen who prepare for the work can be happy in it, proud of it, freed from\nconstant financial worry and able to pay their share of the social and civic\nactivities of the city in which they work, then, and only then, will teaching\n\nattract the kind of men and women who should and can instruct the citizens\nof tomorrow.\n\nFrom an ^xtensive study of statistics obtained from a typical New\nYork City Draft Board,^ it was found that elementary teachers in New\nYork City are paid practically the same wage as butchers, chauffeurs, clerks,\nmachinists, tailors, and waiters, almost none of which require any special\npreparation, and in fact, the returns would indicate that a majority of the\nfollowers of these other lines of work have not completed the elementary\nschools.\nIt is further shown that the financial rewards of becoming an actor,\nan engineer, a lawyer, a manager, a manufacturer, merchant or salesman\n\nare very much greater than those of teaching; in fact, the median salaries\nfor actors, lawyers, managers, and manufacturers are in excess of the median\nsalaries even for high-school teachers\n\nthe United States.\n\n—the best paid high-school teachers in\n\nThese figures would be even more disparaging to teachers\n\n» Local Draft Board 135, New York City.\nDr. N. L. Engelhardt, Chairman. Permission was obtained\nfrom Provost Marshal General Crowder to use the data providing that, it should be taken in such a way that\nno individual could be identified. Over 2000 questionnaires, selected at random from both registrations,\nwere used in the study.\n\n"}
{"page": 670, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n654\n\nthe earnings for the men of the first and second draft had not been\ntaken one and two years respectively before the salaries of teachers.\n\nif\n\nThese data also showed a rather consistent advance in salary with\nincrease in age except for certain occupations where age affects the limit\nof maximal efficiency, such as laborers, chauffeurs, clerks, etc.\n\nThere is a stronger tendency for salary to increase with increase in the\nThere is also a very noticeable break with\n\nnumber of years of schooling.\n\nthe groups receiving salaries over $2000, in regard to the amount of school-\n\nIn such groups, the median amounts of schooling are consistently\n\ning.\n\nover ten years, showing that even two years of high-school training is a\n\ngood financial investment.\nIf individual cases are considered, rather than the medians of groups, it\nis readily seen that the range of salary for the different occupations is\n\ngreater than for teachers.\n\nmuch\n\nA stable sweeper earns $1600 a year, a news-\n\npaper route man $1750, a riding teacher $1800, a bootblack $2000, a waiter\n\n$2300 plus tips, a junk dealer $2500 and a bartender $3000 plus tips. None\nof these men have more than an elementary education, and three of them\n\nhad only four years of schooling. These are not typical of the groups,\nbut show possibilities of financial reward which are not available to the\nlarge majority of elementary teachers.\n\nFrom these results it is evident that in\n\nNew York City the teachers are not paid as well as the followers of other occupations with less training. Even tho New York City has done so well in\nthe salaries paid its teachers, in comparison with salaries paid elsewhere, it,\nnevertheless, pays them relatively little when compared to the schedule of\npay which exists for other work in the city. This part of the study makes\n\nevident the principle that salary schedules should be adjusted to the cost\nof living in the particular locality.\n\nThis is a principle which has not been consciously used in establishing\nschedules of pay for teachers and yet is one which cannot be ignored by\n\nany city without putting a serious handicap upon that city in its competition\nfor better trained teachers.\n\nCONCLUSIONS\n1.\n\nThe present educational emergency is traceable in practically all of its aspects to\n\nthe insufficient salaries paid to teachers thruout the country.\n2.\n\nThe cost of living has more than doubled in the last three years, while the increase\n\nin teachers' salaries for the United States in the same time has been about 12 per cent.\n\nAs a consequence, nearly half the teachers of the country are compelled to spend more\nthan their salaries.\n3. Teachers, as well as other salaried workers, have not had their salaries increast in\nanything like the same degree that other workers have. Consequently, teachers are\nconstantly being forst to a lower standard of living and a resulting lower standard of\n\nefficiency, because they cannot meet the higher demands for rent, food, clothing, books, etc.\n4.\n\nFrom various studies of budgets for many occupations in relation to the cost of\n\nliving, it is estimated that a minimal salary of $1200 should be establisht for the entire\n\ncountry, and paid on the basis of twelve months.\n\nToo many teachers are living below\n\n"}
{"page": 671, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n655\n\nthe margin of efficiency, when hundreds of them returned their questionnaires annotated\nwith remarks such as: \"I work in a drug store during summer,\" \"I do house work for\n\nmy room and board,\" \"I take in sewing to meet expenses,\" \"My summer expenses are\npaid by my family,\" \"I can't save enough money to go to summer school.\"\nTeachers are paid much less than the members of other professions\n\n5.\n\nlaw, medicine, engineering, etc.\n\n—ministry,\n\nThe median salaries are not only larger, but the range\n\nmuch greater, thus offering more promise to the capable, the hardworking and the ambitious individual in the professions. This is lacking in teaching.\n6. Teachers are paid much less than a great many of the unskilled laborers whose\npreparation is very much shorter, and whose expenses for \"professional upkeep\" are\nof salaries is very\n\nvery much less.\n\nExisting salaries paid to teachers can be said to almost place a penalty\n\nupon adequate preparation, since there is no opportunity for an adequate return upon the\ninvestment of time and money necessary to the securing of that preparation.\n7. A teacher's work is most effectively done when she is in good health, free from\nworry, able to participate in the community activities, and when she has the social respect\nof the community.\nThese things make her a leader, a molder of citizens, a creator of\nideals, and yet practically all these elements of success are denied a majority of teachers\nby the insufficient salaries paid.\n8. New York City, which pays relatively high salaries when compared with other\ncities, in reality pays its teachers no better than the workers in many of the unskilled\noccupations.\n\nThe study of the salaries of the 2015 draft registrants shows that there is in other\n\n9.\n\nlines of work an increase in salary in direct relation to an increase in age, and also in relation\n\nto the increase in the amount of schooling received.\n10.\n\nThe additional salary received per year of increast age is much less than the\n\nadditional salary received per added year of schooling;\n11.\n\nOccupations which demand additional preparation, with the exception of teach-\n\ning, received higher median salaries than those where education beyond the elementary\n\nschools is not essential.\n\nCHAPTER V\nSALARY SCHEDULES\nThe principle of fixing a schedule of salaries for teachers is not a new\none in education, either in European countries or in the United States.\n\nAny extensive use, however, of salary schedules is a development of the\nlast thirty years.\nThomas W. Bicknell, president of the National Education Association, advocated in his presidential address at the meeting of\n\nthe Association at Madison, Wis., in 1884, the estabhshment of salary\n\nschedules in public school systems, and set forth the four following principles:\n1.\n\nThe best talent and largest experience will be found in our primary grades of\n\nschool.\n2.\n\nOiir best primary teachers and our best high school teachers will receive equal\n\nsalaries, and these the maximum.\n3.\n\nA sliding scale of salaries will be adopted, based upon qualifications and experience,\n\nranging from a minimum for beginners to the maximum for the well-establisht and successful instructor.\n4.\n\nThese salaries will never be subject to a decrease during the term of office of any\n\nincumbent.^\n»\n\nAddresses and Proceedings of N.E.A,, 1884, p. 49.\n\n"}
{"page": 672, "printed_page": null, "text": "NATIONAL; EDUCATION ASSOCIATION\n\n656\n\nA few of the larger cities in the United States have had estabhsht salary\nschedules since before the time of the Civil War, but these are few in number, and the schedules were more nearly lists of the salaries which had\nbeen paid, rather than schedules of proposed salaries to be paid.\nIn the National Education Association Report of Salaries of Public\n\nSchool Teachers, the schedules of 547\n\ncities\n\nare reported for 1905.\n\nThe\n\nminimal salaries, the increases, the maximal salaries and the actual average\nsalaries are recorded.\n\nA further study of salary schedules was made in\n\n1913^ by the National Education Association.\n\nIn 1914 the United States\n\nBureau of Education published as Bulletin 16, \"The Tangible Rewards\nof Teaching,\" in which all the data, available at that time, on the question\nThese two reports give the salary\nof teachers' salaries was presented.\nschedules of many of the typical cities of the country, and indicate a\ndecided increase not only in the number of cities having schedules but also\nin the adequacy of the schedules themselves.\nIn 19 18 Commissioner\nClaxton of the United States Bureau of Education collected data on the\nsalary schedules in 108 cities. In the present study 237 cities of the 365\n\"\nreplying answered the question \"Do you have an establisht salary schedule\nin the affirmative.^\n\nSince this is a representative sampUng of the cities\n\nthruout the country, it indicates the extremely rapid recent growth of the\nsalary schedule principle in the United States.\n\nIts development has been\n\nso rapid that in a great many cases it has been the result of temporary\n\nexpediency, rather than of a conscious desire to further the progress of\neducation.\n\nIn a great many instances where salary schedules have been\n\nadvocated or secured thru the efforts of teachers' organizations, they have\n\nbeen primarily for the purpose of establishing higher salaries and securing\nthem more uniformly thruout the teaching group, and also to guard against\nIn many\nhave been advocated and adopted by\nschool boards, it has been for the purpose of establishing minimal and\nmaximal salaries at the lowest figures possible, and for the purpose of safeguarding themselves against having to pay more than these figures to any\nindividual teachers. This at the same time safeguarded them from any\nThe large number of superintendents and\naccusations of favoritism.\nfavoritism or \"local pull\" in the granting of higher salaries.\ncases, where the salary schedules\n\nschool officials who report that their salary schedules are \"no longer ade-\n\nquate\" or \"are being revised\" or admit their insufficiency by the granting\nof special bonuses, would indicate that the above described conditions are\n\nSuch returns, as those obtained from the state superintendents,\nreported in chapter iii, would indicate the strong tendency to adjust teachers' salaries to the cost of living, and, in addition, make them commensurate\ntrue.\n\nwith the kind of work done.\n\nIn order that this may be done, certain\n\nprinciples governing the making of salary schedules must be evolved, and\n»\n\nN^.A. Report on Teachers' Salaries, Part III.\n\n»\n\nSee Table XXVII.\n\n"}
{"page": 673, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n657\n\nquite generally accepted. As a means of throwing some light upon this\nproblem, some of the more recent advances in other countries will be given.\n\nThe important part which the French schools have played in the development of national morale is now well recognized. During the early part\nof the war, the efficiency of the schools was seriously threatened by the\nheavy enlistment of the teachers in the armies of defense. In addition to\ngovernment regulations relative to keeping schools in session, salary schedules were provided which materially increast the financial reward.\nA\nnational attempt was made to keep the schools at as high a degree of efficiency\nas they had been at the outbreak of the war.\nDuring the early part of the war England met its educational emergency, evidenst in one way among others by an extreme shortage of competent teachers, by the granting of bonuses, which in no cases exceeded 10 per\ncent, whereas living expenses had increast several times that.\n\nThis plan\nnot proving adequate, further provisions were taken in the form of restrictions against increast rents.\n\nAs this proved no more effective than the\n\nbonus, and was in reality but a small bonus in another form, a departmental\n\ncommittee was appointed to inquire into the principles which should determine the construction of scales of salaries for teachers in the elementary\nschools.\nThis committee advocated the estabhshment of a minimal salary\nof $500 for men, and $450 for women.\nSeveral schedules were proposed\nwhich went from these minimal to maximal salaries of $1050 to $1500, by\nvarying increments over varying periods of time at varying rates.\n\nThe British colony of Cape of Good Hope has accompHsht much more\nalong the line of adequate salary schedules than has England.\n\nIn its\nEducational Ordinance of September, 19 17, all teachers are divided into\nthree classes (A, B, C), according to the amount of education and the\n\ncertificate\n\nheld.\n\nSalary schedules vary for\n\nthese\n\nclasses of\n\nteachers.\n\nThey are made low for Class C, the lowest class, in order to put a premium\nupon more training and the securing of better certificates. Provision is\nalso made for leaves of absence for advanst study, and for additions to\nsalaries where any teacher holds a higher certificate than the nature of the\nwork calls for. Other elements of flexibility and rewards are offered to the\nambitious teacher, in the form of pensions, expenses home for vacations,\nif\n\nthe railroad fare exceeds $10,^ etc.\n\nThe salaries for principal teachers in schools with more than 150 pupils\nvary according to the size of the schools from $2000 to $3500 for men and\n$1300 to $2050 for women in high schools; from $1600 to $2500 for men\nand $1150 to $1600 for women in intermediate schools; and from $1325 to\n$2250 for men and $900 to $1550 for women in primary schools. The\nregular teachers vary according to their classification as follows:\n•\n\npared.\n\nSalaries are all stated in terms of dollars instead of pounds in order that they may be more easily com-\n\n"}
{"page": 674, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n658\n\nMEN TEACHERS\nGrade A.\n\n— Standards C, D, E: $1100\n\nrising\n\nby three annual increments of $100\n\nand twelve of $62 50 to $2150.\n.\n\n—\nGrade C. —All lower\n\nGrade B. Standards A, B, VI and VII:\n$100 and twelve of $42.50 to $1610.\nof $75\n\n$800 rising by three annual increments of\n\nclasses, including fifth:\n\n$600 rising by three annual increments\n\nand twelve of $42.50 to $1335.\n\nWOMEN TEACHERS\n\n— Standards C, D, E: $800\nby three annual increments of $50 and\ntwelve of $31 25 to $1325.\nGrade B. — Standards A, B, VI and VII: $600\nby three annual increments of\n$50 and twelve of $25 to $1050.\nGrade C. —All lower\nincluding\nby three annual increments\n$500\nGrade A.\n\nrising\n\n,\n\nrising\n\nclasses,\n\nfifth:\n\nrising\n\nof\n\n$50 and twelve of $25 to $950.\n\nThe standard which has been set by the Colony of the Cape of Good\nHope is particularly noteworthy when it is realized that these salaries are\nbetter in proportion to the cost of Uving in that Colony than the\nfigures would indicate in this country.\n\nsame\n\nAn estimate of this may be had\n\nby knowing that \"board and room\" for a teacher in the various government boarding schools of the Colony is estimated at about $200 per year.\nIn Canada teachers' salaries is a subject of much discussion at the\npresent time. From a study made by George J. Trueman of Stanstead,^\nQuebec, we learn that for the year 191 5-16 the average salary of 631\nCatholic women teachers was $198 per year; the average salary for 1564\nProtestant women teachers was $563; the average salary of 400 CathoUc\nmen teachers was $793 and of 136 Protestant men teachers, $1477. In\nthe Province of Quebec from the same study, we find that the average\nmonthly salary for twelve months for 191 5-16 was as follows:\nRural elementary teachers\nElementary schools in towns\nRural model schools\nRural academies grades 8 to 11.\nSuburban academies grades i to 7\n\n—\n\n—\n\n$24 27\n34-73\n40 70\n.\n\n.\n\n61 03\n.\n\n47 22\n•\n\nIn some of the western provinces the shortage of teachers has become so\nacute that they are advertising in eastern Canadian papers for teachers,\n\nwith a provincial government guarantee of $840 as a minimal salary in\nrural schools.\n\nThis is tending to elevate the standard thruout the whole\n\ndominion, and will, undoubtedly, result not only in the better payment of\nteachers, but also in the securing of more adequate preparation.\n\nIn the United States, in addition to the change mentioned above\nregarding the making of salary schedules more numerous in the\n\ncities\n\nof all sizes thruout the country, there has been a rapidly developing tendency\nto adjust the salary schedules to various divisions of school work.\n\nThis\n\n*'\n» George\nSchool Funds—Province of Quebec,\" Teachers College Contributions to Education\nJ. Trueman,\nNo. 106.\n\n"}
{"page": 675, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n659\n\nhas resulted in the formation of many very elaborate and cumbersome\nsalary schedules.\n\nCertain communities have, however, reacted against\n\nthis tendency and have gone to the other extreme of establishing minimal\n\nand maximal salaries for elementary, intermediate, and high-school teachers,\nwith practically no differentiation of salary within these groups for any\nother item than length of teaching experience.\n\nIn order to illustrate the\n\nsalary schedule situation as it is at the present time, several actual schedules\nwill be printed as they were forwarded to the National Education Associa-\n\ntion during the early part of 1919.\n\nThese schedules are not submitted as\nThey were\n\nmodels, either of what schedules should or should not be.\n\nselected from the schedules sent in from cities within each size group.\n\nThy\n\nare not in all cases even typical of the salary schedules within the cities\nof that size, but they are all worthy of study for one or more of the principles\n\nof schedule making which they illustrate.\n\nThe standards set in some of\n\nthese schedules, particularly those of Newark, Highland Park, and Cleve-\n\nland Heights promise well for the solution of the salary problem, since\n\nthey show what was actually being done at the close of the year 1918-19.\n\nNo elaborate criticism of any of these schedules will be attempted, since\nthe standards and the rules set forth are determined by local conditions.\n\nWhen all teachers and school patrons are intelligently interested in the\npermanence and\n\nefl&ciency of the educational system, it will\n\nbe much\n\neasier to esta,blish salary schedules which more closely approximate ideal\n\nconditions.\n\nIt is one purpose of this study to so present the problem of\n\nteachers' salaries and the arrangement of salary schedules that this neces-\n\nsary interest may be at least started, and lead to many further investigatio;is.\nWhen enough of these result in reliable data, it will be possible to take\nsteps toward the standardization of salary schedules and the conditions\n\nunder which teachers work, which are not thought possible at the present\ntime.\n\nSALARY SCHEDULES\nGENERAL REGULATIONS\nIncreases in salary shall be made September i of each year, on a basis of merit to be\n\ndetermined by Committee on Teachers and Instruction.\nPRINCIPALS AND SPECIAL TEACHERS\nThe Principals, Librarian, teachers of Music, Drawing, Household and Manual Arts,\nPhysical Education, or any other so-called \"special subjects\" are not on a regular schedule,\nbut shall receive such compensation as the Board of Education, after considering the\nrecommendations of the Committee on Teachers and Instruction, shall determine.\n\nREGULAR TEACHERS\n1.\n\nRegular teachers shall receive such compensation for their initial year as their\n\ntraining, length, and quality of experience, and the nature of their duties shall warrant.\n2.\n\nAn annual increase from $0 to $100 shall be granted to each regular teacher in the\n\nsystem, who is not a teacher of so-called \"special subjects.\"\n\nThere shall be an additional\n\nncrease of $40 upon the completion, with credit, of two full courses, previously approved\n\n"}
{"page": 676, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n66o\n\nby the Supervising Principal, in a summer school. There shall also be a further increase\nof $40 for a second summer's course upon the same conditions.\nIncreases will be granted in accordance with above, until final maximums have been\n\nreacht as follows:\n\nHigh School\nJunior High\nElementary School\nPrincipals High School\nPrincipals Elementary School\n\n$1300\n200\niioo\n1500\n1300\n\n1\n\n—\n—\n\nAdopted February 14, igig\n\nFOR MILLVALE, PA., PUBLIC SCHOOLS\nGRADES ONE AND SEVEN\nWithout experience\n\n\"\n\n$65 per month\n70 per month\n75 per month\n80 per month\n\n-\n\nOne year's experience\n\nTwo years' experience\n\n.\n\n.\n\n.\n\nThree years' experience\n\nGRADES TWO, THREE, FOUR, AND KINDERGARTEN\nWithout experience.\n\n.\n\n.\n\n.\n\n$55 per month\n60 per month\n65 per month\n70 per month\n\nN\n\nOne year's experience\n\nTwo years' experience\n\n»\n\nThree years' experience\n\nGRADES FIVE AND SIX\nWithout experience\n\n$60 per month\n\nOne year's experience\n\n65 per month\n70 per month\n75 per month\n\nTwo years' experience\nThree years' experience\n\nGRADE EIGHT\n$70 per month\n\nWithout experience\n\nOne year's experience\n\n75 per month\n80 per month\n85 per month\n\n.\n\nTwo years' experience\nThree years' experience\nAdopted by Board of Directors June i, igi8\n\n—\n\nNote. When salaries have been once fixt at the opening of a school term, they will\nremain constant thruout that term. If a teacher should be transferred to a new grade\nduring the school term, she will receive the salary of the grade to which she has been\ntransferred, according to experience.\n\nOKLAHOMA CITY SALARY SCHEDULES 1919-1920\nYears of Service\n\nGrades and Kindergarten\nAsst. Kindergarten\n\n.\n\n.\n\n2\n\n3\n\n4\n\ns\n\n$80\n\n$90\n\n$100\n\n$110\n\n$115 Non-normal grad.\n120 Normal grad.\n\n70\n\n80\n\n90\n\n95\n\nI\n\n.\n\n.\n\n^\n\nDomestic Science\n\n90\n\nManual Training\n\n100\n1400\n1400\n1200\n\nSupervisors\n\nH. S. Dept. Heads\nH. S. Asst. Academics\n\n100\n\nno\n\nno\n\n115\n\n1500\n1500\n1300\n\n1600\n1600\n1400\n\n120\n1700\n1700\n1500\n\nPrin. and Asst. Prin. of High School fixt by Board.\n\nSubstitutes (Grades) $4 50 per day\n.\n\nSubstitutes (H. S.)\n\n5\n\n.\n\n00 per day\n\n115\n125\n\n1800\n1800\n1600\n\n"}
{"page": 677, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n66i\n\nPRINCIPAL'S SALARIES\nYears of Service\n\nNo. of Teachers, including Principal\n\nI\n\nto\n\n7 to\n\n6 fixt by Board\nlo\n\n$1300\n1400\n1500\n1700\n\nII to 13\n14 to 16\n17 to 24\n\n$1400\n1600\n\n$1350\n1500\n1600\n1800\n\n1700\n1900\n\n$1500\n1700\n1800\n\nSALARY SCHEDULE FOR THE ELEMENTARY TEACHERS OF LACONIA, N.H.\nEffective January i, 19 18\n\n$500 minimum\n\"\n550\n\"\n600\n\nFirst year\n\nSecond year\nThird year\nFourth year\n\n\"\n\n650\n\n700 maximum\n\nFifth year\n\nA principal of a building of three or more rooms will receive $25 per year in addition\nto her regular salary.\n\nAn additional $25 will be given to a teacher after three years' experience for taking\na summer school course approved by the superintendent of schools.\n\nCLEVELAND HEIGHTS SCHEDULE\n(Old and New Salary Schedule)\n\nYear\n\nOld\nClass \"A\"\n\nNew\n\nNew\n\nClass \"A\"\n\nClass \"A\"\n\nHigh School Elementary\n\n2\n\n775\n\n$1000\nIIOO\n\n3\n\n850\n950\n1000\nIIOO\n1200\n1300\n1400\n1500\n1600\n1700\n1800\n2000\n\n1200\n1300\n1400\n1500\n1600\n1700\n1800\n1900\n2000\n2100\n2200\n2300\n\nI\n\n.\n\n.\n\n4\nc\n\n6\n7\n\n8\n...\n\n10\nII\n12\ni^\n\n14\n\n$700\n\nDepartment Heads:\n\nOld\n\nNew\n\nOld\n\nNew\n\nClass \"B\"\n\nClass \"B\"\n\nClass \"C\"\n\nClassic\"\n\n$600\n\n$750\n825\n\n$500\n550\n600\n650\n700\n\n$600\n\n675\n725\n\n750\n800\n850\n900\n950\n1000\nIIOO\n1200\n\n925\n1000\n1075\n1 1 50\n1200\n1250\n1300\n1400\n\n$1000\nIIOO\n1200\n1300\n1400\n1500\n1600\n1700\n1800\n\n800\n850\n925\n1000\n1075\n1150\n1200\n1250\n1300\n1400\n\n900\n975\n1050\nIIOO\n1175\n1250\n1300\n1375\n1450\n1500\n1600\n\n$2400, $2500, $2600, $2700, $2800, $2900, $3000.\n\n—Teachers having diplomas from\nor college and normal school.\nClass \" B\" —Teachers having diplomas from normal school.\nClass \"C\" —^Teachers having diplomas from\ncollege nor normal school.\nNote. —The system not taking any more teachers of the \"C\" group.\nClass \"A\"\n\ncollege,\n\nneither\n\nis\n\n675\n725\n\n800\n850\n\n"}
{"page": 678, "printed_page": null, "text": "..\n\n•\n\n,\n\nNATIONAL EDUCATION ASSOCIATION\n\n662\n\nSALARY SCHEDULE FOR HIGHLAND PARK SCHOOLS\nIN EFFECT 1917-18\nYear\nHigh School Principal\nPrincipal, 26 rooms or more\nPrincipal, 15-25 rooms\nPrincipal, 9-14 rooms\nPrincipal, 8 rooms\nHigh School Head\nHigh School Teacher\nGrade Teacher\n\n.\n\n,\n\n,\n\nKindergarten Teacher\nStudy Room Teacher\n\n,\n\n,\n\n$2880 $3120\n2400\n2580\n2220\n2400\ni860\n2040\n1320\n1440\ni860\n2040\n1560\n1440\n1320* 1440\n\n$3360 $3600* $3840 $4000\n3120* 3300\n2760\n2940\n3Sool\n2940* 3120\n2580\n2760\n3300\n1680\n2220\n2580* 2760\n2400\n29401\n1680* 1800\n1200\n1560\n1680\n2220\n2580* 2760\n2400\n2940 4\n1800*\n1680\n6.\n1320\n1200\n1560\n3Same as No. 8. If teaching only one session 25 per cent less.\n200 pupils, if qualifications are same, same as No. 6; less than 200, same\n\n$2400\n2040\ni860\n1500\n1080\n1500\n1200\n1080\n\n$2640\n2220\n2040\n\n.\n\n.\n\n.\n\nas No. 7.\n\nNurses\n\n960\n\nStenographers,\nkeepers\n\n1080\n\n1200\n\n1320\n\n1440\n\n1560*\n\nBook\n\nClerks,\n\n840\n960\n720\n840\nSame as No. 4.\nSame as No. 4.\n1080\n1620\n1260\n1800\n1980\n2160\n1440\nSalary $720-1840 =$3.50 per day. $i20o-$i40o=$4.'so per day.\n$96o-$io8o=$4.oo per day. $1560 =$5.00 per day.\n(Based on salary already received)\n720\n600\n\nPhone Operator\nBusiness OflScer\nSupervisor of Buildings\n\n,\n\n,\n\nAttendance Ofl&cer\n\nSummer School Teachers, etc.\n\nJanitors and Engineers\n18.\n19.\n20.\n21.\n22.\n23.\n24.\n25.\n\nAssistants\n\n—Men, ab't 55 hrs.\n\nWomen, about 45 hrs. per wk.\nStevens\nAngell and Thomson\nFerris, Ford, and Willard\n\n.\n\n.\n\n.\n\nHigh\nEngineers\nFiremen, about 56 hrs. per wk\n\n* One must be of exceptional value to be advanst beyond this point.\n\nThose not successful will not be\nA. Teachers considered satisfactory are to be advanst each year.\nIn a few cases, in w6ich the degree of success cannot be determined, teachers may be re-elected\n\nre-elected.\n\nwithout increase.\n\n—\n\nB. Absence When a teacher is absent, all or part of the salary of said teacher for the time absent may\nbe deducted, at the discretion of the Superintendent, with the approval of the Board of Education.\n\n—Substitute teachers\n\nC. Substitute Teachers\n\nthe Board of Education for approval.\n\nshall be appointed by the Superintendent and reported to\n\nThe pay of each substitute shall be fixt by the Superintendent and\n\nreported to the Board of Education for approval.\n\n—^AU teachers must have a State Life Certificate and be citizens of the United States.\n\nRequirements\n\nSpecial requirements below.\n\n1.\n\nCollege or university degree, ten years' experience as a teacher, five of whifch shall be as a high school\n\nprincipal.\n2.\n\nTwo years' normal course and college or university degree. Ten years' experience as a teacher, five\n\nof which shall be as a principal of a graded school.\n\nTwo years' normal course.\n\nExperience elsewhere to be credited about one-half.\n\n4. College or university degree.\n\nFour years' experience as a high school teacher.\n\n3.\n\n5.\n\nTwelve months' service with two weeks' vacation.\n\n6.\n\nCollege degree and experience.\n\n"}
{"page": 679, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n663\n\no o\n\n88888\n\nCO N\n\n8888\n\nr^ to <t 0»\n\nN N M H\n\n0000\n«000>0\n\n00\n00\n\n000\nOOiO\n\n0800 8o88'o\nMriCtM\n\nH\n\nl-\\\n\nM n\n\n8000 00000\n00000\nPOOOt^ vOPOfOMOO\n\nN W\n\nH lo «o oio\nHI\n\n>0 Tj-00 VO\n\nvO\n\n<M\n\n2\n\nw\n\no\n\nC 6 c 5< §\n\nw a c\n\n"}
{"page": 680, "printed_page": null, "text": "'\n\nNATIONAL EDUCATION ASSOCIATION\n\n664\n\no O O\nO O lO\n>5\n\nO\no\no o o\n\no o o o o\no o o o o\nto\n\n00\n\nO O\nO O\n\nO fC-*\n\n8888\n\nI\n\nI\n\n00 to\n\n»-.\n\nI\n\nCO •<* to\n\n«^\n\n>^\n\n8\n\n^\n\n«^\n\n>^\n\no o\no o\n\nrC\n\\o\n\n.\n\n1\n\nH\n\nH\n\n«©\n\n\\n\n\n•S\n\n<\n\n3\n\nJ2\n\n*—>\n\nj:\n\no\n\nt\n\nc^\n\naag\n888\nii^^\n0^0«0^\nM H IH\n\n\"^\n\n^\n\n\\^\nai\n\n'Ss\n\n<\n\n(i\n\nll<l\n\nIII\n\n«^\n\n'^\no3\n\na9>8\n\nX)\n\nm\n\n«\n\nW\n^\n\n•n\np-(\n\n000000\n«©\n\nH\n\nt-l>. t^\n\no\nO\n\no o\no o\n\nVOVO\n\n888\nto o o\nIH\n\nHI\n\nl-l\n\n«*\n\n<\n\nb\n\n88a 888\n\n><\n13\n\ntm\n\no\nW\n\naa8\n\nK\"\n-a\n\nto <too\n\n<S\n\nH H H\n\nUs l§2\nm\nm\ng\nW\nu\n<•\n\n88^\n\n888\n\nlO <N\n\n11\n\n«»\n\nEd\n\nH\n\nhJ\n\nas>8\n\ng\nw\nW\nu\n\nVOVOVO\n\n888\nMOOOO\n\n88a\n\n8\n\nIH\n\nC/2\n\n;\n\nH\n§\n\n^•5\n\nbo\n\n:\n\n:6\n\nI IH.\n1\n\ntn\n\no\n\n^?>§p\n\nS « u\n\n:\n\n^J 2\n- a\n\nJS!S-^§ggS\ng^Si|g;^^^\"\n\nH\n\n<.^\n\n<\n\n;^\n\nJS\n\n^\n\n•\n.\n\nct—\n\"rt\n\nB\n\nS«\n\nC «-\n\no\ntyj\n\n"}
{"page": 681, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n888\nII\n\nI\n\n1\n\n§\n\n665\n\niiii\n\n—8\n\n8\n\n1\n\n8\n\n8\nM\n\n5\n\n«5\n\n1\n\n1\n\n8\n\nmill II\n\n1800 1800 1800\n$2000\n\n-\n\n1\n\n—\n88\n\n§\n\n\"\n\nI\n%\n\n6*\n\n1M\n\nM M M M\n\n0)\n\n>\n\n2\n\n88\n\n13\n\n>\n\n3\n\n88888888 88\n\n8888\n^^*\n^M MM\n>o\n\n1\n\nH\n\n1\n\nu\n\nCO\n\n.2\n\n<\n\n(TD\n\n88\n\n1\n\n1\n\nP\n\n8\n\n1\n\n8\n\n8\n\nllllllll 11\n\nililllll II\n\n88888888\n^NNWMMMM\n\n<\n\nH <\n\n6\nC\n\n\"0\n\n-o\n\n•0\n\nC\nn\n\nc\n\nC\n\n<\n\n1\n\n1\n\nart\nIIOO\n\nIIOO\n\nIIOO\n\n$1200\n\n\"B\n\nH\n\n.y\n\n13\n\n1\n\nQ s\n\ns\n\nQ\n\n£\na\n\n.2\n\n8888\n^WMM\n\n3\nc\n\n1> 3C\n\n1\n\nMM MM\n\n1-\n\n'\n\n1\n\n88\nMM\n\n8888\n\n_c\n'S\n\nj\n\nx<\n\n1600 1600 1600\n$1800\n\n\"o \"o\n\nu\nM n\n\n1\n\nu11 1\n> > > >\n\nI 1 1\n3 3 3 3\nC/2\n\nc\n\n\"0 \"0\n\n\"o\n\n<\n\nI\n\n1^\n\nc\n\nM\n\nC/2\n\n1\npL,\n\n'%\n\n2\n\nQ\n\ni\n\nWw\n\n"}
{"page": 682, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n666\n\nNEWARK SALARY SCHEDULE (Continued)\nNOTES\n1.\n\nHead assistants and first assistants, teaching classes of the eighth\n\ngrade,\n\nshall\n\nreceive $ioo additional while teaching such grade.\nFirst assistants\n\n2.\n\nand head assistants teaching the eighth grade, promoted to a\n\ngrammar vice principalship, shall be paid $ioo in addition to the amount of salary they\nreceived at the time of their transfer, including the amount paid for teaching the eighth\ngrade.\n3. Kindergarten directresses in charge of kindergartens having more than four kindergarten assistants shall receive $100 additional to the salary schedule for directresses.\n\n4. Assistants in charge of classes for crippled children and of open air classes for\nanaemic children shall be paid in accordance with the schedule for assistants in elementary\n\nschools.\n\nIn all cases of promotion of teachers to higher positions, they shall be advanst\n\n5.\n\nto the next higher salary grade provided, such increase shall not change the date of the\nannual increase fixt prior to such promotion.\n6. All teachers must serve three years as temporary teachers, upon the completion of\nwhich, if satisfactory, they shall enter upon the first year of the permanent grade.\n\nAll increases of salary under this schedule shall be based upon merit and efl5ciency\n\n7.\n\nto be ascertained as far as practicable from the ofl&cial record of the Board of Education.\n\nSuch increases shall be recommended by the Superintendent and approved by the appropriate committee.\n8. Teachers absent from duty on account of furlough or other excused absence for a\nperiod in the aggregate not longer than two months in any one year shall not suffer thereby\n\nany loss of time in reaching the next higher salary grade.\n9. Principals and teachers of alternating schools which have been in operation for at\nleast one year shall receive an additional increase of 5 per cent of their salaries for such\n\nThis does not include kindergarten directresses and assistants and teachers\nnot having alternating classes and teachers on special schedule.\nservices.\n\n10.\n\nNo salary now paid shall be reduced by reason of this schedule.\n\nELEMENTS TO BE CONSIDERED IN MAKING SALARY SCHEDULES\nFor convenience in discussing these elements they have been groupt\nunder the two inclusive headings Economic Elements and Educational\nElements. Many of these elements will involve principles which are rather\ndefinitely settled, others will have the prestige of common practice, while\n\nothers have been applied successfully, but not as yet to teachers.\nA.\nI.\n\nECONOMIC ELEMENTS\n\nRelation of salary schedule to wealth of community.\n\n—As long as the\n\nquestion of the payment of teachers remains one for local settlement it\n\nmight seem that it would be somewhat influenst by the per capita wealth of\nthe community. A casual examination of the schedules obtained from cities\nover the entire country might give weight to the general statement that\nthe more wealthy and more rapidly growing communities pay larger initial\nIn order to determine\nsalaries, and extend them to higher maximal salaries.\nthe degree to which the above generalization is true, the following study was\n\nmade:\n\nOne hundred cities were selected from the ** Financial Statistics of\nSince\nCities for 1916\" (Table XXXII) by taking each alternate city.\n\n"}
{"page": 683, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n667\n\nthe cities are arranged alphabetically according to size, this gave a random\n\nsampling of the cities in the country with a population in excess of 30,000.\n\nThe per capita wealth was secured on the basis of estimated true valuation\nover a period of years extending from 1910 to 1916. The average amount\nof salary per elementary teacher\n\nwas also computed for the same period.\n\nThe cities were then rankt according to the percentage of increase or\ndecrease in per capita for 1916 over 1910, and also rankt according to per-\n\ncentage of increase or decrease in average salary of elementary teachers\nduring the same period.\n\nThe efl&cient of correlation was then estabhsht\n\nfor the 23 cities of the 100 which had complete data for both items.\n\nSpear-\n\nman's formula was used in obtaining this coefl&cient, and the result r= .038,\n\nwas obtained.\n\nThis coefficient indicates that for these 73 typical cities\n\nin the United States, there was during this interval of six years no association between the percentage of increase in per capita wealth and the per-\n\ncentage of increase in average salary paid to elementary teachers.\nother words,\n\nit\n\nIn\n\nwas purely a matter of chance whether the city which\n\nincreast most in per capita wealth paid its elementary teachers an increast\n\nIn fact, the actual figures show that the city which decreast\nsalary.\nmost in per capita wealth and therefore rankt first or lowest in increase\nin per capita wealth rankt fifty-eighth\nsalaries to\n\nin the percentage of increase in\n\nelementary teachers, while the city which rankt forty-sixth in\n\nthe increase in per capita wealth, rankt first or lowest in the amount of\nincrease given to elementary teachers.\n\nThe foregoing study would con-\n\nclusively indicate that this question of increases to teachers' salaries is\n\nlargely a matter of local progress, and depends more upon the development\nof a favorable community attitude or upon the aggressive work of a super-\n\nintendent or teachers' organization, than upon any economic development\nof the community.\n\nSuch a study is evidence of the oft quoted statement\n\nthat a community will find the means of supporting schools when convinst\nthat it is a desirable thing to do.\n\nThe second consideration under the relation of community wealth to\nteachers' salaries is the question of relative financial burden carried.\n\nThis\n\nmore prominent in some sections of the country, particularly in the southern section, where many districts have a very low per capita wealth. In\nthese districts the tax burden of supporting schools upon the same level\nas the more favored communities becomes so high as to be prohibitive.\nAt least two determining conditions enter this situation. First, the lack\nof natural resources for certain sections of the states, and second the principle of placing such a low valuation upon the property that the tax rate\nseems entirely out of proportion to the property value. Readjustment\nis\n\nof salary schedule within these communities will necessitate a change in the\n\ntax system and assistance from a larger taxation unit.\n\nIn some instances,\n\naid can be obtained from the state as a unit of taxation, but there would\n\nremain whole states where the burdens would be entirely out of proportion\n\n"}
{"page": 684, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n668\n\nThe only permanent solution\n\nto those born in other sections of the country.'\n\nof the economic side of the salary problem for these sections is in some form\n\nof federal subsidy.\n\nTABLE LXIII\nPercentage of Total Operating Expenses Expended for Teachers' Salaries\n(Number of Cities Devoting Each Per Cent Indicated)\n1910-11\n\n1911-12\n\n.\n\n1912-13\n\n1913-14\n\n1915-16\n\n1914-IS\n\nPer Cent\n\nA\n\nB\n\nT\n\nA\n\nB\n\nT\n\nA\n\nB\n\nT\n\nA\n\nB\n\nT\n\nA\n\nB\n\nT\n\nA\n\nB\n\nT\n\nI\n\nI\n\n•^i\n\nI\n\n40\n\nI\n\n2\n\nI\n\nI\n\n43\n\n1\n\n46.:::::::'.'.'.\n\nI\n\n3\n\nI\n\nI\n\n48\n\n2\n2\n\nt;o\n\n.\n\n.\n\n.\n\n^\n\nea\n\nI\n3\n2\n\n6\ncc\n\nI\n\n56.::.:::.:..\n\n9\n\ne7\n\ns8. ::..:.::..\n\n59\n\n.\n\n.\n\n.\n\n60\n\n64\n65.\n\n66\n67\n68\n69\n70\n\n.\n\n.\n\n71\n72\n\n2\n\n3\n\n4\n\n2\n\n2\n\n7\n\n5\n\n2\n\n2\n\nI\n\n3\n\n3\n\n3\n\n2\n\n4\n\nI\n\n4\n\n2\n\n2\n\n2\n\nS\n\n7\n\n5\n\n2\n\n7\n\n7\n\n4\n4\n9\n\nI\n\nI\n\n10\n8\n\n10\n8\n\n8\n\n5\n\n5\n\n5\n\n6\n\nI\n\n10\n8\n\n2\n\nII\n\n13\n\nI\n\nI\n\nIS\n\nI\n\nII\n\n2\n\n2\n\n6\n\nI\n\n7\n\nI\n\ni\n\n7\n\n7\n\n10\n6\n8\n\n16\n12\nIS\n\nI\n\n6\n\n9\n10\n10\n\n4\n4\n\n8\n\n3\n8\n\n8\n\n12\n\n4\n\nS\n\n9\n\n3\n\n7\n\n2\n\n5\n\n3\n\n6\n\n9\n5\n\ni\n\n5\n\n7\n\nI\n\n9\n\n7\n\n3\n\n2\n\n3\n\n6\n2\n\nI\n\n2\n\nS\n\n3\n3\n\n10\n\n4\n\n2\n\n2\n\nI\n\nI\n\nIS\n\n5\n\nI\n\nI\n\n7?\n76 ::::::::::\n77\n78\n\n14\n\n....\n\n4\n3\n8\n\n3\nII\n\n9\n12\n\nI\n\nII\n\nI\n\n13\n\nI\n\nS\n\ns\n\nII\n\nI\n\n8\n\n3\n3\n\nI\n4\n\n9\n14\n8\n18\n19\n13\n10\n12\n4\n4\n\n2\n\n5\n5\n\nI\n\n3\n2\nI\n\n2\n\n7\n\n7\n\nIS\n\nS\n\n14\n6\n9\n\nI\n\n7\n\n2\n\nII\n\nI\n\n7\n\n7\n\n9\n4\n\nII\n\n3\n\nS\n\nII\n\n14\n17\n9\n\n\"1\nII\n\n5\n\n9\n\n4\n\nII\n\n5\n\n8\n\n2\n\n7\n\n13\n\nI\n\nIS\n\n14\nIS\n\n8\n\n4\n\n10\nlO\n\n13\n\n4\n\n6\n\n5\n\nS\n\n10\n\n3\n\nS\n\n3\n\n3\n\n7\n\n2\n\n4\n\n6\n6\n\n4\n6\n\n4\n\n2\n\n5\n\nI\n\n3\n\n2\n\n5\n2\n\n2\n\n3\n\n5\n\n3\n\n3\n\n2\n\n9\n\nI\n\n3\nII\n\nII\nII\n\n10\n10\n\nII\n\n13\n\n13\n\n9\n\n10\n3\n17\n14\n\nI?\n18\n14\n10\n8\n\nII\n12\n\n16\n\n3\n\n8\nS\n\n9\n\n4\n8\n\nII\n\ni\n\n2\n\n10\n\n7\n\n2\n\n3\n\n5\n\n4\n\n3\n\nI\n\n4\n\nI\n\n2\n\n3\n\nI\n\nI\n\nI\n\n2\n\n3\n\nI\n\n2\n\n1\n\n2\n\nI\n\nI\n\n2\n\nI\n\nI\n\nI\n\n6\n\nI\n\n....\n\nI\n\nI\n\n80...\n82\n8^\n84\n\nI\n\n7\n\n9\n\n6\n\nI\n\nI\n\n3\n\n3\n3\n\n4\n\nI\n\n9.\n8\n10\n\n61\n\n62\n63\n\nI\n\n•.\n\n'\n\nI\n\n..\n\nI\n\nI\n1\n\nI\n\n62\n\n63\n\n85:\":::::::\n§6\n\nI\n\nI\n\n87\n\n88\n\nMedians\n\n65\n\n60\n\n62\n\n66\n\n60\n\n62\n\n^6\n\n62\n\n63\n\n67\n\n63\n\n64\n\n6S\n\n61\n\n62\n\n67\n\nA = Cities over 100,000. B= Cities 25,000-100,000. T = Both together.\n\n2.\n\nRelation of salary schedules to expenditures for other purposes.\n\n—The\n\nquestion of determining schedules for teachers' salaries is one of the important financial problems of any city. In Table LXIII the percentage of the\ntotal operating expenses expended for teachers' salaries in all of the cities\n\nof the United States having a population of 25,000 or over,\n\nthe years 1909-10,\n\n1910-11,\n\n1911-12,\n\n1912-13,\n\n1913-14,\n\nis\n\ngiven for\n\nand 1914-15.\n\n"}
{"page": 685, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n669\n\nTABLE LXIV\nChanges in Per Cent of Total Operating Expenses Devoted to\nTeachers' Salaries*\n\n— 1910-11 to 1915-16)\n\n(All cities over 25,000\n\nigio-ii to\n1911-12\n\n+31\n\n1911-12 to\n1912-13\n\n1912-13 to\n1913-14\n\n1913-14 to\n1914-15\n\n1914-15 to^ igio-ii to\n1915-16\n1915-16\n\nI\n\n+ 25\n\nI\n\n+20\n+19\n+18\n+17\n\nI\nI\nI\n\n+ 16..\n+15\n+ 14\n+13\n+ 12\n+ 11\n+ 10\n+ 9\n+ 8\n+ 7\n+ 6\n+ 5\n+ 4\n+ 3\n+ 2\n+\n\nI\nI\n\n3\nI\n\n.\n\nIt'\n2\n\nI\n\n2\nI\n\nI\n\n2tt\nI\n\nI\n\n3\n2\n\nI\n\nI\n\nI.\n\n2\n\n2\n\n2\n\nI\n\n2\n\n5\n\nI\n\n^.\nI\n\n—\n— 2\n- 3\n- 4\n- 5\n- 6\n- 7\n- 8\n- 9\n— 10\n— II\n— 12\nI\n\n\\\n\nI\n\nI\n\n3\n\n2\n\n5\n\nI\n\n3\n\n8\n10\n6\n10\n26\n\n15**\n\n3\n\n7\n\n7\n\n9\n9\n8\n\n6\n\n9\n\nII\n\n7\n\n8\n20\n\n12\n\n8\n6\n\n22\n\n19\n24\n\n13\n21\n\n15\n\n19\n\n20\n\n9\n14\n\n16\n\n16\n14\n\n9\n10\n\nI\n\n•\n\n15\n\n14\n10\n\n— 14\n— IK\n— 16\n— 17\n\n3\n\n3\n\n5tt\n\n9§'\n\n18\n\ni4§\ni4tt\nI4§§\nio§§\n\n29\n\n23\n\ni5§§\n\n26\n\nI2§§\n\n15\n\n811\n\n5\n\n16\n18\n10\n\n14\n\n9\n\n4\n\n5\n\n6tt\n4§§\n7tt\n\n8\n\nI\n\n7\n\n5\n3\n\n6\n\n3\n8\n\n4\n\nI\n\n5\n\nI\n\nI\n\nI\n\n2\n\n5\n\n3\n3\n\n8\n\nI\n\n5\n\n3\n\n7\n\n3\n\n4\n\nI\n\nI\n\n4\n4\n\nI\n\n2\n\nI\n\n2\n\nI\n\nI\n\nI\n\n3\n\n2\n\n2\n\n-13\n\nI\n\n2tt\n4tt\n\n6\n\n1§§\n\n3\nI\n\nI\n\nI\nI\nI\n\n-18\n\nI\n\nJ\n\nI\n\n— IQ\n— 20\n\nI\nI\n\nMedians\n\nPlus I\n\nPlus I\n\n* Compiled by L. M. Wilson.\nt\n\nFrom 1911-12 to 1915-16.\n\ntt One of the cases as above.\n\n** Six cases as above.\n§ Four cases as above.\n\n§§ Two cases as above.\n|!\n\nThree cases as above.\n\n1910-11 figures not available.\n\nMinus I\n\nPlus 2\n\n"}
{"page": 686, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n670\n\nOne thing that is obvious from a glance at the table is the very great range\nexpended for teachers' salaries.\n\nin percentage of total expenses\n\nDuring\n\nTABLE LXV\nDistribution of Annual Amount Spent for Elementary Teachers' Salaries for\nEach Pupil in Average Daily Attendance by Cities of Over\n25,000 Inhabitants for the Years 1910-1916.\n1910-11\n\nS\n\n0000\n10.00-10.99\nII .00-11.99\n12.00-12.99\nj-7 00— I ^ OQ\n14.00-14.99\n•\n\n1911-12\n\n1912-13\n\n1913-14\n\nI\n\n5\n\n2\n\n2\n\n2\n\nI\n\n2\n\n2\n\n2\n\nI\n\nI\n\n3\n3\n\n4\n4\n\nI\n\nt5\n\n4\n4\n\n2\n\n6\n\ni\n\n4\n\n3\n\n3\n\n2\n\nI\n\n....\n\nIC.OO-I'J.OO\n\n16.00-16.99\n17.00-17.00\n18.00-18.99\nIQ.OO— 10 00\n20 00—20 99\n2 1 00—2 1 99\n22.00-22.99\n2 a 00—2^ 00\n24,00-24.99\n2 ? 00-2 < 00\n26.00-26.99\n2 7 00-2 7.00\n28.00-28.99\n20 00-20.00\n.\n\n.\n\n.\n\n2\n\n5\n\n4\n4\n\n9\n\n3\n\n8\n\n4\nII\n\n7\n\n14\n\n4\n\n8\nII\n8\n12\n\n6\n12\n\n10\n10\n\n4\n\n2\n\nI\n\n6\n\n4\n4\n\n7\n\n6\n\n5\n\nI\n\n3\n\n5\n\n6\n\nI\n\n2\n\n3\n\n4\n\nI\n\n2\n\n5\n\n3\n\n3\n\nI\n\n2\n\n2\n\nI\n\nI\n\nI\n\n>\n\n7\n\n9\n9\n10\n\n7\n\n13\n12\n6\nII\n\n9\n8\nA\n\n4\n\n3\n3\nI\nI\n\n2\n\nI\n\nI\nI\n\n3\nI\n\n00—^8 00\n90 00—^0 00\n\nA.2\n\n7\n\n3\n\n7.8\n\n00-4.0 .00\n\n4\n\n9\n8\n\n10\n\ns6 00—^6 00\n27 00—^7 00\n\n00-41 .00\n00—4.2 QQ\n\n3\n\n5\n\nII\n\nII\n\n.\n\n4.1\n\n4\n\n?\n\n5\n\nI\n\n3\n\n4\n4\n\n9\n\n3\n\n•?^.oo-'?^.oo\n^4 00-^4 .00\n9r 00—^^ 00\n\n4.0\n\n'\n\n2\n\n9\n10\n\n2\n\n00—^1.00\n\n1\n\n6\n12\n\n.3\n\n^0 OO-'^O.OO\n^2 00—^2 00\n\n[\n\n7\n\n2\n\n.\n\n•3\n\n1915-16\n\nI\n\n.\n\n.\n\n1914-1S\n\n2\n\nI\n\nI\n\n4.7\n\n4.8\n\n00-4.7 00\n00—4.8 00\n\n.\n\n.\n\n.\n\n.\n\nI\n\n.\n\n44\n\n78\n\n114\n\n120\n\n144\n\n148\n\n20.25\n1,16.50\n\n20.56\n17.06\n24.04\n\n21.75\n18.46\n25.64\n\n22.77\n19,22\n\n23.08\n18.50\n25.99\n\n2331\n\n'\n\nMedian\n25 per cent\n7^ per cent\n\n23-99\n\n25 -99\n\n19.40\n26.88\n\n1910 this ranged from one city which spent only 27 per cent on teachers'\nanother which spent 86 per cent. The medians for the two\n\nsalaries to\n\ngroups of cities into which the table is divided, show a surprising consistency\n\n"}
{"page": 687, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n671\n\nthruout the period of six years. In Table LXIV which gives the changes in\npercentage of total operating expenses devoted to teachers' salaries in\nthese cities, we find a correspondingly large range with the heaviest part of\n\nthe distributions centering around the\n\n\"o\" change.\n\nThe medians in all\n\ncases, except where the change was computed between 1910-11 and 1915-16,\n\neither \"o\" or +1 per cent or — i per cent.\nEven in the last column,\nwhere the change in percentage is figured over a period of five years, the\nmedian change was located at +2 per cent. These tables show the very\nis\n\ngreat variation in the percentage of total operating expenses spent for\nteachers' salaries, and also in the change of that percentage which would\n\nfurther substantiate the statement that salary adjustments are, at the\n\npresent time, matters of local initiative.\n\nFurther evidence to prove the\n\nforegoing point is given by Tables LXV, which gives the distribution of the\n\nannual amount spent for elementary teachers' salaries for each pupil in\naverage daily attendance by cities of 25,000 inhabitants or over, for the\nyears 1910-11 to 1915-16.\n\nThe distributions show the same tendency\n\nto scatter over a wide range with a heavy grouping of the cases around a\n\nThe medians for the six years show a sHght increase for\neach consecutive year, which indicates this same slight tendency to increase\nmedian of $20.\n\nsalaries of elementary teachers for consecutive years.\nParticular cases can\nbe found among cities where the percentage spent for teachers' salaries is\n\nmaterially influenst by the presence or lack of other city projects.\n\nA new\n\nwater supply or a city municipal building very frequently brings about a\ncurtailment of the educational budget.\n\nThere seems no reason why the\n\namount spent for schools, a large percentage of which would go to teachers'\nsalaries, should not be a fairly definite percentage of the total city expendi-\n\ntures.\n\nThe medians shown in Tables XLIII would indicate that current\n\npractice would put this percentage at about 65.\n\nAssuming that there has\n\nbeen certain financial exploitation of the teachers during the years for which\nthese figures are computed, it would be safe to say that this percentage\n\nshould be higher than 65 per cent.\nRelation of salary schedules to the cost of living.\n\n—\n\n^As before stated, very\nfew schedules, except as they have been revised within the last decade, have\n3.\n\nbeen made with any serious consideration of the cost of living for teachers.\n\nWhere living conditions are at all unusual, either in regard to the price of\nstandard commodities or in regard to exorbitant rents due to rapidly\ngrowing population, an adjustment should be made for that city in the\nteachers' salary schedule.\n\nprinciple which has\nteachers' salary,\n\nOne difficulty in such an adjustment is the\nless commonly accepted\nthat a\n\nbecome more or\n\nwhen once raised, should not be decreast.\n\n—\n\nThis is not\n\nreally a difficulty and should not be seriously considered, since it is very\n\nimprobable that any such adjustment would relatively overpay the teachers.\n\nThe same reluctance to having wages reduced exists in all other\n\noccupations as well.\n\n"}
{"page": 688, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n672\n4.\n\nRelation of salary schedules to legislative restrictions.\n\n—In many\n\ncities\n\nand a number of states, cautious law makers have guarded against extravagance in the expenditure of funds by making laws of various descriptions\nlimiting the amount to be spent for this or that purpose, or placing a limit\n\nupon the increase which can be spent for any item in one year over the preceding year. While these laws seem financially safe when past, they inevitably impose a serious obstacle to progress when it becomes necessary to\nundertake some very needed improvements and undertake them at short\nnotice.\nAn instance of this was found in the' situation at Louisville,\nKy., when the city was confronted by a serious shortage of teachers,\nand the salary schedule was obviously too low. With a legal limit placed\nupon the amount of money which could be expended for school purposes,\nthe board of education voted, as a means of increasing teachers' salaries\nand insuring enough teachers to open schools, to pay teachers their ten\nmonths' salary on the basis of eight and one-half months, and trusted that a\nspecial election at the end of the fiscal year would provide the needed funds\nto continue payments at the increast rates.\nThe schools are so close to the\ngeneral public and the interests of the tax payers are so vitally concerned\nwith the work of the schools, that it would seem safe to allow the schools\nto progress as rapidly as the communities are willing to appropriate funds\nfor them, and not have them hampered by legislative restrictions.\nB.\nI.\n\nEDUCATIONAL ELEMENTS\n\nSalary schedules as a guaranty to a career.\n\n—One\n\nof the elements which\n\nhas interfered with teaching as much as perhaps any other, has been the\nfact that teachers are so transient in their work.\n\nThe average professional\nThe\n\nlife of a teacher has been variously computed at from five years up.\n\nfindings of the present study would indicate that at least in the cities this\nfigure\n\nis\n\ntoo low, and that the median amount of experience is between\n\nseven and ten.\n\nAt any rate, it is a well-known fact that a great many\n\npeople use teaching as a convenient stepping-stone to some other line of\n\nwork which promises a more rapid and more permanent income.\n\nWhen\n\nsalary schedules are so arranged that a teacher can begin with enough\n\nmoney to induce the better prepared and most ambitious men and women\nto choose teaching as a life work, and seriously prepare for it, there will be\n'\n\na possibility of making teaching a genuine profession, as well as a possibility\nTeaching\nfor carrying on consecutive work thruout the different systems.\nsuffers more than any other occupation from its inability to make capital\nfrom the experience of the workers in it, since so many of them leave the\nwork at a time when experience is becoming richest. Salary schedules\nshould, therefore, start at a high enough figure, and reach a high enough\nmaximum to induce the type of men and women who should be teachers\nto seriously prepare for it, knowing that in the work of teaching itself, a\n\ncareer is offered.\n\n"}
{"page": 689, "printed_page": null, "text": ":\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n2.\n\nSalary schedules as an incentive\n\nto\n\n673\n\nadequate preparation.\n\n—In con-\n\nnection with the foregoing point, salary schedules must insure adequate\nIt seems unwise to try to secure better preparation without\n\npreparation.\n\ngiving a just compensation for that preparation when secured.\n\nLack of such\n\na policy prevents capable prospective teachers from going to the expense\nof thoro professional training when they know that after graduation from\n\nsome teacher\n\ntraining institution, they cannot secure a minimal\n\nwage\n\ncomparable with the other fields of work open to students with the same\namount of preparation. An adequate minimal salary alone is not enough\n\nAs advocated in the foregoing point, increases\n\nto secure this preparation.\n\nTABLE LXVI\nMedians for Minimal and Maximal Salaries as Given in the Salary Schedules\nFOR Certain Cities Listed in U.S. Bulletin No. 16\nI\n\nII\n\nIII\n\n26\n1125\n28\n617\n\n13\n1013\n16\n\n863\n\n475\n\n487\n\n— 1914*\nIV\n\nv\n\nTotal\n\n20\n813\n30\n\n14\n\n810\n\n88\n913\n126\n538\n\nElementary\n\nMinimum\n\nNo. of cities\nPrinciples\nNo. of cities\n\n.\n.\n\n'.\n\nTeachers\n\nMaximum No. of cities ....\n\n22\n\n6\n\n12\n\n2400\n\n2350\n\n1425\n\n26\n1038\n\n15\n\n23\n\n84s\n\n788\n\ni\n\nPrincipals\nNo. of cities\n\n;\n\nTeachers\n\nHigh School\nMinimum: No. of cities\nPrincipals\nNo. of cities\n\nTeachers\n\n.\n\n19\nover 3000\n\n.\n\nIS\n\n14\n1567\n\n30\n800\n\n27\n575\n\n92s\n\n68\n1650\n\n27\n713\n\n834\n\n•\n\n14\n\n8\n\n8\n\n13\n\n12\n\n2500\n\n2350\n\n1750\n\n1325\n24\n750\n\n26\n\n16\n\n22\n\n977\n\n950\n\n833\n\n875\n\n20\n1325\n\n1275\n\nMaximum: No. of cities\n\n25\n\n16\n\nTeachers\n\n1838\n\n1550\n\n22\n\n28\n942\n\n121\n\n60\n2400\nIII\n\n846\n105\n1425\n\n* \" The Tangible Rewards of Teaching.\"\n\ngiven and the maximal salary attainable are also elements in determining\nthe amount of preparation a prospective teacher is wiUing to invest in.\n\nK the promist rewards are so small that they represent no returns on the\ninvestment of time and money in securing preparation, only teachers with\n\nno business sense, or those inspired purely by a missionary desire to serve\nwould enter teaching. There has been within recent years a decided\nimprovement in salary schedules in this respect. In the United States\n\nBureau of Education Bulletin, \"The Tangible Rewards of Teaching,\"\nNo. 16, 1914,^ salary schedules for certain city school systems are given.\nThe minimal salary, the amount of annual increase, the number of years\nfor which increases are given and the maximal salary are recorded.\nA\ntabulation of these data. Table LXVI, shows the following median results\nfor the cities in the first five size groups.\n< Size\n\ngroups are similar to those defined on page 544.\n\nIt will be obvious from these\n\n"}
{"page": 690, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n674\n\nfigures that in 1912-13, the year for which these data were collected, that\n\nthe findings in chapters i and ii are substantially corroborated, since the\nminimal and maximal salaries vary directly as the size of the cities varies.\nIn this connection, the median number of years of increase, both in the\n\nhigh school and in the elementary grades, varies between six and ten, with\n\na rather consistent median for the groups in the neighborhood of eight\n\nA slight tendency is shown for the larger cities to grant a\n\nyearly increases.\n\ngreater number of increases.\n\nThe tabulation of the median increases for\n\nelementary teachers given in these different cities, varies from $35 to $60\nas the cities increase from Size 5 to Size i.\n\nThe median increase runs from\n\n$55 to $85 for high-school teachers as the size of the city increases. In\nconnection with the value of salary schedules as a promise of a career and\nas an incentive to adequate preparation, the advance made within the last\nfew years will be of interest. In the National Education Association study\non \"Teachers' Salaries and Cost of Living\" for July, 1918, Appendix 7\ngives the minimal and maximal teachers' salaries in 108 cities collected by\nthe Commissioner of Education, May, 19 18. As an indication of progress\nduring the five years between the collection of these data and those recorded\nin Table LVI the median maximal salaries for cities in Size\n\nGroups I, II,\n\nand III are computed to be as follows:\n\nMEDIAN MAXIMAL SALARIES FOR\nELEMENTARY TEACHERS\nSize Group I\n\n$1250\n950\n829\n\nSize Group II\n\nSize Group III\n\nMEDIAN MAXIMAL SALARIES FOR HIGHSCHOOL TEACHERS\nSize Group I\nSize Group II\n\n^\n\nSize Group III\n\n$2240\n1988\n1540\n\nA comparison of these with the median maximal salaries for 191 2-13\ngiven above, will show that within the five years a decided increase in\n\nmaximal salary offered, occurred in all of these groups, which indicates a\nrecognition on the part of school boards, especially in the larger cities, of\nthe necessity of a liberal maximal salary in order to secure the desired\n\nnumber of the right kind of teachers.\nIn order to show that the preparation of teachers can be controlled\nthru the salaries offered, ten cities were selected from the cities included in\n\nstudy in chapter\n\ni\n\nwhich paid relatively low salaries, and the amount\n\nof preparation of the teachers was compared with the preparation of the\n\nteachers in ten selected cities from the\nsalaries.'\n\nsame list paying relatively high\n\nThe ten cities paying relatively low salaries had median salaries\n\n« The 10 cities represented in the group paying the lower salaries are: Augusta, Ga., East St. Louis, 111.,\nPaducah, Ky., Millville, N.J., Indiana, Pa., Herrin, 111., Carthage, Mo., Sandford, Fla., Horton, Kans.\nThe 10 cities represented in the group paying the higher salaries are: Columbus, Ohio, Des Moines,\nIowa, Oakland, Calif., East Chicago, Ind., Pasadena, Cahf., Cleveland Heights, Ohio, Great Falls, Nev.,\nPrescott, Ariz., Lake Forest, lU., Tonopah, Nev.\n\n"}
{"page": 691, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n675\n\nfor the 457 teachers who returned the questionnaire of $652, with a median\n\namount of preparation above the eighth grade of 5.76 years.\ncities paying relatively high salaries had\n\nThe ten\n\na median salary of $1049 for the\n\n548 teachers answering from those cities, with a median amount of preparaThis shows that even under\n\ntion beyond the eighth grade of 6 44 years.\n.\n\npresent conditions the cities paying the better salaries are securing teachers\n\nwith more adequate preparation.\n\nTable LVII and LVIII give these dis-\n\ntributions, which by inspection reveal the situation.\n\nIn addition to the above-mentioned necessity for ha'v^ng the minimum\n\nand maximum high enough to warrant preparation, another very important\nitem is the amount of the annual increase and the number of years necessary to attain the maximum. A maximum of $1800 offers practically no\nincentive if it takes sixteen years to reach it from the $1000 minimum.\nSalary increases should be large enough to make an immediate appeal\nto ambition and thus promise a fairly adequate salary after four or five\nyears.\n\nThis is the period when the average individual desires to increase\n\nhis responsibiUties, purchase a permanent home, or make other investments\n\nThe gratification of these desires should\nBut a salary schedule should not carry teachers up to\n\nof more than temporary nature.\n\nbe made possible.\n\nthis point, and then not offer incentive enough to hold them.\n\nThis is the\n\nobjection to some of the salary schedules proposed by the English Committee' who recommend a granting of larger increases for a period, then of\n\nsmaller increases and then, of larger increases again.\n\nSuch plans as this\nhave no justification, except that they save to the tax payers the small difference in the increase during the years when the increase is reduced.\n\nIt is\n\njust such evidence of pettiness in the financial control of the schools which\n\ndisgust capable men and women to the point of leaving teaching. The\nmost acceptable plan for granting increases seems to be to grant the same\nincrease for each year of successful experience until the maximum is attained\nfor that particular kind of work.\n\nIt would\n\nseem that for an adequately\n\nprepared teacher, that is, one who has had six or more years preparation\n\nabove the elementary school, no annual increase should be less than $100\nor given for less than six or eight years.\n3.\n\nSalary schedules as incentive to progress while teaching.\n\n—^The objection\n\nmost frequently made to the introduction of salary schedules is that they\nso often and so quickly become automatic and taken for granted that they\nproduce mental lethargy and destroy the incentive to self-improvement. Of\ncourse, this is not an objection to the schedules nor the principles involved,\nbut rather a criticism of the way in which so many salary schedules have\nbeen administered. It is unfortunately true that many individuals, some\nof whom are teachers, will not do any more work than they think is absolutely necessary in order to secure their pay.\nFor such, an automatic\nincrease is not a reward of meritorious service nor a spur to make each\n»\n\n1918.\n\nSummary of the report by Dr. I. L. Kandel in Appendix XIII of Teachers' Salaries and Cost of Living,\n\n"}
{"page": 692, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n676\n\n00 >/5VO\n\n1\n\nOt*'*t>.«00»«OH«^0>WNOV>H H H CI\n\n»o to >«»0\n\nH\n\ncc«e»e»SMH«e<5iH\n\n't\n\nM\n\n2\n\nM\n\nC4\n\nM\n\nH\n\n««\n\n-\n\nH\n\nM\n\nM H\n\n00\n\n,\n00\n\nM\n\nH W\n\nt*\n\nH H\n\n(OH t« H\n\n<*>\n\nH M H COM M\n\nHMH\n\n<OM M M H W\n\nM\n\n»o\n\n1\nS\n\n1\n\nM <\na «\n\n10\n\no\n\n« W5e« H M M C4 M H M\n\nM\n\n?\n\nl-l\n\nH **eo ioo»ovo«owvot<. 00 M\nIH\nM\nH\nH\n\nM\n\nH H\n\nH\nH\n\n;z;\n\n*\n\n<*3\n\n^ t '00 « t^»0 *^'tW5«OW>w « H\n\nM\n\nH «0»0«OH H\n\n«o\n\nM\n\nH\n\nM\n\n« COM\n\nJ\nH\n\n«\n\nM\n\nH\n\nM M (O ei\n\nM H\n\nW M M «\n\n.\"\n\nM\n\n'\n\nH H\n\n10\n\nM\n\no>\n\n-\n\nH\nC 4) CO \"\"\nt: -n **\n\nSI\n•\n\n.c\n•u\n\nC\nC\n\ncC\n\n•\n\n^\n\n>VC\n\nc\n\nC\n\n\\\n\noc\n\nc\n\n^1\n\n'1\n\n\\\n\nX\n\nt-\n\n3\n\nOP\n<\n\n1-\n\nc\n\n^ c^ c\nJVC ^\n\n1-\n\n,i\n\n\\\n\ni\n\nC c\n\ns\n\n>\n\n*\n\ni\n\n«l\n\nN\n\ns\n\n4\n\nf\n\nJ\n\n1\n\nc\n\\\n\n'I\n\nt-\n\n5:: o\n\nc\n\nc\n\n^\n\ni\n\ni\n\n- 2 O\n\n*«\n\n^\n\nI I\n\n3\n\nQ3-\"\n«\n\n"}
{"page": 693, "printed_page": null, "text": "1\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n677\n\nH\nW\n>\nm\n<d\n\n;?\n\ne*\n\nCO\n\n« M\n\n•\n\n•\n\n•\n\n'H\n\nhj\n\na\n\nu\nC/2\n\n<\n\nVO VO\n\nH Tt lOVO «0\n\n•\n\nH « CO\n\nI\n\nen\n\n«\nM\n\nUJ\n\n>^\n\nM\n\n<i1\n\n)—\n1—\n\n>\na\nW\nH-1\n\n<:\n\nH\n\nM M <t rJ-OO O «OVO O CO « * 10 't\n\n§\n« 1\nM rn\n\nP4\n\ng\n^2;\n\ni\n\nH ffi\n^\n^\nH >5\n< <1\ni-l\n\nPj\n\nP4\n\nrj-\n\nTj-vO\n\nio«0>'>0>MO>'t<OHt^cO\n\nCO<OHCO'<tt^OT}'\n\ns\n\n« « M\n\n•TtOVOMH -M\n\n.\n\n•\n\nCO «\n\ng5\n\nw\n\n51\nO^O^O^O^OlO^O^O^OlOlO^O^OlOlO^O^O^OlOlO^O^O^O>0\n\nTl0^^0^^0^'tOlTtO>'tO^O^OlOO>OlO^O^O^O^Ol 0>_L\n\n<0 <0\n\n^ 't 10 ir>\\o »0 l^ t^oo 00 ~ ~ ~\n\nto <0\n\n* •* «0 >o^O O t- t-»00 00O>O»0OMHMe>«cocO^Tf lovO t^OO 0>Ohc»cotJ-ioO\n\nop\nCI C«\n\nM Ci C4 M CO\n\n"}
{"page": 694, "printed_page": null, "text": "'\n\n#\n\nNATIONAL EDUCATION ASSOCIATION\n\n678\n\nyear's work better than the preceding one.\n\nWhile it seems obvious that\n\nincreases should not be received as a matter of course and regardless of the\neffort of the teachers, guarding against such a situation is one of the difficult\n\nelements in administering a salary schedule.\n\nIn every other\n\nfield\n\nof\n\nendeavor the reward is more nearly determined by the effort put forth.\n\nThe principal reasons why it is so difficult to apply this rule to teachers is\nthe intangible nature of much of a teacher's work and the inability by\npresent measures to determine the results obtained.\n\nIn the face of these\n\ndifficulties only a few cities have so far tried to put the granting of increases\n\nupon a basis of measurable or \"rated\" merit.\n\nIn many cities where the\n\nsuperintendent reported that the granting of an increase depended upon\nsuccessful work, it meant that the superintendent had to act as the judge\nof whether the work was successful or not, and this, in most cases, meant\n\nthat the increase was granted if the work was not of a nature to secure the\ndismissal of the teacher.\n\nWhen better and more accurate supervisor's tests are developt so\nthat it will be possible to rate a teacher justly into one of three or four\nclasses,\n\nnot alone ih relation to other teachers, but more particularly in\n\nregard to her own previous work, the administration of increases to insure\n\nand reward progress will be relatively simple. A suggestive classification\nwhich is being used in several places is: Class I ^Teachers whose work\nis entirely satisfactory, who have gained in ability to teach and in their\nmastery of the subject-matter taught; Class II ^Teachers whose work has\nbeen satisfactory, but who have made no effort to improve during the year;\nClass III ^Teachers whose work is not entirely satisfactory, but have made\na conscious effort to profit by experience and supervisory help, and who give\n\n—\n\n—\n\n—\n\npromise of enough growth to warrant retention;\n\nClass\n\n—^Teachers\n\nIV\n\nwhose work and attitude have not been satisfactory enough to retain\nthem in the system. With teachers classified into one or another of the\nforegoing groups by a method which would be considered just by all concerned, it would be possible to say, for instance, that teachers in Class I\nshall receive the full regular increase, teachers in Class II half of the regular\n\nincrease, and teachers in Class III be retained without increase.\n\nAs was\n\nstated above, the most urgent need, before the increases given under any\n\nschedule may produce the maximal incentive to progress, is the develop-\n\nment of quantitative tests of teaching efficiency which can be fairly used by\nsupervisory staffs, or by committees of teachers.\nTwo other elements should enter all salary schedules in order to make\nthem serve as incentives to progress while teaching. These are (i) provision for summer study, and (2) provision for leaves of absence for study,\nresearch or educative travel.\n\nIn providing for the first of these, many\n\nschool systems follow the plan of making a flat allowance of $50 to the\n\nteacher who attends an acceptable summer school for the year when she\nattends.\n\nThis is merely helping the teacher, to the extent of the amount\n\n"}
{"page": 695, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n679\n\ngiven, to pay the extra expenses caused by attending the summer school,\n\nand makes no allowance for the fact that the teacher is a stronger teacher.\nIn many cities the number of such increases are limited to two. Better\nresults would doubtless be obtained from the teachers and better returns on\nthe investments for the district if this sum, for example $50, not only should\nbe given for the year the teacher attends the summer school, but should be a\n\npermanent increase to the salary that she is otherwise entitled to. Furthermore, four such increases seem to be the minimum which should be fixt.\nFour is selected since the curricula of most schools are now arranged so that\na year's work may be done in four summer sessions.\n\nThis will enable\n\nthe teachers to advance their education by the unit of a year, and those\n\nholding an A.B. degree or its equivalent, to secure the master's degree in\nfour summers.\n\nProviding for the second of these additional elements, namely, periodic\nleaves of absence for study, research, travel, etc. is as good an investment\nfor a city as\n\nit\n\nis\n\nfor\n\na college and it is a commonly accepted practice\nSuch a leave on at least half pay should be\n\namong the better colleges.\n\ngranted to teachers requesting it, not oftener than once in every seven\nis to be spent in a way that will result in\n\nyears, providing the time\n\nprofessional growth.\n4.\n\nThe element of flexibility in salary schedules.\n\n—In order more surely\n\nto escape the deadening effect of having salary increases, even adequate\nincreases, become purely perfunctory and automatic, every salary schedule\n\nshould have enough flexibiUty to adjust the wage to the needs in individual\ncases.\n\nPractically all the adjustments of this kind will be for teachers of\n\nspecial merit or ability who are worth more to the system than some others\n\ndoing the same class of work, but who will be secured by other places at\nan advanst salary unless some local adjustment is made. This is not usually\na problem unless the teacher\n\nis\n\nalready receiving the maximal salary.\n\nSome salary schedules have attempted to meet this condition by providing\nso-called \"super-maximal salaries\" which may be secured by teachers who\nsecure an advanst degree or some other prescribed qualification.\n\nThis con-\n\ndition is not entirely satisfactory, siiice it can, in a way, be met by fulfilling\n\nrequirements.\n\nOther cities have tried to solve the situation by establish-\n\ning no maximal salaries and making each teacher an individual case as she\n\nprogresses in tenure.\n\nThis plan makes salary progress depend upon the\n\nvote of the school board and is subject to the objections which have given\nrise to salary schedules in order that this\n\nmay be prevented.\n\nIt woidd be\n\nalmost impossible to administer the salary schedules, especially in larger\nNo single device will produce\ncities, without having maximal salaries fixt.\nthe needed\n\namount\n\nof\n\nflexibility.\n\nDifferent methods should be used\n\nmeet situations as they arise.\n\nFor example, where it is desirable to\n\nincrease a teacher's salary over\n\nwhat the regular schedule calls for, she\n\nto\n\nmay:\n\n(i)\n\nbe changed to another position with a higher schedule;\n\n(2)\n\nbe\n\n"}
{"page": 696, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n68o\n\nmade demonstration teacher for her subject or grade; (3) be placed in\ncharge of a special experiment; (4) be made responsible for some assistant\nsupervision with younger teachers; (5) be made assistant principal of the\nbuilding in which she works; (6) be made responsible for a certain form of\ncommunity service; or (7) be put in general charge of some extra school\nactivity of the children.\nMany such adjustments may be made and in\nmost cases, they will mean merely an addition to the teacher's \"title,\"\nsince if she is the kind of teacher who deserves the extra compensation,\nshe will undoubtedly be doing several kinds of extra work for which she\nmight be singled out and rewarded. The use, not to excess, of this principle\nof flexibility enables a salary schedule to remove unnecessary worry from\n\nthe teachers, and yet retain promise enough of reward to appeal to the\n\nmost ambitious. Each teacher may then strive to acquire special skill in\nher work, and may know that hard, conscientious work at all times will\nundoubtedly not go entirely unrewarded.\n5.\n\nSalary schedules should not make a distinction between the difevent\n\nschool divisions.\n\ndistinction\n\n—\n\n^At the\n\npresent time all salary schedules make a markt\n\nbetween the salaries for elementary, intermediate, and high-\n\nschool teachers.\n\nTables\n\nXXX-XXXV in chapter\n\ni\n\nshow for the cities\n\nreporting minimal and maximal salaries the decided tendency to establish\n\nlower minimal and maximal salaries for elementary teachers than for\nintermediate teachers, and lower for the intermediate teachers than for\n\nThe medians for the minimal salaries are: elementary $609, intermediate $718, high school $837, and for the maximal\nsalaries, elementary $867, intermediate $933 and high school $1358.\nIn\naddition to the lower salaries scheduled, it is also obvious from these tables\nthat the range between the minimum and maximum is much smaller for the\nelementary teachers. An examination of the rephes from the superintend*ents makes this more pronounst than the medians indicate. Of 151 cities\nbelow 10,000 inhabitants which gave both the minimum and maximum\nfor elementary teachers, 6 per cent report a difference between the minimal\nand maximal salary of $50 or less, 24 per cent a difference of $100 or less,\n*64 per cent a difference of $200 or less and 85 per cent a difference of $300 or\nless.\nThis means that in more than three-fifths of the cities in Size Groups\nV and VI the elementary teacher cannot look forward to earning more\nhigh-school teachers.\n\nthan $200 per year more than when she begins.\n\nThis is certainly one of the\n\nchief reasons why teachers stay so short a time in the smaller places.\n\nMany\n\nteachers would assuredly stay in the village school where they have achieved\nsuccess if to do so it did not mean both a present sacrifice of money and a\n\nlack of future prospects.\n\nThe reason for this difference is the lack of preparation of so many of the\nelementary teachers in comparison with the high-school teachers. This\nwas particularly true twenty or twenty-five years ago, but the difference in\npreparation has decreast materially during the past decade.\n\nWhere the\n\n"}
{"page": 697, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n68l\n\nstandards are as definitely set at six and eight years of work above the\neighth grade for the elementary and the high schools (as shown by Tables\n\nXLVII, XL VIII, and XLIX), it does not show a present difference which\nwould warrant the amount of distinction made in all salary schedules.\nTable XL, which showed that a number of superintendents expect elementary teachers to pay less for \"board and room\" than high-school\nteachers, was another evidence of the difference existing between these\nschool divisions. When this distinction is made in salary and in social\nstatus, there is no doubt that the distinction carries over to the educational\nrelations as well.\nThis is an unfortunate situation, and one which would\nbe removed by putting elementary, intermediate, and high-school teachers\n\nupon the same salary schedule as soon as they meet the same standards of\nWho can say that any one of these divisions is more necessary or important than another, and consequently, why should the distinction be made either in amount of preparation considered necessary or\npreparation.\n\nin the salary paid?\n\nThere is a strong movement in the country at the\nSeveral of the normal schools have\n\npresent time toward this standard.\n\nbecome, or are planning to become, teacher-training colleges with fuU four\nyears of professional work, while others are introducing a third year's work as\n\nThe equal preparation of the teachers in all\n\na step toward this standard.\n\nthree of the school divisions and equal rewards for service, equally important\nto the weffare of the nation, is a condition highly to be desired.\n6.\n\nSalary schedules should be standardized.\n\n—The need for\n\nthis is espe-\n\ncially felt in regard to schedules as they are influenst by such elements as\n\nthe size of the city, the location of the city, the preparation of the teachers,\n\nand the previous experience of the teachers. Under existing conditions the\nsmaller communities cannot hope to compete for teachers with the larger\ncities.\nThe smaller community is compelled to accept the inexperienst or\nthe less competent, for as soon as the necessary experience is obtained or as\n\nsoon as a teacher demonstrates markt abiHty she is drawn to a larger place\n\nby the larger salaries paid.\n\nExactly the same situation exists among differ-\n\nent sections of the country, where the differences in the salaries offered are\nas great as the differences among cities of different sizes.\nin chapter\n\ni\n\nshow these discrepancies.\n\nTables I-VIII\n\nThe effect of location is not as\n\nmarkt as that of the size of the city, however, due to the added expense of\ntravel, yet to the extent that it does exert an influence it sends the better\nteachers to the sections paying better salaries.\n\nThe majority of salary schedules at the present time either discount\nor discredit entirely the experience a teacher has gained in other systems, at\nleast as far as it gives her an advanst place on the salary schedule.\n\nThis\n\npractice, while it offers no inducement for remaining with the same school\n\nsystem, at least puts a penalty upon moving.\n\nAs a consequence many\n\nteachers will not move when it would be to their advantage, unless the\ndifference in salary offered\n\nis\n\nenough to make the lower ranking due to\n\n"}
{"page": 698, "printed_page": null, "text": "NA TIONA L EDUCA TION ASSOCIA TION\n\n682\n\nWith the standardization which has ahready been\n\ndiscredited experience.\n\nmade in matters of preparation, if school officials could reach some agreement on this matter so that teaching experience could be accepted year\nfor year where it is comparable, it would do much to unite teachers into a\n\nprofession and also to destroy the restricting local influences which so\n\nmany systems. In determining what experiences are\ncomparable there seems to be no reason why, when preparation or training\n\npredominate in\n\nare equivalent, that any experience in public schools in the same divisions\n\n(elementary, intermediate, or high school) should not be taken at full value.\nIf a teacher is good enough to be elected to the teaching corps of a\n\ngiven\n\ncity, it would indicate that her past teaching experience, even if in a rural\n\nor village school, was probably good enough to be counted in placing her\n\nupon the salary schedule.\nSUGGESTED STANDARDS FOR SALARY SCHEDULES\nIn the Hght of the above described elements and existing conditions\nthe following standards are suggested.\n\nThese are higher than common\n\npractice but are not higher than has already been accomplisht in some of\n\nThe division of the cities into two size groups\nby the results shown in Tables I-IV, inclusive. There is a\nnoticeable break in salary paid between cities in Size III and in Size IV,\n\nour more progressive cities.\nis justified\n\nwhile if the average of the medians for cities in Size Groups I, II, and III\nis\n\ncompared with the average for the cities in Size Groups IV, V, and VI,\n\nthere is a difference of approximately the $200 which has been made in the\n\nfollowing table.\n\nOf course there cannot be a clear cut Hne drawn between\n\na city say of 28,000 inhabitants falUng in Size Group III and one of 23,000 in\n\nGroup IV, and many cities in the lower group will pay salaries as high\nas those in the upper group which will be more to their credit than to have\n\na larger city remain on the lower level.\n\nSUGGESTIONS FOR ADMINISTERING THE ABOVE SCHEDULE\n1.\n\nA teacher when elected should be placed on the salary level to which\n\nher training and experience would entitle her.\n2.\n\nWhen a teacher changes her classification by being promoted in\n\nresponsibility or by earning an advanst degree she should be placed upon\n\nthe new schedule at the place where her present salary would place her and\nbe entitled to as many more increases as are open to her between that\n\nFor example, in a Size II city a teacher with\nsix years* training receives four increases and then secures an A.B. degree.\nHer salary on the first schedule would be $1600, which would be the same\nas if she had received two increases on the new schedule and she would\n\npoint and the new maximum.\n\n—a\n\nbe entitled to eight more\n\ntotal of twelve increases in all.\n\nWhere it is desirable to pay some teachers more than the schedule\nwould call for or more than the maximum provided, some of the devices\n3.\n\npreviously discust under \"Elements of Flexibihty in Salary Schedules\"\n\nshould be used.\n\n"}
{"page": 699, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n683\n\nSUGGESTED STANDARDS FOR SALARY SCHEDULES\nFor City Sizes* If, II, and III\n\nAmount of\nProfessional Preparation\n\nFor City Sizes* IV. V, and VI\n\nMinimal\n\nAnnual\n\nMaximal\n\nMinimal\n\nAnnual\n\nMaximal\n\nSalary\n\nIncreases\n\nSalary\n\nSalary\n\nIncreases\n\nSalary\n\n$1200\n\n6x$lOO\n\n6x$ioo\n\nlOX 100\nlOX 100\nlox 100\n\n$1800\n2400\n2600\n3000\n\n$1000\n\n1400\n1600\n2000\n\n1200\n1400\n1800\n\nlox 100\nlOX IOC\nlox 100\n\n$1600\n2200\n2400\n2800\n\n$1600\n1800\n2000\n2400\n\nlox 100\nlox 100\nlox 100\n\n$2400\n2800\n3000\n3400\n\n$1400\n1600\n1800\n2200\n\n2 IOC\n\n8x$i5o\nlox 150\nlox 150\nlox 150\n\n$2500\n3000\n3200\n3600\n\n$1100\n1300\n1500\n1900\n\nlox 150\nlox 150\nTOX 150\n\n$2300\n2800\n3000\n3400\n\n$1800\n2000\n2200\n2600\n\n4X$200\n5x 200\n6x 200\n7x 200\n\n$2600\n3000\n3400\n4000\n\n$1600\n1800\n2000\n2400\n\n4X$200\n5x 200\n6x 200\n7x 200\n\n$2400\n2800\n3200\n3800\n\n$2200\n2600\n2800\n3200\n\n4X$200\n5x 200\n6x 200\n7x 200\n\n$3000\n3600\n4000\n4600\n\n$2000\n2400\n2600\n3000\n\n4X$200\n5x 200\n6x 200\n7x 200\n\n$2800\n3400\n3800\n4400\n\n$2800\n3200\n3400\n3800\n\n4X$200\nSx 200\n6x 200\n7x 200\n\n$3600\n4200\n4600\n5200\n\n$2600\n3000\n3200\n3600\n\n4X$200\n5x 200\n6x 200\n7x 200\n\n$3200\n4000\n4400\n5000\n\n$3600\n3800\n4200\n\n5X$200\n6x 200\n7x 200\n\n$4600\n5000\n5600\n\n$3400\n3600\n4000\n\n5X$200\n6x 200\n7x 200\n\n$4400\n4800\n5400\n\n$4000\n4200\n4600\n\n5X$200\n6x 200\n7x 200\n\n$5000\n5400\n6000\n\n$3800\n4000\n4400\n\n5X$200\n6x 200\n7x 200\n\n$4800\n5200\n5800\n\nTeachers\n\nNormal Diploma ft\nA.B. Degree\nA.M. Degree\nPh.D. Degree\nHeads of Departments**\nIN iNTERMKniATE OR HiGH\nSchool\n\nNormal Diploma\nA.B. Degree\nA.M. Degree\nPh.D. Degree\n\n8x$ioo\n\n8x$ioo\n100\n\nI ox\n\nlox 100\nlox 100\n\n$2200\n2600\n2800\n3200\n\nSpecial Supervisors\n\nNormal Diploma\nA.B. Degree\nA.M. Degree\nPh.D. Degree\n\n$1300\n1500\n1700\n\n8x$i5o\n\nPrinopals\n\nElementary (15 rooms\nor less)\n\nNormal Diploma\nA.B. Degree\nA.M. Degree\nPh.D. Degree\n\nElementary (16 rooms\nor more), Intermediate\nor High School (with\nan enrollment of less\nthan 500)\n\nNormal Diploma\nA.B. Degree\nA.M. Degree\nPh.D. Degree\nIntermediate (500 or\nmore), High School\n(between 500\nand\n1200)\n\nNormal Diploma\nA.B. Degree\n\nA.M. Degree\nPh.D. Degree\n\nHigh School (between\n1200 and 2500)\nA.B. Degree\nA.M. Degree\nPh.D. Degree\n\nHigh School (2500 or\nmore)\nA.B. Degree\nA.M. Degree\nPh.D. Degree\n\n* For explanation of the size groups see page 544.\nt Large cities, e.g. over 1,000,000, could add $100 or more to the above schedules to cover the additional\ncost of living.\ntt Normal diploma as used here is meant to represent graduation from a standard normal school with two\nyears work beyond the completion of four years high school, six years beyond the eighth grade.\n** Heads of departments are assumed to have at least three years of teaching experience before receiving\n\nthe minimum.\n\n"}
{"page": 700, "printed_page": null, "text": "NA TIONAL EDUCA TION ASSOCIA TION\n\n684\n4.\n\nProvision has not been made in the above schedule for different\n\nsalaries for men and women because of the growing tendency not to make\n\nsuch distinctions.\n\nWhere, however, it is desired to make such a difference\n\nthe salaries for men should be set in excess of the standards above mentioned\nrather than to make them the standards for men and lower\n\nwomen teachers.\n\nthem for the\nThe above salaries are not more than enough to provide a\n\nliving saving wage for teachers and at the same time induce the stronger\n\nmen and women to enter and remain in the profession.\n5.\n\nThe introduction of the above schedule should not be allowed in\n\nany case to decrease any salaries, but if a teacher is receiving a salary in\nexcess of the maximum which she is entitled to because of her preparation\n\nshe should not receive further increases without additional preparation or\nspecial work.\n6.\n\nThe suggested schedule does not make elaborate distinctions between\n\ndifferent kinds of work, e.g.,\n\nungraded rooms, tubercular, etc.\n\nIf in any\n\ncity this seems advisable it will be possible to make a schedule between\n\nany of the above standards. This, however, only makes more \"classes\"\nof teachers and could be better handled by paying an extra amount for\ndifferent kinds of work requirmg extra preparation or which is in any\nway more difficult to perform.\n7.\n\nCare should be taken to safeguard the granting of increases so that\n\nthey will not become automatic with increasing tenure.\n\nAny year when\n\nan increase is not earned, or when a partial increase is earned, should not\ndecrease the possible maximum attainable by that teacher.\nteachers' salaries and public interest\n\nMost of the elements which keep teaching from being a profession in\nthe truest -sense can be remedied only thru better salaries for teaching.\n\nBetter salaries for teachers will not come until salary schedules are generally\n\nused and based upon more generally accepted standards than at the present\ntime.\n\nThis needed reform will not be accomplisht until teachers become\nand active in the matter. Among a great many\n\nintelligently interested\n\npeople the handed-down feeling that teaching as a means of earning a\nliving is more respectable, e.g., than the more remunerative work in some\n\nfactory, has made many women, particularly, stay in teaching in spite of\nits\n\npoor rewards.\n\nThey often excuse their poorer clothes and financial\n\nrestrictions by thinking of the rewards which come to a teacher in her old\n\nage in the contemplation of hundreds of grateful pupils grown to manhood\nand womanhood under the benign influence of ideals imparted in her classes,\n\na pretty romance which should end \"and they all Uved happily ever after\"\nbut which is more liable to end in a pauperized old age.\nTeachers' salaries have always been so relatively low that salary campaigns have been made on the basis of financial justice in order that teachers\nmight even exist. The increases which have been given have never been\n\n"}
{"page": 701, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n'\n\n685\n\nlarge enough to enable the teachers to give much more service or the people\n\nto demand more in return for the additional salary. The need of more\nmoney for necessary expenses is still an important factor in this country,\nbut salaries are also reaching the level in some states and a number of\ncities,\n\nand the increases are large enough to allow a margin of saving.\n\nWhen this stage is reacht it is not only possible, but entirely proper, for the\npublic to demand more from the teachers in return-^more extensive preparation, more careful performance of duties, and more growth during service.\n\nMuch of the agitation which has been created in favor of better salaries has\nbeen near-sighted in that it was aimed primarily at the betterment of the\nsalaries of those already teaching and not for the purpose of encouraging\nmore people to enter, or those who do, to prepare themselves better. In\nother words, salary campaigns have often been selfish rather than professional.\nIn most cases, however, teachers have been too reticent\nabout their work too ready to toil on and wait for society to reward them\nadequately. They have allowed others to tell what the teachers should\ndo and receive and have made no protest at least no protest loud enough\nto be heard away from the boarding-house table ^and have resorted neither\nto the power of numbers nor to the force of an awakened public opinion.\nThere are far too many citizens in this country uninformed as to the\nwork of the schools and the present cost of that work. These men and\nwomen are too ready to give expression to opinions based upon their lack\nof information, and these opinions find a much too ready acceptance.\nThe following letter appearing on the editorial page of one of the leading\n\n—\n\n—\n\n—\n\nwestern newspapers is but typical of hundreds of others which are given\nsimilar publicity and which meet with too much public approval.\n\nTOO MUCH IS SPENT ON SCHOOLS\nWRITER OPPOSES RAISE OF TEACHERS' PAY AND SUGGESTS FEWER HIGH SCHOOLS\n\n—\n\nOregonian, April 22, 19 19 (To the Editor). I see by paper that teachers want more\npay and a special election to be called. Said salary raise was voted down last November\nat an election costing $15,000, and now they have the nerve to call another election.\nI am in favor of an election if these teachers will pay for it, but otherwise not.\nThey 'are the best paid women in the city, have shortest hours, easy work and are not\nsatisfied.\nAs a taxpayer I think I voice the sentiment of many. If they are not satisfied,\nlet them do other work or else let the taxpayer close the schools, particularly high schools,\nas it is a waste of time and money and does not prepare one for the world, only for college,\nof which we have too many now.\n\nThese schools are our biggest item of expense, costing the awful sum of $3,000,000\nevery ten months, which shows a great waste somewhere.\n\nI\n\nam now more convinst\n\nthan ever, to be taxpayer and property owner (of which these teachers are neither, not\npa3dng income or any other taxes or helping to build up a city) is to be workt to a finish.\nIt is high time the taxpayers' eyes are opened to the\n\ndemands and expectations.\n\nHe\n\ngives too much for nothing and people are never satisfied.\n\nWhy does this man not know more about the schools ? Why are there\nthousands of voters in that city who agree with him ?\n\n"}
{"page": 702, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n686\n\nOur twentieth-century life has become so complex, so specialized, that\nwe can no longer hope to have everybody\" interested in \"everything,\"\nTo be sure, the schools represent an institution of more immediate interest\nto a greater number of people than any other, save the home, but even\n**\n\nwith this as an incentive, people will not inform themselves about the\nschools unless it is made interesting and easy for them to do so, or unless\n\nthey are made in some way to reahze that\nis their social duty to do so.\nThe responsibility for bringing one or both of these things to pass must\nIt has rested there and is now resting\nrest upon teachers themselves.\nthere ^resting quietly in a sleep like that of Rip Van Winkle, deep, dense,\n\n—\n\nand lasting. It is time for the effects of the draughts from the flagons of\nlassitude and indifference to have worn off. The profession must awake to\nthe reahzation that many changes have occurred in the past twenty-five\nyears in the past five years. Methods of teaching have changed,\nstandards of preparation have advanst, the cost of living has advanst out\nof proportion to the advance in salary, and the community interest in\nthe schools has changed changed from the personal-individual interest\nto a more impersonal interest in the social efficiency of the school system.\nTeachers in many places have allowed themselves to become estranged\nfrom the public and from school patrons. Then when they are forced to\nrealize that they can no longer meet their educational, social, and hygienic\nresponsibilities upon the salaries received, they realize that this estrangement from the pubUc is an obstacle to the recognition of their claims.\nThey now face the task of justifying their claims by justifying their work\nand its results, as well as re-estabUshing the cordial relationships which\nmake for mutual understanding and cooperation.\nIn order to do this it is necessary for teachers to know their own work,\nknow its importance to social weKare, and consciously strive to interest the\npeople of the community in their school and its problems, and interest\nthem in such a way that they will insist upon having the best for their\nchildren and be wiUing to support the schools in such a -vyay that this best\n\n—\n\n—\n\nmay be secured.\nTeachers must insist upon adequate pay in order that the work of\neducation may meet its present-day obHgations, but it is no longer necessary\nto wage campaigns for increast salaries solely upon the basis of sentiment or\njustice to an opprest class.\n\nThe case can be presented on its merits, and\n\nwhere campaigns have been vigorously made on the principle of educating\nthe community on matters concerning the school to the point that they\nare able to recognize needs, they have almost always been successful. In\nsuch campaigns it is intended that this study of salaries and salary schedules\nnot only will be suggestive of the kind of material to secure but will contain many facts and tables which will furnish material for comparisons\nwith local conditions.\n\n"}
{"page": 703, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n687\n\nThe need for higher salaries has been proved from so many different\nangles that there are facts available for arguments in practically every\nsituation.\nit is\n\nIn any city waging an educative campaign for higher salaries\n\npossible for those in charge of the pubUcity to compare the salaries\n\npaid in that city with the median salaries paid in other cities of the same\nsize.\nComparisons can be made with the wages paid in other occupations.\nThe expenses may be easily shown to demand all or nearly all of the salaries.\nThe amount of preparation demanded may be compared with the preparation in other positions in the same community paying as much or more\nsalary.\nThe inability of teachers to attend summer schools and other\nforms of professional advancement, to say nothing of any margin for saving,\ncan be convincingly shown by a typical teacher's budget on the basis of\n\ntwelve months.\n\nWhen facts Hke these are clearly shown and given the necessary amount\nof \"local color\" to attract attention and appeal to \"local pride,\" there is\n\ndoubt but that the public will see the situation in its true light and\ndemand an adjustment which is not only just but which will insure the best\nlittle\n\npossible training for all children.\n\n—educational and\n\nToday we face an emergency\n\nsocial\n\n—^which\n\nis\n\nnot\n\nonly going to put the democracy we fought to win, save, and perpetuate,\n\non trial, but which in many ways is going to test the power to endure of\neven civilization itself. It will not be solved by statesmen, politicians,\nfinanciers, labor leaders, nor agitators.\n\nIt will not be solved by the present\n\ngeneration of citizens, who will be able only to make temporary settlements\n\nThe real solution will not, and cannot,\ncome until some of these experiments are made and evaluated by a people\ntrained to think in the light of new ideals of service and social values.\nThe responsibility, then, for the solution. of the many problems of\nreconstruction rests with the teachers of the next decade. Never was such\na responsibiUly placed upon any class in any society, and how unprepared\nthey are to undertake it has been repeatedly shown during the last four\nIf this emergency is to be met and civilization enabled not only to\nyears.\nendure but to progress, it cannot be done by immature, unprepared, and\nunderpaid teachers. These conditions will be removed when a united\nteaching profession can bring an interested informed public to demand\nthe highest degree of educational efficiency, and as the essential to that\nefficiency, to provide for every teacher a living and a saving wage.\n\nwhich will serve as experiments.\n\n"}
{"page": 704, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n688\n\nAPPENDIX I\nLIST OF CITIES RETURNING THE SUPERINTENDENTS' QUESTIONNAIRE^\nAn asterisk (*) indicates cities whose returns came too late for general study, A dagger (t) indicates\ncounties.\n\nState\n\nCity\n\nState\n\nConn.\nMass.\nMass.\n\nBridgeport\nFall River\n\nConn.\nMass.\n\nWorcester\n\nN.J,\n\nJersey City\n\n*N.J.\n\nNewark\n\nN.J.\n\nTrenton\n\n*N.Y.\n\nNew York\n\n*Pa.\n\nPittsburgh\n\nPa.\n\nScranton\n\nD.C.\n\nWashington\n\nLa.\n\nNew Orleans\n\nMd.\n\nBaltimore\n\nTenn.\n\nNashville\n\nVa.\n\nRichmond\n*Mich.\n\nGrand Rapids\n\nMinn.\n\nMinneapolis\n\nCity\n\nAI\n\nNew Haven\nLynn\n\nBI\n\nCI\n*Ind.\n\nIndianapolis\n\nOhio\n\nDayton\n\n*Iowa\n\nDes Moines\n\nMo.\n\nSt. Louis\n\nDI\n.\n\nEI\nCaKf.\n\nOakland\n\n*Ore.\n\nPortland\n\nUtah\nWash.\n\n•Salt Lake City\n\nWash.\n\nSeattle\n\nSpokane\n\nAH\nConn.\n\nNew Britain\n\nConn.\n\nWaterbury\n\nMass,\n\nHolyoke\n\nMass.\n\nBrockton\n\nN.Y.\n\nSchenectady\n\nN.J.\n\nPassaic\n\nPa.\n\nN.Y.\n\nYonkers\n\nPa.\n\nAllentown\nHarrisburg\n\nPa.\n\nErie\n\nBII\nArk.\n\nLittle Rock\n\ntGa.\nGa.\n\nChatham County\n\nGa.\n\nAugusta\n\nSavannah\n\ntMd.\n\nAlleghany County\n\nS.C.\n\nCharleston\n\n*\n\nCII\nlU.\n\nEast St. Louis\n\n*IU.\n\nSpringfield\n\n*Mich.\n\nFUnt\n\nOhio\n\nSpringfield\n\nDII\nKans.\n\nKansas City\n\nMinn.\n\nDuluth\n\nMo.\n\nSt. Joseph\n\nOkla.\n\nOklahoma City\n\n*CaUf.\n\nBerkeley\nPueblo\n\nCaUf.\n\nSan Diego\n\nColo.\n\nConn.\nMass.\n\nStamford\n\nConn.\n\nNorwich\n\nPittsfield\n\nMame\n\nLewiston\n\nN.J.\n\nMontclair\n\nMass.\n\nWaltham\n\nN.Y.\nN.Y.\n\nJamestown\n\nN.J.\n\nNewburgh\n\nN.Y.\n\nEII\n\nAIII\n\nPa.\n\nNewcastle\n\nPa.\n\nW.Va.\n\nWheeUng\n\nPa.\n\no£ questionnaire see page 544.\n\n^\n*\n\nOrange\nKingston\nChester\n\nWiUiamsport\n\n"}
{"page": 705, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nCity\n\nState\n\nCity\n\nState\n\nBill\nArk.\n\nFort Smith\n\ntMd.\n\nDorchester Co.\n\nKy.\ntMd.\n\nPaducah\nCarroll County\n\nWaco\n\nN.C.\n\nDurham\n\nlU.\n\nMoline\n\nInd.\n\nMich.\nMich.\n\nBattle Creek\n\nMich.\nMich.\nWis.\nWis.\n\nEast Chicago\nHighland Park\nLansing\n\nTex.\n\ncm\n\n\\\n\nJackson\n\nOhio\n\nZanesville\n\nWis.\n\nOshkosh\n\nWis.\n\nSuperior\n\nLa Crosse\nSheboygan\n\nDili\n\nIowa\n\nCouncil Bluffs\n\nIowa\n\nDubuque\n\nNebr.\n\nLincoln\n\nOkla.\n\nTulsa\n\nEIII\nCaHf.\n\nFresno\n\nCaKf.\n\nPasadena\n\nCalif.\n\nSan Jose\n\nCalif.\n\nStockton\n\nIdaho\n\nBoise\n\nWash.\nWash.\n\nBellingham\n\nUtah\nWash.\n\nEverett\n\nWalla WallR,\n\nConn.\nConn.\n\nWillimantic\n\nConn.\nConn.\n\nTorrington\n\nMaine\nMaine\n\nAugusta\n\nMaine\n\nBiddeford\n\nSanford\n\nMass.\nMass.\nMass.\n\nEasthampton\n\nMass.\nMass.\nMass.\n\nFramingham\nMethuen\n\nWmchester\n\nN.H.\n\nBerlin\n\nN.H.\n\nLaconia\n\nN.J.\n\nAsbury Park\n\nN.J.\n\nHackensack\nNorth Bergen\n\nN.J.\n\nMillviUe\n\nN.J.\n\nN.J.\n\nPhillipsburgh\n\nN.J.\n\nPlamfield\n\nN.Y.\nN.Y.\n\nGloversville\n\nLittle Falls\n\nPlattsburg\n\nN.Y.\nN.Y.\nN.Y.\n\nWatervliet\n\nPa.\n\nLewiston\n\nPa.\n\nBristol\n\nPa.\n\nPhoenixville\n\nPa.\n\nPa.\n\nWilkinsburg\n\nPa.\n\nMeadville\nTaylor\n\nOgden City\n\nAIV\nAnsonia\n\nGreenfield\n\nBristol\n\nBeverly\n\nFulton\n\nBIV\nAla.\n\nBessemer\n\nFla.\n\nVolusia County\n\nGa.\n\nAlbany-\n\nGa.\n\nRome\n\nMd.\n\nS.C.\n\nSpartanburg\n\nW.Va.\nW.Va.\n\nBluefield\n\nW.Va.\nW.Va.\n\nTalbot County\nTyler\nFairmont\nParkersburg\n\nMoundsville\n\nHI.\n\nAlton\n\nHL\n\nEast Aurora\n\nHI.\n\nFreeport\n\nin.\n\nGranite City\n\n111.\n\nGalesburg\n\nlU.\n\nJacksonville\n\nHI.\n\nHighland Park\n\n111.\n\nLa Salle\n\nlU.\n\nStreator\n\nInd.\n\nKankakee\nMishawaka\n\nHolland\n\nMich.\n\nMarquette\n\nMich.\nMich.\n\nTex.\n\nCIV\n\n111.\n\nPontiac\n\n689\n\n"}
{"page": 706, "printed_page": null, "text": ".\n\nNATIONAL EDUCATION ASSOCIATION\n\n690\nstate\n\nCity\n\nState\n\nCity\n\nCIV\nMich.\n\nTraverse City\n\nOhio\n\nChillicothe\n\nOhio\nOhio\nOhio\nWis.\n\nCoshocton\n\nOhio\nOhio\nOhio\nOhio\nOhio\nWis.\n\nMarion\n\nWis.\n\nNorwood\nEau Claire.\nWausau\n\nIowa\n\nOttumwa\n\nOkla.\n\nArdmore\n\nKans.\nNebr.\nS.Dak.\n\nPittsburg\n\nGrand Island\nAberdeen\n\nAriz.\nCalif.\nCalif.\n\nCambridge\nCleveland Heights\nElyria\n\nMt. Vernon\nWarren\nMarinette\n\nDIV\nKans.\nKans.\nMinn.\n\nHutchinson\nSalina\n\nRed Wing\n\nN.Dak.\n\nGrand Forks\n\nS.Dak.\n\nSioux Falls\n\nPhoenix\n\nCalif\n\nEureka\n\nRiverside\n\nCalif.\n\nSanta Ana\n\nLong Beach\n\nCalif.\n\nVallejo\n\n*Calif.\n\nSanta Barbara\n\nIdaho\n\nPocateUo\n\nMont.\nMont.\nN.Mex.\n\nAnaconda\n\nMont.\n\nMissoula\n\nGreat Falls\n\nOre.\n\nSalem\n\n*\n\nEIV\n\nChoves County-\n\nAV\nConn.\n\nDerby\n\nConn.\n\nPutnam\n\nMaine\nMaine\nMaine\n\nFort Kent, St. John\n\nMaine\nMaine\nMaine\n\nSt. Francis Allagast\n\nGardiner\n\nNorway\nWestbrook\nConcord\nRockland\n\nMass.\nMass.\n\nRockland\nAmherst\nOrange\nSaugus\nWeUesley\n\nMass.\n\nWhitman\n\nN.H.\n\nN.J.\n\nBurlington\n\nN.J.\n\nEssex\n\nN.J.\n\nRidgewood\n\nN.Y.\n\nAlbion\n\nPa.\n\nPa.\n\nPa.\n\nCorry\nEast Pittsburgh\nIndiana\n\nPa.\n\nAmbridge\nDonora\nHuntingdon\n\nPa.\n\nJuniata\n\nPa.\n\nJersey Shore\n\nPa.\n\nPa.\n\nMillvale\n\nVt.\n\nMunhall\nRockingham\n\nVt.\n\nChittenden County\n\nFla.\n\nSeminole\n\nArk.\n\nGa.\nTenn.\n\nDublin\nPark City\n\nMiss.\n\nTex.\n\nTexarkana\nYazoo City\nOrange\n\n*W.Va.\n\nElkins\n\nBeardstown\n\nlU.\n\nBelvidere\n\nlU.\n\nHerrin\n\nHI.\n\nDuquoin\nLa Grange\n\nm.\n\nMadison\n\nm.\n\nParis\n\nInd.\n\nPrinceton\n\nMich.\n\nBoyne City\nCheboygan\n\nMich.\nMich.\n\nDowagiac\n\nMass.\nMass.\n\nPa.\n\nMass.\nMass.\n\nMass\n\nStoughton\n\nMass.\n\nWestborough\nDerry\n\nPa.\n\nBV\n\nCV\n111.\nIll,\n\nMich.\n\nYpsilanti\n\n"}
{"page": 707, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY ^SCHEDULES\nState\n\nCity\n\nState\n\nCity\n\nOhio\n\nAthens\nBellefontaine\n\nOhio\nWis.\n\nDelaware\nSalem\nAntigo\n\nOhio\nOhio\nOhio\n\nBucyrus\n\nOhio\n\nWis.\n\nMenasha\n\nWis.\n\nWis.\n\nStevens Point\n\nWis.\n\n691\n\ncv\n\nOhio\n\nWis.\nWis.\n\nNelsonville\n\nTroy\nChippewa Falls\nNeenah\nWatertown\nWest AUis\n\n'\n\nDV\nKans.\n\nGalena\nRosedale\n\nKans.\nKans.\n\nJunction City\n\nKans.\n\nMinn.\n\nEveleth\n\nMo.\n\nCarthage\n\nNebr.\n\nNebr.\n\nNebr.\n\nFremont\nNebraska City\n\nOkla.\n\nBartlesville\n\nOkla.\n\nKearney\nMinot\nDurant\n\nAriz.\n\nPrescott\n\nCalif.\n\n*CaUf.\n\nHanford\nGrand Junction\nSanta Fe\n\nCalif.\n\nAlhambra\nSan Luis Obispo\n\nMont.\n\nBozeman\n\nOre.\n\nBaker\n\nLogan City\n\nWash.\n\nCentralia\n\nEssex\n\nConn.\nConn.\n\nLitchfield\n\nN.Dak.\n\nWellington\n\nEV\n\nColo.\n\nN.Mex.\nUtah\n\nAVI\nConn.\nConn.\nConn.\n\nNew Canaan\nSouthington\n\nConn.\n\nWestport\nDalton\nSutton\n\nMass.\n\nWarren\n\nN.H.\n\nExeter\n\nNJ.\n\nEdgewater\nHunterdon\n\nN.J.\nN.J.\n\nWoodbury\n\nN.J.\n\nN.Y.-\n\nBaldwinsville\n\nN.Y.\nN.Y.\n*N.Y.\nN.Y.\nN.Y.\nN.Y.\nN.Y.\nN.Y.\n\nClyde\n\nScotia\n\nN.Y.\nN.Y.\nN.Y.\nN.Y.\nN.Y.\nN.Y.\nN.Y.\n\nMass.\n\nMass.\nMass.\n*N.J.\n*N.J.\n\nDobbs Ferry\nLowville\n\nMount Morris\nPerry\n\nSeymour\n\nMass.\nMass.\n\nCumberland Co.\nManchester\nSwansea\nWestport\nBordentown\nHaldeon\nProspect Park\n\nMaine\n\n-\n\n*\n\n'\n\nN.J.\nN.J.\n\nWharton\nNewton\nCarthage\nCornwall\nFrankfort\n\nLyons\nPatchoque\nSaranac Lake\nSidney\n\nSilver Creek\n\nN.Y.\n\nSufifern\n\nPa.\n\nBirdsboro\n\nPa.\n\nWeUsviUe\nBamesboro\nDelaware\nGrove City\nLeechburg\nNazareth\n\nPa.\n\nRenovo\n\nPa.\n\nParsons\n\nPa.\n\nSlatington\n\nVerona\nWilliamstown\n\nPa.\n\nSouth Fork\n\nVt.\n\nFranklin\n\nPa.\nPa.\nPa.\n\nPa.\n\nPa.\n*Pa.\n\nVt.\n\n'\n\nSpringfield\n\nPa.\n\nFord City\n\nPa.\n\nJefferson\n\nPa.\n\nMauch Chimk\n\nPa.\n\nNorthumberland\n\n"}
{"page": 708, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n692\nState\n\nCity\n\nState\n\nCity\n\nBVI\nAla.\n\nGirard\n\nAla.\n\nAla.\n\nSheffield\n\n*Ala.\n\nOfseliban\n^\n\nTroy\n\nArk.\n\nFordyce\n\nFla.\n\nKy.\n\nLudlow\n\nS.C.\n\nTenn.\nTex.\nTex.\n\nLenoir\n\nTex.\n\nBay City\n\nJacksonville\n\nTex.\n\nPlain view\n\nStamford\n\nVa.\n\nLexington\n\nm.\n\nBushnell\n\nHI.\n\nCooksviUe\n\nDl.\n\nFarmer City\nLake Forest\n\nHI.\n\nHarrisburg\n\nm.\n\nLockport\nNaperville\n\nOrlando\nAbbeviUe\n\nCVI\n\nBL\nm.\n\nMorris\n\nni.\n\nHI.\n\nRobinson\n\nlU.\n\nVenice\n\nInd.\n\nAuburn\n\nInd.\n\nAngola\n\nInd.\n\nDecatur\n\nInd.\n\nFranklin\n\nInd.\n\nKendaUville\n\nInd.\n\nNorth Vernon\n\nInd.\n\nRochester\n\nInd.\n\nWarsaw\n\nMich.\n\nGreenville\n\nMich.\n\nGladstone\n\nMich.\n\nSt. Johns\n\nOnaway\n\nOhio\nOhio\nOhio\n\nCrooks ville\n\nKent\n\nMich.\nMich.\nOhio\n\nShelby\n\nOhio\n\nWis.\n\nTwo Rivers\n\nWis.\n\nMedina\nKaukaima\n\nIowa\nIowa\n\nChariton\n\nEagle Grove\n\nIowa\nIowa\n\nIndianola\n\nCrystal Falls\n\nEast Palestine\n\nDVI\nCherokee\nCherryvale\n\nWabasha\n\nKans,\nKans.\nKans.\nMinn.\nMinn.\n\nMo.\nMo.\n\nExcelsior Springs\n\nMo.\n\nWaseca\nKirkwood\n\nMonette\n\nN.Dak.\n\nDickinson\n\n*Mo.\nN.Dak.\n\nJamestown\n\nOkla.\n\nFrederick\n\nOUa.\n\nWoodward\n\nS.Dak.\n\nRedfield.\n\nCaHf\n\nEmeryville\n\nCaUf.\n\nTulare\n\nCaUf.\n\nMonrovia\n\nCalif.\n\nNevada City\nRed Bluff\n\nKans.\nKans.\n\nBeloit\n\nMinn.\nMinn.\n\nSt. Peter\n\nHorton\nNeodesha\n\nLamed\nOsawatomie\nStaples\n\nSlater\n\nEVI\n\nCalif.\n\nOroville\n\nCaUf.\n\nColo.\n\nAlamosa\n\nColo.\n\nMontrose\n\nColo.\n\nSalida\n\nIdaho\n\nNampa\n\nIdaho\nMont.\n\nWeiser\nMiles\n\nMont.\nNev.\n\nHavre\nTonopah\n\nN.Mex.\nWash.\nWash.\n\nRaton\nEUensburg\n\nOre.\n\nAlbany\n\nWash.\nWash.\n\nRenton\n\nWyo.\n\nPullman\nEvanston\n\nKittitas\n\n"}
{"page": 709, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n693\n\nAPPENDIX II\nLIST OF CITIES AND COUNTIES FROM WHICH REPLIES TO TEACHERS'\n\nQUESTIONNAIRE^ WERE RECEIVED\n(Arranged alphabetically by states and cities with the size group and number of replies\nindicated for each city.)\nState and City\n\nGroup\n\nAlabama\nTroy\n\nState and City\n\nNo. of\nRepUes\n\nSize\n\nVI\n\nArizona\n\n25\n\n(E)\n\nPhoenix\n\nUnionville\n\nrv\n\n30\n98\n\nV\n\nPrescott\n\nWestport\nFlorida\n\nArkansas\n\n(B)\n\nm\n\nFort Smith\nCalifornia\n\nAltamonte Springs\n33\n\nChuluota\n\nV\n\n70\n\nBakersfield\n\nIV\n\nBerkeley\n\nII\n\n55\n150\n\nEureka\n\nIV\nIII\n\n48\n200\n\nLong Beach\nMonrovia\n\nIII\n\n150\n\nVI\n\n21\n\nOakland\nPasadena\n\nI\n\nm\n\n550\n80\n\nRed Blufif\n\nVI\nrv\n\nSan Jose\n\nm\n\n241\n\nSanta Ana\n\nrv\n\n71\n\nSanta Monica\n\nV\n\nTulare\n\nVI\n\nFresno\n\nApopka\n\n(E)\n\nAlhambra\n\nt\n\nRiverside\n\nColorado\n\n13\n\n4\nSO\n20\n\nSize\n\nGroup\n\nStamford\nThomasville\nTorrington\n\n(B)\n\nForest City\n.\n\nGeneva\nKoloku\nLake Monroe\nLockbart\n\nLongwood\nMaitland\nOcokee\nOrlando\nOviedo\nPaola\nPine Castle\n\nSanford\n\nTangerine\n\nWintergarden\nZellwood\n\nm\n\nVI\nIV\nVI\nVI\n\nNo. of\nRepUes\n\n156\n\n3\n\n90\n3\n\n30\n\n(B)\n\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\nVI\n\nI\n\nS\n\nII\n\n28\n\n(E)'\nGeorgia\n\n(B)\n\nColorado Springs\n\nIII\n\nDenver\nMontrose\n\nI\n\n53\n\nVI\n\n50.\n\nPueblo\n\nII\n\n104\n\nBoise\n\n87\n\nSalida\n\nVI\n\nm\n\n33\n\nNampa\n\nVI\n\n30\n\nConnecticut\n\n(A)\n\nAnsonia\n\nLitchfield\n\nIV\nVI\nIV\nVI\nVI\nVI\n\nNew Britain\n\nn\n\nNorwich\nOld Saybrook\nSeymour\n\nIII\n\nCollinsville\n\nEnfield\n\nEssex\n\nFarmington\n\nSouthington\n\nI\n\nAugusta\n\n.\n\nVI\nVI\nVI\n\nFor copy of questionnaire see page 544\n\nIdaho\n\nIllinois\n\nn\n(E)\n\n(C)\n\nAurora\n\nm\n\nz\n\nBelvidere\n\nV\n\n2\n\nCanton\n\nIV\nVI\n\n12\n\n2\n\nCarterviUe\n\n8\n\nDecatur\nEast St. Louis\n\n9\n\nm\n\nn\n\nI\n\nGalesburg\n\n2\n\nGranite City\n\nVI\nIV\nIV\nrv\n\nHerrin\n\nV\n\n55\n83\n\n12\n\nFarmer City\nFreeport\n\n\"3\n\n30\n55\n\n30\n13\n\n150\n71\n12\n\n66\n75\n\n50\n43\n\n"}
{"page": 710, "printed_page": null, "text": ".\n\n694\nState and City\n\nIllinois\n\nNATIONAL EDUCATION ASSOCIATION\nSize\n\nNo. of\n\nGroup\n\nReplies\n\nState and City\n\nGorham\n\nV\n\n4\n\nLewiston\n\nIII\n\n20\n\n20\n\nNorway\n\nVI\nVI\n\n13\n\n18\n\nLockport\n\nMadison\n\nV\n\n75\n18\n\nNaperville\n\nVI\n\n20\n\nOxford\nPortland\nRockland\nSanford\n\nOttawa\n\nV\n\n25\n\nSouth Paris\n\nRock Island\n\nIII\n\n122\n\nSpringvale\n\nStreator\n\n16\n\n^aterford\n\nVenice\n\nIV\nVI\n\nIndiana\n\n(C)\n\nLake Forest\n\nLa SaUe\n\n'\n\nCrawfordsville\n\nDecatur\nEast Chicago\nFranklin\n\nGary\nGoshen\nIndianapolis\n\nIV\nIV\nVI\n\n7\n\n26\n'\n\n59\n6\n3\n\nV\n\n49\n\nI\n\n2\n\nVI\n\n20\n\nMadison\nMishawaka\n\nV\n\n30\n\nIV\nIV\n\n75\n\nIowa\nCedar Rapids\n\n71\n\n(D)\nIII\n\n4\n\nClinton\n\nIII\n\n28\n\nDes Moines\n\nI\n\n225\n\nEaglegrove\nIndianola\n\nVI\nVI\n\nOelwein\n\nV\n\nOttumwa\n\nIV\n\nKansas\n\n12\n\nIV\nVI\nVI\nVI\n\n27\n2\n2\n\n4\n\nI\n1\n\n45\n120\n\n(D)\n\n'(B)\n\nI\n\nI\n\nCarroll Coimty\n\nIV\nVI\nVI\n\n88\n\nMassachusetts\n\n(A)\n\nAmherst\nAndover\n\nV\nV\n\nArlington\n\nIV\nVI\nIV\nIV\n\n'\n\nKendallsville\n\nVincennes\n\n4\n\nV\n\nBaltimore Coimty\n\nEaston and vicinity\nWestern Maryland\n\n50\n\nIII\n\nVI\nIV\n\n3\n\nII\n\nII\n\nMaryland\nAnderson\n\nNo. of\nReplies\n\n30\n\n(C)\n\nVI\nVI\nIV\nVI\n\nHillsboro\n\nSize\n\nGroup\n\nBarre\nBeverly\n\nEast Hampton\nFall River\n\n32\n\n60\n\n33\n10\n\n6\n14\n75\n17\n\n40\n\nI\n\nGilbertviUe\n\nV\n\nI\n\nGreenfield\n\nIV\n\n4\n\nSaugus\nManchester\n\nV\n\n25\n\nPetersham\nSomerset\n\nVI\nIV\nIV\nVI\nVI\n\nSpringfielH\n\nI\n\nMethuen\nNorthampton\n\nSwansea\n\nVI\n\nWaltham\n\nni\n\n5\n\n50\nI\n\n7\n\nS\n•\n\n2CX)\n\n4\n50\n\nVI\nVI\n\n25\n\nWeUesley\n\nI\n\nWhitman\n\nV\nV\n\n14\n\nBeloit\n\nGalena\n\nV\n\nid\n\nWorcester\n\nI\n\n10\n\nHorton\n\nl2%\n\nHutchinson\n\nVI\nrv\n\nJunction City\n\nV\n\n40\n\nIV\nVI\n\n20\n\nAbilene\n\nLeavenworth\nOsawatomie\n\nTopeka\nWellington\n\n-111\n\nV\n\nKentucky\nPaducah\n\nIII\n\nMaine\n\n(A)\n\n75\n\nMichigan\n\n(C)\n\nAllegan\n\nVI\n\nBattle Creek\n\nm\n\n33\n100\n\nCheboygan\n\nV\n\n31\n\nCrystal Falls\n\nVI\n\nDowagiac\nGrand Ledge\n\nV\n\n25\nII\n\n167\n\n(C)\n\n83\n\nAugusta\n\nIV\n\n100\n\nGardiner\n\nV\n\n6\n\n21\n\nSO\n35\n24\n\nGreenville\n\nVI\nVI\n\nHighland Park\n\nIII\n\n125\n\nHoUand\nIronwood\n\nIV\nIV\n\n89\n\nLansing\n\nIII\n\n30\n\nMarquette\n\nIV\n\nS3\n\n16\n\n25\n\n"}
{"page": 711, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY^SCHEDULES\nState and City\n\nSize\n\nNo. of\n\nGroup\n\nReplies\n\nState and City\n\nSize\n\nNo. of\n\nGroup\n\nReplies\n\n70\n18\n\nMillviUe\n\nIV\nVI\nIV\nIV\n\n130\n\nMontclair\n\nIII\n\n77\n168\n\n13\n\nNewton\n\n67\n\nNorth Bergen\n\nVI\nIV\n\n100\n\nPassaic\n\nII\n\n63\n\nPhillipsburg\n\nIV\nIV\n\n139\n\nMichigan\n\n(C)\n\nOnaway\n\n17\n\nlOS\n\nIrvington\n\nRiver Rouge\n\nVI\nIV\nVI\n\nHackensack\nHaledon\n\n27\n\nSaginaw\n\nII\n\nSt. Johns\n\nTraverse City\n\nVI\nIV\n\nYpsilanti\n\nV\n\n35\n\nPontiac\n\nMinnesota\n\n(D)\n\nBrainerd\n\nV\nV\n\nDuluth\n\nII\n\nAlbert Lea\n•\n\nLittle Falls\n\nV\n\nMontevideo\n\nRed Wing\n\nVI\nIV\n\nStillwater\n\nV\n\nSt. Paul\n\nI\n\nSt. Peter\n\nWabasha\nWaseca\nWinona\n\nVI\nVI\nVI\nIV\n\nMississippi\n\n(B)\n\nPlamfield\n\nMissouri\n'\n\nMontana\n\nNew Mexico\n\n(E)\n\nLas Cruces\nRaton\n\n-VI\nVI\n\n29\n\nV\nV\n\n196\n\n37\n20\n\nMissoula\n\nRoswell\n\nSanta Fe\n\n25\n10\n\nNew York\n\n(A)\n\n20\n\nAlbion\n\nV\n\nCarthage\n\nVI\nVI\nIV\n\n14\n66\n\n9\n75\n\nDobbs Ferry\nFulton\n\nJamestown\nLe Roy\n10\n\nII\n\n175\n\n7\n\n88\n14\n\nMt. Morris\n\nNewburgh\n\nIII\n\n50\n\nPatchogue\n\nVI\nIV\nVI\nVI\nVI\n\n30\n\nPlattsburg\nSilver Creek\nSuffem\n\nFalls City\n\nKearney\n\nV\n\nLincoln\n\nHI\n\nNevada\nTonopah\n\n^\n\nNew Hampshire\n\n(A)\n\nPortsmouth\n\nIV\n\nAsbury Park\nBordentown\n\nSyracuse\n\nI\n\n18\n\nVI\nIV\nVI\n\n30\n\nWellsville\n\n32\n24\n\n27\n25\n\n.\n\n34\n250\n\n9\n\n30\n\nNorth Carolina\n\n(B)\n\nDurham\n\nm\n\nGreensboro\n\nIV\n\nNorth Dakota\n\n^D)\n\nDickinson\n\nVI\n\nOhio\nAthens\n\nV\nV\n\nChillicothe\n\nII\n\nCleveland Heights\n\nIV\nIV\nIV\n\nCambridge\n\n42\n100\n\n25\n\n(C)\n\n84\n\n(A)\n\nIV\nVI\n\nII\n\n25\n\nWalton\n\nBellefontaine\n\nNew Jersey\n\n29\n\n40\n\n43\n\n(E)\n\nVI\n\n13\n\n34\n\n(D)\n\nVI\nVI\n\nAlliance\n\n29\n8\n\nIII\n\nSaranac Lake\n\n96\n\n40\n\nVI\nVI\n\nWatervliet\n\nNebraska\n\n13\n\nSO\n\n15\n\nIV\nVI\nVI\nIV\n\nMiles City\n\n12\n\n24\n\n(E)\n\nGreat FaUs\nLewistown\n\n30\n\n320\n\n(D)\n\nSt. Joseph\n\n78\n\n25\n\nV\n\nYazoo City\n\n695\n\n.\n\n15\n\n30\n50\n25\n\n64\n\nBurlington\n\nV.\n\n6\n\nColumbus\n\nI\n\nEdgewater\n\nVI\nIV\nVI\n\n10\n\nCrooksville\n\nVI\n\n375\n20\n\n6\n\nDelaware\nEast Palestine\n\nV\n\n35\n\nVI\n\nI\n\nGarfield\n\nGranton\n\nI\n\n"}
{"page": 712, "printed_page": null, "text": "696\nState and City\n\nOhio\n\nNATIONAL EDUCATION ASSOCIATION\nSize\n\nNo. of\n\nGroup\n\nReplies\n\n(C)\n\nElyria\n\nIV\n\nGallipolis\n\nV\n\nSO\n20\n\nLima\nKent\n\nIII\n\n50\n41\n100\n\nMt. Vemon\n\nVI\nIV\nIV\n\nNelsonville\n\nV\n\n31\n\nNorwood\n\nIV\nVI\n\n50\n\nShelby\nZanesville\n\nIII\n\n21\n\nMansfield\n\nOklahoma\n\n37\n\n18\n\n(D)\n\nState and City\n\nSize\n\nNo. of\n\nGroup\n\nReplies\n\nSouth Dakota\n\n(D)\n\nAberdeen\n\nIV\nIV\n\nSioux Falls\n\nTexas\n\n(B)\nIII\n\n60\n\nBay City\n\nVI\nIV\n\nSO\n\nTyler\n\nUtah\nLogan\nOgden\nSalt Lake City\n\n(E)\n\nI\n\nGuthrie\n\nIV\n\n60\n\nBellows Falls\n\nTulsa\n\nIII\n\n238\n\nRutland\n\nOregon\nAlbany\nBaker\n\nVI\n\n2S\n\nHewlett\n\nV\n\n34\n\nLexington\n\nVI\nvl\n\nDalles\n\nVI'\n\n20\n\nRichmond\n\nI\n\nSalem\n\nIV\n\n33\n\n(E)\n\nPennsylvania\n\n(A)\n\nAmbridge\n\nV\n\nVirginia\n\n48\n20\n\nBirdsboro\n\nVI\n\nCarry\n\nConshohocken\nDuryea\n\nV\nV\nV\n\nErie\n\nII\n\ns\n\nFord City\nFreedom\n\nVI\nVI\n\nJersey Shore\n\nJohnstown\n\nWashington\nAberdeen\n\n34\n\nIII\n\nDurant\n\nVermont\n\nI\n\nV\n\nSO\nI\n\nSO\n\nAustin\n\nV\nV\n\nBartlesville\n\n67\n\n69\n.\n\nI\n\n(A)\n\nVI\nIV\n\n6\n\n100\n\n(B)\nI\n\nT\n300\n\n(E)\n\nIV\n\nI\n\nBellingham\n\nIII\n\n120\n\nCentralia\n\nV\n\n47\n\nEverett\n\nIII\n\nSO\n\nPullman\nRenton\nRoslyn\n\nVI\nVI\nVI\n\n26\n\n9\n20\n\nSeattle\n\nI\n\n500\n\nV\n\n2S\n\nIII\n\n229\n\nSpokane\nWalla Walla\n\nI\n\n27\n\nII\n\n6S\n\nJuniata\n\nV\n\n2S\n\nKittanning\n\nMauch Chunk\n\nVI\nVI\n\n4\n\nMill vale\n\nV\n\n16\n\nNazareth\n\nIS\n\nPunxstawney\nRenovo\n\nVI\nVI\nVI\nVI\n\n4\n36\n\nScranton\n\nI\n\n300\n\nOakmont\n\n20\n31\n2S\n\nI\n\nIS\n\nEau Claire\nKaukauna\nLa Crosse\nMenasha\nMerrill\n\nNeenah\nPlymouth\nSheboygan\n\nSouth Fork\nVerona\n\nVI\nVI\nVI\n\nIS\n\nWilliamsport\n\nIII\n\n7S\n\nSidman-\n\nWisconsin\n\nI\n\n7\n\n17\n22\n\n(C)\n\nIV\nVI\n\n7S\n28\n\nm\n\n71\n\nV\nV\nV\n\n3S\n41\n\n25\n\nVI\n\nI\n\nIII\n\n100\n\nSuperior\n\nin\n\n14\n\nTwo Rivers\n\nVI\n\n26\n\nWest AUis\n\nV\n\n60\n\nWyoming\n\nSouth Carolina\n\n(B)\n\nCharleston\n\nII\n\n91\n\nEvanston\n\nSpartanburg\n\nIV\n\n39\n\nSheridan\n\n(E)\n\nVI\nIV\n\nS\n\n40\n\n"}
{"page": 713, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\n\n697\n\nAPPENDIX III\nA coefficient of correlation is an index of the closeness of relation\nbetween two items.\n\nIt is represented by values of \"r\" which range from\n\n+ 1 00 (perfee^t relation) where a given rank or position in one item always\n.\n\ngoes with the same rank or position in the other item; thru the intermediate\nvalues to .0 (chance relation) where it is purely chance whether a given\nrank or position in one item will go with the same rank or position in the\nother item;\n\nthru the intermediate values to\n\n— i.oo where a given rank\n\nor position of one item always goes with the opposite of that rank or position\nin\n\nthe other item.\n\nThus, a coefficient of correlation between \"salary\n\nreceived\" and \"experience\" of r=\n\n+\n\nwould indicate that the greater the\nr= .0 would indicate no relation\nbetween the two, while r= — i.o would mean that the less the experience\nthe higher the salary, or the lower the salary, the more the experience.\nTo find coefficients of correlations by Sheppard's method of unlike\ni,\n\nexperience the more the salary received;\n\nsigns involves the division of the correlation table (Table L) into quadrants\n\nby the medians of the two distributions.\n\nIndividual cases falling above or\n\nin excess of the medians in either distribution are said to be positive\n\n(+)\n\nfor that distribution and those falling below the median in either distribu-\n\ntion are said to be negative (— ).\n\nSheppard's formula involves the finding of the percentage which the\n\nmeasures of unUke signs are of the total number of measures.\n\nThis gives\n\na value \" U\" which is transferred to a value of \"r\" from a table.^\n\nIn the\n\ndistribution tables used in these studies, it was not possible to locate the\n\nmedian within any step and divide the cases falling upon that step in the\nThus, in Table L the Median for the \"salary\" is $910,\nand the median for \"age\" is 31.6 years. Thorndike^ gives an adaptation\n\nproper quadrant.\n\nof Sheppard's formula to provide for the \"zero cases\"\n\nthe median steps.\nstep for age).\n\n—those\n\nfalling within\n\n(In Table L the \"$900 step\" for salary and \"30 years\"\n\nBecause of the nature of the material and the number of\n\ncases involved a simplification of Thorndike's formula\n\nwas used.\n\nIn\n\ndetermining the Hmits of the quadrants, if the median fell within the first\nfourth of the step, the line was drawn at the beginning of the step, if it\n\ndrawn at the beginning\nand close of the step, and if th^e median fell within the last fourth of the\n(Heavy lines indicate where\nstep the line was drawn at the close of the step.\nquadrant division occur in Table L.) This method insures that the misplacement of measures in counting the number in the quadrants can never\nbe more than one-fourth of the cases falling within the median step. The\nfell within the middle half of the step, the lines were\n\nvalue of \"Z7\" was then determined by the formula £/\"=\nis\n\nthe sum of the cases with unhke signs,\n»\n\nThorndike Mental and Social Measurements, p. 171.\n\n—n-^ where \"w\"\n\n\"w\" the total number of cases\n\nTeachers' College, Columbia University\n\n"}
{"page": 714, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n6o8\n\nand \"(/\" the \"zero pairs\" falling within the median step. The process for\nthe distribution table shown in Table L will serve as an illustration.\n\n=\n\n=b\n\n74\n\n24\n\n(24+22)+^ (19)\n\nu-\n\n+\n\n+\n+\n\n22\n\n73\n\n212\n\nFrom table,\n\n= ^55 5=.26\nr= .6848\n\nThis shows a distinct relation between \"age\" and \"salary received\"\nfor the teachers in this group.\n\nIt is observable from the table that there is\n\na markt tendency for the teachers who are above the median age to be\n\nabove the median salary also, and for those below the median age to be\n\nWhere the cases were irregular or buncht heavily\nupon the median step, the value of \"r \" was checkt by finding the \"coefficient\nof mean square contingency\"^ which \"is built up by reference to the theory\nof probability, and measures relationship in terms of the difference between\nthe numbers of measures actually found in the various compartments of the\ncorrelation table (or 'contingency' table more generally), and the numbers\nthat might be expected there by pure chance.\" The coefficient of mean\nbelow the median salary.\n\n\"C\" which may be interpreted in the\nsame way as a value of \"r\" even tho they are by no means synonymous.\n\nsquare contingency gives a value\n\nThe method of securing \"C\" is by the formula C103X96-7-212 = 47\n\nI03XI9-^2I2= 9\n103X97-^212 = 47\n109X96-5-212 = 49\n109X19-5-212 = 10\n109X97-5-212 = 50\n74\n(47)\n\n22\n\n24\n\n^\n14\n\n19\n\n96\n\nX^^\n\n109\n\n''\n(10)\n\n(49)\n\n103\n\n(47)\n\n(9)\n\n(74-47)'\n\n(50)\n\n212\n\n97\n,\n\n(9- 5)'\n\n(47- 24)\\ (49- 22)\n47\n\n47\n\n49\n\nV (14- loK (73-50)\n10\n\n50\n\n232\n\n47\n\n9\n\n47\n\n49\n\n10\n\n50\n\n55-7\n= .46\nX = 55•7C^^j 212+55.7\nCambridge University Press. Yule Theory\n» Pearson's Tables for Statisticians and Biometricians, p. 35.\nC. Griffin Co. Rugs Statistical Methot Applied to Education. Houghton ,Mifflin Co.\n0/ Statistics, p. 64.\n\n"}
{"page": 715, "printed_page": null, "text": ".\n\nTEACHERS' SALARIES AND SALARY SCHEDULES\n\n699\n\nThis gives a lower coefficient than r=.68 obtained by Sheppard's\nformula, but it indicates very clearly the presence of a relation between\n\n—\n\nthe two items salary and age, for that group of teachers. Allowance\nmust also be made in interpreting coefficients of mean square contingency,\nfor the fact that in tables of four compartments the greatest possible\nvalue of \"C\" i.e., for perfect correlation, would not be greater than C= 71.\nFor six compartments the highest possible value must be between C= .71\nand C=.82 which is the highest possible value for nine compartments.\nNot more than nine compartments were used in this study. This will\n.\n\ngreatly\n\ndecrease\n\nseemingly great difference between\n\nthe\n\nr=.68\n\nthe\n\nTABLE LXIX\nTable Showing Comparisons for Certain Selected Items between Coefficients of\nCorrelations (Computed by Modification of Sheppard's Method of\nUnlike Signs)* and Coefficients of Mean Square Contingency f Computed for the Same Items\nA\n\nGroup and Study\n\nr=\n\nIV. Experience and Salary\n\nc=\n\n(i)\n\nDifference between C and r\n\nB\n.55\n.37\n\nr=\n\nc=\n\n(2a)\n\n.71\n.47\n\n.31\n.23\n\nc=\n\nC=\n\n.67\n.48\n.19\n\n.08\n\nr=\n\n.61\n\n.68\n.47\n\n.18\n\nr=\n\nIV. Living Expenses and Salary\n\nD\n\nC\n\n=\nC=\nr\n\nC=\n\n.48\n\n=\nC=\nr\n\nE\n.34\n.31\n•\n\n=\nC=\nr\n\nr=\n\n.39\n.27\n\nr=\n\n.68\n.49\n\nC=\n\n.12\n\n03\n\n.70\n.47\n\nC=\n\n.24\n\n.13\n\n-\n\n.23\n\n19\n\nr = --34\nC = -.24\n\n6^-.ll\n\nc=- :?i\n\n.04\n\nExpenses and Salary\n\nc=- .04\n\nr = -.o3\nC = -.09\n\nDifference between C and r\n\n.10\n\n.01\n\n•05\n\n.00\n\n.06\n\nr=-.o6\nC = -.o7\n\nC=-.24\n\nC=\n\n.16\n.18\n\nr=-.o6\nC = -.3S\n\n=\nC=\n\n.19\n.12\n\n=\nC=\n\n.76\n.49\n\nDifference between C and r\n\nIV. Percentage of Salary Spent for\n(3a)\n\nIV. Increase or Decrease in\nSalary Spent and Salary\n\n% of\n\n(4)\n\nDifference between C and r\n\nIV. Recreation, Professional\nAdvancement and Salary\n(sa)\n\n.01\n\nr=\n\n.\n\n.\n\nC=\n\nDifference between C and r\n\nIV. Total Expenses and Salary\n(6a)\n\n(0)\n\n.34\n.23\n\nc=\nr=\n\nC=\n\nDifference between C and r\n\n.78\n.55\n\nC=\n\n.00\n.08\n\nc=\n\n.66\n.53\n.13\n\n'.06\n\nr=-.s6\n\n.07\n\n=\n\nC^\n\n.35\n\n.21\n\n.03\n.06\n\nr\n\n=\n\n.02\n\n.03\n\n=\nC=\n\n:S\n\n=\nC=\n\n.60\n.44\n\nr\n\n.08\n\nr=\n\n.23\n\n.13\n\nr\n\nC=\n\n.07\n\nr=\n\n.11\n\nr=\n\nDifference between C and r\n\nIV. Total Schooling and Salary\n\nr=-.3i\n\nr\n\n=\nC=\nr\n\n.25\n.17\n\nr=\n\n.72\n.53\n\nC=\n\n.08\n\n.07\n\n.03\nr\n\n.29\n\nr=\n\nr\n\nC=\n\n.16\n\n.27\n\n.19\n\n.13\n.13\n\n.22\n.24\n\nr=*-.i7\nC = -.i3\n\n.02\n\n.04\n\nC=-\n\n.CX5\n\n* For explanation of modification see page 697.\nt For method of securing coeflScient of\n\nmean square contingency see page 698.\n\nand the €=.46 found for Table L. Seventy-eight of the correlations\nwere checkt by having coefficients of mean square contingency computed,\n35 of them are arranged in Table LXIX for seven typical studies for\nGroup IV for all geographical groups. In only one case of the 78 contingency coefficients was there difference enough between the findings to\nmaterially change the correlation which might be said to exist.\n\nThe\n\n"}
{"page": 716, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n700\n\ncase in point was Group IVE where an r of\n\n— .06 becomes a C of — .35.\n\nThe relationships shown by the coefficients in Tables LV and LVI may,\ntherefore, be taken as indicative of the presence or absence of relationships\n\nin varying degrees on a coarse scale.\n\nIn getting an index for the different size groups the averages of the\ncoefficients of correlation are made and the probable error^ of this ayerage\n\ncomputed.\n\nThe probable error seems large in many cases due to the\n\nsmall number of coefficients averaged.\n\\\n.\n\nNote.\n\nBIBLIOGRAPHY\n\n—Further bibliographies are contained\n\nAmerican Society of\n\nin the references markt with a *.\n\nReport of Special Committee to Investigate\nConditions of Employment and Compensation of Engineers, December, 1914.\nCivil Engineers.\n\nBoykin, J. C, and King, Roberta.\n\n\" The Tangible Rewards of Teaching.\"\n\nU.S. Bureau\n\nof Education Bulletin No. 16, 1914.\n\nBrown, J. C. \"State Normal Schools and the War.\" School and Society, VII, 695.\nBruere, Robert and Martha. Increasing Home Efficiency. Macmillan.\nBureau of Labor Statistics. Monthly reviews for years 1914-19.\nChapin, Robert Coit. Standards of Living among Workingmen's Families in New York\nCity.\nRussell Sage Foimdation.\nChicago, Teachers' Salary Conference. Comparison of Increase in Cost of Living and\nElementary Teachers' Salaries, 1909.\n*Chilson, W. S.\n\nComparative Study of Salaries of Elementary and High School Teachers\n\nM.A. Dissertation at Teachers College.\n\"Study of High School Salaries.\" School Review, XXXVI, 389.\nClark, W. E.\nThe Cost of Living. McClurg, 1915. 168 pages.\nCoffman, L. D. \"The Social Composition of the Teaching Population.\" Teachers\nin a Selected Group of Cities in U.S.\n\nClark, M. G.\n\nCollege Contributions to Education, No. 41.\nColumbus, Nebraska. Annual Report of Superintendent of City Schools. 1918-19.\nCommissioner of Education Reports. Statistics on Salaries. Bureau of Education.\n\" Comparative Expenses, Teachers' Salaries and Other Items.\" Journal of Education,\n\nMay II, 1916.\n\"Comparative Expenses.\"\n\nJournal of Education, May 25, 1916.\n\nComparative Study of Salaries of Teachers and School Officers.\nBulletin, 1915.\n\nNo. 31.\n\nU.S. Bureau of Education,\n\n126 pages.\n\nConsumers League of New York City. \"Is This Living?\" pamphlet, January, 1919.\nAmerican Academy of Political and Social Sciences. \"The Cost of Living\"\n\nAnnals V (1913), 48.\n*Cubberley, E. P.\n\nPublic School Administration.\n\nDunkerley, G. D., and Blades, A.\n\nHoughton, Mifflin Co.\n\n\"Pay and Supply of Teachers in England.\"\n\nNature,\n\nMay 3, 1917.\n*Dyke, C. B.\n\n\"Economic Aspect of Teachers' Salaries.\"\n\nColumbia's Contribution to\n\nPhilosophy, Psychology, and Education.\n\n\"Educational Ordinance of 19 17 for Province of Cape Good Hope.\"\n\nOfficial Gazette No.\n\n524, September 7, 191 7.\n\nEngland.\n\nReport of the Departmental Committee for Inquiring into the Principles Which\n\nShould Determine the Construction of Scales of Salary for Teachers in Elementary Schools.\nVol. I, Cd. 8938.\n»\n\nVol. II, Cd. 8999.\n\nP.E. computed by formula P.E. =\n\nLondon, 1918.\n\n+ .674S—=^ in which « = s except in Group V where it\n\nis 4.\n\n"}
{"page": 717, "printed_page": null, "text": "TEACHERS' SALARIES AND SALARY SCHEDULES\nEngland.\n\n701\n\nReport of the Departmental Committee for Inquiring into the Principles Which\n\nShould Determine the Fixing of Salaries for Teachers in Secondary and Technical\nSchools, etc.\nVol. I and II, London. Publisht by His Majesty's Stationery Office,\n1918.\n\nEngland.\n\nCd. 9140, 9168.\n\"English Department Report on Salaries in Elementary Schools.\"\n\nSchool\n\nand Society, March 30, 191 8.\nNational Education Association.\n\nTeachers^ Salaries, Tenure^ and Pensions.\n\nFerguson, J.\n1915-\n\nMinimum Cost of Living.\n\nGibbs, W. S.\n\nMacmillan, 191 7.\n\n93 pages.\n\n\"Harvard Salaries and Cost of Living.\" School and Society, March 3, 191 7.\n\"Income Statistics of Graduates in Engineering from a Western University.\"\n\nEngineer-\n\ning News, September 9, 19 15.\n\n\"Increase of Teachers' Salaries at Cincinnati.\"\n\nIndiana State Teachers Association.\n\nSchool and Society, June 15, 1918.\n\nReport of Committee on Taxes and Teachers' Salaries,\n\n1904.\n\nSurvey, March 9, 1918.\n\n\"Is Teaching a Sweated Trade?\"\nLenhart, P.\n\n\"Cross-Section of Teachers' Finances.\"\n\nLincoln, E. B.\n\nEducational Review, April, 1918.\n\nArt of Securing Better Teaching Positions.\n\nProgress Club, 50 Bromfield St., Boston, Mass.\n\nMcConnel, J. M.\n\nA Handbook for Teachers.\n\n19 10.\n\n\"Study of Salaries of High School Teachers.\"\n\nSchool Review, June,\n\n1917.\n\nMonahan and Dye.\n\n\"A Comparison of the Salaries of Rural and Urban Superintendents\n\nU.S. Bureau of Education Bulletin No. jj, 1917.\n\nof Schools.\"\n\nNational Education Association.\nSchool Teachers in U.S.\n\nCommittee on Salaries, Tenure, and Pensions of Public\n\n1905.\n\nNational Education Association.\n\nCommittee on Teachers' Salaries and Cost of Living,\n\n1913-\n\nNational Education Association.\n\nExpenses of Teachers in Tulsa, 19 19.\n\nNational Industrial Conference Board.\nNelson, C. A.\n\nWartime Changes in Cost of Living,\n\n\"Bibliography of Teachers* Salaries and Pensions.\"\n\n1918.\n\nEducator Review,\n\n1907.\n\nPearson.\n\nTables for Statisticians and Biometricians.\n\nPritchett, Henry S.\n\nnegie Foundation for Advancement of Teaching.\n\nProvost Marshal General.\n\nRankin, Jeannette.\n\nCambridge University Press.\n\nFinancial Status of the Professor in America and in Germany.\n\nCar-\n\nBull. 1908, No. 2.\n\nReport, 1918.\n\n\"Salaries of Teachers in the District of Columbia.\"\n\nSchool and\n\nSociety, January 26, 1918.\n\nRailroad Wage Commission.\n\nReport, April 30, 1918.\n\nRugg, H. O. Statistical Methods Applied to Education. Houghton, Mifflin Co.\n\"Salary Schedules at Evanston, 111.\" School and Society, March 16, 1918.\n\"Salaries and Secondary Education in England.\" School and Society, March 16, 1918.\n\"Salaries in Scotland.\" Schools and Society, January 5, 1918.\n\"Salaries of Teachers and Cost of Living.\" School and Society, May 25, 1918, June 15,\n1918.\n\n\"Salaries of New York City Teachers.\"\n\nSchool and Society, July 20, 1918.\nCompiled by the Buffalo Bureau of Research. 1916.\nTreasury Department. Internal Revenue. 1916.\nStatistics of Income.\nStrayer and Thorndike. Educational Administration. Macmillan Co.\nTeachers' Salaries and Cost of Living. Report of the National Education Association\nCommittee on Teachers' Salaries, Tenure, and Pensions. July, 19 18.\n\nSalaries of Teachers in the U.S.\n\n.\n\nTeachers' Salaries\n\nand Living Expenses.\n\nNormal Bull. Ser. 3, No. 3, 1906.\n\nMinnesota Education Association.\n\nWinona\n\n"}
{"page": 718, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n702\n\nMichigan State Teachers' Association. February, 1919.\nSchool and Society, June 22, 1918.\nMental and Social Measurements. Teachers College. Columbia\n\n*Teachers* Salaries in Michigan.\n\n\"Teachers' Salaries in Pennsylvania.\"\n\nThomdike, E. L.\nUniversity.\n\n\"Threatened Strike of London Teachers.\" School and Society, February 24, 1917.\nTrueman, George J. \"School Funds Province of Quebec.\" Teachers' College Contributions to Education No, 106.\n\"Wages and Cost of Living, Now and Before the War.\" Literary Digest, January 5, 1918.\n\"Wages and Living Costs.\" Nation, March 7, 1918.\n\"War and Teachers' Salaries, England and Wales.\" School and Society, June 29, 1918.\n\"Wartime Rise in Cost of Living.\" Literary Digest, September 14, 1918.\nYawberg, A. G. Appointment, Salary, and Tenure of Teachers. National Education\n\n—\n\nAssociation.\n\nYule, G. U.\n\n1915.\n\nTheory of Statistics.\n\nC. Griffin & Co.\n\n"}
{"page": 719, "printed_page": null, "text": "SECRETARY'S REPORT\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nSALT LAKE CITY, UTAH, JULY 4-10, 1920\n\nTo he Executive Committee and Board of Directors:\nIn compliance with the by-laws which require the Secretary to make an annual\nreport to the Association, I take pleasure in presenting the following statement for your\n\ninformation and consideration:\nIt is unnecessary to present the complete financial report of the Secretary, since this\n\nreport is almost identical with that of the Treasurer and since the auditor's statement\nin the Treasurer's report, certifies that both reports are correct and agree with each other.\n\nI am presenting, therefore, only the summary of this report which is also the summary of\n\nthe Treasurer's report.\n\nSUMMARY OF SECRETARY'S REPORT (audited)\nReceipts\n\nBalance, May 31, 1919\n\n%\n\nReceipts for year to May 31, 1920\n\n3,991 57\n105,855.79\n.\n\n$109,857.36\nDisbursements\n\nTotal expense for 1919-20\n\n$112,551 .48\n\nIncrease in revolving fund\n\n4,000.00\n\n116,551,48\n\nIndebtedness, May 31, 1920:\n\nAt First National Bank, Chicago\nOur note Continental Trust Co\n\n$\n\n6,394.12\n\n$\n\n5,081 .00\n\n300.00\n6,694.12\n\nLess cash on hand revolving fund\nActual indebtedness, May 31, 1920\n\n,\n\n$\n\n1,613.12\n\n$\n\n7,774.45\n\nSummary as of June 25, iq2o (not audited)\nReceipts, May 31, to June 25\nIndebtedness, May 31, 1920\n\n$\n\n9,387 57\n1,613 i3\n.\n\n•\n\nBalance as of June 25, 1920 (June bills are unpaid)\n\nUNUSUAL EXPENDITURES\nInstalling a new system of accoimts added an expense for the year of $2,558.63.\n\nChanging the publication of the volvraie of proceedings from the last to the first of\nthe year caused the payment of all the expense of the volume for 1919 and a large part\nof that for the year 1918, during the present year, which increast the amoimt paid for\n\npublishing volumes and yearbooks by $8,811 .91.\n\n,\n\nThe total receipts for this year are\nAs against receipts for last year\n\n$109,857.36\n70,830. 19\n\nIncrease in the receipts of the office\n\n$ 39,027 17\n.\n\nThe fimds of the Association now on hand will cover outstanding bills but not the\nexpenses of the annual meeting to be held during the present week.\n\nThis makes it neces-\n\nsary to borrow money to meet the expenses of the Salt Lake Gity meeting and to cover\n703\n\n"}
{"page": 720, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n704\n\nthe expenses of the office until schools open in September.\n\nLast year and also the year\n\nbefore it was necessary to borrow $5,000 to cover the expenses of the office during the\n\nsummer months. It may be necessary this year to borrow a larger amount.\nThe report of the Board of Trustees shows the purchase of property in Washington,\n1 201 Sixteenth Street, for $98,000.\nThis purchase was made in October of last year.\nIn February, the Association was offered $120,000 for the property and the Secretary was\nled to believe that the party making the offer would actually give $125,000 if that amount\n\nwould be accepted for the building.\nThe National Research Council had a lease on the property at $6,500 a year when it\nwas purchast by the Association. This lease expired July i, and the National Research\nCouncU is now moving into other quarters. The officers of the Association will be moved\ninto the new headquarters during the last two weeks of July. The Association will need\nonly about half of the available space in this building for its own use at the present time.\nThe National Congress of Mothers and Parent-Teacher Associations has applied for\nspace on the third floor to be used as national headquarters of that Association.\nIt will cost the Association about $5,000 for repairs, furniture, and equipment on\ngoing into the new building. It has cost the National Research Council about $4,000\na year to operate the building. This cost of operation for the Association can be met by\nthe income from space rented to other associations.\nThe work of the Secretary's office is divided into the following partially developt\n^departments: Field Secretary, Treasurer, Recorder, Editorial, Business, and Commercial\nExhibits. The growth of the departments has been hampered by crowded conditions at\nheadquarters and the lack of funds. It is believed that the rapid increase in membership\nand support, and the fine commodious office and workrooms in the new headquarters'\nbuilding will enable the Executive Committee to increase the scope of work and efficiency\nof each of these departments.\n\nAs a result of the new program of service, and the constructive work of the Association,\nthe active membership is about four times at large as it was on June i, 1919.\n\nThere are\nOf the\n\nnow in round numbers 50,000 active members, 13,500 men, and 36,500 women.\n\n50,000 active members, about 12,500 were active members at the end of the school year\nof 1919, and about 12,500 were associate members last year.\n\nThe remaining 25,000 are\n\nnew members of the Association.\nThere is a strong desire on the part of the teachers of the coimtry for a plan of closer\nthe National Education Association.\n\naffiliation between state and local associations and\n\nThe Association should prepare at this time, for adoption as soon as possible, a plan of\nreorganization to meet these demands and to enable the Association to render a more\ndirect and positive service to the Association.\nIf some good plan of affiliation\n\nadopted at\n\nthis\n\nbetween the Association and state and local units is\n\nmeeting, I estimate that the income for the coming year will be as\n\nfollows;:\n\nFrom membership dues old members\nFrom new members\nFrom interest and other sources\n\n$ 60,000.00\n120,000.00\nao.ooo.oo\n\n$300,000.00\n\nRECOMMENDATIONS\n\nOwing to the increase in the costs of paper and printing, and owing to the necessity\nof increasing salaries of the office force, the amount which can be used for conmiittee\nwork, legislation, and other promotion work will not be much above that of last year.\nI recommend that the Executive Committee allow substantial increases in salary\nfor the heads of departments and for others in the employ of the Association. While\nthe Association is leading in the nation-wide campaign for increast salaries for teachers,\nown clerks and officials the same saving and living wage\n\nit must not forget to give its\n\n"}
{"page": 721, "printed_page": null, "text": "SECRETARTS REPORT\n\n705\n\nwhich is advocated for teachers. I recommend that the Executive Committee allow\na slight increase beginning in September and an additional increase to begin in January.\nThe work of the Field Secretary and assistants has been most effective in the campaign for increast salaries for teachers, in the promotion of the Educational Bill now\nbefore Congress, and in advancing the interests of education thruout the country. With\nthe approval of the Executive Committee, the Secretary will request the Field Secretary\nto prepare a report of the work of his department for the past school year and will have,\nthis report publisht in the annual volume of Proceedings.\nOwing to the importance of\nthis work, a careful history of its progress should be made in the permanent records of\nthe Association.\n\nThe publications of the Commission on the Emergency in Education have provided\nThe work of the Conmiission,\n\nteachers with valuable statistics and other information.\n\nin outlining constructive policies, has been of great value in the readjustment of education\n\nfollowing the war.\nI recommend that in addition to the reports presented at the general sessions at the\n\nSalt Lake City meeting, the Chairman of the Commission prepare a brief history of the\n\nwork\n\nof the\n\nCommission to be preserved as a part\n\nof the\n\npermanent records of\n\nthe Association.\nI recommend that a competent person be employed for 1920-21 to serve as editor\nof the publications of the Association.\n\nThe annual Volimie of Proceedings, the reports of\n\ncommittees, and the N.E.A Bulletin, all deserve more attention and better editing than\n.\n\nis possible without an expert editor.\n\nThe publications of this Association are recognized as being the most important of\nHence the editorial work should be in the\n\nthe educational publications in the world.\n\nhands of the most competent editor that can be found.\n\nThe Association should continue with increast vigor its campaign for increast salaries\nfor teachers, its work for a national department of education and for federal recognition\nof the importance of education.\n\nIt should lay greater stress on the necessity of improving\n\nteaching standards and it should attach greater importance to tenure and to pensions for\nteachers than ever before.\n\nSome other important work may well be postponed for a\n\ntime in the interest of these most vital and fundamental of problems.\nIt is to be regretted that the shortage of teachers may be more acute in 1920-21 than\nit is at the present time.\n\nIt has been estimated after careful investigation that less\n\nthan 10 per cent of the\n\nteachers who have been engaged in war work will return to the work of teaching.\n\nThe\nnumber of trained teachers who were graduated from the teacher-training institutions\nlast year is much below the normal output.\n\nfor other lines of work.\n\nTeachers continue to leave the profession\n\nTeachers' agencies report an unusual migration from the places\n\nwhere salaries are low to places where salaries are higher.\n\nIt looks as if there may be\n\nalmost a complete exodus of teachers from some sections of the country.\n\nThese facts seem to make it certain that there will be a greater number of schools\nwithout teachers and a greater nimiber with teachers below standard than during the\npast year.\n\nYet the higher salaries paid in many sections of the country and the tendency\n\nfor further increases in pay in these same schools and the tendency also to hasten the\n\nmatter of increasing salaries in other places, can hardly fail to have the effect of making\nteaching more attractive and of again making it appeal to the best type of manhood and\n\nwomanhood of the country.\nAll the forces and machinery of the Association have been used in a campaign to\nmeet this crisis which threatens the public schools. The response of the teachers and\nof the people has been spontaneous and hearty.\nIt is believed that the peak of the\ncrisis may soon be past and that the continued efforts of the Association, together with\nan awakened public sentiment will during the coming year show markt progress in starting\npolicies an(^ influences for the improvement of the schools and school conditions.\n\n"}
{"page": 722, "printed_page": null, "text": ""}
{"page": 723, "printed_page": null, "text": "—\n\n.\n\nTREASURER'S REPORT\nOF THE\n\nNATIONAL EDUCATION ASSOCIATION\nJune i, 1919, to May 31, 1920\n\nA. J. Matthews, in Account with the National\nEducation Association\n\nBalance brought forward from Treasurer's Report for year ending\nMay 31, igi9\n\n$\n\n3.991 57\n\nllECEIPTS\n\nFrom Annual Meeting:\nAdvance enrolment\n\nFrom Philip Lucas\nFrom C. G. Pearse\nFrom Anna Doerfler\n\n3,912.00\n\n$\n\n490.00\n1,518.00\n\nConvention Registration\n\n5,076.00\nio,9q6 00\n.\n\nFrom membership, Cleveland Meeting of Department of Superintendence\n\n5,604.00\n\nFrom Secretary's oflSce during the year:\nIncome $2.00 memberships (1918-19)\nIncome $2 .00 memberships (1919-20)\nIncome $2 .00 memberships (1920-21)\nIncome $5.00 memberships (1919-20)\nIncome $5.00 memberships (1920-21)\nSale of back volumes\n\n$ 1,723.00\n39.30S .00\n18,323 .00\n\n11,884.95\n\n567.00\n1,888.92\n\nSale of special reports\n\n953-41\n\nSale of bulletins\n\n9. 25\n\nSpecial contributions\n\n859.00\n\nMiscellaneous income (exchange, etc.)\n\n42 34\n.\n\n$75,554..87\n\nFrom interest on Permanent Fund\nFrom Commercial Exhibits, Milwaukee and Cleveland meetings\nFrom interest and discounts earned\n\n12,608.82\n\n988 .53\n113 .57\n89,265.\n\nm\n$^09,857. 36\n\nDISBURSEMENTS\nBoard of Trustees:\n357.65\nExecutive Committee expenses:\nPresident\n\n$\n\n1^51.62\n\nFirst Vice-President\n\n182.87\n\nTreasurer\n\n431.51\n208.16\n60.08\n\nChairman Board of Trustees\n....\nMember by election\n.\n\n.\n\n2,234 • 24\n\nCarried forward.\n\n.\n\n3,591.89\n\n.\n\n707\n\n•\n\n"}
{"page": 724, "printed_page": null, "text": ".\n\n2\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n7o8\n\nBrought forward\n\n$2,591.89\n\nGeneral Secretary's oflSce:\nSalary of Secretary\n\n$\n\nPostage\nTelephones and telegrams\n\n.\n\n1\n\n784. 26\n\n'\n\n15,471 .31\n\nExpress and freight\nClerical services\n\n5,750 06\n\n4,793.18\n259. 1\n.\n\n:\n\nRent, light, power, and fuel\n\n1,975.69\n\nStationery and office supplies\n\n1,344.07\n\nTraveling\n\n502 21\n\nMiscellaneous\n\n485.90\n\n.\n\nField Secretary's office:\n\nSalary of Field Secretary\n\n$ 7,200.00\n2,940. 00\n\nSalaries of Assistant Field Secretaries\n\nTraveling, etc\n\n9,368.83\n\n19,508.83\n\nInsurance\n\n324.00\n150.00\n\n^^\n\nLegal services\n\n'. .\n\nSurety bonds\n\n5000\n\nInterest\n\n111,71\nSi.Sio.34\n\nExpress and freight:\nDistribution of volumes and reports\n\n$\n\nMiscellaneous\n\n2,615 84\n•\n\n5-37\n2,621.21\n\nPrinting:\n\nYearbook (1917)\nYearbook (1918)\nProceedings {1918)\n\n$\n\n710.52\n2,822 41\n.\n\n4,040.44\n\nJournals (1918)\n\n1,238.54\n\nProceedings (1919)\n\n4,264. 25\n\n$ 13.076.16\nReprints from volume\n\n214.34\n\nSpecial reports\n\n1,666 70\n\nN.E.A. Bulletins\n\niS,o44 25\n\n.\n\n•\n\nMiscellaneous fletterheads, blanks, etc.)\n\nS,2SS 03\n\n35,256.48\n\nSpecial appropriations:\n\nBalance on appropriations for 1918-19\nCommission on National Emergency in Education\n\nCommission on Illiteracy\nCommittee on Reorganization of Elementary Education.\nCommittees of Department of School Patrons\nCommittee on Health Problems\nCommittee on Reorganization of Secondary Education.\n\n$\n\n1,481.94\n3,798.02\n\n432.41\n218.89\n\n333.03\n\n473.73\n232.02\n6,970.04\n\nMembership campaign (1918^19)\n\n1,018.83\n\nCarried forward\n\n$99,968.79\n\n"}
{"page": 725, "printed_page": null, "text": "—\n\n.\n\nTREASURER'S REPORT\n\n709\n\nBrought forward\n\n$99,968 79\n.\n\nUnclassified disbursements:\n\nAuditing accounts of the association\n\n$\n\nInstalling new accounting system and records of the association\n\nMembership fees\n\n525 13\n.\n\ni.iii .08\n\nPress clippings\n\n90.00\n200.00\n\n—National Council of Education\n\nAppraising of real estate\n\n125 .00\n\nChristmas bonus to employes\nRepairing furnace at 1400 Mass. Ave\n\n75 .oo\n\nRepairs on i6th Street property\n\n42.21\n16. 20\n13. 60'\n\nElectrotypes\n\n17.88\n\nPurchase of back volumes'\n\n26.33\n\nSubscription to educational journals\n\nPrinting of 100 per cent certificates\n\n75 .00\n\nLettering certificates\n\n59- 20\n\n—\n\nExpenses National Emergency in Education, balance year\n1918-19\nRental of Graphotype\n\n173-25\n53 So\n44.52\n.\n\nMiscellaneous expenses\n\n2 ,647 . 90\n\nPurchase of furniture and fixtures\n\n1,151.85\n\nAnnual convention:\nDepartment expenses\nState directors\n\n$\n\n271.27\n\n347.89\n\n•\n\nClerical services\n\nRegistration\n\n$\n\nStenographers and T3T)ewriting\n\n468.38\n326. 58\n\n794.96\nPublicity\n\n1,752 .02\n\nPrinting:\n\nProgram\n\n$\n\nMiscellaneous\n\n614.50\n223 00\n.\n\n837.50\n89.60\n\nStationery\n\nTelephones and Telegrams\n\n17 11\n.\n\nMiscellaneous:\n\nHonorarium to speaker on program\n\n$\n\nExpenses of speakers\nExpenses of Secretary Crabtree\nExpenses of assistants (Messrs. Erlandson, Hanson, EUeson)\nHotel expense (New Plandinton)\nExpenses of Assistant Secretary (Mr. Snodgrass)\nExpense of postoffice\n\n500.00\n164.00\ni43 55\n103 .30\n•\n\n288.98\n173-72\n125 65\n103 .80\n.\n\nBuilding counters\n\nMaking chart\n\n3 .00\n\nMeals for boy scouts\n\n1,641.00\n\n36.00\n\n5,751-35\n\nDepartment of Superintendence:\nExpenses of President\n\n$\n\n462 82\n.\n\nClerical services:\n\n$\n\nRegistration\n\n250.06\n\n145-60\n\nPostoflGice, etc\n\n395.66\n794-72\n\nPublicity\nPrinting:\n\nPrograms\n\n$\n\nMiscellaneous\n\n946-50\n67 .04\n1,013-54\n\nMiscellaneous;\n\nSpeaker on program\n\n$\n\n60.00\n\nMusic\n\n273 .80\n\nMiscellaneous\n\n31-05\n364-85\n3.031.59\n\nAmount set aside as increase to Revolving Fund\n\n;\n\n$112,551.48\n4,000.00\n$116,551.48\n\n"}
{"page": 726, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7IO\n\nSUMMARY, MAY 31, 1920\nReceipts\n\nBalance brought forward from Treasurer's report for year ending May 31, 1919.\n\n.\n\n.\n\n$\n\nReceipts for year June i, 1919, to May 31, 1920\n\n3,991 57\n105,865.79\n.\n\n$109,857.36\n\nDisbursements\n\nTotal expyenses for the year\n\n$112,551 .48\n\nIncrease to Revolving Fund\n\n4,000.00\n116,551.48\n\nIndebtedness at close of year\n\n$\n\n6,694. la\n\nIndebtedness\n\nOverdraft, First National Bank, Chicago\n\n$\n\nBalance due on $5,000.00 note, Continental Trust Co\n\n6,394. 12\n\n300.00\n6,694.1a\n\nSigned by the auditors, Marwick, Mitchell & Co.\n\nSUMMARY, JUNE 25, 1920\nOverdraft, First National Bank, Chicago\n\n$\n\nDue on note, Continental Trust Co\n\n6,394. la\n\n300.00\n6,694\n\nLess cash on hand in Revolving Fund\n\n.\n\n1a\n\n5.081 00\n.\n\nActual deficit May 30\n\n$\n\nReceipts May 31 to Jun« 25, 1920\n\n•\n\nBalance June 25, 1920\n\n1,613 la\n.\n\n9.387 57\n•\n\n7.774-45\n\nUNUSUAL EXPENDITURES\nInstalling a new system of accounts added an unusual expense for the year of $2,558.63.\n\nChanging the publication of the Volume of Proceedings from the last to the first of the year caused the\npayment of all the expense of the volume for 1919 and a large part of that for the year 1918, during the present\nyear, which increased the amount paid for publishing volumes and yearbooks by the following amount,\n$8,811.91.\n\nTo the President of The National Education Association:\n\nWe have audited the accounts of the Treasurer of The National Education Association, and of the SecreMay 31, 1920, and certify that the foregoing statement of Income and Expenses is\n\ntary, for the year ended\n\ncorrect and is in accordance with the books of the Association.\n\nThe Secretary's working fund of $5,000.00\n\nhas also been certified by us.\n\nMarwick, Mitchell & Co.\n\nNew York, June iq, 1920\n\nCertified Public Accountants\n\n"}
{"page": 727, "printed_page": null, "text": "THIRTY-FOURTH ANNUAL REPORT OF THE BOARD\nOF TRUSTEES ON THE PERMANENT FUND\nFROM JUNE 1, 1919, TO MAY 31, 1920\nC. G. Pearse, Chairman; Josephine Corliss Preston, President N.E.A.;\n\nW. R. Siders, Agnes E. Doherty,\n\nJ. Y. Joyner.\n\nWe have audited the receipts and disbursements of the Permanent Fund and have inspected the securities\nheld in custody by the trust officer, but have not ascertained the market values thereof.\n\nDetails of these securi-\n\nties are given in Schedule \"I.\"\n\nWe have also verified the income received for the period.\nnent Fund are shown in the following statement:\n\nThe receipts and disbursements of the Perma-\n\nRECEIPTS\nProceeds of sale of United States Liberty Bonds:\n$41,500.00 Second 4J per cent at 93. 18\n9,000.00 Third\n\n4^ percent at 95.20\n10,500,00 Fourth 4i per cent at 93 28\nProceeds of sale of Los Angeles School District Bonds $7,000.00 4 J per cent bonds at 99.00\n\n$38,669.70\n8,568.00\n9-794 4°\n•\n\n.\n\n6,930.00\n\n$63,962.10\n\nDISBURSEMENTS\nJ.\n\nW. Crabtree, Secretary N.E.A., Washington, D.C\n\n$\n\nNational Savings & Trust Co., Washington, D.C\nJ. W. Crabtree, Secretary N.E.A., for attorney fees in connection with purchase of Washington,\n\nD.C, property\n\n50000\n64,500.00\n\n250.00\n$65,250.00\n,\n\n$ 1,287.90\n\nExcess of disbursements over receipts\n\nBalance as at May 31, 1919\n\n1,708.41\n\nBalance as at May 31, 1920\n420. 51\n$\nThe cash balance has been certified to us by the depository.\nA statement of the receipts and disbursements frpm income for the period may be summarized as follows:\n\nRECEIPTS\nIncome from investments as shown on Schedule \"I\"\nInterest on bank balances\nInterest on Liberty Bonds\nRent of building, 1201 i6th Street, Washington, D.C\n\n$ 5.887.50\n54-77\n1,272 29\n.\n\n3.791 7o\n•\n\nMiscellaneous receipts account of adjustments in purchase of building 1201 i6th Street, Washington, D.C\n\n1,412 74\n.\n\n$12,412.00\n\nDISBURSEMENTS\n$ 5,666.41\nJ. W. Crabtree, Secretary N.E.A., Washington, D.C\n4,700.00\nContinental Trust Co., Washington, D.C\n825.00\nJ. W. Crabtree, Secretary, for interest on outstanding notes on Washington property\nJ. W. Crabtree, Secretary, for interest on trust deed of $3,000.00 on Washington property, due\n82 50\n\nApril I, 1920\n\n.\n\nAdjustment of insurance on Washington property, premium of $232.00, from November 3, 1919,\nto September 9, 1920\nTaxes on Washington property, due June i, 1920.\nFee for care of principal of Permanent Fund\n\n197 20\n.\n\n688.39\n252 50\n.\n\n$12,412.00\n\n711\n\n"}
{"page": 728, "printed_page": null, "text": "J\n\n.\n\nNATIONAL EDUCATION ASSOCIATION\n\n712\n\nSCHEDULE \"I\" SECURITIES ON HAND AS AT JUNE 8, 1920\nMUNICIPAL AND SCHOOL BONDS\n\nCity of New York 4 J per cent gold bonds, due 1957\nNos. 5S4 to 561\nCity of New York 4^ per cent gold bonds, due 1957, Nos.\n26816 to 26824\nKansas City, Mo., School District 3^ per cent bonds, due\n1925, Nos. 3127-29, 3133-36, 3190-92, 3200\nClearwater, Kans., Waterworks bonds, due 1930, No. 18.\nClearwater, Kans., Waterworks bonds, due 1931, Nos. 19-20\nClearwater, Kans., Waterworks bonds, due 1932, Nos .21-23\nSalt Lake City, Utah, Water bonds, 4^ per cent due 1934,\nNos. 310 to 319\nSeattle, Wash., School bonds, 4i per cent, due 1931, Nos. 586\nto 595\nLos Angeles, Calif., School District bonds, 4J per cent, due\n1921, No. 408\nLos^Angeles, Calif., School District bonds, 4J per cent, due\n1922, Nos. 571-72\nAdditional interest to date of sale of $7,000.00 of above-\n\nPar Value\n\nBook Value\n\n$ 8,000.00\n\n$ 8,510.00!\n\n9,000.00\n\n9,810. 00\n\n10,000.00\n1,000.00\n2,000.00\n3,000.00\n\n9.500.00\n\n10,000.00\n\n10,060.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n1,000.00\n\n1,069.29\n\n2,000.00\n\n2,187.20\n\nIncome\n\n$765.00\n\n.\n\n350.00\n\n1,000.00,\n\n2,000.00\n\n300.00\n\n3,000.00,\n\n135.00'\n\nnamed bonds\n\n262.50\n\nRAILROAD BONDS\nSt.\n\nLouis & San Francisco R.R. Co. temporary prior lien\nmortgage bonds, 4 per cent, due 1950, Nos. M56051-\n\n56055, Y1527\n& San Francisco R.R. Co. temporary adjustment\nbonds, 6 per cent^ due 1955, Nos. M14S22, D845, Y1033\nTerminal R.R. Association of St. Louis gen. ref. sink, fund\ngold bonds, 4 per cent, due 1953, Nos. 16311 to 16325.\nPittsburg, Lake Erie & West Virginia System ref. gold\nbonds, 4 per cent, due 1941, Nos. 13496 to 13500, 21236\nto 21250\nOregon Short Line R.R. Co. ref. gold bonds, 4 per cent, due\n1929, Nos. 4013 to 4017, 4025 to 4027, 4976, 13816\nChicago, Indiana & Southern R.R. Co., 4 per cent, due 1956,\nNos. 11386 to 11394, 13786\nManhattan R.R. Co. cons, mortgage gold bonds, 4 per\ncent, due 1990, Nos. 2843, 6522, 16083, 16087\nAtlantic Coast Line R.R. Co. first cons, bonds, 4 per cent,\ndue 1952, Nos. S130, 6494, 11638, 11639, 14335, 14339,\n24601, I7S79, 37545, 50251\n\n^\n\n$210.00\n\n$ 5,250.00\n\n$ 4,331.25\n\n1,750.00\n\n1,433-75\n\n105.00\n\n15,000.00\n\n15,050.00\n\n^00.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n8,895.00\n\n400.00\n\n10,000.00\n\n9,500.00\n\n400.00\n\n4,000.00\n\n3,900.00\n\ni6o.oo\n\n10,000.00\n\n9,600.00\n\n400.00\n\n$132,005.29\n\n$5,887.50\n\nSt. Louis\n\n.\n\n.\n\n'\n\nCORPORATE BONDS\nMain Real Estate Title Co. first mortgage gold bonds, 5 per\ncent, due 1932, Nos. 151-152\n\n$\n$134,000.00\n\n100.00\n\nNOTE OF EXPLANATION\n$ 98,000.00\n\nProperty at 1201 Sixteenth Street, cost\nCash paid on transaction\nBalance due on mortgage\n^\nOwing to increase in value of property, present value\nFace value Permanent Fund\nBook value owing to increase in real estate is about\n\n$65,000.00\n33,000.00\n1 20,000\n\n.\n\n00\n\n197,000.00\n219,000.00\n\nTo the Trustees of the National Education Association:\nGentlemen: The above and foregoing is a correct statement of the account of the funds of the\nNational Education Association of the United States as the same appears on the books of this bank.\nFirst Trust and Savings Bank\n\nBy Louis Boisot, Vice-President\nChicago, III\n\nTo the President of the National Education Association:\nWe have examined the books and records of the Board of Trustees of\n\nthe National Education Asso-\n\nand certify, that in our opinion, the foregoing statement correctly shows the condition of the Permanent Fund as of May 31, 1918. We have exan^ined the securities listed in the foregoing statement,\ndeposited in the custody of the First Trust and Savings Bank of Chicago, Illinois.\nMarwick, Mitchell & Company\n\nciation\n\nChicago, III.\nJune 19, zgao\n\nCertified Public Accountants\n\n"}
{"page": 729, "printed_page": null, "text": ".\n\nIRecroIOQ?\n1919—1920\n\nReports of the death of the following members have been received since May 1,1919;\nthe date of decease follows each name.\n\n....\n\nAber, William M. (March 30, 1920)\nMissoula, Mont.\nAlden, Amelia D. (May 27, 1919)\nWest New Brighton, N.Y.\nAllen, Elizabeth A. (May 3, 1919)\nHoboken, N.J.\nAxLiNE, G. A. (October 14, 1919)\nAlbion, Idaho\nAyres, Brown (January 28, 1919)\nKnoxville, Tenn.\nBrydges, William H. (November, 1919)\nElgin, 111.\nBuRDETT, Frank W. (November, 1919)\nBoston, Mass.\nCallahan, Dennis J. (June, 1919)\nLewiston, Maine\nChase, George C. (May, 19 19)\nLewiston, Maine\nClarke, Ford S. (August 23, 1919)\n... Alfred, N.Y.\nClum, John E. (April 18, 1919)\nColumbus, Ohio\nColburn, Kate S. (August 22, 1920)\nNew York, N.Y.\nCole, Carlos M. (Jime, 1920)\nDenver, Colo.\nCook, George B. (February 15, 1920)\nLittle Rock, Ark.\nDiLLE, Alvin (June 13, 1920)\nBishop, Tex.\nEiche, Julia L. (August 25, 1919)\nNew York, N.Y.\nFlounders, George W. (February 15, 1920)\nPhiladelphia, Pa.\nFunk, Emma L. (March i, 1919)\nIndependence, Iowa\nGibson, Alice J. (February 21, 1 9 19)\nCincinnati, Ohio\nGrant, James Richard (July 10, 1920)\nFayetteville, Ark.\nGreenman, Charles H. (September 15, 19 19)\nOakland, Calif.\nHeston, J. W. (February i, 1920)\nMadison, S. Dak.\nHill, Fred Burnett Qanuary, 1919)\nNorthfield, Minn,\nHolmes, H. H. (February, 1920)\nKaifeas City, Mo.\nKing, Fred DeL. (August 4, 1919)\nLawrence, N.Y.\nMacClean, E. a. (August 28, 1920)\nNew York, N.Y.\nMaxwell, William H., Life Director (May 3, 1920) New York, N.Y.\nMerrill, Arthur G. (November, 1919)\nChicago, 111.\nMetzger, D. M. (no date)\nLe Mars, Iowa\nNumber, J. F. Qime, 1919)\nMishawaka, Ind.\nMontgomery, Al^.\nOwen, Thomas McA. (March, 1920)\nPasadena, Calif.\nParker, W. D. (March 21, 1920)\nValley City, N. Dak.\nPerrine, Lura L. (October 7, 19 19)\nPhiladelphia, Pa.\nRaub, Albert H. (October 28, 19 19)\nEagle Rock, Calif.\nRichardson, Rachael T. (May, 1920)\n^\nStamford, Conn.\nSammis, Edward A. (November 28, 1919)\nLos Angeles, Calif\nSanders, Frederic W. (January 28, 1920)\nToronto, Canada\nSeath, John (March, 19 19)\nPhiladelphia, Pa.\nShroy, John L. Qanuary 13^ 1920)\nEast Lansing, Mich.\nSnyder, J. L., Life Member (October 22, 1919)\nLouisville, Ky.\nSpencer, Enos Qanuary 17, 1920)\nBraddock, Pa.\nSteltz, Francis C. Qanuary 24, 1920)\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....\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\n.\n\n.\n\n.\n\n.\n\n....\n\n713\n\n"}
{"page": 730, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n714\n\nStoneberg, Philip J. (December 19, 1919)\nStout, George H. (September 16, 1919)\nTaft, Leonora E. (July 2 2, '19 19)\n\n.\n\n.\n\n.\n\n....\n\nBishop Hill, 111.\nPhiladelphia, Pa.\nSpringfield, Mass.\n\nNorth Brookfield, Mass.\nTenny, Fred C. (June, 1919)\nKalamazoo, Mich.\nTiCKNER, Susan B. (September 12, 1919)\nCalifornia, Pa.\nThomas, Agnes B. (January 14, 1920)\nPotsdam, N.Y.\nJhompson, J. W. (January, 1919)\nChicago, 111.\nWelsh, James C. (June 10, 1919)\nOak Park, 111.\n,\nWestcott, Oliver S. (July 31, 1919).\nRochester, N.Y.\nWestervelt, Z. F. (1920)\nBrooklyn, N.Y.\nWhitelaw, Jennie M. (November i, 1919)\nWilliams, Delia Lathrop, Life Member (March 15,\n.\n\n.\n\n.\n\n.\n\n.\n\n....\n.\n\n.\n\n1919)\n\n....\n\nWilmarth, Mary H. (August 28, 1919)\nWinchester, Myra M. (December 18, 1919)\n\nWollman, C. (October 29, 19 19)\nWormwood, D. Lyman (1920)\n\n.\n\n.\n\n.\n\nDelaware, Ohio\nChicago, 111.\n\nWashington, D.C.\n\nWhite Plains, N.Y.\nBangor, Me.\n\n"}
{"page": 731, "printed_page": null, "text": "GENERAL INDEX\n[Names of authors are set in small capitals.]\nAccident Prevention as a Factor in Unifying the Curriculum, The Value of\nInstruction in (George E. Payne), 204\n\nAct of Incorporation, i\nAdair, Cornelia S.\n\n—The Teacher in\n\nAdministration, 99\nAdams, H. R. Discussion: Establishing\na Course in Thrift, 127\nAddress of Welcome (G. N. Child), 30\n\n—\n\nAdequate Number of Adequately Trained\nTeachers, The Problem of an (John H.\nFinley), 495\nAdministration, Present, Report of the\nPresident with Recommendations as to\nPolicies and Plans for the Guidance of\nthe (Homer H. Seerley), 163\nAdministration of School Affairs, The Place\nof Classroom in the (Jessie Skinner), 95\nAdministration of the School System, The\nPart the Teacher Should Play in the\n\n(Stella Herron), 96; (Agnes Winn), 97\nAdministration, Some Problems of. Confronting the Public Junior College (Jesse\n\nB. Davis), 478\nAdministration of a State Teachers' College, Effective Democracy in the Faculty\nand the (William H. Zeigel), 244\nAdministration, The Teacher in (Cornelia\nS. Adair), 99\nAdoption of Program of Constructive\nMeasures as a Forward Step in School\nAdministration (J. S. Freece), 325\nAger, G. W. Some Immediate Demands\nfor Community Service, 272\nAley, Robert J. Forty Years of the\nNational Council of Education, 144\nAllan, H. A. Some Needs of Rural Education Which May Be Met through This\nDepartment of the National Education\nAssociation, 280\nAmerica, Greater, The High School's Part\nin the Making of a (J. O. Engleman), 209\nAmerican Education, Constructive Factors\nin (John P. Garber), 466\nAmericanization (Jessie L. BtiRRALL), 58\nAmericanization (Edwin R. Snyder), 487\nAmericanization, School Libraries and (Joy\nElmer Morgan), 386\nAmericanization, Suggestions for a Practi-\n\n—\n\n—\n\n—\n\ncable and Effective\nShiels), 484\n\nAmericanization under\n\nProgram (Albert\nthe\n\nNew Hamp-\n\nshire Law (Maro S. Brooks), 441\nAmerica's Gift to France (L. Wardlaw\n\nMiles), 420\n715\n\nAmerica's Pledge to the World\nSisson), 348\n\n(E,\n\nO.\n\n—A Child's Study\nArnold, Sarah Louise—Education: The\nDefense of the American Home, 103\nBagley, William C.—A Federal Department of Education, 449\nBaylor, Adelaide Steele—The Next\nStep in the Study of Consolidation, 138\nBenezet, L. p. —How Are We Teaching\nCitizenship in Our Schools 64\nBennion, Milton—Discussion: Student\n(Government, 250\nBenson, Arthur F. —The Present Status\nof the Junior High School, 528\nBenton, Guy Potter—What the War Has\nAnderson,\n\nFred\n\nJ.\n\nPeriod, 373\n\n?\n\nContributed Toward Teaching Citizenship, 68\n\n—\n—\n\nBeveridge, J. H. Influence of the WorldWar on Secondary Education, 227\nBlack,\nEthel Practice-Teaching for\nProspective Rural Teachers, 295\nBlake, Katherine Devereaux Discus-\n\n—\n\nsion: Thrift in Childhood, 123\n\nBlanton, Annie\n\nWebb —Democracy in\n\nSchool Administration, 515\nBoard of Trustees, Thirty-Fourth Annual\n\nReport of, 711\nBrace, George M. ^The Influence of the\nWar on Vocational Education, 337\nBradford, Mary C. C. The National\nEducation Association as the Interpreter\nof American Civilization, 39\nBradford, Mary D. ^What Should Be\n\n—\n\n—\n\n—\n\nDone to Keep High-Class Superintendents in the Schools ? 90\nBrooks, Maro S. Americanization under\nthe New Hampshire Law, 441\nBroome, Edwin C. Strengthening the\n\n—\n\n—\n\nSuperintendent, 505\n\nBrown, J. Stanley— Should Salaries in\nTeachers' Colleges and Normal Schools\nParallel\nIf So,\n\nSalaries\n\nWhy ?\n\nBrown, Maude\n\nin\n\nIf Not,\n\n—\n\nthe\n\nUniversities?\n\nWhy Not ? 260\n\nDiscussion: The Health\nCrusade, 319\nBuilding 'Program, Planning a Comprehensive (P. C. Packer), 437\nBurgess, W. Randolph Eighty- Year\nFluctuations in the Cost of American\nSchool Buildings, 329\nBuRRALL, Jessie L. Americanization, 58;\nPicture\nMaterial\nfor\nGeography\nClasses, 382\n\n—\n\n—\n\n"}
{"page": 732, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7i6\n\n—\n\nBuRRis, W. p. A Federal Department of\nEducation, 444\nBusiness Education, Department of, Secretary's Minutes, 263\nBuTTERFiELD, Kenyon L. ^Thc Coimtry\nLife Movement at Home and Abroad, 284\nBy-Laws, 5\nCalendar of Meetings, 14\nCall to Arms in 1920, The (Josephine\nCorliss Preston), 143\nCary, C. p.—The Making of a State\nDepartment of Public Instruction, 490\nCassidy, M. a. Golden Deeds in Character Education, 523\nCensus, Continuous School (John W.\nDavis), 508\n\n—\n\n—\n\nCertificate, 13\n\nChallenge of the Present World Situation,\nThe Educational (Henry C. King), 469\nChamberlain, Arthur H, The Salary\nSituation with Remedies, 154; Thrift\nand Conservation, 169; Thrift Readjustment and Progress, 117\nCharacter Education, Compulsory (Ernest\nA. Smith), 471\nCharacter Education, Golden Deeds in\n(M. a. Cassidy), 523\nChild, G. N. Address of Welcome, 30\nChild Hygiene, Physical Education and.\nDepartments of, Secretary's Minutes,\n311\n\n—\n\n—\n\nA\n\n(Fred J. AnderChild's Study Period,\nson), 373\nCitizenship, How, Is Taught in the Schools\nof Los Angeles (Susan M. Dorsey), 66\nAre\nCitizenship in Our Schools ?\nTeaching (L. P. Benezet), 64\nAre\nCitizenship in Our Schools, How\nTraining for (F. B. Cooper), 63\nCitizenship, Teaching (W. D. Lewis), 531\nCitizenship, What the War Has Contributed Toward Teaching (Guy Potter\n\nWe\n\nHow\n\nWe\n\nBenton), 68\nCity Systems (H. B. Wilson), 113\nThe National Education\nCivilization,\nAssociation as the Interpreter of American (Mary C. C. Bradford), 39\nClark, M. G.—The Part the Teacher\nShould Play in the School Administration, 93\n\nClark, Walter E.\n\n—The Stranger within\n\nOur Gates, 60\nClasses for Non-English-Speaking Women,\nBrief View of One Year's Experience\nin New York State with (Elizabeth A.\n\nA\n\nWoodward), 345\nClassroom Teachers, Department of, Secretary's Minutes, 343\nClaxton,\n\np.\nTeachers, 55\n\np.\n\n—Adequate Pay for\n\nCoFFMAN, Lotus D.—^Teachers' Associations, 458\n\n—\n\nCole, Carlos M. The Denver Opportunity School, 477\nCollege Women, The Problem of the Social\nlife of (Josephine Simrall), 363\n\nCommercial Education, Retail Selling as a\nFactor in (Nellie Grant Morris), 264\nCommittee on Health Problems in Education, Report for (Thomas D. Wood), 184\nCommittee on Resolutions, Report of, 23\nCommimity Service, Some Immediate\nDemands for (G. W. Acer), 272\nComparison of Theories, and Suggested\nStudy for Their Evaluation, Participation\n\nof\n\nTeachers\n\nin\n\nManagement\n\n(Harlan Updegraff), 180\nCompulsory Character Education (Ernest\nA. Smith); 471\nConsohdation, The Next Step in the Study\nof (Adelaide Steele Baylor), 138\nConstructive Factors in American Education (John P. Garber), 466\nConstructive Work, Program of, 167\nContinuous School Census Qohn W.\nDavis), 508\nCooper, F. B. How We Are Training for\nCitizenship in Our Public Schools, 63\nCooper, Frank Irving Determining the\nNumber of Rooms for a Departmental\nSchool Building, 330; Regulations on\nSchoolhouse Constructipn in the United\nStates in 1920, 518\nCost of American School Buildings, EightyYear Fluctuations in the (W. Randolph\nBurgess), 329\n\n—\n\n—\n\nCountry Life Movement at Home and\nAbroad, The (Kenyon L. Butterfield),\n284\n\nCrawford, R.\n\n—\n—\n\nP. Rural Schools that\nServe Effectively, 274\nCunningham, Bess Necessity for Activity\n\nand Experiment for the Education\nLittle Children, 192\n\nCurran,\n\nMargarej\n\nof\n\n—Holding\n\nCraig\n\nStudents up to Standard through Followup Work and Extension Activities, 297\nCurrent Tendencies and Problems in\nEducation (R. W. Himelick), 424\nCurriculum, Report of the Sub-Committee\non, of the Committee on Superintendent's\nProblems (A. Duncan Yocum), 174\nDavis, Iesse B. Some Problems of\nAdministration Confronting the Public\nJunior College, 478\nDavis, John W. Continuous School\nCensus, 508\nDeans, The Need of Standardizing the\nQualifications of, for High Schools (Anna\nWillson), 215\n\n—\n\n—\n\nDeans of Women, Department of, Secretary's Minutes, 357\n\nDe Forest, Charles M. —Modem Health\nCrusade, 515\n\nDemocracy, Effective, in the Faculty and\nthe Administration of a State Teachers'\nCollege (William H. Zeigel), 244\nDemocracy in the Management of the\nSchools (Charles B. Stillman), 178\nDemocracy in School Administration\n\n(Annie Webb Blanton), 515\n\n"}
{"page": 733, "printed_page": null, "text": "-\n\nINDEX\nDemocratization\nof\nSupervision,\nThe\n(James Fleming Hosic), 414\nDenver Opportunity School, The (Carlos\nM. Cole), 477\nDepartment: of Business Education, 263;\nof Classroom Teachers, 343 of Deans of\nWomen, 357; of Educational Publications, 395; of Elementary Education,\nof Higher Education, 231;\n203;\nof\nKindergarten Education, 191; of Music\nEducation, 309; of Normal Schools,\n237; of Physical Education and Child\nHygiene, 311; of Rural Education, 271;\nof School Administration, 323; of School\n;\n\n717\n\nEducation: The Defense of the American\n\nHome (Sarah Louise Arnold), 103\nEducation, Definite Objectives in (Edward\nO. Sisson), 100\nEducation, Elimination of Waste in\n(William J. Shearer), 513\nEducation, Just a Word about (P. G.\nHolden), 306\nEducation of Little Children, Necessity for\nActivity and Experiment for the (Bess\nCunningham), 192\nEducational Challenge of the Present\nWorld Situation, The (Henry C. King),\n\nPatrons, 365; of Science Instruction,\n305; of Secondary Education, 209; of\nSuperintendence, 408;\nof Vocational\nEducation, 269; of the Wider Use of\nSchoolhouses, 403.\nDepartmental Building, Determining the\nNumber of Rooms for a (Frank Irving\nCooper), 330.\nDetermining the Number of Rooms for a\nDepartmental School Building (Frank\n\nEducational Publications, Department of,\nSecretary's Minutes, 395\nEducational System, The School Board's\nPlace in the (G. A. Iverson), 88; Mrs.\nV. H. Miller), 89\nEighty-Year Fluctuations in the Cost of\nSchool Buildings (W. Randolph Burgess), 329\nElementary Education, Department of,\nSecretary's Minutes, 203\n\nIrving Cooper), 330.\nDickson, Virgil E. Mental Testing for\n\nElementary\n\nAll Kindergarten Children, 196.\nDiscussion:\nEstablishing a Course in\nThrift (H. R. Adams), 127\nDiscussion: The Health Crusade (Maude\nBrown), 319; (Grace Gallett), 321\nDiscussion: The Importance of a Bank\nAccount (J. M. Gwinn), 129\nDiscussion: A Program in Thrift Education (D. C. Jensen), 121\nDiscussion: Significance of the High School\nYears (A. E. Winship), 125\nDiscussion: Student Government (Milton\n\nof\nWaste in Education\n(William J. Shearer), 513\nEmergency in Education, A Final Report of\nthe Commission in Education (George\nD. Strayer), 41\nEmergency in Higher Education, The\n(George F. Zook), 231\nEngleman, J. O. The High Schools in the\n\n—\n\nBennion), 250\n\nWhat\n\nSupervision\n\nAccom-\n\nplishes (L. J. Muir), 124\nDiscussion: Thrift in Childhood\n\n(Kath-\n\nDiscussion:\n\nERINE DeVEREAUX BlAKE), 123\n\n^\n\nThrift through Participation\n(Orson Ryan), 132\nDoDSON, John M. Health Service, 185\nDollar Education\n(William Mather\n\nDiscussion:\n\n—\n\nLewis), 418\n\n—\n\nDorsey, Susan M. Discussion: Seeking\nthe Motive in Thrift Teaching, 130;\nHow Citizenship Is Taught in the Schools\nof Los Angeles, 66\n\nDowney, Mary F.\n\n—\n\nRelation of the Public\nSchools to Various Library Agencies, 378\nDownfall of Autocracy (A. E. Winship), 350\n\n—\n\nDriggs, Howard R. Making Language a\nReal Part of the Curriculum, 205; Is\nThere Need for a New Type of Text in\nHigh-School English ? 395\nDukes, Ella M. Is the Teaching of\n\n—\n\nEnglish in the High School Functioning\nEffectively? 213\n\nEconomic\n\nFitness,\n\nThe\n\nFimdamentals\n\nUnderlying (F. L. Kleeberger), 315\nEconomy in Schoolhouse Planning and\nConstruction (W. R. McCornack), 333\n\nScience\n\n—^What, Why and\n\nHow? Qohn C. Johnson), 305\nElimination\n\n—\n\nMaking of a Greater America, 209\nEttinger, William L. Methods\n\n—\n\nof\n\nFinancing Large City School Systems, 434\nEvans, C. E. Student Self-Government\nin Teacher-Training Institutions, 248\nEvenden, E. S. Teachers' Salaries and\nSalary Schedules in the United States,\n1918-19, 537\nExtension Activities, Holding Students up\nto Standard through. Follow-up Work\nand (Margaret Craig Curran), 297\nEzekiels, Jeannette The Kindergarten\nMakes Adequate Provision for the\nChildren's Physical Development, 193\nFahey, Sara H. The Teacher's Salary as\na Factor in Establishing Caste, 351\nFarm Woman's Problems, The (Florence\nE. Ward), 75\nFavrot, Leo M. Securing an Adequate\nSupply of Prepared Teachers for Negro\nRural Schools, 392\nFederal Department of Education, A\n(W. P. BuRRis), 444; (William C.\nBagley), 449\nFelmley, David Teachers' College Problems, 164\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nFerguson,\n\nJAmes\n\nTeachers, 158\nFinancing Large\n\n—The\n\nCity\n\nTenure\n\nof\n\nSchool Systems,\n\nMethods of (William L. Ettinger), 434\nFinancing a Modem School Program\n(M. P. Shawkey), 49\n\n"}
{"page": 734, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n7i8\n\n—\n\nThe Problem of an\nAdequate Number of Adequately Trained\n\nFiNLEY, John H.\n\n)\n\nTeachers, 495\nFive Decades of Educational Progress\n(A. E. WiNSHip), 422\nFollow-up Work and Extension Activities,\nHolding Students up to Standard thru\n(Margaret Craig Curran), 297\nForty Years of the National Council of\nEducation (Robert J. Aley), 144\nFowler, H. E. Thrift in Reading, 391\n\nFreece,\n\nJ.\n\nS.\n\n—\n—Adoption of Program of\n\nConstructive Measures as a Forward\nStep in School Administration, 325\n\nFreshman Class in 1940, The (Rodney M.\nWest), 235\nFunctions and Organization of the State\nDepartment of Education Considered in\nthe Light of Present Needs and Plans,\nThe (L. N. HiNEs), 493\nFundamentals Underlying Economic Fitness, The (F. L. Kleeberger), 315\nGallett, Grace Discussion: The Health\n\n—\nGarber, John P. — Constructive Factors in\nAmerican Education, 466\nGeiger, William F. —What Should Be\nCrusade, 321\n\nDone\n\nto Keep High-Class Superintendents in the Schools? 91\nGeneral Sessions of the Association, 29\nGiLDEMEiSTER, Theda The Teaching of\nPatriotism, 438\nGolden Deeds in Character Education\n\n—\n\n*\n(M. A. Cassidy), 523\nG. Health Education in\nUtah, 84; Utah's Health Legislation, 367\nGrades, Supervised Study in the (Alfred\nL. Hall-Quest), 502\nGreatest Need in Public Education Today,\nThe Wise and Responsible Leadership\n(E. C. Hartwell), 468\nGreer, John N. Are We Getting Proper\nReturns from Industrial Education in\n\nGowANS, E.\n\n—\n\n—\n\n—\n\nOur Public Schools ? 73\nGuGLE, Marie Some Problems of the\nJunior High School, 217\nGwinn, J. M. Discussion: The Importance of a Bank Account, 1 29\nHale, Florence M. State Requirements\nand Standards, 286\nHall-Quest,\nAlfred\nL. Supervised\n\n—\n—\n\n—\n\n—\n\nStudy in the Grades, 502\n\n—\n\nThe Greatest Need in\nPublic Education Today Wise and\nResponsible Leadership, 468\nHarvey, Mabel Turner Shortage of\nTeachers, 480\nHartwell, E. C.\n\nHarvey, Nathan A.\n\n—\n—\n\n—Intelligence Tests,\n\n252\n\nHealth Crusade, Modem (Charles M.\nDe Forest), 515\nHealth Crusade Work in Wyoming (A. A.\nSlade), 85\nHealth Education (Sally Lucas Jean),\n81; 318\n\nHealth\n\n(Margaret\n\nEducation\n\nMcN aught), 87\n\nS.\n\nHealth Education in Utah (E. G. Go wans),\n84\nHealth Legislation,Utah's (E. G. Gowans),\n367\nHealth Organization Work in Public\nSchools (Sally Lucas Jean), 369\nHealth Problems in Education, Report for\nCommittee on (Thomas D. Wood), 184\nHealth of School Children a Commimity\nProblem, The (Thomas D. Wood), 365\nHealth of the School Children, The\n\nDuty\nWood), 79\nNation's\n\nto\n\nthe\n\n(Thomas D.\n\nHealth Service (John M. Dodson), 185\n\nHedger, Caroline\n\n—\n\nSuccess of Nutrition\nin Classes in Boston and Chicago, 313\nHeilman, J. D. The Personal Qualifications of Instructors and the Laboratory\nFacilities for Exemplifying Hygiene and\nPhysical Education Tests in TeacherTraining Institutions, with a View to the\nAdequate Preparation of Teachers for\nUsing Such Tests in the Public Schools,\n\n—\n\n256\n\n—Rural School Activities,\nHerron, Stella—The Part the Teacher\nHeistand, W. R.\n288\n\nShould Play in the Administration of the\nSchool System, 96\nHigh School English ? Is There Need for\na New Type of (Howard R. Driggs),\n395\nHigh Schools in the Making of a Greater\nAmerica, The (J. O. Engleman), 209\nHigher Education, Department of. Secretary's Minutes, 231\nHigher Education, The Emergency in\n(George F. Zook), 231\nHill, Clyde M. Securing Recognition of\nthe Rural Problem in Teaching-Training\n\n—\n\nInstitutions, 299\n\n—\n\nHimelick, R. W. Current Tendencies and\nProblems in Education, 424\nHines, L. N. The Functions and Organization of the State Department of\nEducation Considered in the Light of\nPresent Needs and Plans, 493\nHolden, p. G. Just a Word about\n\n—\n\n—\n\nEducation, 306\nHolding Students up to Standard thru\nFollow-up Work and Extension Activities\n(Margaret Craig Curran), 297\nHollow AY, H. V. Teacher Shortage from\nthe Standpoint of a County Superintendent, 482\nHome Reading, Some Plans in Operation\nfor Stimulating, by School Children\n(J. D. Wolcott), 383\nHorn, Ernest The Relation of Silent\nReading to Efficiency in Study, 526\nHosic, James Fleming The Democratization of Supervision, 414\nHow We Are Training for Citizenship in\nOur Public Schools (F. B. Cooper), 63\n\n—\n\n—\n\n—\n\n"}
{"page": 735, "printed_page": null, "text": "1\n\n—\nINDEX\n\nHygiene and Physical Education Tests in\nTeacher-Producing\n\nInstitutions\n\nwith\n\nView\n\nAdequate Preparation of\nto\nTeachers for Using Such Tests in the\nSchools, The Personal Qualifications of\nInstructors and the Laboratory Facilities\nfor Exemplifying (Reed, A. G.)* 254\nHygiene and Physical Education Tests in\nTeacher-Training Institutions, with a\nView to the Adequate Preparation of\nTeachers for Using Such Tests in the\nPublic Schools, The Personal Qualifications of Instructors and the Laboratory\nFacilities\nfor\nExemplifying (J. D.\nHeilman), 256\nIndividual Differences in Kindergarten\nChildren (Elizabeth Woods), 198\nIndustrial\nEducation In Our Public\nSchools?\nAre We Getting Proper\nReturns from (John N. Greer), 73\nInfluence of the War on Vocational\nEducation, The (George M. Brace),\n337\nIntelhgence Tests (Nathan A. Harvey),\n252\nIntroductory Remarks (Ernest A. Smith),\n29\nIntroductory Remarks, Summary of (E. S.\nRice), 377\nIs the Teaching of English in the High\nSchool Functioning ? (Ella M. Dukes\n213\nIs There Need for a New Type of Text in\nHigh-School English? (Howard R.\nDriggs), 395\nIvERSON, G. A. The School Board's Place\nin the Educational System, 88\nJean, Sally Lucas Health Education,\n81; 318; Health Organization Work in\nPublic Schools, 369\nJensen, D. C. Discussion: A Program in\nThrift Education, 121\n\n—\n\n—\n\n—\n\n—\n\nJohnson, John C. Elementary Science\nWhat, Why, and How ? 305\nJohnston, Eva Problems of the Curri-\n\n—\nculum, 361\nJones, Olive N. —The Recognition of the\nRelation of Education to Our National\nLife, 48\nJournal of Proceedings, 2\nJunior High School, The Present of the\n(Arthur F. Benson), 528\nJunior High School, Some Problems of\nthe (Marie Gugle), 217\nKerr, Mina Student Government, 358\nKindergarten Children, Individual Differences in (Elizabeth Woods), 198^\nKindergarten Children, Mental Testing for\nAll (Virgil E. Dickson), 196\nKindergarten Education, Department of,\nSecretary's Minutes, 191\nKindergarten, The, Makes Adequate ProPhysical\nvision\nfor\nthe\nChildren's\nDevelopment (Jeanette Ezekiels), 193\nKing, Henry C. The Educational Challenge of the Present World Situation, 469\n\n—\n\n—\n\n719\n\nKleeberger,\n\nF. L.\n\n—The Fundamentals\n\nUnderlying Economic Fitness, 315\nLanguage, Making, a Real Part of the\nCurriculum (Howard R. Driggs), 205\nLeavitt, Frank M. Vocational Guidance\nand Placement, 335\nLester, Orrin Discussion: Attitude of\nthe Treasury Department, 1 29\nLewis, W. A. Religious Education, 238\nLewis, W. D. Teaching Citizenship, 531\nLewis, William Mather Dollar Education, 418\nLibrary Agencies, Relation of the Public\nSchools to Various (Mary F. Downey),\n378\nLibrary Department, Secretary's Mmutes,\n375\nLibrary, High-School, The Present Status\nof the, in the United States (Irma M.\nWalker), 387\nLimiting the Spurious Output of Textbooks thru Editing (J. W. Searson), 401\nMcCornack, W. R. Economy in Schoolhouse Planning and Construction, 333\n\n—\n\n—\n—\n—\n\n—\n\n—\n\nMcCoy, William T.—What Is New in\nOur Point of View ?\n\n136\n\nMcNaught, Margaret S.\n\n—Health Edu-\n\ncation, 87;\nSchool Revenue and Its\nEffect, 371\nMain Issue of the Year, The (Josephine\n\n—\n\nCorliss Preston), 188\n\nMaking Language a Real Part\n\nof the\nCurriculum (Howard R. Driggs), 205\nMaking of a State Department of Public\nInstruction, The (C. P. Gary), 490\nManagement, Comparison of Theories, and\nSuggested Study for Their Evaluation,\nParticipation of Teachers in (Harlan\nUpdegraff), 180\n\nManagement of the Schools, Democracy in\n(Charles B. Stillman), 178\n\nMaroney, Frederick W.\n\n—\n\nPhysical Education in New Jersey, 474\nMedical and Physical Examinations Their\n\n—\n\nValue and Scope (W. M. Stookey), 317\nMental Testing for All Kindergarten\nChildren (Virgil E. Dickson), 196\nMethods of Financing Large City School\nSystems (William L. Ettinger), 434\nMiles, L. Wardlaw America's Gift to\nFrance, 420\nMiller, Mrs. V. H. The School Board's\nPlace in the Educational System, 89\nMinkel, L. H. Extension Systems for\nImproving Teachers in the Service, 135\nModern Health Crusade (Charles M.\nDe Forest), 515\nMorgan, L. B. The Night Schools in\nKansas City, Kansas, 403\nMorgan, Joy Elmer School Libraries\nand Americanization, 386\n\n—\n—\n\n—\n\n—\n\n—\n—\n\nMorris, Nellie Grant Retail Selling as\na Factor in Commercial Education, 264\nMuiR, L. J. Discussion: What Supervision Accomplishes, 124; The Organization of Rural High Schools, 141\n\n—\n\n"}
{"page": 736, "printed_page": null, "text": "—\nNATIONAL EDUCATION ASSOCIATION\n\n720\n\nMusic Education, Department of, Secretary's Minutes, Salt Lake City Meeting,\n309\nNational\n\nCouncil\n\nof\n\nEducation,\n\nThe\n\n(Homer H. Seerley), 33\nNational Council of Education, Forty\nYears of the (Robert J. Aley), 144\nNational Council of Education, Secretary's\nMinutes: Cleveland Meeting, 160; Salt\nLake City Meeting, 107\nNational Council's Future, The (Homer\nH. Seerley), hi\nNecessity for Activity and Experiment for\nthe Education of Little Children (Bess\n\nCunningham), 192\nNecrology, 713\n\nNeed, The Greatest, in Public Education\nToday Wise and Responsible Leadership (E. C. Hartwell), 468\nNeed, of Standardizing the Qualifications\n\n—\n\nof Deans for High Schools,\n\nThe (Anna\n\nWillson), 215\n\nNeed for Teaching a Democratic Solution\nof Social Problems, The (A. Duncan\n\nPearse, C. G.— Sports to Build Bodies, 83\nPearson, F. B. Teacher Recruiting, 497\nPendleton, Charles S.—The Socialized\n\n—\n\nRecitation, 416\nPersonal Qualifications of Instructors and\nthe Laboratory Facilities for Exemplifying Hygiene and Physical Education\nTests in Teacher-Producing Institutions\nwith View to Adequate Preparation of\nTeachers for Using Such Tests in the\nSchools, The (A. G. Reed), 254\nPersonal Qualifications of Instructors and\nthe Laboratory Facilities for Exemplifying\nHygiene and Physical Education Tests\nin Teacher-Training Institutions, with\na View to the Adequate Preparation of\nTeachers for Using Such Tests in the\nPublic Schools, The (J. D. Heilman),\n256\n\n—The Reasons Why\n\nPeterson, Matilda\n\nAll Teachers Should Have Preparation\nEquivalent to That Required for Good\nSecondary Instruction, 239\n\nNight Schools in Kansas City, Kansas,\n\nPhysical Development, The Kindergarten\nMakes Adequate Provision for the\nChildren's (Jeanette Ezekiels), 193\nPhysical Director and Social Ethics, The\n(Charlotte Stewart), 312\nPhysical Education and Child Hygiene,\nDepartments of. Secretary's Minutes,\n\nThe (L. B. Morgan), 403\nNon-English Speaking Women,\n\nPhysical\n\nYocum), 172\nNegro Rural Schools, Securing an Adequate\nSupply of Prepared Teachers for (Leo\n,M. Favrot), 292\n\nNew School, The (Angelo Patri), 428\n\nA Brief\n\nView of One Year's Experience in New\nYork State with Classes for (Elizabeth\nA. Woodward), 345\nNormal Schools, Department\n\nof. Secretary's Minutes: Cleveland Meeting, 251;\nSalt Lake City Meeting, 237\nNutrition, Success of, in Classes in Boston\n\nand Chicago (Caroline Hedger), 313\nOfficers for 1919-20, 17\n\nOpportunity School, The Denver (Carlos\nM. Cole), 477\n.Organization of Rural High Schools, The\n(L. J. Muir), 141\nOrganizations, The Functions and, of the\nState Department of Education Considered in the Light of Present Needs and\nPlans (L. N. Hines), 483\nPacker, P. C. Planning a Comprehensive\nBuilding Program, 437\nPart-Time Schools (S. J. Vaughn), 340\nParticipation of Teachers in Management,\nComparison of Theories and Suggested\nStudy for Their Evaluation (Harlan\nUpdegraff), 180\nParticipation of the Teaching Staff in\nSchool Administration, The (H. B.\nWilson), 176\nPatri, Angelo ^The New School, 428\nPatriotism, The Teaching of (Theda\nGildemeister), 438\n\n—\n\n—\n\nPay for Teachers, Adequate (P. P. Claxton), 55\n\n—\n\nThe Value of Instruction in Accident Prevention as a Factor\nin Unifying the Curriculum, 204\n\nPayne, E. George\n\nEducation\nin\nNew Jersey\n(Frederick W. Maroney), 474\nPhysical Education Tests in TeacherProducing Institutions with View to\nAdequate Preparation of Teachers for\nUsing Such Tests in the Schools, The\n\nPersonal Qualifications of Instructors\nthe\nLaboratory Facilities for\nExemplifying Hygiene and (A. G. Reed),\n254\nPhysical Education Tests in TeacherTraining Institutions with a View to the\nAdequate Preparation of Teachers for\nUsing Such Tests in the Public Schools,\nof InQualifications\nPersonal\nthe\nstructors and the Laboratory Facilities\nfor Exemplifying Hygiene (J. D. Heilman), 256\nPhysical Examinations, Medical and\nTheir Value and Scope (W. M. Stookey),\n317\nPicture Material for Geography Classes\nQessie L. Burrall), 382\nPioneer Communities, School Progress in\n(Annie E. Shelland Williams), 275\nPittman, M. S. The Zone Plan of Supervision, 289\nPlanning a Comprehensive Building Program (P. C. Packer), 437\nPolicies and Plans for the Guidance of the\nPresent Administration, Report of the\nPresident with Recommendations as to\n(Homer H. Seerley), 163\nPowell, R. W. Discussion: Rural Education, 243\n\nand\n\n^\n\n—\n\n—\n\n"}
{"page": 737, "printed_page": null, "text": "INDEX\nPractice-Teaching for Prospective Rural\nTeachers (Ethel Black), 295\nI'resent Status of the High-School Library\nin the United States, The (Irma M.\nWalker), 387\nPresent Status of the Junior High School,\nThe (Arthur F. Benson), 528\nPresident's Address (Albert Wunderlich), 324\nPresident's Address:\nThe Nation, Our\nField (Josephine Corliss Preston), 35\nPreston, Josephine Corliss The Call\nto Arms in 1920, 143; The Main Issue\nof the Year, 188; President's Address:\n\n—\n\nThe Nation, Our Field, 35\nof an Adequate Number of\nAdequately Trained Teachers (John H.\nFinley), 495\nProblems of the Curriculum (Eva John-\n\nProblem\n\nston), 361\n\nProblems in Education, Current Tendencies\nand (R. W. Himelick), 424\nProblems, The Farm Women's (Florence\nE. Ward), 75\nProblems, The Need for Teaching a\n\nDemocratic Solution of Social (A.\nDuncan Yocum), 172 ,\nProblems of the Social Life of College\nWomen, The (Josephine Simrall), 363\nProblems,\nTeachers'\nCollege\n(David\nFelmley), 164\nProceedings of the Fifty-eighth Annual\nMeeting, Journal of, 21\nProfessional Reading, School Surveys as\n(George M. Wiley), 510\nProgram of Constructive Measures as a\nForward Step in School Administration,\nAdoption of (J. S. Freece), 325\nProgram of Constructive Work, 167\nProgram, Financing a Modern School\n(M. P. Shawkey), 499\nProgress, Five Decades of Education\n(A. E. Winship), 422\nThrift\nReadjustment\nand\n(Arthur H. Chamberlain), 117\nPublic Instruction, The Making of a State\nDepartment (C. P. Cary), 490\nPublic Library and the School, The\n(Joanna H. Sprague), 379\n\nProgress,\n\nAre We Getting Proper\nReturns from Industrial Education in\nOur QoHN N. Greer), 73\nPublic Schools, Health Organization Work\nin (Sally Jean Lucas), 369\nReasons Why All Teachers Should Have\nPreparation Equivalent to That Required\nfor Good Secondary Instruction, The\n(Matilda Peterson), 239\n\nPublic Schools?\n\n—\n\nThe Personal Qualifications\nInstructors and the Laboratory\nFacilities for Exemplifying Hygiene and\nPhysical Education Tests in TeacherProducing Institutions with View to\nAdequate Preparation of Teachers for\nUsing Such Tests in the Schools, 254\n\nReed, A. G.\nof\n\n721\n\nRegulations on Schoolhouse Construction\nin the United States in the Year 1920\n(Frank Irving Cooper), 518\nReilley, Delia R. The Menace of the\nTeacher Shortage, 344\nRelation of Education to Our National\nLife, (Olive N. Jones), 48; (Will C.\nWood), 50\nRelation of the Public Schools to Various\nLibrary Agencies (Mary F. Downey) ,3 78\nRelation of Silent Reading to Efi&ciency in\nStudy, The (Ernest Horn), 526\nReligious Education (W. A. Lewis), 238\n\n—\n\nReport for Committee of Health Problems\nin Education (Thomas D. Wood), 184\nReport of Committee on Resolutions, 23\nReport of the President with Recommendations as to Pohcies and Plans for the\nGuidance of the Present Administration\n(Homer H. Seerley), 163\nReport, Secretary's, 703\nReport on Tenure of Teachers, Preliminary\n(Dr. Joseph Swain), 147\nReport, Treasurer's, 707\nResolutions of the Department of Rural\nEducation, 301\nResolutions of Department of Superintendence, 410\nResponse to the Address of Welcome (A. E.\n\nWinship), 31\nRetail Selling as a Factor in Commercial\nEducation (Nellie Grant Morris), 264\nSummary of Introductory\nS.\nRemarks, 377\nRural Education, Department of. Secretary's Minutes: Cleveland Meeting, 278;\nSalt Lake City Meeting, 271\nRural Education Reorganization, A Story\nof (H. H. Seerley), 240\nRural Education, Some Needs of (H. A.\nAllan), 280\nRural High Schools, The Organization of\n(L. J. Muir), 141\nin\nTeacher-Training\nRural\nProblem\nRice, E.\n\n—\n\nInstitutions, Securing Recognition of the\n\n(Clyde M. Hill), 299\nRural School Activities (W. R. Heistand),\n288\nRural-School Betterment, Some Immediate\nRequirements for (John F. Sims), 277\nRural Schools (John Sims), 116\nRural Schools That Serve EjBfectively (R. P.\nCrawford), 274\nRural Teachers, Practice Teaching for\nProspective (Ethel Black), 295\nRyan, Orson Discussion: Thrift through\n\n—\n\nParticipation, 132\nSalaries, Should, in Teachers' Colleges and\nNormal Schools Parallel Salaries in the\nUniversities? (J. Stanley Brown), 260\nSalaries, Teachers (John W. Withers), 431\n\nSalary Schedules, Teachers' Salaries and,\nin the United States, 1918-19 (E. S.\n\nEvenden), 537\nSalary\n\nSituation\n\nwith\n\nRemedies,\n\n(Arthur H. Chamberlain), 154\n\nThe\n\n"}
{"page": 738, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n722\n\nSalary, The Teacher's, as a Factor in\nEstablishing Caste (Sara H. Fahey), 351\nSchool Administration, Adoption of Program of Constructive Measures as a\n\nForward Step in (J. S. Freece), 325\nAdministration,\nDemocracy\n(Annie Webb Blanton), 515\n\nSchool\nSchool\n\nAdministration,\n\nin\n\nThe\n\nPart the\nTeacher Should Play in (M. G. Clark), 93\nSchool Administration, The Participation\nof the Teaching Staff in (H. B. Wilson),\n\nShawkey, M. p.— Financing a Modern\nSchool Program, 499\n\nWilliam J. Elimination bf\nWaste in Education, 513\nSherman, Elizabeth Discussion: Cooperation and Community, 126\nShiels, Albert— Suggestions for a Practicable and Effective Program of Americanization, 484\nShortage of Teachers\n\nHarvey), 480\nSiDERS,\n\nSchool of Administration, Department of.\nSecretary's Minutes: Cleveland Meeting, 2,2>y, Salt Lake City Meeting, 323\nSchool Board's Place in the Educational\nSystem, The (G. A. Iverson), 88; (Mrs.\nV. H. Miller), 89\nSchool Children, The Nation's Duty to the\nHealth of (Thomas D. Wood), 79\nSchool Libraries and Americanization (Joy\nElmer Morgan), 386\nSchool Patrons, Department of. Secretary's\nMinutes, 365\nSchool Progress in Pioneer Communities\n(Annie E. Shelland Williams), 275\nSchool Revenue and Its Effect (Margaret\nS.\naught), 371\n-School Surveys as Professional Reading\n(George M. Wiley), 510\nSchool System, The Part the Teacher\nShould Play in the Administration of the\n(Stella Herron) 96 (Agnes Winn) 97\nSchoolhouse Construction in the United\nStates in 1920, Regulations on (Frank\nIrving Cooper), 518\nSchoolhouse Planning and Construction,\nEconomy in Planning (W. R. McCornack), 333\n\nMcN\n\n,\n\n;\n\n,\n\nScience Instruction, Department of, Secre-\n\n—\n\nSecretary's Minutes, 209\nSecondary Education, Influence of the\nWorld-War on (J. H. Beveridge), 227\n\n—\n\nHomer H. ^The National\nCouncil of Education, 33; The National\nCouncil's Future, in; Report of the\nPresident with Recommendations as to\nPolicies and Plans for the Guidance of\nA\nthe Present Administration, 163;\nStory of Rural Education Reorganization, 240\n\nSeerley,\n\n—How Should Text—\n\nWalter R.\n\nbooks\n\nBe\n\n(Mabel Turner\n\nSelected? The\nSuperintendent's Point of View, 397\nSilent Reading to Efficiency in Study, The\nRelation of (Ernest Horn), 526\nSimrall, Josephine The Problems of the\nSocial Life of College Women, 363\nSims, John F. Rural Schools, 116; Some\nImmediate Requirements for RuralSchool Betterment, 277\nSissoN, Edward O. American's Pledge to\nthe World, 348; Definite Objectives in\nEducation, 100\nSix- Year Unified High School versus the\nSenior and Junior High Schools, The\n(Harry M. Shafer), 221\nSkinner, Jessie The Place of Classroom\nTeachers in the Administration of School\n\n—\n\n—\n\n—\n\n—\n\nAffairs, 95\nSlade, a. a. Health Crusade Work in\nWyoming, 85\nSmith, Ernest A. Compulsory Character\nEducation, 471; Introductory Remarks,\n\n—\n\n—\n\n29\n\nSnyder, Edwin R.\nSocial Ethics,\n\n—Americanization, 487\n\nThe Physical Director and\n\n(Charlotte Stewart), 312\nSocial Problems, The Need for Teaching a\nDemocratic Solution of (A. Duncan\n\nYocum), 172\n\ntary's Minutes, 305\n\nSearson, J. W. ^Limiting the Spurious\nOutput of Textbooks thru Editing, 401\nSecondary Education, Department of,\n\nSecretary's Report, 703\n\n—\n—\n\nShearer,\n\nSelection of Textbooks from the Publisher's\nPomt of View, The (C. W. Taber), 399\nSelf-Government, Student, in TeacherTraining institutions (C. E. Evans), 248\nSenior and Junior High Schools, The SixYear Unified High School versus the\n(Harry M. Shafer), 221\nShafer, Harry M. The Six-Year Unified\n\n—\n\nHigh School versus the Senior and\nJunior High Schools, 221\n\nRecitation, The (Charles S.\nPendleton), 416\nSome Immediate Demands for Community Service (G. W. Ager), 272\nSome Immediate Requirements for RuralSchool Betterment (John F. Sims), 277\nSome Needs of Rural Education Which\nMay Be Met thru This Department of\nthe National Education Association\n(H. A. Allan), 280\nSocialized\n\nSome Plans in Operation for Stimulating\nHome Reading by School Children\n(J.\n\nD. Wolcott), 383\n\nSome Problems\n\n_\n\nAdministration Confronting the Public Junior College\n(Jesse B. Davis), 478\nSome Problems of the Junior High School\n(Marie Gugle), 217\nSports to Build Bodies (C. G. Pearse), 83\nSprague, Joanna H. The Public Library\nof\n\n—\n\nand the School, 379\nState Department of Education Considered\nin the Light of Present Needs and Plans,\nThe Functions and Organization of the\n(L. N. Hines), 493\n\n"}
{"page": 739, "printed_page": null, "text": "—\nINDEX\nState of Maine Plan, The (Augustus O.\nThomas), 282\nStandards\nState\nRequirements\nand\n(Florence M. Hale), 286\nThrift\nStebbins,\na. Discussion:\nC.\nImpulses and Conduct thru Motion\n\n—\n\nPictures, 133\n\n—\n—\n\nPhysical\nCharlotte The\nDirector and Social Ethics, 312\nStillman, Charles B. Democracy in\nManagement of the Schools, 178\nStookey, W. M. Medical and Physical\nExaminations Their Value and Scope,\n\nStewart,\n\n—\n—\n\n317\nStory of Rural Education Reorganization,\nA (H. H. Seerley), 240\nStranger within Our Gates, The (Walter\nE. Clark), 60\nStrayer, George D. A National Program for Education: A Final Report of\nthe Commission on the Emergency in\nEducation, 41\nStrengthening the Superintendent (Edwin\nC. Broome), 505\nStudent Government (Mina Kerr), 358\n\n—\n\nStudy Period, A Child's (Fred J. Anderson), 373\nSuccess of Nutrition in Classes in Boston\nand Chicago (Caroline Hedger), 313\nSuggestions for a Practicable and Effective\nProgram of Americanization (Albert\nShiels), 484\nSuperintendence, Department of, Secretary's Minutes, 407\nSuperintendent's Problems, Report of the\nSub-Committee on Curriculum of the\nCommittee on (A. Duncan Yocum), 174\nWhat\nSuperintendents in the Schools?\nShould Be Done to Keep High-Class\n\n(Mary D. Bradford), 90;\n\n(William\n\nF. Geiger), 91\n\nSupervised Study in the Grades (Alfred\nL. Hall-Quest), 502\nThe Democratization of\nSupervision,\n(James Fleming Hosic), 414\nSupervision, The Zone Plan of (M. S.\nPittman), 289\nSurveys, School, as Professional Reading\n(George M. Wiley), 510\nSwain, Dr. Joseph Preliminary Report\non Tenure of Teachers, 147\nSystems, City (H. B. Wilson), 113\nImproving\nfor\nExtension,\nSystems,\nTeachers in the Service (L. H. Minkel),\n\n—\n\n13s\n\nTaber, C. W.—The Selection of Textbooks\nfrom the Publisher's Point of View, 399\nTeacher in Administration, The (Cornelia\nS. Adair), 99\n\nTeacher, The Part the. Should Play in the\nAdministration of the School System\n\n(Stella Herron), 96; (Agnes Winn),\n97\nTeacher, The Part the, Should Play in the\nSchool Administration (M. G. Clark),\n93\n\n723\n\nTeacher Recruiting (F. B. Pearson), 497\nTeacher Shortage, The Menace of the\n(Delia R. Reilley), 344\nTeacher Shortage from the Standpoint of\na Coimty Superintendent (H. V. Holloway), 482\nTeacher-Training Institutions, Securing\nRecognition of the Rural Problem in\n(Clyde M. Hill), 299\nStudent\nTeacher-Training Institutions,\nSelf-Government in (C. E. Evans), 248\nTeachers' Associations (Lotus D. Coffman), 458\nTeachers' College, Effective Democracy in\nthe Faculty and the Administration of a\n(William H. Zeigel), 244\n(David\nTeachers'\nCollege\nProblems\nFelmley), 164\nTeachers, Extension Systems for Improving, in the Service (L. H. Minkel), 135\nTeachers, The Place of Classroom, in the\nAdministration of School Affairs (Jessie\n\nSkinner), 95\nTeachers' Salaries (John W. Withers), 431\nTeachers' Salaries and Salary Schedules in\nthe United States, 19 18-19 (E. S.\n\nEvenden), 537\nTeacher's Salar}-- as a Factor in Establishing Caste, The (Sara H. Fahey), 351\nTeachers, Shortage of (Mabel Turner\nHarvey), 480\nHave Preparations\nTeachers\nShould\nEquivalent to That Required for Good\nSecondary Instruction, The Reasons\nWhy All (Matilda Peterson), 239\nTeaching Citizenship (W. D. Lewis), 531\nTeaching Citizenship in Our Schools ? How\nAre We (L. P. Benezet), 64\nTeaching of English in the High School\nFunctioning Effectively, Is the? (Ella\n^\n\nM. Dukes), 213\nTeaching of Patriotism,\nGildemeister), 438\n\nThe\n\n(Theda\n\nCurrent, and Problems in\nEducation (R. W. Himelick), 424\nTenure of Teachers, The (James Fergu-\n\nTendencies,\n\nson), 158\n\nTenure of Teachers, Preliminary Report on\n(Dr. Joseph Swain), 147\nTextbooks Be Selected, How Should?\n\nThe Superintendent's Point\n(Walter R. Siders), 397\n\nof\n\nView\n\nTextbooks, Limiting the Spurious Output\nof, thru Editing (J. W. Searson), 401\nTextbooks from the Publisher's Point of\nView, The Selection of (C. W. Taber),\n\n399\n\n—\n\nThomas, Augustus O. The State of\nMaine Plan, 282\nThrift and Conservation (Arthur H.\nChamberlain), 169\nThrift Education, Committee on. Report\non Thrift Readjustment and Progress,\n117\nThrift in Reading (H. E. Fowler), 391\n\n"}
{"page": 740, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n724\n\nReadjustment\nand\nProgress\n(Arthur H. Chamberlain), 117\nTraining for Citizenship in Our Public\nThrift\n\nWe\n\nSchools, How\nAre (F. B. Cooper), 63\nTreasurer's Report, 707\nUnified High School versus the Senior and\nJunior High Schools, The Six-Year\n(Harry M. Shafer), 221\nUpdegraff, Harlan Participation of\n\n—\n\nTeachers in Management, Comparison\nof Theories, and Suggested Study for\nTheir Evaluation, 180\nUtah's Health Legislation (E. G. Go wans),\n367\nValue of Instruction, The, in Accident\nPrevention as a Factor in Unifying the\nCurriculum (E. George Payne), 204\nVaughn, S. J. Part-Time Schools, 340\nVocational Education, Department of.\nSecretary's Minutes, 269\nVocational Education, The Influence of the\nWar on (George M. Brace), 337\nVocational\nGuidance\nand Placement\n(Frank M. Leavitt), 335\nWalker, Irma M. The Present Status of\nthe High-School Library in the United\nStates, 387\nWar Has Contributed toward Teaching\n\n—\n\n—\n\nCitizenship,\n\nWhat\n\n(Guy Potter\n\nthe\n\nBenton), 68\nWar, The Influence of the, on Vocational\nEducation (George M. Brace), 337\nWard, Florence E. The Farm Woman's\n\n—\n\nProblems, 75\nWaste in Education,\n\nElimination\n\nof\n\n(William J. Shearer), 513\nWest, Rodney M. The Freshman Class\n\n—\n\nWilson, H. B.— City Systems, 113; The\nParticipation of the Teaching Staff in\nSchool Administration, 176\nWinn, Agnes The Part the Teacher\nShould Play in the Administration of the\n\n—\n\nSchool System, 97\nDiscussion: Significance\nof the High School Years, 125; Downfall of Autocracy, 350; Five Decades of\nEducational Progress, 422; Response to\nthe Address of Welcome, 31\nWithers, John W. Teachers' Salaries,\n431\nWoLCOTT, J. D. Some Plans in Operation\nfor Stimulating Home Reading by\nSchool Children, 383\nWood, Mrs. Ira Couch Discussion:\nHealth Problems in Education, 187\nWood, Thomas D.—The Health of School\nChildren a Community Problem, 365;\nThe Nation's Duty to the Health of the\nSchool Children, 79; Report for Committee on Health Problems in Education,\n184\nWood, Will C. The Recognition of the\nRelation of Education to Our National\nLife, 50\nWoods, Elizabeth Individual Differences in Kindergarten Children, 198\nWoodward, Elizabeth A. A Brief View\nof One Year's Experience in New York\nState with Classes for Non-EnglishSpeaking Women, 345\nWorld-War on Secondary Education,\nInfluence of (J. H. Beveridge), 227\n\nWinship, a. E.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—President's Ad-\n\nWunderlich,\n\nAlbert\n\ndress, 324\n\n—\n\nYocuM, A. Duncan\n\nWilliams, Annie E. Shelland School\nProgress in Pioneer Communities, 275\nWiLLSON, Anna The Need of Standardiz-\n\nThe Need for Teacha Democratic Solution of Social\nProblems, 172; Report of Sub-Committee on Curriculum of the Committee\non Superintendent's Problems, 174\nZeigel, William H. Effective Democracy in the Faculty and the Administration of a State Teachers' College, 244\nZone Plan of Supervision, The (M. S.\nPittman), 289\n\ning the Qualifications of Deans for High\nSchools, 215\n\nZooK, George F. The Emergency in\nHigher Education, 231\n\nin 1940, 235\nIs\n\nWhat\n\nNew in Our Point of View?\n\n(William T. McCoy), 136\nWider Use of Schoolhouses, The, Department of, Secretary's Minutes, 403\nWiley, George M. School Surveys as\n\n—\n\nProfessional Reading, 510\n\n—\n\n—\n\ning\n\n—\n\n—\n\n"}
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{"page": 743, "printed_page": null, "text": "li}itfM/P.jh,\n\nL\n13\nN3A13\n1920\n\nNational Education Association\nof the United States\nAddresses and proceedings.,.\n\nPLEASE DO NOT REMOVE\n\nCARDS OR SLIPS FROM THIS POCKET\n\n"}
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